| Grade | Focus of Learning (Expanded) | Example Skills/Concepts (STEM/CS/Engineering included) |
|---|---|---|
| K (5–6 yr) |
Identifying, Naming, and Sorting Building awareness of objects, symbols, and categories |
Sort blocks by size/type; recognize shapes/colors; identify basic machine parts (wheel, lever) |
| Grade 1 (6–7 yr) |
Classifying and Comparing Grouping items and noticing similarities/differences |
Group plants vs. animals; compare lengths; sink or float experiment; basic coding patterns (move forward, turn) |
| Grade 2 (7–8 yr) |
Describing and Sequencing Articulating features and ordering events logically |
Sequence daily routines; explain simple cause/effect; follow step-by-step instructions to build with LEGO/robot kits; describe simple algorithms (first, then, next) |
| Grade 3 (8–9 yr) |
Explaining Relationships Connecting ideas and recognizing interdependence |
Explain food chains; connect math patterns; understand circuits (battery → bulb); link input/output in computers |
| Grade 4 (9–10 yr) |
Forming Hypotheses and Predictions Imagining possible outcomes and testing ideas |
Predict plant growth; design simple experiments; test bridge strength with different materials; predict computer program outcomes |
| Grade 5 (10–11 yr) |
Recognizing Correlation and Patterns Noticing connections between phenomena |
Understand moon-tide relationship; distinguish correlation vs. causation; analyze weather data for patterns; spot trends in coding loops |
| Grade 6 (11–12 yr) |
Analyzing and Interpreting Data Using evidence to draw conclusions |
Read charts/graphs; compare variables; interpret sensor data (temperature, motion); debug simple programs |
| Grade 7 (12–13 yr) |
Evaluating and Arguing with Evidence Critiquing sources and defending positions |
Assess reliability of information; construct arguments; evaluate design trade-offs (cost vs. strength); argue efficiency of algorithms |
| Grade 8 (13–14 yr) |
Designing, Innovating, and Synthesizing Creating new solutions and integrating knowledge |
Plan experiments; propose solutions; design prototypes (bridges, apps, robots); integrate coding + science (simulate ecosystems) |
| Grade | Focus of Learning (Expanded) | Example Skills/Concepts (STEM/CS/Engineering included) |
|---|---|---|
| Grade 7 (12–13 yr) |
Evaluating and Arguing with Evidence Critiquing sources, weighing trade-offs, and defending positions |
Assess reliability of online data; construct evidence-based arguments; evaluate design trade-offs (cost vs. efficiency); argue efficiency of search vs. sort algorithms |
| Grade 8 (13–14 yr) |
Designing, Innovating, and Synthesizing Creating new solutions and integrating knowledge |
Plan controlled experiments; propose solutions to community problems; design prototypes (apps, robots, bridges); integrate coding + science (simulate ecosystems) |
| Grade 9 (14–15 yr) |
Modeling and Abstract Thinking Applying symbolic reasoning to represent complex systems |
Build algebraic models; simulate population growth; use CAD software for design; write pseudocode for algorithms; explore Boolean logic in circuits |
| Grade 10 (15–16 yr) |
Investigating Systems and Complexity Analyzing interactions within dynamic systems |
Study ecological networks; analyze supply chain logistics; model chemical reactions; explore recursion in programming; test mechanical systems under stress |
| Grade 11 (16–17 yr) |
Researching and Applying Theory Connecting academic frameworks to practical inquiry |
Conduct independent research projects; apply statistical methods; analyze encryption algorithms; design engineering solutions with constraints; critique scientific papers |
| Grade 12 (17–18 yr) |
Synthesizing, Leading, and Innovating Integrating disciplines to propose original contributions |
Capstone projects; design sustainable technologies; lead collaborative coding projects; integrate AI + ethics discussions |