• Contrast between characteristics that separate natural processes and human-made designed world (e.g., appearance, structure, material).

• Describe and give examples of how people use tools and processes to solve problems (e.g., using a knife to make a peanut butter sandwich, or using a measuring cup while following a recipe to make a cake).

• Recall common terms, facts and basic concepts relative to technology (e.g., types of computer equipment, devices by purpose).

• Identify and explain that systems have parts or components such as processes and controls that work together to accomplish a goal (e.g., to heat food in a microwave oven, electricity is generated and transmitted, temperature and cook time is controlled).

• Identify the various component parts of familiar systems and articulate the goals that are accomplished with them (e.g., in a plumbing system, pipes deliver water, the faucet controls the flow).

Describe, identify and demonstrate appropriate systematic planning strategies in order to complete a task (e.g., steps required to bake cookies, how to complete a class project).

• Describe how problems lead to invention and innovation (e.g., the invention and development of earmuffs).

• Explore the use of technology in different fields of study (e.g., school subjects, careers and technologies common to them).

• Discuss how making products meets our needs and wants.

• Give examples of how the use of tools and machines canbe helpful and/or harmful.

• Explain ways communities can manage waste to keep people safe.

• Classify and differentiate among materials that can be reused and/or recycled (e.g., paper can be recycled to make new products).

Demonstrate and give examples of how technology has changed the way people lived and worked throughout history.

• Identify businesses and industries in the community and describe the products or services provided.

• Determine if the human use of a product or system creates positive or negative results (e.g., large parking lots for cars may cause water run-off problems).

• Identify and describe the purpose of various types of computer and multimedia technology (e.g., what is it and what does it do?).

• Use correct terminology when talking about computers and multimedia technology.

• Know that software is necessary to operate computer technology.

• Use a variety of computer and multimedia technology resources for directed learning activities (e.g., computer, VCR/DVD player, audio player, camera).

• Identify and use input and output devices to operate and interact with computers and multimedia technology resources (e.g., scanner, digital camera, video camera).

Demonstrate proper care of computer and multimedia technology resources.

Demonstrate problem-solving skills within a software application.

• Develop a slide show presentation with teacher assistance (e.g., small groups work together to create slides or hypermedia products).

• Use productivity tools with teacher assistance (e.g., word processing, presentations, drawing programs).

Use proper keyboarding techniques (e.g., placing their fingers on home row keys).

Use technology resources with teacher assistance for communication and illustration of thoughts and ideas (e.g., creative stories, drawings, presentations, publication software).

• Use media to view information.

• Participate in the creation of media products (e.g., use appropriate communication tools with teacher assistance).

• Use graphic organizers to plan a presentation (e.g., graphic organizing, charting or mapping software).

• Compare digital graphic images used to portray a topic (e.g., students are given images on the same topic from two different sources and explain why one may be better for the assignment than another).

• Present information in an electronic format, including text, graphics or multimedia (e.g., write and illustrate a story based on writing prompt, slide show or photo album).

• Compose class e-mail (e.g., each student has an opportunity to contribute ideas for e-mail messages related to their studies).

• Use e-mail to share information in a teacher-directed group e-mail activity (e.g., comparing class information with another class at a remote location).

• Participate in communication sessions (e.g., e-mail, video conferencing, phones, interact with other classes in teacher-directed online project).

• Tell about the purposes for information use (e.g., information is helpful to solve problems, find answers, learn).

• Distinguish between fact and fiction (e.g., discuss and compare a fact-based document about a topic with a story about the same topic).

Discuss the question assigned by the teacher and where the information might be found.

• Use the online library catalog to locate information sources by title, author or subject.

• Select needed information from teacher-selectedWeb sites, electronic encyclopedias and other electronic collections.

• Record and organize information to generate a product.

• Give credit to the sources used for work by listing the author and the name of the source.

Demonstrate the use of browser elements including the toolbar, buttons, favorites or bookmarks, and tell their function.

Search for information in an online encyclopedia using a topical search (e.g., choose from a list of topics, moving from broad—animals, to more specific—panda).

Read information from a Web site assigned by teacher and identify the name and topic of theWeb site.

• Describe how experience has helped in solving a new problem (e.g., painting skills can be applied to different materials and similarities in software program operation).

• Brainstorm multiple solutions to problems to be solved by the design process (e.g., how to transport a piece of paper in order to turn in an assignment across the classroom).

• Plan, construct and evaluate a model to test a problem's solution (e.g., to harness wind energy, build a model windmill).

• List steps to follow to test something that has malfunctioned (e.g., steps followed to check a computer, radio or game player that is not working properly).

Demonstrate how design is a creative process (e.g., each student brings in an old, pre-owned toothbrush and looks at the differences).

• Describe a situation where a technology failed because it was not strong enough (e.g., a bike, wagon or swing that was broken when too much weight was on it).

• Recognize that when weaker materials are combined together they become stronger (e.g., one thread is easy to break, but combined into a rope they are strong).

• Distinguish the engineering design process elements of identifying a problem, looking for ideas, developing solutions and sharing solutions with others.

• Describe something that you think should be invented (e.g., an airplane kids can pilot, a doll that can jump rope).

Describe why expressing ideas to others verbally and through sketches and models is an important part of the design process (e.g., provides opportunity to test ideas, better plan the work, and organize needed tools and materials).

Identify famous inventors and products available today based on their inventions.

• Describe various ways energy can be conserved (e.g., limiting the number of times the refrigerator/freezer doors are opened; not leaving the water running while brushing your teeth).

• List job titles that are in the technological system of energy and power technologies (e.g., auto mechanic, electric, lineperson, coal miner).

• Understand that transportation vehicles need to be cared for to prolong their use (e.g., scheduled maintenance on cars).

• List job titles that are in the technological system of transportation technology (e.g., driver, pilot, captain, attendant, reservations agent).

• Explain that manufactured products are designed.

• List job titles that are in the technological system of manufacturing technology (e.g., engineer, machinist, repair person, marketer, industrial designer).

• Explain how the type of a structure determines how parts are put together (e.g., bricks, lumber, concrete).

• List job titles that are in the technological system of construction technology (e.g., carpenter, architect, building inspector, bulldozer operator, plumber).

• Understand that information is data that has been organized (e.g., make a table of data that has been collected).

• List job titles that are in the technological system of information and communication technologies (e.g., reporter, camera person, printer, newscaster).

• List products designed specifically to help people take care of themselves (e.g., toothbrush, soap, clothing).

• List job titles that are in the technological system of medical technology (e.g., nurse, doctor, emergency medical technician).

• Describe how the use of technologies in agriculture makes it possible to conserve resources (e.g., computer controlled machinery, equipment and facilities).

• List job titles that are in the technological system of agricultural and related biotechnologies (e.g., farmer, picker, bottler, scientist and grocer).