DRAFT
Computer Science - Curriculum Guidelines
Grade VI
DOMAIN A: ICT Fundamentals
STEP 1 _________________________________________________________ |
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Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware), and networks. |
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Student Learning Outcomes 1: Students will be able to recognize various ICT devices and their applications. |
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Knowledge: Students will be able to:
Students will be able to identify the advantages and daily applications of ICT devices e.g.:
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Skills: Students will be able to:
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STEP 2 _________________________________________________________ |
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Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)
Summative Assessments: (Theory & Practical)
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STEP 3 _ ________________________________________________________ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations) Activity 1: Ask students some questions regarding the topic before starting the lesson. After getting their response, display some real objects or flashcards/printouts of different ICT devices. Ask the students to state the use of each device they identify.
Activity 2: Students can draw/find examples of various ICT devices. |
STEP 1 _________________________________________________________ |
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Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware), and networks. |
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Student Learning Outcomes 2: Students will be able to distinguish between computer hardware and software. |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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STEP 2 _________________________________________________________ |
Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)
Summative Assessments: (Theory & Practical)
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STEP 3 _________________________________________________________ |
Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations) Activity 1:
Activity 2: (Class Activity) Introduction: Begin by questioning students about the applications they might have heard of already, like students may already know about some computer applications such as web browsers, Word processing applications, entertainment applications, and utilities. Explain that these are applications and then define the technical terms like hardware, software, operating system, and computer applications. |
STEP 1 _________________________________________________________ |
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Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware), and networks. |
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Student Learning Outcomes 3: Students will be able to identify and analyze (basic) hardware components of a computing system (e.g. input, output, storage, and processing). |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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STEP 2 _________________________________________________________ |
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Formative Assessments (*Descriptions of Formative Assessment. Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)
Summative Assessments: (Theory & Practical)
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STEP 3 _________________________________________________________ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations) Activity 1:
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DOMAIN B: Digital Skills
STEP 1_________________________________________________________ |
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Standard: Develop various digital skills about the usage of operating systems, image processing, word processing, presentation, and data handling. |
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Student Learning Outcome 1: Students will be able to navigate around an Operating System (e.g. Microsoft Windows, MAC OS, Linux, Ubuntu, Android, iOS, etc.). |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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STEP 2__________________________________________________ _ |
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Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)
Summative Assessments: (Theory & Practical)
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STEP 3__________________________________________________ _ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations) Activity 1: (Class Activity)
Activity 2: (Lab Activity)
Activity 3: (Lab Activity)
Activity 4: (Lab Activity)
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STEP 1 _________________________________________________________ |
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Standard: Develop various digital skills related to the usage of operating systems, image processing, word processing, presentation, and data handling |
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Student Learning Outcomes 2: Students will be able to apply and demonstrate image-processing skills (using various software tools e.g. Paint, 3D Paint, Tux, etc.), while efficiently using computer hardware (e.g. mouse, keyboard, etc.) |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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STEP 2__________________________________________________ _ |
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Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)
Summative Assessments: (Theory & Practical)
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STEP 3 _ ________________________________________________________ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations) Activity 1: (Class Activity) Discuss the types of software with the students. Explain the functions of application software and system software. Draw a pictograph on the board by adding the use of software for education, productivity, and entertainment by adding real-life examples.
Activity 2: (Lab Activity) Divide the students into pairs. Explain to students that each pair is going to use an image processing software to draw a given prompt (for example, draw a house). Instruct students to open the software. Demonstrate how to use each of the "paint tools" and how to edit/erase. Demonstrate to the students how to use the spray paint, creating different shapes and colors. Students may use 3 different colors, 3 different shapes, and text. Ask if there are questions. Students will practice using the basic tools for 5 minutes. Give students 30 minutes or whatever time they need to draw and paint their house. Take a round to observe and guide the students as required. This activity is to mainly enhance a student’s fine motor skills while allowing him/her to express inner creativity. |
DOMAIN C: Algorithmic Thinking and Problem Solving
STEP 1 _________________________________________________________ |
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Standard: Identity, define, and analyze a problem, and apply algorithmic thinking and problem-solving strategies to develop step-by-step solutions to solve problems. |
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Student Learning Outcome 1: Students will be able to identify, define and analyze a problem; and develop a step-by-step solution to solve simple problems. |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
Example: If a recipe is given, determine ingredients; given a maze, a robot, and a set of instructions the robot can follow; determine how to perform tasks using the given instructions; determine the task completed using given a set of instructions, etc.
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STEP 2 _________________________________________________________ |
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Formative Assessments
Assessment 1: Problem identification, analysis, and definition. Design a written quiz to identify and define the underlying problems in statements/situations etc. Assessment 2: Problem-solving- Design quiz to apply all the problem-solving steps and choose the best solution out of all the available solutions; ask students to give reasons for the selection of a particular solution. Assessment 3: Problem decomposition; Design a quiz with some simple and complex problems and ask students to differentiate between them. Ask students to deconstruct a complex problem into smaller parts. Assessment 4: Step by step solution to a problem (Algorithm Designing by using Logic)- design a quiz to write complete step-by-step instructions to solve any problem. In-class or Homework Prompt: Ask students to write 3 problems they see around them and apply all the steps from problem identification to writing step-by-step solutions to the problem. Students can design solutions to one problem and then can compare them with their classmates to find the best solution. Student Self-Assessment/Reflection: Ask students to identify problems they are facing in school/ home or while coming to school/real-life/math/science and write them in a statement, find the problem solution and write down step by step solution for it.
Summative Assessments: (Theory & Practical)
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STEP 3 _ ________________________________________________________ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations).
Students can solve the following problems by breaking down the problem into smaller parts, and then suggesting a sequence of steps to reach a solution. Activities should be in groups of 4-6 students, and the output document should include a problem statement and a step-by-step solution.
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STEP 1 _________________________________________________________ |
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Standard: Identity, define, and analyze a problem, and apply algorithmic thinking and problem-solving strategies to develop step-by-step solutions to solve problems. |
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Student Learning Outcome:2 Students will be able to analyze and apply basic algorithmic thinking to solve different types of problems |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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STEP 2 _________________________________________________________ |
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Formative Assessments
Assessment 1: Understand the algorithm as a step-by-step procedure. Design a written quiz to identify steps of a simple mathematical algorithm for adding two 3-digits integers. Assessment 2: Design a worksheet in which they give multiple scenarios to determine which problem-solving technique (sequence, loops, and conditions) can be applied. In-class or Homework Prompt: Ask students to write 3 problems around them and apply all the steps from problem identification to writing step-by-step solutions to the problem. Students can design solutions to one problem and then can compare them with their classmates to find the best solution. Student Self-Assessment/Reflection: Ask students to identify problems in their daily routines where they can apply sequencing, conditions, and loops to determine their solution (Eg. problem of traffic can be solved through traffic lights that run in loops).
