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
Wednesday, October 13, 2010
Web Site Evaluation- October 13 - November 1
Students will learn the 5W’s of Web Site Evaluation (Who, What, When, Where, & Why).
Students will review Power Point presentation techniques.
Lesson at http://sites.google.com/site/wclassroom/brochure-vocabulary-book-project/how-to-evaluate-a-web-site-1
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 10 ..Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic sources concerning real-world problems.
The student demonstrates proficiency in identifying appropriate online resources for assignments or project-based activities.
The student demonstrates proficiency in evaluating online information resources (accuracy, points of view, bias, etc.)
Dates/Duration of Unit:
• October & November / Two lessons
Teacher/Student Technology:
• Smartboard- to view presentation
• Smartboard- students will use to show process
• PowerPoint- review
Methods:
A. Bell Ringer- Web Site Appropriateness Awareness -
Students will discuss in groups the following questions.
1. What should you do before you use information on Wikipedia?
2. If you see a picture of something does it make it true?
3. If you hear someone speak on a audio tape does it make it true?
4. If you see a video clip of something does it make it true?
B. Scaffolding Previous Knowledge Guided Practice-
Teacher will walk them through the 5 W’s of Web Site Evaluation using a web site.
Teacher will review PowerPoint skills.
C. Independent Practice
Students will choose a web site to evaluate using the 5 W’s and present their findings in a PowerPoint presentation.
D. Enrichment Activities- for students who finish early they will be able to add enhancements to their PowerPoint presentations.
Assessments:
Formative: Using the Smartboard students are asked questions
Bellringer questions
Summative: PowerPoint presentation
At the end of this unit students will be able to say “I can…”
• I can evaluate a web site for appropriateness.
• I can create a Power Point presentation
Students will review Power Point presentation techniques.
Lesson at http://sites.google.com/site/wclassroom/brochure-vocabulary-book-project/how-to-evaluate-a-web-site-1
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 10 ..Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic sources concerning real-world problems.
The student demonstrates proficiency in identifying appropriate online resources for assignments or project-based activities.
The student demonstrates proficiency in evaluating online information resources (accuracy, points of view, bias, etc.)
Dates/Duration of Unit:
• October & November / Two lessons
Teacher/Student Technology:
• Smartboard- to view presentation
• Smartboard- students will use to show process
• PowerPoint- review
Methods:
A. Bell Ringer- Web Site Appropriateness Awareness -
Students will discuss in groups the following questions.
1. What should you do before you use information on Wikipedia?
2. If you see a picture of something does it make it true?
3. If you hear someone speak on a audio tape does it make it true?
4. If you see a video clip of something does it make it true?
B. Scaffolding Previous Knowledge Guided Practice-
Teacher will walk them through the 5 W’s of Web Site Evaluation using a web site.
Teacher will review PowerPoint skills.
C. Independent Practice
Students will choose a web site to evaluate using the 5 W’s and present their findings in a PowerPoint presentation.
D. Enrichment Activities- for students who finish early they will be able to add enhancements to their PowerPoint presentations.
Assessments:
Formative: Using the Smartboard students are asked questions
Bellringer questions
Summative: PowerPoint presentation
At the end of this unit students will be able to say “I can…”
• I can evaluate a web site for appropriateness.
• I can create a Power Point presentation
Friday, September 17, 2010
Databases and Filters Sept 24 - Oct 12
Click to review the Introduction to Databases integrated with Early Explorers unit online
The second lesson explains database filters.
Introduction to Databases Integrated with Early Explorers
Students will learn how to manipulate a database with Early Explorer 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 manipulate a database with Early Explorer content.
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:
• September / Three lessons
Teacher/Student Technology:
• Smartboard- to view presentation
• Smartboard- students will use to show process
Resources:
NCDesk software
Methods:
A. Bell Ringer- Citation Awareness - After students sign in, they will work in small groups and complete a worksheet titled “Citations”. The purpose of the exercise is to build upon their citation knowledge and to have them realize citations are needed in databases as well as pictures when they are used from the Internet.
