4th+Grade+Standards


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

Charts and graphs are more commonly made by using software programs rather than by hand. Using a calculator in Math. • Explain the relationship between the tool, its development, and productivity. Combine (farming machine) vs. hand tools • Explain how creative thinking and economic and cultural influences shape 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** ||
 * (Analysis) || **4.NC.1.1 Distinguish how changes in technological tools affect outcomes**
 * Example:** faster computers = more/better data
 * Example:** faster computers = more/better data
 * Example:** the faster the tool the more products you get.


 * 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** ||
 * (Application) || **4.NC.2.1 Determine the effects of feedback in the system model.**
 * Example:** explain how the desire to improve the grade affects the rest of the system.
 * Define types of feedbackPerson to person
 * Example:** audience
 * Example:** audience

Person to machine
 * Example:** web page

Machine to person
 * Example:** spell check

Machine to machine
 * Example:** server ||
 * (Knowledge) || **4.NC.2.2 Identify the resources needed in a system in order for it to work.**
 * Example:**Water Cycle – needs water and heat for the process of evaporation, condensation, precipitation to occur ||
 * (Knowledge) || **4.NC.2.2 Identify the resources needed in a system in order for it to work.**
 * Example:**Water Cycle – needs water and heat for the process of evaporation, condensation, precipitation to occur ||


 * 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** ||
 * (Application) || **4.NC.3.1 Identify examples of how technology changes have affected society**
 * Identify technology’s affects on various cultures**Example:** Technologically literate cultures vs. technologically illiterate cultures
 * Identify ways changes in technology have affected a cultures history to determine how new changes will impact its future
 * Identify various sub-cultures with in a society that have alternate views of technology**Example:** religious views of internet usage ||
 * Identify various sub-cultures with in a society that have alternate views of technology**Example:** religious views of internet usage ||

1. Define the problem 2. Gather information 3. Create alternative solutions 4. Select optimum solution 5. Develop and produce solution 6. Test solution 7. Report results ||
 * 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** ||
 * (Synthesis) || **4.NC.4.1 Adapt a structured method to produce a variety of solutions to a given problem using the design process. -**
 * Example:** Brainstorming, clustering, outlining, mind-mapping, graphic organizers
 * Apply the parts of the design process
 * Apply the parts of the design process

• Design a technology of the future incorporating current technologies • Predict the effects of feedback within the systems thinking model to determine an outcome. • Describe the role of resources needed in a system in order for it to work. • Differentiate changes in technology at home, school and community. • Explain why some culture choose not to embrace technologies • Predict how future technologies will impact various cultures • Explain the benefits of using the design process when finding solutions to a defined problem. • Explain the benefits of using different structures to solve problems || • Distinguish how changes in technological tools affect outcomes • Determine the effects of feedback in the systems thinking model. • Identify examples of how technology changes have affected society • List ways changes in technology have affected a culture’s history • Describe why some subcultures have different views of technology • Given a scenario, students can apply steps 1-7 in the design process to develop multiple solutions || • Identify change in and outcome as a result of a change in the technological tool. • Identify one resource needed in a system • Define two types of feedback • Illustrate a change in technology at school, home, and work. • List a sub-culture which has an alternative view of technology • list the steps of the design process • adapt one method to produce more than one solution to a problem ||
 * Fourth Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**
 * **Advanced** || **Fourth grade students performing at the advanced level:**
 * **Proficient** || **Fourth grade students performing at the proficient level:**
 * **Proficient** || **Fourth grade students performing at the proficient level:**
 * **Basic** || **Fourth grade students performing at the basic level:**
 * **Basic** || **Fourth grade students performing at the basic level:**


 * Fourth 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** ||
 * (Evaluation) || **4.S.1.1 compare and contrast consequences of illegal and unethical technology use**
 * Example**: Suspension, Legal action, Loss of privileges/employment
 * Example**: Suspension, Legal action, Loss of privileges/employment

Apply proper citing of information sources in created works ||
 * Identify the difference between ethical (right) and unethical (wrong) usage
 * Define consequences of unethical and illegal uses of technology in different environments.
 * Unethical examples
 * Home-grounded school-detention
 * Illegal examples:
 * Copying a copyrighted cd is illegal in all environments but depending on the environment different consequences might occur -Probation, jail time, loss of privilege or job ||
 * //(//Synthesis//)// || **4.S. 1.2 Communicate issues relating to online safety**
 * Viruses
 * Social networking sites
 * **Example:** (myspace.com)
 * Communication etiquette ||
 * //(//Application**//)//** || **4.S.1.3 Determine where and when to cite a source of information**
 * //(//Application**//)//** || **4.S.1.3 Determine where and when to cite a source of information**
 * **//(//**Knowledge**//)//** || **4.S. 1.4 Identify cultural issues relating to technology.**
 * Example:** Colonial cultures and third world countries
 * Example:** Colonial cultures and third world countries

