Students will explore many examples of physical and digital security measures. They will apply these concepts to safety procedures used in a law of conservation of matter activity and create a safety plan for the science lab using both physical and digital security measures.

The students will work as a class to use scientific practices. They will create an algorithm for how to investigate the weight of common objects around their classroom. The teacher will help the students record their algorithm emphasizing the beginning, middle, and end of the steps on a piece of chart paper. After this, the students will gather materials and carry out their investigation using the step-by-step instructions they created in groups of two. At the end of the lesson, the teacher will assess what the students have learned by having them explain the algorithm that was established by the class to measure the weight of objects.

Students will learn about all of the computers they encounter each day. They will read part of a book where the character explores the inside of the computer to figure out what they do. They will list any potential problems that she may encounter to review problem and solution. Students will walk away knowing the functions of a computer (input, output, process, and storing).

Students will challenge themselves to go the distance by broad jumping as far as possible. This will be a fun way to practice collecting data, organizing data on a graph, and analyzing the results to make predictions and/or conclusions.

Passwords are usually associated with the digital world. However, the importance of security has been important throughout history. In this lesson, students will review the components of a strong password in the digital world and apply it to the Culpepper Code, which is a primary source that uses a a secret code during the Revolutionary War. They will compare/contrast the security issues from the Revolutionary War to the modern world.

Dance choreography will be used to make patterns, measure time duration, and generate data for graphs then used to make predictions. The repeat of patterns will be connected with the algorithms and looping strategies in computer science.

The internet can be both an exciting and terrifying place, and knowledge of how to navigate it is crucial for students. In this lesson, students will take on the role of an investigative detective who is gathering intel on a specific kind of cybercrime. These cybercrimes are all real events that occurred in history and students analysis of them will help them understand the types of crimes that take place in the digital world and understand how and why these types of crimes take place.

Welcome back to the Cyber Crimes Unit. Now that students have been taught an overview of Cybersecurity threats, they are now going to focus in on a very specific type of threat as they wrap up this topic. Denial of Service Attacks are an amalgamation of a lot of different concepts discussed before (phishing, malware, etc), but elevate these concepts to company destroying techniques. Unlike some sophisticated techniques, this can be a rEnglishtively home grown cyberattack, so the more students understand what it is, how it attacks, and how to protect themselves, the more informed they will be about this very common technique in cybersecurity.

Students will research different perspectives and the effect the Civil War had on their lives. They will create a video to share from the perspective they have chosen. The students will create scripts and give credit to sources while being creative in their video. At least one image from a Primary Source (a document or object that was created by an individual or group as part of their daily lives) will be used in the video.

In this lesson, students will create a social media post about the life cycle of an organism. This organism can be decided upon by the teacher or the teacher could use the list of suggestions provided in the lesson. The social media post should show the student’s knowledge of the life cycle and the phases of life that it goes through.

This is a whole group lesson. The students will come to the carpet and learn about the word communication. Afterwards, the students will play the Telephone Game. After playing the game a few times, the students will then learn about communication methods from long ago and today. They will also determine the difference between communication methods that are delivered electronically and those that aren’t. Students will name a way they electronically communicate with others at the end.

The teacher will facilitate a whole-class discussion on two ways people communicate on the internet (email and social media).

In this lesson, students will learn how to sort coins based on physical attributes that they possess. The students will get time to practice sorting with both one attribute and then with two attributes.

This lesson is intended to be a project-based learning opportunity that may take place “behind the scenes” of the daily classroom or during small chunks of time over several weeks. There is flexibility in the implementation based on student needs and scheduling.

During this lesson, students will create algorithms using repeating pattern loops for their classmates to follow. Instead of using shape or number patterns, students will create algorithms for their classmates to follow by completing physical movement (clapping, spinning in a circle, jumping jacks, etc.).

After being introduced to the iterative design process, students will produce a product that describes the life of Virginia’s native peoples before the arrival of the Jamestown settlers.

Slime is a fun and amazing invention. While many adults do not enjoy the mess that comes along with slime, students of all ages have come to enjoy this unique creation. So what phases of matter would we classify slime? It has properties of a solid, while also having properties of a liquid. The goal of this activity is for students to make observable changes to a provided slime recipe to create a slime that acts more like a solid than a liquid. The student will identify that the slime recipe is the basic algorithm, or steps taken to get a particular result. The student will modify the recipe by measuring and adding more “magic water.” Looping, or repeating the desired actions until the desired outcome is achieved. The student will record their observations.

Students will use block code to include loops to demonstrate the sun, Earth and moon rEnglishtions to each other that lead phases of the moon.

Computing enables people to use creative development processes to create computational artifacts for creative expression or to solve a problem. Computer scientists use loops as a means of creative expression using block or text-based programming language.