Elementary STEM Curriculum Outline Computer Science and Robotics Matt Arnold The following is a curriculum outline for an elementary STEM program focused on computer science education. Research indicates that computer science education is poorly represented at all levels of education throughout the United States, but heavily overlooked in elementary schools. Because science curriculum is typically taught in general education classes, a STEM class has the ability to fulfill the computer science education needs at the elementary level. The outline was developed based on concepts designed and researched by Dr. Seymour Papert (author of Mindstorms) and the Computer Science Teacher Association's Computer Science Standards for grades K-6 (pp. 1-15). Addtional guidance for the development of this outline was provided by the Computer Science Teacher Association's online resources and K-8 Task Force, discussions with Scratch developers and educators at MIT, and online discussions with computer science educators across the United Kingdom involved in a national after-school program for coding. Each grade level's activities are broken into three domains necessary for continued computer science education at the secondary level. These domains include computational thinking, design thinking, and spatial thinking. In addition to focusing on these three domains in each grade level STEM class, the engineering design process is taught and utilized at throughout the elementary curriculum. The outline should serve only as guidance for developing a more in-depth curriculum, but should provide a basic foundation for elementary STEM classes. I. First Grade A. Computational Thinking 1. compare/contrast technology and non-technology items 2. understand basic programming concepts through physical play (commands) 3. develop ability to navigate computer software and hardware B. Design Thinking 1. develop a basic understanding of the engineering design process 2. brainstorm and create solutions to problems through the design process 3. sketch ideas and plan out solutions (Doodle Day activities) C. Spatial Thinking 1. build two-dimensional and three-dimensional objects/shapes using key vocabulary to describe the creations 2. effectively use spatial vocabulary during physical programming activities through commands (over, under, around, near, turn, left, right, beside, etc.) 3. identify patterns and their uses in the world around us II. Second Grade

A. Computational Thinking 1. begin programming using Scratch coding environment and the Scratch curriculum 2. explore mathematical and logical thinking with geometry using Python programming code and Python Turtle activities (relates to 2nd grade math standards) 3. begin basic understanding of computer programming vocabulary to describe projects and creations 4. understand the basic differences of programming languages visual and text-based B. Design Thinking 1. develop solutions to a task using the engineering design process and brainstorming strategies 2. create basic models of solutions to test ideas (2D and 3D) 3. reflect on model testing outcomes in order to improve designs through the engineering design process C. Spatial Thinking 1. build concrete models from ideas to solve a challenge or problem 2. use spatial vocabulary to effectively communicate with team members and classmates the design of a model while constructing it 3. describe a two-dimensional or three-dimensional model during a reflection phase to classmates and instructor(s) III. Third Grade A. Computational Thinking 1. develop programs to solve challenges/problems using the engineering design process and Scratch coding environment 2. remix and improve Scratch programs using collaboration and social coding skills 3. effectively use computational vocabulary to describe code and programs (loops, boolean, command, variable, etc.) 4. use basic HTML to develop a website to share information B. Design Thinking 1. 'debug' programs and models during the engineering design process to improve the design/program 2. develop a website using basic HTML programming language to create a presentation of a STEM-related topic discuss design and layout of the website 3. reflect through class presentations using design vocabulary to describe layout, function, usability, and access of the website C. Spatial Thinking 1. program to solve solutions in the physical world using Scratch coding environment and Picoboards to create interactive devices and circuits in a physical environment 2. understand the use of sensors in the physical world and their relationship to programming in order to manipulate a reaction to a physical object 3. use Scratch coding environment to develop programs that interact with

users in a physical manner (body-motion-controlled games or simulations that rely on webcam use) IV. Fourth Grade A. Computational Thinking 1. program to solve solutions in the physical world using Scratch coding environment and LEGO WeDo robotics 2. 'debug' code used to program physical LEGO WeDo models 3. program virtual and physical environments to operate simultaneously or interact with each other using the Scratch programming environment and LEGO WeDo robotics 4. experiment with various functions in the Scratch programming environment to alter the behaviors demonstrated by physical LEGO WeDo models B. Design Thinking 1. construct LEGO WeDo models to complete a task using LEGO instructions 2. indepedently modify LEGO instructions of WeDo models to create new designs 3. design, create, and program a model as a team with the engineering design process to complete a task using the LEGO WeDo materials C. Spatial Thinking 1. experiment with LEGO WeDo materials and interactions created with different LEGO pieces by constructing student-created designs 2. test various combinations of gears, pulleys, and levers using LEGO WeDo materials in student-created models operating with code in the Scratch programming environment V. Fifth Grade A. Computational Thinking 1. program an NXT taskbot to complete a given challenge or task using either the LEGO Mindstorms software or Enchanting programming environment (Scratch mod) 2. use computational vocabulary to discuss ideas between team members and the teacher during 'debugging' sessions 3. use the engineering design process to identify problems, make improvements within the robot's program, and find solutions for coding errors ('debugging' sessions or conferences conducted during any phase of the design process) 4. use Python programming environment to explore text-based coding and create artwork/apps using the Python programming language B. Design Thinking 1. construct an NXT taskbot robot to complete a given challenge or task using LEGO Mindstorms materials and instructions (basic kits only) 2. modify an NXT taskbot design to problem solve design issues throughout the engineering design process (basic kits only) C. Spatial Thinking 1. design, construct, and code an NXT taskbot to interact in a physical

environment (programming the taskbot to follow a line in the physical environment) 2. problem solve failed interactions between the physical environment and the NXT taskbot through the engineering design process and 'debugging' sessions (teacher-team conferences) either design issues or coding errors VI. Sixth Grade A. Computational Thinking 1. use the Python programming environment along with the engineering design process to code and create a game, application, or artwork 2. program an NXT robot to complete a given challenge or task using either the LEGO Mindstorms software or Enchanting programming environment (Scratch mod) 3. use computational vocabulary to discuss ideas between team members and the teacher during 'debugging' sessions 4. use the engineering design process to identify problems, make improvements within the robot's program, and find solutions for coding errors ('debugging' sessions or conferences conducted during any phase of the design process) B. Design Thinking 1. create a computer-based artwork using the Python computer programming language 2. construct an NXT robot to complete a given challenge or task using LEGO Mindstorms materials and instructions or student-created designs (basic and resource kits) 3. modify an NXT taskbot design to problem solve design issues throughout the engineering design process (basic and resource kits) C. Spatial Thinking 1. design, construct, and code an NXT robot to interact in a physical environment (programming the robot to dance to music) 2. problem solve failed interactions between the physical environment and the NXT taskbot through the engineering design process and 'debugging' sessions (teacher-team conferences) either design issues or coding errors 3. discuss and utilize basic usability testing procedures for programs designed and coded using the Python programming language