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Technology Devices (Updated!)

Students choose and describe how three technology devices perform input, output, and processing functions.

Application Exercises give students an opportunity to apply concepts they have learned in previous instruction. Work completed by a student will be graded through a variety of scoring options including participation and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include open-ended questions, correct/incorrect responses, a final product and/or self-assessment.

Teacher-Facing Resources

Type:Application Exercise

Estimated Time:60 minutes

Grades:3-5

Score Type:Mixed Graded

Available Language: English

Vocabulary: Computer, Critical Thinking, Language Arts, Vocabulary

Subjects:

Advantages and Disadvantages of Technology Use

Technology Education > Information Technology > Technology and Society > Advantages and Disadvantages of Technology Use

Content Specific

Language Arts > Writing > Vocabulary > Content Specific

Diagrams of

Technology Education > Information Technology > Basic Operations and Concepts > Hardware Components and Identification > Diagrams of

Hardware Identification

Technology Education > Information Technology > Basic Operations and Concepts > Hardware Identification

Input Devices: Mouse, Keyboard, Remote Control, etc

Technology Education > Information Technology > Basic Operations and Concepts > Input Devices: Mouse, Keyboard, Remote Control, etc

Keyboard Use / Input, Output Devices / Proficiency of use

Science > History / Technology / Social Perspectives > Computer Science > Computer skills > Keyboard Use / Input, Output Devices / Proficiency of use

Not Genre Specific

Language Arts > Writing > General Skills > Not Genre Specific

Output Devices: Monitor, Printer, etc

Technology Education > Information Technology > Basic Operations and Concepts > Output Devices: Monitor, Printer, etc

Technology in Daily Life

Technology Education > Information Technology > Technology and Society > Technology in Daily Life

Vocabulary and Abbreviations

Technology Education > Information Technology > Basic Operations and Concepts > Vocabulary and Abbreviations

	EXCEEDS (4)	MEETS (3)	APPROACHES (2)	DOES NOT MEET (1)
Directions and Participation	The student followed all directions and went above and beyond in answering all questions in the assignment.	The student followed all directions and answered all questions in the assignment.	The student followed most directions and answered most questions in the assignment.	The student did not follow directions or answer the questions in the assignment.
Required Final Product Components	The final product includes additional elements to enhance the assignment beyond the required components.	The final product includes all components required by the assignment.	The final product includes most of the components required by the assignment.	The final product does not demonstrate the components required by the assignment.
Organization and Originality	The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.	The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.	The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.	The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application	The final product clearly demonstrates an accurate and deep level of understanding of the concept.	The final product demonstrates an accurate and appropriate level of understanding of the concept.	The final product demonstrates some understanding of the concept.	The final product demonstrates little to no understanding of the concept.

CCSS

ELA-Literacy.L.4.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
ELA-Literacy.L.5.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
ELA-Literacy.W.3.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.3.4	With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.4.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.4.2d	Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELA-Literacy.W.4.4	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.5.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.5.2d	Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELA-Literacy.W.5.4	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.5.5	With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 29.)

Aligned to National and State Standards

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