Chippewa Valley Schools Curriculum Alignment Michigan Educational Technology Standards (METS) 2012

Chippewa Valley Schools Curriculum Alignment Michigan Educational Technology Standards (METS) 2012 KINDERGARTEN
Each of these lessons will be enhanced by teacher and student use of the hardware which is part of the 21st Century Classroom initiative. The tools are to be used for display, interactive lessons, modeling of desired behaviors or concepts, assessment, and more. Research shows the proper use of these tools results in effective learning for all students. *Available in the U: drive. (U:\TechCurrDocuments\K)
STANDARDS LESSON IDEAS
Microsoft Word - (LANGUAGE ARTS) Word processing, name, alphabet Kid Pix - (SOCIAL STUDIES) Holiday picture making 1.1. Use a variety of digital tools to learn, create, and convey original ideas or illustrate concepts. (word processors, drawing tools, graphical organizers) Graph Club - (MATH) Match graphs, counting candy hearts, 100 day stamps. Kidspiration - (SCIENCE) Classifying things, creating webs, sorting, alike and different, animal classification, using the senses, force and motion. (SOCIAL STUDIES) Make a neighborhood map, wants and needs chart. (MATH) Patterning with shapes.
Grade level introduction
Check off
5.1. Describe appropriate and inappropriate uses of hardware 5.2. Know the Cyber Safety Initiative's three rules (Keep Safe, Keep Away, Keep Telling) *Available in the U: drive. (U:\TechCurrDocuments\)
SMART Notebook File or PowerPoint *(AppropriateUseofTech.notebook/AppropriateUseofTech.ppt)
Michigan Cyber Safety Initiative (http://www.ikeepsafe.org/ ) - Keep Safe coloring page with scenarios on bottom. Discuss as a class and
have them share it at home. (digital copy available at http://www.ikeepsafe.org/assets/coloring_book/FauxPaw-and-MaleGov.pdf* ) - Post Keep Safe, Keep Away, Keep Telling poster for the classroom. Digital format: http://www.ikeepsafe.org/assets/coloring_book/KittyfaceFauxPaw-Cursor.pdf * (IKeepSafePoster.notebook)
6.1. Discuss advantages and disadvantages of using technology
Create a dual page SMART Notebook file or use the template * (AdvantagesDisadvantagesTechnology.notebook) List advantages and disadvantages of using technology. Teacher should draw pictures or use simple key words to help illustrate the ideas. Add images from Word or Gallery. Additional Examples: Do you always use the microwave to cook your dinner? Why is it good to use stop lights at intersections?
6.2. Be able to use the basic menu commands to perform common operations (Open, close)
Teach open and close functions Introduce login/password cards for computer lab
6.3. Recognize and name the major hardware components in a computer system. (computer, monitor, keyboard, mouse, printer)
I See game using technology items or pictures. SMARTBoard or PDF file available *(I_See_Game.pdf/I_See_Game.notebook) Find the Parts Game (online) http://www.abcya.com/computer_vocabulary.htm
6.4. Discuss the basic care for computer hardware and various media types (DVD's, CD's, videotapes).
SMART Notebook file presentation: Basic Care of Technology *(BasicCareofTech.notebook)
6.5. Use developmentally appropriate and accurate terminology when talking about technology. *Available in the U: drive. (U:\TechCurrDocuments\)
Tech fish game* (Tech_Fish_Game.pdf) Directions for the game are located at the bottom of the last page. Use flash cards to review computer parts and label in classrooms.
6.6. Understand that technology is a tool to help him/her complete a task and is a source of information, learning, and entertainment.
All listed projects will cover this standard. Discuss how it will help to complete tasks.
Games, software, and websites should be chosen to align with academic curriculum. 6.7. Introduce the ability to navigate in virtual environments (games, software, web sites) See Appendix * (U:\TechCurrDocuments\Cover letters and appendix\APPENDIX.doc) for list of Kindergarten web sites that support this.
*Available in the U: drive. (U:\TechCurrDocuments\)
Chippewa Valley Schools Curriculum Alignment Michigan Educational Technology Standards (METS) 2012 FIRST GRADE
Each of these lessons will be enhanced by teacher and student use of the hardware which is part of the 21st Century Classroom initiative. The tools are to be used for display, interactive lessons, modeling of desired behaviors or concepts, assessment, and more. Research shows the proper use of these tools results in effective learning for all students. *Available in the U: drive. (U:\TechCurrDocuments\First Grade) STANDARDS LESSON IDEAS
Microsoft Word - (LANGUAGE ARTS) Word processing, name, alphabet Kid Pix - (SOCIAL STUDIES) Holiday picture making 1.1. Use a variety of digital tools to learn, create, and convey original ideas or illustrate concepts. (word processors, drawing tools, graphical organizers) Graph Club - (MATH) Match graphs, counting candy hearts, 100 day stamps. Kidspiration - (SCIENCE) Classifying things, creating webs, sorting, alike and different, animal classification, using the senses, force and motion. (SOCIAL STUDIES) Make a neighborhood map, wants and needs chart. (MATH) Patterning with shapes. Integrate technology into existing curriculum using ideas such as those listed below. SMART Notebook - Create simple SMART board slides about various subjects. Examples: - Animal Life Cycles (Each stage per slide with pictures) - Letters A-Z (Made into a class book)
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2.1. Work together when using digital tools to learn, create, and convey original ideas or illustrate concepts. (Word processors, drawing tools, presentation software, and graphic organizers). *Available in the U: drive. (U:\TechCurrDocuments\)
- Landforms (One per slide with pictures) - Word Families (Words that go with each family & pictures made into a class book) Note: Visit www.smarttech.com for additional resource ideas. Kidspiration - Premade templates available on program and under I: drive. Microsoft Word - Word processing and sharing with class, inserting images into document. Kid Pix - Drawing pictures and using them as a reference for writing pieces.
2.2. Use a Variety of developmentally appropriate digital tools
Use SMART board for interactive lessons, modeling, student assessment Practice basic math facts with calculators. (addition/subtraction) Use digital cameras to take pictures and practice retelling a story by using the pictures. Use document camera to show pictures while retelling their story. Use document camera to share writing, reading books, showing how to complete math problems, etc. See Appendix * (U:\TechCurrDocuments\Cover letters and appendix\APPENDIX.doc) for list of First Grade web sites that support this. All links can be used with the SMART Board for teacher/student interaction. Graph Club Ideas: - graph birthdays - weather graph - graph various science predictions Web Dictionaries to use for research: - http:www.pdictionary.com - http://picturedic.com Chippewa Valleys online encyclopedia for research: World Book Online - access from http://www.cvs.k12.mi.us
3.1 Interact with internet based resources
3.2 Uses digital resources to locate and interpret information relating to a specific curricular topic, with assistance from teachers, school library/media specialists, teachers, or student partners (graphs or graphic organizers). 3.2 continued
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4.1. Explain ways that technology can be used to solve problems (traffic lights, cell phones, GPS units)
Teacher discussion about how these items solve problems. Use the pictures as a starting point for discussion using the Smart Board. * (SolvesProblemsUsingTechnology.doc) Web Dictionaries: - http://www.pdictionary.com - http://picturedic.com Chippewa Valleys online encyclopedia for research: World Book Online - access from http://www.cvs.k12.mi.us Review and extend with students. SMART Notebook File or PowerPoint *(AppropriateUseofTech.notebook/AppropriateUseofTech.ppt)
4.2. Use digital resources to solve developmentally appropriate problems, with assistance from teachers, parents, school media specialists, or student partners.
5.1. Describe appropriate and inappropriate uses of hardware
5.2. Know the Cyber Safety Initiative's three rules (Keep Safe, Keep Away, Keep Telling)
See Kindergarten resource list.
- Watch video Webville Outlaws from site (www.netsmartz.org) 5.4. Know to inform a trusted adult if he/she receives or views an online communication which makes him/her feel uncomfortable, or if someone whom he/she doesn't know is trying to communicate with him/her or asking for personal information. - Safety Pledge*(is_pledge_im.pdf) with the coloring picture on back. - Digital format: Coloring page (p. 14) and pledge (last page) http://www.netsmartzkids.org/activities/pdfs/ScribblezActivityBook.pdf - Finger Puppet - Internet Safety Activity http://www.netsmartzkids.org/activities/pdfs/FingerPuppets.pdf
6.1. Discuss advantages and disadvantages of using technology
Storybook example: Mike Mullligan and the Steam Shovel by Virginia Lee Burton. See Appendix * (U:\TechCurrDocuments\Cover letters and appendix\APPENDIX.doc) for list of additional ideas that support this. Benefits of Technology Power Point * (BenefitsOfTechnology.ppt)
6.2. Be able to use the basic menu commands to perform common operations (Open, close) *Available in the U: drive. (U:\TechCurrDocuments\)
Teach open and close functions.
Add on: save, print, login, password
Use Microsoft Word to introduce these commands to children in a basic word processing document. Create login/password cards for each child to take to the computer lab. Generic login and passwords are no longer allowed in first grade.
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6.3. Recognize and name the major hardware components in a computer system. (computer, monitor, keyboard, mouse, printer)
See Kindergarten list and games. Tech fish game* (Tech_Fish_Game.pdf) Directions for the game are located at the bottom of the last page; also in Kindergarten Find the Technology Game (online) http://www.abcya.com/computer_vocabulary.htm
6.4. Discuss the basic care for computer hardware and various media types (DVD's, CD's, videotapes). See Kindergarten resources.
6.5. Use developmentally appropriate and accurate terminology when talking about technology. 6.6. Understand that technology is a tool to help him/her complete a task and is a source of information, learning, and entertainment.
See Kindergarten resources.
K K
All listed projects and tools listed above will cover this standard. Discuss how it will help to complete tasks.
6.7. Introduce the ability to navigate in virtual environments (games, software, web sites)
Games, software, and websites should be chosen to align with academic curriculum. See Appendix * (U:\TechCurrDocuments\Cover letters and appendix\APPENDIX.doc) for list of First Grade web sites that support this.
Chippewa Valley Schools Curriculum Alignment Michigan Educational Technology Standards (METS) 2012
SECOND GRADE Each of these lessons will be enhanced by teacher and student use of the hardware which is part of the 21st Century Classroom initiative. The tools are to be used for display, interactive lessons, modeling of desired behaviors or concepts, assessment, and more. Research shows the proper use of these tools results in effective learning for all students. *Available in the U: drive. (U:\TechCurrDocuments\Second Grade) STANDARDS
1.1. Use a variety of digital tools to learn, create, and convey original ideas or illustrate concepts. (word processors, drawing tools, graphical organizers)
LESSON IDEAS
See Kindergarten and First Grade suggestions. Continued use of programs such as Graph Club, Microsoft Word, Kidspiration and KidPix to create content and illustrate topics of study is expected in Second Grade.
Check off
2.1. Work together when using digital tools to learn, create, and convey original ideas or illustrate concepts. (Word processors, drawing tools, presentation software, and graphic organizers).
See First Grade suggestions. Use the SMARTBoard to show graphs, counting, money concepts, etc. Use classroom response systems to assess key objectives during lessons. Continue student use of project software, including Microsoft Power Point, KidPix, and Kidspiration is expected in Second Grade. Classroom wikis and blogs may be introduced at this point to collaborate and share ideas.
2.2. Use a variety of developmentally appropriate digital tools to communicate ideas to classmates, families, and others.
Create a Magazine * (magazine template.pub) - Write an informational piece including a magazine feature article using an organizational pattern. This may include graphs, diagrams, or charts - This assignment meets GLCE W.G.N.02.03 and incorporates technology, reading, and writing skills. As listed for first grade: -Practice basic math facts with calculators. (addition/subtraction) - Use digital cameras to take pictures and practice retelling a story by using the pictures. - Use document camera to show pictures while retelling their story. - Use document camera to share writing, display images while reading books, and to show how to complete math problems, etc. Continue use of these in second grade, adding other appropriate technology as needed (SMART board, microphone, etc.) See Appendix * (U:\TechCurrDocuments\Cover letters and appendix\APPENDIX.doc) for list of Second Grade web sites that support this. All links can be used with the SMART Board for teacher/student interaction.
