levelbuilder content changes (-dave)

dashboard/config/locales/dsls.en.yml

@@ -2680,6 +2680,14 @@ en:
         I feel like I could teach this right now: I feel like I could teach this right now
         I feel like I need to do A LOT of review of lessons, content, etc before I teach this: I feel like I need to do A LOT of review of lessons, content, etc before I teach this
         I feel like I need to do SOME review of lessons, content, etc before I teach this: I feel like I need to do SOME review of lessons, content, etc before I teach this
+      CSPPD3-u5 Create PT checkin:
+        I better understand what these lessons are about: I better understand what these lessons are about
+        I understand what these lessons are about less than I did before I started: I understand what these lessons are about less than I did before I started
+        My understanding of these lessons has not changed: My understanding of these lessons has not changed
+      CSPPD3-u5 Explore PT checkin:
+        I better understand what these lessons are about: I better understand what these lessons are about
+        I understand what these lessons are about less than I did before I started: I understand what these lessons are about less than I did before I started
+        My understanding of these lessons has not changed: My understanding of these lessons has not changed
       CSPPD3-u5 unit overview checkin:
         I feel like I could teach this right now: I feel like I could teach this right now
         I feel like I need to do A LOT of review of lessons, content, etc before I teach this: I feel like I need to do A LOT of review of lessons, content, etc before I teach this

dashboard/config/scripts/CSPPD3-Unit5.script

@@ -19,10 +19,12 @@ level 'CSPPD3-u5 unit overview checkin'
 stage 'Explore PT Breakdown'
 level 'CSPPD3-u5 chapter 1 concepts'
 level 'CSPPD3-u5 chapter 1 resources'
+level 'CSPPD3-u5 Explore PT checkin'
 
 stage 'Create PT Breakdown'
 level 'CSPPD3-u5 chapter 2 concepts'
 level 'CSPPD3-u5 chapter 2 resources'
+level 'CSPPD3-u5 Create PT checkin'
 
 stage 'Challenge Overview'
 level 'CSPPD3-u5 challenge overview'

dashboard/config/scripts/csppd3_u5_challenge_overview.external

@@ -13,7 +13,7 @@ markdown <<MARKDOWN
 - Lesson options for your challenge
 - Pick a challenge
 
-Click “Continue” below to get started with the Unit 4 challenge overview! 
+Click “Continue” below to get started with the Unit 5 challenge overview! 
 
 <br/><br/>
 <a class="btn btn-large btn-primary next-stage submitButton">Continue</a>

dashboard/config/scripts/csppd3_u5_chapter_1_concepts.external

@@ -3,27 +3,85 @@ css 'unplugged'
 markdown <<MARKDOWN
 <link rel="stylesheet" type="text/css" href="https://staging.code.org/curriculum/docs/web/k5online.css">
 
-### Unit 4 Overview > Chapter 1: Data Explorations > Concepts
+### Unit 5 Overview > Chapter 1: Explore Performance Task > Concepts
 
-<br/>
-<img src="https://images.code.org/81f3498b01b714386b7055bddaff112a-image-1454694327476.45.09 AM.png" width="550" style="float:right; margin-left:30px">
+#### What's Inside?
+
+The skinny: The Explore Performance Task is essentially a research paper.  Students must investigate a modern computing innovation, write about how it works, and describe its impacts (both good and bad) on society.<br><br>
+
+**Unit 5 - Lesson 1** gears students up to actually do the task.  In that lesson students will:
+
+- Review the Explore Performance Task description and rubric
+- Understand what **computational artifact** means
+- Understand what a **computing innovation** is for this context
+- Review **research practices** and strategies (how to cite sources properly)
+
+**Unit 5 - Lesson 2** is the actual administration of the task.  The associated lesson plan contains:
+
+- Timeline for administering the task
+- Tips on the role of the role of the instructor
+- Instructor Dos and Don'ts during administration of the Task 
 
