Courses of Study : Digital Literacy and Computer Science (Grade 1)

Safety, Privacy, and Security
Digital Literacy and Computer Science (2018)
Grade(s): 1
All Resources: 8
Learning Activities: 2
Classroom Resources: 6
R1) Identify, demonstrate, and apply personal safe use of digital devices.

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Evidence Of Student Attainment:
Students:
  • will demonstrate responsible uses of devices when given support and guidance from an adult.
  • will demonstrate responsible uses of software when given support and guidance from an adult.
  • will explain why safety is important when using computing devices and the internet.
Teacher Vocabulary:
  • personal information
Knowledge:
Students know:
  • how to use devices responsibly.
  • how to use software responsibly.
  • how to explain internet safety rules.
Skills:
Students are able to:
  • demonstrate responsible uses of devices such as keeping them clean, correct methods for use guided by an adult.
  • demonstrate responsible uses of software guided by an adult.
  • explain why safety is important when using computing devices and the internet.
Understanding:
Students understand that:
  • they must use and care for equipment carefully.
  • they should use software that an adult has approved.
  • rules are important to follow when using a computer for their safety.
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    Legal and Ethical Behavior
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 4
    Learning Activities: 1
    Classroom Resources: 3
    R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

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    Evidence Of Student Attainment:
    Students:
    • will understand when work belongs to someone else and when to give them credit when using it.
    • will understand that when I use someone's work I may need to ask permission.
    Teacher Vocabulary:
    • credit
    Knowledge:
    Students know:
    • to respect the work of others.
    • to give credit to others when using their work.
    • to obtain permission when possible to use the work of others.
    Skills:
    Students are able to:
    • understand pieces of work belongs to someone else.
    • understand that it is necessary to give credit to others when using their work.
    • understand they should obtain permission when possible to use the work of others.
    Understanding:
    Students understand that:
  • work produced by someone belongs to that person.
  • if they want to use someone's work they must give that person credit.
  • sometimes it is necessary to ask permission to use someone's work.
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    Impact of Computing
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 1
    Classroom Resources: 1
    R3) Assess the validity and identify the purpose of digital content.

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    Evidence Of Student Attainment:
    Students:
    • will uderstand facts related to a specific topic.
    • will determine which facts or peices of information are most relevant to a topic.
    Knowledge:
    Students know:
    • how to identify appropriate factual information
    Skills:
    Students are able to:
  • identify appropriate factual information and relevance to a topic.
    • Understanding:
    Students understand that:
    • certain pieces of information are important and relative to a topic.
    • information they find may or may not be true.
    Systems
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 2
    Learning Activities: 1
    Classroom Resources: 1
    R4) Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

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    Evidence Of Student Attainment:
    Students:
    • will restart a computer or device when a computing issue arises.
    Teacher Vocabulary:
    • device
    • restart
    Knowledge:
    Students know:
    • how to restart a computer or device.
    Skills:
    Students are able to:
    • restart a computer or device when a computing issue arises.
    Understanding:
    Students understand that:
    • often, restarting a device can resolve simple computing or device issues.
    Collaborative Research
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 2
    Learning Activities: 2
    R5) Locate and curate information from digital sources to answer research questions.

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    Evidence Of Student Attainment:
    Students:
    • will find and collect information about a topic using a computing device.
    • will use key words about a topic in a search engine to find information about that topic.
    Teacher Vocabulary:
    • video
    • text
    • image
    • webpage
    • ebook
    Knowledge:
    Students know:
    • search engines help to locate information.
    • computers give access to many different forms of information.
    • devices can record pictures, drawings, videos, and text.
    Skills:
    Students are able to:
    • choose and type or say key words and phrases into a search engine which results in specific information pertaining to a topic when given support and guidance from an adult.
    • find information about a specific topic or to answer a specific question using a digital resource such as a webpage, ebook, and/or video when given support and guidance from an adult.
    • record their learning into a digital device using video, text, and/or pictures/drawings when given support and guidance from an adult.
    Understanding:
    Students understand that:
    • a search engine will find specific resources and information using key words.
    • answers to questions can be found in many different digital resources such as a webpages, ebooks, and/or video.
    • they can show what they have learned using a digital resource such as video, text, and or pictures/drawings.
    Digital Tools
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 4
    Learning Activities: 3
    Lesson Plans: 1
    R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

