Computer Science Timelines

Objectives:

Students will be able to describe changes in computing technology over time.

Students will be able to discuss how technology influences and is influenced by culture.

Students will be able to reflect in writing about the role of technology and computers in their own lives.

Lesson Duration:

at least 65-95 minutes in total

Consider splitting this lesson into two sessions. Complete the Hook, Direct Instruction, and the first portion of the Application Activity (plan the timeline) on Day 1. Complete the remainder of the Application Activity (completing the timeline and presentations), Independent Application, and Closure on Day 2.

Materials:

• Computer Science Timelines (1 per group, precut and stored in an envelope or plastic baggie)

• Version A – 30 timeline entries
• Version B – 45 timeline entries
• Version C – 60 timeline entries

• Chart paper (1 per group)

• Markers

• Pencils

• Glue

• Directions and Discussion Guide (1 per group)

• Independent Reflection Questions (1 per student)

Requisite Prior Knowledge:

Before engaging in this lesson, it would be beneficial for students to have read the Building Blocks of Computer Science series.

Students should have experience reading and/or creating timelines. Understanding the major features of timelines and how they organize information visually will help students create and analyze their own timeline during this lesson.

Assessments:

Team timelines with main idea or theme

Independent reflection questions

Vocabulary:

Chronological order – arranged in the order in which the events happened.

Sequence – to arrange in order.

Timeline – a chronological presentation of key events related to a historical period or subject area, often in an illustrated chart or table.

Differentiation Considerations:

Because this lesson involves group work, consider using strategic grouping by ability. Use the differentiated versions of the Computer Science Timelines accordingly. Assign the version with the most entries to students who need the most challenge, the version with the least entries to students who need support, and the version with the middle number of entries to the remainder of students. Ability grouping will make this easier.

In order to support students’ independence and time-on-task as they work with their peers, consider assigning team jobs to each student. Make it clear to students that these jobs are on top of their daily responsibility of participation. All students should listen, discuss, and question in addition to completing their job. Use what you know about your students to determine whether you want them to choose their roles within their teams or if you want to assign them ahead of time.

• Reader – reads the directions, timeline entries, etc. aloud to the team
• Recorder – neatly writes what the team decides on chart paper
• Discussion Leader – guides the team through the discussion guide; includes everyone in the group in the discussion
• Material Master – responsible for gathering, taking care of, and returning materials throughout the lesson

For students who struggle with writing, consider allowing them to use a speech-to-text program or scribing their answers for them as to put the focus on the content, not the written communication skills.

Lesson and Instruction:

Teacher Actions

Begin the lesson by explaining that today students will have the opportunity to work with their peers to construct a timeline of major computer science developments.

Ask students to complete a think-pair-share with their neighbor about what entries they may find in their work today. They should consider major dates related to computers, technology, and the study of computer science. If students struggle here, ask them to think about broad categories, such as how phones have changed over time.

If time allows, have volunteers share their responses with the class before transitioning to the Direct Instruction portion of this lesson.

Teacher Actions

Review the major features of timelines:

Highlight the most important events

Show events in a sequence (in order)

Connects to a main idea or theme

Well labeled, neat, and easy to understand

Explain to students that they will collaborate with their peers to read through and organize their assigned events into a timeline. Stress the idea that timelines not only show chronological order, but also highlight some main idea or theme. Students will use a Discussion Guide to determine trends in their timeline.

After organizing and discussing all the items, students can gather the remaining materials they need to create their timeline (i.e., glue, markers, chart paper). If your students would benefit from it, consider requiring them to check in with you prior to retrieving their supplies. This will help ensure students do not rush through their thought process and help save on the need for extra copies!

Explain to students that the timelines they create will not only include all the entries in chronological order, but will also highlight a main idea or theme connected to the contents of the timeline. Students can determine how to communicate this on their timeline. Encourage them to be creative with their presentation. They can use pictures, color-coding, keys and symbols, labels, paragraphs, or other ways to share their main idea or theme.

Note: If choosing to use the differentiation strategy of team jobs (see the second bullet point), review the roles and expectations here.

Teacher Actions

Provide students a copy of the Directions and Discussion Guide and transition to work time where students will collaborate to consider how computers and other technology have changed over time as well as their effects on culture. As teams work, circulate the classroom to provide support as needed.

After teams have completed their timelines, consider having them present their work to the class. These presentations can be quick and informal in nature to provide an opportunity for students to practice their speaking skills in a low-risk setting.

Teacher Actions

Transition to the independent setting where students will use writing to reflect on their understanding of technological changes over time as well as how computing technology influences, and is influenced by, culture.

Consider using this written reflection as an informal assessment opportunity to determine students’ grasp of the impacts of computing.

Teacher Actions

To close the lesson, draw students’ attention to the main ideas and themes highlighted by each team. Provide each student a sticky note and have them write about what learning will stick with them from this lesson. When they are done, they should walk and stick their sticky-note to their timeline, before returning to their seats.

Finally, explain that computing technologies change to benefit people, decrease risks, and meet societal needs. All these changes have their own effects, both positive and negative. It is important to be able to think critically about how technology develops and how it affects culture.

Next Steps and Reflection:

What went well?

What changes might be beneficial?

Reteaching Needs

Extension Needs