2nd+Grade+Standards


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

• Communication technology • Transportation technology • Health technology • Agricultural technology • Energy technology
 * 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 history and progression of technology.**
 * (Comprehension) || **2.NC.1.1 Describe the history and progression of technology.**
 * Example**: Quill to pencil to keyboard
 * Example:** Wagon to car to airplane
 * Example:** Leeches to surgery
 * Example:** Oxen to tractor
 * Example:** Fire to solar power ||

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

• Etiquette: electronic standards of conduct or procedure • 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 • Responsibility: electronic responsibility for actions and deeds • Rights: those freedoms extended to everyone in a digital world • Safety: physical well-being in a digital technology world • Security (self-protection): electronic precautions to guarantee safety ||
 * 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** ||
 * (Knowledge) || **2.NC.3.3 Identify responsible digital citizenship relative to technology and its use.**
 * (Knowledge) || **2.NC.3.2 Recognize that technology has an interrelationship with the environment** ||
 * (Knowledge) || **2.NC.3.3 Identify responsible digital citizenship relative to technology and its use.**
 * (Knowledge) || **2.NC.3.3 Identify responsible digital citizenship relative to technology and its use.**

• Test alternative solutions ||
 * 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?
 * Example**: Can’t log in. Is the caps lock on? Is the password typed correctly?

• 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 and appropriate online behaviors. || • 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 appropriate and safe technology behaviors. || • 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 appropriate and safe technology behaviors. ||
 * Second Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**
 * **Advanced** || **Second grade students performing at the advanced level:**
 * **Proficient** || **Second grade students performing at the proficient level:**
 * **Proficient** || **Second grade students performing at the proficient level:**
 * **Basic** || **Second grade students performing at the basic level:**
 * **Basic** || **Second grade students performing at the basic level:**
 * Second Grade Social Interactions**
 * Grade Standards, Supporting Skills, and Examples**
 * 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) || **2.S.1.1 Describe ownership rights of technology-created work. (copyright)**
 * Examples**: book report, art project ||
 * (Application) || **2.S.1.2 Use an individual password to protect the privacy of information.**
 * Example:** Accelerated Reader©, login ||
 * (Application) || **2.S.1.3 Utilize appropriate and safe technology behaviors.**
 * Examples:** email, internet (games, registration, sales, pop-ups) ||
 * (Application) || **2.S.1.3 Utilize appropriate and safe technology behaviors.**
 * Examples:** email, internet (games, registration, sales, pop-ups) ||
 * Examples:** email, internet (games, registration, sales, pop-ups) ||


 * 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 ||
 * Examples**: cable TV, bar code scanners ||

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


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

–Identify and use correct finger placement of home row keys. ||
 * 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.**
 * (Comprehension) || **2.CT.1.1 Demonstrate saving and retrieving a file to/from a specified, existing folder with assistance.**

• Identify hardware/software problems. ||
 * 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.**
 * Example**s: software, hardware, dictionary, encyclopedia, audio-video player, phones, web resources, inter-active books
 * Example**s: software, hardware, dictionary, encyclopedia, audio-video player, phones, web resources, inter-active books


 * 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.** ||
 * (Knowledge) || **2.CT.3.1 Select an appropriate tool for a task given a list of technologies.** ||

• Independently create a folder to save and retrieve a file • Independently select appropriate resources for independent & directed learning activities • Apply an appropriate tool for a given task. || • 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. || • 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 Tools**
 * Performance Descriptors**
 * **Advanced** || **Second grade students performing at the advanced level:**
 * **Proficient** || **Second grade students performing at the proficient level:**
 * **Proficient** || **Second grade students performing at the proficient level:**
 * **Basic** || **Second grade students performing at the basic level:**
 * **Basic** || **Second grade students performing at the basic level:**


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

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


 * 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** ||
 * (Application) || **2.CP.2.1 With assistance, use media to communicate and share an idea.**
 * Examples**: email, DDN sessions ||
 * Examples**: email, DDN sessions ||

• Independently demonstrate the ability to work with others when using technology tools to convey ideas or illustrate simple concepts • Use media independently to communicate and share ideas || • With assistance, demonstrate the ability to work with others when using technology tools to convey ideas or illustrate simple concepts. • With assistance, use media to communicate and share an idea. || • With assistance share their ideas with a partner using technology. • State and share an idea. ||
 * Information and Communication Processes**
 * Performance Descriptors**
 * **Advanced** || **Second grade students performing at the advanced level:**
 * **Proficient** || **Second grade students performing at the proficient level:**
 * **Proficient** || **Second grade students performing at the proficient level:**
 * **Basic** || **Second grade students performing at the basic level:**
 * **Basic** || **Second grade students performing at the basic level:**


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

– Use keywords with assistance as a search strategy.
 * Indicator 1:** Students use technology to locate and acquire information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Knowledge) || **2.IL.5.1 Select from several teacher-selected internet sites to locate information.**
 * (Knowledge) || **2.IL.5.1 Select from several teacher-selected internet sites to locate information.**
 * Examples**: Yahooligans, encyclopedia ||


 * 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 ||
 * Example:** Dogs are animals, dogs are rocks, dogs are better than cats ||

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