Digital Literacy Instructional Guide

Curriculum Map 2026-2027

Digital Literacy

What’s New and Updated in Digital Literacy

What’s New This section contains a listing of pages in the map that are new this year. Page Number Description

All Units

Unit at a Glance: Big Idea and Essential Question Overviews

6th vs. 8th Grade Comparisons

Resources and Suggested Lessons

Shared Additional Resource Folder

Suggested Scope and Sequence for A/B Schedule and Semester Schedule

Career Unit to Support Digital Literacy and CCA Transition

AI Integration Ideas (see Shared Additional Resource Folder)

What’s Updated This section contains a listing of pages in the page that have received substantial content updates for this year. Page Number Description

All Units

26-27 Updated Pacing

Language Functions and Features

Differentiation in Action

Resources Reviewed for Link Access

CSD Instructional Playbook

The Instructional Playbook can be used to enhance instruction by accessing comprehensive, research-based approaches aligned with Canyons School District’s Multi-Tiered System of Supports (MTSS) Framework. This resource supports high quality teaching, safe and supportive learning environments, data-driven decision making, and tiered interventions. It includes evidence-based strategies, instructional planning tools, behavioral supports, and guides for professional growth—all aimed at boosting student achievement and classroom effectiveness. The playbook promotes intentional planning, collaboration, and consistent implementation of best practices across classrooms and grade levels.

Click on the picture below to access the document and explore the full range of tools and strategies available.

Year- at- a Glance 2026-2027 Digital Literacy

A/B Schedule:

Semester

1 st Quarter

2 nd Quarter

3 rd Quarter

4 th Quarter

Units

-Unit 0: Course Orientation -Career Unit -Unit 1: Keyboarding -Unit 2: The Information Processing Cycle -Unit 0 - 2 weeks -Career Unit - 1 week Unit 1 - 1 week Unit 2 - 6 weeks Strand 3 - Standard 2 Career Exploration

-Unit 3: Internet & Online Communication -Unit 4: Digital Citizenship and Wellness Unit 3 - 5 weeks Unit 4 - 5 weeks* *Unit 4 is split over 2nd and 3rd Quarter

-Unit 4: Digital Citizenship and Wellness -Unit 5: Digital Tools and Applications

-Unit 6: Digital Media Creation

Pacing

Unit 4 - 7 weeks Unit 5 - 3 weeks

Unit 5 - 2 weeks Unit 6 - 5 weeks *Unit 5 is split over 3rd and 4th Quarter

Standards

Strand 3 - Standard 1 and 3 Strand 4

Strand 5

Strand 6 Career Unit Course Conclusion

Strand 1 Strand 2

Keyboard Targets

Keyboarding Pre-Assessment

Give the Assessment 1

Give the Assessment 2

Give Keyboarding Post-Assessment

Keyboarding Assessments

Each assessment should include a 1-minute timed typing test that allows students to reflect on keyboarding progress. Teachers should include time for students to practice keyboarding skills throughout each quarter. As an example, assessments on Typing.com are aligned with grade-level variance, but resources for keyboarding should be teacher selected.

Every Day Semester Schedule

Quarters

1st Quarter/3rd Quarter

2nd Quarter/4th Quarter

Units

Unit 0: Course Orientation (1 week) Career Unit (1 week) Unit 1: Keyboarding (1 weeks) Unit 2: The Information Processing Cycle (2 weeks) Unit 3: Internet & Online Communication

Unit 4: Digital Citizenship and Wellness - SPLIT (4 weeks) Unit 5: Digital Tools and Applications (2 weeks) Unit 6: Digital Media Creation (2 weeks)

(2 weeks) Unit 4: Digital Citizenship and Wellness - SPLIT (2 weeks)

*Include keyboarding practice throughout the course

Keyboarding Targets

Keyboarding Pre-Assessment AND Give the Assessment 1

Give the Assessment 2 AND Give the Assessment 3

Units By Strands

Unit 0: Introduction

Strand 3 - Standard 2 and Career Exploration

Unit 1: Keyboarding

Strand 1

Unit 2: The Information Process Cycle

Strand 2

Unit 3: The Internet & Online Communication

Strand 3 - Standards 1 and 3

Unit 4: Digital Citizenship and Wellness

Strand 4

Unit 5: Digital Tools and Applications

Strand 5

Unit 6: Digital Media Creation

Strand 6

DWSBA and Testing Window: (DWSBAs are found in the CSD CTE DWSBA Canvas Course) Pre-Assessment: Within the first two weeks of the semester. Post Assessment : Within the last two weeks of the semester. SALTA Extensions: ●​ Consider precision partnering or individualized work for PBL and simulation assignments ●​ Allow a student to develop potential new projects for the cluster area lesson ●​ Students developed lesson materials (graphic organizers, relevant articles, career brochures, etc.) ●​ Consider more involved projects: (for example) instead of the student making the pencil roll, allow the student to make a drawstring bag.

STRANDS AND STANDARDS DIGITALLITERACY

Course Description

Thiscourse allowsstudents todevelop basiccomputing fundamentals, improve digital communications, identify the importance of protecting individual data, apply key applications, and maintain positive digital wellness. Students will have opportunities to use digital devices to apply skills to accomplish tasks more efficiently using creativity, critical thinking, productivity, and collaboration in the classroom and day-to-day life. Students will use this foundational knowledge as a connection to future educational pathways.

ADA Compliant: May 2023

DIGITAL LITERACY

STRAND 1

(Keyboarding Efficiency) Students will enhance keyboarding skills. This strand will be incorporated throughout the course and scaffolded for student ability depending on prior knowledge.

Standard 1

Students will enhance and demonstrate proper key by touch skills and keyboarding techniques. • • • Sit up straight. Feet flat on the floor. Body centered with the “G” and “H” keys.

• Fingers curved on home row (A, S, D, F, J, K, L, ;). • Wrists straight and elbows naturally at sides. Correct fingers used for keystrokes. Key by touch (eyes on copy or screen, not on keys). • Key with smooth rhythm. • •

Standard 2

Students will learn and demonstrate the benefits of proper touch typing and keyboarding techniques. • Improve efficiency, accuracy, and productivity using the keyboard. • Reduces repetitive stress injuries (e.g. carpal tunnel, neck strain, back pain).

Strand 1 Performance Skill

Students will demonstrate individual key-by-touch improvement proficiency, accuracy, and technique.

STRAND 2

(Information Processing Cycle) Students will identify a computer as a device that utilizes hardware and software to accept input, process data, store data, and produce output.

Standard 1

Identify computer hardware in the information processing cycle. • Hardware is the physical components that make up a computing system, computer, or computing device. • Identify primary hardware components of a computer. • Input • Touchscreen • Mouse/Touchpad • Keyboard • Processing • Motherboard Power supply

Central Processing Unit (CPU) Graphic Processing Unit (GPU) • • • • Main Memory (RAM, ROM) • Storage

Hard Drive Solid State Drive (SSD)

• •

• Output

• Monitor/Screen/Touchscreen • Speakers

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DIGITAL LITERACY

Peripheral devices are connected to a computer to expand the functionality of the computer. • • Identify port connectors for peripheral devices. Identify secondary peripheral devices.

•

• •

Printer Scanner

• Camera • • Stylus

Headphones

• • Microphone • Game controller • Virtual Reality (VR) headsets Explain how a peripheral device can have multiple input and output functions (e.g. touchscreen) Standard 2 Explain the role of software for a computing system. • Software is a program that runs a set of instructions on a computing device. • Identify the two types of software for a computing system. • System software is software that controls the communication between the hardware and application software of a computer. • Application software is software developed to help the user perform specific tasks. • Compare cloud-based applications vs. computing-based software. • Where is the data stored? • What are the requirements to access software? • Who has access to the data? • What are the pros and cons? • Identify the primary operating system of a computing device. • Operating system is software that manages the computer’s basic functions such as scheduling tasks, executing applications, and controlling peripherals. • Identify primary operating systems as: • Windows • Mac OS • Business software (e.g. word processing, spreadsheets, databases, presentation, calendaring) • Communication software (e.g. social media, email, video conference, instant messaging) • Entertainment software (e.g. virtual reality, streaming, gaming) • Multimedia software (e.g. photo, image, video, audio, speech to text, artificial intelligence (AI)) • Education software (e.g. learning management system (LMS), gradebook, e- books) • Accessibility software (e.g. Voice-To-Text, screen reader, screen magnifiers, voice recognition) Explain how input devices function in the information processing cycle. • Input device is hardware equipment used to transfer data to a computing system for processing. • Explain the function of primary input devices. • Keyboard • Mouse/Touchpad • Touchscreen 3]Page REVISED: MAY 2023 Standard 3 • • • Android iOS Linux • Identify common application software for a computing device.

DIGITAL LITERACY

• Microphone • Camera • Game controller

Explain how output devices function in the information processing cycle. • Output is information processed from a computing system and received by the user. • Output device is hardware equipment used to transfer data out from a computer system. • Explain the function of primary output devices. • Monitor/Screen/Touchscreen • Cloud storage is storage where data is transmitted and stored on remote storage systems where it is maintained, managed, and backed up and made available to users over a network (e.g. Google Drive, iCloud, Dropbox, OneDrive). Standard 6 Explain how memory and storage devices function in the information processing cycle. • Memory is temporarily stored data for immediate use in a computer system. • Identify two types of memory for a computer system. • Random Access Memory (RAM) is used by the operating system and application software while the computer is running. • Read Only Memory (ROM) is preloaded instructions for booting up the computer. • Storage is a place where data can be held and retrieved at a later time. Hard Disk Drive (HDD) Solid State Drive (SSD) • External hard drive is a portable storage device that stores data. • Flash drive is a small, portable storage device that uses electrical rewritable storage (flash) to store or transfer data (e.g. USB, thumb drive, memory stick, jump drive). Define processing and explain how processing functions in the information processing cycle. • Processing is interpreting input and producing output. • Explain the main processing device in a computer system. • Central Processing Unit (CPU) is the master chip that controls all other aspects of the computer. • Describe the relationship of an algorithm, loop, and conditional in computer processing. • Algorithm is a set of instructions to complete a task. • The CPU uses the algorithm as an input to produce output. • Loop is a programming structure that repeats a set of instructions as long as a specific condition is true. • The CPU uses the loop as an input to repeat the task to output data until the specific condition is true. • Conditional is a programming structure that performs different computations or actions depending on whether a condition evaluates to true or false (Boolean condition). • The CPU uses the conditional as an input to continue to evaluate whether or not to send output data. Standard 4 Standard 5 • Identify the benefits of using different types of storage. • Hard drive is an internal storage device that stores data. • •

• • •

Printer Projector Speakers

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DIGITAL LITERACY

• Headphones

Standard 7

Identify common troubleshooting techniques. • Troubleshooting i s the systematic approach to addressing a problem with a computing device through the process of trial and error. • Identify common troubleshooting steps.

