Grade PK Computational Thinker
Pre-Kindergarten Computational Thinker
- Stage 1: Desired Results
- Stage 2: Assessment Evidence
- Stage 3: Learning Plan
- Instructional Resources
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
ISTE Standards for Students
Computational Thinker Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
5a Students formulate problems definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
5c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
5d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
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
| Enduring Understandings | Essential Questions | |
|---|---|---|
| U1 | There are many ways to solve real world problems using computational thinking skills and technology. |
|
Acquisition
| Students will know... | Students will be skilled at... | |
|---|---|---|
| 1 | ||
| 2 | ||
| 3 | ||
| 4 |
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.
Cornerstone Tasks are not implemented in Pre-Kindergarten Technology.
Teaching Pre-K Computational Thinking Skills
With Pre-Kindergarten lessons, the student is exposed to Computational Thinking skills through teacher modeling and guided instruction. Lessons and Activities are designed to be taught as a whole group or in small groups over multiple class periods. The teacher can use the SF Module to model and complete the activities with students.
- For additional support with teaching the lessons in this unit, please see the 22-23 Pre-Kindergarten Curriculum Overview Presentation Links to an external site.
Curriculum Map
Lesson Seeds
Lesson: Let's Learn About Robots! (Q1)
Focus: How Computing Impacts People and Society
Essential Questions:
• How can people benefit from the help of computers?
Outcomes:
•Identify how coding is used in my life.
Teacher Preparation
- Import Student Facing Module from Commons
- Depending on the needs of your student consider printing and precutting robot parts from Build and Color the Robot Printable Links to an external site..
- Gather crayons, scissors and glue sticks for students to use.
- Assessment Activity: Students can complete the Let's Build a Robot activity either in Wixie or on paper.
- Publish the Wixie, Paper Submission, or Observational Data Assignment in Canvas. Leave the other assignments Unpublished unless you are providing for students who are absent.
- Print a class set of the Let's Build a Robot Printable Links to an external site. activity for students.
- Print a copy of the Pre-Kindergarten Computational Thinker Observational Tool Checklist Links to an external site. to gather observational data during class for the lesson outcome.
- Optional Activities:
Motivation
- Review Lesson Overview with students.
- Gather students on the front carpet. Show student Real Life Robots
Links to an external site. (4:08) YouTube video.
- Pause video to discuss the types of robots shown.
- Ask students what types of robots have they seen at home, at school, or in their community.
- Consider incorporating movement into your discussion as needed.
Included in Student Facing Module
- Lesson Overview
- Real Life Robots Links to an external site.(4:08) - YouTube video
Lesson
- Show students Have You Seen Any of These Robots
Links to an external site. - Google Slides presentation.
- Pause on each slide, ask students if they recognize these robots? Have they seen these robots before?
- Slide 1 - Alexa
- Slide 2 - Roomba - Vacuum
- Slide 3 - Claw Machine
- Slide 4 - Mars Rover
- Slide 5 - McDonalds Order Kiosk
- Provide opportunities for movement as students answer questions.
- Pause on each slide, ask students if they recognize these robots? Have they seen these robots before?
- Ensure students understand that a robot is an machine that can do tasks for humans automatically without any help.
Included in Student Facing Module
- Have You Seen Any of These Robots Links to an external site. - Google Slides
- Let's Build and Color a Robot Links to an external site. - PDF Printable
- Let's Build and Color a Robot Links to an external site. - Wixie ActivityLet's Let's ExtenExSequencing WixieWixieWixie
Assessment
- Choose Assessment Measure for your Student
- Wixie
- Paper Submission
- Observational
Wixie
- Direct students to the Let's Learn About Robots Links to an external site. Wixie Assignment in Canvas.
- Read the directions together as a class.
- Students will click and drag the robot parts to make a robot. Then they will color their robot using the paint brush tool
- Allow students time to complete the assignment and turn in their work to be assessed using the SBIR Rubric
Paper Submission:
- Pass out the Let's Build a Robot Links to an external site. printable to students.
- Read the directions provided in Canvas together as a class.
- Students will color the parts of a robot and then cut them out and glue them to create their own robot.
- Students may need assistance with cutting and gluing.
Observational:
- Walk around the classroom and assess students ability to understand what robots are and how they can help us as M, P, L on the SBIR Rubric
Included in Student Facing Module
- Let's Learn About Robots! Paper Submission
- Let's Learn About Robots! Wixie Submission
- Let's Learn About Robots! Observational Data
Import "Grade PK Q1 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons
Lesson: Let's Meet Bee-Bot! (Q1)
Focus: How Computing Impacts People and Society
Essential Questions:
•How can people benefit from the help of computers?
Outcomes:
•Identify how coding is used in my life.
