Computer science is the “umbrella” area of content for the following lessons.

Mini-lesson #1 Using information ethically (A deeper look into computer science)

Grade 7th grade

Content MS-CS-FCP-1-1.1 Communicate effectively through writing, speaking,

standards listening, reading, and interpersonal abilities.

MS-CS-FCP-1-1.2 Demonstrate an understanding of collaborative

interactions in the digital world.

ISTE standards 2c. Students demonstrate an understanding of and respect for the rights and
obligations of using and sharing intellectual property.

3a. Students plan and employ effective research strategies to locate

information and other resources for their intellectual or creative pursuits.

Digital 3. Using information ethically

Information 3a. Learners ethically use digital information
Fluency - Learners decide whether or not to integrate digital information
related to a specific information task
- Learners cite the source and/ or author for the selected digital
information

Focus Mini-lesson focus:

question(s) How do I use digital information ethically and legally?

Content focus:
What is computer science?
Why is it important to study computer science?
How have computer scientists helped to shape our world today?

Principles of Authenticity, deep understanding, connecting with experts, student success,

inquiry-based ethical citizenship
learning

Curated Ethical use of information https://wke.lt/w/s/Y7E5jF

resources
What is computer science? https://wke.lt/w/s/xb7BC_

Instructional Teacher: Computer & projector, computer scientists photos slides, curated
Tools lists shared in Google Classroom, account created in Canva, Kahoot game

Students: 1:1 with chromebook devices, accounts created in Canva

Lesson plan Opening
activities - Show/ project a series of photos of famous computer scientists such as
Bill Gates, Steve Jobs, Jeff Bezos, Elon Musk, Mark Zuckerburg, Tim
Berners-Lee, Katherine Johnson, etc.
- Ask students if they recognize any of the people in the photos. Go back
through the photos again and this time display the accomplishments of each
person so that students can make connections to their real-world
contributions. Ask “How do you think your life would be different without
the accomplishments of these computer scientists?”

Activity (3-4 45 minute classes)

- Students will construct their own definition of what it means to be a
computer scientist, demonstrate reasons why we should learn about
computer science, and identify and tell about a lesser known computer
scientist
- Students will create an infographic demonstrating what they learned about
the points listed above

Mini-lesson (using digital information ethically)

Connection: Remember hearing about plagiarism and how you shouldn’t
copy and paste from the internet. You can get into a lot of trouble if you do
so and even be expelled from a school!
Teaching point: Today I’m going to teach you how to correctly use the
information you find on the resources I provided as we build our
infographic. It is known as giving credit where credit is due. (Pull up
curated list- Ethical use of Information).
Teach: Watch how I find something I want to use on my infographic. (Pull
up curated list- What is computer science?). Hmmm, I’m thinking that I
want to use this statistic taken from code.org. I know that since I didn’t
create the image, I have to give credit. Did you see how I added the source
by the image? I also need to add the proper citation and I can do that by
using the tool in the Ethical use of information list. Watch how I find the
information needed. Did you see how I copied the proper citation over to
the bottom of my infographic?
Active engagement: Now it’s your turn to practice. If you got an idea of
what computer science was from the YouTube video, how would you give
credit? Use the citation tool provided in the Ethical Use of Information list
and choose other, then online video. I noticed how you found the
information it was asking for to build your citation.
Link: Today, and for the rest of your school days, you know how to use
information ethically and correctly so you don’t plagiarize. You know how
to give credit where credit is due!

Assessment Mini-lesson:
 Students will join a Kahoot, trivia style game, to review using digital
information ethically (giving credit where credit is due). The Kahoot game
will consist of 10 questions and will be played as a whole group.

Content:
Students will create an infographic using Canva that demonstrates the
meaning of computer science, why it is important, and highlight at least one
computer scientist.

Mini-lesson #2 Effective & efficient search queries (Components of a computer)

Grade 7th grade

Content MS-CS-FCP-2 Explore and explain the basic components of computers and
standards their relationships to programming.

