Technology Pacing Guide Grade 2 - pemberton.k12.nj.us...* Unit Total is inclusive of introduction,...
Transcript of Technology Pacing Guide Grade 2 - pemberton.k12.nj.us...* Unit Total is inclusive of introduction,...
Technology Pacing Guide
Grade 2
MP Unit Unit
TOTAL* Cumulative
TOTAL**
MP1 Unit 1 – What is Technology?
10 days 10 days
MP2 Unit 2 – Digital Citizenship
10 days 20 days
MP3 Unit 3 – Coding Academy
20 days 40 days
MP3-4 Unit 4 – Innovation Lab
20-80 days 60-120 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.
Pemberton Township School District
Unit Planner
1 | P a g e
Unit Title: Grade 2 - Unit 1 - What is Technology?
Stage 1: Desired Results
Standards & Indicators: ● NJSLS Grade 2 - Technology
○ 8.1.2.A.1 ○ 8.1.2.A.2 ○ 8.1.2.A.3 ○ 8.1.2.A.4 ○ 8.1.2.B.1 ○ 8.1.2.E.1 ○ 8.2.2.A.1 ○ 8.2.2.A.2 ○ 8.2.2.A.3 ○ 8.2.2.B.1 ○ 8.2.2.B.3 ○ 8.2.2.B.4 ○ 8.2.2.C.2 ○ 8.2.2.C.5 ○ 8.2.2.D.2 ○ 8.2.2.D.4 ○ 8.2.2.D.5
● NJSLS Grade 2 - 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 2 - Comprehensive Health and Physical Education ○ 2.2.4.A.1 ○ 2.2.4.A.2
● NJSLS Grade 2 - Language Arts Literacy ○ RI.2.1 ○ RI.2.7 ○ RI.2.9 ○ W.2.1
Pemberton Township School District
Unit Planner
2 | P a g e
○ W.2.2 ○ W.2.3 ○ W.2.5 ○ W.2.6 ○ W.2.7 ○ W.2.8 ○ SL.2.1 ○ SL.2.2 ○ SL.2.3 ○ SL.2.4 ○ SL.2.5 ○ SL.2.6 ○ L.2.1 ○ L.2.2 ○ L.2.3
● NJSLS Grade 2 - Mathematics ○ MP.2 ○ MP.4 ○ MP.5 ○ 2.MD.D.10
● NJSLS Grade 2 - Science ○ K-2-ETS1-1 ○ K-2-ETS1-2
● NJSLS Grade 2 - Social Studies ○ 6.1.4.C.16 ○ 6.1.4.C.17 ○ 6.1.4.C.18
Central Idea / Enduring Understanding: Students will...
● Use digital tools and online resources to explore a problem or issue.
● Describe how the parts of a common toy or tool interact and work as part of a system.
● Discover how a product works by
Essential/Guiding Question: ● What is technology? ● How do the parts of a common
technology tool interact and work as part of a system?
Pemberton Township School District
Unit Planner
3 | P a g e
taking it apart, sketching how parts fit, and putting it back together.
● Identify the resources needed to create technological products or systems.
● Illustrate and communicate original ideas and stories using multiple digital tools and resources.
Content: ● Effects of technology ● Technology terms and use ● Systems ● Research ● Invention ● Innovation ● Collaboration ● Publishing
Skills (Objectives): ● Apply existing knowledge to
generate new ideas, products, or processes. Create original works as a means of personal or group expression.
● 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.
Stage 2: Assessment Evidence
Performance Task(s): ● Digital storytelling activities
Other Evidence: ● Graphic organizers ● Interviews
Stage 3: Learning Plan
Learning Opportunities/Strategies: What is technology?
● Students collaborate, share, and develop a shared definition of “technology”.
● Students create a multimedia presentation or video to reflect on the
Resources: Planning
● Padlet [iOS, Web] ● Popplet [iOS, Web] ● Bubbl.us [Web] ● BaiBoard [iOS] ● Notes [iOS]
Pemberton Township School District
Unit Planner
4 | P a g e
definition of “technology” and/or the process of developing a shared definition.
Technologies in use ● Students develop questions and
interview adults to gain multiple perspectives of the “technologies” they use in their work.
● If possible, students will record their interviews using a video or audio tool.
● Students create a multimedia presentation or video to reflect on their learning.
Future of technology ● Students collaborate to design a
potential future “technology” product, while considering how this product will affect society, culture, and the environment.
