RESOURCES DATABASE

Classroom Resources Database: Lesson Plans and Materials *

Resource TitleFavoritesLink to Teacher MaterialsLink to Student MaterialsScopeActivity Type(s)Delivery Format(s)DescriptionTotal MinutesDifficultyCurriculumGlobal Impact Learning ObjectivesGlobal Impact EKs/LOsOther Big IdeasOther EKs/LOsCT PracticesSpecial TopicsStudents Need Computers/ Internet?Accessible to Visually Impaired?Accessible to Audially Impaired?Accessibility DetailsLesson Number (per Curriculum)PrerequisitesNotesKeywords (for searchability)Keyword (Etc.) ExpansionDoneness/Testedness StatusConfidence Score (1=Low, 3=High)Independence from Lesson Plan (1-3)Independence from Curriculum
A Problem Solving Process That Scales LINK LINK Single-day lesson plan in-class activity, videos, reading, discussion, reflection lesson plan page, slide deck In this lesson, students will learn how using technology can enhance our abilities to solve larger and broader problems (problem solving). The lesson begins by examining reCAPTCHAs, which most students will be familiar with, but they may not realize how they solve two significant problems. 50 Easier CS Matters 7.1.2 Problem-Solving That Scales, 7.2.1 Innovation in Other Fields Addresses: 7.1.2A, 7.1.2B, 7.1.2C, 7.1.2D, 7.1.2E, 7.1.2F, 7.2.1B; Touches on: 7.2.1E P1 (Connecting); Also: P3 (Abstracting) Yes Sort of Yes Videos are auto-CC'd; some linked external tools/activities not visually accessible; videos and slides somewhat graphics-heavy; rest is okay for visually impaired with accessible computer 1.6, 1NBB3 None The lesson plan includes several ideas for additional activities about crowdsourcing and citizen science, including adding to Wikipedia, exploring Kickstarter, and learning about search trends as predictors innovations, scale, scalability, reCAPTCHA, citizen science, crowdsourcing, problem-solving, distributed problem-solving, Zooniverse, Akinator, Kickstarter, search trends, Wikipedia, picture stitching 3 3 0 3
Activity Guide - Big Data Sleuth Card LINK Lesson component group activity worksheet/activity guide Students look at an online data visualization, research the source of the data, and evaluate the usefulness of both the data and the visualization 50 Advanced Code.org CSP 7.5.2 Evaluate Appropriateness and Cred, 7.3.1 Beneficial and Harmful Effects, 7.2.1 Innovation in Other Fields Addresses: 7.5.2A, 7.3.1J; Touches on: 7.2.1A, 7.2.1B, 7.2.1C, 7.2.1E, 7.2.1G, 7.5.2B 3 Data and Information Addresses: 3.1.1D, 3.2.1A, 3.2.1B; Touches on: 3.1.1E, 3.2.1C, 3.2.1E, 3.2.1F, 3.2.2A, 3.2.2B, 3.2.2C, 3.2.2G, 3.2.2H P1 (Connecting), P3 (Abstracting), P5 (Communicating) Yes No Yes Used in Unit 4, Lesson 10 Assumes an understanding of the nature of "Big Data" Included in Unit 4, Lesson 10 big data, data visualizations, evaluating sources, APIs, Internet Archive, Measure of America, GIS, Twitter, Tweet Sentiment, sentiment analysis, public data, open data, Wind Sensor Network, Alternative Fueling Station Locator 4 2 2
Activity Guide - Digital Divide & Checking Assumptions LINK Lesson component in-class activity, written assignment worksheet/activity guide, linked external information resource Link to a report from Pew Research that examines the "digital divide", with questions in the activity guide. Students are then presented a set of scenarios in which data was used to make a decision. Students will be asked to examine and critique the assumptions used to make these decisions. Then they will suggest additional data they would like to collect or other ways their decision could be made more reliably. 50 Intermediate Code.org CSP 7.4.1 Economic Social and Cultural Context Addresses: 7.4.1A, 7.4.1B, 7.4.1C, 7.4.1D 3 Data and Information Touches on: 3.1.2B, 3.1.3B P1 (Connecting), P4 (Analyzing) Optional/ adaptable Sort of Yes reading is graphics-heavy Used in Unit 4, Lesson 3 None Included in Unit 4, Lesson 3 digital divide, sampling, examining assumptions, Internet access 4 3 3
Activity Guide - Exploring Trends LINK Lesson component in-class activity/assignment worksheet/activity guide, linked external tool Students use the Google Trends tool in order to visualize historical search data. They will need to identify interesting trends or patterns in their findings and will attempt to explain those trends, based on their own experience or through further research online. Afterwards, students will present their findings to ensure they are correctly identifying patterns in a visualization and are providing plausible explanations of those patterns. 50 Intermediate Code.org CSP 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields Addresses: 7.1.1G; Touches on: 7.2.1A 3 Data and Information Addresses: 3.1.1A, 3.1.1B, 3.1.1E, 3.1.2A, 3.1.2B, 3.1.2C, 3.1.2D, 3.1.2E, 3.1.2F, 3.1.3A, 3.1.3B, 3.1.3C, 3.1.3E, 3.2.1A, 3.2.1B, 3.2.1C, 3.2.1D, 3.2.1E; Touches on: 3.1.1D P1 (Connecting), P4 (Analyzing), P5 (Communicating), P6 (Collaborating) Yes No Yes Used in Unit 4, Lesson 2 None Part of Unit 4, Lesson 2 (this activity is most of the lesson) Google Trends, search trends, data visualizations, data analysis, online research, interpreting data 4 2 3
Activity Guide - Primary Source: "The Internet is for Everyone" LINK Lesson component Jigsaw Reading worksheet/activity guide, annotated reading Students read portions of a memo entitled "The Internet is for Everyone", a call-to-arms which highlights the benefits of a free and open Internet and identifies threats to this system. Students select individual threats to the openness of the Internet and relate them to their own experiences. 50 Intermediate Code.org CSP 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Addresses: 7.3.1A, 7.3.1D, 7.3.1G, 7.3.1L, 7.4.1C, 7.4.1D, 7.4.1E 6 The Internet Addresses: 6.1.1B, 6.1.1C, 6.1.1E, 6.2.2B P1 (Connecting), P3 (Abstracting), P4 (Analyzing) No If computers are accessible Yes Used in Unit 2, Lesson 1 None Included in Unit 2, Lesson 1; activity comprises most of the lesson The Internet Is for Everyone RFC, Vint Cerf, IETF, Internet access, digital divide, censorship, jurisdiction, global governance of the Internet, privacy, security 4 2 3
Activity Guide - Privacy Policies LINK Lesson component in-class activity worksheet/activity guide Students pick an app or website, read its privacy policy, and complete a worksheet 50 Advanced Code.org CSP 7.3.1 Beneficial and Harmful Effects Addresses: 7.3.1G, 7.3.1J, 7.3.1L, 7.3.1M; Touches on: 7.3.1H, 7.3.1K 3 Data and Information Addresses: 3.3.1F Also: P4 (Analyzing) Yes If computers are accessible Yes Used in Unit 4, Lesson 13 None Included in Unit 4, Lesson 13 online tracking, data sharing, tradeoffs, privacy, privacy policies, data privacy 4 2 3
Activity Guide - Research Yourself LINK Lesson component in-class activity/assignment worksheet/activity guide Students research themselves online and fill out a worksheet about any and all pieces of information they are able to find 50 Intermediate Code.org CSP 7.3.1 Beneficial and Harmful Effects Addresses: 7.3.1G, 7.3.1J; Touches on: 7.3.1H, 7.3.1L 3 Data and Information Addresses: 3.3.1F; Touches on: 3.2.2D, 3.3.1B P1 (Connecting); Also: P3 (Abstracting) Yes If computers are accessible Yes Included in Unit 4, Lesson 12 None Included in Unit 4, Lesson 12 search yourself, digital footprint, privacy, inference 4 3 3
Algorithms and Pseudocode: How Algorithms Shape Our World LINK LINK Lesson component video, discussion linked external video, lesson idea (on PD lesson page) (Lesson Task 2 within PD module 4.2.) Kevin Slavin TED Ed video about how algorithms are shaping defence, finance, and culture, with suggestions for cooperative-learning discussion. CSP CS4HS 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Addresses: 7.2.1A, 7.3.1A; Touches on: 7.2.1B, 7.3.1J, 7.4.1B, 7.4.1C 2 Abstraction, 3 Data and Information, 5 Programming, 6 The Internet Touches on: 2.3.1A, 3.1.1D, 3.1.1E, 5.1.1A, 6.1.1A, 6.2.2I P1 (Connecting); Also: P3 (Abstracting), P6 (Collaborating) No Sort of Yes auto-CC'd; uses some graphics but comprehensible without them 4.2, Lesson Task 2 None TED Talks, TED Ed, algorithms, data visualization, stock market, financial algorithms, stealth radar jamming, intelligence, military technology, Wall Street, crash, writing the unreadable, market data, algorithmic trading, human oversight, price setting, Netflix, recommender systems, destination control elevators, artificial intelligence, speed, efficiency 0 3
Association Rule Mining LINK LINK Lesson component group activity, exploratory activity activity guide (PDF) Students examine puchasing data, develop association rules, and use them to optimize a store layout. 50 Intermediate UTeach CSP, TGI 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects Addresses: 7.2.1A; Touches on: 7.3.1J, 7.3.1M 3 Data and Information Addresses: 3.1.1C, 3.2.1A, 3.2.1B; Touches on: 3.1.1A, 3.1.1D, 3.1.1E, 3.1.2D, 3.2.1C P3 (Abstracting), P4 (Analyzing), P6 (Collaborating); Also: P1 (Connecting) Optional/ adaptable No Yes will be added to Data Mining (Unit 5) UTeach CSP lessons: Data Mining and "How Companies Learn Your Secrets" (Unit 5) Created by UTeach CSP in collaboration with Teach Global Impact. To be included as part of Data Mining in UTeach CSP curriculum v. 2017-18. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). data mining, association rule mining, targeted marketing, data correlation, store layout optimization, purchase records 3 2 1 2
B2B: Electronic Documents / B2B Chapter 3: Ghosts in the Machine, Secrets and Surprises of Electronic Documents LINK LINK Multi-day lesson plan Reading, small group and whole class discussion, written portfolio reflection Lesson plan web page (w/PD extras), courseware-style web page for students, book (PDF or print), vocabulary list, worksheet This lesson focuses on some of the positive and negative implications of the fact that today "it's all bits" -- i.e., all digital information, including text, pictures, videos, and apps, are represented by binary digits. It focuses on the enduring understanding that variety of abstractions built on binary sequences can be used to represent all digital data. Students will read a section of the Blown to bits that focuses on digital documents. They'll learn about how metadata in a document can be used to identify who created or modified the document, and how the bits that make up an image can be used to hide secret messages, a technique known as steganography. Includes content-area reading strategies. 150 Intermediate Mobile CSP 7.3.1 Beneficial and Harmful Effects Addresses: 7.3.1A, 7.3.1F, 7.3.1H, 7.3.1J, 7.3.1Q; Touches on: 7.3.1G, 7.3.1L 2 Abstraction, 3 Data and Information Addresses: 2.1.1B, 2.2.1C, 2.3.1A, 2.3.1B, 3.2.1G, 3.2.1H, 3.3.1C; Touches on: 2.2.1A, 3.2.1I, 3.3.1A, 3.3.1D, 3.3.1E P1 (Connecting), P3 (Abstracting), P4 (Analyzing) Blown to Bits Yes If computers are accessible Yes Unit 3, Lesson 5 Mobile CSP lesson: Unit 2, Lesson 11 (B2B Ch. 1) helpful but not required it's all bits, just bits, metadata, hidden messages, steganography, images, digital documents, Blown to Bits, Conversation Questions, Think-Pair-Share, redaction, Now That's Surprising, retouching, ASCII, WYSIWYG, non-WYSIWYG, Adobe Acrobat PDF highlighter tool, Microsoft Word Track Changes, forging metadata, edit history, fingerprints, digital photography, signal processing, photoshop, image verification, encoding, pixels, document format, raster, lossless vs. lossy compression, representation, audio compression, MP3, opendocuments, TCP/IP, protocols, standards, open source, spam wars, spam filters, OCR, steganalysis, reformatting disks, blocks, index, bit patterns, zeroing, data leakage, deletion, disk scrubbing, data persistence, duplication, Domesday Book, archive.org, Wayback Machine 4 2 0 2
B2B: Privacy / B2B Chapter 2: Naked in the Sunlight: Privacy Lost, Privacy Abandoned LINK LINK Multi-day lesson plan Reading and discussion followed by debate, written portfolio reflection Lesson plan web page (w/PD extras), courseware-style web page for students, book (PDF or print), vocabulary list, worksheet, linked external tool This lesson focuses on the global impact issue of privacy. In addition to reading Chapter 2 of Blown to Bits, students engage in other activites, such as typing their birth date, gender and zipcode into aboutmyinfo.org. Includes content-area reading strategies. 90 Intermediate Mobile CSP 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context, 7.1.1 Communication Interaction and Cognition, 7.1.2 Problem-Solving That Scales Addresses: 7.3.1A, 7.3.1G, 7.3.1H, 7.3.1J, 7.3.1K; Touches on: 7.1.1C, 7.1.1H, 7.1.1I, 7.1.1N, 7.1.2G, 7.3.1L, 7.3.1M, 7.4.1A, 7.4.1B 3 Data and Information Addresses: 3.3.1A, 3.3.1F; Touches on: 3.2.1B, 3.3.2D Also: P4 (Analyzing) Blown to Bits Yes If computers are accessible Yes Unit 4, Lesson 9 Mobile CSP lesson: Unit 2, Lesson 11 (B2B Ch. 1) helpful but not required 90 minutes not including debate activity; 180 minutes including debate. digital footprint, information footprint, online privacy, smartphones, government surveillance, location services, targeted advertising, online tracking, trade-offs, risks of online sharing, dog poop girl, Google Streetview, EXIF, geotags, GPS, geolocation, RFID, black boxes, EDRs, laser fingerprinting, inference, data mining, deidentification, deanonymization, Massachussetts health insurance, GIC, Latanya Sweeney, cookies, IP addresses, public records, FECA, ChoicePoint, Fair Information Practice Principles, OECD, FCRA, Video Privacy Act, privacy regulations, privacy laws, safe harbor, HIPAA, secondary use, metadata,1984, Big Brother, identity theft, toll booth transponders, convenience, loyalty cards, recommender systems, Video Privacy Protection Act, Robert Bork, Axciom, data brokers, data aggregators, Privacy Act, social media, Warren and Brandeis, defining privacy, double entry journal, aboutmyinfo, Data Privacy Lab, Blown to Bits 4 2 0 2
B2B: Web Searches / B2B Chapter 4: Needles in the Haystack, Google and Other Brokers in the Bits Bazaar LINK LINK Multi-day lesson plan Video, silent reading, small group and class discussion, written portfolio reflection Lesson plan web page (w/PD extras), courseware-style web page for students, book (PDF or print), vocabulary list, worksheet, linked external video This lesson describes web searches and how searching is done. It focuses on Google and how the Google phenomenon has evolved and changed our lives (using the "Evolution of Search" video). Among the topics it covers are: Google searches, Caching, the PageRank Algorithm and Captchas. Includes content-area reading strategies. 240 Intermediate Mobile CSP 7.1.1 Communication Interaction and Cognition, 7.1.2 Problem-Solving That Scales, 7.3.1 Beneficial and Harmful Effects, 7.5.1 Access Manage and Attribute Info, 7.5.2 Evaluate Appropriateness and Cred Addresses: 7.1.1G, 7.1.1H, 7.1.2D, 7.1.2E, 7.3.1E, 7.3.1K; Touches on: 7.1.1E, 7.1.1N, 7.3.1A, 7.3.1M, 7.3.1N, 7.5.1B, 7.5.2A 4 Algorithms, 3 Data and Information Addresses: 3.2.1D, 4.1.1H; Touches on: 3.1.1B, 3.1.1C, 3.2.1E P2 (Creating), P4 (Analyzing), P6 (Collaborating) Blown to Bits Optional/ adaptable If computers are accessible Yes Video is subtitled (many lgs.) Unit 5, Lesson 11 Mobile CSP lesson: Unit 2, Lesson 11 (B2B Ch. 1) helpful but not required search engines, Google, duckduckgo, filter bubble, search tracking, tailored search results, Blown to Bits, library and the bazaar, Wikileaks, history of search, search process, pagerank, caching, relevance, AdWords, search algorithms, Google bombing, censorship, indexing, web crawlers, bots, Larry/Lawrence Summers, Harvard Magazine, deleted web pages, information retrieval, ranking, search bias, search manipulation, donttrack.us, search engine optimization, deep web, findability, great firewall of China, censorship detection, online tracking, KWL, search trends, Web 2.0, captcha, duolingo, recaptcha 4 2 0 2
B2B: Who Owns the Bits? / B2B Chapter 6: Balance Toppled, Who Owns the Bits LINK LINK Multi-day lesson plan Reading, reading aloud, silent reading, small group and class discussions, written portfolio reflection Lesson plan web page (w/PD extras), courseware-style web page for students, book (PDF or print), vocabulary list, worksheet This lesson focuses on the question of use and ownership of digital media, including copyrighted media. It describes how file sharing algorithms should work and discusses some of the sensational cases in the battle between large media companies and users who use file sharing sites to share music and other media. Among the topics covered are: Copyright, Peer-to-peer architecture/network, Digital Millennium Copyright Act (DMCA), Open access and creative commons. Includes content-area reading strategies. 140 Intermediate Mobile CSP 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Addresses: 7.2.1C, 7.2.1D, 7.3.1A, 7.3.1B, 7.3.1C, 7.3.1N, 7.3.1O, 7.3.1P; Touches on: 7.3.1D, 7.3.1E, 7.3.1Q, 7.4.1A 6 The Internet Touches on: 6.1.1G P1 (Connecting), P4 (Analyzing) Blown to Bits Optional/ adaptable If computers are accessible Yes Unit 6, Lesson 4 Mobile CSP lesson: Unit 2, Lesson 11 (B2B Ch. 1) helpful but not required copyright, concept bank, remixing, pirating music, Think-Pair-Share, peer-to-peer network, distributed architecture, DMCA, DRM, open access, Creative Commons, RIAA, IP address matching, Fortress, storage sizes, bytes, data storage units, copyright infringement, intellectual property, NET Act, lyric videos, YouTube, DRAM, chilling effects, MediaSentry, MPAA, Napster, file-sharing, secondary liability, decentralized sharing, rip, mix, burn, iTunes, Grokster, analog hole, dulplication, anti-circumvention policy, CC licenses, Google Books, Disney, piracy, mash-ups, sampling, remixes, DVD region codes, DSS encryption, encryption, just bits, legal concerns, ethical concerns 4 2 0 2
BB: Cryptography and the Government / B2B Chapter 5: Secret Bits, How Codes Became Unbreakable LINK LINK Single-day lesson plan Reading, silent reading, small group and class discussion, portfolio reflection Lesson plan web page (w/PD extras), courseware-style web page for students, book (PDF or print), linked external reading This lesson focuses on one of the main contemporary public issues related to cryptography -- namely, whether the U.S. government should have legal access to the encrypted data of U.S. citizens. Chapter 5 of Blown to Bits (p. 161-193) covers the basics of encryption and how it works to secure the internet. Among the topics covered are: Cryptography, encryption, the Internet. The lesson also focuses on contemporary issues of the cryptography debate as a good example of the enduring understanding that computing leads to both positive and negative impacts. Includes readings on why, according to some Internet companies, the government's desire to have back-door access to the encrypted data on our computers and cell phones is a significant threat to the Internet's viability as a trusted communication network for the global economy. 45 Intermediate Mobile CSP 7.3.1 Beneficial and Harmful Effects, 7.1.1 Communication Interaction and Cognition, 7.4.1 Economic Social and Cultural Context Addresses: 7.3.1A, 7.3.1G, 7.3.1J; Touches on: 7.1.1N, 7.3.1D, 7.3.1E, 7.3.1L, 7.4.1 6 The Internet Addresses: 6.3.1A, 6.3.1C, 6.3.1H, 6.3.1I, 6.3.1J; Touches on: 6.3.1B, 6.3.1F, 6.3.1G, 6.3.1K, 6.3.1L P1 (Connecting) Blown to Bits Optional/ adaptable If computers are accessible Yes Unit 7, Lesson 8 Mobile CSP lesson: Unit 2, Lesson 11 (B2B Ch. 1) helpful but not required Access to teacher and student materials requires simple registration process. encryption, encoding, decoding, ciphers, security, hacking, cryptography, securty, cyberseecurity, decryption, secret keys, eavesdropping, RSA encryption, public key, private key, asymmetric encryption, civil liberties, terrorism, regulation of encryption, e-commerce, encryption policy, Phil Zimmerman, PGP, encrypted email, government surveillance, certificates, digital signatures, certificate authorities, VeriSign, Clipper chip, Blown to Bits, Apple, iPhone, San Bernardino shooting, FBI, cell phones, All Writs Act 4 2 0 2
BB: The Digital Explosion / B2B Chapter 1: Digital Explosion LINK LINK Multi-day lesson plan Reading, small group and whole class discussion, exploratory activity/assignment, debate activity, written portfolio reflection Lesson plan web page (w/PD extras), courseware-style web page for students, book (PDF or print), vocabulary list, worksheets This is the first lesson that focuses explicitly on the societal impact of computing. Students read the first chapter of the Blown to Bits book, about the "digital explosion" -- i.e., the idea that all of today's content (movies, books, images, sounds, etc.) is represented as bits (0s and 1s) and that the amount of such data is growing exponentially. They explore the ideas from the reading in classroom discussions, a debate about current events, and a journaling activity in which they log their everyday interactions with digital devices. Lessons around Blown to Bits are one of the primary ways the global impact of computing, both positive and negative, is reinforced in the course. Includes content-area reading strategies. 90 Intermediate Mobile CSP, TGI 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.1M, 7.1.1N, 7.3.1A, 7.3.1H, 7.3.1J, 7.3.1K; Touches on: 7.1.1A, 7.1.1C, 7.1.1E, 7.1.1J, 7.1.1K, 7.1.1O, 7.2.1C, 7.3.1G, 7.3.1L, 7.3.1M, 7.4.1A 3 Data and Information Addresses: 3.2.1B, 3.2.1C P1 (Connecting), P4 (Analyzing); Also: P3 (Abstracting) Blown to Bits Yes If computers are accessible Yes Unit 2, Lesson 11 None Access to teacher and student materials requires simple registration process. 70-120 minutes. Developed from a previous Mobile CSP lesson plan by Mobile CSP and Teach Global Impact. Blown to Bits, Digital Explosion, reading strategies, data representation, exponential growth, data units, cell phone tracing, Tanya Rider, data leaks, Moore's law, data retention, social media, jurisdiction, copyright infringement, surveillance, cyberbullying, privacy, Gordon Moore, Koans of Bits, Internet of Things, IoT, digital devices, everyday technology, debate carousel, computing in the news 4 2 0 2
Big Data LINK Lesson component slides/lecture slide deck Introduces concepts related to Big Data including the growth of data over the last several decades, how big data is processed, and how big data is used in a variety of fields. Presentation can be split into 3 or more components. 20 Intermediate Mobile CSP 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects, 7.1.2 Problem-Solving That Scales Addresses: 7.1.1F, 7.2.1A, 7.2.1E, 7.3.1J, 7.3.1K; Touches on: 7.1.2G, 7.3.1G, 7.3.1H, 7.3.1L, 7.3.1M 3 Data and Information Addresses: 3.2.1A, 3.2.1B, 3.2.1C, 3.2.2A, 3.2.2B, 3.2.2D, 3.3.1F, 3.3.1G; Touches on: 3.1.1D, 3.1.1E, 3.3.1A No Sort of Yes A few slides use unparsable images, but most are screenreadable Included in Unit 6, Lesson 9 Previous exposure to basic data-processing algorithms is helpful Big Data, digital storage, analog storage, data storage units, challenges of big data, information and knowledge, DIKW, bits, bytes, binary, storage capacity, history of computers, exponential growth, searching and sorting algorithms, data processing, data analysis, storage formats, MapReduce, parallel processing, distributed storage, Hadoop, government data, open data, privacy, surveillance, web analytics, data mining, medical data, data security, data visualization, mobile computing, speech recognition, Siri, automatic translation, augmented reality, location services 2 3
