Lesson-Specific Adjustment Guide Unit 1 The Internet · Brainstorm Technological Innovation:...

Prepared by the Outlier Research & Evaluation and Wolcott School research practice partnership through work

supported by the National Science Foundation (Grant # 1542963).

outlier.uchicago.edu/accessCSP/

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Lesson-Specific Adjustment Guide: Unit 1 – The Internet This Lesson-Specific Adjustment Guide highlights adjustments you can make to the Code.org CSP lessons. The adjustment recommendations are particularly well-suited for students with diagnosed

learning differences (that is, students with specific learning disabilities and related attention deficit disorders) as they engage in the CSP lessons.

All adjustments stem from what is known about the range of learning disabilities and attention deficit disorders common in classrooms and the types of adjustments typically made to support learners with these differences in any discipline.

Adjustment recommendations apply to a variety of lesson sections (e.g., Teaching Guide, Student Videos). Recommendations in this guide that apply to each lesson section are grouped together

and labeled as an “Adjustment set.” Use the Reference Booklet to help you navigate the

information in this Guide.

The number of Adjustment sets per lesson varies:

Lesson number Lesson name Number of sets

1 Personal Innovations 8

2 Sending Binary Messages 8

3 Sending Binary Messages with the Internet 7

4 Number Systems 7

5 Binary Numbers 5

6 Sending Numbers 4

7 Encoding and Sending Formatted Text 5

8 The Internet is for Everyone 4

9 The Need for Addressing 5

10 Routers and Redundancy 2

11 Packets and Making a Reliable Internet 4

12 The Need for DNS 6

13 HTTP and Abstraction on the Internet 5

14 Practice PT – The Internet and Society 3

Adjustment Type: Ⓐ= Adaptation, ⓐ= Accommodation

Adjustment Category: Ⓟ= Presentation, Ⓡ = Response, Ⓣ = Timing, Ⓢ = Setting, ⓈⒾ = Social

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Unit 1, Lesson 1 – Personal Innovations

Adjustment Set 1 Lesson Section: Teacher Materials – Getting Started

Task Description: Group Introduction and Share Out: Students are placed in groups where they introduce themselves,

explain something they know a lot about, and then teach the group something about that topic. Task Challenges - Some students may have difficulty:

• sustaining attention while classmates explain their thoughts

• see the Collaborative Work task challenges

• see the Discussion task challenges

Adjustment Recommendations:

➢ If appropriate, assign a student to be a recorder in each group to document what is being shared. This will provide some accountability and help students stay focused on the assigned task (n, 23,

24). ⒶⓇ

➢ Refer to Recurring Adjustment Suggestions for Collaborative Work.

➢ Refer to Recurring Adjustment Suggestions for Discussion.



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Adjustment Set 2 Lesson Section: Teacher Materials – Activity Description

Task Description: Brainstorm Technological Innovation: Students brainstorm technological innovations for each

individual's area of interest. Task Challenges - Some students may have difficulty:






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Task Description: Rapid Prototype One Idea: Students come to a consensus about which of the four ideas from their

group would be the most interesting to share with the class. Once a consensus is reached, the students in each group are expected to sketch out a visual representation of the selected idea. Task Challenges - Some students may have difficulty:

• discussing their thoughts and coming to a consensus

• sketching a visual representation of their idea



➢ Provide guidance and suggestions to students as they plan their sketches. For example, direct

students to search the web to find examples of items they would like to sketch to use as models, or to find something on the web to print or to modify instead of drawing the entire idea. Explain that

the sketches do not have to be perfect (17, 25). ⒶⓇ




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Task Description: Share Prototypes: Each student group presents a prototype to the class.

Task Challenges - Some students may have difficulty:

• putting their thoughts into words and presenting ideas to the class

• listening to their peers present because of language comprehension issues

• paying attention as their peers present



➢ Before student groups present, walk around and listen to groups express their ideas, providing

phrasing if students are having difficulty putting thoughts to words. Help students decide who will

present to the whole group (a, e, 1, 5, 11). ⒶⓇ

➢ Honor requests from students who do not want to present, particularly if the students’ verbal

expression issues are noticeable. For those students willing to present brief speaking parts, quickly

rehearse prior to presenting (r, 8, 9). ⒶⓇ

➢ As students present their prototype, check to make sure that their classmates understand what they

are sharing (n, r, 6, 23). ⒶⓇ

➢ As groups of students present, redirect the students who are losing focus or behaving in distracting

ways (n, 23). ⒶⓈⒾ

➢ Rephrase and repeat information that the presenters have shared for those who may not have

comprehended (r, 6). ⒶⓇ




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Task Description: Welcome Students to the Course (Remarks): Students are presented with lengthy verbal remarks

about the importance of computer science without any visual support. Task Challenges - Some students may have difficulty:

• receiving/comprehending verbal information

• processing language and sustaining attention Adjustment Recommendations:

➢ Prepare a visual representation to highlight the key points presented in the teacher Remarks. The visual representation can be presentation slides, or written on the board or poster paper. Highlight the following key points for students (n, r, 11, 23):

o the AP assessment requires that students create an app that reflects a personal interest or problem they would like to solve;

o students must invent solutions to problems, even if it’s a problem that’s been solved before;

o students must solve these problems both on their own and in collaboration with others. ⒶⓅ

➢ Check for understanding of terminology such as principles, innovation and collaboration, defining

these terms as needed (r, 5). ⒶⓅ



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Adjustment Set 6 Lesson Section: Teacher Materials – Extended Learning

Task Description: Extended Learning: Students are asked to think about how the adults in their lives might respond to

the following question: What computing innovation has had the most significant personal impact on your life? Then, students read an excerpt from the book Blown to Bits and respond to a question about the positive and negative results of innovations presented in the excerpt. (Note: It is not clear whether students are asked to respond only to the questions verbally in a discussion, or whether they may be asked

to write out their responses.) Task Challenges - Some students may have difficulty:

• see the Reading & Writing Activities task challenges


➢ Refer to Recurring Adjustment Suggestions for Reading & Writing Activities.