• • Do not panic. Check all connections and power supply. • Read error messages.

• Look for software updates. • Restart the computing device.

Strand 2 Performance Skill

Students will research, evaluate, and support the selection of purchasing a computing device based on personal interests and needs. • Students will identify and explain the benefits of the selected peripheral devices, hardware, software, memory, and storage within the computing device.

STRAND 3

(Digital Communication) Students will use digital tools for the purpose of learning through connecting to the Internet, navigating websites, and sending and receiving communications digitally.

Standard 1

Identify the components of the Internet. • Network is a group of two or more digital devices connected to share information. • Internet is a global network. • Wireless (Wi-Fi) is wireless technology used to connect digital devices to the Internet. • Uniform resource locator (URL) is an address for a worldwide webpage. • Internet protocol (IP) address is a unique set of numbers separated by periods that identifies each digital device using the Internet to communicate. • Internet browser is an application used to access and view websites. • Search engine is a program that searches for and identifies items in a database using keywords to find websites for information on the Internet. • Server is a computer or computer program which manages access to databases of information in a network.

Standard 2

Explain how to connect to and navigate the Internet. • Explain the role of an Internet Service Provider (ISP).

• Internet service provider (ISP) is a company that provides subscribers with access to the Internet. • Bandwidth is the amount of information that can travel on an Internet connection in a certain timeframe. • Compare different types of Internet connections by bandwidth, speed, and accessibility.

• • • •

Cellular Digital Subscriber Line (DSL) Fiber optic Satellite

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DIGITAL LITERACY

Identify and explain the function of common website navigation components. • Menu • Chrome app launcher (waffle)

•

.......

Three dots (kabob)

•

Three lines (hamburger)

•

Home page Search bar Hyperlinks

• • •

Standard 3

Identify a variety of online communication tools and the primary features of email. • Identify different types of communication programs. • Email is messages distributed by email application software from one digital device to another using a network (e.g. Gmail, Outlook). • Instant messaging is online chat that offers real-time text communication over the Internet (e.g. Google Chat, Microsoft Teams) Video conference is a conference where participants, in different locations, are able to communicate with each other in sound and vision (e.g. Google Meet, Microsoft Teams, FaceTime, Zoom) • • Web authoring is a category of software that allows the user to develop a website using visual tools based on code (e.g. Weebly, Google Sites, Wix, Adobe Express, WordPress). • Social networking is the use of internet based social media sites to stay connected with others. • Identify the primary feature of an email. • Subject is an informative, catchy, and brief line of text seen when the email reaches the recipient’s inbox. • CC is a courtesy copy (previously known as carbon copy) including one or more recipients when a message is intended for one person but is relevant to other people as well. • BCC is a blind courtesy copy (previously known as blind carbon copy) to let others see an email without the main recipient knowing. • Explain a variety of scenarios where CC and BCC would be used in an email. • Attachment is a file sent with an email message (i.e. image, video, text document). Often represented by a paperclip icon. • Signature is personalized text automatically included at the bottom of an email. A signature can include name, address, phone number, website, and other business information. • Reply is the response to an email that goes to a single person (the person who sent the original email or the person who sent the last message in the email thread). 6]Page REVISED: MAY 2023

DIGITAL LITERACY • Reply all is the response to an email that goes to everyone who was included in the email, including CC. • Explain a variety of scenarios where reply and reply all would be used in an email. • Forward is the operation of re-sending an email message delivered to one email address to one or more different email addresses. Identify the primary email folders.

•

• • Inbox Deleted/Trash • SPAM/Junk Mail

Strand 3 Performance Skill

Students will demonstrate how to send emails for a variety of purposes and audiences. Students will describe how digital communication tools can be used to accomplish tasks for a specific purpose.

• •

STRAND 4

(Digital Citizenship and Wellness) Students recognize the rights, responsibilities, and risks of learning, and working in an interconnected digital world, and model behaviors that are safe, legal, and ethical while balancing in-person responsibilities and relationships. Define digital citizenship and digital footprint. • Digital citizenship is norms of appropriate, responsible, and healthy behavior related to technology use, including digital literacy, ethics, etiquette, and security. (Utah Code 63C-22-102) • Explain the personal responsibilities of being ethical in a digital world. • Digital footprint is the data collected about a particular person and their direct or proximal interactions with digital devices whether online or offline. • Discuss the present and future impacts of a digital footprint. Demonstrate knowledge of online safety, digital security, and online privacy. • Online safety is being aware of online risks and maximizing the user’s personal safety. • Identify guidelines to protect users from various types of online predators. • Avoid using suggestive screen names or photos. • Keep in mind that people are not always who they say they are. • Never arrange to meet with someone in person you only know online. • Tell a trusted adult if you encounter a problem. Identify threats in the digital world. • Denial of service attacks is an attack to shut down a computer device or network by flooding it with • traffic to make it inaccessible to the intended users. • Hackers are people or programs that uses computers to gain unauthorized access to data. • Online privacy is the protection of private data and communication. • • • Location tracking is the tracking of a digital device on where it goes and how long it stays there. Cookies is data stored on your browser to track online behavior. Device fingerprinting is using your browser’s settings and history to track your activity. • Malware is software that is specifically designed to disrupt, damage, or gain unauthorized access to 7]Page REVISED: MAY 2023 Standard 1 Standard 2 • • Be aware of excessive attention. Do not talk to anyone that wants to get too personal.

