Getting to know the computer
Students learn the names of the parts they touch every day, like the screen, keyboard, mouse, and tablet. They practice logging in, opening a program, and asking for help when something freezes.
What does a student learn in
These are the years computers stop being mystery boxes and start being tools students can name and use. Students learn the parts of a device, log in and save their work, and follow simple step-by-step directions to make something happen on screen. They practice giving clear instructions, taking turns, and being kind online. By spring, students can drag blocks of code to move a character through a short puzzle and explain what each step does.
- Computer parts
- Logging in
- Step-by-step directions
- Block coding
- Online kindness
- Sorting information
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 and sharing online
Students see how devices talk to each other across the internet. They practice sharing a file with a classmate, sending a simple message, and keeping passwords private.
- 3
Sorting and showing data
Students gather small bits of information, like favorite snacks or weather each morning, and turn them into simple charts. They look for patterns and talk about what the picture shows.
- 4
Step-by-step instructions
Students write step-by-step directions a person or a robot could follow, like brushing teeth or moving across a grid. They try the steps, find what went wrong, and fix the order.
- 5
Building small programs
Students drag blocks or press buttons to make a character move, a song play, or a story unfold. They test their program, get feedback from a partner, and try it again to make it better.
- 6
Being kind online
Students talk about how technology affects the people around them. They practice taking turns on a device, giving credit for someone else's idea, and treating classmates with respect on a screen.
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 different parts of a computer do, pick the right tools for a task, and try basic fixes when something stops working.
- Grades K-2
Explain how computer networks and the Internet enable communication…
Students learn what a computer network is: a group of devices connected so people can share messages, files, and information. They also explore why 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 that data to answer a question or support an idea.
- Grades K-2
Design, develop, and analyze algorithms and programs to solve problems…
Students write step-by-step instructions that a computer 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 people's daily lives, including whether something is fair, safe, or allowed. They start to think about why rules around technology matter.
| Standard | Definition | Code |
|---|---|---|
| Identify, select, and apply hardware, software Grades K-2 | Students learn what the different parts of a computer do, pick the right tools for a task, and try basic fixes when something stops working. | NH-CSDF.C1.k-2 |
| Explain how computer networks and the Internet enable communication… Grades K-2 | Students learn what a computer network is: a group of devices connected so people can share messages, files, and information. They also explore why keeping that information safe matters. | NH-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 that data to answer a question or support an idea. | NH-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 can follow to solve a problem or make something new, then check whether those steps actually work. | NH-CSDF.C4.k-2 |
| Investigate the social, ethical, legal Grades K-2 | Students look at how computers and apps affect people's daily lives, including whether something is fair, safe, or allowed. They start to think about why rules around technology matter. | NH-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 ideas and backgrounds when solving computer and technology 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 tasks and sharing ideas to finish the project together.
- Grades K-2
Identify and define problems that can be solved with computation and decompose…
Students look at a big task, like planning a class party, and break it down into smaller steps a computer could help with. This builds the habit of thinking through problems before jumping to a solution.
- Grades K-2
Use abstractions to simplify complexity, generalise solutions
Students practice finding patterns in simple tasks, like giving directions or sorting objects, so the same idea can work in more than one situation.
- Grades K-2
Create computational artifacts — programs, simulations, models — by applying…
Students build simple programs or animations, then go back and make them better. They repeat that process of creating and improving, step by step.
- Grades K-2
Systematically test computational artifacts and refine them based on evidence…
Students test a program or app they built, look for what goes wrong, and fix it. The goal is to keep improving until it works the way they intended.
- Grades K-2
Communicate clearly with appropriate vocabulary, visualizations
Students practice putting their ideas about computers and technology into words. They explain what a program does, show a picture or drawing to help, and back up what they say with examples.
| Standard | Definition | Code |
|---|---|---|
| Foster an inclusive computing culture that values diverse perspectives and… Grades K-2 | Students practice working with classmates who have different ideas and backgrounds when solving computer and technology problems together. | NH-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 tasks and sharing ideas to finish the project together. | NH-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 class party, and break it down into smaller steps a computer could help with. This builds the habit of thinking through problems before jumping to a solution. | NH-CSDF.P3.k-2 |
| Use abstractions to simplify complexity, generalise solutions Grades K-2 | Students practice finding patterns in simple tasks, like giving directions or sorting objects, so the same idea can work in more than one situation. | NH-CSDF.P4.k-2 |
| Create computational artifacts — programs, simulations, models — by applying… Grades K-2 | Students build simple programs or animations, then go back and make them better. They repeat that process of creating and improving, step by step. | NH-CSDF.P5.k-2 |
| Systematically test computational artifacts and refine them based on evidence… Grades K-2 | Students test a program or app they built, look for what goes wrong, and fix it. The goal is to keep improving until it works the way they intended. | NH-CSDF.P6.k-2 |
| Communicate clearly with appropriate vocabulary, visualizations Grades K-2 | Students practice putting their ideas about computers and technology into words. They explain what a program does, show a picture or drawing to help, and back up what they say with examples. | NH-CSDF.P7.k-2 |
Common Questions
What does computer science look like at this age?
Students learn that a computer follows step-by-step directions. They give simple commands to a robot or app, sort pictures into groups, talk about safe online behavior, and name parts of a device like the screen, keyboard, and mouse. Most of the work is hands-on, not screen-only.
My child barely uses a computer at school. Is that a problem?
No. At this age, students can build the same thinking with unplugged activities: giving a partner directions to walk across the room, sorting buttons by color, or drawing a flowchart for brushing teeth. Time on a device matters less than practice with clear steps and patterns.
How can I help with this at home in 10 minutes?
Play step-by-step games. Have students give directions to make a peanut butter sandwich, then follow them literally so they see what got skipped. Sort socks or coins by two rules at once. Talk about what to do when a website asks for a name or password.
How should I sequence this across the year?
Start with vocabulary and parts of a device, then move into patterns and sorting, then simple algorithms with arrows or block code, then short programs students test and fix. Save online safety and impact conversations for short, repeated mini-lessons across the year rather than one unit.
Which skills usually need the most reteaching?
Two areas trip students up. First, the idea that a computer does exactly what it is told, including the mistakes. Second, debugging without giving up. Plan extra time for students to find a bug in a partner's steps and fix it, then explain what they changed.
Does my child need to learn to code?
Not in the adult sense. Students drag picture blocks, press arrow buttons on a floor robot, or write short lists of steps on paper. The goal is to think in clear steps and notice patterns, which is the same thinking that helps with reading directions and solving math problems.
How should students talk about online safety at this age?
Keep it concrete. Students should know to ask an adult before sharing a name, photo, or password, and to tell an adult if something on a screen feels mean or confusing. Practice with short role-plays rather than long rules lists.
What does mastery look like by the end of this stretch?
Students can name basic parts of a device, write or arrange a short set of steps that works, find and fix at least one mistake in those steps, sort information into groups, and explain one rule for staying safe online. They can also share work with a partner and use a piece of that feedback.