Standards - Digital Literacy & Computer Science

2018 - Digital Literacy & Computer Science Course of Study Document
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.11

Type five words per minute minimum with 95% accuracy using appropriate keyboarding techniques.

Unpacked Content

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.

Aligned Learning Resources

Dance Mat Typing
Typing Tutorials
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.12

Identify keywords in a search and discuss how they may be used to gather information.

Unpacked Content

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.

Vocabulary

  • keywords
  • search engine
  • +
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.13

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.

Unpacked Content

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.

Vocabulary

  • display

Aligned Learning Resources

Getting to Know You
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.14

Discuss the purpose of collecting and organizing data.

Unpacked Content

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.

Vocabulary

  • data
  • collection
  • information
  • graph

Aligned Learning Resources

Computer Science Fundamentals Unit 3 Course B Lesson 8: My Loopy Robotic Friends Jr. (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 11: Drawing Gardens with Loops (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 13: A Royal Battle with Events (2018)
Steve Trash Science: Who Let the Cows Out / Day-tuh vs Dat-uh
Not Enough Hours in the Day? Daylight Data Collection
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.15

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).

Unpacked Content

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.

Aligned Learning Resources

Not Enough Hours in the Day? Daylight Data Collection
Modeling Base Ten Addition and Subtraction
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.16

Demonstrate how digital devices can save information as data that can be stored, searched, retrieved, and deleted.

Unpacked Content

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.

Vocabulary

  • save
  • search
  • store
  • delete
  • open
  • close

Aligned Learning Resources

What Is Digital Data?
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.17

Use digital devices with a variety of operating systems.

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

Unpacked Content

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.

Vocabulary

  • devices
  • tablets
  • desktop
  • laptop
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.18

Label visible components of digital devices.

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

Unpacked Content

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.

Vocabulary

  • screen
  • keyboard
  • mouse
  • port
  • speakers

Aligned Learning Resources

What Are the Main Parts of a Computer?
What Are Input and Output Devices?
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.19

Identify and revise problem-solving strategies to solve a simple problem.

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

Unpacked Content

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.

Vocabulary

  • problem
  • strategy
  • solution
  • visualize
  • perspective
  • patterns
  • cause and effect

Aligned Learning Resources

Computer Science Fundamentals Unit 3 Course B Lesson 1: Move It, Move It (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 4: My Robotic Friends, Jr. (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 5: Programming with Scrat (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 7: Programming with Rey and BB-8 (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 8: My Loopy Robotic Friends Jr. (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 9: Loops with Scrat (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 10: Loops with Laurel (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 11: Drawing Gardens with Loops (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 12: The Big Event Jr. (2018)
Computer Science Fundamentals Unit 3 Course B Lesson 13: A Royal Battle with Events (2018)
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.R1

Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content

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.

Aligned Learning Resources

We, the Digital Citizens
Device-Free Moments
That's Private!
Digital Trails
Who Is In Your Online Community?
Putting a STOP to Online Meanness
Let's Give Credit!
RUFF RUFFMAN: Privacy and You!
RUFF RUFFMAN: Ask Ruff Ruffman: Monkey Boy Edition
RUFF RUFFMAN: Photos and You!
RUFF RUFFMAN: Texting and You!
Steve Trash Science: Messy Babies and Pollinators / Your Digital Footprint
Where in the World Are You? A Mystery Skype
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.R2

Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

Unpacked Content

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.
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.R3

Assess the validity and identify the purpose of digital content.

Unpacked 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.

Aligned Learning Resources

Choosing Reliable Sources
RUFF RUFFMAN: Ask Ruff Ruffman: Robot Alligator Edition
Choosing Reliable Sources
Checking Validity of Internet Sources
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.R4

Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.

Unpacked Content

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.

Vocabulary

  • device
  • application
  • force-quit
  • restart

Aligned Learning Resources

Basic Computer Troubleshooting for Elementary Students
Computer Troubleshooting Posters
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.R5

Locate and curate information from digital sources to answer research questions.

