DLCS18.7.CD.C
Digital Identity
Digital Identity
DLCS18.7.CD.C
DLCS18.7.12
Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.
Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.
Unpacked Content
Knowledge
Students know:
- that data posted to the internet can be difficult to remove and can impact how others view you.
Skills
Students are able to:
- identify ways to protect their personal digital footprint.
Understanding
Students understand that:
- data posted online can be difficult to remove and can impact a personal digital footprint.
Vocabulary
- data permanence
- digital footprint
DLCS18.7.CD.D
Impact of Computing
Impact of Computing
DLCS18.7.13
Compare and contrast information available locally and globally.
COS Examples
Example: Review an article published in the United States and compare to an article on the same subject published in China.
Compare and contrast information available locally and globally.
COS Examples
Example: Review an article published in the United States and compare to an article on the same subject published in China.
Unpacked Content
Knowledge
Students know:
- culture, government, and media can affect how data is shared and presented.
Skills
Students are able to:
- research a topic, finding web resources authentic to a geographic location for the purposes of comparing that data to information available locally: within our country, state, county.
Understanding
Students understand that:
- many factors drive what information is shared by media.
- data shared may not be unbiased, accurate, or truthful.
DLCS18.7.14
Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.
Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.
Unpacked Content
Knowledge
Students know:
- all technologies impact society in some way.
Skills
Students are able to:
- identify impacts of emerging technologies.
Understanding
Students understand that:
- emerging technologies can have both positive and negative impacts to societies (Ex: a technology can improve efficiency but reduce the number of jobs available).
DLCS18.7.15
Discuss unique perspectives and needs of a global culture when developing computational artifacts, including options for accessibility for all users.
COS Examples
Example: Would students create a webpage aimed at reaching a village of users that have no way access to the Internet?
Discuss unique perspectives and needs of a global culture when developing computational artifacts, including options for accessibility for all users.
COS Examples
Example: Would students create a webpage aimed at reaching a village of users that have no way access to the Internet?
Unpacked Content
Knowledge
Students know:
- to research the unique perspectives of a targeted population for a created digital artifact.
Skills
Students are able to:
- select the best format to share created content with others from varying locations: globally, not locally.
Understanding
Students understand that:
- governments, geography, and physical or mental limitations can inhibit one's access to digital content.
DLCS18.7.GC
Global Collaborator
Global Collaborator
DLCS18.7.GC.A
Creative Communications
Creative Communications
DLCS18.7.16
Construct content designed for specific audiences through an appropriate medium.
COS Examples
Examples: Design a multi-media children’s e-book with an appropriate readability level.
Construct content designed for specific audiences through an appropriate medium.
COS Examples
Examples: Design a multi-media children’s e-book with an appropriate readability level.
Unpacked Content
Knowledge
Students know:
- how to select and design an appropriate medium to display designed content.
Skills
Students are able to:
- select the best medium for the content design.
Understanding
Students understand that:
- while many mediums exist, it is best to select the one most appropriate to your intended audience.
DLCS18.7.17
Publish content to be available for external feedback.
Publish content to be available for external feedback.
Unpacked Content
Knowledge
Students know:
- that feedback is important to refine a product.
Skills
Students are able to:
- appropriately publish content.
- seek feedback on a product.
Understanding
Students understand that:
- feedback can be used to refine a product.
DLCS18.7.GC.B
Digital Tools
Digital Tools
DLCS18.7.18
Type 35 words per minute with 95% accuracy using appropriate keyboarding techniques.
Type 35 words per minute with 95% accuracy using appropriate keyboarding techniques.
Unpacked Content
Knowledge
Students know:
- keyboard layout.
Skills
Students are able to:
- type 35 wpm with 95% accuracy using techniques appropriate to the device.
Understanding
Students understand that:
- communicating your thoughts and ideas in a short time span, with accuracy, is important.
DLCS18.7.GC.C
Social Interactions
Social Interactions
DLCS18.7.19
Discuss the benefits and limitations of censorship.
Discuss the benefits and limitations of censorship.
Unpacked Content
Knowledge
Students know:
- institutions and businesses sometimes choose to limit data available to users.
Skills
Students are able to:
- share benefits and limitations caused by censorship of information.
Understanding
Students understand that:
- information is altered when data is censored.
Vocabulary
- censorship
DLCS18.7.20
Evaluate the validity and accuracy of a data set.
Evaluate the validity and accuracy of a data set.
Unpacked Content
Knowledge
Students know:
- that some will use misleading data to persuade others.
Skills
Students are able to:
- evaluate a data set to determine if information being presented is appropriate.
Understanding
Students understand that:
- it is important to be capable of researching a claim for validity and accuracy.
Vocabulary
- validity
DLCS18.7.CA
Computing Analyst
Computing Analyst
DLCS18.7.CA.A
Data
Data
DLCS18.7.21
Compare common transfer protocols.
COS Examples
Examples: FTP, HTTP
Compare common transfer protocols.
COS Examples
Examples: FTP, HTTP
Unpacked Content
Knowledge
Students know:
- the difference between FTP as a client
- server model and HTTP as a transfer and exchange hypertext.
Skills
Students are able to:
- identify the difference between various transfer protocols as well as secured and unsecured.
Understanding
Students understand that:
- some transfer protocols are more secure than others and serve different purposes.
Vocabulary
- transfer protocol
DLCS18.7.22
Compare data storage structures.
COS Examples
Examples: Stack, array, queue, table, database.
Compare data storage structures.
COS Examples
Examples: Stack, array, queue, table, database.
Unpacked Content
Knowledge
Students know:
- different data structures store information in different ways based on the purpose for storage and recall.
