Standards - Digital Literacy & Computer Science

2018 - Digital Literacy & Computer Science Course of Study Document
Digital Literacy and Computer Science (2018) Grade(s): KG

DLCS18.K.13

Use a design process in a guided setting to create an artifact or solve a problem.

Example: Problem - understanding locations on the school campus. Solution - draw paper or digital maps of the school.

Unpacked Content

Knowledge

Students know:
  • solving a problem starts with finding and understanding the problem.
  • there can be more than one idea for a solution.
  • some ideas may or may not work.

Skills

Students are able to:
  • find and define problems in a given context or scenerio such as story, video, in the classroom or school when given support and guidance from an adult.
  • use multiple strategies to find solutions to a problem when given support and guidance from an adult, such as visualizing, changing perspectives, finding patterns, stating cause and effect.

Understanding

Students understand that:
  • they can solve problems in their home, classroom, and school.
  • there is more than one way to think through a solution to a problem.

Vocabulary

  • define
  • strategy
  • visualize
  • perspective
  • pattern
  • cause
  • effect

Aligned Learning Resources

Computer Science Fundamentals Unit 2 Course A Lesson 1: Unspotted Bugs (2018)
Computer Science Fundamentals Unit 2 Course A Lesson 2: Stevie and the Big Project (2018)
Computer Science Fundamentals Unit 2 Course A Lesson 4: Sequencing with Angry Birds (2018)
Computer Science Fundamentals Unit 2 Course A Lesson 5: Happy Maps (2018)
Computer Science Fundamentals Unit 2 Course A Lesson 9: Happy Loops (2018)
Computer Science Fundamentals Unit 2 Course A Lesson 10: Loops with Harvester (2018)
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.19

Identify and revise problem-solving strategies to solve a simple problem.

Examples: Scientific method, visual images or mind pictures, look for patterns, systematic list.

Unpacked Content

Knowledge

Students know:
  • how to recognize a problem in their environment or in a story.
  • problems can be found anywhere.
  • they can use many strategies to find solutions, such as visualizing, changing perspective, finding patterns, and analyzing cause and effect.
  • there can be multiple solutions to one problem.

Skills

Students are able to:
  • find and define problems in a given context or scenerio such as story, video, in the classroom or school.
  • use multiple strategies to find solutions to a problem, for example: visualizing, changing perspectives, finding patterns, stating cause and effect.

Understanding

Students understand that:
  • they can solve problems in their home, classroom, and school.
  • there is more than one way to think through a solution to a problem.

Vocabulary

  • problem
  • strategy
  • solution
  • visualize
  • perspective
  • patterns
  • cause and effect

Aligned Learning Resources

Computer Science Fundamentals Unit 3 Course B Lesson 1: Move It, Move It (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 4: My Robotic Friends, Jr. (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 5: Programming with Scrat (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 7: Programming with Rey and BB-8 (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 8: My Loopy Robotic Friends Jr. (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 9: Loops with Scrat (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 10: Loops with Laurel (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 11: Drawing Gardens with Loops (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 12: The Big Event Jr. (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 13: A Royal Battle with Events (2018)
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.18

Investigate the design process and use digital tools to illustrate potential solutions to a problem, given guidance and support.

Examples: Create a presentation, drawing or graphic, audio tool, or video.

Unpacked Content

Knowledge

Students know:
  • problems can be found everywhere, such as in their classroom, neighborhood, town, state, country, and world.
  • they can produce ideas and solutions to these problems.
  • there can be more than one solution to a problem.
  • how to test a solution.
  • how to display their ideas using a digital tool.

Skills

Students are able to:
  • find and define problems in everyday life in the classroom, neighborhood, or city.
  • state multiple solutions for a problem.
  • draw, write about, or build a prototype to the solution.
  • redesign a solution after testing and/or critique.
  • share solutions through a digital platform.

