# data[].attributes.body
For each box in this section, click on the 3 dots on the top left of the box and click edit. Input the information needed.

# data[].attributes.body
Look at all of your resources together. Consider the following and answer below. You can answer each question separately or write a paragraph detailing your thoughts below.

1. How can I increase the students' cognitive thinking? (What resources are supporting student cognitive thinking and how? Could a resource be modified to support deeper student thinking related to your driver standard?)
2. Does the learning experience provide for any real-world experiences?
3. What is the hook to excite the learner?

# data[].attributes.body
1. Choose the SF lesson from your CT Badge that you are using as a launching point for your curation in this section.
2. Upload important resources from the SF lesson or the website in general here separately.
3. Additional resources- find at least 1 additional resources to add to the collection. Hint: You could think about connections to other subject areas, tools to help students document their work, resources to differentiate, etc.
4. For each resource uploaded- write one to two sentences about you rationale for choosing the resource (including the SF lesson).

# data[].attributes.body
Using the launch-release-return model, categorize activities using the resources you have within each phase. You can take parts from the SF lesson to meet your needs, but also need to enhance the lesson. The lesson focus should be on your driving standard that you chose in the pre-curation section from the original lesson plan.

In the release phase of the lesson, make sure students are mainly working on this standard. Begin thinking about how you will assess them? How will you know if they are mastering the standard? What will you use? What will you look for?

# data[].attributes.body
Which of the standards listed in the SF lesson you chose is the most important? This is your Driver Standard. This is the focus standard for the lesson and the standard that you will be assessing.

Driver Standard:

CA CSS K-2. AP. 14 - Develop plans that describe a program’s sequence of events, goals, and expected outcomes.

# data[].attributes.body
1. How can I increase the students' cognitive thinking? (What resources are supporting student cognitive thinking and how? Could a resource be modified to support deeper student thinking related to your driver standard?)

This lesson could further dive into the caterpillar's life cycle so show the sequence a caterpillar goes through to become a butterfly, which is also the expected outcome.

2. Does the learning experience provide for any real-world experiences?

The real-world experience would be the caterpillar's life cycle. Students may have seen a caterpillar in each life stage outside prior to reading and sequencing the eaten foods.

3. What is the hook to excite the learner?

Students are "hooked" right away, most times, when technology and hands-on activities are available to use. The excitement and motivation students display is large when they are able to manipulate technology that is mobile.

# data[].attributes.body
https://sites.google.com/sfusd.edu/k-2cs/red/unit-2-bee-bots/8-the-very-hungry-bee-bot

# data[].attributes.attachment_link.readable_text
Using The Very Hungry Caterpillar as an anchor, students create fantasy stories of what Bee-Bot will eat on its way from one point to another on their Color Shape Mats. Students use a flat paper Bee-Bot to rehearse multiple paths before selecting one and recording it on a sheet. As a group, each child follows the Three Button Protocol to help the Very Hungry Bee-Bot eat its way to the finish!

# data[].attributes.attachment_link.title
K-2 Computer Science Curriculum - 8 - The Very Hungry Bee-Bot

# data[].attributes.attachment_link.description
Using The Very Hungry Caterpillar as an anchor, students create fantasy stories of what Bee-Bot will eat on its way from one point to another on their Color Shape Mats. Students use a flat paper Bee-Bot to rehearse multiple paths before selecting one and recording it on a sheet.

# data[].attributes.body
1. What are students doing?

While the book, The Very Hungry Caterpillar, is being read, students are quietly and actively listening to the read aloud and the directions of the activity.

2. What teacher moves are you making?

The teacher will begin by reading the book, and explaining the Bee-Bot activity.

3. How are you exciting students?

The teacher will excite the students by modeling his/her excitement to see the student sequence the caterpillar's meal.

4. How do students know what they are doing?

Students will be familiar with the Bee-Bot from previous collaborative activities. Directions will be verbally given and written on the board to remind students who do not remember how to use the Bee-Bot.

5. What resources are you using?

The resources needed for this activity is The Very Hungry Caterpillar book by Eric Carle.

# data[].attributes.body
https://drive.google.com/file/d/0B0TlX1G3mywqNlJvQUczczZZRm8/view?resourcekey=0-JQJ_DNrV9LpZulTNnCC0dg

# data[].attributes.body
Which of the standards listed in the SF lesson you chose are not going to be the focus? These are your passenger standards. Students are being exposed to them, but it is not the focus of your lesson. There is no requirement for assessing these standards.

Passenger Standards:

CA CSS K-2. AP. 16 - Debug errors in an algorithm or program that includes sequences and simple loops.

CA CSS K-2. CS. 1 - Select and operate computing devices that perform a variety of tasks accurately and quickly based on user needs and preferences.

# data[].attributes.body
1. What are students doing?

Students will be collaboratively sequencing the Bee-Bot to "eat" the foods the caterpillar ate in the book; from his first bite to his last bite. Students will discuss how they think the Bee-Bot should move to get to it's next meal, and decide together if that is a good choice. Students will take turns being the driver, navigator, debugger, and designer of the algorithm.

