Ember Brock - Csfundamentals LRP

Computer Science Fundamentals
Ember Brock
Kauluwela Elementary School
Course #: CT185538
Section #: 304586
Portfolio Due Date: 08/08/2021

Course End Date: 09/05/2021
Course #: CT185538 | Section #: 304586
SECTION 1
Introduction
Caption:
This document is a collection of information and the background of the student population within my current classroom. It
will be the initial evidence of student understanding and the foundation for lesson design. This is a brief description of the
students who will be providing evidence throughout the portfolio as well as the baseline data. This introduction will serve
to provide context for the rest of the portfolio.
Evidence:
My professional background is primarily teaching and elementary education experience. I have been working
with the Department of Education as a part-time employee since I was 18 years old, in different positions at
different schools. I also have been volunteering in elementary schools as a teacher assistant since I can
remember. I have always wanted to be a teacher and geared my education experience toward this goal. I have a
B.Ed. in Elementary Education and a Minor in Elementary Music Education. I was a certified substitute teacher
for a while when I was working to earn my state license and can now happily say that I am a full-time teacher at
Kauluwela Elementary School in the Honolulu District.
Kauluwela Elementary School currently has an enrolled student body of over 420 children. Many of the
studentsʻ families have elected to maintain distance learning for the course of the 2020 - 2021 Academic Year
due to the COVID-19 Pandemic. Overall, the student population qualifies for Free and Reduced Lunch which
allows every child to receive a free breakfast and a free lunch. We are also a Title 1 school with funding
available to support the students' various needs. Those families which have elected to remain distanced are still
able to come to the school during meal times to pick-up food for the students to eat at home. The school has
also been able to re-direct funding into providing our students with the technology that they need to be
successful through the pandemic and have issued several hundred laptops, charging cables, hotspots, and other
devices to the families.
The current enrollment in my class is listed at 21 students, however there are only 13 students who attend class
regularly. The remainder are participating in the Acellus program until the end of May. It will be the thirteen in-
person students who provide the data found throughout this portfolio. Each of my students has access to a
laptop and to the internet to ensure that education can be provided equally to all of the students. I am very
thankful that I get to see my kids every day whether we are on-campus or virtual.
We have 8 female students and 5 male students on campus regularly from my class. None of the students are
classified as SPED however there are 7 students who receive ELL services throughout the week as well as
supplemental digital programing and PTT support. Each of the children are performing at a different academic
level and require various amounts of support depending on the content we are focusing on for the lessons.
For the student samples provided throughout the portfolio, I have elected to submit work from students that
showcase three different types of learners in my classroom. One student is classified as ESL, another student is
not classified but faces struggles academically, and the third student is performing on-level with reading and
math. I hope to show that the lesson implementations and modifications in the portfolio are effective with all
students in the class.
When it comes to teaching computer science, I have a little bit of experience at the elementary school level. In
high school, I had to complete a program called “Senior Project” to graduate with honors recognition. My
“Senior Project”was the integration of technology with music in lower grades. I started working on my project
the summer before my senior year to gain experience and foundational data. I worked at a summer school as the
technology teacherʻs assistant. I got to teach a few lessons with different programs and work with kids to do
everything from typing lessons to creating a digital firework show. I continued to spend my senior year working
with the technology coordinator and a retired teacher to develop and implement fully integrated lessons,
combining digital programs and music. Once I graduated high school, I continued to work at that school with
the technology and computer teacher; I worked the summer school over the summers in college and was a part-
time school employee for the academic year.
After the first session with Shawn Ford, I know that a majority of the lessons I led were closer to technology
literacy skills than they were to computer sciences and programming. I think that the primary source of
experience, closest to coding, were the music composition lessons I led with the second graders. I taught them
how to use GarageBand to compose their own musical pieces with different themes and intent. I look forward to
learning more about computer sciences and how I can continue to integrate my lessons with my students.
Pre Self Survey Assessment
Caption:
This document is evidence of my completion of the pre-assessment for the Computer Science course as well as
the baseline data for my personal growth. This document shows my comfort levels, experiences, and
understanding prior to the start of the first session. It also includes a personal reflection of the first session and
my new levels of comprehension.
Evidence of Responses:
Personal Reflection:
This reflection of the pre-assessment for the Computer Science Fundamentals course with Shane Asselstine will
show that I had no idea what the CS Standards were before taking this course or how to begin applying them to
my teaching practices. It will also show that I have a stable background in technology and will be able to
quickly implement lessons with my students as I have already, nearly accidentally, established a foundation for
computer sciences with my class.
Reflecting on the pre-assessment, I can see how this shows my limited background in Computer Sciences. I had
no understanding of the CS Standards or that it would soon be part of the report cards. I marked that I was “not
at all comfortable” with the Core CS Concepts because I had no knowledge of what that meant. I also marked
that I was not very confident in running different approaches to teaching computer science for the same reason.
I made the correct assumption that the “unplugged” and “physical” lessons were taught without digital materials
and that the “plugged” lessons were digital, which I had hoped to mean that I would be able to teach them
without much training, but still did not feel as though I knew what they really were. I also had indicated that I
felt fairly comfortable with the different teaching and learning strategies because each seemed to be self-
explanatory and very similar to strategies that I currently implement. I was correct in guessing that these would
be easy to apply to lessons, but I did not know about the lesson designs.
The final question in the pre-assessment is asking for my expectations and I had a quite simple answer: I want
to bring back information and resources that I can use with my underprivileged students. The community that I
teach in is very limiting to the students. A lot of the kids donʻt realize how many opportunities and skills there
are in the world and they really only get to see the academic pressure side to schooling. I want to make sure that
my students move on to the next grade with the skills and knowledge that they need to succeed, but I also want
to make sure that they know they can be ANYTHING. I never want my students to feel that they need to limit
themselves because of their community or culture or economic situation. Computers are influencing so many
different industries and the development of new technologies is the driving force behind every aspect of human
society. I want to make sure that my students are able to be an active part of the present and future, regardless of
their roots.
At the end of the course, it will be interesting to see all the data collected from my students. I am excited to start
working with them in coding and algorithmic thinking. I can see that it will help guide their thinking in other
areas as well, with problem solving and sequencing. I am so excited to keep going and to show how smart my
students are.
Post Self Survey Assessment

