Education Standards
Using Digital Tools-2nd Grade
Using Digital Tools for a Purpose & How Computers Work- grade 2
Overview
This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.
Using Digital Tools for a Purpose & How Computers Work
Overview
This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.
Grade
Second grade
Duration
Two Lessons, 20 minutes each
Standards and Learning Objectives
Washington State Ed Tech Standards
- 1.a. With guidance from an educator, students consider and set personal learning goals and utilize appropriate technologies that will demonstrate knowledge and reflection of the process.
- 1.b. With guidance from an educator, students learn about various technologies that can be used to connect to others or make their learning environments personal and select resources from those available to enhance their learning
- 1.c. With guidance from an educator, students recognize performance feedback from digital tools, make adjustments based on it and use age-appropriate technology to share learning.
- 1.d. With guidance from an educator, students explore a variety of technologies that will help them in their learning and begin to demonstrate an understanding of how knowledge can be transferred between tools.
- 3.a. With guidance from an educator, students use digital tools and resources, contained within a classroom platform or provided by the teacher, to find information on topics of interest.
- 5.a. With guidance from an educator, students identify a problem and select appropriate technology tools to explore and find solutions.
English Language Arts
- CCSS.ELA-LITERACY.W.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
- CCSS.ELA-LITERACY.SL.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.
- CCSS.ELA-LITERACY.RL.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Washington State Computer Science Standards
- 1A-01: Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.
- 1A-03: Describe basic hardware and software problems using accurate terminology.
Lesson One: How Computers Work & Coding
Materials
- Laptops
- Account names and passwords
- Headphones
Formative Assessment
Observe to students to make sure they can navigate the coding game successfully.
Procedure:
Digital Citizen Identity Video about how the internet works (4-5 minutes)
- Digital Citizen Identity, DQ Institute, August 2017, (Length: 4:12 minutes)
Demonstration & Discussion (5 minutes)
- Ask students what happens every time a picture or some information is sent through the internet. (It gets broken up into lots of little packets.)
- Ask students what can happen when not all of the packets of information make it to your computer at the same time. (Videos can lag, or things can take a long time to load.)
- Ask students who remembers some things that can get in the way of computer signals traveling through the air. (walls, appliances, furniture.)
- Explain that computers are also trying to follow our directions when they perform commands using a coding language so they can understand what we want them to do. Explain that you will be practicing some coding today.
- Demonstrate the following two coding games on the Smart Board. The coding games will need to be previewed so that you are able to demo each one for the students. These can be played now if time permits, or used during Coding Week in December. Minecraft has an intro video you can play for students.
Lesson Two: Using an Application for a Purpose (Sora)
Materials
- Laptops
- Headphones
- Chart Paper
- Checked out Sora book
- Physical copy of chosen picture book
Formative Assessment
Observe students to make sure they can navigate to Sora and check out a read-along book. For the secondary activity make sure they can create a Word document, rename it, insert an image and table.
Procedure:
Preparation (before class arrives)
- Choose a physical book to read (possibly a commonly known fairy tale)
- Find a similar book in Sora under the Read Along books and check it out.
Read-Aloud & Discussion (10-15 minutes)
- Read the physical book you have chosen.
- Demonstrate how to navigate to Sora from HelloID, expand the menu of Read-Along books, choose one, and check it out. Demonstrate where to find their shelf once it is checked out.
- Play the Sora Read-Along version of the story you have chosen on the Smart Board.
- Discuss what the students noticed was the same and different about the two stories. (You may want to write down some simple answers on a piece of chart paper divided into two sections.)
Activity (5-10 minutes)
- Have students log in to their own laptops and access Sora.
- They need to find and check out at least one Read-Along book.
Optional Secondary Lesson (10-15 minutes, probably on a different day)
- Remind students of the two stories you read before. Show them the chart you made.
- Demonstrate how to navigate to HelloID, Office 365, Word, and open a new blank document.
- Demonstrate how to do the following: Rename the Document, recognize the mountain icon that stands for image under the Insert Tab and insert a picture from Bing online, Insert a Table using the same ribbon, type text in the table, use the Shift and CapsLock buttons, use the backspace and delete buttons, use the Undo icon if you make a mistake.
Optional Secondary Activity (5-10 minutes)
- Have students log in, open HelloID, Office 365, and a new document in Word.
- They need to insert one image representing the stories you read, insert a table (See example below,) and begin to type the similarities and differences from your chart in their table.
Image by Jenny Banker