camdencity.ss12.sharpschool.com€¦ · Camden City School District: Educational Technology Curriculum- GRADES 3-8 Contents Philosophy of Education

Camden City School District

Camden, New Jersey

Technology Curriculum Management System

Grades 3-8

Camden City School District: Educational Technology Curriculum- GRADES 3-8


Contents Philosophy of Education ......................................................................................................................................................................................... .........

Office of Technology................................................................................................................................................................................................... ....

New Jersey Core Curriculum Content Standards.............................................................................................................................................................

Technology Curriculum: Grades 3-8 Scope & Sequence ................................................................................................................................................

Technology Curriculum Management System Grade 3…………………………………………………………………………………….






Appendices.......................................................................................................................................................................................................................



New Jersey Core Curriculum Content Standards for

Technology

Technology in the 21st Century

INTRODUCTION

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 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 view, and diverse values.

• Employ a systemic approach to understand the design process, the designed world, and the interrelationship and impact of technologies.

• Model digital citizenship.


Camden C

Technology Curriculum: Grades 3-4 Scope & Sequence

Camden City School District: Educational Technology Curriculum – GRADES 3-8

2009 New Jersey Core Curriculum Content Standards - Technology – GRADES 3-4 Content Area 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 collaboratively and to create and communicate knowledge.

Strand A. Technology Operations and Concepts

I=Introduced R=Reinforced U=Utilized

TARGET CAPABILITY AT GRADE LEVEL

By the

end of

grade

Content Statement CPI# Cumulative Progress Indicator (CPI) 3 4

4 The use of technology

and digital tools requires

knowledge and

appropriate use of

operations and related

applications.

8.1.4.A.1 Demonstrate effective input of text and data

using an input device.

R U

8.1.4.A.2 Create a document with text formatting and

graphics using a word processing program.

R U

8.1.4.A.3 Create and present a multimedia

presentation that includes graphics.

I R

8.1.4.A.4 Create a simple spreadsheet, enter data, and

interpret the information.

I R

8.1.4.A.5 Determine the benefits of a wide range of

digital tools by using them to solve problems.

R U


Content Area Technology



Strand B. Creativity and Innovation



By the

end of

grade


4 The use of digital tools and

media-rich resources

enhances creativity and

the construction of

knowledge.

8.1.4.B.1 Produce a media-rich digital story about a

significant local event or issue based on first-

person interviews.

R U





Strand C. Communication and Collaboration



By the

end of

grade


4 Digital tools and

environments support the

learning process and foster

collaboration in solving

local or global issues and

problems.

8.1.4.C.1 Engage in online discussions with learners in

the United States or from other countries to

understand their perspectives on a global

problem or issue.

R U





Strand D. Digital Citizenship



By the

end of

grade


4 Technological

advancements create

societal concerns

regarding the practice

of safe, legal, and

ethical behaviors.

8.1.4.D.1 Explain the need for each individual, as a

member of the global community, to practice

cyber safety, cyber security, and cyber ethics

when using existing and emerging

technologies.

R U

8.1.4.D.2 Analyze the need for and use of copyrights. I R

8.1.4.D.3 Explain the purpose of an acceptable use

policy and the consequences of inappropriate

use of technology.

I R





Strand E. Research and Information Literacy



By the

end of

grade


4 Effective use of digital

tools assists in gathering

and managing information.

8.1.4.E.1 Investigate a problem or issue found in the

United States and/or another country from

multiple perspectives, evaluate findings, and

present possible solutions, using digital tools

and online resources for all steps.

R U

8.1.4.E.2 Evaluate the accuracy of, relevance to, and

appropriateness of using print and non-print

electronic information sources to complete a

variety of tasks.

I R





Strand F. Critical Thinking, Problem Solving, and Decision-Making



By the

end of

grade


4 Information accessed

through the use of digital

tools assists in generating

solutions and making

decisions.

8.1.4.F.1 Select and apply digital tools to collect,

organize, and analyze data that support a

scientific finding.

R U



Standard 8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact

of technology, engineering, technological design, and the designed world, as they relate to the individual, global society,

and the environment.

Strand A. Nature of Technology: Creativity and Innovation



By the

end of

grade


4 Technology products and

systems impact every

aspect of the world in

which we live.

8.2.4.A.1 Investigate factors that influence the

development and function of technology

products and systems.

R U

8.2.4.A.2 Using a digital format, compare and contrast

how a technology product has changed over

time due to economic, political, and/or

cultural influences.

R U






Strand B. Design: Critical Thinking, Problem Solving, and Decision-Making



By the

end of

grade


4 The design process is a

systematic approach to

solving problems.

8.2.4.B.1 Develop a product using an online simulation

that explores the design process.

R U

8.2.4.B.2 Design an alternative use for an existing

product.

U U

8.2.4.B.3 Explain the positive and negative effect of

products and systems on humans, other

species, and the environment.

R U

8.2.4.B.4 Compare and contrast how technology

transfer happens within a technology, among

technologies, and among other fields of study.

I R






Strand C. Technological Citizenship, Ethics, and Society



By the

end of

grade


4 Knowledge and

understanding of human,

cultural, and societal

values are fundamental

when designing technology

systems and products in

the global society.

8.2.4.C.1 Explain the impact of disposing of materials in

a responsible way.

I R

8.2.4.C.2 Explain the purpose of trademarks and the

impact of trademark infringement on

businesses.

I R

8.2.4.C.3 Examine ethical considerations in the

development and production of a product

from its inception through production,

marketing, use, maintenance, and eventual

disposal by consumers.

I






Strand D. Research and Information Fluency



By the

end of

grade


4 Information-literacy skills,

research, data analysis,

and prediction provide the

basis for the effective

design of technology

systems.

8.2.4.D.1 Analyze responses collected from

owners/users of a particular product and

suggest modifications in the design of the

product based on their responses.

I R






Strand E. Communication and Collaboration



By the

end of

grade


4 Digital tools facilitate local

and global communication

and collaboration in

designing products and

systems.

8.2.4.E.1 Work in collaboration with peers to produce I R

and publish a report that explains how

technology is or was successfully or

unsuccessfully used to address a local or

global problem.






Strand F. Resources for a Technological World



By the

end of

grade


4 Technological products

and systems are created

through the application

and appropriate use of

technological resources.

8.2.4.F.1 Describe how resources are used in a

technological product or system.

I R

8.2.4.F.2 Explain how resources are processed in order

to produce technological products and

systems.

R U






Strand G. The Designed World



By the Content Statement CPI#

end of

grade

Cumulative Progress Indicator (CPI) 3 4

4 The designed world is the

product of a design

process that provides the

means to convert

resources into products

and systems.

8.2.4.G.1 Examine a malfunctioning tool and use a step-

by-step process to troubleshoot and present

options to repair the product.

R U

8.2.4.G.2 Explain the functions of a system and

subsystems.

I R

8.2.4.G.3 Evaluate the function, value, and aesthetics of

a technological product, system, or

environment from the perspective of the user

and the producer.

R U

Technology Curriculum Management System:

Grade 3

Grade 3

Word Processing

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A: Technology Operations & Concepts

Common Core State Standards:

ELA-Literacy.W.3.1d, 3.2, 3.2b

Content: The use of technology and digital

tools requires knowledge and

appropriate use of operations and

related applications.

Cumulative Progress

Indicators(CPI): 8.1.4.A.1

Demonstrate effective input of text

and data using an input device.

Enduring Understanding:

Technology is constantly changing

and requires continuous learning of

new skills.

Essential Question: In a world of constant change, what

skills should we learn?

Vocabulary: Input, networks, compatibility, text,

data, device

Instructional Guidance:

To assist in meeting this CPI, students

will understand basic computer

concepts such as input and output

devices, networks, and compatibility.

• Talk to the class about sharing

information. What are different

ways that people share information

(books, Internet, talking, etc.)? What

are some advantages and

disadvantages?

• Discuss the concept of input, output,

and processing devices and how

they differ. Explain how computers

on a network can share some of the

same devices, like printers,

scanners, and H: Drives.

• Talk about online help and other

documentation and how to use it.

Students will use a word processing

application to explain some

advantages and disadvantages of

sharing information.

Extension Activities:

• Write a book review using a word

processing application include a

paragraph that briefly summarizes

the story and a second paragraph

that describes the type of student

that might enjoy reading the book.

Resources/Materials:

• Interactive Whiteboard

• Learning.com

• Input devices- keyboard, CD drive,

mouse, scanner, microphone, flash

drives

• Computer Systems

Assessment:

• Teacher Observations

• Completed document in portfolio

Online Resources:

www.learning.com

www.research.microsoft.com

www.britannica.com

CCSD Technology Toolbox

Accommodations/Modifications:

English Language Learners (ELL)

It is essential that teachers provide

ELL students strategies that support

comprehension and utilization of the

technology curriculum. (see Appendix

A – ELL

Accommodations/Modifications)

Special Education Teacher must review students’

Individual Education Plan (IEP) if

disabilities have been identified.

Teachers must select the appropriate

modifications to enable the child to

appropriately progress in the

technology curriculum.(IDEA 300.

121.9(d) (3) (i) (see Appendix B-

Special Education Accommodations/

Modifications)

Assistive Technology

(see Appendix C)

http://www.learning.com/

http://www.research.microsoft.com/

http://www.britannica.com/

Grade 3

Word Processing

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A: Technology Operations & Concepts Common Core State Standards:

ELA-Literacy W.3.6

Content:

The use of technology and digital tools requires knowledge and



Cumulative Progress


Create a document with text

formatting and graphics using word

processing.




new skills.



Vocabulary: Word processing, text, font, justify,

italicize, format, save, syllables, save as, spell check, print preview, print



will input and access text, data, using

appropriate keyboarding techniques,

appropriate text formatting and

graphics.

• Teacher will share examples of

Haiku poems and initiate

discussion with students.

• Students will independently create

Haiku poems and format using

different font styles, sizes and

colors.

• In addition students will, create a

header and footer, add graphics;

center the poem; use spell check;

save to H drive; and print.

Extension Activities: Poetry books make nice gifts for a

parent or grandparent.

• Students will choose a theme for

his or her poetry book.

• Teacher can post some of their

best poetry on the Internet or on

the school Web site.

• Teacher can pair students with

younger students to teach the

basics of how to write a poem.



• Haiku format:

• Line 1- 5 syllables



• Clip Art

• Word processing application

Assessment:

• Teacher observation

• Printed/published document

Pair/Share Critique

Online Resources:

http://www.learning.com/ http://office.microsoft.com








A – ELL











Modifications)

Assistive Technology (see Appendix C)

http://www.corestandards.org/ELA-Literacy/W/3/6/


http://office.microsoft.com/

Grade 3

8.1 Educational Technology

Multimedia

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A: Technology Operations & Concepts Common Core State Standards: ELA-Literacy.W.3.6, CCCS.AR.3-

5.1.1.5.D.1, AR.3-5.1.4.5.1, AR.3-

5.1.4.5.B.4, SCIENCE-5.4.4.E.1





Cumulative Progress

Indicators(CPI): 8.1.4.A.3 Create and present a multimedia

presentation that includes graphics.




new skills.

Essential Question: How do I choose which technological

tools to use and when it is appropriate

to use them?

Vocabulary: Power point, multimedia presentation,

slide, transition, hyperlinks, animation

Instructional Guidance: To assist in meeting this CPI, students

will create a multimedia presentation.

• Introduce animal habitats using

books, posters, internet, distance

learning or other resources.

Teacher will share a completed

presentation with students.

• First slide will include a Title page,

author and date.

• Second slide- Include a graphic of

an animal’s habitat. Write an

introductory paragraph about the

animal in its habitat.

• Third slide- Bullet list of

characteristics.

• Fourth slide- 2 column table to include food and behaviors.

• Fifth slide- Cite sources

appropriately

• Students will enhance their

presentations by changing colors,

fonts, and transitions. Customize

animation including order and

timing.

• Students will create hyperlinks to

the Internet.

• Students will present finished projects.

• Students will save and combine

projects to a single Google

Document.

• Collective slides can be printed out

and bound as books.


• Students will research famous

landmarks in a country.



• Multi-media software

• Internet

• Google Docs

• Appendix 1-Devices &

Compatibility

Assessment:

• Teacher Observation

• Completed Presentation

Online Resources:

www.scholastic.com

www.nationalgeographic.com

http://office.microsoft.com

www.google.com


Accommodations/Modifications: English Language Learners (ELL)



comprehension and utilization of

the technology curriculum. (see

Appendix A – ELL











Modifications)



http://www.scholastic.com/

http://www.nationalgeographic.com/


http://www.google.com/

Grade 3


Spreadsheet

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A: Technology Operations & Concepts Common Core State Standards:

Math.Content.3.MD.B.3,

CCCS.MA.3.4.4.3 A.2.a, MA.3.4.4.3

C.2.a





Cumulative Progress


Create a simple spreadsheet, enter

data, and interpret the information.


Selection of technology should be

based on personal and /or career

needs assessment.

Essential Question:

In a world of constant change, what


Vocabulary: Cell, columns, rows, spreadsheet,

workbook, worksheet, data, chart,

resize, interpret, tally, auto sum, axis


will learn about spreadsheets, record

data, format cells, create charts and

analyze data.

• Teacher will introduce the parts of a spreadsheet.

• Students will open a spreadsheet

application, label columns, enter

data on each computer by moving

from one work station to another.

• Students will gather data from

classmates using a tally sheet.

• Possible survey topics: movies,

books, candy, food, etc.

• Students will enter collected data,

make a column chart, add a chart

title, add a horizontal axis title and

vertical axis title.

• Resize the chart.

• Discuss the results with a class.

• Add a graphic behind the graph to

display the highest tallied item.

• Save file and print.


• Students will sort candies by color.

Count the number of each color.

Enter their data in a spreadsheet.

Make a pie and bar graph to

compare the number of candies in

each color. Make a pie graph of

class data. Interpret the graph.

Students will print graphs.


• Spreadsheet Application


Assessment:


• Printed/published document

Online Resources:


http://exchange.smarttech.com/#ta

b=0/







A – ELL


Special Education

Teacher must review students’ Individual Education Plan (IEP) if








Modifications)


http://www.corestandards.org/Math/Content/3/MD/B/3


http://smarttech.com/




Grade 3

Digital Tools

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A: Technology Operations & Concepts Common Core State Standards: ELA-Science- 5.2.4.C.1

Content:




Cumulative Progress Indicators

(CPI): 8.1.4.A.5 Determine the

benefits of a wide range of digital

tools by using them to solve

problems.



based on personal and/or career

needs assessment.

Essential Question:

How do I choose which technological tools to use and when

it is appropriate to use them?

Vocabulary: Design, energy efficient, audit

Instructional Guidance: Note to teacher: Explain to class the

process of examining how much

energy a building uses and tracking

where buildings lose energy is called

an energy audit. An energy audit

also offers solutions on how to

improve a building’s energy

efficiency. To assist in meeting this

CPI, students perform energy audit

of a classroom and then develop

proposals for making their

classroom more energy efficient.

• In groups of three. Assign each

group a prompt: What are all the

ways in which our class uses

energy? How would you figure

out how much energy our class

uses every day? How could our

class conserve energy or use it

more efficiently?

• Next, students will develop

proposals for improving the

energy consumption. Focus on the

following items: Ventilation: Are

rooms overly warm or overly

cold? Type of lighting:

Fluorescent, incandescent,

halogen, etc. Use of lighting:

When, if ever, are lights dimmed

or turned off?

Is natural light used anywhere? Use of electricity: Are unused items

unplugged? What equipment uses

electricity? Windows and doorways:

Are they lined with weather stripping

or caulk?

• Students will compile all

researched data, analysis and

completed proposal.

• Include written and oral

presentation.


• Working in pairs students will

develop proposals for improving

energy conservation in their home.



• Internet

• Sketch of classroom

• Thermometers

• Word Processing Program

• Multi-media Programs

• Spreadsheets

Assessment:


• Completed proposals

Online Resources: http://energy.gov/energysaver/articles/do-

it-yourself-home-energy-audits



English Language Learners (ELL) It is essential that teachers provide ELL

students strategies that support


technology curriculum. (see Appendix A

– ELL Accommodations/Modifications)

Special Education

Teacher must review students’ Individual

Education Plan (IEP) if disabilities have

been identified. Teachers must select the

appropriate modifications to enable the

child to appropriately progress in the




Modifications)


http://energy.gov/energysaver/articles/do-it-yourself-home-energy-audits

http://energy.gov/energysaver/articles/do-it-yourself-home-energy-audits

Grade 3

Digital Storytelling

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand B: Creativity and Innovation Common Core State Standards: ELA: SL.3.4-6

ELA: W.3.4-6

Content: The use of digital tools and

media-rich resources enhances

creativity and the construction of

knowledge.


(CPI): 8.1.4.B.1 Produce a media-

rich digital story about a significant

local event or issue.


Digital tools provide opportunities for people to have new experiences,

recognize problems, design solutions,

and express their ideas.

Essential Question:

How can digital tools be used for

creating original and innovative works, ideas, and solutions?

Vocabulary: Digital storytelling, storyboard, still

images, record, interview


will create a digital story of school

staff member or classmates.

• Review the digital storytelling

concept.

• Teacher will share a few examples

of digital stories.

• Students will create at least five

biographical questions. Decide

who they will interview and

conduct the interview.

• Guide students on how to take

digital images or video of the

interviewee and artifacts.

• Research and find images that

would complement digital story.

• Compile digital story using a

storyboard.

• Create the digital story sharing the

answers to the five interview

questions using presentation

software or a Web 2.0 tool.

• Publish digital stories on school

website.


• Class will go on a virtual field trip

or to a web site with diverse

photographs.

• Create a digital story of landmarks

in the community, or create a digital

story of a third grader’s typical

school day.


• Interactive white board

• Digital camera

• Camcorder

• Computer

• PhotoStory

• iMovie

• Audacity

• PowerPoint

• Voice Thread

• CCSD Technology Toolbox

• Virtual Field Trips

Assessment:

• Digital Storytelling Rubric

Online Resources: http://www.learning.com/

http://ed.voicethread.com


Accommodation/Modifications:


It is essential that teachers provide ELL students strategies that support



A – ELL Accommodations/Modifications)

Special Education







121.9(d) (3) (i)(see Appendix B-


Modifications)

Assistive Technology:

(see Appendix C)

http://www.learning.com/easytech/

http://ed.voicethread.com/

Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8

Grade 3

Distance Learning Collaboration

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand C: Communication & Collaboration


ELA: SL.3.1a-d ELA: W.3.4-6

Math: 3.MD.3

Content: The use of digital tools

and media-rich resources enhances


knowledge.


(CPI): 8.1.4.C.1 Engage in online

discussions with learners in the

United States or from other countries

to understand their perspectives on a

global problem or issue.


Digital tools and environments

support the learning process and

foster collaboration in solving local

or global issues and problems.

Essential Question: How has the use of digital tools

improved opportunities for

communication and collaboration?

Vocabulary: Data, online discussion, chart,

collection, results, appropriate,

survey


To assist in meeting this CPI,

students will share information about

their water usage as compared with

other students from around the

country.

• Students will collect data from

household members to determine

the amount of water used to

bath/shower; brush teeth, wash car,

wash hands, wash dishes, and wash

clothes.

• Compare and determine the

average amount of water a person

uses in a day with classmates.

• Compile a chart using a

spreadsheet program the average

water usage.

• Share results with other students

using videoconferencing

equipment.

Note: Prior to the conference, teacher

should discuss videoconference

etiquette.


• Students can create a glog, an

article or multimedia presentation

that addresses ways to conserve

water. These can also be presented

during the video conference.


• Spreadsheet

• Word-processing program

• Computer

• Multi-media program

• Voice Thread


• Video Conference Equipment

• Internet

Assessment:

• Water Usage Chart

• Online Discussion Log

• Final Project

Online Resources:

www.ciese.org/curriculum/drainproj

www.cilc.org







technology curriculum. (see

Appendix A - ELL











Modifications)


http://www.ciese.org/curriculum/drainproj

http://www.cilc.org/


Grade 3 Ethical Behaviors

8.1 Educational Technology Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand D: Digital Citizenship Common Core State Standards:

CCCS.21st-Century Life & Career

Skills 9.1.4.F.2-3

ELA-Literacy.W.3.2b

Content: Technological advancements create

societal concerns regarding the

practice of safe, legal, and ethical

behaviors

Cumulative Progress

Indicators(CPI): 8.1.4.D.1 Explain the need for each individual,

as a member of the global

community, to practice cyber safety,

cyber security, and cyber ethics when

using existing and emerging

technologies.




new skills.

Essential Question: What are an individual’s

responsibilities for using technology?

What constitutes misuse and how can

it best be prevented?

Vocabulary:

Cyber Safety, Cyber Security, Cyber

Ethics, and Multimedia slideshow


To assist in meeting this CPI, students will create a multimedia slideshow

that explains the importance of cyber

safety, cyber security and cyber

ethics, reflect upon their online

responsibilities and learn that good

citizens are responsible and respectful

in the digital world.

• Explain that going into cyberspace

is like traveling in the face-to-face

world. Just as they would not give

their private information to a

stranger on the street, they should

not give it to web sites or other

strangers in cyberspace. Rules help

keep us safe.

• Ask: What other rules do we have

in school to keep us safe? (running

in the halls, no fighting, pushing in

lines, taking turns)

• Ask: What’s private information?

Answers may include address,

phone number, passwords, etc.

• Explain that private information

includes (write the following on the

board):full name, birth date, age,

passwords, credit card number,

phone number, mother’s maiden

name, name of school, family

members email address, home

address.

• Remind students that if an online-

only friend asks for any of this

private information, they should tell

a trusted adult.

• Students will create a digital book

using multimedia software.

• Students will draft a story about an

aspect of cyber safety. Complete

with characters, problem,

resolution, setting and graphics.


• Students will read their digital book

to the younger students in the

school.



• Computer


Assessment:


• Multimedia Presentation

Online Resources:

www.netsmartz.org

www.http://www.cybersmart.org/cur

riculum.org

http://www.commonsensemedia.org



English Language Learners (ELL) It is essential that teachers provide ELL students strategies that support



A – ELL


Special Education









Modifications)


http://www.netsmartz.org/

http://www.cybersmartcurriculum.org/

http://www.cybersmartcurriculum.org/

http://www.commonsensemedia.org/


Grade 3

Ethical Behavior

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand D: Digital Citizenship Common Core State

Standards:

CCSS.ELA-Literacy.SL.3.1a, CCSS.ELA-Literacy.W.3.1,

CCSS.ELA-Literacy.W.3.2,

CCSS.ELA-Literacy.W.3.7

Content:

Technological advancements create societal concerns

regarding the practice of safe,

legal, and ethical behaviors.

Cumulative Progress

Indicators(CPI): 8.1.4.D.2

Analyze the need for and use

of copyrights.


Technology use can have

positive or negative impact on

both users and those affected

by their use.

Essential Question:

What are an individual’s

responsibilities for using

technology? What constitutes

misuse and how can it best be

prevented?

Vocabulary: Copyright, plagiarism, respect,

paraphrasing, citation

Instructional Guidance: To assist in meeting this CPI, students will

be able to explain copyright issues.

• Discuss how copyrights can be put on

just about anything that is published. It is

a letter C inside a circle and has the year

published and the name that holds the

copyright. (Show examples).

• Define plagiarism and paraphrasing.

Ask: Why is it important not to

plagiarize? Sample responses: So you

don’t get in trouble, so you can give

credit for others’ work and ideas. Tell

students another reason it is important

not to plagiarize is to show respect for

work and ideas that others create.

• Define term respect. Explain to students

that one way they can show respect is to

give credit (citation) when they use other

people’s work.

• Define the term citation. Walk students

through creating a citation for a book,

website, and an image.

• Introduce students to each component of

the citation, and point out where they

might find that information on the

webpage.

• Students will have a debate analyzing

why music copyright is needed or is not

needed.

• Have students create a webpage to

articulate their position on the topic and

cite a minimum of three resources.


• Students will research artists that have

sued over copyright infringements. Write

a persuasive essay to the general public

on the why or why not of the importance

of abiding copyright laws.


• Sample books with copyright symbol

• Computer


Assessment:


• Completed web page

Online Resources: http://www.cyberbee.com/cb_copyright.swfhttp://www.netsmartz.org

www.wix.com


English Language Learners

(ELL) It is essential that teachers provide

ELL students strategies that

support comprehension

and utilization of the technology

curriculum. (see Appendix A –

ELL





Teachers must select the

appropriate modifications to

enable the child to appropriately

progress in the technology

curriculum.(IDEA 300. 121.9(d)

(3) (i) (see Appendix B- Special

Education Accommodations/

Modifications)


(see Appendix C)


http://www.wix.com/


Grade 3

Ethical Behavior

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand D: Digital Citizenship Common Core State Standards: ELA-Literacy.W.3.2a

ELA-Literacy.W.3.4 ELA-

Literacy.W.3.5

Content: Technological

advancements create societal

concerns regarding the practice of

safe, legal, and ethical behaviors.

Cumulative Progress


Explain the purpose of an acceptable

use policy and the consequences of

inappropriate use of technology.


There are rights and responsibilities associated with the use of

information.

Essential Question: What are the ethics and

responsibilities associated with the

use of information?

Vocabulary: Acceptable use policy, AUP,

foundation, sign, signature,

consequences, netiquette


will create a poster or Glogster to

reinforce acceptable use strategies.

• Share the District Acceptable Use Policy.

• Explain all students and parents

must sign the Acceptable Use

Policy forms.

• Review the purpose and explain the

difference between appropriate and


• Discuss an issue in the news where

technology is being used

inappropriately.

• Ask students to name the ways to

help maintain the technology in the

classrooms.

• Clarify health and safety issues

when using technology.

• Discuss appropriate behavior when using the Internet (netiquette).

• Create a poster or Glogster

including details of acceptable use

and possible consequences.


• Create a survey polling family and

friends about cyber safety,

acceptable use and netiquette.


• District Acceptable Use Policy

• Interactive whiteboard

• Computer

• Internet

• Glogster

Assessment:

• Completed Poster


Online Resources:

http://edu.glogster.com/ CCSD Technology Toolbox







A – ELL Accommodations

/Modifications)










Modifications)


http://edu.glogster.com/


Grade 3


Research

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand E: Research and Information Literacy Common Core State Standards:

ELA: SL.3.1a-d

ELA: W.3.6-8

New Jersey Core Curriculum

Standards: Science 5.2.4.C.1

Content: Effective use of digital

tools assists in gathering and

managing information.


(CPI): 8.1.4.E.1 Investigate a

problem or issue found in the United

States and/or another country from

multiple perspectives, evaluate

findings, and present possible

solutions, using digital tools and

online resources for all steps.




foster collaboration in solving local or

global issues and problems.

Essential Question:

Why is the evaluation and appropriate

use of accurate information more

important than ever in the

technological age?

Vocabulary:

Energy, audit, bullet list, keyword, research, Internet, post, reply, solution



will research the amount of energy

that is wasted and analyze their

findings to present solutions to make

savings.

• The teacher will share with students

the various types of energy.

• Students will discuss ideas on how important energy is to daily living.

• Teacher will model how to research

a keyword.

• Students will research the Internet to

find ways to save energy and create

a bulleted list.

• Students will conduct an audit of the

computer lab/classroom/school to

identify where most energy is

wasted.

• Students will analyze the results and

create a list of solutions to make

savings.

• They will post and reply to the

solutions on an online collaboration

tool such as Glogster or Voice

Thread.


• Create a flyer with school energy

saving tips.



• Computer

• Voice Thread

• Glogster


Assessment:

• List of Solutions for Reduction of

Water Usage

• Appendix -Online Discussion Log

Online Resources:


http://edu.glogster.com//products/k12








A – ELL


Special Education









Modifications)



http://edu.glogster.com/products/k12


Grade 3


Ethics

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand E: Research and Information Literacy Common Core State Standards:

ELA-Literacy.W.3.7

Content:

Effective use of digital tools assists in

gathering and managing information.


(CPI): 8.1.4.E.2 Evaluate the

accuracy of, relevance to, and

appropriateness of using print and

non-print electronic information

sources to complete a variety of tasks.


Information is spread worldwide

within seconds due to technological

advancements and has an immediate

impact.

Essential Question: Why is the

evaluation and appropriate use of

accurate information more important

than ever in the technological age?

Vocabulary: Electronic sources, evaluate, purpose,

publication, updated, created, user-

friendly, organized, author, expert,

page load


To assist in meeting this CPI, students will collaborate to create a checklist

to evaluate electronic sources.

• Teacher will discuss the definition

of electronic resources and inform

students they will select electronic

sources for a selected research topic

(Example- mammals).

• Students will pick two sources: one

beneficial and non-beneficial.

• Teacher will observe students

criteria for selecting sources for

approx. 10 mins.

• Have students discuss what criteria

they used in making their selections.

• Afterwards, the class will

collaboratively review and discuss

the Electronic Sources Evaluation

Form (see online resources) to use

for their research.

• Teacher will model using the

Electronic Sources Evaluation Form

with a preselected website.

• The class will generate a list of six

sites and students with partner will

evaluate sites using the Electronic

Sources Evaluation Form.


• Students evaluate sites on the

Internet on the inventor, Benjamin

Franklin.


• Electronic Sources Evaluation Form

• Internet

• Computer

Assessment:



Online Resources:

http://www.readwritethink.org/

http://www.kathyschrock.net/

http://www.cyberbee.com/








A – ELL


Special Education

Teacher must review students’









Modifications)



http://www.kathyschrock.net/

http://www.cyberbee.com/


Grade 3


Critical Thinking

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand F: Critical Thinking, Problem Solving, and Decision-Making Common Core State Standards:

Math.Content.3.MD.B.3-4, Science.5.2.4.E.1-4

Content: Information accessed through the use

of digital tools assists in generating

solutions and making decisions.


(CPI): 8.1.4.F.1 Select and apply

digital tools to collect, organize, and

analyze data that support a scientific

finding.

Enduring Understanding: Selection of technology should be

based on personal and/or career needs

assessment.



to use them?

Vocabulary:

Hypothesis, force, measurement, graph, analyze, data


investigate motion and forces by

using a ramp, toy car, meter stick and

stop watch to record the time it takes

for the car to travel down the ramp.

Record the data in a spreadsheet and

graph the results to determine trends.

• Teacher will state a hypothesis

about how a force can be applied

that will cause the toy car to go

faster or slower.

• As a group, list the steps you will

need to test the hypothesis. Describe

what you will do in each step.

• Prepare a data table to record

observations. Identify all variables.

Students will need to have

measurements at multiple points.

These points are needed to graph

results.

• Students should have several data

points, after you stop applying force

and before the car slows down.

• Graph the position of the car versus

time for each of the forces applied.

• Calculate the speed of the toy car

over the same time interval for each

of the forces applied.


• Compare your data to those of other

students.

• Discuss how the results might be

different between groups.

• Make various charts and graphs.



• Small toy car

• Ramps of boards

• Rubber bands

• String

• Stop watch

• Meter stick

• Tape measure

• Graphing application

Assessment:

• Completed graphs and charts

• Observation

Online Resources: www.learning.com

www.slideshare.net








A – ELL Accommodations

/Modifications)

Special Education










Modifications)


http://www.corestandards.org/Math/Content/3/MD/B/3


http://www.slideshare.net/


Grade 3

Creativity

8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and

the designed world, as they relate to the individual, global society, and the environment.

A. Nature of Technology: Creativity and Innovation Common Core State Standards: Personal Financial Literacy 9.2.4.E.5

ELA-Literacy.SL.3.4

Content:

Technology products and systems

impact every aspect of the world in

which we live.

Cumulative Progress


Investigate factors that influence the

development and function of

technology products and systems.




new skills.

Essential Question:

How can I transfer what I know to new technological situations /

experiences?

Vocabulary:

Products, systems, record, audio, convert, MP3, WAV, AIFF, sound

Instructional Guidance: To assist in meeting this CPI, students will create a radio ad for a

product.

• Have a discussion with students

about what these words mean:

Culture: the customary beliefs,

social forms, and material traits of

a racial, religious, or social group.

Society: a community, nation, or

broad grouping of people having

common traditions, institutions,

and collective activities and

interests.

• Share how a community, society,

or a culture can change or

influence advances in science and

new technologies. Understand

advertising helps us to make

informed choices.

• Students will create an audio voice

over to ‘sell’ a product.

• Students will brainstorm and

decide on parameters.

• Open an audio recording program

such as Audacity, Dragon

Dictation, Voki, etc.

• Students will insert sound clips,

and background music.

• Export final radio ad so it can be

played elsewhere.

• Save as appropriate file format.


• Students will create a survey and

report their findings.

• Have another class listen to the ads.

• Have class decide if they would use

or not use the product and why.



• Internet

• Audacity

• Sounds

• Music

• Dragon Dictation

• Voki

Assessment:

Final project

Observation

Online Resources:

http://www.partnersinrhyme.com

http://www.grsites.com/archive/sounds/

https://www.surveymonkey.com/








Appendix A – ELL Accommodations/

Modifications)

Special Education









Modifications)


http://www.corestandards.org/ELA-Literacy/SL/3/4/


http://www.partnersinrhyme.com/

http://www.partnersinrhyme.com/



Grade 3

Creativity



A. Nature of Technology: Creativity and Innovation Common Core State Standards:

Literacy.RI.4.1, 4.2, 4.3

Content:

Technology products and systems impact every aspect of the world in

which we live.

Cumulative Progress


Using a digital format, compare and

contrast how a technology product

has changed over time due to

economic, political, and/or cultural influences.




new skills.



to use them?

Vocabulary: Timeline, research, digital format, cell

phone



will research the history of cell

phones.

• Students will research the history of

cell phones using the internet to

compare today’s cell phone to the

cell phone of the past.

• Students will use a draw program to

illustrate past and present cell

phones.

• Students will work in groups to

create and share a timeline to show

the past, the present and the future

of the cell phones.

• Students will save, print and post

completed timeline. Extension Activities:

• Students report on the cons and pros

of using cell phones in school.



• Computer

• Internet

• Timeline Software

Assessment:


• Completed Time line

• Drawings

Online Resources:

www.readwritethink.org

http://cellphones.lovetoknow.com

https://www.thoughtco.com/inventio

ns-4133303

www.timetoast.com








A – ELL


Special Education Teacher must review students’ Individual Education Plan (IEP) if








Modifications)



http://cellphones.lovetoknow.com/

http://www.timetoast.com/


Grade 3

Problem Solving and Technology Design



B. Design: Critical Thinking, Problem Solving, and Decision-Making Common Core State Standards:

ELA-Literacy.W.3.10

Core Curriculum Content

Standards: Science 5.1.4.B.1-3

Content: The design process is a

systematic approach to solving

problems.


(CPI): 8.2.4.B.1 Develop a product

using an online simulation that

explores the design process.


Creating and executing a plan can

solve problems.

Essential Question: What is the process to repair a broken

toy or tool?

Vocabulary: Challenge, brainstorm, design process, build, test, evaluate, and

redesign, electronic journal, draw,

numbered bullets, highlight, symbols



students will design and build a paper

table that can hold a heavy book.

• Teacher will introduce the students

to the design process using PBS

Kids: Design Squad Nation.

• Students will learn and discuss the

essential steps to the design process

(challenge, brainstorm, design,

build, test, evaluate, and redesign).

• Teacher will pose the question:

How can you support a lot of

weight with a piece of paper? Then,

students will attempt the Paper

Table Challenge.

• During the challenge, students will

keep an electronic journal of each

step of the design process. The

journal will include drawings, text,

number bullets, highlights, and

symbols to label.

• At the completion of the challenge

students will analyze their

electronic journal and give an oral

report of the success of their

designed plan.


• Student will participate in a

competition to determine which

design is the most structurally

sound.


• 1 piece of cardboard (approximately 8 1/2 x 11 inches)

• heavy book (e.g., a textbook or

telephone book)

• masking tape

• 8 sheets of newspaper

Assessment:

• Electronic Journal

• Completion of product

Online Resources:

http://pbskids.org/designsquad

http://www.sciencebuddies.org

http://www.theworks.org/index.html








Appendix A – ELL


Special Education









Modifications)


http://pbskids.org/designsquad/parentseducators/resources/paper_table.html

http://pbskids.org/designsquad/parentseducators/resources/paper_table.html

http://pbskids.org/designsquad

http://www.sciencebuddies.org/

http://www.theworks.org/index.html


Grade 3




B. Design: Critical Thinking, Problem Solving, and Decision-Making Common Core State

Standards:

ELA-Literacy.SL.3.4-6 ELA-Literacy.W.3.6



problems.

Cumulative Progress

Indicators (CPI): 8.2.4.B.2 Design an alternative use for an

existing product.


Understanding that technology is

problem solving.

Essential Question: Will

students be able to understand

the impact of the design process?

Vocabulary:

Alternative, use, object,

innovation, sketch, label,

practical, affordable, portable,

justify



students will design an

alternative use for a product.

• Divide students into groups

and give each group a kitchen

tool such as, spatula, sponge,

whisk, ladle, hand can opener,

etc.

• Ask students to discuss and

share their answers to the

following questions: What is

the object you have been

given? What is it used for?

Would you call this object an

“innovation?” Note: An

innovation is “something that

is newly introduced.” If

people did not have this

object, what could they use?

How else could you use this

object? What could be added

to improve the object?

• Tell groups to imagine other

uses for the object. Challenge

groups to come up with an

innovative alternative that

could help someone complete

a task. Students will sketch

and label alternative uses with

drawing software. The new

idea must be an alternative,

practical, safe, affordable, and

portable. Have each group work together to

present via video or screencast of drawing

their ideas and how it works. Each student

will vote on the innovation that best meets

the requirements, justifying their choice.

Extension Activities: Create a Voice

Thread of the completed videos/screencasts

and post videos online for others to view,

comment, and/or vote on.


• Kitchen tools

• Drawing application

• Video camera

• Screencast application

Assessment:

Innovation Rubric Student Innovation Projects

Teacher Observation

Online Resources: http://exchange.smarttech.co

m/#tab=0


Parts of this lesson has been retrieved

from the

http://www.youngscientistchallenge.com/t

eacher-tools/lesson-plans.html , The 3M

Young Scientist Challenge.







Special Education Teacher must review students’ Individual






121.9(d) (3) (i) (see Appendix B- Special


Modifications)


(see Appendix C)


http://exchange.smarttech.com/#tab=0


http://www.youngscientistchallenge.com/t


Grade 3





ELA-Literacy.W.3.1



problems.


(CPI): 8.2.4.B.3 Explain the positive

and negative effect of products and

systems on humans, other species,


Enduring Understanding: Understanding that technology is

problem solving.

Essential Question: Will students be

able to understand the impact of the

design process?

Vocabulary: Positive, negative, verbal, non-verbal,

communication



students will describe how technology

can have a positive and negative

effect on humans. Examples:

Technology can cause people to be

less physical, think less, less verbal

communication, etc.

• Teacher will create a list of all

examples. See below and discuss

how each item can cause people to

be less physical, think less, less

verbal communication, etc.

o cell phones

o Internet (chat rooms, social media)

o On line gaming

o Texting

o Cars o Video Games

o Etc.

• Students will be assigned one of the

examples and create multimedia

presentations showing the positive

and negative effects and present to

class.


• Students will select one product or

systems with a negative effect on

humans, other species or the

environment and offer three viable

alternatives that are less harmful.


Assessment:

• Finished Presentation


Online Resources:








A – ELL











Modifications)


(see Appendix C)


Grade 3





ELA-Literacy.W.3.7-8



problems.


(CPI): 8.2.4.B.4 Compare and

contrast how technology transfer

happens within a technology, among

technologies, and among other fields

of study.


Understanding that technology is problem solving.

Essential Question: Will students be

able to understand the impact of the

design process?

Vocabulary: Recording, album, vinyl, tape deck



students will research the history of

music storage/recordings.

• Student presentations should include

the evolution of music

storage/recordings and explain

changes in technology through

present day advances.

• Students should address how

advances in technology have solved

problems and improved the listening

and storage experience (i.e. 45rpm,

33rpm, 78rpm, eight track, cassette,

CD, mp3, cloud)

• Students should also embed a

timeline of events.


• Students will survey adults to

gather data regarding the type of

listening and storage devices they

had access to as a child.

• Students will graph their results

using a spreadsheet program.



• Multimedia Program

• Desktop Publishing Program

• Web 2.0 tool

• Internet

Assessment:



Online Resources:





ELL student strategies that support



A – ELL











Modifications)



Grade 3

Technological Citizenship, Ethics, and Society



C. Technological Citizenship, Ethics, and Society Common Core State Standards:

ELA-Literacy.RI.3.7, 3.8, 3.9, 3.10

Content: Knowledge and understanding of

human, cultural, and societal values

are fundamental when designing

technology systems and products in

the global society.


(CPI): 8.2.4.C.1 Explain the impact of disposing of

materials in a responsible way.


Innovation has far reaching

implications.

Essential Question: How does technology impact the

world as we know it?

Vocabulary:

Disposing, environment, effect



will describe the effects of the

pollution of plastics on aquatic

wildlife.

• Teacher will share ten to fifteen

photographs of several types of

wildlife.

• In groups, classify the pictures.

• Discuss how students sorted the

pictures and what pictures are in

each group.

• Have each group explain how they

chose to classify the pictures.

• Discuss safe and harmful

environments for these animals.

• Discuss aquatic wildlife.

• Distribute two garbage bags full of

plastic items.

• Have students take out and examine

objects.

• Sort plastic materials into three

groups: Very likely to be considered

food, somewhat likely to be

considered food, not likely to be

considered food.

• Ask the students questions in

regards to the groupings: Why

would you think that? What kind of

animal would eat that? Do you

know what effect it would have on

the animal? What causes these

plastics to get there?

• Create a glog to show a healthy

environment and a hazardous

environment.

• Students will research and report

what causes the plastic pollution in

the water and what is the effect of

it.

• Students will include what they can

do to help save aquatic wildlife.

Include video, audio and

hyperlinks.

• Share completed project.


• Survey the neighborhood to see

how materials are disposed.

• Compile data and present to class.



• Pictures of several types of aquatic

wildlife

• Bag full of varied plastic items

• Internet

Assessment:

• Completed Activity


Online Resources:

Timeforkids.com








A – ELL


Special Education










Modifications)


(see Appendix C)

http://www.corestandards.org/ELA-Literacy/RI/3/9/


Grade 3

Technological Citizenship, Ethics, and Society



C. Technological Citizenship, Ethics and Society Common Core State Standards:

21st-Century Life and Careers

9.1.4.F.1-2

Content:

Knowledge and understanding of human, cultural, and societal values



the global society.

Cumulative Progress

Indicators(CPI): 8.2.4.C.2

Explain the purpose of trademarks

and the impact of trademark

infringement on businesses.


Trademarks and ethics are

important in the process of product

development

Essential Question:

Why is ethics important in the

development of a product from start to finish?

Vocabulary:

Trademark, watermark,

infringement


To meet this CPI, students will be

able to define trademark,

categorize products as generic or

brand name, identify popular

trademarks, understand the benefit

of having a trademark and

associate the symbols TM.

• Ask students the following, what

types of sneakers, jeans,

breakfast foods, etc. they buy.

• List the complete names of some

of the items they use, eat or

wear.

• Explain that a brand name is any

name used to describe a product.

Example, aspirin is a generic

name, Bayer is the brand name.

CVS aspirins are also examples

of brand names. Brand names are

trademark names. These names

are examples of the types of

things trademark law protect. A

trademark can be a word, name,

symbol, logo, scent, sound or

any combination of these.

• Teacher will compile two lists

name brand and generic names.

Students will work as a group to

decide which column to place

each item. (Pepsi, soda, Kleenex,

tissue, etc.)

• Students will meet as a class and

discuss.

• Have students list other brands.

• Students will use the internet to

go on a US trademark treasure

hunt to find a trademark for each

category: sound, logo, scent,

phrase, other.

• Students will report their findings

using a word processing

document.


• Have students research and write

a summary of the story about how

the Toll House Cookie was

invented.

• Have students include research on

the trademark name.



• Internet

• Word Processing Application

• Printer

Assessment:


• Completed Document

Online Resources:

http://www.uspto.gov/trademarks/index.jsp

www.wipo.int/trademarks/en/trademarks.html CCSD Technology Toolbox




technology curriculum. (see Appendix A –

ELL Accommodations/Modifications)

Special Education

Teacher must review students’ Individual Education Plan (IEP) if disabilities have been

identified. Teachers must select the

appropriate modifications to enable the child

to appropriately progress in the technology

curriculum.(IDEA 300. 121.9(d) (3) (i) (see

Appendix B- Special Education

Accommodations/ Modifications)


http://www.uspto.gov/trademarks/index.jsp

http://www.wipo.int/trademarks/en/trademarks.html

Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8 Page

Grade 3

Research



D. Research and Information Fluency Common Core State Standards:

Science.5.1.4.B.2-4

Content: Information-literacy skills,

research, data analysis, and prediction

provide the basis for the effective

design of technology systems.

Cumulative Progress


Analyze responses collected from

owners/users of a particular product

and suggest modifications in the

design of the product based on their

responses.


