EverFi Instructional Technology
Provided by the TN Financial Literacy Commission & Partners
Content
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Who is EverFi?
Gallery Walk
EverFi in Tennessee
Financial Literacy – Impact & Data
Additional Courses
Tennessee Course Placement
Training Opportunities
Your EverFi Schools Team
Stephanie Holzwarth Schools Manager Nashville, TN sholzwarth@everfi.com Michael Oliver Senior Schools Manager Lexington, KY moliver@everfi.com Who Is EverFi?
10,000+ TOTAL ACTIVE SCHOOLS 1M K12 STUDENTS IMPACTED 2014-­‐2015 170
EMPLOYEES US & Canada 50K+ TEACHER PARTNERS Gallery Walk
•  What are your school’s biggest priorities this year?
•  What technology do you currently use in the classroom?
•  What are the benefits of integrating technology?
•  What are the challenges of integrating technology?
•  What is your favorite educational app or website & why?
Next Generation Challenges
Financial
Literacy
Civic
Engagement
STEM
NEXT
GENERATION
CHALLENGES
Health &
Wellness
Career Success
1
EverFi K-12 Learning Platform
EverFi in Tennessee
2012-­‐13 2013-­‐14 2014-­‐15 83 189 339 TOTAL ACTIVE COURSES TOTAL ACTIVE COURSES TOTAL ACTIVE COURSES 7,228 18,167 31,371 TOTAL STUDENTS REACHED TOTAL STUDENTS REACHED TOTAL STUDENTS REACHED EverFi’s K-­‐12 criXcal skills courses have been paid for in Tennessee by naXonal and community partners. EverFi Footprint by County
Tennessee 2014-­‐2015 Robertson
Stewart
Dyer
Weakley
Gibson
Henry
Dickson
Decatur
Haywood Madison
Shelby
0
MI L E S
25
50
Hardin
75
Wayne
1 00
ence
McNairy
Lewis
Lawr
Fayette
Perry
Sumner
Clay
Nashville Davidson Wilson
Putnam
Williamson
Maury
Giles
Pickett
Scott
Jackson
Overton
Smith
DeKalb
Hickman
Chester
Memphis Humphreys
Carroll
Lauderdale
Tipton
Houston
Cheatham
Obion
Macon
Roane
Bedford
Coffee
re
Franklin
Knox
Hancock
Hawkins
Sullivan
Carter
Hamblen
Greene
Jefferson
Knoxville Cocke
Sevier
Washington
Blount
Rhea
Monroe
Grundy
McMinn
Moo
Lincoln
Campbell
Union
Morgan
White Cumberland
Warren Van
Buren
Claiborne
Marion
Polk
Cha?anooga Using EverFi Trained
Outreach
Key 66 13 16 Financial Literacy
NINE LEARNING MODULES 1.  Saving 2.  Banking 3.  Payment Types 4.  Credit Score 5.  Financing Higher EducaXon 6.  RenXng vs. Owning 7.  Taxes and Insurance 8.  Consumer Fraud 9.  InvesXng Knowledge Gain
After taking EverFi Financial LiteracyTM Tennessee students increased their
scores on assessment tests by an average of 72%*. Here is how they
performed, by topic:!
Knowledge Gain"
85!
85!
85!
After Course!
87!
85!
88!
Before Course!
88!
89!
58!
56!
89!
64!
51!
51!
48!
43!
Savings!
Banking!
Payment
Types!
Credit
Scores!
40!
43!
Financing Renting vs Insurance Consumer Investing!
Higher Ed! Owning! and Taxes! Protection!
*Data from 13,594 Tennessee students who took the course in 2014-­‐2015. Financial Preparedness
Not only do Tennessee’s students know more, but they are now more confident
in their ability to make wise financial decisions as they move into young
adulthood. EverFi asked students whether they felt prepared for a series of
personal finance tasks. Here is what they are now prepared to do:!
61%"
Of students are ready to!
Choose the right type of bank account for their money!
Up 32% from before the course!
64%"
Of students are ready to!
Decide how much of their money to spend and how much to save!
Up 15% from before the course!
59%"
Of students are ready to!
Check their credit score and understand what it means!
Up 92% from before the course!
67%"
Of students are ready to!
Decide whether to rent or buy a home in the future!
Up 16% from before the course!
What Others Are Saying
98% OF TEACHERS Feel the EverFi Financial Literacy Program enhanced the material that they were teaching. 81% OF STUDENT RESPONDENTS Feel that all students should be required to take the EverFi Financial Literacy Program. "The EverFi modules were my favorite things that we did all year long in my Personal Finance class. They kept me interested, and I felt as if the modules made it their goal to see me succeed. ” -­‐-­‐ Student, McMinn County “EverFi is a great program and is one of the most helpful educaXonal tools I have used in 26 years of teaching.” -­‐-­‐ Lisa Meyers, Teacher, South-­‐Doyle High School, Knox County Financial Literacy
SIX LEARNING GROUPS 1.
2.
3.
4.
5.
6.
Responsible Money Choices Income and Careers Making Plans with Money Credit and Borrowing Insurance and Safety Savings and InvesXng Games: Users also unlock two games per group as they progress through the course. David H. Lillard, Jr. Tennessee Financial Literacy Commission Presents Vault Program Additional Programs
•  Sponsored
•  Seeking Sponsorship
DIGTIAL CITIZENSHIP TOPICS: 1.  Buying a Computer 2.  Wireless CommunicaXon 3.  The Viral World 4.  Research in a Digital Age 5.  CreaXng MulXmedia Products 6.  Digital RelaXonships and Respect 7.  Looking to the Future Grade Level: 5th -­‐ 9th Course Length: 3.5 hours HOCKEY SCHOLAR TOPICS INCLUDE: 1.  Engineering behind players skates, sXcks and padding for ideal performance. 2.  CalculaXon of ice surface area and volume. 3.  Analysis of geometric construcXons and how angles are a key component of the game of hockey. 4.  DifferenXaXon of states of maker – solid, liquid, gas. 5.  ExaminaXon of mass, velocity and kineXc energy based on the speed of players. Grade Level: 4th -­‐ 9th Course Length: 3 hours HIGH LEVEL DETAILS •  STEM Careers •  Decimal & Binary Numbers •  Linear EquaXons •  HTML Coding •  Unit Conversion •  FuncXons •  Cryptography •  Truth Tables •  Coordinate Plane •  Probability Grade Level: 8th -­‐ 12th Course Length: 8-­‐10 hours KEY FEATURES •
M1: The Entrepreneur In You •
M2: Planning & Building A Business •
M3: Your Business Snapshot •
Standards-­‐Based: •
Common Core SS for English/
Language Arts •
ConsorXum for Entrepreneurship EducaXon Grade Level: 7th-­‐11th Course Length: 1.5-­‐2 hours MODULE TOPICS 1.  Rights and ResponsibiliXes of CiXzens 2.  The Process of Civic Change 3.  Civil Rights 4.  US Role in World Affairs 5.  Structure and funcXon of NaXonal/
State/Local government 6.  Origins, structure, and content of the ConsXtuXon 7.  The Supreme Court and Judicial Branch Grade Level: 7th -­‐ 10th Course Length: 5 hours KEY FEATURES •  17 short vignekes focused on historical figures and key events •  Capstone analyXcal essay •  Major periods covered: • Slavery Period • EmancipaXon and ReconstrucXon • Jim Crow Period • The Civil Rights Period and Beyond Grade Level: 9th -­‐ 12th Course Length: 2.5 -­‐ 3 hours MODULE TOPICS 1.
2.
3.
4.
5.
6.
7.
8.
9.
Standard drink measurement Myths and facts Alcohol expectancies Blood alcohol concentraXon Brain and body science Peer pressure and decision-­‐making AddicXon and community impact Underage drinking laws Tips for talking to parents, personal goals Grade Level: 9th -­‐ 12th Course Length: 2 hours Implementation Timeline
Data Analysis &
Reporting
Classroom
Implementation
Schedule
Training
Suggested Course Placement
Cri]cal Skill Financial Literacy STEM Civics Career Success Course Target Age Class EverFi 8th -­‐ 12th Personal Finance, Banking & Finance, Intro to Business & MarkeXng Vault 4 -­‐ 6th Social Studies, Math Digital CiXzenship 6th -­‐ 10th Freshmen Seminar, Technology, Computer ApplicaXons Hockey Scholar 4th -­‐ 9th Math, Science, Technology Radius 8th -­‐ 11th Math, Computer Science, Technology, Advanced Computer Apps Commons 8th-­‐11th U.S. Government, Civics 306 8th – 12th U.S. History, Seminar Classes Venture 7th-­‐11th Business, MarkeXng, Entrepreneurship Roundtable Discussion •  Which teacher(s) will implement each program?
