Students will create an interactive Virtual Pet that looks and behaves how they wish in this mini-project lesson. Students will use Sprite Lab's "Costumes" tool to customize their pet's appearance. They will then use events, behaviors, and other concepts they have learned to bring their project to life. This lesson aligns to national Computer Science standards from CSTA.

In this context-setting lesson, students will use fill-in-the-blank stories (similar to Mad Libs®) as a context for understanding how computers take and store input from a user, then use it later as a program runs. This lesson aligns to national Computer Science standards from CSTA.

In this skill-building lesson, students will get practice with variables in Sprite Lab. This lesson aligns to national Computer Science standards from CSTA.

Students will apply their new skills with variables to one of three open-ended mini-projects. Students will explore sample programs, create a plan for their own project, and program it from scratch. This lesson aligns to national Computer Science standards from CSTA.

This skill-building lesson shifts the focus from Sprite Lab to the Artist, a new tool that students will explore throughout the remainder of the course. This lesson aligns to national Computer Science standards from CSTA.

Students will complete two exploratory activities that introduce the concept of a problem and an algorithm. In the first students answer a series of questions about birthdates and names of their classmates. They then discuss the similarities and differences between the problems. In the second activity students are given six different algorithms and must analyze them to determine which they think are the same or different. At the end of the lesson they are introduced to the formal definitions of a problem and an algorithm
This lesson is aligned to CSTA standards.

In this lesson students follow a demonstration of Linear Search before writing their own search algorithms. Following this, students are introduced to Binary Search after which they compare graphs of the search algorithms to determine which is most efficient.
This lesson is aligned to CSTA standards.

Students investigate two different types of raffles that highlight the way seemingly small problems can quickly grow large. The first raffle asks students to hunt for pairs of tickets that add to a target value. The second raffle asks students to hunt for any group of tickets that adds to a target value. After trying out each raffle live students will try to figure out the patterns for how many total combinations need to be checked in each. At the end they discuss the difference between reasonable and unreasonable algorithms based on their experiences.
This lesson is aligned to CSTA standards.

Students explore the limits of what algorithms are able to compute. First they use a widget that exposes students to the Traveling Salesman Problem. After recognizing this problem can only be solved using an unreasonable time algorithm the develop their own good enough solutions that run more efficiently. Later in the lesson students watch a video about undecidable problems for which no algorithm can ever be developed to solve them.
This lesson is aligned to CSTA standards.

This lesson contains a series of activities you can use to help students familiarize themselves with Create Performance Task, how it is scored, and some example tasks created by Code.org. Students review the Submission Requirements and Scoring Guidelines for the Create PT. Subsequently they review three example scored Create PT submissions with commentary to better understand how the Submission Requirements and Scoring Guidelines are used together. In a wrap-up conversation they identify a piece of advice, a "gotcha", and a remaining question they have about the Create.
This lesson is aligned to CSTA standards.

This lesson is designed to introduce the nuances of the Create PT, and begin to provide some answers to the questions that will inevitably arise. The Create PT is in many ways straightforward: you complete a self-directed programming project and respond to prompts about your program and process. As you dig into the details of the task, however, you quickly come across some of the nuances of individual components of the task and how they're scored.
This lesson is aligned to CSTA standards.

This lesson uses the Create PT Survival Guide to help students narrow down and brainstorm ideas for their actual project. The lesson concludes by providing students with resources to make a plan to complete the task starting in the next lesson.
This lesson is aligned to CSTA standards.

It is finally time for students to take on the Create Performance Task. For a total of 12 class hours, students should work on their projects with only types of teacher support allowed (essentially: Advise on process, don’t influence or evaluate ideas). Students may also work with a collaborative partner in in development of their program - written responses must be done on their own. The lesson includes reminders about how you can interact with students while they are working on their projects, and suggestions about time line. The Create PT requires a minimum of 12 hours of class time. At the end, students will submit their program code, program video, and written responses through their AP digital portfolio.
This lesson is aligned to CSTA standards.

Imagine 31 numbers have been organized in ascending order in a list by a computer program. Now the program has to find a number in the list, but it can only look at one number at a time. Is it easier to find the number now, than if they were in a random order?

How would you look for a book in a library if the books were sorted in alphabetical order? Is that easier than if they were out of order?

Variables allow for a lot of freedom in computer science. This lesson helps to explain what variables are and how we can use them in many different ways. [1:43]

Learn more about what algorithms are and where we can find them in the world around us. [2:30]

In this 25-day module of Grade 4, students extend their work with whole numbers.  They begin with large numbers using familiar units (hundreds and thousands) and develop their understanding of millions by building knowledge of the pattern of times ten in the base ten system on the place value chart (4.NBT.1).  They recognize that each sequence of three digits is read as hundreds, tens, and ones followed by the naming of the corresponding base thousand unit (thousand, million, billion).

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

En este módulo de 25 días de grado 4, los estudiantes extienden su trabajo con números enteros. Comienzan con grandes números utilizando unidades familiares (cientos y miles) y desarrollan su comprensión de millones al desarrollar el conocimiento del patrón de tiempos diez en el sistema Base Ten en la tabla de valor del lugar (4.nbt.1). Reconocen que cada secuencia de tres dígitos se lee como cientos, decenas y, seguidas de la denominación de la base correspondiente, mil unidad (mil, millones, mil millones).

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
In this 25-day module of Grade 4, students extend their work with whole numbers.  They begin with large numbers using familiar units (hundreds and thousands) and develop their understanding of millions by building knowledge of the pattern of times ten in the base ten system on the place value chart (4.NBT.1).  They recognize that each sequence of three digits is read as hundreds, tens, and ones followed by the naming of the corresponding base thousand unit (thousand, million, billion).

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

This content package is a curated collection of STEM instructional resources to support the introduction and exploration of programming and robotics in grades 3-5. Resources include lesson plans, engagement activities, ebooks, digital texts, and videos.