crosswalk: aligning cs curriculum with 2011 csta k-12 …€¦ · · 2016-07-27crosswalk:...

CS K-12 Curriculum Crosswalk 2011 CSTA K-12 CS Standards

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.



http://www.colonialsd.org/

mailto:[email protected]


Notes:

An “enabling” activity could contribute to, but is not sufficient for, meeting the CSTA standard.

Activities that “partially” meet a standard satisfy some but not all of the requirements of the standard.

CSTA Standard Sample Objectives / Other Information Course and Unit Names

Level 1 (Grades K – 6) Strand: Computational Thinking

CT.L1:3-01 Use technology resources (e.g., puzzles, logical thinking programs) to solve age-appropriate problems.

ITK/Coding: Drag and drop commands to cause the dinosaur to move

ITK/C&D: Create an original artifact using digital tools or resources.

Information Technology K o Coding o C&D

IT1-2/Coding: Recognize and apply patterns, sequencing, loops, and conditions to successfully solve puzzles.

Information Technology 1 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.


CT.L1:3-02 Use writing tools, digital cameras, and drawing tools to illustrate thoughts, ideas, and stories in a step-by-step manner.

ITK/DigStory: Create an original presentation based on a story, event, or self-expression.

ITK/DigStory: Use age appropriate tools to gather, organize, and share information.

Information Technology K o Digital Storytelling



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


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.



IT3/Coding: vocab: program - a sequence of instructions/commands for the computer to follow


CT.L1:3-05 Demonstrate how 0s and 1s can be used to represent information.



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


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.



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.


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.


IT2/C&D: Identify and apply strategies to select appropriate information and digital resources.


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)


Information Technology 3 o Digital Storytelling o Creating and Designing o Digital Storytelling (old)



IT3/C&D: Identify and apply strategies to select appropriate information and digital resources.

IT3/DigSto(old): Use age appropriate tools to gather, organize, and share information.

CL.L1:3-02 Work cooperatively and collaboratively with peers, teachers, and others using technology.

ITK/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.

ITK/Collab: Collaborate in pairs using age-appropriate digital media.

Information Technology K o Digital Storytelling o Collaborating with Technology

IT1,2,3/DigStory: Collaborate in pairs using age-appropriate digital media.

IT2,3/C&D: Students work in teams of 3-4.


Information Technology 2 o Digital Storytelling o Creating and Designing o Communication and

Collaboration (Robotics) (enrichment)

Information Technology 3 o Digital Storytelling o Creating and Designing



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.


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.


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)



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 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.





CPP.L1:3-05 Identify jobs that use computing and technology.

Formatted: Font: +Body (Calibri), Bold

Formatted: Font: +Body (Calibri), Bold



CPP.L1:3-06 Gather and organize information using concept-mapping tools.


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

Formatted: Highlight



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.



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).


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.


o Scratch [Coding]


o Coding & Prog (Scratch)

o Comm & Coll (Robotics)




CPP.L1:6-06 Implement problem solutions using a block-based visual programming language.


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.


o Scratch [Coding]







Formatted: Not Highlight



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.


IT3,4,5/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




CPP.L1:6-09 Identify a wide range of jobs that require knowledge or use of computing.



Level 1 (Grades K – 6) Strand: Computers and Communication Devices

CD.L1:3-01 Use standard input and output devices to successfully operate computers and related technologies.

ITK,1/Intro: Students will demonstrate the

ability to navigate an electronic environment

with assistance as needed.

IT2/Lego: o Use mouse (point, click, drag) o Use navigation tools (i.e. scroll bar,

mouse)

Information Technology K o Conductive tape [C&D] o Intro o Coding o Digital Storytelling o Collaborating with Technology

Information Technology 1 o Intro o Digital Citizenship o Coding o Digital Storytelling

Information Technology 2 o MaKey MaKey [C&D] o Coding o Digital Storytelling o Digital Citizenship o Lego (enrichment)

Information Technology 3 o Creating and Designing o Coding o Digital Storytelling o Digital Citizenship o Scratch (Enrichment)



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.



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 &


Information Technology 5 o Communication &



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



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






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:




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:







Level 2 (Grades 6 – 9) Strand: Computational Thinking

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.



