Course Description

This class is designed to teach kids to coding to control Drones.  With real drones simulations and Blocked coding languages.

The 4th and 8th class will be 2 hours. Students will control the drones using their own code during the 2nd hour. 

Materials Required

●       Laptop PC, Mac Book or iPad

Course Schedule:

What you’ll learn:

·         Block-based coding with educational drones

·         Interact in a simulated Mars environment

·         Code real drones with our remote Smart Robotics (RSR) Lab

·         Develop creative, logical and critical thinking

·         Prepare for competition and higher education

Drones: DroneBlocks and CoDrone EDU

Coding Language: Block/Scratch

Remote Instructor:  

In-class Assistant: 

Course Description

This course is designed to help instill a love of reading to learn through nonfiction books in students from an early age through a book club format. We will be reading nonfiction texts each week from different subgenres over the course of 9 weeks (including procedural, expository, persuasive, and narrative nonfiction). During this course we will learn and review the elements of nonfiction texts including text features and text structures. This course prepares students to be the kind of readers who think critically and creatively about nonfiction. Students will leave with a newfound joy in reading nonfiction books.  

Materials Required

●       Post-its

●       Pencil

Course Schedule:

Week 1

Lesson: Types of Nonfiction/Nonfiction text features

In-Class Activity: Gameshow Review

Homework: Read passage TBD 

Week 2

Lesson: Expository Nonfiction

In-Class Activity: Elements of Expository Nonfiction

Homework: Read passage TBD 

Week 3

Lesson: Expository Nonfiction

In-Class Activity: Discussion/Jamboard

Homework: Read passage TBD 

Week 4

Lesson: Biography/Autobiography

In-Class Activity: Elements of (Auto)Biographies

Homework: Read passage TBD

Week 5

Lesson: Biography/Autobiography

In-Class Activity: Discussion/Jamboard

Homework: Read passage TBD

Week 6

Lesson:

In-Class Activity:

Homework:

Week 7

Lesson: Narrative Nonfiction

In-Class Activity: Discussion/Jamboard

Homework: Prepare final book report presentation

Week 8

Lesson: Book Club Day

In-Class Activity: Presentations

Homework: None

Week 9

Lesson: Book Club Day

In-Class Activity: Presentations

Homework: None

Instructor:  Lindsey Harper

Lindsey Harper received her Bachelors of Arts in Early Childhood Education from Cedarville University. She resides in Columbus, Ohio with her husband, Joe, and dog, Jurgen. Lindsey Harper is certified to teacher Pre-Kindergarten through fifth grade in Ohio. She taught fourth grade for 5 years, and is currently teaching fourth grade where she specializes in planning and teaching reading and science for her grade level team. Lindsey Harper has been an avid reader her entire life and desires to share her love of reading with her students. 

Course Description

This course is designed to help students learn how to read through the lens of a researcher. We will be applying the research process to a topic of students’ choice by reading a variety of texts on that topic. During this course we will learn and review how to read nonfiction, take notes, synthesize information from multiple sources, and create a research report with a works cited page. Students will review how to write an essay, cite sources, and create a cohesive report that teaches others what they’ve learned. This course prepares students to be the kind of readers who apply their research to an authentic writing report. Students will create a final paper that showcases not only their reading skills, but writing skills as well. 

Materials Required

●       Post-its

●       Pencil

●       Highlighter

●       Index card

●       Colored pencils

●       Access to printer

Course Schedule:

Week 1

Lesson: Getting Started

In-Class Activity: Brainstorming Topics

Homework: Gather 3 sources on your topic (must include a hardcopy book) 

Week 2

Lesson: Creating a Plan

In-Class Activity: Graphic Organizers

Homework: Choose the outline style that best fits your topic

Week 3

Lesson: Research

In-Class Activity: Model Reading & Notetaking

Homework: Choose one source and gather notes; organize in your outline

Week 4

Lesson: Research

In-Class Activity: Model Reading & Notetaking

Homework: Finish research on notecards and organize onto outline

Week 5

Lesson: Essay Review/Write a Draft

In-Class Activity: Turning an outline into an essay

Homework: Write your first draft 

Week 6

Lesson: Revising

In-Class Activity: Peer Editing and Revising

Homework: Make your edits 

Week 7

Lesson: Works Cited/Formatting

In-Class Activity: Model

Homework: Create Works Cited Page & Format Essay

Week 8

Lesson: Publishing Day

In-Class Activity: Sharing Your Research

Homework: None

Week 9

Lesson: Publishing Day

In-Class Activity: Sharing Your Research

Homework: None

Instructor:  Ms. Lindsey Harper

Lindsey Harper received her Bachelors of Arts in Early Childhood Education from Cedarville University. She resides in Columbus, Ohio with her husband, Joe, and dog, Jurgen. Lindsey Harper is certified to teacher Pre-Kindergarten through fifth grade in Ohio. She taught fourth grade for 5 years, and is currently teaching fourth grade where she specializes in planning and teaching reading and science for her grade level team. Lindsey Harper has been an avid reader her entire life and desires to share her love of reading with her students. 

Main Standards Addressed

CCSS.ELA-LITERACY.RI.4.3

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

CCSS.ELA-LITERACY.RI.4.6

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

CCSS.ELA-LITERACY.RI.4.7

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

CCSS.ELA-LITERACY.RI.4.8

Explain how an author uses reasons and evidence to support particular points in a text.

CCSS.ELA-LITERACY.RI.4.9

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

CCSS.ELA-LITERACY.RI.4.10

By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.RI.5.5

Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

CCSS.ELA-LITERACY.RI.5.6

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

CCSS.ELA-LITERACY.RI.5.7

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

CCSS.ELA-LITERACY.RI.5.8

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

CCSS.ELA-LITERACY.RI.5.9

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

CCSS.ELA-LITERACY.RI.5.10

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

CCSS.ELA-LITERACY.W.4.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CCSS.ELA-LITERACY.W.4.2.A

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

CCSS.ELA-LITERACY.W.4.2.B

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

CCSS.ELA-LITERACY.W.4.2.C

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

CCSS.ELA-LITERACY.W.4.2.D

Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-LITERACY.W.4.2.E

Provide a concluding statement or section related to the information or explanation presented.

CCSS.ELA-LITERACY.W.5.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CCSS.ELA-LITERACY.W.5.2.A

Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

CCSS.ELA-LITERACY.W.5.2.B

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

CCSS.ELA-LITERACY.W.5.2.C

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

CCSS.ELA-LITERACY.W.5.2.D

Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-LITERACY.W.5.2.E

Provide a concluding statement or section related to the information or explanation presented.

CCSS.ELA-LITERACY.W.4.7

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

CCSS.ELA-LITERACY.W.4.8

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

CCSS.ELA-LITERACY.W.5.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)

CCSS.ELA-LITERACY.W.5.6

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

CCSS.ELA-LITERACY.W.5.7

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

CCSS.ELA-LITERACY.W.5.8

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

This course, designed for fourth and fifth grade students, teaches and reviews foundational writing skills  and explores various types of writing styles. It aims to help students become stronger, more educated writers using small projects and writing assignments throughout the term. The course also includes a review of grammar rules and best practices for writers aided by discussions and group activities.

