CTF Detailed Challenge Guide Computer 8

This course has been designed to provide you with the basic
computer skills required for you to excel and explore your computer
passions. Students will acquire the knowledge, skills, and attitudes to
Challenge excel in their studies. Students will also realize how the computer Grade 8
skills required to excel in school translate to multiple career paths
after school. Assignments in this course have been set up as
Challenges/Scenarios that students must complete.

Topics that will be covered include:

1) Workstation Management/ Keyboarding
- Keyboarding Progress = 20%
The first 10 minutes of every class will be used for keyboarding practice. Students will keep a record
of their progress.
2) Microsoft Office 365
- Office 365 Intro (login,email,onedrive) = Formative
- Expert Topics Instructions = 10%
Students will create a user manual document that could be used by a peer to complete a task on
Microsoft 365. These expert topics will be assigned to students, and they will create step-by-step
instructions, that someone else could use to complete the task. Students must include visual snips of
the actions completed.
3) Publishing Posters
-Emerging Technology Poster 10%
Students will research and share information about a new invention or emerging technology with the
purpose of INFORMING and EDUCATING. You will create a poster on EASEL.LY (OR propose an
alternate way to present your findings) Find a specific invention/technology, research it, collect
pictures, prices, owners etc. Organize your information and present in an interesting way.
Consider:
Topics - top inventions coming out in 2017
- new gadgets and new technologies
- technology trends of the future
4) Best of the Web
-SWOT document 5%
-Video 10%
Students create a voice over website tutorial video assessing a website of their choosing. In their
assessment, they can explain what they like and dislike, about the website. Some of the features that
the website could be used for. And how they could leverage its functions in the future. Videos can be
created with Windows Movie Maker, or another video production tool that students are familiar
with. Premier Elements, Premier Adobe, Pro Movie Maker or Windows Movie Maker are all
acceptable applications for movie production for this purpose.
5) 3D Design Blender
- Coffee Cup/House Tree 10%
Students explore tutorials that will allow them to create a 3D coffee cup using the Blender Design
program. Students explore tutorials, and are tasked with identifying addition resources that help
them expand their independent learning skills. Students will also identify career applications of the
3D design program. Those students who do not like the Blender program can use the Sketch-up
program instead and create the differentiated house/trees 3D design.

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 CTF Detailed Challenge Guide Computer 8
6) Design Challenge
- Room Spreadsheet 5%
You have just won a contest where you have received $2500 to redecorate your room! You will be
able to search online for a list of items you would like for your new room makeover. You will make a
spreadsheet to keep track of how you will spend your $2500.
- 3D Room Design 20%
Using one of the four 3D design programs that the school computers have installed: Blender,
SketchUP, Adobe Suite, or Autodesk.com students which create a 3D visual representation of the
room they designed in the previous room spreadsheet assignment. Students will be asked to explore
any of the four programs they have not already, before making their design challenge program
choice. Once they begin working through the challenge multiple online tutorials will be leveraged to
help students gain the skills required to complete the task. These tutorials are databased on the
school computer in the Digital Media 8 course folder.
7) CTF Project Proposal 10%
Students propose a project based on the topics covered in this course (3D design an any program they
enjoy using, or video production if they prefer that). Then they fill out the Project Proposal Form.
This includes project title, project idea, skills they need to learn, software websites - equipment or
people needed, what the end project will look like, and learning activities to gain required KSAs.

Course Calendar
Term 1 for CTF options is over 10 weeks
Fridays are flex, and options are switched.
Therefore, this CTF option plan runs Monday to Thursday
Classes are 50 minutes each
1 2 3 4
Class Intro/ Keyboarding Setup Office 365 login, onedrive Office 365 Login, Intro, exploration. 365 expert topic instructions work
explanation Assign expert topics.
5 6 7 8
365 Expert Topic submission Poster Poster Poster
and student 365 self-
assessment
9 10 11 12
Poster Best of the Web - swot Best of the Web - swot Best of the Web - script
13 14 15 16
Best of the Web - script Best of the Web - video Best of the Web -video Best of the Web -video
17 18 19 20
Coffee Cup Blender Coffee Cup Blender Coffee Cup Blender Coffee Cup Blender
21 22 23 24
Coffee Cup Blender Coffee Cup Blender Design Challenge - Design Challenge -
Spreadsheet Spreadsheet
25 26 27 28
Design Challenge - Design Challenge - Design Challenge 3D Design Challenge 3D
Spreadsheet Spreadsheet
29 30 31 32
Design Challenge 3D Design Challenge 3D Design Challenge 3D Design Challenge 3D
33 34 35 36
CTF Project Proposal CTF Project Proposal CTF Project Proposal CTF Project Proposal
37 38 39 40
CTF Project Proposal CTF Project Proposal CTF Project Proposal CTF Project Proposal

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 CTF Detailed Challenge Guide Computer 8

Visual Representation of Challenge Plan

Easel.ly
(Poster)

Movie Maker
(Best of the Web)

Blender
(3D Design: Coffee Cup/ House Tree)
Room Design
(3D Design: Room)

Student Choice
Blender - SketchUP - Adobe Suite - Autodesk.com
(Find Tutorials & have project approved first!)

