Technology Pacing Guide

Grade 5

MP Unit Unit

TOTAL* Cumulative

TOTAL**

MP1 Unit 1 – Tech Throughout Time

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.

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Unit Title: Grade 5 - Unit 1 - Tech Throughout Time

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade 5 - Technology

○ 8.1.5.A.1 ○ 8.1.5.A.2 ○ 8.1.5.A.3 ○ 8.1.5.B.1 ○ 8.2.5.A.1 ○ 8.2.5.A.2 ○ 8.2.5.A.3 ○ 8.2.5.A.4 ○ 8.2.5.A.5 ○ 8.2.5.B.6 ○ 8.2.5.C.1 ○ 8.2.5.C.3 ○ 8.2.5.C.4 ○ 8.2.5.C.5 ○ 8.2.5.D.4 ○ 8.2.5.D.5 ○ 8.2.5.D.6 ○ 8.2.5.E.1

● NJSLS Grade 5 - 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 5 - Comprehensive Health and Physical Education ○ 2.2.6.A.1 ○ 2.2.6.A.2

● NJSLS Grade 5 - Language Arts Literacy ○ RI.5.1 ○ RI.5.7 ○ RI.5.9

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○ W.5.1 ○ W.5.2 ○ W.5.3 ○ W.5.4 ○ W.5.5 ○ W.5.6 ○ W.5.7 ○ W.5.8 ○ W.5.9 ○ W.5.10 ○ SL.5.1 ○ SL.5.2 ○ SL.5.3 ○ SL.5.4 ○ SL.5.5 ○ SL.5.6

● NJSLS Grade 5 - Mathematics ○ MP.2 ○ MP.4 ○ MP.5 ○ 3-5.OA

● NJSLS Grade 5 - Science ○ 3-5-ETS1-1 ○ 3-5-ETS1-2

● NJSLS Grade 5 - Social Studies ○ 6.1.8.C.4.b ○ 6.1.8.C.4.c ○ 6.2.8.C.1.b ○ 6.2.8.D.1.b

Central Idea / Enduring Understanding: Students will...

● Explore historical uses and the effects of technology on society, culture, and the environment.

● Interact, collaborate, and publish with

Essential/Guiding Question: ● What is technology? ● How has technology changed and

developed, over time? ● How will technology affect society,

culture, and the environment, in the

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peers, experts, or others by employing a variety of digital environments and media.

● Communicate information and ideas to multiple audiences using a variety of media and formats.

future?

Content: ● History of technology ● Effects of technology ● Technology terms and use ● Research and development ● Invention ● Innovation ● Collaboration ● Publishing

Skills (Objectives): ● Create an original, published work,

using a variety of media and formats. ● Use a graphic organizer to organize

information about a problem or issue.

● Collaborate to produce a digital story about a significant local event or issue based on first-person interviews.

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 definition of “technology” and/or the process of developing a shared definition.

History of technology ● Students develop questions and

Resources: Planning

● Padlet [iOS, Web] ● Popplet [iOS, Web] ● Bubbl.us [Web] ● BaiBoard [iOS] ● Notes [iOS] ● Google Drawings [Web] ● Printable storyboards [Web]

Creating ● iMovie [iOS] ● Adobe Spark Video [iOS, Web]

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interview adults to gain multiple perspectives of the history of “technology”.

● 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.

