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K-5 Technology & Keyboarding

Course Description and Philosophy In the 21st century, life and work are conducted in a dynamic context that includes: • A global society facing complex political, economic, technological, and environmental challenges • A service economy driven by information, knowledge, and innovation • Diverse communities and workplaces that rely on cross-cultural collaborative relationships and virtual social networks • An intensely competitive and constantly changing worldwide marketplace Providing Mountain Lakes students with the life and career skills needed to function optimally within this dynamic context is a critical focus and organizing principle of K-12 public education. Wildwood Elementary has both an obligation to prepare its young people to thrive in this environment, and a vested economic interest in grooming an engaged citizenry made up of productive members of a global workforce that rewards innovation, creativity, and adaptation to change. Like blocks, books and crayons, technology in early elementary classrooms offers versatile learning tools that can support children’s development in all domains. For example, there are electronic storybooks that can “read” stories to children in multiple languages, adventure games that foster problem solving skills, story-making programs that encourage literacy and creativity, math-related games that help children count and classify, and science activities that promote inquiry and an understanding of the world through the lens of a child. When preschoolers are encouraged to work together with electronic devices and computers, social skills are tapped as children negotiate turn-taking. Finally, an emphasis on keyboarding skills is necessary as New Jersey schools transition to the PARRC assessment in 2014-2015 that requires online testing. Online References: The NJ 2009 Technology Standard The NJ 2009 21st-Century Life and Careers Standard including 21st Century Skills Abcya.com Arcademicskillbuilders.com Brainpop.com Brainpopjr.com The Common Sense Media Educators K-12 Curriculum Online math skill building sites & language arts skill building sites Google ED Suite including Maps and Earth Yahoo maps Written Summer 2012

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Overview Essential Question: Do the students have the knowledge to use technology and digital tools? Do the students know the appropriate use of operations and related applications? Are the students able to use digital tools/media rich resources to enhance their creativity? Will the students be able to understand that digital tools support the learning process and can be used to collaborate with other students? Are the students knowledgeable enough to understand that technology advancements bring responsibility in safe, legal and ethical areas? Can the students use digital tools/online resources to explore a problem affecting children and come to a conclusion about solving it? Will students realize that there are other ways to map a route besides a paper map? Do the students recognize that technology will affect all aspects of their lives? Are the students able to use a systematic approach to solving problems? Kindergarten OBJECTIVES: The students will be able to:

• Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture). • Use electronic devices to type name and to create stories with pictures and letters/words. • Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. • Recognize that the number keys are in a row on the top of the keyboard. • Use basic technology terms in conversations (e.g., digital camera, battery, screen, computer, Internet, mouse, keyboards, and

printer). • Use a digital camera to take a picture. • Illustrate and communicate original ideas and stories using digital tools and media-rich resources. • Operate frequently used, high-quality, interactive games or activities in either screen or toy-based formats. • Use the Internet to explore and investigate questions with a teacher’s support. • Navigate the basic functions of a browser, including how to open or close windows and use the “back” key.

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Topic/Content Skills Assessment Materials/Resources Instructional Method Activities NJCCCS -Use a mouse to negotiate a simple menu on the screen. -Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. -Recognize that the number keys are in a row on the top of the keyboard. -Use basic technology terms in conversations (e.g., digital camera, battery, screen, computer, Internet, mouse, keyboards, and printer).

Teacher observation and student use of correct terminology

Computer: Mouse Keyboard & camera Word Wall Brainpop Jr. Smartboard Activities Pixie

Lecture, discussion Demonstration on Smartboard, Keyboard

See Resources 8.1.P.A.1 8.1.P.A.3 8.1.P.A.4 8.1.P.A.5

-Use electronic devices to type name & to create stories with pictures, letters & words.

Teacher observation, Printed document Saving to hard drive

Computer Mouse Keyboard Pixie

Demonstration on Smartboard, Pixie, Student independent work

Use software program Pixie to create a picture with letters/words.

8.1.P.A.2

Use a digital camera to take a picture. -Illustrate & communicate original ideas/stories using digital tools & media-rich resources.

Teacher observation of digital tools Printable product

Word Wall Pixie Computer Camera iPhoto

Teacher demonstration on Smartboard Student independent work

Use the computer camera to take a picture and then use it within Pixie to illustrate an original idea.

8.1.P.B.1 8.1.2.B.1

-Operate frequently used, high-quality, interactive games or activities in either screen or toy-based formats.

