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

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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
See Terms: https://code.org/tos
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
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  This resource provided by:  
Author: Aimee Bates