CSD: The Problem Solving Process U1L03

Overview

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 plan a trip. 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.

Purpose

This lesson provides students with more practice with the problem solving process in a variety of contexts. It highlights the fact that the problem solving process is particularly helpful when approaching poorly defined problems. The final brainstorm of the lesson provides students with some strategies and questions they can ask to better define problems for themselves, since this is often the most critical step. The problems seen in this lesson also help to drive a discussion in the following lesson about the types of problems that computers are well-suited to solve.

Agenda

• Warm Up (5 min)
• Setting the Stage
• Activity (75 min)
• Solving Problems
• Wrap Up (20 min)
• Understanding the Problem Solving Process

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming

• 1B-AP-08 - Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
• 1B-AP-11 - Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
• 1B-AP-13 - Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation and review stages of program development.

Independent Projects - Capstone Lesson

To begin with today, I would like you to go to TryEngineering.Org and play the "What Type Of Engineer Are You? Game" (Click Here).  This is a fun way for you to identify some types of careers, or education pathways and skills for specific engineering career-paths.

You may spend time today reviewing this site, playing the games, and familiarizing yourself with these resources.  Please CREATE a GOOGLE DOCUMENT, and name it as listed below:

"EAE Journal (Your Last Name) P3 MP3"

Make sure you SHARE your new document with Mr. S (hscribner@ccs.us) for credit.  You will be keeping a log of your experiences, data, and projects in this journal during this class.  Get in the habit of making an entry every day (or two) just to keep track of what you are doing in here.  List projects, data, experiences from class, and anything else you would like to share.

This is the FINAL PROJECT for this class.  You should begin working on it as soon as you You will use the form (located in the menu to the right) to outline a project to start the last unit for this class.  All project forms must be completed, printed, and approved prior to actually starting the project.  You should be using the Problem-Solving Steps.

You may focus on any topic or subject you wish.  It can be Engineering or Architectural in nature.  You may not even complete the project, but you will need to show how you followed the proper steps, located on the 2nd page of the Proposal Form, to Summarize your project.  You must list your teammates, resources, and outline the stages you propose to complete the project.

All of your effort after the proposal will be to complete as much of the project as you can.  You will need to be able to present your project to the class using a Google Slides presentation.  This presentation can must include the items from the Project Proposal Form, but can also include a video, website, or other visual aides.

Your Independent Projects can be about any subject.  Please use the following link to help you narrow down your focus:

https://www.pinterest.com/utwep/stem-activities-middle-school/

Finally,  you will need to make sure that you make a model, drawing, diagram, or some other physical example of the work you are doing.  Make sure that this step is approved prior to starting it.  You will be able to use any resources from the Tech Lab, and ask if you have additional questions or concerns.

Good Luck!

Mr. S

Multiple Intelligences 17-18 MP3

Multiple Intelligences Self Assessment 

Today everyone will learn about how you learn best. Please take a moment to answer the following 24-question assessment:

MULTIPLE INTELLIGENCES INDIVIDUAL STUDENT SURVEY LINK

Watch The Video (Click Here)

Find out more about your results here:

http://www.edutopia.org/your-multiple-intelligences#bk

Multiple Intelligences PPT

Multiple Intelligences Student Survey (Click Here)
 

When we are done with the above items in class, you can finish the survey's from yesterday or work on typing.com!

- Mr. S

OBJECTIVE & STUDENT OUTCOMES

Scholars will review and discuss information about Multiple Intelligence's and complete a short questionnaire to determine what primary and secondary abilities they may posses. Scholars will use remaining time to complete any outstanding work. Scholars are required to work Bell To Bell every day!

Scholars will enter the class quietly and begin by reading all of the instructions listed on the class website. Scholars will actively participate in all discussion and review, and complete all assigned work without delay, and in a cheerful manner! Scholars will follow all classroom rules and follow all Collegium Charter School rules and regulations, 
as outlined in the Student Handbook, AT ALL TIMES!

THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!

