Objective: 

Students will learn to differentiate between hardware and software by sorting picture cards and using them to describe common technology-related problems.

Materials Needed:

• Picture cards with simple images representing hardware (e.g., keyboard, monitor, mouse) and software (e.g., app icon, game, paint program).

• Two large pockets or areas on a bulletin board labeled "Hardware" and "Software."

• A blank "I see..." statement board or chart.

Steps:

• Introduction to Hardware and Software:

  • Begin by explaining that some parts of a computer we can touch, like the keyboard and mouse (hardware), and some parts we use on the screen, like games and apps (software).

  • Show picture cards to the class, explaining whether each one is hardware or software.

• Sorting Activity:

  • Have students take turns placing the picture cards into the correct category on the bulletin board or in the labeled pockets. 

  • For example, they might place a picture of a mouse under "Hardware" and a picture of a paint program under "Software."

  • Once all the cards are sorted, review the word wall together to reinforce the concepts.

• Using "I see..." Statements:

  • Introduce the "I see..." statement board or chart. Model how to use it by pointing to a picture on the word wall and making a statement like, “I see the keyboard is not working.”

  • Encourage students to use the word wall to describe problems or observations using their own "I see..." statements. For example, “I see the game is not opening” or “I see the monitor is blank.”

• Class Discussion:

  • After practicing, gather students to discuss how identifying whether something is hardware or software can help us describe and solve problems. Reinforce how these observations can be used to communicate clearly about technology.

Equity and Access: 

Provide visual supports and simplified language for students who may struggle with the vocabulary of hardware and software. Offer hands-on opportunities for students to physically interact with actual hardware (e.g., keyboards or mice) and provide sentence starters or peer support for those who need help forming their "I see..." statements.

Real-World Application: 

Connect the lesson to real-world scenarios by explaining how understanding hardware and software helps us solve everyday technology issues, like recognizing when a keyboard is unplugged (hardware) versus when an app is not working (software), encouraging students to apply this knowledge when troubleshooting technology at home or school.

CS Practice(s):

• Recognizing and Defining Computational Problems: Students identify and describe technology-related problems using appropriate vocabulary.

• Communicating About Computing: Students practice describing problems using "I see..." statements, reinforcing the correct use of hardware and software terms.

Content Standard(s):

• CA CCSS for ELA-Literacy SL.K.4, 

• CA CS K-2.CS.3

Objective: 

Students will use a digital tool to sort images of hardware and software and then describe problems using "I see..." statements, integrating technology vocabulary and problem-solving skills.

Materials Needed:

• Tablets or computers with access to a platform with drag-and-drop capabilities like FigJam, Seesaw, or Google Slides.

• A digital whiteboard or notepad app for writing "I see..." statements (e.g., Seesaw).

Steps:

• Introduction to the Digital Sorting Game:

• Demonstrate how to use the digital tool to sort images of hardware and software. 

• Show students how to drag images to the correct categories, reinforcing the differences between hardware and software.

• Explain that after sorting, they will use the digital whiteboard to write or dictate "I see..." statements about what they observe.

• Interactive Sorting:

  • Have students individually or in pairs use the digital sorting game to categorize images into hardware and software. 

  • For example, they might drag an image of a tablet into the "Hardware" section and an app icon into the "Software" section.

  • After completing the sorting task, students will move to the digital whiteboard and use the images they sorted to create "I see..." statements. 

  • For instance, they might type or record, “I see the mouse is not clicking” or “I see the game is frozen.”

• Sharing and Reflecting:

  • Allow students to share their "I see..." statements with the class using the digital whiteboard. 

  • Discuss how using specific terms like hardware and software helps us describe and solve problems.

  • Reflect on how technology can help us practice and learn new concepts, and reinforce the importance of using clear language when describing problems.

Equity and Access: 

Offer differentiated options for participation, such as allowing students to use voice recordings if they struggle with typing or writing. Provide visual aids or guided prompts to support students who need help identifying hardware and software or forming "I see..." statements, ensuring that all students can engage with the lesson meaningfully.

Real-World Application: 

Connect the lesson to practical situations by explaining how using specific language to describe problems, like identifying whether an issue is with hardware or software, helps technicians, teachers, and parents solve technology issues more efficiently. Encourage students to apply this knowledge when troubleshooting tech problems at home or school.

CS Practices:

• Recognizing and Defining Computational Problems: Students sort digital images to better understand and identify technology-related problems.

• Communicating About Computing: Students use digital tools to describe problems using appropriate vocabulary, practicing clear communication in a computing context.

Content Standards:

• CA CCSS for ELA-Literacy SL.K.4 

• CA CS K-2.CS.3