Courses of Study : Digital Literacy and Computer Science (Grade 4)

Safety, Privacy, and Security
Digital Literacy and Computer Science (2018)
Grade(s): 4
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:
  • identfy ways to be safe using digital devices.
  • demonstate how to be safe when using digital devices.
  • apply strategies to be safe when using digital devices.
Teacher Vocabulary:
  • personal safety
  • digital device
  • digital citizenship
  • personal information
Knowledge:
Students know:
  • strategies to be safe while using digital devices.
Skills:
Students are able to:
  • create and use passwords which are only shared with their parents or teacher.
  • 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): 4
All Resources: 0
R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

Unpacked Content
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:
  • 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): 4
All Resources: 3
Classroom Resources: 3
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.
  • identify the purpose of digital content.
Teacher Vocabulary:
  • validity
  • read a website
  • domain name
  • extension
  • publisher
  • external links
Knowledge:
Students know:
  • how to read a web address to validate authenticity.
  • how locate the publisher of a website.
  • context cues can be used 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 purpose of digital content.
  • determine who links to the digital resource.
Understanding:
Students understand that:
  • a web address gives information about the creator or purpose.
  • every website has a publisher or author.
  • context cues can be used to identify the purpose.
  • external links show others that link to the digital content.
Systems
Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources: 3
Classroom Resources: 3
R4) Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify a problem and applies various strategies to resolve the issue.
Teacher Vocabulary:
  • troubleshooting
  • connection
  • wired
  • wireless
  • refresh
  • restart/reboot
  • username
  • password
Knowledge:
Students know:
  • how to identify issues.
  • strategies to resolve issues.
Skills:
Students are able to:
  • assess a resource using look and listen to locate the issue.
  • check for power to the device.
  • refresh the website.
  • restart the resource or device.
  • identify if the device is connected to wired or wireless connection.
  • retype username and password to confirm correct entry.
Understanding:
Students understand that:
  • most issues can be solve once the problem is identified.
Collaborative Research
Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources: 3
Learning Activities: 1
Lesson Plans: 2
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:
  • information to research questions can be obtained from digital sources.
  • how to use resources to organize information.
  • how to find 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 (
  • ), setting date boundaries, or 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): 4
All Resources: 12
Learning Activities: 1
Lesson Plans: 2
Classroom Resources: 9
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.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • how to use 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): 4
All Resources: 3
Classroom Resources: 3
1) Construct a basic system of numbers, letters, or symbols to represent information as a cipher.

Examples: Combine data from multiple sources, sorting multi-level.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • construct a basic system of numbers, letters, or symbols to represent information as a cipher.
Teacher Vocabulary:
  • basic system of numbers
  • symbols
  • represent information
  • cipher
Knowledge:
Students know:
  • a basic system of numbers, letters, or symbols can represent information as a cipher.
Skills:
Students are able to:
  • construct a basic system of numbers, letters, or symbols to represent information as a cipher.
Understanding:
Students understand that:
  • a basic system of numbers, letters, or symbols can represent information as a cipher.
Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources: 23
Classroom Resources: 23
2) Formulate a list of sub-problems to consider while addressing a larger problem.

Examples: Problem - a multi-step math problem; sub-problem - steps to solve.
Problem - light bulb does not light; sub-problem - steps to resolve why.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • formulate a list of sub-problems to consider while addressing a larger problem.
Teacher Vocabulary:
  • formulate
  • sub-problems
Knowledge:
Students know:
  • a list of sub-problems need to be considered in order to address a larger problem.
  • strategies to develop a list of sub-problems.
Skills:
Students are able to:
  • formulate a list of sub-problems to consider while addressing a larger problem.
Understanding:
Students understand that:
  • a list of sub-problems need to be considered to address a larger problem.
Algorithms
Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources: 10
Classroom Resources: 10
3) Show that different solutions exist for the same problem or sub-problem.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • show that different solutions exist for the same problem or sub-problem.
Teacher Vocabulary:
  • solution
Knowledge:
Students know:
  • strategies for developing different solutions for the same problem or sub-problem.
  • that different solutions exist for the same problem or sub-problem.
Skills:
Students are able to:
  • show that different solutions exist for the same problem or sub-problem.
Understanding:
Students understand that:
  • different solutions exist for the same problem or sub-problem.
Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources: 20
Learning Activities: 1
Lesson Plans: 2
Classroom Resources: 17
4) Detect and debug logical errors in various basic algorithms.

