Alignment of Benchmarks and
Indicators
TECHNOLOGY
3 - 5
Nature of Technology
Technology and Social Interaction
Technology for Productivity
Applications
Technology and Communication
Applications
Technology and Information
Literacy
Design
Designed World
Students develop an understanding of technology, its characteristics, scope, core concepts* and relationships between technologies and other fields.Students learn that technology extends human potential by allowing people to do things more efficiently than they would otherwise be able to do. Students learn that useful technological development is a product of human knowledge, creativity, invention, innovation, motivation and demand for new products and systems. They learn that the natural and human-made designed worlds are different, and that tools and materials are used to alter the environment. Students learn that the development of emerging technology is exponential, driven by history, design, commercialization, and shaped by creative/inventive thinking, economic factors and cultural influences.*The core concepts of technology include systems, resources, requirements, optimization and trade-offs, processes and controls. Benchmark A: Compare and discuss the characteristics of technology in our community. Grade Three Natural or Human-made 1. 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). Tools, Materials, Skills 2. Identify technology in the classroom and discuss its use. 3. Demonstrate the use of technology in the classroom. Creating Technology 4. List ways that society/government provides technology benefits for everyone (e.g., bus systems, water and sewage systems and mail delivery). Grade Four Natural or Human-made 1. 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). Tools, Materials, Skills 2. Demonstrate how tools, materials and skills are used to perform tasks (e.g., computers and cell phones are used to communicate; pencil sharpeners). Creating Technology 3. Describe ways creative thinking, economic and cultural influences shape technological development (e.g., Wright Brothers, powered flight, air commerce). 4. 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). Grade Five Natural or Human-made 1. Create a human-made product from natural materials (e.g., process natural materials into new products). Tools, Materials, Skills 2. Use tools, materials and processes to produce products and carry out tasks efficiently and effectively. 3. Demonstrate the use of technology in daily life, noting the advantages and disadvantages those uses provide.C ONTENT STANDARDS Creating Technology 4. List companies or businesses related to each of the seven technological systems (e.g., hospitals, farms, gas stations, radio stations, airlines, toy manufacturers and home builders). Benchmark B: Identify, describe and discuss the core concepts of technology. Grade Three Resources 1. 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). 2. Describe different properties of materials: color, weight, mass, hardness, temperature. Processes 3. Describe how tools and machines extend human capabilities such as holding, lifting, carrying, fastening, separating and computing. Grade Four Resources 1. Classify materials by property. Processes 2. Select and use tools to design, make and modify technology. 3. Cite examples of how tools and machines extend human capabilities (e.g., automobiles are more efficient than walking great distances). Grade Five Processes 1. Select and use tools to design, make, modify and assess technology. 2. Test the properties of materials. 3. Demonstrate how tools and machines extend human capabilities. Requirements 4. Recognize that requirements are the limits to designing or making a product or system. Benchmark C: Compare and discuss the relationships among technologies, and the connections between technology and other fields of study. Grade Three Connections 1. List process examples from each of the seven technological systems (e.g., diagnosing, harvesting, transmitting, printing, flying, welding and building). 2. Understand that each of the seven technological systems have specialized tools and tools in common. Grade Four Connections 1. Describe what is needed to cause a technology to develop further in each of the technological systems (e.g., business support and research initiatives). Grade Five Connections 1. Compare services provided in each of the seven technological systems and identify specialized tools used in each system. |
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Standard 2 Technology and Society Interaction |
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Standard 3 Technology for Productivity
Applications
Students learn the operations of technology through the usage of technology and productivity tools. Students use computer and multimedia resources to support their learning. Students understand terminology, communicate technically and select the appropriate technology tool based on their needs. They use technology tools to collaborate, plan and produce a sample product to enhance their learning, and solve problems by investigating, troubleshooting and experimenting using technical resources. Benchmark A: Understand computer and multimedia technology concepts and communicate using the correct terminology. Grade Three Basic Concepts 1. Discuss the purpose of various types of computer and multimedia technology equipment using appropriate terminology. 