Caption:
This document is evidence of my personal and professional growth at the end of the Computer Science
Fundamentals course. This is a summary and the screenshots of my responses to the post-survey as well as a
reflection on my responses. This compares my initial answers from the pre-survey to the final answers in this
last survey to catalog my professional development.
Evidence:
Reflection:
This reflection of my post-survey will show that I am far more comfortable and confident in teaching computer
sciences. I have a much stronger understanding of the difference between computer literacy skills and computer
sciences. I also have many resources to help guide my curriculum and teachings in the classroom.
Comparing my pre-assessment responses to the post-assessment responses, I can see that I learned a lot and
grew markedly more confident in my ability to teach computer sciences. My familiarity with the core concepts
is the largest improvement, since I had known nothing at the start. I also show a total jump from “Disagree” to
“Strongly Agree” in relation to running the different types of computer science lessons. Now that I know and
understand the terminology and lessons, with experience in each area, I am more confident and have already
begun teaching coding to my class.
The interesting thing to note in my responses and the comparison is that I have marked lower in Journaling on
the post-assessment. I am less comfortable now than I was at the beginning. This is because my understanding
of Journaling has changed as I learned more about computer sciences and the application of journals in the
lessons. With my students and school demographic, I think that journaling is a good tool, but it is going to need
a series of mini-lessons and guided practice. This is a practice that will need to be applied carefully with my
class or it will not have the desired use / effective implementation. I believe that it is easier to teach my class
block coding than it is to introduce journaling this late in the school year.
For the final question in the post-assessment, I am pleased to say that I won a drawing for a full class set of
equipment from VEX Robotics and will be moving to the Specials teacher position the upcoming academic
year. I will be teaching Music as one block and Computer Sciences / Coding as the second. I want to continue to
learn about computer sciences and stay up to date to best serve the students. I also want to make sure that the
kids are having fun, getting exposure to computer sciences, and feel confident in their projects. Since we are an
elementary school, I want to help the kids see all the options available to them in the future. I am so excited to
get to work with them in coding and robotics.
SECTION 2
Reflection - Day 1
Caption:
This document is evidence of my attendance and participation in the first session of Computer Science Fundamentals with
Shane Asselstine on Saturday, April 3, 2021. This is evidence of my engagement and demonstrates a personal reflection
of understanding based on the pre-assessment as well as the information shared throughout the presentation and breakout
groups.
Evidence:
Prior to the start of the first session of Computer Science Fundamentals with Shane Asselstine, my
understanding of computer science was very basic. I knew that there were computer science standards, but I had
not been exposed to them or trained in any way. I also knew that there was a difference between the literacy
skills in technology and computer sciences, however I did not know where the line was that separated the two. I
have a bit of background experience in different coding languages and using different programs designed for the
elementary level, so I was not starting at ground-zero.
At the start of the session, we had a quick, fun round of rapid introduction using the shared Google Slides. We
got to see who else was in the class with us and where everyone is from. We also had a quick overview of the
schedule and things to expect throughout the day.
A majority of the day and the first session was spent introducing the Computer Science Core Concepts and the
Code.org lessons. I really appreciate the effort that went into the planning for this session. Having no
knowledge of the new standards or of Code.org, I needed the simple breakdown and the demonstrations. I found
it helpful to meet in the breakout rooms with other teachers to talk about and work on the lessons together. Each
of the activities were incorporated really well and did not slow down the pace of the class.
The interactive slides in the presentation were great for collaboration and working with other teachers. I enjoyed
seeing their responses and answers to the various prompts and activities. I also enjoyed the lesson
demonstrations / role-playing parts. I liked the way Shane was able to move smoothly through the lessons and
still show how it could be adapted to other grade levels and teaching styles. I found working with other teachers
in the breakout sessions to be the most useful. I love learning from other schools and their implementations
because they often bring in knowledge and experience that I wouldnʻt get otherwise. The time I spend talking
and collaborating with teachers in different areas is the most valuable when it comes to implementation.
I didnʻt understand the pre-assessment prompt “I feel comfortable running the following approaches to
computer science lessons” although the names of the approaches gave me a vague idea. I marked that I
disagreed with the statement for all of the options, yet I now feel as though I could successfully conduct an
Unplugged lesson (conceptual and skill targeted lesson using physical materials) with my students this week. I
love how the lessons on Code.org are written and I can think of dozens of ways to adapt the content to best suit
my students. I have ideas for how to simplify and how to challenge my students depending on their responses.
At the start of the pre-assessment, prior to the first session, I did not know how this PD would work or if it was
going to be something that I could really work with. Now, at the end of day one, I am excited to start working
on coding with my class and get the kids excited as well. I am looking forward to the rest of the sessions and
learning more about how to bring coding to my students.
Reflection - Day 2
Caption:
This document is a personal reflection of my time in the second session of Computer Science Fundamentals.
This will serve to show my thoughts at this stage as well as to guide my lessons and teachings. This reflection
will show the changes in practice after learning more information and participation in the session.
Evidence:
For the second day of the Computer Science Fundamentals course led by Shane Asselstine held on Saturday,
April 17th, 2021, I was only able to participate for half of the day due to a medical emergency.
For the start of the session, we all wrote down a piece of advice for the day. It was a really positive way to start
out the Saturday morning and I appreciate the activity. It was also good practice for those who needed
reminders on how the interactive elements of the presentation were going to work. I enjoy the little ice breaker
activities that Shane uses as transitions throughout the session.
We then went on to review the “Gots and Needs” from the first session as well as the schedule and goals for
today. We covered the timeline for the implementation of the Computer Science Standards in Hawai’i for the
next few years. I really enjoy this review and getting to reflect on the previous session. It helps to remind me of
what we covered and the activities that we got to do. This was particularly helpful during this session because
there was a two week gap between the first session and this one. With everything going on at school and
distance learning, the reminders and reviews are crucial.
Once we started to cover the lessons and the materials for the plugged activities, my medical condition began
acting up and I was having a hard time following along and focusing. I continued to listen in and took my
medication, but it wasn’t effective and I wasn’t able to really participate with the class. I had to leave and take a
trip to urgent care, missing the rest of the day.
I went back to review the slides and links shared to try to get an understanding of the class and what was
covered. I wanted to make sure that I had conceptual understanding of the topics, even if I had missed the
application and activities. The slides were helpful and I got to explore the links on my own, but I was missing
the explanations and discussion elements.
When it comes to the application of the lessons and materials in my practice with my second graders, I think
that being able to work with others is very helpful, but I do not think that missing that experience will have a
negative impact on my teaching. I love that I got to explore the sites and activities on my own and I got to share
the experience that my students will have, with the benefit of being able to solve my own problems. I believe
that this will help me better teach my students and engage them in the activities. I will now have had the lost
experience and can support my students in their lessons and navigation with knowledge and experience rather
than trying to figure it out on the spot with them.
While I was creating my implementation plan, I had a lot of fun trying out all the student activities on my own. I got to
test out the different lessons and see what I could do with my students and their individual levels. The biggest challenge
for me was trying to plan for the students that love to work with computers and have done coding on their own. The
students who have had no experience are easy to teach because I can help them with the basics and fundamental skills.
The few that I have that can get the coding experience and support at home are the ones that I am, essentially, challenged
to challenge.
One of my students in particular has an older sibling in high school, doing coding, and teaching my student as they learn
themselves. That child is very bright and I want them to get experiences that are new and personal. In the end, I let that
student start at a higher Course in Code.org than everyone else and made sure that all of the lessons were available. That
way, they were not confined to the same experience as the rest of the class and could continue to progress at their own
pace, rather than wait for their peers. This student is doing the same unplugged lessons and whole group activities,
however, because I think that these are very valuable lessons for all of the students to be able to really understand the
concepts. My student has also been very positive and helpful with peers that are not so quick to catch on, supporting them
in the plugged lessons that are lower level so that they can progress.
Reflection - Day 3
Caption:
This is a personal reflection of the lessons and presentations hosted by Shane Asselstine on Saturday, April
24th, 2021. On the last day of class, we focused on Physical Computing and the application of skills acquired
into a final project. We looked at different examples and practiced the lesson progressions. This reflection will
serve as evidence of my participation in the session as well as evidence for my implementation plans.
Evidence:
For the start of the last session, we all wrote short reflections in a slide sharing how our perceptions and mindset
have changed from Day 1. We shared as a group how we (overall) felt more confident with lesson
implementation and content than we started out with.
We then moved over to the “Gots and Needs” slides, which I really appreciate. We talked about the positives
from the previous session and the top activities, as well as reviewing some topics from the previous week. I
enjoy this part of the session because it is so positively framed and it sets the tone for the rest of the day. I also
like that we get to see the goals for the day and their connections to the different topics that Shane plans to
cover in the time given.
Starting with computational thinking, we looked at the application of general computational thinking and the
definition as it connects to computer sciences. “Computational thinking refers to the thought process involved in
expressing solutions as computational steps or algorithms that can be carried out by a computer” (Cuny, Snyder,
& Wing, 2010; Aho, 2011; Lee, 2016). This was a really great way to phrase and define the topic. It is basically
a way of thinking through a problem or problems that makes it easier and faster to find a solution. We
completed an exercise in math computation that shows all the different ways we think through problems and
how you can apply practical computational thinking to mathematics and find the solution quickly without a
computer. It also demonstrated an unplugged lesson by having us (as students) work through a problem with a
solution, without technology, and then connecting the lesson to the computer sciences. I really love getting to
experience the lesson styles and the application of theories without having to role play as a child. It is more
meaningful and stronger of an impression when I genuinely am experiencing the connections rather than
playing along.
We then moved to define physical computing: “Physical computing means creating or using devices that
interact with the world around them. A physical computer senses its environment, processes that information,
and then performs some action.”
This was really interesting and helped me understand physical computing. The smart watch that I wear daily
and use to help guide my fitness habits is an example of physical computing. The phone in my pocket that
tracks my steps is another example. The exercise bike that I use at the gym is yet another example of physical
computing. All the examples that I have personally interacted with (that I recognize) are physical health related.
I think that this is where a lot of the general public have their interactions with smart devices and physical
computations.
When we began the Model Lesson Progression, I focused on taking notes about modifications that I would need
to make and examples that I could use with my students. For the physical application, I would need to use only
the digital models with my students. I donʻt have access to Micro:bits in my district and need to modify the
application as I teach. However, the digital platform (MakeCode) and the digital Micro:bit are really easy to use
and I would be able to complete the task with my kids. I think that there are going to be groups that need
different levels of support, peer partners, and so on. I can see this working well with my students. I love the
different activities available and am very thankful that the makecode.microbit.org website was included in this
course.
Once we returned from our break and held the discussion for activity reflection, we learned about another great
tool for physical and application programming: the Dash robot from WonderWorks. This little robot is very
cool and I can see how it could have hundreds of different applications K - 12, and probably even in college.
There are so many ways to use Dash, physically and in the virtual space.
We set up our temporary accounts with the Class Connect feature from WonderWorkshop and got started in a
sample lesson and toybox task. This worked to demonstrate the application lessons and usage of the site without
access to a physical robot. However, this was just a temporary account and not something that is viable in an
elementary school setting.
Once the lesson was complete, we reviewed the different materials, lessons, and resources that are available to
us; Wonder League Robotics Competition, Micro:bit, and MakeCode. We also looked at the ways in which
students using MakeCode are able to share their digital projects and the application integration into digital
classroom spaces (i.e. Google Classroom).
Prior to lunch, we looked at the Lesson Implementation and planned the lesson progressions. We broke into
small groups to prepare a lesson progression using the Micro:bit and WonderWorkshop lessons that had the
same concepts as the unplugged and plugged lessons.
Upon the return from our lunch break, we worked together and created a slide to share with the rest of the class
and broke down the lesson to draw connections to different practices. We also had time to do a quick dry run of
the lessons with another group to preview the lessons in action. Once all the groups had time to present, we
were given reflection questions and journaling time. This way we could write down our immediate thoughts and
feelings, as well as note any areas where the lessons needed to be adjusted.
For the remainder of the session, we spent time with our school teams and worked on designing a plan that
could be implemented school-wide. We continued the work from the previous sessions and made corrections to
the smaller parts. This is very productive because we now had a full experience and the chance to run-through
implementation. The planning time was great for setting goals and establishing clear ideas that would work with
our individual schools and students.
SECTION 3
Implementation Plan - Unplugged

