Rapid City Area Schools Elementary Information and Communication Technology Curriculum APPROVED BY THE BOARD OF EDUCATION RAPID CITY AREA SCHOOLS January 3, 2008
Rapid City Area Schools 300 6 th Street Rapid City, South Dakota 57701 Board of Education Sheryl Kirkeby... President Dr. Eric Abrahamson... 1 st Vice President Wes Storm... 2 nd Vice President Douglas Kinniburgh... Member Arnie Laubach... Member Leah Lutheran... Member Daphne Richards-Cook... Member Jeff Lang... Student Representative, Central HS Sam Schnell... Student Representative, Stevens HS Courtney Earl... Student Representative, RC Academy Administration Dr. Peter Wharton... Superintendent of Schools James Ghents... Director of Curriculum, Assessment, Instruction, and Gifted Education Programs Ms. Kim Webber... Curriculum Consultant Community Advisory Committee Dr. Laura Turner... Black Hills State University Manuel Penaloza... South Dakota School of Mines and Technology ii
K 12 Information and Communication Technology Curriculum Committee Elementary School Middle School High School Gaylene Barker Barb Knapp Brenda Nugent Renee Pansch Laura Slama Jackie Waldie Thad Caldwell Sherry Crofut Robin Henrikson Paul Knapp Deb Schwietert Paul Hendry Lucky Lee Gena Messer Tammy Mestad Carol Nielsen Deb Reynolds
Table of Contents Mission Statement/Introduction...3 Overview and Document Format... 4 Grades K-6 Chart 9 Kindergarten..17 First Grade.25 Second Grade.35 Third Grade...45 Fourth Grade.57 Fifth Grade.69 The Design Process..82 Problem Solving Machine...83 ISTE/NETS 84 Universal System Model of Technology 85 Rubric..86 K-12 Glossary.87 K-12 Bibliography..92 2
Mission Our goal is to prepare students for a technology intensive world. Introduction An Information and Communication Technology (ICT) curriculum must provide the opportunity to make technology a lifelong, functional learning tool. The use of technology will provide learning experiences that develop higher order thinking skills, enhance creativity, and encourage personal expression. ICT education focuses on developing the technology and information literacy of students, regardless of their educational and career goals. All students should have access to the computer technology education program regardless of their sex, race, religion, disability, or national origin. In order for students to develop a systems thinking approach to ICT, a framework has been designed with specific student expectations. The curriculum will include experiences to encourage students to: 1. Identify a need or problem 2. Process by thinking, problem solving, and exploring 3. Obtain meaningful outcome and results Students with master technology competencies will have a competitive edge in an ever-changing technological world. Successful implementation of this curriculum will require teamwork between teachers across the content areas, media specialists, and computer technology teachers. Students, teachers, and parents will use current and emerging technological tools for teaching and learning in all curriculum areas. Students will have the skills, knowledge, and attitudes necessary to be collaborative workers, community participants, and ethical technology users. ICT education will provide a hands-on-interactive learning experience with the process, not the content, being the thrust of the computer curriculum. 3
FORMAT OF THE STANDARDS DOCUMENT The standards are the targets all students need to meet at the proficient level by the end of each grade level. The standards will be presented in two formats. The first format organizes the standards by grade level so a student, parent, classroom teacher, administrator, or local school board member can quickly review what learning is expected at each specific grade. The Bloom s Taxonomy level of cognitive challenge is listed in the standard document to make clear the level at which each standard should be assessed. All standards in each grade level need to be met at the proficient level by the time students are tested for these skills on the state assessments. For early grades not assessed on the state assessments, students need to master the standards at each grade level in order to be adequately prepared to meet the next grade-level standards and subsequently, to achieve the proficient level at the grade levels tested. The standards are also provided in a side-by-side format so the alignment of standards from grade-to-grade is immediately apparent. This section of the document contains content strands, indicators, grade-level standards and supporting skills, and examples. Each has a role in shaping the expected outcomes for South Dakota students. Strands are the broad conceptual content areas that define Educational Technology. They are: Nature, Concepts and Systems (systems thinking, interactions, and design), Social Interactions, Information and Communication Tools, Information and Communication Processes, and Information Literacy. Indicators are the common threads of a strand that represent expected outcomes for all students preparing to graduate from South Dakota schools. Grade-level and supporting skills represent expected outcomes for students completing each grade level. Examples represent some possible materials and/or activities classroom instructors could use in teaching the standards or supporting skills. Examples are not provided where the meaning of the standard should be evident to the reader. While the intention of providing examples is to clarify what is intended in terms of the complexity and level of challenge of the standard, these examples do not represent actual test items that will appear on the assessment. 4
The performance descriptors are organized into proficiency levels. These proficiency levels describe the content and processes that a student at a given proficiency level would be expected to know, demonstrate, or perform. To identify increasing proficiency educational technology, the levels are labeled as follows: Advanced: A student performing at the advanced level exceeds expectations for that grade level. The student is able to perform the content standards for the grade at a high level of difficulty, complexity, or fluency beyond that specified by the grade-level standards. Proficient: A student performing at the proficient level meets expectations for that grade level. The student is able to perform the content standards for the grade at the level of difficulty, complexity, or fluency specified by the grade level standards. Basic: A student performing at the basic level performs below expectations for that grade level. The student is able to perform some of the content standards for the grade below the level of difficulty, complexity, or fluency specified by the grade-level standards. A student performing below the basic level is unable to perform the content standards for the grade. Therefore, no description is provided below the basic level. Additional Resources Since this document uses appropriate educational technology terminology, a reader may occasionally encounter an unfamiliar term. In order to assist the reader with terminology used in the document, a glossary has been included with specific definitions to clarify intended meaning. 5
