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1 | Computer Science Standards | ELA Standard | Resources | Lesson Activity and/or Notes | Math Standard | Resources | Lesson Activity and/or Notes | Science Standard | Resources | Lesson Activity and/or Notes | Social Studies ?? | ||||||||||||||||

2 | CT.1.1.1 Demonstrate the following basic steps when problem solving: ● understanding the problem ● considering various strategies | RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. | Phonetic Connections, ELLA strategies | When reading, students will use decoding skills to determine unknown words | AR.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem) | Apply to CGI problems | 1-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. 1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. | http://ngss.nsta.org/ https://mysteryscience.com betterlesson.com-Kathryn Yablonski | Students could investigate a problem and come up with various strategies to solve the problem. This would match several different science expirements that you do in the classroom. | ||||||||||||||||||

3 | CT.2.1.1 Demonstrate understanding of 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) | L.1.1.G Use prepositions (e.g., during, beyond, toward). | 1-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. | Bee-Bot ; CodeSpark (the Foos) ; other programs available through Code.org | Maps? Directionality? | ||||||||||||||||||||||

4 | CT.3.1.1 Solve problems of increasing complexity cooperatively | W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish some writing, including in collaboration with peers | digital devices | When publishing writing, students choose between a variety of digital tools (i.e. google slide, google doc, Word doc, PowerPoint, Padlet, etc.) | AR.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem) | Apply to CGI problems | 1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* 1-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://ngss.nsta.org/ https://mysteryscience.com | |||||||||||||||||||

5 | D.4.1.1 Describe how and why data is used | 1.MD.C.6 Organize, represent, and interpret data with up to three categories, using tally tables, picture graphs and bar graphs | Teachers Pay Teachers | Questioning, collecting data and summarizing the results using graphs or charts. | 1-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and
weaknesses of how each performs. | http://ngss.nsta.org/ https://mysteryscience.com | |||||||||||||||||||||

6 | D.4.1.2 Describe how numbers can be used to represent data (e.g., color by number, secret codes) | 1.MD.C.6 Organize, represent, and interpret data with up to three categories, using tally tables, picture graphs and bar graphs | Teachers Pay Teachers | Solve math problems and color by answer, solve secret codes to color or create images. | |||||||||||||||||||||||

7 | D.5.1.1 Recognize various tools for data collection as a class | W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. | When researching for a writing assignment, students can use a variety of resources (digital and non-digital), (i.e. PebbleGo database, YouTube videos, non-fiction books) | 1.MD.C.6 Organize, represent, and interpret data with up to three categories, using tally tables, picture graphs and bar graphs | Teachers Pay Teachers | Use of various materials such as chart paper, post -it notes, tally marks, hands up, hands down etc. | 1-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://ngss.nsta.org/ https://mysteryscience.com | |||||||||||||||||||

8 | D.5.1.2 Collect and arrange data based on a characteristic (e.g., size, color, shape, alphabetic) in teams | L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. | Phonetic Connections | Phonetic Connections sorting lessons with word patterns, ABC order | 1.MD.C.6 Organize, represent, and interpret data with up to three categories, using tally tables, picture graphs and bar graphs | https://www.illustrativemathematics.org/content-standards/1/MD/C/4/tasks/1233 | Weather Graph Data Task: this task requires students to gather, organize, represent and interpret data. The task also addresses 1 MD.C.4 which ask students to further interpret the data by comparing the information using fewer and more. | 1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted. | http://ngss.nsta.org/ https://mysteryscience.com | Create a moon pattern journal where students document the the phase of the moon each night. Look for patterns in data collected. | |||||||||||||||||

9 | D.5.1.3 Organize and visually represent data as a whole class and in teams | L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. | Phonetic Connections | Phonetic Connections sorting lessons with word patterns | |||||||||||||||||||||||

10 | D.6.1.1 Interpret and analyze concrete and pictorial graphs as a class and in teams | Create a pictorial graph for the phases of the moon each day for a month. | |||||||||||||||||||||||||

11 | A.7.1.1 Choose an algorithm to accomplish a specific task | W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. | Teachers Pay Teachers | How-To Writing | AR.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating computational fluency for addition and subtraction within 10 | http://www.freetech4teachers.com/2015/12/whats-algorithm-what-does-algorithm-do.html#.V_0EwuArLIW | |||||||||||||||||||||

12 | A.7.1.2 Compare and contrast algorithms of appropriate complexity | AR.Math.Content.1.OA.D.7 Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false | Compare the sum or difference on each side of the = sign to determine if the equation is true or false. | ||||||||||||||||||||||||

13 | A.7.1.3 Identify and correct errors within an algorithm that accomplishes a specific task | L.1.1 Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 1 when writing or speaking. | Writers checklist | Students will edit writing, with support of teacher/peers | AR.Math.Content.1.OA.D.7 Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false | Identify number sentences that are not equal and make corrections to make them true statements. | |||||||||||||||||||||

14 | A.7.1.4 Design and test algorithms of appropriate complexity collaboratively | W.1.7 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). | Teachers Pay Teachers | Complete the steps of 'how-to" writing, using materials required to complete the task | AR.Math.Content.1.NBT.C.4 Add within 100 using concrete models or drawings, relate the strategy used to a written expression or equation, and be able to explain the reasoning | Apply to CGI problems | |||||||||||||||||||||

15 | A.8.1.1 Use a visual block-based programming language individually and collaboratively to solve problems of increasing complexity | ||||||||||||||||||||||||||

16 | CC.9.1.1 Identify uses of computing and technology | W.1.10 Write routinely over short time frames for a range of discipline-specific tasks, purposes, and audiences. | digital devices | Students will determine which digital tool is appropriate to the specific task | |||||||||||||||||||||||

17 | CC.10.1.1 Demonstrate an appropriate level of proficiency with various input/output devices | W.1.6 Students should be given an opportunity to write using digital tools, but not all writing has to be produced digitally. | digital devices | Using various devices for writing | |||||||||||||||||||||||

18 | CC.10.1.2 Demonstrate proper care of computer equipment | ||||||||||||||||||||||||||

19 | CC.10.1.3 Practice locating: ● letter and number keys ● enter key ● space bar with thumb Using visual representation of keyboard when physical keyboard is not available | Practice typing words or sentences on paper keyboards | |||||||||||||||||||||||||

20 | CC.10.1.4 Demonstrate proper seat posture | ||||||||||||||||||||||||||

21 | CC.11.1.1 Discuss as a class how information can be communicated electronically | Send an email to a pen pal or another member of the class. | |||||||||||||||||||||||||

22 | CC.11.1.3 Identify a variety of computing devices | ||||||||||||||||||||||||||

23 | CC.11.1.4 Identify simple hardware and software problems that may occur during use | ||||||||||||||||||||||||||

24 | CGE.12.1.2 Recognize positive and negative behaviors for using computing devices | ||||||||||||||||||||||||||

25 | CGE.12.1.3 Recognize various electronic information sources | W.1.6 Students should be given an opportunity to write using digital tools, but not all writing has to be produced digitally. W.1.7 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). | digital devices; PebbleGo | Using digital tools for research and publishing writing | |||||||||||||||||||||||

26 | CGE.12.1.4 Discuss copyright, in various media | ||||||||||||||||||||||||||

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