Caption:
This document is evidence of the first lesson in a series to introduce coding and computer sciences to the classroom. It
uses the lesson plan and resources provided by Code.org as well as links added by the teacher and evidence collected from
the students. This is evidence of the application and effective use of instruction from the course. This is also evidence of
my understanding of computer science and the computer science standards by showing the results of the lesson conducted.
Evidence:
Unplugged Lesson Implementation Planning Guide
Course A Lesson 1: Safety in My Online Neighborhood
CSTA Standard: 1A-IC-18: Safety Law and Ethics: Keep login information private, and log off of devices appropriately.
(People use computing technology in ways that can help or hurt themselves or others. Harmful behaviors, such as sharing
private information and leaving public devices logged in should be recognized and avoided.)
Lesson Overview:
The power of the internet allows students to experience and visit places they might not be able to see in person.
But, just like traveling in the real world, it's important to be safe when traveling online. On this virtual field trip,
kids can practice staying safe on online adventures. (CommonSense Education and Code.org)
Make a Plan
Goal
The students will understand how to stay safe online and while taking a virtual field trip. They will understand how to conduct th
digital and real-world settings.
What’s happening
Teaching and Learning Strategies Lead Learner: Throughout the lesson, I will be acting as
What CSF teaching and learning strategies do you want to be sure to use in this is a common practice in my classroom because I feel that t
lesson? Where do you want to use them? develop and demonstrate a stronger understanding of the c
ones who find the answers and help me at different points
REVIEW: Teaching and Learning Strategies Page 19-22 in the Curriculum
I plan to have the students explain the vocabulary to me (o
Guide.
app) as well as explain why we need to be safe online. I w
to gauge what the students already know and as a way to t
lesson.
Authentic Choice: I love giving the students choices with

and providing them with options that we can use to compl
objectives.
In this lesson, I want to give the students a choice of where
trip. I will create a document with links to all the different
kids will get to practice exploring the new locations that in
★ San Diego Zoo Animal Cameras
★ National Aquarium
★ The Sky (Stellarium)
★ Boston Childrenʻs Museum
★ National Museum of Natural History (Smithsonia
★ The Louvre
★ The Great Wall of China
★ Mars
They will get to choose (individually) where they would li

will have to demonstrate safe behaviors.
Role as the Teacher

There are many parts to any lesson plan. Identify those parts and the role you My Online Neighborhood
plan to take during each? I will facilitate learning and act as lead learner. The studen
vocabulary to me and they will be the ones reading the slid
The students will also be generating the class dialogue tha
REVIEW: Code.org Values and Philosophy Page 3-4 in the Curriculum Guide.
Safety, it rules!
As the lead learner, I will recite the poem first and show th
students will be able to follow along and slowly be release
teacher support.
I will go around and pass out the poem to the class to keep
folders.
Internet Field Trip

I will be the monitor. I will walk around and make sure tha
following the safety rules. I want to give the students indep
over their own actions, and be available to help them when
Pause and Think

After the field trips, I will be the facilitator and pass out th
students. We will review in discussion what we learned to
directions together.
One modification I want to make to this lesson is that the s

write one or more sentences explaining the picture. I do no
write one word when they are capable of doing more.
Extended Learning
If there is enough time, I want the students to create their o
safety rules poster. Instead of us just printing out a poster,
out an example of each behavior and write the words so th
poster that is just for our class.
This will also serve to demonstrate their levels of understa

how it applies to the internet.
Student Interaction and the Classroom Environment

When will students be interacting during this lesson? What will that look like? Students will interact with the slide show by reading throu
and directing the teacher. They will also be the ones defini
giving examples.
REVIEW: Teacher-Facing Curriculum - Lesson Plans Page 29-34 in the
Curriculum Guide. The students will also learn and recite the poem about inte
will discuss the rules and why they are important.
The students will log in (with the teacher’s help) and have
their own devices. They will be able to watch the video as
like within a given time slot prior to the class discussion ab
connections to the rules. They will also, with teacher prom
rules of safety to the physical world.
When taking the virtual field trip, the students will have th
location that they want to visit. The teacher will provide th
and they are free to explore the different locations as long
safe conduct online.
After the field trips, the students will review the rules and
serve as the reminders to the teacher and generate example
receive the printed version of Pause and Think to complete
of having to write one or more sentences instead of just on
asked to draw their example of one of the rules and write a
Assessing Student Learning

How can you assess if students have learned what they need to learn during this Formative Observations: I will walk around the room whi
lesson? What formative or summative evidence will you collect? leading their own virtual field trips to monitor their interac
will also assist with navigation or other skills when necess
the desired and undesired conduct and guide students as ne
REVIEW: Welcome to Computer Science Fundamentals Page 1-2 in the
Curriculum Guide. Also read through your lesson plan.
Summative Assessment: I will have the students create tw
of positive internet behaviors. I will have the kids draw the
one of the rules that we talked about and write a sentence t
scanned and linked here.
Master Document: Pause and Think
Connecting to the Core Computer Science Concepts

Where do you think students might need a push to see the connection between This lesson has a clear connection between the digital wor
this unplugged activity and computer science? How do you plan to support that? world. The students need to practice safe conduct so that s
them just as they need to stay safe in public.
TIP: Prepare your example before teaching the lesson.
The connection to computer science is fairly straight-forw
unplugged lesson, however, if the students show that they
understand, I will guide their discovery by asking question
explain how to behave so that I can be safe in the physical
off to go look at something in a stranger’s house? What if
cool? What if they say they know my mom? Can I go if th
Once the students are able to explain safe behaviors in the

ask them about being online. (What if someone sends me a
they know my mom? What if they send me a link but I don
if someone wants to have my number?)
Making Relevant Connections

Where is there space in this lesson to make connections to the real world/other There are so many opportunities throughout the lesson to c
things students are learning in school? to the real world.
TIP: Prepare your example before teaching the lesson. Select 2-3 specific -What does it mean to be safe?
examples. Examples should be relevant to your students. -Why do we need to be safe?
-Can we be different on the computer? Can I talk to random
-Should I tell people where I live in real life? Can I do it o
And many other questions. I expect that the students will b

other talking points on their own and be able to answer eac
discussions.
Reflection:
When I first heard of the “unplugged” lessons, I had guessed that they were lessons conducted on the topics or
skills related to coding but offline. I had never explicitly taught anything like this before since most of the first
semester was spent with distance learning. I had always been more focused on teaching the students computer
and technology literacy skills rather than computer sciences. I want my students to fully be able to use their
computers and other devices to complete their school work and set them up for college. After learning about the
Unplugged Lessons that are incorporated with the Code.org lessons and with the lesson progression, I am
excited to expand more with my class.
While I was planning the lesson, I wanted to create more options for my students to share their voices and take
the lead in the classroom. I wanted to give them more choice and more opportunity to practice internet safety
independently. The Unplugged lesson that is provided by Code.org is geared toward the Kindergarten students
and while my class is second grade, I wanted to start with something that was simple to introduce but could
easily be modified to meet my kids at their own levels.
In our class, there is a wide range of academic ability and exposure to different types of technology. I wanted to
make sure that all the skills of my class were met and they would be able to complete the lesson and learning
task without too much difficulty. I do not want to build an aversion to technology, I want to make sure that they
are enjoying learning while also building good habits. There are some students who struggle with reading and I
do not want that to get in the way of their computer education. By starting at the Kindergarten level, I am able
to expose the students to the foundational knowledge with fun content and modify the written portion to meet
the grade level expectations. I am also able to modify the digital activity by giving the students locations to visit
that require a bit higher level of computer literacy and independence.
Depending on how the lesson runs, and depending on the comfort level of the students, we may be able to start
working on the coding lessons in smaller groups. I will be able to introduce concepts and lessons that are at the
appropriate ability levels for the students and target their learning. We will be able to move through the
different lessons and skills to build their understanding and confidence without leaving anyone behind or
holding anyone back by trying to complete everything as a class. I want to make sure that we are still doing the
Unplugged lessons to build their knowledge and skills in multiple ways and to ensure that the understanding
goes beyond the Code.org setting. I want to make sure that they understand the concepts, not just the site
operation.
I am excited to conduct the lesson and use this experience to help guide my class through the rest of the lessons.
I want my students to be prepared and have the skills that they need to succeed. I want to make sure that I am
not only teaching my kids to “do well in school” but to have the knowledge and experience they can use to
succeed in anything that they want to do; whether it is just next year or as a career. I hope that this professional
development course will help me to learn more that I can share with my kids, and that I can continue to guide
them towards a strong and bright future.
Implementation Plan - Plugged

Caption:
This document is evidence of the second lesson in a series to introduce coding and computer sciences to the classroom. It
uses the lesson plan and resources provided by Code.org as well as the plugged / digital puzzles. This is evidence of the
application and effective use of instruction from the course. This is also evidence of my understanding of computer
science and the computer science standards by showing the results of the lesson conducted. With this lesson, the target
skills for the students were to develop an understanding of sequencing and practice debugging. This implementation plan
will show how each of the activities will build those skills with the class.
Evidence:
Plugged Lesson Implementation Planning Guide
Course A Lesson 4: Sequencing with Scrat
CSTA Standard: 1A-AP-11: Modularity: Decompose (break down) the steps needed to solve a problem into a precise
sequence of instructions. (Decomposition is the act of breaking down tasks into simpler tasks. Students could break down
the steps needed to make a peanut butter and jelly sandwich, to brush their teeth, to draw a shape, to move a character
across the screen, or to solve a level of a coding app.)
Lesson Overview
Using Scrat from the Ice Age franchise, students will develop sequential algorithms to move a squirrel character from one
side of a mace to the acorn at the other side. To do this, they will stack code blocks together in a linear sequence.
(Code.org, Code Studio)
Make a Plan
Goal
You have thought about and made a detailed plan for how you might teach the lesson in a way that leverages the CS Fundamental
and supports students.
What’s happening Where can this happen in the

