MS. BRONSON PERIOD: 2 & 4 WEEK OF: 8/28/2017 9/1/2017

CBC/Course Framework: Computer Science Discoveries
Computer Science Discoveries Standards and Benchmarks the student will be able to:
1)  Communicate and collaborate with classmates in order to solve a problem
2)  Iteratively improve a solution to a problem
3)  Identify different strategies used to solve a problem
4)  Identify the four steps of the problem-solving process
5)  Given a problem, identify individual actions that would fall within each step of the problem-solving process
6)  Identify useful strategies within each step of the problem-solving process
7)  Apply the problem-solving process to approach a variety of problems
8)  Assess how well-defined a problem is and use strategies to define the problem more precisely
9)  Identify a computer as a machine that processes information
10)  Provide a high-level description of the different parts of the Input - Output - Store - Process model of a computer
11)  Identify the inputs and outputs of common computing devices
12)  Select the inputs and outputs used to perform common computing tasks
13)  Define processing as the work done (possibly by a computer) to turn an input into an output
14)  Define an algorithm as the series of commands a computer uses to process information
15)  Develop and iteratively improve an algorithm for processing information based on given constraints
16)  Provide examples of common types of information that is stored on a computer
17)  Explain the need for storage as part of processing information with a computer
18)  Develop an algorithm that incorporates storage considerations
19)  Describe how information can be processed to solve a particular problem.
20)  Identify the information an app would need to be provided as input in order to produce a given output
21)  Identify and define a problem that could be solved using computing
22)  Design an app that inputs, outputs, stores, and processes information in order to solve a problem
23)  Provide and incorporate targeted peer feedback to improve a computing artifact
Lesson 7: Storage Lesson 8: Processing
CSTA K-12 Computer Science Standards 16-18 CSTA K-12 Computer Science Standards 19-20
IC - Impacts of Computing
Lesson 9 Project - Propose an App
CSTA K-12 Computer Science Standards 21-23
2-IC-20 - Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options.
1B-CS-01 - Describe how internal and external parts of computing devices function to form a system
1B-CS-02 - Model how computer hardware and software work together as a system to accomplish tasks.
Activities/Strategies / Resources
___ Individual Instruction
___ Board Work
___ Keyboarding
___ Demonstrate
___ Practice/Reinforce
___ Multimedia / ___ Lecture
___ Simulation
___ Composition
___ Discussion
___ Guided Reading
___ Worksheet / ___ Team Work
___ Role Play
___ Project
___ Oral Reading
___ Film/Video
___ Other ______/ ___ Handout
___ Computer Hardware
___ Textbook
___ Newspaper
___ Dictionary/glossary
___ Student Guide / ___ Magazine
___ Computer Software
___ Other______
Assessment/HW / ACT-Aspire Foundation Skills / Tween Tribune
___ Teacher Observation
___ Group Assignment
___ Peer Evaluation
___ Quiz
___ Test
___ Student Work Sample
___ Rubric / ___ Presentation
___ Checklist
___ Tween Tribune
___ Kuder
___ Google Classroom
___ Code.org______/ ___ Reading
___ Mathematics
___ Writing
___ Creative Thinking
___ Listening
___ Speaking
___ Reasoning / ___ Problem Solving
___ Visualization
___ Self-Esteem
___ Knowing How to Learn
___ Responsibility
___ Arithmetic / See attachment for articles.
Competencies / SPED/ESOL Strategies
___ Manages Time
___ Serves Clients/Customers
___ Work with Diver Cultures
___ Organizes/Maintains Info.
___ Maintains/Troubleshoots Technology / ___ Manages Money
___ Teaches Others
___ Manages Resources
___ Manages Human Resources
___ Acquires/Evaluates Information
___ Monitors/Correct Performance
___ Applies Technology / ___ Participates in a team
___ Exercises leadership
___ Interprets /communication info.
___ Improves/ Designs Systems
___ Negotiates / ___ Buddy/Pair tutor
___ Hands on Activities
___ Model Task / ___ Extended Time
___ Manipulatives
___ Multisensory Approach to learning
___ Flexible Seating
___ 100%/40-50%
08/28/2017 Objectives 16-18 Monday
Bell Ringer: What is storage?
