In this lesson, students will be presented with examples of the three phases of matter and be asked to draw their own models of the particles contained in each. Students will then construct their own 3 dimensional models of the particles in each phase of matter. After the teacher introduces the concept of simulations, students will be asked to locate their own simulations online and explain the positives and limitations of each.

In this lesson, students will look at different types of graphs. They will be given a question that they need to make a prediction about. After making predictions, they will research to find the correct data. Students will then record their information to make a chart or bar graph.

In this lesson students will write a story about a dog that likes to explore. After they have written their story they will do a “remix” in Scratch that uses cause and effect with loops. It's a story that has already been started in Scratch and they will finish the story and then animate it.

Recognizing specific phases a civilization grows through is important to the understanding students have of all civilizations studied in WHI in general. Using individual pieces of historical ‘code’ describing different points in the life of a permanent civilization, students will analyze and correctly place the ‘code’ according to time, creating a Civilization Simulation. Check for understanding will occur in review of the order students placed and classroom discussion of why some events occur earlier in a civilization’s progression while others happen later. As a secondary step, students will receive further lines of ‘code.’ Students will need to analyze, adapt, and integrate the new ‘code’ into their existing civilization to create an extended Civilization Simulation.

Students will demonstrate knowledge of attributes of polygons by sorting into sets and subsets. The teacher will introduce the new vocabulary: attribute, set, and subset and students will apply these vocabulary terms while sorting polygons into the correct set and subset.

Students will use pattern blocks to construct a program and use algorithms to accomplish a task. Students will decompose larger problems into smaller tasks. Students will begin to think about the impacts of computing and computing devices. The accurate use of terminology as well as the responsible use of technology will continue to be built upon. The foundational understanding of computing and the use of technology will be an integral component of successful acquisition of skills across content areas.

Students will practice using computational skills by collecting, organizing, and cleaning data amongst the class. They will use these computer science skills to analyze watershed systems within the science field. Students will collect data through a stream simulation as well as organize and clean that data to determine the health of the stream.

Binary sequences are a representation of digital data using a series of zeroes and ones. During this lesson, students will learn how to use binary sequences to represent letters. Students will then model their binary sequences using red and yellow counters to represent the zeros and ones. To incorporate student understanding of integer addition models, they will then translate the binary code counters into positive and negative integers. Finally, they will find the sum of their “code.”

Students will model the graphs for linear equations on code.org using y=mx+b. They will decompose the formula into its separate components and explore the change in the models when the slope (m) and y intercept (b) are varied. Students will be able to share their own models with a partner so that they practice finding the slope and y-intercept.

Students will use variables in coding to represent parts of combinations, use models to determine the total combinations, and create a formula to calculate the total combinations in a scenario (the Fundamental Counting Principle).

The class will apply their understanding of 4-digit numbers and place value to create a flowchart graphic organizer that uses pseudocode to follow an algorithm. This lesson is designed to be an introduction to pseudocode and pair programming that can later be extended into a more challenging programming design. The class will work together to develop the algorithm in a flowchart, then run their program/algorithm with a partner using a deck of cards.

In this lesson, students will be given the opportunity to identify whether objects are solids, liquids, or gasses, based on the attributes of each object.

Students will build on their knowledge for comparing and contrasting story elements to analyze sets of items and compare and contrast the attributes that led to the development of the set. Students can use additional attributes to categorize sets into subsets.

In this lesson, students will learn about computer hardware and computing systems. They will work to describe different types of computer hardware and their functions, and identify computing systems in a real world context.

How can a student tell if his or her device is not working properly? What are ways he or she can describe the problem to the teacher? How can students seek help? Students will clearly be able to describe problems such as :“The computer won’t turn on,” “The pointer on the screen won’t move,” or “I lost the web page.” In this lesson, you will hold a class discussion to address these questions.

Students will take on the role of an HR team recruiting employees to a career in Computer Science. As HR specialists, students will create recruiting tools, job descriptions, and interview questions pertinent to the position.

Students will come to understand how their own brains can be similar to computers. People tend to be left-brain or right brain dominant; however, with tools and training, non-dominant characteristics can be enhanced much to that of computers that are outfitted with hardware and software for gaming versus designing. This lesson will focus on input and output devices to graph equations written in the form y = mx+b.

For this lesson it is important that students have seen and/or used a computer to be able to discuss the differences and similarities of computers from the past and present. While looking at computers and their systems students will be discussing the things that computers do to make their lives easier and the ways that they use computers everyday in their daily lives.

At the start of this lesson, the students will meet with the teacher as a whole group on the carpet. The teacher will display a Google Slide presentation about computing systems. The lesson will start with a small discussion about the purpose of computers. After activating their prior knowledge, the students will watch a short video about the different types of computers and the parts that make up a computer. Afterwards, the students will review what they learned by identifying the different types of computers using pictures and naming the different parts of a computer by listening to clues about their function. Once the students understand the information, the teacher will have the students return to their desks and complete a worksheet where they will identify the items that rEnglishte to a computer.

The teacher will help students identify, compare, and contrast different computing systems such as a desktop computer, laptop computer, tablet, and mobile device; identify and describe the purpose of the keyboard, mouse/trackpad, and printer. This lesson would go well before students use their devices for the first time!