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.

This unit focuses on sequencing, algorithms and debugging. Learning in this unit will allow students to:Explain constraints of translating problems from human language to machine language.Break down a long sequence of instructions into the largest repeatable sequence.Modify an existing program to solve errors.Define ideas using code and symbols.Describe and implement a plan to debug a program.Identify a bug and the problems it causes in a program.

This unit focuses on sequencing, algorithms and debugging. Learning in this unit will allow students to:Explain constraints of translating problems from human language to machine language.Break down a long sequence of instructions into the largest repeatable sequence.Modify an existing program to solve errors.Define ideas using code and symbols.Describe and implement a plan to debug a program.Identify a bug and the problems it causes in a program.

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 4 Computer ScienceIn Grade 4 students will learn about nested loops, functions, and conditionals to engage in more complex coding. Upon completion of this course students will have an understanding of: Digital Citizenship SpritesNested LoopsFunctionsConditionalsImpacts of ComputingAligned Core Resources: Core resources is a local control 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 an introduction to the Sprite Lab programming tool. Through the projects in this course, students are able to reinforce their understanding of online safety.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 as well as words that are specific to the discipline.Grade 4 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 4 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 4 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 ConnectionsAngles  Education Development Center (EDC)4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint and understand concepts of angle measurement4.MD.C.5.A An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one degree angle,” and can be used to measure angles. 4.MD.C.5.B An angle that turns through n one-degree angles is said to have an angle measure of n degrees4.MD.C.6 Measure angles in a whole number degrees using a protractor. Sketch angles of a specified measure.4.MD.C.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems (using an equation with a symbol for the unknown angle measure)4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.Science ConnectionsElectrical Circuits  Education Development Center (EDC)PS3-2 Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents.Art ConnectionsAlgorithmic Thinking Wall Art  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)VA:Cr2.1.4.a Explore and invent art-making techniques and approaches.VA:Re.7.1.4.a Compare responses to a work of art before and after working in similar media.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 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.

This unit focuses on 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. 

This unit focuses on cyberbullying, digital drama, and hate speech as well as privacy and security. Learning in this unit will allow students to:Understand appropriate ways to take action and resolve conflicts.Explain the difference between private and personal information.Explain why it is risky to share private information online.

This unit focuses on cyberbullying, digital drama, and hate speech as well as privacy and security. Learning in this unit will allow students to:Understand appropriate ways to take action and resolve conflicts.Explain the difference between private and personal information.Explain why it is risky to share private information online.

This unit focuses on using functions to simplify code. Learning in this unit will allow students to:Describe how functions can make programs easier to write.Use functions to simplify complex programs.Use pre-determined functions to complete commonly repeated tasks.Categorize and generalize code into useful functions.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 using functions to simplify code. Learning in this unit will allow students to:Describe how functions can make programs easier to write.Use functions to simplify complex programs.Use pre-determined functions to complete commonly repeated tasks.Categorize and generalize code into useful functions.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 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.