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Bad Kitty Gets A Phone By Nick Bruel
But I Read It On the Internet! By Toni Buzzeo
Impacts of Computing
Impacts of Computing
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:
Make a connection to the early childhood pathways conversation with elementary guidance counselors
Use the Be Internet Awesome Curriculum
Have students visit webpages that translate into different language and discuss how this can help people with an internet connection access information.
Students could compare answers where one group only uses book resources and another group uses technology to answer questions. They can then discuss how technology changes their availability to information.
Discuss how different technology advances have always changed the way that people live. Together on a whiteboard, divide human history into several major categories (cavemen, middle ages, Industrial Revolution, Modern Technology). In each segment, describe at least on technology and how it changed the way that people in that time lived.
Fill out a Brain Dump page on what students already know about how technology positively or negatively impacts their lives
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:
Students could identify how government regulation of the internet affects people’s access to information.
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:
Reading News Online - Common Sense Lesson
Student can post to a discussion board about a current event or technology trend.
Compare electronic cars (such as Tesla) to gasoline-powered cars.
NewsELA articles regarding various current events.
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:
Students can create their own Fakebook page, making sure that the only include appropriate information that should be shared publicly
4-6.IC.5 Explain how computer systems play a role in human decisionmaking.
4-6.IC.5 Explain how computer systems play a role in human decisionmaking.
The focus is on explaining a range of ways that humans interact with AI to make decisions.
Ideas:
Brainpop Computational Thinking video
Students can think about streaming services in terms of what suggestions are offered based on viewing habits.
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:
Analyze specific classroom applications from the perspective of different disabilities and offer suggestions.
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?
Play the AI Telephone game
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:
A teacher might provide leveled articles for students to read about people in computer science that reflect diversity in race/ethnicity, gender, disability, sexual orientation, and other characteristics.
Students could research historical figures in Computer Science and computer device history.
Students could login and use Xello: College & Career Readiness Software that Inspires Students to investigate different technology careers and the important requirements and characteristics of each.
Computational Thinking
Computational Thinking
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:
This Is Sand- Students can use this tool to try to replicate patterns found in nature using the sand
Students could use the movement of a rope to simulate a sound wave and then explain what happens (in terms of pitch) if they slow down (lower pitch) or speed up (higher pitch) the oscillations modeled by the simulation of sound waves using the rope.
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:
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
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:
Students could sort a data set of sports teams by wins, points scored, or points allowed.
Use Google forms to collect data from classmates, and then present the data in at least 2 different formats
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:
Brainpop Jr. Computational Thinking video
Use Kodable
Little Bits or Snap Circuits in the library
Robotics Kits
As a class, choose a problem from Spark Lab's Now What Invention Game and have students work together in small groups to come up with innovative solutions (bellringer)
Intro to Algorithms lesson
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:
Try out the lessons to Intro Abstraction
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:
Have students make a Cootie Catcher together in class. Have the questions asked within their folded papers be centered around algorithms and programming
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:
Students can explore how their history of recent documents change over the course of time, depending on what files they are opening. Another example can be music applications that track the number of times a song is played.
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:
Explore different apps and determine which are better based on following patterns, ease of use, and impacts
Students could guide a paper mouse through a maze to find cheese by developing a set of rules for the “mouse” to follow. Rules could include the following: move forward one space and repeat until the mouse hits a wall, and if there is a wall, turn left then move forward.
Students could use Boolean expressions and conditionals to search the library catalog, identifying how their results change accordingly.
Khan Academy intro to Javascript (requires student data unless aliases are created by teacher/librarian beforehand)
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.
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:
Try Kodable
Students could play a game where they try to solve problems faster than a computer. They can then describe the solutions they tried and how the revised their approach.
The class could complete a Shark Tank invention project in small groups
Networks and Systems Design
Networks and Systems Design
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.
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:
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.
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).
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:
Students should try to fix a simple error like their monitor will not turn on (make sure it’s plugged in).
A teacher might lead students in creating a classroom checklist for basic problems, such as the device not responding, no power, no network connection, application crashing, no sound, or password entry not working.
Student Helpdesk
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:
The teacher could run a series of live simulations in which students act out the flow of information through servers, routers, and other devices to transmit a message
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:
Students could explain the difference between video games that are stored locally, that you can play without internet, and other games are stored on a server and cannot be played without internet.
Have students create a Google doc, and then locate that same Google doc within their Google Drive.
Cybersecurity
Cybersecurity
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:
Brainpop Jr. Video about Internet Safety
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:
How Safe Is Your Password? - Have the class compete to see who can develop a password that would take the bots the longest to decipher
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:
Students could list the pros and cons of sharing pictures and information about their activities on social media.
Common Sense Digital Compass™ | Educational games for kids to … - Play as a class with the character “Breaker” and make decisions for him throughout his day, related to his information privacy
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 could use a cipher or Vigenere Square to encrypt a message for a classmate. the classmate can use the same cipher to decrypt the message.
Pigpen Cipher- Students can take turns creating and cracking messages created using the PigPen cipher
https://www.brainpop.com/science/famousscientists/alanturing/ Brainpop video about Alan Turing who cracked the ENIGMA code
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:
Digital Literacy
Digital Literacy
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:
Try typing.com/
Keyboarding Zoo on ABCYA
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:
Students use a shared online document to provide feedback on peers’ work and track changes over time.
Students can use email in an appropriate manner to ask a teacher or other school professional a question. They can state when it is appropriate to email someone versus instant message versus phone call.
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:
Explore online databases for research like this one for NY
Explore visual literacy resources to help students understand what they see online
Students can conduct a search of the library catalog and/or databases in order to find information relevant to a class topic.
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 Book Bentos Lesson
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:
Students start to identify similar buttons in word processing programs, or in other applications.
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:
Play either of these games together or independently during class time to review online safety rules.
Students use a tool that displays archived versions of websites (such as “Wayback Machine”) to research how information is available even if it seems to be deleted.
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.
Ideas:
Teach lessons on Copyright
Explore Digital Breakouts
Brainpop Jr. Digital Etiquette
Digital Passport E-Volve
Interland Kind Kingdom
NetSmartz Kids Be Safer Online
Review class rules regarding interactions within Google Classroom
Have students create digital escape rooms (centered around the theme of online safety and digital citizenship) using Google slides. Then challenge their classmates to escape from their creations!
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