FTS Technology Curriculum Gr. 5 Grades K-8 w… · Board of Education Christine Crielly, President Terence French, Vice President George Burdick Cyrus Cama Andrea Homulak Allison

Franklin Township School District, Board approved 12/19/16

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Franklin Township School Quakertown, New Jersey 08868

Grade 5

Computer Technology Curriculum Guide

2016-‐2017

This curriculum may be modified through varying materials, techniques, and strategies as per student’s IEP


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Designed by Patrick Smith, Computer Teacher

Dr. Carol Fredericks, Superintendent

Board of Education Christine Crielly, President

Terence French, Vice President George Burdick

Cyrus Cama Andrea Homulak Allison Luciano

Frank Yasunas


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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: Students demonstrate a sound understanding of technology concepts, systems and operations.

Enduring Understandings: Digital tools/technologies may have multiple purposes used in creating, communicating, problem solving, and entertaining, among others. Manipulating, navigating, and effectively using digital tools/technology is a developed proficiency that requires practice. Technology is used both personally and professionally to research, analyze, communicate, create, and store information.

Essential Questions: What are digital tools? Why are digital tools (computers/apps/programs/etc.) used by people? What can one do with digital tools? How can I use technology both personally and professionally to effectively research, communicate, collaborate, create, and store information?

Grade Level

Content Statement Students will:

Standard Indicator Instructional Guidance

5 Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks

Investigate how database and/or spreadsheet queries can be used to access specific information.


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including solving problems. Using a spreadsheet application, students will prepare a database on explorers. Data should include the following fields: name, date of birth, places explored, what was found and date of death.

In small groups, students sort data in various fields alphabetically or numerically. Construct an item to solve a problem. Use a word processing application to type and format a document that organizes and defines the solution to this simple design problem. Clearly explain how it worked and insert a chart, graph, or picture recording the results as evidence.

Measurements of Understanding: To show evidence of meeting this CPI, students may complete the following assessment:

Select and use applications effectively and productively.

8.1.5.A.2

Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.

8.1.5.A.5 Create and use a database to answer basic questions.

8.1.5.A.6

Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.


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● By the end of the year, SWBAT select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. ��

● By the end of the year, SWBAT format a document using a word processing application to enhance text and include graphics, symbols, and/or pictures. ��

● By the end of the year, SWBAT use a graphic organizer to organize information about a problem or issue. ��

● By the end of the year, SWBAT graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data. ��

● By the end of the year, SWBAT create and use a database to answer basic questions. ��

● By the end of the year, SWBAT export data from a database into a spreadsheet; analyze and produce a report that explains


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the analysis of the data ��

Domain Specific Language Alignment, line spacing, bold, italics, underline, analysis, database: record, field, orientation, query, save (vs. All changes saved in Drive), Select, highlight, Spell check, thesaurus, Spreadsheet: row, column, cell, data, sort, filter

According to student individual Education Plans some strategies may include but are not limited to: • Couple auditory with visual. • Provide preferential seating. • Teacher-generated Tests and Quizzes • Modify tests for length, content, and format. Provide a word bank, if needed. • Call student back to task, activity, or instruction when necessary. • Repeat and/or explain directions in other words. • Provide graphic organizers, scaffolded worksheets, scaffolded notes or copies of notes. • Provide study guides for tests. • Modify length of assignments: Examples include dividing vocabulary units in half, decreasing the required length of a writing assignment. • Modify content quantity, including strategies such as "chunking" • Provide intermediate due dates for longer projects. • Modify reading level of materials used. Example, use the same novel or worksheet but one written at a lower reading level.

Resources: Google Docs or other word processing app Google Sheets or other spreadsheet app Google Drawing or other drawing app to create a graphic organizer http://www.scorecard.org/


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• Provide peer and individual help. • Modify grade level materials to student's level to achieve success. • Introduce and practice vocabulary for proficiency prior to reading. • Provide direct instruction of all skills and concepts. • Use graphic organizers to help with activity structure and ideas.


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Content Area Technology


Strand B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

Enduring Understandings: Digital tools offer opportunities for new experiences and means of outreach and

collaboration that support creative and innovative approaches to problem solving and product development.

Essential Questions: How can I use technology to solve problems and create innovate solutions? How can technology help people collaborate and communicate effectively?

Grade Level



5 Apply existing knowledge to generate new ideas, products, or

8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on

SWBAT create a digital story to illustrate an original piece of writing. Students will include actual digital photos of the procedure. Projects


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processes.

Create original works as a means of personal or group expression.

first-person interviews. will be shared with lower grades.

Interview classmates, friends, family members, teachers and/or other adults to gather information about a recent event occurring in the school or local community. Create a digital slideshow to be published and shared.

Collaborate to create a digital story examining the impact of a local issue such as litter (or other appropriate topic/issue of interest). Take notes from reliable resources such as first person-interviews to convey ideas and information clearly. Consider the perspectives of different groups, including community members and local officials. Make an entry (audio, video, picture, written) to a shared digital folder explaining how individual perspectives and experiences cause different interpretations. Categorize information and provide a list of sources.


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● By the end of the year, SWBAT collaborate and produce a digital story about a significant local event or issue based on first-person interviews.