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Adjustment Set 7 Lesson Section: Student Materials – Assessment

Task Description: In Code Studio’s pre-course survey, students respond to the question: Write 5 to 10 words or phrases

that come to mind when you hear the term ‘computer science’ without using the words ‘computer’ or ‘science.’ What do you do think about? Task Challenges - Some students may have difficulty:

• see the Reading & Writing Activities task challenges Adjustment Recommendations:




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Adjustment Set 8 Lesson Section: Teacher Materials – Assessment

Task Description: Assessment Questions: Students are asked to answer the following questions:

a) Select an innovation. Describe the positive and negative impacts it has had on the world. b) Speculate on how students 25 years from now will answer, “What computing innovation has had a

significant impact on your life?”




➢ Refer to Recurring Adjustment Suggestions for Reading & Writing Activities. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -



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Unit 1, Lesson 2 – Sending Binary Messages


Task Description: Think, Pair, Share: Students are asked to write down or silently think about their personal definition of

information and then discuss it with a neighbor. Then as a class, students discuss how their definitions of information are different and similar and how these definitions change depending on context. In this section of the lesson, students are expected to conclude that information is a rich, multi-faceted word.


• reflecting and identifying the reasoning behind approaches to problem solving

• drawing the desired conclusion about the definition of the word information if it is not explicitly

stated

• understanding and retaining the terms binary question and binary message if only introduced verbally




➢ If appropriate, assign a student to be a recorder in each group to document what is being shared. This will provide some accountability and help students stay focused on the assigned task (n, 23,

24). ⒶⓇ

➢ If students are having difficulty coming up with definitions for information, use the teaching tip in the teacher materials to modify the initial prompt: What other words come to mind when you hear

the word information? (r, 1, 8, 9, 11). ⒶⓅⓇ




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Adjustment Set 2 Lesson Section: Teacher Materials – Activity Description/ Student Materials – Activity Guide

Task Description: Prepare for Binary Message Device Activity: Students are asked to work with a partner to come up

with a binary question (i.e., a question that only has two possible choices). Students are asked to continue working in pairs for the duration of the class. Task Challenges - Some students may have difficulty:


• using the new terminology presented, binary question and binary message, because learning and applying new terminology is difficult for them

• see the Collaborative Work task challenges Adjustment Recommendations:

➢ Post examples of a binary question and a binary message on the wall and provide clarification and

assistance whenever necessary (r, 5, 11). ⒶⓅ

➢ If appropriate, assign a student to be a recorder in each group to document what is being shared.

This will provide some accountability and help students stay focused on the assigned task (n, 23,

24). ⒶⓇ




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Adjustment Set 3 Lesson Section: Student Materials – Activity Guide

Task Description: Binary Message Devices - Challenge 1: With partners, students are asked to build a device out of

classroom supplies that can be used to send information to each other from across the classroom. Task Challenges - Some students may have difficulty:

• engaging in the collaboration and negotiation necessary to develop a binary device

• generating ideas and implementing a design, which requires using materials on hand in a novel way (This necessitates cognitive flexibility and visual / spatial reasoning)

• expressing their thoughts and ideas (Developing a novel use of materials requires students to use

descriptive language such as, tap twice or keeping the string tense)

• recording their question, messages, and understanding how messages are sent with the device




➢ Circulate and provide guidance and scaffolding to students who are having difficulty generating

ideas and implementing them (n, 24, 25, 26, 29). ⒶⓇ

➢ Circulate and assist students in expressing their ideas, and rephrase their language using specific,

descriptive words and phrases (r, 5, 8, 9, 11). ⒶⓇ

➢ Provide an additional example of a binary question and device. Use the example in the teacher guide of a string being tugged once or twice to indicate the binary response to “Do we have a

quiz or test today?” (n, 24, 25, 26, 29). ⒶⓅ





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Adjustment Set 4 Lesson Section: Student Materials - Activity Guide; Teacher Materials - Activity Description

Task Description: Binary Message Devices - Challenges 2 and 3: Students create a question with increasingly complex

answers and the information that is sent between pairs becomes more complex. Students are asked to demonstrate their device for the class. Task Challenges - Some students may have difficulty:

• collaborating and negotiating with others to develop a binary device

• generating and implementing ideas for device use

• expressing their thoughts and ideas because they cannot find the correct words and phrases to

articulate what they mean

• recording their questions and messages, and identifying how to send messages with the device

• understanding multiple components that need to occur in the activity (Both the sender and the receiver have to hold a lot of information in their working memory)







➢ Have students write sender and receiver on sticky notes to place near them as a reminder of their role. Make sure students have their question visible to reference. Have students write out their

selected binary codes (14). ⒶⓇ





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Unit 1, Lesson 2 – Sending Binary Messages Adjustment Set 5 Lesson Section:

Student Materials – Activity Guide Task Description:

Binary Message Devices - Challenge 4: Students are asked to determine how they would use their device to respond to much more complex questions (for example, one with 1,000 possible responses). They are asked to write a description of the system they develop in a manner that would allow another group to use their device.


• engaging in the collaboration and negotiation necessary to develop a binary device

• expressing their thoughts and ideas (Developing a novel use of materials requires students to use descriptive language such as, tap twice or keeping the string tense)

• recording their question and messages, and understanding how messages are sent with the device

• generating ideas and implementing additional uses of their device to indicate multiple responses











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Adjustment Set 6 Lesson Section: Teacher Materials – Wrap-Up

Task Description: The teacher leads a group discussion based on the following questions: Could students use another

group’s device to send their set of messages? Why or why not? What information would students need to know from the other groups? Based on the activity in class, what would be the limitations on the types of information that could be sent with binary messages?







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Task Description: Rubric - Binary Message Devices: Students are asked to read questions and write (type) responses.







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Task Description: Extended Learning (Prompts): Students switch devices with another group and send a message using

the new device. They engage in a teacher-led group discussion to discuss why this is possible. Then they discuss other binary messaging systems and the important aspects of coordination. Task Challenges - Some students may have difficulty:

• see the Discussion task challenges Adjustment Recommendations:

➢ Refer to Recurring Adjustment Suggestions for Discussion. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -



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Unit 1, Lesson 3 – Sending Binary Messages with the Internet


Task Description: Remarks: The students are introduced to the expression communication protocol without it being

defined. (Note: In the Activity section of this lesson the teacher uses this terminology several times before it is defined.) Task Challenges - Some students may have difficulty:

• deducing the meaning of the expression communication protocol

• distinguishing the specific meaning of protocol from its use in context


➢ Define and discuss the word protocol using the definition provided in the Teaching Guide in the section called Quick Vocabulary. Add the word to a running class glossary and inform students that

it is there for future reference. Ensure the class understands the expression communication protocol, as the use of communication in this context may be confusing. Check for understanding before

proceeding. Point out examples of protocols throughout the lesson (s, 1, 5, 6). ⒶⓅ



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Task Description: Binary Signal Test: Students view two different teacher-demonstrated flashlight binary signal tests and

record the message they believe is being sent. Then they confer with a neighbor, or discuss whole-class. Task Challenges - Some students may have difficulty:

• noticing the subtle timing components presented in the demonstrations (related to attention or processing issues that keep them from recognizing patterns through observations)

• expressing their thoughts with the correct words and phrases to articulate them




➢ Use a real flashlight presentation and verbal cues such as counts to emphasize the length of time the flashlight is off or on. Using a real flashlight will allow the instructor to exaggerate the length

of time that a signal is shown (n, 13, 14, 16, 18, 20, 23). ⒶⓅ

➢ Before viewing the presentations, assign “B” as flashlight off and “A” as flashlight on to establish a common language for students to use to facilitate consistent student discussion about their

observations (r, 8, 9). ⒶⓅ





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Task Description: Discussion: Students are led through a discussion about the assumptions made and what information is

needed when decoding the two flashlight binary signal tests. Task Challenges - Some students may have difficulty:

• recalling and retrieving information

• reasoning through the elements of the messages and discovering how timing changes the messages being transmitted

• understanding the vocabulary and phrasing used in the teacher prompts



➢ Prior to the start of the discussion, create a single-sheet handout with the visual depiction of the two demonstrations from the slide presentation, placed one above the other. Before the discussion begins, ensure the students understand the visual representation and they all have assigned “A”

and “B” to the same states, “on” and “off” and that they are representing a longer “A” or “B” versus a shorter “A” or “B” in a similar manner. Connect the second demonstration to Challenge 2 from Lesson 2 to demonstrate how this messaging could be used to convey a question with four

responses - A, AA, B, BB (n, 13, 14, 16, 20, 23, 29). ⒶⓅ

➢ When using the given discussion prompts, check that the students have understood the question. Provide alternate phrasing, define, and provide examples of the following words and phrases:

assumptions, specific enough, allow useful communication (r, 5, 6, 11). ⒶⓅ




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Task Description: Quick Vocabulary: The terms protocol and bit are introduced and defined. (Note: the word Protocol

has been used several times in this lesson prior to this introduction. The teacher materials do not specify how this information should be presented to students.) Task Challenges - Some students may have difficulty:

• comprehending new terms introduced verbally, without visual representation Adjustment Recommendations:

➢ Make the definitions (protocol and bit) visible to students by placing them on a slide that is projected, or alternately, project a shared class glossary on the board. Read and discuss the definitions and check for understanding. Inform students that these two words have been added to

a running class glossary. Use/model this vocabulary in context (n, r, 5, 6, 23). ⒶⓅ



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Adjustment Set 5 Lesson Section: Student Materials – Internet Simulator

Task Description: Two-Bit Message Exchange Challenge: Students practice relaying a two-bit sequence to their

partner. Task Challenges - Some students may have difficulty:

• yelling “STOP” once they have completed the exchange with their partner

• settling down following this yelling, which could overly excite some students and cause disruption

• concentrating, particularly if they need additional time to process information in general and

complete their exchange accurately

• managing repeated interruptions (in particular, this is an issue for the last students to complete this task)


➢ Have students raise their hands when they have completed their exchange, and walk over to them

and quietly check in to ensure they have completed the exchange (n, 23, 28). ⒶⓈⒾ

➢ Ask students to continue exchanging messages until everyone in the group has had a successful exchange so that everyone remains on task and those needing more time will be able to do so in a

quiet setting (n, 18, 23). ⒶⓇ



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Task Description: In Extended Learning, students are instructed to read several Koans in Blown to Bits then respond to

questions. Task Challenges - Some students may have difficulty:

• reading and comprehending directions and questions

• understanding the material due to the sophisticated phrasing and language usage

• putting their thoughts into words


➢ Select one Koan that the entire class will read and respond to rather than having students read all of them. When students are done reading the Koan, check for understanding. If necessary,

rephrase and restate information and provide background information (r, 1, 5, 11). ⒶⓅ

➢ If necessary, provide phrasing options for students (a, e, 1, 5, 11). ⒶⓇ

➢ Offer students the use of text-to-speech software to listen to the material (a, 10). ⓐⓇ

➢ Offer students the use of text-to-speech software to listen to their own written responses to edit

those responses (e, 10, 11). ⓐⓇ

➢ Provide opportunities for students to use dictation software to write an extended free response. Set aside space in a secluded corner of the room, hallway, or somewhere else outside of the

general classroom for students to use the dictation software (e). ⓐⓇⓈ



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Task Description: Assessment Questions: Students are asked to read and respond to two questions.







