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Impacts of Computing
Impacts of Computing
Society
Society
4-6.IC.1 Describe computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.
4-6.IC.1 Describe computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.
The focus should be on how computing technologies both influence and are influenced by society and culture.
Ideas:
Research projects about world-altering computing technology and create a presentation about it
Play Would You Rather to discuss these topics
4-6.IC.2 Explain how laws impact the use of computing technologies and digital information.
The focus is on how laws regulate the use of computing technologies and what might happen if those laws did not exist.
Ideas:
Ethics
Ethics
4-6.IC.3 Explain current events that involve computing technologies.
4-6.IC.3 Explain current events that involve computing technologies.
Explanations should be grade level appropriate to ensure understanding of current events and the related computing technologies.
Ideas:
Explore current events articles and see how they are influenced by computing technologies
4-6.IC.4 Explain who has access to data in different digital spaces.
4-6.IC.4 Explain who has access to data in different digital spaces.
The focus is on identifying different groups who might have access to data stored or posted in different places, including companies.
Ideas:
Connect with students in another country and explore how you can communicate with the world using global tools and translation tools.
4-6.IC.5 Explain how computer systems play a role in human decision making.
4-6.IC.5 Explain how computer systems play a role in human decision making.
Accessibility
Accessibility
4-6.IC.6 Identify and explain ways to improve the accessibility and usability of a computing device or software application for the diverse needs and wants of users.
4-6.IC.6 Identify and explain ways to improve the accessibility and usability of a computing device or software application for the diverse needs and wants of users.
The focus is on identifying the needs and wants of diverse end users and purposefully considering potential perspectives of users with different backgrounds, ability levels, points of view, and abilities.
Ideas:
Read any of these books:
Margaret and the Moon
Women Who Launched the Computer Age
Hidden Figures
Ada Lovelace, Poet of Science
Career Paths
Career Paths
4-6.IC.7 Identify a diverse range of role models in computer science.
4-6.IC.7 Identify a diverse range of role models in computer science.
The emphasis of this standard is the opportunity to personally identify with a range of diverse people in the field of computer science.
Ideas:
Computational Thinking
Computational Thinking
Modeling and Simulation
Modeling and Simulation
4-6.CT.1 Develop a computational model of a system that shows changes in output when there are changes in inputs.
4-6.CT.1 Develop a computational model of a system that shows changes in output when there are changes in inputs.
The emphasis is on understanding, at a conceptual level, that models or simulations can be created to respond to deliberate changes in inputs.
Ideas:
Data Analysis and Visualization
Data Analysis and Visualization
4-6.CT.2 Collect digital data related to a real-life question or need.
4-6.CT.2 Collect digital data related to a real-life question or need.
The emphasis is on using digital tools to collect and organize multiple data points.
Ideas:
4-6.CT.3 Visualize a simple data set in order to highlight relationships and persuade an audience.
4-6.CT.3 Visualize a simple data set in order to highlight relationships and persuade an audience.
The emphasis is on identifying and organizing relevant data to emphasize particular parts of the data in support of a claim.
Ideas:
Discuss how pictures can tell a story or persuade people. Introduce the concept of data visualization as a way to turn numbers into pictures (graphs, charts) that can help tell a story more effectively.
Abstraction and Decomposition
Abstraction and Decomposition
4-6.CT.4 Decompose a problem into smaller named tasks, some of which can themselves be decomposed into smaller steps.
4-6.CT.4 Decompose a problem into smaller named tasks, some of which can themselves be decomposed into smaller steps.
The focus is on identifying smaller steps that solve a larger problem, recognizing that some of those steps must be broken down further until each step is manageable.
Ideas:
4-6.CT.5 Identify and name a task within a problem that gets performed multiple times while solving that problem, but with slightly different concrete details each time.
4-6.CT.5 Identify and name a task within a problem that gets performed multiple times while solving that problem, but with slightly different concrete details each time.
The focus is on recognizing that the same general steps are often repeated while solving a problem, even though some of the details may differ.
Ideas:
Algorithms and Programming
Algorithms and Programming
4-6.CT.6 Compare two or more algorithms and discuss the advantages and disadvantages of each for a specific task.
4-6.CT.6 Compare two or more algorithms and discuss the advantages and disadvantages of each for a specific task.
Tasks can be unplugged or related to a computer program and reflect a task with a specific result that can be checked.
