5th Grade
From FAS Curriculum
Introduction:
|
Grade Five – Technology Standards and Expectations – (by the end of Grade 5)
|
|
|
b. Students are proficient in the use of technology.
|
|
|
1. Students know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video projectors).
|
I
|
|
2. Students know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, flash drives).
|
I
|
Teaching:
|
1. Students know proper keyboarding positions and touch-typing techniques.
|
T
|
|
|
2. Students manage and maintain files on a hard drive or the network.
|
T
|
|
|
3. Students identify search strategies for locating needed information on the internet.
|
T
|
|
|
4. Students proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups.
|
T
|
|
|
2. Social, ethical, and human issues.
a. Students understand the ethical, cultural, and societal issues related to technology.
|
5
|
|
|
1. Students identify cultural and societal issues relating to technology.
|
T
|
|
|
2. Students discuss how information and communication technology supports collaboration, productivity, and lifelong learning.
|
T
|
|
|
3. Students discuss how various assistive technologies can benefit individuals with disabilities.
|
T
|
|
|
4. Students discuss the accuracy, relevance, appropriateness, and bias of electronic information sources.
|
T
|
|
|
b. Students practice responsible use of technology systems, information, and software.
|
5
|
|
|
1. Students discuss scenarios describing acceptable and unacceptable uses of technology (e.g., computers, digital cameras, cell-phones, PDAs, wireless connectivity) and describe consequences of inappropriate use.
|
T
|
|
|
2. Students use age-appropriate citing of sources for electronic reports.
|
T
|
|
|
2c. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
|
5
|
|
|
1. Students explore various technology resources that could assist themin pursuing personal goals.
|
T
|
|
|
2. Students identify technology resources and describe how those resources improve the ability to communicate, increase productivity, or help them achieve personal goals.
|
T
|
|
3. Technology productivity tools.
a. Students use technology tools to enhance learning, increase productivity, and promote creativity.
|
5
|
|
|
1. Students know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker).
|
T
|
|
|
2. Students know how to insert various objects (e.g., photos, graphics, sound, video) into wordprocessingdocuments, presentations, or web documents.
|
T
|
|
|
3. Students use a variety of technology tools and applications to promote [their] creativity.
|
T
|
|
|
4. Students understand that existing (and future) technologies are the result of human creativity.
|
T
|
|
|
4. Technology communications tools
a. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
|
5
|
|
|
1. Students use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students.
|
T
|
|
|
b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
|
5
|
|
|
1. Students use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences.
|
T
|
|
|
5. Technology research tools
a. Students use technology to locate, evaluate, and collect information from a variety of sources.
|
5
|
|
|
1. Students use Web search engines and built-in search functions of other various resources to locate information.
|
T
|
|
|
2. Students describe basic guidelines for determining the validity of information accessed from various sources (e.g., web site, dictionary, on-line newspaper, CD-ROM).
|
T
|
|
|
b. Students use technology tools to process data and report results.
|
5
|
|
|
1. Students know how to independently use existing databases (e.g., library catalogs, electronic dictionaries, encyclopedias) to locate, sort, and interpret information on an assigned topic.
|
T
|
|
|
2. Students perform simple queries on existing databases and report results on an assigned topic.
|
T
|
|
|
5c. Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.
|
5
|
|
|
1. Students identify appropriate technology tools and resources by evaluating the accuracy, appropriateness, and bias of the resource.
|
I
|
|
|
2. Students compare and contrast the functions and capabilities of the word processor, database, and spreadsheet for gathering data, processing data, performing calculations, and reporting results.
|
T
|
|
|
6. Technology problem-solving and decision-making tools
a. Students use technology resources for solving problems and making informed decisions.
|
5
|
|
|
1. Students use technology resources to access information that can assist [them] in making informed decisions about everyday matters (e.g., which movie to see, which product to purchase).
|
T
|
|
|
b. Students employ technology in the development of strategies for solving problems in the real world.
|
5
|
|
|
1. Students use information and communication technology tools (e.g., calculators, probes, videos, DVDs, educational software) to collect, organize, and evaluate information to assist with solving real-life problems (personal or community).
|
T
|
|
Mastering:
|
1. Basic Operations and Concepts.
a. Students demonstrate a sound understanding of the nature and operation of technology systems.
|
5
|
|
|
1. Students recognize and discuss the need for security applications (e.g., virus detection, spam defense, popup blockers, firewalls) to help protect information and to keep the system functioning properly.
|
M
|
|
|
b. Students are proficient in the use of technology.
|
5
|
|
|
5. Students identify which types of software can be used most effectively for different types of data, for different information needs, or for conveying results to different audiences.
|
M
|
|
|
b. Students practice responsible use of technology systems, information, and software.
|
5
|
|
|
3. Students discuss basic issues regarding appropriate and inappropriate uses of technology (e.g., copyright, privacy, file sharing, spam, viruses, plagiarism) and related laws.
|
M
|
|
|
4. Students discuss basic issues regarding appropriate and inappropriate uses of technology (e.g., copyright, privacy, file sharing, spam, viruses, plagiarism) and related laws.
|
M
|
|
|
5. Students identify appropriate kinds of information that should be shared in public chat rooms.
|
M
|
|
|
6. Students identify safety precautions that should be taken while on-line.
|
M
|
|
|
4. Technology communications tools
|
5
|
|
|
b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
|
5
|
|
|
2. Students identify how different forms of media and formats may be used to share similar information, depending on the intended audience (e.g., presentations for classmates, newsletters for parents).
|
M
|
|
