OCEAN COUNTY TECHNOLOGY
CURRICULUM
Content Area: Technology
Course Title: Technology
UNIT 1: Technology Operations and
Concepts, Creativity and Innovation, Digital
Citizenship
UNIT 2: Technology Operations and
Concepts, Creativity and Innovation, Digital
Citizenship, Research and Information
Literacy
UNIT 3: Technology Operations and
Concepts, Creativity and Innovation, Digital
Citizenship, Research and Information
Literacy, Communication and Collaboration
UNIT 4: Technology Operations and
Concepts, Creativity and Innovation, Digital
Citizenship, Research and Information
Literacy, Communication and Collaboration,
Critical Thinking, Problem Solving, and
Decision Making
Date Created:
Grade Level: K-8
September, October
November, December, January
February, March, April
May, June
07/11/2012
Board Approved on:
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
1
OCEAN COUNTY TECHNOLOGY CURRICULUM
Unit Overview
Content Area: Technology
Grade: K-2
Standard: 8.1 Educational Technology
Strand 8.1:
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
Summary 8.1:
 All students will use digital tools to access, manage, evaluate, and synthesize information in order
to solve problems individually and collaboratively and to create and communicate knowledge.
 All students will develop an understanding of the nature and impact of technology, engineering,
technological design and the design world, as they relate to the individual global society and the
environment.
Standard: 8.2 Technology, Education, Engineering and Design
Strand 8.2
A. Nature of Technology: Creativity and Innovation
B. Design: Critical Thinking, Problem Solving, and Decision-Making
C. Technological Citizenship, Ethics, and Society
D. Research and Information Fluency
E. Communication and Collaboration
F. Resources for a Technological World
G. The Designed World
Summary 8.2:
 All students will develop an understanding of the nature and impact of technology, engineering,
technological design and the design world, as they relate to the individual global society and the
environment.
Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science, Social Studies
All of the common core and core curriculum standards may be found at the following link:
http://www.state.nj.us/education/cccs/
21st Century Themes: All students will develop an understanding of the nature and impact of technology,
engineering, technological design, and the designed world, as they relate to the individual, global society
and the universe. http://www.state.nj.us/education/cccs/standards/9/index.html
9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and
organizational cultures.
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
2
9.2 Personal Financial Literacy All students will develop skills and strategies that promote personal
and financial responsibility related to financial planning, savings, investment, and charitable giving
in the global economy.
9.3 Career Awareness, Exploration, and Preparation All students will apply knowledge about and
engage in the process of career awareness, exploration, and preparation in order to navigate the
globally competitive work environment of the information age.
9.4 Career and Technical Education All students who complete a career and technical education
program will acquire academic and technical skills for careers in emerging and established
professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees.
(For descriptions of the 16 career clusters, see the Career Clusters Table.)
Learning Targets
Content Standards 8.1
The use of technology and digital tools requires knowledge and appropriate use of operations and related
applications. The use of digital tools and media-rich resources enhances creativity and the construction of
knowledge. Digital tools and environments support the learning process and foster collaboration in solving
local or global issues or problems. Technological advancements create societal concerns regarding the
practice of safe, legal, and ethical behaviors. Effective use of digital tools assists in gathering and
managing information. Information accessed through the use of digital tools assists in generating solutions
and making decisions.
Number
Standard for Mastery
8.1.2.A.1
Identify the basic features of a computer and explain how to use them effectively.
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.
Create a document with text using a word processing program.
8.1.2.A.4
8.1.2.A.5
8.1.2.F.1
Demonstrate the ability to navigate in virtual environments that are developmentally
appropriate.
Illustrate and communicate original ideas and stories using digital tools and media-rich
resources.
Engage in a variety of developmentally appropriate learning activities with students in
other classes, schools, or countries using electronic tools.
Model legal and ethical behaviors when using both print and non-print information by
citing resources.
Use digital tools and online resources to explore a problem or issue affecting children, and
discuss possible solutions.
Use mapping tools to plan and choose alternate routes to and from various locations.
RL.K.1.
With prompting and support, ask and answer questions about key details in a text.
RF.K.1.
Demonstrate understanding of the organization and basic features of print.
8.1.2.B.1
8.1.2.C.1
8.1.2.D.1
8.1.2.E.1
of letters.
W.K.3.
and name all upper- and lowercase letters of the alphabet.
Use a combination of drawing, dictating, and writing to narrate a single event or several
loosely linked events, tell about the events in the order in which they occurred, and provide
a reaction to what happened.
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
3
SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics
and texts with peers and adults in small and larger groups.
-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion).
RL.1.1
Ask and answer questions about key details in a text.
RL.1.2
Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about
the topic, and provide some sense of closure.
W.1.6
With guidance and support from adults, use a variety of digital tools to produce and publish
writing, including in collaboration with peers.
SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one
at a time about the topics and texts under discussion).
Build on others’ talk in conversations by responding to the comments of others through
multiple exchanges.
Ask questions to clear up any confusion about the topics and texts under discussion.
RL.2.7
Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
W.2.6
With guidance and support from adults, use a variety of digital tools to produce and publish
writing, including in collaboration with peers.
SL.2.5
Create audio recordings of stories or poems; add drawings or other visual displays to
stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Unit Essential Questions
Unit Enduring Understandings
Students will understand that…
Technology Operations and Concepts
Technology Operations and Concepts
 In a world of constant
 Technology is constantly changing and requires
technological change, what skills
continuous learning of new skills.
should we learn?
 Selection of technology should be based on personal
 How do I choose which
and/or career needs Benchmark Assessment.
technological tools to use and
 A tool is only as good as the person using it.
when is it appropriate to use them?
 Technology use can have positive or negative
 How can I transfer what I know to
impact on both user’s and those affected by their
new technological
use.
situations/experiences?
Creativity and Innovation
Creativity and Innovation
 How can digital tools be used for
 Digital tools provide enhanced opportunities to
creating original and innovative
design innovative solutions and express ideas
works, ideas and solutions?
creatively.
Communication and Collaboration
Communication and Collaboration
 How has the use of digital tools
 Digital tools allow for communication and
improved opportunities for
collaboration, any time/any place worldwide.
communication and collaboration?
Digital Citizenship
Digital Citizenship
 What are my responsibilities for
 Technology use can have positive or negative
using technology?
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
4

