DLCS18.3.CT.C
Programming and Development
Programming and Development
DLCS18.3.CT.C
DLCS18.3.7
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.
COS Examples
Examples: Sequencing cards for unplugged activities, online coding practice.
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.
COS Examples
Examples: Sequencing cards for unplugged activities, online coding practice.
Unpacked Content
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.
Vocabulary
- test
- debug
- program
- block-based visual programming environment
- arithmetic operators
- conditionals
- repetition
DLCS18.3.CD
Citizen of a Digital Culture
Citizen of a Digital Culture
DLCS18.3.CD.A
Safety, Privacy, and Security
Safety, Privacy, and Security
DLCS18.3.8
Describe how to use proper ergonomics when using devices.
COS Examples
Examples: Body position, lighting, positioning of equipment, taking breaks.
Describe how to use proper ergonomics when using devices.
COS Examples
Examples: Body position, lighting, positioning of equipment, taking breaks.
Unpacked Content
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.
Vocabulary
- ergonomics
- keyboard
- monitor
- eye strain
DLCS18.3.9
Identify the proper use and operation of security technologies.
COS Examples
Examples: Passwords, virus protection software, spam filters, pop-up blockers.
Identify the proper use and operation of security technologies.
COS Examples
Examples: Passwords, virus protection software, spam filters, pop-up blockers.
Unpacked Content
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.
Vocabulary
- security technologies
- password
- login information
- virus protection
- malicious
- spam filters
- pop-up blocker
DLCS18.3.10
Describe ways web advertising collects personal information.
COS Examples
Examples: Search ads, banner ads, in-game ads, email ads.
Describe ways web advertising collects personal information.
COS Examples
Examples: Search ads, banner ads, in-game ads, email ads.
Unpacked Content
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. to create personalized ads for each user.
Vocabulary
- web adversting
- personal information
- ads
- personalized ads
- cookies
- browsing history
DLCS18.3.CD.B
Impact of Computing
Impact of Computing
DLCS18.3.11
Identify resources in the community that offer technology access.
COS Examples
Examples: Libraries, community centers, restaurants, education programs, schools, or hardware/software donation programs.
Identify resources in the community that offer technology access.
COS Examples
Examples: Libraries, community centers, restaurants, education programs, schools, or hardware/software donation programs.
Unpacked Content
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.
Vocabulary
- wifi
- shared technology
DLCS18.3.12
Identify and discuss ways that access to technology helps empower individuals and groups.
COS Examples
Examples: Gives access to information; provides the ability to communicate with others around the world; enables people to buy and sell things.
Identify and discuss ways that access to technology helps empower individuals and groups.
COS Examples
Examples: Gives access to information; provides the ability to communicate with others around the world; enables people to buy and sell things.
Unpacked Content
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.
Vocabulary
- empower
DLCS18.3.GC
Global Collaborator
Global Collaborator
DLCS18.3.GC.A
Communication
Communication
DLCS18.3.13
Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.
COS Examples
Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.
Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.
COS Examples
Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.
Unpacked Content
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.
Vocabulary
- key ideas
- informs
- persuades
- entertains
- communicate
- digital tools
- collaborate
- online environment
- tutorial
- artifact
DLCS18.3.GC.B
Digital Tools
Digital Tools
DLCS18.3.14
Type 15 words per minute with 95% accuracy using appropriate keyboarding techniques.
Type 15 words per minute with 95% accuracy using appropriate keyboarding techniques.
Unpacked Content
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.
Vocabulary
- words per minute
- accuracy
- keyboarding techniques
- QWERTY keyboard
- home row
DLCS18.3.15
Describe local, networked, and online or cloud environments.
Describe local, networked, and online or cloud environments.
Unpacked Content
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.
Vocabulary
- local environment
- networked environment
- online environment
- cloud environment
- network
- fiber
- access points
- switches
- saved
- stored
DLCS18.3.GC.C
Collaborative Research
Collaborative Research
DLCS18.3.16
Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.
COS Examples
Examples: Use search techniques, check for credibility and validity.
Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.
COS Examples
Examples: Use search techniques, check for credibility and validity.
Unpacked Content
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.
Vocabulary
- keyword
- search
- valid
- true
- accuracy/accurate
- relevance/relevant
DLCS18.3.CA
Computing Analyst
Computing Analyst
DLCS18.3.CA.A
Data
Data
DLCS18.3.17
Describe examples of data sets or databases from everyday life.
COS Examples
Examples: Library catalogs, school records, telephone directories, or contact lists.
Describe examples of data sets or databases from everyday life.
COS Examples
Examples: Library catalogs, school records, telephone directories, or contact lists.
Unpacked Content
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.
Vocabulary
- database
- data set
DLCS18.3.CA.B
Systems
Systems
DLCS18.3.18
Identify a broad range of digital devices, the services they provide, and appropriate uses for them.
COS Examples
Examples: Computers, smartphones, tablets, robots, e-textiles, driving directions apps that access remote map services, digital personal assistants that access remote information services.
Identify a broad range of digital devices, the services they provide, and appropriate uses for them.
COS Examples
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
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.
Vocabulary
- digital device
- services
- appropriate
DLCS18.3.19
Describe the differences between hardware and software.
Describe the differences between hardware and software.
Unpacked Content
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.
Vocabulary
- hardware
- software
DLCS18.3.ID
Innovative Designer
Innovative Designer
DLCS18.3.ID.A
Human/Computer Partnerships
Human/Computer Partnerships
DLCS18.3.20
Compare and contrast human and computer performance on similar tasks to understand which is better suited to the task.
COS Examples
Examples: Sorting alphabetically, finding a path across a cluttered room.
Compare and contrast human and computer performance on similar tasks to understand which is better suited to the task.
COS Examples
Examples: Sorting alphabetically, finding a path across a cluttered room.
Unpacked Content
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. to understand whether human or computer is better suited to the task.
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.
Vocabulary
- human and computer relationship
- human and computer performance
- compare and contrast
DLCS18.3.21
Explain advantages and limitations of technology.
COS Examples
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.
Explain advantages and limitations of technology.
COS Examples
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
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.
Vocabulary
- advantage
- limitation
- technology
DLCS18.3.ID.B
Design Thinking
Design Thinking
DLCS18.3.22
Discuss the design process and use digital tools to illustrate potential solutions.
Discuss the design process and use digital tools to illustrate potential solutions.
Unpacked Content
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.
Vocabulary
- design process
- digital tools
- potential
- solution
DLCS18.3.23
Implement the design process to solve a simple problem.
COS Examples
Examples: Uneven table leg, noise in the cafeteria, tallying the collection of food drive donations.
Implement the design process to solve a simple problem.
COS Examples
Examples: Uneven table leg, noise in the cafeteria, tallying the collection of food drive donations.
Unpacked Content
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.
Vocabulary
- implement
- design process
- problem
DLCS18.4
Grade 4
Grade 4
DLCS18.4.RS
Recurring Standards
Recurring Standards
DLCS18.4.RS.A
Safety, Privacy, and Security
Safety, Privacy, and Security
DLCS18.4.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:
- 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.
Vocabulary
- personal safety
- digital device
- digital citizenship
- personal information
