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In this lesson, students will see how good they are in following directions and how is it related to computer.

Objectives: Students will be able to explain the concept of a computer program.

Students will take the following quiz for 5 minutes. After time is up, I will collect the quiz to see who has a perfect paper.

Next, students will complete the drawing pictures activity for 10 minutes. I will ask volunteers to show their pictures and explain why they drew the pictures as they did. Then, I will ask if someone drew it differently,

Lastly, students will write down an instruction on how to make a sandwich.

After completing all the activity, I will ask students how we could overcome this problem so that a a computer could follow the instructions and make a perfect sandwich each time.

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Fitness Tracker  1st/5th Grade CS Buddies

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Cindy Robinson Gantt                                       Fitness Tracker

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Cindy Robinson Gantt                                       Fitness Tracker

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In this activity, students learn about the importance of regular activity in order to stay healthy and prevent heart disease.
● 1st grade students will partner with their 5th grade CS buddy to create a simple wearable device to give regular reminders to exercise.

Objectives:
1. Students will understand the importance of regular exercise.
2. Students will practice writing code with their CS Buddy for a wearable device that will remind them to exercise.
3.  Buddies will  create and test a fitness tracker device using the BBC micro:bit.

● Have students watch the following videos  on Exercising and staying healthy. Then discuss as a class why regular exercise is important to prevent heart disease.

1. How Exercise Improves Health: https://www.youtube.com/watch?v=-lxg-35Xo_o&ab_channel=WhatsUpDude

2. Heart Matters: https://www.youtube.com/results?search_query=video+on+Staying+heart+healthy+by+excercisining+for+kids

● Introduce the idea of a ‘Fitness friend’ wearable device to help people remember to do some
exercise.
● Show a working prototype (the code running on a micro:bit) and discuss students’ ideas of how it is
programmed to work.

Partner Work:
• Next have 1st/5th grade buddies to write their program using the MakeCode editor, offering support
where needed.

• Once buddies have a working program, students can download it to their micro:bit and try out their wearable
device to monitor their heart rates at rest and during exercise.

Extend your Learning:
● What have you learnt from creating your Fitness
tracker?
● What problems did you have and how did you solve
them?
● Do you think your device will achieve it’s aim of
helping people be more active? Why?
● What are some other ways people could use the wearable device you created?

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I created an unplugged lesson inspired by exploring activities on CS Unplugged. This is will be used as one of the entry level lessons for students I support.

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Hispanic Heritage Research Hyperdoc - Shelly Dow, Shawna Matsusaka, Kelly Wohltman, Donna Freeman

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Hispanic Heritage Research Hyperdoc - Shelly Dow, Shawna Matsusaka, Kelly Wohltman, Donna Freeman

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Our team created a interdisciplinary Hyperdoc for our 5th grade students to learn about influential figures in Hispanic history, collaborate "with peers during the
design, implementation, and review
stages of (project) development" (3-5.AP.18 P), practice research and note-taking skills, create and present a slideshow, and celebrate Hispanic Heritage. (:

Using a Hyperdoc helped us create an organized structure for an upcoming lesson. This structure and organization will likely result in greater student success.

All resources and tasks are included in the Hyperdoc.

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Sierra Hemphill

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Using Scratch Jr has many aspects, i have been exploring this year. Such as Design Process, Modularity
Sequencing, Tools of Communication and Language
Content Creation
Generosity
Work collaboratively in small groups.Identify characters, setting, and action as components of storytelling.Change the background in ScratchJr.
Background: the part of a picture that’s behind the main objectScene: one part of a whole storySetting: where a story takes placeBeginning: the first part of a storyMiddle: the halfway part of a storyEnd: the final part of a story

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Integrating Tech and Coding to Mindfulness

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In my class we are big on meditating, yoga, guided breathing and mindfulness. I cannot wait to have the students create their own Calming LEDs that they can take home to use and share with their family!