What constitutes misuse and how
can it best be prevented?
Research and Information Literacy
 Why is the evaluation an
appropriate use of accurate
information more important than
ever in the technological age?
Critical Thinking, Problem Solving and
Decision-Making
 How do I choose which
technological tools to use and
when is it appropriate to use them?
 How can I transfer what I know to
new technological
situations/experiences?
Unit Objectives
Students will know…
 How to use operations and related
technology applications.
 How to use digital tools and
media-rich resources to create and
enhance the construction of
knowledge.
 How to safely and legally practice
ethical behavior.
 How digital tools will foster
collaboration in solving local or
global issues and problems.
 How to utilize digital tools to
gather and manage information.
impact on both users and those affected by their use.
Research and Information Literacy
 Information is spread worldwide within seconds due
to technological advancements and has an
immediate impact.
Critical Thinking, Problem Solving and DecisionMaking
 Selection of technology should be based on personal
and/or career needs assessment.
 A tool is only as good as the person using it.
Unit Objectives
Students will be able to…
 Produce a simple finished document using word
processing software integrated throughout language
arts curriculum guide. (CPI 8.1.2.A.4)
 Use basic features of an operating system (e.g.
accessing programs, identifying and selecting a
printer, finding help) integrated throughout all
curriculum guides, including benchmark testing
programs. (CPI 8.1.2.A.2)
 Use basic technology vocabulary. (CPI 8.1.2.A.1)
 Discuss the uses of various computer applications
and hardware. Be able to recognize their advantages
and disadvantages. (CPI 8.1.2.A.3)
 Use developmentally appropriate virtual
environments such as games, simulations and
websites. (CPI 8.1.2.A.5)
 Write and illustrate original thoughts using digital
tools and media resources. (CPI 8.1.2.B.1)
 Provide appropriate citations when using print and
non-print material. (CPI 8.1.2.D.1)
 Interact globally with other students using
technology. (CPI 8.1.2.C.1)
 Effectively explore online resources to explore
issues and investigate solutions to problems. (CPI
8.1.2.E.1)
 Devise a plan to navigate routes using mapping
tools. (CPI 8.1.2.F.1)
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
5
Content Standards 8.2
All students will develop an understanding of the nature and impact of technology, engineering,
technological design and the design world, as they relate to the individual global society and the
environment.
Number
Standard for Mastery
8.2.2.A.1
Describe how technology products, systems and resources are useful at school, home and
work.
8.2.2.B.1
Brainstorm and devise a plan to repair a broken toy or tool using the design process.
8.2.2.B.2
8.2.2.C.1
8.2.2.D.1
Investigate the influence of a specific technology on the individual, family, community,
and environment.
Demonstrate how reusing a product affects the local and global environment.
8.2.2.F.1
Collect and post the results of a digital classroom survey about a problem or issue and use
data to suggest solutions.
Communicate with students in the United States and other countries using digital tools to
gather information about a specific topic and share result.
Identify the resources needed to create technological products and systems.
8.2.2.G.1
Describe how the parts of a common toy or tool interact and work as part of a system.
8.2.2.E.1
8.2.2.G.2
Explain the importance of safety in the use and selection of appropriate tools and resources
for a specific purpose.
Unit Essential Questions
Unit Enduring Understandings
Students will understand that…
Nature of Technology: Creativity and
Nature of Technology: Creativity and Innovation
Innovation
 How does the use of technological
 Technology products, systems and resources are
devices affect our lives, community
useful at school, home and work
and the world?
 How can I use technology to make the
world a better place?
Design: Critical Thinking, Problem
Solving, and Decision-Making
 How can we use technological devices
in the design process?
Design: Critical Thinking, Problem Solving, and
Decision-Making
 The design process is necessary when creating new
products.
Technological Citizenship, Ethics, and
Society
 How can we be responsible users of
technology?
Technological Citizenship, Ethics, and Society
Research and Information Fluency
 How can we use technology to predict
and evaluate data and interpret results?
Research and Information Fluency
Communication and Collaboration
 Why is it important to communicate

They must be responsible users of technology

Technology can simplify and enhance the collection
and display of data and the prediction and
interpretation of results
Communication and Collaboration
 Technology can be used to communicate globally
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
6
and collaborative globally?
Resources for a Technological World
 What are the resources necessary to
identify, describe and explain
technological products or systems?
The Designed World
 How do we identify the components of
a system?
Unit Objectives
Students will know…
 How technology products and
systems impact the world in which
we live.
 How the design process is a
systematic approach to solving
problems.
 That values influence the design of
technology systems and products.
 That research, data analysis and
prediction are helpful when
designing technology systems.
 Technology helps the
communication and collaboration
process when designing products and
systems.
 That products and systems are
created by using technological
resources appropriately.
 That a process is necessary to create
a product.
Resources for a Technological World

