Classroom Resources

Networks are everywhere in modern society: roads, wires, water and gas pipes all connect one place to another. Computers are built of networks at many levels, from the microscopic connections between transistors in a chip to the cables and satellites that link the internet around the world. People who build networks often need to work out the most efficient way to make connections, which can be a difficult problem.

This puzzle shows students the decisions involved in linking a network between houses in a muddy city. It can lead to a discussion of minimal spanning tree algorithms for optimizing networks.

Computers talk to each other over the internet via messages. However, the internet is not reliable and sometimes these messages get lost. There are certain bits of information we can add to messages to make sure they are sent. This information makes up a protocol.

In this activity, students consider how different methods of communication operate successfully. By looking at rules and procedures in place, students are introduced to communication protocols. By working through a role-play scenario, pupils test their own protocol operating in an unreliable environment similar to that found in packet switching on the Internet, specifically, TCP/ IP.

On the internet, data is broken into packets for transportation. However, the channels in which these packets travel is not always reliable. Individual packets sometimes are damaged, lost or lose their ordering.

In the game Tablets of Stone, tablets are packets and their content is data. Packets contain both data and header information. The size of the header information affects how much data can be transferred – so a balance has to be reached, as packets are of finite size.

Students will find that they will need to swap some of their data boxed for information such as packet number and total packets, or whether or not the packet is an acknowledgment packet. Due to this information taking up data boxes, overall more packets will be needed.

As our students create more and more digital products—blog posts, videos, podcasts, e-books—they should be using images to enhance them. Images grab an audience’s attention, they can illustrate key concepts, set a certain tone, and present a more complete understanding of the ideas you’re putting out there.

And the internet is absolutely teeming with images students can grab and use in a matter of seconds. But in most cases, they SHOULD NOT GRAB. Despite the fact that these images are easy to get, using them may be illegal.

Use the information in this blog post to teach students to either create their own images or legally use images found online, including proper citation. 

Digital literacy is about finding, evaluating, using, and creating digital content in meaningful and responsible ways. It requires thinking skills and technical abilities. You can use a range of strategies to develop digital literacy in your school.

This site has great resources for how to find digital content, how to evaluate digital content, using digital content in meaningful ways, creating digital content, and responsible use - copyright and attribution. The resources can be selected from the site by teachers and shared with students or students can be directed to this site. 

This lesson, part of the Digital Literacy series, addresses the importance of locating and verifying reliable sources when working with online information. This lesson is aimed at a young audience and operates on the assumption that many students in the class are not yet reading and writing independently.

Students will be able to:

-Evaluate the reliability of online sources
-Honor their personal reactions to information presented online
-Question information that does not feel right to them

As technology advances and the social landscape shifts, it is crucial for students to become digitally literate citizens. In this series, elementary students will learn the ins and outs of media literacy, from choosing reliable sources and understanding online searches to navigating online security and participating in digital communities. More lessons in this series are listed under "Related Resources."

Technology has changed the world faster than many of us could imagine and continues to change the world at a daunting pace. Technological advances have had a tremendous impact on goods, services, jobs, and markets over the last 50 years. The Internet and electronic communication have changed the way we do business. While people still use stores for many goods and services, people are able to place orders for rare or unusual goods that can be filled quickly, from the comfort of their home. Children born in the last decade often do not have an understanding of how things have changed. This lesson focuses on those changes and will introduce the students to some of those changes. Because of scarcity, we are not always able to satisfy our wants. We have to choose some things and give up others. Anytime we make a choice, there is something that is not chosen. The value of the next best alternative is called the opportunity cost. Every decision has an opportunity cost.

Students will examine and analyze photographs that show life in the past, list the objects and people in the photos, compare life and technology today to the past, and identify ways technology has changed or lives. Students will interview an adult to gain information about how goods, services, and technology have changed over time. 

This resource is a free download from Teachers Pay Teachers. It is a PowerPoint presentation that is a great tool to teach young students some basic troubleshooting techniques including minimize/maximize the screen, closing applications, unable to type, unable to hear sound, refresh a window, and mouse troubleshooting. 

You will need a free account to download and use this material.

This is a lesson plan using a clip from The Big Bang Theory to show how to use flowcharts when explaining an algorithm.

