Washington K–6 technology standards

Decompose (break down) a larger problem into smaller sub-problems with teacher guidance or independently.

Categorize a group of items based on the attributes or actions of each item, with or without a computing device.

Construct and execute algorithms (sets of step-by-step instructions) that include sequencing and simple loops to accomplish a task, both independently and collaboratively, with or without a computing device.

Use numbers or other symbols to represent data (e.g., thumbs up/down for yes/no, color by number, arrows for direction, encoding/decoding a word using numbers or pictographs).

Construct programs, to accomplish a task or as a means of creative expression, which include sequencing, events, and simple loops, using a block-based visual programming language, both independently and collaboratively (e.g., pair programming).

Plan and create a design document to illustrate thoughts, ideas, and stories in a sequential (step-by-step) manner (e.g., story map, storyboard, sequential graphic organizer).

Analyze and debug (fix) an algorithm that includes sequencing and simple loops, with or without a computing device.

Give credit when using code, music, or pictures (for example) that were created by others.

Identify, using accurate terminology, simple hardware and software problems that may occur during use (e.g., app or program not working as expected, no sound, device won't turn on).

Identify and use software that controls computational devices (e.g., use an app to draw on the screen, use software to write a story or control robots).

Use appropriate terminology in naming and describing the function of common computing devices and components (e.g., desktop computer, laptop computer, tablet device, monitor, keyboard, mouse, printer).

Use a computing device to store, search, retrieve, modify, and delete information and define the information stored as data.

Create a model of an object or process in order to identify patterns and essential elements (e.g., water cycle, butterfly life cycle, seasonal weather patterns).

Collect data over time and organize it in a chart or graph in order to make a prediction.

Compare and contrast examples of how computing technology has changed and improved the way people live, work, and interact.

Use computers or other computing devices to connect with people using a network (e.g., the Internet) to communicate, access, and share information as a class.

Use passwords to protect private information and discuss the effects of password misuse

Apply collaboration strategies to support problem solving within the design cycle of a program.

Decompose (break down) a larger problem into smaller sub-problems, independently or in a collaborative group.

Construct and execute an algorithm (set of step-by-step instructions) that includes sequencing, loops, and conditionals to accomplish a task, both independently and collaboratively, with or without a computing device.

Create a plan as part of the iterative design process, both independently and with diverse collaborative teams (e.g., storyboard, flowchart, pseudo-code, story map).

Construct programs, in order to solve a problem or for creative expression, that include sequencing, events, loops, conditionals, parallelism, and variables, using a block-based visual programming language or text-based language, both independently and collaboratively (e.g., pair programming).

Use mathematical operations to change a value stored in a variable.

Analyze and debug (fix) an algorithm that includes sequencing, events, loops, conditionals, parallelism, and variables.

Use proper citations and document when ideas are borrowed and changed for their own use (e.g., using pictures created by others, using music created by others, remixing programming projects).

Identify, using accurate terminology, simple hardware and software problems that may occur during use, and apply strategies for solving problems (e.g., reboot device, check for power, check network availability, close and reopen app).

Model how a computer system works. [Clarification: Only includes basic elements of a computer system, such as input, output, processor, sensors, and storage.]

Use appropriate terminology in naming internal and external components of computing devices and describing their relationships, capabilities, and limitations.

Use numeric values to represent non-numeric ideas in the computer (binary, ASCII, pixel attributes such as RGB).

Create a computational artifact to model the attributes and behaviors associated with a concept (e.g., solar system, life cycle of a plant).

Answer a question by using a computer to (e.g., sort, total and/or average, chart, graph) and analyze data that has been collected by the class or student.

Seek out and compare diverse perspectives, synchronously or asynchronously, to improve a project.

Brainstorm ways in which computing devices could be made more accessible to all users.

Explain problems that relate to using computing devices and networks (e.g., logging out to deter others from using your account, cyberbullying, privacy of personal information, and ownership).

Evaluate and describe the positive and negative impacts of the pervasiveness of computers and computing in daily life (e.g., downloading videos and audio files, electronic appliances, wireless Internet, mobile computing devices, GPS systems, wearable computing).

Generate examples of how computing can affect society, and also how societal values can shape computing choices.

Model how a device on a network sends a message from one device (sender) to another (receiver) while following specific rules.

Create examples of strong passwords, explain why strong passwords should be used, and demonstrate proper use and protection of personal passwords.