Products are created based on

consumer needs.

Essential Question: How do you

create a product based on the input of

people?

Vocabulary: Survey, product,

sensory, analyze

Instructional Guidance: To meet

this CPI, students will select a product

such as Dial Soap, McDonald’s

Hamburgers, Pepsi, Breyers Ice

Cream, etc. and create a survey

focusing on sensory features and

design of the product.

• Teacher will demonstrate to students

how to use survey monkey

• Students will administer, collect and

analyze results from the survey.

• Once the surveys have been

analyzed students will suggest

modifications of the design based on

results of survey and present to

class.

• Students will write and send a letter

to their product distributor with the

results of their surveys and

suggested modifications.


• Students will use a paint/draw

program to create new packaging

for their product.


• Survey Monkey


• Spreadsheet Program

• Paint/Draw Program

• Internet

Assessment:


• Completed Project

Online Resources:

https://www.surveymonkey.com/ CCSD Technology Toolbox







A – ELL











Modifications)


http://www.surveymonkey.com/


Grade 3

Communications

8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. E. Communication and Collaboration Common Core State Standards:

Social Studies.6.1.4.A.1

Content: Digital tools facilitate local

and global communication and

collaboration in designing products

and systems.


(CPI): 8.2.4.E.1 Work in

collaboration with peers to produce

and publish a report that explains how


unsuccessfully used to address a local or global problem.


Understand that technology can help

or hurt a local or global problem

Essential Question: How technology is or was successfully or unsuccessfully used to

address a local or global problem.

Vocabulary: Global, local

Instructional Guidance: To assist in meeting this CPI, students will form

and express their opinion on whether

technological advancements harm or

help society.

• Teacher will introduce topic to

students and guide a discussion.

Teacher will write “Do

Technological Advances Help or

Harm Society?” on the board and

create two columns (one for Help

and one for Harm).

• Teacher will lead students in a

brainstorming session and write

responses in appropriate columns on

board.

• Students should consider the

following in the ‘Help’ column:

produce more goods with less

manpower, improved

communications, improvements in

medicine, access to information

from around the globe etc.

• Students should consider the

following in the ‘Harm’ column:

invasion of privacy, pollution and

change of landscape, decrease in

quality of goods produced, increased

unemployment etc.

• Students will form their opinion and

conduct further research to

support their position.

• Students will either; write a

persuasive essay or create a poster

depicting their position.


• Students will collaborate with

another class using distance

learning to debate that issue.


• Computer

• Internet



• Multi-media Program

• Distance Learning Equipment

Assessment:



Online Resources:


http://www.wikispaces.com/








A – ELL











Modifications)


(see Appendix C)

http://www.eduglogster.com/



Grade 3

Resources



F. Resources for Technological World

Common Core State

Standards: ELA-

Literacy.SL.3.1

Content:

Technological products and systems are created through the

application and appropriate use

of technological resources.

Cumulative Progress

Indicators (CPI): 8.2.4.F.1

Describe how resources are used

in a technological product or

system.


Technology can be applied to endless systems.

Essential Question: How can various resources

impact technology?

Vocabulary: Input, output, storage functions,

computer, technology

Instructional Guidance: To assist in

meeting this CPI, students will identify

parts of a computer, categorize parts of

a computer by function: input, output,

process, and storage, explain how the

parts work together and compare and

contrast the differences between human

and computer parts that perform input,

output, process, and storage functions.

• The teacher will introduce students to

the terminology input, output, and

storage functions.

• The teacher will discuss the meaning

of the terms.

• The teacher will demonstrate to

students how commands are given to

the computer, which is input.

Demonstrate the meaning of output

and how to store information in a

computer’s system. Use the Internet

to identify input and output functions

of the computer.

Extension Activities: Students will create a

paper slideshow video on the computer

parts, their function and care.


• Diagram of Computer Parts

• Internet

• Camcorder

Assessment:


• Completed Paper Slide Presentation

Online Resources: CCSD Technology Toolbox


English Language Learners

(ELL)


ELL students strategies that

support comprehension

and utilization of the technology

curriculum. (see Appendix A –

ELL




Teachers must select the

appropriate modifications to enable

the child to appropriately progress

in the technology

curriculum.(IDEA 300. 121.9(d)

(3) (i) (see Appendix B- Special


Modifications)



Grade 3

Resources





ELA-Literacy.W.3.2, 21st-Century

Life and Careers 9.1.4.A.1-3

Content: Technological products and systems

are created through the application

and appropriate use of technological

resources.


(CPI): 8.2.4.F.2 Explain how

resources are processed in order to

produce technological products and

systems.


Technology can be applied to endless

systems.

Essential Question:

How can various resources impact technology?

Vocabulary:

Expository writing, modification,

positive impact, cause and effect,

resources


meeting this CPI, students will

explain how the resources and

processes used in the production of a

current technological product can be

modified to have a more positive

impact on the environment (e.g., by

using recycled metals, alternate

energy sources) and the economy.

• Using a computer program of their

choice students will develop a

product, such as a car that would

be safer.

• Ask students what features would

you add or modify in their selected

product. For example developing

safer cars that recognize street

signs.

• Students will make

recommendations on how to

modify the product for a more

positive impact and provide

adequate justifications using

outline format.

• Email the completed project to

teacher.


• Have students brainstorm in groups

to come up with what they think

may be the next technological

advance. Will it be instant

transportation ("beam me up,” Star

Trek)? Time travel? Eternal youth?

Encourage students to use their

imaginations.

• Hold a class discussion in which

students talk about the ethical

implications of their future

technologies.



• Internet

• Word-Processing Program

Assessment:

• Completed design

Online Resources:

www.google.com








A – ELL


Special Education









Modifications)


(see Appendix C)



Grade 3

Designing World



G. The Designed World


Science. 5.1.4.C.1

Content: The designed world is the

product of a design process that

provides the means to convert

resources into products and systems.


(CPI): 8.2.4.G.1 Examine a

malfunctioning tool and use a step-

by-step process to troubleshoot and

present options to repair the product.

Enduring Understanding: All

systems are dependent on subsystems.

Essential Question: Why are

subsystems important to a system?

Vocabulary:

design, repair, product, troubleshoot


explore the nature of systems by

examining the systems that make a

bicycle work.

• Ask students to describe the

qualities of their bicycle. What do

you like about your bicycle? Has

your bicycle ever broken? What

part broke? Were you able to repair

it?

• Explain if something consists of

many parts, the parts usually

influence one another.

• Discuss something may not work

well (or at all) if a part of it is

missing, broken, or worn out.

Using a word processing program,

students will produce a manual to

illustrate and explain step by step

how to troubleshoot and repair a

broken bicycle part.

• Compile the manual and print as a

booklet.

• Compare and contrast bicycles

from long ago using SmartArt

Graphics.


Contact a bicycle repair shop. Review

their troubleshooting guide and

compare it to their manual.



• Computer

• Internet


Assessment:


• Completed Manual

Online Resources:

https://www.thoughtco.com/inventio

ns-4133303

https://www.youtube.com/

http://www.ehow.com/







A – ELL











Modifications)


(see Appendix C)

https://www.thoughtco.com/inventions-4133303

https://www.thoughtco.com/inventions-4133303




Grade 3

Designing World





Science. 5.3.4.C.2

Content: The designed world is the product of

a design process that provides the

means to convert resources into



(CPI): 8.2.4.G.2 Explain the functions of a system and subsystems.


All systems are dependent on

subsystems.

Essential Question: Why are subsystems important to a

system?

Vocabulary:

Ecosystem, biotic, abiotic, habitat,

screenshots



will gain an understanding of an

ecosystem.

• Students will research components

of an ecosystem and understand how

the organisms are dependent on each

other.

• Teacher will discuss biotic and

abiotic. Biotic, are living factors.

Plants, animals, fungi and bacteria

are all biotic or living factors.

Abiotic, is not alive and affects

living organisms. Environmental

factors such as habitat (saltwater

marshes, grasslands, rainforest,

ocean, desert, polar ice, and

mountain) or weather such as

temperature, cloud cover, rain,

snow, and hurricanes are abiotic

factors.

• Students will view assigned parts of

the ’s Elementary Video

Adventures: Habitats of the World

video.

• Students will record their

observations in journals with

screenshots using a word processing

program.

• Students will present their findings.


Contact a conservation group to

discuss how the students could help

preserve other ecosystems, like ours!



• Computer

• Internet

• Word Processor

Assessment:

Presentations and journals will be submitted and graded for creativity

and accuracy.

Online Resources:

www.stormthecastle.com/terrarium

http://www.dictionary.com/








A – ELL










Modifications)


(see Appendix C)

http://www.stormthecastle.com/terrarium

http://www.dictionary.com/


Grade 3

Designing World

8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. G. The Designed World Common Core State Standards:

ELA-Literacy.W.3.2


Standards: 21st-Century Life and

Career Skills 9.1.4.E.1-3






(CPI): 8.2.4.G.3 Evaluate the

function, value, and aesthetics of a

technological product, system, or

environment from the perspective of

the user and the producer.


All systems are dependent on subsystems.

Essential Question:

Why are subsystems important to a

system?

Vocabulary: Subsystem, aesthetics, value,

function, user, producer, perspective Instructional Guidance: To assist in

meeting this CPI, students will work

in groups and choose a product of

their choice. Students will describe its

function, value, and aesthetics (such

as a tablet, computer, smartphone,

etc.).

• Teacher will discuss with students

what a review is begin by asking

their opinion of lunch yesterday, a

current movie, recording artist, etc

• Guide discussion asking such

questions as to why it was good,

did it make you laugh, etc.

• Have students share negative and

positive experiences

• Have students research different

reviews regarding products

• Students will write a review of

their chosen product.

• Class will compile a publication of

all reviews.


Students will compare their own

product review to professionally

written or recorded review on the

same product. Students can then

choose to revise their review, citing

sources.


• Computer

• Internet


Assessment:


• Completed product reviews

Online Resources:

www.pcmag.com

www.consumerreports.org

www.goodhousekeeping.com







A – ELL











Modifications)


http://www.pcmag.com/

http://www.consumerreports.org/

http://www.goodhousekeeping.com/

Camden City Public Schools


Grade 4


Grade 4

Word Processing


Common Core State Standards: ELA-Literacy.SL.4.1, 4.1d

Content:




Cumulative Progress


Demonstrate effective input of text

and data using an input device.




new skills.



Vocabulary: Scanner, digital camera, print

preview, print, input/output devices, biography


will demonstrate effective input of

text and data using a keyboard and

scanner. Describe how components of

technological devices perform input,

output, and processing tasks.

• Students will bring in a picture of

themselves and use a scanner or

digital camera to import the picture

onto the computer.

• Students will then import the picture

into a word processing document,

add a title and write a brief

biography of themselves under the

photo.

• Students will then use the interactive

whiteboard to present their

biographies.

Extension Activities: Students will print these bios and

compile a yearbook. Students will include future aspirations.



• Learning.com

• Input devices- keyboard, cd drive,

keyboard, mouse, scanner, digital

camera

Assessment:


• Completed project


www.research.microsoft.com

http://informattec.blogspot.com CCSD Technology Toolbox







A – ELL











Modifications)



http://www.research.microsoft.com/

http://informattec.blogspot.com/


Grade 4

Word Processing



ELA-Literacy.W.4.5; W.4.6

Content:

The use of technology and digital tools

requires knowledge and appropriate use of

operations and related applications.

Cumulative Progress Indicators (CPI): 8.1.4.A.2 Create a document with text

formatting and graphics using word

processing.


Technology is constantly changing and requires continuous learning of new skills.

Essential Question: In a world of constant change, what skills

should we learn?

Vocabulary: Word processing, text, font, justify, center,

clip art, copy, paste, format, save, save as,

spell check


To assist in meeting this CPI, students will input and access text

and data, using appropriate

keyboarding techniques. Students

will enhance writing pieces by using

different font styles, sizes and

colors.

• Students will bring to the lab

previously constructed stories

written in the classroom.

• Students will type the

story/paragraph, center text,

change font size, change the style,

and create borders.

• Students will insert a header to

include their name and date and

create a footer to include the

Common Core State Standards.

• Students will use spell check,

insert and resize graphics, and

view their writing piece in print

preview.

• Students will save the document

to their H drive, view work in

print preview and print the

document.


• Students will create a report about

one of the counties in New Jersey.

• Write 2-3 paragraphs of

information including an outline

map highlighting their county.

• Compile all reports and make a

class book of the New Jersey

counties.



• Word processing application

Assessment:


• Completed Document

Online Resources:

http://teacher.scholastic.com

http://exchange.smarttech.com/#tab

=0http://office.microsoft.com







A – ELL







appropriately progress in the technology curriculum.(IDEA 300. 121.9(d) (3)

(i) (see Appendix B- Special Education



(see Appendix C)



http://teacher.scholastic.com/





Grade 4

Multimedia



ELA Literacy: RL.4.1; W.4.1a, b, c, d; W.4.2a, b, c, d, e; W.4.7; W.4.8

Core Curriculum Content Standards

Social Studies: 6.1.4.D.4; 6.1.4.D.10

Content: The use of technology and digital tools

requires knowledge and appropriate use

of operations and related applications.

Cumulative Progress Indicators(CPI):

8.1.4.A.3 Create and present a multimedia presentation that includes graphics.


A tool is only as good as the person using it.

Essential Question: How can I transfer what I know to new

technological situations/experiences?

Vocabulary:

PowerPoint, multimedia, fact, detail, bullet, graphic, title, slide, slide show,

animation, transition


To assist in meeting this CPI, students will write an informational report that

frames a topic; include facts and

details, and draws information from

several sources.

• Students will research the history and

culture of Native Americans.

• Students will create and edit 5-7 slide

presentation. Slide one student’s

name, a title and date. Slides two

through six students will include

customized slide backgrounds,

multiple slide layouts, objects, audio,

graphics, clip art, and or digital

images, animation, transitions,

hyperlinks, change font, size, style,

and color and spell check.

• Students will use a scanner, digital

camera and video camera to import

other graphic material.

• Students will enhance title using

graphic software or original art.

Students will include a reference

slide to properly cite resources.

• Students will present with a

projection device.


Choose a current event story from an online source. Gather information about

the story by answering: who, what,

when, where and why. Create a

multimedia slide show.




Assessment:

• PowerPoint presentation


Online Resources:

http://www.lenapelifeways.or

g/


http://www.courierpostonline.

com/

http://www.philly.com/









A – ELL











Modifications)


http://www.lenapelifeways.org/

http://www.lenapelifeways.org/


http://www.courierpostonline.com/

http://www.courierpostonline.com/

http://www.philly.com/



Grade 4

Spreadsheet



ELA-Literacy.RI.4.7 Math.Content.4.OA.A.2

Content:




Cumulative Progress Indicators(CPI):

8.1.4.A.4

Create a simple spreadsheet, enter data, and interpret the information.

Enduring Understanding: Technology is constantly changing and

requires continuous learning of new skills.

Essential Question: How do I choose which technological tools

to use and when it is appropriate to use them?

Vocabulary: Excel, workbook, column, cell, active cell, cell address, label, spreadsheet, worksheet,

row, grid, entry, bar, formula, fill down, fill

right, save


To assist in meeting this CPI, students will create a spreadsheet that calculates

monthly profit / loss of Pet Care

Service.

• Teacher will explain the function and use of a spreadsheet.

• Introduce key vocabulary.

• Have students name the worksheet.

• Students will input the following

data: Headings: Months, Income,

Expenses and Profit/Loss

• Using the fill feature students will

complete the “Months” column.

• Teacher will provide income and

expenses for the year.

• Using the data provided students will

create formulas that will calculate

profits or losses.

• In groups students will analyze the

data.


See where the money went, i.e., what part was spent on food,

what part was spent on bedding,

etc. Make a pie chart to help

analyze expenses. Sort data,

category totals, and compile

charts.




Assessment:


• Completed Spreadsheet

Online Resources:


http://exchange.smarttech.com/#

tab=0








A – ELL


Special Education









Modifications)


(see Appendix C)





Grade 4

Digital Tools


Common Core State Standards: ELA-Literacy:RI.4.7-9





(CPI): 8.1.4.A.5 Determine the benefits

of a wide range of digital tools by using

them to solve problems.


Digital tools allow for communication and collaboration anytime/anyplace

worldwide.

Essential Question: How has the use of digital tools

improved opportunities for problem

solving?

Vocabulary: Digital tools, problems, tangible,

intangible


will consider how to work through a

practical problem.

• Students will identify problems in

their school that need fixing, and

then devise viable solutions to one

of those problems, using problem-

solving techniques.

• As a group, brainstorm a list of

digital tools and classify them as

tangible or intangible tools.

(computer, camera, word

processing, Internet, Glogster, etc.)

• Students will work with a partner to

determine a global problem that can

be solved using digital tools.

Possible topics- cellphones; energy

efficiency; overcrowding; recycling;

health and hygiene; and cyber

bullying.

• Share how digital tools can be used

to solve problems.

• Students will use their choice of

presentation software to present to

class.

Extension Activities: Students can host a showcase. Invite

visitors to judge completed projects to

determine: Which is most innovative?

Which is most practical? Which do

they expect to be most effective, and

why? Which one deserves to be tried

first?



• Computers with Internet

• What’s Your Problem? Handout

Assessment:



Online Resources: http://learning.blogs.nytimes.com

www.forbes.com

CCSD Technology







A – ELL











Modifications)


(see Appendix C)

http://learning.blogs.nytimes.com/

http://www.forbes.com/


Grade 4

Digital Storytelling


All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

Strand B: Creativity and Innovation


ELA: SL.4.4-6, ELA: W.4.4-6




knowledge.


(CPI): 8.1.4.B.1 Produce a media-rich

digital story about a significant local

event or issue.


Digital tools provide opportunities for

people to have new experiences,



Essential Question:

How can digital tools be used for

creating original and innovative works,

ideas, and solutions?

Vocabulary: Digital storytelling, still images,

record, interview, hyperlink


To assist in meeting this CPI, students will create a media rich digital article.

• Students will develop interview

questions to gain information from

staff members.

• Conduct the interview. Assist with

using a camera/ audio recorder for

an interview.

• Take digital images of the

interviewee.

• Evaluate which digital tool would

be most effective to use.

• Research and find images, URL

and audio that would complement

digital article.

• Compile the digital article using

multiple media production tools. Be

sure to include still images, audio

text, and hyperlinks.

• Publish student work on school webpage.


Create a digital story capturing the accomplishments of a community

hero, politician, or former alumni.



• Digital camera

• Computer

• Paper

• Pencils

• Movie Maker /iMovie

• Audacity

• PowerPoint

• Voice Thread

Assessment:

• Digital Storytelling Rubric

Online Resources: http://www.learning.com/








A - ELL


Special Education










Modifications)


(see Appendix C)

http://www.learning.com/easytech/



Grade 4

Distance Learning Collaboration

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand C: Communication & Collaboration


ELA: SL.4.1a-d, ELA: W.4.4-6

Math. 3.OA.8-9, Math: 3.MD.3




knowledge. Cumulative Progress Indicators

(CPI): 8.1.4.C.1 Engage in online

discussions with learners in the United

States or from other countries to

understand their perspectives on a

global problem or issue. Enduring Understanding: Digital tools and environments support

the learning process and foster

collaboration in solving local or global

issues and problems.

Essential Question:

How has the use of digital tools improved opportunities for

communication and collaboration?

Vocabulary: Data, online discussion,

chart, collection, results, Internet

access, speed, timeframe, location,

average



students will share information about

their access to the Internet as

compared with other students from

around the country/world.

• Students will collect data from

fourth grade students at their

school to determine the type of

Internet access, location, speed

and timeframe.

• Students will compare and

contrast with classmates the

average amount each fourth grade

student uses the Internet in a 24-

hour day.

• Students will compile the results using a spreadsheet, glog, presentation tool, etc. displaying

the average amount of 4th

graders Internet use within the school.

• Share results with another 4th

grade class in different state or

country using videoconferencing

equipment.

Note: Prior to the conference, teacher

should discuss videoconference

etiquette.


Students can write a school

newsletter sharing the grade 4

Internet access steps, results, and

video conferencing online

discussions for publication.


• Spreadsheet


• Computer


• Voice Thread


• Video Conference Equipment

• Internet

• Videoconferencing Etiquette-

Appendix 2

Assessment:

• Online Discussion Log

• Final Project

Online Resources: https://voicethread.com/products/k12/

www.cilc.org








A - ELL


Special Education









Modifications)


http://www.voicethread.com/



Grade 4

Global Community

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand D: Digital Citizenship


21st-Century Life & Career Skills 9.1.4.F.2-3

ELA Literacy.W.3.2b

Content:

Technological advancements create societal concerns regarding

the practice of safe, legal, and

ethical behaviors

Cumulative Progress


Explain the need for each

individual, as a member of the

global community, to practice

cyber safety, cyber security, and

cyber ethics when using existing

and emerging technologies.



and requires continuous learning

of new skills.

Essential Question:



technology?

Vocabulary: Digital Citizen,

citizen, responsibility


To assist in meeting this CPI, students will compare and contrast

their responsibilities to offline and

online communities.

• Students will introduce students to

Spider-Man’s motto “With great

power comes great

responsibility”. Ask students what

kind of power does the Internet

give us? Guide students to

recognize that the things we read,

see, and hear online can lead

people to have all sorts of feelings

(e.g., happy, hurt, excited, angry,

curious). What we do and say

online can be powerful. The

Internet also allows us to learn

about anything, talk to people at

any time (no matter where they

are in the world), and share our

knowledge and creative projects

with other people.

• Teacher will define vocabulary

terms. Emphasize that a “digital

citizen” is more than just an

Internet user. It’s someone who

chooses to act in a safe,

respectful, and responsible way

online.

• Students will create a three-

column chart with the terms

“Safe,” “Responsible,” and

“Respectful” written at the top of

each column.

• Invite students to shout out words or

phrases that describe how people

can act safely, responsibly, and

respectfully online, and then write

them in the appropriate column.

Point out that Spider-Man is a

superhero that uses his great powers

to help other people.

• Students will create digital citizen

superheroes that use their powers to

help people act safely, responsibly,

and respectfully using a draw

program.


• Internet scavenger hunt on Internet

safety



• Computer

• Internet

• Appendix 3

Assessment:



Online Resources:

www.netsmartz.org

https://www.commonsense.org

www.marvel.com/games/play/31/create_your_ own_superhero


English Language Learners (ELL) It is essential that teachers provide ELL students strategies that support comprehension

and utilization of the technology curriculum.

(see Appendix A –ELL



Education Plan (IEP) if disabilities have been




curriculum.(IDEA 300. 121.9(d) (3) (i)(see




(see Appendix C)


https://www.commonsense.org/

http://www.marvel.com/games/play/31/create_your_


Grade 4

Copyrights


Common Core State Standards: ELA-Literacy.W.4.8

Content: Technological advancements

create societal concerns regarding

the practice of safe, legal, and

ethical behaviors.

Cumulative Progress


Analyze the need for and use of

copyrights.


Technology use can have positive

or negative impact on both users

and those affected by their use.

Essential Question:



technology? What constitutes

misuse and how can it best be

prevented?

Vocabulary:

Copyright, plagiarism,

paraphrasing


will understand the need for and use of

copyrights.

• Teacher will discuss the importance

of copyrights and why they were

established.

• Discuss the following scenario with

the class: You have written a

computer game, and someone has

copied your computer game and

published the game on their own site.

Is this ok? Is this legal? Is it ok to

download your favorite song from the

Internet without paying for it?

• Explain that copyright laws are a

form of protection provided by the

United States to the authors of the

original work. Examples of copyright

works are: Literary works, musical

compositions, dramatic works,

choreographed works, pictorial,

graphical, sculptural works, audio

visual works, architectural works.

• Students will create posters

illustrating copyright scenarios,

leaving room for stick it notes. Some

examples may include: A person uses

an artist’s song in a commercial to

sell a product that will air on

commercial television. Someone

makes a remix of a popular song to

play in a dance club. A person wants

to make scarves that resemble the

ones worn in Harry Potter movies. A

person makes a video that features

clips of various movies and uploads

it on YouTube. A person downloads

music for free from an MP3 site. A

dance troupe uploads a remake of the dance choreography of a popular

song. A person uploads the pages of

a Japanese comic book to an English

website that translates comics and

allows readers to read them for free.

• After posters have been created and

printer teacher will give students

post it stickers and have students

decide if the action should be

protected by copyright law.


• Think of how you use copyrighted

works in your daily life. Do you

use them in accordance with

copyright laws? How does this

affect the owner of that work?



• A book with a copyright symbol

• Computer


Assessment:


• Student Discussion

• Completed printed document

Online Resources: http://www.copyrightkids.org






– ELL Accommodations /Modifications)

Special Education






appropriately progress in the technology curriculum.(IDEA 300. 121.9(d) (3) (i)(see Appendix B- Special Education



(see Appendix C)

http://www.copyrightkids.org/


Grade 4

Acceptable Use Policy



ELA-Literacy.W.3.2a ELA-Literacy.W.3.4 ELA-

Literacy.W.3.5

Content: Technological

advancements create societal

concerns regarding the practice of


Cumulative Progress


Explain the purpose of an acceptable

use policy and the consequences of


Enduring Understanding: There are

rights and responsibilities associated

with the use of information.

Essential Question: What are the ethics and

responsibilities associated with the use of information?

Vocabulary: Acceptable Use Policy,

AUP, foundation, sign, signature,

consequences


To assist in meeting this CPI, students will create a glog to show the purpose

of an Acceptable Use Policy and the

consequences.

• Invite students to imagine themselves as parents.

• Discuss how a busy street is a

dangerous place for children. Ask:

How do you know that your child is

ready to cross the street by herself?

Is it when she reaches a certain

age? Or, will she have to show you

that she is ready?

• Discuss with students the need for

children to follow safety rules. Have

them list rules they, as parents,

would teach their children. Ask:

What will you do if your child

breaks the rules? (impose

punishments, lose privilege of

crossing street alone)

• Explain that parents, teachers, and

principals think about similar issues

when students go into cyberspace.

• Review and discuss our District’s

Acceptable Use Policy.

• Create a Glog to highlight the key

elements of the policy.


Students will compare and contrast our District’s AUP to another

District’s AUP.


• District Acceptable Use Policy

(AUP) Internet


• Computer

Assessment:


• Completed Glogster

Online Resources:

http://http://edu.glogster.com/ www.camden.k12.nj.us







A – ELL


Special Education









Modifications)


(see Appendix C)


http://www.camden.k12.nj.us/


Grade 4

Research

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand E: Research and Information Literacy Common Core State Standards:

ELA: SL.4.1a-d, 4-5

ELA: W.4.6-8

New Jersey Core Curriculum

Standards: Science 5.2.4.C.1





(CPI): 8.1.4.E.1 Investigate a

problem or issue found in the United

States and/or another country from

multiple perspectives, evaluate

findings, and present possible

solutions, using digital tools and

online resources for all steps.






Essential Question: Why is the evaluation and appropriate

use of accurate information more

important than ever in the

technological age?

Vocabulary:

Waste, pollution, outline, research,

Internet, post, reply, solution

Instructional Guidance: To assist in meeting this CPI, students will research the amount of waste

produced and analyze their findings to

present solutions to reducing waste.

• The teacher will share with students

the various types of resources,

wastes, pollution and landfill sites.

• Students will discuss ways they

have seen their neighborhoods

polluted with waste.

• Students will research and create an

outline using the Internet to find

ways to reduce waste in their

neighborhoods.

• Students will develop a step-by-step

waste reduction plan to implement

in their neighborhoods using a

word-processing or presentation

application. The waste reduction

plan will be posted to an online

collaboration tool such as Glogster

or Voice Thread for others to

reply.

• Students will invite others to share

how waste is handled in their

neighborhoods.


Create a brochure/video of Tips for Reducing Waste in School.


• Word-processing

• Computer

• Voice Thread

• Glogster


• U2Me for Kids

Assessment:

• Waste Reduction Plan


Online Resources: http://ed.voicethread.com








A – ELL










Modifications)


(see Appendix C)




Grade 4

Ethics

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand E: Research and Information Literacy Common Core State Standards: ELA-Literacy.W.4.7-8

Content:

Effective use of digital tools assists in gathering and managing information.


(CPI): 8.1.4.E.2 Evaluate the

accuracy of, relevance to, and

appropriateness of using print and

non-print electronic information

sources to complete a variety of tasks.





impact.

Essential Question: Why is the

evaluation and appropriate use of

accurate information more important

than ever in the technological age?

Vocabulary: Electronic sources, evaluate, validity,

authority, bias, content, credentials,

currency, citations, clarity, copyright


will use a checklist to evaluate

electronic sources.

• Teacher will discuss the importance

of valid sources.

• In groups, students will be assigned

one of the concepts: Authority, Bias,

or Content to analyze the criteria.

• Each group will pick a reporter to

present to the class as experts on the

criteria.

• As a class, students will evaluate

pre-selected sites (poor & good

examples) and complete the ABC’s

of Website Evaluation Form (see

Appendix).

• In groups, students will generate a

word-processing document with a

list of 6-8 hyperlinks on famous

Americans.

• Teacher will collect the lists and

distribute to other groups for

evaluation.

• Each group will create a slideshow

evaluating each website and listing

the criteria to confirm the validity of

the evaluation.

Extension Activities: Students evaluating sites on the

Internet to research famous

musician or actors/actresses.



• Internet

• Computer

Assessment:


• Electronic Sources Evaluation

Form-Appendix 5

Online Resources:









A – ELL


Special Education









Modifications)




Grade 4

Critical Thinking

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand F: Critical Thinking, Problem Solving, and Decision-Making Common Core State Standards: SCI.3-4.5.1.4.C.2, D.2, D.c, D.3, E.2

Content:

Information accessed through the use of digital tools assists in generating



(CPI): 8.1.4.F.1 Select and apply

digital tools to collect, organize, and

analyze data that support a scientific

finding.

Enduring Understanding: Selection of technology should be


assessment.

Essential Question:

How do I choose which technological tools to use and when it is appropriate

to use them?

Vocabulary:

Collect, organize, analyze, patterns, meteorology

Instructional Guidance: To assist in meeting this CPI, teacher will discuss

with the students why weather

predictions are important to us.

• Ask students what people do after

they hear a forecast.

• Discuss the current forecast of today with students.

• Look at the weather outside to see

if the forecast is true.

• Ask them if they knew what the

weather was going to be today and

if it affected what they wore. Ask

the students who didn’t know what

the forecast was going to be today

how they knew what to wear.

• Have students brainstorm reasons

forecasts are important to people.

• Go over the tools of a

meteorologist, describing what

they do and how they are used.

• Examine the previous week’s

weather.

• Graph the weather data, look for

patterns, and find relationships

between the graphs and write them

down.

• Over the next week have students

record the following in chart form:

date, time, temperature, wind

speed, wind direction,

precipitation, air pressure, cloud

cover, my prediction, media prediction and actual weather.

• Discuss the accuracy of their

predictions.


Watch a weather forecast on TV. In

groups prepare and record a five-

day weather forecast for the class.


• Newspaper/Internet


Assessment:


• Class Discussion

Online Resources:



English Language Learners (ELL) It is essential that teachers provide




A – ELL










Modifications)


(see Appendix C)


Grade 4

Products and Systems

8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed

world, as they relate to the individual, global society, and the environment.

A. Nature of Technology: Creativity and Innovation


ELA-Literacy.SL.4.4, 4.5, 4.6

Content:


impact every aspect of the world in which we live.

Cumulative Progress


Investigate factors that influence the

development and function of

technology products and systems.




new skills.

Essential Question: How can I transfer what I know to

new technological situations/

experiences?

Vocabulary: Animation, development, impact,

products, systems


To assist in meeting this CPI, students will learn about the factors that

influence the development of

animation.

• Students will compare and contrast

animated films over the last 50

years.

• Students will research the

development of animated films

including silent, flip book, etc.

• Teacher will show examples of

various forms of animation such as

silent, flipbook, etc.

• Discuss with students how

computers have taken over the

burden of animation by hand.

• Divide students into groups and

select an image.

• Students will use a multimedia

program to create an animated

comic strip with character voice

over.


• Create an avatar that teaches a

lesson. Share with a younger

grade.



• Internet

Assessment:



Online Resources: www.youtube.com

www.voki.com







A – ELL


Special Education









Modifications)


http://www.youtube.com/

http://www.voki.com/


Grade 4

Products and Systems



A. Nature of Technology: Creativity and Innovation


Literacy.RI.4.1, 4.2, 4.3

Content:


impact every aspect of the world in which we live.


(CPI): 8.2.4.A.2

Using a digital format, compare and

contrast how a technology product has changed over time due to

economic, political, and/or cultural

influences.


Technology is constantly changing and requires continuous learning of

new skills.



to use them?

Vocabulary: Timeline, research, digital format


To assist in meeting this CPI, students will make a timeline to show the

history, the present and the future of

the television.

• Teacher will share a completed timeline and discuss.

• Students will research the history

including the discovery of the

television.

• Students create a timeline of the

history of the television set using

an available program of their

choice. Include graphics, clip art

and audio.

• Using a graphic organizer, students

will compare and contrast how the

television has changed over time.

• Students will offer explanations for

these changes.

• Save, print, or electronically post

completed timelines and graphic

organizers.


Collaborate and construct a timeline showing the history of the

camera.



• Computer

• Internet

• Graphic organizer

Assessment:



Online Resources:

http://inventors.about.com

https://www.timetoast.com

www.tvhistory.tv







A – ELL


Special Education









Modifications)


http://inventors.about.com/

https://www.timetoast.com/

http://www.tvhistory.tv/


Grade 4




B. Design: Critical Thinking, Problem Solving, and Decision-Making


ELA-Literacy.W.4.10

New Jersey Core Curriculum Content

Standards: Science 5.1.4.B.1-3



problems.


(CPI): 8.2.4.B.1 Develop a product

using an online simulation that explores

the design process.


Creating and executing a plan can solve problems.

Essential Question:

What is the process to repair a broken

toy or tool?

Vocabulary: Brainstorm, design

process, build, test, evaluate, and

redesign, electronic journal, numbered

bullets, highlight, video clips



students will develop a simulated design.

• Have students imagine the city

suffered a horrific earthquake,

design elements of the city using

a city creator.

• In this activity students will

work in groups to rebuild the city

of Camden include roads,

buildings, bridges etc.

• To execute this, students will

review the Design Process to:

Determine the problem

brainstorm choices, plan and

gather virtual materials.

• Students will create a virtual

city. Improve upon model ideas.

• Upon completion, students

should draft a justification for

the new infrastructure and

present their new virtual cities in

whole group.


Organize a poster exhibition where students have the opportunity to

discuss the creative process that

allowed them to accomplish their

work. The learners could design an

"ecologically sound" city. The city

is required to include laws to help

make all citizens aware of their

ecological responsibilities.



• Computer

• Internet

• Sketch Up

Assessment:


• Justification Drafts

• Completed Simulations

Online Resources:

http://www.citycreator.com/







A – ELL


Special Education









Modifications)


http://www.citycreator.com/


Grade 4






ELA-Literacy.SL.4.1 ELA-Literacy.W.4.1



problems.


(CPI): 8.2.4.B.2 Design an

alternative use for an existing

product.

Enduring Understanding: Understanding that technology is

problem solving.

Essential Question: Will students

be able to understand the impact of

the design process?

Vocabulary: Alternative, use, object, innovation,

sketch, label, practical, affordable,

portable, justify


meeting this CPI, students will design

an alternative use for a product.

• Divide students into groups and

give each group an object such as,

CD disc, DVD case, paperclip,

ruler, bookcase, plastic soda

bottle, etc.

• Ask students to discuss and share

their answers to the following

questions: What is the object you

have been given? What is it used

for? Would you call this object an

“innovation?”

• Note: An innovation is

“something that is newly

introduced.” If people did not

have this object, what could they

use? How else could you use this

object? What could be added to

improve the object?

• Tell groups to imagine other uses

for the object. Challenge groups

to come up with alternatives uses

that could help someone complete

a task.

• Each student will select one of the

alternative uses of the object.

• They will create a digital poster.

The new idea must be an

alternative, practical, safe,

affordable, and portable.

• Each student will present their

Glogs making sure to include:

image, text, hyperlink, and video/

screencast with an explanation of

how it works.

• All students will rate (by

commenting on the Glog) the

innovation that best meets the

requirements, justifying their

choice.


Create a Voice Thread of the completed videos/screencasts and

post videos online for others to view,

comment, and/or vote on.


• Glogster

• Video Camera

• Screencast Application

Assessment:

• Rubric

• Student Projects


Online Resources:


Microsoft Office365







A – ELL


Special Education









Modifications)



https://products.office.com/en-us/student/office-in-education


Grade 4






ELA-Literacy.W.4.2a



problems.


(CPI): 8.2.4.B.3 Explain the

positive and negative effect of

products and systems on humans,

other species, and the environment.


Understanding that technology is problem solving.

Essential Question: Will students be able to understand

the impact of the design process?

Vocabulary:

WiFi, positives, negatives, effects,

graphic



will analyze the pro and con effects of head phones on humans.

• Teacher will discuss with students

historical facts about head phones.

Students will be asked, “How can

head phones affect people in

positive and negative ways?”

• Teacher will have students research

the timeline of head phones to gain

an understanding of their

development over time.

• Teacher will encourage students to

reflect on the social, physical, safety

and mental issues people face every

day with headphones.

• Students will use a graphic

organizer or a spreadsheet, to list 5

pros and 5 cons in a numbered list

with an explanation.


Students could design using a drawing application a new head

phone that would address negative

effects on people.


• Spreadsheet Application

• Word Processing Application

• Internet

Assessment:

• Completed graphic organizer

Spreadsheet


Online Resources: www.youtube.com








A – ELL


Special Education









Modifications)


http://www.youtube.com/


Grade 4


8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the

designed world, as they relate to the individual, global society, and the environment.


ELA-Literacy.W.4.7, 4.8, 4.9



problems.


(CPI): 8.2.4.B.4 Compare and

contrast how technology transfer

happens within a technology,

among technologies, and among

other fields of study.


Understanding that technology is

problem solving.

Essential Question: Will students

be able to understand the impact of

the design process?

Vocabulary: Console, gaming, technology

transfer, compare, contrast,

technology transfer



will research the history of video gaming.

• Presentations or papers should discuss

the evolution of gaming and explain

changes in technology through present

day advances.

• Students should address how advances

in technology have solved problems

and improved the gaming experience

(i.e. wireless joysticks, WiFi

capabilities to play users the world

over, smaller consoles, etc)

• Students should also embed a timeline

of events.

Extension Activities: Identify a form of video gaming used

today and predict how it might change in

100 years. Students will identify any

negative effects that might occur as a

result of video gaming.


• : Keywords- Game Systems


• Computer

• Internet

Assessment:



Online Resources:

History of Video Games http://en.wikipedia.org/wiki/History

_of_video_games

PBS: The Video Game Revolution

http://www.pbs.org/kcts/videogamer

evolution/history/

Time Toast

www.timetoast.com















Modifications)


http://en.wikipedia.org/wiki/History_of_video_games

http://en.wikipedia.org/wiki/History_of_video_games

http://www.pbs.org/kcts/videogamerevolution/history/

http://www.pbs.org/kcts/videogamerevolution/history/



Grade 4

Technology Changes



C. Technological Citizenship, Ethics and Society


ELA-Literacy.RI.3.7, 3.8, 3.9,

3.10

Content:

Knowledge and understanding of

human, cultural, and societal

values are fundamental when

designing technology systems and

products in the global society.


(CPI): 8.2.4.C.1

Explain the impact of disposing of

materials in a responsible way.


Innovation has far reaching

implications.

Essential Question:

How does technology impact the world as we know it?

Vocabulary: Disposing, materials, cause and

effect, transistors, silicon chips,

electronic devices, E-waste


To assist in meeting this CPI, students will

research options for reusing or recycling

electronic devices and create a poster for

peers.

• The teacher and students will have a

discussion on what makes something

electronic. (It is powered by tiny amounts

of electricity produced by electrons,

transistors, silicon chips, or valves control

the electric current.)

• Students will research available options

for safely disposing of electronic waste.

(Example; charity organizations,

manufacturers)

• The teacher will ask the students what it

means to upgrade an electronic item. (To

upgrade a product is to replace it with a

better, more powerful, or recently

released version.) Ask why we call

something an electronic device. (It does a

particular job or fulfills a specific

purpose.) Explain how the term E-waste

applies to electronic devices. (E-waste

refers to electronic waste or garbage:

electronic devices that get thrown away.)

• Students will begin to think more deeply

about pollution and the effect it has on the

environment and the economy. Describe

how toner or old computers can be

recycled.

• Students will check with others

throughout the school and “rescue”

electronic waste, such as a broken electric

pencil sharpener, a cracked or “dead” CD

that can no longer receive data, an MP3

player that someone replaced with a newer

model, or a cell phone from someone who

upgraded his or her phone.

• Discuss/research how these items can be

safety disposed.

• Have children make a poster to inform

others about the dangers of E-waste and

its harmful polluting effects.

Extension Activities: Describe at least three actions that can

reduce or eliminate hazards when

storing, using or disposing of materials.

(Examples- Keep aisles and passageways

clear, Do not store potentially hazardous

materials or incompatible materials;

ensure they are properly disposed of)



• Broken Electronic Devices

• Internet

Assessment:


Online Resources:

www.pollution.com

www.earthweek.com






A – ELL


Special Education Learners:










Modifications)


(see Appendix C)

http://www.pollution.com/

http://www.earthweek.com/



Grade 4

Global Community

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. C. Technological Citizenship, Ethics and Society


ELA-Literacy.W.4.7, 4.8, 4.9

Content:




the global society.


(CPI): 8.2.4.C.2 Explain the purpose

of trademarks and the impact of

trademark infringement on

businesses.




new skills.

Essential Question:

What are an individual’s responsibilities for using technology?



Vocabulary:

Copyright, trademark, logo infringement



will research trademark infringement

cases.

• Begin this lesson with an example

of trademark infringement by

mentioning a recent or famous case.

• Show students pictures of Adidas

trademark and discuss: On May 5,

2008 Adidas America Inc. won a

$305 million dollar trademark case

against Payless for willfully

infringing against Adidas’

trademark. The jury in this case

went through 268 images of shoes

and concluded that of the 268, 267

shoes had copied the Adidas

trademark.

• Discuss with students a trademark is

a word, phrase, symbol, or design,

or a combination thereof, that

identifies and distinguishes the

source of the goods of one party

from those of others.

• Have students research famous

trademark logos (Shell, Nike, Pepsi,

Wal-Mart, Apple, Coca-Cola, Lego,

Mercedes Benz, McDonalds, etc)

• Have students work in groups and

list other famous trademarks and

include logos in a presentation

program.

• Create original trademarks for a

business that they have been assigned: An architecture firm that renovates

historical buildings. A fashion

company that sells trendy, eco-

friendly designs. A makeup company

whose mission is to empower

impoverished women to put their best

faces forward. A computer company

that raises awareness about hunger

and famine. A shoe company that

donates part of its profits to cancer

research. A grocery store that caters to

the health conscious. Students will

create a trademark, name, and

symbol/logo.


Create a sheet with trademarks and have students identify company


• Presentation Program


• Internet

• Pictures of Adidas Sneakers

Assessment:



Online Resources:

http://www.insidecounsel.com/2012/05/22/gucci-

wins-trademark-infringement-cases-against-gu

http://www.reuters.com/article/2012/05/22/us-

guess-gucci-idUSBRE84K15X20120522

www.uspto.gov



It is essential that teachers provide ELL students strategies that support comprehension


(see Appendix A – ELL




identified. Teachers must select the appropriate

modifications to enable the child to appropriately

progress in the technology curriculum.(IDEA

300. 121.9(d) (3) (i) (see Appendix B- Special

Education Accommodations/ Modifications)


http://www.insidecounsel.com/2012/05/22/gucci-wins-trademark-infringement-cases-against-gu

http://www.insidecounsel.com/2012/05/22/gucci-wins-trademark-infringement-cases-against-gu

http://www.reuters.com/article/2012/05/22/us-guess-gucci-idUSBRE84K15X20120522

http://www.reuters.com/article/2012/05/22/us-guess-gucci-idUSBRE84K15X20120522

http://www.uspto.gov/


Grade 4

Products in the Global Society

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. C. Technological Citizenship, Ethics and Society

Common Core State Standards: ELA-Literacy: W.4.2; W.4.4





the global society.


(CPI): 8.2.4.C.3 Examine ethical

considerations in the development and

production of a product from its

inception through production,

marketing, use, maintenance, and

eventual disposal by consumers.


Digital tools provide opportunities for people to have new experiences,



Essential Question: When are sophisticated tools required

and when are the simplest tools best?

Vocabulary: Designing, product, ethics,

production, marketing, disposal

Instructional Guidance: To assist in meeting this CPI, the

teacher will engage the class in a

discussion about creating new toys,

gadgets, or cleaning devices to be

used during a special occasion.

• Each group will determine what

product they will create and provide

a sketch or picture of the product

whether futuristic or realistic.


create a print media advertisement

to market, and explain usage of the

product.

