COMPUTER SCIENCE FOUNDATIONS

Question of the Day: How can we choose websites based on the needs of a user?

To kick off a unit devoted to group problem solving and developing websites for other users, students begin by investigating the design of different websites. Students look at a variety of websites and attempt to match each design with a potential user. Then students choose a user and attempt to prototype a website design for them on paper or in a digital template. To conclude the activity, students consider what it means to be a web designer and create resources for other users.

This lesson introduces many new concepts and tools to students: they are introduced to HTML, the Web Lab tool, and how to navigate lesson resources on Code.org in general. In this lesson, students are introduced to HTML as a solution to the problem of how to communicate both the content and structure of a website to a computer. The lesson begins with a brief unplugged activity demonstrating the challenges of effectively communicating the structure of a web page. Students then look at an exemplar HTML page in Web Lab and discuss with their classmates how HTML tags help solve this problem. Students then write their first HTML. A wrap-up discussion helps to solidify the understanding of content vs. structure that was developed throughout the lesson.

Question of the Day: How can we tell the computer both what to put on the web page, and how to organize it?

This lesson introduces the formal problem-solving process that students will use over the course of the year, Define - Prepare - Try - Reflect. The lesson begins by anchoring the formal problem-solving process in some real-life experiences they already have solving problems by asking students to brainstorm all the different types of problems that they encounter in everyday life. Students are then shown the four steps of the problem-solving process and work together to relate these abstract steps to their actual experiences solving problems. First students relate these steps to the problem activities from the previous lesson, then a problem they are good at solving, then a problem they want to improve at solving. At the end of the lesson, the class collects a list of generally useful strategies for each step of the process to put on posters that will be used throughout the unit and year.

Question of the Day: What are some common steps we can use to solve many different types of problems?

In this lesson, students apply the problem-solving process to three different problems in order to better understand the value of each step. They will solve a word search, arrange seating for a birthday party, and redesign a classroom. The problems grow increasingly complex and poorly defined to highlight how the problem-solving process is particularly helpful when tackling these types of problems. The lesson concludes with students reflecting on their experience with the problem-solving process. They will justify the inclusion of each step and will brainstorm questions or strategies that can help them better define open-ended problems, as this is often the most critical step.

This lesson will likely take two class periods or more to complete. The first two problems may fit into a single class period but the third will need to be moved to a second day.

Question of the Day: How can we apply the problem-solving process to many different kinds of problems?

This lesson builds on the problem-solving theme of the earlier lessons and focuses on the specifics of how computing is used in problem-solving, starting with developing a preliminary definition of a computer. To begin the lesson, the class will brainstorm possible definitions for a computer and place the results of this brainstorm on the board. Next, students will work in groups to sort pictures into “is a computer” or “is not a computer” on poster paper. Groups will place their posters around the room and briefly explain their motivations for choosing some of their most difficult categorizations. The teacher will then introduce a definition of the computer and allow students to revise their posters according to the new definition.

Question of the Day: What is a computer?

This lesson introduces focuses on two of the features identified in the previous lesson, input and output, that can help classify devices as a computer and has students identify different methods of input or output in common apps. In this lesson, students consider how computers get and give information to the user through inputs and outputs. Students first consider what information they would need to solve a "thinking problem", then use that information to produce a recommendation. They then identify the inputs and outputs of that process. Afterward, students consider an app that engages in the same process and determine how that app inputs and outputs information. Last, they consider other types of inputs and outputs that computers can use to help solve problems.

Question of the Day: How do computers use input and output to get and give the information that they need to solve problems?

This lesson introduces focuses on two of the features identified in the previous lesson, input and output, that can help classify devices as a computer and has students identify different methods of input or output in common apps. In this lesson, students consider how computers get and give information to the user through inputs and outputs. Students first consider what information they would need to solve a "thinking problem", then use that information to produce a recommendation. They then identify the inputs and outputs of that process. Afterward, students consider an app that engages in the same process and determine how that app inputs and outputs information. Last, they consider other types of inputs and outputs that computers can use to help solve problems.

Question of the Day: How do computers use input and output to get and give the information that they need to solve problems?

This lesson introduces the concept of processing within computational problem-solving. While this lesson focuses on four common types of processing - if/then (conditionals), finding a match (searching), counting, and comparing - students should understand that processing is whatever a computer does to turn inputs into outputs. Students are first introduced to the types of processing through several sample apps. They then investigate more apps to determine what sorts of processing each uses. They then think of their own app and decide what types of processing it would need to work. Finally, they brainstorm other types of processing that may be useful but were not included in the main lesson.

Question of the Day: What are the different ways computers can process information?

To conclude this unit, this project combines the two major themes of Unit 1, the problem-solving process and the input/output/store/process model of a computer, to have students identify real-world problems and find ways to use technology to help solve them. This project will be completed across multiple days and will result in students creating a poster of a proposed app they design to solve a real-world problem, 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.

Question of the Day: How can the IOSP model help us to design an app that solves a problem?