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    Evidence Of Student Attainment:
    Students:
    • will type and edit letters, words, and simple sentences correctly.
    • will use a digital tool to draw a simple picture.
    • will insert, move, and size a digital image.
    Teacher Vocabulary:
    • image
    • cursor
    Knowledge:
    Students know:
    • how to type letters, words, and simple sentences.
    • how to delete letters, words, and simple sentences.
    • place the cursor where they need to delete or add.
    • how to draw a simple picture digitally.
    • insert, move, and size an image.
    Skills:
    Students are able to:
    • type, review, and edit typed text.
    • create a simple drawing using digital tools.
    • select, size, and place images.
    Understanding:
    Students understand that:
    • an artifact they create using digital text, images, and drawings can be used to convey ideas and information.
    • because the artifacts are digital, they can be edited and revised easily.
    Computational Thinker
    Abstraction
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 9
    Learning Activities: 2
    Classroom Resources: 7
    1) Classify and sort information into logical order with and without a computer.

    Examples: Sort by shape, color, or other attribute; sort A-Z.

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    Evidence Of Student Attainment:
    Students:
    • will identify various attributes/characteristics of items.
    • will sort items based on an identified attribute/ characteristic.
    Teacher Vocabulary:
    • attribute
    Knowledge:
    Students know:
    • how to identify attributes of items.
    • that attributes are used for sorting.
    Skills:
    Students are able to:
    • identify various attributes of items.
    • sort items based on an identified attribute.
    Understanding:
    Students understand that:
    • items can have attributes of varying types.
    • attributes can be used to group items.
    • attributes can be used to sort items and put into a specific order.
    Algorithms
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 15
    Learning Activities: 1
    Classroom Resources: 14
    2) Order events into a logical sequence or algorithm.

    Examples: Unplugged coding activities, sequence of instruction.

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    Evidence Of Student Attainment:
    Students:
    • will identify and put in order the sequence of events related to a task.
    • will determine when a part of a task is not in the correct order.
    • will observe a sequence of events to identify a problem.
    Teacher Vocabulary:
    • sequence
    • tasks
    Knowledge:
    Students know:
    • sequence of events are important in certain tasks.
    Skills:
    Students are able to:
    • identify the correct sequence of events for a specific task.
    • identify a part of a task that is in the incorrect order.
    • identify a problem within a sequence of tasks.
    Understanding:
    Students understand that:
    • the sequence of events is important to complete a specific task.
    • if the task identified does not work the sequence may not be correct.
    • they can change the sequence of events to correct a task.
    Programming and Development
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 29
    Learning Activities: 3
    Classroom Resources: 26
    3) Construct elements of a simple computer program in collaboration with others.

    Examples: Block programming, basic robotics, unplugged programming.

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    Evidence Of Student Attainment:
    Students:
    • will use paper/pencil examples to determine the correct order of a task.
    • will understand that each piece of block code represents a single step or task.
    • will drag and drop pieces of block code to perform a task.
    • will use block code to operate simple robotic devices.
    Knowledge:
    Students know:
    • blocks of programs associate with an action.
    • blocks of programs can be combined to create a set of actions or a task.
    • robotic devices can respond to blocks of programs.
    Skills:
    Students are able to:
    • determine the order of paper/pencil pieces for a tasks.
    • understand that blocks of code represent an action.
    • drag and drop blocks of programming in online activities to complete tasks.
    • use blocks of programming to control robotic/digital devices.
    Understanding:
    Students understand that:
    • pieces of a task can be represented in parts by words or pictures.
    • code can be put together into blocks that can be manipulated.
    • blocks of code together create a task.
    • blocks of code can be used to operate robotic/digital devices.
    Citizen of a Digital Culture
    Safety, Privacy, and Security
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 3
    Learning Activities: 1
    Classroom Resources: 2
    4) Demonstrate age-appropriate methods for keeping personal information private.

    Example: Keep passwords confidential, use anonymous profile picture or avatar, develop user names that are non-identifying or do not include actual name.

