Grade 3 Objectives

Home - Technology - Grade 3 - Full Connection List

Below are the connections between the indicators of this subject area and the indicators in the other subject areas.

Nature of Technology
A1. Describe how things 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).
A2. Identify technology in the classroom and discuss its use.
A3. Demonstrate the use of technology in the classroom.
A4. List ways that society/government provides technology benefits for everyone (e.g., bus systems, water and sewage systems and mail delivery).
	Social Studies - Grade 3 - Government 4. Identify goods and services provided by local government, why people need them and the source of funding (taxation).
B1. 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).
B2. Describe different properties of materials: color, weight, mass, hardness, temperature.
B3. Describe how tools and machines extend human capabilities such as holding, lifting, carrying, fastening, separating and computing.
	Science - Grade 3 - Science and Technology 1. Describe how technology can extend human abilities (e.g., to move things, to extend senses).
C1. List process examples from each of the seven technological systems (e.g., diagnosing, harvesting, transmitting, printing, flying, welding and building).
C2. Understand that each of the seven technological systems have specialized tools and tools in common.
	Science - Grade 3 - Science and Technology 1. Describe how technology can extend human abilities (e.g., to move things, to extend senses).
Technology and Society Interaction
A1. Discuss how technology may have positive and/or negative consequences.
	Science - Grade 3 - Science and Technology 2. Describe ways that using technology can have helpful and/or harmful results.
A2. Identify and discuss how products are developed and modified to meet changing individual needs and wants.
B1. Describe how technology affects the environment in positive and/or negative ways.
C1. Illustrate ways that people have made tools to provide food, make clothing and provide protection.
C2. Explain how technology and invention have changed economic and social development in our community.
	Social Studies - Grade 3 - History 3. Describe changes in the community over time including changes in a. businesses b. architecture c. physical features d. employment e. education f. transportation g. technology h. religion i. recreation
D1. Work collaboratively with others, respecting their ideas and needs, when using technology.
D2. Understand that people use technology to create new items (products, resources, etc.) and that the creator may own the rights to these items (e.g., an author may create a Web site, a programmer may create software, an inventor may create a device).
D3. Know that the district Acceptable Usage Policy (AUP) describes the rules for using classroom technology and the Internet.
	Social Studies - Grade 3 - Citizenship Rights and Responsibilities 3. Describe the responsibilities of citizenship with emphasis on a. voting b. obeying laws c. respecting the rights of others d. being informed about current issues e. paying taxes
E1. Investigate and assess the influence of a specific technology on an individual.
E2. Examine the trade-offs involved in selecting or using a product or system.
	Science - Grade 3 - Science and Technology 2. Describe ways that using technology can have helpful and/or harmful results.
Technology for Productivity Applications
A1. Discuss the purpose of various types of computer and multimedia technology equipment using appropriate terminology.
A2. Communicate about computers and multimedia technology using correct terminology.
B1. Identify and use input and output devices to operate and interact with computers and multimedia technology resources (e.g., scanner, digital cameras).
B2. Discuss networks and their use (e.g., how computers connect to printers, servers and the Internet).
B3. Identify and use a variety of software programs.
B4. Use technologies for particular content areas (e.g., calculators for math, computerized microscopes for science and books on CD-ROM for language arts).
B5. Show how you can find answers to problems using electronic resources including the Internet.
	English Language Arts - Writing - Grade 3 - Research 2. Utilize appropriate searching techniques to gather information from a variety of locations (e.g., classroom, school library, public library or community resources).
	English Language Arts - Writing - Grade 3 - Research 3. Acquire information from multiple sources (e.g., books, magazines, videotapes, CD-ROMs, Web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic.
B6. Tell a story using presentation software.
	English Language Arts - Writing - Grade 3 - Writing Applications 1. Write stories that sequence events and include descriptive details and vivid language to develop characters, setting and plot.
B7. Touch-type letters on the keyboard with both hands (e.g., begin to learn how to type/keyboard, use continuous keystrokes).
	English Language Arts - Writing - Grade 3 - Writing Processes 9. Use available technology to compose text.
C1. 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).
C2. 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).
C3. Identify/recognize technology resources for communication, collaboration, presentation and illustration of thoughts and ideas (e.g., e-mail, graphic organizers, video cameras, handheld devices).
Technology and Communication Applications
A1. Include the elements of design such as contrast, size and arrangement of student-created projects in print and electronic media.
A2. Discuss the costs and connectivity of simple communication systems (e.g., e-mail, phones, Internet services).
B1. Use graphic organizers to sequence and organize information and projects.
	English Language Arts - Writing - Grade 3 - Writing Processes 4. Use organizational strategies (e.g., brainstorming, lists, webs and Venn diagrams) to plan writing.
B2. Incorporate the use of a digital image into a document (e.g., clipart, picture from digital camera or scanned images).
B3. Use software to publish information in printed form (e.g., card, calendar, banner).
B4. 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).
B5. Send and receive e-mail.
C1. Compose, send and reply to e-mail messages with teacher direction.
	English Language Arts - Writing - Grade 3 - Writing Applications 5. Produce informal writings (e.g., messages, journals, note and, poems) for various purposes.
C2. Engage in online learning (e.g., Web activities, virtual field trips, video-conferencing).
	English Language Arts - Writing - Grade 3 - Research 3. Acquire information from multiple sources (e.g., books, magazines, videotapes, CD-ROMs, Web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic.
