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Impacts of Computing
Impacts of Computing
Society
Society
2-3.IC.1 Identify and analyze how computing technology has changed the way people live and work.
2-3.IC.1 Identify and analyze how computing technology has changed the way people live and work.
The focus should be on how advancements in computing technology have changed careers and lives.
Ideas:
Read any of these books:
Instructions Not Included
A Robot Named Chip
Doug Unplugged
Doll-E 1.0
Computer Decoder: Dorothy Vaughan
If You Give A Mouse an iPhone
Sometimes I Forget You're a Robot
2-3.IC.2 Compare and explain rules related to computing technologies and digital information.
2-3.IC.2 Compare and explain rules related to computing technologies and digital information.
The focus is on having students understand why rules around computing technology can change depending upon the setting.
Ideas:
Have students explain to their peers why they shouldn't share passwords
Explore use of technology to compare in school use with personal use
This is Me: Selfie Lesson
Read any of these books:
A Computer Called Katherine
Cami and Wyatt
Ethics
Ethics
2-3.IC.3 Discuss and explain how computing technology can be used in society and the world.
The focus is on examples of computing technology that were invented to solve broader problems in society, or existing technology platforms that can have many purposes.
Ideas for Grade 3:
Write a proposal for how technology can be used to solve a real-world problem
Explore sharing settings and discuss how this helps us communicate and collaborate
Read any of these books:
Chicken Clicking
the Liking Tree: An Antisocial Media Fable
Create a writing assignment on Pressto and discuss how the AI chatbot helps with writing
2-3.IC.4 Identify public and private digital spaces.
2-3.IC.4 Identify public and private digital spaces.
The focus is on identifying digital spaces in the context of sharing or accessing information, such as an online platform where students submit work (private) versus public websites that anyone can access.
Ideas:
Read any of these books:
#Goldilocks: A Hashtag Cautionary Tale
The Technology Tail
2-3.IC.5 Identify and discuss how computers are programmed to make decisions without direct human input in daily life.
2-3.IC.5 Identify and discuss how computers are programmed to make decisions without direct human input in daily life.
The focus is on describing computing technology that relies on a program, settings, and data to make decisions without direct human involvement.
Ideas:
Character and Setting with Teachable Machines Lesson
Read any of these books:
How to Code a Sandcastle
Counting on Katherine
Layla and the Bots: Cupcake Fix
Accessibility
Accessibility
2-3.IC.6 Identify and discuss factors that make a computing device or software application easier or more difficult to use.
2-3.IC.6 Identify and discuss factors that make a computing device or software application easier or more difficult to use.
The focus is on identifying choices developers make when designing computing devices and software and considering the pros and cons when making those choices.
Ideas:
Use online reading tools to find and read books online (Explore SORA, Library resources, Google Books, etc)
Compare and Contrast Holidays using Book Creator
Read any of these books:
Margaret and the Moon
Women Who Launched the Computer Age
Hidden Figures
Ada Lovelace, Poet of Science
Read The Day the Crayons Quit and Be You, then complete this Book Creator Activity
Try these Reading and CS Interdisciplinary lessons
Career Paths
Career Paths
2-3.IC.7 Identify a diverse range of roles and skills in computer science.
2-3.IC.7 Identify a diverse range of roles and skills in computer science.
The focus is not just on jobs in computer science, but also the skills and practices that are important for careers in the field of computer science.
Ideas for Grade 2:
Explore new inventions and write an article about how it can be used in possible careers or to help people
Computational Thinking
Computational Thinking
Modeling and Simulation
Modeling and Simulation
2-3.CT.1 Create a model of an object or computational process in order to identify patterns and essential elements of the object or process.
2-3.CT.1 Create a model of an object or computational process in order to identify patterns and essential elements of the object or process.
The emphasis is on essential components represented in the model to achieve desired results and assist in identifying patterns in the world around us, such as cycles in nature or tessellations.
Ideas:
Data Analysis and Visualization
Data Analysis and Visualization
2-3.CT.2 Identify and describe data collection tools from everyday life.
2-3.CT.2 Identify and describe data collection tools from everyday life.
The emphasis is on identifying various tools in everyday life that collect, sort and store data, such as surveys, spreadsheets and charts.
Ideas:
Create a short story or a picture book that features characters using different tools to collect information (e.g., a weather diary, a scientist observing plants, a chef noting down recipes).
2-3.CT.3 Present the same data in multiple visual formats in order to tell a story about the data.
2-3.CT.3 Present the same data in multiple visual formats in order to tell a story about the data.
The emphasis is on using the visual representation to make the data meaningful. Options for presenting data visually include tables, graphs, and charts.
Ideas:
Facilitate a discussion on how visuals tell a different story about the same data. Encourage students to observe and comment on what they notice and how the presentation affects their understanding of the data.
