Technology Pacing Guide

Grade 3

MP Unit Unit

TOTAL* Cumulative

TOTAL**

MP1 Unit 1 – Tech Throughout Time

10 days 10 days

MP2 Unit 2 – Digital Citizenship

10 days 20 days

MP3 Unit 3 – Coding Academy

20 days 40 days

MP3-4 Unit 4 – Innovation Lab

20-80 days 60-120 days

* Unit Total is inclusive of introduction, instruction, assessment, etc. for that particular topic. ** Cumulative Total is a running total, inclusive of prior and current topics.

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Unit Title: Grade 3 - Unit 1 - Technology Throughout Time

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade 3 - Technology

○ 8.1.5.A.1 ○ 8.1.5.A.2 ○ 8.1.5.A.3 ○ 8.1.5.B.1 ○ 8.2.5.A.1 ○ 8.2.5.A.2 ○ 8.2.5.A.3 ○ 8.2.5.A.4 ○ 8.2.5.A.5 ○ 8.2.5.B.6 ○ 8.2.5.C.1 ○ 8.2.5.C.3 ○ 8.2.5.C.4 ○ 8.2.5.C.5 ○ 8.2.5.D.4 ○ 8.2.5.D.5 ○ 8.2.5.D.6 ○ 8.2.5.E.1

● NJSLS Grade 3 - 21st Century Life and Careers ○ 9.3.12.AR-AV.2 ○ 9.3.12.AR-AV.4 ○ 9.3.12.AR-JB.2 ○ 9.3.12.AR-JB.3

● NJSLS Grade 3 - Comprehensive Health and Physical Education ○ 2.2.4.A.1 ○ 2.2.4.A.2

● NJSLS Grade 3 - Language Arts Literacy ○ RI.3.1 ○ RI.3.7 ○ RI.3.9

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○ W.3.1 ○ W.3.2 ○ W.3.3 ○ W.3.4 ○ W.3.5 ○ W.3.6 ○ W.3.7 ○ W.3.8 ○ W.3.10 ○ SL.3.1 ○ SL.3.2 ○ SL.3.3 ○ SL.3.4 ○ SL.3.5 ○ SL.3.6

● NJSLS Grade 3 - Mathematics ○ MP.2 ○ MP.4 ○ MP.5 ○ 3-5.OA

● NJSLS Grade 3 - Science ○ 3-5-ETS1-1 ○ 3-5-ETS1-2

● NJSLS Grade 3 - Social Studies ○ 6.1.4.C.16 ○ 6.1.4.C.17 ○ 6.1.4.C.18

Central Idea / Enduring Understanding: Students will...

● Explore historical uses and the effects of technology on society, culture, and the environment.

● Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and

Essential/Guiding Question: ● What is technology? ● How has technology changed and

developed, over time? ● How will technology affect society,

culture, and the environment, in the future?

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media. ● Communicate information and ideas to

multiple audiences using a variety of media and formats.

Content: ● History of technology ● Effects of technology ● Technology terms and use ● Research and development ● Invention ● Innovation ● Collaboration ● Publishing

Skills (Objectives): ● Create an original, published work,

using a variety of media and formats. ● Use a graphic organizer to organize

information about a problem or issue.

● Collaborate to produce a digital story about a significant local event or issue based on first-person interviews.

Stage 2: Assessment Evidence

Performance Task(s): ● Digital storytelling activities

Other Evidence: ● Graphic organizers ● Interviews

Stage 3: Learning Plan

Learning Opportunities/Strategies: What is technology?

● Students collaborate, share, and develop a shared definition of “technology”.

● Students create a multimedia presentation or video to reflect on the definition of “technology” and/or the process of developing a shared definition.

History of technology ● Students develop questions and

interview adults to gain multiple perspectives of the history of

Resources: Planning

● Padlet [iOS, Web] ● Popplet [iOS, Web] ● Bubbl.us [Web] ● BaiBoard [iOS] ● Notes [iOS] ● Google Drawings [Web] ● Printable storyboards [Web]

Creating ● iMovie [iOS] ● Adobe Spark Video [iOS, Web] ● GarageBand [iOS] ● Google Slides [iOS, Web]

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“technology”. ● If possible, students will record their

interviews using a video or audio tool. ● Students create a multimedia

presentation or video to reflect on their learning.

Future of technology ● Students collaborate to design a

potential future “technology” product, while considering how this product will affect society, culture, and the environment.

● Students create a multimedia presentation or video advertisement for their future “technology” product.

● PowerPoint [PC] ● Keynote [iOS] ● Google Docs [iOS, Web] ● Word [PC] ● Pages [iOS]

Assessing ● Digital Storytelling Rubric [PDF] ● 3-5 Collaboration Rubric [PDF] ● 3-5 Creativity & Innovation Rubric

[PDF] ● 3-5 Critical Thinking Rubric [PDF] ● 3-5 Presentation Rubric [PDF]

Differentiation

High-Achieving Students

On Grade Level Students

Struggling Students Special Needs/ELL

Adaptation of materials and requirements Elevated text or question complexity Independent student options Projects completed individually or with partners Self-selection of research

Varying instructional strategies In-class interventions Compacting activity Extend or abbreviate duration of assignments

Materials Provide text in alternative formats, such as Braille, large print, audio formats, or digital text Use peer readers Permit highlighting of text List discussion questions prior to reading text

Materials Decreased text or question complexity Provide page numbers or highlighted texts Shorten assignments to focus on key concepts Grading Provide partial grade based on individual progress or effort Use recognition tests

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Open-ended activities Expert mentorship

Vocabulary lists and/or study guides Provide lecture notes/outline Environment Reduce visual or auditory distractions Preferential seating Post a visual schedule Emphasize multi-sensory learning Directions Use oral, recorded, and/or printed directions Highlight key words in directions Give brief and concrete directions Have student verbalize steps Repeat, clarify, or reword directions Time Alert students before transitions

(true-false, multiple choice, or matching) instead of essays Provide a vocabulary list with definitions Modified rubrics

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Provide additional time for tasks Extra response time

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Unit Title: Grade 3 - Unit 2 - Digital Citizenship

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade 3 - Technology

○ 8.1.5.D.1 ○ 8.1.5.D.2 ○ 8.1.5.D.3 ○ 8.1.5.D.4 ○ 8.2.5.B.4 ○ 8.2.5.B.5 ○ 8.2.5.B.6

● NJSLS Grade 3 - 21st Century Life and Careers ○ 9.3.IT.4 ○ 9.3.IT.8

● NJSLS Grade 3 - Comprehensive Health and Physical Education ○ 2.2.4.A.1 ○ 2.2.4.A.2 ○ 2.2.4.C.1 ○ 2.2.4.C.2 ○ 2.2.4.C.3 ○ 2.4.4.A.2 ○ 2.4.4.A.4

● NJSLS Grade 3 - Language Art Literacy ○ RI.1 ○ RI.3 ○ RI.4 ○ RI.10 ○ RF.4a ○ W.4 ○ W.6 ○ W.7 ○ W.8 ○ W.10 ○ SL.1a

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○ SL.1b ○ SL.1c ○ SL.1d ○ SL.3 ○ SL.4 ○ SL.6 ○ L.3a ○ L.6

● NJSLS Grade 3 - Social Studies ○ 6.1.4.C.16 ○ 6.1.4.C.17 ○ 6.1.4.C.18

Central Idea / Enduring Understanding: Students will...

● Develop an understanding of ownership of print and nonprint information.

● Understand the need for and use of copyrights.

● Analyze the resource citations in online materials for proper use.

● Research technologies that have changed due to society's changing needs and wants.

● Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

● Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

Essential/Guiding Question: ● What kinds of responsibilities does a

good digital citizen have? ● How can you protect yourself from

online identity theft? ● What should you do when someone

uses mean or scary language on the Internet?

● Which keywords will give you the best search results?

● How can you show respect for other people's work?