Teacher observation of digital tools.

Developmentally appropriate online sources, Internet Games folder, Starfall.com,

Demonstration on Smartboard. Student independent work.

See Resources 8.1.P.C.1

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-Model ethical and legal behavior when using both print and non-print information by citing resources.

Cyber safety assessment

Brainpop Jr. NetSmartz Kids.

Reinforce netiquette (Common Sense Media)

Use Brainpop Jr. and NetSmartz Kids to review how to be safe online.

8.1.2.D.1

Use the Internet to explore and investigate questions with a teacher’s support.

Teacher observation of digital tools.

Internet Developmentally appropriate online sources Brainpop Jr.

Demonstration on Smartboard Webquest

See Resources 8.1.P.E.1

Navigate the basic functions of a browser, including how to open or close windows and use the “back” key.

Teacher observation of digital tools.

Computer Mouse Keyboard Internet

Teacher demonstration on Smartboard Student independent work

Students will use the mouse as well as learn the key commands in order to learn how to navigate a web browser.

8.1.P.F.1

Differentiated instruction: In the computer lab setting, differentiated learning takes place automatically. Depending on the skills of the student, they will complete the assignment according to their ability. In any project, their ability to follow directions will be showcased as will their ability to complete the assignment using just the basic tools available or to go beyond the basics and add more detail, include items from another source, etc. One Common Sense Media lesson that can be differentiated by ability is Sites I Like (K-1), an excellent lesson that challenges students to explore and evaluate an informational website for children. 21st Century Skills: Information Literacy The use of digital tools and media-rich resources enhances creativity and the construction of knowledge through creating original works. The students will create a digital number book reinforcing counting skills through the creation of original artworks. The CSM lesson Sending Email (K-1) will also introduce important 21st Century Skills. Ethical Decision Making/Character Education Based on the Common Sense Media lesson Safety Unit 1, kindergarten students will take a virtual field trip and experience how the power of the Internet takes them to places they might not be able to visit in person. They learn that, just as when traveling in the real world, they should also follow safety rules when they travel online. Students will discover that computers can be used to visit far-away places and learn new things, understand that staying safe online is similar to staying safe in the real world, and learn rules for traveling safely on the Internet

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GRADE 1 OBJECTIVES: The students will be able to:

• Identify the basic features of a computer and explain how to use them effectively. • Use the terminology terms in daily practice. • Become familiar with where keys are place on the QWERTY keyboard. • Create a document with text using a word processing program. • Illustrate and communicate original ideas and stories using digital tools in one product with graphics and word processing. • Engage in a variety of developmentally appropriate learning activities with students in other classes using electronic tools. • Students will demonstrate positive social and ethical behavior when using technology. • Use digital tools and online resources to explore a basic problem/issue that affects children. Discuss possible solutions. • Use mapping tools to plan routes to various places. • Discuss how technology products, systems, and resources are helpful at school, home and work.

Topic/Content Skills Assessment Materials/Resources Instructional Method Activities NJCCCS

-Computer features, use, terminology, keyboard placement,

Teacher observation and student use of correct terminology

www.brainpopjr.com Word Wall, Smartboard, Camera Pixie

Lecture, discussion, Demonstration on the Smartboard

Smartboard activities, Brainpop Jr., Word Wall

8.1.2.A.1 8.1.2.A.2

-Create a word processing document, -Save project to hard drive

Teacher observation, Printable product Naming and saving to hard drive

Pixie Internet keyboarding sites Tech programs that require keyboarding : Pixie, Pages

Demonstration on Smartboard, Pixie, Pages Student Independent work

Pixie–change font, size, color; Practice keyboard placement online keyboarding sites Students create work document including formatting, font selection, color selection

8.1.2.A.4

-Illustrate original ideas/stories with words/graphics

Teacher Observation Printable product

Pixie Computer Camera

Demonstration on Smartboard, Pixie, Student work

Pixie- type, draw, stickers, camera - to create original idea /story document

8.1.2.B.1

-Appropriate learning activities via Skype -Demonstrate ability to navigate in virtual environments

Teacher observation of digital tools Student self evaluation in virtual environments

Computer Camera Abcya.com Arcademicsskillbuildres.com

Demonstration, student group work,

Gather information to collaborate and communicate with others.

8.1.2.C.1

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Model ethical and legal behavior when using the internet.

