Digital Literacy Instructional Guide

Instructional Guide 20 2 5 -202 6

Digital Literacy

Year- at- a Glance Digital Literacy

A/B Schedule

Semester

1 st Quarter

2 nd Quarter

3 rd Quarter

4 th Quarter

Units

Course Introduction & Unit 1: Keyboarding

Unit 3: Internet & Online Communication

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

Unit 5: Digital Tools and Applications Unit 6: Digital Media Creation

Unit 2: The Information Processing Cycle

Pacing

Course Introduction & Unit 1 - 4 weeks

Unit 3 - 6 weeks

Unit 4 - 6 weeks

Unit 5 - 8 weeks (split over 3rd/4th term) Unit 6 & Course Conclusion - 8 weeks

Unit 5 - 8 weeks (split over 3rd/4th term)

Unit 2 - 8 weeks

Standards Strand 1 Strand 2

Strand 3

Strand 4 Strand 5

Strand 5 Strand 6

Every Day Semester Schedule

Quarters

1st Quarter/3rd Quarter

2nd Quarter/4th Quarter

Units

Course Introduction & Unit 1: Keyboarding (2 weeks)*

Unit 4: Digital Citizenship and Wellness (3 weeks)

Unit 2: The Information Processing Cycle (4 weeks) Unit 3: Internet & Online Communication (3 weeks) *Include keyboarding practice throughout the course

Unit 5: Digital Tools and Applications (4 weeks)

Unit 6: Digital Media Creation (3 weeks)

Course Conclusion (1 week)

Units By Strands

Unit 1: Keyboarding

Strand 1

Unit 2: The Information Process Cycle

Strand 2

Unit 3: The Internet & Online Communication

Strand 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.

Unit 1

Keyboarding

Pacing

Key Language Usage

A/B Day Schedule: 2 Weeks or as a daily starter Semester Schedule: 2 Weeks or as a daily starter

Narrate Argue Inform Explain

Key Standard(s) 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.

●​ I can explain how to type with my body centered at the “G” and “H” keys.

●​ I can explain how to type with my fingers curved on the home row.

●​ I can explain how to type with wrists straight and elbows naturally on both sides.

●​ I can identify the correct fingers used for keystrokes.

●​ I can identify and explain the key-by-touch technique.

●​ I can explain how to type with a smooth rhythm.

Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information

■ Verbs to define career pathways or attributes (eg. 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 using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions) Performance Skill : Students will demonstrate individual keyboard proficiency, accuracy, and technique.

Differentiation in Action Skill Building

For Enhancing Keyboarding Skills: ●​ Guided Practice: Daily Drills, Timed Typing Tests ●​ Ergonomic Training: Posture Instruction, Interactive Demonstration ●​ Use of software and Games: Approved typing software and typing games ●​ Progressive Difficulty Levels: Interactive challenges For Demonstrating Key-By-Touch Skills: ●​ Repetitive Practice using the home row ●​ Eyes on Screen: Copy typing exercises, use of keyboard covers ●​ Rhythm and Flow: metronome typing and audio cues For Proper Touch Typing and Techniques:

●​ Speed and accuracy logs ●​ Accuracy-focused drills ●​ Real-life applications such as emails and reports Monitoring and Feedback: ●​ Peer Typing Challenges ●​ Collaborative Learning Environments ●​ Frequent Evaluations of words per minute

Extension

●​ Writing and Composition: Essay and report writing, creative writing assignments ●​ Research: online research and digital note-taking

●​ Spreadsheets and databases ●​ Resumes and Cover Letters

Resources/ Suggested Lesson(s) ●​ Typing.com

●​ Keyboarding Olympics ●​ Sample PowerPoint Lesson ●​ Proper Keyboarding Technique Quizlet ●​ Keyboarding Evaluation Flashcards ●​ Keyboarding Evaluation Checklist

Skills: ●​ Take active steps to improve keyboarding skills by learning proper techniques and applying them to typing practice. This can be done through approved typing online resources or typing games to increase speed and accuracy. Scaffolded Learning: ●​ Create a chart that tracks my improvement in the course over time. Set goals to improve typing skills and accuracy. ●​ Research what jobs list keyboarding as part of the application process, based on keyboarding skills, to help students become better future employees.

Vocabulary

●​ Words Per Minute (WPM)

●​ Key by Touch

Unit 2 Information Processing Cycle

Pacing

Key Language Usage

A/B Day Schedule: 5-7 Weeks Semester Schedule: 4 Weeks

Narrate Argue Inform Explain

STANDARDS 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 the 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 ●​ 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 ■​ 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 in a computing system. ●​ Software is a program that runs a set of instructions on a computing ■​ Scanner ■​ Camera ■​ Stylus

device. ●​ Identify the two types of software for a computing device. ○​ 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. ○​ The 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 ○​ Android ○​ iOS ○​ Linux ●​ Identify common application software for computing devices. ○​ Business software (e.g., word processing, spreadsheets, databases, presentations, 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), grade book, e-books) ○​ Accessibility software (e.g., Voice-to-text, screen reader, screen magnifiers, voice recognition) Standard 3 : Explain how input devices function in the information processing cycle. ●​ The 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 ○​ Microphone ○​ Camera ○​ Game controller Standard 4 : 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. ○​ The Central Processing Unit (CPU) is the master chip that controls all other aspects of the computer. ●​ Describe the relationship of an algorithm, a loop, and a condition in computing

processing. ○​ The algorithm is a set of instructions to complete a task.

■​ The CPU uses the algorithm as input to produce output. ○​ The 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 specified condition is true. ○​ Conditional is a programming structure that performs different complications or actions depending on whether a condition evaluates to true or false (Boolean condition). ■​ The CPU uses the condition as an input to continue to evaluate whether or not to send output data. Standard 5 : 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. ●​ Identify the benefits of using different types of storage. ○​ The hard drive is an internal storage device that stores data. ■​ Hard Disk Drive (HDD) ■​ Solid State Drive (SDD) ●​ The external hard drive is a portable storage device that stores data. ●​ The 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). ●​ Cloud storage is storage where data is transmitted and stored on remote storage systems where it is maintained, managed, backed up, and made available to use over a network (e.g., Google Drive, iCloud, Dropbox, OneDrive). Standard 6 : Explain how output devices function in the information processing cycle. ●​ Output is information processed from a computing system and received by the user. ●​ The output device is hardware equipment used to transfer data from a computer system. ●​ Explain the function of primary output devices. ○​ Monitor/Screen/Touchscreen ○​ Printer ○​ Projector ○​ Speakers ○​ Headphones Standard 7 : Identify common troubleshooting techniques. ●​ Troubleshooting is 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 the power supply. ○​ Read error messages.

○​ Look for software updates. ○​ Restart the computing device.

End of Unit Competency ●​ I can explain the information processing cycle.

●​ I can identify examples of computer hardware in the information processing cycle.

●​ I can explain the role of software in a computing system.

●​ I can identify an example of an input device and explain how input devices function in the information processing system. ●​ I can define processing and explain how processing features function in the information processing cycle. ●​ I can identify examples of memory and storage devices and explain their function in the information processing cycle.

●​ I can explain how output devices function in the information processing cycle. Language Functions & Features:

■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to define career pathways or attributes (eg. 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 using verbs and direct quotes ■ Technical word choices to define and classify entities ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions)

Differentiation in Action Skill Building

Identifying Computer Hardware in the Information Processing Cycle ●​ Hands-on Disassembly and Assembly ●​ Interactive simulations: virtual labs, component matching games ●​ Hardware identification Projects: create posters/charts, show and tell

Explaining the Role of Software in a Computing System ●​ Software Exploration Activities: Software demos, role-playing scenarios

●​ Comparison Projects: cloud vs. local software, software categories Explaining Input Devices’ Function in the Information Processing Cycle ●​ Input Device Demonstrations ●​ Interactive Tutorials Defining Processing and Explaining Processing Functions ●​ CPU and Algorithm Simulations ●​ Flow chart creation of complex processing tasks Explaining Memory and Storage Devices ●​ Memory and storage comparison charts, benefits analysis ●​ Storage Exploration Activities: scenarios for personal data vs enterprise-level data Explaining Output Devices’ Function

●​ Output Device Demonstration ●​ Interactive Output Simulations Identifying Common Troubleshooting Techniques

●​ Step-by-step troubleshooting ●​ Scenario-based troubleshooting ●​ Troubleshooting guide creation ●​ Group problem-solving activities

●​ Build a custom computer ●​ Create a virtual machine ●​ Website creation ●​ Build and program robots ●​ Tech Company Virtual Tour ●​ System Recovery Challenges

Extension

Resources/ Suggested Lesson(s) Inside a Desktop Computer + Explanation

Drag & Drop Computer Hardware

How computers work: CPU, Memory, Input & Output (Code.org Video) What are Input and Output Devices?

How Computers Work: Hardware vs. Software Operating System Introduction

What is an Operating system?

Google: Say What You See Activity

GFC Troubleshooting Basics

Skills : ●​ Explore how computers work through hands-on activities that apply and explore the information processing cycle such as exploring how computers work by taking apart devices (towers, laptops, phones, etc) to examine the internal hardware; participating in a simulation of buying a computer for a purpose (i.e., college, or attending high school), and completing a coding project (through the use of Scratch, code.org, or robots - Spheros, Ozobots, etc.). Scaffolded Learning: ●​ Create an optimal computer that addresses a key environment (i.e., what would be critical elements of a computer designed for an educational setting vs. a professional setting, such as in a hospital or office). Describe how these elements would differ based on the setting. Explore how improvements could be made with input or output devices to improve usability in these environments. Performance Skills : 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. Vocabulary 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

Output device

Troubleshooting

Internet & Online Communication

Unit 3

Pacing

Key Language Usage

A/B Day Schedule: 6 Weeks Semester Schedule: 3 Weeks

Narrate Argue Inform Explain

Standards Strand 3 : (Digital Communication) Students will use digital tools to learn through connecting to the Internet, navigating websites, and sending and receiving communications digitally. Standard 1 : Identify the components of the Internet. ●​ A network is a group of two or more digital devices connected to share information. ●​ The Internet is a global network. ●​ Wireless (Wi-Fi is a wireless technology used to connect digital devices to the Internet. ●​ Uniform resource locator (URL) is an address for a worldwide webpage. ●​ An Internet protocol (IP) address is a unique set of numbers separated by periods that identifies each digital device using the Internet to communicate. ●​ An Internet browser is an application used to access and view websites. ●​ A search engine is a program that searches for and identifies items in a database using keywords to find websites for information on the Internet. ●​ A server is a computer or computer program that manages access to databases of information in a network. Standard 2 : Explain how to connect to and navigate the Internet. ●​ An 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 ●​ 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 a message distributed by email application software from one digital device to another using a network (e.g., Gmail, Outlook). ○​ Instant messaging is an 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, can 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. ○​ The subject is an informative, catchy, and brief email 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. ○​ A signature is a personalized text automatically included at the bottom of an email. A signature can include a name, address, phone number, website, and other business information. ○​ A 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). ○​ 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 resending 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

End of Unit Competency ●​ I can identify and describe the components of the Internet.

●​ I can explain and navigate the Internet.

●​ I can identify and describe some examples of online communication tools.

