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1 | New York State K–12 Computer Science and Digital Fluency Learning Standards | ||||||||||||||||||||||||||||||
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4 | Grade Band | Progression | Standard Identifier | Standard | Clarifying Statement | Concept | Subconcept | Example 1 | Example 2 | Example 3 | Example 4 | Grade Implemented | Subject Implemented | Project | Teacher Feedback | ||||||||||||||||
5 | 2-3 | IC.1 | 2-3.IC.1 | Identify and analyze how computing technology has changed the way people live and work. | The focus should be on how advancements in computing technology have changed careers and lives. | Impacts of Computing | Society | Students could discuss how technology has impacted what jobs are available, like IT support and website design. | Students could be shown a card catalog and discuss how much more difficult it was to find library books compared to now when they can use an online catalog (OPAC) to search. | Students could discuss how computer technology has made certain jobs easier. | Connecting real-world situations with robotics to make jobs easier. | 2nd and 3rd Grade | Digtial Media Specialist and ED Tech Specialist | Example Number 2 - students should be able to use the OPAC to search for books independently. https://web.kamihq.com/web/viewer.html?state=%7B%22ids%22%3A%5B%221gDck7vcjWl24j9aM14GWrW2jysT5hQjz%22%5D%2C%22action%22%3A%22open%22%2C%22userId%22%3A%22117054326450191207966%22%2C%22resourceKeys%22%3A%7B%7D%7D&kami_user_id=8391181 | |||||||||||||||||
6 | 2-3 | IC.2 | 2-3.IC.2 | Compare and explain rules related to computing technologies and digital information. | The focus is on having students understand why rules around computing technology can change depending upon the setting. | Impacts of Computing | Society | Compare classroom/ playground rules with internet/computer rules on chart paper with the class. Include the ways these rules are meant to keep them safe. | Students could create digital posters that show what information is ok to share and what is not ok to share online. | Compare devices with parental controls turned on versus off. Discuss why these controls exist? | 2nd and 3rd Grade | Social Studies (classroom teacher) and Library ( Digital Media Specialist) | Beginning of Year - setting up classroom community - resouces on Common Sense Media (grade 3 https://www.commonsense.org/education/digital-citizenship/lesson/our-digital-citizenship- pledge, and grade 2 https://www.commonsense.org/education/digital-citizenship/lesson/who-is-in-your-online-communityNearpod and https://www.commonsense.org/education/digital-citizenship/lesson/we-the-digital-citizensKeyboarding without Tears - Also, teacher may set up time for Technology Intergraton Specialist to assist with these lessons. | ||||||||||||||||||
7 | 2-3 | IC.3 | 2-3.IC.3 | Discuss and explain how computing technology can be used in society and the world. | The focus is on examples of computing technology that were invented to solve broader problems in society, or existing technology platforms that can have many purposes. | Impacts of Computing | Ethics | Students could study the history of cell phones. They were invented to communicate using voice only, but now they can also take pictures, record sound, allow video conferencing, and browsing on-line content, and playing with apps. | Students can be ‘inventors’ and design a technology that makes their life easier. They can then explore technology that also relates to that field. | Students can discuss the importance of where they get their information from, and why it’s important to check their sources. This will be in conjuction with their first research project in the library. | 3rd grade | Digital Media Specialist | Students research a country that is part of their heritage. | ||||||||||||||||||
8 | 2-3 | IC.4 | 2-3.IC.4 | Identify public and private digital spaces. | The focus is on identifying digital spaces in the context of sharing or accessing information, such as an online platform where students submit work (private) versus public websites that anyone can access. | Impacts of Computing | Ethics | Create a chart with students that identifies public websites vs. private digital spaces. Examples can be a closed class space to share pictures vs. pictures posted to social media. | After discussing what is ok to share online, students create a “billboard” of themselves. They can draw or write on a pretend billboard sign anything that is ok to share online, no private information. | Breakout EDU lesson with protecting your private information. | 2nd and 3rd Grade | ED Tech Specialist | Lesson from Keyboarding without Tears, Breakout EDU, Common Sense Media, and Nearpod - 2nd grade: https://www.commonsense.org/education/digital-citizenship/lesson/thats-private and 3rd grade https://www.commonsense.org/education/digital-citizenship/lesson/this-is-me | ||||||||||||||||||
9 | 2-3 | IC.5 | 2-3.IC.5 | Identify and discuss how computers are programmed to make decisions without direct human input in daily life. | The focus is on describing computing technology that relies on a program, settings, and data to make decisions without direct human involvement. | Impacts of Computing | Ethics | Students can think about streaming services in terms of what suggestions are offered based on viewing habits. | Teachers can pull programs such as: Reflex, Go Guardian, IXL, Raz Kids, and Code.org to show growth and usage | 3rd Grade | Teacher and ED Tech Specialist | This can be an ongoing project to show students that a report can be pulled from any website | |||||||||||||||||||
10 | 2-3 | IC.6 | 2-3.IC.6 | Identify and discuss factors that make a computing device or software application easier or more difficult to use. | The focus is on identifying choices developers make when designing computing devices and software and considering the pros and cons when making those choices. | Impacts of Computing | Accessibility | Students might compare a travel keyboard with a standard keyboard and note that one is easier to carry around but difficult to type with, while the other might be easier to type with but difficult pack into a bag. | Voice recognition software could be explored to see examples of what makes it work well or not as well. | Compare a laptop/chrome book/tablet to a desktop computer in a chart with the class. Discuss where each would be better used. | 3rd Grade | ED Tech Specialist | In the beginning of the year, students will spot the differences between Chromebooks vs. desktops. A Venn Diagram can show the similarities and differences. | ||||||||||||||||||
11 | 2-3 | IC.7 | 2-3.IC.7 | Identify a diverse range of roles and skills in computer science. | The focus is not just on jobs in computer science, but also the skills and practices that are important for careers in the field of computer science. | Impacts of Computing | Career Paths | Students could take on the role of “programmer” during computer science lessons. A teacher might emphasize that programmers collaborate to solve problems with code. | Students can study inventions that were created by youth and explore fields of study as a nonfiction project. | Students can search for different types of computer science jobs on the internet with teacher supervision. | Inviting parents and/or vistors to come and showcase their careers in computer science. | 3rd Grade | Digital Media Specialist | Have a Career Fair Highlighting the Use of Technology - invite in members of community and beyond | |||||||||||||||||
12 | 2-3 | CT.1 | 2-3.CT.1 | Create a model of an object or process in order to identify patterns and essential elements of the object or process. | The emphasis is on essential components represented in the model to achieve desired results and assist in identifying patterns in the world around us, such as cycles in nature or tessellations. | Computational Thinking | Modeling and Simulation | Students could use tangram manipulatives to create models of different buildings in their neighborhood. Then, the class could compare the models to identify common shapes within the building models. | Students can simulate the first four numbers in a number pattern through an unplugged activity (e.g., the teacher labels tiles on the floor with the numbers 1-10 and asks four students to stand on tiles 2, 4, 6, and 8). Then students discuss the relationship between the numbers and the number of tiles between students and then they predict the next value in the pattern. (MATH) | Students can make posters depicting the life cycles of various animals. They can use these posters to identify similarities and differences in the lives of different animals.(SCIENCE) | 2nd and 3rd Grade | Classroom Teacher | Example 2 and 3 | ||||||||||||||||||