 #### Content Overview
-Unit 4 begins by asking students to consider what data can be collected and to propose ways it could be used to **test hypotheses and develop new insights** about the world. Students will also begin collecting data about themselves by making daily entries into a survey that will be used as part of the Class Data Tracker project that runs through the entirety of the first chapter.
-<br><br>
-Students will be introduced to the power of **data visualization** as a tool for finding, understanding, and presenting trends in data. They will use interactive data visualization tools to identify trends and patterns, learn to identify assumptions made when interpreting visualizations, and critique data visualizations based on their clarity and usefulness.
-<br><br>
-Having developed intuitions on how to use visualizations to help interpret data, students will begin creating visualizations of their own. They will learn how to use a spreadsheet tool to create a variety of charts of digital data. They will also be introduced to the way **summary tables** provide new perspectives on a data set by grouping and aggregating information.
-<br><br>
-For the remainder of the chapter students will be working with the data collected with the Class Data Tracker they began using at the beginning of the unit. In preparing the data for analysis they will learn why **cleaning data** is an important step in analysis. They will learn to make summary tables of their own using the **pivot table** tools included in most spreadsheet software, and will use this skill to search for trends and patterns within the data they have collected.
-<br><br>
-To conclude the chapter students will complete a Practice PT in which they visualize and present an interesting trend, pattern, or relationship they found within their tracker data.
-<br><br>
-
-#### What it looks like
-Students will use computer for most lessons in this chapter. At the beginning of the unit students will be looking at external tools or resources to familiarize themselves with the ways data and data visualization are used. In the second half of the chapter they will be working primarily in a **spreadsheet tool (e.g. Google Sheets, Microsoft Excel, etc.)**. While the Practice PT itself should be completed individually, the lessons leading up to that project including cleaning and summarizing the data lends itself much more readily to group work and class discussions.
-
-<br><br>
+
+Students need to be given 8 hours of class time to complete the Explore PT. The AP Explore Performance Task and Rubric make a list of all the steps in the process. This list includes:
+
+* Coming up with a computing innovation to research.
+* Finding sources about your computing innovation.
+* Written responses.
+* Computational Artifact.
+
+For more details about the performance task, refer to the following documents:
+
+* [AP Explore Performance Task Overview](https://drive.google.com/open?id=0B2UNlnU_5Vg4eWlNN1dKNnRCTG8)
+* Official rubric coming soon
+
+##### What is a Computational Innovation?
+
+The College Board requires that students select and investigate a computational artifact that:
+
+* Has or has had the potential to have significant beneficial and harmful effects on society, economy, or culture.
+* Consumes, produces, and/or transforms data.
+* Raises at least one data storage concern, data privacy concern, or data security concern.
+
+##### What is a Computational Artifact?
+
+The College Board defines a “computational artifact” as “a visualization, a graphic, a program, video, or audio that students create using a computer.”
+
+Students should understand which computational artifacts would be considered effective and ineffective:<br><br>
+
+**Effective artifacts include:**
+
+* Visual, graphical and/or audio content to help a reader understand the purpose of a computing innovation.
+* Using communication media such as animations, comic strips, infographics, and/or public service announcements to illustrate the purpose of a computing innovation.
+
+**Ineffective artifacts include:**
+
+* Artifacts that repeat information previously supplied in the written responses.
+* Multi-slide presentations with paragraphs of text or bullets.
+* Artifacts that have not been created by the student.
+* Artifacts that focus on advertising the computing innovation’s functionality instead of the purpose of the innovation.
+
+In Unit 4 we spent time learning how to make data visualizations *because* they work as very effective artifacts that can tell a story without text.  A suggested strategy is to find some data, or even create some data to create a chart or some kind that conveys a “story” in the chart.
+
+##### How Have Students Prepared for This Task?
+
+Previously in this class, students have done a number of practice PTs to prepare them for the actual Explore PT, including: 
+
+* Unit 2, Lesson 12: The Internet and Society
+* Unit 2, Lesson 20: Cybersecurity Innovations View Lesson Plan 
+* Unit 4, Lesson 09 : Tell a Data Story
+* Unit 4, Lesson 11: Data Innovations
+* Unit 4, Lesson 14: Propose an Innovation
+
+In these practice PTs, students practiced the following skills:
+
+* Researching a specific innovation
+* Writing about the innovation
+* Creating visualizations 
+* Understanding and explaining how data is used
+
+<br>
 <a class="btn btn-large btn-primary next-stage submitButton">Continue</a>
 
 MARKDOWN

dashboard/config/scripts/csppd3_u5_chapter_1_resources.external

@@ -3,27 +3,42 @@ css 'unplugged'
 markdown <<MARKDOWN
 <link rel="stylesheet" type="text/css" href="https://staging.code.org/curriculum/docs/web/k5online.css">
 
