GLEN RIDGE PUBLIC SCHOOLS
Curriculum Guide
Course Title: TECHNOLOGY
INTEGRATION
Subject: Technology
Grade Level: Six
Department/School: Sixth
Grade Team/
Duration:
Number of Credits: N/A
Prerequisite: N/A
Elective or Required: Required
Author:
Date Submitted: Summer 2007
Course Description
Technology Integration is designed to give students a solid
foundation in various computer programs such as: Microsoft Word, PowerPoint,
Excel, and Front Page by integrating their use into class projects. Coming into this class, students have already
been exposed to Word and PowerPoint; however, throughout the year, students
will extend their use and knowledge of these programs by using the more complex
features of each program. At this level,
many students have not been exposed to programs such as Excel and Front
Page. Throughout the course of the year,
students will be introduced to various functions within and uses of each of
these programs. Students will also gain
keyboarding skills by completing regular practice using Type to Learn. Additionally, the students will develop study
skills as well as increased public speaking skills while presenting their
projects to their peers and teachers.
GLEN RIDGE PUBLIC SCHOOLS
In order to compete in the world of tomorrow, students will
need to have a solid foundation in technology skills. It is the goal of the Ridgewood Avenue School
Technology Integration course to provide students with the necessary tools to
complete technology-based projects as well as a solid foundation of the
fundamentals that will make future learning easier to grasp. Students will gain knowledge and experience
by completing group and individual projects using various forms of
technology.
|
STANDARD 8.1 (COMPUTER AND
INFORMATION LITERACY) ALL STUDENTS WILL USE COMPUTER APPLICATIONS TO GATHER
AND ORGANIZE INFORMATION AND TO SOLVE PROBLEMS. |
Descriptive Statement: Using computer applications and
technology tools students will conduct research, solve problems, improve
learning, achieve goals, and produce products and presentations in conjunction
with standards in all content areas, including career education and consumer
family, and life skills. They will also develop, locate, summarize, organize,
synthesize, and evaluate information for lifelong learning.
A. Basic Computer Skills and Tools
Social Aspects
·
Demonstrate an
understanding of how changes in technology impact the workplace and society.
·
Exhibit legal and
ethical behaviors when using information and technology, and discuss
consequences of misuse.
·
Explain the
purpose of an Acceptable Use Policy and the consequences of inappropriate use
of technology.
·
Describe and
practice safe Internet usage.
·
Describe and
practice "etiquette" when using the Internet and electronic mail.
Information
Access and Research
·
Choose
appropriate tools and information resources to support research and solve real
world problems, including but not limited to:
◦
On-line resources
and databases
◦
Search engines
and subject directories
·
Evaluate the accuracy,
relevance, and appropriateness of print and non-print electronic information
sources.
Problem
Solving and Decision Making
·
Use computer
applications to modify information independently and/or collaboratively to
solve problems.
·
Identify basic
hardware problems and demonstrate the ability to solve common problems.
·
Determine when
technology tools are appropriate to solve a problem and make a decision.
|
STANDARD 8.2 (TECHNOLOGY
EDUCATION) ALL STUDENTS WILL DEVELOP AN UNDERSTANDING OF THE NATURE AND IMPACT
OF TECHNOLOGY, ENGINEERING, TECHNOLOGICAL DESIGN, AND THE DESIGNED WORLD AS
THEY RELATE TO THE INDIVIDUAL, SOCIETY, AND THE ENVIRONMENT. |
Descriptive Statement: The following indicators are based on the
Standards for Technological Literacy (STL, 2000) and support the National
Academy of Engineerings (2002) call for students to gain technological
literacy. Students will be expected to understand the various facets of
technology and the design process. They will analyze and evaluate design
options and then apply the design process to solve problems. A systems
perspective is employed to emphasize the interconnectedness of all knowledge
and the impact of technology and technological change. Students will be
expected to use technology as it applies to physical systems, biological
systems, and information and communication systems. The intent at the
elementary and middle school levels is that all students develop technological
literacy and are prepared for the option of further study in the field of
technology education. At the elementary level, the foundation for technology
education is found in the science standards, particularly standards 5.2 and
5.4.
·
Describe the
nature of technology and the consequences of technological activity.
·
Describe how
components of a technological product, system, or environment interact.
