ALEX Classroom Resources

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (6) 22 :

16) Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.

[DLIT] (7) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 23 :

17) Publish content to be available for external feedback.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 22 :

16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

[DLIT] (8) 23 :

17) Communicate and publish individually or collaboratively to persuade peers, experts, or community about issues and problems.

Tired of writing all the time? Would you like to express yourself through a presentation instead? During these Quests, you are going to learn how to present your ideas creatively through Google Slides or Microsoft PowerPoint. If you would like to try Prezi as an option use the Gold Quests. 

LEARNING OBJECTIVES

When you have completed this activity you will:

1. know how to use online presentation tools [Empowered Learner]

2. understand the features and attributes of effective presentations [Creative Communicator]

3. know how to use a variety of media to create and collaborate on an effective presentation [Global Collaborator]​

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 36 :

30) Apply the problem-solving process to solve real-world problems.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[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.

Digital storytelling is one of the greatest ways to share and present your story using a variety of media to enhance it. Digital stories can include images, photos, audio, and video. Your task in this Thing is to research digital story examples and think about the story you want to tell. You will also begin to think about the media you might want to use.

LEARNING OBJECTIVES

When you have completed this activity you will:

1. know and use a process for creating a digital story [Innovative Designer]
2. be able to select and use the appropriate digital tool(s) [Digital Citizen, Empowered learner]
3. understand how to use a Storyboard to build and organize your story elements [Computational Thinker]
4. participate in constructive peer feedback to improve the end product to be shared [Creative Communicator]

5. create an original story with different media elements [Knowledge Constructor]

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (6) 11 :

5) Identify algorithms that make use of sequencing, selection or iteration.

Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping).

[DLIT] (6) 12 :

6) Identify steps in developing solutions to complex problems using computational thinking.

[DLIT] (6) 14 :

8) Create a program that initializes a variable.

Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.

[DLIT] (6) 29 :

23) Discuss how digital devices may be used to collect, analyze, and present information.

[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) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 7 :

1) Create a function to simplify a task.

Example: Get a writing utensil, get paper, jot notes can collectively be named "note taking".

[DLIT] (7) 8 :

2) Create complex pseudocode using conditionals and Boolean statements.

Example: Automated vacuum pseudocode — drive forward until the unit encounters an obstacle; reverse 2"; rotate 30 degrees to the left, repeat.

[DLIT] (7) 9 :

3) Create algorithms that demonstrate sequencing, selection or iteration.

Examples: Debit card transactions are approved until the account balance is insufficient to fund the transaction = iteration, do until.

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (7) 12 :

6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

[DLIT] (7) 13 :

7) Create a program that updates the value of a variable in the program.

Examples: Update the value of score when a coin is collected (in a flowchart, pseudocode or program).

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 23 :

17) Publish content to be available for external feedback.

[DLIT] (7) 33 :

27) Identify data needed to create a model or simulation of a given event.

Examples: When creating a random name generator, the program needs access to a list of possible names.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 7 :

1) Design a function using a programming language that demonstrates abstraction.

Example: Create a program that utilizes functions in an effort remove repetitive sequences of steps.

[DLIT] (8) 9 :

3) Create an algorithm using a programming language that includes the use of sequencing, selections, or iterations.

Example: Use a block-based or script programming language
Step 1: Start
Step 2: Declare variables a, b and c.
Step 3: Read variables a, b and c.
Step 4: If a>b
      If a>c
         Display a is the largest number.
     Else
         Display c is the largest number.
   Else
      If b>c
         Display b is the largest number.
      Else
         Display c is the greatest number.
Step 5: Stop

[DLIT] (8) 10 :

4) Create a function to simplify a task.

Example: 3⁸ = 3*3*3*3*3*3*3*3; =(Average) used in a spreadsheet to average a given list of grades.

[DLIT] (8) 13 :

7) Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

Examples: Make a game, interactive card, story, or adventure game.

[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.

Students take what they've learned through Unit 6 Chapter 1 and develop an app of their own design that uses the circuit board to output information.

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

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (6) 9 :

3) Create pseudocode that uses conditionals.

Examples: Using if/then/else (If it is raining then bring an umbrella else get wet).

[DLIT] (6) 14 :

8) Create a program that initializes a variable.

Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.

[DLIT] (6) 29 :

23) Discuss how digital devices may be used to collect, analyze, and present information.

[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) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 8 :

2) Create complex pseudocode using conditionals and Boolean statements.

Example: Automated vacuum pseudocode — drive forward until the unit encounters an obstacle; reverse 2"; rotate 30 degrees to the left, repeat.

[DLIT] (7) 9 :

3) Create algorithms that demonstrate sequencing, selection or iteration.