Summative Assessments: (Theory & Practical)
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STEP 3 _ ________________________________________________________ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations. The learning activities below have been adopted from https://www.kodable.com/learn/learn-to-code-sequence/)
In-class activity 1: ALGORITHMS The key learning is that activities should use algorithms or step-by-step processes to perform a task. Students can work in groups:
In class activity 2: SEQUENCE[1] The key learning is that activities should use a specific sequence to perform a task. Students can work in groups:
In-class activity 3: REPETITION or LOOPS[2] The key takeaway is that activities should apply repetition or loops to solve a problem.
In-class activity 4: CONDITIONS[3] The key takeaway is that activities should use conditions to solve a problem.
Explain the rules: 1. The object of the game is to get across the room first. 2. For if...then conditionals: If the condition called out is true for you, then perform the action described in the then. If the condition called out is false for you, then do nothing. 3. For if...then...else conditionals, listen carefully to the whole condition, as the else may apply to you’ ("Learn with Conditions", 2022).
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DOMAIN D: Programming
Standard: Understand and apply fundamental programming constructs using visual and textual programming tools. |
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Student Learning Outcome 1: Students will be able to analyze the fundamentals of computer programming. |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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Formative Assessments
Student Reflection – how many daily items use some sort of programming to work? What could be the benefits of learning programming?
Summative Assessments: (Theory & Practical)
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)
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Standard: Understand and apply fundamental programming constructs using visual and textual programming tools. |
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Student Learning Outcome 2: Students will be able to analyze and apply basic programming constructs (e.g. sequence, selection, repetition, variables, inputs/events); by creating simple single-sprite, single-script programs using visual programming tools.
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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Formative Assessments
Quiz 1 – Definitions of fundamental constructs Quiz 2 – Explaining a computer program (i.e. code) in natural language (i.e. human language) (e.g. When the green flag is clicked, change x by 100 can be explained as when the program starts the sprite will move right by 100), and converting natural language (i.e. human language) to a computer program (i.e. code).
Student Self-Assessment/Reflection:
Summative Assessments:
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)
Students should code the following activities, and be encouraged to test their code, and debug accordingly if the program does not meet the required outcomes.
Lab Activity or In-class Coding Task #1 – EVENTS: When the program starts (e.g. in block-coding; using the event block "When green flag clicked"), make an action happen (e.g. make a sprite do something like change color when the sprite is clicked, or display some text like “hello world”)
Lab Activity or In-class Coding Task # 2 – SEQUENCE: When the program starts, two or three instructions should be executed in sequence (e.g. in block-coding; when the player clicks a sprite, make it go to a random position, play a sound, and switch costume in that order). Reflection question – what happens when the order is changed? Add a wait block (e.g. a wait one-second block or a print statement) between each instruction to make the changes more noticeable in a sequence.
Lab Activity or In-class Coding Task # 3 (continuation of task # 2) – LOOPS: When the program starts; give an instruction that will repeat forever (e.g. take the instructions given in task # 2 and set them to repeat)
Lab Activity or In-class Coding Task # 4: VARIABLES: Create an integer variable, assign a value to the variable at the start of the program, and then change the value in response to a certain input (e.g. create a score variable. When the program starts, the score should be set to zero, and when the player presses the up-arrow key the score should increase by 1, and the score should decrease by 1 when the down arrow key is pressed)
Lab Activity or In-class Coding Task # 5 (continuation of task # 4): Run an instruction only if a specific condition is true (for example when the variable score from task # 4 reaches a certain value, a sound should play) |
DOMAIN E: Digital Citizenship
STEP 1 _________________________________________________________ |
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Standard: Students will be able to engage positively, critically, and competently in the digital environment. |
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Student Learning Outcomes 1: Students will analyze the basics of information literacy and digital civility and appropriate uses of technology. |
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Knowledge: Students will be able to:
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Skills: Students will be able to …
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STEP 2 ________________________________________________ ____ |
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Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)
Summative Assessments (Theory & Practical)
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STEP 3 _ ___________ __ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)
In-class exercise or homework prompt: Students should identify and demonstrate proper posture when using devices, and know techniques for reducing eye and body strain during use. The teacher divides students into groups and assigns a device e.g. computer, TV, phone, etc. Each group then has to discuss the appropriate usage, proper posture, duration of usage, post-use storing of the device, etc. Students will present their points to the class after discussion.
In-class exercise or homework prompt: The teacher can make a worksheet on common devices, and the appropriate length of usage for health and safety reasons. Students will need to match the device to the appropriate health & safety standard on the worksheet. The teacher can support the students as required during the activity. Reflection questions to ask – did you know about the health standards of using these devices? Have you noticed anyone following unhealthy screen habits? How can you help them?
In-class activity: This activity demonstrates the importance of feeling safe online. The teacher will set the context by explaining how certain situations make us feel happy, but we should also be aware that some situations might make us feel uncomfortable and may even put us at risk. The key takeaway is that the students should be able to identify risky or uncomfortable behavior in an online setting.
Prompt: Invite the students to reflect on the following: "What should we do when something makes us feel uncomfortable, unsafe, at-risk, or scared?" Reflect together on the importance of telling a trusted adult when we feel uncomfortable, unsafe, at-risk, or scared.
“The power of the internet allows students to experience and visit places they might not be able to see in person. But, just like traveling in the real world, it's important to be safe when traveling online. On this virtual field trip, students can practice staying safe on online adventures.”
Explain to the students that you are going to talk about the internet and how to use the internet safely. Show the students the happy face and the sad face in the two corners of the room and explain that you will read a few statements. They should walk to the happy face if they think that a situation makes them feel happy or to the sad face if a situation makes them feel scared, sad, or not at ease.
They can stay in the middle of the room if they are unsure about how they feel. Readout loud the following statements: • I am eating an ice cream. • I am playing a game I like. • I can´t find my backpack. • I made a kite and I am going to try it out with my friends today. • A stranger asks me to accompany him/her to an unfamiliar location. After each statement, allow the students enough time to choose a corner of the room. Ask the students in each corner to answer and discuss the following question within their group: “How does this situation make you feel? And why?” Invite a child from each group to share a few of the answers with the class. Do not forget to involve those who chose the middle by asking: “Why have you decided to stay in the middle? How do you think you might feel in this scenario?”