Background differences affect societies view of legal and illegal consequence ||


 * Indicator 2:** Students investigate the advantages and disadvantages of technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * **(**Analysis**)** || **4.S.2.1 Distinguish advantages and disadvantages of technology on society**
 * Example:** Loss of jobs/greater productivity, Unfiltered information/Identity Theft
 * Example:** CDs vs. tapes; cell phones vs. telephones; Ziploc baggies vs. wax paper ||
 * Example:** CDs vs. tapes; cell phones vs. telephones; Ziploc baggies vs. wax paper ||

• Scan files and folders for viruses. • Predict how changes in technology will affect a cultures future • Predict where/how technology will change and how this will affect society’s future || • Compare and contrast consequences of illegal and unethical technology use. • Communicate issues relating to online safety. • Determine where and when to cite a source of information. • Identify cultural issues relating to technology. • Distinguish advantages and disadvantages of technology on society || • Compare a consequence of illegal technology usage with a consequence of unethical technology usage • List an issue related to online safety in a social networking environment • Given a source, can determine where to cite the source • List 2 ways of how technology has assisted, and been a disadvantage to society ||
 * Fourth Grade Social Interactions**
 * Performance Descriptors**
 * **Advanced** || **Fourth grade students performing at the advanced level:**
 * **Proficient** || **Fourth grade students performing at the proficient level:**
 * **Proficient** || **Fourth grade students performing at the proficient level:**
 * **Basic** || **Fourth grade students performing at the basic level:**
 * **Basic** || **Fourth grade students performing at the basic level:**


 * Fourth 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)** || **4.CT.1.1 Demonstrate how to use parts of Application windows -**
 * Example:**: tile bar, Menu bar, Status Bar ||
 * **//(//**Application**//)//** || **4.CT.1.2 Implement the use of toolbar buttons and navigation of menu options -**
 * Copy
 * Cut,
 * Paste
 * Spell check
 * insert ||
 * **(**Application**)** || **4.CT.1.3 Use input/output devices and other peripherals.**
 * Example:** Cell phone, digital camera, scanner, printer, calculator, external media storage (CD, floppy, flash or jump drive), MP3 Device ||
 * || **4.CT.1.4 Manage and maintain files and folders independently application**
 * Create, save, retrieve, and organize files and folders using server technologies
 * Delete old/unused files
 * Identify multiple locations to save files and folders**Example:** local desktop, c drive, server ||
 * **//(//**Comprehension**//)//** || **4.CT.1.5 Demonstrate the correct use of all letters, punctuation, symbol and command keys.** ||
 * **(**Application**)** || **4.CT.1.6 Use touch typing techniques in timed writings**
 * Example:** One or two timed writings ||
 * //(//Analysis//)// || –Compare and contrast different ways of accessing commonly used commands-
 * Example:** multiple ways of completing the same function like print and save ||
 * **(**Application**)** || **4.CT.1.6 Use touch typing techniques in timed writings**
 * Example:** One or two timed writings ||
 * //(//Analysis//)// || –Compare and contrast different ways of accessing commonly used commands-
 * Example:** multiple ways of completing the same function like print and save ||
 * //(//Analysis//)// || –Compare and contrast different ways of accessing commonly used commands-
 * Example:** multiple ways of completing the same function like print and save ||

• Including sound and multimedia ||
 * Indicator 2:** Students use technology to enhance learning, extend capability, and promote creativity.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * **//(//**Application**//)//** || **4.CT.2.1 Use presentation application to develop a product**
 * **//(//**Application**//)//** || **4.CT.2.1 Use presentation application to develop a product**
 * || –Develop documents in design applications incorporating rich multimedia ||
 * || –Develop documents in design applications incorporating rich multimedia ||


 * 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**//)//** || **4.CT.3.1 Explain how problems are solved through innovations.**
 * Identify how and why innovations occur
 * Compare different fields of innovations
 * Apply the design process to create an innovation**Example:** Blender for convenience, phone for communication, use word processing to write a letter, use a spreadsheet to collect data. Manufacturing uses robots, assembly lines. ||
 * Apply the design process to create an innovation**Example:** Blender for convenience, phone for communication, use word processing to write a letter, use a spreadsheet to collect data. Manufacturing uses robots, assembly lines. ||

