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Published by lamar.dobbins, 2015-12-02 12:09:05

IDT Pacing Guide

IDT Pacing Guide

Introduction to Digital Technology

Course Pacing Overview

This pacing guide is based upon 55 minute class periods with 18 weeks per semester.

Duration Semester 1 - Unit/Topic Standard
(Weeks)

1 1. Introduction to Digital Technology IT-IDT-4

Introduction to FBLA – leadership development, IT-IDT-11, IT-IDT-1, IT-IDT-3
community service, and employability skills

2 2. Online safety and digital citizenship IT-IDT-5

2 3. Emerging and future technology IT-IDT-4, IT-IDT-5

2 4. Hardware, software and file management in our IT-IDT-4, IT-IDT-5
digital world

2 5. Problem solving, flowcharting, algorithms, game IT-IDT-7, IT-IDT-2
development

6 6. Visual programming IT-IDT-9

1 7. Employability skills IT-IDT-1

2 8. Information Technology Careers: Programming, IT-IDT-2
Gaming, and Software Development

Duration Semester 2 - Unit/Topic
(Weeks)

2 9. FBLA – entrepreneurship development, IT-IDT-11, IT-IDT-1

competitive events, professional communication

1 10. Operating systems and binary code IT-IDT-4

1 11. Customer relationships IT-IDT-3

3 12. Networking basics IT-IDT-6

1 13. Online resources IT-IDT-5

6 14. Web design IT-IDT-8

2 15. Ethics, legal issues, and cyber security IT-IDT-10

2 16. Information Technology Careers: Network IT-IDT-2
Systems, Information Support & Services, and
Web & Digital Communications, Computer
Forensics

Title/Topic Duration

Unit 1: Course Introduction & FBLA 1 week

GPS Standards Common Core GPS

IT-IDT-2. Explore, research, and present findings on positions and ELACC9-10SL1: Initiate and

career paths in technology and the impact of technology participate effectively in a range

on chosen career area. of collaborative discussions (one-

on-one, in groups, and teacher-

2.3 Explore the impact of digital technology on careers led) with diverse partners on

including non-traditional technology fields and careers in grades 9–10 topics, texts, and

each of the Georgia Career Clusters. issues, building on others’ ideas

and expressing their own clearly

2.5 Describe how computing enhances traditional careers, and persuasively.

and enables new careers.

ELACC9-10SL4: Present

2.8 Describe the impact of having web design skills to build information, findings, and

skills for chosen career. supporting evidence clearly,

concisely, and logically such that

IT-IDT-4, Identify, describe, evaluate, select and use appropriate listeners can follow the line of
reasoning and the organization,
technology.
development, substance, and

4.1 Identify hardware device functions, including style are appropriate to purpose,

peripherals devices, input devices, and portable hardware audience, and task.

appropriate for specific tasks and emerging hardware as it

impacts information technology.

IT-IDT-5. Understand, communicate, and adapt to a digital
world.
5.1 Develop a working IT vocabulary.
5.2 Describe trends in emerging, evolving, and future computer

technologies and their influence on IT practices.
a. Mobile technology, computing tablets, cloud computing.
5.5 Define and demonstrate folder and file management and
the importance of data back-up procedures.

IT-IDT-11. Explore how related student organizations are
integral parts of career and technology education courses
through leadership development, school and community
service projects, entrepreneurship development, and
competitive events.
11.1 Explain the goals, mission and objectives of Future Business

Leaders of America.
11.2 Explore the impact and opportunities a student

organization (FBLA) can develop to bring business and
education together in a positive working relationship
through innovative leadership and career development
programs.
11.3 Explore the local, state, and national opportunities

available to students through participation in related
student organization (FBLA) including but not limited to
conferences, competitions, community service,
philanthropy, and other FBLA activities.
11.4 Explain how participation in career and technology
education student organizations can promote lifelong
responsibility for community service and professional
development.
11.5 Explore the competitive events related to the content of this
course and the required competencies, skills, and
knowledge for each related event for individual, team, and
chapter competitions.

