UNIT: Technology Operations and Concepts Grade: 4

~ 1 ~

UNIT: Technology Operations and Concepts Grade: 4

Title: Technology Operations and Concepts Subject/Course: Technology

Topic: Multimedia Presentations Designer: Michael Sharkey

Stage 1- Desired Results

Established Goals:

8.1.4.A.1

Demonstrate effective input of text and data using an input device.

8.1.4.A.2

Create a document with text formatting and graphics using a word processing

program.

8.1.4.A.3

Create and present a multimedia presentation that includes graphics.

Understandings:

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 Questions:

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?

Students will know…

The use of technology and

digital tools requires knowledge

and appropriate use of operations

and related applications.

Students will be able to …

Create, format, and use text boxes.

Draw lines and add other graphic

elements.

Insert and format word and clipart.

Toggle between multiple

documents.

Create a written and visual

representation of information

he/she has gathered.

Stage 2- Assessment Evidence

Performance Tasks:

Students are presented with the

scenario of rainforest animals having

escaped the exhibit at the local zoo.

While researching information on a

selected rainforest animal, students

create and complete a graphic

organizer in which they record their

collected information. Students then

create a WANTED poster.

Other Evidence:

Successful completion of all the

tasks required to produce a

finished product

A rubric for teacher- or self-

assessment of the final product

Teacher observation

~ 2 ~

Stage 3- Learning Plan

UNIT LENGTH: 5 Days

Day 1: Students will choose a Rainforest animal from a list that is given to

them. They will create a graphic organizer that will be used to record and

organize information collected about a rainforest animal.

Day 2: Students will research their Rainforest animal to discover the

following information: size, life-span, what it eats, how it protects itself, what

eats it, and appearance.

Day 3: Students will begin to create a WANTED poster that presents the

collected information in a written and visual form.

Day 4: Students will continue their WANTED poster that presents the


Day 5: Students will complete their WANTED poster that presents the


Differentiation Activities:

This project can be easily adapted to work with content in any subject area.

Students can work independently, in small groups, or as an entire class to

create the poster project.

The instructor could set up a graphic organizer template so that students only

need to enter text.

Each group or individual can create an organizer and/or WANTED poster on

different topic to provide review of multiple topic areas.

Extend the project by having students prepare a script and record a

presentation for a school news broadcast about the missing animals.

Students may compare and contrast the characteristics of two or more

rainforest animals using a Venn diagram.

Students can create a database to organize the information collected about

multiple animals.

See Appendix A

Vocabulary:

Microsoft Word, text box, bold, underline, italics, graphics, text format,

multimedia, clip art, graphic organizer

Technology for the 21st Century Learner:

Microsoft Word

Internet

Atomic Learning: Escape from the Rainforest

~ 3 ~

UNIT: Critical Thinking, Problem Solving, and Decision-Making Grade: 4

Title: Critical Thinking, Problem Solving, and

Decision-Making

Subject/Course: Technology Title:

Subject/Course:

Topic: Microsoft Excel Spreadsheets Designer: Michael Sharkey Designer:


Established Goals:

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.F.1

Select and apply digital tools to collect, organize, and analyze data that

support a scientific finding.

Understandings:




skills.





person using it.








new technological



Information accessed through

the use of digital tools assists in

generating solutions and making

decisions.


Create a simple electronic

worksheet.

Add data to their worksheet.

Add formulas for finding the

median, mean, and mode of a

specified set of numbers.

Create and format a graph in their

spreadsheet, using a specified set

of data.

~ 4 ~


Performance Tasks:

Recording the height of each

member of the group or class, if

necessary.

Creating an electronic

spreadsheet with appropriate

column and row labels.

Entering the height data into the

spreadsheet.

Entering the formulas for

median, mean, and mode, into

the spreadsheet.

Using the entered data to create a

column chart.

Other Evidence:

Did the student accurately enter

the height data into their

spreadsheet?

Did the student accurately enter

formulas for the median, mean,

and mode?

Did the student generate a 3-

dimensional column chart, using

their height data?

An assessment rubric that could be

used by the instructor to assess

student work, or by the students

for self-assessment of their final

project.

Teacher observation


UNIT LENGTH: 3 Days

Day 1: Students will collect the class height data. Students will format

column headings and row labels to prepare for recording the height data of

their class.

Day 2: Students will enter the height data onto the spreadsheet that was

created in Microsoft Excel.

Day 3: Students will enter a formula to find the median, mode, and mean for

the height data. Students will create a column chart using the data that was

collected.


Students could measure different sets of objects, or different aspects of the

same set. For example: one student might measure height, while another

student might measure the length of his/her classmate’s feet.

Students may try creating different types of charts from their gathered data;

assessing whether certain types of charts are better at portraying the desired

relationships than others.

Students can be challenged to find sets of numbers that produce a specified

median, mean, or mode.