In-class activity: The Start activity is a good opportunity to discuss child safety more broadly. It is important to explain to the students that one of the key strategies when feeling unsafe or uncomfortable, whether online or offline, is to approach a trusted adult. It is recommended that you share with the students the NO-GO-TELL approach. If something or someone is making them feel uncomfortable or unsafe, they should do the following: • Say NO when someone is making you feel uncomfortable or unsafe. • Then GO: leave or run away from that person or situation. • And TELL: talk to a trusted adult about the situation.
In-class activity: Rules on online safety vary according to the age of the child and the exposure and access that each child has to online materials. For example, younger students might accept media content at face value and therefore need extra support to make sense of what they are seeing. Below we suggest a few rules that students should follow when using the Internet. Please refer to the list if you think that the student’s notes need to be added or that the students might have missed a crucial rule. Please note that these are just suggestions: you are the expert in your classroom. Feel free to adapt the rules to what you think is appropriate in your environment. 1. I will discuss with my parents the rules for going online. 2. I will always think carefully before clicking on online content. I should not click on any content that I feel uncomfortable with or unsure about. For example, do not click on a video, if the preview video picture looks in any way scary or makes you feel uncomfortable, or if you do not understand it. 3. I will stop watching any program that makes me feel uncomfortable right away. As soon as I realize it is making me feel uncomfortable or unsafe, or I do not understand what is happening, I will turn it off. 4. I will not share personal information, such as my name, address, or phone number, without my parents’ permission. 5. I will not make friends online with people I do not know. The most important rule is that I will tell my parents or a trusted adult right away any time I come across something online that makes me feel unsafe, uncomfortable or that I do not understand |
DOMAIN F: Entrepreneurship in Digital Age**
STEP 1 _________________________________________________________ |
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Standard: Students will understand and apply the tools and mindsets needed to develop and launch a business idea |
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Advanced SLO** Student Learning Outcomes 1: Students will be able to define and analyze entrepreneurship, its subtypes, and the entrepreneurship process. |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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STEP 2 _________________________________________________________ |
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Formative Assessments
Quiz – assessment on knowledge and understanding of entrepreneurship, uses of technology in business, and business plan components.
Project-based assessment – create a business plan, design a solution to a problem and identify market size, customer profile, estimated revenue, costs, and profit. |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)
Activity 1: Students can discuss a famous entrepreneur and their professional & personal journey, and present to the class as an individual or a group.
Activity 2: “lemonade stand” students can work in groups, come up with a small revenue-generating activity like a lemonade stand, garage sale, movie night, bake sale, art auction. They should complete the activity independently and record the funds raised, and then donate to a charity.
Self-reflection / homework: Students can watch any of these entrepreneurship-related videos and share in oral or written presentation their comments on entrepreneurship Innoventure Jr.: What is an entrepreneur? https://www.youtube.com/watch?v=Sc-yHMF7mNo Teaching Entrepreneurship for Students! https://www.youtube.com/watch?v=6fKVyeGdKxY |
Grade VII
DOMAIN A: ICT Fundamentals
STEP 1 _________________________________________________________ |
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Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware), and networks. |
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Student Learning Outcomes 1: Students will be able to identify the use of emerging technologies in various walks of life (e.g. artificial intelligence, biometrics, robotics, computer-assisted translation, 3D and holographic imaging, virtual reality, Cloud Computing, and open-source software). |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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STEP 2 _________________________________________________________ |
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Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)
Summative Assessment: (Theory & Practical)
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STEP 3 _________________________________________________________ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)
Activity 1: Students (Individual/Group) are to research any emerging technology of their choice and present their findings to the whole class.
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STEP 1 _________________________________________________________ |
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Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware), and networks. |
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Student Learning Outcomes 2: Students will be able to identify (advanced) hardware components of a computing system (e.g. different types of I/O ports and different types of peripherals). |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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STEP 2 _________________________________________________________ |
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Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)
Summative Assessments: (Theory & Practical)
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STEP 3 _________________________________________________________ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)
Activity 1: Students will be asked to inspect a computer in the lab and identify the type of port that is in use
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STEP 1 _________________________________________________________ |
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Standard: Develop various digital skills about the usage of operating systems, image processing, word processing, presentation, and data handling.
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Student Learning Outcome 1: Students will be able to develop and demonstrate word-processing and presentation skills (using various software tools e.g. MS Word, MS PowerPoint, Prezi, Canva, Photo Story, Movie-maker, etc.) |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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STEP 2 _________________________________________________________ |
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Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)
Summative Assessments (Theory & Practical)
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STEP 3 _ ________________________________________________________ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations) Activity 1:
Activity 2: Students can prepare a presentation on the book they read last time; while incorporating all the tools. |
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STEP 1 _________________________________________________________ |
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Standard 1: Students will demonstrate the ability to use email. |
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Advanced SLO** Student Learning Outcome 2: Students will get introduced to electronic mailing systems (e-mail) and learn appropriate usage. |
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Knowledge: Students will be able to…
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Skills: Students will be able to…
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STEP 2 _________________________________________________________ |
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Formative Assessments:
Quiz 1 - email and standard protocols In-class or Homework Prompt – List down appropriate uses of email. In-class or Homework Prompt – Email the teacher something you have appreciated in school. or class Student Self-Assessment/Reflection – How would you like to use email?
Summative Assessment: (Theory & Practical)
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STEP 3 _ ________________________________________________________ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations) In-class Task #1 –Password power up [4]- ‘students will define the term "password" and describe a password's purpose, understand why a strong password is important, and practice creating a memorable and strong password.’ ("Password Power-Up", 2022).
In-class exercise or Homework prompt – Students should create an email address using common freely available platforms like Microsoft or Google. Teachers can conduct a demonstration, and students can follow the process and create their own email inboxes.
In-class Task – 3-2-1 Ask the students to jot down 3 things they have learned about the email, make 2 personal connections to email, or write anything 2 things they didn’t understand about email, and 1 area that needs to be discussed with the peers or teacher.
