1. Kindergarten AF FINAL ELA/Math/Science/Computer Science Crosswalk
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Computer Science StandardELA StandardResourcesLesson Activity and/or NotesMath StandardResourcesLesson Activity and/or NotesScience StandardResourcesLesson Activity and/or Notes
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CT.1.K.1 Discuss the following basic steps when problem solving: ● understanding the problem ● considering various strategies SL.K. 1 Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups.https://www.pinterest.com/explore/daily-routine-chart/Routines and procedures for supplies, entering the classroom, following the daily schedule, and so on.K.OA.A.2 Solve real-world problems that involve addition and subtraction within 10Code.org Unplugged Lesson "Building the Foundation"Mathematical Practice 1: With every new problem students must make sense of the problemK-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.We Are Teachers. Push and Pull. Simple physics experiments for kids.
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SL.K.1 Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion.)Rules and procedures; daily habits such as deciding what to do if student breaks a pencil lead; has picture money to turn in, etc.http://www.e-learningforkids.org/math/lesson/food-market-addition/http://www.harmonydc.org/curriculum/pdf/kindersample.pdfPush and Pull.K STEM Activity
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SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.Teacher coaches problem-solving scenarios, such as, "If your pencil breaks, what do you do?"http://betterlesson.com/next_gen_science/browse/2049/ngss-k-ps2-1-plan-and-conduct-an-investigation-to-compare-the-effects-of-different-strengths-or-different-directions-of-pushes-a?from=domain_core
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CT.2.K.1 Discuss the relative positions of objects within a program (e.g., up, down, left, right, over, under, on top of, behind, in front of, to the left, to the right)Bee-Bot ; CodeSpark (the Foos) ; Kodable, other programs available through Code.orgK.G.A.1 Describe the positions of objects in the environment and geometric shapes in space using names of shapes, and describe the relative positions of these objects.http://www.e-learningforkids.org/math/lesson/snorkeling-great-barrier-reef-3d-objects-position/
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CT.3.K.1 Solve problems cooperativelyK.G.A.2 Correctly name shapes regardless of their orientation or overall sizeBee-Bot Shapes ActivityK-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved obejct or tool.http://betterlesson.com/next_gen_science/browse/2105/ngss-k-2-ets1-1-ask-questions-make-observations-and-gather-information-about-a-situation-people-want-to-change-to-define-a-simpl?from=domain_core_lesson_count
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D.4.K.1 Define data and provide examplesK.MD.A.1 Describe several measurable attributes of a single object, including but not limited to length, weight, height, and temperature
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D.4.K.2 Recognize ways that people represent data differently (e.g., thumbs up for yes; thumbs down for no)Working with daily calendar activities, charting lunch choice, days of the school yearK.CC.C.8 Quickly identify a number of items in a set from 0-10 without counting (e.g., dominoes, dot cubes, tally marks, ten-frames)
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K.OA.A.1 Represent addition and subtraction using objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions (e.g., 2+3), or equations
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K.OA.A.4 Find the number that makes 10 when added to the given number (e.g., by using objects or drawings) and record the answer with a drawing or equation.Math Note: Use of different manipulatives such as ten-frames, cubes, or two-color counter, assits students in visualizing these number pairs.
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D.5.K.1 Identify the purpose for data collectionK.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinalityK-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or pull.http://betterlesson.com/next_gen_science/browse/2050/ngss-k-ps2-2-analyze-data-to-determine-if-a-design-solution-works-as-intended-to-change-the-speed-or-direction-of-an-object-with?from=domain_core_lesson_count
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K.CC.C.6 Identify whether the number of objects in one group from 0-10 is greater than (more, most), less than (less, fewer, least), or equal to (same as) the number of object in another group of 0-10K-ETS1-3 Analyze data from test of two objects designed to solve the same problem to compare the strengths and weaknesses of two each problems.http://betterlesson.com/next_gen_science/browse/2107/ngss-k-2-ets1-3-analyze-data-from-tests-of-two-objects-designed-to-solve-the-same-problem-to-compare-the-strengths-and-weaknesse?from=domain_core_lesson_count
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D.5.K.2 Collect and arrange data based on a characteristic (e.g., size, color, shape, alphabetic) as a classSL.K.5 Add drawings or other visual displays to descriptions of familiar people, places, things, and events as desired to provide additional detail.K.MD.B.3 Classify, sort, and count objects using both measurable and non-measurable attributes such as size, number, color, or shapehttp://media.abcya.com/games/fuzz_bugs_graphing/flash/fuzz_bugs_graphing.swfK-PS3-1 Make observations to determine the effect of sunlight on Earth's surface.Feel the Heat Kindergarten: Temperature Probe Activity https://www.boreal.com/www.boreal.com/images/kindergarten_temp_probe-_final.pdf
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http://betterlesson.com/next_gen_science/browse/2052/ngss-k-ps3-1-make-observations-to-determine-the-effect-of-sunlight-on-earth-s-surface?from=domain_core_lesson_count
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L.K.5.A Sort common objects into categories to gain a sense of concepts. Sorting photos, or small plastic objects, into categories such as clothing, toys, foods, animals, etc. http://www.e-learningforkids.org/math/lesson/sorting-and-classifying-objects/K-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.http://betterlesson.com/next_gen_science/browse/2105/ngss-k-2-ets1-1-ask-questions-make-observations-and-gather-information-about-a-situation-people-want-to-change-to-define-a-simpl?from=core_child
