Computer Science Standards
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Collection, Visualization, & Transformation
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Cybersecurity
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Showing 1 - 10 of 40 Standards
Standard Identifier: K-2.AP.12
Grade Range:
K–2
Concept:
Algorithms & Programming
Subconcept:
Control
Practice(s):
Creating Computational Artifacts (5.2)
Standard:
Create programs with sequences of commands and simple loops, to express ideas or address a problem.
Descriptive Statement:
People create programs by composing sequences of commands that specify the precise order in which instructions should be executed. Loops enable programs to repeat a sequence of commands multiple times. For example, students could follow simple movements in response to oral instructions. Students could then create a simple sequence of movement commands in response to a given problem (e.g., In how many ways can you travel from point A to point B?) and represent it as a computer program, using loops to repeat commands. (VAPA Dance K.1.4, 1.2.3, 1.2.5, 1.2.8, 2.2.1, 2.2.2, 2.2.3) Alternatively, on a mat with many different CVC words, students could program robots to move to words with a similar vowel sound. Students could look for multiple ways to solve the problem and simplify their solution by incorporating loops. (CA CCSS for ELA/Literacy RF.K.2.D, RF.1.2.C)
Create programs with sequences of commands and simple loops, to express ideas or address a problem.
Descriptive Statement:
People create programs by composing sequences of commands that specify the precise order in which instructions should be executed. Loops enable programs to repeat a sequence of commands multiple times. For example, students could follow simple movements in response to oral instructions. Students could then create a simple sequence of movement commands in response to a given problem (e.g., In how many ways can you travel from point A to point B?) and represent it as a computer program, using loops to repeat commands. (VAPA Dance K.1.4, 1.2.3, 1.2.5, 1.2.8, 2.2.1, 2.2.2, 2.2.3) Alternatively, on a mat with many different CVC words, students could program robots to move to words with a similar vowel sound. Students could look for multiple ways to solve the problem and simplify their solution by incorporating loops. (CA CCSS for ELA/Literacy RF.K.2.D, RF.1.2.C)
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.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.DA.8
Grade Range:
K–2
Concept:
Data & Analysis
Subconcept:
Collection, Visualization, & Transformation
Practice(s):
Developing and Using Abstractions, Communicating About Computing (4.4, 7.1)
Standard:
Collect and present data in various visual formats.
Descriptive Statement:
Data can be collected and presented in various visual formats. For example, students could measure temperature changes throughout a day. They could then discuss ways to display the data visually. Students could extend the activity by writing different narratives based on collected data, such as a story that begins in the morning when temperatures are low and one that begins in the afternoon when the sun is high and temperatures are higher. (CA CCSS for ELA/Literacy RL.K.9, RL.1.9, RL.2.9, W.K.3, W.1.3, W.2.3). Alternatively, students collect peers' favorite flavor of ice cream and brainstorm differing ways to display the data. In groups, students can choose to display and present the data in a format of their choice. (CA CCSS for Mathematics K.MD.3, 1.MD.4, 2.MD.10)
Collect and present data in various visual formats.
Descriptive Statement:
Data can be collected and presented in various visual formats. For example, students could measure temperature changes throughout a day. They could then discuss ways to display the data visually. Students could extend the activity by writing different narratives based on collected data, such as a story that begins in the morning when temperatures are low and one that begins in the afternoon when the sun is high and temperatures are higher. (CA CCSS for ELA/Literacy RL.K.9, RL.1.9, RL.2.9, W.K.3, W.1.3, W.2.3). Alternatively, students collect peers' favorite flavor of ice cream and brainstorm differing ways to display the data. In groups, students can choose to display and present the data in a format of their choice. (CA CCSS for Mathematics K.MD.3, 1.MD.4, 2.MD.10)
Standard Identifier: K-2.NI.6
Grade Range:
K–2
Concept:
Networks & the Internet
Subconcept:
Cybersecurity
Practice(s):
Developing and Using Abstractions (4.4)
Standard:
Create patterns to communicate a message.
Descriptive Statement:
Connecting devices to a network or the Internet provides great benefit, but care must be taken to protect devices and information from unauthorized access. Messages can be protected by using secret languages or codes. Patterns help to ensure that the intended recipient can decode the message. Students create a pattern that can be decoded and translated into a message. For example, students could use a table to associate each text character with a number. Then, they could select a combination of text characters and use mathematical functions (e.g., simple arithmetic operations) to transform the numbers associated with the characters into a secret message. Using inverse functions, a peer could translate the secret message back into its original form. (CA CCSS for Mathematics 2.OA.A.1, 2.OA.B.2) Alternatively, students could use icons or invented symbols to represent patterns of beat, rhythm, or pitch to decode a musical phrase. (VAPA Music K.1.1, 1.1.1, 2.1.1, 2.2.2)
Create patterns to communicate a message.
