This lesson gives students time to familiarize themselves with the process of making event-driven apps before we move on to deeper content. They will design and create a (minimum) 4-screen app on a topic of their choosing. There are some other constraints on the project to help guide students in their thinking. Students are also encouraged to do independent work, but alongside a "coding buddy" or "thought partner" to be a help along the way.

**Note:** This activity **is not intended to be a Practice PT** but could be used similarly. The aim is to give an opportunity to get comfortable with Design Mode and the structure of event-driven programming in a creative way. Another goal is to intentionally build in an environment of informal collaboration, even when doing individual work. Suggestions for containing the scope of the project and amount of time allocated to it can be found in the lesson plan.

In this lesson, students add variables to two different exemplar apps to keep track of a score, or a count of some number of button clicks. The major topic is **variable scope** and understanding the differences, benefits, and drawbacks, of using global versus local variables. This lesson focuses more on using global variables, since in event-driven apps that’s what you need to keep track of data across multiple events.

The very basics of a **simple if statement** are also presented in this lesson, mostly to highlight the difference between the = and == operators. Finally, students are asked to apply what they’ve learned about variables, scope, and if statements, to make their own “clicker” game modeled after one of the exemplars they saw during the lesson.

It is finally time for students to take on the Explore Performance Task. For a minimum of 8 class hours, students should work on their projects with only types of teacher support allowed (essentially: Advise on process, don’t influence or evaluate ideas).

The lesson includes reminders about how you can interact with students while they are working on their projects, and suggestions about time line. The Explore PT requires a minimum of 8 hours of class time. At the end, students will submit their computational artifact and written responses through their AP digital portfolio.

It is finally time for students to take on the Create Performance Task. For a total of 12 class hours, students should work on their projects with only types of teacher support allowed (essentially: Advise on process, don’t influence or evaluate ideas). Students may also work with a collaborative partner in *in development of their program* - written responses must be done on their own.

The lesson includes reminders about how you can interact with students while they are working on their projects, and suggestions about time line. The Create PT requires a minimum of 12 hours of class time. At the end, students will submit their program code, program video, and written responses through their AP digital portfolio.

For this Practice PT students will analyze the data that they have been collecting as a class in order to demonstrate their ability to discover, visualize, and present a trend or pattern they find in the data. Leading up to this lesson, students will have been working in pairs to clean and summarize their data. Students should complete this project individually but can get feedback on their ideas from their data-cleaning partner.

**Note**: This is NOT the official AP® Performance Task that will be submitted as part of the Advanced Placement exam; it is a practice activity intended to prepare students for some portions of their individual performance at a later time.

This project is designed to assess students' abilities to create a persuasive PSA on Car and Restraint Safety. SOL- DE15Project created by Duane Partusch, Powhatan County Public Schools

Students learn that ordinary citizens, including students like themselves, can make meaningful contributions to science through the concept of "citizen science." First, students learn some examples of ongoing citizen science projects that are common around the world, such as medical research, medication testing and donating idle computer time to perform scientific calculations. Then they explore Zooniverse, an interactive website that shows how research in areas from marine biology to astronomy leverage the power of the Internet to use the assistance of non-scientists to classify large amounts of data that is unclassifiable by machines for various reasons. To conclude, student groups act as engineering teams to brainstorm projects ideas for their own town that could benefit from community help, then design conceptual interactive websites that could organize and support the projects.

This student research and planning sheet will help you keep students on task during their research and creation of a kingdom superhero or super-villain inspired by the teach engineering lesson plan linked in this resource.

This student research and planning sheet will help you keep students on task during their research and creation of a kingdom superhero or super-villain inspired by the teach engineering lesson plan linked in this resource.

Check out how a Science 6 CLT from Arlington, Virginia partnered with the school librarian, resource teacher for the gifted (RTG), SPED teacher, and English Learner (EL) teachers to engage and support all students in a personal research project...remotely!  We are sharing our project resources, experiences, and how this project personalizes distance learning.

Driving Laws Comparison is a collaborative Driver Education project designed by the PHS Drivers Education department. Created By: Pam Spotts of Powhatan County Public Schools Essential Understanding:  What are the laws that govern licensing, drinking and driving, and cellphone use. Essential Knowledge, Skills, and Processes:  Understanding the steps to get your license, laws for drinking and driving, and laws for cell phone use in the state you live in and then comparing that to another state and another country. Looking for similarities and differences.

In this activity, students will develop an idea for a new website they will create to practice their new web accessibility knowledge & development skills. Students will assess what sorts of websites they might create to serve as a platform for information sharing, serving the needs of a particular user group in their school or community, or curating resources around a particular topic.

Students will create an informational poster, collage, slide show, cartoon, or video clip of a specific ecosystem in our watershed. Requirements are as follows:pick a specific tributary, estuary, or wetland. show at least 4 abiotic and 4 biotic factors plus the location that you choseinclude 4 or more pictures to help show the parts of the ecosystem.  cite the sources with the website, title of the site, author, and publishing dateA rubric is included

A digital scrum board that you can use in any content area! This is a project management resource.

There are currently three million Indigenous people, from more than five hundred federally recognized Indigenous nations, living in the United States. Since 1492 and the arrival of the first European explorers, Indigenous people's land has been violently seized, leading to a devastating decline in population and the striping away of key aspects of Indigenous culture. It is impossible to synthesize the diverse history and culture of Indigenous people into one unit, but it is important for students to understand that Indigenous people have been, and still are, an important part of our country's history and future. Therefore, this unit has a few focuses. The first focus is on providing students with an overarching understanding of Indigenous people and their history, using the book The People Shall Continue as a guide. After reading the text, students will participate in a guided research project to learn more about an Indigenous nation near where they live. The second part of the unit focuses on different Indigenous people who have worked hard and overcome hardships to create equal opportunities and experiences for Indigenous people today. After reading a few biographies as a class, students will research additional Indigenous heroes to learn more about their achievements, sacrifices, and passions. The goal of the second part of the unit is to shine a light on key Indigenous figures and emphasize the idea that Indigenous people have been and always will be an important part of our country.

In this lesson sequence, students will work in teams to learn the MakeCode and Micro:Bit Development platform. They’ll develop basic programming skills, implementing input, output, variables, and conditional control structures. At the end of the sequence, students will compete in a “puzzle box” challenge, attempting to create a puzzle using their Micro:Bit, code, and craft supplies and earning points based on how challenging their puzzle is to solve.

Create a museum exhibit that will explore a specific historical time period or event through the display and analysis of historical artifacts and primary sources.

In this lesson, students learn the basics of coding for the Micro:Bit using the MakeCode development tool. Students will engage in PRIMM cycles, pair programming, and will begin working on the puzzle box they’ll finish in later lessons by building an “unlocking” animation using display output blocks.This lesson is part of the Micro:Bit Puzzle Box four-lesson sequence. Read about the sequence in the sequence overview, linked here.