See Appendix A

Vocabulary:

Microsoft Excel, median, mode, mean, column, row, column chart


Microsoft Excel

Internet

Atomic Learning: Charting the Heights

~ 5 ~

UNIT: Creativity and Innovation Grade: 4

Title: Creativity and Innovation Subject/Course: Technology

Topic: Digital Story Designer: Michael Sharkey


Established Goals:

8.1.4.B.1

Produce a media-rich digital story about a significant local event or issue

based on first-person interviews.

Understandings:

Digital tools provide

opportunities for people to have

new experiences, recognize

problems, design solutions, and

express their ideas.


How can digital tools be used for

creating original and innovative

works, ideas, and solutions?


The use of digital tools and

media-rich resources enhances

creativity and the construction of

knowledge.


Record information they gathered

from an interview onto a graphic

organizer.

Insert and format word and clipart.

Toggle between multiple

documents.

Create a written and visual

representation of information

he/she has gathered.


Performance Tasks:

Interview classmates, friends, family

members, teachers and/or other

adults to gather information about a

recent event occurring in the school

or local community.

Create a digital story with images

based on first-person interviews.

Other Evidence:


tasks required to produce a

finished product



Teacher observation

~ 6 ~


UNIT LENGTH: 3 Days

Day 1: Students will choose a recent event that will be used to conduct first-

person interviews. They will interview classmates, friends, family members,

teachers and/or other adults to gather information about a recent event

occurring in the school or local community.

Day 2: Students will begin to create a digital story with images based on

first-person interviews.

Day 3: Students will complete their digital story with images based on first-

person interviews.


See Appendix A

Vocabulary:

Microsoft Word, digital story, interview


Microsoft Word

Internet

YouTube

Skype

~ 7 ~

UNIT: Digital Citizenship Grade: 4

Title: Digital Citizenship Subject/Course: Technology

Topic: Cyber Safety, Cyber Security,

and Cyber Ethics

Designer: Michael Sharkey


Established Goals:

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 and the consequences of

inappropriate use of technology.

8.2.4.C.2

Explain the purpose of trademarks and the impact of trademark infringement

on businesses.

Understandings:

Technology use can have

positive or negative impact on

both users and those affected by

their use.


What are an individual’s

responsibilities for using

technology?

What constitutes misuse and how

can it best be prevented?


Technological advancements

create societal concerns

regarding the practice of safe,

legal and ethical behaviors.


Examine their own and others'

behaviors and learn what

constitutes cyber bullying and how

to deal with cyber bullying

situations

Consider the power and

responsibilities of citizenship in

cyberspace, including adherence to

their school's acceptable use policy

Extend the concept of property

into cyberspace by learning to

ethically and responsibly use

intellectual property, hardware,

and networks

Learn that, although the Internet

makes it very easy, copying others'

work and presenting it as one's

own is unethical. They also learn

about circumstances in which it is

permissible to copy others' work.

~ 8 ~


Performance Tasks:

Review the resources from

Cyber-smart to learn about cyber

safety, cyber security and cyber

ethics.

Create a multimedia slideshow

that explains the importance of

cyber safety, cyber security and

cyber ethics and post online.

Other Evidence:


tasks within the Cyber-smart

curriculum

Teacher Observation


UNIT LENGTH: 6 Days

Day 1: Cyber-smart Curriculum: Safety and Security Online

Day 2: Cyber-smart Curriculum: Safety and Security Online (continued)

Day 3: Cyber-smart Curriculum: Manners, Bullying, and Ethics

Day 4: Cyber-smart Curriculum: Manners, Bullying, and Ethics (continued)

Day 5: Cyber-smart Curriculum: Research and Information Fluency

Day 6: Create a flyer that pertains to cyber-ethics


See Appendix A

Vocabulary:

cyber-bullying, Acceptable Use Policy, copyright, trademark, flyer


Cyber-smart Curriculum

~ 9 ~

UNIT: Research and Information Literacy Grade: 4

Title: Research and Information Literacy Subject/Course: Technology

Topic: Use Digital Tools to Evaluate and

Investigate a Problem



Established Goals:

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.

Understandings:

Information is spread worldwide

within seconds due to

technological advancements and

has an immediate impact.


Why is the evaluation and

appropriate use of accurate

information more important than

ever in the technological age?


Effective use of digital tools

assists in gathering and

managing information.


Gather data about clean water and

conservation using appropriate

websites

Record data onto a spreadsheet

Create a digital presentation


Performance Tasks:

Determine where in the United

States and around the world access

to clean water is an issue using

appropriate websites.

Gather data about how much water

students use each day (e.g., # of

minutes they take a shower, # of

water bottles/ glasses of water they

drink etc.) and record information

in a spreadsheet. Create a digital

chart and analyze results.

Research strategies that have been

proven effective in saving water

using appropriate websites or by

contacting the local water

department via email or Skype.

Contact classes from other schools

in the United States and around the

world to discover how they

conserve water.

Other Evidence:

Create a digital presentation that

describes appropriate water

conservation methods and share with

other students online.



student work, or by the students for

self-assessment of their final project.

Teacher observation

~ 10 ~


UNIT LENGTH: 6 Days

Day 1: Students will watch a YouTube video documenting the clean water

crisis many countries face. They will go to different websites to research

where clean water is a problem. Students will gather data about how much

water they use in a given week.

