8th


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

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 * 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** ||
 * (Evaluation) || **8.NC.1.1 Evaluate the innovations contributed by individuals and institutions related to the development and design of technology.**
 * Understand the roles of inventors and entrepreneurs
 * Example - handheld multimedia devices
 * Example - the development of the transistor
 * Example - graphing calculator ||

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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) || **8.NC.2.1 Compare the effect one system has on another system**
 * Subsystem to subsystem Example: Systems of the body
 * Individual system to individual system**Example:** Effect of human action on the environment
 * Example:** 8.SI.2.1 ||

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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** ||
 * (Evaluation) || **8.NC.3.1 Evaluate technology education skills required to pursue a chosen personal career path.**
 * Example:** Understand complex technical information.
 * Example:** Make a booklet of five technical skills required for a selected career. ||

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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** ||
 * (Synthesis) || **8.NC.4.1 Defend the design process in problem-solving activities.**
 * Example:** Analyze aspects of the manufacturing/scientific process through teacher provided case studies. ||


 * Eighth Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**
 * **Advanced** || **Eighth grade students performing at the advanced level:**
 * Critique the contributions of individuals and institutions relating to future communication technologies.
 * Determine the effect of one system on another system and its positive or negative effect.
 * Map personal educational choices required to pursue a chosen career path
 * Evaluate the effectiveness of using the design process in problem solving activities. ||
 * **Proficient** || **Eighth grade students performing at the proficient level:**
 * Recognize the names and contributions of individuals and institutions important to the innovations of information and communication technologies
 * Diagram the relationship of a subsystem to a subsystem
 * Diagram the relationship of a system to a system.
 * Evaluate technology education skills required to pursue a chosen career path
 * Integrate the design process in problem solving activities. ||
 * **Basic** || **Eighth grade students performing at the basic level:**
 * Match individuals and institutions with accomplishments in communication technologies.
 * Give examples of how systems affect each other.
 * List the technology skills required to pursue a chosen career path.
 * Give examples where the design process has been used in problem solving activities. ||


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

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 * Indicator 1:** Students understand the safe, ethical, legal, and societal issues related to technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **8.SI.1.1 Outline the components and purpose of school acceptable use policies.**
 * Example:** Identify levels of rights and permissions
 * Compare student to staff and school to school ||

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 * Indicator 2:** Students investigate the advantages and disadvantages of technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **8.SI.2.1 Predict the effects that may result from society’s increasing reliance on technology**
 * Example:** Summarize the economic, social and political changes
 * Example:** Social Studies 6.W.1.7
 * Reflect on personal experiences with loss of technology services and distinguish longer term or greater scale issues. ||


 * Eighth Grade Social Interactions**
 * Performance Descriptors**
 * **Advanced** || **Eighth grade students performing at the advanced level:**
 * Compare and contrast educational acceptable use policies with those outside of a school setting.
 * Organize a presentation on the effects resulting from society’s increasing reliance on technology. ||
 * **Proficient** || **Eighth grade students performing at the proficient level:**
 * Identify levels of rights and permissions on a network.
 * Outline the components and purpose of an acceptable use policy and compare it to a similar policy.
 * Distinguish the effects that may result from society’s increasing reliance on technology. ||
 * **Basic** || **Eighth grade students performing at the basic level:**
 * Understands the basic concept of an acceptable use policy.
 * Identify effects of society’s increasing reliance on technology. ||


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

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 * Indicator 1:** Students recognize and demonstrate skills in operating technological systems.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Synthesis) || **8.CT.1.1 Categorize the causes of routine hardware or software problems.**
 * Example:** Computer screen does not display through LCD projector.
 * Internal/external device failure
 * Virus and malware
 * Improper use of equipment ||

√ Demonstrate touch-type at 30 gwam with 2 or fewer errors per minute in a 3 minute time period. - Application || Click Here for Resources, Examples, Lesson Plans, Activities for 8.CT.2.1 Click Here for Resources, Examples, Lesson Plans, Activities for 8.CT.2.2 Click Here for Resources, Examples, Lesson Plans, Activities for 8.CT.2.3 Click Here for Resources, Examples, Lesson Plans, Activities for 8.CT.2.√
 * Indicator 2:** Students use technology to enhance learning, extend capability, and promote creativity.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Evaluation) || **8.CT.2.1 Recommend applications that could be extended to other situations.**
 * Example:** GIS for emergency services, transportation systems and design. ||
 * (Comprehension) || **8.CT.2.2 Demonstrate the ability to utilize virtual learning environments in a classroom setting**
 * Example:** WebCT, BlackBoard, Blogs, eboard, Web-based portals ||
 * (Synthesis) || **8.CT.2.3 Incorporate the use of keyed technology into any learning environment.**
 * Example:** Create word processing document for course notes.