Occupational BUSINESS
Areas Computing Science Financial Management Management & Marketing
Enterprise & Innovation Information Processing Networking

COMMUNICATION
Communication Technology Design Studies Fashion Studies

HUMAN SERVICES
Community Care Services Foods Legal Studies
Cosmetology Health Care Services Recreation Leadership
Esthetics Human & Social Services
Tourism

RESOURCES
Agriculture Forestry Wildlife
Environmental Stewardship Primary Resources

TECHNOLOGY
Construction Fabrication Mechanics
Electro-Technologies Logistics

How the This course will use a scaffolding approach to the learning of basic skills through mini challenges
Occupational Areas leading to a more Challenges at the end of each section. The problem-solving scenarios
Relate to the presented during whole group teacher lead instruction will properly prepare students for the
Challenge more complex Challenges.

Skills Related to Students will learn about the many different components of computer skills through the
the Occupational completion of challenges and scenarios.
Areas
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 CTF Detailed Challenge Guide Computer 8
Safety and/or Proper ergonomics, digital citizenship practices and hygiene concerns will be discussed with
Environmental students as appropriate throughout the course. Students will spend the first 10 minutes of class
Concerns time practicing efficient and effective workstation management and typing practices.

Facility Type Computer Lab

Equipment and/or Food and drinks will not be permitted in the computer lab.
Consumables

SUBJECTS
Interdisciplinary
ELA Health and Life Skills Religious Education
Learning Fine Arts Mathematics Sciences
Opportunities French Language Arts Outdoor Education Social Studies
French Second Language Physical Education

Interdisciplinary Learning Outcomes: Identify possible learning outcomes from other subjects.
ELA:
Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
Mathematics:
Represent algebraic expressions in multiple ways.
Sciences:
Work collaboratively on problems; and use appropriate language and formats to communicate ideas,
procedures and results
Show concern for safety in planning, carrying out and reviewing activities

Cross-curricular Competencies:
Know how to learn: to gain knowledge, understanding or skills through experience, study, and
interaction with others
Think critically: conceptualize, apply, analyze, synthesize, and evaluate to construct knowledge
Identify and solve complex problems
Manage information: access, interpret, evaluate, and use information effectively, efficiently, and ethically
Innovate: create, generate, and apply new ideas or concepts
Create opportunities through play, imagination, reflection, negotiation, and competition, with an
entrepreneurial spirit
Apply multiple literacies: reading, writing, mathematics, technology, languages, media, and personal finance
Demonstrate good communication skills and the ability to work cooperatively with others
Demonstrate global and cultural understanding, considering the economy and sustainable development
Identify and apply career and life skills through personal growth and well-being

Literacy and Numeracy Learning Opportunities: Identify how the challenge supports literacy and
numeracy skills in order to construct and communicate meaning.
Draft Literacy and Numeracy Benchmarks (see Appendix F)

Students acquire and use precise, effective, and descriptive vocabulary, general academic vocabulary.
Students recognize that literacy provides enjoyment and enables them to make sense of and participate in the world around
them.
Students use efficient and effective strategies to acquire, evaluate and ethically use information.

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 CTF Detailed Challenge Guide Computer 8
Lesson #:1 Welcome to Digital Media 8 & Keyboarding Setup

Class #1

Leading Questions What are the routines and expectations in this course?
What are proper workstation management practices?
How to practice proper keyboarding skills?
Scenario In this class we will go over expectations, routines, and keyboarding

Assessment KB Pre/ Post measured 20%

Resources Computers 7 course outline

Keyboarding folder
Computers 7 overview power point
Project Rubric
Seating Plan Chart

Introduction Time
Welcome back Grade 8s! In Digital Media 8 we will be exploring useful computer skills that 15 min.
will help you as you progress through school. We will also be making connections to the
work applications of these skills after school.
Show course intro power point.

