Big Ideas/Topics to be Addressed, including Key Concepts and TermsSongs as a form of protest and resistance in Puerto Rico and in the U.S.Art as resistance to the current colonial status in Puerto RicoArts as affirmation of Puerto Rican identity in Puerto Rico and in the U.S.How have Latinos used music to resist and protest? Vocabulary: Reggaetón Syndrome

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 K Computer ScienceStudents will develop a common foundation to understand computer science concepts. They will develop the understanding of these concepts through “play” and experimentation. In Kindergarten, students will learn to program using commands like loops and events. Upon completion of this course students will have an understanding of: Digital Citizenship Sequencing Loops Events 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 K 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 K Computer Science Course includes an end of course project, formative assessment practices should be utilized throughout each unit. Interdisciplinary Connections:Computer Science (CS) in Kindergarten 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 Connections                Spelling with Bee Code.orgCCSS.ELA-LITERACY.RF.K.1.B- Recognize that spoken words are represented in written language by specific sequences of letters.CCSS.ELA-LITERACY.RF.K.1.D- Recognize and name all upper- and lowercase letters of the alphabet.                Patterns and Rhyming Tennessee Department of Education and Tennessee   STEM Innovation Network (TSIN)             CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words.Math Connections                Counting with Laurel Code.orgK.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality.K.OA.A.1 - Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

This unit focuses on privacy and security and basic computer functions.  Learning in this unit will enable students to:Practice staying safe online;Understand clicking, dragging and dropping; andBe introduced to basic hardware terminology

This unit focuses on privacy and security and basic computer functions.  Learning in this unit will enable students to:Practice staying safe online;Understand clicking, dragging and dropping; andBe introduced to basic hardware terminology

This unit focuses on events which are widely used in programming. Learning in this unit will allow students to:Distinguish events from actions. Use events to make movements, noises and background changes Create an animated, interactive story using sequence and event-handlers.

This unit focuses on events which are widely used in programming. Learning in this unit will allow students to:Distinguish events from actions. Use events to make movements, noises and background changes Create an animated, interactive story using sequence and event-handlers.

This unit focuses on increasing coding efficiency through loops. Learning in this unit will allow students to:Simplify their code by grouping commands that need to be repeated;Develop critical thinking skills by noticing repetition; andReflect on the inefficiency of programming without loops.

This unit focuses on increasing coding efficiency through loops. Learning in this unit will allow students to:Simplify their code by grouping commands that need to be repeated;Develop critical thinking skills by noticing repetition; andReflect on the inefficiency of programming without loops.

This unit focuses on sequencing, programming and debugging. Learning in this unit will allow students to:Understand the difference between planning out a sequence and encoding that sequence;Sequence commands in a logical order;Identify and address bugs or errors in sequenced instructions; andBuild a computer program from a set of written instruction.

This unit focuses on sequencing, programming and debugging. Learning in this unit will allow students to:Understand the difference between planning out a sequence and encoding that sequence;Sequence commands in a logical order;Identify and address bugs or errors in sequenced instructions; andBuild a computer program from a set of written instruction.

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.