Domain Specific Language: Collaborate, digital storytelling, publish

According to student individual Education Plans some strategies may include but are not limited to: • Couple auditory with visual. • Provide preferential seating. • Teacher-generated Tests and Quizzes • Modify tests for length, content, and format. Provide a word bank, if needed. • Call student back to task, activity, or instruction when necessary. • Repeat and/or explain directions in other words. • Provide graphic organizers, scaffolded worksheets, scaffolded notes or copies of notes. • Provide study guides for tests. • Modify length of assignments: Examples include dividing vocabulary

Resources:

● Google Slides or other presentation application ��

● Google Docs or other word processing application ��

● YouTube, TeacherTube ��

● Slideshare.net ��

● Schooltube hosts student and teacher created videos and ��promotes contests related to current educational topics. ��


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units in half, decreasing the required length of a writing assignment. • Modify content quantity, including strategies such as "chunking" • Provide intermediate due dates for longer projects. • Modify reading level of materials used. Example, use the same novel or worksheet but one written at a lower reading level. • Provide peer and individual help. • Modify grade level materials to student's level to achieve success. • Introduce and practice vocabulary for proficiency prior to reading. • Provide direct instruction of all skills and concepts. • Use graphic organizers to help with activity structure and ideas.


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Strand C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Enduring Understandings: A person’s ability to communicate and collaborate both locally and globally is enhanced by the use of digital tools/technology.

Essential Questions: How can technology help people collaborate and communicate effectively? How does technology help people communicate globally?

Grade Level

Content Statement Standard Indicator Instructional Guidance

5

Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital

8.1.5.C.1

Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources

Students will create a public service announcement to be shared.

Students will research a famous American in history. Students will create a video in which they dress like their character. In the video, another student will pose as a news reporter


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environments and media.

Communicate information and ideas to multiple audiences using a variety of media and formats.

Develop cultural understanding and global awareness by engaging with learners of other cultures.

Contribute to project teams to produce original works or solve problems.

for all steps. and interview each historical character. Reporters will ask about their accomplishments and the effect they had on history. Final video will be shared and those students in turn will be given the opportunity to interview the characters.

If students were offered the opportunity to address world leaders, what would they tell them? Students will identify a global concern and express their points of view. Include reasons and information to support that view. Discuss the issues with learners in the United States and other countries and explore alternative opinions and perspectives.


● By the end of the year, SWBAT engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible


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solutions, using digital tools and online resources for all steps.

Domain Specific Language: Collaboration, global awareness, social media According to student individual Education Plans some strategies may include but are not limited to: • Couple auditory with visual. • Provide preferential seating. • Teacher-generated Tests and Quizzes • Modify tests for length, content, and format. Provide a word bank, if needed. • Call student back to task, activity, or instruction when necessary. • Repeat and/or explain directions in other words. • Provide graphic organizers, scaffolded worksheets, scaffolded notes or copies of notes. • Provide study guides for tests. • Modify length of assignments: Examples include dividing vocabulary units in half, decreasing the required length of a writing assignment. • Modify content quantity, including strategies such as "chunking" • Provide intermediate due dates for longer projects. • Modify reading level of materials used. Example, use the same novel or

Resources:

● Classroom2.0 is an online community for educators who ��are interested in incorporating Web 2.0 and collaborative technologies in their classes. It is designed for teachers at different technology skill levels. ��

● www.Epals.com has developed collaborative projects about a variety of topics for students at different grade levels. ��

● http://www.globalschoolnet.org/gsnpr/ ��

● www.globalschoolnet.org ��

● www.youtube.com ��

● https://education.skype.com ��


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worksheet but one written at a lower reading level. • Provide peer and individual help. • Modify grade level materials to student's level to achieve success. • Introduce and practice vocabulary for proficiency prior to reading. • Provide direct instruction of all skills and concepts. • Use graphic organizers to help with activity structure and ideas.

● Google Hangouts ��

● Understanding video conferencing: ��

● http://www.edutopia.org/youtube-educational-videos-clas ��sroom ��


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Strand D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Enduring Understandings: Students must practice digital citizenship which includes taking responsibility for their online activities and understanding the impacts of their actions.

Essential Questions: What is personal property and content created by an individual and how is it protected? How can I model digital citizenship? How should I engage in online/digital platforms and take responsibility for my online activities?

Grade Level

Content Statement Standard Indicator Instructional Guidance

5

Advocate and practice safe, legal, and responsible use of information and

8.1.5.D.1 Understand the need for and use of copyrights.

Demonstrate understanding of cyber safety, cyber bullying, cyber security, and cyber ethics by completing the activities found on the websites below. 8.1.5.D.2 Analyze the resource citations in

online materials for proper use.


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technology.

Small groups will create a multi-media presentation with tips about how to respond to a cyber bully and how to practice cyber ethics by using good manners on-line.

Demonstrate personal responsibility for lifelong learning.

8.1.5.D.3

Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

Create a presentation that demonstrates appropriate behavior when faced with situations that deal with issues of cyber safety, cyber bullying, cyber security, and cyber ethics. Share with younger students or parents.

View BrainPop video entitled, “Cyber Bullying”. Complete the quiz at the end of the video.

Research what fair use and creative commons is and create a checklist to determine what is fair use and creative commons.

Read current news articles about violations of fair use policies and the impact they have on

Exhibit leadership for digital citizenship.

8.1.5.D.4

Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.


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individuals and businesses.

Review and compare licensing and use policies on photo sharing websites.

Prepare a video that demonstrates how fair use policies in education and personal situations should be applied before publishing work.

Create a video that demonstrates the application of fair use policies in educational and personal situations and share it with the school community.

Gather print or digital images from any available resource depicting unfair or bullying actions. Create a caption and describe solutions or ways they could help resolve the bullying or unfair action being depicted in the image. Identify and include the source and ownership of the image used and share.


