K-2.IC.18 Standard Breakdown

K-2.IC.18 - Compare how people lived and worked before and after the adoption of new computing technologies. [Impacts of Computing (concept) + Recognizing and Defining Computational Problems (practice)]

Computing technologies have changed the way people live and work. Students describe the positive and negative impacts of these changes.

Connections

ELA Connections

In the ELA standards, students are asked to compare and contrast through the Reading Anchor Standard 9:

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

In the K-2 span, students begin by comparing the adventures or experiences of characters in a story to then different versions of the same story.

NGSS Connections

In the Science standards, the cross-cutting concept, Cause and Effect, asks students to investigate and explain causal relationships. In grades K-2, students learn that events have causes that generate observable patterns.

Furthermore, in the Disciplinary Core Idea in Engineering, Technology, and the Application of Science, ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural Word, students investigate how science, engineering, and the technologies that result from them affect nature and the ways in which people live. "Every human-made product is designed by applying some knowledge of the natural world and is built by using materials derived from the natural world, even when the materials are not themselves natural—for example, spoons made from refined metals. Thus, developing and using technology has impacts on the natural world."

HSS Connections

One of the key themes presented in the HSS framework that it suggests classrooms may explore is Key Theme 6: Science, Technology, and the Environment. In this subject, students discuss and learn in history about the benefits of scientific and technological advances in society as well as the social and economic imbalances and dangers they bring.

Examples

In this Kindergarten example, the class had a lesson using the slide deck to the left below. In this introductory lesson, students were led in a discussion about video game consoles as a computing technology, how they evolved, and examples of children before and after video games using pictures. Students then completed a before and after assignment using a graphic organizer to which they both drew illustrations and wrote with the provided sentence stems. Some student examples are shown to the right below.

CS Comparing K-2.IC.18

To the right is a more advanced graphic organizer where students are identifying both the positive and negative impacts of computing technologies before and after they where adopted. The organizers used in the example above are also in the pdf to the right.

cs compare.pdf

More Examples

Another example, as a class, students could create a timeline that includes advancements in computing technologies. Each student could then choose an advancement from the timeline and make a graphic organizer noting how people's lives were different before and after its introduction into society. Student responses could include: In the past, if students wanted to read about a topic, they needed access to a library to find a book about it. Today, students can view and read information on the Internet about a topic or they can download e-books about it directly to a device. Such information may be available in more than one language and could be read to a student, allowing for great accessibility. (HSS.K.6.3)

Alternatively, students could retell or dramatize stories, myths, and fairy tales from two distinct time periods before and after a particular computing technology had been introduced. For example, the setting of one story could take place before smartphones had been invented, while a second setting could take place with smartphones in use by characters in the story. Students could note the positive and negative aspects of smartphones on the daily lives of the characters in the story. (VAPA Theatre Arts K.3.1, K.3.2, 1.2.2, 2.3.2) (CA CCSS for ELA/Literacy RL.K.2, RL.K.9, RL.1., RL.1.9, RL.2.2, RL.2.9)

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