Concept 

Subconcept 

Standard 

Brief Lesson Idea 

Computing Systems

Devices

3.CS.D.01 Select and use computing systems to perform a variety of tasks for an intended outcome.

Students will create a "Museum of Computing" in two phases: Phase 1: Groups will explore a computing device (e.g., tablet, smartphone, or computer) and create a step-by-step guide demonstrating how to perform a specific task (e.g., taking a picture or searching for information). Phase 2: Groups will research their device's historical and cultural significance and create a mini-exhibit summarizing their findings.

Algorithms & Programming

Modularity

3.AP.M.01 Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.

Impacts of Computing

Culture

3.IC.CU.01 Identify computing technologies that have changed the world, and express how those technologies influence and are influenced by cultural practices.

Concept

Subconcept

Standard

Brief Lesson Idea

Computing Systems

Hardware and Software

3.CS.HS.01 Model how information flows through hardware and software to accomplish tasks.

Students simulate creating, saving, and sending different types of files. First, students brainstorm familiar file types (e.g., document, image, PDF, video). Assign students to groups, each representing a file type. Using labeled cardboard boxes for hardware (e.g., CPU, memory, storage), students role-play how their file moves through a computer system (e.g., creating a document in a word processor). Once created, students send their "file" across a simulated network using string (wired) or sticky notes (wireless). Along the way, they interact with "program cards" that represent the software needed to open or use their file (e.g., word processor for documents, media player for videos). Groups reflect on how their file type affects storage size and how quickly it moves through the network (e.g., because videos are larger than documents their files move slower through the network.

Networks & The Internet

Network Communication & Organization

3.NI.NCO.01 Recognize that information is sent and received over physical or wireless paths.

Data Analysis

Storage

3.DA.S.01 Recognize that different types of information are stored in different formats that have associated programs (e.g., documents open in a word processor) and varied storage requirements.

Concept

Subconcept

Standard

Brief Lesson Idea

Computing Systems

Troubleshooting

3.CS.T.01 Identify, using accurate terminology, simple hardware and software problems that may occur during everyday use, discuss problems with peers and adults, and apply strategies for solving these problems (e.g., refresh screen, closing/reopening an application or file).

Students pair up to role-play two scenarios: (1) troubleshooting common tech problems using accurate terminology (e.g., frozen screen, app not loading), and (2) addressing inappropriate online behavior (e.g., receiving an unkind message). After role-playing, the class compiles a troubleshooting guide and collaboratively develops an "Online Code of Conduct" with clear rules for respectful and safe online behavior. Students reflect on how these skills apply to their own technology use.

Networks & The Internet

Cybersecurity

3.NI.CY.01 Identify problems that relate to inappropriate use of computing devices and networks.

Impacts of Computing

Social Interactions

3.IC.SI.01 Develop a code of conduct, explain, and practice grade-level appropriate behavior and responsibilities while participating in an online community. Identify and report inappropriate behavior.

Concept

Subconcept

Standard

Brief Lesson Idea

Data Analysis 

Collection, Visualization, & Transformation

3.DA.CVT.01 Collect and organize data in various visual formats.

Students will conduct a simple survey about an aspect of their school they'd like to improve (e.g., lunch menu, playground equipment). Using predefined tally sheets, they’ll collect responses from peers. They’ll organize this data into visual formats like bar graphs, pie charts, or pictographs, using templates for support. Students will make concrete predictions based on their visualizations (e.g., "Adding more swings would make recess more engaging"). Finally, they’ll evaluate the reliability of their data and present their findings to the class or school staff, using creative formats like posters or slides.

Data Analysis

Inference & Models

3.DA.IM.01 Utilize data to make predictions and discuss whether there is adequate data to make reliable predictions.

Concept

Subconcept

Standard

Brief Lesson Idea

Algorithms & Programming

Algorithms

3.AP.A.01 Model and compare multiple algorithms for the same task.

In small groups, students create and compare algorithms for a real-world task (e.g., making a sandwich or navigating a maze). They write step-by-step instructions, test them on classmates, and identify strengths and weaknesses of each algorithm. Groups then transition to block-based coding, where they translate their best algorithm into a program. They incorporate variables (e.g., ingredients or coordinates) and use sequencing, loops, and conditionals to optimize their solution. Groups share their programs and discuss the advantages of each algorithm.

Algorithms & Programming

Variables

3.AP.V.01 Create programs that use variables to store and modify grade level appropriate data.

Algorithms & Programming

Control

3.AP.C.01 Create programs using a programming language that utilizes sequencing, repetition, conditionals, and variables to solve a problem or express ideas both independently and collaboratively.

Concept

Subconcept

Standard

Brief Lesson Idea

Impacts of Computing

Social Interactions

3.IC.SI.02 Identify how computational artifacts may be, or have been, improved to incorporate different perspectives.

Students will analyze a basic digital artifact (e.g., an app interface or website screenshot) using a guided worksheet (guiding questions such as, “What features might not work for everyone?” “Who might find this difficult to use or understand?” “What could be added or changed to make it better for more people?”) to identify areas for improvement in accessibility. They will brainstorm changes considering factors like language, cultural references, accessibility, and representation. Students will create a mock-up of their improved version using paper and colored pencils, ensuring they credit original creators for their ideas. Groups will share their mock-ups, discuss the importance of accessibility, and reflect on the role of intellectual property and attribution.

Impacts of Computing

Internet Safety, Law, & Ethics

3.IC.SLE.01  Identify types of digital data that may have intellectual property rights that prevent copying or require attribution.