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2017 CSTA K–12 Computer Science Standards.pdf

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    9/1/2017 1 - 120 / 120 CSTA K-12 Computer Science Standards - Revised 2017 Identifier Grades Standard Concept Subconcept Practice(s) 1A-CS-01 K-2 1A-CS-02 K-2 1A-CS-03 K-2 Select and operate appropriate soware to perform a variety of tasks, and recognize that users have dierent needs and preferences for the technology they use. People use computing devices to perform a variety of tasks accurately and quickly. Students should be able to select the appropriate app/program to use for tasks they are required to complete. For example, if students are asked to draw a picture, they should be able to open and use a drawing app/program to complete this task, or if they are asked to create a presentation, they should be able to open and use presentation soware. In addition, with teacher guidance, students should compare and discuss preferences for soware with the same primary functionality. Students could compare dierent web browsers or word processing, presentation, or drawing programs. Practice(s): Fostering an Inclusive Computing Culture: 1.1 Use appropriate terminology in identifying and describing the function of common physical components of computing systems (hardware). A computing system is composed of hardware and soware.Hardware consists of physical components.Students should be able to identify and describe the function of external hardware, such as desktop computers, laptop computers, tablet devices, monitors, keyboards, mice, and printers. Practice(s): Communicating About Computing: 7.2 Describe basic hardware and soware problems using accurate terminology. Problems with computing systems have dierent causes. Students at this level do not need to understand those causes, but they should be able to communicate a problem with accurate terminology (e.g., when an app or program is not working as expected, a device will not turn on, the sound does not work, etc.). Ideally, students would be able to use simple troubleshooting strategies, including turning a device o and on to reboot it, closing and reopening an app, turning on speakers, or plugging in headphones. These are, however, not specified in the standard, because these problems may not occur. Practice(s): Testing and Refining Computational Artifacts, Communicating About Computing: 6.2, 7.2 Explain what passwords are and why we use them, and use strong passwords to protect devices and information from unauthorized access. 1A-NI-04 http://www.csteachers.org/page/standards K-2 Learning to protect one's device or information from unwanted use by others is an essential first Computing Systems Devices Inclusion Computing Systems Hardware & Soware Communicating Computing Systems Troubleshooting Testing, Communicating Networks & Cybersecurity Communicating 1/28
    9/1/2017 1A-NI-04 K-2 CSTA K-12 Computer Science Standards - Revised 2017 Learning to protect one's device or information from unwanted use by others is an essential first step in learning about cybersecurity. Students are not required to use multiple strong passwords. They should appropriately use and protect the passwords they are required to use. Practice(s): Communicating About Computing: 7.3 Networks & the Internet Cybersecurity Communicating Store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data. All information stored and processed by a computing device is referred to as data. Data can be images, text documents, audio files, soware programs or apps, video files, etc. As students use soware to complete tasks on a computing device, they will be manipulating data. Practice(s): Developing and Using Abstractions: 4.2 Collect and present the same data in various visual formats. The collection and use of data about the world around them is a routine part of life and influences how people live. Students could collect data on the weather, such as sunny days versus rainy days, the temperature at the beginning of the school day and end of the school day, or the inches of rain over the course of a storm. Students could count the number of pieces of each color of candy in a bag of candy, such as Skittles or M&Ms. Students could create surveys of things that interest them, such as favorite foods, pets, or TV shows, and collect answers to their surveys from their peers and others. The data collected could then be organized into two or more visualizations, such as a bar graph, pie chart, or pictograph. Practice(s): Communicating About Computing, Developing and Using Abstractions: 7.1, 4.4 Identify and describe patterns in data visualizations, such as charts or graphs, to make predictions. Data can be used to make inferences or predictions about the world. Students could analyze a graph or pie chart of the colors in a bag of candy or the averages for colors in multiple bags of candy, identify the patterns for which colors are most and least represented, and then make a prediction as to which colors will have most and least in a new bag of candy. Students could analyze graphs of temperatures taken at the beginning of the school day and end of the school day, identify the patterns of when temperatures rise and fall, and predict if they think the temperature will rise or fall at a particular time of the day, based on the pattern observed. Practice(s): Developing and Using Abstractions: 4.1 Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. Composition is the combination of smaller tasks into more complex tasks. Students could create and follow algorithms for making simple foods, brushing their teeth, getting ready for school, participating in clean-up time. Practice(s): Developing and Using Abstractions: 4.4 1A-DA-05 K-2 1A-DA-06 K-2 1A-DA-07 K-2 1A-AP-08 K-2 http://www.csteachers.org/page/standards Data & Analysis Storage Abstraction Data & Analysis Collection Visualization & Transformation Communicating, Abstraction Data & Analysis Inference & Models Abstraction Algorithms & Programming Algorithms Abstraction 2/28