The students and instructor will meet virtually once a week for nine weeks, with each session lasting 90 minutes. The class will take two weeks for detailed study and practical application of the four main writing styles: narrative, descriptive, persuasive, and expository. Students should leave this course with a reinforced understanding of core writing concepts, ultimately making them more comfortable and confident writers.

Materials Required:

Notebook, pencil, colored pen, and access to printer (helpful but not required).

Weekly Overview:

Week 1: Introduction to Writing

• Write and share self introductions

• Lesson: Good Writing Habits

• Introduce Paragraph Planner graphic organizer

Week 2: Narrative Writing Part 1

• Lesson: Steps of the Writing Process

• Introduce narrative style with reading sample

• Select topic and draft narrative story

Week 3: Narrative Writing Part 2

• Lesson: Using Transitions in Writing

• In-class activity: Transition words writing game

• Revise narrative story

Week 4: Descriptive Writing Part 1

• Lesson: Parts of Speech in Descriptive Language

• Introduce descriptive style with reading sample

• Begin sensory writing assignment

Week 5: Descriptive Writing Part 2

• Lesson: Adding Details to Writing

• In-class peer review of sensory writing draft

• Revise sensory writing assignment

Week 6: Persuasive Writing Part 1

• Lesson: Facts vs. Opinions

• Introduce persuasive style with reading sample

• Draft persuasive letter or email using OREO format

Week 7: Persuasive Writing Part 2

• Lesson: Etiquette for Letter and Email Writing

• In-class activity: Proofread and correct sample letters 

• Revise and share letter or email

Week 8: Expository Writing Part 1

• Lesson: Research and Summary Writing

• Introduce expository style with reading sample 

• Read and outline article using RRLC strategy

• Begin drafting article summary

Week 9: Expository Writing Part 2 and Review

• Lesson: Writing Strong Introductions and Conclusions 

• In-class activity: Practicing paragraph structure

• Revise article summary

Instructor: Maria Christini

Miss Maria Christini holds a Bachelor of Arts degree in Early Childhood Education from Cedarville University in Ohio. She is certified to teach PreK--4th grade and has several years' experience as an elementary teacher and a private tutor. She has completed fieldwork in a number of diverse classrooms in multiple states. She is currently a teacher in a combined classroom of third through fifth grade students at a private school. Miss Maria lives in northeast Pennsylvania and is excited to continue teaching virtually with NCCAE. 

Overview: This upper elementary class focuses on the elements of poetry to gain a better understanding of poetry and a greater ability to write poetry. These elements include images, metaphors, symbols, words, sounds, rhythms, shapes, and tones. Each week, students will focus on one of these elements in detail, analyze them in specific poems, and complete writing activities to put these ideas into practice. Students will also have the opportunity to memorize and recite poetry. By the end of this course, students should be able to identify elements of poetry, understand their purposes, and implement the elements into their own poetry writing.

Materials needed: writing notebook, pens/pencils, Google account to access Google Classroom.

Week 1: Images

Introduction to poetry with a focus on images — either a literal or concrete detail in a poem which is used for sensory purposes. They create sensations or pictures through the use of specific language. This includes figurative language and figures of speech. We will read and analyze several poems from authors such as Rainer Maria Rilke, Jean Toomer, Walt Whitman, and Robert Louis Stevenson. We will complete activities to foster an understanding and application of images in poetry.

Week 2: Metaphor

This week we will study metaphors — figures of speech where two unlike items are compared. They encourage us to view the world differently. In poetry, metaphors become an art form, helping the reader use their imagination or facilitate images to move the reader. We will read and analyze poetry by William Butler Yeats, Emily Dickinson, William Wadsworth, and Robert Frost. We will participate in activities to practice using metaphors in poetry.

Week 3: Symbols

For the third week, we will focus on symbols — images standing for something beyond themselves, such as a sign or token. We will also learn about conventional and literary symbols and the characteristics of symbols on poetry. We will read and discuss poems by Michael Collier, Robert Frost, and William Blake, and then practice identifying and using symbols in poetry.

Week 4: Words

This week we will focus on the importance of words in poetry — singular or multiple meanings, parts of speech, and combination with other words. We will discuss the difference between denotation and connotation, as well as formal and informal diction. To practice our newfound knowledge, we will read and complete activities surrounding poems by William Carlos Williams, Hilda Doolittle, and T.S. Eliot.

Week 5: Sound

For the fifth week, we will study the music of poetry — sound. In poetry, words are chosen specifically for their sound, in addition to their meaning. We will also study the use of rhyme, alliteration, and certain musical poetry, such as narrative poems and ballads. We will read poems by Gerard Manley Hopkins, E.E. Cummings, Sir Walter Raleigh, and Robert Burns. We will then complete rhyming activities and write our own rhyming poems.

Week 6: Rhythm

Next we will study rhythm — which is sound anytime we use language and especially in poetry. Rhythm is used through stressed and unstressed syllables, with very rigid structure referred to as meter. We will read and discuss a variety of poetry for its rhythmic content, including authors such as Walt Whitman, A.E. Housman, Lewis Carroll, and Emily Dickinson. We will put our newfound knowledge into practice by writing and reciting rhythmic poems.

Week 7: Shape

This week we will study shape, or form, in poetry — an element that focuses on the visible form of a poem on the page. The main parts of form include the line, which distinguishes poetry from prose, and the stanza, which provides space and sequence to a poem (cinquains being an example). To jumpstart our application activities, we will read poetry by Robert Hayden, Henry Wadsworth Longfellow, Edna St. Vincent Millay, and Marianne Moore.

Week 8: Tone

For our final week, we will focus on tone — a poem’s viewpoint toward its themes or ideas. This involves studying how a poem is speaking, as opposed to simply what a poem is saying, to understand deeper feelings and meanings of the poem. We will study and read aloud several poems, including those by Robert Frost, Gerard Manley Hopkins, Annie Kantar, and Robert Louis Stevenson. Students will conclude the semester by reciting a poem.

 Instructor: Maria Christini

Miss Maria Christini holds a BA in Early Childhood Education and is a certified elementary teacher in the state of Pennsylvania. She began teaching virtual language arts classes with NCCAE in the fall of 2020. Over the years, she has also taught grades 1-5 in various

classroom settings, in addition to being a private tutor and nanny. Miss Maria has a passion for language arts and desires to share that with her students in meaningful and enjoyable ways.

This writing-intensive course is designed for students entering grades 6-7-8.

