Grade 7 Science Massachusetts standards Standards

Technology/Engineering

Physical Science

Life Science

Earth and Space Sciences

Europe

Southeast Asia and Oceania

East Asia

Central and South Asia

Grade 7: World Geography and Ancient Civilizations II

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening Standards

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literacy

History and Social Science and the Standards for Literacy (Grades 6-8)

Standards for History and Social Science Practice

Cite specific textual evidence to support analysis of primary and secondary sources, quoting or paraphrasing as appropriate.

Independently and proficiently read and comprehend history/social studies texts exhibiting complexity appropriate for the grade/course.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Determine the meaning of general academic and domain-specific words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Describe how a text presents information (e.g., sequentially, comparatively, causally), including how written texts incorporate features such as headings.

Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integrate visual information (e.g., charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Distinguish among fact, opinion, and reasoned judgment in a text.

Analyze the relationship between a primary and secondary source on the same topic.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on discipline-specific topics, texts, and issues, building on others' ideas and expressing their own clearly.

Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (See grades 6–8 Reading Standard 1 for more on the use of textual evidence.)

Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

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

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

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Write arguments focused on discipline-specific content.

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims/critiques, and organize the reasons and evidence logically in paragraphs and sections.

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Use words, phrases, and clauses with precision to create cohesion and clarify the relationships among claim(s), counterclaims/critiques, reasons, and evidence.

Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing).

Provide a concluding statement or section that follows from and supports the argument presented.

Write routinely over extended time frames (time for 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.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Introduce a topic clearly, previewing what is to follow; use paragraphs and sections to organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include text features (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas, concepts, or procedures.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing).

Provide a concluding statement or section that follows from and supports the information or explanation presented.

Not applicable

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

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Use technology, including current web-based communication platforms, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

When conducting research, gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Draw evidence from informational texts to support analysis, interpretation, reflection, and research. (See grades 6–8 Reading Standard 1 for more on the use of textual evidence.)

Construct an explanation based on evidence for how Earth's surface has changed over scales that range from local to global in size.

Develop a model to explain how the energy of the sun and Earth's gravity drive the cycling of water, including changes of state, as it moves through multiple pathways in Earth's hydrosphere.

Obtain and communicate information on how data from past geologic events are analyzed for patterns and used to forecast the location and likelihood of future catastrophic events.

Construct an argument supported by evidence that human activities and technologies can to mitigate the impact of increases in human population and per capita consumption of natural resources on the environment.

Evaluate competing solutions to a given design problem using a decision matrix to determine how well each meets the criteria and constraints of the problem. Use a model of each solution to evaluate how variations in one or more design features, including size, shape, weight, or cost, may affect the function or effectiveness of the solution.

Generate and analyze data from iterative testing and modification of a proposed object, tool, or process to optimize the object, tool, or process for its intended purpose.

Construct a prototype of a solution to a given design problem.

Explain the function of a communication system and the role of its components, including a source, encoder, transmitter, receiver, decoder, and storage.

Compare the benefits and drawbacks of different communication systems.

Research and communicate information about how transportation systems are designed to move people and goods using a variety of vehicles and devices. Identify and describe subsystems of a transportation vehicle, including structural, propulsion, guidance, suspension, and control subsystems.

Show how the components of a structural system work together to serve a structural function. Provide examples of physical structures and relate their design to their intended use.

Use the concept of systems engineering to model inputs, processes, outputs, and feedback among components of a transportation, structural, or communication system.

Construct an explanation based on evidence for how characteristic animal behaviors and specialized plant structures increase the probability of successful reproduction of animals and plants.

Analyze and interpret data to provide evidence for the effects of periods of abundant and scarce resources on the growth of organisms and the size of populations in an ecosystem.

Describe how relationships among and between organisms in an ecosystem can be competitive, predatory, parasitic, and mutually beneficial and that these interactions are found across multiple ecosystems.

Develop a model to describe that matter and energy cycle among living and nonliving parts of an ecosystem and that both matter and energy are conserved through these processes

Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations.

Evaluate competing design solutions for protecting an ecosystem. Discuss benefits and limitations of each design.

Explain how changes to the biodiversity of an ecosystem—the variety of species found in the ecosystem—may limit the availability of resources humans use.

Analyze data to describe the effect of distance and magnitude of electric charge on the strength of electric forces.

Use scientific evidence to argue that fields exist between objects with mass, between magnetic objects, and between electrically charged objects that exert force on each other even though the objects are not in contact.

Construct and interpret data and graphs to describe the relationships among kinetic energy, mass, and speed of an object.