Examples: Debit card transactions are approved until the account balance is insufficient to fund the transaction = iteration, do until.

[DLIT] (7) 10 :

4) Design a complex algorithm that contains sequencing, selection or iteration.

Examples: Lunch line algorithm that contains parameters for bringing your lunch and multiple options available in the lunch line.

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 33 :

27) Identify data needed to create a model or simulation of a given event.

Examples: When creating a random name generator, the program needs access to a list of possible names.

[DLIT] (7) 36 :

30) Apply the problem-solving process to solve real-world problems.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 7 :

1) Design a function using a programming language that demonstrates abstraction.

Example: Create a program that utilizes functions in an effort remove repetitive sequences of steps.

[DLIT] (8) 13 :

7) Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

Examples: Make a game, interactive card, story, or adventure game.

[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) 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.

Students, working with a partner or team will brainstorm physical devices they wish to prototype. Students have the option to design a new creation or recreate a device they have found in the "real world". Students will complete a planning guide to determine the resources (physical and digital) they will need to create their prototype. Students will design a user interface (typically an app or circuit board) that may control some output device (like a circuit board). It will be necessary for students to develop pseudocode or algorithms to aid in the coding process. Students will need to complete the problem-solving process during this lesson plan which will include testing a revising the prototype.

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

   View Standards     Standard(s): [DLIT] (7) 21 :

15) Discuss unique perspectives and needs of a global culture when developing computational artifacts, including options for accessibility for all users.

Example: Would students create a webpage aimed at reaching a village of users that have no way access to the Internet?

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (8) 21 :

15) Critique computational artifacts, including options for accessibility for all users, with respect to the needs of a global culture.

[DLIT] (8) 22 :

16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

Dive into app development by exploring existing apps that may serve similar users. Each group identifies a handful of apps that address the same topic they are working on, using those apps to help refine the app idea they will pursue.

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

   View Standards     Standard(s): [DLIT] (7) 21 :

15) Discuss unique perspectives and needs of a global culture when developing computational artifacts, including options for accessibility for all users.

Example: Would students create a webpage aimed at reaching a village of users that have no way access to the Internet?

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (8) 21 :

15) Critique computational artifacts, including options for accessibility for all users, with respect to the needs of a global culture.

[DLIT] (8) 22 :

16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

Paper prototypes allow developers to quickly test ideas before investing a lot of time writing code. In this lesson, teams explore some example apps created in App Lab, using those apps to help inform the first paper prototypes of their apps.

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

   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) 21 :

15) Discuss unique perspectives and needs of a global culture when developing computational artifacts, including options for accessibility for all users.

Example: Would students create a webpage aimed at reaching a village of users that have no way access to the Internet?

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 36 :

30) Apply the problem-solving process to solve real-world problems.

[DLIT] (8) 21 :

15) Critique computational artifacts, including options for accessibility for all users, with respect to the needs of a global culture.

[DLIT] (8) 22 :

16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

[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.

In this lesson, teams test out their paper prototypes with other members of the class. With one student role playing the computer, one narrating, and the rest observing, teams will get immediate feedback on their app designs which will inform the next version of their app prototypes.

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

   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) 21 :

15) Discuss unique perspectives and needs of a global culture when developing computational artifacts, including options for accessibility for all users.

Example: Would students create a webpage aimed at reaching a village of users that have no way access to the Internet?

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 36 :

30) Apply the problem-solving process to solve real-world problems.

[DLIT] (8) 21 :

15) Critique computational artifacts, including options for accessibility for all users, with respect to the needs of a global culture.

[DLIT] (8) 22 :

16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

[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.

Having developed, tested, and gathered feedback on a paper prototype, teams now move to App Lab to build the next iteration of their apps. Using the drag-and-drop Design Mode, each team member builds out at least one page of their team's app, responding to feedback that was received in the previous round of testing.

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

   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) 21 :

15) Discuss unique perspectives and needs of a global culture when developing computational artifacts, including options for accessibility for all users.

Example: Would students create a webpage aimed at reaching a village of users that have no way access to the Internet?

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 36 :

30) Apply the problem-solving process to solve real-world problems.

[DLIT] (8) 21 :

15) Critique computational artifacts, including options for accessibility for all users, with respect to the needs of a global culture.

[DLIT] (8) 22 :

16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

[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.

Teams run another round of user testing, this time with their interactive prototype. Feedback gathered from this round of testing will inform the final iteration of the app prototypes.

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

   View Standards     Standard(s): [DLIT] (6) 11 :

5) Identify algorithms that make use of sequencing, selection or iteration.

Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping).

[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] (7) 8 :

2) Create complex pseudocode using conditionals and Boolean statements.

