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Recommended Texts:
If The World Were 100 People by Jaqueline Mccann
Surviving Middle School: Navigating the Halls, Riding the Social Rollercoaster, and Unmasking the Real You by Luke Reynolds
Cyberbullying by Nick Hunter
The FBI and Cyber Crimes By Robert Greyson
Cyber Crimes By Gina Deangelis
Recommended Book List by Concept Area
Impacts of Computing
Impacts of Computing
7-8.IC.1 Compare and contrast tradeoffs associated with computing technologies that affect individuals and society
7-8.IC.1 Compare and contrast tradeoffs associated with computing technologies that affect individuals and society
Topics that could be addressed include, but are not limited to, free speech, communication, and automation.
Ideas:
Compare and contrast Alexa and Siri and how it has impacted society in regards to communication and information
Explore Google Trends
Have students research history of computers. What factors made computer more commonplace, what effects did that have on society/jobs?
Have students use Newsela: An Online Education Platform for Content to find information on how technologies affect people in today’s society.
7-8.IC.2 Evaluate the impact of laws or regulations on the development and use of computing technologies and digital information.
The focus is on the potential consequences of laws related to computing technologies.
Ideas:
Students could research how laws protect intellectual property rights of digital materials and how those laws changed the music industry.
7-8.IC.3 Identify and discuss issues of ethics surrounding computing technologies and current events.
7-8.IC.3 Identify and discuss issues of ethics surrounding computing technologies and current events.
At this level, students may require teacher support to discuss the possible ethical implications of computing technologies.
Ideas:
NewsELA articles regarding various current events.
Lab-Grown Wooly Mammoths Students can create a slideshow, doc, speech, etc. taking on side of this topic.
Explore how technology has impacted our world with this infographic activity.
7-8.IC.4 Identify and discuss issues related to the collection and use of public and private data.
7-8.IC.4 Identify and discuss issues related to the collection and use of public and private data.
The focus is on exploring the impacts of data collection, including biases in data collection, and its use by different stakeholders for a range of purposes.
Ideas:
Students can create their own Fakebook page, making sure that the only include appropriate information that should be shared publicly
Students could describe how facial recognition surveillance video is used in a store to track customers for security or information about purchase habits. Students might discuss who owns that data and what it is acceptable to do with the data.
7-8.IC.5 Analyze potential sources of bias that could be introduced to complex computer systems and the potential impact of these biases on individuals.
7-8.IC.5 Analyze potential sources of bias that could be introduced to complex computer systems and the potential impact of these biases on individuals.
The focus is on understanding different factors that introduce bias into an AI system and how those biases affect people.
Ideas:
Watch AI, Ain't I A Woman? to learn about bias
7-8.IC.6 Assess the accessibility of a computing device or software application in terms of user needs.
7-8.IC.6 Assess the accessibility of a computing device or software application in terms of user needs.
The focus is on testing and discussing the usability and accessibility of various technology tools (e.g., apps, games, and devices) with teacher guidance.
Ideas:
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?
7-8.IC.7 Explore a range of computer sciencerelated career paths.
7-8.IC.7 Explore a range of computer sciencerelated career paths.
At this level, the focus is on building awareness of the many different computer science-related careers.
Ideas:
Compare and Contrast careers and use of technology within them.
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
7-8.CT.1 Compare the results of alternative models or simulations to determine and evaluate how the input data and assumptions change the results.
7-8.CT.1 Compare the results of alternative models or simulations to determine and evaluate how the input data and assumptions change the results.
The focus is on understanding that models or simulations are limited by the data that they use, rather than understanding specifically how they use that data.
Ideas:
Use robotics kits in class, in small groups. Students can use simple coding that can help them quickly see their input produce an output.
7-8.CT.2 Collect and use digital data in a computational artifact.
7-8.CT.2 Collect and use digital data in a computational artifact.
The emphasis is on designing and following collection protocols. Data sources include, but are not limited to sensors, surveys, and polls.
Ideas:
Students could develop their own Google Forms to survey their classmates about their interests, hobbies, etc. Students could survey students to develop a data table and graph of favorite meals to help develop a menu and then send these suggestions to the school cafeteria staff.
