• 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

Students...

• State a problem in their own words

• Ask questions before jumping to a solution

• Understand issues in ways that technology can help

Example: Students notice that there has been a recess argument so they..

• Define the issue

• Identity when the issue happens

• Decide to collect thoughts on a Google Form

What tools can we use?

• Google Forms (to define questions)

• Padlet (to brainstorm and think)

• Class problem organizer (Who, what, when, why, what can cause issue)

Students....

• Decide what data they need

• Collect info with surveys, watching, or measurements

• Use spreadsheets to organize

• Create a graph

• Understand patterns

Example: Students are studying the weather sooo they...

• Collect data on the temperature for a month

• Put their data into spreadsheets

• Create a line graph

• Find the trends

Tools to use:

• Google Sheets

• Weather.gov student datasets

• Canva for visuals

Students...

• Break larger tasks into steps

• Identify key info vs what is extra

• Create flowcarts

• Organize parts before solving

Example: Students are writing an essay so they...

• Identify claim

• Gather evidence

• Address counterargument

• Draft

• Revise

Tools that can be used:

• Storyboarding

• Google docs

• Notetaking

• Mindmeister (a mind mapping website)

Students....

• Create step by step instructions

• Write if/then statements

• Understand sequences

• Find errors in their work

Example: Students are programming a character in Scratch to move through a maze so they start to understand...

• Sequences

• Loops

• Conditionals (if/then)

Tools that can be used:

• Code.org

• scratch.mit.edu

• Students are able to break down big problems into more manageable parts.

• Students are able to solve problems using an algorithm.

• Students are able to identify which information is important and what can be ignored.

Ideas:

• Give students long math problems (5+2+1+3+2+4+5+6=) and encourage them to break it up into smaller parts and add their answers together in the end.

• Develop steps that students can use when taking a test such as: read the question completely, read the answer choices, rule out any obvious false choices, reread the question, select my answer.

• Create word problems that incorporate unneeded information for the question. Have students highlight the information needed to answer the question.

• Students are able to use digital tools, like spreadsheets or charts, to organize and analyze data.

• Students are able to determine if data is accurate before making conclusions.

• Students can create graphs and charts out of data.

ideas:

• Students can conduct a class interview about a desired topic (ex. favorite ice cream flavor) and are instructed to put their findings in a spreadsheet.

• Have students complete an objective measurement (measuring the height or length) of something multiple times before they submit their final answer.

• Using the data from the class survey previously mentioned, students complete a bar graph with the data.

• Students are able to create drawings and diagrams to demonstrate complex systems.

• Students are able to solve a big problems by breaking it into smaller components.

• Students are able to propose solutions for complex problems.

ideas:

• Students can draw the steps of the water cycle.

• Have students work in a group and give them a hypothetical task (like plan a class field trip). Have students work together and breakdown tasks for each person to do (find a location, get transportation, provide lunch, etc.)

• Have students brainstorm ways the school can improve the attendance levels (or any other problem).

• Students can understand automated solutions and how it controls the production and delivery of some products.

• Students can understand how they would develop an automated solution by using a sequence of steps.

• Students understand that computers are automated and use an algorithm.

ideas:

• Have students research or show a video of a modern day factory, like an Amazon warehouse, and ask them to reflect on how it would be different if instead of an automated solution there was people doing all these jobs.

• Have students build a domino train that results in a ball going in a bucket. Have students describe the steps that need to occur in order for the last domino to push the ball in the bucket.

• Have students create an algorithm of their own for a simple task, like brushing your teeth or making a sandwich.

• With guidance from an educator, students will be able to identify a problem and select appropriate tools to explore and find solutions.

• With guidance from an educator, students will be able to analyze age-appropriate data and identify patterns and categories by looking for similarities.

• With guidance from an educator, students will be able to break a problem into parts and identify ways to solve the problem.

• Students understand how technology is used to make a task easier or repeatable and can identify real-world examples.

Example: Students have a class pet they can volunteer to take home and care for on weekends. There is currently a signup sheet for people who express interest in volunteering that is put out at the beginning of each month. However, it is first-come, first-served.

Students identify the problem: the first-come, first-served sign-up sheet is unfair. Students who cannot participate feel left out.

Students make observations and collect data on the current system. They conclude that it is unfair because some people arrive earlier to class and can fill out the sign-up roster first. The data they collect reflects that a couple of students get to take home the class pet more than anyone else.