Strand Descriptions Information and Communication Technology Content Strand 1- Nature, Concepts, and Systems of Technology (NC) It is common to think of technology as a device or a thing. However it may be beneficial to describe it as the process of using tools and knowledge to interact with the world around us. In that larger sense, technology can also be thought of as a tool that extends human capability; know-how. From this viewpoint we see that technology is a very broad discipline. Information and Communication Technology (ICT) is merely one of the several contexts within that broad field of technology. This nature and concepts standard emphasizes the general processes that describe how people DO technology. The subsequent strands focus specifically on ICT. Because it uses creative ideas and is closely related to scientific principals, technology often changes. It is therefore important for citizens to understand the history and contributions of technology over time. They should also be aware of how technology utilizes knowledge from other fields as well as how it contributes to those fields. Technology operates within a system and a system can be defined as a combination of parts that work together for a purpose. These ICT standards utilize a systems approach because it is an effective way to organize knowledge and skills for easier understanding. When citizens learn to think in terms of systems they enhance their ability to function in a rapidly changing world. Technology is a process that often incorporates systematic problem solving and design methods. It is a sequence that begins with the definition of the problem at hand. Next information is gathered and alternative solutions for the problem are proposed. The best solution is then selected from the alternatives then developed and produced in a result. The final result is then tested and evaluated to determine if it in fact solved the problem. The final stage of the process involves sharing the results with others. The last step is important for the development of experiences and for contribution to a knowledge base. Strand 2- Social Interactions (SI) When people communicate and work with information, the activities are often interpersonal and intercultural. This strand addresses the needs for students to develop awareness and skills that relate to privacy and ethical issues. Citizens must also deal with consumer4 issues relating to ICT. For that reason citizens need to develop skills on how to select technologies. 6
Strand 3 Information & Communication Tools (CT) There is a dizzying array of ICT tools available to people today. In this strand, students learn about selecting ICT tools that are appropriate for the need at hand. In addition, they will learn the necessary skills to be effective users of the tools. Initially, the reader of these standards may note the lack of a list of equipment, software, hardware, and devices the students will learn to operate. This lack of a list is intentional because new products become available faster that any document can reflect. Instead, students will be learning to select and operate tools that are available and appropriate for the situation at hand. Strand 4 Information & Communication Processes (CP) The processes of communicating and dealing with information are as diverse as the population and as broad as the variety of ICT tools. For this reason, citizens should learn process skills that are based on specific purposes. As in the previous strand, the reader will notice that there is no exhaustive list of processes that the students will complete. Instead, students will develop process skills that are appropriate for the learning situation at hand. Those situations are to be based on resources available to the students at the time. Strand 5 Information Literacy and Decision Making (IL) The International ICT Literacy Panel suggests that ICT literacy be represented by a continuum of knowledge and skills with increasing complexity. This panel, composed of educators, technology experts, scholars, and industry representatives from around the word, has agreed on the following sequence: Access knowing about and knowing how to retrieve information Manage applying an existing organizational scheme Integrate interpreting and representing information; (summarize, compare, contrast) Evaluate - make judgments about quality, relevance, usefulness, and efficiency Create generate information by adapting, applying, designing, or authoring 7
Guide to the Numbering and Symbol System Used in the Document are coded to cross-reference grades, goals/strands, indicators, and standards. 1.N.1.1. Grade Strand Indicator Standard Grade refers to the grade level at which the standards are to be mastered by students. Strand refers to the major area of Technology (e.g., Nature and Concepts, Social Interactions, Information Literacy) this group of standards address. These strands are coded: NC SI CT CP IF for Nature, Concepts, and Systems for Social Interactions for Information and Communication Tools for Information and Communication Processes for Information Literacy and Decision Making Indicator refers to the number of the indicator for this strand. Each strand has one or more related indicators that describe key aspects of the strand. Standard refers to the number of the grade-level standard for the indicator. Each indicator has one or more grade-level standard(s) that describes what students will know and be able to do related to the indicator at the specific grade level. Examples in bold type are directly related and aligned to the level of the standard. These examples represent the level of difficulty intended in the grade-level standard and possible materials, activities, or sub-skills classroom instructors could use in teaching the standards. Grade-level supporting skills represent enabling skills students may need to be taught in order to achieve the standards. ( ) Bullets represent enabling skills to the current grade-level standard students may need to be taught in order to achieve the standards. 8
() Checkmarks are enabling skills to the next higher grade-level standards that are related to current grade-level standards and thus may be introduced at an earlier time. K-6 Strand 1 Nature, and Concepts, and Systems Indicator 1: Students understand the history and progression of technology in relation to the development and design of future technology. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.NC.1.1 Identify three humanmade objects. 1.NC.1.1 Distinguish between the natural and human-made world. 1.NC.1.2 Describe how people use tools. 2.NC.1.1 Describe the progression of technology. 3.NC.1.1 Describe ways that creative thinking, economics, and culture influence the development of technology over time. 9 4.NC.1.1 Distinguish how changes in technological tools affect outcomes. 5.NC.1.1 Describe the historical evolution of technological inventions as societies wants and needs change. 5.NC.1.2 Report on the relationship between technological inventions and societal changes. 5.NC.1.3 Identify ways people have adapted the natural world to meet their needs and wants. Indicator 2: Students analyze the parts of a technological system in terms of input, process, output, and feedback. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.NC.2.1 Identify that parts make a whole. 1.NC.2.1 Identify common systems in school and home. 2.NC.2.1 Define each component in a systemsthinking model. 3.NC.2.1 Illustrate, using a flow chart, the parts of the systems model as it relates to technology. 4.NC.2.1 Determine the effects of feedback in the systems-thinking model. 4.NC.2.2 Name the resources needed in order 5.NC.2.1 Evaluate what changes need to be made within a systems model to accomplish a goal. 5.NC.2.2 Evaluate how changes in a systems model
for a system to work. affect the goal. Indicator 3: Students analyze the relationships and the connections between technologies in different fields of study and how they apply to communities. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.NC.3.1 Identify technologies used in the home. 1.NC.3.1 Illustrate technologies used at school. 2.NC.3.1 Classify whether technologies are used in the home, school, or community. 2.NC.3.2 Recognize that technology has an interrelationship with the environment. 2.NC.3.3 Identify responsible digital citizenship relative to technology and its use. 3.NC.3.1 Categorize the use of technologies into home, school, work, or global. 4.NC.3.1 Identify and list examples of how technology changes have affected cultures and society. 5.NC.3.1 Analyze how careers and cultures have changed due to changes in technology. Indicator 4: Students understand the purpose and demonstrate the use of the design process in problem solving. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade 1.NC.4.1 Apply a simplified version of the design process to solve problems. 2.NC.4.1 Choose among given alternatives to solve a problem. 3.NC.4.1 Produce a variety of solutions to a defined problem. 4.NC.4.1 Produce a variety of solutions to a given problem using a design process. 5.NC.4.1 Evaluate solutions for positive and negative aspects in order to choose the optimum result. 10
Strand 2 Social Interactions Indicator 1: Students understand the safe, ethical, legal, and societal issues related to technology. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.SI.1.1 Demonstrate how you show respect for other people s work. K.SI.1.2 Identify five ways to respect equipment. 1.SI.1.1 Identify ownership rights of student created work. 1.SI.1.2 Identify appropriate and safe technology behaviors. 2.SI.1.1 Describe ownership rights of technologycreated work. 2.SI.1.2 Utilize safe technology behaviors. 3.SI.1.1 Distinguish among different types of illegal and unethical technology usage. 3.SI.1.2 Implement safety precautions while online. 3.SI.1.3 Identify when and how to cite a source. 4.SI.1.1 Compare and contrast consequences of illegal and unethical technology use. 4.SI.1.2 Communicate issues relating to online safety. 4.SI.1.3 Determine where and when to cite a source of information. 4.SI.1.4 Identify cultural issues relating to technology. 5.SI.1.1 Describe the impact of unethical and illegal technology usage on the individual and society. 5.SI.1.2 Demonstrate personal safety precautions and etiquette while online. 5.SI.1.3 Implement proper citation for a variety of information sources in created works. 5.SI.1.4 Describe how technology affects a cultures heritage. Indicator 2: Students investigate the advantages and disadvantages of technology. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.SI.2.1 Recognize that an advantage is desirable and that a disadvantage is undesirable. 1.SI.2.1 List advantages of tools and technology at home and at school. 2.SI.2.1 Identify advantages of tools and technology in the community. 3.SI.2.1 Recognize the advantages and disadvantages of technology on the individual. 4.SI.2.1 Distinguish advantages and disadvantages of technology on society. 5.SI.2.1 Evaluate intended and unintended results of technology. 11
Strand 3 Information and Communication Tools Indicator 1: Students recognize and demonstrate skills in operating technological systems. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.CT.1.1 Describe technology using developmentally appropriate and accurate terminology. K.CT.1.2 Apply the use of input/output devices to operate various technologies. 1.CT.1.1 Apply basic file management commands. 1.CT.1.2 Apply the use of letters, numbers, and special keys on the keyboard. 2.CT.1.1 Demonstrate saving and retrieving a file to and from a specified, existing folder with assistance. 2.CT.1.2 Identify correct finger placement of home row keys. 3.CT.1.1 Identify parts of a computer operating system environment. 3.CT.1.2 Demonstrate use of home row keyboarding. 3.CT.1.3 Demonstrate proper care in the use of hardware, software, peripherals, and storage media. 3.CT.1.4 Create, save and retrieve files and folders. 3.CT.1.5 Access menu bar options. 12 4.CT.1.1 Demonstrate how to use parts of application windows and menu options. 4.CT.1.2 Demonstrate the correct use of all letters, punctuation, symbol and command keys using proper techniques. 4.CT.1.3 Use input/output devices and other peripherals. 4.CT.1.4 Manage and maintain files and folders independently. 4.CT.1.5 Use touch-typing techniques in timed writings. 5.CT.1.1 Customize application menus and toolbars for greater productivity. 5.CT.1.2 Key 15 words per minute using touch typing techniques from hard copy to typing program. 5.CT.1.3 Compare and contrast the difference between input/output devices and other peripherals. 5.CT.1.4 Demonstrate the ability to transfer data between devices. 5.CT.1.5 Compare and contrast different ways of accessing commonly used commands. 5.CT.1.6 Demonstrate proper posture while keying.