Understanding

Students understand that:
  • they can solve problems in their home, classroom, neighborhood, and city.
  • they can share their solutions with others.
  • they can share their solutions digitally with words, drawings, audion, and/or videos.
  • solutions can be made better through testing and critique.

Vocabulary

  • design process
  • critique
  • redesign
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.20

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

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.

Vocabulary

  • human and computer relationship
  • human and computer performance
  • compare and contrast

Aligned Learning Resources

Computer Science Discoveries Unit 1 Chapter 2 Lesson 6: Processing
Sorting Algorithms
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.21

Explain advantages and limitations of technology.

Example: A spell-checker can check thousands of words faster than a human could look them up; however, a spell-checker might not know whether underserved is correct or if the author’s intent was to type undeserved.

Unpacked Content

Knowledge

Students know:
  • some advantages of technology.
  • some limitations of technology.

Skills

Students are able to:
  • explain advantages and limitations of technology.

Understanding

Students understand that:
  • technology use has advantages and limitations.

Vocabulary

  • advantage
  • limitation
  • technology
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.22

Discuss the design process and use digital tools to illustrate potential solutions.

Unpacked Content

Knowledge

Students know:
  • the design process steps are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
  • how to use digital tools to illustrate potential solutions.

Skills

Students are able to:
  • discuss the design process and use digital tools to illustrate potential solutions.

Understanding

Students understand that:
  • the design process steps are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
  • how to use digital tools to illustrate potential solutions.
  • digital tools can be used to illustrate potential solutions for problems developed through design thinking.

Vocabulary

  • design process
  • digital tools
  • potential
  • solution
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.23

Implement the design process to solve a simple problem.

Examples: Uneven table leg, noise in the cafeteria, tallying the collection of food drive donations.

Unpacked Content

Knowledge

Students know:
  • the steps in the design process are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
  • how to implement the design process to solve a simple problem.
  • how to identify a simple problem.

Skills

Students are able to:
  • identify the steps in the design process.
  • apply the design process to a simple problem.
  • implement the steps in the design process to solve a simple problem.

Understanding

Students understand that:
  • the steps in the design process are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.

Vocabulary

  • implement
  • design process
  • problem

Aligned Learning Resources

Computer Science Fundamentals Unit 5 Course D Lesson 3: Relay Programming (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 4: Debugging with Laurel (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 5: Events in Bounce (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 6: Loops in Ice Age (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 7: Drawing Shapes with Loops (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 11: While Loops in Farmer (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 12: Until Loops in Maze (2018)
Digital Literacy and Computer Science (2018) Grade(s): 4

DLCS18.4.20

Explain how hardware and applications can enable everyone, including people with disabilities, to do things they could not do otherwise.

Examples: Global Positioning System [GPS] to navigate, text-to-speech feature to read aloud from a digital resource, translate a digital resource to a different language.

Unpacked Content

Knowledge

Students know:
  • technology is used to help a variety of users with many tasks.

Skills

Students are able to:
  • explain how hardware and applications can enable everyone, including people with disabilities, to do things they could not do otherwise.

Understanding

Students understand that:
  • technology is used to help a variety of users with a variety of tasks.

Vocabulary

  • hardware
  • applications
  • Global Positioning System

Aligned Learning Resources

Listen to Color
Digital Literacy and Computer Science (2018) Grade(s): 4

DLCS18.4.21

Develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.

Unpacked Content

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.

Vocabulary

  • develop
  • test
  • refine
  • prototypes
  • cyclical design process

Aligned Learning Resources

Computer Science Fundamentals Unit 6 Course E Lesson 24: The Design Process (2018)
Game Design
Minimal Spanning Trees
If I Built a Car
Digital Literacy and Computer Science (2018) Grade(s): 5

DLCS18.5.27

Define social engineering and discuss possible defenses.

Examples: Phishing, impersonating

Unpacked Content

Knowledge

Students know:
  • how to identify social engineering.
  • possible defenses against social engineering.

