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COMPUTER LITERACY
GRADE 9
PLANNED COURSE CURRICULUM GUIDE
I. COURSE DESCRIPTION AND INTENT:
The increasing role of technology in society makes the Computer
Literacy course a necessary segment of the curriculum. This course is
designed to familiarize students with computer functions, capabilities,
and role in society. Through a hands-on approach, students will work
with Windows and the MS Office suite to complete assignments. An
emphasis is placed on developing skills to enable the student to become
an independent learner and computer user.
NOTE: A passing grade is required for graduation.
II. INSTRUCTIONAL TIME:
Class Periods: Six (6) per six (6) day cycle
Length of Class Periods (minutes): eighty-five (85)
Length of Course: 9 weeks
Unit of Credit: .5
PLEASANT VALLEY SCHOOL DISTRICT
Brodheadsville, Pennsylvania 18322
PLANNED COURSE ADAPTATIONS/MODIFICATIONS
Introduction
The instructional adaptations that follow are provided as suggestions to be implemented with all students, particularly with those in need of special education services
including the gifted. This listing is in no way intended to be exhaustive. Rather, it is reflective of some major considerations in the area of curriculum adaptations/modifications.
These instructional adaptations will work with any student, but are especially beneficial to those in need of learning support. Some may argue that these modifications are
simply good teaching. Indeed, modifications of this type do represent good teaching. These principles of good teaching become instructional modifications whenever: (1) certain
students in a particular class require such modifications above and beyond what is typically required by most students in that class and (2) without these modifications, these same
students would not succeed.
Assessment is an integral part of instruction reflecting student progress as well as achievement. Therefore, also included are suggestions for assessment modifications.
Peer Support Extended test time
Cooperative learning among peers Test read to student by teacher or peer
Modeling Oral testing (i.e., student retelling of information)
Development of Information Organizer Open book/note test
Development of Graphic Organizer Alternate testing (any demonstration of a student's understanding of concepts)
Development of structured study guides Retesting
Student selection of instructional material (i.e., reading, writing, math) Reduce the number of responses required on tests
Taped lessons Use of curriculum based assessment
Copy notes (peer or teacher) Vary test format
Student conferencing Objectively define mastery as related to each task. Tasks should be learned to
Combine and vary modes of lesson presentation mastery
Adjust language level to match the developmental and intellectual levels of students Reduce or remove distracting stimuli
Let student practice given examples first. Then assign tasks to be completed. Use of concrete objects and manipulatives in all stages of instruction and
Provide opportunity for guided and independent practice in a variety of situations assessment
Limit number and length of directions Emphasize important information
Have students repeat/review directions (i.e., peer to peer, student to teacher) Allow extra time to complete assignments/projects
Give feedback that is as immediate, specific, and objective as possible Limit the number of assigned tasks in the initial stages of learning. As the student's
Clarify error responses so that students do not make the same errors over and over competency increases, expect the student to complete the same number of tasks as
again the rest of the class
Reinforce progress towards desired outcomes Use supplemental materials
Breakdown complex tasks into smaller, more manageable units Alternate assignments accepted (i.e., modification to homework assignments)
Use verbal prompts to elicit desired results Flexible grouping/individual assistance
Use manual guidance (i.e., hand over hand) to facilitate correct responses Seating to accommodate needs
Computer assisted instruction Teacher proximity
Assessment based upon teacher observation of student performance (i.e., daily Use behavioral management techniques (i.e., contracts, time-out, token system,
work, portfolio, artifacts, projects) charts)
2
PREFACE
Users and information seekers should familiarize themselves with the purpose and terminology of this Planned Course
Curriculum Guide (PCCG). We suggest that you first read the following:
• PCCG PURPOSE AND INTENT
• PCCG DEFINITIONS
The PCCG specifies the unit lesson outcome, essential content, standards, activities, resources, and evaluation of student performance.
This sector provides the means to initiate the learning activities to attain the program goal as identified in the course description and intent.
The standards and outcomes are minimal expectations; further embellishment of the course is discretionary with the instructor
depending upon the capability of the students.
This PCCG is designed as an ACTIVE document capable of technological modification as required.
The instructional delivery of this curriculum is quality controlled through the lesson plan development of the teacher.
