ALEX Classroom Resource

  

Computer Science Discoveries Unit 6 Chapter 2 Lesson 15: Circuits and Physical Prototypes (18-19)

  Classroom Resource Information  

Title:

 Computer Science Discoveries Unit 6 Chapter 2 Lesson 15: Circuits and Physical Prototypes (18-19)

URL:

 https://studio.code.org/s/csd6-2018/stage/15/puzzle/1

Content Source:

 Code.org
Type: Lesson/Unit Plan

Overview:

Students will plan, design, and create a physical prototype using block programming to control simple wire circuits using cheap and easily found materials.

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

Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • write a text-based narrative for expected behavior, given code or pseudocode.
Teacher Vocabulary:
  • narrative
  • pseudocode
Knowledge:
Students know:
  • that a narrative is a spoken or written account of events.
Skills:
Students are able to:
  • identify the intended process in a given code or pseudocode.
  • convert given code or pseudocode to a narrative of expected behavior.
Understanding:
Students understand that:
  • every line of code has an intended behavior.
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.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
30) Apply the problem-solving process to solve real-world problems.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • define a problem.
  • analyze the problem.
  • seek multiple solutions to the problem.
  • evaluate possible solutions to the problem.
  • select a best solution to the problem.
  • seek feedback on the solution.
Teacher Vocabulary:
  • problem-solving process
Knowledge:
Students know:
  • the steps to the problem-solving process.
Skills:
Students are able to:
  • select and dissect a problem.
  • seek solutions.
  • select a best alternative.
Understanding:
Students understand that:
  • often there are multiple solutions to real
  • world problems.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 8
5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

Unpacked Content
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.
Tags: circuit, design process, problem solving, prototype
License Type: Custom Permission Type
See Terms: https://code.org/tos
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Accessibility
Comments
  This resource provided by:  
Author: Aimee Bates
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