Computer Science Standards
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Showing 1 - 10 of 39 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.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.CS.1
Grade Range:
K–2
Concept:
Computing Systems
Subconcept:
Devices
Practice(s):
Fostering an Inclusive Computing Culture (1.1)
Standard:
Select and operate computing devices that perform a variety of tasks accurately and quickly based on user needs and preferences.
Descriptive Statement:
People use computing devices to perform a variety of tasks accurately and quickly. Computing devices interpret and follow the given instructions literally. Students select and operate an appropriate computing device and corresponding program or app for a given task. For example, students could use computing devices to describe what plants and animals (including humans) need to survive. In this case, students could choose to use a keyboard to type explanatory sentences onto graphics. They could also choose to use a touchscreen device with a stylus to annotate an image for a slideshow, or choose to use a camera enabled device to make a video. Student choices may reflect their own needs or the needs of others. (CA NGSS: K-LS1-1; 2-LS4-1) Alternatively, students could choose to use a computing device with audio recording capabilities to recount stories or poems. Students could clarify thoughts, ideas, or feelings via their preference of either using a device with digital drawing tools, or by creating paper and pencil drawing based on their needs and preferences. (CA CCSS for ELA/Literacy SL.K.5, SL.1.5, SL.2.5)
Select and operate computing devices that perform a variety of tasks accurately and quickly based on user needs and preferences.
Descriptive Statement:
People use computing devices to perform a variety of tasks accurately and quickly. Computing devices interpret and follow the given instructions literally. Students select and operate an appropriate computing device and corresponding program or app for a given task. For example, students could use computing devices to describe what plants and animals (including humans) need to survive. In this case, students could choose to use a keyboard to type explanatory sentences onto graphics. They could also choose to use a touchscreen device with a stylus to annotate an image for a slideshow, or choose to use a camera enabled device to make a video. Student choices may reflect their own needs or the needs of others. (CA NGSS: K-LS1-1; 2-LS4-1) Alternatively, students could choose to use a computing device with audio recording capabilities to recount stories or poems. Students could clarify thoughts, ideas, or feelings via their preference of either using a device with digital drawing tools, or by creating paper and pencil drawing based on their needs and preferences. (CA CCSS for ELA/Literacy SL.K.5, SL.1.5, SL.2.5)
Standard Identifier: K-2.CS.2
Grade Range:
K–2
Concept:
Computing Systems
Subconcept:
Hardware & Software
Practice(s):
Communicating About Computing (7.2)
Standard:
Explain the functions of common hardware and software components of computing systems.
Descriptive Statement:
A computing system is composed of hardware and software. Hardware includes the physical components of a computer system. Software provides instructions for the system. These instructions are represented in a form that a computer can understand and are designed for specific purposes. Students identify and describe the function of hardware, such as desktop computers, laptop computers, tablet devices, monitors, keyboards, mice, trackpads, microphones, and printers. Students also identify and describe common software applications such as web browsers, games, and word processors. For example, students could create drawings of a computing system and label its major components with appropriate terminology. Students could then explain the function of each component. (VAPA Visual Arts 2 5.0) (CA CCSS for ELA/Literacy SL.K.5, SL.K.6, SL.1.5, SL.1.6, SL.2.5, SL.2.6) Alternatively, students could each be assigned a component of a computing system and arrange their bodies to represent the system. Students could then describe how their assigned component functions within the system. (P.E.K.1, 1.1)
Explain the functions of common hardware and software components of computing systems.
Descriptive Statement:
A computing system is composed of hardware and software. Hardware includes the physical components of a computer system. Software provides instructions for the system. These instructions are represented in a form that a computer can understand and are designed for specific purposes. Students identify and describe the function of hardware, such as desktop computers, laptop computers, tablet devices, monitors, keyboards, mice, trackpads, microphones, and printers. Students also identify and describe common software applications such as web browsers, games, and word processors. For example, students could create drawings of a computing system and label its major components with appropriate terminology. Students could then explain the function of each component. (VAPA Visual Arts 2 5.0) (CA CCSS for ELA/Literacy SL.K.5, SL.K.6, SL.1.5, SL.1.6, SL.2.5, SL.2.6) Alternatively, students could each be assigned a component of a computing system and arrange their bodies to represent the system. Students could then describe how their assigned component functions within the system. (P.E.K.1, 1.1)
Standard Identifier: K-2.CS.3
Grade Range:
K–2
Concept:
Computing Systems
Subconcept:
Troubleshooting
Practice(s):
Testing and Refining Computational Artifacts, Communicating About Computing (6.2, 7.2)
Standard:
Describe basic hardware and software problems using accurate terminology.
Descriptive Statement:
Problems with computing systems have different causes. Accurate description of the problem aids users in finding solutions. Students communicate a problem with accurate terminology (e.g., when an app or program is not working as expected, a device will not turn on, the sound does not work, etc.). Students at this level do not need to understand the causes of hardware and software problems. For example, students could sort hardware and software terms on a word wall, and refer to the word wall when describing problems using "I see..." statements (e.g., "I see the pointer on the screen is missing", "I see that the computer will not turn on"). (CA CCSS for ELA/Literacy L.K.5.A, L.1.5.A, SL K.5, SL1.5, SL 2.5) (Visual Arts Kinder 5.2) Alternatively, students could use appropriate terminology during collaborative conversations as they learn to debug, troubleshoot, collaborate, and think critically with technology. (CA CCSS for ELA/Literacy SL.K.1, SL.1.1, SL.2.1)
Describe basic hardware and software problems using accurate terminology.
