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We introduce an unplugged activity designed for CS1 students to explore fundamental parallel computing concepts. The activity requires only gridded paper and basic coloring tools, such as pens, markers, crayons, or colored pencils. It was piloted in CS1 courses across six universities, where faculty successfully incorporated the activity into various CS1 curricula taught in different programming languages. Learning outcomes were assessed through surveys and examination of student work product. Student engagement was measured using a survey that evaluated participants’ perceptions of engagement (enjoyment, participation, and focus), understanding (comprehension of the material and computing concepts), and instructor effectiveness (preparedness, enthusiasm, and availability). Qualitative student feedback was favorable, and survey results suggest the activity effectively introduced parallel and distributed computing concepts. 

We provide an example from our integrated math and science curriculum where students explore the mathematical relationships underlying various science phenomena. We present the tasks we designed for exploring the covariation relationships that underlie the concept of gravity and discuss the generalizations students made as they interacted with those tasks. 

We designed an instructional module that seamlessly integrates mathematics, environmental science, and technology to help students think critically about climate change. The results from a design experiment in a sixth-grade classroom show that our tasks not only enhanced students' covariational reasoning in mathematics but also helped students identify the different traits of climate change they encounter every day in the news media.