    9/1/2017 CSTA K-12 Computer Science Standards - Revised 2017 Practice(s): Developing and Using Abstractions: 4.4 1A-AP-09 K-2 1A-AP-10 K-2 1A-AP-11 K-2 1A-AP-12 K-2 Model the way programs store and manipulate data by using numbers or other symbols to represent information. Information in the real world can be represented in computer programs. Students could use thumbs up/down as representations of yes/no, use arrows when writing algorithms to represent direction, or encode and decode words using numbers, pictographs, or other symbols to represent letters or words. Practice(s): Developing and Using Abstractions: 4.4 Develop programs with sequences and simple loops, to express ideas or address a problem. Programming is used as a tool to create products that reflect a wide range of interests. Control structures specify the order in which instructions are executed within a program. Sequences are the order of instructions in a program. For example, if dialogue is not sequenced correctly when programming a simple animated story, the story will not make sense. If the commands to program a robot are not in the correct order, the robot will not complete the task desired. Loops allow for the repetition of a sequence of code multiple times. For example, in a program to show the life cycle of a butterfly, a loop could be combined with move commands to allow continual but controlled movement of the character. Practice(s): Creating Computational Artifacts: 5.2 Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. Decomposition is the act of breaking down tasks into simpler tasks. 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. Practice(s): Recognizing and Defining Computational Problems: 3.2 Develop plans that describe a program’s sequence of events, goals, and expected outcomes. Creating a plan for what a program will do clarifies the steps that will be needed to create a program and can be used to check if a program is correct. Students could create a planning document, such as a story map, a storyboard, or a sequential graphic organizer, to illustrate what their program will do. Students at this stage may complete the planning process with help from their teachers. Practice(s): Creating Computational Artifacts, Communicating About Computing: 5.1, 7.2 Algorithms & Programming Variables Abstraction Algorithms & Programming Control Creating Algorithms & Programming Modularity Computational Problems Algorithms & Programming Program Development Creating, Communicating http://www.csteachers.org/page/standards Give attribution when using the ideas and creations of others while developing programs. 3/28
    9/1/2017 1A-AP-13 K-2 1A-AP-14 K-2 1A-AP-15 K-2 1A-IC-16 K-2 1A-IC-17 K-2 http://www.csteachers.org/page/standards CSTA K-12 Computer Science Standards - Revised 2017 programs. Using computers comes with a level of responsibility. Students should credit artifacts that were created by others, such as pictures, music, and code. Credit could be given orally, if presenting their work to the class, or in writing or orally, if sharing work on a class blog or website. Proper attribution at this stage does not require a formal citation, such as in a bibliography or works cited document. Practice(s): Communicating About Computing: 7.3 Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops. Algorithms or programs may not always work correctly. Students should be able to use various strategies, such as changing the sequence of the steps, following the algorithm in a step-by-step manner, or trial and error to fix problems in algorithms and programs. Practice(s): Testing and Refining Computational Artifacts: 6.2 Using correct terminology, describe steps taken and choices made during the iterative process of program development. At this stage, students should be able to talk or write about the goals and expected outcomes of the programs they create and the choices that they made when creating programs. This could be done using coding journals, discussions with a teacher, class presentations, or blogs. Practice(s): Communicating About Computing: 7.2 Compare how people live and work before and aer the implementation or adoption of new computing technology. Computing technology has positively and negatively changed the way people live and work. 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. Practice(s): Communicating About Computing: 7.0 Work respectfully and responsibly with others online. Online communication facilitates positive interactions, such as sharing ideas with many people, but the public and anonymous nature of online communication also allows intimidating and inappropriate behavior in the form of cyberbullying. Students could share their work on blogs or in other collaborative spaces online, taking care to avoid sharing information that is inappropriate or that could personally identify them to others. Students could provide feedback to others on their work in a kind and respectful manner and could tell an adult if others are sharing things they should not share or are treating others in an unkind or disrespectful manner on online Algorithms & Programming Program Development Communicating Algorithms & Programming Program Development Testing Algorithms & Programming Program Development Communicating Impacts of Computing Culture Communicating Impacts of Computing Social Interactions Collaborating 4/28
