2.6. The Internet and the Cloud Explore Curricular Activity

This lesson introduces students to basic concepts of the Internet and cloud computing. The students will complete a group work activity using the POGIL structure. The activities reinforce the enduring understanding that the Internet and cloud computing affects how we communicate and interact.

CSP Framework
Big Idea 1: Creative Development (CRD)
Enduring Understanding CRD-1: Incorporating multiple perspectives through collaboration improves computing innovations as they are developed.
Learning Objective CRD-1.B: Explain how computing innovations are developed by groups of people.
Skill 1.C CRD-1.B.1 Essential Knowledge CRD-1.B.1: Online tools support collaboration by allowing programmers to share and provide feedback on ideas and documents.
Learning Objective CRD-1.C: Demonstrate effective interpersonal skills during collaboration.
Skill 1.C CRD-1.C.1 Essential Knowledge CRD-1.C.1: Effective collaborative teams practice interpersonal skills, including but not limited to: communication, consensus building, conflict resolution, negotiation
Big Idea 4: Computing Systems and Networks (CSN)
Enduring Understanding CSN-1: Computer systems and networks facilitate how data are transferred.
Learning Objective CSN-1.D: Describe the differences between the Internet and the World Wide Web.
Skill 5.A CSN-1.D.1 CSN-1.D.2 CSN-1.D.3 Essential Knowledge CSN-1.D.1: The World Wide Web is a system of linked pages, programs, and files. Essential Knowledge CSN-1.D.2: HTTP is a protocol used by the World Wide Web. Essential Knowledge CSN-1.D.3: The World Wide Web uses the Internet.
Big Idea 5: Impact of Computing (IOC)
Enduring Understanding IOC-1: While computing innovations are typically designed to achieve a specific purpose, they may have unintended consequences.
Learning Objective IOC-1.A: Explain how an effect of a computing innovation can be both beneficial and harmful.
Skill 5.C IOC-1.A.1 IOC-1.A.2 IOC-1.A.3 IOC-1.A.4 Essential Knowledge IOC-1.A.1: People create computing innovations. Essential Knowledge IOC-1.A.2: The way people complete tasks often changes to incorporate new computing innovations. Essential Knowledge IOC-1.A.3: Not every effect of a computing innovation is anticipated in advance. Essential Knowledge IOC-1.A.4: A single effect can be viewed as both beneficial and harmful by different people, or even by the same person.
Learning Objective IOC-1.B: Explain how a computing innovation can have an impact beyond its intended purpose.
Skill 5.C IOC-1.B.1 IOC-1.B.2 IOC-1.B.3 IOC-1.B.4 IOC-1.B.5 IOC-1.B.6 Essential Knowledge IOC-1.B.1: Computing innovations can be used in ways that their creators had not originally intended: - The World Wide Web was originally intended only for rapid and easy exchange of information within the scientific community. - Targeted advertising is used to help businesses, but it can be misused at both individual and aggregate levels. -  Machine learning and data mining have enabled innovation in medicine, business, and science, but information discovered in this way has also been used to discriminate against groups of individuals. Essential Knowledge IOC-1.B.2: Some of the ways computing innovations can be used may have a harmful impact on society, economy, or culture. Essential Knowledge IOC-1.B.3: Responsible programmers try to consider the unintended ways their computing innovations can be used and the potential beneficial and harmful effects of these new uses. Essential Knowledge IOC-1.B.4: It is not possible for a programmer to consider all the ways a computing innovation can be used. Essential Knowledge IOC-1.B.5: Computing innovations have often had unintended beneficial effects by leading to advances in other fields. Essential Knowledge IOC-1.B.6: Rapid sharing of a program or running a program with a large number of users can result in significant impacts beyond the intended purpose or control of the programmer.
Enduring Understanding IOC-2: The use of computing innovations may involve risks to your personal safety and identity.
Learning Objective IOC-2.A: Describe the risks to privacy from collecting and storing personal data on a computer system.
Skill 5.D IOC-2.A.11 Essential Knowledge IOC-2.A.11: Information placed online can be used in ways that were not intended and that may have a harmful impact. For example, an email message may be forwarded, tweets can be retweeted, and social media posts can be viewed by potential employers.

Professional Development

The Student Lesson: Complete the activities for Mobile CSP Unit 2 Lesson 2.6: The Internet and the Cloud.