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    Evidence Of Student Attainment:
    Students:
    • will keep passwords private.
    • choose icons, avatars, and usernames that don't identify personal information.
    Teacher Vocabulary:
    • password
    • public
    • private
    • username
    • icon
    • avatar
    Knowledge:
    Students know:
    • that passwords protect their private information.
    • passwords should be kept private.
    • photographs and usernames can be used as identifying information.
    • photogrpahs and usernames shared online should not identify them.
    Skills:
    Students are able to:
    • keep their passwords private.
    • choose icons and avatars instead of a photograph of them.
    • create usernames that don't identify them to the public.
    Understanding:
    Students understand that:
    • they have personal information that identifies them and it should not be shared.
    • safety rules are important to follow when using a computer.
    Legal and Ethical Behavior
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 1
    Classroom Resources: 1
    5) Differentiate between prior knowledge and ideas or thoughts gained from others.

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    Evidence Of Student Attainment:
    Students:
    • will tell the difference between information or ideas I got from others and myself.
    • will give credit to other people if I use their ideas or information.
    Teacher Vocabulary:
    • cite
    • credit
    Knowledge:
    Students know:
    • ideas and information that I read about or gain from others are not mine.
    • ideas and information that I gain from someone or somewhere else must be cited or given credit.
    Skills:
    Students are able to:
    • tell and/or cite where they got an idea or information from.
    Understanding:
    Students understand that:
    • saying other people's ideas or information is mine is stealing.
    • it is important to give credit if you use other people's ideas or information.
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 5
    Learning Activities: 1
    Classroom Resources: 4
    6) Identify appropriate and inappropriate behaviors for communicating in a digital environment.

    Examples: Cyberbullying, online etiquette.

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    Evidence Of Student Attainment:
    Students:
    • will take turns in a digital environment.
    • will speak, write, and behave kindly in a digital environment.
    Teacher Vocabulary:
    • cyberbullying
    Knowledge:
    Students know:
    • that speaking, writing, or behaving unkindly in a digital environment is bullying.
    • taking turns is polite.
    Skills:
    Students are able to:
    • take turns.
    • speak, write, and behave respectfully toward others and their work in a digital environment.
    Understanding:
    Students understand that:
    • kind and respectful behavior in a digital environment is very much like that out of the digital environment.
    Digital Identity
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 2
    Learning Activities: 1
    Classroom Resources: 1
    7) Recognize that a person has a digital identity.

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    Evidence Of Student Attainment:
    Students:
    • will recognize that the way people behave online or in a digital environment is permanent.
    • will recognize that the way people behave online or in a digital environment is part of their identity.
    Teacher Vocabulary:
    • identity
    • digital
    • permanent
    Knowledge:
    Students know:
    • what they say and do on the internet or a collaborative digital environment is permanent.
    • what they say and do on the internet or a collaborative digital environment is part of their identity.
    Skills:
    Students are able to:
    • tell that the way in which they behave, work, and play in a collaborative environment such as an online game and/or learning environment is a part of their identity.
    Understanding:
    Students understand that:
    • their behavior, words, and actions in an online collaborative environment is a part of their identity.
    Impact of Computing
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 1
    Classroom Resources: 1
    8) Identify ways in which computing devices have impacted people's lives.

    Example: Location services, instantaneous access to information.

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    Evidence Of Student Attainment:
    Students:
    • will describe ways in which computing devices have made some tasks easier.
    Teacher Vocabulary:
    • devices
    • tasks
    Knowledge:
    Students know:
    • ways in which computing devices have made many tasks easier.
    Skills:
    Students are able to:
    • discuss ways in which computing devices have made many tasks easier.
    Understanding:
    Students understand that:
    • Computing devices have made many tasks easier.
    Global Collaborator
    Communication
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 2
    Learning Activities: 1
    Classroom Resources: 1
    9) Use a variety of digital tools collaboratively to connect with other learners.

    Examples: Video calling, blogs, collaborative documents.

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    Evidence Of Student Attainment:
    Students:
    • will, collaboratively, connect with others using images, text, audio, and/or video digital creation tools.
    Teacher Vocabulary:
    • video
    • audio
    • text
    • image
    Knowledge:
    Students know:
    • how to connect with others through image, video, text, and audio digital creation tools.
    Skills:
    Students are able to:
    • contribute to an online video and/or audio discussion with other students in a protected platform.
    • contribute to an online text discussion with other students in a protected platform.
    • contribute to collaborative documents with other students in a protected platform.
    Understanding:
    Students understand that:
    • they can communicate and connect with other learners through video, audio, images, and text in a protected learning environment.
    Digital Tools
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 2
    Learning Activities: 1
    Classroom Resources: 1
    10) Identify an appropriate tool to complete a task when given guidance and support.

