Exploring Computer Science

Joanna Goode — University of Oregon
Gail Chapman

Exploring Computer Science
© University of Oregon, 2019. This is a teacher copy of the curriculum, meant only for individual classroom use. Please do not copy or share this curriculum without written permission from ECS.
Version 9.0

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Sponsors & Supporters

This material is based on work supported by the National Science Foundation's Broadening Participation in Computing grant, "Into the Loop: A University K-12 Alliance to Increase and Enhance the Computer Science Learning Opportunities for African American, Latino/a, and Female Students in the Second Largest School District in the Country" (Grant #1241284).

The Introduction to Programming unit was supported by the National Science Foundation's STEM+Computing grant, "Researching Equity, Access & Learning in CS Education (REAL-CS): Scaling and Sustainability in High School Computer Science" (Grant #1743336). The Computing and Data Analysis unit was supported by the National Science Foundation's Math/Science Partnership grant, "MOBILIZE: Mobilizing for Innovative Computer Science Teaching and Learning" (Grant #0962919). The Robotics unit was supported by the National Science Foundation's Computing Education in the 21st Century (CE21) grant, "Taste of Computing: Adding a CS Entrée to the Education Choices in a Large Urban School District" (Grant #1138417).

Acknowledgments: George Benainous, Ron Eglash, Michelle Friend, Mark Hansen, John Landa, Pat Phillips, and Don Yanek.

For more information, visit www.exploringcs.org.

This version of the Exploring Computer Science curriculum is meant for individual teachers to download for their own classroom use only. Copying or sharing it with others is not allowed.

Graphic design by Mandy Quinn.

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Table of Contents

Course Overview ..................................................... 5

• Goals ........................................................ 5
• Standards .................................................... 5
• Prerequisites ................................................ 5
• Hardware ...................................................... 6
• Software ...................................................... 6

The Instructional Philosophy of Exploring Computer Science ..... 7

• Curricular Approach .......................................... 7
• Concrete Instructional Strategies ............................ 7
• Pedagogy and Professional Development ........................ 9
• Assessment .................................................... 9

Overview of the Instructional Materials ....................... 10

• Fidelity to Course ........................................... 10

Unifying Themes and Practices ................................. 11

Scope and Sequence ............................................. 12

Overview Charts ................................................ 15

Topic Descriptions and Objectives .............................. 21

• Unit 1: Human Computer Interaction (4 weeks) ................ 21
• Unit 2: Problem Solving (4 weeks) ............................ 22
• Unit 3: Web Design (5 weeks) ................................. 23
• Unit 4: Introduction to Programming (6 weeks) ............... 24
• Unit 5: Computing and Data Analysis (6 weeks) ............... 25
• Unit 6: Robotics (7 weeks) ................................... 26
• Social Impacts of Computing .................................. 27

Unit 1: Human Computer Interaction ............................. 28

• Introduction .................................................. 28
• Daily Overview Chart .......................................... 29
• Daily Lesson Plans ............................................ 30

Unit 2: Problem Solving .......................................... 74

• Introduction .................................................. 74
• Daily Overview Chart .......................................... 75
• Daily Lesson Plans ............................................ 76
• Final Project ................................................. 98

Unit 3: Web Design .............................................. 100

• Introduction ................................................. 100
• Daily Overview Chart ......................................... 101
• Daily Lesson Plans ........................................... 102
• Final Project ................................................ 122

Unit 4: Introduction to Programming ............................ 125

• Introduction ................................................. 125
• Daily Overview Chart ......................................... 126
• Daily Lesson Plans ........................................... 127
• Final Project ................................................ 184

Unit 5: Computing and Data Analysis ............................ 187

• Introduction ................................................. 187
• Daily Overview Chart ......................................... 188
• Daily Lesson Plans ........................................... 189
• Final Project ................................................ 254

Unit 6: Robotics ............................................... 256

• Introduction ................................................. 256
• Daily Overview Chart ......................................... 257
• Daily Lesson Plans ........................................... 258
• Final Project ................................................ 291

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Course Overview

Goals

Exploring Computer Science (ECS) introduces students to the full range of computer science through topics that are engaging and easy to access. Instead of spending the whole course on one piece of software or one programming language, ECS focuses on the ideas behind computing—helping students understand why a particular tool or language might be the right choice for solving a specific problem. The course's main goal is to build students' skills in three areas: developing algorithms (step-by-step instructions for solving a problem), problem solving, and programming—all through problems that connect to students' real lives. Students will also learn about interface design (how people interact with technology), the limits of what computers can do, and the social and ethical questions that computing raises.

ECS was originally created for students in the Los Angeles Unified School District as part of an effort to bring more students—especially girls and students of color—into computing across the district. After succeeding in Los Angeles, ECS grew into a nationally recognized program, and school districts across the country have since adopted it through various partnerships. Reaching students who have historically been underrepresented in computer science remains a central goal of the ECS program.

Standards

ECS was built around a framework that combines computer science content (the facts and concepts) with computer science practices (the things computer scientists actually do). This combination helps students understand not just what computer science is, but what it feels like to think and work as a computer scientist. ECS aligns with both the K–12 Computer Science Framework and the CSTA (Computer Science Teachers Association) Computer Science Standards.

Prerequisites

Students should complete an Algebra course before enrolling in ECS. The course is designed to prepare students for college while offering a rigorous but approachable introduction to computer science. No prior computer science experience is required.

Hardware

The ideal setup for this course is a classroom with tables, chairs, and computers arranged for group work. While having one computer per student is ideal, the collaborative design of this course also works well with two students sharing one computer, if fewer computers are available.