Courses of Study : Digital Literacy and Computer Science (Grade 8)

Safety, Privacy, and Security
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 15
Learning Activities: 3
Classroom Resources: 12
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • participate in online activities while protecting personal data and will alert a trusted adult if they encounter a questionable situation.
Knowledge:
Students know:
  • that some data is considered personal and should be protected.
Skills:
Students are able to:
  • classify data as private or public.
  • operate technology devices without sharing personal data.
Understanding:
Students understand that:
  • sharing personal data in public forums, even with share settings turned off, can result in dangerous real
  • life consequences.
Legal and Ethical Behavior
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
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:
  • utilize digital devices and spaces in accordance with school and/or district rules.
Knowledge:
Students know:
  • school/district rules for technology use.
Skills:
Students are able to:
  • operate within the safety guidelines provided by the student's school and/or district.
Understanding:
Students understand that:
  • guidelines are in place to ensure safe use of school equipment.
Impact of Computing
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 11
Learning Activities: 1
Classroom Resources: 10
R3) Assess the validity and identify the purpose of digital content.

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Evidence Of Student Attainment:
Students will:
  • examine a grade
  • level appropriate text.
  • identify the point of view contained in the text.
  • identify possible bias contained in the text.
  • examine validity of the information contained in the text.
Teacher Vocabulary:
  • validity
Knowledge:
Students know:
  • not all information shared is valid; some information is skewed to sway readers' opinions.
Skills:
Students are able to:
  • research information to confirm whether the given information is true and unbiased.
Understanding:
Students understand that:
  • individuals and/or groups can manipulate information to meet an agenda.
  • it is important to verify information.
Systems
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 1
Classroom Resources: 1
R4) Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

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Evidence Of Student Attainment:
Students will:
  • clear any cache or internet history.
  • complete disk checks or disk defrag.
  • complete a system restore or reset the device.
Teacher Vocabulary:
  • troubleshooting
Knowledge:
Students know:
  • devices can present unintended behaviors, preventing normal operations.
Skills:
Students are able to:
  • complete basic troubleshooting techniques that include clear any cache or internet history, complete disk checks or disk defrag, complete a system restore or reset the device.
Understanding:
Students understand that:
  • computing devices can and will fail at times.
  • it is important to save your work and know how to troubleshoot basic issues.
Collaborative Research
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 11
Learning Activities: 1
Classroom Resources: 10
R5) Locate and curate information from digital sources to answer research questions.

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Evidence Of Student Attainment:
Students will:
  • locate and curate information from digital sources to answer given research questions.
Teacher Vocabulary:
  • curate
Knowledge:
Students know:
  • how to find valid sources to answer a given research topic.
  • cite sources.
Skills:
Students are able to:
  • locate valid digital resources to answer given research questions.
Understanding:
Students understand that:
  • a great deal of information is available.
  • it is important to validate information and to cite the source of information.
Digital Tools
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 19
Learning Activities: 5
Lesson Plans: 1
Classroom Resources: 13
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

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Evidence Of Student Attainment:
Students will:
  • produce a multimedia artifact.
  • review artifacts created by others.
  • revise an artifact based on peer or teacher feedback.
Knowledge:
Students know:
  • feedback is important in a design process.
Skills:
Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.
Understanding:
Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Computational Thinker
Abstraction
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 8
Classroom Resources: 8
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.

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Evidence Of Student Attainment:
Students will:
  • design a function that demonstrates the removal of repetitive sequence of steps.
Teacher Vocabulary:
  • function
  • abstraction
Knowledge:
Students know:
  • that a function can be called into a programming while abstracting out the details contained within the function.
Skills:
Students are able to:
  • create a function that can be called into a programming while leaving out the details contained within the function.
Understanding:
Students understand that:
  • abstraction is a way of hiding the details of a complex function and being able to quickly make use of the complexity that has been hidden abstraction by calling in the function.
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 2
Classroom Resources: 2
2) Explain how abstraction is used in a given function.

Example: Examine a set of block-based code and explain how abstraction was used.

