Standards - Digital Literacy & Computer Science

2018 - Digital Literacy & Computer Science Course of Study Document
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.R1

Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content

Knowledge

Students know:
  • how to use devices responsibly.
  • how to use software responsibly.
  • how to explain internet safety rules.

Skills

Students are able to:
  • demonstrate responsible uses of devices such as keeping them clean, correct methods for use guided by an adult.
  • demonstrate responsible uses of software guided by an adult.
  • explain why safety is important when using computing devices and the internet.

Understanding

Students understand that:
  • they must use and care for equipment carefully.
  • they should use software that an adult has approved.
  • rules are important to follow when using a computer for their safety.

    • Vocabulary

    • personal information

    Aligned Learning Resources

    Pause & Think Online
    How Technology Makes You Feel
    Internet Traffic Light
    Steve Trash Science: Messy Babies and Pollinators / Your Digital Footprint
    This is the Book for you! Digital Book Reviews
    Multimedia Math Word Problems with Seesaw
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.R2

    Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

    Unpacked Content

    Knowledge

    Students know:
    • to respect the work of others.
    • to give credit to others when using their work.
    • to obtain permission when possible to use the work of others.

    Skills

    Students are able to:
    • understand pieces of work belongs to someone else.
    • understand that it is necessary to give credit to others when using their work.
    • understand they should obtain permission when possible to use the work of others.

    Understanding

    Students understand that:
  • work produced by someone belongs to that person.
  • if they want to use someone's work they must give that person credit.
  • sometimes it is necessary to ask permission to use someone's work.

    • Vocabulary

    • credit

    Aligned Learning Resources

    Internet Traffic Light
    Digital Footprints: "Who Are You?" vs. "Where Are You?"
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.R3

    Assess the validity and identify the purpose of digital content.

    Unpacked Content

    Knowledge

    Students know:
    • how to identify appropriate factual information

    Skills

    Students are able to:
  • identify appropriate factual information and relevance to a topic.

    • Understanding

    Students understand that:
    • certain pieces of information are important and relative to a topic.
    • information they find may or may not be true.

    Aligned Learning Resources

    Choosing Reliable Sources
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.R4

    Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

    Unpacked Content

    Knowledge

    Students know:
    • how to restart a computer or device.

    Skills

    Students are able to:
    • restart a computer or device when a computing issue arises.

    Understanding

    Students understand that:
    • often, restarting a device can resolve simple computing or device issues.

    Vocabulary

    • device
    • restart

    Aligned Learning Resources

    Virtual Hundred Chart Patterns: 10 more, 10 less, 1 more, 1 less
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.R5

    Locate and curate information from digital sources to answer research questions.

    Unpacked Content

    Knowledge

    Students know:
    • search engines help to locate information.
    • computers give access to many different forms of information.
    • devices can record pictures, drawings, videos, and text.

    Skills

    Students are able to:
    • choose and type or say key words and phrases into a search engine which results in specific information pertaining to a topic when given support and guidance from an adult.
    • find information about a specific topic or to answer a specific question using a digital resource such as a webpage, ebook, and/or video when given support and guidance from an adult.
    • record their learning into a digital device using video, text, and/or pictures/drawings when given support and guidance from an adult.

    Understanding

    Students understand that:
    • a search engine will find specific resources and information using key words.
    • answers to questions can be found in many different digital resources such as a webpages, ebooks, and/or video.
    • they can show what they have learned using a digital resource such as video, text, and or pictures/drawings.

    Vocabulary

    • video
    • text
    • image
    • webpage
    • ebook

    Aligned Learning Resources

    Zoo Summer Camp Mystery
    Not Enough Hours in the Day? Daylight Data Collection
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.R6

    Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

    Unpacked Content

    Knowledge

    Students know:
    • how to type letters, words, and simple sentences.
    • how to delete letters, words, and simple sentences.
    • place the cursor where they need to delete or add.
    • how to draw a simple picture digitally.
    • insert, move, and size an image.

    Skills

    Students are able to:
    • type, review, and edit typed text.
    • create a simple drawing using digital tools.
    • select, size, and place images.

    Understanding

    Students understand that:
    • an artifact they create using digital text, images, and drawings can be used to convey ideas and information.
    • because the artifacts are digital, they can be edited and revised easily.