● Students create a multimedia presentation or video advertisement for their future “technology” product.
● Google Drawings [Web] ● Printable storyboards [PDF]
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 ● Digital Storytelling Rubric [PDF] ● K-2 Creativity & Innovation Rubric
[PDF] ● K-2 Critical Thinking Rubric [PDF] ● K-2 Presentation Rubric [PDF] ● K-2 Teamwork Rubric [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
Materials Provide text in alternative formats, such as Braille, large print, audio formats, or digital text Use peer readers
Materials Decreased text or question complexity Provide page numbers or highlighted texts Shorten assignments to focus on key concepts
Pemberton Township School District
Unit Planner
5 | P a g e
Projects completed individually or with partners Self-selection of research Open-ended activities Expert mentorship
Extend or abbreviate duration of assignments
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 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
Pemberton Township School District
Unit Planner
6 | P a g e
Repeat, clarify, or reword directions Time Alert students before transitions Provide additional time for tasks Extra response time
Pemberton Township School District
Unit Planner
1 | P a g e
Unit Title: Grade 2 - Unit 2 - Digital Citizenship
Stage 1: Desired Results
Standards & Indicators: ● NJSLS Grade 2 - Technology
○ 8.1.2.D.1 ○ 8.2.2.B.1 ○ 8.2.2.B.4
● NJSLS Grade 2 - 21st Century Life and Careers ○ 9.3.IT.4 ○ 9.3.IT.8
● NJSLS Grade 2 - 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 2 - Language Arts Literacy ○ RL.1 ○ RI.1 ○ RI.4 ○ RI.10 ○ RF.4a ○ RF.4b ○ W.2 ○ W.3 ○ W.5 ○ W.7 ○ W.8 ○ W.10 ○ SL.1a ○ SL.1b ○ SL.1c ○ SL.2 ○ SL.3 ○ SL.4
Pemberton Township School District
Unit Planner
2 | P a g e
○ SL.5 ○ SL.6 ○ L.2b ○ L.6
● NJSLS Grade 2 - Social Studies ○ 6.1.4.C.16 ○ 6.1.4.C.17 ○ 6.1.4.C.18
Central Idea / Enduring Understanding: Students will...
● Develop an understanding of ownership of print and nonprint information.
● Identify how technology impacts or improves life.
● Identify how the ways people live and work has changed because of technology.
Essential/Guiding Question: ● How do you create a secure
password? ● How does the Internet connect you
to others? ● How do some websites try to get you
to buy things? ● How can you make sure your emails
are clear and respectful? ● How is writing an email similar to or
different from writing a letter?
Content: ● Password ● Protect ● Secure ● Online ● Internet ● Community ● Purpose ● Product ● Advertise
Skills (Objectives): ● Understand the functions of
passwords. ● Identify strategies for creating and
protecting secure passwords. ● Create their own secure passwords
using the lesson guidelines. ● Consider what it means to go online
and use the Internet. ● Compare and contrast how they are
connected to different people and places, in person and on the Internet.
● Demonstrate an understanding of how people can connect on the Internet by drawing a map of their
Pemberton Township School District
Unit Planner
3 | P a g e
online community. ● Understand that the main purpose of
product sites is to encourage viewers to buy the product.
● Recognize how a site’s fun and interesting features help sell the product.
● Create their own product site home pages with features designed to sell their products.
● Understand how to show respect in social situations.
● Recognize the importance of tone in both face-to-face and online communications.
● Learn rules for writing clear and respectful emails by editing an email message.
● Identify the five main parts of letter/email writing.
● Compare and contrast the format of letter writing to that of writing emails.
● Proofread a draft of an email.
Stage 2: Assessment Evidence
Performance Task(s): ● Powerful Passwords Assessment [PDF] ● My Online Community Assessment
[PDF] ● Things for Sale Assessment [PDF] ● Show Respect Online Assessment [PDF] ● Writing Good Emails assessment [PDF]
Other Evidence: ● Unit Assessments [Web][PDF]
Stage 3: Learning Plan
Pemberton Township School District
Unit Planner
4 | P a g e
Learning Opportunities/Strategies: Common Sense K-12 Digital Citizenship Curriculum - Grades K-2 - Unit 3 Lesson 1 - Powerful Passwords Students explore why people use passwords, learn the benefits of using passwords, and discover strategies for creating and keeping strong, secure passwords. Students learn password tips, test their existing passwords with an interactive game, and create new passwords using guidelines for powerful passwords.
