instructional technology curriculum - paterson … technology/grade... · 2 | page course...

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Instructional Technology Curriculum

Grade 3 (Unit 2)

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Course Description

Subject Area: Technology

Course Name: Technology Curriculum - 3

Grade: 3

Description: Third grade students will begin to explore the internal structure of a computer system which includes central processors, memory, graphics cards,

USB interfaces and data storage options. Students will also be introduced to the graphing options with spreadsheet tools, the production of digital

presentations for different audiences, and email as a communication tool while maintaining a safe online presence. Throughout the entire year, students will

continue to work on increasing their accuracy and speed when typing and will be taught computer coding. These students will develop a strong sense of

programming in sequence while paying attention to debugging code.

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 A Code.org

Word Processing

Keyboarding (Increased

Accuracy & Speed)

Course A Code.org

Presentations

Course A Code.org

Multimedia

Course A Code.org

9 weeks 9 weeks 9 weeks 9 weeks

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Career Ready Practices

CRP2, CRP4, CRP9, CRP11

● 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 will continue to refine their typing skills working on improving their accuracy and speed when typing compositions for their academic courses.

● 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.


Students will begin to type their academic compositions (3-5 paragraphs) in G-Suite using collaborative writing techniques. Students will

focus on inserting and replying to comments to improve the quality of their compositions.

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CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to

positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision.

They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human

behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and

attitudes can have on productivity, morals and organizational culture.


Students will actively seek advice from their peers to determine the best logical approach for creating algorithms to solve simulated coding

problems. The students will be accepting of their peers suggestions so that they may build a positive community of coders.

● CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve

workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology

applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or

mitigate these risks.


Students will practice writing computer code in sequence to solve digital related problems. They will explore the use of click, drag and drop

block coding algorithms develop a logical sequence for their computer code.

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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

● Spell-checker

● Audio-taped books

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

● Independent Student Options

● Projects completed individual or with Partners

● Self-Selection of Research

● Tiered/Multilevel Activities

● Learning Centers

● Individual Response Board

● Independent Book Studies

● Open-ended activities

● Community/Subject expert mentorships

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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.

3-5 Select and use applications effectively

and productively.

8.1.5.A.3 Use a graphic organizer to organize information about problem or

issue.

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 E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

Grade

Level

bands

Content Statement

Students will:

Indicator Indicator

3-5 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.

8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and

appropriateness of using print and non-print electronic information sources

to complete a variety of tasks.

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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 C. Design: The design process is a systematic approach to solving problems.

3-5 The application of

engineering design.

8.2.5.C.5 Explain the functions of a system and subsystems.

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



environment.

Strand E. Computational Thinking: Programming: Computational thinking builds and enhances problem solving, allowing

students to move beyond using knowledge to creating knowledge.

Grade

Level

bands

Content Statement

Students will be able to understand:

3-5 Computational thinking

and computer

programming as tools used

in design and engineering.

Computational thinking

and computer

programming as tools used

in design and engineering.

8.2.5.E.1 Identify how computer programming impacts our everyday lives.

8.2.5.E.2 Demonstrate an understanding of how a computer takes input of data, processes and

stores the data through a series of commands, and outputs information.

8.2.5.E.3 Using a simple, visual programming language, create a program using loops, events and

procedures to generate specific output.

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8.2.5.E.4 Use appropriate terms in conversation (e.g., algorithm, program, debug, loop, events,

procedures, memory, storage, processing, software, coding, procedure, and data).

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

WORD PROCESSING

8.2.5.E.2 Demonstrate an

understanding of how a

computer takes input of data,

processes and stores the data

through a series of

commands, and outputs

information.

8.1.5.A.3 Use a graphic

organizer to organize

information about problem

or issue.

How do essential

components of the writing

process guide writers in the

communication of ideas?

How does the selection of

resources impact the quality

and validity of the research

process and product?

Word Processing:

● Creating and Organizing

● Revising and Formatting

● Proofreading and Editing

● Idea Webs Journal

Word Processing Activities:

● Whole class/individually

story writing using word

processing software

● Download pictures and then

write a story together or

individually

● Explore the sites regarding

inventions as a class or you

could create teams and have

each team explore a site and

report back to the class what

was found. “This site will

The following link is a

Punctuation Paintball –

Correcting Sentences

activity for Grade 3

http://www.iknowthat.com/

com/L3?Area=Paintball

The following website

allows Grade 3 students

to create their own mind

mapping graphical

presentations

https://bubbl.us/

The following link allows

students to create an

interactive Venn

Diagram

Literacy

Type

informative/explanato

ry texts to examine

and convey complex

ideas and information

clearly and accurately

through the effective

selection,

organization, and

analysis of content.

CCRA.W.2

http://www.iknowthat.com/com/L3?Area=Paintball

http://www.iknowthat.com/com/L3?Area=Paintball

https://bubbl.us/

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help you ………………

(what). This site had great

research about ………..

(what).

http://www.shodor.org/inte

ractivate/activities/TripleVe

nnDiagram/

Grade 3 lesson plan for

“A Bad Case of Bullying:

Using Literature

Response Groups”

http://www.readwritethink.

org/classroom-

resources/lesson-plans/case-

bullying-using-literature-

377.html

KEYBOARDING

8.1.5.E.1 Use digital tools

to research and evaluate the

accuracy of, relevance to,

and appropriateness of using

print and non-print

electronic information

sources to complete a variety

of tasks.

8.2.5.E.1 Identify how

computer programming

impacts our everyday lives.

How will keyboard assist you

in obtaining a career?

Why do employers see this as

a skill?