DIGITAL LITERACY

a digital device. • Ransomware is a type of malicious software that is used to block access to a digital device until a sum of money is paid. • Spyware is software that enables a user to obtain private information about another’s computer activity by transmitting data secretly from their hard drive. • Trojan Horse is a malicious code that looks legitimate and takes control of your computer to damage, disrupt, and destroy your data. Identify indicators of safe online transactions. • URL lock symbol (https) • Credit card/payment services (e.g. PayPal, Venmo)

•

• • Reputable retailers Virtual Private Network (VPN) Identify threats to email and online communication. • Catfishing • Online scams

•

• • • Hacking Phishing attacks Unknown links and QR codes Explain the importance of digital security measures as tools used to secure identity and data online. • Antivirus protection software • Password/passphrase/biometric login

•

• • • • • Two-factor authentication Firewalls Secure website (https) Updates Virtual Private Network (VPN) Identify components of credible online content. • Domain name (name of the website) • Top Level Domain (e.g. .org, .com, .net, .edu, .gov)

•

• • • •

Author Date

Verified sources Lateral reading

Standard 3

Define intellectual property and the legal and responsible use of technology. • Intellectual property as a creative work or idea for which an individual has ownership rights. • Identify common intellectual property protections. • Copyright as the exclusive legal right given to the creator of works printed, posted, published, filmed, or recorded. • Creative commons as licenses that allow for the distribution of copyrighted works when the creator wants to give other people the right to share, use, or build upon what they have created. • Public domain as intellectual property that is available for public use. Identify intellectual property violations. • Plagiarism as the practice of taking someone else’s intellectual property and using it as your own • (e.g. copy/paste, images). • Piracy is unauthorized use of copyrighted materials (e.g. music, video, images) • Discuss the responsible use of AI tools in the creation of content. 8]Page REVISED: MAY 2023

DIGITAL LITERACY

Ethical and legal responsibilities and safety considerations of being online: • • Recognize suitable content Use content filters

•

Identify measures to improve personal digital wellness. • Digital wellness is the preventative measures aimed at regulating and improving the healthy use of technology. • Identify measures to achieve personal digital wellness. • Create boundaries (e.g. set limits for certain apps and sites, time limits, and limit notifications) • Try single tasking (e.g. to improve focus, try to reduce the number of screens around) • Limit the use of digital devices to as little time as possible each day. Identify ways to balance personal wellness and technology: • Spend time connecting with family and friends offline each day. • Exercise regularly and enjoy time outside. • • Eat healthy food, get plenty of sleep, and don’t take tech to bed with you. • Recognize how algorithms limit viewpoints; determine what content is directed to the user; manipulate online activity in order to reinforce behavior, use and dependency on technology. Learn how to discern what is real and what is not (e.g. Artificial Intelligence (AI) generated content (deepfake); filters, photos, and video alterations, etc.) • • Cyberbullying is the use of electronic communication to bully a person, typically by sending messages of an intimidating, embarrassing, or threatening nature. • Identify strategies to deal with cyberbullying. • Report cyberbullying to a parent and other trusted adult. • Do not respond to and do not forward the cyberbullying messages. • Discern what can make websites, digital apps, or platforms unsafe (e.g. pop-up ads, surveys, cookies, click-bait, discussion forums, algorithm-driven content, soliciting locations, financial or personal identifiable information (PII), age verification requests, instructions on how to exit quickly, bypass firewalls, filters, and parental controls, etc.) • Consent laws (e.g. user terms and agreements; required parental notification) Standard 4

• • Screenshot evidence of cyberbullying. Block the person who is cyberbullying. • Identify consequences of cyberbullying for the perpetrator and victim. • Perpetrator • Criminal record

Internet or app restrictions Negative digital footprint School discipline

• • •

• Victim • • •

Anxiety/Depression Changes in appetite Stress of being in a constant state of fear • Change in school performance

Strand 4 Performance Skill

Students will research a digital technology topic and present strategies to implement, improve, or promote positive digital wellness.

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DIGITAL LITERACY

STRAND 5

(Digital Tools and Applications) Students will use a variety of digital tools to organize resources, produce creative artifacts, and make meaningful learning experiences for themselves and others.