    9/1/2017 should not share or are treating others in an unkind or disrespectful manner on online collaborative spaces. Practice(s): Collaborating Around Computing: 2.1 CSTA K-12 Computer Science Standards - Revised 2017 1A-IC-18 K-2 Keep login information private, and log o of devices appropriately. People use computing technology in ways that can help or hurt themselves or others. Harmful behaviors, such as sharing private information and leaving public devices logged in should be recognized and avoided. Practice(s): Communicating About Computing: 7.3 1B-CS-01 3-5 1B-CS-02 3-5 1B-CS-03 3-5 Describe how internal and external parts of computing devices function to form a system. Computing devices oen depend on other devices or components. For example, a robot depends on a physically attached light sensor to detect changes in brightness, whereas the light sensor depends on the robot for power. Keyboard input or a mouse click could cause an action to happen or information to be displayed on a screen; this could only happen because the computer has a processor to evaluate what is happening externally and produce corresponding responses. Students should describe how devices and components interact using correct terminology. Practice(s): Communicating About Computing: 7.2 Model how computer hardware and soware work together as a system to accomplish tasks. In order for a person to accomplish tasks with a computer, both hardware and soware are needed. At this stage, a model should only include the basic elements of a computer system, such as input, output, processor, sensors, and storage. 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. Practice(s): Developing and Using Abstractions: 4.4 Determine potential solutions to solve simple hardware and soware problems using common troubleshooting strategies. Although computing systems may vary, common troubleshooting strategies can be used on all of them. Students should be able to identify solutions to problems such as the device not responding, no power, no network, app crashing, no sound, or password entry not working. Should errors occur at school, the goal would be that students would use various strategies, such as rebooting the device, checking for power, checking network availability, closing and reopening an app, making sure speakers are turned on or headphones are plugged in, and making sure that the caps lock key is not on, to solve these problems, when possible. Practice(s): Testing and Refining Computational Artifacts: 6.2 Impacts of Computing Safety Law & Ethics Communicating Computing Systems Devices Communicating Computing Systems Hardware & Soware Abstraction Computing Systems Troubleshooting Testing http://www.csteachers.org/page/standards 5/28
    9/1/2017 CSTA K-12 Computer Science Standards - Revised 2017 1B-NI-04 3-5 1B-NI-05 3-5 1B-DA-06 3-5 Model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the Internet, and reassembled at the destination. Information is sent and received over physical or wireless paths. It is broken down into smaller pieces called packets, which are sent independently and reassembled at the destination. Students should demonstrate their understanding of this flow of information by, for instance, drawing a model of the way packets are transmitted, programming an animation to show how packets are transmitted, or demonstrating this through an unplugged activity which has them act it out in some way. Practice(s): Developing and Using Abstractions: 4.4 Discuss real-world cybersecurity problems and how personal information can be protected. Just as we protect our personal property oline, we also need to protect our devices and the information stored on them. Information can be protected using various security measures. These measures can be physical and/or digital. Students could discuss or use a journaling or blogging activity to explain, orally or in writing, about topics that relate to personal cybersecurity issues. Discussion topics could be based on current events related to cybersecurity or topics that are applicable to students, such as the necessity of backing up data to guard against loss, how to create strong passwords and the importance of not sharing passwords, or why we should install and keep anti-virus soware updated to protect data and systems. Practice(s): Recognizing and Defining Computational Problems: 3.1 Organize and present collected data visually to highlight relationships and support a claim. Raw data has little meaning on its own. Data is oen sorted or grouped to provide additional clarity. Organizing data can make interpreting and communicating it to others easier. Data points can be clustered by a number of commonalities. The same data could be manipulated in dierent ways to emphasize particular aspects or parts of the data set. For example, a data set of sports teams could be sorted by wins, points scored, or points allowed, and a data set of weather information could be sorted by high temperatures, low temperatures, or precipitation. Practice(s): Communicating About Computing: 7.1 Use data to highlight or propose cause-and-eect relationships, predict outcomes, or communicate an idea. Networks & the Internet Network Communication & Organization Abstraction Networks & the Internet Cybersecurity Computational Problems Data & Analysis Collection Visualization & Transformation Communicating The accuracy of data analysis is related to how realistically data is represented. Inferences or predictions based on data are less likely to be accurate if the data is not suicient or if the data is incorrect in some way. Students should be able to refer to data when communicating an idea. For example, in order to explore the relationship between speed, time, and distance, students could http://www.csteachers.org/page/standards 6/28
