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Instructional Technology

Curriculum

Grade 1 (Unit II)

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Course Description

Subject Area: Instructional Technology

Course Name: Instructional Technology - 1

Grade(s): 1

Description: First grade students that are enrolled in this course will continue to learn about technological hardware, applications, computer

programming/coding and 21st century skills that will insure that they establish a solid foundation with technological literacy. These students will increase their rigor with computer programming/coding and will be fully immersed in the 4C's, Critical Thinking, Communication,

Collaboration and Creativity. There is a purposeful intent to immerse our first-grade students with computerized coding throughout the entire

academic school year so that they may become viable candidates in tomorrow's technological work force.

Students in first grade will have varying degrees of comfort with technology applications:

21st century skills are taught and reinforced as students work on projects.

Students learn about computer hardware, applications, and components.

Now that students have been using computers for a while, they learn to identify computer accessories like printers and hard drives and

begin to understand how these function.

They learn to use software interfaces, choose the correct applications for different types of tasks, and how to use built-in help tools.

Computer Programming / Coding will be reinforced throughout the entire academic school year.

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 Computer Programming

Course A Code.org

Online Communication Computer Programming

Course A Code.org

Keyboarding Computer Programming

Course A Code.org

Beginning Graphics Course A Code.org

Computer Programming Course A Code.org

9 Weeks 9 Weeks 9 Weeks 9 Weeks

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Career Ready Practices Standards

CRP1, CRP2, CRP3, CRP4

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:

First grade students will continue to learn about the importance of maintaining a private online persona while interacting respectfully with their peers as

digital citizens.

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:

First grade students will begin to use email to communicate with their teachers and peers for academic purposes only. They will learn to send their teachers

questions in a digital format so that they may begin to create a dialogue about topics that are taught in class.

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that

understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to

their personal financial wellbeing, understanding that personal financial security provides the peace of mind required to contribute more fully to their own

career success.

Examples of use within the unit:

First grade students will learn to communicate in a respectful matter with their teachers and peers alike. They will understand that once an email message

is sent out it cannot be changed they must conduct themselves morally and ethically at all times.

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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:

First grade students will use proper English at all times when communicating digitally through email. They will understand that there is a distinction when

communicating in an academic and social conversati9on. Students will be encouraged to use academic language when communicating digitally at all

times.

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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

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

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

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

Assistive Technology

Computer/whiteboard

Test-to-speech

Spell-checker

Audio book

Assistive Technology

Computer/whiteboard

Test-to-speech

Spell-checker

Audio book

Assistive Technology

Computer/whiteboard

Test-to-speech

Spell-checker

Audio book

Assistive Technology

Computer/whiteboard

Test-to-speech

Spell-checker

Audio book

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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/Multi Level 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 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.

Grade

Level

Bands

Content Statement - Students will Standard Indicator

K-2 Understand and use technology

systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

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.

Select and use applications

effectively and productively.

8.1.2.A.4 Create a document using a word processing application.

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:

Standard Indicator

K-2 Apply existing knowledge to

generate new ideas, products, or

processes.

Create original works as a means of

personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and

resources.

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

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

Strand 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: Standard Indicator

K-2 The characteristics and scope of

technology. 8.2.2.A.1 Define products produced as a result of technology or of nature.

8.2.2.A.2 Describe how designed products and systems are useful at school, home and work.

The core concepts of technology. 8.2.2.A.3 Identify a system and the components that work together to accomplish its purpose.

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 Standard Indicator

K-2 The cultural, social, economic and

political effects of technology. 8.2.2.B.1 Identify how technology impacts or improves life.

The role of society in the

development and use of

technology.

8.2.2.B.3 Identify products or systems that are designed to meet human needs.

The influence of technology on

history. 8.2.2.B.4 Identify how the ways people live and work has changed because of technology.

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

All students will develop an understanding of the nature and impact of technology, engineering, technological design,

computational thinking and the designed world as they relate to the individual, global society, and the environment.

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

Grade

Level

Bands

Content Statement - Students

will:

Standard Indicator

K-2 The attributes of design. 8.2.2.C.1 Brainstorm ideas on how to solve a problem or build a product.

8.2.2.C.3 Explain why we need to make new products.

The application of engineering

design. 8.2.2.C.4 Identify designed products and brainstorm how to improve one used in the classroom.

8.2.2.C.5 Describe how the parts of a common toy or tool interact and work as part of a system.

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 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: Standard Indicator

K-2 Computational thinking and

computer programming as tools

used in design and engineering.

8.2.2.E.1 List and demonstrate the steps to an everyday task.

8.2.2.E.2 Demonstrate an understanding of how a computer takes input through a series of written

commands and then interprets and displays information as output.

8.2.2.E.3 Create algorithms (a sets of instructions) using a pre-defined set of commands (e.g., to

move a student or a character through a maze).

8.2.2.E.4 Debug an algorithm (i.e., correct an error).

8.2.2.E.5 Use appropriate terms in conversation (e.g., basic vocabulary words: input, output, the

operating system, debug, and algorithm).

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

ONLINE COMMUNICATION

Students will understand

that online bullying is not

acceptable under any

circumstances.

Students will be able to

describe how they can

maintain a safe online

experience.

How can I collaborate and use electronic tools to solve a problem?

How can we practice safety on the internet and on social networks?

What is a cyber-bully?

Safe Site Strategies

Open Communication

Netiquette and

Cyberbullying

Discussion

Surf Swell Island

NetSmartz Kids

Disney’s Surf Swell

Island

www.carnegiecyberacademy.com

Common Sense Media

Brainpop Jr.

BBC

Health: Students will be

write a composition on how

to maintain a safe social

and emotional online

experience.

2.1.4.A.1

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Unit II Vocabulary curser

mouse

drag and drop

double click

select

pointer

delete

folder

trash

DVD

disk

device

USB

read

hard drive

desktop

file

scroll bar

maximize

minimize

online

toolbar

icon

properties

menu

exit

name

print

file

select

software

save

close video

technology

text box

resize

restore

dropdown menu

checkbox

output device

speaker

audio

symbol

function

input device

keyboard

computer

monitor

printer

Illustrating

algorithm

code

loop

debug

controls

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REQUIRED CODING LESSONS

COURSE A https://studio.code.org/s/coursea

COURSE A Objectives

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 onto 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.

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2 Lesson 5: Programming Unplugged: Happy Maps Translate an algorithm into 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.

Decode and run a program created by someone else.

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming

· 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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2 Lesson 6: Programming in Maze 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.

Represent an algorithm as a computer program.

CSTA K-12 Computer Science Standards

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-10 - Develop programs with sequences and simple loops, to express ideas or address a problem.

· 1A-AP-14 - Give attribution when using the ideas and creations of others while developing programs.

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Optional Unit II Project (Choose 1)

GRADE 1

Project (Suggested) Project (Suggested)

Tagul

Class Periods: 1

Technology Learning Objectives:

Using tagul.com students create a tagul (wordcloud) of their name

and other words- could be used for a season, holiday, etc.

Students should also upload a photo to match the theme of the

tagul.

Coding Story

Class Periods: 1

Technology Learning Objectives:

Students create a maze for a robot to travel in, then create a story

go along with the robot.

END