4th


 * 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. Click Here for Resources, Examples, Lesson Plans, Activities
 * 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
 * Explain the relationship between the tool, its development, and productivity.**Example:** the faster the tool the more productivity is gained.Combine (farming machine) vs. hand tools
 * Explain how creative thinking and economic and cultural influences shape technology. ||

Machine to person Machine to machine Click Here for Resources, Examples, Lesson Plans, Activities for 4.NC.2.1 Click Here for Resources, Examples, Lesson Plans, Activities for 4.NC.2.2
 * 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:** How the audience reacts to a presentation.Person to machine**Example:** Using a web page counter to see hits on a page.
 * Example:** A machine checking spelling and grammatical errors.
 * Example:** Information sent from a computer to a printer.
 * Example:** Science 4.L.3.1
 * Example:** Science 4.E.1.1 ||
 * (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
 * Example**: Science 4.L.3.1
 * Example**: Science 4.E.1.1 ||

Click Here for Resources, Examples, Lesson Plans, Activities
 * 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**Example:** Science 4.S.1.2**Example:** Social Studies 3.W.1.1 ||

5. Develop and produce solution 6. Test solution 7. Report results 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.
 * **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 process1. Define the problem2. Gather information3. Create alternative solutions4. Select optimum solution
 * Example**: Science 4.S.1.1
 * Example**: Science 4.L.1.1 ||


 * Fourth Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**
 * **Advanced** || **Fourth grade students performing at the advanced level:**
 * 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 ||
 * **Proficient** || **Fourth grade students performing at the proficient level:**
 * 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 ||
 * **Basic** || **Fourth grade students performing at the basic level:**
 * Identify the change in the 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 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.SI.1.1 Compare and contrast consequences of illegal and unethical technology use**
 * Example**: Having privileges revoked for looking at inappropriate websites.
 * Example**: Social Studies 4.C.2.1

Click Here for Resources, Examples, Lesson Plans, Activities for 4.SI.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for 4.SI.1.2 Click Here for Resources, Examples, Lesson Plans, Activities for 4.SI.1.3 Click Here for Resources, Examples, Lesson Plans, Activities for 4.SI.1.4
 * 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.SI. 1.2 Communicate issues relating to online safety**
 * Viruses
 * Social networking sites
 * **i.e.** myspace.com, facebook.com, chat rooms
 * Communication etiquette**Example:** Students understand the dangers of giving too much information online. ||
 * (Application) || **4.SI.1.3 Determine where and when to cite a source of information.**
 * Example:** Apply proper citing of information sources in created works when referencing information from an online article. ||
 * (Knowledge) || **4.SI.1.4 Identify cultural issues relating to technology.**
 * Background differences affect societies view of legal and illegal consequence.**Example:** How colonial cultures and third world countries have different views of technology ||

Click Here for Resources, Examples, Lesson Plans, Activities
 * Indicator 2:** Students investigate the advantages and disadvantages of technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **4.SI.2.1 Distinguish advantages and disadvantages of technology on society.**
 * Example:** Integration of technology can result in loss of jobs for employees but greater productivity for the company.
 * Example:** Unfiltered information online can result in identity theft. ||


 * Fourth Grade Social Interactions**
 * Performance Descriptors**
 * **Advanced** || **Fourth grade students performing at the advanced level:**
 * 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 ||
 * **Proficient** || **Fourth grade students performing at the proficient level:**
 * 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 ||
 * **Basic** || **Fourth grade students performing at the basic level:**
 * 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 Information and Communication Tools**
 * Grade Standards, Supporting Skills, and Examples**

Click Here for Resources, Examples, Lesson Plans, Activities for 4.CT.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for 4.CT.1.2 Click Here for Resources, Examples, Lesson Plans, Activities for 4.CT.1.3 Click Here for Resources, Examples, Lesson Plans, Activities for 4.CT.1.4 Click Here for Resources, Examples, Lesson Plans, Activities for 4.CT.1.√
 * 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 and menu options.**
 * Copy
 * Cut,
 * Paste
 * Spell check
 * insert**Example:** Student can move document windows, access menus, and navigate toolbars. ||
 * (Comprehension) || **4.CT.1.2 Demonstrate the correct use of all letters, punctuation, symbol and command keys using proper techniques.** ||
 * (Application) || **4.CT.1.3 Use input/output devices and other peripherals.**
 * Example:** Students can take a digital photograph and transfer it to the computer and insert it into a document. ||
 * || **4.CT.1.4 Manage and maintain files and folders independently application.**
 * Example:** Create, save, retrieve, and organize files and folders using server technologies
 * Example:** Delete old/unused files
 * Example:** Identify multiple locations to save files and folders ||
 * (Analysis) || √ Compare and contrast different ways of accessing commonly used commands.
 * Example:** Using multiple ways of completing the same function like print and save (ctrl+s or File> Save). ||

Click Here for Resources, Examples, Lesson Plans, Activities for 4.CT.2.1 Click Here for Resources, Examples, Lesson Plans, Activities for 4.CT.2.√
 * 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.**
 * Example:** Including sound and multimedia in a presentation for class
 * Example:** Writing 4.LVS.1.3 ||
 * || √ Develop documents in design applications incorporating rich multimedia ||

Click Here for Resources, Examples, Lesson Plans, Activities
 * 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 convenience, phone communication, use word processing to write a letter, use a spreadsheet to collect data. Manufacturing uses robots, assembly lines. ||


 * Fourth Grade Information and Communication Tools**
 * Performance Descriptors**
 * **Advanced** || **Fourth grade students performing at the advanced level:**
 * 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 ||
 * **Proficient** || **Fourth grade students performing at the proficient level:**
 * 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. ||
 * **Basic** || **Fourth grade students performing at the basic level:**
 * 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 Processes**
 * Grade Standards, Supporting Skills, and Examples**

Click Here for Resources, Examples, Lesson Plans, Activities
 * 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**
 * Communicate ideas, opinions, revisions through electronic communication devices either asynchronously or synchronously**Example:** Utilize email or a bulletin board to collaborate on the development of a web presentation ||

Click Here for Resources, Examples, Lesson Plans, Activities
 * Indicator 2:** Students exchange information and ideas for an identified purpose through Information Technologies.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Knowledge) || **4.CP.2.1 Select the best way to deliver information and ideas 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**Example:** Determine audience level (student or parent) and create a presentation geared at their interests ||


 * Fourth Grade Information and Communication Processes**
 * Performance Descriptors**
 * **Advanced** || **Fourth grade students performing at the advanced level:**
 * 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. ||
 * **Proficient** || **Fourth grade students performing at the proficient level:**
 * 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 ||
 * **Basic** || **Fourth grade students performing at the basic level:**
 * 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 Literacy and Decision Making**
 * Grade Standards, Supporting Skills, and Examples**

Click Here for Resources, Examples, Lesson Plans, Activities
 * Indicator 1:** Students use technology to locate and acquire information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Synthesis) || **4.IL.1.1 Given a general topic predict what key details will be needed to refine a search in a database for a specific purpose.**
 * Validate the prediction with a computer generated search.**Examples:** Use a search engine to find all Presidents with birthdays this month, or Hoofed mammals specifically found in North America ||

Click Here for Resources, Examples, Lesson Plans, Activities
 * 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.
 * Analyze the author date and subject for accuracy, and consistency**Example:** Filtering through search results to find the hurricane season in Miami and not sports team ‘Miami Hurricanes’. ||


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