Grade 1 Computational Thinker

Grade 1 Computational Thinker

Unit Overview

In the Computational Thinker unit students will develop the skills and attitudes necessary to become computational thinkers who can harness the power of computing to innovate and solve problems. Throughout the unit, students will utilize Scratch Jr. in addition to accessing the Internet through different online tools and resources to complete lesson activities.

Content Standards

Transfer

T2 Value change, uncertainty, and risk taking as opportunities to explore identity and refine solutions to problems.

T3 Work effectively with, and learn from, others in a variety of situations, in school and beyond.

T5 Exchange information effectively for varied audiences and purposes using appropriate formats.

Enduring Understandings and Essential Questions

Digital Citizen Enduring Understanding aligned to appropriate Essential Questions.
Enduring Understandings Essential Questions
U1 There are many ways to solve real world problems using computational thinking skills and technology.
  • What can you use coding to create?
  • How do I find patterns in information?
  • How do people benefit from the help of computers?
  • Where can I start to solve this problem?

Acquisition

Computational Thinker expected knowledge aligned with student skills. 
Students will know... Students will be skilled at...
1 that a loop is the act of doing something again and again Explaining and demonstrating a loop
2 how to use code blocks to loop, repeat, or start a program in Scratch Jr. Explaining and demonstrating how code blocks are used to perform specific functions.
3 how to create a plan for writing code. Explaining and demonstrating a plan for writing code.
4 problems can be broken down into smaller parts. Explaining steps to break down a problem into smaller parts.

Cornerstone Task

Cornerstone tasks provide students with an opportunity to create authentic products that are based on standards and connect to real-world careers.  Students will be empowered to create a product of lasting value by engaging in meaningful tasks facilitated by an educator. Each task will provide equity, differentiation, and student choice to allow students to reach milestones for success.

View Cornerstone Task in Canvas

Assessment Evidence

Students will demonstrate their understanding of the computational thinker concepts by developing a plan for a dance algorithm that includes a sequence and a loop.  Students will then add all of the necessary elements to their dance code (character, background, and coding blocks) and test and debug/modify the code. Students and teacher will use rubrics to assess learning.

Performance Task

Computational Thinker Enduring Understandings aligned to Assessment Evidence.
Understandings/Skills Assessment Evidence
U1 There are many ways to solve real world problems using computational thinking skills and technology.

Students will design a dance using the Scratch Jr. Application that includes an algorithm, sequences, and loops with a partner.

Curriculum Map

Lesson Seeds

 

Feedback

As always we appreciate feedback from our technology teachers on these documents in terms of format and content. If you have any suggestions for future changes please be sure to visit our feedback form below.

Instructional Technology Feedback Form

Computational Thinking Resources

Computational Thinking Learning & Leadership

Integration Activities

Other Coding Activities

Intentional Supports For Access and Opportunity for Multilingual Learners

Native Language Supports

At the beginning of the year and with each newly arriving Multilingual Learners (MLs): 

  • Connect with the ESOL Teacher/s to obtain and discuss students’ English proficiency levels.
  • Determine with ESOL Teacher if individual students would benefit from native language support (reading/ listening to directions on Canvas) and obtain a list of students’ home languages from Synergy (grades 3-5 may benefit from reading option; K-5 may benefit from listening option) 
  • Arrange to show students how to set a Canvas page to their native language.
  • Ensure this feature is active when students are reading/listening when using Canvas. 

Throughout the year: 

  • Review native language support periodically and determine if students need or prefer to activate it (check with ESOL Teacher and students)

Instructional Accommodations

*This is not an exhaustive list

Sensory Support (Green)

  • Real-life objects (realia)
  • Manipulatives
  • Pictures & photographs
  • Illustrations & diagrams
  • Physical activities
  • Videos & films
  • Broadcasts
  • Tapping (manipulating the screen)

 

Graphic Support (Yellow)

  • Charts
  • Tables
  • Graphs
  • Timelines
  • Word Bank
  • Bilingual Dictionaries
  • Visuals
  • Graphic Organizers
  • Sentence Starters, Frames, 

Interactive Support (Red)

  • In pairs or partners
  • In triads or small groups
  • In whole group
  • Using cooperative group structures
  • Using the Internet or software programs
  • Jamboard/Pear Deck
  • In the native language 
  • With mentors/paras

Additional ML Support

General Resources

  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.