Certain resources are necessary to create a product
The Designed World
 Systems are comprised of many different parts to
create the whole.
Unit Objectives
Students will be able to…
 Describe the usefulness of technology products,
systems and resources. (CPI 8.2.2.A.1)
 Understand the process of investigation and design.
(CPI 8.2.2.B.1, CPI 8.2.2.B.2)
 Investigate how reusing a product affects the global
environment. (CPI 8.2.2.C.1)
 Collect and post results from a survey about a
problem or issue and use data to suggest solutions.
(CPI 8.2.2.D.1)
 Communicate globally with students using digital
tools to gather information and share results. (CPI
8.2.2.E.1)
 Identify the resources needed to create technological
products and systems. (CPI 8.2.2.F.1)
 Describe how parts interact and work as part of a
system. (CPI 8.2.2.G.1)
 Explain the importance of safety when selecting
appropriate for a specific purpose. (8.2.2.G.2)
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
7
OCEAN COUNTY TECHNOLOGY CURRICULUM
Unit Overview
Content Area: Technology
Grade: 3-4
Standard: 8.1 Educational Technology
Strand 8.1:
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
Summary 8.1:
 All students will use digital tools to access, manage, evaluate, and synthesize information in order
to solve problems individually and collaboratively and to create and communicate knowledge.
 All students will develop an understanding of the nature and impact of technology, engineering,
technological design and the design world, as they relate to the individual global society and the
environment.
Standard: 8.2 Technology, Education, Engineering and Design
Strand 8.2
A. Nature of Technology: Creativity and Innovation
B. Design: Critical Thinking, Problem Solving, and Decision-Making
C. Technological Citizenship, Ethics, and Society
D. Research and Information Fluency
E. Communication and Collaboration
F. Resources for a Technological World
G. The Designed World
Summary 8.2:
 All students will develop an understanding of the nature and impact of technology, engineering,
technological design and the design world, as they relate to the individual global society and the
environment.
Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science, Social Studies
All of the common core and core curriculum standards may be found at the following link:
http://www.state.nj.us/education/cccs/
21st Century Themes: All students will develop an understanding of the nature and impact of technology,
engineering, technological design, and the designed world, as they relate to the individual, global society
and the universe. http://www.state.nj.us/education/cccs/standards/9/index.html
9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and
organizational cultures.
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
8
9.2 Personal Financial Literacy All students will develop skills and strategies that promote personal
and financial responsibility related to financial planning, savings, investment, and charitable giving
in the global economy.
9.3 Career Awareness, Exploration, and Preparation All students will apply knowledge about and
engage in the process of career awareness, exploration, and preparation in order to navigate the
globally competitive work environment of the information age.
9.4 Career and Technical Education All students who complete a career and technical education
program will acquire academic and technical skills for careers in emerging and established
professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees.
(For descriptions of the 16 career clusters, see the Career Clusters Table.)
Learning Targets
Content Standards 8.1
The use of technology and digital tools requires knowledge and appropriate use of operations and related
applications. The use of digital tools and media-rich resources enhances creativity and the construction of
knowledge. Digital tools and environments support the learning process and foster collaboration in solving
local or global issues or problems. Technological advancements create societal concerns regarding the
practice of safe, legal, and ethical behaviors. Effective use of digital tools assists in gathering and
managing information. Information accessed through the use of digital tools assists in generating solutions
and making decisions.
Number
Standard for Mastery
8.1.4.A.1
Demonstrate effective input of data and data using an input device.
8.1.4.A.2
Create a document with text formatting and graphics using word processing.
8.1.4.A.3
Create and present a multimedia presentation that includes graphics.
8.1.4.A.4
Create a simple spreadsheet, enter data, and interpret the information.
8.1.4.A.5
Determine the benefits of a wide range of digital tools by using them to solve problems.
8.1.4.B.1
Produce a media rich digital story about a significant local event or issue based on firstperson interviews.
Engage in online discussions with learners in the United States or from other countries to
understand their perspectives on a global problem/issue.
Explain the need for individuals and members of the global community to practice cyber
safety, cyber security, and cyber ethics when using existing and emerging technologies.
Analyze the need for and use of copyrights.
8.1.4.C.1
8.1.4.D.1
8.1.4.D.2
8.1.4.D.3
8.1.4.E.1
8.1.4.E.2
8.1.4.F.1
RL 3.1
W 3.8
SL 3.5
Explain the purpose of an Acceptable Use Policy (AUP) and the consequences of
inappropriate use of technology.
Investigate a problem/issue found in the United States and/or another country from
multiple perspectives using digital tools and online resources and evaluate findings to
present possible solutions.
Evaluate the accuracy, relevance, and appropriateness of print and non-print electronic
information sources to complete a variety of tasks.
Select and apply digital tools to collect, organize, and analyze data that support a scientific
finding.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
Recall information from experiences or gather information from print and digital sources;
take brief notes on sources and sort evidence into provided categories.
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
9
understandable pace; add visual displays when appropriate to emphasize or enhance certain
facts or details.
RL 4.1
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
W 4.2
Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
Introduce a topic clearly and group related information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic.
Link ideas within categories of information using words and phrases (e.g., another, for
example, also, because).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section related to the information or explanation
presented.
W 4.4
Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
W 4.5
With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.
W 4.6
With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of one page in a single sitting
SL 4.5
Add audio recordings and visual displays to presentations when appropriate to enhance the
development of main ideas or themes.
Unit Essential Questions
Unit Enduring Understandings
Students will understand that…
Technology Operations and Concepts
Technology Operations and Concepts
 In a world of constant change,
 Technology is constantly changing and requires
what skills should we learn?
continuous learning of new skills.
 How do I choose which
 Selection of technology should be based on personal
technological tools to use and
and /or career needs assessment.
when it is appropriate to use them?
 A tool is only as good as the person using it.
 How can I transfer what I know to
new technological
situations/experiences?
Creativity and Innovation
Creativity and Innovation
 How can digital tools be used for
 Digital tools provide opportunities for people to
creating original and innovative
have new experiences, recognize problems, design
works, ideas, and solutions?
solutions, and express their ideas.
Communication and Collaboration
Communication and Collaboration
 How has the use of digital tools
 Digital tools allow for communication and
improved opportunities for
collaboration, any time/any place worldwide.
communication and collaboration?
Digital Citizenship
Digital Citizenship
 What are an individual’s
 Technology use can have positive or negative
responsibilities for using
impact on both users and those affected by their use.
technology?
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
10

What constitutes misuse and how
can it best be prevented?
Research and Information Literacy
 Why is the evaluation an
appropriate use of accurate
information more important than
ever in the technological age?
Critical Thinking, Problem Solving and
Decision-Making
 How do I choose which
technological tools to use and
when is it appropriate to use them?
 How can I transfer what I know to
new technological
situations/experiences?
Unit Objectives
Students will know…
 How to use operations and related
technology applications.
 How to use digital tools and
media-rich resources to create and
enhance the construction of
knowledge.
 How to safely and legally practice
ethical behavior.
 How digital tools will foster
collaboration in solving local or
global issues and problems.
 How to utilize digital tools to
gather and manage information.
Research and Information Literacy
 Information is spread worldwide within seconds due
to technological advancements and has an
immediate impact.
Critical Thinking, Problem Solving and DecisionMaking
 Selection of technology should be based on personal
and/or career needs assessment.
 A tool is only as good as the person using it.
Unit Objectives
Students will be able to…
 Use a word processing program, multimedia
presentation program, and a spreadsheet program to
present and interpret information. (CPI 8.1.4.A.1,
CPI 8.1.4.A.2, CPI 8.1.4.A.3, CPI 8.1.4.A.4)
 Understand the benefits of using digital tools to
solve problems. (CPI 8.1.4.A.5)
 Produce a media rich digital story about a
significant local event or issue based on first person
interviews. (CPI 8.1.4.B.1)
 Engage other learners globally, online to gain a
better understanding of their perspectives on an
issue. (CPI 8.1.4.C.1)
 Practice appropriate online behavior and understand
the consequences of inappropriate behavior related
to cyber safety, cyber security and cyber ethics.
(CPI 8.1.4.D.1, CPI 8.1.4.D. 3)
 Use and understand the need for copyright. (CPI
8.1.4.D.2)
 Investigate a problem or issue found globally
through multiple perspectives, evaluate findings,
and present possible solutions using digital tools and
online resources for all steps. (CPI 8.1.4.E.1)
 Evaluate the accuracy of relevance and
appropriateness of using print and non-print
electronic information sources to complete a variety
of tasks. (CPI 8.1.4.E.2)
 Use technology to collect, organize and analyze data
that supports scientific findings. (CPI 8.1.4.F.1)
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
11
Content Standards 8.2
All students will develop an understanding of the nature and impact of technology, engineering,
technological design and the design world, as they relate to the individual global society and the
environment.
Number
Standard for Mastery
8.2.4.A.1
Investigate factors that influence the development and function of products and systems.
8.2.4.A.2
8.2.4.B.1
Compare and contrast how a product has changed over time due to economic, political
and/or cultural influences using a digital format.
Develop a product using an online simulation that explores the design process.
8.2.4.B.2
Design an alternative use for an existing product.
8.2.4.B.3
8.2.4.C.1
Explain the positive and negative effect of products and systems on humans, other species
and the environment.
Compare and contrast how technology transfer happens within a technology, among
technologies, and among other fields of studies.
Explain the impact of disposing of materials in a responsible way.
8.2.4.C.2
Explain the purpose of trademarks and the impact of trademark infringement on businesses.
8.2.4.C.3
8.2.4.F.1
Examine ethical considerations in the development and production process of a product
from its inception through marketing, use, maintenance and disposal by consumers.
Analyze responses collected from owners/users of a particular product and suggest
modifications in the design of the product based on responses.
Explain how technology is/was successfully or unsuccessfully used to address a
local/global problem by producing and publishing a report in collaboration with peers.
Describe how resources are used in a technological product or system.
8.2.4.F.2
Explain how resources are processed in order to produce products or systems.
8.2.4.G.1
Examine a malfunctioning tool and use a step-by-step process to troubleshoot and present
options to repair the product.
Explain the functions of a system and subsystems.
8.2.4.B.4
8.2.4.D.1
8.2.4.E.1
8.2.4.G.2
8.2.4.G.3
Evaluate the function, value, and esthetics of a technological product, system or
environment from the perspective of the user and the producer.
Unit Essential Questions
Unit Enduring Understandings
Students will understand that…
Nature of Technology: Creativity and
Nature of Technology: Creativity and Innovation
Innovation
 How does the use of technological
 Technology products, systems and resources are
devices affect our lives, community
useful at school, home and work
and the world?
 How can I use technology to make the
world a better place?
Design: Critical Thinking, Problem
Solving, and Decision-Making
 How can we use technological devices
in the design process?
Design: Critical Thinking, Problem Solving, and
Decision-Making
 The design process is necessary when creating new
products.
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
12
Technological Citizenship, Ethics, and
Society
 How can we be responsible users of
technology?
Technological Citizenship, Ethics, and Society
Research and Information Fluency
 How can we use technology to predict
and evaluate data and interpret results?
Research and Information Fluency
 Technology can simplify and enhance the collection
and display of data and the prediction and
interpretation of results
Communication and Collaboration
 Why is it important to communicate
and collaborative globally?
Resources for a Technological World
 What are the resources necessary to
identify, describe and explain
technological products or systems?
Communication and Collaboration
 Technology can be used to communicate globally
The Designed World
 How do we identify the
components of a system?
Unit Objectives
Students will know…
 How technology products and
systems impact the world in which
we live.
 How the design process is a
systematic approach to solving
problems.
 That values influence the design of
technology systems and products.
 That research, data analysis and
prediction are helpful when
designing technology systems.
 Technology helps the
communication and collaboration
process when designing products
and systems.
 That products and systems are
created by using technological
resources appropriately.
 That a process is necessary to
create a product.

