Kingsway Regional School District

Committed to Excellence

Course Name: Exploring Computer Science Grade Level(s): 9-12

Department: Technology Credits: 5
BOE Adoption Date: October 2016 Revision Date(s): October 2018

ABSTRACT

Exploring Computer Science is a full year course designed to introduce students to the field of computer science. This course teaches the
creative, collaborative, interdisciplinary, and problem solving nature of computing with instructional materials that feature an inquiry-based
approach to learning. The course is designed to focus on the conceptual ideas of computing and to help students understand wh y certain tools
or languages might be utilized to solve particular problems. The goal of this course is to develop student’s conceptual pract ices of algorithm
development, problem solving and programming within the context of problems that are relevant to the lives of today's students. Students will
also be introduced to topics such as: the limits of computers and societal and ethical issues as they engage in several in -depth projects to
demonstrate the real-world applications of computing.

KRSD Office of Curriculum and Instruction

 TABLE OF CONTENTS

Mission Statement Page 3

Curriculum and Instruction Goals Page 3

How to Read this Document Page 3

Terms to Know Page 3

Pacing Guide Page 6

Curriculum Units Page 10

Mission Statement

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The Kingsway Regional School District believes that this school district is responsible for developing and maintaining a comprehensive educational
program that will foster the academic, social, and personal growth of all students. The Kingsway Regional School District pro vides a secure,
supportive environment. It also provides high quality resources to challenge and empower each individual to pursue his/her po tential, to develop
a passion for learning in a diverse and challenging world, to encourage active citizenship, and to reach a high standard of achievement at all grade
levels as defined by the New Jersey Student Learning Standards (NJSLS).

Curriculum & Instruction Goals

To ensure the District continues to work toward its mission of excellence in G.R.E.A.T. Instruction, the following curriculum and instruction goals
direct the conversation:
Goal(s):
1. To ensure students are college and career ready upon graduation

2. To vertically and horizontally align curriculum K-12 to ensure successful transition of students at each grade level

3. To identify individual student strengths and weaknesses utilizing various assessment measures (formative, summative, alternative, etc.)
so as to differentiate instruction while meeting the rigor of the applicable content standards

4. To improve student achievement as assessed through multiple measures including, but not limited to, state testing, local assessments,
and ongoing progress monitoring

How to Read this Document

This curricular document contains both pacing guides and curriculum units. The pacing guides serve to communicate an estimated timeframe as
to when skills and topics will be taught throughout the year. The pacing, however, may differ slightly depending upon the unique needs of each
learner. The curriculum units contain more detailed information as to the content, goals, and objectives of the course well as how students will
be assessed. The terms and definitions below will assist the reader to better understand the sections and components of this curriculum
document.

Terms to Know

1. Accommodation(s): Accommodations are adaptations that do not alter the learning goal or standards being measured; accommodations
can be for all students.

2. Differentiated Instruction (DI): The idea of differentiating instruction to accommodate the different ways that students learn involves a

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 hefty dose of common sense, as well as sturdy support in the theory and research of education (Tomlinson & Allan, 2000). It i s an approach
to teaching that advocates active planning for student differences in classrooms. Teachers can differentiate content, process, product, or
environment. DI can be done according to students’ readiness, interest, or learning profile.

3. Enduring Understanding: Enduring understandings (aka big ideas) are statements of understanding that articulate deep conceptual
understandings at the heart of each content area. Enduring understandings are noted in the alongside essential questions wit hin each
unit in this document.

4. Essential Question: These are questions whose purpose is to stimulate thought, to provoke inquiry, and to spark more questions. They
extend beyond a single lesson or unit. Essential questions are noted in the beginning of each unit in this document.

5. Formative Assessments: Formative assessments monitor student learning to provide ongoing feedback that can be used by (1) instructors
to improve teaching and (2) by students to improve their learning. Formative assessments help identify students’ strengths and
weaknesses and address problems immediately.

6. Learning Activity(s): Learning activities are those activities that take place in the classroom for which the teacher facilitates and the
students participate in to ensure active engagement in the learning process. (Robert J. Marzano, The Art and Science of Teaching)

7. Learning Assignment(s): Learning assignments are those activities that take place independently by the student inside the classroom or
outside the classroom (i.e. homework) to extend concepts and skills within a lesson.

8. Learning Goal(s): Learning goals are broad statements that note what students “should know” and/or “be able to do” as they progress
through a unit. Learning goals correlate specifically to the NJSLS noted within each unit.

9. Learning Objective(s): Learning objectives are more specific skills and concepts that students must achieve as they progress towards the
broader learning goal. These are included within each unit and are assessed frequently by the teacher to ensure students are progressing
appropriately.

10. Modification(s): Modifications are adaptations that alter the learning goals and grade-level standards. Modifications are warranted when
the learner has significant needs that impede his or her ability to access grade-level concepts. They are most appropriate for appropriate
some students with IEPs and some English Language Learners.

11. Performance Assessments: (aka alternative or authentic assessments) Performance assessments are a form of assessment that requires
students to perform tasks that generate a more authentic evaluation of a student’s knowledge, skills, and abilities. Performance

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 assessments stress the application of knowledge and extend beyond traditional assessments (i.e. multiple-choice question, matching, true
& false, etc.).

12. Standards: Academic standards, from which the curriculum is built, are statements that of what students “should know” or “be able to
do” upon completion of a grade-level or course of study. Educational standards help teachers ensure their students have the skills and
knowledge they need to be successful by providing clear goals for student learning.

o State: The New Jersey Student Learning Standards (NJSLSs) include Preschool Teaching and Learning Standards as well as K-12
standards for: Visual and Performing Arts; Comprehensive Health and Physical Education; Science; Social Studies; World Languages;
Technology; 21st-Century Life and Careers; Language Arts Literacy; and, Mathematics

13. Summative Assessments: Summative assessments evaluate student learning at the end of an instructional time period by comparing it
against some standard or benchmark. Information from summative assessments can be used formatively when students or faculty use it
to guide their efforts and activities in subsequent courses.

14. 21st Century Skills & Themes: These elements emphasize the growing need to focus on skills that prepare students to successfully compete
in a global environment by focusing on the following: learning and innovation skills; information, media and technology skills; and life and
career skills. These concepts are embedded in each unit of the curriculum.

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Proficiencies and Pacing Guide:

Course Title: Exploring Computer Science

Prerequisite(s): None

Unit Title: Duration/ Related Standards: Learning Goals: Topics and Skills:
Month(s)
Unit 1: September- 8.1.12.A.1 1. Students will understand various 1. Describe the uses for computer
Human Computer October 8.1.12.D.1 ways technology impacts everyday hardware components.
Interaction 6 weeks 8.1.12.D.4 lives and demonstrate digital 2. Use appropriate tools and methods
8.1.12.E.2 citizenship. 8.1.12.A.1 (6 weeks) to execute Internet searches which
8.2.12.C.3 yield requested data.
8.2.12.E.4 2. Students will model numerous 3. Evaluate the results of web searches
modes which technology can aid in and the reliability of information
Interdisciplinary Standards: communication and cite the sources of found on the Internet.
RI.9-10.1 where information was gathered. 4. Recognize various forms of
RI.9-10.8 8.1.12.D.1 (6 weeks) communication as data exchange.
9.3. IT.4 5. Investigate the impact of changes to
9.3. IT.12 3. Students will be able to explain the communication on social
9.3.IT-PRG.1 positive and negative impacts of interaction, privacy, and society.
9.3.IT-PRG.2 computer use. 8.1.12.D.4 (2 weeks) 6. Explore the connection between
design tools and mathematics.
4. Students will be able to identify the 7. Explain how computers can be used
advantages and disadvantages of as tools for visual data, modeling,
unethical use of computers in society. and design.
8.1.12.E.2 (2 weeks) 8. Explain/discuss whether computers
are intelligent or only “behave”
5. Students will be able to identify the intelligently based on human input.
meanings of appropriate terms and
use them in conversation. 8.2.12.E.4 (6
weeks)

