ALEX | Alabama Learning Exchange

Safety, Privacy, and Security

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	8
Learning Activities:	3
Classroom Resources:	5

R1) Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content

Evidence Of Student Attainment:

Students:

can use devices responsibly.
can use software responsibly with help.
can obey internet safety rules.

Teacher Vocabulary:

information
devices
software

Knowledge:

Students know:

how to identify responsible uses of devices.
how to identify responsible uses of software.
how to remember internet safety rules.

Skills:

Students are able to:

identify responsible uses of devices: keeping them clean, correct methods for use.
identify responsible uses of software.
remember internet safety rules.

Understanding:

Students understand that:

they are responsible for using devices carefully to ensure they work and do not get broken.
there are correct ways to use software.
it is important to follow all rules when working on a computer.
they should only work on a computer when an adult is helping them.

Legal and Ethical Behavior

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	2
Classroom Resources:	2

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 recognize when work belongs to someone else.

Knowledge:

Students know:

how to recognize the work of others.

Skills:

Students are able to:

identify that the work of others belongs to them.

Understanding:

Students understand that:

when a person creates something that work belongs to them.

Impact of Computing

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	1
Classroom Resources:	1

R3) Assess the validity and identify the purpose of digital content.

Unpacked Content

Evidence Of Student Attainment:

Students:

will identify ways to obtain information.
will understand the difference between fiction and non-fiction.

Teacher Vocabulary:

fiction
non-fiction

Knowledge:

Students know:

how to identify sources of information.
the difference between fiction and non-fiction.

Skills:

Students are able to:

identify sources as people, print, electronic.
understand the meaning of fiction and non-fiction.

Understanding:

Students understand that:

they may get information from people, books, computers, etc.
some information is real and some is not.

Systems

Digital Literacy and Computer Science (2018)
Grade(s): K
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 alert an adult when a computing problem is recognized.

Knowledge:

Students know:

to contact an adult when a computing issue arises.

Skills:

Students are able to:

alert an adult when a computing issue arises.

Understanding:

Students understand that:

it is best to alert an adult when a computing issue arises.

Collaborative Research

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	1
Lesson Plans:	1

R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content

Evidence Of Student Attainment:

Students:

will find answers to a question or learn about a topic using a device.

Teacher Vocabulary:

video
text
image
webpage
ebook

Knowledge:

Students know:

computers give access to information.
devices can record pictures, videos, and text.

Skills:

Students are able to:

find information about a specific topic or to answer a specific question using a digital resource such as a webpage, ebook, and/or video when given support and guidance from an adult.

Understanding:

Students understand that:

answers to questions can be found in digital resources such as a webpage, ebook, and/or video.

Digital Tools

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	2
Learning Activities:	1
Classroom Resources:	1

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content

Evidence Of Student Attainment:

Students:

will will show ideas by using different applications on a device.
will change and fix those ideas on the device.

Teacher Vocabulary:

text
image

Knowledge:

Students know:

how to type or use speech to text to type basic letters and words.
how to delete letters and words.
how to resize an image.
how to move an image around.

Skills:

Students are able to:

type and edit text.
resize and move images.

Understanding:

Students understand that:

an artifact created digitally can be reviewed and revised easily and in the same platform.
text and images can be used together to convey an idea or information.

Computational Thinker

Algorithms

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	15
Learning Activities:	2
Classroom Resources:	13

1) List the sequence of events required to solve problems.

Examples: Tying shoes, making a sandwich, brushing teeth.

Unpacked Content

Evidence Of Student Attainment:

Students:

will identify the order of events related to a specific task.

Teacher Vocabulary:

sequence

Knowledge:

Students know:

certain tasks require a specific sequence.

Skills:

Students are able to:

tell the order of events for specific task.
identify what comes next for specific tasks.
identify a step that is not in the correct order.

Understanding:

Students understand that:

the order of events is important.
events are made up of several different steps.

Programming and Development

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	4
Learning Activities:	3
Classroom Resources:	1

2) Demonstrate use of input devices.

Examples: Mouse, touch screen, keyboard.

Unpacked Content

Evidence Of Student Attainment:

Students:

will use a mouse and keyboard to enter information.

Teacher Vocabulary:

mouse
keyboard
screen

Knowledge:

Students know:

input devices are used to manipulate computing devices or enter information.

Skills:

Students are able to:

use a mouse, keyboard, or other input device to navigate on computing devices and enter information.

Understanding:

Students understand that:

they may need to use other pieces of equipment to navigate, select programs, or enter information into a computing device.

Citizen of a Digital Culture

Safety, Privacy, and Security

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	1
Classroom Resources:	1

3) Distinguish between private and public information.

Example: Your birth date is private; your shirt color is public.

Unpacked Content

Evidence Of Student Attainment:

Students:

will use a password and understand not to share it.
will identify information should be kept private.
will identify information that is safe to share.

Teacher Vocabulary:

password
private
public

Knowledge:

Students know:

passwords protect private information.
birth date, phone number, address are private information you should not share with strangers.

Skills:

Students are able to:

identify information that should remain private.
identify information that can be made public.

Understanding:

Students understand that:

keeping certain information private keeps them safe.

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	1
Classroom Resources:	1

4) Identify age-appropriate methods for keeping personal information private.

Example: Keeping passwords, name, address, and phone number confidential.

Unpacked Content

Evidence Of Student Attainment:

Students:

will keep my password and other private information about myself private.

Teacher Vocabulary:

password
private
public

Knowledge:

Students know:

how to keep their passwords private.
how to keep their personal information private.

Skills:

Students are able to:

not tell others their private information such as passwords, address, and phone number.

Understanding:

Students understand that:

keeping certain information private keeps them safe.
some information about them help people find them.

Legal and Ethical Behavior

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	7
Learning Activities:	1
Classroom Resources:	6

5) Demonstrate appropriate behaviors for working with others responsibly and kindly.

Examples: Face-to-face collaborative groups or interactions, online interactions, role play.

Unpacked Content

Evidence Of Student Attainment:

Students:

will work with others and follow rules.
will be respectful of others.

Teacher Vocabulary:

respect
task
communicate

Knowledge:

Students know:

taking turns is important to getting a task done on or off a computing device.
speaking/typing and behaving in a respectful way is important to getting a task done.

Skills:

Students are able to:

take turns on and off a computing device.
speak/type and behave in a respectful way on and off a device.

Understanding:

Students understand that:

taking turns is necessary for positive and productive communication on and/or off a computing device.
being respectful on and/or off a computing device looks the same.

Impact of Computing

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	3
Classroom Resources:	3

6) Recognize ways in which computing devices make certain tasks easier.

Examples: Communication, doctor's visits/medical records, maps and directions.

Unpacked Content

Evidence Of Student Attainment:

Students:

will identify ways that computers help people and make things easier.

Teacher Vocabulary:

communicate
map
directions
research

Knowledge:

Students know:

computing devices can be used to simplify many tasks in life.

Skills:

Students are able to:

identify how computing devices can make tasks such as communicating, directions, and research easier.

Understanding:

Students understand that:

computing devices can make tasks easier.

Global Collaborator

Digital Tools

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	2
Learning Activities:	2

7) Locate letters and numbers on the keyboard.

Unpacked Content

Evidence Of Student Attainment:

Students:

will show where named letters and numbers are on a keyboard.

Teacher Vocabulary:

keyboard
letters
numbers

Knowledge:

Students know:

where letters and numbers are located on a keyboard.

Skills:

Students are able to:

point to letters and numbers on a keyboard when prompted.
can type simple words using a keyboard.

Understanding:

Students understand that:

the letters and numbers on a keyboard are the same on every standard English keyboard.

Collaborative Research

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	0

8) Present information from a variety of digital resources.

Unpacked Content

Evidence Of Student Attainment:

Students:

will show and/or tell what I have learned from digital resources.

Teacher Vocabulary:

digital
ebook
website
audio
onine

Knowledge:

Students know:

information can be found in ebooks, websites, videos, audio files, and online articles.
how to share information they learned from digital resources.

Skills:

Students are able to:

talk about a specific topic in which they gathered information from many different resources such as a digital book, website, video, and/or ebook.

Understanding:

Students understand that:

there are many different places to learn about ideas and topics such as the internet, books, videos, etc.

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	1
Classroom Resources:	1

9) Create a research-based product collaboratively using online digital tools, given specific guidance.

Examples: Find simple facts about a specific topic, create a slide that contains facts located in trade books or other sources as a group or with a partner.

Unpacked Content

Evidence Of Student Attainment:

Students:

will work with others to create an artifact on a device.
will collect information about a topic using a digital resource.
will show what I learned using a digital resource.

Teacher Vocabulary:

digital
collaborative

Knowledge:

Students know:

how to display information they learned on a digital platform.
how to work collaboratively on a digital platform.

Skills:

Students are able to:

work with their peers to display information learned about a topic using a digital tool such as video or a slideshow when given support and guidance from an adult.

Understanding:

Students understand that:

working with others can make a presentation or project better.
working with others is a skill I can work on.
digital tools make presenting what I learned easier.

Computing Analyst

Data

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	10
Learning Activities:	3
Classroom Resources:	7

10) Collect data and organize it in a chart or graph collaboratively.

Unpacked Content

Evidence Of Student Attainment:

Students:

will work collaboratively to collect data and create graphs or charts.

Teacher Vocabulary:

graph
spreadsheet
data

Knowledge:

Students know:

data can be collected in various ways.
results of data can be depicted in various ways.

Skills:

Students are able to:

collect data using simple methods such as tally sheets, paper squares, voting.
as a group build simple graphs on paper.
as a group enter simple data into a spreadsheet.

Understanding:

Students understand that:

data can be collected in various ways.
results of data can be shared in various ways such as graphs, picture charts.

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	0

11) Describe how digital devices save information.

Unpacked Content

Evidence Of Student Attainment:

Students:

will use appropriate methods to open a file or program.
will save my work to specific location identified by an adult.

Teacher Vocabulary:

save
storage

Knowledge:

Students know:

digital work can be saved.

Skills:

Students are able to:

open saved work from a location such as desktop folder or online storage.
save work to a specified location such as desktop folder or online storage.

Understanding:

Students understand that:

digital work can be saved and retrieved.

Systems

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	7
Learning Activities:	6
Classroom Resources:	1

12) Use a variety of digital devices, in both independent and collaborative settings.

Examples: Interactive boards, tablets, laptops, other handheld devices.

Unpacked Content

Evidence Of Student Attainment:

Students:

will use basic features of various types of devices both independently and collaboratively.

Knowledge:

Students know:

basic features of various digital devices.

Skills:

Students are able to:

use basic features of handheld/mobile devices collaboratively.
use basic features of handheld/mobile devices independently.
use basic features of desktops and laptops collaboratively.
use basic features of desktops and laptops independently.

Understanding:

Students understand that:

they can interact with apps on handheld devices via touch.
they can access programs and software on computing devices.
they can enter information in various ways.

Innovative Designer

Design Thinking

Digital Literacy and Computer Science (2018)
Grade(s): K
All Resources:	8
Classroom Resources:	8

13) Use a design process in a guided setting to create an artifact or solve a problem.

Example: Problem - understanding locations on the school campus. Solution - draw paper or digital maps of the school.

Unpacked Content

Evidence Of Student Attainment:

Students:

will find and present solutions to problems.
will use different ways to find solutions.
will test possible solutions.

Teacher Vocabulary:

define
strategy
visualize
perspective
pattern
cause
effect

Knowledge:

Students know:

solving a problem starts with finding and understanding the problem.
there can be more than one idea for a solution.
some ideas may or may not work.

Skills:

Students are able to:

find and define problems in a given context or scenerio such as story, video, in the classroom or school when given support and guidance from an adult.
use multiple strategies to find solutions to a problem when given support and guidance from an adult, such as visualizing, changing perspectives, finding patterns, stating cause and effect.

Understanding:

Students understand that:

they can solve problems in their home, classroom, and school.
there is more than one way to think through a solution to a problem.

Safety, Privacy, and Security

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	8
Learning Activities:	2
Classroom Resources:	6

R1) Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content

Evidence Of Student Attainment:

Students:

will demonstrate responsible uses of devices when given support and guidance from an adult.
will demonstrate responsible uses of software when given support and guidance from an adult.
will explain why safety is important when using computing devices and the internet.

Teacher Vocabulary:

personal information

Knowledge:

Students know:

how to use devices responsibly.
how to use software responsibly.
how to explain internet safety rules.

Skills:

Students are able to:

demonstrate responsible uses of devices such as keeping them clean, correct methods for use guided by an adult.
demonstrate responsible uses of software guided by an adult.
explain why safety is important when using computing devices and the internet.

Understanding:

Students understand that:

they must use and care for equipment carefully.

they should use software that an adult has approved.

rules are important to follow when using a computer for their safety.

Legal and Ethical Behavior

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	4
Learning Activities:	1
Classroom Resources:	3

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 understand when work belongs to someone else and when to give them credit when using it.
will understand that when I use someone's work I may need to ask permission.

Teacher Vocabulary:

credit

Knowledge:

Students know:

to respect the work of others.
to give credit to others when using their work.
to obtain permission when possible to use the work of others.

Skills:

Students are able to:

understand pieces of work belongs to someone else.
understand that it is necessary to give credit to others when using their work.
understand they should obtain permission when possible to use the work of others.

Understanding:

Students understand that:

work produced by someone belongs to that person.

if they want to use someone's work they must give that person credit.

sometimes it is necessary to ask permission to use someone's work.

Impact of Computing

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	1
Classroom Resources:	1

R3) Assess the validity and identify the purpose of digital content.

Unpacked Content

Evidence Of Student Attainment:

Students:

will uderstand facts related to a specific topic.
will determine which facts or peices of information are most relevant to a topic.

Knowledge:

Students know:

how to identify appropriate factual information

Skills:

Students are able to:

identify appropriate factual information and relevance to a topic.

Understanding:

Students understand that:

certain pieces of information are important and relative to a topic.
information they find may or may not be true.

Systems

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	2
Learning Activities:	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 restart a computer or device when a computing issue arises.

Teacher Vocabulary:

device
restart

Knowledge:

Students know:

how to restart a computer or device.

Skills:

Students are able to:

restart a computer or device when a computing issue arises.

Understanding:

Students understand that:

often, restarting a device can resolve simple computing or device issues.

Collaborative Research

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	2
Learning Activities:	2

R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content

Evidence Of Student Attainment:

Students:

will find and collect information about a topic using a computing device.
will use key words about a topic in a search engine to find information about that topic.

Teacher Vocabulary:

video
text
image
webpage
ebook

Knowledge:

Students know:

search engines help to locate information.
computers give access to many different forms of information.
devices can record pictures, drawings, videos, and text.

Skills:

Students are able to:

choose and type or say key words and phrases into a search engine which results in specific information pertaining to a topic when given support and guidance from an adult.
find information about a specific topic or to answer a specific question using a digital resource such as a webpage, ebook, and/or video when given support and guidance from an adult.
record their learning into a digital device using video, text, and/or pictures/drawings when given support and guidance from an adult.

Understanding:

Students understand that:

a search engine will find specific resources and information using key words.
answers to questions can be found in many different digital resources such as a webpages, ebooks, and/or video.
they can show what they have learned using a digital resource such as video, text, and or pictures/drawings.

Digital Tools

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	4
Learning Activities:	3
Lesson Plans:	1

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content

Evidence Of Student Attainment:

Students:

will type and edit letters, words, and simple sentences correctly.
will use a digital tool to draw a simple picture.
will insert, move, and size a digital image.

Teacher Vocabulary:

image
cursor

Knowledge:

Students know:

how to type letters, words, and simple sentences.
how to delete letters, words, and simple sentences.
place the cursor where they need to delete or add.
how to draw a simple picture digitally.
insert, move, and size an image.

Skills:

Students are able to:

type, review, and edit typed text.
create a simple drawing using digital tools.
select, size, and place images.

Understanding:

Students understand that:

an artifact they create using digital text, images, and drawings can be used to convey ideas and information.
because the artifacts are digital, they can be edited and revised easily.

Computational Thinker

Abstraction

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	9
Learning Activities:	2
Classroom Resources:	7

1) Classify and sort information into logical order with and without a computer.

Examples: Sort by shape, color, or other attribute; sort A-Z.

Unpacked Content

Evidence Of Student Attainment:

Students:

will identify various attributes/characteristics of items.
will sort items based on an identified attribute/ characteristic.

Teacher Vocabulary:

attribute

Knowledge:

Students know:

how to identify attributes of items.
that attributes are used for sorting.

Skills:

Students are able to:

identify various attributes of items.
sort items based on an identified attribute.

Understanding:

Students understand that:

items can have attributes of varying types.
attributes can be used to group items.
attributes can be used to sort items and put into a specific order.

Algorithms

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	15
Learning Activities:	1
Classroom Resources:	14

2) Order events into a logical sequence or algorithm.

Examples: Unplugged coding activities, sequence of instruction.

Unpacked Content

Evidence Of Student Attainment:

Students:

will identify and put in order the sequence of events related to a task.
will determine when a part of a task is not in the correct order.
will observe a sequence of events to identify a problem.

Teacher Vocabulary:

sequence
tasks

Knowledge:

Students know:

sequence of events are important in certain tasks.

Skills:

Students are able to:

identify the correct sequence of events for a specific task.
identify a part of a task that is in the incorrect order.
identify a problem within a sequence of tasks.

Understanding:

Students understand that:

the sequence of events is important to complete a specific task.
if the task identified does not work the sequence may not be correct.
they can change the sequence of events to correct a task.

Programming and Development

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	29
Learning Activities:	3
Classroom Resources:	26

3) Construct elements of a simple computer program in collaboration with others.

Examples: Block programming, basic robotics, unplugged programming.

Unpacked Content

Evidence Of Student Attainment:

Students:

will use paper/pencil examples to determine the correct order of a task.
will understand that each piece of block code represents a single step or task.
will drag and drop pieces of block code to perform a task.
will use block code to operate simple robotic devices.

Knowledge:

Students know:

blocks of programs associate with an action.
blocks of programs can be combined to create a set of actions or a task.
robotic devices can respond to blocks of programs.

Skills:

Students are able to:

determine the order of paper/pencil pieces for a tasks.
understand that blocks of code represent an action.
drag and drop blocks of programming in online activities to complete tasks.
use blocks of programming to control robotic/digital devices.

Understanding:

Students understand that:

pieces of a task can be represented in parts by words or pictures.
code can be put together into blocks that can be manipulated.
blocks of code together create a task.
blocks of code can be used to operate robotic/digital devices.

Citizen of a Digital Culture

Safety, Privacy, and Security

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	3
Learning Activities:	1
Classroom Resources:	2

4) Demonstrate age-appropriate methods for keeping personal information private.

Example: Keep passwords confidential, use anonymous profile picture or avatar, develop user names that are non-identifying or do not include actual name.

Unpacked Content

Evidence Of Student Attainment:

Students:

will keep passwords private.
choose icons, avatars, and usernames that don't identify personal information.

Teacher Vocabulary:

password
public
private
username
icon
avatar

Knowledge:

Students know:

that passwords protect their private information.
passwords should be kept private.
photographs and usernames can be used as identifying information.
photogrpahs and usernames shared online should not identify them.

Skills:

Students are able to:

keep their passwords private.
choose icons and avatars instead of a photograph of them.
create usernames that don't identify them to the public.

Understanding:

Students understand that:

they have personal information that identifies them and it should not be shared.
safety rules are important to follow when using a computer.

Legal and Ethical Behavior

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	1
Classroom Resources:	1

5) Differentiate between prior knowledge and ideas or thoughts gained from others.

Unpacked Content

Evidence Of Student Attainment:

Students:

will tell the difference between information or ideas I got from others and myself.
will give credit to other people if I use their ideas or information.

Teacher Vocabulary:

cite
credit

Knowledge:

Students know:

ideas and information that I read about or gain from others are not mine.
ideas and information that I gain from someone or somewhere else must be cited or given credit.

Skills:

Students are able to:

tell and/or cite where they got an idea or information from.

Understanding:

Students understand that:

saying other people's ideas or information is mine is stealing.
it is important to give credit if you use other people's ideas or information.

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	5
Learning Activities:	1
Classroom Resources:	4

6) Identify appropriate and inappropriate behaviors for communicating in a digital environment.

Examples: Cyberbullying, online etiquette.

Unpacked Content

Evidence Of Student Attainment:

Students:

will take turns in a digital environment.
will speak, write, and behave kindly in a digital environment.

Teacher Vocabulary:

cyberbullying

Knowledge:

Students know:

that speaking, writing, or behaving unkindly in a digital environment is bullying.
taking turns is polite.

Skills:

Students are able to:

take turns.
speak, write, and behave respectfully toward others and their work in a digital environment.

Understanding:

Students understand that:

kind and respectful behavior in a digital environment is very much like that out of the digital environment.

