Over the next few episodes we’re going to talk about the history of video games. Today, we’re going to start with the first re-programmable computers in the 1940’s. Now, these computers were serious tools. They were for codebreaking and calculating artillery tables during World War II - but like most tools we human use, we eventually looked for ways to make them playthings. And over the next three decades the advances of computer technology and the tentative curiosity of many engineers and programmers would inspire a new culture and eventually the first true coin-operated video game in 1971.

This resource was created by JoAnn Schmedding, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This website guidance document describes the Debt Slapped project, produced by Consumer Education and Training Services. Debt Slapped provides videos and helpful resource links to help people smartly finance their education.  

Students will debug a Scratch project containing many bugs that they identified in Lesson 8, Debugging Mistakes (unplugged).

Learn how to debug in your webpages on Khan Academy using console.log() and the Chrome Developer Tools.

Review how the decimal number system works before diving into the binary number system. The decimal number system and binary number system work the same way; the only difference is what each digit represents (0-9 versus 0/1). Created by Pamela Fox.

***This resource is published by Cassie Kozyrhov.Cassie is Head of Decision Intelligence at Google and this is her video channel. It provides short video clips on stats, AI, data, and decision science. May serve as a supplemental resource.

At the completion of this lesson, students will have a better understanding of how they make informed personal decisions that can affect income generation.

Students examine what deepfakes are and how media literacy can help us create solutions for media mishaps (such as deepfakes). Throughout this lesson, students will use critical thinking skills in order to understand manipulated media content.

We prepared teachers to hold a deliberative democratic student climate assembly by teaching about learning standards, climate science and local resources, teaching tools and resources, deliberative democracies and student conversations, climate anxiety and climate justice and the Inquiry Design Model. Guest speakers Lori Henrickson, OSPI project manager for this project, spoke at the summer and spring workshop along with pilot SCA teacher at Glacier Peak HS Ryan Hauck.Resources include: the powerpoint slides from the workshop & a word document with the resources provided.

Density columns are a great way to introduce kids to mass, volume, and density! With hands-on activities, kids can see how liquids float or sink based on their density. They can also experiment with objects around them by adding them to the density column and watching them float or sink.

The Dependability Checklist is a tool to help students evaluate resources for their assessments. Students answer ten 'yes' or 'no' questions about a resource and then generate a score indicating how trustworthy or dependable that resource is. Working through the Checklist introduces students to indicators of reliability. As students become more confident in evaluating sources, they won't need to rely on the Checklist. This tool is used as part of teaching evaluation in first year units at Deakin University. It can be used as part of assessment or activities where students evaluate resources providing the dependability score.

In this video we'll explore why regions in our scenes can go "out of focus." The region of our scene which is in focus call depth of field..

SYNOPSIS: In this lesson, students explore different methods of desalination.

SCIENTIST NOTES: This lesson teaches students about potable water scarcity and then explores desalination as a possible solution in water-stressed areas. Desalination technologies are introduced, and energy and environmental costs of desalination are discussed. A video resource explores a novel desalination technology, the Solar Dome, being built in Saudi Arabia. Students are tasked with designing and building their own solar still, and opportunity is given for design optimization. This lesson is recommended for teaching.

POSITIVES:
-This lesson can be multidisciplinary and can be completed in engineering, computer science, digital art, English or science classes.
-Students and teachers are given voice and multiple areas of choice in this lesson.
-Students become agents of change in their own communities, identifying problems and solutions.
-Students and teachers can make this conceptual, practical, or hands-on.
-This lesson can be spread out over several days and be considered a mini-unit.

ADDITIONAL PREREQUISITES:
-Students should be familiar with the basics of climate change.
-Students should be familiar with the basic scientific concepts of osmosis.
-Students should be familiar with basic engineering concepts like scaling and design.

DIFFERENTIATION:
-Students can work independently or in a group with adjusted requirements.
-Teachers can use subject and grade level vocabulary already being worked on or learned in class. Teachers can add vocabulary words in the glossary slide of the Teacher Slideshow.
-To further develop practical science or engineering skills, students can work together to create and implement a workable desalination solution at the school, home, or community level. Students can lead a workshop for family, an environmental club, or the community.
-Some students may wish to communicate their advocacy via social media. Make sure to follow all school rules and monitor students’ progress if you allow this in the classroom.

During this lesson, students will gain an understanding of the different ways that volcanoes can erupt, as well as how land forms over time as a result of volcanoes. Students will integrate and exhibit learning by designing a model of a volcano that simulates heat sensing and vibration of a volcanic eruption. The Ring of Fire is a 40,000 km stretch of ocean and land along the edges of the Pacific Ocean.Tectonic plates break apart and then crash back together. This causes many earthquakes and volcanoes along the ring of fire.755 of the earth’s volcanoes occur in this area, as well as 80% of earthquakesCreate a system and model of a cinder cone volcano that simulates heat sensing and the vibration of a volcanic eruption. 

Students design and create their own nano-polymer smartphone or tablet case. Students choose their design, mix their nano-polymer (based in silicone) with starch and add coloring of their choice. While thinking critically about their design, students embed strings in the nano-polymer to optimize both case strength and flexibility. Students may apply strings in a variety of ways in order to maximize their individual design’s potential. Determining the best mixing ratio is also key for success in this challenge.

This resource was created by JoAnn Schmedding, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This task ties into our school PBL Unit on body apps system design.  The task asks students to design screens for an app using the Marvel App.

This material introduces the AWS console interface, describes how to create an instance on AWS with the VMI provided and connect to that machine instance using the SSH protocol. Once connected, it requires the students to write a script to automate the tasks to create VCF files from two different sample genomes belonging to E.coli microorganisms by using the FASTA and FASTQ files in the input folder of the virtual machine. The same exercise can be applied if the VMI is installed on a local machine using virtualization software (e.g. Oracle VirtualBox). In this case, the Terminal program of the VMI can be used to do the exercise.