K-12 Technology Curriculum

K-12 Technology Curriculum

Muscatine Community School District1403 Park Avenue

Muscatine IA 52761

Adopted: Summer, 2000Implemented: Fall, 2000

TABLE OF CONTENTS

Page

Technology Curriculum Committee Membership..................................................... i

District Mission, Vision, Technology Goals ............................................................. ii

Listing of Technology Strands and Standards ........................................................iii

Strand 1: ..............................................................................................................1 - 5

Strand 2: ...........................................................................................................6 – 13

Strand 3: .........................................................................................................14 – 20

Strand 4: .........................................................................................................21 – 23

Strand 5: .........................................................................................................24 – 30

i

K-12 Technology Curriculum Committee

Jan Collinson, Mulberry Principal

Becky Mather, AEA Consultant

Shane Williams, Franklin

Katie Williams, Franklin

LuAnn Senger, Garfield

Paul Adkins, Jefferson

Karen Woods, Madison

Carolyn Airola, McKinley

Denise Flickinger, McKinley/Mulberry

Charlie Velasquez, Mulberry

Judy Dindinger, Mulberry

Carla Paxton, Washington

Tula Knott, CMS

Shawn Larson-Walgren, CMS

Craig McCullough, CMS

Mary Welk, WMS

Marci Hammerand, MHS

Dennis Inman, MHS

Connie Minick, MHS

Konrad Wilke, MHS

Jason Wester, MHS

Cindy Helmold, MHS

ii

Mission

The mission of the Muscatine Community School District is toensure excellence in education for every student.

Vision

The Muscatine Community School District will provide a safe, nurturing environmentwhere academic excellence is expected and diversity is recognized as a strength. Wewill meet individual needs while developing independent learners who are alsosuccessful team players.

We will embrace innovative practices that are research-based and promote high levelsof student learning. Technology-rich classrooms will enhance active learning andexcitement. Interior and exterior walls will become seamless as learners and thecommunity collaborate.

Our students will achieve positive social skills, which promote respect and responsibilityto self, family and community, resulting in positive self esteem.

School-community partnerships will prepare and challenge each individual to become agoal-oriented, lifelong learner in an ever-changing global society.

Goals of District Technology Committee

1. Integrate technology into the curriculum.2. Finish cabling all the district classrooms.3. Hire additional technology personnel.4. Establish district technology standards.5. Maintain district web site and delegate each school a web page by January,

1998.6. Continue to provide staff development in the use of technology.7. Set standards for network procedures: communicate the standards and provide

training.8. Establish a finance plan.

iii

TECHNOLOGY STRANDS AND STANDARDS

STRAND 1: BASIC OPERATIONS AND CONCEPTS

Standard: Students are proficient in the use of technology.

STRAND 2: SOCIAL, ETHICAL AND HUMAN ISSUES

Standard: Students understand the ethical, cultural, and societalissues related to technology. Students practice responsible use oftechnology systems, information, and software.

STRAND 3: TECHNOLOGY PRODUCTIVITY TOOLS

Standard: Students use technology tools to enhance learning,increase productivity and creativity.

STRAND 4: TECHNOLOGY COMMUNICATION TOOLS

Standard: Students publish, interact and communicate informationand ideas to multiple audiences.

STRAND 5: TECHNOLOGY RESEARCH TOOLS

Standard: Students use appropriate technology to locate, evaluate,and collect information from a variety of sources. Students useappropriate technology tools to process data and report results.

1

Strand #1 Basic Operations and Concepts


Grade/Department Benchmark Performance

TaskResources Sample Activities

K.1.1 Clicks on icon toperform functions

K.1.2 Uses mouse to reachanything on screen

K.1.3 Uses click and dragwhen appropriate

K.1.4 Understands wait timeincluding iconshowing hard drive ordisk drive activity(spinning ball, hourglass, etc.) Importantto safely removingdisks and not‘freezing’ up machine

•Demonstrate skillsusing Cat in the HatLiving Book(Broderbund) for Dr.Seuss’s birthday. Haveeach child demonstrateskills by interacting witha minimum of 3 pagesindependently.

K.1.5 Identifiesletter/numbers on akeyboard

•Independentlyuse/interact withprogramdemonstratingthese skills

Living Books

•Use keyboard as asource in languagelessons whenintroducing letters.

K.1.6 Demonstrates propercare and handling ofcomputer including:no food or drinks nearcomputer, minimizepossibility of staticdischarge.

•Student willstate properrules indiscussion.

Posters showingappropriate careof computers.(Teacher mayadd additionalrules asappropriate)

•During discussion ofclassroom rules, thesewill be included.Students will be askedto state rules related tothe computer beforeusing first severaltimes.

1.1.1 Opens or closes aprogram

•Insert CD ordisk, launch andoperate programw/assistance

Gradeappropriate Cdor disk

1.1.2 Inserts disk/CDproperly, including:uses eject button onCD drives, closingprograms/files beforeejecting disks, waitingfor drive to stop,dragging disk to trash(Mac) and waiting fordisk to ejectcompletely

•Insert CD ordisk, launch andoperate program

Gradeappropriate CDor disk

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1.1.3 Uses left hand/righthand on appropriatesides of keyboard(Pre-keyboarding skill)

2.1.1 Understands there iscorrect procedure toturn on and shut downa computer, includingexiting/quitting openfiles and programs,logging on and off

•Participate inclass or smallgroup discussionon properprocedures.Note: Studentswill not berequired to shutdown, start, logon or log off insecond grade.

