3rd+Grade+Standards

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


 * 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. ||
 * Interpret and respond to diverse works from various cultures and time periods. ||


 * 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. ||
 * 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. ||


 * 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 Classify technologies into home, school or societal use** ||
 * (Comprehension) || **3.NC.3.1 Classify technologies into home, school or societal use** ||


 * 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 ||
 * Example:** sending a letter = do you want personalization or speed ||

(systems thinking, interactions, and design) Performance Descriptors** • Design a technology timeline and explain how creative thinking, economics and culture have influenced various periods of time. • Explain use of the same technology in all locations • Recognize and List technology at home and school. • Explain the benefits of each solution given || • 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 societal use • Define a problem and produce a variety of solutions || • 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 Nature, Concepts and Systems
 * **Advanced** || **Third grade students performing at the advanced level:**
 * **Proficient** || **Third grade students performing at the proficient level:**
 * **Proficient** || **Third grade students performing at the proficient level:**
 * **Basic** || **Third grade students performing at the basic level:**
 * **Basic** || **Third grade students performing at the basic level:**

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

Example:** Protecting personal info. during a simulated safe conversation via Chat/Instant Messaging/ Email ||
 * 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.S.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. siteExample: Super Mario program copied for all my buddies ||
 * (Comprehension) || **3.S.1.2 Demonstrate safety precautions while online
 * (Comprehension) || **3.S.1.2 Demonstrate safety precautions while online
 * (Comprehension) || **3.S.1.2 Demonstrate safety precautions while online
 * (Knowledge) || **3.S.1.3 Identify how to cite a source** ||
 * (Knowledge) || **3.S.1.3 Identify how to cite a source** ||

Example:** Computer/Software for the Blind || Example:** personal computer, pda, gps, cell phones ||
 * Indicator 2:** Students investigate the advantages and disadvantages of technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * Comprehension || **3.S.2.1 Summarize how assistive technologies can benefit persons with disabilities-
 * Comprehension || **3.S.2.1 Summarize how assistive technologies can benefit persons with disabilities-
 * (Analysis) || **3.S.2.2 compare and contrast the advantages and disadvantages of technology on the individual
 * (Analysis) || **3.S.2.2 compare and contrast the advantages and disadvantages of technology on the individual

Performance Descriptors** • Communicate the consequences of illegal and unethical use of technology • 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 || • 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 || • 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 Social Interactions
 * **Advanced** || **Third grade students performing at the advanced level:**
 * **Proficient** || **Third grade students performing at the proficient level:**
 * **Proficient** || **Third grade students performing at the proficient level:**
 * **Basic** || **Third grade students performing at the basic level:**
 * **Basic** || **Third grade students performing at the basic level:**

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

Example:** Desktop, start menu, quick-launch bar/ dock, icons) || Example:** File, Edit, View, Tools || • Create folders • Access the server || – Introduce remaining keys
 * 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 operating system environment
 * (Knowledge) || **3.CT.1.1 Identify parts of operating system environment
 * (Application) || **3.CT.1.2 Access menu bar options
 * (Application) || **3.CT.1.2 Access menu bar options
 * (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**
 * (Application) || **3.CT.1.4 Create, save and retrieve folders**
 * (Application) || **3.CT.1.4 Create, save and retrieve folders**
 * (Comprehension) || **3.CT.1.5 Demonstrate use of home row keyboarding**
 * (Comprehension) || **3.CT.1.5 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. ||
 * || – Demonstrate proper posture while typing
 * Example:** Sitting up, feet on floor, arms parallel to keyboard, fingers curved and upright, and wrists at neutral ||
 * || – Identify input/output devices and other peripherals. -Knowledge
 * Example:** Digital camera, scanner, printer, external media storage (CD, floppy, flash drive) ||
 * || – Identify input/output devices and other peripherals. -Knowledge
 * Example:** Digital camera, scanner, printer, external media storage (CD, floppy, flash drive) ||