2.2. Use a Variety of developmentally appropriate digital tools
3.1 Interact with internet based resources
3.2 Uses digital resources to locate and interpret information relating to a specific curricular topic, with assistance from teachers, school library/media specialists, teachers, or student partners (graphs or graphic organizers).
Use Graph Club and the SMART board to display data. Graph Club Ideas could be: - graph student birthdays - create a weather graph - graph various science predictions Web Dictionaries to use for research: http://www.pdictionary.com http://picturedic.com Chippewa Valleys online encyclopedia for research: World Book Online - access from http://www.cvs.k12.mi.us
4.1. Explain ways that technology can be used to solve problems (traffic lights, cell phones, GPS *Available in the U: drive. (U:\TechCurrDocuments\)
See First Grade resources.
units) 4.2. Use digital resources to solve developmentally appropriate problems, with assistance from teachers, parents, school media specialists, or student partners. Choose a developmentally appropriate problem that pertains to your curriculum and have students work on solving the problem using different available software such as Graph Club, World Book Online, etc. Utilize search engines to research more about a subject.
Review and extend with students. SMART Notebook File or PowerPoint *(AppropriateUseofTech.notebook/AppropriateUseofTech.ppt) 5.1. Describe appropriate and inappropriate uses of hardware
K
Share consequences for misuse of internet resources. Discuss the Chippewa Valley Acceptable Use Policy. Digital format: http://www.cvs.k12.mi.us/hr/Staff/AcceptableUsePolicy2011final.pdf - Michigan.gov resources: http://www.michigan.gov/documents/ag/Keep_Away_Safe_Telling_190699_ 7.pdf - Inform students of terminology and have them take an Internet Safety Review: http://www.michigan.gov/documents/ag/K1_Internet_Safety_Review_200247_7.pdf - Use the SMART board to display the Word Search and work together as a class or work individually to solve: http://www.michigan.gov/documents/ag/2-3_Search-a-word_200242_7.pdf - Send home a Safety Contract - have students color and sign with parents. This one is from NetSmartzKids.org: http://www.netsmartz.org/pdf/is_rules_p-im.pdf ; the Cyber Safety Initiative from the state of Michigan has another version at this site that is higher level: http://www.michigan.gov/documents/ag/Online_Safety_Rules__Contract_Universal_Handout_190697_7.pdf Watch videos on: http://www.ikeepsafe.org/ Discuss Importance of Privacy: Kidscom Jr. Video: http://www.kidscomjr.com/games/safety/safety.html
5.2. Know the Cyber Safety Initiative's three rules (Keep Safe, Keep Away, Keep Telling)
5.3. Identify personal information that should not be shared on the Internet (name, address, phone number). *Available in the U: drive. (U:\TechCurrDocuments\)
5.4. Know to inform a trusted adult if he/she receives or views an online communication which makes him/her feel uncomfortable, or if someone whom he/she doesn't know is trying to communicate with him/her or asking for personal information. 6.1. Discuss advantages and disadvantages of using technology
Watch videos on: http://www.netsmartzkids.org/ (See suggestions for MET 5.2 above as well. Can be done together)
See Kindergarten/First Grade resources
6.2. Be able to use the basic menu commands to perform common operations (Open, close)
Teach open and close functions. Teach how to save, print, and login using a personal password. Use Microsoft Word to introduce these commands to children in a basic word processing document. Create login/password cards for each child to take to the computer lab. Generic login and passwords are no longer allowed in first grade.
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6.3. Recognize and name the major hardware components in a computer system. (computer, monitor, keyboard, mouse, printer) 6.4. Discuss the basic care for computer hardware and various media types (DVD's, CD's, videotapes). 6.5. Use developmentally appropriate and accurate terminology when talking about technology.
See Kindergarten/First Grade resources
K K
6.6. Understand that technology is a tool to help him/her complete a task and is a source of information, learning, and entertainment. 6.7. Introduce the ability to navigate in virtual environments (games, software, web sites) *Available in the U: drive. (U:\TechCurrDocuments\)
All listed projects and tools listed above will cover this standard. Discuss how it will help to complete tasks.
Games, software, and websites should be chosen to align with academic curriculum.
See Appendix * (U:\TechCurrDocuments\Cover letters and appendix\APPENDIX.doc) for list of Second Grade web sites that support this.
Chippewa Valley Schools Curriculum Alignment Michigan Educational Technology Standards (METS) 2009 THIRD GRADE
Each of these lessons will be enhanced by teacher and student use of the hardware which is part of the 21st Century Classroom initiative. The tools are to be used for display, interactive lessons, modeling of desired behaviors or concepts, assessment, and more. Research shows the proper use of these tools results in effective learning for all students.
*All files/handouts/lessons are available in the U: drive.
STANDARDS
LESSON IDEAS
Create a digital media project using ideas such as those listed below:
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1.1 produce a media-rich digital project aligned to state curriculum standards (e.g., fable, folk tale, mystery, tall tale, historical fiction)
Michigan PowerPoint, TimeLiner with clip art, Podcast using Audacity (interview character, write script, record interview); use Photostory3 or Windows Movie Maker to create a project. Project can be integrated into third grade curriculum.
Using a program such as Paint, KidPix, Power Point, or PhotoStory 3, have students modify clip art images, add and edit music or video to a 1.2 use a variety of technology tools and applications presentation using one of the tools listed above. to demonstrate his/her creativity by creating or modifying works of art, music, movies, or Suggested resource: http://lunapic.com presentations
1.3 participate in discussions about technologies (past, present, and future) to understand these technologies are the result of human creativity *Available in the U: drive. (U:\TechCurrDocuments\)
Compare/contrast past and modern day technologies in America using the story "The Many Lives of Benjamin Franklin".
Students can use Kidspiration to organize their information. See also U: drive for SMART board file to assist with Standard 1.3.
2.1 use digital communication tools (e.g., e-mail, wikis, blogs, IM, chat rooms, videoconferencing, Moodle, Blackboard) and online resources for group learning projects 2.2 identify how different software applications may be used to share similar information, based on the intended audience (e.g., presentations for classmates, newsletters for parents)
Examples that would help meet this standard include: Gadget Works; LAPS; ASK program (Author Specialist Knowledge); www.epals.com (monitored epal/pen pal site - teachers can import student class list and communicate with others around the world or school district); use a classroom blog (sign up for one at http://edublogs.misd.net ) or a wiki (wikispaces.com ) When doing a classroom project, discuss the advantages and disadvantages of choosing different software applications (e.g. Word vs. Publisher, Power Point vs. PhotoStory3).
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2.3 use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
Students in Third Grade should begin using different formats to produce digital products, such as PowerPoint, Photo Story 3, Movie Maker, Publisher, TimeLiner. Sample projects include a Michigan Power Point, Michigan History Timeline, biography timeline, etc. or a Photostory3 or Publisher project about a particular curriculum topic. Links well with standard 1.1. Have students practice using the Kids Gateway at www.mel.org to locate articles, pictures, etc. on a topic of study under teacher direction (can be done using Smart Board). Use World Book Online (Jr. Version, access from CVS homepage) regularly as a research tool for locating information on topics of study. -Use World Book Online (accessible from the CVS Home page)-- kids or student version available for Grade 3 use; Kidspiration
3.1 identify search strategies for locating information with support from teachers or school library media specialists
3.2 use digital tools to find, organize, analyze, synthesize, and evaluate information
-Locate information on a curriculum topic and use Kidspiration or other materials to organize information for a project
-Model a search for information on the internet using the Smart Boards and have students look up information online Online thematic organizers to use with SMART board or print for student use: http://my.hrw.com/nsmedia/intgos/html/igo.htm
Lessons available at: http://cybersmartcurriculum.org/lessonsbygrade/ Recommended for Grade 3: Good Manners Everywhere and Everyone Wants Friends. Handouts in the U: drive; directions can be found on the website. Also see: www.ikeepsafe.org. Choose any from Faux Paw's area. Teacher needs to check out prior to use.
5.1 discuss scenarios involving acceptable and unacceptable uses of technology (e.g., file-sharing, social networking, text messaging, cyber bullying, plagiarism)
www.ikeepsafe.org. Choose any from Faux Paw's area. Teacher needs to check out prior to use. Use the handout in the U: drive to review internet safety rules discussed at iKeepSafe. 5.3 describe precautions surrounding personal safety that should be taken when online Recommended activity: Whats Private? in U: drive. Directions found at: http://cybersmartcurriculum.org/safetysecurity/lessons/23/whats_private/
5.4 identify the types of personal information that should not be given out on the Internet (name, address, phone number, picture, school name)
Play an internet safety game on the SMART Board or in the computer lab, using a website such as: http://www.att.com/Common/images/safety/game.html
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6.1 use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders, projectors) *Available in the U: drive. (U:\TechCurrDocuments\) Print projects, Kid Pix pictures, Kidspiration diagrams, Word document, use USB drive, etc. Within the context of existing curriculum, students in Third Grade may
also be offered opportunities to connect digital cameras, small hand held video cameras, etc. and retrieve files from them. This can also be demonstrated using the Smart Board. Integrate technology discussions into the existing curriculum. Examples: compare/contrast technology in a pioneer school in early Michigan with a school today; read a story about a character in the 1950s or 1960s and compare technology at home then and now; locate pictures of early model computers/phones/audio recording devices/etc. This coordinates well with standard 1.3. Have students create a poster on computer care to be posted in the computer lab using Word, Kidpix, Publisher, etc. that states computer care rules such as: no food or water by computers; no banging on keyboard or pressing on screens, log off and shut down when finished, etc. Teacher modeling of correct use of Smart Board, document camera, etc. Can review use and care PowerPoint in First and Second grade folder.
6.2 describe ways technology has changed life at school and at home
6.4 demonstrate proper care in the use of computer hardware, software, peripherals, and storage media
FOURTH GRADE
*All handouts and lessons can be found in the U: drive
STANDARDS
LESSON IDEAS
See Third Grade suggestions. It is expected that fourth grade students will have experiences using programs such as Power Point, Photostory3, Movie Maker, Smart Notebook, and Audacity. Suggestions for this grade include doing a project on Earth, moon and sun or the Underground Railroad, etc. Possible web2.0 tools that may be used include www.voicethread.com (need an email); www.animoto.com; http://www.glogster.com/. Podcast (using Audacity) to create an interview with a historical fiction character or tall tale character or a Black History month hero. * See resource folder in the u: drive under TechCurrDocuments. Using a program such as Paint, KidPix, Power Point, PhotoStory 3, or Smart Notebook have students modify clip art images, add and edit music or video to a presentation using one of the tools listed above. Suggested resource: http://lunapic.com; students could modify Earth Day pictures using this or other online photo editing software. PhotoStory3 can be used to upload student pictures and allow students the ability to narrate their story. Using a basal reader story, a classroom novel, or other resource, compare/contrast modern day technologies in America. Suggested: compare/contrast past and modern day technologies in the story Sarah, Plain and Tall. See also Standard 1.3 resource in the U: drive for SMART board file *(Std1-3
CHECK OFF
1.2 use a variety of technology tools and applications to demonstrate his/her creativity by creating or modifying works of art, music, movies, or presentations
1.3 participate in discussions about technologies (past, present, and future) to understand these technologies are the result of human creativity
techresulthuman) created to meet this standard.