Abstraction and Decomposition
Abstraction and Decomposition
2-3.CT.4 Identify multiple ways that the same problem could be decomposed into smaller steps.
2-3.CT.4 Identify multiple ways that the same problem could be decomposed into smaller steps.
The focus is on identifying how to break apart a problem into smaller steps, while understanding that there can be multiple valid sequences of steps that solve the same problem.
Ideas:
Create a simple story or create a scenario involving a character facing a problem (e.g., building a birdhouse but not knowing where to start).
2-3.CT.5 Identify the essential details needed to perform a general task in different settings or situations.
2-3.CT.5 Identify the essential details needed to perform a general task in different settings or situations.
Some details are essential to performing a task, while others are not (E.g., some may be so common that they don’t need to be stated).
Ideas for Grade 3:
Use paper and pencil vs Google to complete and hand in work
Lego Architecture using The Day the Crayons Quit
Algorithms and Programming
Algorithms and Programming
2-3.CT.6 Create two or more algorithms for the same task
2-3.CT.6 Create two or more algorithms for the same task
The task can be a familiar activity or more abstract. The focus is on finding more than one way to reach the same goal.
Ideas:
Create how to steps to access their online resources
Compare and contrast steps to complete an assignment
Explore different ways to accomplish a task
Follow the algorithm to do different origami shapes. Explore the differences of different directions for different designs.
Sequencing and Algorithms Lesson
Collaborative Retellings - explore how stories change but keep the same meaning, just details change.
2-3.CT.7 Name/label key pieces of information in a set of instructions, noting whether each name/label refers to a fixed or changing value.
2-3.CT.7 Name/label key pieces of information in a set of instructions, noting whether each name/label refers to a fixed or changing value.
The focus is on identifying key pieces of information, labelling them with a descriptive name, and observing which labels refer to different values each time the instructions are given, and which values stay the same.
Ideas for Grade 3:
Use 'what if' statements to introduce variables
Create Lego Characters to showcase traits and how this changes their stories
Explore memorization and instruction following with a Lego Copy This activity
2-3.CT.8 Identify steps within a task that should only be carried out under certain precise conditions.
2-3.CT.8 Identify steps within a task that should only be carried out under certain precise conditions.
The focus should be on recognizing that some steps in a task only get carried out some of the time, and that the conditions can be precisely described.
Ideas:
How do I use the Rabbit Rule to Decode Multi syllable words Lesson Plan
LEGO What a great experience Activity
2-3.CT.9 Identify and debug errors within an algorithm or program that includes
2-3.CT.9 Identify and debug errors within an algorithm or program that includes
The focus should be on having students identify error(s) in an algorithm and suggest changes to fix the algorithm.
Ideas:
Identifying, Debugging and Correcting Errors in Extended Responses
2-3.CT.10 Develop and document a plan that outlines specific steps taken to complete a project.
2-3.CT.10 Develop and document a plan that outlines specific steps taken to complete a project.
The focus should be on developing and documenting a plan in writing, using appropriate tools (such as a storyboard or story map).
Ideas for Grade 2:
Use a graphic organizer to build a story
Create a sequencing activity
Create a storyboard
Networks and Systems Design
Networks and Systems Design
Hardware and Software
Hardware and Software
2-3.NSD.1 Describe and demonstrate several ways a computer program can receive data and instructions (input) and can present results (output)
2-3.NSD.1 Describe and demonstrate several ways a computer program can receive data and instructions (input) and can present results (output)
The focus is on choosing and demonstrating different computing technologies to receive and present results depending on the task.
Ideas:
Show a few examples of input and output devices to the class. For input, display a keyboard, mouse, and microphone. For output, show a monitor, speakers, and printer.
2-3.NSD.2 Explain the function of software in computing systems, using descriptive/precise language.
2-3.NSD.2 Explain the function of software in computing systems, using descriptive/precise language.
The focus is on understanding how software helps to complete computing tasks.
Ideas:
Explore articles around computer science and networks and systems design on Wonderopolis. Complete the activities and use for research projects
2-3.NSD.3 Describe and attempt troubleshooting steps to solve a simple technology problem.
2-3.NSD.3 Describe and attempt troubleshooting steps to solve a simple technology problem.
The focus is on building problem solving techniques for self-help, such as making sure speakers are turned on or headphones are plugged in or making sure that the caps lock key is not on, to narrow down a problem.
Ideas:
Networks and the Internet
Networks and the Internet
2-3.NSD.4 Recognize that information can be communicated using different representations that satisfy different rules.
2-3.NSD.4 Recognize that information can be communicated using different representations that satisfy different rules.
The focus is on understanding that information is converted in a special way so it can be sent through wires or waves through the air.
Ideas:
Print out these fun worksheets from UTSA CIAS to explore Cybersecurity
2-3.NSD.5 Describe and navigate to various locations where digital information can be stored.