Big Data LINK LINK Single-day lesson plan discussions, videos, slides/lecture, exploratory activity, quiz/assessment, reflection Lesson plan web page (w/PD extras), courseware-style web page for students, slide deck, narrated slide video, linked external videos, linked external information resources In this lesson, students estimate the amount of data generated by Twitter. They are then given a set of video presentations interspersed with discussions about big data. Finally, they explore a big data set of their choosing and answer reflection questions on it. 60 Intermediate Mobile CSP 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields, 7.1.2 Problem-Solving That Scales, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.1F, 7.2.1E; Touches on: 7.1.2G, 7.2.1A, 7.3.1G, 7.3.1H, 7.3.1J, 7.3.1K, 7.3.1L, 7.3.1M 3 Data and Information Addresses: 3.1.2F, 3.1.3A, 3.1.3B, 3.1.3E, 3.2.1A, 3.2.1B, 3.2.1C, 3.2.1E, 3.2.1F, 3.2.2A, 3.2.2B, 3.2.2C, 3.2.2D; Touches on: 3.1.1D, 3.1.1E, 3.3.1A, 3.3.1F, 3.3.1G P1 (Connecting), P3 (Abstracting), P4 (Analyzing), P5 (Communicating), P6 (Collaborating) Optional/ adaptable No Yes Video options are subtitled, auto-CC'd, or not audio-narrated; first three videos very graphics-heavy, "Explaining" video is moderately graphics-heavy; slides also graphics-heavy but narration helps Unit 6, Lesson 9 Previous exposure to basic data-processing algorithms is helpful data storage, data privacy, data security, trade-offs, big data, hypothesis formation, datasets, twitter usage statistics, exponential growth, data storage units, sensor networks, RFID, radio chips, data storage costs, server farms, data analysis, data visualization, augmented reality, data growth, data management, data science, data scientists, data science jobs, consumer data, business, TED Talks, child mortality, gapminder, public health, international health, fertility rates, graphs, developing world,international development, social media, Internet of Things, volume, velocity, variety, data centers, Hadoop, mapreduce, cloud computing, AWS Public Data Sets, quantum computing, agricultural data, government use of data, digital storage, challenges of big data, DIKW, bits, bytes, binary, storage capacity, history of computers, searching and sorting algorithms, data processing, storage formats, parallel processing, distributed storage, open data, web analytics, data mining, medical data, mobile computing, speech recognition 0 2
Big Data Collection LINK LINK Single-day lesson plan exploratory activity, written reflection courseware web page or PDF Students identify three or more ways that big data is being collected on a regular basis and submit a written response to open-ended questions about big data collection. PDF version of student materials available at https://goo.gl/iPj6Gf . 25 Easier UTeach CSP 7.3.1 Beneficial and Harmful Effects Addresses: 7.3.1G, 7.3.1J 3 Data and Information Touches on: 3.3.1B Optional/ adaptable If computers are accessible Yes Unit 5 UTeach CSP lesson: Introduction to Big Data (Unit 5) Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). big data, collection, Internet 4 2 0 2
Big Data is Better Data LINK Lesson component Video external video TED Talk: What's the future of big data-driven technology and design? Kenneth Cukier looks at what's next for machine learning — and human knowledge. 10 Easier Code.org CSP 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects Addresses: 7.2.1A, 7.3.1A, 7.3.1G, 7.3.1J; Touches on: 7.2.1C, 7.2.1E, 7.2.1G, 7.3.1H, 7.3.1L 3 Data and Information Addresses: 3.1.1D, 3.1.1E, 3.2.1A, 3.2.1B, 3.2.1C, 3.2.2G; Touches on: 3.2.1E, 3.2.1F, 3.2.2A, 3.2.2D P1 (Connecting) No Yes Yes subtitled (many languages); audio makes sense without visual Used in Unit 4, Lesson 10 None Included in Unit 4, Lesson 10 big data, sensors, data aggregation, prediction, machine learning, arrtifical intelligence, autonomous vehicles, medical research, predictive policing, computing in the workplace, Kenneth Cukier 4 3 3
BIG PICTURE: Electronic Voting LINK LINK Multi-day lesson plan reading, discussion, in-class group research assignment/ presentation courseware web page or PDF, linked external article Students integrate the cybersecurity concepts of confidentiality, integrity, availability, and social engineering into an in-class research project and presentation on electronic voting. 50 Intermediate UTeach CSP 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Addresses: 7.3.1G; Touches on: 7.3.1A, 7.3.1D, 7.4.1 6 The Internet Addresses: 6.3.1C, 6.3.1F; Touches on: 6.3.1D, 6.3.1E, 6.3.1G, 6.3.1H P1 (Connecting), P5 (Communicating), P6 (Collaborating); Also: P4 (Analyzing) Yes If computers are accessible Yes Unit 1 UTeach CSP lesson: Cybersecurity (Unit 1) Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). electronic voting, voting machines, elections, fraud, vote tampering, DDOS, hacking, CIA, confidentiality, integrity, availability, social engineering, encryption, cybersecurity, cyberattacks, auditing, obsolescence 0 2
BIG PICTURE: Ethics of Data Manipulation LINK LINK Single-day lesson plan reading, exploratory activity, reflection, debate, homework assignment, video, class discussion courseware web pages or PDF, linked external videos, linked external tool, linked external information resource Students explore real-world uses of data manipulation in public media, then view "Everything Is a Remix" and debate the ethics of data manipulation and remixing. Students then read about Creative Commons licenses and watch a video on Creative Commons, then complete a "Choose a License" activity as homework. 50 Intermediate UTeach CSP 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects, 7.5.1 Access Manage and Attribute Info Addresses: 7.2.1D, 7.3.1A, 7.3.1E, 7.3.1O; Touches on: 7.3.1F, 7.3.1J, 7.3.1N, 7.3.1Q, 7.5.1C 1 Creativity Touches on: 1.2.3A, 1.3.1B P4 (Analyzing); Also: P1 (Connecting), P5 (Communicating) Yes No No "Original or Manipulated" relies on images; "Everything Is a Remix" is not subtitled; Creative Commons video is auto-CC'd Unit 4 None Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). ethics, journalism, media, manipulation, photoshop, fake, remixing, remashing, derivatives, music, intellectual property, copyright, rights, creative commons, licensing, licenses, ownership 4 2 0 3
BIG PICTURE: Wisdom of the Crowd LINK LINK Single-day lesson plan readings, video, exploratory activity, in-class activity courseware web pages or PDFs, interactive form tool, linked external video, linked external example services Students read about human computation and crowdsourcing (including ReCAPTCHA and Duolingo) and experiment with the "wisdom of the crowd" in an estimation game. 50 Easier UTeach CSP 7.1.1 Communication Interaction and Cognition, 7.1.2 Problem-Solving That Scales Addresses: 7.1.2C, 7.1.2E, 7.1.2F; Touches on: 7.1.1O, 7.1.2A Yes No Yes Unit 5 None Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). data collection, crowdsourcing, wisdom of the crowd, jelly beans, Galton, RECAPTCHA, Luis Von Ahn, DuoLingo, Games with a Purpose, GWAP 4 2 0 3
BJC.2x Global Impact: Citizen Participation Part 1 LINK Lesson component Lecture video slides, lecture video/model lecture, quiz Prof. Dan Garcia goes over several of the Global Impact EKs under Learning Objective 7.1.2 (SWBAT Explain how people participate in a problem-solving process that scales) with real-world examples. Slides often use the literal wording of the EKs as bullets. From the BJCx MOOC (edX online course). 2 Easier BJC 7.1.2 Problem-Solving That Scales Addresses: 7.1.2, 7.1.2A, 7.1.2B P1 (Connecting), P4 (Analyzing) No Yes Yes video is subtitled; uses PowerPoint but audio covers all content BJC.2x GI pt 3 BJCx video: BJC.2x Global Impact pt 2 PDF slides available, short 5-question multiple choice question available too. citizen participation, distributed computing, solutions that scale, human computation, citizen science, counting butterflies, SETI@Home 4 3 0 2
BJC.2x Global Impact: Citizen Participation Part 2 LINK Lesson component Lecture video slides, lecture video/model lecture, quiz Prof. Dan Garcia goes over several of the Global Impact EKs under Learning Objective 7.1.2 (SWBAT Explain how people participate in a problem-solving process that scales) with real-world examples. Slides often use the literal wording of the EKs as bullets. From the BJCx MOOC (edX online course). 9 Easier BJC 7.1.2 Problem-Solving That Scales Addresses: 7.1.2C, 7.1.2E, 7.1.2F P1 (Connecting), P4 (Analyzing) No Yes Yes video is CC'd; uses PowerPoint but audio covers all content BJC.2x GI pt 4 BJCx video: BJC.2x Global Impact pt 3.5 PDF slides available, short 5-question multiple choice question available too. original Mechanical Turk, human computation, Amazon Mechanical Turk, crowdsourcing, image labeling, annotation, Luis von Ahn, ESP, Games With a Purpose, gamification, misson persons searches, translation, transcription, DuoLingo, Sheep Project, crowdfunding, digitally enabled collaboration 4 3 0 2
BJC.2x Global Impact: Communication, Interaction and Cognition Part 1 LINK Lesson component Lecture video slides, lecture video/model lecture, quiz Prof. Dan Garcia goes over several of the Global Impact EKs under Learning Objective 7.1.1 (SWBAT Explain how computing innovations affect communication, interaction, and cognition) with real-world examples. Slides often use the literal wording of the EKs as bullets. From the BJCx MOOC (edX online course). 8 Easier BJC 7.1.1 Communication Interaction and Cognition Addresses: 7.1.1A, 7.1.1B, 7.1.1C, 7.1.1D, 7.1.1E, 7.1.1F 3 Data and Information Addresses: 3.3.1F P1 (Connecting), P4 (Analyzing) No Yes Yes video is CC'd; uses PowerPoint but audio covers all content BJC.2x GI pt 1 None PDF slides available, short 5-question multiple choice question available too; first two minutes is intro to Global Impact as a CSP topic communication channels, online collaboration, video-conferencing, cloud computing, social media, online communities, virality, dissemination of information, public health, Netflix prize, recommender systems, anonymized data, deanonymization, user account matching 4 3 0 2
BJC.2x Global Impact: Communication, Interaction and Cognition Part 2 LINK Lesson component Lecture video slides, lecture video/model lecture, quiz Prof. Dan Garcia goes over several of the Global Impact EKs under Learning Objective 7.1.1 (SWBAT Explain how computing innovations affect communication, interaction, and cognition) with real-world examples. Slides often use the literal wording of the EKs as bullets. From the BJCx MOOC (edX online course). 11 Easier BJC 7.1.2 Problem-Solving That Scales, 7.1.1 Communication Interaction and Cognition Addresses: 7.1.2D, 7.1.1N, 7.1.1O, 7.1.1G, 7.1.2G, 7.1.1I, 7.1.1J, 7.1.1K, 7.1.1L P1 (Connecting), P4 (Analyzing) No Yes Yes video is subtitled; uses PowerPoint but audio covers all content BJC.2x GI pt 2 BJCx video: BJC.2x Global Impact pt 1 PDF slides available, short 5-question multiple choice question available too. digitally enabled collaboration, Tiffany Shlain Connected, collective problem solving, diversity of perspective, cloud storage, online learning, electronic health records, productivity, Internet addiction, search trends, Google flu trends, big data, mobile computing, GPS, geolocation, cell phone triangulation, Tanya Rider, sensor networks, smart dust, spray sensors, smart grids, smart buildings, smart transportation, autonomous vehicles, assistive technologies 4 3 0 2
BJC.2x Global Impact: Computers and Education LINK Lesson component Lecture video slides, lecture video/model lecture, quiz Prof. Dan Garcia talks about the impact of computers in the field of education. From the BJCx MOOC (edX online course). 4 Easier BJC 7.1.1 Communication Interaction and Cognition, 7.1.2 Problem-Solving That Scales, 7.2.1 Innovation in Other Fields, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.1N; Touches on: 7.1.1M, 7.1.1O, 7.1.2G, 7.2.1C, 7.4.1B, 7.4.1D P1 (Connecting), P4 (Analyzing) No Yes Yes video is CC'd; uses PowerPoint but audio covers all content BJC.2x GI pt 5 None PDF slides available, short 5-question multiple choice question available too. standardized tests, educational tools, microworlds, courseware, MOOCs, education 4 3 0 2
BJC.2x Global Impact: Computing Enables Innovation LINK Lesson component Lecture video slides, lecture video/model lecture, quiz Prof. Dan Garcia goes over several of the Global Impact EKs under Learning Objective 7.2.1 (SWBAT Explain how computing has impacted innovations in other fields) with real-world examples. Slides often use the literal wording of the EKs as bullets. From the BJCx MOOC (edX online course). 8 Easier BJC 7.2.1 Innovation in Other Fields Addresses: 7.2.1A, 7.2.1B, 7.2.1C, 7.2.1D, 7.2.1F, 7.2.1G P1 (Connecting), P4 (Analyzing) No Yes Yes video is subtitled; uses PowerPoint but audio covers all content BJC.2x GI pt 6 None PDF slides available, short 5-question multiple choice question available too. innovation, data mining, big data, supercomputers, Titan, IBM Watson, Jeopardy, machine learning, computer-assisted health care, credit card data, store layout optimization, recommender systems, nuclear simulations, scientific computing, floating point values, parallel algorithms, access to information, open shared scientific databases, Moore's law, exponential growth, creativity, enabling technologies, digitally enabled collaboration 4 3 0 2
BJC.2x Global Impact: Economic, Social, Cultural Contexts LINK Lesson component Lecture video slides, lecture video/model lecture, quiz Prof. Dan Garcia goes over several of the Global Impact EKs under Learning Objective 7.4.1 (SWBAT Explain the connections between computing and real-world contexts, including economic, social, and cultural contexts) with real-world examples. Slides often use the literal wording of the EKs as bullets. From the BJCx MOOC (edX online course). 8 Easier BJC 7.4.1 Economic Social and Cultural Context Addresses: 7.4.1B, 7.4.1E, 7.4.1A, 7.4.1C, 7.4.1D P1 (Connecting), P4 (Analyzing) No Yes Yes video is subtitled; uses PowerPoint but audio covers all content BJC.2x GI pt 7 None PDF slides available, short 5-question multiple choice question available too. influence of social, economic, and cultural contexts, perspective, designing around constraints, Twitter, free speech, oppressive governments, government censorship, Arab Spring, mobile access, free wifi, broadband initiatives, broadband access, infrastructure, digital divide, geographic divide, terrorism, power, resource distribution, developing world, Internet access, agricultural data, internet.org 4 3 0 2
BJC.2x Global Impact: Intellectual Property LINK Lesson component Lecture video slides, lecture video/model lecture, quiz Prof. Dan Garcia goes over several of the Global Impact EKs under Learning Objective 7.3.1 (SWBAT Analyze the beneficial and harmful effects of computing) with real-world examples. Slides often use the literal wording of the EKs as bullets. From the BJCx MOOC (edX online course). 12 Easier BJC 7.3.1 Beneficial and Harmful Effects, 7.2.1 Innovation in Other Fields Addresses: 7.3.1N, 7.3.1O, 7.3.1P, 7.3.1A, 7.3.1D, 7.3.1E, 7.3.1F, 7.3.1B, 7.3.1C, 7.2.1D P1 (Connecting), P4 (Analyzing) No Yes Yes video is CC'd; uses PowerPoint but audio covers all content BJC.2x GI pt 8 None PDF slides available, short 5-question multiple choice question available too. intellectual property, copyright, Disney, Copyright Term Extension Act, Mickey Mouse, patent law, piracy, mash-ups, sampling, fair use, remixes, DVD region codes, DRM, Digital Millenium Copyright Act, DSS encryption, first illegal prime number, encryption, just bits, DeCSS, legal concerns, ethical concerns, autheticated access, anonymous acces, anonymity, identity verification, censorship, great firewall of China, open source software, licensed software, self-driving cars, responsibility for AI failures, streaming, file-sharing, peer-to-peer networks, Creative Commons, open access journals, copyright infringement 4 3 0 2
Blown to Bits (BB) (intro) LINK LINK Single-day lesson plan, PD materials reading intro Lesson plan web page (w/PD extras), courseware-style web page for students, book (PDF or print) Introduces Blown to Bits and content-area reading strategies. (No actual reading assignment.) 15 Easier Mobile CSP 7.3.1 Beneficial and Harmful Effects Touches on: 7.3.1 Blown to Bits Optional/ adaptable If computers are accessible Yes Unit 1, Lesson 5 None Blown to Bits, Content Area Reading Strategies, Common Core Reading Standards for Informational Texts, Common Core English Language Arts Strategies, independent reading, reading comprehension, pre-reading strategies, background knowledge, Think-Pair-Share, prediction tables, vocabulary, predicting text content, anticipation guide, K-W-L, after-reading strategies, activating prior knowledge, standardized tests, monitoring understanding, summarizing, questioning the text, metacognition, double-entry journal, now that's surprising, conversation questions, author says/I say, concept bank, exit slips, literacy 0 1
Catch the Fever LINK Multi-day lesson plan in-class activity/assignment, discussions, debate lesson description video Students mine a thousand-record data set to figure out the source and contagion patterns of a zombie plague -- in other words, they save the world from zombies. Includes dataset and spec, worksheets, CDC and news bulletins. CSP CS4HS 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields, 7.1.2 Problem-Solving That Scales, 7.3.1 Beneficial and Harmful Effects, 7.5.1 Access Manage and Attribute Info Addresses: 7.1.1F, 7.2.1A; Touches on: 7.1.1E, 7.1.2D, 7.2.1E, 7.3.1J, 7.5.1A 3 Data and Information Addresses: 3.1.1A, 3.1.1C, 3.1.1D, 3.1.1E, 3.1.2A, 3.1.2D, 3.1.3B, 3.2.1B, 3.2.1C, 3.2.1F; Touches on: 3.1.2B, 3.1.2C, 3.1.2F, 3.1.3A, 3.2.1A, 3.2.1E, 3.2.2G P5 (Communicating), P6 (Collaborating); Also: P1 (Connecting), P2 (Creating), P3 (Abstracting) Optional/ adaptable Yes CSP CS4HS lessons: Unit 6 Requires use of Google data platform zombies, medical data, data mining, patient 0, vectors, viral agents, epidemiology, big data, CDC, disease spread, dataset specs, Google data platform, Google sheets, data GUIs, SQL, database queries, relationships in data, stewardship, digital ethics, policy 0 2
Censorship and Computing around the World LINK LINK Multi-day lesson plan Readings and discussions, debate activity, in-class exploratory activity, writing assignment, practice PT questions lesson plan page, courseware pages for students (lab), book (PDF or print), linked external tools, linked external information resources This lab takes the broad structure and content of Blown to Bits Chapter 7. Students first consider what rules (if any) ought to exist on the Internet and then learn of some of the practical difficulties of regulating Internet content. This is also an opportunity for students to think further about their own role as digital citizens. Students then consider some issues of free speech and are confronted with the fact that a global Internet leads to issues when different countries have different standards for what should be censored. Finally, students take this opportunity to examine some statistics for Internet use around the world. 150 Intermediate BJC 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.1C, 7.1.1E, 7.1.1N, 7.3.1C, 7.3.1D, 7.3.1E, 7.3.1G, 7.3.1H, 7.3.1I, 7.3.1J, 7.4.1A, 7.4.1B, 7.4.1C, 7.4.1D, 7.4.1E, 7.3.1A; Touches on: 7.3.1B 1 Creativity, 2 Abstraction, 3 Data and Information, 5 Programming, 6 The Internet Addresses: 1.2.5A, 1.2.5C, 1.2.5D, 2.1.1B, 3.1.2D, 3.1.3A, 3.1.3B, 3.1.3E, 5.1.1D, 5.1.1E, 6.1.1A, 6.1.1C, 6.3.1A, 6.3.1D, 6.3.1E P1 (Connecting), P4 (Analyzing), P5 (Communicating) Blown to Bits, Explore PT Practice Yes If computers are accessible Yes Unit 4 Lab 7 None For access to the restricted part of the Teacher's Guide, please fill out this form: http://bjc.link/guideaccess . Includes four sub-lessons: Rules of the Internet, Regulating the Internet, Censorship, and Computing Around the World. The 4 lab pages could be split across 3 or 4 days, for a total of 150-200 minutes. rules, censorship, Internet safety, responsibility, DOPA, online predators, MySpace, law, policy, government regulation, freedom of speech, First Amendment, cyberspace, ISPs, libel, defamation, Rumorville, Cubby v. CompuServe, Good Samaritan, anonymous posting, four corners, Internet filters, website blocking, cyberbullying, children's online safety, anonymity, China, self-censorship, information freedom, Reporters Without Borders' Enemies of the Internet infographic, IP blocking, URL filtering, take-downs, terms of service, OpenNet initiative, social media, Arab Spring, YouTube censorship, Inernet access, digital divide, Aquila, Internet.org drones, Project Loon, access vs. adoption, smartphones, mobile networks, affordability, economics 4 3 0 2
Check Your assumptions LINK LINK Single-day lesson plan video, readings, discussions, activity, written assignment Lesson plan (PDF), web page for students, worksheet/activity guide, answer key, linked external video, linked external articles, linked external information resources Students look at a report from Pew research examining the digital divide and how access to the Internet and technology differs across various demographic groups. Based on this report students re-evaluate the assumptions made when drawing conclusions from search trend data in the previous lesson. 50 Advanced Code.org CSP 7.4.1 Economic Social and Cultural Context, 7.1.1 Communication Interaction and Cognition Addresses: 7.4.1A, 7.4.1B, 7.4.1C, 7.4.1D, 7.1.1G 3 Data and Information Addresses: 3.1.1E, 3.1.2A, 3.1.2B, 3.1.2C, 3.1.2D, 3.1.2F, 3.2.1A, 3.2.1B, 3.2.1C P1 (Connecting), P4 (Analyzing), P6 (Collaborating) Yes No Yes video is subtitled (several lgs.) but would be difficult for visually-impaired; reading is graphics-heavy Unit 4, Lesson 3 BJC lesson: Somewhat depends on Unit 4, Lesson 2 Google Trends, Google Flu Trends, search trends, digital divide, sampling, examining assumptions, Internet access 4 0 2
Cloud Computing LINK LINK Multi-day lesson plan readings, written reflection courseware web pages or PDF, linked external information resources Students read about cloud computing and data ownership. Students then select one cloud service to explore, read its terms of service, and consider implications on personal data ownership. 100 Intermediate UTeach CSP 7.1.1 Communication Interaction and Cognition, 7.1.2 Problem-Solving That Scales, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.1D; Touches on: 7.1.2G, 7.3.1A, 7.3.1N, 7.4.1B 6 The Internet Touches on: 6.1.1A, 6.2.2I Optional/ adaptable If computers are accessible Yes Unit 6 None Two (Gitbook) pages starting with link provided, including "Cloud Computing" and "Ownership of Cloud Data." Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). cloud computing, benefits, risks, Internet, client, server, storage, ownership, terms of service 3 1 0 3
