Resources

In this 4-day unit for grades 7-8, students explore how Geographic Information Systems (GIS) help researchers, communities, and Tribal Nations understand the movements and habitats of wolves (ma’iinganag in Ojibwe). Students learn how to show and hide layers using an online GIS platform, investigate data about wolf populations and natural resources, and reflect on the connections between land, animals, and Indigenous knowledge. By the end of the unit, students will use real-world data to make and communicate evidence-based predictions about where wolves can thrive.

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The Coaching for Equity in Computer Science online course is available through the University of Minnesota’s Canvas platform. The eight modules in the course (20-25 hours) will walk you through an instructional coaching cycle, aligned to the CSTA Coaching Toolkit and its resources. 

Through completion of this course you will:

• Develop a personal coaching philosophy grounded in equity and access for all students
• Examine your own biases and power dynamics in coaching relationships
• Build skills to support K–12 CS educators through iterative coaching cycles
• Apply evidence-based resources for inclusive CS learning environments

The course is free and can be completed on your own or in a professional learning community. A facilitation guide with suggestions for online, hybrid, and in-person groups and pacing. To access the course, you will first need to create a UMN Guest Account (instructions). Once your guest account is active, you can self-enroll in the course at  https://canvas.umn.edu/enroll/8XEXGA. 

This 5-lesson unit engages 7th-grade students in a post-apocalyptic survival scenario where they investigate food insecurity and plant growth through hydroponic agriculture and data analysis. Students examine archived data and accounts to understand how food systems fail and how access to nutritious food impacts communities. Across lessons 1-3, students learn how plants grow through photosynthesis and how environmental conditions such as light, nutrients, and water affect plant health in a shared hydroponic system. During lesson 4, students collect, clean, analyze, and visualize real plant growth data using computational tools, identifying patterns and trends across experimental conditions. The unit is aligned to Minnesota state standards in science and mathematics, as well as national Computer Science Teachers Association (CSTA) standards for data collection and analysis. In the final lesson, students synthesize their findings into a Mission Report, communicating evidence-based conclusions about how food can be grown sustainably and how data-informed decisions can support survival and food security.

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InclusiveCSTeaching.org

Inclusive computer science pedagogy is a pedagogical approach that acknowledges, celebrates, and incorporates the diverse identities of students in the field of computing. These resources were designed to help teachers in supporting all students to be successful in learning computing in their classrooms.

Coming soon! Our team is working on a repository of K-8 CS lessons that integrate computing into core subject areas such as Science, English, Mathematics. In the meantime, please check out our curated list of curriculum (bottom of the page) as part of our K12 CS Pathways project.

One way to incorporate computing and computer science learning into any grade is through literature. In particular, at the elementary level, books are an easy entry point to learning computing concepts and practices (such as algorithms, abstraction, persistence, tinkering, and more!) Check out the book list for recommended books and check back in the future for some lesson plans!

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This unit, designed for grades 5-7, explores the traditional practice of Iskigamizigan (Sugar Bush) and the use of micro:bits for data collection and analysis in maple sap production over 6 - 10 instructional days. Students will learn about the cultural and historical significance of maple syrup production in Native American communities, as well as the importance of good stewardship and gratitude towards the earth. Through hands-on activities, students will practice tapping trees, monitoring sap volume, boiling sap, and analyzing data to improve their sugar bush practices. They will also discuss the role of technology in modern-day sap production and reflect on the balance between tradition and innovation in preserving natural habitats. By the end of the unit, students will have a deeper understanding of the interconnectedness between culture, nature, and technology, and be inspired to make positive changes in their relationship with the environment. 

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This 5-day unit for grades 5-7 explores Ojibwe and Dakota constellations visible in the night sky and how they change between spring and summer seasons. Students explore how the Earth's orbital motion affects what constellations can be seen in the northern hemisphere while learning about stories and values important in Ojibwe and Dakota culture. In lessons 1-4, students learn about coding concepts using the Scratch programming environment to use algorithms, sequences, and abstraction to modify and design programs to make their own constellations and stories. The unit is designed around 6th-grade Minnesota state standards in science, history, mathematics, and visual arts, as well as national standards from the Computer Science Teachers Association (CSTA). Day 5 includes a summative assessment where students demonstrate their learning of unit-level learning objectives.

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This 4-day unit guides students to make predictions and understand the reciprocal relationships between corn, beans, and squash, known as Three Sisters plantings. The unit is designed around standards from grades 5 & 6 (Minnesota State Standards). This unit is designed for 45-minute classes.

Students learn about the history and cultural significance of the Three Sisters planting methods and work through lessons to understand their ecological interdependence and create customized illustrations of those plants using the Scratch coding platform. 

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Special community or family events can be great ways to build interest in your computer science program and get others involved. There are many factors to consider when planning for a special event, which may feel overwhelming and act as a barrier to hosting a computer science related event for your community. The Northern Lights Collaborative for Computing Education has put together a resource to help work through the planning process for a computer science night. While this is by no means an exhaustive list, it was compiled through discussions with various schools and districts who have experience hosting similar events. Use this resource as a way to get started planning for your event, and feel free to reach out to [email protected] if you have any questions or could use any support!

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