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 USA-
American Assc. of School Librarians: Info. Literacy Standards
for Student Learning |
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• Area : Information Literacy
From
Chapter 2, "Information Literacy Standards for Student
Learning," of Information Power: Building Partnerships for
Learning by American Association of School Librarians and
Association for Educational Communications and Technology.
Copyright 1998 American Library Association and Association
for Educational Communications and Technology. Reprinted by
permission of the American Library
Association.
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 Standard 1: The student who is
information literate accesses information efficiently
and effectively.
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Standard 2: The student who is
information literate evaluates information critically
and competently
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Standard 3: The student who is
information literate uses information accurately and
creatively
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USA- ISTE:
Profiles for Technology Literate Students (includes NETS for
Students) |
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• Grade : Grades PreK-2
Numbers in
parentheses following each performance indicator refer to the
standards category to which the performance is linked. The
categories are:
1. Basic operations and concepts
2.
Social, ethical, and human issues
3. Technology
productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology
problem-solving and decision-making tools
Reprinted from National Educational Technology Standards
for Students - Connecting Curriculum and Technology,
copyright © 2000, ISTE (International Society for Technology
in Education), 800.336.5191 (U.S. & Canada) or
541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights
reserved. For more information about the NETS Project, contact
Lajeane Thomas, Director, NETS Project, 318.257.3923,
lthomas@latech.edu. Reprint permission does not constitute an
endorsement by ISTE or the NETS Project.
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Performance Objective 1: Use input devices (e.g.,
mouse, keyboard, remote control) and output devices
(e.g., monitor, printer) to successfully operate
computers, VCRs, audiotapes, and other technologies.
(1)
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Performance Objective 2: Use a variety of media and
technology resources for directed and independent
learning activities. (1,
3)
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Performance Objective 3: Communicate about technology
using developmentally appropriate and accurate
terminology. (1)
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Performance Objective 4: Use developmentally
appropriate multimedia resources (e.g., interactive
books, educational software, elementary multimedia
encyclopedias) to support learning.
(1)
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Performance Objective 5: Work cooperatively and
collaboratively with peers, family members, and others
when using technology in the classroom.
(2)
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Performance Objective 6: Demonstrate positive social
and ethical behaviors when using technology.
(2)
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MI-
Michigan Curriculum Frameworks |
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• Subject: Social Studies
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• Strand II: Geographic Perspective
Students
will use knowledge of spatial patterns on earth to understand
processes that shape human environments and to make decisions
about society. Knowledge of geography enables us to analyze
both the physical features and the cultural aspects of our
world. By helping us understand relationships within and
between places, a geographic perspective brings an
understanding of interdependence within local, national, and
global communities. Over time and in varying contexts,
students construct an increasingly sophisticated geographic
perspective organized by the following
themes:
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• Standard II.2 : Human/Environment
Interaction
All students will describe, compare, and
explain the locations and characteristics of ecosystems,
resources, human adaptation, environmental impact, and the
interrelationships among them. Understanding human/environment
interaction enables one to consider how people rely on the
environment, how they alter it, how it may limit what they are
able to do, and the consequences of actions for both people
and the natural environment.
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• Grade EE - Early
Elementary
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Performance Benchmark 2: Describe the ways in which
their environment has been changed by people, and the
ways their lives are affected by the
environment.
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• Subject: Science
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• Strand V: Using
Scientific Knowledge in Earth Science
In the earth
sciences, real-world contexts are often described in terms of
systems and subsystems, such as atmospheric systems, crustal
systems, solar systems, or galaxies, which are useful in
explaining phenomena, including volcanic eruptions,
earthquakes, thunderstorms, and eclipses.
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• Standard V.1: The
Geosphere
All students will describe the earth’s surface;
describe and explain how the earth’s features change over
time; and analyze effects of technology on the earth’s surface
and resources. The geosphere includes earth’s surface and
geological processes.
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• Grade E -
Elementary
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Performance Benchmark 1: Describe major features of
the earth’s surface. ( Key concepts: Types of
features-rivers, mountains, deserts, plains, valleys,
oceans. Real-world contexts: Examples of local surface
features, such as hills, valleys, rivers; pictures of
non-local land features, including mountains,
deserts.)
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