Are you looking for simple ways to introduce students to computer science? As a teacher, you can use Google’s free program (designed for grades 4 – 8) called CS First. It’s an easy way to engage your students with coding in just one hour (or, hey, go way beyond an hour with a 10-hour curriculum or even a coding club). The good news is that you don’t need to be a computer scientist to pull it off. In brief, CS First is a free web-based curriculum that exposes students to computer science by encouraging club members to tell a unique story each day using Scratch–an easy-to-learn, block-programming platform. Let’s check it out! Here’s an overview:
Students, Teachers, and Admins Talk
Now check out this post on ISTE: Google CS First ignites interest in computer science . You’ll have a great understanding of CS First after you read it!
Finally, here are some CS First highlights from its website:
- Anyone can teach CS First
- CS First provides everything you need
- Appeal to students through theme-based projects (storytelling, art, game design, fashion, music and sound, sports)
The CS First activity outline:
- Take a brief survey then watch a few videos that introduce you to CS First and Scratch, the programming platform.
- Learn about computer science
- choose a character
- tell a story
- use add-ons
- wrap-up your story by sharing and showing your project
CS First Sample Activities:
- Create your own Google logo (one hour)
- Animate a name (one hour)
- Art (10 hours)
- Game Design (10 hours, challenging)
CS First works great as an afterschool club, and an afternoon coding club is a great way to add STEM enrichment to students’ lives. Yet what about those kids who can’t attend after-school activities? With any luck, they’ll have a school that supports this type of learning during the school day. But before that becomes commonplace, districts, admins, teachers, and even parents need to understand why it is important to take time for these activities. Even once the understanding is there, the fear of how to integrate computer science into classrooms must be overcome. But its not really that difficult as I can attest to from personal experience.
My own story begins nearly thirty years ago. Ever since AOL offered a platform for it in the mid 1990s, I dabbled in website creation. My first website showcased family photos. The enjoyment grew as technology advanced, and I considered making websites my art and my hobby. Eventually, I created some serious sites for local businesses and non-profits in the early 2000s, but as websites became more complex and life took me in new directions, I stopped being a webmaster. Yet I never lost interest in all things Internet.
In 2010, I completed a post-baccalaureate program through the University of Alaska Fairbanks in elementary education and became a classroom teacher in 2011. I loved “technology” and always looked for ways to bring it into my second grade classroom. Genius Hour and Creativity Lab offered my students opportunities to explore electricity with Snap Circuits, and basic coding principles with Push-Button Programmable Robots. A book on paper airplanes let students build and test different models as they learned about aerodynamics and design. A few sets of K’Nex created future engineers as my 7- and 8-year-old students built bridges. Students also painted, created skits, learned to sew, or researched a favorite topic. Parents volunteered on Fridays during my labs and admired students’ abilities to think deeply and creatively at such a young age. I valued giving them these opportunities, and I learned right alongside all my students.
Knowing my interest in technology led Amy Hankins, a mother of a student in my school, to ask me to help her start a FIRST Lego League Robotics summer program using WeDo and Mindstorms technology. I had never done anything with Lego Robotics but wanted to give it a try. Our club was a hit! We had to limit the numbers of students we could have at a time and quickly filled up a waiting list in our small town of Seward, Alaska (pop. 3,000). We ran that for a couple years and then branched out to form the Seward Code Club. The club offered kids up to age 18 guidance in programming using codeacademy.com, Scratch, Lego Robotics, and more. Many kids got their STEM start in our club.
The next joint endeavor Amy and I undertook was bringing Lego Robotics to our elementary school! Luckily, students and teachers were familiar with coding because I had organized (forced upon the teachers!) the Hour of Code in its inaugural year (2013), which went very well based upon teacher and student comments afterward. That positive experience opened the door for the in-school robotics labs. We set up a schedule to allow teachers to sign up for WeDo Lego Robotics during the school day. Typically, a teacher would schedule 1.5 hours of time and enlist parent volunteers to help troubleshoot during the class.
With a robotics curriculum ongoing throughout the year and the annual Hour of Code, our little school was quite a leader in STEM education! I furthered STEM in our school when I won $10,000 worth of technology equipment for our school from Code.org. We bought a 3D printer, which I taught myself how to use before teaching students and other teachers. We bought two classroom sets of Chromebooks for our third graders. Teachers got web cameras and learned to connect with classrooms around the world. Some teachers got document cameras. That ten grand went a long way in helping our school, and I’m thankful for how it helped our students and our teachers get a STEM mindset.
For every year I taught at Seward Elementary School, our whole school participated in the Hour of Code. But all good stories must come to an end. I moved to Tennessee in 2017 and can only hope that parents and teachers kept the momentum going in Seward in one way or another. Sadly, all that’s left of the Seward Code Club now is a Symbaloo with some broken links. <<sad face>> But maybe they still teach the WeDo Lego Robotics curriculum in the school? (Note to self: Email former colleagues and find out!) No matter where they are with STEM education at Seward Elementary today, I am proud of how we made a difference in so many children’s lives for all the years I taught there (2011-2017).
Super important point!
So by now you’re thinking that you are not a code rockstar like me who wins money for school, runs clubs, does programming…wait! Who said I knew anything about programming or coding? I truly was no rockstar. I was just a teacher who felt strongly that kids needed hands-on dabbling with 21st century tools. The truth is that I knew some HTML at the start of my school initiatives, but that was it. Let me put it this way. When it all began, when we did the Hour of Code, when I began teaching Lego Robotics, when I co-founded the Seward Code Club, I knew absolutely nothing about anything else other than very basic HTML. That’s not a lot. But I moved forward despite my lack of knowledge because I had been sold on the importance of STEM and coding in our schools just through my awareness of the topic and my personal interest in technology. Moreover, I believed it was necessary to start with the youngest children to help them develop a permanent, pro-math, pro-science, pro-technology, pro-engineering mindset. So I wrangled our Kindergarten teachers into participating in the Hour of Code with their kiddos. And guess what? Afterward, the teachers thanked me. Not just the Kindergarten teachers — but all the teachers. They said their kiddos learned so much and even surprised them when some of the “low learners” performed impressively and got excited about learning!
Let me not forget to emphasize that this playfulness with technology at Seward Elementary School and the story I told you are to illustrate this important maxim: STEM education should not be optional in today’s schools. It should be a permanent, embedded way of educating today’s youth for tomorrow’s jobs. Google it. Study infographics. Ask kids. Ask business leaders in your local community. If you’re already sold, then dive in no matter what your role. Educators, parents and relatives, and business leaders all have important roles in motivating students, teachers, school boards, politicians, and philanthropists to support STEM education for all.
What’s your story? Readers would love to hear about your path as an educator, student, business person! Please leave your comments. Thanks!