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Kellie Randa - Computer Science Virtual Academy

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Kellie Randa - Computer Science Virtual Academy

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Creating a virtual lesson for high school special education students in a coding class can be an effective way to engage them in learning. It is important to create a welcoming and inclusive virtual space where special education students feel comfortable and supported.

Here's a sample virtual lesson plan:

"Creating a Simple Animation in Scratch"

Objective:

• To introduce special education high school students to the Scratch programming environment.

• To teach them the basics of creating a simple animation using Scratch.

• To promote problem-solving skills and creativity.

Materials:

• Computers or tablets with internet access and Scratch installed.

• Scratch tutorials and resources.

• Visual aids or videos for extra clarification.

Duration: Approximately 60 minutes

Lesson Plan:

1.       Introduction (5 minutes):

• Begin the virtual lesson by greeting the students and creating a positive and inclusive online environment.

• Explain the objectives of the lesson and what they will be learning today.

2.       Introduction to Scratch (10 minutes):

• Share your screen and provide a brief tour of the Scratch interface.

• Explain the concept of coding with visual blocks and how they can be used to create animations and games.

3.       Watch and Learn (10 minutes):

• Show a short video tutorial or interactive demo of creating a basic Scratch animation.

• Pause the video at key points to explain the steps and highlight important concepts.

4.        Hands-On Activity (20 minutes):

• Instruct students to open Scratch on their computers or tablets.

• Provide a step-by-step guide with screenshots or visual aids for creating a simple animation (e.g., moving a sprite).

• Encourage students to follow along and experiment with different Scratch blocks.

5.       Breakout Group Activity (10 minutes)

• Divide the class into small virtual breakout groups.

• Assign each group a simple task related to creating an animation.

• Encourage collaboration and peer support within the groups.

6. Sharing and Discussion (5 minutes):

• Reconvene the class and have each group share their animations.

• Encourage students to ask questions and provide positive feedback to their peers.

7. Q&A and Troubleshooting (5 minutes):

• Open the floor for questions and address any technical or conceptual challenges the students may be facing. 8. Wrap-Up and Homework (5 minutes):

• Summarize the key concepts learned in the lesson.

• Assign a homework task related to creating a simple animation or encourage students to explore Scratch further at their own pace.

Assessment:

• Assess student participation, engagement, and their ability to follow the steps to create a simple animation.

• Provide constructive feedback and support as needed.

Adaptations:

• Consider the individual needs of your special education students and provide additional support, such as one-on-one assistance or extra time.

• Use accessibility features in virtual meeting software to assist students with disabilities.

• Be flexible and patient, adapting the lesson as necessary to ensure all students can participate and learn effectively in the virtual environment.

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Seasons of CS_Imapct Spec Ed CODEHS_Scratch Lesson Plan

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Violet Avelarromo LAUSD SDC 4/5 Combo CS Unplugged Food Chain Lesson with an Optional On-line CANVA Component

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Violet Avelarromo LAUSD SDC 4/5 Combo CS Unplugged Food Chain Lesson with an Optional On-line CANVA Component

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"Computer Science Horizons," a vast expanse,
Where innovation and knowledge advance.

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Gloria Amador                              LAUSD Kinder Teacher        Computer Science Unplugged Paired with Children's Literature                

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Gloria Amador                              LAUSD Kinder Teacher        Computer Science Unplugged Paired with Children's Literature                

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Computer Science Unplugged Poem

Why unplugged computer science, you may ask, in a digital age, is it up to the task?

In this world of screens and code, unplugged cs offers  a unique learning mode.

In the simplicity of pencil's grace, young minds awaken in an unplugged space.

Algorithms and patterns begin to shine, as they unlock the secrets of the binary line.

No screens to distract, no code to debug, Just pure problem-solving, like a cozy rug.

In unplugged games, they find their way, to conquer coding challenges day by day.

Unplugged, we grasp the roots of the art, before we dive into the digital part

In teamwork, young learners find their way, unplugged, they collaborate and play.

The power of logic, they start to wield,in this analog world, their potential is revealed.

