Programa de Tecnologia da Informação - História (2024)

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1 Information Technology Program CIP: 11.0101 Computer Technology/Computer Systems Technology Ordering Information Research and Curriculum Unit for Workforce Development Vocational and Technical Education Attention: Reference Room and Media Center Coordinator P.O. Drawer DX Mississippi State, MS 39762 www.rcu.msstate.edu/curriculum/download/ (662) 325-2510 Direct inquiries to Myra Pannell Kendra Taylor Instructional Design Specialist Program Coordinator P.O. Drawer DX Office of Career and Technical Education Mississippi State, MS 39762 Mississippi Department of Education (662) 325-2510 P.O. Box 771 E-mail: myra.pannell@rcu.msstate.edu Jackson, MS 39205 (601) 359-3479 E-mail: ktaylor@mde.k12.ms.us Published by Office of Vocational and Technical Education Mississippi Department of Education Jackson, MS 39205 Research and Curriculum Unit for Workforce Development Vocational and Technical Education Mississippi State University Mississippi State, MS 39762 Robin Parker, Curriculum Coordinator Betsey Smith, Curriculum Project Manager Jolanda Harris, Educational Technologist Amy Johnson, Multimedia Specialist Johnny Jones, Digital Print Specialist Louis Randle, Binding Specialist Kelly Agee, Editor Kim Harris, Graphic Artist The Research and Curriculum Unit (RCU), located in Starkville, MS, as part of Mississippi State University, was established to foster educational enhancements and innovations. In keeping with the land grant mission of Mississippi State University, the RCU is dedicated to improving the quality of life for Mississippians. The RCU enhances intellectual and professional development of Mississippi students and educators while applying knowledge and educational research to the lives of the people of the state. The RCU works within the contexts of curriculum development and revision, research, assessment, professional development, and industrial training. http://www.rcu.msstate.edu/curriculum/download/mailto:renee.gammill@rcu.msstate.edumailto:bmcgrew@mde.k12.ms.us2 Table of Contents Acknowledgements ...................................................................................................................................................... 3 Preface .......................................................................................................................................................................... 6 Blueprint ..................................................................................................................................................................... 11 Professional Organizations ......................................................................................................................................... 12 Information Technology ............................................................................................................................................. 14 Unit 1: Introduction to Information Technology .................................................................................................... 14 Unit 2: Introduction to Computer Hardware and Operating Systems .................................................................... 31 Unit 3: Basic Electricity and Data Communications ................................................................................................ 44 Unit 4: Computer Assembly, Configuration, and Diagnosis .................................................................................... 54 Unit 5: Network Concepts ....................................................................................................................................... 60 Unit 6: Network Planning and Design ..................................................................................................................... 69 Unit 7: Network Security......................................................................................................................................... 78 Unit 8: Web Design ................................................................................................................................................. 87 Unit 9: Visual Basic .................................................................................................................................................. 96 Unit 10: Career Development ............................................................................................................................... 101 Student Competency Profile ..................................................................................................................................... 115 Appendix A: 21st Century Skills Standards ............................................................................................................... 117 Appendix B: MS Academic Standards ....................................................................................................................... 118 Appendix C: ACT College Readiness Standards ......................................................................................................... 119 Appendix D: National Industry Standards ................................................................................................................. 130 Appendix E: National Educational Technology Standards for Students ................................................................... 132 3 Acknowledgments The Information Technology curriculum was presented to the Mississippi Board of Education on January 16, 2009. The following persons were serving on the state board at the time: Dr. Hank M. Bounds, Executive Secretary Mr. Claude Hartley, Chair Mr. William Harold Jones, Vice Chair Mr. Howell “Hal” N. Gage Dr. O. Wayne Gann Ms. Rebecca Harris Mr. Charles McClelland Ms. Sondra Parker Caillavet Ms. Rosetta Richards Dr. David Sistrunk Mike Mulvihill, Interim Associate State Superintendent of Education for the Office of Vocational Education and Workforce Development, at the Mississippi Department of Education assembled an oversight committee to provide input throughout the development of the Information Technology Curriculum Framework and Supporting Materials. Members of this task force are as follows: CPOC Committee Dr. Kay Berry, Simpson County School District Dr. Sam Bounds, Mississippi Association of School Superintendents Kevin F. Gilbert, Mississippi Association of Educators David Campbell, Mississippi Association of Middle Level Educators Tommye Dale Favre, Mississippi Department of Employment Security Mary Hardy, Mississippi PTA Anna Hurt, Mississippi Association of School Administrators Jay Moon, Mississippi Manufacturers Association Dr. Dean Norman, Center for Advanced Vehicular Systems Extension Michael Ray, Western Line School District George Schloegal, Hanco*ck Bank Charlene Sproles, Mississippi School Counselor Association Mike Thomas, North American Coal Corporation Pete Walley, Institutions of Higher Learning Clarence Ward—Boys and Girls Clubs of the Gulf Coast Debra West, State Board for Community and Junior Colleges CPAT Committee Sheila Bowden, White Lily Aimee Brown, Newton Career Center Debbie Burnham, Forest-Scott County Vocational–Technical Center Lynn Collier, Itawamba Community College Rochelle Dahmer, Forrest County Public Schools Dr. Diane Fisher, University of Southern Mississippi Dr. Renée Gammill, Research and Curriculum Unit for Workforce Development Denise Hanebuth, Mississippi Department of Education Suzanne Johnson, Copiah-Lincoln Community College Teresa Jones, Mississippi Department of Education Jennifer Koon, Prentiss County Vocational Center Dr. Nicole Lueg, Mississippi State University 4 Stephanie McCullough, Gulfport Public Schools Danny Mitchell, Godwin Marketing Emily Montgomery, Hinds Community College Dr. BrianJ. Reithel, University of Mississippi Robin Silas, Mississippi Department of Education Dr. Pam Smith, Mississippi Council on Economic Education Pam Stuart, Clinton Public Schools Melinda Young, Millsaps Career and Technology Center Gail Litchliter, Mississippi Department of Information Technology Services Walt Littleton, Ross Collins Career and Technical Center Also, a special thanks is extended to the teachers who contributed teaching and assessment materials that are included in the framework and supporting materials. Members who contributed are as follows: Brad Amacker, Petal High School, Petal, MS Walt Littleton, Ross Collins Career and Technical Center, Meridian, MS Appreciation is expressed to the following staff members at the Mississippi Department of Education who provided guidance and insight throughout the development process: Angela Kitchens, Program Coordinator, Office of Vocational Education and Workforce Development, Mississippi Department of Education, Jackson, MS Finally, standards in the Information Technology Curriculum Framework and Supporting Materials are based on the following: Skill Standards for Information Technology The Skill Standards for Information Technology was developed by a team of IT professionals from many companies across the nation and internationally. Funding for development of the standards was provided by the National Science Foundation. In addition to industry-specific technical skills, knowledge, and abilities, the standards include