Courses of Study : Digital Literacy and Computer Science

Safety, Privacy, and Security
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 2
Learning Activities: 2
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • participate in online activities while protecting personal data and will alert a trusted adult if they encounter a questionable situation.
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.
Legal and Ethical Behavior
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

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Evidence Of Student Attainment:
Students will:
  • utilize digital devices and spaces in accordance with school and/or district rules.
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.
Impact of Computing
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
R3) Assess the validity and identify the purpose of digital content.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • examine a grade
  • level appropriate text.
  • identify the point of view contained in the text.
  • identify possible bias contained in the text.
  • examine validity of the information contained in the text.
Teacher Vocabulary:
  • validity
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.
Systems
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
R4) Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • restart the device
  • check any cords or cables for proper installation
  • check for updates
  • use Force Quit or Task Manager to quit a stalled program.
Teacher Vocabulary:
  • troubleshooting
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.
Collaborative Research
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 3
Learning Activities: 3
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
R5) Locate and curate information from digital sources to answer research questions.

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Evidence Of Student Attainment:
Students will:
  • locate and curate information from digital sources to answer given research questions.
Teacher Vocabulary:
  • curate
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.
Digital Tools
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 9
Learning Activities: 9
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce a multimedia artifact.
  • review artifacts created by others.
  • revise an artifact based on peer or teacher feedback.
Knowledge:
Students know:
  • feedback is important in a design process.
Skills:
Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.
Understanding:
Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Computational Thinker
Abstraction
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Remove background details from an everyday process to highlight essential properties.

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.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify the essential components and remove any inessential descriptors given an everyday task.
Teacher Vocabulary:
  • process
  • essential properties
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.
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Define a process as a function.

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.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • list a set of steps taken to complete a process and name that process as a function.
Teacher Vocabulary:
  • process
  • function
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.
Algorithms
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Create pseudocode that uses conditionals.

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

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • compile a set of steps that contain conditional operations to include if, then, and else.
Teacher Vocabulary:
  • pseudocode
  • conditionals
Knowledge:
Students know:
  • that conditional statements provide options for how a process is completed.
Skills:
Students are able to:
  • communicate a process and its available yes/no or true/false options.
Understanding:
Students understand that:
  • conditionals are limited to options that are either true or false.
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Differentiate between flowcharts and pseudocode.

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

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • list steps to complete a process in pseudocode.
  • express the same process in a flowchart noting the differences.
Teacher Vocabulary:
  • flowchart
  • pseudocode
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.
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Identify algorithms that make use of sequencing, selection or iteration.

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).

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • find algorithms that demonstrate the three basic programming structures.
Teacher Vocabulary:
algorithm sequence selection iteration
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.
Programming and Development
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Identify steps in developing solutions to complex problems using computational thinking.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use the problem solving or design thinking process to think logically through a previously solved complex problem.
Teacher Vocabulary:
  • computational thinking
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.
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Describe how automation works to increase efficiency.

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

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Evidence Of Student Attainment:
Students will:
  • explain how an automated activity or system increases productivity.
Teacher Vocabulary:
  • automation
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.
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Create a program that initializes a variable.

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

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create a variable set to a specific value within a program that will change during the program but will reinitialize or return back to the specific value initially set when the program is run again.
Teacher Vocabulary:
  • initialize
Knowledge:
Students know:
  • that updating a variable during a program changes the initial value set, so variables need to be initialized (set to the original value) at the start or end of a task or program.
Skills:
Students are able to:
  • set variables back to their original values upon start
  • up or completion of a task or program.
Understanding:
Students understand that:
  • variables need to be initialized for programs to work properly more than once.
Citizen of a Digital Culture
Safety, Privacy, and Security
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Differentiate between a secure and a non-secure website including how they affect personal data.