Computer Science Is Changing Everything LINK Lesson component video video Video about innovations across a variety of fields 5 Easier Code.org CSP 7.2.1 Innovation in Other Fields, 7.1.1 Communication Interaction and Cognition, 7.4.1 Economic Social and Cultural Context Addresses: 7.2.1G; Touches on: 7.1.1N, 7.2.1A, 7.2.1B, 7.2.1C, 7.4.1B 1 Creativity, 5 Programming Addresses: 1.3.1A, 5.1.1A, 5.1.1F P1 (Connecting) No Yes Yes Subtitled in a couple languages; audio makes sense without visual except for speaker IDs Used in Unit 1, Lesson 1 and Unit 4, Lesson 11 None Used in Unit 1 Lesson 1 and Unit 4 Lesson 11; version linked from the 4.11 lesson plan is entitled "The Impact of Innovation" and doesn't have CCs Internet, Lettucebot, optimization, programming jobs, biotech, modeling, simulation, animation 4 3 3
Computer Science Solving Problems LINK Lesson component video video An in-depth example of how computer science is used to solve hard problems, in this case in genomic medicine. Experts at HudsonAlpha Institute for Biotechnology and the Smith Family Clinic for Genomic Medicine explain how they use software tools to analyze DNA and identify patterns linked to disease. Includes a motivating discussion of how computer science students can apply their knowledge in different fields. 7 Easier CSP CS4HS, TGI 7.2.1 Innovation in Other Fields Addresses: 7.2.1A, 7.2.1B; Touches on: 7.2.1C, 7.2.1G 3 Data and Information; 2 Abstraction, 5 Programming Addresses: 3.1.1D, 3.1.1E, 3.1.2A, 3.1.2B, 3.2.1C, ; Touches on: 2.3.2A, 3.1.1A, 3.1.1B, 3.1.2C, 3.1.3A, 3.2.1F, 5.1.2H Also: P1 (Connecting) No Yes Yes Auto-CC'd; audio makes sense without visual None Produced by Alabama Public Television in collaboration with CSP CS4HS and Teach Global Impact. genomics, genomic medicine, genetics, DNA sequencing, computer science careers, applied computer science, applications, big data, biotechnology, computational genetics, computational biology, interdisciplinary, HudsonAlpha, clinical, Codi, disease markers 3 3 3 3
Computing for Good & Runestone Student Handout LINK Lesson component reading, tutorial, programming exercise reading, worksheet, website, programming exercise Students will learn about computer science, computing for good, some of the potential outcomes of programming. 40 Intermediate CS Matters 7.1.1 Communication Interaction and Cognition, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.1E, 7.1.1M, 7.1.1N, 7.1.1O, 7.4.1A, 7.4.1B, 7.4.1C, 7.4.1D, 7.4.1E 3 Data and Information Addresses: 3.1.2A, 3.1.2B, 3.1.2C P2 (Creating); Also: P1 (Connecting) Yes If computers are accessible Yes Part of 2.1, 3jkb1 Students should have accounts on Runestone. (No previous Python experience required.) The answer key is here (must request access): https://docs.google.com/document/d/1EJ8Fa45pwU_OU7Vtzx-sXH4JxfRI_aOSyQSVi9U0ImQ/edit Teachers should have some prior experience with Python, but no programming experience is required for the students. Access to Runestone (http://interactivepython.org), a website for coding in Python interactively, is also required. Teachers should get students set up with accounts on Runestone beforehand. programming, intro to programming, python, runestone, computer science, computer scientist, programming for good, computing for good, code for India, abstraction 3 3 1 2
Computing for the Next Generation LINK LINK Single-day lesson plan videos, slides/lectures, whole-class activity, discussion, reflection lesson plan web page, slide deck (as partial activity guide), slide deck (content), templates for activity printouts, worksheet, linked external articles, linked external videos Through presentations, videos and discussion, students discover how technology has been changing and brainstorm ideas for how the next generation will have a different relationship with technology than the current generation. Students will also learn the relative measures of computer storage (KB, MB, etc.) 50 Easier CS Matters 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields Addresses: 7.1.1; Touches on: 7.1.1C, 7.1.1D, 7.1.1E, 7.1.1H, 7.1.1K, 7.1.1L, 7.1.1O, 7.2.1C, 7.2.1F P1 (Connecting); Also: P5 (Communicating) No Sort of Sort of Oracle videos are not CC'd and audio does not make sense without video; slides are graphics-heavy but fine for audially-impaired students; remainder of lesson fine for visually-imparied students with accessible computers; remainder of lesson fine for audially-impaired 0.2, 0DoC2 Assumes homework from CS Matters 0.1 previous generation's technology, generations, data units, data representation, The Information Age, Big Data Is Changing the World, Larry Ellison, Oracle, big data, structured vs. unstructured data, satellite data, deforestation, cloud storage, social media, Internet usage statistics, future, next generation's technology, history of computing, history of PCs, Moore's law, disk size, AI, autonomous vehicles, modeling, assisstive technology 4 2 0 2
Computing in the News LINK Lesson component Reading and discussion Activity guide for teachers, linked external information resources Teachers read current sources of computing in the news, and present a news story, then ask the students what they think about the story, and if it's about a computing innovation, what are its positive and negative implications. Once the class has seen that modeled, you can ask for volunteers to bring stories to the group. 5 Easier BJC, CSP CS4HS 7.1.1 Communication Interaction and Cognition, 7.1.2 Problem-Solving That Scales, 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Touches on: 7.1.1, 7.1.2, 7.2.1, 7.3.1, 7.4.1 P1 (Connecting), P4 (Analyzing), P5 (Communicating) No Yes Yes CitN None For access to the restricted part of the Teacher's Guide, please fill out this form: http://bjc.link/guideaccess . Can be used as a five-minute bellringer every day, or save it for Fridays and have more time allocated to it. If the discussion is going well, let it continue! There's a movement in our dept at Berkeley to do this for ALL undergraduate courses (i.e., start class with a news item). Also, it's really easy to only highlight the positive elements of a new innovation (e.g., when the apple watch came out, just to parrot back the highlights from the keynote) -- but it's really important students can see the negative (often unintended) implications as well! It helps if there's a projection screen since sometimes the news element has a video associated with it. computing in the news, news articles, current events 4 3 3 3
Computing in War LINK LINK Multi-day lesson plan Readings and discussions, brainstorming activity, research activity lesson plan page, courseware pages for students (lab), linked external articles, linked external information resources Starting with the earliest digital computers, military applications have driven the development of the technology. The Defense Advanced Research Projects Agency (DARPA) was nearly the only funder of computer science research throughout the 1960s and '70s, and is still a major funder today. It doesn't fund all technologies equally; it solicits research proposals in areas of military importance. Despite that, virtually all of the DARPA technologies have been of immense value for non-military uses.The Internet, itself, was originally a DARPA development. The goal is neither to encourage nor to dissuade students from later working on military projects. The goal is to help students understand the implications of computing in warfare, both for informed citizenship for all of them, and so that those who may later choose to work on military projects do it mindfully—with an awareness of the ethical issues involved. 150 Intermediate BJC 7.2.1 Innovation in Other Fields, 7.4.1 Economic Social and Cultural Context, 7.3.1 Beneficial and Harmful Effects Addresses: 7.2.1G, 7.4.1A, 7.4.1B, 7.4.1C, 7.4.1D, 7.4.1E, 7.3.1A; Touches on: 7.3.1G P1 (Connecting), P4 (Analyzing), P5 (Communicating) Yes Sort of Yes Part of reading relies on graphics; courseware okay with accessible computers Unit 6 Lab 4 None For access to the restricted part of the Teacher's Guide, please fill out this form: http://bjc.link/guideaccess . 150-200 minutes. Includes three sub-lessons: War and Technology, Computers and War, and Military Technology in Everyday Life. military technology, cryptography, GPS, ARPANET, malware, cybersecurity, cyberwarfare, cyberattacks, Stuxnet, autonomous weapons, drone warfare, missile defense, Star Wars, nuclear near misses, Strategic Defense Initiative, SDI, killer robots, robot soldiers, politics, dual-use technology, ACM Code of Ethics and Professional Conduct, ethical issues 4 3 0 2
Computing in Work LINK LINK Multi-day lesson plan Readings and discussions, research activity lesson plan page, courseware pages for students (lab), linked external articles Students will explore some of the many implications of computing in work. They consider how jobs are changing, especially because they are preparing for jobs of the future which may not exist today. They also examine ways technology is changing the nature of work. For example, technology connects people in new ways, which provides opportunities to be flexible about the time and location of work, but also has implications for the relationship between employers and employees and how responsible employers are or should be for the well-being of their employees. Students will conclude with a discussion about whether there are jobs that computers will or should never do. 150 Intermediate BJC 7.2.1 Innovation in Other Fields, 7.4.1 Economic Social and Cultural Context, 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects Addresses: 7.2.1G, 7.4.1A, 7.4.1B, 7.4.1C, 7.4.1D, 7.4.1E, 7.1.1N, 7.1.1O, 7.3.1A P1 (Connecting), P4 (Analyzing), P5 (Communicating) Yes If computers are accessible Yes Unit 6 Lab 3 None For access to the restricted part of the Teacher's Guide, please fill out this form: http://bjc.link/guideaccess . 150-200 minutes. Includes four sub-lessons: Past and Future, Working Conditions, Working Remotely, and Expanding Possibilities. jobs, programming jobs, employment, unemployment, telecommunting, working from home, workplace surveillance, employee monitoring, email monitoring, website filtering, on-demand economy, on-demand businesses, AI, robots, automation, robots replacing humans, Uber, e-lance, freelance, sharing economy, casual labor force, labor, economies of scale, knowledge economy, class divide, economic context, productivity, working remotely, telemedicine, agricultural data, crop prices, outsourcing, Amazon Mechanical Turk, personal outsourcing, crowdsourcing 4 3 0 2
Computing Now and in the Future LINK Lesson component slides/lectures slide deck Presentation on how personal computing has changed (storage, speed, etc.) in the past few decades and overview of challenges/possibilities for the future 10 Easier CS Matters 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields Touches on: 7.1.1E, 7.1.1L, 7.2.1F Also: P1 (Connecting) No No Yes Graphics-heavy Used in 0.2, 0DoC2 Part of CS Matters Unit 0, Lesson 2 history of computing, history of PCs, Moore's law, disk size, AI, autonomous vehicles, modeling, assisstive technology 4 2 3 3
Copyright; Media and Sharing; Patents LINK LINK Multi-day lesson plan Readings and discussions, research activity, reflection lesson plan page, courseware pages for students (lab), linked external articles, linked external information resources Software patents are controversial. In the US, software was generally not patentable until a 1981 Supreme Court decision. Students explore what it means to invent something, and why software might or might not be considered differently from machinery. The simultaneous invention of the telephone by several people is used as an example to debunk the apple-on-head, flash-of-insight myth. The digital storage of information makes the marginal cost of a perfect copy zero. In principle that shouldn't affect the rights of artists, but in practice, many people feel free to copy media both for their own use and to give to friends. When classes are polled on this topic, most or all hands go up both for "who thinks it's wrong to pirate music or movies" and for "who has pirated music or movies?" This is a springboard into a class discussion of how laws have changed, how artists should be supported, and the use of encryption to enforce copyright. 225 Advanced BJC 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context, 7.5.1 Access Manage and Attribute Info, 4.3.1 Addresses: 7.2.1D, 7.3.1A, 7.3.1F, 7.3.1N, 7.3.1O, 7.3.1P, 7.3.1Q, 7.4.1D, 7.5.1C; Touches on: 7.3.1B, 7.3.1E, 7.4.1A P1 (Connecting), P4 (Analyzing), P5 (Communicating) Yes If computers are accessible Yes Unit 5 Lab 7 None For access to the restricted part of the Teacher's Guide, please fill out this form: http://bjc.link/guideaccess . copyright, patent, inventions, enabling technology, telephone and telegraph, software patents, Diamond v. Diehr, intellectual property, free software, HyperCard patent, obviousness, history of patents, plagiarism, fair use, sampling, parody, Creative Commons, Disney, Mickey Mouse, Happy Birthday, zero marginal cost, information wants to be free, DRM, Digital Millenium Copyright Act, piracy, DVD region codes, digital divide 4 3 0 2
Cybersecurity: Attacks, Protection, and Impact LINK LINK Single-day lesson plan discussion, readings, group exploratory activity slide deck, readings (online or printed) Reflecting on the fact that the Internet was not designed with security in mind, students will examine the devastating impact of cyber attacks. Students will study types of cyber attacks and the vulnerabilities they exploit, and identify the roles of software, hardware, people, and the Internet. Students will identify potential cybersecurity concerns in systems built on the Internet.. 50 Intermediate CS Matters 7.3.1 Beneficial and Harmful Effects Touches on: 7.3.1G, 7.3.1H 6 The Internet Addresses: 6.3.1A, 6.3.1B, 6.3.1D, 6.3.1E, 6.3.1F, 6.3.1G P1 (Connecting) Yes If computers are accessible Yes 3.10 [doc ?] Internet basics Resources including student handouts are available here: https://drive.google.com/drive/folders/0By2KZS8SzSUcR2stSU5rVlNBRFE Internet, cybersecurity, cyber attacks, security, protection, trust, trust model, firewall, virus, malware, anti-virus software, operating system 3 3 0 2
Dasher LINK LINK Single-day lesson plan reading, exploratory activity, small-group discussion, quiz/assessment courseware web pages or PDF, linked external tool Students read about ways in which computing enables assistive technologies. They explore Dasher, a machine learning-enabled interface, and engage in a class discussion in which they identify its key features and explore the different ways that these improve accessibility. 50 Intermediate UTeach CSP 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields Addresses: 7.1.1L; Touches on: 7.1.1F, 7.2.1A P1 (Connecting), P4 (Analyzing) Yes No No AI TT-4 (Canvas) None Included in an earlier version of the curriculum; will be added back into curriculum v. 2017-18 (so, available by request only in 2016-17). Requires a third-party application, Dasher, that depends on a Java Runtime environment. assisstive technologies, Dasher, speech recognition, NLP (natural language processing), machine learning, predictive text 4 3 0 3
Data Acquisition and Analysis LINK LINK Multi-day lesson plan discussions, reflection, in-class exploratory activity, assignment, homework assignment slide decks, readings Students will learn how to acquire and analyze data to find answers to questions and solutions to problems. Students will consider whether or not the data they are presented with is necessarily valid, and research some of the various data sources online. 100 Easier CS Matters 7.3.1 Beneficial and Harmful Effects, 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields, 7.5.1 Access Manage and Attribute Info, 7.5.2 Evaluate Appropriateness and Cred Addresses: 7.3.1J; Touches on: 7.1.1F, 7.2.1A, 7.2.1E, 7.3.1H, 7.3.1K, 7.5.1A, 7.5.2B 3 Data and Information Addresses: 3.1.2, 3.2.1, 3.2.2 P1 (Connecting); Also: P4 (Analyzing) Yes If computers are accessible Yes 4.1 Internet basics, Algorithm basics The handout, slides, and homework are available here: https://drive.google.com/a/umbc.edu/folderview?id=0By2KZS8SzSUcMHdXRWRMYW9hdUE&usp=sharing&tid=0By2KZS8SzSUcdnhXSXVybzJ3Z2M data science, data, data manipulation, data management, data analysis, business, Neftlix, Amazon, Moneyball, Wolfram Alpha, Facebook, YouTube, CCTV, webcam, media, Instagram, correlation, causation, NOAA, NASA, data collection, Excel, scalability, government, Internet of Things, TED talk 2 2 0 3
Data and Medicine LINK Lesson component Video video Video about how computer science is saving lives through genetic sequencing and harnessing the power of data to fight disease. 6 Easier Code.org CSP 7.1.2 Problem-Solving That Scales, 7.2.1 Innovation in Other Fields, 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.2A, 7.2.1E; Touches on: 7.1.1I, 7.1.1M, 7.1.1N, 7.1.1O, 7.1.2D, 7.1.2G, 7.2.1B, 7.2.1C, 7.2.1G, 7.3.1J, 7.4.1B 3 Data and Information Addresses: 3.1.1A, 3.1.1C, 3.1.1D, 3.1.1E, 3.1.2A, 3.2.1C; Touches on: 3.1.3A, 3.2.1B, 3.2.1F, 3.2.2A, 3.2.2G No Sort of Yes subtitled; audio mostly comprehensible on its own Used in Unit 4, Lesson 11 None biotech, biostatistics, genetic sequencing, DNA sequencing, Josh Osborne, GPS, polio, vaccine mapping 3 3
Data Breaches LINK LINK Single-day lesson plan reading, exploratory activity courseware web page or PDF, linked external article Students read about the security risks and responsibilities assumed by companies that collect and store sensitive personal data, primarily via an external article about the causes and impact of one specific data breach. 10 Easier UTeach CSP 7.3.1 Beneficial and Harmful Effects Touches on: 7.3.1G, 7.3.1J 3 Data and Information, 6 The Internet Addresses: 3.3.1F; Touches on: 3.2.2A, 3.2.2D, 3.3.1A, 3.3.1B, 6.3.1D Optional/ adaptable If computers are accessible Yes Unit 5 None Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). data breach, Target data breach, personal data 4 2 3 3
Data Mining LINK LINK Single-day lesson plan reading, written reflection courseware web pages or PDF, linked external articles Students read about 6 common data mining strategies and investigate association rule mining in the context of a circumscribed scenario. (Includes NYT article about Target.) 25 Intermediate UTeach CSP 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects, 7.1.1 Communication Interaction and Cognition Addresses: 7.2.1A, 7.3.1M; Touches on: 7.1.1E, 7.1.1F, 7.3.1A, 7.3.1G, 7.3.1J, 7.3.1K 3 Data and Information Addresses: 3.1.1A, 3.1.1C, 3.1.1D, 3.1.1E, 3.2.1A, 3.2.1B, 3.2.1C; Touches on: 3.1.1B, 3.1.2D P1 (Connecting), P3 (Abstracting), P4 (Analyzing) Optional/ adaptable Sort of Yes Graphics useful but not vital; requires accessible devices Unit 5 UTeach CSP lesson: Collection (Unit 5) 2 (Gitbook) pages starting with link provided, including "Data Mining" & "How Companies Learn Your Secrets." Will also include Association Rule Mining activity (listed separately) in 2017-18. Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). data mining, anomaly detection, association rule mining, clustering, classification, regression, automatic summarization, machine learning, targeted advertising, How Companies Learn Your Secrets, How Target Figured Out a Teen Girl Was Pregnant, marketing analytics, predictive analytics, habit formation, modeling 4 2 0 2
Data Persistence LINK LINK Single-day lesson plan reading, exploratory activity courseware web page or PDF, linked external information resource Students read about the benefits and risks of data persistence and ownership of personal data. Students review Facebook's deactivation/deletion policies. 25 Intermediate UTeach CSP 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects Touches on: 7.1.1H, 7.3.1G 3 Data and Information Touches on: 3.3.1A, 3.3.1F Optional/ adaptable If computers are accessible Yes Unit 5 UTeach CSP lesson: Privacy vs. Utility (Unit 5) Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). data persistence, online, Internet, delete, Wayback, McDonalds, Facebook, personal data, generation loss, sharing 4 1 0 2
Developing Students' Ability to See Computing's Impact on Society LINK PD materials activity, exploratory activity, discussions, debates, reflection, homework assignments, readings, videos lesson ideas PDF, linked external articles, linked external videos A quick list of ideas for activities and discussions around Global Impact, with links to interesting authors/articles Intermediate CSP CS4HS 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Touches on: 7.1.1C, 7.1.1H, 7.1.1M, 7.1.1N, 7.1.1O, 7.3.1A, 7.3.1G, 7.3.1J, 7.4.1A, 7.4.1C, 7.4.1D Also: P1 (Connecting) Optional/ adaptable Sort of Yes Depends on the activity/lesson idea Used in 1.4 None Originally from PUMP-CS. List of possible lesson ideas; LOs and EKs covered depend on the component chosen. computing in daily life, Douglas Rushkoff, Program or Be Programmed, social media, Facebook, economic context, economic inequality, Jaron Lanier, Sherry Turkle, danah boyd, human relationships, interpersonal relationships, online privacy, facial expression recognition, machine learning, artificial intelligence, digital economy, power, Arab Spring, labor disruption, attention, connection 0 3
Digital Certificates LINK LINK Single-day lesson plan unplugged activity, discussions, reflection lesson plan, slide deck In this lesson, students learn about the impact of digital signatures. In particular, the focus is on exploring why this branch of cryptography has far-reaching impact on how people use computers and the Internet in everyday life. 50 Intermediate CISS 7.1.1 Communication Interaction and Cognition, 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects Touches on: 7.1.1.D, 7.1.1F, 7.1.1M, 7.1.1N, 7.1.1O, 7.3.1G 6 The Internet Addresses: 6.3.1C, 6.3.1H, 6.3.1I, 6.3.1M; Touches on: 6.3.1J P1 (Connecting), P5 (Communicating), P6 (Collaborating) No Yes Yes Students should have previous exposure to encryption, particularly RSA Internet, SSL certificates, digital certificates, certificate authorities, physical signatures, doctor's note, safe-deposit boxes, RSA, security, encryption, role-play 3 3 0 2
Distributed Computing LINK LINK Single-day lesson plan reading, in-class group activity/ discussion/ presentation courseware web page or PDF, linked external information resources Students read about distributed computing and work in small groups to identify a computationally intensive problem that could be solved only by a distributed system. Groups then discuss their ideas with the class. 50 Intermediate UTeach CSP 7.1.2 Problem-Solving That Scales, 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.2A, 7.1.2B; Touches on: 7.1.1M, 7.1.1O, 7.1.2E, 7.3.1G 6 The Internet Touches on: 6.1.1A, 6.1.1D Optional/ adaptable If computers are accessible Yes Unit 6 None Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). distributed computing, SETI@Home, BOINC, research, scientific, science, grid computing, botnet, bitcoin 3 1 0 2