MS-CS-FCP-2-2.1 Identify the basic components of the computer

(processor, operating system, memory, storage, ethernet ports) by
disassembling and reassembling a demonstration model personal computer.

MS-CS-FCP-2-2.2 Demonstrate an understanding of key functional

components (input/output devices, software applications, wi-fi and/or
Ethernet, and IP addresses).

ISTE standards 1c. Students use technology to seek feedback that informs and improves
their practice and to demonstrate their learning in a variety of ways.

3a. Students plan and employ effective research strategies to locate

information and other resources for their intellectual or creative pursuits.

7c. Students contribute constructively to project teams, assuming various

roles and responsibilities to work effectively toward a common goal.

Digital 1.B Learners create effective and efficient search queries

Information
Fluency - Develop and apply vocabulary building strategies effectively to conduct a
digital information search- seek out more specific terms (hyponyms) to
narrow a search or more general terms (hypernyms) to broaden a search.

- Effectively act on informed decisions to revise their search queries based

on search results/feedback- interpret evidence that results are relevant and
significant.
Focus Mini-lesson focus:
question(s) How can I create effective and efficient search queries?

Content focus:
How are the basic components of a computer put together?

Principles of Deep understanding, Assessment, Student success, Performances of

inquiry-based understanding, ethical citizenship
learning

Curated Basic Components of a Computer https://list.ly/l/616v

resources

Instructional Teacher: Computer & projector, curated resource shared in Google

Tools Classroom, Padlet (Components of a Computer), 4-5 old computer towers,
tools to disassemble/reassemble computers, PC Builder 3D downloaded on
desktops

Students: 1:1 with chromebook devices, Google Slides

Lesson plan Opening

activities - Ask students how many of them have ever looked inside of a computer
before? How many of them have built their own computer?
- Students will open a shared Padlet and will be asked to add any
component of a computer that they know about or have heard of before.

Activity (4-5 45 minute classes)

- Using the responses on the Padlet, merge like answers and ask students if
they know the job of any of these components.
- Assign each component to a group of students to research more about it
(function, types and cost, advancements of components). They will use the
curated resource to help them get started with their research but will also
need to extend to google searches. They will add their gathered information
to the Padlet accordingly.
-Students will continue to work in groups to create a diagram of the
components of a computer using Google Slides collaboration. Diagrams
will also be added to Padlet.
- Students will work in groups to disassemble and reassemble an old
computer tower, identifying its components.
- Students will interact and play PC Assembling Simulator (PC Builder 3D)
using the desktop computers.

Mini-lesson (effective and efficient search queries)

Connection: Have you ever done a search for something and what you get
is not actually what you were searching for? You could waste so much time
searching in Google.
 Teaching point: Today I’m going to teach you how to create an effective
and efficient search. This can be especially helpful when researching the
components of the computer and its functions.

Teach: Let’s watch this video about tips and tricks for Google searches.
https://www.youtube.com/watch?v=7ond5eF7L-I

Active engagement: Now let’s try it out with the Google daily challenges.
http://www.agoogleaday.com/

Link: We can take these tips and tricks and try it out while researching
components of a computer and its functions.

Assessment Mini-lesson:
In our Google Classroom, answer the question “What was the most helpful
tip or trick you found when searching in Google and how did it help you?”

Content:
Students will add a short reflection to the Padlet about the components of a
computer activity using the following template and filling in the blanks, “I
like… I wish… I wonder…”

Mini-lesson #3 Evaluating online information (Computer programming)

Grade 7th grade

Content MS-CS-FCP-2-2.3 Demonstrate an understanding of the fundamental

standards concepts for how computers process programming commands (hex, binary
language, sequence of commands, conditional structures, looping
structures).

MS-CS-FCP-4-4.5 Implement a simple algorithm in a computer program.

MS-CS-FCP-4-4.6 Develop an event driven program.

ISTE standards 3b. Students evaluate the accuracy, perspective, credibility and relevance of
information, media, data or other resources.

