Technology-Grade-7-Curriculum-_2_

Content Area: Technology
Course Title: Technology Grade Level: 7
Unit Plan 1 Pacing Guide

Digital Citizenship and Cyber Safety 5 - 10 Days

Using Technology to Solve Global Issues 10 Days

Data Analysis 10 Days

Systems and Technology Resources 10 Days

Programming 10 Days
Original Adoption: April 16, 2015
Revisions: Summer 2022
Board Approved: August 17, 2022
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Unit 1 Overview
Unit Title: Digital Citizenship and Cybersafety
Target Course/Grade Level: 7
Pacing Guide: 5-10 days
Unit Summary:
Students will develop technology based projects to demonstrate an understanding of proper
use of online technology as well as the appropriate use of social media.
Primary Interdisciplinary Connections:
NJSLS.ELA-LITERACY.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.
Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
NJSLS.ELA-LITERACY.SL.7.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under
study.
Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points.
NJSLS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.
2
CSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.
Companion Standards:
Anchor Standards for Reading
NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words
NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the authors take.
NJSLSA.R10. Read and comprehend complex literary and informational texts independently
and proficiently with scaffolding as needed.
Progress Indicators Reading Science and Technical Subjects
RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary
of the text distinct from prior knowledge or opinions.
RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a

version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or
table).
RST.6-8.8. Distinguish among facts, reasoned judgment based on research findings, and
speculation in a text.
RST.6-8.9. Compare and contrast the information gained from experiments, simulations,
video, or multimedia sources with that gained from reading a text on the same topic.
Anchor Standards for Writing
NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and analysis
of content.
NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
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NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
NJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events,

scientific procedures/ experiments, or technical processes.
A. Introduce a topic and organize ideas, concepts, and information using text structures (e.g.
definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g.
headings, graphics, and multimedia) when useful to aiding comprehension.
B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations,
or other information and examples.
C. Use appropriate and varied transitions to create cohesion and clarify the relationships
among ideas and concepts.
D. Use precise language and domain-specific vocabulary to inform about or explain the topic.
E. Establish and maintain a formal/academic style, approach, and form.
F. Provide a concluding statement or section that follows from and supports the information or
explanation presented.
WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas clearly and efficiently.
WHST.6-8.7. Conduct short research projects to answer a question (including a

self-generated question), drawing on several sources and generating additional related,
focused questions that allow for multiple avenues of exploration
WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard format
for citation.
21st Century Themes:

Career Ready Practices
CRP1. Act as a responsible and contributing citizen and employee.
CRP2. Apply appropriate academic and technical skills.
CRP3. Attend to personal health and financial well-being.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of decisions.
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CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
Learning Targets
Technology Standards:
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaborate and to create and
communicate knowledge.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the
individual, global society, and the environment.
B. Technology and Society: Knowledge and understanding of human, cultural and societal values
are fundamental when designing technology systems and products in the global society.
CPI # Cumulative Progress Indicator (CPI)
8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber
bullying, cyber security, and cyber ethics including appropriate use of social media.
8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.
8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to

intellectual property.
8.1.8.D.4 Assess the credibility and accuracy of digital content.
8.1.8.D.5 Understand appropriate uses for social media and the negative
consequences of misuse.
8.2.8.B.6 Compare and contrast the different types of intellectual property including
copyrights, patents and trademarks.
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Unit Essential Questions Unit Enduring Understandings
Students will understand that…
Why is it important to be safe in a digital
environment? Cyber Safety and appropriate online practices
Why is it important to protect licensed as well as an understanding of digital
material? ownership is important.
Does ownership matter?
What does it mean to be online appropriate? It is important to practice good digital
What is the price of “free”? citizenship.
How do you evaluate the credibility of online
resources?
What is misuse?
Unit Objectives Unit Objectives

Students will know… Students will be able to…
Creative Commons licensing standards Appropriately cite sources