·
Describe how one
technological innovation can be applied to solve another human problem that
enhances human life or extends human capability.
·
Describe how technological
activity has an affect on economic development, political actions, and cultural
change.
·
Explain the
cultural and societal effects resulting from the dramatic increases of
knowledge and information available today.
B. Design Process and Impact Assessment
·
Demonstrate and
explain how the design process is not linear.
·
Use hands-on
activities to analyze products and systems to determine how the design process
was applied to create the solution.
·
Identify a
technological problem and use the design process to create an appropriate
solution.
·
Describe how
variations in resources can affect solutions to a technological problem.
·
Select and safely
use appropriate tools and materials in analyzing, designing, modeling or making
a technological product, system or environment.
C. Systems in the
Designed World
·
Explain technological advances in medical,
agricultural, energy and power, information and communication, transportation,
manufacturing, and construction technologies.
·
Explain reasons why human-designed systems,
products, and environments need to be monitored, maintained, and improved to
ensure safety, quality, cost efficiency, and sustainability.
·
Explain the functions and interdependence of
subsystems such as waste disposal, water purification, electrical, structural,
safety, climatic control, and communication.
Mathematics
|
STANDARD 4.1 (NUMBER AND
NUMERICAL OPERATIONS) ALL STUDENTS WILL DEVELOP NUMBER SENSE AND WILL PERFORM
STANDARD NUMERICAL OPERATIONS AND ESTIMATIONS ON ALL TYPES OF NUMBERS IN A VARIETY
OF WAYS. |
Descriptive Statement: Numbers and arithmetic operations are
what most of the general public think about when they think of mathematics;
and, even though other areas like geometry, algebra, and data analysis have
become increasingly important in recent years, numbers and operations remain at
the heart of mathematical teaching and learning. Facility with numbers, the
ability to choose the appropriate types of numbers and the appropriate
operations for a given situation, and the ability to perform those operations
as well as to estimate their results, are all skills that are essential for
modern day life.
4.1. Number
and Numerical Operations
A. Number Sense
B. Numerical Operations
C. Estimation
|
STANDARD 4.3 (PATTERNS AND
ALGEBRA) ALL STUDENTS WILL REPRESENT AND ANALYZE RELATIONSHIPS AMONG VARIABLE
QUANTITIES AND SOLVE PROBLEMS INVOLVING PATTERNS, FUNCTIONS, AND ALGEBRAIC
CONCEPTS AND PROCESSES. |
Descriptive Statement: Algebra is a symbolic language used to
express mathematical relationships. Students need to understand how quantities
are related to one another, and how algebra can be used to concisely express
and analyze those relationships. Modern technology provides tools for
supplementing the traditional focus on algebraic procedures, such as solving
equations, with a more visual perspective, with graphs of equations displayed
on a screen. Students can then focus on understanding the relationship between
the equation and the graph, and on what the graph represents in a real-life
situation.
4.3. Patterns and Algebra
A. Patterns and Relationships
B. Functions
C. Modeling
D. Procedures
STANDARD 4.5 (MATHEMATICAL
PROCESSES) ALL STUDENTS WILL USE MATHEMATICAL PROCESSES OF PROBLEM SOLVING,
COMMUNICATION, CONNECTIONS, REASONING, REPRESENTATIONS, AND TECHNOLOGY TO
SOLVE PROBLEMS AND COMMUNICATE MATHEMATICAL IDEAS. |
Descriptive Statement: The mathematical processes described here
highlight ways of acquiring and using the content knowledge and skills
delineated in the first four mathematics standards.
4.5. Mathematical Processes
A. Problem Solving
B. Communication
C. Connections
D. Reasoning
E. Representations
F. Technology
Language Arts Literacy
|
STANDARD 3.1 (READING) ALL
STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN
ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF
MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. |
Descriptive Statement: A primary reading goal is for students of
all grades to read independently with fluency and comprehension so that they
become lifelong readers and learners. In order to achieve this goal, students
benefit from "daily opportunities to read books they choose for
themselves, for their own purposes, and their own pleasures" (Calkins, 2001).
