Instructional Technology Curriculum · Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to

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Instructional Technology Curriculum

Grade 7 (Unit 4)

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Course Description

Subject Area: Technology Course Name: Technology Curriculum

Grade(s): 7

Description: Students in sixth-seventh grade have the ability to understand a variety of technology concepts. 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 taught throughout the middle school curriculum to enable students to be safe, and college and work ready. • For those students already familiar with technology, the first year should be a year of reviewing and mastering computer hardware and software skills. • For those students who have little to no experience, the curriculum allows them to start from the beginning and spend the year building their knowledge base. • Students will learn more advanced skills and concepts at each grade level. • Students leave 8th grade with technology literacy skills ready for high school and prepared for college and career. 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

Computer Fundamentals Online Communication

Course E Code.org

Word Processing Computer Programming

Course E Code.org

Presentations Spreadsheets

Course E Code.org

Multimedia Course E Code.org

9 Weeks 9 Weeks 9 Weeks 9 Weeks

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Career Ready Practices STANDARDS

CRP2, CRP4, CRP5, CRP12

CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation. Examples of use within the unit: Students are learning the technical skills needed to navigate a device. Students are learning how to program a computer.

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 are learning to communicate in multiple languages to use the internet in the most effective way.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. Examples of use within the unit: Students are learning how to navigate a new environment safely. Students are learning that their decisions and the decisions of others have an impact on the world via the internet. Students are learning the basics of computer programming which allows them to post games they’ve created to the internet.

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CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings. Examples of use within the unit: Students will learn how to insert culturally relevant online media such as images or videos their multimedia presentations that will appeal to all members of a diverse community.

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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.

8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of the results

8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results.

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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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

6-8 Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

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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information in order to solve problems individually and collaborate and to create and communicate knowledge. Strand E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

Grade Level bands


Indicator Indicator

6-8 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.

Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

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information in order to solve problems individually and collaborate and to create and communicate knowledge. Strand F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct

research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Grade Level bands


Indicator Indicator

6-8 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.

8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision.

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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.4 Redesign an existing product that impacts the environment to lessen its impact(s) on the environment.

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


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.

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Strand C. Design: The design process is a systematic approach to solving problems. 6-8 The attributes of design. 8.2.8.C.1 Explain how different teams/groups can contribute to the overall design of a product.

8.2.8.C.2 Explain the need for optimization in a design process.

8.2.8.C.3 Evaluate the function, value, and aesthetics of a technological product or system, from

the perspective of the user and the producer. The application of engineering design.

8.2.8.C.4 Identify the steps in the design process that would be used to solve a designated problem.

8.2.8.C.5 Explain the interdependence of a subsystem that operates as part of a system. Create a technical sketch of a product with materials and measurements labeled.

The role of troubleshooting, research and development, invention and innovation and experimentation in problem solving.

8.2.8.C.6 Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution.

8.2.8.C.7 Collaborate with peers and experts in the field to research and develop a product using the design process, data analysis and trends, and maintain a design log with annotated sketches to record the developmental cycle.

8.2.8.C.8 Develop a proposal for a chosen solution that include models (physical, graphical or mathematical) to communicate the solution to peers.

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Strand D. Abilities for a Technological World: The designed world is the product of a design process that provides the means to convert resources into products and systems.

Grade Level bands

Content Statement Students will understand how to:

Indicator Indicator

6-8 Assess the impact of products and systems.

8.2.8.D.5 Explain the impact of resource selection and the production process in the development of a common or technological product or system.

8.2.8.D.6 Identify and explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact on the environment.

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

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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


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

MULTIMEDIA 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools. 8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

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.

8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.

What is digital imaging?

What tools/software are/is needed to do digital imaging?

How do you digitally enhance a graphic?

How do you change colors in a graphic?

How do you add to an existing graphic?

How do you extract unnecessary objects in a graphic?

How do you combine objects from one graphic to another?

What are the filtering techniques and when are they used?

How do you create different

Multimedia Activities:

Real World Careers (WebQuest)

Video Productions for Kids

Memorial Day PowerPoint

Create a Prezi explaining how density is weighted and what objects were weighed by what measurement. Differences between objects.

Design or find a document that students should try to replicate. Have students peer review and then discuss the most challenging aspect of designing the layout. Next, have students change the layout to improve the design. Have students

www.prezi.com

Google Slides or MS Presentations

Photoshop

ChromeStore App:

Media Plus Free Music Player

Stations Polarr Photo Editor

2

Multimedia Activities:

Quia Rags to Riches Presentation Package

Quizzes Powerful PowerPoint Exploring the World of

Multimedia

ELA LITERACY.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

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NJDOE Student Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary Connections

text effects? volunteer to show their new designs to the class or small groups.

