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Classroom Resources (13)


ALEX Classroom Resources  
   View Standards     Standard(s): [DLIT] (6) 7 :
1) Remove background details from an everyday process to highlight essential properties.

Examples: When making a sandwich, the type of bread, condiments, meats, and/or vegetables do not affect the fact that one is making a sandwich.

[DLIT] (6) 12 :
6) Identify steps in developing solutions to complex problems using computational thinking.

[DLIT] (6) 13 :
7) Describe how automation works to increase efficiency.

Example: Compare the amount of time/work to hand wash a car vs. using an automated car wash.

[DLIT] (6) 36 :
30) Discuss and apply the components of the problem-solving process.

Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.

[DLIT] (7) 11 :
5) Solve a complex problem using computational thinking.

[DLIT] (7) 12 :
6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

[DLIT] (7) 14 :
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (7) 36 :
30) Apply the problem-solving process to solve real-world problems.

[DLIT] (8) 8 :
2) Explain how abstraction is used in a given function.

Example: Examine a set of block-based code and explain how abstraction was used.

[DLIT] (8) 11 :
5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

[DLIT] (8) 12 :
6) Describe how algorithmic processes and automation increase efficiency.

[DLIT] (8) 35 :
29) Create an artifact to solve a problem using ideation and iteration in the problem-solving process.

Examples: Create a public service announcement or design a computer program, game, or application.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Computational Thinking
URL: https://www.remc.org/21Things4Students/21/21-computational-thinking/
Description:

Have you ever had a complex problem that you needed to solve? This could be a math problem, science experiment, an essay you need to write, and coding and game design. It could even be as simple as planning the best route to school or baking your favorite cookies!

Computational thinking can be used to take a complex problem, understand what the problem is and develop possible solutions to solve or explain it.

Students will complete Quests to learn about the four stages of computational thinking:


LEARNING OBJECTIVES:

When you have completed this activity you will:

  1. understand computational thinking [Computational Thinker]
     
  2. be able to solve complex problems using computational thinking. [Computational Thinker]

  3. be able to break down a problem into smaller more manageable parts. [Computational Thinker]

  4. know how to look for patterns and sequences. [Computational Thinker]

  5. be able to focus on important information only. [Computational Thinker]

  6. be able to develop a step-by-step solution to the problem. [Computational Thinker]

  7. know how to use coding to automate a task [Computational Thinker]

  8. understand computational design by applying technology to a problem [Innovative Designer]

  9. understand programming as you complete hands-on activities, solving problems encountered [Computational Thinker]

  10. understand the coding your program creates [Empowered Learner]



   View Standards     Standard(s): [DLIT] (3) 8 :
2) Analyze a given list of sub-problems while addressing a larger problem.

Example: Problem - making a peanut butter sandwich; sub-problem - opening jar, finding a knife, getting the bread.
Problem - design and share a brochure; sub-problem - selecting font, choosing layout.

[DLIT] (3) 13 :
7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

[DLIT] (4) 8 :
2) Formulate a list of sub-problems to consider while addressing a larger problem.

Examples: Problem - a multi-step math problem; sub-problem - steps to solve.
Problem - light bulb does not light; sub-problem - steps to resolve why.

[DLIT] (4) 9 :
3) Show that different solutions exist for the same problem or sub-problem.

[DLIT] (4) 10 :
4) Detect and debug logical errors in various basic algorithms.

Example: Trace the path of a set of directions to determine success or failure.

[DLIT] (4) 13 :
7) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

[DLIT] (5) 8 :
2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.

Examples: Program the movement of a character, robot, or person through a maze.
Define a variable that can be changed or updated.

[DLIT] (5) 12 :
6) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

[DLIT] (5) 14 :
8) Demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.

Examples: Set initial value of a variable, updating variables.

[DLIT] (6) 7 :
1) Remove background details from an everyday process to highlight essential properties.

Examples: When making a sandwich, the type of bread, condiments, meats, and/or vegetables do not affect the fact that one is making a sandwich.

[DLIT] (6) 14 :
8) Create a program that initializes a variable.

Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.

[DLIT] (7) 12 :
6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

[DLIT] (7) 13 :
7) Create a program that updates the value of a variable in the program.

Examples: Update the value of score when a coin is collected (in a flowchart, pseudocode or program).

[DLIT] (7) 14 :
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (8) 9 :
3) Create an algorithm using a programming language that includes the use of sequencing, selections, or iterations.

Example: Use a block-based or script programming language
Step 1: Start
Step 2: Declare variables a, b and c.
Step 3: Read variables a, b and c.
Step 4: If a>b
      If a>c
         Display a is the largest number.
     Else
         Display c is the largest number.
   Else
      If b>c
         Display b is the largest number.
      Else
         Display c is the greatest number.
Step 5: Stop

[DLIT] (8) 13 :
7) Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

Examples: Make a game, interactive card, story, or adventure game.

