IC3 GS6 Level 2

Project Workbook

First Edition

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Table of Contents
Introduction 1
Best Practices Using LearnKey’s Online Training 2
Using This Workbook as a Student 3
Skills Assessment 4
IC3 GS6 Level 2 Video Times 6
Domain 1 Lesson 1 7
Fill-in-the-Blanks 8
Understand Device Settings 9
Configure Device Settings 10
Configure Browser Settings 11
Domain 1 Lesson 2 12
Fill-in-the-Blanks 13
Create Appointments or Tasks on a Digital Calendar 14
Share a Digital Calendar 15
Display Information on a Calendar 16
Automation Methods 17
Cloud Computing 18
Autocorrect and Autocomplete Functions 19
Domain 1 Lesson 3 20
Fill-in-the-Blanks 21
Volume Settings and Monitor Brightness 22
Laser and Inkjet Printers 23
Connect to a Printer and Select a Default 24
Processing Devices 25
Data Cables and Connectors 26
Domain 2 Lesson 1 28
Fill-in-the-Blanks 29
Digital Identities 30
Manage Site Credentials 31
Digital Etiquette Standards 32
Online and Video Etiquette Standards 33
Communication Standards 34
 Etiquette Standards for Posting Content 35
Etiquette Standards for Emailing Content 36
Cultural Diversity 37
Technological Advancements 38
Seek Feedback 39
Domain 3 Lesson 1 40
Fill-in-the-Blanks 41
Key Search Terms 42
Filter Search Results 43
Accuracy of a Search Result 44
Perspective of a Search Result 45
Bias of a Search Result 46
Credibility of a Search Result 47
Relevance of a Search Result 48
Create a Google Form 49
Interacting with Data Storage Systems 50
Create a Microsoft Form 51
Domain 4 Lesson 1 52
Fill-in-the-Blanks 53
Headers and Footers 54
Heading Styles 55
Slide Transitions 56
Slide Animations 57
Master Slides and Templates 58
Prepare a Basic Spreadsheet 59
Format Spreadsheets 60
Domain 4 Lesson 2 61
Fill-in-the-Blanks 62
Perform Basic Image Editing 63
Basic Video-Editing Techniques 64
Keyboarding Skills 65
Track Changes 66
Common Shortcuts 67
Domain 4 Lesson 3 68
Fill-in-the-Blanks 69
Organize, Store, and Retrieve Data and Content 70
Compressing Files 71
Ownership of Data in Storage Location 72
Read-Only and Read-Write Files 73
Implement Password Protection 74
File Versions 75
Intellectual Property Rights 76
Unify Design Elements 77
Customize Information for an Audience 78
Determine File Format 79
Domain 5 Lesson 1 80
Fill-in-the-Blanks 81
Communication Platforms 82
Composing an Email 83
Interacting in a Digital Community 84
Locating Community Services Online 85
Digital Payments 86
In-App Purchases 87
Streaming Services 88
Domain 6 Lesson 1 89
Fill-in-the-Blanks 90
Digital Collaboration Tools 91
Synchronous and Asynchronous Editing 92
Tracked Changes 93
Video Conference Etiquette 94
Appropriate Webinar Etiquette 95
Domain 7 Lesson 1 96
Fill-in-the-Blanks 97
Physical Health Risks 98
Internet Challenges 99
Universal Hardware 100
Catfishing 101
 FOMO 102
Negative Media Posts 103
Domain 7 Lesson 2 104
Fill-in-the-Blanks 105
Untrusted Removable Media 106
Encryption 107
Block Camera Access 108
Password Protect a File 109
Editing Restrictions 110
Appendix 111
Glossary 112
Keyboard Shortcuts for Windows 114
Objectives 115
IC3 GS6 Level 2 Lesson Plan 117
Domain 1 Lesson Plan 117
Domain 2 Lesson Plan 118
Domain 3 Lesson Plan 119
Domain 4 Lesson Plan 120
Domain 5 Lesson Plan 121
Domain 6 Lesson Plan 122
Domain 7 Lesson Plan 123
Introduction

1 | Introduction: Best Practices Using LearnKey’s Online Training IC3 GS6 Level 2 Project Workbook, First Edition
Best Practices Using LearnKey’s Online Training
LearnKey offers video-based training solutions that are flexible enough to accommodate private students and educational
facilities and organizations.

Our course content is presented by top experts in their respective fields and provides clear and comprehensive
information. The full line of LearnKey products has been extensively reviewed to meet superior standards of quality. Our
course content has also been endorsed by organizations such as Certiport, CompTIA®, Cisco, and Microsoft. However, it is
the testimonials given by countless satisfied customers that truly set us apart as leaders in the information training world.

LearnKey experts are highly qualified professionals who offer years of job and project experience in their subjects. Each
expert has been certified at the highest level available for their field of expertise. This expertise provides the student with
the knowledge necessary to obtain top-level certifications in their chosen field.

Our accomplished instructors have a rich understanding of the content they present. Effective teaching encompasses
presenting the basic principles of a subject and understanding and appreciating organization, real-world application, and
links to other related disciplines. Each instructor represents the collective wisdom of their field and within our industry.

Our Instructional Technology

Each course is independently created based on the manufacturer’s standard objectives for which the course was
developed.

We ensure that the subject matter is up-to-date and relevant. We examine the needs of each student and create training
that is both interesting and effective. LearnKey training provides auditory, visual, and kinesthetic learning materials to fit
diverse learning styles.

Course Training Model

The course training model allows students to undergo basic training, building upon primary knowledge and concepts to
more advanced application and implementation. In this method, students will use the following toolset:

Pre-assessment: The pre-assessment is used to determine the student’s prior knowledge of the subject matter. It will also
identify a student’s strengths and weaknesses, allowing the student to focus on the specific subject matter he/she needs
to improve the most. Students should not necessarily expect a passing score on the pre-assessment as it is a test of prior
knowledge.

Video training sessions: Each training course is divided into sessions or domains and lessons with topics and subtopics.
LearnKey recommends incorporating all available external resources into your training, such as student workbooks,
glossaries, course support files, and additional customized instructional material. These resources are located in the folder
icon at the top of the page.

Exercise labs: Labs are interactive activities that simulate situations presented in the training videos. Step-by-step
instructions and live demonstrations are provided.

Post-assessment: The post-assessment is used to determine the student’s knowledge gained from interacting with the
training. In taking the post-assessment, students should not consult the training or any other materials. A passing score is
80 percent or higher. If the individual does not pass the post-assessment the first time, LearnKey recommends
incorporating external resources, such as the workbook and additional customized instructional material.

Workbook: The workbook has various activities, such as fill-in-the-blank worksheets, short answer questions, practice
exam questions, and group and individual projects that allow the student to study and apply concepts presented in the
training videos.

2 | Introduction: Best Practices Using LearnKey’s Online Training IC3 GS6 Level 2 Project Workbook, First Edition
Using This Workbook as a Student
This project workbook contains practice projects and exercises to reinforce the knowledge you have gained through the
video portion of the IC3 GS6 Level 2 course. The purpose of this workbook is twofold. First, get you further prepared to
pass the IC3 GS6 Level 2 exam, and second, get you job-ready skills and increase your employability with digital literacy.

This project workbook is versatile because the projects follow the order of the video portion of this course. You can
complete the workbook exercises as you go through each section of the course, complete several of these at the end of
each session, or complete them after viewing the entire course. The key is to go through these projects to strengthen and
solidify your knowledge of this course.

Each project is mapped to a specific video (or videos) in the course and specific test objectives. The materials you will need
for this course include:

• LearnKey’s IC3 GS6 Level 2 courseware.

• The practice files for these projects, which are available at the following URL:
https://media-aws.onlineexpert.com/files/IC3_GS6_Level_2_Support_Files.zip.

Benefits
• Learn basic digital literacy skills.

• View your online courseware anytime and anywhere.

• Put your skills to the test with dozens of pre and post-assessment questions and practice labs.

3 | Introduction: Using This Workbook as a Student IC3 GS6 Level 2 Project Workbook, First Edition
Skills Assessment
Instructions: Rate your skills on the following tasks from 1-5 (1 being needs improvement, 5 being excellent).

Skills 1 2 3 4 5
Customize digital environments.

Use a personal digital calendar.

Define higher-level technology concepts.

Explain and implement common hardware adjustments.

Explain core printer concepts.

Identify digital devices and connections.

Create and manage multiple digital identities.

Apply digital etiquette standards.

Seek opportunities to increase your digital competence.

Determine digital information needs and requirements.

Determine the veracity of an individual search result or digital

artifact.

Manage online data collection, storage, and retrieval.

Create and edit digital content.

Manage digital information and files.

Responsibly repurpose digital resources.

Publish or present content for a specific audience.

Interact with others in a digital environment.

Use online resources to determine availability of community

services.
Use digital tools and technologies to collaborate on the
creation of content.

Apply digital etiquette standards for collaborative processes.

4 | Introduction: Skills Assessment IC3 GS6 Level 2 Project Workbook, First Edition
 Skills 1 2 3 4 5
Avoid health risks and physical harm while using digital
technologies.

Understand device security.

Understand file security.

5 | Introduction: Skills Assessment IC3 GS6 Level 2 Project Workbook, First Edition
IC3 GS6 Level 2 Video Times
Domain 1 Video Time
Customize Digital Environments 00:12:36
Use a Personal Digital Calendar and Define Higher-
00:12:08
Level Technology Concepts
Common Hardware Adjustments, Printer Concepts,
00:08:20
and Digital Devices and Connections
Total Time 00:33:04

Domain 2 Video Time

Digital Identities, Etiquette Standards, and Digital
00:21:20
Competence
Total Time 00:21:20

Domain 3 Video Time

Digital Information Requirements, Veracity of Search
00:16:22
Results, Online Data Collection, Storage, and Retrieval
Total Time 00:16:22

Domain 4 Video Time

Create and Edit Digital Content Part 1 00:18:26
Create and Edit Digital Content Part 2 00:14:42
Manage Digital Information and Files, Repurpose
Digital Resources, and Publish or Present Content for a 00:14:54
Specific Audience
Total Time 00:48:02

Domain 5 Video Time

Interact in a Digital Environment, and Online
00:15:43
Resources for Community Services
Total Time 00:15:43

Domain 6 Video Time

Use Digital Tools to Collaborate on Content and
00:10:19
Digital Etiquette for Collaborative Processes
Total Time 00:10:19

Domain 7 Video Time

Digital Technology Physical and Mental Health 00:09:22
Understand Device and File Security 00:10:40
Total Time 00:20:02

6 | Introduction: IC3 GS6 Level 2 Video Times IC3 GS6 Level 2 Project Workbook, First Edition
Domain 1 Lesson 1

7 | Domain 1 Lesson 1: IC3 GS6 Level 2 Video Times IC3 GS6 Level 2 Project Workbook, First Edition
Fill-in-the-Blanks
Instructions: While watching Domain 1 Lesson 1, fill in the missing words according to the information presented by the
instructor. [References are found in the brackets.]

1. Within Notifications & actions, under the System menu, users can determine if they get notifications, how and
when, and for which . [Configure Device Settings]

2. Users can access mouse settings by selecting Mouse from the Devices menu. Most people use the
button as their primary button to select things. [Configure Device Settings]

3. Users can run a to ensure that passwords and browsing are safe and that everything is
up to date. [Configure Browser Settings]

4. Within the Privacy and security section, users can clear browsing data, , and set other privacy and
security settings. [Configure Browser Settings]

8 | Domain 1 Lesson 1: Fill-in-the-Blanks IC3 GS6 Level 2 Project Workbook, First Edition
Understand Device Settings Project Details
Project file
Users can customize several settings on their computers. Each computer’s N/A
settings differ based on its brand and software, but the demonstrations in this
Estimated completion time
course occur on a Windows 10 computer.
10 minutes
Most users can access their settings through the Start menu in the lower-left Video reference
corner of their screen. There are many settings options listed, and users need to Domain 1
familiarize themselves with as many as they can for the exam. Topic: Customize Digital
Environments
Purpose Subtopic: Configure Device
Settings
Upon completing this project, you will understand where to find device settings.
Objectives covered
Steps for Completion 1 Technology Basics
1.1 Customize digital environments
1. Navigate to your computer’s Settings page. 1.1.1 Configure device settings to
meet individual needs and
2. List the first three settings options available for the following Settings preferences
categories.
Notes for the teacher
a. System Encourage students to explore the
variety of settings options on their
i. devices. Students can find the correct
answers by opening each Setting’s
ii. menu.

iii.

b. Devices

i.

ii.

iii.

c. Network & Internet

i.

ii.

iii.

d. Personalization

i.

ii.

iii.

e. Accounts

i.

ii.

iii.

9 | Domain 1 Lesson 1: Understand Device Settings IC3 GS6 Level 2 Project Workbook, First Edition
Configure Device Settings Project Details
Project file
Some of the many Settings categories available on a user’s computer include N/A
System, Devices, Phone, Network & Internet, and Personalization. Within each of
Estimated completion time
these categories is a list of settings options for the setting category. For
10-15 minutes
example, users can configure their display, sound, battery, and storage settings
within System. Video reference
Domain 1
Because there are many settings available, users should familiarize themselves Topic: Customize Digital
with some of the most common settings and any others they might need. Users Environments
can search through categories to find a specific setting or use the Search bar on Subtopic: Configure Device
Settings
the Settings home page.
Objectives covered
Purpose 1 Technology Basics
1.1 Customize digital environments
Upon completing this project, you will be able to configure device settings. 1.1.1 Configure device settings to
meet individual needs and
Steps for Completion preferences

1. Navigate to your computer’s Settings page. Notes for the teacher

Encourage students to explore the
2. Change the brightness of your screen. variety of settings options on their
devices. The reference project, 111-
3. View your notifications settings, battery life, and storage space. Finished, is in the Finished folder. The
Customize these settings as desired. screenshot should show the Settings
home page with the icons in a color
4. The changes the screen's hue to reduce the other than the default blue.
amount of blue light by using warmer colors that are easier on the eyes.

5. The feature allows users to prioritize

interruptions by determining when notifications and alarms will pop up and when they want them withheld.

6. View the devices connected to your computer, including any printers or scanners.

7. View your network status and connection.

8. Change the Windows color to a color of your choice (anything other than the default blue).

9. Take a screenshot of your Settings home screen, ensuring that the icons display your chosen theme color.

10. Save the screenshot as 111-Completed.png to your Domain 1 Student folder.

11. View your apps and accounts. Customize these settings as desired.

12. Suppose multiple people will be using the same computer. In that case, the
feature allows you to add family members or other users to their own accounts on the computer.

13. View your time zone and language settings. Customize these settings as desired.

10 | Domain 1 Lesson 1: Configure Device Settings IC3 GS6 Level 2 Project Workbook, First Edition
Configure Browser Settings Project Details
Project file
Computers are not the only things with customizable settings; browsers also N/A
have settings. Many web browsers are available, but this course's
Estimated completion time
demonstrations occur in Google Chrome.
10-15 minutes
Users can access Google Chrome’s settings by selecting the Customize and Video reference
control Google Chrome menu to the address bar’s right, represented by a Domain 1
vertical ellipsis. Once within Settings, users can view and manage their Google Topic: Customize Digital
account, sync their email, change their name and picture, and import bookmarks Environments
and settings from other web browsers. Subtopic: Configure Browser
Settings
Purpose Objectives covered
1 Technology Basics
Upon completing this project, you will be able to configure browser settings.
1.1 Customize digital environments
1.1.2 Configure browser settings to
Steps for Completion meet individual needs and
preferences
1. Open Google Chrome.
Notes for the teacher
2. Navigate to the Google Chrome Settings page. Ensure that students have access to
Google Chrome for consistency’s sake.
3. View your Google account and ensure that your information is correct.
Other web browsers have similar
Customize account settings as desired. settings and can be used, but it will be
easier to instruct with one browser type.
a. If you do not have a Google account, please create one for future Students will also need a Google
projects. account for future projects.

4. Under the Autofill section, users can save passwords for their accounts,
store payment methods, and add address information. List one reason
to use Autofill and one reason it may be harmful to users.

a.

5. Run a safety check.

6. View the Privacy and security settings. Customize these settings as desired.

7. View the Appearance settings. Customize these settings as desired.

8. Determine whether the following statements are true or false.

a. When using Google Chrome, users must use Google as their search engine.

b. When using Google Chrome, users are required to use Google Chrome as their default
browser.

c. Users can set their default browser within the Apps category of their computer settings.

9. Set a default web browser of your choice.

10. View On startup settings and customize these as desired.

11 | Domain 1 Lesson 1: Configure Browser Settings IC3 GS6 Level 2 Project Workbook, First Edition
Domain 1 Lesson 2

12 | Domain 1 Lesson 2: Configure Browser Settings IC3 GS6 Level 2 Project Workbook, First Edition
Fill-in-the-Blanks
Instructions: While watching Domain 1 Lesson 2, fill in the missing words according to the information presented by the
instructor. [References are found in the brackets.]

1. One thing that differs in an Outlook calendar is that users can specify whether they are scheduling an appointment,
meeting, or . [Create Appointments or Tasks on a Personal Digital Calendar]

2. The Share Calendar option allows users to share their whole calendar and any to the calendar.
[Share a Personal Digital Calendar]

3. Users can customize their calendars by adding religious holidays, regional holidays, sports calendars, and
even . [Display Information on Your Personal Calendar]

4. A common automation method used when creating documents is a . [Describe Automation

Methods]

5. Cloud computing stores data and programs on . [Describe Cloud Computing]

6. The Autocorrect function uses algorithms to automatically replace a word with the word
users intended to type. [Describe the Use of Autocorrect Functions]

7. The autocomplete feature uses an application to predict what users might type and provide
potential . [Describe the Use of Autocomplete Functions]

13 | Domain 1 Lesson 2: Fill-in-the-Blanks IC3 GS6 Level 2 Project Workbook, First Edition
Create Appointments or Tasks Project Details
Project file
on a Digital Calendar N/A

Estimated completion time

Users can customize calendars on their devices to stay organized. Calendars can 5-10 minutes
help users remember birthdays, doctor’s appointments, meetings, and Video reference
everything in between. One digital calendar option is a calendar within an email Domain 1
account. Google, as well as many other email providers, have their own calendar Topic: Use a Personal Digital
options available for users. Outlook is another professional digital calendar, and Calendar
it is similar to Google calendar. The calendar should update each connected Subtopic: Create Appointments or
Tasks on a Personal Digital
device when an email account is linked to multiple devices, such as a phone and
Calendar
computer.
Objectives covered
Purpose 1 Technology Basics
1.2 Use a personal digital calendar
Upon completing this project, you will be able to add a reminder to a digital 1.2.1 Create appointments or tasks
calendar. on a personal digital calendar

Steps for Completion Notes for the teacher

The reference project, 121-Finished, is
1. Navigate to the calendar within your Google account. in the Finished folder. The screenshot
should show the current month within
2. View the calendar in Month mode. the Google calendar with a reminder
titled Doctor Checkup.
3. Add a reminder one week from the current date with the title Doctor
Checkup

a. Select a time and save the entry

4. Take a screenshot of the calendar, ensuring the reminder is visible.

5. Save the screenshot as 121-Completed.png to your Domain 1 Student folder.

6. Within a Google calendar, users can specify whether they are scheduling an , reminder, or task.

7. Within an Outlook calendar, users can specify whether they are scheduling an appointment, , or
event.

8. One difference between a and an appointment is that appointments only appear on the user’s
own calendar. In contrast, a is set for multiple people, so the calendar item displays on all the
attendees’ calendars.

14 | Domain 1 Lesson 2: Create Appointments or Tasks on a Digital Calendar IC3 GS6 Level 2 Project Workbook, First Edition
Share a Digital Calendar Project Details
Project file
Using a digital calendar through an email provider makes it easy to share N/A
calendar information with others. Outlook has built-in options for emailing and
Estimated completion time
sharing calendars and calendar items. Other email providers have similar
5 minutes
options, but the settings are slightly different for all of them.
Video reference
Purpose Domain 1
Topic: Use a Personal Digital
Upon completing this project, you will understand how to share a personal Calendar
digital calendar. Subtopic: Share a Personal Digital
Calendar
Steps for Completion
Objectives covered
1 Technology Basics
1.2 Use a personal digital calendar
1.2.2 Share a personal digital
calendar with others

Notes for the teacher

Encourage students to explore
1. Refer to the Outlook Calendar options in the image above.
calendar-sharing options within other
a. Which is the best option for sharing specific calendar information platforms, such as Google.
with others?

b. Which is the best option for sending an entire calendar and updates?

2. List the Detail options available when sending a calendar via email through Outlook.

a.

b.

c.

15 | Domain 1 Lesson 2: Share a Digital Calendar IC3 GS6 Level 2 Project Workbook, First Edition
Display Information on a Project Details
Project file
Calendar N/A

Estimated completion time

Users can find other calendars to add events and dates to their own calendars 5-10 minutes
within most digital calendars. These calendars overlap the user’s personal Video reference
calendar, showing things like holidays, sporting events, moon phases, and more. Domain 1
These events usually display a correlating calendar color, which can be changed Topic: Use a Personal Digital
to fit a user’s preference. Calendar
Subtopic: Display Information on
Purpose Your Personal Calendar

Upon completing this project, you will be able to display additional events on Objectives covered
1 Technology Basics
your calendar.
1.2 Use a personal digital calendar
1.2.3 Display specific information
Steps for Completion on your personal calendar
1. Navigate to the calendar within your Google account. Notes for the teacher
The reference project, 123-Finished, is
2. View the calendar in Month mode. in the Finished folder. The screenshot
should show US holidays and additional
3. Display holidays in the United States on your calendar.
events listed under Other calendars.
4. Browse for and add a calendar of your own interest to your calendar.

5. Take a screenshot of your calendar, ensuring that US holidays and your

preferred events are displayed.

6. Save the screenshot as 123-Completed.png to your Domain 1 Student folder.

16 | Domain 1 Lesson 2: Display Information on a Calendar IC3 GS6 Level 2 Project Workbook, First Edition
Automation Methods Project Details
Project file
Automation methods control a process that is performed on an electronic N/A
device. The method is a set of commands that function together as a single
Estimated completion time
command to complete a process automatically. A macro is an example of a
5 minutes
common automation method used when creating documents.
Video reference
Purpose Domain 1
Topic: Define Higher-Level
Upon completing this project, you will be able to use a macro. Technology Concepts
Subtopic: Describe Automation
Steps for Completion Methods

1. Macros are located on the tab within Microsoft Objectives covered

applications. 1 Technology Basics
1.3 Define higher-level technology
2. Individuals must a macro for the automation concepts
process to occur within a document. 1.3.1 Describe automation
methods
3. automate processes using codes to generate
Notes for the teacher
Web pages or other processes on a computer. Ensure students have access to
Microsoft Word.

17 | Domain 1 Lesson 2: Automation Methods IC3 GS6 Level 2 Project Workbook, First Edition
Cloud Computing Project Details
Project file
Cloud computing stores data and programs on remote servers. The servers are N/A
accessed through the internet using a browser or cloud computing software,
Estimated completion time
which means users can access their data from any device with internet access
5 minutes
and a web browser.
Video reference
Purpose Domain 1
Topic: Define Higher-Level
Upon completing this project, you will better understand cloud computing Technology Concepts
basics. Subtopic: Describe Cloud
Computing
Steps for Completion
Objectives covered
1. Determine whether the following statements are true or false. 1 Technology Basics
1.3 Define higher-level technology
a. Data stored in the cloud is not stored on your concepts
computer's hard drive. Instead, it’s stored on the internet. 1.3.2 Describe cloud computing

Notes for the teacher

b. Cloud computing functions using servers, computers,
Help students understand how cloud
databases, and central servers. computing is different from other data
storage methods.
c. Most cloud computing providers charge users a
monthly or yearly fee for their services and never provide users with
free storage space.

18 | Domain 1 Lesson 2: Cloud Computing IC3 GS6 Level 2 Project Workbook, First Edition
Autocorrect and Autocomplete Project Details
Project file
Functions N/A

Estimated completion time

Autocorrect is a software feature that can help users avoid misspelled words. 5-10 minutes
The Autocorrect function uses algorithms to replace a misspelled word Video reference
automatically with the word users intended to type. Domain 1
Topic: Define Higher-Level
Web browsers have an autocomplete feature. This feature uses an application to Technology Concepts
predict what users might type and provides potential suggestions. In Google, Subtopic: Describe the Use of
this feature is sometimes known as Google Suggest. Autocorrect Functions; Describe
the Use of Autocomplete Functions
Purpose
Objectives covered
Upon completing this project, you will understand the Autocorrect and 1 Technology Basics
Autocomplete functions. 1.3 Define higher-level technology
concepts
1.3.3 Describe and understand the
Steps for Completion
use of autocorrect functions
1. Enable the Autocorrect feature within your computer’s settings. 1.3.4 Describe and understand the
use of autocomplete functions
2. Even though Autocorrect is helpful most of the time, what should you
Notes for the teacher
do before submitting written work? The reference project, 134-Finished, is
in the Finished folder. The screenshot
3. Open Google Chrome.
should show the word, cash, in the
search bar with a list of suggestions.
4. Within the browser search bar, type cash

5. Take a screenshot of the suggestions listed.

6. Save the screenshot as 134-Completed.png to your Domain 1 Student folder.

19 | Domain 1 Lesson 2: Autocorrect and Autocomplete Functions IC3 GS6 Level 2 Project Workbook, First Edition
Domain 1 Lesson 3

20 | Domain 1 Lesson 3: Autocorrect and Autocomplete Functions IC3 GS6 Level 2 Project Workbook, First Edition
Fill-in-the-Blanks
Instructions: While watching Domain 1 Lesson 3, fill in the missing words according to the information presented by the
instructor. [References are found in the brackets.]

1. Some speakers have dials to adjust the treble and bass. The treble adjusts sounds, and
the bass adjusts sounds. [Locate and Adjust Volume Settings]

2. Users can adjust the brightness on an external monitor by pressing the brightness button, commonly represented
by a icon. [Adjust Monitor Brightness and Contrast Controls]

3. Laser printers have an electronic that determines how to print the data on the page. [Distinguish
Between Laser and Inkjet Printers]

4. After users have added a new printer to their computer, they should see their printer added to the Printers &
Scanners section of their settings. [Confirm a Successful Connection to a Printer]

5. Users can set a printer as their default, so they are not asked which printer they want to use every time
they something. [Select a Default Printer]

6. Processing devices are used to manage and the device's operations. [Define Processing
Devices]

7. cables have lower speeds and are less reliable than other versions. Its bandwidth has rates up to 100
megabits per second (Mbps) and 100 MHz of bandwidth. [Categories of Data Cables and Connectors]

8. HDMI type A connectors are commonly found on , DVD players, and computer monitors.
[Categories of Data Cables and Connectors]

21 | Domain 1 Lesson 3: Fill-in-the-Blanks IC3 GS6 Level 2 Project Workbook, First Edition
Volume Settings and Monitor Project Details
Project file
Brightness N/A

Estimated completion time

Speakers and monitors are output devices that output information to users via 5 minutes
sound and image. Users can adjust these devices to their personal preferences Video reference
and surroundings. Users who share a wall with a sleeping neighbor may want to Domain 1
lower their speaker volume, and the user may want to turn down their screen Topic: Implement Common
brightness if it is dark. Because speakers and monitors are hardware devices, Hardware Adjustments
users have the option to adjust these settings manually. However, users can also Subtopic: Locate and Adjust
Volume Settings; Adjust Monitor
adjust these settings through their computer’s settings.
Brightness and Contrast Controls
Purpose Objectives covered
1 Technology Basics
Upon completing this project, you will understand speaker and monitor 1.4 Identify and explain common
adjustments. hardware adjustments
1.4.1 Identify and explain common
Steps for Completion sound setting adjustments
1.4.2 Identify and explain monitor
1. The speaker volume is increased by twisting the dial brightness and contrast controls
and decreased by twisting it
. Notes for the teacher
Review how to adjust sound and
2. usually have keys that can be used to increase monitor settings with students
physically.
and decrease volume. These keys commonly display a
icon.

3. Some speakers have dials to adjust treble and bass. The treble adjusts sounds, and the
bass adjusts sounds.

4. The brightness on an external monitor can be adjusted by selecting the button.

A icon commonly represents this button.

5. Users can or brightness and contrast by selecting the

up and down arrows within the Color menu.

22 | Domain 1 Lesson 3: Volume Settings and Monitor Brightness IC3 GS6 Level 2 Project Workbook, First Edition
Laser and Inkjet Printers Project Details
Project file
There are many printers on the market, but the two main printer types are laser N/A
and inkjet. Laser printers are usually more expensive to purchase upfront than
Estimated completion time
inkjet printers, but the ink can get costly if users do a lot of printing.
5-10 minutes

Purpose Video reference

Domain 1
Upon completing this project, you will understand how laser and inkjet printers Topic: Explain Core Printer Concepts
work. Subtopic: Distinguish Between
Laser and Inkjet Printers
Steps for Completion
Objectives covered
1. Describe how laser printers work. 1 Technology Basics
1.5 Explain core printer concepts
a. 1.5.1 Distinguish between laser
and inkjet printers

Notes for the teacher

Be prepared to review how laser and
inkjet printers work if students have
trouble understanding the process.

2. Describe how inkjet printers work.

a.
.

23 | Domain 1 Lesson 3: Laser and Inkjet Printers IC3 GS6 Level 2 Project Workbook, First Edition
Connect to a Printer and Select Project Details
Project file
a Default N/A

Estimated completion time

Users can connect their computers to printers and other devices through the 5-10 minutes
Devices category in their computer settings. Once a printer has been added, Video reference
users can set it as their default, so they do not need to select a printer each time Domain 1
they print something. Topic: Explain Core Printer Concepts
Subtopic: Confirm a Successful
Purpose Connection to a Printer; Select a
Default Printer
Upon completing this project, you will be able to connect to a printer and set it
as your default. Objectives covered
1 Technology Basics
Steps for Completion 1.5 Explain core printer concepts
1.5.2 Confirm a successful
1. Navigate to your computer’s Settings page. connection to a printer
1.5.3 Select a default printer
2. Search for nearby printers and scanners.
Notes for the teacher
3. Only connect to a printer or device if you have permission. Otherwise, Not all students may be able to
accomplish the tasks in this project
do not connect to any printers that appear on the screen.
because they may not have access to a
4. If you are connected to a trusted printer, set it as your default. printer.

5. Determine whether the following statement is true or false.

a. If the Let Windows Manage My Default Printer checkbox is selected, you can select
your own default printer.

24 | Domain 1 Lesson 3: Connect to a Printer and Select a Default IC3 GS6 Level 2 Project Workbook, First Edition
Processing Devices Project Details
Project file
Processing devices are used to manage incoming data and a device's N/A
operations. The central processing unit (CPU) and the graphics processing unit
Estimated completion time
(GPU) are two vitally important processing devices, and each has its own
5-10 minutes
functions and roles within a computer.
Video reference
Purpose Domain 1
Topic: Identify Digital Devices and
Upon completing this project, you will better understand processing devices. Connections
Subtopic: Define Processing
Steps for Completion Devices

1. What is a CPU, and what does it do? Answer with at least two sentences. Objectives covered
1 Technology Basics
a. 1.6 Identify digital devices and
connections
1.6.1 Define processing devices

Notes for the teacher

Be prepared to review CPUs and GPUs if
students have trouble understanding
2. What is a GPU, and what does it do? Answer with at least two sentences. them.

a.

25 | Domain 1 Lesson 3: Processing Devices IC3 GS6 Level 2 Project Workbook, First Edition
Data Cables and Connectors Project Details
Project file
There are many different data cables and connectors, each serving a different N/A
purpose. Users need to understand the correct cables needed to perform certain
Estimated completion time
tasks in their homes, schools, or offices.
10-15 minutes
The types of cables users need to know about include Ethernet (RJ-45) cables, Video reference
USB cables, HDMI connectors, and DVI connectors. Domain 1
Topic: Identify Digital Devices and
Purpose Connections
Subtopic: Categories of Data
Upon completing this project, you will know the difference between data cables Cables and Connectors
and connectors.
Objectives covered
Steps for Completion 1 Technology Basics
1.6 Identify digital devices and
1. Match each Ethernet cable to its description. connections
1.6.2 Distinguish between
CAT5 CAT6 CAT7 CAT8 categories of data cables and
connectors
a. This cable has a 10 Gbps speed and a 100 MHz
bandwidth. Notes for the teacher
Be prepared to review the different
b. This cable has a 40 Gbps speed and a 2000 MHz functions of each type of cable with
your students. Remind students that
bandwidth.
newer Ethernet cables are backward
c. This cable has a 10 Gbps speed and a 600 MHz compatible, meaning they will work in
older ports.
bandwidth.

d. This cable has a lower speed and is less reliable than

other versions. It has speeds up to 100 Mbps and a 100 MHz bandwidth.

2. Match each USB cable to its description.

USB 1.0 USB 2.0 USB 3.0

a. This cable has a transfer rate of 12 Mbps.

b. This cable transfers data at 5 Gbps.

c. This cable can transfer data as quickly as 480 Mbps.

3. Match each HDMI connector to its description.

HDMI A HDMI C HDMI D

a. This connector is commonly found on televisions, DVD players, and computer monitors. It
has 19 pins.

b. This connector is known as a micro-HDMI connector, and it has 19 pins. It is most commonly
used in mobile phones.

c. This connector is known as the Mini-HDMI connector, and it has 19 pins. It is commonly used
on cameras and tablets.

26 | Domain 1 Lesson 3: Data Cables and Connectors IC3 GS6 Level 2 Project Workbook, First Edition
 4. Match each DVI connector to its description.

DVI-A DVI-I single-link DVI-I dual-link DVI-D single-link DVI-D dual-link

a. This connector can accept both digital and analog signals and has 23 pins.

b. This connector carries analog signals, and it has 17 pins.

c. This connector can only transfer digital video signals and has 19 pins.

d. This connector can only transfer digital video signals and has 29 pins.

e. This connector can accept both digital and analog signals and has 29 pins.

27 | Domain 1 Lesson 3: Data Cables and Connectors IC3 GS6 Level 2 Project Workbook, First Edition
Domain 2 Lesson 1

28 | Domain 2 Lesson 1: Data Cables and Connectors IC3 GS6 Level 2 Project Workbook, First Edition
Fill-in-the-Blanks
Instructions: While watching Domain 2 Lesson 1, fill in the missing words according to the information presented by the
instructor. [References are found in the brackets.]

1. Keeping your professional digital identity is the best way to highlight your skills. [Personal and
Professional Digital Identities]

2. Adding a Microsoft account on a Windows computer allows users to access apps associated with their account
without to each application individually. [Manage Multiple Site Credentials]

3. Before placing any phone call on , ask permission from the call recipient. [Situational Digital
Etiquette Standards]

4. When receiving an email, the proper etiquette is to respond within hours. Many professionals try to
respond by the end of the day on which the email was received. [Situational Digital Etiquette Standards]

5. Before starting a video conference, users should check their and computer
hardware. [Situational Digital Etiquette Standards]

6. If a text message is regarding a professional matter, users should avoid using abbreviations and , as
they are considered unprofessional and might create miscommunication. [The Appropriate Time to Send a
Communication]

7. Posting a picture of someone else's child on Facebook without the parents' permission is a of
Facebook's privacy rights. [Describe Digital Etiquette Standards for Content]

8. If users include an with the email, they should notify the receiver in their email body.
[Describe Digital Etiquette Standards for Content]

9. diversity occurs when a wide range of varied ages are represented among specific
demographics or communities. [Display Sensitivity to Cultural Diversity]

10. With technology changing constantly, users must learn to to the times.
[Technological Advancements and Other Resources]

11. The Microsoft Feedback feature lets users communicate to Microsoft things they are with, things
they do not like, or suggestions for improvement. [Seek Feedback to Improve Learning]

29 | Domain 2 Lesson 1: Fill-in-the-Blanks IC3 GS6 Level 2 Project Workbook, First Edition
Digital Identities Project Details
Project file
Digital identity is an accumulation of information and data about one’s online N/A
self. This data ranges from a user’s birthdate and browsing history to social
Estimated completion time
media information and medical history. It also includes online accounts,
5-10 minutes
usernames, passwords, and even Social Security numbers. The things a user says
or does online make up their digital identity. Video reference
Domain 2
Purpose Topic: Create and Manage Multiple
Digital Identities
Upon completing this project, you will better understand the difference between Subtopic: Personal and
personal and professional digital identities. Professional Digital Identities

Objectives covered
Steps for Completion 2 Digital Citizenship
2.1 Create and manage multiple
1. What types of information can a personal digital identity include? List at
digital identities
least three examples. 2.1.1 Differentiate between
personal and professional digital
a.
identities

Notes for the teacher

2. Personal digital identity is usually connected to friends, Remind students to be mindful of the
, and other close acquaintances. information they share on the internet.

3. What types of information can a professional digital identity include?

List at least three examples.

a.

4. A professional digital identity is used to boost one's professional .

5. Why is it a good idea to keep your professional digital identity current?

a.

30 | Domain 2 Lesson 1: Digital Identities IC3 GS6 Level 2 Project Workbook, First Edition
Manage Site Credentials Project Details
Project file
Users are required to provide credentials to prove their identity for most things N/A
online. These credentials usually include an email and a password. Since most
Estimated completion time
people manage a personal and professional digital identity, users should know
5-10 minutes
how to manage multiple sites using their credentials.
Video reference
Purpose Domain 2
Topic: Create and Manage Multiple
Upon completing this project, you will be able to manage account settings. Digital Identities
Subtopic: Manage Multiple Site
Steps for Completion Credentials

1. Navigate to your computer’s Settings page. Objectives covered

2 Digital Citizenship
2. View your Email & accounts settings. Customize them as desired. 2.1 Create and manage multiple
digital identities
3. Adding email accounts within computer settings allows users to access 2.1.2 Manage multiple site
their emails, calendar items, and . credentials

4. Adding a account on a Windows computer allows Notes for the teacher

users to access apps associated with the account without signing into Encourage students to add accounts to
their computer if they would like to do
each application individually.
so.

31 | Domain 2 Lesson 1: Manage Site Credentials IC3 GS6 Level 2 Project Workbook, First Edition
Digital Etiquette Standards Project Details
Project file
When it comes to the digital world, there are many etiquette standards for users N/A
to follow. Users should know how to appropriately handle situations with mobile
Estimated completion time
phones, emails, and in-person meetings. One may be viewed as impolite and
10 minutes
disrespectful if one fails to perform digital etiquette standards. When
communicating in any form with others, it is wise to maintain a polite use of Video reference
language and refrain from inappropriate gossip. Domain 2
Topic: Apply Digital Etiquette
Purpose Standards
Subtopic: Situational Digital
Upon completing this project, you will understand digital etiquette standards. Etiquette Standards

Objectives covered
Steps for Completion 2 Digital Citizenship
2.2 Apply digital etiquette standards
1. What should users do with their mobile phones in public settings? List
2.2.1 Implement situational digital
two etiquette standards. etiquette standards

a. Notes for the teacher

Remind students that answering calls
. while meeting with others may be
acceptable if they let the other people
b. know that they are waiting for a phone
. call in advance.

2. Individuals should avoid , playing ,

and responding to emails while meeting with others in person.

3. What should users do if they need to answer a phone call in public? List three etiquette standards.

a. .

b. .

c. .

4. Before placing any phone call on , ask permission from the callee.

5. When receiving an email, the proper etiquette is to respond within hours.

6. Describe an instance when users should apply the Reply option and an instance with the Reply All option when
emailing.

a.

7. The Forward option allows you to forward a message sent to you to someone new. You should not forward
personal emails, text messages, and private messages without gaining first.