Students should read grade-level appropriate or more challenging classic and
contemporary literature and informational readings, both self-selected and
assigned. In order to grow as readers and deepen their understanding of texts,
students need many opportunities to think about, talk about, and write about
the texts they are reading. A diversity of reading material (including fiction
and nonfiction) provides students with opportunities to grow intellectually,
emotionally, and socially as they consider universal themes, diverse cultures
and perspectives, and the common aspects of human existence.
3.1
A. Concepts About Print
B. Phonological Awareness
C. Decoding and Word Recognition
D. Fluency
E. Reading Strategies (before, during, and after
reading)
F. Vocabulary and Concept Development
G. Comprehension Skills and Response to Text
H. Inquiry and Research
|
STANDARD 3.2 (WRITING) ALL
STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN
CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES. |
Descriptive Statement: Writing is a complex process that begins
with the recording of ones thoughts. It is used for composition,
communication, expression, learning, and engaging the reader. Proficient
writers use a repertoire of strategies that enables them to vary form, style,
and conventions in order to write for different purposes, audiences, and
contexts. Students should have multiple opportunities to craft and practice
writing, to generate ideas, and to refine, evaluate, and publish their writing.
In a successful writing program, students develop and demonstrate fluency in
all phases of the writing process, including prewriting, drafting, revising,
editing of multiple drafts, and post writing processes that include publishing,
presenting, evaluating, and/or performing.
3.2 Writing
A. Writing as a Process
B. Writing as a Product
C. Mechanics, Spelling, and Handwriting
D. Writing Forms, Audiences, and Purposes
|
STANDARD 3.3 (SPEAKING) ALL
STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN
CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES. |
Descriptive Statement: Oral language is a powerful tool for
communicating, thinking, and learning. Through speaking and listening, students
acquire the building blocks necessary to connect with others, develop
vocabulary, and perceive the structure of the English language. An important
goal in the language arts classroom is for students to speak confidently and
fluently in a variety of situations.
3.3 Speaking
A. Discussion
B. Questioning (Inquiry) and Contributing
C. Word Choice
D. Oral Presentation
|
STANDARD 3.4 (LISTENING) ALL
STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A
VARIETY OF SITUATIONS. |
Descriptive Statement: Listening is the process of hearing,
receiving, constructing meaning from, and responding to spoken and/or nonverbal
messages. Through active listening, students gain understanding and
appreciation of language and communication. Students call on different
listening skills depending on their purpose for listening (e.g., listening to
letter sounds to gain phonemic awareness, comprehending information, evaluating
a message, appreciating a performance). Effective listeners are able to listen
actively, restate, interpret, respond to, and evaluate increasingly complex
messages. Students need to recognize that what they say, read, write, and view
contributes to the content and quality of their listening experiences.
3.4 Listening
A. Active Listening
B. Listening
Comprehension
|
STANDARD 3.5 (VIEWING AND
MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO
PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES. |
Descriptive Statement: Students learn how to view critically
and thoughtfully in order to respond to visual messages and images in print,
nonverbal interactions, the arts, and electronic media. Effective viewing is
essential to comprehend and respond to personal interactions, live
performances, visual arts that involve oral and/or written language, and both
print media (graphs, charts, diagrams, illustrations, photographs, and graphic
design in books, magazines, and newspapers) and electronic media (television,
computers, and film). A media-literate person is able to evaluate media for
credibility and understands how words, images, and sounds influence the way
meanings are conveyed and understood in contemporary society. Students need to
recognize that what they speak, hear, write, and read contributes to the
content and quality of their viewing.
3.5 Viewing and Media Literacy
A. Constructing
Meaning
B. Visual and Verbal
Messages
C. Living with Media
Curriculum Description
UNIT 1: STUDY/ORGANIZATION SKILLS
Goal: Students will research study skills,
organizational skills, note-taking hints, etc. to help them handle their school
workload. Students will work in groups
to create basic presentations to share with the class (each group will focus on
a different part). By the end of the
unit, students will have a great deal of information on how to better prepare
and organize themselves.
Objectives:
Students will be able to:
1.
Design and produce a
basic multimedia project. (8.1 A 8)
2.
Choose appropriate
tools and information resources to support research and solve real world
problems, (8.1 B 6)
3.
Evaluate the accuracy,
relevance, and appropriateness of print and non-print electronic information
sources. (8.1 B 7)
4.
