ABCDEFGHIJKLMNOPQRSTUVWXYZAA
1
Impacts of Computing
2
The following examples are created by the M1B Regional Participants in the Smart Start Grant. For NYS created examples, click HERE.
3
SocietyGrades K - 1Grades 2 - 3Grades 4 - 6 Grades 7 - 8
4
K-1.IC.12-3.IC.14-6.IC.17-8.IC.1
5
 Identify and discuss how tasks are accomplished with and without computing technology.Identify and analyze how computing technology has changed the way people live and work.Describe computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practicesCompare and contrast tradeoffs associated with computing technologies that affect individuals and society.
6
Examples
1. Reading hard copy text vs. text on Reading A-Z. 2. Writing pencil/paper vs. Book Creator App 3. Identifying what media the illustrator uses in a book. 4. Sorting of digital and non-digital. Example: Post vs. email, Apps vs. Paying with Cash 5. Start with a pencil and paper task, such as "write your name", try the same task on SeeSaw, discuss the differences between how the task were accomplished. 6. Illustrate/Discuss how Math problems can be solved on paper or using computing technology1. Schedule Zoom or Google Meet with parents to have them share how technology has changed theeir careeer/profession. 2. Firefighting Unit-Compare previous technology from technology now. 3. After learning about a historical figure, discuss 3 ways their job would be different if they lived today.1. Googel Translate - Why, Where and When this would be needed. 2. Social Media: What is the governments role? Example: WeChat vs. Whatsapp 3. Provide examples of 3-D printed prosthetics, Twitter and Instagram Influencers. 4. How learning had to shift world wide during pandemic and learning shifted to remote learning using Zoom, Google Meet, and Teams. 5. Pose an argumentive writing prompt that requires students to pick whether they would reather live in the life before or after cell phones. 6. Students will solve math problems using tools commonlyused in a country. 7. Flocaulary - current events video weekly with pause points to discuss. Always include technology or science around the world. 8. News2You - current events/breaking news. Has scaffoldedd articles with picture supports and comprehension questions.1. World Language/ELA/Social Studies task: Students read articles about communication through computing tech in multiple areas. In groups, they will compare how the tech tools affect individuals and societies. Students will present to the class. 2. Social Studies: Focus on countries that shut off internet to stop people from protesting: Students read articles that explain what is happening and discuss the effects on relying on tech and the power it has. 3. Lesson on the affordances & drawbacks of communicating with text, email and business letters. 4. Compare and contrast impacts of industrial revolution with the impacts of emerging technologies today. 5. Incorporate supreme court cases that specifically address social media and free speech.
7
K-1.IC.22-3.IC.24-6.IC.27-8.IC.2
8
Identify and explain classroom and home rules related to computing technologies.Compare and explain rules related to computing technologies and digital information.Explain how laws impact the use of computing technologies and digital information.Evaluate the impact of laws or regulations on the development and use of computing technologies and digital information.
9
Examples
1. Create rules for using devices, where devices "live" at school. 2. Do/Don'ts sort for responsible use of devices. 3. Digital scavenger hunt to include login, password, search, utilize district digital resources. 4. Routines and procedures with iPad-create anchor chart about Do's and Don'ts on apps. 5. How to care for technology 1) discuss how to carry 2) dsicuss how to use and where to use 3) model, model, model ONLY expected behavior 4) guided practice. 6. Create a T-chart comparing home vs. school use of devices.1. Reviewing rules and expectations and why they may change making sure safety is emphasized. Example: YouTube is blocked because. . . 2. Appropriate use of technology using rules at school v. home rules1. Explaining copyright and the copyright laws 2. Explain the district acceptable use policies and why they are important. 3. Age requirments for online programs. 4. Getting banned from online platforms. 5. Search articles that involve computing technologies from around the world. Students read, summarize, create a presentation and present. 6. Create an actvity on computer safety before a research project. 7. Have discussion/give presentation on Ed Law 2d to discuss the Why of sites that are blocked on school technology. What criteria allows apps to be used. Go through this with students.1. SS- When discussing new government regulations on companies, discuss cureent companies and government regs on digital information. 2. Project on new innovations and laws that may or may not accompany them. Students can research new innovations and learn about laws that go with them. If no laws, students create their own law relative to the situation while identifying "gray" areas that already exist. 3. SS/ELA- Debate the freedom of speech v. safety on social media platforms. 4. Lessons on using images & music while explaining copyright law and fair use.
