We will begin coding in our STEM classes. We will be working together to learn about algorithms, sequencing, loops, and variables.
In January-March we will:
- Students will be able to explain what a programmer does.
- Students will be able to move a “robot” forward, spin, and jump using basic programming language.
CT.K.1
Use numbers and symbols to represent data (e.g., thumbs up/down for yes/no, color by number, arrows for direction).
CT.K.3
Decompose a model or task into smaller elements.
CT.1.1A
Use numbers or other symbols to make a model representing a set of data.
CT.1.1B
Define code as a language for computers and recognize there is more than one computer language.
CT.1.3
Create and arrange sequences of steps to reach a desired outcome. Use appropriate vocabulary (e.g., algorithm) to describe these steps.
PM.1.2
Articulate the relationship between the programmer and the computer, the user and the computer, the role of instructions in these relationships.
PM.1.3
Follow and give a set of instructions in order to complete a task.
PM.2.2
Explain what will happen when a computer is given instruction. Demonstrate an understanding that computers follow directions given by programmers.
PM.3.3
Accurately plan and design a set of instructions that will reach a desired outcome.
PC.2.1
Explain communication as it relates to programming: people to machine, machine to machine.
PC.D.25
Engage in academic discourse related to programming concepts using proper vocabulary: algorithm, sequence, logic statements, problems, solutions, commands, etc.
- Programmer: A person that writes the code (language) that tells the computer what to do.
- Code: The language that programmers use and create to tell computers what to do.
- Sequence: Sequence is one of three basic flow control structures in programming, and is the very first concept a student must understand when learning to code. Also known as order of events, a computer will execute commands exactly in the order or sequence they are written. As a programmer, it is important to make sure that the commands given to a computer are in the right sequence, otherwise, a program might not run as expected.
- Students will be able to create a sequence.
- Students will be able to write simple numerical expressions and evaluate them in the proper sequence.
- Students will be able to write complex numerical expressions using percentages and evaluate them in the proper sequence.
- Students will be able to create a sequence that solves a real world problem.
CT.K.1
Use numbers and symbols to represent data (e.g., thumbs up/down for yes/no, color by number, arrows for direction).
CT.K.3
Decompose a model or task into smaller elements.
CT.1.1A
Use numbers or other symbols to make a model representing a set of data.
CT.1.1B
Define code as a language for computers and recognize there is more than one computer language.
CT.1.3
Create and arrange sequences of steps to reach a desired outcome. Use appropriate vocabulary (e.g., algorithm) to describe these steps.
PM.1.2
Articulate the relationship between the programmer and the computer, the user and the computer, the role of instructions in these relationships.
PM.1.3
Follow and give a set of instructions in order to complete a task.
PM.2.2
Explain what will happen when a computer is given instruction. Demonstrate an understanding that computers follow directions given by programmers.
PM.3.3
Accurately plan and design a set of instructions that will reach a desired outcome.
PC.2.1
Explain communication as it relates to programming: people to machine, machine to machine.
PC.D.25
Engage in academic discourse related to programming concepts using proper vocabulary: algorithm, sequence, logic statements, problems, solutions, commands, etc.
- Algorithm: A set of logical instructions or steps needed to complete a task. Written by humans and tell the computer exactly what to do.
- Sequence: The exact order the steps need to be followed for a task to be completed successfully. A computer will follow the sequence exactly as it is written.
- Students will be able to determine the effect of a condition being true.
- Students will be able to connect real-world conditions with “If Statements” in programming.
- Students will be able to create “If Statements” to describe real world cause and effect.
- Next Generation Science Standards
- ESSS.D: Weather and Climate
- Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.
- Cross-Cutting Concepts: Cause and Effect
- Events have causes that generate observable patterns. (K-PS3-1),(K-PS3-2),(K-ESS3-2)
- CSTA K-2
- Algorithms and Programming/Control
- 1A-AP-10 Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
- 1B-AP-10 Create programs that include sequences, events, loops, and conditionals.
- Common Core State Standards
- CCSS.MATH.CONTENT.K.CC.A.1 Know the number names and the count sequence.
- Elementary Computer Science Standards
- CT.B.K2 Model processes and systems that satisfy “If Statements.”
- PM.K.2 Demonstrate an understanding of their role in making machines function.
- PM.1.2 Articulate the relationship between the programmer and the computer, the user and the computer, the role of instructions in these relationships.
- PC.C.12 Demonstrate an understanding that computers use a different type of language than humans.
CT.K.1
Use numbers and symbols to represent data (e.g., thumbs up/down for yes/no, color by number, arrows for direction).
CT.K.3
Decompose a model or task into smaller elements.
CT.1.1A
Use numbers or other symbols to make a model representing a set of data.
CT.1.1B
Define code as a language for computers and recognize there is more than one computer language.
CT.1.3
Create and arrange sequences of steps to reach a desired outcome. Use appropriate vocabulary (e.g., algorithm) to describe these steps.
PM.1.2
Articulate the relationship between the programmer and the computer, the user and the computer, the role of instructions in these relationships.
PM.1.3
Follow and give a set of instructions in order to complete a task.
PM.2.2
Explain what will happen when a computer is given instruction. Demonstrate an understanding that computers follow directions given by programmers.
PM.3.3
Accurately plan and design a set of instructions that will reach a desired outcome.
