Middle School Comp Lit Curriculum Revised MAY 09

Rockaway Township Public Schools Dr. Gary J. Vitta, Superintendent of Schools

Dr. Johanna S. Ruberto, Assistant Superintendent of Schools

Computer Literacy Curriculum Guide

Grades 6 -8

May 2009

Revised by:

Mr. William Hartmann

Mrs. Nancy Meade

Mrs. Maura Ollo

Under the supervision of:

Mr. Michael Valle, Director of Technology

Table of Contents

Philosophy ................................................................. 1

Educational Technology Matrix .............................. 3

Grade 6 ...................................................................... 7

Grade 7 ...................................................................... 14

Grade 8 ...................................................................... 18

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ROCKAWAY TOWNSHIP PUBLIC SCHOOLS

HIBERNIA, NEW JERSEY

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PHILOSOPHY

As stated in the Rockaway Township School District Technology Plan,

“Our vision is to provide all students with the means and opportunity to reach

their potential through the use of technology as a tool for lifelong learning.”

The Computer Literacy Curriculum is aligned with the New Jersey

Core Curriculum Content Standards for Technological Literacy. It also

includes specific references to NJCCCS in many other content areas. The

curriculum includes various resources and/or templates to assist with each

lesson. The activities in this curriculum are intended to show specific

activities that meet the standards. However, it is implied that other, very

similar activities may be substituted based upon real-world problems or issues

that may be explored and technological literacy skills that can be applied to

other subject areas across the curriculum to enhance learning.

Teachers are encouraged to participate in on-going technology staff

development courses for continued development of this curriculum.

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Standards

On the following pages please note that the Technological Literacy standards are

specified for each day’s activities. Cross content standards are also referenced,

where they apply. Standards are written out the first time they appear. After the

first time, only the standard number will be shown.

Materials

All lessons include the use of one personal computer per student, network

connection, printing ability, and Internet access in a computer lab that has an LCD

connected to a teacher demonstration computer and document camera. Additional

materials are shown in italics. These may include slideshow or multimedia files,

teacher sample files, videos, web pages, or other.

Suggested Activities

Many lessons include more than one suggested activity. These may be used at the

teacher’s discretion based upon student needs and learning styles

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Educational Technology Matrix

Technology Operations and Concepts

I = Introduction R = Reintroduce

E = Expansion P = Proficiency

1 2 3 4 5 6 7 8

1. I R/E E E P P P P

2. I R E E E E E E/P

3. I I/R R/E E E E E/P

4. I R/E E P P P P P

5. I I/R R/E E E E E E

6. I R E E E R/E E/P E/P

7. I R/E E E R/E E E

8. I R/E E/P P P P P

9. I R/E R/E E/P E

10. I E E E E

11. I E E E E

12. I

13. I E P P

14. I R R/E R/E E

15. I E E

The student will

1. identify the basic features of a computer and explain how to use them effectively.

2. use technology terms in daily practice.

3. discuss the common uses of computer applications and hardware and identify their

advantages and disadvantages.

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4. create a document with text using a word processing program.

5. demonstrate the ability to navigate in developmentally appropriate virtual

environments.

6. demonstrate effective input of text and data using an input device.

7. create a document with text formatting and graphics using word processing.

8. create and present a multimedia presentation that includes graphics.

9. create a simple spreadsheet, enter data, and interpret the information.

10. determine the benefits of a wide range of digital tools to solve problems.

11. create professional documents (e.g. newsletter, personalized learning plan, business

letter or flyer) using advanced features of a word processing program.

12. plan and create a simple database, define fields, input data and produce a report using

sort and query.

13. create a multimedia presentation including sound and images.

14. generate a spreadsheet to calculate, graph and present information.

15. select and use appropriate tools and digital resources to accomplish a variety of tasks

and to solve problems.

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Creativity and Innovation



1 2 3 4 5 6 7 8

1. I R/E E E E E E P

2. I E E E P

3. I E

The student will

1. illustrate and communicate original ideas and stories using digital tools and media-

rich resources.

2. produce a media-rich digital story about a significant local event or issue based on

first-person interviews.

3. synthesize and publish information about a local or global issue or event on a web-

based shared hosted service.

