A coeducational day school serving students JK-12

TRANSCRIPT
Join Upper School Computer Science Department Chair and Teacher Ash Hansberry, Middle School Computer Science Teacher Bobby Oommen and Lower School Computer Science and Technology Integration Specialist Fiona Deeney for a discussion about how computer science is integrated into classroom activities at Latin and why it's important to adapt to technological changes in today's the world.

Ash Hansberry: I’m Ash Hansberry and I am an upper school computer science teacher. I am also the Department Chair for the Computer Science Department. 

Bobby Oommen: I'm Bobby Oommen, middle school computer science teacher.

Fiona Deeney: I'm Fiona Deeney, the lower school computer science and technology integration specialist.

What is an example of a computer science exercise taking place in the classroom?

Deeney: One of the examples of the projects that we are doing with the second graders right now, they're in the middle of a social studies unit where they're learning about the states and it was trying to figure out a way to incorporate some of their activities that they're doing in art with learning organic lines. And then also with something that they could do with technology. They worked with a 3D printing program, and first of all, worked with shapes that they were using in math. They were using geometric shapes. One example I had them do was think about a two-dimensional shape, such as a triangle, and then using the 3D printing app to turn that into a three-dimensional shape. So they turned that triangle into a pyramid. They had to think about what that looks like as you change the shape. They're also thinking about how the program works, that it's not magic. It doesn't go from using this 3D printing app to just coming out of a machine that that's being sent to the machine. And this is how it builds the shape. So they worked with a geometric shape and then move that into a three-dimensional shape. The next step they did was learn about organic lines. They were learning about it in art, and then we were using the free design draw, the free drawing tool in the app to think about drawing different shapes of things that they might find in nature. And then the connection with the social studies unit then is that after they did those two projects, then they had to think about how they could draw the state that they were studying and then what they would add to it to make it have a three-dimensional design. So they drew the outline of their shape using the free drawing tool, unless they have a great state like Colorado and they lucked out. They were really happy when they found that out, but then they also added some different components, some natural parts of the land that maybe on there. The students that did Hawaii were able to add different layers into the design that they made. And then we've been 3D printing those for them to look at and sort of see the comparison of what those seats look like. 

Oommen: So briefly in the middle school, one of the ways that we integrate computer science and computational thinking into an art class is Mr. Harris talks to the seventh graders about color theory and, and how the color wheel is organized and how colors are coordinated together. So I come in and ask them, well, this is great. You've got color. How would a computer that operates on ones and zeros represent color? And so I give them a little magnifying glass and they look up on their their screens and they're able to see these red, green and blue lights that are actually put together. And they're like RGB red, green, blue. We've been talking about additive and subtractive colors and how those work together to make all these different colors that we're aware of. So then we talk about how computers are using that same idea now in turning a red light on, I can turn a red light on with a computer and I can turn it off. And so we combine those ideas into a larger project where they paint some of the colors and then they use a computer to recreate some of the shapes, print those shapes out, put them in addition to their painted colors. And now they've understood color theory from both from the computer's perspective, as well as just their art perspective.

I would say really quickly as well, in seventh grade social studies, we recently had a new unit on artificial intelligence. So one of their culminating projects was how can AI be used to help in the Syrian refugee and refugee crises in general. And so they talked about how AI incorporates things like representation and reasoning, human interaction vision. And so we talked about these different things. And so students came up with different possible ways that AI could help those crises. And so again, just helping them see how we can now incorporate some of these things into larger, you know, worldwide problems. 

Hansberry: The example that I had in mind for the upper school actually touches on that idea of big worldwide problems as well. By the time students are in the upper school, they've done a lot of connecting computer science to their science classes, to their math classes, to their art classes, even, which is so awesome. And so by the time they're in the upper school, we like to take it one step further and have the students both how they can use computational tools to study different subjects, but then how they can also make their own tools to study different subjects. So we have a unit in computer science principles where we use NetLogo. NetLogo is a program that students can use to make simulations and models. And so we start off in that unit and the students can look at models about all sorts of things, and we make a point to make sure that students look at models, not just about science or not just about math, but we look at models about historical population growth, or we look at a model about segregation and see how a community becomes segregated based on individual's preferences. And so we're able to talk about how does this computational model allow us to better understand our world? You know, they can make connections to the problems they're seeing in history or to things they've read in English class. And then for their final project, that unit, they make a model of their own. And I've seen students make models on everything from students looking at climate change to students trying to model traffic in the cafeteria here at Latin a to students trying to model Coronavirus and how it changed people's movement around the city. And so they're able to apply it to basically whatever subject they have interest in. 

Why is it important to adapt to technology changes in the world? 

Hansberry: I think this is a great question because technology clearly changes so quickly. I think we're all aware of new technology, whether it's phones, apps, websites, it's clearly a part of everyone's day to day life. And so it's increasingly true that in order to function in the world, you need to have some amount of technology knowledge. But what I think is even more important is to have the skills to keep up with that technology. And that's something that I think we do a good job of by teaching computational thinking skills. So not only do our students get to use all of these tools, they get exposure to lots of different apps to different programming languages, but we're really focused on teaching them the skills that will help them keep up with it in the future. So no matter what app we teach them or what programming language we teach them, there's going to be something new by the time they're out of our class. And there's definitely going to be something new by the time they're in college, or they're looking for a job someday, but what's not going to be new is those core computational thinking skills, they're going to continue to apply. No matter what technology there is, the kids are going to be able to use their skills and well, let's take that technology and break it down. What are the instructions that this technology is following? Where is it getting its data? You know, what are the inputs and outputs that are going to this technology? So the skills that we give them to take care of whatever technology we see today is going to benefit them with the technology of tomorrow as well. And it's going to make sure that they're set up for whatever changes keep coming their way. 

Oommen: So one of the reasons why I think it's also important to adapt to technology changes in the world is in the ways in which it affects us in the way that we live life in policy, in so many things. So going back to that AI unit, we talked about algorithmic bias and similar to what Ash referred to. So where is this data coming from for this AI? Why could AI recognize white faces and not recognize black faces? Why did this AI, when it was processing, whether a person blinked, could recognize white people blinking, but not Asian people? And so talking about how, you know, this can feed into different ways where it it's not just bias, but then all of a sudden it becomes discrimination. And so how can our students be aware of how the technology can be used and where they need to be thinking about this tool can benefit everyone and avoid the mistakes that you know different policies and things have made in the past. 

Deeney: Bobby, with the discussion you're talking about AI, we have just a lighter version of those discussions in the younger grades. Something that I've had to discuss with the third graders was that we were using Google quick draw, which uses machine learning as behind it. And they were amazed thatvit could solve what they were drawing so quickly, but they also very quickly went into a discussion about if you are tricking the system enough that like what is a negative outcome that potentially it could have for a tool like that. Then what that extends to in larger world issues that we have to be aware of where the data is coming from. And then also how we use the data to determine what tools are useful. And then also that that's where things can go in a direction that the tool was not necessarily made for. And that we have to be aware of that.

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Computer Science at Latin: CS in the Classroom (Part 2)

TRANSCRIPT
Join Upper School Computer Science Department Chair and Teacher Ash Hansberry, Middle School Computer Science Teacher Bobby Oommen and Lower School Computer Science and Technology Integration Specialist Fiona Deeney for a discussion about how computer science is integrated into classroom activities at Latin and why it's important to adapt to technological changes in today's the world.

Ash Hansberry: I’m Ash Hansberry and I am an upper school computer science teacher. I am also the Department Chair for the Computer Science Department. 

Bobby Oommen: I'm Bobby Oommen, middle school computer science teacher.

Fiona Deeney: I'm Fiona Deeney, the lower school computer science and technology integration specialist.

What is an example of a computer science exercise taking place in the classroom?

Deeney: One of the examples of the projects that we are doing with the second graders right now, they're in the middle of a social studies unit where they're learning about the states and it was trying to figure out a way to incorporate some of their activities that they're doing in art with learning organic lines. And then also with something that they could do with technology. They worked with a 3D printing program, and first of all, worked with shapes that they were using in math. They were using geometric shapes. One example I had them do was think about a two-dimensional shape, such as a triangle, and then using the 3D printing app to turn that into a three-dimensional shape. So they turned that triangle into a pyramid. They had to think about what that looks like as you change the shape. They're also thinking about how the program works, that it's not magic. It doesn't go from using this 3D printing app to just coming out of a machine that that's being sent to the machine. And this is how it builds the shape. So they worked with a geometric shape and then move that into a three-dimensional shape. The next step they did was learn about organic lines. They were learning about it in art, and then we were using the free design draw, the free drawing tool in the app to think about drawing different shapes of things that they might find in nature. And then the connection with the social studies unit then is that after they did those two projects, then they had to think about how they could draw the state that they were studying and then what they would add to it to make it have a three-dimensional design. So they drew the outline of their shape using the free drawing tool, unless they have a great state like Colorado and they lucked out. They were really happy when they found that out, but then they also added some different components, some natural parts of the land that maybe on there. The students that did Hawaii were able to add different layers into the design that they made. And then we've been 3D printing those for them to look at and sort of see the comparison of what those seats look like. 

