Courses of Study : Digital Literacy and Computer Science (Grade 3)

Safety, Privacy, and Security
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 15
Classroom Resources: 15
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify ways to be safe using digital devices including protecting passwords, using usernames and avatars that do not identify the student, and telling an adult if they encounter unsafe or inappropriate content.
  • demonstate how to be safe when using digital devices including protecting passwords, using usernames and avatars that do not identify the student, and telling an adult if they encounter unsafe or inappropriate content.
  • apply strategies to be safe when using digital devices including protecting passwords, using usernames and avatars that do not identify the student, and telling an adult if they encounter unsafe or inappropriate content.
Teacher Vocabulary:
  • personal safety
  • digital device
  • digital citizenship
  • personal information
Knowledge:
Students know:
  • strategies to be safe while using digital devices which include protecting passwords, using usernames and avatars that do not identify the student, and telling an adult if they encounter unsafe or inappropriate content.
Skills:
Students are able to:
  • create and use passwords which are only shared with their parents.
  • log off of digital device when no longer using it.
  • explain why you should not share personal information with others online.
Understanding:
Students understand that:
  • passwords are important to have and not share.
  • logging out of resources and devices protect your accounts and information.
  • you should never share personal information with others online.
Legal and Ethical Behavior
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 0
R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

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Evidence Of Student Attainment:
Students will:
  • follow all polices and procedures of the District's Acceptable Use Policy/Responsible Use of Technology.
Teacher Vocabulary:
  • responsible use of digital devices
  • school/District rules (acceptable use policy/responsible use policy)
Knowledge:
Students know:
  • that the District has a set of rules that every student must follow to use district/school provided resources.
Skills:
Students are able to:
  • summarize the school/district rules as defined in the District's Acceptable Use Policy
  • follow the rules when using school/District resources.
Understanding:
Students understand that:
  • to use school/District resources, you must follow the rules as stated in the District's Acceptable Use Policy/procedures.
Impact of Computing
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 4
Classroom Resources: 4
R3) Assess the validity and identify the purpose of digital content.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • assess the validity of digital content by considering the web address, publisher, and domain of a website.
  • identify the purpose of digital content.
Teacher Vocabulary:
  • validity
  • read a web address
  • publisher
  • domain name
  • extension
Knowledge:
Students know:
  • how to read a web address to validate authenticity.
  • locate the publisher of a website.
  • use context cues to define the purpose of digital content.
Skills:
Students are able to:
  • read the domain name and extension of a web address to identify type of digital content.
  • identify the publisher of a website.
  • use context cues to define the purpsoe of digital content.
Understanding:
Students understand that:
  • anyone can create digital content.
  • digital content may or may not be true.
  • every digital content has an author.
  • digital content has a purpose.
Systems
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 2
Classroom Resources: 2
R4) Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify computing or connectivity problems and apply various strategies to resolve the issue(s).
  • restart a browser or try a different browser.
  • check for wireless or wired connectivity.
Teacher Vocabulary:
  • troubleshooting
  • connection
  • wired
  • wireless
  • restart
Knowledge:
Students know:
  • how to identify when a problem exists.
  • strategies to resolve connectivity or computing issues.
Skills:
Students are able to:
  • assess a computing issue using look and listen to locate the issue.
  • refresh the website.
  • restart the resource or device.
  • identify if the device is connected via wire or wirelessly.
Understanding:
Students understand that:
  • every issue can be solved once the cause is identified.
Collaborative Research
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 10
Learning Activities: 4
Lesson Plans: 5
Unit Plans: 1
R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate information from digital sources to answer research questions.
    • curate information to present or share with others.
Teacher Vocabulary:
  • curate
  • keyword
  • search engine
  • database
Knowledge:
Students know:
  • that information to research questions can be obtained from digital sources.
  • how to use resources to organize information.
  • how to use resources to present or share with others.
Skills:
Students are able to:
  • create a list of keywords or phrases to enter into a search engine and/or database such as the Alabama Virtual Library.
  • use additional words or punctuation to narrow search such as AND (+), OR, NOT (
  • ), and quotation marks.
  • organize information.
  • share information by creating a digital resource.
Understanding:
Students understand that:
  • information can be located from a digital source to answer research questions.
  • information can be organzied and shared by creating a digital resource.
Digital Tools
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 16
Learning Activities: 3
Lesson Plans: 2
Classroom Resources: 9
Unit Plans: 2
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools using various forms of media.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
    • , using digital tools.
Computational Thinker
Abstraction
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 9
Classroom Resources: 9
1) Use numbers or letters to represent information in another form.