B. Scaffolding Previous Knowledge- Will present the database concepts drawing on previous conceptual knowledge by exploring real world examples, creating a class database and using a physical exercise to explain “sorting” and “filtering”
C. Guided Practice and then Independent Practice
D. Enrichment Activities- for students who finish early there will be online database and early explorer enrichment activities
Assessments:
Formative: Using the Smartboard students are asked questions
Bellringer worksheets
Online quizzes
Summative: Database Vocabulary Test
At the end of this unit students will be able to say “I can…”
• I can use a database.
Unit Reflection:
.
The second lesson explains database filters.
Introduction to Databases Integrated with Early Explorers
Students will learn how to manipulate a database with Early Explorer 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 manipulate a database with Early Explorer content.
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:
• September / Three lessons
Teacher/Student Technology:
• Smartboard- to view presentation
• Smartboard- students will use to show process
Resources:
NCDesk software
Methods:
A. Bell Ringer- Citation Awareness - After students sign in, they will work in small groups and complete a worksheet titled “Citations”. The purpose of the exercise is to build upon their citation knowledge and to have them realize citations are needed in databases as well as pictures when they are used from the Internet.
B. Scaffolding Previous Knowledge- Will present the database concepts drawing on previous conceptual knowledge by exploring real world examples, creating a class database and using a physical exercise to explain “sorting” and “filtering”
C. Guided Practice and then Independent Practice
D. Enrichment Activities- for students who finish early there will be online database and early explorer enrichment activities
Assessments:
Formative: Using the Smartboard students are asked questions
Bellringer worksheets
Online quizzes
Summative: Database Vocabulary Test
At the end of this unit students will be able to say “I can…”
• I can use a database.
Unit Reflection:
.
Introduction to Databases Using Early Explorers Sept 17 - Sept 23
Click to review the Introduction to Databases integrated with Early Explorers unit online
The first lesson explains database vocabulary and sorting.
Introduction to Databases Integrated with Early Explorers
Students will learn how to manipulate a database with Early Explorer 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 manipulate a database with Early Explorer content.
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:
• September / Two lessons
Teacher/Student Technology:
• Smartboard- to view presentation
• Smartboard- students will use to show process
Resources:
NCDesk software
Methods:
A. Bell Ringer- Citation Awareness - After students sign in, they will work in small groups and complete a worksheet titled “Citations”. The purpose of the exercise is to build upon their citation knowledge and to have them realize citations are needed in databases as well as pictures when they are used from the Internet.
B. Scaffolding Previous Knowledge- Will present the database concepts drawing on previous conceptual knowledge by exploring real world examples, creating a class database and using a physical exercise to explain “sorting” and “filtering”
C. Guided Practice and then Independent Practice
D. Enrichment Activities- for students who finish early there will be online database and early explorer enrichment activities
Assessments:
Formative: Using the Smartboard students are asked questions
Bellringer worksheets
Online quizzes
Summative: Database Vocabulary Test
At the end of this unit students will be able to say “I can…”
• I can use a database.
Unit Reflection:
.
The first lesson explains database vocabulary and sorting.
Introduction to Databases Integrated with Early Explorers
Students will learn how to manipulate a database with Early Explorer 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 manipulate a database with Early Explorer content.
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:
• September / Two lessons
Teacher/Student Technology:
• Smartboard- to view presentation
• Smartboard- students will use to show process
Resources:
NCDesk software
Methods:
A. Bell Ringer- Citation Awareness - After students sign in, they will work in small groups and complete a worksheet titled “Citations”. The purpose of the exercise is to build upon their citation knowledge and to have them realize citations are needed in databases as well as pictures when they are used from the Internet.
B. Scaffolding Previous Knowledge- Will present the database concepts drawing on previous conceptual knowledge by exploring real world examples, creating a class database and using a physical exercise to explain “sorting” and “filtering”
C. Guided Practice and then Independent Practice
D. Enrichment Activities- for students who finish early there will be online database and early explorer enrichment activities
Assessments:
Formative: Using the Smartboard students are asked questions
Bellringer worksheets
Online quizzes
Summative: Database Vocabulary Test
At the end of this unit students will be able to say “I can…”
• I can use a database.
Unit Reflection:
.
