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Standards Mapping

for Utah Exploring Computer Science

89

Standards in this Framework

89

Standards Mapped

100%

Mapped to Course

Standard Lessons
ECS.1.1a
Use the structured problem-solving process to help address new problems
  1. 1.1 Introduction to Karel
  2. 3.3 Comments & Pseudocode
ECS.1.1b
View challenges as solvable
  1. 1.1 Introduction to Karel
  2. 1.8 While Loops
  3. 1.9 Karel Challenges
  4. 3.3 Comments & Pseudocode
  5. 3.4 Variables
ECS.1.1c
Decompose or break down larger problems into smaller components
  1. 1.4 Multiple Functions
  2. 3.3 Comments & Pseudocode
ECS.1.2a
Expect and value mistakes as a natural and productive part of problem solving
  1. 1.1 Introduction to Karel
  2. 1.3 Functions
  3. 3.3 Comments & Pseudocode
ECS.1.2b
Continue working with new ideas and consider multiple possible approaches
  1. 1.8 While Loops
  2. 1.9 Karel Challenges
  3. 3.2 Setting Up your micro:bit
  4. 3.3 Comments & Pseudocode
  5. 3.7 Explore a New Sensor
  6. 8.2 Follow a Step-by-Step Project
  7. 8.3 Final Project
ECS.1.2c
Iterate and continue to improve partial solutions
  1. 1.8 While Loops
  2. 1.9 Karel Challenges
  3. 5.11 Complete Your Homepage
ECS.1.3a
Incorporate personal interests and ideas into activities and projects
  1. 3.7 Explore a New Sensor
  2. 5.11 Complete Your Homepage
  3. 8.2 Follow a Step-by-Step Project
  4. 8.3 Final Project
ECS.1.3b
Experiment with new ideas and consider multiple possible approaches
  1. 1.8 While Loops
  2. 1.9 Karel Challenges
  3. 3.7 Explore a New Sensor
  4. 8.2 Follow a Step-by-Step Project
  5. 8.3 Final Project
ECS.1.3c
Extend or build upon the ideas and projects of others
  1. 8.2 Follow a Step-by-Step Project
ECS.1.4a
Work with others to develop solutions that incorporate all contributors
  1. 3.7 Explore a New Sensor
ECS.1.4b
Mediate disagreements and help teammates agree on a common solution
  1. 3.7 Explore a New Sensor
ECS.1.4c
Actively contribute to the success of group projects
  1. 3.7 Explore a New Sensor
ECS.1.5a
Structure work so that it can be easily understood by others
  1. 1.4 Multiple Functions
  2. 3.3 Comments & Pseudocode
  3. 8.2 Follow a Step-by-Step Project
ECS.1.5b
Consider the perspective and background of your audience when presenting work
  1. 3.7 Explore a New Sensor
  2. 8.2 Follow a Step-by-Step Project
ECS.1.5c
Provide and accept constructive feedback in order to improve work
  1. 3.7 Explore a New Sensor
ECS.2.1
Students will understand computer hardware and the tasks they perform:
  1. 2.2 Internal and External Components
ECS.2.1a
Students will identify required functions for a device to be classified as a computer (receives input, processing; output; storage)
  1. 2.1 What Makes a Computer a Computer?
  2. 2.2 Internal and External Components
ECS.2.1a.i
Analyze the characteristics of hardware components including processor, operating system, RAM, ROM, hard drive, and input and output devices.
  1. 2.2 Internal and External Components
ECS.2.1a.ii
Understand the relationship between bits and bytes
  1. 2.4 Computers Speak Binary
  2. 2.6 Encoding Images in Binary
ECS.2.1a.iii
Compare and convert between the following sizes: kilobyte, megabyte, gigabyte, terabyte.
  1. 2.6 Encoding Images in Binary
ECS.2.1a.iv
Discuss the speed of the computer (gigahertz).
  1. 2.2 Internal and External Components
ECS.2.1b
Students will identify examples of tasks that can and cannot be accomplished with a computer.
  1. 2.1 What Makes a Computer a Computer?
  2. 2.3 Computer Software
ECS.2.2
Students will describe changes technology has made on communication, privacy, and social interactions.
  1. 4.1 Digital Footprint and Responsibility
  2. 4.2 Personal Data and Collection
  3. 4.5 Personal Data Security
ECS.2.2a