6. Student will be able to analyze and

identify products/systems based on
specific requirements. 8.2.12.C.3
(2 weeks)
Unit 2: October – 8.1.12.A.1 1. Students will understand various 1. Name, explain, and apply the steps
Problem Solving November 8.1.12.C.1 ways technology impacts everyday in the problem-solving process.
6 weeks 8.1.12.F.1 lives and demonstrate digital 2. Define and explain an algorithm.
KRSD Office of Curriculum and Instruction
Unit Title: Duration/ Related Standards: Learning Goals: Topics and Skills:
Month(s)
8.2.12.E.1 citizenship. 8.1.12.A.1 (6 weeks) 3. Determine if a given solution
8.2.12.E.4 successfully solves a problem.
2. Students will be able to identify the 4. Explain the connection between
Interdisciplinary Standards: meanings of appropriate terms and binary numbers and computers.
S.ID.6b use them in conversation. 8.2.12.E.4 (6 5. Use binary numbers to encode and
RL.11-12.2 weeks) decode messages.
9.3.IT.SUP.6 6. Describe the linear and binary
3. Students will be able to search algorithms.
demonstrate the ability to work 7. Describe and compare various
collaboratively to develop solutions to sorting algorithms.
real world problems. 8.1.12.C.1 (6 8. Use algorithms to solve practical
weeks) problems, such as searching, sorting,
and finding paths in graphs.
4. Students will be able to develop
critical thinking skills used to collect
and analyze data and make informed
decisions. 8.1.12.F.1 (6 weeks)

5. Students will be able to

demonstrate and understanding
computational thinking and the
problem solving capacity of
computers. 8.2.12.E.1 (6 weeks)
Unit 3: December - 8.1.12.A.1 1. Students will understand various 1. Create web pages to address
Web Design February 8.2.12.C.2 ways technology impacts everyday specified objectives using basic
7 weeks 8.2.12.E.3 lives and demonstrate digital formatting in HTML and CSS.
8.2.12.E.4 citizenship. 8.1.12.A.1(7 weeks) 2. Create a storyboard to begin the
design process for web pages with
Interdisciplinary Standards: 2. Students will be able to identify the practical, personal, and/or societal
9.3.IT.WD.1 meanings of appropriate terms and purpose.
9.3.IT.WD.2 use them in conversation. 8.2.12.E.4 (7 3. Explore image editing for the web
9.3.IT.WD.4 weeks) using an image editor.
9.3.IT.WD.6 4. Use various design elements to
3. Students will be able to separate style from structure in web
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Unit Title: Duration/ Related Standards: Learning Goals: Topics and Skills:
Month(s)
demonstrate and understanding on page design and development.
how a product could change based on 5. Describe the use of a website with
needs and wants of the user. appropriate documentation.
8.2.12.C.2 (7 weeks)

4. Students will be able to use a

programming language to design
multipage websites. 8.2.12.E.3 (7
weeks)
Unit 4: February – 8.1.12.A.1 1. Students will understand various 1. Design, code, test, and execute a
Introduction to March 8.2.12.C.2 ways technology impacts everyday program that corresponds to a set of
Programming 7 weeks 8.2.12.E.4 lives and demonstrate digital specifications using Scratch and
8.2.12.E.3 citizenship. 8.1.12.A.1 (7 weeks) Python.
2. Use appropriate algorithms to solve
Interdisciplinary Standards: 2. Students will be able to identify the a problem.
9.3.IT.PRG.1 meanings of appropriate terms and 3. Select appropriate programming
9.3.IT.PRG.2 use them in conversation. 8.2.12.E.4 (7 structures.
9.3.IT.PRG.4 weeks) 4. Explain event driven programming.
9.3.IT.PRG.6 5. Explain and create variables.
9.3.IT.PRG.7 3. Students will be able to 6. Explain conditionals and use them in
demonstrate and understanding on a program.
how a product could change based on 7. Use a random number generator.
needs and wants of the user.
8.2.12.C.2 (7 weeks)

4. Students will be able to use a

programming language to design
applications. 8.2.12.E.3 (7 weeks)
Unit 5: April – May 8.1.12.A.1 1. Students will understand various 1. Explain the difference uses for data.
Computing and Data 5 weeks 8.2.12.E.1 ways technology impacts everyday 2. Explain how various forms of data
Analysis 8.2.12.E.3 lives and demonstrate digital lend themselves to processing.
8.2.12.E.4 citizenship. 8.1.12.A.1 (5 weeks) 3. Collaborate with others to create,
manage, and maintain a large set of
Interdisciplinary Standards: 2. Students will be able to describe the data.
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Unit Title: Duration/ Related Standards: Learning Goals: Topics and Skills:
Month(s)
S.ID.6a features of appropriate data sets for 4. Understand the complexities of
S.ID.6b specific problems. 8.2.12.E.1 (5 weeks) collecting, processing and analyzing
SL.9-10.1 large sets of data.
3. Students will be able to use a 5. Identify specific variables needed to
programming language to design and analyze data and justify conclusions
accomplish a specific task. 8.2.12.E.3 drawn from data analysis.
(5 weeks)

4. Students will be able to identify the

meanings of appropriate terms and
use them in conversation. 8.2.12.E.4 (5
weeks)
Unit 6: May – June 8.1.12.A.1 1. Students will understand various 1. List and explain the criteria that
Robotics 5 weeks 8.2.12.C.4 ways technology impacts everyday describe a robot.
8.2.12.E.4 lives and demonstrate digital 2. Determine if something is a robot.
8.2.12.E.3 citizenship. 8.1.12.A.1 (5 weeks) 3. Evaluate how the design of a robot’s
body affects is behavior.
Interdisciplinary Standards: 2. Students will be able to explain how 4. Download programs to a robot.
9.3.IT.SUP.9 hardware designs affect the function 5. Use basic controls to program robot.
9.3.IT.PRG.5 of the machine. 8.2.12.C.4 (5 weeks) 6. Modify properties of the control
9.3.IT.PRG.6 icons.
9.3.IT.PRG.7 3. Students will be able to use a 7. Develop if then statements and use
programming language to design and Boolean operators to direct human
accomplish a specific task. 8.2.12.E.3 “robot”.
(5 weeks) 8. Debug conditional statements by
testing and competing as teams.
4. Students will be able to identify the
meanings of appropriate terms and
use them in conversation. 8.2.12.E.4 (5
weeks)

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Unit: 1 Human computer interaction Recommended Duration: September / 6 weeks
Unit Description: In this unit students are introduced to the concepts of computing and computers while investigating the major components of computers and
the suitability of these components for particular applications. Students will experiment with internet search techniques, explore a wide variety of w ebsites and
web applications and discuss issues of privacy and security. Fundamental notions of Human Computer interaction and ergo nomics are introduced. Students will
learn that intelligent machine behavior is based on algorithms applied to useful information.

Essential Questions: Enduring Understandings:

1. How can we be more ethical, civil, and responsible when using a 1. The Students will understand the various functions of computers.
computer? 2. Students will be able to describe the two main components of a computer
2. How does a computer interact with humans and vice versa? system: hardware and software.
3. What are the main components of a computer? 3. The Students will understand the ethical and societal impacts of computer
4. How does a computer process information? usage.
4. Students will understand a computer can accomplish a specific task once precise
instructions and problem solving techniques have been applied.

