S1 IDT Pacing Guide

Introduction to Digital Technology
Course Pacing Overview

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 on participate effectively in a range

chosen career area. of collaborative discussions (one-

on-one, in groups, and teacher

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

non-traditional technology fields and careers in each of the grades 9–10 topics, texts, and

Georgia Career Clusters. issues, building on others’ ideas

and expressing their own clearly

2.5 Describe how computing enhances traditional careers, and and persuasively.

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

technology. reasoning and the organization,

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.

Activities/Projects Syllabus, supplies, classroom management
Pre-test

Introduction to Digital Technology:
Icebreaker - Snowball fight
Sudoko
Current Event Project
Homework Assignment
Class Discussion
• Technology in our Everyday Lives
• Information Processing Cycle
Vocabulary
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

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

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

National FBLA Website has many videos, ice breakers, and
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/elearning/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 Common Core GPS

IT-IDT-5 Understand, communicate, and adapt to a digital world. ELACC9-10SL1: Initiate and
participate effectively in a
5.3 Recognize online risks and dangers in order to take range of collaborative
appropriate actions to protect the business and self while discussions (one- on-one, in
using digital tools and resources. 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
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

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

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-
one, in groups, and teacher-led)
including operating systems and application software. with diverse partners on grades 9–
10 topics, texts, and issues, building
IT-IDT-5. Understand, communicate, and adapt to a digital on others’ ideas and expressing
world. their own clearly and persuasively.
5.1 Develop a working IT vocabulary.
5.2 Describe trends in emerging, evolving, and future ELACC9-10SL2: Integrate multiple
sources of information presented in
computer technologies and their influence on IT practices. diverse media or formats
a. Mobile technology, computing tablets, cloud (e.g., visually, quantitatively, orally)
computing. 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

Activities/Projects Project: Glogster – Evolution of
Technology
FBLA Integration Emerging Technology Brochure
FBLA Competition Create an app from AppInventor (
Notes Operating Systems handout using (
Compare/Contrast (using Glogster)various cloud computing software
companies
Current Events/Guest Speaker over emerging
technologies

Future: 16, 23
Business: 11, 20, 29
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
workstation. their own clearly and
a. Identify various computer types, internal components, persuasively.

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
diverse media or formats (e.g.,
including operating systems and application software. a. visually, quantitatively, orally)
Explain the function and purpose of software tools.

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

FBLA Integration Future: 16, 23
FBLA Competition Business: 11, 20, 29

If a student excels in this unit, suggest they consider competing in:
Networking Concepts

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 issues, building
problems caused by hardware errors. on others’ ideas and expressing
7.3 Explain how technology can be used to solve problems. their own clearly and
persuasively.
7.4 Explain software development process used to solve
problems. ELACC9-10SL2:
Integrate multiple sources of
7.5 Explore commonly used documentation tools for design 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
FBLA Integration 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

Future: 16, 23
Business: 11, 20, 29

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

Students should understand the process of breaking down a problem and

creating an algorithm, which is a step-by-step solution.

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
program correctness. presented in diverse media or
9.6 Describe a variety of programming languages used to solve formats (e.g., visually,
quantitatively, orally) evaluating
problems. the 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!

FBLA Integration Future: 16, 23
FBLA Competition Business: 11, 20, 29

Notes If a student excels in this unit, suggest they consider competing in:
 Networking Concepts
 Coding & Programming

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!

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
ask challenging questions resulting in innovative foundational standards below.
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 Resume building
FBLA Integration Job Interview Questions
All About Me Presentations
FBLA Competition
Future: 3, 11, 18, 20, 21, 22
Business: 1, 4, 8, 21, 27, 29

If a student excels in this unit, suggest they consider competing in:
• Business Presentations
• Public Speaking I and II
• Impromptu Speaking
• Introduction to Business Communication
• Business Communication

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 on range of collaborative discussions (one- on-one, in
chosen career area. groups, and teacher-led) with diverse partners on
2.1 Develop technical reading and writing grades 9–10 topics, texts, and issues, building on
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- credibility and accuracy of each source.
traditional technology fields and
careers in each of the Georgia

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

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

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

Activities/Proj Cisco Virtual Field Trips -
ects http://www.cisco.com/web/learning/netacad/career_connection/promote
IT/VFT/index.html

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

FBLA Future: 3, 11, 18, 20, 21, 22
Integration Business: 1, 4, 8, 21, 27, 29
FBLA
Competition If a student excels in this unit, suggest they consider competing in:
• Business Presentations
Notes • Public Speaking I and II
• Impromptu Speaking
Resources • Introduction to Business Communication
• Business Communication

The purpose of the careers unit is to focus the students’ attention on IT related
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 2 weeks

GPS Standards Common Core GPS

IT-IDT-11. Explore how related student organizations are integral ELACC9-10SL1: Initiate and

parts of career and technology education courses through participate effectively in a range of

leadership development, school and community service collaborative discussions (one- on-

projects, entrepreneurship development, and competitive one, in groups, and teacherled)

events. with diverse partners on grades 9–

11.1 Explain the goals, mission and objectives of Future Business 10 topics, texts, and issues, building
11.2 Leaders of America. on others’ ideas and expressing
Explore the impact and opportunities a student organization their own clearly and persuasively.

