6th

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 * Sixth Grade Nature, Concepts and Systems**
 * (Systems thinking, interactions, and design)**
 * Grade Standards, Supporting Skills, and Examples**
 * 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) || **6.NC.1.1 Compare technology from the past to the present as a progression of input, process, output.**
 * Maps to GIS systems
 * Airmail to Email to Text Messaging
 * Pony Express to FedExExample: Progression from two-way radio to cell phone; cell phone to merging of PDA and cell phone. ||

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 * 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** ||
 * (Analysis) || **6.NC.2.1 Analyze the processes of technology systems.**
 * Example:** Graphically illustrate a laboratory procedure
 * Example:** Create a flow chart that illustrates the steps in packing and transporting household items when moving to a new home.
 * Diagram and Describe ||

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 * 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** ||
 * (Knowledge) || **6.NC.3.1 Identify careers in various technology areas.**
 * Example:** Students match career topics to the appropriate career cluster.
 * Example:** Students make a list of medical personnel that use technology in their job.
 * Identify technology careers in different career clusters
 * Identify careers in different technological systems
 * Medical
 * Agricultural
 * Energy and Power
 * Information and Communication
 * Transportation
 * Manufacturing
 * Construction ||

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 * 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** ||
 * (Comprehension) || **6.NC.4.1 Demonstrate the iterative (repetitive or cyclical) nature of the design process.**
 * Example:** construct repetitive models
 * Example:** During a basketball game students run the same play more than once.
 * Example:** In production, assembly process are repeated (Henry Ford)
 * Example:** In computer programming, a routine may be called multiple times.
 * Example:** Writing stories with a cyclical nature. ||


 * Sixth Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**
 * **Advanced** || **Sixth grade students performing at the advanced level:**
 * Based on the past, can design a model of a future technology component. (Input, process, output)
 * Evaluate processes of technology systems: Input, process, output and feedback
 * Compare careers in information and communication technology.
 * Critique the effectiveness of using the design process to problem-solve. ||
 * **Proficient** || **Sixth grade students performing at the proficient level:**
 * Compare technology from the past to the present as a progression of input, process, and output.
 * Analyze the four processes: Input, process, output and feedback.
 * Identify careers in information and communication technology.
 * Provide examples illustrating the iterative nature of the design process. ||
 * **Basic** || **Sixth grade students performing at the basic level:**
 * Identify progression in technology.
 * Classify the four processes: Input, process, output and feedback.
 * List careers in information and communication technology.
 * Apply the design process to existing problem-solving activities. ||


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


 * Indicator 1:** Students understand the safe, ethical, legal, and societal issues related to technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Application) || **6.SI.1.1 Apply basic software/hardware solutions to protect themselves and others when using Information and Communications Technologies. (ICT)**
 * Example:** Determine where and when firewalls or other protection methods are necessary.

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 * Firewalls
 * Software settings
 * Software updates
 * Wireless security ||

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 * Indicator 2:** Students investigate the advantages and disadvantages of technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **6.SI.2.1 Analyze how adoption of technological advancements produces change.**
 * Example:** Cotton gin, Rail transportation, Flight, Telephone
 * Example:** Social Studies 8.E.1.3
 * Investigate past innovations ||


 * Sixth Grade Social Interactions**
 * Performance Descriptors**
 * **Advanced** || **Sixth grade students performing at the advanced level:**
 * Investigate additional ways to secure computers and networks.
 * Predict the impact of a new technological advancement. ||
 * **Proficient** || **Sixth grade students performing at the proficient level:**
 * Apply basic security settings within platform or applications.
 * Apply security settings to devices on a home network.
 * Generate examples of how adoption of technological advancements produces change. ||
 * **Basic** || **Sixth grade students performing at the basic level:**
 * List basic security settings within platform of applications
 * Understand that technology advancements produce change. ||


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

Click Here for Resources, Examples, Lesson Plans, Activities for 6.CT.1.1 Click Here for Resources, Examples, Lesson Plans, Activities for 6.CT.1.2
 * Indicator 1:** Students recognize and demonstrate skills in operating technological systems.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Application) || **6.CT.1.1 Demonstrate touch-type at 20 gwam with 2 or fewer errors per minute in a 3 minute time period.**
 * Transposing from hard copy**Example:** Students create electronic documents from hand-written or printed copy within the established parameters for time and accuracy. ||
 * (Analysis) || **6.CT.1.2 Investigate the functionality of various storage devices providing rationale for their uses.**
 * Articulate the use of media devices for a given use.**Example:** flash drive for easily transporting data. DVD for universal video sharing. ||

