Careers with Code US Teacher Resource

Teaching & learning with Careers with Code

CareerswithCode.com

Educator Resource

Table of Contents • Page 4 – Get to know Careers with Code crossword puzzle and scavenger questions • Page 5 – ‘Code for Good’ app mock-up activity plan • Page 7 – ‘Code for Good’ app mock-up student handouts • Page 9 – Technology debate activity plan • Page 11 – Technology debate student handout • Page 12 – Crossword puzzle answers • Page 13 – Continuing the Careers with Code conversation

CareerswithCode.com

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Educator Resource

Code issue 1 Septembe r 2016

Careers

Ga me -changin

with

g jobs of tomorr ow

Develop apps, gear, games and more!

Meet today’s code ninjas

Code Crareee atrsivewith cCompu te science r careers

issue 2 2017/2018

Make an impact on the world

orrow anging jobs of tom Ga me -ch [Virtual reality

] [Sports tech] [Mus ic & film] [Social chan ge] [Business skills ] [Wearables]

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About Careers with Code The purpose of this resource is to make it easier for non-technical teachers/counselors/librarians to share the importance of CS education with students. Careers with Code is a free careers magazine aimed at high school to early college students. Computer Science (CS) skills are not only foundational to highly paid careers, they are essential stepping-stones to a life in the arts, science, law and design. Careers with Code aims to smash stereotypes around CS, revealing different pathways into CS, showcasing the diversity of people working in CS careers ,and demonstrating the ways in which CS is intrinsic to our lifestyles and our future.

Start coding on your phone today

tech jobs in robotics, ag-tech, design & more Unbeatable skills for future careers

Shape tomorrow’s world

WHO ARE THESE NOTES FOR? This Careers with Code educator resource is for teachers, librarians, school counselors, parents, STEM-based organizations or mentors that could use this guide to expose and inspire students toward potential careers in computing.

It includes a short “Get to Know Careers with Code” worksheet, two interactive lesson plans, and ideas for further engagement. For teachers, this resource is ideally suited for grades 7–10.

From agriculture to pop culture, computing has a hand in every career field. Through the narrative of ‘CS + X’ – where ‘X’ is a student’s passion, another field or world-changing goal, Careers with Code offers general and career-specific resources and recommendations for making a specific path a reality.

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STUDENT HANDOUT

Get to know Careers with Code

ACROSS 4 App where you can try out coding on your phone (p6-7) 5 A website you can use to create art, music, games, and more as you learn to program (p40-43) 8 Computer program that farmers use to track growing conditions using sensors in the ground and drones in the sky (p26-27) 10 The percent of programming job openings that are in industries outside of tech (p22-23) 12 An online service that helps people apply for food stamps in less than 10 minutes (p28-29) 13 Google product that enables users to more easily plan for an emergency by providing real-time information that helps users track storms, find evacuation routes, and locate shelters (p30-31) 16 Tool created to give researchers a closer look at the impacts of deforestation in order to protect chimpanzees and their habitats (p30-31) 17 A resource that provides access to tech courses on Python, 3D printing, Minecraft, and more (p40-43) 18 A collaborative campaign designed to raise awareness among young Latinas about opportunities and careers in tech (p40-43) 19 A Google program that enables students aged 9–14 to host a CS club at their school, church, library, or home (p40-43) CareerswithCode.com

20 Python, Java, and SQL are examples of computing _________. (p16-17) DOWN 1 ______ storytellers combine skills in computer science and art and impact pop culture in their jobs (p22-23) 2 IBM’s supercomputer that’s learning how to cook (p26-27) 3 Branch of computer science devoted to teaching computers to recognize images the same way people do (p26-27) 6 Nonprofit that uses tech to help people access local government services more easily (p28-29) 7 City that experienced 68.1 % tech industry job growth from 2006–2016 9 State where two cities added a combined 72, 836 jobs in computing between 2006–2016 11 An app that predicts blood sugar levels, enabling diabetes patients to adjust their insulin doses (p34-35) 14 The common name for an error in code (p16-17) 15 Interior design company Urban Hubs helps local communities do more of this by providing free, downloadable bin designs that can be created with a 3D printer (p30-31) 17 Internet of ______ links everyday appliances to the interconnected networks (p26-27)

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EDUCATOR RESOURCE

‘Code for Good’ app mock-up activity plan 55 minutes

Portion

Time

Lead

Hook

3 minutes

Instructor

Idea generation

7 minutes

Instructor

Students create mobile app mock-up in groups

20 minutes

Students

Students pitch app to the class

15 minutes

Student

Reflection card and/or discussion

10 minutes

Instructor

Materials needed: markers, butcher/chart paper, Careers with Code magazine

Prep

The tools available for you to learn in computer science can give you the skills to solve or alleviate many of the problems facing our communities, our country, and our planet. Technologists and engineers across the world work on projects to make information more accessible, from the every day to the life-saving.

