| ECS.1.1a |
Use the structured problem-solving process to help address new problems |
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| ECS.1.1b |
View challenges as solvable |
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| ECS.1.1c |
Decompose or break down larger problems into smaller components |
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| ECS.1.2a |
Expect and value mistakes as a natural and productive part of problem solving |
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| ECS.1.2b |
Continue working with new ideas and consider multiple possible approaches |
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| ECS.1.2c |
Iterate and continue to improve partial solutions |
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| ECS.1.3a |
Incorporate personal interests and ideas into activities and projects |
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| ECS.1.3b |
Experiment with new ideas and consider multiple possible approaches |
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| ECS.1.3c |
Extend or build upon the ideas and projects of others |
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| ECS.1.4a |
Work with others to develop solutions that incorporate all contributors |
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| ECS.1.4b |
Mediate disagreements and help teammates agree on a common solution |
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| ECS.1.4c |
Actively contribute to the success of group projects |
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| ECS.1.5a |
Structure work so that it can be easily understood by others |
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| ECS.1.5b |
Consider the perspective and background of your audience when presenting work |
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| ECS.1.5c |
Provide and accept constructive feedback in order to improve work |
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| ECS.2.1 |
Students will understand computer hardware and the tasks they perform: |
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| ECS.2.1a |
Students will identify the required functions for a device to be classified as a computer (receives input, processing; output; storage) |
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| ECS.2.1a.i |
Analyze the characteristics of hardware and software components including processors, RAM, ROM, hard drive, input and output devices, and operating system. |
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| ECS.2.1a.ii |
Understand the relationship between bits and bytes. |
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| ECS.2.1a.iii |
Compare and convert between the following sizes: kilobyte, megabyte, gigabyte, terabyte and petabyte. |
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| ECS.2.1a.iv |
Discuss the difference between consumer and enterprise (cloud) storage. |
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| ECS.2.1a.v |
Discuss the speed of the computer (gigahertz). |
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| ECS.2.1b |
Students will identify examples of tasks that can and cannot be accomplished with a computer. |
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| ECS.2.2 |
Students will describe changes technology has made on communication, privacy, and social interactions. |
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| ECS.2.2a |
Impacts of technology on society from the following perspectives: social, economic, political, legal, ethical, and moral issues |
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| ECS.2.2b |
Permanence of online information |
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| ECS.2.2c |
Consider issues around privacy and collection of data |
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| ECS.2.2d |
Students will understand that all their online behavior and digital communications will have long-term ramifications either positive or negative. |
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| ECS.2.2e |
Online safety |
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| ECS.2.3 |
Students will discuss how and why binary is used to represent data in a computer. |
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| ECS.2.3a |
Describe how binary digits (bits) are stored in different media |
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| ECS.2.3b |
Understand the binary system or pattern for counting up to 8 digits |
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| ECS.2.3c |
Convert numbers between 0 and 128 from decimal to binary and vice versa. |
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| ECS.2.3d |
Describe how real-world phenomena such as numbers, characters (ASCII), or images (RGB) are digitized and represented in a computer. |
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| ECS.2.4 |
Students will understand different algorithms used in problem solving. |
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| ECS.2.4a |
Solve a problem through an iterative process. 1. Define - Understand the Problem; 2. Prepare - Plan the Solution (design via pseudocode/flowcharts/storyboards); 3. Try - Carry out the Plan (Code); 4. Reflect - Review and Discuss your Solution (Testing / Feedback) |
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| ECS.2.4b |
Explain when a binary search would be more efficient than a linear search |
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| ECS.2.5 |
Students will gain knowledge and skills while considering the social, moral, and ethical impacts of Artificial Intelligence (AI) systems and usage. |
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| ECS.2.5a |
Students will explain the idea of intelligence specifically as it relates to computers. |
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| ECS.2.5b |
Students will explain what it means for a machine to learn |
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| ECS.2.5c |
Students will identify the AI being used, such as image recognition, speech recognition, translation, creation of artifacts (media, print, sound, etc.), etc. |
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| ECS.2.5d |
Students will train and test an existing AI system (machine learning). |
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| ECS.2.5e |
Students will understand the difference between predictive and generative AI. Examples of predictive could be a streaming service that recommends movies based on your past
viewing history, forecasting market trends, etc. Examples of generative could be a software program that creates original artwork from a text
prompt, an app that composes music in the style of a famous artist, etc |
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| ECS.2.5f |
Students will explore and explain the social and ethical impacts of AI (human and algorithmic bias, worker obsolescence through automation, user interface improvements, human/machine augmentation, etc.) |
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| ECS.2.5f.i |
Appropriate use of AI |
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| ECS.2.5f.ii |
Effective prompting |
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| ECS.2.5g |
Students will gain an understanding of how AI is changing different sectors such as medicine, agriculture, manufacturing, etc. |
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| ECS.3.1a |
Students will understand ethical behavior as it relates to an AUP, Intellectual Property, Netiquette, Respecting Privacy, Anti-Spamming Laws, etc. |
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| ECS.3.1b |
