Standards in this Framework
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ALG.1.a.e.2
Model daily processes by creating and following algorithms that include sequence, events, and repetition to complete tasks and solve problems. |
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ALG.1.b.e.1
Use visual tools to represent how data moves and changes through sequence, events, and repetition. |
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ALG.1.b.e.2
Describe problem-solving steps by creating representations of algorithms that include basic elements such as selection and variables. |
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ALG.1.c.e.1
Write the steps in algorithms that include sequence, events, iteration, and selection to complete a task or solve a problem using everyday language. |
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ALG.1.c.e.2
Create simple representations of algorithms through storytelling, flowcharts, or block-based tools to show how tasks are completed. |
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ALG.2.a.e.1
Discuss how human problems might be solved with the assistance of algorithms or programs. |
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ALG.2.a.e.2
Develop an algorithm to solve a problem by considering others’ needs and ideas, and sharing feedback, using a process that considers the needs, requirements, and feedback of others. |
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ALG.3.a.e.1
Describe how different parts of an algorithm or task work together to get something done. |
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ALG.3.a.e.2
Compare different sets of steps to see which works better or faster. |
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ALG.3.a.e.3
Improve basic algorithms by adding steps like repetition or decisions to make them more accurate or efficient. |
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ALG.3.b.1.e
Decompose a problem or task into smaller steps to design an algorithm that solves it. |
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ALG.3.b.2.e
Find patterns in problems or tasks that can make algorithms simpler or faster. |
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ALG.4.a.e.1
Compare how different solutions might treat people differently, and talk about when they work well for some but not for others. |
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ALG.4.b.e.1
Examine different perspectives, abilities, and points of view when designing algorithms and programs. |
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PRO.1.a.e.1
Create code from an algorithm that includes sequence, events, and iteration to express ideas or complete a task. |
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PRO.2.a.e.1
Identify and explain how symbols and terms in everyday life represent information, including values that remain constant or change over time. |
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PRO.2.a.e.2
Label and describe variables and fundamental data types (e.g., integers, strings, Booleans) used to represent and manage information in programs. |
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PRO.2.b.e.1
Identify and trace how variables are stored, manipulated, and changed throughout a program. |
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PRO.2.c.e.1
Use variables to store, compare, and modify data. |
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PRO.3.a.1.e
Analyze and debug a program, which includes sequencing, events, loops, conditionals, and variables. |
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PRO.4.a.e.1
Describe the purpose of a software project, set a simple goal, and use checklists or visual tools (e.g., timelines or storyboards) to plan what needs to be completed. |
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PRO.4.b.e.1
Share and explain what the code does using drawings, notes, or short class presentations. |
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PRO.4.c.e.1
Review finished work, talk about what went well or what was hard. |
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PRO.4.c.e.2
Review code with peers to improve projects. |
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DA.1.a.e.1
Collect data using a variety of methods (e.g., observation, survey, measurement) and tools (e.g., sensors, online forms), including overtime and from multiple sources. |
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DA.1.a.e.2
Describe basic information about data collected, such as what the data is about and how it was gathered, to help understand and use the data. |
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DA.1.b.e.1
Use numeric values to represent non-numeric data in computing systems (e.g., binary, ASCII, RGB), and understand how such representations support storage, analysis, and communication of information. |
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DA.1.b.e.2
Identify different ways information can be shown using symbols or codes (e.g., numbers, letters, sounds, pictures). |
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DA.1.c.e.1
Compare different types of data (numeric and non-numeric) and explain how their collection methods affect the kinds of information they provide. |
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DA.2.a.e.1
Organize data into structured formats such as tables with records and attributes. |
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DA.2.a.e.2
Organize and represent data using basic visual formats (e.g., picture graphs, bar graphs, tables) to help answer questions or identify simple patterns. |
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DA.2.a.e.3
Identify different types of digital information (e.g., pictures, text, music) and match them with how they are stored or displayed. |
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DA.2.b.e.1
Identify when data is missing or incorrect in a simple dataset (e.g., a number in a list of names) and discuss how it might affect answers to a question. |
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DA.3.a.e.1
Ask and investigate questions that can be answered with data and distinguish these from questions that require other methods to answer. |
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DA.3.a.e.2
Use data collected from everyday environments to support investigations. |
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DA.3.a.e.3
Identify and describe different types of information (e.g., pictures, charts, text) and ask questions about whether the information helps answer a specific question. |
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DA.3.b.e.1
Sort, classify, and group data based on attributes (e.g., color, size, shape), and recognize patterns that people and machines can use to make decisions or predictions. |
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DA.3.c.e.1
Represent data using visual tools (e.g., charts, graphs), and communicate insights or predictions based on identified trends or relationships. |
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DA.3.c.e.2
Compare and evaluate different representations of the same data for clarity, accuracy, and accessibility. Create visualizations and brief explanations that highlight patterns or support claims. |
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DA.4.a.e.1
Ask data-driven questions to understand and address the needs of people in everyday life and community settings. |
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DA.4.a.e.2
Identify benefits, risks, and basic privacy concerns related to data and AI, specifically in the context of data collection and sharing. |
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DA.4.b.e.1
Identify different ways to collect data, recognize approaches that may lead to poor or biased information, and design collection methods that are inclusive and respectful of diverse backgrounds. |