Webresource: http://en.wikipedia.org/wiki/History_of_technology ASK program (Author Specialist Knowledge); www.epals.com (monitored epal/pen pal site - teachers can import student class list and communicate with others around the world or school district); creating a blog: see www.edublogs.misd.net for a free classroom blog and/or create a wiki (wikispaces.com) for classroom use, possible use of Skype in the classroom); district connection classroom to classroom using distance learning cart; possible use of Skype in the classroom; ; http://education.weebly.com/ is a free classroom blogging site. Teacher has all rights to monitor student blogs as well as their own students created accounts. http://www.collaborizeclassroom.com/faqs is another classroom website blogging opportunity where teachers can post assignments, use a forum, upload video, etc.
2.1 use digital communication tools (e.g., e-mail, wikis, blogs, IM, chat rooms, videoconferencing, Moodle, Blackboard) and online resources for group learning projects
2.2 identify how different software applications may be used to share similar information, based on the intended audience (e.g., presentations for classmates, newsletters for parents) 2.3 use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences 3.1 identify search strategies for locating information with support from teachers or school library media specialists
Suggestions: compare a word document with bullet points to same information in a timeline with years; discuss advantages and disadvantages of using similar programs such as Word or Publisher to create a classroom newsletter
Students in Fourth Grade should continue using different formats to produce digital products, such as PowerPoint, Photo Story 3, Movie Maker, Publisher, Time Liner, and Smart Notebook. Sample projects include Branches of Government, a Power Point about different forms of energy, or a Photostory3 or Publisher project about other curriculum topics. Works well with Standard 1.1.
Have students practice using the Kids Gateway at www.mel.org to locate articles, pictures, etc. on a topic of study under teacher direction (can be done using Smart Board).
World Book Online; Kidspiration 3.2 use digital tools to find, organize, analyze, synthesize, and evaluate information -Locate information on a curriculum topic and use Kidspiration or other materials to organize information for a project -Model a search for information on the internet using the Smart Board and have
students look up information online Online graphic organizers compatible with SMART board: http://my.hrw.com/nsmedia/intgos/html/igo.htm Teacher directed lesson: http://www.noodletools.com/debbie/literacies/information/5locate/adviceengine.html Scroll down to I need facts. This gives two or three websites that students can cross reference when searching on a general topic.
3.3 understand and discuss that web sites and digital resources may contain inaccurate or biased information 4.1 use digital resources to access information that can assist in making informed decisions about everyday matters (e.g., which movie to see, which product to purchase) 4.2 use information and communication technology tools (e.g., calculators, probes, videos, DVDs, educational software) to collect, organize, and evaluate information to assist with solving problems 5.1 discuss scenarios involving acceptable and unacceptable uses of technology (e.g., file-sharing, social networking, text messaging, cyber bullying, plagiarism)
Direct a lesson that researches an internet myth: http://www.thedogisland.com/ - this website is obviously false but it looks and sounds real. Read through the material on the site and discuss the validity with your students. Web Resources: http://www.education.com/magazine/article/Website_Literacy/ Create a brochure or other document researching a place to visit in the United States. Research flight costs and times using Expedia, Orbitz, Travelocity, or other travel sites. Have students compare costs across various sites (could post on SMART board in Excel). Students can also research places to see, costs, and hours of operation for various sites to visit in their vacation city. Results can be in the form of a brochure, a small poster, a Word document, or other format as directed by teacher. Students can use calculators to check assignments occasionally throughout the year. Data collection can also be graphed or analyzed using the Smart Board in a class directed lesson. (Teacher resources: Smart Exchange) Take notes to help with classroom projects from Discovery Streaming, or Safari Montage videos. Recommended activities (handouts for all three in the U: drive): *The Power of Words; lesson directions found at: http://cybersmartcurriculum.org/cyberbullying/lessons/4-5/the_power_of_words/ *Whose is it, Anyway? Introduction to Plagiarism. Handout in U: drive. Directions found
at: http://cybersmartcurriculum.org/mannersbullyingethics/lessons/45/whose_is_it_anyway/ *Do the Right Thing: http://cybersmartcurriculum.org/mannersbullyingethics/lessons/4-5/do_the_right_thing/ http://www.netsmartzkids.org/activities/meetww.htm - whole group activity with classroom discussion
5.2 recognize issues involving ethical use of information (e.g., copyright adherence, source citation) 5.3 describe precautions surrounding personal safety that should be taken when online
Recommended activity (handout in the U: drive): *Whose is it, Anyway? coordinates with 5.1 above. http://cybersmartcurriculum.org/mannersbullyingethics/lessons/45/whose_is_it_anyway/ http://www.netsmartzkids.org/activities/meetww.htm - whole group activity with classroom discussion; coordinate with Standard 5.1 and 5.4
Coordinates with 5.3 above: 5.4 identify the types of personal information that should not be given out on the Internet (name, address, phone number, picture, school name) http://www.netsmartzkids.org/activities/meetww.htm - whole group activity with classroom discussion
6.1 use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders, projectors) 6.2 describe ways technology has changed life at school and at home
Students in Fourth Grade should be offered opportunities to use digital cameras, small hand held video cameras, etc. and retrieve files from them by connecting them to the computer. This can also be demonstrated using the Smart Board. Students may learn how to use the scanner. Integrate technology discussions into the existing curriculum. Examples: compare/contrast technology in a pioneer school in early Michigan with a school today; read a story about a character in the 1950s or 1960s and compare technology at home then and now; locate pictures of early model computers/phones/audio recording
devices/etc. Coordinates well with 1.3. Suggested follow up to 1.3: create a T-chart in SMART notebook that has one side labeled We Used To and the other, But Now We 6.3 understand and discuss how assistive technologies can benefit all individuals Use of highlighting tools in Word; audio books and online textbooks (e.g. Math series, TCI: Social Studies Text, Nat Geo text); voice amplification system. Class discussion on how tools such as these can benefit students of all abilities. See also SMART file in the U: drive on the SMART Notebook file Assistive Technologies. Review and extend from Grade 3. Teacher modeling of correct use of Smart Board, document camera, etc. Students could create a Power Point, video, other digital story in the computer lab about computer care and use. Teach uploading and downloading files to classroom folder or USB drive; http://senduit.com (use this to have students send files to the internet that can be retrieved at home with a password). Students can share files through flashdrives.
6.4 demonstrate proper care in the use of computer hardware, software, peripherals, and storage media 6.5 know how to exchange files with other students using technology (e.g.,network file sharing, flash drives)
FIFTH GRADE Each of these lessons will be enhanced by teacher and student use of the hardware which is part of the 21st Century Classroom initiative. The tools are to be used for display, interactive lessons, modeling of desired behaviors or concepts, assessment, and more. Research shows the proper use of these tools results in effective learning for all students.
*All files/handouts/lessons are available in the U: drive.
STANDARD
LESSON IDEAS
See Third and Fourth Grade suggestions. It is expected that fifth grade students will have experiences using programs such as Power Point, Photostory3, Movie Maker, Smart Notebook, and Audacity to work on media-rich digital project content. Internet resources examples: Weebly Education, www.voicethread.com (need an email); www.animoto.com; http://www.glogster.com/ * See resource folder in the u: drive under TechCurrDocuments. Videos could be uploaded to resources such as classroom websites, Teacher Tube, or School Tube, following the AUP guidelines for student privacy.
CHECK OFF
1.2 use a variety of technology tools and applications to demonstrate his/her creativity by creating or modifying works of art, music, movies, or presentations
Using a program such as Paint, KidPix, Power Point, PhotoStory 3, or Smart Notebook have students modify clip art images, add and edit music or video to a presentation using one of the tools listed above. At this level, students can also explore content creation using web2.0 applications such as www.voicethread.com or www.animoto.com, which contain free accounts for educators for classroom use. Students can use Audacity to interview each other on various topics. Audacity allows
students to record and edit their voice. This file can be saved and imported into various presentations, blogs, websites, etc. PhotoStory3 can be used to upload student pictures and allow students the ability to narrate their story. www.lunapic.com- allows students to take a picture they scanned and/or created on Kidpix, Paint, etc. to manipulate using various tools. The manipulated picture can be saved and imported into other presentation programs.
1.3 participate in discussions about technologies (past, present, and future) to understand these technologies are the result of human creativity
Using a basal reader story, a classroom novel, or other resource, compare/contrast modern day technologies in AmericaREVIEW/DISCUSS; see resources from Grades 3 and 4. * Review resources from grades 3 and 4 in the U: drive (Std1-3 techresulthuman and Std1.3-Old vs. New technology)
