Updated on 3/13/2018 7:00 AM

Te a c h e r R e s o u r c e s

for

2014 Information and Communication

Te c h n o l o g y I I

The Research and Curriculum Unit (RCU), located in Starkville, MS, as part of Mississippi State
University, was established to foster educational enhancements and innovations. In keeping with
the land grant mission of Mississippi State University, the RCU is dedicated to improving the
quality of life for Mississippians. The RCU enhances intellectual and professional development
of Mississippi students and educators while applying knowledge and educational research to the
lives of the people of the state. The RCU works within the contexts of curriculum development
and revision, research, assessment, professional development, and industrial training.

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Ta b l e o f C o n t e n t s

Appendix A: Activities and Rubrics................................................................................................4

Appendix B: Vocabulary................................................................................................................10

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Acknowledgments
These recourses are to be used to enhance the curriculum content. It is recommended that the
teacher download the latest curriculum document from the Research and Curriculum Unit’s
website. The information in this document was derived from teachers, to teachers.

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Appendix A: Activities and Rubrics

Discussion Rubric

Student’s Name__________________________________________

Date__________________________________________________

5 4 3 2 1 Score
Quality of Contains timely Volunteers Volunteers Struggles but Does not
Comments and appropriate comments, most comments but participates; participate
comments that of which are lacks occasionally and/or only
offers a comment
are thoughtful appropriate and depth,;may or makes
when directly
and reflective; reflect some may not lead to questioned, but negative or
responds thoughtfulness; other questions may simply disruptive
respectfully to leads to other from students. restate questions remarks;
other student's questions or or points comments are
remarks, and remarks from previously raised. inappropriate
provokes student and/or May add nothing or off topic.
questions and others. new to the
discussion or
comments from
provoke no
the group. responses or
question.
Resource/Document Makes clear Has done the Has done the Has not read Unable to
Reference reference to text reading with reading; lacks the entire text refer to text
being discussed some thoroughness of and cannot for evidence
and connects it to thoroughness, understanding sustain any or support of
other texts or but may lack or insight. reference to it remarks.
reference points some detail or in the course of
from previous critical insight. discussion.
readings and
discussions.
Active Listening Posture, Listens to others Listens to Drifts in and Disrespectful
demeanor, and most of the time, others some of out of of others
behavior clearly but does not stay the time, but discussion, when they are
demonstrate focused on does not stay listening to speaking;
respect and other's comments focused on some remarks behavior
attentiveness to (too busy other's while clearly indicates total
others. formulating own) comments (too missing or non-
or loses busy ignoring others. involvement
continuity of formulating with group or
discussion. own) or loses discussion
Shows continuity of
consistency in discussion.
responding to the Shows some
comments of consistency in
others. responding to
the comments
of others.
Total

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 Group Participation Rubric

Student’s Name__________________________________________

Date__________________________________________________

Project Title:

1 point 2 points 3 points 4 points Total

Contributed
Rarely Contributed Contributed
exceptional
Group contributed to good effort to great effort to
effort to
Discussions discussions of discussions of discussions of
discussions of
the group the group the group
the group

Exhibited on- Exhibited on-

Exhibited on- Exhibited on-
On-Task task behavior task behavior
task behavior task behavior
Behavior some of the most of the
inconsistently consistently
time time

Did not assist Seldom Occasionally

Helping Assisted other
other group assisted other assisted other
Others group members
members group members group members

Seldom Occasionally Always

Ignored ideas
listened to listened to listened to
Listening of group
ideas of group ideas of group ideas of group
members
members members members

Total Score

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 Journal Rubric

Student’s Name__________________________________________

Date__________________________________________________

Use this rubric to assess students’ abilities to complete the journal activities assigned for this
lesson. Share this assessment with students prior to completing the journal-writing lessons, so
they will understand how they will be assessed. You can also use the rubric as a basis for
discussion and feedback with each student.
1. The student writes journal responses in complete sentences. _____
2. The student writes five or more sentences to answer questions. _____
3. The student responds to questions by self-questioning, retelling,
predicting, or assuming the role of a character. _____
4. The student’s experiences and opinions are clear. _____
5. The student works with a peer to share journal responses and to
develop a combined response when requested. _____

TOTAL: _____

EXCELLENT (4) VERY GOOD (3) FAIR (2) POOR (1)

The student completes The student completes The student completes The student fails to
the task with no major the task with only a the task with some complete the task.
errors. few major errors and major errors and The student does not
The student some minor errors. many minor errors. understand the
demonstrates a full The student The student has concepts.
understanding of the demonstrates a strong difficulty
concepts. understanding of the understanding the
concepts. concepts.