2.1.2 Uses shift, caps lock,tab, and arrow keys

2.1.3 Uses menu bar tomove around program

2.1.4 Saves to a floppy orfolder

2.1.5 Prints a documentusing either the menubar, menu button orkeyboard shortcut.

•Student will useprogram tocreate, save, andprint a documentwith assistance.

3.1.1 Understandsdifference betweenminimize and quit(PC) and/orUnderstandsdifference betweenclose and exit (Mac)

•Close and quitprogram whendirected (Mac)and/orMinimize and/orclose programwhen directed(PC)

3.1.2 Uses finderappropriately (Mac)and/orUses task barappropriately (PC)

•Move betweenopenapplications

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3.1.3 Accesses the Helpmenu

•Open Helpmenu and locatespecific topicchosen byteacher

•When teachingliterature skills such asindex, table of contents,and alphabetical order,use the Help menu asan electronic example.•In lab situation, haveteams ‘race’ to find thecorrect topic underHelp menu. Forexample, teacher says Iwant this type to bebigger. Find the topicwhich would tell mehow to do it.•Independentworksheet idea: List thetopic (font) or given theproblem (want to makethe print bigger).Student is to write firstfive words of correctHelp paragraph.

3.1.4 Knows home row andattempts to usecorrect fingering(keyboarding)

•Type shortpassage frommodel usingcorrect fingers

Type to LearnWord or otherword processingprogram

•Type note or invitationhome to parent aboutupcoming activity usingmodel provided byteacher

4.1.1 Uses ‘find’ function tolocate a file

•Will find ‘hidden’file by usingname, partialname, or date inthe find function

4.1.2 Demonstrates goodkeyboarding skills

•Type shortpassage frommodel usingcorrect fingering

Type to Learn Word or otherword processingprogram

•Type note or invitationhome to parent aboutupcoming activity usingmodel provided byteacher

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5.1.1 Saves to variouslocations

•Produce andsave a documentto at least twolocations (harddrive, disk, zip,server)

Word processor Paint program Multi-mediaprogram

•As student prepares aHyper Studiopresentation, havethem always save intwo places. Forexample, always onecopy on the hard drivefor teacher use and oneon their own disk as aback up or to take toother computers.

5.1.2 Demonstrates goodkeyboarding skills

•Type shortpassage usingcorrect fingering

Type to Learn Word or otherword processingprogram

•Type note or invitationhome to parent aboutupcoming activity.•Encourage properkeyboarding whenusing email.

6, 7, 8 M1.1 Logging on andoff a computernetwork.

• Using theirusers name andpassword,students log intothe network.• Log off thenetwork.

ComputerNetwork

• Log ON and OFF theLAN

6, 7, 8 M1.2 Navigating tothe correct local/folderon the network.

• While loggedinto the networkstudentsnavigate to theirlocal/folder.

ComputerNetwork

• Using MS Word,students open theirlocal/folder and thensave the document intotheir local/folder.

6, 7, 8 M1.3 Print using anetworked printer.

• Access and usethe networkedprinter.

ComputerNetwork

• Using MS Word,students go to the printwindow and choose theappropriate networkedprinter.

6, 7, 8 M1.4 Increaseskeyboarding skills(accuracy and speed)

• Keyboardlessons from thetextbook usingcorrectkeyboardingtechniques.

ComputerMS Word

• Timed Tests• MS Word projects

6, 7, 8 M1.5 Use correctshut downprocedures.

• Demonstratehow to correctlyshut down acomputer. PCand MAC

Computer • Shut down a PC orMAC computercorrectly.

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6, 7, 8 M1.6 Implementtrouble-shootingtechnique usingcontrol+Alt. Delete.PC

• Press thecontrol alt anddelete keys toend task.

Computer PCMS Word

• While in MS Word usecontrol Alt delete to exitthe program. Discusscomputer freeze/crash.

6, 7, 8 M1.7 Use of rightmouse button/clicker.

• Use the rightclick button onthe mouse toselect from thepop up menu.

Computer PCMS Word

• While in MS Worddocument, right clickinside the Word windowand select font.

6, 7, 8 M1.8 Identify andunderstand the use ofon/off, reset andmonitor switches.

• Locate theon/off, reset andmonitor switches.

ComputerMS Word

• Class discussion

6, 7, 8 M1.9 Understandswait time (whilecomputer works)mouse pointer withhour glass or spinningball.

• Do not click onprogram iconswhile thecomputer islogging onto thenetwork.

Computer • Logging in

9-12, Staff H1.1 Function on aNetwork

• Log on andsave to thecorrect homedirectory.• Navigate tovarious folderson the network.• Print to correctlocation.• Applyappropriate waittime especiallywhen printing.

ComputerNetwork

• Science articlesummary• Language Arts writing• Social StudiesPowerPoint

9-12, Staff H1.1 Basic Trouble-shooting

• Close allprograms andlog-on as adifferent user.• Cntrl: Alt: Del

ComputerNetwork

6

Strand #2 Social, Ethical & Human Issues

Standard: Students understand the ethical, cultural, and societal issues related totechnology. Students practice responsible use of technology systems, information, andsoftware.


TaskResources Sample

Activities K.2.1 Identifies ways

students usetechnology.

