Grade 1 Communication and Collaboration Stage 2 (In Development)

Grade 1

Creative Communicator/Global Collaborator

Cornerstone Tasks

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 for students to reach milestones for success.

Key Information

Grade: 1
Topic: Computer Science / Coding
Career Connection: Computer Scientist
Duration: 2 - 60 minutes class periods
Authors: Shannon Biggs, David Floyd, Elissa Hozore
View Cornerstone Task

Cornerstone Summary

Students will work with a partner to create code that when interpreted, represents something that is important to them. For the chosen item, students will write or record a sentence that explains the significance of that item for them, their family, and/or their culture. The code will be created using a collaborative digital platform and other students will access the code and interpret it based on explicit directions. Students will be given choices of what to code such as:

providing code for a robot
providing code to build a Lego or other creation (10 to 20 LEGO pieces)
providing code for a computer language such as Scratch Jr.
providing code to create a drawing on a grid (simple paint by numbers or pixel picture)

Assessment Evidence

In choosing how to create their code, students will have to choose the appropriate platform/tool to represent their item. Students will assume a different role by helping each other perfect the code by trying to interpret the code and reporting any issues. The coder, with the helper’s input, will revise the code as needed so their classmates can correctly interpret it. The final code, along with the sentence about why the item is important, will be published and allow students to see what is important to others in their class. The three important artifacts are the code, the explanation of the item, and the revision help given to peers. The first two will be submitted, digitally or in print. The revision help will have to be self-assessed with spot checks by and conversations with the teacher. The ability of the student to choose an appropriate tool/platform to create their code and their ability to create a code that others can comprehend are the essential elements of this task. A student’s ability to articulate why their object is important and their willingness and ability to share with others are also important to this task.

Performance Task

Understandings/Skills	Assessment Evidence
U6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.	Students choose an appropriate way of representing their item.
U6d. Students publish or present content that customizes the message and medium for their intended audiences.	Students have to create the code so others in their grade can interpret it.
U7a. Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.	Students explain why the item they have chosen to “code” has meaning to them, their family and/or their culture.
U7c. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.	Students work with a partner to create their code and then teams help each other revise and refine their codes.

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