Indicator 2: Students use technology to enhance learning, extend capability, and promote creativity. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade 2.CT.2.1 Use a variety of media for learning activities. 3.CT.2.1 Use word processing applications to develop a product. 4.CT.2.1 Use a presentation application to develop a product. 5.CT.2.1 Create a product using a spreadsheet application. 3.CT.2.2 Develop documents in design applications. 4.CT.2.2 Develop and save documents in design applications. 5.CT.2.2 Develop documents in design applications incorporating rich multimedia. Indicator 3: Students evaluate and select information tools based on the appropriateness to specific tasks. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.CT.3.1 Recognize technology as a tool to help complete a task. 1.CT.3.1 Describe five technological tools and their uses. 2.CT.3.1 Select an appropriate tool for a task given a list of technologies. 3.CT.3.1 Differentiate between information tools and technological innovations. 4.CT.3.1 Explain how problems are solved through innovation. 5.CT.3.1 Compare and contrast the functions and capabilities of technological tools and innovations. 3.CT.3.2 Select a tool based on an appropriate task. 4.CT.3.2 Select tools based on appropriateness of specific tasks. 5.CT.3.2 Evaluate and select information tools based on appropriateness of specific tasks. 13
Strand 4 Information and Communication Processes Indicator 1: Students understand the purpose of information technologies to communicate with a variety of collaborators. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade 2.CP.1.1 Work with others when using technology tools to convey ideas or illustrate simple concepts with assistance. 3.CP.1.1 Participate within groups to produce a digital output for a given assignment. 4.CP.1.1 Utilize virtual collaboration environments to contribute within a group to the production of a digital output. 5.CP.1.1 Collaborate with other students outside the classroom utilizing distance technologies to create a mediarich product. Indicator 2: Students exchange information and ideas for an identified purpose through information technologies. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.CP.2.1 Identify information technologies used for communicating ideas. 1.CP.2.1 Students are able to identify alternative devices or methods for communicating an idea. 2.CP.2.1 Use media with assistance to communicate and share an idea. 3.CP.2.1 Differentiate among appropriate media to communicate and share ideas with a specific audience. 4.CP.2.1 Select the best way to deliver information and ideas based on the audience. 4.CP.2.2 Select tools that will be most effective when exchanging information at the same time. 5.CP.2.1 Select tools that will be most effective when exchanging information at different times. 5.CP.2.2 Identify how different forms of media and formats may be used to share information with an intended audience. 14
Strand 5 - Information Literacy and Decision Making Indicator 1: Students use technology to locate and acquire information. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade K.IL.1.1 Define information. K.IL.1.2 Recognize that information can be represented in a variety of ways. 1.IL.1.1 Identify where information can be found. 2.IL.1.1 Select from several teacher-selected Internet sites to locate information. 3.IL.1.1 Perform a keyword/phrase search on existing databases on a specified topic. 4.IL.1.1 Given a general topic predict what key details will be needed to refine search in a database for a specific purpose. 5.IL.1.1 Produce relevant information using advanced search functions. Indicator 2: Students determine the reliability and relevancy of information. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade 2.IL.2.1 Distinguish among fact, fiction, and opinion. 3.IL.2.1 Identify types of resources and locate the author, date, and subject within different sources of information. 4.IL.2.1 Evaluate the relevancy of the resource. 5.IL.2.1 Apply an evaluation tool to determine the reliability of an online source. 15
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KINDERGARTEN INFORMATION AND COMMUNICATIONS TECHNOLOGY CURRICULUM 17
KINDERGARTEN EDUCATIONAL TECHNOLOGY STANDARDS Strand 1 Nature, and Concepts, and Systems Indicator 1: Students understand the history and progression of technology in relation to the development and design of future technology. K.NC.1.1 Identify three human-made objects. (Knowledge) Examples: Chair, computer, telephone Identify tools in technology Definition of a tool Advanced: Distinguish between natural and human-made objects. Proficient: Identify three human-made objects. Basic: Identify one human-made object. Indicator 2: Students analyze the parts of a technological system in terms of input, process, output, and feedback. K.NC.2.1 Identify that parts make a whole. (Knowledge) Example: An engine is part of a car Example: A mouse is part of a computer Math K.N.1.2 Advanced: Identify the specific missing parts of a whole. Proficient: Identify that parts make a whole. Basic: Identify that something is missing from a whole. 18
Indicator 3: Students analyze the relationships and the connections between technologies in different fields of study and how they apply to communities. K.NC.3.1 Identify technologies used in the home. (Knowledge) Examples: Telephone, television Advanced: Choose appropriate technologies at home. Proficient: Identify technologies used in the home. Basic: Identify one technology used at home. Indicator 4: Students understand the purpose and demonstrate the use of the design process in problem solving. The Design Process Identify a problem Gather information to solve a problem Identify a solution 19
