Kindergarten


 * Listed below by each standard are links where resources, examples, lesson plans, and websites that support that standard can be contributed

Kindergarten 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.

Examples:** computer, telephone ||  || Click Here for Resources, Examples, Lesson Plans, Activities for K.NC.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for K.NC.1.√
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Knowledge) || **K.NC.1.1 Identify three human-made objects.
 * || √ Identify tools in technology.
 * Definition of a tool. ||  ||   ||


 * Indicator 2:** Analyze the parts of a technological system in terms of input, process, output, and feedback.

Example: An engine is part of a car. Example: A mouse is part of a computer. Example: Math KN.1.2. ||  || Click Here for Resources, Examples, Lesson Plans, Activities
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * || (Knowledge) || **K.NC.2.1 Identify that parts make a whole.**


 * Indicator 3:** Analyze the relationships and the connections between technologies in different fields of study and how they apply to communities.

Examples: telephone, television ||  ||
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * || (Knowledge) || **K.NC.3.1 Identify technologies used in the home.**

Click Here for Resources, Examples, Lesson Plans, Activities


 * Indicator 4:** Students understand the purpose and demonstrate the use of the design process in problem solving.

Click Here for Resources, Examples, Lesson Plans, Activities
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * || √ Identify a problem. ||
 * || √ Gather information to solve a problem. ||
 * || √ Identify a solution. ||

(systems thinking, interactions, and design) Performance Descriptors**
 * Kindergarten Nature, Concepts and Systems

Note: At the K-2 level, the teachers need to focus on observing and collecting information about the progress students are making related to the checkmark statements.
 * **Advanced** || **Kindergarten students performing at the advanced level:**
 * Distinguish between natural and human-made objects.
 * Identify the specific missing part.
 * Choose appropriate technologies at home. ||
 * **Proficient** || **Kindergarten students performing at the proficient level:**
 * Identify three human-made objects.
 * Identify that parts make a whole.
 * Illustrate technologies used in the home. ||
 * || **Basic** || **Kindergarten students performing at the basic level:**
 * Identify one human-made object.
 * Identify that something is missing.
 * Identify one technology used at home. ||  ||

Grade Standards, Supporting Skills, and Examples**
 * Kindergarten Social Interaction


 * Indicator 1:** Students understand the safe, ethical, legal, and societal issues related to technology.

Example: Telephone (9-1-1) ||  || Click Here for Resources, Examples, Lesson Plans, Activities for K.SI.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for K.SI.1.2 Click Here for Resources, Examples, Lesson Plans, Activities for K.SI.1.√
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * || (Comprehension) || **K.SI.1.1 Demonstrate respect for the work of others.** ||
 * || (Comprehension) || **K.SI.1.2 Identify five ways to respect equipment.** ||
 * ||  || √ Describe how using a password helps protect the privacy of information. ||
 * ||  || √ Identify safe technology behaviors.


 * Indicator 2:** Students investigate the advantages and disadvantages of technology.

Example: Being nice to your partner is an advantage. Example: Being a bully is a disadvantage. ||  || Click Here for Resources, Examples, Lesson Plans, Activities
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * || (Knowledge) || **K.SI.2.1 Recognize that an advantage is desirable and that a disadvantage is undesirable.**

Performance Descriptors**
 * Kindergarten Social Interaction

Note: At the K-2 level, the teachers need to focus on observing and collecting information about the progress students are making related to the checkmark statements.
 * **Advanced** || **Kindergarten students performing at the advanced level:**
 * Describe respect for the work of others.
 * Model respect for equipment.
 * Predict whether or not a given situation produces an advantage. ||
 * || **Proficient** || **Kindergarten students performing at the proficient level:**
 * Demonstrate respect for the work of others.
 * Identify five ways to respect equipment.
 * Recognize that an advantage is desirable and that a disadvantage is undesirable. ||
 * || **Basic** || **Kindergarten students performing at the basic level:**
 * Know the meaning of respect.
 * Name one way to respect equipment.
 * Recognize that an advantage is desirable. ||  ||

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


 * Indicator 1:** Students recognize and demonstrate skills in operating technological systems.