foundation skills required of all workers as well as technical skills common to all jobs within a career cluster across all industries. Reprinted with permission from the National Workforce Center for Emerging Technologies. Copyright © 2003. All rights reserved. Applied Academic Credit Benchmarks Mississippi Department of Education 2007 Mississippi Mathematics Framework Revised 21st Century Skills and Information and Communication Technologies Literacy Standards In defining 21st century learning, the Partnership for 21st Century Skills has embraced five content and skill areas that represent the essential knowledge for the 21st century: Global awareness; civic engagement; financial, economic, and business literacy; learning skills that encompass problem-solving, critical-thinking, and self-directional skills; and Information and Communication Technology (ICT) literacy. National Educational Technology Standards for Students Reprinted with permission from National Educational Technology Standards for Students: Connecting Curriculum and Technology, Copyright © 2007, ISTE (International Society for Technology in Education), (800) 336-5191 (U.S. and Canada) or (541) 302-3777 (International), iste@iste.org, www.iste.org. All rights reserved. Permission does not constitute an endorsem*nt by ISTE. 5 ACT College Readiness Standards The College Readiness Standards are sets of statements intended to help students understand what is expected of them in preparation for the ACT. These standards are integrated into teaching and assessment strategies throughout the curriculum framework. 6 Preface Secondary vocational–technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, §14; Laws, 1991, ch. 423, §1; Laws, 1992, ch. 519, §4 eff. from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). 7 Information Technology Executive Summary Program Description The Information Technology program is designed to provide the basic foundation, skills, and knowledge for computer networking, applications, and support, along with an introduction to programming. Students will develop the skills necessary to prepare for certification exams and will learn how to develop, support, and integrate computing systems. They will acquire network planning and management skills and the ability to provide technical support. The program will provide hands-on experience in computer systems support and skill in network setup and maintenance. Industry standards referenced are from the Skill Standards for Information Technology published by the National Workforce Center for Emerging Technologies. Program competencies are designed to prepare students for A+ certification. Additional research data used in the development of this publication were collected from a review of related literature and from surveys of local experts in business, industry, and education. Industry Certification Program competencies are designed to prepare students for A+ certification by integrating certification skills throughout the curriculum. Skill Standards for Information Technology is also referenced to assist in student preparation for IT careers. Assessment Students will be assessed using the Information Technology MS-CPAS2 test. The MS-CPAS2 blueprint can be found at http://info.rcu.msstate.edu/services/curriculum.asp. If there are questions regarding assessment of this program, please contact the Business instructional design specialists at the Research and Curriculum Unit at 662.325.2510. Student Prerequisites In order for students to be able to experience success in the Information Technology program, the following student prerequisites are in place: 1. C or higher in Pre-Algebra or 2. TABE Math Computation and TABE Math Applied Score (eighth grade or higher) or 3. Instructor Approval Proposed Applied Academic Credit The academic credit is still pending for this curriculum. http://info.rcu.msstate.edu/services/curriculum.asp8 Licensure Requirements The 954 license is needed to teach the Information Technology program. The requirements for the 954 license endorsem*nt are listed below: 1. Applicant must have an associate’s or higher degree and must have at least 2 years for an AA and 1 year for BS or higher of verifiable occupational experience in the past 10 years. Experience must be appropriate to the subject to be taught. 2. Applicant must enroll immediately in the Vocational Instructor Preparation (VIP) or the Redesign Education Program (REP). 3. Applicant must complete the individualized Professional Development Plan (PDP) requirements of the VIP or REP prior to the expiration date of the 3-year vocational license. 4. Applicant must possess and maintain A+ certification. 5. Applicant must successfully complete an MDE-approved computer literacy certification exam. 6. Applicant must successfully complete certification for an online learning workshop, module, or course that is approved by the MDE. 7. Applicant must successfully complete an information technology certification workshop, module, or course that is approved by the MDE. Note: If an applicant meets all requirements listed above, that applicant will be issued a 954 endorsem*nt—a 5-year license. If an applicant does not meet all requirements, the applicant will be issued a 3-year endorsem*nt license, and all requirements stated above must be satisfied prior to the ending date of that license. Professional Learning The professional learning itinerary for the middle school or individual pathways can be found at http://redesign.rcu.msstate.edu. If you have specific questions about the content of each training sessionprovided, please contact the Research and Curriculum Unit at 662.325.2510 and ask for the Professional Learning Specialist. Course Outlines Program CIP Code: 11.0101 The Information Technology pathway is offered in two options as outlined below. Option 1—Four One-Carnegie-Unit Courses Course Description: Introduction to Information Technology includes the foundation skills required for building computer systems. Program competencies are designed to prepare students for A+ certification by integrating certification skills throughout the course. Course Description: Computer Fundamentals provides an introduction to computer networking concepts. Program competencies are designed to prepare students for A+ certification by integrating certification skills throughout the course. http://redesign.rcu.msstate.edu/9 Course Description: Network Fundamentals includes advanced computer networking concepts including planning, design, and security. Program competencies are designed to prepare students for A+ certification by integrating certification skills throughout the course. Course Description: Programming and Web Design provides instruction in Web page design, programming concepts, IT career opportunities, and emerging technologies in the field. Program competencies are designed to prepare students for A+ certification by integrating certification skills throughout the course. Introduction to Information Technology (One Carnegie Unit) - Course Code: 992202 Unit Title Hours 1 Introduction to Information Technology 40 2 Introduction to Computer Hardware and Operating Systems 70 110 Computer Fundamentals (One Carnegie Unit) - Course Code: 992203 Unit Title Hours 3 Basic Electricity and Data Communications 45 4 Computer Assembly, Configuration, and Diagnostics 60 105 Network Fundamentals (One Carnegie Unit) - Course Code: 992204 Unit Title Hours 5 Network Concepts 40 6 Network Planning and Design 60 7 Network Security 40 140 Programming and Web Design (One Carnegie Unit) - Course Code: 992205 Unit Title Hours 8 Web Design 45 9 Visual Basic 30 10 Career Development 30 105 Option 2—Two Two-Carnegie-Unit Courses Course Description: Information and Technology I provides the foundation skills necessary for IT professionals including an introduction to computer hardware and operation systems; data communications; and computer assembly, configuration, and diagnostics. The program also provides an introduction to computer programming. 