13 | 2-3 | CT.2 | 2-3.CT.2 | Identify and describe data-collection tools from everyday life. | The emphasis is on identifying various tools in everyday life that collect, sort, and store data, such as surveys, spreadsheets, and charts. | Computational Thinking | Data Analysis and Visualization | Students could identify automated sensors, such as the automated doors, a Fitbit, digital thermometers, and an accelerometer in devices. (SCIENCE) | Students could tour their school building and identify tools used to collect data about students and the school (e.g., bulletin board in the library tracking number of books read by students). | This standard is in the Math and Science curriculum. | 2nd and 3rd Grade | Classroom Teacher | Math and Science Programs address this with graphing. | ||||||||||||||||||
14 | 2-3 | CT.3 | 2-3.CT.3 | Present the same data in multiple visual formats in order to tell a story about the data. | The emphasis is on using the visual representation to make the data meaningful. Options for presenting data visually include tables, graphs, and charts. | Computational Thinking | Data Analysis and Visualization | Students could collect temperature data over a week then use it to create a data table and line graph. They could then use the graph to communicate what the weather was like that week. (SCIENCE, MATH) | Compare attendance data within a class and across a grade level comparing the results. (MATH) | 2nd and 3rd Grade | Classroom Teacher | Math and Science Resources already address this. | |||||||||||||||||||
15 | 2-3 | CT.4 | 2-3.CT.4 | Identify multiple ways that the same problem could be decomposed into smaller steps. | The focus is on identifying how to break apart a problem into smaller steps, while understanding that there can be multiple valid sequences of steps that solve the same problem. | Computational Thinking | Abstraction and Decomposition | Students could write down possible steps to get from one room to another at school. Students can then compare their steps with their classmates to identify similarities and differences. | Students will learn through basic coding skills by programming each other to complete a task. This can be done with premade command cards. | 2nd Grade | ED Tech Specialist | Example 2 and on-going with using Code.org | |||||||||||||||||||
16 | 2-3 | CT.5 | 2-3.CT.5 | Identify the essential details needed to perform a general task in different settings or situations. | Some details are essential to performing a task, while others are not (E.g., some may be so common that they don’t need to be stated). | Computational Thinking | Abstraction and Decomposition | Students could observe that they know how to deliver an item to another classroom just by being told the item and the room number; they do not need to be told how to walk or how to carry the item. | 2nd and 3rd Grade | Ed Tech Specialist | Students can utilize coding websites such as: code.org, Code Combat, Hour of Code, robotics, etc. | ||||||||||||||||||||
17 | 2-3 | CT.6 | 2-3.CT.6 | Create two or more algorithms for the same task. | The task can be a familiar activity or more abstract. The focus is on finding more than one way to reach the same goal. | Computational Thinking | Algorithms and Programming | Students could plan two routes for a robot or other character to reach the same location. | Students could write “How To” guides for the same task. Students might showcase their work, explaining the steps. (ELA) | Students could use printed out arrows to create an algorithm for different ways of getting through a maze. Students would place the arrows on the grid to get a character through the maze. | 3rd Grade | Ed Tech Specialist | Teaching students about looping and the if/then else statements, and Scratch Jr. | ||||||||||||||||||
18 | 2-3 | CT.7 | 2-3.CT.7 | Name/label key pieces of information in a set of instructions, noting whether each name/label refers to a fixed or changing value. | The focus is on identifying key pieces of information, labeling them with a descriptive name, and observing which labels refer to different values each time the instructions are given and which values stay the same. | Computational Thinking | Algorithms and Programming | Students could read the lyrics of a song and label its different components (e.g., verse, chorus). They can discuss which components change (e.g., verses) and which stay the same (e.g., chorus). (MUSIC) | Students could create a plan for arranging tables at a party, providing a name for factors such as number of tables and number of attendees. Students can then identify which factors change if there are 10 vs 20 vs 100 people who attend. | 3rd Grade | Music, Classroom Teacher, and ED Tech Specialist | Example 1 - Music Teacher Example 2 - Classroom Teacher during math ED Tech Specialist will teach students how to organize their Google Drive at the end of the year | |||||||||||||||||||
19 | 2-3 | CT.8 | 2-3.CT.8 | Identify steps within a task that should only be carried out under certain precise conditions. | The focus should be on recognizing that some steps in a task only get carried out some of the time, and that the conditions can be precisely described. | Computational Thinking | Algorithms and Programming | Students could choreograph a dance using an algorithm. They would identify when dance steps are repeated. (PHYSICAL EDUCATION) | 3rd Grade | Ed Tech Specialist | Students will be given a robot to program to dance or play a musical piece. The Dash robot can be the main source for programming this standard. How to Build A Sandcastle: https://docs.google.com/presentation/d/1TIj1oIL-Gt1JkycSmwSIYhgsw4Nln79I06GqArwCLzE/edit?usp=sharing | ||||||||||||||||||||
20 | 2-3 | CT.9 | 2-3.CT.9 | Identify and debug errors within an algorithm or program that includes sequencing or repetition. | The focus should be on having students identify error(s) in an algorithm and suggest changes to fix the algorithm. | Computational Thinking | Algorithms and Programming | Different groups can create algorithms for classroom tasks, and the other groups can follow them and identify what was wrong in the instructions given and what needs to be clarified. | Teachers could give the students directions to go to a specific landmark but include one wrong turn. Students identify the wrong turn and determine the correct set of directions. | Discuss proof reading and why fixing mistakes helps your work. Include homonyms. (ELA) | 2nd and 3rd Grade | Ed Tech Specialist | Students can use robots and coding applications to learn how to debug. | ||||||||||||||||||
21 | 2-3 | CT.10 | 2-3.CT.10 | Develop and document a plan that outlines specific steps taken to complete a project. | The focus should be on developing and documenting a plan in writing, using appropriate tools (such as a storyboard or story map). | Computational Thinking | Algorithms and Programming | Students could develop a story map or storyboard to illustrate the steps their class takes to walk from their classroom to the cafeteria. | As a group, students can create an algorithm representing a process of getting ready for school in the morning. Students then might revise the algorithm to reflect their own morning routines. | Students could modify an existing class routine to accommodate a special event or schedule change. | 2nd and 3rd Grade | ED Tech Specialist | Students will use robots to complete a task that is given. | ||||||||||||||||||
22 | 2-3 | NSD.1 | 2-3.NSD.1 | Describe and demonstrate several ways a computer program can receive data and instructions (input) and can present results (output). | The focus is on choosing and demonstrating different computing technologies to receive and present results depending on the task. | Networks and Systems Design | Hardware and Software | Students could use multiple ways to receive data such as keyboard, microphone, camera, and a stream of data; and on ways it can present results, such as [changing] pictures on a screen, sounds, and [lists of] numbers. | Students can try out different input/output methods, such as text can be input through a keyboard, a touch screen, or even microphone (voice to text). | Student could use sensors (i.e., temperature, motion, heat, light) to collect input. (SCIENCE) | 3rd Grade | Media Specialist, ED Tech Specialist, and Classroom Teacher | Using Google Slides and Documents, students can input using voice to text and other tools. Book Creator can also be utilized to create audio and visual books. | ||||||||||||||||||
23 | 2-3 | NSD.2 | 2-3.NSD.2 | Explain the function of software in computing systems, using descriptive/precise language. | The focus is on understanding how software helps to complete computing tasks. | Networks and Systems Design | Hardware and Software | Students can explain how to use apps, web browsers, operating systems, as well as internal hardware, CPU, motherboard, and memory. | Students can discuss the difference between apps, browsers, and operating systems. Teachers can compare the body/mind connection to hardware/software to help students understand the differences. | 3rd Grade | ED Tech Specialist | Nearpod Lesson and taking apart a computer. | |||||||||||||||||||
24 | 2-3 | NSD.3 | 2-3.NSD.3 | Describe and attempt troubleshooting steps to solve a simple technology problem. | The focus is on building problem-solving techniques for self-help, such as making sure speakers are turned on or headphones are plugged in, or making sure that the caps lock key is not on, to narrow down a problem. | Networks and Systems Design | Hardware and Software | Students should try to fix a simple error like their monitor will not turn on (make sure it’s plugged in). | 3rd Grade | ED Tech Specialist and possibly Classroom Teacher | When technology issues arise, students can try to solve them with teacher assistance. | ||||||||||||||||||||
