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STANDARD TOPICS
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Mark off each standard that is covered.
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Kindergarten
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DLCSSTELAlabama ScienceNext Generation Science StandardsSTEM PracticesSTEM ProcessesCross-Cutting ConceptsWork-Force Readiness and Soft Skills
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AL DLCS: Computational Thinker Algorithms K Standard 1: List the sequence of events required to solve problems. Examples: Tying shoes, making a sandwich, brushing teeth.ITEEA Standard 1: Nature and Characteristics of Technology and Engineering K - 2nd Grade STEL-1A: Compare the natural world and human-made world. The natural world includes trees, plants, animals, rivers, oceans, mountains, and other items that make up the earth’s landscape, biomes, and climate. The human-made world includes pencils, rulers, computers, buildings, airplanes, roads, refrigerators, communication devices, and other items developed for the betterment of humans. AL Science Motion and Stability: Forces and Interactions K Standard 1: Investigate the resulting motion of objects when forces of different strengths and directions act upon them (e.g., object being pushed, object being pulled, two objects colliding). Motion and Stability: Forces and interactions Standard K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.]Ask questions and define problems.The Engineering Design ProcessPatterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.Critical thinking
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AL DLCS: Computational Thinker Programming and Development K Standard 2: Demonstrate use of input devices. Examples: Mouse, touch screen, keyboard.ITEEA Standard 1: Nature and Characteristics of Technology and Engineering K - 2nd Grade STEL-1B: Explain the tools and techniques that people use to help them do things. By using technology and engineering, people adapt the natural world to meet their needs and wants and to solve problems. All people use tools and processes created through technology and engineering in every aspect of their daily tasks. AL Science Motion and Stability: Forces and Interactions K Standard 2: Use observations and data from investigations to determine if a design solution (e.g., designing a ramp to increase the speed of an object in order to move a stationary object) solves the problem of using force to change the speed or direction of an object.Motion and Stability: Forces and interactions Standard K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.] Develop and use models.The Scientific MethodCause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contextsCreativity
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AL DLCS: Citizens of a Digital Culture Safety, Privacy, and Security K Standard 3: Distinguish between private and public information.
Example: Your birth date is private; your shirt color is public.		ITEEA Standard 1: Nature and Characteristics of Technology and Engineering K - 2nd Grade STEL-1C: Demonstrate that creating can be done by anyone. Using technology and engineering tools and techniques, anyone can design or improve things to enhance their lives. Creation of new knowledge, approaches, and inventions can occur through either individual or collaborative efforts. Even young children can view themselves as creators. AL Science Ecosystems: Interactions, Energy, and Dynamics K Standard 3: Distinguish between living and nonliving things and verify what living things need to survive (e.g., animals needing food, water, and air; plants needing nutrients, water, sunlight, and air). Energy Standard K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.] Plan and carry out investigations.Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.Collaboration
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AL DLCS: Citizens of a Digital Culture Safety, Privacy, and Security K Standard 4: Identify age-appropriate methods for keeping personal information private. Example: Keeping passwords, name, address, and phone number confidential.ITEEA Standard 1: Nature and Characteristics of Technology and Engineering K - 2nd Grade STEL-1D: Discuss the roles of scientists, engineers, technologists, and others who work with technology. Technological advancement does not occur without the teamwork of many people who have knowledge and skills in distinct areas. Being able to recognize the unique contributions of these individuals is a necessary part of the technological and engineering design process. Young children can develop an appreciation of how people with different specialties can collaborate to design, create, build, and test a product or system. Analogies often work well with students in this grade band. For example, they can understand how a vehicle is purchased from a dealer, maintained by a mechanic at a service center, and driven by a family member. All of these people have something to do with the vehicle, but each in their own way.AL Science Ecosystems: Interactions, Energy, and Dynamics K Standard 4: Gather evidence to support how plants and animals provide for their needs by altering their environment (e.g., tree roots breaking a sidewalk to provide space, red fox burrowing to create a den to raise young, humans growing gardens for food and building roads for transportation).Energy Standard K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.] Analyze and interpret data.Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.Communication
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AL DLCS: Citizens of a Digital Culture Legal and Ethical Behavior K Standard 5: Demonstrate appropriate behaviors for working with others responsibly and kindly. Examples: Face-to-face collaborative groups or interactions, online interactions, role play.ITEEA Standard 2: Core Concepts of Technology and Engineering K - 2nd Grade STEL-2A: Illustrate how systems have parts or components that work together to accomplish a goal. For example, a bicycle can be thought of as a system. It has many parts— wheels, handlebars, pedals, brakes, gears, and chains—and each is important for the bicycle to function properly. AL Science Ecosystems: Interactions, Energy, and Dynamics K Standard 5: Construct a model of a natural habitat (e.g., terrarium, ant farm, diorama) conducive to meeting the needs of plants and animals native to Alabama. From Molecules to Organisms: Structures and Processes Standard K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]Use mathematics and computational thinking. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.Information literacy
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AL DLCS: Citizens of a Digital Culture Impact of Computing K Standard 6: Recognize ways in which computing devices make certain tasks easier. Examples: Communication, doctor’s visits/medical records, maps and directions.ITEEA Standard 2: Core Concepts of Technology and Engineering K - 2nd Grade STEL-2B: Safely use tools to complete tasks. Many tools have specific functions and selecting the right tool makes the task easier. People use tools to make objects, to achieve a desired outcome, and to communicate. Children use scissors to cut paper, glue sticks to fasten components together, markers to sketch ideas, and computers to search for information. AL Science Ecosystems: Interactions, Energy, and Dynamics Standard 6: Identify and plan possible solutions (e.g., reducing, reusing, recycling) to lessen the human impact on the local environment.Earth’s Systems Standard K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]Construct explanations and design solutions.Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.Media literacy