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D.5.K.3 Represent data visually as a whole classRF.K.1.B Recognize that spoken words are represented in written language by specific sequences of letters and that print carries meaning.Graphing students' names by combinations of or number of lettersK.OA.A.4 Find the number that makes 10 when added to the given number (e.g., by using objects or drawings) and record the answer with a drawing or equationhttp://media.abcya.com/games/fuzz_bugs_graphing/flash/fuzz_bugs_graphing.swfMath Note: Use of different manipulatives such as ten-frames, cubes, or two-color counters, assists studetns in visualizing these number pairsK-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.https://www.pinterest.com/pin/353462270735086512/Whole group calendar time- observe and record weather daily to be used daily, weekly, monthly, as needed
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http://betterlesson.com/next_gen_science/browse/2059/ngss-k-ess2-1-use-and-share-observations-of-local-weather-conditions-to-describe-patterns-over-time?from=domain_core_lesson_count
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K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.http://betterlesson.com/next_gen_science/browse/2062/ngss-k-ess3-1-use-a-model-to-represent-the-relationship-between-the-needs-of-different-plants-or-animals-including-humans-and-th?from=core_child_lesson_count
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D.6.K.1 Interpret and analyze concrete and pictorial graphs as a whole classK.CC.C.6 Identify whether the number of objects in one group from 0-10 is greater than (more, most), less than (less, fewer, least), or equal to (same as) the number of object in another group of 0-10http://mrnussbaum.com/jellybeantree/JBT.swf
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K.MD.A.2 Describe the difference when comparing two objects (side-by-side) with a measurable attribute in common, to see which object has more of or less of the common attributeCode.org Unplugged Lesson "Building the Foundation" http://www.e-learningforkids.org/math/lesson/food-market-addition/
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A.7.K.1 Identify and follow an algorithm to accomplish a simple taskRI.K.4 With prompting and support, ask and answer questions about unknown words in a text. Ex. ELLA reading strategies such as Eagle Eye, Lips the Fish, and Stretchy Snake. Pinterest ideas for Kindergarten and algorithms https://goo.gl/nD153jTeaching reading strategies to figure out an unknown word.K.OA.A.1 Represent addition and subtraction using objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions (e.g., 2+3), or equationsCode.orgHappy maps from code.orgK-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.http://betterlesson.com/next_gen_science/browse/2053/ngss-k-ps3-2-use-tools-and-materials-to-design-and-build-a-structure-that-will-reduce-the-warming-effect-of-sunlight-on-an-area?from=domain_core_lesson_count
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K.OA.A.2 Solve real-world problems that involve addition and subtraction within 10K-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.http://betterlesson.com/next_gen_science/browse/2106/ngss-k-2-ets1-2-develop-a-simple-sketch-drawing-or-physical-model-to-illustrate-how-the-shape-of-an-object-helps-it-function-as?from=domain_core_lesson_count
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K.OA.A.3 Use objects or drawings to decompose (break apart) numbes less than or equal to 10 into pairs in more than one way, and record each decomposition (part) by a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1)
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K.OA.A.4 Find the number that makes 10 when added to the given number (e.g., by using objects or drawings) and record the answer with a drawing or equation
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K.OA.A.5 Fluently add and subtract within 10 by using various strategies and manipulatives
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K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinalityLessonBeeBot Cardinality and Number/Letter Recognition
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A.7.K.2 Compare and contrast algorithms of appropriate complexity as a classW.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.This considers the development of reasoning skills such as comparing two paths to a desired destination (going to the cafeteria by different routes), putting on socks before shoes, etc. The teacher could use a writing assignment, for example after reading Mrs. Wish Washy, the teacher could prompt... "How would you wash Mrs. Wishy Washy's animals?" "Why is your idea better than Mrs. Wishy Washy's process in the story?" K.OA.A.1-5 (See written explanations above)K-LS1-1 Use observations to describe patterns of what plants and animals (inlcuding humans) need to survive.http://betterlesson.com/next_gen_science/browse/2056/ngss-k-ls1-1-use-observations-to-describe-patterns-of-what-plants-and-animals-including-humans-need-to-survive?from=domain_core_lesson_countCreate a Venn diagram to show what each needs (this could be a digital diagram)
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A.7.K.3 Demonstrate how to correct errors within an algorithm that accomplishes a simple taskRF.K.1 Demonstrate understanding of the organization and basic features of print. CAPS skills (right to left progression, top to bottom, page by page, line by line, one-to-one tracking, features of print, etc.) spelling assignments, adding capitals to proper nouns, K.OA.A.1-5 (See written explanations above)K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.http://betterlesson.com/next_gen_science/browse/2053/ngss-k-ps3-2-use-tools-and-materials-to-design-and-build-a-structure-that-will-reduce-the-warming-effect-of-sunlight-on-an-area?from=domain_core_lesson_countIf encountering a problem during the designing or building stage, the student can demonstrate how to correct the errors ro accomplish the task.