It fosters creativity, an unbridled stream, Unplugged, it nurtures a coder's dream.

Unplugged, we learn to communicate, A vital skill, to collaborate and create.

In a world shifting to screens and glare, Unplugged reminds us to handle with care.

A balance we seek, in this digital age, Unplugged computer science, a worthy stage.

So, embrace the "why" of unplugged grace, A mindful journey, a steady pace.

In a world of screens, it offers clarity, A bridge to digital realms, a necessity.

In this unplugged embrace, we as educators can find, the power to shape brilliant minds

So, why unplugged computer science, you say? It's the timeless foundation that paves the way.

The power of unplugged computer science, behold, A timeless treasure, a story that needs to be told.

Link to Gloria Amador CS Horizons Artifact

"Pay it forward," a phrase so kind,
a philosophy of the heart and mind.

When you give without expecting gain,
you light a spark, a lasting chain.

As the cycle continues on,
kindness echoes from dusk to dawn.

Let's pay it forward, teachers take the lead, a better world, it's what we all need.

https://docs.google.com/presentation/d/13vVmfYhURvLJLgQ6UzS4dHeFJkpjDCHz6zizylbLge4/edit?usp=sharing

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Gloria Amador CS Horizons 2023 Artifact CS Unplugged w_Childrens Lit

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Erika Dumas @Computer Science Virtual Academy

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Erika Dumas @Computer Science Virtual Academy

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Lesson Plan

Title: "Hour of Code - Game Development with Scratch"

Objective: The primary objective of this lesson is to introduce middle school students to foundational coding concepts through hands-on game development using the Scratch programming platform.

Materials Needed:
- Computers or tablets equipped with internet access.
- Scratch programming platform (https://scratch.mit.edu/).

Duration: This Hour of Code event is designed to last approximately one hour but may go longer.

Lesson Plan:

1. Introduction (5 minutes):
- Commence by extending a cordial welcome to the students for the Hour of Code event.
- Introduce the overarching concept of coding and underscore its growing significance in today's technology-driven landscape.
- Emphasize the practical applications of coding across diverse fields and the vast career opportunities it offers.

2. Explanation of Scratch (10 minutes):
- Initiate the session with a concise presentation or live demonstration of the Scratch programming environment (https://scratch.mit.edu/).
- Elucidate the fundamental components of Scratch, including the stage, sprites, code blocks, and the workspace.
- Highlight the pivotal role of events, actions, and reactions within the Scratch framework.

3. Activity 1: Guided Animation (15 minutes):
- Transition into hands-on coding by collaboratively constructing a basic animation.
- During this phase, elucidate the fundamentals of events and actions in coding.
- Encourage active participation by urging students to follow along on their respective devices.

4. Activity 2: Create Your Own Animation (10 minutes):
- Empower students to express their creativity and individuality as they embark on crafting their animations using Scratch scratch.mit.edu.
- Foster an environment that promotes imagination and experimentation.
- Be prepared to extend guidance and address queries as they arise.

5. Activity 3: Introduction to Game Development (15 minutes):
- Transition from animation to game development, elucidating what constitutes a game.
- Illustrate core gaming elements, including characters, objectives, and challenges.
- Demonstrate the process of constructing a simple game, such as a "Catch the Falling Object" game.
- Decode how to program sprites' actions and responses to user interactions.

6. Activity 4: Create Your Own Game (15 minutes):
- Challenge students to embark on their game creation journey within the [Scratch platform](https://scratch.mit.edu/).
- Encourage them to design characters, set objectives, and devise obstacles.
- Provide continuous support and guidance as they venture through the game development process.

7. Share and Reflect (10 minutes):
- Foster a communal atmosphere by granting students the opportunity to present their animations or games to the class.
- Encourage participants to articulate their game's objective and operational mechanisms.
- Initiate a group discussion that allows for reflection on the acquired knowledge and experiences during the Hour of Code.