Possibilities include: creating a blog: see www.edublogs.misd.net for a free 2.1 use digital communication tools (e.g., classroom blog and/or create a wiki (wikispaces.com) for classroom use; ASK e-mail, wikis, blogs, IM, chat rooms, program (Author Specialist Knowledge); www.epals.com (monitored epal/pen pal videoconferencing, Moodle, Blackboard) site - teachers can import student class list and communicate with others around the and online resources for group learning world); district connection classroom to classroom using distance learning cart; projects possible use of Skype in the classroom; http://education.weebly.com/ is a free classroom blogging site. Teacher has all rights to monitor student blogs as well as their own students created accounts. http://www.edmodo.com/ is a site where teachers can create a classroom blog, post assignments, view class/school notes. Teachers can also monitor all blog comments. http://www.collaborizeclassroom.com/faqs is another classroom website blogging opportunity where teachers can post assignments, use a forum, upload video, etc. 2.2 identify how different software applications may be used to share similar information, based on the intended audience (e.g., presentations for classmates, newsletters for parents) Content topic - students choose appropriate topic and program for intended audience based on a curricular topic. Suggest classroom discussion when creating projects about what program would best fit the needs of the audience (Power Point vs. Photostory3, Word vs. Publisher, etc.) *This can go along with standard 6.2. Students can first use Microsoft Word to make a timeline in a list/bullet form on the evolution of technology. To gear the *Available in the U: drive. (U:\TechCurrDocuments\)
same information to a different audience, students can present the information using Timeliner. Talk about the different types of audiences for which each style would be appropriate.
2.3 use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences 3.1 identify search strategies for locating information with support from teachers or school library media specialists
Students in Fifth Grade should continue using different formats to produce digital products, such as PowerPoint, Photo Story 3, Movie Maker, Publisher, Smart Notebook, and Timeliner. A sample project might be a brochure about a visit to a planet or an organ of the body systems using Publisher or some other program.
Have students use the Kids Gateway at www.mel.org to locate articles, pictures, etc. on a topic of study under teacher direction (can be demonstrated using Smart Board). Search for information on a topic of study using World Book Online. World Book Online; Inspiration -Locate information on a curriculum topic and use Inspiration or other materials to organize information for a project -Model a search for information on the internet using the Smart Board and have students look up information online -Compare information from several sources to determine what might be useful for a project -Integrate information into a problem solving or content creation opportunity Coordinates with 4.1. Synthesize and evaluate are new to Fifth Grade.
3.2 use digital tools to find, organize, analyze, synthesize, and evaluate information
Direct a lesson that researches an internet myth: 3.3 understand and discuss that web sites and digital resources may contain inaccurate or biased information http://zapatopi.net/treeoctopus http://allaboutexplorers.com/ ---good website where students can go on a treasure hunt and look at two websites, one being inaccurate and one being true. Handout in the U: Drive for evaluating website information*(Rating_Web_Sites)
Activity can be found at: http://cybersmartcurriculum.org/researchinfo/lessons/4-5/rating_web_sites/
Web Resources: http://www.education.com/magazine/article/Website_Literacy/ 3.4 understand that using information from a single Internet source might result in the reporting of erroneous facts and that multiple sources should always be researched Use the resources at these sites for a teacher directed lesson on website information accuracy: http://kathyschrock.net/abceval/ or http://school.discoveryeducation.com/schrockguide/eval.html
4.1 use digital resources to access information that can assist in making informed decisions about everyday matters (e.g., which movie to see, which product to purchase) 4.2 use information and communication technology tools (e.g., calculators, probes, videos, DVDs, educational software) to collect, organize, and evaluate information to assist with solving problems
See resource in the U: drive (Standard 4.1 activity). Choose a real life lesson that fits into your curriculum to practice this standard. Suggestions are math based and can be worked into the math curriculum.
Students can use calculators occasionally throughout the year on problem solving assignments. Data collection can also be graphed or analyzed using the Smart Board in a class directed lesson. Students can learn that the internet can be a tool to use when trying to solve math problems, real world problems, etc. (many math sites will go step by step and show students how to solve math problems). Resources: * SEE APPENDIX in the U: drive Students can take notes on various video clips from Discovery Streaming, or Safari Montage to find information about a topic they are researching.
4.3 use digital resources to identify and investigate a state, national, or global issue (e.g., global warming, economy, environment)
Choose a curriculum topic to investigate in social studies that relates to a curriculum topic. Use digital resources to gather information/data that can be integrated into a product. Coordinates well with standards 1.1, 1.2, 2.1, 2.3, 3.1, 3.2, 4.2, and possibly others.
Websites that might help select an issue include the twice.cc ; http://globaleducation.ning.com/ , 5.1 discuss scenarios involving acceptable and unacceptable uses of technology (e.g., file-sharing, social networking, text messaging, cyber bullying, plagiarism) Handling email and IM (handout in the U: drive for this activity): * Handling_Email_and_Im http://cybersmartcurriculum.org/safetysecurity/lessons/4-5/handling_email_and_im/ www.mcgruff.org/#/Games - choose "Shrink the Cyber bully" or "Internet Safety" Topic may be discussed during SMART Moves or DARE Use PowerPoint to guide discussion whole class. Afterwards you may want to pass out the handout for a reference. 5.2 recognize issues involving ethical use of information (e.g., copyright adherence, source citation) http://www.gcs.k12.al.us/ppt/plagiarism_elem.ppt (also saved in the u: drive) Handout: http://www.gcs.k12.al.us/pdf/plagiarism.pdf (also saved in the u: drive) Teacher resources to help with citations: http://cybersmartcurriculum.org/assets/files/activitysheets/68/How_To_Cite_A_Site.pdf http://www.readwritethink.org/classroom-resources/lesson-plans/researchbuilding-blocks-cite-158.html?tab=3#tabs See also SMART file in the U: drive for presentation on copyright * LEB-Copyright Unit Dhagin Topic may be discussed during SMART Moves or DARE
5.3 describe precautions surrounding www.mcgruff.org/#/Games click on "Internet Safety" personal safety that should be taken when online *Privacy Rules: handout in U: drive and directions online (coordinates with 5.4 *Available in the U: drive. (U:\TechCurrDocuments\)
below): http://cybersmartcurriculum.org/lessonsbygrade/ Topic may be discussed during SMART Moves or DARE
5.4 identify the types of personal information that should not be given out on the Internet (name, address, phone number, picture, school name)
Basic review/reminders; see previous grade levels for information Teaching students about website privacy policies: http://cybersmartcurriculum.org/safetysecurity/lessons/4-5/privacy_rules/ Handout in the U: drive *Privacy Rules Talking in Cyberspace: http://cybersmartcurriculum.org/safetysecurity/lessons/45/safe_talking_in_cyberspace/ Handout in the U: drive *Safe_Talking_In_Cyberspace
Topic may be discussed during SMART Moves or DARE
6.1 use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders, projectors)
Students should learn how to scan pictures to insert into various programs for projects. Students should use a digital camera to take pictures that they would need to insert into a content based activity/project. RCA Small Wonder is a video camera where students use to video tape and import video using a USB port. This can be a group project where students perform some content based research topic, record it using the camera, and upload the video into the computer, possibly using Windows Movie Maker. Throughout the year, integrate discussions about technology into the curriculum. Examples: compare and contrast doing division problems by hand vs. by calculator, compare research information from online text vs. standard text, discuss ways cell phones, text messages, and digital media have changed home and school life.
6.2 describe ways technology has changed life at school and at home
Students could research/write about one way technology has changed their lives. Teach use of highlighting tools in Word; share audio books and online textbooks (e.g. Math series, Nat Geo Text); use the voice amplification system. Class discussion on how tools such as these can benefit students of all abilities. Use the SMART Board to demonstrate how to zoom in and out in Internet Explorer 8. (This repeats from Fourth Grade). These can relate to discussions on multiple modalities of learning: visual, audio, kinesthetic, etc. Review and extend from previous grades (see resources 2nd-4th). As newer technologies are integrated in the classroom, list the dos and donts with students in the form of a poster, class handout, etc. Teach uploading and downloading files to classroom folder or USB drive; http://senduit.com (use this to have students send files to the internet that can be retrieved at home with a password). www.dropbox.com/ (internet file storing and sharing site) Students can share files through personal flashdrives.
6.3 understand and discuss how assistive technologies can benefit all individuals
6.4 demonstrate proper care in the use of computer hardware, software, peripherals, and storage media 6.5 know how to exchange files with other students using technology (e.g.,network file sharing, flash drives)
Michigan Educational Technology Standards (METS) 2012 Middle School
SIXTH GRADE
STANDARD 6-8. CI. Creativity and Innovation 6-8.CI.1. Apply common software features (e.g. spellchecker, thesaurus, formulas, charts, graphics, sounds) to enhance communication with an audience and to support creativity. 6-8.CI.2. Create an original project (e.g. presentation, web page, newsletter, information brochure) using a variety of media (e.g. animations, graphs, charts, audio, graphics, video) to present content information to an audience. RESOURCES Microsoft Office (Word, PP, Excel, Publisher) LESSON IDEAS Use software features to create presentations (e.g. reports, PP presentations with graphics and sounds, adding graphs to Excel, newsletters in Publisher, etc.) 6th/7th grade teachers should make sure students can use thesaurus, spell check, dictionary features Suggestion: comment feature for peer editing papers in any subject All three grade levels should provide opportunities to create multimedia content Complete
6-8.CI.3. Illustrate a content-related concept using a model, simulation, or concept mapping-software.
