7th+Grade+Standards


 * Seventh Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Grade Standards, Supporting Skills, and Examples**

Moore’s Law - speed/space/size/cost
 * Indicator 1:** Students understand the history and progression of technology in relation to the development and design of future technology
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **7.NC.1.1** **Outline the implications of increasing computing potential over time.**
 * (Analysis) || **7.NC.1.1** **Outline the implications of increasing computing potential over time.**
 * Example:** rate in 60s and 70s as opposed to future rate ||

• Identify subsystems within larger systems • Describe how they work within the larger system
 * Indicator 2:** Students analyze the parts of a technological system in terms of input, process, output, and feedback.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Comprehension) || **7.NC.2.1** Describe how subsystems work within a larger system.
 * (Comprehension) || **7.NC.2.1** Describe how subsystems work within a larger system.
 * Example:** the systems of the human body or structure of cells to tissues to organs to systems to organisms - Science standards 7.L.1.2
 * Example:** how the transmission, electrical, and combustion systems of a car work together. ||


 * Indicator 3:** Students analyze the relationships and the connections between technologies in different fields of study and how they apply to communities.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * **(**Synthesis**)** || **7.NC.3.1 Compare technology education skills required to pursue a variety of career paths.** ||
 * **(**Synthesis**)** || **7.NC.3.1 Compare technology education skills required to pursue a variety of career paths.** ||


 * Indicator 4:** Students understand the purpose and demonstrate the use of the design process in problem solving.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * **(**Application**)** || **7.NC.4.1 Provide examples that show the universal nature of the design process.** ||
 * **(**Application**)** || **7.NC.4.1 Provide examples that show the universal nature of the design process.** ||

• Support the implications of increasing computing potential over time. • Diagram the interrelationship between subsystems of a larger system • Evaluate technology education skills required to pursue a variety of career • Break down the individual steps of the design process to discuss its universal nature. || • Analyze the implications of increasing computing potential over time.(Moore’s Law - speed/space/size/cost) • Example – rate in 60s and 70s as opposed to future rate • Give 3 examples of subsystems working within a larger system and explain how they work together • Compare technology education skills required to pursue a variety of career paths. • Provide examples of the design process in use in 5 different settings. || • Recognize that changes have occurred in speed, space, size and cost. • Give one example of a subsystem working within a larger system. • Identify technology education skills required to pursue a variety of career paths. • List the individual steps of the design process. ||
 * Seventh Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**
 * **Advanced** || **Seventh grade students performing at the advanced level:**
 * **Proficient** || **Seventh grade students performing at the proficient level:**
 * **Proficient** || **Seventh grade students performing at the proficient level:**
 * **Basic** || **Seventh grade students performing at the basic level:**
 * **Basic** || **Seventh grade students performing at the basic level:**


 * Seventh Grade Social Interactions**
 * Grade Standards, Supporting Skills, and Examples**

• Copyright, DMCA, file sharing, identity theft, plagiarism, viruses, hacking, FERPA and CIPA, and bullying ||
 * Indicator 1:** Students understand the safe, ethical, legal, and societal issues related to technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **7.S.1.1** Correlate the costs and consequences resulting from illegal/unethical use of technology as it relates to changes in society.
 * (Analysis) || **7.S.1.1** Correlate the costs and consequences resulting from illegal/unethical use of technology as it relates to changes in society.

• Positive and Negative
 * Indicator 2:** Students investigate the advantages and disadvantages of technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Application) || **7.S.2.1** Determine which innovations in technology have produced the greatest impact on society.
 * (Application) || **7.S.2.1** Determine which innovations in technology have produced the greatest impact on society.
 * Example:** impact on productivity, health, environment and social interaction. ||

• Design policies addressing issues of illegal/unethical use of technology • Predict the impact of an innovation in technology on society. || • Compare 5 ways technology has been used illegally/unethically and the impact that has had on society in terms of cost and other consequences. • Compare 3 innovations in technology to determine which had the greatest impact on society. || • List examples of illegal/unethical use of technology. • Provide examples where innovations in technology affect people’s lives. ||
 * Seventh Grade Social Interactions**
 * Performance Descriptors**
 * **Advanced** || **Seventh grade students performing at the advanced level:**
 * **Proficient** || **Seventh grade students performing at the proficient level:**
 * **Proficient** || **Seventh grade students performing at the proficient level:**
 * **Basic** || **Seventh grade students performing at the basic level:**
 * **Basic** || **Seventh grade students performing at the basic level:**


 * Seventh Grade Information and Communication Tools**
 * Grade Standards, Supporting Skills, and Examples**


 * Indicator 1:** Students recognize and demonstrate skills in operating technological systems.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * //(//Knowledge//)// || **7.CT.1.1 Describe the factors that contribute to increased/decreased functionality in a technological system.** ||
 * //(//Knowledge//)// || **7.CT.1.1 Describe the factors that contribute to increased/decreased functionality in a technological system.** ||


 * Indicator 2:** Students use technology to enhance learning, extend capability, and promote creativity.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * **(**Analysis**)** || **7.CT.2.1 Recognize differences between applications and their uses.**
 * Example:** word processing vs. spreadsheet ||
 * **(**Comprehension**)** || **7.CT.2.2 Demonstrate ways that communication technologies interrelate.**
 * Example:** podcasting, video streaming
 * Example:** take 2 tools such as camera and computer and use them together ||
 * **(**Synthesis**)** || **7.CT.2.3 Create projects using technology applications and tools.**
 * Demonstrate touch-type at 25 gwam with 2 or fewer errors per minute in a 3 minute time period. – Application**Example:** create a paragraph in a word processing application ||
 * **(**Synthesis**)** || **7.CT.2.3 Create projects using technology applications and tools.**
 * Demonstrate touch-type at 25 gwam with 2 or fewer errors per minute in a 3 minute time period. – Application**Example:** create a paragraph in a word processing application ||
 * Demonstrate touch-type at 25 gwam with 2 or fewer errors per minute in a 3 minute time period. – Application**Example:** create a paragraph in a word processing application ||


