Grade 5 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 in addition to accessing the Internet through different online tools and resources to complete lesson activities.

Content Standards

ISTE Standards for Students

MD Computer Science Standards

English/Language Arts

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 I use computer programming to complete a task? How can your understanding of the elements of coding lead to innovative solutions? 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 can I use computer programming to complete a task?

Acquisition

Computational Thinker expected knowledge aligned with student skills.
	Students will know...	Students will be skilled at...
1	Basic program/algorithm construction (pseudo-code)	Understand and explore basic concepts related to automation, patterns and algorithmic thinking
2	How to construct code in Scratch to include sprites.	Explaining and demonstrating how to construct code in Scratch to include sprites.
3	How to construct code in Scratch to include backgrounds.	Explaining and demonstrating how to construct code in Scratch to include backgrounds.
4	How to construct code in Scratch to include dialogue using appropriate timing.	Explaining and demonstrating how to construct code in Scratch to include dialogue using appropriate timing.
5	A bug is a problem or error in the code.	Explaining and demonstrating how to debug and fix code.

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
Grade 5 Computational Thinker Cornerstone Task Rubric Links to an external site. - Google Doc
Student Friendly Rubrics
- Plan - Student Friendly Rubric Links to an external site. - Google Doc
- Computational Thinking Skills & Design - Student Friendly Rubric Links to an external site. - Google Doc
- Reflect - Student Friendly Rubric Links to an external site. - Google Doc

Assessment Evidence

Students will demonstrate their understanding of computational thinker concepts by using computer coding to tell a story. Students will write code for at least two character and backdrop that convey a beginning, middle, and end. Each story must have dialog and movement using the broadcast command in their code. Once students have completed the computer code, run their program, and fixed any issues, they will submit their project and be assessed on various aspects of computational thinking including persistence, completing the code for their story, and debugging errors in the code.

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.	Computational thinking will allow students to explore different ways to find solutions to problems. Students will demonstrate this creativity and flexible thinking as they use coding to share a personal narrative.
U3	Current and future careers require a fundamental understanding of computer science skills.	Students will use block code, a foundation programming language, to tell a personal narrative. They will use an organizer with pseudocode to prepare to write their computer program that will tell their story. Students will then write computer code that has several sprites and backgrounds to convey a simple story.

Curriculum Map

Elementary Computational Thinker Curriculum Map Links to an external site.

Lesson Seeds

Lesson: Getting Started with CS First (Q2)

Lesson: Starting from Scratch (Q2)

Focus: Decomposition

Essential Questions:

• How can I use computer programming to complete a task?

Outcomes:

• Break down a problem into smaller manageable parts and identify key information.

Teacher Preparation

Import Student Facing Module from Commons
Review Editor-Only Instructions in the SF Module. Create/Update content to meet the needs of your students. This module is intended for the teacher to model, instruct and guide the students through the module and allow for self-paced work when appropriate.
For additional support with teaching this lesson and unit, please see the 22-23 Grade 5 Curriculum Overview Presentation Links to an external site.
Review Imagine a World Scratch Tutorial Links to an external site. directions so that you are prepared to demonstrate and teach these concepts to your students.
20 Printed Color copies of the Imagine a World Links to an external site. and Animate a Character Links to an external site. direction cards have been provided for each tech teacher from print shop. Feel free to print additional copies as needed.
Printed copies of Create a New CS First Project Links to an external site. | PDF Printable Links to an external site.
Printed copies of Coding Blocks in Scratch | PDF Printable
(Links to an external site.)
Printed copies of Saving Work in CS First | PDF Printable
An optional Scratch Tutorial Page is provided called Animate a Character. This page can be published for early finishers or to be used with a substitute teacher.
Student work in CS First can be accessed by selecting the people icon at the bottom of your class card and then selecting the icon next to the students name. A list of their playground projects will open for you to view and assess.
ML Vocabulary and Discussion Prompts
- Instructional Technology Key Vocabulary Cards | PDF Printable (Links to an external site.)- print as needed to assist student understanding of vocabulary.
- Instructional Technology Discussion Prompts Chart |11x17 PDF Printable Links to an external site. - print as needed to aid in student discussion
- Technology Discussion Prompt Graphic - visual aid for student discussion, print as needed.
- Download and print the 4L's of Productive Partners posters to support student discussions during the lesson.
  - 4L's of Productive Partners - English version Links to an external site. | Spanish version Links to an external site.
Select your Assessment Measure: Students can complete a Digital Submission Submission and/or Observation data can be gathered.
- Publish the Observational, and/or Canvas Digital Submission assignment. Leave the other assignments unpublished unless you are providing for students who are absent.
  - Assess assignment using SBIR Rubric embedded in the assignment for the selected measurement topic.
    - Starting from Scratch Digital Submission Rubric Links to an external site. Links to an external site. - Concepts & SkillsLinks to an external site.
    - Starting from Scratch Observational Submission Rubric Links to an external site. - Concepts & SkillsLinks to an external site.
- Print a copy of the Grade 5 Computational Thinker Observational Tool Checklist Links to an external site. to gather observational data during class for the lesson outcome.

