WCSU Performance Tasks

Windsor Central Supervisory Union
Technology Performance Tasks

First Draft: December 2007
Adapted from VT DOE Technology Performance Assessments
Committee Members
K & Library: Sarah Gasamis—Reading Elementary School
1: Barbara McKeon—Woodstock Elementary School
3-4: Jay Mumford—Woodstock Elementary School
3: Jamie Gidney—Barnard Central School
4: Jenny Hewitt—The Pomfret School
5: Amy Ladabouche—Sherburne Elementary School
6: Jeff Symanski—Bridgewater Village School
Page 1
Grade Cluster 1-2
Grade Cluster 1-2
Task # 1
The Product/Performance: A Poster
The Components: Visual Organizer, Paint Program
The Task:
Students will create a poster that demonstrates their understanding of a concept that involves more than one
stage of development (e.g. caterpillar to butterfly). Once a topic is selected/assigned, students will use a teacher
created visual organizer template to organize what they have learned about the topic.
When the initial researching and organizing phases are complete, students will use a paint program to visually
illustrate the progression from one stage of development to the next. After the students finish their illustrations,
they will add text of different font types, sizes and styles (bold face, italicize, and underline) to their poster.
The Rationale:
It is helpful for students to visualize existing and new concepts in a form that is personally meaningful.
Students will use a paint program to create the first visualization of the concept they are trying to demonstrate.
Students will build on the initial visualization to create further stages of development. Changing font sizes,
bold facing, etc. can be effectively used in this poster to bring emphasis to different aspects of information.
IT1 - Basic Operations & Concepts

Not Assessed in this task
IT2 - Social, Ethical & Human Issues
IT3 - Productivity Tools
• Entering, selecting, deleting text
• Manipulating styles (e.g., bold face, italicize and underline).
• Illustrating a simple concept using a paint application.
Note: It is suggested you look specifically at students’ ability to effectively use common paint tools such
as the line, oval, rectangle, paintbrush, text, selection, spray can/air brush, and eraser.
• Entering information into a teacher created template (e.g. concept map).
Note: Students should demonstrate their ability to add text, change symbols (block to oval, etc.), change
color of symbol backgrounds, increase/decrease font sizes, add symbols, add connecting lines to
symbols, and manipulate connecting lines between symbols.
IT4 – Communication
IT5 - Research, Problem Solving & Decision Making
Grade Cluster 1-2 Page 2

Grade Cluster 1-2
Glossary:
Visual Organizer: A software program that is designed to allow students to create and manipulate
text (or graphics) to form a visual representation of a concept or relationships. They are often referred
to as mind-maps, cluster maps, etc.
Paint: A computer application that allows students to sketch directly onto a background palette. The
use of pens, brushes and erasers are typical tools in a Paint program.
Rubric
Performs Skill Performs
Grade Expectation with Assistance Skill
Independently
Productivity Tools
Entered, selected, deleted text
Manipulated text styles (e.g., bold face, italicize and underline).
Illustrated a simple concept using a paint application.

Note: It is suggested you look specifically at each
student’s ability to effectively use common paint tools such
as the line, oval, rectangle, paintbrush, text, selection,
spray can/air brush, and eraser.
Enters information into a teacher created template (e.g. concept

map).
Note: Students should demonstrate their ability to add
text, change symbols (block to oval, etc.), change color of
symbol backgrounds, increase/decrease font sizes, add
symbols, add connecting lines to symbols, and manipulate
connecting lines between symbols.
Hardware: No Additional
Possible Computer Software:

Visual organizer: Kidspirations (Inspiration Software: kidspiration.com), SmartIdeas
(SmartTechnologies: smarttech.com/downloads), MS Word, Scholastic Keys (Tom Snyder: works
with MS Word…PC), Pages (Mac)
Paint: KidPix (Mac: MacKiev or Encore/ PC: Encore), Pixie (tech4learning), TuxPaint (open source:
http://www.tuxpaint.org/), Microworlds Jr. (LCSI: http://www.microworlds.com),
Hyperstudio 5 (Mac: sunburst.com)
WCSU Selected Software: Kidspiration 3 and Pixie 2

Grade Cluster 1-2
Task # 2
The Product/Performance: Written sequence of steps
The Components: Word Processing, Basic Operations
The Task:
Students will create a written sequence of steps using a word processing program. To complete this task
each student will individually launch a Word Processing application and list the steps of a simple procedure
(4 or 5 steps). While entering these steps, students will demonstrate their ability to enter and edit text by
using the proper keys to format and punctuate the text, adding basic formatting (changing font size and text
style), and aligning the text. Once approved by their teacher, students will save and print the document.
Optional: Teachers scramble each student’s steps and have them use the cut/copy/paste tool to put the
procedure in the correct order without retyping. If needed, the students can use a printed copy of their
organized procedure to accomplish this task.
The Rationale:
Ordering or sequencing information can be time consuming and tedious. The use of electronic tools
enables students to manipulate text in an efficient manner allowing them to concentrate more fully on the
literacy components.

• Differentiating between right and left mouse click [Windows] or click, hold, and drag [Mac/Windows],
recognizing and using keys: letters, numbers, and space bar, shift, return/enter, punctuation,
delete/backspace keys)
• Launching a program from the desktop using a shortcut or alias.
• Creating, opening, saving, and printing a document.
• Cutting, copying, and pasting within a document (Only if the optional task is completed).
• Entering, selecting, deleting text
• Manipulating styles (e.g., bold face, italicize and underline).

Grade Cluster 1-2
Rubric
Grade Expectation Performs Skill Performs Skill
With Independently
Assistance
Basic Operations
Differentiated between right and left mouse click [Windows]
Or
Click, hold, and drag [Mac/Windows]
(Only if the optional task is completed)
Recognized and uses keys
Note: Basic keys are letters, numbers, and space bar,
shift, return/enter, punctuation, delete/backspace keys
Launched a program from the desktop using a shortcut or alias.
Created, opened, saved, and printed a document.
Cut, copied, and pasted within a document.

(Only if the optional task is completed)
Productivity Tools
Entered, selected, deleted text
Manipulated styles
Note: Styles include bold face, italics, and underline.
Possible Computer Software

Word Processor: MS Word, Scholastic Keys (PC: Tom Snyder: works with MS Word), Pages (Mac),
Corel WordPerfect Office (PC: corel.com), Open Office (openoffice.org)
WCSU Selected Software: Microsoft Word

Grade Cluster 3-4
Task # 1
The Product/Performance: A Research Presentation
The Components: Basic Operations, Online Research, Multimedia Presentation
The Task:
Students will create and present an original multimedia presentation to their class. To prepare for this
presentation each student will research a given or self-selected topic using the school library’s electronic card
catalog, as well as other online and electronic resources. In addition, students will conduct internet-based research
by using the navigation functions of the web browser to gather information from various pre-selected web sites.
Rationale:
Locating relevant information has always been an important skill for students. In the past, their access to
information has been limited by local print and oral resources. Today, students can locate a greater wealth of
information in a much more timely fashion using electronic tools. Using World Wide Web links and addresses
provided by their teacher, students can locate pertinent, reliable and safe Internet sites. Finally, by using
multimedia tools to present their information, students are provided with a dynamic and authentic tool to enhance
their oral presentation.

• Launching a program from the desktop
Not assessed in this task
IT4 - Communication
• Creating a slide presentation including title slide, graphics, text, voice, sound related to topic and
documentation of sources.
• Using multiple resources including:
o Library catalog
o Electronic resources: World Book, CD-ROM, audio recoding, podcast
o Internet web pages
• Navigating to various websites by typing a URL into a browser or using a list of links identified by the
teacher.
• Navigating using forward, back, home, and refresh.
• Using hyperlinks to navigate the World Wide Web.
Page 6
Glossary
URL – Universal Resource Locator – a web address
Multimedia Resources
http://www.youthlearn.org/learning/activities/multimedia/presentations.asp
http://www.ncsu.edu/midlink/rub.pres.html
http://www.actden.com/pp/
Rubric
Grade Expectation Performs Performs Skill
Skill Independently
With
Assistance
Basic Operations
Launched a program from the desktop
Communication
Created a slide presentation including title slide,
graphics, text, voice, sound related to topic and
documentation of sources.
Research, Problem Solving & Decision Making
Used multiple resources including library catalog,
electronic resources and internet web pages
Navigated to various websites by typing a URL into
a browser or using a list of links identified by the
teacher.
Navigated using forward, back, home, and refresh.
Used hyperlinks to navigate the world wide web.

Multimedia Presentation: Power Point, Key Note (Mac), Kids Pix (Mac: MacKiev or Encore/ PC:
Encore), Microworlds Jr. or Microworlds (LCSI: http://www.microworlds.com), GoogleDocs,
Pixie (tech4learning), MediaBlender 2 (tech4learning: tech4learning.com), TuxPaint (open source:
http://www.tuxpaint.org/), Hyperstudio 5 (Mac: sunburst.com), Open Office (openoffice.org),
Corel Presentations (PC: corel.com)
Electronic Resources: iTunes (podcasts), World Book Encyclopedia (CD-ROM MacKiev),
Encyclopædia Britannica Ultimate CD or DVD-ROM (Britannica.com), many topic based
CD/DVD-ROMs
Web Browsers: Fire Fox, Explorer (PC), Safari (Mac), Netscape Navigator, Bumper Car (Mac:
www.freeverse.com)
WCSU Selected Software: Pixie 2 or Power Point
Page 7
Task # 2
The Product/Performance: Graphic Organizer
The Components: Visual Organizer, Paint
The Task:
Students will use a visual organizer or paint software to create a graphic organizer (flow chart, story map
Venn diagram, etc) that will illustrate, organize and communicate key concepts on a teacher generated or
student selected topic.
Rationale:
The ability to visually organize ideas assists students in understanding conceptual material because many
times, an idea or concept can be best presented through a picture/painting. The computer acts as a mediator
between abstract and concrete concepts by allowing students the ability to create, organize, edit, and revise
self or teacher created graphic organizers.

Launching a program from the desktop
• Illustrating a simple concept using a paint application showing evidence of the following:
o Paintbrush
o Line
o Rectangle
o Oval
o Flood fill
o Line thickness,
o Brush shapes
o Colors
• Illustrating a simple concept (e.g., concept map, web, bubble, etc.)
Note: Students should demonstrate their ability to add text, change symbols (block to oval, etc.),
change color of symbol backgrounds, increase/decrease font sizes, add symbols, change symbols to
graphics, add connecting lines to symbols, and manipulate connecting lines between symbols, change
their “map” to outline format (if available), add noted to their symbols (if available).
IT4 - Communication
Page 8
Glossary:
Visual Organizer: A software program that is designed to allow students to create and manipulate
text (or graphics) to form a visual representation of a concept or relationships. They are often referred
to as mind-maps, cluster maps, etc.
Paint: A computer application that allows students to sketch directly onto a background palette. The
use of pens, brushes, and erasers are typical tools in a paint program.
Resources:
Visual Organizers
http://www.bucks.edu/~specpop/visual-org.htm
Rubric
Skill With Independently
Assistance
Basic Operations
Launched a program from the desktop
Productivity Tools
Illustrated a simple concept using a paint
application showing evidence of the following:
o Paintbrush
o Line
o Rectangle
o Oval
o Flood fill
o Line thickness,
o Brush shapes
o Colors
Communicated a key concept (e.g., concept map,

web, bubble, etc.)

Visual organizer: Kidspirations (Inspiration Software: kidspiration.com), SmartIdeas
(SmartTechnologies: smarttech.com/downloads), MS Word, Scholastic Keys (Tom Snyder: works
with MS Word…PC), Pages (Mac)
Paint: KidPix (Mac: MacKiev or Encore/ PC: Encore), Pixie (tech4learning), TuxPaint (open source:
http://www.tuxpaint.org/), Microworlds Jr. or Microworlds (LCSI:
http://www.microworlds.com), Hyperstudio 5 (Mac: sunburst.com)
WCSU Selected Software: Kidspiration 3 and Pixie 2
Page 9
Task # 3 (This task was not edited by the WCSU Integration Committee)
The Product/Performance: A Newsletter
The Components: Desktop Publishing, Online Research, Email
The Task:
Students will research a topic and publish a newsletter that contains text and graphics captured with digital tools (digital
camera, scanner, etc.). Prior to conducting electronic research, students will prepare an off-line search strategy to locate
Internet resources and justify the validity of the criteria they have selected. Using a search engine pre-determined by
the teacher, students will implement their search criteria and identify pertinent sites. Once their teacher has approved
the sites, they will use them to gather information. In addition, to deepen their research, the students will e-mail experts
in their field of research, and utilize an online or onsite electronic encyclopedia. When the students utilize their
research in the construction of their newsletter, they will appropriately cite each source.
Rationale:
Locating information is a useful and important skill in the Information Age. Students need to learn how to prepare for
searching on the Internet. Preparing off-line searches will allow them to think about and plan their search before going
on-line. Once sites have been located, it is still important at this age that teachers closely monitor the site for pertinence,
accuracy, reliability and safety.
Using a variety of written formats for expressing views and delivering information can enhance any literacy program.
Creating a newsletter with a word processor or desktop publishing program allows students to create a “professional
looking” document. Graphics, drawing elements, and formatting are easily incorporated and add meaning and creativity
to the project. Creating a banner and columns allows for an attractive layout yet easily editable document.

• Using removable media (e.g., floppy disk, CD, DVD)
• Launching a program from the desktop using a shortcut or alias.
• Using effective keyboarding:
o posture (i.e., back straight, body leaning slightly forward, etc.
o techniques (e.g., eyes on monitor or copy-not the keyboard, etc)
o attitudes (e.g., willingness to change habits, persistence and diligence)
• Using digital tools to capture images (e.g., scanner, digital camera)
• Documenting sources of information obtained through electronic resources (e.g., identifying author and URL).
• Combining text with pictures on a single page (e.g., inserting clipart).
IT4 - Communication
• Sending an email message to another local user.
• Sending an email message to a remote user (i.e., using address with @).
• Accessing information from a workstation, LAN or Internet-based electronic encyclopedia.
• Preparing a search off-line using a teacher-prepared form/strategy.
• Using a search engine predetermined by the teacher, implementing the search strategy developed and locating
pertinent information.
• Identifying the research and formatting decisions that he/she made (e.g. representing data, formatting, criteria for
search, visual organizer)
Example: What key words did you use in your internet search?
Page 10
Glossary
Removable Media: Transportable drives or disks that can be moved easily from one computer to
another.
URL – Universal Resource Locator – a web address
LAN – Local Area Network
Resources:
Search Strategies
http://powerreporting.com/altavista.html
http://www.lib.monash.edu.au/vl/sstrat/sstrcon.htm
Page 11
Rubric
Assistance
Basic Operations
Used removable media (e.g., floppy disk, CD, DVD)
Launched a program from the desktop using a shortcut or alias.
Used effective keyboarding:
• Posture (i.e., back straight, body leaning slightly
forward, etc.
• Techniques (e.g., eyes on monitor or copy-not the
keyboard, etc)
• Attitudes (e.g., willingness to change habits, persistence
and diligence)
Used digital tools to capture images (e.g., scanner, digital camera)
Social, Ethical & Human Issues
Documented sources of information obtained through electronic
resources (e.g., identifying author and URL).
Productivity Tools
Combined text with pictures on a single page (e.g., inserting clipart).
Communication
Sent an email message to another local user. (If available)
Sent an email message to a remote user (i.e., using address with @).
Accessed information from a workstation, LAN or Internet-based
electronic encyclopedia.
Prepared a search off-line using a teacher-prepared form/strategy.
Used a search engine predetermined by the teacher, implemented a
search strategy, and located pertinent information.
Identified the research and formatting decisions that he/she made
(e.g. representing data, formatting, criteria for search, visual
organizer)
Hardware: Scanner and any of the following; Digital Camera, Digital Microscope, Document
Camera
Software:
Desktop Publishing Software: MS Word, Scholastic Keys (PC: Tom Snyder…works with MS
Word), Pages (Mac), Publisher (PC), Print Shop (Mac: MacKiev/ PC: Encore), Corel WordPerfect
Office (PC: corel.com), Open Office (openoffice.org)
Web browsers: Fire Fox, Explorer (PC), Safari (Mac), Netscape Navigator, Bumper Car (Mac:
www.freeverse.com)
Electronic Resources: iTunes (podcasts), World Book Encyclopedia (CD-ROM MacKiev),
Encyclopædia Britannica Ultimate CD or DVD-ROM (Britannica.com), many topic based
CD/DVD-ROMs
*Keyboarding software will help prepare students for this task. Type To Learn
(Sunburst.com)
Page 12
The Product/Performance: A Electronic Graph Made from Survey Results
The Components: Spreadsheet, Graphing, Databases
The Task:
Students will analyze self or teacher generated data that they entered into a teacher created database.
During this process, each student will sort and search their data, select pertinent data and copy it to a
spreadsheet, graph the data in the spreadsheet, and explain the relationship between their graph and the
data they collected.
Rationale:
Information without organization is useless. Manual organization of large amount of information is time
consuming and/or unmanageable. Using a database, students may sort the data alphabetically or
numerically and locate specific data using defined criteria. Next, using a spreadsheet, numerical data can
easily be entered and turned into a graph. Once completed, the graph can be edited by changing the
numbers in the spreadsheet. This causes dynamic changes in the resulting graph and students can see the
relationship between the numbers and the graphical representation.

• Navigating between open windows
• Locating files and folders using the Find command.
• Entering data into and manipulating an existing data base by browsing, sorting and searching/
finding/querying.
• Entering data into a spreadsheet template.
• Explaining the relationship between data and visual representation (graph).
• Creating a graphical representation of numerical data (e.g., bar line, and pie).
Page 13
Glossary:
Spreadsheet- A spreadsheet is a grid that organizes data into columns and rows. Spreadsheets make
it easy to display information, and people can insert formulas to work with the data.
Database – A collection of information organized in such a way that a computer program can quickly
select desired pieces of data. You can think of a database as an electronic filing system.
Resources:
Database
http://www.webopedia.com/TERM/d/database.html
Database Tutorial
http://www.geekgirls.com/menu_databases.htm
Spreadsheet
http://www.mathsnet.net/spreadsheet/
Spreadsheet Tutorial
http://science.csustan.edu/tutorial/Excel/
http://www.quasar.ualberta.ca/edpy202/tutorial/spreadsheet/spreadsheet.htm
http://www.thinkquest.org/library/site_sum.html?tname=J0110054&url=J0110054/definition.
html
Rubric
Assistance
Basic Operations
Navigated between open windows
Located files and folders using the Find command.
Productivity Tools
Entered data into and manipulated an existing database by
browsing, sorting and searching/ finding/querying.
Entered data into a spreadsheet template.
Explained the relationship between data and visual representation

(graph).
Created a graphical representation of numerical data (e.g., bar line,
and pie).

Data Analysis Software: Thinker Plots (Key Curriculum Press), Inspire Data (inspiration.com),
Excel, Scholastic Keys (PC: Tom Snyder…works with Excel), Numbers (Mac), Corel Quotro Pro
(PC: corel.com)
WCSU Selected Software: InspireData
Page 14
The Product/Performance: Students will write a brief essay on Social, Ethical & Human Issues
The Components: Operations, Productivity Tools
The Task:
After research and discussion, students will create a word processed document that describes their
conceptual understanding of a subject (i.e. détente, density, exponential growth, circuitry etc.). To
enhance their document they will incorporate non-textual elements and manipulate styles. They will
spell check the document.
In a shared network directory, students will create and name their own folder. Within that folder,
they will create a subsequent (nested) folder and name it. They will save their work to this location.
Rationale:
Word processing applications provide students with many tools that go beyond typing and
publishing. By incorporating non-textual elements into their documents, students have the ability to
support their text with diagrams and illustrations that add clarity to their writing.

• Creating, naming, and renaming folders.
• Creating folders within folders (nested folders).
• Cutting, copying, and pasting within a document and across documents
• Describing basic issues related to the responsible and safe use of technology. (e.g., appropriate
use of email, respect for others’ electronic property, maintaining confidentiality)
• Describing personal consequences of inappropriate use.
• Adding non-textual elements (e.g., arrows, lines, shapes, etc.).
• Manipulating styles (e.g., fonts, style, size, color of text, alignment).
• Using spell check
Page 15
Rubric
Assistance
Basic Operations
Created, named, and renamed folders.
Created folders within folders (nested folders).
Cut, copied, and pasted within a document and across documents

Productivity Tools
Added non-textual elements (e.g., arrows, lines, shapes, etc.).
Manipulated styles (e.g., fonts, style, size, color of text, alignment).
Used spell check

Word Processor: MS Word, Scholastic Keys (PC: Tom Snyder: works with MS Word), Pages (Mac),
Corel WordPerfect Office (PC: corel.com), Open Office (openoffice.org)
Page 16
Grade Cluster 5-6
Task # 1
The Product/Performance: A Written Report with Graphics/Illustrations
The Components: Word Processing, Paint/Draw, Digital Imaging Tools
The Task:
Students will develop a report on a specific topic. Using proper keyboarding techniques, they will
use a word processor to write the first and subsequent drafts. The report will be properly formatted
and include a bibliography and non-textual elements. Additionally, they will edit using
spellchecker, grammar checker and thesaurus.
To enhance the report’s layout, they will embed two pieces of art: one of which has been created in a
paint and/or draw application and another that has been imported from a scanner or digital camera.
Both images will be resized and text wrap applied.
Rationale:
Written expression is a critical skill for students. Documenting information gathered from other
sources is also an important skill. Writing is much easier on a word processor if the writer has
keyboarding skills. These skills allow students to concentrate more on content and thoughts rather
than the mechanics of text input. The use of digital imaging tools provides access to “real world”
content and allows it to be embedded throughout the document.
• Using effective keyboarding:
o Posture (i.e., back straight, body leaning slightly forward, etc.)
o Techniques (e.g., eyes on monitor or copy-not the keyboard, etc.)
o Attitudes (e.g., willingness to change habits, persistence and diligence).
• Documenting sources of information obtained through electronic resources using acceptable
formats.
• Embedding an original piece of art, applying text wrap and resizing.
• Adding non-textual elements (e.g., arrows, lines, shapes, etc.).
• Manipulating styles and formats (e.g. header, footer, borders, page breaks, lists).
• Using spell check, and thesaurus.
• Modifying a digital image using flip; rotate, resize, crop
• Saving graphic images in multiple formats (e.g. .jpg, .tif, .gif)
Page 17
Glossary:
Digital Imaging Tools: digital camera, scanner, graphics tablets, etc.
Text Wrap: A feature supported by many word processors that enables you to surround a
picture or diagram with text. The text wraps around the graphic. Text wrap is also called
text flow.
Paint: A computer application that allows students to sketch directly onto a background
palette. The use of pens or brushes and erasers are typical tools in a Paint program.
Draw: A computer application that allows students to create objects (rectangles, ovals,
lines, etc.) that “float” over the background as opposed to being a part of the background
itself (as in Paint).
Resources:
Acceptable Use Formats
http://www.fcps.edu/DIS/LMS/reference_resources.htm
Rubric
Assistance
Basic Operations
Used effective keyboarding:
 Posture (i.e., back straight, body leaning
slightly forward, etc.)
 Techniques (e.g., eyes on monitor or copy-
not the keyboard, etc.)
 Attitudes (e.g., willingness to change
habits, persistence and diligence).
Documented sources of information obtained through
electronic resources using acceptable formats.
Productivity Tools
Embedded an original piece of art, applyed text wrap and
resized.
Added non-textual elements (e.g., arrows, lines, shapes,
etc.).
Manipulated styles and formats (e.g. header, footer,
borders, page breaks, lists).
Used spell check, grammar checker and thesaurus.
Modified a digital image using flip, rotate, resize, and

crop
Saved graphic images in multiple formats (e.g. .jpg, .tif,
.gif)
Page 18
Hardware
Scanner and any of the following; Digital Camera, Digital Microscope, Document
Camera

Word Processor: MS Word, Scholastic Keys (PC: Tom Snyder: works with MS Word),
Pages (Mac), Corel WordPerfect Office (PC: corel.com), Open Office (openoffice.org)
Paint Applications: Kids Pix (Mac: MacKiev or Encore/ PC: Encore), Microworlds Jr.
or Microworlds (LCSI: http://www.microworlds.com), Pixie (tech4learning),
TuxPaint (open source: http://www.tuxpaint.org/), Hyperstudio 5 (Mac:
sunburst.com)
Draw: Eazydraw (Mac: Eazydraw.com), CorelDRAW Graphics Suite X4 (PC:
corel.com), Photoshop (adobe.com), Twist (tech4learning: tech4learning.com)
*Keyboarding software will help prepare students for this task. Type To
Learn (Sunburst.com)
WCSU Selected Software: Microsoft Word, Pixie 2, Twist
Page 19
Task # 2
The Product/Performance: A Presentation based on an Individual Research Project
The Components: Multimedia, Online Research, Visual Organizer
The Task:
Students will create a multimedia presentation to communicate their findings of a research topic.
While researching, they will prepare, justify and implement their own offline search strategy using
Boolean logic. Using their search strategy, they will locate accurate, appropriate, reliable and relevant
information using digital encyclopedias, specialized CDs and the Internet while observing proper
copyright and fair use guidelines. Finally, they will plan and create a storyboard using a visual
organizer, solicit teacher feedback, and create a multimedia presentation to communicate their
research findings
Rationale:
On-line research makes available a wealth of information not otherwise readily available to students.
It also brings with it the potential to be overwhelmed by too much information. By carefully pre-
planning their Internet search, and using the more sophisticated search algorithms, students can
minimize the magnitude of information they have to deal with. Students must continually document
their sources.
Planning is an essential part of presenting. Digital tools like Visual Organizers make planning much
easier and more flexible giving students a more concrete base to build their presentation on.

• Demonstrating an understanding of copyright and fair use guidelines for educational purposes.
• Articulating and providing examples of relevant, reliable and unreliable Internet resources.
• Illustrating a concept with topic and sub-topics, selecting different shapes and colors to
differentiate various levels or processes ( e.g., concept map, web, bubble, flow chart).
• Creating a linear or non-linear presentation including title slide, graphics, text, voice, sound
related to topic, scanned or digital photo, animation, bibliography and table of contents.
• Locating information that is accurate, relevant and appropriate, using a variety of electronic
resources including digital encyclopedias, specialized CDs and the Internet.
• Preparing a search off-line without using a teacher-prepared form/strategy.
• Implementing a search strategy using Boolean logic (e.g., and, or, not).
• Bookmarking sites relevant to their research and organizing sites into categories.
• Identifying and justifying decisions made, (e.g. representing data, formatting, setting up formula,
selecting criteria for search, visual organizer)
Page 20
Glossary
Boolean Logic: An Internet search language that uses such operators as AND, OR, NOT to
control the search in a more finite way.
Fair Use Guidelines: Educators and students are allowed a wider latitude in using text, images,
videos, etc. for educational purposes. But there are still limits. Visit the resource below to learn
more about “Fair Use.”
Story Board: A storyboard is a series of illustrations that represent a process, such as the
steps of interacting with a computer or website. Storyboards are useful for presentations,
such as with focus groups, and for checking that the steps of a process make sense once
the details are sketched.
Visual Organizer: a software program that is designed to allow students to create and manipulate
text (or graphics) through a visual representation. They are often referred to mind-maps, cluster
maps, flow charts, etc.
Rubric
Assistance
Demonstrated an understanding of copyright and fair use guidelines for
educational purposes.
Articulated and provided examples of relevant, reliable and unreliable
Internet resources.
Productivity Tools
Illustrated a concept with topic and sub-topics and selected different
shapes and colors to differentiate various levels or processes ( e.g., concept
map, web, bubble, flow chart).
Modified a digital image using flip, rotate, resize, crop
Communication
Created a linear or non-linear presentation including title slide, graphics,
text, voice, sound related to topic, scanned or digital photography,
animation, bibliography and table of contents.
Located information that is accurate, relevant and appropriate, using a
variety of electronic resources including digital encyclopedias, specialized
CDs and the Internet.
Prepared a search off-line without using a teacher-prepared form/strategy.
Implemented a search strategy using Boolean logic (e.g., and, or, not).
Page 21
Bookmarked sites relevant to their research and organizing sites into
categories.
Identified the research and formatting decisions that he/she made (e.g.
representing data, formatting, setting up formula, selecting criteria for
search, visual organizer)

Web browsers: Fire Fox, Explorer (PC), Safari (Mac), Netscape Navigator, Bumper Car
(Mac: www.freeverse.com)
Electronic Resources: iTunes (podcasts), World Book Encyclopedia (CD-ROM
MacKiev), Encyclopædia Britannica Ultimate CD or DVD-ROM
(Britannica.com), many topic based CD/DVD-ROMs
Visual organizer: Kidspiration (Inspiration Software: kidspiration.com), Inspiration
(Inspiration Software: kidspiration.com), SmartIdeas (SmartTechnologies:
smarttech.com/downloads), MS Word, Scholastic Keys (Tom Snyder: works with MS
Word…PC), Pages (Mac)
Multimedia Presentation: Power Point, Key Note (Mac), Kids Pix (Mac: MacKiev or
Encore/ PC: Encore), Microworlds (LCSI: http://www.microworlds.com),
GoogleDocs, Pixie (tech4learning), MediaBlender 2 (tech4learning: tech4learning.com),
sunburst.com), Open Office (openoffice.org), Corel Presentations (PC: corel.com)
WCSU Selected Software: Kidspiration, Power Point, Pixie 2
Page 22
Grade Cluster 5-6 Task # 3
The Product/Performance: Class Published Research Findings
The Components: Online Research, Database, Web Publishing
The Task:
Students will create a class web site to publish their research findings (wiki sites, Google
docs, ect can be used). Each student will build one page for the site that will include text,
graphics, tables, and hyperlinks. To begin this process, students will gather information
by using advanced internet search techniques and contacting relevant people via
email. Once a sufficient amount of data is collected, students will enter the data into an
existing class database. Students will use the database to analyze the information. To
conclude, the students will publish their individual findings on a class web site.
Rationale:
Sharing their work with others encourages students to do their best and produce
meaningful products. The Web allows students to publish their work to a world audience.
Collecting data from “experts” will be a challenge but students have a much wider reach
using the Internet and email. Analyzing data in a database will allow them to manipulate
and make sense of their data. It will allow them to query the information in a way not
possible in a non-electronic medium.

• Identifying components of data base including field/category, record, file.
• Identifying single and multiple record formats.
• Entering data into an existing database
IT4 - Communication
• Describing the components of a web address (e.g. ~, /, . edu, .com, .gov, etc.).
• Creating a web page including text, graphics, tables and internal and external links.
• Sending and receiving an email attachment.
• Including the text of the original message in their reply (using quote).
• Forwarding mail.
• Using cc: to copy a message to another individual.
• Using reply options (e.g., reply sender, reply group, reply conference)
Page 23
Glossary:
Database - A collection of information organized in such a way that a computer program
can quickly select desired pieces of data. You can think of a database as an electronic
filing system.
Field/Category: a label for a single piece of information. For example. “First Name”, or
“Last Name” , or “Phone Number”. Each of these is a field/category.
Record: A group of fields with some commonality. For example: the three fields from
above in one form would constitute a record.
Single format: A view that allows only a single record to be viewed.
Multiple format: A view that allows more than one record to be viewed. For example: A
list view or table view would show multiple records.
File: A collection of multiple records.
Resources:
Database - http://www.webopedia.com/TERM/d/database.html
Database Tutorial –http://www.geekgirls.com/menu_databases.htm
Page 24
Rubric
Assistance
Productivity Tools
Identified components of database including
field/category, record, file.
Identified single and multiple record formats.
Entered data into an existing database
Communication
Described the components of a web address (e.g. ~, /, . edu, .com,
.gov, etc.).
Created a web page including text, graphics, tables and internal and
external links.
Sent and received an email attachment.
Included the text of the original message in their reply (using

quote).
Forwarded email.
Used cc: to copy a message to another individual.
Used reply options (e.g., reply sender, reply group, reply

conference)

