Computational Thinking Teacher Resources - CSTA

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1 SequencingLanguage Arts Grades PK–2ExciteCT Guide on the SideCT skills and dispositions included in thislearning experience:▪ Automating solutions through algorithmicthinking.▪ Identifying, analyzing, and implementingpossible solutions with the goal of achievingthe most efficient and effective combination ofsteps and resources.▪ Generalizing and transferring this problemsolvingprocess to a wide variety of problems.▪ Tolerance for ambiguity.Table of Contents12© 2011. Computer Science <strong>Teacher</strong>s Association (<strong>CSTA</strong>)and the International Society for Technology in Education (ISTE).This material is based on work supported by the NationalScience Foundation under Grant No. CNS-1030054.
SequencingOutcomes:The student is able to provide a set of sequential directions for accomplishing a task.Standards:Grade 2 Common Core English Language Arts Writing StandardsEvidence:1. The task is eventually carried out.Table of Contents2. Revision takes place when the directions or sequence of steps is noted to be incorrect.3. Upon being questioned, the student is able to find a more direct way to accomplishthe task. Or, if the original directions were accurate, the student is able to provide analternative way and explain why the alternative is not the most efficient or direct.Activity:PART I - Geometry and Measurement ConnectionsThis activity can be used by parents and teachers and revised to become increasinglymore complex. The activity focuses on giving explicit directions using language that isaccurate and directional. The initial activity focuses on using vocabulary words, such asforward/backward, right/left, possible link to degrees or angles (right angle), and numberof steps to be taken. Extension activities transfer the ability to give directions to differentcontexts.The activity begins with stating the problem/scenario:My eyes are tired, and I just cannot see well. I don’t know how to get to the doorfrom where I am.For very young children, the questioning may start in an open-ended fashion: “How doI do that?” For older children, the activity can begin more directive, “Give me directionson how to….” This activity can be embedded within the classroom as a warm-up or aspart of oral language development with a focus on right/left, forward/backward, etc. Thelevel of complexity depends on the developmental level of the students and their level ofwriting skills.13
Page 5 and 6: AIntroduction to Computational Thin
Page 7 and 8: Introduction to Computational Think
Page 9 and 10: BOperational DefinitionISTE and CST
Page 11 and 12: CT Vocabulary and Progression Chart
Page 16 and 17: CT Learning Experiences1. “Please
Page 18 and 19: Growing Plants2Interdisciplinary Gr
Page 20 and 21: CT Learning Experiences▪ “Why d
Page 22 and 23: CT Learning Experiencesd. “What
Page 24: CT Learning Experiences2. Recommend
Page 27 and 28: Food ChainOutcomes:Students will cr
Page 33 and 34: Persuade Me Please4. How are you go
Page 35 and 36: Budget BuddyOutcomes:▪ Students d
Page 37 and 38: Budget BuddyExtensions:The skills d
Page 39 and 40: Research SkillsOutcomes:1. Students
Page 41 and 42: Research SkillsEvaluate Search Resu
Page 43 and 44: Research SkillsStrategiesIf more ti
Page 45 and 46: Alternatives to the Civil WarOutcom
Page 47 and 48: Alternatives to the Civil Warstuden
Page 49 and 50: Alternatives to the Civil WarStrate
Page 51 and 52: Traffic JamOutcomes:▪ Students wi
Page 53 and 54: Traffic Jam8. Each group will show
Page 55 and 56: Traffic JamNotes:This activity may
Page 57 and 58: Conway’s Game of LifeOutcomes:1.
Page 59 and 60: Conway’s Game of LifeReinforce:Th
Page 61 and 62: What CT Looks Like in the Classroom
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What CT Looks Like in the Classroom
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Computational Thinking Teacher Resources - CSTA

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