Introduction to Computers (#5002000) 


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The course was/will be terminated at the end of School Year 2018 - 2019

Course Standards

Name Description
LAFS.1.RI.2.5 (Archived Standard): Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
LAFS.1.SL.1.2 (Archived Standard): Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
LAFS.1.SL.2.5 (Archived Standard): Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
LAFS.1.W.2.6 (Archived Standard): With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
LAFS.1.W.3.7 (Archived Standard): Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
LAFS.1.W.3.8 (Archived Standard): With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
LAFS.2.RI.2.5 (Archived Standard): Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
LAFS.2.SL.2.5 (Archived Standard): Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
LAFS.2.W.2.6 (Archived Standard): With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
LAFS.2.W.3.7 (Archived Standard): Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
LAFS.2.W.3.8 (Archived Standard): Recall information from experiences or gather information from provided sources to answer a question.
LAFS.3.L.3.6 (Archived Standard): Acquire and use accurately conversational, general academic, and domain specific words and phrases as found in grade appropriate texts, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
LAFS.3.RI.2.5 (Archived Standard): Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
LAFS.3.SL.2.5 (Archived Standard): Demonstrate fluid reading at an understandable pace, adding visual displays and engaging audio recordings when appropriate to emphasize or enhance certain facts or details.
LAFS.3.W.2.6 (Archived Standard): With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
LAFS.3.W.3.7 (Archived Standard): Conduct short research projects that build knowledge about a topic.
LAFS.3.W.3.8 (Archived Standard): Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
LAFS.4.L.3.6 (Archived Standard): Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal precise actions, emotions, or states of being (e.g., wildlife, conservation, and endangered when discussing animal preservation).
LAFS.4.RI.2.5 (Archived Standard): Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
LAFS.4.SL.2.5 (Archived Standard): Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
LAFS.4.W.2.6 (Archived Standard): With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
LAFS.4.W.3.7 (Archived Standard): Conduct short research projects that build knowledge through investigation of different aspects of a topic.
LAFS.4.W.3.8 (Archived Standard): Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
LAFS.4.W.3.9 (Archived Standard): Draw evidence from literary or informational texts to support analysis, reflection, and research.
  1. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
  2. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
LAFS.5.L.3.6 (Archived Standard): Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
LAFS.5.RI.2.5 (Archived Standard): Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
LAFS.5.SL.2.5 (Archived Standard): Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
LAFS.5.W.2.6 (Archived Standard): With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
LAFS.5.W.3.7 (Archived Standard): Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
LAFS.5.W.3.8 (Archived Standard): Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
LAFS.5.W.3.9 (Archived Standard): Draw evidence from literary or informational texts to support analysis, reflection, and research.
  1. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
  2. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
LAFS.K.SL.1.2 (Archived Standard): Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
LAFS.K.SL.1.3 (Archived Standard): Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LAFS.K.SL.2.5 (Archived Standard): Add drawings or other visual displays to descriptions as desired to provide additional detail.
LAFS.K.SL.2.6 (Archived Standard): Speak audibly and express thoughts, feelings, and ideas clearly.
LAFS.K.W.2.6 (Archived Standard): With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
LAFS.K.W.3.7 (Archived Standard): Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
HE.1.B.4.3: Describe ways to respond when in an unwanted, threatening, or dangerous situation.
Clarifications:
Leave, tell a trusted adult, and say “no.”
HE.1.B.5.3: Explain the consequences of not following rules/practices when making healthy and safe decisions.
Clarifications:
Tooth decay and environmental damage.
HE.1.C.2.4: Recognize health consequences for not following rules.
Clarifications:
Injuries, arguments, hurt feelings, and pollution.
HE.2.B.4.3: Demonstrate ways to respond to unwanted, threatening, or dangerous situations.
Clarifications:
Role playing: “How to tell a trusted adult or how to leave a dangerous situation safely.”
HE.2.B.5.3: Compare the consequences of not following rules/practices when making healthy and safe decisions.
Clarifications:
Negative emotions, accidents, injuries, and pollution.
HE.2.C.2.4: Explain the ways that rules make the classroom, school, and community safer.
Clarifications:
Walking not running, waiting your turn, and following traffic laws.
HE.3.B.4.3: Demonstrate nonviolent strategies to manage or resolve conflict.
Clarifications:
Role playing, age-appropriate skills for conflict resolution, mediation, and assertive-communication skills.
HE.3.C.2.6: Discuss the positive and negative impacts technology may have on health.
Clarifications:
Positives: calling 911, using a pedometer, playing electronic, interactive video games that promote physical activity, medical advances, and collaboration. Negatives: video games that do not promote physical activity, violent video/computer, games, and misuse/overuse cell phone/texting.
HE.3.P.7.1: Practice responsible personal health behaviors.
Clarifications:
Pedestrian safety, firearm safety, avoiding unsafe places, and not littering.
HE.4.B.4.3: Discuss nonviolent strategies to manage or resolve conflict.
Clarifications:
Talking to the resource officer, "cool-off" period; physical activities; quiet time; compromise; and rock, paper, scissors.
HE.4.C.2.6: Explain how technology influences personal thoughts, feelings, and health behaviors.
Clarifications:
Cyber-bullying, habitual gaming, violent video games, and seat-belt alarm.
HE.5.B.4.1: Illustrate techniques of effective verbal and nonverbal communication skills to enhance health.
Clarifications:
Written or verbal communication, body language, and conflict- resolution skills.
HE.5.B.4.3: Illustrate effective conflict resolution strategies.
Clarifications:
Expressing emotions, listening, and using body language.
HE.5.B.5.4: Select a healthy option when making decisions for yourself and/or others.
Clarifications:
Report bullying, resolve conflicts, and use safety equipment.
HE.K.B.4.3: Identify the appropriate responses to unwanted and threatening situations.
Clarifications:
Tell a trusted adult, police officer, and/or parent; seek safety and run for help.
SS.1.C.1.1: Explain the purpose of rules and laws in the school and community.
Clarifications:
Examples are keeping order and ensuring safety.
SS.1.C.2.1: Explain the rights and responsibilities students have in the school community.
Clarifications:
Examples are not littering, coming to school on time, and having a safe learning environment.
SS.1.C.3.1: Explain how decisions can be made or how conflicts might be resolved in fair and just ways.
Clarifications:
Examples are talking about problems, role playing, listening, and sharing.
SS.2.C.1.2: Explain the consequences of an absence of rules and laws.
Clarifications:
Examples are lack of order and people get hurt.
SS.3.C.2.1: Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic virtues.
Clarifications:
Examples are food drives, book drives, community, clean-up, voting.
SS.K.C.1.2: Explain the purpose and necessity of rules and laws at home, school, and community.
Clarifications:
Examples are attending school and wearing a seat belt.
SS.K.C.2.1: Demonstrate the characteristics of being a good citizen.
Clarifications:
Examples are taking turns, sharing, taking responsibility, following rules, understanding the consequences of breaking rules, practicing honesty, self-control, and participating in classroom decision making.
MAFS.K12.MP.3.1 (Archived Standard):

Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

MAFS.K12.MP.5.1 (Archived Standard): Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
MAFS.K12.MP.6.1 (Archived Standard):

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
SC.K.N.1.1: Collaborate with a partner to collect information.
VA.1.F.3.2: Follow directions for completing classroom tasks in a specified timeframe to show early development of 21st-century skills.
Clarifications:
e.g., set-up, clean-up, use of materials



General Course Information and Notes

GENERAL NOTES

The purpose of this course is to enable students to develop basic skills in computer fundamentals, keyboarding, computer applications, research tools, and educational applications.

Within appropriate developmental guidelines the content of this course should enable students to:

  • Understand computer specific terminology
  • Demonstrate a basic knowledge of computer technology, function and application
  • Demonstrate keyboard proficiency
  • Use the computer to integrate all areas of the curriculum
  • Create original works using multimedia tools
  • Use computer programs and educational software to reinforce their learning
  • Undertake research and expand their critical thinking skills
  • Understand the importance of cyber safety and computer etiquette

This course should be taught using the appropriate standards/benchmarks for the grade.

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

Course Number: 5002000 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: Computer Education > SubSubject: General >
Abbreviated Title: INTROD TO CPTRS
Course Attributes:
  • Florida Standards Course
Course Status: Terminated
Grade Level(s): K,1,2,3,4,5



Educator Certifications

Computer Science (Elementary and Secondary Grades K-12)


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