•  How will data be used instructionally and shared?
•  Student Grades
•  District knowledge gain
•  Certification ceremonies
•  Access to Technology
•  Computer Lab
•  Mobile Carts
•  What training opportunities will you schedule?
•  District
•  School
•  Teacher
Next Steps
•  Complete Training Inquiry
–  Automatically entered into $25 Amazon Gift Card drawing
•  Communicate with Teachers
–  Email teachers Quick Start Guide and carbon copy EverFi Team
•  Communicate with Districts
–  Share EverFi information with district leaders for population-level
impact
•  Director of Schools
•  CTE Director
•  STEM Coordinator
Contact
Memphis TN
Aaron Harris
aharris@everfi.com
(501) 940-7697
Middle & West TN
Stephanie Holzwarth
sholzwarth@everfi.com
(615) 379-8365
East TN
Michael Oliver
moliver@everfi.com
(859) 317-4452
Curriculum Guide Vault -­‐ Understanding Money™ Vault -­‐ Understanding Money™ introduces critical financial concepts and skills early in a child's cognitive development. Vault delivers interactive learning through the latest online, interactive curriculum including 3D gaming, animations, video and adaptive pathing. Our award-­‐winning platform benefits students, teachers and school systems by: − Empowering students with critical financial information and skills for the 21st century − Expanding the reach of teachers by instantly providing all students with access to platform curriculum that meets both national and state financial literacy standards − Helping teachers easily track student progress and knowledge gains − Bringing the latest learning technology into the classroom at no cost to the school through public-­‐private partnerships. Upon completion of the Vault course, students will be able to: − Define key financial concepts and terms. − Recognize the impact of financial decisions. − Apply critical thinking skills to real-­‐world financial simulations and interactive exercises. Standards Our curriculum is developed in alignment with relevant curriculum frameworks at both the state and national level. Vault maps to state level financial literacy standards (where available), Jumpstart Coalition's National Standards in K-­‐12 Personal Finance Education, and Common Core State Standards for Math and ELA. HIGH LEVEL COURSE FACTS: − Course Overview Video and 6 Modules, varying in length from approximately 15 to 30 minutes each. − Each section includes 2 to 5 learning activities, followed by 2 interactive, performance-­‐based games unlocked by users upon completing all of the learning activities. − Cumulative course time is estimated to be 2.5 to 3 hours. − Upon completion of the learning modules, students earn a Vault Certification in Financial Literacy. Each module includes: −
−
Pre-­‐ and post-­‐assessments: Vault tracks student knowledge gains through 5-­‐10 assessment questions before and after each learning module. Vault’s online teacher platform allows instructors to tracks student progress, assessment scores and knowledge gains. Performance-­‐based activities: Students apply their learning through interactive DETAILED COURSE OUTLINE Module 1: Responsible Money Choices (35 min.) − Overview: Students learn about the concepts of financial responsibility and practice strategies acquiring financial information and making responsible financial decisions. (35 minutes). − Learning Objectives: ○ Analyze the trade offs between saving and spending and good and bad decisions ○ Compare different financial sources that inform financial decision-­‐making ○ Create a savings plan to meet short-­‐ and long-­‐term goals ○ Compare types of personal financial information and safe vs. unsafe circumstances to disclose that information − Performance-­‐Based Activities and Assessments: ○ Spending and savings simulation around responsible choices, planning and goal-­‐setting ○ “Protector” mini game around decisions to disclose personal information ○ Pre/Post module knowledge assessment Module 2: Income and Careers (30 min.) − Overview: Students learn about how people acquire income, build careers and responsibly pay taxes to the government (30 minutes). − Learning Objectives: ○ Evaluate different career options based on interests, knowledge and abilities ○ Compare different opportunities to earn money through earnings, wages and salaries as adults and as kids ○ Examine the high-­‐level role of taxes, how they are collected and how they are used − Performance-­‐Based Activities and Assessments: ○ Matching exercise aligning a character’s talents and interests to the appropriate career ○ Quiz show covering the basics of taxes and earning money ○ Pre/Post module knowledge assessment Module 3: Making Plans with Money (25 min.) − Overview: Students learn about strategies for managing money, including creating a budget, choosing the best payment method, making responsible purchasing decisions and giving to charity (25 minutes). − Learning Objectives: ○ Create and balance a budget between needs vs. wants ○ Compare different banking and payment options and analyze the role of banks ○ Apply smart decision-­‐making strategies to purchases ○ Examine the value of giving to charity and identify opportunities for charitable contributions ○ Categorize household and inherited assets and recognize their value − Performance-­‐Based Activities and Assessments: ○ Organize characters’ budgets into needs versus wants ○ Spending and budgeting simulation around smart spending decisions ○ Pre/Post module knowledge assessment Module 4: Credit and Borrowing (20 min.) − Overview: Students learn about the basics of credit, the obligation that comes with borrowing money and the importance of borrowing money responsibly (20 minutes). − Learning Objectives: ○ Compare the differences between buying with cash and buying with credit ○ Explain why credit is a form of borrowing and why institutions lend money ○ Recognize and identify the characteristics of a responsible, reliable borrower − Performance-­‐Based Activities and Assessments: ○ Quiz show around the role of credit and borrowing and responsibly lending decisions ○ Borrowing simulation where the user must help characters repay a loan and build good character ○ Pre/Post module knowledge assessment Module 5: Insurance and Safety (12 min.) − Overview: Students learn about strategies for managing personal and household risks and the role of health insurance (15 minutes). − Learning Objectives: ○ Explain how households manage risk ○ Analyze the uses and benefits of health insurance − Performance-­‐Based Activities and Assessments: ○ Interactive game identifying and removing risks in simulated environments ○ Exploration activity where users identify “safe” risks in various environments ○ Pre/Post module knowledge assessment Module 6: Savings and Investing (25 min.) − Overview: Students learn methods and strategies to save and invest money (25 minutes). − Learning Objectives: ○ Compare different savings vehicles ○ Examine the role of budgeting to control spending and manage saving ○ Explain the basic concept of investing and identify common investing vehicles − Performance-­‐Based Activities and Assessments: ○ Interactive game helping characters cut their expenses and save for long-­‐term goals ○ Quiz show covering key investing terms and concepts ○ Pre/Post module knowledge assessment Financial
Literacy
STEM
NEXT
GENERATION
CHALLENGES
Civic
Engagement
EverFi Quick Start Guide
Health &
Wellness
Career Success
1
〉 Register Your Instructor Account •
Go to everfi.com/login & register •
Click “I am a Teacher,” then enter your information. 〉 Set Up Class Registration Codes •
Click on “Add Class” •
Enter your class name and all additional information. •
A class registration code will automatically generate and will save under “Classes.” •
Create a class code for each course you wish to use with students 〉 Help Students Self Register •
Have students go to everfi.com/login and click Sign Up in the upper right hand corner. •
Students enter the class registration code you created for this class. §
E-­‐mail addresses are optional §
Students will automatically appear in your teacher reports. •
Click “Finished,” and get started! •
Students can enroll in multiple courses by entering additional codes in the “Add a Course” box on the upper right corner of their dashboards and clicking “Save.” If you have questions, please contact your local Schools Manager: Memphis TN Middle & West TN East TN Aaron Harris Stephanie Holzwarth Michael Oliver aharris@everfi.com sholzwarth@everfi.com moliver@everfi.com (501) 940-­‐7697 (615) 379-­‐8365 (859) 317-­‐4452 EverFi Resources Overview
Course
Length
Grades
Curriculum Fit
Notes
EverFi:
Financial Literacy
6-­‐8 hours
8 -­‐12
Personal Finance Banking & Finance Economics Students learn critical financial concepts. Recommended by TN DOE for Personal Finance.