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Evidence Of Student Attainment:
Students will:
  • identify how abstraction has been used in a function when given the function.
Teacher Vocabulary:
  • function
  • abstraction
Knowledge:
Students know:
  • abstraction is the process of removing unessential details (color, size, etc.
    • ).
Skills:
Students are able to:
  • recognize when abstraction has been employed in a program or function.
Understanding:
Students understand that:
  • because code can be so complex, it is often in a programmer's best interest to simplify tasks to include only essential elements.
Algorithms
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 13
Learning Activities: 1
Classroom Resources: 12
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

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Evidence Of Student Attainment:
Students will:
  • create an algorithm that includes sequencing, selections, or iterations.
Teacher Vocabulary:
  • algorithm
  • sequence
  • selection
  • iteration
Knowledge:
Students know:
  • how to use a programming language to create algorithms that make use of sequencing, selections, or iterations.
Skills:
Students are able to:
  • create programs to make use of sequencing, selections, or iterations.
Understanding:
Students understand that:
  • each programming language has a unique way of making use of sequencing, selections, and iterations in algorithms.
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 4
Classroom Resources: 4
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.

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Evidence Of Student Attainment:
Students will:
  • create a function that simplifies a task.
Teacher Vocabulary:
  • function
Knowledge:
Students know:
  • that a function can be used to simplify a task.
Skills:
Students are able to:
  • create and use functions to simplify tasks.
Understanding:
Students understand that:
  • functions are useful tools used abundantly in algorithms.
Programming and Development
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 17
Classroom Resources: 17
5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

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Evidence Of Student Attainment:
Students will:
  • examine a given artifact used to aid in problem solving.
  • discuss the efficiency of that artifact in problem solving.
Knowledge:
Students know:
  • that many solutions exist to solve a problem.
Skills:
Students are able to:
  • communicate their opinion on the efficiency of problem solving methods.
Understanding:
Students understand that:
  • while many solutions exist for a problem, some are better suited to meet specific needs, such as efficiency.
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 8
Learning Activities: 1
Classroom Resources: 7
6) Describe how algorithmic processes and automation increase efficiency.

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Evidence Of Student Attainment:
Students will:
  • explain how algorithms and automation have and can increase efficiency.
Teacher Vocabulary:
  • algorithmic process
  • automation
Knowledge:
Students know:
  • how algorithmic processes and automation have increased efficiency.
Skills:
Students are able to:
  • explain how algorithmic processes and automation increase efficiency.
Understanding:
Students understand that:
  • automation is a useful tool for increasing efficiency.
  • while many things can and have been automated, not everything can be automated using algorithmic processes.
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 16
Classroom Resources: 16
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.

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Evidence Of Student Attainment:
Students will:
  • create a properly functioning program using selection, iteration, abstraction, that initializes and updates at least two variables.
Teacher Vocabulary:
  • selection
  • iteration
  • abstraction
  • initialize
  • variables
Knowledge:
Students know:
  • how to write a program that includes selection, iteration, abstraction, initialization, and updates variables.
Skills:
Students are able to:
  • write a program that includes foundational programming concepts
  • selection, iteration, abstraction, initialization, and updating variables.
Understanding:
Students understand that:
  • they have the ability to create and design programs they may have never considered themselves able to do so.
Citizen of a Digital Culture
Safety, Privacy, and Security
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 0
8) Compare and contrast common methods of securing data.

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Evidence Of Student Attainment:
Students will:
  • research common methods of data security.
  • compare and contrast common methods of data security.
Knowledge:
Students know:
  • that it is important to protect personal data and that it is also important to protect the data you may have access to when working.
Skills:
Students are able to:
  • identify multiple methods for securing data and select the best method(s) for various situations.
Understanding:
Students understand that:
  • data entrusted to a person needs to be protected as if it were one's personal data.
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 1
Classroom Resources: 1
9) Secure a file or other data.

Examples: lock spreadsheet cell(s), password protect, encrypt.