A little about me
CTF course overview
Workstation management/ class expectations
Project Rubric connected to CTF Competencies
Keyboarding

In just a little bit, when we get started exploring Keyboarding platforms I will be coming
around and creating my first seating chart based on where you are sitting today. First lets
look at how the course will be assessed.
- Before we look at assessment I want to ensure that all of you understand that I am
here to help each and everyone of you succeed. Everyone of you have strengths
that we can enhance during this course. I also hope that you will look past the
projects and really focus on the career connection work that we do to identify how
these strengths can be leveraged in your future careers.
- Show project rubric that will be used for student projects

Daily classroom routines will consist of 10 minutes of keyboarding followed by working on

projects relating to the topic we are looking at.
First though I want to give you some time to explore the keyboarding resources we have to
work with to find one that works well for you.

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Teacher Procedure Student Tasks
Show students on projector how to navigate Explore at least 3 of the keyboarding 30 min.
course files on school drive. Show them how resources and find one that they like most.
to find the keyboarding apps. The one they choose needs to show their
typing accuracy and speed, and they need
-Show them how to save Keyboarding to be able to send these baseline numbers
progress excel workbook. to the Teacher in following classes.

Students save the file

(LastName,FirstName-Keyboarding
progress) on school drive.
Projector Digital Media 8 course introduction PP
Project Rubric
Keyboarding Progress excel workbook

Closure
The goal is to show progress and advancement in your speed and accuracy. 5 min.

Before end of class student need:

- Saved keyboarding progress (LastName,FirstName-Keyboardingprogress)
- Included a snip of their progress
- Explain that the first 10 minutes of every class we will be doing keyboarding during
this course, they were given more time today to set everything up, but in future
they need to do it in 10 minutes
-
Notes

Lesson #: 2 Microsoft 365 Login

Class #2

Leading Questions How do we use Microsoft 365?

What are 365 benefits?
How do we save on onedrive?
Scenario Your goal is to become more acquainted with Microsoft 365

Assessment Formative observation of students ability to use Microsoft 365

Resources Course introduction Power Point

Microsoft 365

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 CTF Detailed Challenge Guide Computer 8
Introduction Time
Keyboarding 10 minutes 15 min.

Today we will be looking at Microsoft 365.

Start on Course Overview Slide #6

Teacher Procedure Student Tasks

- Go through overview slides Students login to 365 and look at apps. 30 min.

After each Bold slide # Walk around class and Look around at apps for 5 minutes.
make sure each student has gotten task
before moving on. Save file to their onedrive

- Show Students: Slide #8 Share file with teacher

- How to login to 365
- How to navigate in 365 Upload file to onedrive
- Let them login, and look at apps

After students login, Show them onedrive

feature. How to save to onedrive. Slide #12

Instruct students to save a document with

brief personal introduction.

Show students how to share that saved file.

Slide #19.

Uploading to Onedrive Slide 22

Projector Computers 7 course introduction power point
Closure
Sponge = Code Combat website students begin a CODING QUEST on website 5 min.
Notes

Lesson #:3 Introduction to Microsoft 365 Expert Topic

Class #3,4,5
Leading Questions What is Microsoft Office 365?
What are some of the Applications it has to offer?
Scenario You will login to your Microsoft account using the Lakie website link.
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 CTF Detailed Challenge Guide Computer 8
Once logged in you will explore one of the applications in detail

Assessment Formative observation of students during whole group instruction.

Summative assessment of Expert Topic Instructions. 10%

Resources Office 365 Expert Topic Sign-up sheet

Introduction Time
Typing 10 minutes X 3 35 min.
Today we will continue orientating ourselves with Microsoft 365

You will all choose one or more apps to explore for a few minutes, when teacher asks you
to, explain the apps you looked at to your partner, showing them how it works on your
computer.
Teacher Procedure Student Tasks
Now that we have had some time to look Research their assigned topic. Create a 55 min.
through the apps we will all sign-up for an word document set of instructions to
expert topic. complete the required task.
-Show example of Remote desktop Tutorial
so students know what they are working Include Step by step instructions, and snips
towards for instructions providing visual.