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Communication and Collaboration



1 2 3 4 5 6 7 8

1. I R

2. I R

3. I

The student will

1. engage in a variety of developmentally appropriate learning activities with students

in other classes, schools or countries using electronic tools.

2. engage in online discussions with learners in the United States or from other

countries to understand their perspectives on a global problem/issue.

3. participate in an online learning community with learners from other countries to

understand their perspectives on a global problem/issue and propose possible

solutions.

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Digital Citizenship



1 2 3 4 5 6 7 8

1. I R E E R/E P P

2. I R/E E E R/E E E

3. I E E E E

4. I I/R E E E E E

5. I

The student will

1. model legal and ethical behaviors when using information both print and non-print by

citing resources.

2. discuss the importance of cyber safety, cyber security, and cyber ethics as individuals

and members of the global community when using existing and emerging technologies.

3. evaluate the accuracy, relevance, and appropriateness of print and non-print electronic

information sources.

4. explain the purpose of an Acceptable Use Policy (AUP) and the consequences of

inappropriate use of technology.

5. demonstrate how information may be biased by creating a multimedia presentation based

on research on a controversial issue.

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Research and Information Fluency



1 2 3 4 5 6 7 8

1. I

2. I

3. I

The student will

1. research a problem/issue affecting children using digital tools and resources and

discuss possible solutions.

2. investigate a problem/issue found in the United States and/or another country from

multiple perspectives using digital tools and resources and evaluate findings to

present possible solutions.

3. gather and analyze findings to produce a possible solution for a content-related or

real world problem using data collection technology.

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Critical Thinking, Problem Solving and Decision Making



1 2 3 4 5 6 7 8

1. I

2. I

3. I

The student will

1. use mapping tools to plan and choose alternate routes to and from various locations.

2. select and apply digital tools to collect, organize, and analyze data that support a

scientific finding.

3. use an electronic authoring tool in collaboration with learners from other countries to

glean their perspectives about a current event or contemporary figure.

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Computer Literacy 6

Technology Use Day 1

CCCS Technology 8.1.A.1 Use appropriate technology vocabulary

CCCS Technology 8.1.A.2 Use common features of an operating system

CCCC Technology 8.1.A.3 Demonstrate effective input of text and data, using touch

keyboarding with proper technique

CCCC Technology 8.1.A.4 Input and access data and text efficiently and accurately through

proficient use of other input devices, such as the mouse

CCCS Technology 8.1.B.2 Exhibit legal and ethical behaviors when using information and

technology, and discuss consequences of misuse

Objective: The student will be able to: discuss the role of the Acceptable Use Policy, logon

to a computer, create a file, create a folder, manipulate windows, save a file, log off

Activity: Teacher will: Introduce the class

Review Acceptable Use Policy of Rockaway Township Schools

Discuss the role of the AUP with regard to: individual student’s responsibility to the

school community and the school’s responsibility to the individual student.

Suggested activity: Students will practice -logging on to computer network, manipulating

windows, creating a new folder in My Documents to store their work. Students will create a new

word processing document and write a few sentences about how the school AUP protects the

student’s rights.

Materials:

Intro to Class Gr. 6 file, Technology Acceptable Use Policy file

Word processing software

Assessment: Teacher will check each student’s pc for new folder and file, properly named and

saved

Day 2

CCCS Technology 8.1.A.1, 8.1.A.2, 8.1.A.3, 8.1.A.4

CCCS Technology 8.1.B.3 Explain the purpose of an Acceptable Use Policy and the

consequences of inappropriate use of technology

CCCS Social Studies Standard 6.2 (Civics) All students will know, understand and appreciate

the values and principles of American democracy and the rights, responsibilities, and roles of a

citizen in the nation and the world.

CCCS Language Arts Standard 3.2 (Writing) All students will write in clear, concise, organized

language that varies in content and form for different audiences and purposes.

Objective: The student will be able to: logon to a teacher eBoard and respond to iNote

questions regarding the role of the Acceptable Use Policy, perform basic word processing

and formatting tasks, discuss various technology vocabulary words.

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Activity: Using LCD projector, teacher will demonstrate logging in to teacher eBoard.

Students will answer: What is the role of the AUP? What responsibility does the individual

student have to the school community (with regard to technology use)? Do online communities

have AUPs? Explain.

Suggested activity: Students will use word processing software to open, input, edit, format, and

save text using appropriate computer technology vocabulary. Vocabulary: open, copy, paste,

scroll, save, print preview, menu, tool bar

Suggested activity: Students will create 2 documents based on familiar topics: Family, Favorite

Sport, Favorite Season, Vacation, etc.

Suggested activity: Students will open and edit a basic prewritten document and edit following

teacher’s instructions.

Suggested activity: Students will go to a crossword puzzle web site and create a crossword

puzzle using technology vocabulary words. Vocabulary puzzles will be copied and shared with

the class throughout the marking period.

Throughout class, teacher will demonstrate and students will practice:

Identifying computer components

Identifying and explaining the components of the desktop

Defining the terminology associated with the desktop

Explaining the function of the clipboard

Manipulating windows (open, close, style, resize, move, scroll)

Demonstrating proper care of computer equipment

Materials:

Teacher eBoard with moderated iNote for student response

http://www.m-w.com , http://www.dictionary.com , http://www.puzzlemaker.com


Assessment:

Student vocabulary work will be evaluated for accuracy

Internet Safety Days 3-8

CCCS Technology 8.1.A.1, 8.1.A.2, 8.1.A.3, 8.1.A.4, 8.1.B.4

CCCS Technology 8.1.A.5 Create documents with advanced text-formatting and graphics using

word processing

CCCS Technology 8.1.A.11 Choose appropriate electronic graphic organizers to create,

construct, or design a document

CCCS Technology 8.1.B.2 – Exhibit social and ethical behaviors when using information and

technology, and discuss consequences of misuse.

CCCS Social Studies 6.2

http://www.m-w.com/

http://www.dictionary.com/

http://www.puzzlemaker.com/

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CCCS Language Arts 3.1, 3.2, 3.4, 3.5

CCCS Language Arts Standard 3.1 (Reading) All students will understand and apply the

knowledge of sounds, letters, and words in written English to become independent and fluent

readers, and will read a variety of materials and texts with fluency and comprehension.

CCCS Language Arts Standard 3.4 (Listening) All students will listen actively to information

from a variety of sources in a variety of situations.

CCCS Language Arts Standard 3.5 (Viewing and media literacy) All students will access, view,

evaluate, and respond to print, non-print, and electronic texts and resources.

Objective: The student will be able to: take detailed notes on various Internet Safety topics,

share their own experiences with these topics, and discuss how to stay safe online

Activity: Teacher will lead discussion of:

Safeguarding Your Identity Online

Protecting Personal Information

Similarities and differences between Internet communication and face to face communication

Safety Issues, Email etiquette, Spamming, Hoaxes, Malicious code

Worms, Trojan Horses, Phishing, Spyware

Suggested activity: Students will take notes in graphic organizer software. Students will

organize the main points discussed

Suggested activity: Students will interview a partner about their Internet use and take notes in

graphic organizer software. They will share the results with the class.

Suggested activity: Students will add a Venn diagram to their notes displaying the similarities

and differences between physical and online communities

Suggested activity: Students will log into teacher eBoard to answer the following question:

Compare and contrast Internet chat and face-to-face chat.

Students will design, write and sign and Internet Safety Pledge using information from their

notes. They will use desktop publishing software to do this.

Students will use information from their Inspiration web to create a slogan for Internet Safety.

They will then create a flyer using their slogan and a list of Internet safety tips for students

Materials:

Internet Personal Safety PPT file

Soccer girl video

The Boy Like Who Liked to IM video clip

Cyber Community PPT file

Malicious Code Video

Cyber Security PPT file

Graphic organizer software

Desktop publishing software

Assessment:

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Student notes will be graded based on a rubric requiring several subtopics and details relating to

each

Spreadsheets and Databases Days 9-13


CCCS Technology 8.1.8.7 Construct a simple spreadsheet, enter data, and interpret the

information

CCCS Math 4.1, 4.5

Math Standard 4.1 (Number and numerical operations) All students will develop number sense

and will perform standard numerical operations and estimations on all types of numbers in a

variety of ways.