Microsoft Office Moviemaker Photostory3 Animoto.com (online slideshow) Voicethread.com (Sign up, click Go Pro, and then K-12 Educator for free pro account) Front Page Weebly (website creation: http://www.weebly.com/ ) Audacity Photoshop Elements Inspiration Call to Freedom simulation disk (8th grade) Thinkfinity, Teacher First, and Teacher's Domain Timeliner Online simulations to illustrate science concepts (e.g. waves: http://phet.colorado.edu/simulations/sims.php?sim=Wave_on_a_String)
6-8.CC. Communication and Collaboration 6-8.CC.1. Use digital resources (e.g. discussion groups, blogs, podcasts, videoconferences, Moodle, Blackboard) to collaborate with peers, experts, and other audiences.
Edublogs (http://edublogs.misd.net/) Audacity (for podcasting) Blackboard (www.bb9.misd.net) Distance Learning cart Wikispaces or other wiki site TWICE (http://www.projects.twice.cc) online collaboration COSI (http://www.cosi.org) CAP (http://www.twice.cc/) online Collaboration Around the Planet
Use Inspiration to map vocabulary, analyze content, etc. Use Thinkfinity, Teachers First, and Teacher's Domain to locate interactives and simulations to use in any content area Create Timelines in content areas to illustrate concepts (e.g. History timelines, life of scientists, etc.) Use a blog in your classroom to respond to content questions, share ideas, and have threaded discussions Use Audacity to create podcasts, do announcements, or other audio projects Use the groups or blog features in Blackboard Have a videoconference (e.g. Mystery Quest, Mote Marine, Read Around the Planet, ASK, COSI with an expert or another class Use a class wiki to share information for class projects, etc.
STANDARD 6-8.CC.2. Use collaborative digital tools to explore common curriculum content with learners from other cultures.
RESOURCES TWICE CAP (http://www.twice.cc/) online Collaboration Around the Planet ASK Edublogs (http://edublogs.misd.net/) Internet searches for experts E-pals (www.epals.com) online pen pals Skype (www.skype.com) online communication
LESSON IDEAS Have a videoconference with someone from another culture Interview an author who writes about other cultures Correspond through blog posts, email, etc. with someone from another culture Use the E-pals (www.epals.com) online pen pals site to locate classrooms in other cultures to begin a partnership Download and connect with another classroom or individual through Skype (skype.com) online communication Classroom modeling and discussion in all three grades
Complete
6-8.CC.3. Identify effective uses of technology to support communication with peers, family, or school personnel.
6-8.RI. Research and information fluency 6-8.RI.1. Use a variety of digital resources for accuracy and bias.
6-8.RI.2. Evaluate information from online resources for accuracy and bias.
websites email phone blogs Edmodo wikis (http://pbworks.com/) online collaboration Mail-Out for district parents and community Mel.org Destiny (online card catalog) http://library.cvs.k12.mi.us/ World Book Online Gale ebooks (http://www.gale.cengage.com/gvrl/info.htm) Career Cruising websites search engines Kathy Shrock critical evaluation links: http://school.discoveryeducation.com/schrockguide/eval.html http://www.lesley.edu/library/guides/research/evaluating_web.html
When doing research for projects, students should be exposed to a wide variety of research tools and be given instruction on their use
A variety of websites that provide resources (including bogus websites) for evaluation. (Lesley.edu may be more appropriate for grade 8) Suggested use before researching information for reports or projects Students doing project work at all three grade levels should be encouraged to check multiple sources of information
6-8.RI.3. Understand that using information from a single internet source might result in the reporting of erroneous facts and that multiple sources should always be researched. 6-8.RI.4. Identify types of web sites based on their domain names (e.g., edu, com, gov, net). 6-8.RI.5. Employ data-collection technologies (e.g., probes, handheld devices, GPS units, geographic mapping systems) to gather, view, and analyze the results for a contentrelated problem.
Websites from Rita Hughes to teach website evaluation Kathy Shrock's website evaluation guides: http://school.discoveryeducation.com/schrockguide/eval.html Hoax websites: http://www.rockhillworks.com/WFgale/HoaxSites.html
www.lesley.edu/library/guides/research/evaluation_web.html http://www.bcps.org/offices/LIS/models/tips/eval.html Resources for this standard need to be investigated
Possible poster to put into classrooms; use information from websites to distinguish between domain names
STANDARD 6-8.CT. Critical Thinking, Problem Solving, and Decision Making 6-8.CT.1. Use databases or spreadsheets to make predictions, develop strategies, and evaluate decisions to assist with solving a problem. 6-8.CT.2. Evaluate available digital resources and select the most appropriate application to accomplish a specific task (e.g., word processor, table, outline, spreadsheet, presentation program). 6-8.CT.3. Gather data, examine patterns, and apply information for decision making using available digital resources. 6-8.CT.4. Describe strategies for solving routine hardware and software problems.
RESOURCES N/A (Covered in 7th and 8th grades)
LESSON IDEAS
Complete
All available district software and online resources
Discuss the advantages and disadvantages of using various digital applications to complete an assigned task. Offer choices for applications where appropriate
N/A (Covered in 7th and 8th grades) develop handouts for teachers to post or give to kids: *printing problems *saving issues *can't log in (Wi-Fi button) *Sticky Keys *battery changes *procedures for taking out and putting away laptops *correct URL identification Microsoft Word (citation maker on References ribbon/tab) World Book online Mel.org or Gale ebooks (http://www.gale.cengage.com/gvrl/info.htm) http://owl.english.purdue.edu/owl/resource/560/01/http://citationmachine.net/
6-8.DC. Digital Citizenship 6-8.DC.1. Provide accurate citations when referencing information sources.
Most databases or online encyclopedias will provide a citation at the bottom of the article
6-8.DC.2. Discuss issues related to acceptable and responsible use of technology (e.g. Privacy, security, copyright, plagiarism, viruses, filesharing). 6-8.DC.3. Discuss the consequences related to unethical use of information and communication technologies.
District AUPcovers Federal CIPA (Child Internet Protection Act) www.onguardonline.gov
digitalcitizenshiped.com (must register) http://cybersmartcurriculum.org/lessonsbygrade/6-8/ http://www.plagiarism.org/ Discovery Education (United Streaming: http://streaming.discoveryeducation.com/)
Discuss the AUP that all CV students have signed Discuss implications of P2P (Peer-to-Peer) file sharing sites (sites designed to allow illegal sharing of images, music, and software) Focus on plagiarism and copyright issues during any research-based project/assignment Presentor have students search online for cases of unethical and illegal use of information (sexting, cyber bullying, plagiarism) and consequences Legal and ethical consequences of recording video or images without permission Illegality of sharing music and other intellectual property via Bluetooth, email, and online sites Intellectual Property Fair Useteach and discuss meaning Discuss plagiarism and ethics with studentsand how it pertains to new technologies: Moviemaker, multimedia collaborations, podcasts (audio copyright), websites (audio/visual copyright)
STANDARD 6-8.DC.4. Discuss possible societal impact of technology in the future and reflect on the importance of technology in the past.
RESOURCES http://www.pbs.org/wgbh/amex/telephone/timeline/f_timeline.html http://www.history-timelines.org.uk/events-timelines/12-technologytimeline.htm http://timelines.ws/subjects/Technology.HTML Use PowerPoint, Photo Story, Voice Thread, Movie Maker, MS Publisher Digital video cameras, web cams, digital cameras Discovery Education (United Streaming) www.isafe.org
LESSON IDEAS Timeliner
Complete
6-8.DC.5. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. 6-8.DC.6. Discuss the long term ramifications (digital footprint) of participating in questionable online activities (e.g., posting of risqu poses or underage drinking, threats to others). 6-8.DC.7. Describe the potential risks and dangers associated with on-line communications.
Create media rich projects to share with classes through formal presentations in class, online (wikis, podcasts, e.g.), showcase, or technology fair. Could be shared within one class, or with the entire school or grade
www.isafe.org http://cybersmartcurriculum.org/lessonsbygrade/6-8/ http://www.schooltube.com/video/ 5fef45dae5cd4b1083e0/Dangers-of-Facebook Using social networking sites safely; short video Games and information: http://www.playitcybersafe.com/curriculum/index.cfm
6-8.TC. Technology Operations and Concepts 6.8.TC.1. Identify file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3). 6-8.TC.2. Use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the accuracy of technology-produced materials.
In context, as you use various software applications, point out the file format extensions: .doc. (Word), .xls (Excel), .pdf (Adobe Reader), .txt (text / notepad), .jpg (graphic format), .mp3 (audio/music), etc. MS Office Suite Windows Calculator found in the Accessories Group (both standard version and scientific version). Teach grammar check, spelling check found in MS Office Applications buttons on the ribbon, as well as the simple right-click function (synonyms/thesaurus/look up). The Look Up menu item (when right clicking on a word) will call up an entire reference library, including a translator)
6-8.TC.3. Perform queries on existing databases.
Online resources: dictionary.com, for example Using media centers online catalog: Destiny, MEL.org,
When searching for books or resources through MEL
6-8.TC.4. Know how to create and use various functions available in a database (e.g., filtering, sorting, charts).
MS Access
STANDARD 6-8.TC.5. Identify a variety of information storage devices (e.g., CDs, DVDs, flash drives, SD cards) and provide rationales for using a certain device for a specific purpose. 6-8.TC.6. Use accurate technology terminology. 6-8.TC.7. Use technology to identify and explore various occupations or careers, especially those related to science, technology, engineering, and mathematics. 6-8.TC.8. Discuss possible uses of technology to support personal pursuits and lifelong learning. 6-8.TC.9. Understand and discuss how assistive technologies can benefit all individuals. 6-8.TC.10. Discuss security issues related to e-commerce.
RESOURCES
LESSON IDEAS Teach in context, as used, e.g., using a flash drive (USB storage device) for opening and saving workhow to find it (the storage location) in the Open/Save dialogue box
Complete
Where applicable N/A (Covered in 7 grade)

