Iowa Computer Science Standards
IowaComputer ScienceStandardsJune 15, 2018
ContentsIntroduction . 2Progression of Computer Science Teachers Association (CSTA) K-12 Computer Science Standards, Revised 2017 . 3Level 1A: Grades K-2 (Ages 5-7). 7Level 1B: Grades 3-5 (Ages 8-11) . 12Level 2: Grades 6-8 (Ages 11-14) . 18Level 3A: Grades 9-10 (Ages 14-16) . 24Level 3B: Grades 11-12 (Ages 16 ) . 32IntroductionIowa’s voluntary computer science standards are the 2017 CSTA K12 Computer Science Standards, which were developed by theComputer Science Teachers Association. The standards wereapproved and adopted by the Iowa State Board of Education in June2018, based on an Iowa team’s recommendation.concept, or practice. An account is necessary to download thestandards or the progression chart. If you do not have a CSTAaccount you will be prompted to create one. There is a free accountoption. During the account creation process select Basic Member onthe Membership Type page.The standards included here are 1) a progression chart showing howeach concept and sub-concept continues through the grade bands,and 2) detailed information each standard organized by grade band.The CSTA website provides additional resources including the IowaCSTA chapter, articles, blogs, and professional developmentopportunities.The standards can also be viewed, filtered, and downloaded from theCSTA Standards page. By applying filters to the standards you areable to view a reduced set of standards, for example by grade band,The CSTA Standards are provided here through the CreativeCommons Attribution-NonCommercial-ShareAlike 4.0 InternationalLicense.
Progression of Computer Science Teachers Association (CSTA) K-12 Computer Science Standards, Revised 2017ConceptSubconceptComputing SystemsDevicesHardware &SoftwareTroubleshootingLevel 1A (Ages 5-7)By the end of Grade 2, studentswill be able to.1A-CS-01 Select and operateappropriate software to perform avariety of tasks, and recognize thatusers have different needs andpreferences for the technology theyuse. (P1.1)1A-CS-02 Use appropriateterminology in identifying anddescribing the function of commonphysical components of computingsystems (hardware). (P7.2)1A-CS-03 Describe basichardware and software problemsusing accurate terminology. (P6.2,P7.2)Networks & the InternetNetworkCommunication& OrganizationPractices1A-NI-04 Explain what passwordsare and why we use them, and usestrong passwords to protectdevices and information fromunauthorized access. (P7.3)Level 1B (Ages 8-11)By the end of Grade 5, studentswill be able to.1B-CS-01 Describe how internaland external parts of computingdevices function to form a system.(P7.2)Level 2 (Ages 11-14)By the end of Grade 8, studentswill be able to.2-CS-01 Recommendimprovements to the design ofcomputing devices, based on ananalysis of how users interact withthe devices. (P3.3)Level 3A (Ages 14-16)By the end of Grade 10, studentswill be able to.3A-CS-01 Explain how abstractionshide the underlying implementationdetails of computing systemsembedded in everyday objects.(P4.1)1B-CS-02 Model how computerhardware and software worktogether as a system to accomplishtasks. (P4.4)2-CS-02 Design projects thatcombine hardware and softwarecomponents to collect andexchange data. (P5.1)1B-CS-03 Determine potentialsolutions to solve simple hardwareand software problems usingcommon troubleshootingstrategies. (P6.2)1B-NI-04 Model how information isbroken down into smaller pieces,transmitted as packets throughmultiple devices over networks andthe Internet, and reassembled atthe destination. (P4.4)1B-NI-05 Discuss real-worldcybersecurity problems and howpersonal information can beprotected. (P3.1)2-CS-03 Systematically identifyand fix problems with computingdevices and their components.(P6.2)3A-CS-02 Compare levels ofabstraction and interactionsbetween application software,system software, and hardwarelayers. (P4.1)3A-CS-03 Develop guidelines thatconvey systematic troubleshootingstrategies that others can use toidentify and fix errors. (P6.2)2-NI-04 Model the role of protocolsin transmitting data acrossnetworks and the Internet. (P4.4)3A-NI-04 Evaluate the scalabilityand reliability of networks, bydescribing the relationship betweenrouters, switches, servers, topology,and addressing. (P4.1)2-NI-05 Explain how physical anddigital security measures protectelectronic information. (P7.2)3A-NI-05 Give examples toillustrate how sensitive data can beaffected by malware and otherattacks. (P7.2)2-NI-06 Apply multiple methods ofencryption to model the securetransmission of information. (P4.43A-NI-06 Recommend securitymeasures to address variousscenarios based on factors such asefficiency, feasibility, and ethicalimpacts. (P3.3)3A-NI-07 Compare various securitymeasures, considering tradeoffsbetween the usability and security ofa computing system. (P6.3)3A-NI-08 Explain tradeoffs whenselecting and implementingcybersecurity recommendations.(P7.2)CybersecurityP1. Fostering an Inclusive Computing CultureP2. Collaborating Around ComputingP3. Recognizing and Defining Computational ProblemsP4. Developing and Using AbstractionsP5. Creating Computational ArtifactsP6. Testing and Refining Computational ArtifactsP7. Communicating About Computing3
