2015 facilitator handbook - michigan state university8:00 – 9:00 am life skills: confidence...

1

CAMP TECHKOBWA Facilitator Handbook

2

Table of Contents

Schedule 3 Life Skills 10 Goal Setting 10 Self-‐Confidence 11 Written Communication 12 Public Speaking 14 Finding Your Voice 16 What to Do After Camp 18 Computer and Technology Lessons 23 Basic Computer Skills 23 Typing 25 Introduction to the Internet 27 Email 30 Internet Safety 32 Mission Innovation 35 Scratch 1 41 Scratch 2 44 Photography 45 Glossary 47 CFI Unplugged 49

3

CAMP TECHKOBWA

AUGUST 4-14TH 2015 AT IPRC WEST, KIBUYE

TOT SCHEDULE 4 AUGUST TO 8 AUGUST

Date & Time Activity

Tuesday 4 August

7:00 – 1:00 PM ICT Teachers Arrive

1:00 – 2:00 PM LUNCH

2:00 – 3:30 PM Welcome and Camp Overview

3:30 – 4:00 PM BREAK

4:00 – 5:00 PM Camp Roles & Facilitation Skills

5:00 – 6:30 PM Mission & Innovation Research Project Introduction

6:30 – 7:30 PM DINNER

7:30 – 9:30 PM M&E Teacher Pre-Test

Wednesday 5 August

6:00 – 7:00 AM Showers

7:00 – 8:00 AM BREAKFAST

8:00 – 10:00 AM Computer Lab Maintenance

10:00 – 10:30 AM TEA

4

10:30 – 12:00 PM Electronics 1

12:00 – 1:00 PM Basic Computer Skills

1:00 – 2:00 PM LUNCH

2:00 – 3:30 PM Typing

3:30 – 4:00 PM BREAK

4:00 – 5:00 PM CS Unplugged 1

5:00 – 6:30 PM Teaching Resources (STIR Manual & Rice Sacks)

6:30 – 7:30 PM DINNER

7:30 – 9:30 PM Facilitating Life Skills Lessons 1, 2, 3

Thursday 6 August



8:00 – 9:00 AM CS Unplugged 2

9:00 – 10:00 AM Scratch 1

10:00 – 10:30 AM TEA


12:00 – 1:00 PM Public Speaking

1:00 – 2:00 PM LUNCH


3:30 – 4:00 PM BREAK

4:00 – 5:30 PM Internet Security & Protection/Internet Introduction

5:30 – 6:30 PM Scratch 2

6:30 – 7:30 PM DINNER

7:30 – 9:30 PM Facilitating Life Skills 4, 5

5

Friday 7 August



8:00 – 9:00 AM CS Unplugged 3

9:00 – 10:00 AM Internet Research Skills

10:00 – 10:30 AM TEA


12:00 – 1:00 PM CS Unplugged 4

1:00 – 2:00 PM LUNCH

2:00 – 3:30 PM Research Project: Written Communication & Presentations

3:30 – 4:00 PM BREAK

4:00 – 5:30 PM Personal Productivity (Email/Google Drive)

5:30 – 6:30 PM Camp Preparation

6:30 – 7:30 PM DINNER

7:30 – 9:30 PM Camp Preparation

Saturday 8 August



8:00 – 10:00 AM Camp Preparation

10:00 – 10:30 AM TEA

10:30 – 1:00 PM Campers Arrive (Registration & Pre-Test)

1:00 – 2:00 PM LUNCH

2:00 – 4:30 PM Campers Arrive (Registration & Pre-Test)

6

4:30 - 6:30 PM Icebreakers & Games

6:30 – 7:30 PM DINNER

7:30 – 9:00 PM Camp Opening Ceremony

9:00 – 10:00 PM Campers Settle & LIGHTS OUT

10:00 – 10:30 PM Staff Debrief

CAMP SCHEDULE 8 AUGUST TO 14 AUGUST

Date & Time Activity

Sunday 9 August



8:00 – 9:00 AM Life Skills: Confidence Building

9:00 – 10:00 AM Basic Computer Skills

10:00 – 10:30 AM TEA

10:30 – 11:30 AM Typing 1


1:00 – 2:00 PM LUNCH

2:00 – 2:45 PM Photography (A) / CS Unplugged 1 (B)

2:45 – 3:30 PM CS Unplugged 1 (A) / Photography (B)

3:30 – 4:00 PM BREAK

4:00 – 5:00 PM Mission Innovation & Research Project Introduction

5:00 – 6:30 PM Afternoon Activity: Sports

6:30 – 7:30 PM DINNER

7:30 – 8:00 PM Daily M&E

8:00 – 9:30 PM Movie Night

9:30 PM LIGHTS OUT for Campers & Staff Debrief

7

Monday 10 August



8:00 – 9:00 AM Life Skills: Finding Your Unique Voice

9:00 – 10:00 AM Intro to the Internet (A) / CS Unplugged 2 (B)

10:00 – 10:30 AM TEA

10:30 – 11:30 AM CS Unplugged 2 (A) / Intro to the Internet (B)


1:00 – 2:00 PM LUNCH

2:00 – 3:30 PM Email

3:30 – 4:00 PM BREAK

4:00 – 5:00 PM Scratch 1

5:00 – 6:30 PM Afternoon Activity: Skype with America

6:30 – 7:30 PM DINNER

7:30 – 8:00 PM Daily M&E

8:00 – 9:30 PM T-Shirts & Game Night

9:30 PM LIGHTS OUT & Staff Debrief

Tuesday 11 August



8:00 – 9:00 AM Life Skills: Written Communication

9:00 – 10:00 AM Internet Safety (A) / CS Unplugged 3 (B)

10:00 – 10:30 AM TEA

10:30 – 11:30 AM CS Unplugged 3 (A) Internet Safety (B)

8


1:00 – 2:00 PM LUNCH

2:00 – 3:30 PM Guided Internet Research

3:30 – 4:00 PM BREAK

4:00 – 5:00 PM Written Communication: Research Draft

5:00 – 6:30 PM Afternoon Activities: Sports

6:30 – 7:30 PM DINNER

7:30 – 8:00 PM Daily M&E

8:00 – 9:30 PM Computer Free Time


Wednesday 12 August



8:00 – 9:00 AM Life Skills: Public Speaking

9:00 – 10:00 AM Scratch 2 (A) / CS Unplugged 4 (B)

10:00 – 10:30 AM TEA

10:30 – 11:30 AM CS Unplugged 4 (A) / Scratch 2 (B)


