Unit 4 – Data

Unit 3 – Compression | Unit 5 – Security and Encryption 


Daily Lesson Plans 

This material contains a comprehensive collection of 90-minute lesson plans for a semester’s worth of instruction in AP Computer Science Principles to serve as a companion to this textbook. Each lesson plan includes clear objectives, related requirements, a list of necessary materials, a detailed procedure, an assessment method, and a reflection section. The lessons are designed to be engaging and interactive, incorporating a variety of teaching techniques to help students understand and apply the key concepts of computer science. In order to modify the course for a year-long course with approximately 180 instruction days, each lesson plan can easily be spread across two days of instruction. 

Explore Lesson Plans

Textbook 

Computer Science Principles: The Foundational Concepts of Computer Science, 5th Edition, Kevin Hare – Yellow Dart Publishing – 2024

Explore the Book

Daily Practice Questions

Enjoy complimentary access to a daily selection of 5 random questions from our extensive pool of over 500 thoughtfully crafted questions – even if you’re not a member. Dive into the excitement of learning with these free, rotating questions that change every 24 hours, offering a taste of the variety and depth our content and book have to offer.

Today’s Questions

Lessons:

Unit Duration:

  • 9 hours | 6 class periods (90-minutes)

Project, Test, and Quiz Resources:

Lesson 20 | 4.0 Introduction to Data & 4.1 Visualizing Data 

Lesson Objectives: 

  • To understand what data is and where it is used in everyday life 
  • To understand the importance of data and its impact on decision-making
  • To understand the role of data visualization in representing and communicating information effectively 
  • To learn about Charles Minard’s infographic about Napoleon’s 1812 march towards Moscow 
  • To learn about John Snow’s map of the 1854 Cholera outbreak in London and its impact on public health 

Related Requirements: 

  • Science/Social Science 
  • Digital Literacy/Media Studies 

Lesson Materials: 

Lesson Procedure: 

  1. Introduction (5 minutes) 
    • Brief explanation of what the lesson is about 
    • Introduce the topic of data and its importance in our lives 
  2. Understanding Data (10 minutes) 
    • Discuss what data is and where it is found in everyday life 
    • Explain the impact of data on decision-making 
  3. The Importance of Visualizing Data (15 minutes) 
    • Discuss the importance of visualizing data to effectively communicate information
    • Show examples of data visualization in real life (e.g., weather forecast, sports statistics) 
  4. Charles Minard’s Infographic (15 minutes) 
    • Show the students Charles Minard’s infographic about Napoleon’s 1812 march towards Moscow 
    • Explain how the infographic effectively represents multiple data sets in a clear and easy-to-understand manner 
  5. John Snow’s Map (15 minutes) 
    • Show the students John Snow’s map of the 1854 Cholera outbreak in London
    • Explain how the map helped find the source of the outbreak and its impact on public health 
  6. Video and Article Activity (25 minutes) 
    • Have students watch the videos Stand-up comedy routine about Spreadsheets, Dan Bricklin, Inventor of Electronic Spreadsheets, The Greatest Ever Infographic
    • Have students read the article about the 1854 Cholera Outbreak and John Snow’s Map 
    • Have students take notes on what they learned and share with the class
  7. Conclusion (5 minutes) 
    • Summarize what the students learned about data, its importance, and the role of data visualization 
    • Explain the importance of understanding data and visualizing it effectively in their future careers 

Assessment Method: 

  • Written reflection on what they learned from the videos and article 
  • Class participation in discussion and activity 
  • Presentation of notes taken during the class 

Lesson Reflection: 

  • What worked well in the lesson? 
  • What could have been improved? 
  • What will be done differently in the future?

