unit: technology operations and concepts grade: 4
TRANSCRIPT
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UNIT: Technology Operations and Concepts Grade: 4
Title: Technology Operations and Concepts Subject/Course: Technology
Topic: Multimedia Presentations Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.1.4.A.1
Demonstrate effective input of text and data using an input device.
8.1.4.A.2
Create a document with text formatting and graphics using a word processing
program.
8.1.4.A.3
Create and present a multimedia presentation that includes graphics.
Understandings:
Technology is constantly
changing and requires
continuous learning of new
skills.
Selection of technology should
be based on personal and /or
career needs assessment.
A tool is only as good as the
person using it.
Essential Questions:
In a world of constant change,
what skills should we learn?
How do I choose which
technological tools to use and
when it is appropriate to use them?
How can I transfer what I know to
new technological
situations/experiences?
Students will know…
The use of technology and
digital tools requires knowledge
and appropriate use of operations
and related applications.
Students will be able to …
Create, format, and use text boxes.
Draw lines and add other graphic
elements.
Insert and format word and clipart.
Toggle between multiple
documents.
Create a written and visual
representation of information
he/she has gathered.
Stage 2- Assessment Evidence
Performance Tasks:
Students are presented with the
scenario of rainforest animals having
escaped the exhibit at the local zoo.
While researching information on a
selected rainforest animal, students
create and complete a graphic
organizer in which they record their
collected information. Students then
create a WANTED poster.
Other Evidence:
Successful completion of all the
tasks required to produce a
finished product
A rubric for teacher- or self-
assessment of the final product
Teacher observation
~ 2 ~
Stage 3- Learning Plan
UNIT LENGTH: 5 Days
Day 1: Students will choose a Rainforest animal from a list that is given to
them. They will create a graphic organizer that will be used to record and
organize information collected about a rainforest animal.
Day 2: Students will research their Rainforest animal to discover the
following information: size, life-span, what it eats, how it protects itself, what
eats it, and appearance.
Day 3: Students will begin to create a WANTED poster that presents the
collected information in a written and visual form.
Day 4: Students will continue their WANTED poster that presents the
collected information in a written and visual form.
Day 5: Students will complete their WANTED poster that presents the
collected information in a written and visual form.
Differentiation Activities:
This project can be easily adapted to work with content in any subject area.
Students can work independently, in small groups, or as an entire class to
create the poster project.
The instructor could set up a graphic organizer template so that students only
need to enter text.
Each group or individual can create an organizer and/or WANTED poster on
different topic to provide review of multiple topic areas.
Extend the project by having students prepare a script and record a
presentation for a school news broadcast about the missing animals.
Students may compare and contrast the characteristics of two or more
rainforest animals using a Venn diagram.
Students can create a database to organize the information collected about
multiple animals.
See Appendix A
Vocabulary:
Microsoft Word, text box, bold, underline, italics, graphics, text format,
multimedia, clip art, graphic organizer
Technology for the 21st Century Learner:
Microsoft Word
Internet
Atomic Learning: Escape from the Rainforest
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UNIT: Critical Thinking, Problem Solving, and Decision-Making Grade: 4
Title: Critical Thinking, Problem Solving, and
Decision-Making
Subject/Course: Technology Title:
Subject/Course:
Topic: Microsoft Excel Spreadsheets Designer: Michael Sharkey Designer:
Stage 1- Desired Results
Established Goals:
8.1.4.A.4
Create a simple spreadsheet, enter data, and interpret the information.
8.1.4.A.5
Determine the benefits of a wide range of digital tools by using them to solve
problems.
8.1.4.F.1
Select and apply digital tools to collect, organize, and analyze data that
support a scientific finding.
Understandings:
Technology is constantly
changing and requires
continuous learning of new
skills.
Selection of technology should
be based on personal and /or
career needs assessment.
A tool is only as good as the
person using it.
Essential Questions:
In a world of constant change,
what skills should we learn?
How do I choose which
technological tools to use and
when it is appropriate to use them?
How can I transfer what I know to
new technological
situations/experiences?
Students will know…
Information accessed through
the use of digital tools assists in
generating solutions and making
decisions.
Students will be able to …
Create a simple electronic
worksheet.
Add data to their worksheet.
Add formulas for finding the
median, mean, and mode of a
specified set of numbers.
Create and format a graph in their
spreadsheet, using a specified set
of data.
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Stage 2- Assessment Evidence
Performance Tasks:
Recording the height of each
member of the group or class, if
necessary.
Creating an electronic
spreadsheet with appropriate
column and row labels.
Entering the height data into the
spreadsheet.
Entering the formulas for
median, mean, and mode, into
the spreadsheet.
Using the entered data to create a
column chart.
Other Evidence:
Did the student accurately enter
the height data into their
spreadsheet?
Did the student accurately enter
formulas for the median, mean,
and mode?
Did the student generate a 3-
dimensional column chart, using
their height data?
An assessment rubric that could be
used by the instructor to assess
student work, or by the students
for self-assessment of their final
project.
Teacher observation
Stage 3- Learning Plan
UNIT LENGTH: 3 Days
Day 1: Students will collect the class height data. Students will format
column headings and row labels to prepare for recording the height data of
their class.
Day 2: Students will enter the height data onto the spreadsheet that was
created in Microsoft Excel.
Day 3: Students will enter a formula to find the median, mode, and mean for
the height data. Students will create a column chart using the data that was
collected.
Differentiation Activities:
Students could measure different sets of objects, or different aspects of the
same set. For example: one student might measure height, while another
student might measure the length of his/her classmate’s feet.
Students may try creating different types of charts from their gathered data;
assessing whether certain types of charts are better at portraying the desired
relationships than others.
Students can be challenged to find sets of numbers that produce a specified
median, mean, or mode.
See Appendix A
Vocabulary:
Microsoft Excel, median, mode, mean, column, row, column chart
Technology for the 21st Century Learner:
Microsoft Excel
Internet
Atomic Learning: Charting the Heights
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UNIT: Creativity and Innovation Grade: 4
Title: Creativity and Innovation Subject/Course: Technology
Topic: Digital Story Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.1.4.B.1
Produce a media-rich digital story about a significant local event or issue
based on first-person interviews.
Understandings:
Digital tools provide
opportunities for people to have
new experiences, recognize
problems, design solutions, and
express their ideas.
Essential Questions:
How can digital tools be used for
creating original and innovative
works, ideas, and solutions?
Students will know…
The use of digital tools and
media-rich resources enhances
creativity and the construction of
knowledge.
Students will be able to …
Record information they gathered
from an interview onto a graphic
organizer.
Insert and format word and clipart.
Toggle between multiple
documents.
Create a written and visual
representation of information
he/she has gathered.