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



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 age appropriate tools to gather, organize, and share information.


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:


Design



What is digital prototyping?

What is Parametric Solid Modeling?

IT6/DigStory:


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.


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.



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.


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.


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.


Design



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.


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


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.



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).



Level 2 (Grades 6 – 9) Strand: Community, Global, and Ethical Impacts

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:


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:


CI.L2-06 Discuss how the unequal distribution of computing resources in a global economy raises issues of equity, access, and power.



Level 3A (Grades 9 or 10) Strand: Computational Thinking

CT.L3A-01 Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.

CS1::Unit 4::JavaScript CS2::Unit 2::JavaScript CS2 ::Unit 5::Java APCS::Units 1-4

CT.L3A-02 Describe a software development process used to solve software problems (e.g., design, coding, testing, verification).

This course includes enabling activities for the standard: Capstone::Unit 3::Needs Analysis and other units

CT.L3A-03 Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.

APCS::Unit 4::Algorithms

These course units include enabling activities for the standard: CS1::Unit 4::JavaScript CS2::Unit 2::JavaScript CS2::Unit 5::Java

CT.L3A-04 Compare techniques for analyzing massive data collections.

CT.L3A-05 Describe the relationship between binary and hexadecimal representations.

This course unit includes enabling activities for the standard: CS1::Unit 1::Graphics

CT.L3A-06 Analyze the representation and trade-offs among various forms of digital information.

CT.L3A-07 Describe how various types of data are stored in a computer system.

Essential Question: 1. What is the basic syntax for storing data in

XML? 2. What is the basic syntax for storing data in

JSON?

CS2::Unit 3::Data



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.



Level 3A (Grades 9 or 10) Strand: Collaboration

CL.L3A-01 Work in a team to design and develop a software artifact.

Group Projects CS1::Unit 2:: Web Page Development

Group Projects CS2::Unit 4::JQuery

Capstone

CL.L3A-02 Use collaborative tools to communicate with project team members (e.g., discussion threads, wikis, blogs, version control, etc.).

CL.L3A-03 Describe how computing enhances traditional forms and enables new forms of experience, expression, communication, and collaboration.

CL.L3A-04 Identify how collaboration influences the design and development of software products.

This course unit includes enabling activities for the standard: Capstone::Team Building


Level 3A (Grades 9 or 10) Strand: Computing Practice and Programming

CPP.L3A-01 Create and organize web pages through the use of a variety of web programming design tools.

CS1 CS2 Capstone APCS::Server Side Programming

CPP.L3A-02 Use mobile devices/ emulators to design, develop, and implement mobile computing applications.

CS2::Unit 1::Responsive Design CS2::Unit 6::Gaming

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)

Capstone::Unit 5::Testing



CPP.L3A-04 Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software lifecycle models).

Capstone

CPP.L3A-05 Use Application Program Interfaces (APIs) and libraries to facilitate programming solutions.

CS1::Unit 4::JavaScript CS1::Unit 5::Applications

CS2 ::Unit 2::JavaScript CS2::Unit 4::JQuery CS2::Unit 5::Java

APCS

CPP.L3A-06 Select appropriate file formats for various types and uses of data.

Essential Questions: 1. Discuss the advantages/disadvantages for

storing data in XML. 2. Discuss the advantages/disadvantages for

storing data in JSON.

CS2::Unit 3::Data

CPP.L3A-07 Describe a variety of programming languages available to solve problems and develop systems.

CPP.L3A-08 Explain the program execution process.

CPP.L3A-09 Explain the principles of security by examining encryption, cryptography, and authentication techniques.

CPP.L3A-10 Explore a variety of careers to which computing is central.

CS1::U4::JS: Identify CS careers and the required college majors for each.

CS1::Unit 4::Intro to JavaScript

CPP.L3A-11 Describe techniques for locating and collecting small and large-scale data sets.

CPP.L3A-12 Describe how mathematical and statistical functions, sets, and logic are used in computation.

This course unit includes enabling activities for the standard:



CS1::Unit 4::JavaScript

This course unit includes enabling activities for the standard: CS2::Unit 5::Java


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.



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.


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.



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.


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

information in a 1D array and ArrayList

APCS::Unit 1::Storage

CT.L3B-07



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.