32 | Domain 2 Lesson 1: Digital Etiquette Standards IC3 GS6 Level 2 Project Workbook, First Edition
Online and Video Etiquette Project Details
Project file
Standards N/A

Estimated completion time

It is common for users to have accounts on many social media platforms, and 5-10 minutes
users should know the best way to express themselves on those platforms. It is Video reference
best to avoid oversharing on the internet. Users should also maintain a Domain 2
professional persona, especially on sites like LinkedIn, as potential employers Topic: Apply Digital Etiquette
often review online accounts when hiring. When video conferencing, users can Standards
be courteous of others and their time by preparing their equipment in advance Subtopic: Situational Digital
Etiquette Standards
and arriving at the meeting on time. Once in a meeting, users should know how
and when to use the mute button. They should also avoid speaking over others. Objectives covered
2 Digital Citizenship
Purpose 2.2 Apply digital etiquette standards
2.2.1 Implement situational digital
Upon completing this project, you will understand etiquette standards for online etiquette standards
platforms and video conferencing.
Notes for the teacher
Steps for Completion Remind students that their comments
online should be respectful, even when
1. Oversharing about family or relationship issues on social media is they disagree with others.
inappropriate. It puts others in an
position, as the violation of their can
be hurtful and embarrassing.

2. Be online. Do not yourself.

3. When using online platforms, be with your words. Not speaking face-to-face leaves room
for . Avoid jumping to conclusions and getting angry.

4. Before starting a video conference, what should users check?

a.

b.

c.

5. How should users position themselves in front of their cameras when preparing for a video conference?

a.

b.

6. If you are not speaking, your microphone should be muted. What does this help to cut back on in a meeting?

a.

b.

7. If you are meeting with friends and family, you can dress , but you must be dressed accordingly
in a professional setting.

8. During a video call, you should . Do not check your email or work on other projects
during a meeting. Others will sense that you are and not focused on the meeting.

33 | Domain 2 Lesson 1: Online and Video Etiquette Standards IC3 GS6 Level 2 Project Workbook, First Edition
Communication Standards Project Details
Project file
Online etiquette standards are often referred to as netiquette. Netiquette is a N/A
portmanteau of the words net and etiquette, and it is a set of unofficial
Estimated completion time
guidelines regarding appropriate standards of communication on the internet.
5-10 minutes

Purpose Video reference

Domain 2
Upon completing this project, you will understand various methods of Topic: Apply Digital Etiquette
communication and when to use them. Standards
Subtopic: The Appropriate Time to
Steps for Completion Send a Communication

1. Match the form of communication to its ideal situational use. Objectives covered
2 Digital Citizenship
Text Instant message (IM) Email Video conference 2.2 Apply digital etiquette standards
2.2.2 Determine the appropriate
a. A user needs to ask a quick question, time to send a communication
hoping for an immediate response.
Notes for the teacher
b. A user needs to train a new employee on Ask students which types of online
a company process. communication they use most and
discuss methods they use less
c. A user needs to send a brief message. frequently.

d. A user needs to send a message with a

few brief paragraphs and an attachment.

2. When determining whether to send a text message, consider the recipient's .

3. Why should you avoid using abbreviations and emojis if a text message is a professional matter?

a.

4. When instant messaging, always check the recipient's before sending a message. If they are not
available, don't send a message. Rather, wait until they are available or send them an .

5. Ensure you use proper grammar, spelling, vocabulary, and punctuation when emailing. Make sure
to any email messages you send out.

6. When video conferencing, ensure your microphone is muted when you are not speaking and that
you before you start speaking.

34 | Domain 2 Lesson 1: Communication Standards IC3 GS6 Level 2 Project Workbook, First Edition
Etiquette Standards for Posting Project Details
Project file
Content N/A

Estimated completion time

Just as there are basic etiquette standards for communicating digitally, there are 5-10 minutes
also etiquette standards for creating and sharing content online. There are many Video reference
platforms for users to post on, including Facebook, Instagram, Twitter, LinkedIn, Domain 2
blog sites, and more. No matter where users post their information, they should Topic: Apply Digital Etiquette
be aware of the rules and etiquette standards needed to stay safe and Standards
professional. Subtopic: Describe Digital
Etiquette Standards for Content
Purpose Objectives covered
2 Digital Citizenship
Upon completing this project, you will understand the rules for posting
2.2 Apply digital etiquette standards
information online. 2.2.3 Describe digital etiquette
standards for content
Steps for Completion
Notes for the teacher
1. When sharing a photo, make sure you the Students can follow along with the
photo or cite the source to give the owner due . video to find correct answers.

2. You may look wonderful in the photo you want to share, but what
about the other people in the picture? Consider other
peoples' when selecting pictures to post.

3. Posting a picture of someone else's on Facebook without the parents'

permission violates Facebook's privacy rights. Other platforms have the same type of privacy rights set in place to
protect .

4. Anything in written form should be proofread for spelling, , and grammar errors.

5. Be aware that writing in all caps usually means the writer is . Avoid doing this, as it can send
mixed messages or unintended .

6. should be avoided because not everyone is familiar with their meaning.

7. Before sharing a post that someone else wrote, do a little research to determine if what they have said
is and accurate. If it is not , do not share false information. If the
information is accurate and you wish to share it, make sure the original source is given .

8. Writers should always show respect for others in their posts and comments. It is okay to with
someone completely, but it is never okay to demean a person's or integrity because of
their differing views.

9. Avoid using a social media platform as a place to:

a.

b.

c.

35 | Domain 2 Lesson 1: Etiquette Standards for Posting Content IC3 GS6 Level 2 Project Workbook, First Edition
Etiquette Standards for Project Details
Project file
Emailing Content N/A

Estimated completion time

Users should follow some guidelines when composing email messages. They 5 minutes
must have the recipient’s correct information and a clear understanding of their Video reference
message and purpose. Be specific, concise, and respectful when emailing others. Domain 2
Emailing can be an easy way for users to send attachments to others. If a user Topic: Apply Digital Etiquette
includes an attachment with an email, they should notify the receiver in their Standards
email body. Once all the email elements have been added, users should Subtopic: Describe Digital
Etiquette Standards for Content
proofread them for spelling, punctuation, and grammar errors.
Objectives covered
Purpose 2 Digital Citizenship
2.2 Apply digital etiquette standards
Upon completing this project, you will understand the elements of an email. 2.2.3 Describe digital etiquette
standards for content
Steps for Completion
Notes for the teacher
1. Use the image below to match the parts of an email to their Review the subject line, proper greeting,
descriptions. email body, and closing signature with
students.
a. This feature ends the email with courteous language
followed by a signature.

b. This feature lets the recipient know the email’s purpose.

c. This email aspect should be concise but can be divided into paragraphs if needed.

d. This feature greets the receiver of the email.

C
D

36 | Domain 2 Lesson 1: Etiquette Standards for Emailing Content IC3 GS6 Level 2 Project Workbook, First Edition
Cultural Diversity Project Details
Project file
Cultural diversity is huge in the business world. Partners and clients may live in N/A
different countries with different time zones, speak different languages, and
Estimated completion time
have different cultural norms. These factors require consideration when
5-10 minutes
planning a virtual meeting and communicating respectfully.
Video reference
Purpose Domain 2
Topic: Apply Digital Etiquette
Upon completing this project, you will better understand cultural diversity. Standards
Subtopic: Display Sensitivity to
Steps for Completion Cultural Diversity

1. Imagine you live in Georgia and must set up a meeting in August with a Objectives covered
client in California. What are the time zones in each state? 2 Digital Citizenship
2.2 Apply digital etiquette standards
a. Georgia: 2.2.4 Display sensitivity to cultural
diversity
b. California:
Notes for the teacher
2. If you want to begin the meeting at noon your time (Georgia), what Students may need to use an internet
time will it be for your client (California)? browser to research the answers for this
project. Review the varieties of diversity
a. with your students.

3. Describe the normal professional attire of a businessperson in the

United States.

a.

4. If language barriers pose an issue, hire an experienced to translate the proceedings.

5. Generational diversity occurs when a wide range of varied are represented among specific
demographics or communities.

6. Describe three generational groups within the workplace.

a.

b.

c.

37 | Domain 2 Lesson 1: Cultural Diversity IC3 GS6 Level 2 Project Workbook, First Edition
Technological Advancements Project Details
Project file
Technology is in a continual state of change and is constantly adapting and N/A
improving. It may seem challenging to stay current with all the technological
Estimated completion time
upgrades. Individuals can use the internet to find information about new
10 minutes
advancements.
Video reference
Purpose Domain 2
Topic: Increase Your Digital
Upon completing this project, you will understand how to learn more about Competence
Microsoft tools. Subtopic: Technological
Advancements and Other
Steps for Completion Resources

1. Open your web browser. Objectives covered

2 Digital Citizenship
2. Navigate to the Microsoft Support website. 2.3 Seek opportunities to increase
your digital competence
3. Explore the options within the What's new tab. 2.3.1 Be aware of technological
advancements
4. Explore the Community forums, found in the More support dropdown 2.3.2 Use help features and
menu. Learn about a category that interests you. community resources

5. A user must be signed into their Microsoft account to post Notes for the teacher
The reference project, 232-Finished, is
a or a reply in a community forum.
in the Finished folder. The screenshot
6. Open a blank Word document. should show the steps to create a new
style in Word.
7. Use the Help tab to research Styles

8. Take a screenshot of your search results. Be sure to capture the steps to

create a new style.

9. Save the screenshot as 232-Completed.png to your Domain 2 Student folder.

38 | Domain 2 Lesson 1: Technological Advancements IC3 GS6 Level 2 Project Workbook, First Edition
Seek Feedback Project Details
Project file
Many companies, including Microsoft, provide a way for users to leave feedback. N/A
Feedback can be positive, negative, or constructive. These companies appreciate
Estimated completion time
the information they receive from users because it can help them make their
5-10 minutes
products better.
Video reference
Purpose Domain 2
Topic: Increase Your Digital
Upon completing this project, you will know how to leave feedback on Competence
Microsoft software. Subtopic: Seek Feedback to
Improve Learning
Steps for Completion
Objectives covered
1. Open a blank Word document. 2 Digital Citizenship
2.3 Seek opportunities to increase
2. Open the Feedback options. your digital competence
2.3.3 Seek feedback that informs
3. Select the Send a Smile option. and improves your learning

4. Type something you like about using Microsoft Word. Notes for the teacher
Students can find Feedback options
5. Take a screenshot of the feedback dialog box. under the File and Help tabs. The
reference project, 233-Finished, is in the
6. Save the screenshot as 233-Completed.png to your Domain 2 Student Finished folder. The screenshot should
folder. show the students’ feedback on Word.

7. Submit your feedback or close the dialog box.

39 | Domain 2 Lesson 1: Seek Feedback IC3 GS6 Level 2 Project Workbook, First Edition
Domain 3 Lesson 1

40 | Domain 3 Lesson 1: Seek Feedback IC3 GS6 Level 2 Project Workbook, First Edition
Fill-in-the-Blanks
Instructions: While watching Domain 3 Lesson 1, fill in the missing words according to the information presented by the
instructor. [References are found in the brackets.]

1. Search terms can contain a single keyword, multiple keywords, or even a complete . [Understand
Key Search Terms]

2. A search allows one to use keywords combined with search operators to narrow down or
broaden their search results. [Filter Search Results]

3. Articles that have been have been looked through by a team of experts in that topic area.
[Assess the Accuracy of a Search Result]

4. People can experience the same thing and have differing perspectives based on , gender, social
position, beliefs, and . [Validate the Perspective of a Search Result]

5. Unbiased writing is . It stays neutral and equally represents different viewpoints. [Assess the
Bias of a Search Result]

6. If an author is not qualified to speak on a topic, their information is probably not very .
[Determine the Credibility of a Search Result]

7. A cannot determine whether a search result is relevant, but it can measure how often the
keyword appears on a page. [Assess the Relevance of a Search Result]

8. Many individuals and businesses use cloud storage systems like and Microsoft Forms to
collect data. [Collect Digital Data and Responses]

9. CSV files use to separate lists of data and are commonly used to exchange data between
applications. [Interact with Central Data Storage Systems]

10. If a form is on a , users’ work is automatically saved. [Fill Out Online Forms]

41 | Domain 3 Lesson 1: Fill-in-the-Blanks IC3 GS6 Level 2 Project Workbook, First Edition
Key Search Terms Project Details
Project file
Search terms are the words users enter into a search engine. These words are N/A
also known as search queries. They can contain a single keyword, multiple
Estimated completion time
keywords, or a complete sentence.
5 minutes
When users enter a search term into a search engine, it uses the input keyword Video reference
or words to deliver search results that best match users’ intentions. Sometimes Domain 3
the search engine has difficulty determining what users are looking for from the Topic: Digital Information
search term, so users must provide enough information in their search terms to Requirements
yield the results they want. Subtopic: Understand Key Search
Terms
Purpose Objectives covered
3 Information Management
Upon completing this project, you will be able to use a search engine.
3.1 Determine digital information
needs and requirements
Steps for Completion 3.1.1 Understand key search terms

1. Open Google Chrome or another browser. Notes for the teacher

The reference project, 311-Finished, is
2. In the search bar, type Yankee in the Finished folder. The screenshot
should show search results for the word
3. Take a screenshot of the search results.
Yankee.
4. Save the screenshot as 311-Completed.png to your Domain 3 Student
folder.

42 | Domain 3 Lesson 1: Key Search Terms IC3 GS6 Level 2 Project Workbook, First Edition
Filter Search Results Project Details
Project file
Another way to narrow down search results is to filter them. Below the search N/A
bar are some filter options, including All results, Images, Videos, Shopping,
Estimated completion time
Maps, News, and More. Depending on what users are searching for, these filters
5-10 minutes
may help narrow their results.
Video reference
A Boolean search allows users to use keywords combined with search operators Domain 3
to narrow down or broaden search results. There are a few Boolean operators, Topic: Digital Information
and each works differently among search engines. If users are not getting the Requirements
desired results, they should try searching with a different search engine. Subtopic: Filter Search Results

Objectives covered
Purpose 3 Information Management
3.1 Determine digital information
Upon completing this project, you will understand how to filter search results.
needs and requirements
3.1.2 Demonstrate how to filter
Steps for Completion search results

1. Match the Boolean search operator to its use. Notes for the teacher
Encourage students to practice using
NOT OR AND Boolean search operators in their online
searches.
a. Use this search operator to search for two similar terms
at once.

b. Use this search operator to exclude a keyword or phrase.

c. Use this search operator to search for two different terms at once.

2. When multiple search operators are used within a search, this is best done using and
quotations.

3. If you use the Boolean search (Bank OR Banking) AND Credit Union, what would a search engine find results for
first? Why?

a.

4. Using quotations in a search is useful when searching for exact quotes or .

43 | Domain 3 Lesson 1: Filter Search Results IC3 GS6 Level 2 Project Workbook, First Edition
Accuracy of a Search Result Project Details
Project file
When users type search terms into a search engine, they are provided with N/A
pages of search results. However, not all search results contain accurate
Estimated completion time
information. It is an individual’s responsibility to evaluate the accuracy of the
5-10 minutes
information for themselves.
Video reference
Purpose Domain 3
Topic: Determine the Veracity of a
Upon completing this project, you will be able to determine the accuracy of a Search Result
search result. Subtopic: Assess the Accuracy of a
Search Result
Steps for Completion
Objectives covered
1. List six questions you should ask about a piece of research when 3 Information Management
3.2 Determine the veracity of an
determining its accuracy.
individual search result or digital
a. artifact
3.2.1 Assess the accuracy of a
b. search result or digital artifact

c. Notes for the teacher

Encourage students to find a good
d. example of accurate information. Point
out examples of research that may not
e. be accurate and help them understand
why.
f.

44 | Domain 3 Lesson 1: Accuracy of a Search Result IC3 GS6 Level 2 Project Workbook, First Edition
Perspective of a Search Result Project Details
Project file
Perspective is someone’s point of view when describing events. People can N/A
experience the same thing and have differing perspectives based on age,
Estimated completion time
gender, social position, beliefs, and values. Everyone sees and experiences the
5-10 minutes
world differently. Even though perspectives may differ, it does not mean authors
are dishonest. They are simply telling the truth from their perspective. However, Video reference
an author’s work could be considered biased if a perspective is taken to an Domain 3
Topic: Determine the Veracity of a
extreme.
Search Result
Subtopic: Validate the Perspective
Purpose of a Search Result
Upon completing this project, you will be able to determine the perspectives Objectives covered
used in different situations. 3 Information Management
3.2 Determine the veracity of an
Steps for Completion individual search result or digital
artifact
1. Give an example of a topic that teenagers and adults might view 3.2.2 Validate the perspective of a
differently based on their perspectives. What might their opinions be? search result or digital artifact

a. Notes for the teacher

Students’ answers will vary. Example
answers are provided as a guide for
correct answer structure.

2. Give an example of a topic that a teacher and an athlete might view

differently based on their perspectives. What might their opinions be?

a.

3. List at least three things that could play a role in shaping an author’s perspective.

a.

b.

c.

d.

e.

45 | Domain 3 Lesson 1: Perspective of a Search Result IC3 GS6 Level 2 Project Workbook, First Edition
Bias of a Search Result Project Details
Project file
Users should not utilize biased sources in their research. Biased writers N/A
commonly misrepresent information to fit their beliefs or agenda best, and
Estimated completion time
biased information usually argues toward peoples’ emotions rather than logic.
5 minutes
Be aware of one-sided views and negative language toward opposing
viewpoints. Video reference
Domain 3
Purpose Topic: Determine the Veracity of a
Search Result
Upon completing this project, you will understand biases. Subtopic: Assess the Bias of a
Search Result
Steps for Completion
Objectives covered
1. Sites trying to something are almost always 3 Information Management
3.2 Determine the veracity of an
biased.
individual search result or digital
2. Any writing to promote, , or endorse something artifact
3.2.3 Assess the bias of a search
or someone is considered biased.
result or digital artifact
3. List two reasons a writer might be biased or show bias in their work. Notes for the teacher
Discuss examples of biased work your
a.
students have seen and experienced.
b.

4. Unbiased writing is . It stays neutral and equally represents different viewpoints. Its
purpose is to or inform, not to persuade you in one direction.

46 | Domain 3 Lesson 1: Bias of a Search Result IC3 GS6 Level 2 Project Workbook, First Edition
Credibility of a Search Result Project Details
Project file
Determining the accuracy and bias of search results will help users decide N/A
whether the information is credible.
Estimated completion time
5 minutes
Purpose
Video reference
Upon completing this project, you will be able to determine the credibility of a
Domain 3
work. Topic: Determine the Veracity of a
Search Result
Steps for Completion Subtopic: Determine the
Credibility of a Search Result
1. Determine whether the following statements are true or false.
Objectives covered
a. If an author is not qualified to speak on a topic, 3 Information Management
their information is probably not very accurate. 3.2 Determine the veracity of an
individual search result or digital
b. If an author is credible, readers can assume the artifact
information presented is accurate. 3.2.4 Determine the credibility of a
search result or digital artifact
c. It is important for you to do your own research.
Check an author’s sources and their bias. Notes for the teacher
Discuss examples of credible work your
d. An article from 20 years ago may have invalid data. students have seen and experienced.

e. Wiki sites and personal blogs are just as credible as

scholarly journals.

47 | Domain 3 Lesson 1: Credibility of a Search Result IC3 GS6 Level 2 Project Workbook, First Edition
Relevance of a Search Result Project Details
Project file
When users type a keyword into a search engine or a database to perform a N/A
search, the search engine uses an algorithm to find and return search results
Estimated completion time
relevant to the keyword. A computer cannot determine whether a result is
5 minutes
relevant, but it can measure how often the keyword appears on a page. Any
result with the keyword in its title or within the page will appear in the search Video reference
results, but users still must determine if the results are relevant to their research. Domain 3
Topic: Determine the Veracity of a
Purpose Search Result
Subtopic: Assess the Relevance of
Upon completing this project, you will be able to determine the relevance of a a Search Result
search result. Objectives covered
3 Information Management
Steps for Completion 3.2 Determine the veracity of an
individual search result or digital
1. Determine whether the following statements are true or false. artifact
3.2.5 Assess the relevance of a
a. All search results are relevant to a user’s search,
search result or digital artifact
and it is unnecessary to read through all the results to determine
relevance. Notes for the teacher
Discuss examples of relevant work your
b. If information is outdated, it is irrelevant to one’s students have found.
research.