Mapped Standards:

College Board AP Computer Science Principles (CSP) Framework:
  • CRD-2.A.1 The purpose of computing innovations is to solve problems or pursue interests through creative expression.
  • DAT-2.A.3 Digitally processed data may show correlation between variables. A correlation found in data does not necessarily imply a causal relationship exists. Often additional research is needed to understand the exact nature of the relationship.
  • DAT-2.B.1 Metadata are data about data. Metadata is associated with the primary data; the primary data may be an image, a Web page, or other complex object.
  • IOC-1.E.1 Widespread access to information and public data facilitates the identification of problems, development of solutions, and dissemination of results.
CSTA Standards:
  • 1B-DA-07: Evaluate the ability of data visualizations (like charts and graphs) to represent various types of data gathered from the real world.
  • 2-DA-09: Develop projects that involve the collection, analysis, and visualization of data.

Lesson 21 | 4.2 – Misrepresenting Data 

Lesson Objectives: 

  • To understand the concept of Misrepresented Data and how it can be misleading
  • To explain the difference between correlation and causation and understand why correlation does not imply causation 
  • To understand Simpson’s Paradox and its implications 
  • To research and analyze real-life examples of Misrepresented Data and its motives 

Related Requirements: 

  • Basic knowledge of statistics and data analysis 
  • Ability to use the internet and research skills 

Lesson Materials: 

Lesson Procedure: 

  1. Introduction (10 minutes) 
    • Introduce the topic of Misrepresented Data and ask students what they already know about it 
    • Show the video Simpson’s Paradox and ask students to take notes on the key points covered 
  2. Correlation vs Causation (10 minutes) 
    • Explain the difference between correlation and causation 
    • Provide examples to reinforce the understanding of the concept 
  3. Simpson’s Paradox (10 minutes) 
    • Explain the concept of Simpson’s Paradox and its implications 
    • Illustrate the concept with examples 
  4. Real-Life Examples (30 minutes) 
    • Divide students into groups of 4-5 
    • Provide each group with a computer or laptop with internet access 
    • Ask students to research and find real-life examples of Misrepresented Data and its motives 
    • Each group should prepare a presentation of their findings and be ready to share with the class 
  5. Group Presentations (20 minutes) 
    • Allow each group to present their findings and discuss the motives behind Misrepresented Data 
    • Encourage class discussion and debate 
    • Summarize key points and take note of common themes 
  6. Assessment (10 minutes) 
    • Ask students to write a short reflection on what they have learned in the class
    • Evaluate their understanding of the topic based on their reflection 
    • Encourage students to ask questions and clarify any doubts 

Assessment Method: 

  • Class participation and discussion 
  • Group presentations 
  • Reflection writing 

Lesson Reflection: 

  • Ask students for feedback on the lesson and take note of their suggestions for improvement 
  • Evaluate the effectiveness of the lesson and make any necessary adjustments for future lessons 
  • Reflect on your own teaching and identify areas for improvement 

Mapped Standards:

College Board AP Computer Science Principles (CSP) Framework:
  • DAT-2.B.2 Changes and deletions made to metadata do not change the primary data.
  • DAT-2.B.3 Metadata are used for finding, organizing and managing information.
  • IOC-1.D.1 Computing innovations can reflect existing human biases because of biases written into the algorithms or biases in the data used by the innovation.
  • IOC-1.E.1 Widespread access to information and public data facilitates the identification of problems, development of solutions, and dissemination of results.
CSTA Standards:
  • 2-DA-09: Investigate cases where data has been misrepresented and analyze the consequences of such misrepresentations.
  • 3B-DA-07: Evaluate the validity of data sources and the data itself, and propose methods to ensure the accuracy and reliability of the information presented.

Lesson 22 | 4.3 – Spreadsheets (part 1) 

Lesson Objectives: 

  • To introduce students to the basics of spreadsheet programs such as Microsoft Excel or Google Sheets. 
  • To have students understand the use of functions, data representation, and formatting in spreadsheet programs. 

