Instructional Technology Curriculum

Instructional Technology Curriculum Grade 6 (Unit 4) Course Description 1 P age

Subject Area: Technology Course Name: Instructional Technology - 6 Grade(s): 6 Description: Students in sixth grade will learn how to apply a variety of technology concepts in all of their academic and technological coursework. Middle school presents a progression of increasingly advanced skills and concepts with accommodations for differing levels of background knowledge. Online safety and 21st century skills are stressed throughout the year to enable students not only to be safe, but college and work ready as well. Computer Programming/Coding will also be a yearlong primary focus to prepare students to enter high school with the technology skills necessary to learn advanced programming techniques. Key Skills/Areas: A. Technology Operations and Concepts B. Creativity and Innovation C. Communication and Collaboration D. Digital Citizenship E. Research and Information Literacy F. Critical Thinking, Problem Solving, and Decision Making 2 P age

PACING CHART Unit I Unit II Unit III Unit IV Comprehensive Review Online Communication Course D Code.org Word Processing Course D Code.org Spreadsheets Course D Code.org Technology Design Process Course D Code.org 9 Weeks 9 Weeks 9 Weeks 9 Weeks 3 P age

Career Ready Practices STANDARDS CRP1, CRP4, CRP6, CRP8 CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. Examples of use within the unit: Students are developing a firm understanding of how communicate respectfully online; they will realize that their online persona leaves a digital footprint that can be monitored by anyone. CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. Examples of use within the unit: Students will continue to use digital communication tools to conduct research on various academic topics in class. 4 P age

CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. Examples of use within the unit: Students will continue to learn about conditionals and loops in code and how they can create their own algorithms to design games of their choosing. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. Examples of use within the unit: Students will work in teams to think critically about developing plans that will help them to solve interdisciplinary tasks that are assigned to them. 5 P age

Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies Time/General Processing Comprehension Recall Extra time for assigned tasks Extra response time Precise step-by-step directions Teacher-made checklist Adjust length of assignment Have students verbalize steps Short manageable tasks Use visual graphic organizers Timeline with due dates for reports and projects Communication system between home and school Provide lecture notes/outline Repeat, clarify or reword directions Mini-breaks between tasks Provide a warning for transitions Reading partners Brief and concrete directions Provide immediate feedback Small group instruction Emphasize multi-sensory learning Reference resources to promote independence Visual and verbal reminders Graphic organizers Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization Computer/whiteboard Test-to-speech Spell-checker Extended time Study guides Shortened tests Consistent daily structured routine Simple and clear classroom rules Individual daily planner Display a written agenda Note-taking assistance Audio book Read directions aloud Frequent feedback Color code materials 6 P age

Differentiated Instruction Accommodate Based on Students Individual Needs: Leveled Text Chunking text Choice Board/Menu Tiered Instruction Small group instruction Tangible items/pictures (i.e., to facilitate vocabulary acquisition) Use of oral assessment Tiered learning centers Tiered questioning Data-driven student partnerships Computer/whiteboard Test-to-speech Spell-checker Audio book Teacher-made checklist Repeat, clarify or reword directions Emphasize multi-sensory learning 7 P age

Enrichment Accommodate Based on Students Individual Needs: Strategies Adaption of Material and Requirements Evaluate Vocabulary Elevated Text Complexity Additional Projects Projects completed individual or with Partners Self-Selection of Research Tiered/Multilevel Activities Learning Centers Individual Response Board Open-ended activities 8 P age

Assessments Suggested Formative/Summative Classroom Assessments Timelines, Maps, Charts, Graphic Organizers Quizzes Short Answer Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share Projects, Gallery Walks Homework Create an Original Song, Film, or Poem Student Response System (clickers) Self-reflection Rubric 9 P age

Content Area Standard Strand New Jersey Student Learning Standards - Technology Technology 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. 6-8 Understand and use technology 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools. systems. Select and use applications effectively and productively. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory. 10 P age

Content Area Standard Strand Grade Level bands Content Statement Students will: Technology 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. Indicator Indicator 6-8 Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression. 8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web). 11 P age

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 collaborate and to create and communicate knowledge. 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. Grade Content Statement Indicator Indicator Level bands 6-8 Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. 8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries. 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. 12 P age

Standard Strand 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Grade Level bands 6-8 Advocate and practice safe, legal, and responsible use of information and technology. Demonstrate personal responsibility for lifelong learning. Content Statement Indicator Indicator Exhibit leadership for digital citizenship. 8.1.8.D.1 8.1.8.D.2 8.1.8.D.3 8.1.8.D.4 8.1.8.D.5 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media. Demonstrate the application of appropriate citations to digital content. Demonstrate an understanding of fair use and Creative Commons to intellectual property. Assess the credibility and accuracy of digital content. Understand appropriate uses for social media and the negative consequences of misuse. 13 P age

