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Home - Technology - Kindergarten - 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. Identify objects created within the human-made world (e.g., books, chairs, houses, buses) and objects that occur in nature (e.g., trees, flowers, rocks and rivers).
	Science - Kindergarten - Science and Technology 1. Explore that objects can be sorted as “natural” or “man-made”.
A2. Describe how people use tools to help them do things.
	Science - Kindergarten - Science and Technology 3. Explore that each kind of tool has an intended use, which can be helpful or harmful (e.g., scissors can be used to cut paper but they can also hurt you).
	Science - Kindergarten - Scientific Inquiry 7. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers and other appropriate tools).
B1. Identify common systems in the school or home (e.g., the plumbing system delivers water to and from your bathtub).
B2. Recall that planning is necessary to successfully complete a task.
C1. Identify technology devices in the classroom (e.g., bells, computer, fire alarm, pencil sharpener).
	Science - Kindergarten - Physical Sciences 3. Describe and sort objects by one or more properties (e.g., size, color, shape).
C2. Recognize the connection between technology and other fields of study (e.g., technology can be used to make or create music or musical instruments).
	Science - Kindergarten - Scientific Ways of Knowing 4. Demonstrate ways science is practiced by people everyday (children and adults).
Technology and Society Interaction
A1. Describe how the use of tools and machines can be helpful or harmful.
	Science - Kindergarten - Science and Technology 3. Explore that each kind of tool has an intended use, which can be helpful or harmful (e.g., scissors can be used to cut paper but they can also hurt you).
B1. Explain how waste results from making and using things, and/or discarding them.
B2. Identify materials that can be reused and/or recycled.
	Science - Kindergarten - Science and Technology 2. Explore that some materials can be used over and over again (e.g., plastic or glass containers, cardboard boxes and tubes).
C1. Recognize that technology changes the way people live and work.
	Science - Kindergarten - Scientific Ways of Knowing 4. Demonstrate ways science is practiced by people everyday (children and adults).
D1. Collect information about products and systems used at home by asking questions (e.g., electronic toothbrush, toaster, TV).
	Math - Kindergarten - Data Analysis and Probability 1. Gather and sort data in response to questions posed by teacher and students; e.g., how many sisters and brothers, what color shoes.
	Science - Kindergarten - Scientific Inquiry 1. Ask “what if” questions.
	Science - Kindergarten - Scientific Inquiry 2. Explore and pursue student-generated “what if” questions.
D2. Describe how a product or system can be used the right way and the wrong way (e.g., using scissors as a knife, a screwdriver as a can opener).
	Science - Kindergarten - Science and Technology 3. Explore that each kind of tool has an intended use, which can be helpful or harmful (e.g., scissors can be used to cut paper but they can also hurt you).
Technology for Productivity Applications
A1. Locate computer and multimedia technology in the classroom and identify it by name (e.g., computer, VCR, listening station).
A2. Name the basic parts of a computer (e.g., monitor, keyboard, mouse, printer).
	Science - Kindergarten - Physical Sciences 1. Demonstrate that objects are made of parts (e.g., toys, chairs).
A3. Use computer and multimedia technology with teacher assistance (e.g., computer, VCR, listening station).
B1. Listen to directions and use proper care when handling computer and multimedia technology.
	English Language Arts - Reading - Kindergarten - Reading Applications: Informational, Technical and Persuasive Text 5. Follow simple directions.
	English Language Arts - Writing - Kindergarten - Communications: Oral and Visual 3. Follow simple oral directions.
	Social Studies - Kindergarten - Citizenship Rights and Responsibilities 2. Take personal responsibility to follow directions and rules.
B2. Follow the correct order for turning computers and multimedia technology resources on and off with teacher assistance.
B3. Identify and use input (keyboard, mouse) and output (printer) devices to operate computer and multimedia technology tools with teacher assistance.
B4. Use software programs with teacher assistance.
B5. Discover that technology tools can help solve problems.
	Science - Kindergarten - Science and Technology 3. Explore that each kind of tool has an intended use, which can be helpful or harmful (e.g., scissors can be used to cut paper but they can also hurt you).