● GarageBand [iOS] ● Google Slides [iOS, Web] ● PowerPoint [PC] ● Keynote [iOS] ● Google Docs [iOS, Web] ● Word [PC] ● Pages [iOS]

Assessing ● Digital Storytelling Rubric [PDF] ● 3-5 Collaboration Rubric [PDF] ● 3-5 Creativity & Innovation Rubric

[PDF] ● 3-5 Critical Thinking Rubric [PDF] ● 3-5 Presentation 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 Projects completed individually or with partners

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

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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Self-selection of research Open-ended activities Expert mentorship

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 reword directions Time

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

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Alert students before transitions Provide additional time for tasks Extra response time

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Unit Title: Grade 5 - Unit 2 - Digital Citizenship

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade 5 - Technology

○ 8.1.5.D.1 ○ 8.1.5.D.2 ○ 8.1.5.D.3 ○ 8.1.5.D.4 ○ 8.1.5.E.1 ○ 8.2.5.B.5 ○ 8.2.5.B.6

● NJSLS Grade 5 - 21st Century Life and Careers ○ 9.3.IT.4 ○ 9.3.IT.8

● NJSLS Grade 5 - Comprehensive Health and Physical Education ○ 2.2.6.A.1 ○ 2.2.6.A.2 ○ 2.2.6.C.1 ○ 2.2.6.C.2 ○ 2.2.6.C.3 ○ 2.4.6.A.2 ○ 2.4.6.A.4

● NJSLS Grade 5 - Language Arts Literacy ○ RL.10 ○ RI.1 ○ RI.3 ○ RI.4 ○ RI.7 ○ RI.9 ○ RI.10 ○ RF.4a ○ W.3a ○ W.3b ○ W.4

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○ W.9b ○ W.10 ○ SL.1a ○ SL.1b ○ SL.1c ○ SL.1d ○ SL.4 ○ SL.6 ○ L.3a ○ L.6

● NJSLS Grade 5 - Social Studies ○ 6.1.8.C.4.b ○ 6.1.8.C.4.c ○ 6.1.12.A.16.a ○ 6.1.12.A.16.b ○ 6.1.12.C.16.a ○ 6.1.12.C.16.b ○ 6.1.12.D.16.b

Central Idea / Enduring Understanding: Students will...

● Develop an understanding of ownership of print and nonprint information.

● Understand the need for and use of copyrights.

● Analyze the resource citations in online materials for proper use.

● Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

● Understand digital citizenship and demonstrate an understanding of the personal consequences of

Essential/Guiding Question: ● What's the difference between

Internet friends and in-person friends?

● How can people help others be good digital citizens?

● How do you know if a website protects your private information?

● What is cyberbullying, and how do you deal with it?

● How do we learn stereotypes of boys and girls from media messages?

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inappropriate use of technology and social media.

Content: ● Uncomfortable ● Monitor (noun) ● Monitor (verb) ● Citizen ● Digital citizen ● Responsibility ● Private information ● Privacy policy ● Seal of approval ● Cyberbullying ● Target ● Empathize ● Bystander ● Upstander ● Message ● Stereotype

Skills (Objectives): ● Compare and contrast online-only

friends and in-person, face-to-face pals.

● Analyze why private information should not be given to anyone online without the permission of a trusted adult.

● Debate how to respond if an online-only friend asks them personal questions.

● Compare and contrast their responsibilities to their offline and online communities.

● Reflect on the characteristics that make someone an upstanding citizen.

● Devise resolutions to digital dilemmas.

● Learn which information they should avoid sharing online because it is private.

● Understand which kinds of websites have privacy policies, and why.

● Practice checking websites they visit for privacy policies and privacy seals of approvals.

● Empathize with the targets of cyberbullying.

● Recognize some of the key similarities and differences between in-person bullying and cyberbullying.

● Identify strategies for dealing

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responsibly with cyberbullying. ● Compare and contrast gender

stereotypes. ● Evaluate online media messages that

convey gender stereotypes. ● Reflect on why gender stereotypes

sometimes can be limiting.