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Content: ● Responsibility ● Community ● Digital Citizen ● Register (online) ● Personal information ● Private information ● Identity theft ● Cyberbully (verb) ● Keywords ● Precise ● Results page ● Synonyms ● Alternative ● Plagiarism ● Citation ● Respect

Skills (Objectives): ● Reflect upon their offline

responsibilities. ● Examine their online responsibilities. ● Learn that good digital citizens are

responsible and respectful in the digital world (and beyond).

● Learn about the benefits of sharing information online, but also about the safety and security risks of sharing certain types of information.

● Understand what type of information can put them at risk for identity theft and other scams.

● Distinguish between personal information, which is safe to share online, and private information, which is unsafe to share.

● Empathize with those who have received mean and hurtful messages.

● Judge what it means to cross the line from harmless to harmful communication online.

● Generate solutions for dealing with cyberbullying.

● Experiment with different keyword searches and compare their results.

● Refine their searches by using multiple words, synonyms, and alternative words and phrases.

● Draw inferences to explain their search results.

● Define plagiarism and describe its consequences.

● Explain how giving credit is a sign of respect for people’s work.

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● Articulate when it is acceptable to use people’s work, and how to write a citation.

Stage 2: Assessment Evidence

Performance Task(s): ● Rings of Responsibility Assessment

[PDF] ● Private and Personal Information

Assessment [PDF] ● The Power of Words Assessment [PDF] ● The Key to Keywords Assessment [PDF] ● Whose Is It, Anyway? Assessment

[PDF]

Other Evidence: ● Unit Assessments [Web][PDF]

Stage 3: Learning Plan

Learning Opportunities/Strategies: Common Sense K-12 Digital Citizenship Curriculum - Grades 3-5 - Unit 1 Lesson 1 - Rings of Responsibility Students explore what it means to take on responsibilities in both their offline and online communities as a way to learn how to be good digital citizens. Students sit in circles, which depict the “Rings of Responsibility,” in order to explore the responsibilities they have to themselves, friends and family, and larger communities, both offline and online.

Resources: *See CommonSenseMedia.org for these and additional resources.* Lesson 1 - Rings of Responsibility

● Rings of Responsibility Lesson Plan [PDF]

● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]

Lesson 2 - Private and Personal Information As students visit sites that request information about their identity, they learn to adopt a critical inquiry process that empowers them to protect themselves and their families from identity theft. In this lesson, students learn to think critically about the user information that

Lesson 2 - Private and Personal Information ● Private and Personal Information

Lesson Plan [PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]

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some websites request or require. They learn the difference between private information and personal information, distinguishing what is safe and unsafe to share online.

Lesson 3 - The Power of Words Students consider that they may encounter online messages from other kids that can make them feel angry, hurt, sad, or fearful. They explore ways to handle cyberbullying and how to respond in the face of upsetting language online. Students discuss all the ways they use technology for communication, put themselves in the shoes of children who are cyberbullied on a kids’ game website, and explore both the similarities and differences between in-person versus online communication. Students then brainstorm ways to respond to cyberbullying.

Lesson 3 - The Power of Words ● The Power of Words Lesson Plan

[PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]

Lesson 4 - The Key to Keywords Students learn strategies to increase the accuracy of their keyword searches. They compare the number and kinds of sites obtained and make inferences about the effectiveness of the strategies. Working in pairs, students use the Fetch! Student Handout to answer an assigned question. They use one, two, then multiple keywords, and discover that when it comes to keyword searches, more words are better than one. Using the Doggy Data Student Handout, students then devise their own search strategies to find information, using multiple keywords, synonyms, and alternative words and phrases.

Lesson 4 - The Key to Keywords ● The Key to Keywords Lesson Plan

[PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]

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Lesson 5 - Whose Is It, Anyway? Students learn that although the Internet makes it very easy, copying the work of others and presenting it as one’s own is called plagiarism. They also learn about circumstances in which it is permissible to use the work of others. Students are first introduced to the feeling of having someone pretend to have written work they created. Then they judge whether or not different situations involving students and schoolwork are acceptable. Students are introduced to proper ways to cite people’s words and ideas from the Internet, including how to write a citation.

