DLCS18.2.RS.A
Safety, Privacy, and Security
Safety, Privacy, and Security
DLCS18.2.RS.A
DLCS18.2.R1
Identify, demonstrate, and apply personal safe use of digital devices.
Identify, demonstrate, and apply personal safe use of digital devices.
Unpacked Content
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.
DLCS18.2.RS.B
Legal and Ethical Behavior
Legal and Ethical Behavior
DLCS18.2.R2
Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.
Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.
Unpacked Content
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.
DLCS18.2.RS.C
Impact of Computing
Impact of Computing
DLCS18.2.R3
Assess the validity and identify the purpose of digital content.
Assess the validity and identify the purpose of digital content.
Unpacked 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.
DLCS18.2.RS.D
Systems
Systems
DLCS18.2.R4
Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.
Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.
Unpacked Content
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.
Vocabulary
- device
- application
- force-quit
- restart
DLCS18.2.RS.E
Collaborative Research
Collaborative Research
DLCS18.2.R5
Locate and curate information from digital sources to answer research questions.
Locate and curate information from digital sources to answer research questions.
Unpacked Content
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.
Vocabulary
- video
- text
- image
- webpage
- ebook
- search engine
- key words
- phrases
DLCS18.2.RS.F
Digital Tools
Digital Tools
DLCS18.2.R6
Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.
Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.
Unpacked Content
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.
Vocabulary
- video
- audio
- record
- text
- digital
- multi-media
DLCS18.2.CT
Computational Thinker
Computational Thinker
DLCS18.2.CT.A
Abstraction
Abstraction
DLCS18.2.1
Create and sort information into useful order using digital tools.
COS Examples
Examples: Sort data spreadsheets A-Z, simple filters, and tables.
Create and sort information into useful order using digital tools.
COS Examples
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
DLCS18.2.CT.B
Algorithms
Algorithms
DLCS18.2.2
Create an algorithm for other learners to follow.
COS Examples
Examples: Unplugged coding activities, illustrate sequence of a process such as baking a cake.
Create an algorithm for other learners to follow.
COS Examples
Examples: Unplugged coding activities, illustrate sequence of a process such as baking a cake.
Unpacked Content
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.
Vocabulary
- sequence
DLCS18.2.CT.C
Programming and Development
Programming and Development
DLCS18.2.3
Construct elements of a simple computer program using basic commands.
COS Examples
Examples: Digital block-based programming, basic robotics.
Construct elements of a simple computer program using basic commands.
COS Examples
Examples: Digital block-based programming, basic robotics.
Unpacked Content
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.
Vocabulary
- program
- code
DLCS18.2.4
Identify bugs in basic programming.
COS Examples
Examples: Problem-solving, trial and error.
Identify bugs in basic programming.
COS Examples
Examples: Problem-solving, trial and error.
Unpacked Content
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.
Vocabulary
- debug
- problem-solve
- error
DLCS18.2.CD
Citizen of a Digital Culture
Citizen of a Digital Culture
DLCS18.2.CD.A
Legal and Ethical Behavior
Legal and Ethical Behavior
DLCS18.2.5
Cite media and/or owners of digital content at an age-appropriate level.
COS Examples
Example: Basic website citation.
Cite media and/or owners of digital content at an age-appropriate level.
COS Examples
Example: Basic website citation.
Unpacked Content
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. must be displayed in the same artifact in which you used it.
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.
Vocabulary
- artifact
- plagiarism
- credit
- cite
- url
DLCS18.2.6
Demonstrate appropriate behaviors for communicating in a digital environment.
COS Examples
Example: netiquette.
Demonstrate appropriate behaviors for communicating in a digital environment.
COS Examples
Example: netiquette.
Unpacked Content
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.
Vocabulary
- netiquette
- respect
DLCS18.2.CD.B
Digital Identity
Digital Identity
DLCS18.2.7
List positive and negative impacts of digital communication.
COS Examples
Example: Anything posted or communicated electronically may be easily reproduced and could remain a positive or negative part of your digital identity/footprint.
List positive and negative impacts of digital communication.
COS Examples
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
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.
Vocabulary
- identity
- positive
- negative
- artifact
DLCS18.2.CD.C
Impact of Computing
Impact of Computing
DLCS18.2.8
Interpret ways in which computing devices have influenced people’s lives.
COS Examples
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).
Interpret ways in which computing devices have influenced people’s lives.
COS Examples
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
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.
DLCS18.2.GC
Global Collaborator
Global Collaborator
DLCS18.2.GC.A
Communication
Communication
DLCS18.2.9
Use a variety of digital tools to connect with other learners.
COS Examples
Examples: Online conferences, blogs, collaborative documents.
Use a variety of digital tools to connect with other learners.
COS Examples
Examples: Online conferences, blogs, collaborative documents.
Unpacked Content
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.
Vocabulary
- video
- audio
- image
- text
DLCS18.2.GC.B
Digital Tools
Digital Tools
DLCS18.2.10
Identify multiple tools which could be used to complete a task.
Identify multiple tools which could be used to complete a task.
Unpacked Content
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.
DLCS18.2.11
Type 10 words per minute with 95% accuracy using appropriate keyboarding techniques.
Type 10 words per minute with 95% accuracy using appropriate keyboarding techniques.
Unpacked Content
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.
DLCS18.2.GC.C
Collaborative Research
Collaborative Research
