|Site:||High School Moodle|
|Course:||Mobile Transformation Lab|
|Printed by:||Guest user|
|Date:||Saturday, August 17, 2019, 5:40 PM|
Library Lesson Day 1:
It might seem crazy what I am about to say
Sunshine she's here, you can take a break
I'm a hot air balloon that could go to space
With the air, like I don't care baby by the way
Because I'm happy
Clap along if you feel like a room without a roof
Because I'm happy
Clap along if you feel like happiness is the truth
Because I'm happy
Clap along if you know what happiness is to you
Because I'm happy
Clap along if you feel like that's what you wanna do
Bid me to weep, and I will weep (A)
While I have eyes to see (B)
And having none, yet I will keep (A)
A heart to weep for thee (B)
Where else have you learned about patterns?
Did you know that art has patterns, rhythm, and repetition?
Read the book the Noisy Paint Box
The Noisy Paint Box: The Colors and Sounds of Kandinsky's Abstract ArtArt TeacherGrade 2_Art Lessonhttp://hs.moodle.lisd.net/mod/book/edit.php?cmid=97615&id=11707
Kandinsky and Pharrell Williams have something else in common.
Synesthesia is a neurological condition in which two or more senses are attached. People with synesthesia have a relationship between the senses. The excitement of one sense stimulates the experiencing of another. It is estimated that one in every 10,000 people has synesthesia but recently this estimation has been doubted because is a very low ratio considering the number of reported cases.
Estimates for the number of people with synesthesia range from 1 in 200 to 1 in 100,000.
Over 60 types of synesthesia have been reported.
Having synesthesia is a trait, like having blue eyes. There is nothing wrong with the synesthetic mind; in fact, it is likely to possess a better capacity for memory and recall. So in fact, synesthesia is more of a gift or beneficial adaptation than it is a medical condition or a form of disease. - by Eleanor Harvie on in Mishaps
Working with Sounds and events
|Close the tutorial window|
|Select the sound icon at the bottom of the page on the left.||
- pick 3 animal sounds - Click this icon each time you want to add a new sound to your sound library.
|Making a Sound Pattern|
Select the tab that says code
We will only use the sound tab and the code tab today.
The options under code will be sound and events.
I have 3 sounds. My sequence is A / B / C. When I repeat this sequence it becomes a pattern.
What other patterns could I create?
How many times did I repeat my pattern?
|Your turn!||Add sounds, and use controls to create patterns. The patterns can be music, or just sounds.|
We will not save our files thus we are COPPA and FERPA compliant. No dissinmation of student information to 3rd parties will be made.
Painted some of the earliest known works of pure abstract art.
Kandinsky's early paintings were landscapes that were heavily influenced by Impressionist artists as well as Pointillism and Fauvism. He painted with the Blue Rider which was a name of a group of artists. (Kandinsky, Paul Klee, Franz Marc, Gabriele Munter - to name a few)
He rose to prominence in the 1910s to become one of the leading figures in modern art.
Lesson plan idea from crayola.com -
Wrap-up/reflect- Students write their own poem, and include a reflection about how poems use rhythm, rhyme, and pattern to create images and make meaning, identifying where those elements are in their own poem, coding, or art work.
ELA TEK -
(18) Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse)
Introduction (process skills)
(2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.
(B) identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the revised August 2011 results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results.
(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision.
The student is expected to: (A) publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video; and
What is an Arduino?
Over the years Arduino has been the brain of thousands of projects, from everyday objects to complex scientific instruments. A worldwide community of makers - students, hobbyists, artists, programmers, and professionals - has gathered around this open-source platform, their contributions have added up to an incredible amount of accessible knowledge that can be of great help to novices and experts alike.
Unboxing and setting up the Arduino 101
SIK Experiment Guide for Arduino - V3.2 -
This guide contains all the information you will need to explore the 16 circuits of the SparkFun Inventor’s Kit for Arduino V3.2. At the center of this guide is one core philosophy - that anyone can (and should) play around with electronics. When you’re done with this guide, you’ll have the know-how to start creating your own projects and experiments. Now enough talking - let’s get inventing!
This guide is also available as a downloadable PDF, if you prefer. Click here for the download.
For Starter Kit for RedBoard - Programmed with Arduino users: For those who have Starter Kit for RedBoard - Programmed with Arduino, you are able to follow through experiments 1, 2, 3, 6, 7, 9, 10, and 11.
