Curriculum
Standards map for the course and the curriculum packs
Every week of the free 12-week course and the four curriculum packs, with the NGSS, CSTA and ISTE codes it gives students practice in. Print it, or save it as a PDF, for an adoption review.
Codes and wording checked against the publishers' pages on October 11, 2026.
How to read this map
A week cites a code only when its lesson plan has students do what the code describes. A topic that is merely nearby does not count. That is why some weeks cite one code, a few cite none in a framework, and no week cites many.
NGSS codes are performance expectations. CSTA codes are from the K-12 Computer Science Standards, revised 2017. ISTE codes are indicators from the ISTE Standards for Students, so 1.4.c means standard 1.4, Innovative Designer, indicator c.
| Unit | Length and grades | NGSS codes | CSTA codes | ISTE codes |
|---|---|---|---|---|
| The 12-week course | 12 weeks, high school and intro college | 1 | 8 | 3 |
| Intro to Electronics | 6 weeks, grades 6 to 10 | 1 | 1 | 3 |
| Arduino Programming | 9 weeks, grades 8 to 12 | 0 | 9 | 3 |
| IoT with ESP32 | 6 weeks, grades 9 to 12 | 1 | 9 | 1 |
| Game Design with Microcontrollers | 6 weeks, grades 8 to 12 | 0 | 10 | 4 |
The 12-week course
12 weeks, high school and intro college
| Week | Lesson | NGSS | CSTA | ISTE |
|---|---|---|---|---|
| 1 | Current, voltage and the breadboard | MS-ETS1-4 | - | - |
| 2 | Blink: the first program | - | - | ISTE 1.5.d |
| 3 | Buttons, pull-ups and contact bounce | - | 2-CS-03, 2-AP-12 | ISTE 1.5.b |
| 4 | Timing without a processor: the 555 | MS-ETS1-4 | - | ISTE 1.5.b |
| 5 | Logic gates, as real chips | - | 3B-CS-02 | - |
| 6 | Arithmetic from gates: the full adder | - | 3B-CS-02 | ISTE 1.5.c |
| 7 | Memory: flip-flops and counters | - | 3B-CS-02 | - |
| 8 | More outputs than pins: the shift register | - | 3B-CS-02, 2-AP-12 | - |
| 9 | Pulse width modulation and the eye | - | 3B-CS-02 | - |
| 10 | Serial: making the board talk | - | 2-CS-02, 2-DA-08 | ISTE 1.5.b |
| 11 | Interrupts: events instead of polling | - | 3A-AP-16 | - |
| 12 | Project week: two boards, one wire | - | 2-CS-02, 2-NI-04, 2-AP-13 | ISTE 1.5.c |
Intro to Electronics
6 weeks, grades 6 to 10
| Week | Lesson | NGSS | CSTA | ISTE |
|---|---|---|---|---|
| 1 | Circuits are loops | MS-ETS1-4 | - | - |
| 2 | Ohm’s law, series and parallel | - | - | ISTE 1.5.b |
| 3 | Switches, LEDs and transistors | MS-ETS1-4 | - | - |
| 4 | Capacitors and timing | MS-ETS1-4 | - | - |
| 5 | The 555 timer | MS-ETS1-4 | - | ISTE 1.5.b |
| 6 | Logic gates and a design of your own | MS-ETS1-4 | 3B-CS-02 | ISTE 1.4.a, ISTE 1.4.c |
Arduino Programming
9 weeks, grades 8 to 12
| Week | Lesson | NGSS | CSTA | ISTE |
|---|---|---|---|---|
| 1 | Blink: the first program | - | - | ISTE 1.5.d |
| 2 | More outputs, in order | - | 2-AP-10, 2-AP-12 | ISTE 1.5.d |
| 3 | Inputs: buttons and pull-ups | - | 2-CS-02, 2-AP-12 | - |
| 4 | Variables, decisions and loops | - | 2-AP-11, 2-AP-12 | - |
| 5 | Timing without delay | - | 2-AP-12 | - |
| 6 | Analog input | - | 2-CS-02, 2-DA-08 | - |
| 7 | PWM, light and sound | - | 2-AP-12 | - |
| 8 | Serial and functions | - | 2-CS-02, 2-AP-14 | - |
| 9 | Final project | - | 2-AP-17, 3A-AP-13, 3A-AP-17 | ISTE 1.4.a, ISTE 1.4.c |
IoT with ESP32
6 weeks, grades 9 to 12
| Week | Lesson | NGSS | CSTA | ISTE |
|---|---|---|---|---|
| 1 | First light on the ESP32-C3 | - | 2-AP-11 | - |
| 2 | Inputs and interrupts | - | 2-CS-02, 3B-CS-02 | - |
| 3 | Data out, commands in | - | 2-CS-02, 2-DA-08 | ISTE 1.5.b |
| 4 | Joining a network | - | 2-NI-04 | - |
| 5 | A web page that controls a lamp | - | 2-NI-04, 2-NI-05, 3A-AP-16 | - |