MOTIVATION

Review Lesson Overview with Students.
Review Key Vocabulary with students.
- Review and provide available connections in order to reinforce "coding" and "block based programming."
- Key Vocabulary Cards - Google Slides

Included in Student Facing Module

Lesson Overview
Key Vocabulary

LESSON

Preparing the Learner

Ask students to think about and discuss, with a partner and then as a whole class, past coding experiences that they have had; how are they similar or different to the programming language used in Scratch.

- Before this I have_______. Something I already know about coding is_______. My experience with coding before this has been_____. This is similar to Scratch because ______. This is unlike Scratch because _______.
Tell students that today they will be coding a world where anything is possible. Demonstrate for students the concepts covered in the Imagine a World Tutoria Links to an external site.l.
Using the directions provided in the SF Module or the Create a New CS First Project Links to an external site. - Google Slides - demonstrate and guide students through accessing CS First Links to an external site. and starting a New Project to complete their Imagine a World project.
Provide a copy of the Imagine a World Links to an external site. printed cards for students to reference. A digital copy is also available in the SF Module.
Provide printed copies of the Coding Blocks in Scratch - Google Slides if needed

Interacting with the Concept

Depending on the needs of students, consider working through the tutorial in a way that provides students opportunities to practice coding and feel successful
- Work through tutorial as a whole class.
- Divide class into small groups and rotate through each group assisting as needed.
- Allow students to work independently.
- Pair students up with a programming partner that they can ask questions if they get stuck while working.
- Use Pair programming where students work in pairs at one machine to complete the tutorial.
Allow time for students to work to complete the tutorial.
Work saves automatically but remind students to select File > Save before returning to My Dashboard at the end of class or when they are finished.
Provide printed copies of the Saving Work in CS First - Google Slides
If students finish early, consider having them work through the Animate a Character tutorial.

Included in Student Facing Module

- Imagine a World - Scratch Tutorial Cards Links to an external site. - PDF file
- Animate a Character - Scratch Tutorial Links to an external site. - PDF File

ASSESSMENT

Extending Understanding

Select Assessment Measure for your students.

Digital Submission
Observational

Digital Submission:

Guide students to open the Starting from Scratch Canvas Assignment.
Provide student with a copy of the Student Friendly Language for the assignment.
- Starting from Scratch Digital Submission Rubric Links to an external site.
Demonstrate for students how to save their Imagine a World project in CS First using the directions in the Canvas Assignment.
Assess students work through your teacher account using the SBIR Rubric.
- Starting from Scratch Digital Submission Rubric Links to an external site.

Observational:

Provide student with a copy of the Student Friendly Language for the assignment.
- Starting from Scratch Observational Submission Rubric Links to an external site.
Walk around the classroom while students are completing the Imagine a World project and assess students ability to understand coding and identify key parts when coding using the SBIR Rubric
- What happens if you click_____? Where do you ______? How can you_____? When would you ______? Why does _____ happen when you _____? Students may also choose to reply with frames such as "I learned that..." "I completed..."
- Starting from Scratch Observational Submission Rubric Links to an external site.

Included in Student Facing Module

Starting from Scratch - Digital Submission
Starting from Scratch - Observational Submission

Import "Grade 5 Q2 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons

Lesson: Timing is Everything! (Q2)

Focus: Algorithms

Essential Questions:

• How can your understanding of the elements of coding lead to innovative solutions?

Outcomes:

•Create innovative solutions using code.