Standard 1

Demonstrate knowledge of file management. • Perform basic file management system tasks on a physical computing device or within cloud storage. • File management system is software that manages the storage of data files. • File is storage of computer recorded data. Create and delete folders. Duplicate files. • Folder is an icon on a computer used to access a directory of file storage. • Create and delete folders. • Subfolder is a folder contained within another folder. • Create and delete subfolders. • Identify where deleted content is contained (e.g. recycle bin, trash can, permanently deleted). • Demonstrate the ability to sort and locate files based on search terms and file type. • Rename files and save in a new location. • • • Menu is a list of options or commands to help the user find information or complete a task. • Tabs are part of a computer window that allows the user to go to different parts of the program or website. • Toolbar is a set of icons used to perform certain functions. • Window is a viewing area on a computer. • Identify the primary interaction elements of the user interface. • Adjustment handle is a small box that appears on the corners and edges of an element allowing the user to adjust size and shape. • Command button is an element the user interacts with to tell the digital device to complete a task. • Cursor is a movable indicator on a computer screen, identifying the point that will be affected by input from the user. • Identify primary keyboard shortcuts. Save Print Find Screenshot • Identify the difference between Save and Save As. • Save is a command that creates an original file and location or updates changes made in a document while keeping the original file name and location. • Save As is a command that creates a copy of a current document and allows the user to rename and/or relocate the document. • • • • • • Cut, Copy, and Paste Undo and Redo Standard 2 Identify common features and functions of software programs. • Identify the primary structural elements of the user interface. • Icon is a small graphical representation of a program file.

Standard 3

Demonstrate knowledge of word processing. 10]Page

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DIGITAL LITERACY

Perform basic tasks by using word processing software. • Create a new document • Open an existing document

•

• Print a document • Save a document Perform primary page layout tasks. • Page orientation • Page margins Perform basic text formatting tasks. • Alignment (Left, Right, Center, Justify)

•

•

• • Bold, Italics, and Underline Font (Font color, font highlight, font size) Insert and format a table. • Insert table • Add/delete columns and rows • Merge cells/Split cells • Border/Shading Insert and format an image. • Insert image • Wrap text • Adjust size Perform a spelling and grammar check on a document.

•

•

•

Standard 4

Demonstrate knowledge of spreadsheets. • Identify the primary components of a spreadsheet.

• Cell is the intersection between a row and a column on a spreadsheet. • Active cell is the selected cell ready to input data. • Row is the horizontal cells identified by numbers. • Column is the vertical cells identified by letters. • Fill handle is a command that fills data in spreadsheet cells based on an existing pattern. • Create basic mathematical formulas and functions in a spreadsheet. • Cell range is a group of cells within a row and/or column. • Formula is any calculation in a spreadsheet. • Function is a predefined calculation in a spreadsheet. • Perform the following formulas in a spreadsheet.

• • • Addition Subtraction Division • Multiplication • Perform the following functions in a spreadsheet.

• SUM • MIN • MAX

• • COUNT AVERAGE • Insert a column and pie chart using data from a cell range. • Include a title. 11]Page

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DIGITAL LITERACY

Include a legend. • Legend is the box that contains small samples of each color on the chart as well as a short description of what each color means.

•

Standard 5

Demonstrate knowledge of presentation programs. • Apply different layouts to a slide. Title Slide Title and Content Two Content • Perform basic functions in a presentation. • • •

• Animation is movement of an object or image within a slide. • Transitions is the motion effect of a slide entering a presentation. • Add images and/or media content to a presentation.

Standard 6

Demonstrate knowledge of calendaring • •

Explain the purpose of an online calendar. Create calendar events with key features.

Individual or Recurring Location

• •

• Key information • Invitees • Compare situations between using an individual or recurring event. • Demonstrate the ability to respond to a calendar event.

• •

Accept Reject

• Maybe

Strand 5 Performance Skill

Students will create a digital file management system that organizes their created artifacts to keep record of learning experiences throughout the course.

STRAND 6

(Digital Media Creation) Students will communicate clearly using a variety of platforms, tools, styles, formats, and digital media appropriate to their goals.

Standard 1

Compare file formats for a variety of digital media types. • Audio • .mp3 • .wav • Image

.jpeg .gif .heic .png

• • • •

• Video

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DIGITAL LITERACY

.mp4 .mov .avi

• • •

Standard 2

Identify primary functions and features of digital media. • Audio • Record • Trim • Volume level • Image

• •

Crop Brightness/Contrast

• Video

• Record • Trim • Volume level • Add audio track

Strand 6 Performance Skill

Students will create a digital media project that demonstrates their ability to communicate clearly using a variety of digital media appropriate to their goals. Digital Literacy Vocabulary List

Strand 2

reply all forward Strand 4

output device troubleshooting

hardware peripheral device software system software application software operating system input device processing Central Processing Unit (CPU) algorithm loop conditional memory Random Access Memory (RAM) Read Only Memory (ROM) storage hard drive external hard drive flash drive cloud storage output 13]Page

Strand 3

Network Internet wireless (Wi-Fi)

digital citizenship digital footprint online safety denial of service attacks hackers online privacy location tracking cookies device fingerprinting malware ransomware spyware Trojan Horse intellectual property copyright creative commons public domain plagiarism piracy digital wellness

uniform resource locator (URL) Internet protocol (IP) address Internet browser search engine server Internet Service Provider (ISP) bandwidth email

instant messaging video conference web authoring subject CC BCC attachment signature reply

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DIGITAL LITERACY

Digital Literacy Vocabulary List (continued) cyberbullying

Strand 5

file management system file folder subfolder icon menu tabs

toolbar window

adjustment handle command button cursor Save Save As cell active cell row column

fill handle cell range formula function legend animation transitions

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Unit 0

Introduction Unit

26-27 Pacing

Key Language Usage

A/B Day Schedule: 5 Days (approx. 2 weeks)

