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Classroom Resources (2)

ALEX Classroom Resources  
   View Standards     Standard(s): [DLIT] (6) 36 :
30) Discuss and apply the components of the problem-solving process.

Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.

[DLIT] (7) 36 :
30) Apply the problem-solving process to solve real-world problems.

[DLIT] (8) 29 :
23) Design a digital artifact to propose a solution for a content-related problem.

Example: Create a presentation outlining how to create a cost-efficient method to melt snow on roads during the winter.

[DLIT] (8) 31 :
25) Create a model that represents a system.

Example: Food chain, supply and demand.

[DLIT] (8) 35 :
29) Create an artifact to solve a problem using ideation and iteration in the problem-solving process.

Examples: Create a public service announcement or design a computer program, game, or application.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Design Thinking
URL: https://www.remc.org/21Things4Students/21/15-design-thinking/
Description:

Design Thinking is a process for designing something to solve a problem. It shares a lot of similarities to the Engineering Design Process you might learn in a STEM class and the Scientific Method you learn in science. However, it tends to work really well with creating solutions to problems that impact humans, also known as Human-Centered Design

In this activity, you’ll work with a team to identify a problem, come up with ideas to solve it, make a prototype of your best idea, test it out and ultimately share it. Your goal is to make a positive impact on the problem you choose.

LEARNING OBJECTIVES

When you have completed this activity you will:

  1. be able to use research skills to understand real-world problems and develop ideas to solve them [Innovative Designer, Knowledge Constructor]

  2. know how to use a design process to solve a problem [Innovative Designer]

  3. be able to create and test prototypes to improve on a design [Innovative Designer]

  4. be able to choose appropriate tools to organize and manage a process with team members [Innovative Designer, Global Collaborator]

  5. be able to choose appropriate tools to share my ideas with a target audience [Innovative Designer, Creative Communicator]

  6. understand Tinkercad design software basics [Empowered Learner]

  7. know how to use Tinkercad software to design their own invention that solves a problem or changes how we interact with the world [Innovative Designer]

  8. know that technology is something that solves a problem or changes how we interact with the world [Knowledge Constructor]


   View Standards     Standard(s): [DLIT] (6) 27 :
21) Identify varying data structures/systems and methods of classification, including decimal and binary.

Examples: Difference between a bit and a byte, bit representation, pixels.

[DLIT] (8) 31 :
25) Create a model that represents a system.

Example: Food chain, supply and demand.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Computer Science Discoveries Unit 5 Chapter 1 Lesson 8: Create a Representation (18-19)
URL: https://studio.code.org/s/csd5-2018/stage/8/puzzle/1
Description:

The class designs structure to represent their perfect day using the binary representation systems they've learned in this chapter. After deciding which pieces of information the record should capture, the class will decide how a punch card of bytes of information will be interpreted to represent those pieces of information. Afterward, everyone will use the ASCII, binary number, and image formats they have learned to represent their perfect days to try to decipher what a partner's perfect day is like.

Note: You will need to create a free account on code.org before you can view this resource.


ALEX Classroom Resources: 2

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