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Technology Applications.3.1.C

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The student is expected to develop a plan collaboratively and document a plan that outlines specific steps taken to complete a project; and

A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”

  • Overview
  • Alignments
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TECHNOLOGY APPLICATIONS.3.1.C — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

TA.2.1.C
analyze a plan with adult assistance that outlines the steps needed to complete a task; and
TA.3.1.C
develop a plan collaboratively and document a plan that outlines specific steps taken to complete a project; and
TA.4.1.C
communicate design plans and solutions using a variety of options; and
TA.5.1.C
design and create an outline collaboratively that documents a problem, possible solutions, and an expected timeline for the development of a coded solution; and
TA.6.1.D
design a plan collaboratively using visual representation to document a problem, possible solutions, and an expected timeline for the development of a coded solution;
TA.7.1.D
design a plan collaboratively using flowcharts to document a problem, possible solutions, and an expected timeline for the development of a coded solution;
TA.8.1.D
design a plan collaboratively using pseudocode to document a problem, possible solutions, and an expected timeline for the development of a coded solution;
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TECHNOLOGY APPLICATIONS.3.1.C — Breakout of skills

Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.

The student is expected to
develop a plan collaboratively to complete a project
document a plan that outlines specific steps taken to complete a project

Cross-curricular Connections

The cross-curricular connections are designed to help educators make content connections between the technology applications TEKS and other subject areas. The standards below illustrate alignment between grade level content areas which may help educators develop cross-curricular lessons. These connections do not represent all possible connections that might be made.
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Science

Science.3.1.B use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems

Math

Math.3.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

Social Studies

SS.3.16.B use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

English Language Arts and Reading

ELAR.3.13.B  develop and follow a research plan with adult assistance

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