    9/1/2017 1B-DA-07 3-5 1B-AP-08 3-5 1B-AP-09 3-5 CSTA K-12 Computer Science Standards - Revised 2017 example, in order to explore the relationship between speed, time, and distance, students could operate a robot at uniform speed, and at increasing time intervals to predict how far the robot travels at that speed. In order to make an accurate prediction, one or two attempts of diering times would not be enough. The robot may also collect temperature data from a sensor, but that data would not be relevant for the task. Students must also make accurate measurements of the distance the robot travels in order to develop a valid prediction. Students could record the temperature at noon each day as a basis to show that temperatures are higher in certain months of the year. If temperatures are not recorded on non-school days or are recorded incorrectly or at dierent times of the day, the data would be incomplete and the ideas being communicated could be inaccurate. Students may also record the day of the week on which the data was collected, but this would have no relevance to whether temperatures are higher or lower. In order to have suicient and accurate data on which to communicate the idea, students might want to use data provided by a governmental weather agency. Practice(s): Communicating About Computing: 7.1 Compare and refine multiple algorithms for the same task and determine which is the most appropriate. Dierent algorithms can achieve the same result, though sometimes one algorithm might be most appropriate for a specific situation. Students should be able to look at dierent ways to solve the same task and decide which would be the best solution. For example, students could use a map and plan multiple algorithms to get from one point to another. They could look at routes suggested by mapping soware and change the route to something that would be better, based on which route is shortest or fastest or would avoid a problem. Students might compare algorithms that describe how to get ready for school. Another example might be to write dierent algorithms to draw a regular polygon and determine which algorithm would be the easiest to modify or repurpose to draw a dierent polygon. Practice(s): Testing and Refining Computational Artifacts, Recognizing and Defining Computational Problems: 6.3 Create programs that use variables to store and modify data. Variables are used to store and modify data. At this level, understanding how to use variables is suicient. For example, students may use mathematical operations to add to the score of a game or subtract from the number of lives available in a game. The use of a variable as a countdown timer is another example. Practice(s): Creating Computational Artifacts: 5.2 Create programs that include sequences, events, loops, and conditionals. Data & Analysis Inference & Models Communicating Algorithms & Programming Algorithms Testing, Computational Problems Algorithms & Programming Variables Creating 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. For example, students could write a program to explain the water cycle and when a specific component is clicked (event), the program http://www.csteachers.org/page/standards 7/28
    9/1/2017 1B-AP-10 3-5 1B-AP-11 3-5 1B-AP-12 3-5 1B-AP-13 3-5 1B-AP-14 3-5 http://www.csteachers.org/page/standards CSTA K-12 Computer Science Standards - Revised 2017 program to explain the water cycle and when a specific component is clicked (event), the program would show information about that part of the water cycle. Conditionals allow for the execution of a portion of code in a program when a certain condition is true. For example, students could write a math game that asks multiplication fact questions and then uses a conditional to check whether or not the answer that was entered is correct. Loops allow for the repetition of a sequence of code multiple times. For example, in a program that produces an animation about a famous historical character, students could use a loop to have the character walk across the screen as they introduce themselves. Practice(s): Creating Computational Artifacts: 5.2 Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process. Decomposition is the act of breaking down tasks into simpler tasks. For example, students could create an animation by separating a story into dierent scenes. For each scene, they would select a background, place characters, and program actions. Practice(s): Recognizing and Defining Computational Problems: 3.2 Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features. Programs can be broken down into smaller parts, which can be incorporated into new or existing programs. For example, students could modify prewritten code from a single-player game to create a two-player game with slightly dierent rules, remix and add another scene to an animated story, use code to make a ball bounce from another program in a new basketball game, or modify an image created by another student. Practice(s): Creating Computational Artifacts: 5.3 Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences. Planning is an important part of the iterative process of program development. Students outline key features, time and resource constraints, and user expectations. Students should document the plan as, for example, a storyboard, flowchart, pseudocode, or story map. Practice(s): Fostering an Inclusive Computing Culture, Creating Computational Artifacts: 1.1, 5.1 Observe intellectual property rights and give appropriate attribution when creating or remixing programs. Intellectual property rights can vary by country but copyright laws give the creator of a work a set of rights that prevents others from copying the work and using it in ways that they may not like. Students should identify instances of remixing, when ideas are borrowed and iterated upon, and credit the original creator. Students should also consider common licenses that place limitations or restrictions on the use of computational artifacts, such as images and music downloaded from Algorithms & Programming Control Creating Algorithms & Programming Modularity Computational Problems Algorithms & Programming Modularity Creating Algorithms & Programming Program Development Inclusion, Creating Algorithms & Programming Program Development Creating, Communicating 8/28
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