Teacher Comments:

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 Presentation Rubric

Student’s Name__________________________________________

Date__________________________________________________

Exemplary Accomplished Developing Beginning Score

4 points 3 points 2 points 1 point Obtained
Content Addressed all Addressed all Omitted two Omitted more
assignment but one assignment than two
components assignment components assignment
component components
Detail Fully Fully Partially Partially
addressed all addressed addressed addressed few
assignment most most assignment
components assignment assignment components
components components
Accuracy No One to two three to five More than five
grammatical, grammatical, grammatical, grammatical,
typographical, typographical, typographical, typographical,
spelling, or spelling, or spelling, or spelling, or
punctuation punctuation punctuation punctuation
errors errors errors errors
Clarity Logical, Somewhat Confusing No evidence
orderly logical sequence of order or
sequence sequence sequence
Design Excellent Adequate Inadequate Poor design
design design design selection or
selection and selection or selection or more than five
usage one or two three to five design errors
design errors design errors
Appeal Very Somewhat Not very Not appealing;
appealing; appealing; appealing; very limited or
excellent use adequate use limited use of no use of
of animation, of animation, animation, animation,
transitions, transitions, transitions, transitions,
sound, etc. sound, etc. sound, etc. sound, etc.
Score

Teacher Comments:

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 Project Rubric

Student’s Name__________________________________________

Date__________________________________________________

Exemplary Accomplished Developing Beginning Score

4 points 3 points 2 points 1 point Obtained
Content Addressed all Addressed all Omitted two Omitted more
assignment but one assignment than two
components assignment components assignment
component components
Detail Fully Fully Partially Partially
addressed all addressed addressed addressed few
assignment most most assignment
components assignment assignment components
components components
Accuracy No One or two Three to five More than five
grammatical, grammatical, grammatical, grammatical,
typographical, typographical, typographical, typographical,
spelling, or spelling, or spelling, or spelling, or
punctuation punctuation punctuation punctuation
errors errors errors errors
Design Excellent Adequate Inadequate Poor design
design design design selection or
selection and selection or selection or more than five
usage one or two three to five design errors
design errors design errors
Appeal Very Somewhat Not very Not appealing;
appealing; appealing; appealing; very limited or
excellent use adequate use limited use of no use of
of animation, of animation, animation, animation,
transitions, transitions, transitions, transitions,
sound, etc. sound, etc. sound, etc. sound, etc.
Score

Teacher Comments:

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 Report Rubric

Student’s Name__________________________________________

Date__________________________________________________

EXEMPLARY ACCOMPLISHED DEVELOPING BEGINNING SCORE

(4) (3) (2) (1)
Topic Directly Somewhat relevant Remotely Totally
relevant related unrelated
Organization Good Organized; events Some Not organized;
organization; are somewhat organization; events make no
events are jumpy events jump sense
logically around; start and
ordered; sharp end are unclear
sense of
beginning and
end
Quality of Supporting Some details do not Details are Unable to find
Information details specific support the subject somewhat specific details
to subject sketchy
Grammar and All grammar Only one or two More than two Very frequent
Spelling and spelling are errors errors grammar and/or
correct spelling errors
Interest Level Vocabulary is Vocabulary is Vocabulary is Needs
varied; varied; supporting constant; details descriptive
supporting details need work lack “color” words
details are vivid
Neatness Word processed Legible writing; Legible writing; Illegible
or typed; clean well-formed some ill-formed writing; loose
and neatly characters; clean letters; print too pages
bound in a and neatly bound in small or too
report cover; a report cover; large; papers
illustrations illustrations stapled together
provided provided
Timeliness Report handed Up to two days late Up to one week Report handed
in on time late in more than
one week late
Total

Teacher Comments:

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A p p e n d i x B : Vo c a b u l a r y

The following is a list of terms developed by the writing team. This is not an exhaustive list and
should be considered a good starting point for classroom instruction. Definitions should be
obtained from classroom textbooks, industry publications, or other industry related materials.

