5th


 * Fifth Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Grade Standards, Supporting Skills, and Examples**
 * 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) || **5.NC.1.1 Describe the historical evolution of technological inventions as societies wants and needs change.**
 * Describe flow of information
 * Describe the impact of technology used at various points in history**Example:** Recognize the technology timeline affects on news events - WWII hours before we got information(telegraph, radio), 9-11 live broadcast(internet streaming, television) ||
 * (Application) || **5.NC.1.2 Report on the relationship between technological inventions and societal changes.**

Click Here for Resources, Examples, Lesson Plans, Activities for 5.NC.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for 5.NC.1.2 Click Here for Resources, Examples, Lesson Plans, Activities for 5.NC.1.3
 * Describe how recent changes in technological inventions have affected processes in and on society.**Example:** unfiltered and abundant information can have a desensitizing affect on society. ||
 * (Knowledge) || **5.NC.1.3 Identify ways people have adapted the natural world to meet their needs and wants**
 * Factors that influence the adaptations economics culture creative thinking**Example**: Using technology in farming to increase a crops productivity ||

Click Here for Resources, Examples, Lesson Plans, Activities for 5.NC.2.1 Click Here for Resources, Examples, Lesson Plans, Activities for 5.NC.2.2
 * Indicator 2:** Students analyze the parts of a technological system in terms of input, process, output, and feedback.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Evaluation) || **5.NC.2.1 Evaluate what changes need to be made within a systems model to accomplish a goal.**
 * Determine how systems are affected by the resources.
 * Availability, compatibility, security, and updates.**Example:** the overall process of writing a paper with intent to score an “A”.**Example:** Science 5.S.1.1**Example:** Science 5.S.1.2
 * Example:** Science 5.L.3.1 ||
 * (Evaluation) || **5.NC.2.2 Evaluate how changes in a systems model affect the goal.**
 * Example:** How ongoing changes will affect the outcome.
 * Example:** Science 5.S.1.1
 * Example:** Science 5.S.1.2
 * Example:** Science 5.L.3.1 ||

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 * Indicator 3:** Students 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** ||
 * (Analysis) || **5.NC.3.1 Analyze how careers have changed due to changes in technology.**
 * Example:** Teachers have had to become more technology savvy as new technology is integrated in to the classroom. ||

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 * 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** ||
 * (Evaluation) || **5.NC.4.1 Evaluate solutions for positive and negative aspects in order to choose the optimum solution.**
 * Example:** Best way to cleanup an oil spill, evaluating harm to environment and wildlife and economical impact. ||


 * Fifth Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**
 * **Advanced** || **Fifth grade students performing at the advanced level:**
 * Predict a technology of the future incorporating future technologies
 * Justify the reason why a change needs to occur in a process
 * Implement a change in a systems model and justify the reasons for change.
 * Predict how careers will change due to changes in technology.
 * Defend an optimum solution. ||
 * **Proficient** || **Fifth grade students performing at the proficient level:**
 * Report how recent changes in technology have affected processes in and on society
 * List 3 technologies from home that didn’t exist when they were born
 * Use a provided diagram to evaluate necessary changes in input and process to improve an output (product).
 * Describe the progression of technology in career field
 * Evaluate a variety of solutions for positive and negative aspects in order to choose the optimum result. ||
 * **Basic** || **Fifth grade students performing at the basic level:**
 * Provide 1 technologies from home that didn’t exist when they were born
 * Explain how changes to input and process will affect a goal
 * Match careers with a specific type of technology
 * Evaluate if a single solution is positive or negative using the design process ||

Click Here for Resources, Examples, Lesson Plans, Activities for 5.SI.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for 5.SI.1.2 Click Here for Resources, Examples, Lesson Plans, Activities for 5.SI.1.3 Click Here for Resources, Examples, Lesson Plans, Activities for 5.SI.1.4
 * Fifth Grade Social Interactions**
 * 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) || **5.SI.1.1 Describe the Impact of unethical and illegal technology usage on the individual and society as a system**
 * Identify the role frequency and duration on has on illegal usage.
 * Identify reasons rules exist to protect individual created work**Example:** The results some individuals have faced for creating computer viruses that affected businesses**Example:** Consequences of plagiarism ||
 * (Synthesis) || **5.SI.1.2 Integrate personal safety precautions and etiquette while online**
 * Scanning files,
 * not giving out personal information
 * Communication etiquette (blogs, email, chat rooms)
 * Network etiquette**Example:** Determine the difference between safe and unsafe behaviors online. ||
 * (Application) || **5.SI.1.3 Implement proper citation for a variety of information sources in created works**
 * Example:** Citing author, source, and date for sources from Internet, cd, wiki, blog, etc.
 * Example:** Reading 5.R.5.1 ||
 * (Comprehension) || **5.SI.1.4 Describe how technology is affecting a cultures heritage**
 * Example**: Colonies adapting technology into schools, farms, & other work.
 * Example:** Reading 5.R.3.1 ||