Teacher Preparation
- 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.
- Make a copy of Things We Love Links to an external site. - Lucid Spark and re-embed in the Canvas SF Module. This activity can also be done in Wixie to take advantage of a more robust clipart gallery. Lucid Spark Support
- Consider making vocabulary word cards on sentence strips of the words: Algorithms, Patterns, and Mazes.
- For additional information on Bee-Bot, please view the following video
- Consider creating a Flat Bee-Bot Links to an external site.(similar to Flat Stanley) where students can take it home as a learning partner and return to school.
- Select your Assessment Measure: Students can complete the Wixie Assignment or observational data can be collected.
- Publish the Wixie Submission or the Observational Data Assignment in Canvas. Leave the other assignments Unpublished unless you are providing for students who are absent.
- Print a copy of the Pre-Kindergarten Computational Thinker Observational Tool Checklist Links to an external site. to gather observational data during class for the lesson outcome.
- Optional Activities:
MOTIVATION
- Review Overview with students.
- Show students
- Meet Bee-Bot!
Links to an external site. (1:14) - Studio Video. Consider having students join you on the carpet for the video.
- As the video is playing, read the words aloud that Bee-Bot is saying in the video.
- Pause the video as needed, and show the parts of Bee-Bot on an actual Bee-Bot robot.
- Allow multiple opportunities for movement.
Included in Student Facing Module:
- Lesson Overview
- Meet Bee-Bot! Links to an external site. (1:14) - Studio Video
LESSON
- Introduce Bee-Bot as a new Classroom Friend and Learning Partner this year.
- Use this opportunity to be creative. Consider giving Bee-Bot a name, providing a home for Bee-Bot in your classroom, etc.
- Review what Bee-Bot likes to do:
- Move around using the buttons on his back.
- Forward, Backward, Turning Right & Left, Go
- Likes to do Algorithms, Patterns, and Mazes. Consider using this as an opportunity to add some words to the word wall or board that we will discuss more as we go through our year.
- Meeting New Friends
- Move around using the buttons on his back.
- Tell students that we have learned about Bee-Bot and now it's time to share a little about ourselves.
- Tell students that Bee-Bot wants to learn their names. Call on students one at a time to share their names with Bee-Bot.
- Tell students that Bee-Bot wants to learn some of the different things we love to do!
- Show students the Things We Love Links to an external site. - Lucid Spark. Call on students to share some things that they love and record those ideas on the Lucid Spark using Words or Pictures. This could include things like: coloring, singing, dancing, cooking, eating pizza, playing games, etc. Add them to a class Lucid Spark to display (and to remind Bee-Bot in the future!).
Included in Student Facing Module:
- Things We Love Links to an external site. - Lucid Spark
ASSESSMENT
- Assessment Measure for Students
- Wixie Submission
- Observational Data
Wixie Submission:
- Direct students to the Meeting Bee-Bot Video Links to an external site. - Wixie Assignment in Canvas.
- Read the directions together as a class.
- Students will record a video telling Bee-Bot your Name and 2 things you Love.
- Allow students time to complete the assignment and turn in their work to be assessed using the SBIR Rubric
Observational Data:
- Walk around the classroom and assess students ability to interact with Bee-Bot on the SBIR Rubric.
Included in Student Facing Module
- Meet Bee-Bot! - Wixie Submission
- Meet Bee-Bot! - Observational Submission
Import "Grade PK Q1 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons
Lesson: Bee-Bot and his Groovy Buttons (Q2)
Focus: Gathering & Analyzing Data
Essential Questions:
• How do I find patterns in information?
Outcomes:
•Identify patterns.
Teacher Preparation
- Import Student Facing Module from Commons
- Review Editor-Only Instructions in the SF Module if using the Google Assignment. 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.
- Gather Necessary Materials for Buttons Headbands Activity
- Sentence Strips, Pre-Cut buttons
- Button Headbands - Google Slides Links to an external site. | Printable Links to an external site.
- Consider creating a headband ahead of time as a model.
- Consider creating a Flat Bee-Bot Links to an external site.(similar to Flat Stanley) where students can take it home as a learning partner and return to school.
- Select your Assessment Measure: Students can complete the Google Assignment Submission, Paper submission and/or observational data can be collected.
- Publish the Observational Submission, Paper Submission, and/or Google Submission Assignment in Canvas.
- For the Google Assignment Submission - Make a Copy of the Groovy Buttons Pattern Activity Links to an external site. - Google Slides and add as an external tool to the Canvas Assignment.
- For the Paper Submission - Print copies of Groovy Buttons Pattern Activity - Google Slides Links to an external site. | Printable Links to an external site.
