The student will use a table of personal data collected about plugged/unplugged activites and times of rest throughout the period of one week (7 days) to document screen times in comparison to active and restful breaks for a computer science integration and digital balance project.This Part 1 activity uses the data collected in a table to teach students how to copy and paste a table from Docs into Slides, and how to develop a Slideshow Presentation with tables (Part 1) and graphs (Part 2).  Students are given opportunities to collect and analyze data, to enter information into tables and graphs, to develop and share presentations in Slides, as well as summarize and draw conclusions about the data collection, graphing, and results as comparable to their peers, digital categories, or peer groups (Gamers vs YouTubers, Boys vs Girls, etc.).The goal/s of this unit is to help students realize the importance of living a digitally balanced life and to help students develop skills for creating and using digital tables and graphs with an introduction to data collection and analysis.

Students identify a specific advocacy message regarding music programs. Students create or remix a short video/audio clip to support that advocacy message. Examples may include “Join Music” “Come To Our Concert,” and “Why Music?”

Using a digital recording platform, create a short video or audio recording to send to a neighboring school of something students have been working on. Issue a challenge to the other school to send a video or audio recording in return.  Students provide feedback to others, and practice performance and audience etiquette on a digital platform.

Students will learn and perform a backing track as an ensemble, then improvise over that ensemble-recorded backing track. 

One of the key elements of any video is the sound that we hear along with it. In this lesson, students will use video editing software and/or a digital audio workstation (DAW) to record a soundtrack to a film.