3rd


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

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 * 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) || **3.NC.1.1 Describe ways that creative thinking, economics and culture influence the development of technology over time.**
 * Develop a progression timeline of technology to show change over time
 * Information/communication
 * Manufacturing
 * Transportation
 * Medical
 * Energy
 * Construction
 * Agricultural
 * 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. ||

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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) || **3.NC.2.1 Illustrate, using a flow chart, the parts of the system model as it relates to technology.**
 * 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 that it is sharp enough.**Example**: Science 3.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** ||
 * (Comprehension) || **3.NC.3.1 Categorize technologies into home, school, work or global use.**
 * Example:** Different technologies are used in different locations e.g. home-lawnmower, school-Smart board, global-Internet ||

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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) || **3.NC.4.1 Produce a variety of solutions to a defined problem.**
 * Example**: sending a letter = do you want personalization or speed ||  ||


 * Third Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**
 * **Advanced** || **Third grade students performing at the advanced level:**
 * Design a technology timeline and explain how creative thinking, economics and culture have influenced various periods of time.
 * Explain the use of one technology in a variety of locations.
 * Explain the benefits of each solution given ||
 * **Proficient** || **Third grade students performing at the proficient level:**
 * Describe ways that creative thinking, economics, and culture influence the development of technology over time.
 * Diagram all components of systems thinking model as it relates to technology
 * Classify technologies into home, school or global use
 * Define a problem and produce a variety of solutions ||
 * **Basic** || **Third grade students performing at the basic level:**
 * Given a timeline, Identify three major technology events.
 * Illustrate and label two of the four parts of the systems thinking model.
 * List technology at school
 * Given a defined problem can produce two solutions ||


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

Click Here for Resources, Examples, Lesson Plans, Activities for 3.SI.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for 3.SI.1.2 Click Here for Resources, Examples, Lesson Plans, Activities for 3.SI.1.3
 * Indicator 1:** Students understand the safe, ethical, legal, and societal issues related to technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Comprehension) || **3.SI.1.1 Distinguish among different types of illegal and unethical technology usage.**
 * Plagiarism-copy pre-existing work
 * Hacking-breaking into secured location
 * Pirating- break copyrighting
 * Licensing- individual vs. site**Example**: Super Mario program copied for all my buddies ||
 * (Application) || **3.SI.1.2 Implement safety precautions while online.**
 * Example**: Protecting personal info. during a simulated safe conversation via Chat/Instant Messaging/ Email ||
 * (Knowledge) || **3.SI.1.3 Identify how to cite a source.** ||

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 * Indicator 2:** Students investigate the advantages and disadvantages of technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **3****.SI.2.1 Recognize the advantages and disadvantages of technology on the individual.**
 * Summarize how assistive technologies can benefit persons with disabilities.**Example:** personal computer, PDA, GPS, cell phones, Computer/software for the blind ||


 * Third Grade Social Interactions**
 * Performance Descriptors**
 * **Advanced** || **Third grade students performing at the advanced level:**
 * Communicate the consequences of illegal and unethical use of technology
 * Practice safety precautions while online and can recognize unsafe use by others.
 * Apply proper time and place for citation
 * Predict how technologies might change in the future to assist persons with disabilities
 * Predict the advantages and disadvantages of a given technology on the individual ||
 * **Proficient** || **Third grade students performing at the proficient level:**
 * Distinguish among different types of illegal and unethical technology usage
 * Demonstrate safety precautions while online
 * Identify how to cite a source
 * Explain how technologies assist persons with learning/physical/or developmental disabilities
 * Compare and contrast a given technology’s advantages and disadvantages on the individual ||
 * **Basic** || **Third grade students performing at the basic level:**
 * List a type of illegal technology usage
 * List a type of unethical usage
 * Recognize some safety precautions while online
 * Locate a source to be identified
 * List technologies that can assist persons with a disability
 * List a personal advantage and disadvantage to technology ||


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

√ Introduce remaining keys √ Demonstrate proper posture while typing Click Here for Resources, Examples, Lesson Plans, Activities for 3.CT.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for 3.CT.1.2 Click Here for Resources, Examples, Lesson Plans, Activities for First 3.CT.1.√ Click Here for Resources, Examples, Lesson Plans, Activities for Second 3.CT.1.√ Click Here for Resources, Examples, Lesson Plans, Activities for 3.CT.1.3 Click Here for Resources, Examples, Lesson Plans, Activities for 3.CT.14 Click Here for Resources, Examples, Lesson Plans, Activities for 3.CT.1.√
 * Indicator 1:** Students recognize and demonstrate skills in operating technological systems.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Knowledge) || **3.CT.1.1 Identify parts of an operating system environment**
 * Example:** Desktop, start menu, quick-launch bar/ dock, icons, and menu bar ||
 * (Comprehension) || **3.CT.1.2 Demonstrate use of home row keyboarding**
 * Example:** Have students use a paper keyboard and practice positions of keys, use a keyboard that is no longer in use to practice typing.
 * Example:** Sitting up, feet on floor, arms parallel to keyboard, fingers curved and upright, and wrists at neutral ||
 * (Comprehension) || **3.CT.1.3 Demonstrate proper care in the use of hardware, software, peripherals, and storage media.** ||
 * (Application) || **3.CT.1.4 Create, save and retrieve folders.**
 * Create folders
 * Access the server ||
 * || √ Identify input/output devices and other peripherals. -Knowledge
 * Example:** Digital camera, scanner, printer, external media storage (CD, floppy, flash drive) ||