Examples: Secret codes/encryption, Roman numerals, or abbreviations.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use numbers and letters to represent information in another form.
Teacher Vocabulary:
  • encryption
  • secret codes
Knowledge:
Students know:
  • techniques for understanding how to representing information in another way using numbers or letters.
Skills:
Students are able to:
  • use letters or numbers to represent information in another form.
  • use a secret code to determine information represented in letters and/or numbers.
Understanding:
Students understand that:
  • numbers and/or letters can represent information in another way.
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 14
Classroom Resources: 14
2) Analyze a given list of sub-problems while addressing a larger problem.

Example: Problem - making a peanut butter sandwich; sub-problem - opening jar, finding a knife, getting the bread.
Problem - design and share a brochure; sub-problem - selecting font, choosing layout.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • analyze a given list of sub-problems while addressing a larger problem.
Teacher Vocabulary:
  • sub-problem
Knowledge:
Students know:
  • strategies for analyzing sub-problems from a given list for a larger problem.
Skills:
Students are able to:
  • analyze given lists of sub-problems while addressing a larger problem.
  • identify the sub-problems for a larger problem.
Understanding:
Students understand that:
  • larger problems have sub-problems.
  • it can be easier to solve a large problem if you identify smaller sub-problems to tackle or solve.
Algorithms
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 4
Classroom Resources: 4
3) Explain that different solutions exist for the same problem or sub-problem.

Example: Multiple paths exist to get home from school; one may be a shorter distance while one may encounter less traffic.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • explain that different solutions exist for the same problem or sub-problem.
Teacher Vocabulary:
  • solution
  • sub-problem
  • problem
Knowledge:
Students know:
  • different solutions exist for the same problem or sub-problem.
  • techniques to explain that different solutions exist for the same problem or sub-problem.
Skills:
Students are able to:
  • identify different solutions for the same problem or sub-problem.
  • explain that these solutions exist.
Understanding:
Students understand that:
  • multiple solutions exist for the same problem or sub-problem.
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 7
Classroom Resources: 7
4) Examine logical reasoning to predict outcomes of an algorithm.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • examine logical reasoning.
  • predict the possible outcomes of an algorithm.
Teacher Vocabulary:
  • logical reasoning
  • outcome
  • algorithm
Knowledge:
Students know:
  • to apply logical reasoning when predicting outcomes of algorithms.
  • strategies to examine logical reasoning to predict outcomes of an algorithm.
Skills:
Students are able to:
  • determine possible outcomes of an algortihm.
  • recognize that an algorithm can have multiple outcomes.
Understanding:
Students understand that:
  • logical reasoning is necessary when predicting outcomes of an algorithm.
  • algorithms can have multiple outcomes.
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 11
Classroom Resources: 11
5) Create an algorithm to solve a problem as a collaborative team.

Examples: Move a character/robot/person through a maze. List steps to build a sandwich.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create an algortihm.
  • work collaboratively.
  • solve a problem or complete a task with the algortihm.
Teacher Vocabulary:
  • algorithm
  • collaborative
Knowledge:
Students know:
  • an algorithm can be used to solve a problem or complete a task.
  • the steps in creating an algortihm as a collaborative team.
Skills:
Students are able to:
  • work as a collaborative team to create a problem-solving algorithm.
  • list steps in solving a problem.
Understanding:
Students understand that:
  • algorithms are used to solve problems or complete a task in a step-by-step process.
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 2
Classroom Resources: 2
6) Describe the function of a flowchart.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • describe the function of a flowchart.
Teacher Vocabulary:
  • flowchart
  • function
Knowledge:
Students know:
  • the purpose of a flowchart.
  • how flowcharts function.
Skills:
Students are able to:
  • discuss the purpose and function of a flowchart.
Understanding:
Students understand that:
  • a flowchart is a visual representation of an alogrithm, program, or process.
Programming and Development
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 39
Classroom Resources: 39
7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • test a given program in a block
  • based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
  • debug a given program in a block
  • based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
  • collaborate with others.
Teacher Vocabulary:
  • test
  • debug
  • program
  • block-based visual programming environment
  • arithmetic operators
  • conditionals
  • repetition
Knowledge:
Students know:
  • strategies for debugging a given program.
  • arithmetic operators create a single numerical solution from multiple oprations.
  • conditionals are "if, then" statements that direct the program.
Skills:
Students are able to:
  • test a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
  • debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
Understanding:
Students understand that:
  • a given program must be tested and debugged to run correctly.
  • block-based visual programming uses arithemetic operators, conditionals, and repetition to function.
Citizen of a Digital Culture
Safety, Privacy, and Security
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 0
8) Describe how to use proper ergonomics when using devices.

Examples: Body position, lighting, positioning of equipment, taking breaks.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • describe proper ergonomics and best practices when using digital devices.
Teacher Vocabulary:
  • ergonomics
  • keyboard
  • monitor
  • eye strain
Knowledge:
Students know:
  • the proper way to sit and use digital devices for short and long time frames.
Skills:
Students are able to:
  • sit back in their chair with feet flat on the floor.
  • have the keyboard positioned directly in front of the body.
  • take short 1
  • 2 minute stretch breaks every 20
  • 30 minutes.
  • look away from the monitor and focus on something in the distance every 20
  • 30 minutes to reduce eye strain.
Understanding:
Students understand that:
  • proper ergonomics is important to prevent body strain when using digital devices.
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 5
Learning Activities: 1
Classroom Resources: 4
9) Identify the proper use and operation of security technologies.

Examples: Passwords, virus protection software, spam filters, pop-up blockers.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify how to properly use security technologies and how they work.
Teacher Vocabulary:
  • security technologies
  • password
  • login information
  • virus protection
  • malicious
  • spam filters
  • pop-up blocker
Knowledge:
Students know:
  • software is installed to protect against malicious items.
  • users can protect their information by not sharing passwords or login information.
Skills:
Students are able to:
  • login to resources using passwords.
  • understand importance of not sharing login information.
  • identify examples of SPAM, pop up blocks, and virus protection software.
Understanding:
Students understand that:
  • proper use and operation of security technologies is important to keep a device working correctly and protect your personal information.
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 1
Classroom Resources: 1
10) Describe ways web advertising collects personal information.

Examples: Search ads, banner ads, in-game ads, email ads.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • describe ways web advertising collects personal information.
Teacher Vocabulary:
  • web adversting
  • personal information
  • ads
  • personalized ads
  • cookies
  • browsing history
Knowledge:
Students know:
  • companies use browsing habits of users to personalize advertisements.
Skills:
Students are able to:
  • describe cookies which a site sends to the computer to track movement among webpages.
  • explain that items you search in a search engine may be used to personalize ads.
  • identify ads on websites.
Understanding:
Students understand that:
  • companies can track browsing history, purchases, etc.
    • to create personalized ads for each user.
Impact of Computing
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 0
11) Identify resources in the community that offer technology access.

Examples: Libraries, community centers, restaurants, education programs, schools, or hardware/software donation programs.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate resources in the community that offers technology access.
Teacher Vocabulary:
  • wifi
  • shared technology
Knowledge:
Students know:
  • resources and locations are available in the community that offer free wifi connectivity and/or shared technology devices.
Skills:
Students are able to:
  • idenfity resources or locations in the community that offer technology access and what type of access and resources they offer.
Understanding:
Students understand that:
  • resources are available within the community to access wifi and/or use shared technology devices.
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 5
Classroom Resources: 5
12) Identify and discuss ways that access to technology helps empower individuals and groups.