Stage 2- Assessment Evidence
Performance Tasks:
Interview classmates, friends, family
members, teachers and/or other
adults to gather information about a
recent event occurring in the school
or local community.
Create a digital story with images
based on first-person interviews.
Other Evidence:
Successful completion of all the
tasks required to produce a
finished product
A rubric for teacher- or self-
assessment of the final product
Teacher observation
~ 6 ~
Stage 3- Learning Plan
UNIT LENGTH: 3 Days
Day 1: Students will choose a recent event that will be used to conduct first-
person interviews. They will interview classmates, friends, family members,
teachers and/or other adults to gather information about a recent event
occurring in the school or local community.
Day 2: Students will begin to create a digital story with images based on
first-person interviews.
Day 3: Students will complete their digital story with images based on first-
person interviews.
Differentiation Activities:
See Appendix A
Vocabulary:
Microsoft Word, digital story, interview
Technology for the 21st Century Learner:
Microsoft Word
Internet
YouTube
Skype
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UNIT: Digital Citizenship Grade: 4
Title: Digital Citizenship Subject/Course: Technology
Topic: Cyber Safety, Cyber Security,
and Cyber Ethics
Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.1.4.D.1
Explain the need for individuals and members of the global community to
practice cyber safety, cyber security, and cyber ethics when using existing and
emerging technologies.
8.1.4.D.2
Analyze the need for and use of copyrights.
8.1.4.D.3
Explain the purpose of an acceptable use policy and the consequences of
inappropriate use of technology.
8.2.4.C.2
Explain the purpose of trademarks and the impact of trademark infringement
on businesses.
Understandings:
Technology use can have
positive or negative impact on
both users and those affected by
their use.
Essential Questions:
What are an individual’s
responsibilities for using
technology?
What constitutes misuse and how
can it best be prevented?
Students will know…
Technological advancements
create societal concerns
regarding the practice of safe,
legal and ethical behaviors.
Students will be able to …
Examine their own and others'
behaviors and learn what
constitutes cyber bullying and how
to deal with cyber bullying
situations
Consider the power and
responsibilities of citizenship in
cyberspace, including adherence to
their school's acceptable use policy
Extend the concept of property
into cyberspace by learning to
ethically and responsibly use
intellectual property, hardware,
and networks
Learn that, although the Internet
makes it very easy, copying others'
work and presenting it as one's
own is unethical. They also learn
about circumstances in which it is
permissible to copy others' work.
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Stage 2- Assessment Evidence
Performance Tasks:
Review the resources from
Cyber-smart to learn about cyber
safety, cyber security and cyber
ethics.
Create a multimedia slideshow
that explains the importance of
cyber safety, cyber security and
cyber ethics and post online.
Other Evidence:
Successful completion of all the
tasks within the Cyber-smart
curriculum
Teacher Observation
Stage 3- Learning Plan
UNIT LENGTH: 6 Days
Day 1: Cyber-smart Curriculum: Safety and Security Online
Day 2: Cyber-smart Curriculum: Safety and Security Online (continued)
Day 3: Cyber-smart Curriculum: Manners, Bullying, and Ethics
Day 4: Cyber-smart Curriculum: Manners, Bullying, and Ethics (continued)
Day 5: Cyber-smart Curriculum: Research and Information Fluency
Day 6: Create a flyer that pertains to cyber-ethics
Differentiation Activities:
See Appendix A
Vocabulary:
cyber-bullying, Acceptable Use Policy, copyright, trademark, flyer
Technology for the 21st Century Learner:
Cyber-smart Curriculum
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UNIT: Research and Information Literacy Grade: 4
Title: Research and Information Literacy Subject/Course: Technology
Topic: Use Digital Tools to Evaluate and
Investigate a Problem
Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.1.4.E.1
Investigate a problem or issue found in the United States and/or another
country from multiple perspectives, evaluate findings, and present possible
solutions, using digital tools and online resources for all steps.
Understandings:
Information is spread worldwide
within seconds due to
technological advancements and
has an immediate impact.
Essential Questions:
Why is the evaluation and
appropriate use of accurate
information more important than
ever in the technological age?
Students will know…
Effective use of digital tools
assists in gathering and
managing information.
Students will be able to …
Gather data about clean water and
conservation using appropriate
websites
Record data onto a spreadsheet
Create a digital presentation
Stage 2- Assessment Evidence
Performance Tasks:
Determine where in the United
States and around the world access
to clean water is an issue using
appropriate websites.
Gather data about how much water
students use each day (e.g., # of
minutes they take a shower, # of
water bottles/ glasses of water they
drink etc.) and record information
in a spreadsheet. Create a digital
chart and analyze results.
Research strategies that have been
proven effective in saving water
using appropriate websites or by
contacting the local water
department via email or Skype.
Contact classes from other schools
in the United States and around the
world to discover how they
conserve water.
Other Evidence:
Create a digital presentation that
describes appropriate water
conservation methods and share with
other students online.
An assessment rubric that could be
used by the instructor to assess
student work, or by the students for
self-assessment of their final project.
Teacher observation
~ 10 ~
Stage 3- Learning Plan
UNIT LENGTH: 6 Days
Day 1: Students will watch a YouTube video documenting the clean water
crisis many countries face. They will go to different websites to research
where clean water is a problem. Students will gather data about how much
water they use in a given week.
Day 2: Students will record the data gathered for the amount of water they
use in a given week onto a spreadsheet.
Day 3: Students will research strategies that have been proven effective in
saving water using appropriate websites or by contacting the local water
department via email or Skype.
Day 4: Students will begin to create a digital presentation that describes
appropriate water conservation methods.
Day 5: Students will continue to create a digital presentation that describes
appropriate water conservation methods.
Day 6: Students will complete their digital presentation that describes
appropriate water conservation methods and share with other students online.
Differentiation Activities:
See Appendix A
Vocabulary:
Internet Explorer, Skype, Microsoft Power Point, e-mail, Environmental
Protection Agency (EPA), contamination, Microsoft Excel, columns, rows,
charts, YouTube
Technology for the 21st Century Learner:
Internet
Microsoft Excel
Microsoft Power Point
Skype
http://water.org/water-crisis/water-facts/water/
http://blueplanetnetwork.org/water/facts
http://www.worldwatercouncil.org/index.php?id=25
http://en.wikipedia.org/wiki/Water_crisis
http://www.epa.gov/students/
http://Water.epa.gov/drink/index.cfm
http://www.youtube.com
water.epa.gov/learn/training/wacademy/archives.cfm
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UNIT: Technological Citizenship, Ethics and Society Grade: 4
Title: Technological Citizenship, Ethics and
Society
Subject/Course: Technology
Topic: Ethical Considerations Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.2.4.C.1
Explain the impact of disposing of materials in a responsible way.
