2nd


 * Second 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** ||
 * (Comprehension) || **2.NC.1.1 Describe the progression of technology.**
 * Example:** Social Studies 2.US.1.1
 * Example:** Social Studies 2.US.1.2
 * 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

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 * 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** ||
 * (Comprehension) || **2.NC.2.1 Define each component in a systems-thinking model.**
 * Input, process, output, feedback ||

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Identify each of the following components as elements that comprise digital citizenship. Click Here for Resources, Examples, Lesson Plans, Activities for 2.NC.3.1 Click Here for Resources, Examples, Lesson Plans, Activities for 2.NC.3.2 Click Here for Resources, Examples, Lesson Plans, Activities for 2.NC.3.3
 * 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) || **2.NC.3.1 Classify whether technologies are used in the home, school, or community.**
 * Example**: toaster-home; fax machine-school; cell phone-community ||
 * (Knowledge) || **2.NC.3.2 Recognize that technology has an interrelationship with the environment.**
 * Example:** M&M Color Graphing activity in Excel.
 * Example:** Science 2.NC.2.checkmark ||
 * (Knowledge) || **2.NC.3.3 Identify responsible digital citizenship relative to technology and its use.**
 * Etiquette: electronic standards of conduct or procedure**Example:** Using caps lock appears to be shouting.**Example:** Different audiences use different terms (LOL- laugh out loud) to communicate the same information.
 * Communication: electronic exchange of information
 * Education: the process of teaching and learning about technology and the use of technology
 * Access: full electronic participation in society
 * Commerce: electronic buying and selling of goods**Example:** Buying and selling on the internet
 * Responsibility: electronic responsibility for actions and deeds**Example:** Following copyright laws when copying and pasting from websites.
 * Rights: those freedoms extended to everyone in a digital world**Example:** Freedom of speech has created lots of information on the internet.**Example:** Students own their own work
 * Safety: physical well-being in a digital technology world**Example:** Practicing child protection measures when communicating online.
 * Security (self-protection): electronic precautions to guarantee safety**Example:** Password protection, secured websites, not giving out personal information to unknown persons. ||

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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** ||
 * (Application) || **2.NC.4.1 Choose among given alternatives to solve a problem.**
 * Example**: Can’t log in. Is the caps lock on? Is the password typed correctly?
 * Test alternative solutions ||


 * Second Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**
 * **Advanced** || **Second grade students performing at the advanced level:**
 * Compare and contrast technology in various eras.
 * Apply the systems-thinking model.
 * List advantages/disadvantages of technologies used in the home, school, or community.
 * Solve a problem independently.
 * Describe appropriate and inappropriate uses of any creative work.
 * Use passwords with keyboard modifiers (shift, etc.).
 * Practice safe online behaviors. ||
 * **Proficient** || **Second grade students performing at the proficient level:**
 * Define each component in a systems-thinking model.
 * Classify whether technologies are used in the home, school, or community.
 * Choose among given alternatives to solve a problem.
 * Describe ownership rights of technology-created work.
 * Use an individual password to protect the privacy of information.
 * Utilize safe technology behaviors. ||
 * **Basic** || **Second grade students performing at the basic level:**
 * Distinguish whether a tool is from the past or present.
 * Identify one component of the systems-thinking model
 * List technologies used at school
 * Follow given directions to solve a problem.
 * Describe ownership rights.
 * Recognize that using a password helps protect the privacy of information.
 * Identify safe technology behaviors. ||


 * Second Grade Social Interactions**
 * Grade Standards, Supporting Skills, and Examples**

Click Here for Resources, Examples, Lesson Plans, Activities for 2.SI.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for 2.SI.1.2
 * Indicator 1:** Students understand the safe, ethical, legal, and societal issues related to technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Comprehension) || **2.SI.1.1 Describe ownership rights of technology-created work (copyright).**
 * Examples**: book report, art project ||
 * (Application) || **2.SI.1.2 Utilize safe technology behaviors.**
 * Use an individual password to protect the privacy of information.
 * Examples:** email, internet (games, registration, sales, pop-ups)

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 * Indicator 2:** Students investigate the advantages and disadvantages of technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Knowledge) || **2.SI.2.1 Identify advantages of tools/technology in the community.**
 * Examples**: cable TV, bar code scanners ||


 * Second Grade Social Interactions**
 * Performance Descriptors**
 * **Advanced** || **Second grade students performing at the advanced level:**
 * Describe appropriate and inappropriate uses of any creative work.
 * Use passwords with keyboard modifiers (shift, etc.).
 * Practice safe online behaviors.
 * Explain how a community is improved through the use of tools/technology. ||
 * **Proficient** || **Second grade students performing at the proficient level:**
 * Describe ownership rights of technology-created work.
 * Use an individual password to protect the privacy of information.
 * Utilize safe technology behaviors.
 * Identify advantages of tools/technology in the community. ||
 * **Basic** || **Second grade students performing at the basic level:**
 * Describe ownership rights.
 * Recognize that using a password helps protect the privacy of information.
 * Identify safe technology behaviors.
 * Identify one advantage of tools/technology in the community. ||