 * Indicator 3:** Students evaluate and select information tools based on the appropriateness to specific tasks.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * **(**Evaluation**)** || **7.CT.3.1 Evaluate the effectiveness of new tools.** ||
 * **(**Evaluation**)** || **7.CT.3.1 Evaluate the effectiveness of new tools.** ||

• Determine a plan to ensure that a technological system performs at optimum levels. • Critique applications on their effectiveness as wordprocessing, spreadsheet, presentation, and database. • Design projects that capitalize on the interrelationship of communication technologies. • Demonstrate a rate of more than 25 gwam with 2 or fewer errors while using keyed technology in a learning environment. • Develop strategies for adapting and applying new tools. || • Describe the effect on technological systems when computer settings are changed, 3rd party utilities are installed, or additional components are added to a system. • Categorize applications into basic groups of wordprocessing, spreadsheet, presentation, and database. • Explain, given a list of communication technologies, how the technologies are interrelated. • Demonstrate a rate of at least 25 gwam with 2 or fewer errors while using keyed technology in a learning environment. • Evaluate the effectiveness of new tools. || • List changes that can be made to computer settings, types of 3rd party utilities available, and types of components that can be added to a system. • Identity at least one application each for wordprocessing, spreadsheet, presentation, and database. • List 5 communication technologies. • Demonstrate a rate of at least 20 gwam with 2 or fewer errors while using keyed technology in a learning environment. • Generate a list of new tools**//.//** ||
 * Seventh Grade Information and Communication Tools**
 * Performance Descriptors**
 * **Advanced** || **Seventh grade students performing at the advanced level:**
 * **Proficient** || **Seventh grade students performing at the proficient level:**
 * **Proficient** || **Seventh grade students performing at the proficient level:**
 * **Basic** || **Seventh grade students performing at the basic level:**
 * **Basic** || **Seventh grade students performing at the basic level:**
 * Seventh Grade Information and Communication Processes**
 * Grade Standards, Supporting Skills, and Examples**
 * Grade Standards, Supporting Skills, and Examples**


 * Indicator 1:** Students understand the purpose of information technologies to communicate with a variety of collaborators.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * **(**Analysis**)** || **7.CP.1.1 Compare various ways in which you can use collaborative technologies to present information.** ||
 * **(**Analysis**)** || **7.CP.1.1 Compare various ways in which you can use collaborative technologies to present information.** ||


 * Indicator 2:** Students use a variety of technologies to exchange information and ideas for an identified purpose.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * **(**Application**)** || **7.CP.2.1 Apply technology tools to design, develop, and enhance materials, publications, or presentations.** ||
 * **(**Application**)** || **7.CP.2.1 Apply technology tools to design, develop, and enhance materials, publications, or presentations.** ||

• Implement presentation technologies into a collaborative project. • Provide assistance to others when using available technology tools to create projects. || • Compare three presentation technologies which can be used while working with a group. • Independently use the technology tools available to design, develop, and enhance materials, publications, or presentations. || • Compare two presentation technologies which can be used while working with a group. • Construct a project based on a given set of directions. ||
 * Seventh Grade Information and Communication Processes**
 * Performance Descriptors**
 * **Advanced** || **Seventh grade students performing at the advanced level:**
 * **Proficient** || **Seventh grade students performing at the proficient level:**
 * **Proficient** || **Seventh grade students performing at the proficient level:**
 * **Basic** || **Seventh grade students performing at the basic level:**
 * **Basic** || **Seventh grade students performing at the basic level:**


 * Seventh Grade Information Literacy and Decision Making**
 * Grade Standards, Supporting Skills, and Examples**


 * Indicator 1:** Students use technology to locate and acquire information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * **(**Analysis**)** || **7.IL.1.1 Compare technology systems and resources.**
 * Example:** Technology systems such as library catalogue systems, search engines, SQL server ||
 * Example:** Technology systems such as library catalogue systems, search engines, SQL server ||


 * Indicator 2:** Students determine the reliability and relevancy of information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * **(**Analysis**)** || **7.IL.2.1 Analyze online sources for accuracy, relevance, comprehensiveness and bias.** ||
 * **(**Analysis**)** || **7.IL.2.1 Analyze online sources for accuracy, relevance, comprehensiveness and bias.** ||

• Compare and contrast library catalogue systems or search engines to determine which best fits the needs of the student. • Critique the validity of multiple online sources based on accuracy, relevance, comprehensiveness and bias using a rubric || • Analyze various systems, such as a library catalogues and search engines to be able to best utilize the resources. • Determine the validity of an online source based on accuracy, relevance, comprehensiveness and bias using a rubric. || • Describe the difference between a library catalogue and a search engine. • Determine the validity of an online source based on accuracy and relevance using a rubric. ||
 * Seventh Grade Information Literacy and Decision Making**
 * Performance Descriptors**
 * **Advanced** || **Seventh grade students performing at the advanced level:**
 * **Proficient** || **Seventh grade students performing at the proficient level:**
 * **Proficient** || **Seventh grade students performing at the proficient level:**
 * **Basic** || **Seventh grade students performing at the basic level:**
 * **Basic** || **Seventh grade students performing at the basic level:**