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AL DLCS: Global Collaborator Digital Tools K Standard 7: Locate letters and numbers on the keyboard.ITEEA Standard 2: Core Concepts of Technology and Engineering K - 2nd Grade STEL-2C: Explain that materials are selected for use because they possess desirable properties and characteristics. Paper, wood, cloth, cardboard, and found objects are the most common materials young children use in making the items they design. By working with materials, they learn through observation and testing which materials perform better for given tasks. AL Science Earth’s Systems K Standard 7: Observe and describe the effects of sunlight on Earth’s surface (e.g., heat from the sun causing evaporation of water or increased temperature of soil, rocks, sand, and water). Earth’s Systems Standard K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.] Engage in an argument from evidence.Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study.Technology literacy
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AL DLCS: Global Collaborator Collaborative Research K Standard 8: Present information from a variety of digital resources.ITEEA Standard 2: Core Concepts of Technology and Engineering K - 2nd Grade STEL-2D: Develop a plan in order to complete a task. For example, young children learn that if they want to accomplish something, such as design and make a birthday card for a parent, they must have the materials available, and they must have the card ready by a given date. AL Science Earth’s Systems K Standard 8: Design and construct a device (e.g., hat, canopy, umbrella, tent) to reduce the effects of sunlight.Earth and Human Activity Standard K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]Obtain, evaluate, and communicate information.Flexibility
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AL DLCS: Global Collaborator Collaborative Research K Standard 9: Create a research-based product collaboratively using online digital tools, given specific guidance. Examples: Find simple facts about a specific topic, create a slide that contains facts located in trade books or other sources as a group or with a partner.ITEEA Standard 2: Core Concepts of Technology and Engineering K - 2nd Grade STEL-2E: Collaborate effectively as a member of a team. To operate at the most effective level, team members must learn to communicate and work together as a unit. Strategies to work together in a team must be modeled by the teacher and laid out as an expectation within the laboratory-classroom setting. AL Science Earth’s Systems K Standard 9: Observe, record, and share findings of local weather patterns over a period of time (e.g., increase in daily temperature from morning to afternoon, typical rain and storm patterns from season to season)Earth and Human Activity Standard K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.]Make informed decisions about technologyAdaptibility
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AL DLCS: Computing Analyst Data K Standard 10: Collect data and organize it in a chart or graph collaboratively.ITEEA Standard 3: Integration of Knowledge, Technologies, and Practices K - 2nd Grade STEL-3A: Apply concepts and skills from technology and engineering activities that reinforce concepts and skills across multiple content areas. Young children can use building blocks to develop computational and critical-thinking skills by introducing design, measurement, and structural concepts. The intentional translation of skills learned in physical education, such as teamwork, can be applied to problem solving. Drawing in art class can lead to new ways of thinking about design and visual appeal. AL Science Earth and Human Activity K Standard 10: Ask questions to obtain information about the purpose of weather forecasts in planning for, preparing for, and responding to severe weather.Earth and Human Activity Standard K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]Learn to use new technologiesLeadership
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AL DLCS: Computing Analyst Data K Standard 11: Describe how digital devices save information.ITEEA Standard 3: Integration of Knowledge, Technologies, and Practices K - 2nd Grade STEL-3B: Draw connections between technology and human experiences. Young children learn to count through nursery rhymes and playing with manipulatives. Children’s books often include graphics and some even generate sound. Teachers can have students identify technological connections from their homes, traveling in vehicles, and other experiences, and through this help young students understand the role of technology in their lives. Engineering Design Standard K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Discuss the role of technology in societyInitiative
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AL DLCS: Computing Analyst Systems K Standard 12: Use a variety of digital devices, in both independent and collaborative settings. Examples: Interactive boards, tablets, laptops, other handheld devices.ITEEA Standard 4: Impacts of Technology K - 2nd Grade STEL-4A: Explain ways that technology helps with everyday tasks. Children should be able to identify activities they engage in regularly and describe how different technologies help them do these tasks more easily. Contrasting the lifestyles of earlier societies with their own will provide ample examples. Engineering Design Standard K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. Identify the impacts of technologyProductivity/Time Management

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AL DLCS: Innovative Designer Design Thinking K Standard 13: Use a design process in a guided setting to create an artifact or solve a problem. Example: Problem - understanding locations on the school campus. Solution - draw paper or digital maps of the school.ITEEA Standard 4: Impacts of Technology K - 2nd Grade STEL-4B: Illustrate helpful and harmful effects of technology. Children can examine a familiar technology and explain how it can be both helpful and harmful. For example, a crayon can be used to draw creatively but can also be used to write on bedroom walls.Engineering Design Standard K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.Social/Interpersonal skills/Conflict Management
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AL DLCS: Recurring Standard 1 Safety, Privacy, and Security K-12th Grade: Identify, demonstrate, and apply personal safe use of digital devices.ITEEA Standard 4: Impacts of Technology K - 2nd Grade STEL-4C: Compare simple technologies to evaluate their impacts. Given a basic task, children can decide what tool to use to complete the task. In helping to clean the classroom after an activity, a student would need to select different tools to clean the floor, desktops, or walls.Grit/Work Ethic/Perseverance
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AL DLCS: Recurring Standard 2 Legal and Ethical Behavior K-12th Grade: Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.ITEEA Standard 4: Impacts of Technology K - 2nd Grade STEL-4D: Select ways to reduce, reuse, and recycle resources in daily life. Children should give examples of the ways they handle waste at school or at home. Organization
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AL DLCS: Recurring Standard 3 Impact of Computing K-12th Grade: Assess the validity and identify the purpose of digital content.ITEEA Standard 4: Impacts of Technology K - 2nd Grade STEL-4E: Design new technologies that could improve their daily lives. Children can brainstorm needs or wants and devise possible solutions to meet a need. Teachers and parents can pose “what if?” questions to young children. “What if you and your friends could build something in the school’s playground to make recess more fun? What would you build?”Stress management