Relevant Standards: Learning Goals: Learning Objectives:

8.1.12.A.1 Create a personal digital portfolio
which reflects personal and academic interests,
achievements, and career aspirations by using a
variety of digital tools and resources.
8.1.12.D.1 Demonstrate appropriate application
of copyright, fair use and/or Creative Commons
to an original work.
8.1.12.D.4 Research and understand the
positive and negative impact of one’s digital
footprint.
8.1.12.E.2 Research and evaluate the impact
on society of the unethical use of digital tools
and present your research to peers.
8.2.12.C.3 Analyze a product or system for
factors such as safety, reliability, economic
considerations, quality control, environmental
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1. Students will understand various ways 1. Describe the uses for computer hardware
technology impacts everyday lives and components.
demonstrate digital citizenship. 8.1.12.A.1 (6 2. Use appropriate tools and methods to execute
weeks) Internet searches which yield requested data.
3. Evaluate the results of web searches and the
2. Students will model numerous modes which reliability of information found on the Internet.
technology can aid in communication and cite the 4. Recognize various forms of communication as data
sources of where information was gathered. exchange.
8.1.12.D.1 (6 weeks) 5. Investigate the impact of changes to communication
on social interaction, privacy, and society.
3. Students will be able to explain the positive 6. Explore the connection between design tools and
and negative impacts of computer use. 8.1.12.D.4 mathematics.
(2 weeks) 7. Explain how computers can be used as tools for visual
data, modeling, and design.
4. Students will be able to identify the advantages 8. Explain/discuss whether computers are intelligent or
and disadvantages of unethical use of computers only “behave” intelligently based on human input.
Relevant Standards: Learning Goals: Learning Objectives:

concerns, manufacturability, maintenance and in society. 8.1.12.E.2 (2 weeks)

repair, and human factors engineering.
8.2.12.E.4 Use appropriate terms in
conversation (e.g., troubleshooting, peripherals,
diagnostic, software, GUI, abstraction,
variables, data types and conditional
statements).
5. Students will be able to identify the meanings
of appropriate terms and use them in
conversation. 8.2.12.E.4 (6 weeks)
6. Student will be able to analyze and identify
products/systems based on specific
requirements. 8.2.12.C.3
(2 weeks)

Formative Assessments Summative Assessments: Performance Assessments: Major Activities/ Assignments (required):
Oral Presentations Unit based group Projects Worksheets Computer Buying Project
Internet Research Team Project Presentations Responses to discussion questions Website Evaluation
Group Discussion Class Projects Group Assignments Privacy Activity
Communication Methods Chart
Exit Tickets
Culturally Situated Design Tool Project
Quizzes Computer Intelligence Activity
Guided Notes

Possible Assessment Adjustments (Modifications /Accommodations/ Differentiation): How will the teacher provide multiple means for the following student
groups to EXPRESS their understanding and comprehension of the content/skills taught?
Special Education Students English Language Learners (ELLs) At-Risk Learners Advanced Learners
 Provide test study guide, which  Multiple choice format  Provide test study guide which  Students create questions with
includes definitions and  Read directions aloud includes definitions and complete solutions throughout the
examples.  Highlight/underline key words in examples. unit that may be used on the
 Retakes available if criteria is the directions  Highlight/underline key words in assessment.
met.  Provide test study guide which the directions.
 Allow additional time. includes definitions and  Allow additional time.
 Work or take a test in a different examples.  Work or take a test in a different
setting, such as a quiet room with  Work or take a test in a different setting, such as a quiet room with
few distractions. setting, such as a quiet room with few distractions.
 Answer fewer or modified few distractions.  Use an alarm to help students
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Possible Assessment Adjustments (Modifications /Accommodations/ Differentiation): How will the teacher provide multiple means for the following student
groups to EXPRESS their understanding and comprehension of the content/skills taught?
Special Education Students English Language Learners (ELLs) At-Risk Learners Advanced Learners
questions (decreased amount of  Give visuals for directions. manage time during an
MC answer choices, word bank  Translate what is possible into assessment.
provided for sentence native language
completion)

Instructional Strategies: (List and describe.)

 Differentiated Instruction: Provide student choice assignments based on readiness, interests, and information processing styl es
 Critical Thinking: Apply skills to determine reliability and validity of data used to support information or conclusions draw n
 Scaffolding: Provide one segment of the assignment at a time
 Modeling: Provide in class demonstrations or completed examples for assignments
 Cooperative Learning: Group assignments-formation will be one of the following
o Random
o Heterogeneous by past performance or learning style
o Interest
o Student choice
 Direct Instruction:
o State objectives and purpose for lesson/activity
o Explain concepts or operations
o Practice with guidance
o Review
o Assess
 Note-Taking: Student will complete study guides to take notes on the most important information in each unit.
Possible Instructional Adjustments (Modifications /Accommodations/ Differentiation): How will the teacher provide multiple means for the following student
groups to ACCESS the content/skills being taught?
Special Education Students English Language Learners (ELLs) At-Risk Learners Advanced Learners
 Assign preferential seating  Key words in native language (if  Encourage SMART attendance.  Jigsaw activity
 Provide outlines or study guides available).  Provide websites for additional  Tiered assignments
 Provide daily assignment lists  Give students choice with writing examples  Enrichment activities to explore
 Listen to audio recordings along topics.  Provide daily assignment lists standards on a deeper level
with text  Provide daily assignment lists  Have another student share class
 Use alternate texts at a lower  Record a lesson, and have notes to notes with him/her
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 readability level
 Be given written list of instructions
 Provide a copy of notes
 Use of a word processor to type
notes or give responses in class
 Extended time on activities when
needed
 Frequent breaks after completing a
task
 Use an alarm to help with time
management
 Provide study skills instruction
accompany the lesson
 Provide a copy of notes
 Use of a word processor to type
notes or give responses in class
 Preferential seating
 Extended time on activities when
needed
 Use an alarm to help with time
management
 Provide study skills instruction
 Provide a copy of notes
 Use of a word processor to type
notes or give responses in class
 Preferential seating
 Extended time on activities when
needed
 Frequent breaks after completing
a task
 Use an alarm to help with time
management
 Provide study skills instruction

Unit Vocabulary:
Essential: computer, computing, virtual, operating system, processor, program (as it relates to Computer Science), static, dynamic, aggregate

Non-Essential: components, video card, sound card, memory, privacy, Web 2.0, globalization, social bookmarking website

Interdisciplinary Connections & Career Integration of Technology: 21st Century Themes: 21st Century Skills:
Ready Practices (Note Applicable (Note the SAMR Model elements (Check and explain how the (Check and explain how the connection is
Standards): used and how.) connection is made.) made.)
E/LA: RI.9-10.1 Interactive White Board __x__ Global Awareness __x__ Creativity & Innovation
RI.9-10.8 Use of in-class Computers
Career Ready Practices: 9.3. IT.4 Internet __x__ Civic Literacy __x__ Media Literacy
9.3. IT.12 Online videos/presentations
9.3.IT-PRG.1 __x__ Financial, Economic, __x__ Critical Thinking & Problem Solving
9.3.IT-PRG.2 Business, & Entrepreneurial Literacy
_____ Life and Career Skills (flexibility,
____ Health Literacy initiative, cross-cultural skills, productivity,
leadership, etc.)

__x__ Information & Communication

Technologies Literacy

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Interdisciplinary Connections & Career Integration of Technology: 21st Century Themes: 21st Century Skills:
Ready Practices (Note Applicable (Note the SAMR Model elements (Check and explain how the (Check and explain how the connection is
Standards): used and how.) connection is made.) made.)

