Subconcept

Standard

Brief Lesson Idea

Computing Systems

Devices

6.CS.D.01 Evaluate existing computing devices and recommend improvements to the design based on personal interaction with the device.

Lesson Title: Tech Detectives:Troubleshooting & Innovating Computing Devices

Estimated Instructional Time:  100 - 150 minutes (2-3 class periods)

Students will explore common computing devices through hands-on investigation stations featuring tablets, laptops, or other devices. They will first document typical hardware and software issues they encounter, creating troubleshooting flowcharts for common problems like connectivity issues, app crashes, or settings conflicts. Using these experiences, students will then identify design improvements and create pseudocode algorithms for an enhanced feature. They will prototype their improvements using simple materials, test their solutions using device simulators or actual devices where appropriate, and document their findings. The project culminates with students presenting their recommendations and demonstrating their troubleshooting procedures to the class.

Troubleshooting

6.CS.T.01 Identify and resolve software and hardware problems with computing devices and their components involving settings and connections.

Algorithms & Programming

Algorithms

6.AP.A.01 Use an existing algorithm in natural language or pseudocode to solve complex problems.

Modularity

6.AP.M.01 Decompose problems into parts to facilitate the design, implementation, and review of programs.

Concept

Subconcept

Standard

Brief Lesson Idea

Computing Systems

Hardware & Software

6.CS.HS.01 Model multiple methods of combining hardware and software to collect and exchange data.

Lesson Title: Computing in Careers: Exploring Data Collection and Technology Integration

Estimated Instructional Time:  180-225 minutes (4-5 class periods)

Students will investigate how computing transforms different careers by combining multiple data collection methods. They will use digital tools such as cameras, sensors, and recording devices to gather information about technology use in two different professions. Students will create and distribute an online survey about career interests and technical skills, using both hardware and software solutions to collect and analyze responses. They will set up simple data exchange demonstrations (i.e., how a digital camera transfers photos to a computer showing both the USB/cable connection method and wireless transfer via Bluetooth or WiFi) showing how professionals in their chosen careers might share information across devices and platforms. The project will conclude with an interactive presentation that uses multimedia elements to showcase their findings about how computing impacts these careers, incorporating actual data from their survey and professional interviews.

Impacts of Computing

Culture

6.IC.CU.01 Explain how computing impacts people's everyday activities and careers.

6.IC.CU.02 Identify and discuss the technology proficiencies needed in the classroom and the workplace, and how to meet the needs of different users.

Social Interactions

6.IC.SI.02 Individually and collaboratively develop and conduct an online survey that seeks input from a broad audience. Use the survey to evaluate whether it is feasible to solve a problem computationally.

Concept

Subconcept

Standard

Brief Lesson Idea

Networks & The Internet

Network Communication & Organization

6.NI.NCO.01 Model a simple protocol for transferring information using packets.

Lesson Title:  Cybersecurity Escape Room Challenge

Estimated Instructional Time:  100 - 150 minutes (2-3 class periods)

Students will design a digital escape room focused on internet safety and cybersecurity.  The digital escape room will contain each of the following elements:    

• Encryption Puzzle: Students will create a puzzle that demonstrates basic encryption concepts. This could involve a simple substitution cipher where players need to decode a message. 

• Data Packet Transfer Simulation: The escape room will include an element that models how data moves through a network. This could be a mini-game where players need to route "data packets" (e.g., pieces of paper) through a simplified network diagram.  

• Online Behavior Challenges: Players will encounter scenarios where they must identify appropriate online behavior and potential cybersecurity threats (e.g., students identify red flags in a fake social media post, email, or chat conversation). 

Throughout the escape room, students will incorporate informational content about internet safety, cybersecurity concerns, and ethical online behavior. This reinforces the learning objectives while making the experience both fun and educational.

Click here for an example activities for the digital escape room.  Students can complete an example escape room like this and then create their own!  

Cybersecurity

6.NI.CY.01 Identify existing cybersecurity concerns with the Internet and systems it uses.

6.NI.CY.02 Explain the importance of secured websites and describe how encryption works.

Impacts of Computing

Social Interactions

6.IC.SI.01 Describe and use safe, appropriate, and responsible practices (i.e., netiquette) when participating in online communities.

Internet Safety, Law, & Ethics

6.IC.SLE.01 Differentiate between appropriate and inappropriate content on the Internet, and identify the characteristics of unethical and illegal online behavior.

Concept

Subconcept

Standard

Brief Lesson Idea

Data Analysis

Collection, Visualization, & Transformation

6.DA.CVT.01 Collect data using computational tools and transform the data to make it more useful.

Lesson Title:  Interactive Storytelling with Code

Estimated Instructional Time:  250 - 300 minutes (5-6 class periods)

Students will begin by analyzing existing text adventure programs to identify common algorithms and structures. They will then decompose these programs to understand how choices, variables, and story elements work together. Using this knowledge, students will create their own choose-your-own-adventure program that incorporates conditionals, variables, and at least one properly attributed open-source code snippet. The program will collect data about user choices, timing between decisions, and navigation patterns. Students will transform this data into meaningful visualizations and use it to make predictions about future user choices, creating an adaptive story element. They will test their programs with classmates, gather feedback, and refine their code based on user experiences.

Inference & Models 

 6.DA.IM.01 Use data to highlight or propose cause-and-effect relationships, predict outcomes, and communicate ideas.

Algorithms & Programming

 Control

 6.AP.C.01 Develop programs that utilize combinations of repetition, conditionals, and the manipulation of variables representing different data types. 

Program Development

 6.AP.PD.02 Incorporate existing code, media, and libraries into original programs and give attribution.