CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description:   Grade 1 Computer ScienceStudents will build upon their foundational understanding of computer science concepts through more sophisticated activities. In Grade 1, students will learn the basics of programming, critical thinking skills, and internet safety. Upon completion of this course students will have an understanding of: Digital Citizenship Sequencing Loops Impacts of ComputingEvents Aligned Core Resources: The selection of core resources is a local decision.  Ensuring alignment of resources to the standards is critical for success.  The CSDE has identified Code.org as a highly aligned core resource after a rigorous review process. Additional Course Information:  This course is best implemented through a combination of “plugged” and “unplugged” activities. This course also teaches students to meaningfully collaborate with others, investigate different problem-solving techniques, and persist in the face of challenges. Habits of Mind/SEIH/Transferable Skills Addressed in the Course: This course is built around a core set of student practices. These practices are high-level skills and dispositions that students should develop. Therefore, the following should be addressed throughout the course: Problem Solving Persistence Creativity Collaboration Communication                   Figure 5.2: K-12 Computer Science Framework. (2016). Retrieved from http://www.k12cs.orgVocabulary:Vocabulary is a way to provide opportunities for students to use academic and content language to communicate about how they solved a problem, describe their reasoning, and demonstrate understanding. Vocabulary is inclusive of key words and phrases. Vocabulary work in computer science should include words that are traditionally used and regularly appear in academic language as well as words that are specific to the discipline.Grade 1 Computer Science VocabularyAssessment:Various types of assessment guide teaching and learning. The goal of assessment is to understand student progress and identify learning evidence relative to the content standards. While the Grade 1 Computer Science Course includes an end of course project, formative assessment practices should be utilized throughout each unit. Interdisciplinary Connections:Computer Science (CS) in Grade 1 can be integrated within the curriculum of other content areas or offered as a ‘standalone’ course, depending on the school’s program. This flexible implementation allows schools the choice to determine how they will ensure that all students will have the opportunity to learn CS. The followings tasks provide connections between learning computer science and other subjects enabling computer science to be taught through an integrated approach. For a 'standalone' course approach see the units below.ELA ConnectionsAlgorithms in the Design Process  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)CCSS.ELA-LITERACY.RI.1.9 With prompting and support, read informational texts appropriately complex for grade 1.CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.Math ConnectionsMoney Machines  Education Development Center (EDC)1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.C.6 Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.Science and ELA ConnectionsLight and Shadows  Education Development Center (EDC)1-PS4-3 Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.K-2-ETS1-2 Engineering Design. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.CCSS.ELA-LITERACY.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.CCSS.ELA-LITERACY.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

This unit focuses on understanding digital footprint and identity. Learning in this unit will allow students to:Explore what information is OK to be shared online.Learn that the information they share online leaves a digital footprint or "trail".

This unit focuses on understanding digital footprint and identity. Learning in this unit will allow students to:Explore what information is OK to be shared online.Learn that the information they share online leaves a digital footprint or "trail".

This unit focuses on events. Learning in this unit will allow students to:Identify actions that correlate to input events.Distinguish events from actions.Recognize events in programming.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on events. Learning in this unit will allow students to:Identify actions that correlate to input events.Distinguish events from actions.Recognize events in programming.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on empathy to identify solutions. Learning in this unit will allow students to:Apply empathy and creativity to design technology for others.Recommend technology to others based on their unique needs.

This unit focuses on empathy to identify solutions. Learning in this unit will allow students to:Apply empathy and creativity to design technology for others.Recommend technology to others based on their unique needs. 