They must be responsible users of technology
Resources for a Technological World
 Certain resources are necessary to create a product
The Designed World
 Systems are comprised of many different parts to
create the whole.
Unit Objectives
Students will be able to…
 Understand the influence of a digital product and
system. (CPI 8.2.4.A.1)
 Compare and contrast how and why a technological
product changed over time. (CPI 8.2.4.A.2)
 Design a new use for a product using an online
simulation that includes the positive and negative
impact this product may have globally. (CPI
8.2.4.B.1-4)
 Understand the impact of disposing of materials
properly. (CPI 8.2.4.C.1)
 Understand trademarks and trademark infringement.
(CPI 8.2.4.C.2)
 Examine the development of a product from its
inception through disposal by consumers. (CPI
8.2.4.C.3)
 Analyze responses collected from owners/users of a
particular project and suggest modifications in the
design of the product based on their responses. (CPI
8.2.4.D.1)
 Work collaboratively with peers to produce and
publish a report that explains how technology is or
was successfully or unsuccessfully used to address a
local or global problem. (CPI 8.2.4.E.1)
 Describe how resources are used in technological
product or system. (CPI 8.2.4.F.1)
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
13



Explain how resources are processed in order to
produce technological products and systems. (CPI
8.2.4.F.2)
Examine a malfunctioning tool and use step-by-step
process to troubleshoot and present options to repair
the product. (CPI 8.2.4.G.1)
Explain the functions of a system and subsystems.
(CPI 8.2.4.G.2)
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
14
OCEAN COUNTY TECHNOLOGY CURRICULUM
Unit Overview
Content Area: Technology
Grade: 5-8
Standard: 8.1 Educational Technology
Strand 8.1:
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
Summary 8.1:
 All students will use digital tools to access, manage, evaluate, and synthesize information in order
to solve problems individually and collaboratively and to create and communicate knowledge.
 All students will develop an understanding of the nature and impact of technology, engineering,
technological design and the design world, as they relate to the individual global society and the
environment.
Standard: 8.2 Technology, Education, Engineering and Design
Strand 8.2
A. Nature of Technology: Creativity and Innovation
B. Design: Critical Thinking, Problem Solving, and Decision-Making
C. Technological Citizenship, Ethics, and Society
D. Research and Information Fluency
E. Communication and Collaboration
F. Resources for a Technological World
G. The Designed World
Summary 8.2:
 All students will develop an understanding of the nature and impact of technology, engineering,
technological design and the design world, as they relate to the individual global society and the
environment.
Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science, Social Studies
All of the common core and core curriculum standards may be found at the following link:
http://www.state.nj.us/education/cccs/
21st Century Themes: All students will develop an understanding of the nature and impact of technology,
engineering, technological design, and the designed world, as they relate to the individual, global society
and the universe. http://www.state.nj.us/education/cccs/standards/9/index.html
9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and
organizational cultures
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
15
9.2 Personal Financial Literacy All students will develop skills and strategies that promote personal
and financial responsibility related to financial planning, savings, investment, and charitable giving
in the global economy.
9.3 Career Awareness, Exploration, and Preparation All students will apply knowledge about and
engage in the process of career awareness, exploration, and preparation in order to navigate the
globally competitive work environment of the information age
9.4 Career and Technical Education All students who complete a career and technical education
program will acquire academic and technical skills for careers in emerging and established
professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees.
(For descriptions of the 16 career clusters, see the Career Clusters Table.)
Learning Targets
Content Standards 8.1
The use of technology and digital tools requires knowledge and appropriate use of operations and related
applications. The use of digital tools and media-rich resources enhances creativity and the construction of
knowledge. Digital tools and environments support the learning process and foster collaboration in solving
local or global issues or problems. Technological advancements create societal concerns regarding the
practice of safe, legal, and ethical behaviors. Effective use of digital tools assists in gathering and
managing information. Information accessed through the use of digital tools assists in generating solutions
and making decisions.
Number
Standard for Mastery
8.1.8.A.1
Create professional documents (e.g., newsletter, personalized learning plan, business letter
or flyer) using advanced features of a word processing program.
8.1.8.A.2
Plan and create a simple database, define fields, input data and produce a report using sort
and query.
8.1.8.A.3
Create a multimedia presentation including sound and images.
8.1.8.A.4
Generate a spreadsheet to calculate, graph, and present information.
8.1.8.A.5
8.1.8.D.2
Select and use appropriate tools and digital resources to accomplish a variety of tasks and
to solve problems.
Synthesize and publish information about a local or global issue or event on a web-based
shared hosted service.
Participate in an online learning community with learners from other countries to
understand their perspectives on a global problem/issue and propose possible solutions.
Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security,
and cyber ethics.
Summarize the application of fair use and creative commons.
8.1.8.D.3
Demonstrate how information may be biased on a controversial issue.
8.1.4.E.1
Gather and analyze findings to produce a possible solution for a content-related or real
world problem using data collection technology.
Use an electronic authoring tool in collaboration with learners from other countries to
evaluate and summarize the perspectives of other cultures about a current event or
contemporary figure.
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs
within the text.
Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
8.1.8.B.1
8.1.8.C.1
8.1.8.D.1
8.1.4.F.1
RI.5.2
W.5.4
W.5.7
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
16
W.5.8
Recall relevant information from experiences or gather relevant information from print and
digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
SL.5.5
Include multimedia components (e.g., graphics, sound) and visual displays in presentations
when appropriate to enhance the development of main ideas or themes.
RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
W.6.6
Use technology, including the Internet, to produce and publish writing as well as to interact
and collaborate with others; demonstrate sufficient command of keyboarding skills to type
a minimum of three pages in a single sitting.
SL.6.5
Include multimedia components (e.g., graphics, images, music, and sound) and visual
displays in presentations to clarify information.
RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
RL.7.2
Determine a theme or central idea of a text and analyze its development over the course of
the text; provide an objective summary of the text.
W.7.5
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.
W.7.6
Use technology, including the Internet, to produce and publish writing and link to and cite
sources as well as to interact and collaborate with others, including linking to and citing
sources.
SL 7.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,
visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue
under study.
SL 7.5
Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points.
RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
W.8.4.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
SL.8.4
Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
Unit Essential Questions
Unit Enduring Understandings
Students will understand that…
Technology Operations and Concepts
Technology Operations and Concepts
 In a world of constant change,
 Technology is constantly changing and requires
what skills should we learn?
continuous learning of new skills.
 How do I choose which
 Selection of technology should be based on personal
technological tools to use and
and /or career needs assessment.
when it is appropriate to use them?
 A tool is only as good as the person using it.
 How can I transfer what I know to
new technological
situations/experiences?
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
17
Creativity and Innovation
 How can digital tools be used for
creating original and innovative
works, ideas, and solutions?
Communication and Collaboration
 How has the use of digital tools
improved opportunities for
communication and collaboration?
Digital Citizenship
 What are an individual’s
responsibilities for using
technology?
 What constitutes misuse and how
can it best be prevented?
Research and Information Literacy
 Why is the evaluation an
appropriate use of accurate
information more important than
ever in the technological age?
Critical Thinking, Problem Solving and
Decision-Making
 How do I choose which
technological tools to use and
when is it appropriate to use them?
 How can I transfer what I know to
new technological
situations/experiences?
Creativity and Innovation
 Digital tools provide opportunities for people to
have new experiences, recognize problems, design
solutions, and express their ideas.
Communication and Collaboration
 Digital tools allow for communication and
collaboration, any time/any place worldwide.
Unit Objectives
Students will know
 How to use operations and related
technology applications.
 How to use digital tools and
media-rich resources to create and
enhance the construction of
knowledge.
 How to safely and legally practice
ethical behavior.
 How digital tools will foster
collaboration in solving local or
global issues and problems.
 How to utilize digital tools to
gather and manage information.
Unit Objectives
Students will be able to
 Use and know which application to utilize when
presenting a professional quality word processing
document, spreadsheet, and multimedia presentation
to report information. (CPI 8.1.8.A.1-5)
 Create and publish information on a local or global
issue collaboratively through an online service. (CPI
8.1.8.B.1)
 Participate in an online learning community with
other learners globally to gain a better understanding
of their perspectives on an issue. (CPI 8.1.8.C.1)
 Model appropriate online behaviors related to cyber
safety, cyber bullying, cyber security, and cyber
ethics. (CPI 8.1.8.D.1)
 Summarize the application of fair use and creative
common guidelines. (CPI 8.1.8.D.2)
 Demonstrate how information on a controversial
issue may be biased. (CPI 8.1.8.D.3)
Digital Citizenship
 Technology use can have positive or negative
impact on both users and those affected by their use.
Research and Information Literacy
 Information is spread worldwide within seconds due
to technological advancements and has an
immediate impact.
Critical Thinking, Problem Solving and DecisionMaking
 Selection of technology should be based on personal
and/or career needs assessment.
 A tool is only as good as the person using it.
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
18


