Topics that could be addressed include, but are not limited to, free speech, communication, and automation. 

Ideas:

• Video Game Design

• Sounds Like Kadinsky

• Explore Digital Makerspaces and discuss access pros and cons

The focus is on the potential consequences of laws related to computing technologies.

Ideas:

• Discuss copyright and plagiarism around art

• Debate AI art vs human made art

• Explore how technology has impacted our world with this infographic activity.

At this level, students may require teacher support to discuss the possible ethical implications of computing technologies.

Ideas:

• Explore facial recognition software

• Explore which face is real

• Explore ai art vs human art

The focus is on exploring the impacts of data collection, including biases in data collection, and its use by different stakeholders for a range of purposes.

Ideas:

• Big Data and Problem Solving Lesson

The focus is on understanding different factors that introduce bias into an AI system and how those biases affect people.

The focus is on testing and discussing the usability and accessibility of various technology tools (e.g., apps, games, and devices) with teacher guidance. 

Ideas:

• Design your own assistive technology device or make a website more accessible

At this level, the focus is on building awareness of the many different computer science-related careers. 

Ideas: 

• Create a visual representation of their chosen career

• Discuss a few examples of computer science-related careers (software developer, data analyst, cybersecurity expert, game designer, etc.) and their impact on society

The focus is on understanding that models or simulations are limited by the data that they use, rather than understanding specifically how they use that data.

Ideas:

• Create using Brush Ninja to create digital artifacts

• Create your own virtual snowflakes to explore patterns

• Create nature mandalas to explore patterns

• Purring Test

The emphasis is on designing and following collection protocols. Data sources include, but are not limited to sensors, surveys, and polls. 

Ideas:

• Equity

Refining includes, but is not limited to, identifying relevant subsets of a data set, deleting unneeded data, and sorting and organizing data to highlight trends.

Ideas:

• Use this is sand to explore patterns and visualize data

• Tessellate

• Aminah's World

The focus is on identifying where there is potential to use a function or procedure to create a reusable computation. 

Ideas:

• Create a visual art piece using a simple algorithm or set of rules that mimic the structure of a program

• Design a digital storyboard that tells a story using a series of programmed scenes or frames.

• Develop an interactive art gallery using a simple programming platform, where each piece of art (created by the students) triggers different functions.

• Create a collage that visually represents different programming functions and their purposes

• Construct sculptures that visually interpret different programming functions or procedures

The focus is on identifying similar expressions or sequences in code and abstracting them into functions that generalize over the similarities.

Ideas: 

• Explore using coding to identify shapes and repetition

Algorithms can be represented in a range of formats, including flowcharts, pseudocode, or written steps. Planning the output of a program, such as with a storyboard or wireframe, is not sufficient on its own.

Ideas:

• Challenge your students to complete these shapes without lifting a pencil.

The focus is on understanding that variables can be used to track the value of a concept in a program as it changes over time. 

Ideas:

• Video Game Design

The focus is on having students combine control structures, such as conditionals and loops, in such a way that they work together to achieve an outcome that could not be achieved using only one of them.

Ideas:

• Discuss curating lists of art by different genres/types/eras etc

Programs can be debugged in numerous ways, including tracing and trying varying inputs. Perseverance is important in finding errors.

Ideas:

• Can you solve the artist mystery on this podcast?

At this level, the emphasis is on using the iterative design process to create a solution or prototype with the end user in mind and to document the steps taken by the student to gather and incorporate information about the user into the computational artifact.

Ideas:

• Create digital art using different tools and showcase the different iterations

The emphasis is on designing (but not necessarily creating) a user interface. Designs could include things like written descriptions, drawings, and/or 3D prototypes.

Ideas:

• Explore augmented reality by coloring and drawing using these printable sheets. 

The focus is on identifying the source of a problem by using a structured process such as a checklist or flowchart to systematically try solutions that may fix the problem. 

Ideas:

• Create an interactive light display that responds to music

The focus is on understanding how protocols enable communication and what additional data is necessary for transmission. Knowledge of the details of how specific protocols work is not expected.

Ideas:

• Combine art and technology to represent communciation using artistic elements (like sharing items, handshakes, etc)

The focus is on explaining where the data associated with different apps, devices, and embedded systems is stored, how the data is synchronized, and how to connect to it.

