Standards - Digital Literacy & Computer Science

2018 - Digital Literacy & Computer Science Course of Study Document
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.1

Create and sort information into useful order using digital tools.

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

Unpacked Content

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.

Vocabulary

  • data
  • filter
  • sort
  • spreadsheet
  • fields
  • column
  • row
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.1

Use numbers or letters to represent information in another form.

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

Unpacked Content

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.

Vocabulary

  • encryption
  • secret codes

Aligned Learning Resources

Computer Science Fundamentals Unit 5 Course D Lesson 1: Graph Paper Programming (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 3: Relay Programming (2018)
What Is Cryptography?
Doorman's Code
Scytale Messages
Creating a Code
Code Breaking: Harley Gets a Hint
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.2

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

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.

Vocabulary

  • sub-problem

Aligned Learning Resources

Computer Science Fundamentals Unit 5 Course D Lesson 1: Graph Paper Programming (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 7: Drawing Shapes with Loops (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 11: While Loops in Farmer (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 12: Until Loops in Maze (2018)
Abstraction Unplugged Activity
Art
Digital Literacy and Computer Science (2018) Grade(s): 4

DLCS18.4.1

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

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.

Vocabulary

  • basic system of numbers
  • symbols
  • represent information
  • cipher

Aligned Learning Resources

The Caesar Shift Cipher and Pattern Detection
What Is Cryptography?
Digital Literacy and Computer Science (2018) Grade(s): 4

DLCS18.4.2

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

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.

Vocabulary

  • formulate
  • sub-problems

Aligned Learning Resources

Computer Science Fundamentals Unit 6 Course E Lesson 24: The Design Process (2018)
Art
Game Design
Digital Literacy and Computer Science (2018) Grade(s): 5

DLCS18.5.1

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

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.

Vocabulary

  • code
  • cipher

Aligned Learning Resources

Scytale Messages
Security Technologies: Encryption
Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.1

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

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.

Vocabulary

  • process
  • essential properties

Aligned Learning Resources

Storytelling
Art
Computational Thinking
Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.2

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

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.

Vocabulary

  • process
  • function

Aligned Learning Resources

Computer Science Discoveries Unit 3 Chapter 1 Lesson 2: Plotting Shapes (18-19)
Computer Science Discoveries Unit 3 Chapter 1 Lesson 3: Drawing in Game Lab (18-19)
Computer Science Discoveries Unit 3 Chapter 1 Lesson 4: Shapes and Randomization (18-19)
Computer Science Discoveries Unit 3 Chapter 2 Lesson 19: Functions (18-19)
Computer Science Discoveries Unit 3 Chapter 2 Lesson 20: The Game Design Process (18-19)
Digital Literacy and Computer Science (2018) Grade(s): 7

DLCS18.7.1

Create a function to simplify a task.

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

Unpacked Content

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.

Aligned Learning Resources

Computer Science Discoveries Unit 1 Chapter 2 Lesson 6: Processing
Computer Science Discoveries Unit 3 Chapter 1 Lesson 2: Plotting Shapes (18-19)
Computer Science Discoveries Unit 3 Chapter 1 Lesson 3: Drawing in Game Lab (18-19)
Computer Science Discoveries Unit 3 Chapter 2 Lesson 19: Functions (18-19)
Computer Science Discoveries Unit 3 Chapter 2 Lesson 20: The Game Design Process (18-19)
Computer Science Discoveries Unit 6 Chapter 1 Lesson 9: Make a Game (18-19)
Make a Word Game
Digital Literacy and Computer Science (2018) Grade(s): 8

DLCS18.8.1

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

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.

Vocabulary

  • function
  • abstraction

Aligned Learning Resources

Computer Science Discoveries Unit 3 Chapter 1 Lesson 3: Drawing in Game Lab (18-19)
Computer Science Discoveries Unit 3 Chapter 1 Lesson 6: Sprites (18-19)
Computer Science Discoveries Unit 3 Chapter 2 Lesson 15: Velocity (18-19)
Computer Science Discoveries Unit 3 Chapter 2 Lesson 19: Functions (18-19)
Computer Science Discoveries Unit 3 Chapter 2 Lesson 20: The Game Design Process (18-19)
Computer Science Discoveries Unit 6 Chapter 1 Lesson 9: Make a Game (18-19)
Computer Science Discoveries Unit 6 Chapter 2 Lesson 16: Prototype an Innovation (18-19)
Game Design
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.1

Decompose problems into component parts, extract key information, and develop descriptive models to understand the levels of abstractions in complex systems.

Unpacked Content

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.

Vocabulary

  • decompose

Aligned Learning Resources

Coding - Encryption
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.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

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.

Aligned Learning Resources

Psychology of Computing: Crash Course Computer Science #38
Representing Numbers and Letters with Binary: Crash Course Computer Science #4
Registers and RAM: Crash Course Computer Science #6
Screens & 2D Graphics: Crash Course Computer Science #23

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