Course Title: Library Media & Technology Education Grade: K-5

Transcription

1 FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park Avenue Freehold, NJ Monmouth County Office of Curriculum & Instruction Course Title: Library Media & Technology Education Grade: K-5 Board of Education Adoption Date: June 22, 2015 i

2 Freehold Borough Board of Education Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President Mr. Paul Ceppi Mrs. Annette Jordan Mr. James Keelan Mrs. Maureen MacCutcheon Mr. Bruce Patrick Mrs. Margaret Rogers Mrs. Michele Tennant District Administration Rocco Tomazic, Ed. D., Superintendent Joseph Howe, School Business Administrator Cheryl Romano, Director of Curriculum & Instruction Jennifer O Shea, Director of Special Programs Jennifer Donnelly, Supervisor of Assessment & Technology Cecilia Zimmer, Supervisor of Instruction ESL, Bilingual & World Languages Ronnie Dougherty, Principal Freehold Intermediate School John Brovak, Assistant Principal Freehold Intermediate School Patrick Mulhern, Principal Park Avenue Elementary School William Smith, Principal Freehold Learning Center Curriculum Committee Joanna Papadopoulos, Technology Education Teacher - Freehold Intermediate School Karen Krieger, School Media Specialist - Park Avenue Elementary & Freehold Learning Center ii

3 Freehold Borough School District District Mission We will inspire the creativity and imagination of all students and empower them as knowledgeable, skillful, and confident learners who flourish and contribute willingly in a changing world. Core Beliefs We believe that: All people have inherent worth. Life-long learning is basic to the survival and advancement of society. The primary influence on the individual's development is the family in all its forms. Valuing diversity is essential to individual growth and the advancement of society. All individuals have strengths and human potential has no known limits. Democracy thrives when individuals accept responsibility for their choices. Being trustworthy builds trust. Creativity and imagination are essential for society to flourish. A safe environment is essential for the well-being of the individual and for society to flourish iii

4 Freehold Borough School District Philosophy The philosophy for our curriculum is developed with a democratic system of beliefs and values. Believing that our students deserve the best education, our curriculum is aligned to the most current New Jersey Core Curriculum Content Standards and current statewide assessments. Our scope and sequence is vertically and horizontally aligned. The progression of objectives embraces decades of rigorous research, conducted both independently and at the university level, and acknowledges that children develop differently and that learning experiences and strategies for performance are differentiated. Our borough is a diverse community, rich in tradition and spirit. Knowledge is a fusion balancing authentic experience and content, which language arts literacy skills are integrated with other content areas. Our curriculum contains common expectations that are rigorous and student centered, and teachers, who are most proximal to the children, will use this document as an instrument to ensure student success. To ensure that our children are successful and receive the best education, this curriculum document, our staff will continuously collaborate on this living document. We will develop purposeful and effective formative and summative assessments which measure growth of our curriculum and inform our instruction. Finally, we will continuously seek to grow professionally through professional development, which is aligned to statewide regulations, but specifically geared to benefit our curriculum, school, and children. General Curriculum & Instruction Objectives Teachers will employ lessons that are aligned to our curriculum and framed utilizing current research-based methods and techniques that focus on student achievement Our lessons will be structured according to statewide and district standards and our teachers will have flexibility to ensure that lessons meet the needs of all learners Units and lessons will be differentiated Curriculum is be student focused on success and balances developmental theory and psychometric standards Democratically developed benchmarks and assessments will be utilized to gauge student and curricular growth. Assessment will be multidimensional and developed according to student need. iv

5 Table of Contents Unit/Section Page Educational Outcomes 1 Core Materials 2 Pacing Guide 3 NJCCCS - Technology 8.1 & K-2 Unit 1: Technology Operations and Concepts 24 Unit 2: Creativity and Innovation 31 Unit 3: Communication and Collaboration 37 Unit 4: Digital Citizenship 44 Unit 5: Research and Information Fluency 51 Unit 6: Critical Thinking, Problem Solving, and Decision Making 57 Unit 7: The Nature of Technology: Creativity and Innovation Unit 1: Technology Operations and Concepts 78 Unit 2: Creativity and Innovation 83 Unit 3: Communication and Collaboration 89 Unit 4: Digital Citizenship 96 Unit 5: Research and Information Fluency 104 Unit 6: Critical Thinking, Problem Solving, and Decision Making 110 Unit 7: The Nature of Technology: Creativity and Innovation 116 v

6 Technology Literacy in the 21st Century Educational Outcome Goals/Course Overview Technology is uniquely positioned to transform learning, to foster critical thinking, creativity, and innovation, and to prepare students to thrive in the global economy. As engaged digital learners, students are able to acquire and apply content knowledge and skills through active exploration, interaction, and collaboration with others across the globe, challenging them to design the future as envisioned in the statements that follow: Mission: Technology enables students to solve real world problems, enhance life, and extend human capability as they meet the challenges of a dynamic global society. Vision: The systematic integration of technology and library media across the curriculum and in the teaching and learning process fosters a population that leverages 21st century resources to: Apply information-literacy skills to access, manage, and communicate information using a range of emerging technological tools. Think critically and creatively to solve problems, synthesize and create new knowledge, and make informed decisions that affect individuals, the world community and the environment. Gain enhanced understanding of global interdependencies as well as multiple cultural perspectives, differing points of views and diverse values. Employ a systematic approach to understand the design process, the designed world, and the interrelationship and the impact of technologies. Model digital citizenship. 1

7 Core Materials Technology Hardware 30 Chromebook Laptops SMART Board with Speakers Technological Resources/ Software Teacher created worksheets Internet Access Typing.com Student Accounts Google Drive/Apps Student Accounts Microsoft Office Suite 2010 or 2013 Engineering Design Resources Engineering By Design: Engineering is Elementary Curriculum Lessons & Kits 2 Lego Duplos Kits 50 Marshmallow Bags - Bridge Design Challenge 20 Boxes of Spaghetti - Bridge Design Challenge 15 HotWheels Cars- Bridge Design Challenge Pencils, Straight Pins, Multi Colored-Cardstock, 30 glue sticks, 30 scissors 1000 Plain / Multi-Colored Index Cards (1 pack = 100 cards) 2

8 Pacing Guide K-2 Unit Technology Operations and Concepts Creativity and Innovation Communication and Collaboration Digital Citizenship Research and Information Fluency Critical Thinking, Problem Solving and Decision Making The Nature of Technology: Creativity and Innovation Anticipated Timeframe 1-2 Weeks 1-2 Weeks 1-2 Weeks 1-2 Weeks 1-2 Weeks 1-2 Weeks 1-4 Weeks Pacing Guide 3-5 Unit Technology Operations and Concepts Creativity and Innovation Communication and Collaboration Digital Citizenship Research and Information Fluency Critical Thinking, Problem Solving and Decision Making The Nature of Technology: Creativity and Innovation Anticipated Timeframe 1-2 Weeks 1-2 Weeks 1-2 Weeks 1-2 Weeks 1-2 Weeks 1-2 Weeks 1-4 Weeks 3

9 2014 New Jersey Core Curriculum Content Standards - Technology Content Area Standard Strand Technology 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. Grade Level bands Content Statement Students will: Indicator Indicator K-2 Understand and use technology systems. Select and use applications effectively and productively A A A A A.5 Identify the basic features of a digital device and explain its purpose. Create a document using a word processing application. Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each. Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). Enter information into a spreadsheet and sort the information. 4

10 3-5 Understand and use technology systems. Content Area Select and use applications effectively and productively A A A A A A A A.6 Identify the structure and components of a database. Enter information into a database or spreadsheet and filter the information. Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. Use a graphic organizer to organize information about problem or issue. Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data. Create and use a database to answer basic questions. Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data. Technology Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. 5

11 Strand B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. Grade Level bands Content Statement Students will: Indicator Indicator K-2 Apply existing knowledge to generate new ideas, products, or processes B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. 3-5 Create original works as B.1 Collaborative to produce a digital a means of personal or story about a significant local event group expression. or issue based on first-person interviews. Content Area Standard Strand Technology 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Grade Level bands Content Statement Indicator Indicator Interact, collaborate, and 6

12 K-2 publish with peers, experts, or others by employing a variety of digital environments and media. 3-5 Communicate information and ideas to multiple audiences using a variety of media and formats C.1 Develop cultural understanding and global awareness by engaging with learners of other cultures. Contribute to project teams to produce original works or solve problems C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps. Content Area Standard Strand Technology 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Grade Level Content Statement Indicator Indicator 7

13 bands K-2 Advocate and practice safe, legal, and responsible use of information and technology. 3-5 Advocate and practice safe, legal, and responsible use of information and technology. Demonstrate personal responsibility for lifelong learning D D D D.3 Develop an understanding of ownership of print and nonprint information. Understand the need for and use of copyrights. Analyze the resource citations in online materials for proper use. Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media. Exhibit leadership for digital citizenship D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media. Content Area Technology Standard Strand 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. 8

14 Grade Level bands Content Statement Students will: Indicator Indicator K-2 Plan strategies to guide inquiry Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks. 3-5 Plan strategies to guide inquiry. Content Area Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks E E.1 Use digital tools and online resources to explore a problem or issue. Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks. Technology Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to 9

15 solve problems individually and collaborate and to create and communicate knowledge. Strand F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Grade Level bands Content Statement Students will: Indicator Indicator K-2 Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions. 3-5 Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a F F.1 Use geographic mapping tools to plan and solve problems. Apply digital tools to collect, organize, and analyze data that support a scientific finding. 10

16 solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions 2014 New Jersey Core Curriculum Content Standards - Technology 11

17 Content Area Standard Strand Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. A. The Nature of Technology: Creativity and Innovation Technology systems impact every aspect of the world in which we live. Grade Level bands Content Statement Students will be able to understand: Indicator Indicator K-2 The characteristics and scope of technology. The core concepts of technology A A A A.4 Define products produced as a result of technology or of nature. Describe how designed products and systems are useful at school, home and work. Identify a system and the components that work together to accomplish its purpose. Choose a product to make and plan the tools and materials needed. The relationships A.5 Collaborate to design a 12

18 among technologies and the connections between technology and other fields of study. 3-5 The characteristics and scope of technology. The core concepts of technology. The relationships among technologies and the connections between technology and other fields of study A A A A A.5 solution to a problem affecting the community. Compare and contrast how products made in nature differ from products that are human made in how they are produced and used. Investigate and present factors that influence the development and function of a product and a system. Investigate and present factors that influence the development and function of products and systems, e.g., resources, criteria and constraints. Compare and contrast how technologies have changed over time due to human needs and economic, political and/or cultural influences. Identify how improvement in the understanding of materials science impacts technologies. Content Technology 13

19 Area Standard Strand 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. B. Technology and Society: Knowledge and understanding of human, cultural and society values are fundamental when designing technology systems and products in the global society. Grade Level bands Content Statement Students will be able to understand: Indicato r Indicator K-2 The cultural, social, economic and political effects of technology. The effects of technology on the environment. The role of society in the development and use of technology. The influence of technology on history. 3-5 The cultural, social, economic and political effects of technology B B B B B.1 Identify how technology impacts or improves life. Demonstrate how reusing a product affects the local and global environment. Identify products or systems that are designed to meet human needs. Identify how the ways people live and work has changed because of technology. Examine ethical considerations in the development and production of a product through its life 14

20 cycle. The effects of technology on the environment. The role of society in the development and use of technology B B B.4 Examine systems used for recycling and recommend simplification of the systems and share with product developers. Investigate ways that various technologies are being developed and used to reduce improper use of resources. Research technologies that have changed due to society s changing needs and wants. The influence of technology on history B B.6 Explain the purpose of intellectual property law. Compare and discuss how technologies have influenced history in the past century. Content Area Standard Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, 15

21 global society, and the environment. Strand C. Design: The design process is a systematic approach to solving problems. Grade Level bands Content Statement Students will be able to understand: Indicato r Indicator K-2 The attributes of design C.1 Brainstorm ideas on how to solve a problem or build a product. The application of engineering design C C C C.5 Create a drawing of a product or device that communicates its function to peers and discuss. Explain why we need to make new products. Identify designed products and brainstorm how to improve one used in the classroom. Describe how the parts of a common toy or tool interact and work as part of a system. The role of troubleshooting, research and development, invention and innovation and experimentation in problem solving C.6 Investigate a product that has stopped working and brainstorm ideas to correct the problem. 16

22 3-5 The attributes of design C.1 Collaborate with peers to illustrate components of a designed system C.2 Explain how specifications and limitations can be used to direct a product s development C.3 Research how design modifications have lead to new products. The application of engineering design. The role of troubleshooting, research and development, invention and innovation and experimentation in problem solving C C C C.7 Collaborate and brainstorm with peers to solve a problem evaluating all solutions to provide the best results with supporting sketches or models. Explain the functions of a system and subsystems. Examine a malfunctioning tool and identify the process to troubleshoot and present options to repair the tool. Work with peers to redesign an existing product for a different purpose. 17

23 Content Area Standard Strand Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. D. Abilities for a Technological World: The designed world is the product of a design process that provides the means to convert resources into products and systems. Grade Level bands Content Statement Students will understand how to: Indicato r Indicator K-2 Apply the design process D.1 Collaborate and apply a design process to solve a simple problem from everyday experiences. Use and maintain technological products and systems D D D.4 Discover how a product works by taking it apart, sketching how parts fit, and putting it back together. Identify the strengths and weaknesses in a product or system. Identify the resources needed to create technological products or systems. 18

24 Assess the impact of products and systems D.5 Identify how using a tool (such as a bucket or wagon) aids in reducing work. 3-5 Apply the design process D.1 Identify and collect information about a problem that can be solved by technology, generate ideas to solve the problem, and identify constraints and trade-offs to be considered. Use and maintain technological products and systems. Assess the impact of products and systems D D D D D.6 Evaluate and test alternative solutions to a problem using the constraints and tradeoffs identified in the design process to evaluate potential solutions. Follow step by step directions to assemble a product or solve a problem. Explain why humandesigned systems, products, and environments need to be constantly monitored, maintained, and improved. Describe how resources such as material, energy, information, time, tools, people and capital are used in products or systems. Explain the positive and negative effect of products and systems on humans, 19

25 other species and the environment, and when the product or system should be used D.7 Explain the impact that resources such as energy and materials used in a process to produce products or system have on the environment. Content Area Standard Strand Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. E. Computational Thinking: Programming: Computational thinking builds and enhances problem solving, allowing students to move beyond using knowledge to creating knowledge. Grade Level bands Content Statement Students will be able to understand: Indicato r Indicator K-2 Computational thinking and computer programming as tools used in design and engineering E E.2 List and demonstrate the steps to an everyday task. Demonstrate an understanding of how a computer takes input 20

26 through a series of written commands and then interprets and displays information as output E.3 Create algorithms (a sets of instructions) using a predefined set of commands (e.g., to move a student or a character through a maze) E.4 Debug an algorithm (i.e., correct an error). 3-5 Computational thinking and computer programming as tools used in design and engineering E E E.2 Use appropriate terms in conversation (e.g., basic vocabulary words: input, output, the operating system, debug, and algorithm). Identify how computer programming impacts our everyday lives. Demonstrate an understanding of how a computer takes input of data, processes and stores the data through a series of commands, and outputs information E.3 Using a simple, visual 21

27 programming language, create a program using loops, events and procedures to generate specific output E.4 Use appropriate terms in conversation (e.g., algorithm, program, debug, loop, events, procedures, memory, storage, processing, software, coding, procedure, and data). 22

28 Grades K-2 23

29 Unit Plan Title Suggested Time Frame Technology Operations and Concepts 1-2 weeks Overview / Rationale What is this unit about? What will students be able to independently use their learning to do? Students will demonstrate a sound understanding of technology concepts, systems and operations. Students will be able to understand and use technology systems. Students will be able to select and use applications effectively and productively. Stage 1 Desired Results Established Goals: Standards to be covered A.1- Identify the basic features of a digital device and explain its purpose A.2- Create a document using a word processing application A.3-Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each A.4-Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums) A.5-Enter information into a spreadsheet and sort the information A.6-Identify the structure and components of a database A.7-Enter information into a database or spreadsheet and filter the information. Enduring Understandings: Students will demonstrate a sound understanding of technology Essential Questions: How does one create professional documents using digital 24

30 concepts, systems and operations. means? How does one navigate various programs? Knowledge: Students will know How to use and understand technology systems. How to select and use applications effectively and productively. Skills: Students will be able to Identify the basic features of a digital device and explain its purpose. Create a document using a word processing application. Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each. Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). Enter information into a spreadsheet and sort the information. Identify the structure and components of a database. 25

31 In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: E encouraged 21 st Century Themes T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing E CRP5. Consider the environmental, social and economic impacts of decisions. X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies. Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation ET CRP9. Model integrity, ethical leadership and effective management. X Career Awareness E CRP10. Plan education and career paths aligned to personal goals. X Career Exploration ETA CRP11. Use technology to enhance productivity. X Career Preparation E CRP12. Work productively in teams while using cultural global competence. Interdisciplinary Connections Other standards covered: AASL Standards Demonstrate mastery of technology tools for accessing information and pursuing inquiry Use technology and other information tools to analyze and organize information Use technology and other information tools to organize and display knowledge and understanding in ways that 26

32 others can view, use, and assess Respect the principles of intellectual freedom. Primary Source Readings Secondary Source Readings Supporting Text pages Texts: Not applicable Not applicable Not applicable Not applicable Student Resources Teacher Resources Supplemental Workbooks: Not applicable Websites: Programs/Applications: Microsoft Office Suite and Google Drive Worksheets: Teacher created worksheets, Mr. Computer PowerPoint, Computer Labeling Worksheet Videos:

33 Performance Task(s): Research Projects K - Spider & Bat Research Project 1- Dinosaur Pet Project Stage 2 Assessment Evidence Other Evidence: Pre-Assessments, Formative Assessments, Summative Assessments Worksheets, Handouts 2- Animal Encyclopedia Project Instructional Strategies Suggested Learning Activities Stage 3 Learning Plan Descriptions Grade Projects: K & 1- Identify the basic features of a digital device and explain its purpose. (Mr. Computer Worksheet) (Keyboard worksheet- only grade 1) 1-2- Create a document using a word processing application. K-2- Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). 2- Identify the structure and components of a database. Possible Activities: Computer Parts Labeling Worksheet- Identify the basic features of a digital device and explain its purpose. Type a Writing / ELA poem, essay or story- Create a document using a word processing application.not Compare Microsoft Word to Google Docs- (Venn Diagram) - Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each. 28

34 Use World Book - Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). Take a survey of the class s favorite ice cream flavor - Enter information into a spreadsheet and sort the information. Use to - Identify the structure and components of a database. *Teacher is not limited to these activities. Interactive mini lecture/notes Students take notes, answer questions, turn and talk, participate in class discussions, look up information in text/online. Do Nows At start of class, students answer questions, reflect on learning, work on typing.com Video Clips- Shown to aid learning by providing a visual, engage the class Demonstrations- To enhance student learning, ignite curiosity, spur discussion, provide a visual, engage the class Research questions- Students are given a broad question to research. Students answer the question and provide evidence for their responses. (Independent or collaborative) Journaling- Responses to various ideas, thoughts, class activities, and content. Modifications Reflecting on Learning- Students self reflect on their learning and rate themselves on a learning scale. Special Education Students: Adhere to IEP/504s and provide extra time, guided practice/notes English Language Learners: Provide Bilingual subtitles, vocabulary introduction mini-lessons, Spanish version of Students at Risk of Failure: Provide scaffolding and supplemental resources. 29

35 Gifted Students: Provide extension activities related to the topic being discussed. D indicates differentiation at the lesson level 30

36 Unit Plan Title Creativity and Innovation Suggested Time Frame 1-2 weeks Overview / Rationale What is this unit about? What will students be able to independently use their learning to do? Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. Students will create original works as a mean of personal or group expression. Stage 1 Desired Results Established Goals: Standards to be covered B.1-Illustrate and communicate original ideas and stories using multiple digital tools and resources. Enduring Understandings: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. Essential Questions: How does one create digital stories? 31

37 Knowledge: Students will know How to apply existing knowledge to generate new ideas, products, or processes. Skills: Students will be able to Illustrate and communicate original ideas and stories using multiple digital tools and resources. How to create original works as a means of personal or group expression. In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: 21 st Century Themes E encouraged T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing E CRP5. Consider the environmental, social and economic impacts 32

38 of decisions. ET Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies. Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation ET CRP9. Model integrity, ethical leadership and effective management. E Career Awareness E CRP10. Plan education and career paths aligned to personal goals. E Career Exploration ETA CRP11. Use technology to enhance productivity. E Career Preparation E CRP12. Work productively in teams while using cultural global competence. Other standards covered: AASL Standards Interdisciplinary Connections Demonstrate mastery of technology tools for accessing information and pursuing inquiry Use technology and other information tools to analyze and organize information Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess Respect the principles of intellectual freedom. 33

39 Student Resources Primary Source Readings Secondary Source Readings Supporting Text pages Not applicable Not applicable Not applicable Teacher Resources Texts: Not applicable Supplemental Workbooks: Not applicable Websites: Worksheets: Graphic organizer/guided notes Videos: Not applicable Stage 2 Assessment Evidence Performance Task(s): Research Projects K - Spider & Bat Research Project Other Evidence: Pre-Assessments, Formative Assessments, Summative Assessments Worksheets, Handouts 34

40 1- Dinosaur Pet Project 2- Animal Encyclopedia Project Stage 3 Learning Plan Instructional Strategies Suggested Learning Activities Descriptions Grade Projects: Illustrate and communicate original ideas and stories using multiple digital tools and resources. Possible Activities: Use Microsoft Paint or to create a digital story about one s favorite book. Use this unit in conjunction to unit 1 to expand on the research project assignment. *Teacher is not limited to these activities Interactive mini lecture/notes Students take notes, answer questions, turn and talk, participate in class discussions, look up information in text/online. Do Nows At start of class, students answer questions, reflect on learning, work on typing.com Video Clips- Shown to aid learning by providing a visual, engage the class Demonstrations- To enhance student learning, ignite curiosity, spur discussion, provide a visual, engage the 35

41 class Research questions- Students are given a broad question to research. Students answer the question and provide evidence for their responses. (Independent or collaborative) Journaling- Responses to various ideas, thoughts, class activities, and content. Modifications Reflecting on Learning- Students self reflect on their learning and rate themselves on a learning scale. Special Education Students: Adhere to IEP/504s and provide extra time, guided practice/notes English Language Learners: Provide Bilingual subtitles, vocabulary introduction mini-lessons, Spanish version of Students at Risk of Failure: Provide scaffolding and supplemental resources. Gifted Students: Provide extension activities related to the topic being discussed. D indicates differentiation at the lesson level 36