Title of Lesson: Storage and Processing Lesson 7
Before: Students explore the importance of storage within the Input-Storage Processing-Output model of a computer. The warm-up activity asks students to reflect on the types of information they have seen computers store in the past, like documents, photographs, or videos.
During: So far, we have looked closely at input, output, and processing. We haven't looked much at "storage" in the context of a computer. What things might a computer need to store in order to work? Can you think of any examples of something a computer stores? Place students in groups of 2 to 3. Students will develop an algorithm to process a small pile of cards in search of specific cards within the deck. Constraints on how students can move the cards force them to consider the importance of storage even while they are processing the deck.
After: Discussion of the two types of storage students saw in this lesson and the importance of storage while processing information.
Resources: 3 decks of cards, note pad sticky’s Activity Guide
Assessment: 1. Group Activity Worksheet Participation Home learning: N/A
08/29/2017 Objectives 19-20 Tuesday
Daily Activities: Bell Ringer, Solving Problem Activities
Bell Ringer: Recall and share the input, storage, processing, and output model of a computer with your partner. View the google slide on creating an app. What problem does this piece of software address? What role do input, output, storage, and processing play in this app? Share with your partner.
Title of Lesson: Apps and Problem Solving Lesson 8
During: This lesson reviews the input, output, storage, and processing aspects of a computer in a context that is relevant and familiar to students: apps. In pairs, students evaluate various smartphone applications to analyze the specific problems that they were designed to solve, the inputs that they need to work, and the processing that turns those inputs into the desired output.
After: Reflect on today’s activity. The class concludes with a discussion of that connects the lesson to apps students are more familiar with.? Begin the process of thinking about designing their own app to address a problem and explain how that app would work.
Assessment: Bell Ringer, Problem solving worksheet.
08/30/2017 Objectives 21-23 Wednesday
Daily Activities: Bell Ringer, Activity App Design Project
Bell Ringer: If you had a choice of creating an app to solve problems what would it be?
Title of Lesson: Project - Propose an App Lesson 9
Before: This whole unit we’ve been learning about the problem-solving process and how computers process information to help solve problems. In the previous lesson you learned how apps help solve problems by taking inputs and processing them to create useful outputs. Today we're going to start a project where you and a partner will design an app to solve a problem of your choosing.
During: In this lesson, students will conclude their study of the problem-solving process and the input/output/store/process model of a computer, students will propose an app designed to solve a real-world problem. This project will be completed across multiple days and will result in students creating a poster highlighting the features of their app that they will present to their classmates. A project guide provides step by step instructions for students and helps them organize their thoughts. The project is designed to be completed in pairs though it can be completed individually. This project should be a fun and creative experience as well, and gives students a chance to tie the field of computer science to their own interests and ambitions.
After: Decide if and how students will share their posters with one another. If students will be doing more formal presentations then use the guidelines provided in Step 9 of the project guide to structure the presentations.
Resources: Poster paper, pens, markers and other supplies for making posters
Assessment: Activity worksheet, student participation, teacher observation
08/312017 Objectives 16-23 Thursday
Daily Activities– Video or Comic Strip reflection, complete any missed or incomplete activities
Bell Ringer: What are ways to share what you’ve learned in Computer Science Discoveries class this week?
Title of Lesson: Reflecting on learning
During: Student will be introduced to a variety of ways to share with the teacher what they have learned this week in Computer Science Discoveries. Students may create a Comic Strip that explains their learning process or may work with their class partner and create a video of their learning process. Teacher will model how to create a video reflection and a comic strip. Teacher model how to upload each activity in the Google classroom site. Students can use either option of their choice. Driving questions are as followed or may be student generated:
1.  Your name, class period, computer science discoveries
2.  What have you learned in computer science discoveries?
3.  What was hard? What do you think would help you understand the problem-solving process?
4.  Anything else you would like to share out.
Upload comic strip to Google Classroom for a grade
After: Students will inventions in computer science gaming and app inventions.
09/01/2017 Teacher Planning No School Friday