Related Requirements: 

  • Basic computer skills and understanding of data representation 
  • Familiarity with using Microsoft Excel or Google Sheets 

Lesson Materials: 

  • Computer with spreadsheet program installed (Microsoft Excel or Google Sheets)
  • Randomized data provided to the students 
  • Access to the internet for additional resources 

Lesson Procedure: 

  1. Introduction (10 minutes) 
    • Explain the purpose of the project and the objectives of the 90-minute lesson.
    • Provide an overview of the spreadsheet program and its features. 
  2. Data Representation and Functions (50 minutes) 
    • Show students how to enter and manipulate data in a spreadsheet. 
    • Teach students how to use functions such as SUM, AVERAGE, MAX, MIN, etc.
    • Have students practice using functions on the randomized data provided. 3. Formatting (30 minutes)
    • Teach students how to format cells, including changing font type, font size, and font color. 
    • Teach students about conditional formatting and have them practice using it on the randomized data. 

Assessment Method: 

  • Checklist to assess the final projects 
  • Class presentation and discussion of the final projects 

Lesson Reflection: 

  • Have students reflect on the project and what they have learned. 
  • Ask students what they found challenging and what they found easy about the project.
  • Ask students for suggestions on how to improve the project or the lessons in the future. 

Mapped Standards:

College Board AP Computer Science Principles (CSP) Framework:
  • AAP-2.B.1 Sequencing is the application of each step of an algorithm in the order in which the code statements are given.
  • AAP-2.B.2 A code statement is a part of program code that expresses an action to be carried out.
  • AAP-2.B.3 Expressions can consist of a value, a variable, operators, or procedure calls that return a value.
  • AAP-2.B.4 Expressions are evaluated to produce a single value.
  • AAP-2.B.5 The evaluation of expressions follows a set order of operations defined by the programming language.
  • AAP-2.B.6 Sequential statements execute in the order they appear in the code segment.
  • AAP-2.B.7 Clarity and readability are important considerations when expressing an algorithm in a programming language.
  • AAP-2.D.1 String concatenation joins together two or more strings end-to-end to make a new string.
  • AAP-2.D.2 A substring is part of an existing string.
  • AAP-2.E.1 A Boolean value is either true or false.
  • AAP-2.E.2 The exam reference sheet provides the following relational operators =, ≠, >, <, ≥, and ≤. a = b; a ≠ b; a > b; a < b; a ≥ b; a ≤ b; These are used to test the relationship between two variables, expressions, or values. A comparison using a relational operator evaluates to a Boolean value. For example, a = b evaluates to true if a and b are equal; otherwise, it evaluates to false.
  • AAP-2.F.1 The exam reference sheet provides the following logic operators: NOT, AND, and OR, which evaluate to a Boolean value.
  • AAP-2.F.2 The exam reference sheet provides NOT condition, which evaluates to true if condition is false; otherwise it evaluates to false.
  • AAP-2.F.3 The exam reference sheet provides condition1 AND condition2, which evaluates to true if both condition1 and condition2 are true; otherwise it evaluates to false.
  • AAP-2.F.4 The exam reference sheet provides condition1 OR condition2, which evaluates to true if condition1 is true or if condition2 is true or if both condition1 and condition2 are true; otherwise it evaluates to false.
  • AAP-2.F.5 The operands for a logic operator are either a Boolean expression or a single Boolean value.
  • DAT-2.B.1 Metadata are data about data. Metadata is associated with the primary data; the primary data may be an image, a Web page, or other complex object.
CSTA Standards:
  • 2-DA-08: Apply different tools and techniques for data visualization and manipulation using spreadsheets.

Lesson 23 | 4.3 – Spreadsheets (part 2) 

Lesson Objectives: 

  • To have students understand the use of sorting and charts in spreadsheet programs.
  • To have students create a professional-looking spreadsheet that serves a purpose. 

