Standards - Digital Literacy & Computer Science

2018 - Digital Literacy & Computer Science Course of Study Document
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.R1

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

Unpacked Content

Knowledge

Students know:
  • strategies to be safe while using digital devices which include protecting passwords, using usernames and avatars that do not identify the student, and telling an adult if they encounter unsafe or inappropriate content.

Skills

Students are able to:
  • create and use passwords which are only shared with their parents.
  • log off of digital device when no longer using it.
  • explain why you should not share personal information with others online.

Understanding

Students understand that:
  • passwords are important to have and not share.
  • logging out of resources and devices protect your accounts and information.
  • you should never share personal information with others online.

Vocabulary

  • personal safety
  • digital device
  • digital citizenship
  • personal information

Aligned Learning Resources

This Is Me!
The Power of Words
Our Online Tracks
Your Rings of Responsibility
Password Power-Up
Our Digital Citizenship Pledge
RUFF RUFFMAN: Privacy and You!
RUFF RUFFMAN: Ask Ruff Ruffman: Monkey Boy Edition
RUFF RUFFMAN: Photos and You!
RUFF RUFFMAN: Texting and You!
Steve Trash Science: Messy Babies and Pollinators / Your Digital Footprint
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.R2

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

Unpacked Content

Knowledge

Students know:
  • that the District has a set of rules that every student must follow to use district/school provided resources.

Skills

Students are able to:
  • summarize the school/district rules as defined in the District's Acceptable Use Policy
  • follow the rules when using school/District resources.

Understanding

Students understand that:
  • to use school/District resources, you must follow the rules as stated in the District's Acceptable Use Policy/procedures.

Vocabulary

  • responsible use of digital devices
  • school/District rules (acceptable use policy/responsible use policy)
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.R3

Assess the validity and identify the purpose of digital content.

Unpacked Content

Knowledge

Students know:
  • how to read a web address to validate authenticity.
  • locate the publisher of a website.
  • use context cues to define the purpose of digital content.

Skills

Students are able to:
  • read the domain name and extension of a web address to identify type of digital content.
  • identify the publisher of a website.
  • use context cues to define the purpsoe of digital content.

Understanding

Students understand that:
  • anyone can create digital content.
  • digital content may or may not be true.
  • every digital content has an author.
  • digital content has a purpose.

Vocabulary

  • validity
  • read a web address
  • publisher
  • domain name
  • extension

Aligned Learning Resources

Bias and Reliability
Digital Content - Finding, Evaluating, Using, and Creating It
Is Seeing Believing?
RUFF RUFFMAN: Ask Ruff Ruffman: Robot Alligator Edition
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.R4

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

Unpacked Content

Knowledge

Students know:
  • how to identify when a problem exists.
  • strategies to resolve connectivity or computing issues.

Skills

Students are able to:
  • assess a computing issue using look and listen to locate the issue.
  • refresh the website.
  • restart the resource or device.
  • identify if the device is connected via wire or wirelessly.

Understanding

Students understand that:
  • every issue can be solved once the cause is identified.

Vocabulary

  • troubleshooting
  • connection
  • wired
  • wireless
  • restart

Aligned Learning Resources

Basic Computer Troubleshooting for Elementary Students
Computer Troubleshooting Posters
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.R5

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

Unpacked Content

Knowledge

Students know:
  • that information to research questions can be obtained from digital sources.
  • how to use resources to organize information.
  • how to use resources to present or share with others.

Skills

Students are able to:
  • create a list of keywords or phrases to enter into a search engine and/or database such as the Alabama Virtual Library.
  • use additional words or punctuation to narrow search such as AND (+), OR, NOT (
  • ), and quotation marks.
  • organize information.
  • share information by creating a digital resource.

Understanding

Students understand that:
  • information can be located from a digital source to answer research questions.
  • information can be organzied and shared by creating a digital resource.

