The overlap I noticed between the Virginia Computer Science Standards and code.org is how they are construction based. It seems as though the Science Standards promotes student learning by having them discover technology on their own. The code.org website focuses on the students learning about computer science, so I think the two support each other fairly well.
I think a problem I may run into with the Virginia Computer Science Standards is the students relying on them too much. In 2019 many teachers already have technology embedded into their classroom and that is what the students are used to. I feel if you use it all the time, then the students would not know how to function without it. I think that some assignments should follow the Virginia Computer Science Standards, but not all of them. Students should have a healthy balance between technology and their other work while in school, so that they know how to perform well on both.
Content Specific SOLs and Virginia Computer Science Standards can overlap really well when making a lesson plan. When you are teaching SOLs, I think it is important to see how well you can integrate other lessons. If you are working on a lesson in any of the major content areas (math, science, social studies, or english) I think it would be fun for the students to also have technology integrated as well. This helps them learn the major content, while also using technology that children are so fond of!
Science 2.3 – The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts include
a) identification of distinguishing characteristics of solids, liquids, and gases;
b) measurement of the mass and volume of solids and liquids; and
c) changes in phases of matter with the addition or removal of energy.
THREE STATES OF MATTER POWERPOINT:
Students are expected to put together a slideshow with at least one example of each state of matter and a description as to why it belongs in that category.
This activity would be described at redefinition because it allows the students to make a new activity to showcase what they have already learned about the subject.
THREE STATES OF MATTER CUT AND PASTE WORKSHEET:
The students are expected to cut out multiple examples of solids, liquids, and gases and be able to sort them in the correct category
This activity would be described as modification because it is just another way to learn about the three states of matter.
THREE STATES OF MATTER VIDEO FOLLOWED BY A WORKSHEET:
The students are expected to watch a video on the three states of matter and then complete a worksheet about the video.
This activity would be described as augmentation because the video is the substitute for the lesson itself.
This google site is Substitution because the assignment can be done on paper as well.
Modifying the lesson to hit the different level of SAMR enhances the meaningful use of technology because it promotes student engagement. The more options a student has to learn, you’ll most likely be better off appeasing all of the students in your class. Incorporating the different levels of SAMR makes technology more available in your classroom.