Open Educational Resource (OER) LMS course to support the computer science instructional efforts at the middle schools. Teaching resources include video lessons, practice activities, and assessment that are  organized and aaligned to the 6-grade computer science standards of learning. 

The student will apply social science skills to understand the factors that shaped Colonial America by describing colonial life in America from the perspectives of large landowners, farmers, artisans, merchants, women, free African Americans, indentured servants, and enslaved African Americans, by creating a computational artifact.

This is a performance task where students act as a software engineer to create an algorithm for a robotic process of an everyday activity.  Students cooperatively test and revise their algorithms and the have another team sucessfuly complete their algorithm as well.    

The space industry has been creating innovative technologies for decades. Students in this lesson will explore the world of space technologies and how they play a role in our everyday life.

In this lesson, the student will develop a simple addition algorithm using a flow chart.  Students will then translate the flowchart into programming instructions that can be input into the Java language to complete their first addition Java program.  Students will then expand on this program to include allowing the user to input the integers from the Java scanner.

Applying computer science principals, students will explore inventions & innovations from the Age of Information, then through pattern recognition, compare and contrast the Age of Information with the Age of Industrialization. Students will present their research to peers. 

The goal of this activity is to build critical thinking skills and excitement for Computer Science / Computational Thinking, while laying a foundation of fundamental programming concepts. By scaffolding basic concepts like sequencing and algorithms in an unplugged activity, students who are intimidated by computers can still build a foundation of understanding. In this lesson, students will learn how to develop an algorithm and encode it into a program.By "programming" one another to draw pictures, students experience some of the core concepts of programming in a fun and accessible way. The class will start by having students view a video of a simple program demonstrating how to develop instructions for building a peanut butter and jelly sandwich. Students will start with simple shapes, and progress to the coding of a specific drawing that other students will then try to replicate (“running the program”). If there is a desire to have a more of a Math slant on the lesson, the drawing could take place on graph paper. Students would then use the coordinates to complete the drawing. 

The lawmaking process, as described in the US Constitution, is essentially an alogorithm that allows an idea to become a law. In this lesson, students will analyze and evaluate the process for creating laws at the Federal level and create a flow chart that shows the lawmaking process in an alogoritmic sequence. 

Cross curricular lesson plan integrating Computer Science and Social Studies Standards CS 6.1-4 Social Science USI.5 e, USI6 a, b, c, d 

This lesson explores the similarities between how a human being moves/walks and how a robot moves. This allows students to see the human body as a system, i.e., from the perspective of an engineer. It shows how movement results from (i) decision making, i.e., deciding to walk and move, and (ii) implementing the decision by conveying the decision to the muscle (human) or motor (robot).

The purpose of this lesson plan is to help students understand, using a practical approach, the difference between brute force and a decrease and conquer algorithm.  This approach will use an illustration from history to draw the student into the presentation and then utilize finding the GCF of a number to illustrate the difference in efficiencies

In this lesson students will practice computing the average or mean of 3 or more menu prices or numbers with decimals.

Teacher Instructs the student to navigate to Google.com.  The teacher will model researching their career by typing in the search box, “What is the average salary for a teacher in Virginia.”  The teacher will ask what does average salary mean and add details to the students’ responses.  The teacher will then pull up the Google Sheet to be used for today’s lesson.  Students will begin researching their own career choice by typing, “What is the average salary of a _______________________ in VIrginia?  The students will find a low, average, and top salary for their career choices.   The students will use the average or middle salary given.  If more than one average is given the students will use the mathematical equation for finding the mean to calculate the average of the salaries given. 

Students will lead discussion on their net pay for their chosen career, their total expenses, and the amount they will have left after paying all the monthly expenses.  If there wasn’t enough money to pay all their expenses what will they need to do?

Students will research the cost of homes and expences associated with owning a home.  This proccess will help the studet to determine if thier chosen salary will support the purchase of the selected home.

Students will pretend they have a family of 4.  Use the list given by students and make sure the following are included: average cost of groceries for a family of 4average cost of health insurance for a family of 4average cost of dining out for a family of 4 (multiply this by 4 for eating out once a week)average monthly internet feeaverage monthly cable or satellite 

The teacher will lead discussion on cost of the vehicle versus the salary made for his/her career.  What are the pros and cons of this vehicle?  Students will then research the type of vehicle they want.  Each student will determine the cost of the vehicle.  Students will share with each other the type of vehicle they chose, the cost of the vehicle, and the pros and cons of the vehicle. 

Students will apply their knowledge of the causes of the American Revolution to create an interactive story via Twine. The interactive story will be based on the pre-revolutionary war period from the point of view of a loyalist or a patriot. As a warm-up students will look at an optical illusion picture and as a class discuss point of view and perspective. Students will work in heterogeneous pairs/groups to research, outline, and create a pre-revolutionary story about a patriot or loyalist.

Students will examine the history and culture of the Choctaw native americans, as well as the story of the Code Talkers in WW1, in order to memorialize 1 of the Choctaw Code Talkers.Objectives: Analyze the story of the Choctaw Code Talkers in WWI and identify important data pointsDesign a plaque for the Choctaw Code Talkers based on data collected

Cross Curricular Lesson Plan Integrating Computer Science and English Standards CS 6.3, Eng. 6.1, 7, 8