Courses of Study : Digital Literacy and Computer Science (Grade 5)

Safety, Privacy, and Security
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 13
Classroom Resources: 13
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify ways to be safe using digital devices.
  • demonstate how to be safe when using digital devices.
  • apply strategies to be safe when using digital devices.
Teacher Vocabulary:
  • personal safety
  • digital device
  • digital citizenship
  • personal information
Knowledge:
Students know:
  • strategies to be safe while using digital devices.
Skills:
Students are able to:
  • create and use passwords which are only shared with their parents or teacher.
  • log off of digital device when no longer using it.
  • explain why you should not share personal information with others online.
Understanding:
Students understand that:
  • passwords are important to have and not share.
  • logging out of resources and devices protect your accounts and information.
  • you should never share personal information with others online.
Legal and Ethical Behavior
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 1
Classroom Resources: 1
R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • follow all polices and procedures of the District's Acceptable Use Policy/Responsible Use of Technology.
Teacher Vocabulary:
  • responsible use of digital devices
  • school/District rules (acceptable use policy/responsible use policy)
Knowledge:
Students know:
  • the District has a set of rules that every student must follow to use district/school provided resources.
Skills:
Students are able to:
  • restate the school/district rules as defined in the District's Acceptable Use Policy.
  • follow the rules when using school/District resources.
Understanding:
Students understand that:
  • to use school/District resources, you must follow the rules as stated in the District's Acceptable Use Policy/procedures.
Impact of Computing
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 4
Classroom Resources: 4
R3) Assess the validity and identify the purpose of digital content.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • assess the validity of digital content.
  • identify the purpose of digital content.
Teacher Vocabulary:
  • validity
  • read a web address
  • publisher
  • domain name
  • extension
  • external links
  • history of a website
Knowledge:
Students know:
  • how to read a web address to validate authenticity.
  • locate the publisher of a website.
  • use context cues to define the purpose of digital content.
Skills:
Students are able to:
  • read the domain name and extension of a web address to identify type of digital content.
  • identify the publisher of a website.
  • use context cues to define the purpsoe of digital content.
Understanding:
Students understand that:
  • anyone can create digital content.
  • digital content may or may not be true.
  • every digital content has an author.
  • digital content has a purpose.
Systems
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 2
Classroom Resources: 2
R4) Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify computing or connectivity problem(s) and applies various strategies to resolve the issue.
Teacher Vocabulary:
  • troubleshooting
  • connection
  • wired
  • wireless
  • refresh
  • restart/reboot
  • username
  • password
Knowledge:
Students know:
  • how to identify computing or connectivity issues.
  • strategies to resolve computing or connectivity issues.
Skills:
Students are able to:
  • assess a resource using look and listen to locate the issue.
  • check for and install needed updates.
  • refresh the website.
  • restart the resource or device.
  • verify and refresh wired or wireless connection.
  • retype username and password to confirm correct entry.
Understanding:
Students understand that:
  • every issue can be solve once the cause is identified.
Collaborative Research
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 9
Learning Activities: 5
Lesson Plans: 3
Classroom Resources: 1
R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate information from digital sources to answer research questions.
  • curate information to present or share with others.
Teacher Vocabulary:
  • curate
  • keyword
  • search engine
  • database
Knowledge:
Students know:
  • information to research questions can be obtained from digital sources.
  • resources to organize information.
  • resources to present or share with others.
Skills:
Students are able to:
  • create a list of keywords or phrases to enter into a search engine and/or database such as Alabama Virtual Library.
  • use advanced search techniques to search by file type, dates, and specific domains.
  • organize information.
  • share information by creating a digital resource.
Understanding:
Students understand that:
  • information can be located from a digital source to answer research questions.
  • information can be organzied and shared by creating a digital resource.
Digital Tools
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 8
Learning Activities: 3
Lesson Plans: 1
Classroom Resources: 4
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA standards.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
    • using digital tools.
Computational Thinker
Abstraction
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 4
Learning Activities: 1
Classroom Resources: 3
1) Construct a complex system of numbers or letters to represent information.