Teacher Preparation

Import Student Facing Module from Commons
Review Editor-Only Instructions in the SF Module. Create/Update content to meet the needs of your students. This module is intended for the teacher to model, instruct and guide the students through the module and allow for self-paced work when appropriate.
For additional support with teaching this lesson and unit, please see the 22-23 Grade 5 Curriculum Overview Presentation Links to an external site.
Become familiar with various elements of Scratch including:
- using the broadcast command for timing (tutorial)
- Printed copies of Coding Blocks in Scratch | PDF Printable
- Printed (Links to an external site.)Printed copies of Broadcast Dialogue in Scratch Links to an external site. | PDF Printable Links to an external site.
  (Links to an external site.)
- Printed copies of Saving Work in CS First | PDF Printable
Continually remind students to look for ways to use algorithmic thinking to make their code more efficient.
Review the Written and Video Directions for Importing a Scratch template into CS First prior to the lesson so that you are familiar with the process.
Import a copy of the Timing is Everything Links to an external site. (Links to an external site.) Scratch Template into CS First and work through the project using the Video tutorials provided in the SF Module so that you are prepared to instruct students and answer questions.
- Printed copies of Download a Scratch Template Directions | PDF Printable
Student work in CS First can be accessed by selecting the people icon at the bottom of your class card and then selecting the icon next to the students name. A list of their playground projects will open for you to view and assess.
ML Vocabulary and Discussion Prompts
- Instructional Technology Key Vocabulary Cards | PDF Printable (Links to an external site.)- print as needed to assist student understanding of vocabulary.
- Instructional Technology Discussion Prompts Chart |11x17 PDF Printable Links to an external site. - print as needed to aid in student discussion
- Technology Discussion Prompt Graphic - visual aid for student discussion, print as needed.
- Download and print the 4L's of Productive Partners posters to support student discussions during the lesson.
  - 4L's of Productive Partners - English version Links to an external site. | Spanish version Links to an external site.
Select your Assessment Measure: Students can complete a Digital Submission Submission and/or Observation data can be gathered.
- Publish the Digital Submission and/or Observational Submission assignment. Leave the other assignments unpublished unless you are providing for students who are absent.
  - Assess assignment using SBIR Rubric embedded in the assignment for the selected measurement topic.
    - Timing is Everything! Digital Submission Rubric Links to an external site. Links to an external site. - SkillsLinks to an external site.
    - Timing is Everything! Observational Submission Rubric Links to an external site. - Concepts
- Print a copy of the Grade 5 Computational Thinker Observational Tool Checklist Links to an external site. to gather observational data during class for the lesson outcome.
  (Links to an external site.

Motivation

Review Lesson Overview with students
Review the Broadcast Coding Block with students using the Understanding Broadcasting Links to an external site. - Google Slides. Discuss how it can be used to create dialogue.
- Connect this concept with the idea of passing a ball back and forth.

Preparing the Learner

Show students the Knock Knock Joke Links to an external site. - Scratch Project linked in the SF Module.
- ML students may need a few examples of knock knock jokes in order to understand the purpose/task.
Ask students: "Why is the timing in this project important?
- Timing is important because/We need correct timing so that_____.
Ask students: "What do they think the code looks like?
- I think code looks like________. I predict code looks like_____.
Select the See Inside button in the upper right corner and show the code with students.
Point out to students how different command blocks are being used in the code. Make sure you select both sprites so that students can see the code for each.
Ask students: What do you notice about the code for the sprites?
- I notice/I see____.
Ask students: What blocks are used to make the sprites talk?
- To make the sprites talk you use the _____ blocks.
Ask students: What blocks are used when the sprites are not talking?
- _____ blocks are used when the sprites are not talking.
Elicit from students that the go to and glide commands are used for the characters to move. The Say and Wait blocks are used in order for the characters to talk back and forth. Make sure that students understand that while this code works, it can be cumbersome to keep track of how many seconds to include in your command blocks for the code to run correctly.

Included in Student Facing Module

Lesson Overview
Understanding Broadcasting Links to an external site. - Google Slides
Knock Knock Joke Links to an external site. - Scratch Project

Lesson

Show students the Broadcast Messaging Tutorial Links to an external site. - Studio Video
Pause the video periodically, asking students why the broadcast command is used instead of the wait command?
- We use the broadcast command instead of the wait command because_____.
Review and elicit from students the steps that are needed to edit the code in the program shown.
- Encourage sequential terms such as first, next, then, after, last, etc.
Provide printed copies of the Coding Blocks in Scratch - Google Slides if needed.
Using the Directions tab and the Remixing Joke Example Video Tutorial Links to an external site. provided in the SF Module - demonstrate and guide students through accessing CS First and importing the Timing is Everything Links to an external site. Scratch Template.
Provide printed copies of the Download a Scratch Template Directions Links to an external site. - Google Slides if needed.
Remind students that they should make sure that they are
- Editing the code for sprites Abby and Avery
- Using broadcasting commands instead of the wait commands to tell the knock knock joke.
- Provide printed copies of Printed color copies of Broadcast Dialogue in Scratch Links to an external site. - Google Slides, if needed.
Pause periodically to allow students time to work independently and with a partner as well as check for understanding.

