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DLCS18.5.24

Describe the need for authentication of users and devices as it relates to access permissions, privacy, and security.

COS Examples

Examples: Logging in at school, logging personal devices to public networks.

Unpacked Content

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.

Vocabulary

  • authentication
  • users
  • devices
  • access
  • permission
  • privacy
  • security

DLCS18.5.25

Analyze the concepts, features, and behaviors illustrated by a simulation.

COS Examples

Examples: Object motion, weather, ecosystem, predator/prey.

Unpacked Content

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.

Vocabulary

  • analyze
  • concept
  • features
  • behavior
  • simulation

DLCS18.5.26

Connect data from a simulation to real-life events.

Unpacked Content

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.

Vocabulary

  • data
  • simulation

DLCS18.5.27

Define social engineering and discuss possible defenses.

COS Examples

Examples: Phishing, impersonating

Unpacked Content

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.

Vocabulary

  • social engineering

DLCS18.5.28

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

COS Examples

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

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.

Vocabulary

  • develop
  • test
  • refine
  • prototypes
  • cyclical design process

DLCS18.6.R1

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

Unpacked Content

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.

DLCS18.6.R2

Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

Unpacked Content

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.

DLCS18.6.R3

Assess the validity and identify the purpose of digital content.

Unpacked Content

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.

Vocabulary

  • validity

DLCS18.6.R4

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

Unpacked Content

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.

Vocabulary

  • troubleshooting

DLCS18.6.R5

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

Unpacked Content

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.

Vocabulary

  • curate

DLCS18.6.R6

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

DLCS18.6.1

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

COS Examples

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

DLCS18.6.2

Define a process as a function.

COS Examples

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

DLCS18.6.3

Create pseudocode that uses conditionals.

COS Examples

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

DLCS18.6.4

Differentiate between flowcharts and pseudocode.

COS Examples

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

Unpacked Content

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.

Vocabulary

  • flowchart
  • pseudocode

DLCS18.6.5

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

COS Examples

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

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.

Vocabulary

algorithm sequence selection iteration

DLCS18.6.6

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

Unpacked Content

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.

Vocabulary

  • computational thinking

DLCS18.6.7

Describe how automation works to increase efficiency.

COS Examples

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

Unpacked Content

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.

Vocabulary

  • automation

DLCS18.6.8

Create a program that initializes a variable.

COS Examples

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

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