Example: Student-created complex secret codes using more than one form to solve a problem or answer a question.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • construct a complex system of numbers or letters to represent information.
Teacher Vocabulary:
  • code
  • cipher
Knowledge:
Students know:
  • computer use a complex system of numbers or letters to represent and transmit information.
  • they can create a code or a complex system of numbers or letters to represent information.
Skills:
Students are able to:
  • construct a complex system of numbers or letters to represent information.
Understanding:
Students understand that:
  • there are an infinte amount of combinations for a complex system of numbers or letters to represent information.
  • computers use a complex system of numbers or letters to represent information.
Algorithms
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 26
Classroom Resources: 26
2) Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.

Examples: Program the movement of a character, robot, or person through a maze.
Define a variable that can be changed or updated.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create an algorithm to solve a problem.
  • detect and debug logical errors within an algorithm.
Teacher Vocabulary:
  • algorithm
  • debug
  • detect
  • logical errors
Knowledge:
Students know:
  • an algorithm is a logical set of steps to solve a problem.
  • detecting and debugging logical errors within an algorithm will ensure the algorithm serves to solve a problem successfully.
Skills:
Students are able to:
  • create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.
Understanding:
Students understand that:
  • debugging an algorithm is searching for logical errors within the algorithm.
  • an algorithm is a set of steps to solve a problem.
  • how to create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 7
Learning Activities: 1
Classroom Resources: 6
3) Create an algorithm that is defined by simple pseudocode.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create set of steps that is written in simple pseudocode.
Teacher Vocabulary:
  • algorithm
  • pseudocode
Knowledge:
Students know:
  • simple pseudocode resembles language used to communicate with computers.
Skills:
Students are able to:
  • create an algorithm that is written in simple pseudocode.
Understanding:
Students understand that:
  • an algorithm that is written in simple pseudocode is similar to an algorithm written using a programming language.
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 4
Learning Activities: 1
Classroom Resources: 3
4) Create a simple pseudocode.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create simple pseudocode.
Teacher Vocabulary:
  • pseudocode
Knowledge:
Students know:
  • how to write an algorithm in pseudocode.
Skills:
Students are able to:
  • create simple pseudocode.
Understanding:
Students understand that:
  • pseudocode is simple phrases of instruction that mimics the logic of a programming language.
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 6
Classroom Resources: 6
5) Develop and recommend solutions to a given problem and explain the process to an audience.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • develop and recommend solutions to a given problem.
  • explain the development process to an audience.
Teacher Vocabulary:
  • process
Knowledge:
Students know:
  • steps of the problem-solving process.
  • many solutions exist to solve a problem.
Skills:
Students are able to:
  • develop and recommend solutions to a given problem.
  • share their process with others.
Understanding:
Students understand that:
  • problems can have multiple solutions.
Programming and Development
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 28
Classroom Resources: 28
6) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create a working program in a block
  • based visual programming environment.
  • create a program in a block
  • based visual programming environment using arithmetic operators such as AND, OR, and NOT.
  • create a program in a block
  • based visual programming environment using conditionals such as IF, THEN, and/or ELSE.
  • create a program in a block
  • based visual programming environment using repetition or loops.
Teacher Vocabulary:
  • program
  • block-based visual programming
  • environment
  • arithmetic operators
  • conditionals
  • repetition
Knowledge:
Students know:
  • how to create a working program in a block-based visual programming environment.
  • reasons for using arithmetic operators, conditionals, and repetition in programs.
Skills:
Students are able to:
  • create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
Understanding:
Students understand that:
  • arithmetic operators, conditionals, and repetition in programs make more operations possible and can reduce the complexity or length of code.
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 8
Classroom Resources: 8
7) Identify variables.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify variables in computing and other subject areas.
Teacher Vocabulary:
  • variable
Knowledge:
Students know:
  • a variable is a factor in a program or problem that is likely to change.
  • how to identify variables.
Skills:
Students are able to:
  • identify variables.
Understanding:
Students understand that:
  • variables are a part of an algorithm or problem that are likely to change.
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 13
Classroom Resources: 13
8) Demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.

Examples: Set initial value of a variable, updating variables.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.
Teacher Vocabulary:
  • starting value
  • execution of programs
  • initial value
  • updating variables
Knowledge:
Students know:
  • that for a program to run properly, the starting value may need to be set when the program begins.
Skills:
Students are able to:
  • explain a scenario in which starting value is important to a program.
Understanding:
Students understand that:
  • programs require known starting values that may need to be updated appropriately during the execution of programs.
Citizen of a Digital Culture
Safety, Privacy, and Security
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 7
Learning Activities: 2
Classroom Resources: 5
9) Explain the proper use and operation of security technologies.

Examples: Passwords, virus protection software, spam filters, pop-up blockers, cookies.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • explain how to properly use security technologies and how they work.
Teacher Vocabulary:
  • security technologies
  • password
  • login information
  • virus protection
  • malicious
  • spam filters
  • pop-up blocker
Knowledge:
Students know:
  • software is installed to protect against malicious items.
  • users can protect their information by not sharing passwords or login information.
Skills:
Students are able to:
  • explain to others how and why you should use strong passwords.
  • explain the causes and effects of someone having and using your password.
  • explain what SPAM, pop up blockers, and virus protection software can do.
Understanding:
Students understand that:
  • proper use and operation of security technologies is important to keep a device working correctly and to protect your personal information.
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 5
Classroom Resources: 5
10) Identify appropriate and inappropriate uses of communication technology and discuss the permanence of actions in the digital world.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify appropriate and inappropriate uses of communication technology and discuss the permanence of actions in the digital world.
Teacher Vocabulary:
  • digital footprint
  • permanence
  • digital world
Knowledge:
Students know:
  • the difference between appropriate and inappropriate uses of communication technology.
  • everthing shared in a digital world may be permanently stored whether in data on a website, downloaded, screen shot, etc.
  • causes and effects of inappropriate uses of communication.
Skills:
Students are able to:
  • identify examples of appropriate and inappropriate uses of communciation technology.
  • discuss the permanence of actions in the digital word which may be referred to as a digital footprint.
Understanding:
Students understand that:
  • there are appropriate and inappropriate uses of communication online just as there are when communicating face
  • to
  • face.
  • they should assume that nothing is private when communicated in a digital world.
Legal and Ethical Behavior
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 1
Classroom Resources: 1
11) Explain that laws and tools exist to help ensure that people of varying abilities can access electronic and information technology.

Examples: Section 508, Telecommunication Act of 1996, Braille, closed captioning, text to speech.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • explain that laws and tools exist to help ensure that people of varying abilities can access electronic and information technology.
Teacher Vocabulary:
  • varying abilities
  • electronic and information technology
  • text to speech
  • closed caption
  • braille
Knowledge:
Students know:
  • laws are in place to ensure that people of varying abilities can access electronic and information technology.
  • tools are available or are being designed to meet the needs of all users.
Skills:
Students are able to:
  • explain that laws exist to ensure people of varying abilities can access electronic and information technology.
  • explain various tools such as text to speech, closed captioning, braille, apps, etc.
    • enable people of varying abilities to access electronic and information technology.
Understanding:
Students understand that:
  • laws are in place to ensure electronic information access to people of varying abilities.
  • tools are available to meet the needs of people of varying abilities.
Digital Identity
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 4
Classroom Resources: 4
12) Explain the different forms of web advertising and why websites, digital resources, and artifacts may include advertisements that may collect personal information.

Examples: personalized web experiences based on tailored web searches, maintaining search history, quicker access to relevant information.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • explain the different forms of web advertising.
  • explain why websites, digital resources, and artifacts may include advertisements that may collect personal information.
Teacher Vocabulary:
  • web advertising
  • advertisements/ads
  • personal information
  • user
  • cookies
  • browsing history
Knowledge:
Students know:
  • how to spot different forms of web advertising.
  • why websites, digital resources, and artifacts may include advertisements that may collect personal information.
Skills:
Students are able to:
  • identify different forms of web advertisings using samples or live examples.
  • explain how a company or website collects personal information and using the information.
Understanding:
Students understand that:
  • advertisements are on most websites, digital resources, and artifacts.
  • websites or companies customize web experiences by collecting users' information or by tracking browsing history using cookies.
Impact of Computing
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 1
Learning Activities: 1
13) Share knowledge of resources in the community that can give people access to technology.

Example: student created print and/or digital resource to share WiFi or other connectivity opportunities within the community.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • share resources in the community that offers technology access.
Teacher Vocabulary:
  • wifi
  • shared technology
Knowledge:
Students know:
  • resources and locations that are available in the community that offer free wifi connectivity and/or acess to shared technology devices.
Skills:
Students are able to:
  • share locations in the community that offer technology access and what type of access and resources they offer in a variety of communication formats.
Understanding:
Students understand that:
  • resources are available within the community to access wifi and/or use shared technology devices.
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 6
Classroom Resources: 6
14) Analyze the impact of social media on individuals, families, and society.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • analyze the impact of social media on individuals, families, and society.
Teacher Vocabulary:
  • analyze
  • impact
  • social media
  • society
Knowledge:
Students know:
  • that social media can impact how individuals, families, and society interact.
Skills:
Students are able to:
  • analyze the social media use of individuals, families, and society and discuss possible impacts.
Understanding:
Students understand that:
    individuals, families, and society communicates with social media that can have a positive or negative impact.
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 1
Classroom Resources: 1
15) Explore and predict how advances in computing technologies affect job opportunities and/or processes now and in the future.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • explore and predict how advances in computing technogies affect job opportunities and/or processes now and in the future.
Teacher Vocabulary:
  • predict
  • advances
  • computing technologies
  • processes
Knowledge:
Students know:
  • advances in computing technologies can affect job opportunities positively and negatively.
  • advances in computing technology have affected current processes as well as those in the future.
Skills:
Students are able to:
  • identify and discuss how advances in computing technologies affect job opportunities
  • identify and discuss how advances in computing technologies affect processes now and in the future
Understanding:
Students understand that:
  • with new computing advances, job opportunities can change.
  • advances in computing technologies affect processes now and in the future.
Global Collaborator
Communication
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 4
Learning Activities: 1
Lesson Plans: 2
Classroom Resources: 1
16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use advanced features of digital tools and media
  • rich resources .
  • communicate key ideas and details in a way that informs, persuades, and/or entertains.
Teacher Vocabulary:
  • key ideas
  • informs
  • persuades
  • entertains
  • media-rich
  • communicate
  • digital tools
  • collaborate
  • online environment
  • tutorial
Knowledge:
Students know:
  • how to use advanced features of digital tools to inform, persuade, and/or entertain.
Skills:
Students are able to:
  • design communications using advanced features of various digital tools to informs, persuades, and/or entertains.
  • locate and follow directions or tutorials for working with digital tools.
  • use media-rich features such as audio and/or video.
Understanding:
Students understand that:
  • many digital tools are available to communicate key ideas and details.
  • directions or tutorials can be located online to assist with creation.
  • there are multiple ways to communicate the same information.
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 6
Learning Activities: 2
Lesson Plans: 4
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • publish organized information in different ways to make it more useful or relevant.
Teacher Vocabulary:
  • infographic
  • student created website
  • organized information
Knowledge:
Students know:
  • information can be created and published in different ways to make it more useful, easier to understand, or relevant.
  • multiple ways to create and publish information.
Skills:
Students are able to:
  • organize and publish information in different ways such as infographics, student
  • created websites, digital books, audio, video, etc.
Understanding:
Students understand that:
  • information can be organized and published in different ways using images, text, inforgraphs, websites, digital books, etc.
Digital Tools
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 1
Classroom Resources: 1
18) Type 25 words per minute with 95% accuracy using appropriate keyboarding techniques.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • type 25 words per minute with 95% accuracy using appropriate keyboarding techniques.
Teacher Vocabulary:
  • words per minute
  • accuracy
  • keyboarding techniques
  • QWERTY keyboard
  • home row
Knowledge:
Students know:
  • appropriate keyboarding techniques.
  • that by knowing the keyboard, less time is spent on entering information so the focus is the content they are working with or on.
Skills:
Students are able to:
  • type 25 words per minute with 95% accuracy using appropriate keyboarding techniques.
Understanding:
Students understand that:
  • by knowing the keyboard, less time is spent on entering information so the focus is the content they are working with or on.
Collaborative Research
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 7
Lesson Plans: 2
Classroom Resources: 5
19) Conduct advanced keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

