Technology Pacing Guide

Grade 1

MP Unit Unit

TOTAL* Cumulative

TOTAL**

MP1 Unit 1 – What is Technology?

10 days 10 days

MP2 Unit 2 – Digital Citizenship

10 days 20 days

MP3 Unit 3 – Coding Academy

20 days 40 days

MP3-4 Unit 4 – Innovation Lab

20-80 days 60-120 days

* Unit Total is inclusive of introduction, instruction, assessment, etc. for that particular topic. ** Cumulative Total is a running total, inclusive of prior and current topics.

Pemberton Township School District

Unit Planner

1 | P a g e

Unit Title: Grade 1 - Unit 1 - What is Technology?

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade 1 - Technology

○ 8.1.2.A.1 ○ 8.1.2.A.2 ○ 8.1.2.A.3 ○ 8.1.2.A.4 ○ 8.1.2.B.1 ○ 8.1.2.E.1 ○ 8.2.2.A.1 ○ 8.2.2.A.2 ○ 8.2.2.A.3 ○ 8.2.2.B.1 ○ 8.2.2.B.3 ○ 8.2.2.B.4 ○ 8.2.2.C.2 ○ 8.2.2.C.5 ○ 8.2.2.D.2 ○ 8.2.2.D.4 ○ 8.2.2.D.5

● NJSLS Grade 1 - 21st Century Life and Careers ○ 9.3.12.AR-AV.2 ○ 9.3.12.AR-AV.4 ○ 9.3.12.AR-JB.2 ○ 9.3.12.AR-JB.3

● NJSLS Grade 1 - Comprehensive Health and Physical Education ○ 2.2.4.A.1 ○ 2.2.4.A.2

● NJSLS Grade 1 - Language Arts Literacy ○ RI.1.1 ○ RI.1.7 ○ RI.1.9 ○ W.1.1

Pemberton Township School District

Unit Planner

2 | P a g e

○ W.1.2 ○ W.1.3 ○ W.1.5 ○ W.1.6 ○ W.1.7 ○ W.1.8 ○ SL.1.1 ○ SL.1.2 ○ SL.1.3 ○ SL.1.4 ○ SL.1.5 ○ SL.1.6 ○ L.1.1 ○ L.1.2

● NJSLS Grade 1 - Mathematics ○ MP.2 ○ MP.4 ○ MP.5

● NJSLS Grade 1 - Science ○ K-2-ETS1-1 ○ K-2-ETS1-2

● NJSLS Grade 1 - Social Studies ○ 6.1.4.C.16 ○ 6.1.4.C.17 ○ 6.1.4.C.18

Central Idea / Enduring Understanding: Students will...

● Use digital tools and online resources to explore a problem or issue.

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

● Discover how a product works by taking it apart, sketching how parts fit, and putting it back together.

Essential/Guiding Question: ● What is technology? ● How do the parts of a common

technology tool interact and work as part of a system?

Pemberton Township School District

Unit Planner

3 | P a g e

● Identify the resources needed to create technological products or systems.

● Illustrate and communicate original ideas and stories using multiple digital tools and resources.

Content: ● Effects of technology ● Technology terms and use ● Systems ● Research ● Invention ● Innovation ● Collaboration ● Publishing

Skills (Objectives): ● Apply existing knowledge to

generate new ideas, products, or processes. Create original works as a means of personal or group expression.

● Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

Stage 2: Assessment Evidence

Performance Task(s): ● Digital storytelling activities

Other Evidence: ● Graphic organizers ● Interviews

Stage 3: Learning Plan

Learning Opportunities/Strategies: What is technology?

● Students collaborate, share, and develop a shared definition of “technology”.

● Students create a multimedia presentation or video to reflect on the definition of “technology” and/or the process of developing a shared

Resources: Planning

● Padlet [iOS, Web] ● Popplet [iOS, Web] ● Bubbl.us [Web] ● BaiBoard [iOS] ● Notes [iOS] ● Google Drawings [Web] ● Printable storyboards [PDF]

Pemberton Township School District

Unit Planner

4 | P a g e

definition. Technologies in use

● Students develop questions and interview adults to gain multiple perspectives of the “technologies” they use in their work.

● If possible, students will record their interviews using a video or audio tool.

● Students create a multimedia presentation or video to reflect on their learning.

Future of technology ● Students collaborate to design a

potential future “technology” product, while considering how this product will affect society, culture, and the environment.

● Students create a multimedia presentation or video advertisement for their future “technology” product.

Creating ● iMovie [iOS] ● Adobe Spark Video [iOS, Web] ● GarageBand [iOS] ● Google Slides [iOS, Web] ● PowerPoint [PC] ● Keynote [iOS] ● Google Docs [iOS, Web] ● Word [PC] ● Pages [iOS]

Assessing ● Digital Storytelling Rubric [PDF] ● K-2 Creativity & Innovation Rubric

[PDF] ● K-2 Critical Thinking Rubric [PDF] ● K-2 Presentation Rubric [PDF] ● K-2 Teamwork Rubric [PDF]

Differentiation

High-Achieving Students

On Grade Level Students

Struggling Students Special Needs/ELL

Adaptation of materials and requirements Elevated text or question complexity Independent student options Projects completed

Varying instructional strategies In-class interventions Compacting activity Extend or abbreviate duration

Materials Provide text in alternative formats, such as Braille, large print, audio formats, or digital text Use peer readers Permit highlighting of text

Materials Decreased text or question complexity Provide page numbers or highlighted texts Shorten assignments to focus on key concepts Grading

Pemberton Township School District

Unit Planner

5 | P a g e

individually or with partners Self-selection of research Open-ended activities Expert mentorship

of assignments List discussion questions prior to reading text Vocabulary lists and/or study guides Provide lecture notes/outline Environment Reduce visual or auditory distractions Preferential seating Post a visual schedule Emphasize multi-sensory learning Directions Use oral, recorded, and/or printed directions Highlight key words in directions Give brief and concrete directions Have student verbalize steps Repeat, clarify, or

Provide partial grade based on individual progress or effort Use recognition tests (true-false, multiple choice, or matching) instead of essays Provide a vocabulary list with definitions Modified rubrics

Pemberton Township School District

Unit Planner

6 | P a g e

reword directions Time Alert students before transitions Provide additional time for tasks Extra response time

Pemberton Township School District

Unit Planner

1 | P a g e

Unit Title: Grade 1 - Unit 2 - Digital Citizenship

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade 1 - Technology

○ 8.1.2.D.1 ○ 8.2.2.B.1 ○ 8.2.2.B.4

● NJSLS Grade 1 - 21st Century Life and Careers ○ 9.3.IT.4 ○ 9.3.IT.8

● NJSLS Grade 1 - Comprehensive Health and Physical Education ○ 2.2.2.B.1 ○ 2.2.2.B.2 ○ 2.2.2.B.3 ○ 2.4.2.A.3

● NJSLS Grade 1 - Language Arts Literacy ○ RL.1 ○ RL.2 ○ RL.3 ○ RL.4 ○ RI.1 ○ RI.2 ○ RI.3 ○ RI.4 ○ RI.10 ○ RF.4a ○ W.5 ○ W.7 ○ W.8 ○ L.6

● NJSLS Grade 1 - Social Studies ○ 6.1.4.C.16 ○ 6.1.4.C.17 ○ 6.1.4.C.18

Pemberton Township School District

Unit Planner

2 | P a g e

Central Idea / Enduring Understanding: Students will...

● Develop an understanding of ownership of print and nonprint information.

● Identify how technology impacts or improves life.

● Identify how the ways people live and work has changed because of technology.

Essential/Guiding Question: ● How do you stay safe when you visit

a website? ● What information is OK to have in

your digital footprint? ● What can you do when someone is

mean to you online? ● Which keywords will give you the

best search results? ● What makes a website the right site

for you?

Content: ● Safe ● Caution ● Right ● Digital Footprint ● Trail ● Permanent ● Online ● Cyberbullying ● Search ● Keywords ● Subject ● Link (noun) ● Rate

Skills (Objectives): ● Understand that being safe when

they visit websites is similar to staying safe in real life.

● Learn to recognize websites that are good for them to visit.

● Recognize if they should ask an adult they trust before they visit a particular website.

● Learn that the information they put online leaves a digital footprint or “trail.”

● Explore what information is appropriate to be put online.

● Judge the nature of different types of digital footprints by following the information trails of two fictional animals.

● Analyze online behaviors that could be considered cyberbullying.

● Explain how to deal with a cyberbullying situation.

● Recognize the importance of

Pemberton Township School District

Unit Planner

3 | P a g e

engaging a trusted adult when they experience cyberbullying.

● Understand the function of keywords and keyword searches.

● Learn a step-by-step procedure for selecting suitable keywords.

● Apply their chosen keywords to find the information they are looking for on the Internet.

● Identify and explore different features of an informational website.

● Understand that not everyone will rate a website the same way.

● Evaluate whether they like or dislike features of a site.

Stage 2: Assessment Evidence

Performance Task(s): ● Staying Safe Online Assessment [PDF] ● Follow the Digital Trail Assessment

[PDF] ● Screen Out the Mean Assessment

[PDF] ● Using Keywords Assessment [PDF] ● Sites I Like Assessment [PDF]

Other Evidence: ● Unit Assessments [Web][PDF]

Stage 3: Learning Plan

Learning Opportunities/Strategies: Common Sense K-12 Digital Citizenship Curriculum - Grades K-2 - Unit 2 Lesson 1 - Staying Safe Online Students learn that the information they put online leaves a digital footprint or “trail.” This trail can be big or small, helpful or hurtful, depending on how they manage it. Students

Resources: *See CommonSenseMedia.org for these and additional resources.* Lesson 1 - Staying Safe Online

● Staying Safe Online Lesson Plan [PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder] ● Classroom Posters [Web]

Pemberton Township School District

Unit Planner

4 | P a g e

follow the digital information trails of two fictional animals. They make observations about the size and content of each trail, and connect these observations by thinking critically about what kinds of information they want to leave behind.

Lesson 2 - Follow the Digital Trail Students learn that the information they put online leaves a digital footprint or “trail.” This trail can be big or small, helpful or hurtful, depending on how they manage it. Students follow the digital information trails of two fictional animals. They make observations about the size and content of each trail, and connect these observations by thinking critically about what kinds of information they want to leave behind.

Lesson 2 - Follow the Digital Trail ● Follow the Digital Trail Lesson Plan

[PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder] ● Classroom Posters [Web]

Lesson 3 - Screen Out the Mean Students learn that children sometimes can act like bullies when they are online. They explore what cyberbullying means and what they can do when they encounter it. Students first read a scenario about mean online behavior. They then discuss what cyberbullying is, how it can make people feel, and how to respond. Then they use their knowledge to create a simple tip sheet on cyberbullying. Students recognize that it is essential to tell a trusted adult if something online makes them feel angry, sad, or scared.

Lesson 3 - Screen Out the Mean ● Screen Out the Mean Lesson Plan

[PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder] ● Classroom Posters [Web]

Lesson 4 - Using Keywords Students understand that keyword searching is an effective way to locate information on the Internet. They learn how to select

Lesson 4 - Using Keywords ● Using Keywords Lesson Plan [PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]

Pemberton Township School District

Unit Planner

5 | P a g e

keywords to produce the best search results. First, students learn to identify their research goals and choose the best keywords to achieve those goals. Then they apply their knowledge by using their keywords in a search. Students examine their search results and observe how a good choice of keywords can get them the information they want.

● Classroom Posters [Web]

Lesson 5 - Sites I Like Students explore and evaluate an informational website for children. Students discover that people’s opinions about the quality and usefulness of a site will vary. As a class, students view a website and identify features that they like and those they do not like. Using the Rate My Site Student Handout, they then explore and rate another site on their own. Students compare responses and discuss their similarities and differences.

Lesson 5 - Sites I Like ● Sites I Like Lesson Plan [PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder] ● Classroom Posters [Web]

Differentiation

High-Achieving Students

On Grade Level Students

Struggling Students Special Needs/ELL

Adaptation of materials and requirements Elevated text or question complexity Independent student options Projects completed individually or with

Varying instructional strategies In-class interventions Compacting activity Extend or abbreviate duration of assignments

Materials Provide text in alternative formats, such as Braille, large print, audio formats, or digital text Use peer readers Permit highlighting of text

Materials Decreased text or question complexity Provide page numbers or highlighted texts Shorten assignments to focus on key concepts Grading Provide partial grade

Pemberton Township School District

Unit Planner

6 | P a g e

partners Self-selection of research Open-ended activities Expert mentorship

List discussion questions prior to reading text Vocabulary lists and/or study guides Provide lecture notes/outline Environment Reduce visual or auditory distractions Preferential seating Post a visual schedule Emphasize multi-sensory learning Directions Use oral, recorded, and/or printed directions Highlight key words in directions Give brief and concrete directions Have student verbalize steps Repeat, clarify, or reword directions

based on individual progress or effort Use recognition tests (true-false, multiple choice, or matching) instead of essays Provide a vocabulary list with definitions Modified rubrics

Pemberton Township School District

Unit Planner

7 | P a g e

Time Alert students before transitions Provide additional time for tasks Extra response time

Pemberton Township School District

Unit Planner

1 | P a g e

Unit Title: Grade 1 - Unit 3 - Coding Academy

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade 1 - Technology

○ 8.1.2.A.1 ○ 8.1.2.A.4 ○ 8.1.2.F.1 ○ 8.2.2.A.3 ○ 8.2.2.B.1 ○ 8.2.2.C.1 ○ 8.2.2.C.5 ○ 8.2.2.C.6 ○ 8.2.2.D.5 ○ 8.2.2.E.1 ○ 8.2.2.E.2 ○ 8.2.2.E.3 ○ 8.2.2.E.4 ○ 8.2.2.E.5

● NJSLS Grade 1 - 21st Century Life and Careers ○ 9.3.IT-PRG.3 ○ 9.3.IT-PRG.4 ○ 9.3.IT-PRG.6 ○ 9.3.IT-PRG.8

● NJSLS Grade 1 - Language Arts Literacy ○ SL.K.1 ○ SL.K.2 ○ SL.K.5 ○ L.K.6 ○ RF.K.1.B ○ W.K.3 ○ W.K.6 ○ SL.1.1 ○ SL.1.2 ○ SL.1.5

Pemberton Township School District

Unit Planner

2 | P a g e

○ L.1.6 ○ RF.1.3.B ○ W.1.6 ○ SL.2.1 ○ SL.2.2 ○ SL.2.5 ○ L.2.6 ○ W.2.3

● NJSLS Grade 1 - Mathematics ○ K.CC. 4 ○ K.CC.4 ○ K.CC.6 ○ K.CC.B.4 ○ K.G.A.1 ○ K.G.A.2 ○ K.G.B.6 ○ K.MD.1 ○ K.MD.2 ○ K.MD.3 ○ K.OA.A.3 ○ K.OA.A.5 ○ 1.G.A.1 ○ 1.G.A.2 ○ 1.G.A.3 ○ 1.OA.A.1 ○ 2.G.A.1 ○ 2.G.A.2 ○ 2.OA.A.1

● NJSLS Grade 1 - Comprehensive Health and Physical Education ○ 2.2.2.A.1

● NJSLS Grade 1 - Science ○ K-LS1.1 ○ K-ESS3-1 ○ K-2-PS3-2 ○ K-2-ETS1-1 ○ K-2-ETS1-2

Pemberton Township School District

Unit Planner

3 | P a g e

○ K-2-ETS1-3 ● NJSLS Grade 1 - Social Studies

○ 6.1.4.C.16 ○ 6.1.4.C.17 ○ 6.1.4.C.18

Central Idea / Enduring Understanding: Students will...

● Students will explore computational thinking and computer programming as tools used in design and engineering.

Essential/Guiding Question: ● What is coding? ● How does coding impact our daily

lives?

Content: ● Algorithm ● Program ● Persistence ● Loop ● Event

Skills (Objectives): ● List steps to move character around

a map. ● Arrange directions in a particular

order. ● Make predictions, given a list of

steps. ● Recognize situations where programs

can complete tasks. ● Convert movements into symbolic

instructions. ● Use a mouse to input information

into a computer. ● Use pair programming to complete

collaborative tasks with or without a computer.

● Represent an algorithm as a computer program.

● Modify an existing program to solve errors.

● Break large activities into a series of smaller events.

● Create a program using sequential steps.

● Convert a series of multiple actions

Pemberton Township School District

Unit Planner

4 | P a g e

into a single loop.

Stage 2: Assessment Evidence

Performance Task(s): Code.org: Course 1

● Move the Flurbs ● Move the Flurbs 2 ● Daily Algorithms ● Getting Loopy Assessment ● Controlling by Events Assessment

Other Evidence: Swift Playgrounds: Learn to Code 1 & 2

● Journal/Portfolio

Stage 3: Learning Plan

Learning Opportunities/Strategies: Code.org Course 1 Lesson 1 - Happy Maps Students create algorithms (sets of instructions) to move a character through a maze using a single command. Lesson 2 - Move It, Move It Students learn what it’s like to instruct their classmates to move through a maze in their classroom. Lesson 3 - Jigsaw: Learn to drag and drop Students gain familiarity with a computer by solving jigsaw puzzles, which accustom them to the Code.org system and also to the idea of dragging and dropping. Students learn how to collaborate with others on assignments at the computer. Lesson 4 - Maze: Sequence Students write programs (algorithms for the computer) that get a character through a maze. They’ll understand the importance of sequence in the programs they write.

Resources: Code.org: Course 1

● Code.org [Web] - Online access to all lesson resources.

● Computer Science Fundamentals for Courses 1 - 4 [Code.org] [PDF] - An instructor handbook for the Code.org K-5 curriculum.

Pemberton Township School District

Unit Planner

5 | P a g e

Lesson 5 - Maze: Debugging Using the same environment as the prior lesson, students are presented with a maze and a pre-written program that fails to get the character to the goal. Students will have to “debug” or fix the pre-written program. Lesson 6 - Real-Life Algorithms Over the first 5 lessons in this curriculum, students have been writing algorithms. This lesson calls out ways we use algorithms in our daily lives. This lesson also focuses on the bigger picture of computer science and how algorithms play an essential part. Lesson 7 - Bee: Sequence Students write programs that move a cartoon bee around that gathers nectar and makes honey. This is a more complex version of Maze. Lesson 8 - Artist: Sequence Students write programs that move a character around, drawing a line behind it wherever it goes. Lesson 9 - Building a Foundation Students build a marshmallow structure using only provided supplies. Structures must complete a task (reach a certain height or bear a certain weight), and students discuss the idea of persisting during a task. Lesson 10 - Artist: Shapes Students write programs that draw simple shapes, while describing their position relative to other shapes (above, below, etc). Lesson 11 - Spelling Bee Students write programs that moves a Bee around a grid of letters. The path the bee takes spells out simple words.

Pemberton Township School District

Unit Planner

6 | P a g e

Lesson 12 - Getting Loopy This lesson introduces the programming concept of loops (repeated instructions) through a dance activity. Students will learn simple choreography and then be instructed to repeat it. Lesson 13 - Maze: Loops Students write programs in the Maze that involve using a loop. Lesson 14 - Bee: Loops Students write programs in the Bee environment that involve using a loop. Lesson 15 - The Big Event Students are introduced to the programming concept of “events,” which are actions that a computer constantly monitors for. The teacher will press buttons on a fake remote, and students have to shout specific phases depending on which button is pressed. Lesson 16 - Play Lab: Create a Story Students write event-driven programs that create games or tell stories. There are puzzles with certain goals and at the end, students are encouraged to express their creativity to create whatever they’d like. Lesson 18 - Artist: Loops Students write programs that draw interesting and beautiful patterns using loops. **Note: These lessons will be split between K and Grade 1, depending on skill and ability levels.**

Additional Learning Opportunities Swift Playgrounds: Learn to Code 1 & 2

Additional Learning Opportunities ● Swift Playgrounds [iOS] ● Swift Playgrounds: Learn to Code 1 &

Pemberton Township School District

Unit Planner

7 | P a g e

2 [iBook]

Differentiation

High-Achieving Students

On Grade Level Students

Struggling Students Special Needs/ELL

Adaptation of materials and requirements Elevated text or question complexity Independent student options Projects completed individually or with partners Self-selection of research Open-ended activities Expert mentorship

Varying instructional strategies In-class interventions Compacting activity Extend or abbreviate duration of assignments

Materials Provide text in alternative formats, such as Braille, large print, audio formats, or digital text Use peer readers Permit highlighting of text List discussion questions prior to reading text Vocabulary lists and/or study guides Provide lecture notes/outline Environment Reduce visual or auditory distractions Preferential seating Post a visual schedule Emphasize multi-

Materials Decreased text or question complexity Provide page numbers or highlighted texts Shorten assignments to focus on key concepts Grading Provide partial grade based on individual progress or effort Use recognition tests (true-false, multiple choice, or matching) instead of essays Provide a vocabulary list with definitions Modified rubrics

Pemberton Township School District

Unit Planner

8 | P a g e

sensory learning Directions Use oral, recorded, and/or printed directions Highlight key words in directions Give brief and concrete directions Have student verbalize steps Repeat, clarify, or reword directions Time Alert students before transitions Provide additional time for tasks Extra response time

Pemberton Township School District

Unit Planner

1 | P a g e

Unit Title: Grade 1 - Unit 4 - Innovation Lab

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade 1 - Technology

○ 8.1.2.A.2 ○ 8.1.2.A.3 ○ 8.1.2.A.5 ○ 8.1.2.A.6 ○ 8.1.2.A.7 ○ 8.1.2.B.1 ○ 8.1.2.C.1 ○ 8.1.2.E.1 ○ 8.1.2.F.1 ○ 8.2.2.A.1 ○ 8.2.2.A.2 ○ 8.2.2.A.3 ○ 8.2.2.A.4 ○ 8.2.2.A.5 ○ 8.2.2.B.1 ○ 8.2.2.B.2 ○ 8.2.2.B.3 ○ 8.2.2.B.4 ○ 8.2.2.C.1 ○ 8.2.2.C.2 ○ 8.2.2.C.3 ○ 8.2.2.C.4 ○ 8.2.2.C.5 ○ 8.2.2.C.6 ○ 8.2.2.D.1 ○ 8.2.2.D.2 ○ 8.2.2.D.3 ○ 8.2.2.D.4 ○ 8.2.2.D.5

Pemberton Township School District

Unit Planner

2 | P a g e

● NJSLS Grade 1 - 21st Century Life and Careers ○ 9.3.12.AR-AV.2 ○ 9.3.12.AR-AV.4 ○ 9.3.12.AR-JB.2 ○ 9.3.12.AR-JB.3 ○ 9.3.12.AR-VIS.2 ○ 9.3.12.AR-VIS.3 ○ 9.3.ST.1 ○ 9.3.ST.2 ○ 9.3.ST-ET.1 ○ 9.3.ST-ET.3 ○ 9.3.ST-ET.4 ○ 9.3.ST-ET.5 ○ 9.3.ST-ET.6 ○ 9.3.ST-SM.2 ○ 9.3.ST-SM.3 ○ 9.3.ST-SM.4

● NJSLS Grade 1 - Language Arts Literacy ○ RI.1.1 ○ RI.1.7 ○ RI.1.9 ○ W.1.2 ○ W.1.5 ○ W.1.6 ○ W.1.7 ○ W.1.8 ○ SL.1.1 ○ SL.1.2 ○ SL.1.4 ○ SL.1.5 ○ SL.1.6 ○ L.1.1 ○ L.1.2

● NJSLS Grade 1 - Mathematics ○ MP.1 ○ MP.2

Pemberton Township School District

Unit Planner

3 | P a g e

○ MP.3 ○ MP.4 ○ MP.5 ○ MP.6 ○ 1.MD.C.4

● NJSLS Grade 1 - Science ○ K-2-ETS1-1 ○ K-2-ETS1-2 ○ K-2-ETS1-3

● NJSLS Grade 1 - Social Studies ○ 6.1.4.A.12 ○ 6.1.4.B.9 ○ 6.1.4.C.16 ○ 6.1.4.C.17 ○ 6.1.4.C.18 ○ 6.3.4.A.2 ○ 6.3.4.A.3 ○ 6.3.4.A.4 ○ 6.3.4.B.1 ○ 6.3.4.C.1 ○ 6.3.4.D.1

Central Idea / Enduring Understanding: Students will...

● Identify and define authentic problems and significant questions for investigation.

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

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

● Use multiple processes and diverse perspectives to explore alternative solutions.

Essential/Guiding Question: ● Why do people work in teams? ● What is a real-world problem? ● What is a project? ● What is a product? ● How are products created and

improved? ● How do we effectively present ideas

and products?

Pemberton Township School District

Unit Planner

4 | P a g e

Content: ● Authentic problems ● Problem solving ● Collaboration ● Data ● Systems ● Spreadsheets ● Engineering ● Design ● Research and development ● Invention ● Innovation ● Experimentation ● Publishing

Skills (Objectives): ● Identify and define authentic

problems and significant questions for investigation.

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

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

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

● Create and use a database to answer basic questions.

● Export data from a database into a spreadsheet.

