Technology Pacing Guide

Grade 2

MP Unit Unit

TOTAL* Cumulative

TOTAL**

MP1 Unit 1 – What is Technology?

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 2 - Unit 1 - What is Technology?

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade 2 - Technology

○ 8.1.2.A.1 ○ 8.1.2.A.2 ○ 8.1.2.A.3 ○ 8.1.2.A.4 ○ 8.1.2.B.1 ○ 8.1.2.E.1 ○ 8.2.2.A.1 ○ 8.2.2.A.2 ○ 8.2.2.A.3 ○ 8.2.2.B.1 ○ 8.2.2.B.3 ○ 8.2.2.B.4 ○ 8.2.2.C.2 ○ 8.2.2.C.5 ○ 8.2.2.D.2 ○ 8.2.2.D.4 ○ 8.2.2.D.5

● NJSLS Grade 2 - 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 2 - Comprehensive Health and Physical Education ○ 2.2.4.A.1 ○ 2.2.4.A.2

● NJSLS Grade 2 - Language Arts Literacy ○ RI.2.1 ○ RI.2.7 ○ RI.2.9 ○ W.2.1

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○ W.2.2 ○ W.2.3 ○ W.2.5 ○ W.2.6 ○ W.2.7 ○ W.2.8 ○ SL.2.1 ○ SL.2.2 ○ SL.2.3 ○ SL.2.4 ○ SL.2.5 ○ SL.2.6 ○ L.2.1 ○ L.2.2 ○ L.2.3

● NJSLS Grade 2 - Mathematics ○ MP.2 ○ MP.4 ○ MP.5 ○ 2.MD.D.10

● NJSLS Grade 2 - Science ○ K-2-ETS1-1 ○ K-2-ETS1-2

● NJSLS Grade 2 - Social Studies ○ 6.1.4.C.16 ○ 6.1.4.C.17 ○ 6.1.4.C.18

Central Idea / Enduring Understanding: Students will...

● Use digital tools and online resources to explore a problem or issue.

● Describe how the parts of a common toy or tool interact and work as part of a system.

● Discover how a product works by

Essential/Guiding Question: ● What is technology? ● How do the parts of a common

technology tool interact and work as part of a system?

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taking it apart, sketching how parts fit, and putting it back together.

● Identify the resources needed to create technological products or systems.

● Illustrate and communicate original ideas and stories using multiple digital tools and resources.

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

Skills (Objectives): ● Apply existing knowledge to

generate new ideas, products, or processes. Create original works as a means of personal or group expression.

● Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

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

Resources: Planning

● Padlet [iOS, Web] ● Popplet [iOS, Web] ● Bubbl.us [Web] ● BaiBoard [iOS] ● Notes [iOS]

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

Technologies in use ● Students develop questions and

interview adults to gain multiple perspectives of the “technologies” they use in their work.

● 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.

● Google Drawings [Web] ● Printable storyboards [PDF]

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 ● Digital Storytelling Rubric [PDF] ● K-2 Creativity & Innovation Rubric

[PDF] ● K-2 Critical Thinking Rubric [PDF] ● K-2 Presentation Rubric [PDF] ● K-2 Teamwork 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

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

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Unit Title: Grade 2 - Unit 2 - Digital Citizenship

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade 2 - Technology

○ 8.1.2.D.1 ○ 8.2.2.B.1 ○ 8.2.2.B.4

● NJSLS Grade 2 - 21st Century Life and Careers ○ 9.3.IT.4 ○ 9.3.IT.8

● NJSLS Grade 2 - Comprehensive Health and Physical Education ○ 2.2.2.B.1 ○ 2.2.2.B.2 ○ 2.2.2.B.3 ○ 2.4.2.A.3

● NJSLS Grade 2 - Language Arts Literacy ○ RL.1 ○ RI.1 ○ RI.4 ○ RI.10 ○ RF.4a ○ RF.4b ○ W.2 ○ W.3 ○ W.5 ○ W.7 ○ W.8 ○ W.10 ○ SL.1a ○ SL.1b ○ SL.1c ○ SL.2 ○ SL.3 ○ SL.4

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○ SL.5 ○ SL.6 ○ L.2b ○ L.6

● NJSLS Grade 2 - Social Studies ○ 6.1.4.C.16 ○ 6.1.4.C.17 ○ 6.1.4.C.18

Central Idea / Enduring Understanding: Students will...