Click Here for Resources, Examples, Lesson Plans, Activities for 3.CT.2.1 Click Here for Resources, Examples, Lesson Plans, Activities for 3.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) || **3.CT.2.1 Use a word processor to develop a product.**
 * Incorporating specific formatting**Example:** bold, italics, underline, font size, color and type ||
 * (Application) || **3.CT.2.2 Develop documents in design applications.**
 * Example:** Inspiration, Kidpix, MS paint
 * Example:** Writing 3.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** ||
 * (Comprehension) || **3.CT.3.1 Differentiate between information tools and technological innovations.**
 * Tools are one or two communication devices.i.e. A tool can be a one way communication (record player) or two way communication (recording a lecture to playback at a later date).
 * Innovation makes life easier.
 * Tools exist, innovations are brand new
 * Discuss how innovations become information tools.**Example:** Television, telegraph, internet, cell phones**Example:** A tool can be a one way communication (record player) or two way communication (recording a lecture to playback at a later date).**Example:** Science 3.P.3.3 ||


 * Third Grade Information and Communication Tools**
 * Performance Descriptors**
 * **Advanced** || **Third grade students performing at the advanced level:**
 * Access menu bars and use some keyboard/toolbar shortcuts independently
 * Move and manage files and folders independently.
 * Demonstrate use of home row keyboarding using touch typing techniques
 * Develop a document in a design or word processing application with advanced features
 * Select and justify multiple tools to complete a task.
 * Based on current tools, predict an innovations ||
 * **Proficient** || **Third grade students performing at the proficient level:**
 * Identify parts of an operating system environment.
 * Access and use menu bars and sub-commands
 * Demonstrate use of home row keyboarding
 * Demonstrate proper care of technology
 * Create, save and retrieve files
 * Given specific formatting criteria, use a word processor to develop a product
 * Develop documents in a design application
 * State the difference between technology tools and innovations
 * Select tools based on a specific tasks. ||
 * **Basic** || **Third grade students performing at the basic level:**
 * Label parts of a computer desktop environment
 * Access a menu bar with assistance
 * Demonstrate proper care of mouse, keyboard and cpu
 * Identify Home Row Keys
 * Create, save, and retrieve files with assistance
 * Create a word processing document with assistance
 * Given a created document in a design application, make one to two changes in the product
 * State one technology tool and innovation.
 * Select a tool for a given task.
 * Identify a tool which may be used to best solve a task ||


 * Third 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** ||
 * (Application) || **3.CP.1.1 Participate within groups to produce a digital output for a given assignment.**
 * Example:** Collaborate in groups of two or more individuals to create a short story with inserted graphics. ||

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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) || **3.CP.2.1 Describe how a message communicated through information technology is affected by an audience.**
 * Identify ways audience receives information (text, graphics, audio, video)
 * Type of audiences
 * Location of audience
 * Experience of audience**Example:** Using different information technologies create an invitation to invite the public to a school event.**Example:** Science 3.P.3.3 ||


 * Third Grade Information and Communication Processes**
 * Performance Descriptors**
 * **Advanced** || **Third grade students performing at the advanced level:**
 * Participate within groups to produce a digital output using a variety of resources for a given assignment
 * Describe how an audience affects media and format
 * Justify their reasoning for choosing a communication tool to exchange information ||
 * **Proficient** || **Third grade students performing at the proficient level:**
 * Collaboratively create a digital output for an assignment.
 * Identify audience factors that affect a presentation
 * Identify, describe, and select the best media for communication ||
 * **Basic** || **Third grade students performing at the basic level:**
 * Use a pre-created digital output with a partner for a given assignment
 * List types of audiences
 * Given a media source can use it to communicate with an intended audience ||


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

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 * Indicator 1:** Students use technology to locate and acquire information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Application) || **3.IL.1.1 Perform a keyword/phrase search on existing databases on a specified topic.**
 * Local databases
 * Online databases**Example:** Existing databases have data already created in a structure for an end user. They can include proprietary and free sources- Digital Encyclopedia, dictionary.com, google.com, ask.com
 * Find results based on a question
 * Teacher driven topic**Example:** Search for Social Studies or Science topics on a database or website. ||

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 * Indicator 2:** Students determine the reliability and relevancy of information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Knowledge) || **3.IL.2.1 Identify author, date, and subject within different sources of information.**
 * Locate source informationi.e. Open a webpage and be able to find this info on that page
 * Identify types of resourcesi.e. journal, newspaper, books, encyclopedias**Example:** Find author information on three books or articles. ||


 * Third Grade Information Literacy and Decision Making**
 * Performance Descriptors**
 * **Advanced** || **Third grade students performing at the advanced level:**
 * Can extend the search results of the specified topic beyond to a general topic
 * Correctly cite author, date and subject of the resource
 * Select the best type of resource to use based on need ||
 * **Proficient** || **Third grade students performing at the proficient level:**
 * Can generate multiple relevant search results relating to a specific topic.
 * Locate author, date and subject within the resource
 * Identify types of resources ||
 * **Basic** || **Third grade students performing at the basic level:**
 * Can find a search result relating to a specific topic
 * Locate author, date, and subject with assistance ||