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Course Standards
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
- Evaluation of digital information resources
- 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.
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
Educator Certifications
State Adopted Instructional Materials
Student Resources
Original Student Tutorials
This SaM-1 video provides the students with the optional "twist" for Lesson 17 and the Model Eliciting Activity (MEA) they have been working on in the Grade 3 Physical Science Unit: Water Beach Vacation.
To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
Type: Original Student Tutorial
This video introduces the students to a Model Eliciting Activity (MEA) and concepts related to conducting experiments so they can apply what they learned about the changes water undergoes when it changes state. This MEA provides students with an opportunity to develop a procedure based on evidence for selecting the most effective cooler.
This SaM-1 video is to be used with lesson 14 in the Grade 3 Physical Science Unit: Water Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
Type: Original Student Tutorial
In this video, students will be introduced to an engineering design challenge to apply what they learned about the changes water undergoes when it changes state through heating and cooling by designing their own cooler. Students will be asked to use the engineering design process to design a cooler.
This SaM-1 video is to be used with lesson 10 in the Grade 3 Physical Science Unit: Water Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
Type: Original Student Tutorial
In this video Sam-1 introduces a Model Eliciting Activity (MEA) challenge. Students will take their prior experiences from the properties unit and apply their knowledge of investigating sea turtle nesting temperatures.
Students will develop a hypothesis, design an experiment, and support their reasoning to determine how to best study different methods for cooling sea turtle nesting areas.
Type: Original Student Tutorial
In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA). In the optional twist, students will need to modify their original diet for a senior chimpanzee. The first video provided meal planning information to add to the knowledge students gained throughout the unit to start the challenge.
Type: Original Student Tutorial
In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides meal planning information to add to the knowledge students gained throughout the unit. Students will be asked to develop a varied diet for a chimpanzee at the CPALMS Rehabilitation and Conservation Center based on the color, shape, texture, and hardness of the food.
In the optional twist, students will need to modify their original diet for a senior chimpanzee. The optional twist also has a SaM-1 video to introduce the twist challenge.
Type: Original Student Tutorial
In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the optional twist, students will need to design a prototype toy suitable for a Florida panther with an injured leg. This first video provides background information on why and how animals need to be entertained.
Type: Original Student Tutorial
In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides background information on why and how animals need to be entertained. Students will have the opportunity to apply what they learned about physical properties and measuring linear lengths as they are asked to design a prototype toy for Florida panthers housed at the CPALMS Rehabilitation and Conservation Center.
In the optional twist, students will need to design a prototype toy suitable for a Florida panther with an injured leg. The optional twist also has a SaM-1 video to introduce the twist challenge.
Type: Original Student Tutorial
In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the first video, students were asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. In this twist, students will need to modify their design to accommodate a senior elephant or gorilla.
Type: Original Student Tutorial
In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides habitat information to help the students use the knowledge they gained throughout the unit. Students are asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. Students will need to describe the physical properties (color, shape, texture, hardness) of the features they selected for the habitat while explaining the rationale behind their design choices.
In the optional twist, students will need to modify their design to accommodate a senior elephant or gorilla. The optional twist also has a SaM-1 video to introduce the twist challenge.
Type: Original Student Tutorial
Explore the basics of air pressure in this interactive tutorial.
Type: Original Student Tutorial
Explore how temperature and humidity affects biomes like the tundra and desert, and learn how computers use NAND and NOR logic gates to make decisions.
This is part 4 of 4 in a series about biomes and logic gates. Click below to open parts 1-3.
- Traveling With Boolean Logic Part 2: AND Gates
- Traveling With Boolean Logic Part 3: OR Gates
- Traveling With Boolean Logic Part 4: NAND and NOR Gates
Type: Original Student Tutorial
Explore how temperature, wind speed and other weather data affects a biome like the temperate grasslands. While exploring the different aspects of the biome, learn the OR logic gate that computers use to make decisions.
This is part 3 of 4 in a tutorial series on biomes and logic gates.
- Traveling With Boolean Logic Part 2: AND Gates
- Traveling With Boolean Logic Part 3: OR Gates
- Traveling With Boolean Logic Part 4: NAND and NOR Gates
Type: Original Student Tutorial
Learn how AND Boolean logic can be used to evaluate two different inputs resulting in a true or false output. While exploring the logic of a computer system in this interactive tutorial, you will learn about different biomes and how computers can make decisions based on the attributes of the biomes.
This is part 2 of 4 in a tutorial series about biomes and Boolean logic.
- Traveling With Boolean Logic Part 2: AND Gates
- Traveling With Boolean Logic Part 3: OR Gates
- Traveling With Boolean Logic Part 4: NAND and NOR Gates
Type: Original Student Tutorial
Expand your coding skills with Boolean logic as you use the inverter NOT function to make decisions while learning about different biomes.
This is part 1 of 4 in a tutorial series about Boolean logic and biomes.
- Traveling With Boolean Logic Part 1: NOT Gates
- Traveling With Boolean Logic Part 3: OR Gates
- Traveling With Boolean Logic Part 4: NAND and NOR Gates
Type: Original Student Tutorial
Learn how to use repeat loops in this interactive tutorial. Repeat loops iterate though a list of instructions based on a desired number of times. Combined with variables, condition statements, if statements, and repeat loops we practice using order of operations to code.
This is part 1 of a 4-part series. Click below to check out the other tutorials in the series.
- Bee A Coder Part 1: Declare Variables
- Bee A Coder Part 2: Condition Statements
- Bee A Coder Part 3: If Statements
Type: Original Student Tutorial
Learn how to perform instructions using an if statement and explore relational operators (less than, greater than, equal and not equal to) and how they are used to compare to values in this interactive tutorial.
Type: Original Student Tutorial
Construct efficient lines of code using condition- and if-statements to solve equations as you complete this interactive tutorial. You'll also review the order of operations in expressions.
This is part 2 of a 4-part series on coding. Click below to open the other tutorials in the series.
- Bee A Coder Part 1: Declare Variables
- Bee A Coder Part 3: If Statements
- Bee A Coder Part 4: Repeat Loops
Type: Original Student Tutorial
Learn how to define, declare and initialize variables as you start the journey to "bee" a coder in this interactive tutorial. Variables are structures used by computer programs to store information. You'll use your math skills to represent a fraction as a decimal to be stored in a variable.
This is part 1 of a 4-part series on coding. Click below to open the other tutorials in the series.
- Bee A Coder Part 2: Condition Statements
- Bee A Coder Part 3: If Statements
- Bee A Coder Part 4: Repeat Loops
Type: Original Student Tutorial
Learn how electrical energy is produced from earth's natural resources. In this interactive tutorial, explore the process to power buildings and other electronic devices.
Type: Original Student Tutorial
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