2. When determining if results are relevant, users should look for

, accuracy, , and bias.

48 | Domain 3 Lesson 1: Relevance of a Search Result IC3 GS6 Level 2 Project Workbook, First Edition
Create a Google Form Project Details
Project file
Many individuals and businesses use cloud storage systems like Google Forms N/A
and Microsoft Forms to collect data. They can ask specific questions to receive
Estimated completion time
the feedback they desire. Users can create their own forms or use templates
10-15 minutes
provided by their chosen platform.
Video reference
Purpose Domain 3
Topic: Manage Online Data
Upon completing this project, you will be able to create a Google Form. Collection, Storage, and Retrieval
Subtopic: Collect Digital Data and
Steps for Completion Responses

1. Open Google Chrome. Objectives covered

3 Information Management
2. Navigate to Google Forms. 3.3 Manage online data collection,
storage, and retrieval
3. Create a blank registration form with the title Soccer Registration 3.3.1 Explain methods of collecting
digital data and responses
4. In the Form description field, type Every Wednesday, 3 PM, Heritage
Park Notes for the teacher
Students should send a completed
5. In the Untitled Question field, type Participant's name version of their form to your email
address. If you prefer them to
6. Add another question with the type set to Date. screenshot their forms, you should
instruct them to do that instead. The
7. In the Question field, type Birth date reference project, 331-Finished, is in the
Finished folder.
8. Add another question that states Select a jersey size

9. Select the Add all sizes option and remove the XXL size.

10. Mark each question as Required.

11. Send the form to your teacher if you are working on this course for a class. If not, share or delete this form as
desired.

49 | Domain 3 Lesson 1: Create a Google Form IC3 GS6 Level 2 Project Workbook, First Edition
Interacting with Data Storage Project Details
Project file
Systems N/A

Estimated completion time

After the form has been sent out and responses have been given, we can open 5 minutes
the Responses tab to view the responses. We have a few additional ways we can Video reference
view our data. Domain 3
Topic: Manage Online Data
Purpose Collection, Storage, and Retrieval
Subtopic: Interact with Central
Upon completing this project, you will understand how to view data results from Data Storage Systems
a digital form.
Objectives covered
Steps for Completion 3 Information Management
3.3 Manage online data collection,
1. List three ways users can view their form responses. storage, and retrieval
3.3.2 Explain and interact with
a. central data storage systems

b. Notes for the teacher

If you have time, fill out students’ forms
c. from the previous project so they can
view your responses.
2. If users will be exchanging the response data between applications
which file type should they use?

a.

50 | Domain 3 Lesson 1: Interacting with Data Storage Systems IC3 GS6 Level 2 Project Workbook, First Edition
Create a Microsoft Form Project Details
Project file
Online forms are used to collect data. The data collected is automatically put N/A
into a spreadsheet. It is an easy and efficient way to collect data. Popular form
Estimated completion time
options include Google Forms and Microsoft Forms.
5-10 minutes

Purpose Video reference

Domain 3
Upon completing this project, you will be able to create and fill out a Microsoft Topic: Manage Online Data
Form. Collection, Storage, and Retrieval
Subtopic: Fill Out Online Forms
Steps for Completion
Objectives covered
1. Use the search bar on your desktop to navigate to Microsoft Forms. 3 Information Management
3.3 Manage online data collection,
2. Open Microsoft Forms. storage, and retrieval
3.3.3 Fill out online forms
3. Create a new form with the title Security Training Feedback
Notes for the teacher
4. Select and add the first two recommended questions to the form. Students must sign into their Microsoft
accounts to access Microsoft Forms.
a. These questions should ask: Overall, how satisfied are you with the Remind students that their work is
training/workshop? Were the expectations you had about the automatically saved to the Microsoft
training/workshop met? cloud server. The reference project, 333-
Finished, is in the Finished folder. It
5. Add a new Text question asking What was your biggest takeaway should show three completed questions
from the training? on a form titled, Security Training
Feedback.
6. View the form preview options for a computer and a mobile device.

7. Navigate back to the form.

8. Copy the form link and open it in a new tab.

9. Fill out the form.

10. Take a screenshot of the completed form.

11. Save the screenshot as 333-Completed.png to your Domain 3 Student folder.

51 | Domain 3 Lesson 1: Create a Microsoft Form IC3 GS6 Level 2 Project Workbook, First Edition
Domain 4 Lesson 1

52 | Domain 4 Lesson 1: Create a Microsoft Form IC3 GS6 Level 2 Project Workbook, First Edition
Fill-in-the-Blanks
Instructions: While watching Domain 4 Lesson 1, fill in the missing words according to the information presented by the
instructor. [References are found in the brackets.]

1. Inserting either a header or a footer adds to the document. [Prepare Structured Documents]

2. Users can add a table of contents from the tab. [Header Styles]

3. Most people choose to have slides change with a mouse click, but they can also set a to switch
one slide to the next. [Prepare Presentations]

4. are visual effects that can be set for text, pictures, and objects within a slide. [Prepare
Presentations]

5. A is a file containing a pre-determined style. [Prepare Presentations]

6. Users can increase or decrease width by selecting the right side of the and
dragging it. [Prepare Basic Spreadsheets]

7. Additional worksheets can be added in Excel by selecting the option (it looks like a plus sign).
Once multiple worksheets are created, it is called a . [Prepare Basic Spreadsheets]

53 | Domain 4 Lesson 1: Fill-in-the-Blanks IC3 GS6 Level 2 Project Workbook, First Edition
Headers and Footers Project Details
Project file
Users can implement some Microsoft Word features to add structure to a 411.docx
document. These features include headers and footers, which can be found
Estimated completion time
under the Insert tab. A header contains information at the top of every page in a
5-10 minutes
document, and a footer displays information at the bottom of every. Word
includes many built-in header and footer options, such as Time & Date, Page Video reference
Number, Status, and more. Inserting either a header or a footer adds both to the Domain 4
Topic: Create and Edit Digital
document. Only headers and footers with data appear on the page.
Content
Subtopic: Prepare Structured
Purpose Documents
Upon completing this project, you will be able to add headers and footers to a Objectives covered
document. 4 Content Creation
4.1 Create and edit digital content
Steps for Completion 4.1.1 Prepare structured
documents
1. Open the file 411.docx found in your Domain 4 Student folder.
Notes for the teacher
2. Add a Blank header to the document. The reference project, 411-Finished, is
in the Finished folder. It should show a
3. Insert the date and time on the header to mimic this format: 8/12/20. header with the date on the left and an
In Progress status on the right. The
4. On the rightmost side of the header, add the document status as In footer should include a page number.
Progress

5. Add a page number to the bottom of the page using the Plain Number
3 style.

6. Close the header and footer.

7. Save the file as 411-Completed

8. List two ways to insert a footer into a document.

a.

b.

54 | Domain 4 Lesson 1: Headers and Footers IC3 GS6 Level 2 Project Workbook, First Edition
Heading Styles Project Details
Project file
Titles and headings can provide structure and organization to a document. 411a.docx
Users can add different styles to their headings to distinguish them from the
Estimated completion time
body text. Users can also add a table of contents utilizing their styled headings
5 minutes
to help readers navigate the document more easily.
Video reference
Purpose Domain 4
Topic: Create and Edit Digital
Upon completing this project, you will be able to apply heading styles and Content
create a table of contents. Subtopic: Header Styles

Steps for Completion Objectives covered

4 Content Creation
1. Open 411a.docx, found in your Domain 4 Student folder. 4.1 Create and edit digital content
4.1.1 Prepare structured
2. Apply the Heading 1 style to the Itinerary Transportation, Lodge documents
Information, Meals, and Cost headings. Notes for the teacher
Remind students that the Navigation
3. Open the Navigation Pane and view the headings.
Pane is a useful tool for them to use in
4. Add a page break before the Itinerary heading to create a blank page long documents. The reference project,
411a-Finished, is in the Finished folder.
after the title page.
It should show the Heading 1 style
applied to the Itinerary, Transportation,
5. Add a table of contents with the Automatic Table 2 style to the new
Lodge Information, Meals, and Cost
blank page. headings. There should also be a table
of contents on a new page after the title
6. Save the file as 411a-Completed
page.

55 | Domain 4 Lesson 1: Heading Styles IC3 GS6 Level 2 Project Workbook, First Edition
Slide Transitions Project Details
Project file
Users can add and duplicate slides via the Home and Insert tabs when creating a 412.pptx
PowerPoint presentation. They can also change the layout and theme of their
Estimated completion time
slides. Users must decide how they want to present their slides; should they
5-10 minutes
automatically transition, or will they want to change their slides manually? A
transition is a visual effect added to replace one slide with the next slide. Video reference
However, most people choose to have slides move with a mouse click. Domain 4
Topic: Create and Edit Digital
Purpose Content
Subtopic: Prepare Presentations
Upon completing this project, you will be able to apply transitions to
Objectives covered
presentation slides. 4 Content Creation
4.1 Create and edit digital content
Steps for Completion 4.1.2 Prepare presentations

1. Open 412.pptx, found in your Domain 4 Student folder. Notes for the teacher
The reference project, 412-Finished, is
2. Set the theme variant to orange. in the Finished folder. The presentation
should be orange, and each slide
3. Add the Comb transition to slide 1. should have a different transition. Each
slide should have the Whoosh sound
4. Add the Box transition to slide 2.
with a duration of 01.25 seconds.
5. Add the Pan transition to slide 3.

6. Apply the Whoosh sound with a duration of 01.25 seconds to all the
slides.

7. Save the file as 412-Completed

56 | Domain 4 Lesson 1: Slide Transitions IC3 GS6 Level 2 Project Workbook, First Edition
Slide Animations Project Details
Project file
Users can add animations, images, and videos to their presentations to help 412a.pptx
captivate their audience. Animations are visual effects that can be set for text,
Estimated completion time
pictures, and objects within a slide. PowerPoint provides users with animations
5-10 minutes
designed for entrance, exit, or emphasis.
Video reference
Users can customize their animations’ motion path, direction, start time, and Domain 4
duration. Though these customizations can be fun, users should avoid extreme Topic: Create and Edit Digital
transitions that could distract from their presentation. Once a presentation is Content
complete, users should view their presentation from the beginning. Users can Subtopic: Prepare Presentations
find viewing options under the Slide Show tab. Objectives covered
4 Content Creation
Purpose 4.1 Create and edit digital content
4.1.2 Prepare presentations
Upon completing this project, you will be able to apply animations to
presentation slides. Notes for the teacher
The reference project, 412a-Finished, is
Steps for Completion in the Finished folder. The presentation
should show at least one animation on
1. Open 412a.pptx, found in your Domain 4 Student folder. each slide, with a custom motion path
on slide one.
2. Apply the Emphasis animation, Teeter, to the image on slide 2.

3. Apply the Entrance animation, Grow & Turn, to the title on slide 3.

4. Apply the Fly In animation to each bullet point on slide 3.

a. Set each point to fly in from the right.

5. Set each of the bullet points to start After Previous.

6. Apply the Bounce animation with a custom motion path to the title on slide 1.

a. Adjust the duration of the animation to 05.00 seconds.

b. Set the animation to start With Previous.

7. Preview the presentation from the beginning.

8. Save the file as 412a-Completed

57 | Domain 4 Lesson 1: Slide Animations IC3 GS6 Level 2 Project Workbook, First Edition
Master Slides and Templates Project Details
Project file
Many companies create slide masters and templates for their employees to use N/A
to unify company content. A master slide stores all of the information about a
Estimated completion time
slide's design, including the slide's layout, font, colors, logos, and placeholders.
5 minutes
It is created through the Slide Master tool under the View tab. A template is a
file containing a pre-determined style and saved as a PowerPoint template Video reference
(.potx). Domain 4
Topic: Create and Edit Digital
Purpose Content
Subtopic: Prepare Presentations
Upon completing this project, you will be able to create master slides and
Objectives covered
presentation templates. 4 Content Creation
4.1 Create and edit digital content
Steps for Completion 4.1.2 Prepare presentations

1. Open a blank PowerPoint presentation. Notes for the teacher

The reference project, 412b-Finished, is
2. Open the Slide Master options. in the Finished folder. The template
should include master slides with the
3. Add the Wisp theme. Wisp theme. The title font should be
Times New Roman, and the bullets
4. Change the title font to Times New Roman.
should be Filled Rounded.
5. Change the bullets to Filled Rounded bullets.

6. Save the file as 412b-Completed.potx to your Domain 4 Student

folder.

58 | Domain 4 Lesson 1: Master Slides and Templates IC3 GS6 Level 2 Project Workbook, First Edition
Prepare a Basic Spreadsheet Project Details
Project file
When creating a spreadsheet, users can enter and organize all their data the N/A
best way they see fit. They can customize column width, row height, and cell
Estimated completion time
merging. Many basic formatting options are located under the Home tab. Users
10-15 minutes
can utilize the AutoFill feature to duplicate information they do not want to
insert. This feature also works for dates and numbering. Video reference
Domain 4
Purpose Topic: Create and Edit Digital
Content
Upon completing this project, you will be able to add and format data within a Subtopic: Prepare Basic
worksheet. Spreadsheets

Objectives covered
Steps for Completion 4 Content Creation
4.1 Create and edit digital content
1. Open a blank Excel worksheet.
4.1.3 Prepare basic spreadsheets
2. In cell A1, type Natasha's Cupcakes. Notes for the teacher
The reference project, 413-Finished, is
3. In cells A2:A9, type Sales, Flavors, Pink Lemonade, Chocolate Mint,
in the Finished folder. The worksheet
Strawberry Shortcake, Red Velvet, Carrot Cake, and Smores should show an unfinished table full of
Natasha’s cupcake flavors and the
4. In cell B3, type May
money made with those flavors in May,
June, and July.
5. AutoFill the months of June and July in cells C3 and D3.

6. Merge and center cells A1:D1.

7. Merge and center cells A2:D2.

8. AutoFit the width of column A.

9. Under the May column, add the following data (to cells B4:B9): 27, 4, 40, 19, 27, 33

10. Under the June column, add the following data (to cells C4:C9): 33, 48, 40, 20, 30, 30

11. Under the July column, add the following data (to cells D4:D9): 30, 45, 45, 15, 22, 38

12. Apply the Accounting format to cells B4:D9.

13. Save the file as 413-Completed to your Domain 4 Student folder.

59 | Domain 4 Lesson 1: Prepare a Basic Spreadsheet IC3 GS6 Level 2 Project Workbook, First Edition
Format Spreadsheets Project Details
Project file
Users can apply many different types of formatting to the data in their 413.xlsx
spreadsheets. Some formatting options are located on the Home tab in the
Estimated completion time
Styles group. Users can also create tables out of their data through the Insert
5-10 minutes
tab. Once a table is created, users can format it using the Table Tools Design
tab. Video reference
Domain 4
Opening a blank Excel worksheet, a new sheet is automatically created with the Topic: Create and Edit Digital
name, Sheet1. Users can add, rename, move, copy, and delete sheets as desired. Content
It is a good idea for users to organize their information in ways they can Subtopic: Prepare Basic
Spreadsheets
remember and repeat.
Objectives covered
Purpose 4 Content Creation
4.1 Create and edit digital content
Upon completing this project, you will be able to format data in a spreadsheet. 4.1.3 Prepare basic spreadsheets

Steps for Completion Notes for the teacher

The reference project, 413a-Finished, is
1. Open 413.xlsx, found in your Domain 4 Student folder. in the Finished folder. The worksheet
should show a formatted table with a
2. Apply the Title style to cell A1. total row and alphabetized data on the
Sales sheet. There should also be a
3. Apply the Heading 2 style to cell A2. blank Sheet2.

4. Create a table with headers from the data in cells A3:D9.

5. Add a Total Row to the table, ensuring that totals are calculated for May, June, and July.

6. Sort the data in cells A4:D9 alphabetically (from A to Z).

7. Add a new sheet.

8. Rename Sheet1 to Sales

9. Create a copy of the Sales sheet and then delete it.

10. Save the file as 413a-Completed

60 | Domain 4 Lesson 1: Format Spreadsheets IC3 GS6 Level 2 Project Workbook, First Edition
Domain 4 Lesson 2

61 | Domain 4 Lesson 2: Format Spreadsheets IC3 GS6 Level 2 Project Workbook, First Edition
Fill-in-the-Blanks
Instructions: While watching Domain 4 Lesson 2, fill in the missing words according to the information presented by the
instructor. [References are found in the brackets.]

1. Filters can change the color, , blurs, and other effects on an image. [Perform Basic Image
Editing]

2. If a video is a tight shot of something, that means the video was taken . [Basic Video-Editing
Techniques]

3. a video is removing the edges of the video to either remove content or help fit it to a
certain screen size. [Basic Video-Editing Techniques]

4. When typing, users’ arms should be bent at a angle. [Display Proficient Keyboarding Skills]

5. The Track Changes feature provides a way for someone to review and offer within a
document. [Track Changes in a Document]

6. The feature eliminates most formatting applied to the text except for emphasis
formatting like bold and italics. [Use Common Shortcuts]

62 | Domain 4 Lesson 2: Fill-in-the-Blanks IC3 GS6 Level 2 Project Workbook, First Edition
Perform Basic Image Editing Project Details
Project file
When working with images on a Windows computer, users can view, edit, and 414 Arch.jpg
enhance those images in many ways. The Zoom feature allows users to zoom in 414 RedEye.jpg
(and out) on an image, and the Rotate feature rotates an image 90 degrees.
Estimated completion time
Some major editing can be done via the Edit & Create menu. The editing 10 minutes
features include Crop & Rotate, Filters, and Adjustments. Users can also correct
red-eye and other blemishes. Once done editing, one can save a copy of their Video reference
Domain 4
image with the edits or save the image to replace the original copy.
Topic: Create and Edit Digital
Content
Purpose Subtopic: Perform Basic Image
Editing
Upon completing this project, you will be able to edit photos with basic tools.
Objectives covered
Steps for Completion 4 Content Creation
4.1 Create and edit digital content
1. Open the 414 Arch.jpg file found in your Domain 4 Student folder 4.1.4 Perform basic image editing
using your computer’s default photo editor.
Notes for the teacher
2. Zoom in and out of the photo. The instructor used the default photo
editor for a Windows computer.
3. Rotate the image until it is right-side up again. Encourage students to explore the
editing options on their computers. The
4. Crop the photo around the arch. reference projects, 414-Finished and
414a-Finished, are in the Finished
5. Straighten the image to 3 degrees. folder. The 414 image should show a
flipped version of the arch, cropped into
6. Flip the image.
a square. The 414a image should show
7. Set the aspect ratio to Square. a face without many blemishes and no
red eye.
8. Save a copy of the file as 414-Completed

9. Open the file 414 RedEye.jpg found in your Domain 4 Student folder.

10. Apply the Red eye option to the eyes.

11. Apply the Spot fix option to the blemishes in the image.

12. Add the Sunscreen filter to the image with an intensity of 22%

13. Save a copy of the file as 414a-Completed

63 | Domain 4 Lesson 2: Perform Basic Image Editing IC3 GS6 Level 2 Project Workbook, First Edition
Basic Video-Editing Techniques Project Details
Project file
Users can download and use many video editing software programs to edit 415 Waterfall Tight Shot.mp4
videos. Video Editor is a basic video editing program preloaded on Windows 415 Waterfall Wide Shot.mp4
computers.
Estimated completion time
10-15 minutes
When editing, the white space between two videos is called a cut. The simplest
transition users can apply to a project is a cut, but many transition options are Video reference
available. Users can trim, split, splice, and crop their videos. Trimming a video is Domain 4
selecting only the section of video users plan to utilize and cutting the rest. Topic: Create and Edit Digital
Splitting a video separates a video into two or more clips. Splicing is the process Content
Subtopic: Basic Video-Editing
of inserting a video clip in a sequence and moving the other clips to the side
Techniques
without overwriting them. Cropping a video is removing the edges of a video to
either remove content or to help fit a certain screen size. Users can also add Objectives covered
text, 3D effects, filters, and more. 4 Content Creation
4.1 Create and edit digital content
Purpose 4.1.5 Describe basic video-editing
techniques
Upon completing this project, you will understand basic video editing terms and
Notes for the teacher
actions. Ensure students have access to basic
video editing software, preferably Video
Steps for Completion Editor. Encourage students to explore
different transition options and other
1. Open a new video project in Video Editor. editing tools. The reference project,
415-Finished, is in the Finished folder.
2. Name the video project Waterfall
The video should show 2.5 seconds of
the wide shot, then 5 seconds of the
3. Add the videos 415 Waterfall Tight Shot.mp4 and 415 Waterfall
tight shot, followed by an additional 2.5
Wide Shot.mp4 found in your Domain 4 Student folder to the Project seconds of the wide shot.
library.