•Name three usesof technology

•Teacher and/orstudents cut outmagazine picturesof technology,such asMcDonalds,VCR’s microwave,calculator, etc.Discuss.

K.2.2 Understands thatoriginal workbelongs to personwho created it (pre-copyrightawareness).

•Will write theirname on theirwork (electronicor otherwise) toshow ownership.

•Classroomdiscussionincluding pride inone’s work vs.using someone’selse’s work.

1.2.1 Respects privacy ofother’s files

1.2.2 Respects rights ofother’s works by notcopying it or askingpermission to copyit.

•Students willaccess onlyappropriate filesor programs

Kid Desk softwarefor in-class email

•Discussion ofprivacy, ownershipand respect.

2.2.1 Understandspurpose ofcopyright

•Usinginformationgathered from anelectronicreference,student willparaphrase tocreate own textfor a project (i.e.HyperStudio).

Media Specialist Softwaredocumentation

•Discuss why it iswrong to copywork, whetheranswers to aworksheet, aparagraph from abook, or a picturefrom ElectricLibrary. Look forcopyright invarious sources(written andelectronic). Havesmall groupsparaphrase aselection fromElectronic Library.Compare anddiscuss.

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Activities 3.2.1 Aware of district

Acceptable UsePolicy (AUP) andreasons it isnecessary.

•Given activity,can state if it isacceptable or not.

•District AUP,available from mediacenter•Teacher/class-madeposter with AUPtranslated into gradelevel language•Poster of classroomrules related tocomputers

3.2.2 Uses computers atschoolappropriately.

•As large group,break down AUPinto third gradelanguage.•List variety ofactivities on indexcards. As group orindividuals,catagorize asacceptable orunacceptable anddiscuss reasons.Example: Samfound game withguns and kills. Isthis acceptable atschool? Why orwhy not?•Discuss poster.Discuss whatconsequences willhappen forinappropriate use.

3.2.3 Composes e-mailusing proper e-mailetiquette

•Compose andsend email inteacher-directedsetting, usingappropriatecapitalization,greeting, andsignature.

See district webpage for etiquetteguidelines.

•Compare e-mailetiquette to lettersand conversation,discussingsimilarities anddifferences.•View and discussweb site

3.2.4 Composes e-mailusing proper safetyprecautions.

•Given printedversion of e-mail,will identifyunsafe behaviorssuch as givingpersonal data

Story of e-mail fraudwith children ondistrict web page

•Story of e-mailfraud withchildren. Readand discuss.

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Activities 4.2.1 Recognizes, exits

and reportsinappropriate sitesaccessed byaccident

Identifies:• a minimum of

2 criteriawhich make asiteinappropriate

• a minimum of2 ways to exita site quicklyand

• identifies tworeasons toreport thesite.

Teacher-createdworksheet or postershowing:•Criteria-sex,violence, adultmatter, badlanguage, obvioushate/prejudice, notthe topic beingresearched, etc.•Exit/back button,exit button, turn offmonitor, turn offcomputer•Reasons to report-so no one else willmake same mistake,if classmate reportsyou first, becauseyou are honest!

To avoid thisbecoming a moralissue orembarrasing topicfor some, it issuggested it beapproached as:1. a safety issue

- some sites,just as someareas of a city,are unsafeand you needto stay awayfrom them

2. what isappropriate athome may notbe appropriateat school orwork, ie:gamesinvolving gunsor violence

3. a site may beinterestingand ageappropriate,but if it is notthe topic youare to beresearching, itis no differentthan reading asportsmagazineduring mathtime.


•Given printedversion of e-mail,will rewrite a‘safer’ version.

Story of e-mail fraudwith children.


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Activities4.2.3 Uses proper

etiquette whenusing e-mail

•Compose andsend e-mail usingappropriatecapitalization,greeting, andsignature.

MCS web pageMedia Specialist

•Compare e-mailetiquette to lettersand conversation,discussingsimilarities anddifferences.

4.2.4 Cites on-lineresources whenused in reports orprojects.

•Acknowledgmentor bibliographypage recognizingon-line resourcesin classroomassignment

MCS web page Media Specialist

•Explore sites.Discuss reasonsforacknowledgment.

5.2.1 Uses properetiquette whenusing e-mail

•Compose andsend e-mail usingappropriatecapitalization,greeting, andsignature.

Key pals Classroom e-mail


•Given printedversion of e-mail,will rewrite a‘safer’ version.

Story of e-mail fraudwith children.


5.2.3 Understandstechnology skillsare required invarious occupations

•Will state howtechnology isused in aminimum of threeoccupations

•Interview 5people todetermine howtechnology is usedin their jobs.•Use want ads todetermine whichjobs requiretechnology skills•Ask parents howthey usetechnology

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Activities6, 7, 8 M2.1 Identify

Responsible Use ofNetworkApplications

• Demonstrateproper use ofemail etiquetteand proceduresin a supervisedenvironment.• Awareness ofthe capability tohave your emailmonitored byschool personnel,employer, etc.• Recognize thecost of printingnon-essentialmaterials andlarge documentsfrom the internet.• State whatplagiarism is andlist a minimum ofthreeconsequences forplagiarism.

Computer Networkand Internet

6th – 8th GradeComputer Class:• Internet search• Project – Faceon Mars• GatherInformation anddocument sources• Class discussion

6, 7, 8 M2.2 Understandthe Impact ofTechnology onSociety,Economics,Communication,and Daily Life

• Identify aminimum of threesubject specificwebsites forexperts in a givenfield.• Email a local,regional, national,or internationalexpert about aspecific topic.• Identify aminimum of threelocations whereindividuals canhave access tothe internet.

