Getting to know the computer
Students learn the names of the parts they use every day, like the screen, keyboard, and mouse. They practice logging in, opening a program, and asking for help when something freezes.
What does a student learn in
These are the years students start to see a computer as a tool they can direct, not just watch. Students learn the names for the parts of a device, practice simple steps to fix things when they freeze, and write short sequences of instructions a robot or character can follow. They also begin talking about online safety and being kind to classmates who share a screen. By spring, students can give a partner step-by-step directions to complete a task and explain what to do when a program does not work.
- Parts of a computer
- Simple coding
- Online safety
- Following steps
- 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
Staying safe online
Students learn that the internet connects people far away and that some information should stay private. They practice kind words in shared spaces and ask an adult before sharing anything about themselves.
- 3
Step by step thinking
Students break a task into small steps and put the steps in order, like a recipe or directions to the playground. They follow simple instructions and fix the order when something goes wrong.
- 4
Making simple programs
Students use blocks or arrows to make a character move, draw a shape, or play a sound. They try an idea, see what happens, and change it until it works the way they wanted.
- 5
Sorting and showing information
Students collect simple information, like favorite snacks or the weather each day, and show it in a picture or chart. They talk about what the picture tells them.
- 6
Working together on projects
Students team up to plan a small project, share the work, and listen to each other's ideas. They show their work to the class and explain what they made and why.
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 hardware and software are, then practice choosing the right tool for a task and fixing simple problems when something stops working.
- Grades K-2
Explain how computer networks and the Internet enable communication…
Students learn what the internet actually is: a giant web of connected computers that lets people send messages, share files, and work together from different places. They also talk about why keeping information safe online matters.
- Grades K-2
Collect, transform, and represent data
Students gather information, sort it, and display it in a chart or graph. Then they look for patterns in the data and use what they find to back up an answer or idea.
- Grades K-2
Design, develop, and analyze algorithms and programs to solve problems…
Students practice writing step-by-step instructions that a computer can follow to solve a problem or make something new, like a simple game or animation.
- Grades K-2
Investigate the social, ethical, legal
Students look at how computers and apps affect people's daily lives and talk about what's fair, helpful, or harmful about the technology around them.
| Standard | Definition | Code |
|---|---|---|
| Identify, select, and apply hardware, software Grades K-2 | Students learn what hardware and software are, then practice choosing the right tool for a task and fixing simple problems when something stops working. | OH-CSDF.C1.k-2 |
| Explain how computer networks and the Internet enable communication… Grades K-2 | Students learn what the internet actually is: a giant web of connected computers that lets people send messages, share files, and work together from different places. They also talk about why keeping information safe online matters. | OH-CSDF.C2.k-2 |
| Collect, transform, and represent data Grades K-2 | Students gather information, sort it, and display it in a chart or graph. Then they look for patterns in the data and use what they find to back up an answer or idea. | OH-CSDF.C3.k-2 |
| Design, develop, and analyze algorithms and programs to solve problems… Grades K-2 | Students practice writing step-by-step instructions that a computer can follow to solve a problem or make something new, like a simple game or animation. | OH-CSDF.C4.k-2 |
| Investigate the social, ethical, legal Grades K-2 | Students look at how computers and apps affect people's daily lives and talk about what's fair, helpful, or harmful about the technology around them. | OH-CSDF.C5.k-2 |
Practices
Practices
- Grades K-2
Foster an inclusive computing culture that values diverse perspectives and…
Students learn that computers and technology are for everyone. They practice working with classmates who have different backgrounds and ideas, and they see that those differences make group work stronger.
- Grades K-2
Collaborate around computing — divide work, share ideas
Students work with a partner or small group to plan, build, and improve a simple computer project. They split up tasks, share ideas, and use each other's feedback to make the final product better.
- Grades K-2
Identify and define problems that can be solved with computation and decompose…
Students look at a big task, like planning a classroom party, and break it into smaller steps a computer could help with. They practice spotting which parts of a problem are easy to tackle one piece at a time.
- Grades K-2
Use abstractions to simplify complexity, generalise solutions
Students learn to spot patterns and use simple rules to solve a group of problems at once, instead of solving each one separately.
