Unit 6 – Networks 

Unit 5 – Security and Encryption | Unit 7 – Web Design 


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:

  • 10.5 hours | 7 class periods (90-minutes)

Project, Test, and Quiz Resources:

Lesson 37 | 6.0 – Intro to the Internet & 6.1 – History of the Internet 

Lesson Objectives: 

  • Students will learn about the history of the internet, including key people and places involved in its development. 
  • Students will practice researching and summarizing information. 
  • Students will work collaboratively in small groups to create trading cards about important people and places related to the history of the internet. 

Related Requirements: 

  • This lesson is suitable for middle or high school students with a basic understanding of technology and the internet. 

Lesson Materials: 

Lesson Procedure: 

  1. Warm-up (5 minutes) 
    • Start the lesson by asking students what they know about the history of the internet. 
    • Briefly introduce the topic and explain the objectives of the lesson. 
  2. Video watching (15 minutes) 
    • Show the three videos mentioned in the lesson plan. 
    • Pause after each video to ask questions and facilitate discussion. 
  3. Trading card activity (60 minutes) 
    • Divide the class into groups of 3-4 students.
    • Assign each group 10 important people and places related to the history of the internet to research. 
    • Provide each group with blank trading card templates. 
    • Instruct students to fill out each trading card with important information about the person or place, including their role in the development of the internet, key contributions, and an image. 
    • Encourage students to work collaboratively and use research materials to gather accurate and complete information. 
  4. Trading card presentations (10 minutes) 
    • Once the trading cards are complete, have each group present their cards to the class. 
    • Allow time for questions and discussion after each presentation. 

Assessment Method: 

  • Observe students’ participation in group work and monitor their progress throughout the activity. 
  • Evaluate the completeness and accuracy of the trading cards. 
  • Assess students’ understanding of the history of the internet through their participation in discussion and presentation. 

Lesson Reflection: 

  • Ask students to reflect on what they learned from the lesson and how it relates to their understanding of technology and the internet. 
  • Encourage students to share any questions or curiosities they have about the topic.
  • Use this feedback to inform future lessons and improve the learning experience for students. 

Mapped Standards:

College Board AP Computer Science Principles (CSP) Framework:
  • CSN-1.A.1 A computing device is a physical artifact that can run a program. Some examples include computers, tablets, servers, routers, and smart sensors.
  • CSN-1.A.3 A computer network is a group of interconnected computing devices capable of sending or receiving data.
  • CSN-1.A.4 A computer network is a type of a computing system.
  • CSN-1.A.6 Routing is the process of finding a path from sender to receiver.
  • CSN-1.E.1 The Internet has been engineered to be fault-tolerant, with abstractions for routing and transmitting data.
CSTA Standards:
  • 3A-IC-34: Evaluate the design and functionality of the Internet, including protocols and network hardware.

Lesson 38 | 6.1 – Submarine Cables 

Lesson Objectives: 

  • Explain the significance of undersea internet cables in connecting the world.
  • Describe the journey of data through undersea internet cables. 
  • Identify major undersea internet cable routes across the world. 
  • Understand the complexity of the internet infrastructure. 

Related Requirements: 

  • Students should have a basic understanding of the internet and data transmission. 

Lesson Materials: 

Lesson Procedure: 

  1. Introduction (10 minutes): 
    • Greet the students and introduce the topic of undersea internet cables.
    • Ask the students if they know what undersea internet cables are and why they are important. 
  2. Video and Discussion (30 minutes): 
    • Play the video “A Journey To The Bottom Of The Internet” 
    • After the video, discuss the following questions: 
      • What did you learn from the video about undersea internet cables? 
      • Why are undersea internet cables important for the internet? 
      • How do undersea internet cables work? 
  3. Interactive Activity (30 minutes): 
    • Instruct the students to explore the Submarine Cable Map interactive website.
    • Ask the students to locate the undersea internet cables that connect their country to other countries. 
    • Instruct the students to identify the major undersea internet cable routes across the world. 
    • Encourage the students to ask questions and discuss their findings with each other. 
  4. Video and Discussion (20 minutes): 
    • Play the video “Andrew Blum: What is the Internet, really?” 
    • After the video, discuss the following questions: 
      • What did you learn from the video about the internet infrastructure? 
      • How do undersea internet cables fit into the internet infrastructure? 
    • What challenges are faced in laying and maintaining undersea internet cables? 