They propose a new system with a master roster of volunteers to take the class pet home, and a fair, alternating system that goes down the list, randomized at the beginning. To help others feel more included, students can share and comment on a classroom Padlet created for memories of the classroom pet.

What tools can we use?

• Google randomizer

• Google sheets

• Google calendar

• Padlet

Examples:

• Defining the problem: “Our class wastes too much paper during art projects.”

• Identifying constraints: “We only have recycled materials and 30 minutes.”

• Deciding how tech can help: “We can use a Google Form to collect data about how much paper we use each week.”

The students are not coding advanced programs yet, but they are learning to think clearly and strategically about problems before solving them.

• With guidance from an educator, students will determine what data they need to collect to solve a specific problem.

• With guidance from a teacher, students will determine age-appropriate places to search for and gather data

• With guidance from a teacher, students will use digital tools to collect and analyze data

Example:

Students are learning about migration patterns in science class. They relate what they are learning in class to what they have observed outside and notice that the number of geese in the area has declined.

In the classroom, with their teacher's help, they want to learn why and when geese started their migration.

They record their observations and use the teacher-provided websites to conduct research. They also research specific animal sightings in the area.

Students use graphs to track the number of sightings over time and by season.

Students conclude that geese have migrated and can explain why to their teacher and peers.

Examples:

• Surveying classmates and creating a bar graph in Google Sheets

• Tracking daily temperatures and making a line graph

• Collecting reading data and comparing class trends

• Analyzing cafeteria waste and discussing solutions

Tools:

• Google Forms (collect survey data)

• Google Sheets or Excel (create charts and graphs)

• Canva (visual charts/infographics)

• Padlet (explain and share findings)

This builds students’ ability to interpret data, recognize trends, and use evidence to support decisions and not just record numbers.

What this looks like:

• Breaking down a multi-step math word problem

• Separating parts of a science experiment (question, procedure, data)

• Dividing a writing task into brainstorming, drafting, and revising

• Breaking a community issue into causes and possible solutions

Tools That Could Support This:

• Canva

• Mind-mapping tools

• Scratch or Code.org

• Google Docs outlines

What this looks like:

• Writing steps to solve a math problem

• Creating simple coding sequences

• Designing directions for a science experiment

• Explaining a process so someone else can follow it

Tools:

• Code.org

• Minecraft Education

• Google Drawings

• Providing students with a problem.

• Identifying key relationships between parts of the problem.

• Students will show their thought process in a clear and organized manner.

Example:

• The educator will demonstrate examples of how to solve equations using graphics, drawings, blocks, words, etc.

  (5+5, 10-5, 6x5, 30/6)

• Students will identify the parts of the equation and the relationship between addition and subtraction, and multiplication and division

• After working on equations, we will move to word problems, where students will decompose the problem by identifying key terms and values, and demonstrate the steps they must take to solve it.

• Students participate in problem-solving games.

• Students answer scientific questions by using the scientific method.

• Students are able to solve problems step-by-step.

Activities:

• Testing their hypothesis using the scientific method

• Learning about and practicing basic coding skills

• playing digital games that are timed and involve problem-solving

Tools

-Google Forms (teacher-created surveys)

-Seesaw for recording thinking

-Digital drawing apps

-Interactive whiteboard brainstorming

Tools

-Google Sheets auto-generated graphs (teacher-led)

-ABCya graphing games

-Digital tally charts

-Class weather tracking charts

-Padlet for sorting pictures into categories

Tools

-Flowchart templates in Google Slides

-Bee-Bots (planning movement step-by-step)

-LEGO building challenges with planning sheets

-Visual step anchor charts

Tools

-Bee-Bots

-ScratchJr

-Classroom timers

-Comparing hand-counting vs. digital graphing

-Simple coding games with repetition

Some tools we can use are voting app/websites, timers, digital drawing tools, graphing tools, general internet for investigation. After using these tools, we can ask "Did this tool help solve our problem? Why or why not?" Another idea to promote computational thinking is by keeping a running class chart that shows the problem, the tools used, and whether it worked, visually reinforcing that tools must be chosen with purpose.

In a first-grade classroom, students gather simple information and use digital tools to organize it in a way they can see and understand. They look for patterns and start to see that data helps answer questions and support ideas. Not just "counting" or "voting" but using data to notice something about the class or outside circumstances. Some ideas I had to implement to cultivate this substandard are digital class polls(using Seasaw or similar software) to collect answers to a question and projecting the results to guide the students to notice the trends, teacher-guided digital bar graphing using google sheets, Have students take photos of objects around the classroom and sort them into categories or albums. My last idea is to implement a weekly data routine, tracking something consistent over time can help them think more deeply about analysis, at the end of the week ask the students what they notice has changed or stayed the same.

In a first-grade classroom decomposing problems looks like students being encouraged to slow down and break a task into manageable parts, instead of jumping straight into solving. They can plan the steps first, building early problem-solving habits and helping them approach challenges more thoughtfully. Some ideas I had to help cultivate this substandard are digital story planning using Book Creator, where they can plan beginning, middle, and end. Using Popplet to break topic into parts(plant-> roots, stem, leaves, water, sunlight) so students can see how one big ideas is made of smaller pieces that all work together; also using drag-and-drop sequencing tools where students put steps in order and then discussing why this order makes sense, help reinforce structured thinking.

With guidance from an educator, students analyze age-appropriate data and look for similarities in order to identify patterns and categories.

Example:

Activity: The Button Sort

• Each student is given a bowl with different buttons (different colors, sizes, number of holes, and shapes)

• Ask students to sort the buttons into two cups without specific directions.

• Once sorted, ask students: "How did they sort their buttons" (color, shape, size, or number of holes).

Tools:

• Use Google Forms to collect data from each student including their choice of sort.

• Digital graphing tools to show how each student initially sorted their buttons such as ABCya Graphing.

  
  

In a first-grade classroom, Algorithmic thinking looks like students learning that technology follows exact step and does not guess. It looks like practicing creating clear, ordered direction and seeing what happens when a step is missing or out of order, this can help them understand how algorithms work in a simple, hands-on way. Some ideas I had to implement this substandard into the classroom are using a "bee-bot", students can input simple directions and immediately see if the robot goes the wrong way and fix if needing to. One student giving step-by-step directions like "take 3 steps forward. Turn right," and other students following these directions, this can be a fun interactive way for students to understand order of operations and algorithmic thinking.

What it looks like:

The teacher sits the students in a circle and shows the students a plant whose leaves are turning brown and wilting. The teacher asks:

• What do you notice?

• What looks different?

• What might be wrong?

With teacher support, the class defines the problem and figures out what it needs (more water, more sunlight).

Students use:

• A tablet to look up how often plants need water.

• A classroom weather app to check sunlight patterns.

• A digital timer to remind them to water it.

Students learn:

• To clearly name the issue.

• That different tools serve different purposes.

• That they explore, find solutions, and test ideas.

In early elementary classrooms, students learn to notice problems in their everyday environment and talk about how they might solve them with guidance from the teacher. The teacher models how to turn observations into a clear problem by asking questions and helping students explain why the issue matters. Students discuss possible solutions and consider how simple technology tools can help them gather information, organize ideas, or test their thinking. Over time, students begin to understand that technology can support learning and problem solving, and that solving a problem involves observing, asking questions, exploring ideas, and trying solutions.

Example classroom scenario:

The teacher gathers students during morning meeting and brings attention to the classroom library, where books are often misplaced or difficult to find. Students share observations about the problem and why it makes reading time harder. With guidance, the class works together to clearly define the issue and think about how technology could help them learn more and organize their ideas before choosing a solution to try.

Tools / Activities to support this:

- Using a tablet or iPad to take photos and document the problem so students can revisit and discuss it.
- Using a simple classroom poll or brainstorming tool (such as Seesaw or an interactive whiteboard) to collect student ideas and possible solutions.

In early elementary classrooms, students begin learning that information can be collected and used to answer questions and make decisions. With teacher guidance, students gather simple classroom data, talk about what it means, and use basic digital tools to organize and display it in a visual way. The teacher models how to ask a clear question, collect responses, and look for patterns together. Students practice comparing results, noticing which choices are most common, and discussing how the data helps the class make a decision. Over time, students begin to understand that data is useful for explaining ideas and solving everyday problems.

Example classroom scenario:

The teacher asks the class to help decide which center activity should be added next week. Students vote for their preferred activity, and the teacher guides the class in recording the responses and creating a simple digital graph. Together, students look at the graph, discuss what they notice, and use the results to make a class decision.

