Courses of Study : Digital Literacy and Computer Science (Grade 7)

Safety, Privacy, and Security
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 12
Learning Activities: 3
Classroom Resources: 9
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • participate in online activities while protecting personal data
  • alert a trusted adult if they encounter a questionable situation.
Knowledge:
Students know:
  • that some data is considered personal and should be protected.
Skills:
Students are able to:
  • classify data as private or public.
  • operate technology devices without sharing personal data.
Understanding:
Students understand that:
  • sharing personal data in public forums, even with share settings turned off, can result in dangerous real
  • life consequences.
Legal and Ethical Behavior
Digital Literacy and Computer Science (2018)
Grade(s): 7
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:
  • utilize digital devices and spaces in accordance with school and/or district rules.
Knowledge:
Students know:
  • school/district rules for technology use.
Skills:
Students are able to:
  • operate within the safety guidelines provided by the student's school and/or district.
Understanding:
Students understand that:
  • guidelines are in place to ensure safe use of school equipment.
Impact of Computing
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 10
Classroom Resources: 10
R3) Assess the validity and identify the purpose of digital content.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • examine a grade
  • level appropriate text.
  • identify the point of view contained in the text.
  • identify possible bias contained in the text.
  • examine validity of the information contained in the text.
Teacher Vocabulary:
  • validity
Knowledge:
Students know:
  • not all information shared is valid; some information is skewed to sway readers' opinions.
Skills:
Students are able to:
  • research information to confirm whether the given information is true and unbiased.
Understanding:
Students understand that:
  • individuals and/or groups can manipulate information to meet an agenda.
  • it is important to verify information.
Systems
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
R4) Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • check for operating system or other software updates.
  • disable apps or extensions.
  • perform a virus/malware scan.
Teacher Vocabulary:
  • troubleshooting
Knowledge:
Students know:
  • devices can present unintended behaviors, preventing normal operations.
Skills:
Students are able to:
  • complete basic troubleshooting techniques that include checking for operating system or other software updates, disable apps or extensions, or perform a virus/malware scan.
Understanding:
Students understand that:
    computing devices can and will fail at times.
  • it is important to save your work and know how to troubleshoot basic issues.
Collaborative Research
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 13
Learning Activities: 1
Lesson Plans: 2
Classroom Resources: 10
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 given research questions.
  • curate information from digital sources to answer given research questions.
Teacher Vocabulary:
  • curate
Knowledge:
Students know:
  • how to find valid sources and cite those sources to answer a given research topic.
Skills:
Students are able to:
  • locate valid digital resources to answer given research questions.
Understanding:
Students understand that:
  • a great deal of information is available.
  • it is important to validate the information and to cite the source of the information.
Digital Tools
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 17
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 13
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce a multimedia artifact.
  • review artifacts created by others.
  • revise an artifact based on peer or teacher feedback.
Knowledge:
Students know:
  • feedback is important in a design process.
Skills:
Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.
Understanding:
Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Computational Thinker
Abstraction
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 7
Classroom Resources: 7
1) Create a function to simplify a task.

Example: Get a writing utensil, get paper, jot notes can collectively be named "note taking".

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • summarize a collection of steps or algorithms as one function.
Knowledge:
Students know:
  • an algorithm is the set of commands to complete a task.
Skills:
Students are able to:
  • combine several algorithms or tasks as a named function.
Understanding:
Students understand that:
  • it is more efficient to label an activity or program as a function than to list all of the individual steps or algorithms that make up the function or activity.
Algorithms
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 12
Classroom Resources: 12
2) Create complex pseudocode using conditionals and Boolean statements.

Example: Automated vacuum pseudocode — drive forward until the unit encounters an obstacle; reverse 2"; rotate 30 degrees to the left, repeat.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • compile a set of complex steps that contain conditional operators to include if, then, else and Boolean statements such as >, <, =,.
Teacher Vocabulary:
  • pseudocode
  • conditional
  • Boolean statement
Knowledge:
Students know:
  • that Boolean logic combined with conditional statements make for complex and powerful programs.
Skills:
Students are able to:
  • use Boolean logic combined with conditional statements to create complex pseudocode or a program.
Understanding:
Students understand that:
  • questions in conditionals are what makes programs more complex.
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 13
Classroom Resources: 13
3) Create algorithms that demonstrate sequencing, selection or iteration.