    Vocabulary

    • image
    • cursor

    Aligned Learning Resources

    Getting to Know You
    Formatting Text in a Document
    Multimedia Math Word Problems with Seesaw
    Words, Words, Words - Spelling Practice Gone Digital With Google Drawing
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.1

    Classify and sort information into logical order with and without a computer.

    Examples: Sort by shape, color, or other attribute; sort A-Z.

    Unpacked Content

    Knowledge

    Students know:
    • how to identify attributes of items.
    • that attributes are used for sorting.

    Skills

    Students are able to:
    • identify various attributes of items.
    • sort items based on an identified attribute.

    Understanding

    Students understand that:
    • items can have attributes of varying types.
    • attributes can be used to group items.
    • attributes can be used to sort items and put into a specific order.

    Vocabulary

    • attribute

    Aligned Learning Resources

    Not Enough Hours in the Day? Daylight Data Collection
    Connecting the Dots Counting 21 to 40
    Modeling Base Ten Addition and Subtraction
    Computer Science Fundamentals Unit 3 Course B Lesson 1: Move It, Move It (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 8: My Loopy Robotic Friends Jr. (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 9: Loops with Scrat (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 10: Loops with Laurel (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 11: Drawing Gardens with Loops (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 13: A Royal Battle with Events (2018)
    Sorting Networks
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.2

    Order events into a logical sequence or algorithm.

    Examples: Unplugged coding activities, sequence of instruction.

    Unpacked Content

    Knowledge

    Students know:
    • sequence of events are important in certain tasks.

    Skills

    Students are able to:
    • identify the correct sequence of events for a specific task.
    • identify a part of a task that is in the incorrect order.
    • identify a problem within a sequence of tasks.

    Understanding

    Students understand that:
    • the sequence of events is important to complete a specific task.
    • if the task identified does not work the sequence may not be correct.
    • they can change the sequence of events to correct a task.

    Vocabulary

    • sequence
    • tasks

    Aligned Learning Resources

    Computer Science Fundamentals Unit 3 Course B Lesson 1: Move It, Move It (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 4: My Robotic Friends, Jr. (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 5: Programming with Scrat (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 7: Programming with Rey and BB-8 (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 8: My Loopy Robotic Friends Jr. (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 9: Loops with Scrat (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 10: Loops with Laurel (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 11: Drawing Gardens with Loops (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 12: The Big Event Jr. (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 13: A Royal Battle with Events (2018)
    Crazy Character Algorithms
    Real Life Algorithms: Plant a Seed
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.3

    Construct elements of a simple computer program in collaboration with others.

    Examples: Block programming, basic robotics, unplugged programming.

    Unpacked Content

    Knowledge

    Students know:
    • blocks of programs associate with an action.
    • blocks of programs can be combined to create a set of actions or a task.
    • robotic devices can respond to blocks of programs.

    Skills

    Students are able to:
    • determine the order of paper/pencil pieces for a tasks.
    • understand that blocks of code represent an action.
    • drag and drop blocks of programming in online activities to complete tasks.
    • use blocks of programming to control robotic/digital devices.

    Understanding

    Students understand that:
    • pieces of a task can be represented in parts by words or pictures.
    • code can be put together into blocks that can be manipulated.
    • blocks of code together create a task.
    • blocks of code can be used to operate robotic/digital devices.

    Aligned Learning Resources

    Coding the Perfect Name
    Coding the Perfect Name With Robots
    Did You Code the Perfect Name?
    Tynker Hour of Code Puzzle: Candy Quest
    Ready Jet Go!: What is Programming?
    PBS KIDS Scratch Jr.: Simon Says
    PBS KIDS Scratch Jr.: Story Cubes
    PBS KIDS Scratch Jr.: Human Robot
    PBS KIDS Scratch Jr.: How-To Cards
    PBS KIDS Scratch Jr.: Interactive Characters Activity
    PBS KIDS Scratch Jr.: Animated Scenes Activity
    PBS KIDS Scratch Jr.: Tree Problem - PEG + CAT Lesson Plan
    PBS KIDS Scratch Jr.: How Plants Grow Lesson Plan
    PBS KIDS Scratch Jr.: Creature Powers Lesson Plan
    PBS KIDS Scratch Jr.: Space Exploration Lesson Plan
    PBS KIDS Scratch Jr.: What is Coding
    PBS KIDS Scratch Jr.: Becky's Choice Lesson Plan
    PBS KIDS Scratch Jr.: Cootie Catcher
    PBS KIDS Scratch Jr.: Programming Blocks Cheat Sheet
    Computer Science Fundamentals Unit 3 Course B Lesson 1: Move It, Move It (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 4: My Robotic Friends, Jr. (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 5: Programming with Scrat (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 7: Programming with Rey and BB-8 (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 8: My Loopy Robotic Friends Jr. (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 9: Loops with Scrat (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 10: Loops with Laurel (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 11: Drawing Gardens with Loops (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 12: The Big Event Jr. (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 13: A Royal Battle with Events (2018)
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.4

