curriculum for exploring computer science · curriculum for exploring computer science grades 9 -...

CURRICULUM

FOR

EXPLORING

COMPUTER SCIENCE

GRADES 9 - 12

This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

Frank G. Mauriello, Interim Assistant Superintendent for Curriculum and Instruction

Dr. Kevin Robinson, Program Supervisor of STEM

The Board acknowledges the following who contributed to the preparation of this curriculum.

John Marks

Christine H. Salcito, Interim Superintendent of Schools

Subject/Course Title: Date of Board Adoptions:

Exploring Computer Science June 30, 2015

Grades 9-12

RAHWAY PUBLIC SCHOOLS CURRICULUM

Exploring Computer Science – Grades 9- 12

Unit Title Pacing

1 Human Computer Interaction 10 weeks

2 Problem Solving 10 weeks

3 Web Design 10 weeks

4 Problem Solving 10 weeks

ACCOMMODATIONS 504 Accommodations:

Provide scaffolded vocabulary and vocabulary lists.

Provide extra visual and verbal cues and prompts.

Provide adapted/alternate/excerpted versions of the

text and/or modified supplementary materials.

Provide links to audio files and utilize video clips.

Provide graphic organizers and/or checklists.

Provide modified rubrics.

Provide a copy of teaching notes, especially any key

terms, in advance.

Allow additional time to complete assignments and/or

assessments.

Provide shorter writing assignments.

Provide sentence starters.

Utilize small group instruction.

Utilize Think-Pair-Share structure.

Check for understanding frequently.

Have student restate information.

Support auditory presentations with visuals.

Weekly home-school communication tools

(notebook, daily log, phone calls or email messages).

Provide study sheets and teacher outlines prior to

assessments.

Quiet corner or room to calm down and relax when

anxious.

Reduction of distractions.

Permit answers to be dictated.

Hands-on activities.

Use of manipulatives.

Assign preferential seating.

No penalty for spelling errors or sloppy handwriting.

Follow a routine/schedule.

Provide student with rest breaks.

Use verbal and visual cues regarding directions and

staying on task.

Assist in maintaining agenda book.

IEP Accommodations:


Differentiate reading levels of texts (e.g., Newsela).

Provide adapted/alternate/excerpted versions of the

text and/or modified supplementary materials.

Provide extra visual and verbal cues and prompts.

Provide links to audio files and utilize video clips.

Provide graphic organizers and/or checklists.

Provide modified rubrics.

Provide a copy of teaching notes, especially any key

terms, in advance.

Provide students with additional information to

supplement notes.

Modify questioning techniques and provide a reduced

number of questions or items on tests.


assessments.

Provide shorter writing assignments.

Provide sentence starters.

Utilize small group instruction.

Utilize Think-Pair-Share structure.


Have student restate information.

Support auditory presentations with visuals.

Provide study sheets and teacher outlines prior to

assessments.

Use of manipulatives.

Have students work with partners or in groups for

reading, presentations, assignments, and analyses.

Assign appropriate roles in collaborative work.


Follow a routine/schedule.

Gifted and Talented Accommodations:


Offer students additional texts with higher lexile

levels.

Provide more challenging and/or more supplemental

readings and/or activities to deepen understanding.

Allow for independent reading, research, and

projects.

Accelerate or compact the curriculum.

Offer higher-level thinking questions for deeper

analysis.

Offer more rigorous materials/tasks/prompts.

Increase number and complexity of sources.

Assign group research and presentations to teach the

class.

Assign/allow for leadership roles during collaborative

work and in other learning activities.

ELL Accommodations:

Provide extended time.


Assign peer buddy who the student can work with.


Provide language feedback often (such as

grammar errors, tenses, subject-verb agreements,

etc…).

Have student repeat directions.

Make vocabulary words available during classwork

and exams.

Use study guides/checklists to organize information.

Repeat directions.

Increase one-on-one conferencing.

Allow student to listen to an audio version of the text.

Give directions in small, distinct steps.

Allow copying from paper/book.

Give student a copy of the class notes.

Provide written and oral instructions.


Shorten assignments.

Read directions aloud to student.

Give oral clues or prompts.

Record or type assignments.

Adapt worksheets/packets.

Create alternate assignments.

Have student enter written assignments in criterion,

where they can use the planning maps to help get

them started and receive feedback after it is

submitted.

Allow student to resubmit assignments.

Use small group instruction.

Simplify language.