Develop a model to describe the relationship between the relative position of objects interacting at a distance and their relative potential energy in the system.

Apply scientific principles of energy and heat transfer to design, construct, and test a device to minimize or maximize thermal energy transfer.

Conduct an investigation to determine the relationships among the energy transferred, how well the type of matter retains or radiates heat, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

Present evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

Use a model to explain how thermal energy is transferred out of hotter regions or objects and into colder ones by convection, conduction, and radiation.

Use informational text to describe the relationship between kinetic and potential energy and illustrate conversions from one form to another.

Physical and political geography of Central and South Asia

On a physical map of the world, use cardinal directions, map scales, key/legend, and title to locate Central and South Asia. On a topographic map of Central and South Asia locate important physical features of the region (e.g. the Indian Ocean, the Arabian Sea, the Bay of Bengal, the Ganges River, the Indo-Gangetic Plain, the Northern Mountains, the Khyber Pass, the Deccan Plateau, the Himalayan Mountains, and the Steppes). Use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region.

On a political map of the region, demonstrate map reading skills to distinguish countries, capitals, and other cities and to describe their absolute location (using latitude and longitude coordinates) and relative location (relationship to other countries, cities, or bodies of water); use knowledge of maps to complement information gained from text about a city, country or region.

Explain how absolute and relative locations, major physical characteristics, climate and natural resources in this region have influenced settlement patterns, population size, and economies of the countries.

Early Indian and Central Asian civilizations, religions, and cultures

Explain the ways in which early Indian and Central Asian societies interacted with East African, Western Asian, and European societies (e.g., by conquest, trade, colonization, diffusion of religion, language, and culture).

Describe important economic, political, and religious developments in Indian and Central Asian history and evaluate the ways in which they conform to or differ from developments in societies in other regions of the world.

the origins of Indian society in the Indus Valley, c. 3000–1300 BCE

the evolution and central principles of Hinduism

the teachings of Gautama Buddha in India in the 6th to 4th centuries BCE

the Mauryan Empire in the 4th to 2nd centuries BCE and the role of the Emperor Ashoka adopting Buddhism's moral teachings and the philosophy of non-violence and supporting Buddhist missionaries in North Africa, Central and Southeast Asia, and Mediterranean Europe; the Gupta Empire in the 3rd to 6th centuries CE, sometimes referred to as the "Golden Age of India," and its Sanskrit classic literature and art

the development of the caste system in India

achievements in art, architecture, technology, astronomy, and mathematics

the role topography and geography played in making trade along the several routes of the Silk Road viable and lucrative; connections through trade routes to Africa, Europe, and China

Physical and political geography of East Asia

On a physical map of the world, use cardinal directions, map scales, key/legend, and title to locate East Asia. Locate important physical features (e.g. the Huang He [Yellow] River and Chang Jiang [Yangtze] Rivers, and the Himalayan Mountains) and other characteristics of the region. Use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region.

On a political map of the region, demonstrate map reading skills to distinguish countries, capitals, and other cities and to describe their absolute location (using latitude and longitude coordinates) and relative location (relationship to other countries, cities, or bodies of water); use knowledge of maps to complement information gained from text about a city, country or region.

Explain how absolute and relative locations, major physical characteristics, climate and natural resources in this region have influenced settlement patterns, population size, and economies of the countries.

Early East Asian societies, religions, and cultures - Ancient China, c. 1600 BCE–500 CE

Describe the topography and climate of eastern Asia, including the importance of mountain ranges and deserts, and explain how geography influenced the development of Chinese complex societies.

Describe important economic, political, and religious developments in early Chinese history and evaluate the ways in which they are similar to or different from the characteristics of societies in other regions of the world.

the continuity of rule and encouragement of learning in the Shang and Zhou dynasties (c. 1600–256 BCE)

the teachings of Confucius (551–479 BCE), including writings on ethics and good government, codes of proper conduct, and relationships between parent and child, friend and friend, husband and wife, and subject and ruler and the philosophy/religion of Taoism, emphasizing harmony of humanity and nature

the First Emperor's unification of China in the short Qin Dynasty (221–206 BCE) by subduing warring factions, seizing land, centralizing government, imposing strict rules, and creating, with the use of slave labor, large state building projects for irrigation, transportation, and defense (e.g., the Great Wall) and his own tomb with life-size terracotta warriors

the Chinese ideographic writing system (characters, which are symbols for concepts/ideas) and how it differs from an alphabetic writing system

important technologies of China such as bronze casting, silk and gunpowder manufacture.

China's role in trade across Asia and to and from Africa and Europe along the Silk Roads and the introduction of Buddhism in China starting c. 1st century CE.

Ancient Japan and Korea, c.300 BCE–1300 CE

Trace the spread of Buddhism from India in the 4th century BCE to China, Korea, and Japan, and its development in Japan from the 6th through the 13th century CE; explain significant cultural contributions of ancient Japan (e.g., Buddhist philosophy, art, calligraphy, and temple and landscape architecture).

Describe the impact of encounters, such as through trade, religion, and conquest, among the ancient civilizations of China, Japan, and Korea.

Physical and political geography of Southeast Asia and Oceania

On a physical map of the world, use cardinal directions, map scales, key/legend, and title to locate the Indian Ocean, Australia, New Zealand, Antarctica, the major Pacific Islands, the Pacific Ocean, and the Coral Sea. Locate important physical features (e.g. the Bay of Bengal, the South China Sea, the Great Victoria Desert, and the Great Barrier Reef) and characteristics of the region. Use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region.

On a political map of the region, demonstrate map reading skills to distinguish countries, capitals, and other cities and to describe their absolute location (using latitude and longitude coordinates) and relative location (relationship to other countries, cities, or bodies of water); use knowledge of maps to complement information gained from text about a city, country or region.

Explain how absolute and relative locations, major physical characteristics, climate and natural resources in this region have influenced settlement patterns, population size, and economies of the countries.

First People of Australia and New Zealand

Identify and describe the major social features of the indigenous peoples in Australia (the Aborigines) and New Zealand (the Maoris). Describe archaeological evidence, such as rock paintings, from the region and explain what it indicates about early Aboriginal and Maori cultures.

Physical and political geography of Europe

On a physical map of the world, use cardinal directions, map scales, key/legend, and title to locate Europe. Locate important physical features (e.g. the Atlantic Ocean, Arctic Ocean, Norwegian Sea, and Barents Sea; Lake Baikal, the Volga, Danube, Ural, Rhine, Elbe, Seine, Po, and Thames Rivers; the Alps, Pyrenees, and Balkan Mountains). Use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region.

On a political map of the region, demonstrate map reading skills to distinguish countries, capitals, and other cities and to describe their absolute location (using latitude and longitude coordinates) and relative location (relationship to other countries, cities, or bodies of water); use knowledge of maps to complement information gained from text about a city, country or region.

Explain how absolute and relative locations, major physical characteristics, climate and natural resources in this region have influenced settlement patterns, population size, and economies of the countries.

Identify what time zones are, when and how the precise measurement of longitude was scientifically and historically determined, the function and location of the International Date Line, and the function of the Royal Observatory in Greenwich, England, and give examples of differences in time in countries in different parts of the world.

Ancient and Classical Greece, c. 1200–300 BCE

On a historical map of the Mediterranean area, locate Greece and trace the extent of its influence from c. 1200 to 300 BCE.

Explain how the geographical location of ancient Athens and other city-states such as Corinth and Sparta contributed to their role in maritime trade, colonies in the Mediterranean, and the expansion of their cultural influence.

Explain the democratic political concepts developed in ancient Greece.

the "polis" or city-state

civic participation and voting rights

legislative bodies

constitution writing

rule of law

Compare and contrast life in Athens and Sparta, including the status and role of women and enslaved people in the two city-states.

Analyze the causes, and consequences of the Persian Wars between Greek city-states and the Persian Empire (490–480 BCE), the Peloponnesian Wars between Athens and Sparta (431–404 BCE), and the conquests of Alexander the Great in Asia (c.336–331BCE).

Give examples of Greek gods and goddesses, heroes, and events; explain the persistence of terms from Greek and Roman mythology in modern English and other European languages (e.g., Pandora's box, a Herculean task, the wrath of Achilles, Amazon, Olympics, marathon, narcissism).

Identify the major accomplishments of the ancient Greeks by researching and reporting on one of the following:

a scientist or mathematician (e.g., Thales, Pythagoras, Euclid, or Hippocrates)

a philosopher (e.g., Socrates, Plato, or Aristotle), historian (e.g., Herodotus or Thucydides), poet or dramatist (e.g., Homer, Aeschylus, Sophocles, Aristophanes, or Euripides)

architecture (e.g., the Parthenon, the Acropolis, and the Temple of Apollo)

writing (e.g., development of the first complete alphabet with symbols for consonants and vowels)

art (e.g., the development of ideals of beauty and proportions in the human body in sculpture or the depiction of myths and heroes in vase painting)

Ancient and Classical Rome, the Roman Republic, and the Roman Empire, c. 500 BCE–500 CE

Locate Rome on a map, trace the expansion of the Roman Empire to 500 CE and explain how Rome's location contributed to its political power in the Mediterranean and beyond.