- Grades K-2
Create computational artifacts — programs, simulations, models — by applying…
Students write simple programs or build interactive projects, then test and improve them in steps. The work is hands-on: try something, see what happens, fix it, try again.
- Grades K-2
Systematically test computational artifacts and refine them based on evidence…
Students try out a program or app they built, notice what goes wrong, and fix it. Testing and fixing is part of the work, not a sign something failed.
- Grades K-2
Communicate clearly with appropriate vocabulary, visualizations
Students describe how a program or digital tool works, using pictures, words, or examples to explain their thinking to someone else.
| Standard | Definition | Code |
|---|---|---|
| Foster an inclusive computing culture that values diverse perspectives and… Grades K-2 | Students learn that computers and technology are for everyone. They practice working with classmates who have different backgrounds and ideas, and they see that those differences make group work stronger. | OH-CSDF.P1.k-2 |
| Collaborate around computing — divide work, share ideas Grades K-2 | Students work with a partner or small group to plan, build, and improve a simple computer project. They split up tasks, share ideas, and use each other's feedback to make the final product better. | OH-CSDF.P2.k-2 |
| Identify and define problems that can be solved with computation and decompose… Grades K-2 | Students look at a big task, like planning a classroom party, and break it into smaller steps a computer could help with. They practice spotting which parts of a problem are easy to tackle one piece at a time. | OH-CSDF.P3.k-2 |
| Use abstractions to simplify complexity, generalise solutions Grades K-2 | Students learn to spot patterns and use simple rules to solve a group of problems at once, instead of solving each one separately. | OH-CSDF.P4.k-2 |
| Create computational artifacts — programs, simulations, models — by applying… Grades K-2 | Students write simple programs or build interactive projects, then test and improve them in steps. The work is hands-on: try something, see what happens, fix it, try again. | OH-CSDF.P5.k-2 |
| Systematically test computational artifacts and refine them based on evidence… Grades K-2 | Students try out a program or app they built, notice what goes wrong, and fix it. Testing and fixing is part of the work, not a sign something failed. | OH-CSDF.P6.k-2 |
| Communicate clearly with appropriate vocabulary, visualizations Grades K-2 | Students describe how a program or digital tool works, using pictures, words, or examples to explain their thinking to someone else. | OH-CSDF.P7.k-2 |
Common Questions
What does computer science look like in the early grades?
Students learn the basics of how computers work and how to use them safely. They name parts like the mouse, screen, and keyboard, log in on their own, and follow simple step-by-step instructions to make something happen on a tablet or robot toy.
How can families support this at home?
Give students chances to follow and give step-by-step directions. Ask them to tell a sibling how to make a sandwich one step at a time, or have them direct a parent across a room using only left, right, and forward. That builds the same thinking used in coding.
Does a child need a computer at home to keep up?
No. Most of what matters at this age is thinking in steps, sorting things into groups, and spotting patterns. A deck of cards, a board game, or building blocks all teach the same habits a screen would.
What should students be able to do by the end of second grade?
They should log in, open a familiar app, and use it without much help. They can write a short sequence of instructions, fix it when it does not work, and sort a small set of objects or pictures into groups to answer a question.
How should the year be sequenced?
Start with vocabulary and safe use of devices, then move to step-by-step instructions using unplugged activities like floor mats and arrow cards. Bring in a block-based coding tool once students can give clear sequences on paper. Save data sorting and simple graphs for the back half of the year.
Which skills usually need the most reteaching?
Debugging is the biggest one. Students often want to start over instead of finding the one step that broke. Build short routines where a program is given to them already broken and they have to find the mistake. Naming the bug out loud helps it stick.
What should be taught about being safe and kind online?
Keep it concrete. Students should know to ask an adult before clicking something new, keep passwords private, and treat people online the way they would in person. Short conversations after a lesson work better than a single big talk.
How much screen time does this involve?
Less than parents often expect. A lot of the work happens away from devices, using cards, mats, and small group puzzles. Screen sessions are usually short and focused on one task, like finishing a five-step program.
How do teachers know students are ready for third grade?
Students can plan a short program before they build it, test it, and explain what they changed when it did not work. They can collect simple data from classmates, put it in a chart, and say what the chart shows in one or two sentences.