Unit 2 Overview (22 minutes)

(1 minute) Big picture of Unit 2

Remind participants of the big picture in Unit 2:

• There are 9 lessons.
• We looked at one at a high level in a Previously, On… session
• We participated as learners or teachers in four of them.
  • Each of these lessons built up a “layer” of the internet”
• Now we are going to look at the lessons we did not see in the workshop.

(8 minutes) Lessons we missed - Lesson 5: Packets

• Description: This lesson builds on what students learned about redundancy. Here students learn that the internet breaks up messages into smaller parts called “packets” which move through the internet, sometimes taking different routes. Sometimes they don’t all get to their destination at all and other times they arrive out of order. For that reason we have a protocol called TCP or the Transmission Control Protocol to help with this. (Show participants the TCP video ~6 minutes)

• Learning goals:

  • Students will be able to describe how information flows through the Internet as a datastream of packets
  • Students will be able to explain how packet numbering and re-ordering can allow for large messages to reliably be sent even if packets are dropped or arrive out of order
  • Students will be able to explain the differences between the Transmission Control Protocol (TCP) and User Datagram Protocol (UDP)
    
    

• Key beats of the lesson:

  • Warm-up: Students are given a thinking prompt about accomplishing a large task.
  • Activity:
    • Students use an “updated” version of the internet simulator to send messages to a partner.
    • Students realize that these messages need to be broken up into smaller “packets” to be sent and sometimes they don’t all arrive or they arrive out of order.
    • Students use an activity guide to develop their own protocol for ensuring a message is received in full.
    • Students share protocols.
    • Students watch a video about TCP (the one you just saw)
      
      

• Wrap-Up: The lesson ends with new vocabulary.

(7 minutes) Lessons we missed - Lesson 6: HTTP and DNS

• Description: This is the last lesson that covers a “layer” of the internet. It puts on the top layer of the IP stack with HTTP and DNS.

  • DNS - Domain Name System - this system translates domain names (like example.com) to IP addresses (like 93.184.216.34)
  • HTTP - HyperText Transfer Protocol - the protocol used for transmitting web pages over the Internet
    
    

• Learning goals:

  • Students will be able to describe how HTTP is used for sharing the files and pages that make up the World Wide Web
  • Students will be able to describe how the Domain Name System helps the Internet scale by allowing devices to find the IP addresses associated with a domain name
  • Students will be able to explain how different layers of protocols on the Internet build upon and rely on one another
    
    

• Key beats of the lesson:

  • Students engage in an unplugged activity that demonstrates the need for DNS
  • Students watch a video about DNS (~3 minutes)
    • Show this video to participants
  • Students use the Internet Simulator to show how DNS helps them find the IP addresses of their classmates
  • Students watch a video about the final layer of the internet on HTTP (~8 mins)
  • The class ends with looking at an activity guide that has all the layers in one place
    • Open this up and show it to participants

(5 minutes) Lessons we missed - Lesson 7 and 8

• These lessons are part of a 2-part project

• Description: In this project, students explore a relevant Internet dilemma: Net Neutrality, Internet Censorship, or the Digital Divide. Students apply their knowledge of how the Internet works to address the core question related to their chosen dilemma.

• Look at the Project Guide together:

  • Have participants navigate to the lesson and open up the project guide.
  • Give participants 5 minutes to read the guide. Review the different portions including:
    • The description of the topics
    • The rubric
    • The concept bank
    • The template for the policy one-pager
      
      

• The second day ends with students sharing out what they learned from their research to the class.

• Note: this project may be used in tandem with the multiple choice assessment at the end of the unit.

(1 minute) Lessons we missed - Lesson 9

• Lesson 9 contains a 15 question multiple-choice assessment and time to review the assessment

Connections to Unit 1 and Unit 3 (3 minutes)

(2 minutes) Connections to Unit 1

Use the slides to guide your presentation:

• In Unit 1 we start to build a collaborative classroom culture around problem solving. Unit 2 continues to reinforce and build that culture.
• In Unit 1, we learn about digital representation and then consider the beneficial and negative impacts of digital representation in the real world. In Unit 2, we follow that same cadence where we learn about the internet, and then apply that knowledge to the real-world by making a policy proposal at the end of the Unit.

(1 minute) Connections to Unit 3

• Unit 3 marks the transition to programming as we will see tomorrow.
• Unit 2 (and Unit 1) prepare students for this transition by:
  • Establishing a classroom culture of collaboration
  • Encouraging students to try to find a solution to a problem