Nev. Admin. Code § 389.2948

Current through December 12, 2024

Section 389.2948 - Fifth grade: Technology and computers

By the beginning of the fifth grade, pupils must know and be able to do everything required in the previous grades for computer education and technology, including, without limitation, computer science and computational thinking, offered in public schools. Instruction in third grade, fourth grade and fifth grade in computer education and technology, including, without limitation, computer science and computational thinking, must be designed so that pupils meet the following performance standards by the completion of the fifth grade:

1. For the areas of creativity and innovation, demonstrate creative thinking, build knowledge and develop innovative products and processes using technology, as demonstrated by the ability of the pupil to:

(a) Process new ideas that are based on prior knowledge to brainstorm solutions to a problem that arises in an everyday situation using digital tools;

(b) With limited assistance from the teacher, create an original work in a digital format to demonstrate personal or group expression;

(c) Use digital models and simulations to explore complex systems and issues; and

(d) Identify and represent trends to make predictions using data from the classroom.

2. For the areas of communication and collaboration, use digital media and environments to communicate and work in collaboration with other pupils, including pupils outside of the classroom, to support the learning of the pupil and the learning of other pupils, as demonstrated by the ability of the pupil to:

(a) Collaborate with other pupils to create and publish a digital product and make the product available outside the classroom;

(b) Communicate information and ideas using digital text, images and sound;

(c) Describe the appropriate media and format for a specific audience;

(d) Use digital resources to research places, persons and different cultures from around the world;

(e) Contribute to a group to produce an original work in a digital format; and

(f) Describe the different ways to interact with other persons and contribute to a digital product.

3. For the area of fluency of research and information, gather, evaluate and use information, as demonstrated by the ability of the pupil to:

(a) For a research project, use digital tools to plan a timeline and track the progress of the project;

(b) Use keywords to search, organize, locate and synthesize information in multiple sources to create an original product;

(c) Explain the importance of using more than one source and recognize the possible biases in digital resources;

(d) Discern the differences between fact and opinion in digital content;

(e) Choose and use a digital tool that is appropriate for a task; and

(f) Collect, organize, analyze and manipulate data using digital tools and report the results in a format that is appropriate to the task.

4. For the areas of critical thinking, problem solving and decision making, use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using the digital tools and resources that are appropriate for the specific task, as demonstrated by the ability of the pupil to:

(a) Develop questions that will guide the pupil in the investigation of a problem that arises in an everyday situation using digital resources;

(b) Plan and manage projects using a digital planning tool;

(c) Propose a solution to a problem that arises in an everyday situation using digital tools and data that has been collected; and

(d) Explore alternative solutions to and diverse perspectives on problems that arise in everyday situations and propose a solution to those problems using digital tools.

5. For the area of the appropriate use of technology, understand human, cultural and societal issues relating to technology and practice legal and ethical behaviors when using technology, as demonstrated by the ability of the pupil to:

(a) Describe the code of conduct for the use of technology at the school in which the pupil is enrolled and the consequences of violating that code of conduct;

(b) Describe unacceptable and unsafe behaviors when using technology, including, without limitation, cyber-bullying, divulging personal information and plagiarism;

(c) Use technological resources for solving problems, directing personal learning, collaborating and extending learning activities;

(d) Describe why a pupil needs lifelong learning in a world that is global and dynamic; and

(e) Explain the concepts of using technology in an appropriate manner, accessing technology in an appropriate manner and technological literacy, and explain the personal and societal responsibilities associated with those concepts.

6. For the areas of technological operations and concepts, demonstrate an understanding of technological concepts, systems and operations, as demonstrated by the ability of the pupil to:

(a) Give examples of technological systems;

(b) Demonstrate appropriate keyboarding skills;

(c) Choose the appropriate digital tools for a specific learning activity;

(d) Analyze and apply specific strategies for solving common hardware and software problems; and

(e) Generalize routine procedures for a variety of technologies.

7. For the areas of algorithms and programming, demonstrate an understanding of algorithms, program development, variables, control and modularity, as demonstrated by the ability of the pupil to:

(a) Test, compare and refine multiple algorithms for the same task and determine which is most appropriate;

(b) Debug an algorithm or program that includes sequences and loops by identifying and fixing errors in the algorithm or program;

(c) With teacher guidance, collaborate with other pupils during the design, implementation and review stages of program development;

(d) Test and debug errors in a program or algorithm to ensure that it runs as intended;

(e) Use the iterative process to develop a program to express an idea or address a problem while considering the perspectives and preferences of other persons;

(f) Describe choices made during program development using comments in the code of the program, presentations and demonstrations;

(g) Observe intellectual property rights and give appropriate attribution when creating or revising a program;

(h) Create a program that uses a variable to store and modify data;

(i) Develop a program that includes a sequence, an event, a loop and a conditional;

(j) Explore how a complex task can be decomposed into simple tasks and how simple tasks can be composed into a complex task;

(k) Demonstrate how to decompose a complex task into simple tasks and to compose simple tasks into a complex task; and

(l) Develop something new or add more advanced features to a program developed by the pupil by modifying, incorporating and testing portions of an existing program.

8. For the area of computing systems, demonstrate an understanding of hardware, software, devices and troubleshooting, as demonstrated by the ability of the pupil to:

(a) Model how computer hardware and software work together as a system to accomplish a task;

(b) Describe how the internal and external parts of a computing device function to form a system; and

(c) Determine potential solutions to solve a simple hardware and software problem using common troubleshooting strategies.

9. For the areas of data and analysis, demonstrate an understanding of storage, collection, visualization, transformation, inference and models, as demonstrated by the ability of the pupil to:

(a) Organize and visually present collected data to highlight relationships and support a claim;

(b) Use data to highlight or propose a cause and effect relationship, predict an outcome or communicate an idea; and

(c) Recognize how text, images and sounds are represented as binary numbers in a computing device.

10. For the area of the impacts of computing, demonstrate an understanding of culture, social interactions, safety, law and ethics, as demonstrated by the ability of the pupil to:

(a) Discuss a computing technology that has changed the world and express how the technology influences and is influenced by cultural practices;

(b) Compare and contrast how computing has changed society from the past to the present;

(c) Brainstorm ways to improve the accessibility and usability of a technology product for the diverse needs and wants of various persons who use the technology product;

(d) Seek diverse perspectives to improve computational artifacts; and

(e) Use material which is in the public domain or according to the copyright of the material and refrain from copying or using material created by others without permission.

11. For the areas of networks and the Internet, demonstrate an understanding of cybersecurity, networking, communication and organization, as demonstrated by the ability of the pupil to:

(a) Discuss a real-world cybersecurity problem and how personal information can be protected;

(b) Model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the Internet and reassembled at the destination;

(c) Explain the concept of a network protocol; and

(d) Identify the advantages and disadvantages of various types of networks.

Nev. Admin. Code § 389.2948

Added to NAC by Bd. of Education by R038-00, 6-20-2000, eff. 7-1-2000; A by R008-10, 6-30-2010; A by R041-18AP, eff. 6/26/2018

NRS 385.080, 385.114, 389.021, 389.520