History of Computer Science & Careers
6 Days
Foundations of Computer Science
1D Responsible Citizen - Digital Citizenship:
Demonstration of citing sources and the knowledge/skills that promote safe, efficient, and ethical use of a digital ecosystem.
3A Knowledgeable Professional - Foundational Knowledge:
Demonstration of knowledge that aligns with introductory level content specific to an industry or career.
5C Computational Thinking - Computational Problem Solving:
Demonstration of knowledge and skills necessary to develop solutions using computational tools and strategies.
6A Professional Communicator - Interpersonal Skills:
Demonstration of knowledge and skills related to the exchange of information, thoughts, ideas, feelings, and emotion.
Rubrics with Criteria:
Performance Standards | 4 - Distinguished | 3 - Proficient | 2 - Developing | 1 -Beginning |
1D Responsible Citizen | The student analyzes and applies digital citizenship. They show consistent consideration of personal online behavior. Always respectful and responsible in citing resources and protecting information. | The student demonstrates ethical, safe, and legal issues of a digital citizen. They show respect when interacting with others, peers online, and citing sources. | The student describes the proper behaviors that should be displayed by a digital citizen. Sometimes applies appropriate strategies to minimize risk online. They do not respect resources online and do not cite sources. | The student lists the proper behaviors of a digital citizen, but fails to act respectful and considerate when interacting with others or online. They do not cite sources appropriately. |
Performance Standards | 4 - Distinguished | 3 - Proficient | 2 - Developing | 1 -Beginning |
3A Responsible Citizen | The student can critique, analyze, synthesize, and apply concepts to create a presentation independently that align with specific research for computer science history or careers. They demonstrate the knowledge at a high level and share that knowledge with others. | The Student can appraise, compare, draw conclusions, and cite evidence to create a presentation independently that align with introductory research for computer science history or careers and share that knowledge with others. | The Student can interpret and often times summarize, and classify information in order to create a presentation independently with support from the instructor that align with introductory research for computer science history or careers and share that knowledge with others. | The Student does not demonstrate knowledge in order to create a presentation independently that align with introductory research for computer science history or careers. They may or may not share that knowledge with others. |
Performance Standards | 4 - Distinguished | 3 - Proficient | 2 - Developing | 1 -Beginning |
5C Computational Thinking | The student breaks complex problems into clearly described subproblems using the research template given. The student synthesizes the data to ensure its organized and meaningful. Their information is an accurate and simplified representation of the topic. | The student breaks complex problems into clearly described subproblems using the research template given. The student also assesses the data to ensure its organized and meaningful. | The student sometimes breaks complex problems into subproblems and organizes them using the research template given. The student also interprets the data to ensure its organized and meaningful sometimes. | The student rarely identifies problems and arranges research into subproblems using the research template given. The student also rarely uses the data to ensure its organized and meaningful. |
Performance Standards | 4 - Distinguished | 3 - Proficient | 2 - Developing | 1 -Beginning |
6A Professional Communicator | The student communicates messages clearly and effectively throughout the presentation. They actively reflect on and incorporate strategies to enhance communication. They uses verbal and non-verbal cues skillfully to maintain audience interest and understanding. They demonstrate active listening. The presentation greatly engages the audience. | The student communicates messages clearly for most of the presentation. They demonstrate some reflection on how to enhance communication. They use verbal and non-verbal cues appropriately to support the message. They demonstrate active listening most of the time. The presentation effectively engages the audience. | The student sometimes communicates messages clearly for their presentation. They demonstrate some reflection on how to enhance communication. They use verbal or non-verbal cues to support the message. They demonstrate active listening some of the time. The presentation engages the audience sometimes. | The student communicates messages for their presentation. They rarely demonstrate reflection on how to enhance communication. They rarely use verbal or non-verbal cues to support the message. They rarely demonstrate active listening. The presentation rarely engages the audience. |
CBE Rubric
Your assignments from the History of Computers unit will be graded on the following rubric:
Creative Communicator - 2B
Computational Thinker - 4B
History of Computing - Day 1
Foundations of Computer Science
Objectives:
Students will be able to
Agenda
Happy First Day!