Learning Objectives:

• Understand algorithms (written in pseudocode or flow diagram), explain what they do, and correct or complete them
• Produce algorithms in pseudocode or flow diagrams to solve problems
• Use basic flowchart symbols appropriately

The goal of the lesson is to provide an overview of the accessibility barriers faced by persons with disabilities.

Students explore the concept of privacy in their everyday lives, and as it relates to using the Internet. Students examine a scenario in which a research company collects information about them. They reflect on concerns they might have, and they learn about the kinds of information websites collect. They learn that sites are required to post their privacy policies and that kids should check those policies on the sites they visit.

Students will be able to:

• explore the concept of privacy in both a real-world setting and online.

• understand how and why companies collect information about visitors to their websites.

• learn and use online privacy terms.

• learn that websites are required to post privacy policies.

In days gone by people would say "We built this civilization on the internet." It would be hard to criticize them for making such a remark, without it we would be largely handicapped by the sheer volume of data we need to wade through and edit. There are currently 4 billion users with the bulk now coming from Asia and growing! Without having the internet it becomes a lot harder to stay informed. We literally have access to the entire archive of the Natural History Museum, British Museum, the finest collection of manuscripts, and just about anything else you can possibly imagine. With these tools, we are able to make better decisions simply because we know more about the world we are presently living in. Barriers between people, culture, language, and concepts are being broken down and a new global civilization is emerging. The hope that people can forever be united and peacefully co-operate can happen.

Then why are more and more countries trying to censor, snoop on and in some cases block, delete and rewrite articles on the internet? It sounds counter-intuitive but many governments have decided that this is the best thing to do. But there is a huge consequence for these actions.

Students will read about internet censorship, review a video about internet censorship, review vocabulary surrounding internet censorship, and explore arguments for and against internet censorship. 

This is a free resource providing keyboarding, digital literacy,  and coding instruction for students.  The lessons are automated, or teachers can choose to assign lessons. Teachers can view student progress and can see current words-per-minute counts for students.   The resource includes accessible technology and multilingual curriculum.

Kathleen Morris has created and shared a classroom poster to prompt students as to what to do if they experience computer issues in the classroom. 

This is a free download and no sign-in is required. 

According to Murphy’s Law – Whatever can go wrong will go wrong, and at the worst possible time, in the worst possible way. Anybody who has used technology knows this well. For this activity, students will prove Murphy wrong. Students will complete four Quests to learn how to troubleshoot common computer problems. Students must be ready to solve problems.

I CAN STATEMENTS

• troubleshoot computer problems
• fix problems on my computer
• create flowcharts to show how I solved the problem
• run anti-virus software
• understand what malware is and have some techniques to avoid it
• research solutions to computer problems

Welcome! There are eight main Quests that are separated into two parts for this Basics adventure and three Gold Quests that are included for those wishing additional resources.

Learning Objectives

When you have completed this activity you will:

• be able to navigate the 21 Things 4 Students website (Knowledge Constructor]
• understand basic technology operations [Empowered Learner]
• understand my school's Acceptable Use of Technology Policy [Digital Citizen]
• know how to improve keyboarding skills [Empowered Learner]
• understand basic email etiquette and safety [Digital Citizen]

As part of this activity, you will be learning how to create visual organizers and how to create and use QR codes in learning.

LEARNING OBJECTIVES

When you have completed this Thing you will:

1. Know how to set a personal learning goal and reflect on my progress [Empowered Learner]

2. Be able to organize and manage information [Knowledge Constructor]

3. Understand how to use a scientific design process to collect and analyze information [Innovative Designer]

4. Be able to express myself and share my ideas and work digitally [Creative Communicator]

5. Be able to collaborate with a group to create an original design [Creative Communicator, Innovative Designer]

Life is sweet! It is especially sweet when you have all of the tools right at your fingertips to complete a project thus making you more productive!

Imagine using a program at school for typing a paper; however, at home, you do not have the software. Panic sets in! How are you possibly going to finish your assignment in the time your teacher has given without having the same software at home? Well, with a productivity suite that is FREE and online (such as Google Drive or Microsoft OneDrive), you can get your work done in the comfort of your own home, PLUS you can collaborate on work, online, and with others! 

LEARNING OBJECTIVES
When you have completed this activity you will:

- understand how to use a word processing application [Empowered Learner]
 
- know how to use advanced word processing features  [Creative Communicator]
 
- know how to share documents with others [Digital Citizen]
 
- know how to collaborate with others [Global Collaborator]

You may not realize this, but each time you logon to the Internet, use your cell phone, or do anything digitally you are leaving a digital trail. In this Thing you will be completing four Quests. Once you complete these Quests, you will earn the 21t4s Investigator badge.