Interacting with the Concept

Depending on the needs of students, consider working through the tutorial in a way that provides students opportunities to practice coding and feel successful
- Work through tutorial as a whole class.
- Divide class into small groups and rotate through each group assisting as needed.
- Allow students to work independently.
- Pair students up with a programming partner that they can ask questions if they get stuck while working.
- Use pair programming where students work in pairs at one machine to complete the tutorial.
Point out that students can refer back to the Broadcast Messaging Tutorial Links to an external site. - Studio video in the SF Module.
Allow time for students to work to complete the Timing is Everything - Scratch Project
Work saves automatically but remind students to select File > Save before returning to My Dashboard at the end of class or when they are finished.
Provide printed copies of the Saving Work in CS First - Google Slides, if needed.

Included in Student Facing Module

Broadcast Message Tutorial (5:43) Links to an external site. - Studio Video
Timing is Everything Links to an external site. - Scratch Template
CS First Links to an external site. - URL Link
Remixing Joke Example Video Tutorial Links to an external site.(2:17) - Studio video

Assessment

Extending Understanding

A Quick Check is included that can be used as an informal exit ticket

Select Assessment Measure for your students.

Digital Submission
Observational

Digital Submission:

Guide students to open the Starting from Scratch Canvas Assignment.
Provide student with a copy of the Student Friendly Language for the assignment.
- Timing is Everything! Digital Submission Rubric Links to an external site. Links to an external site. - Skills
Demonstrate for students how to save their Timing is Everything project in CS First using the directions in the Canvas Assignment.
Assess students work through your teacher account using the SBIR Rubric.
- Timing is Everything! Digital Submission Rubric Links to an external site. Links to an external site. - Skills

Observational:

Provide student with a copy of the Student Friendly Language for the assignment.
- Timing is Everything! Observational Submission Rubric Links to an external site.
Walk around the classroom while students are completing the Joke Example project and assess students ability to understand timing in dialogue and movement when coding using the SBIR Rubric.
- What happens if your timing is incorrect? Where do you go to make the _____ move? How can you change the timing? When would you need to change your timing? Why is timing important to this task?
- Timing is Everything! Observational Submission Rubric Links to an external site.

Included in Student Facing Module

Quick Check
Timing is Everything! - Digital Submission
Timing is Everything! - Observational Submission

Import "Grade 5 Q2 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons

Lesson: Practicing Dialogue (Q2)

Focus: Abstraction

Essential Questions:

•What do I need to know in order to help me get started solving this problem?

Outcomes:

• Use patterns and trends in data to generate insights that will inform decisions.

Teacher Preparation

Import Student Facing Module from Commons
Review Editor-Only Instructions in the SF Module. Create/Update content to meet the needs of your students. This module is intended for the teacher to model, instruct and guide the students through the module and allow for self-paced work when appropriate.
For additional support with teaching this lesson and unit, please see the 22-23 Grade 5 Curriculum Overview Presentation Links to an external site.
Review the Written and Video Directions for Importing a Scratch template into CS First prior to the lesson so that you are familiar with the process.
Import a copy of the Practicing Dialogue Links to an external site. (Links to an external site.) -- - Scratch Template into CS First and work through the project using the Video tutorials provided in the SF Module so that you are prepared to instruct students and answer questions.
Printed copies of Coding Blocks in Scratch | PDF Printable
Printed copies of Download a Scratch Template Directions | PDF Printable
Printed (Links to an external site.)Printed copies of Broadcast Dialogue in Scratch | PDF Printable
(Links to an external site.)
Printed copies of Saving Work in CS First | PDF Printable
Student work in CS First can be accessed by selecting the people icon at the bottom of your class card and then selecting the icon next to the students name. A list of their playground projects will open for you to view and assess.
ML Vocabulary and Discussion Prompts
- Instructional Technology Key Vocabulary Cards | PDF Printable (Links to an external site.)- print as needed to assist student understanding of vocabulary.
- Instructional Technology Discussion Prompts Chart |11x17 PDF Printable Links to an external site. - print as needed to aid in student discussion
- Technology Discussion Prompt Graphic - visual aid for student discussion, print as needed.
- Download and print the 4L's of Productive Partners posters to support student discussions during the lesson.
  - 4L's of Productive Partners - English version Links to an external site. | Spanish version Links to an external site.
Select your Assessment Measure: Students can complete a Digital Submission Submission and/or Observation data can be gathered.
- Publish the Digital Submission and/or Observational Submission assignment. Leave the other assignments unpublished unless you are providing for students who are absent.
  - Assess assignment using SBIR Rubric embedded in the assignment for the selected measurement topic.
    - Practicing Dialogue Digital Submission Rubric Links to an external site. Links to an external site. - SkillsLinks to an external site.
    - Practicing Dialogue Observational Submission Rubric Links to an external site. - Concepts
- Print a copy of the Grade 5 Computational Thinker Observational Tool Checklist Links to an external site. to gather observational data during class for the lesson outcome.