• Students will also determine if

maintenance is required for their

creation and discuss viable disposal

techniques such as recycling and

reuse for consumers.

• Each group will share their product

and research with the teacher and

peers.

Extension Activities: Test and revise your toy/gadget –

even the best design can be improved.

Does it work as intended? Does it

solve your problem? If not, redesign it

and test it again. Additional research

may be required.



• Collaboration Tools

• Word Processing

• Multimedia Tool

Assessment:



Online Resources: http://web.archive.org/







A – ELL











Modifications)


http://web.archive.org/


Grade 4

Research



D. Research and Information Fluency


ELA-Literacy: W.4.2

Content:




the global society.


(CPI): 8.2.4.D.1 Analyze responses

collected from owners/users of a

particular product and suggest

modifications in the design of the

product based on their responses.




new skills.

Essential Question:




Vocabulary: Global Community, Cyber Safety,

Cyber Security, Cyber Ethics



will conduct a survey using Survey

Monkey.


create questions for survey. Once

students have gathered all the data

they will analyze and compile like

responses.

• Students will view the top 2 chosen

fast food restaurants and compare

nutrition information.

• Students will make a written or

multi-media presentation to be sent

to fast food chains on ways to

improve the nutrition experience.

• Sample questions:

What is your favorite fast food

restaurant?

What is your favorite beverage?

What is your favorite meal to have at

a fast food restaurant? How often do you eat fast food?


Students will work with a partner to

generate a report on Do you think fast

food is healthy? Why or Why not?


• Survey Monkey

• Excel

• Microsoft PowerPoint

• Internet

Assessment:



Online Resources:

https://www.surveymonkey.com /



comprehension and utilization of

the technology curriculum. (see

Appendix A – ELL


Special Education










Modifications)


(see Appendix C)


Grade 4

Local or Global Problem



E. Communication and Collaboration


ELA-Literacy:W.4.10




and systems.


(CPI): 8.2.4.E.1 Work in

collaboration with peers to produce and publish a report that explains how


unsuccessfully used to address a local

or global problem.


Understand that technology can help

or hurt a local or global problem.

Essential Question:

How technology is or was

successfully or unsuccessfully used to

address a local or global problem.

Vocabulary:

Digital tools, global issue, article,

analysis, summary communicate,

collaborate, illustrations, narration,

audio



will work in pairs, and will be

assigned an article that addresses a

local or global issue. (Crime, poverty,

pollution, hunger, education, obesity,

etc.)

• Research the issue and write a

summary of the event, and import

the writing into a multi-media

program such as, VoiceThread.

• Students will work in pairs and add

illustrations, narrations and explain

how technology was successful or

unsuccessful in addressing,

alleviating or exacerbating the

local/global issue.

• Students will then share their

analysis and presentations with the

teacher and their peers.


Students will have a distance learning

session in which they share their

multimedia project with a

professional and discuss whether their

solution is viable. Students will gain

insight from a professional about new

trending technology that might

address the same issues.



• Computer

• Internet

• VoiceThread

Assessment:


• Book Review

Online Resources:

http://voicethread.com

http://help.wikispaces.com







A – ELL


Special Education










Modifications)


(see Appendix C)

http://voicethread.com/

http://help.wikispaces.com/


Grade 4

Resources





ELA-Literacy.W.3.2

Content: Technological products and

systems are created through the

application and appropriate use of



(CPI): 8.2.4.F.1 Describe how

resources are used in a technological

product or system.



systems.

Essential Question: How can various resources impact

technology?

Vocabulary:

Recycle, rechargeable, produce, process



describe how resources are processed

in order to produce technological


• Have students work with a partner

to identify everyday products that

use batteries.

• Students will research how

batteries work and what resources

they are made from

• Ask students to identify the type of

batteries their favorite product uses

and make a list

• Students will research if the

batteries are rechargeable or do

they need to be replace when they

wear down

• Students will research how

batteries are recycled in Camden

• Have students make a video,

podcast or electronic poster

showing how to use and recycle

batteries

Extension Activities: Students will

produce a handbook


• Internet

• Publishing program


Assessment:


Online Resources:

https://voicethread.com/products/

k12/

http://edu.glogster.com/?ref=com

www.google.com







A – ELL


Special Education










Modifications)


(see Appendix C)



http://www.glogster.com/



Grade 4

Resources





Science 5.2.6.C.2






(CPI): 8.2.4.F.2 Explain how

resources are processed in order to

produce technological products and

systems.



systems.

Essential Question: How can

various resources impact technology?

Vocabulary: solution, design,

construct, develop



students will explain how resources

are processed in order to produce

technological products and systems.

Students will design and develop a

backpack or book bag that allows for

even distribution of weight.

• Discussion questions: What is the

purpose of backpacks for school?

What are typical features of a

backpack? Are they essential?

Which features are considered add-

ons? How do choices of materials

impact the design? What is the

relationship of the weight of a

backpack to that of the posture of

the student? What safety features

need to be considered? How do you

decide which backpacks to purchase

for school?

• Students will compare and contrast

various models of backpacks and

their functions. Then create a list

charting possible problems and

solutions.

• Students will work with groups and

discuss materials used in backpack

design and construction process, as

part of the problem or solution.

Then create a list of comparisons to

share with the class.

• Students will determine the average

weight of students in the class. Next,

formulate 15% of that weight to

determine the weight allowance for

the average backpack through trial

and error.

• In teams, record ideas in a log book.

• Students will then identify a problem

and brainstorm possible solutions to

the problem.

• Students will design and illustrate

examples of preferred styles of

backpacks; then list reasons for

choices made by the team.

• Students will present, offer, and

defend solutions with classmates

using posters and/or mock designs

that exemplify their choices.

• Extension Activities: Research what

medical effects overweight

backpacks have on the formation of

bone structure in younger children.


• Internet


• Digital/Video camera

• Multimedia Presentation software

Assessment:










A – ELL


Special Education









Modifications)


(see Appendix C)


Grade 4

Designing World



G. The Designed World Common Core State Standards:

ELA-Literacy.W.3.2



provides the means to convert



(CPI): 8.2.4.G.1 Examine a

malfunctioning tool and use a step-

by-step process to troubleshoot and

present options to repair the product.



subsystems.

Essential Question:


system?

Vocabulary: Malfunctioning, tool, troubleshoot,

product, process


examine a malfunctioning tool and

use a step-by step process to

troubleshoot and present options to

repair the object. The object could be

a keyboard, a mouse, an

unplugged/loose connection, etc.

• Teacher will present the

malfunctioning tool and students in

small groups will troubleshoot and

present options to repair the

product.

• Students will take notes and

prepare step-by-step directions on

how to rectify the problem.

• Students will make a presentation

including images showing the

troubleshooting process, beginning

with the malfunctioning tool,

during the repair and the final

completion of repair.

• Students will include audio.

• Students will share their

presentations.

Extension Activities: Students working in pairs will

research a career that covers the

repairing of equipment. Determine the

skills and training necessary to

perform the job. Explore and compare

the salary range for these positions.


• Keyboards

• Mice

• Cables

• Any non-functioning equipment

Assessment:


• Completed Presentations

Online Resources:

www.eHow.com






A – ELL











Modifications)


(see Appendix C)



Grade 4

Designing World




Core Curriculum Content Standards:

ELA-Literacy.W.4.2

Health and Physical Education 2.1.4.A.2


product of a design process that provides

the means to convert resources into


Cumulative Progress Indicators (CPI): 8.2.4.G.2 Explain the functions of a system and subsystems.



subsystems.

Essential Question:


system?

Vocabulary:

System, subsystem, circulatory, muscular, nervous, respiratory, skeletal



will discuss the function of each system

in the body; consider how the systems

work together; and apply their knowledge

by writing a description.

• Begin the lesson by asking students

what they know about the human

body. Consider these questions: • How

many systems are in the human body?

• What does each system do? • Is there

any connection among the systems in

the body?

• Use the Internet to research the various

systems of the body, including:

skeletal, muscular, digestive,

respiratory, circulatory, and nervous.

Individually or in pairs, students will

describe the connections among the

body systems: muscles send signals to

the brain, which sends a message how

to move, skeletal system protects key

organs; skull protects the brain, and rib

cage protects the heart. Include

drawings showing these connections.

• Share ideas. How many body systems

are involved in most of the activities?

What does that tell students about the

human body? Conclude the lesson by

reviewing students' ideas at the beginning of

the lesson. What have they learned about the

relationships among different systems in the

body?

Extension Activities: Think about what might happen if part of a

body system were missing. Come up with a

hypothesis about how that system would

function. Then, create a poster that shows a

body system working properly and one that

is not because it is missing one or more of its

parts.


• Computer

• Internet

• Presentation Software

Assessment:



Online Resources:

http:///teachers/free- lesson-plans/the-ultimate-

guide-human-body.cfm

http://sciencenetlinks.com















Modifications)


(see Appendix C)

http://www.discoveryeducation.com/teachers/free-lesson-plans/the-ultimate-guide-human-body.cfm



http://sciencenetlinks.com/


Grade 4

Designing World

8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. G. The Designed World Common Core State Standards:

ELA-Literacy.W.5.1a Science-5.1.4.B.2-

4

Content: The designed world is the product of a

design process that provides the means

to convert resources into products and

systems.


(CPI): 8.2.4.G.3 Evaluate the function,

value, and aesthetics of a technological

product, system, or environment from

the perspective of the user and the

producer.


All systems are dependent on subsystems.

Essential Question: Why are subsystems important to a

system?

Vocabulary:

Products, systems, user, producer, food

pyramid


review the five food groups.

• Students will use an online tool

to understand the importance of

eating healthy meals.

• Students will keep track over a

two day period of all the meals

they eat and also the snacks they

have.

• Have students make a pyramid

and list the foods they ate in the

correct groups.

• Students will use My Fitness Pal

application to analyze calorie

intake.

• Students will use an electronic

journal to analyze current diet to

a nutritional diet.


• Interview an adult.

• Analyze their diet for a two day

period and write a narrative on

suggestions on maintaining a

healthy lifestyle.

• Write a narrative on suggestions

on maintaining a healthy lifestyle.



• Food Pyramid

• My Fitness Pal

Assessment:


Online Resources:

www.myfitnesspal.com








A – ELL







appropriately progress in the technology curriculum.(IDEA 300.



Modifications)


(see Appendix C)

http://www.myfitnesspal.com/


Technology Curriculum

Grades 5-8

Scope & Sequence


Content

Area

Technology

Standard 8.1 Educational Technology

Strand A .Technology Operations and

Concepts


TARGET CAPABILIY

AT GRADE LEVEL

By the end

of grade

Content Statement CPI # Cumulative Progress Indicator (CPI) 5 6 7 8


and digital tools

requires knowledge and

appropriate use of


applications.

8.1.8.A.1 Create professional documents (e.g., newsletter, personalized learning plan,

business letter or flyer) using advanced features of a word processing program. U U U U

8 The use of technology and digital tools


appropriate use of


applications.

8.1.8.A.2 Plan and create a simple database, define fields, input data, and produce a report using sort and query.

R U U U


and digital tools


appropriate use of


applications.

8.1.8.A.3 Create a multimedia presentation including sound and images. U U U U

8 The use of technology and digital tools


appropriate use of


applications.

8.1.8.A.4 Generate a spreadsheet to calculate, graph, and present information. U U U U


Content

Area

Technology

Content

Area

Technology


All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively

and to create and communicate knowledge.

Strand B .Creativity and Innovation


TARGET CAPABILIY

AT GRADE LEVEL

By the end

of grade


8 The use of digital tools

and media-rich

resources enhances

creativity and the

construction of

knowledge.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a

collaborative, web-based service (also known as a shared hosted service). U U U U


Content

Area

Technology




Strand C .Communications and Collaboration


TARGET CAPABILIY

AT GRADE LEVEL

By the end

of grade


8 Digital tools and

environments support

the learning process

and foster collaboration

in solving local or

global issues and

problems

8.1.8.C.1 Participate in an online learning community with learners from other countries to

understand their perspectives on a global problem or issue, and propose possible

solutions.

U U U U


Content

Area

Technology




Strand D .Digital Citizenship


TARGET CAPABILIY

AT GRADE LEVEL

By the end

of grade


8 Technological

advancements create

societal concerns


of safe, legal, and

ethical behaviors.

8.1.8.D.1 Model appropriate online behaviors related to cyber safety, cyber bullying, cyber

security, and cyber ethics. U U U U

8 Technological advancements create

societal concerns


of safe, legal, and

ethical behaviors.

8.1.8.D.2 Summarize the application of fair use and Creative Commons guidelines. U U U U

8 Technological

advancements create

societal concerns


of safe, legal, and

ethical behaviors.

8.1.8.D.3 Demonstrate how information on a controversial issue may be biased. U U U U


Content

Area

Technology




Strand E.Research and Information Literacy


TARGET CAPABILIY

AT GRADE LEVEL

By the end

of grade


8 Effective use of digital tools assists in

gathering and managing

information.

8.1.8.E.1 Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.

U U U U


Content

Area

Technology




Strand F .Critical Thinking, Problem Solving and Decision-Making


TARGET CAPABILIY

AT GRADE LEVEL

By the end

of grade


8 Information accessed through the use of

digital tools assists in

generating solutions

and making decisions.

8.1.8.F.1 Use an electronic authoring tool in collaboration with learners from other countries

to evaluate and summarize the perspectives of other cultures about a current event

or contemporary figure.

U U U U


Content

Area

Technology

Standard 8.2 Technology Education, Engineering, and Design

All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as

they relate to the individual, global society, and the environment.

Strand A. Nature of Technology: Creativity and Innovation


TARGET CAPABILIY

AT GRADE LEVEL

By the end

of grade


8 Technology products and systems impact

every aspect of the

world in which we live.

8.2.8.A.1 Explain the impact of globalization on the development of a technological system over time.

U U U U


Content

Area

Technology




Strand B. Design: Critical Thinking, Problem Solving, and Decision-Making


TARGET CAPABILIY

AT GRADE LEVEL

By the end

of grade




solving problems.

8.2.8.B.1 Design and create a product that addresses a real-world problem using the design process and working with specific criteria and constraints.

I R U U



solving problems.

8.2.8.B.2 Identify the design constraints and trade-offs involved in designing a prototype

(e.g., how the prototype might fail and how it might be improved) by completing a

design problem and reporting results in a multimedia presentation.

I R U U



solving problems.

8.2.8.B.3 Solve a science-based design challenge and build a prototype using science and

math principles throughout the design process. I R R U


Content

Area

Technology




Strand C. Technological Citizenship, Ethics, and Society


TARGET CAPABILIY

AT GRADE LEVEL

By the end

of grade


8 Knowledge and

understanding of

human, cultural, and

societal values are

fundamental when

designing technology


the global society.

8.2.8.C.1 Explain the need for patents and the process of registering one. I R U U

8 Knowledge and understanding of

human, cultural, and

societal values are

fundamental when

designing technology


the global society.

8.2.8.C.2 Compare and contrast current and past incidences of ethical and unethical use of labor in the United States or another country and present results in a media-rich

presentation.

I R U U


Content Area

Technology

Content

Area

Technology




Strand D. Research and Information Fluency


TARGET CAPABILIY

AT GRADE LEVEL

By the end

of grade


8 Information-literacy

skills, research, data

analysis, and prediction

provide the basis for the

effective design of

technology systems.

8.2.8.D.1 Evaluate the role of ethics and bias on trend analysis and prediction in the

development of a product that impacts communities in the United States and/or

other countries.

I R U U


Strand E. Communication and Collaboration



By the end Content Statement CPI # Cumulative Progress Indicator (CPI) 5 6 7 8

TARGET CAPABILIY

AT GRADE LEVEL



Content Technology

Area Standard 8.2 Technology Education, Engineering, and Design

All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment.

of grade

8 Digital tools facilitate

local and global

communication and

collaboration in

designing products and

systems.

8.2.8.E.1 Work in collaboration with peers and experts in the field to develop a product using

the design process, data analysis, and trends, and maintain a digital log with

annotated sketches to record the development cycle.

I R U U


By the end

AT GRADE LEVEL


TARGET CAPABILIY

of grade

8 Technological products 8.2.8.F.1 Explain the impact of resource selection and processing in the development of a U U U U

and systems are created common technological product or system.

Strand F. Resources for a Technological World


Content

Area

Technology







8 Technological products

and systems are created




8.2.8.F.2 Explain how the resources and processes used in the production of a current

technological product can be modified to have a more positive impact on the

environment (e.g., by using recycled metals, alternate energy sources) and the

economy.

U U U U


Strand G. Technology Education, Engineering, and Design


TARGET CAPABILIY

AT GRADE LEVEL

By the end

of grade


8 The designed world is the product of a design

process that provides

the means to convert


and systems.

8.2.8.G.1 Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved.

U U U U

8 The designed world is

the product of a design

process that provides

the means to convert


and systems.

8.2.8.G.1 Explain the interdependence of a subsystem that operates as part of a system. I R U U


Camden City Public School

Technology Curriculum Management System: Grade 5


Grade 5

Word Processing



ELA-Literacy.RL.5.1, 5.1.8.D.1


tools requires knowledge and appropriate

use of operations and related applications.

Cumulative Progress Indicators (CPI):

8.1.8.A.1 Create professional documents

(e.g., newsletter, personalized learning plan,

business letter or flyer) using advanced

features of a word processing program.


Technology is a tool that can manage

information easier.

Essential Question: In what ways can we integrate technology

into the real world?

Vocabulary:

Word processing, font, justify, biography, homonym, thesaurus, italicize, format, save,

save as.


Activity A To assist in meeting this CPI, students will format a typed biography about Bill

Gates using a word processing program.

• Begin lesson by discussing what a

biography is; who writes biographies:

and why biographies are written.

• Discuss whether they are fiction or non-

fiction. Show video clip of Bill Gates ().

• Teacher will demonstrate the following

skills to students: header, footer, font

size, style, spell check, thesaurus,

find/replace, insert picture, margins,

insert page numbers, insert table, and

add border. Refer to the lesson plan

(see Appendix).

• Students will open the unformatted

biography of Mr. Gates (see Appendix).

• Students will format the biography of

Mr. Gates using a word processing

application.

• Students will save/print their work.

Activity B

• Preview nutritional web sites with students and discuss.

• Obtain various nutritional recipes from

cookbooks, recipe cards, or online

sources for students to use.

• Copy and distribute the My Own Diner

Planning Sheet from the referenced

resource book and discuss. (see

Appendix).

• Students will collaborate with peers

about ingredients and nutritional

value of foods, enter information on

the planning sheet, use the word

processing application template to

create a menu for their dinner, add

clipart and graphics to enhance their

menu, print, present, and display

their finished document.


Students create a flyer to promote

healthy behaviors.



• Interactive Story

• SMART Notebook

• Various recipes

• Bill Gates-Appendix 4

Assessment:

• Completed Projects




English Language Learners(ELL) It is essential that teachers provide ELL students strategies that support


technology curriculum (see Appendix M -


Special Education Learners

Teacher must review students’ Individual Education Plan (IEP) if disabilities have




technology curriculum. (IDEA 300.

121.9(d) (3) (i)

(see Appendix N- Accommodations/

Modifications)


(see Appendix C)


Grade 5

Database 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A: Technology Operations and Concepts


ELA-Literacy. W.5.4, W.5.7, W.5.10

New Jersey Core Curriculum Standards:

Social Studies-6.3.8.D.1




Cumulative Progress Indicators (CPI): 8.1.8.A.2 Plan and create a simple database,

define fields, input data, and produce a report using sort and query.

Enduring Understanding: Selection of

technology should be based on personal and

/or career needs assessment.

Essential Question: How do I choose

which technological tools to use and when it

is appropriate to use them?

Vocabulary: Database, data, field, record,

relevant, cell, worksheet, workbook, filter,

query, wiki, columns, rows, inventions



will create a database.

• Begin the lesson by asking students

what they want to be when they grow

up. Help students to understand how to

set goals to acquire their dream job. • Students will brainstorm about a perfect

job noting the requirements for the

career (salary, training, education, and

so on) Students will search want ads,

online job opportunities, the internet

and the Website () to become familiar

with what is expected of potential

employees.

• Students will research three careers and

gather the following information

posting it to a word processing

document: Job Title, Starting Salary,

Salary after 3 years, Education/Skills

Needed, What would your work

schedule look like? 5 days, Full-

time/Part-time, non-traditional

schedule, etc.

• The teacher will demonstrate the

following to students once all data has

been collected: opening a database,

adding fields, inputting data, sorting,

and filtering.

• Students will input findings into their

Career Education Database. Print

reports based on sorting and filtering.


Have students take an online

personality test to help them determine

the careers for which they are best

suited. Find templates for resumes and

cover letters. Have students construct a

resume for their researched career.



Assessment:

Teacher Observation Completed Project

Online Resources:

www.bigfuture.collegeboard.org

www.collegesearchengine.net



English Language Learners(ELL)

It is essential that teachers provide ELL




ELL Accommodations /Modifications)








121.9(d) (3) (i)


Modifications)


(see Appendix C)

http://www.bigfuture.collegeboard.org/

http://www.collegesearchengine.net/


Grade 5

Multimedia 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A: Technology Operations and Concepts


ELA-Literacy.W.5.3, W.5.4, W.5.6 ,

W.5.8, W.5.10, SL.5.4, SL5.5


Standards: Social Studies 6.1.8.A.1.a

Content: The use of technology and

digital tools requires knowledge and




(CPI): 8.1.8.A.3 Create a multimedia

presentation including sound and

images.


A tool is only as good as the person

using it.

Essential Question: How can I transfer what I know to

new technological

situations/experiences?

Vocabulary:

Slides, text, images, graphics,

animation, transitions, communicate,

persuade, inform, entertain, influence



will create and present a one minute

speech (Pecha-kucha) using a multimedia

program. Begin lesson by discussing the

one-minute speech. Show a video sharing

the Federal Government: The House of

Representatives.

• Explain to students that it is a common

form of address in the United States

House of Representatives.

• Have students research “the one

minute speech” on the internet.

• Discuss topic ideas with class. Teacher

will demonstrate the following skills

to students: Create & edit slides, add

& edit text, customize background,

insert graphics, clip art & photos, add

transitions & timing, add sound,

animate text & graphics, and add

bullets.

• Students will type their one minute

speech using note panes.

• Have students rehearse and practice

their speech with a partner.

• Students will design six slides to help

with their classroom presentation. (10

seconds per slide, not including title &

reference slide)

• Random Topics: Cars, Travel,

Growing vegetables, Books, Heroes, Computers,

Food, Sports, Holidays, Confidence, Trust,

Hobbies, etc.


Students will select a place they would like to

visit and research their selection. Students will

create a multimedia presentation about their

travel destination and present to the class.



Assessment:



Online Resources:

http://www.pechakucha.org/c

hannels/kids CCSD Technology Toolbox






technology curriculum (see Appendix

M - ELL Accommodations

/Modifications)









121.9(d) (3) (i)


Modifications)


(see Appendix C)

http://www.pechakucha.org/channels/kids

http://www.pechakucha.org/channels/kids


Grade 5

Spreadsheet 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A: Technology Operations and Concepts

Common Core State Standards: ELA-

Literacy. W.5.1, W.5.4, W.5.6, W.5.10. 5

Math.Content.5.MD.B.2

Content:




Cumulative Progress Indicators (CPI):

8.1.8.A.4 Generate a spreadsheet to calculate, graph, and present information.


Technology is constantly changing and


Essential Question:

In a world of constant change, what skills

should we learn?

Vocabulary:

Survey, column width, column headings,

text wrap, tools, spreadsheet, fill down,

calculate, graph



will design and conduct a survey to find

out what a particular group of people

thinks about an issue.

• Begin lesson by defining and

discussing various opinions about an

issue with students: wearing uniforms,

banning rap music, mandatory curfew,

year round school, etc.

• Teacher will demonstrate the following

skills to students: Identify columns and

rows, Enter & edit data, Insert & delete

columns, Insert & delete rows, Header

& Footer, Sort data, Basic functions

(sum, average, max, min), Create

graphs, Label graphs, Change shape,

size, & position of graphs.

• As a class, generate a list of topics for a

survey. Divide students into groups of

4-5 students and select/assign 1 topic

per team. (Note: teams should not have

the same topic).

• Have teams design a survey, conduct

interviews, collect data and record in a

spreadsheet.

• Present results to class with an analysis

of the results.


Students will enter temperatures into a

spreadsheet to generate graphs.

Students will examine their graphs;

discuss the range of temperatures, and

draw conclusions about which graph

conveys most clearly the information

about the temperature in different

places.



• Spreadsheet application

Assessment:



Online Resources:

www.scholastic.com http://exchange.smarttech.co

m/

https://www.surveymonkey.c

om/





and utilization of the technology curriculum (see Appendix M - ELL Accommodations

/Modifications)




identified. Teachers must select the appropriate modifications to enable the child


curriculum. (IDEA 300. 121.9(d) (3) (i)

(see Appendix N- Accommodations/ Modifications)


(see Appendix C)

http://www.scholastic.com/

http://exchange.smarttech.com/





Grade 5

Digital Resources

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A: Technology Operations and Concepts Common Core State Standards: ELA-

Literacy.RI.5.7, SL5.1, SL.5.4


Standards: Science 5.4.6.D.1


tools requires knowledge and appropriate use


Cumulative Progress Indicators CPI: 8.1.8.A.5 Select and use appropriate tools

and digital resources to accomplish a variety

of tasks and to solve problems.


Technology is a tool that can manage

information easier

Essential Question:

In what ways can we integrate technology

into the real world?

Vocabulary:

Tsunami, meteorites, earthquake, tectonic plate, volcanoes, originate, boundaries,

wavelength, predict, evacuate


To assist in meeting this CPI, students will plot locations of historical tsunamis,

identify regions that would be susceptible

to a tsunami strike, and construct a plan

for a warning system.

• Begin lesson by playing ’s video clip

“Our Changing Earth-Tsunami!”

• Discuss the background of tsunamis

and how earthquakes, landslides,

volcanoes and meteorites all have the

potential to trigger a tsunami.

• Have students work in small groups and

select one of the following tsunamis:

Indian Ocean, Krakatoa, Indonesia,

Lisbon, Portugal, Pacific Northwest

Southern Chile, Aleutian Islands, or

Alaska.

• Students will use real-time data sources,

simulations, and animations from the

internet to help understand what

tsunamis are, what cause them, how to

predict them, and how communities can

protect themselves.

• Students will create a 10 minute

presentation on the plan and present to

class. All information, research and

data can be found at the address listed

below: The Center for Innovation in

Engineering and Science Education

http://www.ciese.org/curriculum/tsunami/


Students will create a story of their memories using digital images, clip art,

and a multimedia application. Images

are placed in sequential order and

enhanced using descriptive text

captions. After the digital scrapbook is

complete, classmates’ will peer-review

another student’s work. Students

present their digital scrapbooks to

reflect on what they have learned and

to share their knowledge.

Assessment:







Online Resources: www.ciese.org/curriculum/tsunami/ http://exchange.smarttech.com

http://learning.blogs.nytimes.com/2011 /03/15/20-ways-to-teach-about-the- disaster-

in-japan-across-the- curriculum/ CCSD Technology Toolbox















121.9(d) (3) (i)


Modifications)


(see Appendix C)




http://learning.blogs.nytimes.com/2011/03/15/20-ways-to-teach-about-the-disaster-in-japan-across-the-curriculum/






Grade 5

Digital Tools

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand B: Creativity and Innovation

Common Core State Standards: ELA-

Literacy.SL.5.1, SL.5.2, SL.5.3, SL.5.4.

SL.5.5, SL.5.6, L.5.1, L.5.2


media-rich resources enhances creativity

and the construction of knowledge.

Cumulative Progress Indicators CPI:

8.1.8.B.1 Synthesize and publish information about a local or global issue

or event on a collaborative, web-based

service (also known as a shared hosted

service).


Digital tools provide opportunities for

people to have new experiences, recognize

problems, design solutions, and express

their ideas.

Essential Question: How can digital tools be used for creating original and innovative works, ideas, and

solutions?

Vocabulary:

Digital, communicate, global, web-

hosting, synthesize, publish


To assist in meeting this CPI, students will discuss local or global issues. Issues such

as violence in the inner city, music videos,

rap music, drugs, bullying, teen age

pregnancy, etc. will be discussed within

their selected group and decisions on

possible resolutions will be made.

• Students will select a topic, discuss

solutions with their group members,

research the pros and cons using the

internet, watch video clips using () and

use various other research tools to

support their solutions.

• Students will defend their explanation

and present justifications to class using

various multimedia tools which will

include the use of the following media:

music, video clips, text and pictures.

• Students will host their projects on a

web-based service.


Using CILC website, (www.cilc.org) select a provider that relates to your

current issue to provide additional

information and insight using Distance

Learning equipment.

Assessment:






• SMART Notebook

• PowerPoint

Online Resources: www.ciese.org/curriculum/tsunami

http://exchange.smarttech.com

http://www.edmodo.com/

http://docs.google.com/

www.kidblog.org
















121.9(d) (3) (i)


Modifications)


(see Appendix C)

http://www.ciese.org/curriculum/tsunami



http://docs.google.com/

http://www.kidblog.org/


Grade 5


Communication

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand C: Communication and Collaboration Common Core State Standards: ELA-

Literacy-SL.5.4, SL.5.5, SL.5.6

New Jersey Core Curriculum Content Standards: Social Studies-6.3.8.A.1,

6.3.A.3

Content: Digital tools and environments

support the learning process and foster

collaboration in solving local or global

issues and problems.


8.1.8.C.1 Participate in an online learning community with learners from other

countries to understand their perspectives

on a global problem or issue, and propose

possible solutions.

Enduring Understanding: Digital tools allow for communication and

collaboration anytime/anyplace

worldwide.

Essential Question:

How has the use of digital tools improved

opportunities for communication and collaboration?

Vocabulary: Blog, Online discussion, Online learning community


NOTE: Pre-arrangements need to be

made prior to the start of this project.


participate in a videoconference with

students/experts from other countries or

states to discuss a current problem/issue

and propose solutions.

• Teacher will use CILC website

(www.cilc.org) to locate

students/providers who are interested in

participating in a videoconference to

discuss a global issue/concern.

• Students will decide on a current

problem and research using the internet.

Students will create note from their

research using proper note-taking skills

and using appropriate software.

• Teacher will review proper behavior

and etiquette before conducting live

videoconference with students. (see

Appendix)

• Students will engage in critical thinking

discussions based upon topic chosen

and lead by the teacher.

• Students will engage in problem

solving exercises, understand how the

media can inspire and influence us,

develop effective research skills and

investigate and analyze data, work as a

team to solve conflicts and debate

complex issues affecting our world.


Students will collaborate with other

students using Ning accounts, e-mail,

podcast, etc. summarizing their viewpoints

of various issues.

Assessment:





• SMART Notebook

• Videoconference equipment

• Internet

• E-mail

• Word processor

• Videoconference Etiquette-Appendix 2


m

www.ning.com
















121.9(d) (3) (i)


Modifications)


(see Appendix C)



http://www.ning.com/


Grade 5


Ethics

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand D: Digital Citizenship New Jersey Core Curriculum Content

Standards: 21st Century Life & Career Skills 9.1.8.E.3, 9.1.8.E.4


create societal concerns regarding the


behaviors.

Cumulative Progress Indicators CPI: 8.1.8.D.1 Model appropriate online

behaviors related to cyber safety, cyber

bullying, cyber security, and cyber ethics.


Technological design and development

have ethical considerations.

Essential Question: Why should ethics be considered when

communicating messages?

Vocabulary:

Cyber safety, cyber bullying, ethnics,

legal, bystander, frustrated


meeting this CPI, students will be able to

explain why cyber safety, ethics and

security are important to practice. Through

discussion and role-play, students will

examine the choices when interacting

online to support or ‘boost’ each other’s

morale or to interact by teasing, and

possibly crossing the line into cyber-

bullying.

• Teacher will download and discuss videos () “Internet Bullies: What Is It?

and “Keep Yourself Safe”.

• Invite students to share all the ways

they enjoy going online and using

digital media, such as cell phones and

the Internet. Ask students the following

questions: What are your favorite

websites? What are your favorite video

games? Who do you stay in touch with

using your cell phone/internet or other

types of digital media?

• Divide students into groups, read

different scenarios and answer

questions and share their responses (see

Appendix7-Cyber safety)

• Place a piece of string across the length

of the classroom. Ask students to stand

on one side of the line. Then ask them

to imagine that they are online and

somebody has sent them a message,

which you will read to them. Tell the

students to stay where they are if they

think the message is okay; to cross over

the line if they think the message is not

okay; and to stand on the line if they

think the message is in between. Read

the messages and have students

respond: “You are an idiot”, “I’m

having a party and you’re not invited”,

“I like your new haircut”, “You are

really ugly”, “Thanks for the advice,

next time would you mind telling me in

person rather than by IM”,

“Did you finish your homework?”, “Why

is it taking you so long to finish it?”, “You

are such a freak.”

• Discuss the reactions and model the

following behaviors when faced with

cyber bullying: Cooling down can be a

good first step when you receive a mean

message online, Taking a deep breath,

Counting backwards from 10, or

Pausing to think about what you will do

next, Finding help or telling a trusted

adult or a friend. Ignoring the bully can

be very effective. Bullies often like

attention. When you deprive them of

attention, they may lose interest. If you

delete the communication, there is no

proof of how the bully treated you if you

need to show it to a trusted adult.

• Have students work with a partner to

create a 2 column document showing

cyber bullying action in one column and

how they should react in second column.

Extension: Create a poster about cyber-safety using

word-processing, publication software, or Web 2.0 tools.

Assessment:



• Interactive WhiteBoard

• Internet

• Cyber safety-Appendix 7

• Cyber-bullying-Appendix 8

Online Resources:
















121.9(d) (3) (i)


Modifications)




Grade 5 Ethics

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand D: Digital Citizenship

New Jersey Core Curriculum Content Standards:

21st

Century Life & Career Skills

9.1.4.C.1




behaviors.

Cumulative Progress Indicators CPI: 8.1.8.D.2 Summarize the application of fair use and Creative Commons

guidelines.

Enduring Understanding: Technological design and development


Essential Question:

Why should ethics be considered when communicating messages?

Vocabulary:

Plagiarism, piracy, trustworthy, copyright, fair use


meeting this CPI, students will learn

that anyone can publish on the Web but

not everything is “original work”.

• Have students name some websites

they often use when they write reports

on an assigned subject. Ask: How

many of you copy and paste from the

site into your work and hand it in?

Explain to students that it is easy to

copy someone else’s work and submit

it as your own but it is a copyright

infringement if you do not give them

credit.

• Review vocabulary with students.

• Show students pictures of movies, CD

covers, and popular video games. Ask

them if they have seen these items

sold by street vendors.

• Discuss the issue of fair use and how

plagiarism and piracy affects these

industries. Show the first three clips

from “Taking the Mystery Out of

Copyright” and discuss each one.

Show “Copyright in the Classroom:

Why Should We Care?” and discuss

the issues.

• Students will then compose a

multimedia product displaying the

importance of fair use and the

Creative Commons guidelines. They

may choose any media format for

their project. They must provide

support documents for their position.

Extension:

Display projects during a Technology Showcase. Students will creatively publish

information in the form of a poster about Fair

Use and Copyright for students in the building.

Students will need to use their prior knowledge

of this subject matter to make sure that they are

in compliance of the Fair Use and Copyright

policies.

Assessment:





• Internet

• Worksheet

• The US Patent and Trademark Office

• US Copyright Office

• Copyright Criminals-Appendix 10

Online Resources: http://www.loc.gov/teachers/copyrightmystery/#

https://www.uspto.gov/kids/index.html

https://www.slideshare.net/
















121.9(d) (3) (i)


Modifications)


(see Appendix C)

http://www.loc.gov/teachers/copyrightmystery/

https://www.uspto.gov/kids/index.html

https://www.slideshare.net/


Grade 5


Ethics

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand D: Digital Citizenship Common Core State Standards:

ELA-Literacy-SL.5.1


Standards: 21

st Century Life & Career Skills,

9.1.8.C.1




behaviors.


8.1.8.D.3 Demonstrate how information on a controversial issue may be biased.


Technological design and development


Essential Question:

Why should ethics be considered when

communicating messages?

Vocabulary: Advertisement, brand, evaluate,

trustworthy, criteria, community


meeting this CPI, students will learn that

anyone can publish on the Web, so not all

sites are trustworthy.

• Have students name some websites they

often use when they write reports on an

assigned subject. Ask: How do you

know if you can trust the information?

• Explain to students that it can be hard to

tell when to trust the information they

find on a website.

• Review vocabulary with students.

• Show students fake pictures of

hurricanes. Ask students what role do

you think the Internet played in helping

people learn about hurricanes? How is

the process of publishing printed

material (newspapers, magazines, books)

different from publishing on the

Internet? Lead students in a discussion

that anybody can post on the internet

where as book publishers look for

authors who know about a subject. They

also have editors and fact checkers who

review the information.

• Remind students that people who create

or post on blogs and other websites are

not necessarily experts in the subject.

Their “facts” may not be true. They often

don’t fix errors when some are found.

They may pretend that their opinions are

facts. They may even choose to include

unkind or harmful statements.

• Invite students to name an article they

might want to write for a school

magazine or a website for kids. Are they

qualified to be authors of that article?

Why or why not? Explain to students

that to be a reliable author, they don’t

need to have advanced degrees or

important jobs. They just need to know

a lot about their subject, have

trustworthy sources of information on

their subject, and check their facts

carefully.

• Divide students into pairs, each pair

should complete the student handout-

“Test before You Trust”. (Appendix 11)

Extension Activities: Have students practice being Internet

directory “editors.” Remind students that

one of the jobs of an Internet directory

editor is to place websites in different

categories, depending on the information

they contain. Invite students to choose a

simple keyword to submit to a search

engine that relates to a topic they are

learning about in your class. Have them

click through to each of the first five

search returns they believe are high-

quality sites. Ask students to assign each

site to one of the subject categories from a

popular directory, such as Yahoo

Directory

Assessment:




• Interactive WhiteBoard

• Internet

• Test Before You Trust-Appendix 11

Online Resources:
















121.9(d) (3) (i)


Modifications)


(see Appendix C)


Grade 5

Research

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand E: Research and Information Literacy New Jersey Core Curriculum

Content Standards: Science 5.4.8.A.4

Common Core State Standards ELA-Literacy--SL.5.5, SL.5.4





CPI: 8.1.8.E.1 Gather and analyze

findings using data collection

technology to produce a possible

solution for a content-related or

real-world problem.


Understand how to research a

problem and evaluate digital

resources as to its appropriateness

and accuracy.

Essential Question:

How can students use digital tools to work collaboratively to

investigate and solve problems?

Vocabulary:

Webquests, search engine, browser, URL, Website, Internet, surfing,

search tools.


meeting this CPI, studenst will work

collaboratively to determine which

technological tools to use and when it is

appropriate to use them.

• Teacher will: Prior to the lesson review

website

http://teacherweb.com/IN/PNC/Bernier/i

ndex.html.

• Teacher will explain the purpose of the

web quests and provide examples of how

to use web quests to solve hypothetical

or real-world problems.

• Teacher will read aloud the descriptions

of the Space Creatures found at:

http://teacherweb.com/IN/PNC/Bernier/g

allery1.stm.

• Teacher will print and distribute the

Space Aliens directions located at:

http://teacherweb.com/IN/PNC/Bernier/

HTMLPage1.stm.

• Students will assign roles in their

designated groups.

• Students will use the Internet to research

and record information on the assigned

planets.

• Students will collaborate with peers

about the appropriate habitat for their

creature.

• Students will record their research

information in a multimedia presentation

with a familiar software application. Add

clipart and graphics to enhance their

presentation. Share their presentations

with the class. (Appendix 13-Webquest)


Use a spreadsheet to plan a party with a given budget and parameters set by the teacher.

Discuss the quality, quantity, and costs,

benefits and disadvantages of this exercise. Use

a spreadsheet to manipulate the information.

Assessment:





• Internet

• Webquest- Appendix 13

Online Resources: http://teacherweb.com/index.html http://teacherweb.com/IN/PNC/Bernier/index.html.

http://teacherweb.com/IN/PNC/Bernier/gallery1.stm. http://teacherweb.com/IN/PNC/Bernier/HTMLPage

1.stm CCSD Technology Toolbox















121.9(d) (3) (i)


Modifications)


(see Appendix C)

http://teacherweb.com/IN/PNC/Bernier/index.html


http://teacherweb.com/IN/PNC/Bernier/gallery1.stm


http://teacherweb.com/IN/PNC/Bernier/HTMLPage1.stm


http://teacherweb.com/index.html






Grade 5 Research

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand F: Critical Thinking, Problem Solving and Decision Making Common Core State Standards ELA-Literacy-SL.5.1, SL.5.2, SL.5.4, SL.5.5


Standards: Social Studies-6.3.8.A.3, 6.1.4.A.16

21st Century Life & Career Skills-9.1.4.A.1,

9.1.4.A.2, 9.1.4.A.4

Content: Effective use of digital tools assists

in gathering and managing information.

Cumulative Progress Indicators CPI: 8.1.8.F.1 Use an electronic authoring tool in

collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current

event or contemporary figure.

Enduring Understanding: Technology is constantly changing and


Essential Question:

How do I choose which technological tools to use and when it is appropriate to use them?

Vocabulary: Communicate, collaborate,

evaluate, illustrate

Instructional Guidance: To assist in meeting

this CPI students will participate in a videoconference discussion with students from

schools within the District, State, Nation or

other countries.

• Students will select a recent event that has had a global impact on society such as global

warming, global financial crisis,

environmental issues, etc.

• Students will collaborate on their topic by

researching Internet sites for information, illustrate or locate graphics for presentation,

and view various videos.

• Students will create an electronic poster using an online service to present to other students

using videoconferencing equipment.

Extension Activities: Students will design and conduct a survey to

find out what a particular group of people

thinks about a global issue affecting the world

we live in and record results using a spreadsheet program.

Assessment:





• Internet

• Videoconference equipment

• Collaboration Activities-Appendix 9

Online Resources: http://edu.glogster.com/?ref=com

https://voicethread.com/products/k12/ CCSD Technology Toolbox




students strategies that support comprehension and utilization of the technology curriculum

(see Appendix M - ELL Accommodations

/Modifications)




identified. Teachers must select the appropriate modifications to enable the child to

appropriately progress in the technology




(see Appendix)






Grade 5 Technology Design

8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand A: Nature of Technology: Creativity and Innovation


ELA-Literacy-W.5.1, W.5.6

New Jersey Core Curriculum Content Standards: Social Studies-6.1.8.C.1.a,

6.1.8.C.4.a, 6.1.8.c.4.c

Content: Technology products and

systems impact every aspect of the world

in which we live


8.2.8.A.1 Explain the impact of

globalization on the development of a

technological system over time.


Understand technology of the past

compared to technology of today.

Essential Question:

How can students understand the impact

of technology in today’s world?

Vocabulary:

Technology, impact, misuse,

responsibility, positive, negative,

invention



be able to explain the impact of


technology over time.

• Students will research one aspect of

technology development over time.

• They will use the internet and create a

timeline using a graphic organizer

program. Suggested topics: outsourcing,

the spread of disease or, environmental

safety.

• Students will include on their timeline

the life cycle of each developmental

change and which global entity impacted

the change.

• Have students think of a global problem

that has not been solved or a need that

has not been met and design an invention

to provide a solution or fill that need.

Include in the process the following:

define the problem, give causes for the

problem, describe the solution, and tell

how and why your solution will improve

the situation.

• Students will give a 5 minute oral

presentation when they have completed

their assignment to the class.


Look at air quality around the world.

Discuss where air quality is the poorest.

Watch the video “Junior Environmental

Scientist: Air: Pollution and Solutions”.

Compose an argument whether

technological systems designed from

global needs cause positive or negative

impacts on air quality.

Assessment:





• Internet

• Multimedia tools

• Word-processing

• Draw/paint program

Online Resources:
















121.9(d) (3) (i)


Modifications)


(see Appendix C)


Grade 5 Technology Design

8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand B: Design: Critical Thinking, Problem Solving and Decision-Making

Common Core State Standards ELA-Literacy-SL.5.1


Standards: Comprehensive Health and

Physical Education-2.1.6.A.2.3


systematic approach to solving problems.

Cumulative Progress Indicators CPI: 8.2.8.B.1 Design and create a product that

addresses a real-world problem using the

design process and working with specific

criteria and constraints.

Enduring Understanding: Understand the design process.

Essential Question: Will students understand the impact of the

design process and how it relates to our

society?

Vocabulary: Design, create, sunscreen,

photocopy, forecast

Instructional Guidance: To assist in meeting this CPI, students will design and

create a product.

• Ask students what they know about the

sun and how it can affect their health.

• Write responses on the board. Have

students complete worksheet (Appendix

14 Block the Sun).

• Teacher background information: The

UV index helps forecast the amount of

UV radiation reaching the earth’s surface at solar noon. This system of measurement ranges from 0 (low level)

to 15 (dangerous level). The index

depends on factors that include latitude,

elevation, ozone, and local air pollution.