Support materials could include: What is email: https://www.youtube.com/watch?v=VEYC1VnnEaY Purpose structure & content of emails: https://study.com/academy/lesson/purpose-content-structure-of-emails.html |
DOMAIN C: Algorithmic Thinking and Problem Solving
STEP 1 _ ________________________________________________________ |
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Standard: Identify, define and analyze a problem, and apply algorithmic thinking and problem-solving strategies to develop step-by-step solutions to solve problems. |
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Student Learning Outcome: Students will be able to apply the concept of computational thinking to handle complex problems |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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STEP 2 _________________________________________________________ |
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Formative Assessments: Quiz 1 – Identify an example of a simple problem e.g. tie your shoes (where there is only one sequence of steps that will solve the problem), and an example of a complex problem e.g. coming to school on time (the complexity is in determining causes of late-ness, e.g. sleep time, waking up time, traffic on the route, and then coming up with multiple solutions for each issue).
Quiz 1: Writing an algorithm of a complex problem by following all the important steps. Step 2: Breaking down the problem into smaller steps. Step 3: Write steps in sequence to solve the problems. Step 4: Draw a flow chart of steps.
Quiz 2: Identifying the prerequisite of writing algorithms of a simple problem as well as complex problems. Design a quiz to present the problem to students where they can identify problem statements, write all the prerequisites of the problem and write a complete algorithm.
In-class assignment or homework prompt: Students should be able to write at least 2 different solutions to the same problem. Design an assessment where students should be asked to write at least 2 different step-by-step solutions to solve any problem and write algorithms.
In-class assignment or homework prompt: Students should draw the basic flowchart of any problem while identifying the inputs/outputs.
In-class or Homework Prompt:
Student Self-Assessment/Reflection: Ask the students to identify problems they are facing in school/ home or while coming to school/real-life/math/science and write a problem statement, find the relevant information; identify the similarities in the information; write step by step solution to the problem and then graphically represent it into the flowchart.
Summative Assessment: (Theory & Practical)
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STEP 3 _ ________________________________________________________ |
Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)
Activities should not be focused on individual working, students should also learn to work in groups while completing the activities. (A group of 4-6 students should be encouraged to work on various activities.) Each student/group should identify a problem, apply abstraction and pattern recognition, decomposition problem, write an algorithm, and should write step by step solution to the problem.
Design problem, solution, and flow chart around the following problems:
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STEP 1 _________________________________________________________ |
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Standard: Identify a problem statement and apply algorithmic thinking strategies to solve problems. |
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Student Learning Outcome 2: Students will be able to apply concepts of conditional statements, finite, and infinite loops to write different algorithms. |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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STEP 2 _________________________________________________________ |
Formative Assessments: Assessment 1: Design assessment and present problem to students where they should be able to identify and differentiate between 3 different types of algorithmic thinking application (Sequencing/Loops/ Conditions). Assessment 2: Design assessment where students should be able to identify errors in the algorithms. (understand clear instructions and be able to write them step-by-step). Assessment 3: Design assessment where students should be able to predict outputs while given varying inputs. Assessment 4: Design assessment where students should be able to identify the scenario where to apply the Sequencing. Assessment 5: Design assessment where students should be able to identify the scenario where to apply the finite/infinite loops. Assessment 6: Design assessment where students should be able to identify the scenario where to apply simple if and if then else conditions. In-class or Homework Prompt: Students should be presented with different problems where they have to apply Sequencing, Loops, and Conditions concepts. Student Self-Assessment/Reflection: Ask students to write 3 problems around them (Real Life, Mathematical, Scientific & computer problems) and identify the scenarios where to apply sequencing, Loops, and Conditions and then can compare it with the classmates to find the best solution.
Summative Assessment: (Theory & Practical)
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STEP 3 _ ________________________________________________________ |
Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations) (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations).
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DOMAIN D: Programming
Standard: Explain and apply fundamental programming constructs using visual and textual programming tools |
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Student Learning Outcome 1: Students will be able to understand how computers encode and decode computer programs (i.e. conversion of decimal to binary and vice versa, conversion of texts, images and sounds in binary) |
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Knowledge: Students will be able to:
Advanced SLO**:
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Skills: Students will be able to:
Advanced SLO**:
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Formative Assessments:
Quiz: Converting numbers from binary and decimal number systems and vice versa.
Summative Assessments:
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)
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Standard: Explain and apply fundamental programming constructs using visual and textual programming tools. |
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Student Learning Outcome 2: Students will be able to apply fundamental programming constructs to create multi-sprite, multi-script programs using visual programming tools. |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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Formative Assessments:
In-class Coding Tasks: The learning activities suggested below can also be used as assessments.
Quiz 1 – definitions of fundamental constructs of sequence, selection, repetition, variables, events, and motion through x-coordinates and y-coordinates
Quiz 2 – matching extracts of code to explanation (e.g. code block change x coordinate by 10 to be matched to explanation move sprite right or vice versa)
In-class exercise or homework prompt– Break down a computer/phone / online game you have played into simple instructions in the local language. Prompts/follow-up questions could include (1) What is the objective of the game? (2) How many sprites are there in the game? (3) How does the player move? (4) How does the player win (if applicable)? (5) How does the player lose (if applicable)? (6) What instructions have been given to the computer to make this game?
In-class exercise or homework prompt–What kind of events can be used by the player to move a sprite around a screen? (e.g. arrow key movement)
In-class exercise or homework prompt–Draw a three-panel story sequence, and code it.
Student Self-Assessment/Reflection– If two games use the same controls (like arrow keys) to move and award the player when why do so many of them exist? (The objective is to explain that coding itself is not sufficient, there needs to be a context in which the program exists, for example in the case of the game there is a game story that is being told with animations, character designs, music, etc. even if the code is the same)
Summative Assessments:
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations) (Please view activities listed below as recommendations)
Sample open source projects:
In-class discussion - Students can present and play each other’s games and explain the code.
“Speed code” competition – Students create a game within a limited time frame. First to finish a working project wins.
Coding drills – The teacher demonstrates a simple application in class, and students need to code it on their own in a timed drill. |
DOMAIN E: Digital Citizenship
STEP 1 _________________________________________________________ |
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Standard 1: Learn to identify and use the basics of the internet, identify risks involved in an online exchange of information and apply digital safety protocols. |
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Student Learning Outcomes 1: Students will identify ways to protect against malicious activities or behaviours in the digital environment. |
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Knowledge: Students will be able to:
Students will identify:
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Skills: Students will be able to:
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STEP 2 _________________________________________________________ |
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Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)
Summative Assessments (Theory & Practical)
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STEP 3 _ ________________________________________________________ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)
In-class activity Teachers can show videos on protecting your computer in class, and lead a discussion on ways to protect computers. Reflection questions can include (but not be limited to) What are some common ways in which computers can be protected? What happens when computers are not protected? Suggested video: https://www.youtube.com/watch?v=6mMZFoXbKqI
In-class activity Students will then work in groups and present how to protect their online identity and computer
In-class activity The teacher will place students in groups, and request each group to prepare a chart of ethical rules regarding the use of ICT. Students will present their posters, and the teacher can display posters in class.
