Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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Grade: 7 Course: Emerging Technologies & Skills

Unit: #1 – Course Introduction Timeline: 2 Days

Enduring Understandings:

A variety of networked environments are public places that are governed by codes of behavior.

Strategies that promote personal safety and protect online and offline reputation should be employed in all environments.

Ethical, safety and societal factors in making decisions should be considered. Essential Questions:

What will I learn in this course and why are the skills taught in this class important?

What are the classroom expectations?

What are my responsibilities for using technology?

What constitutes misuse of technology and how can it be prevented?

Content What will be taught?

Objectives What will students know & be

able to do as a result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I collect

that demonstrates that students have achieved the

objectives?

Resources What materials will I use to

achieve the objectives?

Class Overview &

Expectations

Identify and explain:

Course content

Classroom expectations

Formative Assessment Participation in class discussions. (Formative Assessment).

Teacher created materials

Neshaminy School District Acceptable Use Policy

Identify and explain:

Acceptable Use Policy (AUP) of technology devices at Neshaminy School District

Apply AUP to use of technology tools at Neshaminy

Formative Assessment NOTATION: Signed District Permission Slips for internet and Google (COPPA compliance).

Ongoing monitoring and adjustment, as required. (Formative Assessment).

Neshaminy School District’s AUP

Standards: BCIT 15.3.8.T, BCIT 15.3.8.X, BCIT 15.4.8.A, BCIT 15.4.8.B, , ISTE.NETS 5A, 5B, 5C, 5D

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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Grade: 7 Course: 21st

Century Technology Tools Unit: #2 – Computational Concepts/Programming Timeline: 17 Days Enduring Understandings:

Global collaboration through virtual environments facilitates and advances learning, creativity and innovations that can be applied to a career path.

Digital media and technologies are necessary to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

All forms of effective communication rely on the purposeful use of information in a format appropriate to the task and audience. Essential Questions:

How can I create my own program?

What is a script?

What is computational creation and how can it help me?

What is a computer bug and what is debugging?

Content What will be taught?

Objectives What will students know & be able to do as a result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I

collect that demonstrates that

students have achieved the objectives?

Resources What materials will I use to achieve the

objectives?

Computational Concepts Programming with Scratch

Explain what Scratch is. Define the following computational terms in One Note Digital Notebook (Unit 3):

● Script ● Stage ● Sprite ● Block ● Costume ● Debug ● Testing ● Block programming ● Algorithm ● X and Y Coordinates ● Loop ● Block Types:

Explore the Scratch interface. Share one thing with the class that was learned during the exploration of the Scratch interface.

Differentiated student Scratch program/projects with minimum of one project containing scripts using tiki microphones (audio/video sensing).

Present introductory project to small or large group of peers.

Introductory Assignment: “Create My First Scratch Project” (Teacher created assignment/topic/ demonstration/class project)

Scratch website, teacher created assignments, www.youtube.com resources Tiki microphones

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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Content What will be taught?

Objectives What will students know & be able to do as a result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I

collect that demonstrates that

students have achieved the objectives?

Resources What materials will I use to achieve the

objectives?

● Event/Hat Block ● Forever Block ● Wait Block ● Clear block ● Rotate block ● Looks block ● Stop all block ● If on edge bounce

block Explain the concept of computational creation, in the context of Scratch. Design and execute a scripting program in Scratch utilizing:

● Change the stage ● Create sprites ● Link blocks ● Change costumes ● Insert sounds

Designing with Parallelism & Sequencing

Design a Scratch program utilizing the concepts of parallelism and sequencing along with:

● Stage ● Various sprites ● Importing images as

sprites ● Sounds ● Backpack tool ● Blocks and block types ● Animation

Develop greater fluency with computational concepts by working on a self-selected program that is a digital representation of their name. Test, debug and revise project as an ongoing self-evaluation design process. Explain the difference

Option to create a different project based on individual GIEP, IEP and 504 plans. Tiki Microphone Activity: Executing algorithms to execute advanced scripts with, audio, video and sensing

Presentation of Scratch “Name That Tune” or teacher created project (Formative Assessment)

● Self-Evaluation

● Peer Evaluation

● Peer debugging,

www.scratch.mit.edu www.youtube.com

www.code.org

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Content What will be taught?