Students will demonstrate knowledge of standard copyright rules. |
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| ECS.3.1b.i |
Understand copyright for original creations. |
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| ECS.3.1b.ii |
Understand the creative commons license |
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| ECS.3.1b.iii |
Understand when to obtain permission for non-original work. |
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| ECS.3.1c |
Students will identify the use and purpose of acceptable use policy (AUP). |
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| ECS.3.1c.i |
Comply with the school's AUP |
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| ECS.3.2 |
Students will understand the need to know the purpose of website design in relationship to the intended audience and client needs. |
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| ECS.3.2a |
Students will plan a website design using storyboards, wireframes, etc. |
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| ECS.3.3 |
Students will understand that the HTML programming language is used to create all websites on the internet and acts as the structure for a website. |
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| ECS.3.3a |
Students will code the foundation for a basic webpage including the element tags DOCTYPE, html, head, title, and body. |
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| ECS.3.3b |
Students will create pages with tags and attributes at the inline level. (DOCTYPE, title, head, body, h1 – h6, p, etc.) |
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| ECS.3.3c |
Students will create web pages with text formatting, links, images, and lists. |
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| ECS.3.4 |
Students will understand that CSS (Cascading Style Sheets) are used to customize the style or looks of a website. |
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| ECS.3.4a |
Students will apply CSS to a website. |
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| ECS.3.4a.i |
Apply CSS to a web site using best practices (external CSS). |
Lessons
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| ECS.3.4b |
Students will format web pages using CSS |
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| ECS.3.4b.i |
Modify background properties such as color and image. |
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| ECS.3.4b.ii |
Modify font properties such as font-family, size, and color. |
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| ECS.3.4b.iii |
Modify border properties such as width, style, and color. |
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| ECS.3.4b.iv |
Implement tags and classes to modify an HTML element. |
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| ECS.3.5a |
Students will explore various careers in Web Development including front end developer, back end developer, full stack developer, and UX/UI designer. |
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| ECS.4.1a |
Students will identify how planning strategies (such as flowcharts, storyboards, prototypes or pseudocode) are used when creating a program. |
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| ECS.4.2 |
Define an algorithm as a set of clearly defined, logical steps to solve a problem. |
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| ECS.4.2a |
Students will describe the steps needed to efficiently solve a non-computing problem using a pseudocode algorithm |
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| ECS.4.2b |
Students will examine and formulate algorithms that solve specific problems. |
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| ECS.4.3a |
Students will recognize a variety of different user input sources such as text input, sensors, mouse response, movement, or event. |
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| ECS.4.3b |
Students will recognize a variety of different outputs such as sounds, light, vibrations, movement, text and/or graphics. |
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| ECS.4.4a |
Students will understand that variables are named locations in memory used to store data. |
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| ECS.4.4b |
Students will be able to identify variables and when they should be used in code. |
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| ECS.4.5a |
Students will understand that programs use conditionals to perform different computations or actions based on whether a condition is true or false (booleans). |
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| ECS.4.6 |
Students will understand that programs use loops (iteration) to be more efficient and avoid code duplication. |
Lessons
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| ECS.4.6a |
For loop – know the number of times you are going to iterate |
Lessons
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| ECS.4.6b |
While loop – iterate until a boolean condition is no longer true |
Lessons
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| ECS.4.7a |
Students will understand that programs use mathematical symbols ( +, -, *, /, >, <, ==, AND, OR) in a program to perform specific operations (mathematical, relational, or logical) and produce a single result. |
Lessons
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| ECS.4.8a |
Students will understand that a function is a named block of code that performs a specific task. Functions encourage efficiency (repeated code), reusability, and readability. |
Lessons
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| ECS.4.9a |
Students will understand that debugging is finding and removing errors from a program so it can operate as intended. Strategies students might learn for debugging could include: guess and check; deactivating sections to identify problematic code; looking for typos, missing tags, or incorrect syntax; making the problem smaller by identifying important points (changing variable values, getting input, etc.); asking a friend or team member for help; printing, watching, or changing variable values while the program runs; using a debugging tool; and thinking about when the code last worked and what has been added since then. |
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| ECS.4.10 |
Students will demonstrate an understanding of the relationship between hardware and software. |
Lessons
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| ECS.4.10a |
Students will define and explain an algorithm for a physical computing device. (sequence of instructions processed by the device.) |
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| ECS.4.10b |
Students will create a prototype of a physical computing device that uses algorithms to solve a computational problem. |
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| ECS.4.10c |
Students will create a physical project or program a physical device |
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| ECS.4.10c.i |
Students will illustrate ways the project or physical device implements logic, input, and output through hardware components (sensors, buttons, switches, etc.) |
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| ECS.4.10c.ii |
Students will systematically identify and fix problems with the project or physical device. |
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| ECS.4.11a |
Students will explore various careers in programming such as Software Engineer, Video Game Developer, Mobile App Developer, and Web Developer. |
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