Computational Thinking: Morning Routines
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Computational Thinking: Morning Routines
45min
Students will be able to use computational thinking concepts to identify patterns, break down tasks, sequence steps, and simplify processes in their morning routines.
Lesson Preparation
* If time is limited, you can skip some of the discussion prompts in each part of the lesson.
* Several parts of this lesson involve students sharing and discussing with a partner or small group. Plan groupings of students ahead of time to ensure smooth transitions during these activities.
* This lesson requires students to put their routine in order. An interactive activity is provided where students can click and build their routine on a device. Alternatively, routine cards are provided and can be cut and given to students to physically build their routine.
* Students will decompose part of their routine by drawing on four pieces of paper, which can be post-its, scraps, or quartered pages.
* This is an unplugged activity, with an optional extension for students to code their routine. If students will not be completing the coding extension, keep the lesson hidden on the Sections/Lessons page so the program doesn't appear in their Playground.
Lesson Plan
Lesson Slides
Assessment Rubric
| Category | 4 | 3 | 2 | 1 |
|---|---|---|---|---|
| Advanced: demonstrates superior performance | Proficiency: demonstrates consistent performance | Moving toward proficiency/expectations | Experiencing significant difficulty | |
| Use computation al thinking concepts to identify patterns, break down tasks, sequence steps, and simplify processes in their morning routines. | • Student demonstrates a strong understanding of pattern recognition, decomposition, sequencing, and abstraction • Student completes all activities accurately and can clearly explain their process. | • Student demonstrates a good understanding of most computational thinking concepts • Student completes most activities with minor errors or inconsistencies. | • Student demonstrates a partial understanding of computational thinking concepts • Student completes some activities but with noticeable errors or gaps in understanding. | • Student struggles to understand and apply computational thinking concepts • Student requires significant support to complete activities. |
Lesson Standards
| Standard | Description |
|---|---|
| CSTA 1A: 1A-AP-08 | Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. |
| AZ CS K-5: K.AP.A.1 | With teacher assistance, model daily processes by following algorithms (sets of step-by-step instructions) to complete tasks. |
| CA CS K-5: K-2.AP.10 | Model daily processes by creating and following algorithms to complete tasks. |
| FL CS K-2: SC.K2.CS-CS.2.4 | Define an algorithm as a sequence of defined steps. |
| FL CS K-2: SC.K2.CS-CS.2.5 | Create a simple algorithm, individually and collaboratively, without using computers to complete the task (e.g., making a sandwich, getting ready for school). |
| FL CS K-2: SC.K2.CS-CS.2.7 | Develop and present an algorithm using tangible materials. |
| GA CS K-2: CSS.CT.K-2.5 | Develop and employ Computational Thinking strategies (break-down, find patterns, and create algorithms) to identify and solve problems. |
| GA CS K-2: CSS.CT.K-2.5.3 | Create and use Algorithms (a set of step-by-step instructions) to complete a task. |
| GA CS K-2: CSS.CT.K-2.5.4 | Use Algorithms (a set of step-by-step instructions) to construct programs (using a block-based programming language or unplugged activities) that accomplish a task as ameans of creative expression. |
| IL K-2: K-2.AP.08 | Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. |
| IN K-2 CS 2023: K-2.PA.5 | Model daily processes by creating and following algorithms (i.e., sets of step-by-step instructions) to complete tasks. (E) |
| KY CS K-5: E-AP-04 | Decompose precise steps needed to solve a problem. |
| KY CS K-5: E-AP-01 | Create, follow, compare and refine algorithms for a task. |
| MD CS K-5: K.AP.A.01 | Model daily processes and follow basic algorithms (step-by-step lists of instructions) to complete tasks. |
| MI CS K-2: 1A-AP-08 | Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. |
| MS CS K-2: AP.1A.1 | Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. |
| NE K-5 Technology: NE.K5.52 | Create algorithms, or series of ordered steps, to solve problems. |
| NJ CS K-2: 8.1.2.AP.1 | Model daily processes by creating and following algorithms to complete tasks. |
| NC CS K-2: K2.AP.01 | Model daily processes with algorithms to complete tasks. |