10
11
EthicsGrades K - 1Grades 2 - 3Grades 4 - 6 Grades 7 - 8
12
K-1.IC.32-3.IC.34-6.IC.37-8.IC.3
13
Identify computing technologies in the classroom, home, and community.Discuss and explain how computing technology can be used in society and the world.Explain current events that involve computing technologies.Identify and discuss issues of ethics surrounding computing technologies and current events.
14
Examples
1. Daily meetings (recurring) Discuss name of technologies used at home, school, and community. 2. Walk your building and search for items that use technology. Create a photo gallery or student generated chart of items and discuss where they could be found (classroom/home/community), and dicuss use, based on setting. 3. Review apps for classroom, home, and community. For example: classroom-Raz-Kids, home: SeeSaw or ABCYA, community: library website.1. Use cube robotics to relate to map skills (extend to compass, GPS, directions) 2. Picking technology/hardware around the room and discussing WHY it was invented. Example: Why do we have a Smartboard? 3. Tie to NYS Social Studies inquiriees - If we live in the present, why should we care about the past? Example: Tie into how events from the past change our lives in the present - example event: Industrial Revolution. 4. Watch video on Google's Self Driving Car. Why was it created? Who does it help? What other problems in society can we solve with technology?1. Describe the what and impacts of cyber attacks. 2. Have a class dicussion regarding a NewsELA article on the advancement of prothetics and computing sciences. 3. Reading about current events in Scholastic News and talking about it at morning meetings. 4. Replay videos of events fo all students are aware of significant events. Example: SpaceEx 5. Use NewsELA to find current events that involve computing technology then share with others
15
K-1.IC.42-3.IC.44-6.IC.47-8.IC.4
16
Identify public and private spaces in our daily lives.Identify public and private digital spaces.Explain who has access to data in different digital spaces.Identify and discuss issues related to the collection and use of public and private data.
17
Examples
1. Discuss public and private spaces and the norms tied to them. Example: bathroom vs. living room, home kitchen vs. cafeteria, garden vs. park. 2. Whole group - define public versus private. Chart public vs private places with pictures and words. Draw a public space you go to and a private space you use.1. Offer opportunities for students to share, comment, and collaborate in cloud environments (Google/O365). Explain and model how to manage "share" settings. 2. Digital Citizenship- Applying school rules to public and private spaces. 2. Make a T-Chart Public vs Private. Have strips of paper with programs, websites, platforms that are used in a public or private setting. Can get specific for Google Classroom.1. During a lesson on cybersecurity have students identify data that is appropriate to input in public spaces and private spaces. 2. Provide examples and discuss public sites (Walmart, Amazon, Facebook etc.) and private sites (Worldbook Scholastic News). 3. Give examples of how one can use public to gather inforamtion where private is more reliable, safe, and not invasive. 4. Have students sort student, teacher, family and various school systems students have access to (Seesaw, O365, etc) so they know who has access to their work. 5. Students recongnize and explain that the members of their class are the only group with access to their classroom platforms. They also can identify what online spaces are more public. 1. Lessons on smart social media usage focusing on how nothing is truly private and that colleges and/or future employers make decsions based on info they find online. 2. Class discussion and vote on time 3 apps students use. Student break into one group per app and analyze the terms of service and privacy policy of the apps. 3. Conducting classroom wide servey and analyzing data and possible bias. 4. Students make a collage of photos that represent them and then class takes a gallery walk to identify which student goes with which collage. 5. Discuss biases indata relative to climate change.
18
 2-3.IC.54-6.IC.57-8.IC.5
19
This Standard begins in Grade Band 2-3Identify and discuss how computers are programmed to make decisions without direct human input in daily life.Explain how computer systems play a role in human decision-making.Analyze potential sources of bias that could be introduced to complex computer systems and the potential impact of these biases on individuals.
