• 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.

• Cultivate a community of learners.
• Foster perseverance in students by choosing challenging tasks.
• Recognize students’ effort when solving challenging problems.
• Emphasize project-based learning.
• Establish a culture in which students ask questions of the teacher and their peers, and errors as a learning opportunity.
• Develop students’ ability to justify methods and compare their responses to the responses of their peers.

• Analyze the problems in a way that makes sense given the task.
• Ask questions that will help with solving the task.
• Break down complex problems into individual problems.
• Decompose a complex problem into manageable parts.

Teachers who encourage students to demonstrate understanding by decomposing a problem:

• Develop students’ ability to analyze and problem-solve.

• Help students break complex tasks into subtasks.

• Show students that the solution to individual parts allows them to solve complex problems more effectively.

Complete tasks with digital fluency.
Students who complete tasks with digital fluency:Select and use appropriate digital tools by their functions.

• Demonstrate proper typing techniques and keyboarding skills.
• Understand responsible technology use.
• Use feedback to improve efficiency using digital tools.
• Relate previously learned concepts to new concepts.
• Solve problems by developing, testing and refining technological processes.

Teachers who encourage students to complete tasks with digital fluency:

• Provide students with opportunities to increase critical thinking skills.
• Provide students with opportunities to use various technology hardware and software, so that technology is an integral part of the learning experience. Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.

Express solutions as computational steps.
Students who express solutions as computational steps:

• Solve problems step by step rather than all at once.
• Represent solutions to problems in multiple ways, based on context or purpose.
• Use patterns and structures to understand and connect computational concepts.
• Check computations when solving problems.

Teachers who encourage students to express solutions as computational steps:

• Provide opportunities for students to develop sequentially based understandings of problems. 
• Guide students to align tasks to a step-by-step solution.
• Select sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
• 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 justification.

Create an algorithm to achieve a given goal.
Students who create algorithms to achieve a given goal:

• Create or use a well-defined series of steps to achieve a desired outcome.
• Compare the efficiency of an algorithm to those expressed by others.
• Design a sequence of steps to follow.
• Verify possible solutions by explaining the program or methods used.

Teachers who encourage students to create an algorithm to achieve a given goal:

• Support students to develop generalizations based on the similarities found among problems.
• Have students estimate or predict solutions before solving.
• Help students recognize the patterns in the world around them and connect these patterns to other concepts.

Differentiate between usable data and miscellaneous information.
Students who differentiate between usable data and miscellaneous information:

• Express connections between concepts and representations.
• Construct possible arguments based on evidence.
• Perform decision-making between two actions.
• Practice evaluating information and sources.
• Perform investigations to gather data or determine if a program or method is appropriate.
• Discern relevant, meaningful data from irrelevant or extraneous information.
• Understand the characteristics and criteria determining whether data is relevant to a specific problem or task.

Teachers who encourage students to differentiate between useable data and miscellaneous information:

• Support students as they validate conclusions by comparing them to the given situation.
• Create opportunities for students to discuss their thinking with peers.

Solve real-life problems in science and engineering using computational thinking.
Students who solve real-life problems in science and engineering using computational thinking:

• Adapt procedures to find solutions and apply them to a new context.
• Look for similarities among problems.
• Connect solutions of problems to more complicated large-scale situations.
• Connect concepts to everyday experiences.
• Use programs, models and methods to understand, represent and solve problems.
• Indicate how various concepts can be applied to other disciplines.
• Redesign programs, models and methods to improve accuracy or efficiency. Evaluate results based on the given context.

Teachers who encourage students to solve real-life problems in science and engineering using computational thinking:

• Create learning opportunities that require logical reasoning and problem-solving skills.
• Provide opportunities for students to create plans and procedures to solve problems.
• Provide opportunities for students to create programs or models, both concrete and abstract, and perform investigations.
• Challenge students to question the accuracy of their programs, models and methods.

Clarification 1: Proper care includes handling devices carefully, logging off or shutting down correctly and keeping devices away from food or drinks.

Clarification 2: Instruction includes teaching keeping food and drinks away from computers and other hardware such as keyboards, screens, mice, printers and tablets.

Clarification 3: Instruction includes teaching proper ways to carry and store computers or devices.

Clarification 1: Instruction includes understanding the difference between typing capital and lowercase letters.

Clarification 2: Passwords include the use of letters, numbers and symbols.

Clarification 1: Instruction includes providing opportunities for students to discuss why data may be important to them.

Clarification 2: Instruction includes understanding that depending on the person and the context and their justification, some data may be important to one person but not important to another person.

Clarification 1: Representations include two-column charts, pictographs and tally marks.

Clarification 2: When sorting, students can look for trends in the data.

Clarification 1: Instruction includes identifying digital tools such as Internet applications, online catalogs and databases.

Clarification 2: Instruction includes recognizing the Internet as a means of communication.

Clarification 2: Instruction includes the connection to using a dictionary, glossary or encyclopedia.