Example: HTTP vs. HTTPS.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • distinguish between a secure and non
  • secure website.
  • identify the risks associated with transmitting personal data over a non
  • secure website.
Knowledge:
Students know:
  • how to identify a website as secure or unsecure.
  • that sharing personal data can be dangerous.
Skills:
Students are able to:
  • recognize that secure web address begins with "https" and that a security symbol is displayed in the address bar such as a lock, etc.
Understanding:
Students understand that:
  • any information provided while navigating an unsecure website can negatively affect users.
Legal and Ethical Behavior
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Describe the causes and effects of illegal use of intellectual property as it relates to print and digital media, considering copyright, fair use, licensing, sharing, and attribution.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • describe the causes and effects of illegal use of intellectual property as it relates to print and digital media, considering copyright, fair use, licensing, sharing, and attribution.
Teacher Vocabulary:
  • intellectual property
  • attribution
Knowledge:
Students know:
    that intellectual property refers to creations such as inventions, literary and artistic works, designs, symbols, names, and images.
  • that illegal use of intellectual property can cause monetary damages to the property owner as well as fines and jail time for the property thief.
Skills:
Students are able to:
  • use intellectual property in a manner allowed by copyright, fair use, licensing, sharing, and attribution.
Understanding:
Students understand that:
  • misuse of intellectual property is illegal and will result in negative consequences.
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Differentiate between appropriate and inappropriate digital content and the use of that content.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • differentiate between appropriate and inappropriate content.
  • demonstrate what actions to take should they encounter inappropriate content.
Knowledge:
Students know:
  • at times they may encounter appropriate and inappropriate content.
  • what actions to take should they encounter inappropriate content.
Skills:
Students are able to:
  • distinguish between appropriate and inappropriate digital content.
Understanding:
Students understand that:
  • not all digital content is appropriate to access and/or use.
Digital Identity
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 3
Learning Activities: 3
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Define digital permanence.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • define digital permanence.
Teacher Vocabulary:
  • digital permanence
Knowledge:
Students know:
  • that once something is posted online, it can be difficult to remove it.
Skills:
Students are able to:
  • identify appropriate and inappropriate posts.
Understanding:
Students understand that:
  • online posts can alter your reputation and limit your opportunities.
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Define personal privacy, digital footprint, and open communication.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • define personal privacy.
  • define digital footprint.
  • define open communication.
Teacher Vocabulary:
  • personal privacy
  • digital footprint
  • open communication
Knowledge:
Students know:
  • that personal information can be divided into the three categories of personal privacy, digital footprint, open communication.
Skills:
Students are able to:
  • define personal privacy.
  • define digital footprint.
  • define open communication.
Understanding:
Students understand that:
  • information is either, personal, part of your digital footprint, or available as open communication.
Impact of Computing
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Discuss digital globalization and Internet censorship.

Examples: Software that scans a website for posts about potential threats; a person's ability to order a product directly from a manufacturer in another part of the world; a student in Africa can take an online math course created in the United States; web-hosting company prevents posting of content.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • discuss digital globalization.
  • discuss internet censorship.
Teacher Vocabulary:
  • digital globalization
  • internet censorship
Knowledge:
Students know:
  • most information posted on the internet can be viewed by most of the world.
  • some countries and companies limit access to information.
Skills:
Students are able to:
  • identify positives and negatives of digital globalization.
  • identify positives and negatives of internet censorship.
Understanding:
Students understand that:
  • most information posted on the internet can be viewed by most of the world.
  • some countries and companies limit access to information.
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Identify emerging technologies in computing.

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Evidence Of Student Attainment:
Students will:
  • research and report on emerging technologies and their possible impacts on mankind.
Knowledge:
Students know:
  • how to research for emerging technologies.
Skills:
Students are able to:
  • gather information about new products.
  • share information in a legal and responsible way.
Understanding:
Students understand that:
  • technology is ever
  • changing.
Global Collaborator
Creative Communications
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 4
Learning Activities: 4
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • publish or communicate information about issues or problems in their community with groups of various cultures and backgrounds while working in groups or with partners.
Knowledge:
Students know:
  • how to use a platform to share and inform others of a variety of backgrounds about issues or problems important to them.
Skills:
Students are able to:
  • publish and communicate as creators of content and information, instead of only consumers of the same.
Understanding:
Students understand that:
  • being able to communicate effectively and disseminate that information to reach a broader audience is an important part of being a global collaborator.
Digital Tools
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Type 30 words per minute with 95% accuracy using appropriate keyboarding techniques.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • type 30 wpm with 95% accuracy using techniques appropriate to the device.
Knowledge:
Students know:
  • keyboard layout.
Skills:
Students are able to:
  • type 30 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.
Social Interactions
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Define censorship.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • define censorship.
  • identify occasions, both positive and negative, in which censorship was applied.
Teacher Vocabulary:
  • censorship
Knowledge:
Students know:
  • that censorship is the suppression or prohibition of data for any reason.
Skills:
Students are able to:
  • identify censorship in practice.
Understanding:
Students understand that:
  • censorship can be used for safety measures and as a control tactic.
Computing Analyst
Data
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Track data change from a variety of sources.

Example: Use editing or versioning tools to track changes to data.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • track received data changes in polls or other sources.
Knowledge:
Students know:
  • how to use time and date stamps to track changes in data gathered over a period of time.
Skills:
Students are able to:
  • assess how data can change over time.
  • identify how data may look different when gathered from various sources.
Understanding:
Students understand that:
  • the source of data and time when data is gather has an effect on results.
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Identify data transferring protocols, visualization, and the purpose of data and methods of storage.

Examples: Using an online collection tool or form to collect data that is then stored in a spreadsheet or database.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify common data transferring protocols.
  • identify why particular protocols are used for various methods of storage and visualization.
Teacher Vocabulary:
  • transfer protocols
  • visualization
Knowledge:
Students know:
  • different transferring protocols are used for specific purposes depending on the data and storage methods.
Skills:
Students are able to:
  • differentiate basic data transferring protocols from another and various methods of storing data.
Understanding:
Students understand that:
  • data is compressed and stored in various transferring protocols depending on the purpose.
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Identify varying data structures/systems and methods of classification, including decimal and binary.