25 | 2-3 | NSD.4 | 2-3.NSD.4 | Recognize that information can be communicated using different representations that satisfy different rules. | The focus is on understanding that information is converted in a special way so it can be sent through wires or waves through the air. | Networks and Systems Design | Networks and the Internet | Students could learn about Morse code, which converts letters into a series of taps. This allows the message to be sent through physical objects (i.e., tapping on a wall to send a message to someone in the next room). The taps can also be converted into electrical signals that can be sent through wires. | Students could research how telephones work. | 3rd Grade | ED Tech Specialist | Students can learn through binary coding and also discussing cloud computing. | |||||||||||||||||||
26 | 2-3 | NSD.5 | 2-3.NSD.5 | Describe and navigate to various locations where digital information can be stored. | The focus is on being able to navigate and save a file to a specific location. | Networks and Systems Design | Networks and the Internet | Have students identify multiple places to store information, like hard drives, thumb drives and cloud storage. | 3rd Grade | ED Tech Specialist | Using Google Slides, students will learn how to take a picture using their Chromebook and then inputting into their slides. | ||||||||||||||||||||
27 | 2-3 | CY.1 | 2-3.CY.1 | Compare reasons why an individual should keep information private or make information public. | The focus should be on potential effects, both positive and negative, for making information public. | Cybersecurity | Risks | Students could take strips of paper with information like phone numbers, birthdays, pets names, passwords, etc. Then place the paper strips into the categories “ok to share with everyone,” “ok to share with people you know,” and “keep private” on a shared chart. | Create cards with two characters digital footprints. One person would have a digital footprint that contains a lot of personal and private information, the other would have some. Have students discuss when and what is ok to share. | 2nd and 3rd Grade | ED Tech Specialist and possibly Classroom Teacher | Digital Footprint Lesson with Common Sense Media https://www.commonsense.org/education/digital-citizenship/curriculum | |||||||||||||||||||
28 | 2-3 | CY.2 | 2-3.CY.2 | Compare and contrast behaviors that do and do not keep information secure. | The emphasis is on recognizing and avoiding potentially harmful behaviors, such as sharing private information online or not logging off a public computer. | Cybersecurity | Safeguards | Students can discuss and chart positive online behaviors and harmful behaviors that can put their personal information at risk. | 2nd and 3rd Grade | Ed Teach Specialist, Digital Media Specialist and Classroom Teacher | Pear Deck Lesson on how to post, Common Sense, Keyboarding without Tears lessons https://www.commonsense.org/education/digital-citizenship/curriculum Students can explore Interland https://beinternetawesome.withgoogle.com/en_us/educators | ||||||||||||||||||||
29 | 2-3 | CY.3 | 2-3.CY.3 | Identify why someone might choose to share an account, app access, or devices. | The focus is on explaining how user habits and behaviors should be adjusted based on who shares a device and/or application. | Cybersecurity | Safeguards | Students could discuss who has access to shared accounts and why it might be both helpful and risky. They might consider an account that is shared with family members to stream movies or an educational app that is shared by the entire class. | 2nd and 3rd Grade | Everybody | Pear Deck Lesson on how to post, Common Sense, Keyboarding without Tears lessons https://www.commonsense.org/education/digital-citizenship/curriculum | ||||||||||||||||||||
30 | 2-3 | CY.4 | 2-3.CY.4 | Encode and decode a short message or phrase. | The focus is on having one student encode a word or message, and a different student, using the same key, decode it. You might encourage students to develop their own coding scheme. | Cybersecurity | Safeguards | Students could make their own simple code with a partner and exchange messages. | 2nd Grade | Tech Intergrator | Students will be partnered up and will be give cards with different tasks to complete. They will program each other. Code.org | ||||||||||||||||||||
31 | 2-3 | CY.5 | 2-3.CY.5 | Identify unusual activity of applications and devices that should be reported to a responsible adult. | The emphasis is on recognizing situations in which students should notify a trusted adult when a device or application does not perform as expected (pop-ups, authentication, and/or loading issues). | Cybersecurity | Response | Students could explain that they should not click on pop-ups or click-bait in an app or online, and also report any unusual behavior such as applications not loading or opening. | Students explain the similarities between chatting online and real life with strangers. | Students can discuss the impact of accidental voice ordering or calling. | 2nd & 3rd Grade | All | This comes up naturally in the classroom when students are using devices. Students can typically are observant when things happen to their device. | ||||||||||||||||||
32 | 2-3 | DL.1 | 2-3.DL.1 | Locate and use the main keys on a keyboard to enter text independently. | Students should be introduced to keyboarding and begin to receive direct instruction in keyboarding in third grade, with a focus on form over speed and accuracy. | Digital Literacy | Digital Use | Students use a keyboard to type a narrative written during a writing workshop to create a class book of stories. (ELA) | 2nd & 3rd Grade | Digital Media Specialist | Complete the Keyboarding Without Tears coarsework for grade level | ||||||||||||||||||||
33 | 2-3 | DL.2 | 2-3.DL.2 | Communicate and work with others using digital tools to share knowledge and convey ideas. | The focus is on using digital tools to communicate and collaborate in order to expand knowledge and effectively convey ideas. | Digital Literacy | Digital Use | Students can each poll the class on different likes/dislikes and present the information to the class. | Students use a shared online document to add to a graphic organizer about a book read in a Guided Reading lesson. (ELA) | Towards the end of 2nd & 3rd Grade | Classroom Teacher & Digital Media Specialist | Presenting ideas and thoughts through Google Suite products throughtout the year (cross-curriculum) | |||||||||||||||||||
34 | 2-3 | DL.3 | 2-3.DL.3 | Conduct basic searches based on student-identified keywords. | Students will identify keywords with which to perform an internet search using teacher-approved tool(s) to obtain information. | Digital Literacy | Digital Use | Students can be given a topic and they decide on a short list of key words to search for that topic. | Students could use search tools in multiple subject areas on a multitude of topics. | 3rd Grade | Classroom Teacher & Digital Media Specialist | Using Google search engine to research any questions they nay have and/or how to troubleshoot | |||||||||||||||||||
35 | 2-3 | DL.4 | 2-3.DL.4 | Use a variety of digital tools and resources to create digital artifacts. | Different digital tools are used for different purposes, such as communicating, collaborating, researching, and creating original content. | Digital Literacy | Digital Use | Student can use presentation software for an individual book report or for a group project. (ELA) | Students could use a variety of digital tools and resources to create, revise and/or publish artifacts in multiple subject areas. | Towards the end of 2nd & 3rd Grade | Classroom Teacher & Digital Media Specialist | Presenting ideas and thoughts through Google Suite products throughtout the year (cross-curriculum) Link to google digital lessons https://applieddigitalskills.withgoogle.com/c/en/curriculum.html?audience=late_elementary&sort=popularity | |||||||||||||||||||
36 | 2-3 | DL.5 | 2-3.DL.5 | This Standard begins in Grade Band 4–6. | |||||||||||||||||||||||||||
37 | 2-3 | DL.6 | 2-3.DL.6 | Describe ways that information may be shared online. | The focus is on how personal information, both public and private, becomes available online and understanding ways their information can be shared. | Digital Literacy | Digital Citizenship | The teacher leads a discussion about photos found online: how people post them, how they sometimes let other people see them, and sometimes they choose to keep them private, and how if the students are playing a game and the game wants to take their picture, they need to ask a responsible grown-up if it’s ok. | The teacher can introduce students to the differences between blogs, social media, news sources and provide examples of public records, personal web pages, social media posts, etc. | 2nd and 3rd grade | Digital Media Specialist and classroom Teacher | https://www.commonsense.org/education/digital-citizenship/curriculum | |||||||||||||||||||
