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Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.2

Order events into a logical sequence or algorithm.

Examples: Unplugged coding activities, sequence of instruction.

Unpacked Content

Knowledge

Students know:
  • sequence of events are important in certain tasks.

Skills

Students are able to:
  • identify the correct sequence of events for a specific task.
  • identify a part of a task that is in the incorrect order.
  • identify a problem within a sequence of tasks.

Understanding

Students understand that:
  • the sequence of events is important to complete a specific task.
  • if the task identified does not work the sequence may not be correct.
  • they can change the sequence of events to correct a task.

Vocabulary

  • sequence
  • tasks

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)
Crazy Character Algorithms
Real Life Algorithms: Plant a Seed
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.3

Construct elements of a simple computer program in collaboration with others.

Examples: Block programming, basic robotics, unplugged programming.

Unpacked Content

Knowledge

Students know:
  • blocks of programs associate with an action.
  • blocks of programs can be combined to create a set of actions or a task.
  • robotic devices can respond to blocks of programs.

Skills

Students are able to:
  • determine the order of paper/pencil pieces for a tasks.
  • understand that blocks of code represent an action.
  • drag and drop blocks of programming in online activities to complete tasks.
  • use blocks of programming to control robotic/digital devices.

Understanding

Students understand that:
  • pieces of a task can be represented in parts by words or pictures.
  • code can be put together into blocks that can be manipulated.
  • blocks of code together create a task.
  • blocks of code can be used to operate robotic/digital devices.

Aligned Learning Resources

Coding the Perfect Name
Coding the Perfect Name With Robots
Did You Code the Perfect Name?
Tynker Hour of Code Puzzle: Candy Quest
Ready Jet Go!: What is Programming?
PBS KIDS Scratch Jr.: Simon Says
PBS KIDS Scratch Jr.: Story Cubes
PBS KIDS Scratch Jr.: Human Robot
PBS KIDS Scratch Jr.: How-To Cards
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
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): 1

DLCS18.1.4

Demonstrate age-appropriate methods for keeping personal information private.

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

Unpacked Content

Knowledge

Students know:
  • that passwords protect their private information.
  • passwords should be kept private.
  • photographs and usernames can be used as identifying information.
  • photogrpahs and usernames shared online should not identify them.

Skills

Students are able to:
  • keep their passwords private.
  • choose icons and avatars instead of a photograph of them.
  • create usernames that don't identify them to the public.

Understanding

Students understand that:
  • they have personal information that identifies them and it should not be shared.
  • safety rules are important to follow when using a computer.

Vocabulary

  • password
  • public
  • private
  • username
  • icon
  • avatar

Aligned Learning Resources

What Is Personal Information?
Digital Footprints: "Who Are You?" vs. "Where Are You?"
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.5

Differentiate between prior knowledge and ideas or thoughts gained from others.

Unpacked Content

Knowledge

Students know:
  • ideas and information that I read about or gain from others are not mine.
  • ideas and information that I gain from someone or somewhere else must be cited or given credit.

Skills

Students are able to:
  • tell and/or cite where they got an idea or information from.

Understanding

Students understand that:
  • saying other people's ideas or information is mine is stealing.
  • it is important to give credit if you use other people's ideas or information.

Vocabulary

  • cite
  • credit
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.6

Identify appropriate and inappropriate behaviors for communicating in a digital environment.

Examples: Cyberbullying, online etiquette.

Unpacked Content

Knowledge

Students know:
  • that speaking, writing, or behaving unkindly in a digital environment is bullying.
  • taking turns is polite.

Skills

Students are able to:
  • take turns.
  • speak, write, and behave respectfully toward others and their work in a digital environment.

Understanding

Students understand that:
  • kind and respectful behavior in a digital environment is very much like that out of the digital environment.

Vocabulary

  • cyberbullying

Aligned Learning Resources

Pause & Think Online
How Technology Makes You Feel
Be Kind Online
Digital Footprints: "Who Are You?" vs. "Where Are You?"
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.7

Recognize that a person has a digital identity.

Unpacked Content

Knowledge

Students know:
  • what they say and do on the internet or a collaborative digital environment is permanent.
  • what they say and do on the internet or a collaborative digital environment is part of their identity.

Skills

Students are able to:
  • tell that the way in which they behave, work, and play in a collaborative environment such as an online game and/or learning environment is a part of their identity.

Understanding

Students understand that:
  • their behavior, words, and actions in an online collaborative environment is a part of their identity.

Vocabulary

  • identity
  • digital
  • permanent

Aligned Learning Resources

Digital Footprints: "Who Are You?" vs. "Where Are You?"
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.8

Identify ways in which computing devices have impacted people’s lives.

Example: Location services, instantaneous access to information.

Unpacked Content

Knowledge

Students know:
  • ways in which computing devices have made many tasks easier.

Skills

Students are able to:
  • discuss ways in which computing devices have made many tasks easier.

Understanding

Students understand that:
  • Computing devices have made many tasks easier.

Vocabulary

  • devices
  • tasks

Aligned Learning Resources

The Role of Technology
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.9

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

Examples: Video calling, blogs, collaborative documents.

Unpacked Content

Knowledge

Students know:
  • how to connect with others through image, video, text, and audio digital creation tools.

Skills

Students are able to:
  • contribute to an online video and/or audio discussion with other students in a protected platform.
  • contribute to an online text discussion with other students in a protected platform.
  • contribute to collaborative documents with other students in a protected platform.

Understanding

Students understand that:
  • they can communicate and connect with other learners through video, audio, images, and text in a protected learning environment.

Vocabulary

  • video
  • audio
  • text
  • image

Aligned Learning Resources

Top Ten Favorite Book Recommendations
Steve Trash Science: The Dirty Truth About Soil / Super Collaborators
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.10

Identify an appropriate tool to complete a task when given guidance and support.

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

Unpacked Content

Knowledge

Students know:
  • how to determine which tools and applications would be best to complete certain tasks such as word processing, video, audio, presentation, drawing, and/or calculating.

Skills

Students are able to:
  • choose an appropriate digital tool to complete a given task.

Understanding

Students understand that:
  • certain digital tools lend themselves to communicate certain ideas better.
  • the way in which they like to communicate ideas and information may be different than another person.

Vocabulary

  • video
  • audio
  • word processing

Aligned Learning Resources

Virtual Hundred Chart Patterns: 10 more, 10 less, 1 more, 1 less
Model It Up in Google Sheets
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)

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