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PLANNED COURSE CURRICULUM GUIDE (PCCG)
PURPOSE AND INTENT
The Planned Course Curriculum Guide (PCCG) is a multi-purpose document:
• All staff, particularly new teachers, can understand instructional expectations through the WRITTEN curriculum
• A continuing district-wide instructional process and scope and sequence of subject matter are enhanced. The WRITTEN curriculum is delivered
through the TAUGHT curriculum [instructional content and learning activities] and is evaluated through the TESTED curriculum [expected levels
of student achievement - learning outcomes]
• Priority student-centered outcomes are identified and attained through suggested learning activities and content designed to help insure a balanced
and comprehensive basic curriculum
• Essential content and course standards provide an efficient basis for selecting appropriate instructional materials and resources
• Staff development areas for curriculum improvement are provided
• The PCCG conforms with current Pennsylvania Department of Education curriculum regulations and serves the dual feature of providing both an
administrative document and an instructional guide
• Content and subject format remain flexible and adaptable to modification - an “active” document
• Special Pennsylvania Department of Education [PDE] legislation is identified
• Parents and students are provided with an overview of the instructional program and each course in particular
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PLANNED COURSE CURRICULUM GUIDE (PCCG)
DEFINITIONS
• Course Description and Intent: a brief overview of the course and program goals
• Instructional Time: frequency of class meetings and time/appropriate credit at the secondary level
• Special Notes: emphatic features or highlights and identification of Department of Education mandates found in the course
• Unit Lesson Outcome: describes the knowledge, skills, attitudes, student performance behaviors and areas of study that have been identified as
appropriate to help the student attain the rigorous standards of a quality education
• Teaching-Learning Activities: suggested activities designed to help all students achieve the learning outcomes and standards
• Outcomes/Standards: statements establishing the minimal knowledge, skills, performance behaviors, and essential learning (content) a student
must attain
• Expected Levels of Achievement (Learning Outcomes): what students will be expected to do as a result of the application of teaching-learning
activities and content
• Evaluation Criteria (Actual Level of Attainment): student performance level achieved and measured through specified evaluation criteria
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
Subject Title: COMPUTER SCIENCE
Discipline/Grade Level: COMPUTER LITERACY - GRADE 9
UNIT LESSON OUTCOME: 1
The learner will be able to identify and discuss the role people played in the history of computing, and the development of computer history.
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications 1.1 X 1.2 X 1.3 1.4 1.5 X 1.6 X 1.7 1.8 X
Mathematics 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11
Science & Technology 3.1 3.2 3.3 3.4 3.5 3.6 X 3.7 X 3.8 X 3.9
Environment & Ecology 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
Civics & Government 5.1 5.2 5.3 5.4
Economics 6.1 6.2 6.3 6.4 6.5
Geography 7.1 7.2 7.3 7.4
History 8.1 8.2 8.3 8.4
Arts & Humanities 9.1 9.2 9.3 9.4
Health, Safety & PE 10.1 10.2 10.3 10.4 10.5
Family & Consumer Science 11.1 11.2 11.3 11.4
Career Education & Work
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
ESSENTIAL CONTENT CONTENT & INSTRUCTIONAL ACTUAL LEVEL OF RESOURCES AND MATERIALS
OUTCOMES/STANDARD ACTIVITIES/STRATEGIES WITH ATTAINMENT (EVALUATION
CORRECTIVES AND CRITERIA) ASSESSMENT
EXTENSIONS (Individually created
teaching activities may be used to achieve the
standards; however, listed below are activities
which may be helpful:
STANDARD 1
Discuss the major events in Provide the students with an Teacher designed tests and quizzes
computing history and construct a uncorrected and corrected version of Worksheets designed to demonstrate
timeline. the history of computing; using knowledge of the concepts taught
Name two non-electrical computing word processing the students will Portfolio assessment
devices. correct the uncorrected version. Written or oral presentation of
Identify several early uses of Provide the students with a projects
computing devices. scrambled list of the historical Homework assessment
Identify important contributors to events of computing; students will Cooperative group assessment
the development of computing and place the list in sequential order.
describe their contribution. Have the students make a timeline
Describe the four generations of of historical computing events.
computers and the effect each has After viewing a film, write a report
had on our society. explaining how the computer was
Explain, using specific examples, described as an innovation.
why the computer is considered an Event of the day activity.
innovation.
Correctives:
Complete review worksheets
individually and in groups.