Demonstrate concepts possibly through the use of

visuals.

Use manipulatives.

Emphasize critical information by highlighting it for

the student.

Use graphic organizers.

Pre-teach or pre-view vocabulary.

Provide student with a list of prompts or sentence

starters that they can use when completing a written

assignment.

Provide audio versions of the textbooks.

Highlight textbooks/study guides.

Use supplementary materials.

Give assistance in note taking

Use adapted/modified textbooks.

Allow use of computer/word processor.

Allow student to answer orally, give extended time

(time-and-a-half).

Allow tests to be given in a separate location (with

the ESL teacher).


assessments.

Read question to student to clarify.

Provide a definition or synonym for words on a test

that do not impact the validity of the exam.

Modify the format of assessments.

Shorten test length or require only selected test items.

Create alternative assessments.

On an exam other than a spelling test, don’t take

points off for spelling errors.


UNIT OVERVIEW

Content Area: Computer Science

Unit Title: Human Computer Interaction

Target Course/Grade Level: 9-12

Unit Summary:

In this unit students are introduced to the concepts of computer and computing while investigating the major

components of computers and the suitability of these components for particular applications. Students will

experiment with internet search techniques, explore a variety of websites and web applications and discuss issues of

privacy and security. Fundamental notions of Human Computer Interaction (HCI) and ergonomics are introduced.

Students will learn that “intelligent” machine behavior is not “magic” but is based on algorithms applied to useful

representations of information, including large data sets. Students will learn the characteristics that make certain

tasks easy or difficult for computers, and how these differ from those that humans characteristically find easy or

difficult. Students will gain an appreciation for the many ways in which computing-enabled innovation have had an

impact on society, as well as for the many different fields in which they are used. Connections among social,

economical and cultural contexts will be discussed.

Approximate Length of Unit: 10 weeks

LEARNING TARGETS

New Jersey Student Learning Standards:

Content Area Domain Content Area Cluster Standard

Educational Technology Technology Operations and Concepts - Demonstrate

effective input of text and data using an input device

8.1.4.A.1

Educational Technology Technology Operations and Concepts - Determine the

benefits of a wide range of digital tools by using them to

solve problems

8.1.4.A.5

Educational Technology Technology Operations and Concepts - Select and use

appropriate tools and digital resources to accomplish a

variety of tasks and to solve problems

8.1.8.A.5

Educational Technology Critical Thinking, Problem Solving and Decision Making -

Analyze the capabilities and limitations of current and

emerging technology resources and assess their potential to

address educational, career, personal, and social needs

8.1.12.F.2

Reasoning with Equations

and Inequalities Digital Tools and Environments - Develop an innovative

solution to a complex, local or global problem or issue in

collaboration with peers and experts, and present ideas for

feedback in an online community.

8.1.12.C.1

NJ SLS Companion Standards: Reading and Writing Standards for History, Social Studies, Science, and

Technical Subjects:

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant

connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the

text.

NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and

quantitatively, as well as in words.

NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the evidence.

NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with

scaffolding as needed.

RST.9-10.1. Accurately cite strong and thorough evidence from the text to support analysis of science and technical

texts, attending to precise details for explanations or descriptions.

RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements,

or performing technical tasks, attending to special cases or exceptions defined in the text.

RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a

table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning

and relevant and sufficient evidence.

NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly

and accurately through the effective selection, organization, and analysis of content.

NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and

accuracy of each source, and integrate the information while avoiding plagiarism.

NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

WHST.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning

and relevant sufficient textual and non-textual evidence.

21st Century Learning Standards:

Career Ready Practices:

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

Unit Understandings:

Students will understand that…

Computers can be defined in a broad sense, and computing is a process that goes beyond electronic

input/output.

A computer requires several hardware components to function properly.

The world wide web has a near infinite number of uses, and websites may or may not be trustworthy.

Big data has had a huge impact on society, and computers can be used to turn that data into very powerful

and accurate analysis.

All computers require a very specific set of instructions in order to function in the intended way.

Machines are only as intelligent as they are programmed to be by humans.

Unit Essential Questions:

What are computers and what do they do?

How are computers used to help solve problems in the real world?

What can a computer understand? How does a human interact with a computer, and vice versa?

Knowledge and Skills:

Vocabulary

o Computer/computing

o Web 2.0

o Program (as it relates to Computer Science (CS)

o Artificial Intelligence (AI)

Students will be able to…

Analyze the characteristics of hardware components to determine the applications for which they can be

used.

