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Developing specific questions to gather information on more open-ended problems. example: understanding weather patterns by researching and collecting data.

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Age Band 4-7

What it looks like:

Students break a problem into smaller steps: sequencing a morning routine or organizing a cleanup process

They use pictures, simple diagrams, or physical objects to represent the steps of a problem.

Ideas/Tools:

Unplugged coding activities: sequencing cards

Story sequencing games: "What Comes Next?"

Bee-Bots or Code-a-Pillars for simple movement-based problem-solving

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Age Band 4-7

What it looks like:

Students gather information about class preferences: favorite colors, animals, or weather

They create simple pictographs or bar graphs using physical objects, stickers, or digital tools.
Ideas/Tools:

Tally charts with stickers or drawings

Digital graphing tools: ABCya Graph Maker

Sorting and classifying games using LEGO bricks, buttons, or other manipulatives

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Age Band 4-7

What it looks like:

Students deconstruct familiar tasks: how to build a tower step-by-step

They use block-based coding to give stepwise instructions to a digital or physical object.
Ideas/Tools:

ScratchJr or Kodable for simple block-based programming

Step-by-step drawing activities: directed drawings

Hands-on building with LEGO or other manipulatives to create step-by-step models

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Age Band 4-7

What it looks like:

Students create simple instructions for a partner to follow: how to move from one spot to another in the classroom

They arrange directional arrows to guide a character or object through a maze.
Ideas/Tools:

Floor grid games with directional cards: "Move 2 steps forward, turn left"

Robot mice or Bee-Bots for directional coding

Story-based algorithm challenges: programming a character to complete a journey

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Grade Band 4-7:

What it looks like:

Students in this age group may sort or categorize things and start to grasp the basic concepts of following instructions to finish a task. They could solve puzzles or other tasks requiring sequential thinking by following simple, step-by-step directions.

Ideas and Tools:

Children may create basic games and stories using apps like Scratch Jr., which teaches kids how to construct algorithms and breakdown issues into simpler parts.

Sorting tangible items, such as building blocks, according to their colors or sizes, kids may abstract the key characteristics.

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Grade Band 4-7:

What it looks like:

At this age, students may not completely comprehend data in the traditional sense, but they can recognize patterns such as the days of the week or categorizing things by color

Ideas and Tools:

Create basic bar graphs using paper charts or digital tools to allow students to collect data, such as how many students prefer a specific fruit or vegetables.

To notice patterns, use hands-on activities that include categorizing things by different characteristics such as size, shape, or color.

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Age Band 4- 7

What it looks like:

Students are going to start to collect small data and observe how it could develop patterns. After seeing patterns, students may make basic predictions.

Ideas and Tools:

Students can use a basic chart to record the daily weather. After a few weeks, patterns form that can aid in predicting the weather for the next few days.

Teach kids how to use tally marks to collect data and then talk about the patterns they discover. Use a child-friendly graphing tool, such as Pictograph apps, to let students build bar graphs or pictographs using visuals to represent data.

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Age Band 4-7:

What it would look like:

At this age, kids will follow their own directions to see whether they can solve the problem. They may work in pairs, with one student developing the algorithm and the other testing it. Following testing, students may need to modify their algorithms. Students may apply algorithms to more practical, real-world tasks such as cleaning, organizing, or playing games.

Ideas and Tools:

Give students an algorithm to clean up the classroom: "Step 1: Pick up all the pencils, Step 2: Put them in the pencil box, Step 3: Sweep the floor," and then let them try it. If any steps have been skipped, they can be corrected.

Students may use Bee-Bots to write algorithms that move the bot in a certain direction while solving problems along the way.

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This would start with them assessing a simple definition of a problem and expanding it to encompass all of its aspects. Each aspect of this in-depth definition would be geared towards a solution to a problem. This can be done using a graphic organizer where students can display all of the problem's moving parts concisely.