Lesson 5 - Whose Is It, Anyway? ● Whose Is It, Anyway? Lesson Plan

[PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]

Differentiation

High-Achieving Students

On Grade Level Students

Struggling Students Special Needs/ELL

Adaptation of materials and requirements Elevated text or question complexity Independent student options Projects completed individually or with partners Self-selection of research

Varying instructional strategies In-class interventions Compacting activity Extend or abbreviate duration of assignments

Materials Provide text in alternative formats, such as Braille, large print, audio formats, or digital text Use peer readers Permit highlighting of text List discussion questions prior to reading text

Materials Decreased text or question complexity Provide page numbers or highlighted texts Shorten assignments to focus on key concepts Grading Provide partial grade based on individual progress or effort Use recognition tests

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Open-ended activities Expert mentorship

Vocabulary lists and/or study guides Provide lecture notes/outline Environment Reduce visual or auditory distractions Preferential seating Post a visual schedule Emphasize multi-sensory learning Directions Use oral, recorded, and/or printed directions Highlight key words in directions Give brief and concrete directions Have student verbalize steps Repeat, clarify, or reword directions Time Alert students before transitions

(true-false, multiple choice, or matching) instead of essays Provide a vocabulary list with definitions Modified rubrics

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Provide additional time for tasks Extra response time

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Unit Title: Grade 3 - Unit 3 - Coding Academy

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade 3 - Technology

○ 8.1.5.A.1 ○ 8.1.5.A.3 ○ 8.2.5.A.2 ○ 8.2.5.A.3 ○ 8.2.5.C.4 ○ 8.2.5.C.5 ○ 8.2.5.C.6 ○ 8.2.5.D.2 ○ 8.2.5.D.3 ○ 8.2.5.D.4 ○ 8.2.5.E.1 ○ 8.2.5.E.2 ○ 8.2.5.E.3 ○ 8.2.5.E.4

● NJSLS Grade 3 - 21st Century Life and Careers ○ 9.3.IT-PRG.3 ○ 9.3.IT-PRG.4 ○ 9.3.IT-PRG.6 ○ 9.3.IT-PRG.8

● NJSLS Grade 3 - Language Arts Literacy ○ SL.1.1 ○ SL.1.2 ○ SL.1.5 ○ L.1.6 ○ W.1.6 ○ SL.2.1 ○ SL.2.2 ○ SL.2.5 ○ L.2.6 ○ W.2.3

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○ SL.3.1 ○ SL.3.3 ○ SL.3.6 ○ L.3.6 ○ W.3.3 ○ W.3.6

● NJSLS Grade 3 - Mathematics ○ MP.1 ○ MP.2 ○ MP.3 ○ MP.4 ○ MP.5 ○ MP.6 ○ MP.7 ○ MP.8 ○ 1.OA.1 ○ 1.OA.A.1 ○ 1.G.1 ○ 1.G.A.1 ○ 1.G.A.2 ○ 1.MD.4 ○ 2.OA.1 ○ 2.OA.A.1 ○ 2.G.2 ○ 2.G.3 ○ 2.G.A.1 ○ 2.MD.5 ○ 2.NBT.A.4 ○ 3.OA.3 ○ 3.G.2 ○ 3.G.A.2

● NJSLS Grade 3 - Comprehensive Health and Physical Education ○ 2.2.4.A.1 ○ 2.2.4.A.2

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● NJSLS Grade 3 - Science ○ K-2-PS3-2 ○ K-2-ETS1-1 ○ 3-5-ETS1-2

● NJSLS Grade 3 - Social Studies ○ 6.1.4.C.16 ○ 6.1.4.C.17 ○ 6.1.4.C.18

Central Idea / Enduring Understanding: Students will...

● Students will explore computational thinking and computer programming for design and engineering tasks.

Essential/Guiding Question: ● What is coding? ● How does coding impact our

everyday lives?

