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 USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students) |
| • Grade : Grades 3-5
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 keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)
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| Performance Objective 4: Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)
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| Performance Objective 5: Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
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| Performance Objective 9: Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)
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| Performance Objective 10: Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)
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MI- Michigan Curriculum Frameworks |
| • Subject: Science
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| • Strand I: Constructing New Scientific Knowledge
Scientifically literate students are learners as well as users of knowledge. With scientific literacy comes the ability to ask questions about the world that can be answered by using scientific knowledge and techniques. Scientifically literate st can also develop solutions to problems that they encounter or questions they ask. In developing solutions, scientifically literate students may use their own knowledge and reasoning abilities, seek out additional knowledge from other sources, and in empirical investigations of the real world. They can learn by interpreting text, graphs, tables, pictures, or other representations of scientific knowledge. Finally, scientifically literate students can remember key points and use sources of information to reconstruct previously learned knowledge, rather than try to remember every detail of what they study.
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| • Standard I.1: Constructing New Scientific Knowledge
All students will ask questions that help them learn about the world; design and conduct investigations using appropriate methodology and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge.
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| • Grade E - Elementary
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| Performance Benchmark 6: Construct charts and graphs and prepare summaries of observations. ( Key concepts: Increase, decrease, steady. Tools: Graph paper, rulers, crayons. Real-world contexts : Examples of simple charts and graphs like those found in a newspaper.)
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| • Subject: Technology
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| • Standard 2: Using Information Technologies Using Information Technologies
All students will use technologies to input, retrieve, organize, manipulate, evaluate, and communicate information.
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| • Key Idea: Retrieve / Manipulate / Communicate
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| • Grade EE - Early Elementary
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| Performance Benchmark 2: Process information retrieved electronically.
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| • Key Idea: Communication
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| • Grade EE - Early Elementary
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| Performance Benchmark 1: Input and retrieve information from a technological system (including the practice of word processing skills).
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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.4 : Regions, Patterns, and Processes
All students will describe and compare characteristics of ecosystems, states, regions, countries, major world regions, and patterns and explain the processes that created them. The world can be viewed systematically or regionally. Climatic, economic, political, and cultural patterns are created by processes such as climatic systems, communication networks, international trade, political systems, and population changes. A region is an area with unifying characteristics. By defining regions, we are able to divide the world into parts in order to study their uniqueness and relationships.
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| • Grade EE - Early Elementary
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| Performance Benchmark 1: Identify regions in their immediate environment and describe their characteristics and boundaries.
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| Performance Benchmark 2: Compare their community and region with others.
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| Performance Benchmark 3: Describe changes in the region over time as well as presently.
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| • Subject: Mathematics
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| • Strand III: Data Analysis and Statistics
We live in a sea of information. In order not to drown in the data that inundate our lives every day, we must be able to process and transform data into useful knowledge. The ability to interpret data and to make predictions and decisions based on data is an essential basic skill for every individual.
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| • Standard III.1: Collection, Organization and Presentation of Data
Students collect and explore data, organize data into a useful form, and develop skill in representing and reading data displayed in different formats.
Knowing what data to collect and where and how to collect them is the starting point of quantitative literacy. The mathematics curriculum should capitalize on students’ natural curiosity about themselves and their surroundings to motivate them to collect and explore interesting statistics and measurements derived from both real and simulated situations. Once the data are gathered, they must be organized into a useful form, including tables, graphs, charts and pictorial representations. Since different representations highlight different patterns within the data, students should develop skill in representing and reading data displayed in different formats, and they should discern when one particular representation is more desirable than another.
Students collect and explore data, organize data into a useful form, and develop skill in representing and reading data displayed in different formats. (Collection, Organization and Presentation of Data)
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| • Grade E - Elementary
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| Performance Benchmark 1: Collect and explore data through counting, measuring and conducting surveys and experiments.
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| Performance Benchmark 2: Organize data using concrete objects, pictures, tallies, tables, charts, diagrams and graphs.
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| Performance Benchmark 3: Present data using a variety of appropriate representations and explain the meaning of the data.
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| Performance Benchmark 4: Identify what data are needed to answer a particular question or solve a given problem, and design and implement strategies to obtain, organize and present those data.
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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.3: The Atmosphere and Weather
All students will investigate and describe what makes up weather and how it changes from day to day, from season to season and over long periods of time; explain what causes different kinds of weather; and analyze the relationships between human activities and the atmosphere. Weather is composed of patterns of moisture, temperature and pressure which move through the atmosphere.
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| • Grade E - Elementary
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| Performance Benchmark 2: Describe weather conditions and climates. ( Key concepts: Temperature-cold, hot, warm, cool. Cloud cover-cloudy, fog, partly cloudy. Precipitation-rain, snow, hail. Wind-breezy, windy, calm. Severe weather-thunderstorms, lightning, tornadoes, high winds, blizzards. Climates-desert (hot and dry), continental (seasonal changes), tropical (hot and humid), polar. Tools: Thermometer, wind sock. Real-world contexts: Daily changes in weather; examples of severe weather; examples of climates, including desert, mountain, polar, temperate.)
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| Performance Benchmark 3: Describe seasonal changes in weather. ( Key concepts: Seasons-fall, winter, spring, summer. Real-world contexts: Examples of visible seasonal changes in nature.)
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MI- Michigan Grade Level Content Expectations |
| • Subject : MATHEMATICS
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| • Grade : THIRD GRADE
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| • Strand : DATA AND
PROBABILITY
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| • Topic : Use bar graphs
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| Expectation : D.RE.03.01 Read and interpret bar graphs in both horizontal and vertical forms.
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| Expectation : D.RE.03.02 Read scales on the axes and identify the maximum, minimum, and range
of values in a bar graph.
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| Expectation : D.RE.03.03 Solve problems using information in bar graphs including comparison of
bar graphs.
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