Author:
shaelynn charvet bates
Subject:
Educational Technology
Material Type:
Lesson, Lesson Plan
Level:
Upper Primary
Tags:
  • SEL
  • Social-Emotional Learning
  • License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Downloadable docs, Text/HTML

    Education Standards

    Using Digital Tools for a Purpose & How Computers Work- grade 5

    Overview

    This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.

    Using Digital Tools for a Purpose & How Computers Work

    Overview

    This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.

    Grade

    Fifth grade

    Duration

    Two Lessons, 20 minutes each

    Standards and Learning Objectives

    Washington State Ed Tech Standards

    • 1.a. Students develop learning goals in collaboration with an educator, select the technology tools to achieve them, and reflect on and revise the learning process as needed to achieve goals.
    • 1.b. With the oversight and support of an educator, students build a network of experts and peers within school policy and customize their environments to enhance their learning.
    • 1.c. Students seek feedback from both people and features embedded in digital tools, and use age-appropriate technology to share learning.
    • 1.d. Students explore age-appropriate technologies and begin to transfer their learning to different tools or learning environments.
    • 3.a. Students collaborate with a teacher to employ appropriate research techniques to locate digital resources that will help them in their learning process.
    • 5.a. Students explore or solve problems by selecting technology for data analysis, modeling and algorithmic thinking, with guidance from an educator.

    English Language Arts

    • CCSS.ELA-LITERACY.W.5.6
      With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
    • CCSS.ELA-LITERACY.W.5.7
      Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 

    Washington State Computer Science Standards

    • 1A-01: Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.
    • 1A-03: Describe basic hardware and software problems using accurate terminology. 

    Lesson One: How Computers Work & Coding

    Materials

    • Links to videos below
    • Laptops
    • Headphones (optional)

    Formative Assessment

    Observe students during the discussion and Kahoot. It is recommended that you make a copy of the Kahoot for your own Kahoot account so that you can keep track of student scoring.

    Procedure:

    Inside Your Computer Video (3-4 minutes) Show the following video to students

    Review Vocabulary Mentioned in Videos (5-10 minutes)

    • BIOS: Basic Input Output System. The eyes, ears, mouth, and hands of the computer.
    • CPU: Central Processing Unit. The brains of the computer.
    • JAVA, C++, Python: These are all human programming languages.
    • Ones and Zeroes: Human programming language takes up too much space on the computer, so it is converted into ones and zeroes.
    • Memory: The part of the computer that the CPU has to ask for instructions every time you click the mouse.

    Activity: Play Kahoot (10 minutes)

    Coding Games Recommended for Fifth Grade

    • The following coding games will need to be previewed so that you are able to demo each one for the students. These can be played now if time permits, or used during Coding Week in December. Star Wars has an intro video you can play for students.

     

     

    Lesson Two: Using an Application for a Purpose: Expanding PowerPoint Skills & Britannica Research Review

    Materials

    • Assigned laptops
    • Account names and passwords
    • Headphones

    Formative Assessment

    Students will be creating a PowerPoint Timeline on an author they will study. You can have them print or share their completed Timelines with you, whichever works for your location

    Procedure:

    Preparation (before class arrives)

    • You may want to prepare a sample Timeline. (There is also an image of one linked at the bottom of this lesson.)
    • You may want to have a list of authors that students can choose from for their research and brochure. (Alternatively, students can create this project by researching famous people using a different historical focus if appropriate for current curriculum.)

    Modeling & Demonstration of PowerPoint Brochures (10 minutes)

    • Demonstrate on the Smart Board how to create a brochure in PowerPoint by following these steps:
      • Click on HelloID
      • Click on Office 365
      • Click on the PowerPoint icon on the left
      • Underneath the new document options, click on “More Themes”
      • Scroll all the way to the bottom and click on “Explore All Templates and Themes”

     

     

     

      • Click on Browse by Category, scroll down and Choose “Timelines”
        • Please note that some timelines listed are in Excel. You will want to direct students to look for one they like in PowerPoint.
      • Demonstrate how to download the timeline they choose, click “enable editing” and save it to OneDrive (while also renaming the file) before beginning.
      • Go through demonstration steps for replacing the content in the timeline template with words and images they choose.

    Review of Britannica for Research (10 minutes)

    • Demonstrate how to navigate to Britannica School either through the app on HelloID or through a school specific link if you have one.
    • Perform a search as a demonstration, making sure to show how to click on the article link, the features of the article, including images, and how to play the sections of the article to be read aloud if students choose.

    Exploration Time (5-10 minutes)

    • Give students time to open up a new Timeline in PowerPoint, save and rename it, and begin their research on Britannica.