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Measurement of Understanding: To show evidence of meeting this CPI, students may complete the following assessment:

● By the end of the year, SWBAT understand the need for and use of copyrights. ��

● By the end of the year, SWBAT analyze the resource citations in online materials for proper use. ��

● By the end of the year, SWBAT demonstrate an ��understanding for the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media ��

● By the end of the year, SWBAT understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media. ��


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Domain Specific Language:

Digital citizenship, ethics, ethical behaviors, societal issues, cyber bully, cyber bullying

According to student individual Education Plans some strategies may include but are not limited to: • Couple auditory with visual. • Provide preferential seating. • Teacher-generated Tests and Quizzes • Modify tests for length, content, and format. Provide a word bank, if needed. • Call student back to task, activity, or instruction when necessary. • Repeat and/or explain directions in other words. • Provide graphic organizers, scaffolded worksheets, scaffolded notes or copies of notes. • Provide study guides for tests. • Modify length of assignments: Examples include dividing vocabulary units in half, decreasing the required length of a writing assignment. • Modify content quantity, including strategies such as "chunking" • Provide intermediate due dates for longer projects. • Modify reading level of materials used. Example, use the same novel or worksheet but one written at a lower reading level. • Provide peer and individual help. • Modify grade level materials to student's level to achieve success.

Resources:

Cybercitizenship.org provides explanation types of cyber citizenship. Cyberbee interactive explains how to use Internet resources appropriately by following copyright regulations. Netsmartz provides lesson plans, activities and resources for kids, teens, parents, and educators. Common Sense Media: Digital Citizenship provides a curriculum with lesson plans for students in grades K-12.

FBI Kids website has interactive activities about this topic. Digizen provides videos and interactive activities about cyber bullying.

www.brainpop.com Media Education Lab website provides resources including lesson plans, PowerPoint slides, videos, case studies, podcasts, and FAQs. Teacher Tap provides a list of links to public domain, copyright free, open source, images and media for student use.


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• Introduce and practice vocabulary for proficiency prior to reading. • Provide direct instruction of all skills and concepts. • Use graphic organizers to help with activity structure and ideas.


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Strand E. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

Enduring Understandings: Information spreads worldwide within seconds due to technological advancements and has an immediate impact. The ability to find, evaluate and use accurate information is more important than ever in the technological age

Essential Questions: How can I use technology to solve problems? How does technology help people make decisions? How can I find, evaluate, and use accurate digital information to make informed decisions and solve problems?

Grade Level



5

Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use

8.1.5.E.1

Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a

Use the Current Global Air Quality Feature available through Google Maps to determine real time air quality in Hong Kong, United Kingdom and United States. Use digital tools to record this information over a period of time


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information from a variety of sources and media.

Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

variety of tasks. and analyze findings.

Follow issues affecting children around the world through an international group.

Play online quizzes and games about global issues. Collect facts along the way and format the facts using any spreadsheet, word processing program, or graphing program.

View BrainPop video entitled, “Online Sources”. Complete the quiz at the end of the video.

Create a concept map describing the aspects of a research topic or essential question. Select key topics for exploration.

Provide a list of sites for students to research to confirm accuracy or inaccuracy of information provided.

Measurements of Understanding: To show evidence of meeting this CPI, students may complete any of the following assessments:


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● By the end of the year, SWBAT use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

Domain Specific Language: Analyze, evaluate, location, location-based services, organize, research, synthesize According to student individual Education Plans some strategies may include but are not limited to: • Couple auditory with visual. • Provide preferential seating. • Teacher-generated Tests and Quizzes • Modify tests for length, content, and format. Provide a word bank, if needed. • Call student back to task, activity, or instruction when necessary. • Repeat and/or explain directions in other words. • Provide graphic organizers, scaffolded worksheets, scaffolded notes or copies of notes. • Provide study guides for tests. • Modify length of assignments: Examples include dividing vocabulary units in half, decreasing the required length of a writing assignment. • Modify content quantity, including strategies such as "chunking" • Provide intermediate due dates for longer projects.

Resources:

● Global Air Quality http://maps.google.com

● Evaluating Internet Resources

��http://eduscapes.com/tap/topic32.htm ��

● Noodle Tools


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• Modify reading level of materials used. Example, use the same novel or worksheet but one written at a lower reading level. • Provide peer and individual help. • Modify grade level materials to student's level to achieve success. • Introduce and practice vocabulary for proficiency prior to reading. • Provide direct instruction of all skills and concepts. • Use graphic organizers to help with activity structure and ideas.


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Strand F. Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Enduring Understandings: Each of us can have a global impact in today’s world, so filtering information and applying critical thinking to solve problems and make decisions is a foundational skill.

Essential Questions: How do digital tools help people make decisions? How do digital tools/technology help manage projects?

Grade Level


Standard

Indicator

Instructional Guidance

5

Identify and define authentic problems and significant questions for

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Participate in an online discussion with students from other countries about who are the five most influential contemporary figures in a particular area of interest (e.g., sports figure,


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investigation.

Plan and manage activities to develop a solution or complete a project.

Collect and analyze data to identify solutions and/or make informed decisions.

musician, actor, politician, etc.)

Work collaboratively with students from other countries to select a recent event that has had a global impact. Create an electronic poster using an application to illustrate the different viewpoints. Consider including images, video, podcasts along with text.

Measurements of Understanding: To show evidence of meeting this CPI, students may complete any of the following assessments:

● By the end of the year, SWBAT apply digital tools to collect, organize, and analyze data that support a scientific finding.

Use multiple processes and diverse perspectives to explore alternative solutions


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Domain Specific Language: Analyze, organize, data, scientific investigations

According to student individual Education Plans some strategies may include but are not limited to: • Couple auditory with visual. • Provide preferential seating. • Teacher-generated Tests and Quizzes • Modify tests for length, content, and format. Provide a word bank, if needed. • Call student back to task, activity, or instruction when necessary. • Repeat and/or explain directions in other words. • Provide graphic organizers, scaffolded worksheets, scaffolded notes or copies of notes. • Provide study guides for tests. • Modify length of assignments: Examples include dividing vocabulary units in half, decreasing the required length of a writing assignment. • Modify content quantity, including strategies such as "chunking" • Provide intermediate due dates for longer projects. • Modify reading level of materials used. Example, use the same novel or worksheet but one written at a lower reading level. • Provide peer and individual help. • Modify grade level materials to student's level to achieve success. • Introduce and practice vocabulary for proficiency prior to reading.