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AL DLCS: Recurring Standard 4 Systems K-12th Grade: Identify and employ appropriate troubleshooting techniques used to solve computing or connectivity issues.ITEEA Standard 5: Influence of Society on Technological Development K - 2nd Grade STEL-5A: Explain the needs and wants of individuals and societies. Basic human needs include food, water, and shelter. Beyond these, children can discuss other needs and wants that have resulted in new technologies. This helps them to begin to see that other people’s thoughts, feelings, needs, and wants may differ from their own. Resourcefulness
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AL DLCS: Recurring Standard 5 Collaborative Research K-12th Grade: Locate and curate information from digital sources to answer research questions.ITEEA Standard 5: Influence of Society on Technological Development K - 2nd Grade STEL-5B: Explore how technologies are developed to meet individual and societal needs and wants. For example, people need clean, safe water, so systems are developed to provide water to homes and schools. Human-made technology requires some knowledge of the natural world and uses materials from it as well.Persuasion
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AL DLCS: Recurring Standard 6 Digital Tools K-12th Grade: Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.ITEEA Standard 5: Influence of Society on Technological Development K - 2nd Grade STEL-5C: Investigate the use of technologies in the home and community. Children learn to use their senses to gather data and make observations about technologies in their everyday environment. Toasters, microwaves, stoves and refrigerators may be used to create breakfasts before going to school in western cultures. In other societies, different food storage and preparation technologies are used for this same purpose.Open to constructive criticism/Desire to improve
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ITEEA Standard 6: History of Technology K - 2nd Grade STEL-6A: Discuss how the way people live and work has changed throughout history because of technology. Once people learned to provide shelter for themselves—first with simple huts and later with houses, castles, and skyscrapers—they were no longer forced to seek natural shelter, such as caves. The invention of the plow and other agricultural technologies, along with such simple devices as fish hooks and the bow and arrow, made it easier for people to feed themselves, freeing up time for other pursuits. People’s ability to communicate with one another over space and time has been improved by the use of tools and processes like smoke signals, alarms, papermaking, printing, telephones, and the internet. Decision Making
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ITEEA Standard 7: Design in Technology and Engineering Education K - 2nd Grade STEL-7A: Apply design concepts, principles, and processes through play and exploration. Design experiences build on young children’s natural curiosity, desire to explore, and persistence. Familiar materials, tools, and environments will enhance these experiences. Problem Solving
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ITEEA Standard 7: Design in Technology and Engineering Education K - 2nd Grade STEL-7B: Demonstrate that designs have requirements. Young children recognize that all designs must meet certain expectations. These expectations are related to the purpose, function, and requirements of a solution. Working with/Reading/Creating Visual representations of information like charts, graphs, diagrams, maps, schematics etc….
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ITEEA Standard 7: Design in Technology and Engineering Education K - 2nd Grade STEL-7C: Explain that design is a response to wants and needs. Young children begin to understand that design is driven by wants and needs. These wants and needs often derive from familiar environments such as home, school, and community.
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ITEEA Standard 7: Design in Technology and Engineering Education K - 2nd Grade STEL-7D: Discuss that all designs have different characteristics that can be described. Young children recognize and categorize basic features of design, which represent principles and elements of design. In drawing, they begin to differentiate between lines, colors, and shapes. In thinking about early ideas on design, they might brainstorm with other children, draw sketches, and see how well their ideas worked out.
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ITEEA Standard 7: Design in Technology and Engineering Education K - 2nd Grade STEL-7E: Illustrate that there are different solutions to a design and that none are perfect. Young children recognize that there is more than one plausible solution to a design challenge.
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ITEEA Standard 7: Design in Technology and Engineering Education K - 2nd Grade STEL-7F: Differentiate essential skills of the technology and engineering design process. Young children identify there are some essential skills, such as creative thinking, building, and testing, that are required to succeed in technology and engineering design.
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ITEEA Standard 7: Design in Technology and Engineering Education K - 2nd Grade STEL-7G: Apply skills necessary for making in design. Providing opportunities to use tools and manipulate materials can facilitate making skills in young children. Structuring design experiences at this age may take the form of tinkering and play.
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ITEEA Standard 8: Applying, Maintaining, and Assessing Technological Products and Systems K - 2nd Grade STEL-8A: Analyze how things work. This can be done by safely and carefully taking something apart and then putting it back together. The ability to observe, analyze, and document is vital to successfully accomplishing this task.
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ITEEA Standard 8: Applying, Maintaining, and Assessing Technological Products and Systems K - 2nd Grade STEL-8B: Identify and use everyday symbols. Symbols are used as a means of communication in the technological world. Examples include road signs, symbols for persons with disabilities, and icons on a screen.
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ITEEA Standard 8: Applying, Maintaining, and Assessing Technological Products and Systems K - 2nd Grade STEL-8C: Describe qualities of everyday products. Technology assessment, or the ability to critically analyze a technology’s effectiveness, is a skill that should be introduced early and consistently. Is a lunchbox hard or soft, metal or plastic, insulated or not? Is there enough space inside for the items brought for lunch?
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1st Grade
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DLCSSTELAlabama ScienceNext Generation Science StandardsCross-Cutting Competencies and Soft Skills
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AL DLCS: Computational Thinker Abstraction 1st Grade Standard 1: Classify and sort information into logical order with and without a computer. Examples: Sort by shape, color, or other attribute; sort A-Z.ITEEA Standard 1: Nature and Characteristics of Technology and Engineering K - 2nd Grade STEL-1A: Compare the natural world and human-made world. The natural world includes trees, plants, animals, rivers, oceans, mountains, and other items that make up the earth’s landscape, biomes, and climate. The human-made world includes pencils, rulers, computers, buildings, airplanes, roads, refrigerators, communication devices, and other items developed for the betterment of humans. AL Science Waves and Their Applications in Technologies for Information Transfer 1st Grade Standard 1: Conduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking). Waves and their Applications in Technologies for Information Transfer Standard 1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.]