7-8.CT.3 Refine and visualize a data set in order to persuade an audience.
7-8.CT.3 Refine and visualize a data set in order to persuade an audience.
Refining includes, but is not limited to, identifying relevant subsets of a data set, deleting unneeded data, and sorting and organizing data to highlight trends.
Ideas:
Students could access government data sets for science (tide, hurricane data, sunrise/sunset) and sort and analyze the data to get specific information to support a claim.
Iditarod Unit- students could analyze temperature and weather charts for different regions of Alaska and create a persuasive letter to write to race organizers, suggesting an alternate location for the starting and/or ending point of the race.
7-8.CT.4 Write a program using functions or procedures whose names or other documentation convey their purpose within the larger task.
7-8.CT.4 Write a program using functions or procedures whose names or other documentation convey their purpose within the larger task.
The focus is on identifying where there is potential to use a function or procedure to create a reusable computation.
Ideas:
Brainpop Jr. Computational Thinking video
Code.org abstraction with Mad Glibs
Little Bits in the library
robotic kids in the library
Scratch - Imagine, Program, Share (if Edlaw2D approved)
7-8.CT.5 Identify multiple similar concrete computations in a program, then create a function to generalize over them using parameters to accommodate their differences
7-8.CT.5 Identify multiple similar concrete computations in a program, then create a function to generalize over them using parameters to accommodate their differences
The focus is on identifying similar expressions or sequences in code and abstracting them into functions that generalize over the similarities.
Ideas:
Students can generalize many similar functions to one function such as generalizing individual functions that draw a square, draw a triangle, and draw an octagon to a single function that draws a polygon based on an input for the number of sides.
7-8.CT.6 Design, compare and refine algorithms for a specific task or within a program.
7-8.CT.6 Design, compare and refine algorithms for a specific task or within a program.
Algorithms can be represented in a range of formats, including flowcharts, pseudocode, or written steps. Planning the output of a program, such as with a storyboard or wireframe, is not sufficient on its own.
Ideas:
Creating multiple outputs based on input variables
7-8.CT.7 Design or remix a program that uses a variable to maintain the current value of a key piece of information.
7-8.CT.7 Design or remix a program that uses a variable to maintain the current value of a key piece of information.
The focus is on understanding that variables can be used to track the value of a concept in a program as it changes over time.
Ideas:
Students could program a game that uses a score variable to store the users points while playing the game.
7-8.CT.8 Develop or remix a program that effectively combines one or more control structures for creative expression or to solve a problem.
7-8.CT.8 Develop or remix a program that effectively combines one or more control structures for creative expression or to solve a problem.
The focus is on having students combine control structures, such as conditionals and loops, in such a way that they work together to achieve an outcome that could not be achieved using only one of them.
Ideas:
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)
7-8.CT.9 Read and interpret code to predict the outcome of various programs that involve conditionals and repetition for the purposes of debugging.
7-8.CT.9 Read and interpret code to predict the outcome of various programs that involve conditionals and repetition for the purposes of debugging.
Programs can be debugged in numerous ways, including tracing and trying varying inputs. Perseverance is important in finding errors.
Ideas:
Kodable Bug World (free)
Work together as a class to try to solve the Bridge Riddle
Khan Academy intro to Javascript (requires student data unless aliases are created by teacher/librarian beforehand)
7-8.CT.10 Document the iterative design process of developing a computational artifact that incorporates user feedback and preferences.
7-8.CT.10 Document the iterative design process of developing a computational artifact that incorporates user feedback and preferences.
At this level, the emphasis is on using the iterative design process to create a solution or prototype with the end user in mind and to document the steps taken by the student to gather and incorporate information about the user into the computational artifact.
Ideas:
Students could develop a story map or storyboard to illustrate the steps their class takes to walk from their classroom to the cafeteria.
Students could view the fire evacuation map and procedure for the library, and make suggestions based upon the speed, accessibility and distance of alternate routes.