●​ I can identify and define the primary features of email. Language Functions & Features : ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to define career pathways or attributes (eg, 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 using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions) Performance Skills : ●​ 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. Differentiation in Action Skill Building Identifying Components of the Internet ●​ Interactive Lessons and Visuals: Network Diagrams and Internet Mapping Activities ●​ Hands-on Activities: Device connections, both wired and wireless, IP address discovery activities

●​ Exploration of Web Technologies: Browser Navigation Best Practice lesson, search engine practices to get information of value Connecting to and Navigating the Internet ●​ ISP and Bandwidth Comparisons: research ISPs, conduct bandwidth experiments ●​ Website Navigation Simulations: mock website navigation exercises, real-world website navigation activity to find a set piece of information Using Online Communication Tools ●​ Email simulations ●​ Scenario-based tasks for communication via email ●​ Video Call simulations ●​ Web Authoring Projects: website creation, blogging activity ●​ Social Networking and Online Presence: Mock Profile Creation Simulation Utilize Internet communication tools to connect with others: ●​ Students participating in a classroom exchange through email to utilize email or instant messaging tools (pre-set up

Extension

by the teacher and approved by the administration). ●​ Connect with a classroom as a whole through the use of Google Meet or Skype for virtual field trips, and/or guest speakers (pre-set-up by the teacher and approved by administration.) Create or design Internet communication tools: ●​ Create a website with Google Sites that discusses a topic you’re passionate about that relates to Digital Literacy. Use the website to display your research and share why you feel the topic is important. ●​ Research beginning network design concepts and create a potential network map, applying key terminology from the standards.

Resources/ Suggested Lesson(s) Code.org Video- The Internet: Wires, Cables & Wifi

Wired vs. WiFi Connections

Impact of the Internet - ThingLink

Benefits and Dangers of the Internet

Internet Reading: Benefits and Dangers

Google Applied Digital Skills- Email Writing

Skills : ●​ Apply key vocabulary about components of the internet to visually represent how the internet works by using the representation to compare types of internet connections. ●​ Demonstrate through a practice scenario how to navigate parts of a website or webpage and apply proper search techniques. ●​ Explain the importance of media literacy and apply skills to practice scenarios or in a research scenario. ●​ Utilize email messaging to write emails to a fellow student or teacher about school-related topics with an attachment or an inline-image. Email writing should include key elements such as an appropriate subject, greeting, body, and closing. Scaffolded Learning : ●​ Utilize Internet communication tools to connect with others:

○​ Students participating in a classroom exchange through email to utilize email or instant messaging tools (pre-set up by the teacher and approved by the administration) ○​ Connect with a classroom as a whole through the use of Google Meet or Skype for virtual field trips, and/or guest speakers (pre-set-up by the teacher and approved by administration). ●​ Create or design Internet communication tools: ○​ Create a website with Google Sites that discusses a topic you’re passionate about that relates to Digital Literacy. Use the website to display your research and share why you feel the topic is important. ○​ Research beginning network design concepts and create a potential network map, applying key terminology from the standards.

Vocabulary Network

Internet

Wireless (Wi-Fi)

Uniform Resource Locator (URL)

Internet protocol (IP) address

Internet browser

Search engine

Server

Internet Service Provider

Bandwidth

Email

Instant messaging

Video conference

Web authoring

Subject

CC

BCC

Attachment

Signature

Reply

Unit 4

Digital Citizenship

Pacing

Key Language Usage

Inform Explain

A/B Day Schedule: 6 Weeks Semester Schedule: 3 Weeks

Standards 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. Standard 1: Define digital citizenship and digital footprint. ●​ Digital citizenship is the norms of appropriate, responsible, and healthy behavior related to technology use, including digital literacy, ethics, etiquette, and security. (Utah Code 63C-22-102) ●​ A 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. Standard 2 : Demonstrate knowledge of online safety, digital security, and online privacy. ●​ Online safety is being aware of online risks and maximizing the user’s safety. ●​ Identify guidelines to protect users from various types of online predators. ○​ Avoid using suggestive screen names or photos. ○​ Be aware of excessive attention. ○​ Do not talk to anyone who wants to get too personal. ○​ Keep in mind that people are not always who they say they are. ○​ Never arrange to meet with someone in person whom you only know online. ○​ Tell a trusted adult if you encounter a problem. ●​ Identify threats in the digital world.