Digital Identity

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	2
Learning Activities:	1
Classroom Resources:	1

7) Recognize that a person has a digital identity.

Unpacked Content

Evidence Of Student Attainment:

Students:

will recognize that the way people behave online or in a digital environment is permanent.
will recognize that the way people behave online or in a digital environment is part of their identity.

Teacher Vocabulary:

identity
digital
permanent

Knowledge:

Students know:

what they say and do on the internet or a collaborative digital environment is permanent.
what they say and do on the internet or a collaborative digital environment is part of their identity.

Skills:

Students are able to:

tell that the way in which they behave, work, and play in a collaborative environment such as an online game and/or learning environment is a part of their identity.

Understanding:

Students understand that:

their behavior, words, and actions in an online collaborative environment is a part of their identity.

Impact of Computing

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	1
Classroom Resources:	1

8) Identify ways in which computing devices have impacted people's lives.

Example: Location services, instantaneous access to information.

Unpacked Content

Evidence Of Student Attainment:

Students:

will describe ways in which computing devices have made some tasks easier.

Teacher Vocabulary:

devices
tasks

Knowledge:

Students know:

ways in which computing devices have made many tasks easier.

Skills:

Students are able to:

discuss ways in which computing devices have made many tasks easier.

Understanding:

Students understand that:

Computing devices have made many tasks easier.

Global Collaborator

Communication

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	2
Learning Activities:	1
Classroom Resources:	1

9) Use a variety of digital tools collaboratively to connect with other learners.

Examples: Video calling, blogs, collaborative documents.

Unpacked Content

Evidence Of Student Attainment:

Students:

will, collaboratively, connect with others using images, text, audio, and/or video digital creation tools.

Teacher Vocabulary:

video
audio
text
image

Knowledge:

Students know:

how to connect with others through image, video, text, and audio digital creation tools.

Skills:

Students are able to:

contribute to an online video and/or audio discussion with other students in a protected platform.
contribute to an online text discussion with other students in a protected platform.
contribute to collaborative documents with other students in a protected platform.

Understanding:

Students understand that:

they can communicate and connect with other learners through video, audio, images, and text in a protected learning environment.

Digital Tools

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	2
Learning Activities:	1
Classroom Resources:	1

10) Identify an appropriate tool to complete a task when given guidance and support.

Examples: Choosing a word processing tool to write a story, choosing a spreadsheet for a budget.

Unpacked Content

Evidence Of Student Attainment:

Students:

will determine which digital tool that would work best to complete a specific task.

Teacher Vocabulary:

video
audio
word processing

Knowledge:

Students know:

how to determine which tools and applications would be best to complete certain tasks such as word processing, video, audio, presentation, drawing, and/or calculating.

Skills:

Students are able to:

choose an appropriate digital tool to complete a given task.

Understanding:

Students understand that:

certain digital tools lend themselves to communicate certain ideas better.
the way in which they like to communicate ideas and information may be different than another person.

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	2
Classroom Resources:	2

11) Type five words per minute minimum with 95% accuracy using appropriate keyboarding techniques.

Unpacked Content

Evidence Of Student Attainment:

Students:

will type five words per minute with 95% accuracy.

Knowledge:

Students know:

how to type 5 words per minute with 95% accuracy.

Skills:

Students are able to:

place their fingers on the correct keys begin typing.
use correct keyboarding posture and technique while typing up to five words in one minute with 95 % accuracy.

Understanding:

Students understand that:

correct posture and finger placement will make them faster.
being able to convey your ideas and information quickly and correctly will depend upon how fast you type.

Collaborative Research

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	1
Classroom Resources:	1

12) Identify keywords in a search and discuss how they may be used to gather information.

Unpacked Content

Evidence Of Student Attainment:

Students:

will identify key words of a topic.
will use key words in a search engine to gather only information about a topic.

Teacher Vocabulary:

keywords
search engine
+

Knowledge:

Students know:

key words direct the search engine to the topic you want to search.
key words and a + sign tell a search engine to look for both words in one place.

Skills:

Students are able to:

identify the key words needed in a search to produce the information they are seeking.
use the + symbol between words to tell the search engine that they want both words to be in the search results.

Understanding:

Students understand that:

a search engine searches only for the words which you typed.
a search engine may only produce information for one of your words unless you put a + sign between them.

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	1
Lesson Plans:	1

13) Create a research-based product collaboratively using online digital tools.

Examples: Find simple facts about a specific topic, create a slide that contains facts located in trade books or other sources.

Unpacked Content

Evidence Of Student Attainment:

Students:

will show what they learned using a digital tool.

Teacher Vocabulary:

display

Knowledge:

Students know:

how to display information they learned about a topic using a digital tool.

Skills:

Students are able to:

work with others to display information learned about a topic on a digital platform such as a slide, a blog entry, or a video.

Understanding:

Students understand that:

they can learn about a topic from more than one resource, for example a trade book, podcast, website, and/or video.
they can show what they learned through many different digital platforms such as video, audio, and/or text.

Computing Analyst

Data

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	5
Learning Activities:	1
Classroom Resources:	4

14) Discuss the purpose of collecting and organizing data.

Unpacked Content

Evidence Of Student Attainment:

Students:

will determine when collecting and organizing data will serve the best purpose.
will determine the best method for organizing data collected.

Teacher Vocabulary:

data
collection
information
graph

Knowledge:

Students know:

data can be collected to give information.
data can be organized in various ways.

Skills:

Students are able to:

determine appropriate situations to collect data.
determine a way to organize data they collect.

Understanding:

Students understand that:

data collection gives information.
the method chosen for organizing data is important.

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	1
Learning Activities:	1

15) Interpret data displayed in a chart.

Example: Using charts which depict data students interpret the data either verbally or in written form (which has more, less, are equal).

Unpacked Content

Evidence Of Student Attainment:

Students:

will observe data organized in a chart or graph and answer basic questions based on that data.
will observe organized data and interpret that data both verbally and in written form.

Knowledge:

Students know:

how to look at simple graphs and interpret them collaboratively and indepently.
information can be depicted in various ways such as numbers, pictures, blocks.

Skills:

Students are able to:

answer questions based on information shown in a graph or chart.
determine certain results based on information in a graph or chart.

Understanding:

Students understand that:

we gain information by collecting data and depicting that data in a chart or graph.
we can look at charts and graphs and discover information.

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	1
Classroom Resources:	1

16) Demonstrate how digital devices can save information as data that can be stored, searched, retrieved, and deleted.

Unpacked Content

Evidence Of Student Attainment:

Students:

will save digital work in locations specified by an adult.
will open documents from a specified location.
will perform a basic search for a document with assistance from a peer or adult.
will delete documents when determined they are no longer needed.

Teacher Vocabulary:

save
search
store
delete
open
close

Knowledge:

Students know:

digital devices can save information in various forms.
digital devices can save information for later use.

Skills:

Students are able to:

save various types of documents in specified locations.
open various types of documents from specified locations.
collaboratively complete a basic search for a document.
delete documents they no longer need.

Understanding:

Students understand that:

work can be saved in various places
we can search for documents with specific information.
documents that are deleted may or may not be retrieved.

Systems

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	0

17) Use digital devices with a variety of operating systems.

Examples: Interactive boards, tablets, laptops, other handheld devices

Unpacked Content

Evidence Of Student Attainment:

Students:

will determine which is the best device to use based on the project they would like to complete.
will perform basic touchscreen functions to complete tasks.
will perform basic functions on desktop and laptop computing devices.

Teacher Vocabulary:

devices
tablets
desktop
laptop

Knowledge:

Students know:

different devices have different capabilities and functions.
basic features and how to use them on tablet/touchscreen devices.
basic features and how to use them on desktop and laptops.

Skills:

Students are able to:

determine basic reasons to select which device is best to use based on what they want to do.
use the basic features of touchscreen devices to access and interact with programs.
use the basic features of desktop and laptops to interact with programs.

Understanding:

Students understand that:

different digital devices have different capabilities.
devices must be selected for use based on what they want to do.
tablets, laptops, and desktops have various features and are useful in a variety of ways.

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	2
Classroom Resources:	2

18) Label visible components of digital devices.

Examples: Visible input and output components such as USB, touch screen, keyboard, audio and video connectors, speakers.

Unpacked Content

Evidence Of Student Attainment:

Students:

will identify the visible pieces of digital devices.

Teacher Vocabulary:

screen
keyboard
mouse
port
speakers

Knowledge:

Students know:

various observable parts of digital devices by name.

Skills:

Students are able to:

identify observable parts of digtial devices orally or by labeling.

Understanding:

Students understand that:

various parts of digital devices have a specific name.

Innovative Designer

Design Thinking

Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources:	10
Classroom Resources:	10

19) Identify and revise problem-solving strategies to solve a simple problem.

Examples: Scientific method, visual images or mind pictures, look for patterns, systematic list.

Unpacked Content

Evidence Of Student Attainment:

Students:

will find problems in my environment.
will ideate more than one solution to a problem.
will test my solutions to see if they work.
will present my solution.

Teacher Vocabulary:

problem
strategy
solution
visualize
perspective
patterns
cause and effect

Knowledge:

Students know:

how to recognize a problem in their environment or in a story.
problems can be found anywhere.
they can use many strategies to find solutions, such as visualizing, changing perspective, finding patterns, and analyzing cause and effect.
there can be multiple solutions to one problem.

Skills:

Students are able to:

find and define problems in a given context or scenerio such as story, video, in the classroom or school.
use multiple strategies to find solutions to a problem, for example: visualizing, changing perspectives, finding patterns, stating cause and effect.

Understanding:

Students understand that:

they can solve problems in their home, classroom, and school.
there is more than one way to think through a solution to a problem.

Safety, Privacy, and Security

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	16
Learning Activities:	1
Classroom Resources:	15

R1) Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content

Evidence Of Student Attainment:

Students:

will demonstrate responsible uses of devices independently.
will demonstrate responsible uses of software independently.
will explain what is personal information and what pieces of personal information should or should not be shared with others online.
will explain the importance of following internet safety when using computing devices online.

Knowledge:

Students know:

use devices responsibly.
use software responsibly.
explain internet safety rules.

Skills:

Students are able to:

demonstrate responsible uses of devices, on their own such as keeping them clean, correct methods for use.
demonstrate responsible uses of software on their own.
explain why safety is important when using computing devices and the internet.

Understanding:

Students understand that:

they have a responsibity to use devices correctly and care for them.
they should only use software that an adult has approved.
computing devices can be very helpful but it is important to follow safety rules.

Legal and Ethical Behavior

Digital Literacy and Computer Science (2018)
Grade(s): 2
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 determine which parts of work are their own and and which ones belong to someone else.
will demonstrate how to use basic citation rules to give credit for the work of others.
will determine when they should request permission to use a part of someone elses work.

Knowledge:

Students know:

to respect the work of others.
to use basic citation rules for print or electronic work of others.
to obtain permission when necessary to use the work of others.

Skills:

Students are able to:

understand pieces of work belongs to the creator.
understand how to use basic citation rules to give credit for the work of others.
understand when work belongs to someone they should request permission to use it when applicable.

Understanding:

Students understand that:

when someone creates content or art it belongs to them.
if they want to use someone's work they must give credit and there are correct ways of doing so.
if work belongs to someone they must sometimes ask permission to use it.

Impact of Computing

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	4
Learning Activities:	2
Classroom Resources:	2

R3) Assess the validity and identify the purpose of digital content.

Unpacked Content

Evidence Of Student Attainment:

Students:

will determine important facts that relate to content.
will determine which pieces of information are factual.
will determine the purpose of digital content.

Knowledge:

Students know:

how to classify information as relevant.
how to classify information as nonfiction or fiction.
how to recognize important facts.
information is created for a specific purpose.

Skills:

Students are able to:

identify information and determine relevancy.
identify non-fiction information to gather facts.
identify the difference between important facts and minor details.
identify the purpose for a piece of work.

Understanding:

Students understand that:

they must determine when content is relative to a project that they are working on.
sometimes they may find information that is not true.
they must distinguish the important facts in a piece of work.
people create content for various purposes such as to inform, persuade, etc.

Systems

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	4
Classroom Resources:	4

R4) Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

Unpacked Content

Evidence Of Student Attainment:

Students:

will use different troubleshooting techniques to solve connectivity and computing problems on devices.

Teacher Vocabulary:

device
application
force-quit
restart

Knowledge:

Students know that:

software errors can cause computing issues.
force-quitting or restarting software can often correct computing issues.

Skills:

Students are able to:

force quit an application using "ctrl, alt, delete" or "command, option, esc".

Understanding:

Students understand that:

they can force an application to close if they suspect a software issue is causing computing issues.

Collaborative Research

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	6
Learning Activities:	4
Lesson Plans:	2

R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content

Evidence Of Student Attainment:

Students:

will find and collect information about a specific topic using a digital tool.
will use key words in a search engine to find information out about a specific topic.
will use search techniques, such as using a + sign or quotations, to make the search more specific.

Teacher Vocabulary:

video
text
image
webpage
ebook
search engine
key words
phrases

Knowledge:

Students know:

search engines use key words and phrases to find specific information.
devices give access to many different forms of information.

Skills:

Students are able to:

choose and type key words and phrases into a search engine that results in specific information pertaining to a topic when given support and guidance from an adult.
use + symbol which combines to words/phrases and quotation marks which tell the search engine to look for an entire phrase.
find information about a specific topic or to answer a specific question using a digital resource such as a webpage, ebook, and/or video.

Understanding:

Students understand that:

a search engine will find specific resources and information for you based on key words.
answers to questions can be found in many different digital resources such as a webpages, ebooks, and/or video.
one can focus a search by using the + symbol and quotation marks around words or phrases one wishes to search for as a whole.

Digital Tools

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	5
Learning Activities:	1
Lesson Plans:	2
Classroom Resources:	2

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content

Evidence Of Student Attainment:

Students:

will create and edit multi-media projects with digital tools.

Teacher Vocabulary:

video
audio
record
text
digital
multi-media

Knowledge:

Students know:

devices can record pictures, drawings, videos, audio and text.
programs and applications can organize and help you edit pictures, drawings, videos, audio, and/or text.

Skills:

Students are able to:

type, record audio and video, and draw in a digital environment.
organize text, audio, video, and or drawings in a digital environment.
record their learning into a digital device using video, text, and/or pictures/drawings.

Understanding:

Students understand that:

they can show what they have learned using a digital resource such as video, audio, text, and or pictures/drawings.
because the work has been done in a digital environment, it can be easier to edit.

Computational Thinker

Abstraction

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	4
Classroom Resources:	4

1) Create and sort information into useful order using digital tools.

Examples: Sort data spreadsheets A-Z, simple filters, and tables.

Unpacked Content

Evidence Of Student Attainment:

Students:

will collect and enter data into a spreadsheet independently.
will use functions of a spreadsheet to sort data.
will set up a simple filter to sort data.

Teacher Vocabulary:

data
filter
sort
spreadsheet
fields
column
row

Knowledge:

Students know:

spreadsheets can used to collect data.
data can be sorted into a useful order with a spreadsheet.

Skills:

Students are able to:

collect and enter data in a spreadsheet.
sort data in a spreadsheet.
determine a simple filter to sort data.

Understanding:

Students understand that:

a spreadsheet may be used to collect and organize data.
a spreadsheet can be used to sort and arrange date in a particular order.
filters may be used in a spreadsheet to organize information.

Algorithms

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	17
Learning Activities:	2
Classroom Resources:	15

2) Create an algorithm for other learners to follow.

Examples: Unplugged coding activities, illustrate sequence of a process such as baking a cake.

Unpacked Content

Evidence Of Student Attainment:

Students:

will develop a sequence of events related to a task that others can follow.

Teacher Vocabulary:

sequence

Knowledge:

Students know:

the sequence of events for a tasks are important.
sequence of events may be read and interpreted by other people or machines.

Skills:

Students are able to:

develop a sequence of events for a task that others can follow.

Understanding:

Students understand that:

a task can be broken down into a sequence of smaller events or steps.

Programming and Development

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	30
Learning Activities:	1
Classroom Resources:	29

3) Construct elements of a simple computer program using basic commands.

Examples: Digital block-based programming, basic robotics.

Unpacked Content

Evidence Of Student Attainment:

Students:

will drag and drop blocks of code to complete a task.
will run a program they develop using block based coding.

Teacher Vocabulary:

program
code

Knowledge:

Students know:

programming blocks represent a set of codes.
block based programs can be used to design a task.
block based programs can be interpreted by machines.

Skills:

Students are able to:

drag and drop blocks of code.
drag and drop blocks of code to complete a tasks.
run a block based program after sequencing tasks to complete a desired process.

Understanding:

Students understand that:

blocks of code can be moved around and combined into an order that completes a task or process.
sets of block coding can be run to perform the task/process.

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	11
Learning Activities:	1
Classroom Resources:	10

4) Identify bugs in basic programming.

Examples: Problem-solving, trial and error.

Unpacked Content

Evidence Of Student Attainment:

Students:

will run a sequence of block based code and determine where there is an error.
will correct an error in block based code once it is identified.

Teacher Vocabulary:

debug
problem-solve
error

Knowledge:

Students know:

if sequence of code is not correct the task will not complete.
incorrect code can be identified and corrected.

Skills:

Students are able to:

create a small section of code for a task.
run the program to ensure the task is completed.
identify when there is an error in the code.
correct an error in the code through trial and error.

Understanding:

Students understand that:

when sets of block coding are combined to perform a task occassionally an error may occur.
when an error in code is identified the code may be rearranged, edited, or removed to correct the error.

Citizen of a Digital Culture

Legal and Ethical Behavior

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	3
Learning Activities:	1
Classroom Resources:	2

5) Cite media and/or owners of digital content at an age-appropriate level.

Example: Basic website citation.

Unpacked Content

Evidence Of Student Attainment:

Students:

will cite the owners of digital content.
will cite media.

Teacher Vocabulary:

artifact
plagiarism
credit
cite
url

Knowledge:

Students know:

how to copy and paste a url and/or owner of digital content.
that it is plagairism to use someone else's idea without giving them credit.
credit for using some or all of someone else's work or idea.

Skills:

Students are able to:

display the source of gathered information within an artifact.

Understanding:

Students understand that:

using someone else's information without giving them credit is stealing or plagiarism.

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	8
Learning Activities:	1
Lesson Plans:	1
Classroom Resources:	6

6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

Unpacked Content

Evidence Of Student Attainment:

Students:

will be kind in a digital environment.
will take turns in a digital environment.
will respect other's work in a digital environment.

Teacher Vocabulary:

netiquette
respect

Knowledge:

Students know:

how to take turns in a digital environment.
that respectful behavior in a digital environment means acting kindly and respectfully and respecting other's work.

Skills:

Students are able to:

transfer their knowledge of polite behavior to the digital environment.
take turns, speak/type respectfully, respect others work.

Understanding:

Students understand that:

being kind and respectful online is just as important as it is offline.
their online behavior is recorded.

Digital Identity

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	8
Classroom Resources:	8

7) List positive and negative impacts of digital communication.

Example: Anything posted or communicated electronically may be easily reproduced and could remain a positive or negative part of your digital identity/footprint.

Unpacked Content

Evidence Of Student Attainment:

Students:

will list how digital communication has made life better.
will list the dangers of digital communication.

Teacher Vocabulary:

identity
positive
negative
artifact

Knowledge:

Students know:

everything they put in a digital environment may always accessible, even if they delete it.
behavior and artifacts created in a digital environment can reflect positively or negatively on the student.
digital communication helps you communicate and collaborate with people furthur away, faster, and easier.

Skills:

Students are able to:

list positive impacts of digital communication.
list negative impacts of digital communication.

Understanding:

Students understand that:

all things that I do in a digital environment, whether positive and/or negative, can be recorded, reproduced, and may become part of my digital identity forever.

Impact of Computing

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	2
Classroom Resources:	2

8) Interpret ways in which computing devices have influenced people's lives.

Example: Discuss tasks completed daily in which some type of device is used to make the tasks easier (calculator, microwave to quickly heat food, mobile phone for instant communication).

Unpacked Content

Evidence Of Student Attainment:

Students:

will explain ways that computing devices have changed the way we live.

Knowledge:

Students know:

digital devices have changed they way we live.

Skills:

Students are able to:

explain how computing devices have changed the way we live.

Understanding:

Students understand that:

computing devices have changed the way we live.

Global Collaborator

Communication

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	3
Learning Activities:	1
Classroom Resources:	2

9) Use a variety of digital tools to connect with other learners.

Examples: Online conferences, blogs, collaborative documents.

Unpacked Content

Evidence Of Student Attainment:

Students:

will connect with other students using digital tools.

Teacher Vocabulary:

video
audio
image
text

Knowledge:

Students know:

they can connect with others using different digital tools.
digital tools that connect people can be video, audio, text, or image based.

Skills:

Students are able to:

connect with others using multiple digital tools such as collaborative documents, protected blogs, and video/audio conferences with other learners.
use the most appropriate tool for the task.