    Examples: Choosing a word processing tool to write a story, choosing a spreadsheet for a budget.

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    Evidence Of Student Attainment:
    Students:
    • will determine which digital tool that would work best to complete a specific task.
    Teacher Vocabulary:
    • video
    • audio
    • word processing
    Knowledge:
    Students know:
    • how to determine which tools and applications would be best to complete certain tasks such as word processing, video, audio, presentation, drawing, and/or calculating.
    Skills:
    Students are able to:
    • choose an appropriate digital tool to complete a given task.
    Understanding:
    Students understand that:
    • certain digital tools lend themselves to communicate certain ideas better.
    • the way in which they like to communicate ideas and information may be different than another person.
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 2
    Classroom Resources: 2
    11) Type five words per minute minimum with 95% accuracy using appropriate keyboarding techniques.

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    Evidence Of Student Attainment:
    Students:
    • will type five words per minute with 95% accuracy.
    Knowledge:
    Students know:
    • how to type 5 words per minute with 95% accuracy.
    Skills:
    Students are able to:
    • place their fingers on the correct keys begin typing.
    • use correct keyboarding posture and technique while typing up to five words in one minute with 95 % accuracy.
    Understanding:
    Students understand that:
    • correct posture and finger placement will make them faster.
    • being able to convey your ideas and information quickly and correctly will depend upon how fast you type.
    Collaborative Research
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 1
    Classroom Resources: 1
    12) Identify keywords in a search and discuss how they may be used to gather information.

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    Evidence Of Student Attainment:
    Students:
    • will identify key words of a topic.
    • will use key words in a search engine to gather only information about a topic.
    Teacher Vocabulary:
    • keywords
    • search engine
    • +
    Knowledge:
    Students know:
    • key words direct the search engine to the topic you want to search.
    • key words and a + sign tell a search engine to look for both words in one place.
    Skills:
    Students are able to:
    • identify the key words needed in a search to produce the information they are seeking.
    • use the + symbol between words to tell the search engine that they want both words to be in the search results.
    Understanding:
    Students understand that:
    • a search engine searches only for the words which you typed.
    • a search engine may only produce information for one of your words unless you put a + sign between them.
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 1
    Lesson Plans: 1
    13) Create a research-based product collaboratively using online digital tools.

    Examples: Find simple facts about a specific topic, create a slide that contains facts located in trade books or other sources.

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    Evidence Of Student Attainment:
    Students:
    • will show what they learned using a digital tool.
    Teacher Vocabulary:
    • display
    Knowledge:
    Students know:
    • how to display information they learned about a topic using a digital tool.
    Skills:
    Students are able to:
    • work with others to display information learned about a topic on a digital platform such as a slide, a blog entry, or a video.
    Understanding:
    Students understand that:
    • they can learn about a topic from more than one resource, for example a trade book, podcast, website, and/or video.
    • they can show what they learned through many different digital platforms such as video, audio, and/or text.
    Computing Analyst
    Data
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 5
    Learning Activities: 1
    Classroom Resources: 4
    14) Discuss the purpose of collecting and organizing data.

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    Evidence Of Student Attainment:
    Students:
    • will determine when collecting and organizing data will serve the best purpose.
    • will determine the best method for organizing data collected.
    Teacher Vocabulary:
    • data
    • collection
    • information
    • graph
    Knowledge:
    Students know:
    • data can be collected to give information.
    • data can be organized in various ways.
    Skills:
    Students are able to:
    • determine appropriate situations to collect data.
    • determine a way to organize data they collect.
    Understanding:
    Students understand that:
    • data collection gives information.
    • the method chosen for organizing data is important.
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 1
    Learning Activities: 1
    15) Interpret data displayed in a chart.

    Example: Using charts which depict data students interpret the data either verbally or in written form (which has more, less, are equal).

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    Evidence Of Student Attainment:
    Students:
    • will observe data organized in a chart or graph and answer basic questions based on that data.
    • will observe organized data and interpret that data both verbally and in written form.
    Knowledge:
    Students know:
    • how to look at simple graphs and interpret them collaboratively and indepently.
    • information can be depicted in various ways such as numbers, pictures, blocks.
    Skills:
    Students are able to:
    • answer questions based on information shown in a graph or chart.
    • determine certain results based on information in a graph or chart.
    Understanding:
    Students understand that:
    • we gain information by collecting data and depicting that data in a chart or graph.
    • we can look at charts and graphs and discover information.
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 1
    Classroom Resources: 1
    16) Demonstrate how digital devices can save information as data that can be stored, searched, retrieved, and deleted.

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    Evidence Of Student Attainment:
    Students:
    • will save digital work in locations specified by an adult.
    • will open documents from a specified location.
    • will perform a basic search for a document with assistance from a peer or adult.
    • will delete documents when determined they are no longer needed.
    Teacher Vocabulary:
    • save
    • search
    • store
    • delete
    • open
    • close
    Knowledge:
    Students know:
    • digital devices can save information in various forms.
    • digital devices can save information for later use.
    Skills:
    Students are able to:
    • save various types of documents in specified locations.
    • open various types of documents from specified locations.
    • collaboratively complete a basic search for a document.
    • delete documents they no longer need.
    Understanding:
    Students understand that:
    • work can be saved in various places
    • we can search for documents with specific information.
    • documents that are deleted may or may not be retrieved.
    Systems
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 0
    17) Use digital devices with a variety of operating systems.

    Examples: Interactive boards, tablets, laptops, other handheld devices

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    Evidence Of Student Attainment:
    Students:
    • will determine which is the best device to use based on the project they would like to complete.
    • will perform basic touchscreen functions to complete tasks.
    • will perform basic functions on desktop and laptop computing devices.
    Teacher Vocabulary:
    • devices
    • tablets
    • desktop
    • laptop
    Knowledge:
    Students know:
    • different devices have different capabilities and functions.
    • basic features and how to use them on tablet/touchscreen devices.
    • basic features and how to use them on desktop and laptops.
    Skills:
    Students are able to:
    • determine basic reasons to select which device is best to use based on what they want to do.
    • use the basic features of touchscreen devices to access and interact with programs.
    • use the basic features of desktop and laptops to interact with programs.
    Understanding:
    Students understand that:
    • different digital devices have different capabilities.
    • devices must be selected for use based on what they want to do.
    • tablets, laptops, and desktops have various features and are useful in a variety of ways.
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 2
    Classroom Resources: 2
    18) Label visible components of digital devices.

    Examples: Visible input and output components such as USB, touch screen, keyboard, audio and video connectors, speakers.

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    Evidence Of Student Attainment:
    Students:
    • will identify the visible pieces of digital devices.
    Teacher Vocabulary:
    • screen
    • keyboard
    • mouse
    • port
    • speakers
    Knowledge:
    Students know:
    • various observable parts of digital devices by name.
    Skills:
    Students are able to:
    • identify observable parts of digtial devices orally or by labeling.
    Understanding:
    Students understand that:
    • various parts of digital devices have a specific name.
    Innovative Designer
    Design Thinking
    Digital Literacy and Computer Science (2018)
    Grade(s): 1
    All Resources: 10
    Classroom Resources: 10
    19) Identify and revise problem-solving strategies to solve a simple problem.

    Examples: Scientific method, visual images or mind pictures, look for patterns, systematic list.

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    Evidence Of Student Attainment:
    Students:
    • will find problems in my environment.
    • will ideate more than one solution to a problem.
    • will test my solutions to see if they work.
    • will present my solution.
    Teacher Vocabulary:
    • problem
    • strategy
    • solution
    • visualize
    • perspective
    • patterns
    • cause and effect
    Knowledge:
    Students know:
    • how to recognize a problem in their environment or in a story.
    • problems can be found anywhere.
    • they can use many strategies to find solutions, such as visualizing, changing perspective, finding patterns, and analyzing cause and effect.
    • there can be multiple solutions to one problem.
    Skills:
    Students are able to:
    • find and define problems in a given context or scenerio such as story, video, in the classroom or school.
    • use multiple strategies to find solutions to a problem, for example: visualizing, changing perspectives, finding patterns, stating cause and effect.
    Understanding:
    Students understand that:
    • they can solve problems in their home, classroom, and school.
    • there is more than one way to think through a solution to a problem.