Applying computer science principals, students will explore inventions & innovations from the Age of Information, then through pattern recognition, compare and contrast the Age of Information with the Age of Industrialization. Students will present their research to peers. 

Biomanufacturing is uses nature as an inspiration. Some of the processes we rely on started in nature!This resource is part of the Agricultural Cyberbiosecurity Education Resource Collection that contains resources for formal and non-formal agricultural educators working with middle school aged youth. Published as Open Educational Resources, all resources are provided in durable (pdf) and customizable (MS Word) formats. They are hosted on  GoOpenVA in a unique resource collection, Ag Cybersecurity Virginia Tech, at https://goopenva.org/curated-collections/143 and on on Virginia Tech’s stable repository, VTechWorks at https://doi.org/10.21061/cyberbiosecurity

Scientists get some of their best ideas from biology. Whether that be using bacteria to help make food or gene editing to cure disease, biotechnology uses the tools in biology to make amazing technology. This resource is part of the Agricultural Cyberbiosecurity Education Resource Collection that contains resources for formal and non-formal agricultural educators working with middle school aged youth. Published as Open Educational Resources, all resources are provided in durable (pdf) and customizable (MS Word) formats. They are hosted on  GoOpenVA in a unique resource collection, Ag Cybersecurity Virginia Tech, at https://goopenva.org/curated-collections/143 and on on Virginia Tech’s stable repository, VTechWorks at https://doi.org/10.21061/cyberbiosecurity

With digitization, we see biosecurity, cybersecurity, and physical security begin to overlap. This overlap started a new discipline, cyberbiosecurity. This resource is part of the Agricultural Cyberbiosecurity Education Resource Collection that contains resources for formal and non-formal agricultural educators working with middle school aged youth. Published as Open Educational Resources, all resources are provided in durable (pdf) and customizable (MS Word) formats. They are hosted on  GoOpenVA in a unique resource collection, Ag Cybersecurity Virginia Tech, at https://goopenva.org/curated-collections/143 and on on Virginia Tech’s stable repository, VTechWorks at https://doi.org/10.21061/cyberbiosecurity

Data makes the world go around! As we use more technology, more data is being created, recorded, and used. The next task is understanding what it all means!This resource is part of the Agricultural Cyberbiosecurity Education Resource Collection that contains resources for formal and non-formal agricultural educators working with middle school aged youth. Published as Open Educational Resources, all resources are provided in durable (pdf) and customizable (MS Word) formats. They are hosted on  GoOpenVA in a unique resource collection, Ag Cybersecurity Virginia Tech, at https://goopenva.org/curated-collections/143 and on on Virginia Tech’s stable repository, VTechWorks at https://doi.org/10.21061/cyberbiosecurity

There were many black women who worked as code breakers at Arlington Hall during World War II, including Elsie Scott, Sue Bailey Thurman, and Genevieve Collins. These women faced significant challenges and discrimination due to their race and gender, but they made significant contributions to the war effort through their work as code breakers.

An assessment is attached that covers the essential vocabulary and knowledge from the Computer Science standard, 7.11: The student will describe the development of new technologies in communication, entertainment, and business and their impact on American life. It can be printed or used for Google Classroom, etc.

Students will examine the history and culture of the Choctaw Native Americans, as well as the story of the Code Talkers in WW1, in order to memorialize one of the Choctaw Code Talkers. 

Women code-breakers changed the course of WWII by cracking Japanese codes that revealed the movements of people and supplies in the Pacific Islands. In this lesson, students will learn how specific information discovered led to a turning point when cryptographers were able to pinpoint the plans of the Pearl Harbor Attack’s “architect”, Admiral Yamomoto.Students will examine videos and articles to find out more about this episode in history. In pairs or small groups, they’ll look at the US Post Office’s newly revealed stamp commemorating it. They’ll identify what they think are the pros and cons of the stamp and then design their own. 

This lesson plan is for middle school art, teaching how computer graphics work are designed with pixels and aliasing. It reinforces how a computer shows a picture while refining art skills.