Wednesday, September 8, 2010
Introduction to Computer Technology Vocabulary September 8 - 16
Introduction to Computer Technology Vocabulary
- students learn about common technology concepts
Proficiency 1: Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
The student demonstrates proficiency in investigating, discussing, and explaining why computers, networks, and information must be protected from viruses, vandalism, and intrusion, both malicious and mischievous.
Students learn about the following concepts Trojan Horse, Virus, Worm, IP Address, Spyware, Malicious
Proficiency 3: Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
The student demonstrates proficiency in respecting the work of others in the online community (copyright, Fair Use, attributions)
Students learn about the following concepts Commercial, Intellectual Property, Photo Citation, Cite/Citation, Copyright,
Proficiency 9: Demonstrate an understanding of concepts underlying hardware, software, and connectivity and of practical applications to learning and problem solving.
The student demonstrates proficiency in identifying and discussing terms/concepts associated with safe, effective, and efficient use of the Internet (e.g., password, firewalls, Spam, security, Fair Use, AUP/IUPs).
Students learn about the following concepts Broadband, URL, Spam, Hyperlink,
The student demonstrates proficiency in the use of technology terms/concepts to explain the strategies used to collect, organize and present findings for assignments/projects.
Students learn about the following concepts Vertical, Multimedia, Broadcast, Calculate, Horizontal, Font, Calculate, Formula, Average, Nonlinear, Linear, Superscript, Ascending, Descending, Most Efficient, Criteria, Text, Relevant
NCSCOS Objectives: The Computer Technology SCOS stresses Vocabulary. A word wall of 32 high concept words will be used through out the year to help students gain fluency with the terms.
1.02 Use technology terms/concepts to describe and explain strategies used to collect, organize, and present findings for assignments/projects. (1)
1.07 Use knowledge of database terms/concepts, functions, and operations to explain strategies used to organize, analyze, and report information in content area assignments. (2)
1.10 Use spreadsheet and graphing terms/concepts to present and explain content area assignments. (3)
1.13 Review and use WP/DTP terms/concepts to describe and explain how assignments/projects were created. (4)
1.16 Use multimedia terms/concepts correctly to describe and explain projects/products.
1.19 Use appropriate terms/concepts to describe telecommunications tools and resources used to develop and complete assignments. (6)
Dates/Duration of Unit:
• 1st Week of September Sept 8-14
• One lesson and then used as bell ringer and exit slip material
Teacher/Student Technology:
• Microsoft Office Word Processing Program,
• Internet,
Smartboard student usage- review game
Resources:
• Word Wall
• Student created vocabulary file
Methods:
A. Bell Ringer- Why Vocabulary is Important? - After students sign in, they will work in small groups and complete a worksheet titled “What Would You Do?” about different Internet scams and what they would do if they encountered the particular item. The purpose of the exercise is to demonstrate to students that understanding what they read on the Internet is important for them. It will give the computer teacher time to help students log into the computer.
Methods continued:
B. Students Create Personal Vocabulary Files- Teacher will demonstrate how to open and save a Word document file. Students will be creating their own vocabulary study sheet. While they will copy and paste the definition, they will have to find a picture that matches the word and create a sentence using the word correctly. The teacher will guide them through the first word, Intellectual Property. Every time students are in the lab, they will work on their Vocabulary word file after they sign in. It will give the computer teacher time to help students log into the computer.
C. Preview of Year’s Vocabulary Words: Group Word Wall Exercise- Students will work in small groups of four and complete a Word Wall scavenger hunt. They will need to match the word to its definition. There are six Word Wall stations set up in the room. Each station has between four to eight words scrambled for the students to match. Students will be told that they are not expected to know all of the words, it is a preview of the words they will need to know. They will count the words they missed as an formative assessment.
D. Group Jeopardy Game Review- Students will be in the same groups and will play a Smartboard Jeopardy Game. Scores will be given for the correct answers and the teacher will be able to see which words are more difficult for them to understand.
E. Students Create Personal Vocabulary Files- Students will work on their Personal Vocabulary files if there is any class time left.
Assessments:
Formative: Group Word Wall Exercise (see C)
Group Jeopardy Game Review (see D)
Summative: Personal Vocabulary File (see B)
Day 1 “I can…”
• I can tell you why I need to read items carefully on the Internet.