Gather and analyze findings using data collection
technology to produce a possible solution for a
content-related or real-world problem. (CPI
8.1.8.E.1)
Use an electronic authoring tool in collaboration
with learners from other countries to evaluate and
summarize the perspectives of other cultures about
the current event or contemporary figure. (CPI
8.1.8.F.1)
Content Standards 8.2
All students will develop an understanding of the nature and impact of technology, engineering,
technological design and the design world, as they relate to the individual global society and the
environment.
Number
Standard for Mastery
8.2.8.A.1
Explain the impact of globalization on the development of a technological system over
time.
8.2.8.B.1
Design and create a product using the design process that addresses a real world problem
with specific criteria and constraints.
8.2.8.B.2
Identify the design constraints and tradeoffs involved in designing a prototype, (how the
prototype might fail, and how it might be improved) by completing a design problem and
reporting results in a multimedia presentation.
8.2.8.B.3
Solve a science-based design challenge and build a prototype using science and math
principles throughout the design process.
8.2.8.C.1
Explain the need for a patent and process of registering one.
8.2.8.C.2
8.2.8.D.1
8.2.8.E.1
8.2.8.F.1
8.2.8.F.2
8.2.8.G.1
8.2.8.G.2
Compare and contrast current and past incidences of ethical and unethical use of labor in
the United States or another country and present results in a media-rich presentation.
Evaluate the role of ethics and bias on trend analysis and prediction in the development of a
product that impacts communities in the United States and/or other countries.
Develop a product using the design process, data analysis and trends and maintain a digital
log with annotated sketches to record the development cycle in collaboration with peers
and experts in the field.
Explain the impact of resource selection and processing in the development of a common
technological product or system.
Explain how the resources and processes used in the production of a current product can be
modified to have a more positive impact on the environment (e.g., recycled metals,
alternate energy sources) and the economy.
Explain why human designed systems, products and environments need to be constantly
monitored, maintained, and improved.
Explain the interdependence of subsystem that operates as part of a system.
Unit Essential Questions
Nature of Technology: Creativity and
Innovation
 How does the use of technological
devices affect our lives, community
and the world?
 How can I use technology to make the
world a better place?
Unit Enduring Understandings
Students will understand that…
Nature of Technology: Creativity and Innovation
 Technology products, systems and resources are
useful at school, home and work.
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
19
Design: Critical Thinking, Problem
Solving, and Decision-Making
 How can we use technological devices
in the design process?
Design: Critical Thinking, Problem Solving, and
Decision-Making
 The design process is necessary when creating new
products.
Technological Citizenship, Ethics, and
Society
 How can we be responsible users of
technology?
Technological Citizenship, Ethics, and Society
Research and Information Fluency
 How can we use technology to predict
and evaluate data and interpret results?
Research and Information Fluency
 Technology can simplify and enhance the collection
and display of data and the prediction and
interpretation of results.
Communication and Collaboration
 Why is it important to communicate
and collaborative globally?
Communication and Collaboration
 Technology can be used to communicate globally.
Resources for a Technological World
 What are the resources necessary to
identify, describe and explain
technological products or systems?
Resources for a Technological World
 Certain resources are necessary to create a product.
The Designed World
 How do we identify the
components of a system?
The Designed World
 Systems are comprised of many different parts to
create the whole.
Unit Objectives
Students will know…
 How technology products and
systems impact the world in which
we live.
 How the design process is a
systematic approach to solving
problems.
 That values influence the design of
technology systems and products.
 That research, data analysis and
prediction are helpful when
designing technology systems.
 Technology helps the
communication and collaboration
process when designing products
and systems.
 That products and systems are
created by using technological
resources appropriately.