Computer andInternet

6th – 8th GradeComputer Class:• Class discussionon the work placeand howtechnology hasaltered it

Science:• Whencompletingscience fair projectcontact an expertto gain informationabout your project.

Social Studies:• Caribbean Unit,South AmericanUnit

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Activities6, 7, 8 M2.3 Recognize

that excessivecomputer usagecan be hazardousto one’s health.

• Identify aminimum of threehazards ofexcessivecomputer use inrelationship toone’s overallhealth.


• Covered in theCarpal TunnelProject

6, 7, 8 M2.4 Recognizehow the use oftechnology canenhance one’shealth.

• Compare thepros and cons ofgetting medicaladvice from theinternet.• Locate aminimum of threeappropriatewebsites thatcontaininformation toenhance one’shealth.


Science:• Discussion andVenn Diagram tocompare pros andcons.• Internet Search –Computers andCarpal TunnelSyndrome

6, 7, 8 M2.5 Developaware-ness andknowledge ofprecautions whileaccessing andusing the internet.

• List the properetiquette andpossible dangersif visiting a chatroom.• Identify ways torespondappropriately tounknownemailers.• Understandwhat a cookie isand how it canaffect younegatively andhow to deletecookies from yourcomputer.• Understandwhat a virus isand how to avoidgetting one onyour computer.


6th – 8th GradeComputer Class:• Class discussioncovering thedangers of chatrooms and email• What is acookie?

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Activities6, 7, 8 M2.6 Recognize

the importance oftechnology ingetting and keepinga job.

• Learn the stepsinvolved inposting a simpleresume on theweb.• Identify specificskills needed fora specificoccupation.• Research andreport on the topfive “computer”careers availabletoday.


8th Grade Speech:• Complete asample resume

8th Grade• After the jobshadowingexperience, list thetechnology skillsused in thatoccupation.

6th – 8th GradeComputer Class:• Class discussionon the explosionof theinformationaltechnology field.

9-12, Staff H2.1 Developresponsible use ofNetworkApplications (email,privacy, issues, costof technology)

• Proper use ofemail as perbuilding policy.• Securityconcerns,passwords, andpersonalinformation• All use of schoolcomputersmonitored• Printing may berestrictedbecause of cost.

Network

9-12, SocialStudies

H2.2 Understandthe impact oftechnology onsociety, economics,communications,and daily life

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Activities9-12, Staff H2.3 Explore

careers• Identifytechnologycareers• Utilizetechnology toresearch careers

Network researchtools

Tenth Grade:• Careers Speech

11th Grade:• Job Shadow

9-12, P.E. H2.4 Realize theimpact oftechnology onHealth and Fitness

• Pros and Consof online medicaladvice• Enhance healththroughappropriate websites• Excessive useof the computer isnot healthy• Emailing cannotreplace “face-to-face” contact

Language Arts,English 9/9E

H2.5 Practice safeand responsibleInternet usage

Dangers ofChatrooms• Beware noteverything on theInternet is true orbeneficial• Understandwhat a cookie isand how it mayreveal personalinformation

Magazine Articles • Reading articles,discussions ofchatroom use;benefits andproblems usingchatrooms

9-12,Composition, APLanguage, APLiterature,Commun-icationsClasses

H2.5 Practice safeand responsibleInternet usage

•Validity ofInternetinformation/sites

List of guidelines forvalid sites

•Discussion,Question-Answerwith students asthey accesssources, and useof the guidelinesas they research

14

Strand #3 Technology Productivity Tools

Standard: Students use technology tools to enhance learning, increase productivity andcreativity.



K.3.1 Operates ageappropriate paintprogram

K.3.2 Uses a toolbar ina paint program

•Create a one-pagegraphic documentusing Kid Pix

•Kid Pix•StanleyStickerStories

K.3.3 Uses a preparedspreadsheet

•Participates inwhole class activitywhich interpretsdata on a preparedspreadsheet

Graph Club •Class makes picto-graph of number ofstudents who walkhome, ride the bus, orare picked up. Teacheruses same informationand makes graph onGraph Club. Asksstudents to compare theinformation (is it thesame?) and format (is itthe same?)

1.3.1 Types text intoage-appropriateprogram

1.3.2 Creates graphicsusing toolbar

•Student createsone-page documentincorporating textand graphics

•Kid Pix•Hyper Studio•StudentWriting andResearchCenter•StanleyStickers

•Teacher reads bookaloud (or students selectindividual book).•Student selects favorite‘scene’ and drawspicture of it with textdescribing it.

1.3.3 Creates multi-mediapresentation

•Class createsmulti-mediapresentationincorporatingperformance task1.3.1

•Slide Show

1.3.4 Uses preparedspreadsheets

•Participates ingroup to prepare,print, and interpretgraphs fromspreadsheetinformation

Graph Club •Poll students on who iseating main, alternate,or bringing a sack lunch.Enter that information onspreadsheet. Printgraphs, discuss andinterpret information.

