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4 | Content | Strand | Number | Text | Primary Lesson | Intermediate Lessons | MS, HS Lessons | Computer Science Lessons | Grab Bag Lessons | ||||||||||||||||||
5 | CCSS | ELA | CCRA.R.3 | Analyze how and why individuals, events, or ideas develop and interact over the course of text. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. | P.1.8, P.1.9 | ELA-Character Mimic, ELA-Storytelling | |||||||||||||||||||||
6 | CCSS | ELA | CCRA.SL.1 | Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. | Design Thinking | ||||||||||||||||||||||
7 | CCSS | ELA | CCRA.SL.4 | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and organization, development, and style are approrpiate to task, purpose, and audience | Design Thinking | ||||||||||||||||||||||
8 | CCSS | ELA | CCRA.SL.6 | Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate | Design Thinking | ||||||||||||||||||||||
9 | CCSS | ELA | CCRA.W.2 | Write informative/explanatory texts to examine and convery complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | CS.1.9 | Biology-Animal Adaptations, Biology-Interdependence-Ecosystems, Earth Science-Extreme Weather | |||||||||||||||||||||
10 | CCSS | ELA | SL.4.1.C | Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. | Physical Science - Waves, Physical Science - Drawing Waves, Physical Science - Energy | ||||||||||||||||||||||
11 | CCSS | ELA | SL.4.1.D | Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. | Physical Science - Waves, Physical Science - Drawing Waves, Physical Science - Energy | ||||||||||||||||||||||
12 | CCSS | ELA | CCRA.W.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. | Int.1.8, Int.1.9 | ||||||||||||||||||||||
13 | CCSS | ELA | CCRA.W.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | CS.1.9 | ELA-Storytelling | |||||||||||||||||||||
14 | CCSS | ELA | CCRA.W.5 | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. | ELA-Storytelling | ||||||||||||||||||||||
15 | CCSS | Math | 1.MD.A.2 | Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with notgaps or overlaps. | Measurement | ||||||||||||||||||||||
16 | CCSS | Math | 2.MD.A.1 | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. | Measurement | ||||||||||||||||||||||
17 | CCSS | Math | 2.MD.A.2 | Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. | Measurement | ||||||||||||||||||||||
18 | CCSS | Math | 2.MD.A.3 | Estimate lengths using units of inches, feet, centimeters, and meters. | Measurement | ||||||||||||||||||||||
19 | CCSS | Math | 3.MD.B.4 | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units--whole numbers, havles, or quarters. | Measurement | ||||||||||||||||||||||
20 | CCSS | Math | 4.OA.C.5 | Generate and analyze patterns. Identify apparent features of the pattern that were not explicit in the rule itself. | Physical Science - Waves, Physical Science - Drawing Waves | ||||||||||||||||||||||
21 | CCSS | Math | 6.SP.B.5.C | Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered | Int.1.5 | Averages | |||||||||||||||||||||
22 | ISTE | Empowered Learner | 1.a. | Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes | Biology-Animal Adaptations, Biology-Interdependence-Ecosystems, Earth Science-Extreme Weather, Physical Science - Drawing Waves, Communication Challenge | ||||||||||||||||||||||
23 | ISTE | Empowered Learner | 1.b. | Build networks and customize their learning environments in ways that support the learning process. | Biology-Animal Adaptations, Biology-Interdependence-Ecosystems, Earth Science-Extreme Weather, Physical Science - Drawing Waves, Communication Challenge | ||||||||||||||||||||||
24 | ISTE | Empowered Learner | 1.c. | Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. | P.1.4, P.1.10 | Int.1.3, Int.1.7, Int.1.10 | HS.1.4, HS.1.5 | Biology-Animal Adaptations, Biology-Interdependence-Ecosystems, Earth Science-Extreme Weather, Physical Science - Drawing Waves, Communication Challenge | |||||||||||||||||||
25 | ISTE | Empowered Learner | 1.d. | Understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. | P.1.1, P.1.2, P.1.3, P.1.4, P.1.5, P.1.6, P.1.7, P.1.8, P.1.9 | Int.1.1, Int.1.2, Int.1.3, Int.1.4, Int.1.5, Int.1.6, Int.1.8, Int.1.9 | HS.1.1, HS.1.2, HS.1.3 | CS.1.6 | Biology-Animal Adaptations, Biology-Interdependence-Ecosystems, Earth Science-Extreme Weather, Physical Science - Drawing Waves, Math-Averages, Math-Measurement, ELA-Character Mimic, ELA-Storytelling, Communication Challenge | ||||||||||||||||||