Networks and Systems Design
Networks and Systems Design
7-8.NSD.1 Design a user interface for a computing technology that considers usability, accessibility, and desirability.
7-8.NSD.1 Design a user interface for a computing technology that considers usability, accessibility, and desirability.
The emphasis is on designing (but not necessarily creating) a user interface. Designs could include things like written descriptions, drawings, and/or 3D prototypes.
Ideas:
Makey-Makey kits
Robotics Kits
Algodoo (free, must be downloaded)
7-8.NSD.2 Design a project that combines hardware and software components.
7-8.NSD.2 Design a project that combines hardware and software components.
The focus is on identifying the source of a problem by using a structured process such as a checklist or flowchart to systematically try solutions that may fix the problem.
Ideas:
Students could design an app for finding free filtered water stations in the area that would use GPS, magnetometer, and touch screen sensors as well as the phone’s WIFI and a map API.
7-8.NSD.3 Identify and fix problems with computing devices and their components using a systematic troubleshooting method or guide.
7-8.NSD.3 Identify and fix problems with computing devices and their components using a systematic troubleshooting method or guide.
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:
Student Helpdesk to troubleshoot Chromebook issues
Students could follow a troubleshooting flowchart that guides them through a process of checking connections and settings, changing software to see if hardware will work, and swapping in working components.
Students could create a troubleshooting flowchart for anyone using a school device.
7-8.NSD.4 Design a protocol for transmitting data through a multi-point network.
7-8.NSD.4 Design a protocol for transmitting data through a multi-point network.
The focus is on understanding how protocols enable communication and what additional data is necessary for transmission. Knowledge of the details of how specific protocols work is not expected.
Ideas:
Students can simulate how information is sent in packets by doing a relay race. Each student will have a different part of the message and compete to see who can race to get the whole message to the other side the fastest.
Have students take on the roles of newscasters and demonstrate how they would transmit their news items as a unicast, multicast, or a broadcast
7-8.NSD.5 Summarize how remote data is stored and accessed in a network.
7-8.NSD.5 Summarize how remote data is stored and accessed in a network.
The focus is on explaining where the data associated with different apps, devices, and embedded systems is stored, how the data is synchronized, and how to connect to it.
Ideas:
Students could create a diagram that illustrates the use of remote storage in cloud computing, a school's data server, or distributed media. Students could discuss how local copies of data are synced with data from the remote server.
Assign students random roles (schools, businesses, etc) and varying amounts of “data” and have them estimate what storage size they would need in order to accommodate the storage that they have been allocated.
Cybersecurity
Cybersecurity
7-8.CY.1 Determine the types of personal information and digital resources that an individual may have access to that needs to be protected
7-8.CY.1 Determine the types of personal information and digital resources that an individual may have access to that needs to be protected
The emphasis is on identifying personal information and devices that an individual may have access to and that adversaries may want to obtain or compromise. At this stage, students should focus on specific data and devices that they have access to.
Ideas:
7-8.CY.2 Describe physical, digital, and behavioral safeguards that can be employed in different situations.
7-8.CY.2 Describe physical, digital, and behavioral safeguards that can be employed in different situations.
The emphasis is on recommending different types of security measures including physical, digital, and behavioral, for a given situation.
Ideas:
Students can identify situations where common safeguards would not work. For example, 2-step authentication will not work if someone is using their mobile phone as the authentication device and they are in an area without cell phone coverage.
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 thinking about how a specific safeguard impacts the confidentiality, integrity, and access of information. Additionally, there should be a focus on discussing whether strengthening one specific safeguard adversely affects another.
Ideas:
Students could examine the pros and cons of using different methods of authentication, for example passwords, biometrics, or key-fobs and the trade-offs of using single-factor vs multi-factor authentication.
7-8.CY.4 Describe the limitations of cryptographic methods.
7-8.CY.4 Describe the limitations of cryptographic methods.
The focus is on recognizing that cryptography provides a level of security for data, and some types of encryption are weaker than others.
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
7-8.CY.5 Describe actions to be taken before and after an application or device reports a security problem or performs unexpectedly.