42 Unit Plan Title Communication and Collaboration Suggested Time Frame 1-2 weeks Overview / Rationale What is this unit about? What will students be able to independently use their learning to do? Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students will be able to interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. Students will be able to communicate information and ideas to multiple audiences using a variety of media and formats. Students will be able to develop cultural understanding and global awareness by engaging with learners of other cultures. Students will be able to contribute to project teams to produce original works or solve problems. Established Goals: Standards to be covered Stage 1 Desired Results C.1- Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. 37

43 Enduring Understandings: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Essential Questions: How does digital media impact society on a local, state, national or global level? Knowledge: Students will know How to interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. How to communicate information and ideas to multiple audiences using a variety of media and formats. Skills: Students will be able to Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. How to develop cultural understanding and global awareness by engaging with learners of other cultures. How to contribute to project teams to produce original works or solve problems. 38

44 In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: 21 st Century Themes E encouraged T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing E CRP5. Consider the environmental, social and economic impacts of decisions. X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies. Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation ET CRP9. Model integrity, ethical leadership and effective management. 39

45 X Career Awareness E CRP10. Plan education and career paths aligned to personal goals. X Career Exploration ETA CRP11. Use technology to enhance productivity. X Career Preparation E CRP12. Work productively in teams while using cultural global competence. Interdisciplinary Connections Other standards covered: AASL Standards Demonstrate mastery of technology tools for accessing information and pursuing inquiry Use technology and other information tools to analyze and organize information Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess Respect the principles of intellectual freedom Use social networks and information tools to gather and share information. Student Resources Primary Source Readings Secondary Source Not Applicable Not Applicable 40

46 Readings Supporting Text pages Not Applicable Teacher Resources Texts:Not Applicable Supplemental Workbooks:Not Applicable Websites: google hangouts Worksheets: graphic organizer/guided notes Videos: refer to units 1-2 Stage 2 Assessment Evidence Performance Task(s): Research Projects K - Spider & Bat Research Project 1- Dinosaur Pet Project Other Evidence: Pre-Assessments, Formative Assessments, Summative Assessments Worksheets, Handouts 2- Animal Encyclopedia Project 41

47 Stage 3 Learning Plan Instructional Strategies Suggested Learning Activities Descriptions Possible Activities Use Skype or Google Hangouts to communicate with another class about a writing project. (FLC/PAE) K-Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. *Teacher is not limited to these activities Interactive mini lecture/notes Students take notes, answer questions, turn and talk, participate in class discussions, look up information in text/online. Do Nows At start of class, students answer questions, reflect on learning, work on typing.com Video Clips- Shown to aid learning by providing a visual, engage the class Demonstrations- To enhance student learning, ignite curiosity, spur discussion, provide a visual, engage the class Research questions- Students are given a broad question to research. Students answer the question and provide evidence for their responses. (Independent or collaborative) Journaling- Responses to various ideas, thoughts, class activities, and content. Modifications Reflecting on Learning- Students self reflect on their learning and rate themselves on a learning scale. Special Education Students: Adhere to IEP/504s and provide extra time, guided practice/notes English Language Learners: Provide Bilingual subtitles, vocabulary introduction mini-lessons, Spanish 42

48 version of Students at Risk of Failure: Provide scaffolding and supplemental resources. Gifted Students: Provide extension activities related to the topic being discussed. D indicates differentiation at the lesson level 43

49 Unit Plan Title Digital Citizenship Suggested Time Frame 1-2 Weeks Overview / Rationale What is this unit about? What will students be able to independently use their learning to do? Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students will be able to advocate and practice safe, legal, and responsible use of information and technology. Students will be able to demonstrate personal responsibility for lifelong learning. Students will be able to exhibit leadership for digital citizenship. Stage 1 Desired Results Established Goals: Standards to be covered D.1-Develop an understanding of ownership of print and non-print information. Enduring Understandings: Essential Questions: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. How are print and non-print products used? 44

50 Knowledge: Students will know how to advocate and practice safe, legal, and responsible use of information and technology. Skills: Students will be able to Develop an understanding of ownership of print and nonprint information. In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: 21 st Century Themes E encouraged T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing E CRP5. Consider the environmental, social and economic impacts of decisions. X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. 45

51 Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies. Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation ET CRP9. Model integrity, ethical leadership and effective management. X Career Awareness E CRP10. Plan education and career paths aligned to personal goals. X Career Exploration ETA CRP11. Use technology to enhance productivity. X Career Preparation E CRP12. Work productively in teams while using cultural global competence. Other standards covered: AASL Standards Interdisciplinary Connections Respect copyright/ intellectual property rights of creators and producers Respect the principles of intellectual freedom Participate in the social exchange of ideas, both electronically and in person Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs. 46

52 Student Resources Primary Source Readings Secondary Source Readings Supporting Text pages Common Sense Media: Digital Citizenship Not Applicable Not Applicable Teacher Resources Texts: Common Sense Media: Digital Citizenship Scope and Sequence Supplemental Workbooks: Common Sense Media: Digital Citizenship Scope and Sequence Websites: Worksheets: Common Sense Media: Digital Citizenship Scope and Sequence Worksheets Videos: Common Sense Media: Digital Citizenship Scope and Sequence Stage 2 Assessment Evidence Performance Task(s): Research Projects K - Spider & Bat Research Project Other Evidence: Pre-Assessments, Formative Assessments, Summative Assessments Worksheets, Handouts 47

53 1- Dinosaur Pet Project 2- Animal Encyclopedia Project Stage 3 Learning Plan Instructional Strategies Suggested Learning Activities Descriptions Possible Activities: Use the lessons to teach digital citizenship and safety. Going Places Safely- Students learn that they can go to exciting places online, but they need to follow certain rules to remain safe. A-B-C Searching- Students search for pictures online by clicking on letters of the alphabet. They learn that directory sites with alphabetical listings offer one way to find things on the Internet Keep It Private- Students learn that many websites ask for information that is private and discuss how to responsibly handle such requests. My Creative Work- Students are introduced to the concept of having ownership over creative work. They practice putting their name and date on something they produce. Sending - Students explore how they can use to communicate with real people within their schools, families, and communities Unit Test 1 Staying Safe Online- Students understand that they should stay safe online by choosing websites that are good for them to visit, and avoid sites that are not appropriate for them Following the Digital Trail- Students learn that the information they put online leaves a digital 48