Content Area Standard Strand Technology 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Grade Level bands Content Statement Students will: Indicator Indicator 6-8 Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks. Process data and report results. 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. 14 P age

Content Area Standard Strand Technology 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Grade Level bands Content Statement Students will: Indicator Indicator 6-8 Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions. 8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision. 15 P age

Content Area Standard Strand Grade Level bands Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. A. The Nature of Technology: Creativity and Innovation Technology systems impact every aspect of the world in which we live. Indicator Indicator Content Statement Students will be able to understand: 6-8 The characteristics and scope of technology. The core concepts of technology. The relationships among technologies and the connections between technology and other fields of study. 8.2.8.A.1 8.2.8.A.2 8.2.8.A.3 8.2.8.A.4 8.2.8.A.5 Research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e. telephone for communication - smart phone for mobility needs). Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system. Investigate a malfunction in any part of a system and identify its impacts. Redesign an existing product that impacts the environment to lessen its impact(s) on the environment. Describe how resources such as material, energy, information, time, tools, people, and capital contribute to a technological product or system. 16 P age

Standard Strand Grade Level bands 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. B. Technology and Society: Knowledge and understanding of human, cultural and society values are fundamental when designing technology systems and products in the global society. Indicator Indicator Content Statement Students will be able to understand: 6-8 The cultural, social, economic and political effects of technology. The effects of technology on the environment. 8.2.8.B.1 8.2.8.B.2 8.2.8.B.3 Evaluate the history and impact of sustainability on the development of a designed product or system over time and present results to peers. Identify the desired and undesired consequences from the use of a product or system. Research and analyze the ethical issues of a product or system on the environment and report findings for review by peers and /or experts. The role of society in the development and use of technology. The influence of technology on history. 8.2.8.B.4 8.2.8.B.5 8.2.8.B.6 8.2.8.B.7 Research examples of how humans can devise technologies to reduce the negative consequences of other technologies and present your findings. Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. Compare and contrast the different types of intellectual property including copyrights, patents and trademarks. Analyze the historical impact of waste and demonstrate how a product is upcycled, reused or remanufactured into a new product. 17 P age

Content Area Technology 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 C. Design: The design process is a systematic approach to solving problems. 6-8 The attributes of design. 8.2.8.C.1 Explain how different teams/groups can contribute to the overall design of a product. The application of engineering design. The role of troubleshooting, research and development, invention and innovation and experimentation in problem solving. 8.2.8.C.2 8.2.8.C.3 8.2.8.C.4 8.2.8.C.5 8.2.8.C.6 8.2.8.C.7 8.2.8.C.8 Explain the need for optimization in a design process. Evaluate the function, value, and aesthetics of a technological product or system, from the perspective of the user and the producer. Identify the steps in the design process that would be used to solve a designated problem. Explain the interdependence of a subsystem that operates as part of a system. Create a technical sketch of a product with materials and measurements labeled. Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution. Collaborate with peers and experts in the field to research and develop a product using the design process, data analysis and trends, and maintain a design log with annotated sketches to record the developmental cycle. Develop a proposal for a chosen solution that include models (physical, graphical or mathematical) to communicate the solution to peers. 18 P age

Content Area Standard Strand Grade Level bands Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. D. Abilities for a Technological World: The designed world is the product of a design process that provides the means to convert resources into products and systems. Indicator Indicator Content Statement Students will understand how to: 6-8 Apply the design process. 8.2.8.D.1 Design and create a product that addresses a real world problem using a design process under specific constraints. Use and maintain technological products and systems. 8.2.8.D.2 8.2.8.D.3 8.2.8.D.4 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, design portfolio or engineering notebook. Build a prototype that meets a STEM-based design challenge using science, engineering, and math principles that validate a solution. Research and publish the steps for using and maintaining a product or system and incorporate diagrams or images throughout to enhance user comprehension. 19 P age

Assess the impact of products and systems. 8.2.8.D.5 8.2.8.D.6 Explain the impact of resource selection and the production process in the development of a common or technological product or system. Identify and 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. 20 P age

NJDOE Student Learning Objective 8.2.8.D.1 Design and create a product that addresses a real world problem using a design process under specific constraints 8.2.8.C.4 The application of engineering design. 8.2.8.C.7 The role of troubleshooting, research and development, invention and innovation and experimentation in problem solving. Essential Questions Sample Activities Resources Interdisciplinary Connections How do different teams/groups contribute to the overall design of a product? Why is optimization in a design process important? What steps in a design process would be used to solve a designated problem? Technology Design Process Marshmallow and toothpick design challenge http://legacy.mos.or g/designchallenges/a viary/index.php http://legacy.mos.or g/designchallenges/ media/worksheets/a nimal_house_work sheet.pdf https://www.griffith. edu.au/ data/assets/ pdf_file/0017/14543 0/designchallenges.p df Tooth picks, marshmallows and masking tape. Science: Students will evaluate their design solutions for their animal enclosures insuring that the necessary components for maintaining a balanced ecosystem are present. MS-LS2-5 8.2.8.D.1 Apply the design process. 21 P age Develop a proposal for a chosen solution that include models to communicate the solution to peers. Design and create a