Connecting to Unplugged lesson Happy Maps- Unplugged
How will you scaffold and support students in seeing the connection between the
previous unplugged lesson and this plugged lesson? For my students, I plan to stack the unplugged and plugg
I want to make sure that there is a clear, direct, and imm
We will do the Happy Maps Unplugged Lesson to start t
REVIEW: Your Unplugged Lesson and make sure to integrate the bridging
lesson.
activity if one is included.
I will pass out the pages from the Happy Map Cards - W
students.
Instead of using the game pieces, we will use different c
and show the different arrow combinations and paths tha
We will do the first four as a whole group, guided practi

try the next two independently. We will return to the wh
students share their different pathways / arrow combinat
The last page, I will let the students draw their own Flur
own fruit in a square that is farther away. I will then go a
to create obstacles in their map.
Using their colors, the students will need to independent

to the fruit. They will need to look for at least two paths
Bridging Activity- Previewing Online Puzzles as a Cl

Once the students have shown that they are able to indep
maps using arrows, I will have them take out their laptop
We will review our three safety rules for using the comp
Code.org.
1) Always ask an adult
2) Donʻt talk to strangers
3) Stay on safe sites
I will share my screen with the class on the class TV and

Lesson 4. For this activity, the teacher will be the lead le
I will have the site read the instructions to the students a

how to complete the puzzle. The students will have their
along. They can see the features and directions more cle
Using my photo bucket, I will randomly select a student

I need to do in order to get the correct sequence. If the c
provide guiding questions or indicate important features
We may need to complete two puzzles with the students

navigation directions.
Teaching and Learning Strategies Main Activity- Online Puzzles

What CSF teaching and learning strategies do you want to be sure to use in this
lesson? Where do you want to use them? Due to the COVID-19 restrictions and safety measures,
utilize the pair programming feature. We will be workin
puzzles.
REVIEW: Teaching and Learning Strategies Page 19-22 in the Curriculum Guide.
The students will be able to get started on the next puzzl
lesson at their own pace.
I will maintain the role of the lead learner as I walk arou

When the students are stuck, I will ask them guiding que
to turn and ask a peer.
Since the students are not to walk around the classroom

reasons, much of the discovery and puzzles will need to
The students will need to practice patience, problem solv
creativity.
Role as the Teacher Happy Maps
There are many parts to any lesson plan. Identify those parts and the role you plan For the Happy Maps Unplugged Activity, I will take the
to take during each? introduce the problem and read the instructions to the cl
answers. It will be up to the students to find the solution
inquiry and discovery with questions.
REVIEW: Code.org Values and Philosophy Page 3-4 in the Curriculum Guide.
I will also create a situation unique to each student and t
better build their skill prior to the plugged activity.
Bridging Activity
During this portion of the lesson, I will be the lead learn
as the guides. They will be the ones to generate the code
instructions for the puzzles.
This will promote student engagement and learning as w

with debugging prior to the independent portion of the le
This also allows the class to work together, even with th

safety restrictions. They will be able to build off of each
with the digital space.
Main Activity
For the Main Activity, the students will be working inde
between the role of lead learner and class monitor as nee
By restricting my involvement, the students are able to h

and inquiries at their own pace. There will be no pressur
peers or compete. They are able to be immersed and eng
Student Interaction and the Classroom Environment Happy Maps

When will students be interacting during this lesson? What will that look like? The students will interact with each other and their peerʻ
sharing portions of this activity.
The students will be able to play off of each otherʻs idea
Curriculum Guide.
also be able to see alternative routes that would successf
fruit.
Bridging Activity
The students will interact with each other and be able to
the shared puzzle experience. Students will have time to
directions, take lead in the puzzle, and be able to help ea
Main Activity
The student interaction will be limited during this portio
health and safety regulations within the classroom.
They will be allowed to ask each other for help or helpfu
This activity is primarily independent.
Assessing Student Learning Main Activity

How can you assess if students have learned what they need to learn during this To assess the studentsʻ learning and content comprehens
lesson? What formative or summative evidence will you collect? students during the lesson and monitoring them through
period.
REVIEW: Welcome to Computer Science Fundamentals Page 1-2 in the I also will include three samples of the work from this le
Curriculum Guide. Also read through your lesson plan. samples will show the student progress in the given amo
final results of the lesson.
Since this is a seven puzzle lesson, the assessment will b

formative and summative sections. The observations and
required in class will work with the puzzle results to gui
Supporting debugging Happy Maps

Where do you think students might need to engage in debugging during this The students will need to debug any of the “code” or dir
lesson? Identify the specific levels/activities? How can you support them with that on our papers. If the students run Flurb into a wall, they
arrow that is the wrong direction and correct it. If the arr
debugging?
too many, they will need to identify and debug their seq
REVIEW: Debugging Page 23 in the Curriculum Guide.
I can support the debugging process by generating exam
Using the tiles on the floor as the squares, I can physical
arrows and demonstrate when Flurb encounters a wall o
I could also go around with a marker and trace the outer

define the parameters of the activity. This way, the stude
distinction between an open space and the “walls”.
We will be going through the first two puzzles as a class

able to debug as a class, with little pressure to perform a
Bridging Activity
The students will be the leads and generate the direction
turns debugging the puzzle. When we assemble and run
have the opportunity to see the results and watch for the
Those who are following along on their own laptops wil

sequence as many times as they need to identify the erro
Those who are watching on the TV can request to have t

as many times as they need to find the bug.
I will encourage the students to make the correction, wri

on their own screens to test if it is fixed. The students ca
and debug the sequence that is visible on the TV.
This will act as a guide and model for students who may
interface or sequence.
Main Activity
During the main activity, the students will be working an
independently. I will be walking around and asking guid
are stuck. The students who need the helpful hints to ma
to change only one block each time they run the sequenc
able to see the effects of that change to determine if that
the process with each block that they have placed in the
have a functional sequence. They will be left on their ow
expresses confidence in their work and tells me that they
Making Relevant Connections Making and following directions is something that we n
Where is there space in this lesson to make connections to the real world/other need to make sure that the directions we give people are
things students are learning in school? understand. We want the other person or the people that
right thing or walk the correct way. We donʻt want to hu
getting them lost.
TIP: Prepare your example before teaching the lesson. Select 2-3 specific
examples. Examples should be relevant to your students.
We also need to make sure that when we are trying to he
work, that we are being clear so they donʻt get confused
the picture goes on the left, but it really goes on the righ
them, you are telling them the wrong thing.
When your families want to go to a new place, do they u

How do you think they know where to go? Are the direc
the arrows and lines on the phone help? What happens if
turn? What does the phone do? Is that the same as debug
solving?
Reflection:
With the Plugged Lesson, I am more confident in my ability to implement a meaningful lesson and really engage the
students. I have experience with coding, block coding, and developing sequences for simple tasks. I also have finished
teaching the students the Unplugged Lesson and am better aware of the different ability levels in this class. I feel that I am
more prepared for this implementation than I was for the Unplugged Lesson.
After the first lesson plan in this portfolio was implemented, my students showed a great interest in continuing computer
lessons and I moved forward with the progression. They really enjoyed Lesson 2 (Learn to Drag and Drop) on the laptops
and repeatedly made the statement that it was too easy. They wanted to move faster and encounter something more
challenging. I believe that, while this lesson implementation looks long and time consuming in print, we will move
through this fairly quickly. I now know that my students latch on to the concepts quickly with the unplugged activity and
will be able to apply their skills better to a digital space if the unplugged and plugged are done in the same sitting. I
believe that this will be a more fun and challenging lesson that the whole class will enjoy.
There are a few students that I have already identified as needing support, however they are capable with the right amount
of help. They will need a bit more guidance with the transfer of skills from the unplugged activity to the digital platform.
While working on the development of this plugged lesson, I wanted to make sure that it would be challenging for the
students without being overwhelming. I wanted to have the lesson rounded enough for the students who can work
independently to progress through exploration, and easy enough for the students who need additional support to be
successful. I worked through the lesson on my own in Code.org while writing the lesson plan to attempt balanced
planning. According to the Vygotsky theory of Proximal Development, the students need to be in a place where they can
operate with assistance, have intentional struggle, to learn and succeed. As I worked through the puzzles and wrote up the
lesson, I tried to imagine the position the students would be in and how they would fare with and without support. This
lesson was written with scaffolding and the intent to stay in the ZPD (zone of proximal development) for the majority of
the class.
Since the class floor is tiled, I plan to use these as the “squares” when demonstrating movements in the lessons. I want to
provide different visuals and learning experiences for the students; no child thinks the same way as any other. To best
accommodate different learning styles, I plan to have a variety of learning experiences and connections available. I can
have the students use colors to show the sequence, I can have them write the directions in order, and I can have them use
the tiles to practice guide their understanding of movement in a space. I can take the experience between visual and
concrete before we move to the virtual lessons and puzzles.
With the development of this lesson, I found myself planning different ways to make the experience concrete and
“unplugged”. I want to make sure that the students are able to develop their skills with a strong foundational
understanding. By following the concepts of Piaget’s four stages of cognitive development, my students should be in the
concrete operational stage, meaning that they are beginning to think logically about concrete, physical, events and objects.
By starting the lesson with an unplugged, concrete activity that the students can interact with and color, I am able to set a
stable foundation for the application of skills to the structure of code. They are able to interact with the tangible activity to
see the impacts of their sequences and practice their debugging strategies in an active, physical manner before they need
to apply the skills to the block coding lessons.
The goal of the lesson is to introduce more coding concepts and practices into the class, while also building the confidence
of the students. I want the students to be successful and have a strong understanding of the concepts so that we can
continue to move forward in the lessons and they can see all the connections that computer science has to the world
around them. I want my students to not only have skills that they can use to be successful in school, but to be able to
pursue any interests that they have. Building their understanding and strengthening these foundational skills will help my
kids to see the world in a different way, to see the connections and opportunities for them.
Implementation Plan - Physical

