Computer Technology

2nd Grade Computer Technology

Standard 1.0

Students will understand basic operations and concepts of technology.

Learning Expectations

⎯Students will demonstrate an understanding of the nature and operation of

            technology systems.

⎯Students will exhibit a proficiency in the use of technology.

⎯Students will develop basic keying skills (alpha numeric and special

            characters) in using keyboard using the touch system.  

     __  Students will add the following terms to their vocabulary (cameras, scanner, external drives)

     __   Students will distinguish between the storage devices- disk drive, hard drive, CD-Rom, and network drives and be able to save to each of these devices

     __   Students will recognize that keys are lowercase unless the shift or Caps Lock key are used

     __   Students will use both hands simultaneously on the keyboard

     ___ Students will learn the correct placement of fingers for the home row keys and be able to use those keys accurately

      __   Students will distinguish between file and folders in a saved location

     ___   Students will practice the correct methods for maximizing and minimizing programs or documents and for shutting down or restarting the computer

     ___   Students will understand and identify the following terms as they relate to the Internet:  browser, www, homepage, keyword, attachments, imbedded files, and search

Standard 2.0

Students will understand the importance of social, ethical, and human issues associated with technology.

Learning Expectations

⎯Students will understand the ethical, cultural, and societal issues related to

technology.

⎯Students will practice responsible use of technology systems, information literacy, and software.

⎯Students will develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

⎯Students will discuss the term “copyright”

Standard 3

Students will use technology productivity tools.

Learning Expectations

⎯Students will use technology tools to enhance learning, increase

productivity, and promote creativity.

⎯Students will use productivity tools to collaborate in constructing

technology enhanced models, prepare publications, and produce other creative

works.

     ___  Students will understand and utilize the spell check feature of programs

     ___  Students will identify and follow the procedures for copying, pasting, and cutting information in programs

     __   Students will discuss privacy and safety issues as related to communication and technology in our society

     ___  Students will create and publish pictures with graphics and text using draw and paint applications to develop creative products in a variety of formats

     ___  Students will create simple slides using age appropriate software

     ___  Students will incorporate sound and graphics into multimedia presentations

     ___  Students will write paragraphs using age appropriate software

     ___  Students will copy and paste text and graphics from various media

     ___  Students will demonstrate the ability to use the spell check function

     ___  Students will work as a class to write, illustrate, and publish books using software applications using age level appropriate skills

     ___  Students will use editing tools to include tab (indent), bold, italic, underline, cut and paste, center, left, justify, and undo

     ____ Students will take a picture with a digital camera

     ___   Students will write a story or report in a word processing program and copy/paste a picture

Standard 4

Students will use technology communications tools.

Learning Expectations

⎯Students will use telecommunications to collaborate, publish, and interact

            with peers, experts, and other audiences.

⎯Students will use a variety of media and formats to communicate

            information and ideas effectively to multiple audiences.

Standard 5

Students will select and use appropriate technology research tools.

Learning Expectations

⎯Students will use technology to locate, evaluate, and collect information

from a variety of sources.

⎯Students will use technology tools to process data and report results.

⎯Students will evaluate and select new information resources and

technological innovations based on the appropriateness for specific tasks.

     __  Students will use teacher selected Internet resources to locate, discuss, and compare information about the local community

     __  Students will explore the gathering of information using a variety of electronic resources, including, but not limited to the Internet

     __  Students will continue to explore the use of online reference tools as resources

     ___ Students will, with teacher guidance, access a website by opening a browser and utilizing teacher chosen favorites/bookmarks

     __ Students will, with teacher guidance, navigate a search engine using a keyword search to find an organized lists of results

    ___  Students will be able to recognize links on pages

Standard 6

Students will utilize technology problem-solving and decision-making tools.

Learning Expectations

⎯Students will use technology resources for solving problems and making

informed decisions.

⎯Students will employ technology in the development of strategies for

solving problems in the real world.

Visual Arts

2nd Grade Visual Arts

Standard 1

Media, Techniques, and Processes

Students will understand and apply media, techniques, and processes.

Learning Expectations

The student will

⎯Consistently use tools and materials in a safe and responsible manner.

⎯Demonstrate an understanding of how to use selected tools and materials to create a work of art.

⎯Explore a variety of techniques and processes to produce original works of art that reflect personal experiences, imagination, and observations.

Standard 2

Structures and Functions

Students will use knowledge of structures and functions.

Learning Expectations

The student will

⎯Identify and use a combination of elements and principles of art to communicate ideas.

⎯Identify and create functional works of art and describe how they contribute to the quality of daily life.