54 footprint or trail. This trail can be big or small, helpful or hurtful, depending on how they manage it Screen Out the Mean-Students learn that children sometimes can act like bullies when they are online. They explore what cyberbullying means and what they can do when they encounter it. Using Keywords- Students understand that keyword searching is an effective way to locate information on the Internet. They learn how to select keywords to produce the best search results. Sites I Like- Students discuss criteria for rating informational websites and apply them to an assigned site. Students learn that all websites are not equally good sources of information Unit Test 2 Powerful Passwords-Students explore reasons why people use passwords, learn the benefits of using passwords, and discover strategies for creating and keeping strong, secure passwords My Online Community-Students explore the concept that people can connect with one another through the Internet. They understand how the ability for people to communicate online can unite a community. Things for Sale- Students examine product websites and understand that the purpose of the site is to encourage buying the product. Students learn methods used to promote products on these sites. Show Respect Online- Students explore the similarities and differences between in-person and online communications, and then learn how to write clear and respectful messages. Writing Good s- Students learn how to communicate effectively by , taking into account the purpose and audience of their message, and the tone they want to convey. *Teacher is not limited to these activities Interactive mini lecture/notes Students take notes, answer questions, turn and talk, participate in class discussions, look up information in text/online. Do Nows At start of class, students answer questions, reflect on learning, work on typing.com Video Clips- Shown to aid learning by providing a visual, engage the class 49

55 Demonstrations- To enhance student learning, ignite curiosity, spur discussion, provide a visual, engage the class Research questions- Students are given a broad question to research. Students answer the question and provide evidence for their responses. (Independent or collaborative) Journaling- Responses to various ideas, thoughts, class activities, and content. Modifications Reflecting on Learning- Students self reflect on their learning and rate themselves on a learning scale. Special Education Students: Adhere to IEP/504s and provide extra time, guided practice/notes English Language Learners: Provide Bilingual subtitles, vocabulary introduction mini-lessons Students at Risk of Failure: Provide scaffolding and supplemental resources. Gifted Students: Provide extension activities related to the topic being discussed. D indicates differentiation at the lesson level 50

56 Unit Plan Title Research and Information Fluency Suggested Time Frame 1-2 Weeks Overview / Rationale What is this unit about? What will students be able to independently use their learning to do? All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. Students will be able to plan strategies to guide inquiry. Students will be able to locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Students will be able to evaluate and select information sources and digital tools based on the appropriateness for specific tasks. Stage 1 Desired Results Established Goals: Standards to be covered E.1-Use digital tools and online resource to explore a problem or issue. Enduring Understandings: Essential Questions: Students apply digital tools to gather, evaluate and use information. How can one use digital tools to research information about a specific topic? 51

57 Knowledge: Students will know How to plan strategies to guide inquiry. How to locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media. Skills: Students will be able to Use digital tools and online resource to explore a problem or issue. How to evaluate and select information sources and digital tools based on the appropriateness for specific tasks. In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: 21 st Century Themes E encouraged T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason. 52

58 Planning, Saving, and Investing E CRP5. Consider the environmental, social and economic impacts of decisions. X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies. Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation ET CRP9. Model integrity, ethical leadership and effective management. X Career Awareness E CRP10. Plan education and career paths aligned to personal goals. X Career Exploration ETA CRP11. Use technology to enhance productivity. X Career Preparation E CRP12. Work productively in teams while using cultural global competence. Other standards covered: AASL Standards Interdisciplinary Connections Use technology and other information tools to analyze and organize information Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess Respect the principles of intellectual freedom. 53

59 Student Resources Primary Source Readings Secondary Source Readings Supporting Text pages Not applicable Not applicable Not applicable Teacher Resources Texts: Not applicable Supplemental Workbooks: Not applicable Websites: refer to units 1-3 Worksheets: refer to units 1-3 Videos: refer to units 1-3 Stage 2 Assessment Evidence Performance Task(s): Research Projects K - Spider & Bat Research Project Other Evidence: Pre-Assessments, Formative Assessments, Summative Assessments Worksheets, Handouts 54

60 1- Dinosaur Pet Project 2- Animal Encyclopedia Project Stage 3 Learning Plan Instructional Strategies Suggested Learning Activities Descriptions Possible Activities: Research a topic using an Internet search engine and record one s findings. *Teacher is not limited to these activities Interactive mini lecture/notes Students take notes, answer questions, turn and talk, participate in class discussions, look up information in text/online. Do Nows At start of class, students answer questions, reflect on learning, work on typing.com Video Clips- Shown to aid learning by providing a visual, engage the class Demonstrations- To enhance student learning, ignite curiosity, spur discussion, provide a visual, engage the class Research questions- Students are given a broad question to research. Students answer the question and provide evidence for their responses. (Independent or collaborative) Journaling- Responses to various ideas, thoughts, class activities, and content. 55

61 Modifications Reflecting on Learning- Students self reflect on their learning and rate themselves on a learning scale. Special Education Students: Adhere to IEP/504s and provide extra time, guided practice/notes English Language Learners: Provide Bilingual subtitles, vocabulary introduction mini-lessons Students at Risk of Failure: Provide scaffolding and supplemental resources. Gifted Students: Provide extension activities related to the topic being discussed. D indicates differentiation at the lesson level 56