-### Unit 4 Overview > Chapter 1 > Resources for Lesson 1
-#### What is Data?
-<img src="https://images.code.org/81f3498b01b714386b7055bddaff112a-image-1454694327476.45.09 AM.png" width="400" style="float:right; margin-left:30px">
-##### Lessons in Code Studio
+### Unit 5 Overview > Chapter 1 > Resources for the Explore PT
 
-<a href="https://studio.code.org/s/cspunit4/stage/1/puzzle/1" target=_blank><strong>Stage 01- Introduction to Data</strong></a> Students take an online quiz and discuss what data could be collected from this quiz. Students brainstorm other places data could be collected in their lives. The Class Data Tracker project is introduced and students make their first of many daily entries into an online survey. Students develop hypotheses that they may be able to test once they have collected many days worth of data.
+#### Performance Task Documents
 
-<br>
+* [AP Explore Performance Task Overview](https://drive.google.com/open?id=0B2UNlnU_5Vg4eWlNN1dKNnRCTG8)
+* Official rubric coming soon
 
-**Important Note:** The Class Data Tracker project is introduced in this lesson. Students will need to take a few minutes at the beginning of **each lesson in this chapter** in order to have the data **required to complete the Practice PT in Lesson 9**.
+#### Role of the Teacher During Explore Task Completion 
 
-<br>
+Here are the teacher guidelines for what types of things you can and cannot help students with. Consult the Teacher Implementation Guidelines from the College Board for the most up to date guidelines. Below is a draft copy of those guidelines: <br><br>
+
+**As the teacher, you specifically should:**<br><br>
+
+1. Assist in resolving technical problems that impede work, such as a failing workstation or difficulty with access to networks, or help with saving files or making movie files.
+2. Monitor progress and remind students of dates by which key milestones need to be achieved  and submitted. Suggest a timeframe for completing sections of the Performance Tasks.
+3. Provide opportunities, as needed, for students to consult with outside experts. Instruct students consultants should be cited as sources of information in their written responses to Explore 1g and/or Create 3f.
+4. Allow students’ interests to drive their choice of a computing innovation. Encourage creative choices, and give general guidance to help students focus their topics.
+
+**As the teacher, you are allowed to:**<br><br>
 
-##### CS Concepts
+1. Examine selected pieces of work to use for your own summative assessment, as long as you do not provide feedback.
+2. Clarify directions for a component of a performance task when it is clear students do not understand the directions.
+3. Remind students about submission requirements.
+4. Ask questions to help students better define their focus and choice of topics. 
+5. Remind students to cite references and provide assistance with proper citation procedures.
 
-* Data means many different things depending on context. While this unit will explore the scope of those meanings, for this first portion of the unit data will be explored as **a collection of information that can be used to develop insight and knoweldge**.
-* Data can **take many forms** and there is the potential to collect data about almost any activity, especially those that happen on a computer.
+**As the teacher, you may not:**<br><br>
 
-##### Vocabulary
+1. Assist students with either their specific choice of topics or the process of investigating those topics.
+2. Assign, provide, or distribute the topics students investigate or programs students develop.
+  * Write, revise, amend, or correct student work.
+  * Conduct or provide research/articles/evidence for students.
+3. Give students boilerplates (templates) for Performance Tasks.
+4. Allow students to submit practice performance tasks as actual Performance Tasks.
+5. Suggest answers to prompts or evaluate answers to prompts.
 
-* **Hypothesis:** a proposed explanation for some phenomenon used as the basis for further investigation.
 
 <br>
 

dashboard/config/scripts/csppd3_u5_chapter_2_concepts.external

@@ -3,25 +3,71 @@ css 'unplugged'
 markdown <<MARKDOWN
 <link rel="stylesheet" type="text/css" href="https://staging.code.org/curriculum/docs/web/k5online.css">
 
-### Unit 4 Overview > Chapter 1: Data Explorations > Concepts
+### Unit 5 Overview > Chapter 2: Create Performance Task > Concepts
 