38 | 2-3 | DL.7 | 2-3.DL.7 | Understand what it means to be part of a digital community and describe ways to keep it a safe, respectful space. | The focus is on describing actions with students and having them discuss whether those actions would be safe, responsible, respectful, and/or ethical using technology and/or online spaces. | Digital Literacy | Digital Citizenship | Students can be part of a digital classroom and discuss way to keep it a safe space like no name calling, or rude comments. | Students could discuss what some of the consequences are for spreading or using false information, and how to make sure its true information. | 2nd and 3rd grade | Digital Media Specialist and classroom Teacher | https://www.commonsense.org/education/digital-citizenship/curriculum and use Be Internet Awesome https://beinternetawesome.withgoogle.com/en_us/interland | |||||||||||||||||||
39 | 4-6 | IC.1 | 4-6.IC.1 | 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. | Impacts of Computing | Society | Students could discuss how technology, such as GPS systems, have influenced communication, relationships, travel, and the practices of cultural traditions and customs. (SOCIAL STUDIES) | Students could interview an older family member and ask how they were able to keep in touch with people that did not live close by and compare it to the way that students may communicate with someone that lives elsewhere. (SOCIAL STUDIES) | Have students visit webpages that translate into different language and discuss how this can help people with an internet connection access information. (FOREIGN LANGUAGE) | Students could compare answers where one group only uses book resources and another group uses technology to answer questions. They can then discuss how technology changes their availability to information. | 4th Grade | Social Studies | Example 1, Technology Timeline | |||||||||||||||||
40 | 4-6 | IC.2 | 4-6.IC.2 | 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. | Impacts of Computing | Society | Students could identify how government regulation of the internet affects people’s access to information. (SOCIAL STUDIES) | Students could identify laws at the state level and at the national level that address cybersecurity threats. (SOCIAL STUDIES) | Students could identify commissions that study and provide guidance on laws related to computing technologies. (SOCIAL STUDIES) | Help students to understand the laws about digital information and identify what are considered illegal postings, such as threatening others. | 4-6 | Help students to understand the laws about digital information and identify what are considered illegal postings, such as threatening others. | ||||||||||||||||||
41 | 4-6 | IC.3 | 4-6.IC.3 | Explain current events that involve computing technologies. | Explanations should be grade-level appropriate to ensure understanding of current events and the related computing technologies. | Impacts of Computing | Ethics | Students might read an informational text about an interdisciplinary topic and be able to explain the connection with computing technologies that were presented in the text.(ELA) | Student can post to a discussion board about a current event or technology trend. (SOCIAL STUDIES) | Students can create digital artifacts about a new technology that they explored. | 4th | ELA/Social Studies/Digital Media Specialist | Technology Current Event Project via Jamboard (Example 1&2) | ||||||||||||||||||
42 | 4-6 | IC.4 | 4-6.IC.4 | Explain who has access to data in different digital spaces. | The focus is on identifying different groups who might have access to data stored or posted in different places, including companies. | Impacts of Computing | Ethics | Students could explain that things posted to online accounts can be accessed by “friends” and “strangers” that they share data with. | Talk about posting things on social media. What things do they need to keep private? What settings should be turned on? | Students could create a contract with their parents about what is ok and not ok to post publicly. | 4th | Digital Media Specialist | Privacy and Personal Information | ||||||||||||||||||
43 | 4-6 | IC.5 | 4-6.IC.5 | Explain how computer systems play a role in human decision-making. | The focus is on explaining a range of ways that humans interact with AI to make decisions. | Impacts of Computing | Ethics | Students could discuss how recommendation algorithms influence what people select on video and music websites and applications. | Students could discuss AI that is designed to help professionals make decisions like algorithms that help doctors diagnose patients or that help judges decide on sentencing. | Students can create basic chat bots based on simple questions and then use discuss how these can have real life uses. | Have students use a maps program or GPS to give different route options and then can pick which one to go based on a set of criteria (avoid tolls, highways, fastest, etc.). (SOCIAL STUDIES) | 5-6 | Social Studies | Have students use a maps program or GPS to give different route options and then can pick which one to go based on a set of criteria (avoid tolls, highways, fastest, etc.). | |||||||||||||||||
44 | 4-6 | IC.6 | 4-6.IC.6 | Identify and explain ways to improve the accessibility and usability of a computing device or software application for the diverse needs and wants of users. | The focus is on identifying the needs and wants of diverse end-users and purposefully considering potential perspectives of users with different backgrounds, ability levels, points of view, and abilities. | Impacts of Computing | Accessibility | Students could use both text and speech when they create and convey information in a game that they program. Students might make recommendations for making an app easier to navigate. | Analyze specific classroom applications from the perspective of different disabilities and offer suggestions. | ||||||||||||||||||||||
45 | 4-6 | IC.7 | 4-6.IC.7 | Identify a diverse range of role models in computer science. | The emphasis of this standard is the opportunity to personally identify with a range of diverse people in the field of computer science. | Impacts of Computing | Career Paths | A teacher might provide leveled articles for students to read about people in computer science that reflect diversity in race/ethnicity, gender, disability, sexual orientation, and other characteristics. (ELA) | A teacher could invite experts from various fields to video chat or visit the classroom to showcase what they do and allow students to ask questions. | Have students watch a video on diverse fields in computer science. | Students could research historical figures in Computer Science and computer device history. (SOCIAL STUDIES) | Have a Career Fair Highlighting the Use of Technology - invite in members of community and beyond | |||||||||||||||||||
46 | 4-6 | CT.1 | 4-6.CT.1 | Develop a computational model of a system that shows changes in output when there are changes in inputs. | The emphasis is on understanding, at a conceptual level, that models or simulations can be created to respond to deliberate changes in inputs. | Computational Thinking | Modeling and Simulation | Students could use the movement of a rope to simulate a sound wave and then explain what happens (in terms of pitch) if they slow down (lower pitch) or speed up (higher pitch) the oscillations modeled by the simulation of sound waves using the rope. (SCIENCE) | Students could connect input/output to science with plants and the impact when the inputs change (e.g. light, watering). (SCIENCE) | Students an connect it to changing ingredients or amounts of ingredients in a recipe changes the outcome. They can compare this to a computer system. | Students could connect it to exercise and how the heart rate changes based on different inputs. (PHYSICAL EDUCATION) | https://read.bookcreator.com/WxEiGe7yALgPomrw4GfiCYXuc403/Umh4nBknQfiiBLn7JfI8hA | |||||||||||||||||||
47 | 4-6 | CT.2 | 4-6.CT.2 | Collect digital data related to a real-life question or need. | The emphasis is on using digital tools to collect and organize multiple data points. | Computational Thinking | Data Analysis and Visualization | Students could create a classroom poll or survey using digital tools and report the results to the class. | Put out a survey to the school community to gather feedback on lunch choices, new recess equipment, etc. and see how the survey populates a spreadsheet to show the data. | Students could use digital balances to collect the masses of different objects to identify the heaviest object. (SCIENCE) | Students can enrich their scientific inquiry by using a digital platform to collect data from an experiment. (SCIENCE) | 5-6 | Art | https://read.bookcreator.com/WxEiGe7yALgPomrw4GfiCYXuc403/Umh4nBknQfiiBLn7JfI8hA | |||||||||||||||||
