A 3^rd – 5th-grade computer science related opportunity should:

• Build a team and collaborative skills while problem-solving,
• Connect that computer programming (coding) is an iterative process,
• Recognize the societal impacts of computing,
• Code and/or produce solutions using physical computing devices,
• Explain how networks and systems work,
• Solve problems by creating a model/representation (objects are created) and during the activity properties are assigned to it (abstraction),
• Extend previous learning and reuse ideas to solve problems (recycle code),
• Chunk complex tasks into more manageable subtasks (decomposition). Solutions are developed by combining smaller subtasks,
• Identify and articulate solutions through a series of steps (algorithmic thinking). Instructions are correctly sequenced.  Iteration is learned through sequence repetition multiple times,
• Identify when directions are not matching actions required (debugging). Edit and fix flaws,
• be engaging by incorporating more active learning strategies,
• provide opportunities for students to communicate verbally and in writing using computer science terminology,
• develop computational thinking skills, and
• recognize student accomplishments.

The following resources may be included with a computer science related activity:

• space to allow students to collaborate with others,
• moveable tables to allow students to be seated in small working groups,
• faculty member to facilitate activities and supervise students,
• community members to serve as volunteers to increase student support,
• hardwired PCs, laptops, or Chromebook that provide consistent access to the Internet, and
• student whiteboards (laminate cardstock) for collaboration and flexibility to solve problems.

• Provide positive examples of computer scientists with diverse backgrounds.
• Create lessons that are gender neutral.
• Develop learning opportunities that take into consideration various points of view through classroom/group discussions.
• Give individualized, critical feedback (“growth mindset”) with a targeted suggestion on how a project could be improved.
• Remove visual cues and examples that may lead to stereotype threat.
• Employ meaningful and relevant content (student voice and choice).
• Address misconception about the field of computer science that may propagate gender, racial, and other social stereotypes.
• Group students by level of experience in computing.
• Foster social networks for studying and for support, and practice working in teams.

• Increase confidence when using computers.
• Instill courage to try new things.
• Grow perseverance when tackling difficult problems.
• Provide a sense of belonging to technology for underrepresented students.
• Demonstrate the impact that CS has on careers and communities.