EarSketch LINK LINK Multi-day lesson plan Large-scale multi-day programming project slide decks, worksheets, tests This 5-lesson mini-unit teaches students to code and remix music using the software EarSketch, creating computational artifacts suitable for the Create Performance Task. EarSketch teaches computer science through music composition and remixing. No prior knowledge of either computer science or music is needed. Students can express their own unique style. EarSketch also lends itself well to student collaboration as well as a discussion on proprietary ownership. 250 Advanced CS Matters 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects Addresses: 7.2.1B, 7.2.1C; Touches on: 7.3.1A, 7.3.1B, 7.3.1C 1 Creativity, 2 Abstraction, 5 Programming Addresses: 1.1.1B, 1.2.1C, 1.2.1E, 1.2.2B, 1.2.3B, 1.2.3C, 1.2.4A, 1.2.4B, 1.2.4C, 1.2.4E, 1.2.5A, 1.2.5D, 2.1.1A, 2.1.1C, 2.2.1A, 2.2.1C, 2.2.2B, 2.2.2C, 2.2.3K, 5.1.1B, 5.3.1A, 5.3.1B, 5.3.1C, 5.3.1D, 5.3.1E, 5.3.1F, 5.3.1G, 5.3.1H, 5.3.1I, 5.3.1K, 5.3.1L, 5.4.1C, 5.4.1E, 5.4.1K, 5.5.1A, 5.5.1H, 5.5.1I; Touches on: 5.1.3A, 5.1.3B, 5.1.3C, 5.1.3D, 5.1.3E, 5.1.3F P2 (Creating), P3 (Abstracting), P6 (Collaborating); Also: P1 (Connecting), P4 (Analyzing), P5 (Communicating) Programming Practice Yes If computers are accessible No Audio-based 6.1, 6JNG1B Python, Programming basics This resource is an extended project, consisting of several units, projects, and section tests. Resources for each unit can be found here: https://drive.google.com/a/umbc.edu/folderview?id=0By2KZS8SzSUcbGsxQ3FINW82d1k&usp=sharing&tid=0By2KZS8SzSUcZWZhakJIbE1SSFU Assessment resources (must request access) for each unit can be found here: https://drive.google.com/a/umbc.edu/folderview?id=0B-2EJsfn0eoJdEQzdUJqYkZIQm8&usp=sharing&tid=0B-2EJsfn0eoJZS1kcTRaQklDdlk EarSketch, artifact creation, music, music remixes, code, programming, Python, DAW, digital audio workstation, for loops, debugging, logical operators, lists, data structures, abstraction, music file format 3 3 0 2
Encryption LINK LINK Multi-day lesson plan Reading and discussions, in-class group activity, debate, practice PT questions lesson plan page, courseware pages for students (lab), book (PDF or print), linked external articles, linked external information resources The details of encryption get complicated, but the overall idea is important. All bits, whether they are from confidential information or not, pass through the Internet the same way. To keep information secret, we can use encryption, an idea that has been around for millennia. In this lab, students learn about encryption and decryption methods, both enabled by technology. Students also consider why encryption is considered an issue with social implications. They will engage in a debate activity in which they consider the viewpoints of governments, civil liberties groups, and businesses regarding the availability of encryption software. Students also have the opportunity to choose and research an innovation that is affected by issues around encryption (there are many to choose among). They will do some online research and respond to prompts taken from the AP Explore Task, which they will do following Unit 4 in the course. 275 Intermediate BJC 7.3.1 Beneficial and Harmful Effects Addresses: 7.3.1A, 7.3.1G, 7.3.1L 1 Creativity, 3 Data and Information, 5 Programming, 6 The Internet Addresses: 1.2.5A, 1.2.5B, 1.2.5C, 1.2.5D, 3.2.2D, 3.3.1A, 3.3.1B, 3.3.1F, 5.4.1L, 5.4.1M, 6.1.1A, 6.1.1D, 6.3.1A, 6.3.1B, 6.3.1C, 6.3.1D, 6.3.1H, 6.3.1I, 6.3.1J, 6.3.1K, 6.3.1L, 6.3.1M P1 (Connecting), P4 (Analyzing), P5 (Communicating) Blown to Bits, Explore PT Practice Yes No Yes Readings include diagrams/graphics; courseware okay with accessible computers Unit 3 Lab 6 None For access to the restricted part of the Teacher's Guide, please fill out this form: http://bjc.link/guideaccess . Includes five sub-lessons: Secrets, Secret Keys, Public Keys, Who Cares About Encryption?, and Cryptography and Innovations. The 5 lab pages should take approx 20-25, 20-30, 40-45, 65-75, 110-120 minutes. encryption, encoding, decoding, ciphers, Caesar cipher, substitution cipher, security, hacking, Al-Kindi, frequency analysis, ciphertext, cryptology, cryptography, searchable encrypted databases, medical data, de-anonymization, HCUP, securty, cybersecurity, decryption, secret keys, cryptanalysis, eavesdropping, RSA encryption, public key, private key, symmetric encryption, asymmetric encryption, Diffie-Hellman-Merkle, one-way computation, key agreement protocol, civil liberties, terrorism, regulation of encryption, e-commerce, packets, encryption policy, Phil Zimmerman, PGP, government surveillance, FBI, NSA, Clipper Chip, backdoors, self-driving cars, autonomous vehicles, remote control, Bitcoin, smart contracts, Explore PT, Blown to Bits 4 3 0 2
Encryption and Public keys LINK Lesson component Video video A Berkley student and DoD cryptographer describes encryption soup-to-nuts 7 Intermediate Code.org CSP 7.3.1 Beneficial and Harmful Effects Touches on: 7.3.1G 6 The Internet Addresses: 6.3.1H, 6.3.1I, 6.3.1K, 6.3.1L; Touches on: 6.3.1C No Sort of Yes Subtitled (En/Es); uses graphics but audio makes sense without visual Used in Unit 2, Lesson 14 and Unit 2, Lesson 20 None Used in Unit 2, Lesson 14 and Unit 2, Lesson 20 privacy, security, encryption, cryptography, Caesar's cypher, 256-bit encryption, Moore's law, symmetric encryption, asymmetric encryption, public keys, HTTPS, Internet, jobs in computing 5 3 3
Ethics and Innovations: Find My Phone, Find My Friend Apps LINK Lesson component worksheet activity, reading worksheet, articles in print or online Students will learn about innovative smartphone applications that help people find lost phones and missing friends. They will gain a perspective on how innovation affects society. 15 Easier CS Matters 7.3.1 Beneficial and Harmful Effects, 7.2.1 Innovation in Other Fields, 7.4.1 Economic Social and Cultural Context, 7.1.2 Problem-Solving That Scales Addresses: 7.3.1A, 7.2.1A, 7.2.1G, 7.3.1J, 7.4.1B, 7.4.1C; Touches on: 7.1.2G P1 (Connecting) Optional/ adaptable If computers are accessible Yes Used in 1.5, 02.07TR2 None The worksheet needs to be printed. If teachers print the news articles, they do not need computers for this lesson. innovations, ethics, Find My Phone, Find My Friend 3 2 2 3
Ethics and Innovations: Is Developing Artificial Intelligence (AI) Ethical? Video and Worksheet LINK Lesson component worksheet activity, video worksheet, external video Students will watch a video discussing the ethical implications of artificial intelligence and fill out a worksheet with their reflections on the positive and negative effects socially, culturally, and economically. 10 Easier CS Matters 7.3.1 Beneficial and Harmful Effects, 7.2.1 Innovation in Other Fields, 7.4.1 Economic Social and Cultural Context, 7.1.1 Communication Interaction and Cognition Addresses: 7.3.1A, 7.2.1A, 7.2.1G, 7.3.1J, 7.4.1B, 7.4.1C; Touches on: 7.1.1K P1 (Connecting) Yes If computers are accessible Yes The video is subtitled. Used in 1.5, 02.07TR2 None The worksheet needs to be printed. The main content of the video ends at 5:12. Teachers may want to view the video themselves first to prepare a discussion or specific questions for their students. artificial intelligence, ethics, society, culture, innovations 3 3 2 3
Ethics of Autonomous Technology LINK LINK Multi-day lesson plan reading, whole-class discussion, small-group discussion courseware web page or PDF, linked external video Students read about autonomous technologies and explore ethical implications. As a class, students discuss potential policies for autonomous vehicles and brainstorm policy goals. In small groups, students explore one or two policy ideas in detail. Each group shares its ideas and recommendations, and together, the class clearly articulates a final set of recommendations that lawmakers could use to guide the development of policies for autonomous vehicles. 100 Intermediate UTeach CSP 7.3.1 Beneficial and Harmful Effects, 7.1.1 Communication Interaction and Cognition Addresses: 7.3.1A; Touches on: 7.1.1K Optional/ adaptable If computers are accessible Yes Unit 6 None Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). ethics, autonomous technology, robots, intelligence, automation, trolley problem, self-driving car, accident, responsibility for AI, technology policy, regulation, laws 3 2 0 3
Examples of Paraphrasing LINK Lesson component reading handout Examples of good paraphrases of passages from computing news (no plagiarizing, proper citation) 5 Easier CS Matters, TGI 7.5.1 Access Manage and Attribute Info Addresses: 7.5.1C P5 (Communicating) No If computers are accessible Yes Used in Unit 1, Lesson 8 None Created by CS Matters in collaboration with Teach Global Impact. Explore PT, writing, paraphrasing, citation, plagiarism, citing sources 3 3 3
Exchanging secrets in public LINK Single-day lesson plan discussions, reflection lesson plan First part of a three-day lesson in which students learn about techniques related to public key encryption and the role these techniques play in seemingly ordinary, everyday internet communication. This first part focuses on the need for secure communication, and analogs between online and offline secure communications. The year 2016 offers an "immediate hook", with the controversy surrounding Apple and the FBI. (On Days 2 and 3, an unplugged activity guides students through Diffie-Hellman key exchange algorithm, then tudents explore the difference between coding and key exchange, and when each of these is appropriate.) 50 Intermediate CISS 7.3.1 Beneficial and Harmful Effects, 7.1.1 Communication Interaction and Cognition Addresses: 7.3.1G; Touches on: 7.1.1M 6 The Internet Addresses: 6.3.1H, 6.3.1I, 6.3.1J, 6.3.1K, 6.3.1L, 6.3.1M P1 (Connecting), P5 (Communicating), P6 (Collaborating) No Yes Yes None encryption, asymmetric encryption, public-key encryption, digital signatures, SSL certificates, security, web security, Internet 3 3 0 2
Explore - Impact of Computing Innovations LINK Multi-day lesson plan Explore PT worksheets In the Explore Performance Task (EPT), students choose and explore a computing innovation. The EPT requires students to select and investigate a computational innovation that: has or has had the potential to have significant beneficial and harmful effects on our society, economy, or culture; consumes, produces, and/or transforms data; and raises at least one data storage concern, data privacy concern, or data security concern. Students are expected to complete the EPT with minimal assistance from anyone. Students will have 8 hours of class time to complete, and submit their Computational artifact and Written Responses. 500 Advanced CS Matters 7.3.1 Beneficial and Harmful Effects, 7.5.1 Access Manage and Attribute Info, 7.1.1 Communication Interaction and Cognition, 7.5.2 Evaluate Appropriateness and Cred Addresses: 7.3.1A, 7.5.1A, 7.5.1B, 7.5.1C; Touches on: 7.1.1L, 7.1.1M, 7.5.2A, 7.5.2B 1 Creativity Addresses: 1.1.1B, 1.2.2A, 1.2.2B P2 (Creating), P3 (Abstracting), P4 (Analyzing), P5 (Communicating); Also: P6 (Collaborating) Explore PT Practice Yes Yes Yes EPTJNG1 None Resources for the Explore Peformance Task lesson are available here: https://drive.google.com/a/umbc.edu/folderview?id=0By2KZS8SzSUcdEFFTDFwZXpsMTA&usp=sharing&tid=0By2KZS8SzSUcZXRqRGNrMGFraEU performance task, explore performance task, research, artifact creation, artifact design, writing, communicating about computing 3 2 0 3
Exploring Innovations LINK LINK Multi-day lesson plan discussions, in-class activity, worksheets, reflection, videos lesson plan, slide decks, student group activity, worksheets (must be viewed on computer) Students will read about and discuss the issues that arise from the misuse of technology. This lesson will have students address the innovations and dangerous of: social media, online retail and banking, cloud data storage, and government surveillance. 100 Easier CS Matters 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects, 7.1.2 Problem-Solving That Scales Addresses: 7.1.1C, 7.1.1D, 7.1.1H, 7.1.1N, 7.1.1O, 7.2.1C, 7.3.1A, 7.3.1G, 7.3.1H, 7.3.1J, 7.3.1L; Touches on: 7.1.1M, 7.1.2G, 7.2.1G, 7.3.1D, 7.3.1E 6 The Internet, 3 Data and Information Addresses: 3.2.2B, 3.2.2D, 6.1.1D; Touches on: 3.1.1A, 3.2.1G, 3.2.1H, 3.2.1I, 3.2.2B, 3.2.2G, 6.1.1A P1 (Connecting); Also: P5 (Communicating) Yes If computers are accessible Yes 1.3, 1DarknessInLight None (2 x 50 minute sessions.) For better comprehension of the lesson, students should have ideally had experiences or have read about issues that have demonstrated how computing can be misused. This does not require assigned reading or review (just encourage them to watch the news and notice what is happening in the world), but you could have them bring in a current event article and summary of the event for homework as additional preparation. innovations, misuse of technology, privacy, dangers of technology, the Internet, Internet usage, Internet privacy, Internet security, street cameras, facial recognition software, surveillance, government surveillance, Facebook, Facebook privacy, ethics, social media, cloud data storage, online retail, online banking, surveillance cameras 4 2 0 3
Exploring Innovations: Cloud Storage LINK Lesson component worksheet activity, readings, videos, reflection student activity, worksheets (must view on computer) This worksheet contains links curated for students to research and explore the topic of innovations in social media. 40 Easier CS Matters 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.1D, 7.1.1N, 7.1.1O, 7.2.1C, 7.3.1A; Touches on: 7.1.1M, 7.2.1G 6 The Internet, 3 Data and Information Addresses: 3.2.2B, 6.1.1D; Touches on: 3.2.2G, 6.1.1A P1 (Connecting); Also: P5 (Communicating) Yes If computers are accessible Sort of Not all videos are CC'd/subtitled Used in 1.3, 1DarknessInLight None A worksheet for students to complete and compare personal, societal impact is available here: https://drive.google.com/a/umbc.edu/file/d/0B1v7pcLSD-B5Vm9TeGhKVjZsb2s/view A Venn diagram for students to complete is available here: https://drive.google.com/a/umbc.edu/file/d/0B1v7pcLSD-B5R3ZsSGtQVG9vb00/view innovations, misuse of technology, privacy, dangers of technology, the Internet, Internet usage, Internet privacy, Internet security, ethics, social media, cloud data storage, personal data, data management technology, data rights, data storage issues 2 2 1 3
Exploring Innovations: Online Retail and Banking LINK Lesson component worksheet activity, readings, videos, reflection student activity, worksheets (must view on computer) This worksheet contains links curated for students to research and explore the topic of innovations in online retail and banking. 40 Easier CS Matters 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects, 7.1.2 Problem-Solving That Scales Addresses: 7.1.1N, 7.1.1O, 7.3.1A, 7.3.1G, 7.3.1H, 7.3.1L; Touches on: 7.1.2G, 7.3.1D, 7.3.1E 3 Data and Information, 6 The Internet Addresses: 3.2.2D; Touches on: 6.1.1A P1 (Connecting); Also: P5 (Communicating) Yes If computers are accessible Sort of Not all videos are CC'd/subtitled Used in 1.3, 1DarknessInLight None A worksheet for students to complete and compare personal, societal impact is available here: https://drive.google.com/a/umbc.edu/file/d/0B1v7pcLSD-B5Vm9TeGhKVjZsb2s/view A Venn diagram for students to complete is available here: https://drive.google.com/a/umbc.edu/file/d/0B1v7pcLSD-B5R3ZsSGtQVG9vb00/view innovations, misuse of technology, privacy, dangers of technology, the Internet, Internet usage, Internet privacy, Internet security, ethics, online retail, online banking, cookies, snail mail, email, banks, hacking, loss of privacy 2 2 1 3
Exploring Innovations: Social Media LINK Lesson component worksheet activity, readings, videos, reflection student activity, worksheets (must view on computer) This worksheet contains links curated for students to research and explore the topic of innovations in social media. 40 Easier CS Matters 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.1C, 7.1.1H, 7.1.1N, 7.1.1O, 7.3.1A; Touches on: 7.1.1M, 7.3.1D, 7.3.1E 6 The Internet Touches on: 6.1.1A P1 (Connecting); Also: P5 (Communicating) Yes If computers are accessible Sort of Not all videos are CC'd/subtitled Used in 1.3, 1DarknessInLight None A worksheet for students to complete and compare personal, societal impact is available here: https://drive.google.com/a/umbc.edu/file/d/0B1v7pcLSD-B5Vm9TeGhKVjZsb2s/view A Venn diagram for students to complete is available here: https://drive.google.com/a/umbc.edu/file/d/0B1v7pcLSD-B5R3ZsSGtQVG9vb00/view innovations, misuse of technology, privacy, dangers of technology, the Internet, Internet usage, Internet privacy, Internet security, Facebook, Facebook privacy, ethics, social media, identity theft, FBI, cyberbullying, loss of privacy 2 2 1 3
Exploring Innovations: Surveillance LINK Lesson component worksheet activity, readings, videos, reflection student activity, worksheets (must view on computer) This worksheet contains links curated for students to research and explore the topic of innovations in surveillsnce. 40 Easier CS Matters 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.1D, 7.1.1N, 7.1.1O, 7.3.1A, 7.3.1G, 7.3.1J; Touches on: 7.1.1H, 7.3.1L 6 The Internet, 3 Data and Information Touches on: 3.1.1A, 3.2.1G, 3.2.1H, 3.2.1I, 3.2.2B, 6.1.1A P1 (Connecting); Also: P5 (Communicating) Yes If computers are accessible Sort of Not all videos are CC'd/subtitled Used in 1.3, 1DarknessInLight None A worksheet for students to complete and compare personal, societal impact is available here: https://drive.google.com/a/umbc.edu/file/d/0B1v7pcLSD-B5Vm9TeGhKVjZsb2s/view A Venn diagram for students to complete is available here: https://drive.google.com/a/umbc.edu/file/d/0B1v7pcLSD-B5R3ZsSGtQVG9vb00/view innovations, misuse of technology, privacy, dangers of technology, the Internet, Internet usage, Internet privacy, Internet security, street cameras, facial recognition software, surveillance, government surveillance, ethics, surveillance cameras, license plate recognition, location data, ACLU, NSA, NSA surveillance, loss of privacy 2 2 1 3
Explosion of Bits; Games and Violence LINK LINK Multi-day lesson plan Reading and discussion, group brainstorming activity, video assignment, writing assignment, debate lesson plan page, courseware pages for students (lab), book (PDF or print), linked external articles Students analyze the effects of computing as they debate the impact of violent video games on youth violence; consider the implications of data practices (e.g. privacy, free-speech, etc.) involved in managing and manipulating people's data; and connect computing to social and cultural contexts. Teacher's Guide also includes general guidance for teaching about social implacations. 160 Intermediate BJC 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context, 7.1.1 Communication Interaction and Cognition Addresses: 7.3.1, 7.4.1, 7.3.1G, 7.3.1H, 7.1.1M, 7.1.1N, 7.3.1A, 7.3.1J, 7.3.1K, 7.4.1A; Touches on: 7.1.1A, 7.1.1O 3 Data and Information, 1 Creativity Addresses: 3.2.1B, 3.2.1C, 3.3.1, 3.3.1F; Touches on: 1.2.2A P1 (Connecting), P4 (Analyzing), P5 (Communicating) Blown to Bits Yes Sort of Yes Some external linked tools are not accessible; BJC courseware requires accessible computers Unit 1 Lab 5 None For access to the restricted part of the Teacher's Guide, please fill out this form: http://bjc.link/guideaccess . Includes five sub-lessons, You and Technology, Computing Innovations, Tanya Rider's Story, Do Violent Video Games Contribute to Youth Violence?, and Is Technology Good or Bad? The 5 lab pages span a week, for a total of 160-205 minutes. Blown to Bits, Digital Explosion, data representation, exponential growth, data units, cell phone tracing, Tanya Rider, data leaks, non-exclusive and non-rivalrous, replication, Moore's law, data retention, social media, jurisdiction, copyright infringement, surveillance, cyberbullying, privacy, students' relationship to technology, video games, violence, video production, gathering evidence, online research, building arguments, Demystifying the Algorithm, Google Maps, examining assumptions, Facebook Year in Review, diversity in tech, nuclear weapons, Roger Fisher, software liability, open standards, intentional design 4 3 2
Fact or Fiction LINK Lesson component in-class group activity lesson description video An accordion-style exercise that can be done repeatedly throughout the semester, in which students try to tell a (summarized) real news story from a fake one using what they know about data management and computer science, and describe its social impact. Can be led by the teacher the first several times, then assigned to groups of students. Can be used with a pre- and post- reflection. 5 Easier CSP CS4HS 7.1.1 Communication Interaction and Cognition, 7.1.2 Problem-Solving That Scales, 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Touches on: 7.1.1, 7.1.2, 7.2.1, 7.3.1, 7.4.1 2 Abstraction, 3 Data and Information Touches on: 2.1.1A, 3.2.2, 3.3.1 P1 (Connecting), P3 (Abstracting); Also: P5 (Communicating), P6 (Collaborating) No Yes Yes lesson plan video is auto-CC'd; does not use visual aids None accordion-style, current events, computing in the news, fake news, critical thinking, data, big data, computer science in the news, future tech, data management, data persistence, data security, abstraction, pre- and post-, effectiveness 3 3
Finding trends with visualizations LINK LINK Single-day lesson plan Activity/Assignment, discussion Lesson plan (PDF), web page for students, worksheet/activity guide, linked external tool Students use the Google Trends tool to visualize historical search data. They will need to identify interesting trends or patterns in their findings and will attempt to explain those trends, based on their own experience or through further research online. Afterwards, students will present their findings to ensure they are correctly identifying patterns in a visualization and are providing plausible explanations of those patterns. 50 Intermediate Code.org CSP 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields Addresses: 7.1.1G; Touches on: 7.2.1A 3 Data and Information Addresses: 3.1.1A, 3.1.1B, 3.1.1E, 3.1.2A, 3.1.2B, 3.1.2C, 3.1.2D, 3.1.2E, 3.1.2F, 3.1.3A, 3.1.3B, 3.1.3C, 3.1.3E, 3.2.1A, 3.2.1B, 3.2.1C, 3.2.1D, 3.2.1E; Touches on: 3.1.1D P1 (Connecting), P4 (Analyzing), P5 (Communicating), P6 (Collaborating) Yes No Yes Unit 4, Lesson 2 None Google Trends, search trends, data visualizations, data analysis, online research, interpreting data 4 0 3
Future Technology Project LINK LINK Multi-day lesson plan reading, written reflection, presentation/project courseware web page or PDF, assessment rubric template Working together in pairs, students brainstorm a new technology that could be used to solve a problem. Students develop and present an elevator pitch that incorporates multimedia and submit a written report on the design, purpose, benefits, risks, etc. of their technology. 250 Intermediate UTeach CSP 7.1.1 Communication Interaction and Cognition, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.1, 7.4.1 1 Creativity, 5 Programming, 3 Data and Information, 6 The Internet Addresses: 1.1.1, 1.2.4, 3.1.1, 5.1.3, 6.2.1, 6.2.2 P1 (Connecting), P2 (Creating), P3 (Abstracting), P4 (Analyzing), P5 (Communicating), P6 (Collaborating) Optional/ adaptable If computers are accessible Yes Unit 6 None Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). future, future technology, innovation, benefits, risks, challenges, impact, advances, multimedia 3 1 0 3
