In this unplugged lesson, students will deepen their understanding of algorithms and the need for precise, sequenced instructions. They will create algorithms for drawing crazy characters. Then, they will test and refine these algorithms by challenging teammates to follow their instructions and compare. They will also use cause and effect in this lesson.

At the beginning of the lesson, students will have the opportunity for physical movement during the activator while reviewing the difference between the terms “past” and “present”. Students will engage in collaborative conversations at multiple times to explore the different ways people communicated in the past and how it has changed over time, while also learning from their peers during these conversations. Through these collaborative conversations, students will gain an understanding on how computer scientists communicate information in various ways. Students will explore a nonfiction text during a read aloud to gain a stronger understanding of communication in the past before they embark on an independent activity of drawing and labeling past and present communication tools.

Learn to create files and directories in a Linux command line terminal and read the contents of created files.

Students will investigate theoretical versus experimental probability by creating a model to simulate a system and then compare the outcomes.

Students will work in groups to plan the process they will use to first determine the perimeter and then the area of a rectangle. Students will write out a detailed step by step process that can be used in different situations.

Students will work on creating an algorithm for other students to follow that explains how to round numbers. There are three lessons that go together to allow students to create a sequence for rounding, have a peer follow the sequence, then troubleshoot the sequence if steps fail. In this first set of the unit, students will follow an algorithm to learn how a set of steps should be written.

Students will learn about passwords, why they are needed and how to create strong ones.

In this lesson the students will understand how their brain is similar to a computer in that we have access to a primary memory, secondary memory, we have a processor that functions as our CPU, some of us have a GPU that helps us with seeing our information, and we work off of the input that we are given and form that into a suitable output. Students will be making their own study guide to help them with a given novel study test. The students will understand that the input is what information they were given and the output will be their study guide that they created. This lesson will take place after the class has completed a novel and prior to their summative test on that novel. This lesson can take place anytime during the semester. In the example given, this takes place during the first quarter.

This resource will show how to teach your students to make their own "formula calculator" using Java programming, and it has handouts for your students or your own use. It is ideal for Grade 7 and Grade 8 Math.The video in this resource walks you through the steps to teach your students to program their "formula calculator" using Java programming after they have been taught about geometric formulas. They can then use their calculator to help them solve their math problems. It will reinforce critical thinking skills and create a deeper understanding of how the formulas work.Students can use any Java IDE or even an online IDE. The lesson can be customized based on your familiarity with Java and your students' computer skills.The handouts show how to use arithmetic operators in Java as well as some Math class methods that will be helpful. The attached program can be used as a starting point for their programs. 

Good Night Gorilla by Peggy Rathman is an engaging book for students who will find it funny to see that after the zookeeper has put all the animals to bed for the night, the gorilla goes behind him and unlocks all the cages to free the animals who then follow the zookeeper home. An algorithm is a set of step by step directions and the zookeeper definitely needs an algorithm to follow. It is up to the students to help the zookeeper keep all the animals where they belong each night.

In this lesson, students will practice comparing sets. They will practice using the Mathematics vocabulary of the following: more, fewer, same, least, greatest.

When developing programs, students are able to use algorithms, code, and other media created by others. In this lesson, students will learn how to use existing algorithms (formulas) to solve problems involving the area and circumference of circles. They will also learn about Creative Commons, a set of intellectual property laws that govern the use of media created by others. Students will illustrate their problems using images governed by Creative Commons and will cite their sources.

Students will learn about cyber security and keeping their information safe. They will then create a presentation for younger students to teach them about cyber security.

Students will identify and work to solve various cyber security concerns by answering a rEnglishted prompt and working through the problem.

 Students describe the dynamics of online cruelty and how it affects all the people involved.  Students explain the difference between being a passive bystander versus a brave upstander in cyberbullying situations.      

In this lesson, students will learn about why their personal information is important and how they can keep it safe. They will also learn to pull out other people’s personal information and how that character/person can keep it safe. 

TSW research different careers within cybersecurity to come up with an answer to the SOL Prompt “Many schools have partnerships with local companies and organizations that allow students to explore certain professions. Write a letter to the manager of a local workplace that performs the type of work that you would like to pursue. Convince the employer to allow you to visit. Include details about why you chose that workplace and the specific job.” After we have created and drafted a sample essay as a class, students will brainstorm, create a foldable/graphic organizer or outline of their ideas, and write their own response to the prompt question. As this is focused heavily on writing and modeling I recommend using this lesson in Q1 or Q2 (at the latest).

In this lesson, students will review the development of the Constitution.  To experience what this might be like,  students will work together to create a set of rules, procedures, rights, and responsibilities needed to safely use computing devices and networks in our school. When they have finished they will compare their list to the school’s Acceptable Use Policy.

Students will use predetermined materials to create prototypes of badge covers to try to block RFID signals from being read.

Students will use their knowledge of famous Americans to create a “strong password.” They will then write a password for their given person using invisible ink.