1:00 – 2:00 PM LUNCH

2:00 – 3:30 PM Career Panel

3:30 – 4:00 PM BREAK

4:00 – 5:00 PM Internet Research continued

5:00 – 6:30 PM Afternoon Activity: Computer Free Time

6:30 – 7:30 PM DINNER

7:30 – 8:00 PM Daily M&E

9

8:00 – 9:30 PM Talent Show


Thursday 13 August



8:00 – 9:00 AM Life Skills: Goal Setting

9:00 – 10:00 AM Typing 2

10:00 – 10:30 AM TEA

10:30 – 11:30 AM Research Draft 2

11:30 – 1:00 PM Project Presentations

1:00 – 2:00 PM LUNCH

2:00 – 3:30 PM Closing Ceremony

3:30 – 4:00 PM BREAK

4:00 – 5:00 PM What to do After Camp

5:00 – 6:30 PM Monitoring & Evaluation

6:30 – 7:30 PM DINNER

7:30 – 8:00 PM Daily M&E

8:00 – 9:30 PM Dance


Friday 14 August



8:00 – 9:00 AM Pack & Clean

9:00 – 10:30 AM Campers Depart

10

Life Skills Lessons Goal Setting

Time: 1 hour Materials: Goal Setting Worksheet

Objective: Students will be able to define short term and long term goals and will make a plan to achieve their own short term and long term goal

Time & Materials Instructional Sequence:

Time: 5 minutes Materials:

Introduction Ask the girls to define “goal” and “plan”. Goal: intego Plan: a system or process to reach your goal


Presentation Draw on the board: A-----------------------------------------------à B [A=now B= your goal. In the middle is your plan.] There are two types of goals: Short–term goal: A project that can be completed within 1 week to 6 months. Examples: “I am going to clean the house today”; or, “I am going to pass my exams in two months”; or “I am going to knit a hat for my cousin.” Long–term goal: A project that can be completed in a year or more. Examples: “I am going to go to University to become a doctor”; or, “I am going to have three children who will go to good schools.” Have the girls think of other examples of short term and long term goals.


Practice Give the example “My goal is to build a house”. Write the plan to accomplish that goal.

1. Get a job to make money. 2. Save money. 3. Buy land. 4. Buy materials [bricks]

11

5. Hire workers. And so on… Then ask the girls to think of challenges that can come while you are trying to build the house. Write the challenges next to the plan. Explain that every goal will have challenges, which is why we need to be ready and find ways to fix those challenges. In order to prevent challenges think of these questions: Who will help me with this goal? What is my completion date [finish date]? What do I need to accomplish the goal?

Time: 20 minutes Materials: Goal Setting Worksheet

Application Girls now will write 1 short term goal [maybe for this term] and 1 long term goal. Instruct girls to complete the goal setting worksheet.

Self Confidence

Time: 1 hour Materials: paper, colors. Prepare sketch in advance!

Objective: Students will be able to define high and low self-esteem and identify positive qualities within themselves and others



Introduction Facilitators/Teachers do a quick sketch to show differences between high and low-self confidence. The girls should begin to understand the meaning of the word from these sketches.


Presentation Discuss ideas of what self-confidence means to the girls. Write their ideas on the board.

-How you see yourself -Believing that you are worth a lot -Personal strength

Ask the girls where they think self–confidence comes from. ● How your parents raise you or treat you ● Belief in God ● Image of girls or boys in the community ● Treatment by brothers, sisters, other family members ● Personal reflection/growth

Discuss: Everyone has self-confidence because everyone thinks something about themselves. Some people have high self-confidence and some have low self-confidence. What do you think high self-confidence means? What about low? How can we help our friends have high self-confidence?


Practice Ask the students to draw a flower with a large center and large petals

12

surrounding, like the example to the left. In the center, instruct the students to write 5 strengths [things that are good about themselves]. These can be qualities about physical self, about your personality, or about your accomplishments. ie: I am a good listener, I am good at volleyball, I have nice hair Have a few girls share their strengths.

Time: 15 minutes Materials: flowers, tape

Application Instruct students to tape their flowers to their back. Students will now walk around the room and write positive qualities about another student on the petals of his or her flower. When finished, a student will see the positive qualities they see in themselves in the center and the positive qualities others see in them on the petals.

Written Communication

Time: 1 hour Materials: Outline Worksheet

Lesson Objective: Participants will be able to outline their research project and write a short introduction using basic outline techniques and the 5 W’s.


Time: 10 minutes Introduction What is an objective? An end goal or greater purpose you are trying to achieve through your written communication. It is the reason you are communicating in the first place. Things to think about: · What is the end result you want from your communication? · Are you trying to teach your audience? · Are you trying to persuade your audience? · Are you asking your audience to give you something? Time? Money?

Time: 20 min Materials: Outline Worksheet

Presentation 1. Always define your objectives before you start a project. This will help guide your thoughts and ideas as you begin to write.

13

Activity: Our objective for today is to introduce our research topics for the Mission Innovation project. In one sentence, write what your group’s research topic will be and write it on your outline worksheet. 2. It is easiest to write a composition once you have created an outline. An outline states briefly what you will discuss and should include: 1. Introduction – explains your topic or your thesis statement (one sentence summary of your topic) 2. Middle/Body – includes examples to support your topic or thesis statement 3. Conclusion – helps people remember your main idea and answers “so what?” or why people should agree with you/why your idea is important. You can also being by asking yourself the 5 W’s: Facilitator should introduce the Ws one-by-one and ask participants to complete the Outline Worksheet after each one. 1. Who? Who is communicating? Who are your audience members? Who is impacted by the problem? Who could help solve the problem? 2. What? What are the main ideas you want to say? What are the reasons you want to talk about this problem? What are your ideas to solve the problem? What are possible challenges? What are things other people have done to help solve this problem? 3. When? When did an event take place that you are talking about? When must your project be finished? 4. Why? Why are you discussing this idea? Why is it important? 5. Where? Where did an event or problem happen? Where are you from? Where will people read your ideas? Activity: Complete the Outline Worksheet, answering the 5 W’s for your topic.

Time: 10 min Practice To help your writing look good, you should always format it well. This means you write clearly and neatly using correct sentence and paragraph structure. Formatting may include pictures or the type of font (print) you use when typing. It should always be easy to see and support your ideas (not a distraction). NOTE: Good formatting is so important that there are university degrees for studying the best formatting for good communication. If possible, show examples of good formatting and bad.

Time: 20 min Application Using notes from the Outline Worksheet and previous preparation,

14

learners should write a brief introduction to their research project. They should format their introduction well. After they write, learners should share their work with another student to proof read – or check the writing for mistakes and get advice on formatting.

Public Speaking

Time: 1 hour Materials: Pictures of tea, meat, pineapple; paper bag with topics written on small pieces of paper

Objective: Students will know the basics of delivering a good speech and demonstrate their understanding through giving short extemporaneous speeches



Introduction Give a sample speech to demonstrate good public speaking skills. Try to start with a story about you giving a speech or learning how or why you felt you need to learn to speak well. Or you can start with a fact (more people in the world are afraid of public speaking than of dying). The body of your speech should discuss a few relevant facts about giving good speeches and then conclude with a lead-in to the lesson’s topic.