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.

Capstone



CL.L3B-03 Evaluate programs written by others for readability and usability.


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.



Level 3B (Grades 10 or 11) Strand: Computers and Communication Devices

CD.L3B-01 Discuss the impact of modifications on the functionality of application programs.

CD.L3B-02 Identify and describe hardware (e.g., physical layers, logic gates, chips, components).

CD.L3B-03 Identify and select the most appropriate file format based on trade-offs (e.g., accuracy, speed, ease of manipulation).

CS1::Unit 1::Graphics CS2::Unit 3::Data

CD.L3B-04 Describe the issues that impact network functionality (e.g., latency, bandwidth, firewalls, server capability).

CD.L3B-05 Explain the notion of intelligent behavior through computer modeling and robotics.


Level 3B (Grades 10 or 11) Strand: Community, Global, and Ethical Impacts

CI.L3B-01 Demonstrate ethical use of modern communication media and devices.

CI.L3B-02 Analyze the beneficial and harmful effects of computing innovations.

CI.L3B-03 Summarize how financial markets, transactions, and predictions have been transformed by automation.

CI.L3B-04 Summarize how computation has revolutionized the way people build real and virtual organizations and infrastructures.

CI.L3B-05 Identify laws and regulations that impact the development and use of software.



CI.L3B-06 Analyze the impact of government regulation on privacy and security.

CI.L3B-07 Differentiate among open source, freeware, and proprietary software licenses and their applicability to different types of software.

CI.L3B-08 Relate issues of equity, access, and power to the distribution of computing resources in a global society.


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.


KEY to Colonial School District curriculum course names & unit names

Information Technology K

ITK/Intro K: Introduction to Technology

ITK/Coding K: Coding

ITK/DigStory K: Digital Storytelling

ITK/Collab K: Collaborating with Technology

ITK/C&D K: Creating and Designing


IT1/Intro 1: Introduction to Technology

IT1/DigCit 1: Digital Citizenship

IT1/Coding 1: Coding

IT1/DigStory 1: Digital Storytelling

IT1/C&D 1: Creating and Designing

IT1/DigSto(old) 1: Digital Storytelling (old)







IT2/Lego* 2: *Lego WeDo Models *Enrichment*









IT3/Scratch* 3: Scratch *Enrichment*



IT4/Type 4: Type To Learn



IT4/CodProg 4: Coding and Programming (Scratch)

IT4/C&D 4: Creativity and Design

IT4/ComColl-Rob 4: Communication & Collaboration (Robotics)


IT5/Type 5: Type To Learn



IT5/CodProg 5: Coding and Programming (Scratch)

IT5/C&D 5: Creativity and Design

IT5/ComColl-Rob 5: Communication and Collaboration (Robotics)



IT6/Coding 6: Coding (Scratch)



IT6/Scratch* 6: Scratch *Enrichment

Technology Education: Engineering & Video Production

TEd:EngVid/ArcDraw-3D TE/EV: Architectural Drawing & 3-D Modeling

TEd:EngVid/AdvConc TE/EV: Adv. Concepts in Structural Engineering


TEd:EngVid/VidProd TE/EV: Video Production

TEd:EngVid/Anim TE/EV: Animation

Technology Education: Engineering & Robotics

TEd:EngRob/MechDraw-3D TE/ER: Mechanical Drawing / 3-D Modeling

TEd:EngRob/MechEng&Des TE/ER: Mechanical Engineering and Design

TEd:EngRob/Robotics TE/ER: Robotics and Programming

TEd:EngRob/MechDes&Test TE/ER: Mechanical Design & Testing Crumple Zone

Introduction to Technology Education

IntroTEd/MechDraw Intro TE: Intro to Mechanical Drawing

IntroTEd/Robotics Intro TE: Robotics

IntroTEd/ProtoEng Intro TE: Prototyping and Engineering

IntroTEd/PkgDes Intro TE: Package Design

IntroTEd/VidEdit Intro TE: Video Editing

IntroTEd/Anim Intro TE: Animation

IntroTEd/3D-DesPrt Intro TE: 3-Dimensional Designing and Printing

crosswalk: aligning cs curriculum with 2011 csta k-12 …€¦ · · 2016-07-27crosswalk:...

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