Standards in this Framework
Standard | Lessons |
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3.DL.1.1
Create documents (e.g., essays, letters) using a word processing program. |
Introduction to Microsoft Word™ Productivity Software Inquiry Project |
3.DL.1.2
Edit and format a document using a word processing program to check spelling, change fonts, and change margins. |
Introduction to Microsoft Word™ Productivity Software Inquiry Project |
3.DL.1.3
Format a presentation using presentation software to insert an image/video, change background colors, and change text color. |
Introduction to Microsoft PowerPoint™ Productivity Software Inquiry Project |
3.DL.1.4
Understand that bullets are a way to organize a list. |
Introduction to Microsoft Word™ Productivity Software Inquiry Project |
3.DL.2.1
Demonstrate proper digital etiquette appropriate to the medium (e.g., not using all capital letters in an email). |
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3.DL.2.2
Recognize the disparity with regards to access to technology around the world and discuss ways in which digital equality may be reached. |
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3.DL.3.1
Understand the importance of acceptable use policies (e.g., to enforce safe internet usage among all members of the community). |
Strong Usernames and Passwords Digital Identity Safe and Responsible Use of Technology |
3.DL.3.2
Distinguish between online content that is open and free to use and content that is protected by copyright. |
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3.DL.3.3
Understand the notion of "digital footprint" and the permanence and trackability associated with online communication (e.g., email, social media). |
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3.DL.4.1
Demonstrate proper keyboarding technique when keying letters, numbers, and symbols at a rate of 5 words per minute. |
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3.DL.4.2
Use software capabilities to correct errors. |
Introduction to Google Docs™ Introduction to Microsoft Word™ |
3.CS.1.1
Compare and contrast computing devices (e.g., tablets, laptops, smartphones). |
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3.CS.1.2
Identify the parts of a computing device (e.g., input devices, output devices, processors). |
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3.CS.2.1
Identify actions (e.g., opening a file; closing a window) that are specific to an operating system (e.g., Windows, MacOS, Android, iOS). |
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3.CS.2.2
Compare operating systems to application software (e.g., word processor, spreadsheet, presentation software, web browser). |
Introduction to Productivity Software |
3.CS.3.1
Troubleshoot simple hardware problems that may occur during use (e.g., hardware is plugged in or batteries charged; sound is muted/unmuted). |
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3.CS.3.2
Troubleshoot simple software problems that may occur during use (e.g., refresh or close a web browser; close a program). |
Introduction to Productivity Software |
3.NI.1.1
Identify and distinguish between wireless and wired connections. |
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3.NI.2.1
Communicate electronically with others with support from peers, teachers, and others. |
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3.NI.2.2
Recognize particular websites as sources of research. |
Productivity Software Inquiry Project |
3.DA.1.1
Understand the different types of data storage (e.g., flash drives, hard drives, cloud storage). |
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3.DA.1.2
Identify various kinds of data (e.g., text, images, sounds, numbers). |
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3.DA.2.1
Discuss appropriate tools for collecting data. |
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3.DA.2.2
Represent data with bar graphs. |
Inquiry Project: Data Bar Graph Inquiry Project: Line Graph |
3.DA.3.1
Interpret and analyze given data (i.e., tables). |
Inquiry Project: Survey Bar Graph Inquiry Project: Data Bar Graph Inquiry Project: Line Graph |
3.DA.4.1
Draw conclusions from different types of graphs (i.e., scaled bar graphs, line plots). |
Inquiry Project: Data Bar Graph Inquiry Project: Line Graph |
3.DA.4.2
Discuss factors that impact accuracy. |
Inquiry Project: Data Bar Graph Inquiry Project: Line Graph |
3.AP.1.1
Describe a daily task as a sequence of steps. |
Computational Thinking: Design an Obstacle Course Computational Thinking: Design a School Computational Thinking: Design a Neighborhood |
3.AP.2.1
Describe, using picture models, an ordered list of steps to perform a simple task. |
Computational Thinking: Design an Obstacle Course Computational Thinking: Design a School Computational Thinking: Design a Neighborhood |
3.AP.3.1
Identify a simple task (e.g., eating breakfast; brushing your teeth; walking to the bus stop). |
Computational Thinking: Design a School Computational Thinking: Design a Neighborhood |
3.AP.3.2
Identify a complex task (e.g., getting ready for school). |
Computational Thinking: Design a School Computational Thinking: Design a Neighborhood |
3.AP.4.1
Use picture directions to design a series of steps to complete a simple task. |
Computational Thinking: Design an Obstacle Course Computational Thinking: Design a School Computational Thinking: Design a Neighborhood |
3.AP.4.2
Test a series of directions to successfully complete a simple task. |
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3.IC.1.1
List examples of how computing technology has changed and improved the way people live, work, and interact. |
Ethical and Responsible Use of Generative AI AI Products: Ethical and Responsible Choices Humans Vs. Machines How Machines Learn |
3.IC.2.1
Identify and discuss the relevance and appropriateness of various electronic information sources (e.g., online databases such as Discus; web search engines). |
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