A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | ||
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1 | Course | Standard | Standard Brief Description | Essential, Important, or Nice to Know | KG | 1st | 2nd | 3rd | 4th | 5th | |||||||||||
2 | 1A-AP-08 | Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. | Algorithms and Programming | E | Q2 | Q2 | Q2 | Q2/3 | Q2/3 | Q2/3 | |||||||||||
3 | 1A-AP-09 | Model the way programs store and manipulate data by using numbers or other symbols to represent information. | Algorithms and Programming | I | Q2 | Q2 | Q2 | Q2/3 | Q2/3 | Q2/3 | |||||||||||
4 | 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. | Algorithms and Programming | E | Q2 | Q2 | Q2 | Q2/3 | Q2/3 | Q2/3 | |||||||||||
5 | 1A-AP-11 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. | Algorithms and Programming | E | Q2 | Q2 | Q2 | Q2/3 | Q2/3 | Q2/3 | |||||||||||
6 | 1A-AP-12 | Develop plans that describe a programís sequence of events, goals, and expected outcomes. | Algorithms and Programming | E | Q2 | Q2 | Q2 | Q2/3 | Q2/3 | Q2/3 | |||||||||||
7 | 1A-AP-13 | Give attribution when using the ideas and creations of others while developing programs Subconcept | Algorithms and Programming | I | Q2 | Q2 | Q2 | Q2/3 | Q2/3 | Q2/3 | |||||||||||
8 | 1A-AP-14 | Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops. | Algorithms and Programming | E | Q2 | Q2 | Q2 | Q2/3 | Q2/3 | Q2/3 | |||||||||||
9 | 1A-AP-15 | Using correct terminology, describe steps taken and choices made during the iterative process of program development. | Algorithms and Programming | I | Q2 | Q2 | Q2 | Q2/3 | Q2/3 | Q2/3 | |||||||||||
10 | 1B-AP-08 | Compare and refine multiple algorithms for the same task and determine which is the most appropriate. | Algorithms and Programming | E | X | X | X | Q2/3 | Q2/3 | Q2/3 | |||||||||||
11 | 1B-AP-09 | Create programs that use variables to store and modify data. | Algorithms and Programming | I | X | X | X | Q2/3 | Q2/3 | Q2/3 | |||||||||||
12 | 1B-AP-10 | Create programs that include sequences, events, loops, and conditionals. | Algorithms and Programming | E | X | X | X | Q2/3 | Q2/3 | Q2/3 | |||||||||||
13 | 1B-AP-11 | Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process. | Algorithms and Programming | I | X | X | X | Q2/3 | Q2/3 | Q2/3 | |||||||||||
14 | 1B-AP-12 | Modify, remix, or incorporate portions of an existing program into one’s own work, to develop something new or add more advanced features. | Algorithms and Programming | E | X | X | X | Q2/3 | Q2/3 | Q2/3 | |||||||||||
15 | 1B-AP-13 | Use an iterative process to plan the development of a program by including others’ perspectives and considering user preferences | Algorithms and Programming | I | X | X | X | Q2/3 | Q2/3 | Q2/3 | |||||||||||
16 | 1B-AP-14 | Observe intellectual property rights and give appropriate attribution when creating or remixing programs. | Algorithms and Programming | I | X | X | X | Q2/3 | Q2/3 | Q2/3 | |||||||||||
17 | 1B-AP-15 | Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended. | Algorithms and Programming | E | X | X | X | Q2/3 | Q2/3 | Q2/3 | |||||||||||
18 | 1B-AP-16 | Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development. | Algorithms and Programming | I | X | X | X | Q2/3 | Q2/3 | Q2/3 | |||||||||||
19 | 1B-AP-17 | Describe choices made during program development using code comments, presentations, and demonstrations | Algorithms and Programming | I | X | X | X | Q2/3 | Q2/3 | Q2/3 | |||||||||||