Content: ● Algorithm ● Program ● Loop ● Debugging ● Conditionals ● Binary ● Event

Skills (Objectives): ● Understand the difficulty of

translating real problems into programs

● Practice communicating ideas through codes and symbols

● Decompose large activities into a series of smaller events

● Arrange sequential events into their logical order

● Order movement commands as sequential steps in a program

● Represent an algorithm as a computer program

● Use pair programming to complete collaborative tasks with or without a computer

● Create a program to complete an image using sequential steps

● Compose new shapes from composite shapes

● Convert a series of multiple actions

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into a single loop ● Create a program for a given task

which loops a sequence of commands

● Modify an existing program to solve errors

● Reflect on the debugging process in an age-appropriate way

● Solve puzzles using a combination of looped sequences and conditionals

● Create a game using event handlers ● Create an animated, interactive story

using sequence, loops, and event-handlers

Stage 2: Assessment Evidence

Performance Task(s): Code.org: Course 2

● Graph Paper Programming Assessment ● Daily Algorithms ● Getting Loopy Assessment ● Relay Programming Assessment ● Conditionals with Cards Assessment ● Binary Assessment ● Controlling by Events Assessment

Other Evidence: Gamestar Mechanic: Introduction

● Element Cards ● Playtester Feedback Worksheet

Swift Playgrounds: Learn to Code 1 & 2 ● Journal/Portfolio

Stage 3: Learning Plan

Learning Opportunities/Strategies: Code.org Course 2 Lesson 1 - Graph Paper Programming Students write an algorithm (a set of instructions) using a set of predefined commands to direct their classmates to reproduce a drawing. Lesson 2 - Real-Life Algorithms

Resources: Code.org: Course 2

● Code.org [Web] - Online access to all lesson resources.

● Computer Science Fundamentals for Courses 1 - 4 [Code.org] [PDF] - An instructor handbook for the Code.org K-5 curriculum.

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This lesson calls out ways we use algorithms in our daily lives. This lesson also focuses on the bigger picture of computer science and how algorithms play an essential part. Lesson 3 - Maze: Sequence Students write programs (algorithms for the computer) that get a character through a maze. They’ll understand the importance of sequence in the programs they write. Lesson 4 - Artist: Sequence Students write programs to draw different lines and shapes. Lesson 5 - Getting Loopy This lesson introduces the programming concept of loops (repeated instructions) through a dance activity. Students will learn simple choreography and then be instructed to repeat it. Lesson 6 - Maze: Loops Students write programs in the Maze environment using loops. Lesson 7 - Artist: Loops Students write programs to draw different shapes while identifying patterns in their code. They learn about the programming concept of loops (repeated statements), which can be used to make their programs more efficient. Lesson 8 - Bee: Loops Students write programs using loops in the Bee environment. Lesson 9 - Relay programming Students run a relay race, where they dash across the yard to write an algorithm based on a "Graph Paper Programming" image. They can only write one instruction at a time and if there's an error, they have to erase everything

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back to the error. Lesson 10 - Bee: Debugging Students are presented with a pre-written program that fails to complete the puzzle. Students will have to “debug” or fix the prewritten program. Lesson 11 - Artist: Debugging Students are presented with a drawing and a pre-written program that fails to create that drawing. Students will have to “debug” or fix the pre-written program. Lesson 12 - Conditionals To learn about conditional statements, students play a card game and create rules like “If I draw a red card, I get a point” and “If I draw a black card, you get a point.” Lesson 13 - Bee: Conditionals Students write programs using conditional statements using the Bee environment. Lesson 14 - Binary Bracelets Students create bracelets from a paper template that is a binary representation of the first letter of their name. Students learn that the same set of data can be represented in more than one way. Lesson 15 - The Big Event Students are introduced to the programming concept of “events,” which are actions that a computer constantly monitors for. The teacher will press buttons on a fake remote, and students have to shout specific phases depending on which button is pressed. Lesson 16 - Flappy Using the concept of “Events,” students will create their own game with events like “When the mouse is clicked, make the bird flap” and

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“When the bird hits the ground, end the game.” Lesson 17 - Play Lab: Create a Story Students employ all the different programming concepts they have learned in the curriculum this far to make a customized, interactive story or game of their own. Lesson 19 - Artist: Nested Loops Students write programs that draw interesting and beautiful patterns using nested loops. **Note: Lessons will be split between Grade 2 and Grade 3, depending on skill and ability levels.**

