6th+Grade+Standards


 * 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.** ||
 * (Analysis) || **6.NC.1.1** **Compare technology from the past to the present as a progression of input, process, output.** ||

• Diagram and Describe ||
 * 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.**
 * (Analysis) || **6.NC.2.1 Analyze the processes of technology systems.**


 * 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.**
 * Identify technology careers in different career clusters
 * Identify careers in different technological systems
 * Medical
 * Agricultural
 * Energy and Power
 * Information and Communication
 * Transportation
 * Manufacturing
 * Construction ||
 * Construction ||


 * 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 nature of the design process.-**
 * Example:** construct models ||
 * Example:** construct models ||

• 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. || • 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. || • 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 Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**
 * **Advanced** || **Sixth grade students performing at the advanced level:**
 * **Proficient** || **Sixth grade students performing at the proficient level:**
 * **Proficient** || **Sixth grade students performing at the proficient level:**
 * **Basic** || **Sixth grade students performing at the basic level:**
 * **Basic** || **Sixth grade students performing at the basic level:**


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

• Firewalls • Software settings • Software updates • Wireless security ||
 * 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.S.1.1** Apply basic software/hardware solutions to protect themselves and others when using Information and Communications Technologies. (ICT)
 * (Application) || **6.S.1.1** Apply basic software/hardware solutions to protect themselves and others when using Information and Communications Technologies. (ICT)

• Investigate past innovations ||
 * Indicator 2:** Students investigate the advantages and disadvantages of technology.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * //(//Analysis//)// || **6.S.2.1** Analyze how adoption of technological advancements produces change.
 * //(//Analysis//)// || **6.S.2.1** Analyze how adoption of technological advancements produces change.

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


 * Sixth 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** ||
 * **(**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 ||
 * **(**Analysis**)** || **6.CT.1.2 Investigate the functionality of various storage devices providing rationale for their uses.** ||
 * **(**Analysis**)** || **6.CT.1.2 Investigate the functionality of various storage devices providing rationale for their uses.** ||
 * **(**Analysis**)** || **6.CT.1.2 Investigate the functionality of various storage devices providing rationale for their uses.** ||


 * 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.** ||
 * **(**Synthesis**)** || **6.CT.2.2 Incorporate the use of software features that demonstrate a broader understanding of the software**
 * Example:** go to help and find out how to do something they haven’t been taught ||
 * **(**Synthesis**)** || **6.CT.2.2 Incorporate the use of software features that demonstrate a broader understanding of the software**
 * Example:** go to help and find out how to do something they haven’t been taught ||


 * 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.** ||
 * **(**Analysis**)** || **6.CT.3.1 Differentiate versions of software and file formats.** ||

• 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 || • 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 wordprocessing, spreadsheet, and presentation software • Utilize the help feature of an application, not online, to gain additional knowledge. • Differentiate versions of software and file formats. || • 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 Tools**
 * Performance Descriptors**
 * **Advanced** || **Sixth grade students performing at the advanced level:**
 * **Proficient** || **Sixth grade students performing at the proficient level:**
 * **Proficient** || **Sixth grade students performing at the proficient level:**
 * **Basic** || **Sixth grade students performing at the basic level:**
 * **Basic** || **Sixth grade students performing at the basic level:**


 * Sixth Grade Information and Communication Processes**
 * 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** ||
 * **(**Knowledge**)** || **6.CP.1.1 Identify the reasons for using technology tools to communicate when collaborating.** ||
 * **(**Knowledge**)** || **6.CP.1.1 Identify the reasons for using technology tools to communicate when collaborating.** ||


 * 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** ||
 * **(**Analysis**)** || **6.CP.2.1 Compare technology tools used to communicate with others.** ||
 * **(**Analysis**)** || **6.CP.2.1 Compare technology tools used to communicate with others.** ||

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


 * Sixth 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** ||
 * **(**Comprehension**)** || **6.IL.1.1 Describe the organizational structure of searchable resources.**
 * key words
 * subject directories
 * meta-tags**Example:** library catalogues and search engines) ||
 * meta-tags**Example:** library catalogues and search engines) ||


 * 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.** ||
 * **(**Knowledge**)** || **6.IL.2.1 Select online sources based on a list of criteria.** ||

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