… · Web view2020-04-13 · Living in the 21st century, we are immersed in a technology and media-suffused environment, marked by various characteristics, including: 1) access

District Overview:Living in the 21st century, we are immersed in a technology and media-suffused environment, marked by various characteristics, including: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology. The BHASD Business and Technology Department offers students opportunities to think critically, be creative, collaborate with others, communicate ideas, demonstrate adaptability, take on leadership roles, practice social responsibility, and apply informational, media and technology literacy. The use of these skills in combination with curricular goals are intended to enable students to grow with the lightning-pace of today’s ever changing global society.

Grade 4 Description:This course continues to build upon the skills learned in previous grades, and focuses on teaching students to become fluent in the use of Google Apps for Education (GAFE) tools. It begins with a unit on Rules and Procedures to ensure that students refresh knowledge understanding of the course expectations. Other unit topics will include Technology Vocabulary, Internet Safety, Online Research, and Spreadsheets. Many units include components of other unit topics, and are not taught in isolation.

Grade 4 Units:

● Unit 1: Rules and Procedures

● Unit 2: Technology Vocabulary

● Unit 3: Internet Safety

● Unit 4: GAFE Tools

● Unit 5: Online Research

● Unit 6: Spreadsheets

Subject: Technology Grade: 4 Suggested Timeline: Approximately 4 sessions

Unit Title: Rules and Procedures

Unit Overview/Essential Understanding: Students will explore and understand the fundamental rules, expectations, and procedures that will be used in this class throughout the year. Students will review and learn login procedures for varying websites and software. Students will review rules for classroom behavior, and create a Research Log that will be used throughout the year. As students use digital tools to gather and manage information, they need to learn how to record their research in a manner that assists with making connections in their learning.

Essential Questions:● Where are materials kept in the classroom, and how should they be used (mouse, stylus, etc.)?● How does one log into websites and software used in our class?● What procedures are followed upon entering class?● How do I create a product to display classroom rules?● How is research information recorded in the Research Log?

Unit Objectives: Students will be able to:

● Log in to various websites and software● Use word processing to create a display of classroom rules● Find information using a search engine● Record research results in a Research Log

Focus Standards Addressed in this Unit: ● 15.4.5.C - Describe the purpose, use, and care of peripheral devices of computer systems including input, processing, storage, and output

devices.● 15.4.5.D - Demonstrate the ergonomically correct use of more sophisticated input technologies.● 15.4.5.G - Create a digital project using appropriate software/application for an authentic task.● 15.4.5.K - Use digital media to enhance a content-specific work product.

Important Standards Addressed in this Unit:ISTE Empowered Learner:

● 1.c - Use technology to seek feedback that informs and improves their practice, and to demonstrate their learning in a variety of ways.● 1.d - Understand the fundamental concepts of technology operations, demonstrate the ability to choose, use, and troubleshoot current

technologies and are able to transfer their knowledge to explore emerging technologies.ISTE Knowledge Constructor:

● 3.a - Plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

Misconceptions:● Students often confuse login credentials for various websites and software.● Students believe that they can format text in word processing without highlighting the text.● Students think they need to type an entire question into a search engine to locate information.

Concepts/Content:● Username and login credentials● Classroom procedures● Research Log

.

Competencies/Skills:● Login to given websites and

software● Follow classroom procedures● Complete a Research Log

Description of Activities:● Create/update computer station cards● Answer questions using various techniques● Create signs or posters● Complete Question of the Day Research

Activities

Assessments:● Computer Lab Rules Poster● Teacher created activities● Question of the Day activities● Exit slips or recorded answers

Interdisciplinary Connections:● Reading Comprehension● Vocabulary● Speaking and Listening● Art● Writing

Additional Resources:● Teacher created resources● District approved online resources● Keyboarding software/websites


Unit Title: Technology Vocabulary

Unit Overview/Essential Understanding: Although vocabulary is incorporated into every unit in this course, the lessons in this unit will focus directly on specific vocabulary words, and may be revisited throughout the year, as students complete other work. This unit focuses on vocabulary from different areas of study in technology, such as general computer terms, GAFE, coding, Internet safety, and spreadsheet terms. Students will also be practicing keyboarding with the assigned vocabulary words.

Essential Questions:● How can a search engine be used to find a definition of a word?● What presentation tool should be used to show what I know? ● What tools can be used to format text and add graphics to a presentation?

Unit Objectives: The students will be able to:

● Define and explain key vocabulary words● Use a search engine to identify the definition of a vocabulary word● Use keyboarding skills to help practice vocabulary words● Locate and format graphics to illustrate the meaning of vocabulary words

Focus Standards Addressed in this Unit: ● 15.4.5.A - Identify emerging technologies used for educational and personal success.● 15.4.5.K - Use digital media to enhance a content-specific work product.


● 1.c - Use technology to seek feedback that informs and improves their practice, and to demonstrate their learning in a variety of ways.ISTE Knowledge Constructor:

● 3.a - Plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

Misconceptions:● Some students may assume that a good definition is long and requires many examples to illustrate it.● Students may think they will get the results they need without formatting the graphic.

Concepts/Content:● Definitions of vocabulary words

(GAFE terminology listed in the Brittany Washburn 4th Grade Curriculum)

● Formatted text● Appropriate graphics

.

Competencies/Skills:● Use a search engine to identify

the definition of a vocabulary word.

● Search for appropriate graphics● Insert and format graphics

Description of Activities:● Search for the definition of a vocabulary word● Type the definition of the vocabulary words,

paraphrased into the student’s own words.● Semantic map – this graphic organizer helps

students visually organize information – teacher records the word – students provide terms that come to mind related to the word

● Word Detective – students are provided given words to search for on the Internet, they write words and meanings and sentences on sticky notes

● Frayer Model Activity allows students to provide meanings, examples, non-examples and pictures of the terms, as found in the Brittany Washburn 4th Grade Technology Curriculum.

Assessments:● Completion of vocabulary activities● Vocabulary test● Evaluation of vocabulary cards

Interdisciplinary Connections:● Reading comprehension● Speaking and listening● Writing

Additional Resources:● District approved online resources● Teacher created resources● Educational videos


Unit Title: Internet Safety

Unit Overview/Essential Understanding: In today’s digital society, students need to explore their personal, social, legal, and ethical responsibilities. Students must be able to navigate the digital worlds using the same high standards for personal conduct and ethical decision making, protect themselves and their private information, and develop lifelong learning skills. The goal of this unit, as well as Internet safety units in previous grade levels, is to develop students who are good digital citizens, capable of making the best choices in possible circumstances. This unit will focus on the following topics: netiquette, privacy/security, cyberbullying, copyright, and creating safe passwords.

Essential Questions:● Why is it important to safely access the Internet?● What are my responsibilities of citizenship when I use a computer and the Internet?● How is the Internet or cyberspace like our community?● What steps can be taken to ensure that communication is accurate and polite?● How is a safe search conducted?● What information must be kept private?● What steps can be taken to help someone who is being cyberbullied?● How is credit required to be given for information found online?


● Identify behaviors displayed by good digital citizens● Describe steps to stay safe online● Summarize steps to follow if someone is the victim of cyberbullying● Identify appropriate netiquette on the Internet to be safe online● Understand how a cyber-community is similar to their home/school community● Make good decisions when using the Internet

Focus Standards Addressed in this Unit: ● 15.4.5.B - Identify and demonstrate understanding of ethical, safe, and social behavior and potential consequences of unethical, unsafe,

and inappropriate behavior.● 15.4.5.G - Create a digital project using appropriate software/application for an authentic task.

Important Standards Addressed in this Unit:ISTE Digital Citizen:

● 2.b - Engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.

● 2.c - Demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

Misconceptions:● Students sometimes do not realize that they should not say something online to someone, if they would not say it in person.● Students may not realize that small details given online can be curated to help identify personal information.● Some students may not understand what information found online needs to be cited.

Concepts/Content:● Characteristics of a good digital

citizen● Internet safety rules● Private Information

.

Competencies/Skills:● Conduct safe online searches● Identify information to be kept

private● Present steps to take in cases of

cyberbullying● Outline how to correctly cite a

source

Description of Activities:● Educational videos● Educational games● Teacher created resources● Hyperdoc Activity containing informative videos

and activities that students must complete, along with proof of learning.

● Review website, Cyber Criminals Most Wanted to browse the kids Internet Safety websites:

○ Disney Safe Surfing○ Kid Safety on the Internet○ Wired Kids

Assessments:● Scores on online quizzes● Evaluation of completed Hyperdoc activities

Interdisciplinary Connections:● Speaking and listening● Writing● Reading comprehension

Additional Resources:● District approved online resources● Videos● Teacher created resources


Unit Title: Google Apps for Education Tools

Unit Overview/Essential Understanding: In this unit, students will earn their Class A Google Driver’s License by learning about, and using, some of the Google Apps for Education (GAFE). As students explore resources and tools in the Google dashboard, they will be inspired to create and share their ideas. There are many skills taught in this unit. Google Docs, Drawings, Spreadsheets, and Presentations will be the areas of focus but students can explore and learn more.

Essential Questions:● What are Google Docs, Drawings, Spreadsheets and Slides?● How can Google Apps be used in the classroom with teachers?● How is text inserted and formatted?● How can shapes and lines be inserted and altered?● How can Word Art be inserted and formatted?● How are photos taken and inserted?● What options exist for enhancing photos?● What are tables, and how are they inserted and formatted?● How can cells be merged and unmerged?● How are columns and rows distributed?● How can a person share, collaborate, and comment on work created in Docs, Sheets, and Presentations?● What options can be used to make presentations more interesting?


● Insert and format text● Insert and format shapes● Insert and format lines● Group and ungroup shapes and lines● Insert and format Word Art

● Take, enhance, and insert photos● Insert and format tables● Merge and unmerge cells● Distribute rows and columns● Comment, collaborate, and share work● Create slide presentations● Add transitions and animations to slide presentations● Use presentation mode

Focus Standards Addressed in this Unit: ● 15.4.5.A - Identify emerging technologies used for educational and personal success.● 15.4.5.G - Create a digital project using appropriate software/applications for an authentic task.● 15.4.5.K - Use digital media to enhance a content-specific work product.


● 1.c - Use technology to seek feedback that informs and improves their practice, and to demonstrate their learning in a variety of ways.ISTE Global Collaborator:

● 7.b - Use collaborative technologies to work with others, including peers, experts, or community members, to examine issues and problems from multiple viewpoints.

Misconceptions:● Students believe that they can format text in word processing without highlighting the text.● Students may not realize that there are many different presentation tools that can be used to present and share information.● Students may not realize that font, color, and design all play a part in communication.

Concepts/Content:● Document components● Text● Shapes● Lines

Competencies/Skills:● Insert and format text● Insert and format shapes● Insert and format lines● Group and ungroup shapes and

Description of Activities:● Insert student name, format, and move boxes● Group and ungroup shapes and lines to create

pictures● Take a selfie and crop, rotate, and enhance it by

● Drawings● Word Art● Images● Photographs● Tables● Cells● Slides● Transitions● Animations

.

lines● Insert and format Word Art● Take, enhance, and insert photos● Insert and format tables● Merge and unmerge cells● Distribute rows and columns● Comment, collaborate, and share

work● Create slide presentations● Add transitions and animations to

slide presentations

applying filters● Add rows and columns to tables, and distribute

them evenly● Create a slide presentation with transitions and

animations

Assessments:● Completed slides in “Learner’s Permit.”● Project evaluation

○ Drawing○ Presentation

● Google Driver’s Test

Interdisciplinary Connections:● Reading comprehension● Vocabulary● Art● Writing

Additional Resources:● Teacher created resources● District approved online resources● Educational videos and GIFs


Unit Title: Online Research

Unit Overview/Essential Understanding: Effectively using digital tools to assist in gathering and managing information is a skill student need to learn. In this unit, students will learn and identify the basic parts of most websites, and how to navigate websites. They will evaluate the accuracy, perspective, credibility, and relevance of information, media, and data found on given websites. Students will develop age-appropriate research projects based on interdisciplinary connections.

Essential Questions:● What are the most common parts of a web page?● How is a web page navigated?● What criteria is used to evaluate a web page?● What can I do to successfully find information on the Internet?● Why is the evaluation and appropriate use of accurate information more important than ever in the technological age?


● Identify common components of a website● Navigate a website● Identify criteria to evaluate the validity and credibility of a website● Conduct efficient searches to locate information online● Give credit to authors by citing sources● Evaluate when to give credit to copyrighted sources, or use public domain and creative common websites

Focus Standards Addressed in this Unit: ● 15.4.5.A - Identify emerging technologies used for educational and personal success.● 15.4.5.L - Discuss the characteristics of a credible website.

Important Standards Addressed in this Unit:ISTE Knowledge Constructor:

● 3.b - Evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.● 3.d - Build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and

solutions.

Misconceptions:● Students confuse the main components of a website.● Students often do not understand how to use the navigation tools on a website.● Students believe all websites are valid.

Concepts/Content:● Website components● Website evaluation● Search engine features● Source citations● Copyright/Fair Use

.

Competencies/Skills:● Read and navigate a webpage● Evaluate a website● Search effectively● Avoid plagiarism● Describe how to use public domain

and creative commons websites

Description of Activities:● Videos from Brainpop and Brainpop Jr.● Online resources from the Brittany

Washburn 4th Grade Technology Curriculum

● Teacher created resources, such as website evaluation criteria, Search Engine Strategies, etc.

● Vocabulary activities, such as the Computer Vocabulary Game, and the vocabulary slideshow activity from the Brittany Washburn 4th Grade Curriculum Website.

Assessments:● Answers to questions● Completion and accuracy of Website Evaluation form● Teacher created activities● Journal entries● Completed activity sheets

Interdisciplinary Connections:● Reading comprehension● Speaking and listening● Vocabulary● Writing

Additional Resources:● District approved online resources● Teacher created resources● Vocabulary journals● Educational videos


Unit Title: Spreadsheets

Unit Overview/Essential Understanding: Spreadsheets allow students to play a more active role in their learning. Students can change variables and instantly see results of data analysis and calculations. In this unit, students will learn about more about spreadsheets and build on previous learning and understanding. They will learn the basic components of, and how to format a spreadsheet. Given data, students will create appropriate tables and graphs. They will interpret the information the graph creates and use it in sharing their findings. In addition, students will learn vocabulary central to spreadsheet use.

Essential Questions: ● How can spreadsheets be used?● In what careers are spreadsheets used?● How can errors be corrected in spreadsheets?● How is conditional formatting used?● How can the text-wrap feature be applied to a chart?


● Correctly use vocabulary associated with spreadsheets● Learn how to create and format spreadsheets● Create a chart based upon given data● Apply conditional formatting to a set of data● Create graphical representations of data (charts/graphs)

Focus Standards Addressed in this Unit: ● 15.4.5.A - Identify emerging technologies used for educational and personal success.● 15.4.5.G - Create a digital project using appropriate software/application for an authentic task.● 15.4.5.M - Discuss the impact of emerging technologies on a variety of careers.

Important Standards Addressed in this Unit:ISTE Computational Thinker:

● 5.a - Formulate problem definitions suited for technology-assisted methods, such as data analysis, abstract models, and algorithmic thinking in exploring and finding solutions.

● 5.b - Collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

Misconception● Some students may not realize that spreadsheets can be used to solve problems.● Students may think there can only be one page to a spreadsheet.

Concepts/Content:● Spreadsheet vocabulary such as active

cell, alignment, cell, chart, column, fill, format, formula, function, graph, range, sort, value, and worksheet.

● Wrap text● Conditional formatting

Competencies/Skills:● Create a chart ● Add data to a chart● Create categories for data● Apply conditional formatting

Description of Activities:● Spreadsheet software – Google Sheets

or Excel ● Teacher created resources – Brittany

Washburn 4th Grade Curriculum Spreadsheet activities, Birthday Gifts project

● Vocabulary activities, such as the Spreadsheet vocabulary slideshow activity.

Assessments:● Accuracy of chart● Final product (rubric)● Completion of activities● Data entries

Interdisciplinary Connections:● Mathematics ● Vocabulary● Reading comprehension

Additional Resources:● Online resources● Teacher created resources● Educational videos

Documents

… · Web view2020-04-13 · Living in the 21st century, we are immersed in a technology and media-suffused environment, marked by various characteristics, including: 1) access