BCDEFGHIJKLMNOPQRSTUVWXY
1
Impacts of ComputingK1234567891011 IndicatorAligned Lesson
2
I = Introducing D = Developing M = Mastery
3
To learn and gain proficiency toward meeting the standard, students will be able to....
4
With teacher support, identify classroom tasks that use a computer and do not use a computer using a T chart; for example reading ebooks compared to paper books, online learning games compared to worksheetsI/DM K-1.IC.1: Identify and discuss how tasks are accomplished with and without computing technology.K - Maps and Globes (Social Studies),
5
With teacher support, identify tasks at home that use and do not use a computer; include technology such as online/device gaming vs board/card gamesI/DM K - Dressing for Outdoor Weather (ELA)
6
With teacher support, identify new technologies used at home or school. Such as AI driven devices, Ring Camera, Gaming devicesI/DM
7
Using pictures, compare and contrast current year technology used in the classroom to play online games to technology from 10 years agoID/M
8
Discuss how to complete a task with or without a computer; for example, mailing a letter vs emailID/MK - Number Corner (Math) 1st - BeeBots Deliver the Mail (ELA/Makerspace)
9
As a class, discuss current jobs that require the use of technologyI/DM2-3.IC.1: Identify and analyze how computing technology has changed the way people live and work.5th - Cryptography Day 1 (RISE Program)*
10
Identify how technology has changed those jobsI/DM3rd Grade - Animals Through Time Extension (Science) , 2nd Grade: Researching Using Online Resources
11
Create a T-chart to identify how technology changes the way tasks are completed at home such as watching TV and playing games or using a telephone/mobile phoneI/DM
12
Through discussion, analyze why completing tasks at school are more efficient when using technology; such as using a platform such as SeeSaw to complete work vs using paperID/M5th - Happiness Gallery Walk (Specials-Self Contained)*
13
As a class, create a list of technologies that have a local, national, or global impact.I/DDM4-6.IC.I: Describe computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.5th - Informational Writing Research (ELA)
14
Research current technologies to learn about the specific technology and how society uses such technology; for example social media platforms or technologies used in the home such as doorbell technology.IDM5th - Technology in Our Little World (Social Studies)
15
Research how assistive technology helps all of society when accessing websites, gaming devices, using mobile devices or computersID/MM4th - 6th - The World of Online Gaming Introductory Lesson (Computer Science)
16
Create an artifact (digital or traditional), on a specific technology include impact on society at a local, national, global levelIDM4th - Inventions (Social Studies)
17
Identify the trade-offs when using social media and define the impact on communication, convenience and privacy.I/DD/M7-8.IC.1: Compare and Contrast tradeoffs associated with computing technologies that affect individuals and the society.7th - Social Media and Safe Use of Technology (Social Studies/US History)
18
Research how technology has impacted certain industries both negatively and positivelyI/DD/M7th - 8th - Video Game Design Lesson 1 (Intro to Technology)
19
Research the impact of AI on society detailing the specific trade-offs in regards to equity, convenience, and privacyID/M7th - 8th - Impact and Uses of Generative AI in the Classroom (ELA) 8th - Social Media and AI Bias (Social Studies)
20
Create an artifact (digital or traditional), on the impact of certain technologies or industries on individuals and society including trade-offs in regards to equity, convenience, and privacyID/M7th - 8th - Impact and Uses of Generative AI in the Classroom (ELA)
21