Vault:
Understanding Money
2-­‐3 hours
Future Goals:
Digital Citizenship
3-­‐7
Social Studies Math Teen Living Related Arts
Introduces critical financial concepts early in a child’s cognitive development
3-­‐4 hours
6-­‐9
Computer Applications Multimedia Design Freshmen Seminar Advisory
Empower teens with the skills necessary understand and leverage technology safely
Hockey Scholar: STEM Readiness
2-­‐3 hours
4-­‐7
Math Science Technology
Students learn to think like scientists and mathematicians through the game of hockey
Radius: Math & Coding
8-­‐10 hours
7-­‐12
Multimedia Design Programming Bridge Math Algebra I
Students learn the mathematical foundations behind coding and are introduced to basic HTML
Venture: Entrepreneurship
4-­‐6 hours
7-­‐10
Business Management Entrepreneurship, Virtual Enterprise Students see themselves as entrepreneurs as they develop their own food truck business
Commons:
Civic Engagement
6-­‐8 hours
8-­‐10
Government Civics US History
306: African-­‐
American History
2-­‐3 hours
8-­‐12
American History African American Studies AP U.S. History
Students explore citizenship, the structure of state, federal and local government.
Helps students draw inspiration from the empowering stories of the African-­‐American journey.
Courses highlighted in orange are sponsored across TN. EverFi is committed to providing high quality resources to teachers at no cost. Teachers who use sponsored courses are provided access to unsponsored courses as well. EverFi -­‐ Financial Literacy™ EverFi -­‐ Financial Literacy™ teaches, assesses and certifies students in critical financial concepts through the latest online, interactive curriculum including 3D gaming, animations, video and individualized feedback. EverFi’s award-­‐winning platform benefits students, teachers and school systems by: ● Empowering students with critical financial information and skills for the 21st century. ● Expanding the reach of teachers by instantly providing all students with access to foundational curriculum that meets both national and state financial literacy standards. ● Helping teachers easily track student progress, mastery level and knowledge gain. ● Bringing the latest learning technology into the classroom at no cost to the school through public-­‐private partnerships. Upon completion of the EverFi course, students will be able to: ● Define key financial concepts and terms. ● Recognize the impact of financial decisions. ● Apply critical thinking skills to real-­‐world financial simulations and interactive exercises. STANDARDS Our curriculum is developed in alignment with relevant curriculum frameworks at both the state and national level. EverFi maps to state level financial literacy standards (where available), Jumpstart Coalition's National Standards in K-­‐12 Personal Finance Education, and Common Core State Standards for Math and ELA. HIGH LEVEL COURSE FACTS ● Course Overview Video and 9 Learning Modules (approximately 30-­‐45 minutes each) ● Interactive game called EverFi Life (1 hour). Students apply their new financial skills in a culminating, virtual world simulation. ● Cumulative course time is estimated to be between 6 to 8 hours at the computer. ● Attitudinal and behavioral surveys to measure students’ existing financial attitudes and behaviors and any changes that occur after taking the course. ● Upon completion of the learning modules, students earn an EverFi Certification in Financial Literacy. Each module includes: ● Pre/Post & Formative Assessments: EverFi tracks student knowledge gains with pre-­‐ and post-­‐ assessment questions before and after each learning module, as well as tracking student mastery level throughout the module using formative assessment data. EverFi’s online teacher platform allows instructors to tracks student progress, assessment scores and knowledge gains. ● Performance-­‐based activities: After the content introduction in each module, students apply their learning through interactive, performance-­‐based activities. ● Individualized feedback: Students are asked several formative assessment questions in throughout each module. Students are provided with individualized feedback, and provided ● In-­‐class critical thinking and group activities: Teachers have access to supplemental in-­‐
class lesson guides to encourage students apply the information they learned in the modules to their own real-­‐world financial decisions. DETAILED COURSE OUTLINE Overview Video ● A brief introductory overview of the EverFi course and its features (5 minutes). Module 1: Savings ● Overview: Students learn the basics of simple and compound interest, how to set and reach savings goals, the types of savings vehicles available to them, and the importance of budgeting (30-­‐45 minutes). ● Learning Objectives: ○ Understand the key differences between compound and simple interest ○ Determine the impact of interest rates, compounding frequency, and time on total interest accrued ○ Describe common features (liquidity, minimum balance requirements) of common savings vehicles ○ Select the appropriate savings plan or vehicle based on a person’s situation ○ Describe best practices to use when making a budget ○ Apply the concepts of “needs versus wants” to modify a budget ● Interactive Activities: ○ Savings Goal Examples: Explore how both small and large savings goals can be reached with consistent savings over time. ○ Compound Interest Exploration: Compare the interest earned with different compounding frequencies. ○ Savings Vehicle Practice: Identify the appropriate savings vehicle in specific real-­‐
life scenarios. ○
Budgeting activity: Categorize budget items into needs vs. wants; Make budgeting decisions to reach a monthly savings goal. Module 2: Banking ● Overview: Students learn about the structure of the U.S. banking system, banking options, account types, features and fees as well as how to use and monitor an account (30-­‐45 minutes). ● Learning Objectives: ○ Identify and categorize financial institutions according to their key characteristics ○ Describe the structure and function of the Federal Reserve system ○ Compare account types based on common account features and terms, such as liquidity, FDIC insurance, interest rate and required minimum balance ○ Evaluate different types of account fees and how they can occur ○ Examine the components of a check ○ Apply strategies for monitoring an online bank account ● Interactive Activities: ○ Banking Options Practice: Compare and contrast key characteristics of retail banks, credit unions, and online banks. ○ Inside a Bank: Explore the interior of a retail bank; learn about common bank personnel; ask common account questions to a bank customer service representative. ○ Comparing Account Types: Categorize account types according to their liquidity, interest rates, and required minimum balances. ○ Real-­‐life Account Fees: Learn about common account fees – and how to avoid them -­‐ as an individual goes through a typical day using their checking account. ○ Using an Online Account: Examine a real-­‐life online account; learn how to effectively monitor transactions & how to make sure your checking account is balanced. Module 3: Payment Types ● Overview: Students learn about the variety of paper, plastic and electronic payment types available, and delve into the world of credit cards. Students gain a foundational understanding of credits cards, learning how to select and compare credit card offers, compare credit card fees, to interpret their credit card statement, and finally how to manage existing debt (30-­‐45 minutes). ● Learning Objectives: ○ Interpret the differences in payment types, including debit cards, credit cards, merchant cards, cash advances, payday loans, and electronic payment options Select the appropriate payment option based on a given situation ○ Compare aspects of credit card offers, by examining fees and features ○ Understand how items purchased with credit can end up costing more ○ Use a credit card bill to answer questions about debt repayment ● Interactive Activities: ○ Payment Types Practice: Select the most affordable payment option in each real-­‐
life scenario. ○ Credit Offer Comparison: Compare aspects of credit card offers, by examining fee structures, rewards, and other card features. ○ Understanding a Credit Card Bill: Use your credit card statement to answer questions about your credit card usage, payment schedule, and accrued interest. ○
Module 4: Credit Scores ● Overview: Students learn how a credit score is calculated and why it matters, how to monitor, manage and avoid damaging your credit score, the components of a typical credit report, and the implications of a good or bad credit history (30-­‐45 minutes). ● Learning Objectives: ○ Understand the basics of credit scores, how credit scores are calculated, and the financial habits associated with certain scores. ○ Examine how financial behaviors positively or negatively impact a credit score (e.g. payment history and debt) ○ Compare and select financial decisions that protect or increase your credit score ○ Explain how your credit score can impact your future financial decisions and costs ○ Select the appropriate steps to monitor your credit report and fix errors ● Interactive Activities: ○ Helping and Hurting Your Credit: Determine the effect of a range of financial decisions on your credit score and select appropriate options to improve credit ○ Explore a Credit Report: Examine the components of a typical credit report. ○ Keeping Tabs on Credit: Prioritize the actions and steps an individual should take to monitor his/her credit report. Module 5: Financing Higher Education ● Overview: Students learn about the basics of paying for school beyond high school, the actionable steps on the path to college, the types of financial aid and specific student loan types, and the financial aid process, including applying for aid through FAFSA (30-­‐