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RF.K.1.A Follow words from left to right, top to bottom, and page by page. K-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.http://betterlesson.com/next_gen_science/browse/2106/ngss-k-2-ets1-2-develop-a-simple-sketch-drawing-or-physical-model-to-illustrate-how-the-shape-of-an-object-helps-it-function-as?from=domain_core_lesson_countIf encountering a problem when developing their product, the student can demonstrate how to correct the errors ro accomplish the task.
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RF.K.1.C Understand that words are separated by spaces in print. Demonstrate one-to-one correspondence by matching oral words to printed words.
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A.7.K.4 Design algorithms of appropriate complexity as a group to show a simple processMaking charts to show daily routines, such as entering the classroom. Also, describing the life cycles of animals, pumpkins, etc. K.OA.A.1-5 (See written explanations above)K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.http://betterlesson.com/next_gen_science/browse/2060/ngss-k-ess2-2-construct-an-argument-supported-by-evidence-for-how-plants-and-animals-including-humans-can-change-the-environment?from=core_child_lesson_countStudents can describe steps that can be taken to change the environment to meet their needs.
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RI.K.2 With prompting and support, identify the main topic and retell key details of a text.Having students retell a story with a beginning, middle and end.
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A.8.K.1 Use a visual block-based programming language individually and collaboratively to solve problemsThe Foos, Code.org
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CC.9.K.1 Explore uses of computing and technologyUsing computer based programs/games for math practice
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CC.10.K.1 Use various input/output devicesUsing computer based programs/games for math practice
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CC.10.K.2 Demonstrate proper care of computer equipmentUsing computer based programs/games for math practice
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CC.10.K.3 Practice locating: ● letter and number keys ● enter key ● space bar with thumb Using visual representation of keyboard when physical keyboard is not availableRF.K.1.D Recognize and name all upper- and lowercase letters of the alphabet.alphabet recognitionUsing computer based programs/games for math practice
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CC.10.K.4 Learn proper seat posture
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CC.11.K.1 Discuss as a class how information can be communicated electronicallyW.K.6 With guidance and support from adults, explore a variety of digital tools to produce some writin, including collaboration with peers. Threatening a revealing email to student's mama if you don't straighten up, making "research notes" as a class after reading Pebble Go, or journaling through software such as Google ClassroomK-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.http://betterlesson.com/next_gen_science/browse/2064/ngss-k-ess3-3-communicate-solutions-that-will-reduce-the-impact-of-humans-on-the-land-water-air-and-or-other-living-things-in-th?from=core_child_lesson_countTeacher can record student responses in an electronic document to be posted in the room or to be used for future use.
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CC.11.K.3 Recognize that computing devices execute programsClassroom activities such as watching morning announcements and computer lab experiences such as using Lexia, Moby Max or Starfall
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CC.11.K.4 Identify simple hardware and software problems that may occur during use
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CGE.12.K.2 Recognize positive and negative behaviors for using computing devices
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CGE.12.K.3 Recognize various electronic information sourcesUtilizing websites and e-book libraries such as Tumblebooks, EPIC, or Pebble Go for non-fiction information.K-ESS3-2 Ask questions to obtain information about the purpose of weather forcasting to prepare for, and respond to, severe weather.* UCAR Center for Science Education: https://scied.ucar.edu/students*Teacher will use electronic resources to find information that will answer the students questions. *KWL chart
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PebbleGo (Paid); PebbleGo Next (Paid); National Geographic Kids;
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CGE.12.K.4 Recognize copyright, in various media
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