Objective: 

Students will engage in a collaborative discussion about the benefits and challenges of self-driving cars. They will come prepared with information from articles or videos and follow agreed-upon rules for discussion, actively listening to others, asking clarifying questions, and building on their peers' ideas. This lesson integrates computer science concepts by discussing how self-driving cars influence, and are influenced by, societal needs and cultural practices.

Materials Needed: 

• Articles or short videos on self-driving cars

• Discussion prompts

Steps:

• Introduction: 

  • Introduce the concept of self-driving cars as a technological advancement that is changing how people travel. 

  • Share basic information, such as the potential to reduce accidents and the challenges of affordability and ethical decision-making.

• Preparation: 

  • Students will read short articles or watch videos about self-driving cars, focusing on how these vehicles might impact society. 

  • Ask students to take notes on key points, such as benefits, risks, and cultural implications.

• Group Discussion: 

  • In small groups, students will discuss the information they learned. 

  • Each group member should contribute, follow the rules of discussion, and listen respectfully. 

  • Encourage students to ask questions to check for understanding, stay on topic, and link their responses to the comments of others.

• Reflection and Presentation: 

  • After the group discussions, each group will present a summary of their conversation, explaining the main ideas discussed and how they related the new technology to societal needs. 

  • Encourage students to explain their own understanding based on the group discussion.

Equity and Access: 

Provide graphic organizers or discussion templates to help students structure their responses. Ensure diverse groupings to promote varied perspectives.

Real-World Application: 

Connect the discussion to how other technologies, such as mobile phones and GPS systems, have changed the way we live, and how society shapes technological advancements.

CS Practice(s):

• Fostering an Inclusive Computing Culture: Students engage in respectful discussions, ensuring all voices are heard, and considering diverse perspectives on self-driving cars.

• Communicating About Computing: Students clearly express their thoughts about self-driving cars, using details from their reading or video to support their opinions.

Standard(s): 

• CA CCSS for ELA-Literacy SL.3.1

• CA CS 3-5.IC.20

Objective: 

Students will research different types of wearable technology (e.g., fitness trackers, smartwatches) and engage in a collaborative discussion on how these technologies influence daily life and cultural practices. They will explain their understanding and build on the ideas of others, asking questions to clarify and expand the conversation. This lesson integrates computer science concepts by having students discuss how wearable technologies meet societal needs and impact behavior.

Materials Needed: 

• Tablets or computers for research

• Research handouts

• Digital resources on wearable technology

Steps:

• Introduction: 

  • Introduce the topic of wearable technology, such as fitness trackers and smartwatches, explaining how they collect data and help people track health and fitness. 

  • Pose the question: "How do these devices change the way we live and interact with technology?"

• Research: 

  • In small groups, students will research wearable technology using digital resources (articles, videos, or websites). 

  • They will gather information about different types of wearable devices, their features, and how they impact society, focusing on both the benefits and challenges.

• Group Discussion: 

  • After researching, students will participate in a structured discussion within their groups. 

  • They will share their findings, ask questions to clarify others' points, and link their comments to what others have said. 

  • Encourage students to consider how cultural practices, such as fitness trends or social connectivity, influence the development and use of wearable technology.

• Reflection and Presentation: 

  • Each group will present the results of their discussion, highlighting how wearable technology influences cultural behavior and meets societal needs. 

  • Groups should explain how their understanding evolved through the discussion process.

Equity and Access: 

Ensure that students have access to age-appropriate digital resources and provide guidance on how to navigate research. Offer discussion prompts for students needing help with conversation flow.

Real-World Application: 

Relate the lesson to how technologies like smartphones or virtual assistants have changed daily life, making tasks like tracking fitness or staying connected more convenient.

CS Practice(s):

• Collaborating Around Computing: Students work together to research and discuss the societal impacts of wearable technology, sharing ideas and building knowledge as a team.

• Communicating About Computing: Students present their findings and reflections, explaining how wearable technology influences behavior and culture, and how cultural trends influence the development of such technologies.

Standard(s): 

• CA CCSS for ELA-Literacy SL.3.1

• CA CCSS for ELA-Literacy W.3.7

• CA CS 3-5.IC.21