• I can tell you what IP or Intellectual Property is.
• I can tell you I will work on my Vocabulary file every class period after I sign in.
At the end of this unit students will be able to say “I can…”
• I can tell you “Why I need to read items carefully on the Internet.”
• I can tell you “What different technology vocabulary words mean.”
• I can tell you ”I will work on my Vocabulary file every class period after I sign in.”
- students learn about common technology concepts
Proficiency 1: Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
The student demonstrates proficiency in investigating, discussing, and explaining why computers, networks, and information must be protected from viruses, vandalism, and intrusion, both malicious and mischievous.
Students learn about the following concepts Trojan Horse, Virus, Worm, IP Address, Spyware, Malicious
Proficiency 3: Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
The student demonstrates proficiency in respecting the work of others in the online community (copyright, Fair Use, attributions)
Students learn about the following concepts Commercial, Intellectual Property, Photo Citation, Cite/Citation, Copyright,
Proficiency 9: Demonstrate an understanding of concepts underlying hardware, software, and connectivity and of practical applications to learning and problem solving.
The student demonstrates proficiency in identifying and discussing terms/concepts associated with safe, effective, and efficient use of the Internet (e.g., password, firewalls, Spam, security, Fair Use, AUP/IUPs).
Students learn about the following concepts Broadband, URL, Spam, Hyperlink,
The student demonstrates proficiency in the use of technology terms/concepts to explain the strategies used to collect, organize and present findings for assignments/projects.
Students learn about the following concepts Vertical, Multimedia, Broadcast, Calculate, Horizontal, Font, Calculate, Formula, Average, Nonlinear, Linear, Superscript, Ascending, Descending, Most Efficient, Criteria, Text, Relevant
NCSCOS Objectives: The Computer Technology SCOS stresses Vocabulary. A word wall of 32 high concept words will be used through out the year to help students gain fluency with the terms.
1.02 Use technology terms/concepts to describe and explain strategies used to collect, organize, and present findings for assignments/projects. (1)
1.07 Use knowledge of database terms/concepts, functions, and operations to explain strategies used to organize, analyze, and report information in content area assignments. (2)
1.10 Use spreadsheet and graphing terms/concepts to present and explain content area assignments. (3)
1.13 Review and use WP/DTP terms/concepts to describe and explain how assignments/projects were created. (4)
1.16 Use multimedia terms/concepts correctly to describe and explain projects/products.
1.19 Use appropriate terms/concepts to describe telecommunications tools and resources used to develop and complete assignments. (6)
Dates/Duration of Unit:
• 1st Week of September Sept 8-14
• One lesson and then used as bell ringer and exit slip material
Teacher/Student Technology:
• Microsoft Office Word Processing Program,
• Internet,
Smartboard student usage- review game
Resources:
• Word Wall
• Student created vocabulary file
Methods:
A. Bell Ringer- Why Vocabulary is Important? - After students sign in, they will work in small groups and complete a worksheet titled “What Would You Do?” about different Internet scams and what they would do if they encountered the particular item. The purpose of the exercise is to demonstrate to students that understanding what they read on the Internet is important for them. It will give the computer teacher time to help students log into the computer.
Methods continued:
B. Students Create Personal Vocabulary Files- Teacher will demonstrate how to open and save a Word document file. Students will be creating their own vocabulary study sheet. While they will copy and paste the definition, they will have to find a picture that matches the word and create a sentence using the word correctly. The teacher will guide them through the first word, Intellectual Property. Every time students are in the lab, they will work on their Vocabulary word file after they sign in. It will give the computer teacher time to help students log into the computer.
C. Preview of Year’s Vocabulary Words: Group Word Wall Exercise- Students will work in small groups of four and complete a Word Wall scavenger hunt. They will need to match the word to its definition. There are six Word Wall stations set up in the room. Each station has between four to eight words scrambled for the students to match. Students will be told that they are not expected to know all of the words, it is a preview of the words they will need to know. They will count the words they missed as an formative assessment.
D. Group Jeopardy Game Review- Students will be in the same groups and will play a Smartboard Jeopardy Game. Scores will be given for the correct answers and the teacher will be able to see which words are more difficult for them to understand.
