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Instructional Technology Curriculum

Kindergarten (Unit 2)

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Course Description

Subject Area: Instructional Technology

Course Name: Instructional Technology-K

Grade(s): K

Description: Kindergarten is often the first formal introduction that students will have to technological hardware, applications, computer programming/coding and 21st

century skills. A strong foundation with technological literacy will benefit all of the students at Paterson Public Schools with their core academic subjects and it will enable

them to engage in the 4C's, Critical Thinking, Communication, Collaboration and Creativity. Students in Kindergarten will also be introduced to coding through the code.org

platform. Computer Programming/Coding is a skillset that is rising in demand in all economic fields throughout the globe. There is a purposeful intent to immerse our

Kindergarten students with computerized coding throughout the entire academic school year so that they may become viable candidates in tomorrow's technological work

force.

Central themes for this course:

Students gain familiarity with basic computer input methods

Critical concepts of online safety and digital citizenship are introduced.

Internet safety topics that are required for E-Rate funding are taught with grade appropriate instruction that is based on research.

Students learn how to gather information, what facts are, and how to organize them.

They begin to use databases and graphics software to organize ideas and information and to present it visually.

Students will be introduced to computer programming/coding

Key Skills/Areas:

A. Technology Operations and Concepts

B. Creativity and Innovation

C. Communication and Collaboration

D. Digital Citizenship

E. Research and Information Literacy

F. Critical Thinking, Problem Solving, and Decision Making

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Pacing Chart

Unit I Unit II Unit III Unit IV

Computer Fundamentals

Computer Programming

Course A Code.org

Intro to Mouse Skills

Computer Programming

Course A Code.org

Intro Keyboarding

Computer Programming

Course A Code.org

Online Communication

Computer Programming

Course A Code.org

9 Weeks 9 Weeks 9 Weeks 9 Weeks

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Career Ready Practices Standards

CRP1, CRP2, CRP3, CRP4

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding

every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They

think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families,

community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the

greater good.

Examples of use within the unit:

Kindergarten students will share what they know about a computer mouse with one another. They will be encouraged to learn how to manipulate a mouse

and how to take care of one in a computer lab environment.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make

connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an

academic skill in a workplace situation.

Examples of use within the unit:

Kindergarten students will be introduced to the basic functional features of a computer mouse. They will learn the distinction between the different mouse

buttons, the mouse wheel and have a basic understanding of how the optical laser is used to guide the mouse on the computer screen.

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that

understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to

their personal financial wellbeing, understanding that personal financial security provides the peace of mind required to contribute more fully to their own

career success.

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Examples of use within the unit:

Kindergarten students will learn about the importance of taking care of expensive technological equipment. They will understand that the devices that they

use communally are expensive to maintain and that they all need to be accountable for their actions in a computer lab.

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They

communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master

conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others;

they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare

accordingly to ensure the desired outcome.

Examples of use within the unit:

Kindergarten students will learn about the basics of computer code. They will learn that they algorithms must have a logical sequence if they are to run

properly when executed.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture notes/outline

Processing

Extra response time

Have students verbalize steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to

promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Test-to-speech

Spell-checker

Audio books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured

routine

Simple and clear classroom

rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

Leveled Text

Chunking text

Choice Board/Menu

Tiered Instruction

Small group instruction

Tangible items/pictures (i.e., to facilitate vocabulary acquisition)

Use of oral assessment

Tiered learning centers

Tiered questioning

Data-driven student partnerships

Computer/whiteboard

Test-to-speech

Spell-checker

Audio book

Teacher-made checklist

Repeat, clarify or reword directions

Emphasize multi-sensory learning

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Enrichment Accommodate Based on Students Individual Needs: Strategies

● Adaption of Material and Requirements

● Evaluate Vocabulary

● Elevated Text Complexity

● Additional Projects

● Independent Student Options

● Projects completed individual or with Partners

● Self-Selection of Research

● Tiered/Multi Level Activities

● Learning Centers

● Individual Response Board

● Independent Book Studies

● Open-ended activities

● Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Quizzes

Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Gallery Walks

Homework

Create an Original Song, Film, or Poem

Student Response System (clickers)

Self-reflection Rubric

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New Jersey Student Learning Standards - Technology

Content Area Technology

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information

in order to solve problems individually and collaborate and to create and communicate knowledge.

Strand A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and

operations.

Grade

Level

bands

Content Statement

Students will:

Indicator Indicator

K-2 Understand and use technology systems. 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

8.1.2.A.2 Use technology terms in daily practice.

8.1.2.A.3 Discuss the common uses of computer applications and hardware and

identify their advantages and disadvantages.

