“This is a global fight to get the right people in the right place and we’re talking about people with PhDs in engineering, computer science, mathematics.” – Jerry Moran
DIGITAL LITERACY CATEGORIES
2. DEMONSTRATE THE RESPONSIBLE USE OF TECHNOLOGY AND UNDERSTANDING OF ETHICS AND SAFETY ISSUES IN USING ELECTRONIC MEDIA AT HOME, IN SCHOOL AND IN SOCIETY. Click Here
Trimester 1 – Typing is continued through work introduced both in class when typing computer key terms and definitions. Links to TYPING CLUB LESSONS are placed upon the Google Classroom Assignments so students can practice typing at home as extension lessons.
Digital Citizenship (Internet Safety) – UNIT 1 Lesson 1: Students explore what it means to take on responsibilities in both their offline and online communities as a way to learn how to be good digital citizens. Students sit in circles, which depict the “Rings of Responsibility,” in order to explore the responsibilities they have to themselves, friends and family, and larger communities, both offline and online. Keyboarding Standards used to monitor growth are as follows:
- Type with at least 85% accuracy and 15 WPM
Google Safe Search (Information Literacy) – UNIT 1 Lesson 2: As students visit sites that request information about their identity, they learn to adopt a critical inquiry process that empowers them to protect themselves and their families from identity theft. In this lesson, students learn to think critically about the user information that some websites request or require. They learn the difference between private information and personal information, distinguishing what is safe and unsafe to share online.
Bully Prevention (Cyber Bulling & Digital Drama) – UNIT 1 Lesson 3: Students consider that they may encounter online messages from other kids that can make them feel angry, hurt, sad, or fearful. They explore ways to handle cyberbullying and how to respond in the face of upsetting language online. Students discuss all the ways they use technology for communication, put themselves in the shoes of children who are cyber bullied on a kids’ game website, and explore both the similarities and differences between in-person versus online communication. Students then brainstorm ways to respond to cyberbullying.
Google Strategic Searches (Information Literacy) – UNIT 1 Lesson 4: Students learn strategies to increase the accuracy of their keyword searches. They compare the number and kinds of sites obtained and make inferences about the effectiveness of the strategies. Working in pairs, students use the Fetch! Student Handout to answer an assigned question. They use one, two, then multiple keywords, and discover that when it comes to keyword searches, more words are better than one. Using the Doggy Data Student Handout, students then devise their own search strategies to find information, using multiple keywords, synonyms, and alternative words and phrases.
Citation Machine (Creative Credit & Copyright) – Students learn that although the Internet makes it very easy, copying the work of others and presenting it as one’s own is called plagiarism. They also learn about circumstances in which it is permissible to use the work of others. Students are first introduced to the feeling of having someone pretend to have written work they created. Then they judge whether or not different situations involving students and schoolwork are acceptable. Students are introduced to proper ways to cite people’s words and ideas from the Internet, including how to write a citation.
Intro Tech Terms (Computer Science – Networks) – Using prior knowledge of last year’s lessons students begin to study the topic of NETWORKS and define the different types of networks and what it takes to build them. Once again students define computer vocabulary and utilize the interactive website Quizlet to review flash cards for test prep and topic re-enforcement.
Trimester 2 – Showing mastery of the different types of Networks and the hardware needed to create them, students dive into the topic of SOFTWARE.
Software 101 (Computer Science – Software): Students learn the history of software, create a timeline of important historical events, and learn about the innovators through conducting internet research using Google Safe Search.
History of Microsoft -101: Students begin with the Microsoft Key Terms and learn about how Microsoft became the largest software company in the world. Students will be required to conduct internet research on vocabulary, the founders, software products, and justify the importance of software in the real-world as it applies to the 21st century.
Trimester 3 – Showing mastery of the History of Software and Software Companies students transition into a Trimester long Advanced Binary Number System unit.
Binary (Computer Science – Programming): Binary is used to support the Math Curriculum with teaching students place value, Bits & Bytes memory sizes, and decoding messages using Binary and Hexadecimal Conversion Chart. There will be 3 Binary Projects due by the end of the year 2017,
- SECRET MESSAGE – Binary Code to write a message
- Binary Keyboard – Students make a huge Keyboard showing the ASCII – Binary Code
- My First Program – First Dot
ISTE Standards Addressed:
#3: Technology Operations and Concepts: Students apply digital tools to gather, evaluate, and use information.
a.) Understand and use technology systems
b.) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
#5: Technology Operations and Concepts: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a.) Advocate and practice safe, legal, and responsible use of information and technology
b.) Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
#6: Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.
a.) Understand and use technology systems
CCSS ELA Standards Addressed:
W.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.8. Recall information from experiences or gather information from provided sources to answer a question
SL.1a -c. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)
L.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.