○​ Denial of service attacks are 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 use 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 of where it goes and how long it stays there. ■​ Cookies are data stored on your browser to track online behavior. ■​ Device fingerprinting uses 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 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 ○​ 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 is a creative work or idea for which an individual has ownership rights. ●​ Identify common intellectual property protections. ○​ Copyright is the exclusive legal right given to the creator of works printed, posted, published, filmed, or recorded. ○​ Creative Commons licenses 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 is intellectual property that is available for public use. ●​ Identify intellectual property violations. ○​ Plagiarism is the practice of taking someone else’s intellectual property and using it as your own (e.g., copy/paste, images). ○​ Piracy is the unauthorized use of copyrighted materials (e.g., music, video, images) ●​ Discuss the responsible use of AI tools in the creation of content. ○​ Digital wellness is the preventive 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 as much 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; and manipulate online activity 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 or trusted adult. ■​ Do not respond to and do not forward cyberbullying messages. ■​ Screenshot evidence of cyberbullying. ■​ Block the person who is cyberbullying. ○​ Identify the consequences of cyberbullying for the perpetrator and the 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

End of Unit Competency

●​ I can explain digital citizenship.

●​ I can explain and define what a good digital footprint means.

●​ I can explain online safety, digital security, and online privacy.

●​ I can identify and describe the intellectual property.

●​ I can explain what my legal and ethical responsibilities to the digital world are.

●​ I can explain how to improve personal digital wellness .

Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to define career pathways or attributes (eg, 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 using 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) Performance Skill : Students will research a digital technology topic and present strategies to implement, improve, or promote positive digital wellness.

Differentiation in Action Skill Building

Digital Citizenship and Digital Footprint ●​ Interactive discussions: case studies and role-playing ●​ Footprint analysis project ●​ Digital Portfolio Online Safety, Digital Security, and Online Privacy ●​ Safety simulations: phishing simulations, privacy setting workshop Intellectual Property and Responsible Technology Use ●​ Creative Projects: copyright and Creative Commons licensing projects ●​ Plagiarism Detection Simulation ●​ Responsible AI uses content creation activity Digital Wellness ●​ Wellness challenges: reduce screen time journal, tech-free zone Algorithm Awareness and Critical Thinking ●​ Algorithm Analysis of a Social Media Profile Discussion ●​ Fact-checking workshop- deep fake identification activity Cyberbullying Awareness and Response ●​ Cyberbullying scenario role-play activity ●​ Reporting exercises ●​ Consequence Discussions and Impact Studies ●​ Develop a campaign for public awareness about digital citizenship and digital footprints ●​ Guest speakers from the local industry experts ●​ Real-world case study ●​ Policy Development, as written by the students for technology use ●​ AI Ethics Debate ●​ Arrange a Tech Company Virtual Field Trip ●​ Malware Identification Exercise ●​ Safe online transaction activity ●​ Password creation exercise

Extension

Resources/Suggested Lesson(s) BrainPop Educator- Cyberbullying Lesson

Digital Citizenship Curriculum

Digital Footprint Activity

Digital Footprint Slides Technology, Ethics, and Security

The Importance of Software Updates vs. Upgrades

Media Smarts- Cybersecurity Lesson

Everfi- Online Digital Courses Nearpod Digital Ethics Lesson

Digital Wellness Lesson

PBS Digital Wellness Lesson

GFC Learn

Google Applied Digital Skills

Skills: ●​ Explore what digital citizenship means across multiple environments (school, work, vs. home) and how it applies in different contexts (social media vs. the use of online resources) by using application scenarios and discussions. ●​ Investigate your current digital footprint and the impact of a digital footprint on your future through research and case studies. ●​ Apply knowledge of intellectual property and legal/ethical responsibilities by creating a presentation or other digital media (image, video, etc.) that applies the use of Creative Commons and properly cited digital materials. ●​ Create a plan to improve digital wellness by exploring ways to improve digital wellness and evaluating current digital technology use in daily life. Compare the impacts of having a balance of technology use through reflection and by using real-world examples. Scaffolded Learning: ●​ What impact does being a positive digital citizen have on my future? What consequences may happen for negative digital citizenship actions? What plans