Vocabulary

  • curate
  • keyword
  • search engine
  • database

Aligned Learning Resources

Preparing for Natural Disasters: Tornado
Is My State at Risk for a Tornado?
Let's Tour Lady Liberty!
Oh, The Geographic Features We Can Explore!
Will Life Sustain on Mars?
How Internet Searches Work
Digital Breakout Safari for Grades 3-5
Zoo Summer Camp Mystery
Hardware and Software With Pebble Go (Part 2)
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.R6

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

Unpacked Content

Knowledge

Students know:
  • a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.

Skills

Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.

Understanding

Students understand that:
  • everyone can be an author, producer, director, etc.
    • , using digital tools.

Vocabulary

  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)

Aligned Learning Resources

Engineered Solution Dam Evaluation Journal and Presentation
Computer Science Fundamentals Unit 5 Course D Lesson 5: Events in Bounce (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 6: Loops in Ice Age (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 7: Drawing Shapes with Loops (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 12: Until Loops in Maze (2018)
Reading Idol! Bringing Readers Theatre Center Stage in Your Classroom
Living Things Infographic
My Name Poem - Formatting Text in a Document
The Life Cycle of Butterflies With Popplet
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.1

Use numbers or letters to represent information in another form.

Examples: Secret codes/encryption, Roman numerals, or abbreviations.

Unpacked Content

Knowledge

Students know:
  • techniques for understanding how to representing information in another way using numbers or letters.

Skills

Students are able to:
  • use letters or numbers to represent information in another form.
  • use a secret code to determine information represented in letters and/or numbers.

Understanding

Students understand that:
  • numbers and/or letters can represent information in another way.

Vocabulary

  • encryption
  • secret codes

Aligned Learning Resources

Computer Science Fundamentals Unit 5 Course D Lesson 1: Graph Paper Programming (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 3: Relay Programming (2018)
What Is Cryptography?
Doorman's Code
Scytale Messages
Creating a Code
Code Breaking: Harley Gets a Hint
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.2

Analyze a given list of sub-problems while addressing a larger problem.

Example: Problem - making a peanut butter sandwich; sub-problem - opening jar, finding a knife, getting the bread.

Problem - design and share a brochure; sub-problem - selecting font, choosing layout.

Unpacked Content

Knowledge

Students know:
  • strategies for analyzing sub-problems from a given list for a larger problem.

Skills

Students are able to:
  • analyze given lists of sub-problems while addressing a larger problem.
  • identify the sub-problems for a larger problem.

Understanding

Students understand that:
  • larger problems have sub-problems.
  • it can be easier to solve a large problem if you identify smaller sub-problems to tackle or solve.

Vocabulary

  • sub-problem

Aligned Learning Resources

Computer Science Fundamentals Unit 5 Course D Lesson 1: Graph Paper Programming (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 7: Drawing Shapes with Loops (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 11: While Loops in Farmer (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 12: Until Loops in Maze (2018)
Abstraction Unplugged Activity
Art
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.3

Explain that different solutions exist for the same problem or sub-problem.

Example: Multiple paths exist to get home from school; one may be a shorter distance while one may encounter less traffic.

Unpacked Content

Knowledge

Students know:
  • different solutions exist for the same problem or sub-problem.
  • techniques to explain that different solutions exist for the same problem or sub-problem.

Skills

Students are able to:
  • identify different solutions for the same problem or sub-problem.
  • explain that these solutions exist.

Understanding

Students understand that:
  • multiple solutions exist for the same problem or sub-problem.

Vocabulary

  • solution
  • sub-problem
  • problem

Aligned Learning Resources

Computer Science Fundamentals Unit 5 Course D Lesson 4: Debugging with Laurel (2018)
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.4

Examine logical reasoning to predict outcomes of an algorithm.

Unpacked Content

Knowledge

Students know:
  • to apply logical reasoning when predicting outcomes of algorithms.
  • strategies to examine logical reasoning to predict outcomes of an algorithm.

Skills

Students are able to:
  • determine possible outcomes of an algortihm.
  • recognize that an algorithm can have multiple outcomes.

Understanding

Students understand that:
  • logical reasoning is necessary when predicting outcomes of an algorithm.
  • algorithms can have multiple outcomes.

