First+Grade+Standards


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

First 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** ||
 * || (Analysis) || **1.NC.1.1 Distinguish between the natural and human-made world.**
 * Example**: forest vs. city skyline ||
 * || (Comprehension) || **1.NC.1.2 Describe how people use tools.**
 * Examples**: Builders use hammers, farmers use tractors, store clerks use cash registers ||  ||

• Input (situation & resources) • 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** ||
 * || (Knowledge) || **1.NC.2.1 Identify common systems in school and home.**
 * Example:** Electrical (Pole to building to wires to outlet) ||
 * || – Identify system components.
 * Example:** Chocolate chip cookies
 * Example:** chocolate chips & flour, hunger
 * Example:** Heat
 * Example:** Cookies
 * Example:** Burnt? Gooey? ||
 * 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) || **1.NC.3.1 Illustrate technologies use at school.**
 * Examples**: digital cameras, computers, DVD players ||  ||

• Identify the problem • Gather information to solve the problem • Identify a solution
 * 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) || **1.NC.4.1 Use a simplified version of the design process to solve problems.**

__Identify the problem__: Can’t log in. __Gather information__: Incorrect password. __Identify a solution__: Re-enter password correctly.
 * Example 1**:

__Identify the problem__: Can’t use pencil. __Gather information__: Pencil point is broken. __Identify a solution__: Use pencil sharpener. ||
 * Example 2**:
 * ||  || – Identify possible alternative solutions to problems. ||   ||

• Describe the advantages/disadvantages of tools. • Describe the advantages/disadvantages of natural and human-made for a specific purpose. • Describe the functions of common systems • Choose appropriate technologies at home and school. • Compare and contrast alternative solutions to problems. || • Distinguish between the natural and human-made world. • Describe how people use tools. • Identify common systems in school and home. • Illustrate technologies use at school. • Use a simplified version of the Design process to solve problems || • Identify a tool. • Identify common systems in school or home. • Identify one technology used at school • Recognize a problem exists ||  ||
 * First Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**
 * **Advanced** || **First Grade students performing at the advanced level:**
 * || **Proficient** || **First Grade students performing at the proficient level:**
 * || **Basic** || **First Grade students performing at the basic level:**


 * First 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** ||
 * || (Knowledge) || **1.S.1.1 Identify ownership rights of computer-created work (copyright).**
 * Example**: student project ||
 * || (Knowledge) || **1.S.1.2 Recognize that using a password helps protect the privacy of information.** ||
 * || (Knowledge) || **1.S.1.3 Identify appropriate and safe technology behaviors.**
 * Examples**: Don’t divulge your name, address, phone number online ||  ||


 * Indicator 2:** Students investigate the advantages and disadvantages of technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * || (Knowledge) || **1.SI.2.1 List advantages of tools/technology at home and at school.**
 * Examples**: microwave oven, projectors ||  ||

• Describe ownership rights of any creative work. • Use a password to protect the privacy of information. • Explain how the home and school is improved through the use of tools/technology. || • Identify ownership rights of computer-created work. • Recognize that using a password helps protect the privacy of information. • Identify appropriate and safe technology behaviors • List advantages of tools/technology at home and at school || • Describe ownership. • Recognize there are passwords. • List one advantage of tools/technology at home and at school. ||  ||
 * First Grade Social Interactions**
 * Performance Descriptors**
 * **Advanced** || **First grade students performing at the advanced level:**
 * || **Proficient** || **First grade students performing at the proficient level:**
 * || **Basic** || **First grade students performing at the basic level:**


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


 * Indicator 1:** Students recognize and demonstrate skills in operating technological systems.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * || (Application) || **1.CT.1.1 Use basic File menu commands (New, Open, Save, Print.)** ||
 * || (Application) || **1.CT.1.2 Use letters, numbers, and special keys on the keyboard.**
 * Shift, Return/Enter, Space, Backspace/Delete, Caps Lock, Ctrl, Alt, Arrows ||
 * || – Recognize the differences between files and folders. ||  ||

• 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** ||
 * ||  || – Use a directed variety of media and technology resources to create a product.
 * Examples**: Software, inter-active white boards


 * 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) || **1.CT.3.1 Describe five technology tools and their uses.**
 * Examples:** Internet, DVD player, projector, cell phone, pager ||  ||

• Independently save and retrieve a file to/from a specified folder. • Identify and use correct finger placement of home row keys. • Select an appropriate tool for a task given a list of technologies. || • Use basic File menu commands (New, Open, Save, Print.) • Use letters, numbers, and special keys on the keyboard. • Describe five technology tools and their uses. || • Operate a mouse, keyboard, and monitor. • Identify letter keys. • Describe two technology tools and their uses. ||  ||
 * First Grade Information and Communication Tools**
 * Performance Descriptors**
 * **Advanced** || **First grade students performing at the advanced level:**
 * || **Proficient** || **First grade students performing at the proficient level:**
 * || **Basic** || **First grade students performing at the basic level:**


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


 * 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** ||
 * ||  || – Participate with others when using technology tools to convey ideas or illustrate simple concepts. ||   ||


 * 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** ||
 * ||  || – Use media with assistance to communicate ideas.
 * Examples:** Fill-in-the-blank worksheets, drawings ||  ||


 * 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.**


 * First 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** ||
 * || (Knowledge) || **1.IL.5.1 Identify where information can be found.**
 * Examples**: Classroom, library, internet ||  ||


 * Indicator 2:** Students determine the reliability and relevancy of information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * ||  || – Distinguish between fact and opinion
 * Real and point of view ||

• Access information from identified sources. || • Identify where information can be found. || • Identify one source of information ||
 * First Grade Information Literacy and Decision Making**
 * Performance Descriptors**
 * **Advanced** || **First grade students performing at the advanced level:**
 * || **Proficient** || **First grade students performing at the proficient level:**
 * || **Basic** || **First grade students performing at the basic level:**