th
MP3, headphones, online highlighters, web readers, speech tools (found in taskbar), Accessibility folder in Accessories group: zoom, magnifier, narrator, etc.) Discovery Education (United Streaming: http://streaming.discoveryeducation.com/) online shopping"
Discuss: e-learning, iPods, iPhone, Kindle, iPad, ebooks, online courses, movie-making software, graphic design, etc., as potential life-long skills, resources, and career options Online narratives, podcasts
SEVENTH GRADE
STANDARD 6-8. CI. Creativity and Innovation 6-8.CI.1. Apply common software features (e.g. spellchecker, thesaurus, formulas, charts, graphics, sounds) to enhance communication with an audience and to support creativity. 6-8.CI.2. Create an original project (e.g. presentation, web page, newsletter, information brochure) using a variety of media (e.g. animations, graphs, charts, audio, graphics, video) to present content information to an audience. 6-8.CI.3. Illustrate a content-related concept using a model, simulation, or concept mapping-software. RESOURCES Microsoft Office (Word, PP, Excel, Publisher) LESSON IDEAS Use software features to create presentations (e.g. reports, PP presentations with graphics and sounds, adding graphs to Excel, newsletters in Publisher, etc. Complete
Microsoft Office Moviemaker Photostory3 Animoto.com (online slideshow) Voicethread.com (Sign up, click Go Pro, K-12 Educator for free pro account) Weebly (website creation: http://www.weebly.com/) Audacity Photoshop Elements Inspiration Call to Freedom simulation disk (8th grade) Thinkfinity, Teacher First, and Teacher's Domain Timeliner Online simulations to illustrate science concepts (e.g. waves: http://phet.colorado.edu/simulations/sims.php?sim=Wave_on_a_String )
All three grade levels should provide opportunities to create multimedia content
Edublogs (http://edublogs.misd.net/) Audacity (for podcasting) Blackboard (www.bb9.misd.net) Distance Learning cart Wikispaces or other wiki site TWICE (www.projects.twice.cc) online collaboration COSI (www.cosi.org) CAP (http://www.twice.cc/) online Collaboration Around the Planet
6-8.CC.2. Use collaborative digital tools to explore common curriculum content with learners from other cultures.
TWICE (www.projects.twice.cc) online collaboration CAP (http://www.twice.cc/) online Collaboration Around the Planet ASK (http://www.twice.cc/ASK/index.html) Online author interviews; see MISD for book sets. Edublogs (http://edublogs.misd.net/) Internet searches for experts E-pals (www.epals.com) online pen pals Skype (www.skype.com) online communication
Use Inspiration to map vocabulary, analyze content, etc. Use Thinkfinity, Teachers First, and Teacher's Domain to locate interactives and simulations to use in any content area Create Timelines in content areas to illustrate concepts (e.g. History timelines, life of scientists, etc.) Using a blog in your classroom to respond to content questions, share ideas, and have threaded discussions Use Audacity to create podcasts, do announcements, or other audio projects Use the groups or blog features in Blackboard Have a videoconference (e.g. Mystery Quest, Mote Marine, Read Around the Planet, ASK, COSI) with an expert or another class Use a class wiki to share information for class projects, etc. Have a videoconference with someone from another culture Interview an author who writes about other cultures Correspond through blog posts, email, etc. with someone from another culture Use the E-pals online pen pals site to locate classrooms in other cultures to begin a partnership Download and connect with another classroom or individual through Skype online communication
STANDARD 6-8.CC.3. Identify effective uses of technology to support communication with peers, family, or school personnel.
RESOURCES websites email phone blogs (http://edublogs.misd.net/) Edmodo wikis (http://pbworks.com/)online collaboration District MailOut option for parents Mel.org Destiny (online card catalog) http://library.cvs.k12.mi.us/ World Book Online (free through CVS) or obtain password for home Gale ebooks (http://www.gale.cengage.com/gvrl/info.htm) Career Cruising websites search engines Kathy Shrock critical evaluation links: http://school.discoveryeducation.com/schrockguide/eval.html http://www.lesley.edu/library/guides/research/evaluating_web.html Websites from Rita Hughes to teach website evaluation Kathy Shrock's website evaluation guides: http://school.discoveryeducation.com/schrockguide/eval.html Hoax websites: http://www.rockhillworks.com/WFgale/HoaxSites.html www.lesley.edu/library/guides/research/evaluation_web.html http://www.bcps.org/offices/LIS/models/tips/eval.html Resources for this standard need to be investigated
LESSON IDEAS Classroom modeling and discussion in all three grades
Complete
When doing research for projects, students should be exposed to a wide variety of research tools and given instruction on their use
A variety of websites that provide resources (including bogus websites) for evaluation. (Lesley.edu may be more appropriate for grade 8) Suggested use before researching information for reports or projects Students doing project work at all three grade levels should be encouraged to check multiple sources of information
6-8.RI.3. Understand that using information from a single internet source might result in the reporting of erroneous facts and that multiple sources should always be researched. 6-8.RI.4. Identify types of web sites based on their domain names (e.g., edu, com, gov, net). 6-8.RI.5. Employ data-collection technologies (e.g., probes, handheld devices, GPS units, geographic mapping systems) to gather, view, and analyze the results for a content-related problem. 6-8.CT. Critical Thinking, Problem Solving, and Decision Making 6-8.CT.1. Use databases or spreadsheets to make predictions, develop strategies, and evaluate decisions to assist with solving a problem. 6-8.CT.2. Evaluate available digital resources and select the most appropriate application to accomplish a specific task (e.g., word processor, table, outline, spreadsheet, presentation program).
Possible poster to put into classrooms; use information from websites to distinguish between domain names
Excel http://www.educationworld.com/a_tech/tech112.shtml http://landmark-project.com/page.php?stamp=&pn=4&psn=&cat=22
Predict trends on graphs from data; can use Excel to sort, graph, analyze data from any of the links on these pages
Discuss the advantages and disadvantages of using various digital applications to complete an assigned task. Offer choices for applications where appropriate
STANDARD 6-8.CT.3. Gather data, examine patterns, and apply information for decision making using available digital resources.
RESOURCES online resources such as: Google Earth (http://earth.google.com/) Census Bureau Data (http://www.census.gov/) Culture Grams USGS (US Geological Survey) http://www.usgs.gov/ develop handouts for teachers to post or give to kids: *printing problems *saving issues *can't log in (Wi-Fi button) *Sticky Keys *battery changes *procedures for taking out and putting away laptops *correct URL identification Microsoft Word (citation maker on References ribbon/tab) World Book online Mel.org or Gale ebooks (http://www.gale.cengage.com/gvrl/info.htm) http://owl.english.purdue.edu/owl/resource/560/01/http://citationmachine.net/ District AUPcovers Federal CIPA (Child Internet Protection Act) www.onguardonline.gov
LESSON IDEAS Use data from reliable online resources to gather data, look at patterns, and make decisions (e.g. what is the best way to conserve water, what can we do to improve air quality, what country in South America has the highest standard of living, etc.)
Complete
6-8.CT.4. Describe strategies for solving routine hardware and software problems.
6-8.DC.2. Discuss issues related to acceptable and responsible use of technology (e.g. privacy, security, copyright, plagiarism, viruses, filesharing)
6-8.DC.3. Discuss the consequences related to unethical use of information and communication technologies.
digitalcitizenshiped.com (must register) http://cybersmartcurriculum.org/lessonsbygrade/6-8/ http://www.plagiarism.org/ Discovery Education (United Streaming: http://streaming.discoveryeducation.com/)
6-8.DC.4. Discuss possible societal impact of technology in the future and reflect on the importance of technology in the past.
Career Cruising WebQuest Digital Citizenship: http://www.barnstable.k12.ma.us/Technology/mysite2/ http://www.pbs.org/wgbh/amex/telephone/timeline/f_timeline.html http://www.history-timelines.org.uk/events-timelines/12-technologytimeline.htm http://timelines.ws/subjects/Technology.HTML
Discuss the AUP that all CV students have signed. Discuss implications of P2P (Peer-to-Peer) file sharing sites (sites designed to allow illegal sharing of images, music, and software) Focus on plagiarism and copyright issues during any research-based project/assignment Presentor have students search online for cases of unethical and illegal use of information (sexting, cyber bullying, plagiarism) and consequences Legal and ethical consequences of recording video or images without permission Illegality of sharing music and other intellectual property via Bluetooth, email, and online sites Intellectual Property Fair Useteach and discuss meaning Discuss plagiarism and ethics with students and how it pertains to new technologies: Moviemaker, multimedia collaborations, podcasts (audio copyright), websites (audio/visual copyright) Timeliner
STANDARD 6-8.DC.5. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources.
RESOURCES Use PowerPoint, Photo Story, Voice Thread, Movie Maker, MS Publisher Digital video cameras, web cams, digital cameras Discovery Education (United Streaming: http://streaming.discoveryeducation.com/) www.isafe.org http://cybersmartcurriculum.org/lessonsbygrade/6-8/
LESSON IDEAS Create media rich projects to share with classes through formal presentations in class, online (wikis, podcasts, e.g.), showcase, or technology fair Share project within one class, or with the entire school or grade
Complete
6-8.DC.6. Discuss the long term ramifications (digital footprint) of participating in questionable online activities (e.g., posting of risqu poses or underage drinking, main threats to others). 6-8.DC.7. Describe the potential risks and dangers associated with on-line communications.
www.isafe.org http://cybersmartcurriculum.org/lessonsbygrade/6-8/ http://www.schooltube.com/video/5fef45dae5cd4b1083e0/Dangers-ofFacebook Using social networking sites safely; short video Games and information: http://www.playitcybersafe.com/curriculum/index.cfm
6-8.TC. Technology Operations and Concepts 6.8.TC.1. Identify file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3). 6-8.TC.2. Use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the accuracy of technologyproduced materials.
In context, while using various software applications, point out the file format extensions: .doc. (Word), .xls (Excel), .pdf (Adobe Reader), .txt (text / notepad), .jpg (graphic format), .mp3 (audio/music), etc. MS Office Suite Windows Calculator found in the Accessories Group (both standard version and scientific version) Teach grammar check, spelling check found in MS Office Applications buttons on the ribbon, as well as the simple right-click function (synonyms/thesaurus/look up). The Look Up menu item (when right clicking on a word) will call up an entire reference library, including a translator)
Online resources: dictionary.com, for example Using media centers online catalog: Destiny, MEL.org
When searching for books or resources through MEL.
6-8.TC.4. Know how to create and use various functions available in a database (e.g., filtering, sorting, charts). 6-8.TC.5. Identify a variety of information storage devices (e.g., CDs, DVDs, flash drives, SD cards) and provide rationales for using a certain device for specific purposes. 6-8.TC.6. Use accurate technology terminology
MS Access Teach in context, as used, e.g., using a flash drive (USB storage device) for opening and saving workhow to find it (the storage location) in the Open/Save dialogue box
Where applicable
STANDARD 6-8.TC.7. Use technology to identify and explore various occupations or careers, especially those related to science, technology, engineering, and mathematics. 6-8.TC.8. Discuss possible uses of technology to support personal pursuits and lifelong learning. 6-8.TC.9. Understand and discuss how assistive technologies can benefit all individuals. 6-8.TC.10. Discuss security issues related to e-commerce.
RESOURCES Career Cruising (http://www.careercruising.com/)
LESSON IDEAS
Complete
Discuss: e-learning, iPods, iPhone, Kindle, iPad, ebooks, online courses, movie-making software, graphic design, Photoshop, etc., as potential lifelong skills, resources, and career options MP3, headphones, online highlighters, web readers, speech tools (found in taskbar), Accessibility folder in Accessories group: zoom, magnifier, narrator, etc.) Discovery Education (United Streaming: http://streaming.discoveryeducation.com/) online shopping