Describe the rise of the Roman Republic, its government, including separation of powers, rule of law, representative government, and the notion of civic duty.

Describe the influence of Julius Caesar and Augustus in Rome's transition from a republic to an empire and explain the reasons for the growth and long life of the Roman Empire.

Military organization, tactics, and conquests; and decentralized administration

the purpose and functions of taxes

the promotion of economic growth through the use of a standard currency, road construction, and the protection of trade routes and the benefits of a Pax Romana

Describe the characteristics of the system of classes and slavery under the Romans.

Explain how inner forces (e.g., the rise of autonomous military powers, political corruption, and economic and political instability) and external forces (shrinking trade, invasions from northern tribes) led to the disintegration of the Roman Empire.

Describe the contribution of the Romans to architecture, engineering, and technology (e.g., roads, bridges, arenas, baths, aqueducts, central heating, plumbing, and sanitation).

Explain the spread and influence of the Roman alphabet and the Latin language, and the role of Latin and Greek in scientific and academic vocabulary today.

Describe how scientific, philosophical, and aesthetic ideas diffused throughout Europe, Asia, and Africa as a result of trade, migration, conquest, and colonization.

Earth's Systems

Earth and Human Activity

Engineering Design

Technological Systems

Demonstrate civic knowledge, skills, and dispositions.

Develop focused questions or problem statements and conduct inquiries.

Organize information and data from multiple primary and secondary sources.

Analyze the purpose and point of view of each source; distinguish opinion from fact.

Evaluate the credibility, accuracy, and relevance of each source.

Argue or explain conclusions, using valid reasoning and evidence.

Determine next steps and take informed action, as appropriate.

From Molecules to Organisms: Structures and Processes

Ecosystems: Interactions, Energy, and Dynamics

Motion and Stability: Forces and Interactions

Energy

Computational Thinking

Computing Systems

Digital Tools and Collaboration

Computing and Society

Safety and Security

Identify threats and actively protect devices and networks from viruses, intrusion, vandalism, and other malicious activities.

Describe how cyberbullying can be prevented and managed.

Explain the connection between the persistence of data on the Internet, personal online identity, and personal privacy.

Describe and use safe, appropriate, and responsible practices (netiquette) when participating in online communities (e.g., discussion groups, blogs, social networking sites).

Differentiate between appropriate and inappropriate content on the Internet.

Ethics and Laws

Explain how copyright law and licensing protect the owner of intellectual property.

Explain possible consequences of violating intellectual property law and plagiarism.

Apply fair use for using copyrighted materials (e.g., images, music, video, text).

Identify the legal consequences of sending or receiving inappropriate content (e.g., cyberbullying, harassment, sexting).

Differentiate among open source and proprietary software licenses and their applicability to different types of software and media.

Demonstrate compliance with the school's Acceptable Use Policy [AUP].

Identify software license agreements and application permissions.

Explain positive and malicious purposes of hacking.

License original content and extend license for sharing in the public domain (e.g., creative commons).

Interpersonal and Societal Impact

Describe current events and emerging technologies in computing and the effects they may have on education, the workplace, individuals, communities, and global society.

Identify and discuss the technology proficiencies needed in the classroom and the workplace, and how to meet the needs.

Relate the distribution of computing resources in a global society to issues of equity, access, and power.

Evaluate how media and technology can be used to distort, exaggerate, and misrepresent information.

Evaluate the bias of digital information sources, including websites.

Computing Devices

Describe the main functions of an operating system.

Recognize that there is a wide range of application software.

Identify and describe the function of the main internal parts of a basic computing device (e.g., motherboard, hard drive, Central Processing Unit [CPU]).

Identify and describe the use of sensors, actuators, and control systems in an embodied system (e.g., a robot, an e-textile, installation art, smart room).

Individually and collaboratively design and demonstrate the use of a device (e.g., robot, e-textile) to accomplish a task.

Use a variety of computing devices (e.g., probes, sensors, handheld devices, Global Positioning System [GPS]) to individually and collaboratively collect, analyze, and present information for content-related problems.

Identify steps involved in diagnosing and solving routine hardware and software problems (e.g., power, connections, application window or toolbar, cables, ports, network resources, video, sound) that occur during everyday computer use.