1.3.5 Uses data basesavailable inschool

•Student uses AR,on-line card catalog,or ElectronicBookshelf withassistance

•AcceleratedReader•ReadingCountsGolden Book

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2.3.1 Usespresentationsoftware

2.3.2 Creates buttonwith preparedsound

2.3.3 Uses graphictoolbarindependently

•Create 4 card stackwith minimum of 4transition buttons,incorporating allbenchmarks

Hyper Studio •In pairs, students createastoryboard about afavorite book.One page is the titlepage, onepage tells general ideaof story,one page shows favoritepart and one page tellsabout the studentscreating the stack.

2.3.4 Enters data intospreadsheet

•Enter data inpreparedspreadsheet withassistance

•Graph Club•Word•Excel

•Whole class discussionof vacation plans. Haveeach student come tocomputer and enter datato signify if they will bestaying home, travelingout of town, out of stateor don’t know. Printgraph.

2.3.5 Uses data basesavailable inschool

•Student uses AR,on-line card catalog,or ElectronicBookshelfindependently

•AcceleratedReader•On-line cardcatalog•ElectronicBookshelf

3.3.1 Create multi-mediapresentation

•Create multi-mediapresentationincluding animation

HyperStudio

3.3.2 Formats fonts inword processingapplication

•Produce documentusing a minimum oftwo fonts.

•Word•StudentWriting andResearchCenter

•Write class report. Titlemust be different fontthan body.

3.3.3 Uses editingskills, includingcursorplacement,highlighting,delete key andcut, copy andpaste

•Given teachercorrections to adocument can makethem in mostefficient manner.

•Word•Wordprocessingprogram

•Students turn in roughdraft of class report forcorrections. When theymake corrections, askthem fordemonstrations.

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3.3.4 Giveninformation,independentlyprepares a chartor graph

•Creates chart orgraph with givendata

Graph Club •Using math bookproblem that asksstudent to create graphfrom given information:Half the class createmanual chart and halfuse computer. Compare.Reverse groups on nextproblem.

3.3.5 Uses keyboardto search/sortdatabaseindependently

•Locate name ortitle on AR withoutcontinuous scrollingAND/OR•Use searchfunction to locatetopic with on-linecard catalog

4.3.1 Usesmicrophone torecord sounds

•Will create multi-media presentation,including originalsound

HyperStudio

4.3.2 Uses multiplecolumns in wordprocessingdocument

4.3.3 Uses spellchecker

4.3.4 Understandsdifferent ways toinsert graphics(object, clip art,frames).

•Will producedocument with onegraphic and nospelling errors, to beprinted as 1) onecolumn and 2)multiple columns.

•Word•StudentWritingCenter

•Produce newsletter,real or imaginary,demonstrating theskills of columns, spellchecking,and framed graphics.

4.3.5 Manipulatesdigital graphic(from digitalcamera, ElectricLibrary, Internet,scanner, etc.)

•Open graphic, andmanipulate byresizing, cropping,morphing or copyinga part of it.

MicroSoftPhoto Editor(Office Suite)or similarprogram withgraphicmanipulationcapabilities.

•Students print originalgraphic and manipulatedgraphic. Classroomcontest to see who canmatch the most originalswith manipulatedgraphics.•Students morph apicture than write a storyabout it.

17





4.3.6 Uses graphictool barindependently

•Create an originalpicture using atleast 10 graphictools from the toolbar.

HyperStudio

4.3.7 Enter andmanipulate datain teacher-preparedspreadsheet.

•Enter and edit dataon a spread sheet

•Graph Club •Excel

•Students record datasuch as own ARrecords,temperatures,hot/cold lunches, etc.

5.3.1 Move textbetweendocuments

•Will copy portion oftext from onedocument and pasteinto differentdocument

•Word HyperStudio

5.3.2 Participates inclass-createdspreadsheetinvolving:• label

columns androws

• sum row(s)andcolumn(s)

• sortalphabetically andnumerically

• format cells• print by

setting printarea

•Class-createdspreadsheet withcriteria mentioned

•Excel

•Set up spreadsheetbased on menu fromlocal restaurant. Eachstudent ‘places’ order byfilling in spreadsheetcorrectly.

5.3.3 Uses video inmulti-mediapresentation

•Group will createmulti-mediapresentationincorporating video

•HyperStudio •Power Point •Camcorderand/or digitalcamera •VCR •TV

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6,7,8 M3.1 Usesspreadsheet toorganize andmanipulate datainto appropriatecharts or graphs.

• Collect and reportresults of an activityon a spreadsheetutilizing formulasand converting thedata table to a chart.

EXCEL • Pizza Picks, 6th grade.Students gather andrecord data from surveyof favorite pizza, enterdata on spreadsheet,use formula to figurepercentage, and createa pie chart.• Science labs, waterand mineral, 8th grade.Students gather data inlab, transfer findings tospreadsheet, and useformula to figure gravityand average.• Baseball/basketballstatistics, 8th grade.Students gather factsand statistics onteams/players, enterdata on spreadsheet,use formulas and makecharts.• Computer exploratoryclass, 8th grade.Students learn thebasics of EXCEL• Take raw data andmake a data table

6,7,8 M3.2 Import adigital photo intoa presentation/document.

• Insert a digitalphoto into adocument

WordHyperStudioDigitalCameraInternet

• 6th grade researchprojects• 7th grade speech• 8th grade art projects

7 M3.3 Create amulti-mediapresentation

• Create multi-mediapresentationsintegrating sound,clip art, digitalpictures, andhyperlinks to theweb

HyperStudioPowerPointDigitalCameraScanner

• Do a presentation onsome aspect of U.S.History usingHyperStudio• 6th grade social studiesresearch• 7th grade speech• 8th grade language artsbook report on research

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6,7,8 M3.4 Contributeinformation andideas to a classweb page

• Publish originalwork on a class webpage.• Access teachercreated web page.

FrontPageAdobePagemillInternetHostingService(s)

• Social studies creationof web page related totheir study.• Language arts creationof web page postingbook reviews

6,7,8 M3.5 Create hisor her own webpage to publishoriginal work.

• Author their ownweb page to reportand share findingswith citations forother sources

InternetHostingService(s)FrontPageAdobePagemill

• 8th grade computerexploratory class• Access a web hostingservice, such asGeocities, and designtheir own web page forputting original work on(science fair project).

6,7,8 M3.6 Applyadvanced wordprocessing toolsto produce adocument

• Use advancedformatting toolsincluding columns,tabs, wrap-arounds,hanging indents andspell check todocuments.

MicrosoftWord

• Computer exploratoryclassesSocial studies,Language Arts classes

6,7,8 M3.7 Createstoryboardorganizers toplan video,electronic slidepresentations, orweb pages.

• Group, synthesizeand organize theirresearch notes intoa storyboard withreferences tophotos, drawings,videos etc, beforecreating themultimedia project.

Teachercreatedstorybookorganizer

• Multimediapresentation

6,7,8 M3.8 Createdata base andprint reports

• Practice using adatabase andunderstand thefunction of adatabase.

MicrosoftAccess

• 8th grade computerexploratory class

9-12, LanguageArts

H3.1 WordProcess

• Use computerword processing togenerate papersand assignments

MicrosoftOffice

• Write papers,speeches, and projecttexts, create columns,generate outlines,documents, and changefonts, margins, etc.

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9-12, Math H3.2 ConstructSpreadsheet

• Compare variousareas and volumesas measurements

MicrosoftOffice

• Enter Data in aSpreadsheet and set upformat• Create various graphs:Circle, Line, Bar

9-12, Business H3.3 DevelopDatabase

• Practice using adatabase with reallife based projects

Access • Generate mailinglabels, record books,address books, queuinginformation.

9-12, Communi-cationclasses/Myth-ology

H3.4 CreateMultimediaPresentation

• Use of PowerPointfor a presentation• Use of videoequipment/VCR

PowerPointcomputerprogram

• Communication classwill use PowerPoint forthe presentation of atleast one speech duringthe semester. Speechesare video taped, tapesare viewed andreviewed.• Mythology students willuse a PowerPointpresentation during astudent-taught unit.

9-12, SocialStudies

H3.4 CreateMultimediaPresentation

9-12, Science H3.5 Contributeto Website

• Develop Web Site ComputerLab, AdobePageMill,DigitalCamera,Scanner

• Students and Teacherspost assignments onWeb Sites

9-12, IndustrialArts

H3.6 Use CAD

9-12, Math H3.7 UseCalculators

• Graph andInterpret data

PersonalCalculators

• Graph functions andInterpret results

9-12, Science H3.8 Collect labdataelectronically

• Measure Ph,Temperature, andspeed

Ph meter,ComputerProbes

• Labs involving Ph,Temperature and motion

9-12, Science H3.9 Utilizeelectronicbalances

• Weigh variousmaterials

ElectronicBalance

• Lab involving mass

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Strand #4 Technology Communication Tools

Standard: Students publish, interact, and communicate information and ideas to multipleaudiences.



The pre-requisite skills needed for this strand are taught at the kindergarten level. However, the specificbenchmarks and performance tasks are not measured until first grade. 1.4.1 Recognizes e-

mail as a form ofcommunication

•Class createsmessage that teacherwill e-mail to anotheraudience.

Eudora orsimilar e-mailprogram

•After reading a book,class composes emailto author.•Class composesinvitation to anotherclass or staff to come toa presentation.

1.4.2 Recognizesmulti-mediacreations as aform of sharinginformation

•Students share group-created, multi-mediapresentation (seeBenchmark 1.3.3)

Kid Pix •After reading book,each student, or smallgroups of children,create page detailingwhat part of theyespecially enjoyed.Share with peers.

2.4.1 Recognizesmulti mediacreations as aform of sharinginformation.

•Students share multi-media presentation(See performanceTask 2.3.1)

HyperStudio Power Point

•Students create stackentitled “All About Me.”Share with anotherclass.•Students create astack about an animal,place, or person theyare studying. Sharewith invited audiencesuch as parents.

2.4.2 Recognizes e-mail as a form ofcommunication

•Class createsmessage that teacherwill e-mail to anotheraudience.

Kid Desk (in-class email) Eudora orsimilar e-mailprogram

•Develop keypals(communicate as wholeclass rather than asindividuals)

3.4.1 Uses email tocommunicate.

•Group createsmessage that teacherwill e-mail to anotheraudience

Eudora •After reading book,student composesemail to author. Afterediting, teacher sendsunder his/her name.


•Will share multi-mediapresentations (SeePerformance Task3.3.1)

HyperStudio

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4.4.1 Uses email tocommunicatewith expert togain information

•Will send email toauthority/expert askingfor specific information,with teachersupervision

Eudora •Class is working onoceans. One web sitehas email address forstudent questions.Student composes andsends email to gaininformation to completeproject.


