Sixth Grade
6th Grade Computers will be an exciting course that will introduce you to the uses of technology. In this class, we will explore how technology can help us become more productive in our schoolwork and in our personal lives. We will learn to use the most common software that will be used in your years at Connolly Middle School. This syllabus will give you important information on the course that you will need to succeed.
What is Technology?
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What is the Internet?
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Students will deepen their understanding of computing devices as they begin to explore the application of computer science knowledge to real-world problems. The computer science literate student will explore how devices process data and address potential problems. They will investigate the process of data transmission and the need for security concerns. Individually and in small groups they will consider reliability and validity of computational models used to process and represent data. They will also identify possible solutions to programming challenges based on the user’s needs. Successful students can implement programming skills using parameters to meet a project’s goal and timeline. Computer science literate students will be able to identify the advantages and disadvantages of computing technologies in everyday activities, including bias, accessibility, and privacy.
Concept: Computing Systems (CS)Subconcept: Devices (D)
6.CS.D.1
Compare computing device designs based on how humans interact with them.
The study of human–computer interaction (HCI) can improve the design of devices, including both hardware and software. Teachers can guide students to consider usability through several lenses. For example, teachers can have students compare computing devices that have different methods of human interaction (keyboard/mouse/trackpad, touchscreen, voice commands, facial recognition/fingerprint sensing, etc)
Practice(s): Recognizing and Defining Computational Problems: 3.3
Subconcept: Hardware and Software (HS)
6.CS.HS.1
Explain how hardware and software can be used to collect and exchange data.
Collecting and exchanging data involves input, output, storage, and processing. For example, students can describe how components of a device are used to collect data. Such components might include: accelerometer, Global Position System (GPS), microphone, fingerprint sensor, etc.
Practice(s): Creating Computational Artifacts: 5.1
Subconcept: Troubleshooting (T)
6.CS.T.1
Identify problems that can occur in computing devices and their components within a system.
Since a computing device may interact with interconnected devices within a system, problems may not be due to the computing device itself but to devices or components connected to it. For example, students can discuss why the internet might not be working on their device. It could be airplane mode, no signal (wifi or mobile data), component malfunction, interference, etc.
Practice(s): Testing and Refining Computational Artifacts: 6.2
Concept: Networks and the Internet (NI)Subconcept: Cybersecurity (C)
6.NI.C.1
Identify multiple methods of encryption to secure the transmission of information.
Encryption can be as simple as letter substitution or as complicated as modern methods used to secure networks and the Internet. The students will identify different methods of encoding and decoding for encryptions used to hide or secure information. Examples of encryption methods could include: Substitution ciphers (mono-alphabetic or polyalphabetic) and Caesar ciphers.
Practice(s): Developing and Using Abstractions: 4.4
6.NI.C.2
Identify different physical and digital security measures that protect electronic information.
Information that is stored online is vulnerable to unwanted access. Examples of physical security measures to protect data include keeping passwords hidden, locking doors, making backup copies on external storage devices, and erasing a storage device before it is reused. Examples of digital security measures include secure router admin passwords, firewalls that limit access to private networks, and the use of a protocol such as HTTPS to ensure secure data transmission.
Practice(s): Communicating About Computing: 7.2
Subconcept: Network, Communication, and Organization (NCO)
6.NI.
NCO.1
Discuss how protocols are used in transmitting data across networks and the Internet.
Protocols are rules that define how messages are sent between computers. They determine how quickly and securely information is transmitted across networks and the Internet, as well as how to check for and handle errors in transmission. The priority at this level is understanding the purpose of protocols and how they enable secure and errorless communication. Knowledge of the details of how specific protocols work is not expected. For example, students could discuss their protocols or processes for communicating with their friends. They can discuss handshakes, turn-taking, whispering vs yelling, etc. The students can compare these protocols with how computers communicate.
Practice(s): Developing and Using Abstractions: 4.4
Concept: Data and Analysis (DA)Subconcept: Collection, Visualization and Transformation (CVT)
6.DA.
CVT.1
Compare different computational tools used to collect, analyze and present data that is meaningful and useful.
As students continue to explore ways to gather, organize and present data visually to support a claim, they will need to understand when and how to transform data for this purpose. Examples of these computational tools could include Microsoft Excel and Google Sheets.
Practice(s): Testing and Refining Computational Artifacts: 6.3
Subconcept: Storage (S)
6.DA.S.1
Identify multiple encoding schemes used to represent data, including binary and ASCII.
