Courses of Study : Digital Literacy and Computer Science (Grade 2)

Safety, Privacy, and Security
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 16
Learning Activities: 1
Classroom Resources: 15
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 independently.
  • will demonstrate responsible uses of software independently.
  • will explain what is personal information and what pieces of personal information should or should not be shared with others online.
  • will explain the importance of following internet safety when using computing devices online.
Knowledge:
Students know:
  • use devices responsibly.
  • use software responsibly.
  • explain internet safety rules.
Skills:
Students are able to:
  • demonstrate responsible uses of devices, on their own such as keeping them clean, correct methods for use.
  • demonstrate responsible uses of software on their own.
  • explain why safety is important when using computing devices and the internet.
Understanding:
Students understand that:
  • they have a responsibity to use devices correctly and care for them.
  • they should only use software that an adult has approved.
  • computing devices can be very helpful but it is important to follow safety rules.
Legal and Ethical Behavior
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 1
Classroom Resources: 1
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 determine which parts of work are their own and and which ones belong to someone else.
  • will demonstrate how to use basic citation rules to give credit for the work of others.
  • will determine when they should request permission to use a part of someone elses work.
Knowledge:
Students know:
  • to respect the work of others.
  • to use basic citation rules for print or electronic work of others.
  • to obtain permission when necessary to use the work of others.
Skills:
Students are able to:
  • understand pieces of work belongs to the creator.
  • understand how to use basic citation rules to give credit for the work of others.
  • understand when work belongs to someone they should request permission to use it when applicable.
Understanding:
Students understand that:
  • when someone creates content or art it belongs to them.
  • if they want to use someone's work they must give credit and there are correct ways of doing so.
  • if work belongs to someone they must sometimes ask permission to use it.
Impact of Computing
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 4
Learning Activities: 2
Classroom Resources: 2
R3) Assess the validity and identify the purpose of digital content.

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Evidence Of Student Attainment:
Students:
  • will determine important facts that relate to content.
  • will determine which pieces of information are factual.
  • will determine the purpose of digital content.
Knowledge:
Students know:
  • how to classify information as relevant.
  • how to classify information as nonfiction or fiction.
  • how to recognize important facts.
  • information is created for a specific purpose.
Skills:
Students are able to:
  • identify information and determine relevancy.
  • identify non-fiction information to gather facts.
  • identify the difference between important facts and minor details.
  • identify the purpose for a piece of work.
Understanding:
Students understand that:
  • they must determine when content is relative to a project that they are working on.
  • sometimes they may find information that is not true.
  • they must distinguish the important facts in a piece of work.
  • people create content for various purposes such as to inform, persuade, etc.
Systems
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 4
Classroom Resources: 4
R4) Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

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Evidence Of Student Attainment:
Students:
  • will use different troubleshooting techniques to solve connectivity and computing problems on devices.
Teacher Vocabulary:
  • device
  • application
  • force-quit
  • restart
Knowledge:
Students know that:
  • software errors can cause computing issues.
  • force-quitting or restarting software can often correct computing issues.
Skills:
Students are able to:
  • force quit an application using "ctrl, alt, delete" or "command, option, esc".
Understanding:
Students understand that:
  • they can force an application to close if they suspect a software issue is causing computing issues.
Collaborative Research
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 6
Learning Activities: 4
Lesson Plans: 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 specific topic using a digital tool.
  • will use key words in a search engine to find information out about a specific topic.
  • will use search techniques, such as using a + sign or quotations, to make the search more specific.
Teacher Vocabulary:
  • video
  • text
  • image
  • webpage
  • ebook
  • search engine
  • key words
  • phrases
Knowledge:
Students know:
  • search engines use key words and phrases to find specific information.
  • devices give access to many different forms of information.
Skills:
Students are able to:
  • choose and type key words and phrases into a search engine that results in specific information pertaining to a topic when given support and guidance from an adult.
  • use + symbol which combines to words/phrases and quotation marks which tell the search engine to look for an entire phrase.
  • find information about a specific topic or to answer a specific question using a digital resource such as a webpage, ebook, and/or video.
Understanding:
Students understand that:
  • a search engine will find specific resources and information for you based on key words.
  • answers to questions can be found in many different digital resources such as a webpages, ebooks, and/or video.
  • one can focus a search by using the + symbol and quotation marks around words or phrases one wishes to search for as a whole.
Digital Tools
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 5
Learning Activities: 1
Lesson Plans: 2
Classroom Resources: 2
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