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

● Identify how technology impacts or improves life.

● Identify how the ways people live and work has changed because of technology.

Essential/Guiding Question: ● How do you create a secure

password? ● How does the Internet connect you

to others? ● How do some websites try to get you

to buy things? ● How can you make sure your emails

are clear and respectful? ● How is writing an email similar to or

different from writing a letter?

Content: ● Password ● Protect ● Secure ● Online ● Internet ● Community ● Purpose ● Product ● Advertise

Skills (Objectives): ● Understand the functions of

passwords. ● Identify strategies for creating and

protecting secure passwords. ● Create their own secure passwords

using the lesson guidelines. ● Consider what it means to go online

and use the Internet. ● Compare and contrast how they are

connected to different people and places, in person and on the Internet.

● Demonstrate an understanding of how people can connect on the Internet by drawing a map of their

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online community. ● Understand that the main purpose of

product sites is to encourage viewers to buy the product.

● Recognize how a site’s fun and interesting features help sell the product.

● Create their own product site home pages with features designed to sell their products.

● Understand how to show respect in social situations.

● Recognize the importance of tone in both face-to-face and online communications.

● Learn rules for writing clear and respectful emails by editing an email message.

● Identify the five main parts of letter/email writing.

● Compare and contrast the format of letter writing to that of writing emails.

● Proofread a draft of an email.

Stage 2: Assessment Evidence

Performance Task(s): ● Powerful Passwords Assessment [PDF] ● My Online Community Assessment

[PDF] ● Things for Sale Assessment [PDF] ● Show Respect Online Assessment [PDF] ● Writing Good Emails assessment [PDF]

Other Evidence: ● Unit Assessments [Web][PDF]

Stage 3: Learning Plan

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Learning Opportunities/Strategies: Common Sense K-12 Digital Citizenship Curriculum - Grades K-2 - Unit 3 Lesson 1 - Powerful Passwords Students explore why people use passwords, learn the benefits of using passwords, and discover strategies for creating and keeping strong, secure passwords. Students learn password tips, test their existing passwords with an interactive game, and create new passwords using guidelines for powerful passwords.

Resources: *See CommonSenseMedia.org for these and additional resources.* Lesson 1 - Powerful Passwords

● Powerful Passwords Lesson Plan [PDF]

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

Lesson 2 - My Online Community Students explore the concept that people can connect with one another through the Internet. They understand how the ability for people to communicate online can unite a community. Students discuss the nature of the Internet, and understand that while it is not a “real” physical place, it is made up of real people. They use a graphic representation to explain the different in-person connections they have with their family, friends, and community. Students then use the same graphic model to represent how they could connect to others on the Internet by creating maps of their potential online community.

Lesson 2 - My Online Community ● My Online Community Lesson Plan

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

Lesson 3 - Things for Sale Students examine websites that are designed to encourage them to buy a particular product. Students learn to recognize the varied methods used to promote and sell products on these sites. Students explore several product sites aimed at kids, identifying elements designed to draw their attention and

Lesson 3 - Things for Sale ● Things for Sale Lesson Plan [PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]

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make them want to buy the product. They grasp how the games, videos, activities, and other appealing features of the site serve the ultimate purpose of selling the product. Students then use what they have learned to draw a homepage for a product site of their own invention.