Narrate Inform Explain

Semester Schedule: 6 Days (approx.1 week)

Unit at a Glance Big Idea: Successful digital learners understand classroom expectations, navigate digital learning environments confidently, and develop the foundational technology skills needed to succeed throughout the course. Students will establish classroom routines, become familiar with digital learning tools, and demonstrate their current digital literacy skills through a pre-assessment. Essential Questions: ●​ What does it mean to be a successful digital learner? ●​ How can classroom expectations and routines help me succeed? ●​ How do I effectively navigate my Chromebook and Canvas? ●​ What digital skills do I already have, and what skills will I develop throughout this course? ●​ How can I take responsibility for my own learning in a digital environment? Key Standard(s) Strand 3: (Digital Communication) Standard 2 : Explain how to connect to and navigate the Internet. ●​ Identify and explain the function of common website navigation components. ○​ Menu ■​ Chrome app launcher (waffle) ■​ Three dots (kabob) ■​ Three lines (hamburger) End of Unit Competency ●​ I can identify classroom expectations and digital learning routines that help me be successful. ●​ I can navigate my Chromebook and Canvas to access course materials, assignments, and digital resources. ●​ I can identify common website navigation components, including menus, hyperlinks, search bars, and home pages. ●​ I can demonstrate responsible use of digital learning tools and follow classroom technology expectations. ○​ Home Page ○​ Search Bar ○​ Hyperlinks

●​ I can complete a Digital Literacy pre-assessment to demonstrate my current digital literacy knowledge and skills. ●​ I can apply digital navigation skills to independently access and complete classroom activities. Language Functions & Features: ■ Generalized nouns to introduce classroom procedures, digital learning tools, websites, navigation components, and digital learning environments. ■ Opening statements to explain classroom expectations, course procedures, and digital learning routines. ■ Verbs to describe digital learning processes (e.g., navigate, access, identify, locate, organize, participate, communicate, demonstrate). ■ Expanded noun groups to identify website navigation components, Chromebook features, Canvas tools, and classroom expectations. ■ Sequencing language to explain classroom routines, accessing digital resources, and completing digital assignments. ■ Technical word choices to define digital learning terminology, navigation tools, Canvas features, and Chromebook components. ■ Adjectives and adverbs to describe responsible, organized, efficient, respectful, and successful digital learning behaviors. Performance Skill : Students demonstrate readiness for the course by successfully navigating the digital learning environment, following classroom procedures, and completing the Digital Literacy pre-assessment.

Differentiation in Action Skill Building

●​ Model classroom procedures, Chromebook navigation, and Canvas expectations through guided demonstrations and teacher modeling. ●​ Provide guided practice using digital navigation activities before transitioning students to independent tasks. ●​ Reinforce digital learning routines through repetition, visual supports, and structured classroom procedures. ●​ Explore additional Chromebook accessibility features and productivity tools. ●​ Demonstrate digital leadership by assisting classmates with classroom technology and digital navigation. ●​ Provide visual classroom procedures, labeled screenshots, vocabulary supports, and step-by-step navigation guides. ●​ Use sentence frames, teacher modeling, peer partnerships,

Extension

ML Supports

and guided practice to support successful participation in the digital learning environment. 6th Grade: Emphasize classroom routines, Chromebook navigation, Canvas navigation, and successful participation in a digital classroom. 8th Grade: Provide an abbreviated review of classroom expectations and digital navigation, allowing additional time for Career Discovery activities and independent use of digital learning tools.

6th vs. 8th Grade

Resources/ Suggested Lesson(s) ●​ Chromebook Learning Center (Website) ●​ Canvas Overview (Video) ●​ Teacher-created classroom procedures and expectations

Additional resources may be located in the Digital Literacy 26-27 Shared Resource Folder

Recommended Equipment Required Equipment Function: ●​ Computer or Chromebook - Access to online ●​ Headphones Equipment Options: include available *for district checkout ●​ Student Chromebooks, desktop monitors, etc.

Skills and Scaffolds Skills:

Scaffolded Learning: ●​ Develop foundational understanding of classroom expectations, digital learning routines, and course procedures. ●​ Build confidence by practicing Chromebook navigation, Canvas navigation, and digital classroom expectations. ●​ Apply learning by independently

●​ Navigate the Chromebook, Canvas, and digital learning environment confidently and independently. ●​ Demonstrate classroom expectations and responsible digital learning behaviors. ●​ Complete a Digital Literacy pre-assessment to identify current knowledge and skills.

accessing digital resources and completing the Digital Literacy pre-assessment.

