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PRIORITIZED STANDARDS

TEC-MS.03.mod

 

TEC Standards LogoMiddle School (TEC) Targeted Standards
Standard 3 Technology Relationships:
Interpret the relationships among technologies and the connections between technology and other fields of study.

TEC-MS.03.mod Module Score for Technology Relationships.

Modules which address this standard - May include - Electricity, Electronics, and Geometric Packing

*All Modules may not be available at all Middle Schools

Student Learning Targets:

Knowledge Targets

  • I can define the terms voltage, resistance, current, and circuit.
  • can explain how electricity is related to electrons and protons.
  • I can define insulator as it relates to electricity.
  • I can define conductor as it relates to electricity.
  • I can find the surface area of a standard object.
  • I can find the volume of a standard three-dimensional object.
  • I can recite the Honeycomb Conjecture.
  • I can define what a tessellation is.

Reasoning Targets

  • I can define and give an example of static electricity.
  • I can define, draw, and wire a series circuit.
  • I can define, draw, and wire a parallel circuit.
  • I can state Ohm’s law and use it to calculate voltage, resistance, and current.
  • I can explain how total resistance in a series circuit relates to the value of each resistor.
  • I can explain the difference between the greatest common divisor, or gcd, and the least
  • I can explain what occurs when an object is warped as opposed to when it is torn.
  • I can explain how transformations using dialations are used to expand and contract objects.

Skills (Performance) Targets

  • I can assemble a circuit on the circuit board.
  • I can demonstrate the proper care of a digital multimeter.
  • I can identify insulators and conductors in the classroom, other than those on the sample board.
  • I can find a Fibonacci number based on the Fibonacci sequence.
  • I can build Pascal’s triangle.
  • I can rotate, reflect, and translate a figure by hand as well as characterize a polygon.
  • I can identify the coordinates of any point on a coordinate grid.
  • I can explain how an object’s coordinates are affected by a rotation, reflection, and/or translation.

Product Targets

  • I can demonstrate proper use and safety of the soldering iron.
  • I can solder successfully the end of a practice wire.
  • I can assemble a solderless circuit.

Proficiency Scale

Score   Description Assessed Evidence
4.0

Demonstrates understanding of grade level standards consistently and independently.

  • Displays a very high quality
  • Performs with a 100%  accuracy
  • Applies the learning very  accurately
  • Meets expectations on all standards
  •  Perfect Marks on performance assessments
  •  Perfect  marks on  all of the module paper work or enrichment activities.
  • 100% on Post Test
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

Demonstrates understanding of grade level standards consistently and independently.

  •  Displays high quality
  •  Performs with high accuracy
  • Applies the learning accurately
  •  Meets expectations on most standards
  •  High Marks on performance assessments
  •  High marks on nearly all of the module paper work or enrichment activities.
  • 90-99% on Post Test
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

Demonstrates partial understanding of grade level standards with or without support.

  • Displays basic quality
  • Performs with inconsistent accuracy
  • Applies the learning at a basic level
  • Partially meets expectations on all standards
  • Mix of upper marks on performance assessments.
  • High marks on nearly all of the module paper work and enrichment activities.
  • 80 -89% on Post Test.
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

Demonstrates minimal understanding and does not meet grade level standards, even with support.

  • Displays limited quality
  • Performs with limited accuracy
  • Applies the learning at a minimal level
  • Does not meet expectations on some standards
  •  Mix of middle marks on performance assessments.
  • Mix of middle marks on nearly all of the module paper work and enrichment activities.
  • 70-79%on Post Test.
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill.  

Resources

Click for Synergistic Modules overview


TEC-MS.04.D

ND CTE Standards

Technology Education Targeted Benchmarks
Standard 04: Effects of Technology

TEC-MS.04.D Show how the use of technology affects humans in various ways (safety, comfort, choices, and attitudes) about technology's development and use.

Student Learning Targets:

Reasoning Targets

  • I can explain that the  use of technology affects humans in various ways, including their safety, comfort, choices, and attitudes about technology’s development and use.
  • I can explain why technology, by itself, is neither good nor bad, but decisions about the use of products and systems can result in desirable or undesirable consequences.

Proficiency Scale 6th Grade

Score 4.0

This score is not attainable for this course

 

Sample Activities

Score 3.0

The student:

  • applies his or her understanding of people’s decisions regarding technology and how it affects society as a whole.
  • explains how technology, by itself, is neither good nor bad, or how the use can result in desirable and undesirable consequences.
  • differentiates between global and personal perspective.

Technological encounters (worksheet/activity)

 

2.5

No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content.

 

Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recognizes or recalls specific terminology: cultural, social, economic, ethical, and political effects
  • applies his or her understanding of people’s decisions regarding technology and how it affects them personally.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

 

 

1.5

Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content.

 

Score 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

 

0.5

With help, a partial understanding of the 2.0 content, but not the 3.0 content.

Score 0.0

Even with help, no understanding or skill demonstrated.