22 P age product that addresses a real world problem using a design process under specific constraints.

Unit Vocabulary Grade 6: communication world cultures technology art Writing Proofreading Apply Reverse Engineer crop digital image layers graphics file compression drawing software export file vector image image resolution bitmap image file format graphics software pixel digital collaboration copyright Evaluating Desktop Publishing Software product creativity innovation portfolio consumer pitch advertising marketing persuade invent research Google Docs filter page orientation page layout triangles angles measurement Evaluate Expression Function Value Rotate Scale 23 P age

REQUIRED CODING LESSONS COURSE D https://studio.code.org/s/coursed COURSE D Objective Unit LESSON & STANDARDS Students will be able to: 4 Lesson 14: Common Sense Education: Digital Citizenship 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. CSTA K-12 Computer Science Standards NI - Networks & the Internet 1B-NI-05 - Discuss real-world cybersecurity problems and how personal information can be protected. Compare and contrasts their responsibilities to their online and offline communities. Understand what type of information can put them at risk for identity theft and other scams. Reflect on the characteristics that make someone and upstanding citizen. Devise resolutions to digital dilemmas. 24 P age

4 Lesson 15: Build a Play Lab Game 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. CSTA K-12 Computer Science Standards AP - Algorithms & Programming 1B-AP-11 - Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process. 4 Lesson 16: Binary Images 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. CSTA K-12 Computer Science Standards AP - Algorithms & Programming 1B-AP-11 - Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process. Create an animated, interactive game using sequence and events. Identify actions that correlate to input events. Identify methods for encoding images into binary. Relate images to a peer using binary encoding. Reproduce an image, based on binary code. 25 P age

4 Lesson 17: Binary in Artist Match binary sequences to encoded images. 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. CSTA K-12 Computer Science Standards AP - Algorithms & Programming Utilize loops and binary code to recreate provided images. Identify repeated sequences and break long codes up into smaller chunks that can be looped. 1B-AP-11 - Decompose (break down) problems into smaller, manageable sub problems to facilitate the program development process. Create pictures using unique combinations of on and off. 26 P age

Project (Suggested) Small Screens, Big Thinkers Subject: ELA Class Periods: 5 Final Student Media: Digital Spreadsheet Technology and Core Area Learning Objectives: Elaborate on the consequences of illegal online behavior Use evidence to support an opinion about moral online behavior Enter and manipulate data in a spreadsheet Write summaries using a word processing application Take Some Credit Subject: Math Class Periods: 3 Final Student Media: Advertisement with Text and Images Technology and Core Area Learning Objectives: Identify a statistical question and collect, organize, and interpret data to answer it Use spreadsheets to collect and organize data about credit card interest, fees, and features Create charts from spreadsheet data to support and explain analysis and interpretation Create a document with word-processing software Optional Unit Project (Choose 1) GRADE 6 Project (Suggested) Write Like the Pros Subject: ELA Class Periods: 5 Final Student Media: Typed Essay or Story Technology and Core Area Learning Objectives: Search for and synthesize information about published writers processes Use a five-step process and word processing software to create an original piece of writing Collaborate digitally with peers Create and edit audio or video presentations Kidtown Subject: Math Class Periods: 4 Final Student Media: Digital Drawing or Diagram Technology and Core Area Learning Objectives: Measure and identify relationships involving angles in triangles and quadrilaterals Estimate the area and perimeter of multiple shapes based on known measurements Use online tools to collaborate with peers Use a drawing or drafting program to draw shapes and add text 27 P age

Hard Rock, Soft Rock, Why Rock? Subject: Science Class Periods: 4 Final Student Media: Audio or Video Presentation Technology and Core Area Learning Objectives: Identify and describe igneous, sedimentary, and metamorphic rocks and diagram the rock cycle Use scientific information to create a video or audio presentation on the importance of rocks Select and use technology tools to plan a project and communicate a message Take digital photos and insert them into a word processing document Tech No-Nos Subject: Social Studies Class Periods: 5 Final Student Media: Webpage Technology and Core Area Learning Objectives: Describe the effects of technology on the lives of the people in an industrialized and a developing country Locate and take notes from credible web resources about technology in different countries Use technical writing strategies effectively to communicate opinions and information Create a website with graphics and text END 28 P age