2. What teacher moves are you making?

As students are interacting with the Bee-Bot, the teacher will be walking around to eat group and observing how students are working with their group mates, how problem-solving is occurring, if any support is needed, and so forth.

3. What resources are you using?

Students will use the Caterpillar's food mat (beginning where the caterpillar), a Bee-Bot, and a recording sheet.

4. How are you exciting students?

During this phase of the lesson, students will be excited through their engagement and ability to be hands-on with the Bee-Bot.

5. How do you know if students understand what they are doing?

The teacher will understand if students are hitting the mastery mark if they are able to computational think by sequencing an algorithm that "eats" all of the caterpillar's meals in the order the book states; without any bugs.

6. How are you monitoring/assessing them as they work?

As the students are involved with their groups, the teacher will walk around to observe how each group is computational thinking, and if they are able to move the Bee-Bot in an algorithm. The teacher will take anecdotal notes, describing how each student is reacting towards the lesson, standard, and CT.

# data[].attributes.body
https://www.amazon.com/Very-Hungry-Caterpillar-Eric-Carle/dp/0399208534/ref=sr_1_2?crid=5W25JW7QVT7X&keywords=the+very+hungry+caterpillar&qid=1658804937&sprefix=the+very+hungry%2Caps%2C123&sr=8-2

By incorporating The Very Hungry Caterpillar book, it can help students recognize the algorithm and pattern of the foods the caterpillar eats from start to finish.

# data[].attributes.attachment_link.description
Amazon.com: The Very Hungry Caterpillar: 9780399255564: Carle, Eric: Books

# data[].attributes.body
1. What are students doing?

Closing out the lesson, students will decide on they sequence that is the closest to the book's meal events. Gathering near the teacher, the group will display their algorithm to the teacher.

2. What teacher moves are you making?

The teacher will watch the algorithm each group creates, and ask a few questions to gage where the groups computational thinking and coding skills are at. Questions include: what steps did you take to get the Bee-Bot to move in that order? Was there any bugs that needed to be fixed? If so, what were they and how did you fix them?

3. What resources are you using?

Students will use the Caterpillar's food mat (beginning where the caterpillar), a Bee-Bot, and a recording sheet. The teacher will take additional anecdotal notes on the students mastery and CT skills.

4. How do you know if students understand and are progressing within/mastering the standard?

Students will demonstrate understanding of algorithm sequencing and computing devices if they are able to accurately record and display the Bee-Bot "eating" the foods in the order the caterpillar did in the book. Student will turn in their recording sheet for further examination of mastery.

# data[].attributes.body
This is the new Bee-Bot mat students will use.

# data[].attributes.body
Answer each of the sections below from Vasquez's WHERE model to critique your CT curation.

# data[].attributes.body
What will your students know and be able to do after this lesson? Why will your students care about this knowledge and skills?

Once the students have completed this lesson, they will be able to sequence the events (or foods eaten) from the book, decompose and abstract the activity, create an algorithm of codes which manipulates the Bee-Bot, and overall positively collaborate with their group mates. Students will show interest in this knowledge since they are able to interact with the Bee-Bot technology and bridge connections to caterpillars that they may see when they are outside (text-to-world connection).

# data[].attributes.body
How will the planned sequence of learning experiences help students to construct understandings and apply skills?

Since students are "released" to explore the technology, students are able to actively collaborate ideas of their group mates and their self. By self-exploration, students are able to apply their thoughts and ideas to see if they are logical and effective through the hands-on learning. In turn this leads to the construction of knowledge; may that be knowledge that shows mastery right away or knowledge that shows fixable mistakes that can be aided through practice.

# data[].attributes.body
What evidence of learning is created in your lesson and how will you evaluate their final product?

Evidence of learning will be shown through when evaluating during the Release and Return stages of the lesson. During the Release stage, the teacher will take anecdotal notes while asking questions like: What steps did you take to get the Bee-Bot to move in that order? Was there any bugs that needed to be fixed? If so, what were they and how did you fix them? During the end of the lesson, in the Return stage, students will demonstrate understanding of algorithm sequencing and computing devices if they are able to accurately record and display the Bee-Bot "eating" the foods in the order the caterpillar did in the book. Student will turn in their recording sheet for further examination of learning evidence.

# data[].attributes.body
How does this lesson connect to real world experiences?

The lesson connects to real-world experience by examining the caterpillar's life cycle within the book. Students may have seen a caterpillar in each life stage outside prior to reading and sequencing the eaten foods.

# data[].attributes.body
How are your students cognitively engaged in this lesson?

Cognitive engagement will be displayed when students are curating algorithms and patterns for the Bee-Bot to "eat" the caterpillar's meal in order. Students will also show engagement when interacting with group mates by brainstorming new codes and fixing any bugs there may be.