Impacts of technology on society from the following perspectives: social, economic, political, legal, ethical, and moral issues
  1. 4.1 Digital Footprint and Responsibility
  2. 4.2 Personal Data and Collection
  3. 4.3 Can All Information Be Trusted?
  4. 4.4 Cyber Ethics and Laws
  5. 6.4 The Ethics of Artificial Intelligence
ECS.2.2b
Permanence of online information
  1. 4.1 Digital Footprint and Responsibility
  2. 4.2 Personal Data and Collection
ECS.2.2c
Consider issues around privacy and collection of data
  1. 4.2 Personal Data and Collection
ECS.2.2d
Methods of communication appropriate for different situations including appropriate use of social media
  1. 4.1 Digital Footprint and Responsibility
ECS.2.2e
Online safety
  1. 4.5 Personal Data Security
  2. 4.7 Common Cyber Attacks and Prevention
ECS.2.3
Students will discuss how and why binary is used to represent data in a computer.
  1. 2.4 Computers Speak Binary
ECS.2.3a
Describe how binary digits (bits) are stored in different media
  1. 2.5 Bits, Text, and Numbers
  2. 2.6 Encoding Images in Binary
ECS.2.3b
Understand the binary system or pattern for counting up to 8 digits
  1. 2.4 Computers Speak Binary
  2. 2.5 Bits, Text, and Numbers
ECS.2.3c
Convert numbers between 0 and 128 from decimal to binarv and vice versa.
  1. 2.5 Bits, Text, and Numbers
ECS.2.3d
Describe how real-world phenomena such as numbers, characters (ASCII), or images (GB) are digitized and represented in a computer.
  1. 2.5 Bits, Text, and Numbers
  2. 2.6 Encoding Images in Binary
ECS.2.4
Students will understand different algorithms used in problem solving.
  1. 1.1 Introduction to Karel
  2. 1.2 Karel's World
  3. 1.4 Multiple Functions
  4. 1.6 Conditional Statements
  5. 1.8 While Loops
  6. 1.10 Evaluating Algorithms
ECS.2.4a
Solve a problem through an iterative process.1. Define - Understand the Problem; 2. Prepare - Plan the Solution (design via pseudocode/flowcharts); 3. Try - Carry out the Plan (Code); 4. Reflect - Review and Discuss your Solution (Testing / Feedback); 5. Repeat - Reiterate through the steps until the problem is solved
  1. 1.7 If/Else Statements
  2. 1.8 While Loops
  3. 1.9 Karel Challenges
ECS.2.4b
Explain when a binary search would be more efficient than a linear search
  1. 1.10 Evaluating Algorithms
ECS.2.4c
Visualize and compare common sorting algorithms (e.g. insertion, selection, bubble, quicksort, merge sort)
  1. 1.10 Evaluating Algorithms
ECS.2.5
Students will gain knowledge and skills while considering the social, moral, and ethical impacts of Artificial Intelligence (Al) systems and usage.
  1. 6.4 The Ethics of Artificial Intelligence
ECS.2.5a
Students will explain the idea of intelligence specifically as it relates to computers.
  1. 6.1 Introduction to Artificial Intelligence
  2. 6.2 Artificial Intelligence and Machine Learning
  3. 6.3 Machine Learning and Neural Networks
ECS.2.5b
Students will explain what it means for a machine to learn (Turing Test)
  1. 6.2 Artificial Intelligence and Machine Learning
  2. 6.3 Machine Learning and Neural Networks
ECS.2.5c
Students will identify the Al being used, such as image recognition, speech recognition, translation
  1. 6.1 Introduction to Artificial Intelligence
  2. 6.2 Artificial Intelligence and Machine Learning
ECS.2.5d
Students will train and test an existing Al system (machine learning).
  1. 6.2 Artificial Intelligence and Machine Learning
ECS.2.5e
Students will explore and explain the social and ethical impacts of Al (human and algorithmic bias, worker obsolescence through automation, user interface improvements, human/machine augmentation, etc.)
  1. 6.4 The Ethics of Artificial Intelligence
ECS.2.5f
Students will gain an understanding of how Al is changing different sectors such as medicine, agriculture, manufacturing, etc.
  1. 6.5 The Impact of Artificial Intelligence
ECS.3.1a
