| Code |
Description |
| SC.912.CS-PC.2.1: | Describe how the Internet facilitates global communication. |
| SC.912.CS-PC.2.2: | Identify ways to use technology to support lifelong learning. |
| SC.912.CS-PC.2.3: | Discuss and analyze the impact of values and points of view that are presented in media messages (e.g., racial, gender, and political). |
| SC.912.CS-PC.2.4: | Analyze the positive and negative impacts of technology on popular culture and personal life. |
| SC.912.CS-PC.2.5: | Construct strategies to combat cyberbullying or online harassment. |
| SC.912.CS-PC.2.6: | Describe the impact of computing on business and commerce (e.g., automated inventory processing, financial transactions, e-commerce, virtualization, and cloud computing). |
| SC.912.CS-PC.2.7: | Describe how technology has changed the way people build and manage organizations and how technology impacts personal life. |
| SC.912.CS-PC.2.8: | Evaluate ways in which adaptive technologies may assist users with special needs. |
| SC.912.CS-PC.2.9: | Explain how societal and economic factors are affected by access to critical information. |
| SC.912.CS-PC.2.10: | Describe and evaluate the challenges (e.g., political, social, and economic) in providing equal access and distribution of technology in a global society. |
| SC.912.CS-PC.2.11: | Construct writings and/or communications using developmentally appropriate terminology. |
| SC.912.CS-PC.2.12: | Explore a variety of careers to which computing is central. |
| SC.912.CS-PC.2.13: | Predict future careers and the technologies that may exist based on current technology trends. |
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Deaf Awareness Lesson 3 of 3: | In this integrated lesson, students will use the Scratch platform to create a promotional tool for Deaf Awareness Week that shows support for the Deaf community and includes information about the Deaf community and Deaf history. |
| Deaf Awareness Lesson 1 of 3: | In this integrated lesson, students will understand the concept of audism and legislation and supreme court decisions that have helped to combat this issue. They will complete a jigsaw activity using digital research skills to further develop their understanding of legislation and court cases that have specifically impacted the civil rights of the Deaf community, particularly in regard to Deaf Education. Students will complete a graphic organizer. This is the first lesson in a unit designed to allow students to understand how the civil rights and liberties of people who are d/Deaf and hard of hearing have expanded over time using digital resources. |
| Deaf Awareness Lesson 2 of 3: | In this integrated lesson, students will analyze the impact of the various means used by Deaf people to promote change. They will use digital resources to analyze the Deaf President Now movement and the De’VIA movement. They will complete a graphic organizer comparing the characteristics of affirmative and resistive art in the Deaf community and discuss why an artist might choose one over the other. |
| Lesson 3: Productivity: |
•Why microalgae are important to all life on Earth
•How nutrients enter the ocean
•The relationship between microalgae, nutrients, and productivity
|
| Photography's Ability to Persuade Through Fact & Fiction: Lesson 2: | Students create their own manipulated fake digital images to examine and evaluate their truthfulness, analyze possible outcomes of manipulated images as well as investigate the power of text and images to amplify its message.
Students also create a 'Code of Image Ethics' for images they encounter in the future, as well as identify important historical impacts of imagery and their effect on the American political process, and the implications of new technology (such as A.I. generated imagery) might impact the future of this process. |
| Don’t they Report “Just the Facts”? Part III: | Students will create a Scratch animation exhibiting the opposing viewpoint to the one they promoted in lesson two. This is part 3 of an integrated computer science and civics mini-unit on coding and the effects of bias within media communications. |
| Don’t they Report “Just the Facts”? Part II: | In this integrated civics lesson, students will use the block coding program Scratch to create an artifact that demonstrates an understanding of one side of a political issue or disagreement. This lesson is part II of a three-part integrated computer science and civics mini-unit. |
| Manatee Sea Grass Search-C: | Students will research, plan, and create a public service announcement (PSA) in Scratch to inspire social change. The PSA will be about manatee mortality and seagrass reduction due to fertilizer runoff. This is lesson 3 in a 3-part integrated civics and computer science mini-unit. |
| Manatee Sea Grass Search-B: | Students will debug a Scratch animation and then plan their own public service announcement (PSA) using Scratch. Their PSA will focus on increased mortality rates for manatees and the link to fertilizer use in Florida. This is lesson 2 of a 3-part integrated computer science and civics mini-unit. |
| Don’t they Report “Just the Facts”?: | Students will compare the reporting of the same issue from different points of view and analyze the impacts of these values on media messages. Several activities will lead to a discussion of how different people/organizations bring different points of view to many topics. This is lesson 1 of 3 of an integrated computer science and civics mini-unit. |
| Lesson 4: Interannual Variability- El Nino & La Nina: |
•The El Niño-Southern Oscillation cycle
•How El Niño/La Niña events affect Florida
•How El Niño/La Niña events affect productivity off the coast of Peru
|
| Lesson 1: Introduction to Oceanography & Remote Sensing: | This lesson covers:
•How the ocean moves and why it is important to all life on Earth
•Different geologic features in the ocean and how they impact currents
•How the Earth and ocean are studied by satellites and remote sensing
•How to use a web based program to interpret real world satellite data |
| Lesson 2: Currents and Temperature: | This lesson covers:
- How wind influences ocean currents
- How currents transport heat and water around the world
- Florida specific currents and oceanography
- How currents connect the world’s climate
|