Day 2: Students will record the data gathered for the amount of water they

use in a given week onto a spreadsheet.

Day 3: Students will research strategies that have been proven effective in

saving water using appropriate websites or by contacting the local water

department via email or Skype.

Day 4: Students will begin to create a digital presentation that describes

appropriate water conservation methods.

Day 5: Students will continue to create a digital presentation that describes

appropriate water conservation methods.

Day 6: Students will complete their digital presentation that describes

appropriate water conservation methods and share with other students online.


See Appendix A

Vocabulary:

Internet Explorer, Skype, Microsoft Power Point, e-mail, Environmental

Protection Agency (EPA), contamination, Microsoft Excel, columns, rows,

charts, YouTube


Internet

Microsoft Excel

Microsoft Power Point

Skype

e-mail

http://water.org/water-crisis/water-facts/water/

http://blueplanetnetwork.org/water/facts

http://www.worldwatercouncil.org/index.php?id=25

http://en.wikipedia.org/wiki/Water_crisis

http://www.epa.gov/students/

http://Water.epa.gov/drink/index.cfm

http://www.youtube.com

water.epa.gov/learn/training/wacademy/archives.cfm

http://water.org/water-crisis/water-facts/water/

http://blueplanetnetwork.org/water/facts

http://www.worldwatercouncil.org/index.php?id=25

http://en.wikipedia.org/wiki/Water_crisis

http://www.epa.gov/students/

http://water.epa.gov/drink/index.cfm

http://www.youtube.com/

~ 11 ~

UNIT: Technological Citizenship, Ethics and Society Grade: 4

Title: Technological Citizenship, Ethics and

Society

Subject/Course: Technology

Topic: Ethical Considerations Designer: Michael Sharkey


Established Goals:

8.2.4.C.1

Explain the impact of disposing of materials in a responsible way.

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.

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 technological

products and systems.

Understandings:




their use.

Many resources are used when

creating a technological product

or system.


What are my responsibilities for

using technology?



How are resources used in a

technological product or system?

How are resources processed in

order to produce technological

products and systems?


Knowledge and understanding of

human, cultural, and societal

values are fundamental when

designing technology systems

and products in the global

society.

Technological products and

systems are created through the

application and appropriate use

of technological resources.


Explain why it is important to

consider the environment when

creating products and disposing of

them.

Describe how resources are

utilized in the development of a

technological product.


Performance Tasks:

Research the proper way of

disposing of materials according

to EPA guidelines.

Create a flyer outlining the

reasons for proper disposal.

Other Evidence:

Teacher observation

Created flyer

Completed research

~ 12 ~


UNIT LENGTH: 3 Days

Day 1: Students will research using www.epa.gov why it is important to

consider the environment when discarding or creating a product.

Day 2: Students will create a flyer illustrating the importance of proper

disposal of products.

Day 3: Students will research how resources are used in a technological

product.


See Appendix A

Vocabulary:

disposal, Environmental Protection Agency, pollution, environment


Internet

www.epa.gov

Microsoft Word

http://www.epa.gov/

http://www.epa.gov/

~ 13 ~

UNIT: Research and Information Fluency Grade: 4

Title: Research and Information Fluency Subject/Course: Technology

Topic: Research Designer: Michael Sharkey


Established Goals:

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.

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.

Understandings:

Products can have flaws in their

design.

Products are not made for

everyone.

A system has interrelated

components designed to

collectively achieve a desired

goal.

All technological activities use

resources that include

tools/machines, materials,

information, energy, capital,

time and people.


How is a product designed?

Are products created for all

people?

What modifications can be done to

improve a product?

Can a system continue to operate

with a missing or malfunctioning

component?

Is it always beneficial to use the

most economical

material/materials for production

of a technological product?


Information-literacy skills,

research, data analysis, and

prediction provide the basis for

the effective design of

technology systems.

The designed world is the

product of a design process that

provides the means to convert

resources into products and

systems.


Survey users of a product.

Suggest modifications in the

design of a product.


Performance Tasks:

Students will survey people who

own a product.

Students will write a persuasive

letter to the manufacturer of the

product suggesting modifications

to the product.

Other Evidence:

Teacher observation

Persuasive letter

~ 14 ~


UNIT LENGTH: 2 Days

Day 1: Students will be given the assignment. They will decide the product

they will use when interviewing owners. Students will create a template on

Microsoft Word for their persuasive letter.

Day 2: Students will share the responses they gathered from the owners of

the product. They will write a persuasive letter to the product manufacturer

detailing the modifications they would like to see in their product.


See Appendix A

Vocabulary:

manufacturer, modifications, persuasive letter


Microsoft Word

~ 15 ~



Topic: Create a Professional Document Designer: Michael Sharkey


Established Goals:

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.5

Select and use appropriate tools and digital resources to accomplish a variety

of tasks and to solve problems.

Understandings:




skills.





person using it.








new technological








Create a new word processing

document.