•Will share multi-mediapresentation (See4.3.1)


•Share HyperStudiopresentation, usingany peripheral such asa projector or LCDpanel.

6, 7, 8 M4.1 Use aweb site topublish studentwork

• Posts a document orproject on a web site

Internet • Students putmultimediaprojects/reports onto aweb page.

6, 7, 8 M4.2 Use ofpresentationtools to create amultimediaproject.

• Use some form ofmultimedia whencompleting orpresenting a report orproject.

InternetProjector and/orremote displaysystemHyperStudioPowerPointScanner

• Hyperstudiopresentation through aLCD projector or otherdisplay system.• Use of scanner toimport pictures ontodocuments.• PowerPointpresentation throughLCD projector or otherdisplay system.

6, 7, 8 M4.3 Use ofIowaCommunicationsNetwork (ICN)room to interactwith others

• Participate activelywith an ICN programand/or participate in anICN program using at.v. and the internet,asking questions to thepresenters.

InternetIowaCommunicationsNetwork RoomTelevision

• Class will interact livevia satellite with t.v.specialists and/or otherclassrooms around theworld.

6, 7, 8 M4.4 UseInteractiveonline resources

• Use of Onlinecommunication-postingstudent informationand lesson resourceson a web page.

InternetVirtualClassroom

• Students may take atest or access teacherinstruction on theinternet

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9-12,Language Arts(Journalism)

H4.1 Use awebsite topublish studentwork.

• Create a website ComputerNetworkManuals

• Student Newspaperpublished on-line• Students generateindividual web sites

9-12, Staff H4.2 Utilizepresentationtools to presenta multi-mediaproject.

9-12, ForeignLanguage

H4.3Communicatewith othersglobally withtechnology.

9-12, Staff H4.4 Utilizetechnology forassessment.

9-12,Guidance

H4.5 Accessand/or completecollegeapplications andscholarships

9-12, Staff H4.6 Email anexpert

9-12, Staff H4.7 Use ICN

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Strand #5 Technology Research Tools

Standard: Students use appropriate technology to locate, evaluate, and collect informationfrom a variety of sources. Students use appropriate technology tools to process data andreport results.



Activities K.5.1 Recognizes Internet

as source ofinformation

•Class willcheck anappropriate website withassistance.

School site http://www.muscatine.k12.ia.us Web pages such as localweather, Dr. Seuss, SesameStreet

•Students willcheck weatherpage beforerecess todetermine if it willbe an indoor oroutdoor recess.•Look at Dr.Seuss web pagefor his birthday

1.5.1 Uses Internet assource ofinformation

•Class willcheck anappropriate website withassistance.

School site http://www.muscatine.k12.ia.us Local weather channel

•Students willcheck weatherpage beforerecess todetermine if it willbe an indoor oroutdoor recess.•Access favoriteauthor’s site

1.5.2 Uses computer asreference

•Will interactwith article inelectronicreference

Golden Book FirstConnections Children’sEncyclopediaOn-line encyclopediaresources

•Teachablemoment: what isthat? Let’s findout in the GoldenBook•Have GoldenBook as a ‘CD ofthe Week’ that allchildren are touse at least once.

2.5.1 Uses computer asreference

•Use a keywordto gatherinformation froman electronicreference

Golden Book FirstConnections Children’sEncyclopediaElectric Library

•Teachablemoment: What isthat? Let’s seewhat the GoldenBook and ElectricLibrary have tosay about it.•Use electronicresources whenstudying acountry or animal.

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Activities 2.5.2 Uses Internet as

source ofinformation

Class will checkan appropriateweb site withassistance.

School site http://www.muscatine.k12.ia.us Local weather channel

•Students willcheck weatherpage beforerecess todetermine if it willbe an indoor oroutdoor recess.•Access favoriteauthor’s site.

2.5.3 Uses establishedbookmarks to viewsites on the Internet.

•Will locate asite on theInternet usingteacher-createdbookmarks

Internet Explorer •When studyingan animal orcountry, havestudents usebookmarks to findinformationquickly.

2.5.4 Determines bestsource ofinformation

•Given a task,will determinewhich wouldgive fastest ormost accurateinformation -electronic orprint

•Much discussionand manyexamples areneeded prior toany activity.Divide studentsinto two groups.One uses printedmaterial and oneuses computer.Using ScavengerHunt approach,give students listsof items to findeither in themedia center oron the Internet.Discuss at end ofactivity.

2.5.5 Takes notes fromelectronicresources.

•Given topic andteacher createdbookmarks,group will takenotes fromthese sources,including siteaddress

Teacher created bookmarks

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Activities3.5.1 Uses keywords to

conduct searches ofelectronic data

•Completesimple keywordsearch to locateinformation onInternet, ElectricLibrary, orelectronicencyclopedia

3.5.2 Creates bookmarks •Find a site andbookmark it.

3.5.3 Uses Internet assource of currentevents

•Read electronicmagazines ornewspapers on-line.

Give small groupa selection ofsites of on-linemagazines ornewspapers.They locate sightand bookmark it.Compare andcontrast on-linewith print formats.

4.5.1 Conducts Booleansearches to narrowresults on Internetsearches

•Uses Booleansearchtechniques (+and -) to locateinformation onthe Internet

•Use on-line cardcatalog

4.5.2 Recognizes thatweb sites on thesame topic can varywith respect toaccuracy, reliability,data, point of view,etc.

•Given two websites, will beable to notdifferences andsimilarities.

