Standards in this Framework
Standard | Lessons |
---|---|
1.CC.1
Collect and document evidence to share information with others in pictures, diagrams, or text. |
Digital Research 2: Choice Research Advanced Data and Programming |
1.CC.2
Communicate the solution(s) of a problem/analysis either orally, visually or in writing, which may include process steps, findings, or conclusions. |
Digital Research 2: Choice Research Preventing Erosion |
1.CC.3
Identify roles and responsibilities to collaborate in various group settings (i.e., online, onsite and/or hybrid) and situations. |
LEGO® SPIKE Essential: Design a Moving Statue |
1.DM.1
Estimate to determine appropriate measurement tools to use and apply measurements (e.g., time, length) defined in grade level content standards to analyze real-world scenarios. |
Ozobot® Programming 5 |
1.DM.2
Construct visual representations defined in grade level content standards (e.g., bar graphs, charts) to determine patterns. |
Data Patterns and Predictions |
1.DM.3
Evaluate reasonableness of observations, results, and solutions throughout processes. |
|
1.IPS.1
Form observations, ask questions, plan and conduct investigations to answer questions or solve problems. |
Park Cleanup STEM Project with Bee-Bot® Park Cleanup STEM Project with Code & Go® Robot Mouse |
1.IPS.2
Decompose a complex problem into smaller steps or sequences to evaluate (e.g., what should be done first, second) appropriate to grade-level content. |
Wildlife Scene Project Chicken Crossing Game River Crossing Game Create a Map Debugging: Events and Sequences Debugging: Message Events and Loops Message Events: Scout Plays in the Forest Maze Game Project |
1.IPS.3
Determine one or more viable solutions using data and information to resolve a given scenario. |
VEX 123®: Patterns of Living Things |
1.AM.1
Apply modeling to represent physical or conceptual objects (e.g., plants, animals, base-ten blocks). |
LEGO® SPIKE Essential: Design for Changing Weather Preventing Erosion |
1.AM.2
Apply symbols and relationships (e.g., place value, <, =, >, operations) to represent physical or conceptual objects (e.g., letters or numbers may represent objects). |
Greater Than and Less Than: Two-Digit Numbers |
1.AM.3
Describe that systems have parts that work together to accomplish a goal (e.g., plant life cycle, computer hardware and software). |
Animal Life Cycles |
1.IDL.1
Consider how technology can both serve as a tool and/or create the problem to be solved. |
Impacts of Technology in Our World What Can AI Do? How AI Helps Us |
1.IDL.2
Review and compile information from multiple sources (with guidance) to solve a problem |
Digital Research 2: Choice Research |