- Print a copy of the Pre-Kindergarten Computational Thinker Observational Tool Checklist to gather observational data during class for the lesson outcome.
Motivation
- Review Lesson Overview with students.
- Share with students that today we are going to talking about patterns. Add the word Pattern to the board. Ask students if they have heard this word before?
- Tell students that a pattern is something that repeats in a logical way. Share some examples of patterns, the sun came up, the sun went down, green, white, green, etc.
- Show students the Pete the Cat and his Four Groovy Buttons Links to an external site. (4:28) - YouTube video or read the story to students.
- Tell students to look for patterns as they listen to the story.
- Tell students that we are going to make some button headbands that have a pattern like Pete's Buttons.
- Provide students with a sentence strip and pre-cut buttons.
- Tell students to glue buttons onto their sentence strip to make a pattern. You may need to provide additional assistance with gluing.
- As students are finishing staple sentence strips to make Button Headbands for students to wear.
Included in Student Facing Module
- Lesson Overview
- Pete the Cat and His Four Groovy Buttons Links to an external site. (4:26) - YouTube video
Lesson
- Show students the video Julia and Grover Search for Patterns Links to an external site.(2:53) - YouTube video.
- Tell students to think about what patterns they see and others that they know how to create. Pause the video periodically to check for understanding.
- Show students the first sample pattern found in the SF Module. Read the patterns together, ex. Yellow Circle, Green Triangle, Yellow Circle, Green Triangle.
- Ask students if they can help you fill in the missing symbols.
- Read the second sample pattern together and ask students if they can help you fill in the missing symbols.
- Provide additional pattern practice as needed.
Included in Student Facing Module
- Julia and Grover Search for Patterns Links to an external site.(2:53) - YouTube video
- Sample Pattern Image
Assessment
- Assessment Measure for Students
- Google Submission
- Paper Submission
- Observational Data
Google Submission:
- Direct students to the Groovy Buttons Pattern Activity Links to an external site. Google Assignment in Canvas.
- Read the directions together as a class.
- Students will click and drag the buttons to complete the patterns on each page.
- Allow students time to complete the assignment and turn in their work to be assessed using the SBIR Rubric
Paper Submission:
- Pass out the Groovy Buttons Pattern Activity Printable Links to an external site. to students.
- Read the directions provided in Canvas together as a class.
- Students will cut out the buttons on each page and then glue to create the patterns.
- Students may need assistance with cutting and gluing.
Observational:
- Walk around the classroom and assess students ability creating a pattern and moving Bee-Bot using his many buttons as M, P, L on the SBIR Rubric.
Included in Student Facing Module
- Bee-Bot and His Four Groovy Buttons - Google Assignment Submission
- Bee-Bot and His Four Groovy Buttons - Paper Submission
- Bee-Bot and His Four Groovy Buttons - Observational Submission
Import "Grade PK Q2 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons
Lesson: The Very Hungry Bee-Bot (Q2)
Focus: Algorithms
Essential Questions:
•Where can I start to solve this problem?
Outcomes:
•Create a sequence to reach a goal.
Teacher Preparation
- 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.
- Create index cards with the first 5 numbers or the first 5 letters in the alphabet.
- Print copies of Very Hungry Caterpillar Clip Art Links to an external site. for whole class or small groups of students. Have these items pre-cut for students to begin to use.
- Have crayons, scissors, and glue available for students.
- Assign the Very Hungry Caterpillar Project Links to an external site. to students in Wixie (if needed)
- Consider pre-cutting directional arrows on the Sequence Bee-Bot Printable Links to an external site..
- Consider creating a Flat Bee-Bot Links to an external site.(similar to Flat Stanley) where students can take it home as a learning partner and return to school.
- Select your Assessment Measure: The teacher will collect observational data and/or students can complete a Paper Submission, or Wixie Assignment during the lesson. Students can complete the Sequence Bee-Bot activity either in Wixie or on paper.
- Publish the Observational Submission, Paper Submission, and/or Wixie Submission Assignment in Canvas.
- Print sets of Sequencing Bee-Bot Printable Links to an external site. activity for students.
- Print a copy of the Pre-Kindergarten Computational Thinker Observational Tool Checklist to gather observational data during class for the lesson outcome.
- Facilitated Center Activities: These optional activities were created as classroom center activities. These can be utilized by the Technology Teacher and/or the PreK classroom teacher.
- Very Hungry Bee-Bot - Facilitated Center Activity Guide
Links to an external site.
- A Very Hungry Caterpillar by Eric Carle - Read Aloud
- Very Hungry Bee-Bot - Sequencing Chart Links to an external site.
- Very Hungry Bee-Bot - Would You Rather Mat Cards Links to an external site.
- Very Hungry Bee-Bot - Would you Rather Task Cards Links to an external site.
