District Overview:Living in the 21st century, we are immersed in a technology and media-suffused environment, marked by various characteristics, including: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology. The BHASD Business and Technology Department offers students opportunities to think critically, be creative, collaborate with others, communicate ideas, demonstrate adaptability, take on leadership roles, practice social responsibility, and apply informational, media and technology literacy. The use of these skills in combination with curricular goals are intended to enable students to grow with the lightning-pace of today’s ever changing global society.

Grade 5 Description:This course continues to build upon the skills learned in previous grades, and focuses on teaching students to become good digital citizens. It begins with a unit on Rules, Expectations, and Procedures. Other unit topics will include Internet Use, Vocabulary and Word Processing, Internet Safety, Publishing and Presentation, Spreadsheets, and Creativity Applications and Software. Many units include components of other unit topics, and are not taught in isolation.

Grade 5 Units:

● Unit 1: Rules, Expectations, and Procedures

● Unit 2: Internet Use

● Unit 3: Vocabulary and Word Processing

● Unit 4: Internet Safety

● Unit 5: Publishing and Presentation

● Unit 6: Spreadsheets

● Unit 7: Creativity Applications and Software

Subject: Technology Grade:5 Suggested Timeline: Approximately 4 sessions

Unit Title: Rules, Expectations, and Procedures

Unit Overview/Essential Understanding: Students will explore and understand the fundamental rules, expectations, and procedures that will be used in this class throughout the year. Students will review and learn login procedures for varying websites and software. Students will review rules for classroom behavior, and create a list of troubleshooting ideas.

Essential Questions:● Where are materials kept in the classroom, and how should they be used (mouse, stylus, etc.)?● How does one log into websites and software used in our class?● What procedures are followed upon entering class?● How do I create a product to display classroom rules?● What steps can I follow for basic troubleshooting?

Unit Objectives: Students will be able to:

● Log in to various websites and software● Use word processing to create a display of classroom rules● Find information using a search engine● Collaborate to solve a problem

Focus Standards Addressed in this Unit: ● 15.4.5.C - Describe the purpose, use, and care of peripheral devices of computer systems including input, processing, storage, and output

devices.● 15.4.5.D - Demonstrate the ergonomically correct use of more sophisticated input technologies.● 15.4.5.G - Create a digital project using appropriate software/application for an authentic task.● 15.4.5.K - Use digital media to enhance a content-specific work product.

Important Standards Addressed in this Unit:ISTE Empowered Learner:

● 1.c - Use technology to seek feedback that informs and improves their practice, and to demonstrate their learning in a variety of ways.● 1.d Understand the fundamental concepts of technology operations, demonstrate the ability to choose, use, and troubleshoot current

technologies and are able to transfer their knowledge to explore emerging technologies.ISTE Knowledge Constructor:

● 3.a - Plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

Misconceptions:● Students often confuse login credentials for various websites and software.● Students believe that they can format text in word processing without highlighting the text.● Students think they need to type an entire question into a search engine to locate information.

Concepts/Content:● Username and login credentials● Classroom procedures● Troubleshooting steps

.

Competencies/Skills:● Login to given websites and

software● Follow classroom procedures● Solve problems using

troubleshooting techniques

Description of Activities:● Create/update computer station cards● Answer questions using various techniques● Vocabulary identification activities, such as the

context clues activity found on the Brittany Washburn 5th Grade Curriculum Site.

● Group/ partner projects, such as the Problem Solving Expert Troubleshooting research project.

● Create signs or posters to demonstrate class rules.

Assessments:● Computer Lab Rules Poster● Teacher created activities● Group/Partner projects● Exit slips or recorded answers

Interdisciplinary Connections:● Reading comprehension● Vocabulary● Speaking and listening● Art● Writing

Additional Resources:● Teacher created resources● District approved online resources● Keyboarding software/websites

Subject: Technology Grade: 5 Suggested Timeline: Approximately 4 Sessions

Unit Title: Internet Use

Unit Overview/Essential Understanding: As students get into intermediate grades, they need to use the Internet to access information for interdisciplinary course work. To refresh their understanding of safety and credible sources, this unit will address appropriate use of the Internet for educational purposes. Students will learn and identify the basic parts of most websites, and how to navigate websites. They will evaluate the accuracy, perspective, credibility, and relevance of information, media, and data found on given websites.

Essential Questions:● What are the most common parts of a web page?● How is a web page navigated?● What criteria is used to evaluate a web page?● What can I do to successfully find information on the Internet?