Teacher observation and correct student use of the Internet

www.netsmartz.com www.brainpopjr. com Developmentally appropriate online sources

Reinforce netiquette Smartboard demonstration

Students will be able to begin to identify reliable websites.

8.1.2.D.1

Use digital tools/on line resources to explore problem

Teacher observation, Printable product Saving to hard drive

www.brainpopjr.com Simple Webquest Appropriate online resources

Lecture, discussion, Simple Webquest demonstration

Smartboard activities, Brainpop Jr.,Word Wall Students use a Simple Webquest

8.1.2.E.1

Mapping tools to plan routes to various places

Teacher Observation Printable map

Google Earth, Yahoo maps, Google maps

Demonstration and group work on Smartboard, Google Earth, Yahoo maps, Google maps

Group work on Smartboard Individual finding of maps and print out and draw route on it.

8.1.2.F.1

Usefulness of technology at school, home, work

Teacher Observation Student able to state 2 reasons why computers are useful

www.brainpopjr.com Smartboard Internet Computer Camera

Demonstration on Smartboard Group Discussion

State 2 technology uses 8.2.2.A.1

Differentiated instruction: In the computer lab setting, differentiated learning takes place automatically. Depending on the skills of the student, they will complete the assignment according to their ability. In any project, their ability to follow directions will be showcased as will their ability to complete the assignment using just the basic tools available or to go beyond the basics and add more detail, include items from another source, etc. Ethical Decision Making/Character Education Technological advancements create concerns regarding the practice of safe, legal and ethical behaviors. In order to recognize ownership of work students will be able to site the specific website beneath a picture that is used for a project. . 21st Century Skills Critical Thinking The use of digital tools and media-rich resources enhances creativity and the construction of knowledge through creating original works. The students will use these tools/resources to create original illustrations and short stories. Furthermore, using the Common Sense Media ABC Searching lesson, our 1st grade students will be assigned letters of the alphabet and perform their own searches on a children’s directory site. Using the Our Picture Dictionary Student Handout, students select and print out pictures to create their own picture dictionary for the classroom. Therefore, students will learn how to search online by using the alphabet, understand how to search for a specified letter of the alphabet on a children’s directory site, and apply the results of their alphabet search to create a picture dictionary.

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GRADE 2 OBJECTIVES: The students will be able to:

• Identify the basic features of a computer and explain how to use them effectively. • Use the technology terms in daily practice. • Discuss the common uses of computer applications and hardware. Identify their advantages and disadvantages. • Become familiar with where keys are place on the QWERTY keyboard. • Create a document with text using a word processing program. • Demonstrate the ability to navigate in age appropriate virtual environments. • Illustrate and communicate original ideas and stories using digital tools in one product with graphics and word processing. • Engage in a variety of developmentally appropriate learning activities with students in other classes using electronic tools. • Students will demonstrate positive social and ethical behaviors when using technology • Use digital tools and online resources to explore a basic problem/issue that affects children. Discuss possible solutions. • Use mapping tools to plan and choose alternate routes to and from various places. • Discuss how technology products, systems, and resources are useful at school, home and work. • Communicate with students in the United States or other countries using digital tools to gather information about a specific topic

and share results. • Collect and post the results of a digital classroom survey about an issue and use data to suggest solutions.

Topic/Content Skills Assessment Materials/Resources Instructional Method Activities NJCCCS -Identify computer features, technology terminology. -Understand appropriate use of applications and hardware.

Teacher observation and student use of correct terminology

Brainpop Jr. Smartboard Activities Word Wall Computer Camera Pixie

Lecture, discussion Demonstration on Smartboard

See Resources 8.1.2.A.1 8.1.2.A.2 8.1.2.A.3

-Review keyboard -Create a word processing document incorporating formatting, cutting, pasting, & graphics. -Name and save project to hard drive

Teacher observation, Printed document Saving to hard drive Printed illustration Printed, formatted graphics

Internet Keyboarding Sites All the Right Type Tech devices that require keyboarding Pixie Pages Word

Demonstration on Smartboard, Pixie, Word, Pages Student independent work

Students will create a document using the formatting skills they have learned.

8.1.2.A.4

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-Illustrate original ideas/stories using digital tools.

