PRACTICE ACTIVITY ANSWER KEY:
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MODULE 1 - LESSON 1:
Q1. Think about how you would explain Spark-Central’s mission to a variety of different visitors (e.g. to an 8 year old, a senior in the community, a business person from the neighbourhood, etc.). What do you think are some key points to emphasize when communicating the mission to these different visitors? How would your explanation change with each one?
A. Think about what is likely to be important to each of these different visitors and emphasize the points that are most relevant. For example, for a senior, you could emphasize the focus on community building, access to technology and supporting the development of technical literacy skills. You could also talk about how the center provides a space to meet and interact with others within the community. For an eight year old, you could talk about the activities and programs offered, the different things kids can do within the space (build forts, make art, create video games, build robots, learn to code, etc.) and why this is important.
MODULE 1 - LESSON 3:
Q1. Gloria and her three children, ages 6, 10 and 12 are on their first visit to the facility. The youngest, a little girl aged 6, is interested in art and stories; her brothers, ages 10 and 12, like building things and creating comic books. Based on what you know is available and the interests they have expressed, make a suggestion around an area of the facility to explore and/or an activity that might interest each of them.
A. There are a number of different activities/materials that might appeal to this group. For example, the little girl may be interested in the materials in the stage/storycraft area where she can read, draw, colour, create a play, build a fort or tell her own story. There are also lots of creative resources in the maker space that are likely to appeal to er. For her brothers, the maker space is also likely to be attractive, however they may also want to take out one of the tech kits or try out using Scratch on the computers. Their sister can also be encouraged to try the computers, but might need a little help. You may also want to tell them about some of the workshops that focus on related areas (e.g. story+craft, superhero creation, robotics camps). As there are so many possibilities, try suggesting a few things to see what gets them each excited and then focus in a little more, once you know more about where they'd like to start.
Q2. Charlie wants to create a poster for his school play. What equipment and/or resources would you suggest he use?
A. There are a few different options for Charlie depending on his age, interests and technical ability. For a younger child or someone less familiar with publication design software, you could suggest utilization of the resources/materials in the maker space. These include banner paper, paint, a variety of craft mediums (glue, poster board, fabric, etc.) and numerous art tools (scissors, paint brushes, stamps, markers, crayons, etc.). Alternatively, if Charlie would prefer to create the poster electronically, or needs to create multiple copies, he could use the in-house computers or laptops to do so in Word or could try out the Adobe Creative Suite (Illustrator, Photoshop, InDesign, etc.) available on computers 8 and 9. If he’s looking to create something more interactive, and has access to do so through his school, he could also try designing a web page. These are just a few suggestions to get you started. No doubt you will think of others as well!
Q3. Franklin is looking for work and wants to search job boards and update his resume. What equipment and/or resources would you suggest for him?
A. Franklin will probably want to use one of the available computers (wall or laptop) to access the internet and work on his resume. All of the computers have Microsoft Office and Internet access and desktop publishing software is available on computers 8 and 9. He can also print copies of his resume on the in-house printer. The first 5 black and white copies are free and additional copies are .5 cents/page.