For this course, we will be laying a foundation for English writing across the curriculum. We’ll be covering ways to write building blocks for essays, to more creative endeavors like flash fiction and poetry, and even some of the basics of writing a good thesis statement. Students will engage in peer review of each other’s work. We’ll also practice writing in different mediums and formats! Students will leave with a portfolio to showcase their work by the end of the course with an accompanying reflection on their progress and growth as writers, as well as an opportunity to submit to Write Michigan's Short Story Contest. 

Description: Students will practice various types of writing, working through the writing process and receiving formative feedback on their work. We will also use class time to read short texts and excerpts to discuss and emulate style. Students should leave the class feeling more confident with their writing skills and with a toolbox of skills to approach any writing task.

Weekly Overview:

Week 1: Intro/Flash Fiction I

1.                   Introduction

2.                   Set Personal Writing Goals

3.                   Flash Stories/Styles (In-class discussion)

4.                   Flash Story Prompt for Week 2

Week 2: Flash Fiction II

1.                   Share flash stories

2.                   Revision Exercises (sentence level)

3.                   Peer Review of Flash Stories

4.                   Poems/Readings for Week 3

Week 3: Poetry I

1.                   Poetry styles (in-class discussion)

2.                   In-Class Group Poetry Exercises

3.                   Poetry Prompts/Readings for week 4

Week 4: Poetry II

1.                   Share Poems

2.                   In-Class Revision Exercises

3.                   Peer Review of Poems

4.                   Intro to Paragraphs/Thesis Statements for Week 5

Week 5: Short Essay/Thesis Statements I

1.                   Overview of Readings Good Short Essay Writing

2.                   Close Reading of our class text

3.                   In-class thesis statement/paragraph exercises

4.                   Prompts for Paragraph/Thesis Statement Exercises for Week 6

Week 6: Paragraphs/Thesis Statements II

1.                   Share paragraphs and draft thesis statements

2.                   Draft thesis statements peer review

3.                   Multimodal Project Prompt

Week 7: Revision and Multimodal Writing I

1.                   Revision Discussion (Before and After comparisons)

2.                   Multimodal Project Drafts Due

3.                   Peer Review Multimodal Projects

4.                   Reflective Writing/Portfolio Prompt

Week 8: Revision and Multimodal II/ Final Portfolio

1.                   Reflective Writing Due

2.                   Final Portfolios Due

3.                   Goal Discussion/Class Reading 

Instructor:  Joe Thornton

Mr. Joe Thornton holds a Master of Arts degree in English from Miami University of Ohio. He has taught courses in composition, literature, ESL, and creative writing, with special focus areas in multimodal writing and graphic literature. His nonfiction essays and short stories have appeared in The Ryder, Blue Lake Review,  Under the Gum Tree, and Killjoy Magazine. He is Co-Founder and Editor-in-Chief of the literary magazine Bad Pony. He lives and teaches writing in Southeast Michigan. 

This writing-intensive course is designed for students entering grades 6-7-8.  It is designed for students who have English as second language.

Instructor:  Joe Thornton

Mr. Joe Thornton holds a Master of Arts degree in English from Miami University of Ohio. He has taught courses in composition, literature, ESL, and creative writing, with special focus areas in multimodal writing and graphic literature. His nonfiction essays and short stories have appeared in The Ryder, Blue Lake Review,  Under the Gum Tree, and Killjoy Magazine. He is Co-Founder and Editor-in-Chief of the literary magazine Bad Pony. He lives and teaches writing in Southeast Michigan. 

This course will help students improve their writing skills by focusing on different styles of writing each week. We will start with shorter writing assignments at the beginning, and build into a larger project toward the end of our time together. By the end of the summer, each student will gain confidence in writing and be able to write across various genres, with a specific focus on essay writing. We will also develop students' analytical skills as well by preparing them to take standardized tests. The conclusion of the semester will culminate with submitting students' writing to Bennington College's Young Writers Awards. Students will also leave this class with a portfolio of work that they can shape into a personal essay that can be used for a college application. 

Week 1

Introduction to class. Unit 1: Personal/Creative Essays.

Week 2

Share Personal/Creative Essay drafts. Revision exercises.

Week 3

Begin Unit 2: Analytical Writing. Discuss literary analysis.

Week 4

Share Analytical essay drafts. Revision exercises. Begin discussing research methods.

Week 5

Begin Unit 3: Persuasive Writing Discuss argumentation styles.

Week 6

Review Persuasive essay drafts. Discuss logical fallacies. Revision exercises. Continue research methods.

Week 7

Begin Unit 4: Research essays. Review research essay drafts.

Week 8

Final research papers and completed writing portfolio.

Teacher :  Joe Thornton

Mr. Joe Thornton holds a Master of Arts degree in English from Miami University of Ohio. He has taught courses in composition, literature, ESL, and creative writing, with special focus areas in multimodal writing and graphic literature. His nonfiction essays and short stories have appeared in The Ryder, Blue Lake Review,  Under the Gum Tree, and Killjoy Magazine. He is Co-Founder and Editor-in-Chief of the literary magazine Bad Pony. He lives and teaches writing in Southeast Michigan.  This is his 3rd time teaching with NCCAE. 

About: This public speaking class will focus on understanding different styles of speech and presenting to improve public speaking skills. Students will practice gaining confidence and comfort in speaking in front of others through games, activities, and discussions, as well as presenting information about different topics.

Week 1

Introduction to Public Speaking

·        Introduction

·        “Get to Know You” Activities

·        Two truths and a lie

·        All About Me Presentation

·        Tips for Public Speaking

Week 2 & 3

Debate

·        What is debate?  Discussion

·        Tips on Speaking with Confidence

·        Pick and Prepare Debates

-Topics including:

Are Zoos Beneficial to Animals in Any Way? Are aliens real?  

Week 4 & 5

Impromptu

·        What is impromptu speaking?

·        Tips on learning to speak without preparation

·        Build a Story

-Students create a story by each student thinking on the spot to create the next part in the story

Week 6 & 7

Persuasive Speaking

·        Persuasive Speaking

·        Tips on how to make speeches convincing

·        Create an infomercial activity

-Students are given a product to talk about and convince the “audience” to buy it

·        Sales presentation – Students are given a brand and have to present about it

Week 8

Informative Speaking

·        Informative Speaking

·        Tips on speaking to inform or tell someone about a specific topic

·        Book Review Speech

-Students give a speech about their favorite books and why they would recommend it to someone

·        Final presentations

 Week 9: Student’s Choice

·   Students will be the focus of the discussion – asking questions and providing activities they would like to work on before wrapping up the class to get ready to use their public speaking skills in everyday situations

If you have any questions – feel free to email me at shannonnierman@gmail.com

Teacher  Introduction:  Ms. Nierman 

Ms. Nierman will be teaching this public speaking/speech class.  She has been a part of the speech community for 12 years.  She debated in both high school and college and currently coach debate, as well as judge forensics.  Besides helping students after school with public speaking, She is  also a 3rd grade teacher in Detroit.

