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OCEAN COUNTY TECHNOLOGYCURRICULUM

Content Area: Technology

Course Title: Technology Grade Level: K-8

UNIT 1: Technology Operations and Concepts, Creativity and Innovation, Digital Citizenship

September, October

UNIT 2: Technology Operations and Concepts, Creativity and Innovation, Digital Citizenship, Research and Information Literacy

November, December, January

UNIT 3: Technology Operations and Concepts, Creativity and Innovation, Digital Citizenship, Research and Information Literacy, Communication and Collaboration

February, March, April

UNIT 4: Technology Operations and Concepts, Creativity and Innovation, Digital Citizenship, Research and Information Literacy, Communication and Collaboration, Critical Thinking, Problem Solving, and Decision Making

May, June

Date Created: 07/11/2012

Board Approved on:

V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough; K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township

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OCEAN COUNTY TECHNOLOGY CURRICULUMUnit Overview

Content Area: Technology Grade: K-2Standard: 8.1 Educational TechnologyStrand 8.1:

A. Technology Operations and ConceptsB. Creativity and InnovationC. Communication and CollaborationD. Digital CitizenshipE. Research and Information LiteracyF. Critical Thinking, Problem Solving and Decision-Making

Summary 8.1: All students will use digital tools to access, manage, evaluate, and synthesize information in order

to solve problems individually and collaboratively and to create and communicate knowledge. All students will develop an understanding of the nature and impact of technology, engineering,

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

Standard: 8.2 Technology, Education, Engineering and DesignStrand 8.2

A. Nature of Technology: Creativity and InnovationB. Design: Critical Thinking, Problem Solving, and Decision-MakingC. Technological Citizenship, Ethics, and SocietyD. Research and Information FluencyE. Communication and CollaborationF. Resources for a Technological WorldG. The Designed World

Summary 8.2: All students will develop an understanding of the nature and impact of technology, engineering,


Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science, Social StudiesAll of the common core and core curriculum standards may be found at the following link:http://www.state.nj.us/education/cccs/21st Century Themes: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society and the universe. http://www.state.nj.us/education/cccs/standards/9/index.html

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


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

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

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

9.2 Personal Financial Literacy All students will develop skills and strategies that promote personal and financial responsibility related to financial planning, savings, investment, and charitable giving in the global economy.

9.3 Career Awareness, Exploration, and Preparation All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age.

9.4 Career and Technical Education All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. (For descriptions of the 16 career clusters, see the Career Clusters Table.)

Learning TargetsContent Standards 8.1The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. The use of digital tools and media-rich resources enhances creativity and the construction of knowledge. Digital tools and environments support the learning process and foster collaboration in solving local or global issues or problems. Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors. Effective use of digital tools assists in gathering and managing information. Information accessed through the use of digital tools assists in generating solutions and making decisions.Number Standard for Mastery

8.1.2.A.1 Identify the basic features of a computer and explain how to use them effectively.8.1.2.A.2 Use technology terms in daily practice.8.1.2.A.3 Discuss the common uses of computer applications and hardware and identify their

advantages and disadvantages.8.1.2.A.4 Create a document with text using a word processing program.8.1.2.A.5 Demonstrate the ability to navigate in virtual environments that are developmentally

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

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

other classes, schools, or countries using electronic tools.8.1.2.D.1 Model legal and ethical behaviors when using both print and non-print information by

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

discuss possible solutions.8.1.2.F.1 Use mapping tools to plan and choose alternate routes to and from various locations.RL.K.1. With prompting and support, ask and answer questions about key details in a text.RF.K.1. Demonstrate understanding of the organization and basic features of print.

Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print. Recognize and name all upper- and lowercase letters of the alphabet.

W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide


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a reaction to what happened.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics

and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Continue a conversation through multiple exchanges.

RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central

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

the topic, and provide some sense of closure. W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish

writing, including in collaboration with peers. SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and

texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Ask questions to clear up any confusion about the topics and texts under discussion.

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Unit Essential Questions

Technology Operations and Concepts In a world of constant

technological change, what skills should we learn?

How do I choose which technological tools to use and when is it appropriate to use them?

How can I transfer what I know to new technological situations/experiences?

Creativity and Innovation How can digital tools be used for

creating original and innovative works, ideas and solutions?

Communication and Collaboration How has the use of digital tools

improved opportunities for communication and collaboration?

Digital Citizenship What are my responsibilities for

Unit Enduring UnderstandingsStudents will understand that…Technology Operations and Concepts

Technology is constantly changing and requires continuous learning of new skills.

Selection of technology should be based on personal and/or career needs Benchmark Assessment.

A tool is only as good as the person using it. Technology use can have positive or negative

impact on both user’s and those affected by their use.

Creativity and Innovation Digital tools provide enhanced opportunities to

design innovative solutions and express ideas creatively.

Communication and Collaboration Digital tools allow for communication and

collaboration, any time/any place worldwide.