Content Area Technology

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize

information in order to solve problems individually and collaborate and to create and communicate knowledge.

Strand B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative

products and process using technology.

Grade

Level

bands

Content Statement

Students will:

Indicator Indicator

K-2 Apply existing knowledge to generate

new ideas, products, or processes.

Create original works as a means of

personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital

tools and resources.

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Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design,

computational thinking and the designed world as they relate to the individual, global society, and the environment.

Strand B. Technology and Society: Knowledge and understanding of human, cultural and society values are fundamental when

designing technology systems and products in the global society.

Grade

Level

bands

Content Statement

Students will be able to

understand:

Indicator Indicator

The role of society in the

development and use of

technology.

8.2.2.B.3 Identify products or systems that are designed to meet human needs.

The influence of technology on

history. 8.2.2.B.4 Identify how the ways people live and work has changed because of technology.

Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design,

computational thinking and the designed world as they relate to the individual, global society, and the environment.

Strand E. Computational Thinking: Programming: Computational thinking builds and enhances problem solving, allowing students to

move beyond using knowledge to creating knowledge.

Grade

Level

bands

Content Statement Students

will be able to understand:

Standard Indicator

K-2 Computational thinking and

computer programming as

tools used in design and

engineering.

Computational thinking and

computer programming as

tools used in design and

engineering.

8.2.2.E.1 List and demonstrate the steps to an everyday task.

8.2.2.E.2 Demonstrate an understanding of how a computer takes input through a series of

written commands and then interprets and displays information as output.

8.2.2.E.3 Create algorithms (a sets of instructions) using a pre-defined set of commands (e.g., to

move a student or a character through a maze).

8.2.2.E.4 Debug an algorithm (i.e., correct an error).

8.2.2.E.5 Use appropriate terms in conversation (e.g., basic vocabulary words: input, output, the

operating system, debug, and algorithm).

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

MOUSE SKILLS

Identify and key the letters of

the alphabet.

Practices dividing words into

syllables.

Practices hyphenating words

based on syllables.

Why are proper mouse skills

important?

How can I manipulate the

computer to launch apps using

a mouse?

How can I drag files into

folders using a mouse?

What is the difference between

the left and right mouse

button?

Mouse skills:

Select

Click

Double click

Click and drag

Keyboard Climber

Mini Mouse Science: Students will

discuss how the design of a

mouse allow the user to

manipulate the computer

system.

K-2-ETS1-2

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Unit Vocabulary

Grade K:

curser

mouse

drag and drop

double click

select

pointer

spinner

output device

symbols

icon

menu

exit

close

video

technology

audio

symbol

input device

keyboard

computer

monitor

printer

speaker

algorithm

code

loop debug

controls

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REQUIRED CODING LESSONS

COURSE A https://studio.code.org/s/coursea

COURSE A Objectives

Unit Lesson & Standards Students will be able to:

2 Lesson 4: Learn to Drag and Drop Recognize what is expected of them when they

transition into the computer lab.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering,

technological design, computational thinking and the designed world as they relate to the individual,

global society, and the environment.

Drag, drop, and click to complete Code.org

puzzles.

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming

· 1A-AP-11 - Debug (identify and fix) errors in an algorithm or program that includes sequences

and simple loops.

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2 Lesson 5: Programming Unplugged: Happy Maps Translate an algorithm into a program.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering,

technological design, computational thinking and the designed world as they relate to the individual,

global society, and the environment.

Decode and run a program created by someone

else.

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming

· 1A-AP-09 - Model the way programs store and manipulate data by using numbers or other

symbols to represent information.

· 1A-AP-11 - Debug (identify and fix) errors in an algorithm or program that includes sequences

and simple loops.

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2 Lesson 6: Programming in Maze Order movement commands as sequential steps

in a program.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering,

technological design, computational thinking and the designed world as they relate to the individual,

global society, and the environment.

Represent an algorithm as a computer program.

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming Develop problem solving and critical thinking

skills by reviewing debugging practices.

· 1A-AP-09 - Model the way programs store and manipulate data by using numbers or other

symbols to represent information.

· 1A-AP-10 - Develop programs with sequences and simple loops, to express ideas or address a

problem.

· 1A-AP-14 - Give attribution when using the ideas and creations of others while developing

programs.

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END

Optional Unit Project II (Choose 1)

GRADE K

Project (Suggested) Project (Suggested)

Name Tagul

Class Periods: 1

Technology Learning Objectives:

Using tagul.com students create a tagul (wordcloud) of their name

and other words.

Coding Maze

Class Periods: 1

Technology Learning Objectives:

Students create a maze for a robot to travel in, then program the

maze to travel in the maze correctly.