Use appropriate tools and methods to execute Internet searches which yield requested data.

Evaluate the results of web searches and the reliability of information found on the Internet.

Explain the differences between tasks that can and cannot be accomplished with a computer.

Analyze the effects of computing on society within economic, social, and cultural contexts.

Communicate legal and ethical concerns raised by computing innovation.

Explain the implications of communication as data exchange.

EVIDENCE OF LEARNING

Assessment:

What evidence will be collected and deemed acceptable to show that students truly “understand”?

End of Unit Assessment:

o Students will be able to use appropriate tools and methods to execute Internet searches to request

data

o Students will evaluate results of web searches and the reliability of the information found on the

Internet

Daily student work.

Daily homework.

Long term projects.

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Cooperative learning opportunities.

Journaling of ideas.

RESOURCES

Teacher Resources:

Exploring Computer Science Curriculum.

Teacher developed worksheets and activities.

Access to CS Unplugged Activities online.

Equipment Needed:

Laptop/Desktop Computers for all students.

Internet access for all students.


UNIT OVERVIEW


Unit Title: Problem Solving


Unit Summary:

This unit provides students with opportunities to become “computational thinkers” by applying a variety of

problem-solving techniques as they create solutions to problems that are situated in a variety of contexts. The range

of contexts motivates the need for students to think abstractly and apply known algorithms where appropriate, but

also create new algorithms. Analysis of various solutions and algorithms will highlight problems that are not easily

solved by computer and for which there are no known solutions. This unit also focuses on the connections between

mathematics and computer science. Students will be introduced to selected topics in discrete mathematics including

Boolean logic, functions, graphs and the binary number system. Students are also introduced to searching and

sorting algorithms and graphs.


LEARNING TARGETS



Educational Technology Technology Operations and Concepts -

Demonstrate effective input of text and data

using an input device.

8.1.4.A.1


Determine the benefits of a wide range of digital

tools by using them to solve problems.

8.1.4.A.5

Educational Technology Technology Operations and Concepts - Select

and use appropriate tools and digital resources to

accomplish a variety of tasks and to solve

problems.

8.1.8.A.5

Educational Technology Critical Thinking, Problem Solving and Decision

Making - Analyze the capabilities and

limitations of current and emerging technology

resources and assess their potential to address

educational, career, personal, and social needs.

8.1.12.F.2

Reasoning with Equations and

Inequalities

Digital Tools and Environments - Develop an

innovative solution to a complex, local or global

problem or issue in collaboration with peers and

8.1.12.C.1


Technical Subjects:



text.




































Most of their daily routines consist of algorithms, or prescribed, step-by-step instructions.

Big problems can often be broken down into smaller problems, which are usually more manageable.

There is a strong connection between mathematics and computer science.

There are often many ways to solve a problem, and some ways are better than others.

experts, and present ideas for feedback in an

online community.


What is an algorithm and how is it used?

What are the connections between Mathematics and Computer Science?

What are the societal impacts of computing?


Vocabulary –

o Algorithm

o Abstraction

o Binary

o Minimal Spanning Tree


Name and explain the steps they use in solving a problem.

Solve a problem by applying appropriate problem-solving techniques.

Express a solution using standard design tools.

Determine if a given algorithm successfully solves a stated problem.

Create algorithms that meet specified objectives.

Explain the connections between binary numbers and computers.

Summarize the behavior of an algorithm.

Compare the tradeoffs between different algorithms for solving the same problem.

Explain the characteristics of problems that cannot be solved by an algorithm.


Assessment:


Daily student work.

Daily homework.

Long term projects.


o Students will solve a problem by using appropriate problem-solving techniques

o Students will create an algorithm that meets specified objectives

Learning Activities:




RESOURCES

Teacher Resources:


Teacher developed worksheets and activities.

Access to CS Unplugged Activities online.

Equipment Needed:




UNIT OVERVIEW


Unit Title: Web Design


Unit Summary:

This section prepares students to take the role of a developer by expanding their knowledge of algorithms,

abstraction, and web page design and applying it to the creation of web pages and documentation for users and

equipment. Students will explore issues of social responsibility in web use. They will learn to plan and code their

web pages using a variety of techniques and check their sites for usability. Students learn to create user-friendly

websites. Students will apply fundamental notions of Human Computer Interaction (HCI) and ergonomics.