Students should explore the same data in multiple ways. For example, students could compare representations of the same color using binary, RGB values, hex codes (low-level representations), or forms understandable by people, including words, symbols, and digital displays of the color (high-level representations).
Practice(s): Developing and Using Abstractions: 4.0
Subconcept: Inference and Models (IM)
6.DA.
IM.1
Discuss the validity of a computational model based on the reliability of the data.
A model may be a programmed simulation of events or a representation of how various data is related. In order to refine a model, students need to consider which data points are relevant, how data points relate to each other, and if the data is accurate. For example, students can discuss how valid a poll (political, social media, student poll) is based on how reliable the data is. Students will discuss if predictions can be made based on the poll.
Practice(s): Creating Computational Artifacts, Developing and Using Abstractions: 5.3, 4.4
Concept: Algorithms and Programming (AP)Subconcept: Algorithms (A)
6.AP.A.1
Identify planning strategies such as flowcharts or pseudocode, to simulate algorithms that solve problems.
Students should be able to select planning strategies to organize and sequence an algorithm that addresses a problem, even though they may not actually program the solutions. For example, students might express an algorithm that produces a recommendation for purchasing sneakers based on inputs such as size, colors, brand, comfort, and cost.
Practice(s): Developing and Using Abstractions: 4.4, 4.1
Subconcept: Variables (V)
6.AP.V.1
Identify variables that represent different data types and perform operations on their values.
A variable is like a container with a name, in which the contents may change, but the name (identifier) does not. When planning and developing programs, students should decide when and how to declare and name new variables. Students should use naming conventions to improve program readability. For example, possible operations include adding points to the score, combining user input with words to make a sentence, changing the size of a picture, or adding a name to a list of people.
Practice(s): Creating Computational Artifacts: 5.1, 5.2
Subconcept: Control (C)
6.AP.C.1
Design programs that combine control structures, including nested loops and compound conditionals.
Control structures can be combined in many ways. Nested loops are loops placed within loops. Compound conditionals combine two or more conditions in a logical relationship (e.g., using AND, OR, and NOT), and nesting conditionals within one another allows the result of one conditional to lead to another. For example, when programming an interactive story, students could use a compound conditional within a loop to unlock a door only if a character has a key AND is touching the door.
Practice(s): Creating Computational Artifacts: 5.1, 5.2
Subconcept: Modularity (M)
6.AP.M.1
Decompose problems into parts to facilitate the design, implementation, and review of programs.
In order to understand how programs are designed and used, problems should be broken down into smaller pieces that are easier to work with.
Practice(s): Recognizing and Defining Computational Problems: 3.2
6.AP.M.2
Use procedures to organize code and make it easier to reuse.
Students should compare procedures and/or functions that are used multiple times within a program to repeat groups of instructions. These procedures can be generalized by defining parameters that create different outputs for a wide range of inputs. For example, a procedure to draw a circle involves many instructions, but all of them can be invoked with one instruction, such as “drawCircle.” By adding a radius parameter, the user can easily draw circles of different sizes.
Practice(s): Developing and Using Abstractions: 4.1, 4.3
Subconcept: Program Development (PD)
6.AP.PD.1
Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
Development teams that employ user-centered design create solutions (e.g., programs and devices) that can have a large societal impact, such as an app that allows people with speech difficulties to translate hard-to-understand pronunciation into understandable language. Students should seek diverse perspectives throughout the design process to improve their computational artifacts. For example, considerations of the end-user may include usability, accessibility, age-appropriate content, respectful language, user perspective, pronoun use, color contrast, and ease of use.
Practice(s): Collaborating Around Computing, Fostering an Inclusive Computing Culture: 2.3, 1.1
6.AP.PD.2
Incorporate existing code into programs and give attribution.
Building on the work of others enables students to produce more interesting and powerful creations. Students should use portions of code in their own programs and websites. For example, when creating a side-scrolling game, students may incorporate portions of code that create a realistic jump movement from another person's game. They may also import Creative Commons-licensed images to use in the background. Students should give attribution to the original creators to acknowledge their contributions.
Practice(s): Developing and Using Abstractions, Creating Computational Artifacts, Communicating About Computing: 4.2, 5.2, 7.3
6.AP.PD.3
Test programs using a range of inputs and identify expected outputs.
At this level, testing should become a deliberate process that is more iterative, systematic, and proactive. For example, having students enter data into Microsoft Excel or Google Sheets to see what outputs are produced.
Practice(s): Testing and Refining Computational Artifacts: 6.1
6.AP.PD.4
Maintain a timeline with specific tasks while collaboratively developing computational artifacts.