Strand 2 Social Interactions Indicator 1: Students understand the safe, ethical, legal, and societal issues related to technology. K.SI.1.1 Demonstrate how you show respect for other people s work. (Comprehension) Advanced: Describe how respect affects others. Proficient: Demonstrate how you show respect for other peoples work. Basic: Know the meaning of respect. K.SI.1.2 Identify five ways to respect equipment. (Comprehension) Example: Do not write on desks Example: Do not pound on keyboard Identify appropriate and safe technology behaviors Describe how using a password helps protect the privacy of information Advanced: Model respect for equipment. Proficient: Identify five ways to respect equipment. Basic: Name one way to respect equipment. Indicator 2: Students investigate the advantages and disadvantages of technology. K.SI.2.1 Recognize that an advantage is desirable and that a disadvantage is undesirable. (Knowledge) Example: Wearing your coat on a cold day is an advantage Example: A disadvantage is not wearing your coat on a cold day Advanced: Predict whether or not a given situation is an advantage or disadvantage. Proficient: Recognize that an advantage is desirable and that a disadvantage is undesirable. Basic: Recognize that an advantage is desirable. 20
Strand 3 Information and Communication Tools Indicator 1: Students recognize and demonstrate skills in operating technological systems. K.CT.1.1 Describe technology using developmentally appropriate and accurate terminology. (Knowledge) Examples: Monitor, keyboard Advanced: Communicate about technology using accurate terminology. Proficient: Describe technology using accurate terminology. Basic: Communicate about technology. K.CT.1.2 Apply the use of input/output devices to operate various technologies. (Application) Examples: Mouse, phones, VCRs, TVs, printers, tape recorders, headsets Identify basic File menu commands (New, Open, Save, Print) Locate letters, numbers, and special keys on the keyboard Advanced: Describe the relationship between input and output devices. Proficient: Use input/output devices to operate various technologies. Basic: Operate a mouse or keyboard. (input/output) Indicator 2: Students use technology to enhance learning, extend capability, and promote creativity. Identify a variety of media resources Examples: Television, radio, computer, picture dictionary, telephone 21
Indicator 3: Students evaluate and select information tools based on the appropriateness to specific tasks. K.CT.3.1 Recognize technology as a tool to help complete a task. (Knowledge) Examples: Telephone-talk, drill-make holes Advanced: Describe a technological tool and its use. Proficient: Recognize technology as a tool to help complete a task. Basic: Recognize technology as a tool. 22
Strand 4 Information and Communication Processes Indicator 1: Students understand the purpose of information technologies to communicate with a variety of collaborators. (Mastery of this indicator does not emerge until 2 nd grade) Indicator 2: Students exchange information and ideas for an identified purpose through information technologies. K.CP.2.1 Identify information technologies used for communicating ideas. (Knowledge) Examples: Cell phones or telephone Advanced: Identify alternative devices or method for communicating an idea. Proficient: Identify two information technologies used for communicating ideas. Basic: Identify one information technology used for communicating ideas. 23
Strand 5 Information Literacy and Decision Making Indicator 1: Students use technology to locate and acquire information. K.IL.1.1 Define information. (Knowledge) Example: Child s name, school name, age, birthday, gender Language Arts K.LVS.1.9 K.IL.1.2 Recognize that information can be represented in a variety of ways. (Knowledge) Examples: Numbers, words, pictures, sounds Math K.N.1.1 K.N. 3.1 Advanced: Choose the most appropriate format(s) for information for a given situation. Proficient: Define information. Basic: Recognize one form of information. Advanced: Give examples of different types of information. Proficient: Recognize that information can be represented in a variety of ways. Basic: Recognize one form of information. Indicator 2: Students determine the reliability and relevancy of information. Distinguish between fact and fiction Distinguish between real and make-believe 24
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FIRST GRADE INFORMATION AND COMMUNICATIONS TECHNOLOGY CURRICULUM 26
FIRST GRADE EDUCATIONAL TECHNOLOGY STANDARDS Strand 1 Nature, and Concepts, and Systems Indicator 1: Students understand the history and progression of technology in relation to the development and design of future technology. 1.NC.1.1 Distinguish between the natural and human-made world. (Analysis) Example: Forest vs. city skyline Science 1.P.1.1 Advanced: Describe the advantages and disadvantages of natural and human-made for a specific purpose. Proficient: Distinguish between the natural and human- made world. Basic: Identify one natural or human-made object. 1.NC.1.2 Describe how people use tools. (Comprehension) Examples: Builders use hammers, farmers use tractors, store clerks use cash registers Social Studies 1.US.1.1 Advanced: Describe the advantages and disadvantages of tools. Proficient: Describe how people use tools. Basic: Identify a tool. 27
