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Instructional Technology Curriculum

Grade 6 (Unit 2)

  

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Course Description

Subject Area: Technology Course Name: Instructional Technology - 6

Grade(s): 6

Description: Students in sixth grade will learn how to apply a variety of technology concepts in all of their academic and technological coursework. Middle school presents a progression of increasingly advanced skills and concepts with accommodations for differing levels of background knowledge. Online safety and 21st century skills are stressed throughout the year to enable students not only to be safe, but college and work ready as well. Computer Programming/Coding will also be a yearlong primary focus to prepare students to enter high school with the technology skills necessary to learn advanced programming techniques. Key Skills/Areas:

A. Technology Operations and Concepts B. Creativity and Innovation C. Communication and Collaboration D. Digital Citizenship E. Research and Information Literacy F. Critical Thinking, Problem Solving, and Decision Making

  

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PACING CHART Unit I Unit II Unit III Unit IV

Comprehensive Review Online Communication

Course D Code.org

Word Processing Course D Code.org

Spreadsheets Course D Code.org

Technology Design Process

Course D Code.org 9 Weeks 9 Weeks 9 Weeks 9 Weeks

  

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Career Ready Practices STANDARDS

CRP1, CRP4, CRP6, CRP8 CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. Examples of use within the unit: Students will work collaboratively to write evidence based papers on the benefits of acting ethically in a moral online environment.

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. Examples of use within the unit: Students will create shared Doc files where they are free to post questions or comments to probe for a critical analysis of the arguments that they chose to take online.

  

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CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. Examples of use within the unit: Students will write computer code that will push the limits of their imaginations to solve real world problems about a task of their own choosing.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. Examples of use within the unit: Students will critically examine their computer coding algorithms to solve any bugs in the programming that may or will come up. Students will be encouraged to search for the root cause of the errors and to rewrite their code so that purpose of the algorithm can be actualized.

  

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for reports and projects

Communication system between home and school

Provide lecture notes/outline

Processing

Extra response time

Have students verbalize steps

Repeat, clarify or reword directions

Mini-breaks between tasks

Provide a warning for transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Test-to-speech

Spell-checker

Audio book

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured routine

Simple and clear classroom rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

  

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Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

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

  

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Enrichment Accommodate Based on Students Individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Projects completed individual or with Partners

Self-Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Open-ended activities

  

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Assessments Suggested Formative/Summative Classroom Assessments

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

  

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New Jersey Student Learning Standards - Technology Content Area Technology Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in

order to solve problems individually and collaborate and to create and communicate knowledge. Strand A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and

operations.

6-8 Understand and use technology systems. 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

  

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Content Area Technology Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize

information in order to solve problems individually and collaborate and to create and communicate knowledge. Strand B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative

products and process using technology.Grade Level bands

Content Statement Students will:

Indicator Indicator

6-8 Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. tele collaborative project, blog, school web).

  

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Content Area Technology Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize

information in order to solve problems individually and collaborate and to create and communicate knowledge. Strand C. Communication and Collaboration: Students use digital media and environments to communicate and work

collaboratively, including at a distance, to support individual learning and contribute to the learning of others.Grade Level bands

Content Statement

Indicator Indicator

6-8 Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. Communicate information and ideas to multiple audiences using a variety of media and formats. Develop cultural understanding and global awareness by engaging with learners of other cultures. Contribute to project teams to produce original works or solve problems.

8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

  

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Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

Strand D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Grade Level bands

Content Statement

Indicator Indicator

Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. 8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to

intellectual property. Exhibit leadership for digital citizenship. 8.1.8.D.4 Assess the credibility and accuracy of digital content.

8.1.8.D.5 Understand appropriate uses for social media and the negative

consequences of misuse.

  

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Content Area Technology Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Strand A. The Nature of Technology: Creativity and Innovation Technology systems impact every aspect of the world in which we live.

Grade Level bands

Content Statement Students will be able to understand:

Indicator Indicator

6-8 The characteristics and scope of technology.

8.2.8.A.1 Research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e. telephone for communication - smart phone for mobility needs).

The core concepts of technology.

8.2.8.A.2 Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system.

8.2.8.A.3 Investigate a malfunction in any part of a system and identify its impacts. The relationships among technologies and the connections between technology and other fields of study.