Motivation

Review Lesson Overview with students

Included in Student Facing Module

Lesson Overview

Lesson

Preparing the Learner

Show students Sprite Movement & Dialogue Links to an external site. - Studio Video
Pause the video periodically, asking students what they already know about using the broadcast command.
- What does the broadcast command do? When do you use the broadcast command? Why do we use the broadcast command?
Using the Directions tab and the Remixing Knock Knock Joke Video Tutorial Links to an external site. (Links to an external site.) provided in the SF Module - demonstrate and guide students through accessing CS First and importing the Practicing Dialogue Links to an external site. Scratch Template.
Provide printed copies of Download a Scratch Template Directions - Google Slides, Broadcast Dialogue in Scratch - Google Slides, and Coding Blocks in Scratch - Google Slides, if needed.
Remind students that they will be using the comments provided to help them complete the project.
Students should make sure that projects include:
- a backdrop, 2 sprites, at least one sprite must move, both sprites are using dialogue by applying the broadcast blocks, and use the script text found below.
- Consider having these reminders posted for students to refer to while they are working with sequential directions.
Point out the Knock Knock Joke Script Text is provided in the SF Module for student to copy and use for their Knock Knock joke.
Pause periodically to allow students time to work independently and with a partner as well as check for understanding.

Interacting with the Concept

Depending on the needs of students, consider working through the tutorial in a way that provides students opportunities to practice coding and feel successful
- Work through tutorial as a whole class.
- Divide class into small groups and rotate through each group assisting as needed.
- Allow students to work independently.
- Pair students up with a programming partner that they can ask questions if they get stuck while working.
- Use pair programming where students work in pairs at one machine to complete the tutorial.
Allow time for students to work to complete the Practicing Dialogue Scratch Project
Work saves automatically but remind students to select File > Save before returning to My Dashboard at the end of class or when they are finished.
Provide printed copies of the Saving Work in CS First - Google Slides, if needed.

Included in Student Facing Module

Sprite Movement & Dialogue Links to an external site. (8:04) - Studio video
Practicing Dialogue Links to an external site. - Scratch Template
CS First Links to an external site. - URL Link
Remixing Knock Knock Joke Video Tutorial Links to an external site. (2:28) - Studio video

Assessment

Extending Understanding

Select Assessment Measure for your students.

Digital Submission
Observational

Digital Submission:

Guide students to open the Starting from Scratch Canvas Assignment.
Provide student with a copy of the Student Friendly Language for the assignment.
- Practicing Dialogue Digital Submission Rubric Links to an external site. Links to an external site. - Skills
Demonstrate for students how to save their Practicing Dialogue project in CS First using the directions in the Canvas Assignment.
Assess students work through your teacher account using the SBIR Rubric.
- Practicing Dialogue Digital Submission Rubric Links to an external site. Links to an external site. - Skills

Observational:

Provide student with a copy of the Student Friendly Language for the assignment.
- Practicing Dialogue Observational Submission Rubric Links to an external site.
Walk around the classroom while students are completing the Knock Knock Joke project and assess students ability to understand how to use movement and dialogue using two sprites and a backdrop using the SBIR Rubric.
- What is the backdrop? How do movement and dialogue work together? When does a sprite know to move?
- Practicing Dialogue Observational Submission Rubric Links to an external site.

Included in Student Facing Module

Practicing Dialogue - Digital Submission
Practicing Dialogue - Observational Submission

Import "Grade 5 Q2 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons

Lesson: Let's Get Moving! (Q2)

Focus: How Computing Impacts People and Society

Essential Questions:

• How can your understanding of the elements of coding lead to innovative solutions?

Outcomes:

• Apply my understanding of coding to innovate solutions in today’s world.

Teacher Preparation

This lesson has been divided into two days. Use the Day 1 and Day 2 tabs below to view the lesson plan for each day.
Import Student Facing Module from Commons
Review Editor-Only Instructions in the SF Module. Create/Update content to meet the needs of your students. This module is intended for the teacher to model, instruct and guide the students through the module and allow for self-paced work when appropriate.
For additional support with teaching this lesson and unit, please see the 22-23 Grade 5 Curriculum Overview Presentation Links to an external site.
Review the Written and Video Directions for Importing a Scratch template into CS First prior to the lesson so that you are familiar with the process.
Import a copy of the Let's Get Moving Links to an external site. - Scratch Template into CS First and work through the project using the Video tutorials provided in the SF Module so that you are prepared to instruct students and answer questions.
Printed copies of Coding Blocks in Scratch | PDF Printable
Printed copies of Download a Scratch Template Directions | PDF Printable
Printed (Links to an external site.)Printed copies of Broadcast Dialogue in Scratch | PDF Printable
(Links to an external site.)
Printed copies of Saving Work in CS First (Links to an external site.) | PDF Printable
Student work in CS First can be accessed by selecting the people icon at the bottom of your class card and then selecting the icon next to the students name. A list of their playground projects will open for you to view and assess.
ML Vocabulary and Discussion Prompts
- Instructional Technology Key Vocabulary CardsLinks to an external site. | PDF PrintableLinks to an external site. (Links to an external site.)- print as needed to assist student understanding of vocabulary.
- Instructional Technology Discussion Prompts Chart |11x17 PDF Printable Links to an external site. - print as needed to aid in student discussion
- Technology Discussion Prompt Graphic - visual aid for student discussion, print as needed.
- Download and print the 4L's of Productive Partners posters to support student discussions during the lesson.
  - 4L's of Productive Partners - English version Links to an external site. | Spanish version Links to an external site.
Select your Assessment Measure: Since this is a two day lesson. Observational data can be gathered after Day 1 and/or after Day 2. The Digital Submission should only be used after Day 2.
- Publish the Digital Submission and/or Observational Submission assignment. Leave the other assignments unpublished unless you are providing for students who are absent.
  - Assess assignment using SBIR Rubric embedded in the assignment for the selected measurement topic.
    - Let's Get Moving Digital Submission Rubric Links to an external site. Links to an external site. - SkillsLinks to an external site.
    - Let's Get Moving Observational Submission Rubric Links to an external site. - Concepts
- Print a copy of the Grade 5 Computational Thinker Observational Tool Checklist Links to an external site. to gather observational data during class for the lesson outcome
Optional Extension Student Activity:
- Allow students the opportunity to get fancy with the movement of the butterfly in the Adding Movement project.
- Review the Additional Coding for the Butterfly Links to an external site. (Links to an external site.) for a full walk through of how to complete this coding.

Day 1
Day 2

MOTIVATION

Review Lesson Overview with students

Included in Student Facing Module

Lesson Overview

LESSON

Preparing the Learner

Show students the Setting the Start Position of Sprites Links to an external site. - Studio Video
- Pause the video periodically to ask students to consider why you need to set the starting position of a sprite.
Provide printed copies of Coding Blocks in Scratch - Google Slides, if needed.
Remind students that later today they will remixing this project and setting the starting position for their sprites.
- Clarify what it means to Remix for ML students.
Using the Directions tab and the Remixing Adding Movement to a Broadcast Video Tutorial Links to an external site. (Links to an external siten provided in the SF Module - demonstrate and guide students through accessing CS First and importing the Let's Get Moving Links to an external site. - Scratch Template.
Provide printed copies of Download a Scratch Template Directions (Links to an external site.) - Google Slides, if needed.
Remind students that they can use the Setting the Start Position of Sprites Links to an external site. to help them complete this assignment.
Students should make sure that projects include:
- a starting position for Abby and Avery. Abby should start on the left and Avery should start on the right when the green flag is pressed.
- Consider having these reminders posted for students to refer to while they are working.
Pause periodically to allow students time to work independently and with a partner as well as check for understanding.

Interacting with the Concept

Depending on the needs of students, consider working through the tutorial in a way that provides students opportunities to practice coding and feel successful
- Work through tutorial as a whole class.
- Divide class into small groups and rotate through each group assisting as needed.
- Allow students to work independently.
- Pair students up with a programming partner that they can ask questions if they get stuck while working.
- Use pair programming where students work in pairs at one machine to complete the tutorial.
Allow time for students to work to complete the Adding Movement project
Work saves automatically but remind students to select File > Save before returning to My Dashboard at the end of class or when they are finished.
Provide printed copies of the Saving Work in CS First (Links to an external site.) - Google Slides, if needed.

Included in Student Facing Module:

Setting the Start Position of Sprites Links to an external site. (3:57) - Studio Video
Let's Get Moving Links to an external site. - Scratch Template
CS First Links to an external site.- URL Link
Remixing Adding Movement to a Broadcast Video Tutorial Links to an external site. (2:02) - Studio Video

ASSESSMENT

Extending Understanding

Select Assessment Measure for your students.