Skills

Students are able to:
  • define social engineering and discuss possible defenses.

Understanding

Students understand that:
  • social engineering is a strategy used to manipulate information, people, and social outcomes.
  • there are possible defenses against social engineering.

Vocabulary

  • social engineering

Aligned Learning Resources

What Is Clickbait and How Can You Avoid It?
Digital Literacy and Computer Science (2018) Grade(s): 5

DLCS18.5.28

Develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.

Examples: Design backpack for a specific user’s needs; design a method to collect and transport water without the benefit of faucets; design boats that need to hold as much payload as possible before sinking; design models of chairs based on specific user needs.

Unpacked Content

Knowledge

Students know:
  • how to use the design process to solve a complex problem.
  • strategies for creating a prototype as part of a cyclical design to solve a problem.
  • strategies for testing and refining prototypes as part of a cyclical design process to solve a complex problem.
  • characteristics of a cyclical design process.

Skills

Students are able to:
  • develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.

Understanding

Students understand that:
  • developing, testing, and refining are necessary steps in creating an effective prototype.

Vocabulary

  • develop
  • test
  • refine
  • prototypes
  • cyclical design process

Aligned Learning Resources

Game Design
Minimal Spanning Trees
C.A.R.E. to Solve a Real-World Problem and Develop Empathy!
Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.28

Define assistive technologies and state reasons they may be needed.

Unpacked Content

Knowledge

Students know:
  • that people have differing abilities and that technologies exists to aid users in overcoming challenges.

Skills

Students are able to:
  • define 'assistive technology'.
  • explain reasons one may use an assistive technology.

Understanding

Students understand that:
  • being different doesn't have to be a difficulty.

Aligned Learning Resources

Inventing "Assistive Devices" That Give People Their Independence
Invent Apps That Help Others and Build Empathy
Discover AI in Daily Life
Out of My Mind: Learning About the Impact of Assistive Technologies Through Literature
Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.29

Define artificial intelligence and identify examples of artificial intelligence in the community.

Examples: Image recognition, voice assistants.

Unpacked Content

Knowledge

Students know:
  • that artificial intelligence is the use of computer systems to perform tasks normally requiring human intelligence and include services such as visual perception, speech recognition, decision
  • making, and translation between languages.

Skills

Students are able to:
  • identify examples of artificial intelligence.

Understanding

Students understand that:
  • while artificial intelligence is designed to aide, it also has negative side effects.

Vocabulary

  • artificial intelligence

Aligned Learning Resources

Machine Learning & Artificial Intelligence: Crash Course Computer Science #34
Computer Vision: Crash Course Computer Science #35
Scientist Profile: Robotic Soccer Scientist
Scientist Profile: Roboticist
Scientist Profile: Mars Rover Engineer
Artificial Intelligence: What Is It and Where Is It?
Real or Artificial?
Artificial Intelligence in Your Everyday Life
Artificial Intelligence/Science and Star Wars
Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.30

Discuss and apply the components of the problem-solving process.

Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.

Unpacked Content

Knowledge

Students know:
  • when solving problems, one should identify the problem, identify possible solutions, evaluate to select a best solution, implement the solution, evaluate the solution and/or seek feedback.

Skills

Students are able to:
  • identify a problem.
  • identify possible solutions.
  • evaluate to select a best solution.
  • implement a solution.
  • evaluate a solution.
  • seek feedback.
  • revise an artifact based on feedback.

Understanding

Students understand that:
  • problem-solving is a process that can take multiple iterations.