| NV CS K: K.AP.A.1 | Model daily processes by creating and following sets of step-by-step instructions (algorithms) to complete tasks. |
| OK CS K: K.AP.A.01 | With guidance, model daily processes and follow algorithms (sets of step-by-step instructions) to complete tasks verbally, kinesthetically, with robot devices, or a programing language. |
| TN CS K-5 2022: K.AT.1 | Construct sequential events step-by-step in a logical order. |
| TX K-5 CS: K.1.C | Identify algorithms (step-by-step instructions) using a sequential process such as first, next, then, and last. |
| TX K-5 CS: K.3.A | Practice personal skills, including following directions, needed to successfully implement design processes. |
| UT CS K-5: K.AP.1 | Model processes by creating and following algorithms to complete tasks. |
| VA CS K-5: K.AP.1 | The student will apply computational thinking to identify patterns and sort items into categories based on an attribute. |
| VA CS K-5: K.AP.2 | The student will plan and implement algorithms that include sequential order. |
| WI CS K-2: AP1.a.1.e | Construct and execute algorithms (sets of step-by- step instructions), which include sequencing and simple loops to accomplish a task, both independently and collaboratively, with or without a computing device. |
| WI CS K-2: AP1.a.2.e | Decompose a larger computational problem into smaller sub-problems independently or with teacher guidance (e.g., to draw a snowman, we can draw several different, simpler shapes). |
| WY CS K-2: 2.AP.A.01 | With guidance, identify and model daily processes by creating and following algorithms (sets of step-by- step instructions) to complete tasks (e.g., verbally, kinesthetically, with robot devices, or a programming language). |
| LA CS K-5: E.AP.1B. | Create, use, and apply an algorithm to complete a task. Compare the results of algorithm usage trials and refine the algorithm. |
| WI CS K-2: AP3.b.1.e | Follow simple instructions to complete a task, such as a simple visual tutorial. |
| MA DLCS K-2: K-2.CT.b.1 | Define an algorithm as a sequence of defined steps. |
| AL DLCS1: DLCS18.1.1 | Classify and sort information into logical order with and without a computer. |
| AL DLCS2: DLCS18.2.1 | Create and sort information into useful order using digital tools. |
| AL DLCSK: DLCS18.K.1 | List the sequence of events required to solve problems. |
| AL DLCS1: DLCS18.1.2 | Order events into a logical sequence or algorithm. |
| AL DLCS2: DLCS18.2.2 | Create an algorithm for other learners to follow. |
| AK CS 1: 1.AP.A.01 | With guidance, model daily processes and follow algorithms (sets of step‐by‐step instructions) to complete tasks verbally, kinesthetically, with robot devices, or a programing language. |
| AK CS K: K.AP.A.01 | With guidance, model daily processes and follow algorithms (sets of step‐by‐step instructions) to complete tasks verbally, kinesthetically, with robot devices, or a programing language. |
| VA CS K-5: 1.AP.1 | The student will apply computational thinking by sorting items into categories based on multiple attributes and create patterns. |
| VA CS K-5: 1.AP.2 | The student will plan and implement algorithms that include the use of sequence and an event based on a predetermined task. |
| VA CS K-5: 2.AP.1 | The student will apply computational thinking to identify patterns, and design algorithms to compare and contrast objects based on attributes. |
| KS CS 1: 1.AP.C.01 | With guidance, independently, or collaboratively construct algorithms (sets of step-by-step instructions) to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing and repetition, to express ideas or address a problem. |
| WV CS K-2: T.K-2.2 | Explore multiple ways to share ideas and organize information about themselves and the things around them. |
| WV CS K-2: T.K-2.12 | With support and guidance, create a product using a step-by-step process through the use of age-appropriate digital and non-digital resources. |
| ID CS K-2: K-2.CT.4.2 | Construct an algorithm to accomplish a task. |
| ID CS K-2: K-2.CT.4.3 | Follow the sequencing in an algorithm. |
| ID CS K-2: K-2.CT.4.6 | Use age-appropriate digital and nondigital tools to design something and are aware of the step-by-step process of designing. |
| MO CS K: K.AP.A.01 | With guidance, model daily processes and follow algorithms (sets of step-by-step instructions) to complete tasks verbally, kinesthetically, with robot devices or a programming language. |
| MO CS 1: 1.AP.C.01 | With guidance, independently or collaboratively create programs to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing and repetition. |
| OH CS K: DA.IM.K.a | With guidance, create a model of an object or process to identify patterns. |