PC.2.1
Explain communication as it relates to programming: people to machine, machine to machine.
PC.D.25
Engage in academic discourse related to programming concepts using proper vocabulary: algorithm, sequence, logic statements, problems, solutions, commands, etc.
- Weather: The condition of the air at a certain time and place. Describes how the air moves and what it carries, such as rain, wind, hail, snow, etc.
- Atmosphere: The layer of gases surrounding planet Earth.
- Thunder: The sound of air expanding when heated by lightning. You will always hear thunder after you see lightning because light travels faster than sound.
- Lightning: The flash of light during a thunderstorm, caused by the passing of electricity between clouds or clouds and the earth.
- Electricity: The flow of charge which is produced from other energy sources. The primary source of electricity in a thunderstorm is natural.
- Air pressure: The weight of air pressing down on the Earth. Air pressure varies from place to place and as the air moves. When different levels of air pressure come together it can produce a thunderstorm.
- Sequence: Instructions given to the computer to be followed in the exact order they are written.Written in code using commands from programmers.
- Condition: Allows the program to perform different actions, depending on the condition being true or false.
- Program: A sequence of instructions given to a computer in code that a computer can understand. The computer follows the instruction and carries out the task.
- Programmer: A person who writes code and communicates instructions to a computer.
- Code: The language written by humans that gives instructions to a computer.
- Command: A specific instruction given to a computer in written code, from a programmer.
- If statement: A logic statement used in programming. Allows a computer program to act differently each time it is executed, depending on if an input is evaluated to be either true or false.
Coding
ITSE Standards
6: Using Tools
6 A-D
3rd and 4th: 3: A-C., 4: A-B, 6: A-D,
8: A, C, D, L
10 : A, B, D
3rd and 4th: The students will be continuing their research projects.
K,1, and 2: 6: A, C, D, 8:A
2nd: The students will work on their Power Point All About Me.
K and 1: The students will be using Paint to create a picture.
- All Strands are the same as last week.
January 29-February 2, 2018:
All Strands are the same as last week.
- January 21-25, 2018
- K: ITSE : 1d, 1e, 1 i, 1 j
- Learning Objectives:
- The students will practice using the key board, mouse and extra features.
1st & 2nd: ITSE: 1d, 1e, 1 i, 1 j , 8a, 8 b
Learning Objectives:
- The students will begin to learn how to use Microsoft Word.
3rd & 4th : ITSE: 10 a, 10b, 10 d
Learning Objectives:
- The students will learn how to use Power Point.
Strands :
December 4-8, 2017
K-2: ISTE: 1a, 1b, 2b, 3b,3d, 4c, 5a-d, 6a-b
Learning objectives:
- Define key vocabulary
- list why credit is important for an artist
- give themselves proper credit on their work
3-4: ISTE: 1d, 1e, 1h
Learning objectives:
- follow multistep directions
- utilize keyboard skills such as home row keys, shortcuts, shift, caps lock, etc.
- November 13-17, 2017:
- K-2: ISTE: 1 a, 3a-d, 4 a
- Learning objectives:
- learn how to search online using the alphabet
- understand how to search for a specified letter of the alphabet on the
- children's directory site.
- apply the results of their alphabet search to create a picture dictionary
- 3-4: ISTE: 1b, 5a, 5b
- Learning objectives:
- learn about the benefits of sharing online, but safety and security risks of sharing certain types of info
- understand what type of info can put them at risk for identity theft and other scams
- distinguish between personal information which is safe to share online, and private info which is unsafe to share
- November 6-10, 2017
- ITSE 3a, 3b, 5a, 5b, 6a
- October23-27, 2017
- Kindergarten and First Grade:
1-D: I can recognize and use the letters and numbers.
Second grade:
1-D: I can recognize and use the letters and numbers.
1-E: I can recognize and use Shift, Caps Lock, & Number Lock Keys
Third and Fourth Grade:
- 1-H: Recognize and use keyboard and shortcuts
- October 9-12, 2017
- Kindergarten and First Grade:
1-D: I can recognize and use the letters and numbers.
Second grade:
1-D: I can recognize and use the letters and numbers.
1-E: I can recognize and use Shift, Caps Lock, & Number Lock Keys
Third and Fourth Grade:
- 1-H: Recognize and use keyboard and shortcuts
October 2-6, 2017
Kindergarten and First Grade:
1-D: I can recognize and use the letters and numbers.
Second grade:
1-D: I can recognize and use the letters and numbers.
1-E: I can recognize and use Shift, Caps Lock, & Number Lock Keys
Third and Fourth Grade:
- 1-H: Recognize and use keyboard and shortcuts
All Standards Will Be The Same As Last Week...
September 11-15, 2017
Kindergarten and First Grade:
1-J: Mouse, Trackpad, Tablet-Recognize and use extra features-Right Click, scroll, etc.
Second Grade:
1-A: Identify basic components using correct terms.
Third and Fourth Grade:
- 1-D: Keyboard: Recognize and use letters and numbers
- 1-E: Keyboard: Recognize and use Shift, Caps Lock, and Number Lock Keys
- 1-F: Keyboard: Recognize and use Delete, Page up/Down, Backspace, and Function Keys
- 1-G: Keyboard: Recognize and know keyboard Shortcuts