Standards in this Framework
Standards Mapped
Mapped to Course
| Standard | Lessons |
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CS-CC.1.1
Evaluate modes of communication and collaboration. |
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CS-CC.1.2
Select appropriate tools within a project environment to communicate with project team members. |
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CS-CC.1.4
Develop a collaborative digital product using collaboration tools (e.g., version control systems and integrated development environments). |
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CS-CC.1.5
Communicate and publish key ideas and details to a variety of audiences using digital tools and media-rich resources. |
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CS-CC.1.6
Identify how collaboration influences the design and development of software artifacts. |
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CS-CC.1.7
Evaluate program designs and implementations written by others for readability and usability. |
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CS-CP.1.1
Evaluate effective uses of Boolean logic (e.g., using “not”, “or”, “and”) to refine searches for individual and collaborative projects. |
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CS-CP.1.2
Perform advanced searches to locate information and/or design a data-collection approach to gather original data (e.g., qualitative interviews, surveys, prototypes, and simulations). |
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CS-CP.1.3
Analyze and manipulate data collected by a variety of data collection techniques to support a hypothesis. |
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CS-CP.1.4
Collect real-time data from sources such as simulations, scientific and robotic sensors, and device emulators, using this data to formulate strategies or algorithms to solve advanced problems. |
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CS-CP.2.1
Explain the program execution process (by an interpreter and in CPU hardware). |
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CS-CP.2.4
Facilitate programming solutions using application programming interfaces (APIs) and libraries. |
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CS-CP.2.5
Explain the role of an API in the development of applications and the distinction between a programming language’s syntax and the API. |
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CS-CP.2.6
Describe a variety of commonly used programming languages. |
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CS-CP.2.7
Classify programming languages by paradigm and application domain (e.g., imperative, functional, and logic languages) and evaluate their application to domains such as web programming, symbolic processing and data/numerical processing. |
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CS-CP.3.1
Create a computational artifact, individually and collaboratively, followed by reflection, analysis, and iteration (e.g., data-set analysis program for science and engineering fair, capstone project that includes a program, term research project based on program data). |
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CS-CP.3.2
Create mobile computing applications and/or dynamic web pages through the use of a variety of design and development tools, programming languages, and mobile devices/emulators. |
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CS-CS.1.1
Analyze data and identify real-world patterns through modeling and simulation. |
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CS-CS.1.2
Formulate, refine, and test scientific hypotheses using models and simulations. |
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CS-CS.1.3
Explain how data analysis is used to enhance the understanding of complex natural and human systems. |
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CS-CS.1.4
Compare techniques for analyzing massive data collections. |
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CS-CS.1.5
Represent and understand natural phenomena using modeling and simulation. |
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CS-CS.2.2
Describe the concept of parallel processing as a strategy to solve large problems. |
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CS-CS.2.4
Divide a complex problem into simpler parts by using the principle of abstraction to manage complexity (i.e., by using searching and sorting as abstractions) using predefined functions and parameters, classes, and methods. |
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CS-CS.2.5
Evaluate a classical algorithms and implement an original algorithm. |
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CS-CS.2.6
Evaluate various data types and data structures. |
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CS-CS.2.9
Evaluate ways to characterize how well algorithms perform and that two algorithms can perform differently for the same task. |
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CS-CS.2.10
Design and implement a simple simulation algorithm to analyze, represent, and understand natural phenomena. |
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CS-CS.2.11
Evaluate algorithms by their efficiency, correctness, and clarity (e.g., by analyzing and comparing execution times, testing with multiple inputs or data sets, and by debugging). |
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CS-CS.2.12
Compare and contrast simple data structures and their uses. |
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CS-CS.2.13
Explain how automated software testing can reduce the cost of the testing effort. |
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CS-CS.2.14
Explain what tools are applied to provide automated testing environments. |
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CS-CS.3.1
Describe digital tools or resources to use for a real-world task based on their efficiency and effectiveness. |
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CS-CS.3.2
Evaluate different file types for different purposes (e.g., word processing, images, music, and three-dimensional drawings). |
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CS-CS.4.1
Describe a software development process that is used to solve problems at different software development stages (e.g., design, coding, testing, and verification). |
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CS-CS.4.2
Describe the organization of a computer and identify its principal components by name, function, and the flow of instructions and data between components (e.g., storage devices, memory, CPU, graphics processors, IO and network ports). |
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CS-CS.4.3
