Markdown fixes for imported CurriculumBuilder content

dashboard/config/scripts_json/courseb-2021.script_json

@@ -1847,8 +1847,14 @@
       "key": "0d345591-6747-4a5e-aeb9-196c42f905cd",
       "position": 2,
       "properties": {
-        "description": "!!! tip \"Lesson Tip:\"\n\t**Looking for some good music?** Here are some great places to find some:\n\t\n    - [Radio Disney](http://music.disney.com/radio-disney)\n    - [Nick Radio](http://www.nick.com/nick-radio/)\n    - [Kidz Bop Radio](http://www.jango.com/music/Kidz+Bop+Kids?l=0)\n\t\n    Please be advised that some of these stations may display ads with third-party content. If you find that displayed ads are inappropriate, you may want to direct students to a different site, or research ad-blockers that can prevent this content.\n\n\n**Say:** Introduce the main activity by letting the class know that we will be having a dance party. In order to have that party, we'll need to know what all of the steps in the dance are, and how many times we should do them.\n\n\n**Display:** Show the **Getting Loopy - Worksheet** so that all students can see it. Talk through the different sections of the dance as a class. Point out the section that repeats, in particular.\n\n![](https://code.org/curriculum/course1/12/iteration.png)\n\n**Model:** Show the class what the entire dance looks like done at full-speed. Then run through the dance slowly, asking a different student to call out each line of instructions. Next, have the students perform the dance along with you, saying the instructions aloud as they get to each move.\n\n**Prompt:** Ask students to work with a neighbor to find all of the sections of the dance that repeat.\n\n**Share:** Ask a few students to share the repeating patterns that they found. As a class, talk through how you might rework the instructions to be even shorter by repeating those patterns.\n\nFinally, help them understand a symbology for capturing these loops on their picture program, since the assessment will utilize this same method.  Here is an example:\n![](https://curriculum.code.org/media/uploads/Screenshot-2018-02-23-13.49.35_YU3IUIc.png)",
-        "name": "Dance Party"
+        "description": "**Say:** Introduce the main activity by letting the class know that we will be having a dance party. In order to have that party, we'll need to know what all of the steps in the dance are, and how many times we should do them.\n\n**Display:** Show the **Getting Loopy - Worksheet** so that all students can see it. Talk through the different sections of the dance as a class. Point out the section that repeats, in particular.\n\n![](https://code.org/curriculum/course1/12/iteration.png)\n\n**Model:** Show the class what the entire dance looks like done at full-speed. Then run through the dance slowly, asking a different student to call out each line of instructions. Next, have the students perform the dance along with you, saying the instructions aloud as they get to each move.\n\n**Prompt:** Ask students to work with a neighbor to find all of the sections of the dance that repeat.\n\n**Share:** Ask a few students to share the repeating patterns that they found. As a class, talk through how you might rework the instructions to be even shorter by repeating those patterns.\n\nFinally, help them understand a symbology for capturing these loops on their picture program, since the assessment will utilize this same method.  Here is an example:\n\n![](https://curriculum.code.org/media/uploads/Screenshot-2018-02-23-13.49.35_YU3IUIc.png)",
+        "name": "Dance Party",
+        "tips": [
+          {
+            "type": "teachingTip",
+            "markdown": "**Looking for some good music?** Here are some great places to find some:\n\n- [Radio Disney](http://music.disney.com/radio-disney)\n- [Nick Radio](http://www.nick.com/nick-radio/)\n- [Kidz Bop Radio](http://www.jango.com/music/Kidz+Bop+Kids?l=0)\n\nPlease be advised that some of these stations may display ads with third-party content. If you find that displayed ads are inappropriate, you may want to direct students to a different site, or research ad-blockers that can prevent this content."
+          }
+        ]
       },
       "seeding_key": {
         "activity_section.key": "0d345591-6747-4a5e-aeb9-196c42f905cd",