Appropriate citation formats Use Creative Commons Licensing Standards
Basic Copyright Laws Understand and apply basic copyright laws
Where they leave their Digital Footprint Use social media appropriately and
Different types of intellectual property which understand the consequences of misuse
includes copyright, patents and trademarks Assess the credibility and accuracy of digital
content
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Evidence of Learning
Formative Assessments: Alternative Assessments:
● Pretest/Post test ● Do-Now
● Observation ● Exit Tickets
● Class Participation ● Classroom Games
● Think-Pair-Share ● Self-assessment
Summative Assessments: ● Feedback from home form
● Quiz Suggested Benchmark:
● Unit Projects ● Quarterly Exam
Modifications
English Language Learners: Gifted and Talented:
● Provide clear and specific directions ● Extension activities
● Allow for alternate forms of responses- ● Opportunities for Critical Thinking
drawing or speaking instead of writing to ● Problem Solving/Design Challenges
demonstrate knowledge when you are not ● Technology Integration
specifically assessing writing ● Student Choice Activities
● Provide class notes ahead of time to allow ● Student Driven Activities
students to preview material and increase ● Group Projects
comprehension ● Tiered Activities
● Provide extended time
● Simplify written and verbal instructions
Special Education: 504:
● Utilize graphic organizers to help provide a ● Utilize graphic organizers to help provide a
purpose for reading and increase purpose for reading and increase
comprehension comprehension
● Assign peer tutor ● Assign peer tutor
● Provide clear and specific directions ● Provide clear and specific directions
● Provide class notes ahead of time to allow ● Provide class notes ahead of time to allow
students to preview material and increase students to preview material and increase
● Provide extended time ● Provide extended time
● Simplify written and verbal instructions ● Simplify written and verbal instructions
Students at Risk of School Failure:
● Extended Time ● Chunking Information
● Flexible Grouping ● Scaffolded Questioning
● Small Group Instruction ● Modified Assignments
● Peer Buddies ● Preferential Seating
● Tiered Activities ● Visual Cues/Modeling
● Manipulatives ● Technology Integration
● Graphic Organizers ● Assistive Technology
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Cyber Safety Pre Test
Cyber Safety Post Test
Use image searches with advanced image tools that are labeled for non-commercial use.
Copyright Kids
Instructional Materials, Equipment needed, Teacher Resources
Whenever possible, provide students with examples of people in tech who are members of
minority groups such as the LGBTQ community and people with disabilities.
The research tool in a google docs

EasyBib Add-on in Google Docs
Citing Online and Social Media Sources-Newsome

Computer Rules Prevent Problems!
Danger Online! Educating Kids and Parents About Internet Safety
How Can Schools Make Better Use of the Internet?
5 day Privacy Challenge (for adults, but modify for students)
Netsmartz Social Media Video
Common Sense Media

Creative Commons
Common Sense Media
What Is Cyberbullying | StopBullying.gov
Copyright Kids
Ten Commandments of Computer Ethics
NS Teens
Cyber Citizen
1. Thou shalt not use a computer to harm other people.

2. Thou shalt not interfere with other people's computer work.
3. Thou shalt not snoop around in other people's files.
4. Thou shalt not use a computer to steal.
5. Thou shalt not use a computer to bear false witness.
6. Thou shalt not copy or use proprietary software for which you have not paid.
7. Thou shalt not use other people's computer resources without authorization or proper
compensation.
8. Thou shalt not appropriate other people's intellectual output.
9. Thou shalt think about the social consequences of the program you write or the system you
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design.
10. Thou shalt use a computer in ways that show consideration of and respect for your fellow
humans.Copyright: Computer Ethics Institute Author: Dr. Ramon C. Barquin
Teacher Notes:
"If we provide positive images and effectively communicate ethical values in all areas of their
lives, those values will be reflected in the technological environment as well. How we teach
kids to view themselves and their use of technology at this level is what they will carry with
them into adulthood"
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Unit 2 Overview
Unit Title: Using Technology to Solve Global Issues
Target Course/Grade Level: Technology 7th Grade
Pacing Guide: 10 days
Unit Summary: Students will work in teams each quarter to identify their role in global issues
and create a personalized learning portfolio for use in Language Arts in May for their
Research Simulation Task.
NJSLS.ELA-LITERACY.RL.7.7
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or
multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting,
sound, color, or camera focus and angles in a film).
sources.
citation.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under
study.
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Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points.
NJSLS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.
NJSLS.MATH.PRACTICE.MP5 Use appropriate tools strategically.
Companion Standards
NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.
including visually and quantitatively, as well as in words.
Progress Indicators for Reading Science and Technical Subjects

table).
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NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
NJSLA.W2 Write informative/explanatory texts to examine and convey complex ideas and
of content.
NJSLA.W3 Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing,

rewriting or trying a new approach.
NJLSA.W6. Use technology, including the Internet, to produce and publish writing and to
NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
NJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
Progress Indicators for Writing History, Science, and Technical Subjects

WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
A. Introduce a topic and organize ideas, concepts, and information using text
structures (e.g.definition, classification, comparison/contrast, cause/effect,
etc.) and text features (e.g.headings, graphics, and multimedia) when useful
to aiding comprehension.
B. Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
C. Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
D. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
E. Establish and maintain a formal/academic style, approach, and form.
F. Provide a concluding statement or section that follows from and supports the
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information or explanation presented.
WHST.6-8.4. Produce clear and coherent writing in which the development, organization,
voice, and style are appropriate to task, purpose, and audience.
WHST.6-8.5. 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.

focused questions that allow for multiple avenues of exploration.
for citation.
WHST.6-8.9. Draw evidence from informational texts to support analysis, reflection, and
research.

9.1 21st-Century Life & Career Skills 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
9.1.4.A.1
Recognize a problem and brainstorm ways to solve the problem individually or
collaboratively.
9.1.4.A.2
Evaluate available resources that can assist in solving problems.
9.1.4.A.3
Determine when the use of technology is appropriate to solve problems.
9.1.12.A.3
Assess how a variety of problem-solving strategies are being used to address
solutions to global problems by participating in online discussions with peers from
other countries.
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CRP1. Act as a responsible and contributing citizen and employee.
CRP6. Demonstrate creativity and innovation.
CRP7. Employ valid and reliable research strategies.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
CRP12. Work productively in teams while using cultural global competence.
Learning Targets
A. Technology Operations and Concepts: Students demonstrate a sound understanding of
technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and
develop innovative products and process using technology.
C. Communication and Collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
information.
8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world
problem or theory.
8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex.
telecollaborative project, blog, school web).
8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global
problem for discussions with learners from other countries.
8.1.8.E.1 Effectively use a variety of search tools and filters in professional public
databases to find information to solve a real world problem.
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9.4.8.DC.8 Explain how communities use data and technology to develop
measures to respond to effects of climate change (e.g., smart cities).
9.4.8.IML.7 Use information from a variety of sources, contexts, disciplines, and

cultures for a specific purpose (e.g., 1.2.8.C2a, 1.4.8.CR2a, W.5.8,
6.1.8.GeoSV.3.a, 6.1.8.CivicsDP.4.b, 7.1.NH. IPRET.8).

Do problems need to be solved?
What is our impact? They play a specific role in society and their
Can one person make a difference? impact is evidenced by their global footprint.
What societal needs exist today?
How can technology address the needs of How technology impacts our lives, the
society? environment, and the world.

How to use tools to conduct research Use resources to make better decisions
The difference between fiction and non-fiction
How to create a learning portfolio Describe how resources such as energy,
How to share documents digitally time, tools, people, and capital contribute to a
technological product or system
Modifications
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Students will curate two 2 pieces of nonfiction literature and a video to be used as part of a
portfolio for a May Language Arts classroom Research Simulation Task (RST) in keeping with
the theme of solving global problems.
Students may create a blog (for example, Blogger or epals from Smithsonian, a competition
with a nice structure for students as well as opportunities to make global partnerships. It's
free. You could even co-plan with a science teacher for continuity of the lesson...)
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minority groups such as the LGBTQ community and people with disabilities
Digital Tools for Presenting Information:

Web page development- Google Sites - NEW
Google Slides
Research w/ documentation using Add-on EasyBib
Logo - YouiDraw, Logo Creator, Adobe Spark or Illustrator, Pixlr Editor.
Inspirational Posters
Video Editing- Wevideo Stupeflix
Game Show - Slide Powerpoint
Suggested topics for research project:

GLOBAL WATER CRISIS
Many communities throughout the world are facing a shortage of clean, usable water. During
this assessment, you will read three texts about possible solutions to the freshwater crisis.
Global Water Crisis- text resources for RST
ASSESSMENT: You have read three texts about ways to address the shortage of clean water,
which is a problem for many communities in the world.
The three texts are:
• “Beyond Thirst: The Global Water Crisis” by Kathiann M. Kowalski
• “You Are Drinking What?” by Paul Kix
• “Desalination”
Write an essay that argues for what you think are the three most important factors to consider
when choosing a possible solution for providing clean water. Be sure to support your
argument with claims that are developed with clear reasons and relevant evidence from the
three texts. Be sure to follow the conventions of standard written English.
Example GoFundMe accounts to show how technology can be used to combat this global
issue:
example 1 GoFundMe
example 2 GoFundMe
EDUCATING THE WORLD-FEEDING EDUCATIONALLY HUNGRY

KIDS
Video-Sugata Mitra-The child-driven education TED talk
Hole-in-the-Wall - Beginnings
Personal Technology in the Classroom--Research and argue for or against cell phones in our
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classrooms.
Teacher Notes:
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Unit 3 Overview
Unit Title: Data Analysis
Target Course/Grade Level: 7
Unit Summary:
Students will explore local issues and create a form to analyze data collected. Students will
use the data to give solutions to a problem.
sources.
citation.
NJSLS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.
NJSLS.MATH.PRACTICE.MP4 Model with mathematics.
NJSLS.MATH.PRACTICE.MP5 Use appropriate tools strategically.
NJSLS.MATH.CONTENT.7.SP.A.1
Understand that statistics can be used to gain information about a population by examining a
sample of the population; generalizations about a population from a sample are valid only if
the sample is representative of that population. Understand that random sampling tends to
produce representative samples and support valid inferences.
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NJSLS.MATH.CONTENT.7.SP.A.2
Use data from a random sample to draw inferences about a population with an unknown
characteristic of interest. Generate multiple samples (or simulated samples) of the same size
to gauge the variation in estimates or predictions. For example, estimate the mean word
length in a book by randomly sampling words from the book; predict the winner of a school
election based on randomly sampled survey data. Gauge how far off the estimate or
prediction might be.
Companion Standards:
NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical
inferences and relevant connections from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining
technical,connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
RST.6-8.6. Analyze the author's purpose in providing an explanation, describing a procedure,

or discussing an experiment in a text.

table).
20
NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence.
NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and
of content.
NJSLSA.W3. Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event sequences.
NJSLSA.W4. Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing,

rewriting or trying a new approach.
NJLSA.W6. Use technology, including the Internet, to produce and publish writing and to
WHST.6-8.5. 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.

self-generated
question), drawing on several sources and generating additional related, focused questions
that allow for multiple avenues of exploration.
terms effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and following a
standard format for citation.
21
research.

Learning Targets
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology
concepts, systems and operations.
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to
plan and conduct research, manage projects, solve problems, and make informed decisions using
appropriate digital tools and resources.
8.1.8.A.5 Create a database query, sort and create a report and describe the process, and
explain the report results.
8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a
solution and make an informed decision.
9.4.8.IML.8 Apply deliberate and thoughtful search strategies to access

high-quality information on climate change (e.g., 1.1.8.C1b).
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8.1.8.DA.6 Analyze climate change computational models and propose
refinements.
9.4.8.CI.1 Assess data gathered on varying perspectives on causes of climate

change (e.g., cross-cultural, gender-specific, generational), and
determine how the data can best be used to design multiple potential
solutions.
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How can data be used to create a solution to
an issue? data can be used to create a solution to a
What does the data tell about an issue? problem.
How can data help you make an informed
decision? data can help you make an informed
decision.