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Evidence Of Student Attainment:
Students:
  • will create and edit multi-media projects with digital tools.
Teacher Vocabulary:
  • video
  • audio
  • record
  • text
  • digital
  • multi-media
Knowledge:
Students know:
  • devices can record pictures, drawings, videos, audio and text.
  • programs and applications can organize and help you edit pictures, drawings, videos, audio, and/or text.
Skills:
Students are able to:
  • type, record audio and video, and draw in a digital environment.
  • organize text, audio, video, and or drawings in a digital environment.
  • record their learning into a digital device using video, text, and/or pictures/drawings.
Understanding:
Students understand that:
  • they can show what they have learned using a digital resource such as video, audio, text, and or pictures/drawings.
  • because the work has been done in a digital environment, it can be easier to edit.
Computational Thinker
Abstraction
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 4
Classroom Resources: 4
1) Create and sort information into useful order using digital tools.

Examples: Sort data spreadsheets A-Z, simple filters, and tables.

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Evidence Of Student Attainment:
Students:
  • will collect and enter data into a spreadsheet independently.
  • will use functions of a spreadsheet to sort data.
  • will set up a simple filter to sort data.
Teacher Vocabulary:
  • data
  • filter
  • sort
  • spreadsheet
  • fields
  • column
  • row
Knowledge:
Students know:
  • spreadsheets can used to collect data.
  • data can be sorted into a useful order with a spreadsheet.
Skills:
Students are able to:
  • collect and enter data in a spreadsheet.
  • sort data in a spreadsheet.
  • determine a simple filter to sort data.
Understanding:
Students understand that:
  • a spreadsheet may be used to collect and organize data.
  • a spreadsheet can be used to sort and arrange date in a particular order.
  • filters may be used in a spreadsheet to organize information.
Algorithms
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 17
Learning Activities: 2
Classroom Resources: 15
2) Create an algorithm for other learners to follow.

Examples: Unplugged coding activities, illustrate sequence of a process such as baking a cake.

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Evidence Of Student Attainment:
Students:
  • will develop a sequence of events related to a task that others can follow.
Teacher Vocabulary:
  • sequence
Knowledge:
Students know:
  • the sequence of events for a tasks are important.
  • sequence of events may be read and interpreted by other people or machines.
Skills:
Students are able to:
  • develop a sequence of events for a task that others can follow.
Understanding:
Students understand that:
  • a task can be broken down into a sequence of smaller events or steps.
Programming and Development
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 30
Learning Activities: 1
Classroom Resources: 29
3) Construct elements of a simple computer program using basic commands.

Examples: Digital block-based programming, basic robotics.

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Evidence Of Student Attainment:
Students:
  • will drag and drop blocks of code to complete a task.
  • will run a program they develop using block based coding.
Teacher Vocabulary:
  • program
  • code
Knowledge:
Students know:
  • programming blocks represent a set of codes.
  • block based programs can be used to design a task.
  • block based programs can be interpreted by machines.
Skills:
Students are able to:
  • drag and drop blocks of code.
  • drag and drop blocks of code to complete a tasks.
  • run a block based program after sequencing tasks to complete a desired process.
Understanding:
Students understand that:
  • blocks of code can be moved around and combined into an order that completes a task or process.
  • sets of block coding can be run to perform the task/process.
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 11
Learning Activities: 1
Classroom Resources: 10
4) Identify bugs in basic programming.

