CS K-12 Curriculum Crosswalk 2011 CSTA K-12 CS Standards Page 1 Crosswalk: Aligning CS Curriculum with 2011 CSTA K-12 Computer Science Standards http://csta.acm.org/Curriculum/sub/K12Standards.html CS Curriculum Name Colonial School District Website www.colonialsd.org Contact Info Name: Sergio Anaya Organization: Colonial School District Job title: Curriculum Supervisor of Innovation and Learning Email address: [email protected]Phone number: 610-834-1671 ext. 2164 Submission Date 2/19/16 (and 3/16/16) Please indicate whether your curriculum is for a: State District School Institution Curriculum Product Please indicate organizational status: For profit Nonprofit Specify the fee for your product (if applicable): $_______________ N/A Please describe your audience (grade level, demographics, etc.) and setting (in school, after school, club, camp, etc.). K-12 Information Technology, Tech Ed and Computer Science Curriculum Colonial by the numbers District Population* - 41,475 o White 91.0% o African American 4.0% o Asian 3.8% o Hispanic 1.1% o Other 0.1% Number of Employees – 718 o 388 Teachers o 27 Administrators o 303 Support Staff Total Enrollment - 4,633 o Special Education - 858 o Gifted - 192 o Low Income - 22.93% Average Class Size - 18-23 100% Highly Qualified Refer to the last page for descriptions of CSTA’s curriculum levels and a key to abbreviations of Colonial School District course and unit names.
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CSTA Standard Sample Objectives / Other Information Course and Unit Names
IT1,2,3/DigStory: Using age-appropriate technology, share with a partner or team the steps used to create a product; solve a problem; or illustrate a song, rhyme, or story.
IT1,2,3/DigStory: Share curriculum related concepts with classmates or home.
IT2/DigSto(old): Create an original presentation based on a story, event, or self-expression.
Information Technology 1 o Digital Storytelling
Information Technology 2 o Digital Storytelling(old) o Digital Storytelling
Information Technology 3 o Digital Storytelling
CT.L1:3-03 Understand how to arrange (sort) information into useful order, such as sorting students by birth date, without using a computer.
CT.L1:3-04 Recognize that software is created to control computer operations.
ITK/Coding: Drag and drop commands to
cause the dinosaur to move
Information Technology K o Coding
IT1,2/Coding: Recognize and apply patterns, sequencing, loops, and conditions to successfully solve puzzles.
Information Technology 1 o Coding
Information Technology 2 o Coding
IT3/Coding: vocab: program - a sequence of instructions/commands for the computer to follow
Information Technology 3 o Coding
CT.L1:3-05 Demonstrate how 0s and 1s can be used to represent information.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
CT.L1:6-01 Understand and use the basic steps in algorithmic problem solving (e.g., problem statement and exploration, examination of sample instances, design, implementation, and testing).
IT3,4,5/C&D: Compare problem solving strategies (Engineering Design Process) and discuss similarities and differences.
Information Technology 3 o Creating and Designing
Information Technology 4 o Creativity and Design
Information Technology 5 o Creating and Designing
CT.L1:6-02 Develop a simple understanding of an algorithm (e.g., search, sequence of events, or sorting) using computer-free exercises.
CT.L1:6-03 Demonstrate how a string of bits can be used to represent alphanumeric information.
CT.L1:6-04 Describe how a simulation can be used to solve a problem.
CT.L1:6-05 Make a list of sub-problems to consider while addressing a larger problem.
CT.L1:6-06 Understand the connections between computer science and other fields.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
Level 1 (Grades K – 6) Strand: Collaboration
CL.L1:3-01 Gather information and communicate electronically with others with support from teachers, family members, or student partners.
ITK/DigStory: Use age appropriate tools to gather, organize, and share information.
Information Technology K o Digital Storytelling
IT1/DigStory: Using age-appropriate technology, share with a partner or team the steps used to create a product; solve a problem; or illustrate a song, rhyme, or story.