2016 iCreate Microcontroller Class
Arduino 101: Step-by-Step Instructions for Blinking LEDs and more
Arduino 101, USB Standard-A to Standard-B cable, resistors, LEDs, jumper wires and a small "breadboard" to poke pins in. If you are completely new to electronics and don't have familiarity with what a "circuit" is, then be sure to watch this Region 10 video:
Safety: We will not be working with enough electricity to hurt anyone. The levels are low and touching anything as you are building it will not even cause a sensation in your fingertips.
Arduino 101 Workshop
Note: If you already have Arduino on your computer for a previous workshop, please make sure you have theArduino 1.6.9 version so we are all on the same page. You will also need to download an add-on program for the Arduino 101 “Curie” if you have never worked with an Arduino 101 before.
You will need an internet connection and a laptop running one of the following (your instructor will be using Windows 7 or 8.1):
If you are an advanced user, you may want to look at instructions here: Getting Started Guide:https://www.arduino.cc/en/Guide/Arduino101
Or you can follow these instructions:
1. Download and install this software onto your laptop. If you have trouble, make sure that pop ups are enabled:
a. Download the Arduino IDE, located here:https://www.arduino.cc/en/Main/Software
IDE = “Integrated Development Environment” It includes everything you will need on your laptop to “talk to” (program) the Arduino 101 board.
2. We are working with a processor (a.k.a., “core”) that is new to the Arduino IDE (software). It is called the Curie. You will need to install a software add-on program so that the Arduino IDE will recognize the Curie core when we connect the Arduino 101 with a USB cable to the laptop later on. To understand this in more detail see the Guide to installing a core, otherwise, continue on: https://www.arduino.cc/en/Guide/Cores
3. Next, To install the Curie add-on program:
a. Once you have installed the Arduino IDE, you need to open it. On a Windows machine, you can go to the Start menu and look under All Programs to find and launch the Arduino software/program/IDE.
b. Next, Click on Tools and Boards, then Boards Manager
c. A window will pop up (see below). Scroll down to the Curie Board. Click on the More Info link and buttons will appear; then click on the Install button. Tools (a program) will start to download from the internet. This will take a few minutes.
d. Another window may pop up asking you if you would like to install this device software. Click Install. You may have to do this several times.
e. Click close. If you get a notification that the software did not install correctly, make sure you are not on a network that has a firewall that prevents you from making installations.
f. Check and make sure that install was successful: Go back to step 3B, and if you were successful at installing the core, you will see this for the Curie board
You are now ready to use your Arduino!
Coding is very simple:
Buttons are pushed on the back of the BeeBot and the bee will run the inputted code.
Support Materials for Teachers:
Great for all levels (1st grade up)
Coding for Primary Students
Coding for Intermediate Students
Coding for Secondary
Dr. Kim Kinnaird and Alissa Cornelius are now piloting Codesters. Thank you to Codesters for providing their students with this opportunity! If you wish to know more, feel free to contact them.
Everyone can try a class free. Try it!
If you purchase the program - Every teacher class comes with an intro to coding. Just add additional classes - have them log in with their LISD Google account. Share your key with them and they will connect to the right class.
What type of Code?
LIVE HELP for TEACHERS!!!
Read more: http://www.digitaltrends.com/cool-tech/code-a-pillar/#ixzz4HWoWyrdd
Follow us: @digitaltrends on Twitter |
Ready for intro to coding? The Ozobot may be what you are looking for to excite students about learning to code.
Ozobots are small, smart toy robots that empower gamers and learners to code, play, create and connect the physical and digital worlds. Colors are drawn in specific patterns that the ozobot interprets as code. they follow the lines and patterns drawn on an iPad or a sheet of paper.
LISD student made film on Ozobot (Ian from Hicks Elementary)
This is a great thing for real geeks or people who persevere without skills! (I fall into the later category. It was tough.)
What is it?
The Raspberry Pi is a low cost, credit-card sized computer that plugs into a computer monitor or TV, and uses a standard keyboard and mouse.
Integrated wireless comes to Raspberry Pi - 2/20/2016 Update
This is good for 1 project. You need several for groups of kids.
