Strand: Impacts of ComputingK.10 The student will identify responsible behaviors associated with using information and technology.This is a PDF file that lists good tablet habits for young computer science students.

Students will think of pros and cons of the impact of computers and computing in daily life as a group. Then they will put those into Cause and Effect statements. The teacher will then pull the class back together for a whole group discussion and have students tell the teacher their Cause and Effect statement about computers and computing. The teacher will write them on the whiteboard. The teacher will then pass out green post-its and yellow post-its to the groups. Groups will take turns putting a green post-it by a positive cause and effect and a yellow post-it by a negative cause and effect.

This is a remix of Goody Bags from Illustrative Mathematics, https://tasks.illustrativemathematics.org/content-standards/tasks/1113.  This lesson is about about counting a set of objects and writing the number.  The purpose of this task is to give students practice counting 20 or fewer objects orally and writing the number that matches how many they count from each bag or bucket to support sol K.1a and K.1b.  Students will play Count the Room game with a partner.  I often have my students work with a partner because it encourages more engagement and increases individual achievement compared to students working alone.

Teach and learn practical digital skills needed for the jobs of today and tomorrow with our video lessons that are free of charge.

Adam Seipel, with VaSCL (Virginia School Consortium for Learning), provides this recorded presentation (about 53 minutes long) and slide deck for how to set up and use the tools of Google Classroom.

This presentation focuses on the effective use of Google Docs and Slides. It is about 50 minutes long and the accompanying slide deck is included.

Katie Fielding of Prince William created a Wakelet for teachers on using Google Earth for various types of educational projects.

This presentation focuses on the effective use of Google Forms. It is about 44 minutes long and the accompanying slide deck is included.

A Google Forms quiz link is attached for the Computer Science SOL 8.10: The student will evaluate online and print sources for appropriateness and credibility.

Demonstrate Google Search tips and tricks  Using “ “ around a search term to tell Google the results must include the words inside the quotation marksUsing - in the search term to tell google to exclude something from the results ex. search apple -fruit will give results about apple the company with out any results about apple the fruit.Using site: to search with in a particular website you have deemed creditable. ex. search site: www.cnn.com Use OR to search for either one search term or another  ex. search climate change or global warming 

Tim Mays of Sussex developed this short tutorial on a nice formula trick for combining cells in a Google Sheets document, and then making everything lowercase. Running time: 3:41 

Adam Seipel, with VaSCL (Virginia School Consortium for Learning), provides this recorded presentation (about 47 minutes long) and slide deck for how to effectively create and use Google Sites (web pages)

Lesson Plan for a Constitution Scavenger Hunt.Students will engage in discussion about the organization and importance of the Constitution. After, students will be given the Scavenger Hunt and, using a copy of the Constitution, answer all questions going through each Article. The Scavenger Hunt goes over basic information within the Cconstitution. Follow-up lessons could go into deeper, higher level inquiry.Includes Lesson Plan outline as well as Google Doc/PDF attachments of the Scavenger Hunt.

This unit serves as a foundation for understanding the way in which the American government was formed and the way it is structured. The unit has three main sections. In the first section, students learn about the functions of government, the three main branches of government, and how the branches work together to meet the ever-changing needs of our country. In this section students will be challenged to think about how government is useful to its citizens and about the key powers of each branch. In the second section, students explore elections and how people become elected officials. Students also explore the women's suffrage movement, why women couldn't vote before 1920, and what changes brought about women's suffrage in the United States. Finally, in the third section, students read biographies of a few courageous individuals who overcame racism, sexism, and hardships to prove that they deserved a spot in government and that they would do whatever it takes to fight for and push for change. During this final section, students will be challenged to think about how the actions of others can inspire us to drive for change, especially in the current political climate.

This unit expands on the work done in units 1 and 2 to build reading skills. Students will continue to develop their skills as critical consumers of a text by annotating for main idea and details that support the main idea of a text, summarizing sections of a text, explaining the connection between ideas and concepts, interpreting information presented through different text features, and describing the structure of different paragraphs. In this unit students will also be challenged to think about how an author uses evidence and reasoning to support particular points or ideas in a text. They will also be challenged to integrate information from one text with information they learn in another text about the same topic.

As a teacher your goal is to provide practice using carefully selected strategies. Through encouragement you can provide experiences for students to develop efficient strategies. Use the following strategies to develop the basic addition and subtraction facts.  By the end of first grade, students should be able to count on to find the difference.  For the difference of 7 - 4, start with 4 and count on 5, 6, 7.  This shows that 7 - 4 = three.  Another strategy is to use related facts to find the difference.  If students use a related fact, 4 + ___ = 7, then they’ll know 7 – 4 = three.   Another strategy would be the near doubles strategy.  Using the same problem 7 - 4, add 4 + 4 to get 8 and then subtract 1 to get seven.By providing experiences to learn these strategies, students will develop number sense and understand how to compose and decompose numbers.  This in turn will help students to develop basic fact fluency and learn while having fun playing a game.

As a teacher your goal is to provide practice using carefully selected strategies. Through encouragement you can provide experiences for students to develop efficient strategies. Use the following strategies to develop the basic addition facts. By the end of first grade, students should be able to counting on to find the sum.  For the sum of 4 + 3, start with 4 and count on 5, 6, 7.  This shows that 4 + 3 = 7.  Another strategy is to use the near doubles strategy to find the sum.  Using the same problem 3 + 4, add 3 + 3 to get 6 and then add 1 more to get seven.  Or using the same problem 4 + 3, add 4 + 4 to get 8 and then subtract 1 to get seven.By providing experiences to learn these strategies, students will develop number sense and understand how to compose and decompose numbers.  This in turn will help students to develop basic fact fluency and learn while having fun playing a game.

To promote creative expression and help students understand the creative process of sharing and inspiration. To help students be fair with creative work.

To promote creative expression, help students understand ownership concepts associated with creative work and encourage students to think about how their work might be shared.