Add and format graphic text.

Use software tools to add graphic

elements to their document.

Add and format clip art.

Create a template document.

Modify the template to contain

current text and graphics.


Performance Tasks:

Creating a new word processing

document and changing setup.

Adding graphic text, graphic

elements, and formatting.

Saving the template document.

Modifying the template to

contain current news events and

clip art.

Saving and printing their

finished newsletter.

Other Evidence:

Was the student able to create a

newsletter template containing text

and graphic elements that will not

change from one edition of the

newsletter to the next?

Was the student able to modify the

template to contain current news

articles and graphics?

Assessment rubric that can be used

for assessing the final project.

Teacher observation

~ 16 ~


UNIT LENGTH: 5 Days

Day 1: Students will gather information about their class in order to create a

class newsletter. Some information may include: activities in math, reading,

social studies, science, or health. The information may also include special

events that occurred in the classroom.

Day 2: Students will create a new word processing document and change the

page setup to set up for a newsletter. The students will create a template for

their newsletter.

Day 3: Students will modify the template to contain current news and events

from their classroom. They will also insert clip art into their newsletter.

Day 4: Students will continue to create their classroom newsletter.

Day 5: Students will complete their classroom newsletter and share their

work with the class.


The project could be easily adapted for creating a report or presentation

template that could then be used for presenting information about a specific

topic.

The amount of information required for the final project can be modified or

adapted to fit student ability. For example, younger students might create a

newsletter that contains simpler text and more graphic elements.

Students can work cooperatively to create the newsletter. Individual group

members can each be assigned the responsibility for writing an article about a

classroom or school event for the newsletter.

See Appendix A

Vocabulary:

newsletter, Microsoft Word


Internet

Atomic Learning: Extra, Extra

Microsoft Word

Newsletter

~ 17 ~



Topic: Cyber Safety, Cyber Security,

and Cyber Ethics



Established Goals:

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 on a controversial issue may be biased.

Understandings:




their use.




technology?







legal and ethical behaviors.






situations




their school's acceptable use policy





and networks







~ 18 ~


Performance Tasks:

Demonstrate understanding of cyber

safety, cyber bullying, cyber security

and cyber ethics by completing the

activities found on the websites

below.

Create a poster with tips about how to

respond to a cyber-bully and post on

the school’s website or around the

school and community.

Create a presentation that

demonstrates appropriate behavior

when faced with situations that deal

with issues of cyber safety, cyber

bullying, cyber security and cyber

ethics. Share with younger students

or parents.

Other Evidence:



curriculum

Teacher observation


UNIT LENGTH: 6 Days






Day 6: Create a presentation or poster that demonstrates appropriate behavior

when faced with situations that deal with issues of cyber safety, cyber

bullying, cyber security and cyber ethics.


See Appendix A

Vocabulary:




~ 19 ~

UNIT: Research and Information Literacy Grade: 5

Title: Research and Information Literacy Subject/Course: Technology

Topic: Produce a Solution to a

Real-World Problem



Established Goals:

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.

Understandings:

Information is spread worldwide

within seconds due to

technological advancements and

has an immediate impact.


Why is the evaluation and

appropriate use of accurate

information more important than

ever in the technological age?


Effective use of digital tools

assists in gathering and

managing information.


Gather data about air quality and

using appropriate websites.

Record data onto a spreadsheet.

Create a digital presentation.


Performance Tasks:

Use the Current Global Air

Quality Feature available

through Google Maps to

determine real time air quality

in Hong Kong, United

Kingdom and United States.

Use digital tools to record this

information over a period of

time. Analyze findings and

determine the best time to

participate in outside activities.

Other Evidence:

Teacher Observation

Completed spreadsheet

Completed Microsoft Word

document



~ 20 ~


UNIT LENGTH: 3 Days

Day 1: Students will create a template in Microsoft Excel to record

information they gather using the current Air Quality feature that is available

through Google Maps.

Day 2: Students will use the current Global Air Quality feature available

through Google Maps to determine real time air quality in Hong Kong,

United Kingdom and United States. Students will use the template they

created in Microsoft Excel to record this information over a period of time.

Day 3: Students will analyze their findings and determine the best time to

participate in outside activities. Students will create a report on Microsoft

Word describing their findings.


See Appendix A

Vocabulary:

Google Maps, air quality


Internet

Google Maps

Microsoft Excel

Microsoft Word

~ 21 ~

UNIT: Critical Thinking, Problem Solving, and Decision-Making Grade: 5


Decision-Making


Topic: Collaboration Designer: Michael Sharkey


Established Goals:

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.

Understandings:


be based on personal and/or



person using it.






new technological



Information accessed through

the use of digital tools assists in

generating solutions and making

decisions.


Use the computer to collaborate

with students from other countries.

Create a poster using Microsoft

Publisher or Microsoft Word.

Create a podcast and publish it on

a website.


Performance Tasks:

Participate in an online

discussion with students from

other countries about who are

the five most influential

contemporary figures in a

particular area of interest (e.g.,

sports figure, musician, actor,

politician, etc.)

Work collaboratively with

students from other countries to

select a recent event that has had

a global impact. Create an

electronic poster to illustrate the

different viewpoints. Consider

including images, video,

podcasts along with text.

Other Evidence:

Teacher observation

Collaboration with students in

other countries



~ 22 ~


UNIT LENGTH: 4 Days

Day 1: Students will research influential figures in other countries in a

particular area of interest. Students will also have the chose to research a

current event occurring in the world.

Day 2: Students will 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.

Day 3: Students will continue to collaborate with students in other countries

and continue to get their perspectives about a current event or contemporary

figure.

Day 4: Students will prepare a report on Microsoft Word summarizing the

details of their collaboration with students in other countries.


See Appendix A

Vocabulary:

collaborate, perspectives, podcast,


Collaboration with students in other countries

Internet

Podcast

Microsoft Publisher

Skype

~ 23 ~

UNIT: Nature of Technology: Creativity & Innovation Grade: 5

Title: Creativity & Innovation Subject/Course: Technology

Topic: History of Technology Products Designer: Michael Sharkey


Established Goals:

8.2.4.A.1

Investigate factors that influence the development and function of technology


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.

Understandings:

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.


Can we control the pace at which

technology is created?

Should we even if we can?


Technology products and

systems impact every aspect of

the world in which we live.


Investigate factors that influence

the development and function of

technology products and systems.

Compare and contrast how a

technology product has changed

over time due to economic,

political, and/or cultural

influences.


Performance Tasks:

Research factors that influence

the development and function of

a technology product.

Create a presentation in


documenting the factors that

influence the development and

function of technology products

and systems.

Create a document in Microsoft

Word that compares and contrast

how a technology product has

changed over time

Other Evidence:

Teacher Observation

Completed Microsoft Power Point

presentation


document

~ 24 ~


UNIT LENGTH: 5 Days

Day 1: Students will go to www.technologystudent.com/joints/prddes1.htm

to investigate factors that influences the development and function of

technology products and systems.

Day 2: Students will begin to record the factors that influence technology

product development in a Microsoft Power Point slideshow.

Day 3: Students will finish recording the factors that influence technology

product development in a Microsoft Power Point slideshow.

Day 4: Students will begin their research that compares and contrast how a

technology product has changed over time and record their findings in

Microsoft Word.

Day 5: Students will complete recording how their technology product has

changed over time in Microsoft Word.


See Appendix A

Vocabulary:

technology product, function, development, ergonomics, aesthetics


Internet

http://www.technologystudent.com/joints/prddes1.htm

Microsoft Word

http://www.technologystudent.com/joints/prddes1.htm

~ 25 ~

UNIT: Design: Critical Thinking, Problem Solving, and Decision Making Grade: 5


Decision Making


Topic: Alternative Use for a Product Designer: Michael Sharkey


Established Goals:

8.2.4.B.2

Design an alternative use for an existing product.

Understandings:

Technological outcomes have

the potential for anticipated and

unanticipated positive and

negative results.

The design process is

fundamental to technology and

engineering.


How does technology extend

human capabilities?

What are the positive and negative

consequences of technology?

Should technologies that produce

negative impact continue to be

used?

When are the most sophisticated

tools required and when are the

simplest tools best?


The design process is a

systematic approach to solving

problems.


Design an alternate use for an

existing product.


Performance Tasks:

Brainstorm products that they

use.

Create an alternate use of a

product and record it in

Microsoft Word.

Other Evidence:

Teacher observation


document outlining the alternate

use of a product.

~ 26 ~


UNIT LENGTH: 2 Days

Day 1: Students will brainstorm products that they use and try to come up

with an alternate use for the product.

Day 2: Students will record their alternate use in Microsoft Word.


See Appendix A

Vocabulary:

alternate, product


Internet

Microsoft Word

~ 27 ~



Decision Making


Topic: Positive and Negative Effects of Products Designer: Michael Sharkey


Established Goals:

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 study.

Understandings:




negative results.



engineering.



human capabilities?





used?







problems.


Explain the positive and negative

effect of products and systems on

humans, other species, and the

environment.


Performance Tasks:

Students will be given a list of

products. They will choose one

and list the positive and negative

effects the product has on

humans, other species, and the

environment.

Students can research the

product online.

Students will create a Venn

diagram in Microsoft Word to

illustrate the positive and

negative effects of the product.

Other Evidence:

Teacher observation

Created Venn Diagram in

Microsoft Word

Assessment rubric for Venn

Diagram

~ 28 ~


UNIT LENGTH: 2 Days

Day 1: Students will be given a list of products. They will choose one and

begin to research the positive and negative effects the product has on humans,

other species, and the environment.

Day 2: Students will create a Venn Diagram illustrating the positive and

negative effects of the product on humans, other species, and the

environment.


See Appendix A

Vocabulary:

Venn Diagram, positive, negative, effect, species


Internet

Microsoft Word

~ 29 ~

UNIT: The Designed World Grade: 5

Title: The Designed World Subject/Course: Technology

Topic: Troubleshoot Products Designer: Michael Sharkey


Established Goals:

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.

