Coding

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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:60 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: Algorithms, Group Activity, Math, flowchart, functions, parallel, processes, research, sequential


Objectives:

  • Students will differentiate between sequential and parallel processes.
  • Students will simplify the complexity of a solution through the use of functions.
  • Students will identify the best structure to use for different processes they choose to investigate in their school.
  • Students will incorporate parallel tasks to maximize time efficiency.
  • Students will analyze a flowchart to detail a process they have investigated within their school.
  • Students will research and compare a process within their school to how other schools complete a similar task, making a recommendation to their school to change or keep the process it is currently using.

Subjects:

Algorithm Development 

Technology Education > Information Technology > Programming > Algorithm Development 

All Aspects

Language Arts > Communication > Group Work > All Aspects

Analyze Algorithms 

Technology Education > Information Technology > Programming > Analyze Algorithms 

Analyze, compare two or more solutions / Models

Science > History / Technology / Social Perspectives > Engineering / Engineering Design Process > Design Analysis / Systems Testing > Analyze, compare two or more solutions / Models

Collaboration

Mathematics > Process Standards > Problem Solving > Collaboration

Communication

Mathematics > Process Standards > Models/Representations > Communication

Communication 

Technology Education > Information Technology > Internet > Communication 

Critical / Analytical Thinking

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

Design Problem-Solving Strategies 

Technology Education > Information Technology > Programming > Design Problem-Solving Strategies 

Engineering

Science > Concepts and Processes > Student Application > Investigate / Investigation > Engineering

Engineering

Science > Concepts and Processes > Student Application > Group Interaction > Engineering

Engineering

Science > Concepts and Processes > Student Application > Design Experiments > Engineering

Engineering

Science > Concepts and Processes > Problem Solving > Engineering

Engineering

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

Functional Decomposition

Technology Education > Information Technology > Programming > Functions > Functional Decomposition

General Skills

Language Arts > Research > General Skills

Group Work

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

Group Work / Discussions

Language Arts > Writing > Shared Collaborative Writing > Group Work / Discussions

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

Look for and make use of structure

Mathematics > Process Standards > Common Core > Look for and make use of structure

Methods/Steps/Strategies

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

Parallel Processing 

Technology Education > Information Technology > Programming > Parallel Processing 

Problem Solving

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

Problem Solving 

Technology Education > Information Technology > Student Use > Problem Solving 

Prototype

Science > History / Technology / Social Perspectives > Engineering / Engineering Design Process > Model Construction > Prototype

Student Collaboration

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

Student Collaboration 

Technology Education > Digital Literacy > Student Use > Student Collaboration 

Technological Designs

Science > History / Technology / Social Perspectives > Engineering / Engineering Design Process > Technological Designs

To Perform Some Task

Science > History / Technology / Social Perspectives > Engineering / Engineering Design Process > Model Construction > To Perform Some Task

how-to / process writing

Language Arts > Writing > Directions Instructions > how-to / process 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.3.d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
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-AP-13 Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs. (P3.2)
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.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
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.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
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.
Math.Practice.MP1 Make sense of problems and persevere in solving them.
Math.Practice.MP4 Model with mathematics.
Math.Practice.MP7 Look for and make use of structure.
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.WHST.6-8.3a Note: Students' narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards
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