Vocabulary

●​ Digital Literacy ●​ Digital Learning Environment ●​ Chromebook

●​ Chrome App Launcher (Waffle) ●​ Kebab Menu (Three Dots) ●​ Hamburger Menu (Three Lines) ●​ Classroom Procedures ●​ Expectations ●​ Pre-Assessment ●​ Assignment ●​ Module ●​ Dashboard

●​ Canvas ●​ Browser ●​ Navigation ●​ Hyperlink ●​ Search Bar ●​ Home Page ●​ Menu

2026-2027 Suggested Scope & Sequence with Resources A/B Schedule ●​ Day 1 - Welcome to Digital Literacy: Classroom Procedures, Topic Overviews, Introductions ●​ Day 2 - Classroom Procedures: Additional day for more depth/review ●​ Day 3 - Navigating Online [Strand 3, Standard 2 - Function of Common Website Navigation Components] as a New 6th Grader - Chromebook, and Canvas Introduction* *For 8th graders this lesson can be shortened to a starter review, and then substitute YouScienceCareer Inventory application from Career Unit Semester Schedule ●​ Day 1 - Welcome to Digital Literacy: Classroom Procedures, Topic Overviews, Introductions ●​ Day 2 - Classroom Procedures: Additional day for more depth/review ●​ Day 3 - Navigating Online [Strand 3, Standard 2 - Function of Common Website Navigation Components] as a New 6th Grader - Using a Chromebook ●​ Day 4 - Navigating Online [Strand 3, Standard 2 - Function of Common Website Navigation Components] as a New 6th Grader - Navigating Canvas ●​ Day 4 - Digital Literacy Pre-Test ●​ Day 5 - Digital Literacy Pre-Test

●​ Day 5 - Digital Literacy Pre-Test ●​ Day 6 -Digital Literacy Pre-Test

Unit +

Career Exploration

26-27 Pacing

Key Language Usage

A/B Day Schedule: 2 Days* (approx.1 week)

Narrate Argue Inform Explain

Semester Schedule: 3 Days* (approx. 0.5 week)

*This will vary by grade level for 6th and 8th grade and can be incorporated at the place of “best fit” for this exploration. For scheduling and exploration it is recommended that this unit be included right after the introduction unit.

Unit at a Glance Big Idea: Digital literacy skills prepare students for success in a wide variety of careers. By exploring career pathways, workplace expectations, and personal interests, students will recognize how technology supports learning, communication, and future career opportunities. Essential Questions: ●​ How is technology used in different careers? ●​ What skills are important for success in today's workforce? ●​ How can digital literacy prepare me for future education and careers? ●​ How do my interests and strengths connect to potential career pathways? Key Standard(s) [CCA] Standards Connection - ●​ Strand 1: (Career Exploration) - Students will assess their interests and aptitudes and explore related career options based on current Career and Technical (CTE) . Career Clusters and Pathways. (This strand will be incorporated throughout the course.) ○​ Standard 1: Explore the relationship of individual interests, skills, and aptitudes for future academic and career goals. ○​ Standard 2: Explore and participate in the process of preparing to apply for an entry-level job in relation to future academic and career goals. ○​ Standard 3: Identify the course outline on a career pathway and compare the requirements for a CTE pathway concentrator and a CTE pathway completer, and identify pathways available to students. ○​ Standard 4: Define and identify post-secondary education and training

opportunities through Utah technical colleges, community colleges, universities, and industries, in addition to high school offerings through Career and Technical (CTE) courses.

End of Unit Competency ●​ I can identify and explain my interests, skills, and aptitudes for future academic and career goals.

●​ I can explain the process of preparing to apply for an entry-level job in relation to future academic and career goals.

●​ I can identify the courses outlined in a career pathway.

●​ I can explain the requirements of a CTE concentrator and a CTE pathway completer.

●​ I can identify and explain post-secondary education and training opportunities available through Utah Technical Colleges, Community Colleges, Universities, and Industries. Language Functions & Features: ■ Verbs to define career pathways or attributes (e.g., have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as verbs and direct quotes ■ Technical word choices to define and classify an entity. ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions) ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

Performance Skill : Students will participate in at least two Work-Based Learning opportunities (guest speakers, job shadows, career fairs, field studies) and provide an artifact for each experience.

Differentiation in Action Skill Building

General Skill Building ●​ Provide structured choice templates for the career write-up ●​ Use guided login checklists for onboarding

Aptitude Discovery Reflection

After completing YouScience, students: ●​ Identify their top 3 aptitudes ●​ Write a short reflection:

○​ “One aptitude that surprised me was…” ○​ “This strength could help me in a career like…” Skill focus: Self-awareness, connecting strengths to careers Career Match Investigation Students select 2 recommended careers from YouScience and complete a comparison:

●​ Job duties ●​ Required skills

●​ Education/training needed ●​ Why it fits their aptitudes Product: 1-slide or short paragraph comparison

My First Resume (Using You Science Skills)

Students build a basic resume including: ●​ A “Skills” section pulled directly from YouScience aptitudes ●​ School activities or strengths ●​ A short objective (ex, “Hardworking student with strong problem-solving skills…”)

Extension: Peer feedback checklist

Pathway Connection Activity

Students: ●​ Choose 1 YouScience career match ●​ Identify the related CTE Career Cluster + pathway ●​ List: ○​ Intro course ○​ Concentrator course(s) ○​ Completer course Reflection prompt: ​ “Would I be interested in completing this pathway? Why or why not?”