Example: Automated vacuum pseudocode — drive forward until the unit encounters an obstacle; reverse 2"; rotate 30 degrees to the left, repeat.

[DLIT] (7) 9 :

3) Create algorithms that demonstrate sequencing, selection or iteration.

Examples: Debit card transactions are approved until the account balance is insufficient to fund the transaction = iteration, do until.

[DLIT] (7) 10 :

4) Design a complex algorithm that contains sequencing, selection or iteration.

Examples: Lunch line algorithm that contains parameters for bringing your lunch and multiple options available in the lunch line.

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (7) 12 :

6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 23 :

17) Publish content to be available for external feedback.

[DLIT] (8) 13 :

7) Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

Examples: Make a game, interactive card, story, or adventure game.

In this multi-day lesson, the class uses the problem-solving process from Unit 1 to create a platform jumper game. After looking at a sample game, the class defines what their games will look like and uses a structured process to build them. Finally, the class reflects on how the games could be improved and implements those changes.

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

   View Standards     Standard(s): [DLIT] (6) 9 :

3) Create pseudocode that uses conditionals.

Examples: Using if/then/else (If it is raining then bring an umbrella else get wet).

[DLIT] (6) 11 :

5) Identify algorithms that make use of sequencing, selection or iteration.

Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping).

[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) 8 :

2) Create complex pseudocode using conditionals and Boolean statements.

Example: Automated vacuum pseudocode — drive forward until the unit encounters an obstacle; reverse 2"; rotate 30 degrees to the left, repeat.

[DLIT] (7) 9 :

3) Create algorithms that demonstrate sequencing, selection or iteration.

Examples: Debit card transactions are approved until the account balance is insufficient to fund the transaction = iteration, do until.

[DLIT] (7) 10 :

4) Design a complex algorithm that contains sequencing, selection or iteration.

Examples: Lunch line algorithm that contains parameters for bringing your lunch and multiple options available in the lunch line.

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (7) 12 :

6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 23 :

17) Publish content to be available for external feedback.

[DLIT] (8) 9 :

3) Create an algorithm using a programming language that includes the use of sequencing, selections, or iterations.

Example: Use a block-based or script programming language
Step 1: Start
Step 2: Declare variables a, b and c.
Step 3: Read variables a, b and c.
Step 4: If a>b
      If a>c
         Display a is the largest number.
     Else
         Display c is the largest number.
   Else
      If b>c
         Display b is the largest number.
      Else
         Display c is the greatest number.
Step 5: Stop

[DLIT] (8) 10 :

4) Create a function to simplify a task.

Example: 3⁸ = 3*3*3*3*3*3*3*3; =(Average) used in a spreadsheet to average a given list of grades.

[DLIT] (8) 13 :

7) Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

Examples: Make a game, interactive card, story, or adventure game.

[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.

The class plans and builds original games using the project guide from the previous two lessons. Working individually or in pairs, the class plans, develops, and gives feedback on the games. After incorporating the peer feedback, the class shares out the completed games.

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

   View Standards     Standard(s): [DLIT] (6) 29 :

23) Discuss how digital devices may be used to collect, analyze, and present information.

[DLIT] (7) 21 :

15) Discuss unique perspectives and needs of a global culture when developing computational artifacts, including options for accessibility for all users.

Example: Would students create a webpage aimed at reaching a village of users that have no way access to the Internet?

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (8) 22 :

16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

[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.

Using the interview information from the previous lesson, the class comes up with app ideas to address the needs of their users. To express those ideas and test out their effectiveness, each student creates and tests paper prototypes of their own.

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

   View Standards     Standard(s): [DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (6) 12 :

6) Identify steps in developing solutions to complex problems using computational thinking.

[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) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (7) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (7) 14 :

8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

[DLIT] (7) 17 :

11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 23 :

17) Publish content to be available for external feedback.

[DLIT] (7) 36 :

30) Apply the problem-solving process to solve real-world problems.

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

In the last few days of the unit, the class finalizes their personal websites, working with peers to get feedback. Then, the students will review the rubric and put the finishing touches on the site. To cap off the unit, everyone shares their projects and how they were developed.

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

   View Standards     Standard(s): [DLIT] (6) 29 :

23) Discuss how digital devices may be used to collect, analyze, and present information.

[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) 11 :

5) Solve a complex problem using computational thinking.

[DLIT] (7) 22 :

16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

[DLIT] (7) 35 :

29) Compare and contrast human intelligence and artificial intelligence.

[DLIT] (8) 22 :

16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

[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) 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.

To conclude the study of the problem-solving process and the input/output/store/process model of a computer, the class proposes apps designed to solve real-world problems. This project is completed across multiple days and culminates in a poster presentation highlighting the features of each app. The project is designed to be completed in pairs though it can be completed individually.

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