INDEPENDENT STUDY : |
Monday/Tuesday - September 20/21, 2021
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Part 1:
Warm Up Journal Prompt: Think of the silliest problem the problem solving process could help with. Be prepared to say how each step of the process could apply. Part 1.5: Part 2: Read: Question of the Day: How can we apply the problem solving process to many different kinds of problems? (we will answer this as a class at the end of the period) Part 3: Please form groups of 2-4 Part 4: Head to my google class room and open up "Copy of U1L03 - Activity Guide - Using the Problem Solving Process (2021)" Part 5: Please do the 8 words in a 20 by 20 grid of letters of the activity guide Make sure this part of the word search is completed |
ALL STUDENTS MUT COMPLETE WORKSHEET BY THE END OF CLASS :)
This assignment will be graded so please give thoughtful responses.
This assignment will be graded so please give thoughtful responses.
Wednesday - September 22, 2021
The programmers pictured are Elizabeth Jean Jennings Bartik and Frances Bilas Spence. The computer pictured is the ENIAC.
Step 1:
Journal Prompt: This picture shows one of the world's first computers, and two of the world's first computer programmers. What are three ways this computer is different from computers that we use today? What are two ways that it is the same? What is one thing you think is true of ALL computers?
PART 2:
"Popcorn" style: One student will be picked to share their journal and then she/he will pick another student to share.
NOTE: The programmers pictured are Elizabeth Jean Jennings Bartik and Frances Bilas Spence. The computer pictured is the ENIAC.
PART 3: Question of the Day (WE WILL BE ANSWERING THIS QUESTION THROUGHOUT TODAYS LESSON):
What is a computer?
PART 4:
Get into groups of 3 or 4
PART 5:
Open up google classroom:
Journal Prompt: This picture shows one of the world's first computers, and two of the world's first computer programmers. What are three ways this computer is different from computers that we use today? What are two ways that it is the same? What is one thing you think is true of ALL computers?
PART 2:
"Popcorn" style: One student will be picked to share their journal and then she/he will pick another student to share.
NOTE: The programmers pictured are Elizabeth Jean Jennings Bartik and Frances Bilas Spence. The computer pictured is the ENIAC.
PART 3: Question of the Day (WE WILL BE ANSWERING THIS QUESTION THROUGHOUT TODAYS LESSON):
What is a computer?
PART 4:
Get into groups of 3 or 4
PART 5:
Open up google classroom:
Part 6:
Open up activity guide:
A-Activity Guide - What Is A Computer? (Version A) OR B- U1L04 - Activity Guide - What Is A Computer? (Version B)
NOTE: YOU WILL HAVE EITHER VERSION A OR VERSION B
PART 7: STUDENT DIRECTIONS:
PART 8: Present Your Categorizations
Each group briefly present their posters, focusing their discussion on the following points:
PART 9:
Class do we agree with the groups presentation?
Part 10:
Watch the following video: What is a Computer?
Something to keep in mind:
Open up activity guide:
A-Activity Guide - What Is A Computer? (Version A) OR B- U1L04 - Activity Guide - What Is A Computer? (Version B)
NOTE: YOU WILL HAVE EITHER VERSION A OR VERSION B
PART 7: STUDENT DIRECTIONS:
- Draw a line down the middle of your poster, label one side "Computer" and the other "Not a Computer"
- Discuss as a group which of the objects in your set (from the activity guide) belong in each category
- Once your group is in agreement tape your objects to the appropriate side
- Develop a list of characteristics your groups used to determine whether an object is a computer
PART 8: Present Your Categorizations
Each group briefly present their posters, focusing their discussion on the following points:
- What rules or definition did you use to categorize your objects?
- Which item was most difficult for you to categorize? How did you eventually make the decision of where to place it?
PART 9:
Class do we agree with the groups presentation?
Part 10:
Watch the following video: What is a Computer?
Something to keep in mind:
- What made computers different from machines that came before them?
Note: The video presents a computer to be "a machine that works with information".
Part 11:
Key Vocabulary: Something to remember:
Part 12:
Revise your activity guide. Ask yourself the following questions to guide you:
Part 13:
Journal Assessment: Today you've had a chance to look at a definition of a computer that focuses on how the computer solves problems. We've also seen many different types of computers. In your journal, think of a problem that a computer can help you to solve.
