| A | B | C | D | E | F | G | H | I | J | K | |
|---|---|---|---|---|---|---|---|---|---|---|---|
1 | grade level | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
2 | CS instruction | ||||||||||
3 | integrated lessons taught by dedicated CS specialist | year-long classes taught by dedicated CS specialist | |||||||||
4 | |||||||||||
5 | computational thinking | Create algorithms, or series of ordered steps, to solve problems. | |||||||||
6 | Decompose a problem, into smaller, more manageable parts. | ||||||||||
7 | Collect, analyze, and represent data effectively. | ||||||||||
8 | Evaluate algorithms by their efficiency, correctness, and clarity. | ||||||||||
9 | Demonstrate an understanding of how information is represented, stored, and processed by a computer. | ||||||||||
10 | Design and create applications that address real-world problems. | ||||||||||
11 | |||||||||||
12 | computing practice and programming | Demonstrate characteristics that promote open-ended problem solving (e.g., persistence, flexibility, patience, creativity, risk-taking). | |||||||||
13 | Use hands-on learning and the physical environment to explore computing concepts. | ||||||||||
14 | Write programs using visual (block-based) programming languages. | ||||||||||
15 | Locate and debug errors in a program. | ||||||||||
16 | Read a program and translate it into pseudocode. Explain how a particular program functions. | ||||||||||
17 | Design, code, test, and execute a program that corresponds to a set of specifications. | ||||||||||
18 | Create and modify animations and games, and present work to others. | Design, develop, publish, and present products (e.g., web pages, mobile apps, animations) to demonstrate and communicate curriculum concepts. | |||||||||
19 | Write programs using text-based programming languages. | ||||||||||
20 | Create products with a practical, personal, and/or societal purpose. | ||||||||||
21 | |||||||||||
22 | |||||||||||
23 | programming skills | Implement problem solutions using a programming language, including: | |||||||||
24 | sequence | ||||||||||
25 | for loops | while loops | nested loops | ||||||||
26 | conditional statements | ||||||||||
27 | event handling | ||||||||||
28 | functions | ||||||||||
29 | variables | ||||||||||
30 | operators | ||||||||||
31 | randomization | ||||||||||
32 | |||||||||||
33 | |||||||||||
34 | examples of suggested languages and platforms | Kodable | Scratch Jr. | Scratch | p5.js | HTML/CSS | |||||
35 | code.org | ||||||||||
36 | CS First | ||||||||||
37 | Dash & Dot | Sphero Sprk+ | |||||||||
38 | Bee-Bot | Osmo Coding | LEGO WeDo 2.0 | LEGO SPIKE Prime | Circuit Playground | Hummingbird Bit | |||||
39 | |||||||||||
40 | exemplary learning activities | Determine and input a series of sequential directions into a Bee-Bot to navigate a maze or accomplish a basic task (e.g., find the sum of 2+3). | Use basic loops to repeat a sequence of commands in order to guide fuzz balls through a maze in Kodable. | Create a dot-to-dot puzzle using cartesian coordinates in Scratch then program a sprite to solve the puzzle. | Attach a dry erase marker to a Dash robot and then program it to draw geometric shapes on a whiteboard mat. | Use basic video game concepts to create games that include conditionals, loops, and event-handlers in Scratch. | Attach sensors to a SPIKE Prime robot and then program it to stop when it "sees" red and go when it "sees" green. | Create a "choose-your-own adventure" app using App Lab. | Work in teams to identify issues in the real world, brainstorm ways to address those problems, and then build apps to solve them. | ||
41 | |||||||||||
42 | computers and communication devices | Demonstrate an understanding of the relationship between hardware and software. | |||||||||
43 | Understand and use input and output devices. | ||||||||||
44 | Apply strategies for identifying and solving routine problems that occur during everyday computer use. | ||||||||||
45 | Identify major computer components. | ||||||||||
46 | Describe the components and functions of computer systems and networks. | ||||||||||
47 | |||||||||||
48 | community, global, and ethical impacts | Use information and technology responsibly and ethically. | |||||||||
49 | Understand the pervasiveness of computing in daily life. | Analyze the effects of computing on society within economic, social, and cultural contexts. | |||||||||
50 | Identify careers that utilize computing and technology. | ||||||||||
51 | Describe the widespread impact of the internet in connecting people and ideas from around the world. | ||||||||||
52 | Use computing to positively impact the community. | ||||||||||
53 | |||||||||||
54 | collaboration | Work cooperatively and collaboratively with peers, teachers, experts, and others. | |||||||||
55 | Engage in pair programming, as both "driver" and "navigator." | ||||||||||
56 | Collaboratively design, develop, publish, and present projects using technology resources that demonstrate and communicate curriculum concepts. | ||||||||||
57 | Exhibit qualities necessary for collaboration: providing useful feedback, integrating feedback, understanding and accepting multiple perspectives, and exhibiting flexibility. | ||||||||||
58 | |||||||||||
59 | grade level | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
60 | |||||||||||
61 | notes | The items listed above provide an overview of the essential knowledge and skills to be taught in STEM classes at each grade level and is not intended to be exhaustive. While also important, we have purposefully omitted skills related to using technology effectively and responsibly (e.g., digital literacy, basic computing, keyboarding, creating documents/spreadsheets/presentations, digital citizenship, using technology to collaborate or access online content), as these skills should be incorporated into all classes. | |||||||||
62 | |||||||||||