Descriptive Statement:
Connecting devices to a network or the Internet provides great benefit, but care must be taken to protect devices and information from unauthorized access. Messages can be protected by using secret languages or codes. Patterns help to ensure that the intended recipient can decode the message. Students create a pattern that can be decoded and translated into a message. For example, students could use a table to associate each text character with a number. Then, they could select a combination of text characters and use mathematical functions (e.g., simple arithmetic operations) to transform the numbers associated with the characters into a secret message. Using inverse functions, a peer could translate the secret message back into its original form. (CA CCSS for Mathematics 2.OA.A.1, 2.OA.B.2) Alternatively, students could use icons or invented symbols to represent patterns of beat, rhythm, or pitch to decode a musical phrase. (VAPA Music K.1.1, 1.1.1, 2.1.1, 2.2.2)
Standard Identifier: 3-5.AP.12
Grade Range:
3–5
Concept:
Algorithms & Programming
Subconcept:
Control
Practice(s):
Creating Computational Artifacts (5.2)
Standard:
Create programs that include events, loops, and conditionals.
Descriptive Statement:
Control structures specify the order (sequence) in which instructions are executed within a program and can be combined to support the creation of more complex programs. Events allow portions of a program to run based on a specific action. Conditionals allow for the execution of a portion of code in a program when a certain condition is true. Loops allow for the repetition of a sequence of code multiple times. For example, students could program an interactive map of the United States of America. They could use events to initiate a question when the user clicks on a state and conditionals to check whether the user input is correct. They could use loops to repeat the question until the user answers correctly or to control the length of a "congratulations" scenario that plays after a correct answer. (HSS.5.9) Alternatively, students could write a math fluency game that asks products of two one-digit numbers and then uses a conditional to check whether or not the answer that was entered is correct. They could use a loop to repeatedly ask another question. They could use events to allow the user to click on a green button to play again or a red button to end the game. (CA CCSS for Mathematics 3.OA.7) Additionally, students could create a program as a role-playing game based on a literary work. Loops could be used to animate a character's movement. When reaching a decision point in the story, an event could initiate the user to type a response. A conditional could change the setting or have the story play out differently based on the user input. (CA CCSS for ELA/Literacy RL.5.3)
Create programs that include events, loops, and conditionals.
Descriptive Statement:
Control structures specify the order (sequence) in which instructions are executed within a program and can be combined to support the creation of more complex programs. Events allow portions of a program to run based on a specific action. Conditionals allow for the execution of a portion of code in a program when a certain condition is true. Loops allow for the repetition of a sequence of code multiple times. For example, students could program an interactive map of the United States of America. They could use events to initiate a question when the user clicks on a state and conditionals to check whether the user input is correct. They could use loops to repeat the question until the user answers correctly or to control the length of a "congratulations" scenario that plays after a correct answer. (HSS.5.9) Alternatively, students could write a math fluency game that asks products of two one-digit numbers and then uses a conditional to check whether or not the answer that was entered is correct. They could use a loop to repeatedly ask another question. They could use events to allow the user to click on a green button to play again or a red button to end the game. (CA CCSS for Mathematics 3.OA.7) Additionally, students could create a program as a role-playing game based on a literary work. Loops could be used to animate a character's movement. When reaching a decision point in the story, an event could initiate the user to type a response. A conditional could change the setting or have the story play out differently based on the user input. (CA CCSS for ELA/Literacy RL.5.3)
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)
Standard Identifier: 3-5.AP.16
Grade Range:
3–5
Concept:
Algorithms & Programming
Subconcept:
Program Development
Practice(s):
Creating Computational Artifacts, Communicating About Computing (5.2, 7.3)
Standard:
Observe intellectual property rights and give appropriate attribution when creating, remixing, or combining programs.
Descriptive Statement:
Intellectual property rights can vary by country, but copyright laws give the creator of a work a set of rights and prevents others from copying the work and using it in ways that they may not like. Students consider common licenses that place limitations or restrictions on the use of others' work, such as images and music downloaded from the Internet. When incorporating the work of others, students attribute the work. At this level, students could give attribution by including credits or links directly in their programs, code comments, or separate project pages. For example, when making a program to model the life cycle of a butterfly, students could modify and reuse an existing program that describes the life cycle of a frog. Based on their research, students could identify and use Creative Commons-licensed or public domain images and sounds of caterpillars and butterflies. Students give attribution by properly citing the source of the original piece as necessary. (CA NGSS: 3-LS-1-1) (CA CCSS for ELA/Literacy W.3.8, W.4.8, W.5.8) Alternatively, when creating a program explaining the structure of the United States goverment, students find Creative Commons-licensed or public domain images to represent the three branches of government and attribute ownership of the images appropriately. If students find and incorporate an audio file of a group playing part of the national anthem, they appropriately give attribution on the project page. (HSS.3.4.4)
Observe intellectual property rights and give appropriate attribution when creating, remixing, or combining programs.
