S T A N D A R D
dams, and buildings are often influenced by art forms. In turn, technology affects the humanities, often quite profoundly, with inventions that offer new capabilities and approaches. For example, the synthesizer and the computer have aided in the composition and performance of music, while computer databases have revolution- ized research in the social sciences.
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earning becomes more meaningfulwhen students can connect knowledge gained in the classroom to their everyday experiences. The study of technology provides many oppor- tunities to make such connections. As students establish these connections early in their education, they will begin to understand how technology influences their daily life.Because the study of technology has numerous relationships with other areas of the K-12 curriculum, it is particularly important to introduce technology at this level. Teachers can focus on the common ground between technology and other subjects (e.g., science, mathematics, social studies, language arts, health, physical education, music, and art).
One effective method is to use themes from familiar literature, such as Richard Scarry’s How Things Work, Charlotte’s Web, The Three Little Pigs, or Jack and the Beanstalk, to make connections with the study of technology. For example, E.B. White’s novel, Charlotte’s Web, could offer an opportunity to learn about such connections.
Once the book is read in class, students could use photographs, drawings, or actual spider webs to examine and describe the design of various webs. They could copy a particular design using materials, such as yarn, string, or strips of construction paper and then decide which materials were easiest to use, best suited for the design, or provided the best results. Classroom discussions about the novel could provide opportunities for students to build
connections between science and the study of technology: How do spiders make webs? How do they use their webs? Why are the small strands in webs so strong? How do
humans apply similar designs (nets, for example)? The children’s classic, The Three Little Pigs, could provide the inspiration for students to build models of each house and then test them for strength and durability. By understanding which structure is the best for the pigs, even very young students should grasp concepts such as the properties of materials, construction techniques, measurement, and scale.
Through activities in Grades K-2, students will have the opportunity to explore, discover, and make connections between technological studies and other fields of study — an important component in the process of learning and understanding about the value of technology to society and culture. Through the combined investigation of these fields of study, students will develop a well-rounded knowledge base.
In order to appreciate the relationships among technologies, as well as with other fields of study, students in Grades K-2 should learn that
A. The study of technology uses many of the same ideas and skills as other
subjects.For example, many ideas
learned in mathematics are also used in the study of technology, such as basic rules of numbers and using numbers to represent measurements. The use of ideas or skills learned in the study of technology, such as measuring and building an object, may be used to build a representation of data collected during mathematics instruction.
G R A D E S
K-2
Relationships Among Technologies and Other Fields
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S T A N D A R D
V I G N E T T E
This example uses the story line of Stuart Little, by E. B. White, to help students develop an understanding of how the study of technology relates to other fields of study and vice versa. The students develop a basic understanding of how things work and how the topics they learn in school are related. [This example highlights some elements of Grades K-2 STLstandards 1,2, 3, 10, 11, and 20.]
To provide continuity throughout the school year, Ms. L, a second-grade teacher, chose to use Stuart Littleby E. B. White as the basis for many of her classroom activities. By using this popular children’s story, she was able to introduce her students to many concepts in the study of technology, as well as other subject areas.
While she was reading the book to the students, they decided the Little family needed a new home, one that would fit Stuart and his family. Ms. L used this opportunity to discuss with the class the differences between fundamental needs (shelter, food, and clothing) and wants. Working in teams, the students selected different rooms that they would build for the Little home. Each team selected a cardboard box that was the appropriate size and shape for the room that they were developing. Using the materials provided, the students constructed doors, windows, stairs, and furniture for the Littles. Next they chose colors and materials to decorate their particular room, and with the aid of their teacher, they used simple electrical devices to wire their model house for lights.
When they read about the Big Cat coming around, the students, with the guidance of Ms. L, applied what they had learned about safety and protection to develop a security system. Using aluminum foil, cards, wire, lights, and buzzers, they designed and assembled an early warning cat-alarm system that would alert the Little family when the Big Cat stepped onto the porch.
Later in the year, the students planned a local trip to the zoo for the Little family. They built different vehicles for the family’s travel and used maps to determine where the zoo was located, how far they would have to travel, and how long it would take to get there.
In the spring, the students planned a trip to China for the Little family. They located China on a map and determined how far away it was. They also learned about Chinese customs, and the value of U.S. money in China, and even constructed passports so the Littles could get through customs.