Grade 5 Science CA Core Standards

PRINCIPLE I: People Depend on Natural Systems The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services.

The goods produced by natural systems are essential to human life and to the functioning of our economies and cultures.

The ecosystem services provided by natural systems are essential to human life and to the functioning of our economies and cultures.

That the quality, quantity, and reliability of the goods and ecosystem services provided by natural systems are directly affected by the health of those systems.

PRINCIPLE II: People Influence Natural Systems The long‐term functioning and health of terrestrial, freshwater, coastal and marine ecosystems are influenced by their relationships with human societies.

Direct and indirect changes to natural systems due to the growth of human populations and their consumption rates influence the geographic extent, composition, biological diversity, and viability of natural systems.

Methods used to extract, harvest, transport, and consume natural resources influence the geographic extent, composition, biological diversity, and viability of natural systems.

The expansion and operation of human communities influences the geographic extent, composition, biological diversity, and viability of natural systems.

The legal, economic, and political systems that govern the use and management of natural systems directly influence the geographic extent, composition, biological diversity, and viability of natural systems.

PRINCIPLE III: Natural Systems Change in Ways that People Benefit from and can Influence Natural systems proceed through cycles that humans depend upon, benefit from and can alter.

Natural systems proceed through cycles and processes that are required for their functioning.

Human practices depend upon and benefit from the cycles and processes that operate within natural systems.

Human practices can alter the cycles and processes that operate within natural systems.

PRINCIPLE IV: There are no Permanent or Impermeable Boundaries that Prevent Matter from Flowing Between Systems The exchange of matter between natural systems and human societies affects the long‐ term functioning of both.

The effects of human activities on natural systems are directly related to the quantities of resources consumed and to the quantity and characteristics of the resulting byproducts.

The byproducts of human activity are not readily prevented from entering natural systems and may be beneficial, neutral, or detrimental in their effect.

The capacity of natural systems to adjust to human-caused alterations depends on the nature of the system as well as the scope, scale, and duration of the activity and the nature of its byproducts

PRINCIPLE V: Decisions Affecting Resources and Natural Systems are Complex and Involve Many Factors Decisions affecting resources and natural systems are based on a wide range of considerations and decision‐making processes.

There is a spectrum of what is considered in making decisions about resources and natural systems and how those factors influence decisions.

The process of making decisions about resources and natural systems, and how the assessment of social, economic, political, and environmental factors has changed over time.

Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

The solar system consists of planets and other bodies that orbit the Sun in predictable paths. As a basis for understanding this concept, students will:

Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. As a basis for understanding this concept, students will:

Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept, students will:

Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept, students will

Physical Science: Elements and their combinations account for all the varied types of matter in the  world. As a basis for understanding this concept, students will:

know that during chemical reactions the atoms in the reactants rearrange to form products  with different properties .

know all matter is made of atoms, which may combine to form molecules.

know metals have properties in common, such as high electrical and thermal conductivity. Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a combination of elemental metals.

know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties.

know scientists have developed instruments that can create discrete i m ages of atoms and molecules that show that the atoms and molecules often occur in well - ordered arrays.

know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds.

know properties of solid, liquid, and gaseous substances, such as sugar (C 6 H 12 O 6 ), w ater ( H 2 O), helium (He), oxygen ( O 2 ), nitrogen (N 2 ), and carbon dioxide (C O 2 ).

know living organisms and most materials are composed of just a few elements

know the common properties of salts, such as sodium chloride (NaCl).

know many multi-cellular organisms have specialized structures to support the transport of materials.

know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.

know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system.

know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder.

know how sugar, water, and minerals are transported in a vascular plant.

know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen.

know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO2) and water (respiration).

know most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface.

know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.

know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.

know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.

know the origin of the water used by their local communities.

know uneven heating of Earth causes air movements (convection currents).

know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns.

know the causes and effects of different types of severe weather.

know how to use weather maps and data to predict local weather and know that weather forecasts depend on many variables.

know that the Earth’s atmosphere exerts a pressure that decreases with distance above Earth’s surface and that at any point it exerts this pressure equally in all directions.

know the Sun, an average star, is the central and largest body in the solar system and is composed primarily of hydrogen and helium.

know the solar system includes the planet Earth, the Moon, the Sun, eight other planets and their satellites, and smaller objects, such as asteroids and comets.

know the path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet.

classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.

develop a testable question.

plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure.

identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment.

identify the dependent and controlled variables in an investigation.

select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.

record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.

draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.

write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.

