Curriculum Overview
Technology Curriculum Overview
6th Grade
This is a hands-on class in which students will discover new ways to use computers as tools for creating. In addition to learning skills such as graphic design, programming, and video editing, students connect computer applications to real-life problems they identify in their communities and around the world. We focus on using a variety of technologies within a design process to develop collaboration, communication, problem-solving, creativity and critical thinking skills. Students can expect to use a variety of technologies, including G Suite, 3D modeling software, Scratch, robotics, and video editing tools.
Major Units
Digital Citizenship, 3D Modeling, Programming, Digital Media Design, Productivity Tools (G-Suite)
Resources
6th Grade Symbaloo
Google Classroom Assignment Calendar
(Students may access assignment links and turn in by logging into their Google Classroom account)
September
iAM Digital Storytelling Project: A "Getting-To-Know-You" Activity
During the first few weeks of the new school year grade six students will be creating short videos to tell the world who they are. Students will become familiar with Adobe Spark video creating software and sharing projects via Google Classroom.
The essential question driving our inquiry: How can you use digital media to tell a story that epitomizes who you are?
The goal: Tell a powerful story using images to share likes, dislikes, hobbies, aspirations, and any other information about themselves the student feels is pertinent.
Skills: Students will learn to use the Adobe Spark tools, take photos, gather free public domain images, apply edits, and produce a 2-3 minute video that will be shared in class.
Approximate Dates: September 4-21
The essential question driving our inquiry: How can you use digital media to tell a story that epitomizes who you are?
The goal: Tell a powerful story using images to share likes, dislikes, hobbies, aspirations, and any other information about themselves the student feels is pertinent.
Skills: Students will learn to use the Adobe Spark tools, take photos, gather free public domain images, apply edits, and produce a 2-3 minute video that will be shared in class.
Approximate Dates: September 4-21
Project Requirements
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
iam_video_project_requirement_.pdf | |
File Size: | 70 kb |
File Type: |
October/November
Robotic Rube Goldberg Machine
Project Overview & Learning Goals: Students will design a Rube Goldberg Machine in Adobe Illustrator, build it using recycled materials, craft supplies and Hummingbird Robotics Kits, and program it with Arduino. Students must work together to connect their machine to the person’s sitting next to them so that all machines become one giant Rube Goldberg machine. The machine must use sensors to get input from the environment. It will provide output to the user with movement, lights, sound, and graphics on a computer screen. Students will describe their design, building, and programming process in a laboratory journal. They will also analyze the efficiency of their design and use troubleshooting strategies in response.
Inspired by Sugata Mitra’s “Hole in the Wall” project, the idea is to get students working hands-on with the robotics kit as soon as possible and let them figure out how to test the lights, servo motors, and sensors. Handouts will be provided in Google Classroom to guide students, but mostly this is a learning through exploration activity.
Questions for Exploration: Why do engineers care about simple machines? How can we combine robotic sensors and simple machines to create a larger, more complex machine?
Skills: Design thinking, programming, circuitry, problem-solving, Adobe Illustrator, Arduino, 3D design, laser cutting.
Inspired by Sugata Mitra’s “Hole in the Wall” project, the idea is to get students working hands-on with the robotics kit as soon as possible and let them figure out how to test the lights, servo motors, and sensors. Handouts will be provided in Google Classroom to guide students, but mostly this is a learning through exploration activity.
Questions for Exploration: Why do engineers care about simple machines? How can we combine robotic sensors and simple machines to create a larger, more complex machine?
Skills: Design thinking, programming, circuitry, problem-solving, Adobe Illustrator, Arduino, 3D design, laser cutting.
Project Requirements
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
hummingbirdmachinetcreationplan.pdf | |
File Size: | 63 kb |
File Type: |
January/February
NASA 3D Design Challenge & CAD
Questions for Exploration: What equipment do astronauts use on the International Space Station? How can you combine the function of two or more of these items into one? What is CAD? Who uses CAD?
Project overview: For this challenge, students will use their ingenuity to create a helpful tool that combines the functions of two objects being used by crew aboard the International Space Station. Students will be inventing multi-use tools and customized equipment astronauts can use, including solutions used for maintenance, medical, trash management, and the overall need for securing and storing items in microgravity. Human exploration of the solar system is currently limited by the need to carry consumables, replace systems and parts, and use available materials. This is why building and maintaining things in space will be important for future missions. Students will learn about the advantages of in-space manufacturing and customization. This means that crew members can print items when they are needed, including specific parts for the unique space station environment. Skills: 3D design skills, 3D modeling, 3D printing, engineering & design process, Tinkercad, Sketchup, Python scripting language, solid geometry modeling |