Describe how the processing of things found in nature result in human-made artifacts (e.g., furniture may be made from lumber, which comes from trees).

Demonstrate how tools, materials and skills are used to perform tasks (e.g., computers and cell phones are used to communicate; pencil sharpeners).

• Describe ways creative thinking, economic and cultural influences shape technological development (e.g., Wright Brothers, powered flight, air commerce).

• Recognize that creative thinking, economics and culture influence technological development (e.g., a city may need to design a mass transit system for transportation while a small town may use personal vehicles).

Classify materials by property. 

• Select and use tools to design, make and modify technology.

• Cite examples of how tools and machines extend human capabilities (e.g., automobiles are more efficient than walking great distances).

Describe what is needed to cause a technology to develop further in each of the technological systems (e.g., business support and research initiatives).

• Explore and compare common uses of technology in daily life, and the advantages and disadvantages those uses provide.

• Discuss basic issues related to responsible use of technology and information, and describe personal consequences of inappropriate use.

• Describe why it is important for everyone to have access to information sources and information technology.

Describe how appropriate management of resources and waste can prevent harm to the environment.

Describe the advantages that resulted from people making and using tools (e.g., importance of the grist mill, saw mill, carding mill to early Ohio settlements).

Explain the role of Ohio's inventors in the social and economic development of society (e.g., Thomas Edison, the Wright Brothers, Charles F. Bush, Granville T. Woods, Elisha Gray, James W. Packard, Alexander Winton, Frank A. Sieberling, Garrett Morgan, Charles Kettering).

• Practice respect for intellectual property rights (e.g., another student's ideas and acknowledge all contributions to group work).

• Discuss technology ownership rights, including the concept that the creator of the technology may be the owner, and that users must purchase the right to use the technology (e.g., a company may own rights to products made by its employees).

Discuss policies presented in the district Acceptable Usage Policy (AUP) and understand that the AUP describes the rules for using school-based technology.

• Classify collected information in order to identify technology development patterns.

• Investigate and assess the influence of a specific technology on families and the community.

• Develop rules for evaluating the trade-offs when selecting or using a product or system.

• Learn and use new technology terminology based on the computer and multimedia technology resources being used.

• Define technological terms as discovered.

• Explain how input and output devices operate and interact with computers and multimedia technology resources.

• Show how you can find answers to problems using electronic resources including the Internet.

• Demonstrate how technology productivity tools can be used to help understand data.

• Tell a story using presentation software.

• Collect/create digital images and sounds related to a particular topic.

• Use productivity tools and peripherals to increase skills and facilitate learning throughout the curriculum.

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

• Demonstrate appropriate keyboarding skills.

• Demonstrate ability to login and use basic network
  services.

• Discuss different software programs and what they do.

• Discuss image formats (JPEG, GIF, TIFF).

• Save, transport and access stored information from portable devices (e.g., portable hard drives, universal serial bus—USB devices, memory sticks).

• Use technology resources for collaborating and brainstorming ideas (e.g., using concept-mapping programs in groups).

• Use media and technology resources for presenting information (e.g., projectors, video cameras).

Collect and evaluate examples of good design (contrast, size, arrangement) in print and electronic media.

• Investigate online learning environments (e.g., online courses, distance learning, video-conferencing and productions).

• Contribute to real time classroom technology communication sessions.

• Identify the proper structure and components of e-mail:
  a. Address structure;
  b. Signature line;
  c. Body of message; and
  d. Subject line.

• Use e-mail to share information.

• Compose, send, receive and reply to e-mail.

• Present and receive information in teacher/student directed online learning or video-conferencing activities (e.g., government agencies, historical society or museum).

• Organize presentations by using storyboarding techniques.

• Construct information by using a variety of software applications.

• Edit digital images (e.g., crop, enhance brightness and/or contrast, adjust color, resize).

• Generate a document that includes graphics from more than one source (e.g., find images that match assignment needs and insert them into a document).

• Develop a slide show using graphics, text and audio from more than one source (e.g., create a presentation about Ohio government with text, pictures and music or narration).

• Present information in a class video project.

• Collect information (organized data and facts) and data (raw facts and figures) and identify answers to questions (e.g., locate data in a newspaper article, identify information on a sign).

• Discuss and define the difference between fact and opinion (e.g., the cafeteria served pizza today—fact, the pizza was good—opinion).

• Identify ways information can be presented (e.g., text, visual information on a map, information displayed in pictures or as graphics).

Use primary source material to describe a person, place, thing or event (e.g., oral history, diary entries, photos, etc.).

Determine questions to be answered by research.

Identify search terms for identified questions: author, title, subject, keyword.

Select needed information from a defined group of resources: library catalog, online encyclopedia and subject list of age appropriate Web sites.

Record and organize information gathered from selected resources to generate a product.

Construct a list of the sources used in creating the project: author, title of source and date.

Evaluate the product to determine if the research questions were answered

• Choose a search engine or directory specifically designed for students to locate information on the Internet.

• Type a simple search term in the search engine or directory to find facts and answer questions.

• Read the list of results from the search engine or directory to locate potential Web sites relevant to the search topic.

Choose a Web site and examine the information for facts by identifying information on the Web site:
a. Author;
b. Title;
c. Date produced;
d. Special features (images, puzzles, activities); and
e. Available products, services or resources.

• Demonstrate use of online fee-based (subscription or pay per use) electronic resources (e.g., state and/or district provided resources such as magazine databases, encyclopedias, dictionaries).

• Use a subscription resource or database (fee-based or pay-for-use) to locate information for a curricular need (e.g., select the subscription resource based on the curricular need).

Apply the design process to purposefully solve a problem (e.g., how to improve recycling at school and home).

Generate solutions for solving a problem using the design process using information collected about everyday technological problems.

Survey potential users to evaluate a solution to a technical problem (e.g., survey other students about which type of model plane they like).

Make sketches and paper models to visualize possible solutions to a technological problem (e.g., use computer draw programs to prepare cut-out patterns).

Recognize where changes to a solution are needed to meet the requirements.

Identify Ohio inventors and designers who contributed to the development of each of the technological systems:
a. Energy and power;
b. Transportation;
c. Manufacturing;
d. Construction;
e. Information and communication;
f. Medical; and
g. Agricultural and related biotechnologies.

Describe how models are used to communicate and test design ideas and processes (e.g., model truss designs are tested for weight loads using bridge building simulation software).

Describe the structural needs to be met when designing an object (e.g., in designing a bridge, the maximum weight to be supported must be decided).

• Identify different types of engineers (e.g., manufacturing, architects, automotive, ceramic, materials, environmental, civil, electrical, agricultural, safety, biological, audio, mechanical, chemical).

• Identify different types of engineers and the types of problems they troubleshoot (e.g., manufacturing—part the wrong size, architects—weak structural support, automotive—exhaust pollution).

• Apply the process of experimentation to solve a technological problem (e.g., test which glue works best for a given material).

• Describe how scientific principles can be used in solving technological problems (e.g., will a stain look the same on different types of wood?).

of energy.

Understand that transportation systems may lose

efficiency or fail if one part is missing or malfunctioning,

or if a subsystem is not working.

4. Discuss how modes of transportation have changed over

the years in Ohio.

Explore, physically or virtually, manufacturing facilities

and describe how products are designed, resources

gathered, and tools used to separate, form and combine

materials in order to produce products.

6. Identify types of manufacturing done in Ohio (e.g.,

pottery, steel, glass, automobiles and chemicals).

cleaned).

represent ideas, quantities, elements and operations.

body, and provide a means for mobility.

agricultural products.