8. Discussion (5 minutes)
- Promote a brief interactive discussion revolving around the enjoyable aspects and challenges encountered during coding activities.
- Spotlight the creative and problem-solving elements intertwined with coding.

9. Follow-Up Resources (5 minutes):
- Conclude the Hour of Code event by supplying students with resources for further exploration of coding.
- Share recommendations for online coding tutorials, coding-focused books, or information about local coding clubs especially virtual clubs

10. Conclusion (5 minutes):
- Extend appreciation to the students for their enthusiastic participation.
- Reiterate the significance of continued exploration and engagement with coding and computer science.

This comprehensive lesson plan for an Hour of Code event is designed to deliver coding concepts while empowering students to craft animations and games using the Scratch programming platform(https://scratch.mit.edu/).

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Computer Science Unplugged Activity
How Binary Numbers Work

K-2.NI.6 Create patterns to communicate a message. Networks & the Internet Cybersecurity Abstraction 4.

Can we match letters to numbers so that we can send coded messages to each other?

How many letters are there in the alphabet? Let’s count them together on our alphabet cards.

How can we represent the letters using numbers? (Guide students to the idea of using 1 for A, 2 for B, and so on.)

We can represent numbers using binary, but in the last lesson with 4 bits, what was the biggest number we could represent? (15)

How can we represent bigger numbers? (Add a card). How many dots on the extra card? (16)

Give out the cards, and have the students place them on the table in the correct order (16, 8, 4, 2, 1).

Now give them a number by saying "No, Yes, No, No, No" for the 5 cards. Ask them how many dots this produces. (The "Yes" is for the 8 card, so it's the number 8.) Which letter is number 8? ("H"). This can be written on the board.

Now give the next number, "No, Yes, No, No, Yes" (9). Which letter is number 9? ("I", which can be written after the "H".)

That's the whole message - "HI".

Now try sending a different word to the class. The Binary to Alphabet resource below shows the binary patterns for the 26-letter alphabet; you can use yes/no for 1/0, but you could also use other ways of saying them, such as "on/off", "up/down", or even "one/zero". In particular, it may be helpful to represent a number higher than 16 to give them experience with the 5th bit.

Students write their name in binary code.
Use binary numbers in "Number Talks" showing numbers different ways.

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For the lesson, I created a stop light, but the students got to code what each of the three lights meant. Instead of just go, slow, and stop, students used actions like "hop", "clap", "spin", etc. When the leader student "pressed" the button, the other students had to be the computers and follow the code. We added on multiple steps (think the game Simon) and talked about sequencing codes/events. It was also a great connection to our Science Communication Unit.

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https://makecode.microbit.org/S51517-68168-08464-15936

https://makecode.microbit.org/S82940-79372-19764-46428

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Made with ❤️ in Microsoft MakeCode for micro:bit.

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See slide for artifacts and description.

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https://docs.google.com/presentation/d/1eWwVW69yCcpkr0UeNXVrLVSOPvK3ECkW58jo3PzTJ-g/edit?usp=sharing

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Cheri Tussey: Teaching CS Practices Artifact - Passwords

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I collaborated with Janis Flint.  Using the mircobit with makecode.org, we introduced our 6th grade elective students to coding.  Our students  programed and built  micropets.  We introduced students to the design thinking process (whatever you build with code should serve a purpose or fill a need) Empathize--> Define--> Ideate--> Prototype--> Test.  Students interviewed a partner to find out their idea of an "ideal"pet.  They then drew sketches and revamped their pet from the feed back they recieved. Next we introduced microsoft make code and the microbit. Students we given the oppertunity to create a simple A/B program and downloaded it to the mircobit Most chose the happy/sad face.  Next came the building phase. Using craft supplies student built the pet then attached the mircobit & battery pack.  It was nerveracking and yet really fun!  The students enjoyed the activity and ALL were successful even my new EL student.  I have attach an image of a pet.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Collaborating with Lisa Griffith and using the Micro:bit with makecode.org resources I had my 6th grade elective class program and build a pet.  We went over the design thinking process: Empathize -->Define--> Ideate--> Prototype--> Test.  Students interviewed a partner to find out what their ideal pet would be.  Next, they sketched ideas for their partner. Then they  programmed a happy face/sad face on the microbit.  Finally they created a pet out of various materials made available to them.  I was so excited to see how excited they were to be able to create a code on line and download it to their microbit!  This was the first time most had had this experience.
I can't wait for the next project with the micorbit!