8.2.4.C.3
Examine ethical considerations in the development and production of a
product from its inception through production, marketing, use, maintenance,
and eventual disposal by consumers.
8.2.4.F.1
Describe how resources are used in a technological product or system.
8.2.4.F.2
Explain how resources are processed in order to produce technological
products and systems.
Understandings:
Technology use can have
positive or negative impact on
both users and those affected by
their use.
Many resources are used when
creating a technological product
or system.
Essential Questions:
What are my responsibilities for
using technology?
What constitutes misuse and how
can it best be prevented?
How are resources used in a
technological product or system?
How are resources processed in
order to produce technological
products and systems?
Students will know…
Knowledge and understanding of
human, cultural, and societal
values are fundamental when
designing technology systems
and products in the global
society.
Technological products and
systems are created through the
application and appropriate use
of technological resources.
Students will be able to …
Explain why it is important to
consider the environment when
creating products and disposing of
them.
Describe how resources are
utilized in the development of a
technological product.
Stage 2- Assessment Evidence
Performance Tasks:
Research the proper way of
disposing of materials according
to EPA guidelines.
Create a flyer outlining the
reasons for proper disposal.
Other Evidence:
Teacher observation
Created flyer
Completed research
~ 12 ~
Stage 3- Learning Plan
UNIT LENGTH: 3 Days
Day 1: Students will research using www.epa.gov why it is important to
consider the environment when discarding or creating a product.
Day 2: Students will create a flyer illustrating the importance of proper
disposal of products.
Day 3: Students will research how resources are used in a technological
product.
Differentiation Activities:
See Appendix A
Vocabulary:
disposal, Environmental Protection Agency, pollution, environment
Technology for the 21st Century Learner:
Internet
www.epa.gov
Microsoft Word
~ 13 ~
UNIT: Research and Information Fluency Grade: 4
Title: Research and Information Fluency Subject/Course: Technology
Topic: Research Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.2.4.D.1
Analyze responses collected from owners/users of a particular product and
suggest modifications in the design of the product based on their responses.
8.2.4.G.3
Evaluate the function, value, and aesthetics of a technological product,
system, or environment from the perspective of the user and the producer.
Understandings:
Products can have flaws in their
design.
Products are not made for
everyone.
A system has interrelated
components designed to
collectively achieve a desired
goal.
All technological activities use
resources that include
tools/machines, materials,
information, energy, capital,
time and people.
Essential Questions:
How is a product designed?
Are products created for all
people?
What modifications can be done to
improve a product?
Can a system continue to operate
with a missing or malfunctioning
component?
Is it always beneficial to use the
most economical
material/materials for production
of a technological product?
Students will know…
Information-literacy skills,
research, data analysis, and
prediction provide the basis for
the effective design of
technology systems.
The designed world is the
product of a design process that
provides the means to convert
resources into products and
systems.
Students will be able to …
Survey users of a product.
Suggest modifications in the
design of a product.
Stage 2- Assessment Evidence
Performance Tasks:
Students will survey people who
own a product.
Students will write a persuasive
letter to the manufacturer of the
product suggesting modifications
to the product.
Other Evidence:
Teacher observation
Persuasive letter
~ 14 ~
Stage 3- Learning Plan
UNIT LENGTH: 2 Days
Day 1: Students will be given the assignment. They will decide the product
they will use when interviewing owners. Students will create a template on
Microsoft Word for their persuasive letter.
Day 2: Students will share the responses they gathered from the owners of
the product. They will write a persuasive letter to the product manufacturer
detailing the modifications they would like to see in their product.
Differentiation Activities:
See Appendix A
Vocabulary:
manufacturer, modifications, persuasive letter
Technology for the 21st Century Learner:
Microsoft Word
~ 15 ~
UNIT: Technology Operations and Concepts Grade: 5
Title: Technology Operations and Concepts Subject/Course: Technology
Topic: Create a Professional Document Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.1.8.A.1
Create professional documents (e.g., newsletter, personalized learning plan,
business letter or flyer) using advanced features of a word processing
program.
8.1.8.A.5
Select and use appropriate tools and digital resources to accomplish a variety
of tasks and to solve problems.
Understandings:
Technology is constantly
changing and requires
continuous learning of new
skills.
Selection of technology should
be based on personal and /or
career needs assessment.
A tool is only as good as the
person using it.
Essential Questions:
In a world of constant change,
what skills should we learn?
How do I choose which
technological tools to use and
when it is appropriate to use them?
How can I transfer what I know to
new technological
situations/experiences?
Students will know…
The use of technology and
digital tools requires knowledge
and appropriate use of operations
and related applications.
Students will be able to …
Create a new word processing
document.
Add and format graphic text.
Use software tools to add graphic
elements to their document.
Add and format clip art.
Create a template document.
Modify the template to contain
current text and graphics.
Stage 2- Assessment Evidence
Performance Tasks:
Creating a new word processing
document and changing setup.
Adding graphic text, graphic
elements, and formatting.
Saving the template document.
Modifying the template to
contain current news events and
clip art.
Saving and printing their
finished newsletter.
Other Evidence:
Was the student able to create a
newsletter template containing text
and graphic elements that will not
change from one edition of the
newsletter to the next?
Was the student able to modify the
template to contain current news
articles and graphics?
Assessment rubric that can be used
for assessing the final project.
Teacher observation
~ 16 ~
Stage 3- Learning Plan
UNIT LENGTH: 5 Days
Day 1: Students will gather information about their class in order to create a
class newsletter. Some information may include: activities in math, reading,
social studies, science, or health. The information may also include special
events that occurred in the classroom.
Day 2: Students will create a new word processing document and change the
page setup to set up for a newsletter. The students will create a template for
their newsletter.
Day 3: Students will modify the template to contain current news and events
from their classroom. They will also insert clip art into their newsletter.
Day 4: Students will continue to create their classroom newsletter.
Day 5: Students will complete their classroom newsletter and share their
work with the class.
Differentiation Activities:
The project could be easily adapted for creating a report or presentation
template that could then be used for presenting information about a specific
topic.
The amount of information required for the final project can be modified or
adapted to fit student ability. For example, younger students might create a
newsletter that contains simpler text and more graphic elements.
Students can work cooperatively to create the newsletter. Individual group
members can each be assigned the responsibility for writing an article about a
classroom or school event for the newsletter.
See Appendix A
Vocabulary:
newsletter, Microsoft Word
Technology for the 21st Century Learner:
Internet
Atomic Learning: Extra, Extra
Microsoft Word
Newsletter
~ 17 ~
UNIT: Digital Citizenship Grade: 5
Title: Digital Citizenship Subject/Course: Technology
Topic: Cyber Safety, Cyber Security,
and Cyber Ethics
Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.1.8.D.1
Model appropriate online behaviors related to cyber safety, cyber bullying,
cyber security, and cyber ethics.