Extensions:
Do timeline more graphically.
Group presentation on history of
computing.
Research an article on development
on computer over the past 50 years
and complete a one-page report.
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
Subject Title: COMPUTER SCIENCE
Discipline/Grade Level: COMPUTER LITERACY -- GRADE 9
UNIT LESSON OUTCOME: 2
The learner will be able to examine the impact of computers on society and how they effect the lives of individuals.
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications 1.1 X 1.2 X 1.3 1.4 1.5 X 1.6 X 1.7 1.8 X
Mathematics 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11
Science & Technology 3.1 3.2 3.3 3.4 3.5 3.6 X 3.7 X 3.8 X 3.9
Environment & Ecology 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
Civics & Government 5.1 5.2 5.3 5.4
Economics 6.1 6.2 6.3 6.4 6.5
Geography 7.1 7.2 7.3 7.4
History 8.1 8.2 8.3 8.4
Arts & Humanities 9.1 9.2 9.3 9.4
Health, Safety & PE 10.1 10.2 10.3 10.4 10.5
Family & Consumer Science 11.1 11.2 11.3 11.4
Career Education & Work
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
ESSENTIAL CONTENT CONTENT & INSTRUCTIONAL ACTUAL LEVEL OF RESOURCES AND MATERIALS
OUTCOMES/STANDARD ACTIVITIES/STRATEGIES WITH ATTAINMENT (EVALUATION
CORRECTIVES AND CRITERIA) ASSESSMENT
EXTENSIONS (Individually created
teaching activities may be used to achieve the
standards; however, listed below are activities
which may be helpful:
STANDARD 2
Present examples of computer Invite a representative of the Teacher designed tests and quizzes
crimes. business community to make a Worksheets designed to demonstrate
Discuss ways that computers have presentation on the impact of knowledge of the concepts taught
changed society (other than computers in his/her business. Portfolio assessment
affecting careers). Give students directions to collect Written or oral presentation of
Examine at least three ways and report on articles that deal with projects
"hackers" are effecting society. social issues. Homework assessment
State and justify the action that Designate a writing assignment on Cooperative group assessment
should be taken in response to "how computers will be used in the
hypothetical situations involving future.
ethical questions regarding
computers. Given a choice of a movie, book,
Explain why software copying is story, play, etc. where computers
considered "piracy". play a prominent role, students can
Define viruses and explain their present a review.
impact. Have students read and write
Explain the role of the Internet in reactions to articles that depict ways
society. computers are affecting society.
Explain legal ramifications of Worksheets to search topics on the
technology. Internet.
Write a paper in MLA format.
Correctives:
Complete group review worksheets.
Extensions:
Write a one to two-page
informational paper on a legal
ramification of technology.
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
Subject Title: COMPUTER SCIENCE
Discipline/Grade Level: COMPUTER LITERACY -- GRADE 9
UNIT LESSON OUTCOME: 3
The learner will be able to identify the structure and function of computers and computing systems.
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications 1.1 X 1.2 X 1.3 1.4 1.5 X 1.6 X 1.7 1.8 X
Mathematics 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11
Science & Technology 3.1 3.2 3.3 3.4 3.5 3.6 X 3.7 X 3.8 X 3.9
Environment & Ecology 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
Civics & Government 5.1 5.2 5.3 5.4
Economics 6.1 6.2 6.3 6.4 6.5
Geography 7.1 7.2 7.3 7.4
History 8.1 8.2 8.3 8.4
Arts & Humanities 9.1 9.2 9.3 9.4
Health, Safety & PE 10.1 10.2 10.3 10.4 10.5
Family & Consumer Science 11.1 11.2 11.3 11.4
Career Education & Work
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
ESSENTIAL CONTENT CONTENT & INSTRUCTIONAL ACTUAL LEVEL OF RESOURCES AND MATERIALS
OUTCOMES/STANDARD ACTIVITIES/STRATEGIES WITH ATTAINMENT (EVALUATION
CORRECTIVES AND CRITERIA) ASSESSMENT
EXTENSIONS (Individually created
teaching activities may be used to achieve the
standards; however, listed below are activities
which may be helpful:
STANDARD 3
Name the major components of a Assign the students to complete a Teacher designed tests and quizzes
computer system and describe the worksheet on the structure of a Worksheets designed to demonstrate
function of each (input, output, computer system. knowledge of the concepts taught
memory, processing). Search a CD-ROM database by Portfolio assessment
Name three input devices and running the program "Mammals" Written or oral presentation of
explain how each works. and completing the coordinating projects
Name three output devices and activity. Homework assessment
explain how each works. Worksheet on operating systems. Cooperative group assessment
Differentiate between RAM and Practice with operations.
