Start here · Grade 5
What to teach in Grade 5
Start at Unit 1. Grade 5 runs the deepest version of the band and is the first grade to investigate training data directly (5.DA.3). Units 3 and 4 together are the strongest standalone AI sequence at this grade.
Recommended sequence
Pacing and adjustments below are the Grade 5 rows from each unit’s teacher guide — the same numbers a teacher sees when they open the guide.
| Unit | Title | Active time | Adjust for Grade 5 |
|---|---|---|---|
| U1 | Inside the Box: Switches and Signals | 2 × 35-40 min | Encode a word and an RGB color; add the "send it to another computer" beat (5.CSY.1) |
| U2 | Algorithms: Recipes a Computer Follows | 2 × 35-40 min | Add a two-way `if… else…` and nest one conditional inside another (5.AP.3) |
| U3 | Data, Sorting, and Smart Guesses | 3 × 35-40 min | Add the training-data investigation (good vs. thin/biased examples) and the term training data (5.DA.3) |
| U4 | Good Data, Fair Results | 2 × 35-40 min | Use all 8 cards; add the training-data write-up and "Who's missing?" debate |
Virginia CS SOL coverage for Grade 5
Grade 5: 5 of 17 Virginia CS SOL codes addressed (29%).
From Sand to Agents — K-12 Artificial Intelligence is a supplemental AI curriculum, not a complete computer science course. Every code below is listed — the ones this curriculum addresses and the ones it does not. Each claim points to the unit that earns it, so you can open the lesson and check.
| Strand | Addressed |
|---|---|
| Algorithms and Programming | 1 / 3 |
| Computing Systems | 2 / 3 |
| Cybersecurity | 0 / 2 · not covered |
| Data and Analysis | 2 / 3 |
| Impacts of Computing | 0 / 5 · not covered |
| Networks and the Internet | 0 / 1 · not covered |
Addressed (5)
| Code | Standard | Where |
|---|---|---|
| 5.AP.3 | The student will use the iterative design process to create, test, and debug programs containing sequencing, loops, variables, user inputs, nested conditional control structures, and two-way branching conditional control structures in a block-based programming tool. How this is met: Met via the optional block-based build, or a full guided hand-trace (Material F) where devices are unavailable. | U2 |
| 5.CSY.1 | The student will explain how computing systems are used to collect and exchange data. | U1 |
| 5.CSY.2 | The student will describe an automated decision-making process employed by a computing system. | U3 |
| 5.DA.1 | The student will collect data or use data sets to solve a problem or investigate a topic. | U3, U4 |
| 5.DA.3 | The student will explain the significance of training data in machine learning. | U3, U4 |
Not covered (12)
These Grade 5 standards fall outside what this curriculum teaches. Most are programming-tool, networking, or screen-time standards that a general computer science course covers and an AI curriculum does not.
| Code | Standard |
|---|---|
| 5.AP.1 | The student will apply computational thinking to identify patterns, make use of decomposition to break down problems or processes into sub-components, and design algorithms. |
| 5.AP.2 | The student will plan and implement algorithms that consist of sequencing, loops, variables, user input, and nested conditional control structures using a block-based programming language. |
| 5.CSY.3 | The student will evaluate and implement troubleshooting strategies when a computing system is not operational. |
| 5.CYB.1 | The student will identify ways to limit unauthorized access on computing devices. |
| 5.CYB.2 | The student will explain how cybersecurity policies and laws are designed to protect individuals. |
| 5.DA.2 | The student will create multiple data representations to make predictions and conclusions. |
| 5.IC.1 | The student will analyze the impact of inappropriate use of computing technologies. |
| 5.IC.2 | The student will explain the potential impact of excessive screen time on academic performance. |
| 5.IC.3 | The student will identify the impact of computing technologies on the workforce, culture, and global society. |
| 5.IC.4 | The student will observe and examine intellectual property rights when considering the use of open-source licenses and copyrights. |
| 5.IC.5 | The student will examine the effects of social interactions due to computing technologies. |
| 5.NI.1 | The student will identify and describe cloud computing. |