• Customize toolbars within applications • Determine the best external storage device to use for a specific task • Move and manage folders in an organized way to a variety of locations • Key 10 words per minute with 90% accuracy using proper touch typing techniques. • Develop a presentation documents with embedded media • Create media with design application without assistance • Given a set of problems, students will determine which technology best produces wanted output || • Demonstrate use for different parts of Application Windows • Implement use of toolbars buttons and navigation of menu options. • Use input/output devices and other peripherals. • Demonstrate the correct use of all letters, punctuation, symbol, and command keys. • Use touch typing techniques in timed writings. • Manage and maintain folders and files, • Develop documents in a presentations application incorporating media • Explain how problems are solved through innovation. || • Label parts of Application Windows • Use toolbar shortcuts with assistance • Identify and use external devices for a specific task • Key up to 10 words per minute using some touch typing techniques • Manage and maintain folders and files with assistance • Develop a document using a presentation application • Explain how an innovation solved a problem ||
 * Fourth Grade Information and Communication Tools**
 * Performance Descriptors**
 * **Advanced** || **Fourth grade students performing at the advanced level:**
 * **Proficient** || **Fourth grade students performing at the proficient level:**
 * **Proficient** || **Fourth grade students performing at the proficient level:**
 * **Basic** || **Fourth grade students performing at the basic level:**
 * **Basic** || **Fourth grade students performing at the basic level:**


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

• Communicate ideas, opinions, revisions through electronic communication devices either asynchronously or synchronously
 * 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**//)//** || **4.CP.1.1 Utilize virtual collaboration environments to contribute within a group to the production of a digital output**
 * **//(//**Application**//)//** || **4.CP.1.1 Utilize virtual collaboration environments to contribute within a group to the production of a digital output**
 * Example:** utilize email for a bulletin board to collaborate on the development of a web presentation ||


 * 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** ||
 * **(**Analysis**)** || **4.CP.2.1 Select tools that will be most effective when exchanging information at the same time.**
 * Example:** face to face vs. distance, instant message vs. email. ||
 * //(//Knowledge//)// || **4.CP.2.2 Select the best way to deliver a presentation/project based on the audience**
 * Factors of the audiencei.e. age, race, religion-Peers vs. Adults
 * Formal/informal audience
 * Presentation format
 * Media forms used in the presentation
 * Intended and unintended audiences ||
 * Media forms used in the presentation
 * Intended and unintended audiences ||

• Create a media-rich digital output utilizing many virtual collaboration environments • Use communication tools to share, revise and edit a digital document at the same time • Adapt a presentation to multiple audiences using a variety of methods depending on the audience. || • Create a digital output utilizing a virtual collaboration environment • Selects tools that will be most effective when exchanging information at the same time. • Select the best way to deliver a presentation/project based on the audience || • Create a digital output for a given assignment with teacher directed assistance in the virtual collaboration environment • Use a given tool when exchanging information at the same time. ||
 * Fourth Grade Information and Communication Processes**
 * Performance Descriptors**
 * **Advanced** || **Fourth grade students performing at the advanced level:**
 * **Proficient** || **Fourth grade students performing at the proficient level:**
 * **Proficient** || **Fourth grade students performing at the proficient level:**
 * **Basic** || **Fourth grade students performing at the basic level:**
 * **Basic** || **Fourth grade students performing at the basic level:**


 * Fourth 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** ||
 * **(**Synthesis**)** || **4.IL.1.1 Generate relevant simple search results for an identified broad topic using existing databases or web-sites**
 * Given a general topic determine what key details will be needed to refine a search in a database for a specific purpose.**Examples:** Presidents birthdays this month, Hoofed mammals in N. America ||
 * Given a general topic determine what key details will be needed to refine a search in a database for a specific purpose.**Examples:** Presidents birthdays this month, Hoofed mammals in N. America ||


 * Indicator 2:** Students determine the reliability and relevancy of information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * **(**Evaluation**)** || **4.IL.2.1 evaluate the relevancy of the resource.**
 * Up-to-date and accurate information.**Example:** Miami Hurricanes (the sports team) vs. the hurricane season in Miami
 * Analyze the author date and subject for accuracy, and consistency ||
 * Analyze the author date and subject for accuracy, and consistency ||

• Evaluate relevant simple search results to greater focus the topic • Compare and contrast multiple sources to determine the order of relevancy || • Generate relevant simple search results for an identified broad topic using existing databases or web-sites • Evaluate the relevancy of a resource || • Given an existing database can generate a simple search for an identified broad topic • Determine if a resource is relevance based on two factors ||
 * Fourth Grade Information Literacy and Decision Making**
 * Performance Descriptors**
 * **Advanced** || **Fourth grade students performing at the advanced level:**
 * **Proficient** || **Fourth grade students performing at the proficient level:**
 * **Proficient** || **Fourth grade students performing at the proficient level:**
 * **Basic** || **Fourth grade students performing at the basic level:**
 * **Basic** || **Fourth grade students performing at the basic level:**