Tools / Activities to support this:

- Using a simple digital graphing tool or smartboard chart to display class results.
- Using a classroom poll tool (such as Seesaw or Google Forms) to collect student responses.

In early elementary classrooms, students learn that big problems can feel easier when they are broken into smaller steps. With teacher support, students practice identifying the important parts of a task and deciding what needs to happen first, next, and last. The teacher models how to slow down thinking, focus on key information, and create simple plans before starting work. Students begin to understand that planning helps them stay organized and complete tasks successfully, and that many classroom routines and projects follow a step-by-step process.

Example classroom scenario:

The class is preparing to create a digital class book. Students initially feel unsure about where to begin, so the teacher guides them in breaking the project into smaller steps such as choosing a topic, drawing pictures, writing sentences, and putting pages together. The class discusses the order of the steps and refers back to the plan as they work.

Tools / Activities to support this:

- Using a digital checklist or visual schedule to track each step of a project.
- Using a simple sequencing or planning app to organize steps in order.

Students begin to notice how technology helps make classroom routines faster and easier. With teacher guidance, they discuss tools that repeat tasks, give reminders, or support learning. Through conversations and observation, students connect classroom technology to real-world examples and understand that technology helps people stay organized and work more efficiently.

Example classroom scenario:

The teacher points out the classroom timer used for center rotations and asks students how it helps the class. Students explain how the timer signals when to switch activities and helps everyone stay on schedule without constant reminders.

Tools / Activities to support this:

- Using a classroom timer or reminder app to automate transitions and routines.
- Using a read-aloud or practice app that provides repeated learning support.

• gather real-world data (experiments, sensors, etc)

• Which data is relevant for a given question or problem

• The use of digital tools to analyze patterns or trends

• present findings with visualizations or drawings, and not just numbers

Tools (with guidance from a teacher):

• google sheets

• desmos

• infographic tools (Canva, Google Drawing)

• breaking down larger tasks into smaller tasks

• Identify or understand the difference between essential and irrelevant information

• Having the ability to create models

Tools (with guidance from a teacher):

• checklists and task breakdowns (multi-step project planning)

• scenerios

• flowcharts

• graphic organizers

• the understanding of the idea of precise instructions

• Being able to write step-by-step instructions

• Build and test automated solutions

  • recognize automated situations in life

• Find problems in processes and fix them

Tools (with guidance from a teacher):

• if-then reasoning tasks

• designing classroom procedures as algorithms

• flowchart design

• recognize that a problem does exist

• being able to describe the problem

• being able to know what is wrong and right

• Identify what they are trying to fix

• connect problems with solutions or tools

Tools (with guidance from a teacher):

• experiments

• visualize problems

• drawing apps

• Seesaw

• classroom scenarios

• Students can state a problem in their own words

• can brainstorm possible contributors to this problem

• can discuss who this problem might affect

• can discuss with peers and collaborate to come up with a more accurate definition as a group

• can connect the issue to technology and reflect on the pros and cons of using technology to solve this issue

• can reflect on where/when similar issues have occurred

Ideas to cultivate:

• After the issue is introduced, go around the room and ask each student to share how they would define the problem in one sentence

• have students fill out a "who, what, where, when" sheet, detailing the specifics of this issue

• Have students turn to a partner and talk about what this issue reminds them of

• Have students brainstorm one solution using technology and write a list of three strengths of this idea and three constraints

• Put students into groups and have them come up with one definition for the problem together

• can determine what data is relevant based on time and situation

• can organize data into a google docs or sheets

• can represent data using a chart or drawing

• can use proper key words and search engines to find appropriate data

Ideas to cultivate:

• mini lesson on three different types of charts students can use to represent their data

• challenge them to come up with their own type of chart or visual to represent the data

• online assessment sheet where students gather their resources and record their data

• can break down a complex issue into a list of events

• can identify relevant information from unimportant information in an issue statement

• can "cut down" an issue into a list of only the relevant information

Ideas for cultivation:

• Students fill out a "snowball effect" chart and list the causes and effects that lead to the issue discussed

• Discuss the issue and write it on the board. Go around the class and ask each student to take out one unimportant piece of information until only the needed information is left

• Give students a handout with a few sentences describing the issue, and have them circle all the most important information

• understand how to identify patterns between problems and solutions

• Experiment making a solution with multiple steps

• discuss ways problem-solvers can ensure one method generates the same result each time

• break the issue into many small issues and create a series of steps to solve each one

Ideas to cultivate:

• Start lesson with a small baking/cooking day, showing how a recipe is like an algorithm because it tries to produce the same results

• Talk to students about an issue that occurs in multiple different places. Have them try and come up with a multistep plan that can solve this issue in each place. Discuss how the difference in place may cause variations in results

• Have students build a tower out of cups, which falls if someone blows on them. Have them come up with ways to solve this problem across every child's individual tower. (By using glue or tape, for example).