Resources: Epals has developed collaborative projects about a variety of topics for students at different grade levels. Class Blogmeister provides a list of blogs from different states and countries.

www.skype.com

Google Hangouts


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• Provide direct instruction of all skills and concepts. • Use graphic organizers to help with activity structure and ideas.


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Standard

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Strand A. The Nature of Technology: Creativity and Innovation Technology systems impact every aspect of the world in which we live.

Enduring Understandings: Digital tools/technologies are often products/systems that are designed to help people solve problems, create, communicate, and/or increase efficiency. Technology systems impact every aspect of the world in which we live.

Essential Questions: Why do we use technology tools? How does technology impact our world and the ways in which we live and communicate?

Grade Level

Content Statement Students will be able to understand:


5 The characteristics and scope of technology.

8.2.5.A.1

Compare and contrast how products made in nature differ from products that are human made in how they are produced and used.

SWBAT identify different types of technology used in an industry of choice, such as automobile production, video gaming, photography/videography, manufacturing (of products like sneakers, clothing, toys, sports


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8.2.5.A.2

Investigate and present factors that influence the development and function of a product and a system.

equipment).

SWBAT research a product or component(s) of a chosen industry to synthesize the product’s development through a flowchart, infographic, or video (PowToons).

Measures of Understanding: To show evidence of meeting this CPI, students may complete the following assessment:

● By the end of fifth grade, SWBAT explain the impact of globalization on the development of a technological system over time.

The core concepts of technology. 8.2.5.A.3

Investigate and present factors that influence the development and function of products and systems, e.g., resources, criteria and constraints.

The relationships among technologies and the connections between technology and other fields of study.

8.2.5.A.4

Compare and contrast how technologies have changed over time due to human needs and economic, political and/or cultural influences.

8.2.5.A.5 Identify how improvement in the understanding of materials science impacts technologies.


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Domain Specific Language: Economics, engineering and design process, human needs, criterion, resources, products, prototypes, systems, manufacturing

According to student individual Education Plans some strategies may include but are not limited to: • Couple auditory with visual. • Provide preferential seating. • Teacher-generated Tests and Quizzes. • Modify tests for length, content, and format. Provide a word bank, if needed. • Call student back to task, activity, or instruction when necessary. • Repeat and/or explain directions in other words. • Provide graphic organizers, scaffolded worksheets, scaffolded notes or copies of notes. • Provide study guides for tests. • Modify length of assignments: Examples include dividing vocabulary units in half, decreasing the required length of a writing assignment. • Modify content quantity, including strategies such as "chunking" • Provide intermediate due dates for longer projects. • Modify reading level of materials used. Example, use the same novel or worksheet but one written at a lower reading level. • Provide peer and individual help. • Modify grade level materials to student's level to achieve success. • Introduce and practice vocabulary for proficiency prior to reading.

Resources: Google Drawings


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• Provide direct instruction of all skills and concepts. • Use graphic organizers to help with activity structure and ideas.


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Standard


Strand B. Technology and Society: Knowledge and understanding of human, cultural and societal values are fundamental when designing technological systems and products in the global society.

Enduring Understandings: Knowledge and understanding of human, cultural and societal values are fundamental when designing technology systems and products in the global society. Technology has the ability to impact and improve the lives of individuals and societies.

Essential Questions: Why do we use technology tools?

Grade Level

Content Statement Students will be able to understand: Standard Indicator Instructional Guidance

5

The cultural, social, economic and political effects of technology.

8.2.5.B.1

Examine ethical considerations in the development and production of a product through its life cycle.

Given a list of agricultural products, students will determine if the product has a positive or negative effect on people, animals, and the environment. The student will research new and improved technologies that yield health-promoting foods from cereals, fruits and vegetables, oilseeds, legumes, and dairy The effects of technology 8.2.5.B.2 Examine systems used

for recycling and


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on the environment. recommend simplification of the systems and share with product developers.

products.(Use ARS resource to determine product to research.)

Compare and contrast how technology transfer happens within a technology, among technologies, and among other fields of study.

Measures of Understanding: To show evidence of meeting this CPI, students may complete the following assessment:

● By the end of fifth grade, SWBAT explain ��the positive and negative effect of products and systems ��on humans, other species, and the environment. ��

● By the end of fifth grade, SWBAT ��compare and contrast how technology transfer happens within a technology, among technologies, and among other fields of study.

8.2.5.B.3

Investigate ways that various technologies are being developed and used to reduce improper use of resources.

The role of society in the development and use of technology.

8.2.5.B.4

Research technologies that have changed due to society’s changing needs and wants.

8.2.5.B.5 Explain the purpose of intellectual property law.

The influence of technology on history. 8.2.5.B.6

Compare and discuss how technologies have influenced history in the past century.


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Domain Specific Language: Alternative energy, green technology, marketing, patent, copyright, trademark, design, systems, agriculture.

According to student individual Education Plans some strategies may include but are not limited to: • Couple auditory with visual. • Provide preferential seating; • Teacher-generated Tests and Quizzes • Modify tests for length, content, and format. Provide a word bank, if needed. • Call student back to task, activity, or instruction when necessary. • Repeat and/or explain directions in other words. • Provide graphic organizers, scaffolded worksheets, scaffolded notes or copies of notes. • Provide study guides for tests. • Modify length of assignments: Examples include dividing vocabulary units in half, decreasing the required length of a writing assignment. • Modify content quantity, including strategies such as "chunking" • Provide intermediate due dates for longer projects. • Modify reading level of materials used. Example, use the same novel or worksheet but one written at a lower reading level. • Provide peer and individual help. • Modify grade level materials to student's level to achieve

Resources: Agricultural technology transfer programs

http://www.ars.usda.gov/SP2UserFiles/Place/00000000/NPS/ FinalFunctionalFoodsPDFReadVersion6-25-10.pdf


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success. • Introduce and practice vocabulary for proficiency prior to reading. • Provide direct instruction of all skills and concepts. • Use graphic organizers to help with activity structure and ideas.


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Standard


Strand C. Design: The design process is a systematic approach to solving problems.

Enduring Understandings: The design process is a systematic approach to solving problems.

Essential Questions: How can one develop a solution for a problem using the design process? How can one improve a product/process through the reflection/iteration process? Why is asking questions about the world an important characteristic/component of the design process?

Grade Level

Content Statement Students will be able to understand:


5 The attributes of design.

8.2.5.C.1 Collaborate with peers to illustrate components of a designed system.

Students will engage in an online simulation to sketch, design and prototype a model plane that examines the design constraints faced by the Wright brothers. https://airandspace.si.edu/exhibitions/wright-brothers8.2.5.C.2 Explain how

specifications and


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limitations can be used to direct a product’s development.

/online/ workshop/

Using teacher supplied Design Challenge materials, students will use the engineering design process to create a model biodome of a particular environment.

Measures of Understanding to show evidence of meeting this CPI, students may complete the following assessment:

● By the end of fifth grade, SWBAT develop ��a product using an online simulation that explores the ��design process. ��

● By the end of fifth grade, SWBAT design ��an alternative use for an existing product.

8.2.5.C.3 Research how design modifications have lead to new products.

The application of engineering design.

8.2.5.C.4

Collaborate and brainstorm with peers to solve a problem evaluating all solutions to provide the best results with supporting sketches or models.

8.2.5.C.5 Explain the functions of a system and subsystems.

The role of troubleshooting, research and development,

8.2.5.C.6 Examine a malfunctioning tool and identify the process to


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invention and innovation and experimentation in problem solving.

troubleshoot and present options to repair the tool.

8.2.5.C.7

Work with peers to redesign an existing product for a different purpose.

Domain Specific Language: Engineering and design process, aerospace. According to student individual Education Plans some strategies may include but are not limited to: • Couple auditory with visual. • Provide preferential seating. • Teacher-generated Tests and Quizzes • Modify tests for length, content, and format. Provide a word bank, if needed. • Call student back to task, activity, or instruction when necessary. • Repeat and/or explain directions in other words. • Provide graphic organizers, scaffolded worksheets, scaffolded notes or copies of notes. • Provide study guides for tests.

Resources: https://airandspace.si.edu/exhibitions/wright-brothers/online/workshop/

EduWeb www.Curiositymachine.org

BioDome Activity: https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_bio/cub_bio_lesson02_activity1.xm l


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• Modify length of assignments: Examples include dividing vocabulary units in half, decreasing the required length of a writing assignment. • Modify content quantity, including strategies such as "chunking" • Provide intermediate due dates for longer projects. • Modify reading level of materials used. Example, use the same novel or worksheet but one written at a lower reading level. • Provide peer and individual help. • Modify grade level materials to student's level to achieve success. • Introduce and practice vocabulary for proficiency prior to reading. • Provide direct instruction of all skills and concepts. • Use graphic organizers to help with activity structure and ideas.


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Standard


Strand D. Abilities for a Technological World: The designed world is the product of a design process that provides the means to convert resources into products and systems.

Enduring Understandings: The designed world is the product of a design process that provides the means to convert resources into products and systems. The design process is a systematic approach to solving problems.

Essential Questions: How can one develop a solution for a problem using the design process? How can one improve a product/process through the reflection/iteration process? Why is asking questions about the world an important characteristic/component of the design process? How does one communicate/collaborate as a part of team to implement the design process?

Grade Level

Content Statement

Students will understand how to:



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5

Apply the design process.

8.2.5.D.1

Identify and collect information about a problem that can be solved by technology, generate ideas to solve the problem, and identify constraints and tradeoffs to be considered.

Students will apply the engineering and design process to create a model biodome of a particular environment.

Using teacher supplied design challenge materials, students will develop an understanding of the concept of gravity, through the engineering and design process of creating a gravity well. 8.2.5.D.2

Evaluate and test alternative solutions to a problem using the constraints and trade-offs identified in the design process to evaluate potential solutions.


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Use and maintain technological products and systems.

8.2.5.D.3

Follow step by step directions to assemble a product or solve a problem.

8.2.5.D.4

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

8.2.5.D.5

Describe how resources such as material, energy, information, time, tools, people and capital are used in products or systems.


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Assess the impact of products and systems.

8.2.5.D.6

Explain the positive and negative effect of products and systems on humans, other species and the environment, and when the product or system should be used.

8.2.5.D.7

Explain the impact that resources such as energy and materials used in a process to produce products or system have on the environment.


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Domain Specific Language: Engineering and design process, iteration, evaluation, products, systems, prototype, experiment, gravity, satellite, orbit. According to student individual Education Plans some strategies may include but are not limited to: • Couple auditory with visual. • Provide preferential seating. • Teacher-generated Tests and Quizzes • Modify tests for length, content, and format. Provide a word bank, if needed. • Call student back to task, activity, or instruction when necessary. • Repeat and/or explain directions in other words. • Provide graphic organizers, scaffolded worksheets, scaffolded notes or copies of notes. • Provide study guides for tests. • Modify length of assignments: Examples include dividing vocabulary units in half, decreasing the required length of a writing assignment. • Modify content quantity, including strategies such as "chunking" • Provide intermediate due dates for longer projects. • Modify reading level of materials used. Example, use the same novel or worksheet but one written at a lower reading level. • Provide peer and individual help. • Modify grade level materials to student's level to achieve success.

Resources: CuriosityMachine.org Gravity Well Design Challenge: https://www.curiositymachine.org/challenges/28/plan/

https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_bio/cub_bio_lesson02_activity1.xm l

https://www.teachengineering.org/view_lesson.php?url=collection/ucd_/lessons/ucd_newton/ucd_newton_lesson01.xml


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• Introduce and practice vocabulary for proficiency prior to reading. • Provide direct instruction of all skills and concepts. • Use graphic organizers to help with activity structure and ideas.


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Standard


Strand E. Computational Thinking: Programming: Computational thinking builds and enhances problem solving, allowing students to move beyond using knowledge to creating knowledge.

Enduring Understandings: Computational thinking builds and enhances problem solving, allowing students to move beyond using knowledge to creating knowledge. Computational thinking (coding/computer programming and the logic involved) is a digital tool in which all of today’s Internet technology is based on.

Essential Questions: How can one develop a solution for a problem using the design process and computational thinking (computer programming/coding and logic)?

Grade Level

Content Statement Students will be able to understand: Standard Indicator Instructional Guidance

5

Computational thinking and computer programming as tools used in design and engineering.

8.2.5.E.1

Identify how computer programming impacts our everyday lives.

Suggested Coding Activities: Through an imaginary game/players, students will analyze the four arts computational thinking (decomposition, pattern matching, abstraction, and algorithms) to draw conclusions about the


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8.2.5.E.2

Demonstrate an understanding of how a computer takes input of data, processes and stores the data through a series of commands, and outputs information.

game. (Computational Thinking, page 179).

Through a variety/choice of online activities, students will code games with sequential steps, loops, etc. to complete games (see choice of activities in resources). (Maze, page 187).

Through creating a suncatcher in a hands-on activity, students will identify patterns (and loops), interpret symbols, and think about an artistic task through the process of coding (Functional Suncatchers, page 191).

8.2.5.E.3

Using a simple, visual programming language, create a program using loops, events and procedures to generate specific


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output.

8.2.5.E.4

Use appropriate terms in conversation (e.g., algorithm, program, debug, loop, events, procedures, memory, storage, processing, software, coding, procedure, and data).

Through a choice of online activities, SWBAT use functions and conditionals to draw shapes on the screen, modify those functions to fit different purposes, create actions, and use symbols such as >, <, = to create logic based actions in the games (choice of activities in resources).

Through reading/signing of songs, SWBAT identify repeated lyrics to equate to smaller portions of larger programs. Students will explain why combining chunks of code into functions makes programs easier to write. (Songwriting page 208).

Through the Dice Race game, SWBAT relate the concept of algorithms to everyday activities. Students will be able to decompose large activities into smaller, logical events. (Real-Life Algorithms - Dice Race page 217).


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Domain Specific Language: Algorithm, computer programming, programming language, code/coding, debug, loop, event, input/output, function, action, point/click, keyboard, troubleshoot, paired-programming, quality control, Internet, the cloud, binary, conditionals, software/hardware

According to student individual Education Plans some strategies may include but are not limited to: • Couple auditory with visual. • Provide preferential seating. • Teacher-generated Tests and Quizzes • Modify tests for length, content, and format. Provide a word bank, if needed. • Call student back to task, activity, or instruction when necessary. • Repeat and/or explain directions in other words. • Provide graphic organizers, scaffolded worksheets, scaffolded notes or copies of notes. • Provide study guides for tests. • Modify length of assignments: Examples include dividing vocabulary units in half, decreasing the required length of a writing assignment. • Modify content quantity, including strategies such as "chunking" • Provide intermediate due dates for longer projects. • Modify reading level of materials used. Example, use the same novel or worksheet but one written at a lower reading level. • Provide peer and individual help.

Resources: Code.org Coding Resources Course 3:

● Computational Thinking, page 179 ��

● Maze, page 187 ��

● Functional Suncatchers, page 191 ��

● Any of the online activities for Functions: Artists (p. ��201), Bee (p.203), Bee: Conditionals (p.204), or Maze: ��Conditionals (p.206) ��

● Songwriting (page 208) ��

● Real-Life Algorithms - Dice Race (page 217)


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• Modify grade level materials to student's level to achieve success. • Introduce and practice vocabulary for proficiency prior to reading. • Provide direct instruction of all skills and concepts. • Use graphic organizers to help with activity structure and ideas.


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5K ~ Dr. Kramer

Goals/Objectives Learning Activities/ Instructional Strategies

Formative Assessment Tasks

8.1.5.A.1 Demonstrate effective input of text and data using an input device. 8.1.5.A.3 Create and present a multimedia presentation that includes graphics.

State Report/Presentation: 5J: 1:25 -‐ 2:02 PM -‐Students will research information about their states following the format shared with them in Google Docs -‐Students will research photographs and download them to their Camera Roll on their iPads. Students will create album and organize the photographs for their presentation -‐Students will write their scripts on either their iPads, note cards, or a piece of paper -‐Students will rehearse their reports/presentations -‐Students will present their reports/presentations. The time frame will be 2 -‐ 3 minutes.

-‐Daily Progress indicators checklist -‐Student Presentation Plan -‐Finished podcast and student presentation notes -‐Final Project Presentation Rubric Evaluating

8.1.5.A.1 Demonstrate effective input of text and data using an input device. 8.1.5.A.3 Create and present a multimedia presentation that includes graphics. 8.1.5.D.2 Analyze the need for and use of copyrights.