Solicit and integrate peer feedback as appropriate to develop or refine a program.

Decompose a problem into parts and create solutions for each part.

Define and use procedures that hide the complexity of a task and can be reused to solve similar tasks. [Clarification: Students use and modify, but do not necessarily create, procedures with parameters.]

Design, develop, and present computational artifacts such as mobile applications that address social problems both independently and collaboratively.

Develop programs, both independently and collaboratively, that include sequences with nested loops and multiple branches. [Clarification: At this level, students may use block-based and/or text-based programming languages.]

Create variables that represent different types of data and manipulate their values.

Use an iterative design process (e.g., define the problem, generate ideas, build, test, and improve solutions) to solve problems, both independently and collaboratively.

Compare different algorithms that may be used to solve the same problem, but one might be faster than the other. (e.g., different algorithms solve the same problem, but one might be faster than the other). [Clarification: Students are not expected to quantify these differences.]

Provide proper attribution when code is borrowed or built upon.

Interpret the flow of execution of algorithms and predict their outcomes. [Clarification: Algorithms can be expressed using natural language, flow and control diagrams, comments within code, and pseudocode.]

Use flowcharts and/or pseudocode to address complex problems as algorithms.

Create clearly named variables that represent different data types and perform operations on their values.

Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals

Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.

Create procedures with parameters to organize code and make it easier to reuse.

Seek and incorporate feedback from team members and users to refine a solution that meets user needs.

Incorporate existing code, media, and libraries into original programs, and give attribution.

Systematically test and refine programs using a range of test cases.

Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts.

Document programs in order to make them easier to follow, test, and debug.

Analyze the relationship between a device's computational components and its capabilities. [Clarification: Computing Systems include not only computers, but also cars, microwaves, smartphones, traffic lights, and flash drives.]

Use a systematic process to identify the source of a problem within individual and connected devices (e.g., follow a troubleshooting flow diagram, make changes to software to see if hardware will work, restart device, check connections, swap in working components).

Justify the hardware and software chosen to accomplish a task (e.g., comparison of the features of a tablet vs. desktop, selecting which sensors and platform to use in building a robot or developing a mobile app).

Recommend improvements to the design of computing devices, based on an analysis of how users interact with the devices.

Design projects that combine hardware and software components to collect and exchange data.

Systematically identify and fix problems with computing devices and their components.

Represent data using different encoding schemes (e.g., binary, Unicode, Morse code, shorthand, student-created codes).

Revise computational models to more accurately reflect real-world systems (e.g., ecosystems, epidemics, spread of ideas).

Describe how different formats of stored data represent tradeoffs between quality and size. [Clarification: compare examples of music, text and/or image formats.]

Explain the processes used to collect, transform, and analyze data to solve a problem using computational tools (e.g., use an app or spreadsheet form to collect data, decide which data to use or ignore, and choose a visualization method.).

Represent data using multiple encoding schemes.

Collect data using computational tools and transform the data to make it more useful and reliable.

Refine computational models based on the data they have generated.

Provide examples of how computational artifacts and devices impact health and wellbeing, both positively and negatively.

Describe ways in which the Internet impacts global communication and collaborating.

Describe ethical issues that relate to computing devices and networks (e.g., equity of access, security and plagiarism), hacking, intellectual property, copyright, Creative Commons licensing.

Redesign a computational artifact to remove barriers to universal access (e.g., using captions on images, high contrast colors, and/or larger font sizes).

Summarize negative and positive impacts of using data and information to categorize people, predict behavior, and make recommendations based on those predictions (e.g., customizing search results or targeted advertising, based on previous browsing history, can save search time and limit options at the same time).

Explain how computer science fosters innovation and enhances nearly all careers and disciplines.

Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options.

Discuss issues of bias and accessibility in the design of existing technologies.

Collaborate with many contributors through strategies such as crowdsourcing or surveys when creating a computational artifact.

Describe tradeoffs between allowing information to be public and keeping information private and secure.

Simulate how information is transmitted as packets through multiple devices over the Internet and Networks.

Summarize security risks associated with weak passwords, lack of encryption, insecure transactions, and persistence of data.

Model the role of protocols in transmitting data across networks and the Internet.

Explain how physical and digital security measures protect electronic information.

Apply multiple methods of encryption to model the secure transmission of information.