Computational Thinking Unit Framework

Unit Overview

This is a brief description of the unit. It explains the unit's focus and/or theme and provides a summary of what students will learn.

Content Standards

ISTE

Computational Thinker - Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

5.a. Students explore or solve problems by selecting technology for data analysis, modeling and algorithmic thinking, with guidance from an educator.

5.b. Students select effective technology to represent data.

5.c. Students break down problems into smaller parts, identify key information and propose solutions.

5.d. Students understand and explore basic concepts related to automation, patterns and algorithmic thinking.

Transfer

What long-term, independent accomplishments are desired?

Enduring Understandings and Essential Questions

Enduring Understandings go beyond discrete facts or skills to focus on larger concepts, principles, or processes. They are transferable–applicable to new situations within or beyond the subject. A good essential question isopen-ended,thought-provoking,intellectually engagingand calls forhigher-order thinking, such as analysis, inference, evaluation, prediction. It cannot be effectively answered by recall alone. For Enduring Understandings, answer, "What specifically do you want students to understand?"  For Essential Questions, answer, "What thought-provoking questions will foster inquiry, meaning making, and transfer?"

Acquisition

The identified knowledge and skill are needed to address the established goals, achieve the targeted understanding(s), and support effective transfer.  Answer, "What facts and basic concepts should students know and be able to do?" and "What discrete skills and processes should students be able to use?"

NOTE: It is important to understand that simply acquiring these discrete skills does not guarantee transfer (or understanding).  We are teaching fortransferand these skills support thetransferbut are not sufficient alone.