LEARNING OBJECTIVES

When you have completed this Thing you will:

1. know the concepts and actions that create a digital footprint [Digital Citizen]

2. understand that my digital footprint has an impact on my life [Digital Citizen, Empowered Learner]

3. understand the importance of electronic documentation [Empowered Learner]

4. be able to create a positive and safe online web presence [Innovative Designer, Digital Citizen]

5. be able to collaborate with classmates and work effectively toward a common goal [Global Communicator]

Your challenge is to open the Cyber Safe by completing Quests to help make the connection between the real world and the digital world. The decisions made in your digital world affect you as much as those made in the real world. In fact, your digital decisions and behaviors can affect you more and for longer than decisions made in the real world--even with prospective employers and college applications!

Earn your Cyber Safety Expert badge by successfully completing the Quests and cracking the cyber safe.

LEARNING OBJECTIVES

When you have completed this activity you will:

1. know how to be safe while on the Internet [Digital Citizen]

2. understand online etiquette [Digital Citizen]

3. understand the impact of online bullying [Digital Citizen]

Technology has brought about a potential crisis. It seems that a lot of artwork, literature, and music by our most creative authors, musicians, and artists have fallen into the hands of pirates. Our artists can no longer support themselves nor feel safe in creating new work. Their work is being shared all over the Internet as we speak. We need to put a stop to this. What would happen if your favorite musicians stopped writing and publishing their music? Do you want to listen to the music of your grandparents? That's where this assignment comes in.

For this activity, you will find out what we can do to make sure creative work remains under proper control. You will investigate the laws of copyright and report your findings back to your teacher. You will also need to find out if there is a way to legitimately use the work done by others so that you are not accused of operating illegally. Your assignment includes spreading the word so that others know the rules. When you have made a creative work of your own you will check it for originality and you will also learn of a way to protect that work so that you will be assured you are given proper credit for a job well done.

LEARNING OBJECTIVES

When you have completed this activity you will:

1. know about copyright and fair use [Digital Citizen]
2. understand the social responsibility of using copyrighted materials [Digital Citizen]
3. know how to recognize and avoid plagiarism [Digital Citizen]
4. know how to use creative commons licenses [Digital Citizen]

Welcome to Search Strategies! If you are like most people, it is very easy to get lost and spend hours trying to find the correct answer to your question while on the Internet. Never fear, because you are going to learn the best sites for doing your research and you will never again spend hours lost in the huge spiderweb of the Internet.  

LEARNING OBJECTIVES

When you have completed this activity you will:​

1. know how to search for and evaluate information [Knowledge Constructor]

2. know the best tools for doing research [Knowledge Constructor]

3. know how to search safely [Knowledge Constructor]

4. be able to properly cite resources [Knowledge Constructor]

There are three basic Quests in this activity. You will be able to find, create, and edit digital images for a digital images selfie project. Your ability to use images in multimedia projects will allow you to express your creativity by communicating or presenting your ideas effectively.

LEARNING OBJECTIVES 

When you have completed this activity, you will:

1. know how to locate and use digital images appropriately [Digital Citizen]

2. understand that digital images can be edited and resized using online resources [Empowered Learner]

3. understand how selfies can impact my digital identity [Digital Citizen]

4. know how to represent myself appropriately online [Creative Communicator]

Tired of writing all the time? Would you like to express yourself through a presentation instead? During these Quests, you are going to learn how to present your ideas creatively through Google Slides or Microsoft PowerPoint. If you would like to try Prezi as an option use the Gold Quests. 

LEARNING OBJECTIVES

When you have completed this activity you will:

1. know how to use online presentation tools [Empowered Learner]

2. understand the features and attributes of effective presentations [Creative Communicator]

3. know how to use a variety of media to create and collaborate on an effective presentation [Global Collaborator]​

It’s time to use interactive tools to your advantage. Interactive websites are designed to help you learn through simulations and interaction. You will be learning about interactive websites through a series of three Quests. Good luck!

LEARNING OBJECTIVES

When you have completed this activity you will:

1. know about interactive websites and resources [Empowered Learner]

2. understand the different types of interactive learning [Empowered Learner]

3. understand how to use geographical information [Computational Thinker]

The word dig can be a metaphor for thinking through a problem or issue or figuring something out so that you can make a decision based on your findings. In this Thing, you will dig through the Quests to collect, organize and analyze data.

This activity contains ten Quests. You will learn to create spreadsheets and charts, use formulas, and make decisions based on data. Dig In!

LEARNING OBJECTIVES

When you have completed this activity you will:

1. know how to analyze data and create different visual representations [Computational Thinker, Creative Communicator]

2. understand how spreadsheets, charts, and visual representations can help organize, evaluate, and present data [Knowledge Constructor]

3. know different ways of organizing and sharing abstract representations of data [Creative Communicator]

A social network is an online community of people who use a website or app to communicate with each other by sharing comments, images, videos, resources, etc. Common examples include Facebook, Instagram, and Snapchat. Using social networks can be a lot of fun and help us feel connected with the people we care most about. Adults also use social networks to share resources and look for jobs, while seniors and shut-ins benefit from being able to stay in touch with relatives and friends. 

LEARNING OBJECTIVES

When you have completed these activities you will:​

1. know what a social network is [Empowered Learner]

2. understand why it is important to manage your digital identity when using a social network [Digital Citizen]

3. understand why it is important to navigate social networks safely and post thoughtfully [Digital Citizen]

4. be able to create a set of personal guidelines for navigating social networks [Digital Citizen]

Design Thinking is a process for designing something to solve a problem. It shares a lot of similarities to the Engineering Design Process you might learn in a STEM class and the Scientific Method you learn in science. However, it tends to work really well with creating solutions to problems that impact humans, also known as Human-Centered Design

In this activity, you’ll work with a team to identify a problem, come up with ideas to solve it, make a prototype of your best idea, test it out and ultimately share it. Your goal is to make a positive impact on the problem you choose.

LEARNING OBJECTIVES

When you have completed this activity you will:

1. be able to use research skills to understand real-world problems and develop ideas to solve them [Innovative Designer, Knowledge Constructor]

2. know how to use a design process to solve a problem [Innovative Designer]

3. be able to create and test prototypes to improve on a design [Innovative Designer]

4. be able to choose appropriate tools to organize and manage a process with team members [Innovative Designer, Global Collaborator]

5. be able to choose appropriate tools to share my ideas with a target audience [Innovative Designer, Creative Communicator]

6. understand Tinkercad design software basics [Empowered Learner]

7. know how to use Tinkercad software to design their own invention that solves a problem or changes how we interact with the world [Innovative Designer]

8. know that technology is something that solves a problem or changes how we interact with the world [Knowledge Constructor]

Communication is an art. It involves listening and speaking as well as reading and writing clearly and creatively. Technology provides creative opportunities for expressing yourself digitally.

These Quests provide opportunities to learn about different software applications for creating digital objects or artifacts to communicate your ideas in new and creative ways.

LEARNING OBJECTIVES

When you have completed this activity you will:​

1. know how to use different media tools to communicate complex ideas clearly and effectively [Creative Communicator]

2. be aware of the advantages and disadvantages of different media tools [Creative Communicator]

3. know how to select an appropriate technology tool to meet different types of communication [Creative Communicator, Knowledge Constructor]

4. understand how to use and remix several different technology tools responsibly to communicate information [Empowered Learner, Creative Communicator]

5. be able to use a design process to plan and create digital artifacts [Innovative Designer]

Digital storytelling is one of the greatest ways to share and present your story using a variety of media to enhance it. Digital stories can include images, photos, audio, and video. Your task in this Thing is to research digital story examples and think about the story you want to tell. You will also begin to think about the media you might want to use.

LEARNING OBJECTIVES

When you have completed this activity you will:

1. know and use a process for creating a digital story [Innovative Designer]
2. be able to select and use the appropriate digital tool(s) [Digital Citizen, Empowered learner]
3. understand how to use a Storyboard to build and organize your story elements [Computational Thinker]
4. participate in constructive peer feedback to improve the end product to be shared [Creative Communicator]

5. create an original story with different media elements [Knowledge Constructor]

Buying and selling on the Internet have changed the way we live. We can now perform a web search to locate, compare, and buy goods and services.

You are going to investigate e-commerce as a consumer and learn some tips on how to shop online, avoid Internet fraud, and benefit from reviews and ratings.

