TECHNOLOGY CURRICULUM K-12 - Paterson Public Schools

PATERSON PUBLIC SCHOOLSTECHNOLOGY CURRICULUMK‐12Curriculum Contributors:Anna AdamsEsperanza AnastasioJanice BasilicatoAnn CarlockAdrian CeperoNestor CollazoGabriele DuffyAlexandra GinaArthur HarrisLori HarvellEdward KorzinekGladys MelendezRobert SalvianoMarguerite SullivanCurriculum & InstructionDepartment of Instructional Technology & Library MediaRay Gonzalez, Assistant SuperintendentDennis Vroegindewey, DirectorAdrian Cepero, Technology Integration SpecialistBoard of Education Approved:June 9, 2010

THE BIG IDEAThe Paterson School District Technology Curriculum is designed to promotetechnological and information literacy as well as critical thinking, problem-solving, anddecision-making skills necessary for all individuals to compete in our ever-changing globaleconomy. The curriculum will enhance students’ conceptual understanding, proceduralknowledge, and problem solving skills in technology including its nature, impact, and social,ethical, and human aspects.Recognizing that technology is multi-disciplinary by nature and has applications in anyenvironment, our curriculum seeks to promote academic success by embedding technology toolsand applications into the teaching and learning process rather than attempting to teach skills inisolation. This will enable all students including those who are English Language Learners andthose who have special needs to develop technology skills in a wide-range of contexts whilesimultaneously strengthening understanding of essential academic knowledge and skills. Thisreal-world approach allows classroom teachers to enhance the learning process, enrich theacademic experience, and bestow students with the skills necessary to succeed throughout life.Students become active participants in the learning process and learn to efficiently access,explore, apply, and synthesize information in our digital world.2

TECHNOLOGY CURRICULUMGOAL AND OBJECTIVESGoal: Every student will be technologically literate, as defined in NJCCC TechnologyStandards 8.1, by grade 8 and will refine skills in grades 9-12Objectives (by Grade Level)Students will…Kindergarten:K.1 …have an awareness of computer components and basic computer operations:K.2 …be aware of the Internet as a source for information and communicationGrade 1:1.1 …name computer components and execute basic computer operations:1.2 …be exposed to the Internet as a source for information and communication through teachermodelingGrade 2:2.1 … begin to use the computer as a word processor and be exposed to proper keyboardingtechniques2.2 …use the Internet as a resource for information under teacher direction.2.3 …contribute to curriculum-based technology projects.Grade 3:3.1 …type edit and alter a word processing document3.2 …use the Internet as a resource for information3.3 …use technology for solving problems, develop decision-making skills, and participate inproject-based learning activities that support curriculum objectives3.4 … be introduced to the term copyright and issues surrounding it, as well as acceptable usesof technology.3.5 … be introduced to the spreadsheet environmentGrade 4:4.1 …use word processing/proper keyboarding techniques to aid in specific tasks and be able toproduce a fully-edited, spell checked, finished piece4.2 …use the Internet as a resource for information4.3 …will use technology to solve problems, develop decision-making skills, and participate inproject-based learning activities that support curriculum objectives4.4 …follow copyright laws and policies concerning acceptable use.4.5 …be introduced to the concept and use of a database4.6 … be introduced to the spreadsheet environment4.7 …choose the technology most appropriate to solve problems and tasks3

Students will…Grade 5:5.1 …use word processing/proper keyboarding techniques to aid in specific tasks and be able toproduce a fully-edited, spell checked, finished piece5.2 …use the Internet as a resource for information5.3 …use technology to solve problems, develop decision-making skills, and participate inproject-based learning activities that support curriculum objectives.5.4 …follow copyright laws and policies concerning acceptable use.5.5 …use databases to aid in completing specific tasks5.6 …use spreadsheets to aid in completing specific tasks5.7 …choose the technology most appropriate to solve problems and tasks* Timeline for integration is addressed in Goal III b. Indicators will be newly adopted NJTAP Grade 8Rubric and NJTAP Grade 4 Checklist.Grade 6:6.1 …use word processing/proper keyboarding techniques to aid in specific tasks and be able toproduce a fully edited, spell-checked, grammar-checked finished piece.6.2 …use the Internet as a resource for information6.3 …use technology to solve problems, develop decision-making skills, and participate inproject-based learning activities that support curriculum objectives.6.4 …follow copyright laws and policies concerning acceptable use6.5 …use databases to complete specific tasks6.6 …use spreadsheets to aid in completing specific tasks and analyze data.6.7 …choose the technology most appropriate to solve complex problems and multilevel tasksGrade 7:7.1 …use word processing/proper keyboarding techniques to aid in specific tasks and be able toproduce a fully-edited, spell checked, grammar checked finished piece.7.2 …use the Internet as a resource for information7.3 …use technology to solve problems, develop decision-making skills, and participate inproject-based learning activities that support curriculum objectives.7.4 …follow copyright laws and policies concerning acceptable use.7.5 …use databases to complete specific tasks.7.6 …use spreadsheets to aid in completing specific tasks and analyze data.7.7 …choose the technology most appropriate to solve complex problems and multilevel tasksGrade 8:8.1 …use word processing/proper keyboarding techniques to aid in specific tasks and be able toproduce a fully-edited, spell checked, grammar checked finished piece.8.2 …use the Internet as a resource for information8.3 …use technology to solve problems, develop decision-making skills, and participate inproject-based learning activities that support curriculum objectives.8.4 …follow copyright laws and policies concerning acceptable use.8.5 …use databases to complete specific tasks.8.6 …use spreadsheets to aid in completing specific tasks and analyze data.8.7 …choose the technology most appropriate to solve complex problems and multilevel tasks8.8 …investigate the history of various technologies; research and assess the impacts oftechnology on individuals, society, and the environment; investigate the interactive and dynamic4