Examples: Search techniques, check for credibility and validity.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • conduct advanced keyword searches.
  • produce valid, appropriate search results.
  • evaluate search results for accuracy, relevance, and appropriateness.
Teacher Vocabulary:
  • keyword
  • search
  • valid
  • true
  • accuracy/accurate
  • relevance/relevant
  • site/domain
  • file type
Knowledge:
Students know:
  • how to conduct advanced keyword searches.
  • how to evaluate the accuracy of information.
  • that not all information online is valid or true.
  • different sites or domains publish for different audiences.
Skills:
Students are able to:
  • conduct advanced keyword searches using domain type such as '.edu', '.com', '.org', '.gov', file types, usage rights.
  • explain how they know information located online is valid or true.
Understanding:
Students understand that:
  • using advanced keywords while searching will deliver better results.
  • not all information online is valid or true.
Social Interactions
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
20) Collaborate locally and globally using online digital tools under teacher supervision.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • collaborate locally and globally using online digital tools with teacher supervision.
Teacher Vocabulary:
  • collaborate
  • locally
  • globally
  • teacher supervision
Knowledge:
Students know:
  • communication and collaboration can occur locally in your city or state and globally across the US and different countries.
  • various methods for communication and collaboration.
Skills:
Students are able to:
  • collaborate with others locally and globally using digital tools with teacher supervision.
Understanding:
Students understand that:
  • you are not restricted by your location, language, time zone, etc.
    • to collaboration with others using digital tools.
Computing Analyst
Data
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 2
Classroom Resources: 2
21) Manipulate data to answer a question using a variety of computing methods and tools to collect, organize, graph, analyze, and publish the resulting information.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • manipulate data to answer a question using a variety of computing methods and tools to collect, organize, graph, analyze, and publish the resulting information.
Teacher Vocabulary:
  • manipulate
  • data
  • computing methods
  • computing tools
Knowledge:
Students know:
  • how to use tools to collect, organize, graph, analyze, and publish information.
  • how to manipulate data to answer a question.
Skills:
Students are able to:
  • use tools to collect, organize, graph, analyze, and publish information.
  • manipulate data to answer a question.
Understanding:
Students understand that:
  • data can be manipulated to answer a question using a variety of computing methods and tools to collect, organize, graph, analyze, and publish the resulting information.
Systems
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 1
Classroom Resources: 1
22) Identify computing services that may be initially turned on by default.

Examples: Geolocations, geotagging.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify computing services that may be initially turned on by default.
Teacher Vocabulary:
  • computing services
  • default
Knowledge:
Students know:
  • computing services may be initially turned on by default.
  • how to check device settings for services that may be turned on by default.
Skills:
Students are able to:
  • identify computing services that may be initially turned on by default.
Understanding:
Students understand that:
  • certain computing services may be initially turned on by default.
  • to fully protect one's self, users must be aware of services used by devices.
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 1
Classroom Resources: 1
23) Identify the key components of a network.