45 minutes). ● Learning Objectives: Explain the concept of return on investment and the considerations around borrowing to pay for education ○ Explain the steps and actions that high school students can take to get on the path to college ○ Categorize the differences in financial aid options, including the specific differences in unsubsidized and subsidized federal student loans ○ Explain the importance of applying for federal aid through FAFSA, and become familiar with the FAFSA application and process ● Interactive Activities: ○ Education ROI Exploration: Compare the return on investment for different levels of education. ○ The Path to Higher Education: Explore the variety of next steps high school students can take to get onto the college preparedness track. ○ Federal Loan Comparison: Examine the key differences between subsidized & unsubsidized federal loans. ○ Filling out FAFSA: Explore components of the FAFSA application; answer questions about the FAFSA application process and common misconceptions by using the real-­‐life FAFSA form. ○
Module 6: Renting vs. Owning ● Overview: Students learn about the differences between renting, leasing and owning, the basics of a mortgage, and choices between transportation and housing (30-­‐45 minutes). ● Learning Objectives: ○ Compare the differences between renting, leasing and owning ○ Define & provide examples of appreciating and depreciating assets ○ Identify components of a standard housing lease agree ○ Recognize mortgage terms and the factors that can impact mortgage payments ○ Apply the benefits and considerations of renting, leasing and owning to different scenarios ○ Decide whether you can afford to buy a car by examining the explicit and implicit costs of buying a car ● Interactive Activities: ○ Lease Agreement Exploration: Examine the common terms, regulations, fees, & deposits found on a typical housing lease agreement. ○ Real-­‐Life Housing & Transportation Choices: Select the appropriate housing and/or transportation for different individuals based on their current savings and personal situation. Buying a Car Simulation: Go thru the decision-­‐making process of buying a car, from calculating your available monthly budget to selecting an appropriate car loan agreement. Module 7: Insurance and Taxes ● Overview: Students explore common insurance types and terms, evaluate types of insurance and examine the role of insurance in mitigating risk and saving money. Students also learn about types of taxes and how they work, examine how taxes affect a typical paystub and fill out basic tax forms (30-­‐45 minutes). ● Learning Objectives: ○ Describe the coverage provided by different insurance types; define common terminology associated with insurance policies ○ Calculate the costs and cost savings associated with different insurance policies, based on the deductible and premium amounts ○ Examine common taxes and tax forms ○ Analyze components of a paystub to answer questions about take-­‐home pay, taxation and other common deductions ○ Practice completing end-­‐of-­‐year tax forms ● Interactive Activities: ○ Insurance Policy Terms Practice: Apply knowledge of common insurance policy terms by examining real-­‐life examples. ○ Calculate Out-­‐of-­‐Pocket Costs: Decide which auto insurance policy will result in the least out-­‐of-­‐pocket costs in different scenarios. ○ Paystub Practice: Examine the components of a typical paystub; answer questions about taxes, insurance, and other deductions using an example paystub. ○ Filling out a 1040EZ Form: Complete your end-­‐of-­‐year tax returns using this step-­‐
by-­‐step guide as you fill out a 1040EZ Form. Module 8: Consumer Protection ● Overview: Students learn about identity theft, consumer fraud and consumer protection laws & organizations, how to protect personal information and how to spot identity theft (30-­‐45 minutes). ● Learning Objectives: ○ Explain the purpose of consumer protection laws and organizations ○ Summarize how to spot, address and protect yourself from consumer fraud and identity theft ○
Examine the importance of creating strong passwords for online accounts, and differentiate between various password strengths ○ Decide when it is safe to provide your Social Security number; Decide what documents may put you at risk of identity theft ○ Outline the steps you need to take to resolve suspected consumer fraud ● Interactive Activities: ○ Ways Identity Theft Can Happen: Exploring how financial information can expose you identity theft. ○ Sensitive Documents: Make decisions about when it is appropriate to provide your Social Security number, or what documents may put you at risk of identity theft. ○ Making a Strong Password: Learn an easy step-­‐by-­‐step method for developing strong passwords; identify the components that make up secure passwords. ○ Resolving Identity Theft: Prioritize the actions and steps an individual should take to resolve identity theft. ○
Module 9: Investing • Overview: Students learn about different investing terms, including stocks, bonds, mutual funds, & index funds, and their role in investing. Students also learn the basics of retirement plans, the tradeoff between risk and return, as well as the effect of time and diversification on an investment portfolio diversification (30-­‐45 minutes). ● Learning Objectives: ○ Explain the differences between key investing terms ○ Examine the process of issuing stocks & bonds ○ Compare and contrast investing options in terms of financial risk & return ○ Apply knowledge of financial risk to construct a diversified portfolio ○ Compare and contrast retirement plan options, and how time until retirement can affect the composition of an investment portfolio ● Interactive Activities: ○ A Penny for Your Thoughts: Make an investing decision and see how the compounding returns can affect your investment’s value over the course of 1 month’s time. ○ Investing Options Practice: Apply your knowledge of basic investing options by answering a series of questions. ○ Risk vs. Return Practice: Examine the tradeoff between risk and return by ranking different investment types according to their potential risk and return. ○ Diversifying Your Portfolio: Portfolio diversification activity where students create a low-­‐, medium-­‐ and high-­‐risk portfolio Interactive Game: EverFi Life ● Overview: A real-­‐world game simulation where students apply the financial knowledge and skills learned in the modules to financial decisions in High School, College and Post-­‐
College (1 hour). ● Learning Objectives: ○ Apply financial knowledge to real-­‐world situations around saving money, taxes, applying for financial aid, lifestyle choices. ○ Plan a budget based on needs, wants and financial goals. ○ Analyze potential pitfalls in a planned budget and manage both expected and unexpected expenses ● Interactive Activities: ○ Students are assessed on the application of their financial skills across three interactive game levels: High School, College and Post-­‐College Curriculum Guide NHL Future Goals Program – Hockey Scholar Your local NHL team has made it all the way to the Stanley Cup Final – and now you just need to win 4 games to bring home the cup! You’ve been asked to head down to your team’s headquarters to help them prepare for each of the games. Each day leading up to the game you are faced with new tasks that require a strong understanding of science, math, and engineering concepts to succeed. Help get all the preparations done in time so your team can compete to win the ultimate prize: the Stanley Cup. Hockey Scholar brings science, math & engineering concepts to life using the exciting, fast-­‐paced game of hockey. Through immersive hockey simulations, each online module enables students to explore real-­‐life applications of fundamental STEM concepts. Designed for elementary and middle school students, this online course combines cutting-­‐edge instructional design and game-­‐based simulations to build students’ confidence, mastery, and excitement around critical STEM topics. Each online module is structured to reinforce scientific method by mimicking the steps of a typical science experiment. Student progression through a module parallels the steps of a science investigation: making initial predictions and observations, performing experimentation, and analyzing data. Each online module is designed to: • Build student’s conceptual understanding of foundational science, engineering and math concepts. Students must master a unique STEM challenge in each module. From understanding area calculations of an ice rink to exploring the conservation of energy involved in a falling puck, students are exposed to concepts that form the foundation of a strong STEM education. •
Develop scientific and critical thinking. The online modules are structured so that students experience each part of the scientific method. Students perform every step of a typical investigation, from making predictions to analyzing physical phenomena and making evidence-­‐based conclusions. The online modules are accompanied by a variety of offline, paper-­‐based lessons that reinforce and extend content covered by Hockey Scholar. Students can access these offline lessons directly through the course. COURSE OVERVIEW Hockey Scholar consists of: • Modules: The course is composed of 12 online learning modules, each taking approximately 10-­‐20 minutes. Cumulatively, the entire course requires approximately 2-­‐4 hours of computer seat time. • Standards Alignment: The curriculum aligns to Next Generation Science Standards (NGSS) and Math Common Core State Standards (CCSS) in elementary and middle school grades. • Assessments: Pre-­‐ and post-­‐assessments are used in each module to measure student knowledge gains. • Offline lessons: The online course includes access to a companion offline curriculum that covers STEM topics from the course, related fitness and nutrition lessons, as well as PE lesson ideas to get your students up and moving! DETAILED COURSE OUTLINE The Equipment In Modules 1 through 3, students are tasked with helping the Equipment Manager get all the players’ gear ready for the next game. Students must learn about the engineering design behind the team’s skates, sticks, and padding to help the team’s performance. Module 1: The Skate Blades • Overview: Students learn the effect of the skate blade’s radius of hollow on stopping distance. Students test players’ stopping distances with different radius of hollow values and analyze the impact on stopping performance. • Learning Objectives: o SWBAT define and identify independent variables, dependent variables, and controls in an experiment o SWBAT define and describe correlations o SWBAT identify the radius of a circle o SWBAT construct, analyze