CURRICULUM GUIDE / PHASE 4 / STANDARDS ALIGNMENT
PHASE 4 STANDARDS ALIGNMENT
Standard Alignment for
Phase 4 Extend with
Design Thinking
TOOLS
- 4.1 Power-Up: Play
- 4.2 Power-Up: Design
- 4.3 Create:
Creative Mode
- PiperCode: Build Games
- PiperCode: My Projects
STUDENTS WILL...
Use Story Mode MiniGames to extend their play and design by creating music, and designing their own avatar.
Design and program their own Creative Mode and PiperCode projects, including games, PiperCode visual programs, and Python code.
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
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PHASE 4
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SENSOR EXPLORER
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ENERGY EFFICIENCY
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) 6-8.CS.1 Design modifications to computing devices in order to improve the ways users interact with the devices. (P1.2, P3.3) 6-8.CS.2 Design a project that combines hardware and software components to collect and exchange data. (P5.1) |
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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 projects that combine hardware and software components to collect and exchange data. (P5.1) |
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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.10 Compare and refine multiple algorithms for the same task and determine which is the most appropriate. (P3.3, P6.3) (Sensor Explorer lessons) 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) |
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Impacts of Computing Culture |
3-5.IC.20 Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices. (P3.1) 6-8.IC.20 Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options. (P7.2) 6-8.IC.21 Discuss issues of bias and accessibility in the design of existing technologies. (P1.2) |
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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 |
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Data and Analysis |
3-5.AP.10 Compare and refine multiple algorithms for the same task and determine which is the most appropriate. (P3.3, P6.3) (Sensor Explorer) |
Next Generation Science Standards Connections:
| Concept | Standard |
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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)
MP6 Attend to precision
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.
Next Generation Science Standards Connections:
| Concept | Standard |
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Develop a model to describe that matter is made of particles too small to be seen. |
3-5-PS1-1 |
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Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
3-PS2-2 |
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Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
4-PS4-1 |
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Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
4-PS4-2 |
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Generate and compare multiple solutions that use patterns to transfer information. |
4-PS4-3 |
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Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. |
4-LS1-2 |
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Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
MS-LS2-3 |
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Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. |
MS-PS1-4 |
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Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. |
MS-PS3-4 |
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Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
MS-PS3-5 |
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Develop a model to describe that waves are reflected, absorbed, or transmitted through various materials. |
MS-PS4-2 |
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Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. |
MS-ESS2-4 |
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Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. |
MS-ESS3-5 |
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Obtain and combine information to describe climates in different regions of the world. |
3-ESS2-2 |
Common Core State Standards Connections
Math:
3.MD.B.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
4.MD.A.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
6.NS.C.5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. (MS-PS1-4)
6.RP.A.3.B. Solve unit rate problems including those involving unit pricing and constant speed.
6.RP.A.3.D. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
8.EE.B.5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
ELA/Literacy:
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-4)
Next Generation Science Standards Connections:
| Concept | Standard |
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Energy can be transferred in various ways and between objects. |
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Energy can be transferred in various ways and between objects; 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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Energy can be transferred in various ways and between objects. |
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Energy can be transferred in various ways and between objects; 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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Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
4-ESS3-1 |
Common Core State Standards Connections
Math:
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.
CCSS.MATH.CONTENT.4.MD.A Solve problems involving measurement and conversion of measurements.
CCSS.MATH.CONTENT.4.MD.B Represent and interpret data.
ELA/Literacy:
CCSS.ELA-LITERACY.RI.4 Reading Informational Text: Integration of Knowledge and Ideas