Stage 2: Assessment Evidence

Performance Task(s): ● Define the Creative Challenge ● Identify Sources of Information ● Generate and Select Ideas ● Present Work to Users/Target

Audience

Other Evidence: ● Self-assessment ● Peer assessment ● Teacher assessment ● Outside expert/audience ● Graphic organizers ● Interviews ● Data collection ● Online discussions

Pemberton Township School District

Unit Planner

5 | P a g e

Stage 3: Learning Plan

Learning Opportunities/Strategies: Launching the Project: Define the Creative Challenge

● Students work in groups to identify and define authentic problems and significant questions for investigation (e.g. school improvement, environmental issues, community needs).

● Students plan and manage activities to develop a preliminary solution.

Building Knowledge, Understanding, and Skills: Identify Sources of Information

● Students create and utilize a system to collect and organize research and discussion data.

● Students are encouraged to obtain information through unconventional channels (e.g. engaging in conversation with diverse learners from other cultures).

● Students analyze and publish data from their developed system.

Generate and Select Ideas: Developing and Revising Ideas and Products

● Students collaborate to identify and plan the creation of a new and innovative product.

● Students use feedback from others to improve product.

Present Work to Users/Target Audience: Presenting Products and Answers to Driving Question

● Students create a digital story, explaining the creativity and innovation process.

● With the teacher’s assistance, students

Resources: Planning

● Padlet [iOS, Web] ● Popplet [iOS, Web] ● Bubbl.us [Web] ● BaiBoard [iOS] ● Notes [iOS] ● Google Drawings [Web] ● Numbers [iOS] ● Google Forms [Web] ● Excel [PC] ● Google Sheets [Web] ● Printable Storyboards [Web]

Creating ● iMovie [iOS] ● Adobe Spark Video [iOS, Web] ● GarageBand [iOS] ● Google Slides [iOS, Web] ● PowerPoint [PC] ● Keynote [iOS] ● Google Docs [iOS, Web] ● Word [PC] ● Pages [iOS]

Assessing ● K-2 Creativity & Innovation Rubric

[PDF] ● K-2 Critical Thinking Rubric [PDF] ● K-2 Presentation Rubric [PDF] ● K-2 Teamwork Rubric [PDF]

Project Examples ● Grade 1 - Healthy Lifestyle Project

[PDF] ● Grade 2 - A Home for Everyone [PDF] ● Grade 4 - Design Wars Project [PDF]

Pemberton Township School District

Unit Planner

6 | P a g e

publish the stories to social media networks and/or online platforms, eliciting feedback from a global audience.

Note: The term “product” is used as a general term denoting the end result of the innovation process. A product can be a physical object, proposal, presentation, a work of art, event, solution to a problem, improvement to an existing product, etc.

● Grade 5 - Healthy Choices Project [PDF]

● Grades K-2 - Pond Water and Pollywogs Projects [PDF]

Other Resources ● Challenge Based Learning: A

Classroom Guide [PDF] ● Authentic Student Learning - Kathy

Schrock’s Guide to Everything [Web] ● Project Based Learning - Buck

Institute for Education [Web] ● Essential Project Design Elements

[PDF] ● Project Design Overview Planning

Guide [PDF] ● Project Design Rubric [PDF] ● Teacher’s Guide to Project-Based

Learning [PDF] ● High Tech High Student Projects

[Web]

Differentiation

High-Achieving Students

On Grade Level Students

Struggling Students Special Needs/ELL

Adaptation of materials and requirements Elevated text or question complexity Independent student options Projects completed

Varying instructional strategies In-class interventions Compacting activity Extend or abbreviate duration

Materials Provide text in alternative formats, such as Braille, large print, audio formats, or digital text Use peer readers Permit highlighting of text

Materials Decreased text or question complexity Provide page numbers or highlighted texts Shorten assignments to focus on key concepts Grading

Pemberton Township School District

Unit Planner

7 | P a g e

individually or with partners Self-selection of research Open-ended activities Expert mentorship

of assignments List discussion questions prior to reading text Vocabulary lists and/or study guides Provide lecture notes/outline Environment Reduce visual or auditory distractions Preferential seating Post a visual schedule Emphasize multi-sensory learning Directions Use oral, recorded, and/or printed directions Highlight key words in directions Give brief and concrete directions Have student verbalize steps Repeat, clarify, or

Provide partial grade based on individual progress or effort Use recognition tests (true-false, multiple choice, or matching) instead of essays Provide a vocabulary list with definitions Modified rubrics

Pemberton Township School District

Unit Planner

8 | P a g e

reword directions Time Alert students before transitions Provide additional time for tasks Extra response time