Caption:
This document is evidence of the lesson generated to teach my students how to create and run a program with
LEDs and on a different platform. This implementation plan will show the students how to apply the skills that
they have learned and been practicing in Code.org to a new medium. This will also work to show the students
that the skills they have learned will transfer to real world, physical, applications. This document is also
evidence of my professional development, showing the progression of modifications and accommodations made
to best help all the students in the class.
Evidence:
Physical Lesson Implementation Planning Guide
Dash or Micro:bit Project: Micro:bit Beating Heart
Lesson: Micro:bit Heart with modifications for the Flashing / Beating Heart lesson.
CSTA Standard: 1A-AP-10: Control: Develop programs with sequences and simple loops, to express ideas or address a
problem. (Programming is used as a tool to create products that reflect a wide range of interests. Control structures specify
the order in which instructions are executed within a program. Sequences are the order of instructions in a program. Loops
allow for the repetition of a sequence of code multiple times.)
Lesson Overview:
The students will use the block coding system and the virtual Micro:bit to program a flashing / beating heart on
to the LED display. They will have to apply the skills from previous lessons to effectively get the heart on the
screen to perform.
Make a Plan
Goal
You have thought about and made a detailed plan for how you might teach the lesson in a way that leverages the CS Fundamental
and supports students.
What’s happening Where can this happen in the

Connecting to Plugged and Unplugged lesson Unplugged Lessons
How will you scaffold and support students in seeing the connection between the At this point, we will have completed Course A, unplugg
previous plugged-unplugged lessons and this physical lesson? Online Neighborhood, Happy Maps, Happy Loops, and T
Plugged Lessons
REVIEW: Your Unplugged and Plugged Lessons and make sure to integrate the
As part of completing the lesson progression in Course A
bridging activity if one is included.
have finished the plugged lessons; Learn to Drag and Dr
Scrat, Programming with Scrat, Programming with Rey
Scrat, Loops with Laurel, Ocean Scene with Loops, and O
Real World Connections / Introduction

Since we have spent time working in a digital space, I wa
their learning to careers and items that they regularly enc
world.
I will ask them about different objects that I know they h

-What jobs do you think you can do if you learn
-How does a traffic light work? How does it kno
people waiting to go?
-How does the iPad know what app to open? Ho
touching? Why can I move the screen around/
-What about my watch? How does it know that
How does it know that my pulse is normal?
-Have you seen these LED road signs before? D
same? Who do you think makes them? How do
Do you want to try to do a small one?
Bridging Activity
Prior to introducing the main activity, I want to make sur
stable understanding of the key skills that are needed: de
sequencing.
I will share my screen on the TV with the Micro:bit that

ask the students to watch the LED board first, making it
code or switching to Python so the kids cannot read it.
I will then ask the kids what they think the code looks lik
me the key points as a whole group, calling on the studen
-Key Points: Loops / repeats, sequence, debugg
-Bonus points: “on start” or “on play”, “stop” o
“reset”.
As the students share their thoughts and answers, I will w

programming on the white board where they can all see.
Once the class has everything listed, I will change the sc

block code. I will have them read it over and call on diffe
the list on the board matches the block code.
I will then post the link to the Micro:bit site in our Googl
students open it up.
Teaching and Learning Strategies Main Activity

What CSF teaching and learning strategies do you want to be sure to use in this Once the students are all online and on the site with the h
lesson? Where do you want to use them? them scroll down to the “Open in MakeCode” link. This
individual link for each childʻs program.
REVIEW: Teaching and Learning Strategies Page 19-22 in the Curriculum Guide.
As the lead learner, I will ask the class, using the photo b
random, to identify the important pieces we might need t
starters, we have a heart and it is on the LEDs. What else
I will help the students and guide them through the new i
tool or a block and asking them what they think it does, b
sequence to test it out. If the students donʻt think it belon
how to delete the block (drag it to the left toolbar).
We will work as a class to find the code blocks that we n

blocks across the working space. I will break apart the se
copy my screen, but will still be able to see the blocks if
leave the scattered screen on the TV for the duration of t
Once the class has an understanding of the “Basic” toolb

platform, I will ask them to try to make the heart flash, ju
The students will have their own laptops and be able to g

I will walk around the room and monitor the students pro
they ask for help. I will use guiding questions to get them
problems and bugs in a different way, so that they arenʻt
and can discover the sequence on their own.
Once they have a program that runs effectively and show

guide them through the “publish” process so that they ca
Google Classroom Assignment, so that I can get to it late
The students will have a choice of what to do next (Com

-try to make the code more complex and add in
-try a different Micro:bit activity
-go back to Code.org and try the next course
-complete their work in Imagine Learning or iR
-do their missing work
We will work independently for the remainder of the per

enough time to complete the LED project.
Career Connections / Wrap-up

After our break period, I want to wrap-up the experience
different careers that utilize programming, other than vid
I will return to the LED road signs and ask the kids if the
something they could do in the future; Be the ones to wri
people safe on the road. Do they think that this would be
Do you want to see other careers you can have if you kee
this?
I will pull up Disney+ and show a selection of One Day

on the Research and Development Imagineers. They hav
obvious connections to programming, with amazing visu
will be able to see how programming can really work wi
create wonderful new experiences.
After each video, we will talk about what we saw and if

doing that kind of work. Do they want to help build robo
new creatures that can interact with people? Do they wan
can interact with the world without a person controlling i
looks like the most fun? Which do they like best? What e
What else do they want to know?
If there is enough time in the period, I want to explore as

for. If they want to see how tablets work, I will find that
want to encourage this exploration and discovery as muc
see all the possibilities.
Role as the Teacher Bridging Activity and Main Activity

There are many parts to any lesson plan. Identify those parts and the role you plan For the majority of the lesson implementation, I will hav
will be asking the students to generate the answers throu
to take during each? guided exploration.
REVIEW: Code.org Values and Philosophy Page 3-4 in the Curriculum Guide. I will start with a digital phenomenon to build interest an
them to think about the world around them and about obj
consider to be programmed, as well as programming they
Through this discovery and inquiry, I will guide the class
In the main activity, I will work with the students to learn

interface. Then challenge the students to create a program
They will also have the option of personal expression thr

Once the main objective is complete, the students will be
themselves what they want to try next.
Student Interaction and the Classroom Environment Whole Group

When will students be interacting during this lesson? What will that look like? Due to the COVID-19 health and safety restrictions in sc
interactions and peer-to-peer interactions are going to be
moments.
Curriculum Guide.
The students will be able to listen to each other and build
They will work together toward a common goal and help
without sharing a device or being too close together.
Independent
During the independent work, I will allow the students to
hints, but not directions. The learning task needs to show
students are able to write an effective program.
The students are also only allowed to ask the peers that a
is no walking around or invading bubbles, to maintain th
within the classroom.
Assessing Student Learning Formative Assessment

How can you assess if students have learned what they need to learn during this I will listen to the student responses and use the photo bu
lesson? What formative or summative evidence will you collect? from every child. I will observe their interactions and rea
During the independent work, I will walk around and obs

REVIEW: Welcome to Computer Science Fundamentals Page 1-2 in the
levels of support required to accomplish the goals.
Curriculum Guide. Also read through your lesson plan.
Summative Assessment
The students will submit a link to the final flashing heart
written in Micro:bit.
Supporting debugging Throughout the lesson, the students will need to debug an
Where do you think students might need to engage in debugging during this the prompts given.
lesson? Identify the specific levels/activities? How can you support them with that
While they are attempting to figure out the pieces / block
debugging?
flashing heart, the students will need to build on the answ
the common sequence. They will need to observe the seq
REVIEW: Debugging Page 23 in the Curriculum Guide.
where it can be improved and what will need to be chang
When the students are working independently on their ow

they will need to debug their own programs to effectively
Making Relevant Connections Real World Visuals

Where is there space in this lesson to make connections to the real world/other -LED Road Signs
things students are learning in school? -Stop lights
-Video Games
-smart watch
TIP: Prepare your example before teaching the lesson. Select 2-3 specific
-touch screens
examples. Examples should be relevant to your students.
Career Examples
-One Day at Disney Shorts (Disney+):
-Morgan Pope, R&D Imagineer; Stunt-Tronics
-Alfredo Ayala, R&D Imagineer; Audio-Anima
-Ashley Girdich, R&D Imagineer Manager; AI
Robotics
-Leslie Evans, Senior R&D Imagineer; Theme P
Reflection:
This lesson was the most enjoyable to write for this portfolio. I love how many connections I am able to write
and include for the students, things that they can see in their daily lives and things that they can interact with. I
can show them the iPad, my smart watch, and they have played video games. They see the LED road signs
regularly and that is a perfect transition point for the Micro:bit lesson.
I am also very proud of the different career connections that I am able to include in this lesson. I love getting to
show my students the different careers that are available to them and expanding their understanding of what
they can be. As a student, the careers that I learned about were things like communications, accounting, radio,
airlines, teaching, acting, and law. I didn’t know that I could grow up to be a princess or a witch. I want my
students to know that you can really be anything if you set your mind to it. If they want to be fairies, they can
become a model or work at a theme park or with an agency for events. If they want to play games for a living,
they can be a game developer or a beta tester or a sponsored competitive streamer. I don’t want my students to
be limited and lessons like this are perfect ways to show how they can do anything. They are going to be
programming an LED, just like the road signs we see; they can make a direct, clear connection to a career.
I also enjoyed writing this lesson because it will be an opportunity for the students to show how far they have
come. We started out the year doing typing lessons, basic keyboarding skills. We moved into coding and started
with safety and sequencing. Now, they are going to use everything that we covered to build a program on a new
platform that can successfully execute their sequence. This is going to be something that they can show off and
say they’ve done independently. This isn’t part of the Code.org projects, this is something new for them.
After this lesson, I plan to continue with the computer science lessons in my class. I want to keep writing
lessons like this, where we can apply the knowledge in a new way and connect the skills to the real world.
Computer science impacts so many aspects and industries that I can see these types of lessons working time and
time again.
SECTION 4
Student Evidence 1 - Unplugged