Rule of Thumb - This will do 1 thing well and only 1 thing. Choose wisely! ; )
Before you plug anything into your Raspberry Pi, make sure that you have all the equipment listed above to hand. This sounds simple to "techs" it took me 2 days. Then follow these instructions:
These directions are from the web.... You may find some you prefer. If so, share ad I'll change them.
piwith the password
raspberry. Note you will not see any writing appear when you type the password. This is a security feature in Linux.
startxand press Enter on your keyboard.
Lesson Part One: Intro to the unit- Build background through Poetry Lessons. Possible activities (use the Comprehension Toolkit and TeachingBooks.net for guidance as well):
Choose some fun poetry books and do some read aloud. As you read each one, have students respond to the poetry by asking these questions:
What do you notice about the poem’s sound? (Look for answers about rhymes, etc.)
Did you notice any patterns? If so, what?
What images did the poet/author make in the poem? How did they do that? What parts of the poem give you that image?
When all is done, create an anchor chart about what Ss learn. One possibility might be a treemap, with poetry at the top, and the elements, with examples, listed below, and the frame of reference is the poetry books read. Another might be a circle map with poetry in the middle, and what kids learned in the outer circle, with book titles in the frame of reference. However you want to make the anchor chart is fine, as long as it covers and incorporates the vocab of rhythm, repetition, rhyme, and their impact on imagery. This anchor chart will then go into the classroom.
Lesson Part Two: Note- If the Art teacher is not involved in the unit of study, the librarian would do this part as well
Review the elements of poetry students have learned. Next, play a few seconds of a song that is familiar to them (in this case, we used Pharrell Williams' "Happy"). Explain to students that songs are merely poems with music. Then show students the lyrics, reading the first few lines as a poem, discussing the rhythm, repetition, pattern, imagery, and meaning. Discuss how just as music is related to poetry, so is Art. The elements of poetry are all around us, even if we don't realize it.
Lyrics can be found here: https://www.lyrics.com/lyric/30024711/Pharrell+Williams/Happy
Begin by pulling up https://www.guggenheim.org/artwork/artist/vasily-kandinsky on the board and allow students to just look at the art pieces. Ask them what they notice.
Next, read the book The Noisy Paint Box: The Colors and Sounds of Kandinsky’s Abstract Art by Barb Rosenstock. Stop along the way to ask students to reflect and respond on what they're reading.
Finally, after reading the text (you may only read part of it and suggest students check it out to accommodate for time), pull up some of Kandinsky's work to evaluate more closely. Where is there rhythm? Where is there repetition and pattern? As colors repeat themselves in the piece, imagine the song that must have played in his head?
Tying it all together- all of the elements of poetry, music, and art bring unity to the piece. We glean meaning from these pieces through the elements coming together. Stanzas in poems, choruses in songs, and repeated patterns, colors, line and shape all tell a complete story.
Challenge students to listen to songs and think of the poetry involved, look at the natural world around them and identify the patterns, repetition, and rhythm they see, and finally to think of art as a visual poem- that may carry sound for some very special people, like Kandinsky and Pharrell Williams.
Identify the elements of art, including line, shape, color, texture, form, and space, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, and balance.[1B]
45-60 mins. both days)- All hands on deck: Students will be given copies of the song lyrics to Pharrell Williams’ Happy. They will discuss the rhythm, patterns, rhyme, and imagery of the lyrics, recognizing that when set to music, the poem now has sound.
Jody will also talk about artists who can see sounds. Pharrell Williams is such an artist. See full art lesson for integration during this process.
Then, students will create their own poetry “songs” with Scratch and the MakeyMakeys, including patterns, rhythm and sounds to create an image. We will use Library Services iPads to record students’ work, placing each file in a Google folder for teachers and students to access for possible assessment and e-portfolio use.
Wrap-up/reflect- Students write their own poem, and include a reflection about how poems use rhythm, rhyme, and pattern to create images and make meaning, identifying where those elements are in their own poem, and how they’ve created imagery.