Consider CareMessage (featured on p30–31), an app that helps people manage their health through the power of text messaging. By texting alerts and reminders, doctors can easily stay up to date with their patients without the need for unnecessary in-person visits. Or consider Bayes Impact (featured on p30–31), an organization that uses data to solve tough problems like unemployment by matching people to jobs.

Place five sheets of butcher/chart paper in different places across the classroom.

Objective

Students will create a mobile app mock-up for a particular societal or environmental problem and present it to the class in the form of a pitch that includes the name, purpose, and functionality of the app.

Hook

Computer science can transform communities: like Feretesh Forough did. Feretesh created a coding school for Afghanistani girls (p34–35).

Jen Aprahamian, who works on tools for Code for America, creates apps and websites that help people who are impoverished (p30–31). Apps can help people with criminal records or other social challenges get back on their feet, and they can deliver life-saving information during natural or humanitarian disasters.

Idea generation

• Instructor asks students what societal or environmental problem they would like to see solved; a problem they believe that technology could potentially alleviate. These can be problems facing a specific community, state, country, or the world.

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EDUCATOR RESOURCE

‘Code for Good’ app mock-up activity plan 55 minutes

• Students share out ideas. The instructor writes down student suggestions on a visible list on butcher/chart paper or whiteboard.

• After a few minutes of idea generation, the instructor selects five umbrella themes of the ideas students have come up with, or, pick the top five most mentioned topics. These umbrella themes should be broad, to allow students the opportunity to brainstorm how the technology will be used (homelessness, pollution, gender discrimination, poverty, healthcare, global warming).

• Assign a theme to each of the five pieces of butcher/chart paper around the room. Either assign students to a specific group or ask them to assign themselves to the issue they care most about. Ensure groups are evenly distributed.

Reflection card / Discussion

• Thinking about the issues you care most about and computing skills you can acquire with the many resources available online, what problem would you most want to solve? How might you solve them?

What are some hindrances that you might face?

INTERESTED IN LEARNING MORE?

• Read Careers with Code p28–31 to learn

App mock-up

about ways technologists are coding for good.

• Check out Careers with Code p42–43 for ways to build your CS skills and potentially build one of these apps to help solve the problems you care most about.

• Research a problem facing your community that people are attempting to solve using technology. How is this need currently being addressed? Is this method working? How could it be improved?

• Technovation Challenge is a global scholarship opportunity based on apps built

by K-12 female students that are trying to solve problems in their community.

• Instruct students to use the ‘Code for Good’ app mock-up handout to create drafts of a mobile app that they could use used to address the issue they chose. They must work together as a group to draw a finished product on the butcher paper, including the name and a front-end design for the home page of the app. They need to be able to describe how it will work and why they’ve chosen to use this particular tool to solve this particular issue in an elevator pitch to the class.

Pitch

• Each group delivers the elevator pitch for its app in two minutes. Encourage students outside the group to hold their questions if time is limited.

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STUDENT HANDOUT

Mobile app plan Plan your app here. Include as much detail as you can about the audience, issues and functionality.

Code for Good mobile app: Basic info Name of mobile app:

Issue being addressed:

Who is it for?

How it works:

Why this particular tool:

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STUDENT HANDOUT

App design Design your app here. You can also use the Marvel app design tool and paste a screenshot here instead.

Code for Good mobile app design

Additional notes/suggestions for future iterations of the app:

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EDUCATOR RESOURCE

Technology debate activity plan 55 minutes Portion

Time

Lead

Hook

3 minutes

Instructor/Students

Team Division & Debate Topic Intro

2 minutes

Instructor

Argument Crafting

20 minutes

Students

Debate (Intro, Main Arguments, Rebuttal, Conclusion)

20 minutes

Students

Reflection Card/Discussion

10 minutes

Students

Materials needed: markers, butcher/chart paper, Careers with Code magazine

Prep

have these decisions as part of your daily work in the computing profession.

Arrange classroom for a debate between two groups.

Objective

Team division & debate topic intro

Students will work together in a group to develop an argument for or against a current technology issue and then debate the issue with the opposing side.

• The instructor shares the information on the activity: in an effort to understand both sides of the issue, everyone will be assigned a specific side of the argument and work together with their group to advocate for that point of view in a structured debate.

• Students will have 20 minutes to work together to formulate three main arguments in support of their team’s side. A representative from each team will share these three points in a 1-minute introduction to their side, a 3-minute elaboration of their argument, and a 2-minute closing.

• Between the argument and closing, each side will also have a 2-minute rebuttal to dispute any claims or ask specific questions of the other side.

• Each team’s closing should take into account the arguments of the opposing side.

• A different student needs to speak each time each group has a turn, but everyone should work together to formulate these debates and take notes.

• Everyone on each team should remain silent while the other side is speaking.