Online narratives, podcasts Students create a project involving a virtual vacation using websites (such as Travelocity) that allows students to purchase things and see the security symbols in their web browser (such as the gold lock symbol in the address bar), or https (secure site) versus http
EIGHTH GRADE
STANDARD 6-8. CI. Creativity and Innovation 6-8.CI.1. Apply common software features (e.g. spellchecker, thesaurus, formulas, charts, graphics, sounds) to enhance communication with an audience and to support creativity. 6-8.CI.2. Create an original project (e.g. presentation, web page, newsletter, information brochure) using a variety of media (e.g. animations, graphs, charts, audio, graphics, video) to present content information to an audience. RESOURCES Microsoft Office (Word, PP, Excel, Publisher) LESSON IDEAS Use software features to create presentations (e.g. reports, PP presentations with graphics and sounds, adding graphs to Excel, newsletters in Publisher, etc. Complete
6-8.CI.3. Illustrate a content-related concept using a model, simulation, or concept mapping-software.
Microsoft Office Moviemaker Photostory3 Animoto.com (online slideshow) Voicethread.com (Sign up, click Go Pro, K-12 Educator for Free Acct.) Weebly (website creation: http://www.weebly.com/) Audacity Photoshop Elements Inspiration Call to Freedom simulation disk (8th grade) Thinkfinity, Teacher First, and Teacher's Domain Timeliner Online simulations to illustrate science concepts (e.g. waves: http://phet.colorado.edu/simulations/sims.php?sim=Wave_on_a_String )
All three grade levels should provide opportunities to create multimedia content
Edublogs (http://edublogs.misd.net/) Audacity (for podcasting) Blackboard (www.bb9.misd.net) Distance Learning cart Wikispaces or other wiki site TWICE (www.projects.twice.cc) online collaboration COSI (www.isafe.org) CAP (http://www.twice.cc/) online Collaboration Around the Planet
6-8.CC.2. Use collaborative digital tools to explore common curriculum content with learners from other cultures.
TWICE (www.projects.twice.cc) online collaboration CAP (http://www.twice.cc/) online Collaboration Around the Planet ASK Edublogs (http://edublogs.misd.net/) Internet searches for experts E-pals (www.epals.com) online pen pals Skype (www.skype.com) online communication
Use Inspiration to map vocabulary, analyze content, etc. Use Thinkfinity, Teachers First, and Teacher's Domain to locate interactives and simulations to use in any content area Create Timelines in content areas to illustrate concepts (e.g. History timelines, life of scientists, etc.) Use a blog in your classroom to respond to content questions, share ideas, and have threaded discussions Use Audacity to create podcasts, do announcements, or other audio projects Use the groups or blog features in Blackboard Have a videoconference (e.g. Mystery Quest, Mote Marine, Read Around the Planet, ASK, COSI) with an expert or another class Use a class wiki to share information for class projects, etc. Have a videoconference with someone from another culture Interview an author who writes about other cultures Correspond through blog posts, email, etc. with someone from another culture Use the E-pals online pen pals site to locate classrooms in other cultures to begin a partnership Download and connect with another classroom or individual through Skype online communication
STANDARD 6-8.CC.3. Identify effective uses of technology to support communication with peers, family, or school personnel.
RESOURCES websites email phone blogs (http://edublogs.misd.net/) Edmodo wikis (http://pbworks.com/) online collaboration Mail-Out for district parents and community Mel.org Destiny (online card catalog) http://library.cvs.k12.mi.us/ World Book Online (free through CVS) or obtain password for home Gale ebooks (http://www.gale.cengage.com/gvrl/info.htm) Career Cruising websites search engines Kathy Shrock critical evaluation links: http://school.discoveryeducation.com/schrockguide/eval.html http://www.lesley.edu/library/guides/research/evaluating_web.html
LESSON IDEAS Classroom modeling and discussion in all three grades
Complete
Expose students to a wide variety of research tools and give instruction on their use
Use a variety of websites that provide resources (including bogus websites) for evaluation. (Lesley.edu may be more appropriate for grade 8) Suggested use before researching information for reports or projects Students doing project work at all three grade levels should be encouraged to check multiple sources of information
6-8.RI.3. Understand that using information from a single internet source might result in the reporting of erroneous facts and that multiple sources should always be researched. 6-8.RI.4. Identify types of web sites based on their domain names (e.g., edu, com, gov, net). 6-8.RI.5. Employ data-collection technologies (e.g., probes, handheld devices, GPS units, geographic mapping systems) to gather, view, and analyze the results for a content-related problem. 6-8.CT. Critical Thinking, Problem Solving, and Decision Making 6-8.CT.1. Use databases or spreadsheets to make predictions, develop strategies, and evaluate decisions to assist with solving a problem. 6-8.CT.2. Evaluate available digital resources and select the most appropriate application to accomplish a specific task (e.g., word processor, table, outline, spreadsheet, presentation program). 6-8.CT.3. Gather data, examine patterns, and apply information for decision making using available digital resources.
Websites from Rita Hughes to teach website evaluation Kathy Shrock's website evaluation guides: http://school.discoveryeducation.com/schrockguide/eval.html Hoax websites: http://www.rockhillworks.com/WFgale/HoaxSites.html www.lesley.edu/library/guides/research/evaluation_web.html http://www.bcps.org/offices/LIS/models/tips/eval.html Resources for this standard need to be investigated
Create a poster to put into classrooms; use information from websites to distinguish between domain names
Excel http://www.educationworld.com/a_tech/tech112.shtml http://landmark-project.com/page.php?stamp=&pn=4&psn=&cat=22
Predicting trends on graphs from data; use Excel to sort, graph, analyze data from any of the links on these pages
Discuss the advantages and disadvantages of using various digital applications to complete an assigned task. Offer choices for applications where appropriate Use data from reliable online resources to gather data, look at patterns, and make decisions (e.g. what is the best way to conserve water, what can we do to improve air quality, what country in South America has the highest standard of living, etc.)
online resources such as: Google Earth (http://earth.google.com/) Census Bureau Data (http://www.census.gov/) Culture Grams USGS (US Geological Survey) http://www.usgs.gov/
STANDARD 6-8.CT.4. Describe strategies for solving routine hardware and software problems.
RESOURCES Develop handouts to post or give to kids: *printing problems *saving issues *can't log in (Wi-Fi button) *Sticky Keys *battery changes *procedures for taking out and putting away laptops *correct URL identification Microsoft Word (citation maker on References ribbon/tab) World Book online Mel.org or Gale ebooks (http://www.gale.cengage.com/gvrl/info.htm) http://owl.english.purdue.edu/owl/resource/560/01/http://citationmachine. net/ District AUPcovers Federal CIPA (Child Internet Protection Act) www.onguardonline.gov
LESSON IDEAS Students can create posters for room or lab
Complete
6-8.DC.2. Discuss issues related to acceptable and responsible use of technology (e.g. Privacy, security, copyright, plagiarism, viruses, file-sharing).
6-8.DC.3. Discuss the consequences related to unethical use of information and communication technologies.
www.digitalcitizenshiped.com (must register) http://cybersmartcurriculum.org/lessonsbygrade/6-8/ http://www.plagiarism.org/ Discovery Education (United Streaming: http://streaming.discoveryeducation.com/)
6-8.DC.4. Discuss possible societal impact of technology in the future and reflect on the importance of technology in the past.
Updating EDP Web Quest Digital Citizenship: http://www.barnstable.k12.ma.us/Technology/mysite2/Digital%20Citizen%20 Web%20quest/digital_citizenship_index.htm http://www.pbs.org/wgbh/amex/telephone/timeline/f_timeline.html http://www.history-timelines.org.uk/events-timelines/12-technologytimeline.htm Use PowerPoint, Photo Story, Voice Thread, Movie Maker, MS Publisher Digital video cameras, web cams, digital cameras Discovery Education (United Streaming: http://streaming.discoveryeducation.com/)
Discuss the AUP that all CV students have signed Discuss implications of P2P (Peer-to-Peer) file sharing sites (sites designed to allow illegal sharing of images, music, and software) Focus on plagiarism and copyright issues during any research-based project/assignment Presentor have students search online for cases of unethical and illegal use of information (sexting, cyber bullying, plagiarism) and consequences Legal and ethical consequences of recording video or images without permission Illegality of sharing music and other intellectual property via Bluetooth, email, and online sites Intellectual Property Fair Useteach and discuss meaning Discuss plagiarism and ethics with studentsand how it pertains to new technologies: Moviemaker, multimedia collaborations, podcasts (audio copyright), websites (audio/visual copyright) Timeliner Use of phones and handheld technology to share information instantly with large groups or on social sites
6-8.DC.5. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources.
Create media rich projects to share with classes through formal presentations in class, online (wikis, podcasts, e.g.), showcase, or technology fair. Could be shared within one class, or with the entire school or grade.
STANDARD 6-8.DC.6. Discuss the long term ramifications (digital footprint) of participating in questionable online activities (e.g., posting of risqu poses or underage drinking, main threats to others). 6-8.DC.7. Describe the potential risks and dangers associated with on-line communications.
RESOURCES www.isafe.org http://cybersmartcurriculum.org/lessonsbygrade/6-8/
LESSON IDEAS
Complete
www.isafe.org http://cybersmartcurriculum.org/lessonsbygrade/6-8/ http://www.schooltube.com/video/5fef45dae5cd4b1083e0/Dangers-ofFacebook Using social networking sites safely; short video Games and information: http://www.playitcybersafe.com/curriculum/index.cfm In context, as you use various software applications, point out the file format extensions: .doc. (Word), .xls (Excel), .pdf (Adobe Reader), .txt (text / notepad), .jpg (graphic format), .mp3 (audio/music), etc. MS Office Suite Windows Calculator found in the Accessories Group (both standard version and scientific versionclick the VIEW menu to switch between) Teach grammar check, spelling check found in MS Office Applications buttons on the ribbon, as well as the simple right-click function (synonyms/thesaurus/look up). The Look Up menu item (when right clicking on a word) will call up an entire reference library, including a translator)
6-8.TC. Technology Operations and Concepts 6.8.TC.1. Identify file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3 6-8.TC.2. Use a variety of technology tools (e.g., dictionary, thesaurus, grammarchecker, calculator) to maximize the accuracy of technology-produced materials.
Online resources: dictionary.com, for example Using media centers online catalog: Destiny, MEL.org
When searching for books or resources through MEL.
6-8.TC.4. Know how to create and use various functions available in a database (e.g., filtering, sorting, charts). 6-8.TC.5. Identify a variety of information storage devices (e.g., CDs, DVDs, flash drives, SD cards) and provide rationales for using a certain device for specific purposes. 6-8.TC.6. Use accurate technology terminology. 6-8.TC.7. Use technology to identify and explore various occupations or careers, especially those related to science, technology, engineering, and mathematics. 6-8.TC.8. Discuss possible uses of technology to support personal pursuits and lifelong learning. 6-8.TC.9. Understand and discuss how assistive technologies can benefit all individuals.
MS Access Teach in context, as used, e.g., using a flash drive (USB storage device) for opening and saving workshow to find it (the storage location) in the Open/Save dialogue box Where applicable N/A (covered in 7th grade) Discuss: e-learning, iPods, iPhone, Kindle, iPad, ebooks, online courses, movie-making software, graphic design, etc., as potential lifelong skills, resources, and career options MP3, headphones, online highlighters, web readers, speech tools (found in taskbar), Accessibility folder in Accessories group: zoom, magnifier, narrator, etc.)
Online narratives, podcasts.
STANDARD 6-8.TC.10. Discuss security issues related to e-commerce.
RESOURCES Discovery Education (United Streaming: http://streaming.discoveryeducation.com/) online shopping
LESSON IDEAS
Complete

