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Computer Science Fundamentals Unit 6 Course E Lesson 3: Building a Foundation (2018)

  Classroom Resource Information  

Title:

Computer Science Fundamentals Unit 6 Course E Lesson 3: Building a Foundation (2018)

URL:

https://curriculum.code.org/csf-18/coursee/3/

Content Source:

Code.org
Type: Lesson/Unit Plan

Overview:

New and unsolved problems are often pretty hard. If we want to have any chance of making something creative, useful, and clever, then we need to be willing to attack hard problems even if it means failing a few times before we succeed. In this lesson, students will be building a structure with common materials. The structure will be tested on its ability to hold a textbook for more than ten seconds. Most students will not get this right the first time, but it's important they push through and keep trying.

This lesson teaches that failure is not the end of a journey, but a hint for how to succeed. The majority of students will feel frustrated at some point in this lesson, but it's important to emphasize that failure and frustration are common steps to creativity and success.

Students will be able to:
- outline steps to complete a structural engineering challenge.
- predict and discuss potential issues in structure creation.
- build a structure based on a team plan.
- revise both the plan and the structure until they satisfy the challenge.

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Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
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.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
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
DLIT (2018)
Grade: 4
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.
Tags: abstraction, algorithm, frustration, persistence, problem solving, unplugged
License Type: Custom Permission Type
See Terms: https://code.org/tos
For full descriptions of license types and a guide to usage, visit :
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Accessibility
Comments
  This resource provided by:  
Author: Aimee Bates
Alabama State Department of Education