About: This public speaking class is a continuation for students that have taken a previous public speaking course through the program.  Students increase their knowledge of public speaking styles such as debate, forensics, impromptu, presentations, sales, and extemporaneous skills. They will review these styles through discussions, new games and activities, presentations, as well as some research on given speeches. 

Week 1: Informative Speaking

Students will practice informative speaking; focusing on speeches in which they inform the audience about a specific topic, product, or person

·   Informative Invention Activity – Students will inform others about an object as if we do not know what it is – the idea is to strengthen how we provide and present information to someone through speech and conversation

 Week 2: Impromptu

Students will practice speeches that require no preparation time.  They will learn to strengthen confidence in “thinking on their feet”

·   Background Activity – Students will be given a topic to give audience  the background and understanding of it on the spot

·   Continuation Stories – Students will go person by person adding onto each other’s story to form a complete story with everyone’s participation – students will not know what the other students will say until seconds before their turn

 Week 3: Debate

Students will practice debate through argumentation; picking topics of interest and understanding both sides to it 

·   Students will be given topics that have different arguments for and against that idea; they will prepare and present those points as well as answer questions from the audience (other students in the class)

Week 4: Debate & Forensics

Students will move a step further within their debate skills, presenting their strengths and weaknesses of a topic with prior research to support their points 

·   Students will do prior research on the topic, providing specific sources and evidence to support their positions in the debate – this time their classmates will be their opponents

Week 5: Extemporaneous

Students will practice giving speech topics with limited preparation time.  The will have various topics to quickly write out notes and/or research before presenting the speech.

Week 6: Broadcasting

Students will practice confidence and tone in speaking when learning broadcasting.  They will pretend to be news anchors covering different stories.  This will teach them presenting information to an audience and focus on the topic.

·   News Anchor Activity – Students will play the role of a news anchor practicing their ability to discuss and inform audience about the topic, while also focusing on their presentation of how they reveal the news

Week 7: Sales

Students will research a product and gives a sales presentation on what they have found.  They will look up pricing, description of the product, as well as a catchy slogan to get the audience interested in their product.

·   Sales Presentations – Students will research a product or game convincing the class that their product should be picked over any of the competition; allowing the students practice in organization with information and data in speeches

Week 8: Personalized Speeches

Students with have various personalized speeches to construct to start wrapping up the class. Students will practice speaking in a job interview, college admission interview, class president school speeches, and much more. 

Week 9: Student’s Choice

Students will be allowed to provide feedback on what they would like to practice before concluded the class. It can range from a style we’ve practiced to anything that they would like to gain and prepare for before utilizing these strategies in the real world and other classes! 

If you have any questions – feel free to email me at shannonnierman@gmail.com 

Teacher  Introduction:  Ms. Nierman 

Ms. Nierman will be teaching this public speaking/speech class.  She has been a part of the speech community for 12 years.  She debated in both high school and college and currently coach debate, as well as judge forensics.  Besides helping students after school with public speaking, She is  also a 3rd grade teacher in Detroit.

This debate class will focus on understanding debate and argumentation.  Students will be able to use and practice critical thinking skills.  They will practice making persuasive arguments in a series of activities and debates.  Students will also learn how to question opponents and analyze information presented, as well as gain research skills to find accurate information for debates. 

Syllabus (tentative)

Week 1: Introduction to Debate

·        Introduction to debate and argumentation

·        “Get to Know You” Activities

·        Tips for Public Speaking

·        Focus on Debate – what is it?

·        How to act, look, and present your information

·        Introduction to types of debate styles

Week 2 & 3: Persuasive Speaking & Mini Debates

·        Tips on Speaking with Confidence

·        What is persuasive speaking?

·        Infomercial Game – Students will have to inform and persuade others about a product, putting into use persuasion and speaking tips learned in earlier discussions

·        Pick and Prepare Debates

·        Organize mini-debates and points for the debate

·        Present mini-debates

Week 4 & 5: Questioning & Note Taking in Debate

·        Questioning activity – Students will learn to ask direct questions during a debate and throughout speeches

·        Demonstration debate – Students will practice asking relevant questions from the practice debate

·        Flowing – Learning to take notes during speech and debate

·        Absurd statements game – Students will have to give arguments supporting silly topics

Week 6 & 7: Learn to Research, Role of the Judge, & Present Debates with Evidence

·        Research discussion

·        Finding good and bad quality evidence

·        Reading evidence and finding sources

·        Role of the judge discussion – Understanding debate from the audience or judge perspective

·        Structure and present debates with evidence  

Week 8: Impact Calculus Tournament & Final Debates 

·        Impact calculus – Learning how to weigh arguments – deciding whether the pro or con side of the debate has the worse impact

·        Impact framing tournament

·        Present final debates

·        Final Q & A and reflection on debate  

Week 9: Student’s Choice

Students will be allowed to provide feedback on what they would like to practice before concluded the class. It can range from a style we’ve practiced to anything that they would like to gain and prepare for before utilizing these strategies in the real world and other classes! 

Teacher  Introduction:  Ms. Nierman 

Ms. Nierman will be teaching this public speaking/speech class.  She has been a part of the speech community for 12 years.  She debated in both high school and college and currently coach debate, as well as judge forensics.  Besides helping students after school with public speaking, She is  also a 3rd grade teacher in Detroit.

AG Bootcamp will be hosted at Schoolcraft College for two weeks straight in the weekday evenings. Tentative schedule: 7/10 ~ 7/13 and 7/17~7/20, 6:30pm to 8:30pm. The class size is 10 ~ 15 students (Grade 3 ~ 5th, never play AG before).

Pre-Algebra is a transition course from elementary school arithmetic to middle school algebra. This course can help students to establish good mathematical thinking habits from the beginning, deepen the grasp of basic concepts and basic knowledge, and lay a solid foundation for mathematics learning throughout the middle school and high school period. 

Course plan:  This course needs a total of 22 lessons to cover the entire contents, starting from the summer until mid-December. After completing this course, the student can continue to take Algebra-1 class in the following session. 

About the instructor: PhD in engineering, working in area of engineering design, computation and analysis for automotive industry. He is passionate in mathematics and has been exploring school math for many years. He has unique insights into the system, characteristics and methods of school mathematics. He is enthusiastic about mathematics teaching, hoping to improve students' learning ability and mathematics level, and helping students to lay a solid foundation for future study.

The course will follow the structure in math text books published by McGraw-Hill. 

Algebra 1 is the foundation of middle/high school mathematics. This course can help students establish good mathematical thinking habits, strengthen the understanding of basic concepts, improve problem solving skills, and build a solid foundation for high school math classes. This course is for incoming 6-8 graders who have completed pre-algebra classes. 

Course plan:  This course needs a total of 22 lessons to cover the entire contents, starting from summer until mid-December. After completing this course, the student can continue to take Geometry class in the following winter/spring session. 