Standards Covered In This Class 

PA 3.7.7 & 11 Section C / ISTE 2011

CSTA Tied With Common Core ELA/Math rev. 2014

Learning Style / L&R Brain / Executive Functions / Typing Test MP3

How Do You Learn Best? Learning Syle / L&R Brain Survey / Executive Functions / Typing Test

Today you will learn about HOW YOU LEARN BEST! Please follow the directions below to complete a series of survey's that will give you some insight on your Learning Styles, your Left/Right Brain Dominance, and your Executive Functions. You may choose to watch the videos associated with each survey (with headphones only), or just complete the surveys themselves. Please fill out the form in class, and complete the ONLINE SURVEY at the end. Make sure to complete both for credit. See you tomorrow!

- Mr. S

Google Drive Individualized Survey Results Form

1. LEARNING STYLES: Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well.  Please watch the Video (Click Here) and take the Inventory below.  Record you answers on the form and then enter them in the ONLINE SURVEY for credit.

Learning Style Inventory

2. LEFT/RIGHT BRAIN DOMINANCE: According to the theory of left-brain or right-brain dominance, each side of the brain controls different types of thinking. Additionally, people are said to prefer one type of thinking over the other. For example, a person who is "left-brained" is often said to be more logical, analytical, and objective. Watch the video below and take the survey. Record your answers on the paper and then enter them on the ONLINE SURVEY for credit  Watch the Video Here (Click).   Please take the following surveys that will help you to identify your learning style and whether you are left or right brain dominant:

Left/Right Brain Dominance Survey

3. EXECUTIVE FUNCTIONS: The Executive Functions are a set of processes that all have to do with managing oneself and one's resources in order to achieve a goal. It is an umbrella term for the neurologically-based skills involving mental control and self-regulation. Watch The Video (Click Here)

Executive Functions Survey

4. TYPING TEST: When you are finished take the typing test (1 minute, any topic you like, and record your Words Per Minute):

http://www.typingtest.com/

When complete, you must also click the Student Survey Form Below and enter your results. Begin working on improving your typing skills right away!

PUT YOUR SCORES IN THE ONLINE SURVEY 

(Click Here To Start)

If you want to learn more about how you learn, and find some resources to help you become a better student (in all your classes), check out the link to http://www.educationplanner.org/students/self-assessments/index.shtml for more information!

OBJECTIVE & STUDENT OUTCOMES

  Students will be able to identify their individual Learning Style, Left or Right Brain Dominance, Executive Functions, and be tested on their basic typing skills.  Students will complete the Self-Assessments for each activity and record scores on the EXIT TICKET.  Students will also transfer those scores to the online Google Form to add them to the school spreadsheet for credit.  When complete, students will use spare time to improve individual typing skills.

STUDENTS MUST READ ALL DIRECTIONS ON THIS WEBSITE PRIOR TO STARTING ANY ASSIGNED TASKS.  PLEASE FOLLOW ALL DIRECTIONS AS GIVEN FOR FULL CREDIT!

Students will enter the class quietly and quickly.  Students will be given specific directions and examples of why the information may be valuable to know about Learning Styles, L/R Brain Dominance, Executive Functions, and Typing Speed.  Students will complete all assessments and be able to accurately record scores.  Students will use time wisely and spend any additional time in class, or at home, finishing projects currently due.

Happy New Year 2018! Padlet Resolutions & UN City Map Project

New Year's Resolutions 2018

Happy New Year to EVERYONE!  Today you will be easing back into the school-day schedule by discussing exactly what New Year's Resolutions are, and why you should try to set and work toward them.  Please review the following presentation from About.com:

https://docs.google.com/presentation/d/1gcr4XX1B6mnvod8kS7PM-I3waorBSE7AHaHjjQdZqi8/edit?usp=sharing

When you have discussed WHAT a New Year's Resolution is, and been given some suggestions about how to create them, please click the next link to POST at 2-3 Resolutions of your own to our Padlet Board for Class:

https://padlet.com/hscribner/wt4oqefsxgu2
p/w: ccs515352

You will need to add your initials, P(?), and MP2 to your heading, and then add 2-3 Resolutions you plan to work toward in the coming year.  This board will be public, and you should follow all school rules for internet safety and security.  When you are done, follow the directions below to create a fun drawing using Microsoft Powerpoint or Google Slides.  This will be an introduction to Digital Animation, and help you to create fun mini-videos and other digital art online.  Make sure you upload and share your drawing for credit for today's assignment.

WHEN YOU ARE DONE, Please Continue To Work On Your U.N. Sustainable Goals City Map Project:

United Nations Sustainable Goals - US City Collaborative Google Map Project