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Collaborating with Rudy Escobar and the resources from https://ugc.berkeley.edu/teaching-resources/ I am having students collect data using a weather meter.  We will first analyze data on wildfires and California, decide what sensors we need to use to collect data, and then write a code in teams to collect data on climate.  We can then publish this data for others in California to compare.  We will use our research and data to create a final model to answer the question: Why are wildfires increasing in California?

Climate Action Project:

How can we use data to reduce human impact? Question for the year!

Question - Why are wildfires increasing in California? And what should we do about it?

CORE PRACTICE 2: Collaborating around Computing

MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

Learning Intention: I can use climate data as evidence to explain why wildfires in California are increasing

Success Criteria: Analyze and interpret data to describe and predict why wildfires are increasing.

Develop and use models to explain the relationship between climate and human impact

Construct an explanation to demonstrate how wildfires affect the planet and what we can do about it.

Description of the anchoring phenomenon: Because of changes to global climate systems, California is experiencing more extreme periods of

drought, leading to a greater likelihood of intense wildfires. Historically, California has always had wildfires, but the combination of where people

are living (the Wildland Urban Interface), the increasing frequency of droughts (climate change), and forest management practices (conservation

vs. preservation; forest treatments) have all contributed to a significant increase in wildfire risk for Californians across the state.

Why are wildfires increasing in California, and what should we do about them?

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Computer Science unplugged
Identify and describe patterns in data visualizations, such as charts or graphs, to make predictions.
This week we have been studying apples.
We made 2 graphs about our prediction on what apples we would like and the actual taste test graph of what apples we do like.
This activity had my kinder students realizing that we graphed 2 different things.  When they predicted they picked the apples by what color they liked. When they taste tested the apple they chose by what tasted better. Even though our data was similar my students realized the data didn't match up even though our graphs had similar numbers.

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When I was researching cs unplugged and microbit, I ran into an ai image generator. I really wanted to use pixel painter to have students create their own images, but it had set ones to work with. It did have the option to the color by numbers lesson https://www.csunplugged.org/en/topics/image-representation/colour-by-numbers/ but I thought it would be a little too difficult for my second graders this early in the year so I researched to find something that would be similar to the pixel painter that would work better for my classroom.
I created a lesson to teach students how to use craiyon to create an image to share about our weekend / to share how we were feeling over the weekend. We share during morning meeting then created an image to represent that. Students loved seeing all of the images that appear and refining them to fit their vision!

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Derek Smith- Google Slides Lesson for Sorting Network Unplugged Activity

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Derek Smith- Google Slides Lesson for Sorting Network Unplugged Activity

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I adapted one of the unplugged activities as a fun game/ challenge for my 5th graders.

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Intro to fundamental computer science concepts and foster problem solving and critical thinking skills for my kindergarteners.
Intro Bee Bots with PP and use the coding cards to set up their program before adding the program to the BeeBots.

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I used pixel painter with my early finishers. It was awesome to get them to work together and create a picture. I loved seeing them try to figure out how to put the image together

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Lauren Fontes - Exploring Micro:bit for K

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Lauren Fontes - Exploring Micro:bit for K

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Lesson for Kinder students using Micro:bit

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This is lesson 1. It is intended for a 3rd grade class but in my opinion, students should always be reminded of digital citizenship.

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K/1 unplugged building toward Beebots (Arnold and Cooper)

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K/1 unplugged building toward Beebots (Arnold and Cooper)

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We made some lesson plans that build up to the CS unplugged Kidbots -Rescue Mission.