and describe patterns from scatterplot graphs Module 2: The Stick • Overview: In this engineering design task, students must design the perfect stick given a player’s individual preferences. Students explore the variables of stick design (flex, lie, and curve) and apply this knowledge to a player’s design criteria. • Learning Objectives: o SWBAT define and identify variables and criteria in an engineering design task o SWBAT analyze data tables to discover patterns and correlations o SWBAT select an optimal design solution to meet given criteria Module 3: The Goalie Pads • Overview: Students test different materials and shapes for the goalie’s leg pads, and determine which combinations provide maximal protection and maneuverability. • Learning Objectives: o SWBAT to define and identify controls (or controlled variables) in an engineering design task o SWBAT perform controlled experiments by adjusting experimental variables o SWBAT analyze data tables to find patterns and correlations o SWBAT select an optimal design solution based on given requirements The Ice In Modules 4 through 6, students must work with the Ice Technician to prepare the perfect skating surface for the next game – everything from getting the optimal ice and air temperature in the arena to painting the correct geometric constructions on the ice. Module 4: Uncover the Ice • Overview: It's time to uncover the ice. To remove each individual section of the ice covering, students must first determine the area of the section to be removed. When the ice has been fully revealed, the user can use the collected information to determine the area of the rink itself. • Learning Objectives: o SWBAT identify and explain the units of measurement used for area calculations o SWBAT describe how unit squares can be combined to create an object of a given area o SWBAT analyze area calculations to derive the area formula o SWBAT apply area formulas for whole-­‐number edge lengths Module 5: Prepare the Surface • Overview: Help create the perfect ice surface for the upcoming game. Students have a molecular view of the ice surface, and explore the impact of different air and ice temperatures on the ice conditions. Students learn about the different states of matter – solid, liquid, gas – and how the temperature changes will affect skating and the motion of the water molecules. • Learning Objectives: o SWBAT explain that matter is made up of particles that are too small to see (i.e. molecules) o SWBAT describe how changes in temperature affect molecular motion and kinetic energy o SWBAT describe and compare the phases of matter (solid, liquid, and gas) based on temperature and molecular motion Module 6: Paint the Ice • Overview: The ice needs to be repainted. Before the next game begins, students must follow the mathematical instructions step-­‐by-­‐step to draw the lines correctly on the rink, and form the correct geometric constructions. • Learning Objectives: o SWBAT define and identify points, parallel & perpendicular lines, line segments, radius, diameter and chords o SWBAT identify, compare, and construct circles of a given radius and diameter o SWBAT identify and define congruent figures o SWBAT use ordered pairs to describe and find the location of a point o SWBAT follow step-­‐by-­‐step instructions to draw and correctly place various geometric constructions on a coordinate plane The Drills In Modules 7 through 9, students must help the Skating Coach prepare the players for the next game. Students collect critical data during the players’ drills to analyze their speed, strength, and endurance. Module 7: Speed • Overview: During a game, most races towards a loose puck are won or lost in the first strides. To help prepare for the next game, you are running drills to time your players and analyze their speed over short and long distances. Once each sprint is complete, determine the average speed by calculating distance over time. • Learning Objectives: o SWBAT identify correct units of measurement for time, distance & speed o SWBAT calculate average speed using distance and time data from multiple trials o SWBAT identify and utilize the formula for speed o SWBAT explain the importance of performing multiple trials in a scientific experiment Module 8: Strength • Overview: You need to build your players’ leg strength to help with their speed on the ice. No two skaters are alike, however, so you’ll need to train each player in their target zone to make the training effective. Students can adjust the mass or the speed of each player to reach each individual’s target training zone. • Learning Objectives: SWBAT identify and define independent and dependent variables SWBAT recognize patterns and correlations in data sets SWBAT define kinetic energy (KE) and describe real-­‐life KE examples SWBAT explain the positive relationships between mass, speed (velocity), and kinetic energy o SWBAT identify that changes in speed (velocity) have a greater impact on kinetic energy than changes in mass o
o
o
o
Module 9: Endurance • Overview: Help the Skating Coach closely monitor the players’ vitals during each shift to ensure they are training in the most effective zone. Students help meet heart rate and breathing rate target zones during a 30-­‐second shift on the ice, and see how physical exertion can impact these factors. • Learning Objectives: o SWBAT describe the components and function of the respiratory and circulatory system o SWBAT collect data to analyze the relationship between physical exercise and heart rate and breathing rate o SWBAT describe the relationship between cells, tissues, organs and organ systems The Final Practice In Modules 10 through 12, the Head Coach needs your help running the final practice. Students must help the team with critical components of the game – from face-­‐offs to passing and shooting -­‐ to make sure the team brings home the win. Module 10: The Face-­‐off • Overview: Help your team maximize their face-­‐off percentages by ensuring the perfect puck drop for your player. Students must select the best puck drop height for each player to ensure it reaches the ideal range of kinetic energy before hitting the ground. • Learning Objectives: o SWBAT explain the difference between kinetic energy (KE) and potential energy (PE) o SWBAT identify the relative amount of KE and PE in a system, based on an object’s speed and position relative to the ground o SWBAT explain the relationship between KE and PE in a closed system (i.e. energy is conserved) Module 11: The Pass • Overview: Students learn how to utilize angles to pass the puck around their opponents. Students must find and measure the correct angle for their bank pass – which causes the puck to bounce off the boards – to complete the play successfully. •
Learning Objectives: o SWBAT measure angles in whole-­‐number degrees using a protractor o SWBAT identify individual angles, including adjacent angles, within a diagram. o SWBAT identify and describe that non-­‐overlapping angles that lie on a straight line have a measurement of 180 degrees o SWBAT analyze data in tables to reveal patterns that indicate relationships (e.g. additive angles and the Law of Reflection) and to predict future results o SWBAT describe the Law of Reflection and list real-­‐life examples where it occurs Module 12: The Shot • Overview: Students are tasked with hitting the puck across the ice such that it will stop at a specific spot. However, the friction of the ice changes depending on how fresh and how cold the ice is. Students must adjust their shot force and the friction force of the ice to successfully land the puck in the target area. • Learning Objectives: o SWBAT define force, magnitude, direction, and friction o SWBAT describe real-­‐life examples of forces being applied. o SWBAT explain how different forces (ex: friction, applied force) will influence the motion of the puck o SWBAT identify the differences in an object’s motion when forces are balanced or unbalanced o SWBAT to describe Newton’s 1st law (an object in motion will stay in motion unless acted upon by an outside force) and how it applies to real-­‐
life scenarios. !
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Curriculum(Guide(
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Ignition'–'Digital'Literacy'&'Responsibility™((
(
Ignition(Digital(Literacy(&(ResponsibilityTM(combines(the(power(of(cutting@edge(instructional(
design,(rich(media(and(simulations(to(educate(teens(and(empower(them(with(the(skill(set(to(
leverage(technology(safely(and(effectively.((
(
− Four@hour(curriculum(
− Seven(modules,(plus(simulation(
− Grades(6th@9th((
− Aligns(with(both(state(and(National(Educational(Technology(Standards((NETS)(
established(by(the(International(Society(for(Technology(in(Education((ISTE)(
(
The'interactive'Ignition'curriculum'includes'the'following'components:'
(
(
− Seven(learning(modules(that(cover(key(concepts(such(as(digital(footprint,(security,(
privacy,(cyberbullying(and(digital(time(management(
− Up(to(10(hands@on(activities(in(each(module(that(build(skills(ranging(from(picking(out(a(
computer(to(choosing(credible(sources(while(doing(online(research(
− Pre@(and(post@assessments(to(measure(student(knowledge(gains(
− Embedded(surveys(to(measure(student(attitudes(and(behaviors(
− Unique,(real@world(simulation(that(allows(students(to(apply(what(they(have(learned(
Standards'
(
Ignition(equips(students(to(meet(a(set(of(learning(objectives(derived(from(the(National'
Educational'Technology'Standards'(NETS).((After(completing(the(course(students(will(be(able(
to:(
(
− Determine(short@(and(long@term(personal(effects(of(digital(decisions,(as(well(as(the(
human,(legal(and(social(implications(of(digital(usage(and(technology((
− Understand(basic(and(advanced(technology(terms,(concepts,(systems(and(operations(
and(how(they(are(applied(
− Explore(the(possibilities(of(positive(communication(and(collaboration,(including(the(
benefits(of(helping(peers(avoid(negative(online(behavior((
− Use(technology(tools(to(appropriately,(responsibly,(and(creatively(generate(new(projects,(
conduct(research(and(solve(problems(
− Identify(how(to(stay(current(on(emerging(technologies(
− Identify(how(to(incorporate(technology(appropriately(into(life(and(career(goals(
(
(
(
(
(
!
!
Detailed'Course'Outline'
(
Module'1:'Choosing'a'Computer'(35'min.)'