5d. Students understand how automation works and use algorithmic

thinking to develop a sequence of steps to create and test automated
solutions.
Digital 2.B Learners evaluate the quality of a search result to determine the
Information reliability of its content.
Fluency
2.C Learners evaluate the quality of a search result to determine the
reliability of its source.

Focus Mini-lesson focus:

question(s) How can I determine if the information I find online is reliable and
trustworthy?

Content focus:
How does a computer process programming commands?

Principles of Authenticity, Appropriate use of technology, Student success, Performances

inquiry-based of understanding, Ethical citizenship
learning

Curated Evaluating online information

resources https://www.scoop.it/topic/evaluating-online-information

Instructional Teacher: Computer & projector, curated resource shared in Google

Tools Classroom, Scratch accounts, music for line dance

Student: Chromebooks, Scratch

Lesson plan Opening

activities - Have all students stand up and spread out. Tell them they are going to
learn a simple line dance. Project line-by-line instructions on board.
- Go through the steps to teach the students the dance and put it together
with music.
- Tell students they just followed an algorithm (set of instructions designed
to perform a specific task) to perform the line dance.
- Tell them they will be using algorithms on a computer to create a program
(an algorithm that has been coded into something that can be run by a
machine).

Activity (4-5 45 minute class periods)

- Look at examples of code and have students discuss what they think the
outcomes will be, if there are any errors (bugs), how each step in a program
is specific and detailed.
- Students will work in groups to research how computers process
programming commands and develop a working vocabulary of
programming including coding, debugging, user interfaces, usability,
variables, loops, conditionals, programming language, and events.
- Students will record their research on a shared Google Doc.
- Students will create a computer program using Scratch to demonstrate the
use of programming commands, including loops and events.
 Mini-lesson (evaluating online information for reliability &
trustworthiness)
Connection: As we are researching how computers process programming
commands and develop our working vocabulary, how do we know what
information is true or not? Do we just use the first website that comes back
from our search? Previously, I’ve given you websites to use, but what if
those sites are not provided.

Teaching point: We will look at several things to pay attention to as we

evaluate websites reliability and trustworthiness.

Teach: Pull up the curated resource and briefly discuss the tools included.
Choose a tool to use and model how to use it while evaluating the website,
http://www.madehow.com/Volume-5/Telephone.html.

Active engagement: Students will work in pairs to evaluate 2 websites using

the tools given in the curated resource (http://www.dhmo.org/ &
https://www.biography.com/explorer/christopher-columbus).

Link: This is how we can evaluate websites and online information as we

continue our research. Use the tools given to help you determine if the
online information is reliable or not.

Assessment Mini-lesson:
Students share aloud the reasons why one website is more reliable than the
other.

Content:
Students will present their program created in Scratch.

Reflection
Computer science is the “umbrella” area of content for my mini-lessons. The content

standards are provided by GaDOE under New Middle School Georgia Standards of Excellence

Computer Science Courses, Foundations of Computer Programming. The course provides an

exploratory foundation in computer programming through integrated instructional and hands-on

activities. Last school year was the first year I focused on this concept with my 7th grade

technology class. After learning more about inquiry learning and information fluency, I realized
there were many things I could do to improve my lessons which is the main reason I focused my

mini lessons in this content area.

Information fluency was a piece that I felt I was leaving out in last year’s 7th grade class.

In planning these mini-lessons, I realized that there were places I could tie in the digital

information fluency standards. At first, I struggled wrapping my mind around how this could be

done but the more I worked at it, the more that it became more clear. I believe that my

understanding of information fluency and inquiry learning skills gained from this course has

helped me to plan more meaningful lessons.

The peer evaluation I received from my classmate was helpful in that it was reassuring

feedback. I wasn’t sure if I was on the right track in thinking about the lesson and after her

feedback, I felt that I could continue with the next two lessons. Also, having to complete an

evaluation on a peer’s lesson was helpful for me. I was able to see another student’s perspective

in their lesson plan and how it met the rubric guidelines. Both evaluations were of great

assistance in understanding and completing this assignment.