Unit 2: Grade Level Expectations


Return to: ETAP 623 Fall 2020 (Zhang) | Brooke Ebersold | Incorporating Computer Science K-12

Title graphic - unit 2

Introduction to Unit 2

CSDF Thought Bubble.svg

Warm Up

What do you think some key concepts for computer science and digital fluency education would be? Did you experience computer science or digital fluency education during your school experiences?

Objectives for Unit 2

At the end of this unit, YOU will be able to:

  • Interpret the New York State Computer Science and Digital Fluency Standards.
  • Identify appropriate computer science and digital literacy content and activities for each grade level.
  • Organize computer science and digital literacy content and activities by grade level.

Lesson 1: Introduction to the NYS Computer Science and Digital Fluency Standards


Mini Lecture

The New York State Computer Science and Digital Fluence Learning Standards focuses on 5 main categories of knowledge: Impacts of Computing, Computational Thinking, Networks and Systems Design, Cybersecurity, and Digital Literacy. These concepts are further explained through sub-concepts that contain standards to fully address the main 5 concepts of the standards set.

Here is the link to the NYS Computer Science and Digital Fluency Learning Standards: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/draft-nys-k-12-computer-science-digital-fluency-standards.pdf

To Do

READ: Read through the informational paragraphs below for each concept of the NYS Computer Science and Digital Fluency Learning Standards.

Here are informational paragraphs directly taken from the standards that describe each set of overarching concepts:

Impacts of Computing: Computing affects many aspects of the world at local, national, and global levels. Individuals and communities influence computing through their behaviors and cultural and social interactions. In turn, computing influences new cultural practices. Informed citizens understand the ethical and social implications of the digital world, including equity and access to computing and computing technologies. The Impacts of Computing standards promote an understanding of the evolving impact of computing technologies on society through many lenses, including personal, social, cultural, accessibility, legal, economic, and ethical.

Computational Thinking: Computational thinking involves thinking about and solving problems in ways that can be carried out by a computer. Computational thinking not only underpins all theory and application of computer science, but also influences many other subject areas. Computational thinking includes both core concepts, such as algorithms and variables, and core practices, such as abstraction, decomposition, data analysis, modeling, and simulation, that are vital not only to the design and development of computer programs but also to the strategic use of computational power to solve problems across disciplines. The process of creating meaningful and efficient solutions, often done in collaboration with others, typically involves these steps: defining the problem, breaking apart large problems into smaller ones, recombining existing solutions, analyzing different solutions, using data to inform new potential solutions, and looking at information in new ways to develop innovative solutions. Computational thinking plays an important role in supporting the creation of solutions to problems, both large and small. Algorithms, programs, simulations, and data are essential to all computing systems, empowering people to communicate and collaborate with others around the world. The standards promote development of foundational skills, knowledge, and experience to solve problems by creating solutions that utilize computational thinking concepts and practices.

Networks and Systems Design: Computing devices typically do not operate in isolation. Networks connect computing devices to share data and resources and are an increasingly integral part of computing. Networks and communication systems provide greater connectivity in the computing world by providing fast, secure communication, and facilitating innovation. Individuals interact with data using a variety of input and output devices that are part of a more complex computing system. The hardware and software that make up a computing system process data in digital form. A basic understanding of hardware and software is useful when troubleshooting a computing system that does not work as intended. The Networks and Systems Design standards aim to prepare students to understand the basic functioning of the computing systems and networks that are used as fundamental tools in our personal and professional lives

Cybersecurity: In a digital world, all individuals have a responsibility to protect data and the computing resources they access. Cybersecurity encompasses the physical, digital, and behavioral actions that can be taken to increase this security. These measures are meant to ensure the confidentiality and integrity of data and computing resources, as well as ensure that they are accessible to the users who are supposed to have access to them. Digital security includes understanding and identifying risks, implementing appropriate safeguards, and being prepared to respond to potential attacks. The Cybersecurity standards prepare students to understand why data and computing resources need to be protected, who might access them, and why they might do so whether intentionally malicious or not. It is important that students know how to employ basic safeguards to protect data and computing resources and how to appropriately respond if a breach occurs.

Digital Literacy: Digital literacy is a multifaceted concept that extends beyond skills-based activities and incorporates both cognitive and technical skills. It refers to the ability to leverage computer technology to appropriately access digital information; to create, share, and modify artifacts, and to interact and collaborate with others. Digital literacy includes understanding the benefits and implications of using digital technologies to be successful in our contemporary world.

Lesson 2: Breaking Down the Standards

Mini Lecture

Each standard in the NYS Computer Science and Digital Fluency Learning Standards is identified using the "Standard Identifier" code located at the beginning of each one. The identifier is made up of the grade band, concept, and standard number which eases the organization and ability to find standards within the document. Below is an image of an example standard identifier and each component:

STANDARDS Identifier Image.jpg

As we are reading through the NYS Computer Science and Digital Fluency Learning Standards, it is important to identify the format used for organization of each standard. View the format below to become acquainted with the structure of the standards document:

Standards format image .jpg

To Do

WATCH: This video is on the "unpacking" of standards and how teachers and educational professionals use this skill to identify what a student must learn in order to completely address a specific learning standard. This video is from the Let's TEACH youtube channel that focuses on skills for teachers and education professionals as well as informative videos on a range of topics.

Assignment #2 - Pick a Grade Level and Standard to "Unpack"

Often in the field of education, many standards connect to a variety of smaller concepts and apply to several content areas. Your goals for this assignment include choosing a grade level, identifying a standard and benchmark, and describing what information students are required to learn to meet that benchmark/standard combination. Follow the process that occurred in the video from the last "To-Do" section of this unit. (Don't forget to include the standard identifier!)

Here is the link to the NYS Computer Science and Digital Fluency Learning Standards: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/draft-nys-k-12-computer-science-digital-fluency-standards.pdf

Here is the link to online experience board where you will share your experiences with other students: https://padlet.com/brookeebersold97/92da6nzvwsx0vuxb

Course Navigation

Course Home: Incorporating Computer Science K-12

Previous Unit: Unit 1: What is COMPUTER SCIENCE? And Why Should We Teach it K-12?

Next Unit: Unit 3: Applications in Each Content Area

Unit 4: Integration With An Example School Model

Unit 5: Resources and Key Instructional Technologies