Poetry - Art Lesson
Identify the elements of art, including line, shape, color, texture, form, and space, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, and balance.[1B]
Check out: The Noisy Paint Box: The Colors and Sounds of Kandinsky’s Abstract Art by Barb Rosenstock
Link to: Video - the movie I have it, too. http://www.pbs.org/wgbh/nova/blogs/secretlife/neuroscience/steffie-tomson/
Play During Making: Music: Franz Liszt - Had synesthesia - https://en.wikipedia.org/wiki/Piano_Concerto_No._1_(Liszt) (scroll down, music is in public domain at this location and can be downloaded)
Want to see a Kandinsky in person? This one is at the DMA https://uncrated.files.wordpress.com/2012/06/kandinsky-e1339017458227.jpg
Classroom Teacher / Art Teacher / this time Jody will do this part.
Display or show paintings by Kandinsky.
What do you notice when you look at this painting?
Do you see objects like a house or a cow?
When you see a painting that doesn’t “represent” or look like things you can touch, it is called abstract art. This is abstract art.
READ: Teacher will read: The Noisy Paint Box
What did Kandinsky’s family say about his artwork?
What 5 senses do we all have? What 2 senses did Kandinsky use when he painted? Do you think this is unusual? Sometimes people think when someone is different that is a problem, but we know that it a gift sometimes.
Art Analysis of his paintings:
As you look at Kandinsky’s works the children will have their own vocabulary that aligns with the standard. Allow them to use their words keeping in mind to build off of the ones that mean basically the same as the elements of art.
The teacher will remind the kids that they are studying poetry in their ELA class. Ask about their experience and have them tie what they learned to the paintings by Kandinsky.
When you created a poem with code with the computer program what were you learning?
Do you see repetition in this painting? Where? - Now the vocabulary will start to focus on the principles of art.
You also learned about making patterns. How did the artist create patterns in this work?
In art, pattern is called repetition. What is the root word for repetition? (Repeat)
So, patterns repeat and lines, shapes, and colors can repeat, too.
Draw Connections with previous lessons:
Who can tell me what Pharrell Williams has that causes him to see colors when he hears a musical note? synesthesia
Kandinsky is a visual artist who also heard musical notes when he saw a particular color. Kandinsky most likely had synesthesia, a condition in which two or more of a person’s senses are intertwined. Kandinsky said he heard colors. For him, yellow represented low notes and deep blue represented high notes. He composed his painting like a musical song. Each color had its own special sound.
“Color is the keyboard, the eyes are the harmonies, the soul is the piano with many strings. The artist is the hand that plays, touching one key or another, to cause vibrations in the soul.”
He is credited as being the first artist to create a purely abstract work by some historians.
Oil Pastels on Paper - Crayola 52-3624 Portfolio Series Water Soluble Oil Pastels, 24 Count
Acrylic on paper
Play Music: Franz Liszt - Guess what, he had synesthesia, too! Who can tell me what that means again?- https://en.wikipedia.org/wiki/Piano_Concerto_No._1_(Liszt)
Think about how Kandinsky and how he used line, shape, and color in his paintings. Think about how you feel today. How would your colors represent your mood and how you feel? How does this music he liked look when it is on paper? What color did you make the high notes? What color are the low notes?
Draw shapes on a scrap piece of paper. (repetition)
The shapes are abstract
1 shape you will draw 5 times.
1 shape you will draw 5 times
And 1 shape you will only get to use one time.
The colors reflect the feel of the music.
On your drawing paper, you will need to show how you will use line, color, shapes, and texture similar to Kandinsky. You will repeat the shapes, what else can you repeat?
Draw it with pencil first.
Count your shapes.
What colors feel like the music? Create an abstract composition that reflects the music, shows the rhythm of the music and has repetition.
The rubric is a guide more for the teacher to ensure they are guiding, and reinforcing the students as they create. If they draw a tree or horse, talk to them about their choice... You might find that they researched Kandinsky and liked his blue rider period better. This is a great opportunity to guide them to understand that in art there are representational and nonrepresentational works.
Kandinsky later works were abstract nonrepresentational.
Used 2 colors.
Used more than 2 colors.
Did not meet have the correct number of shapes even with guidance.
1 shape you will draw 5 times.
1 shape you will draw 5 times
And 1 shape you will only get to use one-time
Can talk about their work.
The child enjoyed the project, but they could not talk about their painting.
Teacher engaged with all kids. The child could articulate facts about their competition.
Display works in the hall for all kids.
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Why does privacy matter?
Family Educational Rights and Privacy Act (FERPA) - Federal Law
https://studentprivacy.ed.gov/ Law updated February 24, 2017
This is a federal law that has to do with a student’s directory information and their school records.