Resources: *See CommonSenseMedia.org for these and additional resources.* Lesson 1 - Powerful Passwords
● Powerful Passwords Lesson Plan [PDF]
● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]
Lesson 2 - My Online Community Students explore the concept that people can connect with one another through the Internet. They understand how the ability for people to communicate online can unite a community. Students discuss the nature of the Internet, and understand that while it is not a “real” physical place, it is made up of real people. They use a graphic representation to explain the different in-person connections they have with their family, friends, and community. Students then use the same graphic model to represent how they could connect to others on the Internet by creating maps of their potential online community.
Lesson 2 - My Online Community ● My Online Community Lesson Plan
[PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]
Lesson 3 - Things for Sale Students examine websites that are designed to encourage them to buy a particular product. Students learn to recognize the varied methods used to promote and sell products on these sites. Students explore several product sites aimed at kids, identifying elements designed to draw their attention and
Lesson 3 - Things for Sale ● Things for Sale Lesson Plan [PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]
Pemberton Township School District
Unit Planner
5 | P a g e
make them want to buy the product. They grasp how the games, videos, activities, and other appealing features of the site serve the ultimate purpose of selling the product. Students then use what they have learned to draw a homepage for a product site of their own invention.
Lesson 4 - Show Respect Online Students explore the similarities and differences between in-person and online communications, and then learn how to write clear and respectful emails. Students begin by discussing how to be clear and respectful when they talk with people, either face to face or on the telephone. They explore the concept of tone, then compare and contrast what it is like to communicate face to face versus online. Students learn some rules that can help them express themselves clearly and respectfully when they write email messages. They then apply what they have learned by editing an email message.
Lesson 4 - Show Respect Online ● Show Respect Online Lesson Plan
[PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]
Lesson 5 - Writing Good Emails Students explore the components of a well-written email. Students learn that such emails have a 5-part structure that is similar to that of traditional letters. Students then analyze the parts of an email, making note of the subtle differences. Lastly, students try to identify and correct seven errors in an email, keeping in mind five proofreading guidelines.
Lesson 5 - Writing Good Emails ● Writing Good Emails [PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]
Pemberton Township School District
Unit Planner
6 | P a g e
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 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
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
Pemberton Township School District
Unit Planner
7 | P a g e
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 transitions Provide additional time for tasks Extra response time
Pemberton Township School District
Unit Planner
1 | P a g e
Unit Title: Grade 2 - Unit 3 - Coding Academy
Stage 1: Desired Results
Standards & Indicators: ● NJSLS Grade 2 - Technology
○ 8.1.2.A.1 ○ 8.1.2.A.4 ○ 8.1.2.B.1 ○ 8.2.2.A.1 ○ 8.2.2.A.2 ○ 8.2.2.A.3 ○ 8.2.2.B.1 ○ 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 2 - 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 2 - Language Arts Literacy ○ SL.1.1 ○ SL.1.2 ○ SL.1.5 ○ L.1.6 ○ W.1.6 ○ SL.2.1 ○ SL.2.2 ○ SL.2.5 ○ L.2.6 ○ W.2.3 ○ SL.3.1 ○ SL.3.3
Pemberton Township School District
Unit Planner
2 | P a g e
○ SL.3.6 ○ L.3.6 ○ W.3.3 ○ W.3.6
● NJSLS Grade 2 - Mathematics ○ MP.1 ○ MP.2 ○ MP.3 ○ MP.4 ○ MP.5 ○ MP.6 ○ MP.7 ○ MP.8 ○ 1.OA.1 ○ 1.OA.A.1 ○ 1.G.1 ○ 1.G.A.1 ○ 1.G.A.2 ○ 1.MD.4 ○ 2.OA.1 ○ 2.OA.A.1 ○ 2.G.2 ○ 2.G.3 ○ 2.G.A.1 ○ 2.MD.5 ○ 2.NBT.A.4 ○ 3.OA.3 ○ 3.G.2 ○ 3.G.A.2
● NJSLS Grade 2 - Comprehensive Health and Physical Education ○ 2.2.2.A.1
● NJSLS Grade 2 - Science ○ K-2-PS3-2 ○ K-2-ETS1-1 ○ 3-5-ETS1-2
Pemberton Township School District
Unit Planner
3 | P a g e
● NJSLS Grade 2 - 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 for design and engineering tasks.
Essential/Guiding Question: ● What is coding? ● How does coding impact our
everyday lives?
Content: ● Algorithm ● Program ● Loop ● Debugging ● Conditionals ● Binary ● Event
Skills (Objectives): ● Understand the difficulty of
translating real problems into programs
● Practice communicating ideas through codes and symbols
● Decompose large activities into a series of smaller events
● Arrange sequential events into their logical order
● Order movement commands as sequential steps in a program
● Represent an algorithm as a computer program
● Use pair programming to complete collaborative tasks with or without a computer
● Create a program to complete an image using sequential steps
● Compose new shapes from composite shapes
● Convert a series of multiple actions into a single loop
● Create a program for a given task which loops a sequence of commands
Pemberton Township School District
Unit Planner
4 | P a g e
● Modify an existing program to solve errors
● Reflect on the debugging process in an age-appropriate way
● Solve puzzles using a combination of looped sequences and conditionals
● Create a game using event handlers ● Create an animated, interactive story
using sequence, loops, and event-handlers
Stage 2: Assessment Evidence
Performance Task(s): Code.org: Course 2
● Graph Paper Programming Assessment ● Daily Algorithms ● Getting Loopy Assessment ● Relay Programming Assessment ● Conditionals with Cards Assessment ● Binary Assessment ● Controlling by Events Assessment
Other Evidence: Gamestar Mechanic: Introduction
● Element Cards ● Playtester Feedback Worksheet
Swift Playgrounds: Learn to Code 1 & 2 ● Journal/Portfolio
Stage 3: Learning Plan
Learning Opportunities/Strategies: Code.org Course 2 Lesson 1 - Graph Paper Programming Students write an algorithm (a set of instructions) using a set of predefined commands to direct their classmates to reproduce a drawing. Lesson 2 - Real-Life 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.
Resources: Code.org: Course 2
● 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.
Pemberton Township School District
Unit Planner
5 | P a g e
Lesson 3 - 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 4 - Artist: Sequence Students write programs to draw different lines and shapes. Lesson 5 - Getting Loopy This lesson introduces the programming concept of loops (repeated instructions) through a dance activity. Students will learn simple choreography and then be instructed to repeat it. Lesson 6 - Maze: Loops Student write programs in the Maze environment using loops. Lesson 7 - Artist: Loops Students write programs to draw different shapes while identifying patterns in their code. They learn about the programming concept of loops (repeated statements), which can be used to make their programs more efficient. Lesson 8 - Bee: Loops Students write programs using loops in the Bee environment. Lesson 9 - Relay programming Students run a relay race, where they dash across the yard to write an algorithm based on a "Graph Paper Programming" image. They can only write one instruction at a time and if there's an error, they have to erase everything back to the error. Lesson 10 - Bee: Debugging Students are presented with a pre-written program that fails to complete the puzzle.
Pemberton Township School District
Unit Planner
6 | P a g e
Students will have to “debug” or fix the prewritten program. Lesson 11 - Artist: Debugging Students are presented with a drawing and a pre-written program that fails to create that drawing. Students will have to “debug” or fix the pre-written program. Lesson 12 - Conditionals To learn about conditional statements, students play a card game and create rules like “If I draw a red card, I get a point” and “If I draw a black card, you get a point.” Lesson 13 - Bee: Conditionals Students write programs using conditional statements using the Bee environment. Lesson 14 - Binary Bracelets Students create bracelets from a paper template that is a binary representations of the first letter of their name. Students learn that the same set of data can be represented in more than one way. 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 student have to shout specific phases depending on which button is pressed. Lesson 16 - Flappy Using the concept of “Events,” students will create their own game with events like “When the mouse is clicked, make the bird flap” and “When the bird hits the ground, end the game.” Lesson 17 - Play Lab: Create a Story Students employ all the different
Pemberton Township School District
Unit Planner
7 | P a g e
programming concepts they have learned in the curriculum this far to make a customized, interactive story or game of their own. Lesson 19 - Artist: Nested Loops Students write programs that draw interesting and beautiful patterns using nested loops. **Note: Lessons will be split between Grade 2 and Grade 3, 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
● 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
Additional Learning Opportunities Swift Playgrounds - Learn to Code 1 (alternative for iOS)
● Swift Playgrounds [iOS] ● Swift Playgrounds: Learn to Code 1 &
2 [iBook]
Pemberton Township School District
Unit Planner
8 | P a g e
● 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 ● 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
Additional Learning Opportunities Gamestar Mechanic Introduction (optional)
Additional Learning Opportunities Gamestar Mechanic Introduction (optional)
Pemberton Township School District
Unit Planner
9 | P a g e
Lesson 1 - Terms and Concepts Through the play and analysis of Gamestar Mechanic, students will learn the names and concepts behind the basic elements of a game. Lesson 2 - Core Design Elements To understand games as systems, students must be familiar with the elements of a system. Students will discuss the Core Design Elements sheet, identifying examples for each element from Gamestar Mechanic. Lesson 3 - Balance For a game to be fun, it must also be challenging. In this lesson, students will balance the elements of a game in Gamestar Mechanic. Lesson 4 - Design Having acquired information on game design elements and balance, students now have the resources to design a fun and challenging game. Lesson 5 - Playtest and Iterate Students will playtest each other’s games and give effective feedback. Then they will iterate on their designs.
● Gamestar Mechanic [Web] ● Gamestar Mechanic - Getting Started
Teacher Pack [PDF]
Differentiation
High-Achieving Students
On Grade Level Students
Struggling Students Special Needs/ELL
Adaptation of materials and requirements Elevated text or question complexity
Varying instructional strategies In-class interventions
Materials Provide text in alternative formats, such as Braille, large print, audio formats, or digital text
Materials Decreased text or question complexity Provide page numbers or highlighted texts
Pemberton Township School District
Unit Planner
10 | P a g e
Independent student options Projects completed individually or with partners Self-selection of research Open-ended activities Expert mentorship
Compacting activity Extend or abbreviate duration of assignments
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 Highlight key words in directions Give brief and concrete directions
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
Pemberton Township School District
Unit Planner
11 | P a g e
Have student verbalize steps Repeat, clarify, or reword directions Time Alert students before transitions Provide additional time for tasks Extra response time
Pemberton Township School District
Unit Planner
1 | P a g e
Unit Title: Grade 2 - Unit 4 - Innovation Lab
Stage 1: Desired Results
Standards & Indicators: ● NJSLS Grade 2 - 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
Pemberton Township School District
Unit Planner
2 | P a g e
● NJSLS Grade 2 - 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 2 - Language Arts Literacy ○ RI.2.1 ○ RI.2.7 ○ RI.2.9 ○ W.2.2 ○ W.2.5 ○ W.2.6 ○ W.2.7 ○ W.2.8 ○ SL.2.1 ○ SL.2.2 ○ SL.2.4 ○ SL.2.5 ○ SL.2.6 ○ L.2.1 ○ L.2.2 ○ L.2.3
Pemberton Township School District
Unit Planner
3 | P a g e
● NJSLS Grade 2 - Mathematics ○ MP.1 ○ MP.2 ○ MP.3 ○ MP.4 ○ MP.5 ○ MP.6 ○ 2.MD.D.10
● NJSLS Grade 2 - Science ○ K-2-ETS1-1 ○ K-2-ETS1-2 ○ K-2-ETS1-3
● NJSLS Grade 2 - 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 decisions.
● Use multiple processes and diverse
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?
Pemberton Township School District
Unit Planner
4 | P a g e
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 ● Online discussions
Pemberton Township School District
Unit Planner
5 | P a g e
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 process.
● With the teacher’s assistance, students
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] ● Grade 4 - Design Wars Project [PDF]
Pemberton Township School District
Unit Planner
6 | P a g e
publish the stories to social media networks and/or online platforms, eliciting feedback from a global audience.
Note: 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.
● Grade 5 - Healthy Choices Project [PDF]
● Grades K-2 - Pond Water and Pollywogs Projects [PDF]
Other 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 Projects completed
Varying instructional strategies In-class interventions Compacting activity Extend or abbreviate duration
Materials Provide text in alternative formats, such as Braille, large print, audio formats, or digital text Use peer readers Permit highlighting of text
Materials Decreased text or question complexity Provide page numbers or highlighted texts Shorten assignments to focus on key concepts Grading
Pemberton Township School District
Unit Planner
7 | P a g e
individually or with partners Self-selection of research Open-ended activities Expert mentorship
of assignments 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 Repeat, clarify, or
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
Pemberton Township School District
Unit Planner
8 | P a g e
reword directions Time Alert students before transitions Provide additional time for tasks Extra response time