5th+Grade+Standards


 * 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:** WWII weeks before we got information(telegraph, radio), 9-11 live broadcast(internet streaming, television) ||
 * **//(//**Application**//)//** || **5.NC.1.2 Report how recent changes technological inventions have affected processes in and on society -**
 * **//(//**Application**//)//** || **5.NC.1.2 Report how recent changes technological inventions have affected processes in and on society -**
 * **//(//**Application**//)//** || **5.NC.1.2 Report how recent changes technological inventions have affected processes in and on society -**


 * Describe the Impact on society**Example:** shock value, desensitization ||
 * **(**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 ||
 * Factors that influence the adaptations economics culture creative thinking ||


 * 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.**Example:** availability, compatibility, security, and updates. ||
 * **//(//**Evaluation**//)//** || **5.NC.2.2 Evaluate how changes in a systems model effect the goal.**
 * Example:** the overall process of writing a paper with intent to score an “A”. Ongoing changes will affect the outcome. ||
 * **//(//**Evaluation**//)//** || **5.NC.2.2 Evaluate how changes in a systems model effect the goal.**
 * Example:** the overall process of writing a paper with intent to score an “A”. Ongoing changes will affect the outcome. ||


 * 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.** ||
 * **(**Analysis**//)//** || **5.NC.3.1 Analyze how careers have changed due to changes in technology.** ||


 * 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.** ||
 * **//(//**Evaluation**//)//** || **5.NC.4.1 Evaluate solutions for positive and negative aspects in order to choose the optimum solution.** ||

• 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. || • 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. || • 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 ||
 * Fifth Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**
 * **Advanced** || **Fifth grade students performing at the advanced level:**
 * **Proficient** || **Fifth grade students performing at the proficient level:**
 * **Proficient** || **Fifth grade students performing at the proficient level:**
 * **Basic** || **Fifth grade students performing at the basic level:**
 * **Basic** || **Fifth grade students performing at the basic level:**


 * 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.S.1.1 Describe the Impact of unethical and illegal technology usage on the individual and society as a system**
 * **(**Comprehension**)** || **5.S.1.1 Describe the Impact of unethical and illegal technology usage on the individual and society as a system**


 * Example:** impacts that have been a direct result of un ethical usage Licensing, AUP (Acceptable Use Policy), Plagiarism, Copyright

• Identify impacts of unethical vs impacts of illegal usage

• Identify Individual impacts
 * Examples:** Community service, Parent Permission

• Identify Societal impacts: Higher cost for products Virus filters Internet Crime Division in Law Enforcement. More security Licensing agreements Acceptable Use Policies Plagiarism laws Copyright laws

• Identify the role frequency and duration on has on illegal usage.

• Identify reasons rules exist to protect individual created work ||
 * //(//Synthesis//)// || **5.S.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 ||
 * **//(//**Application**//)//** || **5.S.1.3 Implement proper citation for a variety of information sources in created works**
 * Example:** Internet, cd, wiki, blog, ||
 * (Comprehension) || **5.S.1.4 Describe how technology is affecting a cultures heritage** ||
 * **//(//**Application**//)//** || **5.S.1.3 Implement proper citation for a variety of information sources in created works**
 * Example:** Internet, cd, wiki, blog, ||
 * (Comprehension) || **5.S.1.4 Describe how technology is affecting a cultures heritage** ||
 * (Comprehension) || **5.S.1.4 Describe how technology is affecting a cultures heritage** ||


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

• 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 || • Describe how technology has affected a cultures heritage • Describe the impact of unethical and illegal 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 || • 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 Social Interactions**
 * Performance Descriptors**
 * **Advanced** || **Fifth grade students performing at the advanced level:**
 * **Proficient** || **Fifth grade students performing at the proficient level:**
 * **Proficient** || **Fifth grade students performing at the proficient level:**
 * **Basic** || **Fifth grade students performing at the basic level:**
 * **Basic** || **Fifth grade students performing at the basic level:**