Time: 20 minutes Materials: pictures/drawings of tea, meat, pineapple

Presentation Public speaking is an important skill for every person. We use public speaking in many situations, formal (such as weddings or ceremonies) and informal (such as with friends or at a party). In Rwanda, speeches are an important tradition. Have 3 pictures - tea, meat, and pineapple. Ask learners which they usually take first (tea). This is the introduction - it should be sweet, like tea and wet your appetite for more. Next is the meat, the main course - like the body of your speech. Last is pineapple (or dessert) - the conclusion which should also be sweet and leave you feeling good about what you have heard. All speeches should follow this basic structure:

15

Introduction (icyayi) → should be interesting and appropriate to the situation Body (inyama) → the middle of your speech, the 2-3 main points you want to say Conclusion (inanasi) → the end of your speech, it should bring everything together and end the speech on a positive note. There are many important tips to giving good speeches. *Note for facilitator, write the bolded words on the board and use additional information to explain Know your material: do a lot of research to become an expert on your topic, this will also help you to feel less nervous. Talk about something you are passionate about. Practice, Practice, Practice! Practice increases your confidence and is important for a good presentation. Practice makes sure you know your material well. It is also good to practice in front of people who can give you good feedback. Know your audience: Think about what knowledge they have and what will be interesting to them. Would you speak to primary students the same way as you would to teachers? Know your room: Know how the room will be and what equipment and materials you will have. This helps you to be prepared. Relax and Be confident: This is your speech, your opinion, your topic. You are the expert. Have confidence that you have something interesting to share. Remember your audience wants you to succeed. Smile! Engage with your audience: Make eye contact. Don’t just read from your paper or PowerPoint, use your own words to explain. Ask leading questions that make your audience think. Finally, speakers should practice so they can do the following: Make eye contact. Face the audience Speak slowly, clearly, and loud Use good body language Move, BUT not too much! Avoid “um” or “uh” Keep it short Breathe.

Time: 35 minutes Materials: paper bag with topics on small pieces of paper

Practice Explain that we will now give small speeches to practice. Emphasize that this is not for marks, but just to give feedback to help all of us improve our public speaking skills. Students will pull a topic out of a paper bag. They have 1-2 minutes to prepare and then will give a 2-3 minute speech about that topic. Possible topics include: technology, igitenge, email, scratch, photography, self-confidence, goals, girls in Rwanda, school, ICT, Rwandan singers, internet, TechKobwa, food, school, friends

16

Finding Your Voice

Time: 1 hour Materials: history of the mobile phone and women’s contributions to the mobile phone handouts, finding your voice worksheet

Objective:

Time & Materials

Instructional Sequence:


Introduction Ask students to think of some people they admire. · Why do you admire them? · What do they do that is different?

Time: 20 minutes Materials: handouts

Presentation Hand out the “History of the Mobile Phone” handout. Allow students a few minutes to read. Ask the students: · Who invented the mobile phone? · When was it invented? Allow time for discussion. Try to see that students discuss how no one person invented the mobile phone, many people with many ideas helped create and improve the phone over time. Each person’s contribution was needed. Ask: · Were they all men? [No] · Were they all scientists? [no]

17

Hand out the “Women’s Contributions to Mobile Phones” handout à notice that women helped improve the mobile phone and they came from different careers.

Time: 20 minutes Materials: Stengths, Weakness, and Problem Solving worksheet

Practice Discuss strengths and weaknesses. Strengths are things that we are good at and enjoy doing. Weaknesses are things we find difficult and do not enjoy. What are your strengths?

● What are you good at? ● What do you like doing? ● What makes you happy?

What are your weaknesses? ● What aren’t you good at? ● What confuses you? ● What frustrates you? ● What don’t you like to do?

What would you do if you had no fear? We can all contribute to solving a problem. Sometimes it is helpful to use the Five levels of asking “Why?” method. Do the following example on the board: Problem: I don’t like cooking. Why? Because it’s difficult. Why? Because I don’t like to clean after I cook. Why? Because cleaning pots is hard work Why? Because food sticks to the pans and is difficult to clean Why? Because someone should invent something to stop food from sticking. Because someone should invent a better tool to clean pans. Why can’t that “someone” be you!

Time: 15 minutes Materials: Activity worksheets

Application Chose one or both activities depending on the time: 1. Describe a problem: Start by describing a problem in 50 words. Then ask the students to eliminate 20 words. Then eliminate another 15 words. Then another 10 until they are left with only 5 words. These words are the main problems. 2. Brainstorm solutions: Think of a problem. Think of 5 possible solutions to that problem. Choose one solution and describe a plan to implement the solution. Some ideas for brainstorming: Make it a game; start with ideas that you think won’t work; think how someone else might solve it.

18

In Summary, remind learners that: · Most problems are solved by teams · Teams are stronger when many ideas are shared · Teams need every person to contribute…including you · Your strengths and weaknesses can help · Ask “why?” and “why not?”

What to Do After Camp

Scholarships

How to Make Yourself Competitive

Marks and Merit Get really, really good marks. If you wish to continue school after Senior 6 by going to college, you need to have the best marks. Just passing at 50% is not good enough. You need to make yourself stand out with your marks to show you are as smart as we know you are. This means 75% or better or being in the top 10% of your class. English Many universities and companies will want you to be good in English. Practice with your classmates whenever you can, and try to write in English. If you do not know a word, find a dictionary and look up the definition. Then write it down and revise/review it each week. Both written and spoken English is very important, so always remember to practice and try! Activities and Leadership Become a leader in and out of school. Get involved with activities and clubs at school. Play a sport. Find something you are passionate about. Universities and scholarship donors want to see that you take initiative, that you have a vision, and that you will use your education to better your community. Use leadership experience in school to

19

show that you already have a commitment to a wider community and have the skills to manage work and projects independently. Talk about your accomplishments Your applications are a place to talk about your successes. Be humble but also tell the organization or sponsor what you have done and why you are qualified. This means don't be shy to tell them about what you do well, what you can do, and how this education will help you develop yourself. Lifestyle Do not accept the answer of ‘no’ or ‘you cannot do that’ or ‘it is not possible.’ Even if it seems that they are right, you are the only one who can decide if you can or cannot do it. Always try. You never know what will be possible. Etiquette It is important to be assertive. Follow up with your applications and contact the organization or sponsor often to know the status of your application. However, do not overwhelm organizations or sponsors by calling or emailing them every day or several times a day. Once a week is appropriate.