Syllabus, supplies, classroom management
Pre-test

Activities/Projects Introduction to Digital Technology: – see livebinder
Icebreaker - Snowball fight
MS IT Academy - Digital Literacy – Computer Basics
Sudoko
Current Event Project
Homework Assignment
Class Discussion

 Technology in our Everyday Lives
 Information Processing Cycle
Vocabulary
Quia Vocabulary practice
Tagxedo

Introduction to FBLA:
National FBLA Web site/E-Learning Center classroom activities
 ice breakers
 promotional videos
 membership
 scholarships
 community service
 overview competitive events
 create FBLA promotional posters and bulletin boards
 curriculum integration classroom activities http://www.fbla-

pbl.org/web/module/e-learning/page_interior.asp

Notes The purpose of this unit is two-fold: 1) introduction to digital
technology in our everyday lives and 2) to explain to students the
value of student organizations.

Have poster boards, markers and construction paper available for
the students to create promotional posters and bulletin boards. The

Resources National FBLA Website has many videos, ice breakers, and
MS IT Academy classroom activities.

Employability and leadership activities will work well this week. FBLA
activities will be integrated throughout this course.
National FBLA http://www.fbla-
pbl.org/web/page/587/sectionid/587/pagelevel/2/fbla.asp
FBLA E-Learning http://www.fbla-pbl.org/web/module/e-
learning/page_interior.asp
Georgia FBLA http://gafbla.org/projects

Course Topics

Computer Basics Course Topics

Lesson 1: Introduction to Computers

Objectives
1.1. Describe the importance of computers in today's world.
1.2. Identify the main parts of a computer.
1.3. Identify the steps for starting a computer.
1.4. Identify the different groups of keys on a keyboard.
1.5. Perform different tasks by using a mouse.

Lesson 2: Common Computer Terminology

Objectives
2.1. Identify the primary hardware components of a computer.
2.2. Define what an operating system is and its role.
2.3. Define the term program.
2.4. Explain what is meant by data.
2.5. Define the term network and identify the benefits of
networking.
2.6. Define the term Internet.

Lesson 3: Computer Performance and Features

Objectives
3.1. Identify and compare the features of different types of
computers.
3.2. Explain the role of memory.
3.3. Explain the basics of computer performance and how it relates
to productivity.
3.4. Describe the different types of productivity programs and their
uses.
3.5. Describe the different types of communications programs and
their uses.
3.6. Describe the uses of educational and entertainment programs.

Lesson 4: Computer Operating Systems

Objectives
4.1. Explain the common functions of an operating system.
4.2. Identify the different components of the Windows XP interface.
4.3. Work with the Windows XP interface within programs.
4.4. Manage files and folders in Windows Explorer.
4.5. Perform basic file operations.

Lesson 5: Career Opportunities

Objectives
5.1. Describe how computers have become a central part of
everyday life.
5.2. Identify different career opportunities available for a person
who is computer literate.

Title/Topic Duration
Unit 2: Online safety and digital citizenship
2 weeks
GPS Standards
IT-IDT-5 Understand, communicate, and adapt to a digital world. Common Core GPS

5.3 Recognize online risks and dangers in order to take ELACC9-10SL1: Initiate and
appropriate actions to protect the business and self participate effectively in a
while using digital tools and resources. range of collaborative
discussions (one- on-one, in
groups, and teacher-led) with
diverse partners on grades 9–10
topics, texts, and issues,
building on others’ ideas and
expressing their own clearly
and persuasively.

ELACC9-10SL2: Integrate multiple
sources of information presented
in diverse media or formats (e.g.,
visually, quantitatively, orally)
evaluating the credibility and
accuracy of each source.

ELACC9-10SL4: Present
information, findings, and
supporting evidence clearly,
concisely, and logically such
that listeners can follow the line
of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.