elationship between people and technology; and to apply technological knowledge and usesystems and tools to solve practical problemsStudents will…High School:HS.1 …use all the knowledge and skills learned in previous grades and be able to do advancedword processing tasksH.S.2 …use all the knowledge and skills learned in previous grades and be able to do advanceddatabase skillsHS.3 …use all the knowledge and skills learned in previous grades and be able to do thefollowing advanced technological skillsHS.4 …follow copyright laws and policies concerning acceptable use.HS.5 … be offered be offered technology coursesHS.6 …choose the technology most appropriate to solve complex problems and multilevel tasksHS.7 …engage in activities that require them to investigate the history of various technologies;research and assess the impacts of technology on individuals, society, and the environment;investigate the interactive and dynamic relationship between people and technology; and to applytechnological knowledge and use systems and tools to solve practical problemsHS.8 …receive technology literacy instruction integrated across the curriculum5

TECHNOLOGY CURRICULUMIMPLEMENTATION ACTIVITY TABLESGoal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-12K.1 Students will have an awareness of computer components and basic computer operations:parts of the computerkeyboard and mouseturn on and shut downopen a programnames and uses of the following keys: letters, numbers, return, shift, space, command,and arrowsexposure to word processingK.2 Students will be aware of the Internet as a source for information and communicatione-mail as a source of communicationinformation obtained onlineDistrict Goaland ObjectiveI - K1I - K1I - K.2Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofKinder.Students use age appropriate software forexploration of computer components.Word Processing:Students type first and last name.Students label pictures with print.Students communicate with electronic penpals using district’s internal student e-mailservice.Students take a virtual field trip like theNational Geographic Xpeditions Express 1tour through Europe, Africa, SouthAmerica, etc.By end ofKinder.By end ofKinder.ClassroomTeacher,TechCoordinatorClassroomTeacher,TechCoordinatorClassroomTeacher,TechCoordinator,LibrarianDocumentationTeacher observes thefollowing:identifying computercomponents,turning on/off acomputer,running a program,and using appropriatekeysPrint out of e-mailmessages andresponsesCompletion of tour.Students answerquestions based onknowledge from tour.* Strategies and activities are samples. See goal III.B.1 for plan to align NJCCC technology standards withother NJCCCS.1 http://www.nationalgeographic.com/xpeditions/hall/index.html?node=376

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-121.1 Students will name computer components and execute basic computer operations:parts of the computerkeyboard and mouseturn on and shut downopen a programnames and uses of the following keys: letters, numbers, return, shift, space, command,and arrowsinsert CD’s and disks appropriatelybegin to use Word Processing and other programs.1.2 Students will be exposed to the Internet as a source for information and communication throughteacher modeling.e-mail as a source of communicationhow information can be obtained online.District Goaland ObjectiveI - 1.1I - 1.1I - 1.1I - 1.2I - 1.2Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofGrade 1Students practice saving work to folderswith teacher guidance.Word Processing: Students type a completesentence or thought. They then experimentwith changing font size and appearanceStudents are guided in the use of amultimedia program like Hyperstudio orPowerpoint. They are assigned a topic anda) draw a picture depicting the topicb) write a sentence about the topic.Students, with teacher assistance, digitizethe drawings and the words and make aslide show.Continue Pen Pal Activities begun inKindergartenExtend Internet activities and begin teachermodeled search strategies.By end ofGrade 1By end ofGrade 1By end ofGrade 1By end ofGrade 1ClassroomTeacher,TechCoordinatorClassroomTeacher,TechCoordinator,ClassroomTeacher,TechCoordinator,ClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianDocumentationSuccessful creationand labeling offolders and filesSuccessfulcompletion of wordprocessing activitiesCompleted slideshowPrint out of e-mailmessages andresponsesSuccessfulinformation gathering7

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-122.1 Students will begin to use the computer as a word processor and be exposed to proper keyboardingtechniqueshome row keysleft and right hand placementbe able to type and edit a sentence with a capital and punctuationchange Font and sizeinsert a picture2.2 Students will use the Internet as a resource for information under teacher directionuse teacher created bookmarks or Word document with hyper links and direct students tospecific topic related Web sites to gather informationuse district INTRANET as a resource for students.use district e-mailThree-Year Technology Implementation Activity TableDistrict Goal andObjectiveStrategy/Activity Timeline PersonResponsibleI- 2.1 Continue Pen Pal Activities and check for By end of Classroompunctuation and capitalization.Grade 2 Teacher, TechCoordinatorDocumentationPrinted e-mailmessages andresponsesI- 2.1 Students use a teacher created template topublish a picture book or similar projecton different topics from across thecurriculum.I- 2.2 Students do a series of projects ondifferent topics.Example: Work in groups and gatherinformation about ancient Egypt. Findpictures to tie in with writing. 1I- 2.2 Use teacher created bookmarks or Worddocument with hyper links and directstudents to specific topic related Websites to gather information. Example:Send students to an astronomy site to findthe distance each planet is from the sunusing Astronomy Web Guide for K-6students 2By end ofGrade 2By end ofGrade 2By end ofGrade 2ClassroomTeacher, TechCoordinatorClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinatorLibrarian,LibrarianCompleted picturebooks.Worksheet withinformation,saved picturesScience worksheet1 http://www.go.groliers.com2 http://astronomywebguide.com/links_kids.html8

