2-AP-14: Create procedures with parameters to organize code and make it easier to reuse.
Chapter | Module/Lesson | Big Ideas / Topics / Concepts | Standards (CSTA) | Learning Objectives |
Chapter 1
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Sequences, Problem Solving
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1A-AP-10: Develop programs with sequences and simple loops, to express ideas or address a problem. | Understand how to use sequences and loops in programs | |
2-AP-13: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs. | Solve a problem using a sequence of code | |||
1B-AP-11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process. | Decompose a problem into subproblems |
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Troubleshooting | 1B-CS-03: Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies. | Use a troubleshooting guide to identify and fix problems | ||
Objects, Methods, Debugging, Loops
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1A-AP-10: Develop programs with sequences or simple loops, to express an idea or address a problem. | Debug programs that contain loops | ||
1B-AP-15: Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended. | Debug programs that contain syntax and logic errors | |||
Troubleshooting | 2-CS-03: Systematically identify and fix problems with computing devices and their components | Use a troubleshooting guide to identify and fix problems | ||
Loops, Capstone Project
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1B-AP-12: Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features. | Design a game that involves sequenced commands to build obstacles, revising a loop to program a boss's movement, and cutomizing art assets with methods and parameters. | ||
1B-AP-13: Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences. | Develop programs using planning tools | |||
Module 1, Lesson 5 | Explorations: Impacts of Computing | 1B-IC-18: Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices. | Identify relevant problems and how they are solved using computer science/various computing devices. | |
Chapter 2
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Sequences and Algorithms, Syntax
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1A-AP-10: Develop programs with sequences or simple loops, to express an idea or address a problem. | Modify sequences to complete a goal. | |
1A-AP-11: Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. | Write algorithms using valid syntax to complete defined goals. | |||
1B-AP-11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process. | Decompose a problem into subproblems |
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1A-AP-15: Using correct terminology, describe steps taken and choices made during the iterative process of development.
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Explain what syntax is and why it is important. | |||
Define the term algorithm. | ||||
Debugging
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1A-AP-10: Develop programs with sequences or simple loops, to express an idea or address a problem. | Understand how and why to use sequences and loops in programs | ||
1A-AP-11: Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. | Solve a problem using a sequence of code | |||
1B-AP-15: Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended. | Identify and fix code errors and logic problems. | |||
1A-AP-15: Using correct terminology, describe the steps taken and choices made during the iterative process of development.
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Define and differentiate between code errors and logic problems. | |||
Explain the importance of debugging and iteration in the programming process. | ||||
Module 2, Lesson 2 | Explorations: Impacts of Computing | 2-IC-20: Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options. | Understand the impact computers have on the world | |
Variables (Creation and Updating)
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1A-AP-15: Using correct terminology, describe the steps taken and choices made during the iterative process of development. | Explain what a variable is and why variables are useful in developing programs. | ||
1B-AP-09: Create programs that use variables to store and modify data. | Define and modify variables to help accomplish a goal. | |||
2-AP-11: Create clearly named variables that represent different data types and perform operations on their values. | Use clear variable names. | |||
Explorations: Networks and the Internet
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1B-NI-04: Model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the Internet, and reassembled at the destination. | Students will describe how the internet works: types of networks, packets, protocols, internet privacy | ||
2-NI-04: Model the role of protocols in transmitting data across networks and the Internet. | Understand how data is transmitted | |||
Conditionals and Boolean Logic
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1A-AP-08: Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. | Give examples of conditional logic in everyday life. | ||
1A-AP-10: Develop programs with sequences and simple loops, to express ideas or address a problem. | Understand how and why to use sequences and loops in programs | |||
1A-AP-11: Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. | Solve a problem using a sequence of code | |||
1A-AP-12: Develop plans that describe a program's sequence of events, goals, and expected outcomes. | Explain Boolean logic and evaluate simple Boolean expressions. | |||
1A-AP-15: Using correct terminology, describe steps taken and choices made during the iterative process of program development. | Explain how conditions and decision points result in different algorithm execution. | |||
1B-AP-10: Create programs that include sequences, events, loops, and conditionals. | Use if and if/else statements to provide varied paths based on conditional logic. | |||
2-AP-10: Use flowcharts and/or pseudocode to address complex problems as algorithms. | Use pseudocode as a tool to plan code and understand algorithms. | |||
Module 4, Lesson 4 | Explorations: Computing Systems | 1B-CS-01: Describe how internal and external parts of computing devices function to form a system. | Identify the parts of a computer and understand their purposes | |
Capstone Methods
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Use a defined set of methods to create simple narrative sequences. | |||
Define conditions and resulting program functionality using user input. | ||||
Assessment/Capstone
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Students demonstrate mastery of algorithms, debugging, variables, conditionals. | |||
Students create a storytelling project that provides an opportunity to showcase their creativity. | ||||
Chapter 3
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Debugging, Data Types, Objects, Variable Arithmetic
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1A-AP-14: Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops. | Identify and fix code errors and logic problems. | |
1A-AP-15: Using correct terminology, describe steps taken and choices made during the iterative process of program development. | Differentiate between objects, methods, and arguments. | |||