Lesson 4 - Show Respect Online Students explore the similarities and differences between in-person and online communications, and then learn how to write clear and respectful emails. Students begin by discussing how to be clear and respectful when they talk with people, either face to face or on the telephone. They explore the concept of tone, then compare and contrast what it is like to communicate face to face versus online. Students learn some rules that can help them express themselves clearly and respectfully when they write email messages. They then apply what they have learned by editing an email message.

Lesson 4 - Show Respect Online ● Show Respect Online Lesson Plan

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

Lesson 5 - Writing Good Emails Students explore the components of a well-written email. Students learn that such emails have a 5-part structure that is similar to that of traditional letters. Students then analyze the parts of an email, making note of the subtle differences. Lastly, students try to identify and correct seven errors in an email, keeping in mind five proofreading guidelines.

Lesson 5 - Writing Good Emails ● Writing Good Emails [PDF] ● Family Tip Sheets [Folder] ● Student Activity Sheets [Folder]

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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 Emphasize multi-sensory learning

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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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 2 - Unit 3 - Coding Academy

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade 2 - Technology

○ 8.1.2.A.1 ○ 8.1.2.A.4 ○ 8.1.2.B.1 ○ 8.2.2.A.1 ○ 8.2.2.A.2 ○ 8.2.2.A.3 ○ 8.2.2.B.1 ○ 8.2.2.E.1 ○ 8.2.2.E.2 ○ 8.2.2.E.3 ○ 8.2.2.E.4 ○ 8.2.2.E.5

● NJSLS Grade 2 - 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 2 - Language Arts Literacy ○ SL.1.1 ○ SL.1.2 ○ SL.1.5 ○ L.1.6 ○ W.1.6 ○ SL.2.1 ○ SL.2.2 ○ SL.2.5 ○ L.2.6 ○ W.2.3 ○ SL.3.1 ○ SL.3.3

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○ SL.3.6 ○ L.3.6 ○ W.3.3 ○ W.3.6

● NJSLS Grade 2 - Mathematics ○ MP.1 ○ MP.2 ○ MP.3 ○ MP.4 ○ MP.5 ○ MP.6 ○ MP.7 ○ MP.8 ○ 1.OA.1 ○ 1.OA.A.1 ○ 1.G.1 ○ 1.G.A.1 ○ 1.G.A.2 ○ 1.MD.4 ○ 2.OA.1 ○ 2.OA.A.1 ○ 2.G.2 ○ 2.G.3 ○ 2.G.A.1 ○ 2.MD.5 ○ 2.NBT.A.4 ○ 3.OA.3 ○ 3.G.2 ○ 3.G.A.2

● NJSLS Grade 2 - Comprehensive Health and Physical Education ○ 2.2.2.A.1

● NJSLS Grade 2 - Science ○ K-2-PS3-2 ○ K-2-ETS1-1 ○ 3-5-ETS1-2

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● NJSLS Grade 2 - Social Studies ○ 6.1.4.C.16 ○ 6.1.4.C.17 ○ 6.1.4.C.18

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: ● Algorithm ● Program ● Loop ● Debugging ● Conditionals ● Binary ● Event

Skills (Objectives): ● Understand the difficulty of

translating real problems into programs

● Practice communicating ideas through codes and symbols

● Decompose large activities into a series of smaller events

● Arrange sequential events into their logical order

● Order movement commands as sequential steps in a program

● Represent an algorithm as a computer program

● Use pair programming to complete collaborative tasks with or without a computer

● Create a program to complete an image using sequential steps

● Compose new shapes from composite shapes

● Convert a series of multiple actions into a single loop

● Create a program for a given task which loops a sequence of commands

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● Modify an existing program to solve errors

● Reflect on the debugging process in an age-appropriate way

● Solve puzzles using a combination of looped sequences and conditionals

● Create a game using event handlers ● Create an animated, interactive story

using sequence, loops, and event-handlers

Stage 2: Assessment Evidence

Performance Task(s): Code.org: Course 2

● Graph Paper Programming Assessment ● Daily Algorithms ● Getting Loopy Assessment ● Relay Programming Assessment ● Conditionals with Cards Assessment ● Binary Assessment ● Controlling by Events 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 2 Lesson 1 - Graph Paper Programming Students write an algorithm (a set of instructions) using a set of predefined commands to direct their classmates to reproduce a drawing. Lesson 2 - Real-Life Algorithms This lesson calls out ways we use algorithms in our daily lives. This lesson also focuses on the bigger picture of computer science and how algorithms play an essential part.

Resources: Code.org: Course 2

● 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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Lesson 3 - Maze: Sequence Students write programs (algorithms for the computer) that get a character through a maze. They’ll understand the importance of sequence in the programs they write. Lesson 4 - Artist: Sequence Students write programs to draw different lines and shapes. Lesson 5 - Getting Loopy This lesson introduces the programming concept of loops (repeated instructions) through a dance activity. Students will learn simple choreography and then be instructed to repeat it. Lesson 6 - Maze: Loops Student write programs in the Maze environment using loops. Lesson 7 - Artist: Loops Students write programs to draw different shapes while identifying patterns in their code. They learn about the programming concept of loops (repeated statements), which can be used to make their programs more efficient. Lesson 8 - Bee: Loops Students write programs using loops in the Bee environment. Lesson 9 - Relay programming Students run a relay race, where they dash across the yard to write an algorithm based on a "Graph Paper Programming" image. They can only write one instruction at a time and if there's an error, they have to erase everything back to the error. Lesson 10 - Bee: Debugging Students are presented with a pre-written program that fails to complete the puzzle.

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Students will have to “debug” or fix the prewritten program. Lesson 11 - Artist: Debugging Students are presented with a drawing and a pre-written program that fails to create that drawing. Students will have to “debug” or fix the pre-written program. Lesson 12 - Conditionals To learn about conditional statements, students play a card game and create rules like “If I draw a red card, I get a point” and “If I draw a black card, you get a point.” Lesson 13 - Bee: Conditionals Students write programs using conditional statements using the Bee environment. Lesson 14 - Binary Bracelets Students create bracelets from a paper template that is a binary representations of the first letter of their name. Students learn that the same set of data can be represented in more than one way. Lesson 15 - The Big Event Students are introduced to the programming concept of “events,” which are actions that a computer constantly monitors for. The teacher will press buttons on a fake remote, and student have to shout specific phases depending on which button is pressed. Lesson 16 - Flappy Using the concept of “Events,” students will create their own game with events like “When the mouse is clicked, make the bird flap” and “When the bird hits the ground, end the game.” Lesson 17 - Play Lab: Create a Story Students employ all the different

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programming concepts they have learned in the curriculum this far to make a customized, interactive story or game of their own. Lesson 19 - Artist: Nested Loops Students write programs that draw interesting and beautiful patterns using nested loops. **Note: Lessons will be split between Grade 2 and Grade 3, 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

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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● 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

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)

Additional Learning Opportunities Gamestar Mechanic Introduction (optional)

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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 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.

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

Teacher Pack [PDF]

Differentiation

High-Achieving Students

On Grade Level Students

Struggling Students Special Needs/ELL

Adaptation of materials and requirements Elevated text or question complexity

Varying instructional strategies In-class interventions

Materials Provide text in alternative formats, such as Braille, large print, audio formats, or digital text

Materials Decreased text or question complexity Provide page numbers or highlighted texts

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Independent student options Projects completed individually or with partners Self-selection of research Open-ended activities Expert mentorship

Compacting activity Extend or abbreviate duration of assignments

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 Emphasize multi-sensory learning Directions Use oral, recorded, and/or printed directions Highlight key words in directions Give brief and concrete directions

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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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 2 - Unit 4 - Innovation Lab

