In the field of computer science, there are two approaches to solving a problem. One, being Brute Force, which is the method of just working out the problem until it is solved. This can be related to students with the idea of never giving up, or "I think I can, I think I can". Divide and Conquer is a problem solving method that braeks a larger problem into smaller problems. For example, if you have a big chore such as cleaning a house, start with one room at a time. This lesson applies these two methods to mathematics by using Brute Force to find multiples and common multiple of numbers. While the Divide and Conquer method is applied to fiding factors of a number through divisibility rules. 

This is a list of basic vocabulary with definitions and/or examples that will be used in elementary classrooms K-5 when teaching the concepts of algorithms and programming. 

Events in computer science are the triggers for making action happen, like selecting the play button on any screen. Events in Scratch are represented by the yellow codes including: when flag clicked, when sprite clicked, when key pressed and broadcast. Broadcasting is the most advanced event in Scratch and helps with interactions between sprites like pacing their conversations or changing levels.

Events in computer science are the triggers for making action happen, like selecting the play button on any screen. Events in Scratch Jr. are represented by the yellow codes including: the green flag, clicking on a character, bump code and envelopes. The envelopes are the most advanced concept in Scratch Jr. and help with scene transitions and interactions between characters like pacing their conversations.

In this lesson, students learn how to write a simple program to find all of the factors of any positive integer. The coding language is Python. Students learn the concept of an algorithm, as well as programming concepts such as variables, data types, and looping. The lesson also includes information on how the difficulty of factoring really large numbers is the basis of all modern online commerce. 

Set students up for programming success by creating a BeeBot anchor chart!These editable instructions will help students identify their role as planner or driver and set clear expectations of how Bee-Bot is used in computer programming. Tips:Introduce Bee-Bot whole classMake sure students understand the importance of the clear (x) button to erase the previous codealways press clear first to signal a new code (like how a capital letter signals the start of a new sentence) Plan the program in developmentally appropriate steps (some students program one step at a time, while others can program to the end goal)Turn the Bee-Bot off and use it as a game piece to write successful algorithmsHave students write their plan, or algorithm, on a whiteboard instead of using the cardsThe Bee-Bot emulator is perfect for guided practice!   

Materials:Computers/Chromebooks,Collection of Historical Pictures Stored in a Atudent Accessible Aolder Online (OneDrive, Google Drive).Using  the Interactive Trading Card Plan sheet, students will plan their project. Once they have made their plan studetns will use Scratch create and program (code) a sprite using a picture of a historical figure or place. The program should include historical facts and information related to the picture. The program can be interactive (animation, mouse clicks, etc...) and/or taking (text to speech, recorded speech). Students will need some prior knowledge about coding in Scratch for this project.  James Armistead Example 

Developed by the Science Museum of Western Virginia, this educator outline was written for an in-museum program that addresses computational thinking. Teachers and students in grades 3-4 will expand knowledge of computer science algorithms and programming content while working through the activities "Flossbot" and "Edison Bot Activity".

*Edison bots are used for the second activity.

Key concepts include:
computer science
coding
programming
binary
computer
robot
loop
bug/ debug

The students will work with a partner or small group to design a program to move a “student” through a classroom with obstacles.  Their job is to find the most efficient sequence of actions for them to get to the cafeteria from the classroom. The student will be a paper avatar.  The classroom will be a 8 by 8 grid with pictures of obstacles the student must move through to get to different destinations.  The students will try to move through with the least number of steps.  As an extension, they can rename a loop of multiple steps, and it will become one step.

This lesson sequence offers students and teachers a way to explore their individual identities and sense of belonging through analyzing children’s literature and coding with Scratch. Through read-aloud activities and self-differentiated Scratch projects, students learn about the value of inclusion and explore and express ideas about their personal and social identities. Students will describe environments supportive of diversity, and reflect on their own identity as they create expressive projects about their sense of belonging. This sequence is made up of four lessons, though your students may need additional class time to work on their projects.This lesson sequence is part of CodeVA's committment to the U.S. Department of Education "YOU Belong in STEM" initiative.

This lesson allows students to experience coding in a low stress, engaging environment while reinforcing thier learning about food webs and the interrelationships of the animals.  No prior coding experience is required for the teacher or the students.  Teachers and students will be walked through the steps of creating a cartoon demonstrating the transfer of energy in the food web.  They will learn to use sequencing, loops, variables, and opperations on those variables all while creating a fun moving cartoon.  Once students have learned the basic moves, they will be able to code further steps independently to add more interest to their cartoon.

Students will apply their knowledge of the solar system in this two step challenge.  First they will use the attachments for their robot, Legos, and additional recyclable/craft supplies to create a space suit for their robot that will account for all of his basic needs while encountering the varying conditions in space.  Then, students will program their robot to visit the planets in size order starting with the largest planet.  Students can use number line mats, grid mats, or a piece of bulletin board paper to create their “map” of the solar system.  They will demonstrate their understanding by creating a diagram of the planets in order from the sun.

In this lesson, students will understand that algorithms are the set of instructions that computers use to solve problems.  Students will be able to identify two basic algorithmic functions: brute force and divide and conquer through a hands-on application of each of the algorithms.  Students will write a basic sequence of steps for both algorithms

This lesson sequence offers students and teachers a way to explore gender and cultural identity through analyzing children’s literature and coding with Scratch, specifically exploring the importance of names to our identities. Through read-aloud activities and self-differentiated Scratch projects, students learn about the importance of names in reference to both gender and culture, and have a chance to explore and express ideas about their own names, brainstorm creating school environments supportive of diversity, and reflect on their own bravery and resilience. This sequence is broken into seven lessons, though your students may need additional class time to work on their projects.This lesson sequence is part of CodeVA's committment to the U.S. Department of Education "YOU Belong in STEM" initiative.