They must be responsible users of technology.
Unit Objectives
Students will be able to…
 Understand the impact of globalization on the
development of a technological system. (CPI
8.2.8.A.1)
 Design, create, and understand design constraints
for a product addressing a real world problem and
report the results in a multimedia presentation. (CPI
8.2.8.B.1-2)
 Solve a science-based design challenge and build a
prototype using science and math principles
throughout the design process. (CPI 8.2.8.B.3)
 Explain the need for patents and the process of
registering for one. (CPI 8.2.8.C.1)
 Compare and contrast current and past incidences of
ethical and unethical use of labor in the United
States or globally and present results in a media rich
presentation. (CPI 8.2.8.C.2)
 Evaluate the role of ethics and bias on trend analysis
and prediction in the development of a product that
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
20

That a process is necessary to
create a product.





impacts communities in the United State and/or
other countries. (CPI 8.2.8.D.1)
Work in collaboration with peers and experts in the
field to develop a product using the design process,
data analysis, and trends, and maintain a digital log
with annotated sketches to record the development
cycle. (CPI 8.2.8.E.1)
Explain the impact of resource selection and
processing in the development of a common
technological product or system. (CPI 8.2.8.F.1)
Explain how the resources and processes used in the
production of a current technological product can be
modified to have a more positive impact on the
environment (e.g., by using recycled metals,
alternate energy sources) and the economy. (CPI
8.2.8.F.2)
Explain why human-designed systems, products,
and environments need to be constantly monitored,
maintained, and improved. (CPI 8.2.8.G.1)
Explain the interdependence of a subsystem that
operates as part of a system. (CPI 8.2.8.G.2)
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
21
Evidence of Learning
Formative Assessments may include:





Teacher observations
Class discussions
Questioning
Tests and Quizzes
Presentation




Peer editing
Self-evaluation
Portfolios
Performance tasks and projects
Summative Assessments may include:
 Parent showcase
 Any of the above formative assessment upon end of unit
Modifications (ELLs, Special Education, Gifted and Talented)
 More time
 Use of visuals
 Introduce key vocabulary before lesson
 Teacher reads aloud
 Verbal prompting
 Modeling
 Work in small group
 Peer tutoring
 Use of additional resources
 Provide options, alternatives and choices to differentiate and broaden the curriculum
 Provide enrichment exploration
 Follow all IEP modifications/504 plan
o Take all IEP’s into consideration when incorporating modifications
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
22
The “FLEXIBLE” Acronym
Feasible
Lively
Eliminated
Explicit
Intentional
Beneficial
Limelight
Evaluated
Figure 1
The FLEXIBLE Principle:
Questions to Ask Before Selecting Potential Adaptations
1. Feasible: Successful adaptations
must be feasible for classroom
teachers to implement.



2. Lively: Successful adaptations
must be lively, engaging, and/or
fun.



3. Eliminated: Successful adaptations
must be developed with the goal of
working toward independence with
a gradual fading and eventual
elimination of the adaptation.

4. Explicit: Successful adaptations
must have a definite purpose – a
purpose that is made explicit to
students, other professionals in the
classroom, parents, and if
necessary, the student’s peers.


5. Intentional: Successful adaptations
should be part of a comprehensive
plan for the student with
disabilities.




When can I fit the adaptation into the daily
schedule?
What human and/or material resources do I have to
implement the adaptation?
What human and/or material resources do I need to
implement the adaptation?
How can I use the adaptation to promote active
learning?
How can I plan this adaptation to be interesting and
fun?
What strategies can I use to motivate the student(s)
so that I can continue to use this adaptation over a
period of time?
What steps are needed to fade the adaptation over a
period of time?
What additional instruction do I need to provide to
work toward the eventual elimination of the
adaptation?
What is the intent or purpose of this adaptation?
How will I communicate the purpose of the
adaptation to the student?
What other people need to know about the
adaptation (e.g., parents, other professionals, other
students)?
How does this adaptation fit with goals on the
student’s IEP?
How does this adaptation fit with goals and
objectives set by district and/or state guidelines?
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
23
6. Beneficial: Successful adaptations
should benefit the student with
disabilities and either enhance or at
least not detract from the learning
of other students in the classroom.
7. Limelight: Successful adaptations
do not place undue attention of the
student with disabilities or put the
student in a potentially
embarrassing situation.
8. Evaluate: Successful adaptations
are evaluated on an ongoing basis.



How does the adaptation benefit the student with
disabilities?
Can other students benefit from the adaptation as
well?
How can I implement the adaptation so that it
enhances and does not detract from the learning of
other students in the classroom?

How and when can I implement the adaptation so
that it does not put the student with disabilities in an
unfavorable position?

How effective is the adaptation in promoting
learning for the student?
What impact does the adaptation have on the social
adjustment of the student?
What does the student like and dislike about the
adaptation?
What do I need to change about the adaptation?
Is the student ready to take on a higher level of
independence?




V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
24
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
 Subscriptions to online Web2.0 tools
 Access to Web resources and Apps
 Computers with Internet access
 Projection capabilities
 Document cameras, scanners, digital cameras and digital recorders
 Interactive whiteboard
 One computer per student in class
 Software
 Network capable color printers
 Portable tablets
 Web resource accessibility
Teacher Notes:
50 Ways to Use Technology
Low and High Prep Differentiation Strategies
Differentiation strategies can require varied amounts of preparation time. High-prep strategies often require a
teacher to both create multiple pathways to process information/demonstrate learning and to assign students
to those pathways. Hence, more ongoing monitoring and assessment is often required. In contrast, low-prep
strategies might require a teacher to strategically create process and product choices for students, but students
are allowed to choose which option to pursue given their learning profile or readiness level. Also, a low-prep
strategy might be focused on a discrete skill (such as vocabulary words), so there are fewer details to
consider. Most teachers find that integration of one to two new low-prep strategies and one high-prep
strategy each quarter is a reasonable goal.
Low Prep Strategies
Varied journal prompts, spelling or
vocabulary lists
Students are given a choice of different journal prompts, spelling
lists or vocabulary lists depending on level of
proficiency/assessment results.
Anchor activities
Anchor activities provide meaningful options for students when
they are not actively engaged in classroom activities (e.g., when
they finish early, are waiting for further directions, are stumped,
first enter class, or when the teacher is working with other
students). Anchors should be directly related to the current
learning goals.
Choices of books
Different textbooks or novels (often at different levels) that
students are allowed to choose from for content study or for
literature circles.
Choices of review activities
Different review or extension activities are made available to
students during a specific section of the class (such as at the
beginning or end of the period).
Homework options
Students are provided with choices about the assignments they
complete as homework. Or, students are directed to specific
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
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homework based on student needs.
Student-teacher goal setting
The teacher and student work together to develop individual
learning goals for the student.
Flexible grouping
Students might be instructed as a whole group, in small groups
of various permutations (homogeneous or heterogeneous by
skill or interest), in pairs or individual. Any small groups or
pairs change over time based on assessment data.
Varied computer programs
The computer is used as an additional center in the classroom,
and students are directed to specific websites or software that
allows them to work on skills at their level.
Multiple Intelligence or Learning
Style options
Students select activities or are assigned an activity that is
designed for learning a specific area of content through their
strong intelligence (verbal-linguistic, interpersonal, musical,
etc.)
Varying scaffolding of same
organizer
Provide graphic organizers that require students to complete
various amounts of information. Some will be more filled out
(by the teacher) than others.
Think-Pair-Share by readiness,
interest, and/or learning profile
Students are placed in pre-determined pairs, asked to think about
a question for a specific amount of time, then are asked to share
their answers first with their partner and then with the whole
group.
Mini workshops to re-teach or
extend skills
A short, specific lesson with a student or group of students that
focuses on one area of interest or reinforcement of a specific
skill.
Orbitals
Students conduct independent investigations generally lasting 36 weeks. The investigations “orbit” or revolve around some
facet of the curriculum.
Games to practice mastery of
information and skill
Use games as a way to review and reinforce concepts. Include
questions and tasks that are on a variety of cognitive levels.
Multiple levels of questions
Teachers vary the sorts of questions posed to different students
based on their ability to handle them. Varying questions is an
excellent way to build the confidence (and motivation) of
students who are reluctant to contribute to class discourse. Note:
Most teachers would probably admit that without even thinking
about it they tend to address particular types of questions to
particular students. In some cases, such tendencies may need to
be corrected. (For example, a teacher may be unknowingly
addressing all of the more challenging questions to one student,
thereby inhibiting other students’ learning and fostering class
resentment of that student.)
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
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High Prep. Strategies
Cubing
Designed to help students think about a topic or idea from many
different angles or perspectives. The tasks are placed on the six
sides of a cube and use commands that help support thinking
(justify, describe, evaluate, connect, etc.). The students complete
the task on the side that ends face up, either independently or in
homogenous groups.
Tiered assignment/
product
The content and objective are the same, but the process and/or
the products that students must create to demonstrate mastery
are varied according to the students’ readiness level.
Independent studies
Students choose a topic of interest that they are curious about
and wants to discover new information on. Research is done
from questions developed by the student and/or teacher. The
researcher produces a product to share learning with classmates.
4MAT
Teachers plan instruction for each of four learning preferences
over the course of several days on a given topic. Some lessons
focus on mastery, some on understanding, some on personal
involvement, and some on synthesis. Each learner has a chance
to approach the topic through preferred modes and to strengthen
weaker areas.
Jigsaw
Students are grouped based on their reading proficiency and
each group is given an appropriate text on a specific aspect of a
topic (the economic, political and social impact of the Civil War,
for example). Students later get into heterogeneous groups to
share their findings with their peers, who have read about
different areas of study from source texts on their own reading
levels. The jigsaw technique allows you to tackle the same
subject with all of your students while discreetly providing them
the different tools they need to get there.
Multiple texts
The teacher obtains or creates a variety of texts at different
reading levels to assign strategically to students.
Alternative assessments
After completing a learning experience via the same content or
process, the student may have a choice of products to show what
has been learned. This differentiation creates possibilities for
students who excel in different modalities over others (verbal
versus visual).
Modified Assessments
Assessments can be modified in a variety of ways – for example
by formatting the document differently (e.g. more space between
questions) or by using different types of questions (matching vs.
open ended) or by asking only the truly essential questions.
Learning contracts or Personal
A contract is a negotiated agreement between teacher and
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
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Agendas
student that may have a mix of requirements and choice based
on skills and understandings considered important by the
teacher. A personal agenda could be quite similar, as it would
list the tasks the teacher wants each student to accomplish in a
given day/lesson/unit. Both Learning contracts and personal
agendas will likely vary between students within a classroom.
Compacting
This strategy begins with a student assessment to determine
level of knowledge or skill already attained (i.e. pretest).
Students who demonstrate proficiency before the unit even
begins are given the opportunity to work at a higher level (either
independently or in a group).
Literature circles
Flexible grouping of students who engage in different studies of
a piece of literature. Groups can be heterogeneous and
homogeneous.
Readers’ Workshop (Writers’
Workshop is a parallel strategy)
The Readers’ Workshop approach involves students in three
types of activities:
 Mini-lessons (5-10 minutes) on some aspect of literature or
a reading strategy.
 Independent Reading Time (30-40 minutes), where students
keep a journal and respond to the literature in terms of what
they think or how they feel about what they are reading.
 Sharing Time (10 minutes), where students share with
another person their journal entries and the other person
gives feedback.
Stations/
Learning Centers
A station (or simply a collection of materials) that students
might use independently to explore topics or practice skills.
Centers allow individual or groups of students to work at their
own pace. Students are constantly reassessed to determine
which centers are appropriate for students at a particular time,
and to plan activities at those centers to build the most pressing
skills.
Tape recorded materials at
different levels
Books on tape are purchased or (created by the teacher) so that
students can listen to the book being read aloud to them while
they follow along in the text. This is often done at a listening
station, where tapes of books/information on various reading
levels are available.
Tic-Tac-Toe Choice Board
(sometimes called “Think-TacToe”)
The tic-tac-toe choice board is a strategy that enables
students to choose multiple tasks to practice a skill, or
demonstrate and extend understanding of a process or
concept. From the board, students choose (or teacher
assigns) three adjacent or diagonal.
To design a tic-tac-toe board:
- Identify the outcomes and instructional focus
- Design 9 different tasks
- Use assessment data to determine student levels
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
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- Arrange the tasks on a tic-tac-toe board either randomly, in