4. Drag the videos to the Storyboard so that the tight shot clip plays first
and transitions into the wide shot clip.

5. Trim the tight shot clip so that the in time is set to approximately 0:30.00 and the out time is set to approximately
0:35.00.

6. Trim the wide shot clip so that the in time is set to approximately 0:15.00 and the out time is set to approximately
0:20.00.

7. View the overall project.

8. Split the wide shot clip so that the Seek marker is set to approximately 0:02.50.

9. Splice the first split clip so that it comes before the tight shot clip.

10. Export the video and save it as 415-Completed in your Domain 4 Student folder.

11. Frame rate is the number of frames appearing in one video second; this is often displayed
as .

12. Longer frame rates are used when creating videos. The more frames you have, the
more information you have to slow down a video and still make it look coherent.

64 | Domain 4 Lesson 2: Basic Video-Editing Techniques IC3 GS6 Level 2 Project Workbook, First Edition
Keyboarding Skills Project Details
Project file
Keyboarding skills are required to successfully operate a keyboard while typing, N/A
including proper posture and position techniques. Keyboarding techniques
Estimated completion time
come down to ergonomics, proper positioning of the workspace, and practice.
5-10 minutes
Proficient keyboarding skills make employees valuable to new employers
because many jobs require typing skills. Video reference
Domain 4
Purpose Topic: Create and Edit Digital
Content
Upon completing this project, you will understand keyboarding techniques. Subtopic: Display Proficient
Keyboarding Skills
Steps for Completion
Objectives covered
1. Describe how users’ feet, knees, and bodies should be positioned when 4 Content Creation
4.1 Create and edit digital content
typing.
4.1.6 Display proficient
a. keyboarding skills

Notes for the teacher

Encourage students to practice using
the recommended keyboarding posture
2. The screen should be about away to
and techniques.
protect one’s eyes from eye strain.

3. Describe how users’ bodies, arms, and wrists should be positioned when
typing.

a.

4. Use the key as a

guide to help center the
keyboard with your body before
typing.

5. Placing your left pointer finger on

the key and your
right pointer finger on
the key allows
your remaining fingers to fall into
place along the row and
your to hover
over the space bar.

6. When typing, where should users

look?

a.

7. Most consider typing words per minute as proficient typing.

65 | Domain 4 Lesson 2: Keyboarding Skills IC3 GS6 Level 2 Project Workbook, First Edition
Track Changes Project Details
Project file
When working in Microsoft Word, users can access Track Changes. Track 417.docx
Changes is a feature that provides a way for someone to review and offer
Estimated completion time
suggestions within a document. This feature can be found under the Review tab.
5 minutes
When a document with tracked changes is sent to someone, they can accept or
reject the changes that have been made. They can use the options in the Video reference
Changes group to make their decision. Domain 4
Topic: Create and Edit Digital
Purpose Content
Subtopic: Track Changes in a
Upon completing this project, you will be able to use the Track Changes feature. Document

Objectives covered
Steps for Completion 4 Content Creation
4.1 Create and edit digital content
1. Open 417.docx, found in your Domain 4 Student folder.
4.1.7 Track changes in a document
2. Turn on the Track Changes feature. Notes for the teacher
The reference project, 417-Finished, is
3. Highlight the misspelled word in the second paragraph (firts) and type
in the Finished folder. The document
the word using the correct spelling (first). should not have any tracked changes.
The date in the last paragraph should
4. Accept all the changes except for the October 30, 2019, date.
be October 30, 2019
5. Turn off the Track Changes feature.

6. Save the file as 417-Completed

66 | Domain 4 Lesson 2: Track Changes IC3 GS6 Level 2 Project Workbook, First Edition
Common Shortcuts Project Details
Project file
There are many keyboard shortcuts for users to create documents, search 418.docx
online, write emails, and more. Some shortcuts are universal, while others are
Estimated completion time
specific to a program, and users can customize their own shortcuts in some
5-10 minutes
programs. Using shortcuts is a helpful way to accomplish tasks more quickly
than manually selecting buttons and tools. Video reference
Domain 4
Purpose Topic: Create and Edit Digital
Content
Upon completing this project, you will be able to use common shortcuts. Subtopic: Use Common Shortcuts

Steps for Completion Objectives covered

4 Content Creation
1. Open 418.docx, found in your Domain 4 Student folder. 4.1 Create and edit digital content
4.1.8 Use common shortcuts
2. Copy the Hidden Canyon heading and paragraph.
Notes for the teacher
3. Open a blank Word document. Encourage students to practice using
keyboard shortcuts in documents and
4. Paste the Hidden Canyon heading and paragraph in the blank online. The reference project, 418-
document, ensuring the formatting stays the same. Finished, is in the Finished folder. The
document should show the Hidden
5. Copy the Narrows Riverside heading and paragraph. Canyon and Narrows Riverside
headings and paragraphs with the same
6. Paste the Narrows Riverside heading and paragraph in the new formatting used in the original
document, ensuring its formatting stays the same. document.

7. Close the original file and save the new file as 418-Completed

8. Which Paste option in Word removes most formatting applied to the copied text except for emphasis formatting
like bold and italics?

a.

7. Match the keyboard shortcut to its use.

A. Ctrl+C, Command+C E. Ctrl+Z, Command+Z

B. Ctrl+ V, Command+V
F. Ctrl+S, Command+S
C. Ctrl+X, Command+X
D. Ctrl+A, Command+A G. Ctrl+P, Command+P

a. Cut text

b. Save a file

c. Paste text

d. Undo or redo an action

e. Copy text

f. Print a file

g. Select all text

67 | Domain 4 Lesson 2: Common Shortcuts IC3 GS6 Level 2 Project Workbook, First Edition
Domain 4 Lesson 3

68 | Domain 4 Lesson 3: Common Shortcuts IC3 GS6 Level 2 Project Workbook, First Edition
Fill-in-the-Blanks
Instructions: While watching Domain 4 Lesson 3, fill in the missing words according to the information presented by the
instructor. [References are found in the brackets.]

1. Anytime a user downloads something, the file will save in the folder, and pictures will
automatically be saved to the Pictures folder. [Organize, Store, and Retrieve Data and Content]

2. Compressing a file reduces the quality of bits used to store the information, making the file smaller; this makes
transferring a file quicker and takes up less on the computer. [Compressing Files]

3. Each file has an owner. The owner is the person who the file. [Ownership of Data in Storage
Location]

4. When users open read-write files, they can read and make to them. Read-only files can
only be read and not modified. [Read-Only and Read-Write Files]

5. Documents encrypted with a password cannot be without the password. [Implement Password
Protection]

6. The feature can be helpful if users work on a document, delete a few paragraphs, and later
decide to include those paragraphs. [File Versions]

7. A is an exclusive right to copy, modify, distribute, display, or perform original work.

[Intellectual Property Rights]

8. Companies can use shared to unify the company’s work. [Unify Design Elements]

9. The more you know about your audience, the better you can the information you share.
[Customize Information for a Given Audience]

10. The most common file format for small images used for websites or small print sizes is a . . [Determine
the File Format]

69 | Domain 4 Lesson 3: Fill-in-the-Blanks IC3 GS6 Level 2 Project Workbook, First Edition
 Project Details
Organize, Store, and Retrieve Project file

Data and Content

N/A

Estimated completion time

5 minutes
When it comes to staying organized online, users should know where their files
come from and where they should be saved. Users can create folders and save Video reference
Domain 4
their files in the cloud, on their desktop, USB, or on an external hard drive. Topic: Manage Digital Information
and Files
Purpose Subtopic: Organize, Store, and
Retrieve Data and Content
Upon completing this project, you will understand how to organize and save
data. Objectives covered
4 Content Creation
Steps for Completion 4.2 Manage digital information and
files
1. Files saved to the computer can be viewed in the 4.2.1 Organize, store, and retrieve
. data and content

2. Anytime you download something, the file will save to the Notes for the teacher
Encourage students to organize their
folder.
files into well-named folders.
3. Pictures automatically save to the folder.

4. can be used to organize files into categories, making finding files later easier.

5. can keep files and folders organized and consistent.

70 | Domain 4 Lesson 3: Organize, Store, and Retrieve Data and Content IC3 GS6 Level 2 Project Workbook, First Edition
Compressing Files Project Details
Project file
Storing and sending files is a massive part of the digital world. Often, users need 422.docx
to send a lot of data, and attachments can get too large to send. Many email
Estimated completion time
providers limit the attachment size that can be sent through email.
5 minutes
To avoid this, users can split large files into multiple small files and send them Video reference
individually. However, this option is time-consuming and tedious. Instead, users Domain 4
can compress their files. Compressing a file reduces the quality of bits used to Topic: Manage Digital Information
store the information, making the file smaller; this makes transferring a file and Files
quicker and takes up less storage space on the computer. Subtopic: Compressing Files

Objectives covered
A common form of file compression is zipping. If the files users want to
4 Content Creation
compress are huge, they can use a .zipx extension. .zipx files contain multiple 4.2 Manage digital information and
compressed files, and these files are known as archives. macOS computers files
cannot handle archives and must use a third-party application to view this type 4.2.2 Explain benefits and methods
of file. A popular third-party compression application is 7-Zip. of compressing files

Notes for the teacher

Purpose
The reference project, 422-Finished.zip,
Upon completing this project, you will be able to compress files. is in the Finished folder. There is no
reason to open the file. Students are to
demonstrate the ability to create a
Steps for Completion
zipped file.
1. Navigate to the 422.docx file found in your Domain 4 Student folder.

2. Zip the file (on a Windows computer) or compress the file (on a Mac).

3. The file should automatically save as 422.zip

4. Google will not send attachments larger than MB.

71 | Domain 4 Lesson 3: Compressing Files IC3 GS6 Level 2 Project Workbook, First Edition
Ownership of Data in Storage Project Details
Project file
Location 423.docx

Estimated completion time

Each file has an owner. The owner is the person who created the file. Users can 5 minutes
view the ownership of a file through the file’s properties. Video reference
Domain 4
Purpose Topic: Manage Digital Information
and Files
Upon completing this project, you will be able to view the ownership of a file.
Subtopic: Ownership of Data in
Storage Location
Steps for Completion
Objectives covered
1. Navigate to the file 423.docx found in your Domain 4 Student folder. 4 Content Creation
4.2 Manage digital information and
2. View the owner information for this file. files
4.2.3 Explain and identify
3. What is the owner’s name?
ownership of data in various
storage locations
4. Users can check data ownership on a macOS operating system using
the keyboard shortcut . Notes for the teacher
There is no finished file for this project.

72 | Domain 4 Lesson 3: Ownership of Data in Storage Location IC3 GS6 Level 2 Project Workbook, First Edition
Read-Only and Read-Write Project Details
Project file
Files 424a.docx
424b.docx

Files can be read-only or read-write files. Read-only files can only be read and Estimated completion time
not modified. Read-only documents protect others from modifying them, but 5 minutes
others can later make the file a read-write. Read-write refers to the data. When Video reference
users open read-write files, they can read and make modifications to those files. Domain 4
Topic: Manage Digital Information
Purpose and Files
Subtopic: Read-Only and Read-
Upon completing this project, you will be able to determine if a file is read-only Write Files
or read-write.
Objectives covered
Steps for Completion 4 Content Creation
4.2 Manage digital information and
1. Navigate to the 424a.docx file found in your Domain 4 Student folder. files
4.2.4 Distinguish between read-
2. View the general properties for this file. only and read-write files

3. Is the file read-only or read-write? Notes for the teacher

There is no finished file for this project.
4. Navigate to the 424b.docx file found in your Domain 4 Student folder.

5. View the general properties for this file.

6. Is the file read-only or read-write?

73 | Domain 4 Lesson 3: Read-Only and Read-Write Files IC3 GS6 Level 2 Project Workbook, First Edition
Implement Password Project Details
Project file
Protection 425.docx

Estimated completion time

Another way to protect a document is to protect it with a password, which is 5 minutes
different from making a document read-only because documents that have Video reference
been encrypted with a password cannot be viewed without the password. If a Domain 4
user has the password, they can access the document and edit it if they choose. Topic: Manage Digital Information
A password cannot be recovered if it becomes lost or forgotten. and Files
Subtopic: Implement Password
Purpose Protection

Upon completing this project, you will be able to encrypt a document with a Objectives covered
4 Content Creation
password.
4.2 Manage digital information and
files
Steps for Completion 4.2.5 Implement password
protection
1. Open 425.docx, found in your Domain 4 Student folder.
Notes for the teacher
2. Encrypt the document with a password of your choice. The reference project, 425-Finished, is
in the Finished folder. The document
3. Save the file as 425-Completed
should be password-protected.

74 | Domain 4 Lesson 3: Implement Password Protection IC3 GS6 Level 2 Project Workbook, First Edition
File Versions Project Details
Project file
Microsoft Word has a way to view, compare, and restore versions of a file. This N/A
feature can be helpful if users delete sections of a document and later decide
Estimated completion time
they want those sections back. Instead of retyping the text, users can restore the
5-10 minutes
previous version containing those sections. Another way a version is created is
through Word’s AutoRecover feature. This feature saves users’ work periodically. Video reference
This feature is handy if a computer shuts off before users have saved their work. Domain 4
Topic: Manage Digital Information
Purpose and Files
Subtopic: File Versions
Upon completing this project, you will be able to view different file versions.
Objectives covered
4 Content Creation
Steps for Completion 4.2 Manage digital information and
files
1. Open a blank Word document.
4.2.6 Explain file versioning
2. Type Hello concepts

Notes for the teacher

3. Save the file as 426.docx to your Domain 4 Student folder.
The reference project, 426-Finished, is
4. Type friends and then save your work. in the Finished folder. The screenshot
should show the original version, the
5. Open the Version History pane. revised version, and the compared
version of the document.
6. Open the previous version of the document.

7. Compare the documents and take a screenshot.

8. Save the screenshot as 426-Completed

9. View the AutoRecover settings and set them to your preference.

10. Exit without saving the Word document.

75 | Domain 4 Lesson 3: File Versions IC3 GS6 Level 2 Project Workbook, First Edition
 Project Details

Intellectual Property Rights

Project file
N/A

Estimated completion time

Intellectual property is property that is an idea, invention, or process. This 15 minutes
property can be protected to prevent others from copying one’s ideas, using
them as their own, or selling them. One can protect their work by obtaining a Video reference
Domain 4
copyright, patent, or trademark. A Creative Commons (CC) license can be Topic: Repurpose Digital Resources
obtained and applied to a copyright license, allowing authors to give others the Subtopic: Intellectual Property
right to use their work. There are also intellectual property rights considerations Rights
for AI.
Objectives covered
4 Content Creation
Purpose
4.3 Responsibly repurpose digital
Upon completing this project, you will better understand intellectual property. resources
4.3.1 Understand the rights and
obligations of using or sharing
Steps for Completion intellectual property
1. Match the legal and ethical terms to their definition. Notes for the teacher
A. Copyright C. Trademark E. Fair use Students may need to do some
research to find answers.
B. Permission D. Patent F. Derivative work
G. Public domain
a. A creation that comes from an original work or works. It can
contain some or all of the original material but must include enough new elements to consider it an entirely new
work.

b. Asking for a license to use someone else’s copyrighted work.

c. An exclusive right to create, use, or sell a specific invention for a determined period of time .

d. Protections that give the creator of a work the exclusive rights to reproduce or distribute said work.

e. A doctrine allowing the use of portions of a copyrighted work so that it does not harm, in a financial
sense, the author of the original work.

f. An exclusive right to use a specific work connected to goods or services in commerce.

g. A status of a work where the work is free to use in any capacity; this typically happens 50 to 100 years
after an author’s death.

2. Match the Creative Commons symbols to their license descriptions.

A. B. C. D.

a. ShareAlike means that after a work is copied or modified, it must be licensed under the same terms
as the original work.

b. Attribution means that you have to give the author credit to use the work.

c. NoDerivative means that you can use or display an original work, but you cannot change it in any
way.

d. NonCommercial means that you can use or change the work as long as you are not profiting from it.

3. With AI, people create videos, images, and audio recordings that imitate a person's
likeness or voice.

78 | Domain 4 Lesson 3: File Versions IC3 GS6 Level 2 Project Workbook, First Edition
 Project Details

Unify Design Elements Project file

N/A

Design unity helps communicate a message. Elements of a project, such as a Estimated completion time
5 minutes
theme and style, should work together to communicate users’ messages visually
and conceptually. Video reference
Domain 4
Purpose Topic: Repurpose Digital Resources
Subtopic: Unify Design Elements
Upon completing this project, you will understand how to unify a design.
Objectives covered
Steps for Completion 4 Content Creation
4.3 Responsibly repurpose digital
1. What are some design elements that users should keep consistent within resources
a project? 4.3.2 Unify design elements by
using design themes and artistic
a. styles

b. Notes for the teacher

There is no finished file for this project.
c.

2. Companies can use shared to unify the

company and their work.

77 | Domain 4 Lesson 3: Unify Design Elements IC3 GS6 Level 2 Project Workbook, First Edition
Customize Information for an Project Details
Project file
Audience N/A

Estimated completion time

Before any presentation, users should get to know their audience. Learning 5 minutes
about the audience can help users prepare the best information and methods to Video reference
present. The more users know about their audience, the better they can Domain 4
customize the information they share, and the greater their success will be. Topic: Publish or Present Content for
a Specific Audience
Purpose Subtopic: Customize Information
for a Given Audience
Upon completing this project, you will know how to customize information for
an audience. Objectives covered
4 Content Creation
Steps for Completion 4.4 Publish or present content for a
specific audience
1. List at least three pieces of information you should know about an 4.4.1 Determine how to customize
information for a given audience
audience.
Notes for the teacher
a. There is no finished file for this project.

2. You have been invited to teach a class on cybersecurity at your local

community center. The organizer let you know that 75% of those planning to attend are local high school
students interested in pursuing a cybersecurity career. What demographics did the event organizer provide you,
and how do they help you customize the information you share with your audience?

a.

78 | Domain 4 Lesson 3: Customize Information for an Audience IC3 GS6 Level 2 Project Workbook, First Edition
Determine File Format Project Details
Project file
Users need to know the appropriate file format for their projects when creating N/A
content. There are many different file types, as there are many types of
Estimated completion time
applications and software.
5 minutes

Purpose Video reference

Domain 4
Upon completing this project, you will be able to determine file formats and Topic: Publish or Present Content for
their uses. a Specific Audience
Subtopic: Determine the File
Steps for Completion Format

1. Match each file format to its use. Objectives covered

4 Content Creation
PDF RTF TIFF PNG 4.4 Publish or present content for a
TXT JPG GIF specific audience
4.4.2 Determine the file format
a. This is the most common file format for small images
that will work for a given user
used for websites or small print sizes.
Notes for the teacher
b. This file type is commonly used for text files and can Discuss different file formats with
support text, objects, and images within the file. students and their experience with each
type.
c. This file format is used for logos and color images
and can support multiple compressed images within one file.

d. This is a good file format to use when printing text files.

e. This file format is commonly used with scanned documents, professional photography images,
and printing larger photographs because of its high quality.

f. This file format is used for logos and color images and can support transparency.

g. This file type contains unformatted text and can be processed by most text editing and word
processing software.

79 | Domain 4 Lesson 3: Determine File Format IC3 GS6 Level 2 Project Workbook, First Edition
Domain 5 Lesson 1

80 | Domain 5 Lesson 1: Determine File Format IC3 GS6 Level 2 Project Workbook, First Edition
Fill-in-the-Blanks
Instructions: While watching Domain 5 Lesson 1, fill in the missing words according to the information presented by the
instructor. [References are found in the brackets.]

1. is reserved for communication with people you know or are closely connected to, such as friends,
family, coworkers, or even a piano teacher. [Communication Platforms and Tools]

2. Communication with a large organization is best suited for correspondence. [Communication

Platforms and Tools]

3. recipients are people that need to know what is going on but do not necessarily need to be actively
participating in the email message. [Compose Email Messages]

4. The field is used to send an email to someone privately. [Compose Email Messages]

5. A may appear within a webpage. It is used to interact and assist guests while visiting the website.
[Interact with Members of a Digital Community]

6. The public transportation website provides bus and rail stop and times. [Use Online Resources
to Determine Availability of Community Services]

7. are tangible items you can purchase, such as food or clothing. [Digital Payments for Goods and
Services]

8. are actions someone provides, such as a haircut or pest control. [Digital Payments for Goods and
Services]

9. The consumer’s financial institution is known as the . [Digital Payments for Goods and Services]

10. is an electronic payment processing system. [Digital Payments for Goods and Services]

11. Goods and services are purchased by the [Digital Payments for Goods and Services]

12. A music streaming app may require that its members make an purchase to upgrade from free
streaming. [In-App Purchases and Their Security Concerns]

13. Automatic in-app purchases are prevented by setting a or within the device’s
settings. [In-App Purchases and Their Security Concerns]

14. Apple Pay and Google Pay assign a as a security feature to protect the account
holder’s credit card information. [In-App Purchases and Their Security Concerns]

15. Spotify and Sirius are services. [Media Streaming Services]

16. Netflix and Hulu are services. [Media Streaming Services]

81 | Domain 5 Lesson 1: Fill-in-the-Blanks IC3 GS6 Level 2 Project Workbook, First Edition
Communication Platforms Project Details
Project file
There are many available platforms for digital interaction. The key is knowing N/A
which platform is appropriate to use in specific situations. Texting the
Estimated completion time
supermarket across town about a negative experience in their store would not
5 minutes
be appropriate. Rather a phone call, email, or direct message on their social
media page might be more successful and appropriate. Video reference
Domain 5
Purpose Topic: Interact in a Digital
Environment
Upon completing this project, you will be able to determine the appropriate Subtopic: Communication
platform to use in a given situation. Platforms and Tools

Objectives covered
Steps for Completion 5 Communication
5.1 Interact with others in a digital
1. Match each platform with the scenario it best suits.
environment
5.1.1 Choose appropriate
Zoom OneDrive Email Text message
communication platforms and
tools
a. You need to share multiple files with
Notes for the teacher
your team for a project you will be working on together next
Spend time going over appropriate
month. forms of communication for specific
situations.
b. You want to request a refund for a
product you purchased online.

c. You would like to reconnect with family that lives out of state.

d. You need to contact your guitar teacher to let him know you won’t be able to
make it to your lesson next week.

82 | Domain 5 Lesson 1: Communication Platforms IC3 GS6 Level 2 Project Workbook, First Edition
Composing an Email Project Details
Project file
To compose an email, individuals must know how to use the To, Cc, and Bcc N/A
fields to add their recipients appropriately. They should state the purpose of the
Estimated completion time
email in the subject field before sending their message.
5 minutes
It is good etiquette to begin the email with a salutation and end with a closing. Video reference
If the message is formal, one should use honorifics, like Dr., Mr., or Ms., along Domain 5
with a respectful closing, such as Sincerely, preceding one’s name. Topic: Interact in a Digital
Environment
Purpose Subtopic: Compose Email
Messages
Upon completing this project, you will know how to compose an email.
Objectives covered
Steps for Completion 5 Communication
5.1 Interact with others in a digital
1. Match each field with the correct explanation below. environment
5.1.2 Compose email messages
To Cc Bcc
Notes for the teacher
Review email fields used to compose an
a. This field keeps the recipient’s email address
email.
private from the other recipients.

b. The main recipient’s email address is added in this

field.

c. Sends a copy of the email to addresses listed in this field.

2. Bcc stands for .

3. Cc stands for .

4. The subject field should state the purpose of the message and should be written in .

5. List two things that should be avoided when typing an email message.

a.

b.

83 | Domain 5 Lesson 1: Composing an Email IC3 GS6 Level 2 Project Workbook, First Edition
Interacting in a Digital Project Details
Project file
Community N/A

Estimated completion time

Digital communities provide ways for their users to interact on their websites. 5 minutes
These interactions may occur between individuals and the company or provide a Video reference
way for users to interact with other users. Domain 5
Topic: Interact in a Digital
Purpose Environment
Subtopic: Interact with Members
Upon completing this project, you will be able to identify ways to interact with of a Digital Community
members of digital communities.
Objectives covered
Steps for Completion 5 Communication
5.1 Interact with others in a digital
1. What type of digital community can one visit to post and answer environment
questions or read other people’s questions and answers? 5.1.3 Interact with members of a
digital community
a.
Notes for the teacher
2. List two ways websites can provide interaction within their site. Review ways to interact with digital
community members using forms,
a. product reviews, chatbots, and in-app
messaging.
b.

3. messaging sends direct messages, notifications, emails,

or text messages to customers based on things they have selected or browsed within an application.

84 | Domain 5 Lesson 1: Interacting in a Digital Community IC3 GS6 Level 2 Project Workbook, First Edition
Locating Community Services Project Details
Project file
Online N/A

Estimated completion time

Individuals can utilize online resources to locate services in their communities. 5-10 minutes
Common services include bus and rail schedules, school resources, community Video reference
events, and public libraries. Individuals can locate this information directly Domain 5
through websites or search engines. Topic: Interact in a Digital
Environment
Purpose Subtopic: Use Online Resources to
Determine Availability of
Upon completing this project, you will know how to use online resources to Community Services
locate community services.
Objectives covered
Steps for Completion 5 Communication
5.1 Interact with others in a digital
1. Open a web browser and navigate to https://www.rideuta.com environment
5.1.4 Use online resources to
2. Locate the bus schedule for 6th Avenue. determine availability of
community services
3. Take a screenshot displaying the stops and times for the current date.
Notes for the teacher
4. Save the screenshot as 514-Completed to your Domain 5 Student The reference project, 514-Finished, is
folder. in the Finished folder. Student
screenshots should contain the 6th
5. Where might one locate public events happening in their community Avenue stops and times displayed for
the assigned date.
online?

a.

6. Where might one locate the public school boundaries in their city?

a.

85 | Domain 5 Lesson 1: Locating Community Services Online IC3 GS6 Level 2 Project Workbook, First Edition
Digital Payments Project Details
Project file
Consumers can purchase goods and services using physical cash or digital N/A
payment. An electronic payment processing system called VisaNet facilitates the
Estimated completion time
digital payment from the merchant to receive payment.
5-10 minutes

Purpose Video reference

Domain 5
Upon completing this project, you will know what goods and services are and Topic: Online Resources for
how digital payments work. Community Services
Subtopic: Digital Payments for
Steps for Completion Goods and Services

1. Match each term with its definition. Objectives covered

5 Communication
Goods Service Consumer 5.2 Understand internet commerce
Issuer Merchant Acquirer basics
5.2.1 Describe goods and services
a. The person making the purchase 5.2.2 Explain how digital payments
work
b. The purchaser’s financial institution
Notes for the teacher
c. Tangible items for sale Review the difference between goods
and services and each party involved in
d. The seller’s financial institution digital payment. Answers to question 2
may vary but should list two types of
e. The person or company selling goods or goods. Answers to question 3 may vary
services but should list two types of services.

f. An action provided by someone for

purchase

2. List two examples of goods.

a.

b.

3. List two examples of services.

a.

b.

86 | Domain 5 Lesson 1: Digital Payments IC3 GS6 Level 2 Project Workbook, First Edition
In-App Purchases Project Details
Project file
In-app purchases are purchases made from within an app. Users can store credit N/A
card information within their App Store or Google Play account. An alternative
Estimated completion time
option is Apple Pay or Google Pay. Users can utilize this payment method with
5 minutes
in-app purchases or in person at any location that uses a mobile payment
system. Video reference
Domain 5
Purpose Topic: Online Resources for
Community Services
Upon completing this project, you will recognize ways to protect yourself Subtopic: In-App Purchases and
against unauthorized in-app purchases and how Apple Pay and Google Pay Their Security Concerns
protect your credit card information. Objectives covered
5 Communication
Steps for Completion 5.2 Understand internet commerce
basics
1. Explain the security features Apple Pay and Google Pay use to keep 5.2.3 Describe in-app purchases
credit card information safe. and their security concerns

a. Notes for the teacher

Review Apple Pay’s and Google Pay’s
credit card security features and ways
students can shut off automatic in-app
purchases.

2. iOS users can shut off automatic in-app purchases by setting

a to prevent children and others from
making unauthorized purchases.

3. Android users can set a to prevent automatic in-app purchases.

87 | Domain 5 Lesson 1: In-App Purchases IC3 GS6 Level 2 Project Workbook, First Edition
Streaming Services Project Details
Project file
Media streaming services allow users to stream content like movies, TV shows, N/A
music, and even video games from a cloud-based network.
Estimated completion time
5 minutes
Purpose
Video reference
Upon completing this project, you will be familiar with media streaming services.
Domain 5
Topic: Online Resources for
Steps for Completion Community Services
Subtopic: Media Streaming
1. List two video streaming services.
Services
a. Objectives covered
5 Communication
b.
5.2 Understand internet commerce
basics
2. List two music streaming services.
5.2.4 Identify examples of media
a. streaming services

Notes for the teacher

b.
Answers for question 1 may include
3. Vevo is known for streaming . different video streaming services.
Other answers may include Apple TV,
Amazon Prime, Disney+, or another
video streaming service. Answers for
question 2 may also be different than
the two listed. Other answers may
include Amazon Music Unlimited, Apple
Music, or another music streaming
service.

88 | Domain 5 Lesson 1: Streaming Services IC3 GS6 Level 2 Project Workbook, First Edition
Domain 6 Lesson 1

89 | Domain 6 Lesson 1: Streaming Services IC3 GS6 Level 2 Project Workbook, First Edition
Fill-in-the-Blanks
Instructions: While watching Domain 6 Lesson 1, fill in the missing words according to the information presented by the
instructor. [References are found in the brackets.]

1. Digital collaboration tools allow users to collaborate from anywhere there is access. [Digital
Collaboration Tool Benefits]

2. Digital collaboration tools provide file in a central location. [Digital Collaboration Tool Benefits]

3. Using tracked changes is an example of editing. [Synchronous and Asynchronous Editing]

4. Coauthoring is an example of editing. [Synchronous and Asynchronous Editing]

5. When coauthors are editing a document, their appear on the screen. [Describe Coauthoring
Techniques]

6. To coauthor, the file owner must send a link to the other authors by the document. [Describe
Coauthoring Techniques]

7. Comments appear on the of a Microsoft Word document. [Review and Provide Feedback to Peers]

8. can either be accepted or rejected. [Review and Provide Feedback to Peers]

9. An helps attendees know what to expect and gauge how long the meeting should last. [Video
Conferences]

10. Video conferences should be attended from a location with minimal background noise and .
[Video Conferences]

11. Participants should avoid using the function to socialize during a webinar. [Webinars]

12. Presenters should let participants know when and how they would like to receive during a
webinar. [Webinars]

90 | Domain 6 Lesson 1: Fill-in-the-Blanks IC3 GS6 Level 2 Project Workbook, First Edition
Digital Collaboration Tools Project Details
Project file
Digital collaboration tools provide file storage and file sharing. Others can N/A
access the files via the internet.
Estimated completion time
5 minutes
Purpose
Video reference
Upon completing this project, you will be familiar with digital collaboration tool
Domain 6
options and their benefits. Topic: Use Digital Tools to
Collaborate on Content
Steps for Completion Subtopic: Digital Collaboration
Tool Benefits
1. List four digital collaboration tools.
Objectives covered
a. 6 Collaboration
6.1 Use digital tools and technologies
b. to collaborate on the creation of
content
c. 6.1.1 List digital tools used for
collaboration
d.
6.1.2 Explain the benefits of
2. Explain the benefits digital collaboration provides in the workplace. collaboration

Notes for the teacher

a.
Review digital collaboration tools and
their benefits. Additional answers for
question 1 may include Box, Google
Docs, Google Hangouts, Microsoft
SharePoint, or another digital
collaboration tool.
3. Explain how digital collaboration can benefit families and friends.

a.

91 | Domain 6 Lesson 1: Digital Collaboration Tools IC3 GS6 Level 2 Project Workbook, First Edition
Synchronous and Project Details
Project file
Asynchronous Editing N/A

Estimated completion time

Coauthoring is a form of synchronous editing that allows users to edit a file 5 minutes
simultaneously in real time. Asynchronous editing is not done in real time, and Video reference
examples of asynchronous editing are tracked changes and comments. Domain 6
Topic: Use Digital Tools to
Purpose Collaborate on Content
Subtopic: Synchronous and
Upon completing this project, you will be able to identify the benefits of Asynchronous Editing
synchronous and asynchronous editing.
Objectives covered
Steps for Completion 6 Collaboration
6.1 Use digital tools and technologies
1. Explain the process of asynchronous editing between the file’s owner to collaborate on the creation of
and the reviewer. content
6.1.3 Compare and contrast
a. synchronous editing and
asynchronous editing
6.1.4 Describe coauthoring
techniques

Notes for the teacher

Go over synchronous and asynchronous
2. To coauthor, the file must be stored in a
editing options.
storage area.

3. What must the file owner do to give other authors access to the file?

a.

4. List three file types that support real-time collaboration.

a.

b.

c.

92 | Domain 6 Lesson 1: Synchronous and Asynchronous Editing IC3 GS6 Level 2 Project Workbook, First Edition
Tracked Changes Project Details
Project file
Microsoft Office provides Track Changes and Comment features. These features N/A
allow users to review and provide feedback directly in the document or leave a
Estimated completion time
comment on the side.
5 minutes

Purpose Video reference

Domain 6
Upon completing this project, you will be familiar with tracked changes and Topic: Use Digital Tools to
comments. Collaborate on Content
Subtopic: Review and Provide
Steps for Completion Feedback to Peers

1. The Comment feature within Microsoft Word adds a Objectives covered

comment to the side of the document. 6 Collaboration
6.1 Use digital tools and technologies
2. Explain how the Track Changes feature works. to collaborate on the creation of
content
a. 6.1.5 Explain methods used to
review and provide feedback to
peers

3. Tracked changes are accepted or rejected from the . Notes for the teacher
Review the Comment and Track
Changes features within Microsoft
Office.

93 | Domain 6 Lesson 1: Tracked Changes IC3 GS6 Level 2 Project Workbook, First Edition
Video Conference Etiquette Project Details
Project file
Video conferencing requires good etiquette. Users should test equipment N/A
before the meeting to ensure that it works properly and know how to use it. All
Estimated completion time
attendees should join the meeting on time so that others are not waiting on
5 minutes
them or distracted by their late arrival. Users should keep their microphones
muted unless they are speaking. When speaking, one should speak up so others Video reference
can hear. Domain 6
Topic: Digital Etiquette for
Purpose Collaborative Processes
Subtopic: Video Conferences
Upon completing this project, you will be familiar with appropriate video
Objectives covered
conferencing etiquette. 6 Collaboration
6.2 Apply digital etiquette standards
Steps for Completion for collaborative processes
6.2.1 Video conferences
1. What is the purpose of an agenda for a video conference?
Notes for the teacher
a. Review video conference etiquette with
students. The answers to question 4
may vary. Additional answers may
include things like email or background
2. If you know you will be late for a video conference meeting, who should noise.
you notify and why?

a.

3. lighting is ideal for a video conference meeting.

4. List three types of distractions one might encounter when video conferencing at home.

a.

b.

c.

5. One should unmute and then before speaking or asking a question during a
video conference.

94 | Domain 6 Lesson 1: Video Conference Etiquette IC3 GS6 Level 2 Project Workbook, First Edition
Appropriate Webinar Etiquette Project Details
Project file
Webinar etiquette is similar to video conferencing etiquette. Participants should N/A
arrive on time and keep their microphones muted while the presenter speaks.
Estimated completion time
The presenter should test their equipment in advance to ensure it works
5 minutes
properly. They should also keep their audience engaged and focused by
avoiding reading slides word-for-word or speaking too soft or fast. It is wise for Video reference
presenters to specify when questions are appropriate and how they would like Domain 6
Topic: Digital Etiquette for
to receive them to avoid interruptions during the presentation.
Collaborative Processes
Subtopic: Webinars
Purpose
Objectives covered
Upon completing this project, you will be familiar with webinar etiquette 6 Collaboration
standards. 6.2 Apply digital etiquette standards
for collaborative processes
Steps for Completion 6.2.2 Webinars

1. How early should a webinar presenter test their equipment? Notes for the teacher
Review webinar etiquette standards for
a. both the presenter and the audience
members.

2. Why is it important for a presenter to slow down when speaking? Give

at least two reasons in your explanation.

a.

3. The feature should not be used to socialize during a webinar.

4. List at least two things audience members should do to show etiquette during a presentation.

a.

95 | Domain 6 Lesson 1: Appropriate Webinar Etiquette IC3 GS6 Level 2 Project Workbook, First Edition
Domain 7 Lesson 1

96 | Domain 7 Lesson 1: Appropriate Webinar Etiquette IC3 GS6 Level 2 Project Workbook, First Edition
Fill-in-the-Blanks
Instructions: While watching Domain 7 Lesson 1, fill in the missing words according to the information presented by the
instructor. [References are found in the brackets.]

1. Users should keep their wrists and avoid resting them on the table or keyboard while they type.
[Digital Technology Health Risks]

2. The monitor should be positioned about an length away to prevent eye strain. [Digital Technology
Health Risks]

3. The health and safety of oneself and should be determined before deciding to participate in an
internet challenge. [Risks of Internet Use]

4. The purpose of is to create an inclusive environment for all users. [Universal Hardware
Design]

5. A braille keyboard is a universal hardware design used to aid those with a impairment. [Universal
Hardware Design]

6. Catfishers commonly use a to extract money from others. [Explain the Concept of Catfishing]

7. Catfish usually steal photos, videos, and personal information to create their online . [Explain the
Concept of Catfishing]

8. Those struggling with FOMO should limit the time they spend on . [Explain FOMO (Fear of
Missing Out)]

9. FOMO creates a feeling of when you believe other people might be having a good time without
you or that others have a more successful life than you. [Explain FOMO (Fear of Missing Out)]

10. Media posts should not others. [Potential Dangers of Negative Media Posts]

11. Negative media posts can quickly spread across social media and ruin your . [Potential
Dangers of Negative Media Posts]

97 | Domain 7 Lesson 1: Fill-in-the-Blanks IC3 GS6 Level 2 Project Workbook, First Edition
Physical Health Risks Project Details
Project file
There are many physical health risks associated with digital technology. N/A
Common injuries include repetitive stress injuries, injuries to the back and neck,
Estimated completion time
and eye strain. Users should position their workstations properly, work in a well-
5 minutes
lit room, use good posture, and take frequent breaks to avoid injuries.
Video reference
Purpose Domain 7
Topic: Digital Technology Physical
Upon completing this project, you will be familiar with ways to prevent injuries Health
while using digital technology. Subtopic: Digital Technology
Health Risks
Steps for Completion
Objectives covered
1. The most common repetitive stress injury associated with digital 7 Safety and Security
7.1 Avoid health risks and physical
technology is .
harm while using digital technologies
2. Arms should be at a angle when typing on a 7.1.1 Describe health risks of
standard computing practices
keyboard.
Notes for the teacher
3. List two things you can do to protect your back from injury while Go over different physical health risks
working at a computer. associated with the use of digital
technology. Review the appropriate way
a. to position a workstation to prevent
injuries to the body.
b.

4. The keyboard should be positioned directly in front of you,

about centimeters from the edge of the desk or table.

5. List two things you can do to prevent eye strain while working at a computer for long periods of time.

a.

b.