About the instructor: PhD in engineering, working in area of engineering design, computation and analysis for automotive industry. He is passionate in mathematics and has been exploring school math for many years. He has unique insights into the system, characteristics and methods of school mathematics. He is enthusiastic about mathematics teaching, hoping to improve students' learning ability and mathematics level, and helping students to lay a solid foundation for future study.

The course will follow the structure in math text books published by McGraw-Hill. 

Algebra 2 is the expansion and enhancement of Algebra 1, and also preparation for the Precalculus class. This course can improve mathematical thinking capability, understanding of high school algebra, and build a solid foundation for higher level mathematics courses. This course is for incoming 7-9 graders who have completed algebra-1 class. 

Course Plan: This course needs a total of 22 lessons to cover the entire contents, starting from summer until mid-December. 

About the instructor: PhD in engineering, working in the area of engineering design, computation and analysis for automotive industry. He is passionate about mathematics and has been exploring school math for many years. He has unique insights into the system, characteristics and methods of school mathematics. He is enthusiastic about mathematics teaching, hoping to improve students’ learning ability and mathematics level, and helping students to lay a solid foundation for future study. 

The course will follow the structure in the math textbook published by McGraw-Hill.

MathCounts is the most prestigious middle school math competition in the United States. Participants are students in grades 6-8 and organized by middle schools. Students participate at school, regional, and state level competitions, and eventually, each state forms a team of 4 players to participate in the national competition in May.

AMC-10 (American Mathematics Contest), is a mathematical competition organized by the Mathematics Association of American, open for all students who are grade 10 and below. This is the first-level competition in selecting the US Math Olympiad team. Hundreds of thousands of students participate every year. Each year, the top 5,000 students at AMC-10 and AMC-12 contests will advance to the next round test: American Invitational Mathematics Examination (AIME).

This course is helping incoming 5-9 graders to prepare for MathCounts and AMC-10 Competition, teaching the problem solving strategies. The content includes algebra, geometry, number theory, combination and probability. Past MathCounts and AMC-10 questions will be used in the class, and the books from AOPS (Art of Problem Solving) can be used as the reference. 

A placement test will be conducted before the class starts, based on the scores of the test, students will be arranged to different levels (MC-beginner, MC-intermediate, MC-advanced/AMC-10). The class size is around 10-15 students.

Each week there will be 2 hours in person instruction at Schoolcraft College. Teachers will introduce various mathematical concepts, and explain the problem solving strategies. Homework will be assigned every week, typical time to complete the homework is about 2 ~ 3 hours. Students submit their answers before the next class. The teacher will explain selected homework questions in the following class. There will be one hour of open office (Zoom meeting) every week, and the teacher can have one-on-one Q & A sessions with the students during this hour.

About the instructors: 

Jason Zhang is a rising senior at Canton High School. He is a six times AIME qualifier and a 2 times USAMO qualifier, as well as receiving a CMO honorable mention in 2022. He taught many summer math classes last year at NCCAE and has a lot of experience in teaching competition math.

Michael Lu is a rising junior at Phillips Exeter Academy. He qualified for the MathCounts National Competition 3 times in middle school and has qualified for the AIME five times and the USAJMO twice. Michael also tutors peers in Math, Physics, and Computer Science. In addition, Michael was a key organizer for the Exeter Math Club Competition (EMCC), a highly regarded middle school math competition. In his free time, Michael enjoys playing card games, soccer, and spending time with his dog Bella. 

Brian Zhang is a rising junior at Northville High School. Michigan National MATHCOUNTS team in 2021, Distinction Honor Roll in the 2021-2023 AMC-10 and Distinction in AMC-12 in 2023; 3 times USA Junior Mathematical Olympiad (USAJMO) qualifier and Honorable Mention in 2023. Has taught MathCounts for three years.

Bryan Chen is a rising junior at Phillips Exeter Academy. He has studied math for many years, participating in competitions such as AMC and Mathcounts. He placed in the top 100 of high schoolers in the Michigan Math Prize Competition (MMPC) when he was in 7th grade, and USAJMO winner in 2022. He also qualified for USAPhO in 2023. He likes to run track and play piano.

Jackson Gong is a rising sophomore at Northville High School. He was awarded the Distinction Honor Roll in 2021-2023 AMC-10 and qualified for AIME three times. He ranked Michigan second in the individual round of the 2022 ARML competition. He taught MathCounts in Hillside Middle School in 2022-2023 school year. 

Drawing, Painting & Design - 1 class (age 4 -7, Saturday, 1-2:00pm ) will introduce and practice the basic skills of drawing , painting and design ,  with the aim of cultivating children's interest in drawing & painting and developing imagination & creativity.  Including teaching cartoon, basic sketching , craft and watercolor. No drawing and painting experience necessary! The teacher will adjust content based on age, level and interest.

Instructor: Yanhong Ye

Ms. Ye obtained Master of Business Administration from University of San Francisco. She is the director  of a licensed art studio. She has taught  Drawing basic and advanced techniques (class A: age 4-7 and class B: age 8+) in MNCCS since 2019 and joined NCCAE in the summer of 2020 for "Drawing and painting" 2 Art classes (age 4-7 and age 8+)

Drawing, Painting & Design - 2 class (age 8+, Saturday, 2:00-4:00pm) , we will focus on the application and practice of hand-drawn & painted skills in design. No drawing and painting experience necessary. The teacher will adjust content based on age, level, and interest.

The class mainly teaches basic skills of hand drawing and painting to apply to real life and future design careers (such as architecture, advertising, fashion, products, etc.), including teaching sketching, cartoons, watercolor , acrylic and craft. Learning perspective, shading,  color theory, layout and composition, etc in design application, and simultaneously teaching  elements of art and  principles of design. We mainly aim to cultivate interests and hobbies, practice  how to be accurate, and quickly create designs to develop and achieve their individual goals.

Instructor: Yanhong Ye

Ms. Ye obtained Master of Business Administration from University of San Francisco. She is the director  of a licensed art studio. She has taught  Drawing basic and advanced techniques (class A: age 4-7 and class B: age 8+) in MNCCS since 2019 and joined NCCAE in the summer of 2020 for "Drawing and painting" 2 Art classes (age 4-7 and age 8+)

In this class, students will experiment with digital drawing using the Procreate app. The class is perfect for students who have little or no experience in digital art. We will start with teaching the basics of techniques: set-up digital workplace, the use of different paintbrushes, color palette, layers, shapes, plus other fun digital drawing tips and tricks. Once students are familiar with the app, they will use it to quickly capture their imagination. For each class, students will follow the instructor to do in-class drawing practices. The practice includes various drawing topics:  food, animal, character, festival, and much more. 

Students will need to have an iPad and an Apple Pencil, also need ProCreate app ($10 at Apple App store). An iPad Pro is recommended but not required.