Objectives What will students know & be able to do as a result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I

collect that demonstrates that

students have achieved the objectives?

Resources What materials will I use to achieve the

objectives?

● Sizing sprites ● Color effects ● Stop command ● Placement on stage

using X and Y coordinates

● Execute start and stop command of a computer program

● Create, design and execute algorithms

between a stage and a sprite.

Present Scratch creation to the class for peer evaluation and debugging.

Post Scratch project to classroom website on Scratch interface (Parent permission if under age 13 COPPA).

as needed.

Debugging Demonstrate incremental development and programming partnerships through the process of testing, debugging and revising. Design a Scratch project with an intentional error in the script.

Practice encoding and decoding through the debugging process. Test. Debug and revise scripts.

Analyze different complexity of debugging activities based on individual student needs.

Journal entry in digital notebook (Formative Assessment). Answer the following questions in your Vocabulary section of your digital notebook:

1. What was the problem you found when you evaluated another students debugging activity?

Scratch website and previous student projects.

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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Content What will be taught?

Objectives What will students know & be able to do as a result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I

collect that demonstrates that

students have achieved the objectives?

Resources What materials will I use to achieve the

objectives?

2. How did you identify the problem?

3. How did you fix the problem?

SLO Students will demonstrate secured programming and vocabulary skills.

District Student Learning Objective Part I and Part II (Summative Assessment)

Neshaminy School District Summative Assessment via Google Form

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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Unit: #3 – Emerging Technologies Part 1/MS OneNote for Digital Notebooking Timeline: 4 Days (On going and introduced during Unit 2)

Enduring Understandings:

Emerging technologies awareness is necessary to further your personal, lifelong learning and workplace needs. Essential Questions:

How does technology impact your life?

What are the influences of technology on modern culture?

Content What will be taught?

Objectives What will students know & be able

to do as a result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the objectives?

Options for Modifications/Extensions

How will I differentiate the curriculum to meet

individual student needs?

Assessments What evidence will I

collect that demonstrates that

students have achieved the objectives?

Resources What materials will I use to achieve the

objectives?

Emerging Technologies--Part 1: Explore new, emerging technologies and create a journal to summarize and assess each topic.

Demonstrate the use of MS OneNote for note taking applications. Explore new “Emerging Technologies” and create a journal in MS OneNote to summarize each technology and assess its influence on daily life.

MS OneNote Emerging Technologies Assignment:

Hyperlinks in Digital Notebook to each video used in class.

Journal Entries in Digital notebook (OneNote)

Topics to cover throughout the four Emerging Technologies Days may include, but are not limited to:

Augmented Reality

Google Glasses

Explore a Google Data Center with Street View (Video #1) (Video #2)

Car of the Future

A Day Made of Glass (Video #1) (Video #2)

Living Tomorrow: House of the Future

The Holographic Home

The Newest Gadgets at CES

Surface Computing

Cell Phone Theft

Cyber crimes

MS OneNote Software

Distinguish between relevant and non-relevant information for note taking, questioning, or decision making.

Create a private digital notebook in MS OneNote and name it “Emerging Technologies & Skills.”

Create a new

Use of calculation and draw tools in OneNote.

Notebook Assignments (Formative Assessment)

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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Content What will be taught?

Objectives What will students know & be able

to do as a result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the objectives?

Options for Modifications/Extensions

How will I differentiate the curriculum to meet

individual student needs?

Assessments What evidence will I

collect that demonstrates that

students have achieved the objectives?

Resources What materials will I use to achieve the

objectives?

Demonstrate OneNote features:

● Create

● Move

● Resize

● Archival applications

● Notebooks

● Sections

● Pages

● Note-taking area

● Containers

● Navigation bar

● Collapse tab

● Expand tab Define OneNote :

● Archival applications

● Notebooks

● Note-taking area

● Containers

● Navigation bar

● Collapse tab

● Expand tab

section and name it “Emerging Technologies.”

Create and name the 1

st page after

today’s topic (example: Augmented Reality).

Change the appearance of this page using the installed templates.

Hypothesize whether today’s emerging technology will come to fruition and defend your position in your journal. Create a second new section in your notebook and name it “Vocabulary.”