Activities/Projects Georgia Virtual Compus-Unit on Digital Citizenship
Don’t Copy That Floppy Video & Discussion Guide (handout)
Social Media & Your Kids – 40 min video & activity
NetSmartz activities: Dear Compy, Real Stories
Digital Citizenship Story Book Project
Video Clip: A Sincere Apology - Cyberbullying
Own Your Own Space activities, 16 chapters of fun!
On Guard Online games/activities
Speaker from FBI

Microsoft IT Integration

FBLA Integration Future:
Business:

FBLA Competition If a student excels in this unit, suggest they consider competing in:
Notes 

Resources See Live Binder for additional resources …
Own Your Space Network Security Book, 16 chapters.
http://www.microsoft.com/en-us/download/details.aspx?id=1522
NetSmartz http://www.netsmartz.org/educators
YouTube video “Don't Copy That 2" set to rap music. Real cute.
http://dontcopythat2.com/dct2_classroom_materials.pdf

Title/Topic Duration

Unit 3: Emerging and Future Technology 2 weeks

GPS Standards Common Core GPS

IT-IDT-4. Identify, describe, evaluate, select and use ELACC9-10SL1: Initiate and

appropriate technology. participate effectively in a range of

4.3 Describe and explore current and emerging software, collaborative discussions (one-on-

including operating systems and application software. one, in groups, and teacher-led)
with diverse partners on grades 9–10

IT-IDT-5. Understand, communicate, and adapt to a digital topics, texts, and issues, building on
world. others’ ideas and expressing their
5.1 Develop a working IT vocabulary. own clearly and persuasively.

5.2 Describe trends in emerging, evolving, and future computer ELACC9-10SL2: Integrate multiple

technologies and their influence on IT practices. sources of information presented in

a. Mobile technology, computing tablets, cloud diverse media or formats

computing. (e.g., visually, quantitatively, orally)

evaluating the credibility and

accuracy of each source.

Activities/Projects ELACC9-10SL4: Present information,
findings, and supporting evidence
clearly, concisely, and
logically such that listeners can
follow the line of reasoning and the
organization, development,
substance, and style are

appropriate to purpose, audience,
Project: Glogster – Evolution of Technoalongdytask.
Emerging Technology Brochure
Create an app from AppInventor (http://appinventor.mit.edu/)
Operating Systems handout using (http://www.howstuffworks.com/)
Compare/Contrast (using Glogster)various cloud computing software
companies
Current Events/Guest Speaker over emerging technologies

Microsoft IT Integration

FBLA Integration Future: 16, 23
FBLA Competition Business: 11, 20, 29
Notes America: 10,15,17

If a student excels in this unit, suggest they consider competing in:
 Desktop Publishing
 Digital Design and Promotion
 Introduction to Technology Concepts
 Technology Concepts

Remember, the purpose of this unit is to increase student awareness of
trends in emerging technology and their influences on current IT
practices.

Title/Topic Duration

Unit 4: Hardware 2 weeks

GPS Standards Common Core GPS

IT-IDT-4. Identify, describe, evaluate, select and use ELACC9-10SL1: Initiate and

appropriate technology. participate effectively in a

4.1 Identify hardware device functions, including peripherals range of collaborative

devices, input devices, and portable hardware discussions (one- on-one, in

appropriate for specific tasks and emerging hardware as it groups, and teacher-led) with
diverse partners on grades 9–10
impacts information technology. topics, texts, and issues, building
4.2 Demonstrate understanding of set up a basic computer on others’ ideas and expressing
their own clearly and
workstation. persuasively.
a. Identify various computer types, internal components,

connectors, monitors, keyboards, mice, printers,

computer voltage, and power requirements. ELACC9-10SL2: Integrate multiple
4.3 Describe and explore current and emerging software, sources of information presented in

including operating systems and application software. diverse media or formats (e.g.,

a. Explain the function and purpose of software tools. visually, quantitatively, orally)

4.4 Compare and contrast various hardware and software evaluating the credibility and

options for personal and business use. accuracy of each source.

ELACC9-10SL4: Present
information, findings, and
supporting evidence clearly,
concisely, and logically such
that listeners can follow the line
of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.

Activities/Projects PPT-Introduction to Computers & Programming
Hardware vocabulary
Tutorial- The Journey Inside the Computer (handout, 1-2 days)
Hardware Parts with pictures (handout). Students define words.
Hardware – VoiceThread Project

Microsoft IT Integration Course ???