Instructor: Yanhong Ye

Ms. Ye obtained Master of Business Administration from University of San Francisco. She is the director  of a licensed art studio. She has taught  Drawing basic and advanced techniques (class A: age 4-7 and class B: age 8+) in MNCCS since 2019 and joined NCCAE in the summer of 2020 for "Drawing and painting" 2 Art classes (age 4-7 and age 8+)

This beginner’s course will help students to develop core transferable skills that can apply to any area of 3D design (from furniture to lifestyle products, tableware, home office, lighting, and more) and beyond, giving you an insight into how they all work, and an idea of different areas that use 3D design. Not only will this course allow you to gain basic design skills and an understanding of the concepts, these skills and understandings will benefit you in many other aspects, both STEM related (math, spatial awareness, problem solving, and logic) and not (creativity, flexibility, and project planning). During the following months, we will be teaching STEM and engineering using TinkerCAD, with a focus on project-based learning. You will learn how to use the mechanics of 3D CAD Software to bring your design into reality. We will create a variety of different objects, from dream houses to action figures to a personal logo using the powers of CAD. The software we will be mainly focusing on in this beginner’s course is Autodesk's TinkerCAD, a well renowned educational CAD platform with over 50 million registered users and 7 million monthly active users. We will also spend a short period of time introducing the mechanics of Fusion 360, in order to give our students a basic understanding of more advanced CAD software.

Instructor: Yun Chen

Dr. Yun Chen is Sr. Software Architect at Autodesk, where he has spent his past 20 years working on major CAD software to help manufacturing designers to be more productive on products like Autodesk Invertor and Vault.  Yun has a Ph.D. degree from Purdue University with focus on Structures and Materials. 

NCCAE Chess class has consistently achieved impressive results in various local chess competitions. Children who love to play chess also want to continue sharpen their skills. Coach Joshua will continue to run the chess classes. This spring, Chess classes is focus for the beginner level. Coach will have one specific topic to cover and the students will have opportunities to compete with each other in a mini tournament on each class.

Children in beginner class do not require any previous knowledge of chess.

Coach: 

Joshua Posthuma is 2018 and 2019 Michigan State Champion. He earned the NM title in Chicago at age 15, and earned the FM title by scoring 9/9 in the 2018 Michigan Invitational at age 18. I'm actively working towards the IM title. 

Since graduating from West Ottawa High School in May of 2018, he has been making a living teaching chess lessons and has taught beginner, intermediate and advanced chess class in NCCAE and MNCCS since 2018 and working with NCCAE from 2020.. 

NCCAE Chess class has consistently achieved impressive results in various local chess competitions. Children who love to play chess also want to continue sharpen their skills. Coach Joshua will continue to run the chess classes. Chess classes are divided into primary, intermediate and advanced classes based on the level. Coach will have one specific topic to cover and the students will have opportunities to compete with each other in a mini tournament on each class.

There will be a placement test about one week before the semester. 

Children in beginner class do not require any previous knowledge of chess.

Children in the intermediate and advanced classes need to have  some chess knowledge and have at least one-year of experience playing chess.

Coach: Joshua Posthuma is 2018 and 2019 Michigan State Champion. He earned the NM title in Chicago at age 15, and earned the FM title by scoring 9/9 in the 2018 Michigan Invitational at age 18. I'm actively working towards the IM title. 

Since graduating from West Ottawa High School in May of 2018, he has been making a living teaching chess lessons and has taught beginner and intermediate chess class in MNCCS since 2018 and working with NCCAE from 2020.

NCCAE Chess class has consistently achieved impressive results in various local chess competitions. Children who love to play chess also want to continue sharpen their skills. Coach Joshua will continue to run the chess classes. Chess classes are divided into primary, intermediate and advanced classes based on the level. Coach will have one specific topic to cover and the students will have opportunities to compete with each other in a mini tournament on each class.

There will be a placement test about one week before the semester. 

Children in beginner class do not require any previous knowledge of chess.

Children in the intermediate and advanced classes need to have  some chess knowledge and have at least one-year of experience playing chess.

Coach: Joshua Posthuma is 2018 and 2019 Michigan State Champion. He earned the NM title in Chicago at age 15, and earned the FM title by scoring 9/9 in the 2018 Michigan Invitational at age 18. I'm actively working towards the IM title. 

Since graduating from West Ottawa High School in May of 2018, he has been making a living teaching chess lessons and has taught beginner and intermediate chess class in MNCCS since 2018 and working with NCCAE from 2020.. 

《西游记》是中国古典文学四大名著之一，叙述了唐僧师徒四人去西天取经的故事。 情节跌宕起伏，读起来让人欲罢不能。故事以外，书中的字里行间还洋溢着博大精深的中华文化。它涵盖了丰富的地理、历史、宗教和语言知识，集大中华文化于一书，是学生在语言中学文化，在文化中学语言的上佳选材。暑假让学生暂时离开稍显枯燥的中文课本，和唐僧师徒四人一起来探险吧！本课程阅读量较大，建议十岁以上学生报名。

课程安排：

第一周   第一回：美猴王出世        第二回：猴王学本领

第二周   第三回： 喜得金箍棒       第四回：不当养马官

第三周   第五回：大闹蟠桃会        第六回：天兵战大圣   第七回：被压五行山

第四周   第八回：唐僧救悟空        第九回：降伏小白龙

第五周   第十回：计收猪八戒        第十一回：大战流沙河

第六周   第十二回：三打白骨精    第十三回：八戒讨救兵

第七周   第十四回：三借芭蕉扇    第十五回：真假美猴王

第八周   第十六回：取经回大唐

主讲老师：李军

李军老师执教于新世纪中文学校多年。她善于运用多媒体手段，情景交融地使孩子们在趣味中学习中国语言及文化。课堂上她耐心讲解，循循善诱，鼓励每个孩子与老师的互动，激发与培养学生对中文的兴趣。李军老师丰富的教学语言，严谨认真，却不乏风趣幽默的教学风格深受广大学生和家长的喜爱和认可。

教学对象：一 二 三年级水平的孩子，至少要会拼音。

教学目标：

阅读是所有学科的基础。学好阅读，收益终身。该课程主要针对一年级以上，有一定识字基础并且会拼音的孩子。课旨在培养学生良好的阅读习惯, 训练独立思考的能力。在阅读的过程中理解美词美句，加强对于文章的整体理解，从而提高阅读能力，培养概括能力和理解能力。课程中所采用的文章难度均在部编版《语文》一年级上下难度。（有部分会文章会来自《语文》教材） 

主讲老师：盛欣老师

盛老师热爱中文教学，上课认真负责，有很强的亲和力，善于创建一个轻松愉快的课堂氛围。对于每一节课都有着严谨的教学计划，同时结合多媒体让课堂变的更加生动活跃。在整学年的课程中让同学们在学习中能够循序渐进，增强学习中文的信心和热情，为中文的学习打好良好的基础。

Course Overview

The intensive camp will help students prepare USACO.  More detailed the syllinformation will come soon. 

Course Overview

Scratch Jr is an introductory programming language that encourages creativity and expression, enabling five- to seven-year-old children to create their own interactive projects through coding. It provide young children with opportunities to design, create, and express themselves. Using Scratch Jr, children can use the programming blocks to bring their characters to life.