Examples: Links, nodes, networking devices.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify key components of a network.
Teacher Vocabulary:
  • network
  • links
  • nodes
  • networking devices
Knowledge:
Students know:
  • key components of a network.
  • how a basic network operates.
Skills:
Students are able to:
  • identify key components of a network.
Understanding:
Students understand that:
  • certain components are required for a network to function.
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 2
Classroom Resources: 2
24) Describe the need for authentication of users and devices as it relates to access permissions, privacy, and security.

Examples: Logging in at school, logging personal devices to public networks.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • describe the need for authentication of users and devices as it relates to access permissions, privacy, and security.
Teacher Vocabulary:
  • authentication
  • users
  • devices
  • access
  • permission
  • privacy
  • security
Knowledge:
Students know:
  • that there is a need for authentication of users and devices as it relates to access permissions, privacy, and security.
Skills:
Students are able to:
  • describe the purpose for authentication of users and devices as it relates to access permissions, privacy, and security.
Understanding:
Students understand that:
  • authentication of users and devices is essential to protect permissions, privacy, and security.
Modeling and Simulations
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 1
Classroom Resources: 1
25) Analyze the concepts, features, and behaviors illustrated by a simulation.

Examples: Object motion, weather, ecosystem, predator/prey.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • analyze the concepts, features, and behaviors illustrated by a simulation.
Teacher Vocabulary:
  • analyze
  • concept
  • features
  • behavior
  • simulation
Knowledge:
Students know:
  • that analyzing the concepts, features, and behaviors illustrated by a simulation can be a predictor of real
  • life expectations.
Skills:
Students are able to:
  • analyze the concepts, features, and behaviors illustrated by a simulation.
Understanding:
Students understand that:
  • simulations have connections to real
  • life events.
  • simulations can predict possible real
  • life concepts, features, or behaviors.
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
26) Connect data from a simulation to real-life events.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • connect data from a simulation to real
  • life events.
Teacher Vocabulary:
  • data
  • simulation
Knowledge:
Students know:
  • how to connect real
  • life events to data from a simulation.
Skills:
Students are able to:
  • connect data from a simulation to real
  • life events.
Understanding:
Students understand that:
  • data from simulations relates to real
  • life events.
  • simulations can be accurate predictors of real
  • life possibilities.
Innovative Designer
Human/Computer Partnerships
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 1
Classroom Resources: 1
27) Define social engineering and discuss possible defenses.

Examples: Phishing, impersonating

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • define social engineering.
  • discuss possible defenses against social engineering.
Teacher Vocabulary:
  • social engineering
Knowledge:
Students know:
  • how to identify social engineering.
  • possible defenses against social engineering.
Skills:
Students are able to:
  • define social engineering and discuss possible defenses.
Understanding:
Students understand that:
  • social engineering is a strategy used to manipulate information, people, and social outcomes.
  • there are possible defenses against social engineering.
Design Thinking
Digital Literacy and Computer Science (2018)
Grade(s): 5
All Resources: 19
Learning Activities: 1
Classroom Resources: 18
28) Develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.

Examples: Design backpack for a specific user's needs; design a method to collect and transport water without the benefit of faucets; design boats that need to hold as much payload as possible before sinking; design models of chairs based on specific user needs.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • develop prototypes as part of a cyclical design process to solve a complex problem.
  • test prototypes as part of a cyclical design process to solve a complex problem.
  • refine prototypes as part of a cyclical design process to solve a complex problem.
Teacher Vocabulary:
  • develop
  • test
  • refine
  • prototypes
  • cyclical design process
Knowledge:
Students know:
  • how to use the design process to solve a complex problem.
  • strategies for creating a prototype as part of a cyclical design to solve a problem.
  • strategies for testing and refining prototypes as part of a cyclical design process to solve a complex problem.
  • characteristics of a cyclical design process.
Skills:
Students are able to:
  • develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.
Understanding:
Students understand that:
  • developing, testing, and refining are necessary steps in creating an effective prototype.