FBLA Integration Future:
Business:

FBLA Competition If a student excels in this unit, suggest they consider competing in:
Notes 

Remember, the purpose of this unit is to increase student awareness of

Title/Topic Duration

Unit 5 – Problem Solving, Flowcharting, Algorithms, and Game Development 2 weeks

GPS Standards Common Core GPS

IT-IDT-7. Use computational thinking procedures to analyze and ELACC9-10SL1:
solve problems. Initiate and participate effectively
7.1 Apply strategies for identifying routine hardware and in a range of collaborative
discussions (one-on-one, in
software problems current to everyday life. groups, and teacher-led) with
7.2 Identify compatibility issues and describe operational diverse partners on grades 9–10
topics, texts, and
problems caused by hardware errors. issues, building on others’ ideas
7.3 Explain how technology can be used to solve problems. and expressing their own clearly
7.4 Explain software development process used to solve and persuasively.

problems. ELACC9-10SL2:
7.5 Explore commonly used documentation tools for design Integrate multiple sources of
information presented in diverse
specifications. media or formats (e.g., visually,
a. Flowcharts, visual and textual storyboards. quantitatively, orally) evaluating
the credibility and accuracy of
each source.

ELACC9-10SL4:
Present information, findings, and
supporting evidence clearly,
concisely, and logically such that
listeners can follow the line of
reasoning and the organization,
development, substance, and
style are appropriate to purpose,
audience, and task.

Activities/Projects Brain Bashers Logic Puzzles
Computers Only Do What They Are Told
Flowchart Structures-Repetition Sequence Selection
Gwinnett Clean and Beautiful Algorithm Prob. Solv.
Logic Games
Motion Planning - Algorithms & Robots
River IQ / Japanese IQ Test
Second Grade Computer Test
Towers of Hanoi
Vending Machine Algorithm Flowchart Assignment
Where does everyone live-Soap Opera Triangle

Microsoft IT Integration Course ?????

FBLA Integration Future: ???
Business: ???

FBLA Competition If a student excels in this unit, suggest they consider competing in:
Notes  Computer Game & Simulation Programming
 Computer Problem Solving
 Introduction to Technology Concepts
 Technology Concepts

Remember, the purpose of this unit is to increase student awareness in the
techniques of solving problems (and specifically solving problems using
technology). Students should understand the process of breaking down a
problem and creating an algorithm, which is a step-by-step solution.

This is the time that I love to introduce the students to robotics. Georgia
Tech and other colleges have lending libraries of robotics if your county
does not provide them. In Gwinnett, we have 4 sets of 14 LEGO
Mindstorm kits. They cost approximately $300 a set and a new version just
came out. We loan them out to the high schools in the county. Another
great way to engage your students.

Title/Topic Duration

Unit 6: Visual Programming 6 weeks

GPS Standards Common Core GPS

IT-IDT-9. Design, develop, test and implement programs using ELACC9-10SL1: Initiate and
visual programming. participate effectively in a
range of collaborative
9.1 Utilize drag and drop software to develop programs. discussions (one- on-one, in
9.2 Understand and use objects. groups, and teacher-led) with
9.3 Explain how sequence, selection, iteration are building blocks diverse partners on grades 9–
10 topics, texts, and issues,
of algorithms. building on others’ ideas and
9.4 Explore mobile devices/emulators to design develop and expressing their own clearly
and persuasively.
implement mobile computing applications.
9.5 Use various debugging and testing methods to ensure ELACC9-10SL2: Integrate multiple
sources of information presented
program correctness. in diverse media or formats
9.6 Describe a variety of programming languages used to solve (e.g., visually, quantitatively,
orally) evaluating the
problems. credibility and accuracy of
9.7 Incorporate music and art to enhance creativity in projects. each source.

ELACC9-10SL5: Make
strategic use of digital media
(e.g., textual, graphical,
audio, visual, and interactive
elements) in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add
interest.

Activities/Projects Each resources listed has about 20 lessons and there are tons of videos
available on the internet. Pick one resource and dive in!

Microsoft IT Integration Course ???

FBLA Integration Future:
Business:

FBLA Competition If a student excels in this unit, suggest they consider competing in:
Notes 

You will definitely want to spend 6-9 weeks on Scratch. Start it early in the
semester so the students will be ready for competition. Georgia Tech and
other colleges host these competitions that really get the students
motivated and engaged! The students will love this graphical approach
to programming.