Ideas:
4-6.CT.7 Identify pieces of information that might change as a program or process runs.
4-6.CT.7 Identify pieces of information that might change as a program or process runs.
The focus is on identifying information that needs to be updated as a computation progresses.
Ideas:
Use real-life examples to illustrate the concept of variables, such as a scoreboard in a game where the score changes based on player actions.
Allow students to run the program and then experiment with changing the variables' values to see how it affects the program's behavior and output.
Create stoires based on challenge cards or random wheels
4-6.CT.8 Develop algorithms or programs that use repetition and conditionals for creative expression or to solve a problem.
4-6.CT.8 Develop algorithms or programs that use repetition and conditionals for creative expression or to solve a problem.
The focus is on having students work with each of conditionals and repetition (loops or iteration), but without having to use them in conjunction with one another.
Ideas:
4-6.CT.9 Explain each step of an algorithm or program that includes repetition and conditionals for the purposes of debugging.
4-6.CT.9 Explain each step of an algorithm or program that includes repetition and conditionals for the purposes of debugging.
Debugging frequently involves stepping or tracing through a program as if you were the computer to reveal errors.
Ideas:
Use a choose your own adventure template to create a story
4-6.CT.10 Describe the steps taken and choices made to design and develop a solution using an iterative design process.
4-6.CT.10 Describe the steps taken and choices made to design and develop a solution using an iterative design process.
An iterative design process involves defining the problem or goal, developing a solution or prototype, testing the solution or prototype, and repeating the process until the problem is solved or desired result is achieved. Describing can include speaking or writing.
Ideas:
Networks and Systems Design
Networks and Systems Design
Hardware and Software
Hardware and Software
4-6.NSD.1 Propose improvements to the design of a computing technology based on an analysis of user interactions with that technology.
4-6.NSD.1 Propose improvements to the design of a computing technology based on an analysis of user interactions with that technology.
The emphasis is on thinking about how the user interface could be optimized for the purpose of the computing technology and user interactions.
Ideas:
Brainstorm and propose improvements to the technology's design that could make it more user-friendly and effective
4-6.NSD.2 Model how computer hardware and software work together as a system to accomplish tasks
4-6.NSD.2 Model how computer hardware and software work together as a system to accomplish tasks
A model should only include the basic elements of a computer system, including input, output, processor, and storage.
Ideas:
Use a story generator to explore input and output
Explore the articles on Wonderopolis that help students learn about computers.
4-6.NSD.3 Determine potential solutions to solve hardware and software problems using common troubleshooting strategies
4-6.NSD.3 Determine potential solutions to solve hardware and software problems using common troubleshooting strategies
The focus is on trying multiple strategies to troubleshoot problems, including rebooting the device, checking for power, checking network availability, closing and reopening an application, try using a different browser, and checking settings within an application.
Ideas:
Set up stations with different technology setups (or use hypothetical scenarios if limited by resources). Include a variety of issues that students might encounter, such as disconnected cables, incorrect settings, or simulated software errors. Have students discuss and troubleshoot.
Networks and the Internet
Networks and the Internet
4-6.NSD.4 Model how data is structured to transmit through a network.
4-6.NSD.4 Model how data is structured to transmit through a network.
The focus is on understanding that data is broken down into smaller pieces and labeled to travel through a network and reassembled.
Ideas:
Use analogies to create real-world scenarios(e.g., a network is like a system of roads connecting different cities, and data packets are like cars traveling on these roads).
Simulate the journey of "data packets" (envelopes with messages) passed as senders, routers, and receivers, illustrating how data is structured and navigated through a network
4-6.NSD.5 Describe that data can be stored locally or remotely in a network.
4-6.NSD.5 Describe that data can be stored locally or remotely in a network.
The focus is on describing that data must be stored on a physical device. Access to remotely stored data is restricted by the networks, and to access non-local data a connection to the network is required.
Ideas:
Cybersecurity
Cybersecurity
Risks
Risks
4-6.CY.1 Explain why different types of information might need to be protected.
4-6.CY.1 Explain why different types of information might need to be protected.
The emphasis is on discussing different reasons that adversaries may want to obtain, compromise, or leverage different types of information. At this stage, students should be focused on general concepts.
Ideas:
Explore ways to protect your data both on and offline
Safeguards
Safeguards
4-6.CY.2 Describe common safeguards for protecting personal information.