Teacher Observation Printable product

Pixie Computer Camera

Demonstration on Smartboard Student independent work

Use Pixie to illustrate an original idea or story with words and graphics

8.1.2.B.1

-Demonstrate the ability to navigate in virtual environments -Engage in developmentally appropriate learning activities with other students electronically. -Communicate with students in the U.S./ other countries to gather information about a specific topic & share results.

Teacher observation of digital tools. Project completion Student self-evaluation of appropriate behavior when visiting a virtual environment.

Computer Camera Skype Internet Word processing program Abcya.com Arcademicskillbuilders.com

Demonstration, student group work

Gather information to collaborate and communicate with others. Participate in online interaction.

8.1.2.A.5 8.1.2.C.1 8.2.2.E.1

-Model ethical and legal behavior when using both print and non-print information by citing resources.

Teacher observation of student use of the internet. Cybersafety assessment

Brainpop Jr. NetSmartz Kids. Copyright laws Word Pages

Reinforce netiquette Demonstrate how to cite sources.

Students will be able to state reliable and unreliable internet sites.

8.1.2.D.1

Use digital tools and online resources to explore a problem or issue affecting children, and discuss possible solutions.

Teacher observation, Printable product

Brainpop Jr., Webquest, Pixie, Frames Developmentally appropriate online sources

Lecture, discussion, Webquest, research and report

Locate, organize, evaluate, synthesize and use information from a variety of online sources. Create a story using media rich resources to illustrate the issue.

8.1.2.E.1

-Utilize mapping tools to plan and choose alternate routes to and from various places.

Teacher observation Print plotted map

Google Earth, Yahoo maps, Google maps

Demonstration and student group work on Smartboard, Google Earth, Yahoo maps, Google Maps

Group work on Smartboard Individual finding of maps and print out and draw route on it. Use a digital map to explore coordinates.

8.1.2.F.1

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-Evaluate the usefulness of technology products, systems, and resources at school, home, and work.

Teacher observation, Students will be able to state at least three reasons computers are useful.

Smartboard Activities Internet, Computer Camera

Demonstration on Smartboard, Group discussion

State technology uses 8.2.2.A.1

-Demonstrate how reusing a product affects the local and global environment.

Teacher observation Internet Brainpop Jr.

Lecture, Discussion, Watch a Brainpop Jr. Movie on recycling

See Resources 8.2.2.C.1

Collect and post the results of a digital classroom survey about a problem or issue and use data to suggest solutions.

Teacher observation Print survey

Internet Pages Numbers

Demonstration on Smartboard, Pages, Numbers Student independent work

Use the software programs Pages and Numbers to create a class survey questioning students on an issue that affects them.

8.2.2.D.1

Differentiated instruction: In the computer lab setting, differentiated learning takes place automatically. Depending on the skills of the student, they will complete the assignment according to their ability. In any project, their ability to follow directions will be showcased as will their ability to complete the assignment using just the basic tools available or to go beyond the basics and add more detail, include items from another source, etc. For this unit students can choose between two bullying tasks based on interest: CSM Lesson Screen Out the Mean (2-3) or CSM Lesson Show Respect Online Ethical Decision Making/Character Education Technological advancements create concerns regarding the practice of safe, legal and ethical behaviors. In order to recognize ownership of work students will be able to site the specific website beneath a picture that is used for a project. Also students will learn how to keep their privacy online by completing the Common Sense Media lesson, Keeping it Private. Students review what information is private and should not be shared without a trusted adult’s permission. They view an online form that asks for private information and understand that they should never share this kind of information online. Students then view sites that ask them to create user names, and they learn rules for safeguarding their private information when they create user names. 21st Century Skills: Media Literacy In this Common Sense Media Things For Sale lesson, students explore several product sites aimed at kids, identifying elements designed to draw their attention and make them want to buy the product. They grasp how the games, videos, activities, and other appealing features of the site serve the ultimate purpose of selling the product. Students then use what they have learned to draw a home page for a product site of their own invention. Students will understand the main purpose of product sites is to encourage viewers to buy the product, recognize how a site’s fun and interesting features help sell the product, and create their own product site home pages with features designed to sell.

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GRADE 3 OBJECTIVES: The students will be able to:

• Demonstrate the ability to use an input device to input text and data. • Use a word processing program with text formatting and graphics. • Crate a multi media presentation including graphics. • Produce a media rich digital story about an event. • Discuss the need for cyber safety, cyber security, and cyber ethics when using emerging technology. • Discuss copyrights and the correct use of copyright material and be able to correctly cite such material. • Discuss the district acceptable use policy and the consequences of misbehavior. • Investigate a USA issue using digital tools and online resources, evaluate and present results. • Compare and/or contrast the change in a technology product over time. • Design an alternate use for an existing product.

Topic/Content Skills Assessment Resources Instructional

Method Activities NJCCCS

Effective use of input devices.

Teacher observation

Smartboard Word Wall

Demonstration, discussion, student assignments

Mouse, Mouse pad, keyboard, computer camera

8.1.4.A.1

Create a document with formatted text and graphics

Teacher observation Printed Output

Smartboard Pics4learning.com

Demonstration on Smartboard, online tasks

Pages to create, format & add graphics,

8.1.4.A.2

Create a multi media presentation with graphics

Teacher Observation Presentation to Class

Smartboard Frames Pixie Pics4Learning.com

Demonstration on Smartboard, Student Independent Assignment

Use Pixie to draw, Frames to create a multi media presentation with graphics

8.1.4.A.3

Produce a media rich digital story about an event

Teacher observation Printed output

Smartboard Pics4Learning.com Pixie Brainpop.com

Discussion of subject, Demonstration, Student Independent Assignment

Use Pixie to create an original media rich digital story, save it and print it

8.1.4.B.1

Use an online keyboarding program to continue to improve keyboarding skills

Teacher observation

Developmentally appropriate on line keyboarding website Abcya.com Arcademicskillbuilders.com

Demonstration on the Smartboard of correct finger movement, key stroke, etc. Student Independent Assignment.

Students use an appropriate website to practice their keystroke, movement of fingers, key placement, improving their skill/speed

8.1.4.A.1

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Need for Cyber safety, cyber security and ethics

Teacher Observation

Smartboard Netsmartz.com Brainpopjr. com “Internet Literacy” worksheet

Discussion, watch appropriate video, Student independent Assignment

Students will be able to discuss proper behavior on line and complete the worksheet

8.1.4.D.1

Analyze need for copyright

Teacher Observation

Brainpop,com “Internet Literacy” Worksheet

Discussion, watch video, Student Independent Assignment

Having watched video, students will complete the appropriate worksheet

8.1.4.D.2

Discuss the acceptable use policy and its consequences

Teacher Observation Group Created Acceptable Use Policy

District Acceptable Use Policy, “Internet Literacy” wkst Word Wall

Discussion Student Independent Assignment

Group generated Acceptable Use Policy

8.1.4.D.3

Use digital tools and online resources to investigate a USA issue

Teacher observation Presentation of findings

Smartboard Appropriate related on line websites

Smartboard demo, discussion, Student Group Assignment

Group work using the Internet to gather facts

8.1.4.E.1

Compare and/or contrast the change in a technology product

Teacher Observation Printed output

Smartboard Brainpopjr.com Pixie

Discussion, examples, Student Independent Assignment

Students will use Pixie to generate a picture of the change.

8.2.4.A.2

Design an alternate use for a product

Teacher observation Printed output

Smartboard Pixie

Smartboard demo, discussion, Student Independent Assignment

Students will use Pixie to generate a picture of the alternate use

8.2.4.B.2

Differentiated instruction: In the computer lab setting, differentiated learning takes place automatically. Depending on the skills of the student, they will complete the assignment according to their ability. In any project, their ability to follow directions will be showcased as will their ability to complete the assignment using just the basic tools available or to go beyond the basics and add more detail, include items from another source, etc. In the CSM My Online Community (2-3) lesson, students discuss the nature of the Internet, and understand that while it is not a "real" physical place, it is made up of real people. They use a graphic representation to explain the different in-person connections they have with their family, friends, and community. Students then use the same graphic model to represent how they could connect to others on the Internet by creating maps of their potential online community. The final product will be differentiated based on ability.

