Kindergarten+Standards


 * Kindergarten Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Grade Standards, Supporting Skills, and Examples**

• Definition of a tool. ||
 * Indicator 1:** Students understand the history and progression of technology in relation to the development and design of future technology.
 * __**Bloom’s Taxonomy Level**__ || __**Standard, Supporting Skills, and Examples**__ ||
 * (Knowledge) || **K.NC.1.1 Identify three human-made objects.**
 * Examples**: computer, telephone ||
 * || – Identify tools as technology.
 * || – Identify tools as technology.
 * || – Identify tools as technology.

ExamplesTo see an example of the systems basic model click here.
 * Indicator 2:** Analyze the parts of a technological system in terms of input, process, output, and feedback.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Knowledge) || **K.NC.2.1 Identify that parts make a whole.**
 * Example:** An engine is part of a car.
 * Example:** A mouse is part of a computer. ||
 * Example:** A mouse is part of a computer. ||


 * Indicator 3:** Analyze the relationships and the connections between technologies in different fields of study and how they apply to communities.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Knowledge) || **K.NC.3.1 Identify technologies used in the home.**
 * Examples**: telephone, television ||
 * Examples**: telephone, television ||


 * Indicator 4:** Students understand the purpose and demonstrate the use of the design process in problem solving.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * || – Identify a problem. ||
 * || – Gather information to solve a problem. ||
 * || – Identify a solution. ||
 * || – Gather information to solve a problem. ||
 * || – Identify a solution. ||
 * || – Identify a solution. ||


 * Kindergarten Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**

• Distinguish between natural and human-made objects. • Identify the specific missing part. • Choose appropriate technologies at home. || • Identify three human-made objects. • Identify that parts make a whole. • Illustrate technologies used in the home. || • Identify one human-made object. • Identify that something is missing. • Identify one technology used at home. ||
 * **Advanced** || **Kindergarten students performing at the advanced level:**
 * **Proficient** || **Kindergarten students performing at the proficient level:**
 * **Proficient** || **Kindergarten students performing at the proficient level:**
 * **Basic** || **Kindergarten students performing at the basic level:**
 * **Basic** || **Kindergarten students performing at the basic level:**
 * Note: At the K-2 level, the teachers need to focus on observing and collecting information about the progress students are making related to the checkmark statements.**
 * Note: At the K-2 level, the teachers need to focus on observing and collecting information about the progress students are making related to the checkmark statements.**


 * Kindergarten Social Interaction**
 * Grade Standards, Supporting Skills, and Examples**


 * Indicator 1:** Students understand the safe, ethical, legal, and societal issues related to technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Comprehension) || **K.S.1.1 Demonstrate respect for the work of others.** ||
 * (Comprehension) || **K.S.1.2 Cite five ways to respect equipment.** ||
 * || – Recognize that using a password helps protect the privacy of information. ||
 * || – Identify appropriate and safe technology behaviors.
 * Example:** Telephone (9-1-1) ||
 * || – Recognize that using a password helps protect the privacy of information. ||
 * || – Identify appropriate and safe technology behaviors.
 * Example:** Telephone (9-1-1) ||
 * Example:** Telephone (9-1-1) ||


 * Indicator 2:** Students investigate the advantages and disadvantages of technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Knowledge) || **K.SI.2.1 Recognize that an advantage is desirable and that a disadvantage is undesirable.**
 * Example:** Being nice to your partner is an advantage.
 * Example**: Being a bully is a disadvantage. ||
 * Example**: Being a bully is a disadvantage. ||

• Describe respect for the work of others. • Model respect for equipment. • Predict whether or not a given situation produces an advantage. || • Demonstrate respect for the work of others. • Cite five ways to respect equipment. • Recognize that an advantage is desirable and that a disadvantage is undesirable. || • Know the meaning of respect. • Name one way to respect equipment. • Recognize that an advantage is desirable. ||
 * Kindergarten Social interaction**
 * Performance Descriptors**
 * **Advanced** || **Kindergarten students performing at the advanced level:**
 * **Proficient** || **Kindergarten students performing at the proficient level:**
 * **Proficient** || **Kindergarten students performing at the proficient level:**
 * **Basic** || **Kindergarten students performing at the basic level:**
 * **Basic** || **Kindergarten students performing at the basic level:**