'
− Overview:(((
o This(module(provides(an(overview(of(computer(hardware(and(software(in(the(
context(of(making(informed(decisions(when(choosing(a(computer.(
− Learning(Objectives:(
o Identify(and(prioritize(different(software(and(hardware(features((e.g.(hard(drive(
size,(internet(capabilities,(desktop(vs.(laptop(vs.(tablet,(etc.)(based(on(specific(
purchase(needs(
o Understand(the(advantages(and(disadvantages(of(key(technology(concepts(such(
as(open(source(software(and(cloud(computing(
− Performance@Based(Activities(and(Assessments:(
o Make(informed(computer(and(software(purchasing(decisions(based(on(the(needs(
of(different(scenarios.'
o Students(answer(a(series(of(pre@assessment(questions(at(the(beginning(of(each(
module,(followed(by(10(summative(multiple(choice(post@assessment!questions(at(
the( end( of( each( module.( ( Students’( scores( on( the( assessments( are( counted(
toward(their(certification.'
'
Module'2:'Wireless'Communication'(25'min.)'
'
− Overview:(
o This(module(includes(a(discussion(of(the(mechanics(and(services(of(wireless(
communication(and(strategies(for(using(mobile(devices(safely(and(responsibly.(
− Learning(Objectives:(
o Identify(smart(phone(features,(applications(and(capabilities.(
o Discuss(how(cell(phones(transmit(messages(and(the(underlying(causes(of(
coverage(issues(and(service(interruptions.(
o Recognize(the(dangers(and(consequences(of(using(phones(while(driving.(
o Recognize(the(dangers(and(negative(consequences(of(sending(sexually(explicit(
messages(to(others.(
− Performance@Based(Activities(and(Assessments:(
o Select(the(right(cell(phone(and(phone(plan(based(on(the(needs(of(different(
scenarios.(
o Role@play(the(most(effective(approach(when(faced(with(a(friend(who(is(texting(
while(driving.(
o Students(answer(a(series(of(pre@assessment(questions(at(the(beginning(of(each(
module(followed(by(10(summative(multiple(choice(post@assessment!questions(at(
the(end(of(each(module.((Students’(scores(on(the(assessments(are(counted(
toward(their(certification.(
'
'
'
'
!
Module'3:'The'Viral'World'(35'min.)'
!
'
− Overview:(
o This(module(discusses(the(various(methods(of(digital(communication(and(best(
practices(for(using(these(methods(in(safe(and(responsible(ways.'
− Learning(Objectives:(
o Understand(the(damaging(effects(of(computer(viruses(and(how(to(protect(one’s(
computer(from(them.(
o Recognize(the(dangers(and(consequences(of(not(protecting(one’s(identity(online;(
recall(tips(and(strategies(for(preventing(identity(theft.(
o Recognize(the(dangers(and(consequences(of(sharing(too(much(personal(
information(on(social(networks;(understand(how(to(set(up(a(secure(online(profile,(
including(customizing(privacy(settings(and(creating(strong(passwords.(
o Develop(awareness(of(digital(addiction(and(identify(signs(and(consequences(of(
overusing(technology.(
− Performance@Based(Activities(and(Assessments:(
o Practice(creating(a(secure(profile(and(password.(
o Name(ways(to(keep(one’s(technology(use(in(check.(
o Students(answer(a(series(of(pre@assessment(questions(at(the(beginning(of(each(
module(followed(by(10(summative(multiple(choice(post@assessment!questions(at(
the(end(of(each(module.((Students’(scores(on(the(assessments(are(counted(
toward(their(certification.(
'
Module'4:'Internet'Resources'and'Credibility'(20'min.)'
'
− Overview:(
o This(module(discusses(best(practices(for(conducting(online(research,(including(
how(to(investigate(the(credibility(of(online(sources(and(how(to(cite(sources(
responsibly.'
− Learning(Objectives:(
o Identify(the(differences(between(primary(and(secondary(research.(
o Verify(a(source’s(credibility(when(gathering(information.(
o Understand(the(consequences(of(plagiarism(and(how(to(cite(research(sources(
appropriately.(
o Understand(how(to(use(school(technology(responsibly.(
− Performance@Based(Activities(and(Assessments:(
o Practice(discerning(credibility(and(sourcing(web(materials(effectively.(
o Students(answer(a(series(of(pre@assessment(questions(at(the(beginning(of(each(
module(followed(by(10(summative(multiple(choice(post@assessment!questions(at(
the(end(of(each(module.((Students’(scores(on(the(assessments(are(counted(
toward(their(certification.(
(
(
(
(
(
!
!
Module'5:'Creating'Multimedia'Products'(30'min.)'
'
− Overview:(
o This(module(discusses(the(various(uses(and(benefits(of(emerging(technologies(
and(offers(tips(and(strategies(for(safe(and(responsible(digital(publishing.'
− Learning(Objectives:(
o Identify(different(types(of(multimedia(programs(and(how(to(effectively(use(them(
for(academic(purposes.(
o Recognize(and(compare(different(tools(for(creating(and(sharing(media((webcams,(
blogs,(etc.)(
o Recognize(and(avoid(piracy,(copyright(infringement(and(intellectual(property(
violation.(
− Performance@Based(Activities(and(Assessments:(
o Practice(setting(up(and(designing(a(blog.(
o Students(answer(a(series(of(pre@assessment(questions(at(the(beginning(of(each(
module(followed(by(10(summative(multiple(choice(post@assessment!questions(at(
the(end(of(each(module.((Students’(scores(on(the(assessments(are(counted(
toward(their(certification.(
'
Mission'6:'Digital'Relationships'and'Respect'(30'min.)'
'
− Overview:(
o This(module(discusses(the(problem(of(cyberbullying,(including(the(activities(that(
constitute(cyberbullying,(its(consequences,(and(tips(and(strategies(for(
intervening(and(putting(an(end(to(cyberbullying(behaviors.'
− Learning(Objectives:(
o Identify(the(different(forms(of(cyberbullying(and(understand(its(personal,(
emotional(and(legal(repercussions.(
o Pinpoint(strategies(for(preventing(cyberbullying(and(helping(those(who(have(
been(cyberbullied.(
o Detect(warning(signs(that(a(person(is(being(victimized(and(take(a(stand.(
o Grasp(how(the(choices(one(makes(online(can(become(viral(and(damaging(to(
different(aspects(of(one’s(life.(
− Performance@Based(Activities(and(Assessments:(
o Practice(how(to(intervene(and(stop(a(friend(from(cyberbullying,(as(well(as(how(to(
assist(a(friend(who(is(being(cyberbullied.(
o Students(answer(a(series(of(pre@assessment(questions(at(the(beginning(of(each(
module(followed(by(10(summative(multiple(choice(post@assessment!questions(at(
the(end(of(each(module.((Students’(scores(on(the(assessments(are(counted(
toward(their(certification.(
(
(
(
(
(
(
!
!
Module'7:'The'Future'of'Technology'and'You'(15'min.)'
'
− Overview:(
o This(brief(module(introduces(users(to(an(array(of(careers(in(STEM((science,(
technology,(engineering(and(math)(and(discusses(various(life(paths(leading(to(
such(careers.'
− Learning(Objectives:(
o Discuss(technology’s(role(in(various(professions,(new(careers(created(by(
technology,(and(the(importance(of(STEM(careers.(
o Recognize(how(different(life(and(academic(paths(may(lead(to(certain(
opportunities.((
− Performance@Based(Activities(and(Assessments:(
o Consider(how(technology(and(STEM(have(changed(and(will(continue(to(change(
society,(thus(opening(new(career(possibilities.(
o Students(answer(a(series(of(pre@assessment(questions(at(the(beginning(of(each(
module(followed(by(10(summative(multiple(choice(post@assessment!questions(at(
the(end(of(each(module.((Students’(scores(on(the(assessments(are(counted(
toward(their(certification.(
'
My'Digital'Life:'Gaming'Simulation'(45'min.)'