• Incorporating specific formatting Example:** Inspiration, Kidpix, MS paint ||
 * 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**
 * (Application) || **3.CT.2.1 Use a word processor to develop a product**
 * Example:** bold, italics, underline, font size, color and type ||
 * (Application) || **3.CT.2.2 Develop documents in design applications
 * (Application) || **3.CT.2.2 Develop documents in design applications

• 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. i.e. Television,telegraph, internet, cellphones. ||
 * 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.**
 * (Comprehension) || **3.CT.3.1 Differentiate between information tools and technological innovations.**
 * (Knowledge) || **3.CT.3.2 Select a tool based for a specified task** ||
 * (Knowledge) || **3.CT.3.2 Select a tool based for a specified task** ||

Performance Descriptors** • 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 • Manage files • Develop a document in a design or word processing application with advanced features • Justify the choice of a tool in specific task. • Select multiple tools to complete a task. • Based on current tools, predict an innovations || • 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 • Identify a tool which may be used to best solve a task || • 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 within a given task. • Identify a tool which may be used to best solve a task ||
 * Third Grade Information and Communication Tools
 * **Advanced** || **Third grade students performing at the advanced level:**
 * **Proficient** || **Third grade students performing at the proficient level:**
 * **Proficient** || **Third grade students performing at the proficient level:**
 * **Basic** || **Third grade students performing at the basic level:**
 * **Basic** || **Third grade students performing at the basic level:**

Grade Standards, Supporting Skills, and Examples**
 * Third Grade 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** ||
 * (Application) || **3.CP.1.1 Participate within groups to produce a digital output for a given assignment.** ||
 * (Application) || **3.CP.1.1 Participate within groups to produce a digital output for a given assignment.** ||


 * 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** ||
 * (Comprehension) || **3.CP.2.1 Differentiate between a variety of media to communicate and share ideas.**
 * Identify, describe, and select the best media for communicationExample: Given the situation to invite guests to a school event choose among different media to communicate your message.Example: Instant messaging, telephone, person to person, mail, email, satellite, webcam, TV, DDN, etc. ||
 * (Knowledge) || **3.CP.2.2 Identify how an audience affects a presentation.**
 * Type of audiences
 * Location of audience
 * Experience of audience ||
 * Location of audience
 * Experience of audience ||

Performance Descriptors** • 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 || • Collaboratively create a digital output for an assignment. • Identify audience factors that affect a presentation • Identify, describe, and select the best media for communication || • Use a pre-created digital output with a partner for a given assignment • List types of audiences • Given a media source can us it to communicate with an intended audience ||
 * Third Grade Information and Communication Processes
 * **Advanced** || **Third grade students performing at the advanced level:**
 * **Proficient** || **Third grade students performing at the proficient level:**
 * **Proficient** || **Third grade students performing at the proficient level:**
 * **Basic** || **Third grade students performing at the basic level:**
 * **Basic** || **Third grade students performing at the basic level:**

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

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
 * 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 and web search engines on a specified topic
 * (Application) || **3.IL.1.1 Perform a keyword/phrase search on existing databases and web search engines on a specified topic
 * Find results based on a question
 * Teacher driven topicExample: Search for Social Studies or Science topics. ||


 * 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 ||
 * Identify types of resourcesi.e. journal, newspaper, books, encyclopedias ||

Performance Descriptors** • Can extend the 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 || • Can generate multiple relevant results relating to a specific topic. • Locate author, date and subject within the resource • Identify types of resources || • Can find a result relating to a specific topic • Locate author, date, and subject with assistance ||
 * Third Grade Information Literacy and Decision Making
 * **Advanced** || **Third grade students performing at the advanced level:**
 * **Proficient** || **Third grade students performing at the proficient level:**
 * **Proficient** || **Third grade students performing at the proficient level:**
 * **Basic** || **Third grade students performing at the basic level:**
 * **Basic** || **Third grade students performing at the basic level:**