48 | 4-6 | CT.3 | 4-6.CT.3 | Visualize a simple data set in order to highlight relationships and persuade an audience. | The emphasis is on identifying and organizing relevant data to emphasize particular parts of the data in support of a claim. | Computational Thinking | Data Analysis and Visualization | Students could use a spreadsheet program to create a data table and graph of student interests and hobbies in their class and sort them by category. (MATH) | Students could sort a data set of sports teams by wins, points scored, or points allowed. (MATH) | Students could collect a variety of data to highlight relationships and persuade an audience in multiple subject areas. | Grade 5 | Math | Students could sort a data set of sports teams by wins, points scored, or points allowed. | ||||||||||||||||||
49 | 4-6 | CT.4 | 4-6.CT.4 | 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. | Computational Thinking | Abstraction and Decomposition | Students could plan a classroom party by separating the task (party) into subtasks such as food, activities, and prizes. The subtasks could then be broken down into further into steps like determining which activities could be present and planning what order to do each activity. | Science experiments where something is built (like a circuit) and what parts are repeated vs changed. (SCIENCE) | Students can determine how to write their name with the least amount of pen strokes, or on a computer program, the least number of steps. | Grade 5 | Science | new science curriculum | ||||||||||||||||||
50 | 4-6 | CT.5 | 4-6.CT.5 | Identify and name a task within a problem that gets performed multiple times while solving that problem, but with slightly different concrete details each time. | The focus is on recognizing that the same general steps are often repeated while solving a problem, even though some of the details may differ. | Computational Thinking | Abstraction and Decomposition | Students could tabulate the results of a survey noting that they are asked to compute the sum or average of multiple different columns within a dataset. (MATH) | Grades 5 and 6 | Math | mean, median, mode unit | ||||||||||||||||||||
51 | 4-6 | CT.6 | 4-6.CT.6 | 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. | Computational Thinking | Algorithms and Programming | Students could compare algorithms for making a culturally relevant food item (i.e. pb&j, doner, bahn mi, etc.). Students could then choose an algorithm and explain the reason for their choice. Possible reasons for their choices might include the detail, the fewest steps, or it describes the process most similar to how they make the item at home. | Compare math approaches for a designated problem and see which is more efficient and why. (MATH) | Students could plan two routes to a certain location and compare the routes to see which is faster, less mileage or fewest stop lights. Then discuss which is the best route and why. (SOCIAL STUDIES) | Grade 5 | Math | Compare math approaches for a designated problem and see which is more efficient and why. | ||||||||||||||||||
52 | 4-6 | CT.7 | 4-6.CT.7 | Identify pieces of information that might change as a program or process runs. | The focus is on identifying information that needs to be updated as a computation progresses. | Computational Thinking | Algorithms and Programming | Students can explore how their history of recent documents change over the course of time, depending on what files they are opening. Another example can be music applications that track the number of times a song is played. | Grade 5 | Digital Media Specialist | https://docs.google.com/presentation/d/e/2PACX-1vTGTGi7QL7WTCGYphvVjN1vDamiIqNKKeyJkVall0TWdqr-x5k8Iu_QU8rSIxwh3jLgVrSHEbEXwivK/pub?slide=id.p4 | ||||||||||||||||||||
53 | 4-6 | CT.8 | 4-6.CT.8 | Develop algorithms or programs that use repetition and conditionals for creative expression or to solve a problem. | The focus is on having students work with each of conditionals and repetition (loops or iteration), but without having to use them in conjunction with one another. | Computational Thinking | Algorithms and Programming | Students could guide a paper mouse through a maze to find cheese by developing a set of rules for the “mouse” to follow. Rules could include the following: move forward one space and repeat until the mouse hits a wall, and if there is a wall, turn left then move forward. | Students could program a math quiz that uses conditionals to check the user’s answers and display a response. The students could use a loop to make a sprite dance when the user completes the quiz. (MATH) | Students could use Boolean expressions and conditionals to analyze a group of numbers. | https://studio.code.org/s/course1/lessons/5/levels/1 | ||||||||||||||||||||
54 | 4-6 | CT.9 | 4-6.CT.9 | 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. | Computational Thinking | Algorithms and Programming | Students could describe how a sprite will behave when different values are passed into a conditional statement. | Students could consider code snippets with bugs and collaborate with peers to find the errors by reading and discussing the code. | Students can create steps for a problem in multiple subject areas, then have another student follow the steps exactly. Describe and debug any issues. | Digital Media Specialist | ||||||||||||||||||||
55 | 4-6 | CT.10 | 4-6.CT.10 | 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. | Computational Thinking | Algorithms and Programming | Starting with a specific issue or topic (e.g. recycling) students explore the issue or topic and then use the iterative design process to create and deliver a presentation to the class describing the different steps that were taken to revise the presentation. (SCIENCE) | Students could play a game where they try to solve problems faster than a computer. They can then describe the solutions they tried and how the revised their approach. | Students should keep a reflective journal for each of their coding projects. They could explain the problem their program is solving, how they decided how to do it including revisions they made along the way, debugging they did, and how the program worked. (ELA) | Students could write a persuasive essay on a topic of their choosing, get feedback from a classmate on what was or was not convincing, and then revise the essay. They can also describe how they revised their essay based on the classmate’s feedback. (ELA) | 6th | ELA | Students could write a persuasive essay on a topic of their choosing, get feedback from a classmate on what was or was not convincing, and then revise the essay. They can also describe how they revised their essay based on the classmate’s feedback. | |||||||||||||||||
56 | 4-6 | NSD.1 | 4-6.NSD.1 | Propose improvements to the design of a computing technology based on an analysis of user interactions with that technology. | The emphasis is on thinking about how the user interface could be optimized for the purpose of the computing technology and user interactions. | Networks and Systems Design | Hardware and Software | Students could make recommendations on how to improve a tool, device, or app based on their experiences or those of their classmates. | Students studying the Industrial Revolution can propose improvements to inventions during that time. (SOCIAL STUDIES) | Discuss sensors and different outputs beyond typical, i.e. if temperature rises then ac is turned on. | 4th | Social Studies/Digital Media Specialist | Example 2 | ||||||||||||||||||
57 | 4-6 | NSD.2 | 4-6.NSD.2 | 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. | Networks and Systems Design | Hardware and Software | Students can draw the computing system, program an animation of how the computer system works, or act it out in some way. | Students can sketch or diagram their computer and explain what each part does and how it is part of the overall computer. | 5th | Digital Media Specialist/Ed Techs | https://read.bookcreator.com/WxEiGe7yALgPomrw4GfiCYXuc403/Umh4nBknQfiiBLn7JfI8hA | |||||||||||||||||||
58 | 4-6 | NSD.3 | 4-6.NSD.3 | Determine potential solutions to solve hardware and software problems using common troubleshooting strategies. | The focus is on trying multiple strategies to troubleshoot problems, including rebooting the device, checking for power, checking network availability, closing and reopening an application, trying to use a different browser, and checking settings within an application. | Networks and Systems Design | Hardware and Software | A teacher might lead students in creating a classroom checklist for basic problems, such as the device not responding, no power, no network connection, application crashing, no sound, or password entry not working. | Students can create their own basic troubleshooting guide for simple computer issues to publish to students in lower grades. (ELA) | 4th-6th | Digital Media Specialist/Ed Techs | ||||||||||||||||||||
59 | 4-6 | NSD.4 | 4-6.NSD.4 | Model how data is structured to transmit through a network. | The focus is on understanding that data is broken down into smaller pieces and labeled to travel through a network and reassembled. | Networks and Systems Design | Networks and the Internet | The teacher could run a series of live simulations in which students act out the flow of information through servers, routers, and other devices to transmit a message. | A teacher might have students cut up a map of the United States, then place the states in envelopes and transmit the "packets" through a physical network of students. At the destination, the packets could then be reassembled back into a map of the United States. (SOCIAL STUDIES) | 4th-6th | Digital Media Specialist | ||||||||||||||||||||