Digital Citizenship Technology use can have positive or negative


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using technology? What constitutes misuse and how

can it best be prevented?Research and Information Literacy

Why is the evaluation an appropriate use of accurate information more important than ever in the technological age?

Critical Thinking, Problem Solving and Decision-Making



impact on both users and those affected by their use.

Research and Information Literacy Information is spread worldwide within seconds due

to technological advancements and has an immediate impact.


Selection of technology should be based on personal and/or career needs assessment.

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

Unit ObjectivesStudents will know…

How to use operations and related technology applications.

How to use digital tools and media-rich resources to create and enhance the construction of knowledge.

How to safely and legally practice ethical behavior.

How digital tools will foster collaboration in solving local or global issues and problems.

How to utilize digital tools to gather and manage information.

Unit ObjectivesStudents will be able to…

Produce a simple finished document using word processing software integrated throughout language arts curriculum guide. (CPI 8.1.2.A.4)

Use basic features of an operating system (e.g. accessing programs, identifying and selecting a printer, finding help) integrated throughout all curriculum guides, including benchmark testing programs. (CPI 8.1.2.A.2)

Use basic technology vocabulary. (CPI 8.1.2.A.1) Discuss the uses of various computer applications

and hardware. Be able to recognize their advantages and disadvantages. (CPI 8.1.2.A.3)

Use developmentally appropriate virtual environments such as games, simulations and websites. (CPI 8.1.2.A.5)

Write and illustrate original thoughts using digital tools and media resources. (CPI 8.1.2.B.1)

Provide appropriate citations when using print and non-print material. (CPI 8.1.2.D.1)

Interact globally with other students using technology. (CPI 8.1.2.C.1)

Effectively explore online resources to explore issues and investigate solutions to problems. (CPI 8.1.2.E.1)

Devise a plan to navigate routes using mapping tools. (CPI 8.1.2.F.1)


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Content Standards 8.2All students will develop an understanding of the nature and impact of technology, engineering, technological design and the design world, as they relate to the individual global society and the environment.Number Standard for Mastery

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

8.2.2.B.1 Brainstorm and devise a plan to repair a broken toy or tool using the design process.8.2.2.B.2 Investigate the influence of a specific technology on the individual, family, community,

and environment.8.2.2.C.1 Demonstrate how reusing a product affects the local and global environment.8.2.2.D.1 Collect and post the results of a digital classroom survey about a problem or issue and use

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

gather information about a specific topic and share result.8.2.2.F.1 Identify the resources needed to create technological products and systems.8.2.2.G.1 Describe how the parts of a common toy or tool interact and work as part of a system.8.2.2.G.2 Explain the importance of safety in the use and selection of appropriate tools and resources

for a specific purpose.Unit Essential Questions

Nature of Technology: Creativity and Innovation

How does the use of technological devices affect our lives, community and the world?

How can I use technology to make the world a better place?

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

How can we use technological devices in the design process?

Technological Citizenship, Ethics, and Society

How can we be responsible users of technology?

Research and Information Fluency How can we use technology to predict

and evaluate data and interpret results?

Communication and Collaboration Why is it important to communicate

and collaborative globally?

Unit Enduring UnderstandingsStudents will understand that…Nature of Technology: Creativity and Innovation

Technology products, systems and resources are useful at school, home and work


The design process is necessary when creating new products.


They must be responsible users of technology

Research and Information Fluency Technology can simplify and enhance the collection

and display of data and the prediction and interpretation of results

Communication and Collaboration Technology can be used to communicate globally


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Resources for a Technological World What are the resources necessary to

identify, describe and explain technological products or systems?

The Designed World How do we identify the components of

a system?

Resources for a Technological World

Certain resources are necessary to create a product

The Designed World Systems are comprised of many different parts to

create the whole.Unit ObjectivesStudents will know…

How technology products and systems impact the world in which we live.

How the design process is a systematic approach to solving problems.

That values influence the design of technology systems and products.

That research, data analysis and prediction are helpful when designing technology systems.

Technology helps the communication and collaboration process when designing products and systems.

That products and systems are created by using technological resources appropriately.

That a process is necessary to create a product.


Describe the usefulness of technology products, systems and resources. (CPI 8.2.2.A.1)

Understand the process of investigation and design. (CPI 8.2.2.B.1, CPI 8.2.2.B.2)

Investigate how reusing a product affects the global environment. (CPI 8.2.2.C.1)

Collect and post results from a survey about a problem or issue and use data to suggest solutions. (CPI 8.2.2.D.1)

Communicate globally with students using digital tools to gather information and share results. (CPI 8.2.2.E.1)

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

Describe how parts interact and work as part of a system. (CPI 8.2.2.G.1)

Explain the importance of safety when selecting appropriate for a specific purpose. (8.2.2.G.2)


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Content Area: Technology Grade: 3-4Standard: 8.1 Educational TechnologyStrand 8.1:










9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

9.2 Personal Financial Literacy All students will develop skills and strategies that promote personal V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough; K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township

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and financial responsibility related to financial planning, savings, investment, and charitable giving in the global economy.