Vocabulary

  • logical reasoning
  • outcome
  • algorithm

Aligned Learning Resources

Computer Science Fundamentals Unit 5 Course D Lesson 4: Debugging with Laurel (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 6: Loops in Ice Age (2018)
Bug in the Water Cycle
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.5

Create an algorithm to solve a problem as a collaborative team.

Examples: Move a character/robot/person through a maze. List steps to build a sandwich.

Unpacked Content

Knowledge

Students know:
  • an algorithm can be used to solve a problem or complete a task.
  • the steps in creating an algortihm as a collaborative team.

Skills

Students are able to:
  • work as a collaborative team to create a problem-solving algorithm.
  • list steps in solving a problem.

Understanding

Students understand that:
  • algorithms are used to solve problems or complete a task in a step-by-step process.

Vocabulary

  • algorithm
  • collaborative

Aligned Learning Resources

Impatient Caterpillars Code the Life Cycle
Robot Race
Sorting Networks
Computer Science Fundamentals Unit 5 Course D Lesson 1: Graph Paper Programming (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 3: Relay Programming (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 4: Debugging with Laurel (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 5: Events in Bounce (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 6: Loops in Ice Age (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 7: Drawing Shapes with Loops (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 11: While Loops in Farmer (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 12: Until Loops in Maze (2018)
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.6

Describe the function of a flowchart.

Unpacked Content

Knowledge

Students know:
  • the purpose of a flowchart.
  • how flowcharts function.

Skills

Students are able to:
  • discuss the purpose and function of a flowchart.

Understanding

Students understand that:
  • a flowchart is a visual representation of an alogrithm, program, or process.

Vocabulary

  • flowchart
  • function

Aligned Learning Resources

Programming Theory: Flowcharts
Steve Trash Science: Ecosystems Gimme Shelter/Rock Paper Scissors
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.7

Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

Unpacked Content

Knowledge

Students know:
  • strategies for debugging a given program.
  • arithmetic operators create a single numerical solution from multiple oprations.
  • conditionals are "if, then" statements that direct the program.

Skills

Students are able to:
  • test a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
  • debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Understanding

Students understand that:
  • a given program must be tested and debugged to run correctly.
  • block-based visual programming uses arithemetic operators, conditionals, and repetition to function.

Vocabulary

  • test
  • debug
  • program
  • block-based visual programming environment
  • arithmetic operators
  • conditionals
  • repetition

Aligned Learning Resources

Computer Science Fundamentals Unit 5 Course D Lesson 4: Debugging with Laurel (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 6: Loops in Ice Age (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 7: Drawing Shapes with Loops (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 11: While Loops in Farmer (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 12: Until Loops in Maze (2018)
Bug in the Water Cycle
An Unusual Discovery
Gumball's Coding Adventure
Storytelling
Art
Sports
Music & Sound
How to Make a Video Game
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
PBS KIDS Scratch Jr.: Simon Says
PBS KIDS Scratch Jr.: Human Robot
PBS KIDS Scratch Jr.: How-To Cards
PBS KIDS Scratch Jr.: Story Cubes
Tynker Hour of Code Puzzle: Candy Quest
Ready Jet Go!: What is Programming?
Scratch
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.8

Describe how to use proper ergonomics when using devices.

Examples: Body position, lighting, positioning of equipment, taking breaks.

Unpacked Content

Knowledge

Students know:
  • the proper way to sit and use digital devices for short and long time frames.

Skills

Students are able to:
  • sit back in their chair with feet flat on the floor.
  • have the keyboard positioned directly in front of the body.
  • take short 1
  • 2 minute stretch breaks every 20
  • 30 minutes.
  • look away from the monitor and focus on something in the distance every 20
  • 30 minutes to reduce eye strain.

Understanding

Students understand that:
  • proper ergonomics is important to prevent body strain when using digital devices.

Vocabulary

  • ergonomics
  • keyboard
  • monitor
  • eye strain
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.9

Identify the proper use and operation of security technologies.

Examples: Passwords, virus protection software, spam filters, pop-up blockers.

Unpacked Content

Knowledge

Students know:
  • software is installed to protect against malicious items.
  • users can protect their information by not sharing passwords or login information.

Skills

Students are able to:
  • login to resources using passwords.
  • understand importance of not sharing login information.
  • identify examples of SPAM, pop up blocks, and virus protection software.

Understanding

Students understand that:
  • proper use and operation of security technologies is important to keep a device working correctly and protect your personal information.

Vocabulary

  • security technologies
  • password
  • login information
  • virus protection
  • malicious
  • spam filters
  • pop-up blocker

Aligned Learning Resources

Creating Strong Passwords
Password Duel
Password Power-Up
E-Business: Web Security
Protect Your Password and Your Privacy!
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.10

Describe ways web advertising collects personal information.

Examples: Search ads, banner ads, in-game ads, email ads.

Unpacked Content

Knowledge

Students know:
  • companies use browsing habits of users to personalize advertisements.

Skills

Students are able to:
  • describe cookies which a site sends to the computer to track movement among webpages.
  • explain that items you search in a search engine may be used to personalize ads.
  • identify ads on websites.

Understanding

Students understand that:
  • companies can track browsing history, purchases, etc.
    • to create personalized ads for each user.

Vocabulary

  • web adversting
  • personal information
  • ads
  • personalized ads
  • cookies
  • browsing history
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.11

Identify resources in the community that offer technology access.

Examples: Libraries, community centers, restaurants, education programs, schools, or hardware/software donation programs.

Unpacked Content

Knowledge

Students know:
  • resources and locations are available in the community that offer free wifi connectivity and/or shared technology devices.

Skills

Students are able to:
  • idenfity resources or locations in the community that offer technology access and what type of access and resources they offer.

Understanding

Students understand that:
  • resources are available within the community to access wifi and/or use shared technology devices.

Vocabulary

  • wifi
  • shared technology
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.12

Identify and discuss ways that access to technology helps empower individuals and groups.

Examples: Gives access to information; provides the ability to communicate with others around the world; enables people to buy and sell things.

Unpacked Content

Knowledge

Students know:
  • access to technology connects individuals and groups to communicate with others with similar interest, share knowledge and resources, and connect with others to meet needs.

Skills

Students are able to:
  • explain ways having access to technology empowers individuals and groups locally and/or globally.

Understanding

Students understand that:
  • technology access enables you to connect with others you would not be able to connect without technology, work together to meet needs of individuals and/or groups, and obtain information easily or share resources.

Vocabulary

  • empower

Aligned Learning Resources

This Is Me!
Your Rings of Responsibility
RUFF RUFFMAN: Technology and You!
Technology: Virtually Martha
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.13

Communicate key ideas and details collaboratively in a way that informs, persuades, and/or entertains, using digital tools.

Example: Create a digital presentation to persuade school administrators to allow additional time for lunch.

Unpacked Content

Knowledge

Students know:
  • that digital tools are available that enable them to inform others.
  • that digital tools are available that enable them to persuade others.
  • that digital tools are available that enable them to entertain others.
  • how to locate directions or tutorials for working in digitial tools.
  • that communication has a specific purpose and audience.
  • that collaboration in digital tools can occur 24/7 in various locations.

Skills

Students are able to:
  • design communications using various digital tools that informs, persuades, and/or entertains.
  • locate and follow directions or tutorials for working with digital tools.
  • explain the purpose of an artifact they create.
  • collaborate with peers in an online environment.

Understanding

Students understand that:
  • various digital tools are available to communicate key ideas and details.
  • directions or tutorials can be located online to assist with creation.
  • all communication has a purpose.

Vocabulary

  • key ideas
  • informs
  • persuades
  • entertains
  • communicate
  • digital tools
  • collaborate
  • online environment
  • tutorial
  • artifact

Aligned Learning Resources

Natural Disasters
Oh, The Geographic Features We Can Explore!
The Many People of Charlotte's Web
Living Things Infographic
The Power of Teamwork
Pipeline Challenge
The Power of Teamwork Assessment
Hardware and Software With Pebble Go (Part 3)
Creating Podcasts
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.14

Type 15 words per minute with 95% accuracy using appropriate keyboarding techniques.