Understandings:




goal.





time and people.




component?


most economical








systems.


Examine a malfunctioning tool

and use a step-by-step process to

troubleshoot and present options to

repair the product.


Performance Tasks:

Students will examine a

malfunctioning tool.

Create a step by step process to

troubleshoot and present options

to repair the product.

Create a report using Microsoft

Word.

Other Evidence:

Teacher observation

Created report

~ 30 ~


UNIT LENGTH: 2 Days

Day 1: Students will be given a malfunctioning tool. They will brainstorm

ways to repair the product.

Day 2: Students will create a report illustrating a step by step process they

would use to repair the malfunctioning product.


See Appendix A

Vocabulary:

malfunction, step by step process, troubleshoot


Microsoft Word

~ 31 ~



Topic: Microsoft Excel Designer: Michael Sharkey


Established Goals:

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.4

Generate a spreadsheet to calculate, graph, and present information.

8.1.8.A.5



Understandings:




skills.





person using it.








new technological








Use the computer to organize and

analyze data.

Key data into a Microsoft Excel,

create a chart or graph, and

analyze the information.

Perform a sort and query using the

data entered into Microsoft Excel


Performance Tasks:

Create a collaborative database

with classmates that will become

the class playlist for an iPod or

media player on a laptop.

Fields will include the genre,

song titles, names of recording

artists, and a like column.

Sort the database by the songs

that occur most frequently.

Develop a query of every song

by the recording artist of the top

three songs.

Generate a report.

Other Evidence:

Teacher observation

Completed Excel spreadsheet and

perform a sort & query





project.

~ 32 ~


UNIT LENGTH: 5 Days

Day 1: Students will create a spreadsheet on Microsoft Excel that will

include the following data: song title, artist, genre

Day 2: Students will be surveyed and create a collaborative database of 10

songs. They will be polled on whether they like the song or not.

Day 3: Students will add another 10 songs to their database. They will be

polled on whether they like the song or not.

Day 4: Students will develop a sort and query using the data entered into

their Microsoft Excel spreadsheet.

Day 5: Students will generate a report on Microsoft Word from the query of

the songs.


See Appendix A

Vocabulary:

Microsoft Excel, sort, query, database, genre, fields, columns, rows, IPod


Microsoft Excel

Microsoft Word

IPod

Internet

~ 33 ~



Topic: Multimedia Presentation Designer: Michael Sharkey


Established Goals:

8.1.8.A.3

Create a multimedia presentation including sound and images.

8.1.8.A.5



Understandings:




skills.





person using it.








new technological








Open a new presentation and

choose a unifying slide design.

Add text, images, sound, and

navigation buttons to the

presentation.

Preview and test the presentation.

Show the presentation to others.


Performance Tasks:

Creating a new presentation and

choosing a slide design.

Adding a title and subtitle text.

Creating slides for individual

letters of the alphabet.

Adding text and images to the

“letter” slides.

Adding navigation buttons to the

slides.

Recording someone reading the

text on each slide.

Previewing and testing the

presentation.

Other Evidence:

Was the student able to begin and

new presentation and choose a

slide design?

Was the student able to add an

appropriate title slide?

Was the student able to create a

new slide and add appropriate

content to the slide?

Was the student able to add

navigation buttons to the slides?

Was the student able to preview

and test the presentation, and then

fix anything that wasn’t working

properly?

Assessment rubric

Teacher observation

https://www13.state.nj.us/NJCCCS/ContentAreaTableView_Technology.aspx

~ 34 ~


UNIT LENGTH: 6 Days

Day 1: The students will be introduced to the project “Reading ABCs”. They

will choose a slide design, add a title, and subtitle text.

Day 2: The students will create a slide for the letters A and B. On the slides

they will insert a text box that includes three words that begin with that letter.

They will also insert pictures or images of the words they chose.

Day 3: The students will create a slide for the letters C through E. On the

slides they will insert a text box that includes three words that begin with that

letter. They will also insert pictures or images of the words they chose.

Day 4: The students will create a slide for the letters F through O. On the



Day 5: The students will create a slide for the letters P through Z. On the



Day 6: The students will add audio to each slide by reading the letters and the

words on each slide.


This project can be easily adapted to suit any subject under study by changing

the content included on the slides.

The teacher may want to create a slide template for each of the letter slides, so

that younger students or students with limited language or keyboard skills can

concentrate on adding images to the slides.

Students might work in groups to find words for each letter, create images

that will be included on their slides, and record the sound for each slide.

See Appendix A

Vocabulary:

Microsoft Power Point, slides, text box, graphic images, navigation buttons,

presentation


Internet

Atomic Learning: Reading ABCs


~ 35 ~

UNIT: Creativity and Innovation Grade: 6

Title: Creativity and Innovation Subject/Course: Technology

Topic: Collaborate Designer: Michael Sharkey


Established Goals:

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).

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.

Understandings:

Digital tools provide

opportunities for people to have

new experiences, recognize

problems, design solutions, and

express their ideas.