 * Second Grade Information and Communication Tools**
 * Grade Standards, Supporting Skills, and Examples**

Click Here for Resources, Examples, Lesson Plans, Activities for 2.CT.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for 2.CT.1.√
 * Indicator 1:** Students recognize and demonstrate skills in operating technological systems.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Comprehension) || **2.CT.1.1 Demonstrate saving and retrieving a file to/from a specified, existing folder with assistance.** ||
 * || √ Identify and use correct finger placement of home row keys. ||

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 * Indicator 2:** Students use technology to enhance learning, extend capability, and promote creativity.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Application) || **2.CT.2.1 Use a directed variety of** **media for learning activities.**
 * Examples**: software, hardware, dictionary, encyclopedia, audio-video player, phones, web resources, inter-active books
 * Example:** Social Studies 2.US.1.1
 * Identify hardware/software problems. ||

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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** ||
 * (Knowledge) || **2.CT.3.1 Select an appropriate tool for a task given a list of technologies.**
 * Example:** To write letters using a word processing program not a spreadsheet program. ||


 * Second Grade Information and Communication Tools**
 * Performance Descriptors**
 * **Advanced** || **Second grade students performing at the advanced level:**
 * Independently create a folder to save and retrieve a file.
 * Independently select appropriate resources for independent and directed learning activities.
 * Apply an appropriate tool for a given task. ||
 * **Proficient** || **Second grade students performing at the proficient level:**
 * Demonstrate saving and retrieving a file to/from a specified, existing folder with assistance.
 * Use a directed variety of software, hardware, dictionary, encyclopedia, audio-video player, phones, web resources, and/or inter-active books for learning activities.
 * Select an appropriate tool for a task given a list of technologies. ||
 * **Basic** || **Second grade students performing at the basic level:**
 * Save or open a file with assistance.
 * Use a directed variety of software and hardware resources for learning activities.
 * Select an appropriate tool for a task given a choice of two technologies. ||


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

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 * 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** ||
 * (Comprehension) || **2.CP.1.1 With assistance, demonstrate the ability to work with others when using technology tools to convey ideas or illustrate simple concepts.**
 * Examples:** Web quest, DDN sessions, email ||

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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** ||
 * (Application) || **2.CP.2.1 Use information technologies to communicate and share an idea, with assistance.**
 * Examples**: Email, Power Point ||


 * Information and Communication Processes**
 * Performance Descriptors**
 * **Advanced** || **Second grade students performing at the advanced level:**
 * Independently demonstrate the ability to work with others when using technology tools to convey ideas or illustrate simple concepts
 * Describe how a message communicated through information technology is affected by an audience. ||
 * **Proficient** || **Second grade students performing at the proficient level:**
 * With assistance, demonstrate the ability to work with others when using technology tools to convey ideas or illustrate simple concepts.
 * Use information technologies to communicate and share an idea with assistance. ||
 * **Basic** || **Second grade students performing at the basic level:**
 * With assistance share their ideas with a partner using technology.
 * State and share an idea. ||


 * Second Grade Information Literacy and Decision Making**
 * Grade Standards, Supporting Skills, and Examples**

Click Here for Resources, Examples, Lesson Plans, Activities for 2.IL.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for 2.IL.1.√
 * Indicator 1:** Students use technology to locate and acquire information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Knowledge) || **2.IL.1.1 Select from several teacher-selected Internet sites to locate information.** ||
 * || √ Use keywords with assistance as a search strategy.
 * Examples**: Yahooligans, encyclopedia ||

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 * Indicator 2:** Students determine the reliability and relevancy of information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **2.IL.2.1 Distinguish among fact, fiction, and opinion.**
 * Example:** Dogs are animals, dogs are rocks, dogs are better than cats ||


 * Second Grade Information Literacy and Decision Making**
 * Performance Descriptors**
 * **Advanced** || **Second grade students performing at the advanced level:**
 * Independently search to locate information from the Internet.
 * Generate a fact, fiction, and an opinion for a given topic. ||
 * **Proficient** || **Second grade students performing at the proficient level:**
 * Select from several teacher-selected Internet sites to locate information.
 * Distinguish among fact, fiction, and opinion. ||
 * **Basic** || **Second grade students performing at the basic level:**
 * Locate information from a teacher-selected Internet site.
 * Distinguish between fact and fiction. ||