Related Requirements: 

  • Basic computer skills and understanding of data representation 
  • Familiarity with using Microsoft Excel or Google Sheets 

Lesson Materials: 

  • Computer with spreadsheet program installed (Microsoft Excel or Google Sheets)
  • Randomized data provided to the students 
  • Access to the internet for additional resources 

Lesson Procedure: 

  1. Sorting (40 minutes) 
    • Teach students how to sort data in a spreadsheet. 
    • Have students practice sorting data on the randomized data provided.
  2. Charts (40 minutes) 
    • Explain the purpose of charts and how they can be used to represent data.
    • Teach students how to create charts, including bar charts, line charts, and pie charts. 
    • Have students practice creating charts using the randomized data provided.
  3. Final Project (10 minutes) 
    • Have students combine all the concepts learned in the previous lessons to create a professional-looking spreadsheet that serves a purpose.
    • Explain the requirement for the final project to be submitted as a PDF version of the final 1-page sheet. 

Assessment Method: 

  • Checklist to assess the final projects 
  • Class presentation and discussion of the final projects 

Lesson Reflection: 

  • Have students reflect on the project and what they have learned. 
  • Ask students what they found challenging and what they found easy about the project.
  • Ask students for suggestions on how to improve the project or the lessons in the future. 

Mapped Standards:

College Board AP Computer Science Principles (CSP) Framework:
  • CRD-2.A.2 An understanding of the purpose of a computing innovation provides developers with an improved ability to develop the computing innovation.
  • DAT-2.B.1 Metadata are data about data. Metadata is associated with the primary data; the primary data may be an image, a Web page, or other complex object.
  • DAT-2.B.3 Metadata are used for finding, organizing and managing information.
  • DAT-2.B.4 Metadata can increase the effective use of data or data sets by providing additional information.
  • DAT-2.B.5 Metadata allows data to be structured and organized.
  • DAT-2.D.2 Tables, diagrams, and textual displays or other visual tools can be used in communicating insight and knowledge gained from data.
  • DAT-2.E.1 Programs are used in an iterative and interactive way when processing information to allow users to gain insight and knowledge.
  • DAT-2.E.2 Programmers can use programs to filter and clean digital data, thereby gaining insight and knowledge.
  • DAT-2.E.3 Combining data sources, clustering data, and classifying data are parts of the process of using programs to gain insight and knowledge from data.
  • DAT-2.E.4 Insight and knowledge can be obtained from translating and transforming digitally represented information.
  • DAT-2.E.5 Patterns can emerge when data is transformed using programs.
CSTA Standards:
  • 2-AP-19: Demonstrate proficiency in using various features of spreadsheet software, including sorting data, using formulas, and creating visualizations like charts.

Lesson 24 | 4.4 – Databases/SQL 

Lesson Objectives: 

  • Define the concept of relational databases and their use in data management.
  • Understand the basics of Structured Query Language (SQL). 
  • Use the SQL Murder Mystery website to query a database and solve a crime scenario by finding the killer and mastermind. 

Related Requirements: 

  • Basic knowledge of data management and manipulation 
  • Understanding of data types and variables 
  • Basic understanding of programming concepts such as loops and conditional statements 

Lesson Materials: 

Lesson Procedure: 

  1. 1. Introduction (10 minutes): 
    • Greet the students and briefly explain the objectives of the lesson. 
    • Introduce the concept of relational databases and their importance in data management. 
    • Introduce the basics of SQL and its use in querying relational databases.
    • Provide an overview of the SQL Murder Mystery website and its purpose.
  2. Demonstration (20 minutes): 
    • Open the SQL Murder Mystery website and walk through the initial crime scenario with the students. 
    • Demonstrate how to use SQL queries to access data from the database.
    • Show how to narrow down the suspects based on the evidence provided.
    • Highlight the importance of taking notes and listing the thought process while working on the task. 
  3. Activity (50 minutes): 
    • Divide the students into pairs or small groups. 
    • Instruct the students to use the SQL Murder Mystery website to query the database and solve the crime scenario by finding the killer and mastermind.
    • Encourage students to take notes and list their thought process while completing the task. 
    • Circulate around the room and provide assistance as needed. 
  4. Recap and Assessment (10 minutes): 
    • Bring the class back together and discuss the results of the activity. 
    • Ask the students to share their thought process and explain how they arrived at the solution. 
    • Provide feedback and assess the students based on their ability to solve the crime scenario using SQL queries. 
  5. Lesson Reflection (5 minutes): 
    • Ask the students to reflect on the lesson and provide feedback on what they have learned. 
    • Address any questions or concerns raised by the students. 

