Geo-Computational Thinking in the Third Grade: Making Computational Thinking Truly "For Everyone, Everywhere"

The concept of computational thinking originated in the computer science community and has therefore focused on concepts and terminology drawn from that discipline. However, to make computational thinking an integrated, accessible concept within other parts of the K-12 curriculum, the concepts and terminology must be adapted to fit the new curricular context. We focus on elementary social studies, specifically a third grade geography lesson on absolute location using a teaching strategy of a scaffolded geocache. We present a selection of computational thinking elements, adapt them to social studies, and then organize them into a four-part heuristic: Data, Patterns, Rules, and Questions. Through this selection, adaptation, and sequencing, computational thinking can become a relevant and accessible integrated concept within the elementary social studies curriculum.