Use network resources
for storing and retrieving data. (8.1 A
10)
5.
Describe and practice
safe Internet usage. (8.1 B 4)
6.
Give oral presentation.
(3.3 B)
Duration: Introduction 2
cycles - *One cycle = three back-to-back days.
These skills will be incorporated throughout the school
year.
UNIT 2: KEYBOARDING
SKILLS
Goal: Students will become more proficient at keyboarding through
weekly practice.
Objectives:
Students will be able to:
1.
Demonstrate
effective input of text and data, using touch keyboarding with proper
technique. (8.1 A 3)
Duration: Entire school year. Students will have allotted time throughout the school year as well as practicing when finished with other projects.
UNIT 3: PLAN A CLASS TRIP
Goal: Students will work in groups to plan an
educational class trip. Students will
create a detailed presentation that will clearly define every aspect of the
trip (money, chaperones, goals, etc).
Students will then present their projects to the class and various
teachers. The teachers will vote on the
best project and the sixth grade will attend that trip.
Objectives:
Students will be able to:
1.
Design and produce a
basic multimedia project. (8.1 A 8)
2.
Choose appropriate
tools and information resources to support research and solve real world
problems. (8.1 B 6)
3.
Evaluate the accuracy,
relevance, and appropriateness of print and non-print electronic information
sources. (8.1 B 7)
4.
Construct a simple
spreadsheet, enter data, and interpret the information. (8.1 A 7) *Students will be shown basic
Excel functions in order for students to map out the money needed for the trip,
transportations, lunches (if needed), bus driver tip money etc.)
5.
Use network resources
for storing and retrieving data. (8.1 A
10)
6.
Describe and practice
safe Internet usage. (8.1 B 4)
7.
Give oral presentation.
(3.3 B)
Duration: Three cycles
UNIT 4: STOCK MARKET
Goal: Students will become familiar with the stock
market and why it is important for people to save money and plan for the
future. Students will start out with a
certain dollar amount (ex. $10,000) and will research and buy stocks. Throughout the course of the year, students
will monitor, buy, or sell stocks in order to make the highest profits. Students will be responsible for updating a
Microsoft Excel spreadsheet regarding their stocks values. Students will also monitor their percent
increase and decrease each month they will be responsible for figuring this
out.
Objectives:
Students will be able to:
1.
Choose appropriate
tools and information resources to support research and solve real world
problems, (8.1 B 6)
2.
Construct a simple
spreadsheet, enter data, and interpret the information. (8.1 A 7)
3.
Use network resources
for storing and retrieving data. (8.1 A
10)
4.
Describe and practice
safe Internet usage. (8.1 B 4)
5.
Recognize that
mathematics is used in a variety of contexts outside of mathematics. (4.5 C
3)
6.
Apply mathematics in
practical situations and in other disciplines. (4.5 C 4)
7.
Use technology to
gather, analyze, and communicate mathematical information. (4.5 F-1)
8.
Use computer
spreadsheets, software, and graphing utilities to organize and display
quantitative information. (4.5 F 2)
Duration: Approx.
Nov 1 through June 1 Students will be responsible for checking stock prices
once per week and will monitor and record information at that time. One cycle will be used to teach percent
increase/decrease and the basics of stocks.
UNIT 5: CREATING A
NEWSPAPER
Goal: The goal of this unit is to have students use
a basic word processing program (Microsoft Word) to create a newspaper. Students will need to insert graphics, use
proper formatting to wrap text around each graphic, and other tools such as:
specific margins, landscape layout, etc.
Students will create their own articles, as well as share ideas with
other students. Each article will be
written about a subject/concept the student has learned in another class. The student will be required to do research
to extend that concept.
Objectives:
Students will be able to:
1.
Choose appropriate
tools and information resources to support research and solve real world
problems, (8.1 B 6)
2.
Use network resources
for storing and retrieving data. (8.1 A
10)
3.
Create documents with
advanced text-formatting and graphics using word processing. (8.1 A 5)
4.
Create a file
containing customized information by merging documents (8.1 A 6)
5.
Exhibit legal and
ethical behaviors when using information and technology, and discuss
consequences of misuse. (8.1 B 2) *Plagiarism
6.