9.3 Career Awareness, Exploration, and Preparation All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age.



8.1.4.A.1 Demonstrate effective input of data and data using an input device.8.1.4.A.2 Create a document with text formatting and graphics using word processing.8.1.4.A.3 Create and present a multimedia presentation that includes graphics.8.1.4.A.4 Create a simple spreadsheet, enter data, and interpret the information.8.1.4.A.5 Determine the benefits of a wide range of digital tools by using them to solve problems. 8.1.4.B.1 Produce a media rich digital story about a significant local event or issue based on first-

person interviews.8.1.4.C.1 Engage in online discussions with learners in the United States or from other countries to

understand their perspectives on a global problem/issue.8.1.4.D.1 Explain the need for individuals and members of the global community to practice cyber

safety, cyber security, and cyber ethics when using existing and emerging technologies.8.1.4.D.2 Analyze the need for and use of copyrights.8.1.4.D.3 Explain the purpose of an Acceptable Use Policy (AUP) and the consequences of

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

multiple perspectives using digital tools and online resources and evaluate findings to present possible solutions.

8.1.4.E.2 Evaluate the accuracy, relevance, and appropriateness of print and non-print electronic information sources to complete a variety of tasks.

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

RL 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

W 3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

SL 3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain


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

when drawing inferences from the text.W 4.2 Write informative/explanatory texts to examine a topic and convey ideas and information

clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented.

W 4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W 4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W 4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting

SL 4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.


Technology Operations and Concepts 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?


Creativity and Innovation How can digital tools be used for

creating original and innovative works, ideas, and solutions?



Digital Citizenship What are an individual’s

responsibilities for using technology?

What constitutes misuse and how



Selection of technology should be based on personal and /or career needs assessment.


Creativity and Innovation Digital tools provide opportunities for people to

have new experiences, recognize problems, design solutions, and express their ideas.






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can it best be prevented?Research and Information Literacy

Why is the evaluation an appropriate use of accurate information more important than ever in the technological age?
















Use a word processing program, multimedia presentation program, and a spreadsheet program to present and interpret information. (CPI 8.1.4.A.1, CPI 8.1.4.A.2, CPI 8.1.4.A.3, CPI 8.1.4.A.4)

Understand the benefits of using digital tools to solve problems. (CPI 8.1.4.A.5)

Produce a media rich digital story about a significant local event or issue based on first person interviews. (CPI 8.1.4.B.1)

Engage other learners globally, online to gain a better understanding of their perspectives on an issue. (CPI 8.1.4.C.1)

Practice appropriate online behavior and understand the consequences of inappropriate behavior related to cyber safety, cyber security and cyber ethics. (CPI 8.1.4.D.1, CPI 8.1.4.D. 3)

Use and understand the need for copyright. (CPI 8.1.4.D.2)

Investigate a problem or issue found globally through multiple perspectives, evaluate findings, and present possible solutions using digital tools and online resources for all steps. (CPI 8.1.4.E.1)

Evaluate the accuracy of relevance and appropriateness of using print and non-print electronic information sources to complete a variety of tasks. (CPI 8.1.4.E.2)

Use technology to collect, organize and analyze data that supports scientific findings. (CPI 8.1.4.F.1)


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8.2.4.A.1 Investigate factors that influence the development and function of products and systems.8.2.4.A.2 Compare and contrast how a product has changed over time due to economic, political

and/or cultural influences using a digital format.8.2.4.B.1 Develop a product using an online simulation that explores the design process.8.2.4.B.2 Design an alternative use for an existing product.8.2.4.B.3 Explain the positive and negative effect of products and systems on humans, other species

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

technologies, and among other fields of studies.8.2.4.C.1 Explain the impact of disposing of materials in a responsible way.8.2.4.C.2 Explain the purpose of trademarks and the impact of trademark infringement on businesses.8.2.4.C.3 Examine ethical considerations in the development and production process of a product

from its inception through marketing, use, maintenance and disposal by consumers.8.2.4.D.1 Analyze responses collected from owners/users of a particular product and suggest

modifications in the design of the product based on responses.8.2.4.E.1 Explain how technology is/was successfully or unsuccessfully used to address a

local/global problem by producing and publishing a report in collaboration with peers.8.2.4.F.1 Describe how resources are used in a technological product or system.8.2.4.F.2 Explain how resources are processed in order to produce products or systems.8.2.4.G.1 Examine a malfunctioning tool and use a step-by-step process to troubleshoot and present

options to repair the product.8.2.4.G.2 Explain the functions of a system and subsystems. 8.2.4.G.3 Evaluate the function, value, and esthetics of a technological product, system or

environment from the perspective of the user and the producer.Unit Essential Questions





How can we use technological devices in the design process?


Technology products, systems and resources are useful at school, home and work




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and collaborative globally?Resources for a Technological World

What are the resources necessary to identify, describe and explain technological products or systems?