60 | 4-6 | NSD.5 | 4-6.NSD.5 | Describe that data can be stored locally or remotely in a network. | The focus is on describing that data must be stored on a physical device. Access to remotely stored data is restricted by the networks, and to access non-local data, a connection to the network is required. | Networks and Systems Design | Networks and the Internet | Students could explain the difference between video games that are stored locally and you can play without internet, and other games are stored on a server and cannot be played without internet. | Students can compare different TV/Movie offerings based on how the media is stored and accessed (DVR, cloud, download, etc.) | Students could explain the difference between saving a file to their device (local copy) and saving it to the network or cloud (remote copy). Then figuring out which one they would no longer be able to access if the internet went down. | Data in the Real World - Nearpod | ||||||||||||||||||||
61 | 4-6 | CY.1 | 4-6.CY.1 | 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. | Cybersecurity | Risks | Students could discuss the type of data needed for different adversarial behaviors such as information that can be used for identity theft, cyberbullying, political influence, or ransomware attacks. | 4th | Digital Media Specialist | https://phishingquiz.withgoogle.com/ | ||||||||||||||||||||
62 | 4-6 | CY.2 | 4-6.CY.2 | 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. | Cybersecurity | Safeguards | Students could create a guide to everyday digital security safeguards for students in another grade. The guide could teach them how to implement different safeguards in the classroom and at home. (ELA) | 4th | Digital Media Specialist | Private and Personal Information | ||||||||||||||||||||
63 | 4-6 | CY.3 | 4-6.CY.3 | 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. | Cybersecurity | Safeguards | Students could list the pros and cons of sharing pictures and information about their activities on social media. | Share examples of viral moments and how the people are impacted. | Explain what “clickbait” is and show examples of it. Students can discuss ads they see that might be too good to be true. Students can also discuss scams and how they try and trick you to give information. | https://read.bookcreator.com/WxEiGe7yALgPomrw4GfiCYXuc403/Umh4nBknQfiiBLn7JfI8hA | ||||||||||||||||||||
64 | 4-6 | CY.4 | 4-6.CY.4 | 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. | Cybersecurity | Safeguards | Students could use a cipher or Vigenere Square to encrypt a message for a classmate. the classmate can use the same cipher to decrypt the message. | |||||||||||||||||||||||
65 | 4-6 | CY.5 | 4-6.CY.5 | Explain suspicious activity of applications and devices. | The emphasis is on describing simple forms of suspicious behavior in common applications and devices, including suspicious data/links, viruses, and malware. | Cybersecurity | Response | Students could review sample email messages and describe features that suggest suspicious behavior. | Have students research how to recognize “spam” and create a warning guide. | 4-6 | classsroom teacher/ELA-SS | Students could review sample email messages and describe features that suggest suspicious behavior. | |||||||||||||||||||
66 | 4-6 | DL.1 | 4-6.DL.1 | Type on a keyboard while demonstrating proper keyboarding technique. | The focus is on direct instruction in keyboarding. Instruction should focus on form over speed and accuracy. | Digital Literacy | Digital Use | Students use a school-selected online keyboarding program to learn the fundamentals of keyboarding. | Student analyze their rate progress and letters that are challenging using data produced by the program. They can then create a presentation using those data to show their progress. | 4th | Digital Media Specialist | Keyboarding Without Tears Program | |||||||||||||||||||
67 | 4-6 | DL.2 | 4-6.DL.2 | 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. | Digital Literacy | Digital Use | Students use a school-approved digital tool to type a request to an expert (author, zoologist, museum curator), asking him or her to speak to their classroom; collaboratively generate a list of questions to ask; and connect with the expert over a digital conferencing tool. | Students use a shared online document to provide feedback on peers’ work and track changes over time. | Students can use email in an appropriate manner to ask a teacher or other school professional a question. They can state when it is appropriate to email someone versus instant message versus phone call. | 4-6 | classroom teacher-ELA/SS | Students can use email in an appropriate manner to ask a teacher or other school professional a question. They can state when it is appropriate to email someone versus instant message versus phone call. | ||||||||||||||||||
68 | 4-6 | DL.3 | 4-6.DL.3 | Conduct and refine advanced multi-criteria digital searches to locate content relevant to varied learning goals. | Focus should be on the quality of results a search generates, and how to improve search results based on the task or purpose by defining multiple search criteria and using filters. | Digital Literacy | Digital Use | Students search for articles published after 2018 and pictures licensed under the Creative Commons Non-Commercial license to create a presentation on endangered ecosystems. (SCIENCE) | Students can create an Explain Anything video to show the steps in a science experiment and display the artifacts in the process. (SCIENCE) | Students can use a search to find information on their town history and share with the class. (SOCIAL STUDIES) | 4-6 | Science | Students can create an Explain Anything video to show the steps in a science experiment and display the artifacts in the process. | ||||||||||||||||||
69 | 4-6 | DL.4 | 4-6.DL.4 | 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. | Digital Literacy | Digital Use | Students create a digital story to demonstrate understanding of a concept, such as the branches of government. (SOCIAL STUDIES) | Students can show the life cycle of plants or animals using a presentation tool. (SCIENCE) | 4th | Science | Students can show the life cycle of plants or animals using a presentation tool. | |||||||||||||||||||
70 | 4-6 | DL.5 | 4-6.DL.5 | Identify common features of digital technologies. | Many digital technologies have similar features and functionalities. The focus is on identifying the similarities between different programs or applications, such as word processing tools on different platforms. | Digital Literacy | Digital Use | Students start to identify similar buttons in word processing programs, or in other applications. | 5th | ELA | https://docs.google.com/document/d/1LUNeD2V3pjn_qFd2-g4cD3Ki9e16WSFp9owAIpy4298/edit | ||||||||||||||||||||
71 | 4-6 | DL.6 | 4-6.DL.6 | Describe persistence of digital information and explain how actions in online spaces can have consequences. | In order for students to be able to effectively manage their digital identities, it should be understood that online information doesn’t “go away,” and that information posted online can affect their real lives, even years in the future. | Digital Literacy | Digital Citizenship | Students use a tool that displays archived versions of websites (such as “Wayback Machine”) to research how information is available even if it seems to be deleted. | Introduce students to “terms and conditions”/rules of websites. | Students could analyze school-used digital resources looking at student privacy and explain why each site is OK or not OK for school. | 6th | https://docs.google.com/document/d/1Gh9IV-YuKZEKNFHZRb7MtltaqY677kQ22UjfrjD0meA/ed | |||||||||||||||||||
72 | 4-6 | DL.7 | 4-6.DL.7 | Identify and describe actions in online spaces that could potentially be unsafe or harmful. | The focus is on identifying and describing potentially unsafe behaviors, and actions to take if they are witnessed or experienced, including cyberbullying. | Digital Literacy | Digital Citizenship | Students create PSAs on online safety and cyberbullying to include in district/school newsletters/newspaper or make posters to put up in the middle school. | Students could write original songs about cyberbullying, identifying it when it happens and what to do when it occurs. (MUSIC) | Students can create a classroom/school/home online safety plan. Discuss any differences and similarities. | Students could identify how sharing personal information, clicking on pop-ups/ advertisements/ phish-bait, and allowing access to their camera could be unsafe. | 4th | Digital Media Specialist | Be A Super Digital Citizen | |||||||||||||||||
