CURRICULUM GUIDE / PHASE 3 / STANDARDS ALIGNMENT
PHASE 3 STANDARDS ALIGNMENT
Standard Alignment for
Phase 3 Learn to Code
with PiperCode
TOOLS
PiperCode > Make
STUDENTS WILL...
Program basic actions including loops, sequences, and events, using a visual programming blocks
We are excited to be aligned with the following standards. Click below to learn more:
K-12 Computer Science Framework Standards
Next Generation Science Standards Connections
UK National Curriculum - Key Stages
Texas Essential Knowledge and Skills for Science
California K12 Computer Science Standards
| Concepts | Standards |
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Computing Systems: Devices |
CA 3-5.CS.1 Describe how computing devices connect to other components to form a system. (P7.2) |
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Computing Systems: Hardware & Software |
CA 3-5.CS.2 Demonstrate how computer hardware and software work together as a system to accomplish tasks. (P4.4) 6-8.CS.2 Design a project that combines hardware and software components to collect and exchange data. (P5.1) |
|
Computing Systems: Troubleshooting |
3-5.CS.3 Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies. (P6.2) 6-8.CS.3 Systematically apply troubleshooting strategies to identify and resolve hardware and software problems in computing systems. (P6.2 |
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Algorithms & Programming: Algorithms Variables Control Modularity Program Development |
3-5.AP.11 Create programs that use variables to store and modify data. (P5.2) 3-5.AP.12 Create programs that include events, loops, and conditionals. 3-5.AP.13 Decompose problems into smaller, manageable tasks which may themselves be decomposed. (P3.2) 3-5.AP.14 Create programs by incorporating smaller portions of existing programs, to develop something new or add more advanced features. (P4.2, P5.3) 3-5.AP.17 Test and debug a program or algorithm to ensure it accomplishes the intended task. (P6.2) 3-5.AP.18 Perform different roles when collaborating with peers during the design, implementation, and review stages of program development. 6-8.AP.10 Use flowcharts and/or pseudocode to design and illustrate algorithms that solve complex problems. (P4.1, P4.4) 6-8.AP.11 Create clearly named variables that store data, and perform operations on their contents. (P5.1, P5.2) 6-8.AP.13 Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs. (P3.2) 6-8.AP.14 Create procedures with parameters to organize code and make it easier to reuse. (P4.1, P4.3) 6-8.AP.15 Seek and incorporate feedback from team members and users to refine a solution that meets user needs. (P1.1, P2.3) 6-8.AP.17 Systematically test and refine programs using a range of test cases. (P6.1) 6-8.AP.19 Document programs in order to make them easier to use, read, test, and debug. (P7.2) |
|
Impacts of Computing and Social Interactions |
3-5.IC.22 Seek and explain the impact of diverse perspectives for the purpose of improving computational artifacts. (P1.1) 6-8.IC.22 Collaborate with many contributors when creating a computational artifact. (P2.4, P5.2) |
|
Practices |
P1. Fostering an Inclusive Computing Culture P2. Collaborating Around Computing P4. Developing and Using Abstractions P5. Creating Computational Artifacts P6. Testing and Refining Computational Artifacts |
Next Generation Science Standards Connections:
| Concept | Standard |
|
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
|
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Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
(4-PS3-4) |
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Generate and compare multiple solutions that use patterns to transfer information. |
(4-PS4-3) |
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Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem (Performance Expectation). |
|
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Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. (P.E.3.4.7) |
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Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. |
(MS-PS4-3) |
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Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information (inputs and outputs). |
(MS-PS4-3) |
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Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
|
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Optimizing the Design Solution Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. |
Common Core State Standards Connections
ELA/Literacy -
(CA CCSS for ELA/Literacy SL.3.1, SL.4.1, SL.5.1):(CA CCSS for ELA/Literacy W.3.2, W.4.2, W.5.2)
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-PS3-4)
W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4-PS3-4)
CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-LITERACY.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
Mathematics
MP1 Make sense of problems and persevere in solving them.
MP2 Reason abstractly and quantitatively. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)
MP5 Use appropriate tools strategically. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)
California English Language Development (ELD) Standards
The Piper ELD curriculum intends to teach students how to explore computer science topics while interacting in meaningful ways. Using the California ELD standards, this curriculum provides lessons that offer students the chance to continuously speak and listen to each other. The curriculum is broken down into 5 phases. Each phase includes collaborative, interpretive, and productive skills that build upon each other phase to phase.
UK National Curriculum - Key Stages
The Piper Computer Kit program supports the following:
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Key Stage 2
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Key Stage 3
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Key Stage 3 - Design and Technology
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Key Stage 4 - Year 4 Science
Full detail on UK National Curriculum Key Stages alignment for the Piper Computer Kit Program may be found via the link below.
Texas Essential Knowledge and Skills for Science
The Piper learning experience features hands-on engagement where students learn about computer science. Students discover inputs, outputs, coding and use of sensors to learn about sciences concepts and ideas. Piper has put together the following Texas standards alignments for science and technology to help students learn and help teachers implement the program.
All phases of the Piper experience align with standards. Alignment has been informed by the 2017 Computer Science Teachers Association (CSTA) K-12 Computer Science Standards (csteachers.org/standards), CA 2019 K-12 Computer Science Content Standards, and K–12 Computer Science Framework (k12cs.org). Use them with daily or weekly agendas and lesson planning.