Example: Trace the path of a set of directions to determine success or failure.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • examine basic algorithms and determine where errors may exist.
Teacher Vocabulary:
  • detect
  • debug
  • logical
  • errors
  • algorithms
Knowledge:
Students know:
  • strategies to detect logical errors in various basic algorithms.
  • strategies to debug or repair logical errors in various basic algorithms.
Skills:
Students are able to:
  • detect and debug logical errors in various basic algorithms.
Understanding:
Students understand:
  • how to detect and debug logical errors in various basic algorithms.
  • strategies to detect and debug logical errors in various basic algorithms.
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    Digital Literacy and Computer Science (2018)
    Grade(s): 4
    All Resources: 5
    Learning Activities: 1
    Classroom Resources: 4
    5) Use flowcharts to create a plan or algorithm.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • use flowcharts to create a plan or algorithm.
    Teacher Vocabulary:
    • flowchart
    • plan
    • algorithm
    Knowledge:
    Students know:
    • flowcharts are used in creating plan or algorithm.
    • strategies to use flowcharts to create a plan or algorithm.
    Skills:
    Students are able to:
    • use flowcharts to create a plan or algorithm.
    • explain how flowcharts help in creating a plan or algorithm.
    Understanding:
    Students understand that:
    • flowcharts are used in creating plan or algorithm.
    • flowcharts help to visualize a plan or algorithm.
    Digital Literacy and Computer Science (2018)
    Grade(s): 4
    All Resources: 1
    Classroom Resources: 1
    6) Define a simple pseudocode.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • define a simple pseudocode.
    Teacher Vocabulary:
    • psuedocode
    Knowledge:
    Students know:
    • the characteristics of a simple pseudocode.
    • the purpose of pseudocode.
    Skills:
    Students are able to:
    • define a simple psuedocode.
    • identify simple psuedocode.
    Understanding:
    Students understand that:
    • a simple pseudocode is code for programs before it is actually converted into a specific programming language or simply a set of steps.
    Programming and Development
    Digital Literacy and Computer Science (2018)
    Grade(s): 4
    All Resources: 30
    Lesson Plans: 2
    Classroom Resources: 28
    7) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • create a working program in a block
    • based visual programming environment while using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
    Teacher Vocabulary:
    • program
    • block-based visual programming environment
    • arithmetic operators
    • conditionals
    • repetition
    Knowledge:
    Students know:
    • the definitions for arithmetic operators, conditionals, and repetition as they relate to programming.
    • strategies for collaborating with peers.
    Skills:
    Students are able to:
    • create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
    • implement strategies to collaborate with others.
    Understanding:
    Students understand that:
    • operators in programming make many options available, reducing the length of an alorithm, pseudocode, or program.
    Citizen of a Digital Culture
    Safety, Privacy, and Security
    Digital Literacy and Computer Science (2018)
    Grade(s): 4
    All Resources: 6
    Learning Activities: 1
    Classroom Resources: 5
    8) Demonstrate 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
    • privacy
    • password
    • login information
    • virus protection
    • malicious
    • spam
    • spam filters
    • pop-up blocker
    • online identity theft
    Knowledge:
    Students know:
    • software and other features such as pop-up blockers are installed to protect against malicious items.
    • unwanted emails or spam can contain links with viruses.
    • users can protect their information by not sharing passwords or login information to help prevent crimes like online identity theft.
    Skills:
    Students are able to:
    • login to resources using private passwords.
    • understand importance of not sharing login information.
    • demonstrate how to properly handle or utilize spam, pop up blockers, and virus protection software and features.
    Understanding:
    Students understand that:
    • proper use and operation of security technologies is important to keep a device working correctly and protect your personal information.
    • if an email or pop-up seems too good to be true, it probably is not true.
    Legal and Ethical Behavior
    Digital Literacy and Computer Science (2018)
    Grade(s): 4
    All Resources: 1
    Classroom Resources: 1
    9) Identify laws and tools which help ensure that users of varying abilities can access electronic and information technology.

    Examples: ADA Laws

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • identify laws and tools which help to ensure that users of varying abilities can access electronic and information technology.
    Teacher Vocabulary:
    • assistive technology
    • dictation
    • text to speech
    • speech to text
    • pen with recording feature
    • braille
    Knowledge:
    Students know:
    • laws are in place to ensure access to electronic and information technology.
    • that tools are created to enable users of varying abilities to access electronic and information.
    Skills:
    Students are able to:
    • state that laws are in place to ensure users of varying abilitiies can access electronic and information technology.
    • identify tools that assist users in accessing information and using technology.
    Understanding:
    Students understand that:
    • everyone should have access to electronic and information technology regardless of their abilities.
    • tools are available for all users to access information and use technology.
    Digital Identity
    Digital Literacy and Computer Science (2018)
    Grade(s): 4
    All Resources: 2
    Classroom Resources: 2
    10) Identify the different forms of web advertising and why websites, digital resources, and artifacts may include advertisements and collect personal information.