Unit Objectives: The students will be able to:

● Identify common components of a website● Navigate a website● Identify criteria to evaluate the validity and credibility of a website● Conduct efficient searches to locate information online

Focus Standards Addressed in this Unit: ● 15.4.5.A - Identify emerging technologies used for educational and personal success.● 15.4.5.L - Discuss the characteristics of a credible website.

Important Standards Addressed in this Unit:ISTE Knowledge Constructor:

● 3.b - Evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.● 3.d - Build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and

solutions.

Misconceptions:● Students confuse the main components of a website.● Students often do not understand how to use the navigation tools on a website.● Students believe all websites are valid.

Concepts/Content:● Website components● Website evaluation● Search engine features

.

Competencies/Skills:● Read and navigate a webpage● Evaluate a website● Search effectively

Description of Activities:● How to Read a Webpage activity● Evaluate websites activity● Google Search Tips activity● Internet Search video from Brainpop● How Search Works video from code.org

Assessments:● Answers to questions● Completion and accuracy of Website Evaluation form● Teacher created activities● Journal entries● Completed recording sheets

Interdisciplinary Connections:● Reading comprehension● Speaking and listening● Vocabulary● Writing

Additional Resources:● District approved online resources● Teacher created resources● Vocabulary journals● Educational videos

Subject: Technology Grade: 5 Suggested Timeline: Approximately 3 sessions

Unit Title: Vocabulary and Word Processing

Unit Overview/Essential Understanding: Although vocabulary and word processing are integrated into many units in this course, the lessons in this unit focus directly on the two concepts. Using word processing, and graphics, students will select and use a presentation tool to share a vocabulary word and definition with the class.

Essential Questions:● How can a search engine be used to find a definition of a word?● What presentation tool should be used to show what I know? ● What tools can be used to format text and add graphics to a presentation?

Unit Objectives: The students will be able to:

● Use a search engine to identify the definition of a vocabulary word● Select a presentation tool and create a document with formatted text, graphics, and other features● Present the vocabulary word, definition, and scenario to the class● Download and complete a spreadsheet definition page

Focus Standards Addressed in this Unit: ● 15.4.5.A - Identify emerging technologies used for educational and personal success.● 15.4.5.G - Create a digital project using appropriate software/application for an authentic task.● 15.4.5.K - Use digital media to enhance a content-specific work product.

Important Standards Addressed in this Unit:ISTE Empowered Learner:

● 1.c - Use technology to seek feedback that informs and improves their practice, and to demonstrate their learning in a variety of ways.ISTE Knowledge Constructor:

● 3.a - Plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. ISTE Creative Communicator:

● 6.a - Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

Misconceptions:● Some students may assume that a good definition is long and requires many examples to illustrate it.● Students may not realize that there are many different presentation tools that can be used to present and share information.

Concepts/Content:● Definitions of vocabulary words● Formatted text● Appropriate graphics● Presentation tools

Competencies/Skills:● Use a search engine to identify the

definition of a vocabulary word● Select a presentation tool and create a

document with formatted text, graphics, and other features

● Present the vocabulary word, definition, and scenario to the class

● Download and complete a spreadsheet definition page

Description of Activities:● Search for the definition of a

vocabulary word● Create a one-page presentation of the

vocabulary word, including a picture, definition, and scenario

● Share the presentation with the class● Download and complete a spreadsheet● Type the definition of the vocabulary

words, paraphrased into the student’s own words

Assessments:● Vocabulary test● Completed project● Presentation to class● Completed spreadsheet

Interdisciplinary Connections:● Reading comprehension● Speaking and listening● Art● Writing

Additional Resources:● District approved online resources● Teacher created resources● Teacher created rubrics● Educational videos● Presentation software/websites

Subject: Technology Grade: 5 Suggested Timeline: Approximately 6 sessions

Unit Title: Internet Safety

Unit Overview/Essential Understanding: Students are accessing the Internet in a variety of ways. They must be aware of safe practices and ethical behavior while accessing material and avoiding dangerous situations. The goal of this unit, as well as Internet safety units in previous grade levels, is to develop students who are good digital citizens, capable of making the best choices in possible circumstances. This unit will focus on the following topics: communication (text, games, email), searching safely, private information, cyberbullying, copyright (giving credit), social media and online profile, and protecting your computer.

