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PRIORITIZED STANDARDS

LTS-MS.RU.05

Middle School Computer Literacy Targeted Standards
Strand 04: Responsible Use of Information and Technology (Responsible Use)

LTS-MS.RU.05 Comply with Acceptable Use Policies*.

Student Learning Targets:

Knowledge Targets

  • I can summarize Acceptable Use Policies.
  • I can discuss basic issues related to responsible use of technology.

Reasoning Targets

  • I can predict personal consequences of inappropriate use.
  • I can analyze scenarios describing acceptable and unacceptable technology use.

Skills (Performance) Targets

  • I can observe Acceptable Use Policies.
  • I can transfer my knowledge of Acceptable Use Policies to real life scenarios.

Product Targets

  • I can design an informational product on the basic issues related to responsible use of technology.
  • I can create a product that demonstrates technology tools etiquette.

Rubric - Resources

Proficiency Scale

I can follow the district Responsible Use of Technology Policy

 

0.5

1

2

3

4

In 3 or more instances, student did not demonstrate behaviors in line with the district Responsible Use Policy.

In 2 instances, student did not demonstrate behaviors in line with the district Responsible Use Policy.

In 1 instance, student did not demonstrate behaviors in line with the district Responsible Use Policy.

Student consistently demonstrates behaviors in line with the district Responsible Use Policy.

In addition to a 3, student regularly promotes behaviors in line with the district Responsible Use Policy.

 


LTS-MS.RU.06

Middle School Computer Literacy Targeted Standards
Strand 04: Responsible Use of Information and Technology (Cluster: Intellectual Property)

LTS-MS.RU.06 Identify personal acts of piracy* and discuss the possible consequences.

Student Learning Targets:

Knowledge Targets

  • I can define, give an example, and describe a consequence of piracy
Rubric - Resources

Proficiency Scale

 

0.5

1

2

3

4

Student could not do any of the following: accurately define piracy, give an example of piracy, or describe a consequence of piracy.

Student correctly did 1 of the following: accurately defined piracy, gave an example of piracy, or described a consequence of piracy.

Student correctly did 2 of the following: accurately defined piracy, gave an example of piracy, or described a consequence of piracy.

Student accurately defined piracy, gave an example of piracy, and described a consequence of piracy.

Prior to instruction, student accurately defined piracy, gave an example of piracy, and described a consequence of piracy.

 


LTS-MS.RU.11

Middle School Computer Literacy Targeted Standards
Strand 04: Responsible Use of Information and Technology (Cluster: Digital Citizenship)

LTS-MS.RU.11 Apply safe practices for sharing personal information and explain the implications of unsafe practices.

Student Learning Targets:

Knowledge Targets

  • I can create, protect, and use strong passwords.
  • I can identify examples of personal information that can be shared online.
  • I can identify strategies to protect my digital footprint
  • I can describe how my digital footprint can impact my life now and in the future

Rubric - Resources

Proficiency Scale

I can create, protect, and use strong passwords.

 

0.5

1

2

3

4

Student created and uses a password that meets only 1 of the 4 criteria of a strong password.

Student created and uses a password that meets 2 of the 4 criteria of a strong password.

Student created and uses a password that meets 3 of the 4 criteria of a strong password.

Student created and uses a password that meets all 4 criteria of a strong password.

Prior to instruction, student correctly identified the 4 criteria of a strong password and student uses a password that meets the 4 criteria.

 

I can identify examples of personal information that can be shared online

0.5

1

2

3

4

Student did not identify any examples of personal information that can be shared online.

Student identified 1 example of personal information that can be shared online.

Student identified 2-3 examples of personal information that can be shared online.

Student identified all 4 examples of personal information that can be shared online.

Prior to instruction, student created a list of personal information that can be shared online.

 

I can identify strategies to protect my digital footprint

0.5

1

2

3

4

Student identified less than 2 of the 6 strategies for protecting his/her digital footprint.

Student identified 2-3 of the 6 strategies for protecting his/her digital footprint.