Additional Learning Opportunities Swift Playgrounds - Learn to Code 1 (alternative for iOS) Lesson 0 - Getting Started

● Get an introduction to computer science

● Understand the goals of this class ● Learn how to use the portfolio app

Seesaw Lesson 1 - Think Like a Computer

● Describe what commands and sequences are

● Demonstrate the use of commands and sequences in an everyday situation

● Code using commands and sequences Lesson 2 - Think Like a Detective

● Describe what debugging is ● Demonstrate the use of debugging in

an everyday situation ● Debug with code

Lesson 3 - Think Efficiently

Additional Learning Opportunities Swift Playgrounds - Learn to Code 1 (alternative for iOS)

● Swift Playgrounds [iOS] ● Swift Playgrounds: Learn to Code 1 &

2 [iBook]

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● Describe what functions and for loops are

● Demonstrate the use of functions and for loops in an everyday situation

● Code using functions and for loops Review and Reflect

● Review coding concepts from Lessons 1 to 3

● Reflect on what’s been learned using their portfolios

● Create a community with peer-to-peer review in Seesaw

Lesson 4 - Think Logically ● Describe what conditional code,

Booleans, and logical operators are ● Demonstrate the use of conditional

code, Booleans, and logical operators in an everyday situation

● Code using conditional code, Booleans, and logical operators

Lesson 5 - Think Again and Again ● Describe what while loops are ● Demonstrate the use of while loops in

an everyday situation ● Code using while loops

Lesson 6 - Think the Same Idea ● Describe what algorithms are ● Demonstrate the use of algorithms in

an everyday situation ● Code using algorithms

Review and Reflect ● Review coding concepts from Lessons 3

to 6 ● Reflect on what’s been learned using

the portfolios ● Create a community with peer-to-peer

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review in Seesaw

Additional Learning Opportunities Gamestar Mechanic Introduction (optional) Lesson 1 - Terms and Concepts Through the play and analysis of Gamestar Mechanic, students will learn the names and concepts behind the basic elements of a game. Lesson 2 - Core Design Elements To understand games as systems, students must be familiar with the elements of a system. Students will discuss the Core Design Elements sheet, identifying examples for each element from Gamestar Mechanic. Lesson 3 - Balance For a game to be fun, it must also be challenging. In this lesson, students will balance the elements of a game in Gamestar Mechanic. Lesson 4 - Design Having acquired information on game design elements and balance, students now have the resources to design a fun and challenging game. Lesson 5 - Playtest and Iterate Students will playtest each other’s games and give effective feedback. Then they will iterate on their designs.

Additional Learning Opportunities Gamestar Mechanic Introduction (optional)

● Gamestar Mechanic [Web] ● Gamestar Mechanic - Getting Started

Teacher Pack [PDF]

Differentiation

High-Achieving Students

On Grade Level Students

Struggling Students Special Needs/ELL

Adaptation of materials and requirements

Varying instructional strategies

Materials Provide text in alternative formats,

Materials Decreased text or question complexity

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Elevated text or question complexity Independent student options Projects completed individually or with partners Self-selection of research Open-ended activities Expert mentorship

In-class interventions Compacting activity Extend or abbreviate duration of assignments

such as Braille, large print, audio formats, or digital text Use peer readers Permit highlighting of text List discussion questions prior to reading text Vocabulary lists and/or study guides Provide lecture notes/outline Environment Reduce visual or auditory distractions Preferential seating Post a visual schedule Emphasize multi-sensory learning Directions Use oral, recorded, and/or printed directions Highlight key words in directions

Provide page numbers or highlighted texts Shorten assignments to focus on key concepts Grading Provide partial grade based on individual progress or effort Use recognition tests (true-false, multiple choice, or matching) instead of essays Provide a vocabulary list with definitions Modified rubrics

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Give brief and concrete directions Have student verbalize steps Repeat, clarify, or reword directions Time Alert students before transitions Provide additional time for tasks Extra response time

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Unit Title: Grade 3 - Unit 4 - Innovation Lab