History and How the Internet Works LINK PD materials lecture video video, slide deck Introduction to the overall structure of the Internet, including types of services, common protocols, routing, and DNS and IP addresses, along with the history of how the Internet has grown and a brief discussion of who's in charge of all those protocols. 10 CSP CS4HS 7.1.1 Communication Interaction and Cognition, 7.4.1 Economic Social and Cultural Context Touches on: 7.1.1M, 7.4.1E Addresses: 6.1.1A, 6.1.1C, 6.1.1D, 6.1.1F, 6.1.1G, 6.2.1A, 6.2.1B, 6.2.1C, 6.2.1D, 6.2.2B, 6.2.2G; Touches on: 6.2.2A, 6.2.2C, 6.2.2D, 6.2.2F, 6.2.2H Also: P1 (Connecting), P3 (Abstracting) Sort of Yes auto-CC'd; uses some graphics but comprehensible without them Included in 5.2 None The slides used in the video are available at https://drive.google.com/file/d/0B8BmrAjhdrA4TzBTYUZwUXlHdTA/view The Internet, global network of networks, TCP/IP, Internet services, world wide web, browser, instant messaging, data transfer, file transfer, hypertext, ARPANET, packet switching, redundancy, redundant routing, dynamic routing, distributed collaboration, hosts, nodes, growth of the Internet, Tim Berners-Lee, websites, web pages, URL, HTTP, FTP, domain names, paths, IP addresses, static vs. dynamic IP assignment, domain name, DNS, top-level domain abbreviations, ICANN, DNS servers, mapping, DNS as an abstraction, who controls the Internet, I2, W3C, protocols, standards 0 3
How Does Technology Impact Your Life? LINK LINK Single-day lesson plan discussion activity, in-class written reflection, homework assignment lesson plan web page, slide deck (as activity guide), linked external article This optional lesson can be used as a brief preview to the course on the first day of class when teachers typically have many classroom administrative tasks to accomplish, but teachers also want to set the stage for the class. Students begin thinking about the influences of technology as they engage in a Think-Pair-Share strategy about the computing innovations that have impacted their lives. In addition, this is an opportunity to set beginning expectations about interacting with classmates in collaborative activities and to model writing in the content area. 50 Easier CS Matters 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.1, 7.3.1; Touches on: 7.1.1L, 7.3.1A P1 (Connecting); Also: P5 (Communicating) No If computers are accessible Yes 0.1, 0DOC1 None technology in everyday life, invention vs. innovation, ask an elder, previous generation's technology 4 2 0 2
How Innovation Affects Our Lives LINK LINK Single-day lesson plan worksheet activity, slides/lectures, videos, reading, research assignment slide deck, worksheets Students will gain a perspective on innovation from a historical and technological context, and learn how innovation affects the social, cultural and economic lives for different populations. 50 Easier CS Matters 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context, 7.2.1 Innovation in Other Fields, 7.1.1 Communication Interaction and Cognition, 7.1.2 Problem-Solving That Scales, 7.5.1 Access Manage and Attribute Info, 7.5.2 Evaluate Appropriateness and Cred Addresses: 7.3.1A, 7.3.1B, 7.3.1C, 7.3.1F, 7.3.1J, 7.4.1A, 7.4.1B, 7.4.1C, 7.2.1G, 7.3.1G; Touches on: 7.1.1K, 7.1.2G, 7.5.1A, 7.5.1C, 7.5.2A 1 Creativity Addresses: 1.1.1A, 1.1.1B, 1.2.1A, 1.2.1C, 1.2.1E P1 (Connecting), P5 (Communicating) Explore PT Practice Yes Sort of Yes The video is subtitled. Some reliance on graphics and diagrams in slides; rest okay for visually-impaired students with accessible computers. 1.5, 02.07TR2 None (1 x 50 minute sessions.) The worksheets needs to be printed. The main content of the video on artificial intelligence ends at 5:12. Teachers may want to view the video themselves first to prepare a discussion or specific questions for their students. innovations, ethics, consequentialism, utilitarianism, dialectic, analogy, deontology, napster, file-sharing, music-sharing, peer-to-peer, legality, music industry, iTunes, performance task, artificial intelligence, AI, Find My Phone, Find My Friend research, explore performance task practice 3 2 0 2
How the Internet has Changed LINK Lesson component worksheet research activity/assignment, readings worksheet (online needed) Students will learn about the historical context of the Internet through guided research activities, responding to short answer questions 15 Intermediate CS Matters 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.1M, 7.1.1N, 7.1.1O; Touches on: 7.3.1K, 7.4.1E 6 The Internet Addresses: 6.2.1A, 6.2.1C, 6.2.1D, 6.2.2I, 6.2.2J, 6.2.2K P1 (Connecting) Blown to Bits Yes No Yes Some of the videos are not CC'd, several websites are graphics-heavy and not accessible to visually-impaired students Used in 3.1, 2.01SS1 Blown to Bits Reading Internet, history, history of the internet, communication, packet switching, Internet of Things, Thingful, Blown to Bits 3 3 2 2
Identifying People with Data LINK LINK Single-day lesson plan exploratory activity, research activity/assignment Lesson plan (PDF), web page for students, worksheet/activity guide, answer key, linked external tools students will use the Data Privacy Lab tool to investigate just how easily they could be uniquely identified with a few seemingly innocuous pieces of information. At the conclusion of the lesson students will research themselves online to determine just how much someone could learn about them by conducting the same searches and "connecting the dots". 50 Intermediate Code.org CSP 7.3.1 Beneficial and Harmful Effects Addresses: 7.3.1G, 7.3.1J, 7.3.1K, 7.3.1L; Touches on: 7.3.1H 3 Data and Information Addresses: 3.2.2D, 3.3.1B, 3.3.1F P1 (Connecting), P3 (Abstracting), P4 (Analyzing) Blown to Bits Yes If computers are accessible Yes Unit 4, Lesson 12 None B2B in the Extension. data breaches, PII, About My Info, privacy, security, inference, anonymity, anonymized data, deanonymization, Data Privacy Lab, search yourself, digital footprint, World's Biggest Data Breaches 4 0 2
Information Eruption: Bit Explosion LINK PD materials lecture video, readings, reflection/preparation, quiz/assessment PD lesson page, video, slide deck, book (PDF or print), linked external information resources This PD module provides additional examples that highlight the impact of computer science. ACM TechNews is introduced as a year-long source for timely news articles that can be used to discuss the global impact of computing in your course. The fact that technology is neutral, in terms of good or bad effects on society, is pointed out here - it is what we do with the technology that realizes the potential for good or evil. The Blown to Bits first chapter suggests multiple ways that the principles of computer science and the representation of information as bits can impact our lives. The objective of the module is to provide future teachers of CS Principles with a foundation for discussing the global impacts of computing with students. CSP CS4HS 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.1M, 7.1.1N, 7.2.1F, 7.3.1A, 7.3.1H, 7.3.1J, 7.3.1K; Touches on: 7.1.1A, 7.1.1O, 7.3.1G, 7.4.1A 3 Data and Information Addresses: 3.2.1B, 3.2.1C P1 (Connecting); Also: P3 (Abstracting) Blown to Bits Sort of Yes video is auto-CC'd; video uses slides but most content is covered in audio; remainder of content is accessible to visually-impaired participants with accessible computers 2.1 Assumes intro to CSP in CSP CS4HS Unit 1; B2B Ch. 1 Slides used in video are at https://drive.google.com/file/d/0B8BmrAjhdrA4TU9Ud2lZNWNMLWc/view ACM TechNews, computing in the news, current events, Blown to Bits, Digital Explosion, data representation, exponential growth, data units, cell phone tracing, Tanya Rider, data leaks, non-exclusive and non-rivalrous, replication, Moore's law, data retention, social media, jurisdiction, copyright infringement, surveillance, cyberbullying, privacy, koans of bits, neutrality of technology, cooperative learning, JotThoughts, RoundRobin, terrorism, civil liberties, it's just bits, social media, Claude Shannon, reputation, politicians, physics, physical science, Metcalf's Law, economics, long-term consequences 0 2
Innovating for Social Change LINK LINK Multi-day lesson plan in-class activity, practice PT lesson plan page, courseware pages for students (lab), linked external articles Students will soon be completing their AP Explore Task. Part of the purpose of this lab is to help them prepare for the task by exposing them to the range of prompts they will encounter. But the lab also has a larger purpose of giving students the meaningful experience of finding out how technology might address a social issue they care about. For the AP Explore Task, students may choose any technological innovation they wish, but for this lab, they will first identify personally relevant social issues to learn of ways technology has been used to make a difference. 150 Intermediate BJC 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.1E, 7.1.1F, 7.1.1L, 7.1.1N, 7.3.1A, 7.3.1G, 7.3.1J, 7.4.1A, 7.4.1B 1 Creativity, 3 Data and Information, 5 Programming Addresses: 1.2.2A, 1.2.5A, 1.2.5B, 1.2.5C, 1.2.5D, 3.2.1B, 3.3.1F, 5.1.1A, 5.1.1D, 5.1.1E, 5.4.1L P1 (Connecting), P4 (Analyzing), P5 (Communicating) Explore PT Practice Yes If computers are accessible Yes Unit 4 Lab 8 None For access to the restricted part of the Teacher's Guide, please fill out this form: http://bjc.link/guideaccess . Includes three sub-lessons: Identifying Issues, Address the Issue, and Unintended Consequences. The 3 lab pages could be split across 3 to 5 days (150-250 minutes), depending on how long you wish to spend with students workshopping their writing. social change, social problems, social issues, limits of technology, references, citation, choosing reliable sources, Explore PT, describing innovations, designing innovations, target population, end users, target consumer, unintended consequences, misuse 4 3 0 2
Into the Darkness: A World Without Digital Communication LINK Multi-day lesson plan reading, discussions, group activity, in-class writing assignment, reflection, slides/lectures lesson plan web page, slide deck (as partial activity guide), slide deck (content), handouts to print Students will read about the "Digital Explosion" and discuss exponential growth. They will discuss and share insights on what a world without digital communication would be like and investigate some of the things that are possible because of digital communication. They will then share their findings with the class. 150 Easier CS Matters 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields, 7.4.1 Economic Social and Cultural Context, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.1A, 7.1.1E, 7.1.1H, 7.2.1F, 7.4.1A, 7.4.1B, 7.4.1D; Touches on: 7.3.1A 3 Data and Information Addresses: 3.2.1B, 3.2.1C P1 (Connecting); Also: P3 (Abstracting) Blown to Bits No If computers are accessible Yes 1.1, 1DARKNESS Pre-reading (Ch. 1 of Blown To Bits) can be assigned at the end of Unit 0 (3 x 50 minute sessions.) A handout that needs to be printed for groups of students is in the Resources folder, https://drive.google.com/folderview?id=0Bzy3A1l8jB9efmZqa3FfQ3VNektCR19PaWFPRTVuOS1Vak1xMXVMUlFIa2FDOVNUT0p0b00&usp=sharing Blown to Bits, Digital Explosion, reading strategies, data representation, exponential growth, data units, cell phone tracing, Tanya Rider, data leaks, non-exclusive and non-rivalrous, replication, Moore's law, data retention, social media, jurisdiction, copyright infringement, surveillance, cyberbullying, privacy, living without technology, living without the Internet, living without digital communication, enabling technologies 4 2 0 2
Into the Light: How Computers and the Internet Enhance Innovation LINK LINK Multi-day lesson plan slides/lectures, discussion, group project/presentations lesson plan, slide decks Computing greatly affects the everyday lives of today's teens, but many of them are not consciously aware of these influences. In this lesson, students investigate the impact of the Internet on their lives. Using a presentation about modern computers as an example, the teacher models the process of asking questions, organizing ideas, doing research, and giving a presentation. Students will then work in assigned groups to create presentations on the Internet and its Impact using online collaboration tools. 150 Easier CS Matters 7.1.1 Communication Interaction and Cognition, 7.1.2 Problem-Solving That Scales, 7.3.1 Beneficial and Harmful Effects, 7.5.2 Evaluate Appropriateness and Cred, 7.5.1 Access Manage and Attribute Info Addresses: 7.1.1M, 7.1.1N, 7.1.1O, 7.1.2D, 7.3.1G, 7.5.2B; Touches on: 7.1.1C, 7.1.1I, 7.1.2G, 7.3.1J, 7.5.1A, 7.5.2A 1 Creativity Addresses: 1.2.1D, 1.2.3A, 1.2.3B, 1.2.4A, 1.2.4B, 1.2.4C, 1.2.4D, 1.2.4E, 1.2.4F; Touches on: 1.2.3C P2 (Creating), P5 (Communicating); Also: P1 (Connecting), P6 (Collaborating) Yes Sort of Yes Presentations can be modified to accomodate visually- and audially-impaired students 1.2, 1LIGHT Follows thematically on CS Matters Unit 1, Lesson 1 (3 x 50 minute sessions.) The teacher should spend some time practicing the Pecha Kucha presentations beforehand so delivery goes smoothly and they know which elements to over- and under-emphasize in the good and bad examples. innovation, computing in everyday life, pecha kucha, presentations, research, wikipedia, finding sources, types of computers 4 3 0 2
IntroExplore LINK PD materials PD recording video Introduction to the requirements of the Explore PT and tips on assessing and scoring practice Explore PTs (from a video recording of a live PD session) 11 CSP CS4HS 7.5.1 Access Manage and Attribute Info Touches on: 7.5.1A Also: P1 (Connecting), P2 (Creating) Explore PT Practice Yes No Not CC'd None Originally from CSP CS4Alabama Explore PT, technology vs. computer technology/computer science, writing samples, electric cars, GPS, deliverables, grading, assessment, grammar, report-writing, research, computational artifact, motivation, topics of interest, ACM Tech News, CS Bits & Bytes, sharing articles, topic choice, written reflections, AP CS programming, AP scoring, grading, collaboration, unequal contributions, confidence, indivisual vs. collaborative components, references, age of article 0 3
Investigating "The Internet of Things" LINK Lesson component reading, worksheet activity worksheet This worksheet has students read an article about the Internet of Things and reflect on the potential future of the Internet, devices, and technology in its effect in daily life. 20 Easier CS Matters 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.1M, 7.1.1O, 7.2.1C, 7.3.1K 6 The Internet Addresses: 6.1.1A, 6.1.1B, 6.1.1C, 6.1.1D, 6.2.2D, 6.2.2I, 6.2.2J, 6.2.2K P1 (Connecting); Also: P3 (Abstracting) Yes If computers are accessible Yes Used in 3.2, 2.02SS2 Internet, the Internet of Things, history, future of the Internet, data, devices, connectivity 2 3 2 1
Justin Who? LINK LINK Single-day lesson plan reading, exploratory activity, class discussion courseware web page or PDF), linked external tools Students use Google Trends and Correlate to explore a specific data set before drawing a hypothesis about a scripted scenario. Students discuss their findings and justify their hypotheses. 50 Intermediate UTeach CSP 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.1G; Touches on: 7.3.1K 3 Data and Information, 1 Creativity Addresses: 3.1.1E, 3.1.3A; Touches on: 1.3.1E, 3.1.1C, 3.1.1D, 3.1.3B, 3.2.1B P1 (Connecting), P4 (Analyzing) Yes No Yes Unit 5 UTeach CSP lesson: Statistical Analysis (Unit 5) Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). search trends, Google Trends, Google Correlate, Justin Bieber, Justin Timberlake 4 3 0 2
Making the Internet Affordable LINK Lesson component Video external video Mark Zuckerberg talks about the importance of connecting the world, and how internet.org will achieve a 100x lower cost of doing so 3 Easier BJC 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields, 7.4.1 Economic Social and Cultural Context, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.1E, 7.2.1C, 7.4.1A, 7.4.1B, 7.4.1E; Touches on: 7.1.1M, 7.1.1N, 7.1.1O, 7.2.1G, 7.3.1Q, 7.4.1C P1 (Connecting), P4 (Analyzing) No Sort of Yes video is subtitled; audio mostly comprehensible without video but some parts depend on graphics BJC.2x GI pt 7.5 None Internet.org, Facebook, Mark Zuckerberg, resource economy vs. knowledge economy, Internet access, broadband access, agricultural data, online research, digital divide, affordability, caching, open-source software, compression, signal strength 5 3 3 1
Manipulating Large Data Sets LINK LINK Multi-day lesson plan readings, video, group activity, individual research activity/assignment slide deck, worksheets Students will explore how Big Data can be used to solve real-world problems in their community. After watching a video that explains how Big Data is different from how we have analyzed and used data in the past, students will explore Big Data techniques in online simulations. Students will identify appropriate data source(s) and formulate solvable questions. 100 Advanced CS Matters 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects Addresses: 7.2.1A, 7.3.1J; Touches on: 7.2.1E, 7.3.1G, 7.3.1H, 7.3.1K, 7.3.1L 1 Creativity, 3 Data and Information Addresses: 1.2.2A, 1.2.3A, 3.1.1C, 3.1.3A, 3.1.3B, 3.2.1A, 3.2.1B, 3.2.1C, 3.2.1D, 3.2.1E, 3.2.1F, 3.2.2B, 3.2.2C, 3.2.2D, 3.2.2G P3 (Abstracting), P4 (Analyzing); Also: P1 (Connecting) Programming Practice Yes If computers are accessible Sort of Not all videos are CC'd and some of the websites are graphics-heavy. 5.1 Internet basics, Algorithm basics, Data and Abstraction basics Resources including student handouts and datafiles are available here: https://drive.google.com/a/umbc.edu/folderview?id=0By2KZS8SzSUcMkJxbTIzMm9RRm8&usp=sharing&tid=0By2KZS8SzSUcb2VQNXlIYXppWkk data manipulation, large data sets, big data, computational complexity, data collection, comma-separated value files, data formats, user recommendations, Hadoop, Excel, SAS, Google, Target, Facebook, Netflix, Amazon, data normalization, data analysis, data visualization, abstraction 2 2 0 2
Map Tour Tutorial LINK LINK Single-day lesson plan tutorial, discussion, programming exercise/exploratory activity, quiz/assessment, reflection Lesson plan web page (w/PD extras), courseware-style web page for students, tutorial (video and text-based formats), linked App Inventor template This lesson involves a simple tutorial that illustrates how to use App Inventor with existing web applications, such as Google Maps. The Map Tour app should be an introduction to location awareness. Future apps will use GPS to get the current location of the device being used. This lesson doesn't have any projects or enhancements included, but you could extend it to do so. By providing an example of how our mobile apps are connected to powerful Internet services such as Google maps and GPS, this lesson reinforces the enduring understanding that computing enhances communication and the way people travel, navigate, and find information related to geolocation. 50 Easier Mobile CSP 7.1.1 Communication Interaction and Cognition Touches on: 7.1.1I 1 Creativity, 2 Programming Addresses: 5.2.1B, 5.2.1D, 5.3.1K, 5.3.1M; Touches on: 1.2.5A, 5.2.1C, 5.3.1O, 5.5.1H, 5.5.1J P4 (Analyzing) Programming Practice Yes No Yes auto-CC'd video tutorial repeats text content; App Inventor is not compatible with screenreaders and programming activitiy is about maps Unit 3, Lesson 11 Basic knowledge of App Inventor environment; should have completed I Have a Dream or Paint Pot tutorials in Mobile CSP App Inventor, Map Tour, Google Maps, GPS, list picker, activity starter, API, location awareness, location services, location sensor, geolocation, programming tutorial 4 3 0 1
Mistakes That Fix Themselves LINK Single-day lesson plan exploratory activity, discussions, reflection lesson plan, linked external tool In this lesson, students explore the impact of error-correcting codes. Students gain an understanding of why errors in data can be disastrous -- even errors that humans hardly notice. They are then introduced to some simple techniques that are used on the Internet to detect and correct errors automatically to ensure correct communication. 50 Intermediate CISS 6 The Internet Addresses: 6.2.1A; Touches on: 6.1.1F P1 (Connecting), P5 (Communicating), P6 (Collaborating) Optional/ adaptable Sort of Yes reading-garbled-text activity not accessible to visually-impaired students None error detection, error correction, human error correction, reading and the mind, repetition, redundancy, checksums 3 3 0 3
Mobile phone usage explodes in Africa, spurring innovation LINK Lesson component video external video PBS News Hour report on mobile phone usage in Kenya (how fast it's growing, what people use it for, and how it plays a different role in life/business than in the U.S.) 9 Easier Mobile CSP 7.1.1 Communication Interaction and Cognition, 7.4.1 Economic Social and Cultural Context, 7.1.2 Problem-Solving That Scales, 7.2.1 Innovation in Other Fields Addresses: 7.1.1A, 7.1.1E, 7.1.1O, 7.4.1A, 7.4.1B; Touches on: 7.1.1N, 7.1.2G, 7.2.1C, 7.4.1C, 7.4.1D, 7.4.1E 6 The Internet Touches on: 6.1.1A Also: P1 (Connecting) No Yes No Audio makes sense without visual; not CC'd Included in Unit 7, Lesson 10 None smartphones, mobile phones, texting, SMS, economic importance of cell phones, Kenya, developing world, phone credit, Safaricom, money transfer, banking, rural areas, agricultural market data, mobile apps, mfarm, app development, mobidev, public safety, missing children, traffic reports, transit tickets, wifi, telemedicine, emergency response 3 3
Moore's Law LINK LINK Single-day lesson plan reading courseware web page or PDF, linked external article Students read about Moore's law and its implications for the research and development of new and existing technologies. 25 Intermediate UTeach CSP 7.2.1 Innovation in Other Fields Addresses: 7.2.1F Also: P1 (Connecting) Optional/ adaptable Sort of Yes Graphics useful but not vital; requires accessible devices Unit 1 None Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). Moore's Law, Intel, transistor, double, exponential growth, time, silicon, multi-core 3 2 0 3
My Data Rules LINK LINK Single-day lesson plan written reflection courseware web page or PDF, assessment rubric template Students synthesize what they've learned in previous Big Data lessons and write a response detailing how they intend to allow others to use their personal data. 25 Intermediate UTeach CSP 7.3.1 Beneficial and Harmful Effects Addresses: 7.3.1G, 7.3.1H, 7.3.1J, 7.3.1M; Touches on: 7.3.1A, 7.3.1K, 7.3.1L 3 Data and Information Addresses: 3.3.1A; Touches on: 3.2.1B, 3.2.2B, 3.2.2C, 3.2.2D, 3.3.1F Optional/ adaptable If computers are accessible Yes Unit 5 Previous UTeach CSP lessons in Big Data (Unit 5) Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). data rules, privacy, utility, collection, usage, data persistence 4 2 0 1