- Very Hungry Bee-Bot - Facilitated Center Activity Guide
Links to an external site.
Motivation
- Review Lesson Overview with students.
- Invite students up to the carpet at the front of the room to join you.
- Ask students if they know a way to put numbers or letters in order from beginning to end. Model with Number or Letter cards together.
- Let students know that this is a Sequence. Add the word Sequence to your Vocabulary words.
- Tell students that we are going to read a story together called the Very Hungry Caterpillar by Eric Carle
- Show students The Very Hungry Caterpillar Links to an external site. (6:48) - YouTube video
- Pause the video periodically to discuss the foods that the caterpillar is eating. Use Sequence words in your discussion such as First, Second, Next, Last, etc.
Included in Student Facing Module
- Lesson Overview
- The Very Hungry Caterpillar - Animated Film Links to an external site. (6:48) - YouTube video
Lesson
- The lesson includes two options - Paper Activity or Digital Activity that can be done as a Whole Group or in Small Groups
- Select the Activity and Grouping options that are best for your students.
Paper Activity:
- Retell the Very Hungry Caterpillar story in the correct sequence. Show students items from the Very Hungry Caterpillar Clipart Links to an external site. - Google Slides or Printable Links to an external site.
- Work together as a Whole Class or in Small groups to sequence the food the caterpillar ate in the story and glue them onto a sentence strip.
- Students can also color the pictures if they choose.
- Review the sequence as a whole class.
- Tell students that just like the caterpillar, Bee-Bot is also really hungry!
- Tell students that today they are going to help Bee-Bot get to some food to eat using a sequence or algorithm.
- Add the word algorithm to your vocabulary words for Pre-K and discuss that an algorithm is a list of steps that can be followed in order.
- Make the connection between the word sequence and algorithm so that students understand their similarities.
Digital Activity:
- Retell the Very Hungry Caterpillar story in the correct sequence.
- Demonstrate how to login to the Chromebook, Open Wixie, and open the Very Hungry Caterpillar project.
- Work together as a Whole Class or in Small groups to sequence the food the caterpillar ate in the story and select and drag them to the correct number position.
- Review the sequence as a whole class.
Included in Student Facing Module
- The Very Hungry Caterpillar Clipart Links to an external site. - Google Slides
- The Very Hungry Caterpillar Printable Links to an external site. - PDF Document
- The Very Hungry Caterpillar Links to an external site. - Wixie project
Assessment
- Assessment Measure for Students
- Observational Data
- Paper Submission
- Wixie Submission
Observational:
- Walk around the classroom and assess students ability to sequence Bee-Bot to the food he wants to eat as M, P, L on the SBIR Rubric.
Paper Submission:
- Pass out the Sequencing Bee-Bot Links to an external site. printable to students.
- Read the directions provided in Canvas together as a class.
- Students will circle the food they would like Bee-Bot to eat.
- Cut out the direction arrows and glue them in the gray box to help Bee-Bot get to the food.
- Students may need assistance with cutting and gluing.
Wixie Submission:
- Direct students to the Very Hungry Bee-Bot Links to an external site. Wixie Assignment in Canvas.
- Read the directions together as a class.
- Students will click and drag the star to the food item of their choice.
- Then students will select and drag the arrows to the pink box to help Bee-Bot reach the food using a sequence or algorithm.
- Allow students time to complete the assignment and turn in their work to be assessed using the SBIR Rubric
Included in Student Facing Module
- The Very Hungry Bee-Bot - Observational Submission
- The Very Hungry Bee-Bot - Paper Submission
- The Very Hungry Bee-Bot - Wixie Submission
Import "Grade PK Q2 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons
Lesson: Meet Scratch Cat! (Q4)
Focus: Gathering & Analyzing Data
Essential Questions:
•How do I find patterns in information?
Outcomes:
•Identify patterns.
Teacher Preparation
- Import Student Facing Module from Commons
- Consider printing the Sequence Vocabulary Card Links to an external site. - Google Slide as a poster and posting in your classroom for students to see.
- Consider creating a Flat Scratch-Cat
Links to an external site. to go along with your Flat Bee-Bot from Quarter 1. You will introduce Scratch Cat in this lesson as Bee-Bot's new friend.
- This visual will be used through the next few lessons so lamination is recommended.
- Flat Scratch Cat & Flat Bee-Bot(similar to Flat Stanley) can go home with students as a learning partner and return to school.
- Select your Assessment Measure: The teacher will collect observational data during the lesson.
- Publish the Observational Submission Assignment in Canvas.
- Print a copy of the Pre-Kindergarten Computational Thinker Observational Tool Checklist to gather observational data during class for the lesson outcome.
Motivation
- Review Lesson Overview with students.
