Curriculum design and teacher support are pivotal for promoting collaborative learning. This study is situated within the context of the unit, a computer science (CS) and physical computing curriculum integrated into STEM classes. Alongside conventional CS activities like programming and wiring to emphasize sensor knowledge and its real-world applications, the unit includes activities aimed at fostering expertise and collaboration among groups of 2-4 students, such as card sorting, classroom norms discussions, and jigsaw tasks. However, students often face challenges in self-regulating their learning within small group settings with open learning opportunities. Thus, it is essential to investigate teacher support to maximize the benefits of student learning in this enriching collaborative CS curriculum. Analysis of the support provided to students during these activities revealed intriguing patterns. First, while teachers predominantly initiated support, students exhibited greater proactivity in seeking support in programming and wiring compared to more open-ended tasks like classroom norm discussions. Second, during classroom norm discussions and programming tasks, support was concentrated within small groups rather than the entire class. Third, no significant variations emerged in the ratio of support for direction on assignment and support for collaboration across the activities, despite some tasks having a stronger focus on discussion and collaboration than the completion of concrete tasks. This analysis provides valuable insights into the effective support for students in a CS classroom, illuminating potential areas for enhancing pedagogical practices, particularly in nurturing collaboration skills.