Examples: Difference between a bit and a byte, bit representation, pixels.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • recognize various data structures and methods of classification such as binary and decimal.
Teacher Vocabulary:
  • data structures
  • decimal
  • binary
Knowledge:
Students know:
  • how to recognize a binary number system including bits and bytes.
Skills:
Students are able to:
  • identify how binary can be used for bit representation in pixels.
Understanding:
Students understand that:
  • there are several data structures and methods for classification.
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
22) Summarize the purpose of the American Standard Code for Information Interchange (ASCII).

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • summarize the purpose of the American Standard Code for Information Interchange (ASCII).
Teacher Vocabulary:
  • American Standard Code for Information Interchange
Knowledge:
Students know:
  • that the American Standard Code for Information Interchange (ASCII) was created to use one harmonious languages for computers and programs to communicate.
Skills:
Students are able to:
  • summarize the purpose of the American Standard Code for Information Interchange (ASCII).
Understanding:
Students understand that:
  • without ASCII, there may be no way for programs or computers to communicate.
Systems
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
23) Discuss how digital devices may be used to collect, analyze, and present information.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • discuss various methods for using digital devices to collect, analyze, and present information.
Knowledge:
Students know:
  • that information can be presented in many ways.
Skills:
Students are able to:
  • identify ways to collect, analyze, and present information.
Understanding:
Students understand that:
  • devices can be used to collect, analyze, and present information.
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
24) Compare and contrast types of networks.

Examples: Wired, wireless (WiFi), local, wide area, mobile, Internet, and intranet.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • compare/contrast different network types such as wired vs wireless or LAN vs WAN.
Knowledge:
Students know:
  • networks are used to join computing devices for different needs.
Skills:
Students are able to:
  • identify the needs satisfied by different networks.
Understanding:
Students understand that:
  • networks are designed to meet specific needs.
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
25) Differentiate between secure and non-secure systems.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify secure and non
  • secure systems.
  • differentiate between secure and non
  • secure systems.
Knowledge:
Students know:
  • not all information or websites are secure.
Skills:
Students are able to:
  • identify a resource as secure or non
  • secure.
Understanding:
Students understand that:
  • part of protecting data includes determining if a system is secure or non
  • secure.
Modeling and Simulation
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
26) Explain why professionals may use models as logical representations of physical, mathematical, or logical systems or processes.

Example: Students will discuss why an engineer may build a model of a building before actually constructing the building.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • explain why one might create a model or simulation.
Knowledge:
Students know:
  • it can difficult, expensive, or impossible to create a system or process true
  • to
  • scale, therefore professionals often use models or simulations to test theories, plans, or designs.
Skills:
Students are able to:
  • identify reasons a system or process cannot be easily replicated.
  • identify situations in which it is best to use a model or simulation.
Understanding:
Students understand that:
  • models and/or simulations are used to save time and money during testing phases of projects.
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
27) Explain how simulations serve to implement models.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • explain how simulations serve to implement models.
Knowledge:
Students know:
  • that simulations and models are both representations of a system or process.
  • simulations are often digital representations whereas models are often physical representations.
Skills:
Students are able to:
  • explain that simulations may be used to save time and/or money in representing a process or system.
Understanding:
Students understand that:
  • typically, simulations are digital representations of a process, while models are physical representations of a process.
Innovative Designer
Human/Computer Partnerships
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
28) Define assistive technologies and state reasons they may be needed.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • define assistive technologies.
  • state reasons assistive technologies may be needed.
Knowledge:
Students know:
  • that people have differing abilities and that technologies exists to aid users in overcoming challenges.
Skills:
Students are able to:
  • define 'assistive technology'.
  • explain reasons one may use an assistive technology.
Understanding:
Students understand that:
  • being different doesn't have to be a difficulty.
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
29) Define artificial intelligence and identify examples of artificial intelligence in the community.

Examples: Image recognition, voice assistants.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • define artificial intelligence.
  • identify examples of artificial intelligence in the community.
Teacher Vocabulary:
  • artificial intelligence
Knowledge:
Students know:
  • that artificial intelligence is the use of computer systems to perform tasks normally requiring human intelligence and include services such as visual perception, speech recognition, decision
  • making, and translation between languages.
Skills:
Students are able to:
  • identify examples of artificial intelligence.
Understanding:
Students understand that:
  • while artificial intelligence is designed to aide, it also has negative side effects.
Design Thinking
Digital Literacy and Computer Science (2018)
Grade(s): 6
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
30) Discuss and apply the components of the problem-solving process.

Example: Students will devise a plan to alleviate traffic congestion around the school during drop-off and pick-up.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • discuss the components of the problem-solving process.
  • apply the components of the problem-solving process.
Teacher Vocabulary:
  • problem-solving process
Knowledge:
Students know:
  • when solving problems, one should identify the problem, identify possible solutions, evaluate to select a best solution, implement the solution, evaluate the solution and/or seek feedback.
Skills:
Students are able to:
  • identify a problem.
  • identify possible solutions.
  • evaluate to select a best solution.
  • implement a solution.
  • evaluate a solution.
  • seek feedback.
  • revise an artifact based on feedback.
Understanding:
Students understand that:
  • problem-solving is a process that can take multiple iterations.