73 | 7-8 | IC.1 | 7-8.IC.1 | 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. | Impacts of Computing | Society | Students could identify trade-offs with a new and emerging technology, discussing how the technology could improve convenience, but also impact personal privacy. | Students could research how technology such as the Siri and Alexa have changed the way to interact. | Have students research history of computers. What factors made computer more commonplace, what effects did that have on society/jobs? | Have student’s snail mail a letter to themselves. Then send an email. Discuss the differences and impacts this has had on society. | 8th | Tech | History of Technology | |||||||||||||||||
74 | 7-8 | IC.2 | 7-8.IC.2 | Evaluate the impact of laws or regulations on the development and use of computing technologies and digital information. | The focus is on the potential consequences of laws related to computing technologies. | Impacts of Computing | Society | Students could research how laws protect intellectual property rights of digital materials and how those laws changed the music industry. (SOCIAL STUDIES) | Students can compare and contrast articles that showcase both sides in recent plagiarism cases in the music industry. (ELA) | Students can discuss how laws that govern road traffic have changed with the advent of autonomous vehicles. | Students can explore the creative commons and learn about why people would want to freely share their works. | 8th | SS | Q4- The Us in the New Millenium Changing Technology confronting new and old issues | |||||||||||||||||
75 | 7-8 | IC.3 | 7-8.IC.3 | Identify and discuss issues of ethics surrounding computing technologies and current events. | At this level, students may require teacher support to discuss the possible ethical implications of computing technologies. | Impacts of Computing | Ethics | A teacher might have students find current articles about computing technologies and discuss them in terms of ethical decisions and actions. | Students can research what are the “ethics” of the internet? Who came up with these ethics? Create their own set of ethics. | Students can research current and past events dealing with technology (Napster) and ethics. (SOCIAL STUDIES) | 8th | ELA | Quarter 4- Sociology of the World "Various Texts" | ||||||||||||||||||
76 | 7-8 | IC.4 | 7-8.IC.4 | Identify and discuss issues related to the collection and use of public and private data. | The focus is on exploring the impacts of data collection, including biases in data collection, and its use by different stakeholders for a range of purposes. | Impacts of Computing | Ethics | Students could describe how facial recognition surveillance video is used in a store to track customers for security or information about purchase habits. Students might discuss who owns that data and what it is acceptable to do with the data. | Talk about posting things on social media. What things do they need to keep private? What settings should be turned on? | Students could create a contract with their parents about what is ok and not ok to post publicly. | 7/8th | Guidance | SEL- Erin's law? | ||||||||||||||||||
77 | 7-8 | IC.5 | 7-8.IC.5 | 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. | Impacts of Computing | Ethics | Students could argue that facial recognition software that works better for certain skin tones was likely developed with a homogeneous testing group and could be improved by sampling a more diverse population. | Students could research current events and determine bias by comparing reports on different sites/blogs/news outlets. (SOCIAL STUDIES) | Students could use a search engine to search images and search on the word "grandma" and discuss whether the results of the images are expected, representative, in what way biased. | Identify and give examples of a bias that relate to the class (ex: girls don’t like math, boys don’t take dance, boys like blue, girls like pink). | 8th | ELA | Quarter 4- To Kill a Mockingbird | |||||||||||||||||
78 | 7-8 | IC.6 | 7-8.IC.6 | Assess the accessibility of a computing device or software application in terms of user needs. | The focus is on testing and discussing the usability and accessibility of various technology tools (e.g., apps, games, and devices) with teacher guidance. | Impacts of Computing | Accessibility | Students might notice that allowing a user to change font sizes and colors will not only make an interface usable for people with low vision but also benefits users in various situations, such as in bright daylight or a dark room. | Identifying current accessibility supports and how those can benefit all users. | Using a book review as a guiding document, students can write reviews of devices and/or software applications. (ELA) | 8th | Tech | Using Computer Systems | ||||||||||||||||||
79 | 7-8 | IC.7 | 7-8.IC.7 | Explore a range of computer science-related career paths. | At this level, the focus is on building awareness of the many different computer science-related careers. | Impacts of Computing | Career Paths | A teacher might spotlight different careers and then have students develop a mind map for the classroom wall that connects all the different career pathways. | Students can view videos about STEM careers on web sites and create dream boards of what they would like to do as a scientist. | Have students investigate how technology is used is a wide range of careers, ex. doctor, post office, cashier, teacher, etc.). | Have students research how technology is used in each of their classes. | 7-8 | All | 1:1 initiative | |||||||||||||||||
80 | 7-8 | CT.1 | 7-8.CT.1 | Compare the results of alternative models or simulations to determine and evaluate how the input data and assumptions change the results. | The focus is on understanding that models or simulations are limited by the data that they use, rather than understanding specifically how they use that data. | Computational Thinking | Modeling and Simulation | Students could compare the accuracy of weather models based on research of the inputs. (SCIENCE) | Students can use simple coding robots that can help students quickly see their input produce an output. | Students could compare different activity trackers and how accurately they calculate heart rate based on different sports. (PHYSICAL EDUCATION) | 7-8 | PE | Cardiovascular Fitness | ||||||||||||||||||
81 | 7-8 | CT.2 | 7-8.CT.2 | 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. | Computational Thinking | Data Analysis and Visualization | Students could collect temperature data with a sensor and distribute a digital form to community members for a community planning project in which they make recommendations about recreational needs in different types of weather. (SCIENCE). | Students could survey students to develop a data table and graph of favorite meals to help develop a menu. | Students could collect a variety of data to create a computational artifact in multiple subject areas. | 7th | Science | Q1- Science and Technology | ||||||||||||||||||
82 | 7-8 | CT.3 | 7-8.CT.3 | 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. | Computational Thinking | Data Analysis and Visualization | Students could access government data sets for science (tide, hurricane data, sunrise/sunset) and sort and analyze the data to get specific information to support a claim. (SCIENCE) | Students can use a database program to create a pivot table to summarize multidimensional player stats from their favorite sport in order to tell a story or support a claim about a player’s career. (MATH, SOCIAL STUDIES) | Students could locate tabular data presented in a news article and refine this data to create a visualization highlighting trends in different subgroups. | 8th | Science | Q4- Graph reading | ||||||||||||||||||
83 | 7-8 | CT.4 | 7-8.CT.4 | 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. | Computational Thinking | Abstraction and Decomposition | Students could write a simple game or animation, introducing some functions to name meaningful collections of steps. | Give students a program that creates a number of boxes by repeatedly drawing lines. The students can decompose the program by writing a function to draw one box and calling this function a number of times. | ||||||||||||||||||||||
84 | 7-8 | CT.5 | 7-8.CT.5 | 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. | Computational Thinking | Abstraction and Decomposition | Students can generalize many similar functions to one function such as generalizing individual functions that draw a square, draw a triangle, and draw an octagon to a single function that draws a polygon based on an input for the number of sides. | |||||||||||||||||||||||
85 | 7-8 | CT.6 | 7-8.CT.6 | 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. | Computational Thinking | Algorithms and Programming | Students could create and compare routes suggested by a mapping app and refine the route based on knowledge of the area near their school or home. | Students could write an algorithm to draw a geometric shape and refine the algorithm by creating new versions of it until it has no unnecessarily repeating code. | 8th | Tech | City Drawing | |||||||||||||||||||