Stage 2: Assessment Evidence

Performance Task(s): ● Talking Safely Online Assessment [PDF] ● Super Digital Citizen Assessment [PDF] ● Privacy Rules Assessment [PDF] ● What’s Cyberbullying? Assessment

[PDF] ● Selling Stereotypes Assessment [PDF]

Other Evidence: ● Unit Assessments [Web]

Stage 3: Learning Plan

Learning Opportunities/Strategies: Common Sense K-12 Digital Citizenship Curriculum - Grades 3-5 - Unit 3 Lesson 1 - Talking Safely Online Students learn that, while people can develop rewarding friendships online, they should be cautious with online-only friends and never reveal private information without asking a parent or trusted adult for permission. Students discuss the difference between online and in-person friendships, explore an online chat scenario, and complete and sign a checklist for safe online chatting.

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

● Talking Safely Online Lesson Plan [PDF]

● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]

Lesson 2 - Super Digital Citizen Students explore what it means to be responsible and respectful to their offline and online communities as a step toward learning

Lesson 2 - Super Digital Citizen ● Super Digital Citizen Lesson Plan

[PDF] ● Super Digital Citizen Video [YouTube]

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how to be good digital citizens. Students create digital superheroes who exhibit exemplary attributes and are able to solve digital dilemmas responsibly.

and Discussion Guide [PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]

Lesson 3 - Privacy Rules Students learn that children’s websites must protect their private information. They learn to identify these secure sites by looking for their privacy policies and privacy seals of approval. Students discuss a scenario in which their private information is shared without their permission. They then learn about private information and privacy laws regulating kids’ websites. Using the Privacy Checklist Student Handout, students explore the privacy policies on kids’ websites.

Lesson 3 - Privacy Rules ● Privacy Rules Lesson Plan [PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]

Lesson 4 - What’s Cyberbullying Students discuss positive and negative aspects of interacting with others online. Students learn the definition of cyberbullying and help the teacher fill in a Venn diagram that compares in-person bullying with cyberbullying. They then read a story of a student who is cyberbullied, identifying the players involved and how the target might feel.

Lesson 4 - What’s Cyberbullying ● What’s Cyberbullying? Lesson Plan

[PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]

Lesson 5 - Selling Stereotypes Students are introduced to the concept of a stereotype, and they explore the messages they receive regarding differences between boys and girls. Students first watch and discuss a video of a little girl questioning why companies market boys’ and girls’ toys differently. Then they compare and contrast

Lesson 5 - Selling Stereotypes ● Selling Stereotypes Lesson Plan [PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]

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gender stereotypes portrayed in two LEGO® online activity zones.

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

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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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 transitions Provide additional time for tasks Extra response time

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Unit Title: Grade 5 - Unit 3 - Coding Academy

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade 5 - Technology

○ 8.1.5.A.1 ○ 8.1.5.A.3 ○ 8.2.5.A.2 ○ 8.2.5.A.3 ○ 8.2.5.C.4 ○ 8.2.5.C.5 ○ 8.2.5.C.6 ○ 8.2.5.D.2 ○ 8.2.5.D.3 ○ 8.2.5.D.4 ○ 8.2.5.E.1 ○ 8.2.5.E.2 ○ 8.2.5.E.3 ○ 8.2.5.E.4

● NJSLS Grade 5 - 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 5 - Language Arts Literacy ○ SL.3.1 ○ SL.3.3 ○ L.3.6 ○ L.4.6 ○ L.5.6 ○ SL.4.6 ○ SL.5.1 ○ SL.5.6

● NJSLS Grade 5 - Mathematics ○ 3.OA.3

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○ 3.G.A.2 ○ 4.NBT.B.4 ○ 4.MD.A.3 ○ 4.MD.C.5 ○ 4.MD.C.7 ○ 4.G.A.1 ○ 4.G.A.2 ○ 4.G.A.3 ○ 5.NBT.B.5 ○ 5.NBT.B.5CC ○ 5.G.A.2

● NJSLS Grade 5 - Comprehensive Health and Physical Education ○ 2.2.6.A.1 ○ 2.2.6.A.2

● NJSLS Grade 5 - Science ○ 3-5-ETS1-2

● NJSLS Grade 5 - Social Studies ○ 6.1.8.C.4.b ○ 6.1.8.C.4.c ○ 6.2.8.D.1.b

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: ● Commands ● Sequences ● Functions ● Loops ● Composition ● Calls ● Parameters ● Conditional code ● Variables

Skills (Objectives): ● Learn coding together. ● Deepen understanding of coding

concepts and how they can be applied both in coding and in everyday life.