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Evidence Of Student Attainment:
Students will:
  • secure a file via password protection or encryption.
Knowledge:
Students know:
  • it is important to secure some data.
Skills:
Students are able to:
  • use multiple methods to protect data.
Understanding:
Students understand that:
  • file or data security is important.
Legal and Ethical Behavior
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 4
Classroom Resources: 4
10) Analyze different modes of social engineering and their effectiveness.

Examples: Phishing, hoaxes, impersonation, baiting, spoofing.

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Evidence Of Student Attainment:
Students will:
  • identify various modes of social engineering and indicate their effectiveness.
Teacher Vocabulary:
  • social engineering
Knowledge:
Students know:
  • social engineering is used to elicit access to information one would not normally allow.
Skills:
Students are able to:
  • identify various modes of social engineering and indicate their effectiveness.
Understanding:
Students understand that:
  • social engineering is used to manipulate individuals into revealing personal information.
  • many modes of social engineering are used to manipulate individuals into revealing personal information.
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 12
Learning Activities: 1
Classroom Resources: 11
11) Advocate for positive, safe, legal, and ethical habits when creating and sharing digital content.

Example: Students create a brochure that highlights the consequences of illegally downloading media.

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Evidence Of Student Attainment:
Students will:
  • advocate for positive, safe, legal, and ethical habits when creating and sharing digital content.
Knowledge:
Students know:
  • that works may be protected by rights which prevent use or reuse of content.
Skills:
Students are able to:
  • identify rules of use or reuse of digital content.
Understanding:
Students understand that:
  • creators of digital content may maintain rights to their creation(s) which may prohibit use of that content.
Digital Identity
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 5
Classroom Resources: 5
12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

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Evidence Of Student Attainment:
Students will:
  • locate and share authentic accounts of positive and negative consequences of data permanence.
Teacher Vocabulary:
  • data permanence
  • digital identity
Knowledge:
Students know:
  • that people are often judged on behavior, both offline and online.
Skills:
Students are able to:
  • identify postings that may be unbecoming to self or others.
Understanding:
Students understand that:
  • consequences exist for every choice one makes
  • good and bad.
  • some choices can have lasting impacts.
Impact of Computing
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 7
Classroom Resources: 7
13) Evaluate the impact of digital globalization on public perception and ways Internet censorship can affect free and equitable access to information.

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Evidence Of Student Attainment:
Students will:
  • evaluate the effects of internet censorship and global digitalization on the global society.
Teacher Vocabulary:
  • digital globalization
  • Internet censorship
Knowledge:
Students know:
  • at one time, trades and goods were limited to mostly advanced economies; with changes in digital globalization, services and data are more readily available to all economies not affected by censorship.
Skills:
Students are able to:
  • identify positive and negative implications of digital globalization and internet censorship.
Understanding:
Students understand that:
  • digital globalization has provided opportunities to countries less advanced than some larger countries.
  • internet censorship occurs locally and abroad.
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 8
Learning Activities: 4
Classroom Resources: 4
14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

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Evidence Of Student Attainment:
Students will:
  • research current events related to computing.
  • analyze possible effects of current events on education, the workplace, individuals, communities, and global society.
Knowledge:
Students know:
  • technology will always have positive and negative effects on others; it is important to examine the benefits and costs associated with implementing new technology.
Skills:
Students are able to:
  • analyze current events related to computing.
  • analyze the effects of current events related to computing on education, the workplace, individuals, communities, and global society.
Understanding:
Students understand that:
  • it is important to examine the benefits and costs associated with implementing new technology.
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 11
Classroom Resources: 11
15) Critique computational artifacts, including options for accessibility for all users, with respect to the needs of a global culture.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • evaluate artifacts available digitally while giving consideration to the abilities, values, and access of the artifact creator.
Knowledge:
Students know:
  • that one's access to resources can alter the outcome of an artifact.
Skills:
Students are able to:
  • use empathy and/or someone else's perspective when critiquing works.
Understanding:
Students understand that:
  • all people have unique perspectives that should be considered.
Global Collaborator
Creative Communications
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 12
Learning Activities: 2
Classroom Resources: 10
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.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create and share a presentation designed for specific audiences through an appropriate medium.
Knowledge:
Students know:
  • of the many mediums available to share content, some are more appropriate than others in given circumstances.
Skills:
Students are able to:
  • design and present content designed for specific audiences through an appropriate medium.
Understanding:
Students understand that:
  • understanding your audience is as important as the content you are sharing or presenting.
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 5
Learning Activities: 1
Classroom Resources: 4
17) Communicate and publish individually or collaboratively to persuade peers, experts, or community about issues and problems.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • select an issue or problem and publish content designed to persuade peers, experts, or the community.
Knowledge:
Students know:
  • how to research and form an educated position about an issue.
  • how to communicate and publish opinion in an effort to persuade others.
Skills:
Students are able to:
  • research and form an educated position about an issue.
  • communicate and publish an educated opinion in an effort to persuade others.
Understanding:
Students understand that:
  • a digital platform provides the ability to publish ideas and reach a greater audience than was once possible.
Digital Tools
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 1
Classroom Resources: 1
18) Type 40 words per minute with 95% accuracy using appropriate keyboarding techniques.