How to analyze data and use it to create analyze data collected in forms.
solutions.
use data to make informed decisions on a
How to analyze data and use it to make topic.
informed decisions on a topic.
24
Modifications
25
Student made google forms to be shared digitally and completed by peers.
Create Forms in Google.

Digital Tools for Presenting Information:
Web page development- Google Sites - NEW
Google Slides
Research w/ documentation using Add-on Easy Bib
Logo - YouiDraw, Logo Creator, Adobe Spark or Illustrator, Pixlr Editor.
Inspirational Posters
Video Editing- We Video Stupiflix
Game Show - Slide Powerpoint
Teacher Notes:
Unit 4 Overview
Unit Title: Systems and Technology Resources
Target Course/Grade Level: 7th Grade Technology
Unit Summary: Environmentally friendly system design improvements. Imagine the future.
26
Include multimedia components and visual displays in presentations to clarify claims

and findings and emphasize salient points.
NJSLS.MATH.PRACTICE.MP7 Look for and make use of structure.
Companion Standards

RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.

version of that information expressed visually (e.g., in a flowchart, model, graph, or table).

NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing
inquiry-based research process, based on focused questions, demonstrating an
27
understanding of the subject under investigation.
NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection,
and research.


focused questions that allow for multiple avenues of exploration.
terms effectively; assess the credibility and accuracy of each source; quote or paraphrase the
data and conclusions of others, avoiding plagiarism and following a format for citation.
research.

9.3.IT.12
Demonstrate knowledge of the hardware components associated with information systems.
9.3.IT.6
Describe trends in emerging and evolving computer technologies and their influence on IT
practices.
Learning Targets
28
All students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the individual,
global society, and the environment.
A. The Nature of Technology: Creativity and Innovation Technology systems impact every aspect
of the world in which we live.
8.2.8.A.2 Examine a system, consider how each part relates to other parts, and discuss a part
to redesign to improve the system.
8.2.8.A.4 Redesign an existing product that impacts the environment to lessen its impact(s)
on the environment.
8.2.8.A.5 Describe how resources such as material, energy, information, time, tools, people,
and capital contribute to a technological product or system.
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How do components interact with each other?
Many components make up a system.
How do you investigate a malfunction of a
part and its effects on a system? They have the capability to investigate and
understand a system.
How do you redesign an existing product to
lessen its impact on the environment? A system can be improved.
How is a system created from start to finish?

How to identify parts of a system. Identify components of a system.
How to troubleshoot part of a system. Identify problems in a system.
A system can be redesigned and improved. Understand the creation of a system from
start to finish.
30
Modifications
31
Handout listing components to be identified and/or placed properly to recreate system.
Parts of a computer pretest.
Howstuffworks.com--Computers
Parts of a computer
Systems: Teams select method of how to deliver a package: train, car, boat, drone, plane,
truck, additional topics totally available with teacher approval. Describe how resources such
as material, energy, information, time, tools, people, and capital contribute to a technological
product or system. Students select item to be delivered with team (each team different).
Design an app to optimize resources

Mit app inventor
Teacher Notes:
32
Unit 5 Overview
Unit Title: Programming
Target Course/Grade Level: Technology 7
Unit Summary: Students will participate in beginner level coding projects, including the hour of
code, to develop/enhance an understanding of computational thinking.
effectively; assess the credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard
format for citation.
NJSLS.MATH.PRACTICE.MP4 Model with mathematics.
NJSLS.MATH.PRACTICE.MP6 Attend to precision.
NJSLS.MATH.PRACTICE.MP7 Look for and make use of structure.
Companion Standards
33
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.

table).
NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to
Progress Indicators for Writing History, Science and Technical Subjects
present the relationships between information and ideas clearly and efficiently

self-generated
question), drawing on several sources and generating additional related, focused questions
that allow for multiple avenues of exploration.
for citation

34
Learning Targets
All students will develop an understanding of the nature and impact of technology,
engineering, technological design, computational thinking and the designed world as they
relate to the individual, global society, and the environment.
E. Computational Thinking: Programming: Computational thinking builds and enhances problem
solving, allowing students to move beyond using knowledge to creating knowledge.

