Getting to know devices
Students learn the parts of a computer or tablet and how to use them. They practice naming the screen, keyboard, and mouse, and ask for help when something stops working.
What does a student learn in
These early grades are when students start seeing computers as tools they can direct, not just screens to watch. Students name the parts of a device, try simple fixes when something goes wrong, and learn safe habits online. They write short step-by-step instructions, spot patterns in pictures and charts, and work with a partner to build something simple. By spring, students can give a robot or character a clear sequence of steps to reach a goal.
- Computer parts
- Online safety
- Step-by-step instructions
- Patterns in data
- Working with a partner
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 start to understand that computers can talk to each other over the internet. They learn what to share, what to keep private, and how to be kind in online spaces.
- 3
Sorting and showing data
Students collect simple information, like favorite fruits or weather each day, and put it into charts and pictures. They look for patterns and talk about what the data shows.
- 4
Step-by-step instructions
Students learn that a program is a list of steps a computer follows. They write and test their own step-by-step instructions, then fix the steps when something goes wrong.
- 5
Building and sharing projects
Students work together to make small projects like animations, drawings, or simple games. They share ideas, give feedback to classmates, and talk about how computers shape daily life.
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 to pick the right tool for the job, whether that means choosing a program, using a mouse or keyboard, or figuring out why something isn't working on a device.
- Grades K-2
Explain how computer networks and the Internet enable communication…
Students learn that computers connect to each other through networks, and that the internet is what lets people share messages, pictures, and files with others far away. They also learn that keeping that information safe matters.
- Grades K-2
Collect, transform, and represent data
Students gather information, sort or organize it, and display it in a chart or graph. Then they look for patterns in what they collected and use those patterns to back up a simple claim.
- Grades K-2
Design, develop, and analyze algorithms and programs to solve problems…
Students write step-by-step instructions that a computer (or a friend) can follow to solve a problem or make something new, then check whether those steps actually work.
- Grades K-2
Investigate the social, ethical, legal
Students look at how computers and apps affect daily life, like how a game or a map app changes what people do or how they treat each other. They begin to see that technology has real effects on real people.
| Standard | Definition | Code |
|---|---|---|
| Identify, select, and apply hardware, software Grades K-2 | Students learn to pick the right tool for the job, whether that means choosing a program, using a mouse or keyboard, or figuring out why something isn't working on a device. | ME-CSDF.C1.k-2 |
| Explain how computer networks and the Internet enable communication… Grades K-2 | Students learn that computers connect to each other through networks, and that the internet is what lets people share messages, pictures, and files with others far away. They also learn that keeping that information safe matters. | ME-CSDF.C2.k-2 |
| Collect, transform, and represent data Grades K-2 | Students gather information, sort or organize it, and display it in a chart or graph. Then they look for patterns in what they collected and use those patterns to back up a simple claim. | ME-CSDF.C3.k-2 |
| Design, develop, and analyze algorithms and programs to solve problems… Grades K-2 | Students write step-by-step instructions that a computer (or a friend) can follow to solve a problem or make something new, then check whether those steps actually work. | ME-CSDF.C4.k-2 |
| Investigate the social, ethical, legal Grades K-2 | Students look at how computers and apps affect daily life, like how a game or a map app changes what people do or how they treat each other. They begin to see that technology has real effects on real people. | ME-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 think and solve problems differently. The goal is to make sure everyone feels included when using technology 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 helping each other improve the result.
- Grades K-2
Identify and define problems that can be solved with computation and decompose…
Students look at a big task, like sorting a pile of books, and figure out how to break it into smaller steps a computer could follow. Spotting which problems a computer can help solve is part of this work too.
- Grades K-2
Use abstractions to simplify complexity, generalise solutions
Students learn to spot what two things have in common, then use that shared pattern to solve both problems at once instead of starting over each time.
- Grades K-2
Create computational artifacts — programs, simulations, models — by applying…
Students build simple programs or interactive projects, then test and improve them in steps. Each round of changes is part of the process, not a sign something went wrong.
