At the start of this lesson, the students will meet with the teacher as a whole group on the carpet. The teacher will display a Google Slide presentation about computing systems. The lesson will start with a small discussion about the purpose of computers. After activating their prior knowledge, the students will watch a short video about the different types of computers and the parts that make up a computer. Afterwards, the students will review what they learned by identifying the different types of computers using pictures and naming the different parts of a computer by listening to clues about their function. Once the students understand the information, the teacher will have the students return to their desks and complete a worksheet where they will identify the items that rEnglishte to a computer.

The teacher will help students identify, compare, and contrast different computing systems such as a desktop computer, laptop computer, tablet, and mobile device; identify and describe the purpose of the keyboard, mouse/trackpad, and printer. This lesson would go well before students use their devices for the first time!

This resource an inforgraphic that talks about includes Charles Babbage, Ada Lovelace, Alan Turing, Grace Hopper, and Tim Berners-Lee. These are the significant historical figures listed in the Middle School Elective Curriculum Framework, MSCSE.6, context of the standard.

This worksheet reviews some of the significant events in computing history. Students will draw lines to connect the person/event to the time it occured.

This document is intended to be used for small group discussion, personal or partner matching or memory game, and review of previously taught components.
Included are 8 picture and label cards containing desktop computer, laptop, tablet, mouse, keyboard, mobile devices, printer, and touch screen.

This exit slip should be used after teaching computing systems vocabulary to check for student understanding of concepts covered. 

This slides presentation has a short video about the 4 things that all computing devices have in common and then has picture examples of Input and output devices. It also has a slide of internal components we don't usually see.The final slide is a sorting activity that includes input and output devices.

This lesson will teach students key vocabulary needed to understand computing systems. The lesson starts by showing a BrainPOP video to introduce key vocabulary. Then, the teacher and students will have a class discussion to review the components of a computer. After reviewing, the teacher and students will work together to label the parts of a computer and discuss each component as it is labeled. To wrap up the lesson, the teacher and students will continue to review the computer components by completing the computing systems matching game.

Students and the teacher will work together to complete the Computing Systems Kahoot. Students will complete the Kahoot in a whole group setting, but will have their individual chromebooks to work from. The teacher will read the question and answers to each Kahoot, and students will select the correct choice on their individual chromebooks. As each question is completed have a whole group discussion about the correct answer choice.

This is a set of printable classroom posters with images and basic terminology for kindergarten students.

The terminology covered is as follows:

Keyboard
Mouse
Trackpad
Desktop computer
Laptop computer
Mobile Device
Tablet
Printer

You may make a copy of the posters. Please feel free to add any additional information or edit the slides to best suit your student's needs.

This lesson will teach students key vocabulary needed to understand computing systems. The lesson starts by showing a video to introduce key vocabulary terms. Then, teacher and students will have a class discussion to review components of a computer, hardware/software and input/output, and how to resolve problems when using a device. Teacher will facilitate a Kahoot, and students will answer each question individually to review material learned throughout the lesson. To wrap up the lesson, students will be asked to complete an exit slip by matching pictures to the correct terms (hardware, software, input, output).

Teachers read aloud an eBook about computer systems. Teacher guide includes questioning activities and suggested follow-ups for after reading.

Students will be challenged with researching various problems that may occur with hardware and software for computer usage and then turn their research into posters for the class to use later if they have a problem occur past our lesson.

These slides contant the vocabulary from the Virgnia Department of Education for the Computing Systems strand. 

How can we use technology in Algebra? How can we change technology to fit our needs?

In fourth grade, students begin to think about the impacts of computing and computing devices. The accurate use of terminology as well as the responsible use of technology will continue to be built upon. The foundational understanding of computing and the use of technology will be an integral component of successful acquisition of skills across content areas. This lesson will focus on looking at how computer and computer technologies impact our world and daily lives. It will guide students through key vocabulary, examples and discussions.

Students are surrounded by technology throughout their daily lives, but do they ever really stop and think about the impact that technology has on life? How has technology changed the way we live our lives? Computers and technology play a large part in our lives. This lesson will focus on the effects that computing has on daily lives, the aspects of the technology in positive and negative ways, the impacts it may have locally, nationally and at the global levels. The lesson looks at behaviors and cultural interactions and how they rEnglishte to cultural practices rEnglishted to technology. The students will learn to be informed and responsible to make decisions and understand the social implications of the digital world.

Before Ernest Rutherford's famous gold foil experiment in 1911, it was not known how the positive part of the atom was distributed. His experiment showed that if you shot positively charged particles at the atoms in a very thin sheet of gold foil, that very rarely, a particle would bounce back from the foil rather than going straight through it. Experiment with changing the distribution of positive charge and see how it affects the paths of positively charged particles moving near it.

This interactive, scaffolded activity allows students to build an atom within the framework of a newer orbital model. It opens with an explanation of why the Bohr model is incorrect and provides an analogy for understanding orbitals that is simple enough for grades 8-9. As the activity progresses, students build atoms and ions by adding or removing protons, electrons, and neutrons. As changes are made, the model displays the atomic number, net charge, and isotope symbol. Try the "Add an Electron" page to build electrons around a boron nucleus and see how electrons align from lower-to-higher energy. This item is part of the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology. The Concord Consortium develops deeply digital learning innovations for science, mathematics, and engineering. The models are all freely accessible. Users may register for additional free access to capture data and store student work products.