Canada: Province Project myWorldGeography Textbook -‐Canada Province Project -‐Students will give a verbal presentation and create a supporting Google doc Presentation that persuades viewers to visit a province in Canada



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-‐Instruct on using online search tools to gather information -‐Review citation guidelines and rules


Latin America Podcast Project myWorldGeography Textbook -‐Latin America Podcast Project -‐Students will create a podcast and create a supporting media album that describes the top 5, 7, or 9 "Things To Do" or "Things To See" in a Latin American country -‐Instruct on using online search tools to gather information -‐Review citation guidelines and rules.



Mexico: Culture Project myWorldGeography Textbook -‐Mexico: Culture Project -‐Students will give a verbal presentation and create a supporting media document that explains some aspect of Mexican culture or geography -‐Instruct on using online search tools to gather information -‐Review citation guidelines and rules


8.1.5.A.2 Format a document using a word processing application to enhance text and

Google Doc Share -‐ Writing Write A Personal Narrative

Assign/Complete: Practice/Apply section: Have students proofread their


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include graphics, symbols and/ or pictures.

Day 5: Analyze the Model -‐Instruct: Journeys Teacher's Manual Unit 4 p. T358 -‐Instruct/Complete: Projectable 20.7 -‐Read/Discuss: Journeys Student Textbook pp. 625 -‐Have students finalize their personal narratives using the Writing Traits Checklist

revised first drafts. For support, have students use the Proofreading Checklist Blackline Master.

8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.


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5J ~ Mrs. Johnson

Goals/Objectives Learning Activities/ Instructional Strategies Formative Assessment Tasks


The student will identify some common forces; describe how varying the strength of a force affects the motion of an object; describe how objects of varying mass are each affected by a similar force; compare and contrast balanced and unbalanced forces; explain the laws of motion; describe inertia; relate motion in space to the lack of gravity in orbit around Earth.

Complete Newton’s Laws of Motion Power Point Presentation Rubric created jointly by teacher and students


TLW identify the major components of the solar system; describe the major characteristics of the planets of the solar system; compare and contrast the Earth and the moon; describe lunar and solar eclipses; describe some of the smaller objects that orbit the sun, such as asteroids, meteoroids, comets, and dwarf planets.

Complete Planet Power Point Presentation Rubric created jointly by teacher and students


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Resource Specialist ~ Mrs. St Laurent



8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

Raz-Kids Walk among learners, encourage, evaluate, and apply individual formative assessment. Probe for understanding during critiques.

8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks to solve problems

myhrw.com Walk among learners, encourage, evaluate, and apply individual formative assessment. Probe for understanding during critiques.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. 8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks to solve problems

Study Island, Think Central

Walk among learners, encourage, evaluate, and apply individual formative assessment. Probe for understanding during critiques.

8.1.5.A.5 Create and use a database to answer basic questions. 8.1.8.A.1 Demonstrate knowledge of real world problem using digital tools.

Kahoot! Walk among learners, encourage, evaluate, and apply individual formative assessment. Probe for understanding during critiques.


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Resource Specialist ~ Mrs. Nombre



8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

Raz-Kids -Raz-Kids Reports -Walk among learners, encourage, evaluate, and apply individual formative assessment. -Probe for understanding during critiques.

8.1.5.A.5 Create and use a database to answer basic questions.

Xtra Math, Kahoot! Xtra Math Progress Reports

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

Study Island, ThinkCentral

Study Island Reports, ThinkCentral Online Assessments

Resource Specialist ~ Mrs. Cullen



8.1.2.A.2 Create a document using a word processing application.

Create various personal, narrative, and research writings

Rubrics and Other Assessment Procedures

8.1.5.A.2 Create a document using a word processing application.

Create various personal, narrative, and research writings

Rubrics and Other Assessment Procedures


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Spanish 3-5 SWBAT understand and use technology systems. Select and use applications effectively and productively.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

Dualingo, Kahoot, Quizlet, etc.

Music – Mr. Stone Grade 5 Band Belts and prep for Concert

Students use instructional video to practice

Video/ipad used as training tools

Art ~ Miss. Maxwell



Students work in STEM and Art to create an advertisement and story for a the CO2 dragster they create in groups. 8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews.

- Use Google Docs to create their advertisement and story.

- Rubric

During many lessons in middle school, students are given websites to visit for ideas and inspiration related to the type of artwork we are creating. In addition, when students need a reference image, they will use

-Rubric of finished art project


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their chromebooks to do a google image search. 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

Appendix

2016-2017 Classroom Procedures for Chromebooks Keyboarding Plan

PHILOSOPHY -

1. “Keyboarding instruction is most effective when spread out over several years and designed to build on the student’s prior knowledge.” (Robinson, 1992)

2. “Once skills are taught, it is important to use them, reinforce them and refine them.” (Adams, 1984; Wronkovich, 1998).

3. "Touch typing is an example of cognitive automaticity, the ability to do things without conscious attention or awareness. Automaticity takes a burden off our working memory, allowing us more space for higher-order thinking." (Trubek, 2011)

OVERALL GOALS - To ensure that all students are prepared for online assessments and receive the proper keyboard training. To develop students’ typing skills in the early grades and provide follow up instruction throughout the grade levels.

OVERALL OBJECTIVES - The objective of keyboarding instruction will be focusing on technique and accuracy, with technique being first priority. As these skills are mastered, speed will develop simultaneously.