2. Communicate about computers and multimedia technology using correct terminology. Grade Four Basic Concepts 1. Learn and use new technology terminology based on the computer and multimedia technology resources being used. 2. Define technological terms as discovered. Grade Five Basic Concepts 1. Define and use new technology terminology based on the computer and multimedia technology resources being used. Benchmark B: Use appropriate tools and technology resources to complete tasks and solve problems. Grade Three Basic Operations 1. Identify and use input and output devices to operate and interact with computers and multimedia technology resources (e.g., scanner, digital cameras). 2. Discuss networks and their use (e.g., how computers connect to printers, servers and the Internet). 3. Identify and use a variety of software programs. 4. Use technologies for particular content areas (e.g., calculators for math, computerized microscopes for science and books on CD-ROM for language arts). Problem-solving 5. Show how you can find answers to problems using electronic resources including the Internet. Productivity Tools 6. Tell a story using presentation software. Keyboarding 7. Touch-type letters on the keyboard with both hands (e.g., begin to learn how to type/keyboard, use continuous keystrokes). Grade Four Basic Concepts 1. Explain how input and output devices operate and interact with computers and multimedia technology resources. Basic Operations 2. Demonstrate ability to login and use basic network services. 3. Discuss different software programs and what they do. 4. Discuss image formats (JPEG, GIF, TIFF). 5. Save, transport and access stored information from portable devices (e.g., portable hard drives, universal serial bus—USB devices, memory sticks). Problem-solving 6. Demonstrate how technology productivity tools can be used to help understand data. Productivity Tools 7. Collect/create digital images and sounds related to a particular topic. Keyboarding 8. Demonstrate appropriate keyboarding skills. Grade Five Basic Concepts 1. Describe how networks are used to access, share and store information (e.g., software, printers, folders, files). Basic Operations 2. Select the appropriate device to store needed information and independently save and access stored information from portable devices (e.g., how large is the saved information? do others need to use the information? What device will best store this information?). Productivity Tools 3. Collect information for projects using still and video digital cameras, scanners and electronic resources. 4. Create a presentation using multimedia software that incorporates, graphics, video and sound to present the findings of a group research project. Research Tools 5. Investigate technology tools used for researching problems and acquiring information and data. Keyboarding 6. Use appropriate hand/finger positions to key all letters (e.g., demonstrate ability to appropriately keyboard and assess accuracy). Benchmark C: Use productivity tools to produce creative works and prepare publications. Grade Three Productivity Tools 1. 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). 2. 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). CommunicationTools 3. Identify/recognize technology resources for communication, collaboration, presentation and illustration of thoughts and ideas (e.g., e-mail, graphic organizers, video cameras, handheld devices). Grade Four Productivity Tools 1. Use productivity tools and peripherals to increase skills and facilitate learning throughout the curriculum. Communication Tools 2. Use technology resources for collaborating and brainstorming ideas (e.g., using concept-mapping programs in groups). 3. Use media and technology resources for presenting information (e.g., projectors, video cameras). Grade Five Productivity Tools 1. Select and use appropriate software applications to complete content-specific tasks (e.g., use desktop publishing software to create a newsletter, use drawing programs to create artwork). Communication Tools 2. Investigate technology resources for individual and collaborative writing, communication and publication of creative works (e.g., video editing, desktop publishing). 3. Use technology resources for presenting information (e.g., distance learning and interactive boards). |
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Standard 4 Technology and
Communication Applications
Students use an array of technologies and apply design concepts to communicate with multiple audiences, acquire and disseminate information and enhance learning. Students acquire and publish information in a variety of media formats. They incorporate communication design principles in their work. They use technology to disseminate information to multiple audiences. Students use telecommunication tools to interact with others. They collaborate in real time with individuals and groups who are located in different schools, communities, states and countries. Students participate in distance education opportunities which expand academic offerings and enhance learning. Benchmark A: Identify the concepts and operations of communication systems. Grade Three Design Elements 1. Include the elements of design such as contrast, size and arrangement of student-created projects in print and electronic media. Use of Communications 2. Discuss the costs and connectivity of simple communication systems (e.g., e-mail, phones, Internet services). Grade Four Design Elements 1. Collect and evaluate examples of good design (contrast, size, arrangement) in print and electronic media. Use of Communications 2. Investigate online learning environments (e.g., online courses, distance learning, video-conferencing and productions). 