[DLIT] (8) 29 :
23) Design a digital artifact to propose a solution for a content-related problem.

Example: Create a presentation outlining how to create a cost-efficient method to melt snow on roads during the winter.

[DLIT] (8) 35 :
29) Create an artifact to solve a problem using ideation and iteration in the problem-solving process.

Examples: Create a public service announcement or design a computer program, game, or application.

Subject: Digital Literacy and Computer Science (3 - 8)
Title: Art
URL: https://csfirst.withgoogle.com/c/cs-first/en/art/overview.html
Description:

In Art, students create animations, interactive artwork, photograph filters, and other exciting, artistic projects.

Art is a complete theme designed to be completed over eight, 45-75 minute, sessions. For each Activity, students will watch a series of videos and create one coding project with opportunities to personalize their work using “Add-Ons”, which are mini-coding challenges that build on top of the core project.

Be sure to review the Materials tab for the lesson plan, starter guide, and more.

Users will need a Google account to use this resource.  



   View Standards     Standard(s): [DLIT] (4) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (4) 8 :
2) Formulate a list of sub-problems to consider while addressing a larger problem.

Examples: Problem - a multi-step math problem; sub-problem - steps to solve.
Problem - light bulb does not light; sub-problem - steps to resolve why.

[DLIT] (4) 10 :
4) Detect and debug logical errors in various basic algorithms.

Example: Trace the path of a set of directions to determine success or failure.

[DLIT] (4) 13 :
7) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

[DLIT] (4) 27 :
21) Develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.

[DLIT] (5) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (5) 8 :
2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.

Examples: Program the movement of a character, robot, or person through a maze.
Define a variable that can be changed or updated.

[DLIT] (5) 12 :
6) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

[DLIT] (5) 14 :
8) Demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.

Examples: Set initial value of a variable, updating variables.

[DLIT] (5) 34 :
28) Develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.

Examples: Design backpack for a specific user's needs; design a method to collect and transport water without the benefit of faucets; design boats that need to hold as much payload as possible before sinking; design models of chairs based on specific user needs.

[DLIT] (6) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (6) 14 :
8) Create a program that initializes a variable.

Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.

[DLIT] (7) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 13 :
7) Create a program that updates the value of a variable in the program.

Examples: Update the value of score when a coin is collected (in a flowchart, pseudocode or program).

[DLIT] (7) 14 :
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 7 :
1) Design a function using a programming language that demonstrates abstraction.

Example: Create a program that utilizes functions in an effort remove repetitive sequences of steps.

[DLIT] (8) 9 :
3) Create an algorithm using a programming language that includes the use of sequencing, selections, or iterations.

Example: Use a block-based or script programming language
Step 1: Start
Step 2: Declare variables a, b and c.
Step 3: Read variables a, b and c.
Step 4: If a>b
      If a>c
         Display a is the largest number.
     Else
         Display c is the largest number.
   Else
      If b>c
         Display b is the largest number.
      Else
         Display c is the greatest number.
Step 5: Stop

[DLIT] (8) 13 :
7) Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

Examples: Make a game, interactive card, story, or adventure game.

[DLIT] (8) 35 :
29) Create an artifact to solve a problem using ideation and iteration in the problem-solving process.

Examples: Create a public service announcement or design a computer program, game, or application.

Subject: Digital Literacy and Computer Science (4 - 8)
Title: Game Design
URL: https://csfirst.withgoogle.com/c/cs-first/en/game-design/overview.html
Description:

In Game Design, students learn basic video game coding concepts by making different types of games, including racing, platform, launching, and more! 

Game Design is a complete theme designed to be completed over eight, 45-75 minute, sessions. For each activity, students will watch a series of videos and create one coding project with opportunities to personalize their work using “Add-Ons”, which are mini-coding challenges that build on top of the core project.

Be sure to review the Materials tab for the lesson plan, starter guide, and more.

Users will need a Google account to use this resource. 



   View Standards     Standard(s): [DLIT] (7) 14 :
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (7) 33 :
27) Identify data needed to create a model or simulation of a given event.

Examples: When creating a random name generator, the program needs access to a list of possible names.

[DLIT] (7) 36 :
30) Apply the problem-solving process to solve real-world problems.

[DLIT] (8) 11 :
5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

Subject: Digital Literacy and Computer Science (7 - 8)
Title: Computer Science Discoveries Unit 6 Chapter 2 Lesson 15: Circuits and Physical Prototypes (18-19)
URL: https://studio.code.org/s/csd6-2018/stage/15/puzzle/1
Description:

Students will plan, design, and create a physical prototype using block programming to control simple wire circuits using cheap and easily found materials.

