Standards - Digital Literacy & Computer Science

DLCS18.K.2

Demonstrate use of input devices.

COS Examples

Examples: Mouse, touch screen, keyboard.

Unpacked Content

Knowledge

Students know:
  • input devices are used to manipulate computing devices or enter information.

Skills

Students are able to:
  • use a mouse, keyboard, or other input device to navigate on computing devices and enter information.

Understanding

Students understand that:
  • they may need to use other pieces of equipment to navigate, select programs, or enter information into a computing device.

Vocabulary

  • mouse
  • keyboard
  • screen

DLCS18.2.3

Construct elements of a simple computer program using basic commands.

COS Examples

Examples: Digital block-based programming, basic robotics.

Unpacked Content

Knowledge

Students know:
  • programming blocks represent a set of codes.
  • block based programs can be used to design a task.
  • block based programs can be interpreted by machines.

Skills

Students are able to:
  • drag and drop blocks of code.
  • drag and drop blocks of code to complete a tasks.
  • run a block based program after sequencing tasks to complete a desired process.

Understanding

Students understand that:
  • blocks of code can be moved around and combined into an order that completes a task or process.
  • sets of block coding can be run to perform the task/process.

Vocabulary

  • program
  • code

DLCS18.2.4

Identify bugs in basic programming.

COS Examples

Examples: Problem-solving, trial and error.

Unpacked Content

Knowledge

Students know:
  • if sequence of code is not correct the task will not complete.
  • incorrect code can be identified and corrected.

Skills

Students are able to:
  • create a small section of code for a task.
  • run the program to ensure the task is completed.
  • identify when there is an error in the code.
  • correct an error in the code through trial and error.

Understanding

Students understand that:
  • when sets of block coding are combined to perform a task occassionally an error may occur.
  • when an error in code is identified the code may be rearranged, edited, or removed to correct the error.

Vocabulary

  • debug
  • problem-solve
  • error

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.

COS Examples

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

DLCS18.4.7

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

Unpacked Content

Knowledge

Students know:
  • the definitions for arithmetic operators, conditionals, and repetition as they relate to programming.
  • strategies for collaborating with peers.

Skills

Students are able to:
  • create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
  • implement strategies to collaborate with others.

Understanding

Students understand that:
  • operators in programming make many options available, reducing the length of an alorithm, pseudocode, or program.

Vocabulary

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

DLCS18.5.6

Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

Unpacked Content

Knowledge

Students know:
  • how to create a working program in a block-based visual programming environment.
  • reasons for using arithmetic operators, conditionals, and repetition in programs.

Skills

Students are able to:
  • create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

Understanding

Students understand that:
  • arithmetic operators, conditionals, and repetition in programs make more operations possible and can reduce the complexity or length of code.

Vocabulary

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

DLCS18.5.8

Demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.

COS Examples

Examples: Set initial value of a variable, updating variables.

Unpacked Content

Knowledge

Students know:
  • that for a program to run properly, the starting value may need to be set when the program begins.

Skills

Students are able to:
  • explain a scenario in which starting value is important to a program.

Understanding

Students understand that:
  • programs require known starting values that may need to be updated appropriately during the execution of programs.

Vocabulary

  • starting value
  • execution of programs
  • initial value
  • updating variables

DLCS18.6.6

Identify steps in developing solutions to complex problems using computational thinking.

Unpacked Content

Knowledge

Students know:
  • how to define the problem.
  • how to plan solutions.
  • how to implement a plan.
  • how to reflect on the results and process.
  • how to iterate through the process again.

Skills

Students are able to:
  • identify the steps involved with formulating problems and solutions in a way that can be represented or carried with or without a computer.

Understanding

Students understand that:
  • computational thinking is formulating problems and solutions in a way that can be represented or carried out with or without a computer.

Vocabulary

  • computational thinking

DLCS18.6.7

Describe how automation works to increase efficiency.

COS Examples

Example: Compare the amount of time/work to hand wash a car vs. using an automated car wash.

Unpacked Content

Knowledge

Students know:
  • how automation works to increase efficiency.

Skills

Students are able to:
  • describe how automation increases efficiency.

Understanding

Students understand that:
  • automation works to increase efficiency.

Vocabulary

  • automation

DLCS18.6.8

Create a program that initializes a variable.

COS Examples

Example: Create a flowchart in which the variable or object returns to a starting position upon completion of a task.

DLCS18.7.5

Solve a complex problem using computational thinking.

Unpacked Content

Knowledge

Students know:
  • smaller tasks are easier to solve than complex problems.
  • that trends in data can also speed up the problem-solving process.

Skills

Students are able to:
  • abstract portions of the problem and focus on smaller tasks to aid in solving a complex problem.

Understanding

Students understand that:
  • complex problems can be overwhelming.
  • by decomposing the complex problem into simpler problems, a solution is easier to reach.