Students will understand ethical behavior as it relates to an AUP, Intellectual Property, Netiquette, Respecting Privacy, Anti-Spamming Laws, etc.
  1. 4.4 Cyber Ethics and Laws
ECS.3.1b
Students will demonstrate knowledge of standard copyright rules.
  1. 4.4 Cyber Ethics and Laws
ECS.3.1b.i
Understand copyright for original creations.
  1. 4.4 Cyber Ethics and Laws
ECS.3.1b.ii
Understand the creative commons license
  1. 4.4 Cyber Ethics and Laws
ECS.3.1b.iii
Understand when to obtain permission for non-original work.
  1. 4.4 Cyber Ethics and Laws
ECS.3.1c
Students will identify the use and purpose of acceptable use policy (AUP).
  1. 4.4 Cyber Ethics and Laws
ECS.3.1c.i
Comply with the school's AUP
  1. 4.4 Cyber Ethics and Laws
ECS.3.2
Students will understand the purpose of website design in relationship to the intended audience and client needs.
  1. 5.10 Designing Webpages
ECS.3.2a
Students will plan a website design using sketches or wireframes (rough drafts).
  1. 5.10 Designing Webpages
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.
  1. 5.1 Introduction to HTML
ECS.3.3a
Students will code the foundation for a basic webpage including the element tags DOCTYPE, html, head, title, and body.
  1. 5.2 Structure of an HTML Page
ECS.3.3b
Students will create pages with tags and attributes at the inline level. (DOCTYPE, title, head, body, h1, h2, h6, p, br, etc.)
  1. 5.2 Structure of an HTML Page
  2. 5.3 Formatting Text
ECS.3.3c
Students will create web pages with text formatting, links, images, and lists
  1. 5.3 Formatting Text
  2. 5.4 Creating Links
  3. 5.5 Incorporating Images
  4. 5.6 Using Lists
ECS.3.4
Students will understand that CSS (Cascading Style Sheets) are used to customize the style or looks of a website.
  1. 5.8 Introduction to CSS Styling
ECS.3.4a
Students will apply CSS to a website.
  1. 5.8 Introduction to CSS Styling
ECS.3.4a.i
Apply CSS to an element using an inline style. (An inline style may be used to apply a unique style for a single element.)
  1. 5.7 Applying Styling
ECS.3.4a.ii
Apply CSS to a webpage using an internal stylesheet.
  1. 5.8 Introduction to CSS Styling
ECS.3.4a.iii
Apply CSS to a website using an external stylesheet. (Best Coding Practice - One file changes the entire website.)
  1. 5.9 Multi-file Websites
ECS.3.4b
Students will format web pages using CSS
  1. 5.8 Introduction to CSS Styling
  2. 5.9 Multi-file Websites
  3. 5.11 Complete Your Homepage
ECS.3.4b.i
Modify background properties such as color and image.
  1. 5.8 Introduction to CSS Styling
ECS.3.4b.ii
Modify font properties such as font-family, size, and color.
  1. 5.8 Introduction to CSS Styling
ECS.3.4b.iii
Modify border properties such as width, style, and color.
  1. 5.8 Introduction to CSS Styling
ECS.3.4b.iv
Implement tags and classes to modify an HTML element.
  1. 5.3 Formatting Text
ECS.3.5
Students will explore various careers in Web Development including front end developer, back end developer, full stack developer, and UX/UI designer.
  1. 5.13 Careers in Development
ECS.4.1
Students will identify how planning strategies (such as flowcharts, storyboards, prototypes or pseudocode) are used when creating a program.
  1. 1.7 If/Else Statements
  2. 1.8 While Loops
  3. 1.9 Karel Challenges
  4. 3.3 Comments & Pseudocode
  5. 3.4 Variables
ECS.4.2
Define an algorithm as a set of clearly defined, logical steps to solve a problem.
  1. 1.1 Introduction to Karel
  2. 1.10 Evaluating Algorithms
ECS.4.2a
Students will describe the steps needed to efficiently solve a non-computing problem using a pseudocode algorithm
  1. 1.3 Functions
  2. 3.3 Comments & Pseudocode
ECS.4.2b
Students will examine traditional programming algorithms such as searches, sorts, and minimal spanning trees.
  1. 1.10 Evaluating Algorithms
ECS.4.2c
Students will examine and formulate algorithms that solve specific problems
  1. 1.9 Karel Challenges
  2. 1.10 Evaluating Algorithms
