Social Interactions
3-5 Computer Science Modules Series
A subconcept of
Impacts of Computing
Standard 5.IC.SI.1: Seek diverse perspectives for the purpose of improving computational artifacts.
Overview of the Lesson
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What Real-World Problem Does the Standard Address?
Below are two videos on perspectives. After you watch the first video, think about things that surprised you. Did the video accurately depict how personal perspectives can sometimes skew our vision or is it just an illusion? Then, watch the second video, which includes more narration. What are some of the different things that can cause individuals to have differing perspectives?
Your Turn
What are some of the different things that can cause individuals to have differing perspectives? Please provide at least three examples. | |
How is are these videos connected to this computer science standard? | |
What Does the Standard Say?
In this section you will examine the standard and think about the learning targets and potential ways of measuring student understanding of the concept by addressing the session question, "What does the standard say?"
Deconstructing the Standard
Examine how a colleague would interpret the parts of the standard for a student or parent. As you read, think about how you would help a parent interpret the standard language, if you would use the same common understandings, and why it would be important to interpret the standard.
Standard: 5.IC.SI.1 Seek diverse perspectives for the purpose of improving computational artifacts. | |
Standard Language | Common Understanding |
perspectives | A way of thinking about something that may be influenced by experiences and/or beliefs. |
computational artifacts | Anything created by a human using a computational thinking process and a computing device including but not limited to, a program, image, audio, video, presentation, or web page file. |
The Embedded Content of the Standard
Everyone has their own perspectives and ideas based on many things - culture, geography, beliefs, experiences, or age. However, computing provides the possibility for collaboration and sharing of ideas and allows the benefit of diverse perspectives.
This article lists the top Google searches in 2017 for each of the United States. As you look through the list, think about how geography and current events in the region may have impacted the data. What surprises you?
The information included in the article is just a small sampling of different perspectives. Experiences also play a big role in different perspectives.
The Embedded Content of the Standard
Look through the images. What do you see?
Saxophonist or woman?
Frog or horse?
Love or hate?
Old lady or young woman?
Face or word?
The Embedded Content of the Standard
These illusion images are designed to be seen in different ways. That said, everyone will gravitate towards one thing or another in each image before seeing both items. This is because everyone has different perspectives.
Collaboration is key when designing computational artifacts. Without it, only one perspective is addressed and problem solving is limited to one individual.
Watch the short video to the right. After the video, identify ways that collaboration worked positively for the group. How did good collaboration lead to effective problem solving?
Most adults understand that perspectives differ, but it can often be a difficult concept for children to grasp. As students design computational artifacts, they could seek feedback from other groups in their class or students at another grade level. Or, with guidance from their teacher, they could use video conferencing tools or other online collaborative spaces, such as blogs, wikis, forums, or website comments, to gather feedback from individuals and groups about programming projects.
Achieving the Standard
Learning Targets (Student Friendly Language) | Assessment Targets (Student Evidence) |
Standard: 5.IC.SI.1 Seek diverse perspectives for the purpose of improving computational artifacts. | |
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Your Turn
With respect to the standard, tell about three things you learned? | |
What are a couple other real-world connections you can make to this standard? | |
What Could This Look Like for My Students?
Think about what activities you would want your students to do in your classroom to develop their understanding.
1. Generate 3 lesson activities or ideas that would help students reach mastery of the standard.
2. Use the learning targets from the previous section as a guide of what students need to know.
3. Focus on the standard as an end goal.
Your Turn
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3 | |
Describe in at 3-5 sentences each of the 3 lesson activities or ideas you came up with according to the instructions on the previous slide.
What Resources Could Support Further Implementation?
In this final section, you will use your knowledge of the standard to examine some potential resources. When you look through the resources, it is important to recognize that students need to actively participate in developing their understanding.
Resources for Lesson Ideas
Exploring Different Perspectives in Folk Tales
This is a 3rd grade lesson on different perspectives in folk tales. However, the text can easily be adapted using the same lesson plan for 5th grade students.
Resource Link: https://www.education.com/lesson-plan/parts-of-a-plot/
65 Digital Tools and Apps for Formative Assessment
What is here: This extensive list of formative assessment tools includes tools that students could use to gather information from classmates on different perspectives.
Resource Link: https://drive.google.com/file/d/1AcmDcLfr09LhOREqGqel3uBef_rfZUFk/view?usp=sharing
Resources for Simulations
Taking Someone's Perspective Using Legos
What is here: This fun activity uses Legos and designing to guide the conversation of how people see things differently.
Resource Link: https://www.encourageplay.com/blog/taking-someone-elses-perspective-a-lesson-with-legos
Your Turn
What resources looked most useful to you and why? | |
What resources or information do you still need to seek out and why? | |