The Designed World How do we identify the

components of a system?


They must be responsible users of technology


and display of data and the prediction and interpretation of results

Communication and Collaboration Technology can be used to communicate globally

Resources for a Technological World Certain resources are necessary to create a product


create the whole.










Understand the influence of a digital product and system. (CPI 8.2.4.A.1)

Compare and contrast how and why a technological product changed over time. (CPI 8.2.4.A.2)

Design a new use for a product using an online simulation that includes the positive and negative impact this product may have globally. (CPI 8.2.4.B.1-4)

Understand the impact of disposing of materials properly. (CPI 8.2.4.C.1)

Understand trademarks and trademark infringement. (CPI 8.2.4.C.2)

Examine the development of a product from its inception through disposal by consumers. (CPI 8.2.4.C.3)

Analyze responses collected from owners/users of a particular project and suggest modifications in the design of the product based on their responses. (CPI 8.2.4.D.1)

Work collaboratively with peers to produce and publish a report that explains how technology is or was successfully or unsuccessfully used to address a local or global problem. (CPI 8.2.4.E.1)

Describe how resources are used in technological product or system. (CPI 8.2.4.F.1)

Explain how resources are processed in order to V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough; K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township

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produce technological products and systems. (CPI 8.2.4.F.2)

Examine a malfunctioning tool and use step-by-step process to troubleshoot and present options to repair the product. (CPI 8.2.4.G.1)

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


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Content Area: Technology Grade: 5-8Standard: 8.1 Educational TechnologyStrand 8.1:










9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures

9.2 Personal Financial Literacy All students will develop skills and strategies that promote personal V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough; K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township

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and financial responsibility related to financial planning, savings, investment, and charitable giving in the global economy.

9.3 Career Awareness, Exploration, and Preparation All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age



8.1.8.A.1 Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.

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

8.1.8.A.3 Create a multimedia presentation including sound and images.8.1.8.A.4 Generate a spreadsheet to calculate, graph, and present information.8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and

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

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

understand their perspectives on a global problem/issue and propose possible solutions.8.1.8.D.1 Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security,

and cyber ethics.8.1.8.D.2 Summarize the application of fair use and creative commons.8.1.8.D.3 Demonstrate how information may be biased on a controversial issue.8.1.4.E.1 Gather and analyze findings to produce a possible solution for a content-related or real

world problem using data collection technology.8.1.4.F.1 Use an electronic authoring tool in collaboration with learners from other countries to

evaluate and summarize the perspectives of other cultures about a current event or contemporary figure.

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

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.8 Recall relevant information from experiences or gather relevant information from print and V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough; K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township

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digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

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

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

SL.6.5 Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify information.

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

RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

SL 7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue under study.

SL 7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.4 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.


Technology Operations and Concepts 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?


Creativity and Innovation



Selection of technology should be based on personal and /or career needs assessment.


Creativity and Innovation


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How can digital tools be used for creating original and innovative works, ideas, and solutions?



Digital Citizenship What are an individual’s

responsibilities for using technology?

What constitutes misuse and how can it best be prevented?

Research and Information Literacy Why is the evaluation an

appropriate use of accurate information more important than ever in the technological age?




Digital tools provide opportunities for people to have new experiences, recognize problems, design solutions, and express their ideas.










Unit ObjectivesStudents will know






Unit ObjectivesStudents will be able to

Use and know which application to utilize when presenting a professional quality word processing document, spreadsheet, and multimedia presentation to report information. (CPI 8.1.8.A.1-5)

Create and publish information on a local or global issue collaboratively through an online service. (CPI 8.1.8.B.1)

Participate in an online learning community with other learners globally to gain a better understanding of their perspectives on an issue. (CPI 8.1.8.C.1)

Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. (CPI 8.1.8.D.1)

Summarize the application of fair use and creative common guidelines. (CPI 8.1.8.D.2)

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

Gather and analyze findings using data collection


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technology to produce a possible solution for a content-related or real-world problem. (CPI 8.1.8.E.1)

Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about the current event or contemporary figure. (CPI 8.1.8.F.1)


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

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

8.2.8.B.2 Identify the design constraints and tradeoffs involved in designing a prototype, (how the prototype might fail, and how it might be improved) by completing a design problem and reporting results in a multimedia presentation.

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

8.2.8.C.1 Explain the need for a patent and process of registering one.8.2.8.C.2 Compare and contrast current and past incidences of ethical and unethical use of labor in

the United States or another country and present results in a media-rich presentation.8.2.8.D.1 Evaluate the role of ethics and bias on trend analysis and prediction in the development of a

product that impacts communities in the United States and/or other countries.8.2.8.E.1 Develop a product using the design process, data analysis and trends and maintain a digital

log with annotated sketches to record the development cycle in collaboration with peers and experts in the field.

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

8.2.8.F.2 Explain how the resources and processes used in the production of a current product can be modified to have a more positive impact on the environment (e.g., recycled metals, alternate energy sources) and the economy.