Indicator 2: Students analyze the parts of a technological system in terms of input, process, output, and feedback. 1.NC.2.1 Identify common systems in school and home. (Knowledge) Identify system components Example: Making cookies Input (situation & resources) Example: hunger, chocolate chips and flour Process Example: Heat, mixing Output Example: Cookies Feedback Example: Burnt, Gooey Advanced: Describe the functions of common systems. Proficient: Identify common systems in school and home. Basic: Identify a common system in school or home. (See the Universal Systems Model on page 85.) Indicator 3: Students analyze the relationships and the connections between technologies in different fields of study and how they apply to communities. 1.NC.3.1 Illustrate technologies used at school. (Comprehension) Examples: Digital cameras, computers, DVD players Curriculum Connections: Social Studies 1.US.1.1 Advanced: Choose appropriate technologies at home and school. Proficient: Illustrate technologies used at school. Basic: Identify one technology used at school. 28
Indicator 4: Students understand the purpose of and demonstrate the use of the design process in problem solving. 1.NC.4.1 Apply a simplified version of the design process to solve problems. (Application) Identify the problem Gather information to solve the problem Identify a solution Example 1: Identify the problem: Can t log in Gather information: Incorrect password Identify a solution: Re-enter password correctly Advanced: Apply the design process to compare and contrast alternative solutions to problems. Proficient: Apply a simplified version of the design process to solve problems. Basic: Recognize a problem exists and find a solution. Example 2: Identify the problem: Can t use pencil Gather information: Pencil point is broken Identify a solution: Use pencil sharpener Identify possible alternative solutions to problems (See the Universal Systems Model on page 85.) Language Arts 1.R.3.1 Science 1.L.1.1 29
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Strand 2 Social Interactions Indicator 1: Students understand the safe, ethical, legal, and societal issues related to technology. 1.SI.1.1 Identify ownership rights of student- created work. (Knowledge) Example: Student project Copyright Social Studies 1.C.2.2 1.SI.1.2 Identify appropriate and safe technology behaviors. (Knowledge) Example: Don t divulge your name, address, or phone number online Example: Do not have food or drink near computer Describe how using a password helps protect the privacy of information Example: Passwords protect data, locks protect houses Advanced: Describe ownership rights of any creative work. Proficient: Identify ownership rights of student created work. Basic: Describe ownership. Advanced: Describe how appropriate and safe technology behaviors affect the user. Proficient: Identify appropriate and safe technology behaviors. Basic: List one appropriate and safe technology behavior. Social Studies 1.C.2.1 31
Indicator 2: Students investigate the advantages and disadvantages of technology. 1.SI.2.1 List advantages of tools and technology at home and at school. (Knowledge) Example: It is an advantage to have food heated quickly by a microwave because it saves time Example: It is an advantage to use a projector for more people to see easier Advanced: Explain how the home and school are improved through the use of tools and technology. Proficient: List advantages of tools and technology at home and at school. Basic: List one advantage of tools and technology at home and at school. 32
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Strand 3 Information and Communication Tools Indicator 1: Students recognize and demonstrate skills in operating technological systems. 1.CT.1.1 Apply basic file management commands. (Application) New, Open, Save, Print Recognize the differences between files and folders Advanced: Independently save and retrieve files to/from a specific folder. Proficient: Apply basic file management commands (New, Open, Save, Print). Basic: Apply basic file commands with assistance. 1.CT.1.2 Apply the use of letters, numbers, and special keys on the keyboard. (Application) Shift, return/enter, space, backspace/delete, caps lock, ctrl, alt, arrows Identify and use correct finger placement of home row keys Identify proper keying of special keys Examples: right index finger to key y for yes and n for no; right little finger to enter; right thumb for space bar; mouse to point and click Advanced: Identify and use correct finger placement of home row keys. Proficient: Apply the use of letters, numbers, and special keys on the keyboard. Basic: Identify letter keys. Indicator 2: Students use technology to enhance learning, extend capability, and promote creativity. Apply a variety of media and technological resources to create a product. Example: Software/hardware, digital camera, video, inter-active white boards Identify hardware and software problems 34
Indicator 3: Students evaluate and select information tools based on the appropriateness to specific tasks. 1.CT.3.1 Describe five technological tools and their uses. (Comprehension) Examples: Internet, DVD player, projector, cell phone, pager Advanced: Select an appropriate tool for a task given a list of technologies. Proficient: Describe five technological tools and their uses. Basic: Describe two technological tools and their uses. 35
Strand 4 Information and Communication Processes Indicator 1: Students understand the purpose of information technologies to communicate with a variety of collaborators. Participate with others when using technology tools to convey ideas or illustrate simple concepts Indicator 2: Students exchange information and ideas for an identified purpose through Information Technologies. 1.CP.2.1 Students are able to identify alternative devices or methods for communicating an idea. (Knowledge) Examples: Cell phone or email, VCR or DVD, call to tell I m home from school Language Arts 1.W.3.1 Advanced: Use information technologies to communicate and share an idea with assistance. Proficient: Identify alternative devices or methods for communicating an idea. Basic: Identify two information technologies used for communicating ideas. 36