Net Neutrality LINK LINK Multi-day lesson plan reading, videos, exploratory activity, discussion, debate courseware web page or PDF, linked external videos, linked external information resources Students read and watch videos about net neutrality, then work together to research and discuss further. Students are randomly assigned to argue for/against net neutrality in a whole-class debate. 100 Intermediate UTeach CSP 7.4.1 Economic Social and Cultural Context, 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects Addresses: 7.4.1C; Touches on: 7.1.1N, 7.3.1A, 7.3.1B, 7.3.1E, 7.4.1D, 7.4.1E 6 The Internet Addresses: 6.1.1A, 6.2.2I P1 (Connecting) Yes If computers are accessible Yes Videos are auto-CC'd (Stevens) or subtitled (Obama); both comprehensible without visual stream Unit 6 None Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). net neutrality, government, regulation, FCC, service, common carrier, ACLU, Netflix, fast lane, Ted Stevens, Obama 3 1 0 3
No Texting While Driving Tutorial LINK LINK Multi-day lesson plan tutorial, discussion, programming exercise/exploratory activity, quiz/assessment, reflection Lesson plan web page (w/PD extras), courseware-style web page for students, tutorial (video and text-based formats), exercise solutions, linked external information resources Students create a mobile app that automatically replies to incoming text messages with the message "Sorry, I'm driving (or busy) and will reply to your message later." This leads to a class discussion of the "texting while driving" issue and various ways to address it and, more broadly, to the issue of our growing attachment to our mobile devices. 90 Intermediate Mobile CSP 7.1.1 Communication Interaction and Cognition, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.1A, 7.4.1B 1 Creativity Addresses: 1.2.2A P1 (Connecting), P2 (Creating), P4 (Analyzing) Programming Practice Yes No Yes App Inventor is not compatible with screenreaders. Unit 7, Lesson 3 Basic knowledge of App Inventor environment texting whle driving, public safety, smartphones, mobile phones, App Inventor, mobile apps, SMS, AT&T, DriveMode, eyes on the road, ItCanWait, public service messages, Texting Component, Google Voice, smartphone addiction, user interfaces, VOIP, event handling, customization 0 1
Oh the Places You (and Your Data) Will Go LINK Lesson component group activity external-ish presentation (Prezi) In this choose-your-own-adventure activity for the classroom, students make privacy decisions for a hypothetical person named Tatum and see what happens. In the process, they learn about the underlying privacy principles and are encouraged to actively engage with privacy issues. 45 Intermediate BJC, Teaching Privacy 7.3.1 Beneficial and Harmful Effects, 7.1.1 Communication Interaction and Cognition, 7.1.2 Problem-Solving That Scales, 7.2.1 Innovation in Other Fields Addresses: 7.3.1G, 7.3.1H, 7.3.1J, 7.3.1L; Touches on: 7.1.1I, 7.1.1J, 7.1.1K, 7.1.1M, 7.1.1O, 7.1.2G, 7.2.1A, 7.3.1D 3 Data and Information, 6 The Internet Addresses: 3.3.1F; Touches on: 3.1.1C, 3.1.1E, 3.2.1H, 3.2.2D, 6.3.1A, 6.3.1C, 6.3.1H P1 (Connecting); Also: P3 (Abstracting), P6 (Collaborating) No No Yes Used in Unit 2 Lab 5 None Takes 40-50 minutes as a whole-class activity with digressions for explanation of concepts; less as an individual or small-group activity. information footprint, digital footprint, inference, metadata, data mining, data aggregation, cost-benefit analysis, privacy trade-offs, privacy settings, terms and conditions, TOSDR, terms of service, Lightbeam, location services, geotags, GPS, EXIF, encryption, passwords, online identities, online privacy, privacy policies 2 3 3 3
Opportunities and Impact in Computing LINK PD materials lecture video, readings, reflection/preparation PD lesson page, video, slide decks, linked external articles, linked external information resources It is very important for students, parents, and administrators to understand the importance and impact of computing and how it influences many aspects of our lives. This PD module provides points for discussion that can be used when engaging others in conversation about the impact of computing. The modue offers suggested topics that can be mentioned when highlighting the career opportunities and global impact that computing plays in society. CSP CS4HS 7.2.1 Innovation in Other Fields, 7.4.1 Economic Social and Cultural Context Touches on: 7.2.1, 7.4.1 Also: P1 (Connecting) Sort of Yes video is auto-CC'd; video uses slides but most content is covered in audio; remainder of content is accessible to visually-impaired participants with accessible computers 1.4 None Slides used in video are at: https://drive.google.com/file/d/0B8BmrAjhdrA4eHJXWEhYaVR6RkE/view with extended version at http://tinyurl.com/WhyStudyCS why program, recruitment, computational thinking, computing in daily life, computing jobs, Doppler, meteorology, disaster warning systems, tornado warnings, Bubble Ball, Summly, young people in technology, YouTube, games, mobile apps, role models, local community, STEM jobs, job opportunities, labor, software developers, salaries, local context, long-term thinking, current events, Program or Be Programmed, social media, economic inequality, economic context, human relationships, online privacy, artificial intelligence 0 2
Outliers LINK LINK Single-day lesson plan reading, exploratory activity courseware web page or PDF, linked external tool Students read about outliers in relation to credit card fraud detection. Students read about visual detection of outliers and use Google's Public Data Explorer to examine one particular visualization. 50 Intermediate UTeach CSP 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields Addresses: 7.1.1E; Touches on: 7.1.1F, 7.2.1A 3 Data and Information, 1 Creativity Addresses: 3.1.1D, 3.1.1E, 3.1.3A, 3.2.1B, 3.2.1C; Touches on: 1.3.1E, 3.1.1A, 3.1.1C, 3.1.3E P1 (Connecting), P4 (Analyzing) Yes No Yes Unit 5 None Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). data analysis, outliers, anomaly detection, fraud detection, public data, Google Public Data Explorer, gapminder, data visualization, data stories, online research 4 2 0 3
Pecha Kucha Presentations, good and bad LINK Lesson component slides/lectures, questions activity slide deck, handouts or instructions to students Students will have two presentations delivered to them by the teacher, one a bad example of a "pecha kucha" presentation and another a good example, and are asked to catch errors and assess the style quality of the presentation. The slides and scripts for each presentation, along with a rubric for assessing delivery, are available in the linked folder and Notes. Teachers may opt to pass out the rubric to their students and have them assess the bad pecha kucha as a learning exercise. Researching, citing appropriate sources, and summarizing new materials are addressed. 20 Easier CS Matters 7.1.2 Problem-Solving That Scales, 7.5.2 Evaluate Appropriateness and Cred, 7.3.1 Beneficial and Harmful Effects, 7.5.1 Access Manage and Attribute Info Addresses: 7.1.2D, 7.5.2B; Touches on: 7.1.2G, 7.3.1G, 7.5.1A, 7.5.2A 1 Creativity Addresses: 1.2.1D, 1.2.3A, 1.2.3B; Touches on: 1.2.3C P2 (Creating), P5 (Communicating); Also: P1 (Connecting) Yes Sort of Yes Presentations can be modified to accomodate visually- and audially-impaired students Part of 1.2, 1LIGHT Students should be introduced to Pecha Kucha presentations, as described in CS Matters Unit 1 Lesson 2 plan. The teacher should spend some time practicing the Pecha Kucha presentations beforehand so delivery goes smoothly and they know which elements to over- and under-emphasize in the examples. Direct link for bad example: https://docs.google.com/presentation/d/19wSD1NH9KRewkUBvUL-zgdPzfrKnoryhP_jL3SBYh8Q/edit#slide=id.p4 Bad example script: https://docs.google.com/document/d/1OWFKsH0yuyJE5s8BwDyoG7QLzhPqwbzwWs7AX9v9JC8/edit Good example: https://docs.google.com/presentation/d/1CNohmhFvStvoEBIIorgBd901OQwzZpegFjzEMtM20DM/edit Good example script: https://docs.google.com/document/d/1zd0Dhi01WRmzDtsb-vtAmqmH1fkQa9X0R-Y5xZNWyXc/edit Assessment rubric: https://docs.google.com/document/d/1WG0UVYpxDCep5ToOE1islFJYpllAv23Bo35V9d-o0i8/edit pecha kucha, presentations, research, citing sources, types of computers 2 1 1 1
Personal Innovations LINK LINK Single-day lesson plan Unplugged creation activity, discussion, reflection prompts Lesson plan (PDF), web page for students, video, worksheet/activity guide, assessment rubric, quiz Students are asked to share something they know a lot about and teach it to a small group. Groups make a "rapid" prototype of an innovative idea and share it. Students watch a brief video about computing innovations. 50 Easier Code.org CSP 7.2.1 Innovation in Other Fields, 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Addresses: 7.2.1G; Touches on: 7.1.1A, 7.1.1B, 7.1.1C, 7.1.1D, 7.1.1E, 7.1.1F, 7.1.1G, 7.1.1H, 7.1.1I, 7.1.1J, 7.1.1K, 7.1.1L, 7.1.1M, 7.1.1N, 7.1.1O, 7.2.1A, 7.2.1A, 7.2.1B, 7.2.1C, 7.2.1G, 7.3.1A, 7.3.1B, 7.3.1C, 7.3.1D, 7.3.1E, 7.3.1G, 7.3.1H, 7.3.1I, 7.3.1J, 7.3.1K, 7.3.1L, 7.3.1M, 7.3.1N, 7.3.1O, 7.4.1A, 7.4.1B, 7.4.1C, 7.4.1D 1 Creativity, 5 Programming Addresses: 1.3.1A, 5.1.1A, 5.1.1F P1 (Connecting), P5 (Communicating), P6 (Collaborating); Also: P4 (Analyzing) Yes Sort of Yes Activity might be difficult for visually-impaired students in a sighted classroom; video is subtitled in a couple languages and audio makes sense without visual Unit 1, Lesson 1 None Computers only needed for Code Studio intro; "quiz" in Code Studio at https://studio.code.org/s/cspunit1/stage/1/puzzle/3 prototype, designing innovations, leveraging expertise, getting to know you, icebreakers, follow your interests, Code Studio, future, Internet, Lettucebot, optimization, programming jobs, biotech, modeling, simulation, animation 4 0 2
Plagiarism vs. Paraphrasing LINK Lesson component group activity worksheet Students identify examples of plagiarism in some provided paraphrases of a technical article excerpt, then write their own paraphrase of another excerpt. 5 Intermediate CS Matters, TGI 7.5.1 Access Manage and Attribute Info Addresses: 7.5.1C P5 (Communicating) No If computers are accessible Yes Used in Unit 1, Lesson 8 None Created by CS Matters in collaboration with Teach Global Impact. Explore PT, writing, rewriting, paraphrasing, citation, plagiarism, citing sources 3 3 3
Practice Explore Performance Task, Exploring Innovations LINK Multi-day lesson plan worksheet activity, homework assignment worksheet Students will practice research for the explore performance task. They will select an innovation to investigate, find several resources to cite, write responses to several short answer questions, and create an artifact reflecting their new knowledge. 150 Intermediate CS Matters 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context, 7.5.1 Access Manage and Attribute Info, 7.5.2 Evaluate Appropriateness and Cred Addresses: 7.3.1A, 7.4.1A, 7.4.1B; Touches on: 7.5.1A, 7.5.1C, 7.5.2A 1 Creativity Addresses: 1.1.1A, 1.1.1B, 1.2.1A, 1.2.1C, 1.2.1E P1 (Connecting), P5 (Communicating) Explore PT Practice Yes If computers are accessible Yes Used in 1.5, 02.07TR2 None 150-250 minutes innovations, ethics, explore performance task practice 3 3 3 3
Practice for Explore Performance Task LINK Multi-day lesson plan Practice PT worksheets This lesson provides the students with an opportunity to practice the AP CSP Explore Performance Task with a given set of tasks from which they may choose. Students will use a rubric to perform self-assessment of work generated for the Explore Performance Task. 150 Intermediate CS Matters 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context, 7.5.1 Access Manage and Attribute Info, 7.5.2 Evaluate Appropriateness and Cred Addresses: 7.3.1A, 7.4.1A, 7.4.1B, 7.4.1E; Touches on: 7.5.1C, 7.5.2A 1 Creativity Addresses: 1.1.1A, 1.1.1B, 1.2.1A, 1.2.1C, 1.2.1E P2 (Creating), P3 (Abstracting), P5 (Communicating) Explore PT Practice Yes Yes Yes 3.9, 2.17TR4 Students should have been given the Practice Explore Performance Task worksheet for homework Resources including student handouts are available here: https://drive.google.com/drive/folders/0By2KZS8SzSUcZ1dDZVNzeTMwTFk practice performance task, explore performance task, research, artifact creation 3 2 0 2
Practice for Explore: Impact of Computing Innovations Performance Task #1 LINK LINK Multi-day lesson plan discussion, slides (in progress), assignment/practice PT Lesson plan web page (w/PD extras), assignment web page and handout, assessment rubric, linked external information resources Practice Explore Performance Task focusing on mobile apps. Alternate activity related to Google Cardboard also available. 360 Intermediate Mobile CSP 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context, 7.5.1 Access Manage and Attribute Info, 7.5.2 Evaluate Appropriateness and Cred Addresses: 7.1.1, 7.3.1, 7.4.1, 7.5.1, 7.5.2 1 Creativity, 3 Data and Information Addresses: 1.1.1, 1.2.1, 1.2.2, 1.2.3, 1.2.5, 3.1.3, 3.3.1 P1 (Connecting), P2 (Creating), P4 (Analyzing), P5 (Communicating) Explore PT Practice Yes If computers are accessible Yes Between Unit 4 and 5 Should have completed some of the B2B readings and reflections prior 360-480 minutes. explore PT, online research, mobile apps, smartphones, smartphone monitoring, writing samples, ethics, citing sources, search, net nanny, parental controls, smartphone spying, identifying sources 3 2 0 2
Practice Performance Task LINK LINK Multi-day lesson plan Practice PT, slides slide deck Students will complete a practice Explore Performance Task with only one product (an artifact of the student's choosing). This is the student's first exposure to a CS Principles Performance Task; therefore, this is a guided lesson. 100 Intermediate CS Matters 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context, 7.5.1 Access Manage and Attribute Info, 7.5.2 Evaluate Appropriateness and Cred Addresses: 7.3.1A, 7.4.1A, 7.4.1B; Touches on: 7.5.1A, 7.5.1C, 7.5.2A 1 Creativity Addresses: 1.1.1A, 1.1.1B, 1.2.1A, 1.2.1C, 1.2.1E P2 (Creating), P3 (Abstracting), P4 (Analyzing), P5 (Communicating); Also: P6 (Collaborating) Explore PT Practice Yes If computers are accessible Yes 1.8, 1csm10 CS Matters lesson: Unit 1 (Assumes students have thought about the impact of computing innovations) practice performance task, visual artifact, computational artifact, citing sources, smartphones, skype, email, innovations 3 2 0 1
Practice PT - Cybersecurity Innovations LINK LINK Multi-day lesson plan Practice PT Lesson plan (PDF), web page for students, activity guide/writing template, assessment rubric, videos Research something about cybersecurity, explain how it works and explain impacts, positive or negative. 150 Intermediate Code.org CSP 7.3.1 Beneficial and Harmful Effects, 7.5.2 Evaluate Appropriateness and Cred, 7.4.1 Economic Social and Cultural Context, 7.5.1 Access Manage and Attribute Info Addresses: 7.3.1G, 7.3.1L, 7.5.2A, 7.5.2B; Touches on: 7.3.1A, 7.3.1D, 7.3.1H, 7.4.1A, 7.4.1B, 7.4.1E, 7.5.1A, 7.5.1C 1 Creativity, 6 The Internet Addresses: 1.1.1A, 1.1.1B, 1.2.1A, 1.2.1B, 1.2.1C, 1.2.1E, 1.2.2A, 1.2.5B, 6.3.1C, 6.3.1D; Touches on: 6.3.1A, 6.3.1B, 6.3.1E, 6.3.1F, 6.3.1G, 6.3.1H, 6.3.1I, 6.3.1J, 6.3.1K, 6.3.1L, 6.3.1M P1 (Connecting), P2 (Creating), P4 (Analyzing), P5 (Communicating) Explore PT Practice Yes If computers are accessible Yes Unit 2, Lesson 20 Assumes students have studied computationally hard problems and cryptography Explore PT, cybersecurity, encryption, computationally hard problems, cybercrime, online research, hackers, data breaches, security, economic impacts, cryptography, Internet, jobs in computing, symmetric encryption, asymmetric encription, public keys, HTTPS, cyberwarfare, viruses, DDOS, phishing, human error 4 0 1
Practice PT - Propose an Innovation LINK LINK Multi-day lesson plan Practice PT Lesson plan (PDF), web page for students, activity guide/writing template, assessment rubric To conclude the unit students will propose a technological solution that could address a need or problem. Prior to designing their own solution students will conduct research to learn how their problem is currently being addressed. Afterwards they will propose their own technological solution that could be used to address this problem. In doing so they must specifically account for what data their innovation will produce and consume and the privacy and security concerns that arise as a result. 150 Intermediate Code.org CSP 7.3.1 Beneficial and Harmful Effects, 7.1.2 Problem-Solving That Scales Addresses: 7.3.1A, 7.3.1G, 7.3.1H, 7.3.1J, 7.3.1K, 7.3.1L; Touches on: 7.1.2D, 7.1.2E, 7.1.2F, 7.1.2G, 7.3.1H, 7.3.1K, 7.3.1M 1 Creativity, 3 Data and Information Addresses: 1.2.5A, 1.2.5B, 1.2.5C, 1.2.5D, 3.1.3A, 3.1.3B, 3.1.3C, 3.1.3D, 3.1.3E, 3.3.1A, 3.3.1B, 3.3.1F P4 (Analyzing), P5 (Communicating) Explore PT Practice Yes If computers are accessible Yes Unit 4, Lesson 14 No specific dependencies, but assumes general knowledge of course content 150-200 minutes Explore PT, privacy, tradeoffs, data persistence, privacy vs. utility, design an innovation, ethical design, onlilne research 4 0 1
PreparingExplore LINK PD materials PD recording video Brief discussions about what counts as a digital artifact for the Explore PT and what topics students might choose (from a video recording of a live PD session) 4 CSP CS4HS 1 Creativity Touches on: 1.1.1A, 1.1.1B P1 (Connecting); Also: P2 (Creating) Explore PT Practice Sort of Yes Auto-CC'd; makes some use of projected slides None Originally from CSP CS4Alabama choosing an innovation, other fields, big vs. small innovations, digital artifacts, computational artifacts, computational thinking, website, turning in, powerpoint, requirements, documenting artifacts, preventing polishing, screencast, video, project ideas, Google glass, points to cover, scaffolding, questions 0 3
Present Shock -- When Everything Happend Now: Douglas Rushkoff at TEDxNYED LINK Lesson component Video external video Rushkoff talks about "code as a liberal art, how do I think critically about (innovations), how does the interface make me feel, what is it biased for, what is it doing, what are the economics behind it, how could it be used effectively, is it read-only or read-write, etc." Very relevant to the Explore PT task. 13 Easier BJC 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context, 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields Addresses: 7.3.1, 7.4.1; Touches on: 7.1.1A, 7.1.1C, 7.1.1M, 7.1.1N, 7.1.1O, 7.2.1C P1 (Connecting), P4 (Analyzing) No Yes Yes video is auto-CC'd; audio comprehensible without visual Rushkoff TEDx talk None Douglas Rushkoff, TED Talks, offline interaction, online interaction, working from home, labor-saving technology, asynchronous communication, online communication, real life, why program, read-only vs. read-write, Web 2.0, open source, online participation, passive content consumption, Facebook, you are the product, monetization, targeted advertising, online education, MOOCs, peer-to-peer, online learning, educational platforms, coding as engineering, coding as a liberal art, coding environment, critical thinking, bias, interface design, user experience, assumptions, programming as culture, creativity, critical theory 5 3 3 1
Privacy vs. Utility LINK LINK Single-day lesson plan reading, exploratory activity, debate courseware web page or PDF, book (PDF), Internet research Students consider the information collected about their online activities, then research and locate resources to support 1 of 2 opposing positions assigned by the teacher. Students engage in a classroom debate about the trade-offs between privacy and convenience. 50 Easier UTeach CSP 7.3.1 Beneficial and Harmful Effects, 7.1.1 Communication Interaction and Cognition Addresses: 7.3.1G, 7.3.1H, 7.3.1J, 7.3.1K, 7.3.1M; Touches on: 7.1.1I, 7.1.1N, 7.3.1A 3 Data and Information Touches on: 3.3.1F Blown to Bits Yes If computers are accessible Yes Unit 5 UTeach CSP lesson: Data Persistence (Unit 5) Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). privacy, utility, debate, value, public, RFID, GPS, history, browser, search 4 3 0 2
Privacy; Community and Online Interactions LINK LINK Multi-day lesson plan Reading, discussions, in-class group exploratory activity, writing assignment, in-class video assignment lesson plan page, courseware pages for students (lab), book (PDF or print), reflection template, linked external articles, linked external tools, linked external information resources Students consider the innovations around us that collect data about us, the availability of information online, why privacy is good to protect, reasons for giving up privacy and how to best they can protect their own online privacy. Students also examine communications technology and ways that computing impacts community (including cyberbullying). 180 Intermediate BJC 7.1.1 Communication Interaction and Cognition, 7.1.2 Problem-Solving That Scales, 7.3.1 Beneficial and Harmful Effects, 7.2.1 Innovation in Other Fields Addresses: 7.1.1A, 7.1.1B, 7.1.1C, 7.1.1D, 7.1.1E, 7.1.1F, 7.1.1G, 7.1.1H, 7.1.2E, 7.1.2F, 7.3.1A, 7.3.1C, 7.3.1D, 7.3.1G, 7.3.1H, 7.3.1I, 7.3.1J, 7.3.1K, 7.3.1L, 7.3.1M; Touches on: 7.1.1H, 7.1.1I, 7.1.1J, 7.1.1K, 7.1.1M, 7.1.2G, 7.2.1A, 7.3.1F, 7.3.1K, 7.3.1M 3 Data and Information, 6 The Internet Addresses: 3.2.2D, 3.3.1B, 3.3.1F, 6.1.1A, 6.3.1D; Touches on: 3.1.1C, 3.1.1D, 3.1.1E, 3.2.1G, 3.2.1H, 6.3.1A, 6.3.1C, 6.3.1F, 6.3.1H, 6.3.1I P1 (Connecting), P4 (Analyzing), P5 (Communicating) Blown to Bits Yes Sort of Yes Some external linked activities/tools are not accessible; BJC courseware requires accessible computers Unit 2 Lab 5 None For access to the restricted part of the Teacher's Guide, please fill out this form: http://bjc.link/guideaccess . Includes five sub-lessons, Your Image in the Cloud, Examining Privacy, Footprints and Fingerprints, Communication and Community, and Cyberbullying. The 5 lab pages should take approximately: 10-15, 30-40, 40-50, 40-50, 40-50 minutes. digital footprint, information footprint, online privacy, Acxiom, data brokers, data aggregators, anonymity, reputation, protecting online privacy, smartphones, government surveillance, location services, targeted advertising, online tracking, trade-offs, risks of online sharing, Google Streetview, EXIF, geotags, GPS, geolocation, RFID, black boxes, EDRs, laser fingerprinting, inference, data mining, deidentification, deanonymization, Massachussetts health insurance, GIC, Latanya Sweeney, cookies, IP addresses, public records, FECA, ChoicePoint, Fair Information Practice Principles, OECD privacy regulations, FCRA, Video Privacy Protection Act, privacy regulations, privacy laws, safe harbor, HIPAA, metadata, privacy settings, terms of service, strong passwords, account hacking, location sharing, password managers, location privacy, Twitter, Instagram, Ready or Not?, Teaching Privacy, online communication, four corners, cyberbullying, Blown to Bits 4 3 2
