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Instructional Technology Curriculum
Grade 3 (Unit 2)
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Course Description
Subject Area: Technology
Course Name: Technology Curriculum - 3
Grade: 3
Description: Third grade students will begin to explore the internal structure of a computer system which includes central processors, memory, graphics cards,
USB interfaces and data storage options. Students will also be introduced to the graphing options with spreadsheet tools, the production of digital
presentations for different audiences, and email as a communication tool while maintaining a safe online presence. Throughout the entire year, students will
continue to work on increasing their accuracy and speed when typing and will be taught computer coding. These students will develop a strong sense of
programming in sequence while paying attention to debugging code.
Key Skills/Areas:
A. Technology Operations and Concepts
B. Creativity and Innovation
C. Communication and Collaboration
D. Digital Citizenship
E. Research and Information Literacy
F. Critical Thinking, Problem Solving, and Decision Making
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Pacing Chart
Unit I Unit II Unit III Unit IV
Computer Fundamentals
Online Communication
Course A Code.org
Word Processing
Keyboarding (Increased
Accuracy & Speed)
Course A Code.org
Presentations
Course A Code.org
Multimedia
Course A Code.org
9 weeks 9 weeks 9 weeks 9 weeks
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Career Ready Practices
CRP2, CRP4, CRP9, CRP11
● CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make
connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an
academic skill in a workplace situation.
Examples of use within the unit:
Students will continue to refine their typing skills working on improving their accuracy and speed when typing compositions for their academic courses.
● CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods.
They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers;
they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at
interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for
their communication and prepare accordingly to ensure the desired outcome.
Examples of use within the unit:
Students will begin to type their academic compositions (3-5 paragraphs) in G-Suite using collaborative writing techniques. Students will
focus on inserting and replying to comments to improve the quality of their compositions.
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CRP9. Model integrity, ethical leadership and effective management.
Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to
positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision.
They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human
behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and
attitudes can have on productivity, morals and organizational culture.
Examples of use within the unit:
Students will actively seek advice from their peers to determine the best logical approach for creating algorithms to solve simulated coding
problems. The students will be accepting of their peers suggestions so that they may build a positive community of coders.
● CRP11. Use technology to enhance productivity.
Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve
workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology
applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or
mitigate these risks.
Examples of use within the unit:
Students will practice writing computer code in sequence to solve digital related problems. They will explore the use of click, drag and drop
block coding algorithms develop a logical sequence for their computer code.
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Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
Time/General
● Extra time for assigned tasks
● Adjust length of assignment
● Timeline with due dates for
reports and projects
● Communication system
between home and school
● Provide lecture notes/outline
Processing
● Extra response time
● Have students verbalize steps
● Repeat, clarify or reword
directions
● Mini-breaks between tasks
● Provide a warning for
transitions
● Reading partners
Comprehension
● Precise step-by-step directions
● Short manageable tasks
● Brief and concrete directions
● Provide immediate feedback
● Small group instruction
● Emphasize multi-sensory
learning
Recall
● Teacher-made checklist
● Use visual graphic organizers
● Reference resources to
promote independence
● Visual and verbal reminders
● Graphic organizers
Assistive Technology
● Computer/whiteboard
● Spell-checker
● Audio-taped books
Tests/Quizzes/Grading
● Extended time
● Study guides
● Shortened tests
● Read directions aloud
Behavior/Attention
● Consistent daily structured
routine
● Simple and clear classroom
rules
● Frequent feedback
Organization
● Individual daily planner
● Display a written agenda
● Note-taking assistance
● Color code materials
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Differentiated Instruction
Accommodate Based on Students’ Individual Needs:
Leveled Text
Chunking text
Choice Board/Menu
Tiered Instruction
Small group instruction
Tangible items/pictures (i.e., to facilitate vocabulary acquisition)
Use of oral assessment
Tiered learning centers
Tiered questioning
Data-driven student partnerships
Computer/whiteboard
Test-to-speech
Spell-checker
Audio book
Teacher-made checklist
Repeat, clarify or reword directions
Emphasize multi-sensory learning
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Enrichment
Accommodate Based on Students Individual Needs: Strategies
● Adaption of Material and Requirements
● Evaluate Vocabulary
● Elevated Text Complexity
● Additional Projects
● Independent Student Options
● Projects completed individual or with Partners
● Self-Selection of Research
● Tiered/Multilevel Activities
● Learning Centers
● Individual Response Board
● Independent Book Studies
● Open-ended activities
● Community/Subject expert mentorships
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Assessments
Suggested Formative/Summative Classroom Assessments
Timelines, Maps, Charts, Graphic Organizers
Quizzes
Short Answer
Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
Projects, Gallery Walks
Homework
Create an Original Song, Film, or Poem
Student Response System (clickers)
Self-reflection Rubric
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New Jersey Student Learning Standards - Technology Content Area Technology
Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems individually and collaborate and to create and communicate knowledge.