- Gather students on the front carpet.
- Share with students that today we are going to be talking about Sequencing. Add the word Sequence to the board. Ask students if they have heard this word before?
- Tell students that a sequence is when things are put in a specific order. Sequences sometimes use words like First, Next, Then, and Last or Beginning, Middle, and End.
- Show students the Sequence Vocabulary Card Links to an external site. - Google Slides
Included in Student Facing Module
- Lesson Overview
- Sequence Vocabulary Card Links to an external site. - Google Slides
Lesson
- Introduce students to Scratch Cat. (use Flat Scratch Cat Links to an external site.) Tell students that he is going to be your learning partner for the next several weeks in technology class. He is very excited to learn with us.
- Show students the Meet Scratch Cat (1:02)
Links to an external site. - Studio Video
- As the video is playing, read the words aloud that are being shown in the video.
- Pause the video as needed, and ask students to think about how Scratch Cat can help us in similar ways as Bee-Bot to build sequences.
- Allow multiple opportunities for movement.
- Ask students if they will be able to help Scratch Cat with some Patterns and Sequencing.
- Show the Scratch Cat Sequencing Activity Links to an external site. - Google Slides on the board.
- Ask students "Can you tell Scratch Cat what comes next in the pattern?? Slides 2-4
- Read each pattern together as a class (ex. red circle, yellow square, blue triangle, etc.)
- Call on volunteers to tell you what shape comes next in the pattern or what is missing from the pattern.
- Drag that shape to fill in the space provided.
- After Slide 4 - Remind students that if a sequence is not in order, whatever you are trying to do will not work.
- Ask students what would happen if they did this sequence out of order?
Included in Student Facing Module
- Meet Scratch Cat (1:02) Links to an external site. - Studio Video
- Scratch Cat Sequencing Activity Links to an external site. - Google Doc
Assessment
- Assessment Measure for Students
- Observational Data
Observational:
- Walk around the classroom and assess students ability to sequence a pattern or list of steps as M, P, L on the SBIR Rubric.
Included in Student Facing Module
- Meet Scratch Cat! - Observational Submission
Import "Grade PK Q4 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons
Lesson: What Are Algorithms? (Q4)
Focus: Algorithms
Essential Questions:
•Where can I start to solve this problem?
Outcomes:
•Create a sequence to reach a goal.
Teacher Preparation
- Use your Flat Scratch-Cat & Flat Bee-Bot
Links to an external site. to go along with this lesson.
- This visual will be used through the next few lessons so lamination is recommended.
- Flat Scratch Cat & Flat Bee-Bot(similar to Flat Stanley) can go home with students as a learning partner and return to school.
- Images used in the Algorithm Lesson Slides can be found in this Wixie Project Links to an external site..
- Select your Assessment Measure: The teacher will collect observational data and/or students can complete a Paper Submission, or Wixie Assignment during the lesson. Students can complete the Flower Algorithm activity either in Wixie or on paper.
- Publish the Observational Submission, Paper Submission, and/or Wixie Submission Assignment in Canvas.
- Print sets of Flower Algorithm PDF Links to an external site. activity for students.
- Print a copy of the Pre-Kindergarten Computational Thinker Observational Tool Checklist to gather observational data during class for the lesson outcome.
Motivation
- Review Lesson Overview with students.
- Share with students that last week in technology we learned about sequencing. Today we are going to learn about another type of Sequence - called an Algorithm. Add the word Algorithm to the board. Ask students if they have heard this word before?
- Show students the What is an Algorithm? Links to an external site. (1:08) - YouTube video
- Pause the video as needed, to ask questions and check for understanding.
Included in Student Facing Module
- Lesson Overview
- What is an Algorithm (1:08) Links to an external site. - Google Slides with embedded YouTube video
Lesson
- Tell students that an algorithm is a list of steps done in order that completes an action. Algorithm like Sequence sometimes uses words like First, Next, Then, and Last or Beginning, Middle, and End.
- Show students the Algorithm Lesson
Links to an external site. - Google Slides
- Slide 2-4
- Read each sample algorithm together.
- Then read the steps. Using words such as First, Second, Next, Last, or Beginning, Middle End. (ex. first get a bowl and a spoon, then get your box of cereal and pour some into the bowl, last pour milk into the bowl with your cereal.)
- Call on volunteers to help you read each algorithm. Ask students what would happen if you did things out of order? (ex. poured the milk before you had your bowl)
- Slide 5 - Ask students if they can think of any other algorithms that they do everyday (ex. brushing your teeth, getting dressed, tying your shoes, etc.)
- After Slide 5 - Remind students that if a sequence in an algorithm is not in order, whatever you are trying to do will not work.