Problems too difficult for computers to solve LINK Single-day lesson plan discussions, reflection lesson plan In this lesson, students learn about the impact of "unsolvable" problems. The goal of this lesson is to demonstrate that there are some problems in mathematics that computers cannot solve, at least not in a "reasonable" amount of time. Further, this lesson illustrates how these problems lie at the core of a number of systems that we take for granted and use on a daily basis. 50 Intermediate CISS 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects Touches on: 7.2.1A, 7.2.1F, 7.3.1G 6 The Internet, 4 Algorithms Addresses: 4.2.1A, 4.2.1B, 4.2.1C, 4.2.1D, 6.3.1C, 6.3.1H, 6.3.1I; Touches on: 4.2.2A, 4.2.2B, 4.2.2D, 4.2.3A, 4.2.3B, 4.2.3C P1 (Connecting), P5 (Communicating), P6 (Collaborating) No No Yes None unsolvable problems, encryption, RSA, security, SSL certificates, quantum computing, Sudoku, unpredictable backtracking, correctness checking, Moore's law, prime factorization 3 3 0 3
Product Commercial for the Internet of Things LINK Lesson component programming exercise worksheet, rubric This project is designed to give students Python coding practice and allow them to explore more about the "Internet of Things" by creating their own product commercial template. 30 Advanced CS Matters 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.1M, 7.1.1O, 7.2.1C, 7.3.1K 6 The Internet Addresses: 6.1.1A, 6.1.1B, 6.1.1C, 6.1.1D, 6.2.2D, 6.2.2I, 6.2.2J, 6.2.2K P1 (Connecting); Also: P2 (Creating), P3 (Abstracting) Programming Practice Yes If computers are accessible Yes Used in 3.2, 2.02SS2 The rubric for the Product Commercial is available here: https://docs.google.com/document/d/1baL_8n2qZ5MC2-AccprFtsN-_kyQ-X2nMCeNz9URCBc/edit?usp=sharing 2 2 2 1
Programming: Introduction and Motivation LINK LINK Single-day lesson plan reading, tutorial, programming exercise slide deck, website, programming Students will be introduced to programming for the first time. They will learn about computer science, computing for good, some of the potential outcomes of programming, and the definition of abstraction. 50 Intermediate CS Matters 7.1.1 Communication Interaction and Cognition, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.1E, 7.1.1M, 7.1.1N, 7.1.1O, 7.4.1A, 7.4.1B, 7.4.1C, 7.4.1D, 7.4.1E 3 Data and Information Addresses: 3.1.2A, 3.1.2B, 3.1.2C P2 (Creating); Also: P1 (Connecting) Programming Practice Yes If computers are accessible Sort of some optional videos in homework are not CC'd, otherwise accessible to audially-impaired students 2.1, 3jkb1 Students should have accounts on Runestone. (No previous Python experience required.) Global Impact is addressed primarily through the discussion of computer science and Computing for Good (Code for India serves as the example). Teachers should have some prior experience with Python, but no programming experience is required for the students. Access to Runestone (http://interactivepython.org), a website for coding in Python interactively, is also required. Teachers should get students set up with accounts on Runestone beforehand. programming, intro to programming, python, runestone, computer science, computer scientist, programming for good, computing for good, code for India, abstraction 3 3 0 1
Rapid Research: Data Innovations LINK LINK Multi-day lesson plan research/writing assignment, videos Lesson plan (PDF), web page for students, worksheet/activity guide, writing template, videos Students research a topic of personal interest and respond to questions about about how that innovation produces, uses or consumes data. 90 Intermediate Code.org CSP 7.5.2 Evaluate Appropriateness and Cred, 7.1.1 Communication Interaction and Cognition, 7.4.1 Economic Social and Cultural Context, 7.5.1 Access Manage and Attribute Info Addresses: 7.5.2A, 7.5.2B; Touches on: 7.1.1D, 7.1.1E, 7.1.1F, 7.1.1G, 7.1.1H, 7.1.1I, 7.1.1J, 7.1.1K, 7.1.1L, 7.1.1M, 7.1.1N, 7.1.1O, 7.4.1A, 7.4.1B, 7.4.1C, 7.4.1D, 7.4.1E, 7.5.1A, 7.5.1C 1 Creativity, 2 Abstraction, 3 Data and Information Addresses: 1.2.1A, 1.2.1B, 1.2.1E, 1.2.3C, 1.2.5A, 1.2.5B, 1.2.5C, 1.2.5D, 2.1.1A, 3.1.3A, 3.1.3D, 3.2.2A, 3.2.2B, 3.2.2C, 3.2.2D, 3.2.2E, 3.2.2F, 3.2.2G, 3.2.2H, 3.3.1A, 3.3.1B, 3.3.1F, 3.3.1G P1 (Connecting), P2 (Creating), P3 (Abstracting), P4 (Analyzing), P5 (Communicating) Explore PT Practice Yes If computers are accessible Yes Videos are subtitled (if link is corrected) and audio makes sense without visual Unit 4, Lesson 11 Assumes students have been previously asked to think about the effect of computing innovations 50-100 minutes. online research, data science, Internet, Lettucebot, optimization, programming jobs, biotech, modeling, simulation, animation, Computer Science Is Changing Everything, Data and Medicine, Explore PT, biotech, biostatistics, genetic sequencing, DNA sequencing, Josh Osborne, GPS, polio, vaccine mapping, research skills 4 0 2
Reacting to the Past: Net Neutrality https://docs.google.com/document/d/132UOyBFAnAMfwJ0PocIfaXfbxsVRIVPrp96j8NBkmHw Multi-day lesson plan readings, role-play debates/activity, individual and class discussions, written reflections, assignments lesson plan, linked external articles Students are each assigned the role of a big player in the net neutrality debate. In preparing for and participating in the simulation activity, students learn about the technical and political dimensions of net neutrality, including the nature of the Internet and why it has been designed the way it has. Students also examine the legal and ethical implications of information sharing. 150 Advanced CISS, TGI 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context, 7.5.2 Evaluate Appropriateness and Cred Addresses: 7.1.1N, 7.4.1, 7.4.1C, 7.4.1E; Touches on: 7.1.1M, 7.2.1D, 7.3.1A, 7.3.1E, 7.4.1A, 7.4.1D, 7.5.2B 6 The Internet Addresses: 6.1.1A, 6.2.2I, 6.2.2J; Touches on: 6.1.1B, 6.1.1C, 6.1.1D, 6.2.1A, 6.2.2D, 6.2.2F, 6.2.2K P1 (Connecting), P5 (Communicating), P6 (Collaborating); Also: P3 (Abstracting) No If computers are accessible Yes Unit 5, Lesson 22 None Developed by CISS for Teach Global Impact, in consultation with ReAct Learning net neutrality, vertical integration, ISPs, cable providers, content providers, DSL, broadband, common carrier, telecommunications, telecoms, telcos, Tim Wu, simulation, Reacting to the Past, roleplaying, FCC, regulation, consumer protection, Internet, autobiography, Internet economics, utilities 4 1 0 3
Reading/Questions: Blown to Bits Chapter 1 LINK Lesson component reading, reflection Book (PDF or print), handout Students will read and reflect on the first chapter of Blown to Bits. The chapter dicusses the "digital explosion" -- i.e., the idea that all of today's content (movies, books, images, sounds, etc.) is represeted as bits (0s and 1s) and that the amount of such data is growing exponentially. 40 Advanced CS Matters 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.1M, 7.1.1N, 7.2.1F, 7.3.1A, 7.3.1H, 7.3.1J, 7.3.1K; Touches on: 7.1.1A, 7.1.1O, 7.3.1G, 7.4.1A 3 Data and Information Addresses: 3.2.1B, 3.2.1C Also: P1 (Connecting), P3 (Abstracting) Blown to Bits Optional/ adaptable If computers are accessible Yes Noted in 0.3, Included in 1.1 None Blown to Bits Chapter 1 is at: http://www.bitsbook.com/wp-content/uploads/2008/12/chapter1.pdf , answer key for Questions to Consider is at https://drive.google.com/file/d/0B-2EJsfn0eoJYmZmOW1QZWVKLWM/view (requires authorization to access) Blown to Bits, Digital Explosion, reading strategies, data representation, exponential growth, data units, cell phone tracing, Tanya Rider, data leaks, non-exclusive and non-rivalrous, replication, Moore's law, data retention, social media, jurisdiction, copyright infringement, surveillance, cyberbullying, privacy, koans of bits, it's just bits 4 2 3 3
Ready or Not? LINK Lesson component exploratory activity external-ish tool This app shows how people could use someone's social-media posts to find them in the physical world. The user types in a Twitter or Instagram ID, and the app uses GPS data attached to their posts to create a timeline and heatmap of where they've been posting from recently. 5 Easier BJC, Teaching Privacy 7.3.1 Beneficial and Harmful Effects, 7.1.1 Communication Interaction and Cognition, 7.1.2 Problem-Solving That Scales Addresses: 7.3.1G, 7.3.1H, 7.3.1J, 7.3.1L; Touches on: 7.1.1H, 7.1.1I, 7.1.2G 3 Data and Information Addresses: 3.3.1F; Touches on: 3.1.1D, 3.1.1E, 3.2.1G, 3.2.1H P1 (Connecting); Also: P3 (Abstracting) Optional/ adaptable No Yes Used in Unit 2 Lab 5 None app, Twitter, Instagram, location services, GPS, geotags, geolocation, inference, online privacy, location privacy 4 3 3 3
Robots and Artificial Intelligence LINK LINK Multi-day lesson plan Readings and discussion, research activity lesson plan page, courseware pages for students (lab), linked external articles, linked external information resources, linked external videos Artificial intelligence (AI) and robotics are both very active fields of research and development. Students are introduced to some ideas in artificial intelligence, but the bulk of the Lab is focused on researching new developments in a wide range of areas. Students will not only hear about new breakthroughs, but will also discuss remaining challenges and consequences, both positive and negative, of the new technology. 200 Intermediate BJC 7.2.1 Innovation in Other Fields, 7.4.1 Economic Social and Cultural Context, 7.3.1 Beneficial and Harmful Effects Addresses: 7.2.1G, 7.4.1A, 7.4.1B, 7.4.1C, 7.4.1D, 7.4.1E, 7.3.1A P1 (Connecting), P4 (Analyzing), P5 (Communicating) Yes If computers are accessible Yes Unit 7 Lab 5 BJC lesson: Reference to Unit 6, Lab 4, but not required For access to the restricted part of the Teacher's Guide, please fill out this form: http://bjc.link/guideaccess . 150-330 minutes. Includes four sub-lessons: What is AI?, Recent Breakthroughs, Robots and Humans, and Implications of AI. AI, artificial intelligence, machine learning, image recognition, computer vision, pattern recognition, robots, assistive technology, facial recognition, facial expressions, Facebook Moments, tagging, adversarial images, adversarial examples, chatbots, messy data, unreliable data, self-learning systems, surveillance, image analysis, deep neural networks, deep learning, history of AI, drones, autonomous vehicles, disaster response, search and rescue, medical robots, surgical robots, uncanny valley, ethical AI, robots taking jobs, economic context, autonomous weapons, responsibie AI, responsibility for AI failures, moral machines, singularity, legal issues 4 3 0 2
Search LINK LINK Multi-day lesson plan Reading and discussions, exploratory activity, project lesson plan page, courseware pages for students (lab), book (PDF or print), linked external tools, linked external information resources Searching on the Internet may not, at first,seem to have many social implications. But as students learn about how search engines work, they might be surprised to learn what is included and, sometimes more importantly, excluded from the results. Students will also think about the information that search engines can collect about your searches, and the implications of how the search engines might use that data. Students will think about how they might design their own search engine. In doing so, they examine their own values and priorities. They can ask questions like: How important is privacy to me? What sources of information might be overlooked by the engineers who design these search engines at large companies? What phrases have special meaning to me that Yahoo or Google don't seem to know about? This activity asks students to think more deeply about search engines, and is meant also to demonstrate that students have valuable contributions to make. 135 Intermediate BJC 7.1.1 Communication Interaction and Cognition, 7.1.2 Problem-Solving That Scales, 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.1E, 7.1.1F, 7.1.1G, 7.1.1M, 7.1.1N, 7.1.1O, 7.1.2E, 7.2.1C, 7.3.1A, 7.3.1J, 7.3.1K, 7.3.1M 1 Creativity, 3 Data and Information, 5 Programming, 6 The Internet Addresses: 1.2.1E, 1.2.3C, 1.2.5B, 1.2.5C, 1.2.5D, 3.2.1C, 3.2.1D, 3.2.1E, 5.2.1A, 6.1.1A, 6.1.1D P1 (Connecting), P4 (Analyzing), P5 (Communicating) Blown to Bits Yes If computers are accessible Yes Unit 3 Lab 5 None For access to the restricted part of the Teacher's Guide, please fill out this form: http://bjc.link/guideaccess . Includes three sub-lessons: Search Engines, How Searching Works, and Design Your Own Search Engine. search engines, Google, duckduckgo, dontbubble.us, filter bubble, search tracking, search trends, Google Trends, tailored search results, Blown to Bits, library and the bazaar, Wikileaks, history of search, search process, pagerank, spiders, caching, relevance, business models, AdWords, search algorithms, Google bombing, censorship, indexing, search queries, web crawlers, bots, Larry/Lawrence Summers, Harvard Magazine, deleted web pages, information retrieval, ranking, search bias, search manipulation, donttrack.us, search engine optimization, deep web, findability, great firewall of China, censorship detection, online tracking, software design 4 3 0 2
Search Engine Treasure Hunt LINK Lesson component activity worksheet This activity has students search for questions interactively using an online search engine, learning a little about the Internet, how search engines work, and how to use them. 25 Easier CS Matters 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects, 7.5.1 Access Manage and Attribute Info Addresses: 7.1.1G, 7.3.1A, 7.3.1G, 7.3.1J; Touches on: 7.5.1B 1 Creativity, 4 Algorithms Addresses: 1.2.2A, 4.1.1H, 4.1.1I, 4.1.1J P1 (Connecting); Also: P3 (Abstracting) Yes If computers are accessible Yes Used in 3.6, 2.09DOC1 Internet basics Internet, spider, bot, crawl, data form, search engines, Google, World Wide Web 3 2 2 2
Search Engines: Finding Information LINK LINK Single-day lesson plan discussion, slides/lecture, videos, group activity, reflection slide deck, worksheet This lesson investigates how search engines work: the spiders that crawl the web in search of valuable information, the data farms that store the data, and the processes used to organize current and historical data. The search process starts before you ever type a query, by crawling and indexing trillions of documents. Students will create a concept map illustrating their understanding of the operations of a search engine. A concept map is an artifact that could be created as part of the Explore Performance Task at the end of Unit 2. 50 Intermediate CS Matters 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects, 7.5.1 Access Manage and Attribute Info Addresses: 7.1.1G, 7.3.1A, 7.3.1G, 7.3.1J; Touches on: 7.5.1B 1 Creativity, 4 Algorithms Addresses: 1.2.2A, 4.1.1H, 4.1.1I, 4.1.1J P1 (Connecting); Also: P3 (Abstracting) Explore PT Practice Yes If computers are accessible Yes 3.6, 2.09DOC1 Internet basics, Algorithm basics Teacher notes for lesson slides are here: https://docs.google.com/document/d/17UiuZCJPLysdE3uskGqiGfSU6G-h4-saSJz16M_udlY/edit?usp=sharing Internet, spider, bot, crawl, data form, search engines, Google, World Wide Web 3 3 0 2
Search Engines: Page Rank and Retrieval LINK LINK Single-day lesson plan slides/lecture, in-class research assignment/presentation, reflection slide deck, worksheets A presentation guides the discussion of how search engines work, what page rank is, and how results differ for a variety of reasons. Students then do a quick research project to gather information on assigned, related topics. Students create a 1-minute speech and presentation on their chosen research topic. If the classroom has the equipment, they will create a video artifact on their topic to share with the class either in the classroom or as homework posted online. 50 Intermediate CS Matters 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects Touches on: 7.1.1G, 7.3.1J, 7.3.1K 1 Creativity, 3 Data and Information Addresses: 1.1.1, 1.2.1, 1.2.2, 1.3.1, 3.2.1D P1 (Connecting), P5 (Communicating); Also: P3 (Abstracting) Yes If computers are accessible Yes 3.7 Internet basics, algorithm basics; follows from CS Matters 3.6 Resources including student handouts are available here: https://drive.google.com/drive/folders/0By2KZS8SzSUcVXphWkNBeG44elU Internet, search engine, Google, Page Rank, information retrieval, bot, crawl, keywords, search, search terms, algorithm, search engine optimization, alexa rank, domain, whois, backlink, referring domain 3 3 0 2
Search, Wikis, Commerce, and News LINK LINK Single-day lesson plan readings courseware web pages or PDF Students read about search, wikis, and commerce, and consider the impact that instant access to information has had on individuals and communities. 50 Easier UTeach CSP 7.1.1 Communication Interaction and Cognition, 7.1.2 Problem-Solving That Scales, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context, 7.5.1 Access Manage and Attribute Info Addresses: 7.1.1N; Touches on: 7.1.1M, 7.1.2F, 7.1.2G, 7.3.1G, 7.3.1K, 7.4.1A, 7.4.1C, 7.5.1A 3 Data and Information, 6 The Internet Touches on: 3.2.1D, 6.1.1A, 6.3.1F, 6.3.1H Optional/ adaptable If computers are accessible Yes Unit 6 None Four (Gitbook) pages starting with link provided, including "Essential Services," "Search," "Wikis," and "Commerce." Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). search, wiki, commernce, news, essential, service, utility, luxury, business model, crowdfunding, fraud, phishing 3 1 0 3
SETI@home: Discover ET Using Your Home Computer LINK Lesson component Video external video SETI@Home citizen science system explained 4 Easier BJC 7.1.2 Problem-Solving That Scales Addresses: 7.1.2, 7.1.2A, 7.1.2B P1 (Connecting), P4 (Analyzing) No Sort of Yes video is auto-CC'd; audio mostly comprehensible without video but some parts depend on graphics BJC.2x GI pt 3.5 BJCx video: BJC.2x Global Impact pt 3 extraterrestrial life, distributed computing, SETI@home screensaver, Dan Werthimer 5 3 3 1
Social Implications of Computing (passwords and digital footprints) LINK Lesson component slides (reading) external-ish slide deck Presentation about secure passwords, the potential consequences of account hacking, and the potential consequences of online sharing and online tracking, with suggestions for improving account security. 45 Intermediate BJC 7.3.1 Beneficial and Harmful Effects, 7.1.1 Communication Interaction and Cognition, 7.1.2 Problem-Solving That Scales, 7.2.1 Innovation in Other Fields Addresses: 7.3.1G, 7.3.1H, 7.3.1J, 7.3.1L; Touches on: 7.1.1H, 7.1.1I, 7.1.1M, 7.1.2G, 7.2.1A, 7.3.1K, 7.3.1M 3 Data and Information, 6 The Internet Addresses: 3.3.1F, 6.3.1D; Touches on: 3.1.1E, 3.2.2D, 6.3.1C, 6.3.1F, 6.3.1H, 6.3.1I P1 (Connecting); Also: P3 (Abstracting) No Yes Yes Would require accessible computers for visually-impaired students to read slides directly Used in Unit 2 Lab 5 None from BJC @ Berkeley LinkedIn, passwords, strong passwords, common passwords, password recycling, account hacking, Adobe breach, Take This Lollipop, check-ins, location sharing, location services, pleaserobme, two-step verification, privacy settings, password managers 3 3
Social Networking and Communication LINK LINK Multi-day lesson plan readings, out-of-class interview assignment, written reflection, whole-class & pair activity courseware web pages or PDFs, linked external articles, linked external information resources Students read about social networking and related technologies before interviewing an older individual and preparing a written response that summarizes his/her social experiences and compares them with the student's own. In a second lesson, students read about public and private communication, symmetric and asymmetric relationships, and open and closed platforms. As a class, students brainstorm a list of the services and methods that individuals use to communicate online. Then, in pairs, students decide whether they consider each service public/private, symmetric/asymmetric, and open/closed. Students then come back together as a class and explain and justify their rationales. 100 Intermediate UTeach CSP 7.1.1 Communication Interaction and Cognition, 7.4.1 Economic Social and Cultural Context, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.1A, 7.1.1C, 7.1.1H, 7.1.1M, 7.4.1E; Touches on: 7.1.1B, 7.3.1G 6 The Internet Touches on: 6.1.1D, 6.2.2D, 6.2.2E Optional/ adaptable If computers are accessible Yes Unit 6 None Two lessons on separate (Gitbook) pages starting with link provided, including "Social Networking" and "Models of Sharing." Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). social networking, communication, Internet, social structures, virtual, economy, sharing 3 1 0 3
Socially Aware App: Broadcast Hub Tutorial LINK LINK Multi-day lesson plan tutorial, discussion, programming exercise/exploratory activity, reflection Lesson plan web page (w/PD extras), courseware-style web page for students, tutorial (video and text-based formats), exercise solutions, linked App Inventor template, linked external information resource, linked external video Broadcast hub app is one in which the phone can be used to link together members of a group so that text messages to the hub are shared among the the whole group. It's the type of app that has impacted the way we communicate with friends and family. 90 Intermediate Mobile CSP 7.1.1 Communication Interaction and Cognition, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.1A, 7.1.1C, 7.1.1E, 7.1.1O, 7.4.1A, 7.4.1B; Touches on: 7.1.1N, 7.1.2G, 7.2.1C, 7.4.1C, 7.4.1D, 7.4.1E 1 Creativity, 6 The Internet Addresses: 1.2.2A; Touches on: 6.1.1A P1 (Connecting), P2 (Creating), P4 (Analyzing) Programming Practice Yes No Sort of Video is not CC'd; audio mostly makes sense without visual. App Inventor is not compatible with screenreaders. Unit 7, Lesson 10 Basic knowledge of App Inventor environment App Inventor, online communication, automatic messaging, mobile apps, smartphones, text messaging, SMS. text trees, Texting Component Over Wifi, contacts, global variables, if-else, iteration, LAN, ports, packets, network traffic, texting, economic importance of cell phones, Kenya, developing world, phone credit, money transfer, banking, rural areas, agricultural market data, mfarm, public safety, missing children, traffic reports, transit tickets, wifi, telemedicine, emergency response, childbirth, ambulances 0 1
Technical Writing https://www.youtube.com/watch?v=-v5jJd5LYaE&feature=youtu.be PD materials PD recording video, slide deck Mobile CSP webinar with guest speaker Michael Pothast of Hermantown School District (ELA and Technical Integration Specialist). Guidance on supporting students in successful technical writing, with a focus on the processes of successful writing. Includes particular application to the Explore PT, with in-depth analysis of student writing samples. 50 Mobile CSP 7.5.2 Evaluate Appropriateness and Cred Addresses: 7.5.2B P5 (Communicating); Also: P1 (Connecting) Sort of Yes Auto-CC'd; makes some use of projected slides None Slides available at https://docs.google.com/presentation/d/1D00wxweOs0erFWgvPd3-93wBeWDouhBlVFAO3nu-LcE/edit?usp=sharing Explore PT, Explore Performance Task, writing, technical writing, scientific writing, writing process, style, clarity, planning writing, writing samples, drafting, informing, editing, time management, writing guides, examples 1 0 3
