7th


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

Moore’s Law - speed/space/size/cost Click Here for Resources, Examples, Lesson Plans, Activities
 * 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.**
 * Example:** Rate in 1960s and 1970s as opposed to future rate of computing potential increase; microprocessors smaller and faster. ||

Click Here for Resources, Examples, Lesson Plans, Activities
 * 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.**
 * Identify subsystems within larger systems
 * Describe how they work within the larger system
 * Example:** the systems of the human body or structure of cells to tissues to organs to systems to organisms
 * Example:** Science 7.L.1.2
 * Example:** How the transmission, electrical, and combustion systems of a car work together. ||

Click Here for Resources, Examples, Lesson Plans, Activities
 * 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.**
 * Example:** Understand complex technical information and be able to explain it to others.
 * Example:** Planning, organizing, communication, problem-solving, decision-making, adaptability ||

Click Here for Resources, Examples, Lesson Plans, Activities
 * 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 Apply the universal nature of the design process to different situations.**
 * Example**: Take a manufacturing process for cars and apply the process to toys, candy or other reproducible items.
 * Example:** Follow reproducible steps throughout multiple trials in order to ensure a consistent outcome.
 * Construct charts or models. ||


 * Seventh Grade Nature, Concepts and Systems**
 * (systems thinking, interactions, and design)**
 * Performance Descriptors**
 * **Advanced** || **Seventh grade students performing at the advanced level:**
 * 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. ||
 * **Proficient** || **Seventh grade students performing at the proficient level:**
 * 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. ||
 * **Basic** || **Seventh grade students performing at the basic level:**
 * 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 Social Interactions**
 * Grade Standards, Supporting Skills, and Examples**

Example:** Downloading copyrighted works negatively impacts the profits or intellectual property rights of the copyright holder and the related entities. Click Here for Resources, Examples, Lesson Plans, Activities
 * 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.SI.1.1 Correlate the illegal/unethical use of technology to the consequences as it relates to changes in society.
 * Copyright, DMCA, Creative Commons and other intellectual property rights,
 * Identity theft, costs, plagiarism, viruses, hacking, FERPA and CIPA, bullying and file sharing ||

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

Performance Descriptors**
 * Seventh Grade Social Interactions
 * **Advanced** || **Seventh grade students performing at the advanced level:**
 * Design policies addressing issues of illegal/unethical use of technology
 * Predict the impact of an innovation in technology on society. ||
 * **Proficient** || **Seventh grade students performing at the proficient level:**
 * 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. ||
 * **Basic** || **Seventh grade students performing at the basic level:**
 * List examples of illegal/unethical use of technology.
 * Provide examples where innovations in technology affect people’s lives. ||

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

Example:** Size of circuitry/power available increases processing potential. || Click Here for Resources, Examples, Lesson Plans, Activities
 * 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.

Example:** word processing vs. spreadsheet || Example:** podcasting, video streaming, mobile multimedia devices (e.g. mobile phones with integrated audio/video players) Click Here for Resources, Examples, Lesson Plans, Activities for 7.CT.2.1 Click Here for Resources, Examples, Lesson Plans, Activities for 7.CT.2.2 Click Here for Resources, Examples, Lesson Plans, Activities for 7.CT.2.3
 * 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.
 * (Comprehension) || **7.CT.2.2 Demonstrate ways that communication technologies interrelate.
 * 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 ||

Indicator 3: **Students evaluate and select information tools based on the appropriateness to specific tasks.** Example:** Compare a list of criteria to judge which tool is most effective for a provided task. || Click Here for Resources, Examples, Lesson Plans, Activities
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Evaluation) || **7.CT.3.1 Evaluate the effectiveness of new tools.

Performance Descriptors**
 * Seventh Grade Information and Communication Tools
 * **Advanced** || **Seventh grade students performing at the advanced level:**
 * 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. ||
 * **Proficient** || **Seventh grade students performing at the proficient level:**
 * 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. ||
 * **Basic** || **Seventh grade students performing at the basic level:**
 * 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 ||

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

Indicator 1:** Students understand the purpose of information technologies to communicate with a variety of collaborators. Examples: Personal communication, social communication, Civic responsibility.** || Click Here for Resources, Examples, Lesson Plans, Activities
 * **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.

Indicator 2: **Students exchange information and ideas for an identified purpose through Information Technologies.** Example:** Use a graphic organizer to create a web page layout. Click Here for Resources, Examples, Lesson Plans, Activities
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Application) || **7.CP.2.1 Apply information technology to design on demand communication.
 * Organize
 * Plan ||

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

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

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

Example:** Make a chart of valid and non-validated sources for a given research project. Click Here for Resources, Examples, Lesson Plans, Activities
 * Indicator 2:** Students determine the reliability and relevancy of information.
 * **Bloom’s Taxonomy Level** || **Standard, Supporting Skills, and Examples** ||
 * (Analysis) || **7.IL.2.1 Categorize validated and non-validated sources.
 * Example:** Understanding when to use primary sources with information supported by research versus information retrieved from wikis or blogs ||

Performance Descriptors**
 * Seventh Grade Information Literacy and Decision Making
 * **Advanced** || **Seventh grade students performing at the advanced level:**
 * 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 ||
 * **Proficient** || **Seventh grade students performing at the proficient level:**
 * 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. ||
 * **Basic** || **Seventh grade students performing at the basic level:**
 * 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. ||