LEARNING OBJECTIVES

When you have completed this activity you will:

1. know how to research and compare products [Computational Thinker]

2. know how to protect yourself as an online consumer [Digital Citizen]

3. be able to protect yourself from deceptive advertising, scams, and rip-offs [Digital Citizen]

Global collaboration is an increasingly important skill for students and adults. As our world becomes more interconnected, many jobs will require this kind of collaboration. Solving problems that affect our daily lives increasingly calls for global collaboration efforts.

How globally connected are you? You might have relatives that live in another country. Perhaps one of your parents travels to other countries for their job or has video conferences with someone in another part of the world. Maybe you came from a different country than where you live now.

If you are passionate about making a difference in the world, you will certainly need to tap into some global collaboration skills! There is a huge need for global thinkers and collaborators of all ages to work together, now more than ever, to help solve problems and work together on solutions.

LEARNING OBJECTIVES

When you have completed this activity you will:​

1. be able to identify important skills and characteristics of effective global collaborators [Global Collaborator]
2. understand why it is necessary to respect the cultures and customs of others [Global Collaborator]
3. apply these skills in a Global Collaboration [Global Collaborator]
4. communicate the results of your global experience with others [Creative Communicator]
5. review a global or national issue and develop ideas for raising awareness or designing solutions [Global Collaborator and Innovative Designer]

Have you ever had a complex problem that you needed to solve? This could be a math problem, science experiment, an essay you need to write, and coding and game design. It could even be as simple as planning the best route to school or baking your favorite cookies!

Computational thinking can be used to take a complex problem, understand what the problem is and develop possible solutions to solve or explain it.

Students will complete Quests to learn about the four stages of computational thinking:

• Decomposition: Decomposition is to break down a complex problem or system into smaller, more manageable parts.
• Pattern Recognition: Pattern recognition is looking for patterns and sequences.
• Abstraction: Abstraction is focusing on important information only, ignoring irrelevant detail.
• Algorithms: Using algorithms you develop a step-by-step solution to the problem, or the rules to follow to solve the problem.

LEARNING OBJECTIVES:

When you have completed this activity you will:

1. understand computational thinking [Computational Thinker]
2. be able to solve complex problems using computational thinking. [Computational Thinker]
3. be able to break down a problem into smaller more manageable parts. [Computational Thinker]
4. know how to look for patterns and sequences. [Computational Thinker]
5. be able to focus on important information only. [Computational Thinker]
6. be able to develop a step-by-step solution to the problem. [Computational Thinker]
7. know how to use coding to automate a task [Computational Thinker]
8. understand computational design by applying technology to a problem [Innovative Designer]
9. understand programming as you complete hands-on activities, solving problems encountered [Computational Thinker]
10. understand the coding your program creates [Empowered Learner]

Santa’s Dirty Socks

This activity introduces the idea of “divide and conquer” using a fictitious but serious problem – a pair of dirty socks have accidentally been wrapped in one of the presents that Santa is about to deliver, and he needs to figure out which one to avoid a child getting a nasty surprise.

You can either play the video (linked in the activity) or download the PDF of the book (see the PDF files in the link to the activity) to read aloud or give to students.

The solution in the story points out that when there are 1024 boxes to test, instead of having to open all of them until the socks are found, one half can be eliminated at a time, and repeatedly halving the problem very quickly narrows it down to one box (the size of the problem starts at 1024, then with one weighing there are 512 boxes, then 256, 128, 64, 32, 16, 8, 4, 2 and 1.) This idea comes up frequently in the design of fast computer algorithms.

Computers draw lines and circles during many common tasks, such as using an image editor. But how does a computer know which pixels to darken to make a line?

Students will discover two common algorithms used to draw a line between two points and a circle of a given radius. 

Computer programs often need to process a sequence of symbols such as letters or words in a document, or even the text of another computer program. Computer scientists often use a finite-state automaton to do this. A finite-state automaton (FSA) follows a set of instructions to see if the computer will recognize the word or string of symbols. We will be working with something equivalent to a FSA—treasure maps!

The goal of the students is to find Treasure Island. Friendly pirate ships sail along a fixed set of routes between the islands in this part of the world, offering rides to travelers. Each island has two departing ships, A and B, which you can choose to travel on. You need to find the best route to Treasure Island. At each island you arrive at you may ask for either ship A or B (not both). The person at the island will tell you where your ship will take you to next, but the pirates don’t have a map of all the islands available. Use your map to keep track of where you are going and which ship you have traveled on.