Describe and practice
safe Internet usage. (8.1 B 4)
7.
Language Arts (3.2
A, B, C, D)
Duration: One cycle
UNIT 6: DATA, CHARTS
AND GRAPHS
Goal: Students will conduct surveys on a topic of
their choice. After students have
collected the required data, they will construct professional level graphs
using Microsoft Excel and present their findings to the class.
*To be done at the same time
students are completing associated chapter in math.
Objectives:
Students will be able to:
1.
Use common features of
an operating system (e.g., creating and organizing files and folders). (8.1 A
2)
2.
Input and access data
and text efficiently and accurately through proficient use of other input
devices, such as the mouse. (8.2 A - 4)
3.
Construct a simple
spreadsheet, enter data, and interpret the information. (8.1 A 7)
4.
Use network resources
for storing and retrieving data. (8.1 A -10)
5.
Demonstrate an
understanding of how changes in technology impact the workplace and society. (8.1 B 1)
6.
Collect, generate,
organize, and display data. Data generated from surveys. (4.4 A 1)
Duration: Two cycles (will include time spent
discussing strategies for picking the right type of graph to present students
data)
UNIT 7: WEBQUESTS AND WEBSITES
Goal: The goal of this
lesson is introduce students to basic web page design. Students will complete a webquest designed
specifically for them (Around the World) in order to see the major points and
the overall design of a webquest. From
there, students will pick a topic which they have learned in the sixth grade
and develop a way to present the same information to younger students by
designing a webquest on their own.
Students will use Microsoft Front Page to develop their websites. Students will also take part in peer review
and critiquing of each others material to be sure the webquest can be
completed and that all the necessary educational components are presented.
Objectives:
Students will be able to:
1.
Use appropriate
technology vocabulary. (8.1 A 1)
2.
Use common features of
an operating system (e.g., creating and organizing files and folders). (8.1 A 2)
3.
Input and access data
and text efficiently and accurately through proficient use of other input
devices, such as the mouse. (8.2 A - 4)
4.
Create a file
containing customized information by merging documents. (8.1 A 6)
5.
Use network resources
for storing and retrieving data. (8.1 A
-10)
6.
Choose appropriate
electronic graphic organizers to create, construct, or design a document. (8.1 A 11)
7.
Create, organize and
manipulate shortcuts. (8.1 A 12)
8.
Exhibit legal and
ethical behaviors when using information and technology, and discuss
consequences of misuse. (8.1 B 2)
9.
Describe and practice
safe Internet usage. (8.1 B 4)
10.
Use computer
applications to modify information independently and/or collaboratively to
solve problems. (8.1 B 8)
Duration: Three/four cycles
UNIT 8: RESEARCH
Goal: Students will
become more informed in terms of finding appropriate sites for
information. Students will be able to
dismiss certain sites as not providing factual information and theyre not to
be trusted. On the other hand, students
will be able to better recognize quality websites as well as gaining strategies
for narrowing ones search. When
students are writing their research papers, they will use one cycle to find
information regarding their topics on the Internet.
Objectives:
Students will be able to:
1.
Exhibit legal and
ethical behaviors when using information and technology, and discuss
consequences of misuse. (8.1 B 2)
2.
Describe and practice
safe Internet usage. (8.1 B 4)
3.
Choose appropriate
tools and information resources to support research and solve real world
problems, including but not limited to:
a.
On-line resources and
databases
b.
Search engines and
subject directories (8.1 B 6)
4.
Evaluate the accuracy,
relevance, and appropriateness of print and non-print electronic information
sources. (8.1 B 7)
Duration: Two cycles
UNIT 9: DIGITAL PHOTOGRAPHY
Goal: This unit will
teach students how to get photographs from a digital camera to their computers
and to format and label those pictures with captions for presentations. Students will create pictures of students
displaying a positive character trait and use those pictures in a PowerPoint
presentation.
Objectives:
Students will be able to:
1.
Use appropriate
technology vocabulary. (8.1 A 1)
2.
Use common features of
an operating system (e.g., creating and organizing files and folders). (8.1 A
2)
3.
Input and access data
and text efficiently and accurately through proficient use of other input
devices, such as the mouse. (8.2 A - 4)
4.
Create a file
containing customized information by merging documents. (8.1 A 6)