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

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





Design: Critical Thinking, Problem


Technology products, systems and resources are useful at school, home and work.


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Solving, and Decision-Making How can we use technological devices

in the design process?






and collaborative globally?

Resources for a Technological World What are the resources necessary to

identify, describe and explain technological products or systems?

The Designed World How do we identify the

components of a system?




They must be responsible users of technology.


and display of data and the prediction and interpretation of results.

Communication and Collaboration Technology can be used to communicate globally.

Resources for a Technological World Certain resources are necessary to create a product.


create the whole.Unit ObjectivesStudents will know…









Understand the impact of globalization on the development of a technological system. (CPI 8.2.8.A.1)

Design, create, and understand design constraints for a product addressing a real world problem and report the results in a multimedia presentation. (CPI 8.2.8.B.1-2)

Solve a science-based design challenge and build a prototype using science and math principles throughout the design process. (CPI 8.2.8.B.3)

Explain the need for patents and the process of registering for one. (CPI 8.2.8.C.1)

Compare and contrast current and past incidences of ethical and unethical use of labor in the United States or globally and present results in a media rich presentation. (CPI 8.2.8.C.2)

Evaluate the role of ethics and bias on trend analysis and prediction in the development of a product that impacts communities in the United State and/or other countries. (CPI 8.2.8.D.1)


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Work in collaboration with peers and experts in the field to develop a product using the design process, data analysis, and trends, and maintain a digital log with annotated sketches to record the development cycle. (CPI 8.2.8.E.1)

Explain the impact of resource selection and processing in the development of a common technological product or system. (CPI 8.2.8.F.1)

Explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact on the environment (e.g., by using recycled metals, alternate energy sources) and the economy. (CPI 8.2.8.F.2)

Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved. (CPI 8.2.8.G.1)

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


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Evidence of Learning

Formative Assessments may include: Teacher observations Class discussions Questioning Tests and Quizzes Presentation

Peer editing Self-evaluation Portfolios Performance tasks and projects

Summative Assessments may include: Parent showcase Any of the above formative assessment upon end of unitModifications (ELLs, Special Education, Gifted and Talented)

More time Use of visuals Introduce key vocabulary before lesson Teacher reads aloud Verbal prompting Modeling Work in small group Peer tutoring Use of additional resources Provide options, alternatives and choices to differentiate and broaden the curriculum Provide enrichment exploration Follow all IEP modifications/504 plan

o Take all IEP’s into consideration when incorporating modifications


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The “FLEXIBLE” AcronymFeasibleLively

EliminatedExplicit

IntentionalBeneficialLimelightEvaluated

Figure 1The FLEXIBLE Principle:Questions to Ask Before Selecting Potential Adaptations

1. Feasible: Successful adaptations must be feasible for classroom teachers to implement.

2. Lively: Successful adaptations must be lively, engaging, and/or fun.

3. Eliminated: Successful adaptations must be developed with the goal of working toward independence with a gradual fading and eventual elimination of the adaptation.

4. Explicit: Successful adaptations must have a definite purpose – a purpose that is made explicit to students, other professionals in the classroom, parents, and if necessary, the student’s peers.

5. Intentional: Successful adaptations should be part of a comprehensive plan for the student with disabilities.

When can I fit the adaptation into the daily schedule?

What human and/or material resources do I have to implement the adaptation?

What human and/or material resources do I need to implement the adaptation?

How can I use the adaptation to promote active learning?

How can I plan this adaptation to be interesting and fun?

What strategies can I use to motivate the student(s) so that I can continue to use this adaptation over a period of time?

What steps are needed to fade the adaptation over a period of time?

What additional instruction do I need to provide to work toward the eventual elimination of the adaptation?

What is the intent or purpose of this adaptation? How will I communicate the purpose of the

adaptation to the student? What other people need to know about the

adaptation (e.g., parents, other professionals, other students)?

How does this adaptation fit with goals on the student’s IEP?

How does this adaptation fit with goals and objectives set by district and/or state guidelines?


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6. Beneficial: Successful adaptations should benefit the student with disabilities and either enhance or at least not detract from the learning of other students in the classroom.

7. Limelight: Successful adaptations do not place undue attention of the student with disabilities or put the student in a potentially embarrassing situation.

8. Evaluate: Successful adaptations are evaluated on an ongoing basis.

How does the adaptation benefit the student with disabilities?

Can other students benefit from the adaptation as well?

How can I implement the adaptation so that it enhances and does not detract from the learning of other students in the classroom?

How and when can I implement the adaptation so that it does not put the student with disabilities in an unfavorable position?

How effective is the adaptation in promoting learning for the student?

What impact does the adaptation have on the social adjustment of the student?

What does the student like and dislike about the adaptation?

What do I need to change about the adaptation? Is the student ready to take on a higher level of

independence?