| OH CS 1: DA.IM.1.a | Create and explain a model of an object or process that includes patterns and key elements. |
| OH CS 2: ATP.A.2.a | Model a real-world process by constructing and following step-by-step instructions (i.e., algorithms) to complete tasks. |
| OH CS 1: ATP.A.1.a | With guidance, model a real-world process by constructing and following step-by-step directions (i.e., algorithms) to complete tasks. |
| OH CS K: ATP.A.K.a | With guidance and support, model a real-world process by constructing and following step-by-step directions (i.e., algorithms) to complete tasks. |
| MT CS K-5: CS.AP.K.1 | Follow step-by-step instructions |
| MT CS K-5: CS.AP.1.1 | Retell step-by-step instructions to complete a task |
| MT CS K-5: CS.AP.2.1 | Model daily processes by creating and following sets of step-by-step instructions to complete tasks |
| ND CS 2: 2.PSA.3 | Define algorithms. |
| SD CS K-2: K-2.AP.01 | Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks (with or without devices). |
| AR CS 1: CSK8.G1.1.1 | Demonstrate the following basic steps when problem solving: understanding the problem, considering various strategies. |
| AR CS K: CSK8.K.1.1 | Discuss the following basic steps when problem solving: understanding the problem, considering various strategies. |
| AR CS 2: CSK8.G2.1.1 | Demonstrate the following basic steps when problem solving: understanding the problem, considering and examining the efficiency of various strategies. |
| AR CS K: CSK8.K.1.3 | Solve level-appropriate problems cooperatively. |
| AR CS 1: CSK8.G1.1.3 | Solve level-appropriate problems cooperatively. |
| AR CS 2: CSK8.G2.1.3 | Solve level-appropriate problems collaboratively. |
| AR CS K: CSK8.K.5.1 | Create and follow algorithms to accomplish a task or solve a problem. |
| AR CS 1: CSK8.G1.5.1 | Create and follow algorithms to accomplish a task or solve a problem. |
| AR CS 2: CSK8.G2.5.1 | Create and follow algorithms to accomplish a task or solve a problem. |
| CO CS 1: CS.1.1.1a | Students can create and follow algorithms (sets of step-by-step instructions) to complete tasks. |
| CO CS K: CS.K.1.1a | Students can follow algorithms (step-by-step instructions) to complete tasks. |
| CO CS 2: CS.2.2.1a | Students can develop plans that describe a program’s sequence of events, goals, and expected outcomes. |
| NS ICT P: P.CCT.b.2 | explore a sequence of events to reach an expected goal |
| NS ICT 1: 1.CCT.b.2 | explore a sequence of events to reach an expected goal |
| NS ICT 2: 2.CCT.b.2 | explore a sequence of events , explore and reflect on the results |
| FL GR1 CS Foundations: SC.1.PE.3.1 | Create a pattern that can be repeated to complete a task. |
| FL GR1 CS Foundations: SC.1.PE.3.2 | Extend a repeated pattern. |
| FL GR1 CS Foundations: SC.K12.CTR.3.1 | Complete tasks with digital fluency. |
| FL GR1 CS Foundations: SC.K12.CTR.4.1 | Express solutions as computational steps. |
| FL GR1 CS Foundations: SC.K12.CTR.5.1 | Create an algorithm to achieve a given goal. |
| FL GR1 CS Foundations: SC.K12.CTR.7.1 | Solve real-life problems in science and engineering using computational thinking. |
| FL GR2 CS Foundations: SC.K12.CTR.3.1 | Complete tasks with digital fluency. |
| FL GR2 CS Foundations: SC.K12.CTR.4.1 | Express solutions as computational steps. |
| FL GR2 CS Foundations: SC.K12.CTR.5.1 | Create an algorithm to achieve a given goal. |
| FL GR2 CS Foundations: SC.K12.CTR.7.1 | Solve real-life problems in science and engineering using computational thinking. |
| FL KDG CS Foundations: SC.K.PE.1.2 | Develop a series of steps to complete a task. |
| FL KDG CS Foundations: SC.K.PE.3.2 | Solve problems involving logical order thinking or sequencing with or without technology. |
| FL KDG CS Foundations: SC.K.PE.3.3 | Observe patterns of daily life and routines. |
| FL KDG CS Foundations: SC.K12.CTR.4.1 | Express solutions as computational steps. |
| FL KDG CS Foundations: SC.K12.CTR.5.1 | Create an algorithm to achieve a given goal. |
| FL KDG CS Foundations: SC.K12.CTR.3.1 | Complete tasks with digital fluency. |
| FL KDG CS Foundations: SC.K12.CTR.7.1 | Solve real-life problems in science and engineering using computational thinking. |
| AZ CS K: K.AP.A.1 | With teacher assistance, model daily processes by following algorithms (sets of step-by-step instructions) to complete tasks. |
| CA CS K-2: K-2.AP.10 | Model daily processes by creating and following algorithms to complete tasks. |
| MD CS K: K.AP.A.01 | Model daily processes and follow basic algorithms (step-by-step lists of instructions) to complete tasks. |
| TN CS K: K.AT.1 | Construct sequential events step-by-step in a logical order. |