Clarification 1: Instruction includes discussing how to respect others’ privacy, as well as one’s own privacy.

Clarification 2: Digital content includes videos, pictures and audio (sound bites).

Example: Record the number of minutes you spend on an electronic device every day for two weeks. Categorize the number of minutes by how you spent time on the electronic device. Create a bar graph to represent your screen time.

Clarification 1: Instruction includes using input/output devices such as a mouse, speakers, printer, monitor, keyboard or touch screen to find, navigate and launch a program.

Clarification 2: Students should understand that hardware is the physical component of a computer system.

Clarification 1: Instruction includes teaching students to keep food and drinks away from computers and other hardware such as keyboards, screens, mice, printers and tablets.

Clarification 2: Instruction includes teaching students proper ways to carry and store computers or devices.

Clarification 3: Instruction includes teaching students to keep magnets away from computers and screens.

Clarification 2: Instruction includes comparing the characteristics of hardware and software.

Clarification 1: Students should be able to determine from the symbol whether or not they have a network connection.

Clarification 2: Instruction includes recognizing a network system symbol on a computing device.

Clarification 1: Patterns can be created using manipulatives, building bricks, visuals, numbers, music or technology.

Clarification 2: Students discussing and creating repeated patterns will build the foundation for loops and algorithms in later courses.

Clarification 1: Instruction emphasizes creating a story in a step-by-step manner.

Clarification 2: Instruction makes the connection to developing an algorithm.

Clarification 3: When developing a plan, students can use graphic organizers, storyboards or flowcharts.

Clarification 1: Simulations include growth, human health, weather patterns, soil development and the butterfly life cycle.

Clarification 2: When solving questions, students may need to create a visual representation.

Clarification 1: Instruction includes asking questions of self and others on their work.

Clarification 2: Feedback should be constructive.

Clarification 1: Instruction includes Netiquette depending on the audience and type of communication.

Clarification 2: Instruction includes email, texting, uploads, surveys and screen shots.

Clarification 2: Instruction includes respecting the personal information of others.

Clarification 1: Instruction includes providing information or evidence to authority figures or Fortify Florida to show authority figures, recordings, emails or photos.

Clarification 2: Students should understand that they should not engage with the cyberbully and block or mute all communication.

Clarification 1: Instruction includes that for every 20 minutes of screen time, students look at an object 20 feet away for 20 seconds.

Clarification 2: Instruction includes identifying ways to incorporate physical movement.

Clarification 1: Instruction includes using digital tools such as slideshows, presentation software or storyboards.

Clarification 2: Instruction includes explaining why one might select that specific tool.

Clarification 1: Instruction includes accuracy within any activity, such as writing a prompt or creating a digital project.

Clarification 2: Instruction includes the use of built-in tools for grammar and spelling within software.

Clarification 1: Instruction includes discussion of different software products and their primary purpose.

Clarification 2: Instruction includes discussion of productivity, entertainment, communication, presentation, collaboration and organization.

Clarification 1: Instruction includes understanding that using adaptive technology can be a benefit to everyone.

Clarification 2: Adaptive technology includes screen readers, oversized keyboards, text-to-speech, highlighters, masking, subtitles, braille displays and language translators.

Clarification 3: Instruction includes discussing ways in which people with varying needs access adaptive technology.

Clarification 1: Instruction includes understanding that some digital artifacts are free to use while others are not.

Clarification 2: Instruction includes digital artifacts referring to text sources, images, videos and files.

Clarification 1: Instruction includes using relevant textual evidence in written and oral communication.

Clarification 2: Instruction includes students naming the text or source.

Clarification 1: Instruction includes resources such as online library catalog, encyclopedias, databases, search engines and websites.

Clarification 2: Instruction includes making sure that students are using reliable resources.

Clarification 1: Publication includes various publications (local and online).

Clarification 2: Feedback can be from teacher or peers.

Clarification 1: Instruction includes defining examples of hardware such as keyboard, laptop, tablet, mouse and monitors.

Clarification 2: Instruction includes defining examples of software such as applications, word processing programs, spreadsheets, presentation tools and electronic games.

Clarification 3: Instruction includes comparing similarities and differences of hardware and software.

Clarification 1: Initial program environment can include initial score, character position or program variables set to zero.

Clarification 2: Instruction includes activities that are digital or unplugged.

Clarification 1: The collection, organization and graphing of data can be done with and without the use of technology.

Clarification 2: Graphical representations are limited to tables, stem-and-leaf plots, line plots, bar graphs or pictographs.

Clarification 1: Input devices include: keyboards, controllers, microphones and other devices.

Clarification 2: Output devices include: speakers, monitors, printers and other devices.

Clarification 1: Instruction includes the use of an actual keyboard and a printed version of a keyboard.

Clarification 2: Instruction includes the understanding that not all computers have the same shortcuts.