__x__ Communication & Collaboration

__ __ Information Literacy

Resources:
Texts/Materials:
 The Wayback Machine: https://archive.org/web
 Google Maps: https://maps.google.com
 MapQuest: http://www.mapquest.com
 Website Evaluation Rubric
 Communication Methods and data Chart
 Culturally Situated Design Tool: http://www.csdt.rpi.edu
 http://www.photoshop.com
 http://www.justriddlesandmore.com/direct.html
 http://csunplugged.com
 Exploring Computer Science Curriculum http://www.exploringcs.org
 Teacher developed worksheets and activities

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Unit: 2 Problem Solving Recommended Duration: October / 6 weeks
Unit Description: This unit provides students with opportunities to become “computational thinkers” by applying a variety of problem -solving techniques as they
create solutions to problems that are situated in a variety of contexts. The range of contexts motivates the need for students to th ink abstractly and apply known
algorithms where appropriate, but also create new algorithms. Analysis of various solutions and algorithms will highlight problems that are not easily solved by
computer and for which there are no known solutions. This unit also focuses on the connections between mathematics and comput er science. Students will be
introduced to selected topics in discrete mathematics including Boolean logic, functions, graphs and the binary number system. Students are also introduced to
searching and sorting algorithms and graphs.

Essential Questions: Enduring Understandings:

1. How do I decide what strategy will work best in a given problem 1. Most daily routines consist of algorithms, or step by step instructions.
situation? 2. Big problems can be broken down into smaller problems, which are usually more
2. How do I know where to begin when solving a problem? manageable.
3. How are algorithms used? 3. There is often more than one way to solve a problem, and some ways are better
4. What is the connection between math and computers? or more efficient than others.
4. There is a strong connection between math and computers.

Relevant Standards: Learning Goals: Learning Objectives:

8.1.12.A.1 Create a personal digital portfolio
which reflects personal and academic interests,
achievements, and career aspirations by using a
variety of digital tools and resources.
8.1.12.C.1 Develop an innovative solution to a
real world problem or issue in collaboration
with peers and experts, and present ideas for
feedback through social media or in a n online
community.
8.1.12.F.1 Evaluate the strength and limitations
o emerging technologies and their impact on
educational, career, personal, and/or social
needs.
8.2.12.E.1 Demonstrate an understanding of
the problem-solving capacity of computers in
out world.
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1. Students will understand various ways
technology impacts everyday lives and
demonstrate digital citizenship. 8.1.12.A.1 (6
weeks)
2. Students will be able to identify the meanings
of appropriate terms and use them in
conversation. 8.2.12.E.4 (6 weeks)
3. Students will be able to demonstrate the ability
to work collaboratively to develop solutions to
real world problems. 8.1.12.C.1 (6 weeks)
4. Students will be able to develop critical
thinking skills used to collect and analyze data
and make informed decisions. 8.1.12.F.1 (6
1. Name, explain, and apply the steps in the problem-
solving process.
2. Define and explain an algorithm.
3. Determine if a given solution successfully solves a
problem.
4. Explain the connection between binary numbers and
computers.
5. Use binary numbers to encode and decode messages.
6. Describe the linear and binary search algorithms.
7. Describe and compare various sorting algorithms.
8. Use algorithms to solve practical problems, such as
searching, sorting, and finding paths in graphs.
Relevant Standards: Learning Goals: Learning Objectives:

8.2.12.E.4 Use appropriate terms in weeks)

conversation (e.g., troubleshooting, peripherals,
diagnostic, software, GUI, abstraction,
variables, data types and conditional
statements).
5. Students will be able to demonstrate and
understanding computational thinking and the
problem solving capacity of computers. 8.2.12.E.1
(6 weeks)

Formative Assessments Summative Assessments: Performance Assessments: Major Activities/ Assignments (required):
Oral Presentations Unit based group Projects Worksheets Data collection journal
Internet Research Team Project Presentations Responses to discussion questions Tower Building Activity
Group Discussion Class Projects Group Assignments Final Project
Journals
Exit Tickets
Quizzes
Guided Notes

Possible Assessment Adjustments (Modifications /Accommodations/ Differentiation): How will the teacher provide multiple means for the following student
groups to EXPRESS their understanding and comprehension of the content/skills taught?
Special Education Students English Language Learners (ELLs) At-Risk Learners Advanced Learners
 Provide test study guide, which  Multiple choice format  Provide test study guide which  Students create questions with
includes definitions and  Read directions aloud includes definitions and complete solutions throughout the
examples.  Highlight/underline key words in examples. unit that may be used on the
 Retakes available if criteria is the directions  Highlight/underline key words in assessment.
met.  Provide test study guide which the directions.
 Allow additional time. includes definitions and  Allow additional time.
 Work or take a test in a different examples.  Work or take a test in a different
setting, such as a quiet room with  Work or take a test in a different setting, such as a quiet room with
few distractions. setting, such as a quiet room with few distractions.
 Answer fewer or modified few distractions.  Use an alarm to help students
questions (decreased amount of  Give visuals for directions. manage time during an
MC answer choices, word bank  Translate what is possible into assessment.
provided for sentence native language
completion)
KRSD Office of Curriculum and Instruction
16
Instructional Strategies: (List and describe.)
 Differentiated Instruction: Provide student choice assignments based on readiness, interests, and information processing styl es
 Critical Thinking: Apply skills to determine reliability and validity of data used to support information or conclusions drawn
 Scaffolding: Provide one segment of the assignment at a time
 Modeling: Provide in class demonstrations or completed examples for assignments
 Cooperative Learning: Group assignments-formation will be one of the following
o Random
o Heterogeneous by past performance or learning style
o Interest
o Student choice
 Direct Instruction:
o State objectives and purpose for lesson/activity
o Explain concepts or operations
o Practice with guidance
o Review
o Assess
 Note-Taking: Student will complete study guides to take notes on the most important information in each unit.
Possible Instructional Adjustments (Modifications /Accommodations/ Differentiation): How will the teacher provide multiple means for the following student
groups to ACCESS the content/skills being taught?
Special Education Students English Language Learners (ELLs) At-Risk Learners Advanced Learners
 Assign preferential seating  Key words in native language (if  Encourage SMART attendance.  Jigsaw activity
 Provide outlines or study guides available).  Provide websites for additional  Tiered assignments
 Provide daily assignment lists  Give students choice with writing examples  Enrichment activities to explore
 Listen to audio recordings along topics.  Provide daily assignment lists standards on a deeper level
with text  Provide daily assignment lists  Have another student share class
 Use alternate texts at a lower  Record a lesson, and have notes to notes with him/her
readability level accompany the lesson  Provide a copy of notes
 Be given written list of instructions  Provide a copy of notes  Use of a word processor to type
 Provide a copy of notes  Use of a word processor to type notes or give responses in class
 Use of a word processor to type notes or give responses in class  Preferential seating
notes or give responses in class  Preferential seating  Extended time on activities when
 Extended time on activities when  Extended time on activities when needed
needed needed  Frequent breaks after completing
 Frequent breaks after completing a  Use an alarm to help with time a task
KRSD Office of Curriculum and Instruction
17
 task management  Use an alarm to help with time
 Use an alarm to help with time  Provide study skills instruction management
management  Provide study skills instruction
 Provide study skills instruction

Unit Vocabulary:
Essential: Algorithm, Bit, Byte, Linear, Binary, Minimal Spanning Tree, edge, node/vertex, weight, graph, computer program, computer lan guage, iteration,
dilation, rotation, translation, pseudocode
Non-Essential: Data, computational thinking, Prim’s Algorithm, Kruskal’s Algorithm

Interdisciplinary Connections & Career Integration of Technology:
Ready Practices (Note Applicable (Note the SAMR Model elements
Standards): used and how.)
E/LA: RL.11-12.2 Interactive White Board
Science: S.ID.6b Use of in-class Computers
Career Ready Practices: 9.3.IT.SUP.6 Internet
Online videos/presentations
21st Century Themes:
(Check and explain how the
connection is made.)
__x__ Global Awareness
__x__ Civic Literacy
__x__ Financial, Economic, __x__ Critical Thinking & Problem Solving
Business, & Entrepreneurial Literacy
____ Health Literacy
21st Century Skills:
(Check and explain how the connection is
made.)
__x__ Creativity & Innovation
__x__ Media Literacy
_____ Life and Career Skills (flexibility,
initiative, cross-cultural skills, productivity,
leadership, etc.)

__x__ Information & Communication

Technologies Literacy

__x__ Communication & Collaboration

__ __ Information Literacy

KRSD Office of Curriculum and Instruction

18
Resources:
Texts/Materials:
 Exploring Computer Science Curriculum http://exploringcs.org
 Teacher developed worksheets and activities
 CS Unplugged
 Binary Number Cards
 Teacher developed rubrics for final unit project

KRSD Office of Curriculum and Instruction

19
Unit: 3 Web Design Recommended Duration: December / 7 weeks
Unit Description: This section prepares student to take the role of developer by expanding their knowledge of algorithms, abstraction, and web design and applying
it to create of web pages and documentation for users. Student will explore the issues of social responsibility in web use. They wi ll learn to plan and code the web
pages using a variety of techniques and check their sites for usability.

Essential Questions: Enduring Understandings:

1. What are the benefits of using an authoring tool when creating a web 1. Explain basic security issues on the Internet and identify web applications that
page? influence society and education.
2. What is the most important part of the website development process? 2. Students will be introduced to HTML through the use of Notepad. They will also
3. How does a developer successfully design, create and publish multi- spend time creating and viewing HTML documents in a web browser.
page websites with a text editor? 3. Web design software will give the ability to create web pages for both business
4. What is netiquette and why is it important to use it on the Internet? and personal use
4. The utilization of enhancements and elements in web development and design
contribute to a successful website

Relevant Standards: Learning Goals: Learning Objectives:

8.1.12.A.1 Create a personal digital portfolio
which reflects personal and academic interests,
achievements, and career aspirations by using a
variety of digital tools and resources.
8.2.12.C.2 Analyze a product and how it has
changed or might change over time to meet
human needs and wants.
8.2.12.E.3 Use a programming language to
solve problem or accomplish a task(e.g., robotic
function, website design, applications, and
games)
8.2.12.E.4 Use appropriate terms in
conversation (e.g., troubleshooting, peripherals,
diagnostic, software, GUI, abstraction,
variables, data types and conditional
statements).
KRSD Office of Curriculum and Instruction
20
1. Students will understand various ways
technology impacts everyday lives and
demonstrate digital citizenship. 8.1.12.A.1(7
weeks)
2. Students will be able to identify the meanings
of appropriate terms and use them in
conversation. 8.2.12.E.4 (7 weeks)
3. Students will be able to demonstrate and
understanding on how a product could change
based on needs and wants of the user. 8.2.12.C.2
(7 weeks)
4. Students will be able to use a programming
language to design multipage websites. 8.2.12.E.3
1. Create web pages to address specified objectives
using basic formatting in HTML and CSS.
2. Create a storyboard to begin the design process for
web pages with practical, personal, and/or societal
purpose.
3. Explore image editing for the web using an image
editor.
4. Use various design elements to separate style from
structure in web page design and development.
5. Describe the use of a website with appropriate
documentation.
Relevant Standards: Learning Goals: Learning Objectives:

(7 weeks)

Formative Assessments Summative Assessments: Performance Assessments: Major Activities/ Assignments (required):
Oral Presentations Unit based group Projects Worksheets Create a storyboard for a web page.
Internet Research Team Project Presentations Responses to discussion questions Create an html page with a title and body
Group Discussion Class Projects Group Assignments Create an html page that includes images
and hyperlinks
Exit Tickets
Create a web page that uses internal style
Quizzes sheet with CSS
Guided Notes Create a web page using a variety of page
layout styles

Possible Assessment Adjustments (Modifications /Accommodations/ Differentiation): How will the teacher provide multiple means for the following student
groups to EXPRESS their understanding and comprehension of the content/skills taught?
Special Education Students English Language Learners (ELLs) At-Risk Learners Advanced Learners
 Provide test study guide, which  Multiple choice format  Provide test study guide which  Students create questions with
includes definitions and  Read directions aloud includes definitions and complete solutions throughout the
examples.  Highlight/underline key words in examples. unit that may be used on the
 Retakes available if criteria is the directions  Highlight/underline key words in assessment.
met.  Provide test study guide which the directions.
 Allow additional time. includes definitions and  Allow additional time.
 Work or take a test in a different examples.  Work or take a test in a different
setting, such as a quiet room with  Work or take a test in a different setting, such as a quiet room with
few distractions. setting, such as a quiet room with few distractions.
 Answer fewer or modified few distractions.  Use an alarm to help students
questions (decreased amount of  Give visuals for directions. manage time during an
MC answer choices, word bank  Translate what is possible into assessment.
provided for sentence native language
completion)

KRSD Office of Curriculum and Instruction

21
Instructional Strategies: (List and describe.)
 Differentiated Instruction: Provide student choice assignments based on readiness, interests, and information processing styles
 Critical Thinking: Apply skills to determine reliability and validity of data used to support information or conclusions draw n
 Scaffolding: Provide one segment of the assignment at a time
 Modeling: Provide in class demonstrations or completed examples for assignments
 Cooperative Learning: Group assignments-formation will be one of the following
o Random
o Heterogeneous by past performance or learning style
o Interest
o Student choice
 Direct Instruction:
o State objectives and purpose for lesson/activity
o Explain concepts or operations
o Practice with guidance
o Review
o Assess
 Note-Taking: Student will complete study guides to take notes on the most important information in each unit.
Possible Instructional Adjustments (Modifications /Accommodations/ Differentiation): How will the teacher provide multiple means for the following student
groups to ACCESS the content/skills being taught?
Special Education Students English Language Learners (ELLs) At-Risk Learners Advanced Learners
 Assign preferential seating  Key words in native language (if  Encourage SMART attendance.  Jigsaw activity
 Provide outlines or study guides available).  Provide websites for additional  Tiered assignments
 Provide daily assignment lists  Give students choice with writing examples  Enrichment activities to explore
 Listen to audio recordings along topics.  Provide daily assignment lists standards on a deeper level
with text  Provide daily assignment lists  Have another student share class
 Use alternate texts at a lower  Record a lesson, and have notes to notes with him/her
readability level accompany the lesson  Provide a copy of notes
 Be given written list of instructions  Provide a copy of notes  Use of a word processor to type
 Provide a copy of notes  Use of a word processor to type notes or give responses in class
 Use of a word processor to type notes or give responses in class  Preferential seating
notes or give responses in class  Preferential seating  Extended time on activities when
 Extended time on activities when  Extended time on activities when needed
needed needed  Frequent breaks after completing
 Frequent breaks after completing a  Use an alarm to help with time a task
task management  Use an alarm to help with time
KRSD Office of Curriculum and Instruction
22
 Use an alarm to help with time  Provide study skills instruction management
management  Provide study skills instruction
 Provide study skills instruction

Unit Vocabulary:
Essential: HTML, document tags, Notepad, CSS, hypertext web, web browser, application, website, hexadecimal color codes, story board, grid elements, menu,
layout styles
Non-Essential: visited hyperlink, table, row, column tagging

Interdisciplinary Connections & Career Integration of Technology: 21st Century Themes: 21st Century Skills:
Ready Practices (Note Applicable (Note the SAMR Model elements (Check and explain how the (Check and explain how the connection is
Standards): used and how.) connection is made.) made.)
Career Ready Practices: Interactive White Board __x__ Global Awareness __x__ Creativity & Innovation
9.3.IT.WD.1 Use of in-class Computers
9.3.IT.WD.2 Internet __x__ Civic Literacy __x__ Media Literacy
9.3.IT.WD.4 Online videos/presentations
9.3.IT.WD.6 __x__ Financial, Economic, __x__ Critical Thinking & Problem Solving
Business, & Entrepreneurial Literacy
_____ Life and Career Skills (flexibility,
____ Health Literacy initiative, cross-cultural skills, productivity,
leadership, etc.)

