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NYS-Aligned Classroom Resource
NYS Computer Science and Digital Fluency Learning Standards (2020)
Computer Science & Digital Fluency Grade 1 K-2 Lesson Plan

Patterns and Sequences: Unplugged Coding with Everyday Steps

Duration: 40 minutes · NYS Computer Science and Digital Fluency Learning Standards (2020)

Alignment Record

Built from publicly available New York State standards. Standard codes cited from official NYSED sources.

K-1.CT.2
Identify and describe patterns and sequences, and follow or create step-by-step instructions to complete a task.
Source: NYS Computer Science and Digital Fluency Learning Standards (2020), Computational Thinking, Grades K–1 — nysed.gov
Confidence: High Confidence Automated validation + founder oversight
#grade 1#computer science#patterns#sequencing#unplugged coding#computational thinking#NYS CS standards#K-2 CS#SDI#MLL
Classroom use case

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Preview content
  • Lesson Plan for Grade 1 Computer Science & Digital Fluency
  • NYS framework label: NYS Computer Science and Digital Fluency Learning Standards (2020)
  • Primary standard: K-1.CT.2

Patterns and Sequences: Unplugged Coding with Everyday Steps

Grade 1 · CS & Digital Fluency · NYS K-1.CT.2 · 40 Minutes

No devices required — this is an “unplugged” computer science lesson.

NYS-Aligned Standard

K-1.CT.2 — Identify and describe patterns and sequences; follow or create step-by-step instructions. NYS Computer Science and Digital Fluency Learning Standards (2020), Computational Thinking

Learning Objectives — “I Can” Statements

  • I can find and extend a pattern.
  • I can put steps in the correct order (a sequence).
  • I can create simple step-by-step instructions for a task.

Essential Question

How do patterns and putting steps in order help us — and help computers — get things done?

Lesson Sequence

Hook / Warm-Up (8 min)

Clap a pattern (clap-clap-stomp, clap-clap-stomp). Students continue it. Then show a color-bead pattern and ask, “What comes next?” Introduce the word pattern.

Direct Instruction (10 min)

  1. Define pattern: something that repeats in a predictable way.
  2. Define sequence: steps that happen in a certain order.
  3. Connect to computers: “Computers follow steps in exact order — just like we do when we get ready for school.”

Guided Practice (12 min)

“Get Ready for School” sequencing: scramble picture cards (wake up, brush teeth, get dressed, eat breakfast, backpack on). Class orders them correctly. Discuss what happens if steps are out of order.

Independent Practice (8 min)

Students extend a given pattern (draw the next two shapes) and number a 4-step sequence (e.g., planting a seed) in order.

Closure (2 min)

Share: “Tell me a pattern or a sequence you saw today.”

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

  • Use physical pattern manipulatives (blocks, beads) instead of drawing
  • Sequence with picture-only cards; no spoken response required

Transitioning/Expanding (NYSESLAT Levels 3–4):

  • Vocabulary with visuals: pattern, sequence, order, first/next/last, step
  • Sentence frame: “First ___, next ___, then ___, last ___.”

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

  • Content: Use 3-step sequences and simple AB patterns
  • Methodology: Hands-on manipulatives; act out the sequence physically
  • Delivery: Allow pointing/placing instead of writing; pre-cut cards; extended time

Suggested Placement: ICT, Resource Room

Teacher Notes

Patterns and sequencing are the foundation of later algorithmic thinking and coding — name the connection explicitly (“you are thinking like a computer scientist!”).

Alignment Record

FieldValue
Standard CodeK-1.CT.2
FrameworkNYS Computer Science and Digital Fluency Learning Standards (2020)
Sourcenysed.gov — NYS CS & Digital Fluency Learning Standards (2020)
ConfidenceHigh Confidence
Validation NotesCode follows the NYS CS & Digital Fluency structure ([grade band].[concept].[number]); CT = Computational Thinking; K–1 band. Patterns and sequencing are documented K–1 computational-thinking expectations.
Why teachers can trust this resource
✓
Original resource
Created as an original instructional support — not copied from marketplace content.
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Built from publicly available NYS standards
Standard codes and text sourced from NYS Computer Science and Digital Fluency Learning Standards (2020) — a publicly available official framework.
✓
Validated for classroom use
Checked for instructional clarity, classroom usability, and standards connection through automated validation and founder oversight.
✓
Alignment notes included
The alignment record above explains how this resource connects to the relevant NYS framework, with the exact standard code and source.
✓
Designed for classroom use
Supports whole-class instruction, small-group work, intervention, enrichment, independent practice, and planning support.
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No student data required
Teachers download and use this resource without entering student personally identifiable information.
Resource ID: SC-066 · StandardCraft NYS Resource Library v1.0
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Independence notice: StandardCraft is an independent resource platform and is not affiliated with, endorsed by, or sponsored by the New York State Education Department (NYSED). This resource is original content aligned to publicly available NYS standards. It is designed to support classroom planning and instruction and does not replace district curriculum, school-approved instructional programs, or teacher professional judgment.
StandardCraft — Original, educator-built resource aligned to publicly available NYS Computer Science and Digital Fluency Learning Standards (2020). Resource ID SC-066. Standard codes are cited from official NYSED sources. StandardCraft is independent and is not affiliated with, endorsed by, or sponsored by the New York State Education Department (NYSED). This resource supports — and does not replace — district curriculum, school-approved instructional programs, or teacher professional judgment.