1B-AP-10 Create programs that include sequences, events, loops, and conditionals

• Control structures specify the order (sequence) in which instructions are executed within a program and can be combined to support the creation of more complex programs. Events allow portions of a program to run based on a specific action. For example, students could write a program to explain the water cycle and when a specific component is clicked (event), the program would show information about that part of the water cycle. Conditionals allow for the execution of a portion of code in a program when a certain condition is true. For example, students could write a math game that asks multiplication fact questions and then uses a conditional to check whether or not the answer that was entered is correct. Loops allow for the repetition of a sequence of code multiple times. For example, in a program that produces an animation about a famous historical character, students could use a loop to have the character walk across the screen as they introduce themselves. (source)

1B-AP-15 Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.

• As students develop programs they should continuously test those programs to see that they do what was expected and fix (debug), any errors. Students should also be able to successfully debug simple errors in programs created by others. (source)

1B-AP-17 Describe choices made during program development using code comments, presentations, and demonstrations.

• People communicate about their code to help others understand and use their programs. Another purpose of communicating one's design choices is to show an understanding of one's work. These explanations could manifest themselves as in-line code comments for collaborators and assessors, or as part of a summative presentation, such as a code walk-through or coding journal. (source)

Practice 5: Creating computational artifacts

• "The process of developing computational artifacts embraces both creative expression and the exploration of ideas to create prototypes and solve computational problems. Students create artifacts that are personally relevant or beneficial to their community and beyond. Computational artifacts can be created by combining and modifying existing artifacts or by developing new artifacts. Examples of computational artifacts include programs, simulations, visualizations, digital animations, robotic systems, and apps." (p. 80)
• P5.2. Create a computational artifact for practical intent, personal expression, or to address a societal issue. (p. 80)
• P5.3. Modify an existing artifact to improve or customize it. (p. 80)

Practice 6: Testing and refining computational artifacts

• "Testing and refinement is the deliberate and iterative process of improving a computational artifact. This process includes debugging (identifying and fixing errors) and comparing actual outcomes to intended outcomes. Students also respond to the changing needs and expectations of end users and improve the performance, reliability, usability, and accessibility of artifacts." (p. 81)
• P6.1. Systematically test computational artifacts by considering all scenarios and using test cases." (p. 81)
• P6.2. Identify and fix errors using a systematic process. (p. 81)

Practice 7: Communicating about computing

• "Communication involves personal expression and exchanging ideas with others. In computer science, students communicate with diverse audiences about the use and effects of computation and the appropriateness of computational choices. Students write clear comments, document their work, and communicate their ideas through multiple forms of media. Clear communication includes using precise language and carefully considering possible audiences." (p. 82)
• P7.2. Describe, justify, and document computational processes and solutions using appropriate terminology consistent with the intended audience and purpose. (p. 82)

Algorithms

• "Algorithms are designed to be carried out by both humans and computers. In early grades, students learn about age-appropriate algorithms from the real world. As they progress, students learn about the development, combination, and decomposition of algorithms, as well as the evaluation of competing algorithms." (p. 91)
• Grade 5 - "Different algorithms can achieve the same result. Some algorithms are more appropriate for a specific context than others." (p. 103)

Control

• "Control structures specify the order in which instructions are executed within an algorithm or program. In early grades, students learn about sequential execution and simple control structures. As they progress, students expand their understanding to combinations of structures that support complex execution." (p. 91)
• Grade 5 - "Control structures, including loops, event handlers, and conditionals, are used to specify the flow of execution. Conditionals selectively execute or skip instructions under different conditions." (p. 103)

Events, Looks

Control, Motion, Sound