dashboard/config/scripts_json/coursec-2021.script_json

@@ -1914,7 +1914,7 @@
       "key": "ccbf325b-05d5-4e4a-b009-1576cdfce4a4",
       "position": 1,
       "properties": {
-        "description": "This short activity will help students relate the ideas of persistence and debugging to the puzzles that they are about to complete online.\r\n\r\n**Display:** Project a copy of the **Course C, Lesson 2 Maze Bridging Page - Puzzle Manipulative (PDF)** for the class to see.  Make sure that you have pre-placed the movement blocks in the workspace using **Unplugged Maze Blocks - Manipulatives** in a configuration like the one below:\r\n\r\n![](https://curriculum.code.org/media/uploads/Screenshot-2018-03-12-21.47.39.png){: style='width:150px;'}\r\n\r\n**Model:**  Tell students that you have this workspace on display that looks just like the area that they will see when they start to do the Code.org puzzles online.  As the teacher, let them know that you are SO SMART that you already put all of the code in that you are going to need to solve this puzzle, then ask them to watch you \"Run\" it by moving your finger (or a penny, or some other indicator) along the path.\r\n\r\nIt won't be long before you run into a block of TNT.  Feign frustration.\r\n\r\n**Discuss:** \r\n- What am I feeling right now, do you think?\r\n- Should I quit?\r\n- Should I throw all of the code away and start over?\r\n\r\n**Think:** How can I fix this program so that I don't run into the TNT?\r\n\r\n**Pair:** Have students work on solutions to get the bird around the TNT. Depending on your classroom, you might want to either have them fix each mistake one at a time (with demos in between) or students might feel comfortable working together to fix the entire program.\r\n\r\n**Share:** Have volunteers come up to help move the blocks into the right location.  \"Run\" the program over and over as a class, fixing bugs, until the bird does what it is supposed to.  Continue to point out experiences that relate to persistence, frustration, and debugging.\r\n\r\nWhen your class reaches the pig, celebrate not only their achievements, but their persistence!",
+        "description": "This short activity will help students relate the ideas of persistence and debugging to the puzzles that they are about to complete online.\n\n**Display:** Project a copy of the **Course C, Lesson 2 Maze Bridging Page - Puzzle Manipulative (PDF)** for the class to see.  Make sure that you have pre-placed the movement blocks in the workspace using **Unplugged Maze Blocks - Manipulatives** in a configuration like the one below:\n\n![](https://images.code.org/ac052e9d25e77dd800fbf18871bc5fcf-image-1611178828427.47.39.png)\n\n**Model:**  Tell students that you have this workspace on display that looks just like the area that they will see when they start to do the Code.org puzzles online.  As the teacher, let them know that you are SO SMART that you already put all of the code in that you are going to need to solve this puzzle, then ask them to watch you \"Run\" it by moving your finger (or a penny, or some other indicator) along the path.\n\nIt won't be long before you run into a block of TNT.  Feign frustration.\n\n**Discuss:**\n\n- What am I feeling right now, do you think?\n- Should I quit?\n- Should I throw all of the code away and start over?\n\n**Think:** How can I fix this program so that I don't run into the TNT?\n\n**Pair:** Have students work on solutions to get the bird around the TNT. Depending on your classroom, you might want to either have them fix each mistake one at a time (with demos in between) or students might feel comfortable working together to fix the entire program.\n\n**Share:** Have volunteers come up to help move the blocks into the right location.  \"Run\" the program over and over as a class, fixing bugs, until the bird does what it is supposed to.  Continue to point out experiences that relate to persistence, frustration, and debugging.\n\nWhen your class reaches the pig, celebrate not only their achievements, but their persistence!",
         "name": "Transitioning from Unplugged to Online\r"
       },
       "seeding_key": {

dashboard/config/scripts_json/coursed-2021.script_json

@@ -1935,7 +1935,7 @@
       "key": "67688952-e1da-43b1-a7d0-f2889dec7e48",
       "position": 2,
       "properties": {
-        "description": "**Goal:** In this lesson, we want to help students learn to identify and fix bugs in their own programs.  The easiest way to do that is to first present students with a program that contains bugs that are not their fault.  Once they've helped you fix \"your\" program, share with them how frustrating it can be to make mistakes, and help them see that those feelings are completely normal and they shouldn't feel embarrassed by them.\n\n**Display:** Show your students the provided **Relay Programming - Teacher Debugging Image**.\n\n<img alt=\"\" src=\"https://curriculum.code.org/media/uploads/Screenshot-2018-05-11-12.30.53.png\" style=\"max-width: 400px;\">\n\n**Discuss:** Get the attention of the class and let them know that you are stuck!  You have this challenge, and you thought you had solved it, but it doesn't seem to be working.  Your program has a bug, can they help you fix it?\n\nTake a moment to walk them through the rules:\n- Start at the star\n- Follow the instructions step-by-step\n- End when all of the right squares are filled in\n\n*Optional:*  Follow along by filling in a blank grid. Express frustration when the picture doesn't turn out the way that you wanted it to.\n\n**Think:** Can you figure out why my program doesn't work?\n\n**Pair:** Let students work together to see if they can figure out what the program is supposed to say.\n\n**Share:** Ask students if anyone was able to figure out a way to solve the problem.  When you get a correct answer, let the students know that they are great at \"debugging\"!",
+        "description": "**Goal:** In this lesson, we want to help students learn to identify and fix bugs in their own programs.  The easiest way to do that is to first present students with a program that contains bugs that are not their fault.  Once they've helped you fix \"your\" program, share with them how frustrating it can be to make mistakes, and help them see that those feelings are completely normal and they shouldn't feel embarrassed by them.\n\n**Display:** Show your students the provided **Relay Programming - Teacher Debugging Image**.\n\n![](https://curriculum.code.org/media/uploads/Screenshot-2018-05-11-12.30.53.png)\n\n**Discuss:** Get the attention of the class and let them know that you are stuck!  You have this challenge, and you thought you had solved it, but it doesn't seem to be working.  Your program has a bug, can they help you fix it?\n\nTake a moment to walk them through the rules:\n- Start at the star\n- Follow the instructions step-by-step\n- End when all of the right squares are filled in\n\n*Optional:*  Follow along by filling in a blank grid. Express frustration when the picture doesn't turn out the way that you wanted it to.\n\n**Think:** Can you figure out why my program doesn't work?\n\n**Pair:** Let students work together to see if they can figure out what the program is supposed to say.\n\n**Share:** Ask students if anyone was able to figure out a way to solve the problem.  When you get a correct answer, let the students know that they are great at \"debugging\"!",
         "name": "Where did I go wrong?"
       },
       "seeding_key": {