    Examples: Search ads, pay-per-click ads, banner ads, targeted ads, in-game ads, email ads.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • identify different forms of web advertising.
    • identify why websites, digital resources, and artifacts may include advertisements.
    • identify that websites can collect personal information.
    Teacher Vocabulary:
    • web advertising
    • advertisements/ads
    • personal information
    • user
    • cookies
    Knowledge:
    Students know:
    • advertisements appear on most websites and other digital resources such as email, text, etc.
    • information is collected by companies, search habits, cookies, etc.
    Skills:
    Students are able to:
    • identify ads on a website, within a sample email, in games, and email.
    • identify ways a company or website collects personal information.
    Understanding:
    Students understand that:
    • ads are on most websites, digital resources, and artifacts.
    • websites or companies collect information by tracking browsing history, collecting user
    • shared data, or by using cookies.
    Impact of Computing
    Digital Literacy and Computer Science (2018)
    Grade(s): 4
    All Resources: 1
    Learning Activities: 1
    11) Discuss the digital divide as unequal access to technology based on differences such as income, education, age, or geographic location and locate resources in the community that can give people access to technology.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • discuss the digital divide as unequal access to technology based on differences such as income, education, age, or geographic location.
    • locate resource in the community that can give people acces to technology.
    Teacher Vocabulary:
    • digital divide
    • unequal access
    • income
    • geographic location
    • access
    Knowledge:
    Students know:
    • everyone does not have the same level of access to technology due to a variety of possible reasons.
    • communities have free access to technology at various locations such as public libraries, schools, and businesses.
    Skills:
    Students are able to:
    • discuss why people do not always have access to technology based on income, education, age, or geographic location.
    • discuss locations within the community that can give people access to technology.
    Understanding:
    Students understand that:
    • everyone does not have the same level of access.
    • resources are available within the community to give people access they might not have otherwise.
    Global Collaborator
    Communication
    Digital Literacy and Computer Science (2018)
    Grade(s): 4
    All Resources: 8
    Lesson Plans: 4
    Classroom Resources: 4
    12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • use basic features of digital tools to communciate key ideas and details in a way that informs and/or persuades.
    Teacher Vocabulary:
    • digital tools
    • communicate
    • key ideas
    • informs
    • persuades
    Knowledge:
    Students know:
    • digital tools are available that enable them to inform others.
    • digital tools are available that enable them to persuade others.
    Skills:
    Students are able to:
    • use basic features such as headings, text, and images to communicate key ideas that inform and/or persuade.
    Understanding:
    Students understand that:
    • digital tools can be used to communicate by informing and/or persuade others.
    Digital Literacy and Computer Science (2018)
    Grade(s): 4
    All Resources: 8
    Learning Activities: 1
    Lesson Plans: 2
    Classroom Resources: 5
    13) Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.
    Teacher Vocabulary:
    • synthesize
    • relevant
    • timeline
    • flowcart
    • infographic
    Knowledge:
    Students know:
    • information from multiple sources can be combined or synthesized.
    • there are multiple was to combine information to communicate with others.
    Skills:
    Students are able to:
    • synthesize information from multilple sources in a variety of ways to make it more useful such as a flowchart, timeline, infographic, multimedia etc.
    Understanding:
    Students understand that:
    • information is obtained from multiple sources to better make sense of information.
    • information can be presented in different ways to make it more useful.
    Digital Tools
    Digital Literacy and Computer Science (2018)
    Grade(s): 4
    All Resources: 1
    Classroom Resources: 1
    14) Type 20 words per minute with 95% accuracy using appropriate keyboarding techniques.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • type 20 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.
    • 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 20 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.
    Collaborative Research
    Digital Literacy and Computer Science (2018)
    Grade(s): 4
    All Resources: 4
    Classroom Resources: 4
    15) Conduct complex keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

    Examples: Search techniques, check for credibility and validity.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • conduct complex 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 complex keyword searches.
    • strategies that evaluate the accuracy of information.
    • not all information online is valid or true.
    Skills:
    Students are able to:
    • conduct complex keyword searches using quotation marks, OR, NOT, AND, and date boundaries.
    • explain how they know information located online is valid or true.
    Understanding:
    Students understand that:
    • using complex 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): 4
    All Resources: 8
    Learning Activities: 2
    Classroom Resources: 6
    16) Gather and organize data to answer a question using a variety of computing and data visualization methods.