TEDxKinda Project: Identifying Outliers LINK LINK Multi-day lesson plan reading, exploratory activity, report/project courseware web page or PDF, linked external tool Students read a short narrative about outlier detection and explore a dataset using Google's Public Data Explorer. Students then identify an outlier in that dataset and offer a hypothesis about what it represents. 250 Intermediate UTeach CSP 7.1.1 Communication Interaction and Cognition Addresses: 7.1.1E; Touches on: 7.1.1F 3 Data and Information, 1 Creativity Addresses: 3.1.1D, 3.1.1E, 3.1.3A, 3.2.1B, 3.2.1C; Touches on: 1.3.1E, 3.1.1A, 3.1.1C, 3.1.3E P1 (Connecting), P4 (Analyzing) Yes No Yes Unit 5 UTeach CSP lessons: Outliers (Unit 5) & intro to overall TEDxKinda Project (Unit 5) Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). data analysis, outliers, anomaly detection, fraud detection, public data, Google Public Data Explorer, gapminder, data visualization, data stories, East Timor 4 2 2 2
Terms of Service Agreements LINK LINK Single-day lesson plan reading, in-class activity, discussion courseware web page or PDF, linked external information resource Students read about Terms of Service agreements, analyze Instagram's Terms of Service in a jigsaw, summarize in lay terms, and discuss as a class. 50 Intermediate UTeach CSP 7.3.1 Beneficial and Harmful Effects Touches on: 7.3.1A, 7.3.1G Optional/ adaptable If computers are accessible Yes Unit 5 None Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). terms of service, legal, law, rights 4 1 0 3
The Basics of Research and Technical Writing LINK Multi-day lesson plan whole-class discussions, slides/lectures, whole-class activity, reflections, group activity lesson plan, slide deck, linked external resources, handouts, worksheets Students learn the basics of technical writing and research, practicing skills including finding good sources, citing properly, and differentiating between quoting, summarizing, and plagiarism. Includes rewriting exercises, a paraphrasing exercise, and critiquing example Explore PT responses. Some specifics are oriented toward the AP CSP Explore Performance Task, but largely a general-purpose lesson. 100 Intermediate CS Matters, TGI 7.2.1 Innovation in Other Fields, 7.5.1 Access Manage and Attribute Info, 7.5.2 Evaluate Appropriateness and Cred Addresses: 7.5.1A, 7.5.1B, 7.5.1C, 7.5.2A, 7.5.2B; Touches on: 7.2.1B, 7.2.1C P1 (Connecting), P5 (Communicating); Also: P6 (Collaborating) Explore PT Practice Yes If computers are accessible Yes Unit 1, Lesson 8 None Created by CS Matters in collaboration with Teach Global Impact. Handouts, slide decks, and teacher backgrounder in Resources folder at https://drive.google.com/drive/folders/0B-2EJsfn0eoJdEZyV1RrX2ljaUk Explore PT, technical writing, scientific writing, writing, online research, references, citation, bibliography, plagiarism, style, grammar, papers, paraphrasing, rewriting, EasyBib 3 0 2
The Cost of "Free" LINK LINK Single-day lesson plan Jigsaw Reading, Discussion, Research Lesson plan (PDF), web page for students, worksheet/activity guide, linked external video, linked external articles, annotated reading This lesson focuses on the economic and consumer concerns around apps and websites that collect and track data about you in exchange for providing you a service free of cost. Often the quality of the service itself is dependent on having access to data about many people and their behavior. The main take-away of the lesson is that students should be more informed consumers of the technology around them. They should be able to explain some of the tradeoffs between maintaining personal privacy and using innovative software free of cost. 50 Intermediate Code.org CSP 7.3.1 Beneficial and Harmful Effects Addresses: 7.3.1G, 7.3.1H, 7.3.1J, 7.3.1K, 7.3.1L, 7.3.1M 3 Data and Information Addresses: 3.2.2D, 3.3.1B, 3.3.1F; Touches on: 3.2.1B P3 (Abstracting), P4 (Analyzing) Blown to Bits Yes If computers are accessible Sort of Vdeo is not CC'd but audio makes sense without visual; rest of lesson accessible to audially-impaired Unit 4, Lesson 13 None 50-75 minutes. B2B and PoBP are in the optional Extension. server farms, targeted advertising, recommender systems, predictive policing, Internet of Things, big data, behavioral advertising, online tracking, data sharing, tradeoffs, you are the product, information economy, cookies, FTC, privacy, privacy policies, data privacy, third-party ads, phone apps, Blown to Bits, Program or Be Programmed 4 0 2
The Digital Divide LINK LINK Multi-day lesson plan reading, in-class individual and group written assignments, written reflection courseware web page or PDF Students read about the digital divide and its socioeconomic causes and effects. The teacher then assigns two topics. For the first, students prepare a written presentation alone and without using any computational devices. For the second, students work in small groups and use devices to prepare the presentation. Students also submit individual written reflections that compare and contrast the two experiences. 100 Easier UTeach CSP 7.4.1 Economic Social and Cultural Context Addresses: 7.4.1A, 7.4.1C, 7.4.1D; Touches on: 7.4.1B Optional/ adaptable If computers are accessible Yes Unit 6 None Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). digital divide, resources, poor, expenses, rights, connectivity, citizen 3 1 0 3
The Future of Big Data LINK Lesson component Video linked external video From "Forward Thinking", video about what big data is used for 5 Easier Code.org CSP 7.3.1 Beneficial and Harmful Effects Addresses: 7.3.1J, 7.3.1K; Touches on: 7.3.1G, 7.3.1H, 7.3.1M 3 Data and Information Addresses: 3.2.1B No If computers are accessible No Video is not CC'd but audio makes sense without visual Used in Unit 4, Lesson 13 None Included in Unit 4, Lesson 13 privacy, ARPANET, server farms, targeted advertising, recommender systems, predictive policing, Internet of Things, big data 4 3 3
The Internet and Society LINK LINK Multi-day lesson plan Practice PT Lesson plan (PDF), web page for students, activity guide/presentation template, assessment rubric Research and make a flash talk about Net Neutrality, Survelience or censorship 150 Intermediate Code.org CSP 7.5.2 Evaluate Appropriateness and Cred, 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context, 7.5.1 Access Manage and Attribute Info Addresses: 7.5.2B; Touches on: 7.1.1A, 7.1.1B, 7.1.1C, 7.1.1D, 7.1.1H, 7.1.1I, 7.1.1J, 7.1.1K, 7.1.1M, 7.1.1O, 7.3.1A, 7.3.1B, 7.3.1C, 7.3.1D, 7.3.1E, 7.3.1F, 7.3.1G, 7.3.1H, 7.3.1I, 7.3.1J, 7.3.1K, 7.3.1L, 7.3.1M, 7.3.1N, 7.3.1O, 7.3.1P, 7.3.1Q, 7.4.1A, 7.4.1B, 7.4.1D, 7.4.1E, 7.5.1A, 7.5.1C, 7.5.2A 6 The Internet Touches on: 6.3.1A, 6.3.1B P1 (Connecting), P4 (Analyzing), P5 (Communicating) Explore PT Practice Yes If computers are accessible Yes Unit 2, Lesson 12 Assumes knowledge of how some Internet protocols work, as well as ISPs and routers 150-200 minutes. Makes reference to "Global Impacts of the Internet" topic doc: https://docs.google.com/document/d/1xW5KWFlYOi7Cuc6ynA78GiHIVtJArVO0fqVRZBCXdmI/edit (deprecated version) flash talk, Explore PT, net neutrality, censorship, surveillance, privacy, The Internet Is for Everyone RFC, online research 4 0 1
The Internet and the Cloud LINK LINK Single-day lesson plan discussions, in-class activity, group activity, reflection, assessment, reading, video, slides/lecture Lesson plan web page (w/PD extras), courseware-style web page for students, slide deck, slide video, linked external information resources, linked external article Introduces students to basic concepts of the Internet and cloud computing. The students will complete two sets of activities using the POGIL structure. (POGIL stands for Process-Oriented Guided Inquiry Learning.) The first activity addresses a common misconception that the Internet and the World Wide Web (WWW) are the same thing. In the second activity, students explore a case study involving an app transmitting data on the Internet and storing data in the cloud. These activities reinforce the enduring understandings that the Internet is a network and that cloud computing affects how we communicate and interact. 45 Intermediate Mobile CSP 7.1.1 Communication Interaction and Cognition, 7.1.2 Problem-Solving That Scales, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.1D, 7.3.1A, 7.3.1G; Touches on: 7.1.1M, 7.1.1N, 7.1.2D, 7.1.2F, 7.1.2G, 7.3.1B, 7.3.1C, 7.3.1F, 7.3.1L, 7.4.1E 6 The Internet, 1 Creativity Addresses: 6.1.1A, 6.1.1C, 6.1.1D, 6.2.2D, 6.2.2E; Touches on: 1.2.4B, 6.1.1B, 6.1.1F, 6.1.1I, 6.2.2G, 6.2.2H P1 (Connecting), P5 (Communicating), P6 (Collaborating); Also: P3 (Abstracting), P4 (Analyzing) Optional/ adaptable Sort of Yes video is auto-CC'd, and based on slides, some of which are not explained in audio; rest of lesson is accessible to visually-impaired students Unit 2, Lesson 3 None POGIL, mobile apps, smartphones, Internet vs. World Wide Web, cloud computing, cloud storage, data transmission, network structure, misconceptions, growth of the Internet, cloud applications, web browser, nodes, domains, protocols, Internet Protocol Suite, communication protocols, hypertext, online collaboration, HTTP, distributed applications, Tim Berners-Lee, Internet as an abstraction, open standards, Internet Society, IETF, W3C, Ten Commandments of Computer Ethics, ethical principles, ethical behavior, piracy, intellectual property, respect, consequences, privacy, contact scraping, Path, liability, responsibility, distribution, COPPA, design 0 2
The Internet is For Everyone LINK LINK Single-day lesson plan Jigsaw Reading, Discussion, quiz/assessment Lesson plan (PDF), web page for students, worksheet/activity guide, annotated reading Students read portions of a memo entitled "The Internet is for Everyone", a call-to-arms which highlights the benefits of a free and open Internet and identifies threats to this system. Students select individual threats to the openness of the Internet and relate them to their own experiences. 50 Intermediate Code.org CSP 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Addresses: 7.3.1A, 7.3.1D, 7.3.1G, 7.3.1L, 7.4.1C, 7.4.1D, 7.4.1E 6 The Internet Addresses: 6.1.1B, 6.1.1C, 6.1.1E, 6.2.2B P1 (Connecting), P3 (Abstracting), P4 (Analyzing) Blown to Bits No If computers are accessible Yes Unit 2, Lesson 1 None B2B in the Extension; assessment in Code Studio begins at https://studio.code.org/s/cspunit2/stage/1/puzzle/2 The Internet Is for Everyone RFC, Vint Cerf, IETF, Internet access, digital divide, censorship, jurisdiction, global governance of the Internet, privacy, security 4 0 2
The Internet: Basics of Information Transmission LINK Single-day lesson plan reading, discussions, worksheet, in-class activity, reflection lesson plan, slide decks, student group activity In this lesson, students will analyze what the Internet is and its basic functionality. Students will learn how the Internet works and how the implementation of the Internet has affected our society. They will discuss the idea of the Internet as a delivery service to get bits from one place to another. 50 Intermediate CS Matters 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.1M, 7.1.1N, 7.1.1O; Touches on: 7.3.1K, 7.4.1E 6 The Internet Addresses: 6.2.1A, 6.2.1C, 6.2.1D, 6.2.2I, 6.2.2J, 6.2.2K P1 (Connecting) Blown to Bits Yes No Yes Some of the videos are not CC'd, several websites are graphics-heavy and not accessible to visually-impaired students 3.1, 2.01SS1 Blown to Bits Reading Blown to Bits, Internet, information, google maps, bandwidth, data visualization, ARPANET, email, latency, hardware, software, packet switching 3 3 0 2
The Internet: Cybersecurity and Crime LINK Lesson component Video video Google Security Princess Parisa Tabriz and Jenny Martin from Symantec introduce the most common types of cybercrime including viruses, malware, DDOS attacks, and phishing scams. 5 Intermediate Code.org CSP 7.3.1 Beneficial and Harmful Effects Addresses: 7.3.1G 3 Data and Information, 6 The Internet Addresses: 3.3.1F, 6.3.1D, 6.3.1E, 6.3.1F; Touches on: 3.3.1A, 3.3.1B, 6.1.1A, 6.3.1C, 6.3.1G No Sort of Yes Subtitled (En/Es); uses graphics but audio makes sense without visual Used in Unit 2, Lesson 20 None Used in Unit 2 Lesson 20 security, cybersecurity, hackers, cybercrime, cyberwarface, social engineering, jobs in computing, viruses, DDOS, malware, phishing, human error 5 3 3
The Internet: Present and Future LINK Single-day lesson plan readings, video, programming exercise, discussions, reflection slide deck, videos, articles The Internet is growing to connect to everything we do in our lives. Over the years, it has grown from being a representation of static content, to web 2.0: a place where users interact to a collection of users and "things." In this lesson, the students will conceptualize devices that collect data and send it through the Internet. 50 Intermediate CS Matters 7.1.1 Communication Interaction and Cognition, 7.2.1 Innovation in Other Fields, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.1M, 7.1.1O, 7.2.1C, 7.3.1K 6 The Internet Addresses: 6.1.1A, 6.1.1B, 6.1.1C, 6.1.1D, 6.2.2D, 6.2.2I, 6.2.2J, 6.2.2K P1 (Connecting); Also: P2 (Creating), P3 (Abstracting) Blown to Bits Yes Yes Yes 3.2, 2.02SS2 CS Matters lesson: 3.1; Blown to Bits reading Internet, history, future of the Internet, history of the Internet, connectivity, the Internet of Things, data, data generation, data visualization 3 2 0 1
Visual Artifacts - "Do's" and "Don'ts" LINK Lesson component slides/lecture slide deck The teacher will walk through tips and examples of good and bad visual artifacts. 10 Easier CS Matters 7.3.1 Beneficial and Harmful Effects, 7.4.1 Economic Social and Cultural Context, 7.5.1 Access Manage and Attribute Info, 7.5.2 Evaluate Appropriateness and Cred Addresses: 7.3.1A, 7.4.1A, 7.4.1B; Touches on: 7.5.1A, 7.5.1C, 7.5.2A 1 Creativity Addresses: 1.1.1A, 1.1.1B, 1.2.1A, 1.2.1C, 1.2.1E P2 (Creating), P3 (Abstracting), P5 (Communicating); Also: P6 (Collaborating) Explore PT Practice Yes No Yes graphics-heavy, difficult for visually-impaired students Used in 1.8, 1csm10 None practice performance task, visual artifact, computational artifact, citing sources, smartphones, skype, email, innovations 3 3 2 2
What If, Part 1 LINK Lesson component slides/lectures slide deck Students are presented with a scenario where technology is disrupted and must consider the effects of a world without computing and other devices. 30 Easier CS Matters 7.1.1 Communication Interaction and Cognition, 7.4.1 Economic Social and Cultural Context, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.1A, 7.1.1E, 7.1.1H, 7.4.1B; Touches on: 7.3.1A P1 (Connecting) No No Yes Graphics-heavy Part of 1.1, 1DARKNESS None A guided whole-class activity with discussion questions and homework is described in the lesson plan (Unit 1, Lesson 1). A handout that needs to be printed for groups of students is in the Resources folder, https://drive.google.com/folderview?id=0Bzy3A1l8jB9efmZqa3FfQ3VNektCR19PaWFPRTVuOS1Vak1xMXVMUlFIa2FDOVNUT0p0b00&usp=sharing technology in everyday life, cellphones, smartphones, devices, social media, crisis, communication 3 2 1 1
What If, Part 2 LINK Lesson component slides/lectures slide deck The hypothetical scenario from the What If Part 1 activity is extended to another day, asking students to consider more extended implications of the lack of technology in society. 30 Easier CS Matters 7.1.1 Communication Interaction and Cognition, 7.4.1 Economic Social and Cultural Context, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.1A, 7.1.1E, 7.1.1H, 7.4.1B, 7.4.1D; Touches on: 7.3.1A P1 (Connecting) No No Yes Graphics-heavy Part of 1.1, 1DARKNESS CS Matters lesson component: Follows on the slides for What If Part 1 A guided whole-class activity with discussion questions and homework is described in the lesson plan (Unit 1, Lesson 1). technology in everyday life, cellphones, smartphones, devices, social media, crisis, digital storage, automation 3 2 1 1
What If, Part 3 LINK Lesson component slides/lectures slide deck The hypothetical scenario from the What If Part 1 and Part 2 activities is continued and the scope is broadened, asking students to connect computing technologies to a larger sphere of society. 20 Easier CS Matters 7.1.1 Communication Interaction and Cognition, 7.4.1 Economic Social and Cultural Context, 7.3.1 Beneficial and Harmful Effects Addresses: 7.1.1A, 7.1.1E, 7.1.1H, 7.4.1B, 7.4.1D; Touches on: 7.3.1A P1 (Connecting) No No Yes Graphics-heavy Part of 1.1, 1DARKNESS CS Matters lesson component: Follows on the slides for What If Part 2 A guided whole-class activity with discussion questions and homework is described in the lesson plan (Unit 1, Lesson 1). technology in everyday life, cellphones, smartphones, devices, social media, crisis, digital storage, automation 3 2 1 1
What is Big Data? LINK LINK Single-day lesson plan video, discussions, group activity Lesson plan (PDF), web page for students, worksheet/activity guide, answer key, linked external articles, linked external information resources In this lesson students are introduced to the concept of Big Data, where it comes from, what makes it "big", and how people use Big Data to solve problems. Students are asked to consider how much of their lives are "datafied" or could be, and the teacher will show the projected growth of data in the world. Students will then investigate a big data tool in pairs to evaluate the tool for its usefulness and investigate the source of the data used to make the tool. 50 Advanced Code.org CSP 7.2.1 Innovation in Other Fields, 7.5.2 Evaluate Appropriateness and Cred, 7.3.1 Beneficial and Harmful Effects Addresses: 7.2.1A, 7.2.1B, 7.2.1C, 7.2.1E, 7.2.1F, 7.2.1G, 7.5.2A, 7.5.2B, 7.3.1A, 7.3.1G, 7.3.1J; Touches on: 7.3.1H, 7.3.1L 3 Data and Information Addresses: 3.1.1D, 3.1.1E, 3.2.1A, 3.2.1B, 3.2.1C, 3.2.1D, 3.2.2B, 3.2.2C, 3.2.2E, 3.2.2F, 3.2.2H; Touches on: 3.2.1E, 3.2.1F, 3.2.2A, 3.2.2D, 3.2.2G P1 (Connecting), P3 (Abstracting), P5 (Communicating) Yes No Yes video is subtitled (many languages) and audio makes sense without visual, but rest of activity is not accessible to visually-impaired students Unit 4, Lesson 10 None big data, datafication, ted talks, Moore's law, data storage, interpreting data, data visualizations, evaluating sources, Internet Archive, Measure of America, GIS, Twitter, sentiment analysis, public data, open data, sensors, data aggregation, prediction, machine learning, arrtifical intelligence, autonomous vehicles, medical research, predictive policing, computing in the workplace 4 0 2
What Most Schools Don't Teach LINK Lesson component Video Video Video with dot-commers' (and others') perspectives on what programming is about and what you can do if you can program. 6 Easier Code.org CSP 7.1.1 Communication Interaction and Cognition Touches on: 7.1.1 1 Creativity, 5 Programming Touches on: 1.2.2A, 1.3.1E, 5.1.1A, 5.1.1E, 5.1.2B No Sort of Yes subtitled in many languages; audio mostly makes sense but some parts are visual-dependent None why program, jobs in computing, Bill Gates, Chris Bosh, Mark Zuckerberg, will.i.am, pipeline, perks of programming jobs 3 3
Who knows where you are going? LINK Single-day lesson plan in-class activity, discussions, reflection lesson plan, linked external tool In this lesson, students explore the impact of location services on mobile devices. They start the lesson by looking at their location history on the Google Dashboard. The class then together explores the positives and negatives of location tracking. 50 Intermediate CISS 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects, 7.1.2 Problem-Solving That Scales, 7.4.1 Economic Social and Cultural Context Addresses: 7.1.1I, 7.3.1A, 7.3.1G, 7.3.1H, 7.1.2G; Touches on: 7.1.1C, 7.1.1D, 7.1.1O, 7.1.2E, 7.1.2F, 7.3.1J, 7.4.1B P1 (Connecting), P5 (Communicating), P6 (Collaborating) Yes No Yes None location services, location history, GPS, Google Dashboard, mobile apps, Google timeline, geolocation, Internet 3 3 0 3
Writing Tips: Process and Style LINK LINK Lesson component slides/lecture slide deck Guidelines for technical writing. Touches on style, citations, avoiding plagiarism, and the writing process. Incorporates rewriting exercises for the class to do together. Some specifics are oriented toward the AP CSP Explore Performance Task, but largely general-purpose. 35 Intermediate CS Matters, TGI 7.5.1 Access Manage and Attribute Info Addresses: 7.5.1C, 7.5.2B; Touches on: 7.5.1A, 7.5.1B, 7.5.2A P1 (Connecting), P5 (Communicating); Also: P6 (Collaborating) No If computers are accessible Yes Used in Unit 1, Lesson 8 None Created by CS Matters in collaboration with Teach Global Impact. Plagiarism portion available as an independent slide deck at https://drive.google.com/open?id=0B-2EJsfn0eoJV29QWDliR29LZE0 Explore PT, technical writing, scientific writing, writing, references, citation, bibliography, plagiarism, style, grammar, paraphrasing, rewriting, clarity, simplicity, brevity, criticism 3 2 2
Your Filter Bubble LINK LINK Single-day lesson plan reading, video, exploratory activity, pair discussion, class discussion courseware web page or PDF, linked external video, linked external tools, linked external articles Students watch a video and read about filter bubbles, compare their own individual Google search results in pairs, and learn about tools that resist filter bubbles. Students discuss thoughts and findings with the class. 25 Easier UTeach CSP 7.1.1 Communication Interaction and Cognition, 7.3.1 Beneficial and Harmful Effects Touches on: 7.1.1N, 7.3.1K 3 Data and Information Touches on: 3.2.1D Yes No Yes Video is subtitled (many lgs.) and mostly comprehensible without audio; "Don't Bubble Us" graphics are inaccessible Unit 5 None Teachers who attend PD are provided a link to the current year's Gitbook (dynamically updated student-facing curriculum) and the UTeach CS Piazza community, which houses all teacher materials, test banks, etc. Static PDF of all student materials available at https://goo.gl/iPj6Gf (no password required). filter bubble, DuckDuckGo, Eli Pariser, Google, search, customization, personalization, Facebook, news filtering 4 1 0 3
Resource TitleFavoritesLink to Teacher MaterialsLink to Student MaterialsScopeActivity Type(s)Delivery Format(s)DescriptionTotal MinutesDifficultyCurriculumGlobal Impact Learning ObjectivesGlobal Impact EKs/LOsOther Big IdeasOther EKs/LOsCT PracticesSpecial TopicsStudents Need Computers/ Internet?Accessible to Visually Impaired?Accessible to Audially Impaired?Accessibility DetailsLesson Number (per Curriculum)PrerequisitesNotesKeywords (for searchability)Keyword (Etc.) ExpansionDoneness/Testedness StatusConfidence Score (1=Low, 3=High)Independence from Lesson Plan (1-3)Independence from Curriculum


* About this Database

We’ve collected a comprehensive set of engaging, well-grounded resources from major CSP curriculum projects! You’ll find lesson plans, stand-alone lesson components, and training modules with lesson suggestions.

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Banner Image:Network Visualization – Orange and Pink – Pale“, derivative work by ICSI. New license: CC BY-SA 4.0. Based on “Social Network Analysis Visualization” by Martin Grandjean. Original license: CC BY-SA 3.0.

“Favorites” Image:Blue Ribbon Icon“, derivative work by ICSI. New license: CC BY-SA 4.0. Based on “Award Ribbon Icon Style2” from Icons ETC. Original license: Free to use.