Information Technology 1 o Digital Storytelling
IT2/C&D: Identify and apply strategies to select appropriate information and digital resources.
IT2/DigStory: Using age-appropriate technology, share with a partner or team the steps used to create a product; solve a problem; or illustrate a song, rhyme, or story.
IT2/DigStory(old): Use age appropriate tools to gather, organize, and share information.
Information Technology 2 o Creating and Designing o Digital Storytelling o Digital Storytelling (old)
IT3/DigStory: Using age-appropriate technology, share with a partner or team the steps used to create a product; solve a problem; or illustrate a song, rhyme, or story.
Information Technology 3 o Digital Storytelling o Creating and Designing o Digital Storytelling (old)
CSTA Standard Sample Objectives / Other Information Course and Unit Names
CL.L1:6-01 Use productivity technology tools (e.g., word processing, spreadsheet, presentation software) for individual and collaborative writing, communication, and publishing activities.
IT3/DigStory: Collaborate in pairs using age-appropriate digital media.
IT3/DigStory: Use technology tools to exchange classroom to classroom artifacts and ideas.
IT3/DigStory: Share curriculum related concepts with classmates or home.
Information Technology 3 o Digital Storytelling
CL.L1:6-02 Use online resources (e.g., email, online discussions, collaborative web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products.
CL.L1:6-03 Identify ways that teamwork and collaboration can support problem solving and innovation.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
Level 1 (Grades K – 6) Strand: Computing Practice and Programming
CPP.L1:3-01 Use technology resources to conduct age-appropriate research.
IT2/DigStory: Identify and apply strategies to select appropriate information and digital resources.
IT2,3/DigStory(old): Use digital tools and resources to find and organize data.
IT2,3/DigStory(old): Locate and gather information from pre-selected sources.
Information Technology 2 o Digital Storytelling o Digital Storytelling (old)
Information Technology 3 o Digital Storytelling o Digital Storytelling (old)
CSTA Standard Sample Objectives / Other Information Course and Unit Names
IT2,3/DigStory(old): Use age appropriate tools to gather, organize, and share information.
CPP.L1:3-02 Use developmentally appropriate multimedia resources (e.g., interactive books and educational software) to support learning across the curriculum.
CPP.L1:3-03 Create developmentally appropriate multimedia products with support from teachers, family members, or student partners.
ITK,1/DigStory: Create an original presentation based on a story, event, or self-expression.
IT2,3/DigStory(old): Create an original presentation based on a story, event, or self-expression.
Information Technology K o Digital Storytelling
Information Technology 1 o Digital Storytelling
Information Technology 2 o Digital Storytelling(old)
Information Technology 3 o Digital Storytelling (old) o Scratch
CPP.L1:3-04 Construct a set of statements to be acted out to accomplish a simple task (e.g., turtle instructions).
ITK/Coding: Drag and drop commands to cause the dinosaur to move
Information Technology K o Coding
IT1,2/Coding: Recognize and apply patterns, sequencing, loops, and conditions to successfully solve puzzles.
Information Technology 1 o Coding
Information Technology 2 o Coding
IT3/Coding: (purpose) Students will be able to learn about the process of design and programming by creating a sprite and animation using Scratch.
Information Technology 3 o Coding
CPP.L1:3-05 Identify jobs that use computing and technology.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
CPP.L1:3-06 Gather and organize information using concept-mapping tools.
Information Technology 3 o Creating and Designing
CPP.L1:6-01 Use technology resources (e.g., calculators, data collection probes, mobile devices, videos, educational software, and web tools) for problem-solving and self-directed learning.
IT3,4,5/C&D: Create an original artifact using digital tools or resources.
IT3,4,5/C&D: Identify ways technology can help students explore and understand everyday problems.
IT4-5/ComColl-Rob: uses sensors
Information Technology 3 o Creating and Designing o Scratch/coding
Information Technology 4 o Creativity and Design o Coding and programming
(Scratch) o Communication & Collaboration
(Robotics)
Information Technology 5 o Creativity and Design o Coding and Programming
(Scratch) o Communication & Collaboration
(Robotics)
Tech Ed: Eng & Video
Arch Draw/3D Mod: Become self-directed learners.