Have students work in pairs or small groups to produce a short video on how to use a specific feature or tool in the software. Students will then present their finished project to the whole group, so that all students have an opportunity to teach and learn something new about this type of software.

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Unit Vocabulary

Grade 7: Digital Video and Audio Science Theories crop layers graphics file compression drawing software export file vector image image resolution bitmap image file format aspect ratio pixel

measurement Evaluation Block Evaluate Expression Function Value Rotate Scale

Apply Reverse Engineer Sprite Contract Domain Range Define Variable Parameter Boolean Pie Charts Statistics Writing

filter page orientation mail merge data table report Boolean operator query data analysis sort database page layout data table field record Historical Places angles Translate Design Recipe Purpose Statement

Evaluating Desktop Publishing Software Technical Writing Writing Instructions Dramatic Performance Script Writing Audio/Video product trends creativity innovation portfolio Graphic organizer Online shared documents Google Docs

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REQUIRED CODING LESSONSCOURSE E

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

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

4 Lesson 21: Explore Project Ideas Learn to plan in advance for an ongoing assignment.

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


Explain how system limitations can affect project design.

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming Describe how compromise can help keep a project on track and inspire creativity.

� 1B-AP-12 - Modify, remix or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.

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4 Lesson 22: The Design Process Shape ideas into reasonable goals and plans.



Recognize any potential obstacles such as time constraints or bugs.

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.

4 Lesson 23: Build Your Project Use the planned design as a blueprint for creation.



Overcome obstacles such as time constraints or bugs.



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4 Lesson 24: Present Your Project Clearly indicate where each criteria point from the rubric is satisfied in the code for the finished culminating project.



Articulate the design process and how it helped shape the finished culminating project.


� 1B-AP-17 - Describe choices made during program development using code comments, presentations, and demonstrations.

4 Lesson 25: Beyond Programming: The Internet Learn about the complexity of sending messages over the internet.



Translate URLs into IP Addresses.

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4 Lesson 26: Beyond Programming: Crowdsourcing Identify a large task that needs to be done.



Rearrange a large task into several smaller tasks.

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming Build a complete solution from several smaller solutions.


� 1B-AP-12 - Modify, remix or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.

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Optional Unit Project (Choose 1) GRADE 7

Project (Suggested) Project (Suggested) Isn’t It The Truth Subject: ELA • Class Periods: 4 Final Student Media: Persuasive Multimedia Text 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

Where 2-D and 3-D Intersect Subject: Math • Class Periods: 4 Final Student Media: Digital Photos and Drawings Technology and Core Area Learning Objectives:

Draw a 2-dimensional figure of a 3-dimensional object Draw a 3-dimensional figure from different views Create online presentation that combines graphics and text Take photos with a digital camera and transfer photos to a

computer or mobile device

Writing Paths Subject: ELA • Class Periods: 5 Final Student Media: Infographic or Flowchart Technology and Core Area Learning Objectives:

Analyze and synthesize information about writing processes from different sources

Understand models of the writing process for a variety of purposes, styles, and formats

Conduct Internet research and evaluate the credibility of web sites Use word processing or publication software to create a flowchart or infographic Philanthropy 101 Subject: Math • Class Periods: 4 Final Student Media: Website Technology and Core Area Learning Objectives:

Use measures of central tendency to make comparisons and draw conclusions

Use data to make decisions about charitable giving Use spreadsheets to collect, organize, and analyze data about

charitable giving preferences Create a website or wiki

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Healthy Watersheds, Healthy Communities Subject: Science • Class Periods: 4 Final Student Media: Informational Resource Technology and Core Area Learning Objectives:

Describe positive and negative ways that technology impacts the local watershed

Use technical writing strategies to inform and persuade Identify relevant information with Internet searches Make choices about appropriate technology for a task

Tech Times Subject: Social Studies • Class Periods: 3 Final Student Media: Online Discussion Technology and Core Area Learning Objectives:

Describe negative uses of technology and explain consequences and prevention

Communicate effectively and thoughtfully in an online discussion forum

Identify important people, events, and innovations in the technological history of their state

Conduct Internet search and evaluate the credibility of web sites

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Instructional Technology Curriculum · Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to