-<br/>
-<img src="https://images.code.org/81f3498b01b714386b7055bddaff112a-image-1454694327476.45.09 AM.png" width="550" style="float:right; margin-left:30px">
+#### What's Inside?
+
+The skinny: The Create Performance task asks students to write a program and identify key aspects of it through a) the code itself b) a video demonstration of the program and c) writing. The writing prompts ask students to identify the program’s intended purpose, and the key algorithms and abstractions in the code.<br><br>
+
+**Unit 5 - Lesson 3** gears students up to actually do the task.  In that lesson students will:
+
+- Review the Create Performance Task description and rubric
+- Understand **collaboration strategies** and the role of collaboration in this task
+- Review where and how to identify an **algorithm** in their program
+- Review where and how to identify an **abstraction** in their program
+- Learn how to make a **video screen capture** of themselves using their program
+
+**Unit 5 - Lesson 4** is the actual administration of the task.  The associated lesson plan contains:
+
+- Timeline for administering the task
+- Tips on the role of the role of the instructor
+- Instructor Dos and Don'ts during administration of the Task 
 
 #### Content Overview
-Unit 4 begins by asking students to consider what data can be collected and to propose ways it could be used to **test hypotheses and develop new insights** about the world. Students will also begin collecting data about themselves by making daily entries into a survey that will be used as part of the Class Data Tracker project that runs through the entirety of the first chapter.
-<br><br>
-Students will be introduced to the power of **data visualization** as a tool for finding, understanding, and presenting trends in data. They will use interactive data visualization tools to identify trends and patterns, learn to identify assumptions made when interpreting visualizations, and critique data visualizations based on their clarity and usefulness.
-<br><br>
-Having developed intuitions on how to use visualizations to help interpret data, students will begin creating visualizations of their own. They will learn how to use a spreadsheet tool to create a variety of charts of digital data. They will also be introduced to the way **summary tables** provide new perspectives on a data set by grouping and aggregating information.
-<br><br>
-For the remainder of the chapter students will be working with the data collected with the Class Data Tracker they began using at the beginning of the unit. In preparing the data for analysis they will learn why **cleaning data** is an important step in analysis. They will learn to make summary tables of their own using the **pivot table** tools included in most spreadsheet software, and will use this skill to search for trends and patterns within the data they have collected.
-<br><br>
-To conclude the chapter students will complete a Practice PT in which they visualize and present an interesting trend, pattern, or relationship they found within their tracker data.
-<br><br>
 
-#### What it looks like
-Students will use computer for most lessons in this chapter. At the beginning of the unit students will be looking at external tools or resources to familiarize themselves with the ways data and data visualization are used. In the second half of the chapter they will be working primarily in a **spreadsheet tool (e.g. Google Sheets, Microsoft Excel, etc.)**. While the Practice PT itself should be completed individually, the lessons leading up to that project including cleaning and summarizing the data lends itself much more readily to group work and class discussions.
+##### About the Create Performance Task
+
+Students need to be given 12 hours of class time to complete the Create PT. The AP Create Performance Task and Rubric make a list of all the steps in the process. This list includes:
+
+
+* Planning and wireframing ideas.
+* Creating a program.
+* Getting feedback.
+* Responding to peer feedback.
+* Creating a video.
+* Written responses.
+
+For more details about the performance task, refer to the following documents:
+
+* <a href=”https://drive.google.com/open?id=0B78N8p4zhHFgWHRQVE9PeEs5WmM” target=”_blank”>AP Create Performance Task Overview</a>
+* Official rubric coming soon
+
+##### About Collaboration on the Performance Task
+
+There are multiple ways students can collaborate with a partner on the Create PT. Collaboration on the PT is allowed but not required. Sharing code is acceptable, but each student must have some element of original work that he or she can point to and claim ownership of.
+
+Various forms of collaboration include:
+
+
+* Brainstorming ideas.
+* Working together to write the actual program (by each contributing separate independent components).
+* Giving and receiving feedback on programs created separately.
+* Responding to feedback provided by peers.
+
+##### How Have Students Prepared for This Task?
+
+Previously in this class, students have done a number of practice PTs to prepare them for the actual Create PT, including: 
+
+* Unit 3, Lesson 8: Design a Digital Scene
+* Unit 3, Lesson 29: Improve Your App
+
+In these practice PTs, students practiced the following skills:
+
+* Iteratively designing a program.
+* Testing the program.
+* Working with classmates to give and receive feedback.
+* Creating a video of their program running.
+* Responding to questions about their work.
 
 <br><br>
 <a class="btn btn-large btn-primary next-stage submitButton">Continue</a>