Unpacked Content

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.

Vocabulary

  • video
  • text
  • image
  • webpage
  • ebook
  • search engine
  • key words
  • phrases

Aligned Learning Resources

Symbols All Around Us
Zoo Summer Camp Mystery
Shared Research: Habitats
What Lives in a Pond and Desert?
Benjamin Franklin/Constitution Day
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.R6

Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content

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.

Vocabulary

  • video
  • audio
  • record
  • text
  • digital
  • multi-media

Aligned Learning Resources

Going Batty
My Name Poem - Formatting Text in a Document
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.1

Create and sort information into useful order using digital tools.

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

Unpacked Content

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.

Vocabulary

  • data
  • filter
  • sort
  • spreadsheet
  • fields
  • column
  • row
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.2

Create an algorithm for other learners to follow.

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

Unpacked Content

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.

Vocabulary

  • sequence

Aligned Learning Resources

Crazy Character Algorithms
Sorting Networks
Lost in Space: Unplugged Programming
Algorithms and Sequencing
Algorithm Leap Frog: An Unplugged Coding Activity
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.3

Construct elements of a simple computer program using basic commands.

Examples: Digital block-based programming, basic robotics.

Unpacked Content

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.

Vocabulary

  • program
  • code

Aligned Learning Resources

Milo, the Science Rover: A LEGO WeDo 2.0 Activity
How to Make a Video Game
PBS KIDS Scratch Jr.: Interactive Characters Activity
PBS KIDS Scratch Jr.: Animated Scenes Activity
PBS KIDS Scratch Jr.: Tree Problem - PEG + CAT Lesson Plan
PBS KIDS Scratch Jr.: How Plants Grow Lesson Plan
PBS KIDS Scratch Jr.: Creature Powers Lesson Plan
PBS KIDS Scratch Jr.: Space Exploration Lesson Plan
PBS KIDS Scratch Jr.: What is Coding
PBS KIDS Scratch Jr.: Becky's Choice Lesson Plan
PBS KIDS Scratch Jr.: Cootie Catcher
PBS KIDS Scratch Jr.: Programming Blocks Cheat Sheet
PBS KIDS Scratch Jr.: Simon Says
PBS KIDS Scratch Jr.: Human Robot
PBS KIDS Scratch Jr.: How-To Cards
PBS KIDS Scratch Jr.: Story Cubes
Tynker Hour of Code Puzzle: Candy Quest
Ready Jet Go!: What is Programming?
Lost in Space: Unplugged Programming
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.4

Identify bugs in basic programming.

Examples: Problem-solving, trial and error.

Unpacked Content

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.

Vocabulary

  • debug
  • problem-solve
  • error

Aligned Learning Resources

Ready Jet Go!: What is Programming?
Lost in Space: Unplugged Programming
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.5

Cite media and/or owners of digital content at an age-appropriate level.

Example: Basic website citation.

Unpacked Content

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.

Vocabulary

  • artifact
  • plagiarism
  • credit
  • cite
  • url

Aligned Learning Resources

Teaching Students to Legally Use Images Online
Let's Give Credit!
My Creative Work
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.6

Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

Unpacked Content

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.

Vocabulary

  • netiquette
  • respect

Aligned Learning Resources

Going Batty
We, the Digital Citizens
Digital Trails
Who Is In Your Online Community?
Putting a STOP to Online Meanness
Let's Give Credit!
Where in the World Are You? A Mystery Skype
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.7

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.

Unpacked Content

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.

Vocabulary

  • identity
  • positive
  • negative
  • artifact

Aligned Learning Resources

The Role of Technology
Device-Free Moments
That's Private!
Digital Trails
Who Is In Your Online Community?
Putting a STOP to Online Meanness
Steve Trash Science: Messy Babies and Pollinators / Your Digital Footprint
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.8

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).

Unpacked Content

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.

Aligned Learning Resources

Milo, the Science Rover: A LEGO WeDo 2.0 Activity
Who Is In Your Online Community?
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.9

Use a variety of digital tools to connect with other learners.