98 | Domain 7 Lesson 1: Physical Health Risks IC3 GS6 Level 2 Project Workbook, First Edition
Internet Challenges Project Details
Project file
Physical harm has occurred from digital technology in the form of internet N/A
challenges. This internet phenomenon encourages social media users to
Estimated completion time
document their participation. Some challenges are dangerous and have resulted
5 minutes
in injury and even death. Individuals should spend time determining whether a
challenge is safe before participating. Video reference
Domain 7
Purpose Topic: Digital Technology Physical
Health
Upon completing this project, you will know how to determine if you should Subtopic: Risks of Internet Use
participate in an internet challenge.
Objectives covered
7 Safety and Security
Steps for Completion 7.1 Avoid health risks and physical
harm while using digital technologies
1. You should determine whether an internet challenge is safe before
7.1.2 Describe risks of internet use
choosing to participate. List two things that should be considered
before deciding. Notes for the teacher
Discuss the risks associated with
a. internet use, specifically internet
challenges.
b.

2. It is wise to counsel with before

participating in an internet challenge.

3. Are all internet challenges dangerous? Explain your answer.

a.

4. Explain why someone might want to participate in dangerous behavior on social media.

a.

99 | Domain 7 Lesson 1: Internet Challenges IC3 GS6 Level 2 Project Workbook, First Edition
Universal Hardware Project Details
Project file
Universal design makes computers usable by a wide range of people and N/A
promotes access to individuals with disabilities. The purpose is to create an
Estimated completion time
inclusive environment for all users.
5 minutes

Purpose Video reference

Domain 7
Upon completing this project, you will be familiar with universal hardware Topic: Digital Technology Physical
design options. Health
Subtopic: Universal Hardware
Steps for Completion Design

1. Match each universal design hardware feature with the group that it Objectives covered
would be best suited to help. Answers may be used more than once. 7 Safety and Security
7.1 Avoid health risks and physical
harm while using digital technologies
Vision-impaired Hearing-impaired Limited mobility 7.1.3 Describe the purpose of
universal hardware design

Notes for the teacher

a. Keyboard with large print labels Discuss the purpose of universal
hardware and available options.
b. Keyboard-only

c. Speech to text

d. Transcripts

e. Braille keyboard

f. Closed captions

100 | Domain 7 Lesson 1: Universal Hardware IC3 GS6 Level 2 Project Workbook, First Edition
Catfishing Project Details
Project file
Catfishing is a slang word used to describe an individual who pretends to be N/A
someone they are not by fabricating an online identity. This identity is
Estimated completion time
commonly used to build a relationship with someone and extract personal
5 minutes
details or money from them.
Video reference
Purpose Domain 7
Topic: Digital Technology Mental
Upon completing this project, you will know how to recognize common warning Health
signs in a catfishing scam. Subtopic: Explain the Concept of
Catfishing
Steps for Completion
Objectives covered
1. Catfishing is usually a long-played used to 7 Safety and Security
7.2 Avoid mental health threats while
collect personal details about a person and/or extract money from
using digital technologies
them. 7.2.1 Explain the concept of
Catfishing
2. List two commonly used tactics catfishers use to con someone into
giving them money. Notes for the teacher
Review catfishing tactics and dangers
a. with your students.

b.

3. List at least three warning signs you should watch for when talking with people online to avoid becoming a victim
of a catfishing scam.

a.

101 | Domain 7 Lesson 1: Catfishing IC3 GS6 Level 2 Project Workbook, First Edition
FOMO Project Details
Project file
FOMO stands for fear of missing out. This mental health concern, caused by N/A
comparing one's life to others’ perceived lives, results in feelings of increased
Estimated completion time
anxiety and other negative effects.
5 minutes

Purpose Video reference

Domain 7
Upon completing this project, you will be familiar with what FOMO is and how Topic: Digital Technology Mental
to minimize the adverse effects felt from it. Health
Subtopic: Explain FOMO (Fear of
Steps for Completion Missing Out)

1. List four negative effects that may be results of FOMO. Objectives covered
7 Safety and Security
a. 7.2 Avoid mental health threats while
using digital technologies
b. 7.2.2 Explain “FOMO” (fear of
missing out)
c.
Notes for the teacher
d. Review FOMO with your students.
Discuss the negative effects caused by it
2. List four things you can do to decrease feelings of FOMO. and ways to combat FOMO.

a.

b.

c.

d.

102 | Domain 7 Lesson 1: FOMO IC3 GS6 Level 2 Project Workbook, First Edition
Negative Media Posts Project Details
Project file
Negative media posts can be harmful to oneself and others. It is important to N/A
keep posts and comments respectful. The way individuals converse online can
Estimated completion time
alter others’ opinions of them.
5-10 minutes

Purpose Video reference

Domain 7
Upon completing this project, you will know the best way to handle negative Topic: Digital Technology Mental
media posts. Health
Subtopic: Potential Dangers of
Steps for Completion Negative Media Posts

1. Having a difference in opinion is okay if it is expressed correctly. Explain Objectives covered

how a differing opinion should be shared when responding to a post 7 Safety and Security
7.2 Avoid mental health threats while
online.
using digital technologies
a. 7.2.3 Explain the potential dangers
and consequences of negative
media posts

2. List three potential negative side effects of posting or responding to a Notes for the teacher
post negatively. Review the potential dangers and
consequences of negative media posts
a. with students. Additional answers for
question 4 may include anxiety or
b. suicide. Other answers for question 5
may include reporting the abuse on
c. social media or to those in authority.

3. Define cyberbullying.

a.

4. List two common adverse effects of cyberbullying.

a.

b.

5. List two things victims of cyberbullying can do to get help and stop online bullying.

a.

b.

103 | Domain 7 Lesson 1: Negative Media Posts IC3 GS6 Level 2 Project Workbook, First Edition
Domain 7 Lesson 2

104 | Domain 7 Lesson 2: Negative Media Posts IC3 GS6 Level 2 Project Workbook, First Edition
Fill-in-the-Blanks
Instructions: While watching Domain 7 Lesson 2, fill in the missing words according to the information presented by the
instructor. [References are found in the brackets.]

1. or AutoPlay should be disabled to prevent removable media from running without permission.
[Identify Untrusted Media Devices]

2. can spread via removable media. [Identify Untrusted Media Devices]

3. Encryption uses an algorithm to convert plaintext into an unreadable format called . [Define
Encryption]

4. Asymmetric-key encryption uses a key and a public key in its encryption processes. [Define
Encryption]

5. Users can block access to their camera in a Google Chrome browser within the
settings. [Blocking Camera Access]

6. controls access to the camera for the Microsoft Edge browser. [Blocking Camera Access]

7. Microsoft Word files are encrypted with a password within the of the File tab. [Password
Protection File Options]

8. Microsoft Office encrypted files cannot be if the password is forgotten. [Password

Protection File Options]

9. The Restrict Editing feature in Microsoft Word is located on the tab. [Explain Editing
Restrictions]

10. To implement editing protection within the Restrict Editing feature, users must select Yes, Start Enforcing
Protection, and create a . [Explain Editing Restrictions]

105 | Domain 7 Lesson 2: Fill-in-the-Blanks IC3 GS6 Level 2 Project Workbook, First Edition
Untrusted Removable Media Project Details
Project file
Removable media poses a security threat to the computer because it could N/A
contain malware. Connecting removable media opens the door for any malware
Estimated completion time
to transfer from the device onto the computer. If users are unsure where the
5 minutes
removable media came from, they should avoid connecting it to their computer.
Video reference
Purpose Domain 7
Topic: Understand Device Security
Upon completing this project, you will be familiar with the various types of Subtopic: Identify Untrusted
removable media. Media Devices

Steps for Completion Objectives covered

7 Safety and Security
1. List four types of removable media. 7.3 Understand device security
7.3.1 Identify methods of
a. protecting against untrusted
portable media device
b.
Notes for the teacher
c. Discuss the potential dangers of
removable media and how safety
d. measures can be implemented to
protect the computer. Answers to
2. Disable the or question 1 may vary. Other potential
feature to prevent media devices from automatically running when answers may include external hard
connected to the computer. drives, Zip disks, Blu-Ray discs, and
smartphones.

106 | Domain 7 Lesson 2: Untrusted Removable Media IC3 GS6 Level 2 Project Workbook, First Edition
Encryption Project Details
Project file
The purpose of encryption is to keep communication and data secure online by N/A
making text unreadable. It uses an algorithm to convert plaintext into ciphertext.
Estimated completion time
The data remains unreadable until it undergoes a decryption process, which
5 minutes
converts the ciphertext back to plaintext. The receiver must have the correct key
to decrypt the data. Video reference
Domain 7
Purpose Topic: Understand Device Security
Subtopic: Define Encryption
Upon completing this project, you will understand what encryption is and how
Objectives covered
popular encryption processes work.
7 Safety and Security
7.3 Understand device security
Steps for Completion 7.3.2 Define device encryption and
identify encryption methods
1. encryption is also known as asymmetric-key
encryption. Notes for the teacher
Review asymmetric-key encryption and
2. Which encryption process requires a secret key installed on both the symmetric-key encryption. Questions 4
sender’s and receiver’s computers? and 5 will vary as each student will
create their own encryption.
a.

3. Which encryption process uses two keys at once to encrypt data on

both the sender’s and receiver’s computers?

a.

4. Create a basic encryption using the alphabet and either numbers or symbols in the blank spaces below.

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

5. Using the encryption you created, how would your name be spelled using the ciphertext?

a.

107 | Domain 7 Lesson 2: Encryption IC3 GS6 Level 2 Project Workbook, First Edition
Block Camera Access Project Details
Project file
It is good practice for users to block access to their webcam when it is not in N/A
use. Blocking access to the webcam prevents hackers and websites from spying
Estimated completion time
through the webcam. Users can block access through web browsers or within
5 minutes
the computer’s settings.
Video reference
Purpose Domain 7
Topic: Understand Device Security
Upon completing this project, you will know how to block camera access. Subtopic: Blocking Camera Access

Steps for Completion Objectives covered

7 Safety and Security
1. Navigate to the computer’s settings. 7.3 Understand device security
7.3.3 Explain when blocking
2. Open Privacy settings. camera access is appropriate and
necessary
3. Turn off the Allow apps to access your camera toggle.
Notes for the teacher
4. Take a screenshot of the Allow apps to access your camera toggle. The reference project, 733-Finished, is
in the Finished folder. It should include
5. Save the screenshot as 733-Completed.png to your Domain 7 Student a screenshot showing the Allow apps to
folder. access your camera toggle turned off.
Go over the different ways to block
access to a webcam.

108 | Domain 7 Lesson 2: Block Camera Access IC3 GS6 Level 2 Project Workbook, First Edition
Password Protect a File Project Details
Project file
Users can protect files using encryption to prevent others from viewing the file 741.docx
without permission. In Microsoft programs, users encrypt individual files using a
Estimated completion time
password. An alternative option on some Windows computers is to encrypt files
5 minutes
with a password. Users can implement this option through the file's Properties.
Video reference
Purpose Domain 7
Topic: Understand File Security
Upon completing this project, you will know how to encrypt a document with a Subtopic: Password Protection File
password. Options

Steps for Completion Objectives covered

7 Safety and Security
1. Open the file 741.docx found in your Domain 7 Student folder. 7.4 Understand file security
7.4.1 Identify password protection
2. Use the password LearnKey to encrypt the document. file options

3. Save the encrypted document as 741-Completed Notes for the teacher

The reference project, 741-Finished, is
in the Finished folder. The file should
contain a document that is password
protected.

109 | Domain 7 Lesson 2: Password Protect a File IC3 GS6 Level 2 Project Workbook, First Edition
Editing Restrictions Project Details
Project file
Document owners use the Restrict Editing feature in Microsoft Word to control 742.docx
how others can format and leave feedback within their documents. They can
Estimated completion time
limit formatting to a selection of styles within the whole document, a section, or
5 minutes
for specific individuals. They can also limit the type of feedback to no changes,
comments, filling in forms, or tracked changes. Video reference
Domain 7
Purpose Topic: Understand File Security
Subtopic: Explain Editing
Upon completing this project, you will know how to implement editing Restrictions
restrictions on a Microsoft Word document.
Objectives covered
7 Safety and Security
Steps for Completion 7.4 Understand file security
7.4.2 Explain editing restrictions
1. Open the file 742.docx found in your Domain 7 Student folder.
Notes for the teacher
2. Restrict editing to the document’s header and footer. The reference project, 742-Finished, is
in the Finished folder. The file should
a. Do not remove existing formatting styles.
have editing restrictions on the header
3. Restrict the editing of the document to Tracked changes. and footer formatting and should only
allow tracked changes.
4. Accept all other defaults.

5. Enforce the protection using the password 12345

6. Save the document as 742-Completed

110 | Domain 7 Lesson 2: Editing Restrictions IC3 GS6 Level 2 Project Workbook, First Edition
Appendix

111 | Appendix: Glossary IC3 GS6 Level 2 Project Workbook, First Edition
Glossary
Term Definition

AI AI (artificial intelligence) is simulated human intelligence processed by a computer system that

performs cognitive functions like learning and problem-solving.
Asynchronous Editing that does not happen in real time.
Editing
Attribution Giving credit to the author or owner for their work.
AutoFill A feature used to fill cells with a series of data that follows the provided pattern.
AutoPlay A computer function that automatically runs computer programs without action from the user.
AutoRun A computer function that automatically runs removable media without action from the user.
Bcc Blind carbon copy (Bcc) is a method used in an email application to send a message while keeping
the identity of the receiver private.
Boolean Search A way of searching a database using search terms and operators.
Browser An application used to access websites on the internet.
Catfishing A slang word used to describe someone who pretends to be someone they are not by fabricating an
online identity used to scam others.
Cc Carbon copy (Cc) is a method used in an email application to send a copy of the email to someone. A
Cc'd recipient is not required to respond to the message.
Citation A means of giving credit to a source when their information is used.
Cloud Computing A network of servers that store, manage, and process data on the internet.
Coauthoring Multiple people editing a shared document.
Copyright Protection for intellectual property.
CPU A central processing unit (CPU) is circuitry within a computer that processes and executes
instructions.
Creative A free license used by creators to permit others to use their content, free of charge, as long as they
Commons follow the license rules.
License
Cyberbullying The deliberate use of harmful words or pictures to cause embarrassment, hopelessness, or to
intimidate another person online repeatedly.
Deepfake Artificial intelligence used to generate fake media that portrays a person’s likeness and voice.
Email A method of communication used to send electronic messages using the internet.
Encryption A protection process that converts information or data into an unreadable code so that unauthorized
individuals cannot access the content.
Ethernet Cable The cable used to connect computers in a network. An Ethernet cable allows data to be transferred
from one computer to another computer.
FOMO The fear of missing out (FOMO) is a mental health concern that can cause individuals to have
increased feelings of anxiety, loneliness, stress, and depression due to perceiving that they are
missing out on the fun, excitement, or success others are experiencing.
Goods Tangible merchandise.
GPU A graphics processing unit (GPU) manages the performance of videos and graphics within a
computer.
Hardware Physical components of a computer system such as a keyboard, mouse, or modem.
In-App Purchases The purchasing of goods or services from within an application on a mobile device.
Inkjet Printer A type of printer that sprays ink to transfer the text or image onto paper.
Instant A means of text transmission sent in real time over the internet.
Messaging
Internet A network of computers that provides access to information on the web.

114 | Appendix: Glossary IC3 GS6 Level 2 Project Workbook, First Edition
 Term Definition

Laser Printer A type of printer that uses powdered toner and heat to fuse text or an image onto paper.
Macro A group of commands recorded or written in code and used to execute multiple commands with a
single command.
Malware A virus or Trojan horse designed to cause harm to a computer or device.
Naming A chosen method for organizing and naming files and folders.
Convention
Operating System Software that manages all of the installed applications and hardware on a computer or device.
Page Orientation How a document is displayed on a screen or in printed form.
Password A secret set of characters that are used to access a computer system or service.
Patent An exclusive right to create, use, or sell a specific invention for a determined period of time.
Personally Information that can be used to distinguish or track a person's identity.
Identifiable
Information
Plagiarism Using another person's work as your own.
Public Domain Creative material belonging to the public that is available for use.
Repetitive Stress Repetitive motions that cause damage to muscles, nerves, and tendons in the body.
Injuries
Reply An email response method used to send a response to the original sender.
Reply All An email response method used to respond to everyone included in the original message.
Search Engine Software used to search a database using keywords or phrases entered by the user.
Search Operators Commands and special characters used to refine search engine results.
Service An action provided by someone for purchase.
Start Button A button on a Windows operating system desktop that allows users to access computer programs,
files, and settings.
Synchronous Editing that happens in real time.
Editing
Tracked Changes An editing command offered in Microsoft Word that is used to review documents.
Trademark An exclusive right to use a symbol, word, or words connected to goods or services in commerce
Universal Hardware designed to make computers usable by a wide range of people.
Hardware
Video Conference A means of communication using video and audio to speak in real time with others over the internet.
Webinar A presentation given to an audience online.
Zip File A compressed file containing one or more files.

115 | Appendix: Glossary IC3 GS6 Level 2 Project Workbook, First Edition
Keyboard Shortcuts for Windows
Action Shortcut
Copy Ctrl+C
Cut Ctrl+X
Paste Ctrl+V
Undo Ctrl+Z
Switch between open apps Alt+Tab
Find Ctrl+F
Select All Ctrl+A
New folder Ctrl+Shift+N
Save Ctrl+S
New file or window Ctrl+N
Print Ctrl+P

114 | Appendix: Keyboard Shortcuts for Windows IC3 GS6 Level 2 Project Workbook, First Edition
Objectives
IC3 GS6 Level 2 Objectives
Domain 1 Domain 2 Domain 3
Technology Basics Digital Citizenship Information Management
1 Technology Basics 2.1 Create and manage multiple digital identities 3.1 Determine digital information needs and requirements
1.1 Customize digital environments 2.1.1 Differentiate between personal and professional 3.1.1 Understand key search terms
1.1.1 Configure device settings to meet individual needs digital identities 3.1.2 Demonstrate how to filter search results
and preferences 2.1.2 Manage multiple site credentials
1.1.2 Configure browser settings to meet individual needs
and preferences

1.2 Use a personal digital calendar 2.2 Apply digital etiquette standards 3.2 Determine the veracity of an individual search result or
1.2.1 Create appointments or tasks on a personal digital 2.2.1 Implement situational digital etiquette standards digital artifact
calendar 2.2.2 Determine the appropriate time to send a 3.2.1 Assess the accuracy of a search result or digital
1.2.2 Share a personal digital calendar with others communication artifact
1.2.3 Display specific information on your personal 2.2.3 Describe digital etiquette standards for content 3.2.2 Validate the perspective of a search result or digital
calendar 2.2.4 Display sensitivity to cultural diversity artifact
3.2.3 Assess the bias of a search result or digital artifact
3.2.4 Determine the credibility of a search result or digital
artifact
3.2.5 Assess the relevance of a search result or digital
artifact
1.3 Define higher-level technology concepts 2.3 Seek opportunities to increase your digital 3.3 Manage online data collection, storage, and retrieval
1.3.1 Describe automation methods competence 3.3.1 Explain methods of collecting digital data and
1.3.2 Describe cloud computing 2.3.1 Be aware of technological advancements responses
1.3.3 Describe and understand the use of autocorrect 2.3.2 Use help features and community resources 3.3.2 Explain and interact with central data storage
functions 2.3.3 Seek feedback that informs and improves your systems
1.3.4 Describe and understand the use of autocomplete learning 3.3.3 Fill out online forms
functions
1.4 Explain and implement common hardware
adjustments
1.4.1 Locate and adjust volume settings
1.4.2 Locate and adjust monitor brightness controls
1.4.3 Locate and adjust monitor contrast controls
1.4.4 Describe the purpose of universal design
1.5 Explain core printer concepts
1.5.1 Distinguish between laser and inkjet printers
1.5.2. Confirm a successful connection to a printer
1.5.3 Select a default printer
1.6 Identify digital devices and connections
1.6.1 Define processing devices
1.6.2 Distinguish between categories of data cables and
connectors