 * Note: At the K-2 level, the teachers need to focus on observing and collecting information about the progress students are making related to the checkmark statements.**


 * Kindergarten Communication Tools**
 * Grade Standards, Supporting Skills, and Examples**


 * Indicator 1:** Students recognize and demonstrate skills in operating technological systems.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Knowledge) || **K.CT.1.1 Describe technology using developmentally appropriate and accurate terminology.**
 * Example**: Monitor, keyboard ||
 * (Application) || **K.CT.1.2 Use input/output devices to operate various technologies.**
 * Examples**: mouse, phones, VCR’s, TV’s, printers ||
 * || – Identify basic File menu commands (New, Open, Save, Print.) ||
 * || – Locate letters, numbers, and special keys on the keyboard. ||
 * || – Identify basic File menu commands (New, Open, Save, Print.) ||
 * || – Locate letters, numbers, and special keys on the keyboard. ||
 * || – Locate letters, numbers, and special keys on the keyboard. ||
 * || – Locate letters, numbers, and special keys on the keyboard. ||


 * Indicator 2:** Students use technology to enhance learning, extend capability, and promote creativity.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||

• Communicate about technology using advanced and accurate terminology. • Utilize basic File menu commands (New, Open, Save, Print.) • Describe a technology tool and its use. || • Describe technology using developmentally appropriate and accurate terminology. • Use input/output devices to operate various technologies. • Recognize technology as a tool to help complete a task. || • Communicate about technology • Operate a mouse or keyboard. • Recognize technology as a tool. ||
 * Indicator 3:** Students evaluate and select information tools based on the appropriateness to specific tasks.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Knowledge) || **K.CT.3.1 Recognize technology as a tool to help complete a task.**
 * Examples**: Telephone-talk, drill-make holes ||
 * Information and Communication Tools**
 * Performance Descriptors**
 * **Advanced** || **Kindergarten students performing at the advanced level:**
 * Performance Descriptors**
 * **Advanced** || **Kindergarten students performing at the advanced level:**
 * **Proficient** || **Kindergarten students performing at the proficient level:**
 * **Proficient** || **Kindergarten students performing at the proficient level:**
 * **Basic** || **Kindergarten students performing at the basic level:**
 * **Basic** || **Kindergarten students performing at the basic level:**


 * Note: At the K-2 level, the teachers need to focus on observing and collecting information about the progress students are making related to the checkmark statements.**


 * Kindergarten Information and Communication Processes**
 * Grade Standards, Supporting Skills, and Examples**


 * Indicator 1:** Students understand the purpose of information technologies to communicate with a variety of collaborators.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * || (Mastery of this indicator does not emerge until 2nd grade.) ||
 * || (Mastery of this indicator does not emerge until 2nd grade.) ||


 * Indicator 2:** Students use a variety of technologies to exchange information and ideas for an identified purpose.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * || (Mastery of this indicator does not emerge until 2nd grade.) ||
 * || (Mastery of this indicator does not emerge until 2nd grade.) ||


 * Kindergarten Information Literacy and Decision Making**
 * Grade Standards, Supporting Skills, and Examples**
 * Indicator 1:** Students use technology to locate and acquire information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Knowledge) || **K.IL.5.1 Identify what information is.** ||
 * (Knowledge) || **K.IL.5.2 Recognize that it can be represented in a variety of ways.**
 * Examples**: Numbers, words, pictures, sounds ||
 * (Knowledge) || **K.IL.5.2 Recognize that it can be represented in a variety of ways.**
 * Examples**: Numbers, words, pictures, sounds ||


 * Indicator 2:** Students determine the reliability and relevancy of information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * || – Distinguish between fact and fiction.
 * Real and make-believe ||
 * Real and make-believe ||

• Choose the most appropriate format(s) for information for a given situation. || • Identify what information is. • Recognize that it can be represented in a variety of ways. || • Recognize one form of information. ||
 * Kindergarten Information Literacy and Decision Making**
 * Performance Descriptors**
 * **Advanced** || **Kindergarten students performing at the advanced level:**
 * **Proficient** || **Kindergarten students performing at the proficient level:**
 * **Proficient** || **Kindergarten students performing at the proficient level:**
 * **Basic** || **Kindergarten students performing at the basic level:**
 * **Basic** || **Kindergarten students performing at the basic level:**