Distinct from the conventional coding courses, we build our learning system around decreasing levels of encapsulation of AI technologies from major names in the industry, such as Google, IBM, Microsoft and Aliyun, to facilitate AI projects from early on.

We design our course contents to suit the different learning needs of students so all age groups can be exposed to the concept and the practice of artificial intelligence at their respective developmental maturities. We organize Maker competitions, workshops and summer camps so students can engage in innovative activities at full scale.

All contents are delivered via practical projects effecting theories of artificial intelligence into applications using engineering principles. Students take initiatives to learn in a fun and engaging manner, building confidence in their engineering skills and gaining true understanding of artificial intelligence.

Course Overview

Extending from Google’s CS First themed curriculum, we introduce grades 2-5 students (7 years-old and up) to coding principles, all in project-based activities. Kids will systematically learn to program in Scratch, meanwhile explore storytelling techniques, build fun games and craft interesting presentations. The projects will showcase their creativity with the aid of coding and digital designs.

Distinct from the conventional coding courses, we build our learning system around decreasing levels of encapsulation of AI technologies from major names in the industry, such as Google, IBM, Microsoft and Aliyun, to facilitate AI projects from early on.

We design our course contents to suit the different learning needs of students so all age groups can be exposed to the concept and the practice of artificial intelligence at their respective developmental maturities. We organize Maker competitions, workshops and summer camps so students can engage in innovative activities at full scale.

All contents are delivered via practical projects effecting theories of artificial intelligence into applications using engineering principles. Students take initiatives to learn in a fun and engaging manner, building confidence in their engineering skills and gaining true understanding of artificial intelligence.

Course Overview

Scratch+ Game Design is centered around the various logic concepts used within many common games. Students will apply their basic knowledge of scratch as well as new important logic and computer science concepts through recreating existing and original games. Students can express their creativity through game design. The course focuses on the application of code in original game mechanics created by the students. 

Overview 

This course builds off a basic understanding of coding through scratch and introduces more advanced concepts through the creations of popular games.

 Contents 

●  Classic Games 

Unit 1: Maze Game 

Unit 2: Platformer 

Unit 3: Tower Game 

Unit 4: Breakout 

Unit 5: Snake 

●  Modern Game 

Unit 6: Top-down Shooter 

Unit 7: Scrolling Platformer 

Unit 8: Online Multiplayer Board Game 

Unit 9: Online Multiplayer Fighting Game 

Syllabus: https://school.thinkland.ai/syllabus/ 

Curriculum: https://school.thinkland.ai/curriculum.pdf 

Course Overview

Have you ever wondered how Alexa could always find an answer to your whimsical questions? We have and we figured that out, in Scratch. Using the proprietary AI platform built by Thinkland.ai, we introduce grades 4-8 students to the concept of machine learning and its applications in real life. Learning with 10 projects from different AI focuses all implemented in Scratch, the kids will explore the meanings of artificial intelligence in our daily life and the engineering principles behind these AI-based applications.

Distinct from the conventional coding courses, we build our learning system around decreasing levels of encapsulation of AI technologies from major names in the industry, such as Google, IBM, Microsoft and Aliyun, to facilitate AI projects from early on. We design our course contents to suit the different learning needs of students so all age groups can be exposed to the concept and the practice of artificial intelligence at their respective developmental maturities. We organize Maker competitions, workshops and summer camps so students can engage in innovative activities at full scale.

All contents are delivered via practical projects effecting theories of artificial intelligence into applications using engineering principles. Students take initiatives to learn in a fun and engaging manner, building confidence in their engineering skills and gaining true understanding of artificial intelligence.

Course Overview

Get started with an introductory session for those interested in learning Python, programming, and how to use programming in various mathematical and scientific tasks. Students will install Python 3.8, learn the basics of Python programming, and apply the basics to various tasks. And then gradually expand to computational thinking skills behind software application design.

*Python course duration: Session#1 -> Session#2 -> Session#3 -> Session#4. 

Distinct from the conventional coding courses, we build our learning system around decreasing levels of encapsulation of AI technologies from major names in the industry, such as Google, IBM, Microsoft and Aliyun, to facilitate AI projects from early on.

We design our course contents to suit the different learning needs of students so all age groups can be exposed to the concept and the practice of artificial intelligence at their respective developmental maturities. We organize Maker competitions, workshops and summer camps so students can engage in innovative activities at full scale.

All contents are delivered via practical projects effecting theories of artificial intelligence into applications using engineering principles. Students take initiatives to learn in a fun and engaging manner, building confidence in their engineering skills and gaining true understanding of artificial intelligence.

Course Overview

Python PyGame course introduces computational thinking skills behind software application design and PyGame. The project-based approach employs a pedagogical sequence: project demo -> requirements analysis -> problem presentation -> solution proposal and implementation -> reinforcement of syntax and coding concepts. The basics of a popular Python library (pygame) bridgesthe concepts common in computer game development while further developing the students’ software development skills. 

Contents 

Part I - Design and Implementation of Games (and Applications) 

1. Interlude - Using the Debugger (1 hour) 

2. Project 4a - Designing Hangman with Flowcharts (1.5 - 2 hour) 

3. Project 4b - Writing the Hangman Code (2 - 3 hours) 

4. Project 4c - Extending Hangman (2 hours) 

5. Project 5 - Tic-Tac-Toe (3 - 4 hours) 

6. Project 6 - The Bagels Deduction Game (2 – 3 hours) 

7. Interlude - The Cartesian Coordinate System (1 hour) 

8. Project 7 - Sonar Treasure Hunt (4 hours) 

9. Project 8 - Caesar Cipher (2 – 3 hours) 

10. Project 9a - The Reversegam Game (4 – 5 hours) 

11. Project 9b - Reversegam AI Simulation (2 – 3 hours) 

Part II - Introducing PyGame - 2-D Graphics Game Design using Python 

1. Project 10 - Creating Graphics (1.5 – 2 hours) 

2. Project 11 - Animating Graphics (1.5 – 2 hours) 

3. Project 12 - Collision Detection (1.5 – 3 hours) 

4. Project 13 - Using Sounds and Images (1.5 – 3 hours) 

5. Project 14 - A Dodger Game with Sounds and Images (1.5 – 3 hours) 

Syllabus: https://school.thinkland.ai/syllabus/ 

Curriculum: https://school.thinkland.ai/curriculum.pdf 

Course Overview

An in-depth course detailing everything related to java, from basic concepts of how a computer functions to advanced concepts that appear on the AP exams. This course blends rigor with fun as students participate in hands-on projects and labs to better understand the language of java and take the step into more advanced coding.

Distinct from the conventional coding courses, we build our learning system around decreasing levels of encapsulation of AI technologies from major names in the industry, such as Google, IBM, Microsoft and Aliyun, to facilitate AI projects from early on.