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Lesson is for students to learn the basics of unplugged activities and how it can relate to coding and computer science. Follow up lesson will take place the following week, adding even more content and vocabulary for my 2nd graders.

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This is my second year using MakeCode with the BBC micro:bit to teach hands-on coding to Kinders. I just started teaching THIS year's group of Kinders how to code. So far, we have learned:
On Start & Forever blocks: what they do and how to use them
"BLUE for Basic": using the Show Icon to choose an LED picture to display on the m:bit simulator
"M for Music": using the Play Melody block to play preset melodies.
For my stretch goal with more advanced students, we began coding the "A" button to do the same two simple tasks.

And the year has just started! =D

p.s. Here's the link to our Class Website, specifically our CodingKids afterschool Coding & Robotics club page if you'd like to see more of the kinds of things we do: https://sites.google.com/cjusd.net/demaci2024/coding-kids-cats-2024?authuser=0

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Renata Keller: SDG15 Standard K-2.IC.19 Collaboration when communicating electronically

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Renata Keller: SDG15 Standard K-2.IC.19 Collaboration when communicating electronically

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We are working with 4th graders on the SDG15 Life on Land. We are studying spiders and how important they are for the environment. We are learning about ways to protect them. Our students collaborated to code a heart with micro:bits. It was their first time and it was a success! https://microbit.org/projects/make-it-code-it/heart/

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Equity: Hands On Image Representation, Learning Tools (Kristen Effinger)

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Equity: Hands On Image Representation, Learning Tools (Kristen Effinger)

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What it is: Using Google Cardboard accompanied by Google Expedition or Street View app on an iPhone or android, students can virtually access geographical landmarks, historical sites, famous museums, and even the moon as if they were on site.

I used Google Cardboard in my international schools in Korea and Paraguay. I have found it most useful for public schools here in CA where students often don't have the exposure or opportunity to travel.

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Google Cardboard: REeaching for the corners of the world

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K–2 K-2.NI.6 Create patterns to communicate a
message.

Kindergarten Sequencing Lesson using the Life Cycle of the Apple.  Students will have watched a video, read an emergent book about the life cycle and will then use this network system to sort the order of the apple life cycle.  As a follow up students will cut and glue images of the life cycle in order.
As you see in the network map above I had to figure out how to use what i learned about a 4 and 6 input system and alter it to make a 5 input network to match the reading and cut/paste activity.
Students will need to have an understanding of what the 5 parts of the sequence are and understand how to move and compare as they reach each station of the network.
I could see this being used for many unplugged activities in class. We are working on # sequence from 0-10 and this network could be changed to accommodate the number sets. I can also see this being used for a stories sequence of events as well.

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Candice Magana-CS horizons artifact- pacing of standards and lesson ideas

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Candice Magana-CS horizons artifact- pacing of standards and lesson ideas

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I explored the CS Standard K-2.AP.16 (Debug errors in an algorithm or program that includes sequences and simple loops.)
I watched some of the CS Unplugged videos. I decided to make a video of my Bee Bot and included a bug in the algorithm that needs to be debugged. I liked the suggestions from the standards to incorporate other subject matter. I decided to use beginning sound matching.

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Hyperdoc lesson on:
1. sequencing
2. self-calming

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Amerikaner  CyberRisk Activity- APCompScience Principles.

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Amerikaner  CyberRisk Activity- APCompScience Principles.

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Students completed the activity.

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Artifact that demonstrates CS Practices

Educational Objectives:

Introduce fundamental computer science concepts.

Foster problem-solving and critical thinking skills.

Coding Cards: A set of coding cards with beginner-friendly programming tasks and challenges. Each card introduces a coding concept, such as variables, loops, and conditionals, and guides students on how to implement them in their games using a popular, user-friendly game development platform (e.g., Scratch or Unity with Playmaker).

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Using sorting in MS Science NGSS (Merek Chang)

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Using sorting in MS Science NGSS (Merek Chang)

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!