2-3.NSD.5 Describe and navigate to various locations where digital information can be stored.
The focus is being able to navigate and save a file to a specific location.
Ideas:
Explore the articles on Wonderopolis that help students learn about computers.
Cybersecurity
Cybersecurity
Risks
Risks
2-3.CY.1 Compare reasons why an individual should keep information private or make information public.
2-3.CY.1 Compare reasons why an individual should keep information private or make information public.
The focus should be on potential effects, both positive and negative, for making information public.
Ideas:
Safeguards
Safeguards
2-3.CY.2 Compare and contrast behaviors that do and do not keep information secure.
2-3.CY.2 Compare and contrast behaviors that do and do not keep information secure.
The emphasis is on recognizing and avoiding potentially harmful behaviors, such as sharing private information online or not logging off a public computer.
Ideas:
Compare and contrast different scenarios
Create a "Safety Poster" on information security.
2-3.CY.3 Identify why someone might choose to share an account, app access, or devices.
2-3.CY.3 Identify why someone might choose to share an account, app access, or devices.
The focus is on explaining how user habits and behaviors should be adjusted based on who shares a device and/or application.
Ideas for Grade 3:
Explore working on projects together
Think about how we collaborate virtually
2-3.CY.4 Encode and decode a short message or phrase.
2-3.CY.4 Encode and decode a short message or phrase.
The focus is on having one student encode a word or message, and a different student, using the same key, decode it. You might encourage students to develop their own coding scheme.
Ideas for Grade 3:
Explore media literacy with the tree octopus story or the wayback machine
Discuss vocabulary around code breaking and hacking
Create a password
Response
Response
2-3.CY.5 Identify unusual activity of applications and devices that should be reported to a responsible adult.
2-3.CY.5 Identify unusual activity of applications and devices that should be reported to a responsible adult.
The emphasis is on recognizing situations in which students should notify a trusted adult when a device or application does not perform as expected (pop-ups, authentication and/or loading issues).
Ideas:
Role-play scenarios where students are given a situation involving unusual activity on a device.
Cybersecurity with Lego
Digital Literacy
Digital Literacy
Digital Use
Digital Use
2-3.DL.1 Locate and use the main keys on a keyboard to enter text independently.
2-3.DL.1 Locate and use the main keys on a keyboard to enter text independently.
Students should be introduced to keyboarding and identify in second grade and begin to receive direct instruction in keyboarding in third grade, with a focus on form over speed and accuracy.
Ideas for Grade 2:
Have students type dicated sentences into their Chromebooks
2-3.DL.2 Communicate and work with others using digital tools to share knowledge and convey ideas.
2-3.DL.2 Communicate and work with others using digital tools to share knowledge and convey ideas.
The focus is on using digital tools to communicate and collaborate in order to expand knowledge and effectively convey ideas.
Ideas:
Fill in a shared graphic organizer to compare and contrast books read in class
Get Humphrey Home with a Snack Lesson
2-3.DL.3 Conduct basic searches based on student identified keywords.
2-3.DL.3 Conduct basic searches based on student identified keywords.
Students will identify key words with which to perform an internet search using teacher-approved tool(s), to obtain information.
Ideas:
Students can read nonfiction books and choose key words that represent the book topic and then continue research using those key words
Students can learn how to use online tools for writing and how to type it out
Try basic searches to identify key words
Use Kiddle to do basic searches
Gather online information to a Google Doc for a biography writing unit
Use pre-approved sites and explore keyboard shortcuts like Control-F
Use digital tools like Book Creator, Canva, Seesaw, Kami etc
Students can read a text and then use Flip to give the main idea of their reading
2-3.DL.4 Use a variety of digital tools and resources to create digital artifacts.
2-3.DL.4 Use a variety of digital tools and resources to create digital artifacts.
Different digital tools are used for different purposes, such as communicating, collaborating, researching, and creating original content.
Ideas:
Explore spreadsheets to gather data
Students can read fairytales and then create their own using online tools for storyboarding, organization and presentation
NOTE: There is no standard DL.5 for this grade band
NOTE: There is no standard DL.5 for this grade band
Digital Citizenship
Digital Citizenship
2-3.DL.6 Describe ways that information may be shared online
2-3.DL.6 Describe ways that information may be shared online
he focus is on how personal information, both public and private, becomes available online and understand ways their information can be shared.
Ideas:
2-3.DL.7 Understand what it means to be part of a digital community and describe ways to keep it a safe, respectful space.
2-3.DL.7 Understand what it means to be part of a digital community and describe ways to keep it a safe, respectful space.
The focus is on describing actions with students and having them discuss whether those actions would be safe, responsible, respectful, and/or ethical using technology and/or online spaces.
Ideas:
Join the Global Write to write about the world with the world.
Share your Hero Stories
Complete lessons on Copyright
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