E. Students Create Personal Vocabulary Files- Students will work on their Personal Vocabulary files if there is any class time left.
Assessments:
Formative: Group Word Wall Exercise (see C)
Group Jeopardy Game Review (see D)
Summative: Personal Vocabulary File (see B)
Day 1 “I can…”
• I can tell you why I need to read items carefully on the Internet.
• I can tell you what IP or Intellectual Property is.
• I can tell you I will work on my Vocabulary file every class period after I sign in.
At the end of this unit students will be able to say “I can…”
• I can tell you “Why I need to read items carefully on the Internet.”
• I can tell you “What different technology vocabulary words mean.”
• I can tell you ”I will work on my Vocabulary file every class period after I sign in.”
Monday, August 30, 2010
Cyberbully Prevention August 30th through September 7th
NCSCOS Objectives:
Board of Education Policy Code: 3225/4312/7320
A. Requirements for Use of Technological Resources
“…Before using the Internet, all students must be trained about appropriate on-line behavior. Such training must cover topics such as cyberbullying and interacting with others on social networking websites and in chat rooms.”
Proficiency 3: Exhibit legal and ethical behaviors when using information and technology and discuss consequences of misuse.
Dates/Duration of Unit:
• Last week of August to first week in September
• One lesson
Teacher/Student Technology:
• Smartboard- to view presentation and video clips
• Speaker to enhance sound
Resources:
• Netsmartz.org “Internet Safety: Tweens” presentation
@ 8th grade students will have the lesson in August/September.
@ 7th grade students will have the lesson in January.
Methods:
A. Bell Ringer- Cyberbullying Awareness - After students sign in, they will work in small groups and complete a worksheet titled “What Would You Do?” about different Cyberbullying scenarios. The purpose of the exercise is to raise awareness of this issue before the presentation and video clips.
B. Netsmartz.org “Internet Safety: Tweens” presentation- Teacher will stress that computers will remain off for two reasons. First, the presentation is serious and needs their full attention. Second, AUPs need to be returned before students will be allowed on the Internet.
Assessments:
Formative: Before each slide is advanced, students are asked questions
about Internet safety issues.
Summative: None
At the end of this unit students will be able to say “I can…”
• I will tell my parents, a teacher, or a trusted adult if someone tries to cyberbully me.
• I will never respond to messages that are rude or offensive and I will show the message to my parents, a teacher, or a trusted adult.
• I understand that my online actions may have offline consequences.
Board of Education Policy Code: 3225/4312/7320
A. Requirements for Use of Technological Resources
“…Before using the Internet, all students must be trained about appropriate on-line behavior. Such training must cover topics such as cyberbullying and interacting with others on social networking websites and in chat rooms.”
Proficiency 3: Exhibit legal and ethical behaviors when using information and technology and discuss consequences of misuse.
Dates/Duration of Unit:
• Last week of August to first week in September
• One lesson
Teacher/Student Technology:
• Smartboard- to view presentation and video clips
• Speaker to enhance sound
Resources:
• Netsmartz.org “Internet Safety: Tweens” presentation
@ 8th grade students will have the lesson in August/September.
@ 7th grade students will have the lesson in January.
Methods:
A. Bell Ringer- Cyberbullying Awareness - After students sign in, they will work in small groups and complete a worksheet titled “What Would You Do?” about different Cyberbullying scenarios. The purpose of the exercise is to raise awareness of this issue before the presentation and video clips.
B. Netsmartz.org “Internet Safety: Tweens” presentation- Teacher will stress that computers will remain off for two reasons. First, the presentation is serious and needs their full attention. Second, AUPs need to be returned before students will be allowed on the Internet.
Assessments:
Formative: Before each slide is advanced, students are asked questions
about Internet safety issues.
Summative: None
At the end of this unit students will be able to say “I can…”
• I will tell my parents, a teacher, or a trusted adult if someone tries to cyberbully me.
• I will never respond to messages that are rude or offensive and I will show the message to my parents, a teacher, or a trusted adult.
• I understand that my online actions may have offline consequences.
Subscribe to:
Posts (Atom)