Materials

• Access to computer, laptop, or Chromebook (install the Companion app on Chromebooks) 
• Video or Slides
• Guided Worksheet: questions to answer during the video/slides
• POGIL role cards
• Worksheet for POGIL activity

2.6.1. Learning Activities

Estimated Length: 45 minutes

• Hook/Motivation (5 minutes): Ask students what is the Internet? What is the web? Can they explain the difference between the Internet and the WWW — many students will say that they are the same thing.
• Experiences and Explorations (35 minutes):
  • Video (10 mins): Present the concepts in the introduction section, which are covered in the video presentation as well as in the slides and go over the new vocabulary.
  • POGIL Roles and Teams (5 minutes): Review using POGIL groupwork with the resources in unit 10.6 and the video on POGIL in the classroom from https://pogil.org. Have the students break up into teams of 3-4 students and review the POGIL roles. They should take on a different role in their team than they did in the last activity.

  • Explore Curricular Activity - Beneficial and Harmful Effects (15 minutes): Have students do the POGIL activity using this worksheet. (Note: This activity is part of the Explore Curricular Requirements for AP CSP. Additional resources and materials can be found in the Explore Curricular Requirement Teacher Resources guide available as a secure document through the AP Classroom site.)

  • Group Discussion (5 minutes): Have a group discussion where each team shares some of their answers.
• Rethink, Reflect and/or Revise (5 minutes): Have students do the self-check questions and post their answers to the portfolio reflection questions in their portfolio.

AP Classroom

The College Board's AP Classroom provides a question bank and Topic Questions. You may create a formative assessment quiz in AP Classroom, assign the quiz (a set of questions), and then review the results in class to identify and address any student misunderstandings.The following are suggested topic questions that you could assign once students have completed this lesson.

Suggested Topic Questions:

• Topic 1.1 Collaboration
• Topic 4.1 The Internet
• Topic 5.1 Beneficial and Harmful Effects

Explore Curricular Activity: This lesson includes an activity that is part of the Explore Curricular Requirements for AP CSP. Additional resources and materials can be found in the Explore Curricular Requirement Teacher Resources guide available as a secure document through the AP Classroom site.

Assessment Opportunities and Solutions

Solutions Note: Solutions are only available to verified educators who have joined the Teaching Mobile CSP Google group/forum in Unit 1.

• Quizly Solutions
• Portfolio Reflection Questions Solutions

Assessment Opportunities

You can examine students’ work on the interactive exercise and their reflection portfolio entries to assess their progress on the following learning objectives. If students are able to do what is listed there, they are ready to move on to the next lesson.

• Interactive Exercises: Students should be able to...
• Portfolio Reflections:
  LO x - Students should be able to ...
• In the xxx, look for:
  - ...

Differentiation: More Practice

Here are some additional resources if students are struggling with lesson concepts:

• Webopedia includes an article on the difference between the Internet and the WWW, including links to related terms and concepts.

Differentiation: Enrichment

• Students will learn more about how the Internet works later in the course. If they want to learn more know, this site offers a good overview of basic Internet concepts.
• More case studies related to computing ethics can be found at:
  • ComputingCases.org
  • Online Ethics Center
  • Software Engineering Ethics Research Institute
  • Markkula Center for Applied Ethics
  • SIGCAS Ethics Resources

Background Knowledge: POGIL

POGIL, Process Oriented Guided Inquiry Learning, as used in Mobile CSP, is a structured cooperative learning approach where students work in teams of 3-4 students to solve problems. Research suggests that the POGIL approach helps students master the content more effectively and that most students prefer to learn in POGIL teams over more traditional approaches. This video provides an overview of POGIL. Learn more about the POGIL Project and POGIL being used in computer science courses.

Background Knowledge: Additional Resources

• Ten Commandments of Computer Ethics - These 10 commandments (the do's and don'ts of using a computer) may be a good discussion starter for students new to a computer science course. Ask students which ones they follow and discuss which ones apply to programming as well as how so. 

Teaching Tip: Enforcing POGIL Roles

One key to POGIL being effective in the classroom is ensuring that students are participating cooperatively - each student is assuming responsibility for their role in the group. As students are working, teachers should be moving around the room and listening to groups to make sure that students are not only staying on task with activities, but are also actively fulfilling their roles. You can print and distribute the role cards to each group, or even post them in your classroom for easy reference.

2.6.2. Professional Development Reflection

Discuss the following questions with other teachers in your professional development program.

• How does this lesson help students toward the enduring understandings that the Internet is a network of autonomous systems and its characteristics influence systems and applications built to use it? 
• How does the use of POGIL reinforce the computational thinking practices of communication and collaboration? 

I am confident I can teach this lesson to my students.
• 1. Strongly Agree
• 2. Agree
• 3. Neutral
• 4. Disagree
• 5. Strongly Disagree