    Examples: Sorting, totaling, averaging, charts, and graphs.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • gather data to answer a question using a variety of computing and data visualization methods.
    • organize data to answer a question using a variety of computing and data visualization methods how to use various computing methods.
    Teacher Vocabulary:
    • gather data
    • organize data
    • computing methods
    • data visualization methods
    Knowledge:
    Students know:
    • strategies to gather data to answer a question using a variety of computing and data visualization methods.
    • strategies to organize data to answer a question using a variety of computing and data visualization methods.
    Skills:
    Students are able to:
    • gather and organize data to answer a question using a variety of computing and data visualization methods.
    Understanding:
    Students understand that:
    • a variety of computing and data visualization methods can be used to answer a question.
    • there are strategies for gathering and organizing data to answer a question using a variety of computing and data visualization methods.
    • different solutions call for certain types of computing and data visualization.
    Systems
    Digital Literacy and Computer Science (2018)
    Grade(s): 4
    All Resources: 2
    Classroom Resources: 2
    17) Demonstrate an appropriate level of proficiency in performing tasks using a range of digital devices.

    Examples: Collect and record data, print, use send command, connect to Internet, or search; use probes, sensors, printers, robots, or computers.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • demonstrate an appropriate level of proficiency in performing tasks using a range of digital devices.
    Teacher Vocabulary:
    • tasks
    • digital devices
    Knowledge:
    Students know:
    • strategies for performing tasks using a range of digital devices proficiently.
    Skills:
    Students are able to:
    • demonstrate an appropriate level of proficiency in performing tasks using a range of digital devices.
    Understanding:
    Students understand that:
    • there are similarities and differences in the strategies that can be used in performing tasks using a range of digital devices.
    Modeling and Simulation
    Digital Literacy and Computer Science (2018)
    Grade(s): 4
    All Resources: 0
    18) Create a simple digital model of a system, individually and collaboratively, and explain what the model shows and does not show.

    Examples: Create a model of the water cycle and indicate that it shows how precipitation forms but does not indicate how pesticides get into rivers.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • create a simple digital model of a system collaboratively.
    • create a simple digital model of a system independently.
    • explain what a model shows and does not show.
    Teacher Vocabulary:
    • digital model
    • system
    Knowledge:
    Students know:
    • strategies for creating a simple digital model of a system.
    • how to explain what the model shows and does not show.
    • strategies for working with others.
    Skills:
    Students are able to:
    • create a simple digital model of a system, individually and collaboratively, and explain what the model shows and does not show.
    Understanding:
    Students understand that:
    • digital models are used when it is either not physically possible to reproduce an event or system or it is too cost prohibitive to reproduce an event or system.
    Digital Literacy and Computer Science (2018)
    Grade(s): 4
    All Resources: 2
    Classroom Resources: 2
    19) Use data from a simulation to answer a question collaboratively.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • use data from a simulation to answer a question while working with other students.
    Teacher Vocabulary:
    • data
    • simulation
    Knowledge:
    Students know:
    • strategies for using data from a simulation to answer a question collaboratively.
    • strategies for working with others.
    Skills:
    Students are able to:
    • use data from a simulation to answer a question.
    • collaboratively work with others.
    Understanding:
    Students understand that:
    • data from a simulation can be used to answer a question collaboratively.
    Innovative Designer
    Human/Computer Partnerships
    Digital Literacy and Computer Science (2018)
    Grade(s): 4
    All Resources: 1
    Learning Activities: 1
    20) Explain how hardware and applications can enable everyone, including people with disabilities, to do things they could not do otherwise.

    Examples: Global Positioning System [GPS] to navigate, text-to-speech feature to read aloud from a digital resource, translate a digital resource to a different language.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • explain how hardware and applications can enable everyone to do things they could not do otherwise.
    • explain how hardware and applications can support users with disabilities.
    Teacher Vocabulary:
    • hardware
    • applications
    • Global Positioning System
    Knowledge:
    Students know:
    • technology is used to help a variety of users with many tasks.
    Skills:
    Students are able to:
    • explain how hardware and applications can enable everyone, including people with disabilities, to do things they could not do otherwise.
    Understanding:
    Students understand that:
    • technology is used to help a variety of users with a variety of tasks.
    Design Thinking
    Digital Literacy and Computer Science (2018)
    Grade(s): 4
    All Resources: 17
    Learning Activities: 1
    Classroom Resources: 16
    21) Develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.

    Unpacked Content
    Evidence Of Student Attainment:
    Students will:
    • solve a simple problem by developing a prototype.
    • solve a simple problem by testing a designed prototype.
    • solve a simple problem by refining a tested prototype.
    Teacher Vocabulary:
    • develop
    • test
    • refine
    • prototypes
    • cyclical design process
    Knowledge:
    Students know:
    • strategies to brainstorm and develop prototypes as part of a cyclical design process to solve a simple problem.
    • strategies to test prototypes as part of a cyclical design process to solve a simple problem.
    • strategies to refine prototypes as part of a cyclical design process to solve a simple problem.
    Skills:
    Students are able to:
    • develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.
    Understanding:
    Students understand that:
    • some problems can be solved by developing prototypes.