Loans and Scholarships in Rwanda Rwanda Education Board Every year the REB offers scholarships both to study abroad and within Rwanda. These scholarships are announced on the REB website as well as on the radio. Check postings for information about how to apply and requirements. Akilah Institute Akilhah Institute is a university for girls only. Entrance requires high academic grades, good national exam scores, and leadership experience in secondary school. They provide scholarships to all students that cover 85% of the cost. Students are still responsible for the other 15%, which is around 390,000rwf. They will also have to find their own housing in Kigali. Akilah offer degrees in Entrepreneurship, Hospitality Management, and Information Systems. Go to www.akilahinstitute.org to apply. Contact: [email protected] Generation Rwanda/Kepler Based in Kigali, Generation Rwanda finds the brightest students and trains them to become leaders in Africa's emerging information economy. Scholarship recipients will attend Kepler, a higher education program that combines courses from top universities worldwide in order to complete a Business Administration degree. Students must:

• Have finished S6 and completed S6 national exams • Have an excellent academic record with high national exam scores, excellent marks, and top ranking in S5

and S6. • Good English speaking, reading, and writing skills • Leadership skills through school and community involvement

To apply:

20

• Text “apply” to 0789773042. You will need airtime to send 15-‐20 sms messages. Use a mobile phone where Generation Rwanda can call you back. Only one person can apply from one phone number

If you need more information, email [email protected] or call 0783930839 Esther Home Program Esther Home Program: http://www.africanewlife.org/ministries/esther-‐home/ Provides scholarships and housing for 2-‐4 exceptional female students every year who exhibit good Christian character, good marks, and excellent potential for success. Online application is available in April/May. Look at the website to apply. Contact: Rosette Karamuzi, Esther Home Coordinator [email protected] These Numbers Have Faces Offers Leadership Loans for students to attend university. 75% of the loan is forgiven, but recipients pay back the remaining 25% which is reinvested in loans for other Rwandan students. While attending university, recipients of Leadership Loans do community service, attend leadership training, and are welcomed into a supportive network of friends to help them succeed well in university. Applications are available in May. Go to www.thesenumbers.org/apply/rwanda to apply.

Preparatory Programs Inspire Scholars Foundation ISF partners with one school in each of the five poorest districts in Rwanda. They test all S5 students at the school, and select the top 10 performers for additional preparation. These students receive intensive English classes as well as support in studying for American standardized university entrance exams (TOEFL, ACT, and SAT). They currently work with the following schools, but are hoping to expand in the future: G.S. St Joseph Birambo – Karongi District G.S. Ste Bernadette Save – Gisagara District Ecole de Sciences Nyamagabe – Nyamagabe District G.S. Mere du Verbe Kibeho – Nyaruguru District E.S. St Francois Shangi – Nyamasheke District Bridge 2 Rwanda Bridge 2 Rwanda is a gap year program designed to accelerate learning to prepare students for University. This includes intensive English courses, tutoring for American standardized university entrance exams (TOEFL, ACT, and SAT). Students need to have: Really strong national exams At least 75% of marks in S6 or in the top 10% of the class Involved in activities in and out of class and demonstrated leadership experience Strong English

21

They receive recommendations from the Rwanda Education Board, but Peace Corps volunteers can recommend strong S6 candidates. There is no public application. Contact: [email protected] Open a Door Foundation Open a Door Foundation works to help bright Rwandan girls acquire scholarships to study in the U.S. They identify a pool of 50 very competitive candidates, among whom they choose 15 girls. These girls work with mentors coming from the US the help prepare for American university entrance exams (TOEFL, ACT, and SAT) as well as guide girls through the American university application process. Currently, there is no public application process, but you can find more information on their website: www.openadoorfoundation.org . Contact: [email protected]

Loans and Scholarships – Study Abroad Mastercard Scholarship Mastercard partnered with several colleges and universities around the world to provide scholarships university provides information about their specific requirements and application process for Mastercard Scholars. Partner institutions include: African Leadership Academy, South Africa Ashesi University, Canada American University of Beirut-‐ Faculty of Health, Lebenon Arizona State University, USA Duke University, USA Earth Univeristy, Costa Rica Kwame Nkrumah University of Science and Technology, Ghana Makarere University, Uganda McGill University, Canada Michigan State University, USA Stanford University, USA University of British Columbia, Canada University of California -‐ Berkley, USA University of Pretoria, South Africa University of Toronto, Canada Wellesley College, USA African Leadership Academy ALA is a university style located in South Africa, geared specifically towards developing the future leaders of Africa. Candidates have to be put forward by the government of each country. Find more information at www.africanleadershipacademy.

22

Starting Clubs

GOAL

Share what we have learned at TechKobwa with others

BENEFITS IN REACHING OUR GOAL/ IBYIZA NZAGERAHO KUNTEGO ZANGE

CHALLENGES FOR US/ IBIBAZO NAHURA NABYO

23

WHO WILL ENCOURAGE US?/ NINDE UZANFASHA?

PLAN OF ACTION/ GAHUNDA Y’IBIKORWA

COMPLETION DATE / IGIHE NZARANGIZA

Computer and Technology Lessons

Basic Computer Skills

Title: Lab Policies and Getting Around a Computer

Time: 60 Minutes Materials: Computer lab, flash cards, tape

Lesson Objective: By the end of this lesson, students will be able to: Understand the rules for using the IPRC West Computer labs during camp and be able to perform basic functions on a computer

Time & Materials


Time: 3 min

Preparation Welcome to IPRC West! Explain that we are very fortunate to be able to use the computer labs at IPRC West and we must treat them with respect.

Time: 15 min

Presentation Handout the flash cards to random girls and ask the girls to place each card on the board

24

under the correct category: True or False. They can ask other students for help if they need. As the girls place the card, or after all have been placed, review each card, make corrections, and explain in more detail.

It is okay to drink water near computers. FALSE (Food, water, other drinks and trash can damage computers. Never bring them into the lab or have them near your computer). It is smart to lock a computer or change its password. FALSE (Public or shared computers must be available for everyone to use. Never lock people out or change the password so other people cannot use the computer). If you click something and it does not work, keep trying. FALSE (only double click one time or push a button once. If the computer does not respond, ask for help. DO NOT keep pushing buttons!) Respect other students and the equipment by being quiet and safe at all times. TRUE (Allow all students to focus on learning by not shouting or playing music. Keep the equipment safe by never running around the lab). An empty flash drive is safe to insert in any computer. FALSE (even an apparently empty flash can contain viruses. NEVER use a flash that has not been approved by facilitators at camp). Downloading music, videos, or files can give the computer viruses. TRUE (Never download anything without permission from a facilitator. On your own computer, you should never download something from a source you do not know and trust). If you cannot see the screen well, you should adjust the computer position. FALSE (moving equipment can cause damage. Do not unplug or move any equipment, including the computer screens, without asking permission). Report any damaged or malfunctioning equipment. TRUE (Tell a facilitator if you notice any problems!). If you have free time during a lesson, you may go online to look at facebook or other websites. FALSE (Do not go on the internet without permission or access any websites except those approved by your lesson facilitator). CDs and DVDs are safer than flash drives and you can insert them whenever you want. FALSE (CDs and DVDs can be scratched and cause damage or carry viruses. Do not insert anything into the computers without permission). To learn more about computers, you can try out different settings. FALSE (Changing settings can make the computers impossible for others to use. Do not make changes or access programs or files without the permission of a facilitator).

Time: 10 min

Practice Explain that for the next five days, girls will get a chance to learn many new things about the equipment in this computer lab as well as other types of technology, like electronics, video, and cameras. In order to begin, we want the girls to think about what their goals for this week are. Explain that a goal is something you want to accomplish or do. There are short term goals, which are things you can do in hours, days, or a few weeks; and long-term goals, things you can do in months or years.

25

Ask the girls to think about their goals for participating in camp. What do they want to learn? What do they want to do at camp? How do they want to use the knowledge from camp in their life? Have a brief discussion, providing a few examples, such as improving their ability to use computers, learning how a camera works, or starting a computer club at their school.