Discuss the questions with others around you:
Have you coded before? When? What languages? (Ex: Python, Java, ect.)
Tell Me about You!
On the Back:
Draw & Write about you! (Dibujar o escribir)
Classroom Expectations
1
Don’t be late
Warning
Contact home
Detention
2
Pay attention
"It's the little details that are vital. Little things make big things happen."
- John Wooden
3
Sign in!
Sign into your computer as SOON as you ENTER the classroom
4
Ask questions
“Only the one who does not question is safe from making a mistake.”
– Albert Einstein.
Classroom Expectations Continued
5
Don’t Eat in Class
No food in the room!
Water is fine off of the table
6
Be Prepared
Be sure to bring:
7
Complete On Time
Complete your assignments ON TIME!
PLEASE!
8
Advocacy
If you are struggling, sign up for ADVOCACY by email, Schoology, or ask your teacher in person
Classroom Expectations Continued
9
NO Phones!
Warning
Contact home
Detention
Phone Removal
Be Kind
“Be kind whenever possible. It is always possible.”
—The 14th Dalai Lama
Problem Solver
“All life is Problem Solving.”
- Karl Popper
Clean Up
Clean up your area, pick up your trash, & push
your chair in!
10
11
12
Open Schoology & Discuss Classroom Setup:
Brain Break! Stand up!
This Side of the Room
This Side of the Room
Optional: History of Computers Video
Discuss with your peers:
What were some of the earliest forms of computation before the invention of electronic computers?
How did the introduction of personal computers in the 1970s & 1980s change society?
How have advances in computer technology affected the job market and the types of skills that are in demand?
Coméntalo con tus compañeros:
¿Cuáles fueron las primeras formas de cálculo antes de la invención de los ordenadores electrónicos?
¿Cómo cambió la sociedad la introducción de los ordenadores personales en las décadas de 1980?
¿Cómo han afectado los avances de la tecnología informática al mercado laboral y a los tipos de competencias que se demandan?
Start Taking a look at Inventors, Events, & Inventions List
Google & Research the topics to see
Students: Which one you would like to focus on!
Use the ReadWrite Extension!
How do you think the history of computing influences our technology now?
Is it for the best or worst?
History of Computing - Day 2
Foundations of Computer Science
Warm Up - Food for Life!
If you had to eat one meal for the rest of your life, what would it include?
Objectives:
Students will be able to explain
By watching videos, answering questions and beginning research project
Optional - FOCS - Pre-Assessment
What Makes a
Computer a Computer?
While humans have always built tools to help with ______________ work, computers were built to help us with our ______________ work.
Brain Break!
Stand up,
Stretch,
& check out
this video!
Crash Course Computer Science: Early Computing
Intro to Project: History of Computing/Computers
Students will:
Read & Explore the Document!
Think:
Reflection/Discussion:
How do you think the history of computing influences our technology now?
Is it for the best or worst?
History of Computing - Day 3
Foundations of Computer Science
Warm-up:
How do you think the history of computing influences our technology now? Is it for the best or worst?
Objectives
Students will be able to explain
By working on the History of Computing research project
CBE Standards/Rubric
Your assignments from the History of Computers unit will be graded on the following rubric:
Creative Communicator - 2B
Computational Thinker - 4B
(If you completed the pre-assessment)
Pre-Assessment Review
Project: History of Computing/Computers
Students will:
Movement Break!
Discuss the Details of History of Computing Project
Introduction
Research and create a presentation about at least one person, event, invention, or innovation that had an impact on the history of computer science.