Assessment Method: 

  • The assessment of this lesson will be based on the ability of the students to solve the crime scenario using SQL queries. 
  • The students’ note-taking and thought process will also be evaluated as part of the assessment. 
  • Additionally, feedback from the class discussion will be used to evaluate the effectiveness of the lesson. 

Lesson Reflection: 

  • Did the lesson effectively teach students about relational databases and SQL?
  • How did the activity using the SQL Murder Mystery website enhance student learning?
  • Were the students able to successfully apply their learning and skills to solve the crime scenario using SQL queries? 
  • How did the assessment method measure the students’ understanding of the concepts and their ability to apply them in a practical setting? 
  • What feedback did the class discussion provide about the effectiveness of the lesson?
  • What improvements could be made to enhance student learning in future lessons on relational databases and SQL? 

Mapped Standards:

College Board AP Computer Science Principles (CSP) Framework:
  • CRD-1.B.1 Online tools support collaboration by allowing programmers to virtually share and provide feedback on ideas and documents.
  • CRD-1.C.1 Effective collaborative teams practice interpersonal skills including but not limited to: communication skills; consensus building; conflict resolution; negotiation.
  • CRD-2.A.1 The purpose of computing innovations is to solve problems or pursue interests through creative expression.
  • IOC-1.B.1 Computing innovations can be used in ways that the creator had not originally intended. Some examples include: 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 individuals, 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 could also be used to discriminate against groups of individuals.
  • IOC-1.D.1 Computing innovations can reflect existing human biases because of biases written into the algorithms or biases in the data used by the innovation.
  • DAT-2.D.1 Programs can be used to process data to acquire information.
  • DAT-2.D.2 Tables, diagrams, and textual displays or other visual tools can be used in communicating insight and knowledge gained from data.
  • DAT-2.D.3 Search tools are useful for efficiently finding information.
  • DAT-2.D.4 Data filtering systems are important tools for finding information and recognizing patterns in the data.
  • DAT-2.D.5 Programs, including spreadsheets, help to efficiently organize and find trends in information.
  • DAT-2.D.6 Some processes that can be used to extract or modify information from data include: transforming every element of a data set, such as doubling every element in a list, or extracting the parent’s email from every student record; filtering a data set, such as keeping only positive numbers from a list of numbers, or keeping only students who signed up for band from all the student records; combining or comparing data in some way, such as adding up a list of numbers, or finding the student who has the highest GPA; OR visualize a data set through a chart, graph or other visual representation.
CSTA Standards:
  • 3A-DA-11: Create and manipulate databases using SQL to query and retrieve data effectively.

Lesson 25 | 4.5 – Automation 

Lesson Objectives:

  • Define automation and artificial intelligence and their impact on the job market and the economy. 
  • Understand the concept of Universal Basic Income (UBI) and its potential role in a society affected by automation and AI. 
  • Evaluate the pros and cons of automation, AI, and UBI and the implications for the future of work. 
  • Examine the role of language models such as ChatGPT in automation and AI. 

Related Requirements: 

  • Basic knowledge of technology and its impact on society. 
  • Understanding of the job market and the economy. 
  • Critical thinking and analytical skills. 

Lesson Materials: 

Lesson Procedure: 