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AL DLCS: Computational Thinker Algorithms 1st Grade Standard 2: Order events into a logical sequence or algorithm. Examples: Unplugged coding activities, sequence of instruction.ITEEA Standard 1: Nature and Characteristics of Technology and Engineering K - 2nd Grade STEL-1B: Explain the tools and techniques that people use to help them do things. By using technology and engineering, people adapt the natural world to meet their needs and wants and to solve problems. All people use tools and processes created through technology and engineering in every aspect of their daily tasks. AL Science Waves and Their Applications in Technologies for Information Transfer 1st Grade Standard 2: Construct explanations from observations that objects can be seen only when light is available to illuminate them (e.g., moon being illuminated by the sun, colors and patterns in a kaleidoscope being illuminated when held toward a light). Waves and their Applications in Technologies for Information Transfer Standard 1-PS4-2. Make observations to construct an evidence-based account that objects can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]
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AL DLCS: Computational Thinker Programming and Development 1st Grade Standard 3: Construct elements of a simple computer program in collaboration with others. Examples: Block programming, basic robotics, unplugged programming.ITEEA Standard 1: Nature and Characteristics of Technology and Engineering K - 2nd Grade STEL-1C: Demonstrate that creating can be done by anyone. Using technology and engineering tools and techniques, anyone can design or improve things to enhance their lives. Creation of new knowledge, approaches, and inventions can occur through either individual or collaborative efforts. Even young children can view themselves as creators. AL Science Waves and Their Applications in Technologies for Information Transfer 1st Grade Standard 3: Investigate materials to determine which types allow light to pass through (e.g., transparent materials such as clear plastic wrap), allow only partial light to pass through (e.g., translucent materials such as wax paper), block light (e.g., opaque materials such as construction paper), or reflect light (e.g., shiny materials such as aluminum foil). Waves and their Applications in Technologies for Information Transfer Standard 1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.]
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AL DLCS: Citizen of a Digital Culture Safety, Privacy, and Security 1st Grade Standard 4: Demonstrate age-appropriate methods for keeping personal information private. Example: Keep passwords confidential, use anonymous profile picture or avatar, develop user names that are non-identifying or do not include actual name.ITEEA Standard 1: Nature and Characteristics of Technology and Engineering K - 2nd Grade STEL-1D: Discuss the roles of scientists, engineers, technologists, and others who work with technology. Technological advancement does not occur without the teamwork of many people who have knowledge and skills in distinct areas. Being able to recognize the unique contributions of these individuals is a necessary part of the technological and engineering design process. Young children can develop an appreciation of how people with different specialties can collaborate to design, create, build, and test a product or system. Analogies often work well with students in this grade band. For example, they can understand how a vehicle is purchased from a dealer, maintained by a mechanic at a service center, and driven by a family member. All of these people have something to do with the vehicle, but each in their own way.AL Science Waves and Their Applications in Technologies for Information Transfer 1st Grade Standard 4: Design and construct a device that uses light or sound to send a communication signal over a distance (e.g., using a flashlight and a piece of cardboard to simulate a signal lamp for sending a coded message to a classmate, using a paper cup and string to simulate a telephone for talking to a classmate)Waves and their Applications in Technologies for Information Transfer Standard 1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats.] [Assessment Boundary: Assessment does not include technological details for how communication devices work.]
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AL DLCS: Citizen of a Digital Culture Legal and Ethical Behavior 1st Grade Standard 5: Differentiate between prior knowledge and ideas or thoughts gained from others.ITEEA Standard 2: Core Concepts of Technology and Engineering K - 2nd Grade STEL-2A: Illustrate how systems have parts or components that work together to accomplish a goal. For example, a bicycle can be thought of as a system. It has many parts— wheels, handlebars, pedals, brakes, gears, and chains—and each is important for the bicycle to function properly. AL Science From Molecules to Organisms: Structures and Processes 1st Grade Standard 5: Design a solution to a human problem by using materials to imitate how plants and/or animals use their external parts to help them survive, grow, and meet their needs (e.g., outerwear imitating animal furs for insulation, gear mimicking tree bark or shells for protection).From Molecules to Organisms: Structures and Processes Standard 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.]
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AL DLCS: Citizen of a Digital Culture Legal and Ethical Behavior 1st Grade Standard 6: Identify appropriate and inappropriate behaviors for communicating in a digital environment. Examples: Cyberbullying, online etiquette.ITEEA Standard 2: Core Concepts of Technology and Engineering K - 2nd Grade STEL-2B: Safely use tools to complete tasks. Many tools have specific functions and selecting the right tool makes the task easier. People use tools to make objects, to achieve a desired outcome, and to communicate. Children use scissors to cut paper, glue sticks to fasten components together, markers to sketch ideas, and computers to search for information. AL Science From Molecules to Organisms: Structures and Processes 1st Grade Standard 6: Obtain information to provide evidence that parents and their offspring engage in patterns of behavior that help the offspring survive (e.g., crying of offspring indicating need for feeding, quacking or barking by parents indicating protection of young). From Molecules to Organisms: Structures and Processes Standard 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).]
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AL DLCS: Citizen of a Digital Culture Digital Identity 1st Grade Standard 7: Recognize that a person has a digital identity.ITEEA Standard 2: Core Concepts of Technology and Engineering K - 2nd Grade STEL-2C: Explain that materials are selected for use because they possess desirable properties and characteristics. Paper, wood, cloth, cardboard, and found objects are the most common materials young children use in making the items they design. By working with materials, they learn through observation and testing which materials perform better for given tasks. AL Science Heredity: Inheritance and Variation of Traits 1st Grade Standard 7: Make observations to identify the similarities and differences of offspring to their parents and to other members of the same species (e.g., flowers from the same kind of plant being the same shape, but differing in size; dog being same breed as parent, but differing in fur color or pattern).Heredity: Inheritance and Variation of Traits Standard 1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]
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AL DLCS: Citizen of a Digital Culture Impact of Computing 1st Grade Standard 8: Identify ways in which computing devices have impacted people’s lives. Example: Location services, instantaneous access to information.ITEEA Standard 2: Core Concepts of Technology and Engineering K - 2nd Grade STEL-2D: Develop a plan in order to complete a task. For example, young children learn that if they want to accomplish something, such as design and make a birthday card for a parent, they must have the materials available, and they must have the card ready by a given date. AL Science Earth’s Place in the Universe 1st Grade Standard 8: Observe, describe, and predict patterns of the sun, moon, and stars as they appear in the sky (e.g., sun and moon appearing to rise in one part of the sky, move across the sky, and set; stars other than our sun being visible at night, but not during the day). Earth’s Place in the Universe Standard 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.]