| UT CS K: K.AP.1 | Model processes by creating and following algorithms to complete tasks. |
| VA CS K: K.AP.1 | The student will apply computational thinking to identify patterns and sort items into categories based on an attribute. |
| VA CS K: K.AP.2 | The student will plan and implement algorithms that include sequential order. |
| VA CS 1: 1.AP.1 | The student will apply computational thinking by sorting items into categories based on multiple attributes and create patterns. |
| VA CS 1: 1.AP.2 | The student will plan and implement algorithms that include the use of sequence and an event based on a predetermined task. |
| VA CS 2: 2.AP.1 | The student will apply computational thinking to identify patterns, and design algorithms to compare and contrast objects based on attributes. |
| MT CS K: CS.AP.K.1 | Follow step-by-step instructions |
| MT CS 1: CS.AP.1.1 | Retell step-by-step instructions to complete a task |
| MT CS 2: CS.AP.2.1 | Model daily processes by creating and following sets of step-by-step instructions to complete tasks |
| Texas K Technology Applications: K.1.C | Identify algorithms (step-by-step instructions) using a sequential process such as first, next, then, and last. |
| Texas K Technology Applications: K.3.A | Practice personal skills, including following directions, needed to successfully implement design processes. |
| FL KDG CS Foundations: SC.K.PE.3.1 | Arrange or sort information. |
| NY CS K-1: K-1.CT.1 | Identify and describe one or more patterns (found in nature or designed), and examine the patterns to find similarities and make predictions. |
| FL GR1 CS Foundations: ELA.K12.EE.5.1 | Use the accepted rules governing a specific format to create quality work. |
| NE K Technology: K.CS.1 | Create algorithms, or series of ordered steps, to solve problems. |
| NE 1 Technology: 1.CS.1 | Create algorithms, or series of ordered steps, to solve problems. |
| NE 2 Technology: 2.CS.1 | Create algorithms, or series of ordered steps, to solve problems. |
| NE 3 Technology: 3.CS.1 | Create algorithms, or series of ordered steps, to solve problems. |
| NE 4 Technology: 4.CS.1 | Create algorithms, or series of ordered steps, to solve problems. |
| FL KDG CS Foundations: SC.K12.CTR.1.1 | Actively participate in effortful learning both individually and collaboratively. |
| FL KDG CS Foundations: SC.K12.CTR.2.1 | Demonstrate understanding by decomposing a problem. |
| Virginia K Computer Science: K.AP.2.a | Identify tasks that are completed using sequential step-by-step instructions. |
| Virginia K Computer Science: K.AP.2.c | Create a design document to illustrate thoughts, ideas, and stories in a sequential manner. |
| Virginia K Computer Science: K.AP.2.e | Create and test a sequential algorithm to accomplish a predetermined task. |
| Virginia K Computer Science: K.AP.2.d | Create and test a sequential algorithm emphasizing beginning, middle, and end. |
| CT 1A: 1A-AP-08 | Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. |
| DE 1A: 1A-AP-08 | Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. |
| HI 1A: 1A-AP-08 | Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. |
| IA 1A: 1A-AP-08 | Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. |
| NH 1A: 1A-AP-08 | Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. |
| NM 1A: 1A-AP-08 | Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. |
| PA 1A: 1A-AP-08 | Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. |
| WA 1A: 1A-AP-08 | Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. |
| WI CS K-5: ALG.1.a.e.2 | Model daily processes by creating and following algorithms that include sequence, events, and repetition to complete tasks and solve problems. |
| AL DLCS K: DLCS25.K.1 | Create a plan that outlines the steps needed to complete a task, with guidance and support. |
| AL DLCS K: DLCS25.K.3 | Model a simple algorithm using unplugged or plugged activities, with guidance and support. |
| AL DLCS 1: DLCS25.1.1 | Create an algorithm to complete a task. |
| ISTE: 5c | Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. |
| AL DLCS K: DLCS25.K.2 | Identify information in a given problem as essential or non-essential. |
| CSTA PK-K: EK-ALG-PS-01 | Carry out algorithms in daily activities. |
| MA DLCS K-2: K-2.CT.b.3 | Enact an algorithm using tangible materials (e.g., manipulatives, your body) or present the algorithm in a visual medium (e.g., storyboard). |
| MA DLCS K-2: K-2.CT.b.2 | Create a simple algorithm, individually and collaboratively, without using computers to complete a task (e.g., making a sandwich, getting ready for school, checking a book out of the library). |