Understanding:

Students understand that:

there are many ways to connect with other learners digitally.
some ways to connect may work better in certain environments or for certain tasks.

Digital Tools

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	0

10) Identify multiple tools which could be used to complete a task.

Unpacked Content

Evidence Of Student Attainment:

Students:

will name various digital tools that can be used to complete a task.

Knowledge:

Students know:

which tools to use to complete a task.

Skills:

Students are able to:

identify various appropriate digital tools that could complete a given task.

Understanding:

Students understand that:

certain digital tools lend themselves to communicate certain ideas better.
there can be more than one way to communicate an idea or complete a task.
the way in which they like to communicate ideas and information may be different than another person.

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	2
Classroom Resources:	2

11) Type 10 words per minute with 95% accuracy using appropriate keyboarding techniques.

Unpacked Content

Evidence Of Student Attainment:

Students:

will type 10 words per minute.
will type with 95% accuracy.

Knowledge:

Students know:

how to type 10 words per minute.
how to type accurately 95% of the time.

Skills:

Students are able to:

place their fingers on the correct keys begin typing.
use correct keyboarding posture and technique while typing up to ten words in one minute with 95% accuracy.

Understanding:

Students understand that:

correct posture and finger placement will help them communicate ideas faster.
being able to convey your ideas and information quickly and correctly will depend upon how quickly you type.

Collaborative Research

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	7
Learning Activities:	3
Lesson Plans:	1
Classroom Resources:	3

12) Conduct basic keyword searches to gather information.

Unpacked Content

Evidence Of Student Attainment:

Students:

will determine the right key words to use in a search about a topic.
will use the plus (+) sign in searches so that all my words are searched or the minus (-) sign to exclude words from my search.
will use quotation marks around words or a phrase so that that exact set of words is searched.

Teacher Vocabulary:

search engine
quotation marks

Knowledge:

Students know:

a search engine searches exactly what you type.
a search engine may only produce search results for one or some of your keywords.
using a plus (+) sign between words tells the search engine to search for all of the words and using a minus (-) sign before a word will exclude that word from your search.
putting quotation marks around a set of words or a phrase tells the search engine to keep those words together in a search.

Skills:

Students are able to:

state important key words that pertain to a topic
use the plus (+) sign to tell the search engine to search for both words in a resource and use a minus (-) sign before a word to remove it from your search.
use quotation marks around a phrase to communicate to the search engine that they want that phrase to be found with the words in that order.

Understanding:

Students understand that:

search engines have to be told exactly what to search.
a search engine will search each word separately unless it is told it to search for a phrase or multiple words or to exclude words.

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	2
Lesson Plans:	2

13) Create a research-based product using online digital tools.

Unpacked Content

Evidence Of Student Attainment:

Students:

will collect, organize, and show what was learned about a topic using a digital tool.

Teacher Vocabulary:

online

Knowledge:

Students know:

information can be gathered about a topic using a digital tool.
information can be organzied about a topic using a digital tool.
how to use an appropriate online digital tool to present information about a topic.

Skills:

Students are able to:

research about a topic.
collect information about a topic.
organize and display what they learned using an online digital tool.

Understanding:

Students understand that:

An online digital tool can be used to organize and display information and ideas.

Computing Analyst

Data

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	3
Classroom Resources:	3

14) Collect, create, and organize data in a digital chart or graph.

Unpacked Content

Evidence Of Student Attainment:

Students:

will enter data into a spreedsheat and use that data to construct a chart or graph.
will rearragne and change data in a spreedsheet.
will design charts and graphs using a spreedsheet.

Teacher Vocabulary:

graph
chart
data

Knowledge:

Students know:

spreadsheets can be used to collect data.
charts and graphs can be created using a spreadsheet or by hand to represent data.

Skills:

Students are able to:

enter data into a spreadsheet to create a chart or graph.
manipulate data in a spreadsheet.
design charts and graphs using color, labels, titles etc.

Understanding:

Students understand that:

charts and graphs may be used to represent data and to determine answers to questions.
the design of the chart or graph may be edited according to the user's preferences.

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	1
Classroom Resources:	1

15) Explain how users control the ways digital devices save information in an organized manner.

Examples: Folders, cloud-based, pictures, chronologically, naming files.

Unpacked Content

Evidence Of Student Attainment:

Students:

will assign appropriate names to files.
will create folders and assign them appropriate names.
will organize my files using folders.
will save my files in multiple places.

Teacher Vocabulary:

folders
storage
file names
organization
cloud storage

Knowledge:

Students know:

multiple file types may be stored/saved.
files may be stored locally on a machine/device or in the cloud.
files may be organized by name, folders, etc.

Skills:

Students are able to:

assign file names.
create and name folders for organizing files.
save files in multiple places such as on a device or in the cloud.

Understanding:

Students understand that:

there are many types of files that can be saved.
files are given names.
files can be organized in digital folders.
folders and storage can exist on a device or in the cloud.

Systems

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	0

16) Compare the different operating systems used on digital devices.

Unpacked Content

Evidence Of Student Attainment:

Students:

will identify the operating system of a device I am using.
will compare different features of various operating systems.

Teacher Vocabulary:

operating system

Knowledge:

Students know:

different types of devices have different operating systems.
features of different operating systems may vary.
some features of operating systems may or may not be compatible with another operating system.

Skills:

Students are able to:

identify the operating system of the device they are using.
compare various operating systems.

Understanding:

Students understand that:

they may need to choose the device they use for a project based on the operating system and device features.
different devices function with different operating system.

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	3
Classroom Resources:	3

17) Explain the purposes of visible input and output components of digital devices.

Examples: Purpose of keyboard, mouse, ports, printers, etc.

Unpacked Content

Evidence Of Student Attainment:

Students:

will identify and explain the purpose of visible input and output components.

Teacher Vocabulary:

input
output

Knowledge:

Students know:

different computing devices have additional pieces that serve different functions.
functions of various input and output components.

Skills:

Students are able to:

identify the input or output component needed for a job they are doing.

Understanding:

Students understand that:

there are additional components that may or may not be needed to perform a specific tasks such as printer to print paper or a keyboard for entering data.

Innovative Designer

Design Thinking

Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources:	6
Classroom Resources:	6

18) Investigate the design process and use digital tools to illustrate potential solutions to a problem, given guidance and support

Examples: Create a presentation, drawing or graphic, audio tool, or video.

Unpacked Content

Evidence Of Student Attainment:

Students:

will design multiple solutions to a problem.
will redesign solutions after testing and critique.
will share solutions using a digital too.

Teacher Vocabulary:

design process
critique
redesign

Knowledge:

Students know:

problems can be found everywhere, such as in their classroom, neighborhood, town, state, country, and world.
they can produce ideas and solutions to these problems.
there can be more than one solution to a problem.
how to test a solution.
how to display their ideas using a digital tool.

Skills:

Students are able to:

find and define problems in everyday life in the classroom, neighborhood, or city.
state multiple solutions for a problem.
draw, write about, or build a prototype to the solution.
redesign a solution after testing and/or critique.
share solutions through a digital platform.

Understanding:

Students understand that:

they can solve problems in their home, classroom, neighborhood, and city.
they can share their solutions with others.
they can share their solutions digitally with words, drawings, audion, and/or videos.
solutions can be made better through testing and critique.

Safety, Privacy, and Security

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	15
Classroom Resources:	15

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 including protecting passwords, using usernames and avatars that do not identify the student, and telling an adult if they encounter unsafe or inappropriate content.
demonstate how to be safe when using digital devices including protecting passwords, using usernames and avatars that do not identify the student, and telling an adult if they encounter unsafe or inappropriate content.
apply strategies to be safe when using digital devices including protecting passwords, using usernames and avatars that do not identify the student, and telling an adult if they encounter unsafe or inappropriate content.

Teacher Vocabulary:

personal safety
digital device
digital citizenship
personal information

Knowledge:

Students know:

strategies to be safe while using digital devices which include protecting passwords, using usernames and avatars that do not identify the student, and telling an adult if they encounter unsafe or inappropriate content.

Skills:

Students are able to:

create and use passwords which are only shared with their parents.
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): 3
All Resources:	0

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:

that the District has a set of rules that every student must follow to use district/school provided resources.

Skills:

Students are able to:

summarize 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): 3
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 by considering the web address, publisher, and domain of a website.
identify the purpose of digital content.

Teacher Vocabulary:

validity
read a web address
publisher
domain name
extension

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): 3
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 problems and apply various strategies to resolve the issue(s).
restart a browser or try a different browser.
check for wireless or wired connectivity.

Teacher Vocabulary:

troubleshooting
connection
wired
wireless
restart

Knowledge:

Students know:

how to identify when a problem exists.
strategies to resolve connectivity or computing issues.

Skills:

Students are able to:

assess a computing issue using look and listen to locate the issue.
refresh the website.
restart the resource or device.
identify if the device is connected via wire or wirelessly.

Understanding:

Students understand that:

every issue can be solved once the cause is identified.

Collaborative Research

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	10
Learning Activities:	4
Lesson Plans:	5
Unit Plans:	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.

Teacher Vocabulary:

curate
keyword
search engine
database

Knowledge:

Students know:

that information to research questions can be obtained from digital sources.
how to use resources to organize information.
how to use 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 the Alabama Virtual Library.
use additional words or punctuation to narrow search such as AND (+), OR, NOT (
), and quotation marks.
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): 3
All Resources:	16
Learning Activities:	3
Lesson Plans:	2
Classroom Resources:	9
Unit Plans:	2

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 using various forms of media.
review and revise authentic artifacts using digital tools.

Teacher Vocabulary:

multimedia
artifacts
Children's Online Privacy Protection Act (COPPA)

Knowledge:

Students know:

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 guidelines.
review an authentic artifact to revise with new or additional information.

Understanding:

Students understand that:

everyone can be an author, producer, director, etc.

Computational Thinker

Abstraction

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	9
Classroom Resources:	9

1) Use numbers or letters to represent information in another form.

Examples: Secret codes/encryption, Roman numerals, or abbreviations.

Unpacked Content

Evidence Of Student Attainment:

Students will:

use numbers and letters to represent information in another form.

Teacher Vocabulary:

encryption
secret codes

Knowledge:

Students know:

techniques for understanding how to representing information in another way using numbers or letters.

Skills:

Students are able to:

use letters or numbers to represent information in another form.
use a secret code to determine information represented in letters and/or numbers.

Understanding:

Students understand that:

numbers and/or letters can represent information in another way.

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	14
Classroom Resources:	14

2) Analyze a given list of sub-problems while addressing a larger problem.

Example: Problem - making a peanut butter sandwich; sub-problem - opening jar, finding a knife, getting the bread.
Problem - design and share a brochure; sub-problem - selecting font, choosing layout.

Unpacked Content

Evidence Of Student Attainment:

Students will:

analyze a given list of sub-problems while addressing a larger problem.

Teacher Vocabulary:

sub-problem

Knowledge:

Students know:

strategies for analyzing sub-problems from a given list for a larger problem.

Skills:

Students are able to:

analyze given lists of sub-problems while addressing a larger problem.
identify the sub-problems for a larger problem.

Understanding:

Students understand that:

larger problems have sub-problems.
it can be easier to solve a large problem if you identify smaller sub-problems to tackle or solve.

Algorithms

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	4
Classroom Resources:	4

3) Explain that different solutions exist for the same problem or sub-problem.

Example: Multiple paths exist to get home from school; one may be a shorter distance while one may encounter less traffic.

Unpacked Content

Evidence Of Student Attainment:

Students will:

explain that different solutions exist for the same problem or sub-problem.

Teacher Vocabulary:

solution
sub-problem
problem

Knowledge:

Students know:

different solutions exist for the same problem or sub-problem.
techniques to explain that different solutions exist for the same problem or sub-problem.

Skills:

Students are able to:

identify different solutions for the same problem or sub-problem.
explain that these solutions exist.

Understanding:

Students understand that:

multiple solutions exist for the same problem or sub-problem.

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	7
Classroom Resources:	7

4) Examine logical reasoning to predict outcomes of an algorithm.

Unpacked Content

Evidence Of Student Attainment:

Students will:

examine logical reasoning.
predict the possible outcomes of an algorithm.

Teacher Vocabulary:

logical reasoning
outcome
algorithm

Knowledge:

Students know:

to apply logical reasoning when predicting outcomes of algorithms.
strategies to examine logical reasoning to predict outcomes of an algorithm.

Skills:

Students are able to:

determine possible outcomes of an algortihm.
recognize that an algorithm can have multiple outcomes.

Understanding:

Students understand that:

logical reasoning is necessary when predicting outcomes of an algorithm.
algorithms can have multiple outcomes.

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	11
Classroom Resources:	11

5) Create an algorithm to solve a problem as a collaborative team.

Examples: Move a character/robot/person through a maze. List steps to build a sandwich.

Unpacked Content

Evidence Of Student Attainment:

Students will:

create an algortihm.
work collaboratively.
solve a problem or complete a task with the algortihm.

Teacher Vocabulary:

algorithm
collaborative

Knowledge:

Students know:

an algorithm can be used to solve a problem or complete a task.
the steps in creating an algortihm as a collaborative team.

Skills:

Students are able to:

work as a collaborative team to create a problem-solving algorithm.
list steps in solving a problem.

Understanding:

Students understand that:

algorithms are used to solve problems or complete a task in a step-by-step process.

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	2
Classroom Resources:	2

6) Describe the function of a flowchart.

Unpacked Content

Evidence Of Student Attainment:

Students will:

describe the function of a flowchart.

Teacher Vocabulary:

flowchart
function

Knowledge:

Students know:

the purpose of a flowchart.
how flowcharts function.

Skills:

Students are able to:

discuss the purpose and function of a flowchart.

Understanding:

Students understand that:

a flowchart is a visual representation of an alogrithm, program, or process.

Programming and Development

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	39
Classroom Resources:	39

7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

Unpacked Content

Evidence Of Student Attainment:

Students will:

test a given program in a block
based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
debug a given program in a block
based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
collaborate with others.

Teacher Vocabulary:

test
debug
program
block-based visual programming environment
arithmetic operators
conditionals
repetition

Knowledge:

Students know:

strategies for debugging a given program.
arithmetic operators create a single numerical solution from multiple oprations.
conditionals are "if, then" statements that direct the program.

Skills:

Students are able to:

test a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Understanding:

Students understand that:

a given program must be tested and debugged to run correctly.
block-based visual programming uses arithemetic operators, conditionals, and repetition to function.

Citizen of a Digital Culture

Safety, Privacy, and Security

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	0

8) Describe how to use proper ergonomics when using devices.

Examples: Body position, lighting, positioning of equipment, taking breaks.

Unpacked Content

Evidence Of Student Attainment:

Students will:

describe proper ergonomics and best practices when using digital devices.

Teacher Vocabulary:

ergonomics
keyboard
monitor
eye strain

Knowledge:

Students know:

the proper way to sit and use digital devices for short and long time frames.

Skills:

Students are able to:

sit back in their chair with feet flat on the floor.
have the keyboard positioned directly in front of the body.
take short 1
2 minute stretch breaks every 20
30 minutes.
look away from the monitor and focus on something in the distance every 20
30 minutes to reduce eye strain.

Understanding:

Students understand that:

proper ergonomics is important to prevent body strain when using digital devices.

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	5
Learning Activities:	1
Classroom Resources:	4

9) Identify the proper use and operation of security technologies.

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

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify 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:

login to resources using passwords.
understand importance of not sharing login information.
identify examples of SPAM, pop up blocks, and virus protection software.

Understanding:

Students understand that:

proper use and operation of security technologies is important to keep a device working correctly and protect your personal information.

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	1
Classroom Resources:	1

10) Describe ways web advertising collects personal information.

Examples: Search ads, banner ads, in-game ads, email ads.

Unpacked Content

Evidence Of Student Attainment:

Students will:

describe ways web advertising collects personal information.

Teacher Vocabulary:

web adversting
personal information
ads
personalized ads
cookies
browsing history

Knowledge:

Students know:

companies use browsing habits of users to personalize advertisements.

Skills:

Students are able to:

describe cookies which a site sends to the computer to track movement among webpages.
explain that items you search in a search engine may be used to personalize ads.
identify ads on websites.

Understanding:

Students understand that:

companies can track browsing history, purchases, etc.

Impact of Computing

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	0

11) Identify resources in the community that offer technology access.

Examples: Libraries, community centers, restaurants, education programs, schools, or hardware/software donation programs.

Unpacked Content

Evidence Of Student Attainment:

Students will:

locate resources in the community that offers technology access.

Teacher Vocabulary:

wifi
shared technology

Knowledge:

Students know:

resources and locations are available in the community that offer free wifi connectivity and/or shared technology devices.

Skills:

Students are able to:

idenfity resources or locations in the community that offer technology access and what type of access and resources they offer.

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): 3
All Resources:	5
Classroom Resources:	5

12) Identify and discuss ways that access to technology helps empower individuals and groups.

Examples: Gives access to information; provides the ability to communicate with others around the world; enables people to buy and sell things.

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify and discuss ways that access to technology helps empower individuals and groups.

Teacher Vocabulary:

empower

Knowledge:

Students know:

access to technology connects individuals and groups to communicate with others with similar interest, share knowledge and resources, and connect with others to meet needs.

Skills:

Students are able to:

explain ways having access to technology empowers individuals and groups locally and/or globally.

Understanding:

Students understand that:

technology access enables you to connect with others you would not be able to connect without technology, work together to meet needs of individuals and/or groups, and obtain information easily or share resources.

Global Collaborator

Communication

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	7
Learning Activities:	1
Lesson Plans:	4
Classroom Resources:	1
Unit Plans:	1

13) Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

Unpacked Content

Evidence Of Student Attainment:

Students will:

communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains using digitial tools.

Teacher Vocabulary:

key ideas
informs
persuades
entertains
communicate
digital tools
collaborate
online environment
tutorial
artifact

Knowledge:

Students know:

that digital tools are available that enable them to inform others.
that digital tools are available that enable them to persuade others.
that digital tools are available that enable them to entertain others.
how to locate directions or tutorials for working in digitial tools.
that communication has a specific purpose and audience.
that collaboration in digital tools can occur 24/7 in various locations.

Skills:

Students are able to:

design communications using various digital tools that informs, persuades, and/or entertains.
locate and follow directions or tutorials for working with digital tools.
explain the purpose of an artifact they create.
collaborate with peers in an online environment.

Understanding:

Students understand that:

various digital tools are available to communicate key ideas and details.
directions or tutorials can be located online to assist with creation.
all communication has a purpose.

Digital Tools

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	2
Classroom Resources:	2

14) Type 15 words per minute with 95% accuracy using appropriate keyboarding techniques.

Unpacked Content

Evidence Of Student Attainment:

Students will:

type 15 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:

keyboarding techniques.
that by knowing the keyboard, less time is spent on entering information so the focus is the content with which they are working.

Skills:

Students are able to:

type 15 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 with which they are working.

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	1
Classroom Resources:	1

15) Describe local, networked, and online or cloud environments.

Unpacked Content

Evidence Of Student Attainment:

Students will:

describe local, networked, and online or cloud environments.

Teacher Vocabulary:

local environment
networked environment
online environment
cloud environment
network
fiber
access points
switches
saved
stored

Knowledge:

Students know:

that the Internet is constructed of a network of connections.
information can be saved or stored on a local device or online in a cloud environment.

Skills:

Students are able to:

describe local, networked, and online or cloud environments and how a user can utilize each environment to meet their need.

Understanding:

Students understand that:

the Internet is constructed of a network of connections.
online or cloud environments are available 24/7 from any Internet
connected device and location.

Collaborative Research

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	8
Learning Activities:	1
Lesson Plans:	3
Classroom Resources:	3
Unit Plans:	1

16) Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

Unpacked Content

Evidence Of Student Attainment:

Students will:

conduct basic keyword searches to produce valid, appropraite results, and evaluate results for accuracy, relevance, and appropriateness.

Teacher Vocabulary:

keyword
search
valid
true
accuracy/accurate
relevance/relevant

Knowledge:

Students know:

strategies to conduct keyword searches.
strategies evaluate the accuracy of information.
not all information online is valid or true.

Skills:

Students are able to:

conduct basic keyword searches using basic words and phrases.
explain how they know information located online is valid or true.

Understanding:

Students understand that:

using specific keywords while searching will deliver best results.
not all information online is valid or true.

Computing Analyst

Data

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	4
Lesson Plans:	1
Classroom Resources:	3

17) Describe examples of data sets or databases from everyday life.

Examples: Library catalogs, school records, telephone directories, or contact lists.

Unpacked Content

Evidence Of Student Attainment:

Students will:

describe examples of data sets or databases from everyday life.

Teacher Vocabulary:

database
data set

Knowledge:

Students know:

examples of data sets.
examples of databases.
characteristics of data sets and databases.