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AL DLCS: Global Collaborator Communication 1st Grade Standard 9: Use a variety of digital tools collaboratively to connect with other learners. Examples: Video calling, blogs, collaborative documents.ITEEA Standard 2: Core Concepts of Technology and Engineering K - 2nd Grade STEL-2E: Collaborate effectively as a member of a team. To operate at the most effective level, team members must learn to communicate and work together as a unit. Strategies to work together in a team must be modeled by the teacher and laid out as an expectation within the laboratory-classroom setting. AL Science Earth’s Place in the Universe 1st Grade Standard 9: Observe seasonal patterns of sunrise and sunset to describe the relationship between the number of hours of daylight and the time of year (e.g., more hours of daylight during summer as compared to winter). Earth’s Place in the Universe 1 Standard -ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]
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AL DLCS: Global Collaborator Digital Tools 1st Grade Standard 10: Identify an appropriate tool to complete a task when given guidance and support. Examples: Choosing a word processing tool to write a story, choosing a spreadsheet for a budget.ITEEA Standard 3: Integration of Knowledge, Technologies, and Practices K - 2nd Grade STEL-3A: Apply concepts and skills from technology and engineering activities that reinforce concepts and skills across multiple content areas. Young children can use building blocks to develop computational and critical-thinking skills by introducing design, measurement, and structural concepts. The intentional translation of skills learned in physical education, such as teamwork, can be applied to problem solving. Drawing in art class can lead to new ways of thinking about design and visual appeal. Engineering Design Standard K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
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AL DLCS: Global Collaborator Digital Tools 1st Grade Standard 11: Type five words per minute minimum with 95% accuracy using appropriate keyboarding techniques.ITEEA Standard 3: Integration of Knowledge, Technologies, and Practices K - 2nd Grade STEL-3B: Draw connections between technology and human experiences. Young children learn to count through nursery rhymes and playing with manipulatives. Children’s books often include graphics and some even generate sound. Teachers can have students identify technological connections from their homes, traveling in vehicles, and other experiences, and through this help young students understand the role of technology in their lives. Engineering Design Standard K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
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AL DLCS: Global Collaborator Collaborative Research 1st Grade Standard 12: Identify keywords in a search and discuss how they may be used to gather information.ITEEA Standard 4: Impacts of Technology K - 2nd Grade STEL-4A: Explain ways that technology helps with everyday tasks. Children should be able to identify activities they engage in regularly and describe how different technologies help them do these tasks more easily. Contrasting the lifestyles of earlier societies with their own will provide ample examples. Engineering Design Standard K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
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AL DLCS: Global Collaborator Collaborative Research 1st Grade Standard 13: Create a research-based product collaboratively using online digital tools. Examples: Find simple facts about a specific topic, create a slide that contains facts located in trade books or other sourcesITEEA Standard 4: Impacts of Technology K - 2nd Grade STEL-4B: Illustrate helpful and harmful effects of technology. Children can examine a familiar technology and explain how it can be both helpful and harmful. For example, a crayon can be used to draw creatively but can also be used to write on bedroom walls.
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AL DLCS: Computing Analyst Data 1st Grade Standard 14: Discuss the purpose of collecting and organizing data.ITEEA Standard 4: Impacts of Technology K - 2nd Grade STEL-4C: Compare simple technologies to evaluate their impacts. Given a basic task, children can decide what tool to use to complete the task. In helping to clean the classroom after an activity, a student would need to select different tools to clean the floor, desktops, or walls.
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AL DLCS: Computing Analyst Data 1st Grade Standard 15: Interpret data displayed in a chart. Example: Using charts which depict data students interpret the data either verbally or in written form (which has more, less, are equal).ITEEA Standard 4: Impacts of Technology K - 2nd Grade STEL-4D: Select ways to reduce, reuse, and recycle resources in daily life. Children should give examples of the ways they handle waste at school or at home.
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AL DLCS: Computing Analyst Data 1st Grade Standard 16: Demonstrate how digital devices can save information as data that can be stored, searched, retrieved, and deleted.ITEEA Standard 4: Impacts of Technology K - 2nd Grade STEL-4E: Design new technologies that could improve their daily lives. Children can brainstorm needs or wants and devise possible solutions to meet a need. Teachers and parents can pose “what if?” questions to young children. “What if you and your friends could build something in the school’s playground to make recess more fun? What would you build?”
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AL DLCS: Computing Analyst Systems 1st Grade Standard 17: Use digital devices with a variety of operating systems. Examples: Interactive boards, tablets, laptops, other handheld devicesITEEA Standard 5: Influence of Society on Technological Development K - 2nd Grade STEL-5A: Explain the needs and wants of individuals and societies. Basic human needs include food, water, and shelter. Beyond these, children can discuss other needs and wants that have resulted in new technologies. This helps them to begin to see that other people’s thoughts, feelings, needs, and wants may differ from their own.
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AL DLCS: Computing Analyst Systems 1st Grade Standard 18: Label visible components of digital devices. Examples: Visible input and output components such as USB, touch screen, keyboard, audio and video connectors, speakers.ITEEA Standard 5: Influence of Society on Technological Development K - 2nd Grade STEL-5B: Explore how technologies are developed to meet individual and societal needs and wants. For example, people need clean, safe water, so systems are developed to provide water to homes and schools. Human-made technology requires some knowledge of the natural world and uses materials from it as well.
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AL DLCS: Innovative Designer Design Thinking 1st Grade Standard 19: Identify and revise problem-solving strategies to solve a simple problem. Examples: Scientific method, visual images or mind pictures, look for patterns, systematic list.ITEEA Standard 5: Influence of Society on Technological Development K - 2nd Grade STEL-5C: Investigate the use of technologies in the home and community. Children learn to use their senses to gather data and make observations about technologies in their everyday environment. Toasters, microwaves, stoves and refrigerators may be used to create breakfasts before going to school in western cultures. In other societies, different food storage and preparation technologies are used for this same purpose.