Caption:
This document is a collection of student work samples from the implementation of the first unplugged lesson
conducted for the Computer Science Professional Development. This is evidence of student learning as well as
evidence of the effectiveness of the teacher implementation. This shows whether the students understood the
content and application through the Pause and Think activity.
Evidence:
Students 1 - 3 Unplugged Evidence
Rubric:
CSTA Standard: 1A-IC-18: Safety Law and Ethics: Keep login information private, and log off of devices
appropriately. (People use computing technology in ways that can help or hurt themselves or others. Harmful behaviors,
such as sharing private information and leaving public devices logged in should be recognized and avoided.)
3 2 1 0
The student is able to The student is able to The student is able to The student does not
accurately explain 3 or accurately explain 3 or give 1 - 3 examples of show comprehension of
more safety practices for more safety practices for safe internet practices. the safety practices and
use of the internet with use of the internet with cannot connect the safety
details. details. The student is able to practices to their personal
generally connect the life.
The student is able to Ths student is able to safety practices to their
connect the safety generally connect the personal life with limited
practices to their personal safety practices to their details and not focused
life and give at least one personal life with at least on internet use.
example focused on one example of a safe
internet use. practice, not focused on
internet safety.
Student 1:
This child is classified as an MFEP English Language Learner and was selected based on their ability to
understand the prompts as well as complete their tasks with little to no assistance. This child chose to draw
about the rule “Ask your parents for permission to use the computer.”
Student 1 has a practice in place in their home environment where they need to ask permission before
using the desktop or the laptops. Since that was also one of the rules that we discussed in class, they elected to
focus on that for their Pause and Think Sheet. I am glad to reinforce the home rules in the school setting, and I
am glad that this child has a connection to the rule, however I feel that it may have been more beneficial to the
child to have them think of connections to a different rule. I would like to have seen how this child would
connect or illustrate “Stick to sites just right for you” and what examples would have been included.
Student 1 has shown that they can meet the 3-point requirement for the rubric and has been given full
marks.
Student 2:
This child is classified as an LEP English Language Learner and was selected based on the level of
support needed to complete the learning tasks. This child is capable of generating the answers and responses
independently, however, requires support in communicating ideas and completing assignments. They have
chosen to draw about the rule “Do not click the websites that are not right for you.”
Student 2 has an affinity for online games and playing with others online in MMORPGs (massively
multiplayer online role playing games). Having such a strong foundation in games and a digital space where
you have to interact with others online, I would have liked to see this child focus on the rule “Only talk to
people you know”. This student is fairly shy and hardly volunteers to speak up in class. I am glad that they
know to stick to games and sites that are “just right” for them, as the rule they chose to focus on states,
however, I would have liked to see a more direct connection between their home life and the safety rules.
Student 2 has shown that they can meet the 3-point requirement for the rubric and has been given full
marks.
Student 3:
This child was selected because they are capable of completing assignments with support. They are able
to complete the work with strong understanding, however they rely on support to stay focused and write
proficiently. This child chose to draw and write about the rule “Ask your parents for permission to use the
computer.” With this drawing and accompanying sentence, the child has expanded the rule to the fatherʻs
phone.
Student 3 is very well adjusted to computers and the internet. Teaching fully virtual and hybrid, I can
always tell when this child is watching videos or playing games in another tab, rather than participating in class.
This student is savvy, which is one reason why I wanted to include them in my samples. They are well
immersed in technology and show a strong interest in careers related to video production or game development.
This student chose to draw about the first rule, “Always ask your parents first”. While this child wrote a
complete sentence with guidance, I think that another rule would have presented a more effective learning
experience. I would have liked to see what they would create if I had assigned them rule three, “Stick to sites
just right for you”.
Student 3 has shown that they can meet the 2-point requirement for the rubric and has been given the
appropriate marks.
Reflection:
When reflecting on the lesson and the implementation of the lesson, I find that the kids were really excited to
share what they already learned as “safe” actions in their real lives. How they are to stay near their parents in
public and not to run around outside alone, things of this nature. This made it relatively easy to transition to
digital and internet safety. A student would share something that they know is safe, and I would ask the class to
think of how they could do the same thing with technology. One student mentioned that they would not just talk
to random people when they go out to places. When I asked them if there was a digital version of that, another
child spoke up and said that you should never talk to random people online either, they might be kidnappers.
I am glad that there are some parents who have already spoken to their students about being safe on the internet
and the dangers that exist in a virtual space. Several of the students shared news stories about children being
murdered, which was a scary conversation to have as a whole class. We had a talk about what were safe actions
and what were dangerous actions, and what to do if they were unsure about something (i.e. donʻt click on it or
tell an adult).
Of the three selected students, all are active online in different capacities: Student 1 has supervision and needs
to ask for permission before doing anything, Student 2 plays video games regularly with friends and online, but
they have supervision from adults or older family members, and Student 3 plays games and streams videos
daily, with only adult presence in the house. Digital screen time is not strictly monitored with students 2 and 3,
which shows in their discussion in class. They have a good understanding of safe behaviors, and this was a
strong reinforcer of best practices for them.
Since this was the introduction to coding and the Code.org platform for my class, I am glad that we were able to
start with safety. I want to make sure that all of the students are aware of how to stay safe online and in a digital
space regardless of their family situation / supervision. I want my studentsʻ to know how to protect themselves.
Each of the three students took the whole group discussion, activities, and video into account with this
assignment. It shows that they were able to connect the rules and safety procedures to application in their real
day-to-day lives.
I love giving the students the freedom to choose their own topics and write their own sentences. A modification
I would like to make for this lesson in the future would be to have all the students create posters / art for
multiple safety rules. They could do two, they could do all three, or they could create their own safety rule. This
still allows the students to choose what they will focus on while also allowing assessment of the concept in a
more broad manner. I would be able to see what they are already familiar with as well as the application or
connection to a safety practice that might not be so engrained.
Student Evidence 2 - Plugged

Caption:
This document is a collection of student work samples from the implementation of the plugged lesson
content and application of skills through their completion of the levels in the lesson on Code.org.
Evidence:
Rubric
CSTA Standard: 1A-AP-11: Modularity: Decompose (break down) the steps needed to solve a problem into a precise
sequence of instructions. (Decomposition is the act of breaking down tasks into simpler tasks. Students could break
down the steps needed to make a peanut butter and jelly sandwich, to brush their teeth, to draw a shape, to move a
character across the screen, or to solve a level of a coding app.)
3 2 1 0
The student is able to The student is able to The student is able to The student is not able to
break down the directions break down the directions break down the directions break down or organize
needed to solve the needed to solve the needed to solve the the directions in a manner
puzzle and apply the puzzle and apply the puzzle and apply the that allows the student to
steps to move the steps to move the steps to move the program the character
character through with a character through with a character through with a through the puzzle.
minimal number of given number of coding greater number of coding
coding blocks. blocks. blocks than needed.
Student 1 Lesson progress

Student 1 Final Puzzle
Student 1 was able to complete the puzzles easily. They were able to read and follow the prompts
independently and did not feel that this was a challenge. This child is high performing academically and fully
met the activity standards. They did not have any questions or need support. This child has shown that they are
able to fulfill the requirements and meet the highest proficiency of the rubric.
Student 2 Lesson Progress

Student 2 Level 5 Puzzle
Student 2 struggled with the puzzles. The child did not have issues with identifying the correct sequence
or debugging the issues that arose, they had a hard time focusing on their task. This child was capable of doing
the puzzles successfully with reminders, however they were not able to work quickly due to a lack of attention.
They partially met the standards, however they are still developing proficiency and do not meet the
requirements for this lesson. This child has shown that they are not fully able to meet the performance tasks in
the rubric and have received the lowest mark on the rubric, the child was not able to complete the learning task.
Student 3 Lesson Progress