What this looks like:

• Students talking through problems

• Teachers guide thinking instead of giving answers

• Visual steps posted around the room

• Children learning that big problems become smaller ones when they take them one step at a time.

In the classroom, activities can include:

• Sequencing daily routines

• Planting seeds step-by-step

• Retelling stories in order

Tools:

• ScratchJr (story sequencing)

• Digital story maps

• Bee-Bot

• Graphic organizers or flow charts

What this looks like:

Students demonstrate when they can explain technology in simple, concrete terms, such as:

The teacher asks the students to write the number 8 on a piece of paper. Then, asks them to write it 20 times.

Students learn:

• Their hand gets tired.

• Some 8's start to look messy or different.

• It takes a long time.

Teacher introduces the calculator and shows them how to press 8+ 8 =. Then, the teacher shows them how to use the = as a repeat function for adding 8, 20 times.

Students learn:

• The calculator shows 8,16,24,32...instantly.

• The calculator helps us add faster

• The numbers always look the same.

• It works the same way every time.

• The calculator saves time.

• Students are given instruction from an educator and are able to determine what would be the right way to complete a task.

• Students look for easier/ more efficient ways to accomplish the task within the parameters given.

Example: Student notices that the colored pencils need to be sharpened as it looks like they have not been cared for since the beginning of school. Educator has stated the students should care for their supplies as they only had a limited amount.

- Ideas:

• Students would understand that supplies are limited as per the educators guidance.

• Students would take responsibility and determine a possible solution.

• Students could determine what other supplies are not cared for or are running low.

• Students could utilize an online 'chore' sheet for students or groups of students to follow.

• Students would divide work accordingly based on access (where students sit in the class) and ease of task (how difficult is the task to complete on a daily schedule)

• Students could determine if the chore sheet should be rotated to ensure equality in students tasks.

• Students are able to recognize data and different points.

• Students are able to use technology such as graphs, pie charts, or polls to get data.

• Students are able to determine quality of data numbers and results.

Example: Student is wanting to determine who is the favorite teacher in their grade level.

- Ideas:

• Students would be able to understand data can be represented in many forms. (Men v Women, Older v Younger)

• Students would think of the easiest way to gather information between their classmates and through other classes.

• Students could gather a poll between students by having a group of students spread out among the others and ask.

• Students would determine the data points and present the data as unbiased information to determine their answer.

• Students are able to take in information about a task and break apart all the needed components into smaller more manageable pieces.

• Students are able to separate the useful information from the information that is not vital for the task.

Example: Student are given the task of organizing their desks/work area.

- Ideas:

• Students recognize the task given to them and are able to tell what needs to be done.

• Students take the task apart into smaller steps recognizing that organizing is different from cleaning and putting things away.

• Students see pencil marks/ other marks on their desk but ignore them for the time being as cleaning them would not be a part of the assigned task.

• Students are able to separate their supplies into differing sections as well as recognizing some materials may not be necessary.

• Students recognize the need for automation and understand the importance.

• Step by step instructions are able to be followed as well as repeated.

• Students recognize patterns and understand if they need change or why they are important.

Example: Student recognizes that there is a lack of organization in students personal spaces. (cubby or hanger) Student notices that there is a pile near the door of coats and bags and there is always difficulty when trying to leave the room at the end of the day due to this problem.

- Ideas:

• Students would come up with a plan to organize the bags and jackets for students.

• Students would each get a designated area located near the wall closest to their desk.

• Students would make a pattern of walking in every day to their section and putting their things away.

• When leaving students would leave the room based on who is closest to the door to avoid any pile ups or interruptions in automation.

Students notice when something is not working and explain the problem in simple words.

Example:

During circle time, students notice that not everyone can see the book the teacher is reading. With teacher support, students identify the problem and offer solutions.