8.1.8.D.2
Summarize the application of fair use and creative commons.
8.1.8.D.3
Demonstrate how information on a controversial issue may be biased.
Understandings:
Technology use can have
positive or negative impact on
both users and those affected by
their use.
Essential Questions:
What are an individual’s
responsibilities for using
technology?
What constitutes misuse and how
can it best be prevented?
Students will know…
Technological advancements
create societal concerns
regarding the practice of safe,
legal and ethical behaviors.
Students will be able to …
Examine their own and others'
behaviors and learn what
constitutes cyber bullying and how
to deal with cyber bullying
situations
Consider the power and
responsibilities of citizenship in
cyberspace, including adherence to
their school's acceptable use policy
Extend the concept of property
into cyberspace by learning to
ethically and responsibly use
intellectual property, hardware,
and networks
Learn that, although the Internet
makes it very easy, copying others'
work and presenting it as one's
own is unethical. They also learn
about circumstances in which it is
permissible to copy others' work.
~ 18 ~
Stage 2- Assessment Evidence
Performance Tasks:
Demonstrate understanding of cyber
safety, cyber bullying, cyber security
and cyber ethics by completing the
activities found on the websites
below.
Create a poster with tips about how to
respond to a cyber-bully and post on
the school’s website or around the
school and community.
Create a presentation that
demonstrates appropriate behavior
when faced with situations that deal
with issues of cyber safety, cyber
bullying, cyber security and cyber
ethics. Share with younger students
or parents.
Other Evidence:
Successful completion of all the
tasks within the Cyber-smart
curriculum
Teacher observation
Stage 3- Learning Plan
UNIT LENGTH: 6 Days
Day 1: Cyber-smart Curriculum: Safety and Security Online
Day 2: Cyber-smart Curriculum: Safety and Security Online (continued)
Day 3: Cyber-smart Curriculum: Manners, Bullying, and Ethics
Day 4: Cyber-smart Curriculum: Manners, Bullying, and Ethics (continued)
Day 5: Cyber-smart Curriculum: Research and Information Fluency
Day 6: Create a presentation or poster that demonstrates appropriate behavior
when faced with situations that deal with issues of cyber safety, cyber
bullying, cyber security and cyber ethics.
Differentiation Activities:
See Appendix A
Vocabulary:
cyber-bullying, Acceptable Use Policy, copyright, trademark, flyer
Technology for the 21st Century Learner:
Cyber-smart Curriculum
~ 19 ~
UNIT: Research and Information Literacy Grade: 5
Title: Research and Information Literacy Subject/Course: Technology
Topic: Produce a Solution to a
Real-World Problem
Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.1.8.E.1
Gather and analyze findings using data collection technology to produce a
possible solution for a content-related or real-world problem.
Understandings:
Information is spread worldwide
within seconds due to
technological advancements and
has an immediate impact.
Essential Questions:
Why is the evaluation and
appropriate use of accurate
information more important than
ever in the technological age?
Students will know…
Effective use of digital tools
assists in gathering and
managing information.
Students will be able to …
Gather data about air quality and
using appropriate websites.
Record data onto a spreadsheet.
Create a digital presentation.
Stage 2- Assessment Evidence
Performance Tasks:
Use the Current Global Air
Quality Feature available
through Google Maps to
determine real time air quality
in Hong Kong, United
Kingdom and United States.
Use digital tools to record this
information over a period of
time. Analyze findings and
determine the best time to
participate in outside activities.
Other Evidence:
Teacher Observation
Completed spreadsheet
Completed Microsoft Word
document
A rubric for teacher- or self-
assessment of the final product
~ 20 ~
Stage 3- Learning Plan
UNIT LENGTH: 3 Days
Day 1: Students will create a template in Microsoft Excel to record
information they gather using the current Air Quality feature that is available
through Google Maps.
Day 2: Students will use the current Global Air Quality feature available
through Google Maps to determine real time air quality in Hong Kong,
United Kingdom and United States. Students will use the template they
created in Microsoft Excel to record this information over a period of time.
Day 3: Students will analyze their findings and determine the best time to
participate in outside activities. Students will create a report on Microsoft
Word describing their findings.
Differentiation Activities:
See Appendix A
Vocabulary:
Google Maps, air quality
Technology for the 21st Century Learner:
Internet
Google Maps
Microsoft Excel
Microsoft Word
~ 21 ~
UNIT: Critical Thinking, Problem Solving, and Decision-Making Grade: 5
Title: Critical Thinking, Problem Solving, and
Decision-Making
Subject/Course: Technology
Topic: Collaboration Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.1.8.F.1
Use an electronic authoring tool in collaboration with learners from other
countries to evaluate and summarize the perspectives of other cultures about a
current event or contemporary figure.
Understandings:
Selection of technology should
be based on personal and/or
career needs assessment.
A tool is only as good as the
person using it.
Essential Questions:
How do I choose which
technological tools to use and
when it is appropriate to use them?
How can I transfer what I know to
new technological
situations/experiences?
Students will know…
Information accessed through
the use of digital tools assists in
generating solutions and making
decisions.
Students will be able to …
Use the computer to collaborate
with students from other countries.
Create a poster using Microsoft
Publisher or Microsoft Word.
Create a podcast and publish it on
a website.
Stage 2- Assessment Evidence
Performance Tasks:
Participate in an online
discussion with students from
other countries about who are
the five most influential
contemporary figures in a
particular area of interest (e.g.,
sports figure, musician, actor,
politician, etc.)
Work collaboratively with
students from other countries to
select a recent event that has had
a global impact. Create an
electronic poster to illustrate the
different viewpoints. Consider
including images, video,
podcasts along with text.
Other Evidence:
Teacher observation
Collaboration with students in
other countries
A rubric for teacher- or self-
assessment of the final product
~ 22 ~
Stage 3- Learning Plan
UNIT LENGTH: 4 Days
Day 1: Students will research influential figures in other countries in a
particular area of interest. Students will also have the chose to research a
current event occurring in the world.
Day 2: Students will use an electronic authoring tool in collaboration with
learners from other countries to evaluate and summarize the perspectives of
other cultures about a current event or contemporary figure.
Day 3: Students will continue to collaborate with students in other countries
and continue to get their perspectives about a current event or contemporary
figure.
Day 4: Students will prepare a report on Microsoft Word summarizing the
details of their collaboration with students in other countries.
Differentiation Activities:
See Appendix A
Vocabulary:
collaborate, perspectives, podcast,
Technology for the 21st Century Learner:
Collaboration with students in other countries
Internet
Podcast
Microsoft Publisher
Skype
~ 23 ~
UNIT: Nature of Technology: Creativity & Innovation Grade: 5
Title: Creativity & Innovation Subject/Course: Technology
Topic: History of Technology Products Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.2.4.A.1
Investigate factors that influence the development and function of technology
products and systems.
8.2.4.A.2
Using a digital format, compare and contrast how a technology product has
changed over time due to economic, political, and/or cultural influences.
Understandings:
Technology evolves at an ever
accelerating pace based on the
needs/ wants of society and is
influenced by cultural, political
and environmental values and
constraints.
Essential Questions:
Can we control the pace at which
technology is created?
Should we even if we can?
Students will know…
Technology products and
systems impact every aspect of
the world in which we live.
Students will be able to …
Investigate factors that influence
the development and function of
technology products and systems.
Compare and contrast how a
technology product has changed
over time due to economic,
political, and/or cultural
influences.
Stage 2- Assessment Evidence
Performance Tasks:
Research factors that influence
the development and function of
a technology product.
Create a presentation in
Microsoft Power Point
documenting the factors that
influence the development and
function of technology products
and systems.
Create a document in Microsoft
Word that compares and contrast
how a technology product has
changed over time
Other Evidence:
Teacher Observation
Completed Microsoft Power Point
presentation
Completed Microsoft Word
document
~ 24 ~
Stage 3- Learning Plan
UNIT LENGTH: 5 Days
Day 1: Students will go to www.technologystudent.com/joints/prddes1.htm
to investigate factors that influences the development and function of
technology products and systems.
Day 2: Students will begin to record the factors that influence technology
product development in a Microsoft Power Point slideshow.
Day 3: Students will finish recording the factors that influence technology
product development in a Microsoft Power Point slideshow.
Day 4: Students will begin their research that compares and contrast how a
technology product has changed over time and record their findings in
Microsoft Word.
Day 5: Students will complete recording how their technology product has
changed over time in Microsoft Word.
Differentiation Activities:
See Appendix A
Vocabulary:
technology product, function, development, ergonomics, aesthetics
Technology for the 21st Century Learner:
Internet
http://www.technologystudent.com/joints/prddes1.htm
Microsoft Word
~ 25 ~
UNIT: Design: Critical Thinking, Problem Solving, and Decision Making Grade: 5
Title: Critical Thinking, Problem Solving, and
Decision Making
Subject/Course: Technology
Topic: Alternative Use for a Product Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.2.4.B.2
Design an alternative use for an existing product.
Understandings:
Technological outcomes have
the potential for anticipated and
unanticipated positive and
negative results.
The design process is
fundamental to technology and
engineering.
Essential Questions:
How does technology extend
human capabilities?
What are the positive and negative
consequences of technology?
Should technologies that produce
negative impact continue to be
used?
When are the most sophisticated
tools required and when are the
simplest tools best?
Students will know…
The design process is a
systematic approach to solving
problems.
Students will be able to …
Design an alternate use for an
existing product.
Stage 2- Assessment Evidence
Performance Tasks:
Brainstorm products that they
use.
Create an alternate use of a
product and record it in
Microsoft Word.
Other Evidence:
Teacher observation
Completed Microsoft Word
document outlining the alternate
use of a product.
~ 26 ~
Stage 3- Learning Plan
UNIT LENGTH: 2 Days
Day 1: Students will brainstorm products that they use and try to come up
with an alternate use for the product.
Day 2: Students will record their alternate use in Microsoft Word.
Differentiation Activities:
See Appendix A
Vocabulary:
alternate, product
Technology for the 21st Century Learner:
Internet
Microsoft Word
~ 27 ~
UNIT: Design: Critical Thinking, Problem Solving, and Decision Making Grade: 5
Title: Critical Thinking, Problem Solving, and
Decision Making
Subject/Course: Technology
Topic: Positive and Negative Effects of Products Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.2.4.B.3
Explain the positive and negative effect of products and systems on humans,
other species, and the environment.
8.2.4.B.4
Compare and contrast how technology transfer happens within a technology,
among technologies, and among other fields of study.
Understandings:
Technological outcomes have
the potential for anticipated and
unanticipated positive and
negative results.
The design process is
fundamental to technology and
engineering.
Essential Questions:
How does technology extend
human capabilities?
What are the positive and negative
consequences of technology?
Should technologies that produce
negative impact continue to be
used?
When are the most sophisticated
tools required and when are the
simplest tools best?
Students will know…
The design process is a
systematic approach to solving
problems.
Students will be able to …
Explain the positive and negative
effect of products and systems on
humans, other species, and the
environment.
Stage 2- Assessment Evidence
Performance Tasks:
Students will be given a list of
products. They will choose one
and list the positive and negative
effects the product has on
humans, other species, and the
environment.
Students can research the
product online.
Students will create a Venn
diagram in Microsoft Word to
illustrate the positive and
negative effects of the product.
Other Evidence:
Teacher observation
Created Venn Diagram in
Microsoft Word
Assessment rubric for Venn
Diagram
~ 28 ~
Stage 3- Learning Plan
UNIT LENGTH: 2 Days
Day 1: Students will be given a list of products. They will choose one and
begin to research the positive and negative effects the product has on humans,
other species, and the environment.
Day 2: Students will create a Venn Diagram illustrating the positive and
negative effects of the product on humans, other species, and the
environment.
Differentiation Activities:
See Appendix A
Vocabulary:
Venn Diagram, positive, negative, effect, species
Technology for the 21st Century Learner:
Internet
Microsoft Word
~ 29 ~
UNIT: The Designed World Grade: 5
Title: The Designed World Subject/Course: Technology
Topic: Troubleshoot Products Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.2.4.G.1
Examine a malfunctioning tool and use a step-by-step process to troubleshoot
and present options to repair the product.
Understandings:
A system has interrelated
components designed to
collectively achieve a desired
goal.
All technological activities use
resources that include
tools/machines, materials,
information, energy, capital,
time and people.
Essential Questions:
Can a system continue to operate
with a missing or malfunctioning
component?
Is it always beneficial to use the
most economical
material/materials for production
of a technological product?
Students will know…
The designed world is the
product of a design process that
provides the means to convert
resources into products and
systems.
Students will be able to …
Examine a malfunctioning tool
and use a step-by-step process to
troubleshoot and present options to
repair the product.
Stage 2- Assessment Evidence
Performance Tasks:
Students will examine a
malfunctioning tool.
Create a step by step process to
troubleshoot and present options
to repair the product.
Create a report using Microsoft
Word.
Other Evidence:
Teacher observation
Created report
~ 30 ~
Stage 3- Learning Plan
UNIT LENGTH: 2 Days
Day 1: Students will be given a malfunctioning tool. They will brainstorm
ways to repair the product.