LEARNING TARGETS




Demonstrate effective input of text and data

using an input device.

8.1.4.A.1


Determine the benefits of a wide range of digital

tools by using them to solve problems.

8.1.4.A.5

Educational Technology Technology Operations and Concepts - Select

and use appropriate tools and digital resources to

accomplish a variety of tasks and to solve

problems.

8.1.8.A.5


Making - Analyze the capabilities and

limitations of current and emerging technology

resources and assess their potential to address

educational, career, personal, and social needs.

8.1.12.F.2

Reasoning with Equations and

Inequalities




experts, and present ideas for feedback in an

online community.

8.1.12.C.1


Technical Subjects:



text.




































Websites are formed through the markup language Hyper Text Markup Language (HTML) and Cascading

Styles Sheets (CSS).

A well-designed website requires proper planning and testing to ensure user acceptance.

There are many websites in existence now that makes creating websites much easier.

Documentation while coding a website is essential: others must be able to see the thought process clearly

when viewing the source code of a website.


What is Hyper Text Markup Language (HTML) and Cascading Style Sheets (CSS)? What are the

differences between the two?

What is WordPress? Why is it so powerful?

What are the signs of a well-made website?


Vocabulary –

o What You See is What you Get (WYSIWYG)

o Hyper Text Markup Language (HTML)

o Cascading Style Sheets (CSS)

o Responsiveness (In the context of websites)


Create web pages to address specified objectives using Hyper Text Markup Language (HTML) and

Cascading Style Sheets (CSS).

Create web pages with a practical, personal, and/or societal purpose.

Select appropriate techniques when creating web pages.

Use abstraction to separate style from content in web page design and development.

Describe the use of a website with appropriate documentation.

Use WordPress to quickly and efficiently create a robust, professional looking website


Assessment:


Daily student work.

Daily homework.

Long term projects.

End of Unit Assessment

o Students will create web pages for different audiences

o Students will use abstraction to separate style from content in web page design and development





RESOURCES

Teacher Resources:


Code Academy.

Equipment Needed:




UNIT OVERVIEW


Unit Title: Problem Solving


Unit Summary:

Students are introduced to some basic issues associated with program design and development. Students design

algorithms and create programming solutions to a variety of computational problems using an iterative development

process in Scratch. Programming problems include mathematical and logical concepts and a variety of

programming constructs.


LEARNING TARGETS



Educational Technology Technology Operations and Concepts - Demonstrate

effective input of text and data using an input device.

8.1.4.A.1

Educational Technology Technology Operations and Concepts - Determine

the benefits of a wide range of digital tools by using

them to solve problems.

8.1.4.A.5

Educational Technology Technology Operations and Concepts - Select and

use appropriate tools and digital resources to

accomplish a variety of tasks and to solve problems.

8.1.8.A.5


Making - Analyze the capabilities and limitations of

current and emerging technology resources and

assess their potential to address educational, career,

personal, and social needs.

8.1.12.F.2

Reasoning with Equations

and Inequalities




experts, and present ideas for feedback in an online

community.

8.1.12.C.1


Technical Subjects:



text.




































Designing a computer program requires algorithms and abstraction just as in general problem solving.

Proper program design requires several steps, and often require the developer to go back and redesign the

program several times.

Logical programming is based in mathematics and Boolean logic.

Programs will inevitably contain errors, and learning how and why those errors occur is a fundamental skill

for computer programmers.

Programming is very much a collaborative endeavor, as many programs are often modified by others to

improve upon or use for another purpose.


What are the signs of a well-made program?

How can programming in Scratch be used to help solve real world problems?

What is open source code? Why is it done?


Vocabulary –

o Conditionals

o Variables

o Remixing (As it pertains to Scratch)

o Open Source

o Event, Control, Logic, Motion, Sound Blocks (In Scratch)


Use appropriate algorithms to solve a problem.

Design, code, test, and execute a program that corresponds to a set of specifications.

Select appropriate programming structures.

Locate and correct errors in a program.

Explain how a particular program functions.

Justify the correctness of a program.

Create programs with practical, personal, and/or societal intent.


Assessment:


Daily student work.

Daily homework.

Long term projects.


o Students will explain how a particular program functions

o Students will create programs with different intentions





RESOURCES

Teacher Resources:

Exploring Computer Science Curriculum

Teacher developed worksheets and activities

http://scratch.mit.edu/

Equipment Needed:



http://scratch.mit.edu/

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