Examples: Debit card transactions are approved until the account balance is insufficient to fund the transaction = iteration, do until.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create an algorithm using one of the three basic programming structures: sequencing, selections, or iterations.
Teacher Vocabulary:
  • algorithm
  • sequence
  • selection
  • iteration
Knowledge:
Students know:
  • how to use the programming structures to create algorithms and how many algorithms make use of all three programming structures.
Skills:
Students are able to:
  • create and recognize various programming structures found in algorithms.
Understanding:
Students understand that:
  • each structure sequencing, selections, and iterations have a purpose.
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 11
Classroom Resources: 11
4) Design a complex algorithm that contains sequencing, selection or iteration.

Examples: Lunch line algorithm that contains parameters for bringing your lunch and multiple options available in the lunch line.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • design complex algorithms that demonstrate the three basic programming structures: sequencing, selections, or iterations.
Teacher Vocabulary:
  • algorithm
  • sequence
  • selection
  • iteration
Knowledge:
Students know:
  • how to use the programming structures to design complex algorithms that make use of all three programming structures sequencing, selections, and iterations.
Skills:
Students are able to:
  • design complex algorithms using the various programming structures found in algorithms.
Understanding:
Students understand that:
  • complex algorithms contain sequencing, selections, and iterations.
Programming and Development
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 20
Classroom Resources: 20
5) Solve a complex problem using computational thinking.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • break a problem into parts or steps.
  • find patterns or trends.
  • create steps to solve the problem.
  • infer rules or principles associated with problem solving.
Teacher Vocabulary:
  • computational thinking
Knowledge:
Students know:
  • smaller tasks are easier to solve than complex problems.
  • that trends in data can also speed up the problem-solving process.
Skills:
Students are able to:
  • abstract portions of the problem and focus on smaller tasks to aid in solving a complex problem.
Understanding:
Students understand that:
  • complex problems can be overwhelming.
  • by decomposing the complex problem into simpler problems, a solution is easier to reach.
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 12
Learning Activities: 1
Classroom Resources: 11
6) Create and organize algorithms in order to automate a process efficiently.

Example: Set of recipes (algorithms) for preparing a complete meal.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use algorithms to automate a process such as sorting numbers in a random list or playing cards in a deck.
Teacher Vocabulary:
  • algorithm
Knowledge:
Students know:
  • algorithms can be used to automate a process efficiently.
Skills:
Students are able to:
  • use search and sort algorithms to automate organizing a set.
Understanding:
Students understand that:
  • algorithms organized and applied to the appropriate task can significant increase proficiency.
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 12
Classroom Resources: 12
7) Create a program that updates the value of a variable in the program.

Examples: Update the value of score when a coin is collected (in a flowchart, pseudocode or program).

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create a variable whose value changes during their program.
Teacher Vocabulary:
  • program
  • value
Knowledge:
Students know:
  • how to update variables throughout their programs.
Skills:
Students are able to:
  • write complex programs where variables can be changed while a program is running.
Understanding:
Students understand that:
  • variables can be changed while a program runs.
  • changes to variables could trigger other events within a program.
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 13
Classroom Resources: 13
8) Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • write a text-based narrative for expected behavior, given code or pseudocode.
Teacher Vocabulary:
  • narrative
  • pseudocode
Knowledge:
Students know:
  • that a narrative is a spoken or written account of events.
Skills:
Students are able to:
  • identify the intended process in a given code or pseudocode.
  • convert given code or pseudocode to a narrative of expected behavior.
Understanding:
Students understand that:
  • every line of code has an intended behavior.
Citizen of a Digital Culture
Safety, Privacy, and Security
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 5
Classroom Resources: 5
9) Identify common methods of securing data.