20
Examples
1. Explain why systems and programs are designed to produce specific outcomes. Example: The Social Dilemma on Netflix 2. Explain why are there sound notifications, like buttons, and views? 3. During an introduction to Seesaw, explaining who can and cannot see their posts, students can practice posting private and public messages. 4. Discuss Map testing, State Testing and iReady Data and how the results inform decisions. 5. Using a form or poll to gather information from students to make a class or school-wide decisions. 6. Listen to a ted-talk and run a community circle. Have students brainstorm perspectives on social media and create a video. 7. Explain how targeted advertising can drive decision making. Student complete serveral searches for a specific items then visit other websites to see how the advertising is targeting what they recently searched. 8.Have students research and find data to make a decision on a topic that is important to them. 9. Brainstorm and create a daily log of what AI or apps you interact with on a daily basisis that affects your life. For example: My Alexa tells me the weather every morning with my alarm and it affects my outfit. 1. Take a look into how people were able to access the COVID vaccine. Look at different groups who had early access, eg. older population, and what barriers they faced, such as inability to navagate the technology to sign up for an appointment. 2. With specific examples, focus on the effect viral posts and photoshopping has on "fake news". 3. Statistics Unit- Discuss sources of bias when surveying populations. 4. Compare laws created by England in the 13 colonies to algorithms of computer systems to find sources of potential bias and their impacts--> connects to enduring issues.
21
 AccessibilityGrades K - 1Grades 2 - 3Grades 4 - 6 Grades 7 - 8
22
K-1.IC.62-3.IC.64-6.IC.67-8.IC.6
23
With teacher support, identify different ways people interact with computers and computing devices.Identify and discuss factors that make a computing device or software application easier or more difficult to use.Identify and explain ways to improve the accessibility and usability of a computing device or software application for the diverse needs and wants of users.Assess the accessibility of a computing device or software application in terms of user needs.
24
Examples
1. How to use Google classroom (or any platform). Detail where to fince class links.1. Compare educational apps/games or web browsers and discuss why some are easier to use/better than others. (iReady vs. Prodigy) 2. Have students discuss pros and cons of different programs after completing an assignment with choice of variety of apps. 3. Publishing a story handwritten and on Book Creator- reflect with students on the process. 4. After learning about a historical figure, discuss pros/cons of using modern technology. 1. Show/teach features in programs such as changing font, read aloud features, etc. 2. Illustrate the differences in hardware. 3. Give 2 stars and 1 wish after using a technology program or app such as NearPod, Snap & Read, or IXL. 1. Earth Science- Look at Red Cross Natural Disaster apps that allow people to get the most up to date information of storms and where to access help. Discuss- Just because it's on the internet, is it truly accessible to everyone who needs it. 2. Students visit, "Really.Boring.Website" which is a free scattergories. Each round is "hosted" by one class member whi adjusts settings for all players. 3. Give students choice i how they collaborate in group projects. 4. Teacher explains the decision making process on why they chose certain tools for lessons.
25
 Career
Paths		Grades K - 1Grades 2 - 3Grades 4 - 6 Grades 7 - 8
26
K-1.IC.72-3.IC.74-6.IC.77-8.IC.7
27
Identify multiple jobs that use computing technologies.Identify a diverse range of roles and skills in computer science.Identify a diverse range of role models in computer science.Explore a range of computer science-related career paths.
28
Examples
1. Biographical Studies: Students study a promineent figure and their occupation (can be connected to theme months such as Women's History Month 2. Community Helpers Study: Students learn about "community helpers" and how their careers utilize technology. 3. Build awareness of jobs that include or focus on computing technology through guest speakers, jobs in the community, or Zoom/Teams/Google Meet connections. 4. In conjunction with a unit on communities, choose a read aloud featuring a variety of community members. Chart professions and discuss how each uses tehcnology in their job (How do firefighters know where to go to put out fires?) 5. Community helper unit - tie in students' family jobs.1. Use a choice board to give students options to share what they have learned. (iMovie Trailer, Book Creator, Flip Grid, etc) 2. Careers incorporating computer science. 3. Working on problem solving and overcoming adversity. 4. Students can interview school personnel or family members on how they use technology in their careers.1. Have students research and present on the creator of their favorite video game. 2. Biographies of influential figures in the history of computing. 3. Interview adults with a set of questions starting with - "Are we all computer scientist?" 4. During math and science units, share biographies and articles that relate to that unit of study. 5. Using a graphic about the newer industrial revolution, students investigate key inventions and create a timeline. 6. Bring in guest experts from the IT dept, local busunesses or even via Zoom. 7. Create a research project to look into successful and diverse people who work in computer science. Being mindful of inclusion such as women and POC.
29
x
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100