Arch Draw/3D Mod: Know content and be able to locate additional information as needed.
Adv Conc Struct Eng: using CAD
Video Prod: many tools
Animation: 3-D modeling, other tools
Technology Education: Engineering & Video Production o All units
CSTA Standard Sample Objectives / Other Information Course and Unit Names
CPP.L1:6-02 Use general-purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning.
IT3/DigStory: Collaborate in pairs using age-appropriate digital media.
Information Technology 3
o Digital Storytelling
CPP.L1:6-03 Use technology tools (e.g., multimedia and text authoring, presentation, web tools, digital cameras, and scanners) for individual and collaborative writing, communication, and publishing activities.
IT3/DigStory: Use technology tools to exchange classroom to classroom artifacts and ideas.
Information Technology 3
o Digital Storytelling
CPP.L1:6-04 Gather and manipulate data using a variety of digital tools.
CPP.L1:6-05 Construct a program as a set of step-by-step instructions to be acted out (e.g., make a peanut butter and jelly sandwich activity).
IT3/Coding: (purpose) Students will be able to learn about the process of design and programming by creating a sprite and animation using Scratch.
IT4,5/Coding: (purpose) Students will be able to learn about the process of design by creating a sprite(s) and animating by using the Scratch graphical programming language.
Information Technology 3
o Scratch [Coding]
Information Technology 4
o Coding & Prog (Scratch)
o Comm & Coll (Robotics)
Information Technology 5
o Coding & Prog (Scratch)
o Comm & Coll (Robotics)
CPP.L1:6-06 Implement problem solutions using a block-based visual programming language.
IT3/Coding: (purpose) Students will be able to learn about the process of design and programming by creating a sprite and animation using Scratch.
IT4,5/CodProg: (purpose) Students will be able to learn about the process of design by creating a sprite(s) and animating by using the Scratch graphical programming language.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
CPP.L1:6-07 Use computing devices to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests.
IT3,4,5/DigCit: Model technology use of sharing and safety rules.
IT3/DigStory: Use technology tools to exchange classroom to classroom artifacts and ideas.
IT3,4,5/C&D: Identify and apply strategies to select appropriate information and digital resources.
Information Technology 4 o Digital Citizenship o Type to Learn o Communication and
Collaboration (Robotics)
Information Technology 5 o Digital Citizenship
CPP.L1:6-08 Navigate between webpages using hyperlinks and conduct simple searches using search engines.
IT3,4,5/DigCit: (purpose) To help students demonstrate an understanding of age-appropriate issues related to safe, healthy, and acceptable use of digital devices which include safe searching, online etiquette, exhibiting a positive attitude toward technology while demonstrating personal responsibility and leadership for digital citizenship. Essential Question: How do we use technology in a safe and acceptable way?
IT4,5: Search engines (def). Session 4: Safe Searching; Session 5: Internet Search Guidelines and activity
Information Technology 3 o Digital Citizenship
Information Technology 4 o Digital Citizenship
Information Technology 5 o Digital Citizenship
CPP.L1:6-09 Identify a wide range of jobs that require knowledge or use of computing.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
CD.L1:6-01 Demonstrate an appropriate level of proficiency with keyboards and other input and output devices.
IT3,4/C&D: input - a place where, or a device through which, energy or information enters a system such as buttons, switches, and sensor modules
IT3,4/C&D: output - a place where power or information leaves a system such as motion, light, and sound modules
IT4,5/Type: o Enter text o Operate keys necessary for instruction o Use navigation tools (i.e., scroll bar,
mouse)
Information Technology 3 o Digital Citizenship o Creating and Designing o Coding o Scratch (enrichment)
Information Technology 4 o Creativity and Design o Coding o Digital Citizenship
Information Technology 5 o Creativity and Design o Coding o Digital Citizenship
CD.L1:6-02 Understand the pervasiveness of computers and computing in daily life (e.g., voice mail, downloading videos and audio files, microwave ovens, thermostats, wireless Internet, mobile computing devices, GPS systems).
CD.L1:6-03 Apply strategies for identifying simple hardware and software problems that may occur during use.
CD.L1:6-04 Identify that information is coming to the computer from many sources over a network.
CD.L1:6-05 Identify factors that distinguish humans from machines.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
CD.L1:6-06 Recognize that computers model intelligent behavior (as found in robotics, speech and language recognition, and computer animation).
IT4,5: ComColl-Rob: Robots are often used to perform repetitive tasks for people. Occasionally robots look like people and can even mimic the activities that people do. Our robots are no exception. Although they do not look like humans, they can easily have sensors or peripherals added to mimic the senses that humans use. Our robots use the information obtained from the sensors to gain an understanding of their surroundings.
Information Technology 4 o Coding & Prog (Scratch) o Communication &
Collaboration (Robotics)
Information Technology 5 o Communication &
Collaboration (Robotics)
CSTA Standard Sample Objectives / Other Information Course and Unit Names
Level 1 (Grades K – 6) Strand: Community, Global, and Ethical Impacts
CI.L1:3-01 Practice responsible digital citizenship (legal and ethical behaviors) in the use of technology systems and software.
Information Technology K o Intro to Tech
Information Technology 1 o Digital Citizenship
Information Technology 2 o Digital Citizenship
CI.L1:3-02 Identify positive and negative social and ethical behaviors for using technology.
In Essential Skills and in Essential Purpose, students are asked to describe and model safe & responsible behaviors. IT1/DigCit Assessment: Using creativity app/software, students will complete "I can be a
CSTA Standard Sample Objectives / Other Information Course and Unit Names
good digital citizen by ...." or "I can be safe online by ...." with graphics, audio, and/or text. Explicit mention of negative behaviors: IT2: copycat presentation IT3: cyberbully; Digital Citizenship Pledge Contract
CI.L1:6-01 Discuss basic issues related to responsible use of technology and information, and the consequences of inappropriate use.
IT4-5/DigCit: Identify safe behavior. Explicit mention of negative behaviors: IT4: netiquette (and, by implication, the opposite is negative) IT4,5: How can you tell if a situation is not safe?
The activities in these course units partially meet the standard:
Information Technology 3 o Digital Citizenship
Information Technology 4 o Digital Citizenship
Information Technology 5 o Digital Citizenship
CI.L1:6-02 Identify the impact of technology (e.g., social networking, cyber bullying, mobile computing and communication, web technologies, cyber security, and virtualization) on personal life and society.
CI.L1:6-03 Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and biases that occur in electronic information sources.
CI.L1:6-04 Understand ethical issues that relate to computers and networks (e.g., equity of access, security, privacy, copyright, and intellectual property).
IT3,4,5/DigCit: Demonstrate an understanding of age appropriate issues related to the use of digital devices.
IT3,4,5/DigCit: Model technology use of sharing and safety rules.
IT4,5/DigCit: Identify safe behavior
The activities in these course units partially meet the standard:
CT.L2-01 Use the basic steps in algorithmic problem-solving to design solutions (e.g., problem statement and exploration, examination of sample instances, design, implementing a solution, testing, evaluation).
IT6/C&D: The Engineering Design Process (Ask
questions, Imagine, Plan, Create, Improve), is
presented and emphasized. In that context,
these objectives align with the standard:
Identify and apply strategies to select appropriate information and digital resources.
Compare problem solving strategies and discuss similarities and differences.
IT6/Coding: Sequence - to create a program in Scratch, think systematically about the order of the steps.
Information Technology 6 o Creating & Designing o Coding
CT.L2-02 Describe the process of parallelization as it relates to problem solving.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
CT.L2-03 Define an algorithm as a sequence of instructions that can be processed by a computer.