ROM.
Name the types of memory and state Correctives:
the advantages and disadvantages of Worksheets
each. Complete crossword puzzle review
Explain the function of CPU. activity.
Describe a chip and explain its
importance to the computer. Extensions:
Explain the difference between Search the Internet for new storage
operating systems and programs. devices.
Create posters depicting computer
system operations.
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
Subject Title: COMPUTER SCIENCE
Discipline/Grade Level: COMPUTER LITERACY --GRADE 9
UNIT LESSON OUTCOME: 4
The learner will be able to explain the uses and applications of computers.
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications 1.1 X 1.2 X 1.3 1.4 1.5 X 1.6 X 1.7 1.8 X
Mathematics 2.1 2.2 X 2.3 2.4 2.5 X 2.6 X 2.7 2.8 X 2.9 2.10 2.11
Science & Technology 3.1 3.2 3.3 3.4 3.5 3.6 X 3.7 X 3.8 X 3.9
Environment & Ecology 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
Civics & Government 5.1 5.2 5.3 5.4
Economics 6.1 6.2 6.3 6.4 6.5
Geography 7.1 7.2 7.3 7.4
History 8.1 8.2 8.3 8.4
Arts & Humanities 9.1 9.2 9.3 9.4
Health, Safety & PE 10.1 10.2 10.3 10.4 10.5
Family & Consumer Science 11.1 11.2 11.3 11.4
Career Education & Work
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
ESSENTIAL CONTENT CONTENT & INSTRUCTIONAL ACTUAL LEVEL OF RESOURCES AND MATERIALS
OUTCOMES/STANDARD ACTIVITIES/STRATEGIES WITH ATTAINMENT (EVALUATION
CORRECTIVES AND CRITERIA) ASSESSMENT
EXTENSIONS (Individually created
teaching activities may be used to achieve the
standards; however, listed below are activities
which may be helpful:
STANDARD 4
Give examples of what computers Promote a student sale and Teacher designed tests and quizzes
can and cannot do. campaign that requires students to Worksheets designed to demonstrate
Describe what computers are good demonstrate their knowledge of knowledge of the concepts taught
at doing. computer types and uses. Portfolio assessment
Give specific examples of how Require the students to load and use Written or oral presentation of
computers are used in (a) business, a variety of software. projects
(b) government, (c) education, and Develop a bibliography of computer Homework assessment
(d) recreation. resources using technology Cooperative group assessment
Explain how word processing helps available in the Learning Resources
to improve the overall quality of a Center (Library).
person's writing. Use a database (e.g. Grolier's
Use word processing to improve Encyclopedia) to find out
their quality of writing. information on a particular subject.
Use word processing to correct the Use a spreadsheet to take daily
technical aspects of a given attendance.
document. Provide opportunity for students to
Use word processing to complete examine their grades on a
class assignments. spreadsheet.
Explain the role of a computer in an Research project using Big 6 skills.
information network.
Describe how computers are used in Correctives:
library research. Pair up to find information.
Use the library as an example and Complete review application
explain how computers keep track problems (word problems,
of information and records. spreadsheet, and database).
List at least ten examples of Complete graph review worksheets.
computer usage in daily living.
Explain what databases and Extensions:
spreadsheets are and provide a brief Complete project integrating word
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
description of their uses. processing and database.
State examples to show how
technology is changing methods of
research.
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
Subject Title: COMPUTER SCIENCE
Discipline/Grade Level: COMPUTER LITERACY -- GRADE 9
UNIT LESSON OUTCOME: 5
The learner will be able to use computer skills and apply them when interacting with a computer.