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students will then build off of their in-depth definitions and collect data from diverse sources. They will then analyze this data and continue collecting data based off of their analysis. This will mainly be done through online research and in-person experiments.

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students will start with a broad and expansive problem and then break it down into parts and steps. This can be done by building off of their problem definitions and then finding a solution to each aspect of the problem. An example of this would be "I want to be nicer to people." Such a broad term like "nicer" would be broken down into key aspects and then they would find solutions to each aspect of this problem.

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Then, building off of their decomposed problems, they would compile all of these aspects and solutions into a concise, step by step process, that will ensure that each solution is realized.

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What it looks like:

Students are exploring and solving different problems using different types of technology. Students could do this with a health and wellness challenge. They could use different websites to find different wellness activities and exercises.

Ideas/tools

Word cloud to put all the ideas in one place.

Canva (or other similar apps) to make infographics or other digital artifacts to showcase their ideas.

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What it looks like:

Students could poll their classmates on different hobbies that they have. They could use hobbies, sports, or even favorites like movies or candies.

Ideas/Tools:

Students could use mentimeter (website) to poll their classmates and get numbers from everyone.

Students could use google surveys to get answers for multiple questions at the same time.

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What it looks like:

Students break down more complex problems into smaller pieces to make the work more manageable. They are also able to identify key pieces of information that they will need to solve the problem they are working on. This could be solving a group project on different ecosystems.

Ideas/tools:

Students could use a flow chart to break down the steps they need to take to solve the problem.

Students can also use digital resources to help produce a solution to the problem they are trying to solve

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What it looks like:

Students work on finding patterns and working in logical steps to solve problems. This can be done through games and through lessons about life cycles

Tools/ideas:

Students can play pattern games (hopscotch, red light green light etc).

Students can create their own version of the life cycle of an animal that they choose, identifying the patterns in the lifecycles, and analyzing the patterns that they can see across different life styles.

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Ages 4-7 - what it looks like:

1. Children are breaking down a problem into smaller pieces. An example of this could be learning the alphabet but sectioning it letter by letter and sound by sound to understand all 26 letters of the alphabet. They can also demonstrate this in various ways. Another way is using loose parts for math or building something out of loose parts.

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Ages 4-7 - what it looks like:

1. Children could connect with their peers and find out what they may or may not have in common. This is a great way to make friends and increase social skills. By doing so they analyze what they listened to and continue to talk to more peers and connect on deeper levels with the information they have been provided. This can be done through in person or online interactions!

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Ages 4-7 - what it looks like:

1. Students figure out how to decompose problems to find out the most vital information or what sticks for them. This helps them to comprehend complex situations and problem solve. An example of this could be sharing. Two children could be talking while one is playing with something the other one wants. This system can help both children navigate where both of their heads are at and what's important to both of them.

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Ages 4-7 - what it looks like;

1. Students are creating age appropriate instructions for peers to follow and for them to follow as well. An example of this could be colored carpet squares being wiped down in rainbow order or a step by step clean up instruction before leaving the classroom for the day.

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Age Band 4-7:

What it looks like

Students can identify and define problems, then ask questions that can be explored and solved using technology. For example, a class may notice that students often forget their homework assignments. With guidance, they explore how a shared Google Calendar could help them stay organized and on track.

Ideas/tools

Brainstorm ideas with interactive websites like Padlet, Jamboard, or MindMeister

Survey and collect data using google forms

Present solutions using Slides, or Canva

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Age Band 4-7:

What it looks like

Students collect data and analyze it to identify patterns that can help them solve problems. For example, students might track the weather over a month and use this data to observe temperature trends. With guidance, they can create graphs or charts to compare and analyze the data, helping them understand patterns like seasonal changes.

Ideas/tools

Students could use websites to poll their classmates and get real-time data on various topics, like favorite books or activities.

Tools like Padlet can collect data and organize responses visually, allowing students to categorize and compare different sets of data.

