Computer Science Standards
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Showing 1 - 10 of 40 Standards
Standard Identifier: K-2.AP.13
Grade Range:
K–2
Concept:
Algorithms & Programming
Subconcept:
Modularity
Practice(s):
Recognizing and Defining Computational Problems (3.2)
Standard:
Decompose the steps needed to solve a problem into a sequence of instructions.
Descriptive Statement:
Decomposition is the act of breaking down tasks into simpler tasks. For example, students could break down the steps needed to make a peanut butter and jelly sandwich, to brush their teeth, to draw a shape, to move a character across the screen, or to solve a level of a coding app. In a visual programming environment, students could break down the steps needed to draw a shape. (CA CCSS for Mathematics K.G.5, 1.G.1, 2.G.1) Alternatively, students could decompose the planning of a birthday party into tasks such as: 1) Decide when and where it should be, 2) List friends and family to invite, 3) Send the invitations, 4) Bake a cake, 5) Decorate, etc.
Decompose the steps needed to solve a problem into a sequence of instructions.
Descriptive Statement:
Decomposition is the act of breaking down tasks into simpler tasks. For example, students could break down the steps needed to make a peanut butter and jelly sandwich, to brush their teeth, to draw a shape, to move a character across the screen, or to solve a level of a coding app. In a visual programming environment, students could break down the steps needed to draw a shape. (CA CCSS for Mathematics K.G.5, 1.G.1, 2.G.1) Alternatively, students could decompose the planning of a birthday party into tasks such as: 1) Decide when and where it should be, 2) List friends and family to invite, 3) Send the invitations, 4) Bake a cake, 5) Decorate, etc.
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.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.13
Grade Range:
3–5
Concept:
Algorithms & Programming
Subconcept:
Modularity
Practice(s):
Recognizing and Defining Computational Problems (3.2)
Standard:
Decompose problems into smaller, manageable tasks which may themselves be decomposed.
Descriptive Statement:
Decomposition is the act of breaking down tasks into simpler tasks. This manages complexity in the problem solving and program development process. For example, students could create an animation to represent a story they have written. Students write a story and then break it down into different scenes. For each scene, they would select a background, place characters, and program actions in that scene. (CA CCSS for ELA/Literacy W.3.3, W.4.3, W.5.3) Alternatively, students could create a program to allow classmates to present data collected in an experiment. For example, if students collected rain gauge data once per week for 3 months, students could break down the program tasks: 1) ask the user to input 12 weeks' worth of data, 2) process the data (e.g., add the first four entries to calculate the rain amount for month 1, convert to metric system measurements), and 3) direct the creation or resizing of objects (e.g., one rectangular chart bar for each month) to represent the total number of rainfall for that month. (CA NGSS: 3-ETS-1-2) (CA CCSS for Mathematics 3.MD.2)
Decompose problems into smaller, manageable tasks which may themselves be decomposed.
Descriptive Statement:
Decomposition is the act of breaking down tasks into simpler tasks. This manages complexity in the problem solving and program development process. For example, students could create an animation to represent a story they have written. Students write a story and then break it down into different scenes. For each scene, they would select a background, place characters, and program actions in that scene. (CA CCSS for ELA/Literacy W.3.3, W.4.3, W.5.3) Alternatively, students could create a program to allow classmates to present data collected in an experiment. For example, if students collected rain gauge data once per week for 3 months, students could break down the program tasks: 1) ask the user to input 12 weeks' worth of data, 2) process the data (e.g., add the first four entries to calculate the rain amount for month 1, convert to metric system measurements), and 3) direct the creation or resizing of objects (e.g., one rectangular chart bar for each month) to represent the total number of rainfall for that month. (CA NGSS: 3-ETS-1-2) (CA CCSS for Mathematics 3.MD.2)
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.CS.1
Grade Range:
3–5
Concept:
Computing Systems
Subconcept:
Devices
Practice(s):
Communicating About Computing (7.2)
Standard:
Describe how computing devices connect to other components to form a system.
Descriptive Statement:
Computing devices often depend on other devices or components. Students describe physical and wireless connections to other components, including both input devices (e.g., keyboards, sensors, remote controls, microphones) and output devices (e.g., 3D printers, monitors, speakers). For example, students could describe the relationship among the heart, lungs, muscles, blood, and oxygen during physical activity and then compare this to how a mouse, keyboard, printer, and desktop computer connect and interact to allow for input, processing, and output. (P.E.3.4.7) Alternatively, when describing how light reflected from objects enters the eye and is then transferred to the brain to construct a visual image, students could compare this to a computing system that uses programming to construct a visual image when data is transferred and constructed/reconstructed through a keyboard, camera, or other components. (CA NGSS: 4-PS4-2)
Describe how computing devices connect to other components to form a system.
Descriptive Statement:
Computing devices often depend on other devices or components. Students describe physical and wireless connections to other components, including both input devices (e.g., keyboards, sensors, remote controls, microphones) and output devices (e.g., 3D printers, monitors, speakers). For example, students could describe the relationship among the heart, lungs, muscles, blood, and oxygen during physical activity and then compare this to how a mouse, keyboard, printer, and desktop computer connect and interact to allow for input, processing, and output. (P.E.3.4.7) Alternatively, when describing how light reflected from objects enters the eye and is then transferred to the brain to construct a visual image, students could compare this to a computing system that uses programming to construct a visual image when data is transferred and constructed/reconstructed through a keyboard, camera, or other components. (CA NGSS: 4-PS4-2)
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.20
Grade Range:
3–5
Concept:
Impacts of Computing
Subconcept:
Culture
Practice(s):
Recognizing and Defining Computational Problems (3.1)
Standard:
Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.
Descriptive Statement:
New computing technologies are created and existing technologies are modified for many reasons, including to increase their benefits, decrease their risks, and meet societal needs. Students, with guidance from their teacher, discuss topics that relate to the history of computing technologies and changes in the world due to these technologies. Topics could be based on current news content, such as robotics, wireless Internet, mobile computing devices, GPS systems, wearable computing, and how social media has influenced social and political changes. For example, students could conduct research in computing technologies that impact daily life such as self-driving cars. They engage in a collaborative discussion describing impacts of these advancements (e.g., self-driving cars could reduce crashes and decrease traffic, but there is a cost barrier to purchasing them). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7, SL.3.1, SL.4.1, SL.5.1) Alternatively, students could discuss how technological advancements affected the entertainment industry and then compare and contrast the impacts on audiences. For instance, people with access to high-speed Internet may be able to choose to utilize streaming media (which may cost less than traditional media options), but those in rural areas may not have the same access and be able to reap those benefits. (VAPA Theatre Arts 4.3.2, 4.4.2)
Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.
Descriptive Statement:
New computing technologies are created and existing technologies are modified for many reasons, including to increase their benefits, decrease their risks, and meet societal needs. Students, with guidance from their teacher, discuss topics that relate to the history of computing technologies and changes in the world due to these technologies. Topics could be based on current news content, such as robotics, wireless Internet, mobile computing devices, GPS systems, wearable computing, and how social media has influenced social and political changes. For example, students could conduct research in computing technologies that impact daily life such as self-driving cars. They engage in a collaborative discussion describing impacts of these advancements (e.g., self-driving cars could reduce crashes and decrease traffic, but there is a cost barrier to purchasing them). (CA CCSS for ELA/Literacy W.3.7, W.4.7, W.5.7, SL.3.1, SL.4.1, SL.5.1) Alternatively, students could discuss how technological advancements affected the entertainment industry and then compare and contrast the impacts on audiences. For instance, people with access to high-speed Internet may be able to choose to utilize streaming media (which may cost less than traditional media options), but those in rural areas may not have the same access and be able to reap those benefits. (VAPA Theatre Arts 4.3.2, 4.4.2)
Showing 1 - 10 of 40 Standards
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