|
Written Presentation Rubric
Oral Presentation Rubric
| |
Defining the Problem
| Unit 5 |
Activity 1 |
Time:
240
minutes
|
Description
Students need to first understand what the program is trying to accomplish.
What is the task, what is the problem that needs to be solved, what is the goal
of the program? goal of the program? They must identify what other banks are
doing and so decide on what are the main areas that should be computerized. But be careful here: defining the problem does not take into
consideration how the program will do the job, just what the job is. Exactly how
a program accomplishes its work is addressed in the second step of the process.
Strand(s) & Learning
Expectations
Strand(s):
A. Programming Concepts
and Skills
B. Software Development
C. Computer Environments and Systems
D. Topics
in Computer Science
|
Overall Expectations
|
| B1. |
use a variety of problem-solving strategies to solve different types
of problems independently and as part of a team; |
| B4. |
apply a software development life-cycle model to a software
development project. |
|
Specific Expectations
|
| B1.1 |
use various problem-solving strategies (e.g., stepwise
refinement, divide and conquer, working backwards, examples,
extreme cases, tables and charts, trial and error) when solving
different types of problems; |
| B1.2 |
demonstrate the ability to solve problems independently and
as part of a team; |
| B1.3 |
use the input-process-output model to solve problems. |
| B4.2 |
use a variety of techniques (e.g., dialogue, questionnaires,
surveys, research) to clarify program specifications; |
| B4.6 |
communicate information about the status of a project (e.g.,
milestones, work completed, work outstanding) effectively in
writing throughout the project. |
Prior Knowledge &
Skills
- students have examined all areas of this course
Planning Notes
Teaching/Learning
Strategies
- describe overall direction of the project
- distribute HTS Bank Memo #1 (Appendix 5.1.1)
Assessment & Evaluation of Student Learning
As Learning
Students will be given time to:
- reflect on their progress/
understanding/areas of concern
based on teacher/student/peer
suggestions (e.g. after test take up)
- journalize their reflections
- reflect on the work of others
For Learning
The teacher will
- observe student progress/performance
- ask questions based on student work
- check homework correctness/completion when appropriate
- review formative quiz results
Of Learning
Accommodations
The
following are ways in which the activity can be modified to accommodate
students' individual needs:
-
provide
a planning framework to which students will add modules;
-
select
group members based upon previous classroom performance and recognized
strengths and weaknesses;
-
investigate
software development tools;
-
provide
a graduated set of specifications, such as basic requirements, minor
enhancements, major enhancements.
Resources
|