• Students say what the problem is.

• Students explain why it matters (everyone needs to see).

• Students suggest simple solutions, such as sitting closer or moving the book.

• Students help decide what change will fix the problem.

The teacher asks the students who can see the book and who cannot.

Students raise their hands, and the teacher records the information on the board. Now students can see the data and understand how many classmates are affected.

With teacher guidance, the class breaks the problem into smaller parts:

• Where are students sitting?

• How big is the book?

• How far away are some students?

• Are students sitting or standing?

By talking through each part, students understand why the problem is happening.

Students create and follow simple step by step directions to solve a problem.

Example:

During circle time, students notice that some classmates cannot see the book.

After defining the problem and breaking it into parts, the class creates a simple plan:

1. Ask who cannot see.

2. Move those students closer.

3. Hold the book higher.

4. Check again to see if everyone can see.

Students follow the steps in order to fix the problem.

• State a simple problem in their own words

• Notice when something is not working and talk about it

• Ask questions before jumping to a solution

• Think about how technology could help with the problem

• Choose from teacher-provided digital tools to explore solutions

• Try a tool with guidance and see if it helps

Example: Students notice that the class gets too loud during center time, so they...

• Find the issue

• Identify when the issue happens

• Talk about why it may be happening

• Decide to use a simple tool to help manage noise

• Try a solution and see if it improves the problem

What tools can we use?

• Google Forms

• Padlet

• Class problem organizer

• Digital timer

• Voice level app

• Look at the simple data that their teacher helps collect

• Compare things to see what is the same or different

• Group information into categories

• Notice patterns in pictures, numbers, or class results

• Talk about what they observe in simple words

• Use basic digital tools to help sort and organize information

Example: Students are trying to figure out what playground game the class likes best, so they...

• Collect class answers

• Look at the results together

• Sort responses into categories

• Compare which choice has more, less, or the same

• Notice patterns in the class preferences

• Use the results to talk about which game is most popular

What tools can we use?

• Google Forms

• Padlet

• Picture graphs

• Interactive whiteboard/Smartboard

• Class chart organizer

• Break a big problem into smaller, simple steps

• Talk through one part of the problem at a time

• Identify what needs to happen first, next, and last

• Use teacher support to make a plan

• Think about different ways to solve each small part

• Use digital tools to organize steps and ideas

Example: Students notice that cleanup time takes too long, so they...

• Define the problem

• Break it into parts

• Identify what should be done first, next, and last

• Talk about which part is the hardest

• Choose a tool to help organize the steps

• Follow the steps and see if cleanup gets easier

What tools can we use?

• Visual checklist app

• Digital timer

• Interactive whiteboard/Smartboard

• Teacher-made step chart

• Simple sequencing games

• Notice that some tasks happen in the same order every time

• Understand that technology can help repeat steps

• Recognize that digital tools can make a job faster or easier

• Follow simple step-by-step routines with teacher guidance

• Begin to connect repeated steps to everyday classroom tasks

• Identify real-world examples of technology doing repeated actions

Example: Students notice that getting ready for dismissal takes a long time, so they...

• Define the issue:

• Identify the steps that happen every day

• Put the steps in order

• Use a digital visual checklist or timer to repeat the routine

• Follow the same steps each day

• Notice that repeating the same order helps make the task easier

What tools can we use?

• Digital timer

• Visual checklist app

• Interactive whiteboard/Smartboard

• Teacher-made digital slides

• Class schedule app

• Recorded voice directions

• Students with the guidance of a teacher break down a big problem into smaller problems

• Students with the guidance of a teacher try to identify ways to solve smaller problems

• Students with the guidance of a teacher research or gather information that could help with solving problem

• Students with the guidance of a teacher are to identify the important information needed

Example: Students are to complete different number sequences

• Identify differences and similarities between each number (addition, subtraction ect.)