Part 11:
Key Vocabulary: Something to remember:
- computer: a machine that works with information
Part 12:
Revise your activity guide. Ask yourself the following questions to guide you:
- What types of problems is this device used to solve?
- Does the device use information to solve problems?
- Where does it get the information?
- How does it use the information to solve problems?
Part 13:
Journal Assessment: Today you've had a chance to look at a definition of a computer that focuses on how the computer solves problems. We've also seen many different types of computers. In your journal, think of a problem that a computer can help you to solve.
- What is the information problem?
- What information does the computer need to solve that problem?
- What type of thinking work does the computer need to do to solve the problem?
Part 2:
Right now, we're going to work with information to make a pet recommendation to a classmate.
Get into groups of 2 - 4.
Part 3:
Take turns asking your questions and making a recommendation to your partner.
Part 4:
Key Vocabulary:
Share with the class by writing your "answers" and "recommendations" on the board.
Note: Everyone should think of "input" and "output."
Part 5: Keep this in mind again:
Key Vocabulary:
Part 5.5: Watch the video (if the video does not work try opening it up on Safari or Google Chrome)
Right now, we're going to work with information to make a pet recommendation to a classmate.
Get into groups of 2 - 4.
Part 3:
Take turns asking your questions and making a recommendation to your partner.
Part 4:
Key Vocabulary:
- Input - the information computers get from users, devices, or other computers
- Output - the information computer give to users, devices, or other computers
Share with the class by writing your "answers" and "recommendations" on the board.
Note: Everyone should think of "input" and "output."
Part 5: Keep this in mind again:
Key Vocabulary:
- Input - the information computers get from users, devices, or other computers
- Output - the information computer give to users, devices, or other computers
Part 5.5: Watch the video (if the video does not work try opening it up on Safari or Google Chrome)
Part 6:Think about only:
Question of the Day: How do computers use input and output to get and give the information that they need to solve problems?
Part 7:
Open up google classroom:
Question of the Day: How do computers use input and output to get and give the information that they need to solve problems?
Part 7:
Open up google classroom:
Part 8
Open up Activity Guide Input and Output IN GOOGLE CLASSROOM
Part 9:
After opening up google class please make an account with code.org. Please click on the following link and add yourself with your teach gmail.
Open up Activity Guide Input and Output IN GOOGLE CLASSROOM
Part 9:
After opening up google class please make an account with code.org. Please click on the following link and add yourself with your teach gmail.
Part 10:
After you have created an account please head to the following app. "Pet Chooser" by clicking below:
After you have created an account please head to the following app. "Pet Chooser" by clicking below:
Part 11:
Look at the pet chooser app together. Note that it does something very similar to what you all just did in pairs. As a group, we will answer the first two questions about the app's input. Make sure you understand that the app gets the input from the user's behavior, in this case, pressing a button.
Part 12:
In pairs discuss the output.
Part 13:
Now let's work on the Story Creator. Answer similar questions about its input and output. This app allows you to put specific information into a form, then generate a personalized story based on the information provided.
Look at the pet chooser app together. Note that it does something very similar to what you all just did in pairs. As a group, we will answer the first two questions about the app's input. Make sure you understand that the app gets the input from the user's behavior, in this case, pressing a button.
Part 12:
In pairs discuss the output.
Part 13:
Now let's work on the Story Creator. Answer similar questions about its input and output. This app allows you to put specific information into a form, then generate a personalized story based on the information provided.
Part 14: Student app
In pairs or larger groups, students come up with their own app ideas, and decide the types of input and output that would be needed for those apps.
Part 15:
If time permits students will come up and project their work.
Part 16: New Pet Chooser App.
Move onto the New Pet Chooser App. You should identify the different inputs to the improved app, including which inputs are from the user, which from the Internet, and which from the phone sensors.
Part 17: Exit ticket
On google classroom, please answer the assigned questions:
Prompt: Brainstorm an everyday activity you or people you know do with an app or computer.
- What is the input used for that activity?
- What is the output?