IT6/Coding: sequence - to create a program in Scratch, think systematically about the order of the steps
This course unit includes enabling activities for the standard:
Information Technology 6 o Coding Algorithm discussion Applying algorithms to
problem solving Storyboarding Programming Scratch
CT.L2-04 Evaluate ways that different algorithms may be used to solve the same problem.
CT.L2-05 Act out searching and sorting algorithms.
CT.L2-06 Describe and analyze a sequence of instructions being followed (e.g., describe a character’s behavior in a video game as driven by rules and algorithms).
CT.L2-07 Represent data in a variety of ways, including text, sounds, pictures, and numbers.
IT6/DigStory:
Use digital tools and resources to find and organize data.
Use graphic organizers and simulations.
Use age appropriate tools to gather, organize, and share information.
IT6/C&D:
Create an original artifact using digital tools or resources.
Question, imagine, plan, create, revise and improve.
Activities in these course units partially meet the standard:
Information Technology 6 o Digital Storytelling o Creating and Designing
CSTA Standard Sample Objectives / Other Information Course and Unit Names
CT.L2-08 Use visual representations of problem states, structures, and data (e.g., graphs, charts, network diagrams, flowcharts).
IT6/C&D: Create an original artifact using digital tools or resources. (Concept map in Little Bits Lesson 3) IT6/DigStory:
Use digital tools and resources to find and organize data.
Use graphic organizers and simulations.
Use age appropriate tools to gather, organize, and share information.
Information Technology 6
Creating and Designing
Ted:EngRob/MechEng&Des: Essential Skills include several skills (sketching, drawings, visually representing) that support this standard.
Technology Education: Engineering & Robotics o Mechanical Engineering &
Design
CT.L2-09 Interact with content-specific models and simulations (e.g., ecosystems, epidemics, molecular dynamics) to support learning and research.
Ted:EngRob/MechEng&Des: Purpose: Designers and Engineers use models and simulations to understand, develop, test, and document theories related to academic study. Scientists and Technologists need to be able to collect, document, and evaluate data from design test experiments. EQ:
Technology Education: Engineering & Robotics o Mechanical Engineering &
CSTA Standard Sample Objectives / Other Information Course and Unit Names
What is digital prototyping?
What is Parametric Solid Modeling?
IT6/DigStory:
Use graphic organizers and simulations.
Create an original presentation based on a story, event, or self-expression.
Information Technology 6 o Digital Storytelling o Coding (Scratch) o Scratch enrichment
Tech Edu: Engineering & Video Production o Animation
CT.L2-10 Evaluate what kinds of problems can be solved using modeling and simulation.
CT.L2-11 Analyze the degree to which a computer model accurately represents the real world.
CT.L2-12 Use abstraction to decompose a problem into sub problems.
CT.L2-13 Understand the notion of hierarchy and abstraction in computing, including high level languages, translation, instruction set, and logic circuits.
CT.L2-14 Examine connections between elements of mathematics and computer science, including binary numbers, logic, sets and functions.
CT.L2-15 Provide examples of interdisciplinary applications of computational thinking.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
Level 2 (Grades 6 – 9) Strand: Collaboration
CL.L2-01 Apply productivity/ multimedia tools and peripherals to group collaboration and support learning throughout the curriculum.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
CL.L2-02 Collaboratively design, develop, publish, and present products (e.g., videos, podcasts, websites) using technology resources that demonstrate and communicate curriculum concepts.
IT6/DigStory: The purpose of this unit is to provide guidance to students in using technology to produce and publish writing as well as interact and collaborate with others.
Information Technology 6 o Digital Storytelling
Essential Skill: Cooperative learner/teammate
Essential Question: How do we work collaboratively to produce video content?
Technology Education: Engineering & Video Production o Video Production
CL.L2-03 Collaborate with peers, experts, and others using collaborative practices such as pair programming, working in project teams, and participating in group active learning activities.