Create and name the 1st page “OneNote Vocab.”

Change the appearance of this page using the installed templates.

Define the following terms

Vocabulary Assignments (Formative Assessment)

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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Content What will be taught?

Objectives What will students know & be able

to do as a result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the objectives?

Options for Modifications/Extensions

How will I differentiate the curriculum to meet

individual student needs?

Assessments What evidence will I

collect that demonstrates that

students have achieved the objectives?

Resources What materials will I use to achieve the

objectives?

on the OneNote Vocabulary section and define:

Archival applications

Notebook

Section

Page

Note-taking area

Container

Navigation bar

Collapse tab

Expand tab

Standards: BCIT 15.3.8.I, BCIT 15.3.8.J, BCIT 15.3.8.K, BCIT 15.3.8.L, BCIT 15.3.8.X, CC 3.6.6-8.C, CC 3.6.8.E

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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Grade: 7 Course: Emerging Technologies & Skills

Unit: #4 – Digital Citizenship & Internet Safety Timeline:7 Days

Enduring Understandings:

Utilizing digital media comes with rights, responsibilities and requires digital citizenship etiquette.

Collaboration is necessary in order to be an effective learner and member of society. Essential Questions:

How can I use information in an ethical and responsible manner?

Which technology system will help me work effectively and productively in order to accomplish my task and produce my desired outcome?

Content What will be taught?

Objectives What will students know & be able to do as

a result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I

collect that demonstrates that

students have achieved the objectives?

Resources What materials will I use to achieve

the objectives?

Digital Citizenship & Internet Safety:

Social media dangers and safety

Identity theft (Video #1) (Video #2)

Internet:

Personal perception online

Digital relationships and respect

Cyber bullying

Virus protection

Interpret and apply appropriate social, legal and ethical behaviors for digital citizenship. Identify social media dangers and evaluate the risks and rewards of using social media to present one’s self to the world. Describe appropriate online behavior for interacting with others on social networks or in chat rooms. Identify proactive measures to protect integrity on the internet.

Using MS OneNote, list four things you can do to help minimize exposure to identity theft. Explore Google’s "Me on the Web” to explore what data that is stored about individuals on the internet.

Summative Assessment Notetaking in OneNote Digital Notebook

www.commonsensemedia.org www.novabucks.org

Electronic Storyboarding Software

Demonstrate the use of various electronic storyboarding software programs to communicate a technology solution to a social media

Design and create a digital comic strip with customized avatars and dialogues. Digital

Discuss current event topics that relate to digital citizenship and internet safety.

Collaborative or individual Digital Comic Strip Project (Summative

Use various software such as but not limited to:

bitstripsforschools.com

classroomcomics.com

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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Content What will be taught?

Objectives What will students know & be able to do as

a result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I

collect that demonstrates that

students have achieved the objectives?

Resources What materials will I use to achieve

the objectives?

problem.

Comic Strip Project Topics:

Digital Safety

Cyber bullying

Identity Theft Present Digital Comic Strip Project to the class.

Assessment) educreations.com

comicmaster.org

scratch.mit.edu

makebeliefscomix.com

Standards: BCIT 3.8.E, BCIT 3.8.G, BCIT 3.8.H, BCIT 3.8.T, BCIT 15.6.8.M, ISTE NETS 6.A, ISTE NETS 6.B, CC 1.4.8.U, CC 1.5.8.A, CC 1.5.8.D, CC 1.5.8.E, CC 1.5.8.G

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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Grade: 7 Course: Emerging Technologies & Skills

Unit: #5 – Computational Media Timeline: 6 Days

Enduring Understandings:

Digital fluency includes designing, creating and remixing—not just browsing, chatting and interacting.

A knowledge of computer programming increases thinking, reasoning and problem-solving skills. Essential Questions:

What is remixing?

How can I use Scratch for animation?

Content What will be taught?

Objectives What will students know & be able to do

as a result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I

collect that demonstrates that

students have achieved the objectives?

Resources What materials

will I use to achieve the objectives?

Computational

Media: Scratch

Remix

Demonstrate the use of Scratch scripts including events, motion, looks, sounds, control and sensing blocks. Demonstrate scripting including sprites, costumes, looks and sounds in an interactive Scratch project. Demonstrate debugging skills by testing and revising scripts during the design process. Demonstrate proper presentation skills, by presenting About Me project to peers. Presentation skills to assess include:

Proper volume of voice

Varying vocal tones

Examine portfolios of projects on Scratch interface. Remix a project by changing the stage and sprites.

Create variables and lists and add them to the remixed project.

Practice using the backpack feature in Scratch to save important scripts.

“About Me” Scratch Project to introduce yourself to others including the following elements:

4 sprites

4 say blocks

1 costume change

Use of the backpack

2 sounds

2 looks changes

About Me Project & Presentation

Self, peer and teacher evaluation

MIT Scratch website with resources and sample projects.

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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Content What will be taught?

Objectives What will students know & be able to do

as a result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I

collect that demonstrates that

students have achieved the objectives?

Resources What materials

will I use to achieve the objectives?

Project grabs audience’s attention

Proper conventions of language

1 motion effect Define the following words in your “Vocabulary” section under the “Scratch” page:

Backpack

Block types o Events o Hat blocks o Motion o Looks o Sound o Control o Sensing

Costumes Standards: CC1.5.7.A, CC1.5.8.D, BCIT 15.3.8.W, 15.3.8.X, BCIT 15.4.8.D, BCIT 15.4.8.G, BCIT 15.4.8.H, BCIT 15.4.8.J, BCIT 15.4.8.K, ISTE.NETS 2A, 2B, 2C, 2D, 5A, 5B, 5C, 5D

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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Grade: 7 Course: Emerging Technologies & Skills

Unit: #6 – MS Publisher Brochure & Presentation Software Timeline: 6 Days

Enduring Understandings:

Technology tools and desktop publishing software are a means to organize and display knowledge as well as new understandings.

Information and ideas can be electronically communicated through individual means and collaboratively with others.

Essential Questions:

What is desktop publishing?

How can I use desktop publishing software to create a tri-fold brochure?

What tools will give access to others to view, use, and assess the knowledge and new understandings I have organized?

How can I use my writing and speaking skills to electronically communicate my ideas effectively?

Content What will be taught?

Objectives What will students know & be able to do as a result of

this instruction?

Area of Focus/Instructional Activities/Lessons What will students do to achieve the objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I

collect that demonstrates that

students have achieved the objectives?

Resources What materials will I

use to achieve the objectives?

MS Publisher: Tri-Fold Brochure Tools Electronic/Digital Presentation

Analyze the influence of emerging technologies on daily life. Define a position, support it with claims, and respond to questions to support claim. Choose appropriate print and electronic resources to meet project need. Select the appropriate writing type to produce a work product. Distinguish between appropriate and

Publisher Tri-Fold Brochure: Create a tri-fold brochure advertising the three emerging technologies that you feel will have the greatest influence on daily life. Brochure must contain:

Attention-getting headline

Images of each technology

Brief description of each technology

Explanation of how this technology will influence daily life

Shading

At least one shape with text

Contact information: o Student Name o 2001 Old Lincoln Highway o Langhorne, PA 19047 o www.neshaminy.org

OR

I

MS Publisher Tri-Fold Brochure & Presentation to Class

Self

Peer

Teacher Evaluation

MS Publisher Digital Presentation Software

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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Content What will be taught?

Objectives What will students know & be able to do as a result of

this instruction?

Area of Focus/Instructional Activities/Lessons What will students do to achieve the objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I

collect that demonstrates that

students have achieved the objectives?

Resources What materials will I

use to achieve the objectives?

inappropriate business work products. Create a professional tri-fold brochure in Microsoft Publisher. Create Electronic Presentation: clearly communicate emerging technologies to the class. Follow the rules/trends presentation. Evaluate a brochure for appropriateness and adherence to assignment directions. Revise brochure after peer evaluation. Present media project to the class; respond to questions and support your claims. Follow the conventions of proper presentation skills.