B6. View multimedia presentations and discuss motion and sound.
C1. Recognize productivity tools (e.g., presentations, drawing programs).
	Science - Kindergarten - Science and Technology 3. Explore that each kind of tool has an intended use, which can be helpful or harmful (e.g., scissors can be used to cut paper but they can also hurt you).
C2. Identify/recognize technology resources (e.g., pre-selected Web sites, educational software).
Technology and Communication Applications
A1. Explore different types of media formats used to communicate information (e.g., e-mail, TV, newspapers, film, phones, Web pages).
	Social Studies - Kindergarten - Social Studies Skills and Methods 4. Communicate information.
B1. Examine digital images in learning (e.g., students select pictures of community helpers from teacher-identified materials).
	English Language Arts - Reading - Kindergarten - Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies 3. Know the differences between illustrations and print.
	English Language Arts - Reading - Kindergarten - Reading Applications: Informational, Technical and Persuasive Text 1. Use pictures and illustrations to aid comprehension.
C1. Engage in teacher-directed online learning activities (e.g., 100th day of kindergarten activities, online field trips).
Technology and Information Literacy
A1. Identify what information is, and recognize that it can be represented in a variety of ways (e.g., numbers, words, pictures, sounds).
	English Language Arts - Reading - Kindergarten - Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies 1. Demonstrate an understanding that print has meaning by explaining that text provides information or tells a story.
A2. Identify places where information can be found and retrieve information from a specified location (e.g., classroom, school library, public library, the Internet, computer folder, hard drive, Web site, book).
	English Language Arts - Writing - Kindergarten - Research 2. Use books or observations to gather information, with teacher assistance, to explain a topic or unit of study.
B1. Ask questions about an identified topic.
	English Language Arts - Writing - Kindergarten - Research 1. Ask questions about a topic being studied or an area of interest.
B2. View information in an information source selected by the teacher or librarian.
	English Language Arts - Writing - Kindergarten - Research 2. Use books or observations to gather information, with teacher assistance, to explain a topic or unit of study.
B3. Tell what was learned using technology tools (e.g., use a computer drawing/paint program to draw a picture that explains what was learned).
	English Language Arts - Reading - Kindergarten - Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies 4. Visualize the information in texts, and demonstrate this by drawing pictures, discussing images in texts or dictating simple descriptions.
C1. Talk about the Internet as an information source.
C2. Use Web page functions: Scroll up and down page; Click on links; and Use back button.
Design
A1. Identify problems solved by tools (e.g., list tools and describe the problem that they solve such as crayons?communication, coats?protection from elements, clocks?time, toothbrush?cavities).
B1. Make observations of how things are made strong (e.g., using more of the same material).
C1. Ask questions and make observations about how things work (e.g., take a mystery device and ask questions to determine what it does).
C2. Communicate information about a product (e.g., describe a favorite toy and how to use it).
Designed World
A1. List the things around the home that use energy (e.g., TV, stove, washing machine, computer).
A2. List different energy sources we use (e.g., electricity, coal, gasoline).
A3. Know that a transportation system has many parts that w ork together to help people travel (e.g., driver, mechanic, police, road repair crews).
A4. Name products that are manufactured (e.g., toys, cars, furniture).
	Science - Kindergarten - Science and Technology 1. Explore that objects can be sorted as “natural” or “man-made”.
	Social Studies - Kindergarten - Economics 3. Identify goods and services.
A5. Describe different types of buildings (e.g., houses, apartments, office buildings and schools).
B1. Explore ways to share ideas (e.g., speaking, drawing, modeling).
C1. Recognize how medicine helps people who are sick to get better.
	Science - Kindergarten - Scientific Ways of Knowing 4. Demonstrate ways science is practiced by people everyday (children and adults).
C2. Describe different tools and equipment you might see on a farm.
	Science - Kindergarten - Science and Technology 3. Explore that each kind of tool has an intended use, which can be helpful or harmful (e.g., scissors can be used to cut paper but they can also hurt you).

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