Essential Questions:● What steps can be taken to ensure that communication is accurate and polite?● How is a safe search conducted?● What information must be kept private?● What steps can be taken to help someone who is being cyberbullied?● How is credit required to be given for information found online?● What should and should not be included in an online profile?● How do we protect our computers from viruses?● What is password theft?● What is privacy in cyberspace?● What are the new technologies and how does they affect your privacy?● How do I protect my personal data?

Unit Objectives: The students will be able to:

● Identify behaviors displayed by good digital citizens● Describe steps to stay safe online● Summarize steps to follow if someone is the victim of cyberbullying● Understand the consequences of cyber bullying

Focus Standards Addressed in this Unit:

● 15.4.5.B - Identify and demonstrate understanding of ethical, safe, and social behavior and potential consequences of unethical, unsafe, and inappropriate behavior.

● 15.4.5.G - Create a digital project using appropriate software/application for an authentic task.

Important Standards Addressed in this Unit:ISTE Digital Citizen:

● 2.c - Demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.ISTE Knowledge Constructor:

● 3.a - Plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. ISTE Creative Communicator:

● 6.a - Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.● 6.b - Create original works or responsibly repurpose or remix digital resources into new creations.● 6.d - Publish or present content that customizes the message and medium for their intended audiences.

Misconceptions:● Students sometimes do not realize that they should not say something online to someone, if they would not say it in person.● Students may not realize that small details given online can be curated to help identify personal information.● Some students may not understand what information found online needs to be cited.

Concepts/Content:● Characteristics of a good digital

citizen● Internet safety rules● Private information● Online profile

Competencies/Skills:● Conduct safe online searches● Identify information to be kept

private● Present steps to take in cases of

cyberbullying● Outline how to correctly cite a

source● Illustrate how to keep a computer

safe

Description of Activities:● View videos containing information pertaining to

internet safety topics● Design a lesson collaboratively to summarize

research findings for an intended audience● Implement a lesson for a given audience ● Evaluate lessons presented based upon a rubric

Assessments:

● Content mastery through presentation● Internet Safety Project Planning Form● Completed project rubric

Interdisciplinary Connections:● Speaking and listening● Writing● Reading comprehension

Additional Resources:● Online resources● Videos● Teacher created resources● Student created resources● Evaluation Rubric

Subject: Technology Grade: 5 Suggested Timeline: Approximately 3 sessions

Unit Title: Publishing and Presentation

Unit Overview/Essential Understanding: This unit will be taught in conjunction with the Internet Safety Unit. The students will use researched information about a given topic in the Internet Safety Unit, and present a lesson that can be taught to younger students to share the information. Students will need to collaborate, design, and assess the information they teach. They will need to create and/or curate materials to be used in the lesson.

Essential Questions:● What tools may best be used to present the information?● What activities can be incorporated to address different learning styles?● How will the audience learning be evaluated?

Unit Objectives: The students will be able to:

● Design a lesson that will share an internet safety topic with a target audience● Create and publish materials to be used in the lesson● Present and evaluate the lesson

Focus Standards Addressed in this Unit: ● 15.4.5.A - Identify emerging technologies used for educational and personal success.● 15.4.5.D - Demonstrate the ergonomically correct use of more sophisticated input technologies.● 15.4.5.G - Create a digital project using appropriate software/application for an authentic task.● 15.4.5.K - Use digital media to enhance a content-specific work product.

Important Standards Addressed in this Unit:ISTE Knowledge Constructor:

● 3.a - Plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. ● 3.b - Evaluate the accuracy, perspective, credibility, and relevance of information, media, data, and other resources.● 3.c - Curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate

meaningful connections or conclusions.

ISTE Innovative Designer:● 4.b - Select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

ISTE Creative Communicator:● 6.a - Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.● 6.b - Create original works or responsibly repurpose or remix digital resources into new creations.● 6.c - Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or

simulations.● 6.d - Publish or present content that customizes the message and medium for their intended audiences.

Misconceptions:● Students may not realize that information has to be explained differently to younger students.● Students may think that one basic activity is enough to thoroughly present information.

Concepts/Content:● Research● Presentation methods● Evaluation of learning

.

Competencies/Skills:● Research information on a given

topic● Design a plan for instruction● Create and publish materials● Present and evaluate a lesson

Description of Activities

Work collaboratively in a group to● Find and use online resources – design a

presentation to communicate information to a given audience.

● Plan and implement a lesson- Include an introduction, key concepts, age appropriate activities, and an exit ticket.

