camdencity.ss12.sharpschool.com€¦ · Camden City School District: Educational Technology...
Transcript of camdencity.ss12.sharpschool.com€¦ · Camden City School District: Educational Technology...
Camden City School District
Camden, New Jersey
Technology Curriculum Management System
Grades 3-8
Camden City School District: Educational Technology Curriculum- 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…………………………………………………………………………………….
Technology Curriculum Management System Grade 4…………………………………………………………………………………….
Technology Curriculum Management System Grade 5…………………………………………………………………………………….
Technology Curriculum Management System Grade 6…………………………………………………………………………………….
Technology Curriculum Management System Grade 7…………………………………………………………………………………….
Technology Curriculum Management System Grade 8…………………………………………………………………………………….
Appendices.......................................................................................................................................................................................................................
Camden City School District: Educational Technology Curriculum- GRADES 3-8
Camden City School District: Educational Technology Curriculum- GRADES 3-8
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 City School District: Educational Technology Curriculum- GRADES 3-8
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
Camden City School District: Educational Technology Curriculum – GRADES 3-8
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 B. Creativity and Innovation
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 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
Camden City School District: Educational Technology Curriculum – GRADES 3-8
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 C. Communication and Collaboration
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 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
Camden City School District: Educational Technology Curriculum – GRADES 3-8
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 D. Digital Citizenship
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 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
Camden City School District: Educational Technology Curriculum – GRADES 3-8
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 E. Research and Information Literacy
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 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
Camden City School District: Educational Technology Curriculum – GRADES 3-8
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 F. Critical Thinking, Problem Solving, and Decision-Making
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 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
Camden City School District: Educational Technology Curriculum – GRADES 3-8
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
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 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
Camden City School District: Educational Technology Curriculum – GRADES 3-8
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 B. Design: Critical Thinking, Problem Solving, and Decision-Making
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 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
Camden City School District: Educational Technology Curriculum – GRADES 3-8
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 C. Technological Citizenship, Ethics, and Society
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 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
Camden City School District: Educational Technology Curriculum – GRADES 3-8
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 D. Research and Information Fluency
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 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
Camden City School District: Educational Technology Curriculum – GRADES 3-8
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 E. Communication and Collaboration
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 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.
Camden City School District: Educational Technology Curriculum – GRADES 3-8
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 F. Resources for a Technological World
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 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
Camden City School District: Educational Technology Curriculum – GRADES 3-8
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 G. The Designed World
I=Introduced R=Reinforced U=Utilized
TARGET CAPABILITY AT GRADE LEVEL
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)
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
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.
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: Word processing, text, font, justify,
italicize, format, save, syllables, save as, spell check, print preview, print
Instructional Guidance:
To assist in meeting this CPI, students
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.
Resources/Materials:
• Interactive Whiteboard
• Haiku format:
• Line 1- 5 syllables
• Line 2- 7 syllables
• Line 3- 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
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)
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
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.
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: 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.
Extension Activities:
• Students will research famous
landmarks in a country.
Resources/Materials:
• Interactive Whiteboard
• 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
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)
Grade 3
8.1 Educational Technology
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
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.4
Create a simple spreadsheet, enter
data, and interpret the information.
Enduring Understanding:
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?
Vocabulary: Cell, columns, rows, spreadsheet,
workbook, worksheet, data, chart,
resize, interpret, tally, auto sum, axis
Instructional Guidance: To assist in meeting this CPI, students
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.
Extension Activities:
• 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.
Resources/Materials:
• Spreadsheet Application
• Interactive Whiteboard
Assessment:
• Teacher Observation
• Printed/published document
Online Resources:
http://office.microsoft.com
http://exchange.smarttech.com/#ta
b=0/
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)
Camden City School District: Educational Technology Curriculum – GRADES 3-4
8.1 Educational Technology
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:
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.5 Determine the
benefits of a wide range of digital
tools by using them to solve
problems.
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: 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.
Extension Activities:
• Working in pairs students will
develop proposals for improving
energy conservation in their home.
Resources/Materials:
• Interactive Whiteboard
• Internet
• Sketch of classroom
• Thermometers
• Word Processing Program
• Multi-media Programs
• Spreadsheets
Assessment:
• Teacher Observation
• Completed proposals
Online Resources: http://energy.gov/energysaver/articles/do-
it-yourself-home-energy-audits
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)
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.
Cumulative Progress Indicators
(CPI): 8.1.4.B.1 Produce a media-
rich digital story about a significant
local event or issue.
Enduring Understanding:
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
Instructional Guidance: To assist in meeting this CPI, students
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.
Extension Activities:
• 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.
Resources/Materials:
• 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
CCSD Technology Toolbox
Accommodation/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)
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
Common Core State Standards:
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
creativity and the construction of
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, appropriate,
survey
Instructional Guidance:
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.
Extension Activities:
• 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.
Resources/Materials:
• Spreadsheet
• Word-processing program
• Computer
• Multi-media program
• Voice Thread
• CCSD Technology Toolbox
• Video Conference Equipment
• Internet
Assessment:
• Water Usage Chart
• Online Discussion Log
• Final Project
Online Resources:
www.ciese.org/curriculum/drainproj
www.cilc.org
CCSD Technology Toolbox
Accommodation/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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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.
Enduring Understanding:
Technology is constantly changing
and requires continuous learning of
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
Instructional Guidance:
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.
Extension Activities:
• Students will read their digital book
to the younger students in the
school.
Resources/Materials:
• Interactive Whiteboard
• Computer
• Multi-media program
Assessment:
• Teacher Observation
• Multimedia Presentation
Online Resources:
www.netsmartz.org
www.http://www.cybersmart.org/cur
riculum.org
http://www.commonsensemedia.org
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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.
Enduring Understanding:
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.
Extension Activities:
• 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.
Resources/Materials:
• Sample books with copyright symbol
• Computer
• Interactive Whiteboard
Assessment:
• Teacher observation
• Completed web page
Online Resources: http://www.cyberbee.com/cb_copyright.swfhttp://www.netsmartz.org
www.wix.com
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Indicators(CPI): 8.1.4.D.3
Explain the purpose of an acceptable
use policy and the consequences of
inappropriate use of technology.
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, netiquette
Instructional Guidance: To assist in meeting this CPI, students
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
inappropriate use of technology.
• 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.
Extension Activities:
• Create a survey polling family and
friends about cyber safety,
acceptable use and netiquette.
Resources/Materials:
• District Acceptable Use Policy
• Interactive whiteboard
• Computer
• Internet
• Glogster
Assessment:
• Completed Poster
• Teacher Observation
Online Resources:
http://edu.glogster.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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 3
8.1 Educational Technology
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.
Cumulative Progress Indicators
(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.
Enduring Understanding:
Digital tools and environments
support the learning process and
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
Instructional Guidance:
To assist in meeting this CPI, students
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.
Extension Activities:
• Create a flyer with school energy
saving tips.
Resources/Materials:
• Word-processing program
• Computer
• Voice Thread
• Glogster
• CCSD Technology Toolbox
Assessment:
• List of Solutions for Reduction of
Water Usage
• Appendix -Online Discussion Log
Online Resources:
http://ed.voicethread.com
http://edu.glogster.com//products/k12
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 3
8.1 Educational Technology
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.
Cumulative Progress Indicators
(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.
Enduring Understanding:
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
Instructional Guidance:
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.
Extension Activities:
• Students evaluate sites on the
Internet on the inventor, Benjamin
Franklin.
Resources/Materials:
• Electronic Sources Evaluation Form
• Internet
• Computer
Assessment:
• Teacher Observation
• Electronic Sources Evaluation Form
Online Resources:
http://www.readwritethink.org/
http://www.kathyschrock.net/
http://www.cyberbee.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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 3
8.1 Educational Technology
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.
Cumulative Progress Indicators
(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.
Essential Question: How do I choose which technological
tools to use and when it is appropriate
to use them?
Vocabulary:
Hypothesis, force, measurement, graph, analyze, data
Instructional Guidance: To assist in meeting this CPI, students will
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.
Extension Activities:
• Compare your data to those of other
students.
• Discuss how the results might be
different between groups.
• Make various charts and graphs.
Resources/Materials:
• Interactive Whiteboard
• 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
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Indicators(CPI): 8.2.4.A.1
Investigate factors that influence the
development and function of
technology products and systems.
Enduring Understanding:
Technology is constantly changing
and requires continuous learning of
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.
Extension Activities:
• 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.
Resources/Materials:
• Interactive Whiteboard
• 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/
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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:
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
Indicators(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.
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: Timeline, research, digital format, cell
phone
Instructional Guidance:
To assist in meeting this CPI, students
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.
Resources/Materials:
• Interactive Whiteboard
• Computer
• Internet
• Timeline Software
Assessment:
• Teacher Observation
• Completed Time line
• Drawings
Online Resources:
www.readwritethink.org
http://cellphones.lovetoknow.com
https://www.thoughtco.com/inventio
ns-4133303
www.timetoast.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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 3
Problem Solving and 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.
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.
Cumulative Progress Indicators
(CPI): 8.2.4.B.1 Develop a product
using an online simulation that
explores the design process.
Enduring Understanding:
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
Instructional Guidance:
To assist in meeting this CPI,
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.
Extension Activities:
• Student will participate in a
competition to determine which
design is the most structurally
sound.
Resources/Materials:
• 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
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 3
Problem Solving and 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.
B. Design: Critical Thinking, Problem Solving, and Decision-Making Common Core State
Standards:
ELA-Literacy.SL.3.4-6 ELA-Literacy.W.3.6
Content: The design process is a
systematic approach to solving
problems.
Cumulative Progress
Indicators (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
Instructional Guidance:
To assist in meeting this CPI,
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.
Resources/Materials:
• 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
CCSD Technology Toolbox
Parts of this lesson has been retrieved
from the
http://www.youngscientistchallenge.com/t
eacher-tools/lesson-plans.html , The 3M
Young Scientist Challenge.
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 3
Problem Solving and 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.
B. Design: Critical Thinking, Problem Solving, and Decision-Making Common Core State Standards:
ELA-Literacy.W.3.1
Content: The design process is a
systematic approach to solving
problems.
Cumulative Progress Indicators
(CPI): 8.2.4.B.3 Explain the positive
and negative effect of products and
systems on humans, other species,
and the environment.
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
Instructional Guidance:
To assist in meeting this CPI,
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.
Extension Activities:
• 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.
Resources/Materials:
Assessment:
• Finished Presentation
• Teacher Observation
Online Resources:
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 3
Problem Solving and 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.
B. Design: Critical Thinking, Problem Solving, and Decision-Making Common Core State Standards:
ELA-Literacy.W.3.7-8
Content: The design process is a
systematic approach to solving
problems.
Cumulative Progress Indicators
(CPI): 8.2.4.B.4 Compare and
contrast how technology transfer
happens within a technology, among
technologies, and among other fields
of study.
Enduring Understanding:
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
Instructional Guidance:
To assist in meeting this CPI,
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.
Extension Activities:
• 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.
Resources/Materials:
• Word Processing Program
• Multimedia Program
• Desktop Publishing Program
• Web 2.0 tool
• Internet
Assessment:
• Completed Presentation
• Teacher Observation
Online Resources:
CCSD Technology Toolbox
Accommodations/Modifications:
English Language Learners (ELL)
It is essential that teachers provide
ELL student 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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 3
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.
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.
Cumulative Progress Indicators
(CPI): 8.2.4.C.1 Explain the impact of disposing of
materials in a responsible way.
