Lesson 0Digital Citizenship
Connecticut Model Computer Science for Grade 1
Equitable 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 Science
Students 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
- Impacts of Computing
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
Figure 5.2: K-12 Computer Science Framework. (2016). Retrieved from http://www.k12cs.org
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.
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.
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.
Algorithms 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.
Money 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 Connections
Light 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.
Lesson 0Impacts of Computing