86 | 7-8 | CT.7 | 7-8.CT.7 | 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. | Computational Thinking | Algorithms and Programming | Students could create a fill-in-the-blank story that stores user input in different variables and displays the completed story back to the user. (ELA) | Students could program a game that uses a score variable to store the users points while playing the game. | 7th | Science | Q1- The Nature of Science- Controlling Variables | |||||||||||||||||||
87 | 7-8 | CT.8 | 7-8.CT.8 | 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. | Computational Thinking | Algorithms and Programming | Students could remix a program that draws a square by adding nested loops to draw grids. | Students could use loops and compound conditionals to create a program that either prints all multiples of a number or all factors of the number depending on if the number is even or odd. (MATH) | 7-8 | Ed Tech Push in | hour of code | |||||||||||||||||||
88 | 7-8 | CT.9 | 7-8.CT.9 | Read and interpret code to predict the outcome of various programs that involve conditionals and repetition for the purposes of debugging. | Programs can be debugged in numerous ways, including tracing and trying varying inputs. Perseverance is important in finding errors. | Computational Thinking | Algorithms and Programming | Students could trace through a program using a variety of inputs to determine the result. | Students could look at a premade code and what the program should look like after the code is executed. They could then determine where the bug is and fix the code. | 7-8 | Ed Tech Push in | Hour of Code | |||||||||||||||||||
89 | 7-8 | CT.10 | 7-8.CT.10 | 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. | Computational Thinking | Algorithms and Programming | Conducting ‘empathy interviews’ (as part of the design thinking process), students can discover a particular problem or issue a person wants solved. Then, using this information, students can design a program/’app’ that is meant to solve the identified problem in a meaningful way. | Students could use in-line code comments to document and explain what their code should do. Teachers should model this and explain how the documentation allows for easier debugging of their programs. | As a class, students can create a guidebook for next year’s students. How to use the programs, what to do if something goes wrong, year-long project. (ELA) | Students can take pictures of their work and record a video of them explaining their steps for classmates to try. | 8th | Tech | egg crash cars? mag levs? | |||||||||||||||||
90 | 7-8 | NSD.1 | 7-8.NSD.1 | 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. | Networks and Systems Design | Hardware and Software | Students could design a game controller that is accessible for a person with limited hand and arm movement. Students could design apps that encourage healthy living and consider factors like motivation to use the app and ease of use. | Students can be ‘inventors’ and design a technology that assists an individual with a disability by making it easier to access technology | 8th | Tech | egg crash cars? mag levs? | |||||||||||||||||||
91 | 7-8 | NSD.2 | 7-8.NSD.2 | 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. | Networks and Systems Design | Hardware and Software | Students could design an app for finding free filtered water stations in the area that would use GPS, magnetometer, and touch screen sensors as well as the phone’s WIFI and a map API. | |||||||||||||||||||||||
92 | 7-8 | NSD.3 | 7-8.NSD.3 | 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. | Networks and Systems Design | Hardware and Software | Students could follow a troubleshooting flowchart that guides them through a process of checking connections and settings, changing software to see if hardware will work, and swapping in working components. | As a class, students can create a guidebook for next year’s students. How to use the programs, what to do if something goes wrong, year-long project. (ELA) | Students can create scaffolded with flowcharts or checklists for their diagnostic process to fix any problems. | 7-8 | All | CB Care push in by Ed Techs | ||||||||||||||||||
93 | 7-8 | NSD.4 | 7-8.NSD.4 | Design a protocol for transmitting data through a multipoint network. | The focus is on understanding how protocols enable communication and what additional data is necessary for transmission. Knowledge of the details of how specific protocols work is not expected. | Networks and Systems Design | Networks and the Internet | Students could devise a plan to represent a long text-based message as chunks of data and how it would be reassembled at the destination. An unplugged example would include the use of zip codes and barcodes for a letter to travel through the post office system. | Students can simulate how information is sent in packets by doing a relay race. Each student will have a different part of the message and compete to see who can race to get the whole message to the other side the fastest. | 7 | ELA | Speaking- Active discussions/ small group work | |||||||||||||||||||
94 | 7-8 | NSD.5 | 7-8.NSD.5 | Summarize how remote data is stored and accessed in a network. | The focus is on explaining where the data associated with different apps, devices, and embedded systems is stored, how the data is synchronized, and how to connect to it. | Networks and Systems Design | Networks and the Internet | Students could create a diagram that illustrates the use of remote storage in cloud computing, a school's data server, or distributed media. Students could discuss how local copies of data are synced with data from the remote server. | Have students understand storage sizes and what suits their needs, the needs of small businesses, schools, large businesses, etc. | 7-8 | Ed Tech Push in | Chromebook care/updates | |||||||||||||||||||
95 | 7-8 | CY.1 | 7-8.CY.1 | Determine the types of personal information and digital resources that an individual may have access to that need to be protected. | The emphasis is on identifying personal information and devices that an individual may have access to and that adversaries may want to obtain or compromise. At this stage, students should focus on specific data and devices that they have access to. | Cybersecurity | Risks | Students could think about their personal information and devices that need to be protected and discuss how adversaries might use the data or computing resources if accessed. | 7-8 | Ed Tech Push in | |||||||||||||||||||||
96 | 7-8 | CY.2 | 7-8.CY.2 | 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. | Cybersecurity | Safeguards | The teacher might provide different scenarios and students can pick safeguards appropriate to the situation from a list that the class generated together. | Students can identify situations where common safeguards would not work. For example, 2-step authentication will not work if someone is using their mobile phone as the authentication device and they are in an area without cell phone coverage. | ||||||||||||||||||||||
97 | 7-8 | CY.3 | 7-8.CY.3 | Describe trade-offs of implementing specific security safeguards. | The focus is on thinking about how a specific safeguard impacts the confidentiality, integrity, and access of information. Additionally, there should be a focus on discussing whether strengthening one specific safeguard adversely affects another. | Cybersecurity | Safeguards | Students could examine the pros and cons of using different methods of authentication, for example passwords, biometrics, or key-fobs and the trade-offs of using single-factor vs multi-factor authentication. | |||||||||||||||||||||||
98 | 7-8 | CY.4 | 7-8.CY.4 | Describe the limitations of cryptographic methods. | The focus is on recognizing that cryptography provides a level of security for data, and some types of encryption are weaker than others. | Cybersecurity | Safeguards | Students could do a basic frequency analysis of a message encrypted with a Caesar Shift to determine how easy it would be to break it. | |||||||||||||||||||||||
99 | 7-8 | CY.5 | 7-8.CY.5 | Describe actions to be taken before and after an application or device reports a security problem or performs unexpectedly. | The emphasis is on explaining appropriate actions to prevent and address common security issues for common situations. | Cybersecurity | Response | Students could explain the value of running malware scans and removal tools on devices as soon as unusual behavior is observed. | Students could recommend changing passwords immediately after an account is compromised and create sample secure passwords and passphrases. | ||||||||||||||||||||||
100 | 7-8 | DL.1 | 7-8.DL.1 | Type on a keyboard while demonstrating proper keyboarding technique, with increased speed and accuracy. | The emphasis is on continuing to improve keyboarding skills, with a focus on increasing speed as well as accuracy. | Digital Literacy | Digital Use | Students regularly type on keyboards as they use technology throughout the school day. | Students can learn how to write mathematical equations and DBQ’s for more practice. (MATH, SOCIAL STUDIES) | Students could use keyboarding techniques in multiple subject areas to type papers, and create presentations, or reports. | 7-8 | all | 1:1 INITIATIVE | ||||||||||||||||||