Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

Page 1 of 7 Last Revised 7/9/2015 12:14 PM

Grade: 5 Course: 21st

Century Tools

Unit: #1 – Course Introduction Timeline: 2 Days Enduring Understandings:

Keyboarding is an important skill for life.

Essential Questions:

Why should I learn keyboarding?

Content What will be taught?

Objectives What will students know & be able to

do as a result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I collect

that demonstrates that students have achieved the

objectives?

Resources What materials will I use to

achieve the objectives?

Class Overview & Expectations

Identify and explain: ● Course content ● Classroom expectations ● Neshaminy Acceptable

Use Policy

Discuss classroom expectations for this course

Participation in class discussions

Teacher created materials Neshaminy AUP

Log in Procedures

Electronic Communications with teacher

Access Neshaminy network using assigned username and password Demonstrate and explain appropriate electronic classroom communications via email with teacher (Neshaminy Gmail account) Create a digital signature line in Gmail

Independently log in to Neshaminy Intranet system Demonstrate successful access to the Neshaminy network Navigate to the teacher’s webpage Access student Neshaminy Gmail account Compose and send an email message to the teacher using Neshaminy Gmail account

Log in Assessment Gmail Assessment Digital Signature Line Assessment

Student login credentials

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

Page 2 of 7 Last Revised 7/9/2015 12:14 PM

Standards: CC.1.5.5.A, CC.1.5.5.G, BCIT.15.2.5.L, BCIT.15.2.5.M, BCIT.15.3.5.A, BCIT.15.3.5.C, BCIT.15.3.5.J, BCIT.15.3.5.K, BCIT.15.3.5.M, BCIT.15.3.5.N, BCIT.15.4.5, BCIT.15.7.5.I, ISTE-NETS.2.A, ISTE-NETS.6.A, ISTE-NETS.6.B, ISTE-NETS.6.C, ISTE-NETS.6.D

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

Page 3 of 7 Last Revised 7/9/2015 12:14 PM

Grade: 5 Course: 21st

Century Tools Unit: #2 – Digital Literacy & Citizenship Timeline: Ongoing Enduring Understandings:

Staying safe online involves applying critical skills related to digital safety, etiquette, and citizenship.

Staying safe and responsible while using electronic devices is necessary in today’s world.

Essential Questions:

How do I stay safe online when using various technologies?

Content What will be taught?

Objectives What will students know & be

able to do as a result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I

collect that demonstrates that

students have achieved the objectives?

Resources What materials

will I use to achieve the objectives?

Digital Citizenship Identify situations in which using cell phones can be rude or distracting Classify information that should be kept private online Identify ways to be an “Upstander” when cyberbullying occurs Practice identifying the most effective keywords for different search scenarios Determine how to receive credit for their digital creations

Create a fictional phone app that raises awareness about safe and responsible cell phone usage. Read short scenarios about online sharing and create comic strips to show alternative endings. Create fortune cookie message from Upstanders to cyberbullies, targets, and bystanders. Practice identifying multiple, descriptive keywords to help narrow their online searches.

WIN period and/or homework necessary to complete this unit.

Communication Mission Assignment Privacy Mission Assignment Cyberbullying Mission Assignment Search Mission Assignment Creative Credit Assignment

http://www.digitalpassport.org/educator/materials Student iPads Digital Passport App

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

Page 4 of 7 Last Revised 7/9/2015 12:14 PM

Content What will be taught?

Objectives What will students know & be

able to do as a result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I

collect that demonstrates that

students have achieved the objectives?

Resources What materials

will I use to achieve the objectives?

Remix media content to create a new creative piece giving proper credit to the artists whose images and sound pieces are being used.

Standards: CC.1.1.5.E, CC.1.2.5.C, CC.1.2.5.G, CC.1.2.5.J, CC.1.2.5.K, CC.1.3.5.A, CC.1.4.5.L, CC.1.4.5.M, CC.1.4.5.N, CC.1.4.5.O, CC.1.4.5.P, CC.1.4.5.Q, CC.1.4.5.R, CC.1.4.5.U,

CC.1.4.5.V, CC.1.5.5.A, CC.1.5.5.F, CC.1.5.5.G, BCIT.15.2.5.M, BCIT.15.2.5.O, BCIT.15.2.5.P, BCIT.15.3.5.A, BCIT.15.3.5.C, BCIT.15.3.5.H, BCIT.15.3.5.J, BCIT.15.3.5.K,

BCIT.15.3.5.L, BCIT.15.3.5.M, BCIT.15.3.5.N, BCIT.15.3.5.Q, BCIT.15.3.5.T, BCIT.15.3.5.V, BCIT.15.4.5.A, BCIT.15.4.5.G, BCIT.15.4.5.K, BCIT.16.6.5.M, BCIT.15.7.5.I,

BCIT.15.7.5.J, BCIT.15.8.5.C, ISTE-NETS.1.A, ISTE-NETS.2.A, ISTE-NETS.2.B, ISTE-NETS.2.D, ISTE-NETS.4.B, ISTE-NETS.4.D, ISTE-NETS.5.A, ISTE-NETS.5.B, ISTE-NETS.5.C, ISTE-

NETS.5.D, ISTE-NETS.6.A, ISTE-NETS.6.B, ISTE-NETS.6.C, ISTE-NETS.6.D, 3.4.5.B1 (Science)

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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Grade: 5 Course: 21st

Century Tools Unit: #2 – Input/Keyboarding Technologies Timeline: Ongoing Daily Skill Enduring Understandings:

Correct keyboarding technique will increase efficiency.