In-class activity The teacher can hold a debate, where two students can argue for and against the impact of using social media. The debate can include positives of social media, and students listening to the debate can vote for the winning debater. The teacher can ask reflection questions about the advantages of social media, such as connection to distant friends and relatives, selling goods & services, advertising revenue, learning more about culture and the world, entertainment, etc. The teacher can also ask reflection questions related to the negative impact of social media, such as health consequences, addictive behavior, sale of personal data, identify fraud, cyberstalking, etc. |
DOMAIN F: Entrepreneurship in the Digital Age**
STEP 1 _________________________________________________________ |
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Standard: Students will explain and apply the tools and mindsets needed to develop and launch a business idea. |
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Advanced SLO** Student Learning Outcomes 1: Students will be able to analyze the uses and benefits of design thinking for entrepreneurs. |
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Knowledge: Students will know:
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Skills: Students will be able to:
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STEP 2 _________________________________________________________ |
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Formative Assessment
Quiz – assessment on knowledge and understanding of the design thinking process. Project-based assessment – prototype a product, test, and re-design based on test feedback.
Summative Assessments (Theory & Practical)
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STEP 3 _________________________________________________________ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)
Self-reflection/homework: Students can watch any of these entrepreneurship-related videos and share their comments on What is Design Thinking? https://www.youtube.com/watch?v=a7sEoEvT8l8&list=PL6cG1WctJGLB3Msassl6UPQ4yx_t2GLTG&index=1 Innoventure Jr: Think Like an Entrepreneur https://www.youtube.com/watch?v=Jg3G0pEV97s
Project prompt 1: Students pick one sustainable development goal and create a prototype within their context. Students can use whatever materials or resources are available (paper/ pen, video on a phone, drawing of a cartoon, making a poster, etc). students can learn more about SDGs through these reference videos and more: Emma Watson Introduces the World’s Largest Lesson 2016 https://www.youtube.com/watch?v=-cEUhHTlcDU Overview https://www.youtube.com/watch?v=M-iJM02m_Hg The Road to the SDGs: A discussion with students - https://www.youtube.com/watch?v=ZZzBbO6Y0uc&t=12s Mr. Bean https://www.youtube.com/watch?v=s8cWM-TFZwM
In-class discussion – students can identify and list down problems that can be solved by a new product or service.
In-class discussion – students can identify common products and services and identify the problems they solve (e.g. washing machines solve the problem of hand washing taking too much time, or a fridge solves the problem of food spoiling).
In-class Activity Students can research and list examples of innovation in business.
In-class activity Students will apply scrum to solve a customer pain point, and then create a process to procure and sell the product: Resources to explain the concept of scrum:
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Grade VIII
DOMAIN A: ICT Fundamentals
STEP 1 _________________________________________________________ |
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Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware), and networks |
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Student Learning Outcome 1: Students will be able to analyze the use of emerging technologies in various walks of life (e.g. artificial intelligence, 5G, robotics, computer-assisted translation, 3D and holographic imaging, virtual reality, distributed applications, block-chain, and Machine Learning) |
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Knowledge: Students will be able to
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Skills: Students will be able to:
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STEP 2 _________________________________________________________ |
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Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)
Summative Assessment: (Theory & Practical)
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STEP 3 _________________________________________________________ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations) Activity 1: (Research & Present)
Activity 2: (Mapping)
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STEP 1 _________________________________________________________ |
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Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware), and networks. |
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Student Learning Outcome 2: Students will be able to analyze a network and identify core networking components and their roles. |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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STEP 2 _________________________________________________________ |
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Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)
Summative Assessment: (Theory & Practical)
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STEP 3 _________________________________________________________ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)
Activity 1: Digital Systems – Networks
Activity 2: Tablets of Stone
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DOMAIN B: Digital Skills
STEP 1 _________________________________________________________ |
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Standard: Distinguish between application and system software, and create a project by applying basic IT skills using productivity software. |
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Student Learning Outcomes 1: Students will be able to develop and demonstrate data handling skills (using various software tools e.g. MS Excel, Google sheets, etc.) |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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STEP 2 _________________________________________________________ |
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Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)
Summative Assessment: (Theory & Practical)
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STEP 3 _________________________________________________________ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)
Lab / Computer Activity 1: Speed drill – The teacher can call out simple addition, subtraction, multiplication, and division questions, and the students need to solve the questions using the data handling software. The student to solve it the fastest time wins.
Lab / Computer Activity 2: Create graphs by adding data to a computer. The instructor can conduct a demonstration by collecting data from the class and list down in data handling software. The data question for students could be “What month is your birthday in” or “Out these five food items name your favorite”. There should be a spreadsheet with the answer choices on the left and the number of results next to them, e.g.:
The data table should then be used to create a graph, and the results interpreted by the students.
Lab / Computer Activity 4: The instructor can locate some open-source data tables through internet research or find published financial accounts from company annual report publications, and ask students to re-create simple additions/subtraction/multiplication/division formulas in their data handling software to see if they get the same results when they input the numbers. |
DOMAIN C: Algorithmic Thinking
STEP 1 _________________________________________________________ |
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Standard: Identify, define, and analyze a problem, and apply algorithmic thinking and problem-solving strategies to develop step-by-step solutions to solve problems. |
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Student Learning Outcomes 2: Students will be able to apply the concepts of nesting in algorithmic design thinking. |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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STEP 2 _________________________________________________________ |
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Assessments
Assessment 1: Create a nested loop program within certain parameters e.g. contains at least 18 total sounds (This program should be created in the form of the script on a piece of paper) Assessment 2: Create an algorithm with the most sounds. Assessment 3: Make a program using loops and variables Assessment 5: There is a basket, which needs to be filled with 15 apples. Consider the following algorithm with two variables: apple and basket. Determine the output of the program? Basket=0, Apple=0 IF basket<5 then Change apple by 5 Change basket by 1 ELSE end
Assessment 6: Predict the value of variables 1. Pizza=10, Soda=2 IF the cost of soda>6 then Change cost of pizza by +10 IF the cost of soda<4 then Change cost of pizza by +3 IF the cost of soda>8 then Change cost of pizza by +4 Soda=? Pizza=?