Unit 1

Acceptable Use Policy

Accuracy
Backspace Key
Caps Lock
Copyright
Cursor
Cybercrime
Delete Key
Editing
Enter/Return Key
Error
Ethics
GWAM (Gross Words a Minute)
Home Row Keys
NWAM (Net Words a Minute)
Piracy
Plagiarism
Procedures
Proofreading
Shift Key
Site License
Software License
Space Bar
Tab
Technique
Word Wrap

Unit 2

Bandwidth
Bluetooth
Client/server network
Communications channel
Digital Subscriber Line (DSL).
Ethernet
Firewall
File Transfer Protocol (FTP)
Global positioning system (GPS)

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Hub
Internet
Intranet
IP address
Local area networks (LAN)
Modems
Networks
Peer-to-peer network
Router
Switch
Topology
Videoconferencing
Web
Wide area network (WAN)
Wi-Fi Hotspots
Wireless adapter
Wireless local area networks (WLAN)

Unit 3

Asset
Bank
Bankruptcy
Budget
Career
Cash flow
Certificate of Deposit
Charitable giving
Check
Collateral
Collection agency
Compensation
Credit
Credit bureau
Credit card
Credit report
Credit score/rating
Debt
Disposable Income
Emergency fund
Employee benefits
Entrepreneur
Expenses
Finance charge
Financial aid
Financial plan

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Financial literacy
Income
Insurance
Investments
Job
Lease
Loan
Mortgage
Personal finance
Personal income
Savings
Take-home pay

Unit 4

Active Cell
AutoFill
Average function formula
Bar chart
Cell
Cell Reference
Cell Reference Box
Chart
Clip art
Column
Column chart
Embedded chart
Fill handle
Filter
Formula
Formula bar
Function formula
Header
Landscape orientation
Legend
Line chart
Maximum function formula
Minimum function formula
Pie chart
Portrait Orientation
Range
Row
Scroll Bars
Sorting
Spreadsheet
Spreadsheet program

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Sum function formula
Textbox
Title Bar
Workbook
Unit 5

Ascending Sort
Data Type
Datasheet View
Descending Sort
Design View
Field
Field Name
Field Property
Form
Form Letter
Form View
Format Property
Mail Merge
Primary Key
Query
Record
Report
Sort
Table
Task pane

Unit 6

Attributes
Breaking loads
Center Point
Computer Aided Design/Drafting (CAD)
Component
Constraints
Dimensions
Drafting
Engineer
Landscaping
Measurement
Mock-up
Model
Origin
Perspective
Plane
Plans

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Prototype
Scale
Scale Model
Space
Specifications
Structural weight
Three-Dimensional (3D)
Two-Dimensional (2D)
Vertex

Unit 7

Alignment
Balance
Color/Hue
Contrast
Line
Mass
Proximity/Unity
Shape
Size
Texture
Value

Unit 8

Alignment
Angle Brackets
Animated GIF
Animation
Attribute
Banner
Bitmap Image (BMP)
Check Box
Drop Down Menu
Fonts
Graphics
Graphics Interchange Format (GIF)
Home Page
Hyperlinks
Hypertext Markup Language (HTML)
Hypertext Transfer Protocol (HTTP)
Index
Joint Photographic Experts Group (JPEG)
Mouse Over
Portable Document Format (PDF)

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Radio Buttons
Source Code
Uniform Resource Locator (URL)
Web Browser
Web Page
Web site
WYSIWYG (What You See Is What You Get)

Unit 9

Career Clusters
Career Pathways
iCAP

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