Skills:

Students are able to:

describe examples of databases from everyday life.
describe examples of data sets from everyday life.

Understanding:

Students understand that:

data sets and databases are part of everyday life.
data sets and databases are organized in a certain way for a certain purpose.

Systems

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	5
Classroom Resources:	5

18) Identify a broad range of digital devices, the services they provide, and appropriate uses for them.

Examples: Computers, smartphones, tablets, robots, e-textiles, driving directions apps that access remote map services, digital personal assistants that access remote information services.

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify a broad range of digital devices, the services they provide, and appropriate uses for them.

Teacher Vocabulary:

digital device
services
appropriate

Knowledge:

Students know:

that a digital device is physical equipment with a computing component.
there are many different digital devices and each has its own use.
there are appropriate and inappropriate ways to use these digital devices.
new types of digital devices are being developed everyday.

Skills:

Students are able to:

identify a broad range of digital devices.
identify the services that digital devices provide.
identify the appropriate uses for the digital devices.

Understanding:

Students understand that:

there are many types of digital devices.
there are digital devices that serve a variety of purposes.
all digital devies have an appropriate way to be used.

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	4
Learning Activities:	4

19) Describe the differences between hardware and software.

Unpacked Content

Evidence Of Student Attainment:

Students will:

describe the differences between hardware and software.

Teacher Vocabulary:

hardware
software

Knowledge:

Students know:

hardware is the physical device.
software is the code installed on the device that makes it work.

Skills:

Students are able to:

determine the differences between hardware and software.
describe the differences between hardware and software.

Understanding:

Students understand that:

hardware and software are different components that make a computing device function.
hardware is the physical device.
software is the code installed on the device that makes it function.

Innovative Designer

Human/Computer Partnerships

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	2
Classroom Resources:	2

20) Compare and contrast human and computer performance on similar tasks to understand which is better suited to the task.

Examples: Sorting alphabetically, finding a path across a cluttered room.

Unpacked Content

Evidence Of Student Attainment:

Students will:

compare human and computer performance on similar tasks to understand whether human or computer is better suited to the task.
contrast human and computer performance on similar tasks to understand whether human or computer is better suited to the task.

Teacher Vocabulary:

human and computer relationship
human and computer performance
compare and contrast

Knowledge:

Students know:

the similarities and differences in human/computer performance of similiar tasks.
the benefits and disadvantages of human/computer performances of similar tasks.
the characteristics of human performance/computer performance of tasks.

Skills:

Students are able to:

compare and contrast human and computer performance on similar tasks.

Understanding:

Students understand that:

at times, human or computer may be better suited for a similar task.
there are similarities and differences in human and computer performance on similar tasks.

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	0

21) Explain advantages and limitations of technology.

Example: A spell-checker can check thousands of words faster than a human could look them up; however, a spell-checker might not know whether underserved is correct or if the author's intent was to type undeserved.

Unpacked Content

Evidence Of Student Attainment:

Students will:

explain advantages and limitations of technology.

Teacher Vocabulary:

advantage
limitation
technology

Knowledge:

Students know:

some advantages of technology.
some limitations of technology.

Skills:

Students are able to:

explain advantages and limitations of technology.

Understanding:

Students understand that:

technology use has advantages and limitations.

Design Thinking

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	1
Classroom Resources:	1

22) Discuss the design process and use digital tools to illustrate potential solutions.

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Evidence Of Student Attainment:

Students will:

discuss the design process and use digital tools to illustrate potential solutions.

Teacher Vocabulary:

design process
digital tools
potential
solution

Knowledge:

Students know:

the design process steps are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
how to use digital tools to illustrate potential solutions.

Skills:

Students are able to:

discuss the design process and use digital tools to illustrate potential solutions.

Understanding:

Students understand that:

the design process steps are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
how to use digital tools to illustrate potential solutions.
digital tools can be used to illustrate potential solutions for problems developed through design thinking.

Digital Literacy and Computer Science (2018)
Grade(s): 3
All Resources:	14
Classroom Resources:	14

23) Implement the design process to solve a simple problem.

Examples: Uneven table leg, noise in the cafeteria, tallying the collection of food drive donations.

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Evidence Of Student Attainment:

Students will:

implement the design process to solve a simple problem.

Teacher Vocabulary:

implement
design process
problem

Knowledge:

Students know:

the steps in the design process are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
how to implement the design process to solve a simple problem.
how to identify a simple problem.

Skills:

Students are able to:

identify the steps in the design process.
apply the design process to a simple problem.
implement the steps in the design process to solve a simple problem.

Understanding:

Students understand that:

the steps in the design process are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.

Safety, Privacy, and Security

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	15
Classroom Resources:	15

R1) Identify, demonstrate, and apply personal safe use of digital devices.

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Evidence Of Student Attainment:

Students will:

identfy 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): 4
All Resources:	0

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:

summarize 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): 4
All Resources:	3
Classroom Resources:	3

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 website
domain name
extension
publisher
external links

Knowledge:

Students know:

how to read a web address to validate authenticity.
how locate the publisher of a website.
context cues can be used 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 purpose of digital content.
determine who links to the digital resource.

Understanding:

Students understand that:

a web address gives information about the creator or purpose.
every website has a publisher or author.
context cues can be used to identify the purpose.
external links show others that link to the digital content.

Systems

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	3
Classroom Resources:	3

R4) Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify a problem 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 issues.
strategies to resolve issues.

Skills:

Students are able to:

assess a resource using look and listen to locate the issue.
check for power to the device.
refresh the website.
restart the resource or device.
identify if the device is connected to wired or wireless connection.
retype username and password to confirm correct entry.

Understanding:

Students understand that:

most issues can be solve once the problem is identified.

Collaborative Research

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	3
Learning Activities:	1
Lesson Plans:	2

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.
how to use resources to organize information.
how to find 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 the Alabama Virtual Library.
use additional words or punctuation to narrow search such as AND (+), OR, NOT (
), setting date boundaries, or quotation marks ("").
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): 4
All Resources:	12
Learning Activities:	1
Lesson Plans:	2
Classroom Resources:	9

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 guidelines.
review an authentic artifact to revise with new or additional information.

Understanding:

Students understand that:

everyone can be an author, producer, director, etc.

Computational Thinker

Abstraction

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	3
Classroom Resources:	3

1) Construct a basic system of numbers, letters, or symbols to represent information as a cipher.

Examples: Combine data from multiple sources, sorting multi-level.

Unpacked Content

Evidence Of Student Attainment:

Students will:

construct a basic system of numbers, letters, or symbols to represent information as a cipher.

Teacher Vocabulary:

basic system of numbers
symbols
represent information
cipher

Knowledge:

Students know:

a basic system of numbers, letters, or symbols can represent information as a cipher.

Skills:

Students are able to:

construct a basic system of numbers, letters, or symbols to represent information as a cipher.

Understanding:

Students understand that:

a basic system of numbers, letters, or symbols can represent information as a cipher.

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	23
Classroom Resources:	23

2) Formulate a list of sub-problems to consider while addressing a larger problem.

Examples: Problem - a multi-step math problem; sub-problem - steps to solve.
Problem - light bulb does not light; sub-problem - steps to resolve why.

Unpacked Content

Evidence Of Student Attainment:

Students will:

formulate a list of sub-problems to consider while addressing a larger problem.

Teacher Vocabulary:

formulate
sub-problems

Knowledge:

Students know:

a list of sub-problems need to be considered in order to address a larger problem.
strategies to develop a list of sub-problems.

Skills:

Students are able to:

formulate a list of sub-problems to consider while addressing a larger problem.

Understanding:

Students understand that:

a list of sub-problems need to be considered to address a larger problem.

Algorithms

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	10
Classroom Resources:	10

3) Show that different solutions exist for the same problem or sub-problem.

Unpacked Content

Evidence Of Student Attainment:

Students will:

show that different solutions exist for the same problem or sub-problem.

Teacher Vocabulary:

solution

Knowledge:

Students know:

strategies for developing different solutions for the same problem or sub-problem.
that different solutions exist for the same problem or sub-problem.

Skills:

Students are able to:

show that different solutions exist for the same problem or sub-problem.

Understanding:

Students understand that:

different solutions exist for the same problem or sub-problem.

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	20
Learning Activities:	1
Lesson Plans:	2
Classroom Resources:	17

4) Detect and debug logical errors in various basic algorithms.

Example: Trace the path of a set of directions to determine success or failure.

Unpacked Content

Evidence Of Student Attainment:

Students will:

examine basic algorithms and determine where errors may exist.

Teacher Vocabulary:

detect
debug
logical
errors
algorithms

Knowledge:

Students know:

strategies to detect logical errors in various basic algorithms.
strategies to debug or repair logical errors in various basic algorithms.

Skills:

Students are able to:

detect and debug logical errors in various basic algorithms.

Understanding:

Students understand:

how to detect and debug logical errors in various basic algorithms.

strategies to detect and debug logical errors in various basic algorithms.

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	5
Learning Activities:	1
Classroom Resources:	4

5) Use flowcharts to create a plan or algorithm.

Unpacked Content

Evidence Of Student Attainment:

Students will:

use flowcharts to create a plan or algorithm.

Teacher Vocabulary:

flowchart
plan
algorithm

Knowledge:

Students know:

flowcharts are used in creating plan or algorithm.
strategies to use flowcharts to create a plan or algorithm.

Skills:

Students are able to:

use flowcharts to create a plan or algorithm.
explain how flowcharts help in creating a plan or algorithm.

Understanding:

Students understand that:

flowcharts are used in creating plan or algorithm.
flowcharts help to visualize a plan or algorithm.

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	1
Classroom Resources:	1

6) Define a simple pseudocode.

Unpacked Content

Evidence Of Student Attainment:

Students will:

define a simple pseudocode.

Teacher Vocabulary:

psuedocode

Knowledge:

Students know:

the characteristics of a simple pseudocode.
the purpose of pseudocode.

Skills:

Students are able to:

define a simple psuedocode.
identify simple psuedocode.

Understanding:

Students understand that:

a simple pseudocode is code for programs before it is actually converted into a specific programming language or simply a set of steps.

Programming and Development

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	30
Lesson Plans:	2
Classroom Resources:	28

7) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Unpacked Content

Evidence Of Student Attainment:

Students will:

create a working program in a block
based visual programming environment while using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Teacher Vocabulary:

program
block-based visual programming environment
arithmetic operators
conditionals
repetition

Knowledge:

Students know:

the definitions for arithmetic operators, conditionals, and repetition as they relate to programming.
strategies for collaborating with peers.

Skills:

Students are able to:

create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
implement strategies to collaborate with others.

Understanding:

Students understand that:

operators in programming make many options available, reducing the length of an alorithm, pseudocode, or program.

Citizen of a Digital Culture

Safety, Privacy, and Security

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	6
Learning Activities:	1
Classroom Resources:	5

8) Demonstrate the proper use and operation of security technologies.

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

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify how to properly use security technologies and how they work.

Teacher Vocabulary:

security technologies
privacy
password
login information
virus protection
malicious
spam
spam filters
pop-up blocker
online identity theft

Knowledge:

Students know:

software and other features such as pop-up blockers are installed to protect against malicious items.
unwanted emails or spam can contain links with viruses.
users can protect their information by not sharing passwords or login information to help prevent crimes like online identity theft.

Skills:

Students are able to:

login to resources using private passwords.
understand importance of not sharing login information.
demonstrate how to properly handle or utilize spam, pop up blockers, and virus protection software and features.

Understanding:

Students understand that:

proper use and operation of security technologies is important to keep a device working correctly and protect your personal information.
if an email or pop-up seems too good to be true, it probably is not true.

Legal and Ethical Behavior

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	1
Classroom Resources:	1

9) Identify laws and tools which help ensure that users of varying abilities can access electronic and information technology.

Examples: ADA Laws

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify laws and tools which help to ensure that users of varying abilities can access electronic and information technology.

Teacher Vocabulary:

assistive technology
dictation
text to speech
speech to text
pen with recording feature
braille

Knowledge:

Students know:

laws are in place to ensure access to electronic and information technology.
that tools are created to enable users of varying abilities to access electronic and information.

Skills:

Students are able to:

state that laws are in place to ensure users of varying abilitiies can access electronic and information technology.
identify tools that assist users in accessing information and using technology.

Understanding:

Students understand that:

everyone should have access to electronic and information technology regardless of their abilities.
tools are available for all users to access information and use technology.

Digital Identity

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	2
Classroom Resources:	2

10) Identify the different forms of web advertising and why websites, digital resources, and artifacts may include advertisements and collect personal information.

Examples: Search ads, pay-per-click ads, banner ads, targeted ads, in-game ads, email ads.

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify different forms of web advertising.
identify why websites, digital resources, and artifacts may include advertisements.
identify that websites can collect personal information.

Teacher Vocabulary:

web advertising
advertisements/ads
personal information
user
cookies

Knowledge:

Students know:

advertisements appear on most websites and other digital resources such as email, text, etc.
information is collected by companies, search habits, cookies, etc.

Skills:

Students are able to:

identify ads on a website, within a sample email, in games, and email.
identify ways a company or website collects personal information.

Understanding:

Students understand that:

ads are on most websites, digital resources, and artifacts.
websites or companies collect information by tracking browsing history, collecting user
shared data, or by using cookies.

Impact of Computing

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	1
Learning Activities:	1

11) Discuss the digital divide as unequal access to technology based on differences such as income, education, age, or geographic location and locate resources in the community that can give people access to technology.

Unpacked Content

Evidence Of Student Attainment:

Students will:

discuss the digital divide as unequal access to technology based on differences such as income, education, age, or geographic location.
locate resource in the community that can give people acces to technology.

Teacher Vocabulary:

digital divide
unequal access
income
geographic location
access

Knowledge:

Students know:

everyone does not have the same level of access to technology due to a variety of possible reasons.
communities have free access to technology at various locations such as public libraries, schools, and businesses.

Skills:

Students are able to:

discuss why people do not always have access to technology based on income, education, age, or geographic location.
discuss locations within the community that can give people access to technology.

Understanding:

Students understand that:

everyone does not have the same level of access.
resources are available within the community to give people access they might not have otherwise.

Global Collaborator

Communication

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	8
Lesson Plans:	4
Classroom Resources:	4

12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

Unpacked Content

Evidence Of Student Attainment:

Students will:

use basic features of digital tools to communciate key ideas and details in a way that informs and/or persuades.

Teacher Vocabulary:

digital tools
communicate
key ideas
informs
persuades

Knowledge:

Students know:

digital tools are available that enable them to inform others.
digital tools are available that enable them to persuade others.

Skills:

Students are able to:

use basic features such as headings, text, and images to communicate key ideas that inform and/or persuade.

Understanding:

Students understand that:

digital tools can be used to communicate by informing and/or persuade others.

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	8
Learning Activities:	1
Lesson Plans:	2
Classroom Resources:	5

13) Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.

Unpacked Content

Evidence Of Student Attainment:

Students will:

synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.

Teacher Vocabulary:

synthesize
relevant
timeline
flowcart
infographic

Knowledge:

Students know:

information from multiple sources can be combined or synthesized.
there are multiple was to combine information to communicate with others.

Skills:

Students are able to:

synthesize information from multilple sources in a variety of ways to make it more useful such as a flowchart, timeline, infographic, multimedia etc.

Understanding:

Students understand that:

information is obtained from multiple sources to better make sense of information.
information can be presented in different ways to make it more useful.

Digital Tools

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	1
Classroom Resources:	1

14) Type 20 words per minute with 95% accuracy using appropriate keyboarding techniques.

Unpacked Content

Evidence Of Student Attainment:

Students will:

type 20 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:

keyboarding techniques.
by knowing the keyboard, less time is spent on entering information so the focus is the content with which they are working.

Skills:

Students are able to:

type 20 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 with which they are working.

Collaborative Research

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	4
Classroom Resources:	4

15) Conduct complex 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 complex keyword searches to produce valid, appropraite results, and evaluate results for accuracy, relevance, and appropriateness.

Teacher Vocabulary:

keyword
search
valid
true
accuracy/accurate
relevance/relevant

Knowledge:

Students know:

strategies to conduct complex keyword searches.
strategies that evaluate the accuracy of information.
not all information online is valid or true.

Skills:

Students are able to:

conduct complex keyword searches using quotation marks, OR, NOT, AND, and date boundaries.
explain how they know information located online is valid or true.

Understanding:

Students understand that:

using complex keywords while searching will deliver best results.
not all information online is valid or true.

Computing Analyst

Data

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	8
Learning Activities:	2
Classroom Resources:	6

16) Gather and organize data to answer a question using a variety of computing and data visualization methods.

Examples: Sorting, totaling, averaging, charts, and graphs.

Unpacked Content

Evidence Of Student Attainment:

Students will:

gather data to answer a question using a variety of computing and data visualization methods.
organize data to answer a question using a variety of computing and data visualization methods how to use various computing methods.

Teacher Vocabulary:

gather data
organize data
computing methods
data visualization methods

Knowledge:

Students know:

strategies to gather data to answer a question using a variety of computing and data visualization methods.
strategies to organize data to answer a question using a variety of computing and data visualization methods.

Skills:

Students are able to:

gather and organize data to answer a question using a variety of computing and data visualization methods.

Understanding:

Students understand that:

a variety of computing and data visualization methods can be used to answer a question.
there are strategies for gathering and organizing data to answer a question using a variety of computing and data visualization methods.
different solutions call for certain types of computing and data visualization.

Systems

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	2
Classroom Resources:	2

17) Demonstrate an appropriate level of proficiency in performing tasks using a range of digital devices.

Examples: Collect and record data, print, use send command, connect to Internet, or search; use probes, sensors, printers, robots, or computers.

Unpacked Content

Evidence Of Student Attainment:

Students will:

demonstrate an appropriate level of proficiency in performing tasks using a range of digital devices.

Teacher Vocabulary:

tasks
digital devices

Knowledge:

Students know:

strategies for performing tasks using a range of digital devices proficiently.

Skills:

Students are able to:

demonstrate an appropriate level of proficiency in performing tasks using a range of digital devices.

Understanding:

Students understand that:

there are similarities and differences in the strategies that can be used in performing tasks using a range of digital devices.

Modeling and Simulation

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	0

18) Create a simple digital model of a system, individually and collaboratively, and explain what the model shows and does not show.

Examples: Create a model of the water cycle and indicate that it shows how precipitation forms but does not indicate how pesticides get into rivers.

Unpacked Content

Evidence Of Student Attainment:

Students will:

create a simple digital model of a system collaboratively.
create a simple digital model of a system independently.
explain what a model shows and does not show.

Teacher Vocabulary:

digital model
system

Knowledge:

Students know:

strategies for creating a simple digital model of a system.
how to explain what the model shows and does not show.
strategies for working with others.

Skills:

Students are able to:

create a simple digital model of a system, individually and collaboratively, and explain what the model shows and does not show.

Understanding:

Students understand that:

digital models are used when it is either not physically possible to reproduce an event or system or it is too cost prohibitive to reproduce an event or system.

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	2
Classroom Resources:	2

19) Use data from a simulation to answer a question collaboratively.

Unpacked Content

Evidence Of Student Attainment:

Students will:

use data from a simulation to answer a question while working with other students.

Teacher Vocabulary:

data
simulation

Knowledge:

Students know:

strategies for using data from a simulation to answer a question collaboratively.
strategies for working with others.

Skills:

Students are able to:

use data from a simulation to answer a question.
collaboratively work with others.

Understanding:

Students understand that:

data from a simulation can be used to answer a question collaboratively.

Innovative Designer

Human/Computer Partnerships

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	1
Learning Activities:	1

20) Explain how hardware and applications can enable everyone, including people with disabilities, to do things they could not do otherwise.

Examples: Global Positioning System [GPS] to navigate, text-to-speech feature to read aloud from a digital resource, translate a digital resource to a different language.

Unpacked Content

Evidence Of Student Attainment:

Students will:

explain how hardware and applications can enable everyone to do things they could not do otherwise.
explain how hardware and applications can support users with disabilities.

Teacher Vocabulary:

hardware
applications
Global Positioning System

Knowledge:

Students know:

technology is used to help a variety of users with many tasks.

Skills:

Students are able to:

explain how hardware and applications can enable everyone, including people with disabilities, to do things they could not do otherwise.

Understanding:

Students understand that:

technology is used to help a variety of users with a variety of tasks.

Design Thinking

Digital Literacy and Computer Science (2018)
Grade(s): 4
All Resources:	17
Learning Activities:	1
Classroom Resources:	16

21) Develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.

Unpacked Content

Evidence Of Student Attainment:

Students will:

solve a simple problem by developing a prototype.
solve a simple problem by testing a designed prototype.
solve a simple problem by refining a tested prototype.