In-class or Homework Prompt: Students should be presented with different problems where they have to apply Sequencing, Loops, and Conditions concepts.
Student Self-Assessment/Reflection: Ask students to brainstorm as a class some ideas of things that repeat over and over: a. The minute or second hand on a clock. b. The Earth rotating around the sun. c. A stopwatch
Summative Assessments Monthly tests, Mid-year exams, End-of-Year exams |
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STEP 3 _ ________________________________________________________ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)
Activity 3: Take a computer problem, and identify whether it’s a sequencing/loops/condition problem or a combination of all and apply the concept and write step by step solution by applying algorithmic thinking.
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DOMAIN D: Programming
STEP 1 _________________________________________________________ |
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Standard: Understand and apply fundamental programming constructs using visual and textual programming tools. |
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Student Learning Outcome 1: Students will be able to apply intermediate-level programming constructs (e.g. functions, cloning, conditional movement); by creating mini-games using a visual programming tool.
Advanced SLO: Students will be able to apply intermediate-level programming constructs (e.g. functions, cloning, conditional movement); by creating mini-games using a textual programming tool. |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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Formative Assessments
Quiz 1 – definitions and applications of cloning, functions, conditional statements, loops, and variables.
Student Reflection – What are the advantages/applications of cloning? Why can we not just duplicate the same sprite and code it differently?
Summative Assessments
Monthly tests, Mid-year exams, End-of-Year exams |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)
Challenge exercise 1 – students can use create a variable “lives”, set it to 3 lives when the game starts, and change the variable when the obstacle hits the player. The game should only end if the lives are zero.
Challenge exercise 2 – students should add a new backdrop and change the level once the player sprite reaches a certain score.
Challenge exercise 3 – using IF-then/else condition to check if the player is on the ground before jumping.
Sample project tutorial can be found here: https://www.youtube.com/watch?v=1jHvXakt1qw
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STEP 1 _________________________________________________________ |
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Standard: Understand and apply fundamental programming constructs using visual and textual programming tools. |
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Student Learning Outcome 2 (Advanced SLO): Students will be able to analyze constructs and fundamentals of textual (syntax-based) programming. |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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Formative Assessments
Quiz 1 – Converting block-based programs into syntax-based programs.
Summative Assessments
Monthly tests, Mid-year exams, End-of-Year exams |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)
Sample code and instructions here: https://itsourcecode.com/free-projects/python-projects/atm-program-in-python-with-source-code/ |
DOMAIN E: Digital Citizenship
STEP 1 _________________________________________________________ |
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Standard: Learn the basics of the internet, write an email, identify risks involved in an online exchange of information and apply digital safety protocols. |
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Student Learning Outcomes 1: Students will identify ways of protecting against cybercrimes. |
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Knowledge: Students will be able to…
Students will know…
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Skills: Students will be able to…
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STEP 2 ____________________________________________________ |
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Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)
Summative Assessments (Theory & Practical)
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STEP 3 _ ____________ _ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)
In-class activity Teachers can show videos on protecting your computer in class, and lead a discussion on ways to protect computers. Reflection questions can include (but not be limited to) What are some common ways in which computers can be protected? What happens when computers are not protected? Suggested video: https://www.youtube.com/watch?v=6mMZFoXbKqI
Activity 2: Students will then work in groups to create a presentation that will teach parents how to protect their online identity and computer. Students can choose the tool they want to use to create their presentations. They can: (1) record a skit with a video camera, (2) create an interactive lesson with Office Mix, (3) create a Sway, or (4) design a brochure using Word templates. (reference: Microsoft Digital Citizenship Module)
In-class activity The teacher will place students in groups, and request each group to prepare a chart of ethical rules regarding the use of ICT. Students will present their posters, and the teacher can display posters in class.
In-class activity The teacher can hold a debate, where two students can argue for and against the impact of using social media. The debate can include positives of social media, and students listening to the debate can vote for the winning debater. The teacher can ask reflection questions about the advantages of social media, such as connection to distant friends and relatives, selling goods & services, advertising revenue, learning more about culture and the world, entertainment, etc. The teacher can also ask reflection questions related to the negative impact of social media, such as health consequences, addictive behaviour, sale of personal data, identify fraud, cyberstalking, etc. |
DOMAIN F: Entrepreneurship in Digital Age
STEP 1 _________________________________________________________ |
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Standard: Students should have the tools and mindsets to bring their own technology-enabled business ideas to life. |
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Advanced SLO** Student Learning Outcomes 1: Students will develop an understanding of the basics of digital marketing platforms and social media marketing to develop a marketing plan for a business. |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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STEP 2 _______________________________________________ _____ |
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Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)
Summative Assessments (Theory & Practical)
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STEP 3 _ _________ ____ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations) Activity 1: (Class Activity)
In-class activity: Students can watch a video on social media, and discuss. Discussion questions can include “What is social media marketing? How can it help a start-up? What would be the components of a social media marketing plan?” Sample video: What is Social Media Marketing in 2 minutes https://www.youtube.com/watch?v=9m45nVsvvEY |
STEP 1 _________________________________________________________ |
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Standard: Students should have the tools and mindsets to bring their own technology-enabled business ideas to life. |
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Advanced SLO** Student Learning Outcomes 2: Students will be able to identify and create different components of a business plan i.e. market need, product design, costing, operations, and marketing. |
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Knowledge: Students will be able to:
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Skills: Students will be able to:
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STEP 2 _________________________________________________ ___ |
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Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)
Summative Assessments (Theory & Practical)
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STEP 3 _ ___________ __ |
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Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations) Activity 1: (Class Activity) Students can watch a video on business plans and comment on the key learning outcomes. Reflection questions can include “What are the key components of the business plan. What are the benefits of a business plan? What would happen if you didn’t use a business plan” Sample video: How to Write a Business Plan to Start Your Own Business |
Glossary of terms
Advanced SLO |
Optional student learning outcomes for more advanced programs. |
BODMAS |
BODMAS is an acronym to help children remember the order of mathematical operations – the correct order in which to solve maths problems. Bodmas stands for B-Brackets, O-Orders (powers/indices or roots), D-Division, M-Multiplication, A-Addition, S-Subtraction. |
Human-Computer Partnerships |
An interactive system where the user controls the interaction. |
KWL Chart |
An acronym for an assessment where a student writes down what they Know, Want to Know, and Learned. |
Navigating |
The term navigation in the context of this document refers to being familiar with a program’s interface and being able to use various menus and options to get the desired outcome. |
Programming Construct (Basic, Intermediate, Advanced) |
Programs are designed using common building blocks. These building blocks, known as programming constructs (or programming concepts), form the basis for all programs. |
RAM |
RAM (Random Access Memory) is the hardware in a computing device where the operating system (OS), application programs, and data in current use are kept so they can be quickly reached by the device's processor. RAM is the main memory in a computer. |
ROM |
Read-only memory (ROM) is a type of storage medium that permanently stores data on personal computers (PCs) and other electronic devices. |
Raw Data |
Raw data (sometimes called source data, atomic data, or primary data) is data that has not been processed for use. |
Script |
In computer programming, a script is a program or sequence of instructions that is interpreted or carried out by another program. |
SDG |
The Sustainable Development Goals or Global Goals are a collection of 17 interlinked global goals designed to be a "blueprint to achieve a better and more sustainable future for all". The SDGs were set up in 2015 by the United Nations General Assembly and are intended to be achieved by the year 2030. |
Sprite |
In computer graphics, a sprite is a two-dimensional bitmap image. |
Tinker |
Tinkering is a hands-on experience where children are given time to explore and invent. It involves experimenting with tools to help a child understand how things work. |
Bank of Formative Assessment Strategies (Full Descriptions)
- 3-2-1 (Three things you found out, two interesting things, and one question you still have).