Clarification 3: Shortcut functions include copy, paste, cut, print, select all, zoom in and out, underline, bold, italics, find and undo.

Example: Kysha observed the moon for a month and kept a journal describing the moon, including its apparent shape and size. She will analyze her journal to draw conclusions about the moon for that month.

Example: Courtney’s class has conducted an experiment tracking the spread of Virginia creeper. Students will collect the data and then analyze the data for the spread to create a hypothesis about the plant’s growth.

Clarification 1: When creating a product, students should be able to design and publish the product.

Clarification 2: Products include those that can inform, persuade or entertain.

Clarification 1: Instruction includes discussing the accuracy and security of given websites.

Clarification 2: Instruction includes types of personal information required for access and whether it is encrypted (https).

Clarification 1: Within this benchmark, file types include formats for word processing, images, music and three-dimensional drawings.

Clarification 2: Instruction includes explaining why different file types exist.

Clarification 1: Essential characteristics include usability, completeness and accuracy.

Clarification 2: Instruction includes evaluating the effective use of a given program.

Clarification 1: Instruction includes the use of addition, subtraction, multiplication and division.

Clarification 2: Within this benchmark, instruction includes the use of inequalities.

Clarification 1: Within this benchmark, the term function and procedure can be used interchangeably.

Clarification 2: Instruction includes consideration of the intake and output of information.

Clarification 1: Instruction includes permanence of digital footprint.

Clarification 2: Within this benchmark, digital footprint includes digital profiles and other forms of personally identifiable information (PII).

Clarification 1: Creative works include projects, publications and online content.

Clarification 2: Instruction includes defining intellectual property.

Clarification 1: Instruction includes the use of email, chat rooms and other forms of direct electronic communication.

Clarification 2: Within this benchmark, dangers include predatory behavior and human trafficking on the Internet.

Clarification 1: Instruction includes discussing personal information security.

Clarification 2: Instruction includes discussing personal safety when utilizing technology.

Clarification 1: Problem types include equations that include parenthesis but not nested parentheses.

Clarification 2: Instruction focuses on the connection between properties of equality and order of operations.

Clarification 1: Problem types include equations that include parenthesis but not nested parentheses.

Clarification 2: Instruction focuses on the connection between properties of equality and order of operations.

Clarification 1: Instruction includes explaining the use of variables in a program.

Clarification 2: Instruction includes demonstrating how different data types are defined in variables within a given program.

Example: How is the iterative development of a computer program and an essay alike and different?

Example: Create a series of steps that you can repeat over and over to help find errors in a computer program.

Clarification 1: Instruction includes password strength (alphanumeric passwords), biometric access and two-factor authentication.

Clarification 2: Within this benchmark, encryptions include cryptography, Ceasar cypher, MD5 hashing and Vigenère cypher.

Clarification 2: Instruction includes the creation of a digital product that provides value to society individually or collaboratively.

Clarification 1: Instruction includes creating a product pertaining to the real- world, using a variety of digital tools and resources.

Clarification 2: Instruction includes publication of a digital product that provides value to society individually or collaboratively.

Clarification 3: Instruction includes reflecting on the individual and collaborative process.

Clarification 2: Instruction includes theft of personal data including social security numbers, banking information and identity.

Clarification 2: Instruction is limited to the physical effects of direct digital device usage.

Clarification 1: Within this benchmark, the term function and procedure can be used interchangeably.

Clarification 2: Instruction includes consideration of the intake and output of information.

Clarification 1: Instruction focuses on creating algorithms that are efficient, reliable and valid.

Clarification 2: Context for problems include video games, robot obstacle course and making dinner.

Clarification 2: Within this benchmark, instruction includes the use of inequalities.

Clarification 3: Instruction includes flowcharting the initial sequence of steps.

Clarification 1: Within this benchmark, the expectation is that students will not create algorithms, a list will be provided by the teacher.

Clarification 2: Criteria may include time, resources and accessibility.

Clarification 1: Instruction includes gathering, viewing, organizing and analyzing data.

Clarification 2: Data-collection tools include probes, handheld devices, geographic mapping systems and output from multiple runs of a computer program.

Clarification 1: Instruction includes consideration of models.

Clarification 2: Within this benchmark, instruction includes consideration of safety, cost, time, location and precision.

Clarification 1: Instruction includes how digital media and communication has changed over time.

Clarification 2: Instruction includes physical meeting places prior to the popularity of the Internet.

Clarification 1: Instruction includes the effects of information technology on the workplace, education and global society.

Clarification 2: Instruction includes the historical impact.

Example: Discuss the autonomous robotic vacuum cleaner’s ability to map and analyze structures to avoid obstacles.

Example: Analyze the advantages of implementing drones to spray crops or detect predators in an agricultural environment.

Clarification 1: Instruction includes disabled or unused USB ports, windows lock screens and managed access to restricted areas.

Clarification 2: Instruction includes hardware, tablets, phones and other devices.