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1 | Computer Science Standard | 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 Standard | Resources | Lesson Activity and/or Notes | |||||||||||||

2 | CT.1.2.1 Demonstrate the following basic steps when problem solving: ● understanding the problem ● considering and examining the efficiency of various strategies | L.2.1.G Use Preposistions Correctly | Graphic Organizers (Writing) Pre-Writing tasks, comparing which type would best suit their writing type. | AR.Math.Content.2.NBT.B.5 Add and subtract within 100 with computational fluency using strategies based on place value, properties of operations, and the relationship between addition and subtraction | number bonds, ten frames | Add & Subtract pulling out the multiples of ten then adding or subtracting what is left over in the one's place. | 2-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 | NSTA, nextgenscience.org, hookedonscience.org, inter4classrooms | ||||||||||||||||||

3 | CT.2.2.1 Demonstrate understanding of the relative positions of objects within a program (e.g., up, down, left, right, diagonal) | Code.org, Blockly,Scratch | MD.D.9 Generate data by measuring the same attribute of similar objects to the nearest whole unit • Display the measurement data by making a line plot, where the horizontal scale is marked off in whole- number units • Generate data from multiple measurements of the same object • Make a line plot, where the horizontal scale is marked off in whole-number units, to compare precision of measurements Note: After several experiences with generating data to use, the students can be given data already generated to create the line plot. OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns • Write an equation to express the total as a sum of equal addends | Measure objects to the nearest whole units in both centimeters and inches, feet and yards, centimeters and millimeters. | G.8.2.1Use map keys, legends, symbols, intermediate directions, scale, and compass rose to derive information from maps | Google Maps/Google Earth/Teacher Pay Teacher Code.Org (Unplugged Lessons) http://nationalgeographic.org/education/arkansas/ | Use precreated maps or student created maps of familar places to gain information. | |||||||||||||||||||

4 | CT.3.2.1 Solve problems of increasing complexity collaboratively | SL.2.1 Collaborative conversations take place when students talk jointely with others especially in an intellectual endeavor. SL.2.1a Follow agreed-upon rules for discussions. | During Guided Reading Groups discuss ways to "debug" a difficult word | MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes | According to the length of the object, students will choose which tool will be the best to use. Small groups measure the length of various objects using different measuring tools and then discuss & report to class the benefits & obstacles of each tool. | 2-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. | NSTA, nextgenscience.org, hookedonscience.org, inter4classrooms | |||||||||||||||||||

5 | D.4.2.1 Compare types of data and how it is used | RI.2.9 Compare and contrast the most imporatn points presented by two texts on the same topic. RL.2.9 Comapre and contrast two or more versions of the same story by different authors or from different cultures. | Data would be two different texts including setting, charcters, plot Number of students with same eye color , similar hair color, number of male/female, enjoy same sports | MD.D.9 Generate data by measuring the same attribute of similar objects to the nearest whole unit • Display the measurement data by making a line plot, where the horizontal scale is marked off in whole- number units • Generate data from multiple measurements of the same object • Make a line plot, where the horizontal scale is marked off in whole-number units, to compare precision of measurements Note: After several experiences with generating data to use, the students can be given data already generated to create the line plot. MD.D.10 Draw a picture graph and a bar graph, with single-unit scale, to represent a data set with up to four categories • Solve simple put-together, take-apart, and compare problems using information presented in a bar graph | 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties 2-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. | NSTA, nextgenscience.org, hookedonscience.org, inter4classrooms | ||||||||||||||||||||

6 | D.4.2.2 Use numbers to represent data (e.g., encode and decode a word with numbers) | NBTA.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 726 equals 7 hundreds, 2 tens, and 6 ones • Understand that 100 can be thought of as a group of ten tens — called a "hundred" • Understand that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine groups of 100 | This skill will be covered when teaching expanded form, place value, etc. | NSTA, nextgenscience.org, hookedonscience.org, inter4classrooms | ||||||||||||||||||||||

7 | D.5.2.1 Select and use various tools to collect data as a class and in teams | SL.2.2 Recount or describe key ideas or details from a text read aloud, information presented orally, or through other media W.2.7 Participate in shared research and writing projects. | Research: Book, Pebblego.com, video padlet.com | Collect data through paper/pencil, sticky notes, graphs | MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes | Students will choose the best tool for measuring objects according to the length of the object. | 2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly | NSTA, nextgenscience.org, hookedonscience.org, inter4classrooms | ||||||||||||||||||

8 | D.5.2.2 Collect and arrange data based on multiple characteristics (e.g., both size & color, alphabetic & phonemic patterns) as a class and in teams | Outline/Notetaking | 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties | NSTA, nextgenscience.org, hookedonscience.org, inter4classrooms | ||||||||||||||||||||||

9 | D.5.2.3 Organize and visually represent data with pictographs and bar graphs | MD.D.10 Draw a picture graph and a bar graph, with single-unit scale, to represent a data set with up to four categories • Solve simple put-together, take-apart, and compare problems using information presented in a bar graph | Use smartboard/computer to show these organized digitally | Use CGI math problems to teach this skill. | H.12.2.2 Create timelines to understand the development of the local community (e.g., founding, growth) | Popplet app on iPad or Web 2.0 tool for creating digital timelines. | Students can work collaboratively or independently to research the development of the community. Then record the events in a timeline format either in digital or written format. | |||||||||||||||||||

10 | D.6.2.1 Interpret and analyze graphs in teams and individually | Possible: RI.2.1 Ask and Answer Questions | MD.D.10 Draw a picture graph and a bar graph, with single-unit scale, to represent a data set with up to four categories • Solve simple put-together, take-apart, and compare problems using information presented in a bar graph | Use smartboard/computer to show these organized digitally | Use CGI math problems to teach this skill. | |||||||||||||||||||||