26 | ISTE | Innovative Designer | 4.a. | Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. | P.1.3, P.1.4, P.1.6, P.1.7 | Int.1.4, Int.1.5 | HS.1.2, HS.1.3 | CS.1.1, CS.1.3, CS.1.4, CS.1.5, CS.1.6, CS.1.7, CS.1.8, CS.1.9 | Design Thinking, Averages, Measurement, Communication Challenge | ||||||||||||||||||
27 | ISTE | Innovative Designer | 4.b. | Select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. | P.1.8, P.1.9, P.1.10 | Int.1.7, Int.1.8, Int.1.9, Int.1.10 | HS.1.4, HS.1.5 | Design Thinking, ELA-Character Mimic, ELA-Storytelling, Communication Challenge | |||||||||||||||||||
28 | ISTE | Innovative Designer | 4.c. | Develop, test and refine prototypes as part of a cyclical design process. | P.1.10 | Int.1.2, Int.1.3, Int.1.7, Int.1.10 | HS.1.4, HS.1.5 | CS.1.2, CS.1.3, CS.1.4, CS.1.5, CS.1.6, CS.1.7, CS.1.8, CS.1.9 | Design Thinking, Communication Challenge | ||||||||||||||||||
29 | ISTE | Innovative Designer | 4.d. | Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. | P.1.1, P.1.2, P.1.3, P.1.4, P.1.5, P.1.6, P.1.7, P.1.8, P.1.9, P.1.10 | Int.1.1, Int.1.2, Int.1.3, Int.1.4, Int.1.5, Int.1.6, Int.1.7, Int.1.8, Int.1.9, Int.1.10 | HS.1.1, HS.1.2, HS.1.3, HS.1.4, HS.1.5 | CS.1.2, CS.1.3, CS.1.4, CS.1.5, CS.1.6, CS.1.7, CS.1.8, CS.1.9 | Design Thinking, Averages, Measurement, ELA-Character Mimic, ELA-Storytelling, Communication Challenge | ||||||||||||||||||
30 | ISTE | Computational Thinker | 5.a. | Formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploreing and finding solutions. | P.1.8, P.1.9 | Physical Science - Waves, Physical Science - Drawing Waves, Physical Science - Energy, Communication Challenge | |||||||||||||||||||||
31 | ISTE | Computational Thinker | 5.b. | Collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making. | P.1.1, P.1.2, P.1.3, P.1.5, P.1.6, P.1.7, P.1.8, P.1.9 | Int.1.5, Int.1.6, Int.1.7, Int.1.8, Int.1.9 | HS.1.2, HS.1.3, HS.1.4, HS.1.5 | CS.1.2 | Physical Science - Waves, Physical Science - Drawing Waves, Physical Science - Energy, Averages, Measurement, ELA-Character Mimic, ELA-Storytelling, Communication Challenge | ||||||||||||||||||
32 | ISTE | Computational Thinker | 5.c. | Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. | Int.1.2, Int.1.3 | HS.1.1 | CS.1.1, CS.1.2, CS.1.3, CS.1.4, CS.1.5, CS.1.6, CS.1.7, CS.1.8, CS.1.9 | Physical Science - Waves, Physical Science - Drawing Waves, Physical Science - Energy, Communication Challenge | |||||||||||||||||||
33 | ISTE | Computational Thinker | 5.d. | Understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions. | P.1.2, P.1.8, P.1.9, P.1.10 | Int.1.1, Int.1.2, Int.1.3, Int.1.4, Int.1.7, Int.1.8, Int.1.9, Int.1.10 | HS.1.1, HS.1.4, HS.1.5 | CS.1.5, CS.1.6 | Physical Science - Waves, Physical Science - Drawing Waves, Physical Science - Energy, Communication Challenge | ||||||||||||||||||
34 | ISTE | Creative Constructor | 6.a. | Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. | |||||||||||||||||||||||
35 | ISTE | Creative Constructor | 6.b. | Create original works or responsibly repurpose or remix digital resources into new creations. | P.1.5, P.1.8, P.1.9 | Int.1.6, Int.1.8, Int.1.9 | ELA-Character Mimic, ELA-Storytelling | ||||||||||||||||||||
36 | ISTE | Global Collaborator | 7.a. | Use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning. | P.1.1, | ||||||||||||||||||||||
37 | ISTE | Global Collaborator | 7.c. | Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. | P.1.4 | Int.1.1, Int.1.3 | |||||||||||||||||||||
38 | ISTE | Global Collaborator | 7.d. | Explore local and global issues and use collaborative technologies to work with others to investigate solutions. | P.1.10 | Int.1.7, Int.1.10 | HS.1.4, HS.1.5 | ||||||||||||||||||||
39 | ISTE | Knowledge Constructor | 3.a. | Plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. | Biology-Interdependence-Ecosystems, Earth Science-Extreme Weather | ||||||||||||||||||||||
40 | ISTE | Knowledge Constructor | 3.b. | Evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. | Biology-Interdependence-Ecosystems, Earth Science-Extreme Weather | ||||||||||||||||||||||
41 | ISTE | Knowledge Constructor | 3.c. | Curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. | Biology-Interdependence-Ecosystems, Earth Science-Extreme Weather | ||||||||||||||||||||||
42 | ISTE | Knowledge Constructor | 3.d. | Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. | CS.1.8, CS.1.9 | Biology-Interdependence-Ecosystems, Earth Science-Extreme Weather | |||||||||||||||||||||
