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.

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.

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.

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

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

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

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:   Computer Science DiscoveriesIn grades 6 – 8 students explore various topics in computer science including programming, physical computing, web development, design, and data.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 was developed with a focus on foundational concepts and is designed to support exploration and discovery. This allows students to develop an understanding of these concepts through “play” and experimentation. The course requires and assumes a 1:1 computer lab or setup such that each student in the class has access to an Internet-connected computer every day in class. There are a variety of ways to implement this course to provide flexibility based on the local context. The course consists of seven units, each with two chapters. The most essential content from each unit is always contained in the first chapter of the unit, and the second chapter tends to focus on applying those skills to larger projects. 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.Computer Science 6 – 8 VocabularyInterdisciplinary Connections:Computer Science (CS) in grades 6 - 8 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 Connections:Exponents and Pattern Recognition  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)6.EE.A.2 Write, read, and evaluate expressions in which variables stand for numbers. Write expressions that record operations with numbers and with variables. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another. a. Write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze therelationship between the dependent and independent variables usinggraphs and tables, and relate these to the equation7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.Mean and Median EDC6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.6.SP.B.5.C Summarize numerical data sets in relation to their context, such as by giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.6.SP.B.5.D Summarize numerical data sets in relation to their context, such as by relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.Music Connections:Algorithms and Music  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)MU:Re9.1.6.a - Apply teacher-provided criteria to evaluate musical works or performances.MU:Re9.1.7.a - Select from teacher-provided criteria to evaluate musical works or performances.MU:Re9.1.8.a - Apply appropriate personally-developed criteria to evaluate musical works or performances.Social Studies Connections:Data Mining and Civilization Traits  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)6.Inq.4.e. Analyze how a specific problem can manifest itself at local, regional, and globallevels over time, identifying its characteristics and causes.CCSS.ELA-LITERACY.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.CCSS.ELA-LITERACY.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.CCSS.ELA-LITERACY.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.ELA Connections:Using Computational Thinking to Write an Argumentative Essay  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.Provide a concluding statement or section that follows from and supports the argument presented.Science Connections:Catching the Big Bass with Data Analysis  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)MS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.Science and Engineering PracticesPlanning and carrying out investigationsAnalyzing and interpreting dataSTEM Connections:Computational Thinking and Evaluating a Crime Scene  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)Science and Engineering PracticesAsking questions and defining problemsObtaining, evaluating & communicating informationCCSS.ELA-LITERACY.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.CCSS.ELA-LITERACY.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.