Assessment Method: 

  • Monitor students’ participation and engagement during the lesson 
  • Evaluate students’ comprehension through class discussion 

Lesson Reflection: 

  • Ask the students to share their thoughts on what they learned during the lesson.
  • Encourage the students to ask any remaining questions they may have.
  • Summarize the key points of the lesson. 

Mapped Standards:

College Board AP Computer Science Principles (CSP) Framework:
  • CSN-1.A.2 A computing system is a group of computing devices and programs working together for a common purpose.
  • CSN-1.A.3 A computer network is a group of interconnected computing devices capable of sending or receiving data.
  • CSN-1.A.7 The bandwidth of a computer network is the maximum amount of data that can be sent in a fixed amount of time.
  • CSN-1.B.3 A protocol is an agreed-upon set of rules that specify the behavior of some system.
  • CSN-1.C.1 Information is passed through the Internet as a datastream. Datastreams contains chunks of data which are encapsulated in packets.
  • CSN-1.E.2 Redundancy is the inclusion of extra components that can be used to mitigate failure of the system if other components fail.
CSTA Standards:
  • 2-IC-20: Recognize and demonstrate secure setup and maintenance of computer and network systems.

Lesson 39 | 6.3 – Mediums 

Lesson Objectives: 

  • Students will understand the different mediums that bits can travel over the internet: light, electricity, and radio waves
  • Students will be able to explain the advantages and disadvantages of each medium for transmitting data 
  • Students will analyze the FCC’s US Frequency Allocations chart for the radio spectrum
  • Students will evaluate the importance of the last mile in internet connectivity
  • Students will be able to critically analyze the podcast episode “The Future of the Final Mile” by 99% Invisible 

Related Requirements: 

  • Understanding of basic physics concepts such as waves, frequency, and wavelength
  • Basic knowledge of internet connectivity and data transmission 
  • Familiarity with basic internet terminology 

Lesson Materials: 

Lesson Procedure: 

  1. Introduction (10 minutes) 
    • Introduce the lesson by asking students about their understanding of the internet and how it works 
    • Provide an overview of the different mediums that bits can travel over the internet: light, electricity, and radio waves 
    • Explain the objectives of the lesson and how the activities will help achieve them
  2. Videos (25 minutes) 
    • Students watch the videos “Fibre (Fiber) vs Copper as Fast As Possible”, “KS3 Electromagnetic Spectrum”, “AM and FM Radio As Fast As Possible” 
    • After each video, students discuss in pairs or small groups what they learned and how it relates to the objectives of the lesson 
    • Teacher facilitates a class discussion on the advantages and disadvantages of each medium for transmitting data 
  3. FCC’s US Frequency Allocations chart (10 minutes) 
    • Students explore the FCC’s US Frequency Allocations chart for the radio spectrum in pairs or small groups 
    • Students identify the different types of radio transmissions and discuss their uses and limitations 
    • Teacher facilitates a class discussion on the importance of regulating radio transmissions 
  4. Podcast (45 minutes)
    • Students listen to the podcast episode “The Future of the Final Mile” by 99% Invisible 
    • Students take notes on the key points of the episode and identify the challenges and solutions presented 
    • After the episode, students discuss in pairs or small groups what they learned and how it relates to the objectives of the lesson 
    • Teacher facilitates a class discussion on the importance of the last mile in internet connectivity and the challenges faced in improving it 

Assessment Method: 

  • Students will be assessed based on their participation in class discussions and group activities 
  • Students will be asked to write a reflection on what they learned and how it relates to their daily lives 

Lesson Reflection: 

  • Were the lesson objectives successfully achieved? 
  • How did the activities help students understand the different mediums that bits can travel over the internet, their advantages and disadvantages, and the importance of the last mile in internet connectivity? 
  • Which activity was particularly engaging for students and why? 
  • How did the podcast episode tie together the different concepts discussed in the lesson and provide a real-world context for the importance of internet connectivity?
  • In what ways did the lesson provide a comprehensive understanding of the topic and its relevance to our daily lives? 