11 | A.7.2.1 Determine which steps will complete an algorithm to accomplish a task | RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral W.2.3 Write Naratives in which they recount a well-elaborated event or short sequence of events, includes details to describe actions, thoughts, and feelings, use temporal words to signal even order, and porvide a sense of closure L.2.1. Produce, Expand, and rearragne complete simple sentences. RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. | Graphic organizers such as a retelling ribbon, beginning middle end, sequencing, etc. Sentence strips | OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions • Represent a strategy with a related equation including a symbol for the unknown number | Math whole-group and small group discussions to how to solve a problem (steps needed to take) and how we know that will produce the correct answer | Use CGI math problems to teach this skill. | H.12.2.1
Create historical narratives using chronological sequences of related events in the community or region (e.g., founding of the town, construction of an important building) | Encylopedia of Arkansas, The Butler Center, local and/ or libraries. http://nationalgeographic.org/education/arkansas/ | Students can create a narrative in a variety of methods (report, presentation, etc.) to share the events of their community or region in chronological order. Use "timetoast.com" to creat online timeline with photos | |||||||||||||||||

12 | A.7.2.2 Compare and contrast algorithms of appropriate complexity | OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions • Represent a strategy with a related equation including a symbol for the unknown number | Use CGI math problems to teach this skill. | 2-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. | NSTA, nextgenscience.org, hookedonscience.org, inter4classrooms | |||||||||||||||||||||

13 | A.7.2.3 Identify and correct errors within an algorithm that accomplishes a task | Peer Review Rubric Checklists Todaysmeet | 2-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. | NSTA, nextgenscience.org, hookedonscience.org, inter4classrooms | ||||||||||||||||||||||

14 | A.7.2.4 Design and test algorithms of appropriate complexity collaboratively | RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. | Graphic organizer/flow chart | |||||||||||||||||||||||

15 | A.8.2.1 Use a visual block-based programming language individually and collaboratively to solve problems of increasing complexity | AR.Math.Content.2.G.A.1 | code.org (artist) | |||||||||||||||||||||||

16 | CC.9.2.1 Examine uses of computing and technology | W.2.6 with guidance and support from adults, use a variety of digital tools to produce and publish some writing, including in collaboration with peers. W.2.7 Participate in shared research and writing projects W.2.8 Recall Infomration from experiences or gather information from provdided resources to answer a question | Library: Online Card Catalog Publish Writing (Google Docs,slides, & forms) | 2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.* | Have students build a sketch of the model. Have them 'publish' their findings using a tech. tool | |||||||||||||||||||||

17 | CC.10.2.1 Demonstrate an appropriate level of proficiency with various input/output devices including keyboarding - can be a touchscreen keyboard. | |||||||||||||||||||||||||

18 | CC.10.2.2 Recognize the expense of the equipment and how care and protection of the computers can prolong use and save the cost of purchasing new equipment, therefore benefiting all students | W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish some writing, including in collaboration with peers. | google classroom | |||||||||||||||||||||||

19 | CC.10.2.3 Introduce proper keyboard positions including: ● fingers on home row keys ● space bar with thumb ● use enter key | W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish some writing, including in collaboration with peers. | google classroom | |||||||||||||||||||||||

20 | CC.10.2.4 Recognize proper keyboarding technique: ● posture ● elbows down ● body centered in front of keyboard | W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish some writing, including in collaboration with peers. | google classroom | Use Paint or Prezi to represent this model | ||||||||||||||||||||||

21 | CC.11.2.1 Discuss as a class how information can be communicated electronically. | SL.2.2 Recount or describe key ideas or details from a text read aloud, information presented orally, or through other media RL.2.7 Use information gianed from the illustrations and words in print or digital text to demonstrate understanding of its charcters, setting, or plot. W.2.6 With guidance and suport form adults, use a variety of digital tools to produce and publish some writing, including in collaboration with peers. RI.2.5 Know and use various text features to locate key facts or information in a text efficiently. | Collect Data, Blabberize.com, Present | Common Sense Media Lessons Publishing Writing Watching a Story Retelling/Recounting a story | MD.D.9 Generate data by measuring the same attribute of similar objects to the nearest whole unit • Display the measurement data by making a line plot, where the horizontal scale is marked off in whole- number units • Generate data from multiple measurements of the same object • Make a line plot, where the horizontal scale is marked off in whole-number units, to compare precision of measurements MD.D.10 Generate data by measuring the same attribute of similar objects to the nearest whole unit • Display the measurement data by making a line plot, where the horizontal scale is marked off in whole- number units • Generate data from multiple measurements of the same object • Make a line plot, where the horizontal scale is marked off in whole-number units, to compare precision of measurements | |||||||||||||||||||||

22 | CC.11.2.3 Describe the unique features of a variety of computing devices (e.g., processors, displays, storage types, input formats) | K-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. | ||||||||||||||||||||||||

23 | CC.11.2.4 Identify simple hardware and software problems that may occur during use | Recall information from experiences or gather information from provided sources to answer a question. | Journal keeping up with hardware and software problems and potential solutions eg.computer is not displaying video; have student check to see if monitor is turned on | |||||||||||||||||||||||

24 | CGE.12.2.2 Identify positive and negative behaviors for using computing devices | 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. | ||||||||||||||||||||||||

25 | CGE.12.2.3 Recognize various electronic information sources | SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings | Arkansas Attonery General Website | 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. | ||||||||||||||||||||||

26 | CGE.12.2.4 Identify and name resources used in the process of gathering information. | SL.2.1b Build on others' talk in conversations by linking their comments to the remarks of others | Group discussions about where to get research information. | |||||||||||||||||||||||

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