Lesson 5: Hardware and Software Skits

Display: Show “Vocabulary” slide

• Go through some of the terms that might be unfamiliar to students
• Have students refer back to these definitions throughout the main activity as needed

Display: Show “Warm Up” slide

Discuss:

• Think about an electronic device you use often. For example, a laptop, phone or tablet. What do you think it looks like inside?

Display: Show “Looking Inside” slide

Discuss:

• What do you notice?

Discussion Goal: These images show many of the computer parts that students will be using in their skits later in the lesson. This view may be totally new to students and present a new concept they hadn’t considered before - what is inside a computer (or electronic device)? Students may start naming some easily identifiable internal computer parts such as wires. Let students know that by the end of the lesson they will have a much better idea of how everything inside the computer works together!

Display: Show “Preparing Your Skit” slide

Do This: Put students into groups of 5 and assign them a skit number from the skit outline. Give each student a sheet of paper with their skit role on it. First, students should decide who will take on the role of each computer part. Then, students should read through the skit and start brainstorming how they will bring it to life. Finally, students should rehearse their skit and be ready to present it.

• Make sure to encourage student creativity. Students can have the freedom to add details to their skit or prepare quick props. Create a positive environment where students will feel comfortable taking a risk by performing the skit.

• Circulate and provide feedback to students emphasizing both strengths and areas for improvement. Support with time management by routinely letting students know how much time is left.

• If you are unable to create even groups of students, a 6th member of a group could be added. The extra person’s role would be the narrator. They can start off the skit by introducing each character and telling what the computer parts are going to work together to do. It can be at the group’s discretion if any extra narration is needed.

• Alternatively, a smaller group could be formed with only 4 members. The “user” role would be eliminated from the skit. The group would creatively decide how to make up for this missing element.

• If you have more students and require extra skit outlines, two groups can work on the same skit.

Display: Show “Performing Your Skit” slide

Do This: It is up to your discretion how students will present their skits. You may choose based on your knowledge of your class and time constraints. Some ideas:

• Skits could be recorded via video using a computer device. Flip allows students to record and edit videos and then watch their classmates videos. There are settings that allow students to comment and like each others videos.

• Groups could be paired up and show each other their skits. In this option, students perform in front of another small group of peers. The audience is small so stakes are lower. Then they have the opportunity to watch another skit live.

• Groups could volunteer to present to the whole class. Before calling students back to the rug, have groups discuss whether they would like to present in front of everyone. Tell groups that all group members must agree that they wish to present.

Display: Show “Reflection” slide

Do This: Have students share a glow (positive), grow (constructive feedback), and question they have for another group who performed.

Do This: This can be used for an exit ticket or other formative assessment.

Question:

• What is something new you figured out about an internal or external computer part?