Examples: Problem-solving, trial and error.

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Evidence Of Student Attainment:
Students:
  • will run a sequence of block based code and determine where there is an error.
  • will correct an error in block based code once it is identified.
Teacher Vocabulary:
  • debug
  • problem-solve
  • error
Knowledge:
Students know:
  • if sequence of code is not correct the task will not complete.
  • incorrect code can be identified and corrected.
Skills:
Students are able to:
  • create a small section of code for a task.
  • run the program to ensure the task is completed.
  • identify when there is an error in the code.
  • correct an error in the code through trial and error.
Understanding:
Students understand that:
  • when sets of block coding are combined to perform a task occassionally an error may occur.
  • when an error in code is identified the code may be rearranged, edited, or removed to correct the error.
Citizen of a Digital Culture
Legal and Ethical Behavior
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
5) Cite media and/or owners of digital content at an age-appropriate level.

Example: Basic website citation.

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Evidence Of Student Attainment:
Students:
  • will cite the owners of digital content.
  • will cite media.
Teacher Vocabulary:
  • artifact
  • plagiarism
  • credit
  • cite
  • url
Knowledge:
Students know:
  • how to copy and paste a url and/or owner of digital content.
  • that it is plagairism to use someone else's idea without giving them credit.
  • credit for using some or all of someone else's work or idea.
    • must be displayed in the same artifact in which you used it.
Skills:
Students are able to:
  • display the source of gathered information within an artifact.
Understanding:
Students understand that:
  • using someone else's information without giving them credit is stealing or plagiarism.
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 8
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 6
6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

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Evidence Of Student Attainment:
Students:
  • will be kind in a digital environment.
  • will take turns in a digital environment.
  • will respect other's work in a digital environment.
Teacher Vocabulary:
  • netiquette
  • respect
Knowledge:
Students know:
  • how to take turns in a digital environment.
  • that respectful behavior in a digital environment means acting kindly and respectfully and respecting other's work.
Skills:
Students are able to:
  • transfer their knowledge of polite behavior to the digital environment.
  • take turns, speak/type respectfully, respect others work.
Understanding:
Students understand that:
  • being kind and respectful online is just as important as it is offline.
  • their online behavior is recorded.
Digital Identity
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 8
Classroom Resources: 8
7) List positive and negative impacts of digital communication.

Example: Anything posted or communicated electronically may be easily reproduced and could remain a positive or negative part of your digital identity/footprint.

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Evidence Of Student Attainment:
Students:
  • will list how digital communication has made life better.
  • will list the dangers of digital communication.
Teacher Vocabulary:
  • identity
  • positive
  • negative
  • artifact
Knowledge:
Students know:
  • everything they put in a digital environment may always accessible, even if they delete it.
  • behavior and artifacts created in a digital environment can reflect positively or negatively on the student.
  • digital communication helps you communicate and collaborate with people furthur away, faster, and easier.
Skills:
Students are able to:
  • list positive impacts of digital communication.
  • list negative impacts of digital communication.
Understanding:
Students understand that:
  • all things that I do in a digital environment, whether positive and/or negative, can be recorded, reproduced, and may become part of my digital identity forever.
Impact of Computing
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 2
Classroom Resources: 2
8) Interpret ways in which computing devices have influenced people's lives.

Example: Discuss tasks completed daily in which some type of device is used to make the tasks easier (calculator, microwave to quickly heat food, mobile phone for instant communication).

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Evidence Of Student Attainment:
Students:
  • will explain ways that computing devices have changed the way we live.
Knowledge:
Students know:
  • digital devices have changed they way we live.
Skills:
Students are able to:
  • explain how computing devices have changed the way we live.
Understanding:
Students understand that:
  • computing devices have changed the way we live.
Global Collaborator
Communication
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
9) Use a variety of digital tools to connect with other learners.

Examples: Online conferences, blogs, collaborative documents.