To block both UVA and UVB rays, it’s

best to use protection sunscreens. A

sunscreen’s Sun Protection Factor (SPF)

number indicates how powerful the

sunscreen is in preventing sunburns. It

can be used to estimate how many times

longer a person can stay in the sun

before burning than without sun

protection.

• Remember, sunscreen works differently

for everyone-fair-, red- and blond-haired

people with freckles will burn much

faster than people with dark hair, skin, and eyes.

• Teacher will photocopy several weather

forecasts from Internet sources to review

with students.

• Explain a forecast and what the UV

index measures.

• Students will create a classroom

weather board (see appendix-weather

board) where students will post daily

high and low temperatures, weather

conditions, and the UV index.

• Students will design an article of

clothing with sunscreen protection for

children. The materials used are

restricted to those found in the

common household (aluminum foil,

construction paper, cloth, etc.)

• Research the risks and reasons for your

product.

• Students will present project to the class.

Extension Activities: Brainstorm a plan to repair a broken toy or

tool and present to class.

Assessment:





• Internet

• Block the Sun-Appendix 14

Online Resources:
















121.9(d) (3) (i)


Modifications)


(see Appendix C)


Grade 5

Design & Engineering

8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand B: Design: Critical Thinking, Problem Solving and Decision-Making


Math. Content 5.OA.1 ELA-Literacy- W.5.2



problems.

Cumulative Progress Indicators CPI: 8.2.8.B.2 & 8.2.8.B.3 Identify the

design constraints and trade-offs

involved in designing a prototype (e.g.,

how the prototype might fail and how it

might be improved) by completing a

design problem and reporting results in

a multimedia presentation. Solve a

science-based design challenge and

build a prototype using science and

math principles throughout the design

process.

Enduring Understanding: Understand what is the design process.

Essential Question: Will students understand the impact of

the design process and how it relates to

our society?

Vocabulary: Design, create, problem,

challenge, efficient, energy,

conservation, appliance

Instructional Guidance: To meet this

CPI, students will work collaboratively

with a group to design a model of an

energy efficient home and report results

in a multimedia presentation.

• Teacher will brainstorm with students

what they know about energy and

what they think students should know

about energy.

• Using the Interactive Whiteboard

students will list various ways they

think they could save energy in the

home.

• Students will conduct research on

various ways to save energy in the

home such as low efficient light

bulbs, windows, appliances,

insulation, design of the house, ways

to get the most usage from the sun,

etc.

• Students will make a presentation to

the class after researching energy

efficient homes.

Extension Activities: Students choose one of the

following: energy in transportation or energy in

manufacturing. Have students list the forms of

energy and suggest ways to reduce consumption

and improve efficiency. What alternate, more

efficient or non-polluting forms of energy could

be used?

Assessment:





• Internet


Online Resources:

www.energystar.gov/index.cfm?c=kids.kids_index

www.energyhog.org/childrens.htm

https://www.eia.gov/kids/






technology curriculum (see Appendix M

- ELL Accommodations /Modifications)







appropriately progress in the technology curriculum. (IDEA 300. 121.9(d) (3) (i)


Modifications)


(see Appendix C)

http://www.energystar.gov/index.cfm?c=kids.kids_index

http://www.energyhog.org/childrens.htm

https://www.eia.gov/kids/


Grade 5 Ethics

8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand C: Technological Citizenship, Ethics and Society


New Jersey Core Curriculum Content Standards: Social Studies-

6.1.4.B.8

Content: Knowledge and understanding of human, cultural, and

societal values are fundamental when

designing technology systems and

products in the global society.


CPI: 8.2.8.C.1 Explain the need for patents and the process of registering one.

Enduring Understanding: Technological outcomes have the

potential for anticipated and unanticipated positive and negative results.

Essential Question: Why should inventions be protected by

patents?

Vocabulary: Patent, invention,

innovation, intellectual property

Instructional Guidance: Students will

research the importance of trademarks,

patents, and copyright laws.

• Teacher will define the following:

• A patent is a grant issued by the U.S. Government giving inventors the right

to exclude all others from making, using, or selling their inventions within

the United States, its territories, and

possessions for up to 20 years.

• Invention: Something invented; a device, product or process created after

study and experiment.

• Innovation: The creation of better or

more effective products, processes,

technologies or ideas.

• Intellectual Property (IP): Can include patents, trademarks, copyrights, and

trade secrets. Like any other kind of property, intellectual property is

protected from theft and misuse.

• Students will brainstorm an idea for their own invention, check patent

records, draw a diagram of their

invention using a draw/paint program,

use a word processing program to describe how the invention works, then

research how to register a patent for

their project.

• If feasible they should follow the steps

to register their invention. DO NOT

SUBMIT THE APPLICATION.


Students create and trade inventor trading cards.

Have students design template for card items to include: name, date, place of birth, family

members, special talent, greatest accomplishment, and picture/graphic.

Assessment:


• Completed Application



• Internet


Online Resources:

en.wikipedia.org/wiki/List_of_Edison_patents

www.google.com/patents/about?id=TK5KAAAA EBAJ&dq=1522176

www.uspto.gov/forms/aia_forms.jsp

www.inventnow.org



It is essential that teachers provide ELL students

strategies that support comprehension and utilization of the technology curriculum (see

Appendix M - ELL Accommodations /Modifications)






progress in the technology curriculum. (IDEA 300. 121.9(d) (3) (i)



(see Appendix C)

http://en.wikipedia.org/wiki/List_of_Edison_patents

http://www.google.com/patents/about?id=TK5KAAAAEBAJ&dq=1522176

http://www.google.com/patents/about?id=TK5KAAAAEBAJ&dq=1522176

http://www.uspto.gov/forms/aia_forms.jsp

http://www.inventnow.org/


Grade 5 Ethics

8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand C: Technological Citizenship, Ethics and Society

Common Core State Standards: ELA- Literacy.SL.5.5

New Jersey Core Curriculum Content Standards: Social Studies-6.3.4.A.1,

6.3.12.A.2


human, cultural, and societal values are

fundamental when designing technology

systems and products in the global society.

Cumulative Progress Indicators CPI: 8.2.8.C.2 Compare and contrast current and

past incidences of ethical and unethical use of labor in the United States or another country

and present results in a media-rich presentation.

Enduring Understanding: The design process is fundamental to technology and engineering.

Essential Question: Can we control the pace at which technology is created? Should we, even if we can?

Vocabulary: Ethnical, multimedia, child labor laws, compare, contrast

Instructional Guidance: To meet this CPI, students will investigate a problem or issue

found in the United States and/or another country from multiple perspectives, evaluate

findings, and present possible solutions, using

digital tools and online resources for all steps.

• Students research and discuss United Farm Workers and Child Labor Laws. Students

will compare and contrast those laws

between the United States and other countries.

• Students will create a Venn diagram to

compare and contrast the different laws.

• Students will present their findings in

media-rich presentations to the class.

• Begin the lesson by asking the following

questions: How many of you have chores at home? How old do you have to be to work?

What do you receive in exchange for the

work that you do? Give the students the

definition of child labor. Work done by children under the age of 12; work by

children under the age of 15 that prevents

school attendance; and work by children

under the age of 18 that is hazardous to their physical or mental health. Child labor is an

economic activity or work that interferes

with the completion of a child's education or

that is harmful to children in any way. Ask students to define hazardous and non-

hazardous jobs.

• Make two lists on the Interactive Whiteboard. (hazardous: mining, heavy

machinery, dirty, unsafe environments,

longer than 8 hours) (non-hazardous:

cleaning, child care agricultural work, etc)

• Ask students are there any jobs that children should not be permitted to do? How do you

think you could help to reduce child labor

worldwide?

• Students will work in groups to contribute to the global effort to stop the use of child

laborers.

• Divide students into groups of 3-5 and have them come up with the following:

a group name and logo, the group's mission statement, long and short term goals for the

group, identify other organizations to

collaborate with, and come up with a public

relations campaign to inform the school and public about their group.


Using Distance Learning students will share

and discuss their findings with another school.

Assessment:





• Internet

• Distance Learning

• Presentation software

• Ethics-Appendix 15

Online Resources: http://www.un.org/en/index.shtml






comprehension and utilization of the technology curriculum (see Appendix M -







to appropriately progress in the technology curriculum. (IDEA 300. 121.9(d) (3) (i)



(see Appendix C)

http://www.un.org/en/index.shtml


Grade 5 Research

8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand D: Research and Information Fluency

Common Core State Standards: Math.Content.5.MD.B.2

Content: Information-literacy skills, research, data

analysis, and prediction provide the basis for effective design of technology systems.


8.2.8.D.1 Evaluate the role of ethics and bias on trend

analysis and prediction in the development of a

product that impacts communities in the United

States and/or other countries

Enduring Understanding: Technology evolves at an ever accelerating

pace based on the needs/wants of society and is

influenced by cultural, political and environmental values and constraints.

Essential Question:

How does technology extend human

capabilities? What are the positive and negative consequences of technology?

Vocabulary: Product, research, design, survey, prediction, bias, analysis

Instructional Guidance: To meet this CPI, students will make predictions on new

technologies and how they will affect our lives. Discuss biased questions with examples.

Biased questions often reflect the questioners’

opinion of the situation. Example 1: Bob asked

David “You don’t like this pair of jeans, Do you?” It’s clear that “NO” is the response

expected from David. Instead, Bob could

revise his question as follows: “Do you like

this pair of jeans?” Example 2: Sally asked Sarah “Don’t you agree that the new rule is a

problem?”Sally’s question is biased. The

question leads Sarah to agree with Sally’s

view. Sally has in fact phrased her opinion in the form of a question. Instead Sally could ask

the following question: “Do you agree or

disagree that the new rule is a problem?”In a

survey, the questions should NOT be designed to favor certain outcomes. For example: The

question “Do you want to eat a hamburger or

the usual vegetable sandwich?” is unfair,

because it favors hamburger over vegetable sandwich. Usually companies use biased

questions in their advertisements or marketing

surveys to make people favor their products

over others. Example 1: The following is a biased question posed by XYZ Beauty

Company. More people in the City are using

our beauty products than any other brand. Do

you use our beauty products? A. Yes

B. No Clearly the question indicates that the respondent should be using XYZ beauty

products. Example 2:A company manufactures

product A. The company conducts a survey

about the product. The following is one of the questions in the questionnaire. How would you rate our product?

A. Excellent

B. Good

C. Satisfactory

The question is biased, because, NO negative option is provided. A biased question makes

assumptions that may or may not be true. For example: The question “Is green your

favorite color?” is asked based on an assumption. The person to whom this question

is asked may or may not like green color.

Solved Example on Biased Question

Students will create and administer two

surveys of a product to student body using a

program such as Survey Monkey.

• One survey should be slanted to develop bias results.

• Students will collect and analyze the results from the surveys.

• Based on the results from the survey, students

will graph their findings and present their

results to the class.

• The class will discuss if the results are the

same or different and why.

Extension Activities: Students will work in groups to research commercials/ads to identify the bias.

Assessment:


• Completed graphs and report



• Internet

• Spreadsheet


Online Resources: https://www.surveymonkey.com/



It is essential that teachers provide ELL students strategies that support comprehension and utilization of the technology curriculum

(see Appendix M - ELL Accommodations /Modifications)









Modifications)


(see Appendix C)



Grade 5 Communication

8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand E: Communication and Collaboration Common Core State Standards:

21st Century Life & Careers 9.1.8.A.1

New Jersey Core Curriculum Content Standards: ELA-Literacy.W.5.1a: ELA- Literacy.RI,5.9

Content: Digital tools facilitate local and

global communication and collaboration in

designing products and systems.

Cumulative Progress Indicators CPI: 8.2.8.E.1 Work in collaboration with peers

and experts in the field to develop a product using the design process, data analysis, and

trends, and maintain a digital log with annotated sketches to record the

development cycle.

Enduring Understanding: When are sophisticated tools required and

when are the simplest tools best?

Essential Question: The design process is fundamental to technology and engineering.

Vocabulary: Eco-friendly, collect, esthetics, develop, product, research,

analyze, design

Instructional Guidance: To meet this CPI

student will examine an existing product for

its impact on people and communities.

• Students will develop modifications for

student desk that would make it more eco- friendly.

• Students will research student desks

online to see current designs and cost of desks.

• Students will analyze the cost of desks in

their classroom and discuss student needs when using them. Collect data (height,

size, shape, esthetics, potential

enhancements) using an online survey.

(surveymonkey)

• Students will design a desk that would

meet their needs and is eco-friendly as identified through discussions and survey.

• Present designs using a draw/paint

program to classmates.

Extension Activities: Students will create ads for their new desk

design.

Assessment:





• Internet

• Draw/paint program

Online Resources: https://www.surveymonkey.com/

www.prweb.com/releases/2009/05/prweb2480804.htm


















(see Appendix C)


http://www.prweb.com/releases/2009/05/prweb2480804.htm


Grade 5 Resources

8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand F: Resources for a Technological World

Common Core State Standards: ELA-Literacy.L.5.3b


Standards: Social Studies 6.1.4.A.1


are created through the application and

appropriate use of technological resources.

Cumulative Progress Indicators CPI: 8.2.8.F.1 & 8.2.F.2 Explain the impact of resource selection and processing in the development of a common technological

product or system. Explain how the resources and processes used in the production of a

current technological product can be modified to have a more positive impact on the

environment (e.g., by using recycled metals,

alternate energy sources) and the economy.

Enduring Understanding: The quality and usefulness of system or

product and its impact on the environment are directly related to the process and available

resources.

Essential Question: How can resources impact products and

systems?

Vocabulary: Environment, pollution, pro, con,

dispose, technology

Instructional Guidance: To meet this CPI,

students will consider both the benefits and the hazards of technology in today’s world through the lens of the environment.

• Students will realize that, while human inventions have made our lives infinitely

more healthy, convenient and enjoyable, they

have also introduced new threats, such as toxic pollution, that affect both human health

and the health of our environment.

• Begin lesson by asking students what they

think technology is.

• Have students use the internet to research the

definition.

• Once students have settled on the meaning of the word, have students examine the

classroom to find examples of technology.

• List their discoveries. Challenge students to think beyond their most immediate examples

of technology.

• Ask students if they know how classrooms were manufactured. Might the production

have emitted pollution in the air, water or

soil? What environmental impact did the

manufacture of the items in the room cause?

• Divide students in groups. Ask students to

consider 2 societies. Society A is what we envision long ago and Society B is similar to

our society.

• Students will use the computer to create a document with a table to compare the

following: heating the living quarters, tools

for hunting, food, clothing, getting rid of

garbage, curing illness, transportation of people, transportation of goods, where

drinking water comes from, where food

come from. Have groups create a presentation on the pros and cons to living in each of these societies.

• Students should include the following in their presentation: How clean was the

prehistoric environment compared with the

world today? What chemicals were in the air, water, and soil during prehistoric times? Did

prehistoric people have to worry about toxic

chemicals? Were they concerned with

nuclear waste? Was there any significant pollution at all? In order to reap the multiple

benefits that technology affords us, is it

really necessary to harm our environment in

the process? How much of the environmental damage that we create is simply the result of

ignorance, thoughtlessness, or recklessness?

How much damage could be prevented with

applied forethought?

Extension Activities: Watch a video on the environment and

strategize with a partner on how we can protect

the planet from further damage.

Assessment:


• Completed presentation



• Internet






students strategies that support comprehension

and utilization of the technology curriculum

(see Appendix M - ELL Accommodations

/Modifications)




identified. Teachers must select the appropriate modifications to enable the child to





(see Appendix C)


Grade 5 Designing World

8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand G: The Designed World Common Core State Standards:

ELA.Literacy.W.5.2


Standards: Science 5.1.4.D.2

Content:

The designed world is the product of a design process that provides the means to convert


Cumulative Progress Indicators CPI: 8.2.8.G.1 & 8.2.G.2

Explain why human-designed systems, products, and environments need to be

constantly monitored, maintained, and improved. Explain the interdependence of a

subsystem that operates as part of a system.


All systems are dependent on working subsystems.

Essential Question: How are subsystems important to a system?

Vocabulary: Atmosphere, heat, galaxies,

relative, solar system, systems, subsystems

Instructional Guidance: To meet this CPI,

students will use scientific knowledge to

explain volcanic eruptions, earthquakes, thunderstorms and eclipses.

In the earth sciences, real world contexts are

often described in terms of systems and subsystems.

• Students will engage themselves in activities to learn about our solar system.

• Students will write a small essay about the

planet they are studying. Each student will

be assigned to a group and the group will be

assigned a planet or the sun.

• Students will use the Internet to research the

solar system and take notes. The groups will

draw out of a hat or box the planet, sun or other object from the solar system to work

on. Provide groups with an outline of

information needed to research such as size,

distance from earth, discovered date, composition, etc.

• Students will be allowed time in class to

create a picture of their topic to be placed in the room.

• Students will also be responsible for writing

an essay of two to three pages about their

topic within their group and presenting to the

class.

Extension Activities: Pretend a scientist has discovered that a killer asteroid will hit the Earth in a matter of weeks, but no one knows exactly where. What would

you do if you were in charge of preparing the

world for the impact? Create a three-part plan

to divert the space rock, lessen its impact, and save as many lives as possible.

Assessment:


• Essays



• Computer

• Internet


• Google Earth

Online Resources: www.discovery.com www.nasa.gov

http://www.nationalgeographic.com/ CCSD Technology Toolbox




students strategies that support comprehension

and utilization of the technology curriculum (see Appendix M - ELL Accommodations

/Modifications)










(see Appendix C)

http://www.discovery.com/

http://www.nasa.gov/

http://www.nationalgeographic.com/



Grade 6


Grade 6

Word Processing


Common Core State Standards: ELA Literacy: RL.6.1; W.6.3a,b,c,d;

SL.6.1; SL.6.1a;



appropriate use of operations and related

applications.

Cumulative Progress Indicators (CPI:

8.1.8.A.1) Create professional documents

(e.g., newsletter, personalized learning

plan, business letter or flyer) using

advanced features of a word processing

program.

Enduring Understanding: Technology is

a tool that can help organize and

manipulate information.

Essential Question: How does

technology change the way we organize

and manipulate information?

Vocabulary: Heading, salutation

complimentary closing, signature,

concise, manufacturer


Creating a Business Letter

To assist in meeting this CPI, the students have the opportunity to respond to an

authentic consumer situation using word

processing and language arts skills.

• Students will talk to a parent, guardian,

neighbor, or other adult that has a

complaint about particular goods or

services.

• Identify what the problem is, who the

manufacturer is, and contact

information for complaints.

• As a consumer who is dissatisfied with

a product or with the service of a

business, the students will compose,

format, revise, edit, print, and mail a

formal business letter of complaint and

address the envelope for mailing.

• The letter of complaint will include the

following components of a formal

business letter: heading, opening, inside

address, salutation, body, formal,

reasonable, polite concise,

complimentary closing, typed name,

signature in ink, entire letter vertically

centered.

• Prepare an envelope for mailing. (See

Envelope Making Templates in MS

Word)

• Have another student proofread the copy.

• Make any necessary changes before

presenting to the teacher for mailing.


• Compare several business letters written

by students. How do the letters vary in

content and methods of discussing each

issue of complaint?


• Internet


Assessment:

• Rubric

• Keyboarding Rubric#2


Online Resources:






technology curriculum. (see Appendix M


Special Education Learners: Teacher

must review students’ individual





technology curriculum. (IDEA

300e.121.9(d) (3) (i)

(see Appendix N-Special Education

Accommodations/Modifications

Assistive Technology: (see Appendix O)



Grade 6

Database


Common Core Standards:

Mathematics: 6.SP.1


Social Studies: 6.4.2.A






(CPI: 8.1.8.A.2) Plan and create a

simple database, define field, input data,

and produce a report using sort and

query.

Enduring Understanding: Technology

is a tool that can help organize and


Essential Question: How does technology change the way

we organize and manipulate information?

Vocabulary:

Bar graph, cell, chart, circle graph, data, database, access, internet, line

graph, online resources, software

programs.



will select and use technology tools and

other media resources to collect,

organize, analyze and synthesize

information about their families,

extended families or significant people in their lives.

• The teacher and students will review

database, graphs and discuss families

and their origins.

• Students will gather the name, address,

city, state, birthdates and place of birth

of their family members and organize

these facts into a database.

• From this database, they will identify

patterns and create charts and graphs to

illustrate their findings.

• Students will discover how different

perspectives emerge from data studies

by researching the significance of

specific historical time periods and

geographical locations mentioned in the

family data.


• Have students research family patterns

from other cultures and make

comparisons.

• Have students do a probability check

on the number of people with the same

birthdays. What is the probability of

two people with the same birthday?


• Internet

• Interactive White board

• Database Program

• Project-Based Tools

Assessment:

• Rubric



m






technology curriculum. (see Appendix M –


Special Education Learners: Teacher must

review students’ individual Education Plan

(IEP) if disabilities have been identified.




curriculum. (IDEA 300e.121.9(d) (3) (i)




http://www.smartboard.com/



Grade 6

Multimedia Presentation


Core Curriculum Content Standards: Soc. Studies Standard: 6.2.2.B.1;

6.2.4.B.1




Cumulative Progress Indicators (CPI: 8.1.8.A.3) Create a multimedia presentation including sounds and images.

Enduring Understanding: Technology is a

tool that can help organize and manipulate

information.

Essential Question:

How does technology change the way we organize and manipulate information?

Vocabulary: American principles and

ideals, citizenship, patriotism, the American way of life, Francis Scott Key, National

Anthem


Symbols of Significance To assist in meeting this CPI, students will

create an animated multimedia presentation in which they communicate the meaning of a

symbol of national or state importance, explaining the significance of each

component.

• Students and teachers will discuss the

meaning of patriotism and explore important

American principles expressed in significant

symbols of the country.

• Working in groups, students will choose a

patriotic symbol, research the meaning of each component of the symbol, and reflect

on its national (or state) importance.

• They will then create a presentation in which the meaning of one component of the

symbol is presented on each slide. Add

animated text boxes and/or graphics to

explain the history behind the symbol and demonstrate a personal connection to what it

represents.

• Students must also add audio and video to the presentation to evoke feelings of

Patriotism.

• Students will present their completed

presentation.


• Discuss symbols that the presentations have in common. What are the key

principle features of the country or state that are conveyed in its symbols?


• Internet


• Multimedia Program

Assessment:

• Rubric


Online Resources:

http://exchange.smarttech.com/ www.http://edu.glogster.com/ www.prezi.com https://voicethread.com/produ

cts/k12/



English Language Learners (ELL) It is essential that teachers provide ELL students

strategies that support comprehension and utilization of the technology curriculum. (see

Appendix M – ELL Accommodations/ Modifications)

Special Education Learners: Teacher must review students’ individual Education Plan (IEP)

if disabilities have been identified. Teachers must

select the appropriate modifications to enable the

child to appropriately progress in the technology curriculum. (IDEA 300e.121.9(d) (3) (i)

(see Appendix N-Special Education Accommodations/Modifications



http://www.edu.glogster.com/

http://www.prezi.com/




Grade 6

Spreadsheet


Common Core Standards: Mathematics: 6.SP.1; 6.SP.2; 6.SP.3;

6.SP.5a,b,c,d




Cumulative Progress Indicators (CPI: 8.1.8.A.4) Create a spreadsheet to calculate, graph, and present information.

Enduring Understanding: Technology is a

tool that can help organize and manipulate

information.

Essential Question:

How does technology change the way we organize and manipulate information?

Vocabulary: Mean, median, mode,

pictograph, origami, range, distance, spreadsheet


make origami frogs to race. After the race the students will measure the distance raced,

collect the data, and enter it into a chart.

• The students will find the mean, median,

and mode of the data.

• Students will enter this data into Excel at

which time they will make a pictograph.

• Students and teacher will discuss and

define the words mean, median, and mode.

• The students will use a pattern to construct

Origami Frogs.(see online resources)

• The students will race Origami frogs,

measure the distances jumped and record

the data on the Origami Jumping Frog Data Sheet. (see online resources)

• After the distance is measured and

recorded the students will find the distance

of frog jumps in mean, median and mode

on a spread sheet.

• Using the mean of the data collected, the students will make a pictograph in Excel.


• Explore the use of Excel in finding the mean.

• Sort data to aid in the location of the median and mode.


• Internet



Assessment:

Teacher Observation

Origami Jumping Frog Data Sheet Pictograph using spreadsheet program

Online Resources:

http://exchange.smarttech.com/ Origami Jumping Frog Patterns



strategies that support comprehension and utilization of the technology curriculum. (see Appendix M – ELL Accommodations/

Modifications)


review students’ individual Education Plan (IEP)

if disabilities have been identified. Teachers must

select the appropriate modifications to enable the

child to appropriately progress in the technology



Assistive Technology: (see appendix O)


http://www.wikihow.com/Make-an-Origami-Jumping-Frog


Grade 6

Digital Tools


Common Core Standards:

Mathematics: 6.SP.1; 6.SP.2; 6.SP.3; 6.SP.5a,b, c,d



appropriate use of operations and related applications.


8.1.8.A.5) Select and use appropriate tools and digital resources to accomplish a

variety of tasks and to solve problems.

Enduring Understanding: Technology is a tool that can help organize and


Essential Question: How does technology

change the way we organize and manipulate information?

Vocabulary: Seven technological systems: agricultural, biotechnology,

transportation, construction; energy; information, communication,

manufacturing, medical technology,

composition, airbrush



apply computer skills to develop, publish and present information utilizing creative visual effects and elements of art such as color, line, space, shape, and value.

• The teacher will introduce students to different kinds of published information

through textbooks, newspapers, magazines, posters, or the internet (e.g.,

weather reports, online magazines, NASA

Mars Rover news and updates).

• The teacher will conduct a class

discussion about published information from various sources, focusing the

discussion on questions such as the following: How were images generated?

(e.g., newspaper picture from a camera,

hand-drawn satire caricature, magazine cover, etc.) What information do these

images provide? What do they tell us? Cite images that look as if they were

altered. What was done to the image to

make it appear that way? What might it have looked like in its original state? (e.g.,

“airbrushed” image in a makeup ad,

background in a movie, person with more than one head in a TV commercial)

• Students will search the internet for a historical photo or image and save it to

the computer.

• After review of the use of digital cameras,

students will then take pictures of themselves in various poses and upload

them to the computer.

• The students will select and save an appropriate image of themselves and

import the image into editing software.

• The teacher will briefly explain and

demonstrate the commands used to

transform an image.

• The students will select a final image

and experiment in different and creative ways to manipulate their picture into the

historic photo. Such as inserting their

own picture so that it looks as if they were actually flying the Wright

brothers; first plane, walking on the

deck of the Titanic, etc.

• Students will work in small groups, to

compare the original version of their historic image with the transformed one

they created. “Use these questions to

guide group discussion: Looking closely at the original version, what

information can be gained from the image?

• Looking at the transformed image

Students final versions of their self- portraits will be posted onto the

teacher’s webpage or school website.

(Check for talent release form.)


• Research different careers that use image generation and transformation

and the education and training needed for those occupations.


• Internet / Photo Editing Program


• Digital Camera

• Published Information (magazines,

books, etc.)

Assessment:


• Students completed Self-Portrait

Online Resources:


www.nara.gov




It is essential that teachers provide ELL students strategies that support comprehension and utilization of the technology curriculum.

(see Appendix M – ELL Accommodations/ Modifications)


review students’ individual Education Plan

(IEP) if disabilities have been identified. Teachers must select the appropriate

modifications to enable the child to appropriately progress in the technology





http://www.nara.gov/



Grade 6

Creativity and Innovation

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand B: Creativity and Innovation Core Curriculum Content Standards:

Social Studies: 6.4.8.A.; 6.6.8.A;

6.6.8.B


media-rich resources enhances creativity



8.1.8.B.1) Select and use appropriate

tools and digital resources to accomplish

a variety of tasks and to solve problems.


enables the creating of and sharing of

information with many.


technology change the way we create

and communicate information?

Vocabulary: Community,

neighborhood, unique, features,

electronic presentation, collaboration


What Makes a Community Special?


will define "community" and examine

how they could improve the community

(e.g., their neighborhood, or a wider

area, etc.).

Working in small teams, students will

identify the areas that need improvement

in their community using Web 2.0 Tools

and collaborate on a final product,

electronic presentation, or Website.

• Ask students the following questions:

What are some notable features, places,

land-marks, well-known persons, or

popular events? What do they like about

their community and what they might do

to improve their community? What

resources might they draw from to help

communicate their ideas? Examples

include magazines, newspapers,

historical sources, personal profiles on

the Internet, and photographs. Record

student answers on the interactive white

board.

• The teacher will set up several different

Web 2.0 workstations with instructions

on how to use the tools. Each station will

be manned by a student expert who will

assist students in gathering information

to be used for presentation.

• Students will be divided into small

groups with one group to each station.

They will rotate through each station

over three consecutive sessions to allow

for equal use of the different

technologies.

• The teacher will assist students with

activities and if necessary arrange for

another adult to be present. Once

students have completed all

workstations, discuss as a group what

they learned at each station, what they

liked best, and why.

• Each group will make an electronic poster, presentation, flyer, or newsletter

to "publicize" what's special about their

community using presentation software,

word processing software, or other digital

media.

• Have students present their final

projects to other students or adults.

• Discuss other projects that students

could undertake using the same or

other kinds of technology, and either

the same or a similar workstation setup.


• Students produce a commercial,

tourists’ brochure, or newspaper ad

showcasing their community’s unique

celebrations and customs.


• Internet


• Google Earth

• Wiki Spaces

• Instructions for each activity station-

(see online resources-lesson plan)

• Graphing Software

• Spreadsheet

• Presentation applications

• Digital cameras

Assessment:

• Student Discussion

• Final Projects

Online Resources:

http://www.wikispaces.com//

www.google.com/earth/index.html


http://edu.glogster.com/ https://voicethread.com/products/k

12/








ELL Accommodations/ Modifications)


must review students’ individual Education

Plan (IEP) if disabilities have been





300e.121.9(d) (3) (i)





http://www.google.com/earth/index.html







Grade 6

Communication and Collaboration

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand C: Communication and Collaboration Common Core State Standards:

ELA Literacy: RL.6.1; W.6.6; SL.6.1


Social Studies: 6.6.8.E.1 Science: 5.1.8.D.1; 5.1.8.D.2; 5.4.8.F.2;

5.4.8.G.1; 5.4.8.G.2

Content: The use of digital tools and media-rich resources enhances creativity


Cumulative Progress Indicators (CPI: 8.1.8.C.1) Digital tools and environments

support the learning process and foster collaboration in solving local or global issues and problems.


Global communication provides access to ideas, information, and solutions.

Essential Question:

How does technology affect a learner’s ability to discover new ideas global perspectives, solutions?

Vocabulary: Global warming, inhabitants


use digital and media rich tools, to share, discuss, and collaborate with students from

another school on the topic of global warming.

• Teacher and students will define and site evidence of global warming and identify

effects global warming may have on the

Earth and its inhabitants.

• The teacher will assist and direct students

to reliable, accessible websites in which to gather appropriate information on the topic

of global warming.

• Using the gathered research information the students will create a presentation (e.g., electronic slide show, music video,

simulation software, etc.) and present it to the class.

• The students will then participate in an

online discussion with a community of learners from another school to understand

their perspective on global warming while

taking notes.

• Students will list ways they can help

reduce the effects of global warming and

post their resolutions in Google Docs.


• Research and predict the trend in global

warming over the next 10 years. Use a United States map to illustrate your

prediction.


• Inspiration Software

• Google Docs

• Internet


• Interactive White Board

• Distance Learning Collaboration

• List of Internet Sites

Assessment:

• Presentation

• Teacher Rubric

• Student Projects and Resolutions

Online Resources:

www.google.com



www.cilc.org/

http://projects.twice.cc




comprehension and utilization of the technology curriculum. (see Appendix M –



review students’ individual Education Plan (IEP) if disabilities have been identified.

Teachers must select the appropriate modifications to enable the child to


curriculum. (IDEA 300e.121.9(d) (3) (i) (see Appendix N-Special Education



(see Appendix O)




http://projects.twice.cc/


Grade 6

Digital Citizenship



ELA Literacy: W.6.2; W.6.2d; W.6.4; W.6.6

Content: Technological advances create societal

concerns regarding the practice of safe, legal, and ethical behaviors.

Cumulative Progress Indicators(CPI:

8.1.8.D.1) Model appropriate online

behaviors related to cyber safety, cyber

bullying, cyber security, and cyber

ethics.

Enduring Understanding: Use of

tools requires the same ethics with

respect to others and intellectual

property. Unlike the face to face and

print world, additional safety

precautions are necessary.

Essential Question:

How does the ethical communication

and use of information translate to the

digital world?

Vocabulary: Ethical behavior, precautions, cyber

safety fair


To assist in meeting this CPI, students are

required to research ethical behavior on the

internet and produce a three –fold poster or

a Slide Show for a Cyber Safety Fair. The

fair will be like a trade show.

• The teacher and students will discuss the

meanings of ethical behavior and cyber

safety.

• The teacher will provide a list of reliable

websites to assist students in their

research of ethical behavior and cyber

safety on the internet.

• The teacher will divide students into

small groups. Each group will prepare a

single page handout with a summary of

their research information.

• The teacher will assist students with

creating either a three-fold poster or

multi-media presentation on ethical

behavior on the internet.

• Each group of students will have a table

at the fair and will display their Cyber

Safety information for their peers, parents

and/or the community.


• Move the Cyber Safety Fair to the

public library or a local mall for a day.

Continue to visit the researched sites to

keep abreast of the topic. This type of

knowledge changes rapidly and it is

important that handouts are updated

regularly for future fairs.


• Internet



•

• List of Reliable Sites

• Three-fold poster board

Assessment:

• Rubric



www.cyberbullying.ca/

www.bullying.org

Net Bullies http://exchange.smarttech.com





technology curriculum. (see Appendix M

– ELL Accommodations/ Modifications)








300e.121.9(d) (3) (i)





http://www.cyberbullying.ca/

http://www.bullying.org/

http://www.netbullies.com/pages/1/index.htm



Grade 6

Digital Citizenship

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand D: Digital Citizenship Common Core State Standards:

ELA Literacy: RL.6.1; SL.6.1; W6.8; R1.6.1

Content: Technological advances create

societal concerns regarding the practice of


Cumulative Progress Indicators (CPI: 8.1.8.D.2) Summarize the

application of fair use and Creative Commons guidelines.

Enduring Understanding: Use of tools requires the same ethics with respect to

others and intellectual property. Unlike the

face to face and print world, additional safety precautions are necessary.

Essential Question: How does the ethical communication and

use of information translate to the digital world?

Vocabulary:

Copyright, property, disclaimer, publisher,

exclusive publication, distributor, artistic work, composer, author, intellectual

property, fair use


research the concepts of copyright and intellectual property through a series of

activities that build progressively and include copying graphic files manually and digitally,

learning the simple facts about copyright and fair use, and analyzing web site copyright

disclaimers.

• The teacher will lead the class in a

discussion that begins by asking the

students how they would feel if someone

had “borrowed” their work, pictures or text without their permission.

• The teacher will use handouts (see online resources-oxygen group) with students to

identify and discuss the meaning of copyright, fair use and intellectual

property, and discuss the problems that

exist with abuse of copyrighted materials on the World Wide Web.

• Students will analyze a sample copyright disclaimer and discuss the Website

owners’ explanation of why they don’t want their work copied by others.

• The student will create a tri-fold brochure focusing on some aspect of copyright

and/or intellectual property. This can be

done individually or in small groups.

• The students will submit e-mail messages requesting permission to use graphic images from Websites in the classroom

projects. Responses from the image

owners will be incorporated in the projects.

• Students will share their tri-fold

brochures with students and faculty.

Extension Activities: Have students research the job descriptions

of copyright lawyers, record company executives, publishers, and others involved

with creating works to discover the responsibilities and rights involved in

protecting intellectual property.


• Internet


• Word Processing

• Copyright Handouts

• Vocabulary Handouts

Assessment:

• Rubric


Online Resources: http://exchange.smarttech.com

www.oxygengroup.com/copyright.html CCSD Technology Toolbox




and utilization of the technology curriculum. (see Appendix M – ELL Accommodations/

Modifications)


review students’ individual Education Plan (IEP) if disabilities have been identified.


modifications to enable the child to appropriately progress in the technology




(see Appendix O)


http://www.oxygengroup.com/copyright.html


Grade 6

Digital Citizenship

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand D: Digital Citizenship Common Core State Standards:

ELA Literacy: RL.6.1; RL.6.2; W.6.6;

W.6.9a; SL.6.1

Content: Technological advances create

societal concerns regarding the practice

of safe, legal, and ethical behaviors.

Cumulative Progress

Indicators (CPI: 8.1.8.D.3) Demonstrate how information on a

controversial issue may be biased.

Enduring Understanding: Use of tools

requires the same ethics with respect to

others and intellectual property. Unlike

the face to face and print world,

additional safety precautions are

necessary.

Essential Question: How does the ethical communication

and use of information translate to the

digital world?

Vocabulary: Advertisements,

magazines, stereotypes, bias, subtle,

ethical


focus on subtle messages, and not so subtle

messages that contain stereotypes and bias

toward females and males in magazine

advertisements.

•The teacher will discuss the terms

stereotypes, bias, and ethical with the

students.

•The teacher will then place students into

groups of 3 or 4 participants. Each group

will receive various men’s and women’s

magazines provided by the teacher.

•Students will be instructed by the teacher

on how to examine the advertisements

with pictures of people in the magazine

ads. Students will look for variances.

Example; Are they happy or sad? Are the

people just there to look beautiful or are

they demonstrating the products use?

•Students will make comparisons of the

people in the ads. Is there anything

stereotypical in the ads? Are there any

ads that show that the manufacturers may

have become sensitive to gender bias?

How do the effects of gender bias

encourage sales to women or men?

• Students will then compile a list of the

types of gender bias or stereotypes they

found contained in each magazine and

write a review of their findings.

• Students groups will then share their

review with the class.


• Students will list the changes that can

be made in advertising to make them

non-stereotypical. Students will create

their own magazine ad without bias or

stereotypes.


• Inspiration Software

• Internet

• Word processing program

• Various Magazines


• Google Docs

Assessment:

Rubric

Teacher Observation

Magazine Review

Online Resources:


http://edu.glogster.com

www.google.com

https://voicethread.com/products/k12/















300e.121.9(d) (3) (i)









Grade 6


Research and Information Literacy

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand E: Research and Information Literacy


ELA Literacy: RL.6.1; RL.6.2; RI.6.1

RI.6.8; W.6.1; W.6.7; SL.6.1a

Math: 6.SP.1; 6.SP.2; 6.SP.3; 6.SP.5c,d

Content: Effective use of digital tools

assists in gathering and managing

information.


8.1.8.E.1) Gather and analyze findings

using data collection technology to

produce a possible solution for content –

related or real-world problem.

Enduring Understanding: Digital

sources are created for a variety of

purposes and therefore must be selected

to match the intended use.

Essential Question: How is digital

information gathered and evaluated?

Vocabulary: Budget, income, savings


meeting this CPI, students will read an

online story that introduces them to the

elements of a budget and show that a

successful budget balances money

coming in (income) with money going

out (expenses and savings).

• Students will then create a budget using a

spreadsheet.


meanings of income and budget.

• The students will read an online story

entitled, “Tim’s Turn to Learn.” The

teacher and students will discuss how

Tim is spending and saving money.

• Students will answer questions about the

story on a worksheet.

• The teacher will review students' answers

to the worksheet questions and conduct a

class discussion: What is Tim’s problem?

How does spending money today affect

what Tim spends tomorrow? (see online

resources) Display Tim’s original

spending worksheet on a whiteboard to

display his budget and to help students

see how changes in Tim’s spending

habits affect his money. Emphasize there

is more than one way for Tim to achieve

his goal to save money.

• Have students create a budget on a

spreadsheet depicting their ideas of how

Tim can save $12.00 each week.

• Examine as a class on the interactive

whiteboard some of the spending plans

that students came up with to help Tim

save $12.00 each week.


• Have students think of something

special they would like to save

money for – perhaps a gift for

someone or something for

themselves. Direct students to keep a

personal spending diary; then create a

budget that will help them reach their

savings goal.


• Internet



Assessment:


Online Resources:

Story: Tim’s Turn to Learn

Questions

Creating a Budget

https://www.econedlink.org/














300e.121.9(d) (3) (i)



Assistive Technology: (see Appendix)

http://www.umsl.edu/~wpockets/Clubhouse/library/TimsTurnToLearn/14.htm

http://www.econedlink.org/lessons/docs_lessons/483_timlearns5.pdf

http://www.econedlink.org/interactives/EconEdLink-interactive-tool-player.php?filename=em483_budget2.swf&lid=483

https://www.econedlink.org/


Grade 6

Critical Thinking, Problem Solving, and Decision-Making

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand F: Critical Thinking, Problem Solving, and Decision-Making Common Core State Standards:

ELA -Literacy: RL.6.1; RL.6.2; W.6.3d; W.6.3e; SL.6.1


Standards:

Social Studies: 6.6.2.A, B; 6.6.8.B; 6.6.12.A, B, C

Content: Use mapping tools to plan and

choose alternate routes to and from various

locations.


8.1.8.F.1) Use an electronic authorizing

tool in collaboration with learners from

other countries to evaluate and summarize

the perspectives of other cultures about a

current event or contemporary figure.


collaboration provides a platform for

increased understandings and creativity.

Essential Question: How does technology

enable and enhance the collaboration

process?

Vocabulary: Publication, mapping tools,

alternate routes.


learn the current geography, and history of a different country. The teacher and

students will discuss culture and current

events of various countries.

• Students will select, research and provide

information about a chosen country.

Example; historical facts, monuments,

culture and lifestyle.

• Each student will use mapping tools such

as Google Earth to locate the countries,

and the bodies of water that may

surround the area.

• Divide the class into five groups. Each

group will work on an assigned country.

• Students will research their assigned

country and prepare class presentations

with the following components: A brief

history of the country, current

demographics, culture and economy, a

current event.

• Students will collaborate with students

from their selected country via e-pal,

distance learning, etc. to gather their

perspective about a current event.

• After all information has been gathered

students will create a tri-fold brochure

and present to class.

Extensions

• Students use the maps to track

trade routes or natural resources

and the manufacture of

particular products over time.


• Distance Learning Lab


• Current news articles

• Online news sources

• Google Earth

• Map Quest

• e-Pals

Assessment:


• Rubric

• Student Brochures

Online Resources:

http://www.mapquest.com/

Google Earth Download

CCSD Technology

Toolbox







M – ELL Accommodations/

Modifications)



Education Plan (IEP) if disabilities

have been identified. Teachers must

select the appropriate modifications to

enable the child to appropriately

progress in the technology curriculum.

(IDEA 300e.121.9(d) (3) (i)




http://www.mapquest.com/



Grade 6

Nature of Technology: Creativity and Innovation

8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand A: Nature of Technology: Creativity and Innovation Common Core State Standards: ELA Literacy: RL.6.1, RL.6.2, W.6.3a, W.6.6,

SL.6.1


Standards: Social Studies: 6.2.12.E.12

Content: Technology products and systems impact every

aspect of the world in which we live.

Cumulative Progress Indicators(CPI: 8.2.8.A.1) Explain the impact of globalization

on the development of a technological system over time.

Enduring Understanding: The increasing

quantity of information and the speed at which it is received has positive and negative effects on

society.

Essential Question: How do innovations affect our response to information?

Vocabulary: Communication, telegraph, telegram, vintage,

globalization, Venn diagram, contrast, Morse code, mass media


formulate explanations for the changes in technology as well as the impact of rapid

communication on our daily lives. Students are probably familiar with modern

communication forms such as cell phones, flat screen televisions, etc. They may not be

aware of telegrams and Morse code, or in some cases, even newspapers or radio.

• Using photos and copies of telegrams, hand-

written letters, vintage telephones and televisions, students will recognize the

change in communications technology over

time.

• The teacher and students will review images of different types of communication on the

internet and discuss the purpose and various methods of each form of communication.

• Students will work in groups to examine

past and present communication inventions and determine their impact on everyday life.

• Student will offer explanations for changes

made to each invention over time.

• Students will then use a worksheet to match

each type of communication with its

corresponding time period. (see Appendix)

• Using presentation software students will explain the impact of globalization and the

development of modern communication technology.

• Students will create a Venn diagram to

identify, compare and contrast forms of communication over time.


• Students may be assigned certain topics

for further study. Some students may

want to do a project or report on the telegraph, inventors of radio, television,

etc. Students may even want to build a basic telegraph system.

• Students may also enjoy creating a class

newsletter or television news broadcast highlighting the news of their classroom

or the school.

• Students may enjoy predicting what type

of technological advancements will

develop next and even design and draw prototypes for future communication

devices.