ConceptSubconceptData & AnalysisStorageCollection,Visualization, &TransformationInference &ModelsAlgorithms & ProgrammingAlgorithmsPracticesVariablesLevel 1A (Ages 5-7)By the end of Grade 2, studentswill be able to.1A-DA-05 Store, copy, search,retrieve, modify, and deleteinformation using a computingdevice and define the informationstored as data. (P4.2)Level 1B (Ages 8-11)By the end of Grade 5, studentswill be able to.Continuation of standard 1A-DA-05Level 2 (Ages 11-14)By the end of Grade 8, studentswill be able to.2-DA-07 Represent data usingmultiple encoding schemes. (P4.0)1A-DA-06 Collect and present thesame data in various visualformats. (P7.1, P4.4)1B-DA-06 Organize and presentcollected data visually to highlightrelationships and support a claim.(P7.1)1B-DA-07 Use data to highlight orpropose cause-and-effectrelationships, predict outcomes, orcommunicate an idea. (P7.1)2-DA-08 Collect data usingcomputational tools and transformthe data to make it more useful andreliable. (P6.3)2-DA-09 Refine computationalmodels based on the data theyhave generated. (P5.3, P4.4)1B-AP-08 Compare and refinemultiple algorithms for the sametask and determine which is themost appropriate. (P6.3, P3.3)2-AP-10 Use flowcharts and/orpseudocode to address complexproblems as algorithms. (P4.4,P4.1)1B-AP-09 Create programs thatuse variables to store and modifydata. (P5.2)2-AP-11 Create clearly namedvariables that represent differentdata types and perform operationson their values. (P5.1, P5.2)1B-AP-10 Create programs thatinclude sequences, events, loops,and conditionals. (P5.2)2-AP-12 Design and iterativelydevelop programs that combinecontrol structures, including nestedloops and compound conditionals.(P5.1, P5.2)1A-DA-07 Identify and describepatterns in data visualizations,such as charts or graphs, to makepredictions. (P4.1)1A-AP-08 Model daily processesby creating and followingalgorithms (sets of step-by-stepinstructions) to complete tasks.(P4.4)1A-AP-09 Model the wayprograms store and manipulatedata by using numbers or othersymbols to represent information.(P4.4)1A-AP-10 Develop programs withsequences and simple loops, toexpress ideas or address aproblem. (P5.2)ControlP1. Fostering an Inclusive Computing CultureP2. Collaborating Around ComputingP3. Recognizing and Defining Computational ProblemsP4. Developing and Using AbstractionsP5. Creating Computational ArtifactsP6. Testing and Refining Computational ArtifactsLevel 3A (Ages 14-16)By the end of Grade 10, studentswill be able to.3A-DA-09 Translate betweendifferent bit representations of realworld phenomena, such ascharacters, numbers, and images.(P4.1)3A-DA-10 Evaluate the tradeoffs inhow data elements are organizedand where data is stored. (P3.3)3A-DA-11 Create interactive datavisualizations using software tools tohelp others better understand realworld phenomena. (P4.4)3A-DA-12 Create computationalmodels that represent therelationships among differentelements of data collected from aphenomenon or process. (P4.4)3A-AP-13 Create prototypes thatuse algorithms to solvecomputational problems byleveraging prior student knowledgeand personal interests. (P5.2)3A-AP-14 Use lists to simplifysolutions, generalizingcomputational problems instead ofrepeatedly using simple variables.(P4.1)3A-AP-15 Justify the selection ofspecific control structures whentradeoffs involve implementation,readability, and programperformance, and explain thebenefits and drawbacks of choicesmade. (P5.2)3A-AP-16 Design and iterativelydevelop computational artifacts forpractical intent, personalexpression, or to address a societalissue by using events to initiateinstructions. (P5.2)P7. Communicating About Computing4
1A-AP-11 Decompose (breakdown) the steps needed to solve aproblem into a precise sequence ofinstructions. (P3.2)Algorithms & ProgrammingModularity1A-AP-12 Develop plans thatdescribe a program’s sequence ofevents, goals, and expectedoutcomes. (P5.1, P7.2)1A-AP-13 Give attribution whenusing the ideas and creations ofothers while developing programs.(P7.3)ProgramDevelopment1A-AP-14 Debug (identify and fix)errors in an algorithm or programthat includes sequences andsimple loops. (P6.2)1A-AP-15 Using correctterminology, describe steps takenand choices made during theiterative process of programdevelopment. (P7.2)PracticesP1. Fostering an Inclusive Computing CultureP2. Collaborating Around Computing1B-AP-11 Decompose (breakdown) problems into smaller,manageable subproblems tofacilitate the program developmentprocess. (P3.2)1B-AP-12 Modify, remix, orincorporate portions of an existingprogram into one's own work, todevelop something new or addmore advanced features. (P5.3)1B-AP-13 Use an iterativeprocess to plan the development ofa program by including others'perspectives and considering userpreferences. (P1.1, P5.1)1B-AP-14 Observe intellectualproperty rights and giveappropriate attribution whencreating or remixing programs.