Observational

Observational:

Provide student with a copy of the Student Friendly Language for the assignment.
- Let's Get Moving Observational Submission Rubric Links to an external site.
Walk around the classroom while students are completing the Adding Movement project and assess students ability to understand how to set the starting position of a sprite using the SBIR Rubric
- What is the starting position? How do you set the starting position? Where will the sprite go after it begins in the starting position?
- Let's Get Moving Observational Submission Rubric Links to an external site.

Included in Student Facing Module

Let's Get Moving!- Digital Submission
Let's Get Moving!- Observational Submission

MOTIVATION

Review Lesson Overview with students

Included in Student Facing Module:

Lesson Overview

LESSON

Preparing the Learner

Show students the Movement of Broadcast Messaging Links to an external site.- Studio Video
- Pause the video periodically to ask students to consider how they can include more movement of Abby, Avery, and the butterfly using broadcast message blocks.
  - To make Abby, Avery, and the butterfly move more we can_______.
Provide printed copies of Broadcast Dialogue in Scratch (Links to an external site.) - Google Slides, and Coding Blocks in Scratch - Google Slides, if needed.
Using the Directions tab and the Accessing the Adding Movement Project Video Tutorial Links to an external site. provided in the SF Module - demonstrate and guide students through accessing the project form the previous class period in their CS First account.
Remind students that they can use the Movement Using Broadcast Messaging Links to an external site. to help them complete this assignment.
Students should make sure that projects include:
- Abby and Avery moving towards the rock using Receive Broadcast, Butterfly moving using the Broadcast message, Abby and Avery talking back and forth at least one more time.
- Consider having these reminders posted for students to refer to while they are working.
Pause periodically to allow students time to work independently and with a partner as well as check for understanding.

Interacting with the Concept

Depending on the needs of students, consider working through the tutorial in a way that provides students opportunities to practice coding and feel successful
- Work through tutorial as a whole class.
- Divide class into small groups and rotate through each group assisting as needed.
- Allow students to work independently.
- Pair students up with a programming partner that they can ask questions if they get stuck while working.
- Use pair programming where students work in pairs at one machine to complete the tutorial.
Allow time for students to work to complete the Let's Get Moving project.
Work saves automatically but remind students to select File > Save before returning to My Dashboard at the end of class or when they are finished.
Provide printed copies of the Saving Work in CS First (Links to an external site.) - Google Slides, if needed.

Included in Student Facing Module:

Movement Using Broadcast Messaging Links to an external site. (3:34) - Studio Video
CS First Links to an external site. - URL Link
Accessing the Adding Movement Project Video Tutorial Links to an external site. (1:12) - Studio Video
Early Finishers
- Adding Coding for the Butterfly Links to an external site. (12:40) - Studio Video

ASSESSMENT

Extending Understanding

Select Assessment Measure for your students.

Digital Submission
Observational

Digital Submission:

Guide students to open the Starting from Scratch Canvas Assignment.
Provide student with a copy of the Student Friendly Language for the assignment.
- Let's Get Moving Digital Submission Rubric Links to an external site.
Demonstrate for students how to save their Let's Get Moving project in CS First using the directions in the Canvas Assignment.
Assess students work through your teacher account using the SBIR Rubric.
- Let's Get Moving Digital Submission Rubric Links to an external site.

Observational:

Provide student with a copy of the Student Friendly Language for the assignment.
- Let's Get Moving Observational Submission Rubric Links to an external site.
Walk around the classroom while students are completing the Adding Movement project and assess students ability to understand how to use broadcast messaging to allow movement of sprites using the SBIR Rubric
- What makes a sprite move? How does a broadcast message make a sprite move? Where will the sprite move?
- Let's Get Moving Observational Submission Rubric Links to an external site.

Included in Student Facing Module

Let's Get Moving! - Digital Submission
Let's Get Moving! - Observational Data

Import "Grade 5 Q2 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons

Lesson: Creating a Spinner Story (Q2)

Focus: Decomposition

Essential Questions:

• How can I use computer programming to complete a task?

Outcomes:

• Break down a problem into smaller manageable parts and identify key information.