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 * Indicator 2:** Students investigate the advantages and disadvantages of technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Evaluation) || **5.SI.2.1 Evaluate intended and unintended results of technology**
 * Inventions have an impact on our daily lives**Examples:** silly putty, tang, sticky notes, smaller computers, fuel efficient cars ||


 * Fifth Grade Social Interactions**
 * Performance Descriptors**
 * **Advanced** || **Fifth grade students performing at the advanced level:**
 * Justify consequences of inappropriate conduct
 * Explain why there is a needs for safety precautions
 * Cite work from a variety of online sources
 * Predict how technology will continue to change a cultures heritage
 * Defend and unintended results of technology as either an advantage or a disadvantage on society ||
 * **Proficient** || **Fifth grade students performing at the proficient level:**
 * Describe how technology has affected a cultures heritage
 * Describe the impact of unethical andillegal technology usage on the individual and society.
 * Integrate personal safety precautions and etiquette while online.
 * Implement proper citation of information sources in created works.
 * Evaluate intended and unintended results of technology ||
 * **Basic** || **Fifth grade students performing at the basic level:**
 * Recognize inappropriate uses of technology
 * Demonstrate safety precautions while online (e.g. virus scanning, personal information).
 * Recognize the need for proper citing of electronic information in created works.
 * Label results of technology as either intended or unintended ||


 * Fifth Grade Information and 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** ||
 * (Synthesis) || **5.CT.1.1 Personalize application menus and toolbars for greater productivity.**
 * Example:** Moving cut/copy/paste buttons to right side of screen for quicker access ||
 * (Application) || **5.CT.1.2 Key 15 words per minute using touch typing techniques from hard copy or typing program.**
 * Number Keys, Shift, Punctuation, Return/Enter, Space Bar and Alphabet Keys
 * Sitting up, feet on floor, arms parallel to keyboard, fingers curved and upright, and wrists at neutral ||
 * (Analysis) || **5.CT.1.3 Compare the difference between input/output devices and other peripherals.**
 * Examples:** When to use a cell phone, Digital camera, scanner, MP3 device, Navigation device, PDA ||
 * (Application) || **5.CT.1.4 Demonstrate the ability to transfer data between devices.**
 * Examples:** Move a document from hard drive to Flash Drive, Floppy Disk, CD. ||
 * (Analysis) || **5.CT.1.5 Compare and contrast different ways of accessing commonly used commands**
 * Example:** Using shortcut keys and menus to complete common functions

Click Here for Resources, Examples, Lesson Plans, Activities for 5.CT.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for 5.CT.1.2 Click Here for Resources, Examples, Lesson Plans, Activities for 5.CT.1.3 Click Here for Resources, Examples, Lesson Plans, Activities for 5.CT.1.4 Click Here for Resources, Examples, Lesson Plans, Activities for 5.CT.1.5
 * Utilize keyboard shortcut commands -Application**PC Example:**: ctrl+s (save), ctrl+v (copy)**Mac Example:**: apple symbol+s(save)Print, Undo, save ||

Click Here for Resources, Examples, Lesson Plans, Activities for 5.CT.2.1 Click Here for Resources, Examples, Lesson Plans, Activities for 5.CT.2.2
 * Indicator 2:** Students use technology to enhance learning, extend capability, and promote creativity.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Application) || **5.CT.2.1 Use a spreadsheet application to create a product.** ||
 * (Application) || **5.CT.2.2Develop documents in design applications incorporating rich multimedia.**
 * Examples:** iMovie, iPhoto, Windows Media
 * Example:** Edit photos using a photo editor (rotate, crop, red-eye, brightness)
 * Example:** Writing 5.LVS.1.4 ||

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 * Indicator 3:** Students evaluate and select information tools based on the appropriateness to specific tasks.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **5.CT.3.1 Compare and contrast the functions and capabilities of technology tools.**
 * Example:**: Compare/contrast the function and capabilities of the word processing table, a database, and a spreadsheet for gathering data, processing data, performing calculations, and reporting results ||