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-122.3: Students will contribute to curriculum based technology projectsDistrict Goal andObjectiveI - 2.3I - 2.3Three-Year Technology Implementation Activity Table1 http://www.rubrician.com/technology.htmStrategy/Activity Timeline PersonResponsibleBy end ofGrade 2Students take information gathered fromthe Internet (2.2) and use it to create amultimedia presentation. Example: Useinformation gathered on Ancient Egyptand prepare slides to be combined into alarger slide show. Use any graphics savedfrom previous lessons. Play Egyptianmusic, found on the Web, while the slidesare presented and the students read theirinformation.Students use Google Earth to produce amap of their neighborhood in relationshipto New Jersey, the United States and theworld.By end ofGrade 2ClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,Librarian,TechCoordinatorDocumentationCompleted slideshowCompleted projectwith rubric 19

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-123.1 Students will type edit and alter a word processing documentsize & fontspell checkcopy, paste, movesave and retrieve a documentinsert images3.2: Students will use the Internet as a resource for informationbe aware of key word searchesuse and adding of bookmarksuse district curriculum linksDistrict Goal andObjectiveI - 3.1I - 3.1I - 3.2I - 3.2Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofGrade 3Students go through the writing processbut substitute paper and pencil with thecomputer to create a story. Exampleprompt: “The Time I Got Lost”, tied in to“Pedro’s Journal” or another grade levelappropriate book about getting lost.Students write an imaginative story.Example prompt: “The boy/girl whochanged winter”. Stories are written andedited before students word processthem. Students learn to select their fontand the size of their text. They reviewhow to save and open a document. (Eachchild has an electronic portfolio thatcontains all of the stories that they havedone on the keyboard all year). They alsolearn how to put a picture/clip art in thestory, go to reference, check their spellingand grammar, and print the story.Use Hunt the Fact Monster 1 printable as acomputer-learning-center activity.Students send an e-mail to teacher,parents, or friend. Tie in greeting cardwith seasonal holiday including a wellwritten,thoughtful message.By end ofGrade 3By end ofGrade 3By end ofGrade 31 http://www.education-world.com/a_lesson/factmonster/ideas.shtmlClassroomTeacher,TechCoordinatorClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinatorDocumentationCompleted storysaved and printedCompleted storysaved and printedCompletedquestion sheetReceived greetingcard10

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-123.3: Students will use technology for solving problems, develop decision-making skills, and participate inproject-based learning activities that support curriculum objectives3.4: Students will be introduced to the term copyright and issues surrounding it, as well as acceptable usesof technology3.5: Students will be introduced to the spreadsheet environmentrecord datacreate bar & pie graphsDistrict Goal andObjectiveI - 3.3I - 3.4I – 3.5Three-Year Technology Implementation Activity Table1 http://www.go.groliers.com2 http://nces.ed.gov/nceskids/createagraph/Strategy/Activity Timeline PersonResponsibleBy end ofGrade 3Students use Grolier Online’s New Bookof Knowledge 1 to select a potential projectto complete from Projects andExperiments. Consult with teacherregarding feasibility and possiblerevisions to project.Students navigate to the Paterson PublicSchools Web Site 1 and find theinformation about the AUP. They discussthe AUP and the proper use of theInternet in the classroom.Teachers guide students to solve a mathinformation problem by choosing mostappropriate graph type 2 and interpretingdata to complete graph.By end ofGrade 3By end ofGrade 3ClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinatorDocumentationAt least onecompleted projectdemonstrating PBLskillsDiscussionCompletedspreadsheet andgraph11

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-124.1: Students will use word processing/proper keyboarding techniques to aid in specific tasks and be ableto produce a fully-edited, spell checked, finished piecewriting compositionsnote takingInternet research collection4.2: Students will use the Internet as a resource for informationconduct and narrow key word searchesexplore online referencesuse and adding of bookmarksuse district curriculum linksDistrict Goal andObjectiveI – 4.1I – 4.1I - 4.2I - 4.2Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofGrade 4Students se Top 10 List to pick a part ofthe world and working in teams doresearch and list the Top 10 reasons tovisit that place. 1In The Jolly Postman, a postman rides hisbicycle delivering letters to storybook andnursery rhyme characters. After readingThe Jolly Postman, students learn theattributes of different types of mail. Theythen categorize the letters from the book,and finally produce their own mail.Students complete Hunt the FactMonster 2 (printable as a computerlearning-centeractivity) Linked viadistrict INTRANETStudents engage the interactive feature inXpedition Hall called Uplink Outpost todiscover ways to interpret geography intheir community. They create a plan forthe future of their community based ongeographic factors, and write a class e-mail to the next generation ofstudents. 4 Linked via districtINTRANETBy end ofGrade 4By end ofGrade 4By end ofGrade 41 http://www.go.groliers.com2 http://www.education-world.com/a_lesson/factmonster/ideas.shtml3 http://www.readwritethink.org/lessons/lesson_view.asp?id=3224 http://www.nationalgeographic.com/xpeditions/lessons/18/g35/uplink.htmlClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianDocumentationPrint out listCompleted lettersCompletedquestion sheetHave each studentdraw a picture ofthe community in20 years. Remindthem to placethemselves, as theywould look in 20years, in thepicture. Then havethem share theirpictures with eachother.12

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-124.3: Students will use technology to solve problems, develop decision-making skills, and participate inproject-based learning activities that support curriculum objectives4.4: Students will follow copyright laws and policies concerning acceptable useall activities should be checked for plagiarism, acceptable use, citing resources, etc.students will navigate to the Paterson Public Schools Web Site and find the informationabout the AUP. Students will discuss the AUP and the proper use of the Internet in theclassroomDistrict Goal andObjectiveI – 4.3I – 4.4I – 4.4Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleIntroductory Computer Programming By end ofGrade 4Teacher models a sample program usingHyperLogo computer language withouttelling students what design/geometricshape would be created. Once the designappeared on the screen, student andteacher look again at the commands anddiscuss how those commands created thedesign. Students predict what changesthey would need to make in order tocreate a new design. They then createtheir own shapes and designs.All activities should be checked forplagiarism, acceptable use, citingresources, etc.Students navigate to the Paterson PublicSchools Web Site and find informationabout the AUP. Students discuss the AUPand the proper use of the Internet in theclassroom.By end ofGrade 4By end ofGrade 4ClassroomTeacher,TechCoordinatorClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianDocumentationPrint outs of Logoscripts,Design print outsTeacher inspection,Note taking rubricDiscussion13

