Teach 3 Resource Set: Engage Students at All Learning Levels
Exploring Computer Science - Grade 8
Unit: Human Computer Interaction
Lesson: Day 1 - What is a computer? What is computing?
Summary of Lesson
Explore the concepts of computer and computing.
In this lesson the concepts of computer and computing are explored through examples of each.
Standard
No standard for first day of course, teacher and peers introduction.
Computer Science Standards: http://csta.acm.org/Curriculum/sub/CurrFiles/CSTA_K-12_CSS.pdf - Level
2 Grades 6-9
Computers and Computational Devices:
2-1 Recognize that computers are devices that execute programs.
2-2 Identify a variety of electronic devices that contain computational processors.
DCPS CTE Standards: Employability Standards
Math Connection: Computations
Skills: Compare and contrast
Lesson Source: http://csta.acm.org/Curriculum/sub/CurrFiles/ECS_v4.pdf - page 30
Objective
Students will be able to define computers and computing and give examples of each.
Assessment
Group Posters on Computers and Computing
Journal Writing: What do you believe is the most confusing about the definition of Computers? of Computing?
Questions and Answers
Classroom discussion
Essential Question
What are examples of computers and computing?
Develop Student Understanding of the Importance of the Objective
Knowing the difference between Computers and Computing allows students to understand the scope and
sequence of Computer Science in the beginning stages.
Connecting to Prior Knowledge
Ask students what they know about computers and computing?
What is the same with each?
What is different with each from the other?
Warm-up
Time: 10
Write the words Computer and Computing on the Board. Ask students to define each term in their journal.
Have students write the EQ, Objective and Word Wall in their writing journals.
Check for Understanding:
Check for prior knowledge
Teacher Input / Introduction of New Material
Transition:
What are examples of each?
Time: 20
How many computers are in this room?
District of Columbia Public Schools | 2012-2013
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Teach 3 Resource Set: Engage Students at All Learning Levels
Desktops, PCs, Laptops, iPads, smartphones, iPods, FOBs (A key fob is a type of security token: a small hardware
device with built-in authentication mechanisms), network equipment, computer watches, security cameras,
cameras, printers, television, appliances, coffee maker, cars, medical equipment, traffic lights, ATMs, scoreboards,
calculators, humans)
Need to first define: Computer
Need to define and agree on a common definition.
What is Computing? How does it relate to our definition of Computer?
Try to stimulate discussion/disagreement/turmoil of defining and identifying examples of each.
Check for Understanding:
Ask for students to share their thoughts
Transition:
Put this into art form
Guided Practice
Time: 20
Student groups of four will create a poster of what are all the computers in the room and what computing is and is
not!
Student groups will present their posters. Have a student list on the board all the different examples of each term.
Think about categories/classificationof computers and computing
Check for Understanding:
Student posters; student discussion while creating posters;
Transition:
Let’s share what we came up with!
Independent Practice
Time: 15
Finding more examples of both computers and computing and sharing with the class.
Generate discussion about the categories/classifications of computers.
Note that there is no “correct” answer. These definitions will be revisited and possibly modified throughout the
course of the unit.
Check for Understanding:
Transition:
Students’ participation and additions to the list.
Higher Level Questions - See Questions to Develop
Higher-Understanding listed below.
Closure
Time: 10
Journal Writing
Now after learning today, define Computer and Computing right below your journal entry you wrote in the
beginning of class. How are these definitions the same? How are they different? Ask students to formalize their
definitions.
Check for Understanding:
Read students’ journal entries.
Have students share their thoughts/writing.
Additional Lesson Plan Considerations
Connection to Unit Goals, Course Goals, and Essential Questions
Introduce lesson and see if anyone has prior knowledge or experience.
Students have heard the words Computer and Computing all their lives. But have they really thought about what
they include? What each is?
Key Points and Vocabulary to Emphasize
Computers
District of Columbia Public Schools | 2012-2013
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Teach 3 Resource Set: Engage Students at All Learning Levels
Computing
Computational
Accessible to All Students (Modifications/Differentiation)
All resources will be on wikispaces until DCPS Blackboard site is up and running.
https://wiscountmths.wikispaces.com
Challenging to All Students (Modifications/Differentiation)
All resources will be on wikispaces until DCPS Blackboard site is up and running.
https://wiscountmths.wikispaces.com
Multiple Ways to Move Toward Mastery
Peer Share
Practice
Look at more examples of each term.
Potential Misunderstandings, Possible Scaffolding, and Probes for Correct Responses
The many different definitions and assumptions to what are computers and what it means to
compute!
Questions to Develop Higher-Level Understanding
What are the main attributes an item needs to have to be a computer?
Extra for Experts:
What are different categories/classifications of computing?
To add to the discussion are Humans Computers?
10 Important Differences Between Brains and Computers
http://scienceblogs.com/developingintelligence/2007/03/27/why-the-brain-is-not-like-a-co/
Resources
Poster paper or poster board
Markers
Internet connectivity to look up definitions of computers and computing after discussion.
District of Columbia Public Schools | 2012-2013
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