M/J Computer Science Discoveries 1 (#0200010) 

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Course Standards

Name Description
SC.68.CS-CC.1.1: Demonstrate an ability to communicate appropriately through various online tools.
SC.68.CS-CC.1.2: Apply productivity and or multimedia tools for local and global group collaboration.
SC.68.CS-CC.1.3: Design, develop, and publish a collaborative digital product using a variety of digital tools and media-rich resources that demonstrate and communicate concepts to inform, persuade, and/or entertain.
SC.68.CS-CP.2.1: Develop problem solutions using visual representations of problem states, structures and data.
SC.68.CS-CP.2.2: Evaluate the logical flow of a step-by-step program by acting it out through computer-free activities.
SC.68.CS-CP.2.3: Develop problem solutions using a block programming language, including all of the following: looping behavior, conditional statements, expressions, variables, and functions.
SC.68.CS-CP.2.4: Develop problem solutions using a programming language, including all of the following: looping behavior, conditional statements, expressions, variables, and functions.
SC.68.CS-CP.3.1: Select appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
SC.68.CS-CP.3.2: Create online content (e.g., webpage, blog, digital portfolio, multimedia), using advanced design tools.
SC.68.CS-CP.3.3: Create an artifact (independently and collaboratively) that answers a research question and communicates results and conclusions.
SC.68.CS-CS.1.1: Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions.
SC.68.CS-CS.1.2: Create or modify and use a simulation to analyze and illustrate a concept in depth (i.e., use a simulation to illustrate a genetic variation), individually and collaboratively.
SC.68.CS-CS.1.3: Evaluate what kinds of real-world problems can be solved using modeling and simulation.
SC.68.CS-CS.2.5: Decompose a problem and create a function for one of its parts at a time (e.g., video game, robot obstacle course, making dinner), individually and collaboratively.
SC.68.CS-CS.2.6: Create a program that implements an algorithm to achieve a given goal, individually and collaboratively.
SC.68.CS-CS.2.7: Design solutions that use repetition and two-way selection (e.g., for, while, if/else).
SC.68.CS-CS.2.8: Recognize that boundaries need to be taken into account for an algorithm to produce correct results.
SC.68.CS-CS.2.10: Recognize that more than one algorithm can solve a given problem.
SC.68.CS-CS.2.11: Predict outputs while showing an understanding of inputs.
SC.68.CS-CS.2.13: Explore a problem domain using iterative development and debugging.
SC.68.CS-CS.6.1: Explain why some tasks can be accomplished more easily by computers.
SC.68.CS-CS.6.2: Describe how humans and machines interact to accomplish tasks that cannot be accomplished by either alone.
SC.68.CS-CS.6.3: Identify novel ways humans interact with computers, including software, probes, sensors, and handheld devices.
SC.68.CS-CS.6.4: Describe ways in which computers use models of intelligent behavior (e.g., robot motion, speech and language understanding, and computer vision).
SC.68.CS-CS.6.5: Identify factors that distinguish humans from machines.
SC.68.CS-CS.6.6: Design and demonstrate the use of a device (e.g., robot, e-textile) to accomplish a task, individually and collaboratively.
SC.68.CS-PC.1.1: Recognize and describe legal and ethical behaviors when using information and technology and describe the consequences of misuse.
SC.68.CS-PC.1.2: Describe and use safe and appropriate practices when participating in online communities (e.g., discussion groups, blogs, and social networking sites).
SC.68.CS-PC.1.3: Evaluate the proper use and operation of security technologies (e.g., passwords, virus protection software, spam filters, pop-up blockers, and cookies).
SC.68.CS-PC.1.4: Recognize the impacts and consequences of plagiarism on the development of creative works, projects, publications and online content.
SC.68.CS-PC.2.1: Analyze the positive and negative impacts of computing, social networking and web technologies on human culture.
SC.68.CS-PC.2.2: Explain the possible consequences of cyberbullying and inappropriate use of social media on personal life and society.
SC.68.CS-PC.2.3: Describe the influence of access to information technologies over time and the effects those changes have had on education, the workplace, and the global society.
SC.68.CS-PC.2.8: Identify interdisciplinary careers that are enhanced by computer science.
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: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.


Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
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:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
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:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.

General Course Information and Notes



Computing is so fundamental to understanding and participating in society that it is valuable for every student to learn as part of a modern education.  Computer science can be viewed as a liberal art, a subject that provides students with a critical lens for interpreting the world around them.  Computer science prepares all students to be active and informed contributors to our increasingly technological society whether they pursue careers in technology or not.  Computer science can be life-changing, not just skill training.

Students learn best when they are intrinsically motivated.  This course prioritizes learning experiences that are active, relevant to students' lives, and provide students authentic choice.  Students are encouraged to be curious, solve personally relevant problems and to express themselves through creation.  Learning is an inherently social activity, so the course is designed to interweave lessons with discussions, presentations, peer feedback, and shared reflections.  As students proceed through the pathway, the structures increasingly shift responsibility to students to formulate their own questions, develop their own solutions, and critique their work.

It is also critical to diversify the technology workforce.  Addressing inequities within the field of computer science is critical to bringing computer science to all students.  The tools and strategies in this course will help teachers understand and address well-known equity gaps within the field.  All students can succeed in computer science when given the right supports and opportunities, regardless of prior knowledge.


Computer Science Discoveries 1 introduces students to computer science as a vehicle for problem solving, communication, and personal expression.  The course focuses on the visible aspects of computing and computer science and encourages students to see where computer science exists around them and how they can engage with it as a tool for exploration and expression. 

Additional Notes - Pedagogical Approach to Learning:  Teacher as Lead Learner

What is the Lead Learner approach?

As the lead learner, the teacher role shifts from being the source of knowledge to that of a leader in seeking knowledge.  The lead learner's mantra is: "I may not know the answer, but I know that together we can figure it out."

The philosophy of the lead learner strategy is that students can benefit from having a model to demonstrate the learning process.  Being a lead learner doesn't discount the need for a teacher to develop computer science content expertise, but it does allow for an environment of openness with students about the teacher learning process.  Modeling and teaching how to learn are the most important factors to consider in order to be successful with this style of teaching and learning.

The lead learner technique represents good teaching practice in general.  One important role of the teacher in the Computer Science Discoveries classroom is to model excitement about investigating how things work by asking motivating questions about why things work they way they do or are the way they are.  With teacher guidance, students will learn how to hypothesize; ask questions of peers; test, evaluate, and refine solutions collaboratively; seek out resources; analyze data; and write clear and cogent code.

Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards 

This 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.

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: {{AzureStorageLink}}/uploads/docs/standards/eld/si.pdf.


Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student's Individual Educational Plan (IEP) or 504 plan or postsecondary student's accommodations' plan to meet individual needs and ensure equal access.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE) will need modifications to meet their needs.  Modifications change the outcomes and or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.

Additional Resources

Additional resources and a free curriculum that may be utilized for this course can be found at https://curriculum.code.org/csd-18/ and https://codehs.com/info/states/florida.


As well as any 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.

In order for this course to be taught with fidelity teachers without a computer science certification or related postsecondary coursework should, at a minimum, have completed a course in computer science such as those offered through a MOOC from a reputable institution or by attending training such as those offered by code.org.

General Information

Course Number: 0200010 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: Computer Education > SubSubject: General >
Abbreviated Title: M/J COMP SCI DISC 1
Course Attributes:
  • Florida Standards Course
Course Type: Elective Course Course Level: 2
Course Status: State Board Approved
Grade Level(s): 6,7,8

Educator Certifications

Computer Science (Elementary and Secondary Grades K-12)

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