• Computer


• Handouts(see online resources-lesson

plans)


Assessment:

• Rubric

• Multi-media Presentation



CCSD Technology toolbox



ELL students strategies that support comprehension and utilization of the

technology curriculum. (see Appendix M – ELL


Special Education Learners: Teacher must review students’

individual Education Plan (IEP) if disabilities have been identified.


appropriately progress in the technology curriculum. (IDEA

300e.121.9(d) (3) (i)







Grade 6

Critical Thinking, Problem Solving, and Decision-Making 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand B: Critical Thinking, Problem Solving, and Decision-Making Common Core State Standards:

ELA- Literacy: RL.6.1; W.6.4; SL.6.1; SL.6.1a

Math: 6.NS.1; 6SP.5


Standards

Science: 5.1.8.A.1, 2, 3; 5.1.8.C.2. 5.1.8.D.2



problems.

Cumulative Progress

Indicators(CPI’s: 8.2.8.B.1;

8.2.8.B.2; 8.2.8.B.3) Design and create

a product that addresses a real-world

problem using the design process and

working with specific criteria and

constraints.

Enduring Understanding: Understand of the nature of

technology, engineering, technological

design.

Essential Question: What is the

design process? What are constraints

and trade-offs in the design process.

Vocabulary: Social, environmental,

educational, medical, children, safety,

financial, technological, prototype,

innovation, constraints, inventions


To assist in meeting this CPI, students will complete a three part lesson in which

they will identify innovations at their

school that have been created to help

people or solve specific problems i.e. a

handicap ramp or electronic fire doors.

Students will identify problems facing

their community and create a prototype of

an innovation that could be designed to

“make it better.”

• Teacher and students will discuss how

innovations can make a real difference

in people’s lives, (especially in times of

need) and how innovative technologies

at their school have been designed to

solve problems.

• The teacher will distribute the

“Innovation Hunt” student activity

sheet. (see Appendix) to be used during

a learning walk. This activity challenges

students to go around their school and

make a list of innovations that help

people in some way.

• After returning to class students will

present their lists.

• Discuss what innovations help people in

the community. What problems in the

community could be solved or fixed by

a new innovation?

• The teacher will direct students to write

the innovation they want to enhance in

the community in an electronic journal

and answer questions. Example; what’s

wrong with it? How can you make it

better?

• Students will then research a chosen

community innovation and list the

problem with the invention and how

they can make it better.

• Students will then create a prototype

of an innovation and design it to

“make it better.”


• Have students create television ads

promoting and showcasing

innovations.


• Internet



• Art/building materials, e.g., masking

tape, paper clips, clay, rubber bands,

glue, Styrofoam, etc.

• “Innovation Hunt” (see online resources-lesson plan)

• “Making a Difference in My

Community” (see online resources-

lesson plan)

• 10 pieces of flip chart paper, each

one with one of the following words

written on it: Social, Environmental,

Educational, Medical, Children,

Safety, Financial, Technological,

Animal & Other

• Markers

• Local newspapers

• News magazines

• Video equipment

Assessment:

• Rubric

• Student Innovation Projects


Online Resources:


Lesson Sample




strategies that support comprehension and

utilization of the technology curriculum. (see

Appendix M – ELL


Special Education Learners: Teacher must review students’ individual Education

Plan (IEP) if disabilities have been identified.



progress in the technology curriculum. (IDEA

300e.121.9(d) (3) (i)





http://www.youngscientistchallenge.com/media/pdfs/teacher-tools/Lesson2-Make-It-All-Better.pdf


Grade 6


8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand C. Technological Citizenship, Ethics, and Society

Common Core State Standards: ELA Literacy: RL.6.1,2,3 W.6.4; SL.6.1


Social Studies: 6.1.8.A.; 6.2.8.A;

Content: Knowledge and understanding of human,

cultural, and societal values are

fundamental when designing technology

systems and products in the global

society.


8.2.8.C.1) Explain the need for patents and the process of registering one.


Innovations can have positive and

negative effects on society.

Essential Question: How does innovation impact society?

Vocabulary:

Patent, innovation, invention, intellectual property, register, registration,

trademarks, copyrights, trade secrets,

property


will learn about inventions, patents and

intellectual property and invent something

to patent. The teacher will write patent,

innovation, invention and other lesson

vocabulary on the board and discuss the

definitions with the class.

• The teacher will ask the students

questions about patents and inventions.

Example; what is the difference between

an invention and an innovation? What is

a patent? Have you ever invented

something?

• The teacher and students will preview

Thomas Edison’s patent for the light bulb

found on the Internet and displayed on

the Interactive whiteboard to examine its

historical features together as a class.

• The teacher and students will review

different kinds of patents found on the

Internet. Students will be allowed 10-15

minutes to read over patent documents

and discuss them in small groups. (see

Appendix)

• Students will compare and contrast how

their patent may be similar or different to

Edison’s light bulb patent submitted 100

years earlier.

• Display the US Patent Office website

and/or the Google Patents website on the

Interactive whiteboard.

• Students will conduct research about an

invention of their choice and create a

short report about that invention.

• After completing the report, students will

brainstorm an idea for their own

invention, check patent records, and

research the process of registering a

patent.

• The students will then place their

invention idea on a personal project

summary similar to a patent application

(See Patent Application Form).


• Students can make a video ad promoting

their new invention.


• Computer


• Research questions

• Light bulb patent

• Meet the Inventors

• Sample patents

• Personal project summary (see online

resources)

Assessment:

• Rubric

• Student reports

• Students’ personal project summary




http://www.kidinventorsday.com

http://www.google.com/patents

Personal Project Summary




ELL students

strategies that support

comprehension and utilization

of the technology curriculum. (see

Appendix M – ELL


Special Education Learners: Teacher must review students’ individual Education Plan

(IEP) if disabilities

have been identified. Teachers must

select the appropriate modifications

to enable the child to appropriately

progress

in the technology curriculum. (IDEA

300e.121.9(d) (3) (i)






http://www.kidinventorsday.com/

http://www.google.com/patents

http://www.eduplace.com/science/invention/resources/copy_masters/summary.pdf


Grade 6


8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand C. Technological Citizenship, Ethics, and Society


Content: Knowledge and understanding of human,

cultural, and societal values are fundamental when designing technology systems and products in the global society.


8.2.8.C.2) Compare and contrast current and past

incidences of ethical and unethical use of labor in the United States or another country and

present results in a media-rich presentation.

Enduring Understanding: Innovations can have positive and negative effects on society.

Essential Question: How does innovation impact society?

Vocabulary: Ethical, unethical, sweatshops,

irrigation, eco-friendly, child advocacy, mass

produce, manufacturer, pesticide, water

pollution, labor union, labor and environmental practices, contractors



research where their clothing is made and

decide whether or not they support the labor and environmental practices involved.

• The teacher and students will have a

discussion about sweatshops, labor and

environmental practices.

• Explain to students how clothing companies have made big efforts to convince buyers that

their manufacturing practices are fair and

balanced. Have they succeeded or not?

• Students will work with a partner and read the labels on their clothing. Was it made in

America? Mexico? Overseas?

• Students will mark their findings on an online world map.

• After the class has marked the map, they will

determine which countries seem to produce the majority of their clothing. They will

research the locations to find the minimum

wages, the working conditions, and if there

are any labor unions.

• Students will create groups and choose a topic

below to research.

• Topic One: You’re an environmental organization. Can you find out how making

jeans impacts pesticide use, irrigation, and

water pollution? Are there eco-friendly jean

options available to teens? What are they?

• Topic Two: You’re a labor union representing

American workers. What concerns would you

have about the wages and working conditions at clothing factories? How can you make

shoppers in America more aware of

sweatshop practices? How can American

workers compete for jobs against low wage

workers in developing countries?

• Topic Three: You’re a child advocacy group,

concerned about child labor in clothing factories. Can you find out how widespread

this problem is? Are clothing companies

doing anything to stop it? What more could

they do?

• Topic Four: You’re a manufacturer’s trade group, interested in bringing the lowest

prices to American shoppers. What is the

best way to mass produce cheap jeans? Do you think most shoppers care whether their

jeans are ethically or environmentally

produced? What can you do to support jean

manufacturers and retailers who make a commitment to fair trade?

• When they’ve finished their research, the

group will present their views to the class in a media–rich presentation.


• Create a blog and inform others about the

unfair work ethics in clothing manufacturing

companies.

• Have the students create a spreadsheet showing the country of origin for products in

their home.


• Computer


• Google Earth

• The Blue Jean Book (Tanya Lloyd Kyi)

Assessment:

• Rubric

• Student Presentation


Online Resources:



http://tinyurl.com/3wyn3q

http://www.google.com/earth/index.ht

ml





comprehension and utilization of the technology curriculum. (see Appendix M


Special Education Learners: Teacher must review students’ Individual



appropriate modifications to enable the child to appropriately progress in the

technology curriculum. (IDEA 300e.121.9(d) (3) (i)



Assistive Technology:(see Appendix O)



http://tinyurl.com/3wyn3q




Grade 6


8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand D: Research and Information Fluency


ELA -Literacy: RL.6.1,2,3 W.6.4; SL.6.1

Math:6.SP.1,2,5

Content:

Information-literacy skills, research, data, analysis, and prediction provide the

basis for the effective design of

technology systems.


8.2.8.D.1) Evaluate the role of ethics and bias on trend analysis and prediction in the

development of a product that impacts

communities in the United States and/or

other countries.


Impact of technology as they relate to a global society and the environment.

Essential Question:

What is the role of ethics and bias on the development of a product?

Vocabulary: Trend analysis, prediction,

impact, ethics, bias, statistically,

significant, brand, unbranded, alter,

consumption, nutrition, tremendous,

advertising, undermine


To assist in meeting this CPI, students will investigate the influence of fast food brand

names and analyze the factors that

contribute to branding preferences. The

teacher will place a McDonald’s bag and a

plain white bag of equal size on a table in

the front of the room (stuff the empty bags

to make them appear to contain food), and

write the following prompt on the board:

“Given these two options for a snack,

which bag would you choose?

• Using the Edmodo website give the

students 5 minutes to vote for their

choice, McDonald’s bag, plain bag or

doesn’t matter and record their

explanation for their choice.

• Discuss the results as a class,

encouraging students to suggest

explanations for the results.

• Read and discuss the article “If It Says

McDonald’s, Then It Must Be Good”

and focus on the questions. (see

Appendix)

• Students will view various commercials

and determine whether they are bias.

Predict what demographic group would

be interested in this product.

• Students will express their opinions on a

corporation’s responsibility in response

to bias in their commercials and make

recommendations to correct the problem.


• Students redesign the menu for

McDonald’s or another fast food

restaurant to include more healthy food

choices. How would you market these

choices to make them appealing to both

established customers and potential

customers?


• Computer


• Projector

• Student journals

• Paper bags with McDonald’s labels

• Plain white paper bags of equal size to

McDonald’s bags

• Spread Sheet

Assessment:

• Rubric

• Student Surveys


• Electronic Journals

• Opinion Essay

Online Resources:


http://www.nytimes.com/learning/teachers/

http://fnic.nal.usda.gov

www.edmodo.com

http://superbowl-ads.com

http://learning.blogs.nytimes.com/200

7/08/14/carrot-sticks-or-french-fries/







M – ELL










300e.121.9(d) (3) (i)




(see appendix O)


http://www.nytimes.com/learning/teachers/

http://fnic.nal.usda.gov/


http://superbowl-ads.com/

http://learning.blogs.nytimes.com/2007/08/14/carrot-sticks-or-french-fries/

http://learning.blogs.nytimes.com/2007/08/14/carrot-sticks-or-french-fries/


Grade 6


8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand E: Communication and Collaboration


ELA Literacy: RL.6.1,2,3 W.6.4; SL.6.1

Mathematics:6.SP.1,2,5

Content: Digital tools facilitate local and global communication and collaboration in

designing products and systems.

Cumulative Progress Indicators(CPI: 8.2.8.E.1) Work in collaboration with peers and experts in the field to develop a product using

the design process, data analysis, and trends,

and maintain a digital log with annotated sketches to record the development cycle.

Enduring Understanding: Understand that

technology enables us to design adaptations to

the natural world but not without both positive

and negative consequences.

Essential Question: How does the union of

collaboration and technology enhance product

development?

Vocabulary: Programming, invulnerable,

tweak, techniques, tutorials, constructive

criticism

Instructional Guidance: NOTE: Kudo must

be installed. To assist in meeting this CPI,

students will design and create a video game.

• Students will work collaboratively in groups

to learn how to use a web-based program with a unique computer programming

language in order to create a

video game. The teacher and students will

discuss and define the terms programming,

tweak, invulnerable, and tutorials.

• The teacher will instruct students on how to use the lessons in the help menu in Kudo

Game Lab (kudogamelab.com).

• The students will review tutorials and

sample game techniques and familiarize themselves with computer programming

tools.

• Students will be given time to work with the

elements they have learned from viewing

the features of successful gaming trends,

and select a theme.

• Students will create a video game that is an

interactive digital representation of their

interests. They will develop ideas and share

information using animation, sound, music

and graphics to move characters around a

screen and manipulate them to respond to the

digital environment.

• Students will use a computer programming language to control events in their game by

planning, testing, and modifying a

sequence of instructions and creating and

repeating a sequence of commands.

• Using critical thinking and problem-

solving skills, students will maintain a

digital log with annotated sketches to

record the development cycle of their game.

• After each group creates their video game

they will share their game with the other

students in the classroom.


term “constructive criticism” and model

examples of appropriate comments that

can be made when students see a need for

improvement in another group’s game.) Given copies of an evaluation form (See

appendix) each group of students will then

take turns playing the video game of other

groups in the classroom.

• Students will evaluate the design

process of each game, and analyze the

data for game similarities and difference

and possible improvements in the video game. (Students will evaluate as many

games as possible in the time allowed.)

• The completed evaluation forms will

then be distributed to each group.

• The teacher will lead the groups in a discussion on the feedback from other

students and decide if any changes can be

made to improve the features of their

game.

• Students should write a reflection statement that answers questions about

their game. (see online resources-

gamequarium)


• Students share their video game through the teacher’s OnCourse website.


• Computer

• Internet


• Projector

• Student Journals

Assessment:

• Rubric


• Completed video game

• Digital logs

• Annotated sketches

• Student reflections

Online Resources: http://exchange.smarttech.com https://www.microsoft.com/en-us/education www.kodugamelab.com

http://teachers.egfi-k12.org/design-process www.gamequarium.com/lessonplan.htm



student strategies that support comprehension


(see Appendix M – ELL


Special Education Learners: Teacher must review students’ Individual Education Plan





curriculum. (IDEA 300e.121.9(d) (3) (i) (see

Appendix N-Special Education Accommodations/Modifications



https://www.microsoft.com/en-us/education

http://www.kodugamelab.com/

http://teachers.egfi-k12.org/design-process

http://www.gamequarium.com/lessonplan.htm


Grade 6




ELA -Literacy: RL.6.1,2,3 W.6.4; SL.6.1 Math:6.SP.1,2,5


systems are created through the application

and appropriate use of technological resources.

Cumulative Progress Indicators (CPI: 8.2.8.F.1) Explain the impact of resources selection and processing in the development of a common technological product system.


product and its impact on the environment are directly related to the process and available resources.

Essential Question: How can resources

impact products and systems?

Vocabulary: Environment, global warming, summit, environmental awareness, anti-

pollution, nuclear energy, solar energy, geothermal energy, wind, coal, wind energy,

resolution, petroleum, renewable resource,

natural resource, nonrenewable resource, consumption


discuss the positive and negative consequences of production and use of different energy sources. (Extend students

thinking about global environmental issues.)

• Students will use research and persuasive speaking skills during a panel

discussion and create a simulation

activity. This lesson addresses the need

for students to use knowledge of geographic locations, patterns and

processes to show the interrelationship

between physical environment and

human activity.

• Students will complete a graphic

organizer to analyze positives and

negatives in environmental awareness.

• The teacher and students will discuss and

define, global warming, environmental

awareness and renewable resources and types of energy.

• The teacher will divide students into groups of 3 or 4 and assign each group a

type of energy source. Example; nuclear,

solar, geothermal, wind, coal or

petroleum. Each group of students will research the assigned resource for a panel

discussion.

• Students will use Internet sources to complete a research guide. (see online

resources-lesson plan)

• The teacher will circulate prepared

handouts among students to assist them in

locating sources and provide time for students to complete the research and the

World Energy Summit worksheets. (see

online resources-lesson plan)

• Introduce students to the objective of the World Energy Summit: The World

Energy Summit will adopt a policy endorsing a specific type of energy

production and usage.

• Assign each group of students to

represent either the pro or con position of the energy source they researched.

• Have students use their completed

World Energy Summit Preparation

handout, (see online resources-lesson

plan)

• as a guide for their presentation. Allow each group of students three minutes to

present their assigned side (pro or con) of the energy source to the class.

• Record on the board observations and

ideas which gathered consensus.

• After all groups have presented and

discussed their proposals, the class

will take a digital vote on the type of

energy production the summit meeting wishes to endorse.

• Ask students if they think the summit

came to the correct conclusion. Did

the summit select the right form of

energy to endorse? Do the positive

consequences outweigh the negative consequences? Students will

summarize what they have learned.


• Have students write letters to state and

local politicians concerning energy use in their community.


• Computer


• Internet

• Projector

• Student worksheets

• Graphic organizers

Assessment:


• Student Summit and Summaries

• Rubric

Online Resources: http://exchange.smarttech.com https://www.surveymonkey.com http://education.ohio.gov/Topic

s/Learning-in-Ohio

Words in the News



students strategies that support comprehension and utilization of the

technology curriculum. (see Appendix M – ELL Accommodations/Modifications)


review students’ Individual Education Plan









http://education.ohio.gov/Topics/Learning-in-Ohio

http://education.ohio.gov/Topics/Learning-in-Ohio

http://downloads.bbc.co.uk/worldservice/learningenglish/witn/pdfs/050921_global_warming.pdf


Grade 6




Mathematics: 6.SP.1,2,5

Content: Technological products and systems are created through the application


resources.


8.2.8.F.2) Explain how the resources and processes used in the production of a

current technological product can be modified to have a more positive impact on

the environment (e.g., by using recycled metals, alternate energy resources) and the

economy.


product and its impact on the environment are directly related to the process and available resources.

Essential Question: How can resources

impact products and systems?

Vocabulary: Gift registry, environmentally responsible,

consumption, non-material, secondhand, homemade, radical experiment, lifestyle, recycle, freecycle, green products


To assist in meeting this CPI, students will examine their consumption habits and

consider strategies for acquiring necessities in ways that do less harm to the

environment and view skills and strategies to understand and interpret a video clip that introduces issues related to consumption.

• Discuss the prevalence of advertising and society’s constant push to buy more and

identify strategies for environmentally-

responsible consumption.

• Create an alternative gift registry using a digital journal with ideas for presents that

are non-material, secondhand, homemade, service-oriented, or that come

from companies that are socially and

environmentally responsible.

• The teacher will discuss and define the terms consumption and environmental

responsibility.

• The teacher will have the students’ journal for a few minutes on what brings

them the most happiness during

celebrations like birthdays, holidays, etc.

• The teacher will invite a few students to share what they’ve written and lead a

brief discussion to determine whether the

students’ happiness at these times comes

from receiving gifts.

• Students will view a video clip about the Beavan family of New York City, who

set out on a radical experiment they

called No Impact Man, where they

exchanged old habits for more

environmentally-friendly ones over the course of a year.

• Student will take notes on the types of

lifestyle changes the family decided to

make and discuss the concept of green products.

• Ask students what they have learned

about environmentally-friendly consumption habits, have each student

create an “alternative gift registry” To

complete the alternative gift registry,

students should first determine the event for the gift registry. They should then

get ideas for the types of items they

might include in their registries by

reviewing the entries in the sample registries at an Alternative Gift Registry

site. The description entry for each item

should include detail about the item and

where to find it (if applicable), and also explain why it is an environmentally-

friendly gift based on what the students

have learned in this lesson.

• Students should finish their registries of ten items and share them with the class.


• Create a report by researching how

advertising can generate artificial needs and get us to spend money

unnecessarily.


• Computer


• Internet

• Google Docs

Assessment: Rubric

Graphic Organizers Teacher Observation Student gift registry

Online Resources: http://exchange.smarttech.com www.glogster.edu






strategies that support comprehension and utilization of the technology curriculum. (see Appendix M – ELL



review students’ Individual Education Plan (IEP) if disabilities have been identified.



appropriately progress in the technology curriculum. (IDEA 300e.121.9(d) (3) (i)





http://www.glogster.edu/

http://www.edu.voicethread.com/



Grade 6


8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand G: The Designed World


ELA Literacy: RL.6.1,2,3; W.6.4;

SL.6.1



provides the means to convert resources

into products and systems.


8.2.8.G.1) Explain why human-designed

systems, products, and environments

need to be constantly monitored,

maintained, and improved.

Enduring Understanding: All systems

are dependent on working subsystems.

Essential Question: How are subsystems important to a

system? What are the technological

advancements create societal concerns

regarding the practice of safe, legal and

ethical behaviors? Why is it necessary

for each individual, as a member of the

global community, to practice cyber

safety, cyber security, and cyber ethics

when using existing and emerging

technologies?

Vocabulary: Cable, sabotage, Geek

Squad


meeting the needs of this CPI,

students will identify the basic

components of the computer apply

strategies for identifying and solving

routine hardware and software

problems that often occur with

everyday use by checking

connections and classroom

troubleshooting guidelines.

• Prior to presenting this lesson, the

teacher will sabotage 3-4 classroom

computers in the lab.

• Using a computer that has not been

sabotaged, the teacher will model

the proper procedure for setting up a

computer by disconnecting

everything (e.g., cords, cables) and

reattaching everything as students

observe.

• The teacher will break students up

into geek squad teams to problem-

solve their computer.

• Students will investigate the

problems, assess the situations, and

discuss the correct way to fix them.

• Each “squad” will be invited to

share their findings with the rest of

the class and discuss how to correct

the problems on the computer.

• Students will create a media

presentation on how they repaired

the computer and how computers

can be improved.


• Students will design their own new

improved computer using a digital

drawing tool (e.g., KidPix, etc).


• Computer

• Internet


• Media Presentation Software

• Projector

• Sabotage PDF File

Assessment:

• Rubric



Online Resources:

http://exchange.smarttech.com CCSD Technology Toolbox








must review students’ Individual Education

Plan (IEP) if disabilities have been





300e.121.9(d) (3) (i)(see Appendix N-

Special Education





Grade 6


8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand G: The Designed World


ELA- Literacy: RL.6.1,2,3 W.6.4; SL.6.1


Standards: Science:5.1.8.D.1


product of a design process that provides

the means to convert resources into



8.2.8.G.2) Explain the interdependence

of a subsystem that operates as part of a

system.

Enduring Understanding: All systems

are dependent on working subsystems.

Essential Question: How are

subsystems important to a system? Why

is it necessary for each individual, as a

member of the global community, to

practice cyber safety, cyber security, and

cyber ethics when using existing and

emerging technologies?

Vocabulary: Backbone, map, trace,

distributed network, infrastructure,

network maps, system subsystem, digital

forensics

Instructional Guidance: To meet the

needs of this CPI, students will identify

how a message might be traced along

complex network, and explore

"backbone maps" as a basis for

understanding the purpose and structure

of the Internet.

• Teacher will review lesson vocabulary

and read

• Discuss the article "Terror's

Confounding Online Trail," on the

internet focusing on the following

questions: How successful has the

United States government been in

tracking suspected terrorist groups

online? What is "digital forensics"?

What are the two main challenges the

Internet presents? What are some of

the ways a person can communicate

anonymously online? How have

individuals linked to terrorist groups

been communicating anonymously?

How has the communication among

suspected terrorists linked to the

murder of the journalist Daniel Pearl

been traced? What are some of the

methods employed by United States

intelligence agents to monitor Internet

communications? What are some of

the drawbacks of monitoring online

communication using "data-mining

software"? What is the "delicate

balance" between privacy and security

of online communications?

• The teacher will have a class

discussion on how a message might

be traced over a distributed network.

• The student and teacher will

examine network maps and research

the history and infrastructure of the

Internet

• The students will create presentation

posters related to specific network

maps, and synthesize their

knowledge of the Internet by writing

topic-based explanations of the

relationship between the structure

and purpose of the Internet and how

certain features make it difficult to

track messages sent over it.


• Create a 3D model of the network

maps you explored in class,

illustrating the different satellite and

"ground line" routes that exist

throughout a network. Resources/Materials:

• Computer

• Internet


• Projector

Assessment:

• Rubric

• Students’ presentation poster


• Class discussion

• Participation in Group Research

Online Resources:


Lesson Plan








review students’ Individual Education Plan










http://learning.blogs.nytimes.com/2002/03/28/unraveling-the-web/



Grade 7


Grade 7

Word Processing


Language Arts- ELA-Literacy.RH.6- 8.1:ELA-Literacy.RH.6-8.7

ELA-Literacy.RH.6-8.10





Cumulative Progress

Indicators(CPI: 8.1.8.A.1) Create

professional documents (e.g.,

newsletter, personalized learning


advanced features of a word

processing program.


Technology is a tool that can help organize and manipulate information

Essential Question:

How does technology change the way we organize and manipulate

information?

Vocabulary: Glog, hyperlink, storyboard


To assist in meeting the CPI, students will create an online poster using a

Web 2.0 publishing tool.

• This lesson should include text,

images, videos and hyperlinks.

• Begin the lesson by assigning/or

allowing students to choose a

Social Studies research topic.

• The finished poster should educate

others on the subject (such as

World History, Women’s Suffrage,

Harlem Renaissance,

Hispanic/African American/Asian

Cultural Awareness).

• Model a finished product.

• Demonstrate how to navigate

through the Web 2.0 publishing

tool to select various backgrounds

and text boxes.

• Review how to format images,

create hyperlinks, add tables and

incorporate video.

• Students will draft their ideas on a

storyboard, create and publish

using a Web 2.0 publishing tool.


• As a class, students can print each

of their posters and develop a

timeline of events that transpired

during a specific era. A discussion

to compare and contrast themes and

events could follow along with

dialog about whether present day

life would have been any different

had specific monumental events

never occurred.




Assessment:

• Rubric

Online Resources:


http://www.awesomelibrary.org/








A – ELL












Modifications)

Assistive Technology: (see Appendix C)


http://www.awesomelibrary.org/


Grade 7

Technology Operations and Concepts

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A: Technology Operations & Concepts Common Core State Standards: Math.Content.7.SP.A.1





8.1.8.A.2) Plan and create a simple database, define

fields, input data, and produce a report

using sort and query.

Enduring Understanding: A tool is only as good as the person

using it.

Essential Question: What are the benefits of creating a

database to analyze sports statistics?

Vocabulary:

Database, digital data, query, sort,

organize, mock, analyze


meeting the CPI, students will plan

and create a simple database, define

fields, input data, and produce a

report using sort and query. Suggestive Topic: Fantasy NFL

Challenge You have been assigned by ESPN to put together a database of the top 20

NFL players who have earned special

recognition. In order to determine

their strengths and weakness, you will

need to make up a database with the

following fields and information:

First Name

Last Name

Team

Position

Touchdown

College Attended

Year Drafted

Years Played

Jersey Number

Pro Bowls Played

Awards Won

• Once the information has been

compiled have students sort the

information and rank players. The

data will serve as justification for

how they drafted their ultimate

fantasy football team.


• Generate a mock award to your

number one player using an image

altering program like Photoshop or

desktop publishing program similar

to Publisher.

• Draft a brief letter congratulating the

player on their accomplishments.

• Students can feel free to extend an

invitation to the player to visit the

school or communicate via distance

learning to address the student body

on topics such as perseverance,

physical fitness, higher education, or

goal setting. Feel free to actually

print and mail the award and

congratulatory letter.



• Database Program



Assessment:


• Rubric

• Completed Database

Online Resources:

www.nfl.com

http://aol.sportingnews.com








Appendix A – ELL












Modifications)


http://www.nfl.com/

http://aol.sportingnews.com/


Grade 7




ELA-Literacy.W.7.1b

ELA-Literacy.W.7.2a ELA-

Literacy.W.7.6





Cumulative Progress

Indicators(CPI: 8.1.8.A.3)

Create a multimedia presentation

including sound and images.



based on personal and /or career

needs assessment.

Essential Question: Serious issues impact us daily. In

what ways can we draw attention to

the ones we feel most passionate

about?

Vocabulary: Multimedia, impact, persuasive,

humanity, informative


To assist in meeting the CPI, students

will create a multi-media presentation.

• Students are to choose a topic that

impacts humanity on a national

level (i.e. child abuse, bullying,

hunger, war, voting, equality,

health, etc.).

• The presentation can be

informational or persuasive.

• Teacher should hold a discussion

with students about the purpose of

and defining qualities of persuasive

and informational text.

• The presentation must include

sound effects and/or music and

images.

• Presentation should include at least

10-15 slides.

• All work must be properly cited.


• Students can save each slide as a

JPEG, then search online for video

clips that relate to their topic. Slides

and video clips can be imported into

an online presentation tool to create

a more dynamic presentation.





Assessment:

• Rubric



Online Resources: https://voicethread.com/products/k12/Anim

oto

https://prezi.com/








A – ELL












Modifications)


https://voicethread.com/products/k12/Animoto

https://voicethread.com/products/k12/Animoto

https://prezi.com/


Grade 7




Math.Content.7.NS.A.3

Content: The use of technology and digital tools requires knowledge and



Cumulative Progress


Generate a spreadsheet to calculate,

graph, and present information.


Selection of technology should be based on personal and /or career

needs assessment.

Essential Question: Have you ever wondered what it will

take to live the kind of lifestyle you

dream about? Have you any idea

what type of income you will need in

order to live up to that dream?

Vocabulary: Cell, graph, mortgage, budget,

expenses, debt, percent


To assist in meeting the CPI, students will develop a budget that is aligned

with the type of future lifestyle they

intend to lead.

• Have students research what types

of qualifications are necessary for

the job of their choice.

• Students will discuss their findings

with class.

• Students will research the annual

income of a career of interest,

housing expenses, and monthly car

note.

• Students will create a monthly budget and expenditure spreadsheet.

• Within the workbook students will

create a second worksheet to

calculate what percentage of their

income will go towards housing,

transportation, food, entertainment

and savings.

• Students will create a formula that

will calculate their ending balances

after all expenses have been paid

and graph their results.


• Students can reflect upon whether

their ideal lifestyle is realistic.

Students can elect to revise and

edit their choices.



• Spreadsheet program


Assessment:

• Rubric


Online Resources:

Bureau of Labor Statistics- Occupation Employment Wage

Estimates








A – ELL












Modifications)


http://www.bls.gov/oes/current/oessrcst.htm




Grade 7



Common Core State Standards: Math.Content.7.NS.A.3

Content:




Cumulative Progress


Select and use appropriate tools

and digital resources to

accomplish a variety of tasks and

to solve problems.

Enduring Understanding: A tool is only as good as the

person using it.

Essential Question:

What is the best way to analyze data and communicate trends,

differences and similarities

concerning our regions weather

patterns?

Vocabulary:

Line graph, median, mode, range

Instructional Guidance: To assist in meeting the CPI,

students will collect annual

numerical science data related to

weather in New Jersey and

display the results using a line

graph.

• Review the math concepts of

mean, median, mode, and

range. Students will find the

mean, median, mode and

range, and understand why

these math concepts are

important.

• Students will explain the

importance of using these

concepts as a way to analyze

mathematical data.

• Allow students to choose

which type of annual

weather-related data they

would like to collect (for

example: average rainfall,

average temperatures,

temperature highs or lows)

and display as a line graph.

• Students will enter data and

create line graphs.

• Have students reflect on their experience of collecting data

and creating a line graph by

completing the Weather Reflection

Questions Worksheet


• Have students choose a different

state to collect data on and then

compare that data with their own

state.



• Spreadsheet program

• Timeliner

• Weather Data/Line Graph Plan

Sheet

Assessment:

• Completed Line Graph

• Weather Reflections Questions

Online Resources:

www.TimeToast.com

http://mathforum.org/

www.nws.noaa.gov






technology curriculum. (see Appendix A –







curriculum.(IDEA 300. 121.9(d) (3) (i) (see





http://www.nws.noaa.gov/


Grade 7 Creativity and Innovation

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand B: Creativity and Innovation


ELA-Literacy.SL.7.1a ELA-Literacy.SL.7.4 ELA-

Literacy.SL.7.5

Content: The use of digital tools and media-

rich resources enhances creativity and

the construction of knowledge.

Cumulative Progress

Indicators(CPI: 8.1.8.B.1)

Synthesize and publish information

about a local or global issue or event

on a collaborative, web-based service

(also known as a Shared Hosted

Dervice).

Enduring Understanding: The use of digital tools and media-


the construction of knowledge.

Essential Question: What strategies would you employ to

assist younger students in avoiding

and dealing with individuals online

who may want to harm them?

Vocabulary:

Online safety, predator, storyboard


To assist in meeting the CPI, students will review the characteristics of good

presentations with the class.

• Tell students that they are going to

create a digital presentation or

game show for fourth graders

explaining how to be safe on the

internet

• Teacher will conduct a

brainstorming discussion about

their audience. Ask students: How

are fourth grade students different

from you? What are they interested

in? What kinds of language,

graphics, and persuasive strategies

would they respond to?

• Place students in heterogeneous

groups to create the presentations.

Students will use a storyboard to

organize their presentation.

• Review the collaboration skills

they will use while working on this

project—contributing, active

listening, encouraging, and

accountability.

• Students will create videos or audio

recording as part of their

presentations (which could also be

included in a “quiz show” format).

• Have students submit their

storyboards with their finished

project to be published on-line.


• Arrange a face-to-face get-together

or, if that isn't possible, consider a

distance learning session with a

fourth grade class to get feedback

on the presentation.


• Distance learning equipment

• Video camera

• Storyboard template


• Computer

• Internet

Assessment:

• Presentation

Online Resources: http://library.collaborizeclassroom.com/#! CCSD Technology Toolbox







A – ELL












Modifications)


(see Appendix C)

http://library.collaborizeclassroom.com/


Grade 7


8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand C: Communication and Collaboration


ELA-Literacy.SL.7.1

ELA-Literacy.RI.7.9 ELA-

Literacy.W.7.2

Content: Digital tools and environments




Cumulative Progress

Indicators(CPI:8.1.8.C.1)

Participate in an online learning

community with learners from other

countries to understand their

perspectives on a global problem or

issue, and propose possible solutions.


Essential Question: What is water? What is the water

cycle? Why is water important? What

problems does the world face with its

water supply?

Vocabulary: Attachment, e-mail, conservation


Note: Teacher should solicit a

collaborating partner at least two

weeks in advance. Polycom Twice is

recommended. To assist in meeting

the CPI, students will research the

world's water problems, particularly

fresh water, focusing on how their

personal water use affects aquatic

ecosystems in their communities.

• Students will participate in email

exchanges with a global partner,

exploring the global importance of

water, especially in the location of

the partnering school.

• Presentations should address four

main topics: personal water usage,

water source, availability of

clean/fresh water, water pollution.

• Students can choose any medium

they prefer to present their project.

It is recommended that students

make their presentations via

distance learning so that both

classes can present their findings

and discuss solutions in real time.


• Using a local map identify locations

within our community where

citizens waste or pollute water (car

wash, watering lawns, summer

splash hydrants, long showers,

illegal dumping)

• Using a word processing program,

write/e-mail a formal letter to City

Council explaining the dilemma

along with potential solutions to

curb these environmentally

detrimental behaviors

• Enclose/attach a copy of the map.


• Distance Learning Equipment


Assessment:

• Rubric


Online Resources:

www.ePals.com








A – ELL












Modifications)


(see Appendix C)


http://www.epals.com/



Grade 7

Digital Citizenship


Common Core State Standards: ELA-Literacy.W.7.2a

Content:

Technological advancements create societal concerns regarding the


behaviors.

Cumulative Progress

Indicators(CPI:8.1.8.D.1)

Model appropriate online behaviors related to cyber safety, cyber

bullying, cyber security, and cyber

ethics.


Technology use can have positive or

negative impact on both users and

those affected by their use.

Essential Question:




Vocabulary: Digital citizenship, cyber safety,

cyber security and cyber ethics

Instructional Guidance: To assist in meeting the CPI, students

will learn about cyber safety, cyber

security and cyber ethics.

• After reviewing a few of the online

resources documented on this page,

students will create a cartoon

featuring an Internet Superhero that

helps resolve cyber issues affecting

children worldwide.

• Encourage students to use original

illustrations or alter existing

images to suite the project, the use

of a scanner or image manipulation

program like Photoshop to create a

multi-media slideshow that

explains the importance of cyber

safety, cyber security and cyber

ethics and post online.

• Require voiceover narration,

pictures, captions, text and a works

cited page.

• Invite students from schools

worldwide to post comments.


• Using the internet research a real life

circumstance where society should rightfully be concerned about

individuals who exposed themselves

to unsafe, illegal or unethical

behaviors.

• Create a caricature of the situation or

add information about this situation as

justification for your multimedia presentation.


• Voicethread


Assessment:

• Rubric

Online Resources: http://www.cyberbee.com/cb_copyright.swf

http://www.netsmartz.org/InternetSafety

Http://www.cybersmart.org/






A – ELL












Modifications)


(see Appendix C)

http://www.cyberbee.com/cb_copyright.swf

http://www.netsmartz.org/InternetSafety

http://cybersmartcurriculum.org/lessonsbygrade/6-8


Grade 7

Digital Citizenship



Content:



behaviors.

Cumulative Progress

Indicators(CPI: 8.1.8.D.2)

Summarize the application of fair use

and Creative Commons guidelines.


Technological design and

development have ethical

considerations.

Essential Question:

How severely should individuals be punished for using someone else’s

content without written permission?

How can we safeguard materials we

publish online? In what ways can we

educate our peers concerning

copyright protection laws?

Vocabulary: Copyright,

infringement, fair use, Intellectual

Property, Public Domain, Trademark

Instructional Guidance: To assist in meeting the CPI, students will explore the various consequences

of not following copyright policies

and regulations in school and

workplace.

• Students will read current news

articles about violations of fair use

policies and the impact they have

on individuals and businesses.

Examples: Lenz v. Universal

Music Corp, Jammie Thomas-

Rasset v. Recording Industry

Association of America,Napster

Keyword search “music piracy

news”

• Students will review various public

service announcements via

Internet.

• Have students brainstorm their

ideas using a storyboard to

construct a sequence of events,

text, captions, and determine

audience.

• Students will create a video public

service announcement, thirty

seconds to one minute in length

that explains copyright protection

regulations and how they affect the

resources that are posted online.


• Submit final copies to the proper

authorities to be posted on the

school website or closed circuit

district television station.


• Video Editing

• eoftware

• Acceptable Use Policy

• Video Camera

• Internet

• Computer

Assessment:

• Public Service Announcement

Online Resources:


https://prezi.com/

https://animoto.com/business/education

www.copyrightkids.org








A – ELL












Modifications)


(see Appendix C)


https://prezi.com/

https://animoto.com/business/education

http://www.copyrightkids.org/


Grade 7

Digital Citizenship



ELA-Literacy.W.7.2 ELA-Literacy.W.7.6 ELA-

Literacy.W.7.4

Content:



behaviors.

Cumulative Progress


Demonstrate how information on a



Technology use can have positive or

negative impact on both users and those affected by their use.

Essential Question: What are an individual’s

responsibilities for using technology?


it best be prevented? Should internet

material be censored?

Vocabulary: Blog, Wiki, censorship, yellow journalism

Instructional Guidance: To assist in meeting the CPI, students will

demonstrate how information on a


• Teacher will pose question to class,

“Why is freedom of speech so

important in our country, especially

as it pertains to news and media

outlets?”

• Have students read news articles

about censorship using worldwide

news sources.

• Have students research at least two

other countries’ limitations of

citizens and media to access or

publish information.

• Have students research the term

“yellow journalism.”

• As a demonstration of learning,

students will create a blog/wiki to

discuss when and if it is

appropriate for governments to

create policies about filters for

censorship.

• Invite students, staff,

administration, board members,

and parents to share their ideas.


• Print a world map. Indicate places

throughout the world where

freedom of speech and expression

are frequently censored.



Assessment:

• Rubric



Online Resources:

WikiSpaces www.reuters.com/

www.cnn.com/world








A – ELL












Modifications)


(see Appendix C)

http://www.reuters.com/

http://www.cnn.com/world


Grade 7


8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand E: Research and Information Literacy


Math.Content.7.RP.A.2

Math.Content.7.SP.B.4





(CPI: 8.1.8.E.1) Gather and analyze

findings using data collection

technology to produce a possible

solution for a content-related or real-

world problem.





impact.

Essential Question: How do

endangered species affect the

ecosystem? What can humans can do

to help? What technology tools can be

used to track the growth or decline of

specific species?

Vocabulary: Line graph, bar graph,

format, cell, formula



will gather and analyze findings using

data collection technology to produce

a possible solution for a content-


• Teacher holds a class discussion

about endangered species, such as

how endangered species affect the

ecosystem, and what humans can

do to help.

• Teacher reviews the functionality

of the spreadsheet application.

• Students will create several

columns with the following

information: Endangered

Mammals, Year A, Year B (choose

two years approximately 15-20

years apart), Reduction Number,

Reduction Percentage, and

Location.

• Reduction Number (create a

formula that subtracts the

difference in population between

Year A and Year B).

• Reduction Percentage (calculate

the percentage of mammal

population- increased or

decreased.)

• Have students sort and arrange

spreadsheet data in descending

numerical order.

• Then have students create a bar

graph to show comparative data of

the change in mammal population.

• Use the Location column to analyze

similarities, and to speculate

regional problems and ponder

solutions.


• After researching two to four highly

endangered species combine the bar

graph that compares new and old

population figures with a pie chart

showing the declining percentage of

the current endangered population

which should compare the former

non-endangered population with the

current population.

• Lastly add a line graph showing the

population decline over time.




Assessment:

• Rubric

Online Resources: www.timetoast.com








A – ELL












Modifications)


(see Appendix C)



Grade 7

Critical Thinking, Problem Solving, and Decision Making

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand F: Critical Thinking, Problem Solving, and Decision Making


ELA-Literacy.RI.7.1, W.7.7-9

Content:



Cumulative Progress

Indicators(CPI: 8.1.8.F.1)

Use an electronic authoring tool in collaboration with learners from other

countries to evaluate and summarize

the perspectives of other cultures

about a current event or contemporary

figure.




assessment.

Essential Question: What newsworthy issue (global,

domestic, or local) would you

research that would enlighten and

engage your peers?

Vocabulary: Newsletter, collaboration, royalty free


To assist in meeting the CPI, students will choose a research question to

investigate, such as: Why is the

weather changing?; Who is the richest

person in the world and how did they

become rich?; What is the topic of

news currently affecting the world?;

etc.

• Students gather information as they

do their Internet research.

• Students are to keep an ongoing

record of their writing and pictures

to support their writing.

• Students write drafts of their

articles and then create a draft of

their newsletter in a document on

Google docs.

• Students then share their document

with another peer in Google docs

and get feedback from the peer.

• Students use any suggestions to

make appropriate adjustments to

their writing and revise their final

copy of their newsletter.

• Students can take pictures and

upload to their newsletter or use

stock images from the internet.

• Students will publish a newsletter

titled, “News to Me!


• Have students present or share

their newsletters with other grade

levels, so that others may assess

whether they effectively answered

their research question. Where

appropriate, add an editorial

section to the newsletter, where the

students can summarize their

feelings on the topic.


• Desktop Publisher Program

• Digital Camera

• Computer

• Internet


Assessment:

• Rubric


• Completed Google Doc

Online Resources:

Google Docs

www.pics4learning.com

www.illustrationsource.com







A – ELL












Modifications)


http://www.pics4learning.com/

http://www.illustrationsource.com/


Grade 7


8.2 Technology, Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand A: Nature of Technology: Creativity and Innovation Common Core State Standards: ELA-Literacy.W.7.7

ELA-Literacy.W.7.8

ELA-Literacy.W.7.6

ELA-Literacy.SL.7.4

ELA-Literacy.SL.7.6

Content:


impact every aspect of the world in

which we live.

Cumulative Progress

Indicators(CPI:8.2.8.A.1) Explain the impact of globalization on

the development of a technological

system over time.


The increasing quantity of information and the speed at which it

is received has positive and negative

effects on society.

Essential Question: How has technology impacted the

evolution of jobs?

Vocabulary: Technology, research, citation, plagiarism, outline

Instructional Guidance: To assist in meeting the CPI, students

will explain the impact of


technological system over time.

• Students will choose an occupation

and record how technology has

impacted that job.

• Students will research the impact

of technology on an occupation and

write a speech about it for the

class.

• Students must choose someone in

the profession to interview via:

live, distance learning, email,

telephone, etc.

• Write interview questions and take

notes during the interview.

• Students should use their research

(print and interview) to outline a

speech.

• Students will deliver their speeches

to the class and take notes on other

classmates’ speeches.

• As a wrap up activity students can

create a Venn diagram or host a

whole group discussion to compare

and contrast trends in occupational

advancements.


• Have students make a list of three

occupations that they are interested

in pursuing.

• Have students hypothesize or

research how these jobs will be

impacted by future technology and

make a list of goals they should

accomplish to ensure they are

prepared and competitive for the

workplace that awaits them.


• Word Processing


• Internet

• Career Day

• Videoconference Etiquette –

Appendix 2

Assessment:

• Rubric


• Completed Speech

Online Resources: www.google.com

www.businessweek.com








Appendix A – ELL












Modifications)



http://www.businessweek.com/


Grade 7

Design: Critical Thinking, Problem Solving, and Decision Making

8.2 Technology, Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand B: Creativity and Innovation


ELA-Literacy.SL.7.5

Content: The design process is a systematic

approach to solving problems.


(CPI: 8.2.8.B.1)

Design and create a product that addresses a real-world problem using

the design process and working with

specific criteria and constraints.

Enduring Understanding: Understand of the nature and impact of technology, engineering, technological design.

Essential Question: How can we accurately relay

historical facts in an engaging

manner?

Vocabulary:

Record, edit, storyboard



will design and create a product that

addresses a real-world problem using

the design process and working with

specific criteria and constraints.

• Teacher will conduct a class

discussion about famous

individuals from notable eras or

movements in U.S. history.

• Students will bring back notable

figure from the past to address a

current problem.

• Teacher reviews the basic

techniques of using digital video

cameras and video editing

software.

• Divide students into groups of four.

• Students will research historical

figures from an era in U.S. history.

• Students will conduct an interview

using questions they have prepared.

• Students will role play as either the

reporter or the historical figure and

• Students will film the interview.

• Students edit and finally present the video.


• Students will incorporate the video

created to an online collaborative

multi-media tool. (Glogster) where

other factual information,

hyperlinks, images and resources

about the historical figure can be

relayed.


• Historical Interview

• Internet

• Video Camera Equipment

Assessment:

• Rubric


Online Resources:









A – ELL












Modifications)


(see Appendix C)



Grade 7


8.2 Technology, Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand B: Design: Critical Thinking, Problem Solving, and Decision Making Common Core State Standards: Math.Content.7.NS.A.3

Content: The design process is a systematic

approach to solving problems.

Cumulative Progress

Indicators(CPI: 8.2.8.B.2 )

Identify the design constraints and

trade-offs involved in designing a

prototype (e.g., how the prototype

might fail and how it might be

improved) by completing a design

problem and reporting results in a

multimedia presentation.


Understand of the nature and impact

of technology, engineering,

technological design.

Essential Question: What elements or forces impact the

stability of extremely tall structures?

What features can you implement into

a design to ensure stability?

Vocabulary: Structure, joint, tower


meeting the CPI, students will

identify the design constraints and


prototype.

• Students will design the tallest

spaghetti tower possible.

• Supplies should include spaghetti

noodles and marshmallows.

• Each group has a budget of $400.

Each strand of spaghetti costs

$10. Each marshmallow joint costs $5.

• Students will use a computer

application to visually draft the

intended end product.

• Predict potential costs, problems

and strategies solutions.

• Implement and evaluate the

solution by building the spaghetti

tower.

• Modify the design from the

computer model if needed and

document changes for later whole

group discussion.

• Upon completion create a

spreadsheet detailing the projected

and actual amounts spent on

structural pieces and whether

there is a remaining balance.

• At the end, the class will prepare a

multi-media presentation

comparing all designs, measuring

structures

• and design constraints and structural stability.


• Students will research the following

careers:

o Operations Engineer

o Structural Metal Fitters

o Civil Engineering Technicians

o Construction Manager

o Surveying & Mapping

o Scientist o Welders and Cutters

• Provide answers to:

o Necessary Education and

Training

o Job Skills, Talents and

Experience

o Earnings

o Benefits/Health Factors & Risks • Employment Opportunities:

o Typical Day

Is this appropriate career for you?

o Inherent personality traits needed



• Spaghetti Noodles

• Miniature Marshmallows

Assessment:

• Rubric


Online Resources:

How to Build a Spaghetti Tower

http://www.keslerscience.com/spaghetti-

and-marshmallows-tower-lab/

https://tinkerlab.com/spaghetti-tower-

marshmallow-challenge/





technology curriculum. (see Appendix A – ELL



Education Plan (IEP) if disabilities have been identified. Teachers must select the


technology curriculum.(IDEA 300. 121.9(d) (3) (i) (see Appendix B- Special

Education Accommodations/ Modifications)


(see Appendix C)

http://www.makefuncreating.com/posts/how-to-build-a-tall-spaghetti-and-marshmallow-tower/

http://www.keslerscience.com/spaghetti-and-marshmallows-tower-lab/

http://www.keslerscience.com/spaghetti-and-marshmallows-tower-lab/

https://tinkerlab.com/spaghetti-tower-marshmallow-challenge/

https://tinkerlab.com/spaghetti-tower-marshmallow-challenge/


Grade 7


8.2 Technology, Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand B: Design: Critical Thinking, Problem Solving, and Decision Making

Common Core State Standards: Math. Content.4.MD.C.5, 7.EE.B.4a Science 5.2.6.E.3, 5.2.8.E.1

Content: The design process is a systematic approach to solving problems.


8.2.8.B.3) Solve a science-based design

challenge and build a prototype using science and math principles throughout

the design process.

Enduring Understanding: Understand of the nature and impact of technology, engineering, technological

design.

Essential Question: How critical are

precision measurements tools to a project?

Vocabulary: Newton’s Laws of Motion,

prototype, optimization, dimensions, prediction

Instructional Guidance: NOTE: Teacher should arrange a launch

day and location. To assist in meeting the CPI, students will solve a science-based

design challenge and build a prototype

using science and math principles throughout the design process.

• Show video from NASA.gov or of a

rocket launch.

• Discuss some of the problems that needed to be solved for various launches like Apollo 13.

• Working in groups of 4-5, students will

construct a simple bottle rocket from 2- liter soft drink bottles and other

materials.

• Students will be responsible for the following: Deciding a team name, leader

and roles for the members, the project

goals, parameters, and constraints (e.g.,

materials, budget, time, etc.). Provide a prediction as to the rocket’s

performance.

• Students will journalize and photograph/ video each step of design and testing

process.

• Describe the final design in detail,

including materials, key attributes, and functioning. Using diagrams or photos,

include and refer to at least three

different views of the rocket. Label the

parts and show dimensions.

• Explain the design process behind the

rocket.

• Describe the test process and procedures

developed to optimize the parameters.

Include scale drawings of the fin

geometries the group evaluated.

• Summarize the key data that informed your design decisions in appropriate

graphic form and refer to the data obtained.

• Provide the results of your rocket’s final

launch, including distance, hang-time,

trajectory, and characteristics of the

rocket’s flight.

• Summarize your optimization of the bottle rocket.

• Evaluate its performance against your expectations.

• State your conclusions about the quality

of the design and why it did or did not succeed.

• Extension Activities:

Have students launch their rockets in a

multi-class competition




• Digital Photo/Video

• Multimedia presentation

• Bottle Rocket Construction

• Rocket Educator Guide

• Launch pad for the Bottle Rockets

• 2-Liter Soda Bottle

Assessment:



Online Resources:

Bottle Rocket Construction

Rocket Educator Guide

www.nasa.gov CCSD Technology Toolbox



students strategies that support comprehension and utilization of the

technology curriculum. (see Appendix A – ELL Accommodations/Modifications)






technology curriculum.(IDEA 300. 121.9(d) (3) (i) (see Appendix B- Special


Modifications)


https://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Water_Rocket_Construction.html

https://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Water_Rocket_Construction.html

https://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Rockets.html

https://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Rockets.html

http://www.nasa.gov/


Grade 7

Technological Citizenship, Ethics and Society

8.2 Technology, Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand C: Technological Citizenship, Ethics and Society


ELA-Literacy.W.7.1

ELA-Literacy.RST.6-8.9





the global society.

Cumulative Progress Indicators (CPI: 8.2.8.C.1) Explain the need for

patents and the process of registering

one.



negative effects on society

Essential Question: How you would improve upon or

modernize a tool you use often?

Vocabulary:

Patent, JPEG, import, justification


meeting the CPI, students will explain

the need for patents and the process of

registering one.

• Teacher will pair students. Have

one student research the purpose,

three types and process for

securing a patent. Have another

student research the many patents

of George Washington Carver,

Garrett Morgan, Benjamin

Franklin, Steve Jobs, Bill Gates,

etc.

• Students will collectively decide

how they would improve/

modernize and utilize one of his

inventions.

• Create a visual model using a

product like Google Sketch.

• Save the image as a JPEG and

import it into a word processing

program where students write a

justification for your new product.


• Present these projects during the:

Black History Month – February

National Inventors Month - May

School Science Fair - Varies


• Scanner

• Google Apps

Assessment:

• Rubric


• Performance Task

Online Resources: Google Sketchup








A – ELL












Modifications)


(see Appendix C)

https://www.sketchup.com/products/sketchup-free


Grade 7


8.2 Technology, Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand C: Technological Citizenship, Ethics and Society


ELA-Literacy.W.7.1 ELA-Literacy.W.7.2





the global society.

Cumulative Progress

Indicators(CPI: 8.2.8.C.2)

Compare and contrast current and

past incidences of ethical and

unethical use of labor in the United

States or another country and present

results in a media-rich presentation.

Enduring Understanding:.


negative effects on society

Essential Question:

Are unethically manufactured fashion brands hiding in your closet?

Vocabulary: Child labor laws, sweatshop,

unethical

Instructional Guidance: To assist in meeting the CPI, students will

compare and contrast current and past

incidences of ethical and unethical

use of labor in the United States or

another country and present results in

a media-rich presentation.

• The teacher will begin this lesson

by defining “ethical” and

“unethical.” Continue with a

discussion about child labor, cheap

labor, why companies export

clothing manufacturing jobs and

the global impact of exported

labor. If possible, view a video clip

on the topic.

• Have students then conduct

research to compare and contrast

current and past incidences of

ethical and unethical use of labor in

the United States or another

country and present results in a

media-rich presentation.

• Have students research allegations

of unethical labor practices by

companies like Old Navy,

Abercrombie & Fitch, H&M, The

Gap, and Banana Republic.

• Create a media-rich presentation

using products like PowerPoint,

Voicethread, or Animoto to convey

industry ills to industry leaders and offer viable solutions that would

rectify future unethical labor

practices.


A Public Speaking Opportunity: During parent conferences or another

parent/community gathering

simultaneously host a student work

exhibition. In a corner or at the center

of the room pre-load student projects

on mobile devices like iPads. Have

students informally present their

projects, explain the problem, justify

their position and offer viable

solutions that would rectify future

unethical labor practices.


• Voicethread

• PowerPoint/Keynote

• Animoto

• Internet

Assessment:

• Rubric

Online Resources:

www.labourbehindthelabel.org CCSD Technology Toolbox







A – ELL












Modifications)


http://www.labourbehindthelabel.org/


Grade 7

Research and Information Fluency

8.2 Technology Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand D: Research and Information Fluency Common Core State Standards: 21st-Century Life and Careers:

9.1.8.E.2-3

Content: Information-literacy skills,

research, data analysis, and

prediction provide the basis for the

effective design of technology

systems.


(CPI: 8.2.8.D.1) Evaluate the role of

ethics and bias on trend analysis and

prediction in the development of a

product that impacts communities in

the United States and/or other

countries.

Enduring Understanding: Understand impact of ethics and bias

in product development.

Essential Question:

How does personal ethics and bias

play into development of a product?

Vocabulary: Bias, trend analysis,

ethics, pharmaceutical, Web 2.0

Instructional Guidance: To assist in meeting this CPI,

students will collaborate to study the

ethics and bias in developing a

product creating a presentation using

Web 2.0 tools to present the results.

Students will research the health

industry and select a drug that has

had a major impact on solving a

health issue. They will assess the

effects of ethics and bias on its

development. Then, record and

present the findings using Web 2.0

tools.

• Begin the lesson by asking

“Which is better Pepsi or Coke?”

Show the video, “The Most

Controversial Commercial Spot Ever

- Romanian Ad”, found on

YouTube.

• Discuss how different viewpoints

can be used to prove a point.

• Students will research various

types of bias in the

pharmaceutical industry.

• Students will work in groups and

select a popular medication that

has major impacts on society.

• Students will evaluate and compare

how data manipulation, predictions,

media forms, content and products are

constructed for specific audiences

(consumers, stakeholders, employees,

etc.). They will be charged with

promoting their drug to their audience

using Web 2.0 tools.

• Using an online survey, students will

assess the effects their ethics and bias

have on their promotion of the product

and report the findings.


• Students can extend their study to

include students at other schools.



• YouTube

• VoiceThread

• Survey Monkey

• Database/Spreadsheet Software


Assessment:


• Published products

• Rubric

Online Resources:

www.youtube.com

EduBlogs


www.ed.voicethread.com


Modifications:





technology curriculum.(see Appendix

M - ELL Accommodations

Modifications)











Modifications)


(see Appendix O)



http://insearchofthings.edublogs.org/lesson-8/


http://www.ed.voicethread.com/


Grade 7


8.2 Technology, Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand E: Communication and Collaboration

Common Core State Standards: ELA-Literacy.RST.6-8.3




and systems.

Cumulative Progress

Indicators(CPI: 8.2.8.E.1) Work in

collaboration with peers and experts

in the field to develop a product using

the design process, data analysis, and

trends, and maintain a digital log with

annotated sketches to record the

development cycle.


Understand that technology enables

us to design adaptations to the natural

world but not without both positive

and negative consequences

Essential Question: What could you

collaboratively design to solve a

modern problem?

Vocabulary:

Design process, annotated sketch


meeting the CPI, students will work

in collaboration with peers and

experts in the field to develop a

product using the design process, data

analysis, and trends, and maintain a

digital log with annotated sketches to record the development cycle.

• Using distance learning or by

inviting in a field expert, students

are to work collaboratively to

develop a product that addresses a

real world problem. (gun control,

homelessness, pollution, cyber

safety, nuclear bombs, meteorites,

weather, global warming, world

hunger, drug abuse, etc.)

• Students are to follow the design

process: Define the problem,

Identify a solution (Think of ways

to make your solution a reality,

include related approaches, ideas

and/or possible solutions).Collect

& study related ideas: (Critique

related approaches, solutions,

artifacts, systems, and/or

environments). Develop &

design/plan (Make a choice;

Choose what to work on based on your studies; Create annotated

sketches to record the development

cycle; and Make a model).Carry out

your idea (Try it out/Test it. Does the

model meet the requirements

established in the problem? Does the

model communicate your ideas

effectively?)


• Choose one of the following:

Exhibit final designs and models at

the Science Fair.

• Chronicle events using Glogster.

Incorporate images/video of work

sessions.

• Apply previous fair use information

and patent the product (Refer to

Lesson CPI: 8.1.8.D.2).


• Sketch Up


Assessment:

• Rubric


Online Resources: Google Images keywords: (type

design is a process steps)








A – ELL












Modifications)



Grade 7

Resources for a Technological World

8.2 Technology, Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand F: Resources for a Technological World

Common Core State Standards: ELA-Literacy.W7.2

ELA-Literacy.W.7.7




resources.

Cumulative Progress

Indicators(CPI: 8.2.8.F.1)

Explain the impact of resource

selection and processing in the

development of a common



The quality and usefulness of system or product and its impact on the

environment are directly related to the

process and available resources.

Essential Question: How might changes in the production

and consumption of products

influence the environment?

Vocabulary: Environment, impact, component


meeting this CPI students will explain

the impact of resource selection and

processing in the development of a

common technological product or

system.

• Students will identify a technology

product such as a tablet, interactive

board, x-ray machine, cell phone,

etc. and research the impact that the

components of the product have on

humans and or the environment.

• Students will present their findings.

• Students will include if and what are

the long term effects in their

findings.


• Students will write a letter to the

Chamber of Commerce suggesting

ways to properly dispose of

products.


• Internet


Assessment:


• Teacher Observations

Online Resources:

https://www.google.com/








Appendix A – ELL











Special Education



(see Appendix C)



Grade 7


8.2 Technology, Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand F: Resources for a Technological World


21st

Century Life and Careers- 9.1.8.A.4, 9.1.8.A.2




resources.

Cumulative Progress

Indicators(CPI: 8.2.8.F.2) Explain how the resources and







Enduring Understanding: Technology and innovations continue

to evolve and impact everyone.

Essential Question:

What useful product could you construct from recycled materials?

Vocabulary:

Recycled, reuse, innovation

Instructional Guidance: To assist in meeting this CPI students will

research how metals, glass and other

reusable materials are being recycled

to benefit humanity and mother earth.

MacGyver Recycle Project.

• Provide students with random

materials like cardboard, magazines,

paper clips, tissue paper, rubber

bands, and glue.

• Instruct students to work in small

groups to create an innovated and

useful product from these recycled

materials. Students are welcome to

add one other recycled item per

team however this extra item should

not account for more than 20% of

the project.

• Students will record their

brainstorming session, and take

pictures and/or video of their

progress.

• Students will present a multi-media

digital story-telling project that

chronicles their efforts from start to

finish.

• After the presentation students will

unveil their finished recycled

invention and take the opportunity

to inspect the work of their peers.


• Present these projects during the:

February- Black History Month

February-Digital Learning Day

May-National Inventors Month

Varies -School Science Fair


• Teacher YouTube Clips

Assessment:

• Rubric


Online Resources: www.craftbits.com (recycled projects)







A – ELL












Modifications)


http://www.craftbits.com/


Grade 7

The Designed World

8.2 Technology, Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand G: The Designed World

Common Core State Standards: Language Arts-ELA-Literacy.W.7.1

Language Arts-ELA-Literacy.W.7.2





Cumulative Progress

Indicators(CPI: 8.2.8.G.1)

Explain why human-designed


need to be constantly monitored, maintained, and improved.


All systems are dependent on working subsystems.

Essential Question: Explain why human-designed

systems, products, and environment

needs, to be constantly monitored,


Vocabulary: Headline, body content, navigation,

href, image, hyperlink, typography,

metatags, stagnant

Instructional Guidance: To assist in meeting this CPI students will explain

why human-designed systems,

products, and environments need to

be constantly monitored, maintained,

and improved.

• In pairs or small groups, have

students design web pages

pertaining to school activities and

interests, for example, school

sports, upcoming events, recent

past events, local news etc. Each

group should be assigned a

different topic.

• As a class everyone should vote on

which one template should be used

to ensure uniformity as each groups

design will be merged together to

create one cohesive site.

• After each group has completed

and presented their finished

product, pages should be combined

and published.

• To culminate the assignment

students should be asked to reflect

upon their work and answer the

following questions: Explain why

your page needs to be constantly

monitored, maintained, and

improved? How often should it be updated? What features could be

implemented to facilitate monitoring,

maintenance, improvements? What

negative impacts could arise from

leaving the information stagnant and

unsupervised?


• On a regular basis have students

update their web pages with more

current information.


• School Messenger Presence

• https://www.wix.com/

• Word processing program with

HTML capabilities

Assessment:

• Rubric


Online Resources: Your school website

District website https://www.schoolmessenger.com/sch

ool-website-design/ OnCourse Teacher Website




comprehension and utilization of the technology curriculum. (see Appendix A –


Special Education Learners: Teacher must review students’ Individual Education Plan (IEP) if disabilities have

been identified. Teachers must select the appropriate modifications to enable the

child to appropriately progress in the technology curriculum.(IDEA 300.

121.9(d) (3) (i) (see Appendix B- Special Education Accommodations/

Modifications)


https://www.wix.com/

https://www.schoolmessenger.com/school-website-design/

https://www.schoolmessenger.com/school-website-design/


Grade 7 8.2 Technology Education, Engineering and Design

All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand G: The Designed World Common Core State Standards: 21st-Century Life and Careers:

9.4.12.B.(3).2,4






(CPI: 8.2.8.G.2)

Explain the interdependence of a subsystem that operates as part of a

system.


System parts and components work

together to accomplish a goal.

Essential Question: Why are bridges key to the

transportation system?

Vocabulary:

Interdependence, subsystem


students will research bridges as they

relate to the transportation system.

• Students will research bridges and

document the type of bridge they

select/or are assigned. Explain how

bridges operate as a subsystem of

the transportation system.

• Research bridge disasters, causes

and solutions. Design and test a

bridge using software and or

website.

• Explain why it is important to

monitor, maintain, and improve the

bridge.

• Students will present their findings

in a multimedia presentation to

include video and audio.

• Begin the class by showing the

video “Building Bridges”.

Discuss the questions posed in

the “Consider This.”

• Explain that they will study the

impact bridges have on how we

function.

• They will build a bridge using

software and or website and

produce a multimedia presentation

to explain their process and why bridges need to be constantly


improved.

• They will also explain the

connection of bridges as part of the

transportation system.


• Students can enter the “West Point

Bridge Design Contest” if this

activity is completed before the

stated deadline.

• Students can design and build

model bridges and test on a shake

table.


• Multimedia Presentation Tools


Assessment:


• Published Products

• Rubric

Online Resources: http://bridgecontest.phys.iit.edu/

Garrett’s Bridges

Modifications:





M - ELL Accommodations/

Modifications) Special Education Learners:








121.9(d) (3) (i) (see Appendix N-


Modifications) Assistive Technology: Appendix O

http://bridgecontest.phys.iit.edu/

https://www.garrettsbridges.com/



Grade 8

Grade 8


Word Processing

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A: Technology Operations & Concepts Common Core State Standards: ELA-Literacy.RI.8.1-9

ELA-Literacy.W.8.1a-e,2a-f,4-9a-b





The use of digital tools and media-


the construction of knowledge


(CPI: 8.1.8.A.1, 8.1.8.A.5, 8.1.8.B.1) Create professional documents (e.g.,

newsletter, personalized learning



processing program.



on a collaborative, web-based service.


Technology has opened up

opportunities for us to access and

contribute all types of information through the sharing of ideas,

information, and opinions with others around the world.

Essential Question: How is

technology valuable in becoming a

part of a global learning community

that shares common interests?

Vocabulary: word-processing, title

bar, thesaurus, layout, edit, reference,

plagiarism, proofing, hyperlinks


meeting this CPI, students will write

and publish a newspaper article.

• Students will read and analyze

current events online.

• They will use a word processing

program to create an article on a

global or local issue and publish

the article online to share with

others.

• Begin the lesson by asking “What

makes a tabloid appealing?”

Explain that they will visit Web

sites and assess various articles of

interest.

• Students will evaluate websites’

• relevance, organization and evidence of good ethics.

• Students will discuss how the use of

graphics, pictures, and other

resources can enhance

communications.

• Students will create an article using


processing program.

• Students will publish their article to

an online document sharing service.


• Students will create a monthly

school newsletter.



• GoogleDOCS/ Word processor

• Glogster EDU


Assessment:


• Printed/Published Products

Online Resources:

http://edu.glogster.com/?ref=com

www.google.com



comprehension and

utilization of the technology

curriculum.(see Appendix M - ELL









technology curriculum.

(IDEA 300. 121.9(d) (3) (i)

(see Appendix N- Special Education Accommodations/ Modifications)


(see Appendix O)



Grade 8


Database/ Spreadsheet

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand A: Technology Operations & Concepts Common Core State Standards: MATH.8.SP.A.1





Cumulative Progress

Indicators(CPI: 8.1.8.A.2, 8.1.8.A.4,

8.1.8.A.5, 8.1.8.E.1)

Plan and create a simple database, define fields, input data, and produce

a report using sort and query.

Generate a spreadsheet to calculate,

graph, and present information.

Gather and analyze findings using

data collection technology to produce






new skills. Selection of technology

should be based on personal and /or

career needs assessment. A tool is

only as good as the person using it.

Essential Question: In a world of constant change, what skills should we learn?

How do I choose which technological


to use them? How can I transfer what

I know to new technological

situations/experiences

Vocabulary: Database, data, query, validation,

categories, chart


To assist in meeting this CPI, students will create a database.

• Create fields and records in a

database.

• Perform custom searches and apply

the information to analyze data and

draw conclusions relevant to a

research topic.

• Begin the lesson by asking “How

much information would you get if

you researched the word “cat”?

• Explain that they will visit online

database sites to query and evaluate

the information.

• The evaluation should include

relevance, organization and ease of

use.

• After the students have reviewed the

sites they will discuss why databases

are necessary.

• Students will then create a database

using available technology

resources as a means to

appropriately manipulate data.

• Students will demonstrate the

proper sequence to design, add

fields and records, validate, query,

filter, to produce and chart results.


• Create a central database by

combining their records with

classmates using a collaboration

resource.



• GoogleDOCS

• Spreadsheet

• Database

Assessment:



Online Resources: www.google.com CCSD Technology

Toolbox





comprehension and












(IDEA 300. 121.9(d) (3) (i)

(see Appendix N- Special Education





Grade 8

Spreadsheet


Math.8.SP.A.1-4





Cumulative Progress

Indicators(CPI: 8.1.8.A.4) Generate

a spreadsheet to calculate, graph, and present information.




new skills. Selection of technology

should be based on personal and /or

career needs assessment.

Essential Question:

In a world of constant change, what skills should we learn? How do I

choose which technological tools to

use and when it is appropriate to use

them? How can I transfer what I

know to new technological

situations/experiences?

Vocabulary:

Spreadsheet, graph, calculate


will create a spreadsheet.

• Research the topic of “paper

airplane design”.

• Design a paper plane of various

types.

• Conduct and document trial runs.

• Compute and graph results.


does NASA determine how much

fuel a spacecraft needs?”

• Discuss the importance of accurate

statistics.

• Explain that they will design a

paper plane to determine if size

shape and mass significantly affect

speed and distance.

• The evidence will contain statistics

and probabilities associated with

the design and flight.

• Students will then create a

spreadsheet using available

technology resources as a means to

appropriately record and

manipulate data.

• Students will demonstrate use of

formulas and graphs to accurately

display their results.


• Create a contest between classes.

Use collaboration software to

combine results.



• Google DOCS

• Spreadsheet

• Paper

Assessment:



Online Resources:







comprehension and












(IDEA 300. 121.9(d) (3) (i)





Grade 8

Multimedia


ELA-Literacy.W.8.1a-e,4,5,6






(CPI: 8.1.8.A.3, 8.1.8.A.5,) Create a

multimedia presentation including

sound and images.

Enduring Understanding: Develop

and strengthen computer skills using

software that combines text, still

images, audio, video, and other

media.


digital storytelling join technology

and the global society?

Vocabulary: Digital storytelling, multimedia, documentary,

animation, transition

Instructional Guidance: To assist

in meeting this CPI, students will

create a multimedia story.

• Students will plan and write a

narrative, record the story as a

narration.

• Students will prepare and use

images, video, and audio to tell

your story and include animations

and transitions.

• Begin the lesson by asking “Who

is the best storyteller?

• Show the video “An Introduction

to Digital Storytelling” found at

the University of Houston website

to introduce the purpose for

digital storytelling.

• Explain the importance of

storytelling for various cultures.

• Students will then create a digital

story using available technology

resources as a means to reach

their intended audience.

• Students will demonstrate the

proper use of the digital and

video camera, scanner, and software to produce their multimedia project.


• Students can post their project to a

shared service.



• Digital/ Video camera

• VoiceThread

• TeacherTube

• Edmodo

Assessment:



Online Resources:

http://digitalstorytelling.coe.uh.edu/

• http://www.teachertube.com/



Modifications:




comprehension and












(IDEA 300. 121.9(d) (3) (i)




(see Appendix O)


http://www.teachertube.com/




Grade 8


8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand B: Creativity and Innovation Core Curriculum Content

Standards: Science 5.4.8.G.2

Content:

The use of digital tools and media- rich resources enhances creativity and

the construction of knowledge

Cumulative Progress

Indicators(CPI: 8.1.8.B.1)



on a collaborative, web-based service

(also known as shared hosted service).


Digital tools provide enhanced

opportunities to design innovative

solutions, and express ideas

creatively.

Essential Question: How can digital tools be used for

creating original and innovative works, ideas, and solutions?

Vocabulary:

Collaboration, innovation, web-based services, media-rich resources


(NOTE: This is a Unit Project and

designed to be completed over

multiple meetings) To assist in meeting this CPI, students

will create a digital scrapbook.

• Students will include information

about how a global issue impacts

society. Images can be hand drawn

and scanned or digital pictures and

video may be used.

• Begin the lesson by asking “Where

does your drinking water come

from?”

• Discuss the need for clean drinking

water.

• Explain that they will assemble

research that will raise awareness by

creating a digital scrapbook using

the appropriate technology to

address the issues of one of the

following: Water Scarcity, The

Effects of Unclean Water, or Lack

of Hygiene and Sanitation Training.

• The student will include: Causes

Impact on the Environment, Impact

on Society and Possible Solutions.

• Students will then post their work to

a web-based service.


• Students will create a PSA (Public

Service Announcement) to be

played during Parent Conference

Night.





• TeacherTube

• Wikispaces

• Water.org

• VoiceThread

• Google DOCS

Assessment:



Online Resources:


• http://http://www.wikispaces.com/

• http://ed.voicethread.com/

• https://water.org/

• http://www.google.com


Modifications:




comprehension and












(IDEA 300. 121.9(d) (3) (i)







https://water.org/



Grade 8


8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand C: Communication and Collaboration NJCCCS: Science 5.4.8.G.2

Social Studies 6.3.8.A.3

Content: Digital tools and

environments support the learning

process and foster collaboration in

solving local or global issues and

problems.


(CPI: 8.1.8.C.1) Participate in an

online learning community with

learners from other countries to

understand their perspectives on a

global problem or issue, and propose

possible solutions.


tools allow for communication and

collaboration anytime/anyplace

worldwide.

Essential Question: How has the use

of digital tools improved

opportunities for communication and

collaboration?

Vocabulary: Digital community,

information bias, plagiarism, relevant,

domain level



designed to be completed over

multiple meetings.) To assist in


collaborate with others outside their

school to discuss a current issue and

propose a possible solution.

• Choose and research an issue or

need that exists either locally or

globally.

• Develop an action plan designed to

help solve the issue using a word

processing program.

• Begin the lesson by asking “What

things would you like to change

about your community, your

country, or the world?”

• Discuss the importance of “taking

action”.

• Explain that they will collaborate

with others outside the school and

demonstrate responsible

participatory citizenship by:

Assessing a social or environmental

need. Set goals to address them.

Develop realistic plans of action.

• The student will: Contact their

partner site and choose and research

their issue.

• Students will develop a solution and

post their work to a web-based

service plan.


• Word processor

• Database/ Spreadsheet

• Internet




• TeacherTube

• Wikispaces

• Water.org

• VoiceThread

• GoogleDOCS

Assessment:



Online Resources:




• http://water.org/news/lesson-plans/

• www.google.com

Modifications:




comprehension and












(IDEA 300. 121.9(d) (3) (i)







http://water.org/news/lesson-plans/



Grade 8

Digital Citizenship

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand D: Digital Citizenship Common Core State Standards: ELA-Literacy.W.8.2-8

Content:

Technological advancements create

societal concerns regarding the practice of safe, legal, and ethical behaviors.


8.1.8.D.1, 8.1.8.D.2, 8.1.8.D.3) Model

appropriate online behaviors related

to cyber safety, cyber bullying, cyber

security, and cyber ethics. Summarize

the application of fair use and

Creative Commons guidelines

(Creative Commons (CC) offers

standard licenses for content owners

that permit others to reuse their works

without asking permission.).

Demonstrate how information on a



use can have positive or negative impact

on both users and those affected by their

use.

Essential Question: What are an

individual’s responsibilities for using

technology? What constitutes misuse

and how can it best be prevented?

Vocabulary: Cyber safety, cyber

bullying, cyber-security, cyber ethics, fair use, piracy, plagiarism, copyright,

netiquette



designed to be completed over multiple meetings.) To assist in meeting this CPI,

students will explore multiple issues of digital citizenship.

• Students will review and discuss the

District’s Code of Ethics with regards to

the AUP, Talent Release, Distance Learning, and Electronic Account

Agreement.

• Discuss issues of cyber safety, cyber

bullying, and cyber ethics.

• Research the Creative Commons

Guidelines and policies of Fair Use.

• Determine the difference between

creative commons, plagiarism, and

piracy.

• Begin the lesson by asking “Who were

the Winklevoss Twins and why did they

sue Mark Zuckerberg? Use websites,

videos, and other resources to research

and discuss technology ethics.

• Students will demonstrate their understanding of the topic by creating a

digital PSA to explain the importance of

digital citizenship.

• The final products should address the

following: Cyber safety, Netiquette, Fair

Use


• Students can present their PSA to the

Camden City BOE during a meeting



• VoiceThread EDU

• Glogster EDU


• TeacherTube

Assessment:



Online Resources:

• http://creativecommons.org

• http://digitalstorytelling.coe.uh.ed

u/




Modifications:



comprehension and utilization of the technology

curriculum.(see Appendix M - ELL Accommodations/Modifications)




child to appropriately progress in the technology curriculum.

(IDEA 300. 121.9(d) (3) (i)




https://creativecommons.org/

https://creativecommons.org/






Grade 8


8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand E: Research and Information Literacy Common Core Standards: Science 5.4.8.F.1-2

Content:

Effective use of digital tools assists in gathering and managing information.

Cumulative Progress

Indicators(CPI: 8.1.2.E.1)

Gather and analyze findings using data collection technology to produce







impact.

Essential Question:

Why is the evaluation and appropriate use of accurate

information more important than ever

in the technological age?

Vocabulary: Data collection, information, research,

search engine, digital tools


will collect, synthesize, and evaluate data related to a current issue.

• Select a topic which has significant

impact on society.

• Research and collect data for the

issue.

• Process the research and evaluate its

significance.

• Propose a solution to the issue.

• Begin the lesson by asking “What is

smog and where does it come from?

• Discuss the impact of air quality as

it relates to health and economics.

• Students will use the current Global

Air Quality Feature available

through Google Maps to determine

real time air quality in Hong Kong,

UK, and US.

• Use digital tools to record this information over a period of time.

• Analyze findings and determine the

best time to participate in outside

activities.

• Present the findings using

appropriate technology tools.


• Students can present this activity at

the District Science Fair.



• Air Quality Maps

• Google Earth

Assessment:



Online Resources:

• http://www.airnow.gov/

• http://www.eea.europa.eu/themes/air /airbase

• http://www.epa.gov/air/emissions/w here.htm

Modifications:




comprehension and












(IDEA 300. 121.9(d) (3) (i)




http://www.airnow.gov/

http://www.eea.europa.eu/themes/air/airbase

http://www.eea.europa.eu/themes/air/airbase

http://www.epa.gov/air/emissions/where.htm

http://www.epa.gov/air/emissions/where.htm


Grade 8

Critical Thinking, Problem Solving, & Decision Making

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand F: Critical Thinking, Problem Solving, & Decision Making Common Core State Standards: ELA-Literacy.W.8.1a-e,4,5,6

Content:



Cumulative Progress

Indicators(CPI: 8.1.8.F.1) Use an electronic authoring tool in

collaboration with learners from other

countries to evaluate and summarize

the perspectives of other cultures

about a current event or contemporary

figure.

Enduring Understanding: Selection of technology should be based on personal and/or career needs

assessment. A tool is only as good as

the person using it.



to use them? How can I transfer what

I know to new technological

situations and or experiences?

Vocabulary: Electronic authoring tools


To assist in meeting this CPI, students will participate in an online

discussion with students from other

schools about who are the five most

influential contemporary figures in a

particular area of interest (math,

science, literature, history).

• Students will research people of

various cultures who influence the

world we live in and compare how

their influence impacts society.

• Students will prepare a multimedia

presentation by using the

appropriate technology tools, and

use Distance Learning

collaboration to present the

projects.

• Begin the lesson by asking “Who is

the most famous person in the

world?”

• Discuss how different cultures

have impacted our global advances.

• Students will work collaboratively

with students from other schools.

• Students will select an area of

interest and two cultures to

compare, and research influential

people from those cultures.

• Students will create a multimedia

presentation including images,

video, and audio along with text to

illustrate the different viewpoints.


• Students can modify this activity to

debate a current issue or event.



• VoiceThread

• Multimedia tools

• Word processor


Assessment:



Online Resources:



Modifications:




comprehension and












(IDEA 300. 121.9(d) (3) (i)






Grade 8


8.2 Technology Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand A: Nature of Technology: Creativity and Innovation Common Core State Standards: Social Studies: 6.3.8.A.1-3, 6.3.8.B.1,

6.3.8.C.1, 6.3.8.D.1

Content: Technology products and

systems impact every aspect of the world in which we live.

Cumulative Progress Indicators (CPI: 8.2.8.A.1) Explain the impact of globalization on the development of a technological system over time.

Enduring Understanding: Students will understand that people have

multiple tools at their disposal and they

must determine which to use for the

right situation.

Essential Question: Are traditional maps still useful today?

Vocabulary: Globalization, traditional, global positioning system(GPS)



investigate what impact maps have on

global exploration and travel.

• Students will research the evolution

of maps and compare traditional

maps to digital maps.

• Develop critical ideas about the advantages and drawbacks of new

mapping technologies.

• Analyze sources of information about their community terrain.

• Begin the lesson by asking who has

ever played “Where in the world is

Carmen Santiago”? Discuss why

“techno-cartography” (technological

map making) is important to society. • Explain that they will work in groups

to design a mapping system that

integrates technology and geography.

• Students will read and discuss the article “The Cellphone, Navigating Our

Lives”.

• Discuss the following: According to

the article how will cellphone

navigation devices change the way we

interact with each other? How do today’s maps differ from their

predecessors? According to the article

what are some ways cellphone

mapping features have helped? What is the biggest change it can bring? Is it a

positive or negative change?

• Divide the students into groups and explain they are to design a prototype

for a new mapping system. The system

must integrate technology and geography. The

system must be presented using

appropriate technology tools.

• They must answer the following: What

information does your system reveal?

How is your system used and can be

used with existing technology? How can you make your system easy to use

and understand? How can layering

information be useful? Is your system

commercially viable? How? To whom? If not, why not? Does your system raise

privacy concerns? How do you or

might you allay those concerns? Why is

your system better than traditional mapping systems? What impact does

globalization have on the development

of a mapping system over time?


• Students will create a webpage and display systems they have created



• NY Times-online

• Word processor

• Database/Spreadsheet

• Various maps

• Web authoring software


Assessment:


• Printed/published products

Online Resources:

• New York Times

• Map Upon Map

• See Spot Run

• http://maps.google.com

• http://www.wix.com




and utilization of the technology curriculum.(see Appendix M – ELL




appropriate modifications to enable the child to appropriately progress in the technology

curriculum.

(IDEA 300. 121.9(d) (3) (i)



http://www.nytimes.com/2009/02/17/science/17map.html?pagewanted=all&_r=0

http://www.nytimes.com/2008/11/12/opinion/12wed4.html

http://www.nytimes.com/2008/07/03/fashion/03Cyber.html

http://maps.google.com/

http://www.wix.com/


Grade 8

Design Critical Thinking, Problem Solving, & Decision Making

8.2 Technology Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand B: Design Critical Thinking, Problem Solving, & Decision Making Common Core State Standards:

Science: 5.4.12.E.1


systematic approach to solving problems.


(CPI: 8.2.8.B.1, 8.2.8.E.1) Design and create a product that addresses a

real-world problem using the design

process and working with specific criteria and constraints. Work in

collaboration with peers and experts in the field to develop a product

using the design process, data analysis, and trends, and maintain a

digital log with annotated sketches to record the development cycle.

Enduring Understanding: Students will understand that technology can

be both helpful and harmful to the environment

Essential Question: What effect does technology have on the

“carbon-footprint”?

Vocabulary: Conservation,

sustainability, carbon-footprint,

emissions


To assist in meeting this CPI, students will work in groups to develop a product

to conserve a scarce resource.

• Reflect on the meaning of the term

“carbon footprint”.

• Define scarce resources and what areas of the world are affected.

• Design a plan of action and product

to conserve and sustain a scarce

resource.

• Begin the lesson by asking “What is renewable energy”? Show the

video” Our Thirst for Fossil Fuels”.

• Discuss what impact technology has

made on our need for nonrenewable

energy.

• Students will work in groups to design a product to conserve and

sustain a nonrenewable resource.

• Students will read the NY Times

online article “A Community Tries to

Shrink Its Footprint”.

• They should focus and discuss the

following: What actions can people

take to reduce their carbon- footprint?

Are people willing to do them? Why

or why not? What steps do you think

local, state, and national governments

should take to reduce emissions?

• Students will research technological innovations designed to replace

dependence on scarce resources.

• Collaborating with experts they will then design and create a product that

addresses the issue of conservation

or sustaining a non-renewable

resource. They must use the design process and work with specific

criteria and constraints. (technology,

economics, resources, suitability, and

or function).

• Students will then use appropriate technology tools to present their plan

of action and product to their

intended audience.


• Science Fair



• Students from another school

• NY Times online

• CoolClimate Carbon Footprint

Calculator


• GoogleDOCS

• Online Community sites

Assessment:



Online Resources:

• New York Times

• Cool Climate

• www.google.com

• https://www.edmodo.com/home


Accommodations/Modifications: English

Language Learners (ELL)


students strategies that support comprehension and

utilization of the technology curriculum.(see Appendix M - ELL






(IDEA 300. 121.9(d) (3) (i) (see Appendix N- Special Education



(see Appendix O)

http://www.nytimes.com/2008/01/20/nyregion/20towns.html?_r=1

http://coolclimate.berkeley.edu/carboncalculator


https://www.edmodo.com/home


Grade 8

Design Critical Thinking, Problem Solving, & decision Making

8.2 Technology Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand B: Design Critical Thinking, Problem Solving, & Decision Making Common Core State Standards: Math: 8.G.B.7 Science: 5.2.8.A.3

NJCCCS: 21

st Century Life &

Careers: 9.1.8.C.1-3



problems.


(CPI: 8.2.8.B.2, CPI: 8.2.8.B.3) Identify the design constraints and


prototype (e.g., how the prototype

might fail and how it might be

improved) by completing a design

problem and reporting results in a


Enduring Understanding: Students will understand there are

many influences bringing a product to

the masses.

Essential Question:

Is a product ever perfect?

Vocabulary: Constraint, prototype, systematic


will work in groups to design and

build a model bridge from recyclable

material.

• Students will learn the basic

principles of bridge building by

researching types of bridges.

Attention should be paid to what

determines the type of bridge used

for a particular situation.

• Identify constraints and trade-offs

of bridge building.

• Collaborate on the design and

materials for their bridge selection.

Journalize the process (what

worked, what didn’t, why) with

pictures of each change.

• Report the results using a

multimedia presentation. Begin the

lesson by asking “Can you name

the bridges connecting NJ to PA?”

Show “Greatest Inventions with

Bill Nye: Engineering and

Architecture”.

• Explain that they will research and

build a model bridge and test the

amount of weight it will support.

• Students will be able to identify different types of bridges.

• Students will create a journal of

their design process and how

constraints and trade-offs affect

their product.

• Students will present the results in a



• Collaborate with engineers or other field experts.

• Host a contest for the best bridge.



• Collaboration Tools

• Spreadsheet

• Word Processing

• Multimedia Tools

• Digital/video Equipment

• Recycled materials for the bridge

Assessment:



Online Resources:

• www.google.com

• https://voicethread.com/products/k12/


English Language Learners (ELL) It

is essential that teachers provide ELL




M - ELL

Accommodations/Modifications) Special Education Learners:








(IDEA 300. 121.9(d) (3) (i)




(see Appendix O)




Grade 8


8.2 Technology Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand C: Technological Citizenship, Ethics and Society Common Core State Standards:

21st

Century Life & Careers: 9.1.8.F.2





the global society.

Cumulative Progress


Explain the need for patents and the

process of registering one.

Enduring Understanding: Students will understand the patent process in the U.S. and abroad and the

rights afforded by a patent.

Essential Question:

Why is “intellectual property” a value?

Vocabulary: Intellectual property, patent, piracy,

“first to file” rule, patent infringement



create a patent for a hypothetical

device.

• Students will research and discuss

the patent process in the U.S. and

abroad.

• Determine a hypothetical product

for development, search for

existing patents, and apply for a

patent.


does an inventor turn an idea into

money?” Show the video “The

American Industrial Revolution:

Thomas Alva Edison”. Discuss

what prompts a person to invent.

Explain that they will demonstrate

their understanding of the needs for

patents and the process for

registering a hypothetical product.

The student must: Determine the

plausible need for a hypothetical

product. Search for and document

existing patents. Provide proof

their product qualifies as original.

• Complete but not file a patent

application


• Mock trial for patent infringement



• U.S. Patent Office

• Blog site

Assessment:



Online Resources:

• http://www.uspto.gov/

• http://kidblog.org/home/

• https://www.thoughtco.com/lessons-on-turning-invention-idea-into-money-

1991746





comprehension and











(IDEA 300. 121.9(d) (3) (i)


Accommodations/ Modifications) Assistive Technology: (see Appendix O)


http://kidblog.org/home/

https://www.thoughtco.com/lessons-on-turning-invention-idea-into-money-1991746




Grade 8


8.2 Technology Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand C: Technological Citizenship, Ethics and Society


Social Studies: 6.3.8.A.3

Content: Knowledge and

understanding of human, cultural,

and societal values are fundamental

when designing technology systems

and products in the global society.

Cumulative Progress


Compare and contrast current and

past incidences of ethical and

unethical use of labor in the United

States or another country and present

results in a media-rich presentation.

Enduring Understanding: To earn

income, people sell productive

resources. These include their labor,

capital, natural resources, and

entrepreneurial talents.

Essential Question:

Is capitalism good for the poor?

Vocabulary: Sweatshops, labor, capitalism, productivity


meeting this CPI, students will create

a multimedia presentation.

• Students will research nations with

histories of exploitation of workers

in developing countries for the

unfair benefit of American

consumers. Research should

investigate low wages, women and

children working long hours, or

sub-standard and dangerous

working conditions.

• Students must prepare a

presentation demonstrating an

understanding of the nature and

causes of productivity and put in

perspective the role of commonly

called “sweatshop” labor in import-

export trade.

• Begin the lesson by asking “Can

you name the three top fashion

manufacturers?”

• Show the video: “Harry Loeb

Versus the Memphis

Sanitation Workers”.

• Discuss the relationship between

the Civil Rights movement and

unfair labor practice.

• Students will research to compare

and contrast current and past

incidences of ethical and unethical

use of labor in the United States or

another country.

• Students will then create a

presentation using verifiable facts,

graphics, video, and audio.


• Use online collaboration to

organize a debate about the use of

“sweatshops”.



• Online collaboration tools

• Digital/ Video / Audio equipment

Assessment:



Online Resources:

Trade & Labor Sweatshops

americanhistory.si.edu/sweatshops/




students strategies that support comprehension and











curriculum.

(IDEA 300. 121.9(d) (3) (i)




http://www.fte.org/teacher-resources/lesson-plans/tradelessons/lesson-3-trade-labor-sweatshops/

http://americanhistory.si.edu/sweatshops/


Grade 8

Research and Information Fluency

8.2 Technology Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand D: Research and Information Fluency Common Core State Standards: 21st-Century Life and Careers:

9.1.8.E.2-3

Content:

Information-literacy skills, research, data analysis, and prediction provide

the basis for the effective design of

technology systems.

Cumulative Progress


Evaluate the role of ethics and bias

on trend analysis and prediction in

the development of a product that

impacts communities in the United

States and/or other countries.


Understand impact of ethics and bias

in product development.

Essential Question: How does personal ethics and bias

play into development of a product?

Vocabulary: Bias, trend analysis, ethics


students will collaborate to study the

ethics and bias in developing a

product creating a presentation using

Web 2.0 tools to present the results.

• Students will research various

types of bias.

• Select a product and assess the

effects of ethics and bias on its

development.

• Record and present the findings

using Web 2.0 tools.

• Begin the lesson by asking

“Which is better Pepsi or Coke?”

• Show the video “Mrs. Obama: I

love This Country” found at the

Edublogs.org website.

• Discuss how different viewpoints

can be used to prove a point.

• Explain the students will research

various types of bias.

• Students will work in groups and

select a product that impacts the

community.

• Students will be charged with promoting their viewpoint on the

product.

• Using Web 2.0 tools the students will

assess the effects of ethics and bias on their promotion and report the findings.


• Students will extend their study to

students at other schools using

distance learning



• VoiceThread

• Survey Monkey

• Database/Spreadsheet Software

Assessment:



Online Resources:

• EduBlogs -Lesson 8

• https://www.surveymonkey.com/

• www.ed.voicethread.com






comprehension and












(IDEA 300. 121.9(d) (3) (i)




(see Appendix O)

http://insearchofthings.edublogs.org/lesson-8/

http://www.ed.voicethread.com/


Grade 8


8.2 Technology Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand E: Communication and Collaboration Common Core State Standards: Math.Content.8.EE.B.5

NJCCCS: Science: 5.2.4.C.2

Content:

The design process is a systematic approach to solving problems.

Cumulative Progress

Indicators(CPI: 8.2.8.E.1, 8.2.8.B.1)

Work in collaboration with peers and experts in the field to develop a

product using the design process, data

analysis, and trends, and maintain a

digital log with annotated sketches to

record the development cycle. Design

and create a product that addresses a

real-world problem using the design

process and working with specific

criteria and constraints.


Students will understand that

technology can be both helpful and

harmful to the environment

Essential Question: What effect does technology have on

the simple comfort?

Vocabulary: Thermal, HVAC,

insulation, passive solar design


will work in groups to develop a

product to provide home climate

comfort at minimal impact on the

environment and consumer economy.

• Students will investigate passive

solar building design with a focus

solely on heating. They learn how

insulation and or surface colors

play important roles in passive

solar heating.

• Students will use this information

to design and build their own

model rooms, and test them for

thermal gains and losses during a

simulated day and night.

• Groups will compare designs and

make suggestions for

improvements.

• Documentation of the design

process will include data analysis,

results and graphs, a digital log

with digital graphics of the process

and final product with presentation.

• Teacher will introduce passive

solar design for heating, design

considerations and methods.

• The “Design Challenge” handout

should be provided and any

questions answered. Remind them

they must use

the design process (the Design

Process is a linear sequence of events

that has a start and an end point) and

work with specific criteria and

constraints. These can include

technology, economics, resources,

suitability, and or function.

• Students will then use appropriate

technology tools to present their

process, results, and product to their

intended audience.


• Present as challenge between

schools



• Internet


• Digital Journal Resource

• Presentation Program

• Design Challenge Handout

• Analysis & Results Handout

• Model home (per instructions

provided to students)

• Local Energy Companies

• Local Building Contractors

• 300W Lamps

• Thermometers

• Fans

Assessment: Teacher Observation

Finished Project

Online Resources: https://www.teachengineering.org/







M - ELL













(see Appendix O)

https://www.teachengineering.org/


Grade 8


8.2 Technology Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand F: Resources for a technological world NJCCCS Science 5.1.8.B.3

ELA-Literacy.RST.6-8.8





Cumulative Progress

Indicators(CPI: 8.2.8.F.1-2)

Explain the impact of resource

selection and processing in the

development of a common


Explain how the resources and







Enduring Understanding: We have used resources that will

never be replaced.

Essential Question: What will happen when we run out

of non-renewable resources?

Vocabulary:

Environment, economy, non-

renewable resources, green

technology.

Instructional Guidance: To assist

in meeting this CPI, students will

research and present processes and

or products that help sustain

resources.

• Students will choose and research

products and or processes that

help sustain resources.

• Design an online presentation

informing the audience about their

research.

• Begin the lesson by asking “What does “going green” mean?”

• Discuss the importance of

preserving resources.

• Explain that they will research

green processes and products.

Include the following: What is the

process or product? What

resource(s) are being protected?

What are the trade-offs? Is the

process or product unique? Does the

process or product add value to

society? If sold, does the process or

product cost more? What

improvements can be made that is a

positive impact on the environment?

• Students will post their work to a

web-based service.

Extension Activities: Students will think of ways they can

help to preserve natural resources


• Word Processor


• Sierra ClubWix.com

• Edmodo.com

Assessment:



Online Resources: www.findanyfloor.com/Green/GreenFl ooringTypes/Carpet.xhtml

www.wix.com/

www.edmodo.com/

Modifications:



comprehension and










(IDEA 300. 121.9(d) (3) (i)




(see Appendix O)

http://www.findanyfloor.com/Green/GreenFlooringTypes/Carpet.xhtml

http://www.findanyfloor.com/Green/GreenFlooringTypes/Carpet.xhtml

http://www.wix.com/



Grade 8

The Design World

8.2 Technology Education, Engineering and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand G: The Design World Common Core State Standards: 21st-Century Life and Careers:

9.4.12.B.(3).2,4





Cumulative Progress

Indicators(CPI: 8.2.8.G.1-2)

Explain why human-designed


need to be constantly monitored,


Explain the interdependence of a

subsystem that operates as part of a

system.


There are faults in any system and monitoring is essential.

Essential Question:

Why is it important to improve any system?

Vocabulary: Interdependence, subsystem, human-

designed Instructional Guidance:

(NOTE: Software will need to be

downloaded from the given website

prior to the start of this unit.)


will research and use software to

design bridges.

• Research bridges and document the

type of bridge they select/are

assigned.

• Explain how bridges operate as a

subsystem of the transportation

system.

• Research bridge disasters, causes

and solutions.

• Design and test a bridge using software and or website.

• Explain why it is important to

monitor, maintain, and improve the

bridge.

• Present their findings in a

multimedia presentation to include

video and audio. Begin the class by

showing the video “Building

Bridges”. Discuss

the questions posed in the “Consider This” opening of the video.

• Explain that they will study the

impact bridges have on how we

function.

• They will build a bridge using

software and or website and

produce a multimedia presentation

to explain their process and why

bridges need to be constantly


improved.

• They will also explain the

interdependence of the bridge that

operates as part of the

transportation system.


• Students can enter the “West Point

Bridge Design Contest” if this

activity is completed before the

stated deadline.

• Students can design and build

model bridges and test on a shake

table.


• Multimedia presentation tools

Assessment:


• Published Products Online Resources:

https://www.garrettsbridges.com/conte

sts/west-point-bridge-design-contest/

https://www.cesdb.com/west-point-

bridge-designer.html

CCSD Technology Toolbox Modifications:




comprehension and











(IDEA 300. 121.9(d) (3) (i)



https://www.garrettsbridges.com/contests/west-point-bridge-design-contest/

https://www.garrettsbridges.com/contests/west-point-bridge-design-contest/

https://www.cesdb.com/west-point-bridge-designer.html

https://www.cesdb.com/west-point-bridge-designer.html


Appendices

1. Devices & Compatibility

2. Videoconferencing Tips Etiquette

3. Digital Citizenship

4. Bill Gates

5. ABC’s of Website Evaluation

6. Collaboration Self Assessment

7. Cyber Safety

8. Cyber Bullying

9. Collaboration Activities

10. Copyright Criminals

11. Test Before You Trust

12. News to Me Checklist

13. Webquest

14. Block the Sun

15. Ethics

16. Weather Data

17. Data Analysis


Appendices

I. Web 2.0 Terms

J. Bloom’s Web 2.0 Pyramid

K. Glossary

L. Skills Array

M. English Language Learners Accommodations/Modifications Checklist

N. Special Education Accommodations/Modifications Checklist

O. Assistive Technology

© Copyright 2003 Learning.com Devices and Compatibility Discussion

Devices and Compatibility Discussion Lesson Plan

Title:

Devices and Compatibility Discussion

Tool:

Computer

Grade Range:

3-5

Summary:

In this lesson teachers use the discussion points to help students understand basic computer concepts

such as input and output devices, networks, and compatibility.

Warm-up Talk to the class about sharing information. What are different ways that people

share information (books, Internet, talking, etc.)? What are some advantages and

disadvantages of these different ways of sharing information?

Activity Discuss input, output, processing devices, and compatibility issues:

Discuss the concept of input, output, and processing devices and how they differ.

Explain how computers on a network can share some of the same peripheral devices,

like printers and scanners. Explain how to access peripherals over the network.

Discuss cross-platform connectivity and file format compatibility issues and how to

make adjustments to account for them.

Talk about online help and other documentation and how to use it.

Wrap-up Ask students what types of networks they've used (Internet, school, etc.). How do

networks help people share information?

Extension

Have students pair up with a first or second grade student. Have students

explain how input, output, and processing devices work and how we save

information on a computer to the younger students.


Devices and Compatibility Discussion Key Points

Input, Output, and Processing Devices

Students learned about input, output, and processing devices on a computer in

the Computer Basics: Processor and I/O Devices lesson.

Input devices allow the user to give the computer information or tell the

computer what to do. Some examples of input devices are a keyboard, mouse,

microphone, and scanner.

Output devices allow the computer to display information to the user. Some

examples of output devices are a monitor, printer, and speakers.

Processing devices complete tasks. They take information from input devices,

perform a task, and send it to a storage device or output device. Examples of

devices with processors are calculators, ATMs, personal computers, CD

players, etc. The processor, or CPU (Central Processing Unit), is the

processing device for personal computers.

Talk about the differences between each of these devices. Ask students

what the differences between input and output devices are (input devices let

the user give information to the computer and output devices let the

computer give information to the user). Ask the students what the

differences between input/output devices and processing devices are (input

and output devices are used for communication between the computer and

user and processing devices are used for the computer to complete tasks).

Accessing Peripherals on a Network

In Computer Navigation: Network Basics students learn about networks, and

in Printer Basics: Basics and Troubleshooting students learn about printing

to a network.

A group of computers connected together is called a network. A network

allows different computers to access the same information or tools including

files, programs, and equipment.

Peripherals are pieces of equipment that the computer can use, but that are

not necessarily directly connected to it. Examples of peripherals are printers,

scanners, and network drives.

When you're working on a computer, you need to know how to access and use

the peripherals. Most peripherals can be accessed through menus and


dialogue boxes. Show students how to access peripherals they can use, such

as network printers or network drives.

Cross-Platform Connectivity

Remember to think about compatibility when working on a network, because it

determines how well different computers are able to interact. Two computers

are compatible if they are able to communicate with each other. A computer's

platform refers to the framework of the computer, including operating

system and other software and hardware. When two computers are cross-

platform, it means that they aren't set up in exactly the same way. This could

mean that they don't have the same operating system or exactly the same set

of hardware and software. An application, a device, or a file format is called

cross-platform if it can be accessed by computers that have different

platforms.

Show the students an example of networked computers, such as your

computer lab or school network (if you don't have a network, make up a

hypothetical example). Talk about the different computers and peripherals

that are connected. Find out if there were or are any cross-platform issues

with the school network and how they were solved. Explain that process to

the students.

One way to help solve cross-platform issues is to choose software that is

cross-platform and install it on networked computers. If you want to connect

computers of different operating systems on the same network (cross-

platform connectivity), you should ensure that there is a compatible network

operating system. This serves to help networked computers with different

operating systems connect properly. It is probably not something the

students will be dealing with directly, but this will give them an understanding

of a few ways technology people try to solve cross-platform problems.

File Format Compatibility

File types also need to be compatible. A file type describes the program a file

was created in or the way it was saved. Not all file types can be opened in

every program. When saving a file you must consider what programs you want

to open it in later.

One way you can solve file type compatibility issues between computers is to

make sure all computers have the same program (so they will all be able to

open the file in the program it was saved in). You can also save your


documents with compatible file types (so more than one type of program can

access them).

Tell the students how you would like them to save files of different types

(word processing, graphics, spreadsheets, etc.) on your school's computers.

Talk about the types of software your computer lab has and the different

ways they can save files in these programs to be compatible. This is

something the students will be dealing with directly, so they need to

understand the appropriate ways to save files at school.

Sometimes, when you're finished with a file, you will want to delete it. When

you delete a file, it is permanently destroyed, and you won't be able to return

to it again. So, make sure you're finished with the file before you delete it,

and only delete your own files.

File format compatibility is especially important when you are taking files

home or bringing files to school from home. Make sure you know which

software you use at home and how to save a file so that it will work both at

home and at school.

Review your school's policy with storing and deleting files. Explain to your

students how and when you would like them to delete files.

Using Help and Other Documentation

Sometimes, when you're working in a program, you'll forget how to do

something you need to do or you'll want to do something that you haven't

learned yet. You can use the help menu to find out how to complete different

tasks. Students learned how to use help menus in Computer Navigation:

Toolbars and Menus.

Show the students an example of an instance when you would need to use the

help menu. Open a program and have a student give an example of something

they would like to do in the program but don't know how to do. Use the help

menu to find the answer. Walk the students through how to use the index and

the search textbox.

Another way you can figure out how to complete tasks in a program is by using

the file menus. The file menus organize tasks in groups. You can use the file

menu name to predict what commands will be contained in that menu. Try to

solve the same problem you solved with the help menu with the file menus (if

the same example doesn't work, use a different one).

Videoconferencing Tips – Etiquette

Behavior for a Successful Conference

▪ Be on time

▪ Listen to the ground rules regarding your videoconference as outlined by the presenter/facilitator

▪ Allow for a two-second transmission delay when speaking; pause

after the end of your comments to allow time for remote sites to

respond to a question or comment

▪ Direct questions or comments to a particular person or site (especially important in multipoint conferences)

▪ If participating in a large multipoint meeting, it is advised that you

say your name and location each time you speak ▪ Avoid side conversations

▪ Avoid unnecessary speaking to show that you are listening – try to

nod your head to indicate that you are hearing someone instead ▪ Announce actions to the far end when possible -- let them know

when you plan to mute your microphones, leave the room, or

when someone has entered the room but is not visible on screen

▪ Expect some technical issues – have patience when technical issues arise

Digital Citizenship-Grade 4

Suggested Activity

8.1.4. D.1

While completing superhero drawing ask students to think about the following:

1. What kind of superpowers would my digital citizen superhero use to help

others act safely, responsibly, respectfully online? What is special about the

way my superhero acts and thinks?

2. What kind of special costume would my superhero wear to help him or her

do the job?

3. What would my superhero’s name be? (for example, “Dynamic Digital

Dave” or “The Upstander”). Remind students to note some of their superhero’s unique qualities. Have students

introduce their superheroes to one another. Remind students how good digital

citizens can harness the power of digital media to make the world a better place.

Have students create a short, three-frame comic strip. They should illustrate a

problem in the digital world, and how their digital superhero helps resolve that

digital dilemma. Students create digital comic strips using illustrations, speech

bubbles, and captions. Share one or two of the following examples, if students

need guidance creating a scenario:

1. Someone spreads rumors about somebody else online

2. Someone cheats on an assignment for school by copying information from a

website and saying they wrote it. 3. Someone uses someone else’s password to pretend to be that person online.

4. Someone says mean things online.

5. Someone forwards a message containing private information to someone

else.

Display students’ comics around the classroom, like in an art gallery. Then have

students take a “gallery walk,” whether as a class or in small groups. Allow each

student the opportunity to describe his or her comic to others.

Bill Gates Born William Henry Gates III, on October 28, 1955, in Seattle, Washington. Gates

began to show an interest in computer programming at the age of 13 at the

Lakeside School. He pursued his passion through college. Striking out on his own

with his friend and business partner Paul Allen, Gates found himself at the right

place at the right time. Through technological innovation, keen business strategy,

and aggressive competitive tactics he built the world's largest software business,

Microsoft. In the process he became one of the richest men in the world. In 1970, at

the age of 15, Bill Gates went into business with his pal, Paul Allen. They

developed "Traf-o- Data," a computer program that monitored traffic patterns in

Seattle, and netted

$20,000 for their efforts. Bill Gates graduated from Lakeside in 1973. He scored

1590 out of 1600 on the college SAT test, a feat of intellectual achievement that

for several years he boasted about when introducing himself to new people. In

1975, Gates and Allen formed a partnership they called Micro-Soft, Microsoft

(Gates and Allen dropped the hyphen in less than a year) started off on shaky

footing. Though their BASIC software program for the Altair computer netted the

company a fee and royalties, it wasn't meeting their overhead. Gates' acumen for

not only software development but also business operations put him in the position

of leading the company and working as its spokesperson Between 1978 and 1981,

Microsoft's growth exploded, and staff increased from 25 to 128. Revenue also

shot up from $4 million to $16 million. In mid-1981 Gates and Allen incorporated

Microsoft, and Gates was appointed president and chairman of the board. Allen

was named executive vice-president. In 1986, Bill Gates took Microsoft public

with an initial public offering (IPO) of $21 per share. Gates held 45 percent of the

company's 24.7 million shares and became an instant millionaire at age 31. Gates'

stake at that time was $234 million of Microsoft's $520 million. Over time, the

company's stock increased in value and split numerous times. In 1987, Bill Gates

became a billionaire when the stock raised to $90.75 a share. Since then, Gates has

been on the top or near the top of Forbes' 400 list of the world's wealthiest people.

In 1999, with stock prices at an all time high and the stock splitting eight-fold since

its IPO, Gates' wealth briefly topped $101 billion. Bill Gates stepped down from

the day-to-day operations of Microsoft in 2000, turning over the job of CEO to

college friend Steve Ballmer

Name ABC’s of Website Evaluation

Use the ABC’s of website evaluation to show that your source is credible and valuable. As you evaluate the resource or website,

check off the qualities that apply. Then make an overall judgment based on your checkmarks and evaluations along the way. Checks

on the left are good. Those on the right are poor. At the bottom of the page, you will be asked to defend your choice.

Site name URL

Source of content (author, organization, etc.)

Authority

Good? or Bad?

D source of information is clearly identified D source of information is not clearly identified

D good credentials/qualifications posted D no/poor source qualifications/credentials posted

D reputable organization D unknown or disreputable organization

D works cited/sources listed D no works cited/sources listed

D good quality control (links/images, spelling…) D poor quality control (broken links, poor spelling, etc.)

D complete contact information provided D no/poor/incomplete contact information provided

(Circle those included: Name, street address, phone, email)

Bias

What type of site is this? (circle one: .com, .org, .edu, .net, .gov, .mil, .uk, .mn, .ca, other )

D This type of site meets user’s need D This type of site does not meet user’s need

D This site does not have a ~ in the title (personal page) D This site does have a ~ in the title (personal page)

D Site’s purpose/mission is clearly indicated D Site’s purpose/mission is not indicated or is unclear

D Site has nothing to gain/profit from your attention D Site has something to gain/profit from your attention

D Unbiased (neutral, fair words, objective info.) D Loaded words, subjective opinion, unfair, etc.

D Bias is clear, provides an identifiable pt. of view D Bias compromises content; opinion is expressed as fact

Content

D easy to navigate D difficult, confusing navigation

D internal search engine (helpful, not critical) D no internal search engine

D helpful visual aids and interactivity D not helpfully interactive or interesting

D information is clear D information is confusing or contradictory

D information is true/accurate D information is false/inaccurate

D information is presented in a logical manner D information is confusing or misleading

D information is relevant to research need D information is not relevant to need

Currency D date created

D date updated (recent enough)

D no date created (can’t tell age of content)

D date updated missing or too old

D recent enough for this topic D too old for this topic

Overall Evaluation: D Excellent! (One of the best sites I’ve seen.)

D Good (Usable. Not perfect, but good quality overall.)

D Questionable (May be worth looking at, but don’t cite information from this)

D Poor (There are significant problems with this site, or it’s off topic. Don’t use it.)

D Terrible! (One of the worst sites I’ve seen. It may even be harmful! Stay away!)

List the one or two most important reasons you chose this rating.

1.

2.

Collaboration Self-Assessment Think about how well you worked with your group on this project. Change the font color of the

response that describes how well you did. Use what you learn about your collaboration skills when you

set goals for the next group project.

1. I participated enthusiastically in the project. Always Sometimes Hardly Ever

2. I listened actively when my group members

talked.

Always Sometimes Hardly Ever

3. I encouraged my group members to

participate.


4. I compromised when it was necessary. Always Sometimes Hardly Ever

5. I praised my group members when they

deserved it.


6. I took constructive criticism well. Always Sometimes Hardly Ever

7. I was responsible and accountable for my

tasks.


8. I helped solve problems and persisted when

the work got difficult.


9. I helped make the project fun for everybody. Always Sometimes Hardly Ever

10. I showed that I cared about the quality of

our work.


Copyright © 2010 Learning.com Halt! Who Goes There? Avoiding Online Creeps

Read the paragraph and then answer the questions. Jesse has some friends over for a sleepover. His friend Anthony says, “Let’s go see who else from school is online.”

Anthony uses Jesse’s password to type an instant message to a popular girl on Jesse’s buddy list. The message says:

“I really like Mai Yin.” Some of the boys laugh. Others are quiet. Jesse had told Anthony to keep his crush a secret.

The next day at school, everyone seems to know that Jesse likes Mai Yin.

What’s the Problem?

1. How do you think Jesse felt?

2. What do you think the boys watching Anthony were thinking?

3. What do you think the kids at school said or did the next day?

4. What would you do if you were one of the boys watching Anthony, and why would you do it?

Read the paragraph and then finish the statements below.

Anthony keeps sending messages about Jesse and Mai Yin to Jesse’s buddy list. When Jesse sees

Anthony in the hall, Anthony pretends that he does not see Jesse. That night, Jesse gets 15 texts

from numbers he does not recognize. They all call him things like, “wimp” and “wuss.”

1. I think Anthony’s behavior turns to cyber bullying when

2. If I were Jesse and I had received 15 mean texts, I would have felt because

3. If I had been there when Anthony sent the 15 texts, I would have stopped him by

Words Can Hurt

Directions

Jose and Robert love a website that has games and chatting for kids. Their parents let them play on the

site. Lately, though, Robert and Jose have been receiving mean messages on the site, including:

Questions: 1.How do you think Robert and Jose feel when they read those messages?

2.How would you feel if you received messages like these?

3.Why do you think people send these kinds of message to people they don’t know?

A Matter of Ethics

There is an old saying that “Sticks and stones may break my bones, but words will never hurt me.”

I think that this saying is TRUE/NOT TRUE (circle one) because

Intel® Teach Elements

Collaboration in the Digital Classroom

Collaboration Activities Sharing Thoughts

Blogs

Brainstorming

Debates

E-mail discussions

Group graphic organizers

Literature circles (electronic and face-to-face)

Online discussion forums and chats

Panel discussions

Problem solving tasks

Small- and large-group face-to-face discussions Giving and Getting Feedback

Blogs

Brainstorming discussions

E-mail

Online discussion forums and chats

Peer writing groups

Performance rehearsals and practice

Product draft sharing

Peer Mentoring

Cross-age tutoring

Heterogeneous groups

Online study groups

Student experts Conducting and Sharing Research

Internet searching

Interviews (face-to-face and virtual)

Jigsaw

Library research

Photography (video and still)

Primary documents analysis and interpretation

Surveys (online and print) Completing Group Projects

Audio productions

Dramatizations

Models

Multimedia presentations

Persuasive speeches

Podcasts

Publications (print or digital)

Reports

Videos

Visual representations

Wikis

Copyright © 2010 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries.

*Other names and brands may be claimed as the property of others.

≠

E N GAG IN G STUDE NTS AN D TEACH E R S TH R OU GH FILM

Educator Guide

Can you own a sound? As hip-hop rose from the streets of New York to become a multibillion-dollar industry, artists such as Public Enemy and De La Soul began reusing parts of previously recorded music for their songs. But when record company lawyers got involved everything changed. Years before people started downloading and remixing music, hip-hop sampling sparked a debate about copyright, creativity and technological change that still rages today.

WWW.pbs.org/independentlens/classroom

http://www.pbs.org/independentlens/classroom

COMMUNITY ClASSrOOM: COPYrIGHT CrIMINAlS

independent television service (itvs) 651 brannan street, suite 410 san Francisco, ca 94107 phone: 415.356.8383 email: [email protected] Web: WWW.pbs.org/independentlens/classroom

Activity 2

Can You Own a Sound?

min + assignments)

“If you sample one note of a sound recording, it’s

copyright infringement… At the end of the day, the

court said, not only is this copyright infringement,

but we see criminal prosecution in mind for this

one.

-Anthony Berman (Entertainment Lawyer)

mailto:[email protected]




Activity 2 Can You Own a Sound? (90-120 min + assignments)

Subject areas: Social Studies, Civics, Government, Sociology, Language Arts, Economics, Ethics, Law, Business,

Media Studies

Lesson Purpose:

Copyright law developed over time to protect intellectual property of artists and creators. As sampling in hip-hop

grew into both a cultural and economic force, the music business evoked copyright laws to protect the recordings

they own. This lesson looks at the ways that artists borrow and appropriate in the creative process across

mediums. Students will take a look at the issue from both sides and debate whether or not “copying” should be

allowed.

Objectives:

Students will:

• Learn about copyright law and the exception of fair use. • Investigate artistic appropriation in visual art, film, and literature, as well as in music.

• Prepare and present a debate with their classmates.

Skills: Stating and supporting opinions in class discussions and in writing; analytical reading and viewing; note

taking; interpreting information and drawing conclusions; critical thinking; identifying cause and effect; identifying relationships and patterns; creating various forms of media

Materials:

• Computers with Internet. LCD projector or DVD player • COPYRIGHT CRIMINALS Discussion Guide

• COPYRIGHT CRIMINALS Film Module 2 “Can You Own a Sound?”

• Whiteboard/markers, or chalkboard/chalk • Student Handout A: Module 2 Note Taking Guide

• Student Handout B: Quotes • Student Handout C: Debate Roles & Format

• Student Handout D: Debate Notes

• Student Handout E: Debate Peer Evaluation Rubric

Note to Teachers: For your own background information and preparation, there are good reference primers for

copyright law and fair use on the Teaching Copyright website (http://teachingcopyright.org) and in the article

“Copyright for Educators” on the KOCE (PBS) website (http://www.koce.org/classroom/copyright.htm). You may

want to give additional “intro” lessons using these materials if your class needs more background and context.

Procedures:

PREVIEWING ACTIVITY:

1. Introducing Copyright Law & Music:

Ask the class if it is anyone’s birthday. If not, ask who will be having a birthday soon. Invite the class to sing “Happy Birthday to You.” After singing, read the articles “How Long Do Copyrights Last?” and “The Copyright



http://www.koce.org/classroom/copyright.htm)



Term Extension Act of 1998” from the Sampling Law website (http://superswell.com/samplelaw/main.html) to the

class. Have students respond to the following:

• I was/was not surprised to hear that “Happy Birthday to You” is copyrighted because… • The composers of the song should/should not receive royalties because…

• Anyone should/should not be able to sing and use this song for free because…

2. Borrowing vs. Stealing:

Have students read “Something Borrowed” by Malcolm Gladwell from The New Yorker website (http://www. newyorker.com/archive/2004/11/22/041122fa_fact). (Note: “The ecstasy of influence: A plagiarism” by Jonathan

Lethem (http://www.harpers.org/archive/2007/02/0081387) can be used as an additional reading with similar

arguments using different examples).

Discuss the following with the class:

• Gladwell gives many examples of artistic appropriation, from literature to journalism to music. Do you agree that many artists borrow as a fundamental part of the artistic/creative process? Should artists have the

freedom to do so?

• Gladwell makes a distinction between borrowing that is derivative versus borrowing that is transformative. Is

one wrong and the other right? How can we tell the difference and who ultimately determines that? • What other examples of artistic appropriation can you think of?

3. The Fair Use Exception:

Instruct students to read about fair use as related to borrowing from copyrighted works on the Sampling Law website (http://www.superswell.com/samplelaw/fairuse.html). Discuss and clarify what fair use means and what is

deemed fair use. Introduce the case of the Associated Press vs. Shepard Fairey, the artist who created the iconic

Obama “Hope” poster which became ubiquitous during the 2008 Presidential campaign. The AP filed a lawsuit

against Fairey claiming copyright infringement because he used an AP-owned photograph as a reference. Have students read and refer to this op-ed piece from The Huffington Post (http://www.huffingtonpost.com/jonathan-

melber/the-ap-hase-no-case-again_b_165068.html), which includes references and visual examples from other

cases such as Blanch vs. Koons. Fairey also speaks about the case on his own website (http://obeygiant.com/

headlines/the-ap-obama-referencing#reference1). Take a quick thumbs-up/thumbs-down poll to find out if the class

thinks that Fairey did indeed infringe upon the AP’s rights to the image he used.

Discuss the following with the students:

• If you would find Fairey guilty of copyright infringement, explain why.

• If you would judge Fairey’s poster as falling under the fair use exception, explain why.

• Should Fairey have given credit to the photograph he referenced when he first distributed his poster? Why or why not?

• Should the AP pursue the lawsuit even if the photographer himself does not see Fairey’s use as illegal?

Explain.

• Should the AP and/or the photographer be compensated for the use of the photograph as a reference? Why or why not?

• Is there any difference between a visual artist using a photograph for reference and a musical artist using a

sample of a sound recording?

4. Provide Background Information on COPYRIGHT CRIMINALS:

Briefly introduce the film Copyright Criminals. Note how the film module will cover how artists have referenced and appropriate other works in music, visual art, and film. Have students read and discuss COPYRIGHT CRIMINALS

Discussion Guide page 2, which features the filmmakers talking about how they encountered and dealt with

copyright issues in creating the film itself. There is a related interview with the filmmakers on the Independent Lens

website (http://www.pbs.org/independentlens/copyright-criminals/makingof.html). Have them also read “Copyright Overview” and “What is Fair Use?” on page 4 of the Discussion Guide.



http://superswell.com/samplelaw/main.html)

http://www/

http://www.harpers.org/archive/2007/02/0081387)

http://www.superswell.com/samplelaw/fairuse.html)

http://www.huffingtonpost.com/jonathan-

http://obeygiant.com/

http://www.pbs.org/independentlens/copyright-criminals/makingof.html)



VIEWING THE FILM:

5. Viewing the Film Module: Instruct students to take notes on Student Handout A: Module 2 Note Taking

Guide as they view the COPYRIGHT CRIMINALS Film Module, recording the views of the different speakers

in the module. After watching, give students time to note whether the speaker is for or against sampling and other

forms of artistic appropriation.

REFLECTING ON THE FILM:

6. Review and Discuss: Debrief the module and notes by discussing them together as a class. Have students

review the Student Handout B: Quotes before the discussion. Use the following guide questions:

• Should sampling someone else’s music — even one note — without permission be an offense suitable for

criminal prosecution? Why or why not?

• Who do you agree with the most in the film module? Who do you most disagree with? Explain.

• How did the early cases of sample lawsuits in the 1990s change the way hip-hop producers approached sampling in subsequent decades?

• How is race involved in the sample clearance/copyright industry?

• What is a fair rate to charge for sampling someone’s music with permission?

• Should sampling be treated differently from covering a song in terms of copyright law and clearance? Why or why not? If so, how?

• What, if any, are the exceptions for when “copying” is acceptable?

7. Debate Preparation: Review copyright law and fair use with the class and explain that the students will debate

whether artists should have the ability to “borrow” freely in the process of creation. Organize students into groups

of four to six, with groups being either “PRO” artistic and creative freedom or “CON.” The “PRO” side can also refer to the Independent Lens interview with legal scholar Larry Lessig (http://www.pbs.org/independentlens/

copyright-criminals/fair-use.html), and both sides can benefit from the Independent Lens “Learn More” page (http://www.pbs.org/independentlens/copyright-criminals/more.html#copy). Distribute and review Student

Handout C: Debate Roles & Format and have groups decide each member’s role(s). Then, direct groups to

prepare their arguments and statements using Student Handout D: Debate Notes. They should research and

prepare examples to support their side: from the film or readings, or from further research.

8. Assignment - Debate: Arrange the classroom into a debate-audience format with two sides facing each

other in front of the rest of the class. Review the expectations with the criteria outlined on Student Handout E:

Debate Peer Evaluation Rubric. Moderate the debate by following the debate format. Debrief by discussing the

persuasiveness of the arguments and whether or not there can be a compromise or a way for the system to allow

and encourage creativity, while at the same time protecting the rights of the creators.

Assessment

Direct students in the audience to assess their classmates in the debate groups using Student Handout E:

Debate Peer Evaluation Rubric. You can also use the same rubric to do a teacher evaluation of the debate

groups.

Extension activities for students:

1. Host a round-table discussion with individuals who are local resources on the subject of copyright: artists,

musicians, lawyers, musicologists. Prepare questions and record responses from these “experts.”

2. Using visual art, music, literature, or other areas of artistic expression, create a piece that draws from and

appropriates an existing work. Have the artist explain their intentions, how it differs from the referenced work, how

and why they used the previous work, and how their experience was in creating the work.



http://www.pbs.org/independentlens/

http://www.pbs.org/independentlens/copyright-criminals/more.html#copy)



3. Research the current state of copyright law. What groups or organizations want stronger copyright and intellectual property laws and why? How are they going about their cause? On the other side, what groups or

organizations want greater artistic freedom within the law? How are they fighting to get it?

4. Research and prepare a presentation of artists who have referenced or appropriated other art in their works.

Have the class evaluate whether or not the works are transformative or derivative. The class could develop criteria

to make such a determination.

5. Research the creativity, legality and value of the DJ “mixtape.” Good starter articles include this piece on the

RIAA raid of the Atlanta studio of DJ Drama in 2007 (http://www.reuters.com/article/idUSN2135284520070123),

and this piece on “artist mixtapes” as a means to break into the industry (http://www.reuters.com/article/

idUSTRE60T0K820100130). A good resource for a wide range of DJ mixes is Mixcrate (http://mixcrate.com).

Recommended National Standards

MID-CONTINENT RESEARCH FOR EDUCATION AND LEARNING STANDARDS Career Education

Business Education

Standard 6. Understands how the legal system affects business Standard 34. Understands the role of ethics in the business world

Civics

Standard 3. Understands the sources, purposes, and functions of law, and the importance of the rule of law for the protection of individual rights and the common good

NATIONAL COUNCIL FOR THE SOCIAL STUDIES

V. Individuals, groups, & institutions

V.a. Apply concepts such as role, status, and social class in describing the connections and interactions of individuals, groups, and institutions in society;

VII. Production, distribution, & consumption

VII.b. Analyze the role that supply and demand, prices, incentives, and profits play in determining what is produced and distributed in a competitive market system;

VIII. Science, technology, & society

VIII.a. Identify and describe both current and historical examples of the interaction and interdependence of

science, technology, and society in a variety of cultural settings; X. Civic ideals & practices

X.d. Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic;

INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION

Standard 5: Digital citizenship

• Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior



http://www.reuters.com/article/idUSN2135284520070123)

http://www.reuters.com/article/


independent te levis ion service (itvs) 651 brannan street, su ite 410 san Francisco, ca 94 107 phone: 415.356.8383 e mail: [email protected] Web: WWW.pbs.org/independentlens/classroom

Student Handout A: Module 2 Note Taking Guide Note which perspective (can be both):

Speaker Views on sampling and music Against

sampling

In favor of

sampling

Greg Tate

(music critic)

De La Soul

(music group)

Jeff Chang

(music writer)

Siva Vaidhyanathan

(media professor)

Ken Freundlich

(entertainment lawyer)

Other:

Other:

Reflect using this sentence stem:

The speaker I agree the most with is , because





Student Handout B: Module 2 Quotes

Well, I think that once people who held music copyrights got wise to how much money hip-hop was mak-

ing, then it became kind of a feasting frenzy.

-Greg Tate (music critic)

If you sample one note of a sound recording, it’s copyright infringement… At the end of the day, the court

said, not only is this copyright infringement, but we see criminal prosecution in mind for this one.

-Anthony Berman (entertainment lawyer)

We never anticipated, like, getting someone to pay for James Brown going “eh-huh” and that’s it.

-Harry Allen (Public Enemy)

For me, I felt like, wow, we’re popular now. I’m getting sued by somebody I don’t even know.

-Mase (De La Soul)

On 3 Feet High and Rising, they told us what the samples were on the record and we cleared them all.

They didn’t tell us about the Turtles one. And that’s what usually happens is they say — oh, it’s not — you

know, we changed the speed. It’s an unknown song. It’s only this amount. Those are the ones that get

you at the end.

-Tom Silverman (Tommy Boy Records)

Because we always felt like, you know, when you’re creating, you create, you know? Whatever you decide

that you want to use, you know, you use to create your own particular vibration your own way. And that to

me was kind of like an unwritten code within the hip-hop world.

-Hank Shocklee (Public Enemy)

We kind of looked at music as an assemblage of sounds and we felt that you couldn’t copyright a sound.

-Chuck D (Public Enemy)

Once people in the industry got wind of the fact that the courts were not interested in listening to young

black men describe their creative processes, they had no tolerance for that, a new industry emerged — the

industry of sampling clearances. That meant that groups like Public Enemy could no longer make their

powerful sounds in the way they wished to.

Siva Vaidhyanatha (media professor)

When you are going through a rights clearing process you really need to identify all the different people

who own all potential elements of that particular sample or musical element and make sure that they have

agreed to what you want to do. And that can be very time consuming, because there’s a lot of people

involved in making music.

-Mia Garlick (Creative Commons)

Our Copyright Act was basically last rewritten in 1976. So, we’re operating with a lot of antiquated

assumptions about what musical creativity is.

-Joanna Demers (musicologist)

It is cheaper, easier, and more predictable, if you want to cover somebody’s song entirely, than if you want

to take three seconds of somebody’s song. That doesn’t make any sense. Why should an entire song be

easier and cheaper to do than three seconds of somebody’s song?

-Siva Vaidhyanatha (media professor)





Records like, It Takes a Nation of Millions to Hold Us Back and 3 Feet High and Rising, they’re kind of like

artifacts of an earlier time, records that couldn’t exist today. They’re just legally and financially untenable.

-Harry Allen (Public Enemy)

There are rules of the game, and it’s copyright. You have to get permission. You know, I can’t go and walk on

your — I can’t walk in your house and just sit down on your couch and go to your refrigerator and take a glass

of milk out. I mean, there are rules.

-Ken Freundlich (entertainment lawyer)





Student Handout C: Debate Roles & Format

I. Roles

Position: Pro/Con

Step 1 – Decide who is going to take on which role:

Round Role Name

1 Opening statement

2 Point 1 + respond to

counterarguments


counterarguments


counterarguments

5 Final rebuttal

6 Closing statement

2,3,4 Designated

“counterarguer”

II. Format

4-6 Pro Students vs. 4-6 Con Students

6 rounds

Coin flip to see which group goes first

Round 1 Pro opening statement

(1 minute)

Con opening statement

(1 minute)

Round 2 Pro 1st point

(3 minutes)

Con rebuttal

(3 minutes)

Round 3 Pro 2nd point

(3 minutes)

Con rebuttal

(3 minutes)

Round 4 Con 1st point

(3 minutes)

Pro rebuttal

(3 minutes)

Round 5 Con 2nd point

(3 minutes)

Pro rebuttal

(3 minutes)

Round 6 Pro closing statement

(1 minute)

Con closing statement

(1 minute)





Student Handout D: Debate Notes

My team is: Pro/Con

Opening Statement The presenter responsible for the opening statement will gather the main arguments into an introductory

statement (a thesis statement). It does not give specific information; it only states, “The death penalty should

be kept as a form of punishment because of A and B (state your two arguments).”

Argument #1 The assigned presenter for Argument #1 will give the first argument for the team. Give specific details and evidence based on your research that proves your group’s position (pro or con).

Here is an example:

Reason Milkshakes are unhealthy because they contain a lot of sodium.

Evidence According to the nutritional fact sheet for In-N-Out Burger, a vanilla shake contains

390mg of sodium compared to a large fries which contain 245mg.

Interpretation High sodium in your diet has been linked to high blood pressure, heart attacks,

strokes, and other health problems later on in life.

Reason

Evidence

Interpretation





Argument #2 The assigned presenter for Argument #2 will give the second argument for the team. Give specific details and evidence based on your research that proves your group’s position (pro or con).

Reason

Evidence

Interpretation

Possible Rebuttals These two presenters will respond to the other team’s arguments. These presenters must take notes as the

other team is presenting their arguments and respond to every argument, using specific and detailed

information to disprove them. You do not know which arguments they will use, so prepare several possible

rebuttals to be ready.

Possible

Argument from

other team

Rebuttal





Argument (cont.) Rebuttal (cont.)

Closing Statement The assigned presenter for the closing argument will say the final words. State the closing arguments for the

team, repeating the main reasons for your arguments 1 and 2.

Notes (optional)




Student Handout E: Debate Notes

My team is: Pro / Con

Opening Statement

This presenter will gather the main arguments into an introductory statement (a thesis statement). It does not give

specific information; for example, it only states, “The death penalty should be kept as a form of punishment because of A and B (state your two arguments).”

Argument #1

This presenter will say the first argument for the team. Give specific details and evidence based on your research that proves your group’s position (pro or con).

Here is an example:

reason Milkshakes are unhealthy because they contain a lot of sodium.

Evidence According to the nutritional fact sheet of In-N-Out Burger, a vanilla shake con-

tains 390mg of sodium compared to a large fries which contains 245mg.

Interpretation High sodium in one’s diet has been linked to having high blood pressure, heart

attacks, strokes and other health problems later on in life.

reason

Evidence

Interpretation





Student Handout E: Debate Peer Evaluation Rubric

Observe and score both teams.

Team: PRO For each score you give the team, you must write evidence for why you think they deserve it.

Criteria (how well they did in the

following :) 1 – Developing 2 – Proficient 3 – Commendable

1) Clarity of communication

-Easy to understand

-Clear

-Volume level

2) Validity of argument

-Strength of their argument

-Thoughtful, logical

-Evidence, interpretation

3) Professional presentation

-Dressed well

-Eye contact

-Organized & prepared

4) Opening / Closing

-Covered scope & context

-Summarize & inform

5) Counterargument

-refute evidence

-Strong challenges and counter-reasons

Total Points for PrO team:

Team: CON For each score you give the team, you must write evidence for why you think they deserve it.

Criteria (how well they did in the

following:) 1 – Developing 2 – Proficient 3 – Commendable

1) Clarity of communication

-Easy to understand

-Clear

-Volume level

2) Validity of argument

-Strength of their argument

-Thoughtful, logical

-Evidence, interpretation

3) Professional presentation

-Dressed well

-Eye contact

-Organized & prepared

4) Opening / Closing

-Covered scope & context

-Summarize & inform

5) Counterargument

-refute evidence

-Strong challenges and counter-reasons

Total Points for CON team:





GUIDE CREDITS

Curricula W r i t e r

David Maduli

David Maduli is an independent educational consultant who has

contributed many curriculum guides and conducted various workshops

for PBS programs. He has a master’s in teaching and curriculum from

Harvard Graduate School of Education and continues to work

as a veteran Bay Area public school language arts and social studies

teacher. He is also a DJ and a writer.

ITVS COMMUNITY CLASSROOM TEAM

National Advisors

Carole Lester: American Association of Community Colleges Wendell Bourne & Michael Yell: National Council for the Social

Studies

Ken Garcia-Gonzales: The Urban School of San Francisco

Chris runde: Bay Area Video Coalition

Dave Yanoksky: ConnectEd: The California Center for College

and Career

Donelle Blubaugh & Jenny Bradbury: PBS

Kara Clayton: National Association of Media literacy Education

Joe Fatheree: National State Teachers of the Year Maxine Einhorn: KQED Education Network

ITVS Staff

ITVS Associate Director of Communications Duong-Chi Do

ITVS National Community Engagement and Education Manager

Annelise Wunderlich

ITVS National Community relations Coordinator

roseli Ilano

ITVS Series Editor

Michaelle Stikich

Special Thanks To:

• Lisa Whitmer and Julie Smith for editorial review of the Educator Guide

• Aidan Humrich for design and layout of the Educator Guide and

Teacher and Student Handouts

About ITVS:

The Independent Television Service (ITVS) funds and presents award- winning documentaries and dramas on public television, innovative

new media projects on the Web and the Emmy Award-winning weekly series Independent Lens on Tuesday nights at 10 PM on PBS. ITVS

is a miracle of public policy created by media activists, citizens and

politicians seeking to foster plurality and diversity in public television. ITVS was established by a historic mandate of Congress to champion

independently produced programs that take creative risks, spark

public dialogue and serve underserved audiences. Since its inception

in 1991, ITVS programs have revitalized the relationship between the

public and public television, bringing TV audiences face-to-face with

the lives and concerns of their fellow Americans. More information

about ITVS can be obtained by visiting itvs.org. ITVS is funded by the

Corporation for Public Broadcasting, a private corporation funded by

the American people.

About Independent Lens:

Independent Lens is an Emmy® Award-winning weekly series airing

Tuesday nights at 10 PM on PBS. Hosted this season by Maggie

Gyllenhaal, the acclaimed anthology series features documentaries

and a limited number of fiction films united by the creative freedom,

artistic achievement and unflinching visions of their independent producers. Independent Lens features unforgettable stories about

a unique individual, community or moment in history. Presented by

ITVS, the series is supported by interactive companion websites, and

national publicity and community engagement campaigns. Further information about the series is available at pbs.org/independent lens. Independent Lens is jointly curated by ITVS and PBS, and is

funded by the Corporation for Public Broadcasting (CPB), a private

corporation funded by the American people, with additional funding

provided by PBS and the National Endowment for the Arts. The series

producer is Lois Vossen.

About PBS:

PBS is a media enterprise that serves 354 public noncommercial

television stations and reaches almost 90 million people each week

through on-air and online content. Bringing diverse viewpoints to television and the Internet, PBS provides high-quality documentary

and dramatic entertainment, and consistently dominates the most

prestigious award competitions. PBS is a leading provider of

educational materials for K-12 teachers, and offers a broad array of

other educational services. PBS' premier kids' TV programming and

Web site, PBS KIDS Online (pbskids.org), continue to be parents'

and teachers' most trusted learning environments for children. More

information about PBS is available at pbs.org, one of the leading dot-

org Web sites on the Internet.




RESEARCH AND EVALUATION >

IDENTIFYING HIGH-QUALITY SITES

Test Before You Trust

Group Members Date

STUDENT HANDOUT

Name of Site URL

Website Test

Purpose of the Site

Circle one

Add details to explain

1. Can you tell if the site is fact or

opinion? (If the information seems

one-sided, or biased, you will

have to go elsewhere to hear the

other side of the issue.)

YES

NO

2. Is the site free of advertising?

YES

NO

3. If there are ads, is it easy to tell the

difference between ads and content?

YES

NO

4. Is the site sponsored by any

organizations?

YES

NO

5. Is it clear who the site is for?

(for example, college students or

young children)

YES

NO

6. Is the tone calm and fair? (Sites

that are mean and angry may not

be good sources of information.)

YES

NO

7. Is the site open to everyone?

(no age requirements, fees,

passwords, or registration)

YES

NO

8. Is the site’s domain .edu, .net, .org,

or .gov? (If you see a ~ in the

URL, it may be a personal site, not

an official site.)

YES

NO

DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE

© 2010 www.commonsense.org 1

http://www.commonsense.org/




STUDENT HANDOUT

Trustworthiness of the Author

Circle one


9. Is the author identified by name?

YES NO

10. Is the place the author works or the

organization he/she belongs to given?

YES NO

11. Is the author’s biography provided,

and does he/she have credentials

related to the subject of the site?

YES NO

12. Has the author or site received any

respected awards?

YES NO

13. Was this site recommended by

a site you trust? (for example, by a

homework help site)

YES NO

14. Are sources given for statistics?

YES NO

15. Can the author be contacted if

you have questions? (by email,

street address, or phone number)

YES NO

16. Is the site free of spelling, typo-

graphical, and grammatical errors?

YES NO

Usefulness of Information

Circle one


17. Does the site have enough

information for your research?

YES NO

18. Is most of the information on the

site useful for your research? (If

not, it may be hard to find what you

need.)

YES NO







STUDENT HANDOUT

Up-to-Date Information

Circle one


19. Can you find the date the article,

page, or site was created?

YES NO

20. Can you find the date it was

last revised?

YES NO

21. Do all the links lead to active pages?

(no dead links)

YES NO

Ease of Use

Circle one


22. Can you understand the text?

YES NO

23. Is the type easy to see?

YES NO

24. Do the titles and headings give a

clear idea of the content?

YES NO

25. Are there photos, maps, charts,

or other illustrations that help you

understand the information?

YES NO

26. Is there a site map?

YES NO

27. Is there a tool for searching

the site?

YES NO

28. Is there a “what’s new” feature?

YES NO

29. Are links labeled clearly?

YES NO

30. Do pages load quickly?

YES NO

How many times did you circle YES? _______________ out of a total of 30




News to Me! Project Checklist

I chose a research question that is compelling and can be researched from multiple perspectives.

I used the Internet to conduct my research. I recorded my information and cited my sources on the News to Me! Research Template.

I used the News to Me! Newsletter Planner in my online journal to draft my articles and decide what pictures I will take to support my articles.

I created a draft of my newsletter in a document in Google Docs.

I wrote at least three articles to support the answer to my research question.

I included more than one perspective in my writing.

I shared my drafted document with at least one other student in Google Docs and received their feedback on the News to Me! Peer Feedback Form.

I used peer feedback to improve my writing.

I took digital pictures, uploaded them to the computer, and added them to my newsletter.

I completed my final draft of the newsletter.

I completed the News to Me! Self-Assessment in my online journal.

I submitted all my work to the teacher.

LP: Lesson Plans: Webquest

Space Aliens on Earth!

Grade 5

Objective: Students will work in small groups to use technology to find and solve hypothetical problems.

Before Lesson:

• Prior to the lesson review the website http://teacherweb.com/IN/PNC/Bernier/index.html.

• Print and distribute the Space Rubric located at


Warm Up:

• Explain the purpose of the webquests and provide examples of how to use

webquests to solve hypothetical or real-world problems.

• Read aloud the descriptions of the Space Creatures found at http://teacherweb.com/IN/PNC/Bernier/gallery1.stm.

Guided Activity

• Students will assign roles for each member in their group.

• Students will follow the directions from the Space Aliens on Earth Planning Sheet.

• Students will research their assigned planets on the following websites:

http://yahooligans.yahoo.com/ http://www.kids-and-space.com/index.htm

http://www.google.com

• Each group will record their information on a word application.

• Students will decide which space alien would be the best creature to live on their

planet.

• As a group, students will create a slideshow of their project.

Wrap Up

• Students will save their work in the appropriate folder.

• Students will present their slide show to the class.

• Students will print with teacher permission.




http://yahooligans.yahoo.com/

http://www.kids-and-space.com/index.htm


Block the Sun, Not the Fun

1. It’s a cloudy day—but you still have soccer practice.

Should you skip the sunscreen?

A. No. Clouds can’t stop all of the sun’s burning rays.

B. Yes. Clouds are natural sunblockers!

C. What’s sunscreen?

2. Years of summer suntans mean:

A. A job as a pro bodybuilder.

B. A future of wrinkles, age spots, and alligator hide! Yuck.

C. A few moles later in life.

3. Your mom wants to put some SPF 30 sunscreen on you. You say:

A. “No thanks, Mom!”

B. “Thanks, Mom! Now I don’t have to worry for the rest of the day!”

C. “Thanks, Mom! Keep that close so we can reapply it later!”

4. One bad sunburn with blisters:

A. Is just a pain!

B. Can double your risk of certain types of skin cancer later in life.

C. Is the quickest way to a tan!

5. You’ll be spending the day at the park! What will you wear to protect yourself?

A. A wide-brimmed hat, sunglasses, and sunscreen

B. Sunglasses

C. In-line skates

6. You want to be at the movies during solar noon to get away

from the sun’s burning rays. What time is solar noon?

A. Between 4 and 5 P.M.

B. Between 9 and 10 A.M.

C. Between 11 A.M. and 1 P.M.

7. When you go to the beach, bring a sunscreen that:

A. Deflects, scatters, and absorbs UV rays (ultraviolet radiation).

B. Has SPF 4.

C. Magnifies UV rays.

8. You want to shoot hoops with your friend, but the UV index is very high

(level 10 or higher). What should you bring?

A. SPF 30 sunscreen

B. SPF 4 sunscreen

C. SPF 45 sunscreen, a hat, and sunglasses

Points for each answer:

1) a=3, b=2, c=1; 2) a=1, b=3, c=2; 3) a=1, b=2, c=3; 4) a=2, b=3, c=1;

5) a=3, b=2, c=1; 6) a=1, b=2, c=3; 7) a=3, b=2, c=1; 8) a=2, b=1, c=3.

Scoring:

Sun Smart: 20-24 points

Sun So-So-14-19 points

Sun Sorry: 8-13 points

ETHICS

Life is full of little choices. There is an old saying: “What is popular is not always right; what is right is not always popular.” We don’t always

make the right choices or do the right thing. Mistakes are a normal part of living and to be expected. All people make mistakes; it’s part of living. When we make a mistake, we gain more self-awareness and, hopefully, learn a life’s lesson. It’s true! We can learn by our mistakes. What is more important, we can avoid some mistakes if we take the time to identify our personal values and ethics.

WHAT ARE VALUES AND ETHICS anyway? They are not fancy words to be thought of carelessly, or worse, not thought of at all!

VALUES are attitudes and beliefs about things we think are

important in life.

Family time, money, fame, religion, education, health, community service, independence, honesty are all values. There are other values, of course, depending on the individual.

If becoming famous is not important to you then fame is not a personal value for you. Obviously, then, values differ with the person. We don’t always agree with others about the importance, or value, of some things in life. Family life is extremely important to some people; there are others who would rather be on their own and allow for very little family time.

ETHICS are the rules of personal behavior accepted by society.

Ethics are also known as a “code of conduct.” Our personal values contribute to the strength of our ethics with positive behaviors and positive attitudes.

Our values, and consequently our ethics, are in a continuous development or building cycle. We are confronted with choices every day. Most often we all make good choices. Sometimes we may falter. Sometimes we make a wrong decision or a wrong choice. Learning to make choices begins at birth and is a growing process. We begin practicing making choices—very simple at first. As we grow and get older, our choices become more important and become our patterns of behavior. Our choices begin to shape our attitudes, our self-image, our lifestyle, and how we are perceived by others.

Personal values and ethics can, at times, be in conflict. For example: If a person’s strongest personal value is to be rich, this value’s influence on his behavior and decision making could be in conflict with society’s rules of behavior. An individual wanting to be rich, may believe it is okay to cheat people or lie to get what he wants. An ethical person is honest, diligent, respectful, trustworthy, and responsible. An honest person does not lie, cheat or steal, or try to achieve personal gain at the expense of others. It is never acceptable to break society’s code of conduct, or ethical standards, to achieve a personal value!

Any individual, who breaks society’s code of conduct, even if he doesn’t get caught, loses integrity and self-respect. Cheating on school or work assigned tasks may lesson personal stress for the present but will eventually return to haunt you. Just as positive behaviors and attitudes become a way of life so do negative behaviors and attitudes. Don’t fall into the trap of excusing away a breakdown of your ethical standards.

An ethical person is a good citizen at home, at school or work, and in the community. The community is an individual’s neighborhood, town/city, school or workplace, state, nation, and the world. An ethical person is caring. He cares about people, the environment, our planet and his behavior supports society and our world.

Personal ethics, school ethics, social ethics, computer ethics, workplace ethics are basically the same. Ethics are about the individual. Specialized groups or organizations generally follow the ethics of their leaders. Groups and organizations are made up of individuals. Each person in an organization must be ethical. If a student at school or an employee in the workplace believes someone around him is participating in unethical practices or promoting deceptive information, it is his responsibility to speak up. It takes courage to defend the rules of society. Courage means doing the right thing, even when it is scary.

Students at school and employees in the workplace who are ethical have good reputations. They are respected, well-liked, admired, and trustworthy. They contribute to society by doing what is right. Right is right, and wrong is wrong. There are no gray areas. Doing what is right will always make you a stronger person and, most often, make your school or workplace a better place.

An individual can make a difference. An ethical person chooses to be a positive example for others to follow. An ethical person chooses to think positively, speak positively, and behave positively. Another old saying: people may not believe what you say but they will always believe what you do!

Teachers and employers expect you to follow the rules. It’s important! Rules help insure equal treatment for everyone. Teachers and employers expect you to be on time and to do your

work individually. And, when you are a member of a team, they expect you to do your share of the work. An ethical person does not sit back and allow others to do his work. An ethical person carries his load—his share of the work.

Teachers and employers also expect you to treat others with kindness and respect. At school and in the workplace, you interact with lots of people. Obviously, you will like some better than others. You may even dislike some people. Disliking someone is not an excuse for not doing your work. You don’t have to like someone to work with them. Learning to get along with everyone is a crucial skill you must learn for personal success in school and in the workplace. Life does not allow us to pick and choose all

the people in our life. It’s very, very important to you personally to try to get along with everyone. Computers have become a major part of our lives. We all use them; we all need them in today’s world. Computer use is commonplace at home, at school, at work. In fact, computer use is woven into all aspects of society today. Our attitudes about and behaviors on the computer have become a worldwide concern. Schools, workplaces, cities, states, national and world governments are concerned about individual computer ethics. In the workplace, and in schools, computer use is being monitored. In other words, computers are being used by teachers, administrators, employers, and governments to watch what an individual is doing at his computer. Software programs have been developed that allow authorities to watch what we do at our computers. These programs monitor information typed into a computer, e-mails received and sent, Internet use and web sites visited. It is perfectly legal for a school or employer to watch what you are doing at the computer. The computer belongs to the school or business and therefore they want to ensure it is used legally, appropriately, and more importantly focused on assigned and work-related tasks.

Have you heard the term, hacking? Some computer-lovers enjoy the challenge of trying to get into computer systems they are not authorized to enter. Computer hackers are breaking the law—it is a crime!

Hackers try to break into the security systems of educational

institutions, corporations, and government sites.

Another common computer term you may have heard is piracy. It also is a crime.

Piracy is when someone copies a computer program (even for

personal use) without permission.

Generally, buyers of software programs are allowed to make one, and only one copy, legally. This one copy then serves as a backup and may only be used as such. It cannot be shared with others.

Read through the Ten Commandments of Computer Ethics on the next page. Use these commandments as your behavior guide when you work at the computer. Both hacking and piracy (#1-3, #6) are referred to in the commandments. Theft of intellectual output and resources means to use another person’s ideas and present them as your own. It’s called plagiarism.

The ethics you practice now at home, in school, in the community will carry over into your adult life. Act now to make the right decision, to do the right thing, to be a positive person. Make these things a “normal” part of your life. Decide now to set high ethics and positive behaviors for yourself. Decide now what is and is not acceptable to you for success.

As the Army recruiter says:

“BE THE BEST YOU CAN

BE!”

Name Date

ETHICS WORKSHEET ACTIVITY

1. Complete the following saying: “What is popular is not always right.

2. What are values?

3. What are ethics?

4. Ethics are also known as

5. Why are rules important?

6. Complete the following: “People may not believe what you say but

7. Why is it legal for schools and companies to monitor student/employee computer

use?

8. What is hacking?

9. What is piracy?

10. What is plagiarism?

Ten Commandments of Computer Ethics

1. Thou Shalt Not Use A Computer To Harm Other People.

2. Thou Shalt Not Interfere With Other People’s Computer Work.

3. Thou Shalt Not Snoop Around In Other People’s Computer Files.

4. Thou Shalt Not Use Software A Computer To Steal

5. Thou Shalt Not Use A Computer To Bear False Witness.

6. Thou Shalt Not Copy Or Use Proprietary Software For Which You Have Not Paid.

7. Thou Shalt Not use Other People’s Computer Resources Without Authorization Or Proper Compensation

8. Thou Shalt Not Appropriate Other People’s Intellectual Output.

9. Thou Shalt Think About The Social Consequences Of The Program You Are Writing Or The System You Are Designing.

10. Thou Shalt Always Use A Computer In Ways That Insure Consideration And Respect For Your Fellow Humans.

Created by the Computer Ethics Institute 1815 H Street, N.W., Suite 1100

Washington, DC 20006

© Copyright 2010 Learning.com Data and Line Graphs

Weather Data and Line Graph Planning Sheet

1. Open the Weather Data and Line Graph Template.

2. Create a title for your spreadsheet in cells A1 and B1 (or other cells if needed).

3. Collect the necessary weather data needed to complete your spreadsheet. Make sure to use a

reliable resource. Choose three cities and record the data for one year.

4. Enter the city names in cells A4:A6.

5. Enter the months of the year in cells B3:M3 (you can abbreviate).

6. Enter the words Mean, Median, Mode and Range in cells N3:Q3.

7. Enter the data you’ve collected for each month for each city in the appropriate cells. For city 1,

your data will be entered into cells B4:M4. For city 2, your data will be entered into cells B5:M5.

For city 3, your data will be entered into cells B6:M6.

8. Once all data has been entered you will use the following formulas for the mean, median, mode,

and range for city 1:

Mean: Click in cell N4 and type: =AVERAGE(B4:M4) and press Enter.

Median: Click in cell O4 and type: =MEDIAN(B4:M4) and press Enter.

Mode: Click in cell P4 and type: =MODE(B4:M4) and press Enter (NOTE: If there is not

a recurring number in the set of data, the MODE function will not work and #N/A will

appear).

Range: Find the cell with the lowest number and the cell with the highest number for

the city. Click in cell Q4 and type: the = sign, type the cell letter and number with the

highest number and then type a – sign, then type the cell letter and number with the

lowest number and press Enter.

9. Repeat for city 2:





appear).



highest value and then type a – sign, then type the cell letter and number with the

lowest value and press Enter.

10. Repeat for city 3:





appear)



highest value and then type a – sign, then type the cell letter and number with the

lowest value and press Enter.

11. Select and highlight all the cells A3:M6.


12. Click Insert – Chart.

13. Then click Line, and pick one of the line chart options. Click Press and Hold to View Sample

14. Click Next and then click Next again on the next tab.

15. Click the Titles tab and type your chart title, a label for the X axis (the axis that runs across

the bottom of the chart) and the Y axis (the axis that runs up and down along the left side of

the chart). Then, click Next.

16. Save the chart as an object in the spreadsheet worksheet with the information you entered to

make the chart. Click Finish. Your line graph should appear as an object on the spreadsheet. You

can click on the graph and move it to where you would like it to be.

17. If you would like to change the colors and lines in your line graph, you can right-click a line in a

line chart. Then, pick Format Data Series.

18. Click the Patterns tab.

19. In the Line group, click the Color arrow, and pick the color of your choice. Then, click the

Weight arrow, and pick the thickness of the line. Click OK when you are done making changes.

20. You can format the spreadsheet in any other way you desire but filling cells with color


Data Analysis Reflection

What weather data did you decide to collect? Why?

What does the data tell you?

Explain what the line graph tells you and how it helps you analyze the data you collected.

How does using a spreadsheet and creating a line graph help you analyze data quickly and

effectively?

What does the mean, median, mode, and range tell you? How are these math concepts

important in analyzing data?

Did you notice any trends in your data collection? How do the cities you chose compare and

differ? Please explain.

What other topics could be used in this way? How might you collect the data?

Web 2.0 Terms

Web-based Software Tools - Tools to enhance collaboration, creativity, and information sharing. Many of these tools are used to transform

how teachers teach and how students learn.

Blogging - A simple Weblog is typically operated by an individual who regularly posts comments and news, often including multimedia

files.

Productivity and Creativity Online Productivity Tools – Tools to help get work done and enable collaboration. Documents can also

typically be downloaded to your computer.

Digital Storytelling Digital- Storytelling uses digital multimedia to engage in the age-old art of storytelling.

Wikis -A Wiki is a series of web pages that, once created, can be edited and maintained by multiple users, typically as a long-term

knowledge repository or database. It is usually devoted to a specific subject or field of interest.

Online Surveys -Online surveys gather opinions easily with minimal technical knowledge.

Podcasting- A podcast is a digital media file including audio and sometimes video that is syndicated, subscribed to, and downloaded

automatically when new content is added.

Photo and Video Sharing - Photo and video sharing services include archival descriptions with capabilities varying from site to site and

often include a tremendous amount of quality educational content.

Learning Management Systems -Learning management systems include free and open-source resources that deliver, track, and manage

online learning.

RSS Feeds -RSS feeds are a convenient way to stay informed. Subscribers select Web sites and blogs and subscribe to an online

"aggregator" service to keep track of all their news feeds in one place.

Social Bookmarking - Social bookmarking sites store and allow users to comment on favorite Web resources and share them with others.

Collaboration and Networking - Collaboration and networking enable dynamic interaction among people when they work together on

common goals. Social networks provide a variety of ways for users to interact.

Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix

Bloom’s Web2.0 Pyramid


GLOSSARY

applet

A small Java application that is downloaded by an ActiveX or Java-enabled web

browser. Once it has been downloaded, the applet will run on the user's computer.

Common applets include financial calculators and web drawing programs.

application

Computer software that performs a task or set of tasks, such as word processing or

drawing. Applications are also referred to as programs.

bandwidth

The capacity of a networked connection. Bandwidth determines how much data can be

sent along the networked wires. Bandwidth is particularly important for Internet

connections, since greater bandwidth also means faster downloads.

binary code

The most basic language a computer understands, it is composed of a series of 0s

and 1s. The computer interprets the code to form numbers, letters, punctuation

marks, and symbols.

bit

(short for “binary digit”). The smallest piece of computer information, either the

number 0 or 1.

http://www.factmonster.com/cgi-bin/id/A0775695







boot

To start up a computer. Cold boot—restarting computer after having turned off

the power. Warm boot—restarting computer without having turned off the power.

browser

Software used to navigate the Internet. Netscape Navigator and Microsoft Internet

Explorer are today's most popular browsers for accessing the World Wide Web.

bug

byte

A malfunction due to an error in the program or a defect in the equipment.

Most computers use combinations of eight bits, called bytes, to represent one

character of data or instructions. For example, the word “cat” has three

characters, and it would be represented by three bytes.

cache

A small data-memory storage area that a computer can use to instantly re-access data

instead of re-reading the data from the original source, such as a hard drive.

Browsers use a cache to store web pages so that the user may view them again without

reconnecting to the Web.

CD-ROM

Compact Disc Read-Only Memory. An optically read disc designed to hold information

such as music, reference materials, or computer software. A single CD-ROM can hold

around 640 megabytes of data, enough for several encyclopedias. Most software

programs are now delivered on CD-ROMs.

chat Typing text into a message box on a screen to engage in dialog with one or

more people via the Internet or other network.







chip

A tiny wafer of silicon containing miniature electric circuits that can

store millions of bits of information.

client

A single user of a network application that is operated from a server. A

client/server architecture allows many people to use the same data simultaneously.

The program's main component (the data) resides on a centralized server, with

smaller components (user interface) on each client.

Cookie

A text file sent by a Web server that is stored on the hard drive of a computer and

relays back to the Web server things about the user, his or her computer, and/or his

or her computer activities.

CPU Central Processing Unit. The brain of the computer.

crash

A hardware or software problem that causes information to be lost or the computer to

malfunction. Sometimes a crash can cause permanent damage to a computer.

cursor

A moving position-indicator displayed on a computer monitor that shows a computer

operator where the next action or operation will take place.

cyberspace

Slang for the Internet.








database

A collection of similar information stored in a file, such as a database of

addresses. This information may be created and stored in a database management

system (DBMS).

debug

Slang. To find and correct equipment defects or program malfunctions.

default

The pre-defined configuration of a system or an application. In most programs, the

defaults can be changed to reflect personal preferences.

desktop

The main directory of the user interface. Desktops usually contain icons that

represent links to the hard drive, a network (if there is one), and a trash or

recycling can for files to be deleted. It can also display icons of frequently used

applications, as requested by the user.

desktop publishing

The production of publication-quality documents using a personal computer in

combination with text, graphics, and page layout programs.

directory

A list of files stored in the computer.

documentation

The instruction manual for a piece of hardware or software.

domain

Represents an IP (Internet Protocol) address or set of IP addresses that comprise a

domain. The domain name appears in URLs to identify web pages or in email addresses.












domain name

The name of a network or computer linked to the Internet. Domains are defined by a

common IP address or set of similar IP (Internet Protocol) addresses.

download

The process of transferring information from a web site (or other remote location on

a network) to the computer. It is possible to “download a file” or “view a download.”

Drop-down menu

A menu window that opens vertically on-screen to display context-related options.

Also called pop-up menu or pull-down menu.

DVD

Digital Video Disc—Similar to a CD-ROM, it stores and plays both audio and video.

ebook

An electronic (usually hand-held) reading device that allows a person to view

digitally stored reading materials.

email

Electronic mail; messages, including memos or letters, sent electronically between

networked computers that may be across the office or around the world.

emoticon

A text-based expression of emotion created from ASCII characters that mimic a facial

expression when viewed with your head tilted to the left.

:_( Crying

encryption

The process of transmitting scrambled data so that only authorized recipients can

unscramble it. For instance, encryption is used to scramble credit card information

when purchases are made over the Internet.







ethernet

A type of network.

ethernet card

A board inside a computer to which a network cable can be attached.

file

A set of data that is stored in the computer.

firewall

A set of security programs that protect a computer from outside interference or

access via the Internet.

Firewire

Apple® Computer's high-speed data transfer. Frequently used to import video to a

computer.

folder

A structure for containing electronic files. In some operating systems, it is called

a “directory.”

fonts

Sets of typefaces (or characters) that come in different styles and sizes.

freeware

Software created by people who are willing to give it away for the satisfaction of

sharing or knowing they helped to simplify other people's lives. It may be

freestanding software, or it may add functionality to existing software.

gigabyte (GB)

1024 megabytes. Also called gig.




glitch

The cause of an unexpected malfunction.

groupware

Software that allows networked individuals to form groups and collaborate on

documents, programs, or databases.

hacker

A person with technical expertise who experiments with computer systems to determine

how to develop additional features. Hackers are occasionally requested by system

administrators to try and “break into” systems via a network to test security. The

term hacker is sometimes incorrectly used interchangeably with cracker. A hacker is

called a “white hat” and a cracker a “black hat.”

hard copy

A paper printout of what you have prepared on the computer.

hard drive

another name for the hard disc that stores information in a computer.

hardware

The physical and mechanical components of a computer system, such as the electronic

circuitry, chips, monitor, disks, disk drives, keyboard, modem, and printer.

home page

The main page of a Web site used to greet visitors, provide information about the

site, or to direct the viewer to other pages on the site.

HTML Hypertext Markup Language. A standard of text markup conventions used for documents

on the World Wide Web. Browsers interpret the codes to give the text structure and

formatting (such as bold, blue, or italic).






HTTP Hypertext Transfer Protocol. A common system used to request and send HTML

documents on the World Wide Web. It is the first portion of all URL addresses on

the World Wide Web (e.g., http://www.whitehouse.gov).

HTTPS

Hypertext Transfer Protocol Secure. Often used in intracompany internet sites.

Passwords are required to gain access.

hyperlink

Text or an image that is connected by hypertext coding to a different location. By

selecting the text or image with a mouse, the computer “jumps to” (or displays) the

linked text.

hypermedia

Integrates audio, graphics, and/or video through links embedded in the main program.

hypertext

A system for organizing text through links, as opposed to a menu-driven hierarchy

such as Gopher. Most Web pages include hypertext links to other pages at that site,

or to other sites on the World Wide Web.

icons

Symbols or illustrations appearing on the computer screen that indicate program

files or other computer functions.

input

Data that goes into a computer device.








input device

A device, such as a keyboard, stylus and tablet, mouse, puck, or microphone, that

allows input of information (letters, numbers, sound, video) to a computer.

instant messaging (IM)

A chat application that allows two or more people to communicate over the Internet

via real-time keyed-in messages.

interface

The interconnections that allow a device, a program, or a person to interact.

Hardware interfaces are the cables that connect the device to its power source and

to other devices. Software interfaces allow the program to communicate with other

programs (such as the operating system), and user interfaces allow the user to

communicate with the program (e.g., via mouse, menu commands, icons, voice

commands, etc.).

Internet

An international conglomeration of interconnected computer networks. Begun in the

late 1960s, it was developed in the 1970s to allow government and university

researchers to share information. The Internet is not controlled by any single

group or organization. Its original focus was research and communications, but it

continues to expand, offering a wide array of resources for business and home

users.

IP (Internet Protocol) address

An Internet Protocol address is a unique set of numbers used to locate another

computer on a network. The format of an IP address is a 32-bit string of four

numbers separated by periods. Each number can be from 0 to 255 (i.e.,

1.154.10.266). Within a closed network IP addresses may be assigned at random,










however, IP addresses of web servers must be registered to avoid duplicates.



Java

An object-oriented programming language designed specifically for programs

(particularly multimedia) to be used over the Internet. Java allows programmers

to create small programs or applications (applets) to enhance Web sites.

Javascript/ECMA script

A programming language used almost exclusively to manipulate content on a web page.

Common Javascript functions include validating forms on a web page, creating dynamic

page navigation menus, and image rollovers.

laptop and notebook

Small, lightweight, portable battery-powered computers that can fit onto your lap.

They each have a thin, flat, liquid crystal display screen.

macro

A script that operates a series of commands to perform a function. It is set up to

automate repetitive tasks.

Mac OS

An operating system with a graphical user interface, developed by Apple® for

Macintosh® computers. Current System “X.1” (10) combines the traditional Mac

interface with a strong underlying UNIX® operating system for increased performance

and stability.

megabyte (MB)

Equal to 1,048,576 bytes, usually rounded off to one million bytes (also called a

“meg”).










memory

Temporary storage for information, including applications and documents. The

information must be stored to a permanent device, such as a hard disc or CD-ROM

before the power is turned off, or the information will be lost. Computer memory is

measured in terms of the amount of information it can store, commonly in megabytes

or gigabytes.

menu A context-related list of options that users can choose from.

menu bar

The horizontal strip across the top of an application's window. Each word on the

strip has a context sensitive drop-down menu containing features and actions that

are available for the application in use.

merge

To combine two or more files into a single file.

modem

A device that connects two computers together over a telephone or cable line by

converting the computer's data into an audio signal. Modem is a contraction for the

process it performs: modulate-demodulate.

monitor

A video display terminal.









mouse

A small hand-held device, similar to a trackball, used to control the position of

the cursor on the video display; movements of the mouse on a desktop correspond to

movements of the cursor on the screen.

MP3 Compact audio and video file format. The small size of the files makes them easy to

download and e-mail. Format used in portable playback devices.

multimedia

Software programs that combine text and graphics with sound, video, and animation. A

multimedia PC contains the hardware to support these capabilities.

network

A system of interconnected computers.

open source

Computer programs whose original source code was revealed to the general public so

that it could be developed openly. Software licensed as open source can be freely

changed or adapted to new uses, meaning that the source code of the operating system

is freely available to the public. Programmers may redistribute and modify the code,

as long as they don't collect royalties on their work or deny access to their code.

Since development is not restricted to a single corporation more programmers can

debug and improve the source code faster.

operating system

A set of instructions that tell a computer on how to operate when it is turned on.

It sets up a filing system to store files and tells the computer how to display

information on a video display.






output

Data that come out of a computer device. For example, information displayed on the

monitor, sound from the speakers, and information printed to paper.

A hand-held computer.

PC

PDF

Personal computer. Generally refers to computers running Windows with a Pentium

processor.

Portable Document Format. A format presented by Adobe Acrobat that allows documents

to be shared over a variety of operating systems. Documents can contain words and

pictures and be formatted to have electronic links to other parts of the document or

to places on the web.

Pentium chip

Intel's fifth generation of sophisticated high-speed microprocessors. Pentium means

“the fifth element.”

peripheral)

Any external device attached to a computer to enhance operation. Examples include

external hard drive, scanner, printer, speakers, keyboard, mouse, trackball, stylus

and tablet, and joystick.

plug and play

Computer hardware or peripherals that come set up with necessary software so that

when attached to a computer, they are “recognized” by the computer and are ready

to use.












pop-up menu

A menu window that opens vertically or horizontally on-screen to display context-

related options. Also called drop-down menu or pull-down menu.

printer

A mechanical device for printing a computer's output on paper. There are three major

types of printers:

Dot matrix: creates individual letters, made up of a series of tiny ink dots, by

punching a ribbon with the ends of tiny wires. (This type of printer is most often

used in industrial settings, such as direct mail for labeling.)

Ink jet: sprays tiny droplets of ink particles onto paper.

Laser: uses a beam of light to reproduce the image of each page using a magnetic

charge that attracts dry toner that is transferred to paper and sealed with heat.

program

A precise series of instructions written in a computer language that tells the

computer what to do and how to do it. Programs are also called “software” or

“applications.”

pull-down menu

A menu window that opens vertically on-screen to display context-related options.

Also called drop-down menu or pop-up menu.

QuickTime®

Audio-visual software that allows movie-delivery via the Internet and e-mail.

QuickTime mages are viewed on a monitor.







RAM

Random Access Memory. One of two basic types of memory. Portions of programs are

stored in RAM when the program is launched so that the program will run faster.

Though a PC has a fixed amount of RAM, only portions of it will be accessed by the

computer at any given time. Also called memory.

right-click

Using the right mouse button to open context-sensitive drop-down menus.

ROM Read-Only Memory. One of two basic types of memory. ROM contains only permanent

information put there by the manufacturer. Information in ROM cannot be altered, nor

can the memory be dynamically allocated by the computer or its operator.

scanner

An electronic device that uses light-sensing equipment to scan paper images such as

text, photos, and illustrations and translate the images into signals that the

computer can then store, modify, or distribute.

search engine

Software that makes it possible to look for and retrieve material on the Internet,

particularly the Web. Some popular search engines are Alta Vista, Google, HotBot,

Yahoo!, Web Crawler, and Lycos.

server

A computer that shares its resources and information with other computers, called

clients, on a network.






software

Computer programs; also called “applications.”

spreadsheet

Software that allows one to calculate numbers in a format that is similar to pages

in a conventional ledger.

storage

Devices used to store massive amounts of information so that it can be readily

retrieved. Devices include RAIDs, CD-ROMs, DVDs

streaming

Taking packets of information (sound or visual) from the Internet and storing it in

temporary files to allow it to play in continuous flow.

stylus and tablet

A input device similar to a mouse. The stylus is pen shaped. It is used to “draw” on

a tablet (like drawing on paper) and the tablet transfers the information to the

computer. The tablet responds to pressure—the firmer the pressure used to draw, the

thicker the line appears.

surfing

Exploring the Internet.

surge protector

A controller to protect the computer and make up for variances in voltage.

terabytes (TB)

A thousand gigabytes.

upload










URL

USB

The process of transferring information from a computer to a web site (or

other remote location on a network).

v. To transfer information from a computer to a web site (or other remote location

on a network).

Uniform Resource Locator.

1. The protocol for identifying a document on the Web.

2. A Web address (e.g., www.census.gov). A URL is unique to each user. See also

domain.

Universal Serial Bus. An industry standard for connecting different compatible

peripheral devices across multiple platforms. Devices include printers, digital

cameras, scanners, game pads, joysticks, keyboards and mice, and storage devices.

USB peripherals offer the use of plug-and-play convenience by eliminating the need

to turn off or restart the computer when attaching a new peripheral. Users can

connect USB peripherals whenever they need them. For example, a user producing a

newsletter could easily swap a digital camera for a scanner-without any downtime.

Small, simple, inexpensive, and easy to attach, USB supports simultaneous

connection of up to 127 devices by attaching peripherals through interconnected

external hubs.

USB hub

A multiple-socket USB connecter that allows several USB-compatible devices to be

connected to a computer.USENET

A large unmoderated and unedited bulletin board on the Internet that offers

thousands of forums, called newsgroups. These range from newsgroups exchanging











information on scientific advances to celebrity fan clubs.


user friendly

A program or device whose use is intuitive to people with a nontechnical background.

video teleconferencing

A remote “face-to-face chat,” when two or more people using a webcam and an Internet

telephone connection chat online. The webcam enables both live voice and video.

virtual reality (VR)

A technology that allows one to experience and interact with images in a simulated

three-dimensional environment. For example, you could design a room in a house on

your computer and actually feel that you are walking around in it even though it was

never built. (The Holodeck in the science-fiction TV series Star Trek: Voyager would

be the ultimate virtual reality.) Current technology requires the user to wear a

special helmet, viewing goggles, gloves, and other equipment that transmits and

receives information from the computer.

virus

An unauthorized piece of computer code attached to a computer program or portions of

a computer system that secretly copies itself from one computer to another by shared

discs and over telephone and cable lines. It can destroy information stored on the

computer, and in extreme cases, can destroy operability. Computers can be protected

from viruses if the operator utilizes good virus prevention software and keeps the

virus definitions up to date. Most viruses are not programmed to spread themselves.

They have to be sent to another computer by e-mail, sharing, or applications. The

worm is an exception, because it is programmed to replicate itself by sending copies

to other computers listed in the e-mail address book in the computer.

WAV

A sound format (pronounced “wave”) used to reproduce sounds on a computer.





webcam

A video camera/computer setup that takes live images and sends them to a Web

browser.

Window

A portion of a computer display used in a graphical interface that enables users to

select commands by pointing to illustrations or symbols with a mouse. “Windows” is

also the name Microsoft adopted for its popular operating system.

World Wide Web (“WWW” or “the Web”)

A network of servers on the Internet that use hypertext-linked databases and files.

It was developed in 1989 by Tim Berners-Lee, a British computer scientist, and is

now the primary platform of the Internet. The feature that distinguishes the Web

from other Internet applications is its ability to display graphics in addition to

text.

word processor

A computer system or program for setting, editing, revising, correcting, storing,

and printing text.

Worm See virus.

WYSIWYG

What You See Is What You Get. When using most word processors, page layout programs

(See desktop publishing), and web page design programs, words and images will be

displayed on the monitor as they will look on the printed page or web page.













Modifications/Accommodations Checklist This is a list of general recommendations for mainstream teachers to implement to support

English language acquisition:

Partner native language speaking students with a true bilingual student.

Provide bilingual students with Spanish websites.

Allow students to demonstrate their level of understanding of content and proficiencies on

activities and assessments without making the English language a priority and/or modify the

requirements.

Incorporate into every lesson a language arts objective, i.e., vocabulary, outlines, multiple

meaning words, main idea.

Utilize Google translate.

Depending on the situation, provide Spanish keyboards.


Special Education Accommodations and Modifications

Limit the amount of information on a page

• Shorten sentences.

• Make the topic sentence of a paragraph the initial sentence.

• Simplify vocabulary.

• Provide outlines or study guides to accompany the text.

• Highlight essential information.

Provide vocabulary lists or glossaries with simplified definitions and use if words in sentences.

• Underline or highlight key terms.

• Use the marginal gloss technique. Write terms and their definition in the margins of a textbook page.

• Record essential words, definitions, and sentences on language master cards or on audiotapes.

• Locate all boldface, italicized, or new concept words from the text and list them with the corresponding page number.

Use games, manipulatives, and hands-on activities to reinforce concepts.

• Use modeling and demonstration to clarify concepts.

• Provide visual supplements, such as transparencies, illustrations, and diagrams.

• Supplement print material with concept teaching procedures.

• Draw upon the different cultural backgrounds and experiences of your students to make concepts meaningful.

• Present concepts one at a time.

Give short, frequent quizzes instead of one long test

• Highlight main ideas in one color and supporting details in another. Post a key to the coding system in the classroom.

• Include periodic reviews in the form of statements or questions.

• Provide summaries on tapes.

• Have students generate their own questions about printed materials.

• Include pre-reading organizes and end-of-text summaries.

• Conduct brainstorming sessions.


• Insert stop points in text and have students summarize what they have read.

• Use graphic organizers and semantic maps.

• Provide study guides or outlines.

Highlight the key words in a set of directions on language master cards.

• Put the words typically used in directions on language master cards.

• Record directions on audiocassettes.

• Shorten the directions.

• Have the students underline what they are supposed to do (write your answer in the blank provided for you).

• Use concise, boldface directions.

• Simplify the directions.

• In a set of multiple directions, use colored dots or numbers to differentiate the separate directions.

Cover each transparency with a piece of paper and move the paper downward one line at a time.

• Color-code newly introduced material, major concepts, or material to be memorized.

• Draw a box around the questions that the student should answer.

• Clip a piece of construction paper so that is covers half of a page.

• Underline or highlight specific information that is being introduced or emphasized.

• Mask out certain areas of print material to emphasize specific concepts, eliminate unnecessary visual stimuli, and encourage

task performance.

• Use bookmarks to help students locate the words and keep their place.

• During presentations with transparencies, put a star by the important points and underline the details.

• For students who have difficulty reading lengthy chapters, tape record every other page. Have the student read one page and

listen to the next.

• Shorten assignments by cutting worksheets in half or circling even-numbered questions for students to complete in a session.

Reorganize poorly designed worksheets to create simple, easy-to-follow layouts and formats.

• Use advance and post organizers for each activity.

• Provide graphics that are clear and understandable. Be sure graphics clarify and support the printed text.


Provide opportunities for students to work in groups with games, flash cards, and hands-on activities in response to printed

assignments.

• Let students dictate stories, themes, and book reports.

• Allow students to type spelling words, themes, and reports on the computer instead of writing them.

• Allow students to take tests orally.

• Allow students to tape their responses on audiocassettes.

• Provide role-play and discussions.

Supplement text materials with nontraditional printed materials, such as newspapers, magazines, comic books, and baseball cards.

• Draw upon prior knowledge to make material more interesting to students.

• Use materials that interest students while simplifying vocabulary.

• Let students use materials independently, in small groups, and in large groups.

• Use concrete examples and demonstrations to supplement printed materials.

• Allow students to use self-correcting materials.

• Use audiovisual aids, such as filmstrips, videotapes, language master cards, computer software, and audiotapes to increase

interest in printed materials.

Provide feedback.

• Explain how to use graphics.

• Explain how to use chapter titles, boldface subheadings, section summaries, and questions to gain information.

• Highlight important points.

• Include questions in facilitate recall and critical analysis.

• Differentiate between main ideas and supporting details.

• Repeat key concepts.

• Show students how to use a marking system in connection with an audiotape.

Test only important content that was reviewed in class. During the review specify information that will be tested.

• Provide short tests on a more frequent basis.

• Allow students more time to complete the test to accommodate slower reading and comprehension.

• Reduce the number of test items so that students can complete the test in the required time limits.


• Allow student to read the question and respond orally to the teacher, paraprofessional or peer.

• Record the test on tape and allow student to respond on tape.

• Accept a report as a partial or total grade.

• Record the test on tape and have student respond in writing.

• Allow the student to use pocket charts or study cards for the test.

• Permit students to use the book while taking the test.

• Allow teacher, paraprofessional or peer to read the test and have the student respond orally or in writing.

• Give the study guides as the test.

• Accept classroom discussions as part of the grade.

ASSISTIVE TECHNOLOGY

• Digital Recorders

• Manipulatives

• Text-to-speech

• Colored reading filters

• Eye gaze communication system

• Calculators

• Graphic organizer software

• Talking word processing software

• Communication board/system

• Voice output device

• Voice recognition software

• Talking dictionary

• Closed caption

• Audio books

• Keyboard adaptations

• Touch screens

• On-screen keyboards

• Text enlargement software

• Headphones

• Computer screen magnifiers

• Glare reduction screens

• Screen readers

• Dictation software