Electronic Presentation: Create an electronic presentation using technology to enhance the effectiveness of their presentation. Presentation must include the selected three technologies and:

Use of template design

Attention-getting title w/graphic

Image and brief description of each technology

How these technologies will impact daily life

Contact information as noted above

Adherence to current presentation trends Peer evaluations--Think, pair, share: Partner evaluations and revisions as needed. Presentation Skills:

Proper volume

Vocal tone variety

Visuals grab audience’s attention

Strong opening and conclusion

Proper conventions of language

Presentation Software & www.youtube.com digital presentation trends/ Do’s and Don’ts

Standards: CC.1.5.8.A, CC 1.5.8.E, CC 1.5.8.F, CC 3.6.6-8, BCIT 15.3.8.E, BCIT 15.3.8.G, BCIT 15.3.8.J, BCIT 3.8.X, ISTE NETS 2.A-D, ISTE NETS 4.A-D, ISTE NETS 5A-D, 6 A-B

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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CURRICULUM STANDARDS:

Strand Standard No.

Standard

Common Core Speaking and Listening

1.5.8.A Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Common Core Speaking and Listening

1.5.8.D Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation.

Common Core Speaking and Listening

1.5.8.E Adapt speech to a variety of contexts and tasks.

Common Core Speaking and Listening

1.5.8.G Integrate multimedia and visual displays into presentations to add interest, clarify information, and strengthen claims and evidence.

Common Core Speaking and Listening

3.6.6-8C Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Common Core Speaking and Listening

3.6.6-8E Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Common Core Speaking and Listening

1.5.8.G Demonstrate command of the conventions of standard English when speaking based on grade 8 level and content.

BCIT Communication 15.3.8.E Choose appropriate print and electronic resources to meet project need.

BCIT Communication 15.3.8.G Develop appropriate information and content for presentations, meetings, discussions and group discussions

BCIT Communication 15.3.8H Deliver presentations using a variety of techniques and media; employ conventions of language.

BCIT Communication 15.3.8.I Distinguish between relevant and non-relevant information for note taking, questioning or decision making.

BCIT Communication 15.3.8.J Identify barriers to active listening.

BCIT Communication 15.3.8.K Determine the situational appropriateness of verbal and non-verbal behaviors.

BCIT Communication 15.3.8.L Describe the characteristics of positive role models for development of work ethic and leadership skills.

BCIT Communication 15.3.8.T Discuss the rules of digital citizenship.

BCIT Communication 15.3.8.X Demonstrate effective techniques for good communication.

BCIT Computer and Information Technologies

15.4.8.A Analyze the influence of emerging technologies on daily life.

BCIT Computer and Information Technologies

15.4.8.B Interpret and apply social, legal, ethical and safe behaviors of digital citizenship.

BCIT Computer and Information Technologies

15.4.8.D Create projects using emerging input technologies.

BCIT Computer and Information Technology

15.4.8.G Create an advanced digital project suing appropriate software/application for an authentic task.

BCIT Computer and Information Technology

15.4.8.H Explain the differences between a scripting language and a coding language.

BCIT Computer and Information Technology

15.4.8.I Solve a problem with an algorithm.

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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BCIT Computer and Information Technology

15.4.8.J Solve a problem with an algorithm.

BCIT Finance and Economics

15.4.8.K Create a multimedia project using student-created digital project.

BCIT Finance and Economics

15.6.8.B Discuss the importance of developing short-, medium- and long-term personal financial goals.

BCIT Finance and Economics

15.6.8.F Evaluate assets as related to personal wealth and spending.

BCIT Finance and Economics

15.6.8.H Compare and contrast advantages and disadvantages of various options of paying for short-, medium- and long term goals.

BCIT Finance and Economics

15.6.8.M Examine steps to minimize exposure to identity theft.

ISTE.NETS 5A 5B 5C 5D

Students understand, human cultural and societal issues related to technology and practice safe, legal and ethical behavior. Students:

a. Advocate and practice safe, legal and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity. c. Demonstrate personal responsibility for lifelong learning. d. Exhibit leadership for digital citizenship.

ISTE.NETS Technology Operations and Concepts

6.A 6.B

Students demonstrate a sound understanding of technology concepts, systems and operations. Students: a. Understand and use technology systems. b. Select and use application effectively and productively.

FCS Financial Resource Management

11.1.9.B Explain the responsibilities associated with managing personal finances.

FCS Financial Resource Management

11.2.9.E Evaluate the impact of technology and justify the use or non-use of it.