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Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Subscriptions to online Web2.0 tools Access to Web resources and Apps Computers with Internet access Projection capabilities Document cameras, scanners, digital cameras and digital recorders Interactive whiteboard One computer per student in class Software Network capable color printers Portable tablets Web resource accessibility

Teacher Notes:50 Ways to Use Technology

Low and High Prep Differentiation StrategiesDifferentiation strategies can require varied amounts of preparation time. High-prep strategies often require a teacher to both create multiple pathways to process information/demonstrate learning and to assign students to those pathways. Hence, more ongoing monitoring and assessment is often required. In contrast, low-prep strategies might require a teacher to strategically create process and product choices for students, but students are allowed to choose which option to pursue given their learning profile or readiness level. Also, a low-prep strategy might be focused on a discrete skill (such as vocabulary words), so there are fewer details to consider. Most teachers find that integration of one to two new low-prep strategies and one high-prep strategy each quarter is a reasonable goal.

Low Prep Strategies

Varied journal prompts, spelling or vocabulary lists

Students are given a choice of different journal prompts, spelling lists or vocabulary lists depending on level of proficiency/assessment results.

Anchor activities Anchor activities provide meaningful options for students when they are not actively engaged in classroom activities (e.g., when they finish early, are waiting for further directions, are stumped, first enter class, or when the teacher is working with other students). Anchors should be directly related to the current learning goals.

Choices of books Different textbooks or novels (often at different levels) that students are allowed to choose from for content study or for literature circles.

Choices of review activities Different review or extension activities are made available to students during a specific section of the class (such as at the beginning or end of the period).

Homework options Students are provided with choices about the assignments they complete as homework. Or, students are directed to specific homework based on student needs.


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

Student-teacher goal setting The teacher and student work together to develop individual learning goals for the student.

Flexible grouping Students might be instructed as a whole group, in small groups of various permutations (homogeneous or heterogeneous by skill or interest), in pairs or individual. Any small groups or pairs change over time based on assessment data.

Varied computer programs The computer is used as an additional center in the classroom, and students are directed to specific websites or software that allows them to work on skills at their level.

Multiple Intelligence or Learning Style options

Students select activities or are assigned an activity that is designed for learning a specific area of content through their strong intelligence (verbal-linguistic, interpersonal, musical, etc.)

Varying scaffolding of same organizer

Provide graphic organizers that require students to complete various amounts of information. Some will be more filled out (by the teacher) than others.

Think-Pair-Share by readiness, interest, and/or learning profile

Students are placed in pre-determined pairs, asked to think about a question for a specific amount of time, then are asked to share their answers first with their partner and then with the whole group.

Mini workshops to re-teach or extend skills

A short, specific lesson with a student or group of students that focuses on one area of interest or reinforcement of a specific skill.

Orbitals Students conduct independent investigations generally lasting 3-6 weeks. The investigations “orbit” or revolve around some facet of the curriculum.

Games to practice mastery of information and skill

Use games as a way to review and reinforce concepts. Include questions and tasks that are on a variety of cognitive levels.

Multiple levels of questions Teachers vary the sorts of questions posed to different students based on their ability to handle them. Varying questions is an excellent way to build the confidence (and motivation) of students who are reluctant to contribute to class discourse. Note: Most teachers would probably admit that without even thinking about it they tend to address particular types of questions to particular students. In some cases, such tendencies may need to be corrected. (For example, a teacher may be unknowingly addressing all of the more challenging questions to one student, thereby inhibiting other students’ learning and fostering class resentment of that student.)

High Prep. Strategies


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Cubing Designed to help students think about a topic or idea from many different angles or perspectives. The tasks are placed on the six sides of a cube and use commands that help support thinking (justify, describe, evaluate, connect, etc.). The students complete the task on the side that ends face up, either independently or in homogenous groups.

Tiered assignment/product

The content and objective are the same, but the process and/or the products that students must create to demonstrate mastery are varied according to the students’ readiness level.

Independent studies Students choose a topic of interest that they are curious about and wants to discover new information on. Research is done from questions developed by the student and/or teacher. The researcher produces a product to share learning with classmates.

4MAT Teachers plan instruction for each of four learning preferences over the course of several days on a given topic. Some lessons focus on mastery, some on understanding, some on personal involvement, and some on synthesis. Each learner has a chance to approach the topic through preferred modes and to strengthen weaker areas.

Jigsaw Students are grouped based on their reading proficiency and each group is given an appropriate text on a specific aspect of a topic (the economic, political and social impact of the Civil War, for example). Students later get into heterogeneous groups to share their findings with their peers, who have read about different areas of study from source texts on their own reading levels. The jigsaw technique allows you to tackle the same subject with all of your students while discreetly providing them the different tools they need to get there.

Multiple texts The teacher obtains or creates a variety of texts at different reading levels to assign strategically to students.

Alternative assessments After completing a learning experience via the same content or process, the student may have a choice of products to show what has been learned. This differentiation creates possibilities for students who excel in different modalities over others (verbal versus visual).

Modified Assessments Assessments can be modified in a variety of ways – for example by formatting the document differently (e.g. more space between questions) or by using different types of questions (matching vs. open ended) or by asking only the truly essential questions.