  1. Introduction (10 minutes): 
    • Greet the students and briefly explain the objectives of the lesson. 
    • Introduce the concepts of automation and artificial intelligence and their impact on the job market and the economy. 
    • Explain the concept of Universal Basic Income (UBI) and how it could potentially address some of the challenges posed by automation and AI. 
  2. Video Viewing (20 minutes): 
    • Video | The Rise of the Machines – Why Automation is Different this Time 
    • Video | Universal Basic Income Explained – Free Money for Everybody? UBI by Kurzgesagt – In a Nutshell. 
    • Instruct the students to take notes on the pros and cons of these concepts.
  3. Group Discussion (50 minutes): 
    • Divide the class into small groups and ask them to discuss their notes on the pros and cons of automation, AI, and UBI. 
    • Encourage students to share their opinions and engage in critical thinking and analysis. 
    • Use a shared document to record the ideas and opinions of each group.
  4. Class Discussion (10 minutes): 
    • Bring the class back together and discuss the ideas and opinions shared by each group.
    • Facilitate a debate on the pros and cons of automation, AI, and UBI, and encourage students to defend their positions. 
    • Introduce the role of language models such as ChatGPT in automation and AI.
  5. Assessment (10 minutes): 
    • Evaluate students’ understanding of the concepts and their ability to engage in critical thinking and analysis. 
    • Assess students’ participation in the group and class discussions. 
  6. Lesson Reflection (5 minutes): 
    • Ask the students to reflect on the lesson and provide feedback on what they have learned. 
    • Address any questions or concerns raised by the students. 

Assessment Method: 

  • The assessment of this lesson will be based on the students’ ability to engage in critical thinking and analysis of the concepts of automation, AI, and UBI. 
  • The evaluation will also be based on the students’ participation in the group and class discussions. 

Lesson Reflection: 

  • Did the lesson successfully educate the students about the impact of automation and artificial intelligence on jobs and the economy? 
  • How effective was the activity of watching videos and discussing the pros and cons of automation, AI, and Universal Basic Income (UBI)? 
  • Were the students able to engage in critical thinking and analysis during the group and class discussions? 
  • Did the assessment method measure the students’ ability to understand and evaluate the concepts discussed during the lesson? 
  • What feedback did the students provide about the effectiveness of the lesson and the topics covered? 
  • What improvements could be made to enhance student learning in future lessons about automation and artificial intelligence and their impact on the economy and jobs? 

Mapped Standards:

College Board AP Computer Science Principles (CSP) Framework:
  • CRD-1.C.1 Effective collaborative teams practice interpersonal skills including but not limited to: communication skills; consensus building; conflict resolution; negotiation.
  • CRD-2.B.1 A program is a collection of program statements that performs a specific task when run by a computer. A program is often referred to as software.
  • IOC-1.A.2 As computing evolves, the way people complete tasks often changes to incorporate new computing innovations.
  • IOC-1.D.1 Computing innovations can reflect existing human biases because of biases written into the algorithms or biases in the data used by the innovation.
  • IOC-1.F.1 Material created on a computer is the intellectual property of the creator or an organization.
CSTA Standards:
  • 3B-IC-18: Discuss the ethical, cultural, and societal impacts of automation and artificial intelligence, including discussions on workforce changes and economic impacts.

Unit 3 – Compression | Unit 5 – Security and Encryption 

Membership

For those hungry for more, our membership unlocks the full spectrum of over 500 questions, providing a comprehensive exploration of the diverse topics covered in our content and book. Delve deeper into the world of computer science, enhance your understanding, and master the principles that matter. Our membership also grants you exclusive access to detailed units from the comprehensive book and on our website. From foundational concepts to advanced topics, our units offer invaluable resources to support your learning journey. Elevate your exploration of computer science and make the most of your membership!

Ready to take the plunge into the world of computer science? Start Your Membership Today and enjoy free daily questions along with a treasure trove of over 500 more!

Explore Membership

Subscribe to our Newsletter

AP Computer Science Principles/Teacher Certification Prep Course

AP Computer Science Principles/Teacher Certification Prep Course

Get full access to:

  • Comprehensive explanations of the concepts
  • 500+ Practice multiple choice questions
  • Customizable Test Generator
  • 90+ Curated videos
  • 15 Projects, Tests, and Quizzes (includes all à la carte items)
  • 12 Units of materials
  • Built-in Block-to-JavaScript practice tool
  • All future resources and questions for life!
$19.99
Shop now

Unit 3 – Compression | Unit 5 – Security and Encryption