- Grades K-2
Systematically test computational artifacts and refine them based on evidence…
Students try out a program or digital project, find what's not working, and fix it. Testing and fixing is part of the process, not a sign something went wrong.
- Grades K-2
Communicate clearly with appropriate vocabulary, visualizations
Students describe how a program or digital tool works, using words and pictures that someone else can follow. They explain what the tool does and why it matters.
| Standard | Definition | Code |
|---|---|---|
| Foster an inclusive computing culture that values diverse perspectives and… Grades K-2 | Students practice working with classmates who think and solve problems differently. The goal is to make sure everyone feels included when using technology together. | ME-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 helping each other improve the result. | ME-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 sorting a pile of books, and figure out how to break it into smaller steps a computer could follow. Spotting which problems a computer can help solve is part of this work too. | ME-CSDF.P3.k-2 |
| Use abstractions to simplify complexity, generalise solutions Grades K-2 | Students learn to spot what two things have in common, then use that shared pattern to solve both problems at once instead of starting over each time. | ME-CSDF.P4.k-2 |
| Create computational artifacts — programs, simulations, models — by applying… Grades K-2 | Students build simple programs or interactive projects, then test and improve them in steps. Each round of changes is part of the process, not a sign something went wrong. | ME-CSDF.P5.k-2 |
| Systematically test computational artifacts and refine them based on evidence… Grades K-2 | Students try out a program or digital project, find what's not working, and fix it. Testing and fixing is part of the process, not a sign something went wrong. | ME-CSDF.P6.k-2 |
| Communicate clearly with appropriate vocabulary, visualizations Grades K-2 | Students describe how a program or digital tool works, using words and pictures that someone else can follow. They explain what the tool does and why it matters. | ME-CSDF.P7.k-2 |
Common Questions
What should a young student learn about computers in these early years?
Students learn the basic parts of a computer or tablet, how to log in, and what to do when something freezes or won't open. They start writing simple step-by-step instructions for a robot or a character on screen, and they talk about being kind and safe online.
How can families help at home with no special tech setup?
Practice giving step-by-step directions for everyday tasks like making a sandwich or brushing teeth. Sort socks or toys by color and size to build pattern thinking. Talk about which buttons do what on the TV remote or microwave so students notice how devices work.
How should the year be sequenced across these five concept areas?
Start with device basics and online safety in the first weeks so routines stick. Move into patterns and sorting data in the middle of the year, then build into simple algorithms and unplugged coding by spring. Weave collaboration and digital citizenship into every unit rather than saving them for one lesson.
Does a student need to know how to code by the end of second grade?
Not in the way adults picture coding. Students should be able to put a short sequence of steps in the right order, spot when a step is missing, and fix it. That might happen with a screen-free robot, a block-based app, or arrows drawn on paper.
Which skills usually need the most reteaching?
Debugging is the hardest one. Students often want to start over instead of finding the broken step. Plan short, repeated practice with tiny programs that have one clear bug, and model thinking aloud while fixing it.
How is online safety handled with such young students?
Conversations stay simple and concrete: don't share your name or address, tell an adult if something feels weird, and remember that not everything on a screen is true. Repeating these ideas in short doses across the year works better than one big lesson.
What does mastery look like by the end of second grade?
A student can name the parts of a device, try one or two fixes before asking for help, and write a short ordered list of steps to solve a small problem. They can also sort information into a simple chart and explain what the chart shows.
How much screen time does this subject add to the day?
Less than parents often expect. Much of the work is unplugged: sorting cards, drawing maps, giving directions to a partner, or acting out a sequence. Screen time is used in short stretches for a specific task, not as a default activity.
How can group work be structured so every student contributes?
Use pairs more than larger groups at this age, and give each partner a named role like driver and navigator that swaps halfway through. Keep tasks short enough that both students get a turn at the keyboard or the robot in one sitting.