Standard 3

Evaluation

Students will choose and evaluate a range of subject matter, symbols, and ideas.

Learning Expectations

The student will

⎯Use visual symbols to communicate meaning in works of art.

⎯Create works of art using a variety of themes.

Standard 4

Historical and Cultural Relationships

Students will understand the visual arts in relation to history and cultures.

Learning Expectations

The student will

⎯Relate characteristics of specific artwork from different cultures.

⎯Explain how history influenced art.

⎯Explain how cultures influenced art.

Standard 5

Reflection and Assessment

Students will reflect upon and assess the characteristics and merits of their work and the work of others in class critiques.

Learning Expectations

The student will

⎯Recognize that artwork is created for a variety of reasons.

⎯Express personal preferences after talking about his/her own works of art and the works of others.

⎯Describe influences on his/her own artwork.

Standard 6

Interdisciplinary Connections

Students will make connections between visual arts and other disciplines.

Learning Expectations

The student will

⎯Demonstrate an understanding of similarities and differences between visual arts and other disciplines.

Physical Education/Health

Standard 1 Movement Forms

The student will demonstrate competency in many movement forms and proficiency in a few movement forms.

Learning Expectations:

The student will

⎯travel using correct body and spatial awareness, relationships, and effort through chasing, dodging, and fleeing games.

⎯demonstrate a mature form of locomotor skills such as gallop, skip, slide,etc.

⎯jump and land using a variety of take-off and landing patterns, through beginning gymnastics.

⎯illustrate, through movement, a wide variety of rhythmic activities that involve locomotion ( moving, gallop, skip, etc.) and non-locomotion (twist, turn, bend, etc).

⎯kick a ball into the air or along the ground.

⎯throw a ball demonstrating an overhand or underhand technique.

⎯catch a gently thrown ball using two hands.

⎯strike an object.

⎯consistently strike a ball with a bat (from a tee or coach pitch).

⎯dribble a ball using the hands or feet (through soccer skills).

⎯demonstrate control in weight transfer and balance activities on a variety of body parts (e.g., balance by standing on one foot).

Standard 2 Movement Concepts and Principle

The student will apply movement concepts and principles to the learning and development of motor skills.

Learning Expectations:

The student will:

⎯know and apply concepts of space awareness and movement patterns in different ways in large or small groups (control of body weight while not bumping others or falling down).

⎯identify and demonstrate the major characteristics of locomotor/movement skills.

⎯understand a variety of ways and purposes of jumping and landing.

⎯understand the relationship between body movement, rhythmic accompaniment, and expression of feelings and ideas (music; fast/slow beats, hand claps, counting, etc.: expression of feelings; happy, sad, excited etc.)

⎯recognize some of the critical elements of kicking, throwing, catching, striking, and dribbling.

⎯know the concepts of educational gymnastics and their relationships to gymnastics

Standard 3 Personal and Social Responsibility

The student will demonstrate responsible personal and social behavior in physical activity settings.

Learning Expectations:

The student will:

⎯follow, with few reminders, activity-specific rules, and procedures.

⎯follow classroom directions and rules of the game/sport.

⎯work cooperatively with another to complete an assigned task to develop teamwork skills.

⎯play and cooperate positively with others regardless of personal differences (gender, race, and ethnicity).

⎯treat others with respect during physical activity.

⎯resolve conflicts in socially acceptable ways.

⎯work independently and on-task for short periods of time, while focusing on physical education skills.

Standard 4 Fitness

The student will understand, achieve, and maintain a health-enhancing level of fitness leading to a physically active lifestyle.

Learning Expectations:

The student will:

⎯engage in sustained physical activity that causes an increased heart rate.

⎯recognize the physiological indicators that accompany moderate to vigorous physical activity (rapid heartbeat, sweat, breathing, etc.)

⎯identify the components of health-related physical fitness (muscular, strength, endurance, flexibility).

⎯identify at least one activity and benefit associated with each component of health related physical activity.

⎯anticipate, experience, and express pleasure from participation in physical activity.

Standard 5 Understanding Physical Activity

The student will understand that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction.

Learning Expectations:

The student will:

⎯describe and associate positive feelings with participating in physical activity.

⎯try new movement activities and skills by participating in new games.

⎯gain competence and develop skills to provide increased enjoyment in movement.

⎯express feelings about and during physical activity through social interaction.

⎯enjoy interaction with friends through physical activity.

Second Grade Health

Personal Health and Wellness

Standard 1

The student will understand the role of personal hygiene practices as related to healthful living.