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-124.5: Students will be introduced to the concept and use of a databasedefining recordsdefining fieldscollecting/inputting datacreating a reportusing sort and query4.6: Students will be introduced to the spreadsheet environmentrecord datacreate bar & pie graphsidentify tools used to collect, analyze, and display data4.7: Students will choose the technology most appropriate to solve problems and tasksselect appropriate computer application software for a given task.select other technologies or types of software appropriate to a given taskuse technology as a tool to solve the problem.District Goal andObjectiveI - 4.5I - 4.6Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofGrade 4Students create a database of studentnames, birthdays, and astrological signsusing data collection sheet.Data is entered into Access or Excel toproduce a final report sorted by field ofchoice.Students collect and record data in theclassroom (i.e., m & m activity 1 ) . Theythen build a bar graph using a spreadsheetand type a paragraph explaining whatthey have done.By end ofGrade 4ClassroomTeacher,TechCoordinator,ClassroomTeacher,TechCoordinator1 http://www.lessonplanspage.com/MathCIMandMGraphsSpreadsheets36.htmDocumentationCompleted datacollection forms,Completeddatabase,Sorted and printedreport by dateCompleted survey,completedspreadsheet and bargraph14

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-125.1 Students will use word processing/proper keyboarding techniques to aid in specific tasks and be ableto produce a fully-edited, spell checked, finished piecewriting compositionsnote takingInternet research collectiondesktop publishing5.2 Students will use the Internet as a resource for informationconduct and narrow key word searchesuse online referencesuse and adding of bookmarksuse district curriculum links5.3: Students will use technology to solve problems, develop decision-making skills, and participate inproject-based learning activities that support curriculum objectivesDistrict Goal andObjectiveI - 5.1I - 5.1I – 5.2I – 5.2Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofGrade 5Use MS Word, Publisher, Appleworks,other application to create an attractiveand informative flyer advertising anevent. Describe the event, share infoabout your organization, date, time, place,what to bring etc.Collaborate with fellow student(s) tocreate a newsletter. Assign jobs such aseditor, layout designer, proofreader, etc.Distribute throughout classroom andother classes.As a center activity students test theirnavigation knowledge with the “Click andDiscover” and the “Search and Discover”worksheets provided in the For Educatorssection of Grolier Online 1 .As a center activity, students take the Dr.Martin Luther King Scavenger Hunt 2 .I - 5.3As part of a unit on South Americastudents chose a specific country and findthe top ten reasons to visit that countryusing trade books, reference books,Internet, on-line databases, and otherresources. In teams of two they create aPowerpoint slide shows to persuadevacationers to visit their country.1 http://www.go.groliers.com2 http://tstrong.com/Martin2007.htm16By end ofGrade 5By end ofGrade 5By end ofGrade 5By end ofGrade 5ClassroomTeacher,TechCoordinatorClassroomTeacher,TechCoordinatorClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,IA,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,DocumentationCompleted flyerCompletednewsletterCompletedworksheetsCompletedworksheetsSlide Planner sheet,completed vacationpacket,completedPowerpoint withcitations

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-125.4: Students will follow copyright laws and policies concerning acceptable use.All activities should be checked for plagiarism, acceptable use, citing resources, etc.5.5: Students will use databases to aid in completing specific tasksdefining recordsdefining fieldscollecting/inputting datacreating a reportusing sort and query.5.6: Students will use spreadsheets to aid in completing specific tasksrecord datacreate bar & pie graphsidentify tools used to collect, analyze, and display datainsert a graph into a published pieceDistrict Goal andObjectiveI - 5.4I - 5.4I - 5.5I - 5.5I – 5.6Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofGrade 5All activities should be checked forplagiarism, acceptable use, citingresources, etc.Students visit a Web site regardingcopyright issues and cite reasons oneshould not plagiarize..Use the Native American Database athttp://www.nativeweb.org/resourcesto create an Excel spreadsheet with selectfields of information which compare andcontrast the different tribes of Americas.Students collect data from their ownweather station and/or the Internet. Chartten different world cities over a twomonth period, recording high/lowtemperature, precipitation, barometricpressure, and humidity.Manipulate data to produce reportsillustrating the climate of a world city andcompare it to Paterson.Revisit the M & M project from 4 th grade.This year students use Candy Hearts.Using a spreadsheet application studentscreate a tally sheet, enter data, and createa chart.By end ofGrade 5By end ofGrade 5By end ofGrade 5By end ofGrade 5ClassroomTeacher,TechCoordinator,LibrarianTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinatorClassroomTeacher,TechCoordinatorClassroomTeacher,TechCoordinatorDocumentationTeacher inspectionDiscussionPrinted reportsCompleted datacollection forms,completeddatabase,sorted and printedreport bytemperatureCompletedspreadsheet and bargraph17