Resources

Websites

Vocabulary


TEC-MS.04.E

ND CTE Standards

Technology Education Targeted Benchmarks
Standard 04: Effects of Technology

TEC-MS.04.E Examine how technology, by itself, is neither good nor bad, but decisions about the use of products and systems can result in desirable or undesirable consequences.

Student Learning Targets:

Knowledge Targets

  • I can list products that can have either a negative or a positive impact on society.

Reasoning Targets

  • I can explain why technology, by itself, is neither good nor bad, but decisions about the use of

     products and systems can result in desirable or undesirable consequences.

  • I can differentiate between desirable and undesirable outcomes of technology.
  • I can recognize that all technology has the potential to have positive and/or negative results.

Proficiency Scale Grade 6

Score 4.0

This score is not attainable for this course

 

Sample Activities

Score 3.0

The student:

  • applies his or her understanding of people’s decisions regarding technology and how it affects society as a whole.
  • explains how technology, by itself, is neither good nor bad, or how the use can result in desirable and undesirable consequences.
  • differentiates between global and personal perspective.

Technological encounters (worksheet/activity)

 

2.5

No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content.

 

Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recognizes or recalls specific terminology: cultural, social, economic, ethical, and political effects
  • applies his or her understanding of people’s decisions regarding technology and how it affects them personally.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

 

 

1.5

Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content.

 

Score 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

 

0.5

With help, a partial understanding of the 2.0 content, but not the 3.0 content.

Score 0.0

Even with help, no understanding or skill demonstrated.

         

Resources

Websites

Vocabulary


TEC-MS.04.F

ND CTE Standards

Technology Education Targeted Benchmarks
Standard 04: Effects of Technology

TEC-MS.04.F Determine how the development and use of technology poses ethical issues.

Student Learning Targets:

Knowledge Targets

  • I can recognize that all technology has the potential to have positive and/or negative results.
  • I can cite instances where the development of technology has posed ethical issues in society.

Reasoning Targets

  • I can defend a decision to use or not to use a piece of technology as it poses ethical issues.

Profiency Scale 6th Grade

Score 4.0

This score is not attainable for this course 

Sample Activities

Score 3.0

The student:

  • applies his or her understanding of people’s decisions regarding technology and how it affects society as a whole.
  • explains how technology, by itself, is neither good nor bad, or how the use can result in desirable and undesirable consequences.
  • differentiates between global and personal perspective.

Technological encounters (worksheet/activity)

 

2.5

No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content.

 

Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recognizes or recalls specific terminology: cultural, social, economic, ethical, and political effects
  • applies his or her understanding of people’s decisions regarding technology and how it affects them personally.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

 

 

1.5

Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content.

 

Score 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

 

0.5

With help, a partial understanding of the 2.0 content, but not the 3.0 content.

Score 0.0

Even with help, no understanding or skill demonstrated.

Resources

Websites

Vocabulary


TEC-MS.04.G

ND CTE Standards

Technology Education Targeted Benchmarks
Standard 04: Effects of Technology

TEC-MS.04.G Identify economic, political, and cultural issues influenced by the development and use of technology.

Student Learning Targets:

Knowledge Targets

  • I can cite instances where the development of technology has had an impact on the economy.
  • I can cite instances where the development of technology has had an impact on the culture of a society.

Proficiency Scale 6th Grade

Score 4.0

This score is not attainable for this course 

Sample Activities

Score 3.0

The student:

  • applies his or her understanding of people’s decisions regarding technology and how it affects society as a whole.
  • explains how technology, by itself, is neither good nor bad, or how the use can result in desirable and undesirable consequences.
  • differentiates between global and personal perspective.

Technological encounters (worksheet/activity)

 

2.5

No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content.

 

Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recognizes or recalls specific terminology: cultural, social, economic, ethical, and political effects
  • applies his or her understanding of people’s decisions regarding technology and how it affects them personally.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

 

 

1.5

Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content.

 

Score 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

 

0.5

With help, a partial understanding of the 2.0 content, but not the 3.0 content.

Score 0.0

Even with help, no understanding or skill demonstrated.

Resources

Websites

Vocabulary


TEC-MS.04.mod

TEC Standards LogoMiddle School (TEC) Targeted Standards
Standard 4 Effects of Technology:
Predict cultural, social, economic, and political effects of technology.

TEC-MS.04.mod Module Score for Effects of Technology.

Modules which address this standard - May include - Confident Consumer, Future Fuels, and Plastics and Polymers.

*All Modules may not be available at all Middle Schools

Student Learning Targets:

Knowledge Targets

  • I can find the surface area of a standard object
  • I can give an example of a unit of measure for length, mass or weight, and volume.
  • I can name three ways humans used fire.
  • I can list three examples of nonrenewable energy.

Reasoning Targets

  • I can describe cyanobacteria’s role in making energy.
  • I can explain two advantages of using biomass energy.
  • I can explain two ways waste can be used as fuel.
  • I can glist at least two ways water is used to generate electricity and give advantages and disadvantages of each.
  • I can explain the concept of conservation of mass.
  • I can explain advantages and limitations of recycling polymers.