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Age band 4-7:

What it looks like

Students break problems into smaller, manageable parts to better understand and solve them. For example, when planning a class project, students may divide the task into steps like research, design, and presentation

Ideas/tools

Step-by-Step Instructions: For activities like making a sandwich or writing a story, students can identify each step of the process and follow them one by one.

Chunking Tasks

Problem Solving with a Plan: Students can approach problems by creating a plan that divides the issue into parts, like identifying causes and effects for a science experiment or breaking down how to solve a math word problem into smaller steps.

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Age Band 4-7:

What it looks like:

Students begin to understand how technology works to perform tasks automatically. They can identify real-world problems and think about how technology might help solve them by following specific steps or instructions.

Ideas/tools

Students can follow step-by-step instructions to complete a task, such as a game where they need to arrange objects in order to solve a puzzle by following specific moves.

Use a toy robot or a simple stimulation online tool to create a sequence of instructions that make the robot move in specific ways, like going forward, turning, or stopping.

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Age Band 8-11

What it looks like:

Students should be able to identify and define problems.

Students should be able to analyze data and break down information.

Students should be able to recognizine patterns to develop computational solutions.

Ideas and Tools:

Google Forms, Sheets, and Canva.

Use coding platforms like COde.org.

Have Ozobots, LEGO WeDo, and Sphero.

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Grade Band 4-7: Kids at this age need help to break things down into small simple steps. I think instead of telling kids to just clean up, it might be helpful to have them work together to create a list of steps that need to be done in the classroom. This will help kids learn how to tackle one piece at time while also helping them retell stories or explain how they did something.

Ideas/Tools:

Cards with pictures that can be gone over class virtually and then printed out to show each step of cleaning.

Creating a list of steps with pictures using canvas or Seesaw

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Ages 4-7

At this age kids are just starting to notice patterns and sort things out in simple things. They may not fully understand big data concepts yet but they can collect info like how many kids brought lunch from home or what the weather has been like each day and start to make sense of it using visuals or discussions.

Ideas/Tools:

Make a class chart together using Google charts to track sunny vs. rainy days

Use sticker to count favorite animals and create a graph as a class with the results using ABCys Graph Creator

Ask questions like "What do you notice?" to get them to think about trends

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At this age children are learning to give step by step directions to get a result. For example, they might help a classmate through a “human maze” by saying things like “take two steps forward, turn left.” They're starting to understand that when steps are in the right order, the task works just like how computers use code.

Ideas/Tools:

Have students practice saying their steps first by pairing them up with a classmate to guide them through a maze with their words.

Try simple websites like Bee-Bots to “program” a route

Use apps like ScratchJr to build little stories using blocks of instructions

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At this age children are really good at seeing is something is working well for one of their classmates, or not working for another. With some help kids can talk about problems, ask questions and give simple ideas of how to fix it. They may not say "I am defining a problem but they can see when something is or isn't working.

Ideas/Tools:

Using google slides presentation go through a slideshow with pictures and ask the students to describe the problem and ways it could be solved.

Using Jamboard or Padlet (with teacher support) to share ideas on how to solve issues in the classroom

Create a simple class plan together for problem solving cleaning up the classroom.

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Age band 4-7.

What it looks like:

Students identify a problem and use different problem solving techniques to break it down.

Ideas and tools:

use color coded sorters to create a visual of problem solving

create a graphic organizer

play matching games

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Age band 4-7.

What it looks like:

Students begin to sort out similarities and differences to identify patterns.

Ideas and tools:

spot the difference games

word searches

graphic organizers

using different colored highlighters

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Age band 4-7

What it looks like:

Students to continue to work on their problem solving skills by breaking a problem into parts and developing strategies to solve.

What it looks like:

brainstorm word map

shared worksheet with table group to draft ideas

reflecting on past solutions

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Age band 4-7

What it looks like:

Students know how and why technology can help with tasks and can identify realistic approaches and examples.