Once students begin working go around

helping them as required.
Projector On projector have expert topic sign up list from 365 assignment
Instructions Example Remote desktop tutorial

Closure
Student will be given classes 3,4,5 to work on their instructions. 40 min.
To submit:
- First show Teacher your instructions
- Use Snips to shows steps in instructions
- Attached Project Rubric with student self assessment complete
Notes
-

Lesson #: 4 Emerging Technology Posters

Class # 6,7,8,9

Leading Questions What are some of the new and innovative emerging technologies?
How can I inform others of these new technologies?
Scenario Students will research and share information about an invention or emerging
technology with the purpose of INFORMING and EDUCATING. You will create
a poster on EASEL.LY (OR propose an alternate way to present your findings)
Find a specific invention/technology, research it, collect pictures, prices,
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owners etc. Organize your information and present in an interesting way.
Consider:
- top inventions coming out in 2017
- new gadgets and new technologies
- technology trends of the future

Assessment Poster 10%

Resources Ease.ly create account through google

Introduction Time
Typing 10 minutes X 4 45 min.

Explain to students how we digest information with our eyes first. If information or
communication is done aesthetically we are more likely to believe the quality of that
information.
Is this a justified response? What are the potential perils of looking at information like this?
Because we know how important information presentation is, today we are going to learn
how to create a poster.
Our goal is to research an innovation or emerging technology and create a poster
presenting it.

Teacher pulls up ease.ly. https://www.easel.ly/

Show students how to login and create account for free. Pick an initial template. Edit
template. Tell them they can use any of the digital citizenship topics, but their posters must
be different from their friends. Show them poster expectations.

Student login to 365 for project scenario.

Teacher Procedure Student Tasks
- Explain research techniques for Students login to 365 account. View 140 min.
finding technologies Emerging Technology Poster scenario.
- Show examples posters so they know
what they are working towards Work through research and creation of a
- Ensure everyone can logon poster on their selected topic.
- Help students with editing of
template posters.
Projector https://www.easel.ly/

Closure
Students submit poster on 365 along with rubric, with complete self evaluation. 15 min.
Sponge = Code Combat website students begin a CODING QUEST on website
Notes

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Lesson #: 5 Best of the Web Video Setup and Intro

Class # 10,11

Leading Questions What are some innovative Web 2.0 web sites?
What interesting features of these websites can you inform others of?
Scenario Students create a voice over website tutorial video assessing a website of
their choosing. In their assessment, they can explain what they like and
dislike, about the website. Some of the features that the website could be
used for. And how they could leverage its functions in the future. Videos can
be created with Windows Movie Maker, or another video production tool
that students are familiar with.

Assessment SWOT 5%

Resources Best of the Web Cool Online tools to Create

Introduction Time
Typing 10 minutes X 2 25 min.

Next we will be exploring websites online that are cool and Web 2.0
Do you know the difference between Web 1.0, 2.0, and 3.0?
https://wittycookie.wordpress.com/2012/06/04/what-are-the-major-differences-among-
web-1-0-2-0-and-3-0/

Pull up Best of the Web Power Point

Web 1.0
It is the readable phrase of the World Wide Web with flat data. In Web 1.0,
there is only limited interaction between sites and web users. Web 1.0 is simply
an information portal where users passively receive information without being
given the opportunity to post reviews, comments, and feedback.

Web 2.0
It is the writable phrase of the World Wide Web with interactive data. Unlike Web
1.0, Web 2.0 facilitates interaction between web users and sites, so it allows users
to interact more freely with each other. Web 2.0 encourages participation,
collaboration, and information sharing. Examples of Web 2.0 applications are
Youtube, Wiki, Flickr, Facebook, and so on.

Web 3.0
It is the executable phrase of Word Wide Web with dynamic applications,
interactive services, and machine-to-machine interaction. Web 3.0 is a semantic
web which refers to the future. In Web 3.0, computers can interpret information
like humans and intelligently generate and distribute useful content tailored to the
needs of users. One example of Web 3.0 is Tivo, a digital video recorder. Its

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recording program can search the web and read what it finds to you based on your
preferences.

Next we will look into at least three of the Web 2.0 sites and decide on one that you think
are the coolest. When you chose one you will be creating a SWOT analysis on the website
function and design.

Java Point Tutorial Website Example

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Teacher Procedure Student Tasks
- Show students cool online tools to - Students have 10 minutes to 70 min.
create folder explore at least three Web 2.0 sites
- Once students pick a website they from the folder, or others they may
want to focus on creating a SWOT have heard about before.
analysis on that website - Pick cool website to focus on
- Show students on word how to - Watch SWOT Table format tutorial
create and format table to make - Create SWOT on their website.
SWOT
Projector Best of the Web PP
SWOT document table formatting tutorial
Closure
Students submit their SWOT with Project Rubric Self-assessment complete 5 min.
Sponge = Code Combat website students begin a CODING QUEST on website
Notes

Lesson #:5 Best of the Web - script

Class #12,13
Leading Questions How to analyze and explain a website to another person?
How to determine website functionality?
How to use Microsoft Movie Maker or another video application?
Scenario Students create a voice over website tutorial video assessing a website of
their choosing. In their assessment, they can explain what they like and
dislike, about the website. Some of the features that the website could be
used for. And how they could leverage its functions in the future. Videos can
be created with Windows Movie Maker, or another video production tool
that students are familiar with.

