Standards in this Framework
| Standard | Description |
|---|---|
| ECS.1.1a | Use the structured problem-solving process to help address new problems |
| ECS.1.1b | View challenges as solvable |
| ECS.1.1c | Decompose or break down larger problems into smaller components |
| ECS.1.2a | Expect and value mistakes as a natural and productive part of problem solving |
| ECS.1.2b | Continue working with new ideas and consider multiple possible approaches |
| ECS.1.2c | Iterate and continue to improve partial solutions |
| ECS.1.3a | Incorporate personal interests and ideas into activities and projects |
| ECS.1.3b | Experiment with new ideas and consider multiple possible approaches |
| ECS.1.3c | Extend or build upon the ideas and projects of others |
| ECS.1.4a | Work with others to develop solutions that incorporate all contributors |
| ECS.1.4b | Mediate disagreements and help teammates agree on a common solution |
| ECS.1.4c | Actively contribute to the success of group projects |
| ECS.1.5a | Structure work so that it can be easily understood by others |
| ECS.1.5b | Consider the perspective and background of your audience when presenting work |
| ECS.1.5c | Provide and accept constructive feedback in order to improve work |
| ECS.2.1 | Students will understand computer hardware and the tasks they perform: |
| ECS.2.1a | Students will identify required functions for a device to be classified as a computer (receives input, processing; output; storage) |
| ECS.2.1a.i | Analyze the characteristics of hardware components including processor, operating system, RAM, ROM, hard drive, and input and output devices. |
| ECS.2.1a.ii | Understand the relationship between bits and bytes |
| ECS.2.1a.iii | Compare and convert between the following sizes: kilobyte, megabyte, gigabyte, terabyte. |
| ECS.2.1a.iv | Discuss the speed of the computer (gigahertz). |
| ECS.2.1b | Students will identify examples of tasks that can and cannot be accomplished with a computer. |
| ECS.2.2 | Students will describe changes technology has made on communication, privacy, and social interactions. |
| ECS.2.2a | Impacts of technology on society from the following perspectives: social, economic, political, legal, ethical, and moral issues |
| ECS.2.2b | Permanence of online information |
| ECS.2.2c | Consider issues around privacy and collection of data |
| ECS.2.2d | Methods of communication appropriate for different situations including appropriate use of social media |
| ECS.2.2e | Online safety |
| ECS.2.3 | Students will discuss how and why binary is used to represent data in a computer. |
| ECS.2.3a | Describe how binary digits (bits) are stored in different media |
| ECS.2.3b | Understand the binary system or pattern for counting up to 8 digits |
| ECS.2.3c | Convert numbers between 0 and 128 from decimal to binarv and vice versa. |
| ECS.2.3d | Describe how real-world phenomena such as numbers, characters (ASCII), or images (GB) are digitized and represented in a computer. |
| ECS.2.4 | Students will understand different algorithms used in problem solving. |
| ECS.2.4a | Solve a problem through an iterative process.1. Define - Understand the Problem; 2. Prepare - Plan the Solution (design via pseudocode/flowcharts); 3. Try - Carry out the Plan (Code); 4. Reflect - Review and Discuss your Solution (Testing / Feedback); 5. Repeat - Reiterate through the steps until the problem is solved |
| ECS.2.4b | Explain when a binary search would be more efficient than a linear search |
| ECS.2.4c | Visualize and compare common sorting algorithms (e.g. insertion, selection, bubble, quicksort, merge sort) |
| ECS.2.5 | Students will gain knowledge and skills while considering the social, moral, and ethical impacts of Artificial Intelligence (Al) systems and usage. |
| ECS.2.5a | Students will explain the idea of intelligence specifically as it relates to computers. |
| ECS.2.5b | Students will explain what it means for a machine to learn (Turing Test) |
| ECS.2.5c | Students will identify the Al being used, such as image recognition, speech recognition, translation |
| ECS.2.5d | Students will train and test an existing Al system (machine learning). |
| ECS.2.5e | Students will explore and explain the social and ethical impacts of Al (human and algorithmic bias, worker obsolescence through automation, user interface improvements, human/machine augmentation, etc.) |
| ECS.2.5f | Students will gain an understanding of how Al is changing different sectors such as medicine, agriculture, manufacturing, etc. |
| ECS.3.1a | Students will understand ethical behavior as it relates to an AUP, Intellectual Property, Netiquette, Respecting Privacy, Anti-Spamming Laws, etc. |
| ECS.3.1b | Students will demonstrate knowledge of standard copyright rules. |
| ECS.3.1b.i | Understand copyright for original creations. |
| ECS.3.1b.ii | Understand the creative commons license |
| ECS.3.1b.iii | Understand when to obtain permission for non-original work. |
| ECS.3.1c | Students will identify the use and purpose of acceptable use policy (AUP). |
| ECS.3.1c.i | Comply with the school's AUP |
| ECS.3.2 | Students will understand the purpose of website design in relationship to the intended audience and client needs. |
| ECS.3.2a | Students will plan a website design using sketches or wireframes (rough drafts). |
| ECS.3.3 | Students will understand that the HTML programming language is used to create all websites on the internet and acts as the structure for a website. |
| ECS.3.3a | Students will code the foundation for a basic webpage including the element tags DOCTYPE, html, head, title, and body. |
| ECS.3.3b | Students will create pages with tags and attributes at the inline level. (DOCTYPE, title, head, body, h1, h2, h6, p, br, etc.) |
| ECS.3.3c | Students will create web pages with text formatting, links, images, and lists |
| ECS.3.4 | Students will understand that CSS (Cascading Style Sheets) are used to customize the style or looks of a website. |
| ECS.3.4a | Students will apply CSS to a website. |
| ECS.3.4a.i | Apply CSS to an element using an inline style. (An inline style may be used to apply a unique style for a single element.) |
| ECS.3.4a.ii | Apply CSS to a webpage using an internal stylesheet. |
| ECS.3.4a.iii | Apply CSS to a website using an external stylesheet. (Best Coding Practice - One file changes the entire website.) |
| ECS.3.4b | Students will format web pages using CSS |
| ECS.3.4b.i | Modify background properties such as color and image. |
| ECS.3.4b.ii | Modify font properties such as font-family, size, and color. |
| ECS.3.4b.iii | Modify border properties such as width, style, and color. |
| ECS.3.4b.iv | Implement tags and classes to modify an HTML element. |
| ECS.3.5 | Students will explore various careers in Web Development including front end developer, back end developer, full stack developer, and UX/UI designer. |
| ECS.4.1 | Students will identify how planning strategies (such as flowcharts, storyboards, prototypes or pseudocode) are used when creating a program. |
| ECS.4.2 | Define an algorithm as a set of clearly defined, logical steps to solve a problem. |
| ECS.4.2a | Students will describe the steps needed to efficiently solve a non-computing problem using a pseudocode algorithm |
| ECS.4.2b | Students will examine traditional programming algorithms such as searches, sorts, and minimal spanning trees. |
| ECS.4.2c | Students will examine and formulate algorithms that solve specific problems |
| ECS.4.3a | Students will recognize a variety of different user input sources such as text input, sensors, mouse response, movement, or event. |
| ECS.4.3b | Students will recognize a variety of different outputs such as sounds, light, vibrations, movement, text and/or graphics. |
| ECS.4.4a | Students will understand that variables are named locations in memorv. |
| ECS.4.4b | Students will be able to identify variables and when they should be used in code. |
| ECS.4.5 | Students will understand that programs use loops (iteration) to be more efficient and avoid code duplication. |
| ECS.4.6 | Students will understand that programs use conditionals to perform different computations or actions based on whether a condition is true or false (booleans). |
| ECS.4.7 | Students will understand that programs use mathematical symbols (+, -, *, /,>, <, ==, AND, OR) in a program to perform specific operations (mathematical, relational, or logical) and produce a single result. |
| ECS.4.8 | Students will understand that a function is a named block of code that performs a specific task. Functions encourage efficiency, reusability, and readability. |
| ECS.4.9 | Students will understand that debugging is finding and removing errors from a program so it can operate as intended. Strategies students might learn for debugging could include: Guess and Check; Deactivating sections to identify problematic code; Looking for typos, missing tags, or incorrect syntax; Making the problem smaller - identifying important points (changing variable values, getting input, etc.); Asking a friend or team member for help; Printing, watching, or changing variable values while the program runs; Using a debugging tool; Thinking about when the code last worked and what has been added since then |
| ECS.4.10 | Students will demonstrate an understanding of the relationship between hardware and software. |
| ECS.4.10a | Students will define and explain an algorithm for a physical computing device. (sequence of instructions processed by the device.) |
| ECS.4.10b | Students will create a prototype of a physical computing device that uses algorithms to solve a computational problem. |
| ECS.4.10c | Students will create a physical project or program a physical device |
| ECS.4.10c.i | Students will illustrate ways the project or physical device implements logic, input, and output through hardware components (sensors, buttons, switches, etc.) |
| ECS.4.10c.ii | Students will systematically identify and fix problems with the project or physical device |
| ECS.4.11 | Students will explore various careers in programming such as Software Engineer, Video Game Developer, Mobile App Developer, and Web Developer. |
