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

Ideas:

• Computational Thinking

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

Ideas:

• Compare data from two sources around the impact of tech laws and explore statistical data

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

Ideas:

• Create surveys around social media use and analyze the data results

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:

• Use when teaching measures of center are mean, median, and mode. The measures of variation include range and the interquartile range.

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

Ideas:

• Bias in Statistics

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:

• Explore accessibility features and calculate percentages for different types of needs (ex: % of users needing visual accommodations)

• Have students design a way to calucalte the area increase when scaling font sizes.

• Explore Platonic Solids and discuss the impact this 3 dimensional program can cover. 

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

Ideas for Grade 7:

• Explore math applications for career exploration

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:

• Explore the activities available at mathigon.org to explore math and computational thinking

• Explore the math timeline at mathigon.org to explore math through the years

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

• Evaluating Real Life Data

• Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.

• Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

• Strategy Games

• Math Games

• Rush Hour Game

• Purring Test

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

Ideas for Grade 7:

• Create graphs based on data

• Pixel Puzzles

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:

• Explore graphing resources from Education.com

• Multi Step Word Problems

• Relate with assessing the degree of visual overlap of two quantitative data distributions.

• Pixel Puzzles

• Explore Puzzles

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

Ideas:

• Connect to understanding a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. 

• Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

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

Ideas:

• Look for and express regularity in repeated reasoning.

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:

• Solving for Variables in Multistep Equations

• Expressions and Equations

• Brain Games

• Create Thinky the Dragon

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:

• Math Dice Games

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:

• Math In Motion

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

Ideas:

• Strategy Games

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:

• Brain Games

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:

• Design a computer interface that is appropriate to scale, shapes, angles, dimensions and usability

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:

• Consequences of Grouping

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:

• Explore how data travels considering unique identifiers 

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:

• Explore social media and how they operate and create graphs around the results

• Consider the cost of different online platforms and create a cost analysis

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:

• Have students troubleshoot errors in their math problems and with the tech they use.

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:

• Problem Solving Lesson

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

Ideas:

• Use graph theory to model computer networks

• Discuss shortest path algorithms for efficient data routing

• Explore network vulnerabilities using graph-based concepts

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:

• Calculate the number of possible password combinations

• Analyze the entropy of passwords using combinatorial principles

• Discuss the importance of password complexity in cybersecurity

The focus is on using ciphers to encrypt and decrypt messages as a means of safeguarding data.

Ideas:

• Binary Worksheets

• Binary Review

• Cryptograms

The emphasis is on explaining appropriate actions to prevent and address common security issues for common situations.

Ideas:

• Introduce basic encryption techniques using modular arithmetic

• Explore prime numbers and their role in RSA encryption

• Analyze the mathematics behind public key cryptography

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

Ideas for Grade 8:

• Write math equations on online platforms

• Explore different typing programs

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:

• Consider connecting with another classroom around the world or in your local community to teach math concepts and using online tools.

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 ways to solve a math problem on different websites. For example, how do you showcase your learning on Seesaw or Snorkl.

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:

• Show What You Know!

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

Ideas:

• Showcase your learning on different online tools

• Consider using AI Chatbots to have students solve a math problem with and without help.

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:

• Explore data around online use and discuss what information should be shared or not shared online.

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 digital portfolios and spend time offering tips on being kind online.