Assessment Voice over video script formative

Resources Microsoft Movie Maker

Introduction Time
Typing 10 minutes x 2 25 min.

To this point you have: selected a website to explore, and created a SWOT
on that website.

Next you will be identifying one or more specific functions that you site can perform, and
how you could explain that function to someone else that had not used it before. To do this
you will first create a script that you could read out.

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Script:
-7 to 10 minutes of reading
-detailed enough to explain site functions
-keep presentation interesting
-use flow to move through the website

Teacher Procedure Student Tasks

-Show example of students script used
previously
- Show word formatting skills on projector
required for students to create script
- Ask why students think scripting out what
you are going to say is important?
- Have students create script on Microsoft
365 word of their voice over during video
creation
-Provide script approvals
Projector Script example
Script formatting
-Understand importance of script 140 min.
- Gain word formatting skills to create script
- Produce script that can be read over their
video in upcoming classes
- Once script is complete, look at two other
peers to compare the quality of theirs to
yours. When you are confident in the
quality of your script request approval to
move on from your teacher

Closure
Submit script on 365 for teacher approval 15 min.
Once script is approved student can move on to video production
Sponge = Code Combat website students begin a CODING QUEST on website
Notes

Lesson #:6 Best of the Web Video Production

Class # 14,15,16
Leading Questions What skills and knowledge is required to create and edit a video production?
How can a video production showcase the functionality of a website?
Scenario Students create a voice over website tutorial video assessing a website of
their choosing. In their assessment, they can explain what they like and
dislike, about the website. Some of the features that the website could be
used for. And how they could leverage its functions in the future. Videos can
be created with Windows Movie Maker, or another video production tool
that students are familiar with.

Assessment Video 10%

Resources Premier Elements, Premier Adobe, Pro Movie Maker or Windows Movie
Maker
Tutorial videos folder

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Introduction Time
Typing 10 minutes x 3 40 min.

Now that you have you script created we can move on to the creation of your movie
explaining the functionality of you selected website. You may wish to use Premier
Elements, Premier Adobe, Pro Movie Maker or Windows Movie Maker. All of which have
tutorial video databased on the school network where the programs are accessed. For
those who wish to use Windows Movie Maker I will provide a quick class tutorial. There will
be many similarities to other programs to Windows Movie Maker that I will show you.

Explain how to create titles, format titles, tape video clips on computer of desired website,
tape video clips the show website functionality, import video clips, record voice from
previously created script using headphones, import audio over the video clips, edit scene
lengths, Create closing scene Resource/Reference list

Once class is show how to run basic features, it is bet to try more advanced features
yourself and ask questions to learn how to do specific things.
Are there any questions on the basic features I showed your earlier? (answer group
questions)
Later while you are working if you have questions: ask you neighbour, ask you teacher, look
up tutorial video.

First thing to do if create introduction title slide.

Teacher Procedure Student Tasks

-Helps students trouble shoot as required -Create title slide 100 min.
-Help students how are behind find - Format title
information from: peers, tutorial videos, - tape scene shot video clips of site
teacher functionality
- import video clips
- tape audio from script using headphones
- import audio to movie making program
- edit audio
- edit scene length
- create closing scene

Projector Windows Movie Maker tutorial

Closure
Submit Video with self assessment complete on project rubric 10 min.
Sponge = Code Combat website students begin a CODING QUEST on website
Notes

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Lesson #:7 Coffee Cup 3D Design Lesson Planning in Progress

Class #
Leading Questions What skills and knowledge is required to create and edit a 3D design
programs?
How can these skills be acquired through video tutorials alongside teacher
lead instruction?
Scenario Students explore tutorials that will allow them to create a 3D coffee cup using
the Blender Design program. Students explore tutorials, and are tasked with
identifying addition resources that help them expand their independent
learning skills. Students will also identify career applications of the 3D design
program. Those students who do not like the Blender program can use the
Sketch-up program instead and create the differentiated house/trees 3D
design.

Assessment Coffee Cup Design 10%

Resources

Introduction Time
5 min.
Teacher Procedure Student Tasks
5 min.
Projector Windows Movie Maker tutorial

Closure
Sponge = Code Combat website students begin a CODING QUEST on website 5 min.
Notes

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