43 | K12CS | Program Development | People develop programs collaboratively and for a purpose, such as expressing ideas or addressing problems. [HS: People design meaningful solutions for others by defining a problem's criteria and constraints, carefully considering the deiverse needs and wants of the community, and testing whether criteria and constraints were met.] | P.1.1, P.1.4, P.1.10 | Int.1.3, Int.1.7, Int.1.10 | HS.1.3, HS.1.5 | CS.1.1, CS.1.6 | Communication Challenge | |||||||||||||||||||
44 | K12CS | Control | Computers follow precise sequences of instructions that automate tasks. Program execution can also be nonsequential by repeating patterns of instructions and using events to initiate instructions. [ HS: Programmers select and combine control structures, such as loops, event handlers, and conditionals, to create more complex program behavior.] | P.1.2, P.1.10 | Int.1.10 | HS.1.3, HS.1.5 | |||||||||||||||||||||
45 | K12CS | Variables | Information in the real world can be represented in computer programs. Programs store and manipulate data, such as numbers, words, colors, and images. The type of data determines the actions and attributes associated with it. | P.1.2 | CS.1.1, CS.1.2, CS.1.3, CS.1.4, CS.1.5, CS.1.7, CS.1.8, CS.1.9 | ||||||||||||||||||||||
46 | K12CS | Algorithms | People follow and create processes as part of daily life. Many of these processes can be expressed as algorithms that computers can follow. [HS: People evaluate and select algorithms based on performance, reusability, and ease of implementation. Knowledge of common algorithms improves how people develop software, secure data, and store information.] | P.1.2 | Int.1.6 | HS.1.2 | CS.1.1, CS.1.2, CS.1.3, CS.1.4, CS.1.7, CS.1.8, CS.1.9 | ||||||||||||||||||||
47 | K12CS | Computing Systems | People interact with a wide variety of computing devices that collect, store, analyze, and act upon information in ways that can affect human capabilities both positively and negatively. The physical components (hardware) and instructions (software) that make up a computing system communicate and process information in digital form. An understanding of hardware and software is useful when troubleshooting a computing system that does not work as intended. | P.1.3, P.1.6 | Int.1.2, Int.1.4, Int.1.5 | CS.1.5, CS.1.6 | Communication Challenge, Function Box | ||||||||||||||||||||
48 | K12CS | Inference and Models | Data can be used to make inferences or predictions about the world. Inferences, statements about something that cannot be readily observed, are often based on observed data. Predictions, statements about future events, are based on patterns in data and can be made by looking at data visualizations, such as charts and graphs. | P.1.3, P.1.5, P.1.6 | Int.1.6 | CS.1.1, CS.1.2, CS.1.6 | |||||||||||||||||||||
49 | K12CS | Networks and the Internet | Computing devices typically do not operate in isolation. Networks connect computing devices to share information and resources and are an increasingly integral part of computing. Networks and communication systems provide greater connectivity in the computing world by providing fast, secure communication and facilitating innovation. | CS.1.5 | |||||||||||||||||||||||
50 | K12CS | Modularity | Complex tasks can be broken down into simpler instructions, some of which can be broken down even further. Likewise, instructions can be combined to accomplish complex tasks. [HS: Complex programs are designed as systems of interacting modules, each with a specific role, coordinating for a common overall purpose. These modules can be procedures within a program; combinations of data and procedures; or independent, but interrelated programs. Modules allow for better management of complex tasks.] | P.1.3, P.1.4, P.1.6, P.1.10 | Int.1.2, Int.1.3, Int.1.4, Int.1.5, Int.1.7, Int.1.10 | HS.1.1, HS.1.2, HS.1.4 | CS.1.1, CS.1.2, CS.1.3, CS.1.4, CS.1.5, CS.1.7, CS.1.8, CS.1.9 | Communication Challenge | |||||||||||||||||||
51 | K12CS | Culture | The development and modification of computing technology is driven by people's needs and watns and can affect groups differently. Computing technologies influence, and are influenced by, cultural practices. | Int.1.1 | |||||||||||||||||||||||
52 | NGSS | Engineering & Design Thinking | K-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. | P.1.2, P.1.5 | ||||||||||||||||||||||
53 | NGSS | Engineering & Design Thinking | K-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. | P.1.4, P.1.10 | ||||||||||||||||||||||
54 | NGSS | Engineering & Design Thinking | K-2-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. | P.1.5 | ||||||||||||||||||||||
55 | NGSS | Engineering & Design Thinking | 3-5-ETS1-2 | Generate and compare multiple solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | Int.1.3, Int.1.7, Int.1.10 | ||||||||||||||||||||||
