• Distinguish between the natural and human-made world (e.g., a forest vs. a city skyline).

• Cite examples of how people use tools and processes to perform tasks.

Identify and describe a technological system.

Identify school-wide technology devices (e.g., office public address system, library automated book check-out, auditorium audio-visual system, electronic lunch purchase).

Describe the connections between technology and other fields of study (e.g., teachers use computers, scientists use microscopes, farmers use tractors).

• Identify tools and machines that can be helpful and/or harmful.

• Describe the reasons for making products (e.g., to meet needs and wants).

• Explain how various materials can be reused or recycled.

• Describe the reasons for doing things or behaving in ways that protect the environment.

Describe or list ways technology has changed the way people lived and worked throughout history (e.g., grandparents' era to today).

• Collect information about products and systems used at school by asking questions (e.g., books, computers, piano).

• Describe how the use of a product or system might cause something bad to happen (e.g., running a car causes pollution).

• Identify and use computer and multimedia technology and know the terms used to describe it (e.g., computer, printer, VCR, DVD player, audio players).

• Identify various parts of a computer by name (e.g., monitor, mouse, keyboard, power button, disk drive, CD/DVD drive).

• Discuss and demonstrate proper care when using computer and multimedia technology resources (e.g., describe rules, list directions).

• Turn computer and multimedia technology resources on and off.

• Discuss software and why it is necessary to operate computer and multimedia technology.

• Start, use and exit software programs with teacher assistance.

• Use input (keyboard, mouse) and output (printer) devices to operate computer and multimedia technology tools with teacher assistance.

Use software programs designed to develop problem-solving skills.

Begin to locate letters and special keys on the keyboard with teacher assistance (e.g., enter key, escape key, space bar).

Describe how productivity tools are used to create documents, presentations and drawings.

Use technology resources with teacher assistance (e.g., pre-selected Web sites, launching applications, educational software).

• Explain media formats used to communicate information (e.g., e-mail, newsletters, TV, phones, newspapers, Web pages).

• Show, within a group, various types of communication formats used in everyday life.

Create documents with teacher assistance (e.g., students observe the teacher making a document, they add ideas, and select images for the teacher to import).

Identify and explore different forms of electronic communication (e.g., written documents in electronic form, e-mail, Web pages, video, multimedia).

Contribute to teacher-directed online projects (e.g.,
collecting weather data, listing of bird counts).

• Talk about the difference between factual information and fiction (e.g., what is real and what is pretend or make-believe).

• Use a graphic organizer to sort information.

Ask questions about an identified topic and list facts already known about the topic (e.g., graphic organizers for brainstorming, charting, webbing).

Find information in a technology-based resource (e.g., Web site, database, DVD, software program, video).

Use technology to tell what was learned from information gathered (e.g., use simple presentation tools to create a poster, book, slide show).

Tell where information came from (e.g., name of Web sites, software, databases).

• List types of information available on the Internet (e.g., school Web site, local information, animals, maps).

• Use teacher or librarian selectedWeb site to find information or learn new things.

• Use browser tools and buttons:
  a. Forward and back button;
  b. Home button; and
  c. Choose a link from the bookmarks or favorites list.

• Identify possible solutions to a problem.

• Distinguish the difference between people's needs and wants and how this can influence potential solutions.

• Understand that things break but often they can be fixed (e.g., have students share their experiences).

• Describe how to repair a broken toy (e.g., make sure the switch is on, the batteries are charged and nothing is blocking the toy's operation).

• Identify and describe characteristics of different materials used to create technological products that provide solutions (e.g., wood, metal, glass, plastic).

• Recognize that designs have limited strength (e.g., a toy bridge made of craft sticks can support only so much weight).

• List the materials used in common items (e.g., house, car, toys).

Describe how things are built by thinking of an idea, trying out a design and sharing it with others.

Understand we can draw things and then have someone else build them.

• List the various forms of energy that are used in the community (e.g., electrical, mechanical, thermal).

• List the kinds of energy we can purchase (e.g., batteries, gas, electricity).

Understand that vehicles move people or goods from one place to another in water, air, or space and on land (e.g., boats, airplanes, rockets, trucks).

Name products that are produced in large quantities (e.g., candy, baseballs, cars).

Name things that are constructed where they are used (e.g., roads, buildings, bridges).

• Use symbols to communicate (e.g., write a sentence using pictures).

• Describe how technology enables communication by sending and receiving information (e.g., telephone, TV, magazines, e-mail).

Know that vaccinations protect people from getting certain diseases.

Explain how the use of technologies in agriculture makes it possible for food to be available year round.