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LTS-MS.IAI.11
Middle School Computer Literacy Targeted Standards Strand 01: Information and Inquiry (Cluster: Develop and Share)
LTS-MS.IAI.11 Explain how information and ideas support a decision or solution.
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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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LTS-MS.IAI.12
Middle School Computer Literacy Targeted Standards Strand 01: Information and Inquiry (Cluster: Develop and Share)
LTS-MS.IAI.12 Evaluate and reflect on the inquiry process using assessment techniques.
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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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LTS-MS.MTL.01
Middle School Computer Literacy Targeted Standards Strand 02: Media and Technology Literacy (Cluster: Technology Operations)
LTS-MS.MTL.01 Define and use grade-appropriate media and technology terminology in context.
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Rubric - Resources
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Student Learning Targets:
Knowledge Targets
- *I can compare and contrast two or more applications and describe which will best accomplish a task.
- I can
Reasoning Targets
Skills (Performance) Q22
Product Targets
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Proficiency Scale
Score |
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Description |
Sample Activity
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4.0 |
Student compared and contrasted an application of his/her choice in addition to the teacher provided list in order to describe which will best accomplish a task. |
- |
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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 |
Student compared and contrasted two or more teacher provided applications in order to describe which will best accomplish a task. |
- |
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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 |
Student only compared or contrasted two or more teacher provided applications in order to describe which will best accomplish a task.
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- |
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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 |
Student did not compare or contrast two or more teacher provided applications in order to describe which will best accomplish a task. |
- |
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0.5 |
Teacher selected application to accomplish a task. |
Resources
Websites |
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LTS-MS.MTL.02
Middle School Computer Literacy Targeted Standards Strand 02: Media and Technology Literacy (Cluster: Technology Operations)
LTS-MS.MTL.02 Select the appropriate technology to accomplish a goal.
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Student Learning Targets:
- I can compare and contrast two or more applications and describe which will best accomplish a task.
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Rubric - Resources
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Proficiency Scale
Click here for proficiency scale
Resources
Websites
Vocabulary |
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LTS-MS.MTL.03
Middle School Computer Literacy Targeted Standards Strand 02: Media and Technology Literacy (Cluster: Technology Operations)
LTS-MS.MTL.03 Perform grade-appropriate operations using technology to accomplish a goal..
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Student Learning Targets:
Skills (Performance) Targets
- *I can use the features of an application to accomplish a task.
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Proficiency Scale
0.5
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1
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2
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3
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4
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Student appropriately used none of the targeted features of an application to complete a task.
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Student appropriately used a few of the targeted features of an application to complete a task.
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Student appropriately used some of the targeted features of an application to complete a task.
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Student appropriately used targeted features of an application to complete a task.
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Student appropriately used targeted and additional features of an application to complete a task.
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Resources
Websites
- Add resources with links, youtube or PDF
Vocabulary
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LTS-MS.MTL.04
Middle School Computer Literacy Targeted Standards Strand 02: Media and Technology Literacy (Cluster: Technology Operations)
LTS-MS.MTL.04 Use a variety of strategies to troubleshoot systems and applications with guidance.
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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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LTS-MS.MTL.05
Middle School Computer Literacy Targeted Standards Strand 02: Media and Technology Literacy (Cluster: Technology Operations)
LTS-MS.MTL.05 Adapt current knowledge to the learning of new Technologies.
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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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LTS-MS.MTL.06
Middle School Computer Literacy Targeted Standards Strand 02: Media and Technology Literacy (Cluster: Creative and Innovative Processes and Products)
LTS-MS.MTL.06 Adapt current knowledge to generate new ideas, products, or processes.
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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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LTS-MS.MTL.07
Middle School Computer Literacy Targeted Standards Strand 02: Media and Technology Literacy (Cluster: Creative and Innovative Processes and Products)
LTS-MS.MTL.07 Create unique products and processes by selecting digital resources, tools, and formats for a real-world task.
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Student Learning Targets:
Products Targets
- I can create an original work.
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Proficiency Scale
0.5
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1
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2
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3
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4
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Student did not create a product and/or process.
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Product and/or process is not considered unique.
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Student created a somewhat unique product and/or process by meeting teacher and/or student criteria.
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Student created a unique product and/or process by meeting teacher and/or student criteria.
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Student created a unique product and/or process by exceeding teacher and/or student criteria.
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Resources
Websites
- Add resources with links, youtube or PDF
Vocabulary
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LTS-MS.MTL.08
Middle School Computer Literacy Targeted Standards Strand 02: Media and Technology Literacy (Cluster: Creative and Innovative Processes and Products)
LTS-MS.MTL.08 Use models and simulations to investigate and explain systems and issues.
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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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