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade 3 - Technology

○ 8.1.5.A.1 ○ 8.1.5.A.4 ○ 8.1.5.A.5 ○ 8.1.5.A.6 ○ 8.1.5.C.1 ○ 8.1.5.F.1 ○ 8.2.5.A.1 ○ 8.2.5.A.2 ○ 8.2.5.A.3 ○ 8.2.5.A.4 ○ 8.2.5.A.5 ○ 8.2.5.B.1 ○ 8.2.5.B.2 ○ 8.2.5.B.3 ○ 8.2.5.B.4 ○ 8.2.5.C.1 ○ 8.2.5.C.2 ○ 8.2.5.C.3 ○ 8.2.5.C.4 ○ 8.2.5.C.5 ○ 8.2.5.C.6 ○ 8.2.5.C.7 ○ 8.2.5.D.1 ○ 8.2.5.D.2 ○ 8.2.5.D.3 ○ 8.2.5.D.4 ○ 8.2.5.D.5 ○ 8.2.5.D.6 ○ 8.2.5.D.7

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● NJSLS Grade 3 - 21st Century Life and Careers ○ 9.3.12.AR-AV.2 ○ 9.3.12.AR-AV.4 ○ 9.3.12.AR-JB.2 ○ 9.3.12.AR-JB.3 ○ 9.3.12.AR-VIS.2 ○ 9.3.12.AR-VIS.3 ○ 9.3.ST.1 ○ 9.3.ST.2 ○ 9.3.ST-ET.1 ○ 9.3.ST-ET.3 ○ 9.3.ST-ET.4 ○ 9.3.ST-ET.5 ○ 9.3.ST-ET.6 ○ 9.3.ST-SM.2 ○ 9.3.ST-SM.3 ○ 9.3.ST-SM.4

● NJSLS Grade 3 - Language Arts Literacy ○ RI.3.7 ○ RI.3.9 ○ W.3.2 ○ W.3.4 ○ W.3.5 ○ W.3.6 ○ W.3.7 ○ W.3.8 ○ SL.3.1 ○ SL.3.2 ○ SL.3.4 ○ SL.3.5 ○ SL.3.6 ○ L.3.1 ○ L.3.2 ○ L.3.3

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● NJSLS Grade 3 - Mathematics ○ MP.1 ○ MP.2 ○ MP.3 ○ MP.4 ○ MP.5 ○ MP.6 ○ 3.MD.B

● NJSLS Grade 3 - Science ○ 3-5-ETS1-1 ○ 3-5-ETS1-2 ○ 3-5-ETS1-3

● NJSLS Grade 3 - Social Studies ○ 6.1.4.A.12 ○ 6.1.4.B.9 ○ 6.1.4.C.16 ○ 6.1.4.C.17 ○ 6.1.4.C.18 ○ 6.3.4.A.2 ○ 6.3.4.A.3 ○ 6.3.4.A.4 ○ 6.3.4.B.1 ○ 6.3.4.C.1 ○ 6.3.4.D.1

Central Idea / Enduring Understanding: Students will...

● 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

Essential/Guiding Question: ● Why do people work in teams? ● What is an authentic problem? ● How do we solve authentic

problems? ● How are products created and

improved? ● How do we effectively present ideas

and products?

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perspectives to explore alternative solutions.

Content: ● Authentic problems ● Problem solving ● Collaboration ● Data ● Databases ● Spreadsheets ● Engineering ● Design ● Research and development ● Invention ● Innovation ● Experimentation

Skills (Objectives): ● Identify and define authentic

problems and significant questions for investigation.

● Plan and manage activities to develop a solution or complete a project.

● Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

● Collect and analyze data to identify solutions and/or make informed decisions.

● Create and use a database to answer basic questions.

● Export data from a database into a spreadsheet.

Stage 2: Assessment Evidence

Performance Task(s): ● Define the Creative Challenge ● Identify Sources of Information ● Generate and Select Ideas ● Present Work to Users/Target

Audience

Other Evidence: ● Graphic organizers ● Interviews ● Data collection ● Online discussions

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Stage 3: Learning Plan

Learning Opportunities/Strategies: Launching the Project: Define the Creative Challenge

● Students work in groups to identify and define authentic problems and significant questions for investigation (e.g. energy sources, climate change, educational concerns).