Day 2: Students will create a report illustrating a step by step process they
would use to repair the malfunctioning product.
Differentiation Activities:
See Appendix A
Vocabulary:
malfunction, step by step process, troubleshoot
Technology for the 21st Century Learner:
Microsoft Word
~ 31 ~
UNIT: Technology Operations and Concepts Grade: 6
Title: Technology Operations and Concepts Subject/Course: Technology
Topic: Microsoft Excel Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.1.8.A.2
Plan and create a simple database, define fields, input data, and produce a
report using sort and query.
8.1.8.A.4
Generate a spreadsheet to calculate, graph, and present information.
8.1.8.A.5
Select and use appropriate tools and digital resources to accomplish a variety
of tasks and to solve problems.
Understandings:
Technology is constantly
changing and requires
continuous learning of new
skills.
Selection of technology should
be based on personal and /or
career needs assessment.
A tool is only as good as the
person using it.
Essential Questions:
In a world of constant change,
what skills should we learn?
How do I choose which
technological tools to use and
when it is appropriate to use them?
How can I transfer what I know to
new technological
situations/experiences?
Students will know…
The use of technology and
digital tools requires knowledge
and appropriate use of operations
and related applications.
Students will be able to …
Use the computer to organize and
analyze data.
Key data into a Microsoft Excel,
create a chart or graph, and
analyze the information.
Perform a sort and query using the
data entered into Microsoft Excel
Stage 2- Assessment Evidence
Performance Tasks:
Create a collaborative database
with classmates that will become
the class playlist for an iPod or
media player on a laptop.
Fields will include the genre,
song titles, names of recording
artists, and a like column.
Sort the database by the songs
that occur most frequently.
Develop a query of every song
by the recording artist of the top
three songs.
Generate a report.
Other Evidence:
Teacher observation
Completed Excel spreadsheet and
perform a sort & query
An assessment rubric that could be
used by the instructor to assess
student work, or by the students
for self-assessment of their final
project.
~ 32 ~
Stage 3- Learning Plan
UNIT LENGTH: 5 Days
Day 1: Students will create a spreadsheet on Microsoft Excel that will
include the following data: song title, artist, genre
Day 2: Students will be surveyed and create a collaborative database of 10
songs. They will be polled on whether they like the song or not.
Day 3: Students will add another 10 songs to their database. They will be
polled on whether they like the song or not.
Day 4: Students will develop a sort and query using the data entered into
their Microsoft Excel spreadsheet.
Day 5: Students will generate a report on Microsoft Word from the query of
the songs.
Differentiation Activities:
See Appendix A
Vocabulary:
Microsoft Excel, sort, query, database, genre, fields, columns, rows, IPod
Technology for the 21st Century Learner:
Microsoft Excel
Microsoft Word
IPod
Internet
~ 33 ~
UNIT: Technology Operations and Concepts Grade: 6
Title: Technology Operations and Concepts Subject/Course: Technology
Topic: Multimedia Presentation Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.1.8.A.3
Create a multimedia presentation including sound and images.
8.1.8.A.5
Select and use appropriate tools and digital resources to accomplish a variety
of tasks and to solve problems.
Understandings:
Technology is constantly
changing and requires
continuous learning of new
skills.
Selection of technology should
be based on personal and /or
career needs assessment.
A tool is only as good as the
person using it.
Essential Questions:
In a world of constant change,
what skills should we learn?
How do I choose which
technological tools to use and
when it is appropriate to use them?
How can I transfer what I know to
new technological
situations/experiences?
Students will know…
The use of technology and
digital tools requires knowledge
and appropriate use of operations
and related applications.
Students will be able to …
Open a new presentation and
choose a unifying slide design.
Add text, images, sound, and
navigation buttons to the
presentation.
Preview and test the presentation.
Show the presentation to others.
Stage 2- Assessment Evidence
Performance Tasks:
Creating a new presentation and
choosing a slide design.
Adding a title and subtitle text.
Creating slides for individual
letters of the alphabet.
Adding text and images to the
“letter” slides.
Adding navigation buttons to the
slides.
Recording someone reading the
text on each slide.
Previewing and testing the
presentation.
Other Evidence:
Was the student able to begin and
new presentation and choose a
slide design?
Was the student able to add an
appropriate title slide?
Was the student able to create a
new slide and add appropriate
content to the slide?
Was the student able to add
navigation buttons to the slides?
Was the student able to preview
and test the presentation, and then
fix anything that wasn’t working
properly?
Assessment rubric
Teacher observation
~ 34 ~
Stage 3- Learning Plan
UNIT LENGTH: 6 Days
Day 1: The students will be introduced to the project “Reading ABCs”. They
will choose a slide design, add a title, and subtitle text.
Day 2: The students will create a slide for the letters A and B. On the slides
they will insert a text box that includes three words that begin with that letter.
They will also insert pictures or images of the words they chose.
Day 3: The students will create a slide for the letters C through E. On the
slides they will insert a text box that includes three words that begin with that
letter. They will also insert pictures or images of the words they chose.
Day 4: The students will create a slide for the letters F through O. On the
slides they will insert a text box that includes three words that begin with that
letter. They will also insert pictures or images of the words they chose.
Day 5: The students will create a slide for the letters P through Z. On the
slides they will insert a text box that includes three words that begin with that
letter. They will also insert pictures or images of the words they chose.
Day 6: The students will add audio to each slide by reading the letters and the
words on each slide.
Differentiation Activities:
This project can be easily adapted to suit any subject under study by changing
the content included on the slides.
The teacher may want to create a slide template for each of the letter slides, so
that younger students or students with limited language or keyboard skills can
concentrate on adding images to the slides.
Students might work in groups to find words for each letter, create images
that will be included on their slides, and record the sound for each slide.
See Appendix A
Vocabulary:
Microsoft Power Point, slides, text box, graphic images, navigation buttons,
presentation
Technology for the 21st Century Learner:
Internet
Atomic Learning: Reading ABCs
Microsoft Power Point
~ 35 ~
UNIT: Creativity and Innovation Grade: 6
Title: Creativity and Innovation Subject/Course: Technology
Topic: Collaborate Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.1.8.B.1
Synthesize and publish information about a local or global issue or event on a
collaborative, web-based service (also known as a shared hosted service).
8.1.8.C.1
Participate in an online learning community with learners from other
countries to understand their perspectives on a global problem or issue, and
propose possible solutions.
Understandings:
Digital tools provide
opportunities for people to have
new experiences, recognize
problems, design solutions, and
express their ideas.
Digital tools allow for
communication and
collaboration anytime/anyplace
worldwide.
Essential Questions:
How can digital tools be used for
creating original and innovative
works, ideas, and solutions?
