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K ELA Language 3.wavCreated with Google's Notebook LM experiment, this podcast may contain discrepancies. Educators should use their expertise to evaluate and adapt the content to their needs.
Unplugged
Unplugged
Categorizing Inputs Versus Outputs
The teacher begins the lesson by holding up picture cards of different computer parts, asking students what they think each one does. As students guess the functions of the keyboard and mouse, the teacher guides the discussion, explaining how some parts help us put information into the computer and others help us see or hear the results. Next, the teacher presents a chart with two categories: "Input Devices" and "Output Devices," inviting students to place each card under the correct heading. The students collaborate, debating and justifying their choices.
After reviewing the final chart together, the teacher asks reflective questions: "Why do you think the printer goes under 'Output'? What would happen if we didn’t have an input device like the keyboard?" The conversation deepens, connecting the sorting task to how computers process information, helping students see how this skill applies to organizing their own daily tasks.
Objective:
Students will improve their vocabulary by sorting words related to the parts of a computer (e.g., monitor, keyboard, mouse) into categories. This activity will introduce students to classification and logical grouping, laying the foundation for computational thinking and computer science concepts.
Materials Needed:
Picture cards or word cards representing various computer parts (e.g., monitor, keyboard, mouse, printer)
Large chart paper or a whiteboard
Markers
Pre-drawn category headings on chart paper (e.g., "Input Devices," "Output Devices")
Steps:
Introduction:
Begin by introducing the parts of a computer. Show picture or word cards representing each part and ask students if they know what the part does.
Word Sorting Activity:
Present the category headings on chart paper or the whiteboard. Explain that some parts of the computer help us put information in, while others help us see or hear information.
Have students work together to place each computer part under the appropriate category. For example, the word "keyboard" would go under "Input Devices."
Encourage students to explain why they think each part belongs in a particular category, helping them articulate their reasoning.
Discussion:
Review the completed chart with the class, discussing the roles of each computer part.
Relate the activity to computer science by explaining how computers use input and output devices to function, much like how students sorted the computer parts based on their functions.
Equity and Access:
Offer visual aids or additional explanations for students who may need support understanding the computer parts. Provide sentence starters or guided questions to help students articulate their reasoning for placing a word in a category. Allow for group work so students can support one another in making decisions.
Real-World Application:
Connect the activity to real life by explaining how understanding the parts of a computer helps us use technology more effectively. Relate the sorting activity to organizing tasks at home or school, such as sorting toys by type or colors, showing how categorizing helps us manage information efficiently.
CS Practices:
Recognizing and Defining Computational Problems: Students identify the problem of categorizing computer parts and solve it by logically grouping related words.
Developing and Using Abstractions: Students group computer parts based on their function (input vs. output).
Content Standards:
CA CCSS ELA-LITERACY.L.K.5, L.K.6, CA CS K-2.CS.3
Plugged
Plugged
Classification in a Digital Environment
The teacher begins by showing the class a series of computer parts on an interactive whiteboard, asking students what they know about each one. As they share answers, the teacher clarifies how some parts, like the keyboard, help us put information into the computer, while others, like the monitor, help us see information. The students are then given tablets and asked to work in pairs using a sorting app, where they drag images of computer parts into categories labeled “Input Devices” and “Output Devices.” As they sort, the teacher encourages discussion, asking questions like, “Why does the mouse belong in the input category?”
After the digital activity, the teacher leads a reflection, showing the completed class chart and explaining how the computer uses both input and output to function. The students reflect on how understanding these parts helps them use technology in their daily lives, from tablets to video games.
Objective:
Students will improve their vocabulary by sorting words related to the parts of a computer (e.g., monitor, keyboard, mouse) into categories. This activity introduces classification, logical grouping, and computational thinking while incorporating technology for a plugged activity.
Materials Needed:
Digital devices (tablets or computers)
Interactive sorting app or software
Picture or word cards representing computer parts (e.g., monitor, keyboard, mouse, printer)
Large chart paper or whiteboard for review
Pre-drawn category headings on chart paper or in the app (e.g., "Input Devices," "Output Devices")
Steps:
Introduction:
Begin by discussing the different parts of a computer with the class.
Display digital pictures or word cards of various computer parts using an interactive whiteboard or tablet app.
Explain briefly what each part does, e.g., "This is a mouse. We use it to move things on the screen."
Plugged Sorting Activity:
Using tablets or computers, students will access an interactive sorting game where they will drag and drop digital images of computer parts into two categories: "Input Devices" and "Output Devices."
Encourage students to explain their choices to their partners or the teacher as they work.
Discussion:
After completing the digital sorting activity, gather the class to review their work on a large chart paper or whiteboard.
Discuss the roles of each computer part, explaining how input and output devices work together to allow us to interact with technology.
Relate this to how computers process information, similar to the sorting process the students just completed.
Equity and Access:
Provide digital visual aids and pre-recorded explanations within the app for students who may need extra support understanding the computer parts. Offer sentence starters to guide students in articulating their reasoning. Pair students to encourage collaboration and peer learning.
Real-World Application:
Explain how understanding computer parts helps us interact with everyday technology, such as tablets and gaming consoles. Connect the sorting activity to real-life situations like organizing toys or school supplies, highlighting how classification helps us make sense of the world and technology.
CS Practices:
Recognizing and Defining Computational Problems: Students solve the problem of categorizing computer parts by logically grouping related words.
Developing and Using Abstractions: Students group computer parts into broader categories (input vs. output).
Content Standards:
CA CCSS ELA-LITERACY.L.K.5, L.K.6, CA CS K-2.CS.3
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