FERPA defines "directory information" as information contained in a student's education record that generally would not be considered harmful or an invasion of privacy if disclosed. Directory information could include:
name, address, telephone listing, electronic mail address, date and place of birth, dates of attendance, and grade level;
participation in officially recognized activities and sports;
weight and height of members of athletic teams;
degrees, honors, and awards received; and
the most recent school attended.
A school may disclose directory information to anyone, without consent, if it has given parents: general notice of the information it has designated as "directory information;" the right to opt out of these disclosures; and the period of time they have to notify the school of their desire to opt out.
The Children's Internet Protection Act (CIPA) requires that K–12 schools and libraries in the United States uses have filters to protect children from online content unauthorized disclosure, use, and dissemination of personal identification information regarding minors. 47 U.S.C. §254 (I)(1)(A)(iv
Poetry Grade 2 -
Copyright permission for Teachers
Fair Use in Education
34 Performing, playing or showing work in course of activities of educational establishment.
(1)The performance of a literary, dramatic or musical work before an audience consisting of teachers and pupils at an educational establishment and other persons directly connected with the activities of the establishment—
(a)by a teacher or pupil in the course of the activities of the establishment, or
(b)at the establishment by any person for the purposes of instruction,
is not a public performance for the purposes of infringement of copyright.
(2)The playing or showing of a sound recording, film [F2or broadcast] before such an audience at an educational establishment for the purposes of instruction is not a playing or showing of the work in public for the purposes of infringement of copyright.
Music and Lyrics
To Teacher - How may I be copyright compliant?
Legally purchase the song Happy by Pharrell Williams - suggestion: https://itunes.apple.com/us/album/happy-live-single/915102914
Do not stream the music from a subscription like Netflix or Pandora. Read their terms of service, often it explicitly states it is for personal use only and is not to be shared.
Display (do not print the lyrics)
Lyrics accessed at (Terms of Service allow this use at this site.) https://www.azlyrics.com/lyrics/pharrellwilliams/happy.html
Cite the work
You need written parent permission to save your student’s work online.
If you have children create ID’s in scratch they must be at least 13 years of age.
User Agreement -
1.3 Scratch is open to children and adults of all ages, and we ask that you keep this in mind when using the Scratch services. When you use Scratch, you agree to abide by the Scratch Community Guidelines.
To use Blockly Beta to code Sphero online (available free in the Chrome store), you must first pair your device to your computer using Bluetooth in settings. Using my Mac and my iPad I did the following:
TEKS These are not from LISD / Use them as a reference only.
|(a)(1)||Prepare all Texas Students for challenges in 21st century by embedding statistics, probability, and finance, while focusing on COMPUTATIONAL THINKING, mathematical fluency, and solid understanding.||All puzzles and unplugged lessons in Code Studio, http://studio.code.org|
|(a)(2)||The process standards describe ways in which students are expected to engage in the content. The process standards weave the other K&S today so students can be successful problem solvers and use math efficiently and effectively in daily life. Apply math to problems arising in everyday life, society, and the workplace. Use a problem-solving model that incorporates ANALYZING GIVEN INFORMATION, FORMULATING A PLAN OR STRATEGY, determine a solution, justifying the solutions, and evaluating the problem-solving process and reasonableness of the solution. Select tools such as real objects, manipulative, ALGORITHMS, paper and pencil, and technology and techniques such as mental math, estimation, number sense, GENERALIZATION AND ABSTRACTION to solve problems. Communicate math ideas, reasoning, and their implications using representations such as symbols, diagrams, graphs, COMPUTER PROGRAMS, and language. Use math relationships to connect and communicate math ideas. Display, explain, or justify math ideas and arguments using precise math language in written or oral communication.||All puzzles and unplugged lessons in Code Studio.|