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DA.4.b.e.2
Collect, discuss, or interpret data, and communicate findings in a way that considers different perspectives. |
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DA.4.c.e.1
Identify ways data and technology relate to privacy and fairness and recognize the importance of being responsible with information. |
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DA.4.c.e.2
Use simple data investigations to explore real-world problems and share observations. |
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CSS.1.a.e.1
Identify and explain the function of basic hardware components in a computing system (such as the display, system unit, keyboard, and other input/output devices). |
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CSS.1.a.e.2
Describe how the physical parts (hardware) and the programs (software) work together to take in (input) and show/send out (output) information. |
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CSS.1.a.e.3
Observe and explain how sensors are used in everyday places (like automatic doors or motion-activated lights). |
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CSS.1.b.e.1
Use technology tools (tablets, computers, or apps) in safe and appropriate ways to help complete tasks or solve problems. |
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CSS.1.b.e.2
Talk about different types of apps or tools students use—like those that need the internet and those that work on the device—and explain what each one helps them do. |
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CSS.1.c.e.1
Follow simple steps to fix common computer problems (like no sound or the device won’t turn on), by using solutions like checking if it’s plugged in or restarting. |
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CSS.2.a.e.1
Describe how computers and other devices connect to the Internet, using cables (Ethernet) or wireless signals (Wi-Fi). |
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CSS.2.a.e.2
Give examples of how people all over the world use the Internet to stay connected with others through messages, video calling, or finding information. |
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CSS.2.b.e.1
Describe how website addresses (URLs) and email addresses allow individuals to connect and communicate over the Internet. |
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CSS.3.a.e.1
Describe how sharing things online - like names, photos, or locations - can give personal information to people you didn’t mean to share it with. |
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CSS.3.b.e.1
Describe ways to keep personal information safe - using strong passwords, logging out, and sharing with trusted sources. |
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CSS.3.b.e.2
Explain how passwords, account settings, and other tools help protect devices and share systems like school networks or public Wi Fi. |
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CSS.3.b.e.3
Show how information can be scrambled (encrypted) and unscrambled (decrypted) to stay safe, using drawings, activities, or digital tools. |
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CSS.3.b.e.4
Explain why it is important to check and update passwords, software, and settings to protect personal and shared information. |
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CSS.4.a.e.1
Identify the benefits of using computers and devices - like learning new things or staying in touch - and describe potential problems, such as too much screen time or sharing personal information. |
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CSS.4.a.e.2
Give examples of ways people use the Internet with devices - like watching videos, playing games, learning, or talking with others. |
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CSS.4.b.e.1
Explore how using computers and the Internet can help the environment and also cause harm (electricity or electronic waste). |
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CSS.4.b.e.2
Work together to make technology easier for everyone to use, including people with different needs, abilities, and ways of thinking. |
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FUT.1.a.e.1
Describe how important events have inspired people to create computer science ideas and inventions. |
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FUT.1.b.e.1
Examine how computing innovations have changed the way people live, work, or communicate over time. |
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FUT.1.c.e.1
Explore the contributions of people from different cultures, backgrounds, and time periods who helped shape computing technologies. |
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FUT.1.d.e.1
Discuss why it is important to use computing tools fairly and respectfully, and that rules (policies) exist for their use. |
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FUT.2.a.e.1
Use online collaborative spaces ethically and safely to work with another student to solve a problem, seek out diverse perspectives, or improve a project. |
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FUT.2.a.e.2
Brainstorm ways in which computing devices could be made more accessible to all users. |
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FUT.2.b.e.1
Identify everyday technologies and discuss how people use them to meet needs and how they affect daily life. |
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FUT.2.b.e.2
Describe what technology can and cannot do and explore how new and emerging technologies can change the way people live, work, and communicate. |
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FUT.2.b.e.3
Identify ways new technologies can help solve problems and justify why people choose to use or not use them. |
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FUT.2.c.e.1
Brainstorm and advocate for ways in which computing devices and the Internet could be made more available to all people. |
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FUT.2.d.e.1
Understand that ideas, code, and digital creations belong to the people who made them, and describe why it is important to give credit. |
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FUT.2.e.e.1
Explain the differences between communicating electronically and communicating in person. |
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FUT.2.e.e.2
Compare and contrast the effects of communicating electronically to communicating in person. |
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FUT.2.f.e.1
Explain how artificial intelligence systems learn from data and make decisions based on patterns. |
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FUT2.f.e.2
Students can identify and describe examples of artificial intelligence in everyday life (e.g., voice assistants, recommendations). |
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FUT.3.a.e.1
Describe how people use digital tools in different jobs and explain how personal interests can connect to computing in work or careers. |
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FUT.3.a.e.2
Describe how computing is used in a variety of industries and careers (e.g. healthcare, transportation, and entertainment) and how people learn new skills as technology changes. |
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FUT.3.b.e.1
Investigate how professionals collaborate with computing technologies to solve problems creatively, accurately, and efficiently. |
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FUT.3.b.e.2
Identify situations where technology choices can affect people differently and talk about what it means to be responsible or fair when using technology. |
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