Year 3 Resources
Computer Science Strand
- Group 1: Research and Computational Skills
- Group 2: Coding, Getting Started and More
- Group 3: CSDF in the Math Classroom and Building Stuff
- Group 4: Visualizing and Computational Thinking
- Group 5: CSDF and Stories
Group 1: Research and Computational Skills
Google Doc/Databases/Scratch Usage with Informational Writing
Standards addressed: 2-3.DL.1, 2-3.DL.2, 2-3.DL.3, 2-3.DL.4
Grade(s): 3
Subject(s): Writing
Students become an expert on the animal of their choosing after conducting research from multiple sources (databases included) and using google docs. to type their well organized essay. And… the ability to bring some coding into the classroom with a program called (scratch) to code/create their animal, the habitat, and even add a little animation.
Additional Resources
Animal Research Presentations
Standards addressed: 2-3.DL.1, 2-3.DL.2, 2-3.DL.4
Grade(s): 2
Subject(s): Writing
As an extension of our writing unit, students were assigned a polar animal and completed a research project. Students were provided a graphic organizer to guide their research. They used PebbleGo to gather facts and then created presentations on Google Slides which they presented to the class for their final project in the unit
- Slides
- Slide Deck: L. Roberts Animal Research Project
Additional Resources
Group 2: Coding, Getting Started and More
- Move it! Move it!
- Machine Learning through Role Playing and Scratch
- Computational Thinking and Monsters
Move it! Move it!
Machine Learning through Role Playing and Scratch
Standards addressed: 4-6 CT.1, 4-6 CT.6, 4-6 CT.9
Grade(s): 6
Subject(s): Computer Skills
This activity consisted of four, consecutive 40-minute periods for a Grade 6 Computer Skills class. Algorithms were explained along with hands-on simulation and practice of how they are used in computer coding.
Day 1: Was devoted to Scratch-style rocket or car construction paper assembly.
Day 2: Involved the simulation of an algorithm using action phrases to make a student-constructed vehicle move towards a goal.
Days 3 & 4: Students furthered their understanding of machine learning by using Scratch software in order to build an automated vehicle motion program with a similar object!
Additional Resources
- Carnegie Mellon PB & J Algorithm (See Activity 4 at 16:59 to 23:06)
- What is Machine Learning
- Lesson Plan
Computational Thinking and Monsters
Group 3: CSDF in the Math Classroom and Building Stuff
- Scatter Plots & Linear Regression (Data Talks/Data Collection/Creating a Model to Make Predictions)
- Boddle
- Tinkercad Exploration
Scatter Plots & Linear Regression (Data Talks/Data Collection/Creating a Model to Make Predictions)
Standards addressed: 7-8.CT.2, 9-12.CT.1, AI.S-ID.6, AI.S-ID.6a, AI.S-ID.8, NY-8.SP.1, NY-8.SP.2, NY-8.SP.3
Grade(s): 8
Subject(s): Math
I used a data talk to introduce students to scatter plots. Then to connect scatter plots and linear regression equations, the students collected data to determine whether or not crickets can tell temperature or is it just an urban myth.
Additional Resources
Boddle
Standards addressed: 4.NF.3a, 4.NF.3c, 4.NF.3d
Grade(s): Focused on 4th Grade, Can be used: K-6th
Subject(s): Math
Boddle is a cool platform that mixes gaming with learning. It uses interactive games and personalized learning tools to keep students engaged and help them practice what they need to learn. The games change based on how well students do, so they get practice that fits them best. This could help students learn better in different subjects. Teachers can also see how students are doing and help them when needed using reports and live views.
My students utilized Boddle to refine their math skills, particularly with fractions. Through engaging gameplay, they tackled math challenges and earned points and virtual currency. These rewards can then be invested in enhancing their Boddle character, adding a fun and motivating element to their learning journey.
Additional Resources
Tinkercad Exploration
Group 4: Visualizing and Computational Thinking
Table-Top Hockey Game
Standards addressed: K-1.CT.2, K-1.CT.3
Grade(s): K
Subject(s): Science/Computational Thinking
Students have been working on their “motion” science unit and want to build a table-top hockey game. This lesson shows how they experimented with different materials to use as a wall on their hockey game so the ball wouldn’t roll off the game board, and to use as a way to change the direction of the ball so it goes into the goal. Students recorded their findings and graphed it on large chart paper around the room. They used the visual data to decide what materials to use, then built their own table-top hockey tables.
Additional Resources
Visualizing Data in Social Studies
Standards addressed: 7-8.CT.1, 7-8.CT.3
Grade(s): 7
Subject(s): Social Studies
If students are struggling with graphs, maps and charts this is the technique for you! Slow reveal graphs allow students the opportunity to build their own connections with visual information. This is just one example of the way you can use this amazing technique. Check it out.
Group 5: CSDF and Stories
Goosechase with ELA
Standards addressed: 4-6.DL.2, 4-6.DL.4
Grade(s): 4
Subject(s): ELA
Students engaged in interactive learning experiences on Goosechase and demonstrated their learning by selecting appropriate digital tools to communicate their learning (text, picture or video), focused on character and plot development. Students also created multimedia “missions” using Goosechase that were completed by a classmate.