Differentiate between multiple levels of hardware and software (such as CPU hardware, operating system, translation, and interpretation) that support program execution. |
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CS-CS.4.4
Evaluate various forms of input and output (e.g., IO and storage devices and digital media). |
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CS-CS.4.6
Develop criteria for selecting appropriate hardware and software when solving a specific real-world problem (such as business, educational, personal). |
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CS-CS.4.7
Develop a software artifact (independently and collaboratively) in phases (or stages) according to a common software development methodology (e.g., Waterfall or Spiral model). |
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CS-CS.4.9
Analyze historical trends in hardware and software to assess implications on computing devices for the future (e.g., upgrades for power/energy, computation capacity, speed, size, ease of use). |
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CS-CS.5.1
Identify and select the most appropriate file format based on trade-offs (e.g., open file formats, text, proprietary and binary formats, compression and encryption formats). |
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CS-CS.5.2
Describe the issues that impact network functionality (e.g., latency, bandwidth, firewalls and server capability). |
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CS-CS.5.3
Describe common network protocols, such as IP, TCP, SMTP, HTTP, and FTP, and how these are applied by client-server and peer-to-peer networks. |
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CS-PC.1.1
Compare and contrast appropriate and inappropriate social networking behaviors. |
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CS-PC.1.2
Describe and demonstrate ethical and responsible use of modern communication media and devices. |
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CS-PC.1.3
Evaluate the impacts of irresponsible use of information (e.g., plagiarism and falsification of data) on collaborative projects. |
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CS-PC.1.4
Explain the principles of cryptography by examining encryption, digital signatures, and authentication methods (e.g., explain why and how certificates are used with “https” for authentication and encryption). |
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CS-PC.1.5
Implement an encryption, digital signature, or authentication method. |
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CS-PC.1.6
Describe computer security vulnerabilities and methods of attack, and evaluate their social and economic impact on computer systems and people. |
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CS-PC.2.1
Describe how the Internet facilitates global communication. |
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CS-PC.2.2
Identify ways to use technology to support lifelong learning. |
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CS-PC.2.3
Discuss and analyze the impact of values and points of view that are presented in media messages (e.g., racial, gender, and political). |
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CS-PC.2.4
Analyze the positive and negative impacts of technology on popular culture and personal life. |
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CS-PC.2.5
Construct strategies to combat cyberbullying or online harassment. |
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CS-PC.2.8
Evaluate ways in which adaptive technologies may assist users with special needs. |
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CS-PC.2.10
Describe and evaluate the challenges (e.g., political, social, and economic) in providing equal access and distribution of technology in a global society. |
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CS-PC.2.12
Explore a variety of careers to which computing is central. |
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CS-PC.2.13
Predict future careers and the technologies that may exist based on current technology trends. |
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CS-PC.4.4
Describe security and privacy issues that relate to computer networks. |
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CS-PC.4.5
Identify computer-related laws and analyze their impact on digital privacy, security, intellectual property, network access, contracts, and harassment. |
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CS-PC.4.6
Describe security and privacy issues that relate to computer networks including the permanency of data on the Internet, online identity, and privacy. |
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CS-PC.4.8
Describe the impact of government regulation on privacy and security. |
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1112.SL.1.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively; a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas; b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed; c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives; d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. or issue to stimulate a thoughtful, well-reasoned exchange of ideas. |
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1112.SL.1.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |
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1112.SL.1.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. |
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1112.SL.2.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
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1112.SL.2.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. |
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910.SL.1.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively; a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas; b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed; c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions; d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. |
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910.SL.1.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. |
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910.SL.1.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. |
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910.SL.2.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. |
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910.SL.2.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. |
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ELL.SI.1
English language learners communicate for social and instructional purposes within the school setting. |
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