Classroom Resource

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

Subject Area

Digital Literacy and Computer Science

Grade(s)

6, 7

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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Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.27

Explain how simulations serve to implement models.

Unpacked Content

UP:DLCS18.6.27

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 (2018) Grade(s): 7

DLCS18.7.15

Discuss unique perspectives and needs of a global culture when developing computational artifacts, including options for accessibility for all users.

Unpacked Content

UP:DLCS18.7.15

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 (2018) Grade(s): 7

DLCS18.7.27

Identify data needed to create a model or simulation of a given event.

Unpacked Content

UP:DLCS18.7.27

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

CR Resource Type

Lesson/Unit Plan

Resource Provider

Code.org
Accessibility
License

License Type

Custom

Custom License Type (URL)

https://code.org/tos

Approved Date

aimeebates
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