Computer Science Standards
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Algorithms
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Culture
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Cybersecurity
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Inference & Models
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Program Development
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Safety, Law, & Ethics
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Troubleshooting
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Variables
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Fostering an Inclusive Computing Culture
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Collaborating Around Computing
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Recognizing and Defining Computational Problems
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Developing and Using Abstractions
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Creating Computational Artifacts
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Testing and Refining Computational Artifacts
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Communicating About Computing
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Showing 1 - 10 of 65 Standards
Standard Identifier: K-2.AP.10
Grade Range:
K–2
Concept:
Algorithms & Programming
Subconcept:
Algorithms
Practice(s):
Recognizing and Defining Computational Problems, Developing and Using Abstractions (3.2, 4.4)
Standard:
Model daily processes by creating and following algorithms to complete tasks.
Descriptive Statement:
Algorithms are sequences of instructions that describe how to complete a specific task. Students create algorithms that reflect simple life tasks inside and outside of the classroom. For example, students could create algorithms to represent daily routines for getting ready for school, transitioning through center rotations, eating lunch, and putting away art materials. Students could then write a narrative sequence of events. (CA CCSS for ELA/Literacy W.K.3, W.1.3, W.2.3) Alternatively, students could create a game or a dance with a specific set of movements to reach an intentional goal or objective. (P.E K.2, 1.2, 2.2) Additionally, students could create a map of their neighborhood and give step-by-step directions of how they get to school. (HSS.K.4, 1.2, 2.2)
Model daily processes by creating and following algorithms to complete tasks.
Descriptive Statement:
Algorithms are sequences of instructions that describe how to complete a specific task. Students create algorithms that reflect simple life tasks inside and outside of the classroom. For example, students could create algorithms to represent daily routines for getting ready for school, transitioning through center rotations, eating lunch, and putting away art materials. Students could then write a narrative sequence of events. (CA CCSS for ELA/Literacy W.K.3, W.1.3, W.2.3) Alternatively, students could create a game or a dance with a specific set of movements to reach an intentional goal or objective. (P.E K.2, 1.2, 2.2) Additionally, students could create a map of their neighborhood and give step-by-step directions of how they get to school. (HSS.K.4, 1.2, 2.2)
Standard Identifier: K-2.AP.11
Grade Range:
K–2
Concept:
Algorithms & Programming
Subconcept:
Variables
Practice(s):
Developing and Using Abstractions (4.4)
Standard:
Model the way programs store data.
Descriptive Statement:
Information in the real world can be represented in computer programs. Students model the digital storage of data by transforming real-world information into symbolic representations that include text, numbers, and images. For example, after identifying symbols on a map and explaining what they represent in the real world, students could create their own symbols and corresponding legend to represent items on a map of their classroom (HSS.K.4.3, 1.2.3, 2.2.2) Alternatively, students could invent symbols to represent beat and/or pitch. Students could then modify symbols within the notation and explain how the musical phrase changes. (VAPA Music K.1.1, 1.1.1, 2.1.1, 2.2.2)
Model the way programs store data.
Descriptive Statement:
Information in the real world can be represented in computer programs. Students model the digital storage of data by transforming real-world information into symbolic representations that include text, numbers, and images. For example, after identifying symbols on a map and explaining what they represent in the real world, students could create their own symbols and corresponding legend to represent items on a map of their classroom (HSS.K.4.3, 1.2.3, 2.2.2) Alternatively, students could invent symbols to represent beat and/or pitch. Students could then modify symbols within the notation and explain how the musical phrase changes. (VAPA Music K.1.1, 1.1.1, 2.1.1, 2.2.2)
Standard Identifier: K-2.AP.14
Grade Range:
K–2
Concept:
Algorithms & Programming
Subconcept:
Program Development
Practice(s):
Creating Computational Artifacts, Communicating About Computing (5.1, 7.2)
Standard:
Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
Descriptive Statement:
Creating a plan for what a program will do clarifies the steps that will be needed to create the program and can be used to check if a program runs as expected. Students create a planning document to illustrate their program's sequence of events, goals, and expected outcomes of what their program will do. Planning documents could include a story map, a storyboard, or a sequential graphic organizer, to illustrate their program's sequence of events, goals, and expected outcomes of what their program will do. Students at this level may complete the planning process with help from the teacher. For example, students could create a storyboard or timeline that represents a family's history, leading to their current location of residence. Students could then create a plan for a program that animates the story of family locations. (HSS 2.1.1) (CA CCSS for ELA/Literacy W.K.3, W.1.3, W.2.3)
Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
Descriptive Statement:
Creating a plan for what a program will do clarifies the steps that will be needed to create the program and can be used to check if a program runs as expected. Students create a planning document to illustrate their program's sequence of events, goals, and expected outcomes of what their program will do. Planning documents could include a story map, a storyboard, or a sequential graphic organizer, to illustrate their program's sequence of events, goals, and expected outcomes of what their program will do. Students at this level may complete the planning process with help from the teacher. For example, students could create a storyboard or timeline that represents a family's history, leading to their current location of residence. Students could then create a plan for a program that animates the story of family locations. (HSS 2.1.1) (CA CCSS for ELA/Literacy W.K.3, W.1.3, W.2.3)
Standard Identifier: K-2.AP.15
Grade Range:
K–2
Concept:
Algorithms & Programming
Subconcept:
Program Development
Practice(s):
Communicating About Computing (7.3)
Standard:
Give attribution when using the ideas and creations of others while developing programs.
Descriptive Statement:
Computing makes it easy to reuse and remix others' creations, and this comes with a level of responsibility. Students credit artifacts that were created by others, such as pictures, music, and code. Credit could be given orally if presenting their work to the class, or in writing if sharing work on a class blog or website. Proper attribution at this stage does not require formal citation, such as in a bibliography or works cited document. For example, when creating an animation of the sun, moon, and stars using a blocks-based language, students could draw their own sun and use an image of the moon and stars from a website or a teammate. When students present the model to the class, they can orally give credit to the website or peer for the contributions. (CA CCSS for ELA/Literacy SL.K.5, SL.1.5, SL.2.5) (NGSS.1-ESS1-1) (CA Model School Library Standards 2.3.b, 2.4.2.a)
Give attribution when using the ideas and creations of others while developing programs.
Descriptive Statement:
Computing makes it easy to reuse and remix others' creations, and this comes with a level of responsibility. Students credit artifacts that were created by others, such as pictures, music, and code. Credit could be given orally if presenting their work to the class, or in writing if sharing work on a class blog or website. Proper attribution at this stage does not require formal citation, such as in a bibliography or works cited document. For example, when creating an animation of the sun, moon, and stars using a blocks-based language, students could draw their own sun and use an image of the moon and stars from a website or a teammate. When students present the model to the class, they can orally give credit to the website or peer for the contributions. (CA CCSS for ELA/Literacy SL.K.5, SL.1.5, SL.2.5) (NGSS.1-ESS1-1) (CA Model School Library Standards 2.3.b, 2.4.2.a)
Standard Identifier: K-2.AP.16
Grade Range:
K–2
Concept:
Algorithms & Programming
Subconcept:
Program Development
Practice(s):
Testing and Refining Computational Artifacts (6.2)
Standard:
Debug errors in an algorithm or program that includes sequences and simple loops.
Descriptive Statement:
Algorithms or programs may not always work correctly. Students use various strategies, such as changing the sequence of the steps, following the algorithm in a step-by-step manner, or trial and error to fix problems in algorithms and programs. For example, when given images placed in a random order, students could give step-by-step commands to direct a robot, or a student playing a robot, to navigate to the images in the correct sequence. Examples of images include storyboard cards from a familiar story (CA CCSS for ELA/Literacy RL.K.2, RL.1.2, RL.2.2) and locations of the sun at different times of the day (CA NGSS: 1-ESS1-1). Alternatively, students could "program" the teacher or another classmate by giving precise instructions to make a peanut butter and jelly sandwich or navigate around the classroom. When the teacher or classmate doesn't respond as intended, students correct their commands. Additionally, students could receive a partially completed soundboard program that has a variety of animals programmed to play a corresponding sound when the user touches them. Students correct any sounds that don't match the animal (e.g., if the cat moos, students change the moo sound to meow).