Note: You will need to create a free account on code.org before you can view this resource.



   View Standards     Standard(s): [DLIT] (6) 14 :
8) Create a program that initializes a variable.

Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.

[DLIT] (7) 13 :
7) Create a program that updates the value of a variable in the program.

Examples: Update the value of score when a coin is collected (in a flowchart, pseudocode or program).

[DLIT] (7) 14 :
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (8) 13 :
7) Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

Examples: Make a game, interactive card, story, or adventure game.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Computer Science Discoveries Unit 3 Chapter 1 Lesson 9: Sprite Movement (18-19)
URL: https://studio.code.org/s/csd3-2018/stage/9/puzzle/1
Description:

By combining the Draw Loop and the Counter Pattern, the class writes programs that move sprites across the screen, as well as animate other sprite properties.

Note: You will need to create a free account on code.org before you can view this resource.



   View Standards     Standard(s): [DLIT] (6) 9 :
3) Create pseudocode that uses conditionals.

Examples: Using if/then/else (If it is raining then bring an umbrella else get wet).

[DLIT] (6) 11 :
5) Identify algorithms that make use of sequencing, selection or iteration.

Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping).

[DLIT] (6) 12 :
6) Identify steps in developing solutions to complex problems using computational thinking.

[DLIT] (7) 8 :
2) Create complex pseudocode using conditionals and Boolean statements.

Example: Automated vacuum pseudocode — drive forward until the unit encounters an obstacle; reverse 2"; rotate 30 degrees to the left, repeat.

[DLIT] (7) 9 :
3) Create algorithms that demonstrate sequencing, selection or iteration.

Examples: Debit card transactions are approved until the account balance is insufficient to fund the transaction = iteration, do until.

[DLIT] (7) 10 :
4) Design a complex algorithm that contains sequencing, selection or iteration.

Examples: Lunch line algorithm that contains parameters for bringing your lunch and multiple options available in the lunch line.

[DLIT] (7) 11 :
5) Solve a complex problem using computational thinking.

[DLIT] (7) 12 :
6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

[DLIT] (7) 14 :
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (8) 7 :
1) Design a function using a programming language that demonstrates abstraction.

Example: Create a program that utilizes functions in an effort remove repetitive sequences of steps.

[DLIT] (8) 9 :
3) Create an algorithm using a programming language that includes the use of sequencing, selections, or iterations.

Example: Use a block-based or script programming language
Step 1: Start
Step 2: Declare variables a, b and c.
Step 3: Read variables a, b and c.
Step 4: If a>b
      If a>c
         Display a is the largest number.
     Else
         Display c is the largest number.
   Else
      If b>c
         Display b is the largest number.
      Else
         Display c is the greatest number.
Step 5: Stop

[DLIT] (8) 10 :
4) Create a function to simplify a task.

Example: 38 = 3*3*3*3*3*3*3*3; =(Average) used in a spreadsheet to average a given list of grades.

[DLIT] (8) 11 :
5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

[DLIT] (8) 12 :
6) Describe how algorithmic processes and automation increase efficiency.

[DLIT] (8) 13 :
7) Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

Examples: Make a game, interactive card, story, or adventure game.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Computer Science Discoveries Unit 3 Chapter 2 Lesson 15: Velocity (18-19)
URL: https://studio.code.org/s/csd3-2018/stage/15/puzzle/1
Description:

After a brief review of how the counter pattern is used to move sprites, the class is introduced to the properties that set velocity and rotation speed directly. As they use these new properties in different ways, they build up the skills they need to create a basic side scroller game.

Note: You will need to create a free account on code.org before you can view this resource.



   View Standards     Standard(s): [DLIT] (6) 11 :
5) Identify algorithms that make use of sequencing, selection or iteration.

Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping).

[DLIT] (6) 12 :
6) Identify steps in developing solutions to complex problems using computational thinking.

[DLIT] (6) 14 :
8) Create a program that initializes a variable.

Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.

[DLIT] (6) 36 :
30) Discuss and apply the components of the problem-solving process.

Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.

[DLIT] (7) 10 :
4) Design a complex algorithm that contains sequencing, selection or iteration.

Examples: Lunch line algorithm that contains parameters for bringing your lunch and multiple options available in the lunch line.

