Standards Referenced By Activities and Units
Standards Reference:
ISTE NETS ... these six categories form the foundation of the Vermont IT GE (see below), and provide broad framework.
Vermont Grade Expectations for Information Technology
VT Frameworks (entire set of standards) ... the following are selective standards as referenced with activities and units listed on these web pages:
Persuasive Writing
1.11 In persuasive writing, students judge, propose, and persuade.
1.12 In personal essays, students write effectively.
Notation and Representation
1.17.a. Express ideas in a variety of ways (e.g., words, numbers, symbols/notation, charts, tables, diagrams, models);
1.17.b. Use appropriate scientific, technological, and mathematical vocabulary and representations, based upon prior conceptual work;
1.17.d. Explain a scientific, mathematical, or technological concept; explain a procedure they have followed.
1.17.aa. Appropriately represent data and results in multiple ways (e.g., numbers and statistics, drawings and pictures, sentences, charts, tables, equations, simple algebraic equations, models);
1.17.bb. Use appropriate scientific, technological, and mathematical vocabulary and representations to communicate simple and complex situations
1.17.aaa. Represent data and results in multiple ways (e.g., numbers and statistics, drawings, diagrams and pictures, equations, sentences, charts and tables, models), communicating points effectively;
1.17.bbb. Use appropriate scientific, technological, and mathematical vocabulary and formal symbolic notations to communicate simple and complex situations, with clear links between text and representations, symbolic notations and models, diagrams, graphs, etc.;
1.18 Students use computers, telecommunications, and other tools of technology to research, to gather information and ideas, and to represent information and ideas accurately and appropriately.
1.19.a. Recognize and define their need for information;
1.19.b. Develop an effective search strategy to satisfy their informational needs;
1.19.c. Conduct effective searches for information and ideas;
1.19.d. Evaluate information for timeliness, relevance, bias, accuracy, quality, and accessibility;
1.19.e. Synthesize and organize information;
1.19.f. Present information in appropriate formats;
1.19.g. Evaluate the information literacy process; and
1.19.h. Demonstrate the ethical use of information technology, including citing sources and respecting copyright.
1.20 Students use graphs, charts, and other visual presentations to communicate data accurately and appropriately.
1.21 Students select appropriate technologies and applications to solve problems and to communicate with an audience.
Information Technology - Simulation and Modeling
1.22 Students employ a variety of techniques to use simulations and to develop models.
2.1.a. Ask questions about how things get done and how they work;
2.1.b. Ask questions to determine why events occur;
2.1.c. Ask questions that compare and contrast, to determine similarities and differences;
2.1.d. Ask questions that help make connections within and across fields of knowledge and/or between concepts;
2.1.e. Ask reflective questions that connect new ideas to personal experience.2.1.f. (grades 5-8) Ask critical evaluation questions that judge the quality of evidence from within a problem, text, work of art, etc.
2.2 Students use reasoning strategies, knowledge, and common sense to solve complex problems related to all fields of knowledge. This is evident when students:
2.2.a. Use information from reliable sources, including knowledge, observation, and trying things out;
2.2.b. Use a variety of approaches to solve problems;
2.2.c. Justify and verify answers and solutions;
2.2.d. Identify patterns and connections (underlying concepts);
2.2.e. Transfer strategies from one situation to others;
2.2.f. Implement an approach that addresses the problem being posed;
2.2.g. Use manipulatives, sketches, webs, etc. to model problems.2.2.aa. Seek information from reliable sources, including knowledge, observation, and trying things out;
2.2.bb. Evaluate approaches for effectiveness and make adjustments;
2.2.cc. Consider, test, and justify more than one solution;
2.2.dd. Find meaning in patterns and connections (underlying concepts);
2.2.ee. Select and apply appropriate methods, tools and strategies.
Problem Solving - Types of Problems
2.3 Students solve problems of increasing complexity. This is evident when students:
2.3.aa. Solve problems that require processing several pieces of information;
2.3.bb. Solve problems that are related to diverse topics, including the less familiar.