Mapped Standards:

College Board AP Computer Science Principles (CSP) Framework:
  • CSN-1.A.2 A computing system is a group of computing devices and programs working together for a common purpose.
  • CSN-1.A.3 A computer network is a group of interconnected computing devices capable of sending or receiving data.
  • CSN-1.A.5 A path between two computing devices on a computer network (a sender or a receiver) is a sequence of directly-connected computing devices beginning at the sender and ending at the receiver.
  • CSN-1.A.8 Bandwidth is usually measured in bits per second.
  • CSN-1.B.4 The protocols used in the Internet are open which allows users to easily connect additional computing devices to the Internet.
  • CSN-1.B.5 Routing on the Internet is usually dynamic; it is not specified in advance.
  • CSN-1.B.6 Scalability of a system is the capacity for the system to change in size and scale to meet new demands.
  • CSN-1.B.7 The Internet was designed to be scalable.
  • CSN-1.C.1 Information is passed through the Internet as a datastream. Datastreams contains chunks of data which are encapsulated in packets.
  • CSN-1.E.2 Redundancy is the inclusion of extra components that can be used to mitigate failure of the system if other components fail.
  • CSN-1.E.4 If a particular device or connection on the Internet fails, subsequent data will be sent via a different route, if possible.
CSTA Standards:
  • 2-DA-10: Analyze the efficiency and effectiveness of various data transmission mediums.

Lesson 40 | 6.4 – Protocols/URLs 

Lesson Objectives: 

  • Understand the layers of the internet protocol stack and their functions
  • Explain the role of DNS in translating domain names into IP addresses
  • Recognize the components of a URL and their significance 
  • Analyze the differences between TCP and UDP protocols 

Related Requirements: 

  • Basic understanding of computer networks and data transmission 
  • Familiarity with web browsing and website navigation 
  • Knowledge of basic computer terminology and concepts 

Lesson Materials: 

Lesson Procedure: 

  1. Introduction (10 minutes): 
    • Greet students and introduce the lesson objectives. 
    • Ask students what they know about the internet protocol stack, the DNS system, and URLs. 
    • Provide a brief overview of the lesson topics and explain how they are related to one another. 
  2. Videos(40 minutes): 
    • Divide students into small groups and provide each group with a computer.
    • Instruct students to watch the videos “What is TCP/IP?”, “The Internet: IP Addresses & DNS”, “The Internet: Crash Course Computer Science #29”, and “TCP vs UDP Comparison”. 
    • Encourage students to take notes and ask questions as they watch the videos.
    • After watching the videos, bring the class together and facilitate a group discussion about what they learned. 
  3. Website Exploration (20 minutes): 
    • Direct students to the website https://root-servers.org/. 
    • Provide students with a digital handout that explains the DNS system and key vocabulary terms. 
    • Instruct students to explore the website and try to find information that explains how the DNS system works. 
    • Encourage students to work together and ask questions as they explore the website. 
  4. Assessment (10 minutes): 
    • Distribute a short quiz that assesses students’ understanding of the internet protocol stack, the DNS system, and URLs. 
    • Review the quiz with the class and provide feedback on areas that need improvement. 
  5. Lesson Reflection (10 minutes): 
    • Ask students to reflect on what they learned in the lesson. 
    • Instruct students to share their thoughts with a partner or small group.
    • Bring the class together and ask a few students to share their reflections with the group. 

Assessment Method:

  • A short quiz that assesses students’ understanding of the internet protocol stack, the DNS system, and URLs. 

Lesson Reflection: 

  • Did the lesson provide students with a foundational understanding of the internet protocol stack, the DNS system, and URLs? 
  • How did the use of videos and website exploration contribute to student engagement with the content? 
  • Were there any areas of the lesson that could have been improved to reinforce key concepts? 
  • How did the assessment method (short quiz) help to measure student learning?
  • What could be done differently in future lessons to further enhance student understanding of the topic? 

Mapped Standards:

College Board AP Computer Science Principles (CSP) Framework:
  • CSN-1.A.3 A computer network is a group of interconnected computing devices capable of sending or receiving data.
  • CSN-1.A.4 A computer network is a type of a computing system.
  • CSN-1.E.2 Redundancy is the inclusion of extra components that can be used to mitigate failure of the system if other components fail.
  • CSN-1.E.3 One way redundancy is accomplished in networks is by having more than one path between two devices.
  • CSN-1.E.5 When a system can support failures and still continue to function, it is called “fault-tolerant”; this is important because elements of complex systems fail at unexpected times, often in bunches, and fault-tolerance allows users to continue to use the network.
  • CSN-1.E.6 Redundancy within a system often requires additional resources but can provide the benefit of fault-tolerance.
  • CSN-1.E.7 The redundancy of routing between two points on the Internet increases the reliability of the Internet and helps it scale to more devices and more people.
CSTA Standards:
  • 3A-DA-14: Investigate the infrastructure of the Internet, including physical components like undersea cables.