Curricular Area: Business, Computer Science, ELA, Government, Humanities, Social Studies Students identify how increase of access to technology impacts society in a positive/negative manner, including socially, emotionally, financially, and safety.II/DI/DD/M9-12.IC.1: Evaluate the impact of computing technologies on equity, access, and influence in a global society.9th - Impact of Technology on Society (Humanities), 11th Grade - The Impact of Technology Access Inequity on Underrepresented Populations (Social Studies)
22
Curricular Area: Business, Computer Science, ELA, Government, Humanities, Social Studies - Research how inequity of technology access impacts under-represented populations-local, regional, national, internationalII/DI/DD/M9th - 12th - Impact on Society - Voice Assistant (Computer Science Principles), 11th Grade - The Impact of Technology Access Inequity on Underrepresented Populations (Social Studies)
23
Curricular Area: Computer Science, Government, Humanities, Social Studies Develop pros and cons of using virtual technology to meet for specific needs such as a doctor.II/DI/DD/M 11th - Pros and Cons of Using Virtual Technology for Healthcare (Government, Humanities)
24
Curricular Area: Business - Research the shift in accessibility technology provides and the economic impact for stakeholdersII/DI/DD/M9th - 12th - Tech Trends and Their Impact on Society 12th Grade - The Economic Impact of Accessibility Technology on Business Stakeholders (Business, Economics)
25
Curricular Area: Computer Science, Business, Government, Humanities, Social Studies - Research the ethics of using digital technology to gather data such as using cryptology. II/DI/DD/M11th Grade - The Evolution of Cryptology (Social Studies/Computer Science)
26
Curricular Area: Computer Science, Business, Government, Humanities, Social Studies - Create artifact (digital or traditional), on the impact of computing technologies on a local, regional, national, or international society. Focus can be socially, emotionally, environmentally, financially and safety.II/DI/DD/M9th - Digital Truth Seekers (Computer Science/Library) 9th - 10th Grade - The Environmental Impact of AI on Networks (Computer Science/Science)
27
28
With teacher support, have students create a chart that defines public and private information.ID/MK-1.IC.2 Identify and explain classroom and home rules realted to computing technologies.1st - Cybersecurity (Social Studies)
29
With teacher support, discuss passwords and why they are privateID/M
30
With teacher support, students identify elements of a safe passwordID/M
31
Discuss and define appropriate usage of technology such as computers/mobile devices, using chart paper or creating signage for classroom using images.ID/MK - Intro to iPads (Technology ENL)*
32
As a class, discuss why the rules are needed, i.e. they keep us safe.I/DD/M2-3.IC.2: Compare and explain rules related to computing technologies and digital information.2nd - Civics - The Constitution (Social Studies))
33
With teacher support, develop rules for classroom computer/device usage.I/DD/M
34
With teacher support, the classroom computer/device rules to rules for other non-technology classroom rules.I/DD/M2nd - Civics - The Constitution (Social Studies)
35
Create artifact (digital or traditional) with classroom computer/device usage rulesID/M2nd - Civics - The Constitution (Social Studies)
36
Identify vocabulary related to laws, such as regulationI/DD/MM4-6.IC.2: Explain how laws impact the use of computing technologies and digital information.
37
Explain how laws impact current technology usage for students, such as illegal postings or threats to othersIDM4th - 6th Grade - US Government (Social Studies)
38
Research current laws about digital information, computing, and the Internet using key wordsID/MM5th - Protecting and Using Digital Information (Library)
39
Create an artifact (digital or traditional), that illustrates how a specific law impacts studentsID/MM5th - Researching Online (ELA)
40
Identify internet and digital technology regulatory lawsI/DD/M7-8.IC.2: Evaluate the impact of laws or regulations on the development and use of computing technologies and digital information.Coming Soon!