Learning Expectations:

The student will:

⎯demonstrate appropriate personal hygiene practices;

⎯identify the effects of poor personal hygiene practices.

Standard 2

The student will understand the role of body systems as related to healthful living.

Learning Expectations:

The student will:

⎯identify the basic body structure;

⎯identify the functions of the human body systems;

⎯explain the importance of the basic body systems.

Standard 3

The student will understand the relationship of physical activity as it relates to healthful living.

Learning Expectations:

The student will:

⎯describe the importance of daily physical activity and rest;

⎯identify physical activities used in daily life that promote healthful living.

Nutrition

Standard 4

The student will understand the relationship of nutrition to healthful living.

Learning Expectations:

The student will:

⎯identify the basic food groups and foods;

⎯identify food as a source of energy and growth;

⎯describe the importance of healthy meals and snacks.

Family Life

Standard 5

The student will understand the contributions of family relationships to healthful living.

Learning Expectations:

The student will:

⎯describe the various types of family structures;

⎯ explain that family structures vary and can change;

⎯identify common goals and values found in family structures;

⎯identify ways children can contribute to healthy family life.

Standard 6

The student will understand the stages of human growth and development.

Learning Expectations:

The student will:

⎯identify human growth and development stages throughout the life cycle;

⎯describe the important differences in the stages of human growth and development.

Standard 7

The student will understand the need and process of setting personal goals and standards for healthful living.

Learning Expectations

The student will:

⎯identify personal goals and standards;

⎯describe the importance of personal decision making to healthful living.

Emotional, Social, and Mental Health

Standard 8

The student will understand the importance of positive self-concept and interpersonal relationships for healthful living.

Learning Expectations:

The student will:

⎯explain that feelings can be expressed in different ways;

⎯name and describe qualities and characteristics that make all individuals unique;

⎯identify the importance of developing and maintaining healthy relationships.

Standard 9

The student will understand how positive social, emotional, and mental health practices promote healthful living.

Learning Expectations

The student will:

⎯identify how attitudes and behaviors relate to social health;

⎯describe healthy ways to deal with pleasant and unpleasant situations for emotional well-being;

⎯describe how feelings and behaviors relate to personal mental health.

Disease Prevention and Control

Standard 10

The student will understand attitudes and behaviors for preventing and controlling disease.

Learning Expectations:

The student will:

⎯identify how germs are spread;

⎯identify habits that will promote disease prevention;

⎯identify chronic health problems.

Injury Prevention and Safety

Standard 11

The learner will understand attitudes and behaviors for preventing accidents and injuries.

Learning Expectations:

The student will:

⎯identify common causes of childhood accidents and injuries and methods of prevention;

⎯describe the importance of safety rules.

Standard 12

The student will understand appropriate care for injuries and sudden illness.

Learning Expectations:

The student will:

⎯name and describe situations that should be reported to a responsible caregiver;

⎯demonstrate basic first aid techniques.

Standard 13

The student will understand the appropriate action to take when personal safety is threatened.

Learning Expectations:

The student will:

⎯identify situations that should be reported to a trusted adult;

⎯demonstrate self-protection skills and identify appropriate resources for help.

Substance Use and Abuse

Standard 14

The student will understand appropriate and inappropriate uses of chemical substances for healthful living.

Learning Expectations:

The student will:

⎯describe the role of drugs and medicines in keeping people healthy;

⎯describe inappropriate use of drugs and medicines.

Standard 15

The student will understand the effects of substance use and abuse.

Learning Expectations:

The student will:

⎯identify the consequences of using tobacco products, alcohol, and drugs;

⎯practice refusal skills to avoid harmful substances.

Environmental and Community Health

Standard 16

The student will recognize environmental practices and products that affect personal and community health.

Learning Expectations:

The student will:

⎯describe different types of pollution and it’s environmental affects;

⎯identify the importance of "reduce, reuse, recycle" practices.

Standard 17

The student will be aware of and appropriately use community services that promote healthful living.

Learning Expectations:

The student will:

⎯identify community health workers and the activities and programs they provide;

⎯describe the importance of community organizations to healthful living.

Consumer Health

Standard 18

The student will understand how culture, media, and technology impact consumer decisions about healthful living.

Learning Expectations:

The student will:

⎯describe how culture influences personal health behaviors;

⎯explain how media influences thoughts, feelings, and behaviors related to personal health and community;

⎯describe ways technology can influence personal health.

Standard 19

The student will demonstrate the ability to access valid health information and health promoting products and services.

Learning Expectations:

The student will:

⎯identify the various types of valid health resources.