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

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

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

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

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.

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.

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.

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.

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.

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.

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

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.

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.

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!

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.

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.

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

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.
  

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.

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.

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.

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

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

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

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.

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

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

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

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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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.

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.

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.

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.

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.

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.

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.

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.

• 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

• 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

    
    

• 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

• 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

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.

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. 

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.

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

(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.

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.

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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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.

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.

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

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