Teacher Vocabulary:

develop
test
refine
prototypes
cyclical design process

Knowledge:

Students know:

strategies to brainstorm and develop prototypes as part of a cyclical design process to solve a simple problem.
strategies to test prototypes as part of a cyclical design process to solve a simple problem.
strategies to refine prototypes as part of a cyclical design process to solve a simple problem.

Skills:

Students are able to:

develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.

Understanding:

Students understand that:

some problems can be solved by developing prototypes.

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.

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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.

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.

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.

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.

Safety, Privacy, and Security

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	16
Learning Activities:	3
Classroom Resources:	13

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 and will 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): 6
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): 6
All Resources:	13
Learning Activities:	1
Classroom Resources:	12

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): 6
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:

restart the device
check any cords or cables for proper installation
check for updates
use Force Quit or Task Manager to quit a stalled program.

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 restarting the device, checking cords and cables, or forcing an application to close when it is not working as desired.

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): 6
All Resources:	7
Learning Activities:	1
Lesson Plans:	1
Classroom Resources:	5

R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content

Evidence Of Student Attainment:

Students will:

locate and curate information from digital sources to answer given research questions.

Teacher Vocabulary:

curate

Knowledge:

Students know:

how to find valid sources to answer a given research topic.
how to cite sources.

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, so 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): 6
All Resources:	21
Learning Activities:	4
Lesson Plans:	1
Classroom Resources:	16

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): 6
All Resources:	4
Classroom Resources:	4

1) Remove background details from an everyday process to highlight essential properties.

Examples: When making a sandwich, the type of bread, condiments, meats, and/or vegetables do not affect the fact that one is making a sandwich.

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify the essential components and remove any inessential descriptors given an everyday task.

Teacher Vocabulary:

process
essential properties

Knowledge:

Students know:

how to identify details and descriptors

Skills:

Students are able to:

remove descriptors, only leaving essential details

Understanding:

Students understand that:

descriptors assist in visualizing a process but do not affect the root process.

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	5
Classroom Resources:	5

2) Define a process as a function.

Example: Functions or sets of steps combined to produce a process: turning off your alarm + getting out of bed + brushing your teeth + getting dressed = morning routine.

Unpacked Content

Evidence Of Student Attainment:

Students will:

list a set of steps taken to complete a process and name that process as a function.

Teacher Vocabulary:

process
function

Knowledge:

Students know:

that often people seek to simplify processes; rather than listing all of the steps needed to take a shower, one simply uses the function "shower".

Skills:

Students are able to:

combine or join steps such as algorithms to create a function.

Understanding:

Students understand that:

it is simpler and less confusing to identify processes rather than steps.

Algorithms

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	9
Classroom Resources:	9

3) Create pseudocode that uses conditionals.

Examples: Using if/then/else (If it is raining then bring an umbrella else get wet).

Unpacked Content

Evidence Of Student Attainment:

Students will:

compile a set of steps that contain conditional operations to include if, then, and else.

Teacher Vocabulary:

pseudocode
conditionals

Knowledge:

Students know:

that conditional statements provide options for how a process is completed.

Skills:

Students are able to:

communicate a process and its available yes/no or true/false options.

Understanding:

Students understand that:

conditionals are limited to options that are either true or false.

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	0

4) Differentiate between flowcharts and pseudocode.

Example: Flowcharts use shapes to indicate what to do at each step while pseudocode uses text.

Unpacked Content

Evidence Of Student Attainment:

Students will:

list steps to complete a process in pseudocode.
express the same process in a flowchart noting the differences.

Teacher Vocabulary:

flowchart
pseudocode

Knowledge:

Students know:

flowcharts use symbols to express what is happening while in pseudocode is in basic text.

Skills:

Students are able to:

explain the differences and similarities of flowcharts and pseudocode.

Understanding:

Students understand that:

using flowcharts or pseudocode each has their own advantage when planning a program or process.

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	24
Classroom Resources:	24

5) Identify algorithms that make use of sequencing, selection or iteration.

Examples: Sequencing is doing steps in order (put on socks, put on shoes, tie laces); selection uses a Boolean condition to determine which of two parts of an algorithm are used (hair is dirty? True, wash hair; false, do not); iteration is the repetition of part of an algorithm until a condition is met (if you're happy and you know it clap your hands, when you're no longer happy you stop clapping).

Unpacked Content

Evidence Of Student Attainment:

Students will:

find algorithms that demonstrate the three basic programming structures.

Teacher Vocabulary:

algorithm sequence selection iteration

Knowledge:

Students know:

differences between the three basic programming structures.

Skills:

Students are able to:

explain the differences in sequencing, selection, and iteration.

Understanding:

Students understand that:

differences exist in sequencing, selection, and iteration.

Programming and Development

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	19
Learning Activities:	2
Classroom Resources:	17

6) Identify steps in developing solutions to complex problems using computational thinking.

Unpacked Content

Evidence Of Student Attainment:

Students will:

use the problem solving or design thinking process to think logically through a previously solved complex problem.

Teacher Vocabulary:

computational thinking

Knowledge:

Students know:

how to define the problem.
how to plan solutions.
how to implement a plan.
how to reflect on the results and process.
how to iterate through the process again.

Skills:

Students are able to:

identify the steps involved with formulating problems and solutions in a way that can be represented or carried with or without a computer.

Understanding:

Students understand that:

computational thinking is formulating problems and solutions in a way that can be represented or carried out with or without a computer.

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	7
Learning Activities:	4
Classroom Resources:	3

7) Describe how automation works to increase efficiency.

Example: Compare the amount of time/work to hand wash a car vs. using an automated car wash.

Unpacked Content

Evidence Of Student Attainment:

Students will:

explain how an automated activity or system increases productivity.

Teacher Vocabulary:

automation

Knowledge:

Students know:

how automation works to increase efficiency.

Skills:

Students are able to:

describe how automation increases efficiency.

Understanding:

Students understand that:

automation works to increase efficiency.

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	16
Classroom Resources:	16

8) Create a program that initializes a variable.

Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.

Unpacked Content

Evidence Of Student Attainment:

Students will:

create a variable set to a specific value within a program that will change during the program but will reinitialize or return back to the specific value initially set when the program is run again.

Teacher Vocabulary:

initialize

Knowledge:

Students know:

that updating a variable during a program changes the initial value set, so variables need to be initialized (set to the original value) at the start or end of a task or program.

Skills:

Students are able to:

set variables back to their original values upon start
up or completion of a task or program.

Understanding:

Students understand that:

variables need to be initialized for programs to work properly more than once.

Citizen of a Digital Culture

Safety, Privacy, and Security

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	3
Learning Activities:	1
Classroom Resources:	2

9) Differentiate between a secure and a non-secure website including how they affect personal data.

Example: HTTP vs. HTTPS.

Unpacked Content

Evidence Of Student Attainment:

Students will:

distinguish between a secure and non
secure website.
identify the risks associated with transmitting personal data over a non
secure website.

Knowledge:

Students know:

how to identify a website as secure or unsecure.
that sharing personal data can be dangerous.

Skills:

Students are able to:

recognize that secure web address begins with "https" and that a security symbol is displayed in the address bar such as a lock, etc.

Understanding:

Students understand that:

any information provided while navigating an unsecure website can negatively affect users.

Legal and Ethical Behavior

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	6
Classroom Resources:	6

10) Describe the causes and effects of illegal use of intellectual property as it relates to print and digital media, considering copyright, fair use, licensing, sharing, and attribution.

Unpacked Content

Evidence Of Student Attainment:

Students will:

describe the causes and effects of illegal use of intellectual property as it relates to print and digital media, considering copyright, fair use, licensing, sharing, and attribution.

Teacher Vocabulary:

intellectual property
attribution

Knowledge:

Students know:

that illegal use of intellectual property can cause monetary damages to the property owner as well as fines and jail time for the property thief.

Skills:

Students are able to:

use intellectual property in a manner allowed by copyright, fair use, licensing, sharing, and attribution.

Understanding:

Students understand that:

misuse of intellectual property is illegal and will result in negative consequences.

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	6
Learning Activities:	1
Classroom Resources:	5

11) Differentiate between appropriate and inappropriate digital content and the use of that content.

Unpacked Content

Evidence Of Student Attainment:

Students will:

differentiate between appropriate and inappropriate content.
demonstrate what actions to take should they encounter inappropriate content.

Knowledge:

Students know:

at times they may encounter appropriate and inappropriate content.
what actions to take should they encounter inappropriate content.

Skills:

Students are able to:

distinguish between appropriate and inappropriate digital content.

Understanding:

Students understand that:

not all digital content is appropriate to access and/or use.

Digital Identity

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	1
Classroom Resources:	1

12) Define digital permanence.

Unpacked Content

Evidence Of Student Attainment:

Students will:

define digital permanence.

Teacher Vocabulary:

digital permanence

Knowledge:

Students know:

that once something is posted online, it can be difficult to remove it.

Skills:

Students are able to:

identify appropriate and inappropriate posts.

Understanding:

Students understand that:

online posts can alter your reputation and limit your opportunities.

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	10
Classroom Resources:	10

13) Define personal privacy, digital footprint, and open communication.

Unpacked Content

Evidence Of Student Attainment:

Students will:

define personal privacy.
define digital footprint.
define open communication.

Teacher Vocabulary:

personal privacy
digital footprint
open communication

Knowledge:

Students know:

that personal information can be divided into the three categories of personal privacy, digital footprint, open communication.

Skills:

Students are able to:

define personal privacy.
define digital footprint.
define open communication.

Understanding:

Students understand that:

information is either, personal, part of your digital footprint, or available as open communication.

Impact of Computing

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	2
Classroom Resources:	2

14) Discuss digital globalization and Internet censorship.

Examples: Software that scans a website for posts about potential threats; a person's ability to order a product directly from a manufacturer in another part of the world; a student in Africa can take an online math course created in the United States; web-hosting company prevents posting of content.

Unpacked Content

Evidence Of Student Attainment:

Students will:

discuss digital globalization.
discuss internet censorship.

Teacher Vocabulary:

digital globalization
internet censorship

Knowledge:

Students know:

most information posted on the internet can be viewed by most of the world.
some countries and companies limit access to information.

Skills:

Students are able to:

identify positives and negatives of digital globalization.
identify positives and negatives of internet censorship.

Understanding:

Students understand that:

most information posted on the internet can be viewed by most of the world.
some countries and companies limit access to information.

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	8
Learning Activities:	1
Classroom Resources:	7

15) Identify emerging technologies in computing.

Unpacked Content

Evidence Of Student Attainment:

Students will:

research and report on emerging technologies and their possible impacts on mankind.

Knowledge:

Students know:

how to research for emerging technologies.

Skills:

Students are able to:

gather information about new products.
share information in a legal and responsible way.

Understanding:

Students understand that:

technology is ever
changing.

Global Collaborator

Creative Communications

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	6
Learning Activities:	1
Classroom Resources:	5

16) Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.

Unpacked Content

Evidence Of Student Attainment:

Students will:

publish or communicate information about issues or problems in their community with groups of various cultures and backgrounds while working in groups or with partners.

Knowledge:

Students know:

how to use a platform to share and inform others of a variety of backgrounds about issues or problems important to them.

Skills:

Students are able to:

publish and communicate as creators of content and information, instead of only consumers of the same.

Understanding:

Students understand that:

being able to communicate effectively and disseminate that information to reach a broader audience is an important part of being a global collaborator.

Digital Tools

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	1
Classroom Resources:	1

17) Type 30 words per minute with 95% accuracy using appropriate keyboarding techniques.

Unpacked Content

Evidence Of Student Attainment:

Students will:

type 30 wpm with 95% accuracy using techniques appropriate to the device.

Knowledge:

Students know:

keyboard layout.

Skills:

Students are able to:

type 30 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): 6
All Resources:	2
Classroom Resources:	2

18) Define censorship.

Unpacked Content

Evidence Of Student Attainment:

Students will:

define censorship.
identify occasions, both positive and negative, in which censorship was applied.

Teacher Vocabulary:

censorship

Knowledge:

Students know:

that censorship is the suppression or prohibition of data for any reason.

Skills:

Students are able to:

identify censorship in practice.

Understanding:

Students understand that:

censorship can be used for safety measures and as a control tactic.

Computing Analyst

Data

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	4
Classroom Resources:	4

19) Track data change from a variety of sources.

Example: Use editing or versioning tools to track changes to data.

Unpacked Content

Evidence Of Student Attainment:

Students will:

track received data changes in polls or other sources.

Knowledge:

Students know:

how to use time and date stamps to track changes in data gathered over a period of time.

Skills:

Students are able to:

assess how data can change over time.
identify how data may look different when gathered from various sources.

Understanding:

Students understand that:

the source of data and time when data is gather has an effect on results.

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	7
Classroom Resources:	7

20) Identify data transferring protocols, visualization, and the purpose of data and methods of storage.

Examples: Using an online collection tool or form to collect data that is then stored in a spreadsheet or database.

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify common data transferring protocols.
identify why particular protocols are used for various methods of storage and visualization.

Teacher Vocabulary:

transfer protocols
visualization

Knowledge:

Students know:

different transferring protocols are used for specific purposes depending on the data and storage methods.

Skills:

Students are able to:

differentiate basic data transferring protocols from another and various methods of storing data.

Understanding:

Students understand that:

data is compressed and stored in various transferring protocols depending on the purpose.

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	20
Learning Activities:	1
Classroom Resources:	19

21) Identify varying data structures/systems and methods of classification, including decimal and binary.

Examples: Difference between a bit and a byte, bit representation, pixels.

Unpacked Content

Evidence Of Student Attainment:

Students will:

recognize various data structures and methods of classification such as binary and decimal.

Teacher Vocabulary:

data structures
decimal
binary

Knowledge:

Students know:

how to recognize a binary number system including bits and bytes.

Skills:

Students are able to:

identify how binary can be used for bit representation in pixels.

Understanding:

Students understand that:

there are several data structures and methods for classification.

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	2
Classroom Resources:	2

22) Summarize the purpose of the American Standard Code for Information Interchange (ASCII).

Unpacked Content

Evidence Of Student Attainment:

Students will:

summarize the purpose of the American Standard Code for Information Interchange (ASCII).

Teacher Vocabulary:

American Standard Code for Information Interchange

Knowledge:

Students know:

that the American Standard Code for Information Interchange (ASCII) was created to use one harmonious languages for computers and programs to communicate.

Skills:

Students are able to:

summarize the purpose of the American Standard Code for Information Interchange (ASCII).

Understanding:

Students understand that:

without ASCII, there may be no way for programs or computers to communicate.

Systems

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	8
Classroom Resources:	8

23) Discuss how digital devices may be used to collect, analyze, and present information.

Unpacked Content

Evidence Of Student Attainment:

Students will:

discuss various methods for using digital devices to collect, analyze, and present information.

Knowledge:

Students know:

that information can be presented in many ways.

Skills:

Students are able to:

identify ways to collect, analyze, and present information.

Understanding:

Students understand that:

devices can be used to collect, analyze, and present information.

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	1
Classroom Resources:	1

24) Compare and contrast types of networks.

Examples: Wired, wireless (WiFi), local, wide area, mobile, Internet, and intranet.

Unpacked Content

Evidence Of Student Attainment:

Students will:

compare/contrast different network types such as wired vs wireless or LAN vs WAN.

Knowledge:

Students know:

networks are used to join computing devices for different needs.

Skills:

Students are able to:

identify the needs satisfied by different networks.

Understanding:

Students understand that:

networks are designed to meet specific needs.

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	1
Classroom Resources:	1

25) Differentiate between secure and non-secure systems.

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify secure and non
secure systems.
differentiate between secure and non
secure systems.

Knowledge:

Students know:

not all information or websites are secure.

Skills:

Students are able to:

identify a resource as secure or non
secure.

Understanding:

Students understand that:

part of protecting data includes determining if a system is secure or non
secure.

Modeling and Simulation

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	1
Classroom Resources:	1

26) Explain why professionals may use models as logical representations of physical, mathematical, or logical systems or processes.

Example: Students will discuss why an engineer may build a model of a building before actually constructing the building.

Unpacked Content

Evidence Of Student Attainment:

Students will:

explain why one might create a model or simulation.

Knowledge:

Students know:

it can difficult, expensive, or impossible to create a system or process true
to
scale, therefore professionals often use models or simulations to test theories, plans, or designs.

Skills:

Students are able to:

identify reasons a system or process cannot be easily replicated.
identify situations in which it is best to use a model or simulation.

Understanding:

Students understand that:

models and/or simulations are used to save time and money during testing phases of projects.

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	2
Classroom Resources:	2

27) Explain how simulations serve to implement models.

Unpacked Content

Evidence Of Student Attainment:

Students will:

explain how simulations serve to implement models.

Knowledge:

Students know:

that simulations and models are both representations of a system or process.
simulations are often digital representations whereas models are often physical representations.

Skills:

Students are able to:

explain that simulations may be used to save time and/or money in representing a process or system.

Understanding:

Students understand that:

typically, simulations are digital representations of a process, while models are physical representations of a process.

Innovative Designer

Human/Computer Partnerships

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	4
Learning Activities:	1
Classroom Resources:	3

28) Define assistive technologies and state reasons they may be needed.

Unpacked Content

Evidence Of Student Attainment:

Students will:

define assistive technologies.
state reasons assistive technologies may be needed.

Knowledge:

Students know:

that people have differing abilities and that technologies exists to aid users in overcoming challenges.

Skills:

Students are able to:

define 'assistive technology'.
explain reasons one may use an assistive technology.

Understanding:

Students understand that:

being different doesn't have to be a difficulty.

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	9
Learning Activities:	4
Classroom Resources:	5

29) Define artificial intelligence and identify examples of artificial intelligence in the community.

Examples: Image recognition, voice assistants.

Unpacked Content

Evidence Of Student Attainment:

Students will:

define artificial intelligence.
identify examples of artificial intelligence in the community.

Teacher Vocabulary:

artificial intelligence

Knowledge:

Students know:

that artificial intelligence is the use of computer systems to perform tasks normally requiring human intelligence and include services such as visual perception, speech recognition, decision
making, and translation between languages.

Skills:

Students are able to:

identify examples of artificial intelligence.

Understanding:

Students understand that:

while artificial intelligence is designed to aide, it also has negative side effects.

Design Thinking

Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources:	19
Learning Activities:	1
Classroom Resources:	18

30) Discuss and apply the components of the problem-solving process.

Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.

Unpacked Content

Evidence Of Student Attainment:

Students will:

discuss the components of the problem-solving process.
apply the components of the problem-solving process.

Teacher Vocabulary:

problem-solving process

Knowledge:

Students know:

when solving problems, one should identify the problem, identify possible solutions, evaluate to select a best solution, implement the solution, evaluate the solution and/or seek feedback.

Skills:

Students are able to:

identify a problem.
identify possible solutions.
evaluate to select a best solution.
implement a solution.
evaluate a solution.
seek feedback.
revise an artifact based on feedback.

Understanding:

Students understand that:

problem-solving is a process that can take multiple iterations.

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:

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.

Safety, Privacy, and Security

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	15
Learning Activities:	3
Classroom Resources:	12

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 and will 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): 8
All Resources:	2
Learning Activities:	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): 8
All Resources:	11
Learning Activities:	1
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): 8
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:

clear any cache or internet history.
complete disk checks or disk defrag.
complete a system restore or reset the device.

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 clear any cache or internet history, complete disk checks or disk defrag, complete a system restore or reset the device.

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): 8
All Resources:	11
Learning Activities:	1
Classroom Resources:	10

R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content

Evidence Of Student Attainment:

Students will:

locate and curate information from digital sources to answer given research questions.

Teacher Vocabulary:

curate

Knowledge:

Students know:

how to find valid sources to answer a given research topic.
cite sources.

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 information and to cite the source of information.

Digital Tools

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	19
Learning Activities:	5
Lesson Plans:	1
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): 8
All Resources:	8
Classroom Resources:	8

1) Design a function using a programming language that demonstrates abstraction.

Example: Create a program that utilizes functions in an effort remove repetitive sequences of steps.

Unpacked Content

Evidence Of Student Attainment:

Students will:

design a function that demonstrates the removal of repetitive sequence of steps.

Teacher Vocabulary:

function
abstraction

Knowledge:

Students know:

that a function can be called into a programming while abstracting out the details contained within the function.

Skills:

Students are able to:

create a function that can be called into a programming while leaving out the details contained within the function.

Understanding:

Students understand that:

abstraction is a way of hiding the details of a complex function and being able to quickly make use of the complexity that has been hidden abstraction by calling in the function.

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	2
Classroom Resources:	2

2) Explain how abstraction is used in a given function.

Example: Examine a set of block-based code and explain how abstraction was used.

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify how abstraction has been used in a function when given the function.

Teacher Vocabulary:

function
abstraction

Knowledge:

Students know:

abstraction is the process of removing unessential details (color, size, etc.

Skills:

Students are able to:

recognize when abstraction has been employed in a program or function.