or actions can I take now to help improve my digital citizenship? Create a Flipgrid, poster, Google Slides presentation, website, or other visual display that answers these questions. ●​ The project should include ○​ The meaning of digital citizenship and how it applies in a broad range of contexts (social media, online resource use, etc.) ○​ The impacts of digital citizenship now and in the future. ○​ Compare both the positive and negative impacts of digital citizenship. ○​ A digital citizenship plan on how you will maintain a positive digital footprint and how to encourage others to do the same.

Vocabulary 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

Cyberbullying

Unit 5

Business Applications

Pacing

Key Language Usage

Narrate Argue Inform Explain

A/B Day Schedule: 8 Weeks Semester Schedule: 4 Weeks

Standards 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. ●​ A file management system is software that manages the storage of data files. ○​ A file is the storage of computer-recorded data. ■​ Create and delete folders. ■​ Duplicate files. ●​ A folder is an icon on a computer used to access a directory of file storage. ○​ Create and delete folders. ●​ A 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 them in a new location. Standard 2 : Identify common features and functions of software programs. ●​ Identify the primary structural elements of the user interface. ○​ An icon is a small graphical representation of a program file. ○​ A 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 allow the user to go to different parts of the program or website. ○​ A toolbar is a set of icons used to perform certain functions. ○​ A 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. ○​ The command button is an element that the user interacts with to tell the digital device to complete a task. ○​ A 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. ○​ Cut, Copy, and Paste ○​ Undo and Redo

○​ 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.

Standard 3 : Demonstrate knowledge of word processing. ●​ 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, Italic, 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.

○​ A cell is the intersection between a row and a column on a spreadsheet. ○​ Active Cell is the selected cell ready to input data. ○​ A row is a horizontal cells identified by numbers. ○​ A Column is a vertical cell 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. ○​ A cell range is a group of cells within a row and/or column. ○​ The formula is any calculation in a spreadsheet. ○​ A 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 a pie chart using data from a cell range. ○​ Include a title. ○​ Include a legend. 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. ●​ 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. ○​ Animation is the movement of an object or image within a slide. ○​ Transactions are the motion effect of a slide entering a presentation. ●​ Add images and/or media content to a presentation. Standard 6 : Demonstrate knowledge of calendaring ■​ 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.

○​ Accept ○​ Reject ○​ Maybe

End of Unit Competency ●​ I can explain basic file management.

●​ I can identify common features and functions of software programs.

●​ I can identify and explain basic word-processing tasks.

●​ I can identify and explain essential components and tasks in a spreadsheet.

●​ I can identify and explain essential components and tasks in common presentation programs.

●​ I can explain the importance of calendaring.

●​ I can identify and describe key features of calendaring. Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity

■ Opening statements to identify the type of information ■ Verbs to define career pathways or attributes (eg, 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 using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions) Performance Skill : Students will create a digital file management system that organizes their created artifacts to keep a record of learning experiences throughout the course. Differentiation in Action Skill Building File Management: ●​ Simulated Tasks of File Organization ●​ File Cleanup Day ●​ File Management Scavenger Hunt Software Programs and Features ●​ Interactive Workshops on a user interface ●​ Daily exercises of keyboard shortcuts, command buttons, etc. Word Processing ●​ Document Creation according to a rubric ●​ Use a template for a project ●​ Guided practice of inserting tables, images, etc. ●​ Formatting Contest Spreadsheets ●​ Budgeting Exercises ●​ Data Analysis Project: Class height comparison chart Presentation Programs ●​ Creative projects on an assigned topic ●​ Showcase events of the individual presentation Calendaring