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Unit 1, Lesson 4 – Number Systems


Task Description: How Many Different Ways Can You Represent 7?: Students are asked to identify as many

representations of 7 as they can and then discuss them with a partner. Students then share their representations with the class, and the teacher records them. Then, the teacher leads a class discussion about representing numbers.


• recalling or retrieving information about ways to represent 7, and thinking flexibly about how to do this

• expressing thoughts with the correct words and phrases to articulate them


➢ Circulate and assist those who may have difficulty thinking about multiple ways of representing 7. Some students may need suggestions and reminders of how they have seen numbers represented

elsewhere in order to generate ideas (r, 4, 9). ⒶⓇ




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Adjustment Set 2 Lesson Section: Teacher Materials – Activity Description; Student Materials – Activity Guide

Task Description: Circle-Triangle-Square Activity: Students work in small groups and use cut out shapes to create

patterns using 3 shapes. They then write out rules that generate every possible permutation, and record their responses in the Activity Guide. Task Challenges - Some students may have difficulty:

• generating all 27 possible permutations




➢ Circulate as students are working and provide scaffolding as needed to students who may be

having difficulty generating all 27 permutations, ordering the permutations in a systematic manner, or creating rules for their permutations. Point out patterns, suggest strategies, and model how the students might need to reason through their approaches. If needed, demonstrate for students how

the permutations are generated, highlighting your strategy (n, 2, 3, 4, 23, 24). ⒶⓅ

➢ If a student is unable to find all the permutations, provide explanations to clarify thinking (n, 2, 3,

4, 23, 24). ⒶⓅ

➢ Provide assistance to those who are having trouble creating rules by providing one rule and seeing

if they can come up with an alternate rule (n, 2, 3, 4, 23, 24). ⒶⓅ





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Task Description: Present Student Circle-Triangle-Square Number Systems: Students share their circle-triangle-square

number systems. In groups or as a whole class, students read through others’ rules, assess whether they are clear, and test them out to see how they are similar or differnt from each other, and the patterns they generate.









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Task Description: Discuss the Rules Created for the Number Systems and Connect to Number Systems and Binary

Numbers: Students participate in a teacher-led whole-class discussion using the prompts in the Teacher Guide. Task Challenges - Some students may have difficulty:





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Adjustment Set 5 Lesson Section: Teacher Materials – Assessment

Task Description: Peer Assessment: Students write the first few permutations of their systems out on a blank sheet of

paper or note card, and then trade with a someone to see if others can predict the next two permutations. Task Challenges - Some students may have difficulty:








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Adjustment Set 6 Lesson Section: Teacher Materials – Assessment; Student Materials – Assessment

Task Description: Assessment: Students are asked to read prompts and write short responses (50 words or less).







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Task Description: Students are assigned to read and summarize the article Computation: A New Way of Science and

then participate in a class discussion. Task Challenges - Some students may have difficulty:







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Unit 1, Lesson 5 – Binary Numbers


Task Description: Construct a Flippy Do: Students are asked to construct a Flippy Do and then use the Binary Odometer

to check work. Task Challenges - Some students may have difficulty:

• reading and comprehending open/exploratory directions for constructing the Flippy Do

• comprehending information related to the powers of 2

• comprehending and using mathematical and binary principles


➢ Construct the Flippy Do as a class with significant guidance (i, 11, 20, 24, 29). ⒶⓅ

➢ Once the Flippy Do is constructed, have students go to the Binary Odometer, and have them

experiment constructing numbers to see how the Odometer corresponds to the Flippy Do. Some students may need suggestions on numbers to try and build, and some may need additional explanation on how the Odometer and Flippy Do correspond to each other. (The Binary Odometer

has several different numbering systems. This may cause confusion for some students.) Locate an

alternative website that shows fewer numbering systems (i, 11, 20, 24, 29). ⒶⓅ



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Task Description: Students are asked to complete the Binary Practice Activity Guide and respond to complex questions

regarding binary numbers. Task Challenges - Some students may have difficulty:

• comprehending math-based principles and converting numbers with the Flippy Do

• comprehending language, phrasing and vocabulary

• typing or hand-writing responses


➢ To assist students with mathematical concepts and computations in this lesson, allow them to use the

Flippy Do and the Odometer when completing the Activity Sheet (i, 14, 15, 20, 24, 29). ⒶⓅ

➢ Have students who are still experiencing difficulty converting decimal numbers to binary numbers

check their work using the unit converter at the website listed below.

(http://unitconversion.org/unit_converter/numbers.html) (i, 14, 15, 20, 24, 29). ⒶⓅ

➢ When completing the Binary Practice Activity Guide, remind students to use calculators as well as

the Flippy Do to compute numbers (i, 14, 15, 24). ⒶⓇ

➢ If students are still having difficulty with the concept of converting between binary and decimal numbers, consider having them complete an additional worksheet on bits, binary, and values that demonstrates the highest value that can be counted with particular numbers of bits (i, 14, 15, 20,

24, 29). ⒶⓅ

➢ Circulate and assist students in understanding question phrasing (r, 5, 11). ⒶⓅ

➢ As students respond to the open-ended questions, circulate and model phrasing for those who may have difficulty translating their thoughts to writing, and who have difficulty retrieving the words

they would like to use (r, 5, 8, 9, 11). ⒶⓇ


http://unitconversion.org/unit_converter/numbers.html)



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Adjustment Set 3 Lesson Section: Student Materials – Other tool

Task Description: Students are asked to play the Binary Game, an applet that requires them to quickly translate

between base-10 and binary numbers. Task Challenges - Some students may have difficulty:

• computing the translation between binary numbers and base-10 numbers

• recalling the values of the columns in the base-2 system Adjustment Recommendations:

➢ For students who need additional support in this task, permit them to use their Flippy Dos to recall the process for translating numbers between base-10 and base-2. Further, allow them to use a

calculator to assist with the computations (i, 14, 15, 18, 24). ⓐⓇ



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Task Description: Students participate in a class discussion and ask questions.