'
− Overview:(
o Upon(completing(the(modules,(students(can(apply(their(learning(in(a(variety(
of(real@life(gaming(scenarios.(While(working(toward(the(goal(of(organizing(a(
concert(for(their(school,(students(must(demonstrate(their(mastery(of(digital(
skills:(creating(a(blog,(managing(a(social(networking(site,(solving(technology(
problems,(and(working(to(resolve(a(cyberbullying(situation.((
− Learning(Objectives:(
o Create(and(grow(a(blog(to(promote(the(concert,(while(completing(such(complex(
tasks(as(adding(polling(and(media,(and(managing(comments(posted(on(the(blog.(
o Set(up(a(social(networking(site(while(making(safe(and(responsible(choices(when(
populating(their(profile,(managing(their(privacy(settings,(and(creating(an(event(
for(the(concert.((
o Advise(others(on(a(number(of(digital(issues.((Specifically,(help(a(concert(sponsor(
identify(and(resolve(a(malware(issue,(advise(a(classmate(on(how(to(select(the(
appropriate(sources(for(a(research(project,(and(convince(a(classmate(to(avoid(
piracy(and(copyright(violations.((
o Resolve(cyberbullying(situations(that(appear(in(a(number(of(different(scenarios.(
Scenarios(include(helping(a(victim(of(cyberbullying(to(report(the(incident,(helping(
a(friend(to(avoid(cyberbullying,(and(advising(someone(on(what(to(do(upon(
receiving(an(inappropriate(text(message.(
− Performance@Based(Activities(and(Assessments:(
o Students(sell(tickets(by(successfully(completing(the(tasks(listed(above,(with(the(
goal(of(selling(out(the(show.((Students(can(repeat(the(simulation(to(improve(their(
answers(and(increase(their(ticket(sales.((
Curriculum Guide TM
Radius – STEM Readiness While today’s teens are surrounded by technology, we face a stark and imminent shortage of graduates pursuing careers in Science, Technology, Engineering, and Math (STEM) related fields. In fact, data shows that U.S. students are falling behind their global peers in these technical skills – and in their likelihood of pursuing STEM careers. EverFi, Inc.’s latest digital learning platform, Radius – STEM Readiness ™, is an 8-­‐10-­‐hour, 16-­‐
module online curriculum that addresses these challenges by: − Providing students with foundations of Science, Technology, Engineering and Math − Teaching students basic fundamentals of computer science and coding − Sparking student interest in STEM careers – and providing them with the educational foundation they need to pursue them Radius immerses middle and high school students in a stimulating learning environment where they assume a secret agent identity and are responsible for delivering a package to the president. Along the way, students will learn and apply math skills to solve real-­‐world challenges, such as repairing a bridge using linear equations and decoding encrypted messages. Each mission includes basic coding and HTML exercises that build upon one another. Upon completing each module, students are assessed in their new skill areas and exposed to a variety of potential career opportunities that leverage the lessons the student has just learned. − Designed for a 1:1 student computer experience. Each student has a unique username and password and proceeds through the online course individually. − 16 modules, each 30-­‐45 minutes long. Cumulative course time is estimated to be between 8 to 10 hours of computer seat time. − Maps to key math Common Core standards, as well as to select ELA common core standards. − Modules generally structured as follows: o Explanation/learning of new concepts o Hands-­‐on activity to reinforce the new concepts o Matching/recognition activity o Computer science lesson to reinforce how to automate the concept o Assessment o Presentation of relevant STEM careers − Features elements of computer science while teaching students to be “makers” and to practice algorithmic thinking. − Throughout the course, the students will also develop an online learning journal using HTML, detailing what they have learned. The students’ amassed online journals comprise an ePortfolio, the final deliverable at the end of the course (and the “package” they deliver to the President). − The ePortfolio also contains relevant information such as tailored STEM careers that are likely of interest to the student, based on their work on the course, and digital achievement badges earned throughout the platform. Common Core State Standards Reinforced Within Radius: 1) Mathematics Grade 8. Specific standards are listed throughout this document with the associated Radius learning modules. 2) Literacy in History/Social Studies, Science and Technical Subjects 6-­‐10. 2.1) Reading Standards for Literacy in Science and Technical Subjects 6-­‐10 − Key Ideas and Details o Grades 6-­‐8: CCSS.ELA-­‐Literacy.RST.6-­‐8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. o Grades 9-­‐10: CCSS.ELA-­‐Literacy.RST.9-­‐10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. − Craft and structure o Grades 6-­‐8: CCSS.ELA-­‐Literacy.RST.6-­‐8.4 Determine the meaning of symbols, key terms, and other domain-­‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. o Grades 9-­‐10: CCSS.ELA-­‐Literacy.RST.9-­‐10.4 Determine the meaning of symbols, key terms, and other domain-­‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. − Integration of Knowledge and Ideas o Grades 6-­‐8: CCSS.ELA-­‐Literacy.RST.6-­‐8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. 2.2) Writing Standards for Literacy in Science and Technical Subjects 6-­‐10 − Production and Distribution of Writing o Grades 6-­‐8: CCSS.ELA-­‐Literacy.WHST.6-­‐8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. o Grades 9-­‐10: CCSS.ELA-­‐Literacy.WHST.9-­‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. − Research to Build and Present Knowledge o Grades 6-­‐8: CCSS.ELA-­‐Literacy.WHST.6-­‐8.9 Draw evidence from informational texts to support analysis, reflection, and research. o Grades 9-­‐10: CCSS.ELA-­‐Literacy.WHST.9-­‐10.9 Draw evidence from informational texts to support analysis, reflection, and research. − Range of Writing o Grades 6-­‐8: CCSS.ELA-­‐Literacy.WHST.6-­‐8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-­‐specific tasks, purposes, and audiences. o Grades 9-­‐10: CCSS.ELA-­‐Literacy.WHST.9-­‐10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-­‐specific tasks, purposes, and audiences. Mission 1: Introduction to Binary Numbers − Overview: o Students will be welcomed to the world of Radius & will design their secret agent avatar for use during course − Learning Objectives: o Compare and contrast place value systems of numeration. o Use point and click selection functions. o Identify basic STEM vocabulary in selected domains. − Performance-­‐Based Activities and Assessments: o Design a custom secret agent avatar. o There are five practice questions (recognition) and five summative multiple choice assessment questions with feedback after each answer. The first answer selected for each assessment question counts toward students’ scores. o Each mission poses two optional open response questions. Mission 2: Working with Binary Numbers − Overview: o Students convert numbers between base 10 and base 2 and perform binary addition and multiplication. − Learning Objectives: o Understand binary numbers and how to manipulate them and apply them to real-­‐world scenarios o Compare and contrast place value systems of numeration o Write code to automate conversion of decimal and binary numbers − Performance-­‐Based Activities and Assessments: o Apply knowledge of binary numbers to plan a truck convoy and determine the minimum number of trucks required to carry different cargo weights. o Generate code to automate conversion of decimal and binary numbers. o There are five practice questions (recognition) and five summative multiple choice assessment questions with feedback after each answer. The first answer selected for each assessment question counts toward students’ scores. o Each mission poses two optional open response questions. Mission 3: Rational and Irrational Numbers & Estimation − Overview: o Students distinguish rational numbers from irrational numbers and practice estimation and determining measurement error. − Learning Objectives: o Identify rational and irrational numbers and estimate rational approximations of irrational numbers. o Define and identify errors in measurement including absolute error, relative error and percentage error. o Create code to automate finding the value of an irrational number to a specified accuracy. − Performance-­‐Based Activities and Assessments: o Calculate irrational number approximations to determine the length of the new steel beams needed to fix a broken bridge. o Generate code to approximate irrational numbers. o There are five practice questions (recognition) and five summative multiple choice assessment questions with feedback after each answer. The first answer selected for each assessment question counts toward students’ scores. o Each mission poses two optional open response questions. − Reinforcement of CCSS Mathematics Grade 8: The Number System o CCSS.Math.Content.8.NS.A.1 “Know that there are numbers that are not rational, and approximate them by rational numbers.” Mission 4: Linear Equations, Functions & Graphs − Overview: o Students learn about linear equations and apply linear equations to solve real world problems. − Learning Objectives: o Analyze and solve linear equations with one variable and multiple variables. o Graph linear equations on a coordinate plane. o Interpret slope-­‐intercept form of a linear equation. − Performance-­‐Based Activities and Assessments: o Solve linear equations to determine how many feet of surfacing is needed to patch up the gap in the broken bridge. o Generate code to automate and solve linear equations in form y = mx +b. o There are five practice questions (recognition) and five summative multiple choice assessment questions with feedback after each answer. The first answer selected for each assessment question counts toward students’ scores. o Each mission poses two optional open response questions. − Reinforcement of CCSS Mathematics Grade 8: Expressions & Equations o CCSS.Math.Content.8.EE.C.7 “Analyze and solve linear equations and pairs of simultaneous linear equations.” − Reinforcement of CCSS Mathematics Grade 8: Statistics & Probability o CCSS.Math.Content.8.SP.A.3 “Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.” Mission 5: HTML Part 1 − Overview: o Students learn key terms related to computer networks and are introduced to HTML tags, which they must apply for the first time in their online Agent Report. − Learning Objectives: o Recall and apply HTML tag conventions and best design practices for