Course Standards
Name | Description | |
SC.35.CS-CC.1.1 (Discontinued after 2024-2025): | Identify technology tools for individual and collaborative data collection, writing, communication, and publishing activities. | |
SC.35.CS-CC.1.2 (Discontinued after 2024-2025): | Describe key ideas and details while working individually or collaboratively using digital tools and media-rich resources in a way that informs, persuades, and/or entertains. | |
SC.35.CS-CC.1.3 (Discontinued after 2024-2025): | Identify ways that technology can foster teamwork, and collaboration can support problem solving and innovation. | |
SC.35.CS-CC.1.4 (Discontinued after 2024-2025): | Describe how collaborating with others can be beneficial to a digital project. | |
SC.35.CS-CC.1.5 (Discontinued after 2024-2025): | Explain that providing and receiving feedback from others can improve performance and outcomes for collaborative digital projects. | |
SC.35.CS-CP.1.1 (Discontinued after 2024-2025): | Explain that searches may be enhanced by using Boolean logic (e.g., using “not”, “or”, “and”). | |
SC.35.CS-CP.1.2 (Discontinued after 2024-2025): | Identify and describe examples of databases from everyday life (e.g., library catalogs, school records, telephone directories, and contact lists). | |
SC.35.CS-CP.1.3 (Discontinued after 2024-2025): | Identify, research, and collect a data set on a topic, issue, problem, or question using age-appropriate technologies. | |
SC.35.CS-CP.1.4 (Discontinued after 2024-2025): | Collect, organize, graph, and analyze data to answer a question using a database or spreadsheet. | |
SC.35.CS-CP.2.1 (Discontinued after 2024-2025): | Perform keyboarding skills for communication and the input of data and information. | |
SC.35.CS-CP.2.2 (Discontinued after 2024-2025): | Create, test, and modify a program in a graphical environment (e.g., block-based visual programming language), individually and collaboratively. | |
SC.35.CS-CP.2.3 (Discontinued after 2024-2025): | Create a program using arithmetic operators, conditionals, and repetition in programs. | |
SC.35.CS-CP.2.4 (Discontinued after 2024-2025): | Explain that programs need known initial conditions (e.g., set initial score to zero in a game, initialize variables, or initial values set by hardware input). | |
SC.35.CS-CP.2.5 (Discontinued after 2024-2025): | Detect and correct program errors, including those involving arithmetic operators, conditionals, and repetition, using interactive debugging. | |
SC.35.CS-CP.3.1 (Discontinued after 2024-2025): | Write, communicate and publish activities using technology tools. | |
SC.35.CS-CP.3.2 (Discontinued after 2024-2025): | Present digitally created products, either individually and collaboratively, where a topic, concept, or skill is carefully analyzed or thoughtfully explored. | |
SC.35.CS-CS.1.1 (Discontinued after 2024-2025): | Identify the concepts illustrated by a simulation (e.g., ecosystem, predator/prey, and invasive species). | |
SC.35.CS-CS.1.2 (Discontinued after 2024-2025): | Describe how models and simulations can be used to solve real-world issues in science and engineering. | |
SC.35.CS-CS.1.3 (Discontinued after 2024-2025): | Answer a question, individually and collaboratively, using data from a simulation. | |
SC.35.CS-CS.1.4 (Discontinued after 2024-2025): | Create a simple model of a system (e.g., flower or solar system) and explain what the model shows and does not show. | |
SC.35.CS-CS.2.1 (Discontinued after 2024-2025): | Solve age-appropriate problems using information organized using digital graphic organizers (e.g., concept maps and Venn-diagrams). | |
SC.35.CS-CS.2.2 (Discontinued after 2024-2025): | Describe how computational thinking can be used to solve real life issues in science and engineering. | |
SC.35.CS-CS.2.3 (Discontinued after 2024-2025): | Explain the process of arranging or sorting information into useful order as well as the purpose for doing so. | |
SC.35.CS-CS.2.4 (Discontinued after 2024-2025): | Solve real-world problems in science and engineering using computational thinking skills. | |