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Task Description: Students read and write (type) responses to assessment questions and reflect on their learning.







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Unit 1, Lesson 6 – Sending Numbers


Task Description: Review Binary Numbers: The teacher leads a discussion to review binary numbers.


• retrieving and recalling information and vocabulary related to binary numbers



➢ Prior to asking students the questions in the Teacher Guide, begin the lesson by reviewing binary

numbers. Ask questions such as, What are the powers of 2? How are they connected to binary

numbers? What digits are used in base-2 versus base-10? (i, n, r, 5, 12, 15, 23, 29). ⒶⓅ




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Task Description: Internet Simulator - Part 2-Video: Students watch a video about the changes in the internet simulator,

overflow, and defining protocols. Task Challenges - Some students may have difficulty:

• comprehending what overflow is and how it affects binary number transmission

• grasping the mathematical reasoning underlying binary number transmission

• reading and comprehending directions, questions, and background information


➢ Stop the video after the odometer overflow is illustrated and provide a demonstration using visuals (e.g., on the board or in a handout). Reinforce what it means to define a protocol. Check

for understanding and if necessary, clarify and rephrase (i, r, 5, 6, 7, 11, 15). ⒶⓅ



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Task Description: Students develop a protocol using bits to communicate a drawing to their partners.


• recognizing that they should use coordinates with bits in order to communicate the drawing to a partner

• breaking larger tasks into smaller systematic steps to develop the protocol

• writing down the steps of their protocol by hand


➢ Demonstrate for students how the star example in the Activity Guide (or a less complex figure like a square) can be transmitted to a partner via the internet simulator. Use a projected picture of the figure or place it on a handout and label numbers across the x and y axes (i, n, 2, 22, 24, 25).

ⒶⓅ

➢ Circulate and provide assistance as students identify steps in their protocol, attempt to

communicate them to their partner, and write them down (r, 6, 8, 9, 11). ⒶⓇ

➢ Provide opportunities for students to use dictation software to write down the steps of their

protocol in an electronic version of the activity sheet. Set aside space in a secluded corner of the room, hallway, or somewhere else outside of the general classroom for students to use dictation

software if needed (e). ⓐⓇⓈ




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Task Description: Sending Numbers - Activity Guide: Students create a drawing and then send coordinates of

drawings to a partner using the internet simulator. Students also record the coordinates from their partner on a worksheet. Task Challenges - Some students may have difficulty:

• identifying the coordinates



➢ Adapt/Alter the Worksheet Sending Numbers for Graphing by adding numbers along the x and y axes and enlarging the scale of the graph for students who might need more space (i, n, 2, 22, 24,

25). ⒶⓅ

➢ Refer to Recurring Adjustment Suggestions for Discussion. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -



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Unit 1, Lesson 7 – Encoding and Sending Formatted Text


Task Description: Remarks: Students listen and respond to teacher discussion prompts. (The teacher materials use the

phrase encode text without an explicit explanation of its meaning.) Students then write their response to the prompt, discuss their response with a partner, and then discuss whole group. Task Challenges - Some students may have difficulty:

• deriving the meaning of encode text used in context without clarification

• sustaining attention during the discussion in order to learn the meaning of the phrase encode text




➢ Explicitly teach the expression encode text by explaining that text = messages made of words and numbers, and encode = translating words into something the computer understands. Check for

understanding (n, r, 1, 5, 6, 11, 12, 23). ⒶⓇ





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Task Description: Introduce the ASCII encoding scheme: the teacher verbally introduces students to the ASCII,

highlighting key components of the code. Task Challenges - Some students may have difficulty:

• comprehending the ASCII table (It is visually “busy”)

• listening to and comprehending information presented verbally Adjustment Recommendations:

➢ Locate and project a simplified ASCII table that is less dense with visual information and create a

handout for each student (n, 21, 22, 23). ⒶⓅ

➢ Make a copy of the ASCII table for each student to work with individually. In addition, keep the

table projected on the white board (n, r, 1, 5, 6, 11, 12, 23). ⒶⓅ



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Task Description: Students work in groups to invent a protocol for sending formatted text.









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Task Description: Students participate in a discussion about their activity results where they compare/contrast encoding

schemes with HTML. Next, they discuss the llayers of encoding with a partner, and then whole group. Task Challenges - Some students may have difficulty:







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Adjustment Set 5 Lesson Section: Student Materials – Extended Learning

Task Description: In Extended Learning, students are instructed to read Chapter 3 in Blown to Bits, then respond to

questions about the reading. Task Challenges – Some students may have difficulty:




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Interaction

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Unit 1, Lesson 8 – The Internet is for Everyone


Task Description: Students are asked to skim a memo written by Vint Cerf, or an abbreviated version of the memo. (The

memo outlines nine challenges related to accessibility of the internet.) Students chose one or two of the challenges that are the most meaningful to them, and then explain to their partners why they relate to that particular challenge.


• reading dense content that requires students to integrate and understand specific terminology (like infrastructure and electronic commerce)

• comprehending the context of the September 11, 201 terror attacks (Many students may have little or no knowledge of the event)

• working collaboratively on an abstract task




➢ Use the abbreviated version of the source document that is provided with the curriculum (a, n, r, 5,

11, 23, 29). ⒶⓅ

➢ Review the document with the class as a group, highlighting key points, and then have pairs choose

the challenges that are the most meaningful to them (a, n, r, 5, 11, 23, 29). ⒶⓅ





Interaction

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Task Description: Students are asked to think about the series of events that occur when they enter a web address into a

web browser, and then compare notes with a neighbor. Pairs share their ideas with the class while the teacher collects the ideas on the board. Students review the list of ideas or concepts and complete the want to know portion of their KWL.