• Eliminate unnecessary information such as patterns that do not align

• Break down pattern into smaller patterns

-Discuss what the issue is

-Come up with multiple ways to fix

-Connect that issue with technology to see if the technology can help solve it

Ideas:

-Allow students to chat with a partner to discuss the strengths and weaknesses of solving this problem

-Have the students group up and work together to solve

• State a classroom problem in their own words

• Ask “why” and “what happened?” questions

• Explain when and where the problem occurs

• Suggest simple ideas before jumping to a solution

• Recognize when technology could help

A list of tools:

• Google Forms

• Padlet (brainstorm ideas together)

• Seesaw (record voice explanations)

• Classroom timer apps

• Collect simple data

• Use pictures or objects to represent information

• Compare amounts (more, less, same)

• Notice patterns in class data

• Help create simple graphs with teacher guidance

A list of tools:

• Seesaw (picture graph activities)

• Google Sheets (teacher-guided class graph)

• Tally charts

• Smartboard

  
  

• Break a task into smaller steps

• Use “First, Next, Then, Last” language

• Identify important steps vs. extra details

• Organize ideas before starting work

• Create picture sequences to show order

A list of tools:

• Storyboard templates

• Sequencing cards

• Google Slides (drag-and-drop steps)

• Scratch Jr. sequencing activities

• Pocket chart for physical sequencing

-Able to collect data and information

-Create charts, graphs and tables

-Communicating with partners/peers

-Collect information needed

Example:

If students are studying trends in weather they can research, collect data from past months and current month, find trends and patterns in the weather.

Tools:

Padlet (for communication)

Canva/slides (to create visuals and charts)

Google sheets (for graphs and tables)

By doing all of this, we are allowing the students to become more confident with reading data, making charts etc and making decisions based off of research that they conducted themselves.

• Create clear step-by-step instructions

• Use if/then language in simple ways

• Follow directions literally (robot activity)

• Debug mistakes when steps don’t work

• Recognize sequences and patterns

A list of tools:

• Grid floor mats

• Direction cards (left, right, forward)

• classroom games

This can look like:

-Breaking apart a complex math problem

-Writing down steps they need to take

Tools:

-Google sheets

-Canva

-Paper and pencil

-creating step-by-step instructions, easy to understand

-Find new ways to solve problems

-Look back at what went wrong or what did not work so that they can improve.

Ideas/tools:

-Write down in a journal what steps they took and what they tried

-Explain in depth what they did instruction wise so that they can better understand what they did, and so their peers can understand as well.

Tools

• Presentation tools (Google Slides, PowerPoint, Prezi)

• Video editing tools (iMovie, WeVideo, Adobe Premiere Rush)

• Audio/podcasting tools (GarageBand, Audacity, Anchor)

• Graphic design tools (Canva, Adobe Express, Adobe Photoshop)

• Infographic tools (Piktochart, Canva)

• Website builders (Google Sites, Wix, WordPress)

• Data visualization tools (Google Sheets, Excel, Tableau Public)

• Collaboration and publishing tools (Padlet, Flip, Microsoft Teams)

Examples

• Creating an original short film using their own footage and adding properly cited music or sound effects

• Designing a digital infographic that combines original data with cited images or icons

• Producing a podcast that includes student-written script and credited sound clips or interview excerpts

Examples:

• Creating a data visualization (chart, graph, or dashboard) to explain trends in scientific or social data

• Building a digital model (3D model or simulation) to represent a scientific process like cell division or climate systems

• Designing an interactive map to show geographic patterns or historical events

Examples

• Creating a persuasive video that uses visuals, tone, and pacing designed to influence a specific audience

• Designing a presentation with language and visuals tailored for a peer audience versus a formal audience (like a school board)

• Publishing a blog post written in a conversational tone for a general audience

• Choose from teacher-provided options:

  • Let’s draw it

  • Let’s count it

  • Let’s use the ipad

• Begin connecting tools to purpose

Example: 

• We should make a chart to see which snack is most popular

Tools:

• Choice boards with pictures

• Teacher modeling

  • We have numbers, let’s use a graph

• Centers with different tool options

• Sort objects into groups

• Identify simple patterns: colors, shapes, sizes

• Use language like: same, different

Example: 

• Sorting animals into land vs water groups

Tools:

• Sorting apps: google slides (drag and drop)

• Manipulatives

• Pattern games and songs

• Follow guided steps

• Help complete partially given sequences

• Work with a partner or group

Example: 

• Teacher gives steps for planting seeds, students help order the steps

Tools:

• Step cards: out of order, students fix

• Interactive whiteboard sequencing

• Partner talk

• Recognize everyday technology

• Understand basic purpose: it helps us

Example: 

• Comparing counting by hand vs using a digital counter, using a calculator

Tools:

• Show and tell with real tools: calculator

• Videos of machines/robots

• Simple classroom comparisons: write vs type