CL.L2-04 Exhibit dispositions necessary for collaboration: providing useful feedback, integrating feedback, understanding and accepting multiple perspectives, socialization.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
Level 2 (Grades 6 – 9) Strand: Computing Practice and Programming
CPP.L2-01 Select appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
TEd:EngVid/ArcDraw-3D: Use information and select appropriate tools to solve design problems.
Technology Education: Engineering & Video Production o Video Production o Architectural Drawing & 3-D
Modeling CPP.L2-02 Use a variety of multimedia tools and peripherals to
support personal productivity and learning throughout the curriculum.
Technology Education: Engineering & Robotics o Mechanical Engineering &
CSTA Standard Sample Objectives / Other Information Course and Unit Names
CPP.L2-03 Design, develop, publish, and present products (e.g., webpages, mobile applications, animations) using technology resources that demonstrate and communicate curriculum concepts.
Information Technology 6 o Coding Scratch Game
CPP.L2-04 Demonstrate an understanding of algorithms and their practical application.
CPP.L2-05 Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables, and functions.
Information Technology 6 o Coding Scratch Game
CPP.L2-06 Demonstrate good practices in personal information security, using passwords, encryption, and secure transactions.
Demonstrate an understanding of age appropriate issues related to use of digital devices.
Model technology use of sharing and safety rules.
Information Technology 6 o Digital Citizenship
CPP.L2-07 Identify interdisciplinary careers that are enhanced by computer science.
Unit Questions: 1. How have inventors turned their ideas into
realities? 2. Can anyone be an inventor or innovator? 3. What is the nature and scope of the
mechanical engineer? Content: Design careers
Technology Education: Engineering & Robotics o Mechanical Engineering &
Design
CPP.L2-08 Demonstrate dispositions amenable to open-ended problem solving and programming (e.g., comfort with complexity, persistence, brainstorming, adaptability, patience, propensity to tinker, creativity, accepting challenge).
CPP.L2-09 Collect and analyze data that is output from multiple runs of a computer program.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
Level 2 (Grades 6 – 9) Strand: Computers and Communication Devices
CD.L2-01 Recognize that computers are devices that execute programs.
CD.L2-02 Identify a variety of electronic devices that contain computational processors.
CD.L2-03 Demonstrate an understanding of the relationship between hardware and software.
CD.L2-04 Use developmentally appropriate, accurate terminology when communicating about technology.
Information Technology 6 o All units
CD.L2-05 Apply strategies for identifying and solving routine hardware problems that occur during everyday computer use.
CD.L2-06 Describe the major components and functions of computer systems and networks.
CD.L2-07 Describe what distinguishes humans from machines, focusing on human intelligence versus machine intelligence and ways we can communicate.
CD.L2-08 Describe ways in which computers use models of intelligent behavior (e.g., robot motion, speech and language understanding, and computer vision).
CI.L2-01 Exhibit legal and ethical behaviors when using information and technology and discuss the consequences of misuse.
CI.L2-02 Demonstrate knowledge of changes in information technologies over time and the effects those changes have on education, the workplace, and society.
CI.L2-03 Analyze the positive and negative impacts of computing on human culture.
Activities in this course unit partially meet the standard:
Information Technology 6 o Digital Citizenship
CI.L2-04 Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.
CI.L2-05 Describe ethical issues that relate to computers and networks (e.g., security, privacy, ownership, and information sharing).
Activities in this course unit partially meet the standard:
Information Technology 6 o Digital Citizenship
CI.L2-06 Discuss how the unequal distribution of computing resources in a global economy raises issues of equity, access, and power.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
CT.L3A-08 Use modeling and simulation to represent and understand natural phenomena.
B. Introduction to Part Modeling Technology Education: Engineering & Robotics o Mechanical Engineering &
Design CT.L3A-09 Discuss the value of abstraction to manage problem
complexity. This course unit includes enabling activities
for the standard: APCS::Inheritance
Cap/Needs: Essential Question: How do you break a problem up into manageable chunks? Cap/Design: Essential Question: How do storyboarding and flowcharting help programmers better understand the implementation of an application?
