Students will learn about how the weather and seasonal changes affect the clothing people wear and the activities people do. Students will have an opportunity to learn about and make a loop.
In this lesson, the student will get the opportunity to sort coins by at least one attribute. Students will have the opportunity to show what they know by sorting coins on a work mat, cutting out coins and gluing them onto a worksheet, or sorting coins in a slideshow.
Students will be learning how to understand equality using the equal sign and equations on both sides of the equal sign. Students will solve for equality. Students will debug to find the equation that shows equality and will debug to fix an inequality to make it an equality.
Students will be in groups playing store. They will pretend to be a cashier, shopper, and computer. The shopper will purchase one or more items. The cashier will decompose the problem into smaller tasks like a computer would do. The cashier will decompose the problem when calculating the cost and how much change the shopper gets from a $5.00 bill. The computer will use a calculator to check the shopper and cashier’s answers.
In this lesson, students will explore the contributions of ancient China and Egypt to architecture, inventions, the calendar, and the written language. They will make connections between these ancient innovations and modern computing technologies. Through discussions and small group activities, students will analyze cultural influences on ancient innovations and their impact on modern technology.
In this lesson, students will develop map skills using globes and maps to locate and describe major rivers, mountain ranges, and other geographic features of Africa, Asia, Europe, North America, and South America. They will then compare and contrast these features based on attributes, classifying them into sets and subsets.
In this lesson, students learn about algorithms by creating a step-by-step sequence for a vacation to different cities in Virginia. Students explore the cities through visuals and landmarks, and collaboratively create an algorithm for traveling between specific cities. They also individually create their own vacation plans, mapping out the order of cities they will visit and sharing their algorithms with peers for evaluation.
Students will begin exploring how maps are used to navigate the world around us. The teacher will lead students through activities involving locating, following, and creating an algorithm, in this case, a sequence of directions on a map, which culminates in a project using ScratchJr to program a sprite to move through a sequence of events or actions to arrive at a specified destination.
Students will write on a topic of choice using storyboards to help create interesting writing. Students will use iterative procedures to help develop ideas with brainstorming and editing. Final projects can include but are not limited to slide show, audio with images, videos, animations, and theatrical productions.
Languages are not always spoken or written with letters. Some are operational or even symbolic much like the language used in computer science and Mathematicsematics. To have effective communication, a person must be versed in the receptive and expressive components of the language. This lesson will have students work collaboratively to solve algebraic expressions given substitution values. While the students will have the code, GEMDAS, students will break the code into smaller tasks and document the code appropriately to solve the algebraic expressions.
In computer science, algorithms (a process or set of rules to be followed in calculations or other problem-solving operations, especially by a computer) are translated into programs or code that provide instructions for computing devices. In this lesson, students will analyze a given stem and leaf plot by finding the mean, median, mode, and range of the data and will then navigate a Blue-Bot to the corresponding card on the mat that contains the correct answer(s), being sure to avoid the warning signs!
In computer science, algorithms (a process or set of rules to be followed in calculations or other problem-solving operations, especially by a computer) are translated into programs or code that provide instructions for computing devices. In this lesson, students will analyze a given stem and leaf plot by finding the mean, median, mode, and range of the data and will then become the “bots” and navigate themselves to an ending point on a 6x6 grid containing the corresponding correct answer(s), being sure to avoid the warning signs!
In this lesson, students will use Excel or Google Sheets to organize test score data and calculate the mean, median, mode, and range of the data.
An integrated Mathematics and computer science lesson to rEnglishte using models to solve problems to using computing systems to model the attributes and behaviors associated with a concept.
During this lesson, students will act as computers while they practice identifying and applying rules in growing patterns. Students will compete to accurately extend their growing pattern the longest within the time frame given. When the event occurs… time’s up!
The teacher will read a story to the class and allow for discussion of what has happened and ask for predictions. Students will use hands-on manipulatives and stories to debug algorithms while also working on editing sentences for capitalization, punctuation and spelling.
A simulation is a virtual representation of a process that reflects how a real physical situation would most likely happen. Simulations are created using models that were developed based on data. Models are constructed to test a hypothesis. In Grade 6, students will use models to represent systems and simulations to represent processes and to support a hypothesis. In this lesson, students will create a hypothesis and test it using a computer model or simulation involving fractions and mixed numbers.
Students will work in partners for this multiplication game. They will take turns reading and answering a multiplication question. They will code an algorithm to give instructions for their game piece to move along a path. The path for moving their game piece will lead to the correct answer (product) spot on the grid mat. If the student is correct, they get a point. If they are incorrect, the partner gets a point. They may write their answers on an answer sheet or notebook paper to turn in for their produced work.
The teacher will create 5 stations. These stations act as computer programs. Each computer program will have it’s own instructions. At each computer program station there will be a mini mystery box and a spinner. The mystery box acts as a computing system, a group of items (the input) that will interact with the outside world which in this case is the person pulling an item out (output) of the mystery box. Inside the mystery box will be a number of possible objects to pull out including candy. The other computing system is a digital spinner on the Promethean Panel or other projection device, and the tangible, hands on spinners. The input or possible outcomes are listed on the spinner. Because of the input of possibilities, the outcome is what the spinner landed on. Students will investigate computer processing through the experiments of finding the probability of picking certain objects or items.
Students will listen to a fiction story in which the characters earn money to buy goods or services. During the read aloud, students will identify the producers, consumers, goods, and services. Students will gain an understanding that materials, including books, are created by producers. After the story, explain that the author and illustrator are producers of a good. Students will fill out a graphic organizer on economics using a nonfiction book about spending money. Explain that because they found the facts in someone else’s work, they need to give them credit. Students will cite their source of information on the graphic organizer.