When designing programs or completing projects, students should consider what types of data might be used as input, how the data is to be stored and processed, and the output that meets the specific needs of the user. The collection and exchanging of data is used throughout the programming process. Both hardware and software components are critical to the collection and exchange of data. In this lesson, students will design a project to collect data involving rates. Students will input their data into a Google Sheet (software) using a computer (hardware). Students will store the data on the sheet and complete a ratio table involving the unit rate.

In this lesson, students will learn how to balance chemical equations. They will also learn how to debug computer programs. By the end of the lesson, students will be able to see the similarities between these two processes and how they can be used to solve problems.

In this lesson, students are going to debug algorithms that list steps of how habitats change over time due to natural and human resources. Students will need to think critically about the order of steps that occur when habitats change over time.

Students will review major United States holidays and why they are celebrated as a precursor to completing activities to help students organize the dates of holidays sequentially. They will collect information in a graphic organizer, mark dates on a yearly calendar, debug sequencing errors in a timeline, and will make personal connections by describing how they celebrate one specific United States holiday with their families and/or friends.

During this lesson, students will make connections between Computer Science and making predictions in fiction and literary nonfiction. Students will make, confirm, and revise predictions and then see how this is rEnglishted to sequencing, looping, and debugging in Computer Science. Students will practice using text evidence and prior knowledge to make predictions. When their predictions are not correct, students will revise them by looking at the existing text evidence, adding or changing text evidence, re-evaluate their prior knowledge, and then make a new prediction. Students will learn that when they revise their predictions, it’s like Computer Scientists who have to debug algorithms when the result does not meet the expected outcome.

Students will work on taking the suggestions from partners from the last lesson and troubleshoot how they could improve their sequence for rounding. There are three lessons that go together to allow students to create a sequence, have a peer follow the sequence, then troubleshoot the sequence if steps fail.

Students will apply problem solving strategies to identify bugs in number sentences up to 9,999 and debug those number sentences. Students will review a scenario, identify the error (bug) and correctly solve and explain their debugging strategy.

TSW will be able to see the corrEnglishtion between CS standards of debugging and the English standard of recursive writing and editing. This lesson will take place after the teacher has gone over the writing rubric for Grade 8 SOL and has covered such topics as Content Written Expression and Usage and Mechanics in writing. Students should have a basic understanding of the five paragraph essay, outlining, desired construct of written essay, and have been provided with examples. Ideally this lesson will take place in the second or third quarter of the school year.

Students will debug a text by working in pairs or small groups to review a grade level text to determine where quotation marks are needed to indicate dialogue. Students will connect edits to the story to finding errors in computer programs. Provide examples.

Students will apply problem solving skills to decompose a multi-step word problem into smaller chunks. Students will color-code information to determine “step 1” and “step 2” and organize their information and work into a chart. Students will have the opportunity to extend their skills with more challenging problems or be remediated by the teacher.

Students will take the role of a PSA (Public Service Announcement) team, creating a visual presentation of a problem using thinking maps/graphic organizers, and presenting potential research-based solutions for a problem. Students will have three different problems to choose from (Ocean plastic, head injuries in football, and too much testing in schools), each with a scaffolded set of resources for them to choose from in order to aid in research and information gathering.

Students will make tasks (party planning, building a tower, writing a story) easier by breaking the problems down into manageable chunks. Students will also break down words into root words and affixes.

Sequencing is a skill that is important in many content areas as well as computer science. After listening to a well known story such as The 3 Little Pigs or The 3 Bears and Goldilocks, students will demonstrate an understanding of sequence by drawing the beginning, middle and end of the story and labeling it with b for beginning, m for middle, and e for ending.

Technological advances, breakthroughs in interpretation, and new observations continuously refine our understanding of the Earth and solar system. The invention of the telescope provided powerful and confounding observations that rapidly challenged the Earth-centered model. Students will investigate how technology has impacted innovations in other fields like astronomy and advanced our knowledge of the solar system substantially in the last half century.

In this lesson, students will increase their skills in both life science and computer science as they create their own dichotomous keys. By gathering a collection of items, they will learn how to use compound conditionals and if-statements to construct a dichotomous key that allows their classmates to identify their items accurately. This exercise encourages students to explore the life sciences and helps them develop critical thinking and programming skills necessary in computer science.

The best of the worst,and the most common misconceptions/mistakes the teacher has seen in her students classwork are used as a means of getting the students to de-bug and find where the solution went off track. Meaningful discussions occur and can be really insightful for teacher if no one can spot the issues! This is adaptable to whatever type of computational problems the teacher is teaching at the time

The learner will begin a timeline of famous Virginians which will be ongoing using paintings from the Virginia Museum of History and Culture. Students will learn to cite digital images correctly.

The teacher will introduce students to the following concept: Digital Safety. Computer networks, including the Internet, can be used to connect people to other people, places, information, and ideas. In order to keep students safe, schools and divisions have rules on the appropriate use of technology. All students should be aware of what is allowed and not allowed when using division/school technology.

An integrated Mathematics and computer science lesson to rEnglishte the representation of data in various forms to using a computer to observe, analyze, and manipulate data in order to draw conclusions and make predictions.

TSW be working collaboratively on a summative assessment but will be measured in two areas: content and collaboration. As our world continues to be interconnected, we need to be able to balance workload, expectations, and keep proper documentation on projects. Students will be graded on meeting the content requirements, here a one pager/presentation/tri fold about the novel read in class, as well as on their ability to collaborate and keep track of their successes and failures with documentation. Students should have a basic understanding of the novel in question, figurative language, plot summary, character traits, irony, and conflict to finish the one pager/content portion of the assignment. Ideally this lesson will take place in the third/fourth quarter of the school year.