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Impacts of Computing
Impacts of Computing
K-1.IC.1 Identify and discuss how tasks are accomplished with and without computing technology.
K-1.IC.1 Identify and discuss how tasks are accomplished with and without computing technology.
Common tasks include sending a letter by email vs. post, taking a picture with a smart phone vs. camera, buying something with an app vs. with cash at a store.
K-1.IC.2 Identify and explain classroom and home rules related to computing technologies.
K-1.IC.2 Identify and explain classroom and home rules related to computing technologies.
Rules could include when it’s okay to use a device, what programs or apps are okay to use, how to treat the equipment, etc.
K-1.IC.3 Identify computing technologies in the classroom, home, and community.
Rules could include when it’s okay to use a device, what programs or apps are okay to use, how to treat the equipment, etc.
K-1.IC.4 Identify public and private space
K-1.IC.4 Identify public and private space
The focus is on recognizing the difference between a public shared spa
NOTE: There is no IC.5 for this grade band
K-1.IC.6 With teacher support, identify different ways people interact with computers and computing devices.
K-1.IC.6 With teacher support, identify different ways people interact with computers and computing devices.
The focus is on the features of computers and other devices, and the things that make them easier to use (i.e. dropdown menus, buttons, areas to type).
K-1.IC.7 Identify multiple jobs that use computing technologies.
K-1.IC.7 Identify multiple jobs that use computing technologies.
The focus is on identifying jobs that utilize computing technology and how technology impacts a range of industries. Doctors, business owners, police officers, auto repair technicians, farmers, architects, and pilots use computing technology in their jobs.
Computational Thinking
Computational Thinking
K-1.CT.1 Identify and describe one or more patterns (found in nature or designed), and examine the patterns to find similarities and make predictions.
K-1.CT.1 Identify and describe one or more patterns (found in nature or designed), and examine the patterns to find similarities and make predictions.
The emphasis is on identifying patterns and then making predictions based on the pattern.
K-1.CT.2 Identify different kinds of data that can be collected from everyday life.
K-1.CT.2 Identify different kinds of data that can be collected from everyday life.
The emphasis is on understanding what is data and identifying different types of data, while exploring how data can be collected and sorted.
K-1.CT.3 Identify ways to visualize data, and collaboratively create a visualization of data.
K-1.CT.3 Identify ways to visualize data, and collaboratively create a visualization of data.
K-1.CT.4 Identify a problem or task and discuss ways to break it into multiple smaller steps.
K-1.CT.4 Identify a problem or task and discuss ways to break it into multiple smaller steps.
The focus is on identifying a complex (for the age group) task or problem to break apart into smaller steps. The focus should be on understanding why this process is helpful.
K-1.CT.5 Recognize that the same task can be described at different levels of detail.
K-1.CT.5 Recognize that the same task can be described at different levels of detail.
Instructions to perform a task can be given with more or less detail but still achieve the same result.
K-1.CT.6 Follow an algorithm to complete a task.
K-1.CT.6 Follow an algorithm to complete a task.
The task can be a familiar, daily activity or can be designed by the teacher. Algorithms at this stage may be short, though must contain at least three steps, and should focus on sequencing.
Ideas:
K-1.CT.7 Identify terms that refer to different concrete values over time.
K-1.CT.7 Identify terms that refer to different concrete values over time.
The focus is on observing that people use certain terms/labels to refer to a concept (E.g., Today’s Date, Today’s Weather, Word of the Week, Today’s Line Leader) whose specific value can change depending on the day or time.
K-1.CT.8 Identify a task consisting of steps that are repeated, and recognize which steps are repeated
K-1.CT.8 Identify a task consisting of steps that are repeated, and recognize which steps are repeated
The focus should be on short tasks where there is repetition and having students identify and describe the repetition.
K-1.CT.9 Identify and fix (debug) errors within a simple algorithm.
K-1.CT.9 Identify and fix (debug) errors within a simple algorithm.
The focus should be on identifying small errors within a simple algorithm and fixing the errors collaboratively.