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Ethical Decision Making/Character Education Technological advancements create concerns regarding the practice of safe, legal and ethical behaviors. In order to recognize ownership of work students will be able to site the specific website beneath a picture that is used for a project or material that they did not have prior knowledge of taken from a source that they found on line or in print. To reinforce online decision-making, students will complete the CSM Follow the Digital Trail (2-3) lesson. Students follow the digital information trails of two fictional animals. They make observations about the size and content of each trail, and connect these observations by thinking critically about what kinds of information they want to leave behind. Specifically students will learn that the information they put online leaves a digital footprint or “trail,” explore what information is appropriate to be put online, and judge the nature of different types of digital footprints by following the information trails of two fictional animals 21st Century Skills Information Literacy The use of digital tools and media-rich resources enhances creativity and the construction of knowledge through creating original works. The students will use these tools/resources to create original illustrations, short stories and media rich presentations. Students will also complete the CSM Staying Safe Online (2-3) lesson to reinforce cyber safety concepts. First, students learn about the similarities of staying safe in the real world and when visiting websites. Next, they learn about the website traffic light and complete an activity where they match statements about websites to the correct safety level of the site. Then they play an interactive game and consider how to determine which websites are just right for them. Students can also use the lesson Using Keywords (2-3) to understand that keyword searching is an effective way to locate information on the Internet. First, students learn to identify their research goals and choose the best keywords to achieve those goals. Then they apply their knowledge by using their keywords in a search. Students examine their search results and observe how a good choice of keywords can get them the information they want. In short, students will understand the function of keywords and keyword searches, learn a step-by-step procedure for selecting suitable keywords, and apply their chosen keywords to find the information they are looking for on the Internet

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GRADE 4 OBJECTIVES: Students will be able to:

• Demonstrate ability to use an input device to input text and data. • Use a word processing program to create a document with text formatting and graphics. • Create and present a multi media presentation including graphics. • Create a simple spreadsheet, enter data, and interpret the information. • Determine the benefits of a wide range of digital tools by using them to solve problems. • Produce a media rich digital story about a local event or issue based on first-person interviews. • Engage in online discussions with learners in the US or other countries to understand their perspective on a global issue • Discuss the need for cyber safety, cyber security and cyber ethics when using existing and emerging technology. • Discuss copyrights and the correct use of copyright material. • Discuss the district acceptable use policy and the consequences of inappropriate use of technology. • Investigate a problem or issue found in the US and/or another country from multiple perspectives, evaluate findings, and present

possible solutions, using digital tools and online resources. • Evaluate the accuracy of, relevance to, and appropriateness of using 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. • Investigate factors that influence the development and function of technology products and systems. • Using a digital format, compare and contrast how a technology product has changed over time due to economic, political, and/or

cultural influences. • Develop a product using an online simulation that explores the design process. • Design an alternate use for an existing product. • 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 study. • Explain the purpose of trademarks and the impact of trademark infringement on businesses. • Examine ethical considerations in the development and production of a product from its inception through production, marketing,

use, maintenance, and eventual disposal by consumers. • Analyze responses collected from owners/users of a particular product and suggest modifications in the design of the product

based on their responses.

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Topic/Content Skills Assessment Materials/Resources Instructional Method Activities NJCCCS

-Identify computer features, technology terminology. -Review Keyboard -Create a word processing document incorporating text formatting and inserting graphics. -Name and save project to hard drive.

Teacher observation of student terminology. Printed document Saving to hard drive & printed illustration & graphics

Brainpop Smartboard Activities Keyboarding Sites All the Right Type Tech devices that require keyboarding Computer Camera Pixie, Pages & Word

Lecture, discussion Demonstration on Smartboard, Pixie, Word, Pages Student independent work

Students will create a document using the formatting skills they have learned, clip art, and importing digital images.

8.1.4.A.1 8.1.4.A.2

-Create and present a multimedia presentation that includes text and graphics.

Teacher Observation Multimedia presentation

Pixie & Frames iPhoto Digital & Computer cameras

Demonstration on Smartboard Student group work

Collaborate with the art teacher to create Clay Animation movies

8.1.4.A.3

-Create a simple spreadsheet, enter data, and interpret the information. -Evaluate benefits of digital tools by using them to solve problems.

Teacher observation of digital tools. Printable product

Word processing program Numbers Excel

Demonstration on Smartboard Student independent work

Students will take a class survey and input the data into a spreadsheet. They will then interpret the data through graphs.

8.1.4.A.4 8.1.4.A.5

-Produce a media-rich digital oral history story -Engage in global online discussions to understand their perspective -Investigate a problem or issue from multiple perspectives, evaluate findings, and present possible solutions using digital tools and online resources. -Select and apply digital tools to collect, organize, and analyze data that support a scientific finding.