Enduring Understanding:
Innovation has far reaching
implications.
Essential Question: How does technology impact the
world as we know it?
Vocabulary:
Disposing, environment, effect
Instructional Guidance:
To assist in meeting this CPI, students
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.
Extension Activities:
• Survey the neighborhood to see
how materials are disposed.
• Compile data and present to class.
Resources/Materials:
• Interactive Whiteboard
• Pictures of several types of aquatic
wildlife
• Bag full of varied plastic items
• Internet
Assessment:
• Completed Activity
• Teacher Observation
Online Resources:
Timeforkids.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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 3
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.
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
are fundamental when designing
technology systems and products in
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.
Enduring Understanding:
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
Instructional Guidance:
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.
Extension Activities:
• 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.
Resources/Materials:
• Interactive Whiteboard
• Internet
• Word Processing Application
• Printer
Assessment:
• Teacher Observation
• Completed Document
Online Resources:
http://www.uspto.gov/trademarks/index.jsp
www.wipo.int/trademarks/en/trademarks.html 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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8 Page
Grade 3
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.
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
Indicators(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.
Enduring Understanding:
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.
Extension Activities:
• Students will use a paint/draw
program to create new packaging
for their product.
Resources/Materials:
• Survey Monkey
• Interactive Whiteboard
• Spreadsheet Program
• Paint/Draw Program
• Internet
Assessment:
• Teacher Observation
• Completed Project
Online Resources:
https://www.surveymonkey.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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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.
Cumulative Progress Indicators
(CPI): 8.2.4.E.1 Work in
collaboration with peers to produce
and publish a report that explains how
technology is or was successfully or
unsuccessfully used to address a local or global problem.
Enduring Understanding:
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.
Extension Activities:
• Students will collaborate with
another class using distance
learning to debate that issue.
Resources/Materials:
• Computer
• Internet
• Interactive Whiteboard
• Word Processing Program
• Multi-media Program
• Distance Learning Equipment
Assessment:
• Teacher Observation
• Completed Project
Online Resources:
http://edu.glogster.com/
http://www.wikispaces.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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 3
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.
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.
Enduring Understanding:
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.
Resources/Materials:
• Diagram of Computer Parts
• Internet
• Camcorder
Assessment:
• Teacher Observation
• Completed Paper Slide Presentation
Online Resources: 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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 3
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.
F. Resources for Technological World
Common Core State Standards:
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.
Cumulative Progress Indicators
(CPI): 8.2.4.F.2 Explain how
resources are processed in order to
produce technological products and
systems.
Enduring Understanding:
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
Instructional Guidance: To assist in
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.
Extension Activities:
• 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.
Resources/Materials:
• Interactive Whiteboard
• Internet
• Word-Processing Program
Assessment:
• Completed design
Online Resources:
www.google.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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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:
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.
Cumulative Progress Indicators
(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
Instructional Guidance: To assist in meeting this CPI, students will
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.
Extension Activities:
Contact a bicycle repair shop. Review
their troubleshooting guide and
compare it to their manual.
Resources/Materials:
• Interactive Whiteboard
• Computer
• Internet
• Word Processing Program
Assessment:
• Teacher Observation
• Completed Manual
Online Resources:
https://www.thoughtco.com/inventio
ns-4133303
https://www.youtube.com/
http://www.ehow.com/
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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:
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
products and systems.
Cumulative Progress Indicators
(CPI): 8.2.4.G.2 Explain the functions of a system and subsystems.
Enduring Understanding:
All systems are dependent on
subsystems.
Essential Question: Why are subsystems important to a
system?
Vocabulary:
Ecosystem, biotic, abiotic, habitat,
screenshots
Instructional Guidance:
To assist in meeting this CPI, students
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.
Extension Activities:
Contact a conservation group to
discuss how the students could help
preserve other ecosystems, like ours!
Resources/Materials:
• Interactive Whiteboard
• 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/
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Core Curriculum Content
Standards: 21st-Century Life and
Career Skills 9.1.4.E.1-3
Content: The designed world is the product of
a design process that provides the
means to convert resources into
products and systems.
Cumulative Progress Indicators
(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.
Enduring Understanding:
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.
Extension Activities:
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.
Resources/Materials:
• Computer
• Internet
• Word Processing Program
Assessment:
• Teacher Observation
• Completed product reviews
Online Resources:
www.pcmag.com
www.consumerreports.org
www.goodhousekeeping.com
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)
Camden City Public Schools
Technology Curriculum Management System
Grade 4
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
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.SL.4.1, 4.1d
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: Scanner, digital camera, print
preview, print, input/output devices, biography
Instructional Guidance: To assist in meeting this CPI, students
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.
Resources/Materials:
• Interactive Whiteboard
• Learning.com
• Input devices- keyboard, cd drive,
keyboard, mouse, scanner, digital
camera
Assessment:
• Teacher Observation
• Completed project
Online Resources: www.learning.com
www.research.microsoft.com
http://informattec.blogspot.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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
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.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.
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: Word processing, text, font, justify, center,
clip art, copy, paste, format, save, save as,
spell check
Instructional Guidance:
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.
Extension Activities:
• 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.
Resources/Materials:
• Interactive Whiteboard
• Word processing application
Assessment:
• Teacher Observation
• Completed Document
Online Resources:
http://teacher.scholastic.com
http://exchange.smarttech.com/#tab
=0http://office.microsoft.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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
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 & Concepts
Common Core State Standards:
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.
Enduring Understanding:
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
Instructional Guidance:
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.
Extension Activities:
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.
Resources/Materials:
• Interactive Whiteboard
• Multi-media Program
Assessment:
• PowerPoint presentation
• Teacher Observation
Online Resources:
http://www.lenapelifeways.or
g/
http://www.wikispaces.com/
http://www.courierpostonline.
com/
http://www.philly.com/
http://office.microsoft.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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
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:
ELA-Literacy.RI.4.7 Math.Content.4.OA.A.2
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.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
Instructional Guidance:
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.
Extension Activities:
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.
Resources/Materials:
• Interactive Whiteboard
• Spreadsheet Program
Assessment:
• Teacher Observation
• Completed Spreadsheet
Online Resources:
http://office.microsoft.com
http://exchange.smarttech.com/#
tab=0
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
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 A: Technology Operations & Concepts
Common Core State Standards: ELA-Literacy:RI.4.7-9
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.5 Determine the benefits
of a wide range of digital tools by using
them to solve problems.
Enduring Understanding:
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
Instructional Guidance: To assist in meeting this CPI, students
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?
Resources/Materials:
• Interactive Whiteboard
• Computers with Internet
• What’s Your Problem? Handout
Assessment:
• Teacher Observation
• Completed Project
Online Resources: http://learning.blogs.nytimes.com
www.forbes.com
CCSD Technology
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
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.4.4-6, ELA: W.4.4-6
Content: The use of digital tools and
media-rich resources enhances
creativity and the construction of
knowledge.
Cumulative Progress Indicators
(CPI): 8.1.4.B.1 Produce a media-rich
digital story about a significant local
event or issue.
Enduring Understanding:
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, still images,
record, interview, hyperlink
Instructional Guidance:
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.
Extension Activities:
Create a digital story capturing the accomplishments of a community
hero, politician, or former alumni.
Resources/Materials:
• Interactive white board
• Digital camera
• Computer
• Paper
• Pencils
• Movie Maker /iMovie
• Audacity
• PowerPoint
• Voice Thread
Assessment:
• Digital Storytelling Rubric
Online Resources: http://www.learning.com/
http://ed.voicethread.com
Accommodation/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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Common Core State Standards:
ELA: SL.4.1a-d, ELA: W.4.4-6
Math. 3.OA.8-9, Math: 3.MD.3
Content: The use of digital tools and
media-rich resources enhances
creativity and the construction of
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
Instructional Guidance:
To assist in meeting this CPI,
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.
Extension Activities:
Students can write a school
newsletter sharing the grade 4
Internet access steps, results, and
video conferencing online
discussions for publication.
Resources/Materials:
• Spreadsheet
• Word-processing program
• Computer
• Multi-media program
• Voice Thread
• CCSD Technology Toolbox
• Video Conference Equipment
• Internet
• Videoconferencing Etiquette-
Appendix 2
Assessment:
• Online Discussion Log
• Final Project
Online Resources: https://voicethread.com/products/k12/
www.cilc.org
http://edu.glogster.com/
Accommodation/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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Common Core State Standards:
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.
Enduring Understanding:
Technology is constantly changing
and requires continuous learning
of new skills.
Essential Question:
What are an individual’s
responsibilities for using
technology?
Vocabulary: Digital Citizen,
citizen, responsibility
Instructional Guidance:
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.
Extension Activities:
• Internet scavenger hunt on Internet
safety
Resources/Materials:
• Interactive Whiteboard
• Computer
• Internet
• Appendix 3
Assessment:
• Teacher Observation
• Completed Activity
Online Resources:
www.netsmartz.org
https://www.commonsense.org
www.marvel.com/games/play/31/create_your_ own_superhero
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
Copyrights
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.4.8
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.
Enduring Understanding:
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,
paraphrasing
Instructional Guidance: To assist in meeting this CPI, students
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.
Extension Activities:
• 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?
Resources/Materials:
• Interactive Whiteboard
• A book with a copyright symbol
• Computer
• Word Processing Program
Assessment:
• Teacher Observation
• Student Discussion
• Completed printed document
Online Resources: http://www.copyrightkids.org
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
Acceptable Use Policy
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
Indicators(CPI): 8.1.4.D.3
Explain the purpose of an acceptable
use policy and the consequences of
inappropriate use of technology.
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
Instructional Guidance:
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.
Extension Activities:
Students will compare and contrast our District’s AUP to another
District’s AUP.
Resources/Materials:
• District Acceptable Use Policy
(AUP) Internet
• Interactive Whiteboard
• Computer
Assessment:
• Teacher Observation
• Completed Glogster
Online Resources:
http://http://edu.glogster.com/ www.camden.k12.nj.us
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Content: Effective use of digital
tools assists in gathering and
managing information.
Cumulative Progress Indicators
(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.
Enduring Understanding:
Digital tools and environments
support the learning process and
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:
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.
Extension Activities:
Create a brochure/video of Tips for Reducing Waste in School.
Resources/Materials:
• Word-processing
• Computer
• Voice Thread
• Glogster
• CCSD Technology Toolbox
• U2Me for Kids
Assessment:
• Waste Reduction Plan
• Teacher Observation
Online Resources: http://ed.voicethread.com
http://edu.glogster.com/
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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.
Cumulative Progress Indicators
(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.
Enduring Understanding:
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, validity,
authority, bias, content, credentials,
currency, citations, clarity, copyright
Instructional Guidance: To assist in meeting this CPI, students
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.
Resources/Materials:
• Electronic Sources Evaluation Form
• Internet
• Computer
Assessment:
• Teacher Observation
• Electronic Sources Evaluation
Form-Appendix 5
Online Resources:
http://www.readwritethink.org/
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
solutions and making decisions.
Cumulative Progress Indicators
(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.
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.
Extension Activities:
Watch a weather forecast on TV. In
groups prepare and record a five-
day weather forecast for the class.
Resources/Materials:
• Newspaper/Internet
• Spreadsheet Program
Assessment:
• Teacher Observation
• Class Discussion
Online Resources:
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Common Core State Standards:
ELA-Literacy.SL.4.4, 4.5, 4.6
Content:
Technology products and systems
impact every aspect of the world in which we live.
Cumulative Progress
Indicators(CPI): 8.2.4.A.1
Investigate factors that influence the
development and function of
technology products and systems.