    Demonstrate age-appropriate methods for keeping personal information private.

    Example: Keep passwords confidential, use anonymous profile picture or avatar, develop user names that are non-identifying or do not include actual name.

    Unpacked Content

    Knowledge

    Students know:
    • that passwords protect their private information.
    • passwords should be kept private.
    • photographs and usernames can be used as identifying information.
    • photogrpahs and usernames shared online should not identify them.

    Skills

    Students are able to:
    • keep their passwords private.
    • choose icons and avatars instead of a photograph of them.
    • create usernames that don't identify them to the public.

    Understanding

    Students understand that:
    • they have personal information that identifies them and it should not be shared.
    • safety rules are important to follow when using a computer.

    Vocabulary

    • password
    • public
    • private
    • username
    • icon
    • avatar

    Aligned Learning Resources

    What Is Personal Information?
    Digital Footprints: "Who Are You?" vs. "Where Are You?"
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.5

    Differentiate between prior knowledge and ideas or thoughts gained from others.

    Unpacked Content

    Knowledge

    Students know:
    • ideas and information that I read about or gain from others are not mine.
    • ideas and information that I gain from someone or somewhere else must be cited or given credit.

    Skills

    Students are able to:
    • tell and/or cite where they got an idea or information from.

    Understanding

    Students understand that:
    • saying other people's ideas or information is mine is stealing.
    • it is important to give credit if you use other people's ideas or information.

    Vocabulary

    • cite
    • credit
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.6

    Identify appropriate and inappropriate behaviors for communicating in a digital environment.

    Examples: Cyberbullying, online etiquette.

    Unpacked Content

    Knowledge

    Students know:
    • that speaking, writing, or behaving unkindly in a digital environment is bullying.
    • taking turns is polite.

    Skills

    Students are able to:
    • take turns.
    • speak, write, and behave respectfully toward others and their work in a digital environment.

    Understanding

    Students understand that:
    • kind and respectful behavior in a digital environment is very much like that out of the digital environment.

    Vocabulary

    • cyberbullying

    Aligned Learning Resources

    Pause & Think Online
    How Technology Makes You Feel
    Be Kind Online
    Digital Footprints: "Who Are You?" vs. "Where Are You?"
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.7

    Recognize that a person has a digital identity.

    Unpacked Content

    Knowledge

    Students know:
    • what they say and do on the internet or a collaborative digital environment is permanent.
    • what they say and do on the internet or a collaborative digital environment is part of their identity.

    Skills

    Students are able to:
    • tell that the way in which they behave, work, and play in a collaborative environment such as an online game and/or learning environment is a part of their identity.

    Understanding

    Students understand that:
    • their behavior, words, and actions in an online collaborative environment is a part of their identity.

    Vocabulary

    • identity
    • digital
    • permanent

    Aligned Learning Resources

    Digital Footprints: "Who Are You?" vs. "Where Are You?"
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.8

    Identify ways in which computing devices have impacted people’s lives.

    Example: Location services, instantaneous access to information.

    Unpacked Content

    Knowledge

    Students know:
    • ways in which computing devices have made many tasks easier.

    Skills

    Students are able to:
    • discuss ways in which computing devices have made many tasks easier.

    Understanding

    Students understand that:
    • Computing devices have made many tasks easier.

    Vocabulary

    • devices
    • tasks

    Aligned Learning Resources

    The Role of Technology
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.9

    Use a variety of digital tools collaboratively to connect with other learners.

    Examples: Video calling, blogs, collaborative documents.

    Unpacked Content

    Knowledge

    Students know:
    • how to connect with others through image, video, text, and audio digital creation tools.

