ALEX Classroom Resource

  

Computer Science Discoveries Unit 1 Chapter 2 Lesson 6: Processing

  Classroom Resource Information  

Title:

Computer Science Discoveries Unit 1 Chapter 2 Lesson 6: Processing

URL:

https://studio.code.org/s/csd1-2018/stage/6/puzzle/1

Content Source:

Code.org
Type: Lesson/Unit Plan

Overview:

This lesson dives deeper into the concept of processing that was introduced as part of the definition of a computer. Pairs work together to put a deck of cards in order, a form of processing information. In the end, the class discusses what processing means within the context of solving information problems.

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Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
20) Compare and contrast human and computer performance on similar tasks to understand which is better suited to the task.

Examples: Sorting alphabetically, finding a path across a cluttered room.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • compare human and computer performance on similar tasks to understand whether human or computer is better suited to the task.
  • contrast human and computer performance on similar tasks to understand whether human or computer is better suited to the task.
Teacher Vocabulary:
  • human and computer relationship
  • human and computer performance
  • compare and contrast
Knowledge:
Students know:
  • the similarities and differences in human/computer performance of similiar tasks.
  • the benefits and disadvantages of human/computer performances of similar tasks.
  • the characteristics of human performance/computer performance of tasks.
Skills:
Students are able to:
  • compare and contrast human and computer performance on similar tasks.
  • to understand whether human or computer is better suited to the task.
Understanding:
Students understand that:
  • at times, human or computer may be better suited for a similar task.
  • there are similarities and differences in human and computer performance on similar tasks.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
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.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
1) Create a function to simplify a task.

Example: Get a writing utensil, get paper, jot notes can collectively be named "note taking".

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • summarize a collection of steps or algorithms as one function.
Knowledge:
Students know:
  • an algorithm is the set of commands to complete a task.
Skills:
Students are able to:
  • combine several algorithms or tasks as a named function.
Understanding:
Students understand that:
  • it is more efficient to label an activity or program as a function than to list all of the individual steps or algorithms that make up the function or activity.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
3) Create algorithms that demonstrate sequencing, selection or iteration.

Examples: Debit card transactions are approved until the account balance is insufficient to fund the transaction = iteration, do until.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create an algorithm using one of the three basic programming structures: sequencing, selections, or iterations.
Teacher Vocabulary:
  • algorithm
  • sequence
  • selection
  • iteration
Knowledge:
Students know:
  • how to use the programming structures to create algorithms and how many algorithms make use of all three programming structures.
Skills:
Students are able to:
  • create and recognize various programming structures found in algorithms.
Understanding:
Students understand that:
  • each structure sequencing, selections, and iterations have a purpose.
Tags: algorithm, data, sort
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  This resource provided by:  
Author: Aimee Bates