Standards in this Framework
| Standard | Description |
|---|---|
| ECS.1.1a | Use the structured problem-solving process to help address new problems |
| ECS.1.1b | View challenges as solvable |
| ECS.1.1c | Decompose or break down larger problems into smaller components |
| ECS.1.2a | Expect and value mistakes as a natural and productive part of problem solving |
| ECS.1.2b | Continue working with new ideas and consider multiple possible approaches |
| ECS.1.2c | Iterate and continue to improve partial solutions |
| ECS.1.3a | Incorporate personal interests and ideas into activities and projects |
| ECS.1.3b | Experiment with new ideas and consider multiple possible approaches |
| ECS.1.3c | Extend or build upon the ideas and projects of others |
| ECS.1.4a | Work with others to develop solutions that incorporate all contributors |
| ECS.1.4b | Mediate disagreements and help teammates agree on a common solution |
| ECS.1.4c | Actively contribute to the success of group projects |
| ECS.1.5a | Structure work so that it can be easily understood by others |
| ECS.1.5b | Consider the perspective and background of your audience when presenting work |
| ECS.1.5c | Provide and accept constructive feedback in order to improve work |
| ECS.2.1 | Students will understand computer hardware and the tasks they perform: |
| ECS.2.1a | Students will identify the required functions for a device to be classified as a computer (receives input, processing; output; storage) |
| 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. |
| ECS.2.1a.ii | Understand the relationship between bits and bytes. |
| ECS.2.1a.iii | Compare and convert between the following sizes: kilobyte, megabyte, gigabyte, terabyte and petabyte. |
| ECS.2.1a.iv | Discuss the difference between consumer and enterprise (cloud) storage. |
| ECS.2.1a.v | Discuss the speed of the computer (gigahertz). |
| ECS.2.1b | Students will identify examples of tasks that can and cannot be accomplished with a computer. |
| ECS.2.2 | Students will describe changes technology has made on communication, privacy, and social interactions. |
| ECS.2.2a | Impacts of technology on society from the following perspectives: social, economic, political, legal, ethical, and moral issues |
| ECS.2.2b | Permanence of online information |
| ECS.2.2c | Consider issues around privacy and collection of data |
| ECS.2.2d | Students will understand that all their online behavior and digital communications will have long-term ramifications either positive or negative. |
| ECS.2.2e | Online safety |
| ECS.2.3 | Students will discuss how and why binary is used to represent data in a computer. |
| ECS.2.3a | Describe how binary digits (bits) are stored in different media |
| ECS.2.3b | Understand the binary system or pattern for counting up to 8 digits |
| ECS.2.3c | Convert numbers between 0 and 128 from decimal to binary and vice versa. |
| ECS.2.3d | Describe how real-world phenomena such as numbers, characters (ASCII), or images (RGB) are digitized and represented in a computer. |
| ECS.2.4 | Students will understand different algorithms used in problem solving. |
| 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); 5. Repeat - Reiterate through the steps until the problem is solved |
| ECS.2.4b | Explain when a binary search would be more efficient than a linear search (put into CSP) |
| ECS.2.5 | Students will gain knowledge and skills while considering the social, moral, and ethical impacts of Artificial Intelligence (AI) systems and usage. |
| ECS.2.5a | Students will explain the idea of intelligence specifically as it relates to computers. |
| ECS.2.5b | Students will explain what it means for a machine to learn |
| 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. |
| ECS.2.5d | Students will train and test an existing AI system (machine learning). |
| ECS.2.5e | Students will understand the difference between predictive and generative AI |
| 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.) |
| ECS.2.5f.i | Appropriate use of AI |
| ECS.2.5f.ii | Effective prompting |
| ECS.2.5g | Students will gain an understanding of how AI is changing different sectors such as medicine, agriculture, manufacturing, etc. |
| ECS.3.1a | Students will understand ethical behavior as it relates to an AUP, Intellectual Property, Netiquette, Respecting Privacy, Anti-Spamming Laws, etc. |
| ECS.3.1b | Students will demonstrate knowledge of standard copyright rules. |
| ECS.3.1b.i | Understand copyright for original creations. |
| ECS.3.1b.ii | Understand the creative commons license |
| ECS.3.1b.iii | Understand when to obtain permission for non-original work. |
| ECS.3.1c | Students will identify the use and purpose of acceptable use policy (AUP). |
| ECS.3.1c.i | Comply with the school's AUP |
| ECS.3.2 | Students will understand the need to know the purpose of website design in relationship to the intended audience and client needs. |
| ECS.3.2a | Students will plan a website design using storyboards, wireframes, etc. |
| 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. |
| ECS.3.3a | Students will code the foundation for a basic webpage including the element tags DOCTYPE, html, head, title, and body. |
| ECS.3.3b | Students will create pages with tags and attributes at the inline level. (DOCTYPE, title, head, body, h1 – h6, p, etc.) |
| ECS.3.3c | Students will create web pages with text formatting, links, images, and lists. |
| ECS.3.4 | Students will understand that CSS (Cascading Style Sheets) are used to customize the style or looks of a website. |
| ECS.3.4a | Students will apply CSS to a website. |
| ECS.3.4a.i | Apply CSS to a web site using best practices (external CSS). |
| ECS.3.4b | Students will format web pages using CSS, such as modifying background properties (color, image), font properties (font-family, size, color), and border properties (width, style, color), and implementing tags and classes to modify an HTML element. |
| 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. |
| ECS.4.1a | Students will identify how planning strategies (such as flowcharts, storyboards, prototypes or pseudocode) are used when creating a program. |
| ECS.4.2 | Define an algorithm as a set of clearly defined, logical steps to solve a problem. |
| ECS.4.2a | Students will describe the steps needed to efficiently solve a non-computing problem using a pseudocode algorithm |
| ECS.4.2b | Students will examine and formulate algorithms that solve specific problems. |
| ECS.4.3a | Students will recognize a variety of different user input sources such as text input, sensors, mouse response, movement, or event. |
| ECS.4.3b | Students will recognize a variety of different outputs such as sounds, light, vibrations, movement, text and/or graphics. |
| ECS.4.4a | Students will understand that variables are named locations in memory used to store data. |
| ECS.4.4b | Students will be able to identify variables and when they should be used in code. |
| 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). |
| ECS.4.6 | Students will understand that programs use loops (iteration) to be more efficient and avoid code duplication. |
| ECS.4.6a | For loop – know the number of times you are going to iterate |
| ECS.4.6b | While loop – iterate until a boolean condition is no longer true |
| 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. |
| ECS.4.8a | Students will understand that a function is a named block of code that performs a specific task. Functions encourage efficiency, reusability, and readability. |
| 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. |
| ECS.4.10 | Students will demonstrate an understanding of the relationship between hardware and software. |
| ECS.4.10a | Students will define and explain an algorithm for a physical computing device. (sequence of instructions processed by the device.) |
| ECS.4.10b | Students will create a prototype of a physical computing device that uses algorithms to solve a computational problem. |
| ECS.4.10c | Students will create a physical project or program a physical device |
| 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.) |
| ECS.4.10c.ii | Students will systematically identify and fix problems with the project or physical device. |
| ECS.4.11a | Students will explore various careers in programming such as Software Engineer, Video Game Developer, Mobile App Developer, and Web Developer. |
