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

Learning Resource Type

Classroom Resource

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.

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

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

DLCS18.6.27

Explain how simulations serve to implement models.

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.

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.

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.

CR Resource Type

Lesson/Unit Plan

Resource Provider

Code.org

License Type

Custom
https://studio.code.org/s/csd4-2018/stage/3/puzzle/1

Custom License Type (URL)

https://code.org/tos

Approved Date

Owner (Author)

aimeebates
ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme