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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

ROCKAWAY TOWNSHIP PUBLIC SCHOOLS HIBERNIA, NEW JERSEY

COMPUTER LITERACY INSTRUCTION, 6-8


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 days 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 teachers 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 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
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.

2 R/E R I

3 E E

4 E E

5 P E

6 P E E P E

7 P

8 P

I I

E E/P E E/P P E P E

I/R R/E E E R/E E R/E P E E E P E

I I I

R/E I/R R I I

E R/E E/P E/P E R/E E P P E P

R/E E/P P I I I

R/E R/E E/P E E E E E E E E E I I E P P

R R/E R/E E I E E

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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 I = Introduction R = Reintroduce E = Expansion P = Proficiency 1 1. 2. 3. I 2 R/E 3 E 4 E I 5 E E 6 E E 7 E E I 8 P P E

The student will 1. illustrate and communicate original ideas and stories using digital tools and mediarich 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 webbased shared hosted service.

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Communication and Collaboration I = Introduction R = Reintroduce E = Expansion P = Proficiency 1 1. 2. 3. 2 I I 3 4 5 6 R R I 7 8

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 I = Introduction R = Reintroduce E = Expansion P = Proficiency 1 1. 2. 3. 4. 5.


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.

2 I I

3 R R/E

4 E E I

8 P E E E I

E R/E P E R/E E E E E E E E

I/R

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Research and Information Fluency I = Introduction R = Reintroduce E = Expansion P = Proficiency 1 1. 2. 3.


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.

2 I

I I

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Critical Thinking, Problem Solving and Decision Making I = Introduction R = Reintroduce E = Expansion P = Proficiency 1 1. 2. 3. 2 I I I 3 4 5 6 7 8

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 students responsibility to the school community and the schools 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 students rights. Materials: Intro to Class Gr. 6 file, Technology Acceptable Use Policy file Word processing software Assessment: Teacher will check each students 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. Page 10 of 22

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 teachers 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 Word processing software 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 Page 11 of 22

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.A.1, 8.1.A.2, 8.1.A.3, 8.1.A.4 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.worldometers.info/ 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.1, 8.1.A.2, 8.1.A.3, 8.1.A.4 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.A.1, 8.1.A.2, 8.1.A.3, 8.1.A.4 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 CCCS Language Arts 3.1, 3.5 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 CCCS Language Arts 3.2, 3.5 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
Technology Use
Day 1 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 schools 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 Word processing software 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 http://www.internet4classrooms.com/on-line_excel.htm Spreadsheet software 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. Page 19 of 22

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: HTML editing software Assessment: Web pages will be assessed based on a rubric

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Computer Literacy 8 Technology Use


Day 1 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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Word processing software Assessment: Teacher will evaluate student files that have been saved to the network for accuracy of text and formatting

Vocabulary
Day 3-5 CCCS Technology 8.1A.1, 8.1.A.2, 8.1.A.3, 8.1.A.4 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 Assessment: A rubric will be used to assess this project

Internet Safety
Day 6-12 CCCS Technology 8.1A.1, 8.1.A.2, 8.1.A.3, 8.1.A.4 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 Page 22 of 22

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 Julies 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: http://www.internet4classrooms.com/on-line_excel.htm Breakfast Cereals database Spreadsheet software

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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: HTML editing software Assessment: A rubric will be used to assess this project

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