Lesson 41 | 6.5 – Networking Hardware 

Lesson Objectives: 

  • Understand the purpose and function of networking hardware, such as hubs, routers, and switches. 
  • Identify and define common acronyms related to the internet. 
  • Develop critical thinking and problem-solving skills by creating a BINGO board using common acronyms. 
  • Enhance collaboration and communication skills by playing BINGO for bonus points. 

Related Requirements: 

  • Students should have a basic understanding of computer hardware and networking concepts. 
  • Students should have access to the internet to research and identify common acronyms. 

Lesson Materials: 

  • Online resources with information about networking hardware and common acronyms
  • Blank BINGO boards for students to create their own BINGO boards
  • Markers or chips to cover the BINGO squares during the game 

Lesson Procedure: 

  1. Introduction (15 minutes): 
    • Introduce the topic of networking hardware, such as hubs, routers, and switches, and explain their purpose and function. 
    • Review some common acronyms related to the internet, such as TCP/IP, DNS, FTP, HTTP, HTTPS, and URL. 
    • Explain that students will be creating their own BINGO boards using these and other related acronyms, and playing a game of BINGO for bonus points.
  2. Activity (60 minutes):
    • Distribute handouts or online resources with information about networking hardware and common acronyms. 
    • Have students work individually or in small groups to create their own BINGO boards, using a mix of common and more challenging acronyms. 
    • Once the BINGO boards are complete, play a game of BINGO as a class, using the acronyms as the clues. 
    • Award bonus points for students who successfully complete a row, column, or diagonal on their BINGO board. 
  3. Conclusion (15 minutes): 
    • Review the networking hardware concepts and common acronyms covered in the lesson. 
    • Ask students to share their experience creating their BINGO boards and playing the game. 
    • Provide feedback and encourage students to continue exploring networking concepts and acronyms. 

Assessment Method: 

  • Monitor students’ participation during the activity and provide feedback as needed.
  • Assess students’ understanding of networking hardware and common acronyms through their BINGO boards and performance during the game. 
  • Provide bonus points for students who complete a row, column, or diagonal on their BINGO board during the game. 

Lesson Reflection: 

  • Was the activity engaging and effective in reinforcing the lesson objectives?
  • Did students demonstrate a solid understanding of networking hardware and common acronyms? 
  • What adjustments could be made to improve the activity and lesson in the future? 

Mapped Standards:

College Board AP Computer Science Principles (CSP) Framework:
  • CSN-1.A.2 A computing system is a group of computing devices and programs working together for a common purpose.
  • CSN-1.A.3 A computer network is a group of interconnected computing devices capable of sending or receiving data.
  • CSN-1.A.5 A path between two computing devices on a computer network (a sender or a receiver) is a sequence of directly-connected computing devices beginning at the sender and ending at the receiver.
  • CSN-1.E.2 Redundancy is the inclusion of extra components that can be used to mitigate failure of the system if other components fail.
CSTA Standards:
  • 2-CS-02: Understand and analyze how data is processed and transmitted in networking systems.

Lesson 42 | Exam Review 

Lesson Objectives: 

  • Review key concepts related to the Internet, including its history, submarine cables, mediums through which bits travel, the EM spectrum, protocols/URLs, and network hardware. 
  • Apply knowledge by creating sample questions in small groups to create a practice exam. 

Related Requirements: 

  • Students should have prior knowledge of basic Internet concepts, such as how it works, what it is used for, and how it has evolved over time. 
  • Students should also have a basic understanding of computer hardware and software.

Lesson Materials: 

  • Laptops or tablets for each group (optional) 

Lesson Procedure: 

  1. Introduction (10 minutes): 
    • Begin by reviewing the objectives of the lesson. 
    • Briefly recap the key concepts related to the Internet, including its history, submarine cables, mediums through which bits travel, the EM spectrum, protocols/URLs, and network hardware. 
    • Explain the activity that will be conducted in class, where students will work in small groups to create sample questions for a practice exam. 
  2. Group work (60 minutes): 
    • Divide students into small groups of 3-4 people. 
    • Assign each group one or two topics from the list of concepts to create questions about. 
    • Give students 20-25 minutes to create 5-7 multiple-choice questions per topic.
    • Have each group present their questions to the class and lead a brief discussion on why they chose each question. 
    • Compile all the questions from each group to create a large practice exam that can be used to review for the upcoming test. 
  3. Conclusion (20 minutes): 
    • Distribute electronic copies of the practice exam to each student. 
    • Have students work in pairs or individually to complete the practice exam.
    • Collect the practice exams and use them to review any concepts that may need further clarification. 