Learning contracts or Personal Agendas

A contract is a negotiated agreement between teacher and student that may have a mix of requirements and choice based on skills and understandings considered important by the


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teacher. A personal agenda could be quite similar, as it would list the tasks the teacher wants each student to accomplish in a given day/lesson/unit. Both Learning contracts and personal agendas will likely vary between students within a classroom.

Compacting This strategy begins with a student assessment to determine level of knowledge or skill already attained (i.e. pretest). Students who demonstrate proficiency before the unit even begins are given the opportunity to work at a higher level (either independently or in a group).

Literature circles Flexible grouping of students who engage in different studies of a piece of literature. Groups can be heterogeneous and homogeneous.

Readers’ Workshop (Writers’ Workshop is a parallel strategy)

The Readers’ Workshop approach involves students in three types of activities: Mini-lessons (5-10 minutes) on some aspect of literature or

a reading strategy. Independent Reading Time (30-40 minutes), where students

keep a journal and respond to the literature in terms of what they think or how they feel about what they are reading.

Sharing Time (10 minutes), where students share with another person their journal entries and the other person gives feedback.

Stations/Learning Centers

A station (or simply a collection of materials) that students might use independently to explore topics or practice skills. Centers allow individual or groups of students to work at their own pace. Students are constantly reassessed to determine which centers are appropriate for students at a particular time, and to plan activities at those centers to build the most pressing skills.

Tape recorded materials at different levels

Books on tape are purchased or (created by the teacher) so that students can listen to the book being read aloud to them while they follow along in the text. This is often done at a listening station, where tapes of books/information on various reading levels are available.

Tic-Tac-Toe Choice Board (sometimes called “Think-Tac-Toe”)

The tic-tac-toe choice board is a strategy that enables students to choose multiple tasks to practice a skill, or demonstrate and extend understanding of a process or concept. From the board, students choose (or teacher assigns) three adjacent or diagonal.To design a tic-tac-toe board:- Identify the outcomes and instructional focus- Design 9 different tasks- Use assessment data to determine student levels- Arrange the tasks on a tic-tac-toe board either randomly, in rows according to level of difficulty, or you may want to select


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

Choice Boards Work assignments are written on cards that are placed in hanging pockets. By asking students to select a card from a particular row of pockets, the teacher targets work toward student needs yet allows student choice.

Lesson Closure with Examples or40 Ways to Leave a Lesson

CLOSURE - what the instructor does to facilitate wrap-up at the end of the lesson - it is a quick review, to remind students what it was that they have learned (or should have learned) and allows you to see where the students are to assist you in planning for the next lesson.

The intellectual work should be done by the students – not the instructor summarizing for the students and telling them what they learned. Closure allows students to summarize main ideas, evaluate class processes, answer questions posed at the beginning of the lesson, and link to both the past and the future. Closure is an opportunity for formative assessment and helps the instructor decide:

1. if additional practice is needed2. whether you need to re-teach3. whether you can move on to the next part of the lessonClosure comes in the form of information from students about what they learned during the class; for example, a restatement of the instructional purpose. This information then provides a knowledge of the results for the teacher, i.e., did you teach what you intended to teach and have the students learned what you intended to have them learn?

Lesson Closing in a nutshell – can be one or some combination of the purposes below. It should be a meaningful end to the lesson.• Reviewing the key points of the lesson.• Giving students opportunities to draw conclusions from the lesson.• Describing when the students can use this new information.• Previewing future lessons.• Demonstrating student’s problem-solving process.• Exhibiting student learning.• Creating a smooth transition from one lesson to the next lesson.

Title Synopsis1. Cornell NotesNotes can be used in a variety of ways. Completing the summary, checking with a partner for completeness, comparing to teacher’s idea of what the key ideas were.http://coe.jmu.edu/learningtoolbox/cornellnotes.html2. Journal EntryEach day students write about 2 things they learned (use of a journal could incorporate most of these other closure examples)http://content.scholastic.com/browse/article.jsp?id=3583

3. Exit PassStudent must answer in writing questions or reflect in some way about the learning before being allowed to V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough; K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township

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

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

leave the room.Math example – work a question from the material covered during the lesson, use as formative assessment for the following day, sort into piles: got it/ didn’t get it or minor errors / conceptual errors