SC.35.CS-CS.2.5 (Discontinued after 2024-2025): | Explain that there are several possible algorithms for searching within a dataset (such as finding a specific word in a word list or card in a deck of cards). | |
SC.35.CS-CS.2.6 (Discontinued after 2024-2025): | Write an algorithm to solve a grade-level appropriate problem (e.g., move a character through a maze, instruct a character to draw a specific shape, have a character start, repeat or end activity as required or upon a specific event), individually or collaboratively. | |
SC.35.CS-CS.2.7 (Discontinued after 2024-2025): | Identify and correct logical errors in algorithms; written, mapped, live action, or digital. | |
SC.35.CS-CS.2.8 (Discontinued after 2024-2025): | Systematically test and identify logical errors in algorithms. | |
SC.35.CS-CS.2.9 (Discontinued after 2024-2025): | Explain how to correct logical errors in algorithms; written, mapped, live action, or digital. | |
SC.35.CS-CS.3.1 (Discontinued after 2024-2025): | Manipulate and publish multimedia artifacts using digital tools (local and online). | |
SC.35.CS-CS.3.2 (Discontinued after 2024-2025): | Create an artifact (independently and collaboratively) that answers a research question clearly communicating thoughts and ideas. | |
SC.35.CS-CS.4.1 (Discontinued after 2024-2025): | Identify the basic components of a computer (e.g., monitor, keyboard, mouse, controller, speakers). | |
SC.35.CS-CS.4.2 (Discontinued after 2024-2025): | Describe the function and purpose of various input/output devices and peripherals (e.g., monitor, screen, keyboard, controller, speakers). | |
SC.35.CS-CS.4.3 (Discontinued after 2024-2025): | Compare and contrast hardware and software. | |
SC.35.CS-CS.4.4 (Discontinued after 2024-2025): | Identify and solve simple hardware and software problems that may occur during everyday use (e.g., power, connections, application window or toolbar). | |
SC.35.CS-CS.6.1 (Discontinued after 2024-2025): | Describe how hardware applications (e.g., Global Positioning System (GPS) navigation for driving directions, text-to-speech translation, and language translation) can enable everyone to do things they could not do otherwise. | |
SC.35.CS-CS.6.2 (Discontinued after 2024-2025): | Compare and contrast human and computer performance on similar tasks (e.g., sorting alphabetically or finding a path across a cluttered room) to understand which is best suited to the task. | |
SC.35.CS-CS.6.3 (Discontinued after 2024-2025): | Explain that computers model intelligent behavior (as found in robotics, speech and language recognition, and computer animation). | |
SC.35.CS-PC.1.1 (Discontinued after 2024-2025): | Identify appropriate and inappropriate uses of technology when posting to social media, sending e-mail, and browsing the Internet. | |
SC.35.CS-PC.1.2 (Discontinued after 2024-2025): | Describe responsible uses of modern communication media and devices. | |
SC.35.CS-PC.1.3 (Discontinued after 2024-2025): | Explain the proper use and operation of security technologies (e.g., passwords, virus protection software, spam filters, pop-up blockers, and cookies). | |
SC.35.CS-PC.1.4 (Discontinued after 2024-2025): | Define plagiarism and understand the impacts of plagiarized materials. | |
SC.35.CS-PC.2.1 (Discontinued after 2024-2025): | Explain how computers and computing devices are used to communicate with others on a daily basis. | |
SC.35.CS-PC.2.2 (Discontinued after 2024-2025): | Describe types of cyberbullying and explain what actions should be taken if students are either victims or witnesses of these behaviors. | |
SC.35.CS-PC.2.3 (Discontinued after 2024-2025): | Identify the legal and social consequences of cyberbullying/harassment in social media. | |
SC.35.CS-PC.2.4 (Discontinued after 2024-2025): | Explain how access to technology helps empower individuals and groups (e.g., gives them access to information, the ability to communicate with others around the world, and allows them to buy and sell things). | |
SC.35.CS-PC.2.5 (Discontinued after 2024-2025): | Identify ways in which people with special needs access and use adaptive technology. | |