Web browsers: Fire Fox, Explorer (PC), Safari (Mac), Netscape Navigator, Bumper Car
(Mac: www.freeverse.com)
Email:
Data Analysis Software: Thinker Plots (Key Curriculum Press), Inspire Data
(inspiration.com), Excel, Scholastic Keys (PC: Tom Snyder…works with Excel),
Numbers (Mac), Corel Quotro Pro (PC: corel.com)
Web Publishing: WebBlender 2 (tech4learning: tech4learning.com), iWeb (Mac: Best if
used with a .Mac account), Dreamweaver (Adobe.com), MSWord, GoogleDocs,
WikiSpaces, PBWiki, Blogger, BlogSpot, Google Sites, Any number of online web
hosting sites.
WCSU Selected Software: Inspire Data, iWeb, any web 2.0 tools
Page 25
Task # 4
The Product/Performance: A Report Containing Text and Visual Representations
The Components: Basic Operations, Spreadsheet, Graphing, Word Processing
The Task:
The students will create a report on a given or self-selected experimental question that contains visual as
well as textual representations of their findings. Subsequent to their initial research, students will create
hypotheses for their experimental question. Using digital tools, students will collect data to prove or
disprove their hypotheses. Collected data will be entered into a spreadsheet where it will be manipulated
and calculated. Graphs will be made within the spreadsheet and exported into a final report that will be
completed using a word processor. The final document will include text, table(s) and the exported
chart(s).
Rationale:
The scientific method is a proven procedure for students to successfully understand and solve problems.
Analyzing numerical data can be a time consuming process. Using a spreadsheet to manipulate numerical
data is much more efficient than trying to do it manually. In addition, once the data is analyzed, it can
easily be entered into a graph or chart. Because of this, students can concentrate on the mathematical
concepts rather than the mechanical construction of the graphs and charts.

• Navigating between open windows and applications.
• Using digital tools to capture images and other information (e.g. temperature, light, sound, etc.) and
import them into a computer.
• Manipulating styles and formats (e.g. header, footer, borders, page breaks, lists).
• Using spell check, and thesaurus.
• Creating a table
• Creating a spreadsheet from a blank page, including simple formulas and simple functions (SUM and
AVG ).
• Creating a graphical representation of multiple series of numerical data.
• Manipulating format (e.g., resizing rows and columns, font, colors, hiding grid)
IT4 - Communication
Page 26
Glossary:
Multiple Series: More than one sequence of data points. Example: Take the inside
temperature and outside temperature everyday for a week. Graph the results.
Resources:
Spreadsheet Tutorial - http://science.csustan.edu/tutorial/Excel/
http://www.quasar.ualberta.ca/edpy202/tutorial/spreadsheet/spreadsheet.htm
Page 27
Rubric
Assistance
Basic Operations
Navigated between open windows and applications.
Used digital tools to capture images and other data (e.g. temperature, light,
sound, etc.) and import them into a computer.
Productivity Tools
Manipulated styles and formats (e.g. header, footer, borders, page breaks,
lists).
Used spell check, spell checker and thesaurus.
Created a table
Created a spreadsheet from a blank page, including simple formulas and

simple functions (SUM and AVG ).
Created a graphical representation of multiple series of numerical data.
Manipulated format (e.g., resizing rows and columns, font, colors, hiding
grid)
Hardware
Digital Probes: Vernier Probes with GoLink (www.vernier.com…works with LoggerLite
software), NXT/RCX sensors (legoeducation.com… to use these sensors students will
need to have access to Lego Mindstorms Robotics Kits), GPS

Data Collection Software: LoggerLite (www.vernier.com), LegoMindstorms For
Schools (legoeducation.com), NXT-G version 2 (legoeducation.com…to be released late
2008), GIS Software (?)
Numbers (Mac), Corel Quotro Pro (PC: corel.com), LoggerLite (www.vernier.com),
LegoMindstorms For Schools (legoeducation.com), NXT-G version 2
(legoeducation.com…to be released late 2008)
Word Processor: MS Word, Scholastic Keys (PC: Tom Snyder: works with MS Word),
Pages (Mac), Corel WordPerfect Office (PC: corel.com), Open Office (openoffice.org)
WCSU Selected Software: Inspire Data, Microsoft Word
Page 28
Task # 5
The Product/Performance: Visual Representation of Data
The Components: Database, Paint/Draw, Calculator
The Task:
Students will “publish” visual representations and interpretations of data they have collected and
analyzed. During the first step in the process, students will collect information on a pertinent topic to
class studies and enter it into a database of their creation. They will then use calculators to determine
the mean and median of their data and look for possible trends. After analyzing the results, each
student will illustrate their interpretation of some aspect of the data using a paint and draw
application. They will save their images in multiple formats for compatibility with the web and local
applications and publish their illustrations in a format agreed upon by their teacher.
Rationale:
Data can be presented in multiple formats. Visually illustrating data takes into account a variety of
learning styles. It allows students to represent complex abstract concepts in concrete ways. Using a
database to sort, search and compare information allows students to analyze this information in a very
efficient manner.
• Identifying and saving documents in multiple formats (e.g.,.doc, .jpg, .pdf, .rtf).
• Creating, entering and manipulating a data base using ascending and descending sorting, and
searching/finding/ querying, using single criterion.
• Creating original illustrations using paint and draw applications
• Comparing and contrasting the uses of a paint and a draw application
• Saving graphic images in multiple formats (e.g., .jpg, tif, gif)
• Using grade appropriate calculator and applications/functions (e.g., basic operations, fraction-
decimal conversion, percentage).
IT4 - Communication
Page 29
Glossary
Paint: A computer application that allows students to sketch directly onto a background
palette. The use of pens or brushes and erasers are typical tools in a Paint program.
Draw: A computer application that allows students to create objects (rectangles, ovals,
lines, etc.) which “float” over the background as opposed to being a part of the
background itself (as in Paint).
File Formats: Files have different ways of being saved depending upon how they will be
used. For example, a Microsoft Word document is typically saved as a Word file… it has
an extension of .doc. The same document can also be saved as a web page with a .html
extension. This document would then be viewable on the web. The same document can
also be saved as a text file (.txt) allowing other word processing programs to view it. In
the graphics world, file formats are also important and a variety are available. For
example, if you have a picture that you want to use on the web, you would typically use a
.gif or .jpg format. These file formats are accessible by almost any computer. Other
graphic formats are also available such as .bmp, .tiff and .pic.
Resources:
File Formats
http://www.matisse.net/files/formats.html
http://www.stack.com/file/extension/
Page 30
Rubric
Assistance
Basic Operations
Identified and saved documents in multiple formats (e.g., .doc, .jpg, .pdf, .rtf).
Productivity Tools
Created, entered and manipulated a database using ascending and descending
sorting
Searched the content of a database using a single criterion
Created original illustrations using paint and draw applications
Uses a paint and a draw application to illustrate a concept or idea
Saved graphic images in multiple formats (e.g., .jpg, tif, gif)
Used grade appropriate calculator and applications/functions (e.g., basic