Examples☺ I really understood this idea…_ I have a few questions about… before I can say I understand_ I don’t even know where to start on …! I am excited about…: I’d like to learn more about…? a questions I have is…This point is really clearOne thing that squares with things I already know is…An idea that is still going around in my head is…4. You’re stuck here until…This is a variation of the exit pass and great for a 90-30 second gap before dismissal. Depending on time, have students discuss the day’s vocabulary and then they have to define one word in their own words, to you, before they students and then try again. This should be framed in good humor, not in a punitive way.5. Whip AroundStudents quickly and verbally share one thing they learned in the class today. You can have them toss a ball from one to another or just have volunteers. (Caveat – you have to have a safe trusting environment. I have seen this done where kids chose others based on their perception that the student won’t have anything to say.)6. 3-2-1 3 things they learned, 2 things they have a question about, 1 thing they want the instructor to know – post-its, index cards, whatever7. FishbowlStudent writes one question they have about the topic of this lesson. This can be something for which they know the answer or for which they want an answer. Form an inner and outer circle. Share question with the person in front of you see if they know the answer, switch who is asking question, if time rotate to a new partner8. SummaryParagraph What was learned today – be specific with examples!9. Explain a Procedure Write to an absent student and explain how to ……..10. Here’s How…Students write a detailed explanation of a procedure - with an example to demonstrate their understanding of the concept. They then give their partner the un-worked example and the detailed instructions and have the partner work the example from the directions. Then they peer edit the procedures for clarity.11. Cliff Notes, Jr. Students prepare a “cheat sheet” that would be useful for having during a quiz over the day’s topic.12. Three W’sStudents discuss or write· What did we learn today?· So What ?(relevancy, importance, usefulness)· Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where we are going)13. Pair / ShareTell the person next to you 2 (3, 4, 5,…) things you have learned today, then the groups report out. Variation is to have students Think/Write/Pair/ Share14. Gallery WalkStudents create graphic representations of their learning and post them. Students can either share out the posters or students can move from station to station – writing questions or comments, noting similarities and differences, reflect on what they might do differently if they were to repeat the process.15. Choose from the Daily DozenV. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough; K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township

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Students choose two questions from a generic list to respond to about the day’s lesson.16. QuizCould be daily or intermittent. 2-4 questions to show what they learned. Small individual whiteboards work well for a formative assessment and reduces the paperwork. Don’t forget to ask conceptual questions!17. Thumbs Up /Thumbs downPose some questions that can be answered thumbs up/down/sideways, ask for explanation of the decisions.18. Quick doodles Doodle/draw two or three concepts presented in the lesson may include words or numbers.19. Key IdeasStudents list the key ideas from the lesson and why they were important.20. “What am I?” (riddles for key terms)Have students construct clues (riddles) about the key terms and quiz partners or the room21. JeopardyTeacher gives answer. Students create the question. This works well with dry erase boards.http://www.hardin.k12.ky.us/res_techn/countyjeopardygames.htm22. Be Alex Trebek Student poses answer/question to group about lesson –responses should come from other students, not the teacher23. Be the TeacherStudents present three key ideas they think everyone should have learned. Could be done with a group or individually –responses can be either oral or written.24. The Five W’s Students explain the who, what, where, when, why and how of the lesson.25. Credit CardsStudents are given an index card and required to state the lesson’s objective and if they feel that objective was met. Credit given for participating.26. Postcard Students are given an index card and they write a postcard to their parents explaining the day’s lesson.27. Pros and Cons Students list pros and cons of the issue discussed in class (might be a challenge in a math class.)28. So What’s Up With ….?Students raise questions about something they either were unsure about or need clarification. Can be done orally or written.29. Quiz Master Students prepare a short quiz (+ 5 questions with answers) At least 2 of the questions must start How…? or Why…?30. Journal Entry Each day students write about 2 things they learned (use of a journal could incorporate most of these other closure examples.)31. I Care Why? Students explain relevancy of the concept to their life or how they might use it.32. It Fits Where?Students create a “time line” of the concepts taught (sequence the concepts) or explain a connection to something else they know.33. Element of SurpriseStudents receive an envelope containing a card with a word or phrase selected by the teacher. Students discuss the concept and list the content-specific vocabulary necessary to discuss it.34. Numbered Heads TogetherStudents in groups of up to five are numbered sequentially. As a group they create a list of 3-5 things learned in the lesson and then the teacher calls one number from each group to report to the class something they learned.35. We Learned What?Students write open ended questions on index cards. Two students are selected to come forward. The first student draws a question card and poses the question to the class. After the class discusses the question and answers with their partner - the second student draws a student name card to respond to the question. (These questions could also be used to launch the next day’s lesson.)36. We’re Going Where?Students predict the topic of tomorrow’s lesson – be sure to refer to the predictions the next day as either an V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough; K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township

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

opener or in closure.37. It Looks Like ThisAn actual object or model that directly relates to the lesson is shown and students explain how it connects to the day’s concept.38. Sell It To UsWrite a jingle that explains the main idea of the lesson.39. Commercial Students write a 1 – 2 minute commercial to use at home when asked, “What happened in math class today?”40. 4 box synecticsSynectics connect unrelated ideas through metaphor. Students have a sheet with four boxes. In each box is a stem. Solving equations in like eating and orange because…” “Solving equations is like driving a car because…” Resources used

www.eduref.org/Virtual/ Lesson s/Guide.shtml Educators Reference Desk, How to Write a Lesson PlanWinning Through Student Participation in Lesson Closure. Patricia Wolf and Viola Supon . EDRS (ERIC)


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