Courses of Study : Digital Literacy and Computer Science

Safety, Privacy, and Security
Digital Literacy and Computer Science (2018)
Grade(s): 2
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Insight Unpacked Content
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: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

Insight Unpacked Content
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: 2
Learning Activities: 2
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
R3) Assess the validity and identify the purpose of digital content.

Insight Unpacked Content
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: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
R4) Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

Insight Unpacked Content
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: 9
Learning Activities: 8
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
R5) Locate and curate information from digital sources to answer research questions.

Insight Unpacked Content
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: 10
Learning Activities: 10
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
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: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Create and sort information into useful order using digital tools.

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

Insight Unpacked Content
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: 2
Learning Activities: 2
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Create an algorithm for other learners to follow.

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

Insight Unpacked Content
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: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Construct elements of a simple computer program using basic commands.

Examples: Digital block-based programming, basic robotics.

Insight Unpacked Content
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: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Identify bugs in basic programming.

Examples: Problem-solving, trial and error.

Insight Unpacked Content
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: 3
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Cite media and/or owners of digital content at an age-appropriate level.

Example: Basic website citation.

Insight Unpacked Content
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: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

Insight Unpacked Content
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: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
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.

Insight Unpacked Content
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: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
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).

Insight Unpacked Content
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: 4
Learning Activities: 4
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Use a variety of digital tools to connect with other learners.

Examples: Online conferences, blogs, collaborative documents.

Insight Unpacked Content
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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Identify multiple tools which could be used to complete a task.

Insight Unpacked Content
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: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Type 10 words per minute with 95% accuracy using appropriate keyboarding techniques.

Insight Unpacked Content
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: 3
Learning Activities: 3
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Conduct basic keyword searches to gather information.

Insight Unpacked Content
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: 7
Learning Activities: 6
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
13) Create a research-based product using online digital tools.

Insight 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: 5
Learning Activities: 5
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Collect, create, and organize data in a digital chart or graph.

Insight 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: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Explain how users control the ways digital devices save information in an organized manner.

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

Insight 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Compare the different operating systems used on digital devices.

Insight 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: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Explain the purposes of visible input and output components of digital devices.

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

Insight Unpacked Content
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: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
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.

Insight 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.