Teacher observation of digital tools. Teacher observation of student use of the internet. Presentation

Internet, Computer Camera Developmentally appropriate online sources Pixie Frames Skype

Lecture, discussion, Webquest, research and report, student group work

Locate, organize, evaluate, synthesize and use information from a variety of online sources. Gather information to collaborate and communicate with others. Participate in online interaction. Create a media rich presentation on a global issue that relates to the current curriculum.

8.1.4.A.5 8.1.4.B.1 8.1.4.C.1 8.1.4.E.1 8.1.4.F.1

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-Explain the need to practice cyber safety & cyber ethics. -Analyze the need for and use of copyrights & explain the purpose of trademarks. -Explain the purpose of an acceptable use policy and the consequences of inappropriate use -Evaluate the accuracy of & and appropriateness of using print and non-print electronic information sources

Teacher observation of student use of the internet. Cyber safety assessment

Brainpop NetSmartz Kids. Copyright laws Acceptable Use Policy Copyright laws Developmentally appropriate online sources

Lecture, discussion Reinforce netiquette Demonstrate how to cite sources.

Students will be able to state reliable and unreliable internet sites.

8.1.4.D.1 8.1.4.D.2 8.1.4.D.3 8.1.4.E.2 8.2.4.C.2 8.2.4.C.3

-Investigate factors that influence the development of technology products. -Compare and contrast how a technology product has changed over time.

Teacher observation

Smartboard Activities Internet, Computer Camera Software as needed

Demonstration on Smartboard, Group discussion

Examine a digital tool that has changed over time.

8.2.4.A.1 8.2.4.A.2

-Develop a product using an online simulation that explores the design process. - Analyze responses collected from owners/users of a particular product and suggest modifications in the design of the product based on their responses. -Explain the positive and negative effects of products and systems on the world. -Compare and contrast how technology transfer happens among other technologies and fields of study.

Teacher observation Printed document of design Presentation of design

Internet Brainpop Internet sites to create and fix digital toys Scratch.mit.edu

Lecture, discussion Demonstration on Smartboard, Student independent work

Give students developmentally appropriate virtual environments to explore

8.2.4.B.1 8.2.4.B.2 8.2.4.B.3 8.2.4.B.4 8.2.4.D.1

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Differentiated instruction: In the computer lab setting, differentiated learning takes place automatically. Depending on the skills of the student, they will complete the assignment according to their ability. In any project, their ability to follow directions will be showcased as will their ability to complete the assignment using just the basic tools available or to go beyond the basics and add more detail, include items from another source, etc. For 4th grade, students will be assigned to one of two cyber bullying lessons [Group Think (4-5) or The Power of Words (4-5)] based on ability. Students will present findings so all students receive this important information. Ethical Decision Making/Character Building Students will practice decision-making skills by completing the CSM Talking Safely Online (4-5) lesson. Students discuss the difference between online and real-life friendships, explore an online chat scenario, and complete and sign a checklist for safe online chatting. Therefore, students will compare and contrast online friends and real-life, face-to-face pals, understand that private information should not be given to anyone online without the permission of a trusted adult, and learn how to respond if an online friend asks them personal questions 21st Century Skills: Information Literacy The use of digital tools and media-rich resources enhances creativity and the construction of knowledge through creating original works. The students will produce a digital brochure about a significant place of interest in NJ (connection with Social Studies curriculum). Students will rely on research obtained through appropriate websites that provide images and facts. To complete this task an emphasis of information literacy (by evaluating websites) will be a focus. Some CSM lessons including Rating Websites (4-5), Whose Is It, Anyway? (4-5) and Right Sites (4-5) can be used

GRADE 5 OBJECTIVES: The Students will be able to:

• Create a professional document using a word document program. • Use formatting skills to select fonts, size, color for a word document. • Create multimedia presentation including sound and graphics. • Plan, create and complete a simple database and produce a report. • Use media rich resources to research an issue and then compile and share the information on line. • Participate in an online learning environment to collaborate with other students to study an event or global problem. • Use a keyboarding program to increase their speed and accuracy and improve their ability to touch type. • Model appropriate behaviors related cyber safety, cyber bulling, cyber security and cyber ethics. • Discuss and summarize the Fair Use law and Creative Common Guidelines. • Demonstrate how information on a controversial issue may be biased.

