1 | P a g e   

Instructional Technology Curriculum

Grade 6 (Unit 1)

  

2 | P a g e   

Course Description

Subject Area: Technology Course Name: Instructional Technology - 6

Grade: 6

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

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

  

3 | P a g e   

PACING CHART Unit I Unit II Unit III Unit IV

Comprehensive Review Online Communication

Course D Code.org

Word Processing Course D Code.org

Spreadsheets Course D Code.org

Technology Design Process

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

  

4 | P a g e   

Career Ready Practices STANDARDS

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

Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. Examples of use within the unit: Students are developing a firm understanding of how communicate respectfully online; they will realize that their online persona leaves a digital footprint that can be monitored by anyone.

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. Examples of use within the unit:

Students will continue to use digital communication tools to conduct research on various academic topics in class.

  

5 | P a g e   

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

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

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. Examples of use within the unit: Students will work in teams to think critically about developing plans that will help them to solve interdisciplinary tasks that are assigned to them.

  

6 | P a g e   

Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for reports and projects

Communication system between home and school

Provide lecture notes/outline

Processing

Extra response time

Have students verbalize steps

Repeat, clarify or reword directions

Mini-breaks between tasks

Provide a warning for transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Test-to-speech

Spell-checker

Audio book

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured routine

Simple and clear classroom rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

  

7 | P a g e   

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

  

8 | P a g e   

Enrichment

Accommodate Based on Students Individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Projects completed individual or with Partners

Self-Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Open-ended activities

  

9 | P a g e   

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

  

10 | P a g e   

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

synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

Strand A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

6-8 Understand and use technology systems.

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

Select and use applications effectively and productively.

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

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

  

11 | P a g e   

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

synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

Strand B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

Grade Level bands

Content Statement Students will:

Indicator Indicator

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

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

  

12 | P a g e   

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

synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

Strand C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Grade Level bands

Content Statement

Indicator Indicator

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

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

  

13 | P a g e   

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

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

Grade Level bands

Content Statement

Indicator Indicator

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

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

Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

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

Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

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

  

14 | P a g e   

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

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

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

Grade Level bands

Content Statement Students will be able to understand:

Indicator Indicator

6-8 The characteristics and scope of technology.

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

The core concepts of technology.

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

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

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

  

15 | P a g e   

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

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

Grade Level bands

Content Statement Students will be able to understand:

Indicator Indicator

6-8 The cultural, social, economic and political effects of technology.

8.2.8.B.1 Evaluate the history and impact of sustainability on the development of a designed product or system over time and present results to peers.

8.2.8.B.2 Identify the desired and undesired consequences from the use of a product or system.

The role of society in the development and use of technology.

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

8.2.8.B.6 Compare and contrast the different types of intellectual property including copyrights, patents and trademarks.

  

16 | P a g e   

NJDOE Student Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary Connections

Comprehensive Review Online Communication

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

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

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

8.1.8.D.3 Demonstrate the application of appropriate

What are the long term repercussions that come with always acting ethically online? What would misuse of this technology look like and what should students do to counter it?

Why is it wrong to take other's work without their permission?

What are the possible consequences of using digital media and communication devices?

How is digital communication different than verbal communication?

Why is cyber bullying just as damaging as physical bullying?

Common Sense Media

Which me Should I be?

Trillion-Dollar Footprint Lesson Video

Scams and Schemes

Safe Online Talk

Netsmartz.org

Terrible Text

Online Communication Activities:

Discuss how to determine if an electronic source is accurate, relevant, appropriate, and comprehensive a class

Resources (Paste URLs in browser):

Think before you link

https://gtm-media-3.discoveryeducation.com/v3.3/CEP/CyberSafety_student/index.html#/

Cyberbullying

http://lwcharterschools.com/files/2012/06/Gr.-6-8-CyberbullyingTipsforTakingAction.pdf

Private and Personal Information

http://lwcharterschools.com/files/2012/06/Gr.-6-8-Private_And_Personal

ELA

Students will write opinion pieces supporting their point of view with reasons and information on how to create a reputable online persona.

W.6.1.A

  

17 | P a g e   

NJDOE Student Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary Connections

citations to digital content.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

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

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

Determine the bias of an electronic information source

Identify and explain the difference between fact and opinion

Create an Internet Safety Cartoon using PowerPoint.

Have students choose sides and then debate the issue, or debate the overlaps the issue has with other digital ethics issues.

Create a formal memorandum about Internet Safety and computer usage in the workplace

Have students explore status messages used on other digital media such as instant messaging and mobile devices with

_Information.pdf

Online Use Assessment Questions

http://lwchartersclwcha.com/files/2012/06/Gr.-6-8-AssessmentQuestiAss.pdf

Cyberbullying: Design game

http://www.digizen.org/resources/digizen-game.aspx

  

18 | P a g e   

NJDOE Student Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary Connections

services like Yahoo! Mobile. Discuss the different status settings available for IM and mobile phones, and why students might sometimes want to go “invisible” when they are using these tools.

  

19 | P a g e   

Unit Vocabulary

Grade 6:

zoom help drag navigating ribbon interfaces program menus magnifier drop browsing basics controls analog input device data storage device processor digital output device spreadsheet software controls browser dialog box buttons word processing database slideshow presentation software menu save

open technical writing online safety responsible use post Web log collaboration security information technology audience blog Strong Password Online Behavior Sharing Information Internet Safety Password Digital Footprint Personal Information Online Safety print toolbar

live preview ribbon interface quick access contextual menu application button groups review home tab dialog box spell check hover Office button command hyperlink URL software website scroll bar home page web browser World Wide Web web page download Internet dialog box Following Directions Writing Instructions Formatting Evaluating

  

20 | P a g e   

REQUIRED CODING LESSONSCOURSE D

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

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

1 Lesson 1: Algorithms Unplugged: Graph Paper Programming Understand the difficulty of translating real problems into programs.

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.

Explain how ideas may feel clear and yet still be misinterpreted by a computer.

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming Practice communicating ideas through codes and symbols.

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

1 Lesson 2: Introduction: Remembering Ideas from Course C Order movement commands as sequential steps in a program.

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.

Modify an existing program to solve errors.

Break down a long sequence of instructions into the largest repeatable sequence.

  

21 | P a g e   

1 Lesson 3: Events in Bounce Identify actions that correlate to input events.

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.

Create an interactive game using sequence and event-handlers.

1 Lesson 4: Nested Loops in Maze Break complex tasks into smaller repeatable sections.

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

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

Recognize large repeated patterns as made from smaller repeated patterns.

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming Identify the benefits of using a loop structure instead of manual repetition.

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

  

22 | P a g e   

Optional Unit Project (Choose 1)

GRADE 6 Project (Suggested) Project (Suggested) Small Screens, Big Thinkers Subject: ELA • Class Periods: 5 Final Student Media: Digital Spreadsheet Technology and Core Area Learning Objectives:

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

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

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

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

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

Create a document with word-processing software

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

Search for and synthesize information about published writers’ processes

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

Collaborate digitally with peers Create and edit audio or video presentations

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

Measure and identify relationships involving angles in triangles and quadrilaterals

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

Use online tools to collaborate with peers Use a drawing or drafting program to draw shapes and add text

  

23 | P a g e   

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

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

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

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

Take digital photos and insert them into a word processing document

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

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

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

Use technical writing strategies effectively to communicate opinions and information

Create a website with graphics and text

END