These course units include enabling activities for the standard: Capstone::Unit3::Needs Analysis Capstone::Unit4::Design
CT.L3A-10 Describe the concept of parallel processing as a strategy to solve large problems.
CT.L3A-11 Describe how computation shares features with art and music by translating human intention into an artifact.
CPP.L3A-03 Use various debugging and testing methods to ensure program correctness (e.g., test cases, unit testing, white box, black box, integration testing)
CS1: Validate forms before sending them. CS1::Unit 5::Applications (validate forms)
CSTA Standard Sample Objectives / Other Information Course and Unit Names
CS1::Unit 4::JavaScript
This course unit includes enabling activities for the standard: CS2::Unit 5::Java
CSTA Standard Sample Objectives / Other Information Course and Unit Names
Level 3A (Grades 9 or 10) Strand: Computers and Communication Devices
CD.L3A-01 Describe the unique features of computers embedded in mobile devices and vehicles (e.g., cell phones, automobiles, airplanes).
CD.L3A-02 Develop criteria for purchasing or upgrading computer system hardware.
CS1::Graphics: Apply knowledge of computer parts to select a computer to purchase.
CS1::Unit 1::Graphics
CD.L3A-03 Describe the principal components of computer organization (e.g., input, output, processing, and storage).
CS1::Graphics: Describe the main parts of a computer.
CS1::Unit 1::Graphics
CD.L3A-04 Compare various forms of input and output.
CD.L3A-05 Explain the multiple levels of hardware and software that support program execution (e.g., compilers, interpreters, operating systems, networks).
CD.L3A-06 Apply strategies for identifying and solving routine hardware and software problems that occur in everyday life.
CD.L3A-07 Compare and contrast client-server and peer-to-peer network strategies.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
CD.L3A-08 Explain the basic components of computer networks (e.g., servers, file protection, routing, spoolers and queues, shared resources, and fault-tolerance).
CD.L3A-09 Describe how the Internet facilitates global communication.
CD.L3A-10 Describe the major applications of artificial intelligence and robotics.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
Level 3A (Grades 9 or 10) Strand: Community, Global, and Ethical Impacts
CI.L3A-01 Compare appropriate and inappropriate social networking behaviors.
CI.L3A-02 Discuss the impact of computing technology on business and commerce (e.g., automated tracking of goods, automated financial transactions, e-commerce, cloud computing).
CI.L3A-03 Describe the role that adaptive technology can play in the lives of people with special needs.
CI.L3A-04 Compare the positive and negative impacts of technology on culture (e.g., social networking, delivery of news and other public media, and intercultural communication).
CI.L3A-05 Describe strategies for determining the reliability of information found on the Internet.
CI.L3A-06 Differentiate between information access and information distribution rights.
CI.L3A-07 Describe how different kinds of software licenses can be used to share and protect intellectual property.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
CI.L3A-08 Discuss the social and economic implications associated with hacking and software piracy.
CI.L3A-09 Describe different ways in which software is created and shared and their benefits and drawbacks (commercial software, public domain software, open source development).
CI.L3A-10 Describe security and privacy issues that relate to computer networks.
CI.L3A-11 Explain the impact of the digital divide on access to critical information.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
Level 3B (Grades 10 or 11) Strand: Computational Thinking
CT.L3B-01 Classify problems as tractable, intractable, or computationally unsolvable.
CT.L3B-02 Explain the value of heuristic algorithms to approximate solutions for intractable problems.
CT.L3B-03 Critically examine classical algorithms and implement an original algorithm.
CT.L3B-04 Evaluate algorithms by their efficiency, correctness, and clarity.
CT.L3B-05 Use data analysis to enhance understanding of complex natural and human systems.
CT.L3B-06 Compare and contrast simple data structures and their uses (e.g., arrays and lists).
Essential Questions: 1. Compare/contrast the process for iterating
over a 1D and 2D array. 2. Compare/contrast the process for storing
CSTA Standard Sample Objectives / Other Information Course and Unit Names
Discuss the interpretation of binary sequences in a variety of forms (e.g., instructions, numbers, text, sound, image).
CT.L3B-08 Use models and simulations to help formulate, refine, and test scientific hypotheses.
CT.L3B-09 Analyze data and identify patterns through modeling and simulation.
CT.L3B-10 Decompose a problem by defining new functions and classes.
APCS::Unit 2::OOP APCS::Unit 3::Inheritance
CS2::JavaScript: functions
CS2::Java: functions
Activities in these course units partially meet the standard: CS2::Unit 2::JavaScript CS2::Unit 5::Java
CT.L3B-11 Demonstrate concurrency by separating processes into threads and dividing data into parallel streams.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
Level 3B (Grades 10 or 11) Strand: Collaboration
CL.L3B-01 Use project collaboration tools, version control systems, and Integrated Development Environments (IDEs) while working on a collaborative software project.
IDEs Activities in these courses partially meet the standard: CS1 CS2 Capstone APCS Robotics Design, Build and Program
CL.L3B-02 Demonstrate the software life cycle process by participating on a software project team.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
CL.L3B-03 Evaluate programs written by others for readability and usability.
CSTA Standard Sample Objectives / Other Information Course and Unit Names
Level 3B (Grades 10 or 11) Strand: Computing Practice and Programming
CPP.L3B-01 Use advanced tools to create digital artifacts (e.g., web design, animation, video, multimedia).
CS1 CS2 Capstone APCS 3D Animation & Digital Media 1 3D Animation & Digital Media 2
CPP.L3B-02 Use tools of abstraction to decompose a large-scale computational problem (e.g., procedural abstraction, object-oriented design, functional design).
APCS
CPP.L3B-03 Classify programming languages based on their level and application domain.
CPP.L3B-04 Explore principles of system design in scaling, efficiency, and security.
CPP.L3B-05 Deploy principles of security by implementing encryption and authentication strategies.
CPP.L3B-06 Anticipate future careers and the technologies that will exist.
CPP.L3B-07 Use data analysis to enhance understanding of complex natural and human systems.
CPP.L3B-08 Deploy various data collection techniques for different types of problems.
The CSTA Standards for K–12 computer science are based on a model in which each of the three levels represents a specific set of grades and
courses.
Level Recommended Grade Levels Course Name and Description 1 K – 6
L1:3 is for grades K – 3 L1:6 is for grades 3 – 6
Computer Science and Me The expectation is that these learning outcomes will be addressed in the context of other academic subjects.
2 6 – 9 Computer Science and Community Middle school/junior high school students begin using computational thinking as a problem-solving tool. They begin to appreciate the ubiquity of computing and the ways in which computer science facilitates communication and collaboration. Students begin to experience computational Thinking as a means of addressing issues relevant, not just to them, but to the world around them.
3 9 – 12 This level is divided into three
separate courses, which
follow.
Applying concepts and creating real-world solutions
3A 9 or 10 Computer Science in the Modern World This course is recommended for all students. Its goal is to solidify students’ understanding of computer science principles and practices so that they can make informed choices and use appropriate computational tools and techniques in whatever career they decide to pursue. They should also appreciate the breadth of computing and its influence in almost every aspect of modern life.
3B 10 or 11 Computer Science Concepts and Practices This course is a more in-depth study of computer science and its relation to other disciplines, and contains a significant amount of algorithmic problem solving and related activities. One way to realize this course is by following the Computer Science Principles course (www.apcsprinciples.org). Students should complete this course with a clear understanding of the application of computational thinking to real-world problems.
3C 11 or 12 Topics in Computer Science This is an elective course that provides depth of study in one particular area of computing. This may be, for example, an AP Computer Science A course, which offers depth of study in Java programming. Alternatively, this offering may be a projects-based course focusing on a single facet of computing or a course that leads to professional computing certification.