Mathematical Dimensions
2.5 Students produce solutions to mathematical problems requiring decisions about approach and presentation, so that final drafts are appropriate in terms of these dimensions:
PreK-8
Approach & Reasoning -- The reasoning, strategies, and skills used to solve the problem;
Connections -- Demonstration of observations, applications, extensions, and generalizations;
Solution -- All of the work that was done to solve the problem, including the answer;
Mathematical Language -- The use of mathematical language in communicating the solution;
Mathematical Representation -- The use of mathematical representation to communicate the solution; and
Documentation -- Presentation of the solution.Healthy Choices
Development
3.4 Students identify the indicators of intellectual, physical, social, and emotional health for their age and/or stage of development.
Healthy Choices
3.5 Students make informed, healthy choices that positively affect the health, safety, and well-being of themselves and others. This is evident when students:
Informed Decisions
3.7 Students make informed decisions. This is evident when students:
3.7.a. Seek information and base decisions on evidence from reliable sources, including prior experience, trying things out, peers, adults, and print and non-print resources; and
3.7.b. Evaluate the consequences of decisions
Relationships - Teamwork
3.10 Students perform effectively on teams that set and achieve goals, conduct investigations, solve problems, and create solutions (e.g., by using consensus-building and cooperation to work toward group decisions).
Literature and Media
Responding To Media
5.14 Students interpret and evaluate a variety of types of media, including audio, graphic images, film, television, video, and on-line resources. This is evident when students:
5.14.a. Analyze and interpret features of a variety of types of media;
5.14.b. Support judgments about what is seen and heard by drawing from experiences beyond the media, or by giving examples of conflicting messages in the media; and
5.14.c. Compare what is seen and heard in the media to their own lives.
5.14.d. Make connections among various components of a media presentation (graphics, text, sound, movement, and data) and analyze how these components form a unified message;
5.14.e. Support judgments about what is seen and heard through additional research and the checking of multiple sources; and
5.14.f. Explain the effects of point of view/bias in the media.
5.15 Students design and create media products that successfully communicate.
Visual Arts
5.29 Students use the elements and principles of two- and three-dimensional design in the visual arts, including line, color, shape, and texture, in creating, viewing, and critiquing.
5.30 Students use a variety of visual arts media (e.g., clay, tempera, watercolor, paper maché, animation, computer-aided design, video) to show an understanding of the different properties each possesses.
6.1 Students examine complex webs of causes and effects in relations to events in order to generalize about the workings of human societies, and they apply their findings to problems. This is evident when students:
6.1.c. Examine specific events, make general observations about human behavior, and apply these observations in proposing solutions to a similar social problem
Uses of Evidence and Data
6.2 Students understand the varied uses of evidence and data, and use both to make interpretations concerning public issues. This is evident when students:
6.2.b. Use statistical methodology to describe and interpret a broad range of societal issues (e.g., infant mortality, literacy rates, indicators of quality of life, the effects of government policies on various groups);
6.2.c. Distinguish among fact, bias, stereotyping, generalizing, and categorizing in gathering and presenting evidence and data;
6.2.d. Find evidence to support claims;
6.2.e. Judge credibility of sources.
Analyzing Knowledge
6.3 Students analyze knowledge as a collection of selected facts and interpretations based on a particular historical or social setting. This is evident when students:
6.3.a. Differentiate among fact, opinion, and interpretation; and
6.3.b. Distinguish relevant from irrelevant information.
Inquiry, Experimentation, and Theory - Scientific Method
7.1 Students use scientific methods to describe, investigate, and explain phenomena and raise questions in order to:
· Generate alternative explanations - hypotheses - based on observations and prior knowledge
· Design inquiry that allows these explanations to be tested;
· Deduce the expected results;
· Gather and analyze data to compare the actual results to the expected outcomes; and
· Make and communicate conclusions, generating new questions raised by observations and readings.
7.4.a. Investigate contributions made to science, technology, and mathematics by many different kinds of people, and explain their importance.
7.4.aa. Examine important contributions made to the advancement of science, technology, and mathematics, and respond to their impact on past, present, and future understanding.
7.5 Students analyze the roles and responsibilities of scientists, mathematicians, and technologists in social, economic, cultural, and political systems. This is evident when students:
7.5.a. Explain how discoveries or inventions can help or hurt people (e.g., the environmental impact of energy consumption).
7.5.aa. Analyze the roles and responsibilities of scientists, mathematicians, and technologists in relation to ongoing research and discoveries that impact society (e.g., the dangers and benefits of nuclear energy).
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Last updated: October 11, 2004