TEC-MS.02.Q
ND CTE Standards
Technology Education Targeted Benchmarks
Standard 02: Core Concepts of Technology
TEC-MS.02.Q Determine how malfunctions to any part of a system may affect the function and quality of the system.
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TEC-MS.02.R
ND CTE Standards
Technology Education Targeted Benchmarks
Standard 02: Core Concepts of Technology
TEC-MS.02.R Identify and use the requirements of parameters placed on the development of a product or system.
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TEC-MS.02.S
ND CTE Standards
Technology Education Targeted Benchmarks
Standard 02: Core Concepts of Technology
TEC-MS.02.S Recognize the need for careful compromises among competing factors in the trade-off decision process.
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TEC-MS.02.T
ND CTE Standards
Technology Education Targeted Benchmarks
Standard 02: Core Concepts of Technology
TEC-MS.02.T Connect how different technologies involve different sets of processes.
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Student Learning Targets:
Knowledge Targets
- I can list the steps in the universal systems model
Reasoning Targets
- I can illustrate and label the universal systems model
Application Targets
- I can apply the universal systems model to a project
Proficiency Scale 6th Grade
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Score 4.0
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This score is not attainable for this course
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Sample Activities
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Score 3.0
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The student:
- Applies the universal systems model to the different categories of technology.
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Have students create a model of the universal system.
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2.5
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No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content.
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Score 2.0
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There are no major errors or omissions regarding the simpler details and processes as the student:
- recognizes or recalls specific terminology, such as:
- input, process, output, feedback
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
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1.5
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Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content.
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Score 1.0
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With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
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0.5
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With help, a partial understanding of the 2.0 content, but not the 3.0 content.
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Score 0.0
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Even with help, no understanding or skill demonstrated.
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Resources
Vocabulary
Websites
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TEC-MS.02.U
ND CTE Standards
Technology Education Targeted Benchmarks
Standard 02: Core Concepts of Technology
TEC-MS.02.U Show how maintenance is a process of inspecting and servicing a product or system on a regular basis (in order for it to continue functioning properly, to extend its life, or to upgrade its capability).
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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| Rubric - Resources |
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TEC-MS.02.V
ND CTE Standards
Technology Education Targeted Benchmarks
Standard 02: Core Concepts of Technology
TEC-MS.02.V Identify control mechanisms or particular steps that people perform using information about the system that causes systems to change.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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| Rubric - Resources |
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TEC-MS.03.D
ND CTE Standards
Technology Education Targeted Benchmarks
Standard 03: Technology Relationships
TEC-MS.03.D Show how technological systems often interact with one another.
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TEC-MS.03.E
ND CTE Standards
Technology Eduction Targeted Benchmarks
Standard 03: Technology Relationships
TEC-MS.03.E Illustrate how a product, system, or environment developed for one setting may be applied to another setting.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
| Score |
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Description |
Sample Activity
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| 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. |
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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. |
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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). |
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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). |
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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. |
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Resources
Websites
Vocabulary |
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TEC-MS.03.F
ND CTE Standards
Technology Eduction Targeted Benchmarks
Standard 03: Technology Relationships
TEC-MS.03.F Correlate how knowledge gained from other fields of study has a direct effect on the development of technological products and systems.
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TEC-MS.03.mod
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 Middle 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
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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 |
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Description |
Assessed Evidence
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| 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
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- Perfect Marks on performance assessments
- Perfect marks on all of the module paper work or enrichment activities.
- 100% on Post Test
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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
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- High Marks on performance assessments
- High marks on nearly all of the module paper work or enrichment activities.
- 90-99% on Post Test
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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
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- 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.
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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
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- 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.
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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. |
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Resources
Click for Synergistic Modules overview |
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