Computer Science Strand

Introducing key vocabulary about computing (e.g., sequence, coding, etc.) using a smart board and simple activities.

We introduced our students to Code.org to help engage them in their learning using technology. Code.org is a computer science curriculum for beginning readers, including Kindergarten students. Students will learn to program using commands like loops and events. The lessons featured in this course also teach students to meaningfully collaborate with others, investigate different problem-solving techniques, persist in the face of challenging tasks, and learn about internet safety.

Beebots are programmable “floor robots” that can be used to teach both directional language and programming to young children. This lesson used Beebots in the context of reviewing the life cycle of a bean plant; students would draw a card from the life cycle and then program their Beebot to move to that stage of the board, suing a code system.

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This unit includes as key components: (1) Research: students read articles about AI and the ways it affects society, using an Advantages/Disadvantages Graphic Organizer; (2) Forming an argument: after a class brainstorming of pros and cons of AI, students chose which side to argue for and prepared their argument; (3) Debate: students engaged in a debate, with each team stating their opening argument and preparing a rebuttal.

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This is the outline of a 3-segment lesson designed to heighten student awareness of the permanence of their digital presence, social media safety, and create dialogue surrounding these issues. To do this, students create a mock Instagram page to present with their classroom peers.

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We used AI for Oceans by Code.org for an introductory lesson to Artificial Intelligence and Machine Learning. This lesson addressed the K-12 Computer Science and Digital Fluency Learning Standards in the concept areas of Impacts of Computing and Computational Thinking. I taught this lesson to a total of 15 classes of 4th, 5th and 6th graders, meeting only once a week. In this program students classified objects as either “fish” or “not fish” to attempt to remove trash from the ocean. Then, students needed to expand their training data set to include other sea creatures that belong in the water. In the second part of the activity, my students choose their own labels to apply to images of randomly generated fish. The training data is used for a machine learning model that should then be able to label new images on its own. Lastly they learned about the impacts of programming incorrect information and the impacts of such effects on society.

After completing our Ancient River Valley Civilizations unit in class, I decided to challenge the students by having them become Engineers. They had to work to define and design how Ancient River Civilizations would implement today’s solar or wind technology during the height of their civilizations existence.

I did a social media lesson, it was focused on digital citizenship and digital footprint. I pushed into health classes to do this lesson. Prior to me pushing into the health classes the teacher assigned a task for students to complete before I taught the class.
The assignment was as follows: Students were to keep track of their top three apps and usage daily for five(5) days. Each day they reported their information in the Google classroom. Once data was collected, that information was transferred into a pie chart.

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