This unit focuses on loops as a way to be more efficient. Learning in this unit will allow students to:Convert a series of multiple actions into a single loop.Break down a long sequence of instructions into the smallest repeatable sequence possible.Create a program for a given task which loops a sequence of commands.Identify the benefits of using a loop structure instead of manual repetition.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on loops as a way to be more efficient. Learning in this unit will allow students to:Convert a series of multiple actions into a single loop.Break down a long sequence of instructions into the smallest repeatable sequence possible.Create a program for a given task which loops a sequence of commands.Identify the benefits of using a loop structure instead of manual repetition.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on programming and debugging skills. Learning in this unit will allow students to:Identify and fix errors in the execution of an algorithm.Build a computer program from a set of written instructions.Construct a program by reorganizing sequential movements.Identify and locate bugs in a program.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on programming and debugging skills. Learning in this unit will allow students to:Identify and fix errors in the execution of an algorithm.Build a computer program from a set of written instructions.Construct a program by reorganizing sequential movements.Identify and locate bugs in a program.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description:   Grade 2 Computer ScienceIn Grade 2 students will apply previous understanding of computer science concepts to create programs with sequencing, loops, and events. Upon completion of this course students will have an understanding of: Digital Citizenship Sequencing Loops Events DataAligned Core Resources: The selection of core resources is a local decision.  Ensuring alignment of resources to the standards is critical for success.  The CSDE has identified Code.org as a highly aligned core resource after a rigorous review process. Additional Course Information:  This course is best implemented through a combination of “plugged” and “unplugged” activities. The course requires and assumes that each student has access to an internet-connected computer every day in class. This course enables students to investigate problem-solving techniques and develop strategies for building positive communities both online and offline. Habits of Mind/SEIH/Transferable Skills Addressed in the Course: This course is built around a core set of student practices. These practices are high-level skills and dispositions that students should develop. Therefore, the following should be addressed throughout the course: Problem Solving Persistence Creativity Collaboration Communication                   Figure 5.2: K-12 Computer Science Framework. (2016). Retrieved from http://www.k12cs.orgVocabulary:Vocabulary is a way to provide opportunities for students to use academic and content language to communicate about how they solved a problem, describe their reasoning, and demonstrate understanding. Vocabulary is inclusive of key words and phrases. Vocabulary work in computer science should include words that are traditionally used and regularly appear in academic language as well as words that are specific to the discipline.Grade 2 Computer Science VocabularyAssessment:Various types of assessment guide teaching and learning. The goal of assessment is to understand student progress and identify learning evidence relative to the content standards. While the Grade 2 Computer Science Course includes an end of course project, formative assessment practices should be utilized throughout each unit. Interdisciplinary Connections:Computer Science (CS) in Grade 2 can be integrated within the curriculum of other content areas or offered as a ‘standalone’ course, depending on the school’s program. This flexible implementation allows schools the choice to determine how they will ensure that all students will have the opportunity to learn CS. The followings tasks provide connections between learning computer science and other subjects enabling computer science to be taught through an integrated approach. For a 'standalone' course approach see the units below.Math ConnectionsMeasuring and Graphing  Education Development Center (EDC)2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.2.MD.D.9 Generate measurement data by measuring lengths to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.Science and ELA ConnectionsEffects of Wind and Water  Education Development Center (EDC)2-ESS2-1 Earth's Systems Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.CCSS.ELA-LITERACY.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).CCSS.ELA-LITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.Science ConnectionsWeathering and Erosion  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)2-ESS2-1 Earth's Systems Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

This unit focuses on collecting, visualizing, and analyzing a simple set of data. Learning in this unit will allow students to:Decode binary back to letters.Encode letters into binary.Collect and record data about quantities of real objects, or characters on a screen.Create a bar graph and pie chart to represent simple data.

This unit focuses on collecting, visualizing, and analyzing a simple set of data. Learning in this unit will allow students to:Decode binary back to letters.Encode letters into binary.Collect and record data about quantities of real objects, or characters on a screen.Create a bar graph and pie chart to represent simple data.

This unit focuses on cyberbullying, digital drama and hate speech. Learning in this unit will allow students to:Understand what online meanness can look like and how it can make people feel.

This unit focuses on cyberbullying, digital drama and hate speech. Learning in this unit will allow students to:Understand what online meanness can look like and how it can make people feel.

This unit focuses on the flexibility of events. Learning in this unit will allow students to:Practice differentiating pre-defined actions and event-driven ones.Create a game using event handlers.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on the flexibility of events. Learning in this unit will allow students to:Practice differentiating pre-defined actions and event-driven ones.Create a game using event handlers.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on efficiency with loops. Learning in this unit will allow students to:Identify repeated patterns in code that could be replaced with a loop. Break down a long sequence of instructions into the smallest repeatable sequence possible.Write a program for a given task which loops a single command.Identify the benefits of using a loop structure instead of manual repetition.Differentiate between commands that need to be repeated in loops and commands that should be used on their own.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on efficiency with loops. Learning in this unit will allow students to:Identify repeated patterns in code that could be replaced with a loop.Break down a long sequence of instructions into the smallest repeatable sequence possible.Write a program for a given task which loops a single command.Identify the benefits of using a loop structure instead of manual repetition.Differentiate between commands that need to be repeated in loops and commands that should be used on their own.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.