Visualizing with Nearpod
Standards addressed: 1R7, 1SL5, K-1DL4
Grade(s): 1
Subject(s): Reading
First grade students work on the reading comprehension skill of visualizing. Visualizing is creating images in one’s mind while listening to or reading a text. First grade students practice visualizing through discussion and through drawing. They demonstrated visualizing by creating a drawing using Nearpod.
Additional Resources
Choose-your-Adventure Story with BeeBots
Standards addressed: 2-3 CT.6, 2-3 CT.9
Grade(s): 2
Subject(s): Reading
Coding robots meet fairy tale adventures! Students used BeeBot robots to indicate the direction they wanted to go during a choose-your-own adventure book read aloud story time.
Additional Resources
Engineering Strand
Group 1: Research and Computational Skills
- Ice Cube Melts
- The Three Little Pigs go Sledding
- Wild Weather
- Sound & Dynamics Challenge
- Spiders on a Web
- Compositional Design Challenge 1
- Compositional Design Challenge 2
Ice Cube Melts
Standards addressed: MS PS 3-3, MS ETS 1-2, MS ETS 1-3
Grade(s): 6
Subject(s): Reading
Minimize the effects of thermal energy transfer by using various materials to slow the melting of an ice cube. Students will work in groups of 3 or 4 to design, create, and test a prototype, analyze the results, and use this knowledge to make changes to their prototype before testing again.
Standards addressed: NY-6.RP.2, NY-6.RP.3, NY-6.RP.3b, MS-ETS1-1, MS-ETS1-1
Grade(s): 6
Subject(s): MATH
Students collaborate in groups to design and create a prototype of the slowest ramp for a ping pong ball using only paper and tape.
The Three Little Pigs go Sledding
Standards addressed: K-2-ETS1-1, K-2-ETS 1-2, K-2-ETS1-3, K-PS2-2, NY-K.MD.1
Grade(s): K
Subject(s): Reading
As a class we read the Three Little Pigs. Students were challenged to create a sled that can hold a pig and knock down the wolf.
Additional Resources
Wild Weather
Standards addressed: 3-ESS2-2, 3-ESS3-1, 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3
Grade(s): 3
Subject(s): Science
In this project, students will engineer weather-proof structures to withstand rain, wind, sunlight, or heat. The goal is to develop their understanding of structural integrity and resilience in diverse weather conditions. Applying engineering and architecture principles, students will create durable structures that offer adequate shelter, gaining practical insights into the real-world applications of their academic knowledge.
Additional Resources
Sound & Dynamics Challenge
Standards addressed: ETS1A, ETS1B, ETS1C, MU:Pr4.2.P, P-PS4-1A
Grade(s): K-2
Subject(s): Music
Students will demonstrate an understanding of contrasts in music (loud and soft) and how vibration is related to volume.
Students will work together safely and helpfully in a group.
Students will listen carefully and thoughtfully to both create and optimize their designs.
Additional Resources
Spiders on a Web
Standards addressed: NY-K.CC.4, NY-K.CC.4a, NY-K.CC.4b, NY-K.CC.4c
Grade(s): K
Subject(s): Math
For this lesson, the students had to work together to come up with a design for web that could hold many small items. They had to discuss the design idea and sketch it out on paper. When they started designing, they had to figure out what materials they needed to use to build their web and they had to determine how they needed to space the materials to make the web study enough to hold smaller items.
The students then had to test their webs using unifix cubes as the “spiders” that the web had to hold. We counted by 10s and sometimes counted on by 1s to see how many spiders each web could hold.
The class then had to observe other webs to determine how they could improve their web when they got a chance to redesign.
Lastly, the students took their new ideas from the observations of the test section and redesigned their webs. They tested the redesigns to see if the webs now held more “spiders” than last time.
Additional Resources
Compositional Design Challenge 1
Standards addressed: 3-5-ETS1-2, 3-5 S6, MU:Re7.1.4
Grade(s): 3-5
Subject(s): Music
Students are to work in groups as a “hired composer” for a video game company.
Students need to work through a series of criteria and constraints to make sure their compositions meet the expectations for the Spec Sheet provided by the company.
Students will use the EDP process to brainstorm ways for their compositions to meet criteria posed on the spec sheet. Following the EDP steps they will continue to improve their compositions until they have met all of the criteria and constraints.
Additional Resources
Compositional Design Challenge 2
Standards addressed: k-2-ETS1-1, K-2-ETS1-2, K-2-ETS1-3, VA:Cr, VA:Pr, VA:Re, VA:Cn
Grade(s): K-2
Subject(s): Art
Students were introduced to the problem after observing photos of the harvest.
Group discussion of the problems observed including produce growing on wet grass, rotting produce, needs of plants, less produce than previous year.
Students followed EDP steps by asking questions to define the problem, reviewing materials and constraints, brainstorming a plan by creating a sketch, using materials to build a prototype, and providing feedback for improvement.
Students related learning to other subjects including the arts, ELA, SEL, and farm to school gardening.
Additional Resources