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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:135 minutes

Grades:6-8

Score Type:Mixed Graded

Work completed by a student will be graded through a variety of scoring options including participation, student self-assessment and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include opened-ended questions, correct/incorrect responses, a final product and/or a self-assessment

Available Language: English


Vocabulary: Algorithm, Research, abstraction, bill, decomposition, government, hierarchy, informational text, input, law, legislative, order, output, parallel, process, sequential, variables


Objectives:

  • Students will apply abstraction in order to identify important variables in creating an algorithm.
  • Students will identify inputs and outputs of lawmaking.
  • Students will create an algorithm using the inputs and outputs of lawmaking.
  • Students will research how a bill becomes a law and will identify algorithms applied to the process.
  • Students will research specific bills to learn about how a bill becomes a law.

Subjects:

Adjusts Accordingly / Identify

Language Arts > Communication > Speaking Strategies / Presentations > Audience > Adjusts Accordingly / Identify

Algorithm Development 

Technology Education > Information Technology > Programming > Algorithm Development 

Answer Qs Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Answer Qs Nonfiction

Bibliography

Language Arts > Research > Citing Sources > Bibliography

Communication

Mathematics > Process Standards > Models/Representations > Communication

Democratic Process - How a Bill Becomes a Law

Social Studies > U.S. Civics > Federal Government > Legislative Branch > Democratic Process - How a Bill Becomes a Law

Engineering

Science > Concepts and Processes > Problem Solving > Engineering

From Nonfiction Material

Language Arts > Research > Collect Data / Note Taking > Gather Facts Information Highlighting > From Nonfiction Material

General / Varied Use

Language Arts > Communication > Multimedia Usage / Production > General / Varied Use

Graphic Applications (includes pictures, labels, diagrams, charts) 

Technology Education > Information Technology > Software Applications > Graphic Applications (includes pictures, labels, diagrams, charts) 

Group Presentations

Language Arts > Communication > Group Work > Group Presentations

Group Work

Social Studies > Process and Literacy Skills > Social Science - History > Group Work

How Where to Locate Information

Language Arts > Research > Search Strategies > How Where to Locate Information

How-to Process-Oriented Information

Language Arts > Communication > Listening Strategies / Context > Technical Information > How-to Process-Oriented Information

Internet Search Engines

Language Arts > Computer Literacy Skills > Research > Internet Search Engines

Law

Social Studies > U.S. Civics > Law > Law

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Sequence > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Elaborate / Develop Ideas / Content > Nonfiction

Programming

Science > History / Technology / Social Perspectives > Computer Science > Programming

Projects - Presentations

Social Studies > Process and Literacy Skills > Social Science - History > Projects - Presentations

Purpose

Language Arts > Communication > Speaking Strategies / Presentations > Purpose

Research - Using Internet / Technology

Social Studies > Process and Literacy Skills > Social Science - History > Research - Using Internet / Technology

Respond

Language Arts > Communication > Listening Strategies / Context > Respond

Search Engines 

Technology Education > Digital Literacy > Reference and Research > Search Engines 

Student Collaboration

Library Media > Information Literacy > Student Use - Digital Media > Student Collaboration

Student Collaboration 

Technology Education > Digital Literacy > Student Use > Student Collaboration 

Technical / Specialized

Language Arts > Communication > Speaking Strategies / Presentations > Content Specific > Technical / Specialized

Timelines / Diagrams / Maps

Language Arts > Writing > Visual Aids > Graphs / Charts > Timelines / Diagrams / Maps

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing

Uses a Variety of Resources

Language Arts > Research > Reference Materials > Uses a Variety of Resources
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EXCEEDS (4)MEETS (3)APPROACHES (2)DOES NOT MEET (1)
Directions and Participation The student followed all directions and went above and beyond in answering all questions in the assignment.The student followed all directions and answered all questions in the assignment.The student followed most directions and answered most questions in the assignment.The student did not follow directions or answer the questions in the assignment.
Required Final Product Components The final product includes additional elements to enhance the assignment beyond the required components.The final product includes all components required by the assignment.The final product includes most of the components required by the assignment.The final product does not demonstrate the components required by the assignment.
Organization and Originality The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application The final product clearly demonstrates an accurate and deep level of understanding of the concept.The final product demonstrates an accurate and appropriate level of understanding of the concept.The final product demonstrates some understanding of the concept.The final product demonstrates little to no understanding of the concept.
S.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
S.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
S.3.b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
S.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
S.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.5.a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
S.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
S.5.c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
S.5.d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
S.7.a Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
S.7.b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
S.7.c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
2-AP-10 Use flowcharts and/or pseudocode to address complex problems as algorithms. (P4.4, P4.1)
2-IC-22 Collaborate with many contributors through strategies such as crowdsourcing or surveys when creating a computational artifact. (P2.4, P5.2)
ELA-Literacy.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 53 for specific expectations.)
ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 53 for specific expectations.)
ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 53 for specific expectations.)
ELA-Literacy.W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
ELA-Literacy.W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Math.Practice.MP4 Model with mathematics.
ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
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