- The lesson includes two options - Paper Activity or Digital Activity that can be done as a Whole Group or in Small Groups
- Select the Activity and Grouping options that are best for your students.
Paper Activity: to an external site.
- Work together as a Whole Class or in Small groups to sequence the the steps for a seed to grow into a flower and glue them in the correct order.
- Review the sequence as a whole class.
- Tell students that they are going to help complete a Flower Algorithm Links to an external site.. Bee-Bot loves flowers! Help him to plant a seed so that it will grow into a beautiful flower.
- Make the connection between the word sequence and algorithm so that students understand their similarities.
Digital Activity:
- Help put the algorithm in order.
- Demonstrate how to login to the Chromebook, Open Wixie, and open the Flower Algorithm Links to an external site. project.
- Work together as a Whole Class or in Small groups to sequence the algorithm to help the seed grow into a beautiful flower.
- Select and drag the pictures in the correct number order.
- Review the sequence as a whole class.
Included in Student Facing Module
- Algorithm Lesson Slides Links to an external site. - Google Slides
- Flower Algorithm Links to an external site. - PDF Document
- Flower Algorithm Links to an external site. - Wixie Activity
Assessment
- Assessment Measure for Students
- Observational Data
- Paper Submission
- Wixie Submission
Observational:
- Walk around the classroom and assess students ability to put an algorithm in order as M, P, L on the SBIR Rubric.
Paper Submission:
- Pass out the Flower Algorithm PDF Links to an external site. Links to an external site.printable to students.
- Read the directions provided in Canvas together as a class.
- Students will cut out the pictures and glue them into the boxes to help grow the seed into a beautiful flower.
- Students may need assistance with cutting and gluing.
Wixie Submission:
- Direct students to the Flower Algorithm Links to an external site. -Links to an external site. Wixie Assignment in Canvas.
- Read the directions together as a class.
- Students will select and drag the pictures to the boxes in the order needed for the seed to grow into a beautiful flower.
- Allow students time to complete the assignment and turn in their work to be assessed using the SBIR Rubric
Included in Student Facing Module
- What are Algorithms? - Observational Submission
- What Are Algorithms? - Paper Submission
- What Are Algorithms? - Wixie Submission
Import "Grade PK Q4 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons
Lesson: Friendly Playground (Q4)
Focus: Algorithms
Essential Questions:
•Where can I start to solve this problem?
Outcomes:
•Create a sequence to reach a goal.
Teacher Preparation
- During this lesson students be applying their knowledge of algorithms to learn what "coding" is and how coding an algorithm will allow Bee-Bot to move to a desired location to meet his friend Scratch Cat.
- Consider reviewing with students how to use the buttons on Bee-Bot to move him around.
- Select your Assessment Measure: The teacher will collect observational data and/or students can complete a Paper Submission, or Wixie Assignment during the lesson. Students can complete the Friendly Playground Activity either in Wixie or on paper.
- Publish the Observational Submission, Paper Submission, and/or Wixie Submission Assignment in Canvas.
- If selecting the paper/pencil option,
- create mats using the Friendly Playground Mat Cards Links to an external site. that match the mats used in the paper/digital activities.
- Print double sided sets of Friendly Playground PDF Links to an external site. activity for students.
- Print a copy of the Pre-Kindergarten Computational Thinker Observational Tool Checklist to gather observational data during class for the lesson outcome.
Motivation
- Review Lesson Overview with students.
- Share with students that last week in technology we learned about algorithms. Review the definition of algorithms.
- Tell students that today we are going to use an algorithm to help Bee-Bot and Scratch Cat move to more than one location.
- Show students the BBC Learning - What is Coding (1:09) Links to an external site. - YouTube video
- Pause the video as needed, to ask questions and check for understanding.
- Ask students to think about they tell their Chromebook what to do?
Included in Student Facing Module
- Lesson Overview
- BBC Learning - What is Coding? (1:09) Links to an external site. -Google Slides with embedded YouTube video
Lesson
- Tell students that coding is putting directions together for a computer (or Bee-Bot or Scratch Cat) to follow. Those directions are algorithms.
- Remind students that they learned about algorithms Links to an external site. last week in technology.
- Show students The Dance Freeze Song (4:33) Links to an external site. - YouTube video
- Ask students to stand up and spread out. As the video is playing see if they can follow along with the directions given.
- You may need to pause the video and demonstrate.
- The lesson includes two options - Paper Activity or Digital Activity that can be done as a Whole Group or in Small Groups
- Select the Activity and Grouping options that are best for your students.
Paper Activity:
- Work together as a Whole Class or in Small groups to find the correct algorithm for Bee-Bot to meet Scratch Cat at the playground. Then create an algorithm to play on some playground toys together.