Stage 1: Desired Results

Standards & Indicators: ● NJSLS Grade 2 - Technology

○ 8.1.2.A.2 ○ 8.1.2.A.3 ○ 8.1.2.A.5 ○ 8.1.2.A.6 ○ 8.1.2.A.7 ○ 8.1.2.B.1 ○ 8.1.2.C.1 ○ 8.1.2.E.1 ○ 8.1.2.F.1 ○ 8.2.2.A.1 ○ 8.2.2.A.2 ○ 8.2.2.A.3 ○ 8.2.2.A.4 ○ 8.2.2.A.5 ○ 8.2.2.B.1 ○ 8.2.2.B.2 ○ 8.2.2.B.3 ○ 8.2.2.B.4 ○ 8.2.2.C.1 ○ 8.2.2.C.2 ○ 8.2.2.C.3 ○ 8.2.2.C.4 ○ 8.2.2.C.5 ○ 8.2.2.C.6 ○ 8.2.2.D.1 ○ 8.2.2.D.2 ○ 8.2.2.D.3 ○ 8.2.2.D.4 ○ 8.2.2.D.5

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● NJSLS Grade 2 - 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 2 - Language Arts Literacy ○ RI.2.1 ○ RI.2.7 ○ RI.2.9 ○ W.2.2 ○ W.2.5 ○ W.2.6 ○ W.2.7 ○ W.2.8 ○ SL.2.1 ○ SL.2.2 ○ SL.2.4 ○ SL.2.5 ○ SL.2.6 ○ L.2.1 ○ L.2.2 ○ L.2.3

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● NJSLS Grade 2 - Mathematics ○ MP.1 ○ MP.2 ○ MP.3 ○ MP.4 ○ MP.5 ○ MP.6 ○ 2.MD.D.10

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

● NJSLS Grade 2 - Social Studies ○ 6.1.4.A.12 ○ 6.1.4.B.9 ○ 6.1.4.C.16 ○ 6.1.4.C.17 ○ 6.1.4.C.18 ○ 6.3.4.A.2 ○ 6.3.4.A.3 ○ 6.3.4.A.4 ○ 6.3.4.B.1 ○ 6.3.4.C.1 ○ 6.3.4.D.1

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 a real-world problem? ● What is a project? ● What is a product? ● 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 ● Systems ● Spreadsheets ● Engineering ● Design ● Research and development ● Invention ● Innovation ● Experimentation ● Publishing

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: ● Self-assessment ● Peer assessment ● Teacher assessment ● Outside expert/audience ● 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. school improvement, environmental issues, community needs).

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

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

● Students create and utilize a system 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 analyze and publish data from their developed system.

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

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 ● K-2 Creativity & Innovation Rubric

[PDF] ● K-2 Critical Thinking Rubric [PDF] ● K-2 Presentation Rubric [PDF] ● K-2 Teamwork Rubric [PDF]

Project Examples ● Grade 1 - Healthy Lifestyle Project

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

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publish the stories to social media 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.

● Grade 5 - Healthy Choices Project [PDF]

● Grades K-2 - Pond Water and Pollywogs Projects [PDF]

Other Resources ● Challenge Based Learning: A

Classroom Guide [PDF] ● Authentic Student Learning - Kathy

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

Institute for Education [Web] ● Essential Project Design Elements

[PDF] ● Project Design Overview Planning

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

Learning [PDF] ● 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 Projects completed

Varying instructional strategies In-class interventions Compacting activity Extend or abbreviate duration

Materials Provide text in alternative formats, such as Braille, large print, audio formats, or digital text Use peer readers Permit highlighting of text

Materials Decreased text or question complexity Provide page numbers or highlighted texts Shorten assignments to focus on key concepts Grading

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individually or with partners Self-selection of research Open-ended activities Expert mentorship

of assignments 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 Repeat, clarify, or

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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reword directions Time Alert students before transitions Provide additional time for tasks Extra response time