Grade 3-5 Digital Literacy

Digital Tools and Collaboration [DTC]

•   Use digital tools and keyboarding skills to publish multimedia artifacts.

•       Use digital tools to communicate or exchange information.

•       Develop intermediate research skills to create artifacts and attribute credit.

Computing Systems [CS]

•       Understand different computing devices and their components.

•       Use different computing devices and troubleshoot and solve simple problems.

•       Differentiate tasks that are best done by computing systems and humans.

•       Understand the components of a network and basic network authentication.

•       Basic understanding of services.

Computational Thinking [CT]

•   Create a new representation and breakdown a larger problem into sub problems.

•       Write, debug, and analyze an algorithm.

•        Understand databases and organizing and transforming data.

•       Write, debug, and correct programs using successively sophisticated techniques.

•       Create a model and use data from a simulation.

Grades 3 to 5: Computing Systems [CS]

Computing Devices [3-5.CS.a]

1. Identify a broad range of computing devices (e.g., computers, smart phones, tablets, robots, e-textiles) and appropriate uses for them.

2. Describe the function and purpose of various input and output devices (e.g., monitor, keyboard, speakers, controller, probes, sensors, Bluetooth transmitters, synthesizers).

3.Demonstrate an appropriate level of proficiency (connect and record data, print, send command, connect to Internet, search) in using a range of computing devices (e.g., probes, sensors, printers, robots, computers).

4.Identify and solve simple hardware and software problems that may occur during everyday use (e.g., power, connections, application window or toolbar).

5. Describe the differences between hardware and software.

6. Identify and explain that some computing functions are always active (e.g., locations function on smart phones).

Human and Computer Partnerships [3-5.CS.b]

1. Compare and contrast human and computer performance on similar tasks (e.g., sorting alphabetically, finding a path across a cluttered room) to understand which is best suited to the task.

2. Explain how hardware and applications [e.g., Global Positioning System (GPS) navigation for driving directions, text-to-speech translation, language translation] can enable everyone, including people with disabilities, to do things they could not do otherwise.

3. Explain advantages and limitations of technology (e.g., 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’).

Networks [3-5.CS.c]

1. Describe how a network is made up of a variety of components and identify the common components (e.g., links, nodes, networking devices).

2. Describe the need for authentication of users and devices as it relates to access permissions, privacy, and security.

3. Define and explain why devices are numbered/labeled in networks [e.g., the World Wide Web Uniform Resource Locator (URL), the Internet Protocol (IP) address, the Machine Access Code (MAC)].

4. Recognize that there are many sources of and means for accessing information within a network (e.g., websites, e-mail protocols, search engines)

Services [3-5.CS.d]

1. Identify common services (e.g., driving directions apps that access remote map services, digital personal assistants that access remote information services).

Grades 3 to 5: Computational Thinking [CT]

Abstraction [3-5.CT.a]

1.         Use numbers or letters to represent information in another form (e.g., secret codes, Roman numerals, abbreviations).

2.         Organize information in different ways to make it more useful/relevant (e.g., sorting, tables).

3.         Make a list of sub-problems to consider, while addressing a larger problem.

Algorithms [3-5.CT.b]

1.         Define an algorithm as a sequence of instructions that can be processed by a computer.

2.         Recognize that different solutions exist for the same problem (or sub-problem).

3.         Use logical reasoning to predict outcomes of an algorithm.

4.         Individually and collaboratively create an algorithm to solve a problem (e.g., move a character/robot/person through a maze).

5.         Detect and correct logical errors in various algorithms (e.g., written, mapped, live action, or digital).

Data [3-5.CT.c]

1.         Describe examples of databases from everyday life (e.g., library catalogs, school records, telephone directories, contact lists).

2.         Individually and collaboratively collect and manipulate data to answer a question using a variety of computing methods (e.g., sorting, totaling, averaging) and tools (such as a spreadsheet) to collect, organize, graph, and analyze data.

Programming and Development [3-5.CT.d]

1.         Individually and collaboratively create, test, and modify a program in a graphical environment (e.g., block-based visual programming language).

2.         Use arithmetic operators, conditionals, and repetition in programs.

3.         Use interactive debugging to detect and correct simple program errors.

4.         Recognize that programs need known starting values (e.g., set initial score to zero in a game).

Modeling and Simulation [3-5.CT.e]

1.         Individually and collaboratively create a simple model of a system (e.g., water cycle, solar system) and explain what the model shows and does not show.

2.         Identify the concepts, features, and behaviors illustrated by a simulation (e.g., object motion, weather, ecosystem, predator/prey) and those that were not included.

3.         Individually and collaboratively, use data from a simulation to answer a question.