Math Standard 4.5 (Mathematical Processes) all students will use mathematical processes of

problem solving, communication, connections, reasoning, representations, and technology to

solve problems and communicate mathematical ideas

Objective: The student will be able to: Construct a simple spreadsheet, enter data, use

mathematical functions to manipulate and process data, generate charts and graphs, and

interpret results

Activity:

Teacher will demonstrate various features of Excel, showing students how to enter data, format

data, perform basic calculations (average and sum), and graph the data

Suggested activity: Teacher will give students data related to a world issue. Students will enter

the data, format it, and perform basic calculations. They will write a sentence describing the

information. Various web sites may be used to find facts to use here. One web site is:

http://www.worldometers.info/

Suggested activity: Students will enter data given to them for several baseball/softball players.

They will then perform calculations to determine average and hits per game. They will graph the

results and write a sentence describing the information.

Suggested activity: Students will enter data given to them for student birthdays. They will then

calculate totals per month and create a bar chart to display the results. They will write a sentence

describing the information.

Materials:

Excel Introduction PPT


http://www.internet4classrooms.com/on-line_excel.htm

Spreadsheet software

Assessment: a rubric will be used to assess this project




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Multimedia Days 14 - 17


CCCS Technology: 8.1.A.8 Design and produce a basic multimedia project

CCCS Language Arts 3.1, 3.2

Objective: The student will be able to: Design and produce a basic Multimedia project

Activity:

Making a Multimedia Review Quiz

Teacher will demonstrate how to find and use information from a web page. Students will then

go to a site and gather information. Teacher will demonstrate using presentation software to

create a multimedia presentation. Teacher will demonstrate setting up multimedia presentation.

Students will create their own presentations based on the model. Students will determine what

information to put on each slide.

Teacher will demonstrate creation of hyperlinks and action buttons. Students will add hyperlinks

and action buttons to their own presentations.

Teacher will demonstrate how to add slide transitions and sound effects. Students will add

transitions and sound effects to their presentations. Teacher will pair up students. Students,

working with a partner, will demonstrate their multimedia files. Partners will make

recommendations regarding grammar, spelling, and other requirements. Students will be given

the opportunity to share their multimedia presentation with the class.

Suggested activity: Students will design a multimedia presentation using 3 different questions

each with four multiple choice answers, (no True /False questions).

Suggested activity: Using vocabulary words and definitions: create a multimedia presentation of

vocabulary words and definitions

Materials:

Multimedia Presentation PPT file

Presentation software

Assessment:

A rubric will be used to assess this project

Online Research

Day 18


CCCS Technology 8.1.B.6 Choose appropriate tools and information resources to support

research and solve real world problems, including but not limited to:

On-line resources and databases

Search engines and subject directories

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CCCS Technology 8.1.B.7 Evaluate the accuracy, relevance, and appropriateness of print and

non-print electronic information sources


Objective: The student will be able to: conduct online research effectively

Activity: Teacher will demonstrate use of online search engines and research databases. In this

lesson students will be taught to conduct searches efficiently and cite their sources. Students will

learn the criteria for determining if a web site is a good source.

Suggested activity: Students will use various methods of research for their web page topics

Suggested activity: Students will follow a web quest to collect and compare information

gathered online

Suggested Activity: Students will find 3 good sources for information on their web page

Materials:

Online Research PPT file

Assessment:

Students’ selected web sites will be evaluated based on the criteria given to them

Webpage Days 19 - 22

CCCS Technology 8.1.A.1, 8.1.A.2, 8.1.A.3, 8.1.A.4, 8.1.B.2, 8.1.B.4, 8.1.B.6


Objective: Discuss the features included in an effective web page, create a web page that is

informative, appealing, and is technically without error

Activity: Teacher will lead a discussion on what makes an effective web page with regard to

design and content. Students will make a basic web page linking to their projects.

Teacher will demonstrate creating web page, including:

Creating and saving files properly

Saving clip art and images to images folder

Inserting clip art and hyper links

Inserting tables

Using Internet resources

Citing Internet resources

Suggested activity: Students will

Open new web page

Learn function of menus and tools of the web page editing software

Create simple web page of text

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Save and preview page

Modify page with color and text size

Save images to images folder

Cite Internet Resources

Insert graphics

Format text and graphics

Suggested activity: Students will create a web page describing their favorite school subject,

sport, team, season, etc.” They will add hyperlinks and web graphics to the Web Page.