Examples: Permissions, encryption, vault, locked closet.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify methods of securing data that include both digital and physical options.
Knowledge:
Students know:
  • data needs to be shared but not altered.
Skills:
Students are able to:
  • identify measures to secure data.
Understanding:
Students understand that:
  • data may need to be protected either physically or digitally.
Legal and Ethical Behavior
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 6
Classroom Resources: 6
10) Explain social engineering, including countermeasures, and its impact on a digital society.

Examples: Phishing, hoaxes, impersonation, baiting, spoofing.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • define social engineering in the context of information technology.
  • will identify methods to avoid being a victim of social engineering.
  • outline the impacts of social engineering on society.
Teacher Vocabulary:
  • social engineering
Knowledge:
Students know:
  • the importance of protecting personal data.
Skills:
Students are able to:
  • identify instances of social engineering and ways to avoid becoming a victim.
Understanding:
Students understand that:
  • personal data should be protected so that the information is not accessible by someone looking to exploit your information for personal gain.
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 25
Classroom Resources: 25
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content.
  • identify the consequences of failing to act responsibly.
Knowledge:
Students know:
  • safe, legal, and ethical habits to use when creating and sharing digital content and that failing to do so can have negative consequences.
Skills:
Students are able to:
  • use safe, legal, and ethical habits when creating and sharing digital content.
  • identify consequences of failing to use safe, legal, and ethical habits when creating and sharing digital content.
Understanding:
Students understand that:
  • consequences exist for failing to use positive, safe, legal, and ethical habits when creating and sharing digital content.
Digital Identity
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 10
Classroom Resources: 10
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • discuss the impacts of data permanence on digital identity.
  • identify best practices to protect personal digital footprint.
Teacher Vocabulary:
  • data permanence
  • digital footprint
Knowledge:
Students know:
  • that data posted to the internet can be difficult to remove and can impact how others view you.
Skills:
Students are able to:
  • identify ways to protect their personal digital footprint.
Understanding:
Students understand that:
  • data posted online can be difficult to remove and can impact a personal digital footprint.
Impact of Computing
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 3
Classroom Resources: 3
13) Compare and contrast information available locally and globally.

Example: Review an article published in the United States and compare to an article on the same subject published in China.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • select a global topic and research the information available on that topic locally as well as in another country.
  • share similarities and differences in the information found in the local and global media.
Knowledge:
Students know:
  • culture, government, and media can affect how data is shared and presented.
Skills:
Students are able to:
  • research a topic, finding web resources authentic to a geographic location for the purposes of comparing that data to information available locally: within our country, state, county.
Understanding:
Students understand that:
  • many factors drive what information is shared by media.
  • data shared may not be unbiased, accurate, or truthful.
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 9
Learning Activities: 4
Classroom Resources: 5
14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify emerging technologies and share impacts to society.
Knowledge:
Students know:
  • all technologies impact society in some way.
Skills:
Students are able to:
  • identify impacts of emerging technologies.
Understanding:
Students understand that:
  • emerging technologies can have both positive and negative impacts to societies (Ex: a technology can improve efficiency but reduce the number of jobs available).
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 12
Classroom Resources: 12
15) Discuss unique perspectives and needs of a global culture when developing computational artifacts, including options for accessibility for all users.

Example: Would students create a webpage aimed at reaching a village of users that have no way access to the Internet?