Chippewa Valley Schools Curriculum Alignment Michigan Educational Technology Standards (METS) 2012

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Chippewa Valley Schools Curriculum Alignment Michigan Educational Technology Standards (METS) 2012 KINDERGARTEN

SMART Notebook File or PowerPoint *(AppropriateUseofTech.notebook/AppropriateUseofTech.ppt)

6.1. Discuss advantages and disadvantages of using technology

SMART Notebook file presentation: Basic Care of Technology *(BasicCareofTech.notebook)

*Available in the U: drive. (U:\TechCurrDocuments\)

2.2. Use a Variety of developmentally appropriate digital tools

3.1 Interact with internet based resources

5.1. Describe appropriate and inappropriate uses of hardware

See Kindergarten resource list.

6.1. Discuss advantages and disadvantages of using technology

Teach open and close functions.

Add on: save, print, login, password

See Kindergarten resources.

*Available in the U: drive. (U:\TechCurrDocuments\)

Grade level introduction

*Available in the U: drive. (U:\TechCurrDocuments\)

2.2. Use a Variety of developmentally appropriate digital tools

3.1 Interact with internet based resources

See First Grade resources.

See Kindergarten/First Grade resources

See Kindergarten/First Grade resources

See Kindergarten resources.

See Kindergarten resources.

*Available in the U: drive. (U:\TechCurrDocuments\)

Grade level introduction

*Available in the U: drive. (U:\TechCurrDocuments\)

*Available in the U: drive. (U:\TechCurrDocuments\)

Grade level introduction

*Available in the U: drive. (U:\TechCurrDocuments\)

techresulthuman) created to meet this standard.

*Available in the U: drive. (U:\TechCurrDocuments\)

*Available in the U: drive. (U:\TechCurrDocuments\)

*Available in the U: drive. (U:\TechCurrDocuments\)

*Available in the U: drive. (U:\TechCurrDocuments\)

Grade level introduction

*Available in the U: drive. (U:\TechCurrDocuments\)

*Available in the U: drive. (U:\TechCurrDocuments\)

Activity can be found at: http://cybersmartcurriculum.org/researchinfo/lessons/4-5/rating_web_sites/

*Available in the U: drive. (U:\TechCurrDocuments\)

below): http://cybersmartcurriculum.org/lessonsbygrade/ Topic may be discussed during SMART Moves or DARE

Topic may be discussed during SMART Moves or DARE

*Available in the U: drive. (U:\TechCurrDocuments\)

*Available in the U: drive. (U:\TechCurrDocuments\)

Michigan Educational Technology Standards (METS) 2012 Middle School

6-8.CI.3. Illustrate a content-related concept using a model, simulation, or concept mapping-software.

*Available in the U: drive. (U:\TechCurrDocuments\)

www.lesley.edu/library/guides/research/evaluation_web.html http://www.bcps.org/offices/LIS/models/tips/eval.html Resources for this standard need to be investigated

*Available in the U: drive. (U:\TechCurrDocuments\)

RESOURCES N/A (Covered in 7th and 8th grades)

All available district software and online resources

District AUPcovers Federal CIPA (Child Internet Protection Act) www.onguardonline.gov

*Available in the U: drive. (U:\TechCurrDocuments\)

LESSON IDEAS Timeliner

6-8.TC.3. Perform queries on existing databases.

When searching for books or resources through MEL

*Available in the U: drive. (U:\TechCurrDocuments\)

Where applicable N/A (Covered in 7 grade)

*Available in the U: drive. (U:\TechCurrDocuments\)

Michigan Educational Technology Standards (METS) 2012 Middle School

*Available in the U: drive. (U:\TechCurrDocuments\)

LESSON IDEAS Classroom modeling and discussion in all three grades

Excel http://www.educationworld.com/a_tech/tech112.shtml http://landmark-project.com/page.php?stamp=&pn=4&psn=&cat=22