Students will build upon knowledge of hardware and software used in a computer system to determine what is used for input, output and both.
This lesson aims to teach students how to use computing devices and networks responsibly and ethically and to develop critical thinking skills to identify social and ethical issues rEnglishted to technology.
The students will practice making algorithms emphasizing beginning, middle, and end while investigating the life cycle of a bean plant. They will begin by watching a video of a bean plant growing and listening to a read aloud about a plant growing. After this, they will discuss the beginning, middle, and end of the bean plant’s life cycle. At the end of the lesson, the students will each create an algorithm of how the bean plant grows by drawing the beginning, middle, and end of the bean plant’s life cycle.
Third-grade students will use Bee-Bots to learn about budgeting and economic choices in this two-day activity. On Day 1, students will review their Bee-Bot coding skills and navigate an obstacle course while identifying the activity's input, processor, and output components. On Day 2, students will work in groups to program their Bee-Bots to collect objects with different values while staying within a budget of $10. Students will learn about economic choices, opportunity costs, and computing system components. At the end of the lesson, students will reflect on their choices and challenges and use recording sheets to track their progress. This lesson plan helps students learn essential skills such as opportunity costs, computing systems, problem-solving, critical thinking, and coding in a fun and engaging way.
The teacher will review the following concepts from preceding lessons : Digital Safety (1.9) and Personal Information (1.10) . The teacher will introduce Digital Citizenship.
At the beginning of the lesson, students will have the opportunity for physical movement during the activator while reviewing the meaning of being a good citizen. Students will engage in collaborative conversations at multiple times to explore and analyze ways they should and should not use technology while at school. These collaborative conversations will allow students to have a stronger understanding of how they should use technology to support their learning before they share what they think is the most important way to be a good citizen while using technology through an independent activity of drawing and labeling.
Students will be given ordinal number cards and will have to put the numbers in the correct order. Next the students will discuss algorithms and tasks that have steps to complete in their daily lives. Students will have to work with a partner to plan an algorithm for how to get through a maze, then the students will have to use that algorithm to get through the maze.
The student will be able to list the steps in the water cycle as well as the main energy source that drives the water cycle: the sun. Students will also be able to understand that the water cycle is similar to an algorithm in computer science because it lists the steps needed in order for the water cycle to work. The students will be able to identify the sun as the event that causes the water cycle to work.
Computers use numeric values to store information and perform operations. Information inputted into the computer from various components must be converted into numeric values in order for the computer to use the information and perform functions. Once the function is completed, the numeric values must be converted to a form of output that the user can understand. This output may be in the form of words, images, videos, or sounds.
Binary is both the language of computers and the manner by which computers input, process, sort, and output information. For that reason, understanding this process and how it works opens up a world of information about how computers function. Through this lesson, students will learn about this language and how it resembles many other things in the world around us. Because this topic was at first unfamiliar to them, students will then challenge themselves to share this information in a way that could be understood by a younger child. All of this is focused on ensuring that this foundational understanding is engrained in multiple ways as other concepts taught during this year and in other years are built off of this topic.
Students will demonstrate an understanding of number lines and patterns while solving coding challenges using block code. The class will work together to solve on a physical number line, while also determining the correct code for the Microworld Challenge.
Orthographic mapping is a great strategy for teaching students to decode and encode words. In this lesson Students will become human robots to orthographically map a word by following a block coding algorithm.
In this lesson, students will understand the purpose of data packets and how they help send out messages in an efficient and speedy manner. In life science, the same could be said for the levels of organization. The body’s major organs such as the heart, lungs, and brain, all receive “messages” from their smaller units. Cells help form these major organs. Students will do activities breaking down these levels and understanding their role in maintaining bodily functions.
Models and simulations are necessary for students to represent systems that are too large, too small, or difficult to study. Students will explore a voting model and simulate a vote in their class or school to determine if the model accurately represents their voting environment.
Students will be given simple sequence directions to find uppercase or lowercase letters on a grid. They will begin to develop an understanding of algorithms and code.
Due to the rise in cybersecurity threats and the increasing volume of information and resources that are potentially vulnerable to these threats, careers in the field of cybersecurity have grown tremendously over the past decades. In this assignment, students will explore Science, Applied Science and Cybersecurity Careers through research. After researching the difference between science and applied careers, students will decide on 5 careers that interest them. Their list will contain one career in each science and applied science and 3 in cybersecurity. They will then research the education required to perform the job, salary, description and working conditions. A digital or paper poster will be created containing the title, description, education and salary. This assignment could be completed at the end of the year or as an enrichment activity.
Students will research careers that focus on data collection and analysis. The goal is to introduce students to high demand jobs in data science. They will explore work expectations, educational requirements, and pay rate. Teachers can ask students to work in groups and assign specific areas: data analyst, data scientist, data engineer, and data architect (to name a few). Information on these career bands is available HERE
The students will consider what it would be like to have someone use a favorite possession without their approval. The students will then learn what personal information is and why they should keep it private. At the end of the lesson, the students will determine what information is safe to share with others and what is not safe to share.
Using a class text (longer text is preferred for better gameplay), students will create if/then statements that demonstrate cause and effect rEnglishtionships from their reading. Students will use these statements to guide the player through significant and impactful plot points of the story through the resource Twine.
Students will create a presentation in Google Slides or Microsoft Powerpoint detailing and illustrating the structure and function of a particular cell organelle. By the end of the first day, students will use a template to create a timeline for completing the presentation. The timeline must include a decomposition of the assignment into discrete steps, self-imposed deadlines for completing said steps, and division and delegation of responsibilities. Students should, by this point, be able to decompose the large objective into discrete, small steps. They will then use The remaining days will be spent implementing and, if needed, modifying the plan.