Interaction

48



Task Description: Students are expected to digest and retain a large amount of information regarding the practice

Performance Task that will be assigned at the end of the unit. (The information given is critical to their successful completion of the task.) Task Challenges - Some students may have difficulty:

• sustaining attention while important Performance Task details are provided

• understanding the concepts presented


➢ Create a slide with a summary of the two major issues and the key points in the Content Corner and display it for students. In addition, provide students with a handout of the issues and key

points (n, r, 6, 9, 11, 23). ⒶⓅ

➢ Refer to a running class glossary with the key terms and concepts defined (n, r, 6, 9, 11, 23). ⒶⓅ



Interaction

49



Task Description: Students are asked to select one challenge from the opening activity of the lesson, explain it, and

provide an example. Task Challenges - Some students may have difficulty:




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Interaction

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Unit 1, Lesson 9 – The Need for Addressing


Task Description: Students are asked to play several rounds of Battleship against multiple people at the same time.


• comprehending and recalling the rules

• sustaining attention while the others in their group take their turn at the game


➢ Plan on spending a significant amount of time explaining the rules of the game and modeling how

the game should be played. Some students will need more explicit instruction and repetition (n, r,

1, 2, 6, 7, 11, 23). ⒶⓅ

➢ Demonstrate how to play the game. Project a copy of the game rules on the board while the

students are playing. Circulate and provide guidance to students who are having difficulty with the

rules (r, 11, 12, 14, 28). ⒶⓅ

➢ Allow students at least ten minutes to play the game to ensure they understand how the game

works and the mechanics of the game (n, 23, 24, 28). ⒶⓉ



Interaction

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Task Description: Students use the Internet Simulator to communicate and play Battleship without using verbal

communication. Task Challenges - Some students may have difficulty:

• adapting to the revised version of the Internet Simulator

• identifying that the Internet Simulator messages must be addressed to the recipient Adjustment Recommendations:

➢ Demonstrate the revised version of the Internet Stimulator and point out the differences from the

version the students previously used (n, r, 4, 6, 13, 15, 18, 20, 23, 28). ⒶⓅ

➢ Explicitly state at the beginning of the activity that messages will need to be addressed to the

recipient (r, 4, 6, 15). ⒶⓅ

➢ Model specific ways messages can be addressed to each recipient (n, r, 4, 6, 15). ⒶⓅ



Interaction

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Task Description: Students are asked to describe an efficient binary protocol for playing a three-person game of

Battleship that can be played accurately using the Internet Simulator. Task Challenges - Some students may have difficulty:

• comprehending the definition of efficient as it relates to a binary protocol

• recalling and retaining information about how binary is used Adjustment Recommendations:

➢ Review the definition of efficient as it relates to this exercise (r, 4, 6,18, 23). ⒶⓅ

➢ In a class discussion, outline the information that is needed in order to be sure that a message is

received by the intended party (n, r, 4, 6, 13, 15). ⒶⓅ

➢ Review how binary can be used to store and send information. Some students may need more than

just a review on binary numbers and may need to be re-taught information (m, n, 6, 15, 23). ⒶⓅ



Interaction

53



Task Description: Students are asked to view a video and complete a worksheet.


• comprehending concepts presented in a dense, technical video

• conducting additional research with little instruction

• typing or hand-writing ideas



➢ Watch the video two times – the first time, watch it completely, then pause to review the worksheet

questions. Then watch once more (n, r, 6, 9, 11, 21, 23, 24, 29). ⒶⓅ

➢ Provide students with an internet link that can be used to find the missing information and focus

their research (n, 23, 24, 25). ⒶⓅ

➢ Allow students to complete the questions in the Activity Guide by typing the information into a

separate electronic copy (e, 17). ⓐⓇ




Interaction

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Task Description: Students respond to multiple choice and short response questions in Code Studio. The short response

questions are: a) Describe the addressing system your group devised. How did your group decide upon a system for

sending messages in the Battleship simulator? Were there disagreements or problems? How were they resolved?

b) Even with a good protocol, what are some privacy and security challenges while playing battleship on the Internet Simulator?







Interaction

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Unit 1, Lesson 10 – Routers and Redundancy


Task Description: Students are expected to use a revised version of the Internet Simulator to complete the Activity

Guide. Task Challenges - Some students may have difficulty:

• accessing the Internet Simulator

• comprehending new terms introduced with little information about their meaning

• using socially appropriate language in communication and collaboration

• deciphering dense and complex information

• reading and comprehending the questions


➢ Display the Internet Simulator in the front of the room and walk students through the revised program. Review newly introduced terminology and refer students to a running class glossary to

see the definitions (a, n, r, 11, 13, 15, 18, 23, 24). ⒶⓅ

➢ Demonstrate how the revised Internet Simulator should be used for this activity (a, n, r, 11, 13, 15,

18, 23, 24). ⒶⓅ

➢ Provide students with examples of appropriate short messages that can be sent with the Internet

Simulator (e, n, 5, 11, 18, 23, 24, 28). ⒶⓅ

➢ Display a screen and join a router. Have a student join the same router and model sending and

replying to a message (a, n, r, 13, 14, 15, 18). ⒶⓅ

➢ Explicitly state that newer messages are stacked on top of the older messages in the router logs

(a, n, r, 13, 14, 15, 18). ⒶⓅ

➢ Review the 1st page of the Activity Guide prior to beginning the activity to ensure students

understand the questions that need to be answered, where to find the information requested, and

how to calculate the percentage of the messages received (a, i, n, r, 11, 13, 15, 18, 23, 24). ⒶⓅ



Interaction

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Unit 1, Lesson 10 – Routers and Redundancy


Task Description: Students are asked to answer the reflection questions at the end of the Activity Guide.


• expressing their thinking in a way comprehensible to others

• finding the correct words and phrases to articulate their thoughts

• typing their responses

• expressing complex thoughts in a written form



➢ Allow students to complete the questions on the Activity Guide by typing the information into a

separate electronic copy (e, 17). ⓐⓇ

➢ Provide cues and sentence stems to help students who have difficulty formulating their thoughts and

expressing their answer in writing (e, n, r, 5, 9, 10, 11, 14, 24, 25). ⓐⓇ




Interaction

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Unit 1, Lesson 11 – Packets and Making a Reliable Internet


Task Description: Students use a revised version of the Internet Simulator to complete the Activity Guide.