Hook

Technology has brought significant advancement to countless industries over the past decade. From robotic farming tractors with machine learning capabilities to mobile apps that allow us to track endangered animals and stay in touch with healthcare providers, computer science is the lifeblood of these advancements.

As technology’s capabilities expand, however, so does debate over its many possible uses. For example, how do we ensure the security of private information that is increasingly stored online instead of on paper? What should drones be allowed to do and where should they be allowed to fly? Today we’re going to debate an issue related to technology.

By engaging in both sides of one complex issue, we will work to gain insight into what it might be like to 9

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EDUCATOR RESOURCE

Technology debate activity plan 55 minutes

Argument crafting

• Students take 15 minutes to discuss their side and formulate their three main points.

• Remind students that a different person needs to represent their team when delivering each of these points.

CAREERS WITH CODE POTENTIAL DEBATE TOPICS • Can a school or workplace force students

or employees to wear devices that monitor their health and track things like productivity, posture, and time spent working/taking breaks?

Debate:

• Group 1 offers 1-minute introduction • Group 2 offers 1-minute introduction • Group 1 offers 3-minute argument • Group 2 offers 3-minute argument • Group 1 offers 2-minute rebuttal • Group 2 offers 2-minute rebuttal • Group 1 offers 2-minute closing • Group 2 offers 2-minute closing

• If two self-driving cars get into an accident on a road occupied only by other selfdriving cars, are the car and software manufacturer at fault?

• Should tech companies like Facebook,

Google, and Apple always be required to share user data with Federal and State governments during criminal investigations?

Reflection card / Discussion

Have students discuss and/or write answers to the following questions: • What was your side’s strongest argument in favor of your perspective? Why? • What was the other side’s strongest argument in favor of their perspective? Why? • What about this specific topic is more complex than you realized before this activity? Explain your answer.

• What other current technology do you think might be controversial? What makes it controversial? What side do you think has the strongest argument?

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• Should people be able to alter search

engine results regarding their own personal and professional information?

• If artificial intelligent machines are able to do the work of doctors, who should make the final call on a diagnosis: the computer or the human doctor?

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STUDENT HANDOUT

Technology debate notes page Debate issue:

Your side:

Introduction:

Support #1:

Support #2:

Opposing side arguments:

Support #3:

Rebuttal:

Closing:

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EDUCATOR RESOURCE

Crossword puzzle answers Source: Statistics on jobs (p2) • City that experienced 68.1% tech industry job growth from 2006–2016: Indianapolis • State where two cities added a combined 72, 836 jobs in computing between 2006–2016: North Carolina

Source: CS + social good (p28–29) • An online service that helps people apply for food stamps in less than 10 minutes: GetCalFresh • Nonprofit that uses tech to help people access local government services more easily: Code for America Source: 9 ways social good (p30–31) • Google product that enables users to more easily plan for an emergency by providing real-time information that helps users track storms, find evacuation routes, and locate shelters: Crisis Map • Tool created to give researchers a closer look at the impacts of deforestation in order to protect chimpanzees and their habitats: Digital map • Interior design company Urban Hubs helps local communities do more of this by providing free, downloadable bin designs that can be created with a 3D printer: Recycle

Source: Pathways (p6–7) • App where you can try out coding on your phone: CodeSchool Source: Code unplugged activity (p16–17) • The common name for an error in code: Bug • Python, Java, and SQL are examples of computing _______: Languages Source: CS + pop culture (p22–23) • _______ storytellers combine skills in computer science and art and impact pop culture in their jobs: Visual • The percent of programming job openings that are in industries outside of tech: fifty

Source: profiles (p34–35) • An app that predicts blood sugar levels, enabling diabetes patients to adjust their insulin doses: PredictBGL

Source: 9 ways code to plate (p26–27) • Computer program farmers use to track growing conditions using sensors in the ground and drones in the sky: Geographic Information Systems (GIS) • Branch of computer science devoted to teaching computers to recognize images the same way people do: Computer vision • Internet of _____ links everyday appliances to the interconnected networks: Things • IBM’s supercomputer that’s learning how to cook: Watson

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Source: directory (p40–43) • A collaborative campaign designed to raise awareness among young Latinas about opportunities and careers in tech: Technolochicas • A Google program that enables students from ages 9-14 to host a computer science club at their school, church, library, or home: CSFirst • A website you can use to create art, music, games, and more as you learn to program: Pencilcode • A resource that provides access to tech courses on Python, 3D printing, Minecraft, and more: Tech Rocket 12

STUDENT HANDOUT

Reflection What I have learnt about computer science careers

What I found interesting/ inspiring about computer science careers

What I still want to know about computer science careers – where to go to find out

Find career inspiration, code clubs, learning resources and internship options CareerswithCode.com @CareerswithCode Supported by Google. Careers with Code Educator Resources are a publication of Refraction Media. Š 2017 Refraction Media, all rights reserved. Written by Liza Roesch. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International Public License. Contact info@refractionmedia.com.au or +612 9188 5459

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