Educators across disciplines are implementing lessons and activities that integrate computing concepts into their curriculum to broaden participation in computing. Out of myriad important introductory computing skills, it is unknown which--and to what extent--these concepts are included in these integrated experiences, especially when compared to concepts commonly taught in introductory computer science courses. Thus, it is unclear how integrated computing activities serve the goal of broadening participation in computing. To address this deficit, we compiled a database of 81 integrated computing activities, constructed a framework of fundamental programming concepts, and scored each activity in the database for the presence of each concept. We also analyzed frequency and patterns of scores across different activity features, including discipline, programming language, student age, and duration of activity. Analysis showed that concepts which appear most frequently in integration activities largely did not align with concepts taught most frequently in introductory programming courses. We argue that our findings can inform the way teacher educators frame integrated computing activities for their students as well as the decisions they make when determining the types of computing integration activities they introduce to their students. We also discuss implications for treating integration activities as prior knowledge in introductory programming courses.