Ideas and tools:

reflecting on past problems and how they solved them

technology accessibility

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Age Band 4-7:

Students who are in this age band may use their peers and teachers for guidance on identifying which technology tools. This may look like breaking down new lessons in phonics or math using technology.

Ideas/tools:

Students may use technology that helps them see math problems visually or practice phonics by hearing and repeating back.

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Age Band 4-7:

This may look like playing matching games and working with partners.

Ideas/tools:

Giving all the class a card with something on it and the students have to talk to each other to figure out the matches, this could be with numbers, colors, shapes, or words.

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Age Band 4-7:

This may look like simple math problems and learning numbers and clearly separating each step with partners or on the board.

Ideas/Tools:

Students may use drawing tools to separate each step or make number lines.

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Age Band 4-7:

This may look like students exploring new technology and the teacher showing examples to the whole class and then having them try on their own.

Ideas/Tools:

Students may learn basics of a calculator or using a number line and how it can be used to count or add or subtract simple numbers.

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Age band 4-7

Students see a problem and are able to use technology to reach a solution. Some ideas that could be used include using a website to track emotions and how you are feeling that day, a visual timer so students can see how much time they have to work on an assignment, and a digital class calendar to remind students of important dates.

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Age band 4-7

Students can find similarities within data with help from a teacher. Some ideas include class surveys tracking the data using a digital platform and showing images of different things on a smartboard, sorting them by color, and counting how many are in each group.

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Age band 4-7

Students solve a problem by breaking it down into separate pieces. Some ideas include putting a story out of order and asking students to arrange it in the correct order, as well as a digital checklist so students see their assignments individually so they don't feel overwhelmed.

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Age band 4-7

Students use technology to make a task simpler. They can apply this to real-world situations. Some ideas include using a voice recording to read assignment instructions out loud, and digital math websites that check students work instantly so they can work at their own pace.

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In Age Band 12-14, this indicator would look like students applying computational problem solving and analysis to disciplines like science, math, history, ELA, and specials. For example, in an ELA classroom, students could recognize patterns across a style of writing like iambic pentameter through an understanding of rhythm and meter in poetry. Tools for this specific indicator could be a guide in different poetry styles so students could compare and contrast.

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In Age Band 12-14, this indicator would look like students using technology to organize data with the goal of analysis, problem solving, and decision making about a specific topic. In an ELA classroom, students could track the mood of the protagonist to highlight how analyze how their perspective changes throughout the course of a novel. Tools for this specific indicator could be reading journals, specialized graphic organizers for each chapter of a novel.

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In Age Band 12-14, this indicator would look like students breaking down a large problem into component parts, identifying key pieces, and solving the problem based on that information. In an ELA classroom, students could study the structure of a novel and then break down their own independent reading novel through that strucuture, identifying key pieces and finding the overall theme of the novel. Tools for this specific indicator could be individualized graphic organizers that students use to decompose their novel.

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In Age Band 12-14, this indicator would look like students utilziing algorithimic thinking to design solutions that showcase an understanding of automation. In an ELA classroom, students could use a coding software like Scratch to create a project that showcases their understanding of a specific literary construct like figurative langauge. Tools for this specific indicator could be online programs like Scratch, Code.org, Lightbot to teach students about coding.

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What it looks like:

Students use simple digital tools like interactive whiteboards or tablets to complete tasks.

They follow step-by-step instructions to use a technology tool to explore or solve a problem.

Students demonstrate how to open and navigate an educational app or use digital drawing tools.

Ideas/Tools:

Tools: interactive whiteboards, drawing apps

Activities:

Using an interactive whiteboard to organize ideas

Exploring a simple problem-solving game

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What it looks like:

Students decompose a big task (e.g., building a Lego structure) into smaller steps.

They follow a sequence of actions, such as making a peanut butter and jelly sandwich by listing out each step.