Vocabulary

  • computational thinking

Aligned Learning Resources

DLCS18.7.6

Create and organize algorithms in order to automate a process efficiently.

COS Examples

Example: Set of recipes (algorithms) for preparing a complete meal.

DLCS18.7.7

Create a program that updates the value of a variable in the program.

COS Examples

Examples: Update the value of score when a coin is collected (in a flowchart, pseudocode or program).

DLCS18.8.5

Discuss the efficiency of an algorithm or technology used to solve complex problems.

DLCS18.8.6

Describe how algorithmic processes and automation increase efficiency.

Unpacked Content

Knowledge

Students know:
  • how algorithmic processes and automation have increased efficiency.

Skills

Students are able to:
  • explain how algorithmic processes and automation increase efficiency.

Understanding

Students understand that:
  • automation is a useful tool for increasing efficiency.
  • while many things can and have been automated, not everything can be automated using algorithmic processes.

Vocabulary

  • algorithmic process
  • automation

DLCS18.8.7

Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

COS Examples

Examples: Make a game, interactive card, story, or adventure game.

Unpacked Content

Knowledge

Students know:
  • how to write a program that includes selection, iteration, abstraction, initialization, and updates variables.

Skills

Students are able to:
  • write a program that includes foundational programming concepts
  • selection, iteration, abstraction, initialization, and updating variables.

Understanding

Students understand that:
  • they have the ability to create and design programs they may have never considered themselves able to do so.

Vocabulary

  • selection
  • iteration
  • abstraction
  • initialize
  • variables

DLCS18.HS.5

Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using current events.

Unpacked Content

Knowledge

Students know:
  • how to design and develop computational artifacts for practical intent.
  • how to design and develop computational artifacts for personal expression.
  • how to design and develop computational artifacts to address a societal issue by using current events.

Skills

Students are able to:
  • design and develop computational artifacts using an iterative design process.
  • use current events to bring merit to computational artifacts.

Understanding

Students understand that:
  • design should be an iterative process whereby the designer seeks feedback to improve upon his/her creation.

DLCS18.HS.6

Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects, with parameters, and which return a result.

Unpacked Content

Knowledge

Students know:
  • removing unessential details can make a process simpler.
  • control structures can assist in programming decisions.
  • how to create a program that returns a result.

Skills

Students are able to:
  • decompose a problem.
  • create a program that returns a result.
  • implement control structures.

Understanding

Students understand that:
  • removing unessential details can make a process simpler.
  • control structures can assist in programming decisions.

Vocabulary

  • parameters
  • procedures
  • modules
  • objects
  • control structures

DLCS18.HS.7

Compare and contrast fundamental data structures and their uses.

COS Examples

Examples: Strings, lists, arrays, stacks, queues.

Unpacked Content

Knowledge

Students know:
  • when to include varying types of data structures into a program to achieve a desired result.

Skills

Students are able to:
  • compare and contrast fundamental data structures and their uses.
  • properly use varying types of data structures in a program to achieve a desired result.

Understanding

Students understand that:
  • data structures organize data for ease of recall.
  • data structures differ by organization structure and purpose.

Vocabulary

  • data structures
  • arrays
  • stacks
  • queues
  • list
  • strings

DLCS18.HS.8

Demonstrate code reuse by creating programming solutions using libraries and Application Programming Interfaces.

DLCS18.HS.9

Demonstrate the ability to verify the correctness of a program.

Unpacked Content

Knowledge

Students know:
  • proper syntax and formatting for a coding language.
  • how to identify coding errors in a programming language.
a.
  • programs must be tested to verify that the desired task is executed properly.
  • testing a program requires a scenario where you can easily verify that the result of the program is correct/accurate.
b.
  • a program can contain one of the following properties, but not be an appropriate program: correctness, efficiency, scalability and readability
  • it is important to have others review your code.
  • that to be a quality program, code must be correct, efficient, scalable and readable.

Skills

Students are able to:
  • analyze code for proper syntax and formatting.
a.
  • create a test case with verifiable results.
  • execute a program with the created test case to verify program performance.
  • locate errors in programming by executing test cases.
b.
  • work with others to review their code for correctness, efficiency, scalability and readability.

Understanding

Students understand that:
  • programming languages each have their own required formatting which must be adhered to for a program to run correctly.
  • errors in programming languages prevent the program from executing its task.
  • each language has its own syntax and method for identifying potential errors.
a.
  • code can be formatted correctly and a program can still produce unintended results.
  • a test case is vital to verifying that a program is executing a task as intended.
b.
  • to be a quality program, code must be correct, efficient, scalable and readable.
  • it is important to have others proofread your code.

Vocabulary

  • compile
  • program
  • syntax

DLCS18.HS.10

Resolve or debug errors encountered during testing using iterative design process.

COS Examples

Examples: Test for infinite loops, check for bad input, check edge-cases.

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