Grade 2 Computational Thinker

Grade 2 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 do tools help me solve problems?
  • How do I find patterns in information?
  • Where can I start to solve this problem?
  • What effects does automation have on society?
U3 Current and future careers require a fundamental understanding of computer science skills.
  • How do people benefit from the help of computers?

Acquisition

Computational Thinker expected knowledge aligned with student skills. 
Students will know... Students will be skilled at...
1 Challenges with using delivery robots  Explaining the challenges that exist with using delivery robots
2 How to navigate a robot using directional commands Explaining and demonstrating the movement of a robot using directional commands
3 A bug is an error in the code Explaining and demonstrating how to debug and fix the code
4 How to create a plan for writing code. Explaining and demonstrating a plan for writing code.
5 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 develop a plan in order to have Bee-Bot travel a path from a starting point with at least two stops and return “home.”  Students will have productive discussions that include breaking down parts of the algorithm in order to find the final solution. They will test their code and debug/retest as necessary. Teacher will make observations of how well they collaborated and formulated the code to accomplish a task.

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.

Student will design the most efficient delivery route for Bee-Bot to travel to multiple locations in the school.

U3

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

Students will work through a series of lessons to explore and compare different delivery robots. Students will create an algorithm for an efficient delivery path for Bee-Bot to delivery multiple packages throughout the school.  Students will test and debug their code and create a design their own delivery robot.

Curriculum Map

Lesson Seeds

 

Feedback

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Computational Thinker 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.