Grade 1 STEM
Yearly Plan | |||
| Unit Title | STEM Fluency | Digital Citizenship | Keyboarding |
| Time | 4-5 days | 1-2 days | 1 day |
| Understandings | Students understand how to utilize the engineering design process, independently reflecting on ways to improve designs in a group setting. Students understand how to show they are listening to others by using appropriate body language. Students understand how to use background knowledge to adapt a familiar idea while following directions and focusing on the program during the design process. Students understand how to ask for guidance and feedback. Students understand how to identify resources needed and use them effectively. | Students understand how to describe and demonstrate respectful behavior within a digital environment.
Students understand how to explain and demonstrate the importance of acceptable use of digital resources and devices as outlined in local policies or acceptable use policy (AUP).
Students understand what information is safe to share online such as hobbies and likes and dislikes and what information is unsafe such as identifying information.
Students understand how to discuss and define cyberbullying with teacher support and guidance. | Students understand there are correct keyboarding techniques while locating uppercase keys, lowercase keys, and special keys, such as space bar, shift, and backspace. |
| Technology Applications TEKS | T1.6, T1.7A, T1.8A, T1.8B, T1.8C | T1.9D, T1.9E | |
| Science TEKS (Supporting) | |||
| Career and Technical Education Programs of Study Alignment | |||
| Alignment to TEA’s STEM Fluency Skills | Communication • Use a variety of communication tools • Active Listening • Body Language Verbal Communication Active Listening Collaboration Critical Thinking Creativity | Verbal Communication Active Listening Critical Thinking | Communication - use a variety of communication tools |
Yearly Plan | |||
| Unit Title | Career Explorations: Environmental Careers | Coding | Robotics |
| Time | 5-12 days | 2-4 days | 2-4 days |
| Understandings | Students understand that there are different types of environmental careers.
Students understand the difference between environmental science and environmental engineering careers.
Students understand that people with environmental careers help the community.
Students understand that specific tools are used by people who have environmental careers.
Students understand that environmental scientists may analyze the quality of water and/or soil.
Students understand that they should be flexible when their design idea doesn’t work.
Students understand how to use the design process by asking questions, imagining, and making a plan.
Students understand how technology is used in environmental careers. | Students understand how to discuss a problem or task and decompose the solution into sequential steps.
Students understand how to identify the simple patterns found in the solutions to everyday problems.
Students understand how to create a simple algorithm for an everyday task. | Students understand how to create a sequence of code that solves a simple problem with or without technology. |
| Technology Applications TEKS | T1.3A, T1.3B, T1.4 | T1.1A, T1.1B, T1.1C | T1.2 |
| Science TEKS (Supporting) | SC1.10C, SC1.11B | ||
| Career and Technical Education Programs of Study Alignment | Engineering | Information Technology | Information Technology |
| Alignment to TEA’s STEM Fluency Skills | Communication • Use a variety of communication tools • Body Language Verbal Communication Active Listening Collaboration Critical Thinking Creativity | Communication • Use a variety of communication tools • Body Language Verbal Communication Active Listening Collaboration Critical Thinking Creativity | Communication • Use a variety of communication tools • Body Language Verbal Communication Active Listening Collaboration Critical Thinking Creativity |