Colorado Academic Standards Online
Use the options below to create customized views of the Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.
Current selections are shown below (maximum of five)
clear Content Area: Computer Science - 2024 // Grade Level: Third Grade // Standard Category: 5. Artificial Intelligence (AI)
clear Content Area: Computer Science - 2024 // Grade Level: Fourth Grade // Standard Category: 5. Artificial Intelligence (AI)
clear Content Area: Computer Science - 2024 // Grade Level: Fifth Grade // Standard Category: 5. Artificial Intelligence (AI)
clear Content Area: Computer Science - 2024 // Grade Level: Middle School // Standard Category: 5. Artificial Intelligence (AI)
clear Content Area: Computer Science - 2024 // Grade Level: High School // Standard Category: 5. Artificial Intelligence (AI)
Computer Science - 2024
Third Grade, Standard 5. Artificial Intelligence (AI)
keyboard_arrow_down keyboard_arrow_up
Prepared Graduates:
- 11. Evaluate the uses of AI.
Grade Level Expectation:
1. AI tools have the potential to affect society in a number of ways, and their design should take into account the varying needs of users to ensure usability across populations.
Evidence Outcomes:
Students Can:
- Describe how AI-powered services are used in daily life.
- Identify changes in how sectors of society operate due to the introduction of AI.
- Describe how a job will change due to the introduction of AI or robotic technologies.
Academic Contexts and Connections:
Colorado Essential Skills:
- Identify and explain multiple perspectives when evaluating how AI can impact people differently. (Civic/Interpersonal Skills, Global / Cultural Awareness)
- Analyze how deep fake media messages are constructed. (Professional Skills (Information Literacy)
Computer Science Practices:
- Develop and Using Abstractions
- Communicating about Computing
- Fostering an Inclusive Computing Culture
Computer Science - 2024
Fourth Grade, Standard 5. Artificial Intelligence (AI)
keyboard_arrow_down keyboard_arrow_up
Prepared Graduates:
- 10. Use AI tools to analyze and understand the world and to create and inspire ideas.
Grade Level Expectation:
1. AI tools solve problems through the use of computing technologies.
Evidence Outcomes:
Students Can:
- Design a solution to a societal problem that makes use of AI technology.
Academic Contexts and Connections:
Colorado Essential Skills:
- Plan and evaluate complex solutions to societal challenges that make use of AI technology. (Civic/Interpersonal Skills, Global/Cultural Awareness)
Computer Science Practices:
- Communicating about Computing
- Creating Computational Artifacts
- Recognizing and Defining Computational Problems
- Testing and Refining Computational Artifacts
Computer Science - 2024
Fifth Grade, Standard 5. Artificial Intelligence (AI)
keyboard_arrow_down keyboard_arrow_up
Prepared Graduates:
- 12. Explain how AI tools work and how they are built.
Grade Level Expectation:
1. AI systems can express information through a variety of ways and can perform tasks they were not explicitly programmed to perform through machine learning.
Evidence Outcomes:
Students Can:
- Give examples of intelligent vs. non intelligent machines and discuss what makes a machine intelligent.
- Identify problems as either classification problems or search problems.
- Identify patterns in labeled data and determine the features that predict labels.
Academic Contexts and Connections:
Colorado Essential Skills:
- Articulate thoughts and ideas effectively when creating a labeled dataset. (Civic/Interpersonal Skills, Communication)
- Make connections between information gathered and personal experiences to apply and/or test solutions about AI. Entrepreneurial (problem solving/critical thinking, inquiry thinking and analysis)
Computer Science Practices:
- Recognizing and Defining Computational Problems
- Developing and Using Abstractions
- Communicating about Computing
Computer Science - 2024
Middle School, Standard 5. Artificial Intelligence (AI)
keyboard_arrow_down keyboard_arrow_up
Prepared Graduates:
- 10. Use AI tools to analyze and understand the world and to create and inspire ideas.
Grade Level Expectation:
1. AI tools can be combined and adapted to solve a vast variety of problems and have the capacity to drive major changes in society.
Evidence Outcomes:
Students Can:
- Examine an aspect of daily life that is predicted to change due to the introduction of AI technologies.
- Compare the changes AI is bringing to society with those of previous industrial revolutions.
- Predict a new type of job that might arise, or how an existing type of job might change or go away, as a result of the adoption of AI technologies.
- Create a novel application using some of the AI extensions or plugins available in the programming framework of your choice.
- Research a societal problem and describe how AI technologies can be used to address that problem.
- Create a dataset for training a decision tree classifier or predictor and explore the impact that different feature encodings have on the decision tree.