10 Course Description: Information and Technology II provides opportunities for students to develop advanced networking skills, Web design skills, and employability skills. This course should be taken only upon successful completion of Information Technology I. Information Technology I (Two Carnegie Units) - Course Code: 992200 Unit Title Hours 1 Introduction to Information Technology 40 2 Introduction to Computer Hardware and Operating Systems 70 3 Basic Electricity and Data Communications 45 4 Computer Assembly, Configuration, and Diagnostics 60 215 Information Technology II (Two Carnegie Units) - Course Code: 992201 Unit Title Hours 5 Network Concepts 40 6 Network Planning and Design 60 7 Network Security 40 8 Web Design 45 9 Visual Basic 30 10 Career Development 30 245 11 Blueprint You will find the blueprint that corresponds to this document at: http://redesign.rcu.msstate.edu/curriculum/ http://redesign.rcu.msstate.edu/curriculum/12 Professional Organizations Association for Supervision and Curriculum Development - ASCD 1703 North Beauregard Street Alexandria, VA 22311-1714 800-933-ASCD http://www.ascd.org Association for Career and Technical Education - ACTE 1410 King Street Alexandria, VA 22314 800-826-9972 http://www.acteonline.org Mississippi Association for Career and Technical Education – MSACTE http://www.mississippiacte.com/ Mississippi Association for Supervision and Curriculum Development - MASCD P.O. Box 13576 Jackson, MS 39236 601-591-2210 http://www.mascd.com Mississippi Department of Education - MDE Office of Vocational Education and Workforce Development P.O. Box 771 Jackson, MS 39205 601-359-3940 http://www.mde.k12.ms.us/vocational/news/ http://www.ascd.org/http://www.acteonline.org/http://www.mississippiacte.com/http://www.mascd.com/http://www.mde.k12.ms.us/vocational/news/13 Using This Document Unit Number and Title Suggested Time on Task An estimated number of clock hours of instruction that should be required to teach the competencies and objectives of the unit. A minimum of 140 hours of instruction is required for each Carnegie unit credit. The curriculum framework should account for approximately 75–80% of the time in the course. Competencies and Suggested Objectives A competency represents a general concept or performance that students are expected to master as a requirement for satisfactorily completing a unit. Students will be expected to receive instruction on all competencies. The suggested objectives represent the enabling and supporting knowledge and performances that will indicate mastery of the competency at the course level. Suggested Teaching Strategies This section of each unit indicates research-based strategies that can be used to enable students to master each competency. Emphasis has been placed on strategies that reflect active learning methodologies. Teachers should feel free to modify or enhance these suggestions based on needs of their students and resources available in order to provide optimum learning experiences for their students. Suggested Assessment Strategies This section indicates research-based strategies that can be used to measure student mastery. Examples of suggested strategies could include rubrics, class participation, reflection, and journaling. Again, teachers should feel free to modify or enhance these suggested assessment strategies based on local needs and resources. Integrated Academic Topics, 21st Century Skills and Information and Communication Technology Literacy Standards, ACT College Readiness Standards, and Technology Standards for Students This section identifies related academic topics as required in the Subject Area Testing Program (SATP) in Algebra I, Biology I, English II, and U.S. History from 1877, which are integrated into the content of the unit. Research-based teaching strategies also incorporate ACT College Readiness standards. This section also identifies the 21st Century Skills and Information and Communication Technology Literacy skills. In addition, national technology standards for students associated with the competencies and suggested objectives for the unit are also identified. References A list of suggested references is provided for each unit. The list includes some of the primary instructional resources that may be used to teach the competencies and suggested objectives. Again, these resources are suggested, and the list may be modified or enhanced based on needs and abilities of students and on available resources. 14 Information Technology Unit 1: Introduction to Information Technology Competency 1: Research educational, occupational, and leadership opportunities in information technology. Suggested Enduring Understandings 1. Rules exist for the benefit of everyone. 2. School and program policies, procedures, and expectations reflect the standards of industry. 3. Student organizations provide leadership opportunities. Suggested Essential Questions 1. What are the rules for the local school, and how do they benefit students? 2. How do school and program policies, procedures, and expectations mirror those found in industry? 3. What student organizations are available at the local school? Suggested Performance Indicators SuggestedTeaching Strategies Suggested Assessment Strategies a. Review student rules and regulations for the local school. (DOK 1) NE1 a. Use a multimedia presentation to review and discuss student rules and regulations for the local school. Have students use the Venn Diagram to compare and contrast rules and regulations in the IT classroom to rules and regulations in other classrooms. Have students summarize their Venn diagrams. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 M2 M5 R1 R2 R3 R4 R5 S1 W1 W2 W3 W4 W5 a. Assess student knowledge of school rules and regulations through the use of a written test. Evaluate the Venn diagram for format, correctness, and creativity. Post student work on the wall to motivate students to turn in quality work. b. Compare and contrast local program policies, procedures, and expectations to industry policies, procedures, and expectations. (DOK 2) NE1 b. Discuss the importance of professionalism in the workplace. Invite guest speakers to discuss qualities they look for in job applicants. Have students interview an IT industry member. If possible, have them interview multiple members. The interview should consist of questions related to work expectations, industry policy and procedures, and academic skills needed in the industry. Have students create a blog, wiki, or piece of artwork summarizing their findings. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 M2 M5 R1 R2 R3 R4 R5 S1 W1 W2 W3 W4 W5 b. Assess student professionalism weekly using the Work Ethic Grade Chart. Assess student blogs, wikis, or pieces of artwork for content, creativity, and format. c. Identify and describe leadership opportunities available from student youth organizations in c. Describe the vocational student organization (VSO) associated with the program, and provide an overview of opportunities to participate in leadership activities, community service projects, and competitive events. c. Monitor group work throughout the unit to ensure that each member participates. 15 the school and community. (DOK 1) NE1 Have students work in pairs to explore the VSO Web site and develop a presentation, brochure, or display that includes the motto, creed, emblem, colors, theme, and history of the organization. Discuss with students the election process used in the VSO; compare and contrast this process with the processes used for local, state, and national elections. Have students define and illustrate terms related to student organizations. Terms may include but are not limited to parliamentary procedures, standing committees, special committees, main motion, secondary motion, adjourn, agenda, amend the motion, bylaws, chair, debate, majority, minutes, motion, quorum, second the motion, table the motion, and the floor. Have students participate in local officer elections modeled after the election process. Have candidates for office campaign and prepare posters and a speech. Have members vote by secret ballot. Have students plan a ceremony to install officers and induct members. Have students work in teams to develop club goals and service projects for the year. Have each student select and participate in a competitive event appropriate to his or her skills, aptitudes, and abilities. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 M2 M5 R1 R2 R3 R4 R5 S1 W1 W2 W3 W4 W5 Evaluate the VSO presentation. Evaluate campaign posters using the Poster Assessment Rubric. Use the Blackboard Learning System to administer a quiz for terminology. d. Preview the school technology acceptable use policy. (DOK 1) d. Review and discuss the school technology acceptable use policy. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 M2 M5 R1 R2 R3 R4 R5 S1 W1 W2 W3 W4 W5 d. Assess student knowledge of school technology acceptable use policy through the use of a written test. Competency 2: Identify, discuss, and apply safety procedures in the computer classroom and lab. Suggested Enduring Understandings 1. Safety procedures are put in place to protect both people and equipment. 2. Computer hardware must be cared for and used correctly. 3. Computer equipment can potentially pose health hazards. Suggested Essential Questions 1. What are the proper classroom and personal safety procedures needed to protect both people and equipment? 2. When would you use a fire extinguisher? 3. How can computer components be protected from electrostatic discharge? 16 4. What are the potential health hazards when working with computer equipment? Suggested Performance Indicators Suggested Teaching Strategies Suggested Assessment Strategies a. Discuss the proper classroom and personal safety procedures to include fire extinguishers, electrical, clothing, jewelry, eye protection, and so forth. (DOK 1) CE8 a. Discuss the impact of safety in the workplace. Pre-assess student knowledge of workplace safety by asking them to describe potential computer-related health problems and workplace safety issues. Invite a guest speaker from industry to discuss potential computer-related health hazards. If this is not possible, have students interview two to three industry members about job safety, safety tips, and safety procedures that are computer related. From the interview, have students use technology productivity tools and the writing process to write a paragraph summarizing their qualitative research. Invite a guest speaker from the local fire department to discuss fire safety. Have students locate all of the fire extinguishers in the school. Have each student determine the type of extinguisher and the last date of inspection. Have students write a summary of their findings. Have students state why they feel the specific types of extinguishers were used in the location they found them in. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 M7 R1 R2 R3 R4 R5 S1 S2 S3 W1 W2 W3 W4 W5 a. Assess each student’s safety knowledge with a unit test administered via the Blackboard Learning System, and file the completed test for documentation. Each student must score 100% accuracy before being allowed to participate in lab activities. Evaluate the student summaries for content, grammar, and format. b. Care for and use computer hardware correctly. (DOK 2) CE3 CE4 CE8 CE11 b. Discuss electrostatic discharge (ESD) and how to protect equipment from ESD. Discuss power issues and how to determine if the computer is having problems related to power (i.e., burnt parts or odor, computer that reboots constantly, etc.). Have students create a safety cartoon that shows four frames of how to use equipment safely. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 M7 R1 R2 R3 R4 R5 S1 S2 S3 W1 W2 W3 W4 W5 b. Evaluate student cartoons for creativity, content, and grammar. c. Handle DVDs and CDs correctly. (DOK 1) c. Demonstrate the proper ways to handle DVDs and CDs correctly. Have students practice handling DVDs and CDs. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 M7 R1 R2 R3 R4 R5 S1 S2 S3 W c. Observe students as they practice handling DVDs and CDs. d. Identify potential health hazards when d. Have each student use the Internet or other resource to research safety and PC security issues d. Evaluate student projects for content, 17 working on computer equipment. (DOK 2) CE8 and procedures. Have students present findings to the class by writing and producing a play, creating a slide show, leading a panel discussion, or writing a new law. Have students work in teams of two to use the Internet to locate and print OSHA and EPA regulations related to the workplace. Have teams use presentation software to present safety procedures relatedto the information they researched. Have the class self-evaluate their own work and peer evaluate their classmates’ work. Provide students with case studies or scenarios that describe various hazardous situations. Have students work in teams of three or four to analyze the case studies or scenarios, applying the appropriate rules and procedures and developing ways to prevent workplace hazards and apply appropriate first aid procedures. Re-teach as needed. Research proper disposal procedures for computers, monitors, and laptop batteries. Have students create a safety cartoon that shows four frames of how to use equipment safely. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 M7 R1 R2 R3 R4 R5 S1 S2 S3 W1 W2 W3 W4 W5 grammar, and delivery. Evaluate the project on OSHA and EPA regulations for content and delivery. Lead a discussion in which the class evaluates the solutions to each case study presented by each team. Monitor and reinforce student safety habits throughout the year. Competency 3: Publish and communicate with peers, experts, and other audiences using technology. ND7 Suggested Enduring Understandings 1. Individuals should implement safety guidelines when using telecommunications and the Internet. 2. Copyright laws are used to protect intellectual properties. 3. Software licenses govern the usage of copyright protected software. 4. Browsers, search engines, and e-mail are essential Internet tools. 5. Discussion boards, blogs, wikis, list servers, and chat rooms provide a variety of ways to communicate on the Web. 6. A Web site’s purpose describes the function it must perform. 7. The IT industry has evolved significantly over past decades. Suggested Essential Questions 1. How do people stay safe online? 2. What steps can a person take to protect himself or herself when online? 3. What are copyright laws, and why are they needed? 4. What is the purpose of software licensing? 5. What is the purpose of and how can one use these online technologies: Browsers, search engines, e-mail, discussion boards, blogs, wikis, list servers, and chat rooms? 6. What is the purpose of a Web page? 7. What are the various types of Web page designs? 8. How has the IT industry changed over the years? 9. What are some of the emerging technologies in the IT industry? 18 Suggested Performance Indicators Suggested Teaching Strategies Suggested Assessment Strategies a. Research safety issues related to telecommunications and the Internet. (DOK 1) CE8 a. Show students video clips about Internet safety for teens from http://www.netsmartz.org/resources/ reallife.htm#realamy. Divide students into groups of three to four. Have each group research other safety issues related to telecommunications and the Internet. Have groups lead a class discussion sharing safety concerns, issues, and precautions that can be taken. Have students use cutouts from magazines to summarize and present their research in the form of a collage. Post the collage for other students in the career and technical center to see. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E2 E3 E4 E5 E6 M1 M2 M5 R1 R2 R3 R4 R5 S1 S2 W1 W2 W3 W4 W5 a. Create and administer a written assessment based on the information provided in the video clips. b. Assess group participation using the Group Participation Rubric. b. Develop personal safety guidelines that will be used when using telecommunications and the Internet. (DOK 2) CE8 b. Divide students into groups of four. Have each group visit http://www.getnetwise.org/ to research one of the following topics:  Keeping children safe online  Stopping unwanted e-mail and spam  Protecting your computer from hackers and viruses  Keeping your personal information private Ask each group to become experts on its assigned topic. Have each group teach the class about its topic. As a whole group, have students brainstorm guidelines for teen safety on the Internet. Share with students Web sites such as http://www.missingkids.com/ and http://www.getnetwise.org/. Have students complete a teen safety reference sheet that includes information about the following:  Internet safety guidelines for teens  Strategies to enhance their ability to recognize dangers on the Internet  Information about how to report victimizations to a trusted adult Have students take their teen safety reference sheet home and discuss it with their parents or guardians.CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E2 E3 E4 E5 E6 M1 M2 M5 R1 R2 R3 R4 R5 S1 S2 W1 W2 W3 W4 W5 b. Evaluate each group’s presentation for participation and content. Have students submit the teen safety reference sheet signed by a parent or guardian. c. Describe legal implications related to the computer industry to include software copyright issues, software c. Using a multimedia presentation, discuss copyright issues. Use the following prompts to facilitate discussion: CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E2 E3 E4 E5 E6 M1 M2 M5 R1 R2 R3 R4 R5 S1 S2 W1 W2 W3 W4 W5  Have you ever visited a file-sharing Web site such as Napster? c. Monitor participation in the KWL activity. Assess student presentations of news events http://www.netsmartz.org/resources/%20reallife.htm#realamyhttp://www.netsmartz.org/resources/%20reallife.htm#realamyhttp://www.getnetwise.org/http://www.missingkids.com/http://www.getnetwise.org/19 licensing, and Internet ethics and policies. (DOK 1) CE8  Have you ever downloaded a song from one of these sites? If you did, did you pay for it? If not, did you purchase the CD that particular song was on?  Do you think people should be allowed to copy items such as songs, movies, and pieces of work without paying for them? Why? Explain.  Do you own a CD burner?  Have you ever copied a CD that a friend purchased?  What does the symbol © mean? Have students brainstorm copyright violations they might have committed, such as copying and distributing compact discs to others or downloading songs from the Internet. Have students complete a class KWL chart. In the “K” column, have students list their collective knowledge regarding copyright and fair use. Next, have students list information that they want to learn more about in the “W” column. Then have students visit and read information on the following Web sites:  10 Big Myths About Copyright Explained http://www.templetons.com/brad/copymyths.html  Copyright and K-12: Who Pays in the Network Era? http://www.ed.gov/Technology/Futures/rothman.html  Citing Electronic Sources http://www.cyberbee.com/citing.html Have students revisit the KWL chart and list information that they learned from their readings. If students wanted to learn something that was not included in the articles, have students perform an Internet search to find out that information. Divide students into groups of two, and have them use the Internet to research current news events related to such violations and then write a report, a song, or a poem to present their findings. Discuss the purpose of software licensing agreements. Have students use the Internet to research and review copyright agreements. Have them look for unusual terms of use and read them aloud to the class. Discuss Internet ethics and policies and the local Internet policy. Have students sign agreements for Internet usage. Have