(FBLA) can develop to bring business and education ELACC9-10SL4: Present information,

together in a positive working relationship through innovative findings, and supporting evidence

leadership and career development programs. clearly, concisely, and logically

11.3 Explore the local, state, and national opportunities available such that listeners can follow the

to students through participation in related student line of reasoning and the

organization (FBLA) including but not limited to conferences, organization, development,

competitions, community service, philanthropy, and other substance, and style are
appropriate to purpose, audience,
FBLA activities. 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

FBLA Integration Future: 3, 11, 18, 20, 21, 22
FBLA Competition Business: 1, 4, 8, 21, 27, 29
Notes If a student excels in this unit, suggest they consider competing in:
• Business Presentations
• Public Speaking I and II
• Impromptu Speaking
• Introduction to Business Communication
• Business Communication

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
FBLA Integration Cisco Binary Game
FBLA Competition The Story of One – Video & Discussion Guide
Binary Number Coloring Sheet
Binary Bingo
Binary Magic Trick
Evaluate Anti-Virus Programs
Compare and contrast operating systems
Upload Linux to an old computer

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

If a student excels in this unit, suggest they consider competing in:
• Business Presentations
• Public Speaking I and II
• Impromptu Speaking
• Introduction to Business Communication
• Business Communication

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
FBLA Integration Role Play
Ticket out the Door
Research
Compose business correspondence
Group presentations
Professional dress day
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

-IDT-6. Explore and explain the basic components of computer ELACC9-10SL1: Initiate and
tworks. participate effectively in a
range of collaborative
6.1 Develop a working networking vocabulary including 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
of reasoning and the
personal use. organization, development,
substance, and style are
appropriate to purpose,
audience, and task.

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

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

If a student excels in this unit, suggest they consider competing in:
• Business Presentations
• Public Speaking I and II
• Impromptu Speaking
• Introduction to Business Communication

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
FBLA Integration Critical Evaluation of a Web site
Pacific Northwest Tree Octopus

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:
Computer Networking

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
FBLA Integration Weebly websites weebly.com
FBLA Competition Wix websites wix.com
Googlesites googlesites.com
Future: 3, 11, 18, 20, 21, 22
Business: 1, 4, 8, 21, 27, 29

If a student excels in this unit, suggest they consider competing in:
• Business Presentations
• Public Speaking I and II
• Impromptu Speaking
• Introduction to Business Communication

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 of

technology-based society. collaborative discussions (one on-

one, in groups, and teacherled)

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

make informed decisions. ELACC9-10SL2: Integrate multiple

10.3 Exercise digital citizenship as a lifelong learner. Promote and sources of information presented in
model digital etiquette and responsible social technology diverse media or formats (e.g.,

interactions, permanence of digital footprints, online image visually, quantitatively, orally)

and presence, etc. evaluating the credibility and

10.4 Understand human, cultural, and societal issues related to accuracy of each source.

technology and practice legal and ethical behavior.

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.

Activities/Projects BBC-Legal Framework
Copyright
Cyber Security
Ethics Case Study Assignment
Ethics Assignment – Written Paper

FBLA Integration 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:
• Business Presentations
• Public Speaking I and II
• Impromptu Speaking
• Introduction to Business Communication
• Business Communication

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 2 weeks

GPS Standards Common Core GPS

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

positions and career paths in technology and the ELACC9-10SL1: Initiate and participate

impact of technology on chosen career area. effectively in a range of collaborative

2.1 Develop technical reading and writing skills to follow discussions (one- on-one, in groups, and

instructions. teacher-led) with diverse partners on

2.2 Work in a team to solve problems and share grades 9–10 topics, texts, and issues,
knowledge. building on others’ ideas and expressing
their own clearly and persuasively.
2.3 Explore the impact of digital technology on

careers including non-traditional technology ELACC9-10SL2: Integrate multiple sources of
fields and careers in each of the Georgia information presented in diverse media or

Career Clusters. formats

2.4 Use collaborative tools to communicate with team (e.g., visually, quantitatively, orally)

members. evaluating the credibility and accuracy of

2.5 Describe how computing enhances traditional each source.
careers, and enables new careers.

2.6 Research post-secondary options for continuing ELACC9-10SL4: Present information,

education in IT field. findings, and supporting evidence clearly,

2.7 Research IT credentials needed and job concisely, and logically such that listeners

requirements in various occupations. can follow the line of reasoning and the

2.8 Describe the impact of having web design skills to organization, development, substance,

build skills for chosen career. and style are appropriate to purpose,

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

Activities/Projects Information Technology Careers
Network Systems
Information Support & Services
Web & Digital Communications
Computer Forensics

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

If a student excels in this unit, suggest they consider competing in:
• Business Presentations
• Public Speaking I and II
• Impromptu Speaking
• Introduction to Business Communication
• Business Communication

Notes