● Create a program for a given task using sequential steps.

● Count the number of times an action should be repeated and represent it

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● Booleans ● Logical operators ● Algorithm ● Pseudocode ● Types ● Initialization ● Bug ● Debugging ● Coding ● Developer

as a loop. ● Analyze a problem and complete it

as efficiently as possible. ● Employ a combination of sequential

and looped commands to reach the end of a maze.

● Use a pre-determined functions to complete commonly repeated tasks.

● Modify an existing function to complete a different task.

● Create a function from scratch. ● Execute an algorithm with a

conditional statement. ● Use conditional statements to make

logic-based choices.

Stage 2: Assessment Evidence

Performance Task(s): Code.org: Course 3

● Computational Thinking Assessment ● Functional Skills Assessment ● Songwriting Assessment ● Daily Algorithms ● The Internet Assessment ● Digital Citizen 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 3 Lesson 1 - Computational Thinking Students use the steps of computational thinking (decompose, pattern match, abstract, algorithm) to figure out how to play a game that comes with no instructions. Lesson 2 - Maze

Resources: Code.org: Course 3

● 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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Students write programs (an algorithm for the computer) that get a character through a maze. They’ll understand the importance of sequence and basic loops (repeated statements) in the programs they write. Lesson 3 - Artist Students write programs to draw different shapes. Lesson 4 - Functional Suncatchers (optional) Students create an algorithm with functions (pieces of code that you want to use over and over again) to create suncatchers using string and beads. Lesson 5 - Artist: Functions Using and modifying prebuilt procedures in the the Artist environment, students gain familiarity with how code is written for functions. Lesson 6 - Bee: Functions Using the Bee environment, students use and modify functions to help the bee collect nectar and make honey. Lesson 7 - Bee: Conditionals In the Bee environment, students write programs with conditional statements. Students originally learned this concept in Course 2, but this lesson introduces more complex implementations of conditionals. Lesson 8 - Maze: Conditionals (optional) Using the Maze environment, students write programs using conditionals. Lesson 9 - Songwriting (optional) Students use the concept of the chorus in a song to learn about functions. Lesson 10 - Real-Life Algorithms - Dice Race This lesson calls out ways we use algorithms in

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our daily lives. Students have to identify and write down the algorithm for a dice race game. Lesson 11 - Artist: Nested Loops Students use the Artist environment to write programs that have looped statements inside another loop, which is called a nested loop. Lesson 12 - Farmer: While Loops Using while loops, students control a farmer shovel dirt into holes until they’re full and remove dirt from piles until it’s all gone. Lesson 13 - Bee: Nested Loops Students use the Bee environment to write programs using nested loops. Lesson 14 - Bee: Debugging Using the same environment as the prior online activity, students are presented with a pre-written program that fails to complete the puzzle. Students will have to “debug” or fix the pre-written program. Lesson 15 - Bounce Using the concept of “Events,” (a concept learned in Course 2) students will create a game of their own with events like “When the ball goes through the goal, you score a point.” Lesson 16 - Play Lab: Create a Story Students use the Mini-Studio environment to create their own interactive stories. Lesson 17 - Play Lab: Create a Game Students use the Mini-Studio environment to create their own interactive games. Lesson 21 - Artist: Patterns Students write programs that draw interesting and beautiful patterns. **Note: Lessons will be split between Grade 4

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and Grade 5, 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 ● 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

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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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) 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

Additional Learning Opportunities Gamestar Mechanic Introduction (optional)

● Gamestar Mechanic [Web] ● Gamestar Mechanic - Getting Started

Teacher Pack [PDF]

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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.