How has the use of digital tools
improved opportunities for
communication and collaboration?
Students will know…
The use of digital tools and
media-rich resources enhances
creativity and the construction of
knowledge.
Digital tools and environments
support the learning process and
foster collaboration in solving
local or global issues and
problems.
Students will be able to …
Use the computer to collaborate
with students from other countries.
Create a poster using Microsoft
Publisher or Microsoft Word.
Create a podcast and publish it on
a website.
Stage 2- Assessment Evidence
Performance Tasks:
Work collaboratively with
students from other countries
to select a recent event that has
had a global impact. Create an
electronic poster to illustrate
the different viewpoints.
Consider including images,
video, podcasts along with text.
Other Evidence:
Teacher observation
Completed poster or podcast
An assessment rubric that could be
used by the instructor to assess
student work, or by the students
for self-assessment of their final
project.
~ 36 ~
Stage 3- Learning Plan
UNIT LENGTH: 5 Days
Day 1: The students will discuss a current global event. They will try to
establish communication with students in other countries to get their
perspective on the event.
Day 2: The students will continue to collaborate with students in other
countries to obtain their perspective on the current issue. The students will
document the perspectives of other students in Microsoft Word.
Day 3: The students will have the option of creating a podcast or creating a
poster to illustrate the different viewpoints. They will begin the project they
chose.
Day 4: The students will complete the podcast or poster that illustrates the
different viewpoints.
Day 5: The students will share their projects with the class.
Differentiation Activities:
See Appendix A
Vocabulary:
Online Learning Community, web-based service, shared host service, blog,
podcast, Skype, YouTube
Technology for the 21st Century Learner:
Internet
Online Learning Community
Publish information on a web-based service
Skype
YouTube
Podcast
Blog
~ 37 ~
UNIT: Digital Citizenship Grade: 6
Title: Digital Citizenship Subject/Course: Technology
Topic: Cyber Safety, Cyber Bullying,
Cyber Security, and Cyber Ethics
Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.1.8.D.1
Model appropriate online behaviors related to cyber safety, cyber bullying,
cyber security, and cyber ethics.
8.1.8.D.2
Summarize the application of fair use and creative commons.
8.1.8.D.3
Demonstrate how information on a controversial issue may be biased.
Understandings:
Technology use can have
positive or negative impact on
both users and those affected by
their use.
Essential Questions:
What are an individual’s
responsibilities for using
technology?
What constitutes misuse and how
can it best be prevented?
Students will know…
Technological advancements
create societal concerns
regarding the practice of safe,
legal and ethical behaviors
Students will be able to …
Examine their own and others'
behaviors and learn what
constitutes cyber bullying and how
to deal with cyber bullying
situations.
Consider the power and
responsibilities of citizenship in
cyberspace, including adherence to
their school's acceptable use
policy.
Extend the concept of property
into cyberspace by learning to
ethically and responsibly use
intellectual property, hardware,
and networks.
Learn that, although the Internet
makes it very easy, copying others'
work and presenting it as one's
own is unethical. They also learn
about circumstances in which it is
permissible to copy others' work.
~ 38 ~
Stage 2- Assessment Evidence
Performance Tasks:
Demonstrate understanding of cyber
safety, cyber bullying, cyber security
and cyber ethics by completing the
activities found on the websites
below.
Create a poster with tips about how to
respond to a cyber-bully and post on
the school’s website or around the
school and community.
Create a presentation that
demonstrates appropriate behavior
when faced with situations that deal
with issues of cyber safety, cyber
bullying, cyber security and cyber
ethics. Share with younger students
or parents.
Other Evidence:
Successful completion of all the
tasks within the Cyber-smart
curriculum
Teacher observation
Stage 3- Learning Plan
UNIT LENGTH: 5 Days
Day 1: Cyber-smart Curriculum: Safety and Security Online
Day 2: Cyber-smart Curriculum: Safety and Security Online (continued)
Day 3: Cyber-smart Curriculum: Manners, Bullying, and Ethics
Day 4: Cyber-smart Curriculum: Manners, Bullying, and Ethics (continued)
Day 5: Cyber-smart Curriculum: Research and Information Fluency
Differentiation Activities:
See Appendix A
Vocabulary:
cyber-bullying, Acceptable Use Policy, copyright, trademark, flyer
Technology for the 21st Century Learner:
Cyber-smart Curriculum
~ 39 ~
UNIT: Design: Critical Thinking, Problem Solving, and Decision Making Grade: 6
Title: Critical Thinking, Problem Solving, and
Decision Making
Subject/Course: Technology
Topic: Develop a Product Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.2.4.B.1
Develop a product using an online simulation that explores the design
process.
Understandings:
Technological outcomes have
the potential for anticipated and
unanticipated positive and
negative results.
The design process is
fundamental to technology and
engineering.
Essential Questions:
How does technology extend
human capabilities?
What are the positive and negative
consequences of technology?
Should technologies that produce
negative impact continue to be
used?
When are the most sophisticated
tools required and when are the
simplest tools best?
Students will know…
The design process is a
systematic approach to solving
problems.
Students will be able to …
Develop a product using an online
simulation that explores the design
process.
Create an advertisement poster
using Microsoft Word or
Microsoft Publisher.
Stage 2- Assessment Evidence
Performance Tasks:
Demonstrate an understanding of
the design process.
Use the design process to
develop a new product.
Create an advertisement flyer
using Microsoft Word or
Microsoft Publisher.
Other Evidence:
Created product
Created advertisement flyer
Teacher observation
~ 40 ~
Stage 3- Learning Plan
UNIT LENGTH: 6 Days
Day 1: Students will be introduced to the design process by watching a video
on YouTube and going to
http://pbskids.org/designsquad/parentseducators/workshop/process.html.
Day 2: Students will identify a problem and brainstorm for solutions. They
will think about solutions and come up with as many ideas as possible.
Day 3: Students will choose the best solution, and then plan how it will be
built.
Day 4: Students will use an online simulation to develop a product.
Day 5: Students will share their product with the class.
Day 6: Students will create a flyer advertising their new game board.
Differentiation Activities:
See Appendix A
Vocabulary:
design process, advertising
Technology for the 21st Century Learner:
Design: Toying with Technology
Internet
Microsoft Word
Microsoft Publisher
http://pbskids.org/designsquad/parentseducators/workshop/process.html
http://smtm.weebly.com/design-process.html
~ 41 ~
UNIT: Communication and Collaboration Grade: 6
Title: Communication and Collaboration Subject/Course: Technology
Topic: Successful or Unsuccessful
Technology Use
Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.2.4.E.1
Work in collaboration with peers to produce and publish a report that explains
how technology is or was successfully or unsuccessfully used to address a
local or global problem.