  3. 3.3 Comments & Pseudocode
  4. 3.4 Variables
ECS.4.3a
Students will recognize a variety of different user input sources such as text input, sensors, mouse response, movement, or event.
  1. 3.6 While Loops
  2. 3.7 Explore a New Sensor
  3. 7.1 Operators
  4. 7.3 Functions
ECS.4.3b
Students will recognize a variety of different outputs such as sounds, light, vibrations, movement, text and/or graphics.
  1. 3.2 Setting Up your micro:bit
  2. 3.4 Variables
  3. 3.5 For Loops
  4. 7.2 If/Else Statements
ECS.4.4a
Students will understand that variables are named locations in memorv.
  1. 3.4 Variables
ECS.4.4b
Students will be able to identify variables and when they should be used in code.
  1. 3.4 Variables
ECS.4.5
Students will understand that programs use loops (iteration) to be more efficient and avoid code duplication.
  1. 1.5 For Loops
  2. 1.8 While Loops
  3. 3.2 Setting Up your micro:bit
  4. 3.5 For Loops
  5. 3.6 While Loops
ECS.4.6
Students will understand that programs use conditionals to perform different computations or actions based on whether a condition is true or false (booleans).
  1. 1.6 Conditional Statements
  2. 7.2 If/Else Statements
ECS.4.7
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.
  1. 3.4 Variables
  2. 3.6 While Loops
  3. 7.1 Operators
  4. 7.2 If/Else Statements
ECS.4.8
Students will understand that a function is a named block of code that performs a specific task. Functions encourage efficiency, reusability, and readability.
  1. 1.3 Functions
  2. 1.4 Multiple Functions
  3. 7.3 Functions
ECS.4.9
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 - 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; Thinking about when the code last worked and what has been added since then
  1. 1.1 Introduction to Karel
  2. 1.2 Karel's World
  3. 1.3 Functions
  4. 3.3 Comments & Pseudocode
  5. 3.4 Variables
ECS.4.10
Students will demonstrate an understanding of the relationship between hardware and software.
  1. 3.1 Welcome to micro:bit!
  2. 3.2 Setting Up your micro:bit
  3. 3.4 Variables
  4. 3.5 For Loops
  5. 3.6 While Loops
  6. 3.7 Explore a New Sensor
  7. 7.1 Operators
  8. 7.2 If/Else Statements
  9. 7.3 Functions
  10. 8.1 micro:bit Challenges
ECS.4.10a
Students will define and explain an algorithm for a physical computing device. (sequence of instructions processed by the device.)
  1. 3.3 Comments & Pseudocode
  2. 3.4 Variables
  3. 3.5 For Loops
  4. 3.6 While Loops
  5. 3.7 Explore a New Sensor
  6. 7.1 Operators
  7. 7.2 If/Else Statements
  8. 7.3 Functions
  9. 8.1 micro:bit Challenges
  10. 8.2 Follow a Step-by-Step Project
  11. 8.3 Final Project
ECS.4.10b
Students will create a prototype of a physical computing device that uses algorithms to solve a computational problem.
  1. 3.2 Setting Up your micro:bit
  2. 3.3 Comments & Pseudocode
  3. 3.4 Variables
  4. 8.1 micro:bit Challenges
  5. 8.2 Follow a Step-by-Step Project
  6. 8.3 Final Project
ECS.4.10c
Students will create a physical project or program a physical device
  1. 3.2 Setting Up your micro:bit
  2. 3.3 Comments & Pseudocode
  3. 3.4 Variables
  4. 8.1 micro:bit Challenges
  5. 8.2 Follow a Step-by-Step Project
  6. 8.3 Final Project
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.)
  1. 3.3 Comments & Pseudocode
  2. 3.4 Variables
  3. 3.6 While Loops
  4. 3.7 Explore a New Sensor
  5. 7.1 Operators
  6. 7.3 Functions
ECS.4.10c.ii
Students will systematically identify and fix problems with the project or physical device
  1. 3.3 Comments & Pseudocode
  2. 3.4 Variables
  3. 3.7 Explore a New Sensor
  4. 8.1 micro:bit Challenges
  5. 8.2 Follow a Step-by-Step Project
  6. 8.3 Final Project
ECS.4.11
Students will explore various careers in programming such as Software Engineer, Video Game Developer, Mobile App Developer, and Web Developer.
  1. 5.13 Careers in Development