Standards in this Framework
| Standard | Lessons |
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AP1.a.4.i
Construct and execute algorithms (sets of step-by- step instructions), which include sequencing, loops, and conditionals to accomplish a task, both independently and collaboratively, with or without a computing device. |
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AP1.a.5.i
Decompose a larger computational problem into smaller sub-problems independently or in a collaborative group. |
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AP2.a.3.i
Construct programs to solve a problem or for creative expression, which include sequencing, events, loops, conditionals, parallelism, and variables, using a block-based visual programming language or text-based language, both independently and collaboratively (e.g., pair programming). |
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AP2.a.4.i
Create a plan as part of the iterative design process, both independently and with diverse collaborative teams (e.g., storyboard, flowchart, pseudo-code, story map). |
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AP2.a.8.m
Use an iterative design process (e.g., define the problem; generate ideas; build, test, and improve solutions) to solve computational problems, both independently and collaboratively. |
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AP3.a.2.i
Use proper citations and document when ideas are borrowed and changed for their own use (e.g., using pictures created by others, using music created by others, remixing programming projects). |
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AP3.b.2.i
Understand that algorithms have impacted society in both beneficial and harmful ways. AP3.b.3.i Compare different problem-solving techniques. |
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AP3.b.4.i
Modify a set of instructions (e.g., in dancing, cooking, or other areas) and discuss how many paths can lead to the same result. |
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AP4.a.2.i
Use several existing functions or procedures to solve a problem (e.g., using several square, circle, and triangle drawing functions to create a larger picture). |
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AP5.a.3.i
Apply collaboration strategies to support problem solving within the design cycle of a program. |
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AP5.a.4.i
Understand there are many resources that can be used or tapped to solve a problem. |
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AP6.a.2.i
Analyze and debug an algorithm, which includes sequencing, events, loops, conditionals, parallelism, and variables. |
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AP6.b.1.i
Determine the correctness of a computational problem solution by listening to a classmate describe the solution. |
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CS1.a.3.i
Select and operate appropriate software to perform a variety of tasks and recognize that users have different needs and preferences for the technology they use. |
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CS1.a.4.i
Use appropriate terminology in naming internal and external components of computing devices and describing their relationships, capabilities, and limitations. |
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CS1.b.2.i
Model how a computer system works. [Clarification Only includes basic elements of a computer system, such as input, output, processor, sensors, and storage]. |
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CS2.a.2.i
Identify, using accurate terminology, simple hardware and software problems that may occur during use, and apply strategies for solving problems (e.g., reboot device, check for power, check network availability, close and reopen app). |
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DA1.a.1.i
Use numeric values to represent non-numeric ideas in the computer (e.g., binary, American Standard Code for Information Interchange (ASCII), pixel attributes such as Red Green Blue (RGB)). |
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DA1.a.2.i
Answer a question by using a computer to manipulate (e.g., sort, total and/or average, chart, graph) and analyze data that has been collected by the class or student. |
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DA2.a.2.i
Collect quantitative data over time from multiple sources (e.g., class or group pools, individual observations of street traffic). |
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DA2.b.2.i
Choose appropriate classifications or grouping for data by shape, color, size, or other attributes. |
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DA3.a.2.i
Organize data into new subsets to provide different views or commonalities and present insights gained using visual representations. |
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DA3.a.3.i
Organize and evaluate data for its sufficiency and relevance to making accurate inferences or predictions. |
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DA4.a.3.i
Create a computational artifact to model the attributes and behaviors associated with a concept (e.g., solar system, life cycle of a plant). |
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IC1.a.2.i
Discuss computing technologies that have changed the world and express how those technologies influence, and are influenced by, cultural practices. |
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IC1.a.3.i
Generate examples of how computing can affect society, and also how societal values can shape computing choices. |
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IC1.b.2.i
Compare and contrast the effects of communicating electronically to communicating in person. |
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IC2.a.1.i
Brainstorm and advocate for ways in which computing devices and the internet could be made more available to all people. |
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IC2.b.1.i
Brainstorm ways in which computing devices could be made more accessible to all users. |
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IC2.c.2.i
Use online collaborative spaces ethically and safely to work with another student to solve a problem or reach a goal. |
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IC2.c.3.i
Seek out and compare diverse perspectives, synchronously or asynchronously, to improve a project. |
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IC3.a.1.i
Use resources from the World Wide Web in making artifacts and recognize that the work came from others. |
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IC3.b.3.i
Explain problems that relate to using computing devices and networks (e.g., logging out to deter others from using your account, cyberbullying, privacy of personal information, and ownership). |
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NI1.a.2.i
Create examples of strong passwords, explain why strong passwords should be used, and demonstrate proper use and protection of personal passwords. |
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NI1.a.3.i
Remember basic concepts and facts regarding security issues with general computer use. |
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NI1.b.1.i
Give examples of information that organizations keep private as opposed to information that they make public. |
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NI2.a.3.i
Model how a device on a network sends a message from one device (sender) to another (receiver) while following specific rules. |
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NI2.a.4.i
Differentiate between using the internet and not using the internet (e.g. identify difference between local and remote computation, such as collaborating on a Google Doc in “the cloud” versus editing a local document). |
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NI2.a.5.i
Illustrate how information travels on the internet. |
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NI2.b.1.i
Act out a protocol that people use in common everyday communications (e.g., checking out a book from the library, meeting a new person, making an appointment, playing a class game, or calling a friend on the phone to invite them over). |
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NI2.c.2.i
Devise a system for sending a physical message to anyone in their school by using addressing techniques, and then draw a tree or visual representation of their addressing system, and finally act out their addressing system by sending messages. |
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NI2.d.1.i
Communicate across a classroom using a secure method of their own design (e.g., pictures, physical movement, text). |
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