• accessing the Internet Simulator

• comprehending new terms introduced with little information about their meaning


➢ Display the Internet Simulator in the front of the room and walk students through the revised

program. Review newly introduced terminology and refer students to a running class glossary to

see the definitions (a, n, r, 5, 10, 13, 15, 18, 23, 24). ⒶⓅ

➢ Demonstrate how the revised Internet Simulator should be used for this activity (a, n, r, 5, 10, 13,

15, 18, 23, 24). ⒶⓅ



Interaction

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Task Description: Students are asked to develop a protocol for communicating, using the constraints of the new Internet

Simulator. Task Challenges - Some students may have difficulty:

• using socially appropriate language when communicating using the Internet Simulator

• dividing their messages into 8 characters of text

• deciphering the messages they receive when packets are received out of order

• developing the protocol

• writing out the steps or components of their protocol on their worksheet


➢ Display a summary of the information in the Content Corner to assist students in identifying the

components needed to develop a working protocol (n, 14, 18, 23, 24, 25, 27). ⒶⓅ

➢ Provide students with examples of appropriate short messages that can be sent using the Internet

Simulator (e, n, 5, 11, 18, 23, 24, 28). ⒶⓅ

➢ Provide students with a graphic organizer to assist them in decomposing their messages into 8

character packets and model how to use it (a, n, r, 10, 11, 13, 14, 15, 18, 23, 24). ⒶⓅ

➢ Offer students the use of text-to-speech software to listen to their own written responses to help

them edit those responses (e, 10, 11). ⓐⓇ




Interaction

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Task Description: Students are shown a video that explains Transmission Control Protocol (TCP). The video contains

technical information about how information is actually transmitted from one computer to another. Students are expected to draw similarities between the classroom activity and TCP. Task Challenges - Some students may have difficulty:

• comprehending the information presented in the video

• identifying similarities between TCP and the classroom activity


➢ Display the key points listed in the Connect Activity to TCP on a slide during the discussion (n, r, 5,

6, 11, 21, 23, 24). ⒶⓅ



Interaction

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Task Description: Students are asked to read excerpts from the book Blown to Bits and respond to the following

questions: a) It is interesting to think about the foresight (or luck?) that caused the initial Internet designers to

choose a packet-switched network as the basis for the Internet. What do you think, foresight or luck? (Read Appendix)

b) What do you think the Internet would be like today if different companies’ network protocols were still competing for adoption for the Internet instead of TCP being the de facto standard? (Read Chapter 3)







Interaction

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Unit 1, Lesson 12 – The Need for DNS


Task Description: Students are given slips of paper with an IP address and a worksheet where they are asked to

circulate throughout the room and record the names and addresses of their classmates. The teacher is directed to randomly replace some students’ addresses. Students are expected to understand that the scenario is realistic because IP addresses change all the time.


• comprehending directions

• hand-writing worksheet responses

• reading the the addresses

• recognizing that a central list of IP addresses is better than individual lists


➢ Display the directions for the DNS Unplugged activity, along with a sample of the worksheet the

students are to complete (n, r, 7, 11, 22). ⒶⓅ

➢ Identify those students who may have trouble with a change of address and attempt to avoid

changing their address (28). ⒶⓅ

➢ Prepare questions to guide the post-activity discussion (29). ⒶⓅ

➢ Provide students with a copy of the worksheet that has the names of the students in the class filled

in, reducing the amount of handwriting needed (17). ⓐⓇ



Interaction

62



Task Description: Students are asked to interview their partner using a revised version of the Internet Simulator. Students

are expected to find their partner’s IP address by querying the Internet Simulator. The teacher is instructed to interrupt the “interviews” and require students to disconnect and re-connect to the simulator.


• accessing Internet Simulator

• composing the answers to the interview questions in a timely manner




➢ Model how to request the DNS address of a person on the simulator (c, v, 5, 11, 23). ⒶⓅ

➢ Model how to conduct a “conversation” on the new version of the Internet Simulator (c, p, u, v, 23,

24). ⒶⓅ

➢ Modify the Interview Question Sheet to include a space for students to include the IP address of the

person they are interviewing (p, v, 14). ⒶⓅ

➢ Allow students time prior to the use of the Internet Simulator to compose their answers to the

interview questions (v, 11, 28). ⒶⓇ





Interaction

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Task Description: Students are asked to watch a video as a transition to a small-group activity about DNS.


• comprehending technical material in the video (difficult for students who are not auditory learners)

• understanding the thick accent of one of the speakers on the video (may make the material

difficult for auditory learners) Adjustment Recommendations:

➢ Play the video with the closed captioning enabled (n, r, 5, 6, 11, 18, 21). ⒶⓅ

➢ Display and review the discussion questions in the Wrap-Up prior to watching the video (n, r, 5, 6,

11, 18, 21). ⒶⓅ

➢ Provide the article What is DNS? (in Extended Learning) as a different way to access the

information in the video (n, r, 5, 6, 11, 18, 21). ⒶⓅ



Interaction

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Task Description: Teacher leads a class discussion around the following questions:

a) Why does the Internet use IP addresses? b) Why don’t we need to know IP addresses? c) Why do we need a Domain Name System? d) Why don’t we all maintain our own DNS?

e) Is there one big DNS for the entire Internet? f) How do you think all these DNS servers are maintained? g) What is one vulnerability of DNS and how is that vulnerability attacked? h) What are the implications of an attack on a DNS server (or servers) - how does this affect your

life? Task Challenges - Some students may have difficulty:






Interaction

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Task Description: Students are placed in groups and are assigned an article to read, then complete the first page of the

Activity Guide. Students are then placed in new groups and asked to explain the content of their article to the new group members. Task Challenges - Some students may have difficulty:








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Task Description: Students are asked to read and respond to two multiple choice and two free response questions in

Code Studio. Task Challenges - Some students may have difficulty:




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Unit 1, Lesson 13 – HTTP and Abstraction on the Internet


Task Description: Students are given a resource with a complicated image and are introduced to several new terms:

abstraction, server, client. Task Challenges - Some students may have difficulty:

• comprehending the information displayed on the diagram


➢ Keep the diagram displayed on the board throughout the lesson (a, r, 2, 5, 11, 20, 21, 22). ⒶⓅ



Interaction

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Task Description: Students are asked to watch a video, The Internet: HTML and HTTP, which describes how traffic flows

when a request is made to a website and defines the terms HTML, HTTP, SSL and TLS. Task Challenges - Some students may have difficulty:

• understanding how traffic moves between the computer requesting a website and the server

providing the information

• comprehending new terminology and phrasing


➢ Watch the video twice, the first time through without interruption. Pass out the provided handout in the curriculum and review the questions prior to watching the video a second time. Clarify and

rephrase if necessary. Pause the video as each term in introduced and direct students to complete

the worksheet as you go (r, 5, 6, 7, 11). ⒶⓅ

➢ Have various students “play the part” of each level in the stack and walk through how information

is passed from level to level (a, n, r, 5, 11, 20, 22). ⒶⓅ



Interaction

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Task Description: Students are placed in pairs, given an activity worksheet, and asked to access the developer tools of

their browser, monitor the HTTP traffic generated by visiting a variety of websites, and record interesting findings. Task Challenges - Some students may have difficulty:








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Task Description: Students are asked to respond to the following question: The definition of HTTP makes use of the ASCII

character set without reference to how these characters are encoded. Explain why this is an example of abstraction. Task Challenges - Some students may have difficulty:





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Task Description: Students are asked to read excerpts from the book Blown to Bits and respond to the following

questions: a) The layers of protocols used in network communication are an example of abstraction. Can you

give other examples of abstraction in everyday life? When you browse to a web page, maybe with some animated advertisements embedded on it, describe in detail what happens behind the

scenes to display that page on your browser. b) Discuss how not knowing some basics of how a software tool or computer works, and the

abstractions they use, could lead to bad outcomes.







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Unit 1, Lesson 14 – Practice PT – The Internet and Society


Task Description: Students are presented with a brief review of the material covered throughout Unit 1 and are given

an overview of the Practice PT task (used as a final unit assessment for Unit 1). Students are expected to conduct research on a technical topic related to The Internet and Society and prepare a two-minute presentation that demonstrates their knowledge of the topic, and discusses the benefits and drawbacks of the topic or issue. (The purpose of this activity is to prepare students for the Explore PT,

which will be part of their final AP assessment). Task Challenges - Some students may have difficulty:

• digesting the information on the curriculum provided handout that describes the task (and as a

result, understanding exactly what they are expected to present) Adjustment Recommendations:

➢ Prepare a model presentation to share with students (a, r, 3, 4, 5, 10, 11). ⒶⓅ

➢ Review the purpose and relationship of this task to the Explore Performance Task. (This is provided

in the Content Corner of the Teacher Lesson plan materials) (a, r, 5, 10, 11). ⒶⓅ



Interaction

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Task Description: Students are asked to select a technical topic to research, which they will then present in relation to its

impact on society. Task Challenges - Some students may have difficulty:

• choosing a topic to present with few parameters

• selecting the resources they should use in research

• completing the worksheet provided to help them organize the results of their research

• reading and comprehending the articles needed to conduct their research



➢ Provide students with a list of resources they can use to conduct their research (n, 23, 24, 25, 26).

ⒶⓅ

➢ Assign students one of the two topics to research (n, 23, 24, 25, 26). ⒶⓅ

➢ Circulate through the classroom as students are conducting their research to identify students who are having difficulty comprehending their articles and provide scaffolded summaries of the articles

as necessary (s, 9, 10, 11, 12, 14). ⒶⓅ

➢ Offer students the use of text-to-speech software to read the research articles (a, 10). ⓐⓇ




Interaction

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Task Description: Students are asked to prepare a two-minute “flash talk” that summarizes the results of their research

on the impacts of technology on society. Task Challenges - Some students may have difficulty:

• presenting their “flash talk” in front of the class comfortably

• expressing their thinking in a way comprehensible to others

• typing or hand-writing responses or writing


➢ Have students submit their scripts for evaluation. Make presenting their flash talks optional (r, 8, 9,

10, 11, 12, 14). ⒶⓇ

➢ Allow sufficient class time for students to rehearse their flash talks (r, 8, 9, 10, 11, 12, 14). ⒶⓇ

➢ Create a structured organizer with sentence stems to aid students in completing their outlines (e, r,

1, 5, 8, 9, 11, 23, 24, 25). ⒶⓇ

➢ Allow students to alternatively, complete the assignment as a short (300 word) paper (r, 8, 9, 10,

11, 12, 14). ⓐⓇ

➢ Provide opportunities for students to use dictation software to write their scripts. Set aside space in a secluded corner of the room, hallway, or somewhere else outside of the general classroom for

students to use dictation software if needed (e). ⓐⓇⓈ

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Citing this Work Please acknowledge Outlier Research & Evaluation and Wolcott School’s NSF-supported study (Grant # 1542963) that generated this content in any distribution or publication use.

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About the Outlier-Wolcott CSP Study: The Computer Science and students with learning differences study is a two-year exploratory research-practice partnership project funded by the NSF (# 1542963). The study seeks to make the CSP course more accessible for students with specific learning disabilities and attention deficit disorders. Learn more about this work at http://outlier.uchicago.edu/accessCSP/.

http://outlier.uchicago.edu/accessCSP/

Lesson-Specific Adjustment Guide Unit 1 The Internet · Brainstorm Technological Innovation:...

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