Debug errors in an algorithm or program that includes sequences and simple loops.
Descriptive Statement:
Algorithms or programs may not always work correctly. Students use various strategies, such as changing the sequence of the steps, following the algorithm in a step-by-step manner, or trial and error to fix problems in algorithms and programs. For example, when given images placed in a random order, students could give step-by-step commands to direct a robot, or a student playing a robot, to navigate to the images in the correct sequence. Examples of images include storyboard cards from a familiar story (CA CCSS for ELA/Literacy RL.K.2, RL.1.2, RL.2.2) and locations of the sun at different times of the day (CA NGSS: 1-ESS1-1). Alternatively, students could "program" the teacher or another classmate by giving precise instructions to make a peanut butter and jelly sandwich or navigate around the classroom. When the teacher or classmate doesn't respond as intended, students correct their commands. Additionally, students could receive a partially completed soundboard program that has a variety of animals programmed to play a corresponding sound when the user touches them. Students correct any sounds that don't match the animal (e.g., if the cat moos, students change the moo sound to meow).
Standard Identifier: K-2.AP.17
Grade Range:
K–2
Concept:
Algorithms & Programming
Subconcept:
Program Development
Practice(s):
Communicating About Computing (7.2)
Standard:
Describe the steps taken and choices made during the iterative process of program development.
Descriptive Statement:
Program developers make choices and iterate to continually refine their product. At this stage, students explain or write about the goals and expected outcomes of the programs they create and the choices that they made when creating programs. Students could use coding journals, discussions with a teacher, class presentations, or blogs. For example, students could use a combination of images, verbal reflections, a physical model, and/or written text to show the step-by-step process taken to develop a program such as cutting and pasting coding commands into a journal, using manipulatives that represent different commands and control structures, and taking screenshots of code and adding to a digital journal. This iterative process could be documented via a speech, journal, one on one conference with teacher or peer, small group conference, or blog. (CA CCSS for ELA/Literacy SL.K.5, SL.1.5, SL.2.5) (CA NGSS: K-2-ETS1.2)
Describe the steps taken and choices made during the iterative process of program development.
Descriptive Statement:
Program developers make choices and iterate to continually refine their product. At this stage, students explain or write about the goals and expected outcomes of the programs they create and the choices that they made when creating programs. Students could use coding journals, discussions with a teacher, class presentations, or blogs. For example, students could use a combination of images, verbal reflections, a physical model, and/or written text to show the step-by-step process taken to develop a program such as cutting and pasting coding commands into a journal, using manipulatives that represent different commands and control structures, and taking screenshots of code and adding to a digital journal. This iterative process could be documented via a speech, journal, one on one conference with teacher or peer, small group conference, or blog. (CA CCSS for ELA/Literacy SL.K.5, SL.1.5, SL.2.5) (CA NGSS: K-2-ETS1.2)
Standard Identifier: K-2.DA.9
Grade Range:
K–2
Concept:
Data & Analysis
Subconcept:
Inference & Models
Practice(s):
Developing and Using Abstractions (4.1)
Standard:
Identify and describe patterns in data visualizations, such as charts or graphs, to make predictions.
Descriptive Statement:
Data can be used to make inferences or predictions about the world. For example, students could record the number of each color of candy in a small packet. Then, they compare their individual data with classmates. Students could use the collected data to predict how many of each colored candy will be in a full size bag of like candy. (CA CCSS for Mathematics K.MD.3, 1.MD.4, 2.MD.10) Alternatively, students could sort and classify objects according to their properties and note observations. Students could then create a graph or chart of their observations and look for connections/relationships (e.g., items that are hard are usually also smooth, or items that are fluffy are usually also light in weight.) Students then look at pictures of additional objects and make predictions regarding the properties of the objects pictured. (CA NGSS: 2-PS1-1, 2-PS1-2)
Identify and describe patterns in data visualizations, such as charts or graphs, to make predictions.