students list concerns they have about legal implications, and re-teach as necessary. related to copyright issues using the Professional Behavior Rubric. Observe student presentations of unusual terms of use included in copyright agreements. d. Use browsers, search engines and e-mail. (DOK 2) CE8, NE5 d. Have students complete a teacher-created Web quest to gain a foundation of knowledge of electronic mail. Make sure thatstudents know the difference between SMTP, POP3, IMAP, and HTTP electronic mail protocols. CS1 CS2 CS3 d. Observe students as they use browsers, search engines, and e-http://www.templetons.com/brad/copymyths.htmlhttp://www.ed.gov/Technology/Futures/rothman.htmlhttp://www.cyberbee.com/citing.html20 CS4 CS5, T1 T2 T3 T4 T5 T6, E2 E3 E4 E5 E6 M1 M2 M5 R1 R2 R3 R4 R5 S1 S2 W1 W2 W3 W4 W5 Demonstrate how to use a browser and a search engine to locate and create a free, Web-based e-mail account using filtered e-mail such as Gaggle.net. Have students work in teams of two to practice sending e-mail. Have students review the school/classroom Internet Acceptable Use policy. Have students use the Internet to find information related to using e-mail in the workplace. Have students use a Venn diagram to compare and contrast policies and procedures that business and industry abides by with policies and procedures that are in place at the classroom/district level. mail. e. Post information to discussion boards, blogs, wikis, and so forth. (DOK 2) CE8, NE5 e. Discuss the purpose and use of discussion boards, blogs, wikis, and so forth. Using the Blackboard Learning System, demonstrate the use of each. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E2 E3 E4 E5 E6 M1 M2 M5 R1 R2 R3 R4 R5 S1 S2 W1 W2 W3 W4 W5 Have students create a discussion board, blog, and wiki, and have them make posts throughout the school year. e. Observe students as they post to discussion boards, blogs, and wikis. Evaluate student posts for content. f. Join and participate in appropriate, supervised Listservs. (DOK 2) CE8, NE5 f. Discuss the purpose of a Listserve, and show examples. Using the Blackboard Learning System, create a Listserv and have students practice sending e-mail to the members. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E2 E3 E4 E5 E6 M1 M2 M5 R1 R2 R3 R4 R5 S1 S2 W1 W2 W3 W4 W5 f. Observe students as they send e-mail using a Listserv. g. Use an appropriate, supervised chat room to communicate with peers, experts, and other approved audiences. (DOK 2) CE8, NE5 g. Using the Blackboard Learning System, create a chat room, have students join, and demonstrate the chat room’s use. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E2 E3 E4 E5 E6 M1 M2 M5 R1 R2 R3 R4 R5 S1 S2 W1 W2 W3 W4 W5 g. Observe students as they participate in a supervised chat room. h. Evaluate Web page design techniques. (DOK 2) CE8, NE5 h. Discuss elements of Web page design. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E2 E3 E4 E5 E6 M1 M2 M5 R1 R2 R3 R4 R5 S1 S2 W1 W2 W3 W4 W5 Create a Web page in Notepad using HTML. Have each student create a checklist of Web page design elements and then use the checklist to evaluate Web pages located using a search engine. Have students use a phone book, the local newspaper, or the Internet to develop a list of all of the local Internet service providers in the area. Have students research the h. Evaluate the completed checklists for accuracy and completeness. 21 process of developing and publishing a Web site and present information to the class. i. Research, create, and present a presentation/ project on emerging technologies, practices, trends, and issues associated with information technology. CE8, NE5 i. Have students summarize uses of telecommunications, and re-teach as necessary. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E2 E3 E4 E5 E6 M1 M2 M5 R1 R2 R3 R4 R5 S1 S2 W1 W2 W3 W4 W5 Use technology to present information related to current telecommunications trends and issues. Have students create and present a presentation/project about emerging trends or technologies the information technology field. i. Evaluate presentations for content and delivery. 22 Standards National Workforce Center for Emerging Technologies Skill Standards for Information Technology Network Design and Administration ND7 Perform Security Administration Applied Academic Credit Standards CE3 Demonstrate diagnosing and troubleshooting a system. CE4 Demonstrate the various types of preventive maintenance measures, products, and procedures. CE8 Demonstrate communication, problem-solving, and team-building skills. CE11 Evaluate diagnosing and troubleshooting methods. NE 1 Demonstrate career planning and leadership skills. NE2 Explain components and functions of PC and network hardware. NE5 Evaluate internetworking media and transmission methods. NE10 Explore the basics of network management and monitoring. 21st Century Learning Standards CS1 Flexibility and Adaptability CS2 Initiative and Self-Direction CS3 Social and Cross-Cultural Skills CS4 Productivity and Accountability CS5 Leadership and Responsibility National Educational Technology Standards for Students T1 Creativity and Innovation T2 Communication and Collaboration T3 Research and Information Fluency T4 Critical Thinking, Problem Solving, and Decision Making T5 Digital Citizenship T6 Technology Operations and Concepts ACT College Readiness Standards E1 Topic Development in Terms of Purpose and Focus E2 Organization, Unity, and Coherence E3 Word Choice in Terms of Style, Tone, Clarity, and Economy E4 Sentence Structure and Formation E5 Conventions of Usage E6 Conventions of Punctuation M1 Basic Operations and Applications M2 Probability, Statistics, and Data Analysis M3 Numbers: Concepts and Properties M4 Expressions, Equations, and Inequalities M5 Graphical Representations M6 Properties of Plane Figures M7 Measurement M8 Functions R1 Main Ideas and Author’s Approach R2 Supporting Details R3 Sequential, Comparative, and Cause–Effect Relationships 23 R4 Meaning of Words R5 Generalizations and Conclusions S1 Interpretation of Data S2 Scientific Investigation S3 Evaluation of Models, Inferences, and Experimental Results W1 Expressing Judgments W2 Focusing on the Topic W3 Developing a Position W4 Organizing Ideas W5 Using Language 24 References Andrews, J. (2006). A+ guide to managing and maintaining your PC, comprehensive (6th ed.). Boston, MA: Thomson Course Technology. CompTIA. (2006). CompTIA A+ essentials 2006 examination objectives. Retrieved September 8, 2008, from http://certification.comptia.org/resources/objectives/Comptia%20A+%20Essentials.pdf CompTIA. (2006). CompTIA A+ 220-602 2006 examination objectives. Retrieved September 8, 2008, from http://certification.comptia.org/resources/objectives/CompTIA%20A+%20220-602.pdf CompTIA. (n.d.). CompTIA A+ 220-601: Sample test. Retrieved September 8, 2008, from http://certification.comptia.org/resources/practice_test/A_220_601_sample_test/default.html CompTIA. (n.d.). CompTIA A+ 220-602: Sample test. Retrieved September 8, 2008, from http://certification.comptia.org/resources/practice_test/A_220_602_sample_test/default.html CompTIA. (n.d.). CompTIA A+ essentials 220-601. In CompTIA A+ sample test questions. Retrieved September 8, 2008, from http://certification.comptia.org/resources/practice_test/a_samplequestions.aspx?ansview=t3 CompTIA. (n.d.). CompTIA A+ IT tech 220-602. In CompTIA A+ sample test questions. Retrieved September 8, 2008, from http://certification.comptia.org/resources/practice_test/a_samplequestions.aspx?ansview=t4 SkillsUSA. (n.d.). Retrieved September 8, 2008, from http://www.skillsusa.org/ http://certification.comptia.org/resources/objectives/Comptia%20A+%20Essentials.pdfhttp://certification.comptia.org/resources/objectives/CompTIA%20A+%20220-602.pdfhttp://certification.comptia.org/resources/practice_test/A_220_601_sample_test/default.htmlhttp://certification.comptia.org/resources/practice_test/A_220_602_sample_test/default.htmlhttp://certification.comptia.org/resources/practice_test/a_samplequestions.aspx?ansview=t3http://certification.comptia.org/resources/practice_test/a_samplequestions.aspx?ansview=t4http://www.skillsusa.org/25 Suggested Rubrics and Checklists 26 NNaammee:: DDaattee:: PPeerriioodd:: Work Ethic Grade Chart Behavior (15-point deduction for each instance):  Off task  Not following directions  Disturbing others  Not prepared to work (includes not turning in homework or projects, etc.)  Not participating (includes taking notes)  Sleeping  Complaining  Disrespectful/immature behavior or inappropriate language to another student  Leaving work area messy Attendance (25-point deduction for each instance):  Unexcused class absence  Unexcused tardy Safety (50-point deduction for each instance):  Horseplay (wrestling, slapping, shoving, rolling in chair, etc.)  Improper use of tools Severe infractions (100-point deduction):  Office referral  Cheating  Plagiarism 27 NNaammee:: DDaattee:: PPeerriioodd:: Poster Assessment Rubric Exemplary 4 Points Accomplished 3 Points Developing 2 Points Beginning 1 Point Score Required Content The poster includes 4 to 5 guidelines related to one of the following assigned topics:  Keeping children safe online  Stopping unwanted e-mail and spam  Protecting your computer from hackers and viruses  Keeping your personal information private The poster includes 3 guidelines related to the assigned topic. The poster includes 2 guidelines related to the assigned topic. The poster includes 1 guideline related to the assigned topic. Labels All items of importance on the poster are clearly labeled with labels that are easy to read. Almost all items of importance on the poster are clearly labeled with labels that are easy to read. Many items of importance on the poster are clearly labeled with labels that are easy to read. Labels are too small to read, or no important items are labeled. Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout, and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. Grammar There are no grammatical or mechanical mistakes on the poster. There are 1 to 2 grammatical or mechanical mistakes on the poster. There are 3 to 4 grammatical or mechanical mistakes on the poster. There are more than 4 grammatical or mechanical mistakes on the poster. Total Score 28 NNaammee:: DDaattee:: PPeerriioodd:: Group Participation Rubric Beginning 1 point Developing 2 points Accomplished 3 points Exemplary 4 points Score Group Discussions Rarely contributed to discussions of the group Contributed good effort to discussions of the group Contributed great effort to discussions of the group Contributed exceptional effort to discussions of the group On-task Behavior Exhibited on-task behavior inconsistently Exhibited on-task behavior some of the time Exhibited on-task behavior most of the time Exhibited on-task behavior consistently Helping Others Did not assist other group members Seldom assisted other group members Occasionally assisted other group members Assisted other group members Listening Ignored ideas of group members Seldom listened to ideas of group members Occasionally listened to ideas of group members Always listened to ideas of group members Total Score Comments: 29 NNaammee:: DDaattee:: PPeerriioodd:: Professional Behavior Rubric Attributes Above Standard At Standard Attribute Still a Goal Score Points Possible 3 2 1 Accuracy All information submitted was accurate. Most information submitted was accurate. Little information submitted was accurate. Use of Class Time Made effective use of time; was always on task and actively involved in the project Made somewhat effective use of time; was usually on task and actively involved in the project Did not use time effectively or stay on task Content Content was clear, appropriate, and correct. Content was mostly clear, appropriate, and correct. Content was confusing, incorrect, or flawed. Project Completion Completed the project with virtually no intervention from teacher; utilized problem-solving skills to complete the activity Completed the project with some intervention from teacher; utilized problem-solving skills to complete the activity Project was not completed or was completed with considerable help from the teacher. Teamwork Consistently worked together as a well-coordinated team; divided large task into a number of smaller tasks; smaller tasks were assigned to team members. Usually worked together as a coordinated team; usually divided large task into a number of smaller tasks; smaller tasks were usually assigned to team members. Team did not work together or effectively assign tasks. Outside intervention was needed to help assign work. Aesthetics Assigned portion of the project was attractive and/or appealing, accurate, and grammatically correct. Assigned portion of the project was adequate and mostly accurate with few grammatical errors. Assigned portion of the project was poorly planned and somewhat accurate with some grammatical errors. Knowledge Gained Clearly explained guidelines relevant to assigned topic from the following list:  Keeping children safe online  Stopping unwanted e-mail and spam  Protecting your computer from hackers and viruses  Keeping your personal information private Somewhat explained guidelines relevant to assigned topic Unable to explain guidelines relevant to assigned topic Total Score 30 NNaammee:: DDaattee:: PPeerriioodd:: Venn Diagram Use a Venn Diagram to compare and contrast subjects. Write details that tell how subjects are different in the outer circles and details that tell how the subjects are alike where circles overlap. After you present your ideas in the graphic, organize your ideas into a writing summary. Use the following Venn Diagram to compare and contrast two subjects: Use the following Venn Diagram to compare and contrast three subjects: 31 Unit 2: Introduction to Computer Hardware and Operating Systems Competency 1: Evaluate and resolve computer hardware and software issues. ND1 Suggested Enduring Understandings 1. Computers require both hardware and software to work. 2. A computer is composed of many different hardware components inside and connected to a computer. 3. System resources help hardware and software communicate. Suggested Essential Questions 1. What are the types, purposes, and functions of a computer? 2. How are hardware and software different? 3. What are the internal components of a computer, and what are their functions? 4. What are system resources, and what services do they provide a system? 5. What are the peripheral components of a computer, and what are their functions? Suggested Performance Indicators Suggested Teaching Strategies Suggested Assessment Strategies a. Identify and describe computer types, purposes, and functions. (DOK 1) CE2 CE5 a. Use a multimedia presentation to illustrate different types of computers (include microcomputers, minicomputers, mainframes, supercomputers, etc.), purposes, and functions (include input, output, processing, and storage). Have students use computer catalogs, newspaper ads, and magazines to make an illustrated dictionary of computer terms. Terms can include but are not limitedto computer, hardware, input device, central processing unit (CPU), memory, output device, Read Only Memory (ROM), Random Access Memory (RAM), hard drive, software, Internet, and computer graphics. Have students investigate the capabilities of home computers. Have students prepare a list of the computer hardware and software that they would like to own based on cost and features. Have students present this information in a summary report. The report should include but is not limited to a budget and budget narrative. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 R3 R4 R5 S1 S2 S3 W1 W2 W3 W4 W5 a. Assess student knowledge of computer types, purposes, and functions through the use of a written test. Observe students as they define terms. Evaluate the report using the Written Report Rubric. b. Differentiate between hardware and software in a computer environment. (DOK 1) b. Ask students to define hardware and software. Have students make a list of computer devices they use each day. Have students identify each item on the list as hardware or software. Have students discuss how life would be different without these devices. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 R3 R4 R5 S1 S2 S3 W1 W2 W3 W4 W5 b. Observe students as they classify examples of hardware and software and define terms. c. Identify various pieces of hardware and the function(s) performed by each. (DOK 1) CE2 CE5 c. Have students identify various pieces of hardware and the function(s) performed by each to include PCs, networks, PDAs, laptop computers, and storage devices. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 c. Observe students as they identify hardware and hardware functions. 32 E5 E6 R3 R4 R5 S1 S2 S3 W1 W2 W3 W4 W5 Assess student ability to identify various pieces of hardware through the use of a hardware identification test. d. Identify and describe the internal components of a computer. (DOK 1) CE2 CE5 d. Illustrate the basic components of the PC using an electronic presentation. Demonstrate the workings of the internal components to include hard drive, memory, bus, graphics, modem, motherboard, NIC, EIDE, SCSI, ATA, case, power supply, sound cards, integrated motherboard, USB, CD-ROM, CPU, and ports. As part of a whole-group discussion, have students identify each component. Have each student unplug a computer, open the case, and locate the internal component displayed in the presentation. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 R3 R4 R5 S1 S2 S3 W1 W2 W3 W4 W5 d. Observe students as they identify internal components. Using assessment tools in the Blackboard Learning System, have students list and define the basic internal components of the PC. Assess student knowledge of internal components through the use of a written test. Assess student ability to identify internal components through the use of an internal component identification test. e. Identify and describe system resources to include I/O, processing, memory and storage. (DOK 1) CE2 CE5 CE8 e. Ask students to define the term logic. Relate their definitions to the use of the term as it relates to computer systems. Present information related to basic logic. Identify and configure addresses, and set switches and jumpers. Identify available IRQ, DMA, and input/output addresses and procedures. Discuss bus mastering. Use a graphic organizer to compare and contrast the different processor types such as RISC vs. CISC, INTEL, and AMD. Discuss cache memory. Identify different memory types such as SIMM, DIMM, and RIMM. Identify internal and external storage devices. Organize students into groups, and have them use e. Assess student presentations using the Group Presentation Assessment Rubric. Assess student knowledge of basic logic using a written assessment. 