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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:120 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


Objectives:

  • Students create a model to plan and solve real-world problems.
  • Students construct a data model to solve problems.
  • Students create a flowchart to model a process.
  • Students use multiple models together to determine solutions for a single problem.

Subjects:

Algorithm Development 

Technology Education > Information Technology > Programming > Algorithm Development 

Analyze Algorithms 

Technology Education > Information Technology > Programming > Analyze Algorithms 

Creativity and Innovation 

Technology Education > Digital Literacy > Student Use > Creativity and Innovation 

Critical / Analytical Thinking

Language Arts > Life Skills Daily Life > Critical / Analytical Thinking

Design/ construct / evaluate models

Technology Education > Information Technology > Technology Use In Society > Design Process > Design/ construct / evaluate models

Engineering

Science > Concepts and Processes > Data Analysis and Interpretation > Engineering

Engineering

Science > Concepts and Processes > Problem Solving > Engineering

Experimentation

Technology Education > Information Technology > Technology Use In Society > Design Process > Experimentation

Functional

Language Arts > Writing > Products / Formats > Technical > Functional

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

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

Math in Daily Life

Mathematics > Process Standards > Math in Daily Life

Methods/Steps/Strategies

Mathematics > Process Standards > Computation > Methods/Steps/Strategies

Methods/Steps/Strategies

Mathematics > Process Standards > Problem Solving > Methods/Steps/Strategies

Problem Solving

Social Studies > Process and Literacy Skills > Social Science - History > Problem Solving

Problem Solving 

Technology Education > Information Technology > Student Use > Problem Solving 

Problem-solving

Mathematics > Process Standards > Models/Representations > Problem-solving

Programming

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

Research - Charts and Graphs

Social Studies > Economics - Process and Literacy Skills > Research - Charts and Graphs

Spreadsheets

Library Media > Information Technology > Software Applications > Spreadsheets

Spreadsheets

Mathematics > Computer Math > Spreadsheets

Spreadsheets 

Technology Education > Information Technology > Software Applications > Spreadsheets 

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing
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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.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
S.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.4.c Students develop, test and refine prototypes as part of a cyclical design process.
S.4.d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
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.
2-AP-10 Use flowcharts and/or pseudocode to address complex problems as algorithms. (P4.4, P4.1)
2-DA-09 Refine computational models based on the data they have generated. (P5.3, P4.4)
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.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.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.
Math.Practice.MP1 Make sense of problems and persevere in solving them.
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).
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