Embedded Files
Recommended Texts for Grades 2-3
Recommended Texts for Grades 2-3
I Am Odd, I Am New by Benjamin Giroux
Bully By Patricia Polacco
Once Upon A Time Online By David Bedford
When Charlie McButton Lost Power by Suzanne Collins
But It’s Just a Game By Julia Cook
Tek, the Modern Caveboy By Patrick McDonnell
Unplugged By Steve Antony
How to Code a Rollercoaster By Josh Funk
Impacts of Computing
Impacts of Computing
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:
Explore the Compassion Project from Everfi
Use GPS.gov to compare.contrast how we find our way around the world now vs. in the past.
Suggested Texts:
Cassie’s Journey, Going West in the 1860’s by Brett Harvey
*Going West: Adapted from the Little House books by Laura Ingalls Wilder
Draw or write an additional “chapter” in one of these books, showing how the characters’ journey might look different if it had taken place today.
Compare and contrast artifacts from history versus today (i.e. Flikr Looking into the Past collection)
Students could discuss how computer technology has made certain jobs easier.
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:
Students could create digital posters that show what information is ok to share and what is not ok to share online, using Google Docs or Google Slides.
Students can use Brainpop Movie Maker to create their own Brainpop-esque informational videos to teach the class about rules for being safe online.
rules related to computing technologies
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:
Play Semantris and then explore machine learning
Use the activities at AI Club
Students can be “inventors” and design a technology that makes their life easier. They can then explore technology that also relates to that field.
Students can view a slideshow of unique libraries around the world. They can then work in small groups to design their own “dream library” and create a map, digitally or on paper, of this space. They must include technology tools in the design and function of this library in some way.
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:
Students can create their own Fakebook page, making sure that the only include appropriate information that should be shared publicly
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:
Brainpop Computational Thinking video
Students can think about streaming services in terms of what suggestions are offered based on viewing habits.
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:
Students could use both a mouse and a touch screen to operate a computer.
Compare a laptop/chrome book/tablet to a desktop computer in a chart with the class. Discuss where each would be better used.
Class discussion about accessibility features on Chromebooks
Students could be given a choice board to complete a collaborative project. They can then discuss the benefits and drawbacks for each choice to determine which would be best for the given activity.
**Ex: Google Slides Vs. Padlet for a whole-class comment
Epic Books - Is it easier to read a physical book or an ebook? What are some features that might make an ebook easier to read for certain people?
Read The Day the Crayons Quit and Be You, then complete this Book Creator Activity
Try these Reading and CS Interdisciplinary lessons
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:
Students could take on the role of “programmer” during computer science lessons. A teacher might emphasize that programmers collaborate to solve problems with code.
Computational Thinking
Computational Thinking
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:
Students could use tangram manipulatives to create models of different buildings in their neighborhood. Then, the class could compare the models to identify common shapes within the building models.
Word Art word clouds developed around a certain theme
Replicate patterns found in nature using Brain Flakes (in library Makerspace)
This Is Sand- Students can use this tool to try to replicate patterns found in nature using the sand
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:
Students could tour their school building and identify tools used to collect data about students and the school (e.g., bulletin board in the library tracking number of books read by students).
Students could develop their own Google Forms to survey their classmates about their interests, hobbies, etc.
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:
Try online coding programs like weavly.org
Re-tell a story we have read in class using a graphic novel format rather than strictly written word using StoryBoard That
Use Google forms to collect data from classmates, and then present the data in at least 2 different formats
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:
Try coding with:
Brainpop Jr. Computational Thinking video
Code.org abstraction with Mad Glibs
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:
Try lessons from STEM Learning around Abstraction
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:
Explore the activities and videos offered at the Algorithm and Data Literacy Project
Try lessons from STEM Learning around Abstraction
Explore coding with Codespark
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:
Have a student volunteer become a “robot” or a “computer” and have the class take turns giving them instructions to walk across the room and sit down in a chair.
Students could create a plan for arranging tables at a party, providing a name for factors such as number of tables and number of attendees. Students can then identify which factors change if there are 10 vs. 20 vs. 100 people who attend.
Using the Makey-Makey kits in the library, create new labeled functions for key on the Chromebook keyboards.
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:
Students could choreograph a dance using an algorithm. They would identify when dance steps are repeated. (PHYSICAL EDUCATION)
Students should play a whole-class game of Simon Says, where the “Simon” is walking them through the steps of a common algorithm (walking to their desk, etc)
Students could play a whole-class game of Red Light, Green Light, discussion the conditions that they have to move, stop, etc.
Maze Madness Lesson
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 identifying small errors within a simple algorithm and fixing the errors collaboratively.
Ideas:
Explore Kodable Bug World (free)
Try Bridge Designer
Work together as a class to try to solve the Bridge Riddle
Lego Architecture using The Day the Crayons Quit
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:
Have students outline the steps to tying their shoes or getting ready for lunch and create a diagram showing each of the steps.
Get Humphrey Home with a Snack Lesson
Networks and Systems Design
Networks and Systems Design
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:
Makey-Makey kits
Students can try out different input/output methods, such as text can be input through a keyboard, a touch screen, or even microphone (voice to text).
Class discussion: what are the different ways we could find out what the temperature is today?
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:
Students can discuss the difference between apps, browsers, and operating systems. Teachers can compare the body/mind connection to hardware/software to help students understand the differences.
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:
Students should try to fix a simple error like their monitor will not turn on (make sure it’s plugged in).
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:
Students could learn about Morse code, which converts letters into a series of taps. This allows the message to be sent through physical objects (e.g., tapping on a wall to send a message to someone in the next room). The taps can also be converted into electrical signals that can be sent through wires.
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:
Have students identify multiple places to store information, like hard drives, thumb drives and cloud storage.
Have students create a Google doc, and then locate that same Google doc within their Google Drive.
Cybersecurity
Cybersecurity
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:
Students could take strips of paper with information like phone numbers, birthdays, pets names, passwords, etc. Then place the paper strips into the categories “ok to share with everyone,” “ok to share with people you know,” and “keep private” on a shared chart.
Have students fill in their Digital Footprint with information that would be ok to share.
Brainpop Jr. Video about Internet Safety
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:
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:
Students could discuss who has access to shared accounts and why it might be both helpful and risky. They might consider an account that is shared with family members to stream movies or an educational app that is shared by the entire class.
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:
Brainstorm different ways to send a secret message
Create secret handshakes with friends at their tables.
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 for Grade 3:
Talk about adds on sites
Explore our endless scrolling and how we can be misled
Explore Twalkers
Students could explain that they should not click on pop-ups or click-bait in an app or online, and also report any unusual behavior such as applications not loading or opening.
Digital Literacy
Digital Literacy
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:
Students use a keyboard to type a narrative written during a writing workshop to create a class book of stories. (ELA)
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:
Collaborative padlet discussing text read in class
Commenting on a teacher post in Google Classroom
Students can each poll the class on different likes/dislikes and present the information to the class.
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:
Using Google docs, students search for an image to insert, using a keyword.
The class works together to search the library catalog on the Activboard using keywords.
Students can be given a topic and they decide on a short list of key words to search for that topic.
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:
Draw It on ABCYA
Explore This Is Sand
Explore sketch.io
NOTE: There is no standard DL.5 for this grade band
NOTE: There is no standard DL.5 for this grade band
2-3.DL.6 Describe ways that information may be shared online
2-3.DL.6 Describe ways that information may be shared online
The focus is on how personal information, both public and private, becomes available online and understand ways their information can be shared.
Ideas:
Explore visual literacy with these resources
The teacher leads a discussion about photos found online: how people post them, how they sometimes let other people see them, and sometimes they choose to keep them private, and how if the students are playing a game and the game wants to take their picture, they need to ask a responsible grown-up if it’s okay.
Play either of these games together or independently during class time to review online safety rules.
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:
Complete lessons on Copyright
Brainpop Jr. Digital Etiquette
Digital Passport E-Volve
Interland Kind Kingdom
NetSmartz Kids Be Safer Online
Review class rules regarding interactions within Google Classroom
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