DLCS18.4.RS.B
Legal and Ethical Behavior
Legal and Ethical Behavior
DLCS18.4.RS.B
DLCS18.4.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:
- 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.
Vocabulary
- responsible use of digital devices
- school/District rules (acceptable use policy/responsible use policy)
DLCS18.4.RS.C
Impact of Computing
Impact of Computing
DLCS18.4.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 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.
Vocabulary
- validity
- read a website
- domain name
- extension
- publisher
- external links
DLCS18.4.RS.D
Systems
Systems
DLCS18.4.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:
- 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.
Vocabulary
- troubleshooting
- connection
- wired
- wireless
- refresh
- restart/reboot
- username
- password
DLCS18.4.RS.E
Collaborative Research
Collaborative Research
DLCS18.4.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:
- 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.
Vocabulary
- curate
- keyword
- search engine
- database
DLCS18.4.RS.F
Digital Tools
Digital Tools
DLCS18.4.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:
- 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. using digital tools.
Vocabulary
- multimedia
- artifacts
- Children's Online Privacy Protection Act (COPPA)
DLCS18.4.CT
Computational Thinker
Computational Thinker
DLCS18.4.CT.A
Abstraction
Abstraction
DLCS18.4.1
Construct a basic system of numbers, letters, or symbols to represent information as a cipher.
COS Examples
Examples: Combine data from multiple sources, sorting multi-level.
Construct a basic system of numbers, letters, or symbols to represent information as a cipher.
COS Examples
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
DLCS18.4.2
Formulate a list of sub-problems to consider while addressing a larger problem.
COS Examples
Examples: Problem - a multi-step math problem; sub-problem - steps to solve.
Problem - light bulb does not light; sub-problem - steps to resolve why.
Formulate a list of sub-problems to consider while addressing a larger problem.
COS Examples
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
DLCS18.4.CT.B
Algorithms
Algorithms
DLCS18.4.3
Show that different solutions exist for the same problem or sub-problem.
Show that different solutions exist for the same problem or sub-problem.
Unpacked Content
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.
Vocabulary
- solution
DLCS18.4.4
Detect and debug logical errors in various basic algorithms.
COS Examples
Example: Trace the path of a set of directions to determine success or failure.
Detect and debug logical errors in various basic algorithms.
COS Examples
Example: Trace the path of a set of directions to determine success or failure.
Unpacked Content
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.
Vocabulary
- detect
- debug
- logical
- errors
- algorithms
DLCS18.4.5
Use flowcharts to create a plan or algorithm.
Use flowcharts to create a plan or algorithm.
Unpacked Content
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.
Vocabulary
- flowchart
- plan
- algorithm
DLCS18.4.6
Define a simple pseudocode.
Define a simple pseudocode.
Unpacked Content
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.
Vocabulary
- psuedocode
DLCS18.4.CT.C
Programming and Development
Programming and Development
DLCS18.4.7
Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
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
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.
Vocabulary
- program
- block-based visual programming environment
- arithmetic operators
- conditionals
- repetition
DLCS18.4.CD
Citizen of a Digital Culture
Citizen of a Digital Culture
DLCS18.4.CD.A
Safety, Privacy, and Security
Safety, Privacy, and Security
DLCS18.4.8
Demonstrate the proper use and operation of security technologies.
COS Examples
Examples: Passwords, virus protection software, spam filters, pop-up blockers.
Demonstrate 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 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.
Vocabulary
- security technologies
- privacy
- password
- login information
- virus protection
- malicious
- spam
- spam filters
- pop-up blocker
- online identity theft
DLCS18.4.CD.B
Legal and Ethical Behavior
Legal and Ethical Behavior
DLCS18.4.9
Identify laws and tools which help ensure that users of varying abilities can access electronic and information technology.
COS Examples
Examples: ADA Laws
Identify laws and tools which help ensure that users of varying abilities can access electronic and information technology.
COS Examples
Examples: ADA Laws
Unpacked Content
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.
Vocabulary
- assistive technology
- dictation
- text to speech
- speech to text
- pen with recording feature
- braille
DLCS18.4.CD.C
Digital Identity
Digital Identity
DLCS18.4.10
Identify the different forms of web advertising and why websites, digital resources, and artifacts may include advertisements and collect personal information.
COS Examples
Examples: Search ads, pay-per-click ads, banner ads, targeted ads, in-game ads, email ads.
Identify the different forms of web advertising and why websites, digital resources, and artifacts may include advertisements and collect personal information.
COS Examples
Examples: Search ads, pay-per-click ads, banner ads, targeted ads, in-game ads, email ads.
Unpacked Content
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.
Vocabulary
- web advertising
- advertisements/ads
- personal information
- user
- cookies
DLCS18.4.CD.D
Impact of Computing
Impact of Computing
DLCS18.4.11
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.
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
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.
Vocabulary
- digital divide
- unequal access
- income
- geographic location
- access
DLCS18.4.GC
Global Collaborator
Global Collaborator
DLCS18.4.GC.A
Communication
Communication
DLCS18.4.12
Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.
Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.
Unpacked Content
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.
Vocabulary
- digital tools
- communicate
- key ideas
- informs
- persuades
DLCS18.4.13
Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.
Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.
Unpacked Content
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.
Vocabulary
- synthesize
- relevant
- timeline
- flowcart
- infographic
DLCS18.4.GC.B
Digital Tools
Digital Tools
