| Whitmore Lake Middle School (5th - 8th Grades) | ||||||||||
| Technology Scope and Sequence | ||||||||||
| Basic Operations and Concepts | 5 | 6 | 7 | 8 | ||||||
| Proficient at Keyboarding at 25 WPM | X | |||||||||
| Investigate the availability of hardware and/or software in selecting a tool | X | |||||||||
| Understand the necessity and demonstrate the ability to keep personal passwords private and respect others' privacy | X | |||||||||
| Demonstrate the proper care of technological systems and components | X | |||||||||
| Demonstrate the ability to make appropriate choices in selecting amount of text to print; print preview | X | |||||||||
| Demonstrate proper start up and shut down procedures; respect for others files | X | |||||||||
| Discuss and identify strategies for identifying, and preventing routine hardware and software problems that may occur during everyday technology use; trouble shooting, problem solving | X | X | X | X | ||||||
| Proficient at Keyboarding at 30 WPM | X | |||||||||
| Classify and discuss the safe and unsafe factors of technological applications as they apply in the home, school, community and/or the workplace | X | |||||||||
| Explain the need for laws and regulations related to technology (e.g.: safety, proper care, etc.) | X | |||||||||
| Demonstrate the understanding of copyright holders | X | |||||||||
| Proficient at Keyboarding at 35 WPM | X | |||||||||
| Students can identify appropriate file formats (e.g.: .doc, ppt, jpeg) | X | |||||||||
| Proficient at Keyboarding at 40 WPM | X | |||||||||
| Identify technology resources that assist with various consumer related activities (e.g., budgets, purchases, banking transactions, product descriptions) | X | |||||||||
| Social, Ethical, and Human Issues | 5 | 6 | 7 | 8 | ||||||
| Show examples of how technology affects and impacts one's current life | X | |||||||||
| Use several technological methods to perform a given task and analyze advantages and disadvantages of each | X | |||||||||
| Identify how people in different occupations and careers use technology to do their work | X | |||||||||
| Use Career Cruising to make an initial interest inventory | X | |||||||||
| Identify a need and forecast the consequences of new technological developments | X | |||||||||
| Use a variety of technological resources to explore career paths; analyze present and future job markets in specific technology related careers and occupations; Career Cruising | X | |||||||||
| Investigate how different cultures use technology to solve similar problems | X | |||||||||
| Design and build a model of a technological system to meet an existing need | X | |||||||||
| Provide examples of situations where the use of technology might be affected by legal or ethical considerations | X | |||||||||
| Students discuss the societal impact of technology in the future; forecast the possible effects | X | |||||||||
| Technology Productivity Tools | 5 | 6 | 7 | 8 | ||||||
| Insert clip art into word processing documents | X | X | X | X | ||||||
| Create graphs (e.g.: bar, circle and line) for data analysis | X | X | X | X | ||||||
| Use spreadsheet math formulas to calculate information | X | X | X | X | ||||||
| Use hyperlink software to produce multimedia reports | X | X | X | X | ||||||
| Make appropriate design decisions in the selection of fonts | X | X | ||||||||
| Select a word processor to publish documents | X | X | X | X | ||||||
| Use outlining/idea processor to organize information | X | |||||||||
| Insert web-based graphics into reports | X | X | X | |||||||
| Select outline and/or idea processor to organize thoughts; produce a graphic organizer | X | X | X | |||||||
| Students explore basic applications that promote creativity, (e.g.: photo editing) | X | |||||||||
| Students explore basic applications that promote creativity, (e.g.: video-editing) | X | |||||||||
| Technology Communications Tools | 5 | 6 | 7 | 8 | ||||||
| Use electronic mail to communicate with others; use attachments | X | X | X | X | ||||||
| Use word processor to publish documents (e.g. chart, letter, simple report) | X | X | ||||||||
| Use word processor to publish documents (e.g.; formal report) | X | X | ||||||||
| Technology Research Tools | 5 | 6 | 7 | 8 | ||||||
| Use Internet sites to research information; distinguish between relevant and irrelevant search responses. | X | |||||||||
| Use the electronic card catalog to conduct searches to locate resources | X | |||||||||
| Use a wide variety of information sources. | X | |||||||||
| Demonstrate appropriate use of the Internet by staying on curriculum related sites | X | |||||||||
| Use Online Databases or CD-ROM encyclopedias, (e.g.: World Book, Compton's, Encarta and/or Grolier) | X | X | X | |||||||
| Demonstrate appropriate citing of sources | X | X | X | |||||||
| Cite electronic resources in "works cited" | X | X | X | |||||||
| Conduct research by focusing on specific questions to be answered | X | |||||||||
| Students can identify types of internet sites based on their domain names (e.g.: edu, com, org, gov) | X | X | ||||||||
| Students know how to create and populate a database | X | X | ||||||||
| Students can perform queries on existing databases | X | X | ||||||||
| Students know how to create and modify a simple database report | X | X | ||||||||
| Technology Problem-Solving and Decision-Making Tools | 5 | 6 | 7 | 8 | ||||||
| Produce a spreadsheet to monitor, manipulate and report information | X | X | ||||||||
| Identify problems and select tools that could solve them | X | |||||||||
| Evaluate and validate web-based resources | X | X | ||||||||
| Produce a database to monitor, manipulate and report information | X | X | ||||||||
| Portfolio Evidence | ||||||||||
| Teacher Observation | ||||||||||
| Test | ||||||||||