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Within the field of K-2 CS education, unplugged computational thinking (CT) activities have been suggested as beneficial for younger students and shown to impact young students’ skills and motivation to learn about CS. This study sought to examine how children demonstrate CT competencies in unplugged sequencing tasks and how children use manipulatives to solve unplugged sequencing tasks. This case study approach examined two unplugged sequencing tasks for six children ranging from ages four to seven (pre-kindergarten to 2nd grade). Children showed evidence of several CT competencies during the sequencing tasks: (1) pattern recognition, (2) algorithms and procedures, (3) problem decomposition, and (4) debugging. The strategies and use of manipulatives to showcase CT competencies seemed to evolve in complexity based on age and developmental levels. Taking into account children’s abilities to demonstrate CT competencies, this study suggests that sequencing is a developmentally appropriate entry point for young children to begin engaging in other CT competencies. In addition, these unplugged sequencing tasks can also be easily integrated into other activities commonly experienced in early childhood classrooms. 

Students can begin to lose interest in CS as early as 2nd grade, indicating the importance of engaging students in CS as early as possible. This study examined the integration of computational thinking (CT) into literacy activities in early childhood education (K-2). We describe the co-design process of developing computational thinking literacy integrated curriculum for K-2, and preliminary results of K-2 student engagement in CT and literacy activities 

Abstract The proportion of individuals that are found to have empty stomachs during a survey of a predator population's diet has been used as an indicator of the average individual's state of energy balance and of the degree to which its feeding rate (i.e., its functional response) is saturated with respect to prey availability. As such, the proportion of empty stomachs provides insights into the effects of prey on predators and vice versa, although it is typically unreported in deference to descriptions of the contents of the non‐empty stomachs. TheFracFeeddatabase is an ongoing compilation of the proportions of empty and non‐empty stomachs (for gut content surveys) and of feeding and not feeding individuals (for direct observation surveys) reported in publications of predator diet surveys.FracFeedcontains data from 4920 diet surveys on 1507 taxa (>4.3 million individuals) spanning cnidarians, ctenophores, chaetognaths, birds, annelids, amphibians, arthropods, mammals, mollusks, reptiles, echinoderms, and fishes that were surveyed in terrestrial, marine, and freshwater ecosystems across the globe over more than 135 years (1887–2023). For most surveys, covariate data include information on the spatial and temporal extent of the diet survey, its central geographical coordinates, the method by which the survey was performed (lethal gut contents, lavage, or direct observation), as well as each predator's standardized taxonomic name and identifier in the Open Tree of Life, its body mass (compiled mostly from independent compilations and additional publications), and its apparent diet's taxonomic richness and resolution. We appeal to more researchers who perform diet surveys to report on the number of empty stomachs they find and encourage additional contributions to the database—particularly from underrepresented geographic regions (e.g., North and Central Asia, North and Central Africa)—to help grow its scope and utility. The database is provided under a CC‐BY‐NC‐S4 4.0 license. Users are requested to cite this data paper when using the data.