This unit focuses on accessibility, ownership and copyright in a digital environment. Learning in this unit will allow students to:Explain why accessibility is an important part of designing an app for users.Improve upon an existing app design by addressing the accessibility needs of users.Interpret ethical sharing of copyrighted material vs. sharing that is not ethical.Understand their own rights regarding materials that they have created.

This unit focuses on accessibility, ownership and copyright in a digital environment. Learning in this unit will allow students to:Explain why accessibility is an important part of designing an app for users.Improve upon an existing app design by addressing the accessibility needs of users.Interpret ethical sharing of copyrighted material vs. sharing that is not ethical.Understand their own rights regarding materials that they have created.

This unit focuses on practicing with loops and introducing nested loops. Learning in this unit will allow students to:Differentiate between commands that need to be repeated in loops and commands that should be used on their own.Identify the benefits of using a loop structure instead of manual repetition.Break complex tasks into smaller repeatable sections.Combine simple shapes into complex designs with nested loops.Describe when a loop, nested loop, or no loop is needed.Recognize the difference between using a loop and a nested loop.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 practicing with loops and introducing nested loops. Learning in this unit will allow students to:Differentiate between commands that need to be repeated in loops and commands that should be used on their own.Identify the benefits of using a loop structure instead of manual repetition.Break complex tasks into smaller repeatable sections.Combine simple shapes into complex designs with nested loops.Describe when a loop, nested loop, or no loop is needed.Recognize the difference between using a loop and a nested loop.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 introducing sprites . Learning in this unit will allow students to:Define “sprite” as a character or object on the screen that can be moved and changed.Create an interactive animation using sprites and events.Create new sprites and assign them costumes and locations.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 introducing sprites . Learning in this unit will allow students to:Define “sprite” as a character or object on the screen that can be moved and changed.Create an interactive animation using sprites and events.Create new sprites and assign them costumes and locations.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 5 Computer ScienceIn Grade 5 students will learn about user choice in apps and variables. Upon completion of this course students will have an understanding of: Digital Citizenship SpritesVariablesData and SimulationsAligned 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. The course provides students with greater autonomy and choice resulting in interactive projects that can be shared.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 5 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 5 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 5 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 ConnectionsNumber Fluency and Fractions  Education Development Center (EDC)5.NF.B.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.5.NF.B.4.A Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = (ac)/(bd). 5.NF.B.5 Interpret multiplication as scaling (resizing), by:5.NF.B.5.A Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.5.NF.B.5.B Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.Science ConnectionsWater Cycle  Education Development Center (EDC)5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.Code.org Connections provide another opportunity to incorporate computer science into other subjects. The modules make connections between computer science and other subjects like math, language arts, science and social studies. This enables educators to reinforce learning in other subjects while teaching students about computer science. Connections modules are for grades 3 to 5 and designed to take a week of 45-minute lessons each day.CS Introduction VideoCS Connections ModulesCS Connections Walkthrough Videos

This unit focuses on using simulations to collect and interpret data, machine learning, and the internet. Learning in this unit will allow students to:Make and test a prediction by modifying simulation variables.Use a computer simulation to collect data about a model.Discuss the role artificial intelligence plays in their lives.Reason about how human bias plays a role in machine learning.Train and test a machine learning model.Learn about the complexity of sending messages over the internet.Translate URLs into IP Addresses.

This unit focuses on using simulations to collect and interpret data, machine learning, and the internet. Learning in this unit will allow students to:Make and test a prediction by modifying simulation variables.Use a computer simulation to collect data about a model.Discuss the role artificial intelligence plays in their lives.Reason about how human bias plays a role in machine learning.Train and test a machine learning model.Learn about the complexity of sending messages over the internet.Translate URLs into IP Addresses.

This unit focuses on cyberbullying, digital drama, and hate speech. Learning in this unit will allow students to:Decide what kinds of statements are OK to say online and which are not.

This unit focuses on cyberbullying, digital drama, and hate speech. Learning in this unit will allow students to:Decide what kinds of statements are OK to say online and which are not.