115 | Appendix: Objectives IC3 GS6 Level 2 Project Workbook, First Edition
IC3 GS6 Level 2 Objectives
Domain 4 Domain 5 Domain 6 Domain 7
Content Creation Communication Collaboration Safety and Security
4.1 Create and edit digital content 5 Communication 6 Collaboration 7 Safety and Security
4.1.1 Prepare structured documents 5.1 Interact with others in a digital 6.1 Use digital tools and technologies to 7.1 Avoid health risks and physical harm
4.1.2 Prepare presentations environment collaborate on the creation of content while using digital technologies
4.1.3 Prepare basic spreadsheets 5.1.1 Choose appropriate communication 6.1.1 List digital tools used for 7.1.1 Describe health risks of standard
4.1.4 Perform basic image editing platforms and tools collaboration computing practices
4.1.5 Describe basic video-editing techniques 5.1.2 Compose email messages 6.1.2 Explain the benefits of 7.1.2 Describe risks of internet use
4.1.6 Display proficient keyboarding skills 5.1.3 Interact with members of a digital collaboration 7.1.3 Describe the purpose of universal
4.1.7 Track changes in a document community 6.1.3 Compare and contrast hardware design
4.1.8 Use common shortcuts 5.1.4 Use online resources to determine synchronous editing and asynchronous
availability of community services editing
6.1.4 Describe coauthoring techniques
6.1.5 Explain methods used to review
and provide feedback to peers

4.2 Manage digital information and files 5.2 Understand Internet commerce basics 6.2 Apply digital etiquette standards for 7.2 Avoid mental health threats while
4.2.1 Organize, store, and retrieve data and content 5.2.1 Describe goods and services collaborative processes using digital technologies
4.2.2 Explain benefits and methods of compressing files 5.2.2 Explain how digital payments work 6.2.1 Video Conferences 7.2.1 Explain the concept of Catfishing
4.2.3 Explain and identify ownership of data in various 5.2.3 Describe in-app purchases and their 6.2.2 Webinars 7.2.2 Explain “FOMO” (fear of missing
storage location security concerns out)
4.2.4 Distinguish between read-only and read-write files 5.2.4 Identify examples of media streaming 7.2.3 Explain the potential dangers and
4.2.5 Implement password protection services consequences of negative media posts
4.2.6 Explain file versioning concepts

4.3 Responsibly repurpose digital resources 7.3 Understand device security

4.3.1 Understand the rights and obligations of using or 7.3.1 Identify methods of protecting
sharing intellectual property against untrusted portable media device
4.3.2 Unify design elements by using design themes and 7.3.2 Define device encryption and
artistic styles identify encryption methods
7.3.3 Explain when blocking camera
access is appropriate and necessary
4.4 Publish or present content for a specific audience 7.4 Understand file security
4.4.1 Determine how to customize information for a 7.4.1 Identify password protection file
given audience options
4.4.2 Determine the file format that will work for a given 7.4.2 Explain editing restrictions
user

116 | Appendix: Objectives IC3 GS6 Level 2 Project Workbook, First Edition
IC3 GS6 Level 2 Lesson Plan
Approximately 23.5 hours of videos, labs, and projects.

Domain 1 Lesson Plan

Domain 1 - Technology Basics [approximately 4 hours of videos, labs, and projects]
Lesson Lesson Topic and Subtopics Objectives Exercise Labs Workbook Projects and Files
Pre-Assessment Technology Basics: Pre-Assessment
Assessment time -
00:30:00
Lesson 1 Customize Digital Environments 1 Technology Basics Setting Default Browsers Understand Device Settings – pg. 10
Video time - 00:12:36 Introduction 1.1 Customize digital environments Configure Device Settings – pg. 11
Exercise Lab time - How to Study for This Exam 1.1.1 Configure device settings to meet Configure Browser Settings – pg. 12
00:05:00
Configure Device Settings individual needs and preferences
Workbook time -
00:30:00 Configure Browser Settings 1.1.2 Configure browser settings to meet
individual needs and preferences
Lesson 2 Use a Personal Digital Calendar 1.2 Use a personal digital calendar Sharing a Calendar Create Appointments or Tasks on a Digital
Video time - 00:12:08 and Define Higher-Level 1.2.1 Create appointments or tasks on a Calendar – pg. 13
Exercise Lab time - Technology Concepts personal digital calendar Share a Digital Calendar – pg. 14
00:05:00
Create Appointments or Tasks on a 1.2.2 Share a personal digital calendar Display Information on a Calendar – pg. 15
Workbook time -
00:30:00 Personal Digital Calendar with others Automation Methods – pg. 16
Share a Personal Digital Calendar 1.2.3 Display specific information on Cloud Computing – pg. 17
Display Information on Your Personal your personal calendar Autocorrect and Autocomplete Functions –
Calendar 1.3 Define higher-level technology pg. 18
Describe Automation Methods concepts
Describe Cloud Computing 1.3.1 Describe automation methods
Describe the Use of Autocorrect 1.3.2 Describe cloud computing
Functions 1.3.3 Describe and understand the use
Describe the Use of Autocomplete of autocorrect functions
Functions 1.3.4 Describe and understand the use
of autocomplete functions
Lesson 3 Common Hardware Adjustments, 1.4 Identify and explain common Volume Settings and Monitor Brightness –
Video time - 00:08:20 Printer Concepts, and Digital hardware adjustments pg. 19
Exercise Lab time - Devices and Connections 1.4.1 Identify and explain common Laser and Inkjet Printers – pg. 20
00:00:00
Locate and Adjust Volume Settings sound setting adjustments Connect to a Printer and Select a Default –
Workbook time -
00:35:00 Adjust Monitor Brightness and Contrast 1.4.2 Identify and explain monitor pg. 21
Controls brightness and contrast controls Processing Devices – pg. 22
Distinguish Between Laser and Inkjet 1.5 Explain core printer concepts Data Cables and Connectors – pg. 23
Printers 1.5.1 Distinguish between laser and
Confirm a Successful Connection to a inkjet printers
Printer 1.5.2 Confirm a successful connection to
Select a Default Printer a printer
Define Processing Devices 1.5.3 Select a default printer
Categories of Data Cables and 1.6 Identify digital devices and
Connectors connections
1.6.1 Define processing devices
1.6.2 Distinguish between categories of
data cables and connectors
Post-Assessment Technology Basics : Post-Assessment
Assessment time -
01:00:00

117 | IC3 GS6 Level 2 Lesson Plan: Domain 1 Lesson Plan IC3 GS6 Level 2 Project Workbook, First Edition
Domain 2 Lesson Plan
Domain 2 - Digital Citizenship [approximately 3.5 hours of videos, labs, and projects]
Lesson Lesson Topic and Subtopics Objectives Exercise Labs Workbook Projects and Files
Pre-Assessment Digital Citizenship: Pre-
Assessment time - 00:30:00 Assessment
Lesson 1 Digital Identities, Etiquette 2 Digital Citizenship Getting Help in an App Digital Identities – pg. 27
Video time - 00:21:20 Standards, and Digital 2.1 Create and manage multiple Manage Site Credentials– pg. 28
Exercise Lab time - 00:05:00 Competence digital identities Digital Etiquette Standards – pg. 29
Workbook time - 01:30:00
Digital Citizenship 2.1.1 Differentiate between Online and Video Etiquette Standards – pg. 30
Personal and Professional personal and professional digital Communication Standards – pg. 31
Digital Identities identities Etiquette Standards for Posting Content – pg. 32
Manage Multiple Site 2.1.2 Manage multiple site Etiquette Standards for Emailing Content – pg. 33
Credentials credentials Cultural Diversity – pg. 34
Situational Digital Etiquette 2.2 Apply digital etiquette Technological Advancements – pg. 35
Standards standards Seek Feedback – pg. 36
The Appropriate Time to Send a 2.2.1 Implement situational digital
Communication etiquette standards
Describe Digital Etiquette 2.2.2 Determine the appropriate
Standards for Content time to send a communication
Display Sensitivity to Cultural 2.2.3 Describe digital etiquette
Diversity standards for content
Technological Advancements 2.2.4 Display sensitivity to cultural
and Other Resources diversity
Seek Feedback to Improve 2.3 Seek opportunities to increase
Learning your digital competence
2.3.1 Be aware of technological
advancements
2.3.2 Use help features and
Post-Assessment Digital Citizenship: Post-
Assessment time - 01:00:00 Assessment

118 | IC3 GS6 Level 2 Lesson Plan: Domain 2 Lesson Plan IC3 GS6 Level 2 Project Workbook, First Edition
Domain 3 Lesson Plan
Domain 3 - Information Management [approximately 3 hours of videos, labs, and projects]
Lesson Lesson Topic and Subtopics Objectives Exercise Labs Workbook Projects and Files
Pre-Assessment Information Management: Pre-
Assessment time - 00:30:00 Assessment
Lesson 1 Digital Information 3 Information Management Adding Fields to a Form Key Search Terms – pg. 39
Video time - 00:16:22 Requirements, Veracity of 3.1 Determine digital information needs Filter Search Results – pg. 40
Exercise Lab time - 00:05:00 Search Results, Online Data and requirements Accuracy of a Search Result – pg. 41
Workbook time - 01:30:00
Collection, Storage, and 3.1.1 Understand key search terms Perspective of a Search Result – pg. 42
Retrieval 3.1.2 Demonstrate how to filter search Bias of a Search Result – pg. 43
Introduction results Credibility of a Search Result – pg. 44
Understand Key Search Terms 3.2 Determine the veracity of an Relevance of a Search Result – pg. 45
Filter Search Results individual search result or digital artifact Create a Google Form – pg. 46
Assess the Accuracy of a Search 3.2.1 Assess the accuracy of a search Interacting with Data Storage Systems
Result result or digital artifact – pg. 47
Validate the Perspective of a 3.2.2 Validate the perspective of a search Create a Microsoft Form – pg. 48
Search Result result or digital artifact
Assess the Bias of a Search Result 3.2.3 Assess the bias of a search result or
Determine the Credibility of a digital artifact
Search Result 3.2.4 Determine the credibility of a
Assess the Relevance of a Search search result or digital artifact
Result 3.2.5 Assess the relevance of a search
Collect Digital Data and Responses result or digital artifact
Interact with Central Data Storage 3.3 Manage online data collection,
Systems storage, and retrieval
Fill Out Online Forms 3.3.1 Explain methods of collecting
digital data and responses
3.3.2 Explain and interact with central
data storage systems
3.3.3 Fill out online forms
Post-Assessment Information Management: Post-
Assessment time - 01:00:00 Assessment

119 | IC3 GS6 Level 2 Lesson Plan: Domain 3 Lesson Plan IC3 GS6 Level 2 Project Workbook, First Edition
Domain 4 Lesson Plan
Domain 4 - Content Creation [approximately 5 hours of videos, labs, and projects]
Lesson Lesson Topic and Subtopics Objectives Exercise Labs Workbook Projects and Files
Pre-Assessment Content Creation Pre-Assessment
Assessment time - 00:30:00
Lesson 1 Create and Edit Digital 4 Content Creation Adding a Table of Contents Headers and Footers – pg. 52
Video time - 00:18:26 Content Part 1 4.1 Create and edit digital content 411.docx
Exercise Lab time - 00:05:00 Prepare Structured Documents 4.1.1 Prepare structured documents Heading Styles – pg. 53
Workbook time - 00:45:00
Header Styles 4.1.2 Prepare presentations 411a docx
Prepare Presentations 4.1.3 Prepare basic spreadsheets Slide Transitions – pg. 54
Prepare Basic Spreadsheets 412.pptx
Slide Animations – pg. 55
412a.pptx
Master Slides and Templates – pg. 56
Prepare a Basic Spreadsheet – pg. 57
Format Spreadsheets – pg. 58
413.xlsx

Lesson 2 Create and Edit Digital 4.1.4 Perform basic image editing Image Editing Options Perform Basic Image Editing – pg. 59
Video time - 00:14:42 Content Part 2 4.1.5 Describe basic video-editing Keyboard Shortcuts 414 Arch.jpg
Exercise Lab time - 00:10:00 Perform Basic Image Editing techniques 414 RedEye.JPG
Workbook time - 00:45:00
Basic Video-Editing Techniques 4.1.6 Display proficient keyboarding Basic Video-Editing Techniques – pg. 60
Display Proficient Keyboarding skills 415 Waterfall Tight Shot.mp4
Skills 4.1.7 Track changes in a document 415 Waterfall Wide Shot.mp4
Track Changes in a Document 4.1.8 Use common shortcuts Keyboarding Skills – pg. 61
Use Common Shortcuts Track Changes – pg. 62
417.docx
Common Shortcuts – pg. 63
418.docx
Lesson 3 Manage Digital Information 4.2 Manage digital information and Reducing File Size Organize, Store, and Retrieve Data and
Video time - 00:14:54 and Files, Repurpose Digital files Showing a File Owner Content – pg. 64
Exercise Lab time - 00:15:00 Resources, and Publish or 4.2.1 Organize, store, and retrieve Repurposing Digital Resources Compressing Files – pg. 65
Workbook time - 01:15:00
Present Content for a Specific data and content 422.docx
Audience 4.2.2 Explain benefits and methods of Ownership of Data in Storage Location –
Organize, Store, and Retrieve Data compressing files pg. 66
and Content 4.2.3 Explain and identify ownership 423.docx
Compressing Files of data in various storage location Read-Only and Read-Write Files – pg. 67
Ownership of Data in Storage 4.2.4 Distinguish between read-only 424a.docx
Location and read-write files 424b.docx
Read-Only and Read-Write Files 4.2.5 Implement password protection Implement Password Protection – pg. 68
Implement Password Protection 4.2.6 Explain file versioning concepts 425.docx
File Versions 4.3 Responsibly repurpose digital File Versions – pg. 69
Intellectual Property Rights resources Intellectual Property Rights – pg. 70
Unify Design Elements 4.3.1 Understand the rights and Unify Design Elements – pg. 71
Customize Information for a Given obligations of using or sharing Customize Information for an Audience –
Audience intellectual property pg. 72
Determine the File Format 4.3.2 Unify design elements by using Determine File Format – pg. 73
design themes and artistic styles
4.4 Publish or present content for a
specific audience
4.4.1 Determine how to customize
information for a given audience
4.4.2 Determine the file format that
Post-Assessment Content Creation : Post-
Assessment time - 01:00:00 Assessment

120 | IC3 GS6 Level 2 Lesson Plan: Domain 4 Lesson Plan IC3 GS6 Level 2 Project Workbook, First Edition
Domain 5 Lesson Plan
Domain 5 - Communication [approximately 2.5 hours of videos, labs, and projects]
Lesson Lesson Topic and Subtopics Objectives Exercise Labs Workbook Projects and Files
Pre-Assessment Communication: Pre-Assessment
Assessment time - 00:30:00
Lesson 1 Interact in a Digital 5 Communication Website Interactions Communication Platforms – pg. 76
Video time - 00:15:43 Environment, and Online 5.1 Interact with others in a digital Digital Payment Terms Composing an Email – pg. 77
Exercise Lab time - 00:15:00 Resources for Community environment Setting a PIN for Purchases Interacting in a Digital Community
Workbook time - 00:30:00
Services 5.1.1 Choose appropriate – pg. 78
Communication Platforms and communication platforms and tools Locating Community Services
Tools 5.1.2 Compose email messages Online – pg. 79
Compose Email Messages 5.1.3 Interact with members of a Digital Payments – pg. 80
Interact with Members of a Digital digital community In-App Purchases – pg. 81
Community 5.1.4 Use online resources to Streaming Services – pg. 82
Use Online Resources to determine availability of community
Determine Availability of services
Community Services 5.2 Understand Internet commerce
Digital Payments for Goods and basics
Services 5.2.1 Describe goods and services
In-App Purchases and Their 5.2.2 Explain how digital payments
Security Concerns work
Media Streaming Services 5.2.3 Describe in-app purchases and
their security concerns
5.2.4 Identify examples of media
streaming services
Post-Assessment Communication: Post-Assessment
Assessment time - 01:00:00

121 | IC3 GS6 Level 2 Lesson Plan: Domain 5 Lesson Plan IC3 GS6 Level 2 Project Workbook, First Edition
Domain 6 Lesson Plan
Domain 6 - Collaboration [approximately 2.5 hours of videos, labs, and projects]
Lesson Lesson Topic and Subtopics Objectives Exercise Labs Workbook Projects and Files
Pre-Assessment Collaboration: Pre-Assessment
Assessment time - 00:30:00
Lesson 1 Use Digital Tools to 6 Collaboration Sharing a Document Digital Collaboration Tools –
Video time - 00:10:19 Collaborate on Content and 6.1 Use digital tools and technologies to pg. 85
Exercise Lab time - 00:05:00 Digital Etiquette for collaborate on the creation of content Synchronous and
Workbook time - 00:45:00
Collaborative Processes 6.1.1 List digital tools used for Asynchronous Editing – pg. 86
Digital Collaboration Tool Benefits collaboration Tracked Changes – pg. 87
Synchronous and Asynchronous 6.1.2 Explain the benefits of Video Conference Etiquette –
Editing collaboration pg. 88
Describe Coauthoring Techniques 6.1.3 Compare and contrast Appropriate Webinar Etiquette
Review and Provide Feedback to synchronous editing and asynchronous – pg. 89
Peers editing
Video Conferences 6.1.4 Describe coauthoring techniques
Webinars 6.1.5 Explain methods used to review
and provide feedback to peers
6.2 Apply digital etiquette standards for
collaborative processes
6.2.1 Video conferences
6.2.2 Webinars

Post-Assessment Collaboration: Post-Assessment

Assessment time - 01:00:00

122 | IC3 GS6 Level 2 Lesson Plan: Domain 6 Lesson Plan IC3 GS6 Level 2 Project Workbook, First Edition
Domain 7 Lesson Plan
Domain 7 - Safety and Security [approximately 3 hours of videos, labs, and projects]
Lesson Lesson Topic and Subtopics Objectives Exercise Labs Workbook Projects and Files
Pre-Assessment Safety and Security : Pre-Assessment
Assessment time - 00:30:00
Lesson 1 Digital Technology Physical and 7 Safety and Security Physical Health Risks – pg. 93
Video time - 00:09:22 Mental Health 7.1 Avoid health risks and physical harm Internet Challenges – pg. 94
Exercise Lab time - 00:00:00 Digital Technology Health Risks while using digital technologies Universal Hardware – pg. 95
Workbook time - 00:30:00
Risks of Internet Use 7.1.1 Describe health risks of standard Catfishing – pg. 96
Universal Hardware Design computing practices FOMO – pg. 97
Explain the Concept of Catfishing 7.1.2 Describe risks of internet use Negative Media Posts – pg. 98
Explain FOMO (Fear of Missing Out) 7.1.3 Describe the purpose of universal
Potential Dangers of Negative Media hardware design
Posts 7.2 Avoid mental health threats while
using digital technologies
7.2.1 Explain the concept of Catfishing
7.2.2 Explain “FOMO” (fear of missing
out)
7.2.3 Explain the potential dangers and
consequences of negative media posts
Lesson 2 Understand Device and File 7.3 Understand device security Disabling AutoPlay Untrusted Removable Media –
Video time - 00:10:40 Security 7.3.1 Identify methods of protecting Controlling Camera pg. 99
Exercise Lab time - 00:10:00 Identify Untrusted Media Devices against untrusted portable media device Access Encryption – pg. 100
Workbook time - 00:30:00
Define Encryption 7.3.2 Define device encryption and Block Camera Access – pg. 101
Blocking Camera Access identify encryption methods Password Protect a File – pg. 102
Password Protection File Options 7.3.3 Explain when blocking camera 741.docx
Explain Editing Restrictions access is appropriate and necessary Editing Restrictions – pg. 103
7.4 Understand file security 742.docx
7.4.1 Identify password protection file
options
7.4.2 Explain editing restrictions

Post-Assessment Safety and Security : Post-

Assessment time - 01:00:00 Assessment

123 | IC3 GS6 Level 2 Lesson Plan: Domain 7 Lesson Plan IC3 GS6 Level 2 Project Workbook, First Edition