|(a)(3)||Develop a robust sense of number. Carry out procedures flexibly, accurately, efficiently, and appropriately. Develop procedural fluency in problem solving through time, effort and PERSEVERANCE.||All puzzles and unplugged lessons in Code Studio|
|(a)(4)||Focal areas: understanding counting and cardinality, understand addition as joining and subtraction as separating, compare objects by measurable attributes||Course 1 (6) Real-life Algorithms - Plant a Seed|
|(a)(4)(A)||Counting and cardinality, Number names and the counting sequence. Apply principles of counting to make the connection between numbers and quantities||Course 1 (8) Artist|
|(a)(4)(B)||Use meaning of numbers to create strategies for solving problems and respond to practical situations involving addition and subtraction.|
|(a)(4)(C)||Identify characteristics of OBJECTS that can be measured and directly compare objects accounting to these measurable ATTRIBUTES.|
|(b)||Knowledge and Skills|
|(b)(1)||Math Process standards|
|(b)(1)(A)||Apply math to problems arising in everyday life, society and the workplace.||Course 1 (2) Move It, Move It; (4) Maze-Sequence; (6) Real-life Algorithms-Plant a Seed; (9) Building a Foundation; (16) Play Lab - Create a Story|
|(b)(1)(B)||Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.||Course 1 (4) Maze-Sequence; (5) Maze-Debugging; (6) Real-life Algorithms-Plant a Seed; (7) Bee1-sequence; (8) Artist-Sequence; (9) Building a Foundation; (10) Artist-Shapes; (11) Spelling Bee; (12) Getting Loopy; (13) Maze-Loops; (14) Bee-Loops; (15) The Big Event; (16) Play Lab - Create a Story; (17) Going Places Safely|
|(b)(1)(C)||Select tools and techniques … to solve problems. Tools includes real objects, manipulatives, paper and pencil, and technology. Techniques include mental math, estimation, and number sense.||All Courses as Code Studio includes real objects, manipulatives, paper and pencil and technology and includes mental math, estimation and number sense to solve problems.|
|(b)(1)(D)||Communicate math ideas, reasoning using multiple representations including symbols, diagrams, graphs, and language (Note intro says computers programs.)||Course 1 (1) Happy Maps; (4) Maze-Sequence; (6) Real-life Algorithms; (7) Bee1-Sequence; (8) Artist-Sequence; (10) Artist-Shapes; (13) Maze-Loops; (14) Bee-Loops; (16) Play Lab - Create a Story|
|(b)(1)(E)||Create and use presentations to organize, record and communicate math ideas||Course 1 (4) Maze; (6) Real-life Algorithms; (7) Bee; (8) Artist; (16) Play Lab|
|(b)(1)(F)||Analyze math relationships to connect and communicate math ideas||(16) Play Lab|
|(b)(1)(G)||Display, explain, justify math ideas and arguments using precise math language in written or oral communication.||Course 1 (1) Happy Maps; (2) Move It; Move It; (6) Real-life Algorithms; (16) Play Lab; (18) Artist|
|Course 1 (12) Getting Loopy|
|(b)(2)||Number and operations. Apply math process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers; and relationship within numeration system.|
|(b)(2)(A)||Count forward and backward to at least 20||Course 1 (7) Bee: Sequence; (12) Getting Loopy (18) Artist|
|(b)(2)(B)||Read, write, and represent whole numbers from 0 to at least 20.||Course 1 (9) Build a Foundation; (12) Getting Loopy|
|(b)(2)(C)||Count a set of objects up to at least 20 and demonstrate the last number tells the number of objects in the set.||Course 2 (14) Binary Bracelets|
|(b)(2)(D)||Recognize instantly the quantity of a small group of objects.||Course 1 (4) Maze; (7) Bee; (8) Artist; (11) Spelling Bee; (18) Artist|
|(b)(2)(E)||Generate a set using concrete and pictorial models that represent a more than, less than, equal to a given number up to 20.||Course 1 (12) Getting Loopy; (18) Artist; Course 2 (14) Binary Bracelets|
|(b)(2)(F)||Generate a number that is one more than or one less than another number up to at least 20||Course 1 (12) Getting Loopy; (18) Artist|
|(b)(2)(G)||Compare sets of objects up to at least 20 in each set using comparative language||Course 1 (12) Getting Loopy; (18) Artist; Course 2 (14) Binary Bracelets|
|(b)(2)(H)||Use comparative language to describe two numbers up to 20 presented at written numerals|
|(b)(2)(I)||Compose and decompose numbers up to 10 with objects and pictures||Course 1 (7) Bee: Sequence; (16) Play Lab; (18) Artist|