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Evidence Of Student Attainment:
Students will:
  • type 40 wpm with 95% accuracy using techniques appropriate to the device.
Knowledge:
Students know:
  • keyboard layout
Skills:
Students are able to:
  • type 40 wpm with 95% accuracy using techniques appropriate to the device.
Understanding:
Students understand that:
  • communicating your thoughts and ideas in a short time span, with accuracy, is important.
Social Interactions
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 2
Classroom Resources: 2
19) Critique the impacts of censorship as it impacts global society.

Example: Create a presentation outlining the social implications of limiting access to web content by favoring or blocking particular products or websites.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • critique the impacts of censorship, highlighting global impacts of censorship.
Teacher Vocabulary:
  • censorship
Knowledge:
Students know:
  • censorship is the omission, prohibition, or suppression of information.
  • when information is censored, truth is skewed.
Skills:
Students are able to:
  • cite the implications of censorship.
  • communicate their opinions of the implications of censorship.
Understanding:
Students understand that:
  • censorship is the omission, prohibition, or suppression of information.
  • when information is censored, truth is skewed.
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 4
Classroom Resources: 4
20) Examine an artifact that demonstrates bias through distorting, exaggerating, or misrepresenting data and redesign it using factual, relevant, unbiased content to more accurately reflect the truth.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • select an artifact such as an article, pamphlet, website, video, etc.
    • , that demonstrates bias.
  • will redesign the selected artifact using verifiable facts to more accurately reflect the truth.
Teacher Vocabulary:
  • bias
Knowledge:
Students know:
  • that publications can display bias.
  • that information should always be checked with multiple sources.
Skills:
Students are able to:
  • research information to either support what is being shared or to refute what is being shared.
Understanding:
Students understand that:
  • bias exists in our society, therefore all information should be researched before assuming it is accurate.
Computing Analyst
Data
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 3
Classroom Resources: 3
21) Differentiate types of data storage and apply most efficient structure.

Examples: Stack, array, queue, table, database.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify which data storage structure is used given a set of data and the intent on using that data.
Knowledge:
Students know:
  • different types of data storage and the appropriate use of those structures.
Skills:
Students are able to:
  • apply the most efficient data storage given a set of data.
Understanding:
Students understand that:
  • applying appropriate tools, in this case a data structure, to appropriate task increases efficiency.
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 6
Classroom Resources: 6
22) Encrypt and decrypt various data.

Example: Create and decipher a message sent in a secret code.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • encrypt data to include text or files.
  • decrypt data to include text or files.
Teacher Vocabulary:
  • encrypt
  • decrypt
Knowledge:
Students know:
  • cyphers can be used to encrypt and then decrypt a message.
  • that computers use complicated cyphers to keep data safe when being transmitted electronically.
Skills:
Students are able to:
  • either physically or digitally encrypt and decrypt data.
Understanding:
Students understand that:
  • some data needs to be protected as it is transmitted digitally.
Systems
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 5
Classroom Resources: 5
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.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • design an artifact to propose a solution to an assigned or chosen content
  • related issue.
Knowledge:
Students know:
  • that often there exists many solutions to a problem.
Skills:
Students are able to:
  • design an artifact to propose a solution to a problem.
Understanding:
Students understand that:
  • the presentation of an artifact can be as important as the solution.
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 6
Classroom Resources: 6
24) Compare and contrast common methods of cybersecurity.