Descriptive Statement:
Data can be used to make inferences or predictions about the world. For example, students could record the number of each color of candy in a small packet. Then, they compare their individual data with classmates. Students could use the collected data to predict how many of each colored candy will be in a full size bag of like candy. (CA CCSS for Mathematics K.MD.3, 1.MD.4, 2.MD.10) Alternatively, students could sort and classify objects according to their properties and note observations. Students could then create a graph or chart of their observations and look for connections/relationships (e.g., items that are hard are usually also smooth, or items that are fluffy are usually also light in weight.) Students then look at pictures of additional objects and make predictions regarding the properties of the objects pictured. (CA NGSS: 2-PS1-1, 2-PS1-2)
Standard Identifier: K-2.IC.18
Grade Range:
K–2
Concept:
Impacts of Computing
Subconcept:
Culture
Practice(s):
Recognizing and Defining Computational Problems (3.1)
Standard:
Compare how people lived and worked before and after the adoption of new computing technologies.
Descriptive Statement:
Computing technologies have changed the way people live and work. Students describe the positive and negative impacts of these changes. For example, as a class, students could create a timeline that includes advancements in computing technologies. Each student could then choose an advancement from the timeline and make a graphic organizer noting how people's lives were different before and after its introduction into society. Student responses could include: In the past, if students wanted to read about a topic, they needed access to a library to find a book about it. Today, students can view and read information on the Internet about a topic or they can download e-books about it directly to a device. Such information may be available in more than one language and could be read to a student, allowing for great accessibility. (HSS.K.6.3) Alternatively, students could retell or dramatize stories, myths, and fairy tales from two distinct time periods before and after a particular computing technology had been introduced. For example, the setting of one story could take place before smartphones had been invented, while a second setting could take place with smartphones in use by characters in the story. Students could note the positive and negative aspects of smartphones on the daily lives of the characters in the story. (VAPA Theatre Arts K.3.1, K.3.2, 1.2.2, 2.3.2) (CA CCSS for ELA/Literacy RL.K.2, RL.K.9, RL.1., RL.1.9, RL.2.2, RL.2.9)
Compare how people lived and worked before and after the adoption of new computing technologies.
Descriptive Statement:
Computing technologies have changed the way people live and work. Students describe the positive and negative impacts of these changes. For example, as a class, students could create a timeline that includes advancements in computing technologies. Each student could then choose an advancement from the timeline and make a graphic organizer noting how people's lives were different before and after its introduction into society. Student responses could include: In the past, if students wanted to read about a topic, they needed access to a library to find a book about it. Today, students can view and read information on the Internet about a topic or they can download e-books about it directly to a device. Such information may be available in more than one language and could be read to a student, allowing for great accessibility. (HSS.K.6.3) Alternatively, students could retell or dramatize stories, myths, and fairy tales from two distinct time periods before and after a particular computing technology had been introduced. For example, the setting of one story could take place before smartphones had been invented, while a second setting could take place with smartphones in use by characters in the story. Students could note the positive and negative aspects of smartphones on the daily lives of the characters in the story. (VAPA Theatre Arts K.3.1, K.3.2, 1.2.2, 2.3.2) (CA CCSS for ELA/Literacy RL.K.2, RL.K.9, RL.1., RL.1.9, RL.2.2, RL.2.9)
Standard Identifier: K-2.IC.20
Grade Range:
K–2
Concept:
Impacts of Computing
Subconcept:
Safety, Law, & Ethics
Practice(s):
Recognizing and Defining Computational Problems (3.1)
Standard:
Describe approaches and rationales for keeping login information private, and for logging off of devices appropriately.
