Getting to know computers
Students learn the parts of a computer or tablet and how to use them. They practice basic skills like logging in, opening apps, and asking for help when something goes wrong.
What does a student learn in
This is the stretch when computers stop being a mystery box and start being a tool students can name and use. Students learn the parts of a device, practice safe and kind online habits, and try simple step-by-step instructions that make a computer do something. They also sort pictures and numbers into groups to spot patterns. By spring, students can write a short sequence of steps, like a recipe, that a partner or robot can follow to reach a goal.
- Parts of a computer
- Online safety
- Step-by-step instructions
- Sorting and patterns
- Working together
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Working together online
Students explore how computers talk to each other and how people use the internet to share. They start learning safe habits, like keeping passwords private and being kind in shared spaces.
- 3
Steps, patterns, and puzzles
Students break problems into smaller steps and look for patterns. They follow simple sets of instructions, called algorithms, to sort objects, move characters, or finish a task.
- 4
Making things with code
Students build simple programs and animations using picture-based coding tools. They test their work, fix what does not run, and try again until it does what they wanted.
- 5
Sorting data and sharing ideas
Students collect information, sort it into groups, and make charts to show what they found. They talk about how computers affect daily life and practice explaining their projects to others.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
Concepts
Concepts
- Grades K-2
Identify, select, and apply hardware, software
Students learn what the parts of a computer do, choose the right tool or program for a task, and figure out simple fixes when something stops working.
- Grades K-2
Explain how computer networks and the Internet enable communication…
Students learn what happens when computers connect to each other. Sending a message, sharing a file, or loading a website all depend on networks that move information from one place to another.
- Grades K-2
Collect, transform, and represent data
Students gather information, sort or organize it, and display it as a chart or picture. Then they look for patterns in the data to explain what they found.
- Grades K-2
Design, develop, and analyze algorithms and programs to solve problems…
Students practice giving a computer step-by-step instructions to finish a task, like sorting pictures or drawing a shape. They learn that the order of the steps matters.
- Grades K-2
Investigate the social, ethical, legal
Students look at how computers and apps affect people's everyday lives, including what's fair, what's helpful, and what might cause harm.
| Standard | Definition | Code |
|---|---|---|
| Identify, select, and apply hardware, software Grades K-2 | Students learn what the parts of a computer do, choose the right tool or program for a task, and figure out simple fixes when something stops working. | MD-CSDF.C1.k-2 |
| Explain how computer networks and the Internet enable communication… Grades K-2 | Students learn what happens when computers connect to each other. Sending a message, sharing a file, or loading a website all depend on networks that move information from one place to another. | MD-CSDF.C2.k-2 |
| Collect, transform, and represent data Grades K-2 | Students gather information, sort or organize it, and display it as a chart or picture. Then they look for patterns in the data to explain what they found. | MD-CSDF.C3.k-2 |
| Design, develop, and analyze algorithms and programs to solve problems… Grades K-2 | Students practice giving a computer step-by-step instructions to finish a task, like sorting pictures or drawing a shape. They learn that the order of the steps matters. | MD-CSDF.C4.k-2 |
| Investigate the social, ethical, legal Grades K-2 | Students look at how computers and apps affect people's everyday lives, including what's fair, what's helpful, and what might cause harm. | MD-CSDF.C5.k-2 |
Practices
Practices
- Grades K-2
Foster an inclusive computing culture that values diverse perspectives and…
Students practice working with classmates who have different backgrounds and ideas, making sure everyone has a voice when the group solves problems together.
- Grades K-2
Collaborate around computing — divide work, share ideas
Students work with a partner or small group to build something on a computer, splitting up the tasks and sharing ideas along the way.
- Grades K-2
Identify and define problems that can be solved with computation and decompose…
Spot a problem that a computer could help solve, then break it into smaller pieces. Students practice splitting big tasks into steps a computer can follow one at a time.
- Grades K-2
Use abstractions to simplify complexity, generalise solutions
Students learn to spot what two things have in common and use that pattern to solve both problems at once, instead of solving each one separately.
- Grades K-2
Create computational artifacts — programs, simulations, models — by applying…
Students make simple programs or digital projects, then test and improve them in steps. The focus is on trying, fixing, and trying again rather than getting it right the first time.