This unit focuses on sprites and behaviors while enforcing the concept of events. Learning in this unit will allow students to:Describe the importance of the user in the design process.Identify sprites in a running computer program.Create an animation using sprites, and behaviors.Create new sprites and assign them costumes and behaviors.Create an interactive animation using events.Develop programs that respond to timed events.Develop programs that respond to user input.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 sprites and behaviors while enforcing the concept of events. Learning in this unit will allow students to:Describe the importance of the user in the design process.Identify sprites in a running computer program.Create an animation using sprites, and behaviors.Create new sprites and assign them costumes and behaviors.Create an interactive animation using events.Develop programs that respond to timed events.Develop programs that respond to user input.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 use of variables in programming. Learning in this unit will allow students to:Assign a variable a value.Call a variable multiple times in a program.Declare a variable.Determine the relationship between how a variable is defined, stored, and retrieved when we press “Run” on a program.Use variables in conjunction with prompts.Use variables to hold words and phrases.Create an interactive computer program that responds to user input.Create a variable that stores information and changes over timeThe 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 use of variables in programming. Learning in this unit will allow students to:Assign a variable a value.Call a variable multiple times in a program.Declare a variable.Determine the relationship between how a variable is defined, stored, and retrieved when we press “Run” on a program.Use variables in conjunction with prompts.Use variables to hold words and phrases.Create an interactive computer program that responds to user input.Create a variable that stores information and changes over timeThe 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:   Computer Science DiscoveriesIn grades 6 – 8 students explore various topics in computer science including programming, physical computing, web development, design, and data.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 was developed with a focus on foundational concepts and is designed to support exploration and discovery. This allows students to develop an understanding of these concepts through “play” and experimentation. The course requires and assumes a 1:1 computer lab or setup such that each student in the class has access to an Internet-connected computer every day in class. There are a variety of ways to implement this course to provide flexibility based on the local context. The course consists of seven units, each with two chapters. The most essential content from each unit is always contained in the first chapter of the unit, and the second chapter tends to focus on applying those skills to larger projects. 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.Computer Science 6 – 8 VocabularyInterdisciplinary Connections:Computer Science (CS) in grades 6 - 8 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 Connections:Exponents and Pattern Recognition  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)6.EE.A.2 Write, read, and evaluate expressions in which variables stand for numbers. Write expressions that record operations with numbers and with variables. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another. a. Write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze therelationship between the dependent and independent variables usinggraphs and tables, and relate these to the equation7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.Mean and Median EDC6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.6.SP.B.5.C Summarize numerical data sets in relation to their context, such as by giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.6.SP.B.5.D Summarize numerical data sets in relation to their context, such as by relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.Music Connections:Algorithms and Music  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)MU:Re9.1.6.a - Apply teacher-provided criteria to evaluate musical works or performances.MU:Re9.1.7.a - Select from teacher-provided criteria to evaluate musical works or performances.MU:Re9.1.8.a - Apply appropriate personally-developed criteria to evaluate musical works or performances.Social Studies Connections:Data Mining and Civilization Traits  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)6.Inq.4.e. Analyze how a specific problem can manifest itself at local, regional, and globallevels over time, identifying its characteristics and causes.CCSS.ELA-LITERACY.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.CCSS.ELA-LITERACY.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.CCSS.ELA-LITERACY.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.ELA Connections:Using Computational Thinking to Write an Argumentative Essay  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.Provide a concluding statement or section that follows from and supports the argument presented.Science Connections:Catching the Big Bass with Data Analysis  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)MS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.Science and Engineering PracticesPlanning and carrying out investigationsAnalyzing and interpreting dataSTEM Connections:Computational Thinking and Evaluating a Crime Scene  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)Science and Engineering PracticesAsking questions and defining problemsObtaining, evaluating & communicating informationCCSS.ELA-LITERACY.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.CCSS.ELA-LITERACY.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

In this unit, Students learn how machine learning can be used to solve problems by preparing data, training a machine learning model, then testing and evaluating the model for accuracy and bias. Learning in this unit will allow students to:Create a machine learning model in AI Lab to solve a problem and use App Lab to create an app that uses their model. Understand how machine learning models make decisions from data.Create machine learning models from their own data to solve problems in their community. AI and Machine Learning

In this unit, Students learn how machine learning can be used to solve problems by preparing data, training a machine learning model, then testing and evaluating the model for accuracy and bias. Learning in this unit will allow students to:Create a machine learning model in AI Lab to solve a problem and use App Lab to create an app that uses their model. Understand how machine learning models make decisions from data.Create machine learning models from their own data to solve problems in their community. AI and Machine Learning

In this unit, students explore the relationship between hardware and software. Learning in this unit will allow students to:Design and build a physical computing device that integrates physical inputs and outputs with digital apps. Create app prototypes that use a physical device to solve real-world problems.Use physical computing to solve problems in fun and innovative ways.This unit has two options: Option A uses the Adafruit Circuit Playground, and Option B uses the BBC micro:bit. Teachers should pick whichever option matches the devices they have in their classroom - they do not need to purchase both sets of devices or try to teach both options.Creating Apps with Devices - Circuit PlaygroundCreating Apps with Devices (micro:bit)

In this unit, students explore the relationship between hardware and software. Learning in this unit will allow students to:Design and build a physical computing device that integrates physical inputs and outputs with digital apps. Create app prototypes that use a physical device to solve real-world problems.Use physical computing to solve problems in fun and innovative ways.This unit has two options: Option A uses the Adafruit Circuit Playground, and Option B uses the BBC micro:bit. Teachers should pick whichever option matches the devices they have in their classroom - they do not need to purchase both sets of devices or try to teach both options.Creating Apps with Devices - Circuit PlaygroundCreating Apps with Devices (micro:bit)