Project is Due __________
Performance
Standards:
1D Responsible Citizen
3A Knowledgeable Professional
5C Computational Thinking
6A Professional Communicator
Criteria Needed:
Select a Topic:
Research
your Topic:
Rubric:
Performance Standards | 4 - Distinguished | 3 - Proficient | 2 - Developing | 1 -Beginning |
5C Computational Thinking | The student breaks complex problems into clearly described subproblems using the research template given. The student synthesizes the data to ensure its organized and meaningful. Their information is an accurate and simplified representation of the topic. | The student breaks complex problems into clearly described subproblems using the research template given. The student also assesses the data to ensure its organized and meaningful. | The student sometimes breaks complex problems into subproblems and organizes them using the research template given. The student also interprets the data to ensure its organized and meaningful sometimes. | The student rarely identifies problems and arranges research into subproblems using the research template given. The student also rarely uses the data to ensure its organized and meaningful. |
Closure: My life is changed
History of Computing - Day 4
Foundations of Computer Science
Warm Up - I was surprised
On Schoology Discussion Board:
Objectives:
Students will be able to explain
By working on the History of Computing research project
CTE Rubric Standards:
Your assignments from the History of Computers unit will be graded on the following CTE rubric standards:
Competency 3: Creative Communicator:
Competency 5: Computational Thinker:
CBE Rubrics
Your assignments from the History of Computers unit will be graded on the following rubric:
Creative Communicator - 2B
Computational Thinker - 4B
History of Computing Project
Optional Movement Break!
History of Computing Project
Reflection & Discussion:
Complete the Google form on Schoology!
History of Computing - Day 5
Foundations of Computer Science
Warm Up - Favorite Inventor
From the people you have learned about from the history of computing:
Agenda
Objective
Students will be able to explain
By working on the History of Computing research project
Content Standards
Your assignments from the History of Computers unit will be graded on the following state computer science standards :
CTE Rubric Standards:
Your assignments from the History of Computers unit will be graded on the following CTE rubric standards:
Competency 2: Skilled Professional:
Competency 3: Creative Communicator:
Competency 5: Computational Thinker:
CBE Rubric
Your assignments from the History of Computers unit will be graded on the following rubric:
Creative Communicator - 2B
Computational Thinker - 4B
Lets ask Chat GPT!
Who was the most influential person from the history of computing?
One person who is widely regarded as a highly influential figure is Alan Turing.
History of Computing Project
Peer Edit:
Peer Edit:
History of Computing Project
Extensions Choice Board
Add more slides to your presentation | Create a Guided notes Document or Questions about your presentation. Provide answers to the questions too. | Draw a timeline with pictures and dates of history of computers from your powerpoint, |
Make a video or song/rap that represents and explains what you have learned from your research | Make a Comic strip that represents and explains what you have learned from your research | Other idea! (Get approval from teacher) |
Reflection
Do you believe WE are evolving faster or slower than technology is developing? Explain your answer.
Discuss the Difference now
Compared to the Video from May 2015
History of Computing - Day 6
Foundations of Computer Science
Warm Up - Most Influential
Agenda
Objective
Students will be able to explain
By working on the History of Computing research project
Content Standards
Your assignments from the History of Computers unit will be graded on the following state computer science standards :
CTE Rubric Standards:
Your assignments from the History of Computers unit will be graded on the following CTE rubric standards:
Competency 2: Skilled Professional:
Competency 3: Creative Communicator:
Competency 5: Computational Thinker:
Competency 6: Empowered Learner:
CBE Rubric
Your assignments from the History of Computers unit will be graded on the following rubric:
Creative Communicator - 2B
Computational Thinker - 4B
Finishing Touches → History of Computing Project
Brain/Movement Break
Stand up, Stretch, & Walk around!
Do not sit for the next 3 minutes!
Present in Small Groups
Present in Small Groups
Present in Small Groups
Closure: Two Roses and a Thorn Discussion
A Rose - 2 Great thing about your project
A Thorn - 1 thing you would like to improve about your project
Extra Time? More Resources
Extensions Choice Board
After the Research Video
Watch the following video: https://www.youtube.com/watch?v=-M6lANfzFsM
Answer the questions in the Schoology Discussion:
Write the following items down after watching the video:
1) What other tools or inventions helped with the evolution of computing?
2) What other inventors did you learn about? What did they do?
3) Which invention from this video or the history of computing do you think was most influential? Explain why.
4) What was the most interesting thing you learned?
Reflection
How do you think the history of computing influences our technology now? Is it for the best or worst?
What was the most valuable thing you learned from the research?
Why is it important to research and understand our technological history when advancing technology?
What could we do improve our computers today?