4.5.3 Locates, selects andorganizesappropriateinformation from avariety of sources;electronic (Internet,CD), print, andpersonal interviews.

•Completesbibliography,citing allresources(specificallyelectronic)correctly

Media Specialist

5.5.1 Analyzes web sitesto determine validity,usefulness andpossible bias ofinformation

•Will completeInformationQualityChecklist on asite of theirchoice.

Information Quality Checklist

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Activities5.5.2 Refines search

results by usingtools provided bythe specific searchengines.

5.5.3 Locates, selects,and organizesappropriateinformation from avariety of sources;electronic (Internet,CD), print, andpersonal interviews

•Prepareswritten report ormulti-mediapresentationwhich includes:• One

electronicsource ofchoice

• othersources asneeded

6,7,8 M5.1 Research andevaluate theaccuracy, relevance,appropriateness,comprehensiveness,and bias ofelectronicinformation sourcesconcerning real-world problems or inrelationship to theirtask.

• Examine avariety of websites, listingcharacteristicsof a good site,rating the valueof the sites.

Internet • Scienceresearch onastronomySocial studiesresearch oncultures, history,states, currentevents, etc.• Language artsresearch onmythology,Holocaust,biographies.

6,7,8 M5.2 Use Internet tolocate currentinformation

• Exploreweather, mapquest,museums, andgalleries.

Internet • Content arearesearch and art• Virtual tours

6,7,8 M5.3 Select and usethe most appropriatetools and technologyresources toaccomplish a varietyof tasks and solveproblems.

• Use a varietyof tools, bothprint andelectronic, intheir research inorder to learnwhich sourcesare mostexpedientand/or valuableto their task.

Printed references(encyclopedias, almanacs,non-fiction books, etc.InternetElectric LibraryOn-line encyclopediasEbsco Middle Search

• Research/problem solvingin content areas

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Activities6, 7, 8 M5.4 Use content

specific tools,software, andsimulations (e.g.graphingcalculators,robotics,) to supportlearning

CalculatorsFlight SimulatorCar BuilderVersa CadRoboticsContent area softwareCareers softwareSTARARNovaNet

•Design Cars•Computer AidedDrawing of 3-Dobjects•Design a planeand fly it•STAR, AR, andNovaNet testing•Explore Careers

6, 7, 8 M5.5 Save andorganize web sitesinto folders inFavorite file.

Research atopic and savesites in foldersthey create foreach topic

Internet • Social studiesresearch• Scienceresearch• Language Artsresearch

6, 7, 8 M5.6 Understandand honor copyrightlaws and how theyapply to their tasks.

• Use onlycopyright-freeclip art, music,and pictures.

InternetMulti-media applications

• Content arearesearch

6, 7, 8 M5.7 Will followrules of citingelectronic resourcesused in theirresearch andproducts

• Createaccuratebibliographiesfor all researchand problemsolving tasks.

Acceptable bibliographicmodel

• Content arearesearch

6, 7, 8 M5.8 Understandthe differencebetween searchengines, directories,mega-searchengines.

• Practicesearchstrategies usingthe Internet.

Internet • Searchexercises usingYahoo directory,search engines(Alta Vista) andmega-searchengines (DogPile)

6, 7, 8 M5.9 Use on-linedatabases to solveproblems.

• Becomefamiliar with thedata basesprovided by thedistrict, AEA, &school.

Internet • Content arearesearch

9-12, Staff H5.1 Explore andevaluate websites

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Activities9-12, LanguageArts

H5.2 Useappropriate print orelectronicresources.

• Gathersources forspeeches,papers• Researchcareers andcollegeInformation

Internet, DISCOVER, OnlineDatabases, Electric Library,SIRS, MHS card catalog oncomputer, EBSCO, Encarta,ProQuest, Britannica

• Outlines andspeeches(Communi-cationsClasses)• Generate WorksCited pages, writepapers(Composition,Eng 11 Enriched,AP Lang, AP Lit)• Questionnaires,career searchworksheets,applications forcollege,interviews(English 11/11E)• Write paperssuch as I-Searchand createprojects (English9/9E)

9-12, Staff H5.3 Use morethan one resource toverify informationgathered.

9-12, LanguageArts,Communications

H5.4 Compileinformation into anoutline or othergraphic organizer.

• Gathersources forspeeches

Electric LibraryInternetSIRSEBSCOEncartaBritanica

• Writing outlinesand speeches

9-12, LanguageArts, English11E –Composition

H5.5 Cite electronicsources

• Gathersources forpapers

Electric LibraryInternetSIRSEBSCOEncartaBritanica

• Generate workscited pages• Write papers

9-12, Staff H5.7 Use onlineresearch databasesprovided by thedistrict.

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Activities9-12, Guidance H5.8 Locate and

evaluate collegeinfo.

• Locate andevaluate job andfinancialinformation,surveys,resources,internet, etc.• Find web page,compare andcontrast data

9-12 LanguageArts, English11/11E

Use of appropriateprint and electronicresources

• Researchcareers andcollegeinformation

DiscoverInternet

• Questionnaires• Career searchworksheets• Applications forcollege,interviews

9-12 LanguageArts, English9/9E

Use of appropriateprint and electronicresources

• Researchpapers andprojects

DiscoverInternet

• I-Search paper• Projects

K-12 Technology Curriculum

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