- Have students work in small groups with a pre-set Mat.
- Each group of students should be given one mat and a Bee-Bot robot and Flat ScratchCat.
- Demonstrate for students how to enter the code into Bee-Bot from the worksheet. Place Bee-Bot on the starting position and select Go. If Bee-Bot arrives at the playground with Scratch Cat circle the Check mark if he does not circle the X mark.
- Then draw a path from the start and see if Bee-Bot and Scratch can go to the swings and then the merry-go-round.
- If students finish early they can try to code Bee-Bot to travel their path.
Digital Activity:
- Help Bee-Bot meet Scratch Cat at the playground to play.
- Demonstrate how to login to the Chromebook, Open Wixie, and open the Friendly Playground Links to an external site. project.
- Work together as a Whole Class or in Small groups determine which algorithm is correct for Bee-Bot to meet Scratch Cat.
- Select and drag the Check mark to the correct Algorithm.
- Create an algorithm for Bee-Bot and Scratch Cat to go to the Swing Set and the Merry Go Round to Play.
- Review the algorithms as a whole class.
Included in Student Facing Module
- The Dance Freeze Song (4:33) Links to an external site. - Google Slides with embedded YouTube video
- Friendly Playground Links to an external site. - PDF Document
- Friendly Playground Links to an external site. - Wixie Activity
Assessment
- Assessment Measure for Students
- Observational Data
- Paper Submission
- Wixie Submission
Observational:
- Walk around the classroom and assess students ability to move Bee-Bot to more than one location as M, P, L on the SBIR Rubric.
Paper Submission:
- Pass out the Friendly Playground PDF Links to an external site.Links to an external site. Printable printable to students.
- Read the directions provided in Canvas together as a class.
- Students will select the correct algorithm for Bee-Bot to meet Scratch Cat at the playground.
- Then students will create algorithms for Bee-Bot and Scratch Cat to move around and play on different playground equipment.
Wixie Submission:
- Direct students to the Friendly Playground Links to an external site. Wixie Assignment in Canvas.
- Read the directions together as a class.
- Students will select the check mark and and drag it to the correct algorithm for Bee-Bot to meet Scratch Cat.
- Students will create two algorithms to help Bee-Bot and Scratch Cat move around the playground and go to the Swing Set and the Merry Go Round.
- Allow students time to complete the assignment and turn in their work to be assessed using the SBIR Rubric
Included in Student Facing Module
- Friendly Playground - Observational Submission
- Friendly Playground - Paper Submission
- Friendly Playground Wixie Submission
Import "Grade PK Q4 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons
Lesson: Navigating Bee-Bot's Neighborhood (Q4)
Focus: Algorithms
Essential Questions:
•Where can I start to solve this problem?
Outcomes:
•Create a sequence to reach a goal.
Teacher Preparation
- Students have learned foundational knowledge of online safety during the Bee-Bo's Online Neighborhood lesson. During this lesson, they should review this knowledge as Bee-Bot is moving around his Neighborhood.
- Students should have opportunities to practice directional terminology so that they are prepared for future lessons.
- Consider printing the Directions Vocabulary Card Links to an external site. - Google slide as a poster and posting in your classroom for students to see.
- Select your Assessment Measure: The teacher will collect observational data and/or students can complete a Paper Submission, or Wixie Assignment during the lesson. Students can complete the Navigating Bee-Bot's Neighborhood activity either in Wixie or on paper.
- Publish the Observational Submission, Paper Submission, and/or Wixie Submission Assignment in Canvas.
- If selecting the paper/pencil option,
- Create mats using the Navigating Bee-Bot's Neighborhood Mat Cards Links to an external site. that match the mats used in the paper/digital activities.
- Print double sided sets of Navigating Bee-Bot's Neighborhood PDF Links to an external site. activity for students.
- Print a copy of the Pre-Kindergarten Computational Thinker Observational Tool Checklist to gather observational data during class for the lesson outcome.
Motivation
- Review Lesson Overview with students.
- Share with students that today we are going to help Bee-Bot and Scratch Cat move around his neighborhood.
- Review with students some safety rules about moving around your neighborhood that they know.
- Show students the This is the Way! Learn Directions with Bip (3:38) Links to an external site. - YouTube video
- Pause the video as needed, to ask questions and check for understanding. Call students attention to directional words and phrases that are used in the video.
- Ask students "What paths/roads do you take to get to school and get home everyday?"
- Discuss responses as a class.
Included in Student Facing Module
- Lesson Overview
- This is the way! Learn Directions with Bip (3:38) Links to an external site. - Google Slides with embedded YouTube video
Lesson
- Tell students that today we are going to help Bee-Bot navigate his neighborhood using some Directions.