Understanding:

Students understand that:

because code can be so complex, it is often in a programmer's best interest to simplify tasks to include only essential elements.

Algorithms

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	13
Learning Activities:	1
Classroom Resources:	12

3) Create an algorithm using a programming language that includes the use of sequencing, selections, or iterations.

Example: Use a block-based or script programming language
Step 1: Start
Step 2: Declare variables a, b and c.
Step 3: Read variables a, b and c.
Step 4: If a>b
      If a>c
         Display a is the largest number.
     Else
         Display c is the largest number.
   Else
      If b>c
         Display b is the largest number.
      Else
         Display c is the greatest number.
Step 5: Stop

Unpacked Content

Evidence Of Student Attainment:

Students will:

create an algorithm that includes sequencing, selections, or iterations.

Teacher Vocabulary:

algorithm
sequence
selection
iteration

Knowledge:

Students know:

how to use a programming language to create algorithms that make use of sequencing, selections, or iterations.

Skills:

Students are able to:

create programs to make use of sequencing, selections, or iterations.

Understanding:

Students understand that:

each programming language has a unique way of making use of sequencing, selections, and iterations in algorithms.

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	4
Classroom Resources:	4

4) Create a function to simplify a task.

Example: 3⁸ = 3*3*3*3*3*3*3*3; =(Average) used in a spreadsheet to average a given list of grades.

Unpacked Content

Evidence Of Student Attainment:

Students will:

create a function that simplifies a task.

Teacher Vocabulary:

function

Knowledge:

Students know:

that a function can be used to simplify a task.

Skills:

Students are able to:

create and use functions to simplify tasks.

Understanding:

Students understand that:

functions are useful tools used abundantly in algorithms.

Programming and Development

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	17
Classroom Resources:	17

5) Discuss the efficiency of an algorithm or technology used to solve complex problems.

Unpacked Content

Evidence Of Student Attainment:

Students will:

examine a given artifact used to aid in problem solving.
discuss the efficiency of that artifact in problem solving.

Knowledge:

Students know:

that many solutions exist to solve a problem.

Skills:

Students are able to:

communicate their opinion on the efficiency of problem solving methods.

Understanding:

Students understand that:

while many solutions exist for a problem, some are better suited to meet specific needs, such as efficiency.

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	8
Learning Activities:	1
Classroom Resources:	7

6) Describe how algorithmic processes and automation increase efficiency.

Unpacked Content

Evidence Of Student Attainment:

Students will:

explain how algorithms and automation have and can increase efficiency.

Teacher Vocabulary:

algorithmic process
automation

Knowledge:

Students know:

how algorithmic processes and automation have increased efficiency.

Skills:

Students are able to:

explain how algorithmic processes and automation increase efficiency.

Understanding:

Students understand that:

automation is a useful tool for increasing efficiency.
while many things can and have been automated, not everything can be automated using algorithmic processes.

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	16
Classroom Resources:	16

7) Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

Examples: Make a game, interactive card, story, or adventure game.

Unpacked Content

Evidence Of Student Attainment:

Students will:

create a properly functioning program using selection, iteration, abstraction, that initializes and updates at least two variables.

Teacher Vocabulary:

selection
iteration
abstraction
initialize
variables

Knowledge:

Students know:

how to write a program that includes selection, iteration, abstraction, initialization, and updates variables.

Skills:

Students are able to:

write a program that includes foundational programming concepts
selection, iteration, abstraction, initialization, and updating variables.

Understanding:

Students understand that:

they have the ability to create and design programs they may have never considered themselves able to do so.

Citizen of a Digital Culture

Safety, Privacy, and Security

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	0

8) Compare and contrast common methods of securing data.

Unpacked Content

Evidence Of Student Attainment:

Students will:

research common methods of data security.
compare and contrast common methods of data security.

Knowledge:

Students know:

that it is important to protect personal data and that it is also important to protect the data you may have access to when working.

Skills:

Students are able to:

identify multiple methods for securing data and select the best method(s) for various situations.

Understanding:

Students understand that:

data entrusted to a person needs to be protected as if it were one's personal data.

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	1
Classroom Resources:	1

9) Secure a file or other data.

Examples: lock spreadsheet cell(s), password protect, encrypt.

Unpacked Content

Evidence Of Student Attainment:

Students will:

secure a file via password protection or encryption.

Knowledge:

Students know:

it is important to secure some data.

Skills:

Students are able to:

use multiple methods to protect data.

Understanding:

Students understand that:

file or data security is important.

Legal and Ethical Behavior

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	4
Classroom Resources:	4

10) Analyze different modes of social engineering and their effectiveness.

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

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify various modes of social engineering and indicate their effectiveness.

Teacher Vocabulary:

social engineering

Knowledge:

Students know:

social engineering is used to elicit access to information one would not normally allow.

Skills:

Students are able to:

identify various modes of social engineering and indicate their effectiveness.

Understanding:

Students understand that:

social engineering is used to manipulate individuals into revealing personal information.
many modes of social engineering are used to manipulate individuals into revealing personal information.

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	12
Learning Activities:	1
Classroom Resources:	11

11) Advocate for positive, safe, legal, and ethical habits when creating and sharing digital content.

Example: Students create a brochure that highlights the consequences of illegally downloading media.

Unpacked Content

Evidence Of Student Attainment:

Students will:

advocate for positive, safe, legal, and ethical habits when creating and sharing digital content.

Knowledge:

Students know:

that works may be protected by rights which prevent use or reuse of content.

Skills:

Students are able to:

identify rules of use or reuse of digital content.

Understanding:

Students understand that:

creators of digital content may maintain rights to their creation(s) which may prohibit use of that content.

Digital Identity

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	5
Classroom Resources:	5

12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

Unpacked Content

Evidence Of Student Attainment:

Students will:

locate and share authentic accounts of positive and negative consequences of data permanence.

Teacher Vocabulary:

data permanence
digital identity

Knowledge:

Students know:

that people are often judged on behavior, both offline and online.

Skills:

Students are able to:

identify postings that may be unbecoming to self or others.

Understanding:

Students understand that:

consequences exist for every choice one makes
good and bad.
some choices can have lasting impacts.

Impact of Computing

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	7
Classroom Resources:	7

13) Evaluate the impact of digital globalization on public perception and ways Internet censorship can affect free and equitable access to information.

Unpacked Content

Evidence Of Student Attainment:

Students will:

evaluate the effects of internet censorship and global digitalization on the global society.

Teacher Vocabulary:

digital globalization
Internet censorship

Knowledge:

Students know:

at one time, trades and goods were limited to mostly advanced economies; with changes in digital globalization, services and data are more readily available to all economies not affected by censorship.

Skills:

Students are able to:

identify positive and negative implications of digital globalization and internet censorship.

Understanding:

Students understand that:

digital globalization has provided opportunities to countries less advanced than some larger countries.
internet censorship occurs locally and abroad.

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	8
Learning Activities:	4
Classroom Resources:	4

14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

Unpacked Content

Evidence Of Student Attainment:

Students will:

research current events related to computing.
analyze possible effects of current events on education, the workplace, individuals, communities, and global society.

Knowledge:

Students know:

technology will always have positive and negative effects on others; it is important to examine the benefits and costs associated with implementing new technology.

Skills:

Students are able to:

analyze current events related to computing.
analyze the effects of current events related to computing on education, the workplace, individuals, communities, and global society.

Understanding:

Students understand that:

it is important to examine the benefits and costs associated with implementing new technology.

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	11
Classroom Resources:	11

15) Critique computational artifacts, including options for accessibility for all users, with respect to the needs of a global culture.

Unpacked Content

Evidence Of Student Attainment:

Students will:

evaluate artifacts available digitally while giving consideration to the abilities, values, and access of the artifact creator.

Knowledge:

Students know:

that one's access to resources can alter the outcome of an artifact.

Skills:

Students are able to:

use empathy and/or someone else's perspective when critiquing works.

Understanding:

Students understand that:

all people have unique perspectives that should be considered.

Global Collaborator

Creative Communications

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	12
Learning Activities:	2
Classroom Resources:	10

16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

Unpacked Content

Evidence Of Student Attainment:

Students will:

create and share a presentation designed for specific audiences through an appropriate medium.

Knowledge:

Students know:

of the many mediums available to share content, some are more appropriate than others in given circumstances.

Skills:

Students are able to:

design and present content designed for specific audiences through an appropriate medium.

Understanding:

Students understand that:

understanding your audience is as important as the content you are sharing or presenting.

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	5
Learning Activities:	1
Classroom Resources:	4

17) Communicate and publish individually or collaboratively to persuade peers, experts, or community about issues and problems.

Unpacked Content

Evidence Of Student Attainment:

Students will:

select an issue or problem and publish content designed to persuade peers, experts, or the community.

Knowledge:

Students know:

how to research and form an educated position about an issue.
how to communicate and publish opinion in an effort to persuade others.

Skills:

Students are able to:

research and form an educated position about an issue.
communicate and publish an educated opinion in an effort to persuade others.

Understanding:

Students understand that:

a digital platform provides the ability to publish ideas and reach a greater audience than was once possible.

Digital Tools

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	1
Classroom Resources:	1

18) Type 40 words per minute with 95% accuracy using appropriate keyboarding techniques.

Unpacked Content

Evidence Of Student Attainment:

Students will:

type 40 wpm with 95% accuracy using techniques appropriate to the device.

Knowledge:

Students know:

keyboard layout

Skills:

Students are able to:

type 40 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): 8
All Resources:	2
Classroom Resources:	2

19) Critique the impacts of censorship as it impacts global society.

Example: Create a presentation outlining the social implications of limiting access to web content by favoring or blocking particular products or websites.

Unpacked Content

Evidence Of Student Attainment:

Students will:

critique the impacts of censorship, highlighting global impacts of censorship.

Teacher Vocabulary:

censorship

Knowledge:

Students know:

censorship is the omission, prohibition, or suppression of information.
when information is censored, truth is skewed.

Skills:

Students are able to:

cite the implications of censorship.
communicate their opinions of the implications of censorship.

Understanding:

Students understand that:

censorship is the omission, prohibition, or suppression of information.
when information is censored, truth is skewed.

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	4
Classroom Resources:	4

20) Examine an artifact that demonstrates bias through distorting, exaggerating, or misrepresenting data and redesign it using factual, relevant, unbiased content to more accurately reflect the truth.

Unpacked Content

Evidence Of Student Attainment:

Students will:

select an artifact such as an article, pamphlet, website, video, etc.
will redesign the selected artifact using verifiable facts to more accurately reflect the truth.

Teacher Vocabulary:

bias

Knowledge:

Students know:

that publications can display bias.
that information should always be checked with multiple sources.

Skills:

Students are able to:

research information to either support what is being shared or to refute what is being shared.

Understanding:

Students understand that:

bias exists in our society, therefore all information should be researched before assuming it is accurate.

Computing Analyst

Data

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	3
Classroom Resources:	3

21) Differentiate types of data storage and apply most efficient structure.

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

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify which data storage structure is used given a set of data and the intent on using that data.

Knowledge:

Students know:

different types of data storage and the appropriate use of those structures.

Skills:

Students are able to:

apply the most efficient data storage given a set of data.

Understanding:

Students understand that:

applying appropriate tools, in this case a data structure, to appropriate task increases efficiency.

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	6
Classroom Resources:	6

22) Encrypt and decrypt various data.

Example: Create and decipher a message sent in a secret code.

Unpacked Content

Evidence Of Student Attainment:

Students will:

encrypt data to include text or files.
decrypt data to include text or files.

Teacher Vocabulary:

encrypt
decrypt

Knowledge:

Students know:

cyphers can be used to encrypt and then decrypt a message.
that computers use complicated cyphers to keep data safe when being transmitted electronically.

Skills:

Students are able to:

either physically or digitally encrypt and decrypt data.

Understanding:

Students understand that:

some data needs to be protected as it is transmitted digitally.

Systems

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	5
Classroom Resources:	5

23) Design a digital artifact to propose a solution for a content-related problem.

Example: Create a presentation outlining how to create a cost-efficient method to melt snow on roads during the winter.

Unpacked Content

Evidence Of Student Attainment:

Students will:

design an artifact to propose a solution to an assigned or chosen content
related issue.

Knowledge:

Students know:

that often there exists many solutions to a problem.

Skills:

Students are able to:

design an artifact to propose a solution to a problem.

Understanding:

Students understand that:

the presentation of an artifact can be as important as the solution.

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	6
Classroom Resources:	6

24) Compare and contrast common methods of cybersecurity.

Example: Discuss how password protections and encryption are similar and different.

Unpacked Content

Evidence Of Student Attainment:

Students will:

compare and contrast common methods of cybersecurity.

Teacher Vocabulary:

cybersecurity

Knowledge:

Students know:

that cybersecurity is used to protect data online; one method of securing data may be better than another for a given situation.

Skills:

Students are able to:

identify similarities and differences in types of cybersecurity.

Understanding:

Students understand that:

many methods exist to protect data.

Modeling and Simulation

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	2
Classroom Resources:	2

25) Create a model that represents a system.

Example: Food chain, supply and demand.

Unpacked Content

Evidence Of Student Attainment:

Students will:

select a system or process then construct a model, either digital or physical, that represents the system process.

Knowledge:

Students know:

that systems or processes exist that may be too large to be easily observable and by creating a model of the system or process, one can then use the model in the problem-solving process.

Skills:

Students are able to:

observe systems or processes in the real world that may require the creation of a model for the purposes of testing.

Understanding:

Students understand that:

models serve as representations of systems or processes in the problem-solving process.

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	1
Learning Activities:	1

26) Create a simulation that tests a specific model.

Examples: Demonstrate that pressure changes with temperature in a controlled environment; demonstrate that rocket design affects the height of a rocket's launch; demonstrate that the amount of water changes the height of a plant.

Unpacked Content

Evidence Of Student Attainment:

Students will:

create a simulation that tests a specific model.

Knowledge:

Students know:

what information is important to the simulation.

Skills:

Students are able to:

create a simulation that tests a specific model.

Understanding:

Students understand that:

simulations are used to save time and money.
simulations serve to recreate processes you otherwise may not be able to.

Innovative Designer

Human/Computer Partnerships

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	4
Classroom Resources:	4

27) Analyze assistive technologies and how they improve the quality of life for users.

Example: Research multiple speech to text technologies and write a persuasive essay in favor of one over another.

Unpacked Content

Evidence Of Student Attainment:

Students will:

analyze a category of assistive technologies.
identify how that category of assistive technologies improve the quality of life for users.

Teacher Vocabulary:

assistive technology

Knowledge:

Students know:

technologies exist to assist users with varying needs.

Skills:

Students are able to:

research assistive technologies.
determine the possible uses of assistive technologies that can improve quality of life for users.

Understanding:

Students understand that:

technologies exist or can be created to help people accomplish tasks they may not otherwise be able.

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	1
Classroom Resources:	1

28) Develop a logical argument for and against artificial intelligence.

Examples: Students debate the use of artificial intelligence in self-driving vehicles.
Students write a persuasive essay to argue for or against digital personal assistants.

Unpacked Content

Evidence Of Student Attainment:

Students will:

research and compile data in support of and against the use of artificial intelligence.

Teacher Vocabulary:

artificial intelligence

Knowledge:

Students know:

technology has helped many people in many ways and it can also cause harm.

Skills:

Students are able to:

research artificial intelligence.
create an artifact (poster, speech, video, song, poem, pamphlet, presentation, etc.

Understanding:

Students understand that:

technology has limitations.
technology can be used in unintended ways that can cause harm or can help.

Design Thinking

Digital Literacy and Computer Science (2018)
Grade(s): 8
All Resources:	20
Classroom Resources:	20

29) Create an artifact to solve a problem using ideation and iteration in the problem-solving process.

Examples: Create a public service announcement or design a computer program, game, or application.

Unpacked Content

Evidence Of Student Attainment:

Students will:

create an artifact to solve a problem.
revise the created artifact once feedback is received from stakeholders.

Teacher Vocabulary:

ideation
iteration
problem-solving process

Knowledge:

Students know:

that problem solving is a process to find the best solution.
that through ideation and iteration, the final product or artifact may be a more polished or appropriate solution.

Skills:

Students are able to:

gather initial data about a topic.
informally propose a solution.
gather feedback on informal proposal.
design a solution to a chosen problem.

Understanding:

Students understand that:

problem-solving is a process.
products or artifacts may undergo many revisions after data is reviewed and feedback is received.

Safety, Privacy, and Security

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	18
Learning Activities:	3
Classroom Resources:	15

R1) Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content

Evidence Of Student Attainment:

Students will:

demonstrate personal safe use of technology.

Knowledge:

Students know:

how to safely use digital devices.
that failure to use digital devices safely can have an impact on access at school as well as the protection of personal data.

Skills:

Students are able to:

identify personal safe use of digital devices.
demonstrate personal safe use of digital devices.
apply personal safe use of digital devices.

Understanding:

Students understand that:

it is important to protect personal data when sharing information on the internet.

Legal and Ethical Behavior

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	0

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:

demonstrate responsible use of age
appropriate digital devices and resources as outline in the school/district rules.

Knowledge:

Students know:

that schools/districts have rules in place to protect students.
that laws exist requiring schools to put measures in place to protect students.

Skills:

Students are able to:

identify appropriate responsible use of digital devices found in the school/district rules.
demonstrate appropriate responsible use of digital devices.
communicate reasons for appropriate responsible use of digital devices found in the school/district rules.

Understanding:

Students understand that:

there are appropriate and inappropriate ways to use digital devices.
inappropriate use of devices has consequences in school and in the real world.
laws exist that require schools to monitor and/or censor internet access.

Impact of Computing

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	12
Classroom Resources:	12

R3) Assess the validity and identify the purpose of digital content.

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify the validity and purpose of digital content.

Knowledge:

Students know:

not all information found online is valid.
some information is shared online to promote an agenda.
all information has a purpose.

Skills:

Students are able to:

assess the validity of digital content.
identify the purpose of digital content.

Understanding:

Students understand that:

not all information available digitally is accurate, valid, and/or unbiased.
some users/groups misrepresent information in an effort to skew perceptions.

Systems

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	0

R4) Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

Unpacked Content

Evidence Of Student Attainment:

Students will:

clear any cache or internet history.
complete disk checks or disk defrag.
complete a system restore or reset the device.

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 clear any cache or internet history, complete disk checks or disk defrag, complete a system restore or reset the device.

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): 9 - 12
All Resources:	16
Learning Activities:	4
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 and curate information from digital sources to answer given research questions.

Teacher Vocabulary:

curate

Knowledge:

Students know:

how to find valid sources to answer a given research topic.
how to cite sources.

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 information and to cite the source of information.

Digital Tools

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	5
Learning Activities:	2
Lesson Plans:	1
Classroom Resources:	2

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): 9 - 12
All Resources:	2
Classroom Resources:	2

1) Decompose problems into component parts, extract key information, and develop descriptive models to understand the levels of abstractions in complex systems.

Unpacked Content

Evidence Of Student Attainment:

Students will:

decompose problems into component parts.
extract key details given in the problem.
develop descriptive models to outline the levels of abstraction in complex models.

Teacher Vocabulary:

decompose

Knowledge:

Students know:

complex problems may be more easily processed when broken into simpler problems.
that it is important to highlight key details of a problem.
descriptive models can help outline the procedures to solve more complex problems.

Skills:

Students are able to:

solve a complex problem by decomposing the problem into smaller, simpler problems.
extract key details needed in the problem
solving process.
develop descriptive models to convey the levels of abstraction in complex systems.

Understanding:

Students understand that:

complex problems may be easier to solve if they are broken into smaller problems first.
it is important to identify key details in the problem.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	4
Classroom Resources:	4

2) Explain how computing systems are often integrated with other systems and embedded in ways that may not be apparent to the user.

Examples: Millions of lines of code control the subsystems within an automobile (e.g., antilock braking systems, lane detection, and self-parking).

Unpacked Content

Evidence Of Student Attainment:

Students will:

explain how computing systems are often integrated with other systems.
explain how computing systems can be embedded in ways that may not be apparent to the user.

Knowledge:

Students know:

that many electronic devices we encounter are comprised of multiple complex systems.

Skills:

Students are able to:

identify examples of complex computing systems in everyday life.
explain how computing systems are often integrated with other systems and embedded in ways that may not be apparent to most users.

Understanding:

Students understand that:

complex computing systems exist that integrate computing systems with one another in ways that may not be apparent to the user.

Algorithms

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	24
Classroom Resources:	24

3) Differentiate between a generalized expression of an algorithm in pseudocode and its concrete implementation in a programming language.

a. Explain that some algorithms do not lead to exact solutions in a reasonable amount of time and thus approximations are acceptable.

b. Compare and contrast the difference between specific control structures such as sequential statements, conditional, iteration, and explain the benefits and drawbacks of choices made.