Skills (Performance) Targets

  • I can explain how to calculate unit price.
  • I can calculate the unit price, given an item's price and size.
  • I can create an absorbancy ratio.
  • I can create a strength ratio.
  • I can draw a diagram of the geothermal activity and explain it to the teacher.

Proficiency Scale

Score   Description Assessed Evidence
4.0

Demonstrates understanding of grade level standards consistently and independently.

  • Displays a very high quality
  • Performs with a 100%  accuracy
  • Applies the learning very  accurately
  • Meets expectations on all standards
  •  Perfect Marks on performance assessments
  •  Perfect  marks on  all of the module paper work or enrichment activities.
  • 100% on Post Test
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

Demonstrates understanding of grade level standards consistently and independently.

  •  Displays high quality
  •  Performs with high accuracy
  • Applies the learning accurately
  •  Meets expectations on most standards
  •  High Marks on performance assessments
  •  High marks on nearly all of the module paper work or enrichment activities.
  • 90-99% on Post Test
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

Demonstrates partial understanding of grade level standards with or without support.

  • Displays basic quality
  • Performs with inconsistent accuracy
  • Applies the learning at a basic level
  • Partially meets expectations on all standards
  • Mix of upper marks on performance assessments.
  • High marks on nearly all of the module paper work and enrichment activities.
  • 80 -89% on Post Test.
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

Demonstrates minimal understanding and does not meet grade level standards, even with support.

  • Displays limited quality
  • Performs with limited accuracy
  • Applies the learning at a minimal level
  • Does not meet expectations on some standards
  •  Mix of middle marks on performance assessments.
  • Mix of middle marks on nearly all of the module paper work and enrichment activities.
  • 70-79%on Post Test.
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill.  

Resources

Click for Synergistic Modules overview

 


TEC-MS.06.mod

TEC Standards LogoMiddle School (TEC) Targeted Standards
Standard 6 Development and Use of Technology:
Examine the role of society in the development and use of technology.

TEC-MS.06.mod Module Score for Development and Use of Technology.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


TEC-MS.08.E

ND CTE Standards

Technology Education Targeted Benchmarks
Standard 08: Attributes of Design

TEC-MS.08.E (Grades 7 and 8) Illustrate how design as a creative planning process leads to useful products and systems.

Student Learning Targets:

Student Learning Targets are Module Specific for 7th and 8th grade

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Grade Level 7

Content:  Exploring Technology

 

Electricity Proficiency Scale

Engineering Towers

 

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


TEC-MS.10.F

ND CTE Standards

Technology Education Targeted Benchmarks
Standard 10: Problem Solving

TEC-MS.10.F Identify a malfunction in a technological system by using troubleshooting as a problem-solving method.

Student Learning Targets:

Knowledge Targets

  • I can list the steps in the problem solving process

Reasoning Targets

  • I can apply the steps in the problem solving process.

Skills (Performance) Targets

  • I can design and model a project utilizing the steps in the problem solving process.

Proficiency Scale

Content:  Introduction to Technology

Grade Level:  6

TEC-MS.10.F:  Troubleshooting is a problem-solving method used to identify the cause of a malfunction in a technological system.

Score 4.0

Not attainable at this grade level

 

Sample Activities

Score 3.0

The student:

  • follows the steps of the problem solving model to design a workable solution to a real world design.
  • applies the problem solving model to other situations the student may encounter

Well-functioning model

 

2.5

No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content.

 

Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

 

  • lists and defines the steps of the problem solving model

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Problem Solving Model

  1.  Identify the problem
  2. Brainstorm solutions
  3. Build solution
  4. Test solution
  5. Redesign or implement

 

1.5

Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content.

 

Score 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

 

0.5

With help, a partial understanding of the 2.0 content, but not the 3.0 content.

Score 0.0

Even with help, no understanding or skill demonstrated.

         

Resources

Websites

Vocabulary


TEC-MS.11.J

ND CTE Standards

Technology Education Targeted Benchmarks
Standard 11: Application of the Design Process

TEC-MS.11.J Make two-dimensional and three-dimensional representations of the designed solution.

Student Learning Targets:

Knowledge Targets

  • I can identify basic drawing tools
  • I can list the steps in the design process.

Application Targets

  • I can create two-dimensional and three-dimensional representations of a designed solution.
  • I can apply the design process to complete a solution or drawing of a product.

Proficiency Scale

Score 4.0

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

 

Sample Activities

Score 3.0

The student:

  • creates two-dimensional and three-dimensional representations of the designed solution
  • creates a product or system and documents the solution
  • uses drawing tools properly

Product Examples:  Skittles Machine, technical drawings, glider design, factory floor plan, CAD drawings

 

2.5

No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content.

 

Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • Recognizes or recalls specific terminology:  
    • T-square, protractor, triangles, architect scale (ruler), perpendicular/parallel lines
  • Lists the steps of the design process

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

 

 

1.5

Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content.

 

Score 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

 

0.5

With help, a partial understanding of the 2.0 content, but not the 3.0 content.

Score 0.0

Even with help, no understanding or skill demonstrated.

Resources

Websites

Vocabulary



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