[DLIT] (7) 14 :
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

Subject: Digital Literacy and Computer Science (6 - 7)
Title: Computer Science Discoveries Unit 3 Chapter 1 Lesson 7: The Draw Loop (18-19)
URL: https://studio.code.org/s/csd3-2018/stage/7/puzzle/1
Description:

This lesson introduces the draw loop, one of the core programming paradigms in the Game Lab. The class combines the draw loop with random numbers to manipulate some simple animations with dots and then with sprites. Afterward, everyone uses what they learned to update the sprite scene from the previous lesson.

Note: You will need to create a free account on code.org before you can view this resource.



   View Standards     Standard(s): [DLIT] (6) 16 :
10) Describe the causes and effects of illegal use of intellectual property as it relates to print and digital media, considering copyright, fair use, licensing, sharing, and attribution.

[DLIT] (7) 14 :
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

Subject: Digital Literacy and Computer Science (6 - 7)
Title: Computer Science Discoveries Unit 2 Chapter 1 Lesson 8: Clean Code and Debugging
URL: https://studio.code.org/s/csd2-2018/stage/8/puzzle/1
Description:

This lesson covers common issues that arise when designing web pages in HTML to include the use of intellectual property. The class will correct errors in a sequence of increasingly complex web pages found on Code Studio and learn the importance of comments (narratives), whitespace, and indentation as tools for making web pages easier to read.

Note: You will need to create a free account on code.org before you can view this resource.



   View Standards     Standard(s): [DLIT] (6) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 14 :
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Computer Science Discoveries Unit 2 Chapter 2 Lesson 10: Styling Text with CSS
URL: https://studio.code.org/s/csd2-2018/stage/10/puzzle/1
Description:

This lesson introduces CSS as a way to style elements on the page. The class learns the basic syntax for CSS rule-sets and then explores properties that impact HTML text elements. Finally, everyone applies text styles to their personal websites.

Note: You will need to create a free account on code.org before you can view this resource.



   View Standards     Standard(s): [DLIT] (6) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 14 :
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Computer Science Discoveries Unit 2 Chapter 2 Lesson 13: RGB Colors and Classes
URL: https://studio.code.org/s/csd2-2018/stage/13/puzzle/1
Description:

This lesson covers classes and custom colors. The class first learns how to specify custom colors using RGB (red, green, blue) values, then applies these colors to a new Four Seasons web page, which uses CSS classes. Using classes, the class adds more styles to the Four Seasons web page, then uses them to style their personal websites.

Note: You will need to create a free account on code.org before you can view this resource.



   View Standards     Standard(s): [DLIT] (6) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (6) 12 :
6) Identify steps in developing solutions to complex problems using computational thinking.

[DLIT] (6) 36 :
30) Discuss and apply the components of the problem-solving process.

Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.

[DLIT] (7) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 11 :
5) Solve a complex problem using computational thinking.

[DLIT] (7) 14 :
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (7) 22 :
16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 23 :
17) Publish content to be available for external feedback.

[DLIT] (7) 36 :
30) Apply the problem-solving process to solve real-world problems.

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Computer Science Discoveries Unit 2 Chapter 2 Lesson 14: Project - Personal Portfolio Website
URL: https://studio.code.org/s/csd2-2018/stage/14/puzzle/1
Description:

In the last few days of the unit, the class finalizes their personal websites, working with peers to get feedback. Then, the students will review the rubric and put the finishing touches on the site. To cap off the unit, everyone shares their projects and how they were developed.

Note: You will need to create a free account on code.org before you can view this resource.



   View Standards     Standard(s): [DLIT] (6) 16 :
10) Describe the causes and effects of illegal use of intellectual property as it relates to print and digital media, considering copyright, fair use, licensing, sharing, and attribution.

[DLIT] (7) 14 :
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (7) 23 :
17) Publish content to be available for external feedback.

Subject: Digital Literacy and Computer Science (6 - 7)
Title: Computer Science Discoveries Unit 2 Chapter 1 Lesson 9: Project - Multi-Page Website
URL: https://studio.code.org/s/csd2-2018/stage/9/puzzle/1
Description:

This lesson covers hyperlinks, which allow web developers to connect pages together into one website. The class will link together all the previous pages into one project and create navigation bars for each page before publishing the entire site to the Web.

Note: You will need to create a free account on code.org before you can view this resource.



   View Standards     Standard(s): [DLIT] (6) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 14 :
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (8) 6 :
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Computer Science Discoveries Unit 2 Chapter 2 Lesson 11: Styling Elements with CSS
URL: https://studio.code.org/s/csd2-2018/stage/11/puzzle/1
Description:

This lesson continues the introduction to CSS style properties, this time focusing more on non-text elements. The class begins by investigating and modifying the new CSS styles on a "Desserts of the World" page. Afterward, everyone applies this new knowledge to their personal websites.

Note: You will need to create a free account on code.org before you can view this resource.



ALEX Classroom Resources: 13

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