In storytelling, they break a story into beginning, middle, and end.

Ideas/Tools:

Tools: Unplugged activities or LEGO kits

Activities:

Creating step-by-step instructions for building with blocks

Sorting a simple task into a sequence using picture cards

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What it looks like:

Students identify patterns in nature, math, and daily routines

Recognize repeating sequences in stories or songs.

Ideas/Tools:

Tools: Pattern games and Unplugged pattern activities

Activities:

Creating and extending patterns with blocks or beads

Recognizing and predicting weather patterns using a digital tool

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What it looks like:

Students engage in play-based learning to explore solutions.

They experiment with different ways to solve a challenge and test their ideas.

They reflect on what worked and what didn’t, adjusting their approach.

Ideas:

Activities:

Building structures with different materials to see which holds the most weight

Using a digital drawing tool to create and revise designs

Recording a video reflection about their problem-solving process

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The indicator, 1.5a “Problem Definitions” would look simple for ages 4-7. Students would begin partaking in online activities that encourage problem solving. Students in this age band are also introduced to lots of online learning games.

Ideas to cultivate indicator 1.5a “Problem Definitions” in the classroom:

1. Students can work collaboratively on online group projects, encouraging problem solving.

2. Students can read interactive digital storybooks, choosing the choices characters make and the outcome of the story, helping to cultivate critical thinking skills and creativity.

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The indicator 1.5b “Data Sets” would look complex for ages 4-7. Students would learn to analyze data online, furthering their problem solving and critical thinking skills. Students would also develop an understanding of what it means to be a Digital Citizen.

Ideas to cultivate indicator 1.5b “Data Sets” in the classroom:

1. Students can collect data from their peers and sort it accordingly. They can collect data on students' favorite colors, packing vs. buying lunches etc.

2. Students can graph data, using various formats, learning how to analyze and represent data.

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AGE BAND 4-7

What Indicator 1.5.a Looks Like:

Students should be able to identify and articulate problems to be solved.

Students use technological tools to solve problems by analyzing data, connecting with models, and utilizing algorithmic thinking.

Students can use visuals to conceptualize the problem and the solution.

Ideas and Tools:

Canva- creating visuals and breaking down information into digestible pieces

TuxPaint/Painting apps: allows students to draw out solutions in a technologically focused way.

Smartboard Interactive Games: getting the class involved with a common task to find a solution can create a sense of community and importance among the students.

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The indicator 1.5c “Decomposing Problems” focuses on students identifying problems and using problem solving skills online. Students will also become more familiar with technology, learning to actively engage with different online learning platforms. An idea to cultivate this indicator in the classroom is to implement online problem solving activities on various online platforms that students can partake in individually or collaboratively every morning.

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AGE BAND 4-7

What Indicator 1.5.b Looks Like:

Students understand how to collect and record data with simple surveys

Students analyze data, recognize relationships, and make connections with the information.

Students can use digital tools to create a visual with their analysis of the data to show their problem-solving abilities.

Ideas and Tools:

Google Forms- allows students to collect data from the "audience" that they wish to survey.

Padlet/Flipgrid- open-ended responses allow for the creator to analyze data from their respondents.

Survey Monkey: surveying tool

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The indicator 1.5d “Algorithmic Thinking” focuses on students engaging with technology in a safe and constructive manner. Students can learn to recognize patterns, create online artifacts, and present their digital work with the help of an educator. An idea to cultivate this indicator in the classroom, is to work on projects that encourage programming and algorithmic thinking online.

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Grade Band 4-11: In this age group, students break down a problem or task into smaller, more manageable parts. For example, students may need to design a simple system, like creating a storybook, and break it down into smaller steps (brainstorming ideas, drawing pictures, writing sentences..etc). Younger students might decompose tasks into visual steps, like sorting shapes or organizing objects.