- ABCD Whisper - Students should get in groups of four where one student is A, the next is B, etc. Each student will be asked to reflect on a concept and draw a visual of his/her interpretation. Then they will share their answer in a zigzag pattern within their group.
- Ask — Ask your students what they have learned during a unit. Have students identify what skills they need to practice or what information they require to help with their understanding of the topic. Students are often aware of the type of assistance they need. There are several ways to collect this information. Pose the question to the entire class and have them jot down their responses and hand them in. Meet with students one-on-one and have a conversation that focuses on the current unit of study and asks students what they need to help them continue to learn about the topic. Students can identify what they need to do to further their understanding and what the teacher can do to help.
- Circle, Triangle, Square - (Circle) Something that is still going around in your head (Triangle) Something pointed that stood out in your mind (Square) Something that “Squared” or agreed with your thinking.
- Examples/Non-Examples — Encourage your students to provide you with examples and non-examples of a topic being studied. The examples and non-examples provide you with information regarding the depth of understanding of your students. For example, during a unit on recycling, ask your students to provide you with examples of recycling and examples that do not involve recycling. While studying a unit on mixtures and solutions in science, review mixtures and determine students’ understanding by asking them to provide you with examples and non-examples of mixtures. Ask students to explain their reasoning for the classification of each example and non-example.
- Fist of Five – A quick, immediate assessment: ask your students a question and have them respond by showing you their level of understanding. Students hold up one finger if they are still unsure of a topic and need to be provided with more information. If they are on their way to fully understanding, they might hold up three or four fingers. Students who have mastered the unit and can demonstrate their knowledge and understanding by holding up five fingers. A glance around the classroom provides you with information about student learning and allows you to adapt your instruction accordingly.
- Graffiti Wall — The graffiti wall is a fun activity for students and gives you a visual representation of what your students have learned during a unit of study. Cover a part of a wall with white paper. Encourage students to write or draw what they have learned about a topic. Students can jot down facts, write personal opinions, connect their learning to other areas of study, etc. Using the graffiti wall activity part way through a unit provides you with information for further planning of instruction. If there appear to be gaps in your students’ learning, you can target those areas and do further assessments to see if there is indeed a deficit that you need to focus on in future lessons. Students may have made connections that you were not expecting or hadn’t even thought of when planning the unit. The information you collect from the graffiti wall is valuable formative assessment data. Leave the graffiti wall up during the remainder of the unit and students can continue to add comments and drawings.
- Heads and tails—Students match up keywords/terms with definitions which would also work as a card sorting activity.
- Inside-Outside Circle - Inside and outside circles of students face each other. Within each pair of facing students, students quiz each other with questions they have written. The outside circle moves to create a new pair & repeat.
- Know Want Learn Chart (What do you know, what do you want to know, and what have you learned?) Students respond as a collective group, small group, or individually to a topic as to “What they already know, what they want to learn, and what they have learned”. PLUS (+) asks students to organize their new learnings using a concept map or graphic organizer that reflects the key information. Then, each student writes a summary paragraph about what they have learned.
- KWL Chart What do you know, what do you want to know, and what have you learned?
- List 10 Things - Students can list ten things they have learned during the unit. Collect these lists and read through them to get an idea of where students are regarding their understanding level. Look for gaps in learning or possible misunderstandings. These gaps and misunderstandings can be addressed in future lessons.
- Matching Activities —A fun way to assess student knowledge of vocabulary or facts is to match words with their definitions or group facts into given categories. Provide each student or pair of students with a set of cards. Be sure that there is only one word or one definition on each card. Students can also play a game of memory and matching with these cards. All cards are turned over so that the words and definitions are hidden. Students play this game with a partner. One student turns over two cards. If the two cards contain a word and a definition that matches, they keep the pair of cards. Cards that do not match are turned back over and the other student takes a turn at finding a match. The activity continues until all words and their definitions have been found.
- Mind-maps—Student produces a mind-map/bulleted list of keywords/terms from the previous lesson or can predict what keywords/terms will be used in that lesson (referring to the learning objective written on the board as they arrive).
- Muddiest (or Clearest) Point – At the end of the class ask the students "What was the "muddiest point" in today's lecture?" or, perhaps, you might be more specific, asking, for example: "What (if any) do you find unclear about the concept of 'personal identity' ('inertia', 'natural selection', etc.)?".
- One Minute Fluency — assess the familiarity of students with key terminology by having a “one-minute fluency” drill on the networking components.
- Onion Ring - Students form an inner and outer circle facing a partner. The teacher asks a question and the students are given time to respond to their partner. Next, the inner circle rotates one person to the left. The teacher asks another question and the cycle repeats itself.
- Open-Ended Questions — Using open-ended questions allows you to determine the depth and breadth of student learning. Ask students questions that cannot be answered with a “yes” or a “no” or another one-word answer. Open-ended questions require students to think about their answers and use their knowledge and understanding of a topic in their responses. Questions that involve the word “why” often encourage deeper thinking.