We design our course contents to suit the different learning needs of students so all age groups can be exposed to the concept and the practice of artificial intelligence at their respective developmental maturities. We organize Maker competitions, workshops and summer camps so students can engage in innovative activities at full scale.

All contents are delivered via practical projects effecting theories of artificial intelligence into applications using engineering principles. Students take initiatives to learn in a fun and engaging manner, building confidence in their engineering skills and gaining true understanding of artificial intelligence.

Course Overview

Data Structure & Algorithms course explores the fundamentals of computer science as well as some of their applications. We will discuss theory and, when the rubber meets the road, we will be using python, but these concepts are applicable across many common programming languages. This course prepares you to understand computer science from the ground up and further exercise critical thinking when you code. 

Contents Level #1 (20 hours) 

1. Pseudo-code 

2. Linear Data Structures & Simple Algorithms • Lists • Linear search • Find max/min • Selection Sort • Queues • Linked Lists 

3. Nonlinear Data Structures & Related Algorithms • Binary trees • Binary search trees • Binary search on binary search trees • Breadth-first search 

Syllabus: https://school.thinkland.ai/syllabus/ 

Curriculum: https://school.thinkland.ai/curriculum.pdf 

Course Overview

HTML&CSS course serves as a beginner’s guide to HTML and CSS, the major programming languages used to build static websites in the current technologically active age. Through this course, students will learn HTML and CSS in a fun, interactive, and project-based curriculum and develop key web development and design skills. Additionally, students will learn how to properly apply these two powerful languages in building websites of their very own. 

Overview 

This course covers the fundamental principles of programming and introduces the syntax and semantics of HTML in level 1 and CSS in level 2. 

Contents

 Level 1 - HTML5 

● Unit 1: Basic Elements and Structure 

● Unit 2: Parent and Child Relationship 

● Unit 3: Media Elements 

● Unit 4: Readability and Semantics 

● Unit 5: Tables and Forms 

Level 2 - CSS 

● Unit 6: In-Line Styling 

● Unit 7: Embedded CSS 

● Unit 8: External CSS 

Final Project – Create your own Landing Page 

● Part 1: Creating your Company 

● Part 2: Creating it’s Landing Page 

● Part 3: Sharing and Presenting your Website 

Syllabus: https://school.thinkland.ai/syllabus/ 

Curriculum: https://school.thinkland.ai/curriculum.pdf 

Course Overview

Introduction to machine learning course is for those who have basic knowledge of Python programming and are curious about the magic behind Artificial Intelligence (AI). It covers machine learning key concepts, design principles, and classic algorithms from the widely used traditional algorithms to the booming technology of deep learning and neural networks. The students will be guided to solve real-world problems with what they learn and enjoy the fun of building AI projects from scratch. 

Purpose: 

• Inspire and cultivate the students' interests in machine learning and AI. 

• Give a systematic introduction to machine learning concepts, algorithms, applications, and design principles. 

• Provide hands-on experience in building AI projects from scratch. 

• Lay the foundation for the future learning of advanced machine learning courses and cutting-edge AI technologies. 

Highlights: 

• Systematically designed and covers from the very basic concepts to the cuttingedge technologies. 

• Based on the principle of “learning by doing”, enables the students to solve realworld problems and crack the competitions. 

• Designed for youth with vivid teaching, free from dull theory and full of fun. 

Contents 

• Topic 1: Introduction to machine learning basics [1] 

• Topic 2: Decision Trees [4] o Project: Who wants to buy a Switch? 

• Topic 3: K-Nearest Neighbors (KNN) [4] o Project: Movie recommendation 

• Topic 4: Linear Regression [4] o Project: House price prediction 

• Topic 5: Image Processing and Computer Vision [4] o Project: Filter design 

• Topic 6: Deep Learning and Neural Networks [4] o Project: Sentiment analysis 

• Topic 7: Image Classification and Face Recognition [6] o Project: Emotion classification 

• Topic 8: A Tour of Modern Machine Learning Technologies [1] o GAN, reinforcement learning, ... 

Skills to develop - Understanding of machine learning and artificial intelligence 

Arduino for Robotics course combines the world of electronics with software and make your project ideas come to life! Whether it's programming your own smart watering device that will automatically water your plants according to the correct moisture level, or making a suntracking solar array, our Arduino course is the right place to start. You'll learn the basics of electronics and programming in Arduino C, while at the same time, incorporating the knowledge you learn into projects that you're passionate about. The future of microcontrollers is now and explore all the possibilities that Arduino has to offer! 

Contents 

Arduino I (Level 1) 

● Unit #1 – Introduction Projects: Using tinkercad, create a simple circuit to power an LED

● Unit #2 - Ohm’s Law, and short circuits Projects: Ohm’s law practice problem with circuit diagram 

● Unit #3 - Basic Electrical Components Projects: Make a rainbow of LED’s 

● Unit #4 - Arduino Programming Projects: Serial Communication between 2 arduinos 

● Final Project: Button control, Multi-mode LED Strip (Fade, Strobe, Flash) 

Arduino II (Level 2) 

● Unit #1 –PWM (Pulse-width modulation) Projects: potentiometer servo control with variable speed 

● Unit #2 – Sensors: Analog vs Digital sensors, temperature / humidity sensors Projects: Read atmospheric conditions with sensors, compare. 

● Unit #3 – Sensors Continued: ultrasonic, light, and IR Projects: Ultrasonic with and without temp factored in VS without 

● Unit #4 - Piezoelectricity, tones, and how these bridges digital & analog world Projects: Create a song of your choice (At least 16 notes)

 ● Final Project: Come up your own idea 

Syllabus: https://school.thinkland.ai/syllabus/ 

Curriculum: https://school.thinkland.ai/curriculum.pdf 

Course Overview

In this course we will introduce students to the fundamental concepts of C++ in a comprehensive and efficient way. Being different from other programming languages such as Python or Java, C++ has memory management and can be made into a more efficient format which helps with execution time and memory usage where it is needed. Also, C++ brings benefits in the fact that it is a compiled language not an interpreted one, that means that once compile it should run on almost any machine. The course is structured in beginner and advanced levels, with multiple projects throughout. Students will gain a strong understanding on how to use C++ after completing this course. No prior programming knowledge is required but knowledge of other programming languages would help. 

Contents

Level #1 - Beginner 

● Class 1: C++ getting started / C++ syntax 

● Class 2: Input/Variables/Data Types 

● Class 3: Operators/C++ Math 

● Class 4: Booleans/Conditionals 

● Class 5: While/For Loop 

Level 2 - Advanced 

● Class 1: Arrays(1D/2D)/Pointers 

● Class 2: Functions; C++ problems 

● Class 3: Memory Management and Linked Lists 

● Class 4: C++ Games(Mad Libs/Guessing Game/Calculator) 

Syllabus: https://school.thinkland.ai/syllabus/ 

Curriculum: https://school.thinkland.ai/curriculum.pdf