|(b)(3)||Number and operations. Applied math process standards to develop an understanding of addition and subtraction situations to solve problems.|
|(b)(3)(A)||Model the action of joining to represent addition and the action of separating to represent subtraction||Course 1 (2) Move It, Move It; (7) Bee-Sequence; (8)Artist:Sequence; (12) Getting Loopy|
|(b)(3)(B)||Solve word problems using objects and drawings to find sums up to 10 and differences within 10.||Course 1 (8) Artist; (11) Spelling Bee; (16) Play Lab - Create a Story; (18) Artist|
|(b)(3)(C)||Explain strategies used to solve problems involving adding and subtracting within 10 using words, concrete and pictorial models, and number sentences||Course 1 (6) Real-life Algorithms; (16) Play Lab - Create a Story|
|(b)(4)||Number and operations. Applies math process standards to identify coins||Course 1 (2) Move It, Move It - Teacher would have to create Coin pictures|
|(b)(5)||Algebraic reasoning. Applies math process standards to identify pattern in the number word list. Recite numbers up to 100 by ones and tens beginning with any given number.||Course 2 (14) Binary Bracelets; Course 3 (19) Crowdsourcing (Adjusted to counting items in jar.); Course 4 (11) Play Lab: For Loops.|
|(b)(6)||Geometry and measurement. Applies math process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.|
|(b)(6)(A)||Identify two-dimensional shapes, including circles, triangles, rectangles, and squares||Course 1 (10) Artist: Shapes|
|(b)(6)(B)||Identify three-dimensional shapes, including cylinders, cones, spheres, and cubes in the real world||Course 1 (2) Move It, Move It - Teacher would have to build maze to find shapes|
|(b)(6)(C)||Identify two-dimensional components of three-dimensional objects||Course 1 (9) Building a Foundation|
|(b)(6)(D)||identify attributes of two-dimensional shapes using informal and formal geometric language.||Course 1 (10) Artist: Shapes; (18) Artist|
|(b)(6)(E)||Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size||Course 1 (4) Maze: Sequence; (7) Bee1: Sequence; Builds Spatial Reasoning|
|(b)(6)(F)||Create two-dimensional shapes using a variety of materials and drawings||Course 1 (9) Building a Foundation; (8) Artist: Shapes; (18) Artist|
|(b)(7)||Geometry and measurement. Applies math process standards to directly compare measurable attributes.||Course 1 (8) Artist: Sequence; (18) Artist|
|(b)(7)(A)||Give an example of a measurable attribute of a given object, including length, capacity and weights|
|(b)(7)(B)||Compare two objects with common measurable attributes to see which object has more or less of the attribute and describe the difference.||Course 1 (10) Artist: Sequence; (18) Artist|
|(b)(8)||Data analysis. Applies math process standards to collect and organize data to make it useful for interpreting information.||Course 1 (6) Real Life Algorithms; (9) Building a Foundation;|
|(b)(8)(A)||Collect, sort, and organize data into two or three categories||Course 1 (6) Real Life Algorithms; (16) Play Lab|
|(b)(8)(B)||Use data to create real-objects and picture graphs.||Course 1 (16) Play Lab; (18) Artist|
|(b)(8)(C )||Draw conclusions from real-objects and picture graphs.||Course 1 (5) Maze: Debugging; (15) The Big Event; (16) Play Lab|
|(b)(9)||Personal financial literacy. Applies math process standards to manage one's financial resources.|
|(b)(9)(A)||Identify ways to earn income||Course 1 (16) Play Lab [Make an App]; (17) Going places safely; (18) Artist [Draw something for a Card]|
|(b)(9)(B)||Differentiate between money received as income and money received as gifts|
|(b)(9)(C)||List simple skills required for jobs||Course 1 (6) Real Life Algorithm|
|(b)(9)(D)||Distinguish between wants and needs and identify income as a source to meet one's wants and needs.||Course 1 (17) Going places safely|
ScratchJr - From the creators of Scratch at MIT comes an iOS & Android tablet app for 5-7 year olds.
LiveCode - Build mobile or desktop software with this Windows & Mac program using a drag & drop interface.
Robot School - Combines the fun of playing with LEGO and controlling robots into teaching basic program principles.
Codeacademy.com HS and beyond
Want more? Check out these shelves of tools created by educators on edshelf.
IT, Coding, Robotics - Curated by gifted and talented coordinator Haleh Agar.
Coding for Kids - Curated by technology integration specialist Michael Fricano II.