 * Fifth Grade Information and Communication Tools**
 * Performance Descriptors**
 * **Advanced** || **Fifth grade students performing at the advanced level:**
 * Personalize keyboard short cuts based on needs
 * Recommend peripherals to use for a given task
 * Key 15 words per minute with 100% accuracy using proper touch typing techniques
 * Uses proper posture while keying without being prompted
 * Differentiate uses of storage devices and can decide which is best to use for a specific task
 * Create a product that uses a spreadsheet document incorporating a chart
 * Compare and contrast the benefits of the functions and capabilities of technological tools and innovations. ||
 * **Proficient** || **Fifth grade students performing at the proficient level:**
 * Customize application menus and toolbars
 * Use keyboard shortcuts for tasks
 * use multiple ways of completing the same function
 * Compare and contrast different ways of accessing commonly used commands
 * Key 15 words per minute with 90% accuracy using proper touch typing techniques
 * Demonstrate proper typing posture
 * Demonstrate the ability to use a portable transfer device
 * Compare differences between input/output devices
 * Create a spreadsheet document from data provided
 * Develop documents in a design application and utilize rich media
 * Compare and contrast the functions and capabilities of technological tools and innovations. ||
 * **Basic** || **Fifth grade students performing at the basic level:**
 * Customize application toolbars with assistance
 * Use a keyboard shortcut for commonly used task
 * Can use two ways of completing commonly used commands
 * Save and retrieve files and folders
 * Key up to 15 words per minute using some proper touch-typing techniques.
 * Uses proper typing position when prompted
 * Demonstrate the ability to use a portable transfer device with assistance
 * Compare two input and output devices
 * Navigate and enter data into a spreadsheet application
 * List the function and capability of a technological tool and innovation ||


 * Fifth Grade 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** ||
 * (Synthesis) || **5.CP.1.1 Collaborate with other students outside the classroom utilizing distance technologies to create a media-rich product**

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 * Video conferencing
 * Social networking web tools**Example:** students utilize a wiki to collaborate with other students around the world to present information ||

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 * Indicator 2:** Students exchange information and ideas for an identified purpose through Information Technologies.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Knowledge) || **5.CP.2.1 Select the most effective tools to deliver information and ideas in different times and places.**
 * Asynchronous
 * Synchronous**Example:** Choose between synchronous and asynchronous communications and choose the correct medium for each.**Example:** Writing 5.LVS.1.4 ||


 * Fifth Grade Information and Communication Processes**
 * Performance Descriptors**
 * **Advanced** || **Fifth grade students performing at the advanced level:**
 * Create and present a media-rich product through collaboration using many different distance technologies.
 * compare and contrast the benefits of different forms of media and formats may being used to share similar information ||
 * **Proficient** || **Fifth grade students performing at the proficient level:**
 * Collaborate with other students outside the classroom utilizing distance technologies to create a media-rich product
 * compare and contrast how different forms of media and formats may be used to share similar information depending on the intended audience ||
 * **Basic** || **Fifth grade students performing at the basic level:**
 * Collaborate with another student outside the classroom utilizing a given distance technology to create a product
 * Given an intended audience can Identify two types of media and/or formats used to share similar information ||


 * Fifth Grade 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** ||
 * (Application) || **5.IL.1.1Produce relevant information using advanced search functions**
 * Example:** Boolean operators, advanced find

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 * Apply different types of filters**Example:**. file format, word filter, domain filterTime filter when performing a web search**Example:** Reading 5.R.1.1
 * Example:** Reading 5.R.4.1 ||


 * Indicator 2:** Students determine the reliability and relevancy of information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Application) || **5.IL.2.1 Apply a given evaluation tool to determine the reliability of an online source**
 * Identify website domains to determine reliability. **Example:** Understand that generally a .com site is less reliable than a .gov, .edu, or .org domain**Example:** Identify information for validity, timeliness, and accuracy of online information. ||

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 * Fifth Grade Information Literacy and Decision Making**
 * Performance Descriptors**
 * **Advanced** || **Fifth grade students performing at the advanced level:**
 * Can apply multiple filters at a given time to produce relevant information using advance search features
 * Locate the evaluation tool and evaluate a website for relevancy and reliability. ||
 * **Proficient** || **Fifth grade students performing at the proficient level:**
 * Apply different types of filters to produce relevant information using advanced search functions
 * Evaluate the reliability of a website by using an evaluation tool ||
 * **Basic** || **Fifth grade students performing at the basic level:**
 * Given a filter can apply it to produce information
 * Determine if a resource is reliable based on the domain
 * Identify an online source as either fact and opinion ||