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • understand that, in other countries, values, beliefs, and traditions can differ vastly from those they consider commonplace to include access to data, web content, and accessibility needs.
Knowledge:
Students know:
  • to research the unique perspectives of a targeted population for a created digital artifact.
Skills:
Students are able to:
  • select the best format to share created content with others from varying locations: globally, not locally.
Understanding:
Students understand that:
  • governments, geography, and physical or mental limitations can inhibit one's access to digital content.
Global Collaborator
Creative Communications
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 18
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 14
16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • construct content designed for specific audiences through an appropriate medium.
Knowledge:
Students know:
  • how to select and design an appropriate medium to display designed content.
Skills:
Students are able to:
  • select the best medium for the content design.
Understanding:
Students understand that:
  • while many mediums exist, it is best to select the one most appropriate to your intended audience.
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 8
Learning Activities: 1
Classroom Resources: 7
17) Publish content to be available for external feedback.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • publish content to be available for external feedback.
Knowledge:
Students know:
  • that feedback is important to refine a product.
Skills:
Students are able to:
  • appropriately publish content.
  • seek feedback on a product.
Understanding:
Students understand that:
  • feedback can be used to refine a product.
Digital Tools
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
18) Type 35 words per minute with 95% accuracy using appropriate keyboarding techniques.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • type 35 wpm with 95% accuracy using techniques appropriate to the device.
Knowledge:
Students know:
  • keyboard layout.
Skills:
Students are able to:
  • type 35 wpm with 95% accuracy using techniques appropriate to the device.
Understanding:
Students understand that:
  • communicating your thoughts and ideas in a short time span, with accuracy, is important.
Social Interactions
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 2
Classroom Resources: 2
19) Discuss the benefits and limitations of censorship.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify benefits to and limitations caused by censorship of data and information.
Teacher Vocabulary:
  • censorship
Knowledge:
Students know:
  • institutions and businesses sometimes choose to limit data available to users.
Skills:
Students are able to:
  • share benefits and limitations caused by censorship of information.
Understanding:
Students understand that:
  • information is altered when data is censored.
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 4
Classroom Resources: 4
20) Evaluate the validity and accuracy of a data set.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • assess the validity and accuracy of given data.
Teacher Vocabulary:
  • validity
Knowledge:
Students know:
  • that some will use misleading data to persuade others.
Skills:
Students are able to:
  • evaluate a data set to determine if information being presented is appropriate.
Understanding:
Students understand that:
  • it is important to be capable of researching a claim for validity and accuracy.
Computing Analyst
Data
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 2
Classroom Resources: 2
21) Compare common transfer protocols.

Examples: FTP, HTTP

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • differentiate between FTP, HTTP, and FTPS or FTP over SSL, HTTPS or FTP over SSL.
Teacher Vocabulary:
  • transfer protocol
Knowledge:
Students know:
  • the difference between FTP as a client
  • server model and HTTP as a transfer and exchange hypertext.
Skills:
Students are able to:
  • identify the difference between various transfer protocols as well as secured and unsecured.
Understanding:
Students understand that:
  • some transfer protocols are more secure than others and serve different purposes.
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 3
Classroom Resources: 3
22) Compare data storage structures.

Examples: Stack, array, queue, table, database.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • explain the differences in a minimum of 3 different data storage structures.
Teacher Vocabulary:
  • stack
  • array
  • queue
  • table
  • database
Knowledge:
Students know:
  • different data structures store information in different ways based on the purpose for storage and recall.
Skills:
Students are able to:
  • compare the best storage structure for storing and recalling data for various purposes.
Understanding:
Students understand that:
  • each storage structure serves a different purpose depending on what kind of data and the intended use of the data.
Systems
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 5
Learning Activities: 1
Classroom Resources: 4
23) Demonstrate the use of a variety of digital devices individually and collaboratively to collect, analyze, and present information for content-related problems.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use any devices available for data collection and research to present on an assigned or chosen content
  • related issue.
Knowledge:
Students know:
  • that often there exists a devices that will be better for a task than another device.
Skills:
Students are able to:
  • use multiple devices to research and collect data to compile a presentation.
Understanding:
Students understand that:
  • in research, the tool used is less important than the information gathered.
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 0
24) Diagram a network given a specific setup or need.

Examples: Home network, public network, business network.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify components needed to represent a basic computer network.
  • diagram a basic computer network.
Knowledge:
Students know:
  • that several components are needed to create a network.
  • how those components are linked affects the success of the network.
Skills:
Students are able to:
  • identify the components needed to create a network and in what manner those items should be joined.
  • recognize that networks are simply modern
  • day circuits.
Understanding:
Students understand that:
  • simple networks will require components to join devices to one another.
  • simple networks can include wiring, routers, switches, external internet source, printers, computers, gaming devices, televisions, personal AI assistants, etc.
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 6
Classroom Resources: 6
25) List common methods of system cybersecurity.