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-126.1: Students will use word processing/proper keyboarding techniques to aid in specific tasks and be ableto produce a fully-edited, spell checked, grammar checked finished piecewriting compositionsnote takingInternet research collectiondesktop Publishing6.2: Students will use the Internet as a resource for informationconduct and narrow key word searchesuse online referencesuse and adding of bookmarksuse district curriculum linksinclude citations6.3: Students will use technology to solve problems, develop decision-making skills, and participate inproject-based learning activities that support curriculum objectivesDistrict Goal andObjectiveI – 6.1I – 6.1I – 6.2I – 6.3Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofGrade 6Students create a brochureon a theme being studied in class, such asa travel brochure, a skill such a skateboarding, pets, sports, etc. Included areheaders, footers, multi-columns, over 100words, and three graphics with citations.Teacher creates a word processingdocument with intentional spelling andgrammatical errors, which students haveto correct.Create a brochure on Mexico as the finalelement of a research project. See theApple Learning Exchange Example 1Students debate which power wasresponsible for the outbreak of WorldWar I. Students research the causes of theoutbreak of World War I in preparationfor a (limited) reenactment of the ParisPeace Conference.By end ofGrade 6By end ofGrade 6By end ofGrade 6ClassroomTeacher,TechCoordinatorClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator1 http://edcommunity.apple.com/ali/story.php?itemID=368&version=175&pageID=352DocumentationCompletedbrochurePrinted fixedparagraphsCompleted rubricAt least onecompleted projectdemonstrating PBLskills19

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-126.4: Students will follow copyright laws and policies concerning acceptable use6.5: Students will use spreadsheets to aid in completing specific tasks and analyze datarecord datacreate bar & pie graphsidentify tools used to collect, analyze, and display datainsert a graph into a published pieceDistrict Goal andObjectiveI – 6.4I – 6.4I – 6.5I – 6.5Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofGrade 6All activities should be checked forplagiarism, acceptable use, citingresources, etc.Students select a copyright Web site andcite five strategies to follow copyrightlaws and to avoid plagiarism.Use a spreadsheet to show the possibledistribution for the sums of a roll ofnumbered cubes. Think about thequestion. List possibilities. Simulaterandom rolls. Record results inspreadsheet. Make bar graphs from thedata. Analyze results. Which sumoccurred most frequently when you rolled10 times? Which occurred mostfrequently when you rolled 100 times? Ifthey are different, how can you explainthe difference? Calculate the probabilityof each sum occurring.Computer Programming in Excel. Havestudents create a general knowledge quizof five questions. Research questionsfrom different resources. Model the ifthenformula and show examples forstudents.By end ofGrade 6By end ofGrade 6By end ofGrade 6ClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinatorClassroomTeacher,TechCoordinator1 http://edcommunity.apple.com/ali/story.php?itemID=368&version=175&pageID=352DocumentationTeacher inspectionDiscussionCompletedspreadsheets andbar graphs,completed analysissheetsSuccessfulapplications of ifthenmodel20

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-126.6: Students will use databases to complete specific tasksdefining recordsdefining fieldscollecting/inputting datacreating a reportusing sort and queryanalyze data6.7: Students will choose the technology most appropriate to solve complex problems and multilevel tasksreview all possible technologies available to solve a problemselect most appropriate technology for a given problemattempt to use technology to assist in solving the problem.District Goal andObjectiveI – 6.6I - 6.7I - 6.7Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofGrade 6Find out your weight on other planets,moons, and stars while learning about thedifference between mass and weight.Students go to the Exploratorium site andenter their weight. It automaticallycalculates the weight on the other planets.Collect data in a database/spreadsheet,and make charts 1Students complete a district-widelanguage arts research lab project andfour social studies projects using Big SixTurboTools and Big Six strategiesFor more sample activities refer to theCurriculum Frameworks available at thePaterson INTRANETBy end ofGrade 6By end ofGrade 6ClassroomTeacher,TechCoordinatorClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianDocumentationCompleted chartsCompletedprojects,Big 6 Task List,completed rubricCompleted projects21

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-127.1: Students will use word processing/proper keyboarding techniques to aid in specific tasks and be ableto produce a fully edited, spell checked, grammar checked finished piecewriting compositionsnote takingInternet research collectiondesktop Publishing7.2: Students will use the Internet as a resource for informationconduct and narrow key word searchesuse online referencesuse and adding of bookmarksuse district curriculum linksinclude citations7.3: Students will use technology to solve problems, develop decision-making skills, and participate inproject-based learning activities that support curriculum objectives.Focus on critical thinking and programming skillsDistrict Goal andObjectiveI - 7.1I - 7.2I - 7.2I - 7.3Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofGrade 7Students write a book report with a twistitmust be done in a multimedia format.Using PowerPoint, Hyperstudio, or a Webpage editor, students follow the rubricfound athttp://intranet/BookReportRubric.htmto create a multimedia report on a novel.Students use the intermediate Hunt theFact Monster 1 printable as a computerlearning-centeractivity to assesssearching techniques.Students choose one of the interactivelessons from Education WorldInteractivity Center and complete theproject. 2Students use technologies to input,retrieve, organize, manipulate, evaluate,and communicate information. Applyappropriate technologies to criticalthinking, creative expression, anddecision-making skills. See practiceslesson on the Underground Railroad 1By end ofGrade 7By end ofGrade 7By end ofGrade 71 http://www.remc11.k12.mi.us/bstpract/bpIII/091/091.PDF2 http://www.educationworld.com/a_tech/archives/interactivity.shtmlClassroomTeacher,TechCoordinatorClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianDocumentationAt least onecompleted project(brochures, flyers,newsletters)demonstratingskillsCompletedsearchesCompletedsearchesRubrics,Big Six Organizer22

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-127.4: Students will follow copyright laws and policies concerning acceptable use7.5: Students will use databases to complete specific tasksdefining recordsdefining fieldscollecting/inputting datacreating a reportusing sort and queryanalyze data7.6: Students will use spreadsheets to aid in completing specific tasks and analyze datarecord datacreate bar & pie graphsidentify tools used to collect, analyze, and display datainsert a graph into a published pieceDistrict Goal andObjectiveI - 7.4I - 7.4I - 7.5I - 7.6Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofGrade 7All activities should be checked forplagiarism, acceptable use, citingresources, etc.Students select a copyright Web site andcite five strategies to follow copyrightlaws and to avoid plagiarism.Students build a Black History timelineby researching famous people or events inBlack History. They synthesize theinformation and produce a product usingthe TimeLiner software.Students use Excel program to develop agrade book program for their teacher touse for a specific project.By end ofGrade 7By end ofGrade 7By end ofGrade 7ClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,ClassroomTeacher,TechCoordinatorDocumentationTeacher inspectionDiscussionCompleteddatabase andtimelineWorking gradebook23