Example: Discuss how password protections and encryption are similar and different.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • compare and contrast common methods of cybersecurity.
Teacher Vocabulary:
  • cybersecurity
Knowledge:
Students know:
  • that cybersecurity is used to protect data online; one method of securing data may be better than another for a given situation.
Skills:
Students are able to:
  • identify similarities and differences in types of cybersecurity.
Understanding:
Students understand that:
  • many methods exist to protect data.
Modeling and Simulation
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 2
Classroom Resources: 2
25) Create a model that represents a system.

Example: Food chain, supply and demand.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • select a system or process then construct a model, either digital or physical, that represents the system process.
Knowledge:
Students know:
  • that systems or processes exist that may be too large to be easily observable and by creating a model of the system or process, one can then use the model in the problem-solving process.
Skills:
Students are able to:
  • observe systems or processes in the real world that may require the creation of a model for the purposes of testing.
Understanding:
Students understand that:
  • models serve as representations of systems or processes in the problem-solving process.
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 1
Learning Activities: 1
26) Create a simulation that tests a specific model.

Examples: Demonstrate that pressure changes with temperature in a controlled environment; demonstrate that rocket design affects the height of a rocket's launch; demonstrate that the amount of water changes the height of a plant.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create a simulation that tests a specific model.
Knowledge:
Students know:
  • what information is important to the simulation.
Skills:
Students are able to:
  • create a simulation that tests a specific model.
Understanding:
Students understand that:
  • simulations are used to save time and money.
  • simulations serve to recreate processes you otherwise may not be able to.
Innovative Designer
Human/Computer Partnerships
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 4
Classroom Resources: 4
27) Analyze assistive technologies and how they improve the quality of life for users.

Example: Research multiple speech to text technologies and write a persuasive essay in favor of one over another.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • analyze a category of assistive technologies.
  • identify how that category of assistive technologies improve the quality of life for users.
Teacher Vocabulary:
  • assistive technology
Knowledge:
Students know:
  • technologies exist to assist users with varying needs.
Skills:
Students are able to:
  • research assistive technologies.
  • determine the possible uses of assistive technologies that can improve quality of life for users.
Understanding:
Students understand that:
  • technologies exist or can be created to help people accomplish tasks they may not otherwise be able.
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 1
Classroom Resources: 1
28) Develop a logical argument for and against artificial intelligence.

Examples: Students debate the use of artificial intelligence in self-driving vehicles.
Students write a persuasive essay to argue for or against digital personal assistants.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • research and compile data in support of and against the use of artificial intelligence.
Teacher Vocabulary:
  • artificial intelligence
Knowledge:
Students know:
  • technology has helped many people in many ways and it can also cause harm.
Skills:
Students are able to:
  • research artificial intelligence.
  • create an artifact (poster, speech, video, song, poem, pamphlet, presentation, etc.
    • ) that discloses a logical argument in support of or against the use of some form of artificial intelligence.
Understanding:
Students understand that:
  • technology has limitations.
  • technology can be used in unintended ways that can cause harm or can help.
Design Thinking
Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources: 20
Classroom Resources: 20
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.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create an artifact to solve a problem.
  • revise the created artifact once feedback is received from stakeholders.
Teacher Vocabulary:
  • ideation
  • iteration
  • problem-solving process
Knowledge:
Students know:
  • that problem solving is a process to find the best solution.
  • that through ideation and iteration, the final product or artifact may be a more polished or appropriate solution.
Skills:
Students are able to:
  • gather initial data about a topic.
  • informally propose a solution.
  • gather feedback on informal proposal.
  • design a solution to a chosen problem.
Understanding:
Students understand that:
  • problem-solving is a process.
  • products or artifacts may undergo many revisions after data is reviewed and feedback is received.