3. Contribute to real time classroom technology communication sessions. Grade Five Design Elements 1. Implement basic design components (contrast, size, arrangement) in print or electronic media productions. Use of Communications 2. Determine ways in which people collaborate in real time with individual and groups located in different school districts, communities, states and countries. 3. Describe and participate in different types of online learning environments (e.g., online classes, distance learning, video conferencing and productions). Benchmark B: Develop, publish and present information in print and digital formats. Grade Three Design Elements 1. Use graphic organizers to sequence and organize information and projects. Multimedia Applications 2. Incorporate the use of a digital image into a document (e.g., clipart, picture from digital camera or scanned images). 3. Use software to publish information in printed form (e.g., card, calendar, banner). 4. 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). Use of Communications 5. Send and receive e-mail. Grade Four Multimedia Applications 1. Organize presentations by using storyboarding techniques. 2. Construct information by using a variety of software applications. 3. Edit digital images (e.g., crop, enhance brightness and/or contrast, adjust color, resize). 4. 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). 5. 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). 6. Present information in a class video project. Use of Communications 7. Identify the proper structure and components of e-mail: a. Address structure; b. Signature line; c. Body of message; and d. Subject line. 8. Use e-mail to share information. Grade Five Multimedia Applications 1. Produce a slide show from storyboard, using text, graphics and sound with appropriate transitions and effects. 2. Collaborate in a class video project (e.g., act as camera operator, actor or director in a video project as part of a unit of study). 3. Use a simple authoring tool to create classWeb page. 4. Evaluate and modify a presentation or document for different audiences (e.g., one person or a group of people). 5. Use advanced software features to publish information in printed form (e.g., card, calendar, banner, one-page report, flyer, newsletter). Benchmark C: Use technology communications to participate in online group collaborative interactive projects and activities. Grade Three Use of Communications 1. Compose, send and reply to e-mail messages with teacher direction. 2. Engage in online learning (e.g., Web activities, virtual field trips, video-conferencing). Grade Four Use of Communications 1. Compose, send, receive and reply to e-mail. 2. Present and receive information in teacher/student directed online learning or video-conferencing activities (e.g., government agencies, historical society or museum). Grade Five Use of Communications 1. Demonstrate how to use e-mail to communicate with another student in a remote location. 2. Communicate in a monitored, online discussion (e.g., discuss books being read, share local history). 3. Gather and share information in online learning activities (e.g., examine historical journals and share observations). |
| Standard 5 Technology and Information Literacy Students engage in information literacy strategies, use the Internet, technology tools and resources, and apply information-management skills to answer questions and expand knowledge. Students become information-literate learners by utilizing a research process model. They recognize the need for information and define the problem, need or task. Students understand the structure of information systems and apply these concepts in acquiring and managing information. Using technology tools, a variety of resources are identified, accessed and evaluated. Relevant information is selected, analyzed and synthesized to generate a finished product. Students evaluate their information process and product. Benchmark A: Describe types of information: facts, opinions, primary/secondary sources; and formats of information: number, text, sound, visual, multimedia; and use information for a purpose. Grade Three Understanding Information 1. Distinguish between the concepts of information (organized data and facts) and data (raw facts and figures) and identify examples of each. 2. 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). Primary/Secondary Sources 3. 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). Grade Four Understanding Information 1. 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). 2. Discuss and define the difference between fact and opinion (e.g., the cafeteria served pizza today—fact, the pizza was good—opinion). 3. Identify ways information can be presented (e.g., text, visual information on a map, information displayed in pictures or as graphics). Primary/Secondary Sources 4. Use primary source material to describe a person, place, thing or event (e.g., oral history, diary entries, photos, etc.). Grade Five Understanding Information 1. Develop a systematic plan for organizing information using a basic organizing concept (e.g., subject, chronology, date). 2. Choose a variety of formats for presenting information (e.g., pictures, texts, slides). 3. Understand that there are conditions where information cannot be used (e.g., copyright restrictions on the use of cartoon characters, copying a classmate's project). 