Cornerstone Task • Completing the Cornerstone • Concepts • Digital Submission • Grade 5 CT

Due No Due Date
Points 8

Grade 5 Computational Thinker Cornerstone Task

ASSIGNMENT SUBMISSION

Assignment Overview

Directions: Students will demonstrate their understanding of computational thinking concepts. They will create a short story in Scratch for CS First. The students will include backdrops, characters and show an action and dialogue in their program. They will submit their finished Cornerstone task with their coded story through CS First for grading.

Student Friendly Rubric

Directions: Before you turn in your Story Project to your teacher, check to make sure you have completed all requirements on the Student Friendly Rubric Links to an external site..

Submit Assignment

Hand Your Work In To Me Using CS First:

Save your work in Scratch for CS First. Select File. Then select Save now from the drop down menu.
Select My Dashboard in the upper right corner to return to your Dashboard.

Select the Next Page button at the bottom of the page to complete a video reflection of your experience.

Next Page Button in Canvas

This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.

Rubric

Title:

Gr5_ct_Cornerstone_CTSkills_Design_CompletingTheCornerstone_Concepts_DigitalSubmission

Criteria

Ratings

Pts

Edit criterion description

Technology Concepts (Computational Thinking Skills)

Employs digital citizenship skills, computational thinking skills and transfers knowledge to explore emerging technologies.

Range

threshold: pts

Edit rating Delete rating

4 pts

Consistently Meets Expectations

•The student is able to consistently: Fully Demonstrate use of computational thinking and innovative ideas to express their story through the following: coding automation, patterns and algorithmic thinking; Readily demonstrate key attitudes about CT skills such as: persistence in dealing with difficult tasks and tolerance for dealing with ambiguity. •The student can consistently demonstrate an understanding of key concepts and skills orally and/or through a digital product.

Edit rating Delete rating

3.5 pts

Frequently Meets Expectations

•The student is able to: Demonstrates the use of computational thinking and innovative ideas to express their story through the following: coding automation, patterns and algorithmic thinking; Demonstrate key attitudes about CT skills such as: persistence in dealing with difficult tasks and tolerance for dealing with ambiguity. •The student can demonstrate understanding of key concepts and skills orally and/or through a digital product.

Edit rating Delete rating

3 pts

Making Sufficient Progress

•With assistance or independently, the student is able to: Demonstrate partial use of computational thinking and innovative ideas to express their story through coding automation, patterns and algorithmic thinking. (Example of partial: Student does not think about how to get characters to talk back and forth between each other.); Generally demonstrates attitudes about CT Skills such as persistence in dealing with difficult tasks and tolerance for dealing with ambiguity. •With some prompting and support, the student demonstrates an understanding of key concepts and skills orally and/or through a digital product.

Edit rating Delete rating

2.5 pts

Making Insufficient Progress

•The student attempts, but struggles to: Demonstrate some use of computational thinking to express their story through coding automation, patterns, and algorithmic thinking; Demonstrates some attitudes about CT Skills such as persistence in dealing with difficult tasks and tolerance for dealing with ambiguity. •With prompting and support, the student demonstrates limited understanding of key concepts and skills orally and/or through a digital product.

Edit rating Delete rating

1.5 pts

Limited/No Progress

•Even with assistance, the student is not able to: Demonstrate limited use of computational thinking to express their story through coding automation, patterns, and algorithmic thinking; Demonstrates limited attitudes about CT Skills such as persistence in dealing with difficult tasks and tolerance for dealing with ambiguity.. •With continuous prompting and support, the student demonstrates little to no understanding of key concepts and skills orally and/or through a digital product.

pts

4 pts

Edit criterion description

Technology Concepts (Design)

Employs digital citizenship skills, computational thinking skills and transfers knowledge to explore emerging technologies.

Range

threshold: pts

Edit rating Delete rating

4 pts

Consistently Meets Expectations

•The student is able to consistently: Create a complex program that conveys the beginning, middle, and end of a story or portion of a longer story; Computer programming enhances the storytelling and is accurate. •The student can consistently demonstrate an understanding of key concepts and skills orally and/or through a digital product.

Edit rating Delete rating

3.5 pts

Frequently Meets Expectations

•The student is able to: Create a program that conveys the beginning, middle, and end of a story or portion of a longer story; Computer programming communicates the storytelling and may include minor errors that do not impede the understanding of the story. •The student can demonstrate understanding of key concepts and skills orally and/or through a digital product.

Edit rating Delete rating

3 pts

Making Sufficient Progress

•With assistance or independently, the student is able to: Create a computer program that conveys at least 2 parts of the story (i.e., beginning and middle) but not the entire story; There are several errors in the computer programming that hinder but do not impede the understanding of the story. •With some prompting and support, the student demonstrates an understanding of key concepts and skills orally and/or through a digital product.

Edit rating Delete rating

2.5 pts

Making Insufficient Progress

•The student attempts, but struggles to: Create a computer program that conveys part of a story (beginning, middle or end);There are errors in the computer program that make the understanding of the story confusing. •With prompting and support, the student demonstrates limited understanding of key concepts and skills orally and/or through a digital product.

Edit rating Delete rating

1.5 pts

Limited/No Progress

•Even with assistance, the student is not able to: Create a computer program that conveys a story (beginning, middle, OR end);There are many errors in the computer programming for the story to make sense. •With continuous prompting and support, the student demonstrates little to no understanding of key concepts and skills orally and/or through a digital product.

pts

4 pts

Total Points: 8 out of 8