Network Organization & Communication - Elementary
Earners demonstrate their understanding of how devices communicate across networks to share information. Additionally, earners must show supporting students in learning how computers connect them to other people, places, and things worldwide in the early grades. Finally, earners will also need to demonstrate how to evaluate tools and curricula and leverage resources to improve accessibility for all students.
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Computer Science Teachers Assocation (CSTA) Standards for CS Teachers > Equity and Inclusion
2e - Use accessible instructional materials. Evaluate tools and curricula and leverage resources to improve accessibility for all students. -
Computer Science Teachers Assocation (CSTA) Standards for CS Teachers > Instructional Design
4a - Analyze CS curricula. Analyze CS curricula for implementation in their classrooms in terms of CS standards alignment, accuracy, completeness of content, cultural relevance, and accessibility. -
Computer Science Teachers Assocation (CSTA) Standards for CS Teachers > Instructional Design
4b - Develop standards-aligned learning experiences. Design and adapt learning experiences that align to comprehensive K-12 CS standards. -
Computer Science Teachers Assocation (CSTA) Standards for CS Teachers > Instructional Design
4g - Inform instruction through assessment. Develop multiple forms and modalities of assessment to provide feedback and support. Use resulting data for instructional decision-making and differentiation. -
Wyoming Content and Performance Standards > Network Communication & Organization
2.NI.NCO.01 - Identify and describe that computing devices can be connected in a variety of ways (e.g., Bluetooth, Wi-Fi, home and school networks, the internet). -
Wyoming Content and Performance Standards > Network Communication & Organization
5.NI.NCO.01 - Model and explain how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the internet, and reassembled at the destination.
To earn this micro-credential, you will process through the ADDIE learning model producing evidence that demonstrates your knowledge of the Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers. Through the ADDIE learning model, you will analyze standards, design/develop and implement a lesson, collect student work artifacts, and evaluate your professional practices.
This micro-credential is intended for teachers in grades K-6. If you teach middle school or high school grades, you will want to work on the secondary level computer science micro-credentials. The Network Organization & Communication micro-credential is one of two micro-credentials that make up the Networks & Internet stack. The Networks & Internet stack is one of six micro-credential stacks, which, when completed, will lead to a Computer Science Teacher Master Distinction.
The design of products, devices, services, or environments for people who experience disabilities. Accessibility standards that are generally accepted by professional groups include the Web Content Accessibility Guidelines (WCAG) 2.0 and Accessible Rich Internet Applications (ARIA) standards.
Authentication:The verification of the identity of a person or process.
Bandwidth:The maximum data transfer rate of a network or Internet connection. It measures how much data can be sent over a specific connection in a given amount of time.
Computer Science:The study of computing principles, design, and applications (hardware & software); the creation, access, and use of information through algorithms and problem-solving, and the impact of computing on society.
Computing Device:A physical device that uses hardware and software to receive, process, and output information. Computers, mobile phones, and computer chips inside.
Computing System:A collection of one or more computers or computing devices, together with their hardware and software, integrated for the pur pose of accomplishing shared tasks. Although a computing system can be limited to a single computer or computing device, it more commonly refers to a collection of multiple connected computers, computing devices, and hardware.
Connection:A physical or wireless attachment between multiple computing systems, computers, or computing devices.
Connectivity:A program's or device's ability to link with other programs and devices.
Cybersecurity:The protection against access to, or alteration of, computing resources through the use of technology, processes, and training.
Data:Information that is collected and used for reference or analysis. Data can be digital or non-digital and can be in many forms, including numbers, test, show of hands, images, sounds, or video.
Encryption:The conversion of electronic data into another form called ciphertext, which cannot be easily understood by anyone except authorized parties.
Forms of Assessment:These include formative, summative, or student self-assessment.
Internet:The global collection of computer networks and their connections, all using shared protocols to communicate.
Modalities of Assessment:Modalities of assessment include written assessment, oral assessment, performance tasks, or visual representations.
Network:A group of computing devices (personal computers, phones, servers, switches, routers, etc.) connected by cables or wireless media for the exchange of information and resources.
Packet:The unit of data sent over a network.
Password:A string of characters used to verify the identity of a user during the authentication process. Password is an example of one authentication factor.
Router:A device or software that determines the path that data packets travel from source to destination.
Servers:A computer or computer program which manages access to a centralized resource or service in a network.