Resources http://cs4hsatcss.wikispaces.com/
http://learnscratch.org/
http://cs4hsatcss.wikispaces.com/Resources

Title/Topic Duration

Unit 7: Employability Skills 1 week

GPS Standards Common Core GPS

IT-IDT-1. Demonstrate employability skills required by L9-10RST 1-10 & L9-10WHST 1-10:
business and industry. Common Core ELA/Literacy standards
The following elements should be integrated throughout have been written specifically for
the content of this course. technical subjects and have been
1.1 Communicate effectively through writing, speaking, adopted as part of the official
standards for all CTAE courses.
listening, reading, and interpersonal abilities. Additional Common Core GPS for
1.2 Demonstrate creativity with multiple approaches to Speaking and Listening are listed in the
foundational standards below.
ask challenging questions resulting in innovative
procedures, methods, and products.
1.3 Exhibit critical thinking and problem solving skills to
locate, analyze, and apply information in career
planning and employment situations.
1.4 Model work readiness traits required for success in
the workplace including integrity, honesty,
accountability, punctuality, time management, and
respect for diversity.
1.5 Apply the appropriate skill sets to be productive in a
changing, technological, and diverse workplace to
be able to work independently, interpret data, and
apply team work skills.
1.6 Present a professional image through appearance,
behavior, and language.

Activities/Projects

Microsoft IT Course ???
Integration
Future:
FBLA Integration Business:

FBLA Competition If a student excels in this unit, suggest they consider competing in:


Notes Remember, the purpose of this unit is to increase student awareness of

Title/Topic Duration
Unit 8: Information Technology Careers 2 weeks

GPS Standards Common Core GPS

IT-IDT-2. Explore, research, and present

findings on positions and career paths in ELACC9-10SL1: Initiate and participate effectively in a

technology and the impact of technology range of collaborative discussions (one- on-one, in
groups, and teacher-led) with diverse partners on
on chosen career area.
grades 9–10 topics, texts, and issues, building on
2.1 Develop technical reading and writing others’ ideas and expressing their own clearly and
skills to follow instructions. persuasively.

2.2 Work in a team to solve problems and

share knowledge. ELACC9-10SL2: Integrate multiple sources of
2.3 Explore the impact of digital information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the
technology on careers including

non-traditional technology fields credibility and accuracy of each source.
and careers in each of the Georgia

Career Clusters. ELACC9-10SL4: Present information, findings, and

2.4 Use collaborative tools to supporting evidence clearly, concisely, and logically

communicate with team members. such that listeners can follow the line of reasoning and

2.5 Describe how computing enhances the organization, development, substance, and style
traditional careers, and enables new are appropriate to purpose, audience, and task.
careers.

2.6 Research post-secondary options for

continuing education in IT field.

2.7 Research IT credentials needed and

job requirements in various

occupations.

2.8 Describe the impact of having web

design skills to build skills for chosen

career.

2.9 Explore the game design industry for

design, creation, and career options.

Programming
Gaming
Software Development

Cisco Virtual Field Trips -

Activities/Proj http://www.cisco.com/web/learning/netacad/career_connection/promote

ects IT/VFT/index.html

Computer Science Careers Graphic Organizers
A Career in the Gaming Industry
Careers in Computing and Information Technology

Microsoft IT
Integration

FBLA
Integration

FBLA
Competition

Notes The purpose of the careers unit is to focus the students’ attention on IT related
Resources careers. This introductory class should give the students exposure to all the career
pathways under the Information Technology cluster.
While there are many career related videos and materials available, the Ciscso
Virtual Field Trips does an excellent job exposing the students to IT careers and the
job search process which includes the online job search, resume, cover letter,
interview, and networking.

http://www.cisco.com/web/learning/netacad/career_connection/promoteIT/VFT/i
ndex.html

Title/Topic Duration

Unit 9: FBLA – cont. 2 weeks

GPS Standards Common Core GPS

IT-IDT-11. Explore how related student organizations are ELACC9-10SL1: Initiate and
integral parts of career and technology education courses participate effectively in a range
through leadership development, school and community of collaborative discussions (one-
service projects, entrepreneurship development, and on-one, in groups, and teacher-
competitive events. led) with diverse partners on
11.1 Explain the goals, mission and objectives of Future Business grades 9–10 topics, texts, and
issues, building on others’ ideas
Leaders of America. and expressing their own clearly
11.2 Explore the impact and opportunities a student and persuasively.

