| Concept | Practice | As an Explorer, I can… | As a Creator, I can… | As an Innovator, I can… | As a Citizen, I can… |
|---|---|---|---|---|---|
| Abstraction |
Analyze |
give examples of specific patterns in something I can see, do or touch. | describe how I might use patterns to express an idea. | explain patterns and characteristics of technology I use everyday. | explain why applications are built with components made by different groups of people. |
Prototype |
describe different things I tried in order to achieve a goal. | explain why I chose to include the specific components of my prototype over others. | explain characteristics or patterns that informed a function or an interface I created. | describe how components of my prototype come from or can be shared with a community. | |
Communicate |
explain how I might help others identify patterns. | explain why using patterns is necessary when creating with a computer. | explain how patterns and characteristics guide how people use technology. | discuss how technology developed by a community represents its characteristics. | |
| Concept | Practice | As an Explorer, I can… | As a Creator, I can… | As an Innovator, I can… | As a Citizen, I can… |
| Algorithms |
Analyze |
describe more than one set of instructions that might complete a task. | describe how instructions can have different outputs depending on inputs. | compare and contrast instructions for completing a task with algorithms for completing types of tasks. | explain the positive and negative impacts of an algorithm’s design on my family or my community. |
Prototype |
explain why I used specific instructions to complete a task. | demonstrate the benefit of using an event, conditional or loop in my prototype. | explain how a function I prototyped can be used by someone else. | suggest changes to an algorithm that impacts my family or my community. | |
Communicate |
compare and contrast my instructions with other instructions that complete the same task. | compare and contrast how conditionals or loops were used in classmates’ prototypes. | teach someone the difference between instructions and an algorithm. | research and defend an opinion about an algorithm’s impacts on my family or community. | |
| Concept | Practice | As an Explorer, I can… | As a Creator, I can… | As an Innovator, I can… | As a Citizens, I can… |
| Programming |
Analyze |
experiment with the commands of a programming language. | describe three ways a development environment helps me create a project. | describe tools and processes needed to collaborate on programming projects. | describe the communities that developed a programming language and why. |
Prototype |
explain why I chose specific commands to communicate my instructions. | describe the changes I made after testing at least three parts of my program. | explain how I used or remixed someone else’s project in my prototype and give them credit. | describe how I used community research to make technical decisions in the creation of my prototype. | |
Communicate |
discuss what can and cannot be done with a specific set of commands. | teach another person how to use a development environment and the basics of programming. | present the challenges, and benefits of using tools to program collaboratively. | discuss the impact on my family or community of access to programming skills. | |
| Concept | Practice | As an Explorer, I can… | As a Creator, I can… | As an Innovator, I can… | As a Citizen, I can… |
| Data |
Analyze |
provide examples of how sensors are used. | explain how a sensor can allow the user to interact with my project. | explain how to find, store, and use public or sensor data as part of a larger project. | discuss the impact on my family or community of data or sensors in a computing application. |
Prototype |
select a sensor among many to achieve a goal and explain why I chose that sensor. | describe at least three reasons I chose a specific sensor or dataset for my prototype. | explain how I transformed data for use in my prototype application or visualization. | explain how my prototype meets or adapts to community needs using data. | |
Communicate |
present potential uses of a sensor to others. | compare and contrast how sensors or datasets were used in classmates’ projects. | present a persuasive argument using data as evidence in my presentation. | discuss trade-offs of using technology with sensor and dataset inputs and feedback loops. | |
| Concept | Practice | Explorers can… | Creators can… | Innovators can… | Citizens can… |
| Networks |
Analyze |
identify the hardware used for computers to connect to the Internet. | explain what markup languages are and the role they play in creating websites. | explain how consent, privacy and security impact my trust in an application. | describe the groups who develop the protocols that govern the Internet. |
Prototype |
explain the components of an Internet model that I made. | explain how I used at least three different markup tags to build a website. | describe how my application makes consent, privacy and security explicit to the user. | explain three Internet protocols that enable us to build and use a web applications. | |
Communicate |
explain how information might travel over the hardware that connects us to the Internet. | present my thoughts, ideas, or interests through a website built using markup. | discuss how issues of trust might change the way we interact on the Internet. | make a persuasive argument for a new or revised Internet protocol. |
Student Outcomes
CS students' practice of each concept deepens and expands as meaningful CS units guide them from one perspective to the next.