Time: 30 minutes

Application Tell girls to turn on their computers and open microsoft word. Ask them to type at least three goals. Two short-term goals for the week and one long-term goal for after camp. Make sure they include their name. Use this exercise as a chance to make sure all girls know the basic functions of a computer. Walk around the room to assist girls but try to have them do things themselves. The best way to learn is to actively participate.

1. Turning the computer on 2. Opening a program 3. Typing and using a mouse (click, double click, right click, and click and drag) 4. Saving a file

Typing

Time: 1 hour Materials: Computers for each student with Rapid Typing software and other typing games installed. Optional, large printed picture of keyboard

Lesson Objective: Participants will learn about proper touch typing techniques, why they are useful and how to practice their typing.

Time & Materials


Before Lesson

Install Software on all machines: KOICA or Rapid Typing.

26

Time: 10 min

Presentation Ask learners why it can be useful to be able to type quickly. (ideas: to save time when working, in university to be able to take notes in class, good skill for CVs, etc). Write ‘WPM: Word Per Minute’ on the board and ask if anyone knows what this term means. Explain the concept: WPM is the number of average length words (5 letters) that a person can type in one minute. **note that some software measures LPM/CPM (letters or characters per minute). Ask learners to guess what their own WPM might be. List a few guesses on the board. Ask learners to guess what the fastest WPM anyone has achieved might be. List the guesses. Share Truth: In English, Barbara Blackburn is considered the fastest in the world at 212 WPM. Average Rwandan student can type around 10-15 WPM. Ask learners why they think there is such a great difference between their ability and the fastest possible. To encourage discussion, ask someone to explain/show how they type.

Time: 20 min

Practice Explain hunt and peck typing (like a chicken eats), which is using two fingers to type. (if you have large image of a keyboard, you can demonstrate or have a participant demonstrate). → Compare hunt and peck typing to touch typing, which uses all the fingers to type. (demonstrate on large keyboard).

● Using the large keyboard, Introduce home row. Point out how the keyboards mark the j and f keys by touch with a little bump. (tell students to softly touch the j and f keys to feel the bump).

● Show that each finger has a special letter to always come “home” to. Have learners practice by holding their hands in the air. Call out a letter from the Home Row and ask students to raise the corresponding finger. Do the first few with learners so they can see where you place your fingers, then test them on their own.

● Explain how to capitalize a letter using the Shift key and why it is more efficient than the Capslock key.

Gather all students around a facilitator at the keyboard, demonstrating “good” form. Explain the aspects of good form; such as their back being straight, elbows bent at a 90 degree angle, fingers bent, wrists raised comfortably above the keyboard. Then have a facilitator give an example of bad form; ask the students to instruct him/her to correct their form. The facilitator should then demonstrate touch typing. Have a participant cover their eyes (or use a blindfold) to demonstrate that in touch typing, you should not need to look at the keyboard. Your fingers memorize the keyboard and can then move quickly.

27

Ask learners if they are ready to practice!

Time: 30 min

Application Have the students open Typing Software and practice touch typing. Walk amongst the students and correct typing position and style. Discourage rubbing of the keyboard, staring at one’s hands, and using only a few fingers. Encourage them to practice accuracy and form over speed.

Introduction to the Internet

Time: 1 hour Materials: Internet (if available)

Lesson Objective: Participants will be able to differentiate a website and webpage, identify a web browser, and know theoretically how to conduct research on the internet.

Time & Materials


28

Time: 5 minutes

Introduction Ask participants: What do you already know about the internet? What is the World Wide Web? Discuss the answers students share. Then ask students to answer the following questions: How would you describe…

● web pages? ● web sites? ● URLs? ● Hyperlinks?

Time: 20 min Presentation (if available, use ppt slides 5-16) Internet information is displayed on Web Pages. Think of a HUGE book...how many pages does it have? The worldwide web has 14.3 trillion web pages

● That is 1.2 million pages per person in Rwanda ● or 13,000 pages per person in Africa ● or 2,000 pages per person in the world

Web Pages have different content, such as Text (words), Audio (sound), Images (pictures), Videos (movies), and Games. This content may be used to: 1. Give information 2. Teach 3. Sell things 4. Advertise 5. Entertain 6. Communicate A website is a group of web pages (like a book with many pages). It can be owned by a person, a business, a group, or a government. Ask participants: How do you find the page you want in a book with 14.3 trillion pages?

● Each web page has its own URL (the websites address online). Like a telephone #, you need to have the correct # to call the person you want.

EXAMPLE: http://www.ibm.com www = world wide web (public web) ibm = the name (usually who owns the site) com = top-level domain (or a commercial site) other top-level domains include: · .com = usually commecial/selling · .org = usually not-for profit or charity

29

· .net = network · .edu = US education organization · .gov = government · .int = international organizations · .rw = Rwanda’s top-level domain hyperlinks also help you find a webpage. It takes you to the page you want very quickly when you click on it. On the computer screen, a hyperlink may be underlined words or a picture (when your mouse is on it, you will see a hand with a pointing finger).

Activity: Show a web page and ask students to identify different parts to check for understanding of the new vocabulary. You can ask for: website, hyperlink, url, who owns a specific url, the different parts of an url. Next show different sites and ask why learners would look at those sites. A sports page – you may look at to know when your favorite team will play.

How do you know it is a good source of information? Look to see who owns the website – do you trust them?

If you don’t know if you trust a website, sometimes they will have a webpage called “About Us” where you can get information about who owns the site. A .com site is less likely to have good information than a .edu or .gov site.

Time: 15 min Ask What is a browser? A browser is a computer program that helps you to use the internet. examples: Mozilla Firefox, Internet Explorer, Safari, Google Chrome, Opera. Show this image (or draw on a rice sack) to show different tools for using a browser: Activity: Have learners use a browser to go on the internet. Try to visit different sites by typing in one of these urls. Ask learners what kind of site it is and why they would look at it. Have them click on different hyperlinks and pages to explore. · www.gov.rw · www.msu.edu · www.ur.ac.rw · www.ibm.com · www.peacecorps.gov · www.un.org · www.cmu.edu/Rwanda

Time: 20 min Search Engines: If you don’t know the url for the website you want, you can use a search engine to find it. A search engine is software that looks for information. You type in words to help find what you want. · Google (www.google.com or www.google.com/rw)

30

· Bing (www.bing.com) · Yahoo (www.yahoo.com) · Ask (www.ask.com/) · WebCrawler (www.webcrawler.com) To find what you want, type keywords. For example, if you want to know “who was the first woman in Computer Science?” You could type: Women, Computer, Science, Engineering Show learners what happens when you type these keywords. Do they find the information they want? Activity: Learn more! Tell learners to use a search engine to help find the answers to these questions: 1. in what city is Michigan State University located? 2. What are some Creation Hill projects? 3. Who were the first women hired by IBM Corporation? 4. In what year was the Peace Corps created? 5. What are some reason to invest in ICT in Rwanda? 6. When was the first TechKobwa camp? NOTE: If there is no internet, you can ask learners to brainstorm what keywords they would use to find the answer to each questions.

