## Standards

Idaho State Standards

Here are correlations to the Idaho State Language and Math standards and to the Idaho State Science Standards. For more information about the overall standards, see the complete Idaho Content Standards for Science, the Next Generation Science Standards, and the alignment between Idaho and NGSS Science Standards. You may also access the Idaho English Language Arts/Literacy Standards and Mathematics Standards.

### Language

#### Kindergarten

##### ELA/Literacy K.FR.PC.1

Demonstrate understanding of the basic features of print.

##### Suggested Lesson

Teach students to change the font selection on a computer. Have them type their name and change the font. Allow them to make a page of different font versions of their own name to compare the shapes of the letters. Some letters such as ”a“ and ”g“ have well-known variants that students will come across in various print materials.

#### Fourth Grade

##### ELA/Literacy 4.GC.M.3

Spell grade level words correctly, including commonly confused words (e.g., there/their/they’re).

##### Suggested Lesson

Have students type spelling or vocabulary words on a computer. Demonstrate the spell check function to show them that although the spell checker can sometimes be helpful, they will still need to know which of the words suggested will be the correct word choice in context.

#### Sixth Grade

##### ELA/Literacy 6.W.HWK.7; 6.ODC.DC.6

Demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Follow safety practices and ethical guidelines when gathering, sharing, and using information.

##### Suggested Lesson

Type a two-page paper discussing three aspects of digital citizenship and safety.

### Math

#### First Grade

##### Math 1.NBT.B.3

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

##### Suggested Lesson

Utilize the symbols >, =, and < to compare non-numeric things. Compare pictures, objects, word lengths, etc. in order to foster a deeper understanding of the symbols and their meaning preparatory to their use in computer-related functions and math concepts.

#### Fourth Grade

##### Math 4.NBT.A.1

Recognize that in a multi-digit whole number, a digit in any place represents ten times as much as it represents in the place to its right.

##### Suggested Lesson

Helping students understand bases other than base 10 will empower them to better understand place value in base 10 as well as understand how computers function. Clocks, money, measurement and calendars are just a few of the ways that humans operate in bases other than 10. For example, we rarely speak in terms of 72 minutes, but rather 1 hour and 12 minutes. Visit PackLife to get ideas on teaching binary and other bases.

#### Sixth Grade

##### Math 6.EE.B.6

Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or depending on the purpose at hand, any number in a specified set.

##### Suggested Lesson

Become proficient in the use of the term "variable" as it applies to math. Use understanding of this term to apply it to computer coding as a storage location for something that may change, such as a person's name, address, age, height, favorite color, etc. Discuss other reasons that a space holder might be necessary for a term or selection on a computer. Have students create a form to be filled out by others that provides a location for a variable.

### Science

#### First Grade

##### Physical Sciences 1.PS.1.4

Design and build a device that uses light or sound to communicate over a distance.

##### Supporting Content

Information Technology and Instrumentation: People use a variety of devices to communicate (send and receive information) over long distances.

#### Fourth Grade

##### Physical Sciences 4.PS.2.3

Generate and compare multiple solutions that use patterns to transfer information.

##### Supporting Content

Information Technologies and Instrumentation: Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. Digitized information can be transmitted over long distances without significant degradation.

High-tech devices, such as computers, can receive and decode information—convert it from digitized form to voice—and vice versa. Examples of solutions could include sending coded information using a grid of 1s and 0s representing black and white to send information about a

picture.

#### Sixth Grade - Middle School

##### Physical Sciences MS.PS.4.3

Present qualitative scientific and technical information to support the claim that digitized signals (0s and 1s) can be used to encode and transmit information.

##### Supporting Content

Information Technologies and Instrumentation: Digitized signals (sent as wave pulses) are a reliable way to encode and transmit information. Emphasis is on a basic understanding that waves can be used for communication

purposes. Examples could include using fiber optic cable to transmit light pulses, radio wave pulses in WIFI devices, and conversion of stored binary patterns to make sound or text on a computer screen.

### Information and Communication Technology

#### Third - Fifth Grades

##### ICT.3-5.1.c

Students seek feedback from both people and features embedded in digital tools, and use age-appropriate technology to share learning.

##### ICT.3-5.1.d

Students explore age-appropriate technologies and begin to transfer their learning to different tools or learning environments.

##### ICT.3-5.3.a

Students employ appropriate research techniques to locate digital resources that will help them in their learning process.

##### ICT.3-5.4.b

Students use digital and nondigital tools to plan and manage a design process.

##### ICT.3-5.5.a; ICT.3-5.5.d

Students explore or solve problems by selecting technology for data analysis, modeling and algorithmic thinking. Students understand and explore basic concepts related to automation, patterns and algorithmic thinking.

##### ICT.3-5.5.b

Students select effective technology to represent data.

#### Kindergarten - Second Grade

##### ICT.K-2.1.c

Students recognize performance feedback from digital tools, make adjustments based on that feedback and use age-appropriate technology to share learning.

##### ICT.K-2.1.d

Students explore a variety of technologies that will help them in their learning and begin to demonstrate an understanding of how knowledge can be transferred between tools.

##### ICT.K-2.3.a

Students use digital tools and resources, contained within a classroom platform or otherwise provided by the teacher, to find information on topics of interest.

##### ICT.K-2.3.b

Students become familiar with age-appropriate criteria for evaluating digital content.

##### ICT.K-2.5.a

Students identify a problem and select appropriate technology tools to explore and find solutions. Students understand how technology is used

to make a task easier or repeatable and can identify

real-world examples.

##### ICT.K-2.5.b

Students analyze age-appropriate data and look for similarities in order to identify patterns and categories.

#### Sixth - Eighth Grades

##### ICT.6-8.1.c

Students actively seek performance feedback from functionalities embedded in digital tools to improve their learning process, and they select technology to demonstrate their learning in a variety of ways.

##### ICT.6-8.1.d

Students are able to navigate a variety of technologies and transfer their knowledge and skills to learn how to use new technologies.

##### ICT.6-8.2.b

Students demonstrate and advocate for positive, safe, legal and ethical habits when using technology and when interacting with others online.

##### ICT.6-8.2.d

Students demonstrate an understanding of what personal data is and how to keep it private and secure, including the awareness of terms such as encryption, HTTPS, password, cookies and computer viruses; they also understand the limitations of data management and how data-collection technologies work.

##### ICT.6-8.3.a

Students demonstrate and practice the ability to effectively utilize research strategies to locate appropriate digital resources in support of their learning.

##### ICT.6-8.4.b

Students select and use digital tools to support a design process and expand their understanding to identify constraints and trade-offs and to weigh risks.

##### ICT.6-8.5.a; ICT.6-8.5.d

Students practice defining problems to solve by computing for data analysis, modeling or algorithmic thinking. Students demonstrate an understanding of how automation works and use algorithmic thinking to design and automate solutions.

##### ICT.6-8.5.b

Students find or organize data and use technology to analyze and represent it to solve problems and make decisions and tradeoffs and to weigh risks.

### Computer Science

#### All Grades

##### Multiple Computer Science Standards

All Idaho Content Standards for Computer Science, across K-12 grade levels, address computer literacy, information fluency, and digital citizenship.

##### Computer Science Standards: Domains

Computing Systems

Data and Analysis

Impacts of Computing

Networks and the Internet

Algorithms and Programming