Examples: Gives access to information; provides the ability to communicate with others around the world; enables people to buy and sell things.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify and discuss ways that access to technology helps empower individuals and groups.
Teacher Vocabulary:
  • empower
Knowledge:
Students know:
  • access to technology connects individuals and groups to communicate with others with similar interest, share knowledge and resources, and connect with others to meet needs.
Skills:
Students are able to:
  • explain ways having access to technology empowers individuals and groups locally and/or globally.
Understanding:
Students understand that:
  • technology access enables you to connect with others you would not be able to connect without technology, work together to meet needs of individuals and/or groups, and obtain information easily or share resources.
Global Collaborator
Communication
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 7
Learning Activities: 1
Lesson Plans: 4
Classroom Resources: 1
Unit Plans: 1
13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains using digitial tools.
Teacher Vocabulary:
  • key ideas
  • informs
  • persuades
  • entertains
  • communicate
  • digital tools
  • collaborate
  • online environment
  • tutorial
  • artifact
Knowledge:
Students know:
  • that digital tools are available that enable them to inform others.
  • that digital tools are available that enable them to persuade others.
  • that digital tools are available that enable them to entertain others.
  • how to locate directions or tutorials for working in digitial tools.
  • that communication has a specific purpose and audience.
  • that collaboration in digital tools can occur 24/7 in various locations.
Skills:
Students are able to:
  • design communications using various digital tools that informs, persuades, and/or entertains.
  • locate and follow directions or tutorials for working with digital tools.
  • explain the purpose of an artifact they create.
  • collaborate with peers in an online environment.
Understanding:
Students understand that:
  • various digital tools are available to communicate key ideas and details.
  • directions or tutorials can be located online to assist with creation.
  • all communication has a purpose.
Digital Tools
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 2
Classroom Resources: 2
14) Type 15 words per minute with 95% accuracy using appropriate keyboarding techniques.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • type 15 words per minute with 95% accuracy using appropriate keyboarding techniques.
Teacher Vocabulary:
  • words per minute
  • accuracy
  • keyboarding techniques
  • QWERTY keyboard
  • home row
Knowledge:
Students know:
  • keyboarding techniques.
  • that by knowing the keyboard, less time is spent on entering information so the focus is the content with which they are working.
Skills:
Students are able to:
  • type 15 words per minute with 95% accuracy using appropriate keyboarding techniques.
Understanding:
Students understand that:
  • by knowing the keyboard, less time is spent on entering information so the focus is the content with which they are working.
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 1
Classroom Resources: 1
15) Describe local, networked, and online or cloud environments.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • describe local, networked, and online or cloud environments.
Teacher Vocabulary:
  • local environment
  • networked environment
  • online environment
  • cloud environment
  • network
  • fiber
  • access points
  • switches
  • saved
  • stored
Knowledge:
Students know:
  • that the Internet is constructed of a network of connections.
  • information can be saved or stored on a local device or online in a cloud environment.
Skills:
Students are able to:
  • describe local, networked, and online or cloud environments and how a user can utilize each environment to meet their need.
Understanding:
Students understand that:
  • the Internet is constructed of a network of connections.
  • online or cloud environments are available 24/7 from any Internet
  • connected device and location.
Collaborative Research
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 8
Learning Activities: 1
Lesson Plans: 3
Classroom Resources: 3
Unit Plans: 1
16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • conduct basic keyword searches to produce valid, appropraite results, and evaluate results for accuracy, relevance, and appropriateness.
Teacher Vocabulary:
  • keyword
  • search
  • valid
  • true
  • accuracy/accurate
  • relevance/relevant
Knowledge:
Students know:
  • strategies to conduct keyword searches.
  • strategies evaluate the accuracy of information.
  • not all information online is valid or true.
Skills:
Students are able to:
  • conduct basic keyword searches using basic words and phrases.
  • explain how they know information located online is valid or true.
Understanding:
Students understand that:
  • using specific keywords while searching will deliver best results.
  • not all information online is valid or true.
Computing Analyst
Data
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 4
Lesson Plans: 1
Classroom Resources: 3
17) Describe examples of data sets or databases from everyday life.

Examples: Library catalogs, school records, telephone directories, or contact lists.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • describe examples of data sets or databases from everyday life.
Teacher Vocabulary:
  • database
  • data set
Knowledge:
Students know:
  • examples of data sets.
  • examples of databases.
  • characteristics of data sets and databases.
Skills:
Students are able to:
  • describe examples of databases from everyday life.
  • describe examples of data sets from everyday life.
Understanding:
Students understand that:
  • data sets and databases are part of everyday life.
  • data sets and databases are organized in a certain way for a certain purpose.
Systems
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 5
Classroom Resources: 5
18) Identify a broad range of digital devices, the services they provide, and appropriate uses for them.