Collaboration is a common and crucial practice in program development. Often, many individuals and groups work on the interdependent parts of a project together. For example, students should assume pre-defined roles within their teams and manage the project workflow using structured timelines.
Practice(s): Collaborating Around Computing: 2.2
6.AP.PD.5
Document programs in order to make them easier to follow, test, and debug.
Documentation allows creators and others to more easily use and understand a program. Students should provide documentation for end users that explains their artifacts and how they function. For example, students could provide a project overview and clear user instructions. They should also incorporate comments into their programs and communicate their process throughout the design, development, and user experience phases.
Practice(s): Communicating About Computing: 7.2
Concept: Impacts of Computing (IC)Subconcept: Culture (C)
6.IC.C.1
Identify some of the tradeoffs associated with computing technologies that can affect people's everyday activities and career options.
Advancements in computer technology are neither wholly positive nor negative. However, the ways that people use computing technologies have tradeoffs. Students should consider current events related to broad ideas, including privacy, communication, and automation. For example, driverless cars can increase convenience and reduce accidents, but they are also susceptible to hacking. The emerging industry will reduce the number of taxi and shared-ride drivers, but will create more software engineering and cybersecurity jobs.
Practice(s): Communicating About Computing: 7.2
6.IC.C.2
Identify issues of bias and accessibility in the design of existing technologies.
Students should identify, with teacher’s guidance, how various technological tools have different levels of usability. For example, facial recognition software that works better for certain skin tones was likely developed with a homogeneous testing group and could be improved by sampling a more diverse population. For example, ways of improving accessibility of technological tools can include allowing a user to change font sizes and colors. This will make an interface usable for people with low vision and benefits users in situations, such as in bright daylight or a dark room.
Practice(s): Fostering an Inclusive Computing Culture: 1.2
Subconcept: Social Interactions (SI)
6.IC.SI.1
Identify the advantages of creating a computational product by collaborating with others using digital technologies.
Different digital technologies can be used to gather services, ideas, or content from a large group of people, especially from the online community. It can be done at the local level (e.g., classroom or school) or global level (e.g., age-appropriate online communities). For example, a group of students could combine animations to produce a digital community creation. They could also solicit feedback from many people though use of online communities and electronic surveys.
Practice(s): Collaborating Around Computing, Creating Computational Artifacts: 2.4, 5.2
Subconcept: Safety, Law, and Ethics (SLE)
6.IC.
SLE.1
Describe how some digital information can be public or can be kept private and secure.
Sharing information online can help establish, maintain, and strengthen connections between people. Students should consider current events related to broad ideas, including privacy, communication, and automation. For example, students can discuss how their privacy settings on social media affect who can view their information.
Practice(s): Communicating About Computing: 7.2
Concept: Computing Systems (CS)Subconcept: Devices (D)
6.CS.D.1
Compare computing device designs based on how humans interact with them.
The study of human–computer interaction (HCI) can improve the design of devices, including both hardware and software. Teachers can guide students to consider usability through several lenses. For example, teachers can have students compare computing devices that have different methods of human interaction (keyboard/mouse/trackpad, touchscreen, voice commands, facial recognition/fingerprint sensing, etc)
Practice(s): Recognizing and Defining Computational Problems: 3.3
Subconcept: Hardware and Software (HS)
6.CS.HS.1
Explain how hardware and software can be used to collect and exchange data.
Collecting and exchanging data involves input, output, storage, and processing. For example, students can describe how components of a device are used to collect data. Such components might include: accelerometer, Global Position System (GPS), microphone, fingerprint sensor, etc.
Practice(s): Creating Computational Artifacts: 5.1
Subconcept: Troubleshooting (T)
6.CS.T.1
Identify problems that can occur in computing devices and their components within a system.
Since a computing device may interact with interconnected devices within a system, problems may not be due to the computing device itself but to devices or components connected to it. For example, students can discuss why the internet might not be working on their device. It could be airplane mode, no signal (wifi or mobile data), component malfunction, interference, etc.
Practice(s): Testing and Refining Computational Artifacts: 6.2
Concept: Networks and the Internet (NI)Subconcept: Cybersecurity (C)
6.NI.C.1
Identify multiple methods of encryption to secure the transmission of information.
Encryption can be as simple as letter substitution or as complicated as modern methods used to secure networks and the Internet. The students will identify different methods of encoding and decoding for encryptions used to hide or secure information. Examples of encryption methods could include: Substitution ciphers (mono-alphabetic or polyalphabetic) and Caesar ciphers.