Descriptive Statement:
Problems with computing systems have different causes. Accurate description of the problem aids users in finding solutions. Students communicate a problem with accurate terminology (e.g., when an app or program is not working as expected, a device will not turn on, the sound does not work, etc.). Students at this level do not need to understand the causes of hardware and software problems. For example, students could sort hardware and software terms on a word wall, and refer to the word wall when describing problems using "I see..." statements (e.g., "I see the pointer on the screen is missing", "I see that the computer will not turn on"). (CA CCSS for ELA/Literacy L.K.5.A, L.1.5.A, SL K.5, SL1.5, SL 2.5) (Visual Arts Kinder 5.2) Alternatively, students could use appropriate terminology during collaborative conversations as they learn to debug, troubleshoot, collaborate, and think critically with technology. (CA CCSS for ELA/Literacy SL.K.1, SL.1.1, SL.2.1)
Standard Identifier: 3-5.AP.14
Grade Range:
3–5
Concept:
Algorithms & Programming
Subconcept:
Modularity
Practice(s):
Developing and Using Abstractions, Creating Computational Artifacts (4.2, 5.3)
Standard:
Create programs by incorporating smaller portions of existing programs, to develop something new or add more advanced features.
Descriptive Statement:
Programs can be broken down into smaller parts, which can be incorporated into new or existing programs. Students incorporate predefined functions into their original designs. At this level, students do not need to understand all of the underlying implementation details of the abstractions that they use. For example, students could use code from a ping pong animation to make a ball bounce in a new basketball game. They could also incorporate code from a single-player basketball game to create a two-player game with slightly different rules. Alternatively, students could remix an animated story and add their own conclusion and/or additional dialogue. (CA CCSS for ELA/Literacy W.3.3.B, W.3.3.D, W.4.3.B, W.4.3.E, W.5.3.B, W.5.3.E) Additionally, when creating a game that occurs on the moon or planets, students could incorporate and modify code that simulates gravity on Earth. They could modify the strength of the gravitational force based on the mass of the planet or moon. (CA NGSS: 5-PS2-1)
Create programs by incorporating smaller portions of existing programs, to develop something new or add more advanced features.
Descriptive Statement:
Programs can be broken down into smaller parts, which can be incorporated into new or existing programs. Students incorporate predefined functions into their original designs. At this level, students do not need to understand all of the underlying implementation details of the abstractions that they use. For example, students could use code from a ping pong animation to make a ball bounce in a new basketball game. They could also incorporate code from a single-player basketball game to create a two-player game with slightly different rules. Alternatively, students could remix an animated story and add their own conclusion and/or additional dialogue. (CA CCSS for ELA/Literacy W.3.3.B, W.3.3.D, W.4.3.B, W.4.3.E, W.5.3.B, W.5.3.E) Additionally, when creating a game that occurs on the moon or planets, students could incorporate and modify code that simulates gravity on Earth. They could modify the strength of the gravitational force based on the mass of the planet or moon. (CA NGSS: 5-PS2-1)
Standard Identifier: 3-5.AP.15
Grade Range:
3–5
Concept:
Algorithms & Programming
Subconcept:
Program Development
Practice(s):
Fostering an Inclusive Computing Culture, Creating Computational Artifacts (1.1, 5.1)
Standard:
Use an iterative process to plan and develop a program by considering the perspectives and preferences of others.
Descriptive Statement:
Planning is an important part of the iterative process of program development. Students gain a basic understanding of the importance and process of planning before beginning to write code for a program. They plan the development of a program by outlining key features, time and resource constraints, and user expectations. Students should document the plan as, for example, a storyboard, flowchart, pseudocode, or story map. For example, students could collaborate with a partner to plan and develop a program that graphs a function. They could iteratively modify the program based on feedback from diverse users, such as students who are color blind and may have trouble differentiating lines on a graph based on the color. (CA CCSS for Mathematics 5.G.1, 5.G.2) Alternatively, students could plan as a team to develop a program to display experimental data. They could implement the program in stages, generating basic displays first and then soliciting feedback from others on how easy it is to interpret (e.g., are labels clear and readable?, are lines thick enough?, are titles understandable?). Students could iteratively improve their display to make it more readable and to better support the communication of the finding of the experiment. (NGSS.3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3)
Use an iterative process to plan and develop a program by considering the perspectives and preferences of others.
Descriptive Statement:
Planning is an important part of the iterative process of program development. Students gain a basic understanding of the importance and process of planning before beginning to write code for a program. They plan the development of a program by outlining key features, time and resource constraints, and user expectations. Students should document the plan as, for example, a storyboard, flowchart, pseudocode, or story map. For example, students could collaborate with a partner to plan and develop a program that graphs a function. They could iteratively modify the program based on feedback from diverse users, such as students who are color blind and may have trouble differentiating lines on a graph based on the color. (CA CCSS for Mathematics 5.G.1, 5.G.2) Alternatively, students could plan as a team to develop a program to display experimental data. They could implement the program in stages, generating basic displays first and then soliciting feedback from others on how easy it is to interpret (e.g., are labels clear and readable?, are lines thick enough?, are titles understandable?). Students could iteratively improve their display to make it more readable and to better support the communication of the finding of the experiment. (NGSS.3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3)
Showing 1 - 10 of 39 Standards
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