Students will be able to use message events to model the phases of the moon.
| Standard | Description |
| AZ CS K-5: K.AP.C.1 | With teacher assistance, identify programs with sequences and simple loops, to express ideas or address a problem. |
| AZ CS K-5: 1.AP.C.1 | Identify programs with sequences and simple loops, to express ideas or address a problem. |
| AZ CS K-5: 2.AP.C.1 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| CA CS K-5: K-2.AP.12 | Create programs with sequences of commands and simple loops, to express ideas or address a problem. |
| CSTA 1A: 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| FL CS K-2: SC.K2.CS-CP.2.4 | Construct a simple program using tools that do not require a textual programming language (e.g. block-based programming language). |
| FL CS K-2: SC.K2.CS-CP.3.1 | Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. |
| GA CS K-2: CSS.KC.K-2.2.4 | Build (use, modify and/or create) collections of digital images and words to communicate learning using a variety of media types. |
| GA CS K-2: CSS.CT.K-2.5.3 | Create and use Algorithms (a set of step-by-step instructions) to complete a task. |
| GA CS K-2: CSS.CC.K-2.6.3 | Present information using a digital device. |
| GA Science K-5: S2E2 | Obtain, evaluate, and communicate information to develop an understanding of the patterns of the sun and the moon and the sun’s effect on Earth. |
| GA Science K-5: S2E2.d | Use data from personal observations to describe, illustrate, and predict how the appearance of the moon changes over time in a pattern. |
| GA Science K-5: S4E2 | Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the moon in relation to the sun as observed from the Earth. |
| GA Science K-5: S4E2.b | Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full). |
| HI 1A: 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| IL K-2: K-2.AP.10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| IN K-2 CS 2023: K-2.PA.3 | Develop programs with sequences and simple loops to express ideas or address a problem. (E) |
| IN Science K-5: 1.ESS.1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| IN Science K-5: 4.ESS.1 | Investigate how the moon appears to move through the sky and it changes day to day, emphasizing the importance of how the moon impacts the Earth, the rising and setting times, and solar and lunar eclipses. |
| MS CS K-2: AP.1A.3 | Develop programs with sequences and simple loops to express ideas or address a problem. |
| NE K-5 Technology: NE.K5.31 | Use painting/drawing tools and other applications to create and edit work. |
| NE K-5 Technology: NE.K5.59 | Write programs using visual (block-based) programming languages (scratch). |
| NGSS K-5: 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| NJ CS K-2: 8.1.2.AP.3 | Create programs with sequences and simple loops to accomplish tasks. |
| NV CS K-5: 2.AP.C.1 | Develop programs with sequences and loops, to express ideas or address a problem. |
| NY CS K-6: K-1.CT.1 | Identify and describe one or more patterns (found in nature or designed), and examine the patterns to find similarities and make predictions. |
| OK CS K-2: K.AP.C.01 | With guidance, independently or collaboratively create programs to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing (i.e., emphasizing the beginning, middle, and end). |
| OK CS K-2: 1.AP.C.01 | With guidance, independently or collaboratively create programs to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing and repetition. |
| OK CS K-2: 1.AP.PD.01 | Independently or with guidance, create a grade-level appropriate artifact to illustrate thoughts, ideas, or stories in a sequential (step-by-step) manner (e.g., story map, storyboard, and sequential graphic organizer). |
| OK CS K-2: 2.AP.C.01 | With guidance, independently and collaboratively create programs to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing and repetition. |
| OK CS K-2: 2.AP.PD.01 | Independently or with guidance, create a grade-level appropriate artifact to illustrate thoughts, ideas, or stories in a sequential (step-by-step) manner (e.g., story map, storyboard, and sequential graphic organizer). |
| TN CS K-5: 1.CCP.3 | Construct an algorithm by arranging sequential events step-by-step in a logical order. |
| TX K-5 CS: 2.2.B | Use a design process to create a sequence of code that includes loops to solve a simple problem with or without technology. |
| UT CS K-5: K.AP.1 | Model processes by creating and following algorithms to complete tasks. |
| UT CS K-5: 1.AP.3 | Create programs with sequences (steps) of commands and simple loops (repeated patterns), to express ideas or address a problem. |
| UT CS K-5: 2.AP.1 | Deconstruct the steps needed to solve a task into a sequence of instructions. |
| UT Science K-6: 1.1.1 | Obtain, evaluate, and communicate information about the movement of the Sun, Moon, and stars to describe predictable patterns. Examples of patterns could include how the Sun and Moon appear to rise in one part of the sky, move across the sky, and set; or how stars, other than the Sun, are visible at night but not during the day. |
| WY CS K-2: 2.AP.C.01 | With guidance, independently and collaboratively create programs to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing, conditionals, and repetition. |