Examples: Various password requirements, two-factor authentication, biometric, geolocation.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • research and list common methods of cybersecurity.
Teacher Vocabulary:
  • cybersecurity
Knowledge:
Students know:
  • there are individuals who go to great lengths to obtain personal information, therefore it is important to use cybersecurity to protect personal and business data.
Skills:
Students are able to:
  • list common methods of protecting digital data online.
Understanding:
Students understand that:
  • business and personal data is sought out by hackers.
  • business and personal data must be protected using cybersecurity measures.
Modeling and Simulation
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 0
26) Categorize models based on the most appropriate representation of various systems.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • categorize models based on their funtion: predictive, cluster and classification, and decision.
Knowledge:
Students know:
  • models can be identified based on the purpose of their function.
  • that predictive models will forecast a possible outcome based on historical data.
  • that cluster and classification models identify similar traits in data and groups like items.
  • that decision models simulate the outcomes of decisions so that the user is aware of possible risks associated with each option.
Skills:
Students are able to:
  • identify models based on the purpose of their function.
  • use predictive models to forecast a possible outcome based on historical data.
  • use cluster and classification models to identify similar traits in data and groups like items.
  • use decision models to simulate the outcomes of decisions so that the user is aware of possible risks associated with each option.
Understanding:
Students understand that:
  • models should be selected based on the purpose of their function.
  • predictive models forecast a possible outcome based on historical data.
  • cluster and classification models identify similar traits in data and groups like items.
  • decision models simulate the outcomes of decisions so that the user is aware of possible risks associated with each option.
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 13
Learning Activities: 2
Classroom Resources: 11
27) Identify data needed to create a model or simulation of a given event.

Examples: When creating a random name generator, the program needs access to a list of possible names.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • select a process or system and then determine the data needed to create a model or simulation of the process or system.
Knowledge:
Students know:
  • an event is comprised of a set of steps or processes that can be identified and then simulated.
Skills:
Students are able to:
  • abstract the sequence of activities that make up an event.
Understanding:
Students understand that:
  • dissecting the parts of an event can aid in understanding of and the simulation of the event.
Innovative Designer
Human/Computer Partnerships
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 2
Classroom Resources: 2
28) Classify types of assistive technologies.

Examples: Hardware, software, stylus, sticky keys.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • select a classification structure and associate assistive technologies into categories in the selected structure.
Teacher Vocabulary:
  • assistive technology
Knowledge:
Students know:
  • assistive technologies have been created to assist in many areas of need (auditory, visual, motor, etc.
    • ).
Skills:
Students are able to:
  • distinguish the needs addressed by different assistive technologies.
Understanding:
Students understand that:
  • assistive technologies have been created to assist in many areas of need (auditory, visual, motor, etc.
    • ).
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
29) Compare and contrast human intelligence and artificial intelligence.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • compare human and artificial intelligence in completing tasks.
Knowledge:
Students know:
  • benefits and risks exist when human or artificial intelligence is used to complete a task.
Skills:
Students are able to:
  • identify situations in which human or artificial intelligence is better suited to a task.
Understanding:
Students understand that:
  • benefits and risks exist when either human or artificial intelligence is used to complete a task.
Design Thinking
Digital Literacy and Computer Science (2018)
Grade(s): 7
All Resources: 19
Learning Activities: 1
Classroom Resources: 18
30) Apply the problem-solving process to solve real-world problems.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • define a problem.
  • analyze the problem.
  • seek multiple solutions to the problem.
  • evaluate possible solutions to the problem.
  • select a best solution to the problem.
  • seek feedback on the solution.
Teacher Vocabulary:
  • problem-solving process
Knowledge:
Students know:
  • the steps to the problem-solving process.
Skills:
Students are able to:
  • select and dissect a problem.
  • seek solutions.
  • select a best alternative.
Understanding:
Students understand that:
  • often there are multiple solutions to real
  • world problems.