Email

Time: 90 minutes Materials: Computer lab, Internet, PW security activity cards

Lesson Objective: By the end of this lesson, students will have created an email address, be able to explain the basic components of an inbox, and send short emails to each other.

Time & Materials


Time: 5 min Preparation

31

Ask students if they know what email is, present this definition: an email is a letter sent using the internet. Email allows the user to talk with and exchange data and other information with people around the world. Ask who students want to email and why (the goal is to discuss the different functions of email for communication in work, school, personal life). Email, like all communication, can be formal or informal depending on what you are using it for. You will not write the same in an email to a friend as you do to your Headteacher.

Time: 25 min

Presentation It is important to protect your email account just as you would protect the house you live in. Without good security, people can break into your email account and steal personal information or pretend to be you. Poor protection can also make your computer vulnerable to viruses (don’t open attachments from people you do not know). To keep people out of your email account, you should have a strong password. Password Tips:

1. Choose a password that is difficult for others to know but that is easy for you to remember. To make passwords more secure, use a combination of lowercase letters, uppercase letters, numbers, and symbols.

2. Don’t tell many people your password, or write it where people can find it. 3. Don’t use a word where you substitute a letter with a number or special

character (M0nkey or H@ppy) 4. Don’t use your name or other personal information as your password (such as

your birth date) 5. Change passwords at least every 3 - 6 months 6. Check for “HTTPS” before entering your password

Show the students various examples from the PW cards and have them guess as to whether to password is good or bad.

Good Passwords: 4%Hn2, Ruth2%, muRaho! Bad Passwords: 123456, hi, elisabeth, @mazi

Time: 45 minutes

Practice Creating a Gmail Account: Explain that they will be creating an e-mail account using Gmail. There are other options for free accounts (such as yahoo and hotmail) but we will only be using gmail today.

1. Instruct girls to go to gmail.com. 2. Select “Create new account” 3. Choose a username. Notes: The username will be your address to receive

your messages. It is most common and professional to use your name or part of your name. Your new e-mail address will be [email protected].

4. Enter a password. Reminder: A password protects your messages so other people cannot access them. Choose a password that is difficult for others to know but that is easy for you to remember. To make passwords more secure, use a combination of lowercase letters, uppercase letters, numbers, and symbols.

32

5. Check “agree,” uncheck “google may use personal information” For the process above, it is important to have sufficient facilitators in the room to assist students. Make sure they write down their username and password. Help check that the username and password are not identical. A phone number may be required to confirm the account, do NOT let the girls enter their own number (or that of a friend) - it MUST be a phone that is present and can receive the confirmation code via text message (there is a limit of 5 accounts per phone number so multiple phones will be needed). Managing your Inbox Explain the browser will bring you to your Inbox. Notes: The Inbox is the place where all your new messages will go. You can see read and unread messages and click on messages to read them.

Time: 15 minutes

Application Once accounts are created, explain major features:

1. Inbox: the place where all your messages will go. You can click on messages to read them.

2. Compose Message. Click this to send a message. There are several fields. “To:” is for the person you are sending the email to. “Subject” is for a short title of the email. The recipient will see the subject in their inbox and will know what the email is about before they open it. The large space below is for your message. Ask girls to type the name or e-mail address of one of the girl next to them and send a message. Instruct girls to write a subject for their e-mail. It can be as simple as “Hello” Instruct girls to write a short message to their friend. When they are finished, click “Send” Instruct girls to return to the inbox by clicking “inbox.” They should see a new message from their friend. Instruct girls to click the new message to open and read.

Internet Safety

Time: 1 hour Materials: PPT if available

Lesson Objective: Participants will be able to take steps to protect their information while using the internet, such as making a secure password and limiting personal information shared.

Time & Materials


33

Time: 10 minutes

Introduction Ask the following questions to begin thinking about security. How many of you would… · Tell a stranger personal details about yourself? · Give a stranger a key to your house? · Walk up to a stranger and show them pictures of your family? · Tell a stranger what you are thinking? When most participants answer NO to these questions, tell them, “Yet, everyday millions of people do this on the internet.”

Time: 15 min Presentation Tell students the definition of a digital “footprint”: online information about a person, or a trail of data about a person’s internet use. Who has a digital footprint? · Everyone who uses the internet. Example: Computer saves a history of your internet searches. · Even some people who don’t use the internet. Example: Parents put their baby’s picture on the internet. To show some of the information that can be found about people, ask students to Google search for one of their teachers. Ask what they find and if they are surprised by anything they found. Explain that everything you use online adds to your digital footprint, including: Social media, news sites, schools, government sites, banking information, shopping, and applications. If you have access to a computer, show them examples of different websites [social media: facebook; news: the new times] What information makes your digital footprint: · Name · Address · Birth date · Phone number · National ID number · Exam marks · Awards · Friends · Activities you like to do · Pictures · Family · Your daily activities Ask for other examples. Ask if the learners are okay with people knowing all of this information about them.

34

Time: 20 min Practice Why it matters: Begin by asking learners for ideas about why their digital footprint might be important to consider. Complete their discussion with the following ideas: · every time you’re on the internet, you add information to your digital footprint. · data posted on the internet can exist forever · this information is used by many types of people/organizations, like bosses, the government, or businesses who may make a decision against you based on what they find · this information can even be sold or found by thieves Ask students if they like the idea of information about them being seen by people they don’t know, why or why not? · Some information you share voluntarily (you choose to share), like on facebook or twitter · But some information is stored without your choice (involuntarily), like with Browser history (websites you visit), Cookies (companies that track what you do oniline), GPS (your location), and your IP address (your computers digital address) Ask students for ideas about how their information might be used in a bad way. · Identity theft: someone pretends to be you · Stalking: someone gives you too much unwanted attention · Cyber bullying: people use the internet to be mean · Viruses: programs that hurt your computer Other ideas: people may try to get money from you, to know when you are not home so they can steal from you, or contact you when you do not want attention.

Time: 10 min Application Other bad things on the internet:

Explain that sometimes people get emails asking for money or claiming you won a prize. Often these are Phishing (like kuroba) and not real. The sender wants to steal from you (either money or your personal information).

Virus, Malware, and Spyware: all software that hurts your computer or steals information from you.

How do you protect yourself?

Ask students some ideas for protecting their information on the internet. Include the following:

· DON’T think that everyone is honest

· Think before you click on something

35

· Think before you share personal information

· Think before you download

· Remember that NOTHING is completely free

· Have passwords on your computer and phone

· Don’t click on links you do not trust

· ONLY use the red “X” to close windows

· Do not respond to phishing emails

· Use a strong password and don’t share it with others

Mission Innovation 1: Introduction

Time: 1 hour Materials: powerpoint presentation, if available.

Lesson Objective: Participants will be able to identify a problem in their society they want to research about and think of technological solutions for.


Time: 10 minutes Introduction

36

Explain the objectives of the Mission Innovation Project: · To connect camp themes · To practice critical thinking · To encourage team work Ask if learners can think of how technology has helped us in our daily lives or to solve problems in society. Examples: · Sustainable energy: electrical grids help but 10% of energy is wasted. It could be better. · Traffic congestion: Many people die from traffic accidents, even more than from HIV. It could be better. · Water management: Healthy living requires 50 liters of water per day but African countries average only 20 liters per day. It could be better.