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

Mac **Example:**: apple symbol+s(save)Print, Undo, save || • Sitting up, feet on floor, arms parallel to keyboard, fingers curved and upright, and wrists at neutral ||
 * 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 Customize application menus and toolbars** ||
 * **(**Analysis**)** || **5.CT.1.2 Compare and contrast different ways of accessing commonly used commands**
 * Example:** multiple ways of completing the same function like print and save
 * Utilize keyboard shortcut commands -ApplicationPC **Example:**: ctrl+s (save), ctrl+v (copy)
 * Example:** multiple ways of completing the same function like print and save
 * Utilize keyboard shortcut commands -ApplicationPC **Example:**: ctrl+s (save), ctrl+v (copy)
 * **//(//**Analysis**//)//** || **5.CT.1.3 compare the difference between input/output devices and other peripherals.**
 * Examples:** Cell phone, Digital camera, scanner, MP3 device, Navigation device, PDA ||
 * //(//application//)// || **5.CT.1.4 Demonstrate the ability to use a portable transfer device**
 * Examples:** Flash Drive, Floppy Disk, CD ||
 * **//(//**Application**//)//** || **5.CT.1.5 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 ||
 * **(**Comprehension**)** || **5.CT.1.6 Demonstrate proper posture while keying**
 * **//(//**Application**//)//** || **5.CT.1.5 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 ||
 * **(**Comprehension**)** || **5.CT.1.6 Demonstrate proper posture while keying**
 * **(**Comprehension**)** || **5.CT.1.6 Demonstrate proper posture while keying**


 * 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.** ||
 * **(**Appli//cation//**//)//** || **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) ||
 * Examples:** iMovie, iPhoto, Windows Media
 * Example:** Edit photos using a photo editor (rotate, crop, red-eye, brightness) ||

and a spreadsheet for gathering data, processing data, performing calculations, and reporting results ||
 * 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,
 * Example:**: Compare/contrast the function and capabilities of the word processing table, a database,

• define own 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 external 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. || • 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. || • 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 Tools**
 * Performance Descriptors**
 * **Advanced** || **Fifth grade students performing at the advanced level:**
 * **Proficient** || **Fifth grade students performing at the proficient level:**
 * **Proficient** || **Fifth grade students performing at the proficient level:**
 * **Basic** || **Fifth grade students performing at the basic level:**
 * **Basic** || **Fifth grade students performing at the basic level:**


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

• Video conferencing • Social networking web tools
 * 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. Collaborate with other students outside the classroom utilizing distance technologies to create a media-rich product**
 * **(**Synthesis**)** || **5.CP.1. Collaborate with other students outside the classroom utilizing distance technologies to create a media-rich product**
 * Example:** students utilize a wiki to collaborate with other students around the world to present information ||


 * 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** ||
 * //(//Knowledge//)// || **5.CP.2.1 Select tools that will be most effective when exchanging information at different times.**
 * Example:** synchronous vs. asynchronous and the tools needed for each ||
 * **//(//**analysis**//)//** || **5.CP.2.2 compare and contrast how different forms of media and formats may be used to share similar information depending on the intended audience**
 * Same information delivered in different formats depending on the intended audience:
 * **Example:** presidential race
 * TV ads vs. http://youtube.com/ video ads
 * Newspaper vs. radio ||
 * TV ads vs. http://youtube.com/ video ads
 * Newspaper vs. radio ||

• 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 || • 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 || • 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 and Communication Processes**
 * Performance Descriptors**
 * **Advanced** || **Fifth grade students performing at the advanced level:**
 * **Proficient** || **Fifth grade students performing at the proficient level:**
 * **Proficient** || **Fifth grade students performing at the proficient level:**
 * **Basic** || **Fifth grade students performing at the basic level:**
 * **Basic** || **Fifth grade students performing at the basic level:**


 * 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
 * Example:** Boolean operators, advanced find


 * Apply different types of filters**Examples:**. file format, word filter, domain filterTime filter ||


 * 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.com, .edu, .gov, .org, .biz;**Example:** generally a .com site is less reliable than a .gov, .edu, or .org domain
 * Identify information for validity, timeless, accuracy,
 * Fact vs. opinion ||
 * Fact vs. opinion ||

• 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. || • Apply different types of filters to produce relevant information using advanced search functions • Evaluate the reliability of a website by using an evaluation tool || • 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 ||
 * Fifth Grade Information Literacy and Decision Making**
 * Performance Descriptors**
 * **Advanced** || **Fifth grade students performing at the advanced level:**
 * **Proficient** || **Fifth grade students performing at the proficient level:**
 * **Proficient** || **Fifth grade students performing at the proficient level:**
 * **Basic** || **Fifth grade students performing at the basic level:**
 * **Basic** || **Fifth grade students performing at the basic level:**