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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** ||
 * (Synthesis) || **8.CT.3.1 Develop a repertoire** **of strategies to apply new technologies to tasks.**
 * Example:** Students implement an online podcast or student newsletter to reach a varied audience. ||


 * Eighth Grade Information and Communication Tools**
 * Performance Descriptors**
 * **Advanced** || **Eighth grade students performing at the advanced level:**
 * Apply corrective action to routine hardware and software problems
 * Independently utilize more than one application to complete a specific task.
 * Differentiate between available virtual learning environments to determine the most productive environment.
 * Demonstrate a rate of more than 30 gwam with 2 or fewer errors while using keyed technology in a learning environment.
 * Instruct others in using strategies to apply new technologies to task. (EX-Prepare a brochure of strategies to share with peers, teachers, and others.) ||
 * **Proficient** || **Eighth grade students performing at the proficient level:**
 * Categorize a variety of common computer problems as either hardware or software related.
 * Determine a secondary application that could be used to complete a specific task
 * Independently utilize virtual learning environments in a classroom setting.
 * Demonstrate a rate of at least 30 gwam with 2 or fewer errors while using keyed technology in a learning environment
 * Develop 3 strategies to apply new technologies to tasks. ||
 * **Basic** || **Eighth grade students performing at the basic level:**
 * Construct a list of common computer problems.
 * Use a secondary application to complete a specific task if directed to do so.
 * Use a virtual learning environment in a classroom setting if given specific directions.
 * Demonstrate a rate of at least 25 gwam with 2 or fewer errors while using a keyed technology in a learning environment.
 * Use a strategy to apply a new technology to a task ||


 * Eighth 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** ||
 * (Evaluation) || **8.CP.1.1 Evaluate a variety of communication tools for effective and efficient collaboration.**
 * Example:** Choose between using a webcam and a closed-circuit studio**.**
 * Example:** Choosing between Instant messaging/texting or making a voice phone call. ||

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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** ||
 * (Synthesis) || **8.CP.2.1** **Integrate effective information technology to manage personal and education information.**
 * Example:** Create a personal portfolio or online journal to track assignments, notes and other pertinent information. (Google Pages, Moodle and other collaborative environments).
 * Example:** Posting information or media to the web cannot be “recalled” or taken back. Once data is disseminated, it is available somewhere, somehow for all time.
 * Podcasts
 * Streaming video
 * Website ||


 * Eighth Grade Information and Communication Processes**
 * Performance Descriptors**
 * **Advanced** || **Eighth grade students performing at the advanced level:**
 * Compare multiple current communication tools and how they may be used in the future.
 * Evaluate the content of, as well as the process used, when using communication tools such as email, chat, and blogs to send, receive, and post information for personal and educational use. ||
 * **Proficient** || **Eighth grade students performing at the proficient level:**
 * Compare three communication tools used to collaborate and evaluate the effectiveness of the process used.
 * Independently utilize communication tools such as email, chat, and blogs to send, receive, and post information for both personal and educational use. ||
 * **Basic** || **Eighth grade students performing at the basic level:**
 * Describe how one communication tool is used for collaboration.
 * Use communication tools such as email and chat to send, receive, and post information when directed by a teacher. ||


 * Eighth 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** ||
 * (Synthesis) || **8.IL.1.1 Design a plan for conducting a search of electronic resources for a given task.**
 * Example:** For any given assignment, provide details on search method/engine used, keywords and operators used.
 * Example:** Design a plan for conducting a search of electronic sources for a given task. ||

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 * Indicator 2:** Students determine the reliability and relevancy of information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **8.IL.2.1 Analyze predetermined online sources for accuracy, relevance, comprehensiveness, and bias.**
 * Example:** Create a rubric to compare online sources.
 * Example:** Analyze predetermined online sources for accuracy, relevance, comprehensiveness and bias. ||


 * Eighth Grade Information Literacy and Decision Making**
 * Performance Descriptors**
 * **Advanced** || **Eighth grade students performing at the advanced level:**
 * Anticipate the outcome of a search using a variety of electronic resources to determine which resource would be most productive.
 * Compare and contrast multiple online sources for accuracy, relevance, comprehensiveness and bias.
 * **Proficient** || **Eighth grade students performing at the proficient level:**
 * Design a plan for conducting a search for a given topic that includes which electronic resources to use and how to perform and effective search.
 * Compare and contrast 2 online sources for accuracy, relevance, comprehensiveness and bias. ||
 * **Basic** || **Eighth grade students performing at the basic level:**
 * Conduct a search for a given topic using a variety of electronic resources.
 * Compare and contrast 2 online sources for accuracy and relevance. ||
 * Compare and contrast 2 online sources for accuracy and relevance. ||