4. Distinguish between relevant and irrelevant information in an information source (e.g., information matches question to be answered, facts apply to the topic). Primary/Secondary Sources 5. Apply primary and secondary sources to investigate a person, place, thing or event, and identify each source as primary or secondary. Benchmark B: Use technology to find information by applying a research process to decide what information is needed, to find sources, to use information and to check work. Grade Three Decide 1. Develop questions about an assigned topic and determine where the information may be found. Find 2. Discuss search words: author, title, subject or topic. 3. Search for information in an online library catalog, electronic encyclopedia or teacher-selected list of Web sites. Use 4. Select, record and use needed information to answer a question or complete a project. 5. Explain how to find copyright information on a resource (e.g., date of publication, copyright notice, statement of ownership). 6. Give credit to the sources used for work by listing the author, the name of the source and the copyright date. Check 7. Explain how information was selected. Grade Four Decide 1. Determine questions to be answered by research. 2. Identify search terms for identified questions: author, title, subject, keyword. Find 3. Select needed information from a defined group of resources: library catalog, online encyclopedia and subject list of age appropriate Web sites. Use 4. Record and organize information gathered from selected resources to generate a product. 5. Construct a list of the sources used in creating the project: author, title of source and date. Check 6. Evaluate the product to determine if the research questions were answered. Grade Five Decide 1. Identify questions related to an assigned topic or personal information need. 2. Determine the best sources to use for the assigned topic or personal information need. Find 3. Select and access information resources: online library catalog, Web sites and electronic formats (e.g., CD-ROM, DVD, audio files). Use 4. Record and use selected information to create a product for the assigned topic or personal information need. 5. Cite sources used: author, title of resource, publisher or source of information, and copyright date. Check 6. Describe how information about a topic was gathered (e.g., discuss the information process). Benchmark C: Use the Internet to find, use and evaluate information. Grade Three Internet Concepts 1. Label Internet browser elements and explain their function (e.g., toolbar and buttons, favorites/bookmarks, history). Beginning Searching 2. Type a simple search term in a teacher or librarian selected search engine to find general information (e.g., "weather"). 3. Review the home page of a teacher or librarian selected Web site. 4. 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. Grade Four Beginning Searching 1. Choose a search engine or directory specifically designed for students to locate information on the Internet. 2. Type a simple search term in the search engine or directory to find facts and answer questions. 3. Read the list of results from the search engine or directory to locate potentialWeb sites relevant to the search topic. Web Site Evaluation 4. 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. Grade Five Internet Concepts 1. Explain the elements and meaning of a Web site URL: name of the site, domain, and extensions for specific pages. Beginning Searching 2. Perform a search in an age-appropriate search engine or a Web directory by typing in one or more search terms. 3. Read list of results from the search and select potential relevant Web sites. Web Site Evaluation 4. Identify information on the Web site: URL extensions, author, title, date produced, special features (images, puzzles, activities), products, services, resources, etc. 5. Examine the information retrieved from the Web site for the author's expertise, the accuracy of the information presented and the bias. Benchmark D: Identify, access and use electronic resources from both free and fee-based Internet sources. Grade Three Electronic Resources 1. 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). 2. Use age-appropriate Internet resources and fee-based (subscription resources) delivered by the Internet. Grade Four Electronic Resources 1. 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). 2. 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). Grade Five Electronic Resources 1. Use a username and password to access an information source (e.g., an online library catalog, a fee-based Web site requiring user information to access the site, district network requiring student login). 2. Examine coverage of information in magazine databases, online biography sources and subject guide sources. 3. Distinguish different types of online information databases (free or fee-based) and select the best resource based on curricular need. |