(P7.3)1B-AP-15 Test and debug(identify and fix errors) a programor algorithm to ensure it runs asintended. (P6.1, P6.2)1B-AP-16 Take on varying roles,with teacher guidance, whencollaborating with peers during thedesign, implementation, and reviewstages of program development.(P2.2)1B-AP-17 Describe choices madeduring program development usingcode comments, presentations,and demonstrations. (P7.2)P3. Recognizing and Defining Computational ProblemsP4. Developing and Using Abstractions2-AP-13 Decompose problemsand subproblems into parts tofacilitate the design,implementation, and review ofprograms. (P3.2)2-AP-14 Create procedures withparameters to organize code andmake it easier to reuse. (P4.1, P4.3)2-AP-15 Seek and incorporatefeedback from team members andusers to refine a solution thatmeets user needs. (P2.3, P1.1)3A-AP-17 Decompose problemsinto smaller components throughsystematic analysis, usingconstructs such as procedures,modules, and/or objects. (P3.2)3A-AP-18 Create artifacts by usingprocedures within a program,combinations of data andprocedures, or independent butinterrelated programs. (P5.2)3A-AP-19 Systematically designand develop programs for broadaudiences by incorporatingfeedback from users. (P5.1)2-AP-16 Incorporate existingcode, media, and libraries intooriginal programs, and giveattribution. (P4.2, P5.2, P7.3)3A-AP-20 Evaluate licenses thatlimit or restrict use of computationalartifacts when using resources suchas libraries. (P7.3)2-AP-17 Systematically test andrefine programs using a range oftest cases. (P6.1)3A-AP-21 Evaluate and refinecomputational artifacts to makethem more usable and accessible.(P6.3)3A-AP-22 Design and developcomputational artifacts working inteam roles using collaborative tools.(P2.4)2-AP-18 Distribute tasks andmaintain a project timeline whencollaboratively developingcomputational artifacts. (P2.2)2-AP-19 Document programs inorder to make them easier tofollow, test, and debug. (P7.2)P5. Creating Computational ArtifactsP6. Testing and Refining Computational Artifacts3A-AP-23 Document designdecisions using text, graphics,presentations, and/ordemonstrations in the developmentof complex programs. (P7.2)P7. Communicating About Computing5
1A-IC-16 Compare how peoplelive and work before and after theimplementation or adoption of newcomputing technology. (P7.0)Impacts of ComputingCultureSocialInteractionsSafety, Law, &EthicsPractices1A-IC-17 Work respectfully andresponsibly with others online.(P2.1)1A-IC-18 Keep login informationprivate, and log off of devicesappropriately. (P7.3)P1. Fostering an Inclusive Computing CultureP2. Collaborating Around Computing1B-IC-18 Discuss computingtechnologies that have changedthe world, and express how thosetechnologies influence, and areinfluenced by, cultural practices.(P7.1)1B-IC-19 Brainstorm ways toimprove the accessibility andusability of technology products forthe diverse needs and wants ofusers. (P1.2)2-IC-20 Compare tradeoffsassociated with computingtechnologies that affect people'severyday activities and careeroptions. (P7.2)3A-IC-24 Evaluate the wayscomputing impacts personal, ethical,social, economic, and culturalpractices. (P1.2)2-IC-21 Discuss issues of bias andaccessibility in the design ofexisting technologies. (P1.2)3A-IC-25 Test and refinecomputational artifacts to reducebias and equity deficits. (P1.2)1B-IC-20 Seek diverseperspectives for the purpose ofimproving computational artifacts.(P1.1)2-IC-22 Collaborate with manycontributors through strategiessuch as crowdsourcing or surveyswhen creating a computationalartifact. (P2.4, P5.2)1B-IC-21 Use public domain orcreative commons media, andrefrain from copying or usingmaterial created by others withoutpermission. (P7.3)P3. Recognizing and Defining Computational ProblemsP4. Developing and Using Abstractions2-IC-23 Describe tradeoffsbetween allowing information to bepublic and keeping informationprivate and secure. (P7.2)P5. Creating Computational ArtifactsP6. Testing and Refining Computational Artifacts3A-IC-26 Demonstrate ways agiven algorithm applies to problemsacross disciplines. (P3.1)3A-IC-27 Use tools and methodsfor collaboration on a project toincrease connectivity of people indifferent cultures and career fields.(P2.4)3A-IC-28 Explain the beneficial andharmful effects that intellectualproperty laws can have oninnovation. (P7.3)3A-IC-29 Explain the privacyconcerns related to the collectionand generation of data throughautomated processes that may notbe evident to users. (P7.2)3A-IC-30 Evaluate the social andeconomic implications of privacy inthe context of safety, law, or ethics.(P7.3)P7. Communicating About Computing6
Level 1A: Grades K-2 (Ages 5-7)Identifier1A-CS-01StandardConceptSelect and operate appropriate software to perform a variety of tasks, and recognize that usershave different needs and preferences for the technology they clusionComputingSystemsHardware ingTesting,CommunicatingNetworks & theInternetCybersecurityCommunicatingPeople use computing devices to perform a variety of tasks accurately and quickly. Students shouldbe able to select the appropriate app/program to use for tasks they are required to complete. Forexample, if students are asked to draw a picture, they should be able to open and use a drawingapp/program to complete this task, or if they are asked to create a presentation, they should be able toopen and use presentation software. In addition, with teacher guidance, students should compare anddiscuss preferences for software with the same primary functionality. Students could compare differentweb browsers or word processing, presentation, or drawing programs.Practice(s): Fostering an Inclusive Computing Culture: 1.11A-CS-02Use appropriate terminology in identifying and describing the function of common physicalcomponents of computing systems (hardware).A computing system is composed of hardware and software. Hardware consists of physicalcomponents. Students should be able to identify and describe the function of external hardware, suchas desktop computers, laptop computers, tablet devices, monitors, keyboards, mice, and printers.Practice(s): Communicating About Computing: 7.21A-CS-03Describe basic hardware and software problems using accurate terminology.Problems with computing systems have different causes. Students at this level do not need tounderstand those causes, but they should be able to communicate a problem with accurateterminology (e.g., when an app or program is not working as expected, a device will not turn on, thesound does not work, etc.). Ideally, students would be able to use simple troubleshooting strategies,including turning a device off and on to reboot it, closing and reopening an app, turning on speakers,or plugging in headphones. These are, however, not specified in the standard, because theseproblems may not occur.Practice(s): Testing and Refining Computational Artifacts, Communicating About Computing: 6.2, 7.21A-NI-04Explain what passwords are and why we use them, and use strong passwords to protectdevices and information from unauthorized access.Learning to protect one's device or information from unwanted use by others is an essential first stepin learning about cybersecurity. Students are not required to use multiple strong passwords. Theyshould appropriately use and protect the passwords they are required to use.Practice(s): Communicating About Computing: 7.3PracticesP1. Fostering an Inclusive Computing CultureP2. Collaborating Around ComputingP3. Recognizing and Defining Computational ProblemsP4. Developing and Using AbstractionsP5. Creating Computational ArtifactsP6. Testing and Refining Computational ArtifactsP7. Communicating About Computing7
Identifier1A-DA-05StandardConceptStore, copy, search, retrieve, modify, and delete information using a computing device anddefine the information stored as data.SubconceptPractice(s)Data &AnalysisStorageAbstractionData &AnalysisCollectionVisualization &TransformationCommunicating,AbstractionData &AnalysisInference &ModelsAbstractionAlgorithms &ProgrammingAlgorithmsAbstractionAll information stored and processed by a computing device is referred to as data. Data can beimages, text documents, audio files, software programs or apps, video files, etc. As students usesoftware to complete tasks on a computing device, they will be manipulating data.Practice(s): Developing and Using Abstractions: 4.21A-DA-06Collect and present the same data in various visual formats.The collection and use of data about the world around them is a routine part of life and influences howpeople live. Students could collect
Level 1A (Ages 5-7) By the end of Grade 2, students will be able to. Level 1B (Ages 8-11) By the end of Grade 5, students will be able to. Level 2 (Ages 11-14) By the end of Grade 8, students will be able to. Level 3A (Ages 14-16) By the end of Grade 10, students will be able to. Computing Hardware & Systems Devices 1A-CS-01 Select and .
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4 Table of Contents Page Number(s) Preface 6 Introduction 7-8 How to Read the Standards 9 South Dakota Science Standards Kindergarten Science Standards 10-11 First Grade Science Standards 12 Second Grade Science Standards 13-14 Third Grade Science Standards 15-16 Fourth Grade Science Standards 17-18 Fifth Grade Science Standards 19
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