Understandings:
Selection of technology should
be based on personal and/or
career needs assessment.
A tool is only as good as the
person using it.
Essential Questions:
How do I choose which
technological tools to use and
when it is appropriate to use them?
How can I transfer what I know to
new technological
situations/experiences?
Students will know…
Digital tools facilitate local and
global communication and
collaboration in designing
products and systems.
Students will be able to …
Work in collaboration with peers
to produce and publish a report
that explains how technology was
used to address a local or global
problem.
Stage 2- Assessment Evidence
Performance Tasks:
Students will investigate a local
or global problem using
newspapers and/or the Internet.
Create and publish a report that
specifically discusses how
technology did or did not help
the local and/or global problem.
Other Evidence:
Teacher observation
Created report
~ 42 ~
Stage 3- Learning Plan
UNIT LENGTH: 2 Days
Day 1: Students will investigate a local or global problem using newspapers,
magazines, or the Internet. They will choose a problem that occurred where
technology was used. Students will record their information in Microsoft
Word.
Day 2: Students will finalize their report and publish it.
Differentiation Activities:
See Appendix A
Vocabulary:
collaborate, technology, local or global problem
Technology for the 21st Century Learner:
Internet
Magazines
Skype
Microsoft Word
~ 43 ~
UNIT: The Designed World Grade: 6
Title: The Designed World Subject/Course: Technology
Topic: Systems and Subsystems Designer: Michael Sharkey
Stage 1- Desired Results
Established Goals:
8.2.4.G.2
Explain the functions of a system and subsystems.
Understandings:
A system has interrelated
components designed to
collectively achieve a desired
goal.
All technological activities use
resources that include
tools/machines, materials,
information, energy, capital,
time and people.
Essential Questions:
Can a system continue to operate
with a missing or malfunctioning
component?
Is it always beneficial to use the
most economical
material/materials for production
of a technological product?
Students will know…
The designed world is the
product of a design process that
provides the means to convert
resources into products and
systems.
Students will be able to …
Explain the functions of a system
and subsystem.
Stage 2- Assessment Evidence
Performance Tasks:
Watch a YouTube video on
systems and subsystems.
Create a document using
Microsoft Word explaining
systems and subsystems.
Other Evidence:
Teacher observation
Created document in Microsoft
Word
~ 44 ~
Stage 3- Learning Plan
UNIT LENGTH: 1 Day
Day 1: Students will watch a video about systems and subsystems on
http://mocomi.com/mocopicks/systems-subsystems/ to gather background
information. Students will then use this background knowledge to think
about systems and subsystems in the technology world. Students will
describe an example in Microsoft Word.
Differentiation Activities:
See Appendix A
Vocabulary:
systems, subsystems
Technology for the 21st Century Learner:
Internet
http://mocomi.com/mocopicks/systems-subsystems/
YouTube
Microsoft Word
~ 45 ~
Appendix A
Strategies for the Gifted Student
Below is a partial list of strategies that can be used to challenge the gifted student.
1. Provide opportunities for critical and creative thinking, in-depth questioning and
discussion
2. Enhance curriculum with complexity and depth of content in areas of student
strength and interest
3. Provide opportunities for in-depth, real-world research to allow for discovery of
solutions to real problems
4. Provide opportunities for students to choose options that match their learning
styles/preferences and areas of interest for independent study (at an appropriately
advanced level with adequate guidance and monitoring.)
5. Opportunities for students to learn and work with other students of similar ability,
academic advancement and learning interests are proactively planned and are
available on a regular basis through flexible cluster grouping, pull-out
opportunities and/or enrichment activities/interest clubs.
6. Assess students’ knowledge about a topic before beginning a new unit. (Pre-
testing)
7. Tiered assignments as indicated by student need (i.e.: multiple assessments).
8. Encourage the use of advanced methodological skills – computer searches, survey
techniques.
9. Expose students to a variety of subject matter
10. Encourage students to pursue ideas as far as their interests take them.
11. Expose student to ideas at rates appropriate to the individual’s learning pace and
style
12. Curriculum Compacting
13. 4 Mat Model
14. Curriculum Cubing…levels of thinking
~ 46 ~
Accommodations for the Challenged Student
Below is a partial list of accommodations that can be used to encourage the challenged
student to reach his/her potential.
Break assignment into segments of shorter tasks.
Use concrete examples of concepts before teaching the abstract.
Relate information to the student’s experiential base.
Reduce the number of concepts presented at one time.
Provide an overview of the lesson before beginning.
Schedule frequent, short conferences with the student to check for
comprehension.
Provide consistent review of any lesson before introducing new information.
Allow student to obtain and report information utilizing cassette recorders,
dictation, typewriters/computers, interviewers, calculators, and fact sheets.
Highlight important concepts to be learned in text of material
Give additional presentations by varying the methods using repetition, simpler
explanations, more examples and modeling.
Require verbal responses to indicate comprehension.
Provide clear, concise directions and concrete examples for homework
assignments.
Allow for the oral administration of tests if needed.
Give written directions to supplement verbal directions.
Slow the rate of presentations.
Paraphrase information.
Keep statements short and to the point.
Encourage feedback from student to check for understanding.
Familiarize student with any new vocabulary before beginning the lesson.
Alert student’s attention before expressing key points.
Utilize visual aids such as charts and graphs.
Utilize manipulative, hands-on activities whenever possible.
Always demonstrate how new material relates to previously learned information.
Cue student by calling his/her name before asking questions.
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Provide an established early routine.
Provide clear rules and consistently enforce them.
Contract with student and use rewards for completion of contract.
Provide due date on written assignments.
Provide a specific place for turning in completed assignments.
Utilize cooperative learning strategies when appropriate.
Assign a peer helper to check understanding of directions
Assign a peer helper to read important directions and essential information.
Assign a peer helper to record material dictated by the student.
Establish relevancy and purpose for leaning by relating to previous experiences.
Shape approximations for desired behavior by providing direct reinforcements
such as praise or immediate feedback of correct answers.
Seat student close to teacher.
Make a positive, personal comment every time the student shows any evidence of
interest.
Make frequent checks for assignment progress/completion.
Give advance warning of when transition is going to take place.
Use physical proximity and touch to help student refocus.
Use preferential seating.
Help keep student’s work area free of unnecessary materials.
Use checklists to help the student get organized.
Provide opportunities for movement.
Increase time allowed for completion of tests or assignments.
Reduce the amount of work or lengths of tests.
Prioritize assignments and/or steps to completing assignments for the student.
Space short work periods with breaks or change of tasks.
Make frequent checks for assignments progress/completion.
Make sure the appropriate books and materials are open to the correct pages.
Check on progress often in the first few minutes of work.
Provide time suggestions for each task.