Examples: Tradeoffs involving implementation, readability, and program performance.

c. Distinguish when a problem solution requires decisions to be made among alternatives, such as selection constructs, or when a solution needs to be iteratively processed to arrive at a result, such as iterative 'loop' constructs or recursion.

d. Evaluate and select algorithms based on performance, reusability, and ease of implementation.

e. Explain how more than one algorithm may solve the same problem and yet be characterized with different priorities.

Examples: All self-driving cars have a common goal of taking a passenger to a designation but may have different priorities such as safety, speed, or conservation; web search engines have their own algorithms for search with their own priorities.

Unpacked Content

Evidence Of Student Attainment:

Students will:

compare and contrast pseudocode and programming language.
be given pseudocode and code in a programming language to differentiate between the two processes.

explain that some solutions cannot be reached in an acceptable timeframe, and therefore solutions must be approximated.

identify sequential statements in code.
identify conditional statements in code.
identify iterations in code.
compare and contrast the difference between these types of control structures: sequential statements, conditional statements, and iteration.
identify trade-offs associated with using one control structure over another.

identify when an iterative loop is needed in a program.
identify when selection constructs are needed in a program.
identify when recursion is needed in a program.
distinguish when a solution requires decisions to be made among alternatives such as an iterative loop, selection constructs, or recursion.

evaluate algorithms based on performance.
evaluate algorithms based on reusability.
evaluate algorithms based on ease of implementation.
select the best algorithm based on desired strength: performance, reusability, or ease of implementation.

explain that algorithms can be designed to operate for a specific priority.

Teacher Vocabulary:

pseudocode
programming language

approximated

iteration
conditional statements
control structures

iterative loop
selection constructs
recursion

Knowledge:

Students know:

that differences exist in pseudocode and a programming language.
that programming languages have certain requirements for language and syntax.

that some programs cannot return a result in a reasonable time frame, therefore approximations must be allowed in those cases.

how to identify sequential statements, conditional statements, and/or iterations in code.
the differences between sequential statements, conditional statements, and/or iterations.
trade-offs exist with using one control structure over another.

some decisions in a program will require the use of iterative loops, selection constructs, or recursion.

programs can be written to satisfy a number of needs such as performance, reusability, and ease of implementation.
that most times, algorithms will differ based on the need of the program; performance, reusability, or ease of implementation.

that programs can be written with specific priorities in mind.
that there are multiple correct ways to write a program.
that solutions are often chosen to meet the priority need of the program.

Skills:

Students are able to:

distinguish between a generalized expression of an algorithm in pseudocode and its concrete implementation in a programming language.
point out similarities in vocabulary and syntax between pseudocode and an algorithm.
point out differences in vocabulary and syntax between pseudocode and an algorithm.

explain that some algorithms do not lead to exact solutions in a reasonable amount of time and thus approximations are acceptable.

identify sequential statements, conditional statements, and/or iterations in code.
identify tradeoffs associated with using one control structure over another.

distinguish when a problem solution requires decisions to be made among alternatives or when a solution needs to be iteratively processed to arrive at a result.

evaluate and select algorithms based on performance, reusability, and ease of implementation.

explain how more than one algorithm may solve the same problem and yet be characterized with different priorities.

Understanding:

Students understand that:

similarities and differences exist in pseudocode and programming code.
some programming languages more closely resemble pseudocode than do other programming languages.

due to time or financial constraints, some programs may return an approximation of a solution.

both benefits and drawbacks exist when selecting one control structure over another in a code.

programs can use multiple methods to arrive at a solution.

there are times when a program needs to be selected for a specific purpose, such as performance, reusability, and/or ease of implementation.

multiple algorithms can solve the same problem.
algorithms can operate with a specific priority in mind, such as speed, simplicity, and/or safety.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	12
Classroom Resources:	12

4) Use and adapt classic algorithms to solve computational problems.

Examples: Sorting, searching, shortest path, and data compression.

Unpacked Content

Evidence Of Student Attainment:

Students will:

use classic algorithms to solve computational problems.
adapt classic algorithms to solve computational problems.

Knowledge:

Students know:

classic algorithms exist that can be used and adapted to meet one's needs.
that it can be easier to alter code than to create it from scratch.

Skills:

Students are able to:

use and adapt classic algorithms to solve computational problems.

Understanding:

Students understand that:

algorithms can be altered to fit another use than originally designed for.

Programming and Development

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	8
Classroom Resources:	8

5) Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using current events.

Unpacked Content

Evidence Of Student Attainment:

Students will:

use digital tools to create content as it relates to current events.
seek feedback to revise computational artifacts.

Knowledge:

Students know:

how to design and develop computational artifacts for practical intent.
how to design and develop computational artifacts for personal expression.
how to design and develop computational artifacts to address a societal issue by using current events.

Skills:

Students are able to:

design and develop computational artifacts using an iterative design process.
use current events to bring merit to computational artifacts.

Understanding:

Students understand that:

design should be an iterative process whereby the designer seeks feedback to improve upon his/her creation.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	7
Classroom Resources:	7

6) Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects, with parameters, and which return a result.

Unpacked Content

Evidence Of Student Attainment:

Students will:

decompose a problem into smaller components.
abstract a process into simpler processes which one defines through programming.

Teacher Vocabulary:

parameters
procedures
modules
objects
control structures

Knowledge:

Students know:

removing unessential details can make a process simpler.
control structures can assist in programming decisions.
how to create a program that returns a result.

Skills:

Students are able to:

decompose a problem.
create a program that returns a result.
implement control structures.

Understanding:

Students understand that:

removing unessential details can make a process simpler.
control structures can assist in programming decisions.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	7
Classroom Resources:	7

7) Compare and contrast fundamental data structures and their uses.

Examples: Strings, lists, arrays, stacks, queues.

Unpacked Content

Evidence Of Student Attainment:

Students will:

compare and contrast fundamental data structures and their uses.

Teacher Vocabulary:

data structures
arrays
stacks
queues
list
strings

Knowledge:

Students know:

when to include varying types of data structures into a program to achieve a desired result.

Skills:

Students are able to:

compare and contrast fundamental data structures and their uses.
properly use varying types of data structures in a program to achieve a desired result.

Understanding:

Students understand that:

data structures organize data for ease of recall.
data structures differ by organization structure and purpose.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	10
Classroom Resources:	10

8) Demonstrate code reuse by creating programming solutions using libraries and Application Programming Interfaces.

Unpacked Content

Evidence Of Student Attainment:

Students will:

create code that includes commands and programs found in coding libraries or APIs.

Teacher Vocabulary:

code
programming languages
Application Programming Interfaces

Knowledge:

Students know:

how to design a programming application that reuses code from programming libraries and code created in previous applications.

Skills:

Students are able to:

reuse code from previous applications, code libraries, or APIs to reduce coding workload.

Understanding:

Students understand that:

reuse of code can be time
saving.
code may be written and shared in code libraries or may be accessible as an API.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	7
Classroom Resources:	7

9) Demonstrate the ability to verify the correctness of a program.

a. Develop and use a series of test cases to verify that a program performs according to its design specifications.

b. Collaborate in a code review process to identify correctness, efficiency, scalability and readability of program code.

Unpacked Content

Evidence Of Student Attainment:

Students will:

apply the problem
solving process to a program to verify the correctness of the program.

develop test cases to verify the performance of a program.
apply test cases to verify the performance of a program.

identify correctness of program code while collaborating in a code review process.
identify efficiency of program code while collaborating in a code review process.
identify scalability of program code while collaborating in a code review process.
identify readability of program code while collaborating in a code review process.

Teacher Vocabulary:

compile
program
syntax

Knowledge:

Students know:

proper syntax and formatting for a coding language.
how to identify coding errors in a programming language.

programs must be tested to verify that the desired task is executed properly.
testing a program requires a scenario where you can easily verify that the result of the program is correct/accurate.

a program can contain one of the following properties, but not be an appropriate program: correctness, efficiency, scalability and readability
it is important to have others review your code.
that to be a quality program, code must be correct, efficient, scalable and readable.

Skills:

Students are able to:

analyze code for proper syntax and formatting.

create a test case with verifiable results.
execute a program with the created test case to verify program performance.
locate errors in programming by executing test cases.

work with others to review their code for correctness, efficiency, scalability and readability.

Understanding:

Students understand that:

programming languages each have their own required formatting which must be adhered to for a program to run correctly.
errors in programming languages prevent the program from executing its task.
each language has its own syntax and method for identifying potential errors.

code can be formatted correctly and a program can still produce unintended results.
a test case is vital to verifying that a program is executing a task as intended.

to be a quality program, code must be correct, efficient, scalable and readable.
it is important to have others proofread your code.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	10
Classroom Resources:	10

10) Resolve or debug errors encountered during testing using iterative design process.

Examples: Test for infinite loops, check for bad input, check edge-cases.

Unpacked Content

Evidence Of Student Attainment:

Students will:

troubleshoot errors encountered during testing using an iterative design process.
resolve or debug errors encountered during testing using an iterative design process.

Teacher Vocabulary:

debug

Knowledge:

Students know:

steps of the problem solving process.
how to identify errors in an iterative design process.

Skills:

Students are able to:

review a process and identify errors in procedure.
rectify errors found in a process.
test resolution to verify that the process now runs as intended.

Understanding:

Students understand that:

errors in a process can prevent a solution.
resolving an error will allow the process to function as intended.

Citizen of a Digital Culture

Safety, Privacy, and Security

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	51
Learning Activities:	3
Classroom Resources:	48

11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

Unpacked Content

Evidence Of Student Attainment:

Students will:

model behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

be able to identify user tracking methods and hazards.

present strategies to mitigate effects of user tracking methods.

explain how end-user license agreements and terms of service agreements serve to protect corporations not individuals.
explain the ramifications that may exist when one enters into a end-user licensing agreement or terms of use agreement.
explain how personal data may be shared by permissions agreed to in terms of service or end-user license agreements.

explain online privacy.
explain personal security.
explain the relationship between online privacy and personal security.

identify physical consequences of inappropriate digital behaviors.
identify legal consequences of inappropriate digital behaviors.
identify ethical consequences of inappropriate digital behaviors.

identify impacts of negative digital behaviors.
explain strategies to lessen the impact of negative digital behaviors.
assess when to apply various strategies to lessen the impact of negative digital behaviors.

Teacher Vocabulary:

ethics
digital world

virus
malware
packet sniffing
spyware
phishing

browser history

personal data

digital marketing
online wallets
personal information
data accessibility
passwords.

cyberbullying
harassment
sexual communication

online safety

Knowledge:

Students know:

safe, legal, and ethical behaviors for online behavior.

tracking methods are often used to improve digital tools and advertising.
hazards exist when unknown entities have access to a user's digital habits.

methods to counteract the use of tracking.

that often, end-user licensing agreements (EULA) are often written to protect the entity that created the digital tool, rather than the user of the digital tool.
that EULAs and terms of service agreements can grant access to the user's personal data.
that personal data can include images, posts, personal information (phone number, address, birth date, access to friends), and browsing data.

often there exists an inverse relationship between online privacy/personal security and convenience.

that inappropriate digital behavior can have physical, legal, and ethical consequences.

that negative digital behaviors can have lasting consequences.
that some behaviors are illegal.
strategies to lessen the impact of negative digital behaviors and assess when to apply them.

Skills:

Students are able to:

interact digitally while exercising safe, legal, and ethical behaviors.

identify tracking methods used to gather data.
identify hazards that exist when tracking methods are used.

list techniques to avoid tracking.
apply techniques to avoid tracking.

interpret the terms of EULAs and terms of service agreements.
make an educated decision to agree to EULAs and terms of service agreements.

weigh the risks of using a digital tool to one's personal security.
identify potential risks to using various digital tools.
evaluate a digital tool's security.

identify inappropriate digital behaviors.
identify consequences of inappropriate digital behaviors.

identify negative digital behaviors.
share strategies to to lessen the impact of negative digital behaviors.

Understanding:

Students understand that:

because the Internet can be such a persisting environment, it is vital to interact with safe, legal, and ethical behaviors.

entities use tracking methods to make products more appealing to their users.
hazards exists when tracking data can be tied to individual users.

privacy can be violated when tracking is used.
techniques exist to mitigate the effects of tracking methods.

nothing is free—you often give up data to use digital resources for no charge.
it is important to educate yourself on EULAs and terms of service agreements.

free digital tools can compromise one's privacy and security.
it is important to be aware of what one is trading for use of a service.

inappropriate digital behavior can have physical, legal, and ethical consequences.
consequences of inappropriate digital behaviors can have life-altering consequences.

digital identity is tied to online digital behavior.
negative digital behaviors can have lasting consequences.
some digital activity is illegal.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	8
Classroom Resources:	8

12) Describe how sensitive data can be affected by malware and other attacks.

Unpacked Content

Evidence Of Student Attainment:

Students will:

explain how malware works.
describe how sensitive data can be affected by malware and other attacks.

Teacher Vocabulary:

personal data, malware, cyber attacks

Knowledge:

Students know:

how malware works.
how sensitive data can be affected by malware and other attacks.

Skills:

Students are able to:

identify when a computer issue is potentially caused by malware.
remove malware from a computing device.
explain ways to protect computing devices from malware.

Understanding:

Students understand that:

malware is harmful to computing devices and personal data.
software exists to remove malware from computing devices.
software exists to protect computing devices from a malware attack.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	5
Classroom Resources:	5

13) Compare various security measures of a computer system.

Examples: Usability, security, portability, and scalability.

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify security measures of a computer system.
compare various security measures of a computer system.

Teacher Vocabulary:

Cyber security, computer systems

Knowledge:

Students know:

how to identify security measures of a computing system.
how to evaluate usability, security, portability, or scalability of the security measures of a computing system.

Skills:

Students are able to:

identify security measures of a computing system.
evaluate usability, security, portability, or scalability of the security measures of a computing system.

Understanding:

Students understand that:

Usability, security, portability, or scalability are important features of computer security measures.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	6
Classroom Resources:	6

14) Compare ways to protect devices, software, and data.

Unpacked Content

Evidence Of Student Attainment:

Students will:

compare ways to protect devices.
compare ways to protect software.
compare ways to protect data.

Teacher Vocabulary:

computing devices, software, and data

Knowledge:

Students know:

that it is important to protect data, software, and devices.
why it is important to protect data, software, and devices.

Skills:

Students are able to:

compare ways to protect devices.
compare ways to protect software.
compare ways to protect data.

Understanding:

Students understand that:

multiple methods exist to protect data, software, and devices.
some methods are more effective than others at meeting specific criteria.
it is important to evaluate option for protection of data, software, and devices.

Legal and Ethical Behavior

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	0

15) Explain the necessity for the school's Acceptable Use Policy.

Unpacked Content

Evidence Of Student Attainment:

Students will:

explain the necessity of the school's technology Acceptable Use Policy.

Teacher Vocabulary:

Acceptable Use Policy (AUP)

Knowledge:

Students know:

that accesses to resources such as devices and Internet often require parameters of appropriate use.
an AUP identifies the boundaries within which technology is to be used.

Skills:

Students are able to:

articulate the boundaries of the AUP.
explain the necessity of any entity to establish an AUP.

Understanding:

Students understand that:

accesses to resources such as devices and Internet often require parameters of appropriate use.
an AUP identifies the boundaries within which technology is to be used.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	20
Classroom Resources:	20

16) Identify laws regarding the use of technology and their consequences and implications.

Examples: Unmanned vehicles, net neutrality/common carriers, hacking, intellectual property, piracy, plagiarism.

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify laws relative to the use of technology.
identify consequences of violating laws relative to the use of technology.
identify implications of laws relative to the use of technology.

Teacher Vocabulary:

net neutrality
hacking
intellectual property
piracy plagiarism

Knowledge:

Students know:

technology changes at a rapid rate.
all things that are possible with technology may not be ethical.
that laws exist or are created to encourage individuals and entities to operate in an ethical manner.

Skills:

Students are able to:

identify laws relative to the use of technology.
identify consequences of violating laws relative to the use of technology.
identify implications of laws relative to the use of technology.

Understanding:

Students understand that:

technology changes at a rapid rate.
all things that are possible with technology may not be ethical.
that laws exist or are created to encourage individuals and entities to operate in an ethical manner.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	8
Classroom Resources:	8

17) Discuss the ethical ramifications of malicious hacking and its impact on society.

Examples: Dissemination of privileged information, ransomware.

Unpacked Content

Evidence Of Student Attainment:

Students will:

discuss malicious hacking.
discuss ethical ramifications of malicious hacking.
discuss the impacts on society of malicious hacking.

Teacher Vocabulary:

white hat hacking
black hat hacking
information
ransomware

Knowledge:

Students know:

that not all people use technology in a legal or ethical manner.
that software and processes are created to elicit personal data for negative purposes.
that the negative behaviors associated with technology have impacts on society.

Skills:

Students are able to:

identify malicious hacking.
discuss ethical ramifications of malicious hacking.
discuss the impacts on society of malicious hacking.

Understanding:

Students understand that:

that not all people use technology in a legal or ethical manner.
that software and processes are created to elicit personal data for negative purposes.
that the negative behaviors associated with technology have impacts on society.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	1
Classroom Resources:	1

18) Explain the beneficial and harmful effects that intellectual property laws can have on innovation.

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify intellectual property laws.
explain beneficial effects that intellectual property laws have on innovation.
explain harmful effects that intellectual property laws have on innovation.

Teacher Vocabulary:

intellectual property

Knowledge:

Students know:

that intellectual property laws are meant to protect the creator or artifacts.
that intellectual property laws allow for varying degrees of use of a work.
that stealing another person's intellectual property can rob that person of an opportunity to generate income from that artifact.

Skills:

Students are able to:

identify intellectual property laws.
explain beneficial effects that intellectual property laws have on innovation.
explain harmful effects that intellectual property laws have on innovation.

Understanding:

Students understand that:

intellectual property laws are meant to protect the creator or artifacts.
intellectual property laws allow for varying degrees of use of a work.
stealing another person's intellectual property can rob that person of an opportunity to generate income from that artifact.

Digital Identity

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	9
Classroom Resources:	9

19) Prove that digital identity is a reflection of persistent, publicly available artifacts.

Unpacked Content

Evidence Of Student Attainment:

Students will:

research implications of irresponsible digital postings.
correlate online postings to one's digital identity.
argue that digital identity is a reflection of online content that is tied to a person.

Teacher Vocabulary:

digital identity

Knowledge:

Students know:

what data can be found about a person on the internet.
people can judge a person based on the Internet postings attached to his/her digital identity.
inappropriate postings can have lasting consequences.

Skills:

Students are able to:

research implications of irresponsible digital postings.
correlate online postings to one's digital identity.
argue that digital identity is a reflection of online content that is tied to a person.

Understanding:

Students understand that:

school personnel, people, and future employers may judge you based on online content before ever meeting you in person.
it is important to be proactive about what data is available online.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	15
Classroom Resources:	15

20) Evaluate strategies to manage digital identity and reputation with awareness of the permanent impact of actions in a digital world.

Unpacked Content

Evidence Of Student Attainment:

Students will:

research the impacts of actions taken in a digital environment.
evaluate strategies to protect their reputation in a digital environment.

Teacher Vocabulary:

digital identity

Knowledge:

Students know:

that often individuals are judged by their publicly visible online presence prior to meeting people in person.
that strategies exist to manage what is publicly posted online about you.

Skills:

Students are able to:

identify both positive and negative posts online.
identify consequences associated with negative online posting.
manage their digital identity and minimize negative repercussions.

Understanding:

Students understand that:

data posted online may not remain private.
all data shared online will have some impact on one's digital identity.
one must be mindful of the data attached to one's digital identity.

Impact of Computing

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	6
Classroom Resources:	6

21) Explain how technology facilitates the disruption of traditional institutions and services.

Examples: Digital currencies, ridesharing, autonomous vehicles, retail, Internet of Things.

Unpacked Content

Evidence Of Student Attainment:

Students will:

explain the impact of technology of traditional institutions and services.

Teacher Vocabulary:

uber
rideshare
digital currencies
retail
college
university

Knowledge:

Students know:

that is important to assess the economic impact of technology on tradition institutions and services.

Skills:

Students are able to:

identify technology changes in everyday life that have changed how people interact with the world (example: music on CD and radio
> streaming music services like Spotify and XM satellite radio).

Understanding:

Students understand that:

technology changes quickly in an attempt to improve the quality and efficiency of life but may cause some disruptions as transitions to new methods take place.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	12
Learning Activities:	1
Classroom Resources:	11

22) Research the impact of computing technology on possible career pathways.

Examples: Government, business, medicine, entertainment, education, transportation.

Unpacked Content

Evidence Of Student Attainment:

Students will:

research the impacts of computing technologies on possible career paths.

Teacher Vocabulary:

computing technology

Knowledge:

Students know:

computing technology can impact careers both positively and negatively.