- Oral Questioning – based on how, why, what if
- P-E-O (Predict-Explain-Observe) —The teacher presents a phenomenon, and students are asked to make a (P) prediction about what will happen, (E) explain why they think that will happen, and then (O) observe what happens.
- Paper Pass — Paper pass is a form of brainstorming that gets students up and moving from their desks. Chart papers with different target words or questions are posted around the classroom. Students rotate around the room to the different brainstorming sheets and add their comments about the topics and other students’ responses. The process for the paper pass can be informal or formal. Informal use of the paper pass permits students to move around the classroom and respond to the topic words or questions of their choosing. A more formal use involves students being divided into groups and systematically rotating around the room and responding.
- Peer-Assessments — Assessments by peers are a powerful way to gather information about students and their understanding. Students can use a set criterion to assess the work of their classmates. Peer-assessment can be used in different subject areas. In writing, for example, students can assess another student’s piece of writing and provide feedback about what they noticed. Whenever students work in groups, the conditions exist for students to assess their peers.
- Practice on Computer (draw a freehand drawing, draw 2D shape & 3D shape image, add text to the drawing, make a greeting card, character or house, etc.)
- Problem Solving - Pose a problem to students and ask them how they would solve it. Students can respond orally or written. The responses given by the students indicate their level of understanding regarding the unit being studied. Information provided by the students gives you an indication of what type of instruction is needed during future lessons.
- Question Shells—The “Question Shells” technique provides a framework for asking questions that draw out student understanding. The teacher determines what questions are important to understanding student thinking during a lesson. Then, the teacher reframes the questions to elicit student reasoning. An example of this is the question ‘What is an insect?’ can be asked as ‘Why is an ant an insect and a spider not?
- Quick Writes — Quick writes give teachers a visual of student learning. Provide students with an open-ended question and set an amount of time for having them write--from two to five minutes. Tell students not to worry about the conventions of writing but rather focus on getting their ideas down on paper. When the time is up, ask students to put their pencils down. Look through the quick writes for valuable information regarding the knowledge and understanding your students have about a given topic. Using a quick write at the start of class is also a great way to activate the prior knowledge of your students.
- ReQuest/ Reciprocal Questioning - ReQuest, or reciprocal questioning, gives the teacher and students opportunities to ask each other their own questions following the reading of a selection. The ReQuest strategy can be used with most novels or expository material. The strategy must be modeled by the teacher using each genre. A portion of the text is read silently by both the teacher and the students. The students may leave their books open, but the teacher's text is closed. Students then are encouraged to ask the teacher and other students questions about what has been read. The teacher assists students to get answers to their questions. The roles then become reversed. The students close their books, and the teacher asks the students for information about the material. This procedure continues until the students have enough information to predict logically what is contained in the remainder of the selection. The students then are assigned to complete the reading.
- Self-Assessments — Provide each student with a self-assessment related to each unit of study. Self-assessment involves students reflecting on their own learning in comparison to unit goals or outcomes. Checklists or open-ended questions can be used to assist students with their reflections. Include questions that deal with students’ understanding of the topic and with the identification of areas that need more information or more practice. Students are often able to articulate their learning needs to us. We just need to ask the right questions. Self-assessments are one way of asking students about their learning and the information can then be used to help plan future instructions.
- Sentence Prompts — Sentence prompts can be used in a variety of ways to informally assess students and gather information to inform instruction. Simple sentence starters such as the following could be used: • I understand .... • I don’t understand .... • I need more information about ...
- Take and Pass: Cooperative group activity used to share or collect information from each member of the group; students write a response, then pass to the right, add their response to next paper, continue until they get their papers back, then group debriefs. Students can use this activity for core networking components.
- Teach a Friend — A good strategy for determining if students understand a concept or process is to have them teach it to a friend. Students need to think about the knowledge and skills needed for understanding and include that information in their teaching. Pair students up and have them “teach” their partner about the concept or process.
- The Minute Paper In one minute, describe the most meaningful thing you've learned.
- Think-Pair-Share — The think-pair-share strategy is a way to gather information about the level of understanding of your students and can be used several times throughout a unit of study. Ask students questions such as, “What did you learn during today’s lesson?” or “What connections can you make to your own life based on what you have learned so far?” Give students a few minutes to think about these questions. Pair students up with partners. Students share their thoughts with each other and then join a larger group or the whole class. Randomly call on students to share their ideas. By going through this process, students can solidify and refine their thinking before having to share their answers. Circulate throughout the class as students are sharing their thoughts and ideas to assess the overall depth of understanding.
- Three-Minute Pause — The three-minute pause is a strategy that allows students to stop and reflect on learning, make connections to personal experiences, and ask for further information or clarification. Assign students to groups. Give students three minutes to complete this activity. First, the students summarize the main points of the new learning. Next, they make connections to personal experiences. Finally, they ask questions to further enhance their understanding of the learning.
- Turn and Talk — The turn and talk strategy allow all students to talk about a question or topic that they have introduced in class. Students turn to a neighbour and discuss their thoughts and what they have learned about the question or topic. Both students are given turns to speak. Circulate throughout the classroom during the turn and talk activity to get an idea of what the students know and have learned about the question or topic being studied.
- Whip Around — Whip around is a formative assessment strategy that involves all the students in the class. First, you pose a question to the students. The students are given a few minutes to formulate their answers and make brief notes. You then repeat the question and “whip around” the room and have each student give one response from their notes. The whip around assessment strategy provides general information about student learning and can help you plan future instruction.
Reference Documents
"Learn with Conditions". (2022). "Learn with Conditions" Coding Activity Mission No. 6 |. Retrieved 10 January 2022, from https://www.kodable.com/learn/learn-with-conditions/
“Flex Your Loops Skills”. (2022). Coding Activity: "Flex Your Loops Skills" Mission No. 4 | Remote Learning. Retrieved 10 January 2022, from https://www.kodable.com/learn/loops-coding-activity-free/
Activity, L. (2022). Learn to Code: New Sequence Activity. Retrieved 10 January 2022, from https://www.kodable.com/learn/learn-to-code-sequence/
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[1] Details of activity can be found on: https://www.kodable.com/learn/learn-to-code-sequence/
[2] Details of activity can be found here: https://www.kodable.com/learn/loops-coding-activity-free/
[3] Details of this activity can be found here: https://www.kodable.com/learn/learn-with-conditions/