Digital tools allow for

communication and

collaboration anytime/anyplace

worldwide.


How can digital tools be used for

creating original and innovative

works, ideas, and solutions?

How has the use of digital tools

improved opportunities for

communication and collaboration?


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 and

problems.


Use the computer to collaborate

with students from other countries.

Create a poster using Microsoft

Publisher or Microsoft Word.

Create a podcast and publish it on

a website.


Performance Tasks:

Work collaboratively with

students from other countries

to select a recent event that has

had a global impact. Create an

electronic poster to illustrate

the different viewpoints.

Consider including images,

video, podcasts along with text.

Other Evidence:

Teacher observation

Completed poster or podcast





project.

~ 36 ~


UNIT LENGTH: 5 Days

Day 1: The students will discuss a current global event. They will try to

establish communication with students in other countries to get their

perspective on the event.

Day 2: The students will continue to collaborate with students in other

countries to obtain their perspective on the current issue. The students will

document the perspectives of other students in Microsoft Word.

Day 3: The students will have the option of creating a podcast or creating a

poster to illustrate the different viewpoints. They will begin the project they

chose.

Day 4: The students will complete the podcast or poster that illustrates the

different viewpoints.

Day 5: The students will share their projects with the class.


See Appendix A

Vocabulary:

Online Learning Community, web-based service, shared host service, blog,

podcast, Skype, YouTube


Internet

Online Learning Community

Publish information on a web-based service

Skype

YouTube

Podcast

Blog

~ 37 ~



Topic: Cyber Safety, Cyber Bullying,

Cyber Security, and Cyber Ethics



Established Goals:

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 on a controversial issue may be biased.

Understandings:




their use.




technology?







legal and ethical behaviors






situations.




their school's acceptable use

policy.





and networks.







~ 38 ~


Performance Tasks:

Demonstrate understanding of cyber

safety, cyber bullying, cyber security

and cyber ethics by completing the

activities found on the websites

below.

Create a poster with tips about how to

respond to a cyber-bully and post on

the school’s website or around the

school and community.

Create a presentation that

demonstrates appropriate behavior

when faced with situations that deal

with issues of cyber safety, cyber

bullying, cyber security and cyber

ethics. Share with younger students

or parents.

Other Evidence:



curriculum

Teacher observation


UNIT LENGTH: 5 Days







See Appendix A

Vocabulary:




~ 39 ~



Decision Making


Topic: Develop a Product Designer: Michael Sharkey


Established Goals:

8.2.4.B.1

Develop a product using an online simulation that explores the design

process.

Understandings:




negative results.



engineering.



human capabilities?





used?







problems.


Develop a product using an online

simulation that explores the design

process.

Create an advertisement poster

using Microsoft Word or

Microsoft Publisher.


Performance Tasks:

Demonstrate an understanding of

the design process.

Use the design process to

develop a new product.

Create an advertisement flyer

using Microsoft Word or

Microsoft Publisher.

Other Evidence:

Created product

Created advertisement flyer

Teacher observation

~ 40 ~


UNIT LENGTH: 6 Days

Day 1: Students will be introduced to the design process by watching a video

on YouTube and going to

http://pbskids.org/designsquad/parentseducators/workshop/process.html.

Day 2: Students will identify a problem and brainstorm for solutions. They

will think about solutions and come up with as many ideas as possible.

Day 3: Students will choose the best solution, and then plan how it will be

built.

Day 4: Students will use an online simulation to develop a product.

Day 5: Students will share their product with the class.

Day 6: Students will create a flyer advertising their new game board.


See Appendix A

Vocabulary:

design process, advertising


Design: Toying with Technology

Internet

Microsoft Word

Microsoft Publisher

http://pbskids.org/designsquad/parentseducators/workshop/process.html

http://smtm.weebly.com/design-process.html

http://pbskids.org/designsquad/parentseducators/workshop/process.html

http://smtm.weebly.com/design-process.html

~ 41 ~

UNIT: Communication and Collaboration Grade: 6

Title: Communication and Collaboration Subject/Course: Technology

Topic: Successful or Unsuccessful

Technology Use



Established Goals:

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.

Understandings:


be based on personal and/or



person using it.






new technological



Digital tools facilitate local and

global communication and

collaboration in designing



Work in collaboration with peers

to produce and publish a report

that explains how technology was

used to address a local or global

problem.


Performance Tasks:

Students will investigate a local

or global problem using

newspapers and/or the Internet.

Create and publish a report that

specifically discusses how

technology did or did not help

the local and/or global problem.

Other Evidence:

Teacher observation

Created report

~ 42 ~


UNIT LENGTH: 2 Days

Day 1: Students will investigate a local or global problem using newspapers,

magazines, or the Internet. They will choose a problem that occurred where

technology was used. Students will record their information in Microsoft

Word.

Day 2: Students will finalize their report and publish it.