Suggested activity: Students will answer the following question on teacher eBoard iNote: How

can a student know if a web page is a good source of research information?

Materials:

HTML editing software

Assessment: A rubric will be used to assess the web page

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Computer Literacy 7


CCCS Technology 8.1.A.1, 8.1.A.2, 8.1.A.3, 8.1.A.4, 8.1.B.2, 8.1.B.3

Objective: The student will be able to: Logon and logoff computer, manipulate windows,

create a file, create a folder, delete a file, delete a folder, explain the Acceptable Use Policy

Activity: Teacher will introduce the topics of the class using PowerPoint file Intro to Class Gr. 7

Review Acceptable Use Policy of Rockaway Township Schools

Use Technology Acceptable Use Policy PPT

Students will practice:

logging on to computer network

manipulating windows

creating a new folder in My Documents to store their work

creating several new files and naming them

deleting files

Students will log on to teacher eBoard and answer the question: Why is it important for each

member of the school community to follow the school’s Acceptable Use Policy? Is it important

for members of online communities to follow rules? Why or why not?

Students will practice logging off

Materials:

Intro to Class Gr. 7 PPT

Technology Acceptable Use Policy PPT


Assessment:

Teacher will check student eBoard responses for understanding and student computers for the

newly created folders and files

Internet Safety Days 2-9

CCCS Technology 8.1.A.1, 8.1.A.2, 8.1.A.3, 8.1.A.4, 8.1.B.2, 8.1.B.4

CCCS Language Arts 3.2

Objective: The student will be able to: create a brochure on Internet Safety for Students,

incorporating facts and tips that will keep students safe from online dangers.

Activity: Using videos and Multimedia presentations, teacher will introduce the concepts of : Responsible

use of the Internet, types of materials, definitions of copyright and plagiarism, techniques to

avoid intellectual property theft, consequences of intellectual property theft

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Class will discuss these topics. Students will take notes using word processing software.

Teacher will review text formatting techniques

Using Play It Safe Online PPT file teacher will introduce the concepts of: Protecting personal

information, appropriate screen names, passwords, safety resolutions

Class will discuss these topics. Students will take notes using word processing software.

Teacher will review text formatting techniques

Using Cyber Bullying PPT file and Ryan Halligan Story video teacher will lead an investigation

of cyber harassment issues focusing on definition of bullying as it applies to the Internet,

including rules, laws, and consequences. Students will take notes using word processing

software.

Suggested activity: Using their notes, students will create a brochure using desktop publishing

software to make others aware of how to stay safe online. Teacher will demonstrate merging

documents by using copy/paste so that students may use their notes and put them directly into the

brochure.

Suggested activity: students will respond to teacher eBoard iNote question: Compare and

contrast online bullying and face-to-face bullying

Materials

Intellectual Property, Fair Use PPT files

Play It Safe Online PPT

Cyber Bullying PPT file and Ryan Halligan Story video

Broken Friendship movie (Netsmartz)

Desktop publishing software

Assessment

The brochure will be graded based on a rubric but will not be completed until the data and graph

from the next unit are added to the brochure

Spreadsheets

Days 10-14

CCCS Technology 8.1.A.1, 8.1.A.2, 8.1.A.3, 8.1.A.4, 8.1.A.7, 8.1.B.2, 8.1.B.4, 8.1.B.6

CCCS Technology 8.1.A.6 Create a file containing customized information by merging

documents

CCCS Math 4.1, 4.5

CCCS Math 4.4 (Data analysis, probability, and discrete mathematics) All students will develop

an understanding of the concepts and techniques of data analysis, probability, and discrete

mathematics, and will use them to model situations, solve problems, and analyze and draw

appropriate inferences from data.

Objective: The students will be able to: Research statistics on a particular Internet Safety

issue. Construct a simple spreadsheet, enter data, use mathematical functions to perform

calculations as needed, generate a graph, and interpret results.

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Activity: Teacher will demonstrate effective research techniques and students will choose an

Internet Safety topic to research. They will find statistics, enter data into spreadsheet software,

format it, perform any calculations necessary, and graph it. The will select appropriate

representations of their data. They will copy and paste their information and graph into their

Internet Safety brochure and write a paragraph drawing inferences from the data.