- Grades K-2
Systematically test computational artifacts and refine them based on evidence…
Students test a program or digital creation to find what isn't working, then fix it. They use what they notice, and what others tell them, to make it work better.
- Grades K-2
Communicate clearly with appropriate vocabulary, visualizations
Students use words and pictures to explain how a program or digital tool works and what it does. They describe what they see and why it matters, in a way others can follow.
| Standard | Definition | Code |
|---|---|---|
| Foster an inclusive computing culture that values diverse perspectives and… Grades K-2 | Students practice working with classmates who have different backgrounds and ideas, making sure everyone has a voice when the group solves problems together. | MD-CSDF.P1.k-2 |
| Collaborate around computing — divide work, share ideas Grades K-2 | Students work with a partner or small group to build something on a computer, splitting up the tasks and sharing ideas along the way. | MD-CSDF.P2.k-2 |
| Identify and define problems that can be solved with computation and decompose… Grades K-2 | Spot a problem that a computer could help solve, then break it into smaller pieces. Students practice splitting big tasks into steps a computer can follow one at a time. | MD-CSDF.P3.k-2 |
| Use abstractions to simplify complexity, generalise solutions Grades K-2 | Students learn to spot what two things have in common and use that pattern to solve both problems at once, instead of solving each one separately. | MD-CSDF.P4.k-2 |
| Create computational artifacts — programs, simulations, models — by applying… Grades K-2 | Students make simple programs or digital projects, then test and improve them in steps. The focus is on trying, fixing, and trying again rather than getting it right the first time. | MD-CSDF.P5.k-2 |
| Systematically test computational artifacts and refine them based on evidence… Grades K-2 | Students test a program or digital creation to find what isn't working, then fix it. They use what they notice, and what others tell them, to make it work better. | MD-CSDF.P6.k-2 |
| Communicate clearly with appropriate vocabulary, visualizations Grades K-2 | Students use words and pictures to explain how a program or digital tool works and what it does. They describe what they see and why it matters, in a way others can follow. | MD-CSDF.P7.k-2 |
Common Questions
What does computer science look like in the early grades?
Students learn the basic parts of a computer, like the screen, keyboard, and mouse, and practice simple problem-solving with steps. Most work happens away from screens too, through sorting, patterns, and giving step-by-step directions to a partner.
Does a child need a computer at home to keep up?
No. A lot of early computer science is about thinking in steps and spotting patterns. Sorting laundry by color, giving directions to the kitchen, or following a recipe together all build the same skills students use in class.
How can families support these skills in 10 minutes a day?
Play simple pattern and sorting games with buttons, coins, or snacks. Take turns giving step-by-step directions, like how to make a sandwich, and follow them exactly. When something does not work, talk through what to change and try again.
How should the year be sequenced across these five concept areas?
Start with hardware vocabulary and safe login routines so students can use devices independently. Build into patterns and simple step-by-step instructions, then move to short programs in a block-based tool. Save the data and impact conversations for later in the year, once students have artifacts to talk about.
What does mastery look like by the end of second grade?
Students can name common parts of a device, log in, and try a basic fix like restarting an app before asking for help. They can write a short sequence of steps to solve a small problem, test it, and explain what they changed when it did not work.
Which skills usually need the most reteaching?
Step order trips students up the most. They often skip a step or assume the computer knows what they mean. Plan repeated practice with unplugged sequencing tasks, and keep modeling how to test one small change at a time.
What should a child be able to do with a device by spring?
By spring, students should log in on their own, open the apps the class uses, and save or find their work. They should also know basic moves like closing a frozen window or asking for help with clear words about what went wrong.
How is online safety handled at this age?
Conversations stay simple and concrete. Students learn to keep passwords private, tell an adult if something on the screen feels wrong, and be kind in any shared space online. At home, sit nearby during screen time and talk about what is okay to share.
How do students show what they know without a formal test?
Look for small artifacts: a short program, a sorted set of cards, written steps for a partner to follow, or a drawing that labels parts of a computer. Ask students to explain their thinking out loud and to show one thing they changed after testing.