| 6 | Calling an API, and a connected project | HS-ETS1-2 | 3A-IC-29, 3B-AP-16 | - |
Game Design with Microcontrollers
6 weeks, grades 8 to 12
| Week | Lesson | NGSS | CSTA | ISTE |
|---|---|---|---|---|
| 1 | The game loop and input | - | 2-AP-12, 3A-AP-16 | ISTE 1.5.d |
| 2 | State and randomness | - | 2-AP-11, 2-AP-12, 2-DA-08 | ISTE 1.5.b |
| 3 | A memory game | - | 2-AP-12, 2-AP-13 | - |
| 4 | Drawing on a screen | - | 2-AP-16, 3B-CS-02 | - |
| 5 | Pong: movement and collisions | - | 2-AP-12, 3A-AP-16 | - |
| 6 | Snake, and a game of your own | - | 2-AP-15, 2-AP-17, 3A-AP-13 | ISTE 1.4.a, ISTE 1.4.c |
Every code we cite
In the publisher’s words, with the units and weeks that cite it.
| Code | Framework | The standard | Where |
|---|---|---|---|
| MS-ETS1-4 | NGSS, middle school | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | 12-week course: 1, 4; Intro to Electronics: 1, 3, 4, 5, 6 |
| HS-ETS1-2 | NGSS, high school | Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. | IoT with ESP32: 6 |
| 2-CS-02 | CSTA, grades 6 to 8 | Design projects that combine hardware and software components to collect and exchange data. | 12-week course: 10, 12; Arduino Programming: 3, 6, 8; IoT with ESP32: 2, 3 |
| 2-CS-03 | CSTA, grades 6 to 8 | Systematically identify and fix problems with computing devices and their components. | 12-week course: 3 |
| 2-NI-04 | CSTA, grades 6 to 8 | Model the role of protocols in transmitting data across networks and the Internet. | 12-week course: 12; IoT with ESP32: 4, 5 |
| 2-NI-05 | CSTA, grades 6 to 8 | Explain how physical and digital security measures protect electronic information. | IoT with ESP32: 5 |
| 2-DA-08 | CSTA, grades 6 to 8 | Collect data using computational tools and transform the data to make it more useful and reliable. | 12-week course: 10; Arduino Programming: 6; IoT with ESP32: 3; Game Design with Microcontrollers: 2 |
| 2-AP-10 | CSTA, grades 6 to 8 | Use flowcharts and/or pseudocode to address complex problems as algorithms. | Arduino Programming: 2 |
| 2-AP-11 | CSTA, grades 6 to 8 | Create clearly named variables that represent different data types and perform operations on their values. | Arduino Programming: 4; IoT with ESP32: 1; Game Design with Microcontrollers: 2 |
| 2-AP-12 | CSTA, grades 6 to 8 | Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals. | 12-week course: 3, 8; Arduino Programming: 2, 3, 4, 5, 7; Game Design with Microcontrollers: 1, 2, 3, 5 |
| 2-AP-13 | CSTA, grades 6 to 8 | Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs. | 12-week course: 12; Game Design with Microcontrollers: 3 |
| 2-AP-14 | CSTA, grades 6 to 8 | Create procedures with parameters to organize code and make it easier to reuse. | Arduino Programming: 8 |
| 2-AP-15 | CSTA, grades 6 to 8 | Seek and incorporate feedback from team members and users to refine a solution that meets user needs. | Game Design with Microcontrollers: 6 |
| 2-AP-16 | CSTA, grades 6 to 8 | Incorporate existing code, media, and libraries into original programs, and give attribution. | Game Design with Microcontrollers: 4 |
| 2-AP-17 | CSTA, grades 6 to 8 | Systematically test and refine programs using a range of test cases. | Arduino Programming: 9; Game Design with Microcontrollers: 6 |
| 3A-AP-13 | CSTA, grades 9 to 10 | Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests. | Arduino Programming: 9; Game Design with Microcontrollers: 6 |
| 3A-AP-16 | CSTA, grades 9 to 10 | Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions. | 12-week course: 11; IoT with ESP32: 5; Game Design with Microcontrollers: 1, 5 |