K-1.CT.10 Collaboratively create a plan that outlines the steps needed to complete a task.
K-1.CT.10 Collaboratively create a plan that outlines the steps needed to complete a task.
The focus should be on collaboratively identifying a planning process which can be written, drawn, or spoken.
Networks and Systems Design
Networks and Systems Design
K-1.NSD.1 Identify ways people provide input and get output from computing devices.
K-1.NSD.1 Identify ways people provide input and get output from computing devices.
The emphasis is on understanding that humans and computers interact through inputs and outputs and identifying examples in their daily lives.
K-1.NSD.2 Identify basic hardware components that are found in computing devices.
K-1.NSD.2 Identify basic hardware components that are found in computing devices.
Basic hardware components are the parts that students can see, such as monitor/screen, keyboard, mouse, etc.
K-1.NSD.3 Identify basic hardware and/or software problems.
K-1.NSD.3 Identify basic hardware and/or software problems.
The focus is on identifying the source of a common hardware/software problem (such as low battery, speakers not connected) with teacher guidance.
K-1.NSD.4 Identify how protocols/rules help people share information over long distances.
K-1.NSD.4 Identify how protocols/rules help people share information over long distances.
The focus is on how information is conveyed from one individual to another and the rules that allow for communication and data sharing, such as envelopes need addresses/emails need email addresses to reach the right person.
K-1.NSD.5 Identify physical devices that can store information.
K-1.NSD.5 Identify physical devices that can store information.
The focus is on recognizing that common computing devices can store information, including computers, tablets, phones, and calculators.
Cybersecurity
Cybersecurity
K-1.CY.1 Identify reasons for keeping information private.
K-1.CY.1 Identify reasons for keeping information private.
The focus should be on discussing the reasons to keep certain information public (information you share with others) or private (information you keep to yourself or only share with your family).
K-1.CY.2 Identify simple ways to help keep accounts secure.
K-1.CY.2 Identify simple ways to help keep accounts secure.
The emphasis is on having a basic understanding of ways keep accounts secure, such as having a passwords/pass codes.
NOTE: There is no standard CY.3 for this grade band
NOTE: There is no standard CY.3 for this grade band
K-1.CY.4 Decode a word or short message using a simple code.
K-1.CY.4 Decode a word or short message using a simple code.
The focus is on having students look at a string of symbols and giving them a key to substitute letters for the symbols to spell a word.
K-1.CY.5 Identify when it is appropriate to open and/or click on links or files.
K-1.CY.5 Identify when it is appropriate to open and/or click on links or files.
The emphasis is on recognizing when it is safe and appropriate for students to open links, with teacher guidance.
Digital Literacy
Digital Literacy
K-1.DL.1 Identify and explore the keys on a keyboard.
K-1.DL.1 Identify and explore the keys on a keyboard.
The focus is on exploring physical and/or touchscreen keyboards, and for students to be able to identify specific keys such as arrow keys, enter, space bar, backspace.
K-1.DL.2 Communicate and work with others using digital tools.
K-1.DL.2 Communicate and work with others using digital tools.
The focus should be on teaching students that people use digital tools to share ideas and work together. Communication and collaboration should be with teacher guidance.
K-1.DL.3 Conduct a basic search based on a provided keyword.
K-1.DL.3 Conduct a basic search based on a provided keyword.
The teacher will provide the keyword to help students conduct basic searches using appropriate tools.
K-1.DL.4 Use a least one digital tool to create a digital artifact.
K-1.DL.4 Use a least one digital tool to create a digital artifact.
The focus is on students using at least one digital tool to create a digital artifact, with teacher guidance.
NOTE: There is no standard DL.5 or DL.6 for this grade band,
NOTE: There is no standard DL.5 or DL.6 for this grade band,
K-1.DL.7 Identify actions that promote good digital citizenship, and those that do not.
K-1.DL.7 Identify actions that promote good digital citizenship, and those that do not.
Students are able to identify the basic concept of being a “good digital citizen”, and know what actions are and are not safe, responsible and ethical when using technologies.
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