Skills
Students are able to:
- compare the best storage structure for storing and recalling data for various purposes.
Understanding
Students understand that:
- each storage structure serves a different purpose depending on what kind of data and the intended use of the data.
Vocabulary
- stack
- array
- queue
- table
- database
DLCS18.7.CA.B
Systems
Systems
DLCS18.7.23
Demonstrate the use of a variety of digital devices individually and collaboratively to collect, analyze, and present information for content-related problems.
Demonstrate the use of a variety of digital devices individually and collaboratively to collect, analyze, and present information for content-related problems.
Unpacked Content
Knowledge
Students know:
- that often there exists a devices that will be better for a task than another device.
Skills
Students are able to:
- use multiple devices to research and collect data to compile a presentation.
Understanding
Students understand that:
- in research, the tool used is less important than the information gathered.
DLCS18.7.24
Diagram a network given a specific setup or need.
COS Examples
Examples: Home network, public network, business network.
Diagram a network given a specific setup or need.
COS Examples
Examples: Home network, public network, business network.
Unpacked Content
Knowledge
Students know:
- that several components are needed to create a network.
- how those components are linked affects the success of the network.
Skills
Students are able to:
- identify the components needed to create a network and in what manner those items should be joined.
- recognize that networks are simply modern
- day circuits.
Understanding
Students understand that:
- simple networks will require components to join devices to one another.
- simple networks can include wiring, routers, switches, external internet source, printers, computers, gaming devices, televisions, personal AI assistants, etc.
DLCS18.7.25
List common methods of system cybersecurity.
COS Examples
Examples: Various password requirements, two-factor authentication, biometric, geolocation.
List common methods of system cybersecurity.
COS Examples
Examples: Various password requirements, two-factor authentication, biometric, geolocation.
Unpacked Content
Knowledge
Students know:
- there are individuals who go to great lengths to obtain personal information, therefore it is important to use cybersecurity to protect personal and business data.
Skills
Students are able to:
- list common methods of protecting digital data online.
Understanding
Students understand that:
- business and personal data is sought out by hackers.
- business and personal data must be protected using cybersecurity measures.
Vocabulary
- cybersecurity
DLCS18.7.CA.C
Modeling and Simulation
Modeling and Simulation
DLCS18.7.26
Categorize models based on the most appropriate representation of various systems.
Categorize models based on the most appropriate representation of various systems.
Unpacked Content
Knowledge
Students know:
- models can be identified based on the purpose of their function.
- that predictive models will forecast a possible outcome based on historical data.
- that cluster and classification models identify similar traits in data and groups like items.
- that decision models simulate the outcomes of decisions so that the user is aware of possible risks associated with each option.
Skills
Students are able to:
- identify models based on the purpose of their function.
- use predictive models to forecast a possible outcome based on historical data.
- use cluster and classification models to identify similar traits in data and groups like items.
- use decision models to simulate the outcomes of decisions so that the user is aware of possible risks associated with each option.
Understanding
Students understand that:
- models should be selected based on the purpose of their function.
- predictive models forecast a possible outcome based on historical data.
- cluster and classification models identify similar traits in data and groups like items.
- decision models simulate the outcomes of decisions so that the user is aware of possible risks associated with each option.
DLCS18.7.27
Identify data needed to create a model or simulation of a given event.
COS Examples
Examples: When creating a random name generator, the program needs access to a list of possible names.
Identify data needed to create a model or simulation of a given event.
COS Examples
Examples: When creating a random name generator, the program needs access to a list of possible names.
Unpacked Content
Knowledge
Students know:
- an event is comprised of a set of steps or processes that can be identified and then simulated.
Skills
Students are able to:
- abstract the sequence of activities that make up an event.
Understanding
Students understand that:
- dissecting the parts of an event can aid in understanding of and the simulation of the event.
DLCS18.7.ID
Innovative Designer
Innovative Designer
DLCS18.7.ID.A
Human/Computer Partnerships
Human/Computer Partnerships
DLCS18.7.28
Classify types of assistive technologies.
COS Examples
Examples: Hardware, software, stylus, sticky keys.
Classify types of assistive technologies.
COS Examples
Examples: Hardware, software, stylus, sticky keys.
Unpacked Content
Knowledge
Students know:
- assistive technologies have been created to assist in many areas of need (auditory, visual, motor, etc. ).
Skills
Students are able to:
- distinguish the needs addressed by different assistive technologies.
Understanding
Students understand that:
- assistive technologies have been created to assist in many areas of need (auditory, visual, motor, etc. ).
Vocabulary
- assistive technology
DLCS18.7.29
Compare and contrast human intelligence and artificial intelligence.
Compare and contrast human intelligence and artificial intelligence.
Unpacked Content
Knowledge
Students know:
- benefits and risks exist when human or artificial intelligence is used to complete a task.
Skills
Students are able to:
- identify situations in which human or artificial intelligence is better suited to a task.
Understanding
Students understand that:
- benefits and risks exist when either human or artificial intelligence is used to complete a task.
DLCS18.7.ID.B
Design Thinking
Design Thinking
DLCS18.7.30
Apply the problem-solving process to solve real-world problems.
Apply the problem-solving process to solve real-world problems.
Unpacked Content
Knowledge
Students know:
- the steps to the problem-solving process.
Skills
Students are able to:
- select and dissect a problem.
- seek solutions.
- select a best alternative.
Understanding
Students understand that:
- often there are multiple solutions to real
- world problems.
Vocabulary
- problem-solving process
DLCS18.8
Grade 8
Grade 8
DLCS18.8.RS
Recurring Standards
Recurring Standards
DLCS18.8.RS.A
Safety, Privacy, and Security
Safety, Privacy, and Security