DOMAIN SPECIFIC VOCABULARY -


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● Enter ��

● Shift ��

● Caps lock ��

● Escape ��

● Backspace ��

● Delete ��

● Tab ��

● Home Row ��

● top row ��

● numeric keypad ��

● Keystroke shortcut ��

● Touch typing ��PROPOSED BENCHMARKS FOR MASTERY- Grade 1 - The student will be able to type two sentences. Grade 2 - 10 wpm, students will be able to type four sentences. Grade 3 - 20 wpm, students will be able to type two short paragraphs in a sitting Grade 4 - 25 wpm, students will be able to type one page in a single sitting Grade 5 - 30 wpm, students will be able to type two pages in a single sitting Grade 6 - 35 wpm Grade 7 - 40 wpm ��

Grade 8 - 45 wpm ASSESSMENTS - Beginning in grade three, speed and accuracy will be tested twice yearly. Student progress should be based on individual needs from baseline data.

KEYBOARDING - GRADES 3-5 (Elementary Grades)


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GOALS - The goals for the elementary grade keyboarding plan include the continued development of positioning and posture, introduction and development of touch typing and the eventual memorization of key placement with the development of speed and accuracy. Students are recommended a minimum of 45 minutes of keyboarding time integrated into subject area classes.

OBJECTIVES - The objective of the elementary grades keyboarding plan is to use a variety of digital tools to produce and publish writing including collaboratively with peers. Student should be able to use proper terminology and domain specific vocabulary as well as access keyboarding apps and games independently as well as self assess progress.

BENCHMARKS - Grade 3 - two short paragraphs in a sitting and type at minimum 20 wpm with 90% accuracy. Grade 4 - one page (300 words) in a sitting and type at minimum 25 wpm with 90% accuracy in an avg. of 14 min. Grade 5 - two pages (600 words) in a sitting and type at minimum 30 wpm with 90% accuracy in an avg. of 30 min.

Develop proper reach technique of home row letter keys. Develop proper reach technique of the letters H and E. Develop proper reach technique of the letters I and R. Develop proper reach technique of the enter key and space bar. Develop proper reach technique of the letters O and T. Develop proper reach technique of the letters N, M and G. Develop proper reach technique of the Left Shift key. Develop proper reach technique of the letters U, and C. Develop proper reach technique of the letter W, A and Right Shift key. Develop proper reach technique of the letters B and Y.


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Develop proper reach technique of the letters M and X. Develop proper reach technique of the letters P and V. Develop proper reach technique of the letter Q, D and F. Develop proper reach technique of the letter J, K and L. Develop proper reach technique of the letter Z and Colon/Semi-Colon key. Utilize proper spacing rules and reach technique of the Comma key. Develop proper reach technique of the Caps Lock and Tab keys. Utilize proper spacing rules and reach technique of the Question Mark key. Practice techniques to improve speed and accuracy by following written and verbal directions correctly. Utilize proper spacing rules and reach technique of the Period key. Demonstrate ability to create, save, and print a document.

APP/SOFTWARE Online program - Typingclub.com, all students will have a username and password.

Accessible from home Typing Defense - http://www.wordgames.com/typing-defense.htm Dance Mat Typing http://www.bbc.co.uk/schools/typing/ Thematic typic games - http://www.alfatyping.com/freetypinggames/ Speed and accuracy -Typing Chef http://www.sense-lang.org/typing/games/typingchefEN.php Typing Orchestra http://games.sense-lang.org/typingOrchestra.html Typing Kayak http://games.sense-lang.org/kayak.php Extra practice - http://www.typing-lessons.org/ Keyboarding games - http://www.gamequarium.com/alphattack/alphattack.htm , http://www.jonmiles.co.uk/games/fingerjig/ , http://www.nitrotype.com/race/


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HOMEWORK - Homework will be assigned on an as needed basis for student falling below grade level benchmarks. Progress will be monitored by computer teachers and communicated to classroom teachers.

ASSESSMENT - Twice per year using http://typing-speed-test.aoeu.eu/ , www.typingtest.com , www.goodtyping.com, or similar one minute test. For struggling students use http://typing-speed-test.aoeu.eu/?lang=en. Grade 3 - Using FreeTypingGame.net Lesson 10, warm up; Lesson 11 test, Grade 4 - Using FreeTypingGame.net Lesson 11 warm up; Lesson 30 test (Classic Tale), Grade 5 - FreeTypingGame.net Lesson 11 warm up; Lesson 35 test (Classic Tale)

GRADE 3 PROFICIENCIES GRADE 4 PROFICIENCIES GRADE 5 PROFICIENCIES

Use proper log-on/log-off procedures. Understand all keyboard keys Understand all keyboard keys

Find escape, tab, Shift key, Caps lock, Alt, Ctrl, Esc, PrintScreen, F4 Can touch type all letter keys Rest fingers on home row keys,

reach for other keys

Know difference between backspace, delete Can compose at keyboard Use platform dependent keyboard shortcuts to switch and close applications, copy, cut, paste, print, save

Use right thumb to key space bar When typing, fingers move—not hands Key paragraphs with enter and tab

Practice platform dependent keyboard shortcuts to switch and close applications, copy, cut, paste, print, save

Adopt a reach with fingers—which keeps hands on home row Touch type all keys

Key in full sentences with proper grammar In general, use outside fingers for outside keys, inside fingers for inside keys

Keep eyes on copy most of the time

Use platform dependent keyboard shortcuts to Touch type many two- and three-


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switch and close applications, copy, cut, paste, print, save

letter words and phrases with speed and accuracy

Citation: Marlboro Township Public Schools, Roselle Public Schools

Documents

FTS Technology Curriculum Gr. 5 Grades K-8 w… · Board of Education Christine Crielly, President Terence French, Vice President George Burdick Cyrus Cama Andrea Homulak Allison