Vocabulary

  • problem-solving process

Aligned Learning Resources

Computer Science Discoveries Unit 1 Chapter 1 Lesson 1: Intro to Problem Solving
Computer Science Discoveries Unit 1 Chapter 1 Lesson 2: The Problem Solving Process
Computer Science Discoveries Unit 1 Chapter 1 Lesson 3: Exploring Problem Solving
Computer Science Discoveries Unit 1 Chapter 2 Lesson 8: Propose an App
Computer Science Discoveries Unit 2 Chapter 2 Lesson 14: Project - Personal Portfolio Website
Computer Science Discoveries Unit 3 Chapter 1 Lesson 7: The Draw Loop (18-19)
Computer Science Discoveries Unit 3 Chapter 2 Lesson 22: Project - Design a Game (18-19)
Computer Science Discoveries Unit 4 Chapter 2 Lesson 11: Prototype Testing (18-19)
Computer Science Discoveries Unit 4 Chapter 2 Lesson 12: Digital Design (18-19)
Computer Science Discoveries Unit 4 Chapter 2 Lesson 13: Linking Screens (18-19)
Computer Science Discoveries Unit 4 Chapter 2 Lesson 14: Testing the App (18-19)
Computer Science Discoveries Unit 5 Chapter 2 Lesson 15: Project - Solve a Data Problem (18-19)
Computer Science Discoveries Unit 6 Chapter 1 Lesson 8: The Program Design Process (18-19)
Computer Science Discoveries Unit 6 Chapter 1 Lesson 9: Make a Game (18-19)
Computer Science Discoveries Unit 6 Chapter 2 Lesson 16: Prototype an Innovation (18-19)
Visual Learning
Design Thinking
Computational Thinking
Problem Solving the Decision to End World War II with the Atomic Bomb
Digital Literacy and Computer Science (2018) Grade(s): 7

DLCS18.7.28

Classify types of assistive technologies.

Examples: Hardware, software, stylus, sticky keys.

Unpacked Content

Knowledge

Students know:
  • assistive technologies have been created to assist in many areas of need (auditory, visual, motor, etc.
    • ).

Skills

Students are able to:
  • distinguish the needs addressed by different assistive technologies.

Understanding

Students understand that:
  • assistive technologies have been created to assist in many areas of need (auditory, visual, motor, etc.
    • ).

Vocabulary

  • assistive technology

Aligned Learning Resources

Inventing "Assistive Devices" That Give People Their Independence
Invent Apps That Help Others and Build Empathy
Digital Literacy and Computer Science (2018) Grade(s): 7

DLCS18.7.29

Compare and contrast human intelligence and artificial intelligence.

Unpacked Content

Knowledge

Students know:
  • benefits and risks exist when human or artificial intelligence is used to complete a task.

Skills

Students are able to:
  • identify situations in which human or artificial intelligence is better suited to a task.

Understanding

Students understand that:
  • benefits and risks exist when either human or artificial intelligence is used to complete a task.

Aligned Learning Resources

Computer Science Discoveries Unit 1 Chapter 2 Lesson 8: Propose an App
Digital Literacy and Computer Science (2018) Grade(s): 7

DLCS18.7.30

Apply the problem-solving process to solve real-world problems.

Unpacked Content

Knowledge

Students know:
  • the steps to the problem-solving process.

Skills

Students are able to:
  • select and dissect a problem.
  • seek solutions.
  • select a best alternative.

Understanding

Students understand that:
  • often there are multiple solutions to real
  • world problems.