41
Discuss consequences of laws and regulations on usersI/DD/M
42
Discuss consequences of laws and regulations on developersI/DD/M
43
Using current technologies such as TikTok, Chat GPT or music intellectual property, research how laws and regulations impact users and developersID/M
44
Create an artifact (digital or traditional), that illustrates the impact laws and regulation of a specific technology on a specific stakeholder ID/M
45
Curricular Area: Business, Computer Science, Debate, Government, Social Studies Identify internet and digital technology regulatory laws for specific technology determined by teacher or studentII/DDD/M9-12.IC.2: Debate laws and regulations that impact the development and use of computing technologies and digital information.12th - Laws & Regulations in Technology (Participation in Government)
46
Curricular Area: Business, Computer Science, Debate, Government, Social Studies Identify stakeholders for specific a technologiesIDD/MM11th - Pros and Cons of Using Virtual Technology for Healthcare (Government, Humanities)
47
Curricular Area: Business, Computer Science, Debate, Government, Social Studies Research the impact of regulatory laws on stakeholders for a specific technologyIDD/MM
48
Curricular Area: Business, Computer Science, Debate, Government, Social Studies Create an artifact (digital or traditional) that states and supports a claim about a law related to a specific technology and its impact on stakeholdersIDD/MM9th - 12th - Tech Trends and Their Impact on Society
49
50
With teacher support, tour the classroom and identify computing technologyI/DMK-1.IC.3: Identify computing technologies in the classroom, home and community.1st - Guts (Digital Citizenship)
51
With teacher support, tour the library or other school location and identify computing technologyI/DMK - Computer Terminology (Library)
52
With teacher support, compare and contrast computing technology in school to that at homeI/DD/M1st - The Ten Frame Tool (Math AIS)*
53
With teacher support, use images of common tools and resources and have students identify if they are a computing technologyI/DD/M1st - The Ten Frame Tool (Math AIS)*
54
As a class, discuss society and students role within societyID/M2-3.IC.3: Discuss and explain how computing technology can be used in society and the world.
55
With teacher support, identify how technology can be good for societyID/M2nd - Kid Inventor Day: Robots (Makerspace)
56
With teacher support, identify a specific technology and how that technology solved a problemID/M
57
Research a specific technology and how it has changed to suit societies needs. For example; the telephone for a home example and chalkboards for a school exampleID/M2nd - Civics Lesson 2 (Social Studies)
58
Create an artifact (digital or traditional) that illustrates how a technology solves a need in society. In this case society can be classroom/home based.ID/M2nd - Civics Lesson 2 (Social Studies)
59
As a class, discuss current events that involve computing technologies I/DDM4.6.IC.3: Explain current events that involve computing technologies.4th - 6th Grade - US Government (Social Studies)
60
Identify the impact of the technology on the local, national or global current eventI/DDM5th - Informational Writing Research (ELA)
61
Identify stakeholders the impact of the technology on stakeholdersI/DDM4th - Inventions (Social Studies)
62
Create an artifact (digital or traditional) that details a specific current event and draw connection to a technology related to the eventIDM5th - Informational Writing Research (ELA)
63
Discuss ethics and how it applies to computing technologiesI/DD/M7-8.IC.3: Identify and discuss issues of ethics surrounding computing technologies and current events.7th - Climate Change (Science) 8th - Social Media and AI Bias (Social Studies)
64
Research current events that highlight breech of ethics in computing technologiesID/M7th - 8th - Video Game Design Lesson 1 (Intro to Technology)
65
Develop list of ethics deemed appropriate for using technology in the school environmentI/DM
66
Curricular Area: Business, Computer Science, Debate, ELA, Government, Humanities, Social Studies - Discuss ethics in computing technology pulling from current eventsII/DDD/M9-12.IC.3: Debate issues of ethics related to real world computing technologies.12th - Laws & Regulations in Technology (Participation in Government)
67
Curricular Area: Business, Computer Science, Debate, ELA, Government, Humanities, Social Studies - Research a specific ethical dilema involving computing technologiesII/DDD/M11th - Pros and Cons of Using Virtual Technology for Healthcare (Government, Humanities)
68
Curricular Area: Business, Computer Science, Debate, ELA, Government, Humanities, Social Studies - Develop a stance on a specific ethical dilema related to computing technologiesII/DDD/M11th - Pros and Cons of Using Virtual Technology for Healthcare (Government, Humanities)
69
Curricular Area: Business, Computer Science, Debate, ELA, Government, Humanities, Social Studies - Create an artifact (digital or traditional) defending stance on a specific ehtical dilemaII/DI/DD/M
70
71
With teacher support, create a list of areas/spaces student interact and discuss differences of those spacesI/DD/MK-1.IC.4: Identify public and private spaces in our daily lives. 1st - Written Communication 2 (Library)
72
With teacher support, detail how and if students can access private or public spaces (technology driven or not)I/DD/M1st - Cybersecurity (Social Studies)
73
With teacher support, define appropriate behavior for different area/spacesID/M 1st - Written Communication 2 (Library)
74
With teacher support, identify private and public digital spaces (at home and school)I/DD/M2-3.IC:4 Identify public and private digital spaces.2nd - Intro to Book Creator (Library)
75
With teacher support, create a list of public and private informationI/DD/M
76
Create artifact (digital or traditional) that illustrates information that is and is not safe to share in public ID/M2nd - 3rd - Cybersecurity Article Lesson (Technology)
77
Identify stakeholders who have access to different technology resources used at schoolI/DDM4-6.IC.4: Explain who has access to data in different digital spaces. 5th - Staying Safe in a Digital World (General Education)
78
Identify stakeholders who have access to different technology resources used at homeI/DDM
79
Identify stakeholders who have access to different technology resources used at different local, national and global companiesI/DDM4th - Publishing Book Reviews (Library)
80
As a class, discuss appropriate information to be shared via social mediaIDD/M 5th - Staying Safe in a Digital World (General Education)
81
Create a resource that details what a student stakeholder group should keep private and publicIDM5th - Protecting and Using Digital Information (Library)
82
As a class, discuss how data is collected through technologyI/DM7-8.IC.4: Identify and discuss issues related to the collection and use of public and private data.6th - What Kind of Candy? (6th Grade Extension)
83
As a class, identify various technologies that collect data such as Apps, Search Engines, shopping online, and AI.I/DM7th - Social Media and Safe Use of Technology (Social Studies/US History)
84
As a class, identify how data collection could be biasedID/M
85
Create an artifact (digital or traditional) that illustrates the use of digital data and acceptable use of digital data highlighting ownership, safety, and responsibilityID/M
86
Curricular Area: Business, Computer Science, ELA, Government, Humanities, Social Studies As a class, discuss the positives and negatives of digital data collection, including personal and societal trade-offsII/DDM9-12.IC.4: Assess personal and societal tradeoffs related to computing technologies and data privacy.9th - 10th Grade - The Environmental Impact of AI on Networks (Computer Science/Science)
87
Curricular Area: Business, Computer Science, ELA, Government, Humanities, Social Studies As a class, discuss the ethics of computing technologies gathering personal dataII/DDM11th - Pros and Cons of Using Virtual Technology for Healthcare (Government, Humanities)
88
Curricular Area: Business, Computer Science Research which current technologies gather personal dataIDDD/M
89
Curricular Area: Business, Computer Science, ELA, Government, Humanities, Social Studies Create an artifact (digital or traditional) that illustrates how data collection impacts culture, policies, and ethics with supporting evidence of personal and societal trade-offsIDDD/M9th - 10th Grade - The Environmental Impact of AI on Networks (Computer Science/Science)
90
91
K-1.IC.5: STANDARD begins in grade band 2-3
92
With teacher support, identify devices and computer applications used in the classroomI/DM2-3.IC.5: Identify and discuss factors that make a computing device or software application easier or more difficult to use.2nd - Mystery Science Why Do We Wear Clothes (Science)
93
With teacher support, identify devices and computer applications used at home or other locations students frequentI/DM
94
As a class, discuss how classroom, home or other locations devices and applications work through "programming" I/DD/M
95
As a class, discuss how devices and computing technologies can gather data and make predictions and suggestions through users habits. For example: recommendations of streaming programsID/M
96
As a class, discuss how algorithms influence what is seen in specific websites and applicationsI/DDM4-6.IC.5: Explain how computer systems play a role in human decision-making.
97
As a class, discuss what computing technologies students use personally or at school that may utilize AI technologyI/DDM
98
Reseach and discuss how different inventions impacted human decision makingI/DDM4th - Inventions (Social Studies)
99
Research decision making decisions through AI and how it impacts the way we live and workI/DDD/M5th - Technology in Our Little World (Social Studies)
100
As a class, discuss how AI works with the technologies they useI/DM7-8.IC.5: Analyze potential sources of bias that could bbe introduced to complex computer systems and the potential impact of these biases on individuals.7th - 8th - Impact and Uses of Generative AI in the Classroom (ELA)