Strand A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts,
systems and operations.
3-5 Select and use applications effectively
and productively.
8.1.5.A.3 Use a graphic organizer to organize information about problem or
issue.
Content Area Technology
Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems individually and collaborate and to create and communicate knowledge.
Strand E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
Grade
Level
bands
Content Statement
Students will:
Indicator Indicator
3-5 Plan strategies to guide inquiry.
Locate, organize, analyze, evaluate,
synthesize, and ethically use information
from a variety of sources and media.
Evaluate and select information sources
and digital tools based on the
appropriateness for specific tasks.
8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and
appropriateness of using print and non-print electronic information sources
to complete a variety of tasks.
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Content Area Technology
Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:
All students will develop an understanding of the nature and impact of technology, engineering, technological
design, computational thinking and the designed world as they relate to the individual, global society, and the
environment.
Strand C. Design: The design process is a systematic approach to solving problems.
3-5 The application of
engineering design.
8.2.5.C.5 Explain the functions of a system and subsystems.
Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:
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 be able to understand:
3-5 Computational thinking
and computer
programming as tools used
in design and engineering.
Computational thinking
and computer
programming as tools used
in design and engineering.
8.2.5.E.1 Identify how computer programming impacts our everyday lives.
8.2.5.E.2 Demonstrate an understanding of how a computer takes input of data, processes and
stores the data through a series of commands, and outputs information.
8.2.5.E.3 Using a simple, visual programming language, create a program using loops, events and
procedures to generate specific output.
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8.2.5.E.4 Use appropriate terms in conversation (e.g., algorithm, program, debug, loop, events,
procedures, memory, storage, processing, software, coding, procedure, and data).
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NJDOE Student
Learning Objective
Essential Questions Sample Activities Resources Interdisciplinary
Connections
WORD PROCESSING
8.2.5.E.2 Demonstrate an
understanding of how a
computer takes input of data,
processes and stores the data
through a series of
commands, and outputs
information.
8.1.5.A.3 Use a graphic
organizer to organize
information about problem
or issue.
How do essential
components of the writing
process guide writers in the
communication of ideas?
How does the selection of
resources impact the quality
and validity of the research
process and product?
Word Processing:
● Creating and Organizing
● Revising and Formatting
● Proofreading and Editing
● Idea Webs Journal
Word Processing Activities:
● Whole class/individually
story writing using word
processing software
● Download pictures and then
write a story together or
individually
● Explore the sites regarding
inventions as a class or you
could create teams and have
each team explore a site and
report back to the class what
was found. “This site will
The following link is a
Punctuation Paintball –
Correcting Sentences
activity for Grade 3
http://www.iknowthat.com/
com/L3?Area=Paintball
The following website
allows Grade 3 students
to create their own mind
mapping graphical
presentations
https://bubbl.us/
The following link allows
students to create an
interactive Venn
Diagram
Literacy
Type
informative/explanato
ry texts to examine
and convey complex
ideas and information
clearly and accurately
through the effective
selection,
organization, and
analysis of content.
CCRA.W.2
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help you ………………
(what). This site had great
research about ………..
(what).
http://www.shodor.org/inte
ractivate/activities/TripleVe
nnDiagram/
Grade 3 lesson plan for
“A Bad Case of Bullying:
Using Literature
Response Groups”
http://www.readwritethink.
org/classroom-
resources/lesson-plans/case-
bullying-using-literature-
377.html
KEYBOARDING
8.1.5.E.1 Use digital tools
to research and evaluate the
accuracy of, relevance to,
and appropriateness of using
print and non-print
electronic information
sources to complete a variety
of tasks.
8.2.5.E.1 Identify how
computer programming
impacts our everyday lives.
How will keyboard assist you
in obtaining a career?
Why do employers see this as
a skill?
How can keyboarding skills
vary by person for
productivity and accuracy?
Keyboarding:
● Home Row
● Upper Row
● Lower Row
● Shift Key
● Number Row
Keyboarding Resource:
Typing club is a web
based and highly effective
typing program fro grade
3
https://www.typingclub.co
m/
The following link is a
typing course for Grade 3
LITERACY
Present information,
findings, and
supporting evidence
such that listeners can
follow the line of
reasoning and the
organization,
development, and
style are appropriate
to task, purpose, and
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8.2.5.E.2 Demonstrate an
understanding of how a
computer takes input of data,
processes and stores the data
through a series of
commands, and outputs
information.
http://www.typing-
lessons.org/
The following link is a
Grade 3 Enrichment
Keyboarding Game:
http://www.abcya.com/keyb
oard_invasion.htm
The following link is a
Grade 3 Keyboarding
Challenge
http://www.abcya.com/keyb
oard.htm
The following link is a
website that tracks
students keyboarding
progress. The beginner
lessons are for Grade 3
https://www.typing.com/stu
dent
audience.
CCRA.SL.4
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Grade 3: Unit Vocabulary
graphics
bullets
audience
word processing
writing process
reading comprehension
writing
insert pictures
numbered list
organize
spacing
font
alignment
move pictures
page break
font color
font style
format
font size
word processing
text wrap
revise
Drive
disk
data storage device
flash drive
write
optical drive
USB
read
hard drive
graphics
bullets
audience
word processing
draft
writing process
reading comprehension
writing
insert pictures
numbered list
organize
Bold
Center
Copy
Cut
Desktop
Document
Drag
Dropdown
Edit
File
Font
Format
Highlight
Insert
Italic
left align
paste
right align
spell check
table
tools
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REQUIRED CODING LESSONS
COURSE B https://studio.code.org/s/courseb
COURSE B Objective
Unit LESSON & STANDARDS Students will be able to:
2 Lesson 4: Learn to Drag and Drop Recognize what is expected of them when
they transition into the computer lab.
8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:
All students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the individual,
global society, and the environment.
Drag, drop, and click to complete Code.org
puzzles.
CSTA K-12 Computer Science Standards
AP - Algorithms & Programming
1A-AP-11 - Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
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2 Lesson 5: Common Sense Education: Your Digital Footprint Understand that being safe when they visit
websites is similar to staying safe in real life.
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.
Learn to recognize websites that are safe for
them to visit.
Recognize if they should ask an adult they
trust before they visit a particular website.
Explore what information is appropriate to be
put online.
2 Lesson 6: Programming Unplugged: My Robotic Friends Gain understanding of the need for precision
in coding.
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.
Learn how to recognize a bug and how to
debug the malfunctioning code.
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.
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2 Lesson 7: 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-11 - Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
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Optional Unit Project II (Choose 1)
GRADE 3
Project (Suggested) Project (Suggested)
Write it Up!
Subject: ELA • Class Periods: 3
Final Student Media: Collaborative Newsletter
Technology and Core Area Learning Objectives:
● Write informative articles
● Work collaboratively in an online workspace or wiki to design
and publish writing
● Use word processing software to save, name, open, and add
digital images a document
● Use an online shared space or wiki
Riddle Me This Subject: Math • Class Periods: 4
Final Student Media: Email Message
Technology and Core Area Learning Objectives:
● Identify and sort objects based on geometrical attributes of two-
and three-dimensional shapes
● Use geometric language and attributes to describe and recognize
shapes
● Take digital photos and upload images
● Compose, respond, and attach files to an email
Friendly Letters
Subject: ELA • Class Periods: 4
Final Student Media: Story Posted Online
Technology and Core Area Learning Objectives:
● Compare and contrast the structures and viewpoints of
biographical and autobiographical texts
● Select appropriate information to write about an autobiographical
main event
● Use graphics and word processing software
● Use Help features and user guides within software applications to
effectively use technology
Stand by Your Plan Subject: Math • Class Periods: 3
Final Student Media: Podcast
Technology and Core Area Learning Objectives:
● Define and differentiate between wants and needs and balance
income and expenses
● Create a personal spending plan
● Use the Internet to research information
● Record audio and create a podcast
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Back to Nature
Subject: Science • Class Periods: 3
Final Student Media: Slideshow or Digital Book
Technology and Core Area Learning Objectives:
● Explore the characteristics of natural resources
● Identify the natural resources used to create certain products
● Create online slideshow presentations or digital books
● Use the Internet to research information
A Look From Above
Subject: Social Studies • Class Periods: 3
Final Student Media: Digital Drawing of a Map
Technology and Core Area Learning Objectives:
● Identify and compare the human characteristics of various
regions
● Compare how people in different communities adapt to or modify
the physical environment
● Use the Internet to research information about physical
environments
● Use drawing software to develop a virtual community map
END
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