Students will learn about motion in objects and coding. They will learn vocabulary for both. They will investigate and identify what type of motion various objects or equipment have inside and outside of the classroom. Then, categorize these objects based on a motion characteristic and label. Students will continue learning Ozobot programming in an unplugged setting. Students will learn how to code by practicing with a blank coding map. They will choose which movement they want the Ozobot to get to various destinations. They will be creating a program for the Ozobot to move about the map area and recognize the variety of motions. This lesson is planned as a 7-day unit.Lesson for the link can be found HERE. 

SummaryDuring this lesson, the students will learn about migration through research and discussion. Then, they will use Ozobots and a map to demonstrate their learning based on their research and the class discussion.Objectives● The students will compare the activities of some common animals during summer and winter bydescribing changes in their behaviors and their body coverings.● The students will individually and/or as a class, construct a sequence of steps to accomplish an activity.● The students will identify a section of repeated actions to replace with a loop.● The students will be given a sequence of steps that include a loop to predict the next step in thesequence.The link to the lesson can be found HERE. 

SummaryStudents will be using Ozobots and mazes to identify different types of motion and vibrations. The students will be working in a group to code using the Ozobots. The students will have accomplished the task when they successfully make it through the maze using the Ozobots to the preferred type of motion or vibration.Objectives● The students will compare the movement of two different objects.● The students will make and communicate observations of an object with rapid back-and-forth motion (vibration).● The students will construct a sequence of steps to accomplish an activity (unplugged).● The students will recognize that a sequence of steps when using a computer is called a program.● The students will understand that algorithms and/or programs may not always work correctly.● The students will debug an algorithm (e.g., character is not moving as intended).The lesson can be found HERE. 

This is an integration guide that shows a DRAFT alignment of 2017 Computer Science Standards and 2024 Computer Science Standards with possible integration for First Grade Science and activities. This will be updated after further resources are provided from VDOE. First Grade Science and Computer Science SOL Integration Guide

Students will categorize attribute blocks based on their color, thickness and/or size. Optionally, connections to categorizing will be related to robots (e.g. looks, motions, sounds) and coding.

Students will understand the importance of telling stories in order both verbally and with a graphic organizer.

This is an unplugged worksheet activity to walk students through the process of building strong, easy to remember, passwords.

This slideshow will help students to identify and use strong passwords, and explain why strong passwords should be used (e.g., protect name, address, and telephone number). It walks students through a process that can be used to create strong, easy to remember, passwords.

This is a PowerPoint that helps young students know how to identify a computer program and what to tell an adult so they can help them fix it. It is based on the Computer Science standard, 1.8: The student will identify, using accurate terminology, simple hardware and software problems that may occur during use.

Students will play the Game “Cheese Chase” where they learn about moving horizontally and vertically on a grid, which will be followed up by a variety of 40 gameboards where the students learn about naming cells in a spreadsheet. There are five activities where the students make bar graphs after interpreting data from a spreadsheet. 

This is a set of printable classroom posters to display terminology and pictures for students.

The pack includes:
Mouse
Printer
Touch screen
Tablet
Mobile Device
Desktop Computer
Keyboard
Laptop

Students will use Bee-bots to code the robots to a value matching their selected coin card. They’ll count the coins, create a code with arrow cards, and navigate the Bee-bot from the start box to the designated value. After reaching the target, they’ll explain their coding and counting choices. Then, they’ll return to start, allowing their partner to take a turn. This activity is also compatible with the Learning Resources Code and Go Mouse.

Introducing Data collection and Analysis:
This activity include a data collection sheet and questions to analyze the data.
The activity can be done as a whole group, small group, or by individual students.
Estimated time from start to finish is 30-45 minutes based on prior knowledge.

In this lesson students will collect items in nature. They will then count, graph, and analyze the data they collected. The lesson is set up to use a bar graph, but any graph can be used.

Infographic on the methods of communication that can be utilized through computing systems and networks.

This set of slides can be used to lead early elementary students in a conversation about how we communicate with others.

Students will explore computing parts and use oral language and content area vocabulary to describe items, then write a descriptive sentence to describe a technology problem.

This Quizlet Study Set contains Kindergarten and Grade 1 vocabulary (with pictures) from the "Computing Systems" strand of the Virginia Standards of Learning for Computer Science.