Examples: Online conferences, blogs, collaborative documents.

Unpacked Content

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.

Vocabulary

  • video
  • audio
  • image
  • text

Aligned Learning Resources

RUFF RUFFMAN: The Internet and Chet
Steve Trash Science: The Dirty Truth About Soil / Super Collaborators
Where in the World Are You? A Mystery Skype
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.10

Identify multiple tools which could be used to complete a task.

Unpacked Content

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

DLCS18.2.11

Type 10 words per minute with 95% accuracy using appropriate keyboarding techniques.

Unpacked Content

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.

Aligned Learning Resources

Dance Mat Typing
Typing Tutorials
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.12

Conduct basic keyword searches to gather information.

Unpacked Content

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.

Vocabulary

  • search engine
  • quotation marks

Aligned Learning Resources

Animal Research With Pebble Go (Part 1)
Animal Research With Pebble Go (Part 2)
Animal Research With Pebble Go (Part 3)
RUFF RUFFMAN: Ask Ruff Ruffman: Poodle Edition
RUFF RUFFMAN: Ask Ruff Ruffman: Squeaky Toy Edition
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.13

Create a research-based product using online digital tools.

Unpacked Content

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.

Vocabulary

  • online

Aligned Learning Resources

Symbols All Around Us
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.14

Collect, create, and organize data in a digital chart or graph.

Unpacked Content

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.

Vocabulary

  • graph
  • chart
  • data

Aligned Learning Resources

Model It Up in Google Sheets
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.15

Explain how users control the ways digital devices save information in an organized manner.

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

Unpacked Content

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.

Vocabulary

  • folders
  • storage
  • file names
  • organization
  • cloud storage
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.16

Compare the different operating systems used on digital devices.

Unpacked Content

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.

Vocabulary

  • operating system
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.17

Explain the purposes of visible input and output components of digital device.

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

Unpacked Content

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.

Vocabulary

  • input
  • output

Aligned Learning Resources

What Are the Main Parts of a Computer?
What Are Input and Output Devices?
Digital Literacy and Computer Science (2018) Grade(s): 2

DLCS18.2.18

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

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.

Vocabulary

  • design process
  • critique
  • redesign
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.R1

Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content

Knowledge

Students know:
  • strategies to be safe while using digital devices which include protecting passwords, using usernames and avatars that do not identify the student, and telling an adult if they encounter unsafe or inappropriate content.

Skills

Students are able to:
  • create and use passwords which are only shared with their parents.
  • log off of digital device when no longer using it.
  • explain why you should not share personal information with others online.

Understanding

Students understand that:
  • passwords are important to have and not share.
  • logging out of resources and devices protect your accounts and information.
  • you should never share personal information with others online.

Vocabulary

  • personal safety
  • digital device
  • digital citizenship
  • personal information

Aligned Learning Resources

This Is Me!
The Power of Words
Our Online Tracks
Your Rings of Responsibility
Password Power-Up
Our Digital Citizenship Pledge
RUFF RUFFMAN: Privacy and You!
RUFF RUFFMAN: Ask Ruff Ruffman: Monkey Boy Edition
RUFF RUFFMAN: Photos and You!
RUFF RUFFMAN: Texting and You!
Steve Trash Science: Messy Babies and Pollinators / Your Digital Footprint
Digital Literacy and Computer Science (2018) Grade(s): 3

DLCS18.3.R2

Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

Unpacked Content

Knowledge

Students know:
  • that the District has a set of rules that every student must follow to use district/school provided resources.

Skills

Students are able to:
  • summarize the school/district rules as defined in the District's Acceptable Use Policy
  • follow the rules when using school/District resources.

Understanding

Students understand that:
  • to use school/District resources, you must follow the rules as stated in the District's Acceptable Use Policy/procedures.

Vocabulary

  • responsible use of digital devices
  • school/District rules (acceptable use policy/responsible use policy)

Refine Your Results

  • 330 results found

Grade(s)

Course(s)

Strand

Topic

ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme