| A | B | C | D | E | F | G | H | I | J | K | L | M | N | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | Grade Band | Standard Identifier | Concept | Subconcept | Standard | Clarifying Statement | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | Unit 6A | Unit 6B | Unit 7 |
2 | 4-6 | 4-6.CT.4 | Computational Thinking | Abstraction and Decomposition | Decompose a problem into smaller named tasks, some of which can themselves be decomposed into smaller steps. | The focus is on identifying smaller steps that solve a larger problem, recognizing that some of those steps must be broken down further until each step is manageable. | ✔️ | ✔️ | ||||||
3 | 4-6 | 4-6.CT.6 | Computational Thinking | Algorithms and Programming | Compare two or more algorithms and discuss the advantages and disadvantages of each for a specific task. | Tasks can be unplugged or related to a computer program and reflect a task with a specific result that can be checked. | ✔️ | |||||||
4 | 4-6 | 4-6.CT.9 | Computational Thinking | Algorithms and Programming | Explain each step of an algorithm or program that includes repetition and conditionals for the purposes of debugging. | Debugging frequently involves stepping or tracing through a program as if you were the computer to reveal errors. | ✔️ | |||||||
5 | 4-6 | 4-6.CT.10 | Computational Thinking | Algorithms and Programming | Describe the steps taken and choices made to design and develop a solution using an iterative design process. | An iterative design process involves defining the problem or goal, developing a solution or prototype, testing the solution or prototype, and repeating the process until the problem is solved or desired result is achieved. Describing can include speaking or writing. | ✔️ | |||||||
6 | 4-6 | 4-6.CY.1 | Cybersecurity | Risks | Explain why different types of information might need to be protected. | The emphasis is on discussing different reasons that adversaries may want to obtain, compromise, or leverage different types of information. At this stage, students should be focused on general concepts. | ✔️ | |||||||
7 | 4-6 | 4-6.CY.2 | Cybersecurity | Safeguards | Describe common safeguards for protecting personal information. | The emphasis is on describing common safeguards such as protecting devices and accounts with strong passwords, keeping software updated, and not sending sensitive information over SMS. | ✔️ | |||||||
8 | 4-6 | 4-6.CY.3 | Cybersecurity | Safeguards | Describe trade-offs between allowing information to be public and keeping information private and secure. | The focus is on considering the trade-offs of data sharing in different contexts. | ✔️ | ✔️ | ||||||
9 | 4-6 | 4-6.CY.4 | Cybersecurity | Safeguards | Model and explain the purpose of simple cryptographic methods. | The focus is on using ciphers to encrypt and decrypt messages as a means of safeguarding data. | ✔️ | |||||||
10 | 4-6 | 4-6.DL.2 | Digital Literacy | Digital Use | Select appropriate digital tools to communicate and collaborate while learning with others. | Students progress from understanding that people use digital tools to communicate and collaborate to how they use the tools. Communication and collaboration should be purposeful and, when possible and appropriate, with an authentic audience. | ✔️ | ✔️ | ||||||
11 | 4-6 | 4-6.DL.4 | Digital Literacy | Digital Use | Use a variety of digital tools and resources to create and revise digital artifacts. | The focus is on understanding the editing process when creating digital artifacts on multiple platforms. | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | ||
12 | 4-6 | 4-6.IC.1 | Impacts of Computing | Society | Describe computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices. | The focus should be on how computing technologies both influence and are influenced by society and culture. | ✔️ | |||||||
13 | 4-6 | 4-6.IC.2 | Impacts of Computing | Society | Explain how laws impact the use of computing technologies and digital information. | The focus is on how laws regulate the use of computing technologies and what might happen if those laws did not exist. | ✔️ | |||||||
14 | 4-6 | 4-6.NSD.2 | Networks and Systems Design | Hardware and Software | Model how computer hardware and software work together as a system to accomplish tasks. | A model should only include the basic elements of a computer system, including input, output, processor, and storage. | ✔️ | |||||||
15 | 7-8 | 7-8.CT.2 | Computational Thinking | Data Analysis and Visualization | Collect and use digital data in a computational artifact. | The emphasis is on designing and following collection protocols. Data sources include, but are not limited to, sensors, surveys, and polls. | ✔️ | ✔️ | ✔️ | |||||
16 | 7-8 | 7-8.CT.3 | Computational Thinking | Data Analysis and Visualization | Refine and visualize a data set in order to persuade an audience. | Refining includes, but is not limited to, identifying relevant subsets of a data set, deleting unneeded data, and sorting and organizing data to highlight trends. | ✔️ | ✔️ | ✔️ | |||||
17 | 7-8 | 7-8.CT.4 | Computational Thinking | Abstraction and Decomposition | Write a program using functions or procedures whose names or other documentation convey their purpose within the larger task. | The focus is on identifying where there is potential to use a function or procedure to create a reusable computation. | ✔️ | ✔️ | ✔️ | ✔️ | ||||
18 | 7-8 | 7-8.CT.5 | Computational Thinking | Abstraction and Decomposition | Identify multiple similar concrete computations in a program, then create a function to generalize over them using parameters to accommodate their differences. | The focus is on identifying similar expressions or sequences in code and abstracting them into functions that generalize over the similarities. | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | |
19 | 7-8 | 7-8.CT.6 | Computational Thinking | Algorithms and Programming | Design, compare, and refine algorithms for a specific task or within a program. | Algorithms can be represented in a range of formats, including flowcharts, pseudocode, or written steps. Planning the output of a program, such as with a storyboard or wireframe, is not sufficient on its own. | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | |
20 | 7-8 | 7-8.CT.7 | Computational Thinking | Algorithms and Programming | Design or remix a program that uses a variable to maintain the current value of a key piece of information. | The focus is on understanding that variables can be used to track the value of a concept in a program as it changes over time. | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | |||
21 | 7-8 | 7-8.CT.8 | Computational Thinking | Algorithms and Programming | Develop or remix a program that effectively combines one or more control structures for creative expression or to solve a problem. | The focus is on having students combine control structures, such as conditionals and loops, in such a way that they work together to achieve an outcome that could not be achieved using only one of them. | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | |||
22 | 7-8 | 7-8.CT.10 | Computational Thinking | Algorithms and Programming | Document the iterative design process of developing a computational artifact that incorporates user feedback and preferences. | At this level, the emphasis is on using the iterative design process to create a solution or prototype with the end-user in mind and to document the steps taken by the student to gather and incorporate information about the end-user into the computational artifact. | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ |
23 | 7-8 | 7-8.CY.2 | Cybersecurity | Safeguards | Describe tradeoffs among physical, digital, and behavioral safeguards that can be employed in different situations. | The emphasis is on recommending different types of security measures including physical, digital, and behavioral, for a given situation. | ✔️ | |||||||
24 | 7-8 | 7-8.DL.2 | Digital Literacy | Digital Use | Communicate and collaborate with others using a variety of digital tools to create and revise a collaborative product. | Students connect with others (students, teachers, families, the community, and/or experts) to further their learning for a specific purpose, give and receive feedback, and create a shared product. | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ |
25 | 7-8 | 7-8.IC.1 | Impacts of Computing | Society | Compare and contrast tradeoffs associated with computing technologies that affect individuals and society. | Topics that could be addressed include, but are not limited to, free speech, communication, and automation. | ✔️ | ✔️ | ✔️ | |||||
26 | 7-8 | 7-8.IC.5 | Impacts of Computing | Ethics | Analyze potential sources of bias that could be introduced to complex computer systems and the potential impact of these biases on individuals. | The focus is on understanding different factors that introduce bias into an AI system and how those biases affect people. | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | |||
27 | 7-8 | 7-8.NSD.1 | Networks and Systems Design | Hardware and Software | Design a user interface for a computing technology that considers usability, accessibility, and desirability. | The emphasis is on designing (but not necessarily creating) a user interface. Designs could include things such as written descriptions, drawings, and/or 3D prototypes. | ✔️ | ✔️ | ✔️ | |||||
28 | 7-8 | 7-8.NSD.2 | Networks and Systems Design | Hardware and Software | Design a project that combines hardware and software components. | The focus is on designing (but not necessarily creating) a system that involves collecting and exchanging data, including input, output, storage, and processing. | ✔️ | ✔️ | ✔️ | ✔️ | ||||
29 | 7-8 | 7-8.NSD.3 | Networks and Systems Design | Hardware and Software | Identify and fix problems with computing devices and their components using a systematic troubleshooting method or guide. | The focus is on identifying the source of a problem by using a structured process such as a checklist or flowchart to systematically try solutions that may fix the problem. | ✔️ | ✔️ | ||||||
30 | 9-12 | 9-12.CT.1 | Computational Thinking | Modeling and Simulation | Create a simple digital model that makes predictions of outcomes. | The focus is on using data to build alternative numerical models that can best represent a data set. | ✔️ | |||||||
31 | 9-12 | 9-12.CT.2 | Computational Thinking | Data Analysis and Visualization | Collect and evaluate data from multiple sources for use in a computational artifact. | The emphasis is on designing and following collection protocols. Data sources include, but are not limited to, sensors, web or database scrapers, and human input. | ✔️ | |||||||
32 | 9-12 | 9-12.CT.3 | Computational Thinking | Data Analysis and Visualization | Refine and visualize complex data sets to tell different stories with the same data set. | The emphasis is on refining large data sets to create multiple narratives depending upon the audience. Large data sets require use of a software tool or app to cross-reference, analyze, refine, and visualize subsets of the data. | ✔️ | |||||||
33 | 9-12 | 9-12.CT.9 | Computational Thinking | Algorithms and Programming | Systematically test and refine programs using a range of test cases, based on anticipating common errors and user behavior. | The emphasis is on perseverance and the ability to use different test cases on their programs and identify what issues are being tested in each case. | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ | |
34 | 9-12 | 9-12.IC.1 | Impacts of Computing | Society | Evaluate the impact of computing technologies on equity, access, and influence in a global society. | The focus should be on how computing technologies can both perpetuate inequalities and help to bring about equity in society. | ✔️ | |||||||
35 | 9-12 | 9-12.IC.2 | Impacts of Computing | Society | Debate laws and regulations that impact the development and use of computing technologies and digital information. | The focus is on developing and defending a claim about how a specific law related to computing technologies impacts different stakeholders. | ✔️ | |||||||
36 | 9-12 | 9-12.IC.3 | Impacts of Computing | Ethics | Debate issues of ethics related to real-world computing technologies. | The focus is on developing and defending a claim about a specific ethical dilemma related to computing technologies. | ✔️ |