Time: 10 min Presentation Technology: Computers are all around us and can help us improve life and make smarter decisions to make our work better. · Sustainable energy: Smart grid projects can reduce the cost of electricity and help get energy to places that don’t have it. o Are there new ways to make energy? o Are there better ways to use energy? · Traffic Congestion: Many countries use computers to help direct traffic and keep it safe. · Water management: Computers help to monitor water use so we can protect the environment and not waste water. Even Rwanda is using technology to improve work: Cultivators grow and sell crops through phone applications that tell them the best time to plant, the best time to sell, and the best seeds to use. Technology evolution will demand rethinking traditional ICT approaches (as technology changes and becomes better, we can use it in new ways to solve problems.) Other ways technology is helping solve problems: · Analyzing social media helps o Prevent crimes o Solve crimes o Many more things · Computers that can “learn” help o Provide healthcare o Improve healthcare o Many more things · Mobile phones help o Provide safe ways to store money (electronic wallet) o Improve cultivation

37

o many more things · Sensors help many things * show or explain some different technology that helps in our world. And new technology that is changing the way we do things (ex: glasses that are also computers, Smart Wigs that monitor your health, Watches that monitor your health)

Time: 20 min Practice Explain that we will do a Mission Innovation Research Project. It has four parts:

1. Introduce the project and choose a topic 2. Search the internet for information about the topic 3. Prepare a short presentation about the topic 4. Practice and give the presentation Today you will: · Think about a big problem that impacts you · Work with your group to decide on one problem to be your topic for the project Later you will: · Describe the problem · Describe why you should solve the problem · Use the internet to learn if another person has tried to solve the problem · Think about new ways to solve the problem · Present your ideas

Time: 30 min Possible Topics: · Clean drinking water · School fees · Soil erosion · Bad roads · Access to healthcare · Cultivation improvements · Increase tourism · Reduce malaria and HIV · Improve access to ICT · Improve Customer Care

Mission Innovation 2: Guided Internet Research

Time: 90 minutes Materials: powerpoint presentation, if available.

Lesson Objective: Participants will be able to use the internet to research their identified

38

problem.


Time: 10 minutes Introduction Explain learners will use the internet to begin researching their identified problem/topic. Some questions they may want to answer: · How big is the problem? · Why is it a problem? Who is impacted by it? · Will you try to solve the whole problem or only part of it? · Have other people tried to solve the problem? · What has or has not worked when other people tried to solve the problem? Why? · What are some new ideas to solve the problem? · What will these new solutions require to be successful? · Will the solution cause any other problems? Explain that the information learners find will be used in their written and oral presentation (they should try to have 3-5 pages)

Time: 10 min Presentation Tips for searching for information online: 1. To find background information, use words like “facts” or “information” in your keywords a. This helps answer questions like: how big is the problem? Why is it a problem? Who is impacted? b. Once you read some facts, decide if you will focus on all or part of the problem. 2. To find what has already been done, use keywords like “fixing”, “addressing”, or “improving” a. This helps answer questions like: have people already tried to solve this problem? What has or has not worked in solving the problem and why?

Time: 20 min Practice Based on what you learn, can you think of new solutions to try? use the brainstorming ideas from our lesson on “Finding your Voice”. Choose at least one new idea (even if it seems silly) and research that idea on the internet. To search for what might be required to use your idea, use keywords that describe your idea. This will help you answer questions like: what will this solution require to be successful? Will the solution cause any other problems?

39

Time: 50 min Complete internet research and take notes so you can use them in writing your presentation.

Mission Innovation 3: Research Draft

Time: 1 hour Materials: powerpoint presentation, if available.

Lesson Objective: Participants will be able to organize their outline and notes into a written research draft presenting their identified problem and discussion of solutions.


Time: 5 minutes Introduction Explain that after completing an outline and doing research, you must begin writing the draft of your research paper. · Begin by organizing your notes and ideas. You can put them into your outline as bullet points. · Be brief – don’t write too much · Create a hand-written presentation

Time: 15 min Presentation Creating Your Presentation 1. Create the presentation outline (Introduction, Main Body, Conclusion) 2. What ideas do you want to share and in what order? a. The most important idea should be first b. Supporting ideas go below Example Outline Format:

Page 1 Topic: Electricity in Karongi is unreliable. Fact 1: Fact 2: Fact 3:

Page 2 Some existing solutions. Solution 1: Solution 2:

Page 3 Why problem needs to be solved. Reason 1:

Page 4 Our solution ideas. Idea 1:

40

Reason 2:

Idea 2:

Page 5 Implementing our ideas. Requirements: Challenges:

Page 6 Conclusion

Time: 20 min Practice Remember advice from the lesson on Written Communication Think about the objective of your presentation. · Are you trying to educate your audience? · Are you trying to convince your audience? · Are you going to ask your audience to change their behaviour? Think of the 5 W’s: who, what, when, where, why

Time: 20 min Formatting What format will help you tell this story? · pictures · facts · graphs/tables · quotes · examples Finally decide who in your group will present each section. EVERYONE in your group should speak. Practice if you have time.

Mission Innovation 4: Presentations

Time: 90 minutes Materials: powerpoint presentation, if available.

Lesson Objective: Participants will be able to give oral presentations on an identified problem in society, the background of the problem, and their ideas for solutions using a written presentation and public speaking skills.

41


Time: 5 minutes Introduction Giving an effective presentation: · Remember advice from Public Speaking lesson · Think about the speakers you find interesting and try to model them · Are you excited about your topic? o If you aren’t why will your audience want to listen?

Time: 10 min Presentation Remind learners: · Everyone in the group should speak · Start by introducing the people in your group · Mentors can help you practice before we start · Direct attention to the speaker in the group · Don’t forget to ask for questions at the end HAVE FUN!

Time: 60 min Presentations

Time: 15 min Discussion of experience.

Scratch 1: programming Concepts

Time: 1 hour Materials: Copies of Scratch 1 Transcript.pdf and scratch_terminology.pdf NOTE: “scratch1.pdf” is intended for TOT. It provides a brief overview and links to some additional resources.

Objective: Students will be able to do basic programming using Scratch software, including:

42

associating scripts with sprites; sequencing instructions for movement, change of color, making the sprite talk, changing costumes, etc. Students will be able to define general programming concepts: sequencing of instructions, repetition, setting parameters, events, etc.


Time: 5 minutes Materials: Handouts

Introduction Bring up Scratch 2.0 on all the machines. Handout copies of “Scratch1 Transcript.pdf” and of “scratch_terminology.pdf”.