Student 3 Final Puzzle
Student 3 was able to complete the lesson and puzzles with very little support. They were able to
correct / debug the program on their own. They also were able to meet the activity standards independently. The
support for this student was with reading the instructions on each of the puzzles.The child used the blocks
efficiently to build a functional code sequence and progressed rather quickly through each puzzle. This child
has also shown that they are able to fulfill the requirements and meet the highest proficiency of the rubric.
Reflection:
For this lesson, the students were very excited to get started. They love that we get to use Code.org and learn to
build games. They want to be more of a challenge than the previous lessons and I tried to make this into
something that would stretch their skills without overwhelming them.
At the start of the lesson, when we began Happy Maps, the kids were trying to rush ahead in the pages. I had to
have them put away the papers and try a new approach. I drew out a grid and my own version of Flurb on the
white board. I then asked the kids to shout out directions (left, right, up, down) to direct my Flurb to the fruit.
As they said the directions, I wrote the arrows on the grid as well as in a vertical sequence on the side of the
grid, so that they could see the sequence linearly, as they would in their block coding.
I erased and redrew Flurb and the fruits with different sizes of grid / maps three more times, adding in obstacles
on the last one to challenge the whole group further. Once the students were comfortable, they took out their
papers and we began at number 1.
I had the students take out their colored pencils and / or crayons to draw the arrows in order on the map and
circle them on the sides. The colors needed to match what they drew so that everything would make sense when
I came around to check.
Once all the students had their colored arrows and indicated the colors in the sequence on the side of the map,
we moved into sharing the different paths. This worked to show the students that there is more than one right
way to reach the fruit and that there were multiple correct sequences.
We repeated the process on number 2 with new colors (to keep the separation) and I called on different students
to share their pathways. Since these are simple paths and there are no obstacles, the students had no problem
generating multiple sequences.
For the next two maps, I wanted the students to try it out independently. I took my marker and darkened the
“walls” of the map to clearly indicate their “playable area” on the paper. I walked around the room and gave
guidance to the students that were using an excessive number of arrows or running into the “walls” of the map.
The class then had time to share as many different answers for each of the maps as they could generate. I called
on as many students that raised their hands to share, without calling the same student twice, to make sure that
everyone had a turn.
Once we were ready, I proceeded to the digital aspect of the lesson. We reviewed the safety rules and the
students took out their laptops. I modified the lesson plan here, and rather than working through the first puzzle
as guided practice, I told the class to try it on their own. I gave them a few minutes to write and run the
sequence before I shared my screen to the TV.
I then asked a child at random (drawn from the photo bucket) to give me the steps I needed to help Scrat reach
the acorn. I repeated this with the next problem and once the sequences were successful, I allowed the students
to complete the rest of the puzzles on their own.
Of the three students I have selected to draw samples from for this portfolio, two were able to complete all the
puzzles in this lesson. Student 2 had attention issues and couldnʻt focus on the work. If I stayed with the child,
they felt stressed and pressured, but if I did not stay for a bit, they played with the bottom of their shoe instead
of working on the lesson. The compromise was that I would walk by frequently and just tap on the desk shield
to refocus the child. I did not want to stress them out and I also did not want to leave them behind. They are
capable of the work and did not need any support outside of refocusing.
Student 1 and Student 3 were among the group in class that enjoyed this lesson, but still found it easy. They
liked the progression of the lessons and when I digitally checked their progress, I saw that they were able to
accurately and effectively complete the lesson maps.
For the upcoming Physical lesson, I am not sure what to do. I want to make sure that this is something
challenging for the students without making the task too hard. I do not want to overestimate or underestimate
my studentsʻ abilities. I will need to wait for the final Professional Development Class Session to learn about
the options available and how I can possibly apply them to my students.
I expect that the Physical lesson will draw on skills that are further along than simple sequences and I will
continue to teach my students according to the lesson progression in the Computer Science Fundamentals
Curriculum Guide (2020- 2021). I want to make sure that my students are best prepared for the Physical
Implementation and that it will be a fair assessment.
Student Evidence 3 - Physical

Caption:
This document is a collection of student work samples from the implementation of the physical lesson
content and application of skills through their active programming of the Micro:bit on Microbit.org.
Evidence:
Rubric:
CSTA Standard: 1A-AP-10: Control: Develop programs with sequences and simple loops, to express ideas or address a
problem. (Programming is used as a tool to create products that reflect a wide range of interests. Control structures
specify the order in which instructions are executed within a program. Sequences are the order of instructions in a
program. Loops allow for the repetition of a sequence of code multiple times.)
3 2 1 0
The student is able to The student is able to The student is able to The student requires
build a code that build a code that build a code that notable teacher support to
functions to perform the functions to perform the functions to perform the complete and debug their
required task and can do required task and can do required task and can do program. The student is
so with an efficient so with an efficient so with an inefficient unable to complete their
minimum number of number of coding blocks. number of coding blocks. learning task
coding blocks. The The student is able to The student is able to independently.
student is able to debug debug and correct the debug and correct the
and correct the program program with little program with teacher
with no teacher support. teacher support. support.
Student 1 heart https://makecode.microbit.org/_MKVE3T4Vaam2

Student 1 had no issues with finding and using the code blocks to build a looping sequence and create a
flashing heart. This student was done relatively quickly and I challenged them to try animating something else. I
sent them a link to a different Micro:bit lesson and asked them if they could make the animal jump. I started
them out with a few of the basic pieces and pre-set LED patterns, but left the blocks out of sequence and did not
include any of the loop blocks. They spent a bit more time working through the animal challenge than they did
the heart and were still able to get the animal to jump a few times.
For Student 1, I am glad that I had the Completer Options ready and that I could quickly challenge their
thinking. I wanted them to practice applying their skills and see the different things that could be accomplished
with the Micro:bit. They shared the animated animal with their family and the parents were very impressed, the
child was so proud of what they were able to do. This child had no issues with completing the learning task and
earned the highest score from the rubric.
Student 2 heart https://makecode.microbit.org/_bPVi4haVk5EU

Student 2 had a bit of trouble navigating the site and took a bit to find the blocks that they needed. They
were very focused and kept running the program back to make sure that the heart flashed. Watching this child
explore and figure it out was a great experience. They did not use any loops, but they manually achieved the
goal of having the heart flash. They used the basic LED blocks to create a pattern in the sequence that would
work just as well.
This student is classified as an English Language Learner and gets pulled out of our class for Language
Focused Services. They were able to complete the learning task independently, then had to leave for the
remainder of our computer time. They did not get to try any of the Completer Options. They did return for the
Career Connections and wrap-up portion of the lesson. They mentioned that they are interested in becoming a
play-tester for video game companies as a career. We talked about how the play-testers need to know
programming so that they can give feedback to the people developing the game and help to make it better. I
showed them examples from a dinosaur game that is currently in development and what the models, AI tests,
and environment tests look like. This child was so excited, I felt that they really connected to this career option.
That these lessons would really make a positive impact on the student. This child has not used the minimum
number of blocks, however it was the efficient number for a non-looping sequence and has earned the 2-point
grade from the rubric.
Student 3 heart https://makecode.microbit.org/_iXcAyzWixbi6

Student 3 also manually generated the flashing heart by using the basic LED coding blocks to build a
repeating sequence, rather than use the loop blocks. This student was able to complete the assignment entirely
on their own and even included a scrolling “hello” at the start. They took their time building the sequence and I
observed them running through it a few times, then adding blocks to change the number of flashes. They had
initially called me over to tell me they were done when they had the flashing heart, which was the goal, but then
told me “nevermind, it's not done yet, wait” and shooʻd me away. About a minute later they had raised their
hand again and told me that it was ready now. This child had taken the time to add in the “hello” at the start of
the sequence. It was so sweet and really amazing to see that they took the initiative to do that without knowing
the Completer Options. This student was able to complete the learning task with an efficient number of blocks
and work independently, earning a rubric grade of 2-points.
This student is another from our class who really got excited to see all the different careers that were
directly linked to programming. They couldnʻt believe that the creatures and robots we saw were real. They
wished they could have every job. I am glad that this child is really connecting to the different careers and to the
coding experience. This student needs to be intrinsically motivated to really focus and stay on-task, so I am glad
that this lesson helps to build that drive within them.
Reflection:
The implementation of the lesson took almost the entire afternoon block. We took a break for recess between
the main activity and the wrap-up, but it was a very long time to have the kids working. The class loved the
discussion and the project, they were very excited to get to work on something that they recognized.
I think that the careers were enlightening, but not as driving as I had hoped. They were having a lot of fun
learning about the different career options, and they think that all of the ones we covered are cool, but not really
what they want for themselves. They loved seeing the creatures and robots come to life, they enjoyed the videos
as much as they did the programming, but only one child saw it as something that they would want to do in the
future. The rest have their own goals and careers picked out. I am happy to have exposed them to different
options and glad that I had at least a little impact on this group.
The bridging activity was really fun to work on. I loved seeing the kids make the connections between the LED
signs we have on our roads and freeways to something that they could actually do. They, like most people, take
these visuals and programs for granted. They were constantly blown away by how many things are actually run
by programs. I believe that making these real world connections helps to build the studentsʻ investment in their
own learning and will also develop the intrinsic motivation to complete the project. In the long term, it can also
build intrinsic motivation to attend school.
The main activity was challenging. The students were right on-track with completing the Course A lessons,
however, the overall recall of key components took a while longer than I expected. I had to ask very specific
guiding questions to help them remember the terms and functions. They knew it on the screen, when they saw
the blocks, and they had no problem directing the application to set up the sequence as a whole group.
During the independent work time, I hardly had to help with the sequencing or programming at all. The only
thing that I was asked was where to find certain blocks. The students all knew what they needed to do and how
to do it, it was the navigation of the new interface that caused the most problems. I encouraged the students to
explore and click on things first, to see if they could find the blocks they needed on their own before I helped
them out, and most were able to. There were a few students who had a hard time and needed more direct help.
The stronger students who have consistently shown understanding of coding and the lessons in Code.org were
able to complete their learning tasks much quicker and were the ones who wanted to continue the challenge
with the LEDs. These students were adding in scrolling words and making their own pictures. They had a lot of
fun just trying out new displays and sequences to see what they could make. I have included one of these
students in the samples.
There were other students who took a bit longer to complete the learning task. They had a hard time with either
the navigation or the looping, which led to a kind of partial “burn out”. These students did attempt to challenge
themselves with adding in words or other pictures, but gave up more quickly and chose to do one of the other
Completer Options. I have included two of these in the samples.
Overall, I think that this lesson was very successful. All of the students were able to complete the summative
learning task independently and were engaged throughout the lesson. The class did well in generating the
responses and sequences with guidance and asked good questions to help themselves along. I feel that we are
ready to continue in the Code.org lessons, and can attempt a different kind of “Beginner” level task on
Micro:bit.org. The students enjoy learning and I am pleased to have so many effective applications to show. I
plan to continue to work with the class on both platforms and build their coding skills for the remainder of the
year.
Throughout the lesson implementation, all of the students showed that they were capable of completing the
summative learning task independently. The whole class really enjoyed the lesson and the connections they saw
to the world around us. It was really nice to see the kidsʻ minds blown when we covered all the different things
that are programmed to interact with the world. I loved how excited they got when I asked them if they wanted
to program their own LED boards.
They expected to make something large, and I wish that I did have access to a physical Micro:bit for my
students. I didnʻt have time to order any for my class and the emails that I sent out to inquire if there were any
we could borrow received no response. I am so thankful that there is the virtual Micro:bit display on the website
that the students could use to run and demonstrate their programs.
Having the students work on a platform and with an interface that is different from Code.org allows the class to
see and experience the practical application of the skills they learned. They are able to use what they have
learned from Code.org and the lesson progression to create a cool program that can run on a new website. The
kids thought that it was cool that the sites were kind of the same thing.
The summative learning task, generating an effective program on the Micro:bit to show a flashing heart, was to
be completed as independently as possible. I wanted to make sure that the samples and data I collected was an
accurate representation of each of the students. I used guiding questions if the students got stuck and allowed
them time to explore the interface on their own, try to navigate and problem solve independently.
The students have shown that they can apply the skills that they have learned to new platforms and interfaces
and generate an effective program to meet the objective independently. The lesson helped the students to see the
connections between the coding that we are learning and the real, physical, world we live in. These samples
work to highlight the different levels of understanding and application within my classroom. I am very proud of
all my students and their abilities demonstrated through this course.
SECTION 5
Culminating Reflection
Caption:
This document is evidence of my professional learning and growth through the Computer Science Fundamentals Course.
This reflection will show meaningful insights into the process I experienced as well as the progress made from the first
session with Shawn Ford to the final project with my students. I will discuss the three training days and the lesson
implementations with my students. I will focus on the lessons and results shown in this portfolio with notes on the
experiences my class and I have had along the way.
Evidence:
With reflection, the portfolio becomes an episode of learning. Without reflection, it may be little more than an exercise in
amassing papers. Reflection provides participants an opportunity to summarize the documents in the portfolio and trace
how the documents and the training activity have captured and portrayed growth, integration and learning.
Guiding Question Reflection Response
Based on your experience with this I never really thought about how much of my life is involved with technology.
course, what are some new There are the obvious connections, my phone, my watch, my computer, the games
connections you’ve made? I play, etc. It never occurred to me that even the board games and books I enjoy
have been influenced and impacted by computer sciences.
The way that the books are printed has changed dramatically over time. The books
that I have from 1908 look extremely different from the books that were published
just last year. My comics from the 1960s are on a different type of paper with
different ink from the ones that I just picked up in 2020. I have a version of the
Life board game from 1978, a character edition from 2002, and an attraction
version from 2018. The structure of the game board shows the decadeʻs technology
while still maintaining the recognizable features and mechanics. From cardboard
and vacu-form in the 70ʻs to durable LDF-like board and stronger plastic, the
games act as production time capsules. It's interesting to look at just how much
computer science and technology influence everything.
Prior to my participation in this course, my understanding of computer sciences