organization (FBLA) can develop to bring business and ELACC9-10SL4: Present
education together in a positive working relationship information, findings, and
through innovative leadership and career development supporting evidence clearly,
programs. concisely, and logically such that
11.3 Explore the local, state, and national opportunities listeners can follow the line of
available to students through participation in related reasoning and the organization,
student organization (FBLA) including but not limited to development, substance, and
conferences, competitions, community service, style are appropriate to purpose,
philanthropy, and other FBLA activities. audience, and task.
11.4 Explain how participation in career and technology
education student organizations can promote lifelong
responsibility for community service and professional
development.

11.5 Explore the competitive events related to the content of this
course and the required competencies, skills, and
knowledge for each related event for individual, team, and
chapter competitions.

Activities/Projects

Microsoft IT Integration Course ???

FBLA Integration Future:
Business:

FBLA Competition If a student excels in this unit, suggest they consider competing in:


Notes Remember, the purpose of this unit is to increase student awareness of

Title/Topic Duration

Unit 10: Operating Systems & Binary Code 1 week

GPS Standards Common Core GPS

Identify, describe, evaluate, select and use appropriate
technology.
4.1 Identify hardware device functions, including

peripherals devices, input devices, and portable
hardware appropriate for specific tasks and
emerging hardware as it impacts information
technology.
4.2 Demonstrate understanding of set up a basic
computer workstation.
a. Identify various computer types, internal
components, connectors, monitors, keyboards,
mice, printers, computer voltage, and power
requirements.
4.3 Describe and explore current and emerging
software, including operating systems and
application software.
a. Explain the function and purpose of software
tools.
4.4 Compare and contrast various hardware and
software options for personal and business use.

Activities/Projects How Operating Systems Work
Cisco Binary Game
Microsoft IT The Story of One – Video & Discussion Guide
Integration Binary Number Coloring Sheet
FBLA Integration Binary Bingo
Binary Magic Trick
Evaluate Anti-Virus Programs
Compare and contrast operating systems
Upload Linux to an old comuter

Course ???

Future:
Business:

FBLA Competition If a student excels in this unit, suggest they consider competing in:


Notes This unit picks up where the Introduction to Digital Technology unit left off.
It goes into more depth regarding CPU, memory, binary, operating systems,
etc.

Title/Topic Duration
Unit 11: Customer Relationships 1 week

GPS Standards Common Core GPS

IT-IDT-3 Demonstrate effective professional ELACC9-10SL1: Initiate and participate
communication skills (oral, written, and digital) and effectively in a range of collaborative
practices that enable positive customer discussions (one- on-one, in groups,
relationships. and teacher-led) with diverse partners
3.1 Recognize the importance of all customers to a on grades 9–10 topics, texts, and issues,
building on others’ ideas and
business. expressing their own clearly and
a. Identify organization's products and services. persuasively.
b. State the IT influence and impact on business. ELACC9-10SL2: Integrate multiple sources
c. Communicate how technology can be used to of information presented in diverse media
create a solution to business challenge and present or formats (e.g., visually, quantitatively,
to customer in professional business format. orally) evaluating the credibility and
3.2 Demonstrate ability to assist customers in a accuracy of each source.
professional manner. ELACC9-10SL4: Present information,
a. Actively listen to customers. findings, and supporting evidence
b. Determine customers' individual needs. clearly, concisely, and logically such
c. Project a professional business image (e.g., that listeners can follow the line of
appearance, voice, grammar, word usage, reasoning and the organization,
enunciation, nonverbal communication). development, substance, and style
d. Interact with customers and colleagues in a are appropriate to purpose, audience,
professional manner (e.g., prompt, friendly, and task.
courteous, respectful, helpful, knowledgeable, and
understandable).
e. Ensure that your assistance promotes the best
interests of the company.
3.3 Determine the best method to maintain a customer
list and communication platform.
3.4 Demonstrate understanding of word processing,
spreadsheet, presentation, and database software
as a communication tool for business.

Activities/Projects Class Discussion/Teacher Lecture
Role Play
Microsoft IT Ticket out the Door
Integration Research
FBLA Integration Compose business correspondence
Group presentations
Professional dress day

Course ?????