Human and Computer Partnerships

Explain why some problems can be solved more easily by computers or humans based on a general understanding of types of tasks at which each excels.

Describe how humans and machines interact to solve problems that cannot be solved by either alone (e.g., "big data" experiments that involve drawing conclusions by analyzing vast amounts of data).

Networks

Explain the difference between physical (wired), local and wide area, wireless, and mobile networks.

Model the components of a network, including devices, routers, switches, cables, wires, and transponders.

Describe how information, both text and non-text, is translated and communicated between digital devices over a computer network.

Services

Identify capabilities of devices that are enabled through services (e.g., a wearable device that stores fitness data in the cloud, a mobile device that uses location services for navigation).

Abstraction

Describe how data is abstracted by listing attributes of everyday items to represent, order and compare those items (e.g., street address as an abstraction for locations; car make, model, and license plate number as an abstraction for cars).

Define a simple function that represents a more complex task/problem and can be reused to solve similar tasks/problems.

Use decomposition to define and apply a hierarchical classification scheme to a complex system, such as the human body, animal classification, or in computing.

Algorithms

Design solutions that use repetition and conditionals.

Use logical reasoning to predict outputs given varying inputs.

Individually and collaboratively decompose a problem and create a sub-solution for each of its parts (e.g., video game, robot obstacle course, making dinner).

Recognize that more than one algorithm can solve a given problem.

Recognize that boundaries need to be taken into account for an algorithm to produce correct results.

Data

Demonstrate that numbers can be represented in different base systems (e.g., binary, octal, and hexadecimal) and text can be represented in different ways (e.g., American Standard Code for Information Interchange [ASCII]).

Describe how computers store, manipulate, and transfer data types and files (e.g., integers, real numbers, Boolean Operators) in a binary system.

Create, modify, and use a database (e.g., define field formats, add new records, manipulate data), individually and collaboratively, to analyze data and propose solutions for a task/problem.

Perform a variety of operations such as sorting, filtering, and searching in a database to organize and display information in a variety of ways such as number formats (scientific notation and percentages), charts, tables, and graphs.

Select and use data-collection technology (e.g., probes, handheld devices, geographic mapping systems) to individually and collaboratively gather, view, organize, analyze, and report results for content-related problems.

Programming and Development

Individually and collaboratively compare algorithms to solve a problem, based on a given criteria (e.g., time, resource, accessibility).

Use functions to hide the detail in a program.

Create a program, individually and collaboratively, that implements an algorithm to achieve a given goal.

Implement problem solutions using a programming language, including all of the following: looping behavior, conditional statements, expressions, variables, and functions.

Trace programs step-by-step in order to predict their behavior.

Use an iterative approach to development and debugging to understand the dimensions of a problem clearly.

Modeling and Simulation

Create a model of a real-world system and explain why some details, features and behaviors were required in the model and why some could be ignored.

Use and modify simulations to analyze and illustrate a concept in depth (e.g., light rays/mechanical waves interaction with materials, genetic variation).

Select and use computer simulations, individually and collaboratively, to gather, view, analyze, and report results for content-related problems (e.g., migration, trade, cellular function).

Digital Tools

Identify and explain the strengths, weaknesses, and capabilities of a variety of digital tools.

Identify the kinds of content associated with different file types and why different file types exist (e.g., formats for word processing, images, music, three-dimensional drawings.).

Integrate information from multiple file formats into a single artifact.

Individually and collaboratively use advanced tools to design and create online content (e.g., digital portfolio, multimedia, blog, webpage).

Individually and collaboratively develop and conduct an online survey.

Collaboration and Communication

Communicate and publish key ideas and details individually or collaboratively in a way that informs, persuades, and/or entertains using a variety of digital tools and media-rich resources.

Collaborate synchronously and asynchronously through online digital tools.

Demonstrate ability to communicate appropriately through various online tools (e.g., e-mail, social media, texting, blog comments).

Research

Perform advanced searches to locate information using a variety of digital sources (e.g., Boolean Operators, limiters like reading level, subject, media type).

Evaluate quality of digital sources for reliability, including currency, relevancy, authority, accuracy, and purpose of digital information.

Gather, organize, and analyze information from digital sources by quoting, paraphrasing, and/or summarizing.

Create an artifact, individually and collaboratively, that answers a research question and communicates results and conclusions.

Use digital citation tools to cite sources using a school- or district-adopted format (e.g., Modern Language Association [MLA]), including proper citation for all text and non-text sources (e.g., images, audio, video).