web-­‐page display. o Construct interface design for basic readability (color/font/size) and avoiding cognitive overload. o Compare and contrast HTML and programming language. o Populate Agent Report journal using HTML code. − Performance-­‐Based Activities and Assessments: o Produce HTML to design the first phase of the Agent Report. o There are five practice questions (recognition) with feedback after each answer. o Each mission poses two optional open response questions. Mission 6: Ratios, Rational Numbers, Rates & Unit Conversion − Overview: o Students learn about different types of unit measurements and how to perform conversions. − Learning Objectives: o Discover the relationships between ratios, rational numbers and unit rates. o Evaluate functions that involve rational numbers, ratios, proportions and unit rates. o Perform unit conversion and dimensional analysis (going from one set of units to another) using code. − Performance-­‐Based Activities and Assessments: o Match answers with different units of measurement to the appropriate problems. o Generate code to automate conversions between different units of measurement. o There are five practice questions (recognition) and five summative multiple choice assessment questions with feedback after each answer. The first answer selected for each assessment question counts toward students’ scores. o Each mission poses two optional open response questions. Mission 7: Circuits and Paths − Overview: o Students are introduced to basic network models, circuits and paths and discover how they relate to STEM in the real-­‐world. − Learning Objectives: o Apply graph theory to determine network flow. o Identify and manipulate Euler and Hamilton paths and circuits. o Determine an optimal route through a network by assessing paths, circuits, edges, nodes and points of failure. − Performance-­‐Based Activities and Assessments: o Analyze three network graphs to determine how to map the shortest route possible while still reaching all of the necessary nodes. o There are five practice questions (recognition) and five summative multiple choice assessment questions with feedback after each answer. The first answer selected for each assessment question counts toward students’ scores. o Each mission poses two optional open response questions. Mission 8: Cryptography − Overview: o Students are given a history of cryptography and learn how to use binary numbers to solve basic encryption and decryption problems. − Learning Objectives: o Understand why encryption and decryption of information is important, both historically and in modern day. o Synthesize binary coding scheme to encode and decode messages. o Modify code for specific encryption and decryption algorithms using a template. − Performance-­‐Based Activities and Assessments: o Decode secret messages by applying basic decryption methods and knowledge of binary numbers. o Modify code for a specific encryption/decryption algorithm. o There are five practice questions (recognition) and five summative multiple choice assessment questions with feedback after each answer. The first answer selected for each assessment question counts toward students’ scores. o Each mission poses two optional open response questions. Mission 9: Logical Operators & True or False Statements − Overview: o Students learn about logical operators, Boolean logic, truth tables and logical program design. − Learning Objectives: o Evaluate true/false statements with logical connectors and, or, and not and recall the order of logical operations. o Translate truth tables into binary code. o Understand the steps of logical program design and how you can use the true/false value of logical statements to control the flow of a program. − Performance-­‐Based Activities and Assessments: o Sort the steps of programming a solution into the correct sequencing. o Generate code to automate truth tables. o There are five practice questions (recognition) and five summative multiple choice assessment questions with feedback after each answer. The first answer selected for each assessment question counts toward students’ scores. o Each mission poses two optional open response questions. Mission 10: HTML Part 2 − Overview: o Students discover more common HTML tags as a continuation of Mission 5 and become versed in best practices when creating webpage visuals. − Learning Objectives: o Construct Online Learning Journal using HTML o Identify HTML tags as the source of controlling web-­‐page display details o Design for basic perceptual readability (color/font/size) and avoiding cognitive overload o Compare and contrast HTML and programming language − Performance-­‐Based Activities and Assessments: o Produce HTML code to continue to enhance the Agent Report. o There are five practice questions (recognition) and five summative multiple choice assessment questions with feedback after each answer. The first answer selected for each assessment question counts toward students’ scores. o Each mission poses two optional open response questions. Mission 11: Pythagorean Theorem & Distance Formula − Overview: o Students are introduced to the Pythagorean Theorem and learn how to find the distance between two points on a coordinate plane using the Pythagorean Theorem and the Distance Formula. − Learning Objectives: o Apply the Pythagorean Theorem to solve for one side of a right triangle o Apply the Pythagorean Theorem and Distance Formula to find the distance between two points on a coordinate plane. − Performance-­‐Based Activities and Assessments o Match mathematical expressions with the corresponding images. o Generate code to automate a function template that uses Pythagorean Theorem to find the length between two coordinate points. o There are five practice questions (recognition) and five summative multiple choice assessment questions with feedback after each answer. The first answer selected for each assessment question counts toward students’ scores. o Each mission poses two optional open response questions. − Reinforcement of CCSS Mathematics Grade 8: Geometry o CCSS.Math.Content.8.G.B.8 “Apply the Pythagorean Theorem to find the distance between to points in a coordinate system.” Mission 12: Visual Displays, Trends & Scientific Notation − Overview: o Students learn about scientific notation and different types of visual data displays and how to analyze them. − Learning Objectives: o List numbers in scientific notation in order from least to greatest. o Identify different types of visual displays (lists, tables, bar graphs, pie charts, time series graphs, scatterplots) and how to read them. o Analyze visual displays to find trends and determine if the display might be misleading and why. − Performance-­‐Based Activities and Assessments: o Match visual displays with the appropriate trend (increasing, decreasing or unchanging). o Generate code to create a template that can be used to plot data. o There are five practice questions (recognition) and five summative multiple choice assessment questions with feedback after each answer. The first answer selected for each assessment question counts toward students’ scores. o Each mission poses two optional open response questions. − Reinforcement of CCSS Mathematics Grade 8: Statistics & Probability o “Investigate patterns of association in bivariate data.” Mission 13: Probability − Overview: o Students learn about probability and determining probability with diagrams and algebraic statements. − Learning Objectives: o Solve the probability of an event and compound events by applying the rules of probability, including P(E) = number of times the event occurs ÷ total number of outcomes. o Calculate the complement of P(E). o Evaluate and make decisions under uncertainty. − Performance-­‐Based Activities and Assessments: o Analyze Venn diagrams and algebraic statements to calculate simple and compound probabilities for possible outcomes. o Modify code to create a custom tool that calculates expected value given a probability distribution. o There are five practice questions (recognition) and five summative multiple choice assessment questions with feedback after each answer. The first answer selected for each assessment question counts toward students’ scores. o Each mission poses two optional open response questions. Mission 14: PERT, Project Planning & Critical Paths − Overview: o Students learn how to execute PERT planning techniques and critical path analysis. − Learning Objectives: o Create a project task table. o Draw a network diagram from a task table. o Identify the critical path from a network diagram. − Performance-­‐Based Activities and Assessments: o Coordinate task management and planning activities. o There are five practice questions (recognition) and five summative multiple choice assessment questions with feedback after each answer. The first answer selected for each assessment question counts toward students’ scores. o Each mission poses two optional open response questions. Mission 15: Trees-­‐ Rooted, Binary, Expression − Overview: o Students learn how to create and interpret network trees that represent algorithms. − Learning Objectives: o Read and identify rooted trees, binary trees and expression trees and understand how they relate to sorting. o Find the value of expression trees. o Build expression trees from binary trees. − Performance-­‐Based Activities and Assessments: o Match complex arithmetic expressions with their equivalent tree diagrams. o There are five practice questions (recognition) and five summative multiple choice assessment questions with feedback after each answer. The first answer selected for each assessment question counts toward students’ scores. o Each mission poses two optional open response questions. Mission 16: HTML Part 3 − Overview: o This final mission reinforces students’ understanding of HTML tags and best design practices for webpages as they finalize their Agent Report. − Learning Objectives: o Recall basic HTML tags with solid understanding of how tags function to control webpage display details. o Develop strong sense of user interface best practices for basic readability (color/font/size) and avoiding cognitive overload. − Performance-­‐Based Activities and Assessments: o Match types of components with examples in a webpage image. o Finalize Agent Report using HTML to format answers and design the report. o There are five practice questions (recognition) and five summative multiple choice assessment questions with feedback after each answer. The first answer selected for each assessment question counts toward students’ scores. o Each mission poses two optional open response questions.