Practice(s): Developing and Using Abstractions: 4.4
6.NI.C.2
Identify different physical and digital security measures that protect electronic information.
Information that is stored online is vulnerable to unwanted access. Examples of physical security measures to protect data include keeping passwords hidden, locking doors, making backup copies on external storage devices, and erasing a storage device before it is reused. Examples of digital security measures include secure router admin passwords, firewalls that limit access to private networks, and the use of a protocol such as HTTPS to ensure secure data transmission.
Practice(s): Communicating About Computing: 7.2
Subconcept: Network, Communication, and Organization (NCO)
6.NI.
NCO.1
Discuss how protocols are used in transmitting data across networks and the Internet.
Protocols are rules that define how messages are sent between computers. They determine how quickly and securely information is transmitted across networks and the Internet, as well as how to check for and handle errors in transmission. The priority at this level is understanding the purpose of protocols and how they enable secure and errorless communication. Knowledge of the details of how specific protocols work is not expected. For example, students could discuss their protocols or processes for communicating with their friends. They can discuss handshakes, turn-taking, whispering vs yelling, etc. The students can compare these protocols with how computers communicate.
Practice(s): Developing and Using Abstractions: 4.4
Concept: Data and Analysis (DA)Subconcept: Collection, Visualization and Transformation (CVT)
6.DA.
CVT.1
Compare different computational tools used to collect, analyze and present data that is meaningful and useful.
As students continue to explore ways to gather, organize and present data visually to support a claim, they will need to understand when and how to transform data for this purpose. Examples of these computational tools could include Microsoft Excel and Google Sheets.
Practice(s): Testing and Refining Computational Artifacts: 6.3
Subconcept: Storage (S)
6.DA.S.1
Identify multiple encoding schemes used to represent data, including binary and ASCII.
Students should explore the same data in multiple ways. For example, students could compare representations of the same color using binary, RGB values, hex codes (low-level representations), or forms understandable by people, including words, symbols, and digital displays of the color (high-level representations).
Practice(s): Developing and Using Abstractions: 4.0
Subconcept: Inference and Models (IM)
6.DA.
IM.1
Discuss the validity of a computational model based on the reliability of the data.
A model may be a programmed simulation of events or a representation of how various data is related. In order to refine a model, students need to consider which data points are relevant, how data points relate to each other, and if the data is accurate. For example, students can discuss how valid a poll (political, social media, student poll) is based on how reliable the data is. Students will discuss if predictions can be made based on the poll.
Practice(s): Creating Computational Artifacts, Developing and Using Abstractions: 5.3, 4.4
Concept: Algorithms and Programming (AP)Subconcept: Algorithms (A)
6.AP.A.1
Identify planning strategies such as flowcharts or pseudocode, to simulate algorithms that solve problems.
Students should be able to select planning strategies to organize and sequence an algorithm that addresses a problem, even though they may not actually program the solutions. For example, students might express an algorithm that produces a recommendation for purchasing sneakers based on inputs such as size, colors, brand, comfort, and cost.
Practice(s): Developing and Using Abstractions: 4.4, 4.1
Subconcept: Variables (V)
6.AP.V.1
Identify variables that represent different data types and perform operations on their values.
A variable is like a container with a name, in which the contents may change, but the name (identifier) does not. When planning and developing programs, students should decide when and how to declare and name new variables. Students should use naming conventions to improve program readability. For example, possible operations include adding points to the score, combining user input with words to make a sentence, changing the size of a picture, or adding a name to a list of people.
Practice(s): Creating Computational Artifacts: 5.1, 5.2
Subconcept: Control (C)
6.AP.C.1
Design programs that combine control structures, including nested loops and compound conditionals.
Control structures can be combined in many ways. Nested loops are loops placed within loops. Compound conditionals combine two or more conditions in a logical relationship (e.g., using AND, OR, and NOT), and nesting conditionals within one another allows the result of one conditional to lead to another. For example, when programming an interactive story, students could use a compound conditional within a loop to unlock a door only if a character has a key AND is touching the door.
Practice(s): Creating Computational Artifacts: 5.1, 5.2
Subconcept: Modularity (M)
6.AP.M.1
Decompose problems into parts to facilitate the design, implementation, and review of programs.
In order to understand how programs are designed and used, problems should be broken down into smaller pieces that are easier to work with.
Practice(s): Recognizing and Defining Computational Problems: 3.2
6.AP.M.2
Use procedures to organize code and make it easier to reuse.