United States History and Geography: Making a New Nation

Historical Interpretation

Research, Evidence, and Point of View

Chronological and Spatial Thinking

Historical and Social Sciences Analysis Skills

Engineering Design

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Earth's Place in the Universe

Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.

Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Earth's Systems

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Earth and Human Activity

Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.

From Molecules to Organisms: Structures and Processes

Support an argument that plants get the materials they need for growth chiefly from air and water.

Ecosystems: Interactions, Energy, and Dynamics

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Matter and Its Interactions

Develop a model to describe that matter is made of particles too small to be seen.

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

Make observations and measurements to identify materials based on their properties.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Motion and Stability: Forces and Interactions

Support an argument that the gravitational force exerted by Earth on objects is directed down.

Energy

Use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.

Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils.

Describe their varied customs and folklore traditions.

Explain their varied economies and systems of government.

Students trace the routes of early explorers and describe the early explorations of the Americas.

Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).

Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).

Trace the routes of the major land explorers of the United States, the distances traveled by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.

Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia.

Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.

Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America.

Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural interchanges).

Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip's Wars in New England, the Powhatan Wars in Virginia, the French and Indian War).

Discuss the role of broken treaties and massacres and the factors that led to the Indians' defeat, including the resistance of Indian nations to encroachments and assimilation (e.g., the story of the Trail of Tears).

Describe the internecine Indian conflicts, including the competing claims for control of lands (e.g., actions of the Iroquois, Huron, Lakota [Sioux]).

Explain the influence and achievements of significant leaders of the time (e.g., John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, Sequoyah).

Students understand the political, religious, social, and economic institutions that evolved in the colonial era.

Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.

Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).

Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).

Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.

Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.

Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between propo°nents and opponents of slavery, and the gradual institutionalization of slavery in the South.

Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assem°blies and town meetings.

Students explain the causes of the American Revolution.

Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders' alliances on both sides.

Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).

Describe the contributions of France and other nations and of individuals to the outcome of the Revolution (e.g., Benjamin Franklin's negotiations with the French, the French navy, the Treaty of Paris, The Netherlands, Russia, the Marquis Marie Joseph de Lafayette, Tadeusz Kósciuszko, Baron Friedrich Wilhelm von Steuben).

Know the significance of the first and second Continental Congresses and of the Committees of Correspondence.

Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis Warren).

Understand the people and events associated with the drafting and signing of the Declaration of Independence and the document's significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain.

Understand the personal impact and economic hardship of the war on families, problems of financing the war, wartime inflation, and laws against hoarding goods and materials and profiteering.

Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).

Explain how state constitutions that were established after 1776 embodied the ideals of the American Revolution and helped serve as models for the U.S. Constitution.

Demonstrate knowledge of the significance of land policies developed under the Continental Congress (e.g., sale of western lands, the North-west Ordinance of 1787) and those policies' impact on American Indians' land.

Students understand the course and consequences of the American Revolution.

Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery.

Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution's significance as the foundation of the American republic.

List the shortcomings of the Articles of Confederation as set forth by their critics.

Explain the significance of the new Constitution of 1787, including the struggles over its ratification and the reasons for the addition of the Bill of Rights.

Understand the fundamental principles of American constitutional democracy, including how the government derives its power from the people and the primacy of individual liberty.

Understand how the Constitution is designed to secure our liberty by both empowering and limiting central government and compare the powers granted to citizens, Congress, the president, and the Supreme Court with those reserved to the states.

Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law, and to preserve the Constitution.

Know the songs that express American ideals (e.g., "America the Beautiful," "The Star Spangled Banner").

Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.

Discuss the waves of immigrants from Europe between 1789 and 1850 and their modes of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap (e.g., overland wagons, canals, flatboats, steamboats).

Name the states and territories that existed in 1850 and identify their locations and major geographical features (e.g., mountain ranges, principal rivers, dominant plant regions).

Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Zebulon Pike, John Fremont).

Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).

Describe the continued migration of Mexican settlers into Mexican territories of the West and Southwest.

Relate how and when California, Texas, Oregon, and other western lands became part of the United States, including the significance of the Texas War for Independence and the Mexican-American War.

Students know the location of the current 50 states and the names of their capitals.

Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines.

Students correctly apply terms related to time, including past, present, future, decade, century, and generation.

Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same.

Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations.

Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes) and analyze how relative advantages or disadvantages can change over time.

Students summarize the key events of the era they are studying and explain the historical contexts of those events.

Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.

Students identify and interpret the multiple causes and effects of historical events.

Students conduct cost-benefit analyses of historical and current events.

Students differentiate between primary and secondary sources.

Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

Students distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events.

Why did the nation expand?

What did it mean to become an independent United States? And what did it mean to be an American?

How did the different regions of the area that would become the United States affect the economy, politics, and social organization of the nation?

Why did different groups of people decide to settle in the territory that would become the United States?

The Land and People before Columbus

How did geography, climate, and proximity to water affect the lives of North American Indians?

How were different groups of North American Indians organized into systems of governments and confederacies?

How were family and community structures of North American Indians similar to and different from one another?

Age of Exploration

Why did Europeans explore?

What exchanges were established as a result of the age of exploration?

How did European explorers and natives view each other?

Cooperation and Conflict in North America

How did European explorers and settlers interact with American Indians?

How did American Indians change as a result of the arrival and settlement of European colonists?

Why did American Indians fight with each other? Why did they fight with European settlers?

What role did trade play in both cooperation and conflict between and among European settlers?

Settling the Colonies

Who moved to and settled in North America? Why did they choose to live where they did?

Why did English settlers choose to live on the North Atlantic seaboard? What was daily life like for those who settled in the southern colonies? Those who settled in New England?

Why did Jamestown settlers have a high mortality rate? Why did so many settlers die, and how did they eventually reverse this trend?

How did people work in the colonies? Why did indentured servitude start, and how did it transition to slavery?

How did the Middle Colonies differ from New England and the southern colonies in terms of geography, economic activity, religion, social structure/ family life, and government?

The Road to War

Why did colonists start to rebel against Great Britain?

Who were the Patriots? What were their grievances?

What were the goals of the Declaration of Independence?

The American Revolution

How did the American Revolution start?

How was the war fought differently, depending on where the battles took place and who was fighting?

How were Natives, free blacks, slaves, and women important in the conduct of the war?

The Development and Significance of the U.S. Constitution

What were the Articles of Confederation? Why did they ultimately fail?

How did the Constitutional Convention attempt to balance the interests of all of the states?

What was the purpose of the preamble to the Constitution?

What was the Great Compromise? How did the Constitution get ratified with the inclusion of the Bill of Rights?

Life in the Young Republic

Who came to the United States in the first half of the nineteenth century? Where did they settle? How did they change the country?

How did westward migration change the country and the experience of being an American?

The New Nation’s Westward Expansion

What did the West mean for the nation’s politics, economy, social organization, and identity?

How did westward movement transform indigenous environments and communities?

Ethical complications arise from the opportunities provided by computing. With the ease of sending and receiving copies of media on the Internet, in formats such as video, photos, and music, students consider the opportunities for unauthorized use, such as online piracy and disregard of copyrights. The license of a downloaded image or audio file may restrict modification, require attribution, or prohibit use entirely.