How can keyboarding skills

vary by person for

productivity and accuracy?

Keyboarding:

● Home Row

● Upper Row

● Lower Row

● Shift Key

● Number Row

Keyboarding Resource:

Typing club is a web

based and highly effective

typing program fro grade

3

https://www.typingclub.co

m/


typing course for Grade 3

LITERACY

Present information,

findings, and

supporting evidence

such that listeners can

follow the line of

reasoning and the

organization,

development, and

style are appropriate

to task, purpose, and

http://www.shodor.org/interactivate/activities/TripleVennDiagram/



http://www.readwritethink.org/classroom-resources/lesson-plans/case-bullying-using-literature-377.html





https://www.typingclub.com/

https://www.typingclub.com/

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8.2.5.E.2 Demonstrate an

understanding of how a

computer takes input of data,

processes and stores the data

through a series of

commands, and outputs

information.

http://www.typing-

lessons.org/


Grade 3 Enrichment

Keyboarding Game:

http://www.abcya.com/keyb

oard_invasion.htm


Grade 3 Keyboarding

Challenge

http://www.abcya.com/keyb

oard.htm


website that tracks

students keyboarding

progress. The beginner

lessons are for Grade 3

https://www.typing.com/stu

dent

audience.

CCRA.SL.4

http://www.typing-lessons.org/

http://www.typing-lessons.org/

http://www.abcya.com/keyboard_invasion.htm

http://www.abcya.com/keyboard_invasion.htm

http://www.abcya.com/keyboard.htm

http://www.abcya.com/keyboard.htm

https://www.typing.com/student

https://www.typing.com/student

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Grade 3: Unit Vocabulary

graphics

bullets

audience

word processing

writing process

reading comprehension

writing

insert pictures

numbered list

organize

spacing

font

alignment

move pictures

page break

font color

font style

format

font size

word processing

text wrap

revise

Drive

disk

data storage device

flash drive

write

optical drive

USB

read

hard drive

graphics

bullets

audience

word processing

draft

writing process

reading comprehension

writing

insert pictures

numbered list

organize

Bold

Center

Copy

Cut

Desktop

Document

Drag

Dropdown

Edit

File

Font

Format

Highlight

Insert

Italic

left align

paste

right align

spell check

table

tools

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REQUIRED CODING LESSONS

COURSE B https://studio.code.org/s/courseb

COURSE B Objective

Unit LESSON & STANDARDS Students will be able to:

2 Lesson 4: Learn to Drag and Drop Recognize what is expected of them when

they transition into the computer lab.

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.

Drag, drop, and click to complete Code.org

puzzles.

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming

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

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

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2 Lesson 5: Common Sense Education: Your Digital Footprint Understand that being safe when they visit

websites is similar to staying safe in real life.



technological design, computational thinking and the designed world as they relate to the individual, global

society, and the environment.

Learn to recognize websites that are safe for

them to visit.

Recognize if they should ask an adult they

trust before they visit a particular website.

Explore what information is appropriate to be

put online.

2 Lesson 6: Programming Unplugged: My Robotic Friends Gain understanding of the need for precision

in coding.



technological design, computational thinking and the designed world as they relate to the individual, global

society, and the environment.

Learn how to recognize a bug and how to

debug the malfunctioning code.


AP - Algorithms & Programming

1A-AP-09 - Model the way programs store and manipulate data by using numbers or other symbols to represent

information.

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2 Lesson 7: Programming in Maze Order movement commands as sequential

steps in a program.




environment.

Represent an algorithm as a computer

program.


AP - Algorithms & Programming Develop problem solving and critical

thinking skills by reviewing debugging

practices.

1A-AP-09 - Model the way programs store and manipulate data by using numbers or other symbols to represent

information.

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

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Optional Unit Project II (Choose 1)

GRADE 3

Project (Suggested) Project (Suggested)

Write it Up!

Subject: ELA • Class Periods: 3

Final Student Media: Collaborative Newsletter

Technology and Core Area Learning Objectives:

● Write informative articles

● Work collaboratively in an online workspace or wiki to design

and publish writing

● Use word processing software to save, name, open, and add

digital images a document

● Use an online shared space or wiki

Riddle Me This Subject: Math • Class Periods: 4

Final Student Media: Email Message


● Identify and sort objects based on geometrical attributes of two-

and three-dimensional shapes

● Use geometric language and attributes to describe and recognize

shapes

● Take digital photos and upload images

● Compose, respond, and attach files to an email

Friendly Letters

Subject: ELA • Class Periods: 4

Final Student Media: Story Posted Online


● Compare and contrast the structures and viewpoints of

biographical and autobiographical texts

● Select appropriate information to write about an autobiographical

main event

● Use graphics and word processing software

● Use Help features and user guides within software applications to

effectively use technology

Stand by Your Plan Subject: Math • Class Periods: 3

Final Student Media: Podcast


● Define and differentiate between wants and needs and balance

income and expenses

● Create a personal spending plan

● Use the Internet to research information

● Record audio and create a podcast

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Back to Nature

Subject: Science • Class Periods: 3

Final Student Media: Slideshow or Digital Book


● Explore the characteristics of natural resources

● Identify the natural resources used to create certain products

● Create online slideshow presentations or digital books

● Use the Internet to research information

A Look From Above

Subject: Social Studies • Class Periods: 3

Final Student Media: Digital Drawing of a Map


● Identify and compare the human characteristics of various

regions

● Compare how people in different communities adapt to or modify

the physical environment

● Use the Internet to research information about physical

environments

● Use drawing software to develop a virtual community map

END

instructional technology curriculum - paterson … technology/grade... · 2 | page course...

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