operations, fraction-decimal conversion, percentage).
Hardware
Digital Probes: Vernier Probes with GoLink (www.vernier.com…works with LoggerLite
software), NXT/RCX sensors (legoeducation.com…to use these sensors students will
need to have access to Lego Mindstorms Robotics Kits), GPS
Calculators
Possible Software
Data Collection Software: LoggerLite (www.vernier.com), LegoMindstorms For
Schools (legoeducation.com), NXT-G version 2 (legoeducation.com…to be released late
2008), GIS Software (?)
Numbers (Mac), Corel Quotro Pro (PC: corel.com), LoggerLite (www.vernier.com),
LegoMindstorms For Schools (legoeducation.com), NXT-G version 2
(legoeducation.com…to be released late 2008)
Paint Applications: Kids Pix (Mac: MacKiev or Encore/ PC: Encore), Microworlds Jr.
or Microworlds (LCSI: http://www.microworlds.com), Pixie (tech4learning.com),
sunburst.com)
Draw: Eazydraw (Mac: Eazydraw.com), CorelDRAW Graphics Suite X4 (PC:
corel.com), Photoshop (adobe.com), Twist (tech4learning: tech4learning.com)
WCSU Selected Software: Inspire Data, Pixie, Twist
Page 31

WCSU Performance Tasks

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Technology Performance Tasks

Adapted from VT DOE Technology Performance Assessments

Grade Cluster 1-2

The Components: Visual Organizer, Paint Program

IT1 - Basic Operations & Concepts

Grade Cluster 1-2 Page 2

Manipulated text styles (e.g., bold face, italicize and underline).

Illustrated a simple concept using a paint application.

Enters information into a teacher created template (e.g. concept

Possible Computer Software:

WCSU Selected Software: Kidspiration 3 and Pixie 2

Grade Cluster 1-2 Page 3

The Components: Word Processing, Basic Operations

IT1 - Basic Operations & Concepts

Grade Cluster 1-2 Page 4

Created, opened, saved, and printed a document.

Cut, copied, and pasted within a document.

Possible Computer Software

WCSU Selected Software: Microsoft Word

Grade Cluster 1-2 Page 5

The Components: Basic Operations, Online Research, Multimedia Presentation

IT1 - Basic Operations & Concepts

Possible Computer Software

WCSU Selected Software: Pixie 2 or Power Point

The Components: Visual Organizer, Paint

IT1 - Basic Operations & Concepts

Communicated a key concept (e.g., concept map,

Possible Computer Software

WCSU Selected Software: Kidspiration 3 and Pixie 2

The Components: Desktop Publishing, Online Research, Email

IT1 - Basic Operations & Concepts

The Components: Spreadsheet, Graphing, Databases

IT1 - Basic Operations & Concepts

Located files and folders using the Find command.

Explained the relationship between data and visual representation

Possible Computer Software:

WCSU Selected Software: InspireData

The Components: Operations, Productivity Tools

IT1 - Basic Operations & Concepts

Created folders within folders (nested folders).

Cut, copied, and pasted within a document and across documents

Manipulated styles (e.g., fonts, style, size, color of text, alignment).

Used spell check

Possible Computer Software

WCSU Selected Software: Microsoft Word

The Components: Word Processing, Paint/Draw, Digital Imaging Tools

Modified a digital image using flip, rotate, resize, and

Possible Computer Software

WCSU Selected Software: Microsoft Word, Pixie 2, Twist

The Components: Multimedia, Online Research, Visual Organizer

IT1 - Basic Operations & Concepts

Possible Computer Software:

WCSU Selected Software: Kidspiration, Power Point, Pixie 2

The Components: Online Research, Database, Web Publishing

IT1 - Basic Operations & Concepts

Entered data into an existing database

Included the text of the original message in their reply (using

Used cc: to copy a message to another individual.

Used reply options (e.g., reply sender, reply group, reply

Possible Computer Software

The Components: Basic Operations, Spreadsheet, Graphing, Word Processing

IT1 - Basic Operations & Concepts