Computing technologies enable global collaboration and sharing of ideas. Students solicit feedback from a diverse group of users and creators and explain how this input improves their computational artifacts.

The development and modification of computing technology is driven by people’s needs and wants and can affect groups differently. Students anticipate the needs and wants of diverse end users and propose ways to improve access and usability of technology, with consideration of potential perspectives of users with different backgrounds, ability levels, points of view, and disabilities.

New computing technologies are created and existing technologies are modified for many reasons, including to increase their benefits, decrease their risks, and meet societal needs. Students, with guidance from their teacher, discuss topics that relate to the history of computing technologies and changes in the world due to these technologies. Topics could be based on current news content, such as robotics, wireless Internet, mobile computing devices, GPS systems, wearable computing, and how social media has influenced social and political changes.

Impacts of Computing

People communicate about their code to help others understand and use their programs. Explaining one's design choices gives others a better understanding of one's work. Students may explain their step-by-step process of creating a program in a presentation or demonstration of their personal code journals. They describe how comments within code organize thought and process during the develpment of the program.

Collaborative computing is the process of creating computational artifacts by working in pairs or on teams. It involves asking for the contributions and feedback of others. Effective collaboration can often lead to better outcomes than working independently. With teacher guidance, students take turns in different roles during program development, such as driver, navigator, notetaker, facilitator, and debugger, as they design and implement their program.

Programs do not always run properly. Students need to understand how to test and make necessary corrections to their programs to ensure they run properly. Students successfully identify and fix errors in (debug) their programs and programs created by others. Debugging strategies at this level may include testing to determine the first place the solution is in error and fixing accordingly, leaving "breadcrumbs" in a program, and soliciting assistance from peers and online resources.

Intellectual property rights can vary by country, but copyright laws give the creator of a work a set of rights and prevents others from copying the work and using it in ways that they may not like. Students consider common licenses that place limitations or restrictions on the use of others' work, such as images and music downloaded from the Internet. When incorporating the work of others, students attribute the work. At this level, students could give attribution by including credits or links directly in their programs, code comments, or separate project pages.

Planning is an important part of the iterative process of program development. Students gain a basic understanding of the importance and process of planning before beginning to write code for a program. They plan the development of a program by outlining key features, time and resource constraints, and user expectations. Students should document the plan as, for example, a storyboard, flowchart, pseudocode, or story map.

Programs can be broken down into smaller parts, which can be incorporated into new or existing programs. Students incorporate predefined functions into their original designs. At this level, students do not need to understand all of the underlying implementation details of the abstractions that they use. For example, students could use code from a ping pong animation to make a ball bounce in a new basketball game. They could also incorporate code from a single-player basketball game to create a two-player game with slightly different rules.

Decomposition is the act of breaking down tasks into simpler tasks. This manages complexity in the problem solving and program development process. For example, students could create an animation to represent a story they have written. Students write a story and then break it down into different scenes. For each scene, they would select a background, place characters, and program actions in that scene.

Control structures specify the order (sequence) in which instructions are executed within a program and can be combined to support the creation of more complex programs. Events allow portions of a program to run based on a specific action. Conditionals allow for the execution of a portion of code in a program when a certain condition is true. Loops allow for the repetition of a sequence of code multiple times.

Variables are used to store and modify data. Students use variables in programs they create. At this level, students may need guidance in identifying when to create variables (i.e., performing the abstraction).

Different algorithms can achieve the same result, though sometimes one algorithm might be more appropriate for a specific solution. Students examine different ways to solve the same task and decide which would be the better solution for the specific scenario.

Algorithms & Programming

The accuracy of data analysis is related to how the data is represented. Inferences or predictions based on data are less likely to be accurate if the data is insufficient, incomplete, or inaccurate or if the data is incorrect in some way. Additionally, people select aspects and subsets of data to be transformed, organized, and categorized. Students should be able to refer to data when communicating an idea, in order to highlight and/or propose relationships, predict outcomes, highlight different views and/or communicate insights and ideas.