rows according to level of difficulty, or you may want to select
one critical task to place in the center of the board for all
students to complete.
Choice Boards
Work assignments are written on cards that are placed in
hanging pockets. By asking students to select a card from a
particular row of pockets, the teacher targets work toward
student needs yet allows student choice.
Lesson Closure with Examples or
40 Ways to Leave a Lesson
CLOSURE - what the instructor does to facilitate wrap-up at the end of the lesson - it is a quick review, to
remind students what it was that they have learned (or should have learned) and allows you to see where the
students are to assist you in planning for the next lesson.
The intellectual work should be done by the students – not the instructor summarizing for the students and
telling them what they learned. Closure allows students to summarize main ideas, evaluate class processes,
answer questions posed at the beginning of the lesson, and link to both the past and the future. Closure is an
opportunity for formative assessment and helps the instructor decide:
1. if additional practice is needed
2. whether you need to re-teach
3. whether you can move on to the next part of the lesson
Closure comes in the form of information from students about what they learned during the class; for
example, a restatement of the instructional purpose. This information then provides a knowledge of the
results for the teacher, i.e., did you teach what you intended to teach and have the students learned what you
intended to have them learn?
Lesson Closing in a nutshell – can be one or some combination of the purposes below. It should be a
meaningful end to the lesson.
• Reviewing the key points of the lesson.
• Giving students opportunities to draw conclusions from the lesson.
• Describing when the students can use this new information.
• Previewing future lessons.
• Demonstrating student’s problem-solving process.
• Exhibiting student learning.
• Creating a smooth transition from one lesson to the next lesson.
Title Synopsis
1. Cornell Notes
Notes can be used in a variety of ways. Completing the summary, checking with a partner for completeness,
comparing to teacher’s idea of what the key ideas were.
http://coe.jmu.edu/learningtoolbox/cornellnotes.html
2. Journal Entry
Each day students write about 2 things they learned (use of a journal could incorporate most of these other
closure examples)
http://content.scholastic.com/browse/article.jsp?id=3583
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
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3. Exit Pass
Student must answer in writing questions or reflect in some way about the learning before being allowed to
leave the room.
Math example – work a question from the material covered during the lesson, use as formative assessment
for the following day, sort into piles: got it/ didn’t get it or minor errors / conceptual errors
Examples
☺ I really understood this idea…
_ I have a few questions about… before I can say I understand
_ I don’t even know where to start on …
! I am excited about…
: I’d like to learn more about…
? a questions I have is…
This point is really clear
One thing that squares with things I already know is…
An idea that is still going around in my head is…
4. You’re stuck here until…
This is a variation of the exit pass and great for a 90-30 second gap before dismissal. Depending on time,
have students discuss the day’s vocabulary and then they have to define one word in their own words, to you,
before they students and then try again. This should be framed in good humor, not in a punitive way.
5. Whip Around
Students quickly and verbally share one thing they learned in the class today. You can have them toss a ball
from one to another or just have volunteers. (Caveat – you have to have a safe trusting environment. I have
seen this done where kids chose others based on their perception that the student won’t have anything to say.)
6. 3-2-1 3 things they learned, 2 things they have a question about, 1 thing they want the instructor to know –
post-its, index cards, whatever
7. Fishbowl
Student writes one question they have about the topic of this lesson. This can be something for which they
know the answer or for which they want an answer. Form an inner and outer circle. Share question with the
person in front of you see if they know the answer, switch who is asking question, if time rotate to a new
partner
8. Summary
Paragraph What was learned today – be specific with examples!
9. Explain a Procedure Write to an absent student and explain how to ……..
10. Here’s How…
Students write a detailed explanation of a procedure - with an example to demonstrate their understanding of
the concept. They then give their partner the un-worked example and the detailed instructions and have the
partner work the example from the directions. Then they peer edit the procedures for clarity.
11. Cliff Notes, Jr. Students prepare a “cheat sheet” that would be useful for having during a quiz over the
day’s topic.
12. Three W’s
Students discuss or write
· What did we learn today?
· So What ?(relevancy, importance, usefulness)
· Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where
we are going)
13. Pair / Share
Tell the person next to you 2 (3, 4, 5,…) things you have learned today, then the groups report out. Variation
is to have students Think/Write/Pair/ Share
14. Gallery Walk
Students create graphic representations of their learning and post them. Students can either share out the
posters or students can move from station to station – writing questions or comments, noting similarities and
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
30
differences, reflect on what they might do differently if they were to repeat the process.
15. Choose from the Daily Dozen
Students choose two questions from a generic list to respond to about the day’s lesson.
16. Quiz
Could be daily or intermittent. 2-4 questions to show what they learned. Small individual whiteboards work
well for a formative assessment and reduces the paperwork. Don’t forget to ask conceptual questions!
17. Thumbs Up /Thumbs down
Pose some questions that can be answered thumbs up/down/sideways, ask for explanation of the decisions.
18. Quick doodles Doodle/draw two or three concepts presented in the lesson may include words or numbers.
19. Key Ideas
Students list the key ideas from the lesson and why they were important.
20. “What am I?” (riddles for key terms)
Have students construct clues (riddles) about the key terms and quiz partners or the room
21. Jeopardy
Teacher gives answer. Students create the question. This works well with dry erase boards.
http://www.hardin.k12.ky.us/res_techn/countyjeopardygames.htm
22. Be Alex Trebek Student poses answer/question to group about lesson –responses should come from other
students, not the teacher
23. Be the Teacher
Students present three key ideas they think everyone should have learned. Could be done with a group or
individually –responses can be either oral or written.
24. The Five W’s Students explain the who, what, where, when, why and how of the lesson.
25. Credit Cards
Students are given an index card and required to state the lesson’s objective and if they feel that objective
was met. Credit given for participating.
26. Postcard Students are given an index card and they write a postcard to their parents explaining the day’s
lesson.
27. Pros and Cons Students list pros and cons of the issue discussed in class (might be a challenge in a math
class.)
28. So What’s Up With ….?
Students raise questions about something they either were unsure about or need clarification. Can be done
orally or written.
29. Quiz Master Students prepare a short quiz (+ 5 questions with answers) At least 2 of the questions must
start How…? or Why…?
30. Journal Entry Each day students write about 2 things they learned (use of a journal could incorporate
most of these other closure examples.)
31. I Care Why? Students explain relevancy of the concept to their life or how they might use it.
32. It Fits Where?
Students create a “time line” of the concepts taught (sequence the concepts) or explain a connection to
something else they know.
33. Element of Surprise
Students receive an envelope containing a card with a word or phrase selected by the teacher. Students
discuss the concept and list the content-specific vocabulary necessary to discuss it.
34. Numbered Heads Together
Students in groups of up to five are numbered sequentially. As a group they create a list of 3-5 things learned
in the lesson and then the teacher calls one number from each group to report to the class something they
learned.
35. We Learned What?
Students write open ended questions on index cards. Two students are selected to come forward. The first
student draws a question card and poses the question to the class. After the class discusses the question and
answers with their partner - the second student draws a student name card to respond to the question. (These
questions could also be used to launch the next day’s lesson.)
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
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36. We’re Going Where?
Students predict the topic of tomorrow’s lesson – be sure to refer to the predictions the next day as either an
opener or in closure.
37. It Looks Like This
An actual object or model that directly relates to the lesson is shown and students explain how it connects to
the day’s concept.
38. Sell It To Us
Write a jingle that explains the main idea of the lesson.
39. Commercial Students write a 1 – 2 minute commercial to use at home when asked, “What happened in
math class today?”
40. 4 box synectics
Synectics connect unrelated ideas through metaphor. Students have a sheet with four boxes. In each box is a
stem. Solving equations in like eating and orange because…” “Solving equations is like driving a car
because…” Resources used
www.eduref.org/Virtual/Lessons/Guide.shtml
Educators Reference Desk, How to Write a Lesson Plan
Winning Through Student Participation in Lesson Closure. Patricia Wolf and Viola Supon . EDRS (ERIC)
V. Hoden: Little Egg Harbor Township; E. Kesilman: Point Pleasant Borough;
K. Schwing: Waretown; J. Maertin: Stafford Township; S. Mastrogiovanni: Stafford Township
32