Teacher Preparation

Import Student Facing Module from Commons
Review Editor-Only Instructions in the SF Module. Create/Update content to meet the needs of your students. This module is intended for the teacher to model, instruct and guide the students through the module and allow for self-paced work when appropriate.
For additional support with teaching this lesson and unit, please see the 22-23 Grade 5 Curriculum Overview Presentation Links to an external site.
MLL Vocabulary and Discussion Prompts
- Instructional Technology Key Vocabulary CardsLinks to an external site. | PDF PrintableLinks to an external site. (Links to an external site.)- print as needed to assist student understanding of vocabulary.
- Instructional Technology Discussion Prompts Chart |11x17 PDF Printable Links to an external site. - print as needed to aid in student discussion
- Technology Discussion Prompt Graphic - visual aid for student discussion, print as needed.
- Download and print the 4L's of Productive Partners posters to support student discussions during the lesson.
  - 4L's of Productive Partners - English version Links to an external site. | Spanish version Links to an external site.
Select your Assessment Measure: Students can complete a Google Drive Submission and/or Observation data can be gathered.
- Publish the Observational, and/or Canvas Google Drive Submission assignment. Leave the other assignments unpublished unless you are providing for students who are absent.
  - Assess assignment using SBIR Rubric embedded in the assignment for the selected measurement topic.
    - Creating a Spinner Story Google Drive Submission Rubric Links to an external site. Links to an external site. - Concepts & SkillsLinks to an external site.
    - Creating a Spinner Story Observational Submission Rubric Links to an external site. - Concepts
- Print a copy of the Grade 5 Computational Thinker Observational Tool Checklist Links to an external site. to gather observational data during class for the lesson outcome.

Motivation

Review Lesson Overview with students

Included in Student Facing Module

Lesson Overview

Lesson

Preparing the Learner

Show students Story Elements Part 1 Links to an external site. - YouTube video.
- Pause throughout the video for each section
  - Characters-Who
  - Setting-Where the Story Takes Place
  - Events-Beginning, Middle, End
- Ask students how does this story element connect to what we have created in Scratch for CS First.
  - Ex. Characters are Sprites, Backdrops are Setting, Dialogue and Movement make up Events.
Review the essential elements of a story and tell students that we will be creating a story in Scratch that will include all of these same elements.
Tell students that to create our story we are going to use a Spinner Story Links to an external site. - Google Doc to help us select some mystery story elements.

Interacting with the Concept

Demonstrate for students how to select the link for the Spinner Story Links to an external site. Google Doc. This will open a forced copy of the document for students to complete.
Read the directions and demonstrate how to complete the first row of the Story Elements Selections chart.
- Use sequential language like first, next, then, last, etc.
Allow students time to complete their selections from the electronic spinners in the Selections Column of the chart.
Then demonstrate for students how to use these story element selections to begin a rough draft of the dialogue in the space provided in the document.
Remind students that this is only a rough draft and they will have the opportunity to revise and edit before they begin to code their final story in Scratch for CS First.

Included in Student Facing Module

Story Elements Part 1 Links to an external site. (2:14) - YouTube video
Spinner Story Links to an external site. - Google Document

BrinComplete the (Links to an external site.)

Assessment

Extending Understanding

Select Assessment Measure for your students.

Google Drive Submission
Observational

Google Drive Submission:

Guide students to open the Creating a Spinner Story Google Drive Canvas Assignment.
Provide student with a copy of the Student Friendly Language for the assignment.
- Creating a Spinner Story Google Drive Submission Rubric Links to an external site.
Demonstrate for students how to select their Spinner Story Google Doc and submit their work using the directions in the Canvas Assignment.
Assess students work through your teacher account using the SBIR Rubric.
- Creating a Spinner Story Google Drive Submission Rubric Links to an external site.

Observational:

Provide student with a copy of the Student Friendly Language for the assignment.
- Creating a Spinner Story Observational Submission Rubric Links to an external site.
Walk around the classroom while students are completing the Spinner Story activity and assess students understanding of the essential elements needed in creating a story using the SBIR Rubric.
- What are the essential elements in a story? Who are the characters? Where does the story take place? What happens in the beginning? Middle? End? When did ______ happen in your story? Why did _____ do______?
- Creating a Spinner Story Observational Submission Rubric Links to an external site.

Included in Student Facing Module

Creating a Story - Google Drive Submission
Creating a Story - Observational Data

Import "Grade 5 Q2 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons

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 (Links to an external site.)Links to an external site.

Computational Thinking Resources

Computational Thinking Learning & Leadership

Google for Education - Computational Thinking for EducatorsLinks to an external site.

Integration Activities

Wonder Workshops Code to Learn Lesson LibraryLinks to an external site.

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.
- Allow student to use Immersive Reader Links to an external site. in any digital tool, if needed. Immersive Reader allows students to listen to or read information in 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.