8.2.8.E.3 Develop an algorithm to solve an assigned problem using a specified set of
commands and use peer review to critique the solution.
8.2.8.E.4 Use appropriate terms in conversation (e.g., programming, language, data, RAM,
ROM, Boolean logic terms).
35
How do computers operate?
Does order matter? Computers operate according to a particular
What do you do when things don’t go the way programming language.
you planned? How computers respond to programming
How does computer science affect our daily languages.
lives?

Programming is a sequence of steps (an Use computational thinking to problem solve

algorithm) using computer programming
Basic Programming Languages Write basic code using a programming
Basic vocabulary words: input, output, the language
operating system, debug, algorithm
programming, language, data, RAM, ROM,
Boolean logic terms
36
Modifications
37
When appropriate, provide students with examples of people in tech who are members of
Lesson Plan
Karel the Dog Teaches how to write Javascript
Programming Language Lesson Plan: Code Monkey Game
Active Imagination Lesson Plan: Everyone’s Creative
Computer Coding Lesson Plan: Blockly Maze Game
Logo Programming Game Lesson Plan: Turtle Academy
Creative Programming Lesson Plan: 15 Blocks Game
www.code.org
tinyurl.com/TRPDHourofCode
Computer Science Education Week
Hour of Code Lesson Plan
CS Ed Week
Gameblox
Teacher Notes:
38

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Content Area: Technology

Course Title: Technology Grade Level: 7

Unit Plan 1 Pacing Guide

Unit Plan 2 Pacing Guide

Unit Plan 3 Pacing Guide

Unit Plan 4 Pacing Guide

Unit Plan 5 Pacing Guide

Original Adoption: April 16, 2015

Revisions: Summer 2022

Board Approved: August 17, 2022

Content Area: Technology

Unit Title: Digital Citizenship and Cybersafety

Target Course/Grade Level: 7

Pacing Guide: 5-10 days

Primary Interdisciplinary Connections:

NJSLS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.

Progress Indicators Reading Science and Technical Subjects

RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a

Anchor Standards for Writing

WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events,

WHST.6-8.7. Conduct short research projects to answer a question (including a

21st Century Themes:

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

CPI # Cumulative Progress Indicator (CPI)

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to

8.1.8.D.4 Assess the credibility and accuracy of digital content.

Unit Objectives Unit Objectives

Creative Commons licensing standards Appropriately cite sources

Instructional Materials, Equipment needed, Teacher Resources

The research tool in a google docs

Citing Online and Social Media Sources-Newsome

Common Sense Media

1. Thou shalt not use a computer to harm other people.

Content Area: Technology

Unit Title: Using Technology to Solve Global Issues

Target Course/Grade Level: Technology 7th Grade

Pacing Guide: 10 days

Primary Interdisciplinary Connections:

NJSLS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.

NJSLS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.

NJSLS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

Anchor Standards for Reading

Progress Indicators for Reading Science and Technical Subjects

RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a

NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing,

Progress Indicators for Writing History, Science, and Technical Subjects

WHST.6-8.7. Conduct short research projects to answer a question (including a

21st Century Themes:

CPI # Cumulative Progress Indicator (CPI)

9.4.8.IML.7 Use information from a variety of sources, contexts, disciplines, and

Unit Essential Questions Unit Enduring Understandings

Unit Objectives Unit Objectives

Instructional Materials, Equipment needed, Teacher Resources

Digital Tools for Presenting Information:

Suggested topics for research project:

EDUCATING THE WORLD-FEEDING EDUCATIONALLY HUNGRY

Content Area: Technology

Unit Title: Data Analysis

Target Course/Grade Level: 7