Vocabulary posters for the Impacts of Computing strand for Grade 7. Words included are from the 2017 Computer Science Curriculum Framework.

Cross curricular lesson plan that integrates Computer Science and English Standards CS 7.11 English 7.1, 7.6, and 7.9

Students will watch a teacher selected Apple advertisement/video and then identify the various Apple products mentioned in the ad. Students will then discuss how technology has changed the US marketplace and how the advertisement reflects the values of American culture. After discussing the current use of technology in the workplace, students will collaborate and hypothesize what the future of technology and American culture is based on current trends. Essential vocabulary: culture, technology, automation.

Students will watch a teacher selected Apple advertisement/video and then identify the various Apple products mentioned in the ad. Students will then discuss how technology has changed the US marketplace and how the advertisement reflects the values of American culture. After discussing the current use of technology in the workplace, students will collaborate and hypothesize what the future of technology and American culture is based on current trends. Essential vocabulary: culture, technology, automation.

During WWII the Marines enlisted Navajo code talkers to send messages. The Navajo language is not written down and is very difficult for non-native speakers to speak and understand. The Marines started with 29 Navajo men for this project. Their code became unbreakable and fast. They could decode 3 lines of English in 20 seconds versus the normal 30 minutes.In this lesson students will hear audio of spoken Navajo language. They will make predictions on what language they think is being spoken. After learning the language they will research the Navajo code breakers. Students will then use the Navajo dictionary to practice creating and deciphering messages. Students will then be able to make connections to cybersecurity. 

Students will learn about The Water Walker, Josephine Mandamin, and discuss and research topics related to the protection of our water sources. Students will then take their research and consider how advancements in technology over the past 50 years (specifically transportation and and business (shipping, manufacturing) have impacted the local water supplies.This lesson was created through a partnership between CodeVA and the Virginia Tribal Education Consortium (VTEC). 

This is the 4th and last activity in the CS Heros Unit of Study.Students have watched a PBS CS video and read several articles about early computer science heros.  Next, they took three short (5 to 9 questions) quiz.  These math-up activites cover the computer scientists and inventors learned about (Parts 1-3) in the videos, articles, and quizzes.  When all three parts and the match-ups are complete, my students type one paragraph to be shared in a collaborative presentation. We design this together in class to highlight how these CS Heros and their inventions have helped Virginia advance and grow in technology commerce as well as contribute to the global economy.  Students make one slide with their paragraph and another with images of Virginia-based companys, technological discoveries, and/or computer scientists.  Once slides are shared to me, I add them to the presentation and we upload the presentation to our Google Classroom. We review slides over the upcoming weeks, a few slides shared each day, until all students have presented.

Students will watch a PBS CS video and read an article about early computer science heros.  Next, they will take a quick 9 question quiz.  This is the first part of three total lessons in the unit. There is also a fourth part, which is an interactive match-up of all the heros and their inventions compbined from all three parts.  When all three parts and the match-up are complete, my students type one paragraph that is shared in a collaborative presentation we design together in class to highlight how these CS Heros and their inventions have helped Virginia advance and grow in technology commerce as well as contribute to the global economy.  Students make one slide with their paragraph and another with images of Virginia-based companys, technological discoveries, and/or computer scientists.  Once slides are shared to me, I add them to the presentation and we upload the presentation to our Google Classroom and review them over the upcoming weeks, a few slides shared each day, until all students have presented.

Students will watch a PBS CS video and read an article about early computer science heros.  Next, they will take a quick 9 question quiz.  This is the second part of three total lessons in the unit. There is also a fourth part, which is an interactive match-up of all the heros and their inventions combined from all three parts.  When all three parts and the match-ups are complete, my students type one paragraph that is shared in a collaborative presentation we design together in class to highlight how these CS Heros and their inventions have helped Virginia advance and grow in technology commerce as well as contribute to the global economy.  Students make one slide with their paragraph and another with images of Virginia-based companys, technological discoveries, and/or computer scientists.  Once slides are shared to me, I add them to the presentation and we upload the presentation to our Google Classroom and review them over the upcoming weeks, a few slides shared each day, until all students have presented.