Students should compare procedures and/or functions that are used multiple times within a program to repeat groups of instructions. These procedures can be generalized by defining parameters that create different outputs for a wide range of inputs. For example, a procedure to draw a circle involves many instructions, but all of them can be invoked with one instruction, such as “drawCircle.” By adding a radius parameter, the user can easily draw circles of different sizes.
Practice(s): Developing and Using Abstractions: 4.1, 4.3
Subconcept: Program Development (PD)
6.AP.PD.1
Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
Development teams that employ user-centered design create solutions (e.g., programs and devices) that can have a large societal impact, such as an app that allows people with speech difficulties to translate hard-to-understand pronunciation into understandable language. Students should seek diverse perspectives throughout the design process to improve their computational artifacts. For example, considerations of the end-user may include usability, accessibility, age-appropriate content, respectful language, user perspective, pronoun use, color contrast, and ease of use.
Practice(s): Collaborating Around Computing, Fostering an Inclusive Computing Culture: 2.3, 1.1
6.AP.PD.2
Incorporate existing code into programs and give attribution.
Building on the work of others enables students to produce more interesting and powerful creations. Students should use portions of code in their own programs and websites. For example, when creating a side-scrolling game, students may incorporate portions of code that create a realistic jump movement from another person's game. They may also import Creative Commons-licensed images to use in the background. Students should give attribution to the original creators to acknowledge their contributions.
Practice(s): Developing and Using Abstractions, Creating Computational Artifacts, Communicating About Computing: 4.2, 5.2, 7.3
6.AP.PD.3
Test programs using a range of inputs and identify expected outputs.
At this level, testing should become a deliberate process that is more iterative, systematic, and proactive. For example, having students enter data into Microsoft Excel or Google Sheets to see what outputs are produced.
Practice(s): Testing and Refining Computational Artifacts: 6.1
6.AP.PD.4
Maintain a timeline with specific tasks while collaboratively developing computational artifacts.
Collaboration is a common and crucial practice in program development. Often, many individuals and groups work on the interdependent parts of a project together. For example, students should assume pre-defined roles within their teams and manage the project workflow using structured timelines.
Practice(s): Collaborating Around Computing: 2.2
6.AP.PD.5
Document programs in order to make them easier to follow, test, and debug.
Documentation allows creators and others to more easily use and understand a program. Students should provide documentation for end users that explains their artifacts and how they function. For example, students could provide a project overview and clear user instructions. They should also incorporate comments into their programs and communicate their process throughout the design, development, and user experience phases.
Practice(s): Communicating About Computing: 7.2
Concept: Impacts of Computing (IC)Subconcept: Culture (C)
6.IC.C.1
Identify some of the tradeoffs associated with computing technologies that can affect people's everyday activities and career options.
Advancements in computer technology are neither wholly positive nor negative. However, the ways that people use computing technologies have tradeoffs. Students should consider current events related to broad ideas, including privacy, communication, and automation. For example, driverless cars can increase convenience and reduce accidents, but they are also susceptible to hacking. The emerging industry will reduce the number of taxi and shared-ride drivers, but will create more software engineering and cybersecurity jobs.
Practice(s): Communicating About Computing: 7.2
6.IC.C.2
Identify issues of bias and accessibility in the design of existing technologies.
Students should identify, with teacher’s guidance, how various technological tools have different levels of usability. For example, facial recognition software that works better for certain skin tones was likely developed with a homogeneous testing group and could be improved by sampling a more diverse population. For example, ways of improving accessibility of technological tools can include allowing a user to change font sizes and colors. This will make an interface usable for people with low vision and benefits users in situations, such as in bright daylight or a dark room.
Practice(s): Fostering an Inclusive Computing Culture: 1.2
Subconcept: Social Interactions (SI)
6.IC.SI.1
Identify the advantages of creating a computational product by collaborating with others using digital technologies.
Different digital technologies can be used to gather services, ideas, or content from a large group of people, especially from the online community. It can be done at the local level (e.g., classroom or school) or global level (e.g., age-appropriate online communities). For example, a group of students could combine animations to produce a digital community creation. They could also solicit feedback from many people though use of online communities and electronic surveys.
Practice(s): Collaborating Around Computing, Creating Computational Artifacts: 2.4, 5.2
Subconcept: Safety, Law, and Ethics (SLE)
6.IC.
SLE.1
Describe how some digital information can be public or can be kept private and secure.
Sharing information online can help establish, maintain, and strengthen connections between people. Students should consider current events related to broad ideas, including privacy, communication, and automation. For example, students can discuss how their privacy settings on social media affect who can view their information.
Practice(s): Communicating About Computing: 7.2