Vocabulary

  • problem-solving process

Aligned Learning Resources

Computer Science Discoveries Unit 1 Chapter 1 Lesson 1: Intro to Problem Solving
Computer Science Discoveries Unit 1 Chapter 1 Lesson 2: The Problem Solving Process
Computer Science Discoveries Unit 1 Chapter 1 Lesson 3: Exploring Problem Solving
Computer Science Discoveries Unit 2 Chapter 2 Lesson 14: Project - Personal Portfolio Website
Computer Science Discoveries Unit 4 Chapter 2 Lesson 11: Prototype Testing (18-19)
Computer Science Discoveries Unit 4 Chapter 2 Lesson 12: Digital Design (18-19)
Computer Science Discoveries Unit 4 Chapter 2 Lesson 13: Linking Screens (18-19)
Computer Science Discoveries Unit 4 Chapter 2 Lesson 14: Testing the App (18-19)
Computer Science Discoveries Unit 5 Chapter 2 Lesson 9: Problem Solving and Data (18-19)
Computer Science Discoveries Unit 5 Chapter 2 Lesson 15: Project - Solve a Data Problem (18-19)
Computer Science Discoveries Unit 6 Chapter 1 Lesson 8: The Program Design Process (18-19)
Computer Science Discoveries Unit 6 Chapter 2 Lesson 15: Circuits and Physical Prototypes (18-19)
Computer Science Discoveries Unit 6 Chapter 2 Lesson 16: Prototype an Innovation (18-19)
Minimal Spanning Trees
Design Thinking
Digital Storytelling
Computational Thinking
How Do Algorithms Predict Criminal Behavior?
Using Number Lines to Model Real-World Problems
Digital Literacy and Computer Science (2018) Grade(s): 8

DLCS18.8.27

Analyze assistive technologies and how they improve the quality of life for users.

Example: Research multiple speech to text technologies and write a persuasive essay in favor of one over another.

Unpacked Content

Knowledge

Students know:
  • technologies exist to assist users with varying needs.

Skills

Students are able to:
  • research assistive technologies.
  • determine the possible uses of assistive technologies that can improve quality of life for users.

Understanding

Students understand that:
  • technologies exist or can be created to help people accomplish tasks they may not otherwise be able.

Vocabulary

  • assistive technology

Aligned Learning Resources

How to Come Up With Your Own Mobile App
Inventing "Assistive Devices" That Give People Their Independence
Invent Apps That Help Others and Build Empathy
Inside Science: Printable Prosthetic Hand
Digital Literacy and Computer Science (2018) Grade(s): 8

DLCS18.8.28

Develop a logical argument for and against artificial intelligence.

Examples: Students debate the use of artificial intelligence in self-driving vehicles. Students write a persuasive essay to argue for or against digital personal assistants.

Unpacked Content

Knowledge

Students know:
  • technology has helped many people in many ways and it can also cause harm.

Skills

Students are able to:
  • research artificial intelligence.
  • create an artifact (poster, speech, video, song, poem, pamphlet, presentation, etc.
    • ) that discloses a logical argument in support of or against the use of some form of artificial intelligence.

Understanding

Students understand that:
  • technology has limitations.
  • technology can be used in unintended ways that can cause harm or can help.

Vocabulary

  • artificial intelligence

Aligned Learning Resources

Machine Learning & Artificial Intelligence: Crash Course Computer Science #34
Digital Literacy and Computer Science (2018) Grade(s): 8

DLCS18.8.29

Create an artifact to solve a problem using ideation and iteration in the problem-solving process.

Examples: Create a public service announcement or design a computer program, game, or application.

Unpacked Content

Knowledge

Students know:
  • that problem solving is a process to find the best solution.
  • that through ideation and iteration, the final product or artifact may be a more polished or appropriate solution.

Skills

Students are able to:
  • gather initial data about a topic.
  • informally propose a solution.
  • gather feedback on informal proposal.
  • design a solution to a chosen problem.

Understanding

Students understand that:
  • problem-solving is a process.
  • products or artifacts may undergo many revisions after data is reviewed and feedback is received.