● Students plan and manage activities to develop a preliminary solution.

Building Knowledge, Understanding, and Skills: Identify Sources of Information

● Students create and utilize a database to collect and organize research and discussion data.

● Students are encouraged to obtain information through unconventional channels (e.g. engaging in conversation with diverse learners from other cultures).

● Students export data from their database, for analysis and publishing.

Generate and Select Ideas: Developing and Revising Ideas and Products

● Students collaborate to identify and plan the creation of a new and innovative product.

● Students use feedback from others to improve product.

Present Work to Users/Target Audience: Presenting Products and Answers to Driving Question

● Students create a digital story, explaining the creativity and innovation process.

● With the teacher’s assistance, students publish the stories to social media

Resources: Planning

● Padlet [iOS, Web] ● Popplet [iOS, Web] ● Bubbl.us [Web] ● BaiBoard [iOS] ● Notes [iOS] ● Google Drawings [Web] ● Numbers [iOS] ● Google Forms [Web] ● Excel [PC] ● Google Sheets [Web] ● Printable Storyboards [Web]

Creating ● iMovie [iOS] ● Adobe Spark Video [iOS, Web] ● GarageBand [iOS] ● Google Slides [iOS, Web] ● PowerPoint [PC] ● Keynote [iOS] ● Google Docs [iOS, Web] ● Word [PC] ● Pages [iOS]

Assessing ● 3-5 Collaboration Rubric CCSS ELA

Aligned [PDF] ● 3-5 Creativity & Innovation Rubric

CCSS ELA Aligned [PDF] ● 3-5 Critical Thinking Rubric CCSS ELA

Aligned [PDF] ● 3-5 Presentation Rubric CCSS ELA

Aligned [PDF] Project Examples

● Grade 1 - Healthy Lifestyle Project

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networks and/or online platforms, eliciting feedback from a global audience.

Note: The term “product” is used as a general term denoting the end result of the innovation process. A product can be a physical object, proposal, presentation, a work of art, event, solution to a problem, improvement to an existing product, etc.

[PDF] ● Grade 2 - A Home for Everyone [PDF] ● Grade 4 - Design Wars Project [PDF] ● Grade 5 - Healthy Choices Project

[PDF] Other Resources

● Challenge Based Learning: A Classroom Guide [PDF]

● Teacher’s Guide to Project-Based Learning [PDF]

● Essential Project Design Elements [PDF]

● Project Calendar [PDF] ● Project Design Overview Planning

Guide [PDF] ● Project Design Rubric [PDF] ● Authentic Student Learning - Kathy

Schrock’s Guide to Everything [Web] ● Project Based Learning - Buck

Institute for Education [Web] ● High Tech High Student Projects

[Web]

Differentiation

High-Achieving Students

On Grade Level Students

Struggling Students Special Needs/ELL

Adaptation of materials and requirements Elevated text or question complexity Independent student options

Varying instructional strategies In-class interventions Compacting activity

Materials Provide text in alternative formats, such as Braille, large print, audio formats, or digital text Use peer readers

Materials Decreased text or question complexity Provide page numbers or highlighted texts Shorten assignments to focus on key concepts

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Projects completed individually or with partners Self-selection of research Open-ended activities Expert mentorship

Extend or abbreviate duration of assignments

Permit highlighting of text List discussion questions prior to reading text Vocabulary lists and/or study guides Provide lecture notes/outline Environment Reduce visual or auditory distractions Preferential seating Post a visual schedule Emphasize multi-sensory learning Directions Use oral, recorded, and/or printed directions Highlight key words in directions Give brief and concrete directions Have student verbalize steps

Grading Provide partial grade based on individual progress or effort Use recognition tests (true-false, multiple choice, or matching) instead of essays Provide a vocabulary list with definitions Modified rubrics

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Repeat, clarify, or reword directions Time Alert students before transitions Provide additional time for tasks Extra response time