dashboard/config/scripts_json/coursee-2021.script_json

@@ -2684,7 +2684,7 @@
       "key": "ba6837a2-c937-44f6-bc40-996abb3e6ec8",
       "position": 7,
       "properties": {
-        "description": "**Discuss:** If you were one of these characters in the video, what could you do to share fairly? What about other sharing situations? What other ethical considerations are there?\r\n\r\n(Some acceptable responses:)\r\n- Send your friend a link to the artist’s YouTube channel where she can listen to the song.\r\n- Help your friend buy the song from an online store that you can trust because it’s used by a large online community, like iTunes or Amazon. \r\n \r\n \r\nAsk yourself: Who owns this? Do I have permission to share? Do I have a right to make a copy? Am I being fair to everyone involved?]"
+        "description": "**Discuss:** If you were one of these characters in the video, what could you do to share fairly? What about other sharing situations? What other ethical considerations are there?\n\n(Some acceptable responses:)\n\n- Send your friend a link to the artist’s YouTube channel where she can listen to the song.\n- Help your friend buy the song from an online store that you can trust because it’s used by a large online community, like iTunes or Amazon.  \n \nAsk yourself: Who owns this? Do I have permission to share? Do I have a right to make a copy? Am I being fair to everyone involved?"
       },
       "seeding_key": {
         "activity_section.key": "ba6837a2-c937-44f6-bc40-996abb3e6ec8",

dashboard/config/scripts_json/csd3-2021.script_json

@@ -5031,7 +5031,7 @@
       "key": "98d19496-66aa-42da-b213-0041a105222f",
       "position": 2,
       "properties": {
-        "description": "**Discuss:** Have students share their observations and analyses of the program. \r\n\r\nEncourage the class to consider that there are multiple approaches to programming anything, but that there may be clues as to how something was created. In particular, when they are sharing their thoughts ask them to specify the following :\r\n\r\n* Clues that suggest a sprite was used\r\n* Clues that suggest a conditional was used\r\n* Clues that suggest an iterator pattern was used\r\n\r\n**Display:** Show students the rubric.  Review the different components of the rubric with them to make sure they understand the components of the project.\r\n\r\n\r\n**Question of the Day:  What skills and practices are important when creating an interactive program?**"
+        "description": "**Discuss:** Have students share their observations and analyses of the program. \n\nEncourage the class to consider that there are multiple approaches to programming anything, but that there may be clues as to how something was created. In particular, when they are sharing their thoughts ask them to specify the following:\n\n* Clues that suggest a sprite was used\n* Clues that suggest a conditional was used\n* Clues that suggest an iterator pattern was used\n\n**Display:** Show students the rubric.  Review the different components of the rubric with them to make sure they understand the components of the project.\n\n\n**Question of the Day:  What skills and practices are important when creating an interactive program?**"
       },
       "seeding_key": {
         "activity_section.key": "98d19496-66aa-42da-b213-0041a105222f",
@@ -5054,7 +5054,7 @@
       "key": "9ba73a20-ba7f-42ae-9360-0b5607bd0498",
       "position": 4,
       "properties": {
-        "description": "&fa-desktop; **Transition: **Once students have completed their planning sheet, it's time to head to the Code.org website. The short level sequence asks students to complete each element of their project.",
+        "description": "**Transition:** Once students have completed their planning sheet, it's time to head to the Code.org website. The short level sequence asks students to complete each element of their project.",
         "name": " Levels: Implementing Interactive Card (Level 3 - 7)\r"
       },
       "seeding_key": {
@@ -5090,7 +5090,7 @@
       "key": "b2ad1d43-99f9-40fa-9f88-d8b42f8c723e",
       "position": 7,
       "properties": {
-        "description": "Using the rubric, students should assess their own project before submitting it.\r\n\r\n\r\n&fa-desktop; Send students to Code Studio to complete their reflection on their attitudes toward computer science. Although their answers are anonymous, the aggregated data will be available to you once at least five students have completed the survey.",
+        "description": "Using the rubric, students should assess their own project before submitting it.\n\nSend students to Code Studio to complete their reflection on their attitudes toward computer science. Although their answers are anonymous, the aggregated data will be available to you once at least five students have completed the survey.",
         "name": "Reflect\r"
       },
       "seeding_key": {