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Topic/Content

Skills Assessment Materials/Resources Instructional Method Activities NJCCCS

-Create professional documents (flyer, business letter) using word processing

Teacher Observation Printed output

Smartboard Pages Pics4Learning.com Google Images

Smartboard demonstration Discussion Student Assignment

Use Pages to crate a business letter or a flyer, incorporating pictures from various sources.

8.1.4.A.1 8.1.8.A.1

-Create a multimedia presentation including sound and graphics

Teacher Observation Class presentation

Smartboard, iTunes Frames & Pixie Pics4learning.com Computer camera

Smartboard Discussion of topic Student Assignment

Use Pixie to draw, Frames to create the presentation and incorporate sound

8.1.8.A.3

-Plan, create and complete database to produce a report.

Teacher Observation Printed output

Smartboard Numbers (iWork09)

Smartboard Discussion Student group task

Using Numbers, create a data base and produce a report.

8.1.8.A.2

-Use a keyboarding program to increase speed and accuracy when keyboarding

Teacher observation Student results printout

All The Right Type 4 on line Smartboard Student Assignment

Students use All The Right Type 4 Student reports are generated.

8.1.4.A.2

-Use media-rich resources to research issue -Compile & present information online.

Teacher observation Printed output

Smartboard Appropriate websites Pages Skype

Smartboard Student Independent Assignment

Students research topic, use Pages to compile the information & share it via Skype call.

8.1.8.B.1

-Participate in an online learning community to understand the perspective of other students on a global issue.

Teacher observation Smartboard Appropriate online learning atmosphere

Smartboard Appropriate website Skype

8.1.8.C.1

-Demonstrate how information on a controversial issue may be biased.

Teacher observation Smartboard Appropriate online websites Website evaluation worksheet

Smartboard demonstration

Smartboard Worksheets Student Independent Assignment

8.1.8.D.3

Summarize the application of fair use and Creative Commons guidelines

Teacher Observation Completed worksheets

Smartboard Slideshare.net video Worksheets from “Internet Literacy”

Smartboard demonstration Discussion topic Student Assignment

View Video Student Independent Assignment

8.1.8.D.2

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Model appropriate on line behaviors related to cyber safety, cyber bulling, cyber security, cyber ethics

Teacher Observation Completed worksheets

Smartboard DVD Appropriate online websites Worksheets from “Internet Literacy” Cybersmartcurriculum.com

Smartboard Demonstration Student Independent Assignment

Students will watch DVD as a group and then complete the worksheets.

8.1.8.D.1

Differentiated Instruction In the computer lab setting, differentiated learning takes place automatically. Depending on the skills of the student, they will complete the assignment according to their ability. In any project, their ability to follow directions will be showcased as will their ability to complete the assignment using just the basic tools available or to go beyond the basics and add more detail, include items from another source, etc. In the CSM lesson, Writing Good Emails (4-5) , the final output can be differentiated. In this lesson, students think about the purpose and audience of their message as they learn how to communicate effectively by email. Students learn about the importance of clear communication when writing emails, as facial and vocal cues are absent online. Students then learn about good ways to communicate by email, and use these strategies to edit an email message. Finally, students practice writing unclear emails for different audiences to demonstrate the importance of effective communication. Ethical Decision Making/Character Education Technological advancements create concerns regarding the practice of safe, legal and ethical behaviors. In order to recognize ownership, students will be able to cite all materials taken from others. Students will also be able to recognize correct behavior when on the Internet and social media websites. Students will be able to evaluate the material being found on websites. In the CSM lesson Rings of Responsibility (4-5) students answer the question What is good digital citizenship? Students brainstorm about offline communities they feel responsible to in their school, neighborhood, or city. They then sit in circles, which depict the “Rings of Responsibility,” and explore responsibilities they have to themselves, friends and family, and offline and online communities. Finally, they draw comic strips (or create them with an online tool) showing the consequences when students don’t behave responsibly online. 21st Century Skills Media Literacy The use of digital tools and media-rich resources enhances creativity and the construction of knowledge through creating original works. To reinforce media literacy skills, students will complete the CSM Advertising Detectives (4-5) project. Students also discuss how some websites, similar to shopping malls, try to make visitors feel good, so that they will hang out, view ads, and want to buy products. Using the Be an Ad Detective Student Handout, students identify different kinds of online ads on a variety of children’s websites. Students will identify different kinds of advertisements on websites, understand that the purpose of online advertising is to make people want to buy products, learn that websites try to make visitors want to hang out there so they can see more ads, and understand that online ads often target them