See Appendix A

Vocabulary:

collaborate, technology, local or global problem


Internet

Magazines

Skype

Microsoft Word

~ 43 ~

UNIT: The Designed World Grade: 6

Title: The Designed World Subject/Course: Technology

Topic: Systems and Subsystems Designer: Michael Sharkey


Established Goals:

8.2.4.G.2

Explain the functions of a system and subsystems.

Understandings:




goal.





time and people.




component?


most economical








systems.


Explain the functions of a system

and subsystem.


Performance Tasks:

Watch a YouTube video on

systems and subsystems.

Create a document using

Microsoft Word explaining

systems and subsystems.

Other Evidence:

Teacher observation

Created document in Microsoft

Word

~ 44 ~


UNIT LENGTH: 1 Day

Day 1: Students will watch a video about systems and subsystems on

http://mocomi.com/mocopicks/systems-subsystems/ to gather background

information. Students will then use this background knowledge to think

about systems and subsystems in the technology world. Students will

describe an example in Microsoft Word.


See Appendix A

Vocabulary:

systems, subsystems


Internet

http://mocomi.com/mocopicks/systems-subsystems/

YouTube

Microsoft Word



~ 45 ~

Appendix A

Strategies for the Gifted Student

Below is a partial list of strategies that can be used to challenge the gifted student.

1. Provide opportunities for critical and creative thinking, in-depth questioning and

discussion

2. Enhance curriculum with complexity and depth of content in areas of student

strength and interest

3. Provide opportunities for in-depth, real-world research to allow for discovery of

solutions to real problems

4. Provide opportunities for students to choose options that match their learning

styles/preferences and areas of interest for independent study (at an appropriately

advanced level with adequate guidance and monitoring.)

5. Opportunities for students to learn and work with other students of similar ability,

academic advancement and learning interests are proactively planned and are

available on a regular basis through flexible cluster grouping, pull-out

opportunities and/or enrichment activities/interest clubs.

6. Assess students’ knowledge about a topic before beginning a new unit. (Pre-

testing)

7. Tiered assignments as indicated by student need (i.e.: multiple assessments).

8. Encourage the use of advanced methodological skills – computer searches, survey

techniques.

9. Expose students to a variety of subject matter

10. Encourage students to pursue ideas as far as their interests take them.

11. Expose student to ideas at rates appropriate to the individual’s learning pace and

style

12. Curriculum Compacting

13. 4 Mat Model

14. Curriculum Cubing…levels of thinking

~ 46 ~

Accommodations for the Challenged Student

Below is a partial list of accommodations that can be used to encourage the challenged

student to reach his/her potential.

Break assignment into segments of shorter tasks.

Use concrete examples of concepts before teaching the abstract.

Relate information to the student’s experiential base.

Reduce the number of concepts presented at one time.

Provide an overview of the lesson before beginning.

Schedule frequent, short conferences with the student to check for

comprehension.

Provide consistent review of any lesson before introducing new information.

Allow student to obtain and report information utilizing cassette recorders,

dictation, typewriters/computers, interviewers, calculators, and fact sheets.

Highlight important concepts to be learned in text of material

Give additional presentations by varying the methods using repetition, simpler

explanations, more examples and modeling.

Require verbal responses to indicate comprehension.

Provide clear, concise directions and concrete examples for homework

assignments.

Allow for the oral administration of tests if needed.

Give written directions to supplement verbal directions.

Slow the rate of presentations.

Paraphrase information.

Keep statements short and to the point.

Encourage feedback from student to check for understanding.

Familiarize student with any new vocabulary before beginning the lesson.

Alert student’s attention before expressing key points.

Utilize visual aids such as charts and graphs.

Utilize manipulative, hands-on activities whenever possible.

Always demonstrate how new material relates to previously learned information.

Cue student by calling his/her name before asking questions.

~ 47 ~

Provide an established early routine.

Provide clear rules and consistently enforce them.

Contract with student and use rewards for completion of contract.

Provide due date on written assignments.

Provide a specific place for turning in completed assignments.

Utilize cooperative learning strategies when appropriate.

Assign a peer helper to check understanding of directions

Assign a peer helper to read important directions and essential information.

Assign a peer helper to record material dictated by the student.

Establish relevancy and purpose for leaning by relating to previous experiences.

Shape approximations for desired behavior by providing direct reinforcements

such as praise or immediate feedback of correct answers.

Seat student close to teacher.

Make a positive, personal comment every time the student shows any evidence of

interest.

Make frequent checks for assignment progress/completion.

Give advance warning of when transition is going to take place.

Use physical proximity and touch to help student refocus.

Use preferential seating.

Help keep student’s work area free of unnecessary materials.

Use checklists to help the student get organized.

Provide opportunities for movement.

Increase time allowed for completion of tests or assignments.

Reduce the amount of work or lengths of tests.

Prioritize assignments and/or steps to completing assignments for the student.

Space short work periods with breaks or change of tasks.

Make frequent checks for assignments progress/completion.

Make sure the appropriate books and materials are open to the correct pages.

Check on progress often in the first few minutes of work.

Provide time suggestions for each task.

UNIT: Technology Operations and Concepts Grade: 4

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