Describe how things that are found in nature differ from things that are human-made (e.g., compare animal structures, such as nests and dens, and human-made structures used for shelter).

• Identify technology in the classroom and discuss its use.

• Demonstrate the use of technology in the classroom.

List ways that society/government provides technology benefits for everyone (e.g., bus systems, water and sewage systems and mail delivery).

Identify the resources, tools and machines, materials, information, energy, people, capital and time that are needed to complete a task (e.g., digital camera, computer, paper, resource materials, electricity, students, money for notebooks and scheduled lab time).

Describe different properties of materials: color, weight, mass, hardness, temperature.

Describe how tools and machines extend human capabilities such as holding, lifting, carrying, fastening, separating and computing.

• List process examples from each of the seven technological systems (e.g., diagnosing, harvesting, transmitting, printing, flying, welding and building).

• Understand that each of the seven technological systems have specialized tools and tools in common.

• Discuss how technology may have positive and/or negative consequences.

• Identify and discuss how products are developed and modified to meet changing individual needs and wants.

Describe how technology affects the environment in positive and/or negative ways.

• Illustrate ways that people have made tools to provide food, make clothing and provide protection.

• Explain how technology and invention have changed economic and social development in our community.

• Work collaboratively with others, respecting their ideas and needs, when using technology.

• Understand that people use technology to create new items (products, resources, etc.) and that the creator may own the rights to these items (e.g., an author may create a Web site, a programmer may create software, an inventor may create a device).

Know that the district Acceptable Usage Policy (AUP) describes the rules for using classroom technology and the Internet.

• Investigate and assess the influence of a specific technology on an individual.

• Examine the trade-offs involved in selecting or using a product or system.

• Discuss the purpose of various types of computer and multimedia technology equipment using appropriate terminology.

• Communicate about computers and multimedia technology using correct terminology.

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

• Discuss networks and their use (e.g., how computers connect to printers, servers and the Internet).

• Identify and use a variety of software programs.

• Use technologies for particular content areas (e.g., calculators for math, computerized microscopes for science and books on CD-ROM for language arts).

Show how you can find answers to problems usingelectronic resources including the Internet.

• Tell a story using presentation software.

• Use and demonstrate how productivity tools support personal productivity (e.g., a word processing application can be used to create a letter, a spreadsheet application can be used to perform calculations, a database program can be used to compile and analyze data).

• Use and demonstrate how peripherals support personal productivity (e.g., digital cameras are used to create images; scanners are used to create digital images; printers are output devices that allow us to make copies of what is created using technology; storage devices make it possible to store large amounts of information).

Touch-type letters on the keyboard with both hands (e.g., begin to learn how to type/keyboard, use continuous keystrokes).

Identify/recognize technology resources for communication, collaboration, presentation and illustration of thoughts and ideas (e.g., e-mail, graphic organizers, video cameras, handheld devices).

• Include the elements of design such as contrast, size and arrangement of student-created projects in print and electronic media.

• Use graphic organizers to sequence and organize information and projects.

• Discuss the costs and connectivity of simple communication systems (e.g., e-mail, phones, Internet services).

• Send and receive e-mail.

• Compose, send and reply to e-mail messages with teacher direction.

• Engage in online learning (e.g., Web activities, virtual field trips, video-conferencing).

• Incorporate the use of a digital image into a document (e.g., clipart, picture from digital camera or scanned images).

• Use software to publish information in printed form (e.g., card, calendar, banner).

• Use graphics and text within a slide show (e.g., create a presentation about Ohio's state bird, symbol or flag, as a presentation using pictures).

• Distinguish between the concepts of information (organized data and facts) and data (raw facts and figures) and identify examples of each.

• Recognize that information gathering is based upon a need (e.g., gather information to learn more about a topic or gather information to answer questions).

Identify primary source information—firsthand information about a person, place or event and secondary source information—secondhand information interpreted by another person about a person, place, thing or event (e.g., primary sources such as diaries, letters, objects, and photographs; and secondary sources such as textbooks or biographies).

Develop questions about an assigned topic and determine where the information may be found.

• Discuss search words: author, title, subject or topic.

• Search for information in an online library catalog, electronic encyclopedia or teacher-selected list of Web sites.

• Select, record and use needed information to answer a question or complete a project.

• Explain how to find copyright information on a resource (e.g., date of publication, copyright notice, statement of ownership).

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

Label Internet browser elements and explain their function (e.g., toolbar and buttons, favorites/bookmarks, history).

• Type a simple search term in a teacher or librarian selected search engine to find general information (e.g., "weather").

• Review the home page of a teacher or librarian selected Web site.

• Read the list of results retrieved from a simple search performed in a search engine and select one of the search results and review the information it provides.

• Use appropriate access code (username, password) to gain access to online resource (e.g., district network resources, subscription databases and resources that can be accessed remotely—outside the school and/or from home).

• Use age-appropriate Internet resources and fee-based (subscription resources) delivered by the Internet.

• Describe the purpose of the design process (e.g., a purposeful method of planning practical solutions to problems).

• List the main elements of the design process - problem identification, possible solutions, refinement, analysis, decision, implementation and feedback.

Identify and collect information about everyday problems that can be solved by technology (e.g., pollution, energy shortage, housing).

Make sketches to visualize possible solutions to a technological problem (e.g., sketch possible locations to more effectively place trash bins in the cafeteria using a computer drawing program or hand drawings).

List questions to use in evaluating solutions to a technical problem and distinguish between practical and poor solutions (e.g., does the solution really solve the problem? is it too expensive? is it too hard to do?).

Describe the importance of creativity in designing an object.

• Identify natural forces that buildings need to be designed to withstand (e.g., rain, earthquakes, tornados).

• Recognize the importance of the materials to be used in a design (e.g., materials differ in strength, aesthetics, resistance to corrosion and wear).

Describe how troubleshooting is a way to find out why something does not work so that it can be fixed.

Examine how troubleshooting is a problem-solving method used to identify the cause of a malfunction in a technological system (e.g., if after installing a switch in a circuit the light does not come on, how would you determine the problem?).

Determine best use of recycled plastics in the manufacture of new products (e.g., using seven different plastic  packaging resin code marked products).

Recognize the patterns of the technological evolution of an invention (e.g., steam engines were invented, went through a period of rapid improvement, then a period of fine tuning and eventually were replaced by diesel/electric technology).

Modify an existing product or system to improve it (e.g., something to improve storage in your locker).

Identify people whose jobs regularly require them to troubleshoot (e.g., a cable repair person and a computer repair technician).

energy delivered to our homes.

Describe how transportation systems move people and

goods from place to place

Diagram a processing system that converts natural

materials into products (e.g., lumber harvested,

transported to lumber mill, debarked, sawn to dimension,

dried, transported to lumberyard, purchased, transported

to site).

heating and air conditioning, plumbing).

having the same understanding of the message.

relieve symptoms and stop diseases from developing.

are comprised of humans, plants and animals.