__x__ Information & Communication

Technologies Literacy

__x__ Communication & Collaboration

__ __ Information Literacy

KRSD Office of Curriculum and Instruction

23
Resources:
Texts/Materials:
https://www.w3schools.com/default.asp
Notepad
Photoshop/Paint
Handouts
Multi-page Website Sample Rubric

KRSD Office of Curriculum and Instruction

24
Unit: 4 Programming Recommended Duration: February / 7 weeks
Unit Description: Students are introduced to some basic issues associated with program design and development. Students design algorithms and c reate
programming solutions to a variety of computational problems using an iterative development process in Scratch. Programming problems include mathematical
and logical concepts and a variety of programming constructs.

Essential Questions: Enduring Understandings:

1. What are the signs of a well-made program? 1. Designing a program requires algorithms and abstraction just as in general
2. How can programming in Scratch or Python be used to help solve real problem solving.
problems? 2. Proper program design requires several steps, and often requires the developer
3. Why is Open Source code produced? to go back and redesign the program several times.
3. Logical programming is based on mathematics and Boolean logic.
4. Programming is a collaborative endeavor, as many are often modified by others
to improve upon or sue for another purpose.

Relevant Standards: Learning Goals: Learning Objectives:

8.1.12.A.1 Create a personal digital portfolio
which reflects personal and academic interests,
achievements, and career aspirations by using a
variety of digital tools and resources.
8.2.12.C.2 Analyze a product and how it has
changed or might change over time to meet
human needs and wants.
8.2.12.E.4 Use appropriate terms in
conversation (e.g., troubleshooting, peripherals,
diagnostic, software, GUI, abstraction,
variables, data types and conditional
statements).
8.2.12.E.3 Use a programming language to
solve problem or accomplish a task(e.g., robotic
function, website design, applications, and
games)
1. Students will understand various ways 1. Design, code, test, and execute a program that
technology impacts everyday lives and corresponds to a set of specifications using Scratch
demonstrate digital citizenship. 8.1.12.A.1 (7 and Python.
weeks) 2. Use appropriate algorithms to solve a problem.
3. Select appropriate programming structures.
2. Students will be able to identify the meanings 4. Explain event driven programming.
of appropriate terms and use them in 5. Explain and create variables.
conversation. 8.2.12.E.4 (7 weeks) 6. Explain conditionals and use them in a program.
7. Use a random number generator.
3. Students will be able to demonstrate and
understanding on how a product could change
based on needs and wants of the user. 8.2.12.C.2
(7 weeks)
4. Students will be able to use a programming
language to design applications. 8.2.12.E.3 (7
weeks)

KRSD Office of Curriculum and Instruction

25
Formative Assessments Summative Assessments: Performance Assessments: Major Activities/ Assignments (required):
Oral Presentations Unit based group Projects Worksheets Story project
Internet Research Team Project Presentations Responses to discussion questions Alphabet Learning Game
Group Discussion Class Projects Group Assignments Creating and implementing variables and
conditional statements
Exit Tickets
Writing multiple programs
Quizzes
Guided Notes

Possible Assessment Adjustments (Modifications /Accommodations/ Differentiation): How will the teacher provide multiple means for the following student
groups to EXPRESS their understanding and comprehension of the content/skills taught?
Special Education Students English Language Learners (ELLs) At-Risk Learners Advanced Learners
 Provide test study guide, which  Multiple choice format  Provide test study guide which  Students create questions with
includes definitions and  Read directions aloud includes definitions and complete solutions throughout the
examples.  Highlight/underline key words in examples. unit that may be used on the
 Retakes available if criteria is the directions  Highlight/underline key words in assessment.
met.  Provide test study guide which the directions.
 Allow additional time. includes definitions and  Allow additional time.
 Work or take a test in a different examples.  Work or take a test in a different
setting, such as a quiet room with  Work or take a test in a different setting, such as a quiet room with
few distractions. setting, such as a quiet room with few distractions.
 Answer fewer or modified few distractions.  Use an alarm to help students
questions (decreased amount of  Give visuals for directions. manage time during an
MC answer choices, word bank  Translate what is possible into assessment.
provided for sentence native language
completion)

Instructional Strategies: (List and describe.)

 Differentiated Instruction: Provide student choice assignments based on readiness, interests, and information processing styles
 Critical Thinking: Apply skills to determine reliability and validity of data used to support information or conclusions draw n
 Scaffolding: Provide one segment of the assignment at a time
 Modeling: Provide in class demonstrations or completed examples for assignments
 Cooperative Learning: Group assignments-formation will be one of the following
KRSD Office of Curriculum and Instruction
26
Instructional Strategies: (List and describe.)
o Random
o Heterogeneous by past performance or learning style
o Interest
o Student choice
 Direct Instruction:
o State objectives and purpose for lesson/activity
o Explain concepts or operations
o Practice with guidance
o Review
o Assess
Note-Taking: Student will complete study guides to take notes on the most important information in each unit.
Possible Instructional Adjustments (Modifications /Accommodations/ Differentiation): How will the teacher provide multiple means for the following student
groups to ACCESS the content/skills being taught?
Special Education Students English Language Learners (ELLs) At-Risk Learners Advanced Learners
 Assign preferential seating  Key words in native language (if  Encourage SMART attendance.  Jigsaw activity
 Provide outlines or study guides available).  Provide websites for additional  Tiered assignments
 Provide daily assignment lists  Give students choice with writing examples  Enrichment activities to explore
 Listen to audio recordings along topics.  Provide daily assignment lists standards on a deeper level
with text  Provide daily assignment lists  Have another student share class
 Use alternate texts at a lower  Record a lesson, and have notes to notes with him/her
readability level accompany the lesson  Provide a copy of notes
 Be given written list of instructions  Provide a copy of notes  Use of a word processor to type
 Provide a copy of notes  Use of a word processor to type notes or give responses in class
 Use of a word processor to type notes or give responses in class  Preferential seating
notes or give responses in class  Preferential seating  Extended time on activities when
 Extended time on activities when  Extended time on activities when needed
needed needed  Frequent breaks after completing
 Frequent breaks after completing a  Use an alarm to help with time a task
task management  Use an alarm to help with time
 Use an alarm to help with time  Provide study skills instruction management
management  Provide study skills instruction
 Provide study skills instruction

KRSD Office of Curriculum and Instruction

27
Unit Vocabulary:
Essential: Conditionals, Variables, Open Source, Event, Control, data type, Boolean, string, procedures, sprite, script, stage, libraries, costumes, function,
integer, float, operators
Non-Essential: motion, logic, program, Scratch, flow chart pseudo-code, elements

Interdisciplinary Connections & Career Integration of Technology: 21st Century Themes: 21st Century Skills:
Ready Practices (Note Applicable (Note the SAMR Model elements (Check and explain how the (Check and explain how the connection is
Standards): used and how.) connection is made.) made.)
Career Ready Practices: Interactive White Board __x__ Global Awareness __x__ Creativity & Innovation
9.3.IT.PRG.1 Use of in-class Computers
9.3.IT.PRG.2 Internet __x__ Civic Literacy __x__ Media Literacy
9.3.IT.PRG.4 Online videos/presentations
9.3.IT.PRG.6 __x__ Financial, Economic, __x__ Critical Thinking & Problem Solving
9.3.IT.PRG.7 Business, & Entrepreneurial Literacy
_____ Life and Career Skills (flexibility,
____ Health Literacy initiative, cross-cultural skills, productivity,
leadership, etc.)