Future: 3, 11, 18, 20, 21, 22
Business: 1, 4, 8, 21, 27, 29

FBLA Competition If a student excels in this unit, suggest they consider competing in:
Notes  Business Presentations
 Public Speaking I and II
 Impromptu Speaking
 Introduction to Business Communication
 Business Communication
 Help Desk

The purpose of this unit is to increase student awareness of the effective

professional communication skills and positive customer relationship

practices.

Title/Topic Duration

Unit 12: Networking Basics 3 weeks

GPS Standards Common Core GPS

IT-IDT-6. Explore and explain the basic components of computer ELACC9-10SL1: Initiate and
networks. participate effectively in a
6.1 Develop a working networking vocabulary including range of collaborative
discussions (one- on-one, in
networking media, topologies, network groups, and teacher-led) with
diverse partners on grades 9–10
operating systems, models and protocols, codes and topics, texts, and issues, building
standards, addressing, diagnostics, routing, WAN services, on others’ ideas and expressing
network security networking software, tools, and their own clearly and
equipment. persuasively.

6.2 Illustrate and describe the functions of various types of ELACC9-10SL2: Integrate multiple
networks including wireless. sources of information presented in
diverse media or formats
6.3 Explain key issues in data transmission. (e.g., visually, quantitatively, orally)
6.4 Characterize the purposes, features and functions of the evaluating the credibility and
accuracy of each source.
following network components: Switches, Bridges, Routers,
Gateways, CSU / DSU, NICs, ISDN adapters, WAPs, ELACC9-10SL4: Present
Modems, Transceivers, Firewalls. information, findings, and
6.5 Identify factors which affect the range and speed of wireless supporting evidence clearly,
service. concisely, and logically such
6.6 Explore networking trends and issues affecting business and that listeners can follow the line
personal use. of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.

Activities/Projects Networks & Topologies Activities
Computer Network Tutorials
Peter Packet
Packetville-Cisco
Understanding Networking Topologies

Microsoft IT Integration Course ???

FBLA Integration Future:
Business:

FBLA Competition If a student excels in this unit, suggest they consider competing in:


Notes This is a major unit of this course designed to introduce students to the
Networking Career Pathway.

Title/Topic Duration
1 week
Unit 13: Evaluating On-line Resources
Common Core GPS
GPS Standards 
5.3 Recognize online risks and dangers in order to take
appropriate actions to protect the business and self
while using digital tools and resources.
5.4 Demonstrate ability to access, navigate and use online
resources and technologies.

Activities/Projects Evaluating Internet Resources
Critical Evaluation of a Web site
Pacific Northwest Tree Octopus

Microsoft IT Integration Course ???

FBLA Integration Future:
Business:

FBLA Competition If a student excels in this unit, suggest they consider competing in:


Notes Remember, the purpose of this unit is to increase student awareness of

Title/Topic Duration
Unit 14: Web Design 6 weeks

GPS Standards Common Core GPS

Create and organize webpages through the use of a ELACC9-10SL1: Initiate and
variety of web programming design tools. participate effectively in a
8.1 Understand and apply design principles to create range of collaborative
discussions (one- on-one, in
professional appearing and functioning web pages. groups, and teacher-led) with
8.2 Understand elements of web design. diverse partners on grades 9–
10 topics, texts, and issues,
a. HTML, CSS, responsive design, site usability, relation of site building on others’ ideas and
to business, story the site reveals about the business. expressing their own clearly
and persuasively.
8.3 Design simple webpages incorporating media elements
(e.g., sound, video, graphics, text, motion graphics), ELACC9-10SL2: Integrate
navigation, and linking. multiple sources of information
presented in diverse media or
8.4 Explain the impact of mobile sites on the development of formats (e.g., visually,
business. quantitatively, orally) evaluating
the credibility and accuracy of
8.5 Explore the trends and emerging issues for websites. each source.

ELACC9-10SL4: Present
information, findings, and
supporting evidence clearly,
concisely, and logically such
that listeners can follow the
line of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.

Activities/Projects Brief introduction to xhtml or HTML 5
Weebly websites weebly.com
Wix websites wix.com
Googlesites googlesites.com

Microsoft IT Integration HTML5 instruction (end of pathways test??)