Suggested activity: Students will enter data for “How I Spend My Time” into spreadsheet

software to indicate each daily activity and the length of time for each. Then students will create

a pie graph to show the data. Students will paste the data and graph into word processing

software and write a paragraph explaining the graph.

Materials: Internet Safety Statistics PPT



Assessment: A rubric will be used to assess this project

WebPages Days 15 -22

CCCS Technology 8.1.A.18.1.A.2, 8.1.A.3, 8.1.A.4, 8.1.B.2, 8.1.B.4, 8.1.B.6, 8.1.A.8

Language Arts 3.2

Objective: The student will be able to: create several well designed, informative web pages

using an html editing program

Activity: Teacher will demonstrate the skills for creating and modifying a web page using html

editing software. Students will practice saving files into their webpage folder, images into an

images folder, typing and modifying text, modifying page properties, using tables, and inserting

hyperlinks.

Teacher will model and students will practice displaying the pages using a web browser, making

changes to the page, inserting images and rollover images, and citing references

Suggested activity: Students will create 3 web pages that are hyperlinked to each other:

Home page

Do Something page

References page

The home page will include links to their projects for Computer Literacy and some information

about their favorite things, without giving away any personal information such as family or

school. The internet safety page will inform the reader on an internet safety topic of their choice

with links to external web sites for more information. For the Do Something page, students will

inform the reader about a world issue that they care deeply about such as hunger, animal rights,

discrimination, etc. They will provide links to external sites and information on how teens can

help. The references page will list all sites where students gathered information or images.


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Suggested activity: Students will create an additional web page informing the reader about an

historical event, current event, or period of history. They will include important dates, people,

and themes of that time.

Materials:


Assessment:

Web pages will be assessed based on a rubric

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Computer Literacy 8


CCCS Technology 8.1A.1, 8.1.A.2, 8.1.A.3, 8.1.A.4,

CCCS Technology 8.1.A.12 Create, organize and manipulate shortcuts

Objective: Student will be able to follow multiple directions to create various types of files,

name and save them, create folders, move files into folders, delete files, and rename files.

Student will be able to follow directions to make shortcuts, move them, and delete them.

Activity:

Teacher will introduce the class expectations using PowerPoint file Intro to Class Gr. 8 and

review Acceptable Use Policy of Rockaway Township Schools using Technology Acceptable

Use Policy PPT. Students will follow directions to open, input, edit, format and save 2 word

processing files, make a folder to save their work, create several other files, and practice

renaming and deleting files. Students will make a shortcut to a web site (or their eBoard) to put

in their own folder. Students will follow a skills checklist and mark whether or not they were

able to do the skill independently.

Materials:

Intro to Class Gr. 8 PPT

Technology Acceptable Use Policy PPT

Assessment:

Teacher will use skills checklist to assess students’ prior knowledge and make informal

assessment of student skills

Day 2

CCCS Technology 8.1A.1, 8.1.A.2, 8.1.A.3, 8.1.A.4

CCCS Technology 8.1.A.10 Use network resources for storing and retrieving data.

Objective: Student will be able to open and modify files, merge files and save to the

network

Activity: teacher will demonstrate and students will practice opening two different files,

keyboarding information into the files, adding images, formatting the font and image, adding

document formatting such as page border

Suggested activity: Student will create a tent card (name tag) for their computer to be kept in

their folder. It will include their name, clip art, border, and word art

Suggested activity: Students will open multi-page document and apply document formatting

such as header, footer, margins, page break.

Materials:

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Assessment:

Teacher will evaluate student files that have been saved to the network for accuracy of text and

formatting

Vocabulary Day 3-5


Objective: Student will be able to define various technology terms and use these terms in a

variety of settings.

Activity: Teacher will introduce computer vocabulary terms to students. Students will take notes,

organize the notes, and create a web page displaying each word with an appropriate image.

Suggested activity: Students will define appropriate technology words and organize using

graphic organizer software. Words such as Internet, intranet, email, acceptable use policy,

software, hardware, copyright, directory, multiple windows open, file formats, electronic mail,

telecommunications, database, query, field, record, blog, Ipod, and netiquette. Include words

needed to be able to use various computer applications.