7-8.CY.5 Describe actions to be taken before and after an application or device reports a security problem or performs unexpectedly.
The emphasis is on explaining appropriate actions to prevent and address common security issues for common situations.
Ideas:
Students could recommend changing passwords immediately after an account is compromised and create sample secure passwords and passphrases.
Digital Literacy
Digital Literacy
7-8.DL.1 Type on a keyboard while demonstrating proper keyboarding technique, with increased speed and accuracy.
7-8.DL.1 Type on a keyboard while demonstrating proper keyboarding technique, with increased speed and accuracy.
The emphasis is on continuing to improve keyboarding skills, with a focus on increasing speed as well as accuracy.
Use typing.com, a 3-minute typing tests, keep track of weekly scores and use online graphing software to create a digital representation of their progress in the areas of both speed and accuracy.
7-8.DL.2 Communicate and collaborate with others using a variety of digital tools to create and revise a collaborative product.
7-8.DL.2 Communicate and collaborate with others using a variety of digital tools to create and revise a collaborative product.
Students connect with others (students, teachers, families, the community, and/or experts) to further their learning for a specific purpose, give and receive feedback, and created a shared product.
Ideas:
When using a shared online document, students know how to share a document with other students so that they can work on the document collaboratively.
7-8.DL.3 Compare types of search tools, choose a search tool for effectiveness and efficiency, and evaluate the quality of search tools based on returned results.
7-8.DL.3 Compare types of search tools, choose a search tool for effectiveness and efficiency, and evaluate the quality of search tools based on returned results.
Mastery of this standard implies an understanding of how different search tools work, why different search tools provide different results, and how and why some websites rise to the top of a search.
Ideas:
Use these resources to teach visual literacy
7-8.DL.4 Select and use digital tools to create, revise, and publish digital artifacts.
7-8.DL.4 Select and use digital tools to create, revise, and publish digital artifacts.
Teachers should designate a school-approved location for students to publish artifacts for an audience to view. Advanced digital tools may refer to the tool itself (i.e. the tool is more advanced) or to utilization of more advanced features on a tool.
Ideas:
Students can conduct a search of the library catalog and/or databases in order to find information relevant to a class topic.
7-8.DL.5 Transfer knowledge of technology in order to explore new technologies.
7-8.DL.5 Transfer knowledge of technology in order to explore new technologies.
New technologies could include different tools for collaboration, creation, etc. that the student has not used before.
Ideas:
Students can research the way Siri and Alexa have changed the way we interact
Students familiar with spreadsheets can start to explore database software. (i.e. Google Sheets vs. Excel)
Students can create Google Slideshows and then use online software such as Prezi: Presentations and videos with engaging visuals for hybrid teams and evaluate the effectiveness of each tool.
7-8.DL.6 Explain the connection between the persistence of data on the Internet, personal online identity, and personal privacy.
7-8.DL.6 Explain the connection between the persistence of data on the Internet, personal online identity, and personal privacy.
A focus should be on learning about privacy settings on social media accounts, exploring the concept of a positive online presence/identity, and identifying behaviors and information that could potentially affect them now and in the future.
Ideas:
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.
Have students review the “terms and conditions” of a commonly used site/app. Have them note anything surprising or confusing.
Students can research how someone’s digital footprint negatively impacted their life.
7-8.DL.7 Describe safe, appropriate, positive, and responsible online behavior and identify strategies to combat negative online behavior.
7-8.DL.7 Describe safe, appropriate, positive, and responsible online behavior and identify strategies to combat negative online behavior.
Students are able to strategize ways to keep online spaces safe. Identify types of negative online behaviors including cyberbullying, harassment, trolling/flaming, excluding, outing, dissing, masquerading, and impersonation.
Ideas:
Complete lessons on Copyright
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!
Students could identify why they should find and use truthful information online.
Students can investigate sites such as those listed below, and evaluate each one according to our class criteria. They can then decide in the end which of the websites they deem to be legitimate and trustworthy, and those that they believe are a hoax.
Dihydrogen Monoxide Research Division - dihydrogen monoxide info
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