Strand 5 Information Literacy and Decision Making Indicator 1: Students use technology to locate and acquire information. 1.IL.1.1 Identify where information can be found. (Knowledge) Examples: Classroom, library, Internet Advanced: Access information from identified sources. Proficient: Identify where information can be found. Basic: Identify one source of information. Indicator 2: Students determine the reliability and relevancy of information. Distinguish between fact, fiction and opinion. Examples: Real, point of view Language Arts 1.R.3.3 37
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SECOND GRADE INFORMATION AND COMMUNICATIONS TECHNOLOGY CURRICULUM 39
SECOND GRADE EDUCATIONAL TECHNOLOGY STANDARDS Strand 1 Nature, and Concepts, and Systems Indicator 1: Students understand the history and progression of technology in relation to the development and design of future technology. 2.NC.1.1 Describe the progression of technology. (Comprehension) Communication technology Example: Quill to pencil to keyboard Transportation technology Example: Wagon to car to airplane Health technology Example: Leeches to surgery Agricultural technology Example: Oxen to tractor Energy technology Example: Fire to solar power Calculator tools Example: Abacus to computers Advanced: Compare and contrast various influences of technology. Proficient: Describe the progression of technology. Basic: Distinguish whether a tool is from the past or present. Social Studies 2.US.1.1 Social Studies 2.US.1.2 40
Indicator 2: Students analyze the parts of a technological system in terms of input, process, output, and feedback. 2.NC.2.1 Define each component in a systems-thinking model. (Comprehension) Define input, process, output, feedback Examples: A story is the input, the process is typing, the output is the document, the feedback is someone reading the story Advanced: Define and apply the systemsthinking model. Proficient: Define each component in a systems-thinking model. Basic: Identify one component of the systems-thinking model. Indicator 3: Students analyze the relationships and the connections between technologies in different fields of study and how they apply to communities. 2.NC.3.1 Classify whether technologies are used in the home, school, or community. (Analysis) Examples: Toaster-home; fax machine-school; cell phone-community Advanced: List advantages and disadvantages of technologies used in the home, school, or community. Proficient: Classify whether technologies are used in the home, school, or community. Basic: List technologies used at school. 2.NC.3.2 Recognize that technology has an interrelationship with the environment. (Knowledge) Example: Graphing activities Social Studies 2.E.1.1 Math 2.S.1.1 Advanced: Describe how technology has an interrelationship with the environment. Proficient: Recognize that technology has an interrelationship with the environment. Basic: Identify a technology in the environment. 41
2.NC.3.3 Identify responsible digital citizenship relative to technology and its use. (Knowledge) Advanced: Utilize safe technology behaviors consistently. Identify each of the following components as elements that comprise digital citizenship o Etiquette: electronic standards of conduct procedure. Example: Using caps lock appears to be shouting. o Communication: electronic exchange of information o Education: the process of teaching and learning about technology and the use of technology o Access: full electronic participation in society o Commerce: electronic buying and selling of goods o Responsibility: electronic responsibility for actions and deeds o Rights: those freedoms extended to everyone in a digital world o Safety: physical well being in a digital technology world Proficient: Identify responsible digital citizenship relative to technology and its use. Basic: Identify one safe technology behavior. Social Studies 2.C.2.2 Indicator 4: Students understand the purpose of and demonstrate the use of the design process in problem solving. 2.NC.4.1 Choose among given alternatives to solve a problem. (Application) Example: Can t log in -Is the caps lock on Is the password typed correctly Test alternative solutions Social Studies 2.E.1.2 Advanced: Solve a problem independently with alternative solutions. Proficient: Choose among given alternative to solve a problem. Basic: Follow given directions to solve a problem. 42
Strand 2 Social Interactions Indicator 1: Students understand the safe, ethical, legal, and societal issues related to technology. 2.SI.1.1 Describe ownership rights of technology-created work. (Comprehension) Copyright Illegal and unethical use of technology Examples: Book report, art project Social Studies 2.C.2.2 2.SI.1.2 Utilize safe technology behaviors. (Application) Examples: Email, Internet (games, registration, sales, pop-ups) Examples: Loading and unloading a cd-rom, keep magnets away from technology Use an individual password to protect the privacy of information Advanced: Describe appropriate and inappropriate uses of any creative work. Proficient: Describe ownership rights of technology-created work. Basic: Describe ownership rights. Advanced: Explain why safe technology behaviors are necessary and appropriate. Proficient: Utilize safe technology behaviors. Basic: Recognize that there are safe technology behaviors. Social Studies 2.C.2.2 Indicator 2: Students investigate the advantages and disadvantages of technology. 2.SI.2.1 Identify advantages of tools and technology in the community. (Knowledge) Example: Cable TV provides more choices Example: Bar code scanners automates checkout 43 Advanced: Explain how a community is improved through the use of tools and technology. Proficient: Identify advantages of tools and technology in the community. Basic: Identify one advantage of tools and technology in the community.
