Course Standards
Name | Description | |
SC.K2.CS-CC.1.1: | Identify a variety of digital tools used for communication and collaboration (e.g., online library catalogs and databases). | |
SC.K2.CS-CC.1.2: | Conduct basic keyword searches, and exchange information and feedback with teachers and other students (e.g., e-mail and text messaging). | |
SC.K2.CS-CC.1.3: | Collaborate and cooperate with peers, teachers, and others using technology to solve problems. | |
SC.K2.CS-CC.1.4: | Provide and accept constructive criticism on a collaborative project. | |
SC.K2.CS-CP.1.1: | Identify different kinds of data (e.g., text, charts, graphs, numbers, pictures, audio, video, and collections of objects). | |
SC.K2.CS-CP.1.2: | Collect and manipulate data using a variety of computing methods (e.g., sorting, totaling, and averaging). | |
SC.K2.CS-CP.1.3: | Propose a solution to a problem or question based on an analysis of the data and critical thinking, individually and collaboratively. | |
SC.K2.CS-CP.1.4: | Create data visualizations (e.g., charts and infographics), individually and collaboratively. | |
SC.K2.CS-CP.2.1: | Define a computer program as a set of commands created by people to do something. | |
SC.K2.CS-CP.2.2: | Perform a simple task (e.g., making a sandwich and brushing teeth) breaking it into small steps. | |
SC.K2.CS-CP.2.3: | Explain that computers only follow the program’s instructions. | |
SC.K2.CS-CP.2.4: | Construct a simple program using tools that do not require a textual programming language (e.g. block-based programming language). | |
SC.K2.CS-CP.3.1: | Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. | |
SC.K2.CS-CP.3.2: | Prepare a simple presentation of digital products and applications. | |
SC.K2.CS-CS.1.1: | Define simulation and identify the concepts illustrated by a simple simulation (e.g., growth, human health, and the butterfly life cycle). | |
SC.K2.CS-CS.1.2: | Describe how models and simulations can be used to solve real-world issues in science and engineering. | |
SC.K2.CS-CS.1.3: | Describe how models represent a real-life system (e.g., globe or map). | |
SC.K2.CS-CS.1.4: | Solve questions individually and collaboratively using models. | |
SC.K2.CS-CS.2.1: | Arrange or sort information into useful order, such as sorting students by birth date, with or without technology. | |
SC.K2.CS-CS.2.2: | Solve age-appropriate problems (e.g., puzzles and logical thinking programs) with or without technology (i.e., computational thinking). | |
SC.K2.CS-CS.2.3: | Solve real life issues in science and engineering using computational thinking. | |
SC.K2.CS-CS.2.4: | Define an algorithm as a sequence of defined steps. | |
SC.K2.CS-CS.2.5: | Create a simple algorithm, individually and collaboratively, without using computers to complete the task (e.g., making a sandwich, getting ready for school). | |
SC.K2.CS-CS.2.6: | Illustrate thoughts, ideas, and stories in a step-by-step manner using writing tools, digital cameras, and drawing tools. | |
SC.K2.CS-CS.2.7: | Develop and present an algorithm using tangible materials. | |
SC.K2.CS-CS.2.8: | Gather and organize information using concept-mapping tools. | |
SC.K2.CS-CS.3.1: | Create a digital artifact (independently and collaboratively) that clearly expresses thoughts and ideas. | |
SC.K2.CS-CS.3.2: | Create, review, and revise artifacts that include text, images, and audio using digital tools. | |
SC.K2.CS-CS.4.1: | Recognize different kinds of computing devices in the classroom and other places (e.g., laptops, tablets, smart phones, desktops, printers). | |
SC.K2.CS-CS.4.2: | Recognize and operate different types of computers, applications and peripherals (e.g., use input/output devices such as a mouse, keyboard, or touch screen; find, navigate, launch a program). | |
SC.K2.CS-CS.4.3: | Explain that a computer program is running when a program or command is executed. | |
SC.K2.CS-CS.6.1: | Identify tasks that are made easier because of computers. | |
SC.K2.CS-PC.1.1: | Demonstrate proper care for electronic devices (e.g., handling devices carefully, logging off or shutting down correctly, and keeping devices away from water/food). | |
SC.K2.CS-PC.1.2: | Describe the attributes of a good digital citizen: one who protects private information, balances time online, reports cyberbullying, and recognizes inappropriate content/contact. | |
SC.K2.CS-PC.1.3: | Identify safe and unsafe examples of online communications. | |
SC.K2.CS-PC.1.4: | Explain that a password helps protect the privacy of information. | |
SC.K2.CS-PC.2.1: | Identify and describe how people use many types of technologies in their daily work and personal lives. | |
SC.K2.CS-PC.2.2: | Communicate about technology using developmentally appropriate terminology. | |
SC.K2.CS-PC.2.3: | Recognize that people use computing technology in the workplace to perform many important tasks and functions. | |
SC.K2.CS-PC.4.1: | Explain that some information is private and should not be shared online. | |
MA.K12.MTR.1.1: | Actively participate in effortful learning both individually and collectively. Mathematicians who participate in effortful learning both individually and with others:
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MA.K12.MTR.2.1: | Demonstrate understanding by representing problems in multiple ways. Mathematicians who demonstrate understanding by representing problems in multiple ways:
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MA.K12.MTR.3.1: | Complete tasks with mathematical fluency. Mathematicians who complete tasks with mathematical fluency:
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MA.K12.MTR.4.1: | Engage in discussions that reflect on the mathematical thinking of self and others. Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
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MA.K12.MTR.5.1: | Use patterns and structure to help understand and connect mathematical concepts. Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
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MA.K12.MTR.6.1: | Assess the reasonableness of solutions. Mathematicians who assess the reasonableness of solutions:
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MA.K12.MTR.7.1: | Apply mathematics to real-world contexts. Mathematicians who apply mathematics to real-world contexts:
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ELA.K12.EE.1.1: | Cite evidence to explain and justify reasoning.
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ELA.K12.EE.2.1: | Read and comprehend grade-level complex texts proficiently.
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ELA.K12.EE.3.1: | Make inferences to support comprehension.
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ELA.K12.EE.4.1: | Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
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ELA.K12.EE.5.1: | Use the accepted rules governing a specific format to create quality work.
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ELA.K12.EE.6.1: | Use appropriate voice and tone when speaking or writing.
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HE.1.B.4.3 (Archived Standard): | Describe ways to respond when in an unwanted, threatening, or dangerous situation. | |
HE.1.B.5.3 (Archived Standard): | Explain the consequences of not following rules/practices when making healthy and safe decisions. | |
HE.2.B.4.3 (Archived Standard): | Demonstrate ways to respond to unwanted, threatening, or dangerous situations. | |
HE.2.B.5.3 (Archived Standard): | Compare the consequences of not following rules/practices when making healthy and safe decisions. | |
HE.K.B.4.3 (Archived Standard): | Identify the appropriate responses to unwanted and threatening situations. | |
HE.K.B.5.3 (Archived Standard): | Recognize the consequences of not following rules/practices when making healthy and safe decisions. | |
SS.1.CG.1.1: | Explain the purpose of rules and laws in the home, school and community.
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SS.K.CG.1.2: | Identify people who have the authority and power to make and enforce rules and laws.
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ELD.K12.ELL.SI.1: | English language learners communicate for social and instructional purposes within the school setting. |
General Course Information and Notes
GENERAL NOTES
This course should be taught using the appropriate standards/benchmarks for the grade.
The purpose of this course is to enable students to develop basic skills in computer science.
Within appropriate developmental guidelines the content of this course should expose students to:
- Responsible use of technology and information
- The impact of computing resources on local and global society
- Security, privacy, information sharing, ownership, licensure and copyright
- Communication and collaboration
- Modeling and simulations
- Problem solving and algorithms
- Digital tools
- Hardware and software
- Human-Computer interactions and Artificial Intelligence
- Data Analysis
- Computer programming basics
- Programming applications
Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)
- Asking questions (for science) and defining problems (for engineering).
- Developing and using models.
- Planning and carrying out investigations.
- Analyzing and interpreting data.
- Using mathematics, information and computer technology, and computational thinking.
- Constructing explanations (for science) and designing solutions (for engineering).
- Engaging in argument from evidence.
- Obtaining, evaluating, and communicating information.
English Language Development (ELD) Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf.
Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) StandardsThis course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.
QUALIFICATIONS
As well as the certification requirements listed on the course description, the following qualifications may also be acceptable for the course:
Any field when certification reflects a bachelor or higher degree.
General Information
Course Number: 5002010 |
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: Computer Education > SubSubject: General > |
Abbreviated Title: INTRO COMPUTER SCI 1 | |
Course Attributes:
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Course Status: Course Approved | |