1. Little Coders Computational Thinking in K-2 Classrooms

2. Introductions
Anne Gallagher: Office of Superintendent of Public Instruction as the Director of Mathematics at OSPI, support K-12 educators throughout the state in ensuring math achievement for all students. She leads early mathematics initiatives to bring awareness of the importance of early mathematics for young children.
Vickei Hrdina: ESD112 (Vancouver) and SWWA STEM Network - Director of STEM Teaching and Learning, supporting 27 districts in developing integrated STEM experiences for grades K-8 and operating a regional STEM/CS loan program.
Shannon Thissen: Office of Superintendent of Public Instruction as the Computer Science Program Supervisor, supporting K-12 educators throughout the state to integrate computer science into the curriculum. She leads the Computer Science Education grants for the state.

3. Outcomes
Develop an understanding of computational thinking in early learning
Engage in integrated learning activities to experiences the overlapping practices of Computer Science, NGSS and Common Core
Adapt existing lessons to incorporate simple computational thinking strategies
Locate resources, opportunities and potential partnerships for building a program in your context

4. Run, Run as Fast as You Can!
As you listen to the story, develop a sequence using the character cards that represent the order that the Gingerbread Man encounters.

5. Demonstrate your thinking...
Move to one of the Bee Bot mats (no more than 4 people per mat)
Spend a few minutes with your partners figuring out your bee’s controls
Develop a program to demonstrate which character in the story the Gingerbread Man encountered first

6. Computational Thinking Decomposition Patterns Algorithms Abstraction
Computational Thinking Concept
Subject Area Application
Break a problem into parts or steps
Literature: Break down the analysis of a poem into analysis of meter, rhyme, imagery, structure, tone, diction, and meaning.
Recognize and find patterns or trends
Economics: Find cycle patterns in the rise and drop of the country's economy.
Develop instructions to solve a problem or steps for a task
Culinary Arts: Write a recipe for others to use.
Generalize patterns and trends into rules, principles, or insights
Mathematics: Figure out the rules for factoring 2nd-order polynomials
Chemistry: Determine the rules for chemical bonding and interactions.

7. Building Upon the Storyline - NGSS Extensions
Bees can be paired to push - pull each other
Students use partner programming to develop complementary coding strands (one that pushes, and one that pulls)
Extend the Gingerbread Man’s story to include using Engineering Design to solve his problem

8. Building Upon the Storyline - Math Extensions
Place your Bee Bot on the Old Man & Woman (#1). Program your Bee Bot to move to the Chicken.
Place your Bee Bot on the Cow. Predict what number your Bee Bot will land on when you program your Bee Bot to go forward 4.
Place your Bee Bot on the Horse. If you program your Bee Bot to go forward 3 and back 5, what number will your Bee Bot land on? Make a prediction before you program your Bee Bot.
Create your own math problem.

9. Building Upon the Storyline - Computer Science
Algorithms & Programming 1A-AP-10 Develop programs with sequences and simple loops, to express ideas or address a problem. (P5.2) 1A-AP-11 Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. (P3.2) 1A-AP-12 Develop plans that describe a program’s sequence of events, goals, and expected outcomes. (P5.1, P7.2) 1A-AP-15 Using correct terminology, describe steps taken and choices made during the iterative process of program development. (P7.2)
Data & Analysis
1B-DA-07 Use data to highlight or propose cause- and-effect relationships, predict outcomes, or communicate an idea. (P7.1) Agorithms & Programming 1B-AP-08 Compare and refine multiple algorithms for the same task and determine which is the most appropriate. (P6.3, P3.3) 1B-AP-10 Create programs that include sequences, events, loops, and conditionals. (P5.2) 1B-AP-11 Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process. (P3.2) 1B-AP-15 Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended. (P6.1, P6.2) 1B-AP-16 Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development. (P2.2) 1B-AP-17 Describe choices made during program development using code comments, presentations, and demonstrations. (P7.2)
Impacts of Computing 1B-IC-20 Seek diverse perspectives for the purpose of improving computational artifacts. (P1.1)

11. Formative Assessment and Intervention
Bee Bot mats can be customized to reflect any content and used as a strategy for students to demonstrate learning in a new format
For example, if a student developmentally is not able to write to explain their understanding of a story, they can use the Bee Bots to show a sequence of events or make predictions.
Another example, as students discuss how many steps forward the Bee Bot has to go to get to a given number, the teacher can formatively assess strategies students may use to solve the problem.

12. Resources for Other Content Integration
Dances Around the World
How Robots Are Teaching Singapore’s Kids
Bee Bot Activities for Integrating Into the Classroom
Making Your Classroom Buzz with Bee Bots

13. Grant Opportunities
$1,000,000 in Fiscal Year 2019 for computer science education (ESSB 5883, Sec. 501, 35)
These funds are designated for:
(1) Teacher training and credentialing in computer science
(2) Technology upgrades needed to learn computer science
(3) Engaging students in computer science
Applicants are encouraged to:
Think creatively about the most effective means of advancing student knowledge and skill in computer science.
Consider and demonstrate how their proposal supports the integration of computer science in other content areas.
Provide an inspiring and inclusive K–12 computer science experience that empowers students at every age level, appeals to students of diverse backgrounds, and challenges them to solve real-world problems.
See handout

14. Thank you! Anne Gallagher anne.gallagher@k12.wa.us Shannon Thissen
Vickei Hrdina