Lesson 0Digital Citizenship
Connecticut Model Computer Science for Grade 4
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 4 Computer Science
In 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
- Nested Loops
- Impacts of Computing
Aligned 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
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 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 4 Computer Science Course includes an end of course project, formative assessment practices should be utilized throughout each unit.
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.
Angles 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 measurement
4.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 degrees
4.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.
Electrical 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.
Algorithmic 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.
Lesson 0Nested Loops
Lesson 0Impacts of Computing