While computer science education extends beyond coding, there is a dearth of evidence-based instructional materials and approaches for teaching essential non-programming concepts. This study addresses this gap by exploring the design and implementation of three 45-minute lessons for students in grades 5–7 on cloud storage, hacking, and smartphone apps permissions. The lessons were developed iteratively over 20 class sessions using a combined design-based and action research approach. The lessons leverage the constructivists ERR framework, which promotes active learning across three phases: evocation (activating prior knowledge), realization of meaning (presenting new information), and reflection (solidifying understanding). Pre- and post-tests (N = 82) demonstrate significant learning gains for all three lessons (d = 0.69 – 1.49), showing the effectiveness of the lessons and, more broadly, the ERR framework applied in computer science education in middle school. The paper details the lessons such that they can be reused in other contexts, introduces evaluation of the lessons and describes key takeaways from the design process, presenting valuable insights for both educators and researchers interested in developing effective computer science education resources.