Student identified 4 of the 6 strategies for protecting his/her digital footprint.

Student identified 5 of the 6 strategies for protecting his/her digital footprint.

Prior to instruction, student was able to identify all 6 strategies for protecting his/her digital footprint.

 

I can describe how my digital footprint can impact my life now and in the future

0.5

1

2

3

4

Student could not describe how his/her digital footprint can impact his/her life.

Student described 2 ways that his/her digital footprint can impact his/her life now and/or in the future.

Student described 2 ways that his/her digital footprint can impact his/her life now and/or in the future.

Student described 3 ways that his/her digital footprint can impact his/her life now and/or in the future.

Prior to instruction, student described 3 ways that his/her digital footprint can impact his/her life now and/or in the future.


LTS-MS.RU.12

Middle School Computer Literacy Targeted Standards
Strand 04: Responsible Use of Information and Technology (Cluster: Digital Citizenship)

LTS-MS.RU.12 Promote cyberbullying awareness and apply prevention strategies.

Student Learning Targets:

Knowledge Targets

  • I can identify different strategies to prevent and stop cyberbullying.

Rubric - Resources

Proficiency Scale

 

0.5

1

2

3

4

Student did not identify any strategies to prevent and stop cyberbullying.

Student identified 1-2 strategies to prevent and stop cyberbullying.

Student identified 3-4 strategies to prevent and stop cyberbullying.

Student identified 5-7 strategies to prevent and stop cyberbullying.

Student applies one or more of the strategies to prevent and stop cyberbullying.

 


STRAND 1: (IAI)

LTS-MS.IAI.01

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Inquire)

LTS-MS.IAI.01 Identify a problem or need using current knowledge as context for new learning.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.IAI.02

 

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Inquire)

LTS-MS.IAI.02 Develop questions based on a problem or need.

Student Learning Targets:

Knowledge Targets

  • I can identify the 5 W's.
  • I can understand what an essential question is.

Reasoning Targets

  • I can analyze information to form essential questions.
  • I can compare and contrast information to form essential questions.

Skills (Performance) Targets

  • I can develop essential questions based on a problem or need.

Product Targets

  • I can create products that demonstrate what an essential question is.
Rubric - Resources

 


LTS-MS.IAI.03

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Access)

LTS-MS.IAI.03 Select most appropriate library print, digital, and subscription resources from a known list.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.IAI.04

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Access)

LTS-MS.IAI.04 Use basic search strategies with limiters* to locate resources.

Student Learning Targets:

Knowledge Targets

  • I can identify and choose the keywords that describe the important concepts.
  • I can choose which search strategies apply.

Reasoning Targets

  • I can determine the keywords and synonyms needed to locate resources.
  • I can distinguish between operators to perform sucessul search.

Skills (Performance) Targets

  • I can perform a successful search using search strategies.
  • I can reevaluate the search process if initial search is not successful.

Product Targets

  • I can produce appropriate resources from search strategies.

Performance Scale

Resources

Web
  •  site
Vocab
 a  b  c  f

LTS-MS.IAI.05

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Access)

LTS-MS.IAI.05 Retrieve identified information resources with some adult guidance.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.IAI.06

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Evaluate Information)

LTS-MS.IAI.06 Evaluate information found within selected resources on the basis of accuracy, currency, reasonableness, appropriateness, credibility, and detail.

Student Learning Targets:

Reasoning Targets

 I can evaluate and select reliable information online.

Proficiency Scale

 

 

0.5

1

2

3

4

Student did not identify any of the criteria for evaluating a website.

Student correctly identified 1 or 2 of the 4 criteria for evaluating a website:  domain/detail, authority, relevancy, and currency.

Student correctly identified 3 of the 4 criteria for evaluating a website:  domain/detail, authority, relevancy, and currency.

Student correctly identified the 4 criteria for evaluating a website: domain/detail, authority, relevancy, and currency.

Prior to instruction, student can independently and accurately evaluate an Internet source.

 

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 



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