Grade 3 Computational Thinker

Grade 3 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 robots 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
U2 Computational thinking allows you to create solutions to solve real world problems in different ways.
  • How can you use the elements of coding to solve a real world problem?
  • What is the best way to represent this data?
  • What effects does automation have on society?
  • What do I need to know in order to help me get started solving this problem?
U3 Current and future careers require a fundamental understanding of computer science skills.
  • How do tools help me solve problems?

Acquisition

Computational Thinker expected knowledge aligned with student skills. 
Students will know... Students will be skilled at...
1 Strategies to identify and explore problems for computer enabled solutions  Explaining how programmed robots can be used to avoid obstacles on a course.
2 Decision making skills for appropriate data representation Explaining choices based on if/then conditionals.
3 Strategies to identify and organize components of a complex problem Demonstrating how to break down the task using a planning document.
4 Pattern identification in predetermined algorithms Explaining and demonstrating how patterns in pseudo code can be simplified using the repeat command.
5 Basic program/algorithm construction and execution (eg block-based visual programming) Explaining and demonstrating pseudo code to navigate a robot successfully to reach the finish on an obstacle course.

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.

Assessment Evidence

Students will demonstrate their understanding of computational thinker concepts by understanding that there are multiple ways to solve a problem. In computational thinking, this flexible thinking becomes necessary when writing computer code to solve a real-world problem such as navigating without running into obstacles. Students will demonstrate that there are multiple ways to solve a problem through the writing, running, and editing of the computer code used to have their robot move through the obstacle course. In this task, students will not only be able to determine if their code is successful but also observe other groups’ paths. Students will be able to assess their success by reaching the finish line without hitting obstacles along the course. Students will use data and observations to write and improve their code and understand that there are multiple ways to solve the same problem.

Performance Task

Computational Thinker Enduring Understandings aligned to Assessment Evidence.
Understandings/Skills Assessment Evidence

U2

Computational thinking allows you to create solutions to solve real world problems in different ways.

Students will apply computational thinking skills to solve the complex problem of trash collection. They will explore different solutions to trash collection and show flexibility in thinking as they write code for the robot to collect trash. 

U3

Current and future careers require a fundamental understanding of computer science skills.

Students will understand that oil spills and other cleanup efforts have utilized technology and robotics to solve the problem. They will design the best path and with the goal of reaching the finish line without hitting obstacles along the route. They will be scored by a detailed rubric.

Curriculum Map

Lesson Seeds

Feedback

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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.