● “Teach” a lesson to a given audienceAssessments:

● Lesson evaluation (rubric)● Peer evaluation● Answered questions● Demonstrated skills● Lesson Planning Guide

Interdisciplinary Connections:● Reading

Additional Resources:● District approved online resources

● Writing● Speaking● Art

● Lesson Planning Guide● Teacher created resources● Videos● Recording devices (for those planning to create videos)

Subject: Technology Grade: 5 Suggested Timeline: Approximately 4 sessions

Unit Title: Spreadsheets

Unit Overview/Essential Understanding: In this unit, students will learn more about spreadsheets. They will refresh their understanding of the basic components and formatting. They will use given data, to create appropriate tables and graphs. In addition, they will seek out their own data to create tables and graphs for a project. Finally, students will learn vocabulary central to spreadsheet use, and have an introduction to simple formulas.

Essential Questions: ● How can spreadsheets be used?● What are some functions that are used in spreadsheets? ● In what careers are spreadsheets used?● How can errors be corrected in spreadsheets?

Unit Objectives: The students will be able to:

● Correctly use vocabulary associated with spreadsheets● Learn how to create and format spreadsheets● Create a spreadsheet based upon given data● Sort data, find the sum of data, and use other formatting options

Focus Standards Addressed in this Unit: ● 15.4.5.A - Identify emerging technologies used for educational and personal success.● 15.4.5.G - Create a digital project using appropriate software/application for an authentic task.● 15.4.5.M - Discuss the impact of emerging technologies on a variety of careers.

Important Standards Addressed in this Unit:ISTE Computational Thinker:

● 5.a - Formulate problem definitions suited for technology-assisted methods, such as data analysis, abstract models, and algorithmic thinking in exploring and finding solutions.

● 5.b - collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

Misconceptions:● Some students may not realize that spreadsheets can be used to solve problems.● Students may think there can only be one page to a spreadsheet.● Students may think that any chart option given is appropriate to use to display data.

Concepts/Content:● Spreadsheet vocabulary● Equations● Functions● Graphs

.

Competencies/Skills:● Interpret data found in a spreadsheet● Move between pages of a spreadsheet● Format a spreadsheet● Create a spreadsheet● Create graphs using data in a

spreadsheet

Description of Activities:● Spreadsheet Activities:

○ Parts of a Spreadsheet activity○ Pizza Party Planning activity○ Science Grades activity

● Teacher created resources, such as Candy Store activity

● Vocabulary activities as found on the Brittany Washburn 5th Grade Tech Curriculum site

Assessments:● Accurate spreadsheets● Final product and analysis (rubric)● Completion of activities● Data entries

Interdisciplinary Connections:● Mathematics - functions, averages● Vocabulary● Reading comprehension

Additional Resources:● District approved online resources● Teacher created resources● Educational videos

Subject: Technology Grade: 5 Suggested Timeline: Approximately 3 - 5 sessions

Unit Title: Creativity Apps/Software

Unit Overview/Essential Understanding: In this unit, students will review and learn skills vital to creatively designing/displaying work. Students may compare and contrast various available software, and will learn creative ways to share and/or display information.

Essential Questions:● How can people use software and/or apps to create original, innovative works, ideas, and solutions?● How are digital tools able to improve communication?● How would digital tools be used in the workplace?

Unit Objectives: The students will be able to:

● Communicate information using various digital tools● Explore the effect of creativity and design on the information shared

Focus Standards Addressed in this Unit: ● 15.4.5.A - Identify emerging technologies used for educational and personal success.● 15.4.5.G - Create a digital project using appropriate software/application for an authentic task.● 15.4.5.M - Discuss the impact of emerging technologies on a variety of careers.

Important Standards Addressed in this Unit:ISTE Innovative Designer:

● 4.b - Select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

Misconceptions:● Students may not realize that font, color, and design all play a part in communication.

Concepts/Content:● Effects of design on

Competencies/Skills:● Explore and evaluate the effects

Description of Activities: ● Exploration of resources and tools

communication● Narration● Transitions● Animation

.

of color, font, and design● Choose an effective tool for

design, (narration, transitions, animations, etc.)

○ Compare and contrast presentation software, such as Slides and PowerPoint

● Online resources ○ Create an animation project as explained

on the Brittany Washburn 5th Grade Technology Curriculum website.

○ Use abcya Animate to create an animated outdoor scene.

Assessments:● Project● Teacher created evaluations● Selection of tool(s) appropriate for task

Interdisciplinary Connections:● Speaking and listening● Art/Graphic design

Additional Resources:● District approved online resources● Teacher created resources● Various apps/software