Plan your Journey

1 Get to know your fellow travelers

A. Choose an object near you and share why it makes you happy.

"This picture makes me happy because my student drew it."

B. Share one hope or fear you have about this workshop.

"I'm afraid I'll fall behind and get lost."

C. What is one thing you're bringing with you on this journey?

"I'm bringing my 11 years of experience teaching Kindergarten."

2 Learn About your destination

functionName(argument1, argument2, argument3);

Mild 🌶

Make a happy or sad emoji.

😀☹️

Medium 🌶🌶

Make a minion or a character you know well.

Spicy 🌶🌶🌶

Make a self-portrait.

6-8.DA.7 Represent data in multiple ways.

6-8.AP.13 Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.

6-8.AP.14 Create procedures with parameters to organize code and make it easier to reuse.

6-8.AP.19 Document programs in order to make them easier to use, read, test, and debug.

6-8.IC.21 Discuss issues of bias and accessibility in the design of existing technologies.

3 The Lay of the Land

  1. Reflect on the activity you just experienced. What experiences would set your students up for success when they encounter something similar in 6th grade?

  • Skills

  • Concepts

  • Academic Language

  • Mindsets

2. Read the standards.

  • Highlight in yellow all the standards you already (partially) cover in other subjects.

  • Highlight in pink any words you don't know or you suspect have different meanings than you're used to.

Does your list of skills, concepts, language, and mindsets match the grade band standards? What's missing?


This is the version we made all together at the June workshop ->

Ready for Success: Crowdsourced!

Computing Systems

Algorithms & Programming

Impacts of Computing

K-2.CS

K-2.CS.1 Select and operate computing devices that perform a variety of tasks accurately and quickly based on user needs and preferences.

K-2.CS.2 Explain the functions of common hardware and software components of computing systems.

K-2.CS.3 Describe basic hardware and software problems using accurate terminology.

k-2.AP

K-2.AP.10 Model daily processes by creating and following algorithms to complete tasks.

K-2.AP.11 Model the way programs store data.

K-2.AP.12 Create programs with sequences of commands and simple loops, to express ideas or address a problem.

K-2.AP.13 Decompose the steps needed to solve a problem into a sequence of instructions.

K-2.AP.14 Develop plans that describe a program’s sequence of events, goals, and expected outcomes.

K-2.AP.15 Give attribution when using the ideas and creations of others while developing programs.

K-2.AP.16 Debug errors in an algorithm or program that includes sequences and simple loops.

K-2.AP.17 Describe the steps taken and choices made during the iterative process of program development.

K-2.IC

K-2.IC.18 Compare how people lived and worked before and after the adoption of new computing technologies.

K-2.IC.19 Work respectfully and responsibly with others when communicating electronically.

K-2.IC.20 Describe approaches and rationales for keeping login information private, and for logging off of devices appropriately.

3-5.CS

3-5.CS.1 Describe how computing devices connect to other components to form a system.

3-5.CS.2 Demonstrate how computer hardware and software work together as a system to accomplish tasks.

3-5.CS.3 Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.

3-5.AP

3-5.AP.10 Compare and refine multiple algorithms for the same task and determine which is the most appropriate.

3-5.AP.11 Create programs that use variables to store and modify data.

3-5.AP.12 Create programs that include events, loops, and conditionals.

3-5.AP.13 Decompose problems into smaller, manageable tasks which may themselves be decomposed.

3-5.AP.14 Create programs by incorporating smaller portions of existing programs, to develop something new or add more advanced features.

3-5.AP.15 Use an iterative process to plan and develop a program by considering the perspectives and preferences of others.

3-5.AP.16 Observe intellectual property rights and give appropriate attribution when creating, remixing, or combining programs.

3-5.AP.17 Test and debug a program or algorithm to ensure it accomplishes the intended task.

3-5.AP.18 Perform different roles when collaborating with peers during the design, implementation, and review stages of program development.

3-5.AP.19 Describe choices made during program development using code comments, presentations, and demonstrations.

3-5.IC

3-5.IC.20 Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.

3-5.IC.21 Propose ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.

3-5.IC.22 Seek and explain the impact of diverse perspectives for the purpose of improving computational artifacts.

3-5.IC.23 Describe reasons creators might limit the use of their work.

4 Take a Day Trip

Living with Loops

  • Loops make actions repeat.

  • Loops can expand to hold many actions.

  • Some loops repeat forever and some stop.

K-2.AP.12 Create programs with sequences of commands and simple loops, to express ideas or address a problem.

K-2.AP.13 Decompose the steps needed to solve a problem into a sequence of instructions.

K-2.AP.14 Develop plans that describe a program’s sequence of events, goals, and expected outcomes.

Mild 🌶

Apply what you know about loops to play Code Monkey Jr with a friend.

Medium 🌶🌶

Apply what you know about loops to make a dance routine in Scratch Jr.

Spicy 🌶🌶🌶

Find or design a concrete activity that fosters understanding of loops through an authentic experience.

Mild 🌶

Make a representation of a loop using items in your house.

Medium 🌶🌶

Create a concept map to show what you know about loops.

Spicy 🌶🌶🌶

Find or design an abstract activity that motivates learners to develop their own conceptions of loops.

Draw your own Concept Map before peeking!

5 Choose Your Mode of Transportation

SemanticWaves.pdf
Concept_Maps_from_Hello_World_Issue_0.pdf
CognitiveLoad.pdf

Download full pdf: Hello World Issue 0

6 Do Your Homework

  1. Fill out today's feedback survey

  2. Read Hello Ruby: Journey Inside the Computer (pp. 9-43) OR watch the video

  3. If you have a tablet, download Scratch Jr. (free)

Thank you for your feedback!

"My biggest takeaway from today is just how DOABLE it is to include computer science in the elementary classroom. After our initial task and reflection, I saw that much of the CS standards are easily embedded in other content skills, standards, and practice. I walked away feeling capable and inspired."

"I learned about how to code and use some scripts! I also really loved the teaching strategies I learned, in particular the "explain what you would've done" aspect of unfinished work."

"I LOVED collaborating with teachers at the elementary school level! I've attended workshops and conferences and there is such a small portion for elementary is not really mentioned. It was nice to talk about K-5 the entire day!!!"

"Today I learned a lot about computer science and the ability potential to integrate into TK-6 grades. I learned about coding and looping, and concept and semantic mapping. During our break-out sessions I learned about a number of online tools and applications I can download to help my school integrate more of these concepts and put them to practice!"