62 Unit Plan Title Critical Thinking, Problem Solving, and Decision Making Suggested Time Frame 1-2 Weeks Overview / Rationale What is this unit about? What will students be able to independently use their learning to do? Technology systems impact every aspect of the world in which we live. The students will use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students will use geographic mapping tools to plan and solve problems. Stage 1 Desired Results Established Goals: Standards to be covered F.1- Use geographic mapping tools to plan and solve problems. Enduring Understandings: Students use critical thinking skills to plan and conduct research, mange projects, solve problems, and make informed decisions using appropriate digital tools and resources. Essential Questions: How have geographic mapping tools helped us understand more about our planet Earth? 57

63 Knowledge: Students will know How to identify and define authentic problems and significant questions for investigation. Skills: Students will be able to Use geographic maps to to plan and solve problems. How to plan and mange activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. How to use multiple processes and diverse perspectives to explore alternative solutions. 58

64 In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: 21 st Century Themes E encouraged T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing E CRP5. Consider the environmental, social and economic impacts of decisions. X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies. Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation ET CRP9. Model integrity, ethical leadership and effective management. 59

65 X Career Awareness E CRP10. Plan education and career paths aligned to personal goals. X Career Exploration ETA CRP11. Use technology to enhance productivity. X Career Preparation E CRP12. Work productively in teams while using cultural global competence. Other standards covered: AASL Standard Interdisciplinary Connections Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. Student Resources Primary Source Readings Secondary Source Readings Supporting Text pages Not Applicable Not Applicable Not Applicable 60

66 Teacher Resources Texts: Make way for Ducklings - Robert McCloskey and 12 Rubber Ducks - Eric Carle Supplemental Workbooks: Not applicable Websites: Google Earth & Google Ocean Worksheets: Mapping Activity Videos: Not applicable Stage 2 Assessment Evidence Performance Task(s): Research Projects K - Spider & Bat Research Project 1- Dinosaur Pet Project Other Evidence: Pre-Assessments, Formative Assessments, Summative Assessments Exit Tickets, Worksheets, Handouts, Quizzes 2- Animal Encyclopedia Project 61

67 Stage 3 Learning Plan Instructional Strategies Suggested Learning Activities Descriptions Possible Activities: Use Google Earth to record what can be discovered about the earth. Explore the ocean basins and different tectonic plates. *Teacher is not limited to these activities Interactive mini lecture/notes Students take notes, answer questions, turn and talk, participate in class discussions, look up information in text/online. Do Nows At start of class, students answer questions, reflect on learning, work on typing.com Video Clips- Shown to aid learning by providing a visual, engage the class Demonstrations- To enhance student learning, ignite curiosity, spur discussion, provide a visual, engage the class Research questions- Students are given a broad question to research. Students answer the question and provide evidence for their responses. (Independent or collaborative) Journaling- Responses to various ideas, thoughts, class activities, and content. Modifications Reflecting on Learning- Students self reflect on their learning and rate themselves on a learning scale. Special Education Students: Adhere to IEP/504s and provide extra time, guided practice/notes English Language Learners: Provide Bilingual subtitles, vocabulary introduction mini-lessons Students at Risk of Failure: Provide scaffolding and supplemental resources. 62

68 Gifted Students: Provide extension activities related to the topic being discussed. D indicates differentiation at the lesson level 63

69 Unit Plan Title The Nature of Technology: Creativity and Innovation Suggested Time Frame 1-4 Weeks Overview / Rationale What is this unit about? What will students be able to independently use their learning to do? WK1- Technology systems impact every aspect of the world in which we live. The students will understand the characteristics and scope of technology. The students will use the core concepts of technology. The students will show the relationships among technologies and the connections between technology and other fields of study. WK2- Knowledge and understanding of human, cultural and society values are fundamental when designing technology systems and products in the global society. Students will understand the cultural, social, economic and political effects of technology. Students will understand the effects of technology on the environment. The students will understand the role of society in the development and use of technology. WK3- The design process is a systematic approach to solving problems. The students will understand the attributes of design. The students will understand the application of engineering design. The students will understand the role of troubleshooting, research and development, invention and innovation and experimentation in problem solving. WK4- The designed world is the product of a design process that provides the means to convert resources into products and 64

70 systems. The students will be able to apply the design process. The students will use and maintain technological products and systems. The students will assess the impact of products and systems. Stage 1 Desired Results Established Goals: Standards to be covered A.1- Define products produced as a result of technology or of nature A.2-Describe how designed products and systems are useful at school, home and work A.3- Identify a system and the components that work together to accomplish its purpose A.4-Choose a product to make and plan the tools and materials needed A.5-Collaborate to design a solution to a problem affecting the community B.1- Identify how technology impacts or improves life B.2- Demonstrate how reusing a product affects the local and global environment B.3- Identify products or systems that are designed to meet human needs B.4- Identify how the ways people live and work has changed because of technology C.1- Brainstorm ideas on how to solve a problem or build a product C.2-Create a drawing of a product or device that communicates its function to peers and discuss C.3-Explain why we need to make new products C.4-Identify designed products and brainstorm how to improve one used in the classroom C.5-Describe how the parts of a common toy or tool interact and work as part of a system. 65

71 8.2.2.C.6-Investigate a product that has stopped working and brainstorm ideas to correct the problem D.1- Collaborate and apply a design process to solve a simple problem from everyday experiences D.2- Discover how a product works by taking it apart, sketching how parts fit, and putting it back together D.3- Identify the strengths and weaknesses in a product or system D.4- Identify the resources needed to create technological products or systems D.5- Identify how using a tool (such as a bucket or wagon) aids in reducing work E.1- List and demonstrate the steps to an everyday task E.2- Demonstrate an understanding of how a computer takes input through a series of written commands and then interprets and displays information as output E.3- Create algorithms (a sets of instructions) using a pre-defined set of commands (e.g., to move a student or a character through a maze) E.4- Debug an algorithm (i.e., correct an error) E.5- Use appropriate terms in conversation (e.g., basic vocabulary words: input, output, the operating system, debug, and algorithm). Enduring Understandings: Technology systems impact every aspect of the world in which we live. Knowledge and understanding of human, cultural and society values are fundamental when designing technology systems and products in the global society. Essential Questions: What kinds of products have been produced through nature or technology? How does technology impact or improve our life? How are products recycled? How has technology advanced throughout history? 66