8.2.8.A.5 Describe how resources such as material, energy, information, time, tools, people, and capital contribute to a technological product or system.

  

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Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Strand B. Technology and Society: Knowledge and understanding of human, cultural and society values are fundamental when designing technology systems and products in the global society.

Grade Level bands

Content Statement Students will be able to understand:

Indicator Indicator

6-8 The role of society in the development and use of technology.

8.2.8.B.5 Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies.

Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Strand E. Computational Thinking: Programming: Computational thinking builds and enhances problem solving, allowing students to move beyond using knowledge to creating knowledge.

Grade Level bands

Content Statement Students will be able to understand:

6-8 Computational thinking and computer programming as tools used in design and engineering. Computational thinking and computer programming as tools used in design and engineering.

8.2.8.E.1 Identify ways computers are used that have had an impact across the range of human activity and within different careers where they are used.

8.2.8.E.2 Demonstrate an understanding of the relationship between hardware and software. 8.2.8.E.3 Develop an algorithm to solve an assigned problem using a specified set of commands

and use peer review to critique the solution. 8.2.8.E.4 Use appropriate terms in conversation (e.g., programming, language, data, RAM, ROM,

Boolean logic terms).

  

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NJDOE Student Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary Connections

Word Processing

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.B.1 Evaluate the history and impact of sustainability on the development of a designed product or system over time and present results to peers.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. 8.1.8.D.4 Assess the credibility and accuracy of digital content.

How does learning the options in one application transfer to the other programs?

How do you know which MS office or Google application to use for a given task?

How can MS Office and Google applications be used to communicate your message?

Word Processing Activities:

Have teams develop and exchange homonym quizzes. Which team can quickly choose the correct homonyms to complete each sentence?

Have students use word processing to design schedules for their school’s sporting events. Students can create and display magazine advertisements for their favorite books

Have students analyze recipe websites. Then they use word processing to write and format a

Determining the Effects of Technology on Children: digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1212&context=srhonorsprog

Children and Technology: The Good, the Bad, and the Dangerous (Paste below link in browser) blog.rabbijason.com/2012/03/children-and-technology-good-bad-and.html

Confessions of a Teen-age Internet Pirate: www.ypulse.com/post/view/confessions-of-a-teenage-internet-pirate

Is advanced technology invading our freedom to think and work?: www.debate.org/opinions/is-advanced-technology-invading-our-freedom-to-think-

ELA

Students will use the internet to produce and publish writing so that they could interact and collaborate with others.

NJSLSA.W6

  

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NJDOE Student Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary Connections

class cookbook.

Students can enhance foreign language vocabulary study by using word processing to create a class dictionary.

Research project using advanced search and typing a paper.

and-work Is Technology Sapping

Children’s Creativity: www.washingtonpost.com/blogs/answer-sheet/post/is-technology-sapping-childrens-creativity/2012/09/12/10c63c7e-fced-11e1-a31e-804fccb658f9_blog.html

Is Teenage Hacking on the Rise?: blog.fortinet.com/is-teenage-hacking-on-the-rise/#.UOjOyA9Ap4U.mailto

“What’s the Gist?” Summary Writing for Struggling Adolescent Writers: www.fisherandfrey.com/wp-content/uploads/2010/01/vm-gist.pdf

Word processing Resources:

www.HelpTeaching.com offers

  

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NJDOE Student Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary Connections

customizable word processing tests and worksheets http://www.watertown.k12.wi.us/faculty/wegnerl/word%204-8%20color%20tabs%20directions%2013.pdf

  

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Unit Vocabulary

Grade 6: document alignment visual contrast tabs tab stops word processing images flyer picture icon picture size font design insert tab ribbon toolbar text wrap serifs justification underline print documents ribbon toolbar paste text manipulation save copy basic operations cut bold

indents portrait orientation borders aesthetics page layout spacing margins graphic design color documents landscape orientation URL hyperlink World Wide Web web browser keyword search phrase search information validity website truncation web page database Internet search engine problem solving decision making perspective diverse perspectives multiple processes solutions

serifs Justification tables username credentials copyright research citation critical thinking validity password fair use sourcing privacy credibility restricted access Reviewing Editing Writing Computer Word Processing Track Changes Comment Collaborate Collaborative alternative solutions finding solutions Text Wrap italic

proofread bullets semi-colon review tab typo ribbon toolbar subject conjunction documents punctuation verb comma splice sentence fragment comma grammar Autocorrect columns flyer Picture Icon picture size design Insert tab tabs table of contents ribbon toolbar communication collaborative

  

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REQUIRED CODING LESSONSCOURSE D

https://studio.code.org/s/coursed

COURSE D Objective Unit LESSON & STANDARDS Students will be able to:

2 Lesson 5: Nested Loops in Artist Combine simple shapes into complex designs with nested loops.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Count the number of times an action should be repeated and represent it as a loop.