Academic Contexts and Connections:
Colorado Essential Skills:
- Examine changing AI and propose novel approaches and ideas to societal problems. (Entrepreneurial Skills, Creativity/Innovation)
Computer Science Practices:
- Communicating About Computing
- Developing and Using Abstractions
- Creating Computational Artifacts
keyboard_arrow_down keyboard_arrow_up
Prepared Graduates:
- 11. Evaluate the uses of AI.
Grade Level Expectation:
2. The behavior of AI systems reflects both the goals of the designers and the data used to train the system.
Evidence Outcomes:
Students Can:
- Describe how a vision system might exhibit cultural bias if it lacked knowledge of objects not found in the culture of the people who created it (For example: road signs in different countries)
- Train and evaluate a classification or prediction model using machine learning on a dataset.
- Evaluate the ways various stakeholders' goals and values influence the design of AI systems.
- Explain how the choice of training data shapes the behavior of the classifier, and how bias can be introduced if the training set is not properly balanced to represent the full range and distribution of items being classified.
- Define criteria for consciousness and evaluate AI systems or fictional AI characters according to those criteria.
Academic Contexts and Connections:
Colorado Essential Skills:
- Explain how data sets in AI must include multiple perspectives (cultural, global) when using AI. (Civic/Interpersonal Skills, Global / Cultural Awareness)
Computer Science Practices:
- Developing and Using Abstractions
- Communicating About Computing
keyboard_arrow_down keyboard_arrow_up
Prepared Graduates:
- 12. Explain how AI tools work and how they are built.
Grade Level Expectation:
3. AI systems combine intelligent agents, reasoning models, and machine learning to perform sophisticated functions such as solving physics problems or identifying human emotional states.
Evidence Outcomes:
Students Can:
- Give examples of how intelligent agents combine information from multiple sensors.
- Give examples of different types of computer perception that can extract meaning from sensory signals.
- Illustrate how sequences of words can be recognized as phrases, even if some of the words are unclear, by looking at how the words fit together.
- Show how a game board (e.g., tic-tac-toe, Chutes and Ladders, Monopoly, chess) can be represented by a description in plain language.
- Evaluate how an AI system meets the design criteria of accountability and respect for privacy.
- Contrast the unique characteristics of human learning with the ways machine learning systems operate.
- Model how unsupervised learning finds patterns in unlabeled data.
- Explain the difference between training and using a reasoning model.
- Compare how a decision tree learning algorithm works vs. how a neural network learning algorithm works.
- Explain the differences between supervised learning and reinforcement learning.
- Illustrate the structure of a neural network and describe how its parts form a set of functions that compute an output.
- Illustrate how a computer can solve a maze, find a route on a map, or reason about concepts in a knowledge graph by drawing a search tree.
- Model the process of solving a graph search problem using breadth-first search to draw a search tree.
- Categorize problems as classification, prediction, combinatorial search, or sequential decision problems.
- Illustrate how word embeddings can be used to reason about the meaning of words.
- Describe some NLP (Natural Language Processing) tasks computers can perform and explain how they work.
- Explain the knowledge a computer would need to solve a naive physics reasoning problem.
- Describe how computers use different types of cues to recognize human emotional states.
Academic Contexts and Connections:
Colorado Essential Skills:
- Recognize and describe how cause-and-effect relationships and patterns are used by AI. (Entrepreneurial Skills, Inquiry/Analysis)
- Articulate how AI works by effectively using oral and written communication skills. (Civic/Interpersonal Skills, Communication (using information and communications technologies)
Computer Science Practices:
- Communicating about Computing
Computer Science - 2024
High School, Standard 5. Artificial Intelligence (AI)
keyboard_arrow_down keyboard_arrow_up
Prepared Graduates:
- 10. Use AI tools to analyze and understand the world and to create and inspire ideas.
Grade Level Expectation:
1. AI tools are used for solving real-world problems.
Evidence Outcomes:
Students Can:
- Explain the evolution of AI, the scope and limitations of current AI and the future of AI.
- Describe the purpose of different AI tools.
- Explain the potential ethical dilemmas and biases in developing, training, and using AI tools.
- Distinguish between AI and general computer programming.
- Describe real-world applications of AI, such as personal assistants, recommendation systems, advertising systems, and autonomous vehicles.
- Examine the differences between narrow AI and general AI, and their implications.
- Discuss the use of the term “learning” with respect to specific AI tools and techniques.
- Evaluate the kinds of data that can be used for AI problems and how they are used to train AI models.
- Evaluate, select and use appropriate AI technology to solve a problem.
Academic Contexts and Connections:
Colorado Essential Skills:
- Articulate which AI tool should be used to access the information needed for a specific purpose (Professional Skills: Information Literacy)
- Use AI to generate information. (Professional Skills: Use Information and Communications Technologies)
- Apply a fundamental understanding of ethical dilemmas and biases in using AI tools. (Civic/Interpersonal Skills: Character)
- Evaluate real-world applications of AI to solve complex global challenges (Civic/Interpersonal Skills: Global/Cultural Awareness)
Elaboration on the GLE:
- Central to understanding artificial intelligence is an ability to evaluate how AI is used, what kinds of objectives it should be applied to, and how to use AI to achieve those objectives. Not all objectives are good candidates for AI to address, in part due to the resources required to build and design AIs. When using specific AI tools, such as large- language models or image recognizers, students should be able to explore and analyze how an AI can be used to solve problems or create novel artifacts in their domain. Using AI to help understand the world can involve the use of real-world training data. When using specific AI tools, such as large-language models or image generators, students should be able to explore and analyze how an AI can be used to understand the world by solving problems or creating novel artifacts. AI has many subfields, such as machine learning, deep learning, natural language processing, computer vision, robotics, and reinforcement learning and it's helpful for students to understand that different areas exist to understand AI in general.
Computer Science Practices:
- Developing and Using Abstractions
- Recognizing and Defining Computational Problems
- Communicating about Computing
- Creating Computational Artifacts
keyboard_arrow_down keyboard_arrow_up
Prepared Graduates:
- 10. Use AI tools to analyze and understand the world and to create and inspire ideas.
Grade Level Expectation:
2. AI tools can be applied to produce novel creations and inspire creativity.
Evidence Outcomes:
Students Can:
- Develop and evaluate an AI-based solution to address a real-world objective.
- Describe how AI can create novel outcomes by identifying patterns in data from the domain of interest.
Academic Contexts and Connections:
Colorado Essential Skills:
- Use AI to identify patterns in data. (Entrepreneurial Skills: Critical thinking/problem solving; Inquiry and analysis).
- Use AI to generate novel outcomes. (Professional Skills: Use Information and Communications Technologies)
Elaboration on the GLE:
- AI can be used to generate novel computational artifacts, analyze existing artifacts in the world, and inspire human creativity. When using specific AI tools, such as large-language models or image recognizers, students should be able to explore and analyze how an AI can be used to create novel artifacts in a domain of personal interest.
Computer Science Practices:
- Developing and Using Abstractions
- Recognizing and Defining Computational Problems
- Communicating about Computing
- Creating Computational Artifacts
keyboard_arrow_down keyboard_arrow_up
Prepared Graduates:
- 11. Evaluate the uses of AI.
Grade Level Expectation:
3. Using AI tools requires evaluation of their results and assessment of their appropriateness for specific applications.
Evidence Outcomes:
Students Can:
- Explain the potential limitations of AI; for example, insufficient or inaccurate data inputs, inability of the system to recognize its own errors, and flaws in the underlying algorithms.
- Evaluate the results produced by an AI tool before using it.
- Discuss challenges and considerations of AI with respect to personal privacy.
- Evaluate the implications of AI on job markets and its role in automation and productivity.
- Recognize the importance and challenges of human oversight in AI decision-making.
- Recognize the purpose and suitability of AI tools for achieving specific outcomes.
Academic Contexts and Connections:
Colorado Essential Skills:
- Evaluate information produced by AI and determine if it should be used or not. (Critical Thinking/Problem Solving)
Elaboration on the GLE:
- Some kinds of objectives may not be suitable for AI-based solutions and students should be able to distinguish those and be able to use data to train such an AI system, validate that the output is meaningful, and then test the predictions based on data outside the training set.
Computer Science Practices:
- Recognizing and Defining Computational Problems
- Fostering an Inclusive Computing Culture
keyboard_arrow_down keyboard_arrow_up
Prepared Graduates:
- 11. Evaluate the uses of AI.
Grade Level Expectation:
4. The development of AI systems can create ethical and legal dilemmas that will need to be resolved.
Evidence Outcomes:
Students Can:
- Identify arguments regarding the dilemmas created by advances in artificial intelligence.
- Explain why computational artifacts can be attributed to an AI system rather than its initial programmers.
- Describe the "Turing Test" and its implications for distinguishing human and artificial intelligences.
- Articulate arguments against "artificial intelligence" qualifying as "actual intelligence" and counterarguments that refute those specific arguments.
Academic Contexts and Connections:
Colorado Essential Skills:
- Explain why AI generated computational artifacts are attributed to the AI tool instead of the initial programmer. (Civic: Character)
Computer Science Practices:
- Communicating About Computing
Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us