Vocabulary

  • ideation
  • iteration
  • problem-solving process

Aligned Learning Resources

Computer Science Discoveries Unit 2 Chapter 1 Lesson 4: Headings
Computer Science Discoveries Unit 2 Chapter 1 Lesson 5: Digital Footprint
Computer Science Discoveries Unit 1 Chapter 1 Lesson 1: Intro to Problem Solving
Computer Science Discoveries Unit 1 Chapter 2 Lesson 8: Propose an App
Computer Science Discoveries Unit 3 Chapter 2 Lesson 22: Project - Design a Game (18-19)
Computer Science Discoveries Unit 4 Chapter 1 Lesson 6: Identifying User Needs (18-19)
Computer Science Discoveries Unit 4 Chapter 1 Lesson 7: Project - Paper Prototype (18-19)
Computer Science Discoveries Unit 4 Chapter 2 Lesson 11: Prototype Testing (18-19)
Computer Science Discoveries Unit 4 Chapter 2 Lesson 12: Digital Design (18-19)
Computer Science Discoveries Unit 4 Chapter 2 Lesson 13: Linking Screens (18-19)
Computer Science Discoveries Unit 4 Chapter 2 Lesson 14: Testing the App (18-19)
Computer Science Discoveries Unit 5 Chapter 2 Lesson 15: Project - Solve a Data Problem (18-19)
Computer Science Discoveries Unit 6 Chapter 1 Lesson 8: The Program Design Process (18-19)
Computer Science Discoveries Unit 6 Chapter 1 Lesson 9: Make a Game (18-19)
Computer Science Discoveries Unit 6 Chapter 2 Lesson 16: Prototype an Innovation (18-19)
Art
Game Design
Design Thinking
Digital Storytelling
Computational Thinking
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.38

Systematically design and develop programs for broad audiences by incorporating feedback from users.

Examples: Games, utilities, mobile applications.

Unpacked Content

Knowledge

Students know:
  • it is vital to seek feedback from others on programs and products.
  • feedback can help make a program or product better.

Skills

Students are able to:
  • design and develop a program.
  • publish a program, seeking feedback.
  • make edits to a program based upon user feedback.

Understanding

Students understand that:
  • when designing a program, it is important to receive input from your target audience to ensure your product meets their expectations or need.

Aligned Learning Resources

Computer Science Principles Unit 5 Chapter 1 Lesson 5: Building an App: Clicker Game
Human Computer Interaction
Software Engineering
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.39

Identify a problem that cannot be solved by either humans or machines alone and discuss a solution for it by decomposing the task into sub-problems suited for a human or machine to accomplish.

Examples: Forecasting weather, piloting airplanes.

Unpacked Content

Knowledge

Students know:
  • how to identify a problem.
  • how to decompose a problem.
  • how to identify possible solutions to a problem.

Skills

Students are able to:
  • identify a problem that cannot be solved by humans or machines alone.
  • discuss possible solutions using decomposition.
  • identify subproblems for either a human or machine to solve.

Understanding

Students understand that:
  • problems exist that cannot be solved by a human or machine alone.
  • identifying subproblems can make a complex problem easier to solve.
  • humans and machines can work together to solve complex problems.

Aligned Learning Resources

Computer Science Principles Unit 4 Chapter 1 Optional Lesson: One-Way Functions - The Wifi Hotspot Problem
Complexity and Tractability
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.40

Use an iterative design process, including learning from mistakes, to gain a better understanding of a problem domain.

Unpacked Content

Knowledge

Students know:
  • that creating an artifact is an iterative process.
  • that feedback serves to make products better.
  • that mistakes are teaching tools that help determine how not to solve a problem.

Skills

Students are able to:
  • create and publish.
  • process constructive feedback.
  • persevere through mistakes.

Understanding

Students understand that:
  • creating an artifact is an iterative process.
  • feedback serves to make products better.
  • mistakes are teaching tools that help determine how not to solve a problem.

Aligned Learning Resources

Computer Science Principles Unit 3 Chapter 1 Lesson 6: Functions and Top-Down Design
Computer Science Principles Unit 5 Chapter 1 Lesson 5: Building an App: Clicker Game
Computer Science Principles Unit 5 Chapter 1 Lesson 10: Building an App: Color Sleuth
Computer Science Principles Unit 5 Chapter 2 Lesson 14: Building an App: Image Scroller
Computer Science Principles Unit 5 Chapter 2 Lesson 17: Building an App: Canvas Painter
Human Computer Interaction
Software Engineering

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