Irving Independent School District Smart Solutions

Teacher material · Page · Unpublished in Canvas

Facilitator Guide: Code + Web Day 4 — Input, Storage, Processing + Output

Canvas state
Unpublished

TEACHER ONLY · LESSON GUIDE

Code + Web Day 4 — Input, Storage, Processing + Output

Run the current student lesson with its existing evidence, resources, and submission route.

Daily Learning Contract

Topic: Input, storage, processing, and output

Objective: Students will explain how input, stored information, processing rules, and output interact in a real computing system.

TEKS:
  • §126.19(c)(12)(A) — integrate use of appropriate technology terminology in scholarly inquiry and dialogue such as classroom discussion and written samples;

Demonstration of learning: Labeled device map plus a reflection tracing one complete input-to-output path using the four terms accurately.

Use what is already in Canvas

Student-facing task: Day 4: How Computers Think. Keep the current student page, requirements, points, and rubric as the source of truth.

  • CS Discoveries Unit 1 Lessons 4 and 6
  • current assignment
  • existing deck

Before students begin

  • Open the student task in Student View and test the exact sign-in, link, file, or submission path students will use.
  • Prepare only the listed existing materials; do not require a personal account or a new unlisted product.
  • Keep the current student page available as the accessible and absence route.

Lesson flow

  1. 1. Launch: Put the purpose in front of students: Students will map a real device action through input, storage, processing, and output.
  2. 2. Model: Use one current example, tool, or teacher resource before students begin system models.
  3. 3. Guide: Complete the first decision or step together; conference before students commit to a direction.
  4. 4. Build: Students complete the existing Canvas task. Do not add a second product or change the current rubric.
  5. 5. Check + next step: Verify this evidence before students leave: Device map and reflection.

Scaffolds and teacher decisions

Keep the student lesson's bilingual tabs, word bank, models, and current support route in view while students work. Reduce the number of examples or provide a partially completed planning frame before reducing the evidence. If a student needs an alternate format, preserve the same named evidence and use the current rubric or teacher judgment rather than adding a hidden requirement.

Close the loop

Use the current Canvas submission for grading. Record the specific misconception, access issue, or revision need you observed; use it to choose the next lesson's launch rather than creating a duplicate exit assignment.