20 | 1A-CS-01 | Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences. | Computer Systems | I | Q1 | Q1 | Q1 | X | X | X | |||||||||||
21 | 1A-CS-02 | Use appropriate terminology in identifying and describing the function of common physical components of computing systems (hardware). | Computer Systems | E | Q1 | Q1 | Q1 | X | X | X | |||||||||||
22 | 1A-CS-03 | Describe basic hardware and software problems using accurate terminology. | Computer Systems | E | Q1 | Q1 | Q4 | X | X | X | |||||||||||
23 | 1B-CS-01 | Describe how internal and external parts of computing devices function to form a system. | Computer Systems | I | X | X | X | Q1 | Q1 | Q1 | |||||||||||
24 | 1B-CS-02 | Model how computer hardware and software work together as a system to accomplish tasks. | Computer Systems | E | X | X | X | Q1 | Q1 | Q1 | |||||||||||
25 | 1B-CS-03 | Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies | Computer Systems | E | X | X | X | Q1 | Q1 | Q1 | |||||||||||
26 | 1A-DA-05 | Store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data. | Data and Analysis | E | X | X | Q2 | X | X | X | |||||||||||
27 | 1A-DA-06 | Collect and present the same data in various visual formats. | Data and Analysis | E | X | X | Q2 | X | X | X | |||||||||||
28 | 1A-DA-07 | Identify and describe patterns in data visualizations, such as charts or graphs, to make predictions. | Data and Analysis | I | X | X | Q2 | Q1 | Q1 | Q1 | |||||||||||
29 | 1B-DA-06 | Organize and present collected data visually to highlight relationships and support a claim. | Data and Analysis | I | X | X | Q2 | Q1 | Q1 | Q1 | |||||||||||
30 | 1B-DA-07 | Use data to highlight or propose cause-and-effect relationships, predict outcomes, or communicate an idea. | Data and Analysis | I | X | X | Q2 | Q1 | Q1 | Q1 | |||||||||||
31 | 1A-IC-16 | Compare how people live and work before and after the implementation or adoption of new computing technology. | Digital Citizenship | I | Q3 | Q3 | Q3 | Q3/4 | Q3/4 | Q3/4 | |||||||||||
32 | 1A-IC-17 | Work respectfully and responsibly with others online. | Digital Citizenship | E | Q3 | Q3 | Q3 | Q3/4 | Q3/4 | Q3/4 | |||||||||||
33 | 1A-IC-18 | Keep login information private, and log off of devices appropriately | Digital Citizenship | E | Q3 | Q3 | Q3 | Q3/4 | Q3/4 | Q3/4 | |||||||||||
34 | 1B-IC-18 | Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices. | Digital Citizenship | I | X | X | X | Q3/4 | Q3/4 | Q3/4 | |||||||||||
35 | 1B-IC-19 | Brainstorm ways to improve the accessibility and usability of technology products for the diverse needs and wants of users. | Digital Citizenship | I | X | X | X | Q3/4 | Q3/4 | Q3/4 | |||||||||||
36 | 1B-IC-20 | Seek diverse perspectives for the purpose of improving computational artifacts | Digital Citizenship | I | X | X | X | Q3/4 | Q3/4 | Q3/4 | |||||||||||
37 | 1B-IC-21 | Use public domain or creative commons media, and refrain from copying or using material created by others without permission. | Digital Citizenship | E | X | X | X | Q3/4 | Q3/4 | Q3/4 | |||||||||||
38 | 1A-NI-04 | Explain what passwords are and why we use them, and use strong passwords to protect devices and information from unauthorized access. | Internet Safety | E | Q2 | Q2 | Q2 | Q3 | Q3 | Q3 | |||||||||||
39 | 1B-NI-05 | Model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the Internet. | Internet Safety | I | X | X | X | Q3 | Q3 | Q3 | |||||||||||
40 | 1B-NI-06 | Discuss real-world cybersecurity problems and how personal information can be protected. | Internet Safety | E | X | X | X | Q3 | Q3 | Q3 | |||||||||||
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