- Add the word Directions to the board. Ask students if they have heard this word before?
- Tell students that Directions are the path that something takes to reach a specific place. Directions use words like Right, Left, Forward, and Backward.
- Show students the Directions Vocabulary Card Links to an external site. - Google Slides
- Slide 2 - Ask students the following questions. Record their responses in a visible place.
- Which direction words were used in the earlier video?
- What other movement or direction words do you know?
- Slides 3-6 - Review the directions Right, Left, Forward, Backward. Invite students to stand with their hands at their side and practice moving in the direction shown as you show each slide. Say the direction word together and model movement.
- Engage with students in a game of Simon Says using directional words from the video in addition to the four we just practiced. You can also consider including TURN Right/Left as that is a Bee-Bot Movement.
Paper Activity:
- Work together as a Whole Class or in Small groups to find the correct algorithm for Bee-Bot to meet Scratch Cat at his house and then at the Treehouse.
- If working in small groups, each group should have a pre-set Mat for their Bee-Bot to navigate and be giving a Bee-Bot robot and Flat Scratch Cat.
- Demonstrate for students how to enter each line of code one at a time into Bee-Bot from the worksheet.
- Place Bee-Bot on the starting position and select Go.
- If Bee-Bot arrives at Scratch Cat's House circle the check mark, if he does not circle the X mark.
- Repeat again with the Treehouse.
- There are four lines of code that students will be testing.
- During this activity refer back to staying safe online. Bee-Bot will need to stay safe as he travels through his neighborhood and online to place where there is someone he trusts (Scratch Cat)
Digital Activity:
- Help Bee-Bot navigate to get to his friend Scratch Cat.
- Demonstrate how to login to the Chromebook, Open Wixie, and Open the Navigating Bee-Bot's Neighborhood Links to an external site. Wixie project.
- Work together as a Whole Class or in Small Groups to determine which algorithm is correct for Bee-Bot to Meet Scratch Cat. Select and drag the Check Mark to the correct Algorithm.
- Review the algorithms as a whole class.
- During this activity refer back to staying safe online. Bee-Bot will need to stay safe as he travels through his neighborhood and online to place where there is someone he trusts (Scratch Cat)
Included in Student Facing Module
- Directions Vocabulary Card Links to an external site. - Google Slides
- Navigating Bee-Bot's Neighborhood Links to an external site. - PDF Document
- Navigating Bee-Bot's Neighborhood Links to an external site. - Wixie Activity
Assessment
- Assessment Measure for Students
- Observational Data
- Paper Submission
- Wixie Submission
Observational:
- Walk around the classroom and assess students ability to follow directions to reach a destination using directional words like right, left, forward, and backwards as M, P, L on the SBIR Rubric.
Paper Submission:
- Pass out the Navigating Bee-Bot's Neighborhood PDF Links to an external site. printable to students.
- Read the directions provided in Canvas together as a class.
- Students will test and select the correct algorithm for Bee-Bot to meet Scratch Cat at his house and then the treehouse.
Wixie Submission:
- Direct students to the Navigating Bee-Bot's Neighborhood Links to an external site. Wixie Assignment in Canvas.
- Read the directions together as a class.
- Students will drag the check mark to the correct algorithm for Bee-Bot to meet Scratch Cat.
- Allow students time to complete the assignment and turn in their work to be assessed using the SBIR rubric.
Included in Student Facing Module
- Navigating Bee-Bot's Neighborhood - Observational Submission
- Navigating Bee-Bot's Neighborhood- Paper Submission
- Navigating Bee-Bot's Neighborhood - Wixie Submission
Import "Grade PK Q4 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons
C4L Facilitated Centers Guide for Pre-K Teachers
Learning centers are curriculum driven to develop social emotional, math, science, and literacy skills. Learning centers are child-directed experiences. Learning centers provide a variety of ways for children to engage in exploring topics; some of these stress independence, while others emphasize opportunities for social interaction and cooperation. Computational Thinking center activities enhance learning centers based on units or themes.
Below is the Draft Facilitated Centers Links to an external site. for Units 1-4
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
- ISTE Standards for Students
- ISTE Computational Thinking Competencies
- CSTA K-12 Computer Science Standards for Students
- K-12 Computer Science Framework
- MD K-12 Computer Science Standards
- Code.org: Teach Computer Science
Computational Thinking Learning & Leadership
Integration Activities
Other Coding Activities
- Ozobot Lesson Library
Links to an external site. - Wonder Workshop's Learn to Code Curriculum
- Bootup Curriculum for Scratch and Scratch Jr.
- Scratch
- Kodable
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
- Maryland Assessment, Accessibility, and Accommodations Manual Fact Sheet
- WIDA Go-TO Strategies for MLs
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.