Presentation If there is an LCD projector, the teacher can lead students through the first tutorial to illustrate terminology. Scratch Basics:

1. Sprites - the actor that you will program to move, speak, think, etc 2. Scripts - step by step instructions used to control the sprite (created

by putting blocks together in the script area) 3. Stage - the area where all action takes place. Contains sprites and

backdrops. To program a Sprite:

1. Select the icon for the sprite 2. Move blocks from the Script tab to the script area; change them and

connect them as you want 3. Use the costume tab to add, edit, and remove costumes 4. Use the sound tab to put sounds with the sprite

To work with backdrops:

1. Select the stage icon 2. Use the backdrops tab to create, edit, and remove backdrops 3. Use the scripts tab to make the backdrop do things 4. Use the sound tab to put sounds with a backdrop

Menu Bar:

● File Menu: new, save, open, share, etc ● Edit Menu: adjust stage size, etc ● Buttons: duplicate/delete a sprite or block & grow/reduce a sprite


Practice Students work in pairs: one is the driver (does the actions on the computer) and the other is the navigator (helps to tell the driver what to do). They switch roles after each tutorial within each lesson. Students read the transcript and follow the instructions at their own pace while the teacher circulates through the classroom to answer questions.

43

After each, they practice, as instructed in the transcript. Each tutorial requests specific ways for them to practice.


Application Within the tutorial: Students decide what code to add to scripts where requested in the transcript.

45

Scratch 2: Program a Show with Two Acts Using Scratch

Time: 60 minutes Materials: Copies of “instructionsForTwoActShow.pdf.” and “scratch_terminology.pdf”

Lesson Objective: By the end of this lesson, students will be able to create scripts to program behavior of multiple sprites in the Scratch program.

Time & Materials


Time: 5 min Materials: handouts

Preparation Bring up Scratch 2.0 on all the machines. Handout copies of “instructionsForTwoActShow.pdf” and of “scratch_terminology.pdf”.

Time: 15 min

Presentation Review some reminders of the Scratch program from the first lesson. If there is an LCD projector, the teacher can lead students through the first few parts.

Time: 15 minutes

Practice Students follow the instructions on the handout to practice programming the sprites. The instructions require them to experiment with different settings and test their programs along the way.

Time: 25 minutes

Application The instructions are very detailed at the start and gradually become less detailed.

46

Photography

Time: 45 minutes Materials: Diagrams/examples or chalk/markers to draw; Cameras

Lesson Objective: Participants will be able to take landscape, portrait, and bokeh photos using point-and-shoot digital cameras.

Time & Materials


Time: 5 mins

Introduction Ask learners to raise their hand if they like to take pictures. Ask a few learners to tell you what they use to take pictures (i.e. digital camera, mobile phone, tablet, etc) Ask a few learners what they like to take pictures of (i.e. friends, family, animals, themselves, etc) Explain that this lesson will introduce them to a few simple concepts about photography and they will get to practice taking pictures well.

Time: 10 min

Presentation Show a camera, or a picture of a camera and ask students to help identify the different parts. If they don’t know, explain to them the part and it’s purpose.

● Camera Body: the machine of the camera ● Lens: Where the image is made, you view the photo through the lens ● Shutter button: used to take the photo, you need to press slowly but firmly (most

shutter buttons focus at the halfway point but you must push all the way to take the photo)

● Viewfinder: the screen on the back where you can see the subject you will photograph or review pictures you have taken

● Zoom: button used to move closer or farther from the subject ● Subject: The object you are taking a picture of. This can be ANYTHING: a person,

cow, fanta, beans, moto, a road...ANYTHING ● Focus: Use this to make your subject clear. Use your camera to zoom in and out to

make one part of the photograph more visible than others. ○ Note that most simple digital cameras, called point-and-shoot cameras, will

focus for you. Press the shutter button halfway and the camera will automatically focus on the main subject. When it looks clear, click the shutter to take the photo.

Other terms: ● Aperture: How big the lens is open to let more light in (show diagram) ● Lighting: Where you want the light to be placed. Light can disrupt the subject. ● Bokeh: an artistic technique to make some of the picture blurry and the subject

clear

47

● Portrait: a photography of a person or animal as the subject ● Landscape: outdoors, the hills, lake...anything in the distance as the subject

Time: 10 min

Practice Taking Pictures Explain that there are a few simple rules to remember when you are taking pictures.

1. Rule of Thirds: when you look through the viewfinder, divide the picture into 9 squares and line your subject according to the lines (show diagram) → you don’t want a picture with your friend’s head missing!

2. Direction of the Sun: Look where the sun is located and how it will affect your

picture (show diagram). a. The sun should always face the opposite direction as the lens for portraits

(if the sun faces the lens, it will decrease the opening of the aperture and allow less light for the subject). So the sun should face the subject.

b. When taking a landscape picture, it is okay for the sun to face the lens because there is no subject to be disrupted.

3. Flash: when there is not enough light, or too much light from one source, use the flash to make the picture bright

4. Focus: On a fancy camera, you control the focus and can do techniques like Bokeh. On a simple camera, it will focus for you. Press the shutter button halfway and the camera will automatically focus on the main subject. When it looks clear, click the shutter to take the photo.

5. Steady: If you move too much (or your subject is moving), the picture may be blurry and difficult to see. Hold the camera steady when you take the photo.

Time: 20 min

Application Match learners in groups of 3 and give them a digital camera. Learners may go out around the school and practice taking photos. Encourage them to try different types of photos: landscapes, portraits, even bokeh! Facilitators should move around with the learners to provide tips and advice as well as to encourage their efforts. Let the learners have fun! Rather than say NO, let them explore and try new things. A few rules to enforce:

● Avoid dropping the camera ● Do not throw the camera ● Do not put the camera in water ● If the camera is not working, ask a facilitator for help

48

Glossary Digital Footprint: Information found about a person online and the trail of data a person leaves behind when using the internet Google: The brand name for a leading search engine tool; or to look something up on the internet using Google or a similar search engine User ID: The personal identification associated with a particular account Password: Any combination of numbers, letters, and/or characters used to create a confidential security code to log into personal accounts online Browser History: A list of web site a person has visited while using a specific computer Tracking Cookie: A small program (or piece of code) that is downloaded onto a person’s computer to track what website that person visits GPS Information: Information about your geographical positioning IP Address: A person’s digital address for the computer they are using when they are using the internet Identity Theft: When one person pretends to be another person using stolen information Cyber Stalking: When one person gives another person too much unwanted attention Cyber Bullying: When one person uses the internet to be unkind or cruel to other person Targeted Advertising: When companies track and use your personal information to send select advertisements Viruses: Programs that destroy computer programs or data Personal Information: Facts about someone, such as their name or contact information, that they may want to keep private Terms & Conditions: Legal contracts or agreements between a company and the person using services provided by that company, which outline the responsibilities the company has towards its customers (the users) and the responsibilities the customers agree to when using the company’s services Phishing: When a fraudulent person tries to trick another person into responding to a fake email or telephone call with personal information Malware: Software that is intended to harm computers or destroy data

49

Spyware: Software that secretly collects personal information Spam: Disruptive or unwelcome messages, especially in the form of emails Instant Messaging: A way to communicate in real time over the internet Chat Room: Digital space that strangers or friends can access and communicate in real time over the internet

2015 facilitator handbook - michigan state university8:00 – 9:00 am life skills: confidence...

Documents