Click Here for Resources, Examples, Lesson Plans, Activities for 6.CT.2.1 Click Here for Resources, Examples, Lesson Plans, Activities for 6.CT.2.2
 * Indicator 2:** Students use technology to enhance learning, extend capability, and promote creativity.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Comprehension) || **6.CT.2.1 Demonstrate ways to present and publish information using a variety of common applications.**
 * Compare various applications and the individual benefits each may provide.**Example:** Desktop publishing document for paper flyers.**Example:** Add graphs from a spreadsheet application into a word processing document.
 * Example:** Save an electronic file as a pdf file or other common standard format and publish to a web site. ||
 * (Synthesis) || **6.CT.2.2 Incorporate the use of software features for self-directed learning.**
 * Example:** Go to application integrated help system and find out how to do something they haven’t been taught. ||

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 * Indicator 3:** Students evaluate and select information tools based on the appropriateness to specific tasks.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **6.CT.3.1 Differentiate versions of software and file formats.**
 * Example:** Note the differences between certain file application extensions and the applications available to open such documents. ||


 * Sixth Grade Information and Communication Tools**
 * Performance Descriptors**
 * **Advanced** || **Sixth grade students performing at the advanced level:**
 * Explain the reasoning behind using posture and technique while keying
 * Type 20 gwam with 2 or fewer errors per minute.
 * Compare and contrast functionality of storage devices to determine the best solution.
 * Provide assistance to peers when creating a project using word processing, spreadsheet, and presentation software.
 * Utilize the help feature of an application, either online or in the application itself, to gain additional knowledge.
 * Convert documents from one file format to another ||
 * **Proficient** || **Sixth grade students performing at the proficient level:**
 * Demonstrate all of the components of posture and technique while keying
 * Type 15 gwam with 2 or fewer errors per minute.
 * Provide rationale for using a particular storage device.
 * Present or publish information using word processing, spreadsheet, and presentation software
 * Utilize the help feature of an application, not online, to gain additional knowledge.
 * Differentiate versions of software and file formats. ||
 * **Basic** || **Sixth grade students performing at the basic level:**
 * With prompting, demonstrate all of the components of posture and technique while keying
 * Type 10 gwam with 2 or fewer errors per minute.
 * Name a variety of storage devices.
 * Present or publish information using word-processing or presentation software.
 * Utilize the help feature of an application with guided help
 * Identify different versions of software and file formats ||


 * Sixth Grade Information and Communication Processes**
 * Grade Standards, Supporting Skills, and Examples**

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 * 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** ||
 * (Knowledge) || **6.CP.1.1** **Identify the reasons for using technology tools for interpersonal interactions.**
 * Example:** Cell phone to quickly communicate, email/website to disseminate information to large groups.
 * Why or when these tools would or would not be used. ||

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 * Indicator 2:** Students exchange information and ideas for an identified purpose through Information Technologies.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **6.CP.2.1** **Compare and contrast the effects of different forms of technology on different audiences.**
 * Example:** video conference collaboration versus text messaging ||


 * Sixth Grade Information and Communication Processes**
 * Performance Descriptors**
 * **Advanced** || **Sixth grade students performing at the advanced level:**
 * Put into practice 5 reasons how technology tools assist collaborative communication.
 * Contrast several technology tools used to communicate with others. ||
 * **Proficient** || **Sixth grade students performing at the proficient level:**
 * Identify five reasons of how technology tools assist in collaborative communication.
 * Compare 3 technology tools you would use to communicate with other. ||
 * **Basic** || **Sixth grade students performing at the basic level:**
 * Given a list, students can identify three technology tools used to communicate collaboratively.
 * List 3 technology tools used to communicate with others. ||


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

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 * Indicator 1:** Students use technology to locate and acquire information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Comprehension) || **6.IL.1.1 Describe the organizational structure of searchable resources.**
 * key words
 * subject directories
 * meta-tags**Example:** library catalogues and search engines ||

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 * Indicator 2:** Students determine the reliability and relevancy of information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Knowledge) || **6.IL.2.1 Select online sources based on a list of criteria.**
 * Choose based on source relevance**Example:** Research/University site versus community search site. ||


 * Sixth Grade Information Literacy and Decision Making**
 * Performance Descriptors**
 * **Advanced** || **Sixth grade students performing at the advanced level:**
 * Analyze a searchable resource to determine how effective searches can be performed.
 * Create a list of 5 criteria to evaluate online sources. ||
 * **Proficient** || **Sixth grade students performing at the proficient level:**
 * Describe the organizational structure of a given resource in terms of how key words, subject directories and meta-tags aid in using the resource.
 * Select 3 online sources that meet a given list of criteria. ||
 * **Basic** || **Sixth grade students performing at the basic level:**
 * Identify key words, subject directories and meta-tags.
 * Selects 1 online source that meets a given list of criteria. ||