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-127.7: Students will choose the technology most appropriate to solve complex problems and multilevel tasksreview all possible technologies available to solve a problemselect most appropriate technology for a given problemattempt to use technology to assist in solving the problem.District Goal andObjectiveI - 7.7I - 7.7Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofGrade 7Students complete a district-widelanguage arts research lab project andfour social studies projects using Big SixTurboTools and Big Six strategies toassist in selecting appropriate tools.Students visit Whodunnit 1 Web site tostudy the objects related to a crime. Theydecide the appropriate strategy to solvethe crime including: observation,classification, comparison, measurement,prediction, interpretation of data, anddrawing inferences in an attempt to solvethe crime.By end ofGrade 7ClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianDocumentationCompleted districtwideLA project,Turbo Toolsstudent locker.Completed worksheets,proof of crimesolved1 http://www.cyberbee.com/whodunnit/crime.html24

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-128.1: Students will use word processing/proper keyboarding techniques to aid in specific tasks and be ableto produce a fully edited, spell checked, grammar checked finished piecewriting compositionsnote takingInternet research collectiondesktop publishingresearch paper8.2: Students will use the Internet as a resource for informationconduct and narrow key word searchesuse online referencesuse and adding of bookmarksuse district curriculum linksinclude citations8.3: Students will use technology to solve problems, develop decision-making skills, and participate inproject-based learning activities that support curriculum objectives.Focus on critical thinking and programming skillsDistrict Goal andObjectiveI - 8.1I - 8.2I - 8.3I - 8.3Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofGrade 8Given a list 10 words, students use workprocessing to write a script for a TVcommercial using all of the words. Thecommercial is typed out in a script formatshowing actions and dialogue.Students research a historical figurecurrently being studied using Internet andprint resources.Students use Timeliner to create atimeline of milestones, word process abrief biography, create a database ofquotes, create a poster of pictures, and listall the Web citations.Students plan and create a short movieusing imovie or MovieMaker software.Students create a Web page (programmedin HTML) on a famous person using theinformation gathered from the suggestedactivity in 8.2. Web page is featured onschool Web site.By end ofGrade 8By end ofGrade 8By end ofGrade 8ClassroomTeacher,TechCoordinatorClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianDocumentationCompleted TVcommercialCompletedtimeline,biography,database, poster,and bibliographyCompleted moviesCompleted Webpage,Web page rubric25

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-128.4: Students will follow copyright laws and policies concerning acceptable useactivities will be checked for plagiarism, acceptable use, citing resources, etc.follow MLA descriptions in Grolier Onlineincorporate rules into all student produced content8.5: Students will use databases to complete specific tasksdefining recordsdefining fieldscollecting/inputting datacreating a reportusing sort and queryanalyze dataDistrict Goal andObjectiveI - 8.4I - 8.4I - 8.5Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofGrade 7All activities are checked for plagiarism,acceptable use, citing resources, etc.Students select a copyright Web site andcite five strategies to follow copyrightlaws and to avoid plagiarism.Students study bones online to estimatethe height, age and build of deceasedanimals and people. They measure thelength of the humerus (from shoulder toelbow), the radius (from elbow towrist)and the tibia (from knee to ankle)and input the data into Web site formulasto determine the height of the animal. Justlike scientists, they then apply theinformation to recreate animals andpredict the overall height.By end ofGrade 7By end ofGrade 8ClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinatorDocumentationTeacher inspectionDiscussionCompleted studentcreated database(sorted and printed)and draw document26

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-128.6: Students will use spreadsheets to aid in completing specific tasks and analyze datarecord datacreate bar & pie graphsidentify tools used to collect, analyze, and display datainsert a graph into a published pieceDistrict Goal andObjectiveI - 8.6Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofGrade 8Students, working in groups of 3-4, usethe scientific method to determine howmany seeds are in a watermelon.Use the following handouts found on theINTRANETHandout1Handout2Handout3Handout4ClassroomTeacher,TechCoordinatorDocumentationCompletedspreadsheets andbar graphs,completed analysissheets.27

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-128.7: Students will choose the technology most appropriate to solve problems and tasksreview all possible technologies available to solve a problemselect most appropriate technology for a given problemattempt to use technology to assist in solving the problem.8.8: Students will investigate the history of various technologies; research and assess the impacts oftechnology on individuals, society, and the environment; investigate the interactive and dynamicrelationship between people and technology; and to apply technological knowledge and use systems andtools to solve practical problems. Students willunderstand the nature and role of technologyunderstand how technological systems are designed, used, and controlledbe able to value the benefits and assess the risks associated with technology and be able torespond rationally to ethical dilemmas caused by technologyacquire the skills necessary to make decisions as citizens, consumers, and employees in atechnological societyDistrict Goal andObjectiveI - 8.7I - 8.8Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleBy end ofGrade 8Students complete a district-widelanguage arts research lab project andfour social studies projects using Big SixTurboTools and Big Six strategies toassist in selecting appropriate tools.Students research the history oftechnology and the impact of technologyon life in the 20 th century. They thendesign a Web page or Powerpoint withfindings and present to class or school.By end ofGrade 8ClassroomTeacher,TechCoordinator,LibrarianClassroomTeacher,TechCoordinator,LibrarianDocumentationCompleted districtwideLA project,Turbo Toolsstudent lockerCompleted projectand report28

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-12HS.1: Students will use all the knowledge and skills learned in previous grades and be able to do advancedword processing tasks. Students will be able tocreate a term paper using editing, formatting, and printing skillscreate a newsletter, brochure, or other DTP productproduce resumes and business lettersmerge information between many documentsHS.2: Students will use all the knowledge and skills learned in previous grades and be able to do advanceddatabase skills. Students will be able tounderstand the definition of a relational databasesort and query, and interpret the data into a reportuse knowledge databases for research and problem solvinguse this data to produce a finished project/presentationDistrict Goal andObjectiveI - HS.1I - HS.1I - HS.2I - HS.2Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleGrades9-12Students download and use the termpaper template from the Microsoft Website 1Students investigate local businesses andcreate bi-fold, three-column brochuresbased on their research.Students use a database to learn about,organize, and compare tornadoes in theirhome state and across the country. 2Students analyze and interpret datarelated to the crew and passengers of theTitanic. They draw conclusions to betterunderstand the people who were lost orsaved as a result of the disaster, andwhether or not social status affected theoutcome. 3Grades9-12Grades9-12Grades9-12ClassroomTeacher,TechCoordinator,DepartmentHeads,LibrarianClassroomTeacher,TechCoordinator,DepartmentHeads,LibrarianClassroomTeacher,TechCoordinator,DepartmentHeadsLibrarianClassroomTeacher,TechCoordinator,DepartmentHeads,Librarian1 http://office.microsoft.com/templates/2 http://www.nationalgeographic.com/xpeditions/lessons/01/g912/fontwister.html3 http://www.sciencenetlinks.com/lessons.cfm?DocID=76DocumentationCompleted termpaperCompletedbrochureLesson plans,observations,completed projectLesson Plans,observations,completed project29

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-12HS.3 Students will use all the knowledge and skills learned in previous grades and be able to do thefollowing advanced technological skillsuse a presentation program to create a finished product incorporatingresearchdata synthesisprojected audience analysis.District Goal andObjectiveI - HS.3I - HS.4Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleGrades9-12Students analyze data, graph equations,write equations, research a topic, organizeideas, improve reading comprehension,and synthesize complex ideas through thetopic of "Why is There Pollution inMexico City?" Students study ozonedepletion, air pollution, how to use agraphing calculator and how to analyzecorrelations between air pollution, motorvehicles and population.1All activities should be checked forplagiarism, acceptable use, citingresources, etc.Grades9-12ClassroomTeacher,TechCoordinator,DepartmentHeads,Director ofInstructionalTechnology &Library MediaServices,LibrarianClassroomTeacher,TechCoordinatorDocumentationLesson Plans,observations,completed projectCompleted projectsI - HS.6Students review the district AUP.They select a copyright Web site and citefive strategies to follow copyright lawsand to avoid plagiarism.Discussions on the pros and cons ofdownloading music, movies, etc. via theInternet will follow. 21 http://retanet.unm.edu/article.pl?sid=03/05/18/19122112 http://www.readwritethink.org/lessons/lesson_view.asp?id=855ClassroomTeacher,TechCoordinator,LibrarianDiscussion30

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-12HS.8: Students engage in activities that require them to investigate the history of various technologies;research and assess the impacts of technology on individuals, society, and the environment; investigate theinteractive and dynamic relationship between people and technology; and to apply technologicalknowledge and use systems and tools to solve practical problems. Students willunderstand the nature and role of technologyunderstand how technological systems are designed, used, and controlledbe able to value the benefits and assess the risks associated with technologybe able to respond rationally to ethical dilemmas caused by technologyrecognize problems needing practical solutionsdevelop and evaluate a variety of alternative solutions to a perceived problemselect, optimize, and apply knowledge and other resources to solve practical problemswork within imposed constraints and with limited resourcesassess the effectiveness of technological solutionsmake value judgments regarding possible and actual actions taken while solving problemsfeel comfortable learning about and using systems and tools of technology in the home and in theworkplaceHS.9 Students are provided with technology literacy instruction across the curriculum that satisfy therequirements of the State graduation codeDistrict Goal andObjectiveI - HS.8I - HS.9Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleOngoing ClassroomTeacher,TechCoordinator,DepartmentHeadStudents research the history oftechnology and the impact of technologyon life in the 20 th century. Students areprovided opportunities to use technologyto solve problems, complete real lifetasks, assess outcomes, and makedecisions.Students are provided opportunities tointegrate technology into classroomassignments.OngoingClassroomTeacher,TechCoordinator,DepartmentHeadDocumentationCompletedactivities tied in toall curricular areas,lesson PlansLesson plans,observations.31

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-12HS.10: Technology course offerings will be made available to all high school studentsHS.11: In grades 9-12, reinforce Internet research and information skillsDistrict Goal andObjectiveI - HS.10I - HS.11Three-Year Technology Implementation Activity Table1 http://www.paterson.k12.nj.us/eboard/Strategy/Activity Timeline PersonResponsibleOngoing Principals,Teachers,GuidanceCounselors,Schedulers,Personnel Dept.Students are provided with opportunitiesfor courses in computer programming,graphic design, robotics, and others tomeet their individual needs.Students use online databases, such as theBergen Electric Library System (BELS)and jerseyclicks.com, as an informationgathering tool when teaching the researchprocess in core curriculum areas: Art,Health/P.E., LAL, Math, Science, SocialStudies and World Languages.(Access is through Eastside and KennedyEboards 1) Ongoing ClassroomTeachers,TechnologyCoordinator,LibrarianDocumentationCourse catalogs,student schedulesProject rubrics,student portfolios,studentpresentations,teacher observation32