72 The design process is a systematic approach to solving problems The designed world is the product of a design process that provides the means to convert resources into products and systems. Computational thinking builds and enhances problem solving, allowing students to move beyond using knowledge to creating knowledge. Why is it necessary to constantly innovate or invent new advancements in technology? How is the design process used in creating a product? What are the elements of the design process? How does a computer work? How specific do commands need to be in order to create a working product? Knowledge: Students will know And understand the characteristics and scope of technology. And understand the core concepts of technology. And understand the relationships among technologies and the connections between technology and other fields of study. And understand the cultural, social, economic and political effects of technology. And understand the effects of technology on the environment. Skills: Students will be able to Define products produced as a result of technology or of nature. Describe how designed products and systems are useful at school, home and work. Identify a system and the components that work together to accomplish its purpose. Choose a product to make and plan the tools and materials needed. 67

73 And understand the role of society in the development and use of technology. And understand the influence of technology on history. And understand the attributes of design. And understand the application of engineering design. And understand the role of troubleshooting, research and development, invention and innovation and experimentation in problem solving. How to apply the design process. Use and maintain technological products and systems assess the impact of products and systems. And understand computational thinking and computer programming as tools used in design and engineering. Collaborate to design a solution to a problem affecting the community Identify how technology impacts or improves life. Demonstrate how reusing a product affects the local and global environment. Identify products or systems that are designed to meet human needs. Identify how the ways people live and work has changed because of technology. Brainstorm ideas on how to solve a problem or build a product. Create a drawing of a product or device that communicates its function to peers and discuss. Explain why we need to make new products. Identify designed products and brainstorm how to improve one used in the classroom. Describe how the parts of a common toy or tool interact and work as part of a system. 68

74 Investigate a product that has stopped working and brainstorm ideas to correct the problem. Collaborate and apply a design process to solve a simple problem from everyday experiences. Discover how a product works by taking it apart, sketching how parts fit, and putting it back together. Identify the strengths and weaknesses in a product or system. Identify the resources needed to create technological products or systems. Identify how using a tool (such as a bucket or wagon) aids in reducing work. List and demonstrate the steps to an everyday task. Demonstrate an understanding of how a computer takes input through a series of written commands and then interprets and displays information as output. Create algorithms (a sets of instructions) using a pre-defined set of commands (e.g., to move a student or a character through a maze). Debug an algorithm (i.e., correct an error). 69

75 Use appropriate terms in conversation (e.g., basic vocabulary words: input, output, the operating system, debug, and algorithm). In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply 21 st Century Themes Indicate whether these skills are: E encouraged T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing E CRP5. Consider the environmental, social and economic impacts of decisions. X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. 70

76 Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies. Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation ET CRP9. Model integrity, ethical leadership and effective management. X Career Awareness E CRP10. Plan education and career paths aligned to personal goals. X Career Exploration ETA CRP11. Use technology to enhance productivity. X Career Preparation E CRP12. Work productively in teams while using cultural global competence. Interdisciplinary Connections Other standards covered: International Society for Technology Education (ISTE) Standards: 1. Facilitate and inspire student learning and creativity 2. Design and develop digital age learning experiences and assessments 3. Model digital age work and learning 71

77 Student Resources Primary Source Readings Not applicable Secondary Source Readings Not applicable Supporting Text pages Not applicable Teacher Resources Texts: Engineering is Elementary Online Curriculum Supplemental Workbooks: None Websites: eie.org, pbs.org, digital readers/tablets, MobiGo, V-Tech, hand held devices, lego online, legos, K Nex, Diagrams Worksheets: Teacher created worksheets as well as worksheets from the EiE Curriculum Videos: None 72

78 Stage 2 Assessment Evidence Performance Task(s): Research Projects Design a new to from various components Teacher demonstration of following steps to completion Interactive how to tools, videos, and educational programs, Dora, Diego. Other Evidence: Pre-Assessments, Formative Assessments, Summative Assessments Students explain how the parts of a toy work together Teacher observation of completed projects Teacher observation of student cooperation Stage 3 Learning Plan Instructional Strategies Descriptions Suggested Learning Activities Possible Activities: Why were phones made? / How was life like with no electricity?- Define products produced as a result of 73

79 technology or of nature. How are computers used at school, home, work? - Describe how designed products and systems are useful at school, home and work. Identify a system and the components that work together to accomplish its purpose. Turn a door knob and the door opens. Lock the door using a key and the door locks. Choose a product to make and plan the tools and materials needed. Make a paper tower or tower out of straws and masking tape. Collaborate to design a solution to a problem affecting the community. The students will create a timeline of the history of technology. Students will also highlight a specific moment in history that has impacted or improved humanity as a result (e.g.- electricity, phones, trains). Use in social studies class. Demonstrate how reusing a product affects the local and global environment. Life cycle of paper waste Lesson about reusing, reducing and recycling materials. Teach a mini-lesson about the design process. 74

80 Use lesson: *Teacher is not limited to these activities. Use index cards to design and create a paper tower. Have the students design and create a marshmallow and spaghetti bridge to withstand a dynamic force (e.g.- a toy car passing through it. ) Students will learn the basics of various simple machines. Reverse Engineering Activity- Have students take apart a toy, look how it fits together and then put it back together. Have the students use the LEGO Fix the Factory App to construct commands in order for the robot to journey through the maze of levels. Students can also participate in The Hour of Code Student Site: *Teacher is not limited to these activities 75