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Evidence Of Student Attainment:
Students:
  • will connect with other students using digital tools.
Teacher Vocabulary:
  • video
  • audio
  • image
  • text
Knowledge:
Students know:
  • they can connect with others using different digital tools.
  • digital tools that connect people can be video, audio, text, or image based.
Skills:
Students are able to:
  • connect with others using multiple digital tools such as collaborative documents, protected blogs, and video/audio conferences with other learners.
  • use the most appropriate tool for the task.
Understanding:
Students understand that:
  • there are many ways to connect with other learners digitally.
  • some ways to connect may work better in certain environments or for certain tasks.
Digital Tools
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 0
10) Identify multiple tools which could be used to complete a task.

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Evidence Of Student Attainment:
Students:
  • will name various digital tools that can be used to complete a task.
Knowledge:
Students know:
  • which tools to use to complete a task.
Skills:
Students are able to:
  • identify various appropriate digital tools that could complete a given task.
Understanding:
Students understand that:
  • certain digital tools lend themselves to communicate certain ideas better.
  • there can be more than one way to communicate an idea or complete a task.
  • 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): 2
All Resources: 2
Classroom Resources: 2
11) Type 10 words per minute with 95% accuracy using appropriate keyboarding techniques.

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Evidence Of Student Attainment:
Students:
  • will type 10 words per minute.
  • will type with 95% accuracy.
Knowledge:
Students know:
  • how to type 10 words per minute.
  • how to type accurately 95% of the time.
Skills:
Students are able to:
  • place their fingers on the correct keys begin typing.
  • use correct keyboarding posture and technique while typing up to ten words in one minute with 95% accuracy.
Understanding:
Students understand that:
  • correct posture and finger placement will help them communicate ideas faster.
  • being able to convey your ideas and information quickly and correctly will depend upon how quickly you type.
Collaborative Research
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 7
Learning Activities: 3
Lesson Plans: 1
Classroom Resources: 3
12) Conduct basic keyword searches to gather information.

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Evidence Of Student Attainment:
Students:
  • will determine the right key words to use in a search about a topic.
  • will use the plus (+) sign in searches so that all my words are searched or the minus (-) sign to exclude words from my search.
  • will use quotation marks around words or a phrase so that that exact set of words is searched.
Teacher Vocabulary:
  • search engine
  • quotation marks
Knowledge:
Students know:
  • a search engine searches exactly what you type.
  • a search engine may only produce search results for one or some of your keywords.
  • using a plus (+) sign between words tells the search engine to search for all of the words and using a minus (-) sign before a word will exclude that word from your search.
  • putting quotation marks around a set of words or a phrase tells the search engine to keep those words together in a search.
Skills:
Students are able to:
  • state important key words that pertain to a topic
  • use the plus (+) sign to tell the search engine to search for both words in a resource and use a minus (-) sign before a word to remove it from your search.
  • use quotation marks around a phrase to communicate to the search engine that they want that phrase to be found with the words in that order.
Understanding:
Students understand that:
  • search engines have to be told exactly what to search.
  • a search engine will search each word separately unless it is told it to search for a phrase or multiple words or to exclude words.
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 2
Lesson Plans: 2
13) Create a research-based product using online digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will collect, organize, and show what was learned about a topic using a digital tool.
Teacher Vocabulary:
  • online
Knowledge:
Students know:
  • information can be gathered about a topic using a digital tool.
  • information can be organzied about a topic using a digital tool.
  • how to use an appropriate online digital tool to present information about a topic.
Skills:
Students are able to:
  • research about a topic.
  • collect information about a topic.
  • organize and display what they learned using an online digital tool.
Understanding:
Students understand that:
  • An online digital tool can be used to organize and display information and ideas.
Computing Analyst
Data
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 3
Classroom Resources: 3
14) Collect, create, and organize data in a digital chart or graph.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will enter data into a spreedsheat and use that data to construct a chart or graph.
  • will rearragne and change data in a spreedsheet.
  • will design charts and graphs using a spreedsheet.
Teacher Vocabulary:
  • graph
  • chart
  • data
Knowledge:
Students know:
  • spreadsheets can be used to collect data.
  • charts and graphs can be created using a spreadsheet or by hand to represent data.
Skills:
Students are able to:
  • enter data into a spreadsheet to create a chart or graph.
  • manipulate data in a spreadsheet.
  • design charts and graphs using color, labels, titles etc.
Understanding:
Students understand that:
  • charts and graphs may be used to represent data and to determine answers to questions.
  • the design of the chart or graph may be edited according to the user's preferences.
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 1
Classroom Resources: 1
15) Explain how users control the ways digital devices save information in an organized manner.