4-6.CY.2 Describe common safeguards for protecting personal information.
The emphasis is on describing common safeguards such as protecting devices and accounts with strong passwords, keeping software updated, and not sending sensitive information over SMS.
Ideas:
Print out these fun worksheets from UTSA CIAS to explore Cybersecurity
4-6.CY.3 Describe trade-offs between allowing information to be public and keeping information private and secure.
4-6.CY.3 Describe trade-offs between allowing information to be public and keeping information private and secure.
The focus is on considering the trade-offs of data sharing in different contexts.
Ideas:
Play these cybersecurity games from Infosys
Explore AI Chatbots after reading The Vanquishers
4-6.CY.4 Model and explain the purpose of simple cryptographic methods.
4-6.CY.4 Model and explain the purpose of simple cryptographic methods.
The focus is on using ciphers to encrypt and decrypt messages as a means of safeguarding data.
Ideas:
Students can write their own code with a parnter and then swap to try to decode
Response
Response
4-6.CY.5 Explain suspicious activity of applications and devices.
4-6.CY.5 Explain suspicious activity of applications and devices.
The emphasis is on describing simple forms of suspicious behavior in common applications and devices, including suspicious data/links, viruses and malware.
Ideas:
Students can research how to recognize 'spam' and create a warning guide
Students can discuss the impact of accidental voice ordering or calling
Discuss clicking on pop ups and evaluating emails for suspicious behaviors
Digital Literacy
Digital Literacy
Digital Use
Digital Use
4-6.DL.1 Type on a keyboard while demonstrating proper keyboarding technique.
4-6.DL.1 Type on a keyboard while demonstrating proper keyboarding technique.
The focus is on direct instruction in keyboarding. Instruction should focus on form over speed and accuracy.
Ideas:
4-6.DL.2 Select appropriate digital tools to communicate and collaborate while learning with others.
4-6.DL.2 Select appropriate digital tools to communicate and collaborate while learning with others.
Students progress from understanding that people use digital tools to communicate and collaborate to how they use the tools. Communication and collaboration should be purposeful and, when possible and appropriate, with an authentic audience.
Ideas:
Overcoming Social Obstacles-Thinking Through Digital Challenges
4-6.DL.3 Conduct and refine advanced multi-criteria digital searches to locate content relevant to varied learning goals.
4-6.DL.3 Conduct and refine advanced multi-criteria digital searches to locate content relevant to varied learning goals.
Focus should be on the quality of results a search generates, and how to improve search results based on the task or purpose by defining multiple search criteria and using filters.
Ideas:
4-6.DL.4 Use a variety of digital tools and resources to create and revise digital artifacts.
4-6.DL.4 Use a variety of digital tools and resources to create and revise digital artifacts.
The focus is on understanding the editing process when creating digital artifacts on multiple platforms.
Ideas:
Create an online newspaper that students have to use a variety of tools to complete
Create Book Bentos Lesson
Use Lego and your favorite digital tool to create story settings
4-6.DL.5 Identify common features of digital technologies.
4-6.DL.5 Identify common features of digital technologies.
Many digital technologies have similar features and functionalities. The focus is on identifying the similarities between different programs or applications, such as word processing tools on different platforms.
Ideas:
Digital Citizenship
Digital Citizenship
4-6.DL.6 Describe persistence of digital information and explain how actions in online spaces can have consequences.
4-6.DL.6 Describe persistence of digital information and explain how actions in online spaces can have consequences.
In order for students to be able to effectively manage their digital identities, it should be understood that online information doesn’t “go away,” and that information posted online can affect their real lives, even years in the future.
Ideas:
Watch a Tik Tok together and then see how many people have viewed the video. Discuss the implications
Online Actions Lesson
Nerdy Bird Tweets Lesson
Learning for Justice Lessons
4-6.DL.7 Identify and describe actions in online spaces that could potentially be unsafe or harmful.
4-6.DL.7 Identify and describe actions in online spaces that could potentially be unsafe or harmful.
The focus is on identifying and describing potentially unsafe behaviors, and actions to take if they are witnessed or experienced, including cyberbullying.
Ideas4:
Create morning announcement videos about internet safety
Read articles about your social media behavior like these: Social Media, Be Smart, Websites
Join the Global Write to write about the world with the world.
Share your Hero Stories
Complete lessons on Copyright
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