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming Break complex tasks into smaller repeatable sections.

� 1A-AP-11 - Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.

2 Lesson 6: Nested Loops in Frozen Define when a loop, nested loop, or no loop is needed.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Recognize the difference between using a loop and a nested loop.

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming Break apart code into the largest repeatable sequences using both loops and nested loops.

� 1B-AP-11 - Decompose (break down) problems into smaller, manageable sub problems to facilitate the program development process.

  

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2 Lesson 7: Debugging Unplugged: Relay Programming Practice communicating ideas through code and symbols.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Use teamwork to complete a task.

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming Verify the work done by teammates to ensure a successful outcome.

� 1B-AP-11 - Decompose (break down) problems into smaller, manageable sub problems to facilitate the program development process.

� 1B-AP-15 - Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.

2 Lesson 8: Debugging in Collector Read and comprehend given code.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

identify a bug and the problems it causes in a program.

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming Describe and implement a plan to debug a program.

� 1B-AP-11 - Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.

� 1B-AP-15 - Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.

  

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2 Lesson 9: While Loops in Farmer Distinguish between loops that repeat a fixed number of times and loops that repeat as long as a condition is true.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Use a while loop to create programs that can solve problems with unknown values.

CSTA K-12 Computer Science Standards AP - Algorithms & Programming

� 1B-AP-11 - Decompose (break down) problems into smaller, manageable sub problems to facilitate the program development process.

  

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Optional Unit Project (Choose 1) GRADE 6

Project (Suggested) Project (Suggested) Small Screens, Big Thinkers Subject: ELA • Class Periods: 5 Final Student Media: Digital Spreadsheet Technology and Core Area Learning Objectives:

Elaborate on the consequences of illegal online behavior Use evidence to support an opinion about moral online behavior Enter and manipulate data in a spreadsheet Write summaries using a word processing application

Take Some Credit Subject: Math • Class Periods: 3 Final Student Media: Advertisement with Text and Images Technology and Core Area Learning Objectives:

Identify a statistical question and collect, organize, and interpret data to answer it

Use spreadsheets to collect and organize data about credit card interest, fees, and features

Create charts from spreadsheet data to support and explain analysis and interpretation

Create a document with word-processing software

Write Like the Pros Subject: ELA • Class Periods: 5 Final Student Media: Typed Essay or Story Technology and Core Area Learning Objectives:

Search for and synthesize information about published writers’ processes

Use a five-step process and word processing software to create an original piece of writing

Collaborate digitally with peers Create and edit audio or video presentations

Kidtown Subject: Math • Class Periods: 4 Final Student Media: Digital Drawing or Diagram Technology and Core Area Learning Objectives:

Measure and identify relationships involving angles in triangles and quadrilaterals

Estimate the area and perimeter of multiple shapes based on known measurements

Use online tools to collaborate with peers

  

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Hard Rock, Soft Rock, Why Rock? Subject: Science • Class Periods: 4 Final Student Media: Audio or Video Presentation Technology and Core Area Learning Objectives:

Identify and describe igneous, sedimentary, and metamorphic rocks and diagram the rock cycle

Use scientific information to create a video or audio presentation on the importance of rocks

Select and use technology tools to plan a project and communicate a message

Take digital photos and insert them into a word processing document

Use a drawing or drafting program to draw shapes and add text

Tech No-Nos Subject: Social Studies • Class Periods: 5 Final Student Media: Webpage Technology and Core Area Learning Objectives:

Describe the effects of technology on the lives of the people in an industrialized and a developing country

Locate and take notes from credible web resources about technology in different countries

Use technical writing strategies effectively to communicate opinions and information

Create a website with graphics and text

END