__x__ Information & Communication

Technologies Literacy

__x__ Communication & Collaboration

__ __ Information Literacy

Resources:
Texts/Materials:
 Exploring Computer Science Curriculum http://www.exploringcs.org
 Teacher developed worksheets and activities
 http://scratch.mit.edu
 Rubrics from Exploring Computer Science Curriculum
 Python IDLE
KRSD Office of Curriculum and Instruction
28
Unit: 5 Computing and Data Analysis Recommended Duration: April / 6 weeks
Unit Description: In this unit students explore how computing has facilitated new methods of managing and interpreting data. Students will use computers to
translate, process and visualize data in order to find patterns and test hypotheses. Students will work with a variety of large data sets that illustrate how widespread
access to data and information facilitates identification of problems. Students will collect and generate their own data related to local community issues and discuss
appropriate methods for data collection and aggregation of data necessary to support making a case or facilitating a discussi on.

Essential Questions: Enduring Understandings:

1. How is data analyzed and represented to inform or perhaps persuade
an audience?
2. How can large amounts of data be used to solve global issues?
3. What is the best use of data analysis, using it to make appropriate
inferences, using it to make a case or inform a discovery, or being able
to use data analysis to justify a conclusion?
1. Managing and storing large amounts of data is part of the foundation of our
information society and economy.
2. The ability to analyze, visualize, and draw conclusions from large data sets is
critical to computing.
3. There are a variety of tools used for data analysis. The choice of tool(s) to use
should be based on local needs and resources.
4. Computer programs use mathematical and logical concepts to process
information, gain insight and knowledge.

Relevant Standards: Learning Goals: Learning Objectives:

8.1.12.A.1 Create a personal digital portfolio
which reflects personal and academic interests,
achievements, and career aspirations by using a
variety of digital tools and resources.
8.2.12.E.1 Demonstrate and understanding of
the problem-solving capacity of computers in
our world.
8.2.12.E.3 Use a programming language to
solve problem or accomplish a task(e.g., robotic
function, website design, applications, and
games)
8.2.12.E.4 Use appropriate terms in
conversation (e.g., troubleshooting, peripherals,
diagnostic, software, GUI, abstraction,
variables, data types and conditional
KRSD Office of Curriculum and Instruction
29
1. Students will understand various ways
technology impacts everyday lives and
demonstrate digital citizenship. 8.1.12.A.1 (5
weeks)
2. Students will be able to describe the features
of appropriate data sets for specific problems.
8.2.12.E.1 (5 weeks)
3. Students will be able to use a programming
language to design and accomplish a specific task.
8.2.12.E.3 (5 weeks)
4. Students will be able to identify the meanings
of appropriate terms and use them in
1. Explain the difference uses for data.
2. Explain how various forms of data lend themselves to
processing.
3. Collaborate with others to create, manage, and
maintain a large set of data.
4. Understand the complexities of collecting, processing
and analyzing large sets of data.
5. Identify specific variables needed to analyze data and
justify conclusions drawn from data analysis.
Relevant Standards: Learning Goals: Learning Objectives:

statements). conversation. 8.2.12.E.4 (5 weeks)

Formative Assessments Summative Assessments: Performance Assessments: Major Activities/ Assignments (required):
Oral Presentations Unit based group Projects Worksheets Group Work
Internet Research Team Project Presentations Responses to discussion questions Creating Histograms
Group Discussion Class Projects Group Assignments Creating Bar Plots
Analyzing data sets
Exit Tickets
Creating bubble charts
Quizzes
Guided Notes

Possible Assessment Adjustments (Modifications /Accommodations/ Differentiation): How will the teacher provide multiple means for the following student
groups to EXPRESS their understanding and comprehension of the content/skills taught?
Special Education Students English Language Learners (ELLs) At-Risk Learners Advanced Learners
 Provide test study guide, which  Multiple choice format  Provide test study guide which  Students create questions with
includes definitions and  Read directions aloud includes definitions and complete solutions throughout the
examples.  Highlight/underline key words in examples. unit that may be used on the
 Retakes available if criteria is the directions  Highlight/underline key words in assessment.
met.  Provide test study guide which the directions.
 Allow additional time. includes definitions and  Allow additional time.
 Work or take a test in a different examples.  Work or take a test in a different
setting, such as a quiet room with  Work or take a test in a different setting, such as a quiet room with
few distractions. setting, such as a quiet room with few distractions.
 Answer fewer or modified few distractions.  Use an alarm to help students
questions (decreased amount of  Give visuals for directions. manage time during an
MC answer choices, word bank  Translate what is possible into assessment.
provided for sentence native language
completion)

KRSD Office of Curriculum and Instruction

30
Instructional Strategies: (List and describe.)
 Differentiated Instruction: Provide student choice assignments based on readiness, interests, and information processing styles
 Critical Thinking: Apply skills to determine reliability and validity of data used to support information or conclusions draw n
 Scaffolding: Provide one segment of the assignment at a time
 Modeling: Provide in class demonstrations or completed examples for assignments
 Cooperative Learning: Group assignments-formation will be one of the following
o Random
o Heterogeneous by past performance or learning style
o Interest
o Student choice
 Direct Instruction:
o State objectives and purpose for lesson/activity
o Explain concepts or operations
o Practice with guidance
o Review
o Assess
 Note-Taking: Student will complete study guides to take notes on the most important information in each unit.
Possible Instructional Adjustments (Modifications /Accommodations/ Differentiation): How will the teacher provide multiple means for the following student
groups to ACCESS the content/skills being taught?
Special Education Students English Language Learners (ELLs) At-Risk Learners Advanced Learners
 Assign preferential seating  Key words in native language (if  Encourage SMART attendance.  Jigsaw activity
 Provide outlines or study guides available).  Provide websites for additional  Tiered assignments
 Provide daily assignment lists  Give students choice with writing examples  Enrichment activities to explore
 Listen to audio recordings along topics.  Provide daily assignment lists standards on a deeper level
with text  Provide daily assignment lists  Have another student share class
 Use alternate texts at a lower  Record a lesson, and have notes to notes with him/her
readability level accompany the lesson  Provide a copy of notes
 Be given written list of instructions  Provide a copy of notes  Use of a word processor to type
 Provide a copy of notes  Use of a word processor to type notes or give responses in class
 Use of a word processor to type notes or give responses in class  Preferential seating
notes or give responses in class  Preferential seating  Extended time on activities when
 Extended time on activities when  Extended time on activities when needed
needed needed  Frequent breaks after completing
 Frequent breaks after completing a  Use an alarm to help with time a task
task management  Use an alarm to help with time
KRSD Office of Curriculum and Instruction
31
 Use an alarm to help with time  Provide study skills instruction management
management  Provide study skills instruction
 Provide study skills instruction

Unit Vocabulary:
Essential: query, quantitative data, categorical data, continuous data, contextual data, median, mean, mode, aggregation, consensus , variable, big data

Non-Essential: bar chart, histogram, box plot, mosaic plot

Interdisciplinary Connections & Career Integration of Technology: 21st Century Themes: 21st Century Skills:
Ready Practices (Note Applicable (Note the SAMR Model elements (Check and explain how the (Check and explain how the connection is
Standards): used and how.) connection is made.) made.)
E/LA: Interactive White Board __x__ Global Awareness __x__ Creativity & Innovation
SL.9-10.1 Use of in-class Computers
Mathematics: Internet __x__ Civic Literacy __x__ Media Literacy
S.ID.6a Online videos/presentations
S.ID.6b __x__ Financial, Economic, __x__ Critical Thinking & Problem Solving
Business, & Entrepreneurial
Literacy _____ Life and Career Skills (flexibility,
initiative, cross-cultural skills, productivity,
____ Health Literacy leadership, etc.)

