Unit 0. Introduction
Revision Date: Jul 22, 2019 (Version 3.0)Summary
Through presentations, videos, and discussion, students discover how technology has been changing and brainstorm ideas for how the next generation will have a different relationship with technology than the current generation. Students will also learn the relative measures of computer storage (KB, MB, etc.)
This is a prelude to the idea of big data and the impact of technology as well as an introductory opportunity to start to develop team norms, effective group participation and a respectful environment where every student is encouraged to contribute and share their perspective.
Outcomes
Overview
1. Introduction (5 min) - Students journal about the different relationships each generation has with technology.
2. Activities (40 min) - Students practice organizing by relative size and create posters to demonstrate learning.
3. Wrap-up (5 min) - Posters are shared with the class.
Student computer usage for this lesson is: none
Videos:
PowerPoints (in the Lesson Resources folder):
Students should have paper for taking notes. (If desired, use preprinted Information Age Notes, in the Lesson Resources folder)
Print out "Relative Measure Word Strips to cut" papers and "Measure Quantity Word Strips to cut" papers (in the Lesson Resources folder) and cut them into strips to give to students for the activity.
8 big sheets of big poster paper to place at the front of the room labeled:
Post-it notes for students
1. Journal: How were computers and technology different one generation ago?
2. Pair and share journal ideas, compile a class list. (Ideas you might suggest if they’re stuck: bigger, slower, less storage, less portable, not inside of so many other things, not as pervasive, less voice ability, less connection to the Internet, phones weren't very smart, more expensive, Previous generation: land lines, stand in one place when talking on the phone, separate cameras, internet via phone modem, no GPS, etc.)
3. Prompt students to come up with their own definition of what "1 generation ago" means. (Now a generation is considered to be about 25 years. A century ago it was about 20 years - from Ancestry.com)
{optional question for thought/discussion: Why were generations shorter a hundred years ago? ( don't tell them the answer, try to lead them to ask each other good questions to guide them to an answer: shorter lifespans, more death from disease, younger marriage age http://www.ancestry.com.au/learn/learningcenters/default.aspx?section=lib_Generation )}
4. Discuss the connections between what computing concepts are available and the communication, jobs and services that are available from one generation to the next.
Hand out mixed up relative measure papers (a document with strips to cut is in the Lesson Resources folder) to 8 students.
Ask them to try to line up by relative size at the front of the room to display the terms from smallest to largest. Ask if the class agrees, make changes by group vote. Don’t tell them if they're right yet. Tape or post the strips to the front wall.
Teacher Note: Be sure to get students' names and introduce them as part of the goal of developing a classroom community of learners. Continuously encourage positive social interactions.
Hand out the 8 papers with measured quantities (a document with strips to cut is in the Lesson Resources folder).
Ask those students to try to match themselves up with the relative measure papers. Give the class a chance to rearrange by group vote. Tape or post the strips to their relative measure paper.
Display the posters created by the class, share details and ideas from the posters. Have students journal or write a reflection on these key questions:
Additional Activities if Time Permits:
Instead of having students move to the front of the room to sort the paper strips into order, you could print a set for each group of 3-4 students and have them match and arrange them at their desks.
If students have a strong interest, or if you have extra time, use the ideas in "Extensions to the lesson on the Future of Technology" document located in the resources folder.
Self-checking exercise on identifying storage terms (KB, MB, etc.)
Assess group dynamics. Did everybody participate? Was communication positive within groups and respectful of the different needs and perspectives of group members?