| Standard 6 Design Students will apply a number of problem-solving strategies demonstrating the nature of design, the role of engineering and the role of assessment. Students recognize the attributes of design; that it is purposeful, based on requirements, systematic, iterative, creative, and provides solution and alternatives. Students explain critical design factors and/or processes in the development, application and utilization of technology as a key process in problem-solving. Students describe inventors and their inventions, multiple inventions that solve the same problem, and how design has affected their community. They apply and explain the contribution of thinking and procedural steps to create an appropriate design and the process skills required to build a product or system. They critically evaluate a design to address a problem of personal, societal and environmental interests. Students systematically solve a variety of types of problems using different design approaches including troubleshooting, research and development, innovation, invention and experimentation. Benchmark A: Describe and apply a design process to solve a problem. Grade Three Design Process 1. Describe the purpose of the design process (e.g., a purposeful method of planning practical solutions to problems). 2. List the main elements of the design process - problem identification, possible solutions, refinement, analysis, decision, implementation and feedback. Research and Development 3. Identify and collect information about everyday problems that can be solved by technology (e.g., pollution, energy shortage, housing). Technical Communication 4. 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). Evaluating, Testing the Solution 5. 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?). Grade Four Design Process 1. Apply the design process to purposefully solve a problem (e.g., how to improve recycling at school and home). 2. Generate solutions for solving a problem using the design process using information collected about everyday technological problems. Research and Development 3. Survey potential users to evaluate a solution to a technical problem (e.g., survey other students about which type of model plane they like). Technical Communication 4. Make sketches and paper models to visualize possible solutions to a technological problem (e.g., use computer draw programs to prepare cut-out patterns). Redesign 5. Recognize where changes to a solution are needed to meet the requirements. Inventors/Inventions 6. 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. Grade Five Design Process 1. Arrive at a solution to a technological problem and fabricate a prototype model for the solution. 2. Use data to test and evaluate the prototype solution. 3. Make sketches with a list of parts required for a solution to a technological problem. Optimization and Trade-offs 4. Analyze the requirements for a design including such factors as the desired elements and features of a product or system, and the limits that are placed on the design (e.g., if the class were to prepare and deliver food to the homeless or to a nursing home, what are the desired features and what limits are there to what can be done?). Redesign 5. Improve the designed prototype solution where tests indicate need. Inventors/Inventions 6. Identify American inventors and designers who contributed to the development of each of the technological systems. Benchmark B: Describe how engineers and designers define a problem, creatively solve it and evaluate the solution. Grade Three Innovation and Invention 1. Describe the importance of creativity in designing an object. Strength and Materials 2. Identify natural forces that buildings need to be designed to withstand (e.g., rain, earthquakes, tornados). 3. Recognize the importance of the materials to be used in a design (e.g., materials differ in strength, aesthetics, resistance to corrosion and wear). Grade Four Innovation and Invention 1. 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). Strength and Materials 2. 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). Technical Careers 3. Identify different types of engineers (e.g., manufacturing, architects, automotive, ceramic, materials, environmental, civil, electrical, agricultural, safety, biological, audio, mechanical, chemical). Grade Five Innovation and Invention 1. Demonstrate steps used in the engineering design process including defining the problem, generating ideas, selecting a solution, testing the solution(s), making the item, evaluating the solution, and presenting the results (e.g., engineer a design to solve a storage problem at the school). 2. Describe how models are used to communicate and test design ideas and processes (e.g., car models, building models). 3. Build models which can be used to communicate and test design ideas and processes (e.g., tornado shelters). Benchmark C: Understand the role of troubleshooting in problem-solving. Grade Three Technical Problem-solving 1. Describe how troubleshooting is a way to find out why something does not work so that it can be fixed. Technical Careers 2. Identify people whose jobs regularly require them to troubleshoot (e.g., a cable repair person and a computer repair technician). Grade Four Technical Problem-solving 1. Apply the process of experimentation to solve a technological problem (e.g., test which glue works best for a given material). 2. Describe how scientific principles can be used in solving technological problems (e.g., will a stain look the same on different types of wood?). Technical Careers 3. 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). Grade Five Technical Problem-solving 1. Show that invention and innovation are creative ways to turn ideas into real things (e.g., provide examples of multiple solutions to the same problem—many models of cars, varieties of apples, chess set figures). 2. Describe how the acceptance of a product can vary because of the size of the market for the product (e.g., why is the commercialization of some products successful and others not?). |
