Scientist Databases and Understanding Email
Students will learn how to manipulate a database with scientist content. They will add and delete records and fields, and rename fields. They will understand how to add attachments to email and learn about email safety concerns.
NCSCOS Objectives:
Technology Proficiency 2: Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. Students will learn about adding attachments to email and the different options for sending and receiving electronic messages.
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 scientist content.
Science SCOS: SS 2.01 2.01 Explore evidence that "technology" has many definitions: Artifact or hardware, Methodology or technique, System of production, or Social-technical system. (The database shows different discoveries of scientists.)
Dates/Duration of Unit: February / Two lessons
Teacher/Student Technology: Smartboard-view presentation & for students to show process
Resources:
NCDesk software
Methods:
A. Bell Ringer- Email Awareness - After students sign in, they will work individually to complete an online email vocabulary awareness activity at http://www.quia.com/jg/65554.html
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 will play an Internet Safety game at http://www.quia.com/hm/40647.html
E. Assessments:
Formative: Using the Smartboard students are asked questions
Bellringer worksheets
Online quizzes
Summative: Telecommunications quiz at http://www.catawba.k12.nc.us/pages/sites/edwebsites/computerskills/quizzes/tcquiz.htm
At the end of this unit students will be able to say “I can…”
• I can change a database.
• I can add an attachment to an email.
Unit Reflection:
Tuesday, February 8, 2011
Wednesday, January 26, 2011
Using Databases to Study Africa Jan 24 - Mar 9
The first lesson explains database vocabulary and sorting.
Using Databases to Study Africa
Students will learn how to manipulate a database with African 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 African content.
Social Studies SCOS: 1.03 Use tools such as maps, globes, graphs, charts, databases, models, and artifacts to compare data on different countries of Africa, Asia, and Australia and to identify patterns as well as similarities and differences.
Dates/Duration of Unit:
• Jan-Feb / Two to 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 and online Africa geography activity
Assessments:
Formative: Using the Smartboard students are asked questions
Bellringer worksheets
Online quizzes
Summative: Database worksheet
At the end of this unit students will be able to say “I can…”
• I can use a database.
Unit Reflection:
.
Using Databases to Study Africa
Students will learn how to manipulate a database with African 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 African content.
Social Studies SCOS: 1.03 Use tools such as maps, globes, graphs, charts, databases, models, and artifacts to compare data on different countries of Africa, Asia, and Australia and to identify patterns as well as similarities and differences.
Dates/Duration of Unit:
• Jan-Feb / Two to 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 and online Africa geography activity
Assessments:
Formative: Using the Smartboard students are asked questions
Bellringer worksheets
Online quizzes
Summative: Database worksheet
At the end of this unit students will be able to say “I can…”
• I can use a database.
Unit Reflection:
.
Tuesday, January 18, 2011
Snow days and Benchmarking
Because of the snow days (we missed a week) and the upcoming benchmark testing for English and math the previous lessons will continue this week Science is still working on Spreadsheets and Hurricanes. Social Studies is still working on the Cyberbullying Safety unit. Please see December posts for further lesson details.
Monday, December 13, 2010
Cyberbully Prevention- Dec 16 through Jan 5
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.
Monday, December 6, 2010
7th Grade: Spreadsheets and Hurricanes Dec 9 through January
Introduction to Spreadsheets Integrated with Hurricanes
Students will learn how to use a spreadsheet with Hurricane data.
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 Hurricane 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.
Science SCOS: Competency Goal 3: The learner will conduct investigations and utilize appropriate technologies and information systems to build an understanding of the atmosphere.
3.05 Examine evidence that atmospheric properties can be studied to predict atmospheric conditions and weather hazards:
Humidity.
Temperature.
Wind speed and direction.
Air pressure.
Precipitation.
Tornados.
Hurricanes.
Floods.
Storms.
3.06 Assess the use of technology in studying atmospheric phenomena and weather hazards:
Satellites.
Weather maps.
Predicting.
Recording.
Communicating information about conditions.
Dates/Duration of Unit:
• December / January Two to Three 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 Hurricane 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 vocabulary 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.
Students will learn how to use a spreadsheet with Hurricane data.
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 Hurricane 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.
Science SCOS: Competency Goal 3: The learner will conduct investigations and utilize appropriate technologies and information systems to build an understanding of the atmosphere.
3.05 Examine evidence that atmospheric properties can be studied to predict atmospheric conditions and weather hazards:
Humidity.
Temperature.
Wind speed and direction.
Air pressure.
Precipitation.
Tornados.
Hurricanes.
Floods.
Storms.
3.06 Assess the use of technology in studying atmospheric phenomena and weather hazards:
Satellites.
Weather maps.
Predicting.
Recording.
Communicating information about conditions.
Dates/Duration of Unit:
• December / January Two to Three 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 Hurricane 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 vocabulary 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.
Monday, November 29, 2010
Spreadsheets & Colonial Times Nov 22 - Dec 8
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:
.
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:
.
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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