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 5 - Unit 4 - Innovation Lab

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade 5 - Technology

○ 8.1.5.A.1 ○ 8.1.5.A.4 ○ 8.1.5.A.5 ○ 8.1.5.A.6 ○ 8.1.5.C.1 ○ 8.1.5.F.1 ○ 8.2.5.A.1 ○ 8.2.5.A.2 ○ 8.2.5.A.3 ○ 8.2.5.A.4 ○ 8.2.5.A.5 ○ 8.2.5.B.1 ○ 8.2.5.B.2 ○ 8.2.5.B.3 ○ 8.2.5.B.4 ○ 8.2.5.C.1 ○ 8.2.5.C.2 ○ 8.2.5.C.3 ○ 8.2.5.C.4 ○ 8.2.5.C.5 ○ 8.2.5.C.6 ○ 8.2.5.C.7 ○ 8.2.5.D.1 ○ 8.2.5.D.2 ○ 8.2.5.D.3 ○ 8.2.5.D.4 ○ 8.2.5.D.5 ○ 8.2.5.D.6 ○ 8.2.5.D.7

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● NJSLS Grade 5 - 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 5 - Language Arts Literacy ○ RI.5.7 ○ RI.5.9 ○ W.5.2 ○ W.5.4 ○ W.5.5 ○ W.5.6 ○ W.5.7 ○ W.5.8 ○ W.5.9 ○ SL.5.1 ○ SL.5.2 ○ SL.5.4 ○ SL.5.5 ○ SL.5.6 ○ L.5.1 ○ L.5.2

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● NJSLS Grade 5 - Mathematics ○ MP.1 ○ MP.2 ○ MP.3 ○ MP.4 ○ MP.5 ○ MP.6 ○ 5.MD.B

● NJSLS Grade 5 - Comprehensive Health and Physical Education ○ 2.2.6.A.1 ○ 2.2.6.A.1 ○ 2.2.6.D.1

● NJSLS Grade 5 - Science ○ 3-5-ETS1-1 ○ 3-5-ETS1-2 ○ 3-5-ETS1-3

● NJSLS Grade 5 - Social Studies ○ 6.1.8.C.4.b ○ 6.1.8.C.4.c ○ 6.1.12.A.16.a ○ 6.1.12.A.16.b ○ 6.1.12.C.16.a ○ 6.1.12.C.16.b ○ 6.1.12.D.16.b

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 an authentic problem? ● How do we solve authentic

problems? ● How are products created and

improved? ● How do we effectively present ideas

and products?

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perspectives to explore alternative solutions.

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

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: ● Graphic organizers ● Interviews ● Data collection ● Online discussions

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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. energy sources, climate change, educational concerns).

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

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

● Students create and utilize a database 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 export data from their database, for analysis and publishing.

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 publish the stories to social media

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 ● 3-5 Collaboration Rubric CCSS ELA

Aligned [PDF] ● 3-5 Creativity & Innovation Rubric

CCSS ELA Aligned [PDF] ● 3-5 Critical Thinking Rubric CCSS ELA

Aligned [PDF] ● 3-5 Presentation Rubric CCSS ELA

Aligned [PDF] Project Examples

● Grade 1 - Healthy Lifestyle Project

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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.

[PDF] ● Grade 2 - A Home for Everyone [PDF] ● Grade 4 - Design Wars Project [PDF] ● Grade 5 - Healthy Choices Project

[PDF] Other Resources

● Challenge Based Learning: A Classroom Guide [PDF]

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

● Essential Project Design Elements [PDF]

● Project Calendar [PDF] ● Project Design Overview Planning

Guide [PDF] ● Project Design Rubric [PDF] ● Authentic Student Learning - Kathy

Schrock’s Guide to Everything [Web] ● Project Based Learning - Buck

Institute for Education [Web] ● 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

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

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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

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