Tutorial
Watch a run through and tutorial of our “C02 Trends with Python” lesson plan, using Trinket:
If your learners are new to Python, begin with this Python Code-Along: “Intro to Computer Science”
http://bit.ly/teenslc-python-code-along
Show learners how to navigate Trinket, as done in the video above. Demonstrate how to edit and run code. Show learners how to navigate within the course using the arrow keys (top, right).
Guide learners along through the Trinket lesson, or have learners progress at their own pace.
Main activity available at: http://bit.ly/trinket-data-vis-python
(also linked in the slides)
See “Advanced (Optional) Topics” section of Trinket course for Python extensions.
Reflect on what we learned from this data:
Brainstorm how your class can take action. What can we do to help (A) spread awareness, or (B) help solve this issue?
Make a plan for how to access students’ work in Trinket. You could sign up for Trinket Connect (https://trinket.io/schools) to collect projects, have students email you class links, or gather project links in a shared Google doc or blog.
Data visualization, line graphs, bar graphs, mapping data, environmental studies, cause and effect, carbon emissions, Canadian cities
Pygal Documentation
http://www.pygal.org/en/stable/
Smoke Stacks image by Pixabay from Pexels.com
https://www.pexels.com/photo/smoke-stacks-against-blue-sky-257775/
Teach lessons that are tied to your existing curriculum! https://bit.ly/CLClessons
Although learning how to build digital projects is a key part of Computer Science education, students should also learn a wider set of skills and competencies that will help them to harness the power of digital technologies as both creators and consumers. A comprehensive approach to K-12 Computer Science education includes learning about the following five focus areas:
View Framework ➝By the end of high school, students should be able to create a simple computer program.
By the end of high school, students should understand and be able to use the tools and devices commonly used to build digital projects.
By the end of high school, students should be able to explain how we use computers to create, store, organize, and analyze data.
By the end of high school, students should be able to explore the ways in which technology and society have mutually shaped each other.
By the end of high school, students should be able to apply design principles to the digital projects they create.