| Standard 7 Designed World Students understand how the physical, informational and bio-related technological systems* of the designed world are brought about by the design process. Critical to this will be students' understanding of their role in the designed world: its processes, products, standards, services, history, future, impact, issues and career connections. Students learn that the designed world consists of technological systems* reflecting the modifications that humans have made to the natural world to satisfy their own needs and wants. Students understand how through the design process the resources: materials, tools and machines, information, energy, capital, time and people are used in the development of useful products and systems. Students develop a foundation of knowledge and skills through participation in technically oriented activities for the application of technological systems. Students demonstrate understanding, skills and proficient use of technological tools, machines, instruments, materials and processes across technological systems in unique and/or new contexts. Students identify and assess the historical, cultural, environmental, governmental and economic impacts of technological systems in the designed world. *The technological systems areas include energy and power technologies, transportation technologies, manufacturing technologies, construction technologies, information and communication technologies, medical technologies, agricultural and related biotechnologies. Benchmark A: Develop an understanding of how physical technologies enhance our lives. Grade Three Energy and Power 1. Describe how life would be different if we did not have energy delivered to our homes. Transportation 2. Describe how transportation systems move people and goods from place to place. Manufacturing 3. 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). Construction 4. List systems that are used in buildings (e.g., electrical, heating and air conditioning, plumbing). Grade Four Energy and Power 1. Describe how energy is converted to produce light, heat and motion in machines and products. 2. Describe how different devices consume different amounts of energy. Transportation 3. 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. Manufacturing 5. 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). Construction 7. Describe ways in which structures need to be maintained (e.g., floors waxed, walls painted, roofs replaced, drains cleaned). Grade Five Energy and Power 1. List tools, machines, products and systems that use energy in order to do work. 2. Describe how personnel in energy and power technologies are trained (e.g., technician training, engineering school). Transportation 3. Describe how the value of goods and services vary by their location. 4. Describe how personnel in transportation technology are trained (e.g., apprenticeship, flight school, maritime school). Manufacturing 5. Describe examples of how manufacturing enterprises exist because of a consumption of goods (e.g., clothing wears out, seasons change and styles change so more must be manufactured). Construction 6. Describe the guidelines (e.g., zoning and building codes; that impact the construction of houses in your community). Benchmark B: Recognize appropriate modes of technical communication across technological systems. Grade Three Information and Communication 1. Explain how the processing of information through the use of technology can be used to help humans make decisions and solve problems. 2. Explore the importance of both the sender and receiver having the same understanding of the message. Grade Four Information and Communication 1. Describe how information can be acquired and sent through a variety of technological sources, including print and electronic media. 2. Use letters, characters, icons, symbols and signs to represent ideas, quantities, elements and operations. Grade Five Information and Communication 1. Use communication technology to transfer messages among people and/or machines locally and over distances through the use of technology. 2. Describe how personnel in information and communication technologies are trained. Benchmark C: Develop an understanding of how bio-related technologies improve our lives. Grade Three Medical 1. Know that vaccines are designed to prevent diseases from developing and spreading; medicines are designed to relieve symptoms and stop diseases from developing. Agriculture and Related Biotechnologies 2. Describe how artificial ecosystems are human-made environments that are designed to function as a unit and are comprised of humans, plants and animals. Grade Four Medical 1. Describe technological advances that have made it possible to create new devices, repair or replace certain parts of the body, and provide a means for mobility. Agriculture and Related Biotechnologies 2. Identify agricultural waste and ways that it can be recycled or safely processed. 3. Describe how and explain why food is processed. 4. List foods grown or produced in Ohio. 5. Identify machinery used in the production of Ohio agricultural products. Grade Five Medical 1. Describe tools and devices that have been designed to help provide clues about health and provide a safe environment. 2. Describe how medical personnel are trained. Agriculture and Related Biotechnologies 3. List processes used in agriculture that require different procedures, products or systems. 4. Describe how personnel in agricultural and related biotechnologies are trained. |
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