56 | NGSS | Engineering & Design Thinking | 3-5-ETS1-3 | Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. | Int.1.3, Int.1.7, Int.1.10 | ||||||||||||||||||||||
57 | NGSS | Engineering & Design Thinking | MS-ETS1-2 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | HS.1.2, HS.1.3, HS.1.5 | ||||||||||||||||||||||
58 | NGSS | Engineering & Design Thinking | MS-ETS1-3 | Analyze data from tests to determine similarities and differences among several design solutions to identify th e best characteristics of each that can be combined into a new solution to better meet the criteria for success. | HS.1.2, HS.1.3, HS.1.5 | ||||||||||||||||||||||
59 | NGSS | Engineering & Design Thinking | MS-ETS1-4 | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | HS.1.2, HS.1.3, HS.1.5 | ||||||||||||||||||||||
60 | NGSS | Science Practices | Asking Questions and Defining Problems - A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world works and which can be empirically tested. | P.1.1, | Int.1.1 | Design Thinking | |||||||||||||||||||||
61 | NGSS | Science Practices | Planning and Carrying Out Investigations - Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters | P.1.3, P.1.6, P.1.7 | Int.1.2, Int.1.4, Int.1.5 | HS.1.1 | Design Thinking | ||||||||||||||||||||
62 | NGSS | Science Practices | Using Mathematics and Computational Thinking - In both science and engineering, mathematics and computation are fundamental tools for representing physical vairables and their relationships. They are used for a range of tasks scuh as constructing simulations, statistically analyzing data, and recognizing, expressing, and applying quantitative relationships. | P.1.3, P.1.6, P.1.7 | Int.1.2, Int.1.4, Int.1.5 | Design Thinking, Averages, Measurement | |||||||||||||||||||||
63 | NGSS | Science Practices | Developing and Using Models - A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations. | P.1.5, P.1.8, P.1.9 | Int.1.6 | HS.1.4 | Design Thinking, ELA-Character Mimic | ||||||||||||||||||||
64 | NGSS | Science Practices | Analyzing and Interpreting Data - Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools to identify the significant features and patterns in the data. | Averages, Measurement | |||||||||||||||||||||||
65 | NGSS | Earth Science & Solar System | 3-ESS3-1 | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. | Earth Science-Extreme Weather | ||||||||||||||||||||||
66 | NGSS | Life Science | 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. | Biology-Animal Adaptations | ||||||||||||||||||||||
67 | NGSS | Life Science | 3-LS2-1 | Construct an argument that some animals form groups that help members survive. | Biology-Interdependence-Ecosystems | ||||||||||||||||||||||
68 | NGSS | Life Science | 3-LS4-2 | Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. | Biology-Animal Adaptations | ||||||||||||||||||||||
69 | NGSS | Life Science | 3-LS4-3 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. | Biology-Animal Adaptations | ||||||||||||||||||||||
70 | NGSS | Life Science | 4-LS1-2 | Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. | Biology-Animal Adaptations | ||||||||||||||||||||||
71 | NGSS | Life Science | HS-LS2-8 | Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. | Biology-Interdependence-Ecosystems | ||||||||||||||||||||||
72 | NGSS | Physical Science | 1-PS4-3 | Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. | Physical Science - Waves | ||||||||||||||||||||||
73 | NGSS | Physical Science | 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. | Communication Challenge | ||||||||||||||||||||||
74 | NGSS | Physical Science | 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. | P.1.2, P.1.3 | ||||||||||||||||||||||
75 | NGSS | Physical Science | 2-PS1-3 | Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. | All | ||||||||||||||||||||||
76 | NGSS | Physical Science | 4-PS3-2 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. | Physical Science - Energy | ||||||||||||||||||||||
77 | NGSS | Physical Science | 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another | Physical Science - Energy | ||||||||||||||||||||||
78 | NGSS | Physical Science | 4-PS4-1 | Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. | Physical Science - Waves, Physical Science - Drawing Waves | ||||||||||||||||||||||
79 | NGSS | Physical Science | 4-PS4-3 | Generate and compare multiple solutions that use patterns to transfer information | Communication Challenge | ||||||||||||||||||||||
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