    Skills

    Students are able to:
    • contribute to an online video and/or audio discussion with other students in a protected platform.
    • contribute to an online text discussion with other students in a protected platform.
    • contribute to collaborative documents with other students in a protected platform.

    Understanding

    Students understand that:
    • they can communicate and connect with other learners through video, audio, images, and text in a protected learning environment.

    Vocabulary

    • video
    • audio
    • text
    • image

    Aligned Learning Resources

    Top Ten Favorite Book Recommendations
    Steve Trash Science: The Dirty Truth About Soil / Super Collaborators
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.10

    Identify an appropriate tool to complete a task when given guidance and support.

    Examples: Choosing a word processing tool to write a story, choosing a spreadsheet for a budget.

    Unpacked Content

    Knowledge

    Students know:
    • how to determine which tools and applications would be best to complete certain tasks such as word processing, video, audio, presentation, drawing, and/or calculating.

    Skills

    Students are able to:
    • choose an appropriate digital tool to complete a given task.

    Understanding

    Students understand that:
    • certain digital tools lend themselves to communicate certain ideas better.
    • the way in which they like to communicate ideas and information may be different than another person.

    Vocabulary

    • video
    • audio
    • word processing

    Aligned Learning Resources

    Virtual Hundred Chart Patterns: 10 more, 10 less, 1 more, 1 less
    Model It Up in Google Sheets
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.11

    Type five words per minute minimum with 95% accuracy using appropriate keyboarding techniques.

    Unpacked Content

    Knowledge

    Students know:
    • how to type 5 words per minute with 95% accuracy.

    Skills

    Students are able to:
    • place their fingers on the correct keys begin typing.
    • use correct keyboarding posture and technique while typing up to five words in one minute with 95 % accuracy.

    Understanding

    Students understand that:
    • correct posture and finger placement will make them faster.
    • being able to convey your ideas and information quickly and correctly will depend upon how fast you type.

    Aligned Learning Resources

    Dance Mat Typing
    Typing Tutorials
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.12

    Identify keywords in a search and discuss how they may be used to gather information.

    Unpacked Content

    Knowledge

    Students know:
    • key words direct the search engine to the topic you want to search.
    • key words and a + sign tell a search engine to look for both words in one place.

    Skills

    Students are able to:
    • identify the key words needed in a search to produce the information they are seeking.
    • use the + symbol between words to tell the search engine that they want both words to be in the search results.

    Understanding

    Students understand that:
    • a search engine searches only for the words which you typed.
    • a search engine may only produce information for one of your words unless you put a + sign between them.

    Vocabulary

    • keywords
    • search engine
    • +
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.13

    Create a research-based product collaboratively using online digital tools.

    Examples: Find simple facts about a specific topic, create a slide that contains facts located in trade books or other sources.

    Unpacked Content

    Knowledge

    Students know:
    • how to display information they learned about a topic using a digital tool.

    Skills

    Students are able to:
    • work with others to display information learned about a topic on a digital platform such as a slide, a blog entry, or a video.

    Understanding

    Students understand that:
    • they can learn about a topic from more than one resource, for example a trade book, podcast, website, and/or video.
    • they can show what they learned through many different digital platforms such as video, audio, and/or text.

    Vocabulary

    • display

    Aligned Learning Resources

    Getting to Know You
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.14

    Discuss the purpose of collecting and organizing data.

    Unpacked Content

    Knowledge

    Students know:
    • data can be collected to give information.
    • data can be organized in various ways.

    Skills

    Students are able to:
    • determine appropriate situations to collect data.
    • determine a way to organize data they collect.

    Understanding

    Students understand that:
    • data collection gives information.
    • the method chosen for organizing data is important.

    Vocabulary

    • data
    • collection
    • information
    • graph

    Aligned Learning Resources

    Computer Science Fundamentals Unit 3 Course B Lesson 8: My Loopy Robotic Friends Jr. (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 11: Drawing Gardens with Loops (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 13: A Royal Battle with Events (2018)
    Steve Trash Science: Who Let the Cows Out / Day-tuh vs Dat-uh
    Not Enough Hours in the Day? Daylight Data Collection
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.15

    Interpret data displayed in a chart.

    Example: Using charts which depict data students interpret the data either verbally or in written form (which has more, less, are equal).