Strand 3 Information and Communication Tools Indicator 1: Students recognize and demonstrate skills in operating technological systems. 2.CT.1.1 Demonstrate saving and retrieving a file to and from a specified, existing folder with assistance. (Comprehension) Advanced: Demonstrate saving and retrieving a file to and from a folder independently. Proficient: Demonstrate saving and retrieving a file to and from a specified, existing folder with assistance. Basic: Save or open a file with assistance. 2.CT.1.2 Identify correct finger placement of home row keys. (Knowledge) Identify proper keying of special keys Examples: Right index finger to key y for yes and n for no; right little finger to enter; right thumb for space bar; mouse to point and click Advanced: Consistently use correct finger placement of home row and special keys. Proficient: Identify finger placement of home row and special keys. Basic: Identify home row keys. Indicator 2: Students use technology to enhance learning, extend capability, and promote creativity. 2.CT.2.1 Use a variety of media for learning activities. (Application) Examples: Software, hardware, dictionary, encyclopedia, audio-video player, phones, web resources, inter-active books Identify hardware and software problems Social Studies 2.US.1.1 Advanced: Independently select appropriate resources for directed and independent learning activities. Proficient: Use a variety of media for learning activities. Basic: Select from a given set of resources for learning activities. 44
Indicator 3: Students evaluate and select information tools based on the appropriateness to specific tasks. 2.CT.3.1 Select an appropriate tool for a task given a list of technologies. (Knowledge) Example: Write letters using a word processing program not a spreadsheet program Advanced: Apply an appropriate tool for a given task. Proficient: Select an appropriate tool for a task given a list of technologies. Basic: Select an appropriate tool for a task given a choice of two technologies. 45
Strand 4 Information and Communication Processes Indicator 1: Students understand the purpose of information technologies to communicate with a variety of collaborators. 2.CP.1.1 Work with others when using technology tools to convey ideas or illustrate simple concepts with assistance. (Comprehension) Examples: Webquest, DDN sessions, email Advanced: Work with others when using technology tools to convey ideas or illustrate simple concepts. Proficient: Work with others when using technology tools to convey ideas or illustrate simple concepts with assistance. Basic: Share their technology based ideas with assistance and with a partner. Indicator 2: Students exchange information and ideas for an identified purpose through information technologies. 2.CP.2.1 Use media with assistance to communicate and share an idea. (Application) Examples: Email, drawing program, power point, DDN sessions Advanced: Use media independently to communicate and share ideas. Proficient: Use media with assistance to communicate and share an idea. Basic: State and share a media product. 46
Strand 5 Information Literacy and Decision Making Indicator 1: Students use technology to locate and acquire information. 2.IL.1.1 Select from several teacher-selected Internet sites to locate information. (Knowledge) Examples: Child safe search engines (Yahooligans, Nettrekker) Use keywords as a search strategy with assistance Advanced: Independently search to locate information from the Internet. Proficient: Select from several teacherselected Internet sites to locate information. Basic: Locate information from a teacherselected Internet site. Indicator 2: Students determine the reliability and relevancy of information. 2.IL.2.1 Distinguish among fact, fiction, and opinion. (Analysis) Examples: Dogs are animals, dogs are rocks, dogs are better than cats Identify author, date, and subject within sources of information Example: Open a webpage and be able to find this information on that page Language Arts 2.LVS.1.4 Advanced: Generate a fact, fiction, and an opinion for a given topic. Proficient: Distinguish among fact, fiction, and opinion. Basic: Distinguish between fact and fiction. 47
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THIRD GRADE INFORMATION AND COMMUNICATIONS TECHNOLOGY CURRICULUM 49
THIRD GRADE EDUCATIONAL TECHNOLOGY STANDARDS Strand 1 Nature, and Concepts, and Systems Indicator 1: Students understand the history and progression of technology in relation to the development and design of future technology. 3.NC.1.1 Describe ways that creative thinking, economics, and culture influence the development of technology over time. (Knowledge) Develop a progression timeline of technology to show change over time o o o o o o o Information/Communication Manufacturing Transportation Medical Energy Construction Agricultural Advanced: Design a technology timeline including how it s been influenced by creative thinking, economics, and culture. Proficient: Describe ways that creative thinking, economics, and culture influence the development of technology over time. Basic: Identify three major technology events on the time line. Describe influences of the past, present, and future Interpret and respond to diverse works from various cultures and time periods Example: Transition from the agrarian age to the industrial age changed with the technology invention of the assembly line process Social Studies 3.W.1.1 50
Indicator 2: Students analyze the parts of a technological system in terms of input, process, output, and feedback. 3.NC.2.1 Illustrate, using a flow chart, the parts of the systems model as it relates to technology. (Comprehension) Explain how the components work together to make a system Example: input- information on the keyboard, process- typing, output- printed paper document feedback- grade Define a system (input, process, output, feedback) Example: electric pencil sharpener: put the pencil in, sharpen it, pull it out and decide if it s sharp enough Advanced: Illustrate, define, and explain the roles of all the components of systems thinking model. Proficient: Illustrate, using a flow chart, the parts of the system model as it relates to technology. Basic: Illustrate and label two of the four parts of the systems thinking model. (See universal systems model in appendix.) Science 3.L.3.1 Indicator 3: Students analyze the relationships and the connections between technologies in different fields of study and how they apply to communities. 3.NC.3.1 Categorize the use of technologies into home, school, work, or global. (Comprehension) Example: Distance learning, video conferences Example: Different technologies are used in different locations e.g., home-lawnmower, school-smart board, global-internet Advanced: Classify changes in technology at home, school, work, and globally to determine its impact. Proficient: Categorize the use of technologies into home, school, work, or global. Basic: List technologies found at school, home, work, or society. 51