Ideas:

• Students will create visual representations (drawings, paintings, or digital art) that metaphorically depict cloud storage, emphasizing how data is stored remotely and accessed across a network. The artworks should illustrate key concepts like the internet, data centers, and the cloud as a storage space that can be accessed from anywhere

• Design an infographic that outlines the process of how data is uploaded to, stored in, and retrieved from remote servers. 

• Create a storyboard that narrates the story of a piece of data (for instance, a photo) being shared across a network, from its origin to being stored on a remote server and accessed by users in different locations. The storyboard should highlight key concepts of remote data storage and access.

• Using stop-motion animation, digital animation tools, or another multimedia approach, students will produce short animations that explain how remote data is stored and accessed. The animation should depict the path of data from a device to the cloud and back, illustrating concepts like data packets, encryption, and cloud storage.

The focus is on describing that data must be stored on a physical device. Access to remotely stored data is restricted by the networks, and to access non-local data a connection to the network is required.

Ideas:

• Create comic strips that teach the troubleshooting process 

The emphasis is on identifying personal information and devices that an individual may have access to and that adversaries may want to obtain or compromise. At this stage, students should focus on specific data and devices that they have access to. 

Ideas:

• Create posters that showcase data protection practices

The emphasis is on recommending different types of security measures including physical, digital, and behavioral, for a given situation.

Ideas:

• Design symbols or logos that represent different types of safeguards: physical, digital, and behavioral

• Conceptualize and design a piece of protective gear that incorporates physical, digital, and behavioral safeguards.

• Create a visual collage that explores the concept of digital footprints and the safeguards that can protect online identities

The focus is on thinking about how a specific safeguard impacts the confidentiality, integrity, and access of information. Additionally, there should be a focus on discussing whether strengthening one specific safeguard adversely affects another.

Ideas:

• Create an infographic that showcases tradeoffs between public and private information

The focus is on recognizing that cryptography provides a level of security for data, and some types of encryption are weaker than others.

Ideas:

• Create visual puzzles that represent the concept of encryption and the limitations inherent in cryptographic methods.

• Create comic strips that narrate a story highlighting one or more limitations of cryptographic methods.

• Conceptualize and construct an art installation that visually represents the concept of breaking cryptographic codes, highlighting the limitations of cryptography.

The emphasis is on describing simple forms of suspicious behavior in common applications and devices, including suspicious data/links, viruses and malware.

Ideas:

• Create a comic strip that showcases a character encountering a tech issue and resolving it safely. 

The emphasis is on continuing to improve keyboarding skills, with a focus on increasing speed as well as accuracy.

Ideas:

• Improve their typing speed and accuracy using proper keyboarding techniques while creating a piece of digital art that reflects their personality or interests.

Students connect with others (students, teachers, families, the community, and/or experts) to further their learning for a specific purpose, give and receive feedback, and created a shared product.

Ideas:

• Create a collaborative digital mural project with another school around the world.

Mastery of this standard implies an understanding of how different search tools work, why different search tools provide different results, and how and why some websites rise to the top of a search. 

Ideas:

• Compare different types of search tools, choose the most effective and efficient tool for their research needs, and evaluate the quality of these tools based on the results returned.

Teachers should designate a school-approved location for students to publish artifacts for an audience to view. Advanced digital tools may refer to the tool itself (i.e. the tool is more advanced) or to utilization of more advanced features on a tool.

Ideas:

• Determine best tools to complete a project.

New technologies could include different tools for collaboration, creation, etc. that the student has not used before.

Ideas:

•  Research and compare traditional and contemporary digital art technologies, then create an art project that combines elements of both.

• Use basic coding skills to create an interactive digital art piece, transferring their understanding of art principles to a new technological medium.

A focus should be on learning about privacy settings on social media accounts, exploring the concept of a positive online presence/identity, and identifying behaviors and information that could potentially affect them now and in the future. 

Ideas:

• Create a visual representation of their own digital footprint and reflect on their personal online presence and privacy.

Students are able to strategize ways to keep online spaces safe. Identify types of negative online behaviors including cyberbullying, harassment, trolling/flaming, excluding, outing, dissing, masquerading, and impersonation.

Ideas:

• Create an artwork that represents what positive digital citizenship means to them and illustrates one or more strategies to maintain positivity or combat negativity online.