Introduction to Spreadsheets Integrated with Colonial times
Students will learn how to use a spreadsheet with Colonial times content.
NCSCOS Objectives:
Technology Proficiency 4: Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research
The student demonstrates proficiency in using databases and why they are used in North Carolina (e.g. schools, government, business, and science) to collect and organize information.
Students will learn how to use a spreadsheet with Colonial times content.
Technology Proficiency 8 …Student selects technology tools that enhance the efficiency and output of curriculum projects.
- The student demonstrates the proficiency in determining the appropriate tools and technology resources to solve problems.
Social Studies SCOS: SS 1.5 Describe the factors that led to the founding and settlement of the American colonies including religious persecution, economic opportunity, adventure and forced migration.
Dates/Duration of Unit:
• November/December / Two lessons
Teacher/Student Technology:
• Smartboard- to view presentation
• Smartboard- students will use to show process
Resources:
NCDesk software and Microsoft Excel
Methods:
A. Bell Ringer- Spreadsheet Awareness - After students sign in, they will work in small groups and complete a worksheet titled “Age”. The purpose of the exercise is to build awareness that a spreadsheet can calculate data faster then most students.
B. Scaffolding Previous Knowledge- Students will use the Bell Ringer discoveries to connect to the spreadsheet concepts
C. Guided Practice and then Independent Practice- Student will learn vocabulary terms then do hands-on activities to reinforce the material. Students will use Colonial times data to make multiple spreadsheets and to create multiple graphs of different data sets.
D. Enrichment Activities- students who finish early there is an online spreadsheet game
Assessments:
Formative: Using the Smartboard students are asked questions
Worksheet
Online quizzes
Summative: Spreadsheet with graphs completed
At the end of this unit students will be able to say “I can…”
• I can make a spreadsheet. I can create a graph.
Unit Reflection:
.
Monday, November 29, 2010
Tuesday, November 2, 2010
Multimedia Podcasting Lesson Nov 2 to Nov 19
After students finish their Web Site Evaluation PowerPoint and their Vocabulary books, they will learn how to podcast. Students will use their podcasting knowledge to turn their English Research papers into a multimedia product.
Students will learn how to create a multimedia presentation using Audacity, which is a free voice recording program.
NCSCOS Objectives:
Technology Proficiency 4: Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research
The student demonstrates proficiency in using evaluation tools to select Internet Resources and information for content and usefulness in content area assignments.
The student demonstrates proficiency in the selection, organization, and presentation of content area information from the Internet for a specific purpose.
Technology Proficiency 5 Student creates multimedia curriculum projects
- The student demonstrates proficiency in using external computer devices and tools.
Technology Proficiency 6 Student presents multimedia curriculum projects
Dates/Duration of Unit:
• November / Two lessons
Teacher/Student Technology:
• Smartboard- to view presentation
• Audacity- students will use to record voice
• Online Text book- http://sites.google.com/site/wclassroom/elements/day-5
Methods:
A. Bell Ringer- Podcasting Awareness Questions-
Students will listen to a short 6 minute National Public Radio podcast and critique its appeal and techniques. http://sites.google.com/site/wclassroom/elements/day-5/learning-about-the-parts-of-a-podcast
1. Describe the podcast you just listened to. (What did you like? What did you not like?
How many people spoke during the podcast? Could you picture the story?)
2. How was the podcast organized? How was it divided into its parts?
3. How would you use music or sound effects in a podcast?
B. Scaffolding Previous Knowledge Guided Practice-
Students will practice recording a short message.
C. Independent Practice- Based on Social Studies Teacher either content area (for example one class will be recording the 1st paragraph of the Declaration of Independence) or free form material will be used.
4. Open MS Word, and write down the story of the scariest thing that has ever happened to you
. Save it as “Original_Story”.
5. Now open a new MS Word document. Save it as “Scripted_Story”. Copy your first story to the new document. Edit it so it makes sense as a story. What is exciting? What is not exciting? What needs to be added? What needs to be deleted?
6. Record your story.
D. Enrichment Activities- if they finish early will be able to add enhancements to Audacity presentations.
Assessments:
Formative: Using the Smartboard, students are asked questions
Summative: Audacity presentation
At the end of this unit students will be able to say “I can…”
• I can create a multimedia podcast.
• I understand the words multimedia, linear, hyperlink and broadcast
Unit Reflections TBD
Students will learn how to create a multimedia presentation using Audacity, which is a free voice recording program.
NCSCOS Objectives:
Technology Proficiency 4: Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research
The student demonstrates proficiency in using evaluation tools to select Internet Resources and information for content and usefulness in content area assignments.
The student demonstrates proficiency in the selection, organization, and presentation of content area information from the Internet for a specific purpose.
Technology Proficiency 5 Student creates multimedia curriculum projects
- The student demonstrates proficiency in using external computer devices and tools.
Technology Proficiency 6 Student presents multimedia curriculum projects
Dates/Duration of Unit:
• November / Two lessons
Teacher/Student Technology:
• Smartboard- to view presentation
• Audacity- students will use to record voice
• Online Text book- http://sites.google.com/site/wclassroom/elements/day-5
Methods:
A. Bell Ringer- Podcasting Awareness Questions-
Students will listen to a short 6 minute National Public Radio podcast and critique its appeal and techniques. http://sites.google.com/site/wclassroom/elements/day-5/learning-about-the-parts-of-a-podcast
1. Describe the podcast you just listened to. (What did you like? What did you not like?
How many people spoke during the podcast? Could you picture the story?)
2. How was the podcast organized? How was it divided into its parts?
3. How would you use music or sound effects in a podcast?
B. Scaffolding Previous Knowledge Guided Practice-
Students will practice recording a short message.
C. Independent Practice- Based on Social Studies Teacher either content area (for example one class will be recording the 1st paragraph of the Declaration of Independence) or free form material will be used.
4. Open MS Word, and write down the story of the scariest thing that has ever happened to you
. Save it as “Original_Story”.
5. Now open a new MS Word document. Save it as “Scripted_Story”. Copy your first story to the new document. Edit it so it makes sense as a story. What is exciting? What is not exciting? What needs to be added? What needs to be deleted?
6. Record your story.
D. Enrichment Activities- if they finish early will be able to add enhancements to Audacity presentations.
Assessments:
Formative: Using the Smartboard, students are asked questions
Summative: Audacity presentation
At the end of this unit students will be able to say “I can…”
• I can create a multimedia podcast.
• I understand the words multimedia, linear, hyperlink and broadcast
Unit Reflections TBD
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