Examples: Folders, cloud-based, pictures, chronologically, naming files.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will assign appropriate names to files.
  • will create folders and assign them appropriate names.
  • will organize my files using folders.
  • will save my files in multiple places.
Teacher Vocabulary:
  • folders
  • storage
  • file names
  • organization
  • cloud storage
Knowledge:
Students know:
  • multiple file types may be stored/saved.
  • files may be stored locally on a machine/device or in the cloud.
  • files may be organized by name, folders, etc.
Skills:
Students are able to:
  • assign file names.
  • create and name folders for organizing files.
  • save files in multiple places such as on a device or in the cloud.
Understanding:
Students understand that:
  • there are many types of files that can be saved.
  • files are given names.
  • files can be organized in digital folders.
  • folders and storage can exist on a device or in the cloud.
Systems
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 0
16) Compare the different operating systems used on digital devices.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will identify the operating system of a device I am using.
  • will compare different features of various operating systems.
Teacher Vocabulary:
  • operating system
Knowledge:
Students know:
  • different types of devices have different operating systems.
  • features of different operating systems may vary.
  • some features of operating systems may or may not be compatible with another operating system.
Skills:
Students are able to:
  • identify the operating system of the device they are using.
  • compare various operating systems.
Understanding:
Students understand that:
  • they may need to choose the device they use for a project based on the operating system and device features.
  • different devices function with different operating system.
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 3
Classroom Resources: 3
17) Explain the purposes of visible input and output components of digital devices.

Examples: Purpose of keyboard, mouse, ports, printers, etc.

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Evidence Of Student Attainment:
Students:
  • will identify and explain the purpose of visible input and output components.
Teacher Vocabulary:
  • input
  • output
Knowledge:
Students know:
  • different computing devices have additional pieces that serve different functions.
  • functions of various input and output components.
Skills:
Students are able to:
  • identify the input or output component needed for a job they are doing.
Understanding:
Students understand that:
  • there are additional components that may or may not be needed to perform a specific tasks such as printer to print paper or a keyboard for entering data.
Innovative Designer
Design Thinking
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 6
Classroom Resources: 6
18) Investigate the design process and use digital tools to illustrate potential solutions to a problem, given guidance and support

Examples: Create a presentation, drawing or graphic, audio tool, or video.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will design multiple solutions to a problem.
  • will redesign solutions after testing and critique.
  • will share solutions using a digital too.
Teacher Vocabulary:
  • design process
  • critique
  • redesign
Knowledge:
Students know:
  • problems can be found everywhere, such as in their classroom, neighborhood, town, state, country, and world.
  • they can produce ideas and solutions to these problems.
  • there can be more than one solution to a problem.
  • how to test a solution.
  • how to display their ideas using a digital tool.
Skills:
Students are able to:
  • find and define problems in everyday life in the classroom, neighborhood, or city.
  • state multiple solutions for a problem.
  • draw, write about, or build a prototype to the solution.
  • redesign a solution after testing and/or critique.
  • share solutions through a digital platform.
Understanding:
Students understand that:
  • they can solve problems in their home, classroom, neighborhood, and city.
  • they can share their solutions with others.
  • they can share their solutions digitally with words, drawings, audion, and/or videos.
  • solutions can be made better through testing and critique.