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications 1.1 X 1.2 X 1.3 1.4 1.5 X 1.6 X 1.7 1.8 X
Mathematics 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11
Science & Technology 3.1 3.2 3.3 3.4 3.5 3.6 X 3.7 X 3.8 X 3.9
Environment & Ecology 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
Civics & Government 5.1 5.2 5.3 5.4
Economics 6.1 6.2 6.3 6.4 6.5
Geography 7.1 7.2 7.3 7.4
History 8.1 8.2 8.3 8.4
Arts & Humanities 9.1 9.2 9.3 9.4
Health, Safety & PE 10.1 10.2 10.3 10.4 10.5
Family & Consumer Science 11.1 11.2 11.3 11.4
Career Education & Work
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
ESSENTIAL CONTENT CONTENT & INSTRUCTIONAL ACTUAL LEVEL OF RESOURCES AND MATERIALS
OUTCOMES/STANDARD ACTIVITIES/STRATEGIES WITH ATTAINMENT (EVALUATION
CORRECTIVES AND CRITERIA) ASSESSMENT
EXTENSIONS (Individually created
teaching activities may be used to achieve the
standards; however, listed below are activities
which may be helpful:
STANDARD 5
Properly boot the computer. Explain to students how to boot a Teacher designed tests and quizzes
Properly load and run a program. computer, load and run programs; Worksheets designed to demonstrate
Make a back up copy of a program. have them practice the process. knowledge of the concepts taught
Correctly use the keyboard to Perform assignments on the Portfolio assessment
interact with a program in the computer, save the assignments, Written or oral presentation of
computer. load and print them. projects
Type original information into the Arrange for the students to report to Homework assessment
computer. the Learning Resources Center and Cooperative group assessment
Demonstrate proper equipment care use the computers to load and run
at all times. programs.
Upload and save a variety of
programs and the files needed for Correctives:
those programs. Work in pairs on worksheet and
Function properly in a device- draw posters.
sharing environment. Develop a poster to depict computer
Explain the use of important keys operation.
that have specific functions (e.g. Complete computer review
reset key, break key). worksheets.
Save files using proper filenames.
Use the directory to find filenames. Extensions:
Delete files from their storage area. Complete a one-page paper on latest
computer innovations.
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
Subject Title: COMPUTER SCIENCE
Discipline/Grade Level: COMPUTER LITERACY -- GRADE 9
UNIT LESSON OUTCOME: 6
The learner will develop the ability to use computers to help solve problems.
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications 1.1 X 1.2 X 1.3 1.4 1.5 X 1.6 X 1.7 1.8 X
Mathematics 2.1 2.2 2.3 2.4 2.5 X 2.6 2.7 2.8 2.9 2.10 2.11
Science & Technology 3.1 3.2 3.3 3.4 3.5 3.6 X 3.7 X 3.8 X 3.9
Environment & Ecology 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
Civics & Government 5.1 5.2 5.3 5.4
Economics 6.1 6.2 6.3 6.4 6.5
Geography 7.1 7.2 7.3 7.4
History 8.1 8.2 8.3 8.4
Arts & Humanities 9.1 9.2 9.3 9.4
Health, Safety & PE 10.1 10.2 10.3 10.4 10.5
Family & Consumer Science 11.1 11.2 11.3 11.4
Career Education & Work
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
ESSENTIAL CONTENT CONTENT & INSTRUCTIONAL ACTUAL LEVEL OF RESOURCES AND MATERIALS
OUTCOMES/STANDARD ACTIVITIES/STRATEGIES WITH ATTAINMENT (EVALUATION
CORRECTIVES AND CRITERIA) ASSESSMENT
EXTENSIONS (Individually created
teaching activities may be used to achieve the
standards; however, listed below are activities
which may be helpful:
STANDARD 6
Analyze problems and explain if Distribute the DIGGER program to Teacher designed tests and quizzes
computer use is the best way to students and show them how to Worksheets designed to demonstrate
solve the problem. shoot and move DIGGER. After knowledge of the concepts taught
Select a program to solve a problem they have played the game several Portfolio assessment
through reading the program times, require students to writ a Written or oral presentation of
documentation. report (define the expectations: projects
Develop and evaluate a variety of format, length, etc.) on Homework assessment
strategies for playing computer "Maximizing My Score With Cooperative group assessment
games and explain which strategy DIGGER."
will be best to maximize their score Play "Where in Time, Where in
in a particular game. USA" and complete a log on their
activities.
Use minesweeper and describe how
it teaches logical thought processes.
Correctives:
Write instructions for Solitaire and
Hearts after working with program.
Extensions:
Select program from Free Arcade
on the Internet and tell what skills it
teaches.