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ITEEA Standard 6: History of Technology K - 2nd Grade STEL-6A: Discuss how the way people live and work has changed throughout history because of technology. Once people learned to provide shelter for themselves—first with simple huts and later with houses, castles, and skyscrapers—they were no longer forced to seek natural shelter, such as caves. The invention of the plow and other agricultural technologies, along with such simple devices as fish hooks and the bow and arrow, made it easier for people to feed themselves, freeing up time for other pursuits. People’s ability to communicate with one another over space and time has been improved by the use of tools and processes like smoke signals, alarms, papermaking, printing, telephones, and the internet.
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ITEEA Standard 7: Design in Technology and Engineering Education K - 2nd Grade STEL-7A: Apply design concepts, principles, and processes through play and exploration. Design experiences build on young children’s natural curiosity, desire to explore, and persistence. Familiar materials, tools, and environments will enhance these experiences.
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ITEEA Standard 7: Design in Technology and Engineering Education K - 2nd Grade STEL-7B: Demonstrate that designs have requirements. Young children recognize that all designs must meet certain expectations. These expectations are related to the purpose, function, and requirements of a solution.
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ITEEA Standard 7: Design in Technology and Engineering Education K - 2nd Grade STEL-7C: Explain that design is a response to wants and needs. Young children begin to understand that design is driven by wants and needs. These wants and needs often derive from familiar environments such as home, school, and community.
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ITEEA Standard 7: Design in Technology and Engineering Education K - 2nd Grade STEL-7D: Discuss that all designs have different characteristics that can be described. Young children recognize and categorize basic features of design, which represent principles and elements of design. In drawing, they begin to differentiate between lines, colors, and shapes. In thinking about early ideas on design, they might brainstorm with other children, draw sketches, and see how well their ideas worked out.
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ITEEA Standard 7: Design in Technology and Engineering Education K - 2nd Grade STEL-7E: Illustrate that there are different solutions to a design and that none are perfect. Young children recognize that there is more than one plausible solution to a design challenge.
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ITEEA Standard 7: Design in Technology and Engineering Education K - 2nd Grade STEL-7F: Differentiate essential skills of the technology and engineering design process. Young children identify there are some essential skills, such as creative thinking, building, and testing, that are required to succeed in technology and engineering design.
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ITEEA Standard 7: Design in Technology and Engineering Education K - 2nd Grade STEL-7G: Apply skills necessary for making in design. Providing opportunities to use tools and manipulate materials can facilitate making skills in young children. Structuring design experiences at this age may take the form of tinkering and play.
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ITEEA Standard 8: Applying, Maintaining, and Assessing Technological Products and Systems K - 2nd Grade STEL-8A: Analyze how things work. This can be done by safely and carefully taking something apart and then putting it back together. The ability to observe, analyze, and document is vital to successfully accomplishing this task.
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ITEEA Standard 8: Applying, Maintaining, and Assessing Technological Products and Systems K - 2nd Grade STEL-8B: Identify and use everyday symbols. Symbols are used as a means of communication in the technological world. Examples include road signs, symbols for persons with disabilities, and icons on a screen.
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ITEEA Standard 8: Applying, Maintaining, and Assessing Technological Products and Systems K - 2nd Grade STEL-8C: Describe qualities of everyday products. Technology assessment, or the ability to critically analyze a technology’s effectiveness, is a skill that should be introduced early and consistently. Is a lunchbox hard or soft, metal or plastic, insulated or not? Is there enough space inside for the items brought for lunch?
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DLCSSTELAlabama ScienceNext Generation Science StandardsCross-Cutting Competencies and Soft Skills
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AL DLCS: Computation Thinker Abstraction 2nd Grade Standard 1: Create and sort information into useful order using digital tools. Examples: Sort data spreadsheets A-Z, simple filters, and tables.ITEEA Standard 1: Nature and Characteristics of Technology and Engineering K - 2nd Grade STEL-1A: Compare the natural world and human-made world. The natural world includes trees, plants, animals, rivers, oceans, mountains, and other items that make up the earth’s landscape, biomes, and climate. The human-made world includes pencils, rulers, computers, buildings, airplanes, roads, refrigerators, communication devices, and other items developed for the betterment of humans. AL Science Matter and Its Interactions 2nd Grade Standard 1: Conduct an investigation to describe and classify various substances according to physical properties (e.g., milk being a liquid, not clear in color, assuming shape of its container, mixing with water; mineral oil being a liquid, clear in color, taking shape of its container, floating in water; a brick being a solid, not clear in color, rough in texture, not taking the shape of its container, sinking in water). Matter and Its Interactions Standard 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]
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AL DLCS: Computation Thinker Algorithms 2nd Grade Standard 2: Create an algorithm for other learners to follow. Examples: Unplugged coding activities, illustrate sequence of a process such as baking a cake.ITEEA Standard 1: Nature and Characteristics of Technology and Engineering K - 2nd Grade STEL-1B: Explain the tools and techniques that people use to help them do things. By using technology and engineering, people adapt the natural world to meet their needs and wants and to solve problems. All people use tools and processes created through technology and engineering in every aspect of their daily tasks. AL Science Matter and Its Interactions 2nd Grade Standard 2: Collect and evaluate data to determine appropriate uses of materials based on their properties (e.g., strength, flexibility, hardness, texture, absorbency).Matter and Its Interactions Standard 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.]
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AL DLCS: Computation Thinker Programming and Development 2nd Grade Standard 3: Construct elements of a simple computer program using basic commands. Examples: Digital block-based programming, basic robotics.ITEEA Standard 1: Nature and Characteristics of Technology and Engineering K - 2nd Grade STEL-1C: Demonstrate that creating can be done by anyone. Using technology and engineering tools and techniques, anyone can design or improve things to enhance their lives. Creation of new knowledge, approaches, and inventions can occur through either individual or collaborative efforts. Even young children can view themselves as creators. AL Science Matter and Its Interactions 2nd Grade Standard 3: Demonstrate and explain how structures made from small pieces (e.g., linking cubes, blocks, building bricks, creative construction toys) can be disassembled and then rearranged to make new and different structures.Matter and Its Interactions Standard 2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. [Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.]