33 the Internet to research information and then prepare electronic presentations or posters that depict an assigned basic logic component. Each group will present its information to the class. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 R3 R4 R5 S1 S2 S3 W1 W2 W3 W4 W5 f. Identify and describe the various peripheral components of a computer. (DOK 1) CE2 CE5 CE6 f. Illustrate the basic peripheral components of the PC using an electronic presentation. Demonstrate the workings of the peripheral components to include printer, mouse, keyboard, monitor, external SCSI, ZIP, tape drives, disk drives, scanners, and multimedia devices. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 R3 R4 R5 S1 S2 S3 W1 W2 W3 W4 W5 f. Observe students as they identify peripheral components. Using assessment tools in the Blackboard Learning System, have students list and define the basic peripheral components of the PC. Assess student knowledge of peripheral components through the use of a written test. Assess student ability to identify peripheral components through the use of a peripheral component identification test. Competency 2: Install, configure, and troubleshoot an operating system. ND1 ND4 ND7 Suggested Enduring Understandings 1. Software is the intelligence of a computer, and it enables hardware components to work. 2. Different operating systems support different types of hardware and user needs. 3. An operating system can be installed in different ways. 4. Operating systems provide components and tools to configure, examine, and troubleshoot a computer. Suggested Essential Questions 1. What is an operating system? 2. What is the function of an operating system? 3. How do PC operating systems and network operating systems differ? 4. What operating systems are available for users? 5. In what ways can an operating system be installed? 6. What are the steps to install an operating system? 7. What tools does an operating system provide to configure and troubleshoot a computer? 34 Suggested Performance Indicators Suggested Teaching Strategies Suggested Assessment Strategies a. Identify and describe the components of an operating system (input, processing, storage, and output). (DOK 1) CE1 CE9 NE2 NE3 NE4 a. Use technology to lead a discussion and demonstration of the functions of an operating system. Have students prepare a diagram outlining the parts and functions of an operating system based on their current knowledge. Have students develop a role-play that demonstrates the components and processes of an operating system. Have each group research and present information on its assigned topic. Have students practice using operating system functions. Have student teams use the Internet to research information related to operating system functions and then create a poster or electronic presentation to be used as a visual aid for an oral presentation. Have students relate new knowledge about an operating system to their prior knowledge by making corrections to their diagrams. Re-teach as needed. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 M1 M6 M7 M8 R1 R2 R3 R4 R5 S1 S2 S3 W1 W2 W3 W4 W5 a. Monitor students as they practice using operating system functions. Assess the presentations using the Group Presentation Assessment Rubric or Poster Assessment Rubric. b. Discuss the difference between network operating systems and individual PC operating systems. (DOK 2) CE1 CE2 CE3 CE4 CE8 CE9 CE10 CE11 NE2 NE3 NE4 b. Discuss the various operating systems (i.e., multiprocessing vs. single processing capabilities). Have student teams use the Internet to research information to be used to create a game that compares features of various operating systems. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 M1 M6 M7 M8 R1 R2 R3 R4 R5 S1 S2 S3 W1 W2 W3 W4 W5 b. Assessthe game for suitability, creativity, and accuracy of information. c. Compare and contrast operating systems. (DOK 2) CE1 CE2 CE3 CE4 CE8 CE9 CE10 CE11 NE2 NE3 NE4 c. Have students work in pairs to research Windows 3.1, 9x, ME, 2000, NT, and XP; OS/2; Novell Netware; Linux; and PDA operating systems. Research should include but is not limited to an overview, the history and development, pricing, and industry uses. Have students develop a multimedia presentation explaining why some industries choose one operating system over another. Have them present their research to the class using a multimedia presentation. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 M1 M6 M7 M8 R1 R2 R3 R4 R5 S1 S2 c. Assess the multimedia presentation using the Group Presentation Assessment Rubric. Assess student knowledge of operating systems through the use of 35 S3 W1 W2 W3 W4 W5 written tests. d. Demonstrate OS installation using various methods including CD installation and downloading. (DOK 2) CE1 CE2 CE3 CE4 CE8 CE9 CE10 CE11 NE2 NE3 NE4 d. Demonstrate the installation of an operating system using different media. Have students work in pairs to perform installation and configuration procedures. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 M1 M6 M7 M8 R1 R2 R3 R4 R5 S1 S2 S3 W1 W2 W3 W4 W5 d. Monitor students as they install operating systems. e. Perform OS configuration and troubleshooting procedures. (DOK 3) CE1 CE2 CE3 CE4 CE8 CE9 CE10 CE11 NE2 NE3 NE4 e. Demonstrate troubleshooting procedures. Divide students into two teams. Each team will set up one or more computers for the other team to troubleshoot and repair. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1 E2 E3 E4 E5 E6 M1 M6 M7 M8 R1 R2 R3 R4 R5 S1 S2 S3 W1 W2 W3 W4 W5 e. Monitor students as they configure and troubleshoot operating systems. Competency 3: Investigate operating systems, programming languages, and application software. ND1 ND4 Suggested Enduring Understandings 1. Programming languages are used to create software. 2. Programming languages are defined by rules that describe their structure and meaning. 3. Application software is a subclass of software. 4. Application software includes database programs, word processors, spreadsheet programs, and video games. 5. Application software is designed to perform a certain type of work. Suggested Essential Questions 1. What is a programming language? 2. How do programming languages differ? 3. What is application software? 4. How do application software programs differ? Suggested Performance Indicators Suggested Teaching Strategies Suggested Assessment Strategies a. Research programming languages. (DOK 2)CE2 NE2 a. Administer a pretest evaluating students’ knowledge of programming languages and operating software. Use information from this pretest to differentiate instruction and assignments. Discuss and demonstrate various operating platforms and software categories. Call on various students to participate in the demonstration. Guide students as they perform operations with various operating platforms. Have each student list common programming languages and give type, application area, and a statement example for each. Have students use the Internet to research programming languages. Compile a master list of programming languages on a. Monitor students as they use various operating platforms. Assess lists for accuracy and completeness. Assess research for accuracy and completeness. 36 the board. Assign one language to a group of students. Have each group conduct in-depth research on its assigned language. Research should include but is not limited to the application areas, an example of language, an application, uses in industry, and pricing that accompanies (if applicable). CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1, E2, E3 E4 E5 E6 M1 M4 M5 M8 R3 R4 R5 S1 W1 W2 W3 W4 W5 b. Compare and contrast various programming languages. (DOK 2) CE2 NE2 b. Have each student use a graphic organizer and the writing process to compare and contrast industry uses of different computer languages. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1, E2, E3 E4 E5 E6 M1 M4 M5 M8 R3 R4 R5 S1 W1 W2 W3 W4 W5 b. Evaluate graphic organizers for mechanics, accuracy, and completeness. Evaluate student knowledge of programming languages through a written test. c. Research application software. (DOK 1) CE2 NE2 c. Demonstrate the use of application software to include word processing, database, spreadsheet, desktop publishing, CAD, and multimedia presentations. Have students research different types of application software and their uses. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1, E2, E3 E4 E5 E6 M1 M4 M5 M8 R3 R4 R5 S1 W1 W2 W3 W4 W5 c. Monitor students as they research application software. Evaluate research for accuracy and completeness. d. Compare and contrast various software applications. (DOK 1) CE2 NE2 d. Have students use a graphic organizer and the writing process to compare and contrast industry uses of different application software. Have each student complete projects throughout the year using each type of application software demonstrated. Re-teach as needed. CS1 CS2 CS3 CS4 CS5, T1 T2 T3 T4 T5 T6, E1, E2, E3 E4 E5 E6 M1 M4 M5 M8 R3 R4 R5 S1 W1 W2 W3 W4 W5 d. Evaluate graphic organizers for mechanics, accuracy, and completeness. Assess projects for accuracy and completeness. Evaluate student knowledge of application software through a written test. 37 Standards National Workforce Center for Emerging Technologies Skill Standards for Information Technology Network Design and Administration ND1 Perform Analysis ND4 Perform Testing ND7 Perform Security Administration Applied Academic Credit Standards CE1 Demonstrate basic business meeting skills and goal setting. CE2 Demonstrate installing, configuring, and upgrading a system. CE3 Demonstrate diagnosing and troubleshooting a system. CE4 Demonstrate the various types of preventive maintenance measures, products, and procedures. CE5 Distinguish between the motherboard, processor, and memory components. CE6 Identify printer technologies, interfaces, and options/upgrades. CE8 Demonstrate communication, problem-solving, and team-building skills. CE10 Demonstrate the installation, configuration, and upgrading of operating systems. CE11 Evaluate diagnosing and troubleshooting methods. NE2 Explain components and functions of PC and network hardware. NE3 Analyze the evolution and capabilities of operating systems. NE4 Demonstrate the installation, configuration, and use of operating systems. 21st Century Learning Standards CS1 Flexibility and Adaptability CS2 Initiative and Self-Direction CS3 Social and Cross-Cultural Skills CS4 Productivity and Accountability CS5 Leadership and Responsibility National Educational Technology Standards for Students T1 Creativity and Innovation T2 Communication and Collaboration T3 Research and Information Fluency T4 Critical Thinking, Problem Solving, and Decision Making T5 Digital Citizenship T6 Technology Operations and Concepts ACT College Readiness Standards E1 Topic Development in Terms of Purpose and Focus E2 Organization, Unity, and Coherence E3 Word Choice in Terms of Style, Tone, Clarity, and Economy E4 Sentence Structure and Formation E5 Conventions of Usage E6 Conventions of Punctuation M1 Basic Operations and Applications M2 Probability, Statistics, and Data Analysis M3 Numbers: Concepts and Properties M4 Expressions, Equations, and Inequalities M5 Graphical Representations M6 Properties of Plane Figures 38 M8 Functions R1 Main Ideas and Author’s Approach R2 Supporting Details R3 Sequential, Comparative, and Cause–Effect Relationships R4 Meaningof Words R5 Generalizations and Conclusions S1 Interpretation of Data W1 Expressing Judgments W2 Focusing on the Topic W3 Developing a Position W4 Organizing Ideas W5 Using Language 39 References Andrews, J. (2006). A+ guide to managing and maintaining your PC, comprehensive (6th ed.). Boston, MA: Thomson Course Technology. Andrews, J. (2006). A+ guide to managing and maintaining your PC, comprehensive, lab manual (6th ed.). Boston, MA: Thomson Course Technology. CompTIA. (2006). CompTIA A+ essentials 2006 examination objectives. Retrieved September 8, 2008, from http://certification.comptia.org/resources/objectives/Comptia%20A+%20Essentials.pdf CompTIA. (2006). CompTIA A+ 220-602 2006 examination objectives. Retrieved September 8, 2008, from http://certification.comptia.org/resources/objectives/CompTIA%20A+%20220-602.pdf CompTIA. (n.d.). CompTIA A+ 220-601: Sample test. Retrieved September 8, 2008, from http://certification.comptia.org/resources/practice_test/A_220_601_sample_test/default.html CompTIA. (n.d.). CompTIA A+ 220-602: Sample test. Retrieved September 8, 2008, from http://certification.comptia.org/resources/practice_test/A_220_602_sample_test/default.html CompTIA. (n.d.). CompTIA A+ essentials 220-601. In CompTIA A+ sample test questions. Retrieved September 8, 2008, from http://certification.comptia.org/resources/practice_test/a_samplequestions.aspx?ansview=t3 Eckert, J., & Schitka, M. J. (2005). Linux+ guide to Linux certification (2nd ed.). Boston, MA: Thomson Course Technology. Ford Jr., J. L. (2005). Microsoft Visual Basic 2005 express edition programming for the absolute beginner. Boston, MA: Thomson Course Technology. LabSim for A+ Essentials [Computer software]. (2006). Boston, MA: Thomson Course Technology. LabSim for A+ IT Technician #220-602 [Computer software]. (2006). Boston, MA: Thomson Course Technology. Palmer, M. (2006). Guide to operating systems, enhanced edition. Boston, MA: Thomson Course Technology. Simpson, T., DiNicolo, T., Stewart, M., & Tittel, E. (2005). MCSE/MCSA guide to installing and managing Microsoft Windows XP Professional and Windows Server 2003. Boston, MA: Thomson Course Technology. Sprague, M. (2002). Microsoft Visual Basic .NET: Introduction to programming (2nd ed.). Boston, MA: Thomson Course Technology. 40 Suggested Rubrics and Checklists 41 NNaammee:: DDaattee:: PPeerriioodd:: Written Report Rubric Exemplary 4 Points Accomplished 3 Points Developing 2 Points Beginning 1 Point Score Content Clear thesis and focus that remain apparent Thesis and focus that remain apparent Addresses subject matter with minimal support Does not focus on topic Grammar Correct and effective use of grammar and mechanics Occasional errors in use of grammar and mechanics Problems in use of grammar and mechanics Repeated errors in use of grammar and mechanics Organization Ideas flow smoothly and logically with clarity and coherence Logical order and appropriate sequencing of ideas with adequate transition Some evidence of an organizational plan or strategy Lacks organization Components Includes 4 components, including cost, features, budget, and budget narrative Includes 3 components Includes 2 components Includes 1 component Total Score 42 NNaammee:: DDaattee:: PPeerriioodd:: Group Presentation Assessment Rubric Exemplary 4 Points Accomplished 3 Points Developing 2 Points Beginning 1 Point Score Content Clear, appropriate, and correct Mostly clear, appropriate, and correct Somewhat confusing, incorrect, or flawed Confusing, incorrect, or flawed Clarity Logical, interesting sequence Logical sequence Unclear sequence No sequence Presentation Clear voice and precise pronunciation Clear voice and mostly correct pronunciation Low voice and incorrect pronunciation Mumbling and incorrect pronunciation Visual Aids Attractive, accurate, and grammatically correct Adequate and mostly accurate with few grammatical errors Poorly planned and somewhat accurate with some grammatical errors Weak and inaccurate with many grammatical errors Length Appropriate length Slightly too long or short Moderately too long or short Extremely too long or short Participation Well-balanced participation by all group members All group members have significant participation. Most group members participate. One main speaker with little participation from other group members Eye Contact Maintains eye contact, seldom looking at notes Maintains eye contact most of time but frequently returns to notes Occasionally uses eye contact but reads most of information No eye contact because reading information Total Score 43 NNaammee:: DDaattee:: PPeerriioodd:: Poster Assessment Rubric Exemplary 4 Points Accomplished 3 Points Developing 2 Points Beginning 1 Point Score Required Content The poster includes 4 items:  A picture of the assigned component  3 characteristics of the component The poster includes 3 guidelines related to the assigned topic. The poster includes 2 guidelines related to the assigned topic. The poster includes 1 guideline related to the assigned topic. Labels All items of importance on the poster are clearly labeled with labels that are easy to read. Almost all items of importance on the poster are clearly labeled with labels that are easy to read. Many items of importance on the poster are clearly labeled with labels that are easy to read. Labels are too small to read, or no important items are labeled. Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout, and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. Grammar There are no grammatical or mechanical mistakes on the poster. There are 1 to 2 grammatical or mechanical mistakes on the poster. There are 3 to 4 grammatical or mechanical mistakes on the poster. There are more than 4 grammatical or mechanical mistakes on the poster. Total Score 44 Unit 3: Basic Electricity and Data Communications Competency 1: Discuss voltage and current, explain UPS requirements, and troubleshoot transmission media. ND1 ND2 ND3 ND4 Suggested Enduring Understandings 1. Electrical safety procedures are designed to protect both equipment and people. 2. Ohm’s law describes how voltage, current, and resistance are interrelated. 3. There is no difference electrically between AC and DC except in terms of how they travel. 4. Electricity-regulating equipment can protect a computer against damaging changes in electrical power. 5. On a network, nodes communicate through some form of transmission media, each with its own advantages and disadvantages. Suggested Essential Questions 1. What safety procedures should be implemented to protect people and equipment from electricity? 2. What is Ohm’s law? 3. How do voltage, current, and resistance relate to one another? 4. What is the difference between alternating and direct current? 5. How do surge protectors, power conditioners, and uninterruptible power supplies regulate power and protect computer equipment? 6. What is transmission media? 7. What are the differences between the various forms of transmission media? Suggested Performance Indicators Suggested Teaching Strategies Suggested