were actually just computer and technology literacy skills. I wouldnʻt have known
to look around at the world in such a way to notice just how far everything has
come.
I was born in 1994, with a computer and fax machine in my home. My dad has
always worked as a CEO or Board Member for telecommunications, and I have
always had technology around. To me, it was normal to have digital devices and
upgrade them when they stopped working. I had just assumed that this is how
things progress; you have a tool and replace it when you need to. You can use it for
work, emails, and games. I grew up thinking that technology is just a part of life.
When the pandemic started, and everything to do with school moved to the virtual
world, I suddenly had to help everyone with everything. The teachers on my team
are all decades older than me and did not have the same exposure or experience
with technology. They didnʻt know how to do things like access meetings or work
in the GSuite. I was working so much more than ever before to help them out and
make sure everything that needed to be done was. It was kind of a culture shock for
me.
Prior to taking this class, I had exposure to coding through my friends as they
worked to earn their degrees in different areas of computer sciences. I learned the
basics of Javascript and C++. This course really helped me take it to the next level
and connect my past experiences to lessons that I could bring to my students.
I learned that I could bring computer science to the classroom and give my students
exposure to things that would help them in any career that they wanted. They
would have at least the basic understanding of computer science along with their
literacy skills. I would really be able to give my kids a leg-up in the future.
Please explicitly discuss and After taking this course and being able to implement the lessons with my students,
provide examples of how this new I want to keep going. I want to be able to teach the kids how to build and program
knowledge translates to your robots. I want them to all have exposure to different career pathways and have the
instructional practice. (How has/will skills that they need to succeed. I want them to be able to connect the technology
your teaching change as a result of they see every day to things that they are learning about. I want to give value to
taking this course?) their world in a new way.
I have already spoken with my administration and I will be teaching Music and
Coding next school year. I will also attempt to start an internal broadcast team at
the school so we can run a CCTV program on campus.
I will be able to both build the foundations of understanding computer sciences and
showcase all the different ways it influences our reality. I will get to work with all
the grade levels at the school and fully utilize the lesson progression that comes
with the Code.org and Micro:bit programs.
I also have won VEX Robotics Classroom GO Bundles. I will implement physical
lessons with tangible objects next year. I wonʻt have to rely on the virtual
experience for the Physical Application lessons.
How will what you learned in this I am so excited for next year. I will get to share the experience and knowledge that
course impact student learning from I have gained with the whole school.
this point forward?
Next year and continuing forward, I will use the real world and student driven
connections to build engaging lessons. I want to make sure that I am still
challenging the students without creating lessons that are overwhelming or
stressful.
Hopefully, I will have a positive impact on student learning. Since I will be

working with grades K - 5, I will have a much wider range of interests and
experience in a single classroom. I will also have to contend with the fact that my
students from this year will be on another level compared to their peers with no
exposure or experience.
I want to be a good influence on the students. I want to show them how involved
technology is with every industry. I want them to have as many opportunities in
life as students who have technology at home.
The students at my school are from low-SES families, very large households, and
mostly other countries. I want them to have as many experiences and opportunities
as the students from higher SES areas. I do not want my kids to be limited by their
environment. I hope to provide a positive impact in their academics and in their
lives by sharing my enthusiasm and knowledge.
What are some possible next steps I feel that the next steps I can take are to continue to learn. I will continue to seek
for you in terms of Computer out learning opportunities with programs that can help further my personal and
Science Fundamentals? professional growth.
I have already begun looking for opportunities in the PDE3 system, enrolling in the
year long Code.org cohort. I also will be starting the self-paced VEX certification
program.
The best next steps, I believe, are the steps that I can take to further help my
students gain information and skills. Anything that I can learn from these courses
and bring back to the classroom will be really beneficial. Working with a cohort of
other teachers will help to build relationships at other schools and I can learn from
them as well.
In the interim, I plan to keep exploring the Code.org, Micro:bit, and VEX Robotics
teacher tools. I want to discover and learn at my own pace, I want to have a student
experience as much as I want to teach this to my classes.

Ember Brock - Csfundamentals LRP

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ember Brock - Csfundamentals LRP

Uploaded by

Copyright:

Available Formats

Computer Science Fundamentals

Portfolio Due Date: 08/08/2021

Post Self Survey Assessment

Implementation Plan - Unplugged

Authentic Choice: I love giving the students choices with

They will get to choose (individually) where they would li

Role as the Teacher

Internet Field Trip

Pause and Think

One modification I want to make to this lesson is that the s

This will also serve to demonstrate their levels of understa

Student Interaction and the Classroom Environment

Assessing Student Learning

Master Document: Pause and Think

Connecting to the Core Computer Science Concepts

Once the students are able to explain safe behaviors in the

Making Relevant Connections

And many other questions. I expect that the students will b

Implementation Plan - Plugged

What’s happening Where can this happen in the

We will do the first four as a whole group, guided practi

Using their colors, the students will need to independent

Bridging Activity- Previewing Online Puzzles as a Cl

I will share my screen with the class on the class TV and

I will have the site read the instructions to the students a

Using my photo bucket, I will randomly select a student

We may need to complete two puzzles with the students

Teaching and Learning Strategies Main Activity- Online Puzzles

I will maintain the role of the lead learner as I walk arou

Since the students are not to walk around the classroom

This will promote student engagement and learning as w

This also allows the class to work together, even with th

By restricting my involvement, the students are able to h

Student Interaction and the Classroom Environment Happy Maps

They will be allowed to ask each other for help or helpfu

This activity is primarily independent.

Assessing Student Learning Main Activity

Since this is a seven puzzle lesson, the assessment will b

Supporting debugging Happy Maps

I could also go around with a marker and trace the outer

We will be going through the first two puzzles as a class

Those who are following along on their own laptops wil

Those who are watching on the TV can request to have t

I will encourage the students to make the correction, wri

When your families want to go to a new place, do they u

Implementation Plan - Physical

What’s happening Where can this happen in the

Real World Connections / Introduction

I will ask them about different objects that I know they h

Do you want to try to do a small one?

I will share my screen on the TV with the Micro:bit that

As the students share their thoughts and answers, I will w

Once the class has everything listed, I will change the sc

Teaching and Learning Strategies Main Activity

We will work as a class to find the code blocks that we n

Once the class has an understanding of the “Basic” toolb

The students will have their own laptops and be able to g

Once they have a program that runs effectively and show

The students will have a choice of what to do next (Com

We will work independently for the remainder of the per

Career Connections / Wrap-up

I will pull up Disney+ and show a selection of One Day

After each video, we will talk about what we saw and if