![Connecticut Model Computer Science for Grade 2](https://img.oercommons.org/160x134/microsite-ct-prod/media/courseware/course/image/2_WWjUtLD.png)
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.
- Subject:
- Applied Science
- Computer Science
- Material Type:
- Full Course
- Provider:
- CT State Department of Education
- Provider Set:
- CSDE - Public
- Date Added:
- 10/04/2023