1B-AP-09: Create programs that use variables to store and modify data. | Update the value of variables using arithmetic operations. | |||
2-AP-11 Create clearly named variables that represent different data types and perform operations on their values. | Explain the difference between the basic data types. | |||
Module 1, Lesson 3 | Explorations: Computing Systems | 1B-CS-02: Model how computer hardware and software work together as a system to accomplish tasks. | Understand how hardware and software work together and the results achieved | |
For Loops
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1A-AP-10: Develop programs with sequences and simple loops, to express ideas or address a problem. | Simplify code using for loops and repeated actions. | ||
1A-AP-11: Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. | Update the values of variables within loops. | |||
1B-AP-10: Create programs that include sequences, events, loops, and conditionals. | Include loops in sequnce with other types of code statements. | |||
Nesting, Nested Loops, Nested Structures
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1A-AP-10: Develop programs with sequences and simple loops, to express ideas or address a problem. | Create programs using complex conditionals and nested conditionals | ||
1B-AP-10: Create programs that include sequences, events, loops, and conditionals. | Nest conditionals within loops. | |||
2-AP-12: Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals. | Use nested structures to accomplish a given task. | |||
Module 3, Lesson 3 | Explorations: Cybersecurity | 2-IC-23: Describe tradeoffs between allowing information to be public and keeping information private and secure. | Understand and explain the pros and cons of information security and data privacy | |
While Loops
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1A-AP-09: Model the way programs store and manipulate data by using numbers or other symbols to represent information. | Trace updating of a variable within a while loop. | ||
1B-AP-09: Compare and refine multiple algorithms for the same task and determine which is the msot appropriate. | Determine whether it is best to use a for loop or a while loop for a given puzzle. | |||
1B-AP-11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process. | Use while loops to condense code. | |||
Explorations: Networks & the Internet, Encryption | 2-NI-06: Apply multiple methods of encryption to model the secure transmission of information. | Encrypt data to secure information | ||
Explorations: Data & Analysis | 2-DA-07: Represent data using multiple encoding schemes. | Apply data encryption methods to protect information | ||
Capstone | 1A-AP-13: Give attribution when using the ideas and creations of others while developing programs. | Using defined methods and art assets, design a side scrolling game that incorporates loops. | ||
1B-AP-13: Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences. | Use planning tools to create programs, use feedback from peers to improve program | |||
Data & Analysis | 2-DA-08: Collect data using computational tools and transform the data to make it more useful and reliable. | Collect and clean survey data. | ||
1A-DA-06: Collect and present the same data in various visual formats. | Visualize the data that's collected in various formats. | |||
Impacts of Computing | 2-IC-22: Collaborate with many contributors through strategies such as crowdsourcing or surveys when creating a computational artifact. | Understand how information is gathered using technology | ||
1B-AP-14: Observe intellectual property rights and give appropriate attribution when creating or remixing programs. | Understand appropriate methods for crediting others' ideas and property | |||
1B-AP-15: Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended. | Understand how to gather and apply feedback to improve and debug a program | |||
1B-AP-16: Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development. | Give and receive constructive and relevant feedback to peers | |||
1B-AP-17: Describe choices made during program development using code comments, presentations, and demonstrations. | Be able to explain why certain choices are made using evidence | |||
2-AP-15: Seek and incorporate feedback from team members and users to refine a solution that meets user needs. | Understand how to gather and apply feedback to improve and debug a program | |||
2-AP-19: Document programs in order to make them easier to follow, test, and debug. | Use engineering design tools to plan and create programs | |||
Chapter 4
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Review, Else/If and Compound Conditionals, Testing and Debugging
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1B-AP-10: Create programs that include sequences, events, loops, and conditionals. | Review previously learned concepts and apply in new contexts | |
2-AP-12: Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals. | Use previously learned concepts in more complex programs | |||
Module 1, Lesson 3 | Explorations: Networks and the Internet, Physical & Digital Security | 2-NI-05: Explain how physical and digital security measures protect electronic information. | Understand the purpose and benefits of securing information | |
Module 2, Lesson 1 | Introduction to Functions | 2-AP-16: Incorporate code, media, and libraries into original programs, and give attribution. | ||
Module 2, Lesson 2 | Data and Analysis | 2-DA-09: Refine computational models based on the data they have generated. | Revise a computational model based on simulated data to reach specific objectives. | |
Explorations: Computing Systems
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2-CS-01: Recommend improvements to the design of computing devices, based on an analysis of how users interact with the devices. | |||
1B-CS-01: Describe how internal and external parts of computing devices function to form a system. | ||||
2-CS-02: Design projects that combine hardware and software components to collect and exchange data. | ||||
Writing Functions
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2-AP-14: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs. | |||
2-AP-14: Create procedures with parameters to organize code and make it easier to reuse. | ||||
Capstone
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2-AP-14: Create procedures with parameters to organize code and make it easier to reuse. | Sandbox Game Design using Design Thinking Process | ||
2-AP-15: Seek and incorporate feedback from team members and users to refine a solution that meets user needs. | ||||
2-AP-17: Systematically test and refine programs using a range of test cases. | ||||
2-AP-18: Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts. | ||||
2-AP-19: Document programs in order to make them easier to follow, test, and debug. | ||||
Module 4, Lesson 6 | Explorations: Impacts of Computing, Accessibility | 2-IC-21: Discuss issues of bias and accessibility in the design of existing technologies. | ||
Module 4, Lesson 7 | Explorations: Impacts of Computing, Bias and Stereotypes | 2-IC-21: Discuss issues of bias and accessibility in the design of existing technologies. |