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Age Band 4-11: Students develop step-by-step instructions or procedures to solve a problem. For younger children, this could involve giving simple, clear instructions on how to complete a task (First, put the red block on top of the blue block.”). For older students, it could involve writing code or creating algorithms to solve a problem, like developing a simple program to add numbers together.

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age Band 4-7:

(4-7): They may be introduced to the concept of data privacy and the idea of "what is fair" in terms of sharing personal information. They might work with fictional or anonymized data sets to avoid issues like privacy violations. Discussions can be centered around not sharing personal data, not misusing data, and respecting privacy when collecting information.

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Age band: 4-7

In this phase, students begin to understand how technology impacts individuals and society. For younger students, it might be as simple as discussing how technology can be used responsibly and safely, such as respecting others online and avoiding inappropriate content. For older students, it may include discussions on topics like privacy, security, the environmental impact of technology, and the importance of using technology for positive purposes.

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AGE BAND 4-7

What Indicator 1.5.c Looks Like:

Students break down problems into smaller pieces to make them easier to process.

Students can identify patterns in data and make predictions

Students can sort out key information and solve complex problems

Ideas and Tools:

Flowcharts- students being able to visualize how they broke down the problem is important for the conceptual understanding

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AGE BAND 4-7

What Indicator 1.5.d Looks Like:

Students use technology to create step-by-step procedures based on their understanding of the data.

Students experiment and test their procedures to find solutions.

Students can adjust their procedure depending on the outcome of their experiment.

Ideas and Tools:

Simulation Apps/tools- using technology to create hypothetical situations and use trial and error to test their theories.

Coding Apps- students can run their code with different variables/ inputs to see how it changes the outcome.

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Age band 12-14, the indicator would be directed toward breaking down complex problems into clear, specific challenges distinctive to the subject/setting they problem is in. In a math classroom, visualizing math-based issues, such as rate of change or functions may help understand the formula of the topic. Utilizing tools like Desmos can allow students to see and analyze graphs to understand the mathematics behind everything.

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Age bands 12-14 focus on collecting and organizing data to analyze, and represent data in meaningful ways to support problemsolving and decision making about certain topics. Specifically within science students' focus topic could be collecting data on temperature and time/speed. Here they could compare the collected data to similar data from supported sources/studies, or compare with other groups within the class. Tools like Excel/Google Sheets or science notebook could be beneficial for organizing data.

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Age bands 12-14 breaks down complex problems into smaller steps allowing students to create logical and systematic solutions. This can be represented within a mathematics course by simplifying multi-step equations, such as multistep inequalities. Using tools like Desmos or other math applications like Aleks can be useful for helping students understand the breakdown of the problem to learn how to solve the equation.

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Age bands 12-14 students work to develop, test, and refine algorithms to solve problems. Within a science or math class, students could write algorithms for solving equations or modeling scientific data. More math focused students could input series of equations on Desmos to output math simulations. Tools for this indicator can be reflected in applications like Scratch, Code.org, or Khan Academy.

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Age band 4-7

What it looks like:

Students use graphs or charts to compare information. They conduct surveys using Google Forms or paper, and use digital tools to analyze results. They create simple data visualizations to support arguments.

Some ideas/Tools:

Google Sheets or Excel

Google Forms

Graphing tools

Science or Social Studies that involves graphing, patterns, or population data.

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Age Band 8-11

What it looks like:

Students break down a multi step word problem in math by identifying what they know, what they need to find, and what steps take. In ELA, students may outline a writing task such as an intro, body, and conclusion. Students working on a project plan it out in chunks.

Some Ideas/Tools:

Graphic organizers

Problem-solving mats or anchor charts

Storyboarding apps like StoryboardThat

Google Slides

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Age band 8-11

What it looks like:

Students write a step-by-step instructions to solve a problem. They program a character in a Code.org using a specific sequence of commands. In writing or science, they list out a procedure.

Some Ideas/Tools:

Scratch

Code.org

Unplugged coding activites

Ozobots