Skills:

Students are able to:

recognize that changes in technology will affect future career opportunities (examples: taxi cabs vs. ride sharing; self-driving vehicles vs. over
the
road trucking; change in space needed at colleges as students transition to online courses).

Understanding:

Students understand that:

being mindful of changes in technology can make one aware of potential changes in future industry.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	23
Classroom Resources:	23

23) Debate the positive and negative effects of computing innovations in personal, ethical, social, economic, and cultural spheres.

Examples: Artificial Intelligence/machine learning, mobile applications, automation of traditional occupational skills.

Unpacked Content

Evidence Of Student Attainment:

Students will:

debate the positive and negative effects of computing innovations in personal spheres.
debate the positive and negative effects of computing innovations in ethical spheres.
debate the positive and negative effects of computing innovations in social spheres.
debate the positive and negative effects of computing innovations in economic spheres.
debate the positive and negative effects of computing innovations in cultural spheres.

Teacher Vocabulary:

innovation
ethics
social
economic

Knowledge:

Students know:

how to discuss positive and negative effects of computing innovations in multiple contexts.
that changes in computing innovations can have a range of effects in many contexts.
how to communicate their beliefs about computing innovations and the effects caused by advances.

Skills:

Students are able to:

recognize that innovations can have both positive and negative consequences.
identify positive and negative effects of innovation.
communicate support for or against innovation.

Understanding:

Students understand that:

advancements can also have drawbacks.
we are in a state of change that will require adaptation and education to be a constant.

Global Collaborator

Creative Communication

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	2
Classroom Resources:	2

24) Compare and contrast Internet publishing platforms, including suitability for media types, target audience, and feedback mechanism.

a. Apply version control capabilities within a digital tool to understand the importance of managing historical changes across suggestions made by a collaborative team.

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify Internet publishing platforms.
identify media types.
identify target audience.
identify feedback mechanism.
compare and contrast internet publishing platforms and the suitability for specific media types, target audiences, and feedback mechanisms.

track changes made by a collaborative team over time within a digital tool.
explain importance of tracking and managing historical changes within a digital tool.

Teacher Vocabulary:

Internet publishing platform
digital publishing platform
e-publishing
media types
target audience
feedback mechanism

version control system
revision control
source control
timestamp

Knowledge:

Students know:

how to evaluate Internet publishing platforms for computer, tablet, and mobile experiences.
how to determine suitability of Internet publishing platforms for different media types.
how to determine suitability of Internet publishing platforms for different target audiences.
how to determine suitability of Internet publishing platforms for different feedback mechanisms.

tracking historical changes is essential for software development, particularly where a collaborative team is working with the same files.

Skills:

Students are able to:

identify suitable Internet publishing platforms for different media types, target audiences, and feedback mechanisms.
explain the pros and cons of different Internet publishing platforms for various media types, target audiences, and feedback mechanisms.

use version control capabilities within a digital tool.

Understanding:

Students understand that:

for effective communications, different Internet publishing platforms are needed for different media types, target audience, and feedback mechanisms.

version control capabilities allows for tracking changes in software and provides the ability to revert to a previous version.

Digital Tools

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	6
Lesson Plans:	4
Classroom Resources:	2

25) Utilize a variety of digital tools to create digital artifacts across content areas.

Unpacked Content

Evidence Of Student Attainment:

Students will:

use digital tools to create digital artifacts across content areas.
seek and use feedback to revise digital artifacts.

Knowledge:

Students know:

how to use a variety of digital tools.
how to use a digital tool to create a digital artifact.
the appropriate use of digital tools and artifacts for specific content areas.

Skills:

Students are able to:

use a variety of digital tools.
create digital artifacts using a variety of digital tools.
appropriately match digital artifacts and content areas for effective communication.

Understanding:

Students understand that:

digital tools are used to create digital artifacts that can be used for effective communication of competency across content areas.

Collaborative Research

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	1
Classroom Resources:	1

26) Use collaborative technologies to work with others including peers, experts, or community members to examine local, national, and global issues and problems from multiple viewpoints.

Unpacked Content

Evidence Of Student Attainment:

Students will:

use collaborative technologies (i.e., videoconferencing, collaboration software, interactive displays, etc.) to work with others while examining local, national and global issues from multiple viewpoints.

Teacher Vocabulary:

collaborative technologies
collaboration software
collaboration apps

Knowledge:

Students know:

how to use collaborative technologies.
how to work effectively as a team member in a collaborative setting.

Skills:

Students are able to:

use collaborative technologies.
work with peers, experts, or community members in a team setting using collaborative technologies.

Understanding:

Students understand that:

collaborative technologies are helpful, and often necessary, to work effectively in teams of peers, experts, community members, etc.

Social Interactions

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	0

27) Apply tools and methods for collaboration on a project to increase connectivity among people in different cultures and career fields.

Examples: Collaborative documents, webinars, teleconferencing, and virtual fieldtrips

Unpacked Content

Evidence Of Student Attainment:

Students will:

use collaborative tools and methods to complete a project with at least one aspect concerning career fields and/or different cultures.

Teacher Vocabulary:

collaborative tools
collaborative methods
connectivity
asynchronous or synchronous conferencing

Knowledge:

Students know:

how to use collaborative tools and methods for appropriate and effective connectivity when completing a collaborative project.

Skills:

Students are able to:

select, utilize and manage collaborative tools and methods on a project involving team members from a different culture and/or career fields.

Understanding:

Students understand that:

collaborative tools and methods can be utilized on projects to increase connectivity among people from different cultures and career fields.
increasing connectivity provides for multiple viewpoints and thoroughness of the completed project.

Computing Analyst

Data

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	11
Classroom Resources:	11

28) Develop a model that reflects the methods, procedures and concepts used by computing devices in translating digital bits as real-world phenomena, such as print characters, sound, images, and video.

Unpacked Content

Evidence Of Student Attainment:

Students will:

develop a model that demonstrates a method used by computing devices to translate digital bits as real-world phenomena.
develop a model that demonstrates a procedure used by computing devices to translate digital bits as real-world phenomena.
develop a model that demonstrates a concept used by computing devices to translate digital bits as real-world phenomena.

Knowledge:

Students know:

computing devices use methods, procedures, and concepts to translate digital bits from an abstract form into real-world phenomena such as sound, images, etc.
each device has a process for translating from computational information to real-world phenomena.

Skills:

Students are able to:

model the translation of digital information to real-world phenomena.
understand that this process is that way in which computing devices and humans interact.

Understanding:

Students understand that:

for computing devices to communicate in a way in which humans understand, there is a process (methods, procedures, and concepts) used to translate computational information to real-world phenomena.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	12
Classroom Resources:	12

29) Summarize the role of compression and encryption in modifying the structure of digital artifacts and the varieties of information carried in the metadata of these artifacts.

Unpacked Content

Evidence Of Student Attainment:

Students will:

summarize the roles of compression and encryption.
examine how the structure of digital artifacts may be modified when compressed or encrypted.
describe the effects on the metadata of an artifact when compressing or encrypting the file.

Teacher Vocabulary:

compression
encryption
metadata

Knowledge:

Students know:

that when a file is altered in any way, changes may be seen in the file metadata.
compression and encryption are two methods used when sharing data.

Skills:

Students are able to:

explain the roles of compression and encryption.
summarize the effects of compression and encryption on the metadata of a digital artifact.

Understanding:

Students understand that:

any process applied to data has the potential to alter the structure of the data.
it is important to be aware of potential changes to data structure when electing to use a process.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	2
Classroom Resources:	2

30) Evaluate the tradeoffs involved in choosing methods for the organization of data elements and the location of data storage, including the advantages and disadvantages of networked computing.

Examples: Client server, peer-to-peer, cloud computing.

Unpacked Content

Evidence Of Student Attainment:

Students will:

research methods of data organization and storage.
examine advantages and disadvantages of networked computing.
evaluate the tradeoffs involved in choosing methods for the organization of data elements and the location of data storage, including the advantages and disadvantages of networked computing.

Teacher Vocabulary:

client server
peer-to-peer
cloud computing

Knowledge:

Students know:

that many options exist for the storage and organization of data.
that selecting one storage option over another will have both advantages and disadvantages.
that it is important to understand the tradeoffs involved with selecting one method over another.

Skills:

Students are able to:

research methods of data organization and storage.
examine advantages and disadvantages of networked computing.
evaluate the tradeoffs involved in choosing methods for the organization of data elements and the location of data storage, including the advantages and disadvantages of networked computing.

Understanding:

Students understand that:

how and where data is stored can affect how the data is accessed and/or processed.
how and where data is stored can affect the safety of that data.
it is important to carefully weigh how and where data is stored.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	5
Lesson Plans:	2
Classroom Resources:	3

31) Create interactive data visualizations using software tools to help others understand real-world phenomena.

Unpacked Content

Evidence Of Student Attainment:

Students will:

collect data to depict real-world phenomena.
create displays to share collected data.
create interactive data visualizations using software tools to help others understand real-world phenomena.

Knowledge:

Students know:

data can be communicated with visual representations.
tools exists to share data via interactive visualizations.
how to create interactive visualizations to represent real-world phenomena.

Skills:

Students are able to:

gather data.
share data using an interactive visualization tool.

Understanding:

Students understand that:

visualizations of data can be much more powerful than a database full of numbers.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	9
Classroom Resources:	9

32) Use data analysis tools and techniques to identify patterns in data representing complex systems.

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify patterns in data.
use data analysis tools and techniques.
use data analysis tools and techniques to identify patterns in data representing complex systems.

Teacher Vocabulary:

datamining

Knowledge:

Students know:

how to identify patterns in data.
how to select and apply data analysis tools and techniques.
use data analysis tools and techniques to identify patterns in data representing complex systems.

Skills:

Students are able to:

evaluate data sets.
select and apply data analysis tools and techniques.
use technology to mine data.

Understanding:

Students understand that:

data can be important in a problem
solving process.
tools exists to aid in the processing of complex data sets.
it can be more efficient to allow a program to identify patterns in a complex data set.

Systems

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	12
Classroom Resources:	12

33) Evaluate the scalability and reliability of networks by describing the relationship between routers, switches, servers, topology, packets, or addressing, as well as the issues that impact network functionality.

Examples: Bandwidth, load, delay.

a. Explain the purpose of Internet Protocol addresses and how domain names are resolved to IP addresses through a Domain Name System server.

b. Understand the need for networking protocols and examples of common protocols.

Examples: HTTP, SMTP, and FTP

Unpacked Content

Evidence Of Student Attainment:

Students will:

describe scalability and reliability of networks.
evaluate scalability and reliability of networks by describing the relationships of routers, switches, servers, network topology, packets, and IP addressing.
discuss issues that impact network functionality.

explain the purpose of Internet Protocol (IP) addresses.
explain the use of a Domain Name System (DNS) server.
explain how the DNS server resolves the domain name to the IP address.

explain the significance of network protocols.
identify examples of networking protocols.
explain the uses of and basic differences between various networking protocols.

Teacher Vocabulary:

scalability
reliability
bandwidth
load
delay
fault tolerance
redundancy
latency

domain name
Domain Name System (DNS) server
IP address
DNS name resolution

networking protocols
layers
packets

Knowledge:

Students know:

how routers, switches, servers, network topology, packets, and IP addressing affect scalability and reliability of networks.
how to describe the issues that impact network functionality.

that the DNS server function is to turn a user
friendly domain name into an IP address that machines use to identify each other on a network.
that the DNS server manages a database that maps domain names to IP addresses.
the typical format of an IP address.
computers communicate the IP address in binary form.

that networking protocols are formal standards and policies that include procedures, formats and rules the define how two or more devices will communicate over a network.
there are several broad types of networking protocols including network communication protocols such as TCP/IP and HTTP, networking security protocols such as HTTPS and SSL, and network management protocols such as SNMP and ICMP.

Skills:

Students are able to:

describe the relationships of routers, switches, servers, network topology, packets, and IP addressing.
describe scalability and reliability of networks.
describe issues that impact network functionality.

explain the purpose of IP addresses.
identify what a typical IP address look like.
explain the difference between IP addresses expressed in decimal format and binary format.
explain how domain names are resolved to IP addresses through a DNS server.

explain the significance of networking protocols.
provide examples of common networking protocols.
explain the uses of different networking protocols.

Understanding:

Students understand that:

scalability and reliability of networks are dependent on relationships between routers, switches, servers, network topology, packets, and IP addressing, etc.
network functionality is impacted by bandwidth, load, delay, latency, firewalls, server capacity, etc.

an Internet Protocol address is a unique identifying number for every machine on the internet.
the DNS server manages a massive database that maps user
friendly domain names to an IP address.

networking protocols are needed to define rules for communication between network devices.
networking protocols include Internet protocols (IP, TCP, HTTP, FTP, SMTP, etc.), wireless network protocols (Wi-Fi, Bluetooth, LTE), and network routing protocols (OSPF, BGP, etc.).
networking security protocols, such as HTTPS and SSL, provide security over network communications.
network management protocols, such as SNMP and ICMP, provide network governance and maintenance.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	4
Classroom Resources:	4

34) Categorize the roles of operating system software.

Unpacked Content

Evidence Of Student Attainment:

Students will:

describe the purpose of operating system software.
identify the responsibilities of operating system software (i.e., manages memory, manages data storage and I/O devices, contains common code that applications can use).
explain the different types of operating systems software (i.e., single- and multi-tasking, single
and multi-user, distributed, templated, real-time, etc.).

Teacher Vocabulary:

operating system software
interface
I/O (input/output)
data storage

Knowledge:

Students know:

the responsibilities of operating system software.
that operating system software provides an interface between the user and applications and I/O devices.
that operating system software is specific to the purpose of the software.

Skills:

Students are able to:

explain the purpose of operating system software.
list the responsibilities of operating system software.
identify types of operating system software.

Understanding:

Students understand that:

operating system software provides an interface between the user and hardware and programs/applications.
operating system software is the most fundamental of all system software programs.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	4
Classroom Resources:	4

35) Appraise the role of artificial intelligence in guiding software and physical systems.

Examples: predictive modeling, self-driving cars.

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify pros and cons of artificial intelligence in guiding software and physical systems.
evaluate the value of artificial intelligence in guiding software and physical systems.

Teacher Vocabulary:

artificial intelligence
machine learning
physical systems
guiding software

Knowledge:

Students know:

artificial intelligence plays a role in all industries from healthcare to automotive and finance to military.
there are philosophical and ethical questions related to artificial intelligence.

Skills:

Students are able to:

research the roles that artificial intelligence have in guiding software and physical systems.
describe ethical and philosophical issues of artificial intelligence roles in society.

Understanding:

Students understand that:

there are positive and negative aspects to the science of artificial intelligence and how it is applied in industries, science, and society.
ethical, moral, and philosophical issues must continually be evaluated as artificial intelligence grows in application.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	10
Classroom Resources:	10

36) Explain the tradeoffs when selecting and implementing cybersecurity recommendations.

Examples: Two-factor authentication, password requirements, geolocation requirements.

Unpacked Content

Evidence Of Student Attainment:

Students will:

explain the tradeoffs when selecting and implementing cybersecurity recommendations.
describe pros and cons of two factor authentication (TFA).
describe the importance of password requirements.
describe the use of geolocation requirements.

Teacher Vocabulary:

cybersecurity
two-factor authentication (TFA)
geolocation
privacy
cryptography

Knowledge:

Students know:

how to evaluate the tradeoffs of cybersecurity recommendations.
how to articulate the pros and cons of TFA.
the importance of password requirements.
how to articulate the pros and cons of geolocation.

Skills:

Students are able to:

explain pros and cons of cybersecurity recommendations.
describe the use of two-factor authentication.
explain the importance of password requirements.
describe the use of geolocation.

Understanding:

Students understand that:

security, privacy and convenience tradeoffs are factors in selecting and implementing cybersecurity recommendations.

Modeling and Simulation

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	11
Classroom Resources:	11

37) Evaluate the ability of models and simulations to test and support the refinement of hypotheses.

a. Create and utilize models and simulations to help formulate, test, and refine a hypothesis.

b. Form a model of a hypothesis, testing the hypothesis by the collection and analysis of data generated by simulations.

Examples: Science lab, robotics lab, manufacturing, space exploration.

c. Explore situations where a flawed model provided an incorrect answer.

Unpacked Content

Evidence Of Student Attainment:

Students will:

evaluate how models and simulations can be used to examine theories and test and support the refinement of hypotheses.
explain how predictions and inferences are affected by large and complex data sets, quality of inputs, and software and hardware used.

create a model or simulation to formulate, test, and refine a hypothesis.
utilize a model or simulation to formulate, test, and refine a hypothesis.

form a model of a hypothesis.
test a hypothesis by the collection and analysis of data generated by simulations.

be given a flawed model and explore reasons that the outcomes are not as expected or intended.

Teacher Vocabulary:

model
simulations
hypotheses
phenomena
target system

Knowledge:

Students know:

how to explain the use of models and simulations to generate new knowledge and understanding related to the phenomena or target system that is being studied.
how to explain the ability of models and simulations to test and support the refinement of hypotheses related to phenomena under consideration.

that modeling and simulations are way to extrapolate and interpolate unrest situation and scenarios to help formulate, test and refine hypotheses.

how to form a hypothesis.
how to test a hypothesis.
how to create a model or simulation.

that simulations or models can be created to test a hypothesis but not provide the information expected or intended.
that it is vital to verify the data being generated by a model or simulation.

Skills:

Students are able to:

use a diagram or program to represent a model to express key properties of a phenomena or target system.
research existing models and simulations and how they are used to test and refine hypotheses.
explain how existing models and simulations are used to test and support the refinement of hypotheses.

create a model or simulation to formulate, test, and refine a hypothesis.
utilize a model or simulation to formulate, test, and refine a hypothesis.

form a model of a hypothesis.
test the hypothesis by collecting and analyzing data from a simulation.

examine a model or simulation to determine the correctness of the generated data.
examine a flawed model or simulation and identify areas in which it is providing incorrect data.

Understanding:

Students understand that:

a simulation is based on a model and enables observation of the system as key properties change.
the accuracy of models and simulations are limited by the level of detail and quality of information used and the software and hardware used.
models and simulations are an effective and cost efficient way to understand phenomena and test and refine hypotheses.

models and simulations are way to extrapolate and interpolate unrest situation and scenarios to help formulate, test and refine hypotheses.
models and simulations can be the only cost- ot time-effective way to test a hypothesis.

Models and simulations can save money, are safer, usually requires less time, and do not have the environmental impact that a full experiment or operational test may induce.

while a process may operate without errors, that does not guarantee that the process is providing accurate data to meet your needs.

Innovative Designer

Human/Computer Partnerships

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	3
Classroom Resources:	3

38) Systematically design and develop programs for broad audiences by incorporating feedback from users.

Examples: Games, utilities, mobile applications.

Unpacked Content

Evidence Of Student Attainment:

Students will:

design programs iteratively, with feedback from users.
develop programs iteratively, with feedback from users.

Knowledge:

Students know:

it is vital to seek feedback from others on programs and products.
feedback can help make a program or product better.

Skills:

Students are able to:

design and develop a program.
publish a program, seeking feedback.
make edits to a program based upon user feedback.

Understanding:

Students understand that:

when designing a program, it is important to receive input from your target audience to ensure your product meets their expectations or need.

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	2
Classroom Resources:	2

39) Identify a problem that cannot be solved by either humans or machines alone and discuss a solution for it by decomposing the task into sub-problems suited for a human or machine to accomplish.

Examples: Forecasting weather, piloting airplanes.

Unpacked Content

Evidence Of Student Attainment:

Students will:

identify a problem that cannot be solved by humans or machines alone.
discuss possible solutions using decomposition.
identify subproblems for either a human or machine to solve.

Knowledge:

Students know:

how to identify a problem.
how to decompose a problem.
how to identify possible solutions to a problem.

Skills:

Students are able to:

identify a problem that cannot be solved by humans or machines alone.
discuss possible solutions using decomposition.
identify subproblems for either a human or machine to solve.

Understanding:

Students understand that:

problems exist that cannot be solved by a human or machine alone.
identifying subproblems can make a complex problem easier to solve.
humans and machines can work together to solve complex problems.

Design Thinking

Digital Literacy and Computer Science (2018)
Grade(s): 9 - 12
All Resources:	7
Classroom Resources:	7

40) Use an iterative design process, including learning from mistakes, to gain a better understanding of a problem domain.

Unpacked Content

Evidence Of Student Attainment:

Students will:

create, publish, seek feedback on, and revise artifacts.

Knowledge:

Students know:

that creating an artifact is an iterative process.
that feedback serves to make products better.
that mistakes are teaching tools that help determine how not to solve a problem.

Skills:

Students are able to:

create and publish.
process constructive feedback.
persevere through mistakes.

Understanding:

Students understand that:

creating an artifact is an iterative process.
feedback serves to make products better.
mistakes are teaching tools that help determine how not to solve a problem.

Courses of Study : Digital Literacy and Computer Science