Assessment Method: 

  • Students will be assessed based on their participation in the group activity and their ability to create high-quality multiple-choice questions that accurately assess understanding of key concepts related to the Internet. 

Lesson Reflection: 

  • In what ways could additional resources, such as online articles or videos, be used to improve this lesson and help students better understand the more complex concepts related to the Internet? 
  • How could a rubric be used to help ensure that students are creating high-quality questions that accurately assess understanding and are appropriately challenging?
  • Are there any other activities or exercises that could be incorporated into this lesson to further reinforce key concepts related to the Internet? 
  • How could technology, such as online quizzes or interactive simulations, be used to enhance student engagement and understanding in this lesson? 
  • Were there any challenges or limitations that arose during the activity that could be addressed or improved upon in future lessons?

Mapped Standards:

College Board AP Computer Science Principles (CSP) Framework:
  • CSN-1.C.1 Information is passed through the Internet as a datastream. Datastreams contains chunks of data which are encapsulated in packets.
  • CSN-1.E.1 The Internet has been engineered to be fault-tolerant, with abstractions for routing and transmitting data.
  • CSN-1.E.2 Redundancy is the inclusion of extra components that can be used to mitigate failure of the system if other components fail.
CSTA Standards:
  • 3B-IC-33: Prepare for assessments by reviewing key cybersecurity concepts and computing principles.

Lesson 43 | Unit Exam 

Lesson Objectives: 

  • Students will be able to identify the key concepts related to the Internet, including its history, submarine cables, mediums bits travel, EM spectrum, protocols/URLs, and network hardware. 
  • Students will be able to apply their knowledge of these concepts to successfully answer a 50-question multiple-choice exam about the Internet. 

Related Requirements: 

  • Basic knowledge of computer and internet usage 

Lesson Materials: 

  • Computer or tablet for each student 
  • Internet access 
  • Printed or digital copies of the exam questions and answer sheet 

Lesson Procedure: 

  1. Introduction (15 minutes) 
    • Welcome students and introduce the lesson objective. 
    • Review the key concepts related to the Internet that will be covered in the exam.
    • Remind students of the exam format (50 multiple-choice questions).
  2. Exam (60 minutes) 
    • Distribute the exam questions and answer sheet to each student. 
    • Give students time to read and answer each question individually. 
    • Continue the exam, giving students time to complete the remaining questions.
    • When all students have finished, collect the answer sheets and exams.
  3. Closing (15 minutes) 
    • Review the exam key and answers with the students, explaining any concepts that may have been confusing. 
    • Discuss the importance of the concepts related to the Internet covered in the exam and how they apply to everyday life. 
    • Encourage students to continue learning about the Internet and technology in general. 

Assessment Method: 

  • The multiple-choice exam will serve as the primary assessment method.
  • The teacher will collect and grade the answer sheets, providing feedback to individual students as needed. 

Lesson Reflection: 

  • What went well in the lesson?
  • What could have been improved? 
  • How did the students respond to the lesson and the exam? 
  • How can this lesson be improved in the future? 
  • What follow-up activities or lessons can be implemented to reinforce the concepts covered in the exam? 

Mapped Standards:

College Board AP Computer Science Principles (CSP) Framework:
  • CSN-1.C.1 Information is passed through the Internet as a datastream. Datastreams contains chunks of data which are encapsulated in packets.
  • CSN-1.E.1 The Internet has been engineered to be fault-tolerant, with abstractions for routing and transmitting data.
  • CSN-1.E.2 Redundancy is the inclusion of extra components that can be used to mitigate failure of the system if other components fail.
CSTA Standards:
  • 3B-IC-32: Assess knowledge of network systems and internet architecture through formal testing.

Unit 5 – Security and Encryption | Unit 7 – Web Design 

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 5 – Security and Encryption | Unit 7 – Web Design