●​ Classroom or personal calendar activity ●​ Scenario-based exercise to plan an event ●​ Research project on the available calendar apps

●​ File recovery and backup challenges ●​ Customized Shortcut creation ●​ Interface design project

Extension

●​ Document Collaboration Project ●​ Create an interactive presentation ●​ Entrepreneurship Simulation using digital tools

Resources/ Suggested Lesson(s) Common Features And Commands

Chromebook Shortcut Keys Quizlet

Word Project

Spreadsheet Project

Pixel Art- Color By Number in Google Sheets

Jeopardy in Google Slides

All about Databases

Candy Databases

Calendaring Nearpod

Skills: ●​ Utilize common business applications to create projects that apply knowledge, such as: ○​ Word Processing: Create a document project (menu, location advertisement, birthday party invitation, etc.) that applies basic formatting, tables, and images. ○​ Spreadsheet: Create a spreadsheet using data (candy, classmate eye color, favorite sports teams, etc.), then visually display the data in a graph or chart. ○​ Presentation: Create a Choose Your Own Adventure story or a Jeopardy game board by applying knowledge of slide linking, animation/transitions, and layouts. ○​ Calendaring: Create a calendar event that demonstrates the use of key details such as location, time zone, notes, and individual vs. recurring. Scaffolded Learning: ●​ How can these programs be utilized to work together to support an event? ○​ Find a school or local event, or prepare for a potential event by creating a flyer or invitation with word processing software, planning a budget using spreadsheets, creating a presentation to outline the details, and creating a calendar invite for the event. ●​ How can these programs be used in your life as a student or in your future career pathway? ○​ Utilize word processing software to create a resume ○​ Create a study plan schedule/time tracking with spreadsheets, and track your progress using graphs or charts. ○​ Use presentation software to develop a portfolio that you can share with future employers.

Vocabulary 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

Unit 6

Digital Media

Pacing

Key Language Usage

Narrate Argue Inform Explain

A/B Day Schedule: 6 Weeks Semester Schedule: 3 Weeks

STANDARDS Strand 6 : (Digital Media Creation) Students will communicate 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 ○​ .jpeg ○​ .gif ○​ .heic ○​ .png

●​ Image

●​ Video

○​ .mp4 ○​ .mov ○​ .avi Standard 2 : Identify the primary functions and features of digital media. ●​ Audio ○​ Record ○​ Trim ○​ Volume level ●​ Image ○​ Crop ○​ Brightness/Contrast ●​ Video ○​ Record ○​ Trim ○​ Volume level ○​ Add an audio track End of Unit Competency ●​ I can identify file formats for a variety of digital media types. ●​ I can identify the primary functions and features of digital media. ●​ I can narrate how to create a piece of digital media, such as an image or an audio file.

Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to define career pathways or attributes (eg, 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 using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions) Performance Skill : Students will create a digital media project that demonstrates their ability to communicate using a variety of digital media appropriate to their goals. Differentiation in Action Skill Building File Format Comparison ●​ Format Conversion Exercises based on real-world scenarios Primary Functions and Features ●​ Audio Editing Practice Exercises ●​ Image Editing Project ●​ Video Production Project ●​ Digital Media Competition for School Marketing Materials

●​ Special Effects Project ●​ Audio Mixing Challenge ●​ AR and VR Simulation Experience ●​ Invite industry professionals from digital media production companies, studios, or agencies to be a guest speaker

Extension

Resources/ Suggested Lesson(s) Characteristics of Digital Media

Streaming vs. Downloading Nearpod Issues in Digital Media- Digital Stations Adobe Express Stop Motion Studio CTE Pathways: Graphic Design and Communication and Broadcasting, and Digital Media Skills: ●​ Applies knowledge to describe the difference between streaming and downloading digital media. Students will do this by comparing current platforms (Netflix, Spotify, Chromebook Files, etc.) ●​ Create a digital image such as an infographic about me, Canva fictional movie poster, or a Pixlr landscape scene. Also create a video such as an AdobeSpark