Descriptive Statement:
Intellectual property rights can vary by country, but copyright laws give the creator of a work a set of rights and prevents others from copying the work and using it in ways that they may not like. Students consider common licenses that place limitations or restrictions on the use of others' work, such as images and music downloaded from the Internet. When incorporating the work of others, students attribute the work. At this level, students could give attribution by including credits or links directly in their programs, code comments, or separate project pages. For example, when making a program to model the life cycle of a butterfly, students could modify and reuse an existing program that describes the life cycle of a frog. Based on their research, students could identify and use Creative Commons-licensed or public domain images and sounds of caterpillars and butterflies. Students give attribution by properly citing the source of the original piece as necessary. (CA NGSS: 3-LS-1-1) (CA CCSS for ELA/Literacy W.3.8, W.4.8, W.5.8) Alternatively, when creating a program explaining the structure of the United States goverment, students find Creative Commons-licensed or public domain images to represent the three branches of government and attribute ownership of the images appropriately. If students find and incorporate an audio file of a group playing part of the national anthem, they appropriately give attribution on the project page. (HSS.3.4.4)
Standard Identifier: 3-5.CS.2
Grade Range:
3–5
Concept:
Computing Systems
Subconcept:
Hardware & Software
Practice(s):
Developing and Using Abstractions (4.4)
Standard:
Demonstrate how computer hardware and software work together as a system to accomplish tasks.
Descriptive Statement:
Hardware and software are both needed to accomplish tasks with a computing device. Students create a model to illustrate ways in which hardware and software work as a system. Students could draw a model on paper or in a drawing program, program an animation to demonstrate it, or demonstrate it by acting this out in some way. At this level, a model should only include the basic elements of a computer system, such as input, output, processor, sensors, and storage. For example, students could create a diagram or flow chart to indicate how a keyboard, desktop computer, monitor, and word processing software interact with each other. The keyboard (hardware) detects a key press, which the operating system and word processing application (software) displays as a new character that has been inserted into the document and is visible through the monitor (hardware). Students could also create a model by acting out the interactions of these different hardware and software components. Alternatively, when describing that animals and people receive different types of information through their senses, process the information in their brain, and respond to the information in different ways, students could compare this to the interaction of how the information traveling through a computer from mouse to processor are similar to signals sent through the nervous system telling our brain about the world around us to prompt responses. (CA NGSS: 4-LS1-2)
Demonstrate how computer hardware and software work together as a system to accomplish tasks.
Descriptive Statement:
Hardware and software are both needed to accomplish tasks with a computing device. Students create a model to illustrate ways in which hardware and software work as a system. Students could draw a model on paper or in a drawing program, program an animation to demonstrate it, or demonstrate it by acting this out in some way. At this level, a model should only include the basic elements of a computer system, such as input, output, processor, sensors, and storage. For example, students could create a diagram or flow chart to indicate how a keyboard, desktop computer, monitor, and word processing software interact with each other. The keyboard (hardware) detects a key press, which the operating system and word processing application (software) displays as a new character that has been inserted into the document and is visible through the monitor (hardware). Students could also create a model by acting out the interactions of these different hardware and software components. Alternatively, when describing that animals and people receive different types of information through their senses, process the information in their brain, and respond to the information in different ways, students could compare this to the interaction of how the information traveling through a computer from mouse to processor are similar to signals sent through the nervous system telling our brain about the world around us to prompt responses. (CA NGSS: 4-LS1-2)
Standard Identifier: 3-5.IC.21
Grade Range:
3–5
Concept:
Impacts of Computing
Subconcept:
Culture
Practice(s):
Fostering an Inclusive Computing Culture (1.2)
Standard:
Propose ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.
Descriptive Statement:
The development and modification of computing technology is driven by people’s needs and wants and can affect groups differently. Students anticipate the needs and wants of diverse end users and propose ways to improve access and usability of technology, with consideration of potential perspectives of users with different backgrounds, ability levels, points of view, and disabilities. For example, students could research a wide variety of disabilities that would limit the use of traditional computational tools for the creation of multimedia artifacts, including digital images, songs, and videos. Students could then brainstorm and propose new software that would allow students that are limited by the disabilities to create similar artifacts in new ways (e.g., graphical display of music for the deaf, the sonification of images for visually impaired students, voice input for those that are unable to use traditional input like the mouse and the keyboard). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7) Alternatively, as they anticipate unique user needs, students may consider using both speech and text to convey information in a game. They may also wish to vary the types of programs they create, knowing that not everyone shares their own tastes. (CA NGSS: 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3)
Propose ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.
Descriptive Statement:
The development and modification of computing technology is driven by people’s needs and wants and can affect groups differently. Students anticipate the needs and wants of diverse end users and propose ways to improve access and usability of technology, with consideration of potential perspectives of users with different backgrounds, ability levels, points of view, and disabilities. For example, students could research a wide variety of disabilities that would limit the use of traditional computational tools for the creation of multimedia artifacts, including digital images, songs, and videos. Students could then brainstorm and propose new software that would allow students that are limited by the disabilities to create similar artifacts in new ways (e.g., graphical display of music for the deaf, the sonification of images for visually impaired students, voice input for those that are unable to use traditional input like the mouse and the keyboard). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7) Alternatively, as they anticipate unique user needs, students may consider using both speech and text to convey information in a game. They may also wish to vary the types of programs they create, knowing that not everyone shares their own tastes. (CA NGSS: 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3)
Showing 1 - 10 of 40 Standards
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