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Computer Science Discoveries Unit 4 Chapter 1 Lesson 3: User-Centered Design Micro Activity (18-19)

Classroom Resource Information

Title:

Computer Science Discoveries Unit 4 Chapter 1 Lesson 3: User-Centered Design Micro Activity (18-19)

URL:

https://studio.code.org/s/csd4-2018/stage/3/puzzle/1

Content Source:

Code.org

Type:

Lesson/Unit Plan

Overview:

In small groups, the class uses the design process to come up with ideas for smart clothing. From brainstorming to identifying users, to finally proposing a design, this is the first of several opportunities in this unit to practicing designing a solution for the needs of others.

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Content Standard(s):

Digital Literacy and Computer Science DLIT (2018) Grade: 6	27) Explain how simulations serve to implement models. Unpacked Content Evidence Of Student Attainment: Students will: explain how simulations serve to implement models. Knowledge: Students know: that simulations and models are both representations of a system or process. simulations are often digital representations whereas models are often physical representations. Skills: Students are able to: explain that simulations may be used to save time and/or money in representing a process or system. Understanding: Students understand that: typically, simulations are digital representations of a process, while models are physical representations of a process.
Digital Literacy and Computer Science DLIT (2018) Grade: 7	15) Discuss unique perspectives and needs of a global culture when developing computational artifacts, including options for accessibility for all users. Example: Would students create a webpage aimed at reaching a village of users that have no way access to the Internet? Unpacked Content Evidence Of Student Attainment: Students will: understand that, in other countries, values, beliefs, and traditions can differ vastly from those they consider commonplace to include access to data, web content, and accessibility needs. Knowledge: Students know: to research the unique perspectives of a targeted population for a created digital artifact. Skills: Students are able to: select the best format to share created content with others from varying locations: globally, not locally. Understanding: Students understand that: governments, geography, and physical or mental limitations can inhibit one's access to digital content.
Digital Literacy and Computer Science DLIT (2018) Grade: 7	27) Identify data needed to create a model or simulation of a given event. Examples: When creating a random name generator, the program needs access to a list of possible names. Unpacked Content Evidence Of Student Attainment: Students will: select a process or system and then determine the data needed to create a model or simulation of the process or system. Knowledge: Students know: an event is comprised of a set of steps or processes that can be identified and then simulated. Skills: Students are able to: abstract the sequence of activities that make up an event. Understanding: Students understand that: dissecting the parts of an event can aid in understanding of and the simulation of the event.

Tags:

brainstorm, design process, parameters, planning, unplugged, usercentered

License Type:

Custom Permission Type
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This resource provided by:

Author:

Aimee Bates

ALEX Classroom Resource

Computer Science Discoveries Unit 4 Chapter 1 Lesson 3: User-Centered Design Micro Activity (18-19)