| 3A-AP-17 | CSTA, grades 9 to 10 | Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects. | Arduino Programming: 9 |
| 3A-IC-29 | CSTA, grades 9 to 10 | Explain the privacy concerns related to the collection and generation of data through automated processes that may not be evident to users. | IoT with ESP32: 6 |
| 3B-CS-02 | CSTA, grades 11 to 12 | Illustrate ways computing systems implement logic, input, and output through hardware components. | 12-week course: 5, 6, 7, 8, 9; Intro to Electronics: 6; IoT with ESP32: 2; Game Design with Microcontrollers: 4 |
| 3B-AP-16 | CSTA, grades 11 to 12 | Demonstrate code reuse by creating programming solutions using libraries and APIs. | IoT with ESP32: 6 |
| ISTE 1.4.a | ISTE, all grades | Innovative Designer: Design Process. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. | Intro to Electronics: 6; Arduino Programming: 9; Game Design with Microcontrollers: 6 |
| ISTE 1.4.c | ISTE, all grades | Innovative Designer: Prototypes. Students develop, test and refine prototypes as part of a cyclical design process. | Intro to Electronics: 6; Arduino Programming: 9; Game Design with Microcontrollers: 6 |
| ISTE 1.5.b | ISTE, all grades | Computational Thinker: Data Sets. Students collect data or identify relevant data sets, use digital tools to analyze them and represent data in various ways to facilitate problem-solving and decision-making. | 12-week course: 3, 4, 10; Intro to Electronics: 2, 5; IoT with ESP32: 3; Game Design with Microcontrollers: 2 |
| ISTE 1.5.c | ISTE, all grades | Computational Thinker: Decompose Problems. Students break problems into component parts, extract key information and develop descriptive models to understand complex systems or facilitate problem-solving. | 12-week course: 6, 12 |
| ISTE 1.5.d | ISTE, all grades | Computational Thinker: Algorithmic Thinking. Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions. | 12-week course: 2; Arduino Programming: 1, 2; Game Design with Microcontrollers: 1 |
Reviewed and not cited
Codes a reviewer might expect, and why no week cites them.
- MS-PS2, MS-PS3, MS-PS4No middle school physical science expectation is about circuits as such. MS-PS2-3 is about electric and magnetic forces, which Mokxi does not model, and MS-PS4-3 asks for an argument about digital and analog signals that no week makes.
- HS-PS3-3It asks students to design, build and refine a device that converts energy. The teacher resources page rates it a partial fit for the tool as a whole, but no week here sets that design task, so no week cites it. The 555 week cited it before October 2026.
- HS-ETS1-4It asks for a simulation of a complex real-world problem with many criteria. Our circuits are smaller than that. The teacher resources page rates it a partial fit, and no week cites it.
- HS-PS4-2It asks students to evaluate the advantages of digital transmission and storage. The WiFi week has them join a network but does not ask that question.
- HS-PS2-5Mokxi does not simulate magnetic fields or induction.
Sources and limits
This is our own map. NGSS, CSTA and ISTE have not reviewed or approved it, and Mokxi is not certified by any standards body. CSTA codes are from the 2017 revision; CSTA published new PK-12 standards in 2026, and we have not mapped to those yet. Check each code against your state’s adoption.
- NGSS performance expectations (nextgenscience.org)
- CSTA K-12 Computer Science Standards, revised 2017 (csteachers.org)
- ISTE Standards for Students (iste.org)
Questions for an adoption review, or a framework we have not mapped: contact support or email support@mokxi.com. We will tell you which weeks cover it and which do not.