Essential Question: What is your question?
This is a question that leads to meaningful exploration of CS concepts and practices.
Example Computer Science Essential Questions
How can computers help us conduct scientific experiments?
How can programming represent your ideas and beliefs?
How might we use math to express ourselves creatively?
How might we use computing to impact our community?
How might we use computing to help people learn?
How will computers impact your future?
Why are computers essential to your future?
How can we share/publish on the Internet?
Please provide a narrative of what the unit is about and why we should learn it that is simple enough that a student could read and understand.
Pacing: ## hours
The pacing of a unit should be expressed in number of total hours the unit will take in a typical classroom. Please try to take into account transition time at the beginning and end of class periods.
Please list the hardware, software, or other materials will teachers need for lessons and end-of-unit performance task.
Unit Student Outcomes
This section has four parts:
- an overview paragraph that describes briefly the CS Perspectives covered in the unit
- Students will/I can Statements
- Performance Tasks and Formative Assessments
Students will/I can Statements
Utilizing the Blueprint Student Outcomes page, identify the CS Perspective will students gain and which Concepts and Practices will students study in this unit. These statements should meet the criteria of a meaningful unit described on the Blueprint Student Outcomes page.
At minimum provide a list of computer science related vocabulary relevant to this unit and ideally provide definitions that align, when applicable, to definitions on the Blueprint.
- Pre-Assessment: Briefly summarize necessary or optional pre-assessment
- Formative Assessment: Briefly summarize formative assessment teachers will use on the daily basis, while leaving details or resource links for the Day-by-Day Planner section below.
- Performance Task: Briefly summarize end-of-unit performance-based assessment
- How will students express what they’ve learned in a creative way?
- How will teachers evaluate whether students’ have gained the CS Perspective identified for this unit?
Prerequisites & Pre-Assessment
Please briefly describe content and skills that students and teachers need to know or be able to do to be successful in this unit and provide formal or informal assessments ideas for teachers.
Prerequisite knowledge can be expressed as standards (Common Core, Next Generation Science Standards, etc.), references to standard curriculum or scopes & sequences, or in language that you’ve tested as comprehensible to educators.
Implementation Guidance & Reflection
Please provide some guidance based on experience delivering the unit and potential modifications might you are considering making for future iterations of this unit. This is an opportunity for you as the unit author to give teachers practical guidance.
Please provide a day-by-day planner that provides the following:
- Length of Day - minutes of instructions per day (this varies depending on school schedule)
- Day - one day or multiple days depending on the depth of the learning objective and activities.
- Learning Objectives - what will students be able to do at the end of the day?
- Teacher will - What will teachers be doing that day?
- Students will - What will students be doing that day?
- Resources - readings, videos, sample code, worksheets, assessments, etc.
The length of “Days” should be very clearly stated at the beginning of the Day-by-Day Planner. For example, “A day is 45 minutes” or “A day is 60 minutes”.
Lesson objectives may take multiple days to complete as long as they are clearly delineated as such. Please do not use other names for days, such as classes, sessions, or periods, because schools use those words in different ways.
Here is an example using content from the Creative Computing Guide:
Length of Day (in minutes)
Students will learn to express a complex activity using a sequence of simple instructions
Model creation of a sequence of instructions for a dance using student volunteers.
Discuss as a class and reflect individually in their design journals on the the structures and challenges of creating, giving, and receiving instructions on a complex activity.
Programmed to Dance
End-of-Unit Performance-Based Assessment
The performance task should be described with enough detail that the teacher understands:
- Pacing: oftentimes CS projects take more than one day, teachers will need an idea of how to break up the project so they can plan and keep students on track
- Multiple Project Exit Points: an idea of high-medium-low projects so students are locked into one end product. The end product of CS performance task is not as important to the assessment as is the analysis and communication displayed in presentation and reflection activities
- Presentation: how will students share their work? will they share with peers, outside world? what media could/should be made available to students? Include a Rubric
- Reflection: reflection questions that ask students to think about CS concepts and practices. Include a Rubric