My Next Steps Activity Activity: ​ Using a chosen YouScience career, students identify: ●​ High school courses that prepare them ●​ One postsecondary option: ○​ Technical college ○​ Community college ○​ University ○​ Certification/apprenticeship Examples you can reference:

●​ Mountainland Technical College ●​ Salt Lake Community College Product: Short “My Plan” write-up or slide

Extension

Extension Activity: “Reality Check – Career Deep Dive”

Adds rigor and real-world thinking

Students research their Top You Science career and use Career One Stop or O*Net Online and answer: ●​ Actual salary range (entry vs experienced) ●​ Job outlook (growing, shrinking, stable) ●​ Daily tasks vs what they expected ●​ One challenge people in this career face Reflection prompt: ​ “Does this career still fit me after learning more? Why or why not?” Additional Extension Ideas: ●​ Extension (SALTA): "Reality Check – Career Deep Dive" modification using Career One Stop or O*Net Online to analyze actual entry-level vs. experienced salary ranges, job outlook statistics, and daily task expectations. ●​ Visual step-by-step guides for online platforms ●​ Bilingual vocabulary for career terms for high use vocabulary 6th Grade: Completes the short-form YouScience Interest Profiler, focusing broadly on identifying high-interest Career Clusters. 8th Grade: Completes the full-length YouScience Discovery Aptitude Assessment, mapping explicit multi-year high school sequences .

ML Supports

6th vs. 8th Grade

Resources/ Suggested Lesson(s) ●​ You Science- 6th Grade Interest Profiler, 8th Grade Complete Discovery

●​ Keys to Success ●​ Career One Stop ●​ My Next Move ●​ Utah Career Clusters and Pathways

Additional resources may be located in the Digital Literacy 26-27 Shared Resource Folder

Recommended Equipment Required Equipment Function: ●​ Computer or Chromebook - Access to online

●​ Headphones

Skills and Scaffolds Skills:

Scaffolded Learning: ●​ Discover personal interests and

●​ Explore personal interests, skills, and aptitudes to identify career pathways that align with future goals. ●​ Investigate career clusters, educational pathways, and postsecondary opportunities using career exploration resources. ●​ Develop a career plan by connecting personal strengths to future education, training, and career opportunities.

aptitudes through career exploration activities and self-assessments. ●​ Build understanding by exploring career clusters, pathways, education requirements, and workplace skills. ●​ Apply learning by developing a personal career plan and reflecting on future academic and career goals.

Vocabulary

●​ Aspiration ●​ Career ●​ Career cluster ●​ Career pathway

●​ Interests ●​ Mock interview ●​ Non-traditional careers ●​ Personal skill set ●​ Skills aptitude ●​ Standard of living ●​ Supporting courses ●​ Technical college ●​ Undergraduate degree ●​ University ●​ Work-Based Learning (WBL)

●​ Community college ●​ Concentrator courses ●​ CTE pathway completer ●​ CTE pathway concentrator

●​ Digital footprint ●​ Entry-level job ●​ Explorer courses ●​ Graduate degree

2026-2027 Suggested Scope & Sequence with Resources A/B Schedule

●​ Day 1 - YouScience Activity - Complete the appropriate YouScience activity (Interest Profiler for 6th Grade or Discovery Assessment for 8th Grade), explore career clusters and pathways, and reflect on personal interests, skills, and aptitudes. ●​ Day 2 - Career Exploration - Investigate career matches, identify related CTE pathways and postsecondary options, and complete a personal career plan or reflection activity connecting future goals to career opportunities. Semester Schedule ●​ Day 1 - YouScience Activity - C omplete the appropriate YouScience activity (Interest Profiler for 6th Grade or Discovery Assessment for 8th Grade) and explore career clusters, interests, and aptitudes. ●​ Day 2 - Finish YouScience Activity and Begin Career Exploration - Finish the YouScience Activity from the previous day. Compare career matches, investigate education and training requirements, and identify related CTE pathways and postsecondary opportunities.

●​ Day 3 - Develop a Personal Career Plan - Develop a personal career plan, resume or career artifact, and reflect on how digital literacy skills support future education and career success.

Unit 1

Keyboarding

26-27 Pacing

Key Language Usage

A/B Day Schedule: 3 Days* (approx.1 week)

Narrate Argue Inform Explain

Semester Schedule: 5 Days* (approx. 1 week)

*Continued instruction as a daily 10-minute starter throughout the semester, or with specific days set aside to practice keyboarding skills.

Unit at a Glance Big Idea: Developing efficient keyboarding skills enables students to communicate, create, and demonstrate learning more effectively while promoting proper ergonomics and lifelong digital productivity. Essential Questions: ●​ Why is proper keyboarding technique important? ●​ How does keyboarding improve productivity? ●​ How can proper posture reduce repetitive stress injuries? ●​ How can I monitor and improve my keyboarding performance over time? Key Standard(s) Strand 1: (Keyboard Efficiency) Strand 1: (Keyboarding Efficiency) - Students will enhance keyboarding skills. ●​ Standard 1: Students will enhance and demonstrate proper keyboarding skills and keyboarding techniques. ○​ Sit up straight. ○​ Feet flat on the floor. ○​ Body-centered with the “G” and “H” keys. ○​ Fingers curved on the home row (A, S, D, F, J, K, L). ○​ Wrists straight and elbows naturally at sides. ○​ The correct fingers are used for keystrokes. ○​ Key by touch (eyes on copy or screen, not on keys). ○​ Key with a smooth rhythm. ●​ Standard 2: Students will learn and demonstrate the benefits of proper touch typing and keyboarding techniques. ○​ Improve efficiency, accuracy, and productivity using the keyboard. ○​ Reduces repetitive stress injuries (e.g., carpal tunnel, neck strain, back pain).

End of Unit Competency ●​ I can explain how to type and sit up straight.

●​ I can explain how to type with my feet flat on the floor.