FBLA Integration Future:
Business:

FBLA Competition If a student excels in this unit, suggest they consider competing in:


Notes/Resources This is a major unit of this course designed to introduce students to the
Interactive Media Career Pathway.

www.ieclass.com This site is subscription based, but is highly

recommended for advanced students. It includes Dreamweaver,
JavaScript, PHP (referred by [email protected]) This was helpful
when advanced and beginning students are together in the same class.

www.codeacademy.com
www.codeavengers.com

Title/Topic Duration

Unit 15: Ethics, legal issues, and cyber security 2 weeks

GPS Standards Common Core GPS

IT-IDT-10 Describe, analyze, develop and follow policies for ELACC9-10SL1: Initiate and

managing ethical and legal issues in the business world and in a participate effectively in a range

technology-based society. of collaborative discussions (one
on-one, in groups, and teacher-

10.1 Demonstrate positive cyber citizenry by applying industry led) with diverse partners on
accepted ethical practices and behaviors. grades 9–10 topics, texts, and
issues, building on others’ ideas
10.2 Recognize the ethical and legal issues while accessing, and expressing their own clearly
creating, and using digital tools and resources in order to and persuasively.
make informed decisions.

10.3 Exercise digital citizenship as a lifelong learner. Promote and ELACC9-10SL2: Integrate multiple
model digital etiquette and responsible social technology sources of information presented in

interactions, permanence of digital footprints, online image diverse media or formats (e.g.,

and presence, etc. visually, quantitatively, orally)

10.4 Understand human, cultural, and societal issues related to evaluating the credibility and

technology and practice legal and ethical behavior. accuracy of each source.

10.5 Describe personal and legal consequences of

inappropriate use of resources and online content.

Plagiarism, piracy, illegal downloading, copy-right

infringement, licensing infringement, inappropriate use of

software, hardware and mobile devices.

10.6 Identify security issues and trends affecting computers and

information privacy. Virus, open or free networks, user

control methods, file sharing, etc.

10.7 Describe the use of computer forensics to prevent and

solve information technology crimes and security breaches

10.8 Identify criminal activity in relationship to cybercrime, the

Internet, and Internet trafficking. Common internet crimes,

techniques to identify criminal activity and prevention

actions related to cybercrime.

BBC-Legal Framework

Copyright

Activities/Projects Cyber Security

Ethics Case Study Assignment

Ethics Assignment – Written Paper

Microsoft IT Integration

FBLA Integration

FBLA Competition

Notes Remember, the purpose of this unit is to increase student awareness of
ethics, legal issues, and cyber security.

Title/Topic Duration
Unit 16: Information Technology Careers, cont. 2 weeks

GPS Standards Common Core GPS

IT-IDT-2. Explore, research, and present findings on ELACC9-10SL1: Initiate and participate
positions and career paths in technology and the effectively in a range of collaborative
impact of technology on chosen career area. discussions (one- on-one, in groups, and
2.1 Develop technical reading and writing skills to teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues,
follow instructions. building on others’ ideas and expressing
2.2 Work in a team to solve problems and share their own clearly and persuasively.

knowledge. ELACC9-10SL2: Integrate multiple sources of
2.3 Explore the impact of digital technology on information presented in diverse media or
formats
careers including non-traditional technology (e.g., visually, quantitatively, orally)
fields and careers in each of the Georgia evaluating the credibility and accuracy of
Career Clusters. each source.
2.4 Use collaborative tools to communicate with team
members. ELACC9-10SL4: Present information,
findings, and supporting evidence clearly,
2.5 Describe how computing enhances traditional concisely, and logically such that listeners
careers, and enables new careers. can follow the line of reasoning and the
organization, development, substance,
2.6 Research post-secondary options for continuing and style are appropriate to purpose,
education in IT field. audience, and task.

2.7 Research IT credentials needed and job
requirements in various occupations.

2.8 Describe the impact of having web design skills to
build skills for chosen career.

2.9 Explore the game design industry for design,
creation, and career options.

Information Technology Careers . . .

Activities/Projects Network Systems
Microsoft IT Integration Information Support & Services
Web & Digital Communications
Computer Forensics

FBLA Integration

FBLA Competition

Notes


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