Oommen: So briefly in the middle school, one of the ways that we integrate computer science and computational thinking into an art class is Mr. Harris talks to the seventh graders about color theory and, and how the color wheel is organized and how colors are coordinated together. So I come in and ask them, well, this is great. You've got color. How would a computer that operates on ones and zeros represent color? And so I give them a little magnifying glass and they look up on their their screens and they're able to see these red, green and blue lights that are actually put together. And they're like RGB red, green, blue. We've been talking about additive and subtractive colors and how those work together to make all these different colors that we're aware of. So then we talk about how computers are using that same idea now in turning a red light on, I can turn a red light on with a computer and I can turn it off. And so we combine those ideas into a larger project where they paint some of the colors and then they use a computer to recreate some of the shapes, print those shapes out, put them in addition to their painted colors. And now they've understood color theory from both from the computer's perspective, as well as just their art perspective.

I would say really quickly as well, in seventh grade social studies, we recently had a new unit on artificial intelligence. So one of their culminating projects was how can AI be used to help in the Syrian refugee and refugee crises in general. And so they talked about how AI incorporates things like representation and reasoning, human interaction vision. And so we talked about these different things. And so students came up with different possible ways that AI could help those crises. And so again, just helping them see how we can now incorporate some of these things into larger, you know, worldwide problems. 

Hansberry: The example that I had in mind for the upper school actually touches on that idea of big worldwide problems as well. By the time students are in the upper school, they've done a lot of connecting computer science to their science classes, to their math classes, to their art classes, even, which is so awesome. And so by the time they're in the upper school, we like to take it one step further and have the students both how they can use computational tools to study different subjects, but then how they can also make their own tools to study different subjects. So we have a unit in computer science principles where we use NetLogo. NetLogo is a program that students can use to make simulations and models. And so we start off in that unit and the students can look at models about all sorts of things, and we make a point to make sure that students look at models, not just about science or not just about math, but we look at models about historical population growth, or we look at a model about segregation and see how a community becomes segregated based on individual's preferences. And so we're able to talk about how does this computational model allow us to better understand our world? You know, they can make connections to the problems they're seeing in history or to things they've read in English class. And then for their final project, that unit, they make a model of their own. And I've seen students make models on everything from students looking at climate change to students trying to model traffic in the cafeteria here at Latin a to students trying to model Coronavirus and how it changed people's movement around the city. And so they're able to apply it to basically whatever subject they have interest in. 

Why is it important to adapt to technology changes in the world? 

Hansberry: I think this is a great question because technology clearly changes so quickly. I think we're all aware of new technology, whether it's phones, apps, websites, it's clearly a part of everyone's day to day life. And so it's increasingly true that in order to function in the world, you need to have some amount of technology knowledge. But what I think is even more important is to have the skills to keep up with that technology. And that's something that I think we do a good job of by teaching computational thinking skills. So not only do our students get to use all of these tools, they get exposure to lots of different apps to different programming languages, but we're really focused on teaching them the skills that will help them keep up with it in the future. So no matter what app we teach them or what programming language we teach them, there's going to be something new by the time they're out of our class. And there's definitely going to be something new by the time they're in college, or they're looking for a job someday, but what's not going to be new is those core computational thinking skills, they're going to continue to apply. No matter what technology there is, the kids are going to be able to use their skills and well, let's take that technology and break it down. What are the instructions that this technology is following? Where is it getting its data? You know, what are the inputs and outputs that are going to this technology? So the skills that we give them to take care of whatever technology we see today is going to benefit them with the technology of tomorrow as well. And it's going to make sure that they're set up for whatever changes keep coming their way. 