Enduring Understanding:
Technology is constantly changing
and requires continuous learning of
new skills.
Essential Question: How can I transfer what I know to
new technological situations/
experiences?
Vocabulary: Animation, development, impact,
products, systems
Instructional Guidance:
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.
Extension Activities:
• Create an avatar that teaches a
lesson. Share with a younger
grade.
Resources/Materials:
• Interactive Whiteboard
• Internet
Assessment:
• Completed Project
• Teacher Observation
Online Resources: www.youtube.com
www.voki.com
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
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 Indicators
(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.
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: Timeline, research, digital format
Instructional Guidance:
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.
Extension Activities:
Collaborate and construct a timeline showing the history of the
camera.
Resources/Materials:
• Interactive Whiteboard
• Computer
• Internet
• Graphic organizer
Assessment:
• Teacher Observation
• Completed Project
Online Resources:
http://inventors.about.com
https://www.timetoast.com
www.tvhistory.tv
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
Problem Solving and 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.
B. Design: Critical Thinking, Problem Solving, and Decision-Making
Common Core State Standards:
ELA-Literacy.W.4.10
New Jersey Core Curriculum Content
Standards: Science 5.1.4.B.1-3
Content: The design process is a
systematic approach to solving
problems.
Cumulative Progress Indicators
(CPI): 8.2.4.B.1 Develop a product
using an online simulation that explores
the design process.
Enduring Understanding:
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
Instructional Guidance:
To assist in meeting this CPI,
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.
Extension Activities:
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.
Resources/Materials:
• Interactive Whiteboard
• Computer
• Internet
• Sketch Up
Assessment:
• Teacher Observation
• Justification Drafts
• Completed Simulations
Online Resources:
http://www.citycreator.com/
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
Problem Solving and 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.
B. Design: Critical Thinking, Problem Solving, and Decision-Making
Common Core State Standards:
ELA-Literacy.SL.4.1 ELA-Literacy.W.4.1
Content: The design process is a
systematic approach to solving
problems.
Cumulative Progress Indicators
(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
Instructional Guidance: To assist in
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.
Extension Activities:
Create a Voice Thread of the completed videos/screencasts and
post videos online for others to view,
comment, and/or vote on.
Resources/Materials:
• Glogster
• Video Camera
• Screencast Application
Assessment:
• Rubric
• Student Projects
• Teacher Observation
Online Resources:
http://edu.glogster.com/
Microsoft Office365
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
Problem Solving and 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.
B. Design: Critical Thinking, Problem Solving, and Decision-Making
Common Core State Standards:
ELA-Literacy.W.4.2a
Content: The design process is a
systematic approach to solving
problems.
Cumulative Progress Indicators
(CPI): 8.2.4.B.3 Explain the
positive and negative effect of
products and systems on humans,
other species, and the environment.
Enduring Understanding:
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
Instructional Guidance:
To assist in meeting this CPI, students
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.
Extension Activities:
Students could design using a drawing application a new head
phone that would address negative
effects on people.
Resources/Materials:
• Spreadsheet Application
• Word Processing Application
• Internet
Assessment:
• Completed graphic organizer
Spreadsheet
• Teacher Observation
Online Resources: www.youtube.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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
Problem Solving and 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.
B. Design: Critical Thinking, Problem Solving, and Decision-Making Common Core State Standards:
ELA-Literacy.W.4.7, 4.8, 4.9
Content: The design process is a
systematic approach to solving
problems.
Cumulative Progress Indicators
(CPI): 8.2.4.B.4 Compare and
contrast how technology transfer
happens within a technology,
among technologies, and among
other fields of study.
Enduring Understanding:
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
Instructional Guidance:
To assist in meeting this CPI, students
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.
Resources/Materials:
• : Keywords- Game Systems
• Interactive Whiteboard
• Computer
• Internet
Assessment:
• Teacher Observation
• Completed Activity
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
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
Technology Changes
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.
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.
Cumulative Progress Indicators
(CPI): 8.2.4.C.1
Explain the impact of disposing of
materials in a responsible way.
Enduring Understanding:
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
Instructional Guidance:
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)
Resources/Materials:
• Interactive Whiteboard
• Broken Electronic Devices
• Internet
Assessment:
• Teacher Observation
Online Resources:
www.pollution.com
www.earthweek.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 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)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
8.1 Educational Technology
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
Common Core State Standards:
ELA-Literacy.W.4.7, 4.8, 4.9
Content:
Knowledge and understanding of human, cultural, and societal values
are fundamental when designing
technology systems and products in
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.
Enduring Understanding:
Technology is constantly changing
and requires continuous learning of
new skills.
Essential Question:
What are an individual’s responsibilities for using technology?
What constitutes misuse and how can
it best be prevented?
Vocabulary:
Copyright, trademark, logo infringement
Instructional Guidance:
To assist in meeting this CPI, students
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.
Extension Activities:
Create a sheet with trademarks and have students identify company
Resources/Materials:
• Presentation Program
• Word Processing Program
• Internet
• Pictures of Adidas Sneakers
Assessment:
• Teacher Observation
• Completed Activity
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
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Content: Knowledge and understanding of
human, cultural, and societal values
are fundamental when designing
technology systems and products in
the global society.
Cumulative Progress Indicators
(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.
Enduring Understanding:
Digital tools provide opportunities for people to have new experiences,
recognize problems, design solutions,
and express their ideas.
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.
• Students will work in groups to
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.
Resources/Materials:
• Interactive Whiteboard
• Collaboration Tools
• Word Processing
• Multimedia Tool
Assessment:
• Completed Project
• Teacher Observation
Online Resources: http://web.archive.org/
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
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.
D. Research and Information Fluency
Common Core State Standards:
ELA-Literacy: W.4.2
Content:
Knowledge and understanding of human, cultural, and societal values
are fundamental when designing
technology systems and products in
the global society.
Cumulative Progress Indicators
(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.
Enduring Understanding:
Technology is constantly changing
and requires continuous learning of
new skills.
Essential Question:
What are an individual’s responsibilities for using technology?
What constitutes misuse and how can
it best be prevented?
Vocabulary: Global Community, Cyber Safety,
Cyber Security, Cyber Ethics
Instructional Guidance:
To assist in meeting this CPI, students
will conduct a survey using Survey
Monkey.
• Students will work in groups to
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?
Extension Activities:
Students will work with a partner to
generate a report on Do you think fast
food is healthy? Why or Why not?
Resources/Materials:
• Survey Monkey
• Excel
• Microsoft PowerPoint
• Internet
Assessment:
• Teacher Observation
• Completed Activity
Online Resources:
https://www.surveymonkey.com /
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
Local or Global Problem
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:
ELA-Literacy:W.4.10
Content: Digital tools facilitate local
and global communication and
collaboration in designing products
and systems.
Cumulative Progress Indicators
(CPI): 8.2.4.E.1 Work in
collaboration with peers to produce and publish a report that explains how
technology is or was successfully or
unsuccessfully used to address a local
or global problem.
Enduring Understanding:
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
Instructional Guidance:
To assist in meeting this CPI, students
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.
Extension Activities:
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.
Resources/Materials:
• Interactive Whiteboard
• Computer
• Internet
• VoiceThread
Assessment:
• Teacher Observation
• Book Review
Online Resources:
http://voicethread.com
http://help.wikispaces.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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
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.
F. Resources for Technological World
Common Core State Standards:
ELA-Literacy.W.3.2
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.
Enduring Understanding:
Technology can be applied to endless
systems.
Essential Question: How can various resources impact
technology?
Vocabulary:
Recycle, rechargeable, produce, process
Instructional Guidance: To assist in
meeting this CPI, students will
describe how resources are processed
in order to produce technological
products and systems.
• 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
Resources/Materials:
• Internet
• Publishing program
• Interactive Whiteboard
Assessment:
• Teacher Observation
Online Resources:
https://voicethread.com/products/
k12/
http://edu.glogster.com/?ref=com
www.google.com
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 4
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.
F. Resources for Technological World
Common Core State Standards:
Science 5.2.6.C.2
Content: Technological products and
systems are created through the
application and appropriate use of
technological resources.
Cumulative Progress Indicators
(CPI): 8.2.4.F.2 Explain how
resources are processed in order to
produce technological products and
systems.
Enduring Understanding:
Technology can be applied to endless
systems.
Essential Question: How can
various resources impact technology?
Vocabulary: solution, design,
construct, develop
Instructional Guidance:
To assist in meeting this CPI,
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.
Resources/Materials:
• Internet
• Interactive Whiteboard
• Digital/Video camera
• Multimedia Presentation software
Assessment:
• Teacher Observation
• Completed Project
Online Resources: 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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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.3.2
Content: The designed world is the
product of a design process that
provides the means to convert
resources into products and systems.
Cumulative Progress Indicators
(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: Malfunctioning, tool, troubleshoot,
product, process
Instructional Guidance: To assist in meeting this CPI, students will
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.
Resources/Materials:
• Keyboards
• Mice
• Cables
• Any non-functioning equipment
Assessment:
• Teacher Observation
• Completed Presentations
Online Resources:
www.eHow.com
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Core Curriculum Content Standards:
ELA-Literacy.W.4.2
Health and Physical Education 2.1.4.A.2
Content: The designed world is the
product of a design process that provides
the means to convert resources into
products and systems.
Cumulative Progress Indicators (CPI): 8.2.4.G.2 Explain the functions of a system and subsystems.
Enduring Understanding:
All systems are dependent on
subsystems.
Essential Question:
Why are subsystems important to a
system?
Vocabulary:
System, subsystem, circulatory, muscular, nervous, respiratory, skeletal
Instructional Guidance:
To assist in meeting this CPI, students
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.
Resources/Materials:
• Computer
• Internet
• Presentation Software
Assessment:
• Teacher Observation
• Completed Presentation
Online Resources:
http:///teachers/free- lesson-plans/the-ultimate-
guide-human-body.cfm
http://sciencenetlinks.com
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)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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.
Cumulative Progress Indicators
(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.
Enduring Understanding:
All systems are dependent on subsystems.
Essential Question: Why are subsystems important to a
system?
Vocabulary:
Products, systems, user, producer, food
pyramid
Instructional Guidance: To assist in meeting this CPI, students will
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.
Extension Activities:
• 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.
Resources/Materials:
• Interactive Whiteboard
• Food Pyramid
• My Fitness Pal
Assessment:
• Teacher Observation
Online Resources:
www.myfitnesspal.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)
Camden City Public Schools
Technology Curriculum
Grades 5-8
Scope & Sequence
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Content
Area
Technology
Standard 8.1 Educational Technology
Strand A .Technology Operations and
Concepts
I=Introduced R=Reinforced U=Utilized
TARGET CAPABILIY
AT GRADE LEVEL
By the end
of grade
Content Statement CPI # Cumulative Progress Indicator (CPI) 5 6 7 8
8 The use of technology
and digital tools
requires knowledge and
appropriate use of
operations and related
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
requires knowledge and
appropriate use of
operations and related
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
8 The use of technology
and digital tools
requires knowledge and
appropriate use of
operations and related
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
requires knowledge and
appropriate use of
operations and related
applications.
8.1.8.A.4 Generate a spreadsheet to calculate, graph, and present information. U U U U
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Content
Area
Technology
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 B .Creativity and Innovation
I=Introduced R=Reinforced U=Utilized
TARGET CAPABILIY
AT GRADE LEVEL
By the end
of grade
Content Statement CPI # Cumulative Progress Indicator (CPI) 5 6 7 8
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
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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 C .Communications and Collaboration
I=Introduced R=Reinforced U=Utilized
TARGET CAPABILIY
AT GRADE LEVEL
By the end
of grade
Content Statement CPI # Cumulative Progress Indicator (CPI) 5 6 7 8
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
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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 D .Digital Citizenship
I=Introduced R=Reinforced U=Utilized
TARGET CAPABILIY
AT GRADE LEVEL
By the end
of grade
Content Statement CPI # Cumulative Progress Indicator (CPI) 5 6 7 8
8 Technological
advancements create
societal concerns
regarding the practice
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
regarding the practice
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
regarding the practice
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
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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 E.Research and Information Literacy
I=Introduced R=Reinforced U=Utilized
TARGET CAPABILIY
AT GRADE LEVEL
By the end
of grade
Content Statement CPI # Cumulative Progress Indicator (CPI) 5 6 7 8
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
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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 F .Critical Thinking, Problem Solving and Decision-Making
I=Introduced R=Reinforced U=Utilized
TARGET CAPABILIY
AT GRADE LEVEL
By the end
of grade
Content Statement CPI # Cumulative Progress Indicator (CPI) 5 6 7 8
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
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
I=Introduced R=Reinforced U=Utilized
TARGET CAPABILIY
AT GRADE LEVEL
By the end
of grade
Content Statement CPI # Cumulative Progress Indicator (CPI) 5 6 7 8
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
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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 B. Design: Critical Thinking, Problem Solving, and Decision-Making
I=Introduced R=Reinforced U=Utilized
TARGET CAPABILIY
AT GRADE LEVEL
By the end
of grade
Content Statement CPI # Cumulative Progress Indicator (CPI) 5 6 7 8
8 The design process is a
systematic approach to
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
8 The design process is a
systematic approach to
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
8 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. I R R U
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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 C. Technological Citizenship, Ethics, and Society
I=Introduced R=Reinforced U=Utilized
TARGET CAPABILIY
AT GRADE LEVEL
By the end
of grade
Content Statement CPI # Cumulative Progress Indicator (CPI) 5 6 7 8
8 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. I R U U
8 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.
I R U U
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Content Area
Technology
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 D. Research and Information Fluency
I=Introduced R=Reinforced U=Utilized
TARGET CAPABILIY
AT GRADE LEVEL
By the end
of grade
Content Statement CPI # Cumulative Progress Indicator (CPI) 5 6 7 8
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
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Strand E. Communication and Collaboration
they relate to the individual, global society, and the environment.
I=Introduced R=Reinforced U=Utilized
By the end Content Statement CPI # Cumulative Progress Indicator (CPI) 5 6 7 8
TARGET CAPABILIY
AT GRADE LEVEL
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
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
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
By the end
AT GRADE LEVEL
Content Statement CPI # Cumulative Progress Indicator (CPI) 5 6 7 8
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
I=Introduced R=Reinforced U=Utilized
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.
through the application
and appropriate use of
technological resources.
8 Technological products
and systems are created
through the application
and appropriate use of
technological 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 sources) and the
economy.
U U U U
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Strand G. Technology Education, Engineering, and Design
I=Introduced R=Reinforced U=Utilized
TARGET CAPABILIY
AT GRADE LEVEL
By the end
of grade
Content Statement CPI # Cumulative Progress Indicator (CPI) 5 6 7 8
8 The designed world is the product of a design
process that 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.
U U U U
8 The designed world is
the product of a design
process that provides
the means to convert
resources into products
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 Schools: Educational Technology Curriculum- GRADES 3-8
Camden City Public School
Technology Curriculum Management System: Grade 5
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 5
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.RL.5.1, 5.1.8.D.1
Content: The use of technology and digital
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.
Enduring Understanding:
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.
Instructional Guidance:
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.
Extension Activities:
Students create a flyer to promote
healthy behaviors.
Resources/Materials:
• Interactive Whiteboard
• Interactive Story
• SMART Notebook
• Various recipes
• Bill Gates-Appendix 4
Assessment:
• Completed Projects
• Teacher Observation
Online Resources: 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 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 300.
121.9(d) (3) (i)
(see Appendix N- Accommodations/
Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Common Core State Standards:
ELA-Literacy. W.5.4, W.5.7, W.5.10
New Jersey Core Curriculum Standards:
Social Studies-6.3.8.D.1
Content: The use of technology and digital
tools requires knowledge and appropriate
use of operations and related applications.
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
Instructional Guidance:
To assist in meeting this CPI, students
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.
Extension Activities:
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.
Resources/Materials:
• Interactive Whiteboard
Assessment:
Teacher Observation Completed Project
Online Resources:
www.bigfuture.collegeboard.org
www.collegesearchengine.net
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 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 300.
121.9(d) (3) (i)
(see Appendix N- Accommodations/
Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Common Core State Standards:
ELA-Literacy.W.5.3, W.5.4, W.5.6 ,
W.5.8, W.5.10, SL.5.4, SL5.5
Core Curriculum Content
Standards: Social Studies 6.1.8.A.1.a
Content: The use of technology and
digital tools requires knowledge and
appropriate use of operations and
related applications.
Cumulative Progress Indicators
(CPI): 8.1.8.A.3 Create a multimedia
presentation including sound and
images.
Enduring Understanding:
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
Instructional Guidance:
To assist in meeting this CPI, students
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.
Extension Activities:
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.
Resources/Materials:
• Interactive Whiteboard
Assessment:
• Teacher Observation
• Completed Project
Online Resources:
http://www.pechakucha.org/c
hannels/kids 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
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 300.
121.9(d) (3) (i)
(see Appendix N- Accommodations/
Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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:
The use of technology and digital tools
requires knowledge and appropriate use of
operations and related applications.
Cumulative Progress Indicators (CPI):
8.1.8.A.4 Generate a spreadsheet to calculate, graph, and present information.
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:
Survey, column width, column headings,
text wrap, tools, spreadsheet, fill down,
calculate, graph
Instructional Guidance:
To assist in meeting this CPI, students
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.
Extension Activities:
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.
Resources/Materials:
• Interactive Whiteboard
• Spreadsheet application
Assessment:
• Teacher Observation
• Completed Projects
Online Resources:
www.scholastic.com http://exchange.smarttech.co
m/
https://www.surveymonkey.c
om/
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 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 300. 121.9(d) (3) (i)
(see Appendix N- Accommodations/ Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
New Jersey Core Curriculum Content
Standards: Science 5.4.6.D.1
Content: The use of technology and digital
tools requires knowledge and appropriate use
of operations and related applications.
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.
Enduring Understanding:
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
Instructional Guidance:
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/
Extension Activities:
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:
• Teacher Observation
• Completed Projects
Resources/Materials:
• Interactive Whiteboard
• Presentation Software
• CCSD Technology Toolbox
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
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 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 300.
121.9(d) (3) (i)
(see Appendix N- Accommodations/
Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
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
service).
Enduring Understanding:
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
Instructional Guidance:
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.
Extension Activities:
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:
• Teacher Observation
• Completed Project
Resources/Materials:
• Interactive Whiteboard
• CCSD Technology Toolbox
• 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
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 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 300.
121.9(d) (3) (i)
(see Appendix N- Accommodations/
Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 5
8.1 Educational Technology
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.
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.
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
Instructional Guidance:
NOTE: Pre-arrangements need to be
made prior to the start of this project.
To assist in meeting this CPI, students will
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.
Extension Activities:
Students will collaborate with other
students using Ning accounts, e-mail,
podcast, etc. summarizing their viewpoints
of various issues.
Assessment:
• Teacher Observation
• Completed Project
Resources/Materials:
• Interactive Whiteboard
• SMART Notebook
• Videoconference equipment
• Internet
• Word processor
• Videoconference Etiquette-Appendix 2
Online Resources: http://exchange.smarttech.co
m
www.ning.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 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 300.
121.9(d) (3) (i)
(see Appendix N- Accommodations/
Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 5
8.1 Educational Technology
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
Content: Technological advancements
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:
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
Instructional Guidance: To assist in
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:
• Teacher Observation
Resources/Materials:
• Interactive WhiteBoard
• Internet
• Cyber safety-Appendix 7
• Cyber-bullying-Appendix 8
Online Resources:
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 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 300.
121.9(d) (3) (i)
(see Appendix N- Accommodations/
Modifications)
Assistive Technology (see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
8.1 Educational Technology
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
Content: Technological advancements
create societal concerns regarding the
practice of safe, legal, and ethical
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
have ethical considerations.
Essential Question:
Why should ethics be considered when communicating messages?
Vocabulary:
Plagiarism, piracy, trustworthy, copyright, fair use
Instructional Guidance: To assist in
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:
• Completed Project
• Teacher Observation
Resources/Materials:
• Interactive Whiteboard
• 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/
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 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 300.
121.9(d) (3) (i)
(see Appendix N- Accommodations/
Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 5
8.1 Educational Technology
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
New Jersey Core Curriculum Content
Standards: 21
st Century Life & Career Skills,
9.1.8.C.1
Content: Technological advancements
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:
Technological design and development
have ethical considerations.
Essential Question:
Why should ethics be considered when
communicating messages?
Vocabulary: Advertisement, brand, evaluate,
trustworthy, criteria, community
Instructional Guidance: To assist in
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:
• Completed Project
• Teacher Observation
Resources/Materials:
• Interactive WhiteBoard
• Internet
• Test Before You Trust-Appendix 11
Online Resources:
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 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 300.
121.9(d) (3) (i)
(see Appendix N- Accommodations/
Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Content: Effective use of digital
tools assists in gathering and
managing information.
Cumulative Progress Indicators
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.
Enduring Understanding:
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.
Instructional Guidance: To assist in
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)
Extension Activities:
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:
• Completed Projects
• Teacher Observation
Resources/Materials:
• Interactive Whiteboard
• 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
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 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 300.
121.9(d) (3) (i)
(see Appendix N- Accommodations/
Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
New Jersey Core Curriculum Content
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
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: 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:
• Teacher Observation
• Completed Project
Resources/Materials:
• Interactive Whiteboard
• Internet
• Videoconference equipment
• Collaboration Activities-Appendix 9
Online Resources: http://edu.glogster.com/?ref=com
https://voicethread.com/products/k12/ 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 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 300. 121.9(d) (3) (i)
(see Appendix N- Accommodations/ Modifications)
Assistive Technology
(see Appendix)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Common Core State Standards:
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
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:
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
Instructional Guidance:
To assist in meeting this CPI, students will
be able to explain the impact of
globalization on the development of a
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.
Extension Activities:
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:
• Teacher Observation
• Completed Project
Resources/Materials:
• Interactive Whiteboard
• Internet
• Multimedia tools
• Word-processing
• Draw/paint program
Online Resources:
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 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 300.
121.9(d) (3) (i)
(see Appendix N- Accommodations/
Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
New Jersey Core Curriculum Content
Standards: Comprehensive Health and
Physical Education-2.1.6.A.2.3
Content: The design process is a
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:
• Completed Project
• Teacher Observation
Resources/Materials:
• Interactive Whiteboard
• Internet
• Block the Sun-Appendix 14
Online Resources:
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 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 300.
121.9(d) (3) (i)
(see Appendix N- Accommodations/
Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Common Core State Standards:
Math. Content 5.OA.1 ELA-Literacy- W.5.2
Content: The design process is a
systematic approach to solving
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:
• Completed Projects
• Teacher Observation
Resources/Materials:
• Interactive Whiteboard
• Internet
• CCSD Technology Toolbox
Online Resources:
www.energystar.gov/index.cfm?c=kids.kids_index
www.energyhog.org/childrens.htm
https://www.eia.gov/kids/
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 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 300. 121.9(d) (3) (i)
(see Appendix N- Accommodations/
Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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.W.5.2
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.
Cumulative Progress Indicators
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.
Extension Activities:
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:
• Teacher Observation
• Completed Application
Resources/Materials:
• Interactive Whiteboard
• Internet
• CCSD Technology Toolbox
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
CCSD Technology Toolbox
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 300. 121.9(d) (3) (i)
(see Appendix N- Accommodations/ Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Content: Knowledge and understanding of
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.
Extension Activities:
Using Distance Learning students will share
and discuss their findings with another school.
Assessment:
• Teacher Observation
• Completed Project
Resources/Materials:
• Interactive Whiteboard
• Internet
• Distance Learning
• Presentation software
• Ethics-Appendix 15
Online Resources: http://www.un.org/en/index.shtml
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 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 300. 121.9(d) (3) (i)
(see Appendix N- Accommodations/ Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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.
Cumulative Progress Indicators 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: 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:
• Teacher Observation
• Completed graphs and report
Resources/Materials:
• Interactive Whiteboard
• Internet
• Spreadsheet
• CCSD Technology Toolbox
Online Resources: https://www.surveymonkey.com/
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 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 300. 121.9(d) (3) (i)
(see Appendix N- Accommodations/
Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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:
• Completed Projects
• Teacher Observation
Resources/Materials:
• Interactive Whiteboard
• Internet
• Draw/paint program
Online Resources: https://www.surveymonkey.com/
www.prweb.com/releases/2009/05/prweb2480804.htm
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 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 300. 121.9(d) (3) (i)
(see Appendix N- Accommodations/ Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
New Jersey Core Curriculum Content
Standards: Social Studies 6.1.4.A.1
Content: Technological products and systems
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:
• Teacher Observation
• Completed presentation
Resources/Materials:
• Interactive Whiteboard
• Internet
• Word Processing Program
Online Resources: 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 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 300. 121.9(d) (3) (i)
(see Appendix N- Accommodations/ Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
New Jersey Core Curriculum Content
Standards: Science 5.1.4.D.2
Content:
The designed world is the product of a design process that provides the means to convert
resources into products and systems.
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.
Enduring Understanding:
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:
• Teacher Observation
• Essays
Resources/Materials:
• Interactive Whiteboard
• Computer
• Internet
• Word Processing Program
• Google Earth
Online Resources: www.discovery.com www.nasa.gov
http://www.nationalgeographic.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 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 300. 121.9(d) (3) (i)
(see Appendix N- Accommodations/ Modifications)
Assistive Technology
(see Appendix C)
Camden City Public Schools
Technology Curriculum Management System
Grade 6
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 6
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: RL.6.1; W.6.3a,b,c,d;
SL.6.1; SL.6.1a;
Content: The use of technology and
digital 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.
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
Instructional Guidance:
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.
Extension Activities:
• Compare several business letters written
by students. How do the letters vary in
content and methods of discussing each
issue of complaint?
Resources/Materials:
• Internet
• Interactive Whiteboard
Assessment:
• Rubric
• Keyboarding Rubric#2
• Teacher Observation
Online Resources:
http://exchange.smarttech.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 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
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 6
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 & Concepts
Common Core Standards:
Mathematics: 6.SP.1
Core Curriculum Content Standards
Social Studies: 6.4.2.A
Content: The use of technology and
digital tools requires knowledge and
appropriate use of operations and
related applications.
Cumulative Progress Indicators
(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
manipulate information.
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.
Instructional Guidance:
To assist in meeting this CPI, students
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.
Extension Activities:
• 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?
Resources/Materials:
• Internet
• Interactive White board
• Database Program
• Project-Based Tools
Assessment:
• Rubric
• Teacher Observation
Online Resources: http://exchange.smarttech.co
m
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 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
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 6
Multimedia Presentation
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
Core Curriculum Content Standards: Soc. Studies Standard: 6.2.2.B.1;
6.2.4.B.1
Content: The use of technology and digital
tools requires knowledge and appropriate
use of operations and related applications.
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
Instructional Guidance:
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.
Extension Activities:
• 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?
Resources/Materials:
• Internet
• Interactive Whiteboard
• Multimedia Program
Assessment:
• Rubric
• Teacher Observation
Online Resources:
http://exchange.smarttech.com/ www.http://edu.glogster.com/ www.prezi.com https://voicethread.com/produ
cts/k12/
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 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
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 6
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 Standards: Mathematics: 6.SP.1; 6.SP.2; 6.SP.3;
6.SP.5a,b,c,d
Content: The use of technology and digital
tools requires knowledge and appropriate
use of operations and related applications.
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
Instructional Guidance: To assist in meeting this CPI, students will
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.
Extension Activities:
• Explore the use of Excel in finding the mean.
• Sort data to aid in the location of the median and mode.
Resources/Materials:
• Internet
• Interactive Whiteboard
• Spreadsheet Program
Assessment:
Teacher Observation
Origami Jumping Frog Data Sheet Pictograph using spreadsheet program
Online Resources:
http://exchange.smarttech.com/ Origami Jumping Frog Patterns
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 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
Assistive Technology: (see appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 6
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 A: Technology Operations & Concepts
Common Core Standards:
Mathematics: 6.SP.1; 6.SP.2; 6.SP.3; 6.SP.5a,b, c,d
Content: The use of technology and
digital tools requires knowledge and
appropriate use of operations and related applications.
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.
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: Seven technological systems: agricultural, biotechnology,
transportation, construction; energy; information, communication,
manufacturing, medical technology,
composition, airbrush
Instructional Guidance:
To assist in meeting this CPI, students will
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.)
Extension Activities:
• Research different careers that use image generation and transformation
and the education and training needed for those occupations.
Resources/Materials:
• Internet / Photo Editing Program
• Interactive Whiteboard
• Digital Camera
• Published Information (magazines,
books, etc.)
Assessment:
• Teacher Observation
• Students completed Self-Portrait
Online Resources:
http://exchange.smarttech.com/
www.nara.gov
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 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
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
8.1 Educational Technology
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
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) Select and use appropriate
tools and digital resources to accomplish
a variety of tasks and to solve problems.
Enduring Understanding: Technology
enables the creating of and sharing of
information with many.
Essential Question: How does
technology change the way we create
and communicate information?
Vocabulary: Community,
neighborhood, unique, features,
electronic presentation, collaboration
Instructional Guidance:
What Makes a Community Special?
To assist in meeting this CPI, students
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.
Extension Activities:
• Students produce a commercial,
tourists’ brochure, or newspaper ad
showcasing their community’s unique
celebrations and customs.
Resources/Materials:
• Internet
• Interactive Whiteboard
• 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://exchange.smarttech.com
http://edu.glogster.com/ https://voicethread.com/products/k
12/
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 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
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
8.1 Educational Technology
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
Core Curriculum Content Standards
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
and the construction of knowledge.
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.
Enduring Understanding:
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
Instructional Guidance: To assist in meeting this CPI, students will
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.
Extension Activities:
• Research and predict the trend in global
warming over the next 10 years. Use a United States map to illustrate your
prediction.
Resources/Materials:
• Inspiration Software
• Google Docs
• Internet
• Presentation software
• Interactive White Board
• Distance Learning Collaboration
• List of Internet Sites
Assessment:
• Presentation
• Teacher Rubric
• Student Projects and Resolutions
Online Resources:
www.google.com
http://www.wikispaces.com//
http://exchange.smarttech.com
www.cilc.org/
http://projects.twice.cc
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 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
Assistive Technology:
(see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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: 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
Instructional Guidance:
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.
Extension Activities:
• 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.
Resources/Materials:
• Internet
• Interactive Whiteboard
• Presentation Software
•
• List of Reliable Sites
• Three-fold poster board
Assessment:
• Rubric
• Teacher Observation
Online Resources: www.learning.com
www.cyberbullying.ca/
www.bullying.org
Net Bullies http://exchange.smarttech.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 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
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
safe, legal, and ethical behaviors.
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
Instructional Guidance: To assist in meeting this CPI, students will
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.
Resources/Materials:
• Internet
• Interactive Whiteboard
• Word Processing
• Copyright Handouts
• Vocabulary Handouts
Assessment:
• Rubric
• Teacher Observation
Online Resources: http://exchange.smarttech.com
www.oxygengroup.com/copyright.html 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 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
Assistive Technology:
(see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Instructional Guidance: To assist in meeting this CPI, students will
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.
Extension Activities:
• 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.
Resources/Materials:
• Inspiration Software
• Internet
• Word processing program
• Various Magazines
• Interactive Whiteboard
• Google Docs
Assessment:
Rubric
Teacher Observation
Magazine Review
Online Resources:
http://exchange.smarttech.com
http://edu.glogster.com
www.google.com
https://voicethread.com/products/k12/
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 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
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 6
8.1 Educational Technology
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
Common Core State Standards:
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.
Cumulative Progress Indicators (CPI:
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
Instructional Guidance: To assist in
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.
• The teacher and students will discuss the
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.
Extension Activities:
• 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.
Resources/Materials:
• Internet
• Interactive Whiteboard
• Spreadsheet Program
Assessment:
• Teacher Observation
Online Resources:
Story: Tim’s Turn to Learn
Questions
Creating a Budget
https://www.econedlink.org/
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 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
Assistive Technology: (see Appendix)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
New Jersey Core Curriculum Content
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.
Cumulative Progress Indicators (CPI:
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.
Enduring Understanding: Digital
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.
Instructional Guidance: To assist in meeting this CPI, students will
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.
Resources/Materials:
• Distance Learning Lab
• Word processing program
• Current news articles
• Online news sources
• Google Earth
• Map Quest
• e-Pals
Assessment:
• Teacher Observation
• Rubric
• Student Brochures
Online Resources:
http://www.mapquest.com/
Google Earth Download
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
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
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
New Jersey Core Curriculum Content
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
Instructional Guidance: To assist in meeting this CPI, students will
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.
Extension Activities:
• 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.
Resources/Materials:
• Computer
• Interactive whiteboard
• Handouts(see online resources-lesson
plans)
• Presentation Software
Assessment:
• Rubric
• Multi-media Presentation
• Teacher Observation
Online Resources: http://exchange.smarttech.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 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
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Core Curriculum Content
Standards
Science: 5.1.8.A.1, 2, 3; 5.1.8.C.2. 5.1.8.D.2
Content: The design process is a
systematic approach to solving
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
Instructional Guidance:
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.”
Extension Activities:
• Have students create television ads
promoting and showcasing
innovations.
Resources/Materials:
• Internet
• Word processing program
• Interactive Whiteboard
• 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
• Teacher Observation
Online Resources:
http://exchange.smarttech.com
Lesson Sample
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 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
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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 C. Technological Citizenship, Ethics, and Society
Common Core State Standards: ELA Literacy: RL.6.1,2,3 W.6.4; SL.6.1
Core Curriculum Content Standards
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.
Cumulative Progress Indicators(CPI:
8.2.8.C.1) Explain the need for patents and the process of registering one.
Enduring Understanding:
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
Instructional Guidance: To assist in meeting this CPI, students
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).
Extension Activities:
• Students can make a video ad promoting
their new invention.
Resources/Materials:
• Computer
• Interactive Whiteboard
• Research questions
• Light bulb patent
• Meet the Inventors
• Sample patents
• Personal project summary (see online
resources)
Assessment:
• Rubric
• Student reports
• Students’ personal project summary
• Teacher Observation
Online Resources: http://exchange.smarttech.com
http://www.uspto.gov/
http://www.kidinventorsday.com
http://www.google.com/patents
Personal Project Summary
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 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
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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 C. Technological Citizenship, Ethics, and Society
Common Core State Standards: ELA Literacy: RL.6.1,2,3 W.6.4; SL.6.1
Content: Knowledge and understanding of 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: 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
Instructional Guidance:
To assist in meeting this CPI, students will
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.
Extension Activities:
• 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.
Resources/Materials:
• Computer
• Interactive Whiteboard
• Google Earth
• The Blue Jean Book (Tanya Lloyd Kyi)
Assessment:
• Rubric
• Student Presentation
• Teacher Observation
Online Resources:
https://voicethread.com/products/k12/
http://exchange.smarttech.com
http://tinyurl.com/3wyn3q
http://www.google.com/earth/index.ht
ml
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 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
Assistive Technology:(see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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 D: Research and Information Fluency
Common Core State Standards:
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.
Cumulative Progress Indicators(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:
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
Instructional Guidance:
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.
Extension Activities:
• 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?
Resources/Materials:
• Computer
• Interactive Whiteboard
• 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
• Teacher Observation
• Electronic Journals
• Opinion Essay
Online Resources:
http://exchange.smarttech.com
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/
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
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
Assistive Technology:
(see appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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 E: Communication and Collaboration
Common Core State Standards:
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.
• The teacher and students will discuss the
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)
Extension Activities:
• Students share their video game through the teacher’s OnCourse website.
Resources/Materials:
• Computer
• Internet
• Interactive Whiteboard
• Projector
• Student Journals
Assessment:
• Rubric
• Teacher observation
• 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
Accommodations/Modifications:
English Language Learners (ELL) It is essential that teachers provide ELL
student 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
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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 F: Resources for a Technological World
Common Core State Standards:
ELA -Literacy: RL.6.1,2,3 W.6.4; SL.6.1 Math:6.SP.1,2,5
Content: Technological products and
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.
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, 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
Instructional Guidance: To assist in meeting this CPI, students will
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.
Extension Activities:
• Have students write letters to state and
local politicians concerning energy use in their community.
Resources/Materials:
• Computer
• Interactive whiteboard
• Internet
• Projector
• Student worksheets
• Graphic organizers
Assessment:
• Teacher Observation
• 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
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 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
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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 F: Resources for a Technological World
Common Core State Standards: ELA Literacy: RL.6.1,2,3 W.6.4; SL.6.1
Mathematics: 6.SP.1,2,5
Content: Technological products and systems are created through the application
and appropriate use of technological
resources.
Cumulative Progress Indicators(CPI:
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.
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: Gift registry, environmentally responsible,
consumption, non-material, secondhand, homemade, radical experiment, lifestyle, recycle, freecycle, green products
Instructional Guidance:
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.
Extension Activities:
• Create a report by researching how
advertising can generate artificial needs and get us to spend money
unnecessarily.
Resources/Materials:
• Computer
• Interactive Whiteboard
• Internet
• Google Docs
Assessment: Rubric
Graphic Organizers Teacher Observation Student gift registry
Online Resources: http://exchange.smarttech.com www.glogster.edu
https://voicethread.com/products/k12/
https://voicethread.com/products/k12/
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 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
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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 G: The Designed World
Common Core State Standards:
ELA Literacy: RL.6.1,2,3; W.6.4;
SL.6.1
Content: The designed world is the
product of a design process that
provides the means to convert resources
into products and systems.
Cumulative Progress Indicators(CPI:
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
Instructional Guidance: To assist in
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.
Extension Activities:
• Students will design their own new
improved computer using a digital
drawing tool (e.g., KidPix, etc).
Resources/Materials:
• Computer
• Internet
• Interactive whiteboard
• Media Presentation Software
• Projector
• Sabotage PDF File
Assessment:
• Rubric
• Teacher Observation
• Completed Projects
Online Resources:
http://exchange.smarttech.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 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
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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 G: The Designed World
Common Core State Standards:
ELA- Literacy: RL.6.1,2,3 W.6.4; SL.6.1
New Jersey Core Curriculum Content
Standards: Science:5.1.8.D.1
Content: The designed world is the
product of a design process that provides
the means to convert resources into
products and systems.
Cumulative Progress Indicators (CPI:
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.
Extension Activities:
• 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
• Interactive Whiteboard
• Projector
Assessment:
• Rubric
• Students’ presentation poster
• Teacher observation
• Class discussion
• Participation in Group Research
Online Resources:
http://exchange.smarttech.com
Lesson Plan
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 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
Assistive Technology: (see Appendix O)
Camden City Public Schools
Technology Curriculum Management System
Grade 7
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 7
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:
Language Arts- ELA-Literacy.RH.6- 8.1:ELA-Literacy.RH.6-8.7
ELA-Literacy.RH.6-8.10
Content: The use of technology and
digital tools requires knowledge and
appropriate use of operations and
related applications.
Cumulative Progress
Indicators(CPI: 8.1.8.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: Glog, hyperlink, storyboard
Instructional Guidance:
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.
Extension Activities:
• 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.
Resources/Materials:
• Interactive whiteboard
• Word Processing Program
Assessment:
• Rubric
Online Resources:
http://edu.glogster.com/
http://www.awesomelibrary.org/
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 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)
Assistive Technology: (see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Content: The use of technology and digital tools
requires knowledge and appropriate use
of operations and related applications.
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: 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
Instructional Guidance: To assist in
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.
Extension Activities:
• 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.
Resources/Materials:
• Interactive Whiteboard
• Database Program
• Spreadsheet Program
• CCSD Technology Toolbox
Assessment:
• Teacher Observation
• Rubric
• Completed Database
Online Resources:
www.nfl.com
http://aol.sportingnews.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 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)
Assistive Technology: (see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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:
ELA-Literacy.W.7.1b
ELA-Literacy.W.7.2a ELA-
Literacy.W.7.6
Content: The use of technology and digital
tools requires knowledge and
appropriate use of operations and
related applications.
Cumulative Progress
Indicators(CPI: 8.1.8.A.3)
Create a multimedia presentation
including sound and images.
Enduring Understanding:
Selection of technology should be
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
Instructional Guidance:
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.
Extension Activities:
• 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.
Resources/Materials:
• Interactive whiteboard
• Multi-media Program
• CCSD Technology Toolbox
Assessment:
• Rubric
• Teacher Observation
• Completed Presentation
Online Resources: https://voicethread.com/products/k12/Anim
oto
https://prezi.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 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)
Assistive Technology: (see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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.NS.A.3
Content: The use of technology and digital tools requires knowledge and
appropriate use of operations and
related applications.
Cumulative Progress
Indicators(CPI: 8.1.8.A.4)
Generate a spreadsheet to calculate,
graph, and present information.
Enduring Understanding:
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
Instructional Guidance:
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.
Extension Activities:
• Students can reflect upon whether
their ideal lifestyle is realistic.
Students can elect to revise and
edit their choices.
Resources/Materials:
• Interactive whiteboard
• Spreadsheet program
• CCSD Technology Toolbox
Assessment:
• Rubric
• Teacher Observation
Online Resources:
Bureau of Labor Statistics- Occupation Employment Wage
Estimates
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 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)
Assistive Technology: (see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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.NS.A.3
Content:
The use of technology and digital tools requires knowledge and
appropriate use of operations and
related applications.
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.
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
Extension Activities:
• Have students choose a different
state to collect data on and then
compare that data with their own
state.
Resources/Materials:
• Interactive whiteboard
• 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
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 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)
Assistive Technology: (see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Common Core State Standards:
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-
rich resources enhances creativity and
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
Instructional Guidance:
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.
Extension Activities:
• 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.
Resources/Materials:
• Distance learning equipment
• Video camera
• Storyboard template
• Interactive Whiteboard
• Computer
• Internet
Assessment:
• Presentation
Online Resources: http://library.collaborizeclassroom.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 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)
Assistive Technology:
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 7
Communication and 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 and Collaboration
Common Core State Standards:
ELA-Literacy.SL.7.1
ELA-Literacy.RI.7.9 ELA-
Literacy.W.7.2
Content: Digital tools and environments
support the learning process and
foster collaboration in solving local or
global issues and problems.
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.
Enduring Understanding:
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
Instructional Guidance:
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.
Extension Activities:
• 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.
Resources/Materials:
• Distance Learning Equipment
• Word Processing Program
Assessment:
• Rubric
• Teacher Observation
Online Resources:
www.ePals.com
http://projects.twice.cc/
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 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)
Assistive Technology:
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 7
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.7.2a
Content:
Technological advancements 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:
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: 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.
Extension Activities:
• 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.
Resources/Materials:
• Voicethread
• CCSD Technology Toolbox
Assessment:
• Rubric
Online Resources: http://www.cyberbee.com/cb_copyright.swf
http://www.netsmartz.org/InternetSafety
Http://www.cybersmart.org/
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 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)
Assistive Technology:
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 7
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.7.2
Content:
Technological advancements create societal concerns regarding the
practice of safe, legal, and ethical
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 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.
Extension Activities:
• Submit final copies to the proper
authorities to be posted on the
school website or closed circuit
district television station.
Resources/Materials:
• Video Editing
• eoftware
• Acceptable Use Policy
• Video Camera
• Internet
• Computer
Assessment:
• Public Service Announcement
Online Resources:
http://edu.glogster.com/
https://prezi.com/
https://animoto.com/business/education
www.copyrightkids.org
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 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)
Assistive Technology:
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 7
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.7.2 ELA-Literacy.W.7.6 ELA-
Literacy.W.7.4
Content:
Technological advancements 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:
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? 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
controversial issue may be biased.
• 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.
Extension Activities:
• Print a world map. Indicate places
throughout the world where
freedom of speech and expression
are frequently censored.
Resources/Materials:
• CCSD Technology Toolbox
Assessment:
• Rubric
• Teacher Observation
• Completed Project
Online Resources:
WikiSpaces www.reuters.com/
www.cnn.com/world
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 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)
Assistive Technology:
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 7
Research and Information Literacy
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:
Math.Content.7.RP.A.2
Math.Content.7.SP.B.4
Content: Effective use of digital
tools assists in gathering and
managing information.
Cumulative Progress Indicators
(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.
Enduring Understanding:
Information is spread worldwide
within seconds due to technological
advancements and has an immediate
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
Instructional Guidance:
To assist in meeting the CPI, students
will gather and analyze findings using
data collection technology to produce
a possible solution for a content-
related or real-world problem.
• 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.
Extension Activities:
• 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.
Resources/Materials:
• Spreadsheet Program
• CCSD Technology Toolbox
Assessment:
• Rubric
Online Resources: www.timetoast.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 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)
Assistive Technology:
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Common Core State Standards:
ELA-Literacy.RI.7.1, W.7.7-9
Content:
Information accessed through the use of digital tools assists in generating
solutions and making decisions.
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.
Essential Question: What newsworthy issue (global,
domestic, or local) would you
research that would enlighten and
engage your peers?
Vocabulary: Newsletter, collaboration, royalty free
Instructional Guidance:
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!
Extension Activities:
• 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.
Resources/Materials:
• Desktop Publisher Program
• Digital Camera
• Computer
• Internet
• Distance Learning
Assessment:
• Rubric
• Teacher Observation
• Completed Google Doc
Online Resources:
Google Docs
www.pics4learning.com
www.illustrationsource.com
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 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)
Assistive Technology: (see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 7
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.W.7.7
ELA-Literacy.W.7.8
ELA-Literacy.W.7.6
ELA-Literacy.SL.7.4
ELA-Literacy.SL.7.6
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 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
globalization on the development of a
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.
Extension Activities:
• 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.
Resources/Materials:
• Word Processing
• Distance Learning
• Internet
• Career Day
• Videoconference Etiquette –
Appendix 2
Assessment:
• Rubric
• Teacher Observation
• Completed Speech
Online Resources: www.google.com
www.businessweek.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 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)
Assistive Technology: (see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Common Core State Standards:
ELA-Literacy.SL.7.5
Content: The design process is a 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 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
Instructional Guidance:
To assist in meeting the CPI, students
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.
Extension Activities:
• 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.
Resources/Materials:
• Historical Interview
• Internet
• Video Camera Equipment
Assessment:
• Rubric
• Teacher Observation
Online Resources:
http://edu.glogster.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 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)
Assistive Technology:
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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: 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.
Enduring Understanding:
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
Instructional Guidance: To assist in
meeting the CPI, students will
identify the design constraints and
trade-offs involved in designing a
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.
Extension Activities:
• 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
Resources/Materials:
• Spreadsheet Program
• Spaghetti Noodles
• Miniature Marshmallows
Assessment:
• Rubric
• Teacher Observation
Online Resources:
How to Build a Spaghetti Tower
http://www.keslerscience.com/spaghetti-
and-marshmallows-tower-lab/
https://tinkerlab.com/spaghetti-tower-
marshmallow-challenge/
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 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)
Assistive Technology:
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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: 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.
Cumulative Progress Indicators (CPI:
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
Resources/Materials:
• Spreadsheet Program
• Word Processing Program
• Digital Photo/Video
• Multimedia presentation
• Bottle Rocket Construction
• Rocket Educator Guide
• Launch pad for the Bottle Rockets
• 2-Liter Soda Bottle
Assessment:
• Completed Project
• Teacher Observation
Online Resources:
Bottle Rocket Construction
Rocket Educator Guide
www.nasa.gov 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 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)
Assistive Technology: (see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Common Core State Standards:
ELA-Literacy.W.7.1
ELA-Literacy.RST.6-8.9
Content: Knowledge and understanding of
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.1) Explain the need for
patents and the process of registering
one.
Enduring Understanding:
Innovations can have positive and
negative effects on society
Essential Question: How you would improve upon or
modernize a tool you use often?
Vocabulary:
Patent, JPEG, import, justification
Instructional Guidance: To assist in
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.
Extension Activities:
• Present these projects during the:
Black History Month – February
National Inventors Month - May
School Science Fair - Varies
Resources/Materials:
• Scanner
• Google Apps
Assessment:
• Rubric
• Teacher Observation
• Performance Task
Online Resources: Google Sketchup
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 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)
Assistive Technology:
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Common Core State Standards:
ELA-Literacy.W.7.1 ELA-Literacy.W.7.2
Content: Knowledge and understanding of
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:.
Innovations can have positive and
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.
Extension Activities:
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.
Resources/Materials:
• Voicethread
• PowerPoint/Keynote
• Animoto
• Internet
Assessment:
• Rubric
Online Resources:
www.labourbehindthelabel.org 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 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)
Assistive Technology: (see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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.
Cumulative Progress Indicators
(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.
Extension Activities:
• Students can extend their study to
include students at other schools.
Resources/Materials:
• Interactive white board
• YouTube
• VoiceThread
• Survey Monkey
• Database/Spreadsheet Software
• Presentation Software
Assessment:
• Teacher Observation
• Published products
• Rubric
Online Resources:
www.youtube.com
EduBlogs
https://www.surveymonkey.com/
www.ed.voicethread.com
CCSD Technology Toolbox
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
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 300.
121.9(d) (3) (i) (see Appendix B-
Special Education Accommodations/
Modifications)
Assistive Technology:
(see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 7
Communication and Collaboration
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
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: What could you
collaboratively design to solve a
modern problem?
Vocabulary:
Design process, annotated sketch
Instructional Guidance: To assist in
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?)
Extension Activities:
• 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).
Resources/Materials:
• Sketch Up
• Distance Learning
Assessment:
• Rubric
• Completed Project
Online Resources: Google Images keywords: (type
design is a process steps)
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 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)
Assistive Technology: (see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Content: Technological products and 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 resource
selection and processing in the
development of a common
technological product or system.
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 might changes in the production
and consumption of products
influence the environment?
Vocabulary: Environment, impact, component
Instructional Guidance: To assist in
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.
Extension Activities:
• Students will write a letter to the
Chamber of Commerce suggesting
ways to properly dispose of
products.
Resources/Materials:
• Internet
• Interactive whiteboard
Assessment:
• Completed Project
• Teacher Observations
Online Resources:
https://www.google.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 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)
Assistive Technology:
(see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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:
21st
Century Life and Careers- 9.1.8.A.4, 9.1.8.A.2
Content: Technological products and systems
are created through the application
and appropriate use of technological
resources.
Cumulative Progress
Indicators(CPI: 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.
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.
Extension Activities:
• Present these projects during the:
February- Black History Month
February-Digital Learning Day
May-National Inventors Month
Varies -School Science Fair
Resources/Materials:
• Teacher YouTube Clips
Assessment:
• Rubric
• Teacher observation
Online Resources: www.craftbits.com (recycled projects)
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 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)
Assistive Technology: (see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Content: The designed world is the product of
a design process that provides the
means to convert resources into
products and systems.
Cumulative Progress
Indicators(CPI: 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: Explain why human-designed
systems, products, and environment
needs, to be constantly monitored,
maintained, and improved.
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?
Extension Activities:
• On a regular basis have students
update their web pages with more
current information.
Resources/Materials:
• School Messenger Presence
• https://www.wix.com/
• Word processing program with
HTML capabilities
Assessment:
• Rubric
• Teacher Observation
Online Resources: Your school website
District website https://www.schoolmessenger.com/sch
ool-website-design/ OnCourse Teacher Website
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 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)
Assistive Technology: (see Appendix C)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Content: The designed world is the product of
a design process that provides the
means to convert resources into
products and systems.
Cumulative Progress Indicators
(CPI: 8.2.8.G.2)
Explain the interdependence of a subsystem that operates as part of a
system.
Enduring Understanding:
System parts and components work
together to accomplish a goal.
Essential Question: Why are bridges key to the
transportation system?
Vocabulary:
Interdependence, subsystem
Instructional Guidance: To assist in meeting this CPI,
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
monitored, maintained, and
improved.
• They will also explain the
connection of bridges as part of the
transportation system.
Extension Activities:
• 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.
Resources/Materials:
• Multimedia Presentation Tools
• CCSD Technology Toolbox
Assessment:
• Teacher Observation
• Published Products
• Rubric
Online Resources: http://bridgecontest.phys.iit.edu/
Garrett’s Bridges
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
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 300.
121.9(d) (3) (i) (see Appendix N-
Special Education Accommodations/
Modifications) Assistive Technology: Appendix O
Camden City Public Schools
Technology Curriculum Management System
Grade 8
Grade 8
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Content: The use of technology and
digital tools requires knowledge and
appropriate use of operations and
related applications.
The use of digital tools and media-
rich resources enhances creativity and
the construction of knowledge
Cumulative Progress Indicators
(CPI: 8.1.8.A.1, 8.1.8.A.5, 8.1.8.B.1) Create professional documents (e.g.,
newsletter, personalized learning
plan, business letter or flyer) using
advanced features of a word
processing program.
Synthesize and publish information
about a local or global issue or event
on a collaborative, web-based service.
Enduring Understanding:
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
Instructional Guidance: To assist in
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
advanced features of a word
processing program.
• Students will publish their article to
an online document sharing service.
Extension Activities:
• Students will create a monthly
school newsletter.
Resources/Materials:
• Interactive white board
• GoogleDOCS/ Word processor
• Glogster EDU
• CCSD Technology Toolbox
Assessment:
• Teacher Observation
• Printed/Published Products
Online Resources:
http://edu.glogster.com/?ref=com
www.google.com
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 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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education Accommodations/ Modifications)
Assistive Technology:
(see Appendix O)
Grade 8
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Content: The use of technology and
digital tools requires knowledge and
appropriate use of operations and
related applications.
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
a possible solution for a content-
related or real-world problem.
Enduring Understanding:
Technology is constantly changing
and requires continuous learning of
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
tools to use and when it is appropriate
to use them? How can I transfer what
I know to new technological
situations/experiences
Vocabulary: Database, data, query, validation,
categories, chart
Instructional Guidance:
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.
Extension Activities:
• Create a central database by
combining their records with
classmates using a collaboration
resource.
Resources/Materials:
• Interactive whiteboard
• GoogleDOCS
• Spreadsheet
• Database
Assessment:
• Teacher Observation
• Published Products
Online Resources: www.google.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 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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education
Accommodations/ Modifications)
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 8
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.1-4
Content: The use of technology and
digital tools requires knowledge and
appropriate use of operations and
related applications.
Cumulative Progress
Indicators(CPI: 8.1.8.A.4) Generate
a spreadsheet to calculate, graph, and present information.
Enduring Understanding:
Technology is constantly changing
and requires continuous learning of
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
Instructional Guidance: To assist in meeting this CPI, students
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.
• Begin the lesson by asking “How
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.
Extension Activities:
• Create a contest between classes.
Use collaboration software to
combine results.
Resources/Materials:
• Interactive white board
• Google DOCS
• Spreadsheet
• Paper
Assessment:
• Teacher Observation
• Published Products
Online Resources:
https://www.google.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 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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education Accommodations/ Modifications)
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 8
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 & Concepts Common Core State Standards:
ELA-Literacy.W.8.1a-e,4,5,6
Content: The use of technology and
digital tools requires knowledge and
appropriate use of operations and
related applications.
Cumulative Progress Indicators
(CPI: 8.1.8.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.
Essential Question: How does
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.
Extension Activities:
• Students can post their project to a
shared service.
Resources/Materials:
• Interactive white board
• Digital/ Video camera
• VoiceThread
• TeacherTube
• Edmodo
Assessment:
• Teacher Observation
• Published Products
Online Resources:
http://digitalstorytelling.coe.uh.edu/
• http://www.teachertube.com/
http://ed.voicethread.com
CCSD Technology Toolbox
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 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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education
Accommodations/ Modifications)
Assistive Technology:
(see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 8
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 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)
Synthesize and publish information
about a local or global issue or event
on a collaborative, web-based service
(also known as shared hosted service).
Enduring Understanding:
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
Instructional Guidance:
(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.
Extension Activities:
• Students will create a PSA (Public
Service Announcement) to be
played during Parent Conference
Night.
Resources/Materials:
• Interactive whiteboard
• Digital/ Video camera
• Distance Learning
• TeacherTube
• Wikispaces
• Water.org
• VoiceThread
• Google DOCS
Assessment:
• Teacher Observation
• Published Products
Online Resources:
• http://www.teachertube.com/
• http://http://www.wikispaces.com/
• http://ed.voicethread.com/
• https://water.org/
• http://www.google.com
• CCSD Technology Toolbox
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 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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education
Accommodations/ Modifications)
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 8
Communication and 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 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.
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.
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: Digital community,
information bias, plagiarism, relevant,
domain level
Instructional Guidance:
(NOTE: This is a Unit Project and
designed to be completed over
multiple meetings.) To assist in
meeting this CPI, students will
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.
Resources/Materials:
• Word processor
• Database/ Spreadsheet
• Internet
• Interactive White board
• Digital/ Video camera
• Distance Learning
• TeacherTube
• Wikispaces
• Water.org
• VoiceThread
• GoogleDOCS
Assessment:
• Teacher Observation
• Published Products
Online Resources:
http://www.wikispaces.com//
http://www.teachertube.com/
• http://ed.voicethread.com/
• http://water.org/news/lesson-plans/
• www.google.com
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 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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education
Accommodations/ Modifications)
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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.
Cumulative Progress Indicators(CPI:
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
controversial issue may be biased.
Enduring Understanding: 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: Cyber safety, cyber
bullying, cyber-security, cyber ethics, fair use, piracy, plagiarism, copyright,
netiquette
Instructional Guidance:
(NOTE: This is a Unit Project and
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
Extension Activities:
• Students can present their PSA to the
Camden City BOE during a meeting
Resources/Materials:
• Interactive whiteboard
• VoiceThread EDU
• Glogster EDU
• Digital/ Video camera
• TeacherTube
Assessment:
• Teacher Observation
• Published Products
Online Resources:
• http://creativecommons.org
• http://digitalstorytelling.coe.uh.ed
u/
• http://www.teachertube.com/
• http://ed.voicethread.com/
• CCSD Technology Toolbox
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 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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education
Accommodations/ Modifications)
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 8
Research and Information Literacy
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
a possible solution for a content-
related or real-world problem.
Enduring Understanding:
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: Data collection, information, research,
search engine, digital tools
Instructional Guidance: To assist in meeting this CPI, students
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.
Extension Activities:
• Students can present this activity at
the District Science Fair.
Resources/Materials:
• Interactive White board
• Air Quality Maps
• Google Earth
Assessment:
• Teacher Observation
• Published Products
Online Resources:
• http://www.airnow.gov/
• http://www.eea.europa.eu/themes/air /airbase
• http://www.epa.gov/air/emissions/w here.htm
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 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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education
Accommodations/ Modifications)
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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:
Information accessed through the use of digital tools assists in generating
solutions and making decisions.
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.
Essential Question: 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 and or experiences?
Vocabulary: Electronic authoring tools
Instructional Guidance:
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.
Extension Activities:
• Students can modify this activity to
debate a current issue or event.
Resources/Materials:
• Interactive White board
• VoiceThread
• Multimedia tools
• Word processor
• Distance Learning
Assessment:
• Teacher Observation
• Published Products
Online Resources:
• http://ed.voicethread.com/
• CCSD Technology Toolbox
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 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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education
Accommodations/ Modifications)
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 8
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: 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)
Instructional Guidance: To assist in
meeting this CPI, students will
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?
Extension Activities:
• Students will create a webpage and display systems they have created
Resources/Materials:
• Interactive white board
• NY Times-online
• Word processor
• Database/Spreadsheet
• Various maps
• Web authoring software
• Presentation software
Assessment:
• Teacher Observation
• Printed/published products
Online Resources:
• New York Times
• Map Upon Map
• See Spot Run
• http://maps.google.com
• http://www.wix.com
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 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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education Accommodations/ Modifications)
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Content: The design process is a
systematic approach to solving problems.
Cumulative Progress Indicators
(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
Instructional Guidance:
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.
Extension Activities:
• Science Fair
Resources/Materials:
• Interactive Whiteboard
• Students from another school
• NY Times online
• CoolClimate Carbon Footprint
Calculator
• Distance Learning
• GoogleDOCS
• Online Community sites
Assessment:
• Teacher Observation
• Published Products
Online Resources:
• New York Times
• Cool Climate
• www.google.com
• https://www.edmodo.com/home
• 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 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 300. 121.9(d) (3) (i) (see Appendix N- Special Education
Accommodations/ Modifications)
Assistive Technology:
(see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Content: The design process is a
systematic approach to solving
problems.
Cumulative Progress Indicators
(CPI: 8.2.8.B.2, CPI: 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.
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
Instructional Guidance: To assist in meeting this CPI, students
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
multimedia presentation.
Extension Activities:
• Collaborate with engineers or other field experts.
• Host a contest for the best bridge.
Resources/Materials:
• Interactive White board
• Collaboration Tools
• Spreadsheet
• Word Processing
• Multimedia Tools
• Digital/video Equipment
• Recycled materials for the bridge
Assessment:
• Teacher Observation
• Published Products
Online Resources:
• www.google.com
• https://voicethread.com/products/k12/
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
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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education
Accommodations/ Modifications)
Assistive Technology:
(see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 8
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 Common Core State Standards:
21st
Century Life & Careers: 9.1.8.F.2
Content: Knowledge and understanding of
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.1)
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
Instructional Guidance:
To assist in meeting this CPI, students
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.
• Begin the lesson by asking “How
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
Extension Activities:
• Mock trial for patent infringement
Resources/Materials:
• Interactive white board
• U.S. Patent Office
• Blog site
Assessment:
• Teacher Observation
• Published Products
Online Resources:
• http://www.uspto.gov/
• http://kidblog.org/home/
• https://www.thoughtco.com/lessons-on-turning-invention-idea-into-money-
1991746
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 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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education
Accommodations/ Modifications) Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 8
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
Common Core State Standards:
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
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: 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
Instructional Guidance: To assist in
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.
Extension Activities:
• Use online collaboration to
organize a debate about the use of
“sweatshops”.
Resources/Materials:
• Interactive whiteboard
• Online collaboration tools
• Digital/ Video / Audio equipment
Assessment:
• Teacher Observation
• Published Products
Online Resources:
Trade & Labor Sweatshops
americanhistory.si.edu/sweatshops/
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 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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education
Accommodations/ Modifications)
Assistive Technology: (see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Indicators(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
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 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.
Extension Activities:
• Students will extend their study to
students at other schools using
distance learning
Resources/Materials:
• Interactive Whiteboard
• VoiceThread
• Survey Monkey
• Database/Spreadsheet Software
Assessment:
• Teacher Observation
• Published Products
Online Resources:
• EduBlogs -Lesson 8
• https://www.surveymonkey.com/
• www.ed.voicethread.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 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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education
Accommodations/ Modifications)
Assistive Technology:
(see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 8
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 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.
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 simple comfort?
Vocabulary: Thermal, HVAC,
insulation, passive solar design
Instructional Guidance: To assist in meeting this CPI, students
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.
Extension Activities:
• Present as challenge between
schools
Resources/Materials:
• Interactive Whiteboard
• Internet
• Spreadsheet Program
• 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/
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
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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education
Accommodations/ Modifications)
Assistive Technology:
(see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
Grade 8
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 NJCCCS Science 5.1.8.B.3
ELA-Literacy.RST.6-8.8
Content: Technological products and
systems are created through the
application and appropriate use of
technological resources.
Cumulative Progress
Indicators(CPI: 8.2.8.F.1-2)
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: 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
Resources/Materials:
• Word Processor
• Interactive Whiteboard
• Sierra ClubWix.com
• Edmodo.com
Assessment:
• Teacher Observation
• Published Products
Online Resources: www.findanyfloor.com/Green/GreenFl ooringTypes/Carpet.xhtml
www.wix.com/
www.edmodo.com/
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 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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education
Accommodations/ Modifications)
Assistive Technology:
(see Appendix O)
Camden City Public Schools: Educational Technology Curriculum- GRADES 3-8
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
Content: The designed world is the product of
a design process that provides the
means to convert resources into
products and systems.
Cumulative Progress
Indicators(CPI: 8.2.8.G.1-2)
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.
Enduring Understanding:
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.)
To assist in meeting this CPI, students
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
monitored, maintained, and
improved.
• They will also explain the
interdependence of the bridge that
operates as part of the
transportation system.
Extension Activities:
• 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.
Resources/Materials:
• Multimedia presentation tools
Assessment:
• Teacher Observation
• 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:
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 300. 121.9(d) (3) (i)
(see Appendix N- Special Education Accommodations/ Modifications)
Assistive Technology: (see Appendix O)
Camden City Public Schools
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
Camden City Public Schools
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.
© Copyright 2003 Learning.com Devices and Compatibility Discussion
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
© Copyright 2003 Learning.com Devices and Compatibility Discussion
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
© Copyright 2003 Learning.com Devices and Compatibility Discussion
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.
Always Sometimes Hardly Ever
4. I compromised when it was necessary. Always Sometimes Hardly Ever
5. I praised my group members when they
deserved it.
Always Sometimes Hardly Ever
6. I took constructive criticism well. Always Sometimes Hardly Ever
7. I was responsible and accountable for my
tasks.
Always Sometimes Hardly Ever
8. I helped solve problems and persisted when
the work got difficult.
Always Sometimes Hardly Ever
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.
Always Sometimes Hardly Ever
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
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
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)
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? (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
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
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.
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
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.
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
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
COMMUNITY ClASSrOOM: COPYrIGHT CrIMINAlS
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
COMMUNITY ClASSrOOM: COPYrIGHT CrIMINAlS
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 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)
COMMUNITY ClASSrOOM: COPYrIGHT CrIMINAlS
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
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)
COMMUNITY ClASSrOOM: COPYrIGHT CrIMINAlS
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 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
3 Point 2 + respond to
counterarguments
4 Point 3 + respond to
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)
COMMUNITY ClASSrOOM: COPYrIGHT CrIMINAlS
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 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
COMMUNITY ClASSrOOM: COPYrIGHT CrIMINAlS
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
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
COMMUNITY ClASSrOOM: COPYrIGHT CrIMINAlS
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
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)
COMMUNITY ClASSrOOM: COPYrIGHT CrIMINAlS
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
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
COMMUNITY ClASSrOOM: COPYrIGHT CrIMINAlS
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:
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
COMMUNITY ClASSrOOM: COPYrIGHT CrIMINAlS
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.
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
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
RESEARCH AND EVALUATION >
IDENTIFYING HIGH-QUALITY SITES
Test Before You Trust
STUDENT HANDOUT
Trustworthiness of the Author
Circle one
Add details to explain
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
Add details to explain
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
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE
© 2010 www.commonsense.org 2
RESEARCH AND EVALUATION >
IDENTIFYING HIGH-QUALITY SITES
Test Before You Trust
STUDENT HANDOUT
Up-to-Date Information
Circle one
Add details to explain
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
Add details to explain
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
DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE
© 2010 www.commonsense.org 3
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
http://teacherweb.com/IN/PNC/Bernier/HTMLPage1.stm
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.
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:
Mean: Click in cell N5 and type: =AVERAGE(B5:M5) and press Enter.
Median: Click in cell O5 and type: =MEDIAN(B5:M5) and press Enter.
Mode: Click in cell P5 and type: =MODE(B5:M5) 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 Q5 and type: the = sign, type the cell letter and number with the
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:
Mean: Click in cell N6 and type: =AVERAGE(B6:M6) and press Enter.
Median: Click in cell O6 and type: =MEDIAN(B6:M6) and press Enter.
Mode: Click in cell P6 and type: =MODE(B6:M6) 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 Q6 and type: the = sign, type the cell letter and number with the
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.
© Copyright 2010 Learning.com Data and Line Graphs
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
© Copyright 2010 Learning.com Data and Line Graphs
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
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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.
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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).
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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,
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
however, IP addresses of web servers must be registered to avoid duplicates.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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”).
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
information on scientific advances to celebrity fan clubs.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
English Language Learners (ELL)
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
• 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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
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.
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix
• 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
Camden City Public Schools: Educational Technology Curriculum - GRADES 3-8 Appendix