SC.35.CS-PC.2.6 (Discontinued after 2024-2025): | Communicate about technology using appropriate terminology. | |
SC.35.CS-PC.2.7 (Discontinued after 2024-2025): | Identify and describe how computing knowledge is essential to performing important tasks and functions. | |
SC.35.CS-PC.3.1 (Discontinued after 2024-2025): | Identify digital information resources used to answer research questions (e.g., online library catalog, online encyclopedias, databases, and websites). | |
SC.35.CS-PC.3.2 (Discontinued after 2024-2025): | Gather, organize, and analyze information from digital resources. | |
SC.35.CS-PC.3.3 (Discontinued after 2024-2025): | Compare digital resources for accuracy, relevancy, and appropriateness. | |
SC.35.CS-PC.4.1 (Discontinued after 2024-2025): | Describe the difference between digital artifacts that are open or free and those that are protected by copyright. | |
SC.35.CS-PC.4.2 (Discontinued after 2024-2025): | Explain fair use for using copyrighted materials (e.g., images, music, video, and text). | |
SC.35.CS-PC.4.3 (Discontinued after 2024-2025): | Describe the purpose of copyright and the possible consequences for inappropriate use of digital materials that are protected by copyright. | |
SC.35.CS-PC.4.4 (Discontinued after 2024-2025): | Describe the threats to safe and efficient use of devices (e.g., SPAM, spyware, phishing, and viruses) associated with various forms of technology use (e.g., downloading and executing software programs, following hyperlinks, and opening files). | |
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:
| |
MA.K12.MTR.2.1: | Demonstrate understanding by representing problems in multiple ways. Mathematicians who demonstrate understanding by representing problems in multiple ways:
| |
MA.K12.MTR.3.1: | Complete tasks with mathematical fluency. Mathematicians who complete tasks with mathematical fluency:
| |
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:
| |
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:
| |
MA.K12.MTR.6.1: | Assess the reasonableness of solutions. Mathematicians who assess the reasonableness of solutions:
| |
MA.K12.MTR.7.1: | Apply mathematics to real-world contexts. Mathematicians who apply mathematics to real-world contexts:
| |
ELA.K12.EE.1.1: | Cite evidence to explain and justify reasoning.
| |
ELA.K12.EE.2.1: | Read and comprehend grade-level complex texts proficiently.
| |
ELA.K12.EE.3.1: | Make inferences to support comprehension.
| |
ELA.K12.EE.4.1: | Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
| |
ELA.K12.EE.5.1: | Use the accepted rules governing a specific format to create quality work.
| |
ELA.K12.EE.6.1: | Use appropriate voice and tone when speaking or writing.
| |
HE.3.C.2.5 (Archived Standard): | Discuss the positive and negative impacts technology may have on health. | |
HE.4.C.2.6 (Archived Standard): | Explain how technology influences personal thoughts, feelings, and health behaviors. | |
HE.5.C.2.6 (Archived Standard): | Describe ways that technology can influence family health behaviors. | |
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
- 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.
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.
General Information
Course Number: 5002020 |
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: Computer Science > SubSubject: General > |
Abbreviated Title: INTRO COMPUTER SCI 2 | |
Course Attributes:
|
|
Course Status: Terminated | |
Grade Level(s): 3,4,5 | |
Educator Certifications
Computer Science (Elementary and Secondary Grades K-12) |
Classical Education - Restricted (Elementary and Secondary Grades K-12) Section 1012.55(5), F.S., authorizes the issuance of a classical education teaching certificate, upon the request of a classical school, to any applicant who fulfills the requirements of s. 1012.56(2)(a)-(f) and (11), F.S., and Rule 6A-4.004, F.A.C. Classical schools must meet the requirements outlined in s. 1012.55(5), F.S., and be listed in the FLDOE Master School ID database, to request a restricted classical education teaching certificate on behalf of an applicant. |
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.