__x__ Information & Communication

Technologies Literacy

__x__ Communication & Collaboration

__ __ Information Literacy

Resources:
Texts/Materials:
 Teacher generated worksheets and rubrics
 Exploring Computer Science Curriculum
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Resources:
 Research questions
 Teacher generated sample charts and graphs
 Data sets
 http://exploringcs.org
 http://www.latlong.net
 http://webhelp.esri.com/arcgisdesktop/9.2/index.cfm?TopicName=Georeferencing_and_coordinate_systems

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Unit: 6 Robotics Recommended Duration: May / 6 weeks
Unit Description: This unit introduces robotics as an advanced application of computer science that can be used to solve problems in a variety of settings from
business to healthcare and how robotics enables innovation by automating processes that may be dangerous or otherwise proble matic for humans. Students
explore how to integrate hardware and software in order to solve problems. Students will see the effect of software and hardw are design on the resulting product.
Students will apply previously learned topics to the study of robotics.

Essential Questions: Enduring Understandings:

1. How is creativity and innovation used in engineering design?
2. How do teams efficiently and effectively solve problems in an
increasingly complex world?
3. In what ways can humans and machines interact to accomplish goals
that neither could achieve separately?
4. How can devices such as robots be brought to serve the needs of
humans?
1. The engineering design process is how creative ideas are turned into inventions
and innovations.
2. The engineering design process is how engineers solve problems.
Communication and collaboration are essential to efficient and effective
problem solving.
3. Robots expand human capabilities in many directions and operating in
environments not made for living organisms.

Relevant Standards: Learning Goals: Learning Objectives:

8.1.12.A.1 Create a personal digital portfolio
which reflects personal and academic interests,
achievements, and career aspirations by using a
variety of digital tools and resources.
8.2.12.C.4 Explain and identify interdependent
systems and their functions.
8.2.12.E.4 Use appropriate terms in
conversation (e.g., troubleshooting, peripherals,
diagnostic, software, GUI, abstraction,
variables, data types and conditional
statements).
8.2.12.E.3 Use a programming language to
solve problem or accomplish a task(e.g., robotic
function, website design, applications, and
games)
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1. Students will understand various ways
technology impacts everyday lives and
demonstrate digital citizenship. 8.1.12.A.1 (5
weeks)
2. Students will be able to explain how hardware
designs affect the function of the machine.
8.2.12.C.4 (5 weeks)
3. Students will be able to use a programming
language to design and accomplish a specific task.
8.2.12.E.3 (5 weeks)
4. Students will be able to identify the meanings
of appropriate terms and use them in
conversation. 8.2.12.E.4 (5 weeks)
1. List and explain the criteria that describe a robot.
2. Determine if something is a robot.
3. Evaluate how the design of a robot’s body affects is
behavior.
4. Download programs to a robot.
5. Use basic controls to program robot.
6. Modify properties of the control icons.
7. Develop if then statements and use Boolean
operators to direct human “robot”.
8. Debug conditional statements by testing and
competing as teams.
Formative Assessments Summative Assessments: Performance Assessments: Major Activities/ Assignments (required):
Oral Presentations Unit based group Projects Worksheets Student group work
Internet Research Team Project Presentations Responses to discussion questions Run “test programs” on Robots
Group Discussion Class Projects Group Assignments program robots
Write clear instructions
Exit Tickets
Debug and test robots
Quizzes Project reflections
Guided Notes

Possible Assessment Adjustments (Modifications /Accommodations/ Differentiation): How will the teacher provide multiple means for the following student
groups to EXPRESS their understanding and comprehension of the content/skills taught?
Special Education Students English Language Learners (ELLs) At-Risk Learners Advanced Learners
 Provide test study guide, which  Multiple choice format  Provide test study guide which  Students create questions with
includes definitions and  Read directions aloud includes definitions and complete solutions throughout the
examples.  Highlight/underline key words in examples. unit that may be used on the
 Retakes available if criteria is the directions  Highlight/underline key words in assessment.
met.  Provide test study guide which the directions.
 Allow additional time. includes definitions and  Allow additional time.
 Work or take a test in a different examples.  Work or take a test in a different
setting, such as a quiet room with  Work or take a test in a different setting, such as a quiet room with
few distractions. setting, such as a quiet room with few distractions.
 Answer fewer or modified few distractions.  Use an alarm to help students
questions (decreased amount of  Give visuals for directions. manage time during an
MC answer choices, word bank  Translate what is possible into assessment.
provided for sentence native language
completion)

Instructional Strategies: (List and describe.)

 Differentiated Instruction: Provide student choice assignments based on readiness, interests, and information processing styles
 Critical Thinking: Apply skills to determine reliability and validity of data used to support information or conclusions draw n
 Scaffolding: Provide one segment of the assignment at a time
 Modeling: Provide in class demonstrations or completed examples for assignments
 Cooperative Learning: Group assignments-formation will be one of the following
o Random
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Instructional Strategies: (List and describe.)
o Heterogeneous by past performance or learning style
o Interest
o Student choice
 Direct Instruction:
o State objectives and purpose for lesson/activity
o Explain concepts or operations
o Practice with guidance
o Review
o Assess
 Note-Taking: Student will complete study guides to take notes on the most important information in each unit.
Possible Instructional Adjustments (Modifications /Accommodations/ Differentiation): How will the teacher provide multiple means for the following student
groups to ACCESS the content/skills being taught?
Special Education Students English Language Learners (ELLs) At-Risk Learners Advanced Learners
 Assign preferential seating  Key words in native language (if  Encourage SMART attendance.  Jigsaw activity
 Provide outlines or study guides available).  Provide websites for additional  Tiered assignments
 Provide daily assignment lists  Give students choice with writing examples  Enrichment activities to explore
 Listen to audio recordings along topics.  Provide daily assignment lists standards on a deeper level
with text  Provide daily assignment lists  Have another student share class
 Use alternate texts at a lower  Record a lesson, and have notes to notes with him/her
readability level accompany the lesson  Provide a copy of notes
 Be given written list of instructions  Provide a copy of notes  Use of a word processor to type
 Provide a copy of notes  Use of a word processor to type notes or give responses in class
 Use of a word processor to type notes or give responses in class  Preferential seating
notes or give responses in class  Preferential seating  Extended time on activities when
 Extended time on activities when  Extended time on activities when needed
needed needed  Frequent breaks after completing
 Frequent breaks after completing a  Use an alarm to help with time a task
task management  Use an alarm to help with time
 Use an alarm to help with time  Provide study skills instruction management
management  Provide study skills instruction
 Provide study skills instruction

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Unit Vocabulary:
Essential: robot, control, programmable, algorithm, flowchart, design

Non-Essential: input, output

Interdisciplinary Connections & Career Integration of Technology: 21st Century Themes: 21st Century Skills:
Ready Practices (Note Applicable (Note the SAMR Model elements (Check and explain how the (Check and explain how the connection is
Standards): used and how.) connection is made.) made.)
Career Ready Practices: Interactive White Board __x__ Global Awareness __x__ Creativity & Innovation
9.3.IT.SUP.9 Use of in-class Computers
9.3.IT.PRG.5 Chrome Books __x__ Civic Literacy __x__ Media Literacy
9.3.IT.PRG.6 Internet
9.3.IT.PRG.7 Online videos/presentations __x__ Financial, Economic, __x__ Critical Thinking & Problem Solving
Business, & Entrepreneurial Literacy
_____ Life and Career Skills (flexibility,
____ Health Literacy initiative, cross-cultural skills, productivity,
leadership, etc.)

__x__ Information & Communication

Technologies Literacy

__x__ Communication & Collaboration

__ __ Information Literacy

Resources:
Texts/Materials:
 Exploring Computer Science Curriculum http://www.exploringcs.org
 Teacher generated worksheets and rubrics
 https://edu.sphero.com/

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 KRSD Office of Curriculum and Instruction
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