Unpacked Content

Knowledge

Students know:
  • keyboarding techniques.
  • that by knowing the keyboard, less time is spent on entering information so the focus is the content with which they are working.

Skills

Students are able to:
  • type 15 words per minute with 95% accuracy using appropriate keyboarding techniques.

Understanding

Students understand that:
  • by knowing the keyboard, less time is spent on entering information so the focus is the content with which they are working.

Vocabulary

  • words per minute
  • accuracy
  • keyboarding techniques
  • QWERTY keyboard
  • home row

Aligned Learning Resources

Dance Mat Typing
Typing Tutorials
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.15

Describe local, networked, and online or cloud environments.

Unpacked Content

Knowledge

Students know:
  • that the Internet is constructed of a network of connections.
  • information can be saved or stored on a local device or online in a cloud environment.

Skills

Students are able to:
  • describe local, networked, and online or cloud environments and how a user can utilize each environment to meet their need.

Understanding

Students understand that:
  • the Internet is constructed of a network of connections.
  • online or cloud environments are available 24/7 from any Internet
  • connected device and location.

Vocabulary

  • local environment
  • networked environment
  • online environment
  • cloud environment
  • network
  • fiber
  • access points
  • switches
  • saved
  • stored

Aligned Learning Resources

Technical Implementation (Networking and Connectivity)
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.16

Conduct basic keyword searches to produce valid, appropriate results, and evaluate results for accuracy, relevance, and appropriateness.

Examples: Use search techniques, check for credibility and validity.

Unpacked Content

Knowledge

Students know:
  • strategies to conduct keyword searches.
  • strategies evaluate the accuracy of information.
  • not all information online is valid or true.

Skills

Students are able to:
  • conduct basic keyword searches using basic words and phrases.
  • explain how they know information located online is valid or true.

Understanding

Students understand that:
  • using specific keywords while searching will deliver best results.
  • not all information online is valid or true.

Vocabulary

  • keyword
  • search
  • valid
  • true
  • accuracy/accurate
  • relevance/relevant

Aligned Learning Resources

Preparing for Natural Disasters: Tornado
Oh, The Geographic Features We Can Explore!
Natural Disasters
RUFF RUFFMAN: Ask Ruff Ruffman: Poodle Edition
RUFF RUFFMAN: Ask Ruff Ruffman: Squeaky Toy Edition
RUFF RUFFMAN: Searching and You!
How Internet Searches Work
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.17

Describe examples of data sets or databases from everyday life.

Examples: Library catalogs, school records, telephone directories, or contact lists.

Unpacked Content

Knowledge

Students know:
  • examples of data sets.
  • examples of databases.
  • characteristics of data sets and databases.

Skills

Students are able to:
  • describe examples of databases from everyday life.
  • describe examples of data sets from everyday life.

Understanding

Students understand that:
  • data sets and databases are part of everyday life.
  • data sets and databases are organized in a certain way for a certain purpose.

Vocabulary

  • database
  • data set

Aligned Learning Resources

Is My State at Risk for a Tornado?
What Is a Database?
Databases
Steve Trash Science: Who Let the Cows Out / Day-tuh vs Dat-uh
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.18

Identify a broad range of digital devices, the services they provide, and appropriate uses for them.

Examples: Computers, smartphones, tablets, robots, e-textiles, driving directions apps that access remote map services, digital personal assistants that access remote information services.

Unpacked Content

Knowledge

Students know:
  • that a digital device is physical equipment with a computing component.
  • there are many different digital devices and each has its own use.
  • there are appropriate and inappropriate ways to use these digital devices.
  • new types of digital devices are being developed everyday.

Skills

Students are able to:
  • identify a broad range of digital devices.
  • identify the services that digital devices provide.
  • identify the appropriate uses for the digital devices.

Understanding

Students understand that:
  • there are many types of digital devices.
  • there are digital devices that serve a variety of purposes.
  • all digital devies have an appropriate way to be used.