Essential Questions:

Why is proper keyboarding technique important?

How will effective keyboarding skills improve your productivity?

Content What will be

taught?

Objectives What will students know & be able to do as a

result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the

objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I collect

that demonstrates that students have achieved the

objectives?

Resources What materials will I use to

achieve the objectives?

Keyboarding Technique

Demonstrate proper position at the computer

One hand-span away from keyboard

Body centered with middle of keyboard

Keep wrist off the desk

Elbows relaxed at your side

Relax your back against the chair Demonstrate proper keyboarding technique

Fingers curved over homerow

Keystroking—quick, tapping motion of the keys

Key with a steady, even pace

Both thumbs on the spacebar o Space with one thumb

No looking at the keys

Touch type with proper technique. Explain why proper position at the keyboard is necessary.

Required extension activities: Out of classroom practice drills and skills homework (keyboards will be provided on loan for students without computers at home)

Pre/Post Homerow Assessment (Measuring Growth) Pre/Post Technique Assessment (Measuring knowledge) Teacher guided practice Technique Evaluations

Teacher-assisting software (MTP) Teacher created materials http://www.educationworld.com/a_tech/tech/tech072.shtml http://glencoe.mheducation.com/sites/0078693160/student_view0/ergonomic_guidelines.html https://www.ergonomicsmadeeasy.com/blog/how-why-to-use-a-wrist-rest/

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

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Content What will be

taught?

Objectives What will students know & be able to do as a

result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the

objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I collect

that demonstrates that students have achieved the

objectives?

Resources What materials will I use to

achieve the objectives?

Keyboarding/ Touch Typing

Demonstrate knowledge of key placement as evidenced through correct keystroking of alphabetic and punctuation keys (; , . ?) .

Keys introduced sequentially beginning with the home row keys (6 days)

Oral dictation of new keys (1/class)

Memorize key placement on the keyboard.

Mnemonic-based phrases, two letter words, common phrases

Practicing newly learned keys with a combination of continuous, repetitive drills. Keyboarding practice outside of the classroom.

Clinic and WIN period. Homework individually adjusted based upon each student’s skill level and fine motor skills. Key placement memory game

Anecdotal observation of typing skills and technique. Teacher directed learning:

Dictation

Guided practice

Independent drill practice

Guided lessons Independent practice Monitoring and adjusting of practice drills based upon individual student’s fine motor skills. Homework assignments

Keyboards provided on as needed basis for homework practice drills Keyboarding books Teacher created practice drills Keyboards with letter keys removed for key placement memory game iPad Apps

Standards: BCIT.15.4.5.C, BCIT.15.4.5.D, CC.1.1.5.D, CC.1.5.5.A, CC.1.5.5.G, ISTE-NETS.4.B, ISTE-NETS.5.A, ISTE-NETS.5.B, ISTE-NETS.5.C, ISTE-NETS.5.D, ISTE-NETS.6.A, ISTE-NETS.6.B, ISTE-NETS.6.C, ISTE-NETS.6.D.

Red: This is required and should not be condensed/shortened. Yellow: Teacher discretion to condense if time is short. Green: This is optional and can be skipped or enhanced depending on time.

Page 7 of 7 Last Revised 7/9/2015 12:14 PM

Grade: 5 Course: 21st

Century Tools Unit: #3 – Programming/ Computational Concepts Timeline: 5 Days Enduring Understandings:

Knowing how to make a computer program is an important skill for today’s students. Essential Questions:

How can I create my own computer program?

Content What will be taught?

Objectives What will students know & be able to do as a result of this instruction?

Area of Focus/Instructional Activities/Lessons

What will students do to achieve the objectives?

Options for Modifications/Extensions How will I differentiate the

curriculum to meet individual student needs?

Assessments What evidence will I

collect that demonstrates that

students have achieved the objectives?

Resources What materials will I use to achieve the

objectives?

Drop and Drag Programming

Explain what drop and drag or block programming is. Test and debug a self-created program.

Create (program) a game or animation using a drop and drag APP or program.

APP/software differentiation based upon student learning level and experience.

APP Peer Evaluations www.code.org

Standards: CC.2.2.5.A.4 (Math), CC.1.1.5.D, CC.1.1.5.E, CC.1.2.5.C, CC.1.2.5.F, CC.1.2.5.J, CC.1.2.5.K, CC.1.2.5.L, CC.1.4.5.U, CC.1.5.5.F, CC.1.5.5.G, BCIT.15.3.5.A, BCIT.15.3.5.C, BCIT.15.3.5.D, BCIT.15.3.5.H, BCIT.15.3.5.M, BCIT.15.3.5.N, BCIT.15.4.5.B, BCIT.15.4.5.G, BCIT.15.4.5.K, ISTE-NETS.1.A, ISTE-NETS.1.B, ISTE-NETS.2.A, ISTE-NETS.2.B, ISTE-NETS.2.D, ISTE-NETS.4.B, ISTE-NETS.4.D, ISTE-NETS.5.A, ISTE-NETS.5.B, ISTE-NETS.5.C, ISTE-NETS.5.D, ISTE-NETS.6.A, ISTE-NETS.6.B, ISTE-NETS.6.C, ISTE-NETS.6.D