Oommen: So one of the reasons why I think it's also important to adapt to technology changes in the world is in the ways in which it affects us in the way that we live life in policy, in so many things. So going back to that AI unit, we talked about algorithmic bias and similar to what Ash referred to. So where is this data coming from for this AI? Why could AI recognize white faces and not recognize black faces? Why did this AI, when it was processing, whether a person blinked, could recognize white people blinking, but not Asian people? And so talking about how, you know, this can feed into different ways where it it's not just bias, but then all of a sudden it becomes discrimination. And so how can our students be aware of how the technology can be used and where they need to be thinking about this tool can benefit everyone and avoid the mistakes that you know different policies and things have made in the past. 

Deeney: Bobby, with the discussion you're talking about AI, we have just a lighter version of those discussions in the younger grades. Something that I've had to discuss with the third graders was that we were using Google quick draw, which uses machine learning as behind it. And they were amazed thatvit could solve what they were drawing so quickly, but they also very quickly went into a discussion about if you are tricking the system enough that like what is a negative outcome that potentially it could have for a tool like that. Then what that extends to in larger world issues that we have to be aware of where the data is coming from. And then also how we use the data to determine what tools are useful. And then also that that's where things can go in a direction that the tool was not necessarily made for. And that we have to be aware of that.

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Explore Our News & Stories

hands up in the air at concert

Nora Cheng '21, one-third of Chicago's alternative/ indie rock band Horsegirl, is featured in a Rolling Stone article. Check out their song "Billy" and its accompanying music video, which the band described as “a love letter to past music scenes we wish we could have witnessed”.

Read the full Rolling Stone article and watch Horsegirl's music video "Billy" here.

Read The Forum's article on Horsegirl's emergence here.

 

 

  • Alumni
Third grade computer science students

Our youngest Romans in the lower school spend a significant amount of time on their digital devices, however, what’s important is how they spend that time and if they are being good digital citizens while online. 

Digital citizenship is integrated into daily learning throughout the school, from keeping passwords private to balancing screen time. Lower School Computer Science & Technology Integration Specialist Fiona Deeney, integrates digital citizenship into classroom discussions in computer science classes, with projects or activities in all grades. One example of a project is first grade students using Scratch Jr. to show what they know about keeping passwords private, asking adults before going online and balancing use of technology. The fourth graders create an infographic to display in the school to show their knowledge of what it means to be a positive digital citizen and positive digital footprints. (You can learn more about the project in this article from the 2020-21 school year.)

It’s also important for families to practice good digital citizenship skills, so we have included some helpful resources for families to learn more about managing a healthy online presence for themselves and their children. These may help facilitate conversations at home about digital citizenship and being safe online and align with conversations we have at school in all three divisions.

K-2 SEL in Digital Life-Family Conversations Starters Packet
Grades K-5 Family Tips: Help Kids Balance Their Media Lives 
Cyberbullying
Privacy and Internet Safety
Follow the Digital Trail: Our Digital Footprints 
International Society for Technology in Education Standards for Students 
SOURCES: Common Sense Media, ISTE

Academics

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Fall 2021 Athletics Athletes

The upper school athletics teams were on fire this fall season! Check out their season highlights and accomplishments.

Boys Cross Country

Boys and Girls Cross Country
It was a historic season for the Romans Cross Country teams. Both the boys and the girls teams won Conference, Regionals and Sectionals. The girls team finished fourth at the State meet in Class 2A. The Boys team WON the State meet and are the Class 1A State champions! It was a fantastic season for the entire team. All-State honors was given to Ryan Hardiman '22 who set a new school record at 14:59. He's joined by Akili Parekh '23 and Ben Gibson '25 as All-State athletes. Ava Parekh '22 won the girls State meet, while also setting a new school record in 16:23. She's joined by Mia Kotler '25 as an All-State Athlete. All five were honored as All-Conference, All-Regionals and All-Sectional athletes.

GIrls Field Hockey

Varsity Field Hockey
The 2021 Latin Varsity Field Hockey team played one of their best seasons ever! This team demonstrated grit, determination, and passion while competing to finish the season with an overall record of 16-4. They are proud to have swept the ISL league with a record of 6-0. This accomplishment was the first time Latin Field Hockey had won the ISL in 20 years. They had nine clean sheets to the season, and a 14-game winning streak. Not only did this team exceed expectations on the field, but they were a joy to coach with their charisma, free-spirits, and genuine love for one another and this program. The team will greatly miss the 10 seniors next year. They are the trailblazers for what's to come for Latin Field Hockey. 

JV Blue Field Hockey
The 2021 JV Blue team had a record-breaking year. The record of 10-2-2 will go down into the history books, but what got them there is much more important than the numbers themselves. Behind these numbers are 20 individual stories. These are stories about what they learned about themselves and as a team. The things they sacrificed and the things they did both physically and psychologically that they never thought possible. The team made and solidified important and lasting friendships that will last a lifetime. Their stories brought them together to this point. It led them to realize that there is more joy in succeeding together than succeeding alone. 

JV Orange Field Hockey
The 2021 JV Orange squad made tremendous strides on and off the field. Their growth and competitiveness were reflected in our final record of 6-0-4. Each and every individual on the team contributed to our undefeated season. The team hammered down fundamentals, learned new skills and challenged ourselves to think tactically. The top goal scorers were Ulla Ciaccio '24, Maddie Gaines '24, and Alexa Valentine '24. With the potential of the girls on this team, this is surely only the beginning when it comes to their field hockey success! 

Boys Golf


Varsity Boys Golf
The 2021 Golf season afforded Latin to continue its recent strong program standing within the ISL and IHSA State series. The program was recognized by the ISL with this year’s Sportsmanship Award, identifying the program's consistent focus on respecting the game, ourselves, and our competitors. The team finished the season with a dual match record of 9-1 and finished in second place in the ISL standings to long-time foe, North Shore Country Day. The program tips our hat to the entire roster, with a special thank you to our seniors; they will be missed!  The coaches look forward to the continued growth and success of the Golf program into the future.

JV Boys Golf
JV Golf posted a strong 8-3 record for the 2021 season. The team's captains, Quinn Lovette '23, Ryan Rose '23 and Clark Patton '22, fostered lively camaraderie and a dedicated but relaxed team culture. The future bodes well for Latin golf, as Freshman Will Behan '25 and Karim Patterson '25 posted the team's lowest scores all season long, quickly cementing themselves atop the roster. Above all, JV Golf had a ton of fun this year - every minute spent with these guys was a pleasure. The coaches couldn't have asked for a better group.

Girls Golf Team

Varsity Girls Golf
The 2021 season was the strongest for the Latin Girls Golf program. The team played a very competitive schedule and finished the season with a record of 11-2. The girls won the ISL conference, IHSA regionals and the IHSA sectionals. At the IHSA state tournament, the team finished in eighth place overall after the two-day tournament.  All of the players made significant contributions to the team’s success. The team was led by seniors Emilia Rose '22, Giuliana Dowd '22 and Pickle Coleman '22 along with junior Lizzie Lucas '23, sophomores Maggie Zeiger '24, Ellery Axel '24 and Nisa Ahmed '24. The coaches look to continue to build upon the success of the golf program next season. 

Boys Soccer


Varsity Boys Soccer
Latin demonstrated a high level of class and resiliency during the 2021 season. For the third year in a row, Latin was recognized by the ISL with the sportsmanship award identifying our program’s focus on respecting and honoring the game. Latin finished 10-4-7 and advanced to the sectional finals. This year’s team was led by seniors Andrei Nikitovic '22, Ascher Cahn '22, Cesar Blas '22, David Cordon '22, Israel Martinez '22, Kai Lugo '22, Reed Rasmussen '22 (C), Sam Gibson '22 (C) and Shane Healy '22. While the team is losing nine seniors, the program has a strong foundation and nine starters returning. 

JV Boys Soccer
JV Boys Soccer was awesome! The boys honored the game by playing good, clean soccer. Every member of the team did their job and no one let their teammates down. The coaches would regularly receive praise from the opposition as well as from the referees! A referee came up to us after a match compelled to share that we were the best team he’s ever seen. And it wasn’t the final score or one individual's skill, but rather the entire team playing good soccer! Every match, they showed up with mad swag and walked away classier than ever. This group was the epitome of cool. It was tons of fun.