Vocabulary

  • digital device
  • services
  • appropriate

Aligned Learning Resources

What Is a Robot?
LEGO Robots
What are Robots?
Science Trek: Robotics
Steve Trash Science: Wonderful Wildlife/Robots Rock
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.19

Describe the differences between hardware and software.

Unpacked Content

Knowledge

Students know:
  • hardware is the physical device.
  • software is the code installed on the device that makes it work.

Skills

Students are able to:
  • determine the differences between hardware and software.
  • describe the differences between hardware and software.

Understanding

Students understand that:
  • hardware and software are different components that make a computing device function.
  • hardware is the physical device.
  • software is the code installed on the device that makes it function.

Vocabulary

  • hardware
  • software

Aligned Learning Resources

Hardware and Software With Pebble Go (Part 1)
Hardware and Software With Pebble Go (Part 2)
Hardware and Software With Pebble Go (Part 3)
What Is the Difference Between Hardware and Software?
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.20

Compare and contrast human and computer performance on similar tasks to understand which is better suited to the task.

Examples: Sorting alphabetically, finding a path across a cluttered room.

Unpacked Content

Knowledge

Students know:
  • the similarities and differences in human/computer performance of similiar tasks.
  • the benefits and disadvantages of human/computer performances of similar tasks.
  • the characteristics of human performance/computer performance of tasks.

Skills

Students are able to:
  • compare and contrast human and computer performance on similar tasks.
    • to understand whether human or computer is better suited to the task.

Understanding

Students understand that:
  • at times, human or computer may be better suited for a similar task.
  • there are similarities and differences in human and computer performance on similar tasks.

Vocabulary

  • human and computer relationship
  • human and computer performance
  • compare and contrast

Aligned Learning Resources

Computer Science Discoveries Unit 1 Chapter 2 Lesson 6: Processing
Sorting Algorithms
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.21

Explain advantages and limitations of technology.

Example: A spell-checker can check thousands of words faster than a human could look them up; however, a spell-checker might not know whether underserved is correct or if the author’s intent was to type undeserved.

Unpacked Content

Knowledge

Students know:
  • some advantages of technology.
  • some limitations of technology.

Skills

Students are able to:
  • explain advantages and limitations of technology.

Understanding

Students understand that:
  • technology use has advantages and limitations.

Vocabulary

  • advantage
  • limitation
  • technology
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.22

Discuss the design process and use digital tools to illustrate potential solutions.

Unpacked Content

Knowledge

Students know:
  • the design process steps are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
  • how to use digital tools to illustrate potential solutions.

Skills

Students are able to:
  • discuss the design process and use digital tools to illustrate potential solutions.

Understanding

Students understand that:
  • the design process steps are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
  • how to use digital tools to illustrate potential solutions.
  • digital tools can be used to illustrate potential solutions for problems developed through design thinking.

Vocabulary

  • design process
  • digital tools
  • potential
  • solution
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.23

Implement the design process to solve a simple problem.

Examples: Uneven table leg, noise in the cafeteria, tallying the collection of food drive donations.

Unpacked Content

Knowledge

Students know:
  • the steps in the design process are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.
  • how to implement the design process to solve a simple problem.
  • how to identify a simple problem.

Skills

Students are able to:
  • identify the steps in the design process.
  • apply the design process to a simple problem.
  • implement the steps in the design process to solve a simple problem.

Understanding

Students understand that:
  • the steps in the design process are to define the problem, research the problem, brainstorm and analyze ideas, imagine solutions, build a prototype and test it, and make improvements.

Vocabulary

  • implement
  • design process
  • problem

Aligned Learning Resources

Computer Science Fundamentals Unit 5 Course D Lesson 3: Relay Programming (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 4: Debugging with Laurel (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 5: Events in Bounce (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 6: Loops in Ice Age (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 7: Drawing Shapes with Loops (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 11: While Loops in Farmer (2018)
Computer Science Fundamentals Unit 5 Course D Lesson 12: Until Loops in Maze (2018)

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