Introduction to Computer Science 1 (#5002010) 


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The course was/will be terminated at the end of School Year 2024 - 2025

Course Standards

Name Description
SC.K2.CS-CC.1.1 (Discontinued after 2024-2025): Identify a variety of digital tools used for communication and collaboration (e.g., online library catalogs and databases).
SC.K2.CS-CC.1.2 (Discontinued after 2024-2025): 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 (Discontinued after 2024-2025): Collaborate and cooperate with peers, teachers, and others using technology to solve problems.
SC.K2.CS-CC.1.4 (Discontinued after 2024-2025): Provide and accept constructive criticism on a collaborative project.
SC.K2.CS-CP.1.1 (Discontinued after 2024-2025): Identify different kinds of data (e.g., text, charts, graphs, numbers, pictures, audio, video, and collections of objects).
SC.K2.CS-CP.1.2 (Discontinued after 2024-2025): Collect and manipulate data using a variety of computing methods (e.g., sorting, totaling, and averaging).
SC.K2.CS-CP.1.3 (Discontinued after 2024-2025): 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 (Discontinued after 2024-2025): Create data visualizations (e.g., charts and infographics), individually and collaboratively.
SC.K2.CS-CP.2.1 (Discontinued after 2024-2025): Define a computer program as a set of commands created by people to do something.
SC.K2.CS-CP.2.2 (Discontinued after 2024-2025): Perform a simple task (e.g., making a sandwich and brushing teeth) breaking it into small steps.
SC.K2.CS-CP.2.3 (Discontinued after 2024-2025): Explain that computers only follow the program’s instructions.
SC.K2.CS-CP.2.4 (Discontinued after 2024-2025): 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 (Discontinued after 2024-2025): Create developmentally appropriate multimedia products with support from teachers, family members, or student partners.
SC.K2.CS-CP.3.2 (Discontinued after 2024-2025): Prepare a simple presentation of digital products and applications.
SC.K2.CS-CS.1.1 (Discontinued after 2024-2025): 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 (Discontinued after 2024-2025): Describe how models and simulations can be used to solve real-world issues in science and engineering.
SC.K2.CS-CS.1.3 (Discontinued after 2024-2025): Describe how models represent a real-life system (e.g., globe or map).
SC.K2.CS-CS.1.4 (Discontinued after 2024-2025): Solve questions individually and collaboratively using models.
SC.K2.CS-CS.2.1 (Discontinued after 2024-2025): Arrange or sort information into useful order, such as sorting students by birth date, with or without technology.
SC.K2.CS-CS.2.2 (Discontinued after 2024-2025): 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 (Discontinued after 2024-2025): Solve real life issues in science and engineering using computational thinking.
SC.K2.CS-CS.2.4 (Discontinued after 2024-2025): Define an algorithm as a sequence of defined steps.
SC.K2.CS-CS.2.5 (Discontinued after 2024-2025): 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 (Discontinued after 2024-2025): 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 (Discontinued after 2024-2025): Develop and present an algorithm using tangible materials.
SC.K2.CS-CS.2.8 (Discontinued after 2024-2025): Gather and organize information using concept-mapping tools.
SC.K2.CS-CS.3.1 (Discontinued after 2024-2025): Create a digital artifact (independently and collaboratively) that clearly expresses thoughts and ideas.
SC.K2.CS-CS.3.2 (Discontinued after 2024-2025): Create, review, and revise artifacts that include text, images, and audio using digital tools.
SC.K2.CS-CS.4.1 (Discontinued after 2024-2025): 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 (Discontinued after 2024-2025): 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 (Discontinued after 2024-2025): Explain that a computer program is running when a program or command is executed.
SC.K2.CS-CS.6.1 (Discontinued after 2024-2025): Identify tasks that are made easier because of computers.
SC.K2.CS-PC.1.1 (Discontinued after 2024-2025): 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 (Discontinued after 2024-2025): 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 (Discontinued after 2024-2025): Identify safe and unsafe examples of online communications.
SC.K2.CS-PC.1.4 (Discontinued after 2024-2025): Explain that a password helps protect the privacy of information.
SC.K2.CS-PC.2.1 (Discontinued after 2024-2025): Identify and describe how people use many types of technologies in their daily work and personal lives.
SC.K2.CS-PC.2.2 (Discontinued after 2024-2025): Communicate about technology using developmentally appropriate terminology.
SC.K2.CS-PC.2.3 (Discontinued after 2024-2025): Recognize that people use computing technology in the workplace to perform many important tasks and functions.
SC.K2.CS-PC.4.1 (Discontinued after 2024-2025): 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: 

  • 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.

 

Clarifications:
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.
Clarifications:
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. 
Clarifications:
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. 
Clarifications:
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. 
Clarifications:
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. 
Clarifications:
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. 
Clarifications:
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.
Clarifications:
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.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
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.
Clarifications:
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.
Clarifications:
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.
Clarifications:
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.
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.
Clarifications:

Clarification 1: Students will explain the role that rules and laws play in their daily life.

Clarification 2: Students will explain the difference between rules and laws.

SS.K.CG.1.2: Identify people who have the authority and power to make and enforce rules and laws.
Clarifications:
Clarification 1: Students will identify authority figures in their school and community including, but not limited to, parents, teachers and law enforcement officers.
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.) 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: 5002010 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 1
Course Attributes:
  • Florida Standards Course
Course Status: Terminated
Grade Level(s): K,1,2



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.


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