Suggested activity: Students will write a letter explaining to someone in their lives about

computers using as many of their vocabulary words as they can

Suggested activity: Students will create a crossword puzzle of the vocabulary words they have

learned. Vocabulary puzzles will be copied and shared with the class throughout the marking

period.

Materials:

http://www.m-w.com , http://www.dictionary.com , http://www.puzzlemaker.com

Graphic organizer software or word processing software


Internet Safety Day 6-12


CCCS Language Arts 3.2, 3.4, 3.5

Objective: Student will be able to take notes using graphic organizer software. They will

then be able to create an Internet Safety newsletter using word processing or desktop

publishing software.

Newsletters will include several articles on Internet safety topics

http://www.m-w.com/

http://www.dictionary.com/

http://www.puzzlemaker.com/

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Activity: Teacher will show various short informative movies related to Internet Predators,

blogging safety, and safe web pages. Class will discuss issues and students will take notes in

word processing software or graphic organizer. Then students will create a newsletter with

several articles on Internet Safety.

Suggested activity: Students, working in groups, will make an infomercial or public service

announcement on an Internet Safety topic

Suggested activity: Students will log into teacher eBoard to answer the following question: What

do you think your responsibilities are in regards to the online world and the communities you

participate in there?

Materials:

Graphic organizer software or word processing software

Predator movie

Tracking Theresa movie

Julie’s Journey (Netsmartz)

Assessment:

Newsletter will be assessed based on a rubric

Spreadsheets and Data Bases Days 13-16

CCCS Technology 8.1.8.3, 8.1.8.7, 8.1.8.9

Objective: Students will be able to create a spreadsheet by entering data, calculating totals,

inserting formulas and functions and formatting the data. They will graph the results and

interpret the graph.

Activity: Teacher will demonstrate various features of the spreadsheet software, including

entering data, formatting data, calculating totals, and creating other formulas.

Suggested activity: Student will create a checkbook, including deposits, withdrawals, and

balance calculations.

Suggested activity: Student will open a large database of information and perform sorts and

queries on the data.

Materials:


Breakfast Cereals database



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Assessment:

A rubric will be used to assess this project

Web Pages Day 17 - 22

CCCS Technology 8.1.A.1, 8.1.A.2, 8.1.A.3, 8.1.A.8, 8.1.B.2 , 8.1.B.4, 8.1.B.6

Objective: The student will be able to: create several well designed, informative web pages

using an html editing program, modify them, and include a variety of page elements.

Activity: Teacher will review web page elements. Students will create 3 web pages that will

link to each other. They will modify the page properties with color background, text, hyperlinks,

and graphics. Skills to be reviewed:

Open HTML editing software

Review function of menus and tools

Create simple web page of text

Save and preview page

Modify page with color and text size

Search for and save graphics from Internet

Add graphics from web

Justify text and graphics

Create Tables – Add Text and Graphics, change Border width

Add digital photos

Suggested activity: Students will create 3 web pages that are hyperlinked to each other:

Home page

My Projects

Technology Vocabulary

References

The home page will include images showing their likes and talents. The projects page will link to

their projects for Computer Literacy. The technology vocabulary page will have a table of

information on various technology vocabulary terms. The references page will give credit to all

the web sites where the student gathered information or images.

Suggested activity: Student will create a web page showcasing an invention or inventor that has

had an impact on the world. The web page must include facts, names, dates, and description of

the impact.

Suggested activity: Students will create a marquee for their web page using html code

Suggested activity: Students will create a persuasive multimedia web page or slideshow

outlining how technology has affected the quality of life of teens over the past decade. Student

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must choose a side and argue that life is either easier or more difficult for teens now vs. ten years

ago.

Suggested activity: Students will create a graphics page with rollover buttons using graphics

software (Fireworks). They will incorporate this into their web page.

Suggested activity: Students will respond to the following question via blog or teacher eBoard:

How has technology affected the quality of life of teenagers over the past decade?

Materials:



Middle School Comp Lit Curriculum Revised MAY 09

Documents

Transcript of Middle School Comp Lit Curriculum Revised MAY 09