Pacing Guide. Content Area: Technology. Created by: Erin Gander

Transcription

1 Pacing Guide Content Area: Technology Course Title: ELA/TECHNOLOGY Grade Level: Grade K Unit 1: Computer Basics September- January Unit 2: Computer Applications February - June Created by: Erin Gander

2 Content Area: Technology Unit 1 Title: Computer Basics Target Course/Grade Level: Kindergarten Unit Overview Unit Summary: Students will learn about the names of major parts of the computer and their functions. They will learn how to hold and use the mouse, use keys on the keyboard, and to open, maximize and close programs/windows. To continue to familiarize students with using the mouse the students will use the Jumpstart Computer Program. Classroom procedures and computer safety rules will be discussed. Interdisciplinary connections: Language Arts-Common Core Standards for English Language Arts Math Common Core State Standards are aligned and incorporated into the Technology Curriculum 21 st century themes: LEARNING AND INNOVATION SKILLS Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration INFORMATION, MEDIA, TECHNOLOGY SKILLS Information Literacy LIFE AND CAREER SKILS Flexibility and Adaptation Initiative and Self-Direction Social and Cross cultural skills Productivity and Accountability Leadership and Responsibility Unit Rationale A computer is a machine with many parts. Navigate in virtual environments that are developmentally appropriate. Technology products and systems impact every aspect of the world in which we live. Digital media are 21st-century tools used for local and global communication. CPI# A A.2 Learning Targets Cumulative Progress Indicators (CPI) Identify the basic features of a computer and explain how to use them effectively. Use technology terms in daily practice A.5 Demonstrate the ability to navigate in virtual environments that are developmentally appropriate.

3 8.2.2.A B E E E.3 Totowa Computer Technology Curriculum Project Describe how technology products, systems, and resources are useful at school, home, and work. Investigate the influence of a specific technology on the individual, family, community, and environment. Explain how digital media are used in daily life in a variety of settings. Demonstrate effective communication using digital media during classroom activities. Distinguish how digital media are used by individuals, groups, and organizations for varying purposes. Unit Essential Questions What is a (identify components of computer)? How do you perform (operations covered)? Unit Enduring Understandings Observe identification of mouse, keyboard, screen, individual programs. Observe correct use of common programs found on computers and ipads. Unit Learning Targets Students will... Hold mouse correctly, use keyboard keys to type, space, and enter. Use basic computer terminology: mouse, screen, keyboard, desktop, icon. Use ipads for educational reasons. Explain computer room procedures. Use Jumpstart Computer Game. Evidence of Learning Summative Assessment Summative assessments should provide overall evidence about student learning. How well have students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit? Assessments could include projects, summative assessments, observations, and demonstrations that verify the knowledge and skills learned. Formative Assessments Question and Answer Teacher Observations Class discussions Portfolio Skills checklist Equipment Needed: ipads Jumpstart Computer Game Program Epson Board Headphones

4 Teacher Resources: Jumpstart Computer Program manual ipad Apps List (broken down by content area) Websites: Integration of Technology: Videostreaming Software ipads Curriculum Development Resources Click the links below to access additional resources used to design this unit:

5 Content Area: Technology/World Language Unit 2 Title: Computer Applications Target Course/Grade Level: Kindergarten Unit Overview Unit Summary: Students will continue to learn to open different software and online programs, input text and clip art. Students will open, navigate, and close developmentally appropriate online resources. Students will learn the basics of a word processing software program: open, input text and clip art, use special function keys like backspace and shift, print and close program. The students will gather a basic understanding of other cultures by viewing and reading online resource Interdisciplinary connections: Language Arts-Common Core Standards for English Language Arts Math Common Core State Standards are aligned and incorporated into the Technology Curriculum World Language Common Core State Standards are aligned and incorporated into the Technology Curriculum 21 st century themes: LEARNING AND INNOVATION SKILLS Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration INFORMATION, MEDIA, TECHNOLOGY SKILLS Information Literacy LIFE AND CAREER SKILS Flexibility and Adaptation Initiative and Self-Direction Social and Cross cultural skills Productivity and Accountability Leadership and Responsibility Unit Rationale Navigate in virtual environments that are developmentally appropriate. Use online programs to explore information. Use word processing software to input information and images. Examine holidays throughout the world and compare to our celebrations.

6 CPI# A A A A A NM.A NM.A NM.B NM.B.5 Totowa Computer Technology Curriculum Project Learning Targets Cumulative Progress Indicators (CPI) Identify the basic features of a computer and explain how to use them effectively. Use technology terms in daily practice. Discuss the common uses of computer applications and hardware and identify their advantages and disadvantages. Create a document with text using a word processing program. Demonstrate the ability to navigate in virtual environments that are developmentally appropriate. SLO 5a.1 - Skim and scan culturally authentic audio/video/written text, from electronic information sources and other sources to identify customs and traditions related to cultural celebrations. SLO 5a.2 - Ask and respond to simple questions related to holidays and other celebrations in the home and target cultures. Unit Essential Questions What does a word processing software do? How is a word processing software useful? How do I use an online program/activity? What common features are used in online and software programs? Unit Enduring Understandings Word processing software allows us to communicate with words and images in a print environment which is easier to read tan handwriting. There are common features to programs and software like an exit button, and print button. Unit Learning Targets Students will... Learn to open a program from a desktop shortcut or link. Follow instructions to use the program. Recognize common elements in programs (windows close, minimize, maximize buttons) Insert text and clip art Print results Examine holidays throughout the world Evidence of Learning Summative Assessment Summative assessments should provide overall evidence about student learning. How well have students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit? Assessments could include projects, summative assessments, observations, and demonstrations that verify the knowledge and skills learned. Formative Assessments Question and Answer Teacher Observations Class discussions Portfolio Skills checklist

7 Equipment Needed: Microsoft Office Epson Board Headphones Teacher Resources: Microsoft Office Manual manual Websites: Integration of Technology: Videostreaming Software Curriculum Development Resources Click the links below to access additional resources used to design this unit: