OCEAN COUNTY TECHNOLOGY CURRICULUM Content Area:...

V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;

K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township 1

OCEAN COUNTY TECHNOLOGY

CURRICULUM

Content Area: Technology

Course Title: Technology Grade Level: K-8

UNIT 1: Technology Operations and

Concepts, Creativity and Innovation, Digital

Citizenship

September, October



Citizenship, Research and Information

Literacy

November, December, January




Literacy, Communication and Collaboration

February, March, April




Literacy, Communication and Collaboration,

Critical Thinking, Problem Solving, and

Decision Making

May, June

Date Created: 07/11/2012

Board Approved on: 9/19/12



OCEAN COUNTY TECHNOLOGY CURRICULUM

Unit Overview

Content Area: Technology Grade: K-2

Standard: 8.1 Educational Technology

Strand 8.1:

A. Technology Operations and Concepts

B. Creativity and Innovation

C. Communication and Collaboration

D. Digital Citizenship

E. Research and Information Literacy

F. Critical Thinking, Problem Solving and Decision-Making

Summary 8.1:

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.

All students will develop an understanding of the nature and impact of technology, engineering,

technological design and the design world, as they relate to the individual global society and the

environment.

Standard: 8.2 Technology, Education, Engineering and Design

Strand 8.2

A. Nature of Technology: Creativity and Innovation

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

C. Technological Citizenship, Ethics, and Society

D. Research and Information Fluency

E. Communication and Collaboration

F. Resources for a Technological World

G. The Designed World

Summary 8.2:



environment.

Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science, Social Studies

All of the common core and core curriculum standards may be found at the following link:

http://www.state.nj.us/education/cccs/

21st Century Themes: 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 universe. http://www.state.nj.us/education/cccs/standards/9/index.html

9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills

needed to function successfully as both global citizens and workers in diverse ethnic and

organizational cultures.


http://www.state.nj.us/education/cccs/standards/9/index.html



9.2 Personal Financial Literacy All students will develop skills and strategies that promote personal

and financial responsibility related to financial planning, savings, investment, and charitable giving

in the global economy.

9.3 Career Awareness, Exploration, and Preparation All students will apply knowledge about and

engage in the process of career awareness, exploration, and preparation in order to navigate the

globally competitive work environment of the information age.

9.4 Career and Technical Education All students who complete a career and technical education

program will acquire academic and technical skills for careers in emerging and established

professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees.

(For descriptions of the 16 career clusters, see the Career Clusters Table.)

Learning Targets

Content Standards 8.1

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. Digital tools and environments support the learning process and foster collaboration in solving

local or global issues or problems. Technological advancements create societal concerns regarding the

practice of safe, legal, and ethical behaviors. Effective use of digital tools assists in gathering and

managing information. Information accessed through the use of digital tools assists in generating solutions

and making decisions.

Number Standard for Mastery

8.1.2.A.1 Identify the basic features of a computer and explain how to use them effectively.

8.1.2.A.2 Use technology terms in daily practice.

8.1.2.A.3 Discuss the common uses of computer applications and hardware and identify their

advantages and disadvantages.

8.1.2.A.4 Create a document with text using a word processing program.

8.1.2.A.5 Demonstrate the ability to navigate in virtual environments that are developmentally

appropriate.

8.1.2.B.1 Illustrate and communicate original ideas and stories using digital tools and media-rich

resources.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in

other classes, schools, or countries using electronic tools.

8.1.2.D.1 Model legal and ethical behaviors when using both print and non-print information by

citing resources.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue affecting children, and

discuss possible solutions.

8.1.2.F.1 Use mapping tools to plan and choose alternate routes to and from various locations.

RL.K.1. With prompting and support, ask and answer questions about key details in a text.

RF.K.1. Demonstrate understanding of the organization and basic features of print.

of letters.

cognize and name all upper- and lowercase letters of the alphabet.

W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several

loosely linked events, tell about the events in the order in which they occurred, and provide

a reaction to what happened.



SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics

and texts with peers and adults in small and larger groups.

-upon rules for discussions (e.g., listening to others and taking turns

speaking about the topics and texts under discussion).

RL.1.1 Ask and answer questions about key details in a text.

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central

message or lesson.

W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about

the topic, and provide some sense of closure.

W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish

writing, including in collaboration with peers.

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and

texts with peers and adults in small and larger groups.

Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one

at a time about the topics and texts under discussion).

Build on others’ talk in conversations by responding to the comments of others through

multiple exchanges.

Ask questions to clear up any confusion about the topics and texts under discussion.

RL.2.7 Use information gained from the illustrations and words in a print or digital text to

demonstrate understanding of its characters, setting, or plot.

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish

writing, including in collaboration with peers.

SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to

stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Unit Essential Questions

Technology Operations and Concepts

In a world of constant

technological change, what skills

should we learn?

How do I choose which

technological tools to use and

when is it appropriate to use them?

How can I transfer what I know to

new technological

situations/experiences?

Creativity and Innovation

How can digital tools be used for

creating original and innovative

works, ideas and solutions?

Communication and Collaboration

How has the use of digital tools

improved opportunities for

communication and collaboration?

Digital Citizenship

What are my responsibilities for

using technology?

Unit Enduring Understandings

Students will understand that…


Technology is constantly changing and requires

continuous learning of new skills.

Selection of technology should be based on personal

and/or career needs Benchmark Assessment.

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

Technology use can have positive or negative

impact on both user’s and those affected by their

use.


Digital tools provide enhanced opportunities to

design innovative solutions and express ideas

creatively.


Digital tools allow for communication and

collaboration, any time/any place worldwide.

Digital Citizenship




What constitutes misuse and how

can it best be prevented?

Research and Information Literacy

Why is the evaluation an

appropriate use of accurate

information more important than

ever in the technological age?

Critical Thinking, Problem Solving and

Decision-Making





new technological


impact on both users and those affected by their use.


Information is spread worldwide within seconds due

to technological advancements and has an

immediate impact.

Critical Thinking, Problem Solving and Decision-

Making


and/or career needs assessment.


Unit Objectives

Students will know…

How to use operations and related

technology applications.

How to use digital tools and

media-rich resources to create and

enhance the construction of

knowledge.

How to safely and legally practice

ethical behavior.

How digital tools will foster

collaboration in solving local or

global issues and problems.

How to utilize digital tools to

gather and manage information.

Unit Objectives

Students will be able to…

Produce a simple finished document using word

processing software integrated throughout language

arts curriculum guide. (CPI 8.1.2.A.4)

Use basic features of an operating system (e.g.

accessing programs, identifying and selecting a

printer, finding help) integrated throughout all

curriculum guides, including benchmark testing

programs. (CPI 8.1.2.A.2)

Use basic technology vocabulary. (CPI 8.1.2.A.1)

Discuss the uses of various computer applications

and hardware. Be able to recognize their advantages

and disadvantages. (CPI 8.1.2.A.3)

Use developmentally appropriate virtual

environments such as games, simulations and

websites. (CPI 8.1.2.A.5)

Write and illustrate original thoughts using digital

tools and media resources. (CPI 8.1.2.B.1)

Provide appropriate citations when using print and

non-print material. (CPI 8.1.2.D.1)

Interact globally with other students using

technology. (CPI 8.1.2.C.1)

Effectively explore online resources to explore

issues and investigate solutions to problems. (CPI

8.1.2.E.1)

Devise a plan to navigate routes using mapping

tools. (CPI 8.1.2.F.1)






environment.


8.2.2.A.1 Describe how technology products, systems and resources are useful at school, home and

work.

8.2.2.B.1 Brainstorm and devise a plan to repair a broken toy or tool using the design process.

8.2.2.B.2 Investigate the influence of a specific technology on the individual, family, community,

and environment.

8.2.2.C.1 Demonstrate how reusing a product affects the local and global environment.

8.2.2.D.1 Collect and post the results of a digital classroom survey about a problem or issue and use

data to suggest solutions.

8.2.2.E.1 Communicate with students in the United States and other countries using digital tools to

gather information about a specific topic and share result.

8.2.2.F.1 Identify the resources needed to create technological products and systems.

8.2.2.G.1 Describe how the parts of a common toy or tool interact and work as part of a system.

8.2.2.G.2 Explain the importance of safety in the use and selection of appropriate tools and resources

for a specific purpose.


Nature of Technology: Creativity and

Innovation

How does the use of technological

devices affect our lives, community

and the world?

How can I use technology to make the

world a better place?

Design: Critical Thinking, Problem

Solving, and Decision-Making

How can we use technological devices

in the design process?

Technological Citizenship, Ethics, and

Society

How can we be responsible users of

technology?

Research and Information Fluency

How can we use technology to predict

and evaluate data and interpret results?


Why is it important to communicate



Nature of Technology: Creativity and Innovation

Technology products, systems and resources are

useful at school, home and work

Design: Critical Thinking, Problem Solving, and

Decision-Making

The design process is necessary when creating new

products.

Technological Citizenship, Ethics, and Society

They must be responsible users of technology


Technology can simplify and enhance the collection

and display of data and the prediction and

interpretation of results Communication and Collaboration

Technology can be used to communicate globally



and collaborative globally?

Resources for a Technological World

What are the resources necessary to

identify, describe and explain

technological products or systems?

The Designed World

How do we identify the components of

a system?


Certain resources are necessary to create a product

The Designed World

Systems are comprised of many different parts to

create the whole.

Unit Objectives


How technology products and

systems impact the world in which

we live.

How the design process is a

systematic approach to solving

problems.

That values influence the design of

technology systems and products.

That research, data analysis and

prediction are helpful when

designing technology systems.

Technology helps the

communication and collaboration

process when designing products and

systems.

That products and systems are

created by using technological

resources appropriately.

That a process is necessary to create

a product.

Unit Objectives


Describe the usefulness of technology products,

systems and resources. (CPI 8.2.2.A.1)

Understand the process of investigation and design.

(CPI 8.2.2.B.1, CPI 8.2.2.B.2)

Investigate how reusing a product affects the global

environment. (CPI 8.2.2.C.1)

Collect and post results from a survey about a

problem or issue and use data to suggest solutions.

(CPI 8.2.2.D.1)

Communicate globally with students using digital

tools to gather information and share results. (CPI

8.2.2.E.1)

Identify the resources needed to create technological

products and systems. (CPI 8.2.2.F.1)

Describe how parts interact and work as part of a

system. (CPI 8.2.2.G.1)

Explain the importance of safety when selecting

appropriate for a specific purpose. (8.2.2.G.2)




Unit Overview

Content Area: Technology Grade: 3-4


Strand 8.1:







Summary 8.1:





environment.


Strand 8.2








Summary 8.2:



environment.









organizational cultures.










globally competitive work environment of the information age.





Learning Targets










8.1.4.A.1 Demonstrate effective input of data and data using an input device.

8.1.4.A.2 Create a document with text formatting and graphics using word processing.

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

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

8.1.4.A.5 Determine the benefits of a wide range of digital tools by using them to solve problems.

8.1.4.B.1 Produce a media rich digital story about a significant local event or issue based on first-

person interviews.

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/issue.

8.1.4.D.1 Explain the need for individuals and members of the global community to practice cyber

safety, cyber security, and cyber ethics when using existing and emerging technologies.

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

8.1.4.D.3 Explain the purpose of an Acceptable Use Policy (AUP) and the consequences of

inappropriate use of technology.

8.1.4.E.1 Investigate a problem/issue found in the United States and/or another country from

multiple perspectives using digital tools and online resources and evaluate findings to

present possible solutions.

8.1.4.E.2 Evaluate the accuracy, relevance, and appropriateness of print and non-print electronic

information sources to complete a variety of tasks.

8.1.4.F.1 Select and apply digital tools to collect, organize, and analyze data that support a scientific

finding.

RL 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the

text as the basis for the answers.

W 3.8 Recall information from experiences or gather information from print and digital sources;

take brief notes on sources and sort evidence into provided categories.

SL 3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an



understandable pace; add visual displays when appropriate to emphasize or enhance certain

facts or details.

RL 4.1 Refer to details and examples in a text when explaining what the text says explicitly and

when drawing inferences from the text.

W 4.2 Write informative/explanatory texts to examine a topic and convey ideas and information

clearly.

Introduce a topic clearly and group related information in paragraphs and sections; include

formatting (e.g., headings), illustrations, and multimedia when useful to aiding

comprehension.

Develop the topic with facts, definitions, concrete details, quotations, or other information

and examples related to the topic.

Link ideas within categories of information using words and phrases (e.g., another, for

example, also, because).

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Provide a concluding statement or section related to the information or explanation

presented.

W 4.4 Produce clear and coherent writing in which the development and organization are

appropriate to task, purpose, and audience.

W 4.5 With guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, and editing.

W 4.6 With some guidance and support from adults, use technology, including the Internet, to

produce and publish writing as well as to interact and collaborate with others; demonstrate

sufficient command of keyboarding skills to type a minimum of one page in a single sitting

SL 4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the

development of main ideas or themes.



In a world of constant change,

what skills should we learn?



when it is appropriate to use them?


new technological





works, ideas, and solutions?





Digital Citizenship

What are an individual’s

responsibilities for using

technology?







and /or career needs assessment.



Digital tools provide opportunities for people to

have new experiences, recognize problems, design

solutions, and express their ideas.




Digital Citizenship













Decision-Making





new technological





immediate impact.


Making




Unit Objectives







knowledge.


ethical behavior.






Unit Objectives


Use a word processing program, multimedia

presentation program, and a spreadsheet program to

present and interpret information. (CPI 8.1.4.A.1,

CPI 8.1.4.A.2, CPI 8.1.4.A.3, CPI 8.1.4.A.4)

Understand the benefits of using digital tools to

solve problems. (CPI 8.1.4.A.5)

Produce a media rich digital story about a

significant local event or issue based on first person

interviews. (CPI 8.1.4.B.1)

Engage other learners globally, online to gain a

better understanding of their perspectives on an

issue. (CPI 8.1.4.C.1)

Practice appropriate online behavior and understand

the consequences of inappropriate behavior related

to cyber safety, cyber security and cyber ethics.

(CPI 8.1.4.D.1, CPI 8.1.4.D. 3)

Use and understand the need for copyright. (CPI

8.1.4.D.2)

Investigate a problem or issue found globally

through multiple perspectives, evaluate findings,

and present possible solutions using digital tools and

online resources for all steps. (CPI 8.1.4.E.1)

Evaluate the accuracy of relevance and

appropriateness of using print and non-print

electronic information sources to complete a variety

of tasks. (CPI 8.1.4.E.2)

Use technology to collect, organize and analyze data

that supports scientific findings. (CPI 8.1.4.F.1)






environment.


8.2.4.A.1 Investigate factors that influence the development and function of products and systems.

8.2.4.A.2 Compare and contrast how a product has changed over time due to economic, political

and/or cultural influences using a digital format.

8.2.4.B.1 Develop a product using an online simulation that explores the design process.

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

8.2.4.B.3 Explain the positive and negative effect of products and systems on humans, other species

and the environment.

8.2.4.B.4 Compare and contrast how technology transfer happens within a technology, among

technologies, and among other fields of studies.

8.2.4.C.1 Explain the impact of disposing of materials in a responsible way.

8.2.4.C.2 Explain the purpose of trademarks and the impact of trademark infringement on businesses.

8.2.4.C.3 Examine ethical considerations in the development and production process of a product

from its inception through marketing, use, maintenance and disposal by consumers.

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 responses.

8.2.4.E.1 Explain how technology is/was successfully or unsuccessfully used to address a

local/global problem by producing and publishing a report in collaboration with peers.

8.2.4.F.1 Describe how resources are used in a technological product or system.

8.2.4.F.2 Explain how resources are processed in order to produce products or 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.

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

8.2.4.G.3 Evaluate the function, value, and esthetics of a technological product, system or

environment from the perspective of the user and the producer.



Innovation



and the world?











useful at school, home and work


Decision-Making


products.




Society


technology?











The Designed World

How do we identify the

components of a system?


They must be responsible users of technology




interpretation of results


Technology can be used to communicate globally


Certain resources are necessary to create a product

The Designed World


create the whole.

Unit Objectives




we live.



problems.








process when designing products

and systems.




That a process is necessary to

create a product.

Unit Objectives


Understand the influence of a digital product and

system. (CPI 8.2.4.A.1)

Compare and contrast how and why a technological

product changed over time. (CPI 8.2.4.A.2)

Design a new use for a product using an online

simulation that includes the positive and negative

impact this product may have globally. (CPI

8.2.4.B.1-4)

Understand the impact of disposing of materials

properly. (CPI 8.2.4.C.1)

Understand trademarks and trademark infringement.

(CPI 8.2.4.C.2)

Examine the development of a product from its

inception through disposal by consumers. (CPI

8.2.4.C.3)

Analyze responses collected from owners/users of a

particular project and suggest modifications in the

design of the product based on their responses. (CPI

8.2.4.D.1)

Work collaboratively 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. (CPI 8.2.4.E.1)

Describe how resources are used in technological

product or system. (CPI 8.2.4.F.1)



Explain how resources are processed in order to

produce technological products and systems. (CPI

8.2.4.F.2)

Examine a malfunctioning tool and use step-by-step

process to troubleshoot and present options to repair

the product. (CPI 8.2.4.G.1)

Explain the functions of a system and subsystems.

(CPI 8.2.4.G.2)




Unit Overview

Content Area: Technology Grade: 5-8


Strand 8.1:







Summary 8.1:





environment.


Strand 8.2








Summary 8.2:



environment.









organizational cultures










globally competitive work environment of the information age





Learning Targets










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.

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

and query.

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

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

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

to solve problems.

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

shared hosted service.

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

understand their perspectives on a global problem/issue and propose possible solutions.

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

and cyber ethics.

8.1.8.D.2 Summarize the application of fair use and creative commons.

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

8.1.4.E.1 Gather and analyze findings to produce a possible solution for a content-related or real

world problem using data collection technology.

8.1.4.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.

RI.5.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs

within the text.

W.5.4 Produce clear and coherent writing in which the development and organization are


W.5.7 Conduct short research projects that use several sources to build knowledge through

investigation of different aspects of a topic.



W.5.8 Recall relevant information from experiences or gather relevant information from print and

digital sources; summarize or paraphrase information in notes and finished work, and

provide a list of sources.

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations

when appropriate to enhance the development of main ideas or themes.

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular

details; provide a summary of the text distinct from personal opinions or judgments.

W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact

and collaborate with others; demonstrate sufficient command of keyboarding skills to type

a minimum of three pages in a single sitting.

SL.6.5 Include multimedia components (e.g., graphics, images, music, and sound) and visual

displays in presentations to clarify information.

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as

well as inferences drawn from the text.

RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of

the text; provide an objective summary of the text.

W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how

well purpose and audience have been addressed.

W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite

sources as well as to interact and collaborate with others, including linking to and citing

sources.

SL 7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,

visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue

under study.

SL 7.5 Include multimedia components and visual displays in presentations to clarify claims and

findings and emphasize salient points.

RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text.

W.8.4. Produce clear and coherent writing in which the development, organization, and style are


SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with

relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye

contact, adequate volume, and clear pronunciation.

SL.8.4 Integrate multimedia and visual displays into presentations to clarify information,

strengthen claims and evidence, and add interest.



In a world of constant change,

what skills should we learn?



when it is appropriate to use them?


new technological








and /or career needs assessment.







works, ideas, and solutions?





Digital Citizenship

What are an individual’s

responsibilities for using

technology?









Decision-Making





new technological



Digital tools provide opportunities for people to

have new experiences, recognize problems, design

solutions, and express their ideas.




Digital Citizenship






immediate impact.


Making




Unit Objectives

Students will know






knowledge.


ethical behavior.






Unit Objectives

Students will be able to

Use and know which application to utilize when

presenting a professional quality word processing

document, spreadsheet, and multimedia presentation

to report information. (CPI 8.1.8.A.1-5)

Create and publish information on a local or global

issue collaboratively through an online service. (CPI

8.1.8.B.1)

Participate in an online learning community with

other learners globally to gain a better understanding

of their perspectives on an issue. (CPI 8.1.8.C.1)

Model appropriate online behaviors related to cyber

safety, cyber bullying, cyber security, and cyber

ethics. (CPI 8.1.8.D.1)

Summarize the application of fair use and creative

common guidelines. (CPI 8.1.8.D.2)

Demonstrate how information on a controversial

issue may be biased. (CPI 8.1.8.D.3)



Gather and analyze findings using data collection

technology to produce a possible solution for a

content-related or real-world problem. (CPI

8.1.8.E.1)

Use an electronic authoring tool in collaboration

with learners from other countries to evaluate and

summarize the perspectives of other cultures about

the current event or contemporary figure. (CPI

8.1.8.F.1)




environment.


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

time.

8.2.8.B.1 Design and create a product using the design process that addresses a real world problem

with specific criteria and constraints.

8.2.8.B.2 Identify the design constraints and tradeoffs involved in designing a prototype, (how the

prototype might fail, and how it might be improved) by completing a design problem and

reporting results in a multimedia presentation.

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

principles throughout the design process.

8.2.8.C.1 Explain the need for a patent and process of registering one.

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.

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.

8.2.8.E.1 Develop a product using the design process, data analysis and trends and maintain a digital

log with annotated sketches to record the development cycle in collaboration with peers

and experts in the field.

8.2.8.F.1 Explain the impact of resource selection and processing in the development of a common

technological product or system.

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

modified to have a more positive impact on the environment (e.g., recycled metals,

alternate energy sources) and the economy.

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

monitored, maintained, and improved.

8.2.8.G.2 Explain the interdependence of subsystem that operates as part of a system.



Innovation



and the world?







useful at school, home and work.








Society


technology?











The Designed World

How do we identify the

components of a system?


Decision-Making


products.


They must be responsible users of technology.




interpretation of results.


Technology can be used to communicate globally.


Certain resources are necessary to create a product.

The Designed World


create the whole.

Unit Objectives




we live.



problems.








process when designing products

and systems.




Unit Objectives


Understand the impact of globalization on the

development of a technological system. (CPI

8.2.8.A.1)

Design, create, and understand design constraints

for a product addressing a real world problem and

report the results in a multimedia presentation. (CPI

8.2.8.B.1-2)

Solve a science-based design challenge and build a

prototype using science and math principles

throughout the design process. (CPI 8.2.8.B.3)

Explain the need for patents and the process of

registering for one. (CPI 8.2.8.C.1)

Compare and contrast current and past incidences of

ethical and unethical use of labor in the United

States or globally and present results in a media rich

presentation. (CPI 8.2.8.C.2)

Evaluate the role of ethics and bias on trend analysis

and prediction in the development of a product that



That a process is necessary to

create a product.

impacts communities in the United State and/or

other countries. (CPI 8.2.8.D.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. (CPI 8.2.8.E.1)

Explain the impact of resource selection and

processing in the development of a common

technological product or system. (CPI 8.2.8.F.1)

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. (CPI

8.2.8.F.2)

Explain why human-designed systems, products,

and environments need to be constantly monitored,

maintained, and improved. (CPI 8.2.8.G.1)

Explain the interdependence of a subsystem that

operates as part of a system. (CPI 8.2.8.G.2)



Evidence of Learning

Formative Assessments may include:

Teacher observations

Class discussions

Questioning

Tests and Quizzes

Presentation

Peer editing

Self-evaluation

Portfolios

Performance tasks and projects

Summative Assessments may include:

Parent showcase

Any of the above formative assessment upon end of unit

Modifications (ELLs, Special Education, Gifted and Talented)

More time

Use of visuals

Introduce key vocabulary before lesson

Teacher reads aloud

Verbal prompting

Modeling

Work in small group

Peer tutoring

Use of additional resources

Provide options, alternatives and choices to differentiate and broaden the curriculum

Provide enrichment exploration

Follow all IEP modifications/504 plan

o Take all IEP’s into consideration when incorporating modifications



The “FLEXIBLE” Acronym

Feasible

Lively

Eliminated

Explicit

Intentional

Beneficial

Limelight

Evaluated

Figure 1

The FLEXIBLE Principle:

Questions to Ask Before Selecting Potential Adaptations

1. Feasible: Successful adaptations

must be feasible for classroom

teachers to implement.

2. Lively: Successful adaptations

must be lively, engaging, and/or

fun.

3. Eliminated: Successful adaptations

must be developed with the goal of

working toward independence with

a gradual fading and eventual

elimination of the adaptation.

4. Explicit: Successful adaptations

must have a definite purpose – a

purpose that is made explicit to

students, other professionals in the

classroom, parents, and if

necessary, the student’s peers.

5. Intentional: Successful adaptations

should be part of a comprehensive

plan for the student with

disabilities.

When can I fit the adaptation into the daily

schedule?

What human and/or material resources do I have to

implement the adaptation?

What human and/or material resources do I need to

implement the adaptation?

How can I use the adaptation to promote active

learning?

How can I plan this adaptation to be interesting and

fun?

What strategies can I use to motivate the student(s)

so that I can continue to use this adaptation over a

period of time?

What steps are needed to fade the adaptation over a

period of time?

What additional instruction do I need to provide to

work toward the eventual elimination of the

adaptation?

What is the intent or purpose of this adaptation?

How will I communicate the purpose of the

adaptation to the student?

What other people need to know about the

adaptation (e.g., parents, other professionals, other

students)?

How does this adaptation fit with goals on the

student’s IEP?

How does this adaptation fit with goals and

objectives set by district and/or state guidelines?



6. Beneficial: Successful adaptations

should benefit the student with

disabilities and either enhance or at

least not detract from the learning

of other students in the classroom.

7. Limelight: Successful adaptations

do not place undue attention of the

student with disabilities or put the

student in a potentially

embarrassing situation.

8. Evaluate: Successful adaptations

are evaluated on an ongoing basis.

How does the adaptation benefit the student with

disabilities?

Can other students benefit from the adaptation as

well?

How can I implement the adaptation so that it

enhances and does not detract from the learning of

other students in the classroom?

How and when can I implement the adaptation so

that it does not put the student with disabilities in an

unfavorable position?

How effective is the adaptation in promoting

learning for the student?

What impact does the adaptation have on the social

adjustment of the student?

What does the student like and dislike about the

adaptation?

What do I need to change about the adaptation?

Is the student ready to take on a higher level of

independence?



Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:

Subscriptions to online Web2.0 tools

Access to Web resources and Apps

Computers with Internet access

Projection capabilities

Document cameras, scanners, digital cameras and digital recorders

Interactive whiteboard

One computer per student in class

Software

Network capable color printers

Portable tablets

Web resource accessibility

Teacher Notes:

50 Ways to Use Technology

Low and High Prep Differentiation Strategies

Differentiation strategies can require varied amounts of preparation time. High-prep strategies often require a

teacher to both create multiple pathways to process information/demonstrate learning and to assign students

to those pathways. Hence, more ongoing monitoring and assessment is often required. In contrast, low-prep

strategies might require a teacher to strategically create process and product choices for students, but students

are allowed to choose which option to pursue given their learning profile or readiness level. Also, a low-prep

strategy might be focused on a discrete skill (such as vocabulary words), so there are fewer details to

consider. Most teachers find that integration of one to two new low-prep strategies and one high-prep

strategy each quarter is a reasonable goal.

Low Prep Strategies

Varied journal prompts, spelling or

vocabulary lists

Students are given a choice of different journal prompts, spelling

lists or vocabulary lists depending on level of

proficiency/assessment results.

Anchor activities

Anchor activities provide meaningful options for students when

they are not actively engaged in classroom activities (e.g., when

they finish early, are waiting for further directions, are stumped,

first enter class, or when the teacher is working with other

students). Anchors should be directly related to the current

learning goals.

Choices of books

Different textbooks or novels (often at different levels) that

students are allowed to choose from for content study or for

literature circles.

Choices of review activities

Different review or extension activities are made available to

students during a specific section of the class (such as at the

beginning or end of the period).

Homework options

Students are provided with choices about the assignments they

complete as homework. Or, students are directed to specific

http://www.classroomtech.org/integration/integration/50ways.htm



homework based on student needs.

Student-teacher goal setting

The teacher and student work together to develop individual

learning goals for the student.

Flexible grouping

Students might be instructed as a whole group, in small groups

of various permutations (homogeneous or heterogeneous by

skill or interest), in pairs or individual. Any small groups or

pairs change over time based on assessment data.

Varied computer programs

The computer is used as an additional center in the classroom,

and students are directed to specific websites or software that

allows them to work on skills at their level.

Multiple Intelligence or Learning

Style options

Students select activities or are assigned an activity that is

designed for learning a specific area of content through their

strong intelligence (verbal-linguistic, interpersonal, musical,

etc.)

Varying scaffolding of same

organizer

Provide graphic organizers that require students to complete

various amounts of information. Some will be more filled out

(by the teacher) than others.

Think-Pair-Share by readiness,

interest, and/or learning profile

Students are placed in pre-determined pairs, asked to think about

a question for a specific amount of time, then are asked to share

their answers first with their partner and then with the whole

group.

Mini workshops to re-teach or

extend skills

A short, specific lesson with a student or group of students that

focuses on one area of interest or reinforcement of a specific

skill.

Orbitals

Students conduct independent investigations generally lasting 3-

6 weeks. The investigations “orbit” or revolve around some

facet of the curriculum.

Games to practice mastery of

information and skill

Use games as a way to review and reinforce concepts. Include

questions and tasks that are on a variety of cognitive levels.

Multiple levels of questions

Teachers vary the sorts of questions posed to different students

based on their ability to handle them. Varying questions is an

excellent way to build the confidence (and motivation) of

students who are reluctant to contribute to class discourse. Note:

Most teachers would probably admit that without even thinking

about it they tend to address particular types of questions to

particular students. In some cases, such tendencies may need to

be corrected. (For example, a teacher may be unknowingly

addressing all of the more challenging questions to one student,

thereby inhibiting other students’ learning and fostering class

resentment of that student.)



High Prep. Strategies

Cubing

Designed to help students think about a topic or idea from many

different angles or perspectives. The tasks are placed on the six

sides of a cube and use commands that help support thinking

(justify, describe, evaluate, connect, etc.). The students complete

the task on the side that ends face up, either independently or in

homogenous groups.

Tiered assignment/

product

The content and objective are the same, but the process and/or

the products that students must create to demonstrate mastery

are varied according to the students’ readiness level.

Independent studies

Students choose a topic of interest that they are curious about

and wants to discover new information on. Research is done

from questions developed by the student and/or teacher. The

researcher produces a product to share learning with classmates.

4MAT

Teachers plan instruction for each of four learning preferences

over the course of several days on a given topic. Some lessons

focus on mastery, some on understanding, some on personal

involvement, and some on synthesis. Each learner has a chance

to approach the topic through preferred modes and to strengthen

weaker areas.

Jigsaw

Students are grouped based on their reading proficiency and

each group is given an appropriate text on a specific aspect of a

topic (the economic, political and social impact of the Civil War,

for example). Students later get into heterogeneous groups to

share their findings with their peers, who have read about

different areas of study from source texts on their own reading

levels. The jigsaw technique allows you to tackle the same

subject with all of your students while discreetly providing them

the different tools they need to get there.

Multiple texts

The teacher obtains or creates a variety of texts at different

reading levels to assign strategically to students.

Alternative assessments

After completing a learning experience via the same content or

process, the student may have a choice of products to show what

has been learned. This differentiation creates possibilities for

students who excel in different modalities over others (verbal

versus visual).

Modified Assessments

Assessments can be modified in a variety of ways – for example

by formatting the document differently (e.g. more space between

questions) or by using different types of questions (matching vs.

open ended) or by asking only the truly essential questions.

Learning contracts or Personal

A contract is a negotiated agreement between teacher and



Agendas student that may have a mix of requirements and choice based

on skills and understandings considered important by the

teacher. A personal agenda could be quite similar, as it would

list the tasks the teacher wants each student to accomplish in a

given day/lesson/unit. Both Learning contracts and personal

agendas will likely vary between students within a classroom.

Compacting

This strategy begins with a student assessment to determine

level of knowledge or skill already attained (i.e. pretest).

Students who demonstrate proficiency before the unit even

begins are given the opportunity to work at a higher level (either

independently or in a group).

Literature circles

Flexible grouping of students who engage in different studies of

a piece of literature. Groups can be heterogeneous and

homogeneous.

Readers’ Workshop (Writers’

Workshop is a parallel strategy)

The Readers’ Workshop approach involves students in three

types of activities:

Mini-lessons (5-10 minutes) on some aspect of literature or

a reading strategy.

Independent Reading Time (30-40 minutes), where students

keep a journal and respond to the literature in terms of what

they think or how they feel about what they are reading.

Sharing Time (10 minutes), where students share with

another person their journal entries and the other person

gives feedback.

Stations/

Learning Centers

A station (or simply a collection of materials) that students

might use independently to explore topics or practice skills.

Centers allow individual or groups of students to work at their

own pace. Students are constantly reassessed to determine

which centers are appropriate for students at a particular time,

and to plan activities at those centers to build the most pressing

skills.

Tape recorded materials at

different levels

Books on tape are purchased or (created by the teacher) so that

students can listen to the book being read aloud to them while

they follow along in the text. This is often done at a listening

station, where tapes of books/information on various reading

levels are available.

Tic-Tac-Toe Choice Board

(sometimes called “Think-Tac-

Toe”)

The tic-tac-toe choice board is a strategy that enables

students to choose multiple tasks to practice a skill, or

demonstrate and extend understanding of a process or

concept. From the board, students choose (or teacher

assigns) three adjacent or diagonal.

To design a tic-tac-toe board:

- Identify the outcomes and instructional focus

- Design 9 different tasks

- Use assessment data to determine student levels



- Arrange the tasks on a tic-tac-toe board either randomly, in

rows according to level of difficulty, or you may want to select

one critical task to place in the center of the board for all

students to complete.

Choice Boards

Work assignments are written on cards that are placed in

hanging pockets. By asking students to select a card from a

particular row of pockets, the teacher targets work toward

student needs yet allows student choice.

Lesson Closure with Examples or

40 Ways to Leave a Lesson

CLOSURE - what the instructor does to facilitate wrap-up at the end of the lesson - it is a quick review, to

remind students what it was that they have learned (or should have learned) and allows you to see where the

students are to assist you in planning for the next lesson.

The intellectual work should be done by the students – not the instructor summarizing for the students and

telling them what they learned. Closure allows students to summarize main ideas, evaluate class processes,

answer questions posed at the beginning of the lesson, and link to both the past and the future. Closure is an

opportunity for formative assessment and helps the instructor decide:

1. if additional practice is needed

2. whether you need to re-teach

3. whether you can move on to the next part of the lesson

Closure comes in the form of information from students about what they learned during the class; for

example, a restatement of the instructional purpose. This information then provides a knowledge of the

results for the teacher, i.e., did you teach what you intended to teach and have the students learned what you

intended to have them learn?

Lesson Closing in a nutshell – can be one or some combination of the purposes below. It should be a

meaningful end to the lesson.

• Reviewing the key points of the lesson.

• Giving students opportunities to draw conclusions from the lesson.

• Describing when the students can use this new information.

• Previewing future lessons.

• Demonstrating student’s problem-solving process.

• Exhibiting student learning.

• Creating a smooth transition from one lesson to the next lesson.

Title Synopsis

1. Cornell Notes

Notes can be used in a variety of ways. Completing the summary, checking with a partner for completeness,

comparing to teacher’s idea of what the key ideas were.

http://coe.jmu.edu/learningtoolbox/cornellnotes.html

2. Journal Entry

Each day students write about 2 things they learned (use of a journal could incorporate most of these other

closure examples)

http://content.scholastic.com/browse/article.jsp?id=3583

http://coe.jmu.edu/learningtoolbox/cornellnotes.html

http://content.scholastic.com/browse/article.jsp?id=3583



3. Exit Pass

Student must answer in writing questions or reflect in some way about the learning before being allowed to

leave the room.

Math example – work a question from the material covered during the lesson, use as formative assessment

for the following day, sort into piles: got it/ didn’t get it or minor errors / conceptual errors

Examples

☺ I really understood this idea…

_ I have a few questions about… before I can say I understand

_ I don’t even know where to start on …

! I am excited about…

: I’d like to learn more about…

? a questions I have is…

This point is really clear

One thing that squares with things I already know is…

An idea that is still going around in my head is…

4. You’re stuck here until…

This is a variation of the exit pass and great for a 90-30 second gap before dismissal. Depending on time,

have students discuss the day’s vocabulary and then they have to define one word in their own words, to you,

before they students and then try again. This should be framed in good humor, not in a punitive way.

5. Whip Around

Students quickly and verbally share one thing they learned in the class today. You can have them toss a ball

from one to another or just have volunteers. (Caveat – you have to have a safe trusting environment. I have

seen this done where kids chose others based on their perception that the student won’t have anything to say.)

6. 3-2-1 3 things they learned, 2 things they have a question about, 1 thing they want the instructor to know –

post-its, index cards, whatever

7. Fishbowl

Student writes one question they have about the topic of this lesson. This can be something for which they

know the answer or for which they want an answer. Form an inner and outer circle. Share question with the

person in front of you see if they know the answer, switch who is asking question, if time rotate to a new

partner

8. Summary

Paragraph What was learned today – be specific with examples!

9. Explain a Procedure Write to an absent student and explain how to ……..

10. Here’s How…

Students write a detailed explanation of a procedure - with an example to demonstrate their understanding of

the concept. They then give their partner the un-worked example and the detailed instructions and have the

partner work the example from the directions. Then they peer edit the procedures for clarity.

11. Cliff Notes, Jr. Students prepare a “cheat sheet” that would be useful for having during a quiz over the

day’s topic.

12. Three W’s

Students discuss or write

· What did we learn today?

· So What ?(relevancy, importance, usefulness)

· Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where

we are going)

13. Pair / Share

Tell the person next to you 2 (3, 4, 5,…) things you have learned today, then the groups report out. Variation

is to have students Think/Write/Pair/ Share

14. Gallery Walk

Students create graphic representations of their learning and post them. Students can either share out the

posters or students can move from station to station – writing questions or comments, noting similarities and



differences, reflect on what they might do differently if they were to repeat the process.

15. Choose from the Daily Dozen

Students choose two questions from a generic list to respond to about the day’s lesson.

16. Quiz

Could be daily or intermittent. 2-4 questions to show what they learned. Small individual whiteboards work

well for a formative assessment and reduces the paperwork. Don’t forget to ask conceptual questions!

17. Thumbs Up /Thumbs down

Pose some questions that can be answered thumbs up/down/sideways, ask for explanation of the decisions.

18. Quick doodles Doodle/draw two or three concepts presented in the lesson may include words or numbers.

19. Key Ideas

Students list the key ideas from the lesson and why they were important.

20. “What am I?” (riddles for key terms)

Have students construct clues (riddles) about the key terms and quiz partners or the room

21. Jeopardy

Teacher gives answer. Students create the question. This works well with dry erase boards.

http://www.hardin.k12.ky.us/res_techn/countyjeopardygames.htm

22. Be Alex Trebek Student poses answer/question to group about lesson –responses should come from other

students, not the teacher

23. Be the Teacher

Students present three key ideas they think everyone should have learned. Could be done with a group or

individually –responses can be either oral or written.

24. The Five W’s Students explain the who, what, where, when, why and how of the lesson.

25. Credit Cards

Students are given an index card and required to state the lesson’s objective and if they feel that objective

was met. Credit given for participating.

26. Postcard Students are given an index card and they write a postcard to their parents explaining the day’s

lesson.

27. Pros and Cons Students list pros and cons of the issue discussed in class (might be a challenge in a math

class.)

28. So What’s Up With ….?

Students raise questions about something they either were unsure about or need clarification. Can be done

orally or written.

29. Quiz Master Students prepare a short quiz (+ 5 questions with answers) At least 2 of the questions must

start How…? or Why…?

30. Journal Entry Each day students write about 2 things they learned (use of a journal could incorporate

most of these other closure examples.)

31. I Care Why? Students explain relevancy of the concept to their life or how they might use it.

32. It Fits Where?

Students create a “time line” of the concepts taught (sequence the concepts) or explain a connection to

something else they know.

33. Element of Surprise

Students receive an envelope containing a card with a word or phrase selected by the teacher. Students

discuss the concept and list the content-specific vocabulary necessary to discuss it.

34. Numbered Heads Together

Students in groups of up to five are numbered sequentially. As a group they create a list of 3-5 things learned

in the lesson and then the teacher calls one number from each group to report to the class something they

learned.

35. We Learned What?

Students write open ended questions on index cards. Two students are selected to come forward. The first

student draws a question card and poses the question to the class. After the class discusses the question and

answers with their partner - the second student draws a student name card to respond to the question. (These

questions could also be used to launch the next day’s lesson.)

http://www.hardin.k12.ky.us/res_techn/countyjeopardygames.htm



36. We’re Going Where?

Students predict the topic of tomorrow’s lesson – be sure to refer to the predictions the next day as either an

opener or in closure.

37. It Looks Like This

An actual object or model that directly relates to the lesson is shown and students explain how it connects to

the day’s concept.

38. Sell It To Us

Write a jingle that explains the main idea of the lesson.

39. Commercial Students write a 1 – 2 minute commercial to use at home when asked, “What happened in

math class today?”

40. 4 box synectics

Synectics connect unrelated ideas through metaphor. Students have a sheet with four boxes. In each box is a

stem. Solving equations in like eating and orange because…” “Solving equations is like driving a car

because…” Resources used

www.eduref.org/Virtual/Lessons/Guide.shtml

Educators Reference Desk, How to Write a Lesson Plan

Winning Through Student Participation in Lesson Closure. Patricia Wolf and Viola Supon . EDRS (ERIC)

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