Technology Pacing Guide

Grade K

MP Unit Unit

TOTAL* Cumulative

TOTAL**

MP1 Unit 1 – Tool Expedition

20 days 20 days

MP2 Unit 2 – Digital Citizenship

20 days 40 days

MP3 Unit 3 – Coding Academy

20 days 60 days

MP3-4 Unit 4 – Innovation Lab

20-40 days 80-100 days

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

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Unit Title: Grade K - Unit 1 - Tool Expedition

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade K – Technology

○ 8.1.2.A.2 ○ 8.1.2.A.4 ○ 8.1.2.B.1 ○ 8.2.2.A.1 ○ 8.2.2.A.2 ○ 8.2.2.A.4 ○ 8.2.2.B.1 ○ 8.2.2.B.3 ○ 8.2.2.C.1 ○ 8.2.2.C.2 ○ 8.2.2.C.3 ○ 8.2.2.C.5 ○ 8.2.2.D.2 ○ 8.2.2.D.3 ○ 8.2.2.D.5

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

● NJSLS Grade K – Comprehensive Health and Physical Education ○ 2.2.4.A.1 ○ 2.2.4.A.2

● NJSLS Grade K – Language Arts Literacy ○ RI.K.1 ○ RI.K.7 ○ RI.K.9 ○ RI.K.10 ○ W.K.1 ○ W.K.2

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○ W.K.3 ○ W.K.5 ○ W.K.6 ○ W.K.7 ○ W.K.8 ○ SL.K.1 ○ SL.K.2 ○ SL.K.3 ○ SL.K.4 ○ SL.K.5 ○ SL.K.6 ○ L.K.1 ○ L.K.2

● NJSLS Grade K – Mathematics ○ MP.2 ○ MP.5 ○ MP.6 ○ K.CC.B.4 ○ K.OA.A.1 ○ K.OA.A.2 ○ K.MD.A.1 ○ K.MD.A.2 ○ K.MD.B.3 ○ K.G.A.1 ○ K.G.A.3 ○ K.G.B.4 ○ K.G.B.5 ○ K.G.B.6

● NJSLS Grade K – Science ○ K-2-ETS1-1 ○ K-2-ETS1-2

● NJSLS Grade K – Social Studies ○ 6.1.4.C.16 ○ 6.1.4.C.17

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Central Idea / Enduring Understanding: Students will...

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

● The characteristics, scope, and core concepts of technology.

● The cultural, social, economic and political effects of products and systems.

● The attributes and application of design and engineering.

● Use and maintenance of technological products and systems.

Essential/Guiding Question: ● What is a tool? ● What different kinds of tools are

there? ● What can we learn about a person’s

job by the tools he or she uses? ● How to the parts of a tool help get

the job done? ● What kinds of power make the tools

work? ● How do big machines help get jobs

done?

Content: ● Tools ● Jobs ● Professions ● Investigating ● Construction tools ● Hand tools ● Power tools ● Large machines ● Predicting ● Recording ● Sorting ● Categorizing ● Artist ● Planning

Skills (Objectives): ● Explain why people use different

tools in their different jobs. ● Explain how tools help make work

easier. ● Explain how tools are used for a

specific purpose. ● Explain how tools require force in

order to work. ● Designing and planning a sculpture. ● Creating original artwork from

memory or imagination ● Patience and turn-taking.

Stage 2: Assessment Evidence

Performance Task(s): ● Non-Fiction Book Project ● Wood Sculpture Project

Other Evidence: ● Investigation Topics 1 and 2 ● Connections to the Community and

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Larger World ○ Fieldwork ○ Experts ○ Exhibitions

Stage 3: Learning Plan

Learning Opportunities/Strategies: Investigation Topic 1: Everyone Uses Tools Students develop and ask adults in the school community questions about the tools they use in their work. Interviewing adults helps students understand that the word “tools” means more than construction tools, and can built curiosity about tools in all parts of their lives. Examples: The school secretary provides students with a tour of the main office, showing them tools like the telephone, the photocopier, and the hall passes that she used every day. The school custodian visits the classroom with brooms, mops, maintenance and cleaning supplies.

Resources: Investigation Topic 1: Everyone Uses Tools

● “Kindergarten Tools: A Kindergarten Expedition into Tools and Their Uses” by Kelly Flahive [PDF]

Investigation Topic 2: Construction Tools Students engage in a study of carpentry and construction tools, through reading, writing, drawing, sorting, and categorizing; viewing videos; observing adult demonstrations; fieldwork and experts; and hands-on building work with carpentry tools. If possible, a carpenter visits the classroom with a variety of tools and students and helps students categorize the tools by function.

Investigation Topic 2: Construction Tools ● “Kindergarten Tools: A Kindergarten

Expedition into Tools and Their Uses” by Kelly Flahive [PDF]

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Students gain familiarity with categorizing and can apply those skills thoughtfully when introduced to new tools.

Non-Fiction Book Project Students become an expert in one carpentry tool of his/her choosing. Students create an illustration and written description to be included in a class guide to tools. Drawings and writing goes through multiple drafts, including critique and support, to create a high-quality finished product. Final written drafts may be completed digitally.

Non-Fiction Book Project ● “Kindergarten Tools: A Kindergarten

Expedition into Tools and Their Uses” by Kelly Flahive [PDF]

Wood Sculpture Project Students design and build, with adult help, three-dimensional wooden sculptures for display in the school. Sculptures are built with softwood, custom cut to student specifications, and are joined with glue. Students may also choose to paint the sculptures.

Wood Sculpture Project ● “Kindergarten Tools: A Kindergarten

Expedition into Tools and Their Uses” by Kelly Flahive [PDF]

Differentiation

High-Achieving Students

On Grade Level Students

Struggling Students Special Needs/ELL

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

Varying instructional strategies In-class interventions Compacting activity Extend or

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

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

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

abbreviate duration of assignments

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

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

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

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Unit Title: Grade K - Unit 2 - Digital Citizenship

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade K – Technology

○ 8.1.2.A.1 ○ 8.1.2.D.1 ○ 8.2.2.A.2 ○ 8.2.2.B.1 ○ 8.2.2.B.4 ○ 8.2.2.D.5

● NJSLS Grade K – 21st Century Life and Careers ○ 9.3.IT.4 ○ 9.3.IT.8

● NJSLS Grade K – Language Arts Literacy ○ RL.1 ○ RL.4 ○ RL.10 ○ RI.1 ○ RI.4 ○ RI.5 ○ RI.6 ○ RI.10 ○ RF.1d ○ RF.4 ○ W.1 ○ W.2 ○ W.5 ○ W.7 ○ W.8 ○ W.10 ○ SL.1a ○ SL.1b ○ SL.2 ○ SL.3

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○ SL.4 ○ SL.5 ○ SL.6 ○ L.1a ○ L.1f ○ L.6

● NJSLS Grade K – Comprehensive Health and Physical Education ○ 2.2.2.B.1 ○ 2.2.2.B.2 ○ 2.2.2.B.3 ○ 2.4.2.A.3

● NJSLS Grade K – Social Studies ○ 6.1.4.C.16 ○ 6.1.4.C.17 ○ 6.1.4.C.18

Central Idea / Enduring Understanding: Students will...

● Understand and use technology systems.

● Advocate and practice safe, legal, and responsible use of information and technology.

● The characteristics and scope of technology.

● The cultural, social, economic and political effects of technology.

● The influence of technology on history. ● Access the impact of products and

systems.

Essential/Guiding Question: ● How do you go places safely on the

computer? ● How can you use the alphabet to find

things online? ● What kinds of information should

you keep to yourself when you use the Internet?

● How can you give credit to your own creative work?

● How do you connect with others through email?

Content: ● Internet ● Online ● Website ● Dictionary ● Search (verb)

Skills (Objectives): ● Discover that the Internet can be

used to visit far-away places and learn new things.

● Compare how staying safe online is similar to staying safe in the real

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● Private ● Username ● Time capsule ● Credit ● Original ● Self-portrait ● Publish ● Message ● Email

world. ● Explain rules for traveling safely on

the Internet. ● Learn how to search online by using

the alphabet. ● Understand how to search for a

specified letter of the alphabet on a children’s directory site.

● Apply the results of their alphabet search to create a picture dictionary.

● Recognize the kind of information that is private.

● Understand that they should never give out private information on the Internet.

● Learn to create effective usernames that protect their private information.

● Define the Key Vocabulary term credit.

● List some reasons why credit is important for an artist.

● Give themselves proper credit on their own work.

● Understand that the Internet provides a means of communicating with real people.

● Describe how email messages are sent and received.

● Demonstrate an appreciation of how real people send messages to one another on the Internet through a role-playing activity.

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Stage 2: Assessment Evidence

Performance Task(s): ● Going Places Safely Assessment [PDF] ● A-B-C Searching Assessment [PDF] ● Keep It Private Assessment [PDF] ● My Creative Work Assessment [PDF] ● Sending Email Assessment [PDF]

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

Stage 3: Learning Plan

Learning Opportunities/Strategies: Common Sense K-12 Digital Citizenship Curriculum - Grades K-2 - Unit 1 Lesson 1 - Going Places Safely Students learn that they can go to exciting places online, but they need to follow certain rules to remain safe. By taking a virtual field trip, students experience the power of the Internet to take them to places they might not be able to visit in person. They learn that they should follow safety rules when they travel online, just as when traveling in the real world.

Resources: *See CommonSenseMedia.org for these and additional resources.* Lesson 1 - Going Places Safely

● Going Places Safely Lesson Plan [PDF] ● Student Activity Sheets [Folder] ● Family Tip Sheets [Folder] ● Classroom Posters [Web]

Lesson 2 - A-B-C Searching Students search for pictures online by clicking on letters of the alphabet. They learn that directory sites with alphabetical listings offer one way to find things on the Internet. After observing a search as a class, students are assigned letters of the alphabet and perform their own searches on a children’s directory site. Using the Our Picture Dictionary Student Handout, students select and print out pictures to create their own picture dictionary for the classroom.

Lesson 2 - A-B-C Searching ● A-B-C Searching Lesson Plan [PDF] ● Student Activity Sheets [Folder] ● Family Tip Sheets [Folder] ● Classroom Posters [Web]

Lesson 3 - Keep It Private Lesson 3 - Keep It Private ● Keep It Private Lesson Plan [PDF]

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Students learn that many websites ask for information that is private and discuss how to responsibly handle such requests. Students review what information is private and should not be shared without a trusted adult’s permission. They view an online form that asks for private information and understand that they should never share this kind of information online. Students then view sites that ask them to create usernames, and they learn rules for safeguarding their private information when they create usernames.

● Student Activity Sheets [Folder] ● Family Tip Sheets [Folder] ● Classroom Posters [Web]

Lesson 4 - My Creative Work Students learn the basics – title, name, and date – for crediting creative work. Students discuss the importance of citing work, as well as recognizing that they should give themselves proper credit so that others can attribute their work when used.

Lesson 4 - My Creative Work ● My Creative Work Lesson Plan [PDF] ● Student Activity Sheets [Folder] ● Family Tip Sheets [Folder] ● Classroom Posters [Web]

Lesson 5 - Sending Email Students explore how they can use email to communicate with real people within their schools, families, and communities. After discussing the different ways they can send messages to other people, students observe an email exchange between teachers on paper. Students then participate in an imaginative role-play that helps them envision how messages are transmitted between people over the Internet.

Lesson 5 - Sending Email ● Sending Email Lesson Plan [PDF] ● Student Activity Sheets [Folder] ● Family Tip Sheets [Folder] ● Classroom Posters [Web]

Differentiation

High-Achieving Students

On Grade Level Students

Struggling Students Special Needs/ELL

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

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

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

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

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

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Unit Title: Grade K - Unit 3 - Coding Academy

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade K – Technology

○ 8.1.2.A.1 ○ 8.1.2.A.4 ○ 8.1.2.F.1 ○ 8.2.2.A.3 ○ 8.2.2.B.1 ○ 8.2.2.C.1 ○ 8.2.2.C.5 ○ 8.2.2.C.6 ○ 8.2.2.D.5 ○ 8.2.2.E.1 ○ 8.2.2.E.2 ○ 8.2.2.E.3 ○ 8.2.2.E.4 ○ 8.2.2.E.5

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

● NJSLS Grade K – Language Arts Literacy ○ SL.K.1 ○ SL.K.2 ○ SL.K.5 ○ L.K.6 ○ RF.K.1.B ○ W.K.3 ○ W.K.6 ○ SL.1.1 ○ SL.1.2 ○ SL.1.5

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○ L.1.6 ○ RF.1.3.B ○ W.1.6 ○ SL.2.1 ○ SL.2.2 ○ SL.2.5 ○ L.2.6 ○ W.2.3

● NJSLS Grade K – Mathematics ○ K.CC.4 ○ K.CC.6 ○ K.CC.B.4 ○ K.G.A.1 ○ K.G.A.2 ○ K.G.B.6 ○ K.MD.1 ○ K.MD.2 ○ K.MD.3 ○ K.OA.A.3 ○ K.OA.A.5 ○ 1.G.A.1 ○ 1.G.A.2 ○ 1.G.A.3 ○ 1.OA.A.1 ○ 2.G.A.1 ○ 2.G.A.2 ○ 2.OA.A.1

● NJSLS Grade K – Comprehensive Health and Physical Education ○ 2.2.2.A.1

● NJSLS Grade K – Science ○ K-LS1.1 ○ K-ESS3-1 ○ K-2-PS3-2 ○ K-2-ETS1-1 ○ K-2-ETS1-2 ○ K-2-ETS1-3

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● NJSLS Grade K – Social Studies ○ 6.1.4.C.16 ○ 6.1.4.C.17 ○ 6.1.4.C.18

Central Idea / Enduring Understanding: Students will...

● Students will explore computational thinking and computer programming as tools used in design and engineering.

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

lives?

Content: ● Algorithm ● Program ● Persistence ● Loop ● Event

Skills (Objectives): ● List steps to move character around

a map. ● Arrange directions in a particular

order. ● Make predictions, given a list of

steps. ● Recognize situations where programs

can complete tasks. ● Convert movements into symbolic

instructions. ● Use a mouse to input information

into a computer. ● Use pair programming to complete

collaborative tasks with or without a computer.

● Represent an algorithm as a computer program.

● Modify an existing program to solve errors.

● Break large activities into a series of smaller events.

● Create a program using sequential steps.

● Convert a series of multiple actions into a single loop.

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Stage 2: Assessment Evidence

Performance Task(s): Code.org: Course 1

● Move the Flurbs ● Move the Flurbs 2 ● Daily Algorithms ● Getting Loopy Assessment ● Controlling by Events Assessment

Other Evidence: Swift Playgrounds: Learn to Code 1 & 2

● Journal/Portfolio

Stage 3: Learning Plan

Learning Opportunities/Strategies: Code.org: Course 1 Lesson 1 - Happy Maps Students create algorithms (sets of instructions) to move a character through a maze using a single command. Lesson 2 - Move It, Move It Students learn what it’s like to instruct their classmates to move through a maze in their classroom. Lesson 3 - Jigsaw: Learn to drag and drop Students gain familiarity with a computer by solving jigsaw puzzles, which accustom them to the Code.org system and also to the idea of dragging and dropping. Students learn how to collaborate with others on assignments at the computer. Lesson 4 - Maze: Sequence Students write programs (algorithms for the computer) that get a character through a maze. They’ll understand the importance of sequence in the programs they write. Lesson 5 - Maze: Debugging Using the same environment as the prior lesson, students are presented with a maze

Resources: Code.org: Course 1

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

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

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and a pre-written program that fails to get the character to the goal. Students will have to “debug” or fix the pre-written program. Lesson 6 - Real-Life Algorithms Over the first 5 lessons in this curriculum, students have been writing algorithms. This lesson calls out ways we use algorithms in our daily lives. This lesson also focuses on the bigger picture of computer science and how algorithms play an essential part. Lesson 7 - Bee: Sequence Students write programs that move a cartoon bee around that gathers nectar and makes honey. This is a more complex version of Maze. Lesson 8 - Artist: Sequence Students write programs that move a character around, drawing a line behind it wherever it goes. Lesson 9 - Building a Foundation Students build a marshmallow structure using only provided supplies. Structures must complete a task (reach a certain height or bear a certain weight), and students discuss the idea of persisting during a task. Lesson 10 - Artist: Shapes Students write programs that draw simple shapes, while describing their position relative to other shapes (above, below, etc). Lesson 11 - Spelling Bee Students write programs that moves a Bee around a grid of letters. The path the bee takes spells out simple words. Lesson 12 - Getting Loopy This lesson introduces the programming concept of loops (repeated instructions)

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through a dance activity. Students will learn simple choreography and then be instructed to repeat it. Lesson 13 - Maze: Loops Students write programs in the Maze that involve using a loop. Lesson 14 - Bee: Loops Students write programs in the Bee environment that involve using a loop. Lesson 15 - The Big Event Students are introduced to the programming concept of “events,” which are actions that a computer constantly monitors for. The teacher will press buttons on a fake remote, and students have to shout specific phases depending on which button is pressed. Lesson 16 - Play Lab: Create a Story Students write event-driven programs that create games or tell stories. There are puzzles with certain goals and at the end, students are encouraged to express their creativity to create whatever they’d like. Lesson 18 - Artist: Loops Students write programs that draw interesting and beautiful patterns using loops. **Note: Lessons will be split between K and Grade 1, depending on skill and ability levels.**

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

● Get an introduction to computer science

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

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

2 [iBook]

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

Seesaw Lesson 1 - Think Like a Computer

● Describe what commands and sequences are

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

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

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

an everyday situation ● Debug with code

Lesson 3 - Think Efficiently ● Describe what functions and for loops

are ● Demonstrate the use of functions and

for loops in an everyday situation ● Code using functions and for loops

Review and Reflect ● Review coding concepts from Lessons 1

to 3 ● Reflect on what’s been learned using

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

review in Seesaw Lesson 4 - Think Logically

● Describe what conditional code, Booleans, and logical operators are

● Demonstrate the use of conditional code, Booleans, and logical operators in an everyday situation

● Code using conditional code, Booleans, and logical operators

Lesson 5 - Think Again and Again

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● Describe what while loops are ● Demonstrate the use of while loops in

an everyday situation ● Code using while loops

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

an everyday situation ● Code using algorithms

Review and Reflect ● Review coding concepts from Lessons 3

to 6 ● Reflect on what’s been learned using

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

review in Seesaw

Differentiation

High-Achieving Students

On Grade Level Students

Struggling Students Special Needs/ELL

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

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

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

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

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research Open-ended activities Expert mentorship

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

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

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transitions Provide additional time for tasks Extra response time

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Unit Title: Grade K - Unit 4 - Innovation Lab

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade K – Technology

○ 8.1.2.A.2 ○ 8.1.2.A.3 ○ 8.1.2.A.5 ○ 8.1.2.A.6 ○ 8.1.2.A.7 ○ 8.1.2.B.1 ○ 8.1.2.C.1 ○ 8.1.2.E.1 ○ 8.1.2.F.1 ○ 8.2.2.A.1 ○ 8.2.2.A.2 ○ 8.2.2.A.3 ○ 8.2.2.A.4 ○ 8.2.2.A.5 ○ 8.2.2.B.1 ○ 8.2.2.B.2 ○ 8.2.2.B.3 ○ 8.2.2.B.4 ○ 8.2.2.C.1 ○ 8.2.2.C.2 ○ 8.2.2.C.3 ○ 8.2.2.C.4 ○ 8.2.2.C.5 ○ 8.2.2.C.6 ○ 8.2.2.D.1 ○ 8.2.2.D.2 ○ 8.2.2.D.3 ○ 8.2.2.D.4 ○ 8.2.2.D.5

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

● NJSLS Grade K – Language Arts Literacy ○ RI.K.1 ○ RI.K.7 ○ RI.K.9 ○ RI.K.10 ○ W.K.2 ○ W.K.5 ○ W.K.6 ○ W.K.7 ○ W.K.8 ○ SL.K.1 ○ SL.K.2 ○ SL.K.4 ○ SL.K.5 ○ SL.K.6 ○ L.K.1 ○ L.K.2

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● NJSLS Grade K – Mathematics ○ MP.1 ○ MP.2 ○ MP.3 ○ MP.4 ○ MP.5 ○ MP.6 ○ K.MD.A.1 ○ K.MD.A.2 ○ K.MD.B.3

● NJSLS Grade K – Science ○ K-2-ETS1-1 ○ K-2-ETS1-2 ○ K-2-ETS1-3

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

Central Idea / Enduring Understanding: Students will...

● Identify and define authentic problems and significant questions for investigation.

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

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

Essential/Guiding Question: ● Why do people work in teams? ● What is a real-world problem? ● What is a project? ● What is a product? ● How are products created and

improved? ● How do we effectively present ideas

and products?

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decisions. ● Use multiple processes and diverse

perspectives to explore alternative solutions.

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

Skills (Objectives): ● Identify and define authentic

problems and significant questions for investigation.

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

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

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

● Create and use a database to answer basic questions.

● Export data from a database into a spreadsheet.

Stage 2: Assessment Evidence

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

Audience

Other Evidence: ● Self-assessment ● Peer assessment ● Teacher assessment ● Outside expert/audience ● Graphic organizers ● Interviews ● Data collection

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● Online discussions

Stage 3: Learning Plan

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

● Students work in groups to identify and define authentic problems and significant questions for investigation (e.g. school improvement, environmental issues, community needs).

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

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

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

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

● Students analyze and publish data from their developed system.

Generate and Select Ideas: Developing and Revising Ideas and Products

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

● Students use feedback from others to improve product.

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

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

Resources: Planning

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

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

Assessing ● K-2 Creativity & Innovation Rubric

[PDF] ● K-2 Critical Thinking Rubric [PDF] ● K-2 Presentation Rubric [PDF] ● K-2 Teamwork Rubric [PDF]

Project Examples ● Grade 1 - Healthy Lifestyle Project

[PDF] ● Grade 2 - A Home for Everyone [PDF]

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process. ● With the teacher’s assistance, students

publish the stories to social media networks and/or online platforms, eliciting feedback from a global audience.

Terms: The term “product” is used as a general term denoting the end result of the innovation process. A product can be a physical object, proposal, presentation, a work of art, event, solution to a problem, improvement to an existing product, etc. Classroom Management: Students work in pairs and in groups to manage the completion of technology products. Because this is a kindergarten unit, students also work with adults and upper-grade buddies to manage tasks such as reading, writing, and computer use. [1]

● Grade 4 - Design Wars Project [PDF] ● Grade 5 - Healthy Choices Project

[PDF] ● Grades K-2 - Pond Water and

Pollywogs Projects [PDF] Additional Resources

● Challenge Based Learning: A Classroom Guide [PDF]

● Authentic Student Learning - Kathy Schrock’s Guide to Everything [Web]

● Project Based Learning - Buck Institute for Education [Web]

● Essential Project Design Elements [PDF]

● Project Design Overview Planning Guide [PDF]

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

Learning [PDF] ● High Tech High Student Projects

[Web]

Differentiation

High-Achieving Students

On Grade Level Students

Struggling Students Special Needs/ELL

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

Varying instructional strategies In-class interventions Compacting activity Extend or

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

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

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

abbreviate duration of assignments

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

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

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