Technology and Information Literacy
A1. Distinguish between the concepts of information (organized data and facts) and data (raw facts and figures) and identify examples of each.
	Math - Grade 3 - Data Analysis and Probability 5. Match a set of data with a graphical representation of the data.
A2. 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).
	Science - Grade 3 - Scientific Ways of Knowing 1. Describe different kinds of investigations that scientists use depending on the questions they are trying to answer.
A3. 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).
	Social Studies - Grade 3 - Social Studies Skills and Methods 1. Obtain information about local issues from a variety of sources including a. maps b. photos c. oral histories d. newspapers e. letters f. artifacts g. documents
B1. Develop questions about an assigned topic and determine where the information may be found.
	English Language Arts - Writing - Grade 3 - Research 1. Choose a topic for research from a list of questions, assigned topic or personal area of interest.
B2. Discuss search words: author, title, subject or topic.
	English Language Arts - Writing - Grade 3 - Research 2. Utilize appropriate searching techniques to gather information from a variety of locations (e.g., classroom, school library, public library or community resources).
B3. Search for information in an online library catalog, electronic encyclopedia or teacher-selected list of Web sites.
	English Language Arts - Writing - Grade 3 - Research 3. Acquire information from multiple sources (e.g., books, magazines, videotapes, CD-ROMs, Web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic.
B4. Select, record and use needed information to answer a question or complete a project.
	English Language Arts - Writing - Grade 3 - Research 4. Identify important information found in the sources and summarize the important findings.
B5. Explain how to find copyright information on a resource (e.g., date of publication, copyright notice, statement of ownership).
	English Language Arts - Writing - Grade 3 - Research 6. Understand the importance of citing sources.
B6. Give credit to the sources used for work by listing the author, the name of the source and the copyright date.
	English Language Arts - Writing - Grade 3 - Research 6. Understand the importance of citing sources.
B7. Explain how information was selected.
	English Language Arts - Writing - Grade 3 - Research 4. Identify important information found in the sources and summarize the important findings.
C1. Label Internet browser elements and explain their function (e.g., toolbar and buttons, favorites/bookmarks, history).
C2. Type a simple search term in a teacher or librarian selected search engine to find general information (e.g., ""weather"").
	English Language Arts - Writing - Grade 3 - Research 2. Utilize appropriate searching techniques to gather information from a variety of locations (e.g., classroom, school library, public library or community resources).
	Social Studies - Grade 3 - Social Studies Skills and Methods 2. Locate information using various parts of a source including a. the table of contents b. title page c. illustrations d. keyword searches
C3. Review the home page of a teacher or librarian selected Web site.
C4. 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.
	English Language Arts - Writing - Grade 3 - Research 2. Utilize appropriate searching techniques to gather information from a variety of locations (e.g., classroom, school library, public library or community resources).
D1. 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).
D2. Use age-appropriate Internet resources and fee-based (subscription resources) delivered by the Internet.
Design
A1. Describe the purpose of the design process (e.g., a purposeful method of planning practical solutions to problems).
A2. List the main elements of the design process - problem identification, possible solutions, refinement, analysis, decision, implementation and feedback.
	Science - Grade 3 - Science and Technology 4. Use a simple design process to solve a problem (e.g., identify a problem, identify possible solutions, design a solution).
	Science - Grade 3 - Science and Technology 5. Describe possible solutions to a design problem (e.g., how to hold down paper in the wind).
A3. Identify and collect information about everyday problems that can be solved by technology (e.g., pollution, energy shortage, housing).
A4. 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).
A5. 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?).
B1. Describe the importance of creativity in designing an object.
B2. Identify natural forces that buildings need to be designed to withstand (e.g., rain, earthquakes, tornados).
B3. Recognize the importance of the materials to be used in a design (e.g., materials differ in strength, aesthetics, resistance to corrosion and wear).
C1. Describe how troubleshooting is a way to find out why something does not work so that it can be fixed.
	Social Studies - Grade 3 - Social Studies Skills and Methods 6. Use a problem-solving/decision-making process which includes a. identifying a problem b. gathering information c. listing and considering options d. considering advantages and disadvantages of options e. choosing and implementing a solution
C2. Identify people whose jobs regularly require them to troubleshoot (e.g., a cable repair person and a computer repair technician).
Designed World
A1. Describe how life would be different if we did not have energy delivered to our homes.
A2. Describe how transportation systems move people and goods from place to place.
	Social Studies - Grade 3 - Geography 8. Identify systems of transportation used to move people and products and systems of communication used to move ideas from place to place.
A3. 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).
A4. List systems that are used in buildings (e.g., electrical, heating and air conditioning, plumbing).
	Science - Grade 3 - Science and Technology 3. Investigate ways that the results of technology may affect the individual, family and community.
B1. Explain how the processing of information through the use of technology can be used to help humans make decisions and solve problems.
B2. Explore the importance of both the sender and receiver having the same understanding of the message.
C1. Know that vaccines are designed to prevent diseases from developing and spreading; medicines are designed to relieve symptoms and stop diseases from developing.
C2. Describe how artificial ecosystems are human-made environments that are designed to function as a unit and are comprised of humans, plants and animals.

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