    Unpacked Content

    Knowledge

    Students know:
    • how to look at simple graphs and interpret them collaboratively and indepently.
    • information can be depicted in various ways such as numbers, pictures, blocks.

    Skills

    Students are able to:
    • answer questions based on information shown in a graph or chart.
    • determine certain results based on information in a graph or chart.

    Understanding

    Students understand that:
    • we gain information by collecting data and depicting that data in a chart or graph.
    • we can look at charts and graphs and discover information.

    Aligned Learning Resources

    Not Enough Hours in the Day? Daylight Data Collection
    Modeling Base Ten Addition and Subtraction
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.16

    Demonstrate how digital devices can save information as data that can be stored, searched, retrieved, and deleted.

    Unpacked Content

    Knowledge

    Students know:
    • digital devices can save information in various forms.
    • digital devices can save information for later use.

    Skills

    Students are able to:
    • save various types of documents in specified locations.
    • open various types of documents from specified locations.
    • collaboratively complete a basic search for a document.
    • delete documents they no longer need.

    Understanding

    Students understand that:
    • work can be saved in various places
    • we can search for documents with specific information.
    • documents that are deleted may or may not be retrieved.

    Vocabulary

    • save
    • search
    • store
    • delete
    • open
    • close

    Aligned Learning Resources

    What Is Digital Data?
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.17

    Use digital devices with a variety of operating systems.

    Examples: Interactive boards, tablets, laptops, other handheld devices

    Unpacked Content

    Knowledge

    Students know:
    • different devices have different capabilities and functions.
    • basic features and how to use them on tablet/touchscreen devices.
    • basic features and how to use them on desktop and laptops.

    Skills

    Students are able to:
    • determine basic reasons to select which device is best to use based on what they want to do.
    • use the basic features of touchscreen devices to access and interact with programs.
    • use the basic features of desktop and laptops to interact with programs.

    Understanding

    Students understand that:
    • different digital devices have different capabilities.
    • devices must be selected for use based on what they want to do.
    • tablets, laptops, and desktops have various features and are useful in a variety of ways.

    Vocabulary

    • devices
    • tablets
    • desktop
    • laptop
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.18

    Label visible components of digital devices.

    Examples: Visible input and output components such as USB, touch screen, keyboard, audio and video connectors, speakers.

    Unpacked Content

    Knowledge

    Students know:
    • various observable parts of digital devices by name.

    Skills

    Students are able to:
    • identify observable parts of digtial devices orally or by labeling.

    Understanding

    Students understand that:
    • various parts of digital devices have a specific name.

    Vocabulary

    • screen
    • keyboard
    • mouse
    • port
    • speakers

    Aligned Learning Resources

    What Are the Main Parts of a Computer?
    What Are Input and Output Devices?
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.19

    Identify and revise problem-solving strategies to solve a simple problem.

    Examples: Scientific method, visual images or mind pictures, look for patterns, systematic list.

    Unpacked Content

    Knowledge

    Students know:
    • how to recognize a problem in their environment or in a story.
    • problems can be found anywhere.
    • they can use many strategies to find solutions, such as visualizing, changing perspective, finding patterns, and analyzing cause and effect.
    • there can be multiple solutions to one problem.

    Skills

    Students are able to:
    • find and define problems in a given context or scenerio such as story, video, in the classroom or school.
    • use multiple strategies to find solutions to a problem, for example: visualizing, changing perspectives, finding patterns, stating cause and effect.

    Understanding

    Students understand that:
    • they can solve problems in their home, classroom, and school.
    • there is more than one way to think through a solution to a problem.

    Vocabulary

    • problem
    • strategy
    • solution
    • visualize
    • perspective
    • patterns
    • cause and effect

    Aligned Learning Resources

    Computer Science Fundamentals Unit 3 Course B Lesson 1: Move It, Move It (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 4: My Robotic Friends, Jr. (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 5: Programming with Scrat (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 7: Programming with Rey and BB-8 (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 8: My Loopy Robotic Friends Jr. (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 9: Loops with Scrat (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 10: Loops with Laurel (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 11: Drawing Gardens with Loops (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 12: The Big Event Jr. (2018)
    Computer Science Fundamentals Unit 3 Course B Lesson 13: A Royal Battle with Events (2018)

    Refine Your Results

    Grade(s)

    Strand

    Topic

    ALSDE LOGO

    This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
    Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

    Design by Adaptive Theme