Descriptive Statement:
People use computing technology in ways that can help or hurt themselves and/or others. Harmful behaviors, such as sharing passwords or other private information and leaving public devices logged in should be recognized and avoided. Students keep login information private, log off of devices appropriately, and discuss the importance of these practices. For example, while learning about individual responsibility and citizenship, students could create a "privacy folder" to store login information, and keep this folder in a secure location that is not easily seen and accessed by classmates. Students could discuss the relative benefits and impacts of choosing to store passwords in a folder online versus on paper. They could also describe how using the same login and password across many systems and apps could lead to significant security issues and requires even more vigilance in maintaining security. (HSS K.1) Alternatively, students can write an informational piece regarding the importance of keeping login information private and logging off of public devices. (CA CCSS for ELA/Literacy W.K.2, W.1.2, W.2.2)
Describe approaches and rationales for keeping login information private, and for logging off of devices appropriately.
Descriptive Statement:
People use computing technology in ways that can help or hurt themselves and/or others. Harmful behaviors, such as sharing passwords or other private information and leaving public devices logged in should be recognized and avoided. Students keep login information private, log off of devices appropriately, and discuss the importance of these practices. For example, while learning about individual responsibility and citizenship, students could create a "privacy folder" to store login information, and keep this folder in a secure location that is not easily seen and accessed by classmates. Students could discuss the relative benefits and impacts of choosing to store passwords in a folder online versus on paper. They could also describe how using the same login and password across many systems and apps could lead to significant security issues and requires even more vigilance in maintaining security. (HSS K.1) Alternatively, students can write an informational piece regarding the importance of keeping login information private and logging off of public devices. (CA CCSS for ELA/Literacy W.K.2, W.1.2, W.2.2)
Standard Identifier: 3-5.AP.10
Grade Range:
3–5
Concept:
Algorithms & Programming
Subconcept:
Algorithms
Practice(s):
Recognizing and Defining Computational Problems, Testing and Refining Computational Artifacts (3.3, 6.3)
Standard:
Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
Descriptive Statement:
Different algorithms can achieve the same result, though sometimes one algorithm might be more appropriate for a specific solution. Students examine different ways to solve the same task and decide which would be the better solution for the specific scenario. For example, students could use a map and create multiple algorithms to model the early land and sea routes to and from European settlements in California. They could then compare and refine their algorithms to reflect faster travel times, shorter distances, or avoid specific characteristics, such as mountains, deserts, ocean currents, and wind patterns. (HSS.4.2.2) Alternatively, students could identify multiple algorithms for decomposing a fraction into a sum of fractions with the same denominator and record each decomposition with an equation (e.g., 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8). Students could then select the most efficient algorithm (e.g., fewest number of steps). (CA CCSS for Mathematics 4.NF.3b) Additionally, students could compare algorithms that describe how to get ready for school and modify them for supporting different goals including having time to care for a pet, being able to talk with a friend before classes start, or taking a longer route to school to accompany a younger sibling to their school first. Students could then write an opinion piece, justifying with reasons their selected algorithm is most appropriate. (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1)
Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
Descriptive Statement:
Different algorithms can achieve the same result, though sometimes one algorithm might be more appropriate for a specific solution. Students examine different ways to solve the same task and decide which would be the better solution for the specific scenario. For example, students could use a map and create multiple algorithms to model the early land and sea routes to and from European settlements in California. They could then compare and refine their algorithms to reflect faster travel times, shorter distances, or avoid specific characteristics, such as mountains, deserts, ocean currents, and wind patterns. (HSS.4.2.2) Alternatively, students could identify multiple algorithms for decomposing a fraction into a sum of fractions with the same denominator and record each decomposition with an equation (e.g., 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8). Students could then select the most efficient algorithm (e.g., fewest number of steps). (CA CCSS for Mathematics 4.NF.3b) Additionally, students could compare algorithms that describe how to get ready for school and modify them for supporting different goals including having time to care for a pet, being able to talk with a friend before classes start, or taking a longer route to school to accompany a younger sibling to their school first. Students could then write an opinion piece, justifying with reasons their selected algorithm is most appropriate. (CA CCSS for ELA/Literacy W.3.1, W.4.1, W.5.1)
Showing 1 - 10 of 65 Standards
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