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.

This unit focuses on sequencing, algorithms and debugging. Learning in this unit will allow students to:Identify and address bugs or errors in sequenced instructions.Modify an existing program to solve errors.Predict where a program will fail.Order movement commands as sequential steps in a program.Represent an algorithm as a computer 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 sequencing, algorithms and debugging. Learning in this unit will allow students to:Identify and address bugs or errors in sequenced instructions.Modify an existing program to solve errors.Predict where a program will fail.Order movement commands as sequential steps in a program.Represent an algorithm as a computer 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 3 Computer ScienceIn Grade 3 students develop their understanding of algorithms, nested loops, while loops, conditionals and more. Upon completion of this course students will have an understanding of: Digital Citizenship Sequencing EventsLoopsConditionalsAligned 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 begins with a review of the concepts found in earlier courses, including loops and events.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 3 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 3 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 3 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 ConnectionsCause Effect Relationship Notification  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)CCSS.ELA-LITERACY.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.CCSS.ELA-LITERACY.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.Math ConnectionsFractions  Education Development Center (EDC)3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?3.OA.B.5 Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.3.NF.A.2.B Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.Algorithms, Polygons and Quadrilaterals  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.Decomposition Area Rectilinear Figures  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)3.MD.C.7d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problemsScience ConnectionsBuild It Fix It Education Development Center (EDC)3-PS2-1 Provide evidence to explain the effect of multiple forces, including friction, on an object.3.3-5ETS1-1 Define a simple design problem that reflects a need or a want.3.3-5ETS1-2 Generate several possible solutions to a given design problem.Science and Math ConnectionsPopulations and Habitat  Education Development Center (EDC)3-LS4-3 Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.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 introducing conditionals. Learning in this unit will allow students to:Define circumstances when certain parts of a program should run and when they shouldn't.Determine whether a conditional is met based on criteria.Translate spoken language conditional statements into a program.Distinguish between loops that repeat a fixed number of times and loops that repeat as long as a condition is true.Build programs with the understanding of multiple strategies to implement conditionals.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 conditionals. Learning in this unit will allow students to:Define circumstances when certain parts of a program should run and when they shouldn't.Determine whether a conditional is met based on criteria.Translate spoken language conditional statements into a program.Distinguish between loops that repeat a fixed number of times and loops that repeat as long as a condition is true.Build programs with the understanding of multiple strategies to implement conditionals.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 privacy and security. Learning in this unit will allow students to:Describe a password's purpose.

This unit focuses on privacy and security. Learning in this unit will allow students to:Describe a password's purpose.

This unit focuses on event programming. Learning in this unit will allow students to:Create an interactive game using sequence and event-handlers.Identify actions that correlate to input 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 event programming. Learning in this unit will allow students to:Create an interactive game using sequence and event-handlers.Identify actions that correlate to input 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 efficiency using loops. Learning in this unit will allow students to:Construct a program using structures that repeat areas of code.Improve existing code by finding areas of repetition and moving them into looping structures.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.