Examples: Computers, smartphones, tablets, robots, e-textiles, driving directions apps that access remote map services, digital personal assistants that access remote information services.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify a broad range of digital devices, the services they provide, and appropriate uses for them.
Teacher Vocabulary:
  • digital device
  • services
  • appropriate
Knowledge:
Students know:
  • that a digital device is physical equipment with a computing component.
  • there are many different digital devices and each has its own use.
  • there are appropriate and inappropriate ways to use these digital devices.
  • new types of digital devices are being developed everyday.
Skills:
Students are able to:
  • identify a broad range of digital devices.
  • identify the services that digital devices provide.
  • identify the appropriate uses for the digital devices.
Understanding:
Students understand that:
  • there are many types of digital devices.
  • there are digital devices that serve a variety of purposes.
  • all digital devies have an appropriate way to be used.
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 4
Learning Activities: 4
19) Describe the differences between hardware and software.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • describe the differences between hardware and software.
Teacher Vocabulary:
  • hardware
  • software
Knowledge:
Students know:
  • hardware is the physical device.
  • software is the code installed on the device that makes it work.
Skills:
Students are able to:
  • determine the differences between hardware and software.
  • describe the differences between hardware and software.
Understanding:
Students understand that:
  • hardware and software are different components that make a computing device function.
  • hardware is the physical device.
  • software is the code installed on the device that makes it function.
Innovative Designer
Human/Computer Partnerships
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 2
Classroom Resources: 2
20) Compare and contrast human and computer performance on similar tasks to understand which is better suited to the task.

Examples: Sorting alphabetically, finding a path across a cluttered room.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • compare human and computer performance on similar tasks to understand whether human or computer is better suited to the task.
  • contrast human and computer performance on similar tasks to understand whether human or computer is better suited to the task.
Teacher Vocabulary:
  • human and computer relationship
  • human and computer performance
  • compare and contrast
Knowledge:
Students know:
  • the similarities and differences in human/computer performance of similiar tasks.
  • the benefits and disadvantages of human/computer performances of similar tasks.
  • the characteristics of human performance/computer performance of tasks.
Skills:
Students are able to:
  • compare and contrast human and computer performance on similar tasks.
    • to understand whether human or computer is better suited to the task.
Understanding:
Students understand that:
  • at times, human or computer may be better suited for a similar task.
  • there are similarities and differences in human and computer performance on similar tasks.
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 0
21) Explain advantages and limitations of technology.

Example: A spell-checker can check thousands of words faster than a human could look them up; however, a spell-checker might not know whether underserved is correct or if the author's intent was to type undeserved.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • explain advantages and limitations of technology.
Teacher Vocabulary:
  • advantage
  • limitation
  • technology
Knowledge:
Students know:
  • some advantages of technology.
  • some limitations of technology.
Skills:
Students are able to:
  • explain advantages and limitations of technology.
Understanding:
Students understand that:
  • technology use has advantages and limitations.
Design Thinking
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 1
Classroom Resources: 1
22) Discuss the design process and use digital tools to illustrate potential solutions.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • discuss the design process and use digital tools to illustrate potential solutions.
Teacher Vocabulary:
  • design process
  • digital tools
  • potential
  • solution
Knowledge:
Students know:
  • the design process steps are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
  • how to use digital tools to illustrate potential solutions.
Skills:
Students are able to:
  • discuss the design process and use digital tools to illustrate potential solutions.
Understanding:
Students understand that:
  • the design process steps are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
  • how to use digital tools to illustrate potential solutions.
  • digital tools can be used to illustrate potential solutions for problems developed through design thinking.
Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources: 14
Classroom Resources: 14
23) Implement the design process to solve a simple problem.

Examples: Uneven table leg, noise in the cafeteria, tallying the collection of food drive donations.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • implement the design process to solve a simple problem.
Teacher Vocabulary:
  • implement
  • design process
  • problem
Knowledge:
Students know:
  • the steps in the design process are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
  • how to implement the design process to solve a simple problem.
  • how to identify a simple problem.
Skills:
Students are able to:
  • identify the steps in the design process.
  • apply the design process to a simple problem.
  • implement the steps in the design process to solve a simple problem.
Understanding:
Students understand that:
  • the steps in the design process are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.