Girls Swimming


Girls Swimming
Led by captains Mia Wolniak '22, Lauren Valentin '22 and Reena Nuygen '22, the Girls Swim team had an amazing season. The team had a final meet record of 6-4, and placed second in the ISL. At Sectionals, the team placed eighth overall. Junior Elynor Starr '23 placed top 12 in her individual events (ninth in the 100 fly, 10th in the 500 free) and scored a lot of points for Latin. In addition, all three relays had season best times by a wide margin. The 200 medley relay finished eighth (Wolniak '22, Valentin '22, Starr '23, Weiskirch '25), the 200 free relay finished ninth (Mann '23, Hallinan '24, Cahill '23, Valentin '22), and the 400 free relay finished seventh (Starr '23, Hallinan '24, Wolniak '22, Weiskirch '25) overall.  

Girls Tennis


Varsity Girls Tennis
In 2020, Girls Tennis, unfortunately, did not have a State series despite winning ISL and Sectionals. However, they still came back in 2021, firing on all cylinders with the new additions of our two freshmen Marlo Leik '25 and Malia Chen '25. The team was led by seniors Phoebe Lembeck '22, Lucy Mitchell '22, and Junior Alice Mihas '23. Together they led the team to place second in State and ISL. Our State team consisted of our top two doubles teams, Alyssa Batcheler '22 and Lucy Mitchell '22, who had a triumphant win over U-High at the State final and won first place! Talia Truska '23 and Alice Mihas '23 fought their way to fourth place by beating Wauconda in a full third set in the quarterfinals. Overall, the team finished with a record of 13-2! 

JV Girls Tennis
The JV Girls Tennis team had an action-packed season with 12 matches, one weekend tournament and daily practices. Overall the team had a winning season finishing 8 and 4, with some of the losses almost too close to count. The coaches are so proud of the resilience, hustle and sportsmanship they saw on court day in and day out. Special congratulations to McKenzie Goltermann '25 the winning our Most Improved Player award. Alanna Madry '22, for winning the Sportsmanship award, and Lauren Pearsall '23 for winning the Most Valuable Player award. 

Girls Volleyball


Varsity Girls Volleyball
2021 was a difficult season for Girl Varsity Volleyball. After a challenging non-conference start to the season in the TC/Westmont and Niles West tournaments, the girls were able to pick up some momentum for the season. Lead by the seniors Tobi Morrow '22, Remy Rigby '22, and the setting of freshman standout Kate Malaisrie '25, the Romans were able to finish with a respectable 6-2 third place ISL finish and an overall 11-16 record. The team powered through our IHSA Regional competition and ended up falling in the Sectional semi-final to the eventual State championship team. While many individual players showed excellence during the season, three were recognized on the ISL All-Conference Team: Tobi Morrow '22, Remy Rigby '22, and Kate Malaisrie '25.

Freshman Girls Volleyball
As the fall 2021 Freshman Volleyball season has come to a close, the word to best describe it is new. New spaces, new faces, and new experiences. Though new, it was also a time filled with learning, laughing, and most importantly conditioning. The growth of these players in the past 10 weeks was very encouraging and should serve as a positive indicator of what’s to come over the next three years for this group. The season finished with a 5-6 record. However, the improvement that each player made cannot be deduced to a simple win-loss record on the stat sheet. The group showed up each day giving it their all, staying patient, and challenging themselves to be better athletes (and if they didn’t, well we ran). The team bought the mentality of “always believing that they can” and towards the end of the season fought hard with everything with that they had to win.

For a photo recap of the fall season, check out this video by Alyssa Batcheler '22, which was created for and presented at Fall Sports Banquet in November.

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Lower school students in computer science class

Do you know how to think like a computer? In computer science classes, our lower school students learn to take a complex problem, break it down and focus on key ideas and information in order to solve the problem, just like a computer, but on a much smaller scale. 

At Latin, students gain computational thinking skills at a young age, which expand significantly through their time at the school. Computational thinking is a thought process around organizing problems in a strategic, organized way. In the lower school, students learn how to break down a big problem and then think through ways to solve that problem, building skills and a solid foundation for working through real-world challenges as they get older.

First grade computer science students explore how to build circuits with a tool called littleBits. Students are provided a power bit, an input, such as buttons, slide dimmers, proximity sensors and temperature sensors, as well as an output like buzzers, lights, motors and fans. They use computational thinking skills to create a circuit that makes the output work properly by understanding how energy flows through the necessary components all connected together.

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