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AL DLCS: Computation Thinker Programming and Development 2nd Grade Standard 4: Identify bugs in basic programming.
Examples: Problem-solving, trial and error.		ITEEA Standard 1: Nature and Characteristics of Technology and Engineering K - 2nd Grade STEL-1D: Discuss the roles of scientists, engineers, technologists, and others who work with technology. Technological advancement does not occur without the teamwork of many people who have knowledge and skills in distinct areas. Being able to recognize the unique contributions of these individuals is a necessary part of the technological and engineering design process. Young children can develop an appreciation of how people with different specialties can collaborate to design, create, build, and test a product or system. Analogies often work well with students in this grade band. For example, they can understand how a vehicle is purchased from a dealer, maintained by a mechanic at a service center, and driven by a family member. All of these people have something to do with the vehicle, but each in their own way.AL Science Matter and Its Interactions 2nd Grade Standard 4: Provide evidence that some changes in matter caused by heating or cooling can be reversed (e.g., heating or freezing of water) and some changes are irreversible (e.g., baking a cake, boiling an egg). Matter and Its Interactions Standard 2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.]
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AL DLCS: Citizen of a Digital Culture Legal and Ethical Behavior 2nd Grade Standard 5: Cite media and/or owners of digital content at an age-appropriate level. Example: Basic website citation.ITEEA Standard 2: Core Concepts of Technology and Engineering K - 2nd Grade STEL-2A: Illustrate how systems have parts or components that work together to accomplish a goal. For example, a bicycle can be thought of as a system. It has many parts— wheels, handlebars, pedals, brakes, gears, and chains—and each is important for the bicycle to function properly. AL Science Ecosystems: Interactions, Energy, and Dynamics 2nd Grade Standard 5: Plan and carry out an investigation, using one variable at a time (e.g., water, light, soil, air), to determine the growth needs of plants. Ecosystems: Interactions, Energy, and Dynamics Standard 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. [Assessment Boundary: Assessment is limited to testing one variable at a time.]
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AL DLCS: Citizen of a Digital Culture Legal and Ethical Behavior 2nd Grade Standard 6: Demonstrate appropriate behaviors for communicating in a digital environment. Example: netiquette.ITEEA Standard 2: Core Concepts of Technology and Engineering K - 2nd Grade STEL-2B: Safely use tools to complete tasks. Many tools have specific functions and selecting the right tool makes the task easier. People use tools to make objects, to achieve a desired outcome, and to communicate. Children use scissors to cut paper, glue sticks to fasten components together, markers to sketch ideas, and computers to search for information. AL Science Ecosystems: Interactions, Energy, and Dynamics 2nd Grade Standard 6: Design and construct models to simulate how animals disperse seeds or pollinate plants (e.g., animals brushing fur against seed pods and seeds falling off in other areas, birds and bees extracting nectar from flowers and transferring pollen from one plant to another)Ecosystems: Interactions, Energy, and Dynamics Standard 2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*
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AL DLCS: Citizen of a Digital Culture Digital Identity 2nd Grade Standard 7: List positive and negative impacts of digital communication. Example: Anything posted or communicated electronically may be easily reproduced and could remain a positive or negative part of your digital identity/footprint.ITEEA Standard 2: Core Concepts of Technology and Engineering K - 2nd Grade STEL-2C: Explain that materials are selected for use because they possess desirable properties and characteristics. Paper, wood, cloth, cardboard, and found objects are the most common materials young children use in making the items they design. By working with materials, they learn through observation and testing which materials perform better for given tasks. AL Science Ecosystems: Interactions, Energy, and Dynamics 2nd Grade Standard 7: Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river)Biological Evolution: Unity and Diversity Standard 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]
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AL DLCS: Citizen of a Digital Culture Impact of Computing 2nd Grade Standard 8: Interpret ways in which computing devices have influenced people’s lives. Example: Discuss tasks completed daily in which some type of device is used to make the tasks easier (calculator, microwave to quickly heat food, mobile phone for instant communication).
ITEEA Standard 2: Core Concepts of Technology and Engineering K - 2nd Grade STEL-2D: Develop a plan in order to complete a task. For example, young children learn that if they want to accomplish something, such as design and make a birthday card for a parent, they must have the materials available, and they must have the card ready by a given date. AL Science Earth’s Systems 2nd Grade Standard 8: Make observations from media to obtain information about Earth’s events that happen over a short period of time (e.g., tornados, volcanic explosions, earthquakes) or over a time period longer than one can observe (e.g., erosion of rocks, melting of glaciers). Earth’s Place in the Universe Standard 2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly. [Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.] [Assessment Boundary: Assessment does not include quantitative measurements of timescales.]
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AL DLCS: Global Collaborator Communication 2nd Grade Standard 9: Use a variety of digital tools to connect with other learners. Examples: Online conferences, blogs, collaborative documents.
ITEEA Standard 2: Core Concepts of Technology and Engineering K - 2nd Grade STEL-2E: Collaborate effectively as a member of a team. To operate at the most effective level, team members must learn to communicate and work together as a unit. Strategies to work together in a team must be modeled by the teacher and laid out as an expectation within the laboratory-classroom setting. AL Science Earth’s Systems 2nd Grade Standard 9: Create models to identify physical features of Earth (e.g., mountains, valleys, plains, deserts, lakes, rivers, oceans)Earth’s Systems Standard 2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]
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AL DLCS: Global Collaborator Digital Tools 2nd Grade Standard 10: Identify multiple tools which could be used to complete a task.ITEEA Standard 3: Integration of Knowledge, Technologies, and Practices K - 2nd Grade STEL-3A: Apply concepts and skills from technology and engineering activities that reinforce concepts and skills across multiple content areas. Young children can use building blocks to develop computational and critical-thinking skills by introducing design, measurement, and structural concepts. The intentional translation of skills learned in physical education, such as teamwork, can be applied to problem solving. Drawing in art class can lead to new ways of thinking about design and visual appeal. AL Science Earth’s Systems 2nd Grade Standard 10: Collect and evaluate data to identify water found on Earth and determine whether it is a solid or a liquid (e.g., glaciers as solid forms of water; oceans, lakes, rivers, streams as liquid forms of water). Earth’s Systems Standard 2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Assessment Boundary: Assessment does not include quantitative scaling in models.]
