Principles of Computer Science (#0200383) 

Clarification 1: Instruction includes computing devices such as probes, sensors, software tools, programs and handheld devices.

Clarification 2: Instruction includes analyzing and presenting interactive data visualizations.

Clarification 1: Instruction includes disabled unused USB ports, windows lock screens and managed access to restricted areas.

Clarification 2: Instruction includes the role of hardware such as tablets, phones and other devices.

Clarification 3: Instruction includes the role of cyber security software.

Clarification 1: Instruction includes similarities and differences between CPUs.

Clarification 2: Instruction includes multi-core processing, hyper-threading and socket type.

Clarification 1: Instruction includes wattage, modulation (semi, non and fully modular) and connector type.

Clarification 2: Instruction includes the correct wattage for devices to prevent damage.

Clarification 1: Instruction includes temporary storage space and speed in relation to communication with the processor.

Clarification 2: Instruction includes how computers store different data types in random access memory (RAM).

Clarification 1: Within this benchmark, components include a network interface card (NIC), an ethernet cable and a network switch.

Clarification 2: Instruction includes two or more devices to communicate on a network.

Clarification 1: Within this benchmark, components include a Wi-Fi adapter and wireless access point.

Clarification 2: Instruction includes two or more devices to communicate on a network.

Clarification 1: Instruction includes evaluating the effects of attacks on computer systems.

Clarification 2: Instruction includes evaluating the social and economic impacts on people.

Clarification 1: Instruction includes the various ways of collecting information, relationship building and how that information is used for exploitation.

Clarification 2: Instruction includes discussing and evaluating the social and economic impact of the cycle on computer systems and people.

Clarification 1: Instruction includes the application of AI tests.

Clarification 2: Instruction includes how these tests have evolved along with AI.

Clarification 1: Instruction includes the use of email, chat rooms and other forms of direct electronic communication.

Clarification 2: Instruction includes the dangers of direct electronic communication including predatory behavior and human trafficking.

Clarification 1: Instruction includes the consequences for an individual engaged in bullying behavior.

Clarification 2: Instruction includes the consequences suffered by the victim of cyberbullying.

Clarification 3: Instruction includes the Jeffrey Johnson Stand Up for All Students Act.

Clarification 1: Instruction focuses on positive outcomes when action is taken relating to Internet reporting.

Clarification 2: Instruction includes reporting to parents, school staff and peers.

Clarification 1: Instruction includes access to software, websites or web applications that do not protect against the disclosure, use or dissemination of an individual’s personal information.

Clarification 2: Instruction includes theft of personal data including social security numbers, banking information and identity.

Clarification 1: Instruction includes the permanency of sharing materials through digital communication and how it can affect future jobs, scholarship opportunities and potential positions.

Clarification 2: Instruction focuses on confirmation of legitimacy before interacting with information from others, including liking, sharing and reposting.

Clarification 1: Instruction includes the classification of paradigms by object-oriented and procedural.

Clarification 2: Instruction includes the application of domains by scientific applications and commercial applications.

Clarification 1: Instruction includes meeting the requirements set by a plan.

Clarification 2: Instruction includes the use of the software development cycle.

Clarification 1: Instruction includes peer review.

Clarification 2: Instruction includes adherence to a programming language style guide.

Clarification 1: Instruction includes analyzing and comparing execution times, testing with multiple inputs or data sets and debugging.

Clarification 2: Instruction includes evaluating a well-known algorithm and implementing a new one.

Clarification 3: Instruction includes comparing the efficiency between two or more algorithms.

Clarification 1: Instruction includes creating a plan that defines requirements, structural design, time estimates and testing elements.

Clarification 2: Instruction includes the use of the software development cycle.

Clarification 1: Instruction includes discussing technology upgrades for power requirements, computation capacity, speed, size, Artificial Intelligence (AI) and ease of use.

Clarification 2: Instruction includes assessing the implications of technology trends on future computing devices.

Clarification 1: Instruction includes the analysis of digital media for implicit or explicit bias

Clarification 2: Instruction includes discerning fact from opinion within digital media.

Clarification 1: Technological career paths include programming, medical, health information technology (IT) and various other upcoming industries.

Clarification 2: Instruction includes predicting future technology-related career trends.

Clarification 1: Instruction includes discussing the purpose of social media.

Clarification 2: Instruction includes analyzing the impact of current social media platforms.

Clarification 1: Instruction includes the consequences associated with posting misinformation, such as slander, libel and defamation.

Clarification 2: Within this benchmark, emphasis should be placed on the impact of misinformation (clickbait, gaslighting, fake news, propaganda and deepfakes) on individuals, communities and cultures.

Clarification 1: Instruction focuses on the current school district guidelines in which the student is enrolled.

Clarification 2: Instruction includes local and state level statutory requirements that govern Internet use.

Clarification 1: Instruction includes understanding that using public access points may pose security risks.

Clarification 2: Instruction includes discussing the importance of reading the full terms and conditions when using public access points.

Clarification 1: Instruction includes differentiating between legal and ethical responsibility.

Clarification 2: Instruction includes understanding the importance of staying current with legal changes.

Clarification 1: Instruction includes the responsible use of modern communication media and devices.

Clarification 2: Instruction includes discussion of personal safety when utilizing technology.

• Cultivate a community of learners.
• Foster perseverance in students by choosing challenging tasks.
• Recognize students’ effort when solving challenging problems.
• Emphasize project-based learning.
• Establish a culture in which students ask questions of the teacher and their peers, and errors as a learning opportunity.
• Develop students’ ability to justify methods and compare their responses to the responses of their peers.

Teachers who encourage students to demonstrate understanding by decomposing a problem:

• Develop students’ ability to analyze and problem-solve.

• Help students break complex tasks into subtasks.

• Show students that the solution to individual parts allows them to solve complex problems more effectively.

Teachers who encourage students to complete tasks with digital fluency:

• Provide students with opportunities to increase critical thinking skills.
• Provide students with opportunities to use various technology hardware and software, so that technology is an integral part of the learning experience. Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.

Teachers who encourage students to express solutions as computational steps:

• Provide opportunities for students to develop sequentially based understandings of problems. 
• Guide students to align tasks to a step-by-step solution.
• Select sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
• Prompt students to continually ask, “Does this solution make sense? How do you know?”
• Reinforce that students check their work as they progress within and after a task.
• Strengthen students’ ability to verify solutions through justification.

Teachers who encourage students to create an algorithm to achieve a given goal:

• Support students to develop generalizations based on the similarities found among problems.
• Have students estimate or predict solutions before solving.
• Help students recognize the patterns in the world around them and connect these patterns to other concepts.

Teachers who encourage students to differentiate between useable data and miscellaneous information:

• Support students as they validate conclusions by comparing them to the given situation.
• Create opportunities for students to discuss their thinking with peers.

Teachers who encourage students to solve real-life problems in science and engineering using computational thinking:

• Create learning opportunities that require logical reasoning and problem-solving skills.
• Provide opportunities for students to create plans and procedures to solve problems.
• Provide opportunities for students to create programs or models, both concrete and abstract, and perform investigations.
• Challenge students to question the accuracy of their programs, models and methods.

• Cultivate a community of growth mindset learners. 
• Foster perseverance in students by choosing tasks that are challenging. 
• Develop students’ ability to analyze and problem solve. 
• Recognize students’ effort when solving challenging problems.

• Help students make connections between concepts and representations.
• Provide opportunities for students to use manipulatives when investigating concepts.
• Guide students from concrete to pictorial to abstract representations as understanding progresses.
• Show students that various representations can have different purposes and can be useful in different situations. 

• Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
• Offer multiple opportunities for students to practice efficient and generalizable methods.
• Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 

• Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
• Create opportunities for students to discuss their thinking with peers.
• Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
• Develop students’ ability to justify methods and compare their responses to the responses of their peers. 

• Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
• Support students to develop generalizations based on the similarities found among problems.
• Provide opportunities for students to create plans and procedures to solve problems.
• Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.

• Have students estimate or predict solutions prior to solving.
• Prompt students to continually ask, “Does this solution make sense? How do you know?”
• Reinforce that students check their work as they progress within and after a task.
• Strengthen students’ ability to verify solutions through justifications. 

• Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
• Challenge students to question the accuracy of their models and methods.
• Support students as they validate conclusions by comparing them to the given situation.
• Indicate how various concepts can be applied to other disciplines.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.