Software:Programs that run on a computing system, computer, or other computing device.
Switches:Switches are devices in a computer network that connects other devices together. Switches manage the flow of data across a network by transmitting a received network packet only to one or more devices for which the packet is intended.
Topology:The physical and logical configuration of a network; the arrangement of a network, including its nodes and connecting links. A logical topology is the way devices appear connected to the user. A physical topology is the way they are actually interconnected with wires and cables.
Universal Design for Learning (UDL):UDL is a framework for designing a curriculum to be broadly accessible to ALL students. Learn more about utilizing the UDL Framework in CS education.
This micro-credential collection provides earners with the opportunity to document their knowledge and skills in teaching computer science to students in grades K-6. The resources offer support understanding.
Earners are encouraged to participate in additional learning opportunities if more extensive learning is needed. Other learning opportunities may include free online resources, postsecondary courses, and local courses.
The micro-credential structure offers earners flexible pathways and timelines. Earners can complete the micro-credentials in any order that aligns with their classroom timelines and availability. In addition, micro-credentials offer earners the opportunity to submit evidence and receive evaluator feedback. Earners are encouraged to resubmit evidence until mastery is earned. Each resubmission will be reviewed, and updated feedback will be provided.
Category: Analyze
All instructions are included in the worksheet. Once you have completed the worksheet, upload it in the evidence section as a PDF.
This task requires an analysis of both computer science content standards and the CSTA Standards for Computer Science Teachers. Google Docs Template: https://bit.ly/34y8jya
ANALYZE – K-6 Networks & Internet – Network Communication & Organization.docx
Category: Design/Develop
This lesson plan shows the planned instruction of your computer science focus standard.
All instructions are included in the worksheet. Once you are finished with this task, upload your lesson plan in the evidence section as a PDF. Google Docs Template: https://bit.ly/3ummSzC
Category: Implement
Implement the set of activities or lesson plan you designed.
Submit evidence of student learning for your focus standard. Include evidence of students that have met the standard and students that have not met the standard. Examples include videos of students working, completed student worksheets, etc. Annotate each piece of evidence to demonstrate how you facilitated student achievement of the standard.
Category: Evaluate
Evaluate how effective your activities were at promoting student learning of the standards. Use specific examples from the artifacts you submitted in the Implement activity.
All instructions are included in the worksheet. Once you have completed the worksheet, upload it in the evidence section as a PDF. Google Docs Template: https://bit.ly/3J5Og8X
Review Criteria
Evidence submissions and reflections will be reviewed for alignment with the assignment guidelines and the proficiency scale. Proficiency scale: https://bit.ly/35IFX4B
The checklist will help you review your submission materials to ensure you address everything that is expected for this micro-credential. https://bit.ly/3glrJsy
Please provide a self-assessment, a score from 1–4, on each component of the proficiency scale found here: https://bit.ly/35IFX4B. Provide a few sentences stating where the pieces of evidence that support the scores for each component are located.
If you are resubmitting, please indicate what changes were made in the documents (e.g., highlight, text color) and include "Resubmission #" with the resubmission number in the file title when you upload.
Review Criteria
Content knowledge – CSTA 4a The teacher demonstrates accurate and complete knowledge of the content and skills of the standard being taught.
Inform instruction through assessment – CSTA 4g The teacher develops multiple forms and modalities of assessment to provide feedback and support. The teacher uses resulting data for instructional decision-making and differentiation.
Supporting standards The teacher identifies and explains the connection of supporting computer science standards to the standard being taught in their lesson.
Vertical alignment – CSTA 4b The teacher explains the relationship of the standard in the scope and sequence of computer science standards directly above and below chosen grade band.
Use accessible instructional materials – CSTA 2e The teacher evaluates tools and curricula to improve accessibility for all students. Teacher leverages resources to improve accessibility for all students.
https://www.azed.gov/sites/default/files/2019/09/2nd%20Grade%20CS%20Lessons.pdf?id=5d72d03b1dcb251298c0fa91
Lessons aligned to each CS Standard for grades K-2.
5th grade CS Lessons Gilbert Public Schools
https://www.azed.gov/sites/default/files/2019/09/5th%20Grade%20CS%20Lessons.pdf?id=5d72d0c61dcb251298c0fa9e
Lessons aligned to each CS Standard for grades 3 -5.
Building a Network
https://curriculum.code.org/csp-20/unit2/2/
In this lesson, students are formed into groups of 5-7 and given string so they can connect themselves together to form a computer network. Students are given several specific networks to form, along with several guidelines for how to best form computer networks.
Computer Networks: Crash Course Computer Science Videos
https://www.youtube.com/watch?v=3QhU9jd03a0&list=PL8dPuuaLjXtNlUrzyH5r6jN9ulIgZBpdo&index=29
This is three-episode video series on the rise of a global telecommunications network that changed the world forever. Beginning with computer networks, and how they grew from small groups of connected computers on LAN networks to eventually larger worldwide networks like the ARPANET and even the Internet we know today. They also discuss how many technologies like Ethernet, MAC addresses, IP Addresses, packet switching, network switches, and TCP/IP were implemented to new problems as our computers became ever-increasingly connected.
Computer Science Principles Unit 2- The Internet
https://studio.code.org/s/csp2-2021?section_id=2453524
This unit from code.org reveals how the Internet was designed to connect billions of devices and people to one another. Learn how the different protocols of the Internet work and actually build them yourself using the Internet Simulator. Then consider the Internet's impacts, both good and bad, on modern life.
Essential Componenty of Web Accessibility
https://www.w3.org/WAI/fundamentals/components/
This page shows how web accessibility depends on several components working together, and how improvements in specific components could substantially improve web accessibility. It provides the foundation for understanding the different accessibility standards developed by the W3C Web Accessibility Initiative (WAI).
How Exactly does binary code work?
https://www.youtube.com/watch?v=wgbV6DLVezo&list=PLbg9iMltq-VzU5xWZVhEhMCpQ1-GCwwyu&index=3
Video explaining how binary code works.
How the Internet Works Code.org Playlist
https://www.youtube.com/playlist?list=PLzdnOPI1iJNfMRZm5DDxco3UdsFegvuB7
A series of 8 videos from code.org featuring authentic CS engineers explaining how the internet works.
How the Internet Works- Khan Academy
https://www.khanacademy.org/computing/code-org/computers-and-the-internet#internet-works
In six short, introductory videos, you’ll get an inside look into foundational concepts of everything from wires to websites, taught by guest lecturers including the actual “Father of the Internet” Vint Cerf, Tumblr founder David Karp, and creators on teams at Google, Spotify, Xbox, Symantec, and more.
Image Representation
https://www.csunplugged.org/en/topics/image-representation/
This lesson will explore how we can represent pictures and colors using binary digits, how these are displayed using pixels on a screen, and why the way we represent these images changes what we see.
Learn basic networking in 4 minutes
https://www.youtube.com/watch?v=ObNYlm7HJs8
This tutorial is about basic networking concepts, like what is the brain of the network, who gives the instructions and how the traffic is controlled, and more.
Love Lettters for Computers
https://www.helloruby.com/loveletters
Love Letters for Computers is a free resource including a series of videos, resources, classroom materials, and a teacher journal that will help you plan how to integrate computer science into your curriculum for children in kindergarten and first years of primary school.
The Internet
https://code.org/curriculum/course3/18/Teacher
In this lesson, students will pretend to flow through the Internet while learning about Internet connections, URLs, IP Addresses, and the DNS.
The Internet: Packts, Routing & Reliability
https://www.youtube.com/watch?v=AYdF7b3nMto&list=PLbg9iMltq-VzU5xWZVhEhMCpQ1-GCwwyu&index=1&t=5s
Spotify engineer Lynn Root and Vint Cerf, Father of the Internet, explain what keeps the Internet running and how information is broken down into packets.
The Internet: Wires, Cables, & Wifi
https://www.youtube.com/watch?v=ZhEf7e4kopM&list=PLbg9iMltq-VzU5xWZVhEhMCpQ1-GCwwyu&index=2
This educational video introduces how the physical infrastructure of the Internet moves information.
What is a packet?
https://computer.howstuffworks.com/question525.htm
This website breaks down a packet and how it is transmitted via the internet. It includes helpful definitions as well as links to additional videos and websites on related internet topics.
Erika Jorgensen
Shebree Moore
Kaylee Nygren
Courtney Pushcar
Melissa Rasmussen
| Wyoming Department of Education
122 W. 25th St. Suite E200 Cheyenne, WY 82002 Phone: (307) 777-7675 |