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AL DLCS: Global Collaborator Digital Tools 2nd Grade Standard 11: Type 10 words per minute with 95% accuracy using appropriate keyboarding techniques.
ITEEA Standard 3: Integration of Knowledge, Technologies, and Practices K - 2nd Grade STEL-3B: Draw connections between technology and human experiences. Young children learn to count through nursery rhymes and playing with manipulatives. Children’s books often include graphics and some even generate sound. Teachers can have students identify technological connections from their homes, traveling in vehicles, and other experiences, and through this help young students understand the role of technology in their lives. AL Science Earth’s Systems 2nd Grade Standard 11: Examine and test solutions that address changes caused by Earth’s events (e.g., dams for minimizing flooding, plants for controlling erosion).Earth’s Systems Standard 2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.
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AL DLCS: Global Collaborator Collaborative Research 2nd Grade Standard 12: Conduct basic keyword searches to gather information. ITEEA Standard 4: Impacts of Technology K - 2nd Grade STEL-4A: Explain ways that technology helps with everyday tasks. Children should be able to identify activities they engage in regularly and describe how different technologies help them do these tasks more easily. Contrasting the lifestyles of earlier societies with their own will provide ample examples. AL Science Earth and Human Activity 2nd Grade Standard 12: Examine and test solutions that address changes caused by Earth’s events (e.g., dams for minimizing flooding, plants for controlling erosion).Engineering Design Standard K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
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AL DLCS: Global Collaborator Collaborative Research 2nd Grade Standard 13: Create a research-based product using online digital tools. ITEEA Standard 4: Impacts of Technology K - 2nd Grade STEL-4B: Illustrate helpful and harmful effects of technology. Children can examine a familiar technology and explain how it can be both helpful and harmful. For example, a crayon can be used to draw creatively but can also be used to write on bedroom walls.Engineering Design Standard K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
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AL DLCS: Computing Analyst Data 2nd Grade Standard 14: Collect, create, and organize data in a digital chart or graph. ITEEA Standard 4: Impacts of Technology K - 2nd Grade STEL-4C: Compare simple technologies to evaluate their impacts. Given a basic task, children can decide what tool to use to complete the task. In helping to clean the classroom after an activity, a student would need to select different tools to clean the floor, desktops, or walls.Engineering Design Standard K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
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AL DLCS: Computing Analyst Data 2nd Grade Standard 15: Explain how users control the ways digital devices save information in an organized manner. Examples: Folders, cloud-based, pictures, chronologically, naming files. 

ITEEA Standard 4: Impacts of Technology K - 2nd Grade STEL-4D: Select ways to reduce, reuse, and recycle resources in daily life. Children should give examples of the ways they handle waste at school or at home.
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AL DLCS: Computing Analyst Systems 2nd Grade Standard 16: Compare the different operating systems used on digital devices.
ITEEA Standard 4: Impacts of Technology K - 2nd Grade STEL-4E: Design new technologies that could improve their daily lives. Children can brainstorm needs or wants and devise possible solutions to meet a need. Teachers and parents can pose “what if?” questions to young children. “What if you and your friends could build something in the school’s playground to make recess more fun? What would you build?”
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AL DLCS: Computing Analyst Systems 2nd Grade Standard 17: Explain the purposes of visible input and output components of digital devices. Examples: Purpose of keyboard, mouse, ports, printers, etc. 

ITEEA Standard 5: Influence of Society on Technological Development K - 2nd Grade STEL-5A: Explain the needs and wants of individuals and societies. Basic human needs include food, water, and shelter. Beyond these, children can discuss other needs and wants that have resulted in new technologies. This helps them to begin to see that other people’s thoughts, feelings, needs, and wants may differ from their own.
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AL DLCS: Innovative Designer Design Thinker 2nd Grade Standard 18: Investigate the design process and use digital tools to illustrate potential solutions to a problem, given guidance and support. Examples: Create a presentation, drawing or graphic, audio tool, or video.

ITEEA Standard 5: Influence of Society on Technological Development K - 2nd Grade STEL-5B: Explore how technologies are developed to meet individual and societal needs and wants. For example, people need clean, safe water, so systems are developed to provide water to homes and schools. Human-made technology requires some knowledge of the natural world and uses materials from it as well.
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ITEEA Standard 5: Influence of Society on Technological Development K - 2nd Grade STEL-5C: Investigate the use of technologies in the home and community. Children learn to use their senses to gather data and make observations about technologies in their everyday environment. Toasters, microwaves, stoves and refrigerators may be used to create breakfasts before going to school in western cultures. In other societies, different food storage and preparation technologies are used for this same purpose.
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ITEEA Standard 6: History of Technology K - 2nd Grade STEL-6A: Discuss how the way people live and work has changed throughout history because of technology. Once people learned to provide shelter for themselves—first with simple huts and later with houses, castles, and skyscrapers—they were no longer forced to seek natural shelter, such as caves. The invention of the plow and other agricultural technologies, along with such simple devices as fish hooks and the bow and arrow, made it easier for people to feed themselves, freeing up time for other pursuits. People’s ability to communicate with one another over space and time has been improved by the use of tools and processes like smoke signals, alarms, papermaking, printing, telephones, and the internet.
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ITEEA Standard 7: Design in Technology and Engineering Education K - 2nd Grade STEL-7A: Apply design concepts, principles, and processes through play and exploration. Design experiences build on young children’s natural curiosity, desire to explore, and persistence. Familiar materials, tools, and environments will enhance these experiences.
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ITEEA Standard 7: Design in Technology and Engineering Education K - 2nd Grade STEL-7B: Demonstrate that designs have requirements. Young children recognize that all designs must meet certain expectations. These expectations are related to the purpose, function, and requirements of a solution.