Goal I --Every student will be technologically literate, as defined in NJCCC Technology Standards8.1, by grade 8 and will refine skills in grades 9-12ELEM.1: Students complete a project-based learning research activity each marking periodELEM.2: In grades K-8, reinforce Internet research and information skillsELEM.3: Students develop a basic technology vocabulary appropriate to grade levelK12.1: Students demonstrate grade level proficiency in e-mail skillsDistrict Goal andObjectiveI - ELEM.1I - ELEM.2.I - ELEM.3I - K12.1Three-Year Technology Implementation Activity TableStrategy/Activity Timeline PersonResponsibleStudents in Grades 3-8 complete at least Quarterly C & I Directors,one technology-supported project-basedC & I Assistantlearning activity per marking period inSupt.,the curricula areas of Language Arts,Principal,Social Studies and/or Science. (SeeTechnologyCurriculum Leadership Goal IIIA.1)Coordinator,Librarian,TeacherStudents integrate use of onlinedatabases, such as jerseyclicks.com,Grolier Online, Facts on File, etc. asinformation gathering tools whenteaching the research process in corecurriculum areas: Art, Health/P.E., LAL,Math, Science, Social Studies and WorldLanguagesStudents introduced to technology terms(See Appendix III).Students use proper e-mail techniques,etiquette, and grammar when sending orreceiving e-mail.OngoingOngoingGrade LevelAppropriateOngoingClassroomTeachers,TechnologyCoordinator,LibrarianClassroomTeacher, TechCoordinatorLanguage ArtsTeachers,TechnologyCoordinatorDocumentationProject rubrics,student portfolios,studentpresentationsProject rubrics,student portfolios,studentpresentations,teacher observationTests,discussion.District student E-mail logs33

Technology CurriculumAssessment ProcessThe District requires that students in grades K-4 be assessed using the NJTAP-IN Fourth GradeChecklist (see pages 39-40). Schools should convene curriculum articulation meetings acrossgrades at least two times each school year to discuss the assessments and modify instructionaccordingly.Students in grades 5-8 are required to be assessed using the NJTAP-IN General Rubric (seepages 41-43). The District realizes that student proficiency, related to all 8.1 cumulativeprogress indicators, will not be achieved in one year. The acquisition of information literacyskills occurs over time by learning more and more skills throughout the year and building onskills in each consecutive grade level. Two interim assessments will be administered for eachstudent in grades 5-8, one in December and one in June, to monitor progress towards the finalassessment in June of grade 8. Schools should also convene curriculum articulation meetingsacross grades 5-8 to discuss the assessments and modify instruction accordingly.38

STUDENT ID ______________________________________DISTRICT ________________________________________STUDENT NAME _______________________________________________SCHOOL NAME ________________________________________________8.1 COMPUTER AND INFORMATION LITERACY - NJTAP Fourth Grade ChecklistStandard/IndicatorA.1 Use basic technology vocabulary Properly names parts of the computer such as monitor, keyboard, screen andmouseUses proper vocabulary for on-screen items such as icons, software, shortcuts,scroll bar, task barA.2 Use basic features of an operating system(e.g., accessing programs, identifying andselecting a printer, finding help)A.3 Input and access text and data, usingappropriate keyboarding techniques or otherinput devicesA.4 Produce a simple finished documentusing word processing softwareA.5 Produce and interpret a simple graph orchart by entering and editing data on aprepared spreadsheet templateA.6 Create and present a multimedia39ItemStarts programs from Start Menu or from desktop iconPrints from a word-processing programIdentifies printers available on computerCloses down programs and shuts down computerInputs 10 to 20 words into a word-processing document.Inputs at least five numbers into a spreadsheetUses Bold, italics and other simple formattingAligns text to center and along left and right marginsReads a simple bar graph for minimum and maximum valuesCreates a pie chart from a set of numbersCreates a simple presentation with at least three slidesAdds titles, text and graphics to a presentationpresentation using appropriate softwareA.7 Create and maintain files and folders Creates, deletes and moves foldersRenames, deletes and moves documentsA.8 Use a graphic organizer Creates a concept map with at least three componentsUses a graphic organizer to categorize objectsA.9 Use basic computer icons Starts programs from the desktopRecognizes common icons such as print, save, copy/pasteifDemonstrated

Standard/IndicatorItemifDemonstratedB.1 Discuss the common uses of computerapplications and identify their advantages anddisadvantagesB.2 Recognize and practice responsible socialand ethical behaviors when using technology,and understand the consequences ofinappropriate use including:Internet accessCopyrighted materialsOn-line library resourcesPersonal security and safety issuesDescribes everyday uses for word-processing, spreadsheet and presentationsoftware.When given a specific task, chooses the correct tool to useDemonstrates understanding of the Acceptable Use PolicyDemonstrates understanding of copyright materials on InternetIdentifies author and copyright information on a given web pageUnderstands guidelines regarding disclosure of personal information on the webB.3 Practice appropriate Internet etiquette Uses electronic mail in proper mannerB.4 Recognize the ethical and legalProvides attribution when using copyrighted materialsimplications of plagiarism of copyrightedmaterialsB.5 Recognize the need for accessing andusing informationB.6 Identify and use web browsers, searchengines, and directories to obtain informationto solve real world problemsB.7 Locate specific information by searchinga databaseB.8 Recognize accuracy and/or bias ofinformationB.9 Solve problems individually and/orcollaboratively using computer applicationsB.10 Identify basic hardware problems andsolve simple problemsUnderstands the advantages and disadvantages of Internet resources versus theschool or public libraryUses child-safe search engines such as Yahooligans to research new topicsDemonstrates understanding of risks when using general search engines interms of inaccuracy and age-inappropriate informationSearches a child-safe web database to find relevant informationBreaks down web address to recognize government and educational websitesCan point out author of a webpage and discuss possible issues on bias andaccuracyWorks in a group setting on collaborative projects such as a presentation orInternet researchReboots computer to handle minor problemsHandles software and webpage errors correctly40