Raw data has little meaning on its own. Data is often sorted or grouped to provide additional clarity. Organizing data can make interpreting and communicating it to others easier. Data points can be clustered by a number of commonalities. The same data could be manipulated in different ways to emphasize particular aspects or parts of the data set.

All saved data requires space to store it, whether locally or not (e.g., on the cloud). Music, images, video, and text require different amounts of storage. Video will often require more storage and different format than music or images alone because video combines both. The level of detail represented by that data also affects storage requirements. For instance, two pictures of the same object can require different amounts of storage based upon their resolution, and a high-resolution photo could require more storage than a low-resolution video. Students select appropriate storage for their data.

Data & Analysis

Encryption is the process of converting information or data into a code, especially to prevent unauthorized access. At this level, students use patterns as a code for encryption, to protect information. Patterns should be decodable to the party for whom the message is intended, but difficult or impossible for those with unauthorized access.

Personal information can be protected physically and digitally. Cybersecurity is the protection from unauthorized use of electronic data, or the measures taken to achieve this. Students identify what personal information is and the reasons for protecting it. Students describe physical and digital approaches for protecting personal information such as using strong passwords and biometric scanners.

Information is sent and received over physical or wireless paths. It is broken down into smaller pieces called packets, which are sent independently and reassembled at the destination. Students demonstrate their understanding of this flow of information by, for instance, drawing a model of the way packets are transmitted, programming an animation to show how packets are transmitted, or demonstrating this through an unplugged activity in which they physically act this out.

Networks & Internet

Although computing systems vary, common troubleshooting strategies can be used across many different systems. Students use troubleshooting strategies to identify problems that could include a device not responding, lacking power, lacking a network connection, an app crashing, not playing sounds, or password entry not working. Students use and develop various solutions to address these problems. Solutions may include rebooting the device, checking for power, checking network availability, opening and closing an app, making sure speakers are turned on or headphones are plugged in, and making sure that the caps lock key is not on.

Hardware and software are both needed to accomplish tasks with a computing device. Students create a model to illustrate ways in which hardware and software work as a system. Students could draw a model on paper or in a drawing program, program an animation to demonstrate it, or demonstrate it by acting this out in some way. At this level, a model should only include the basic elements of a computer system, such as input, output, processor, sensors, and storage.

Computing devices often depend on other devices or components. Students describe physical and wireless connections to other components, including both input devices (e.g., keyboards, sensors, remote controls, microphones) and output devices (e.g., 3D printers, monitors, speakers).

Computing Systems

Compare and refine multiple algorithms for the same task and determine which is the most appropriate.

Create programs that use variables to store and modify data.

Create programs that include events, loops, and conditionals.

Decompose problems into smaller, manageable tasks which may themselves be decomposed.

Create programs by incorporating smaller portions of existing programs, to develop something new or add more advanced features.

Use an iterative process to plan and develop a program by considering the perspectives and preferences of others.

Observe intellectual property rights and give appropriate attribution when creating, remixing, or combining programs.

Test and debug a program or algorithm to ensure it accomplishes the intended task.

Perform different roles when collaborating with peers during the design, implementation, and review stages of program development.

Describe choices made during program development using code comments, presentations, and demonstrations.

Describe how computing devices connect to other components to form a system.

Demonstrate how computer hardware and software work together as a system to accomplish tasks.

Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.

Explain that the amount of space required to store data differs based on the type of data and/or level of detail.

Organize and present collected data visually to highlight relationships and support a claim.

Use data to highlight and/or propose relationships, predict outcomes, or communicate ideas.

Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.

Propose ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.

Seek and explain the impact of diverse perspectives for the purpose of improving computational artifacts.

Describe reasons creators might limit the use of their work.

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.

Describe physical and digital security measures for protecting personal information.

Create patterns to protect information from unauthorized access.