Example: Monitor, keyboard || Examples: mouse, phones, VCR’s, TV’s, printers || Click Here for Resources, Examples, Lesson Plans, Activities for K.CT.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for K.CT.1.2 Click Here for Resources, Examples, Lesson Plans, Activities for K.CT.1.√
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * || (Knowledge) || **K.CT.1.1 Describe technology using accurate terminology.**
 * || (Application) || **K.CT.1.2 Use input/output devices to operate various technologies.**
 * ||  || √ Identify basic file management commands (New, Open, Save, Print). ||
 * ||  || √ Locate letters, numbers, and special keys on the keyboard. ||   ||


 * Indicator 2:** Students use technology to enhance learning, extend capability, and promote creativity.


 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||


 * Indicator 3:** Students evaluate and select information tools based on the appropriateness to specific tasks.

Examples: Telephone-talk, drill-make holes ||  || Click Here for Resources, Examples, Lesson Plans, Activities
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * || (Knowledge) || **K.CT.3.1 Recognize technology as a tool to help complete a task.**

Performance Descriptors**
 * Kindergarten Information and Communication Tools

Note: At the K-2 level, the teachers need to focus on observing and collecting information about the progress students are making related to the checkmark statements.
 * **Advanced** || **Kindergarten students performing at the advanced level:**
 * Communicate about technology using accurate terminology.
 * Utilize basic file management commands (New, Open, Save, Print).
 * Describe a technology tool and its use. ||
 * || **Proficient** || **Kindergarten students performing at the proficient level:**
 * Describe technology using accurate terminology.
 * Use input/output devices to operate various technologies.
 * Recognize technology as a tool to help complete a task. ||
 * || **Basic** || **Kindergarten students performing at the basic level:**
 * Communicate about technology.
 * Operate a mouse or keyboard.
 * Recognize technology as a tool. ||  ||

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

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** ||
 * ||  || (Mastery of this indicator does not emerge until 2nd grade.) ||   ||


 * Indicator 2:** Students exchange information and ideas for an identified purpose through Information Technologies.

Example: List cell phone or telephone. ||  || Click Here for Resources, Examples, Lesson Plans, Activities
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * || (Knowledge) || **K.CP.2.1 Identify information technologies used for communicating ideas**

Performance Descriptors**
 * Kindergarten Information and Communication Processes


 * **Advanced** || **Kindergarten students performing at the advanced level:**
 * Identify alternative devices or method for communicating an idea ||
 * || **Proficient** || **Kindergarten students performing at the proficient level:**
 * Identify two information technologies used for communicating ideas. ||
 * || **Basic** || **Kindergarten students performing at the basic level:**
 * Identify one information technology used for communicating ideas. ||  ||

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

Indicator 1:** Students use technology to locate and acquire information.

Example: Child’s name, school name, age, birthday, gender || Examples: Numbers, words, pictures, sounds ||  || Click Here for Resources, Examples, Lesson Plans, Activities for K.IL.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for K.IL.1.2
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * || (Knowledge) || **K.IL.1.1 Identify what information is.**
 * || (Knowledge) || **K.IL.1.2 Recognize that information can be represented in a variety of ways.**


 * Indicator 2:** Students determine the reliability and relevancy of information.

Click Here for Resources, Examples, Lesson Plans, Activities
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * ||  || √ Distinguish between fact and fiction.
 * Real and make-believe ||

Performance Descriptors**
 * Kindergarten Information Literacy and Decision Making


 * **Advanced** || **Kindergarten students performing at the advanced level:**
 * Choose the most appropriate format(s) for information for a given situation. ||
 * || **Proficient** || **Kindergarten students performing at the proficient level:**
 * Identify what information is.
 * Recognize that information can be represented in a variety of ways. ||
 * || **Basic** || **Kindergarten students performing at the basic level:**
 * Recognize one form of information. ||  ||