Week 1
Thursday 8-25
Learning Goals: Expectations
Bell Ringer: Introductions
Guided Lesson: Understanding behavior expectations
Independent Project: Answered questions about lesson using polleverywhere
Self-Management: Avid note review
Homework &/or Enrichment: Get parents to sign syllabus
Quiz or Test or Project: None
Friday 8-26
Learning Goals: Obj 1.01 Understanding Economic Systems
Bell Ringer: List 7 items or services you would buy if you had lots of money?
Guided Lesson: Discussed following main topics, needs vs. wants, goods vs services, economic resources (natural, human, capital) and the 6 steps of economic decision making
Independent Project: Worked on 6 Steps of Economic Decision Making PowerPoint Project
Self-Management: Reviewed a different type of note taking
Homework &/or Enrichment:Bring in 10.00 Business fee
Quiz or Test or Project: None
Sunday, August 28, 2011
Aug 25 -Aug 26 MSITA
Welcome, It's a great day to be a tiger.
Week 1
Thursday 8-25
Learning Goals: Expectations
Bell Ringer: Sign in to computer
Guided Lesson: Understanding the MSITA class and Behavior expectations
Independent Project: Answered questions about lesson using polleverywhere
Self-Management: Avid note review
Homework &/or Enrichment: Get parents to sign AUP forms and syllabus
Quiz or Test or Project: None
Friday 8-26
Learning Goals: Digital Literacy Module 1
Bell Ringer: Create name tags
Guided Lesson: Navigate through Digital Literacy Module 1 Computer Basics
Independent Project: Complete worksheet
Self-Management: Reviewed a different type of note taking
Homework &/or Enrichment:Bring in 10.00 Business fee
Week 1
Thursday 8-25
Learning Goals: Expectations
Bell Ringer: Sign in to computer
Guided Lesson: Understanding the MSITA class and Behavior expectations
Independent Project: Answered questions about lesson using polleverywhere
Self-Management: Avid note review
Homework &/or Enrichment: Get parents to sign AUP forms and syllabus
Quiz or Test or Project: None
Friday 8-26
Learning Goals: Digital Literacy Module 1
Bell Ringer: Create name tags
Guided Lesson: Navigate through Digital Literacy Module 1 Computer Basics
Independent Project: Complete worksheet
Self-Management: Reviewed a different type of note taking
Homework &/or Enrichment:Bring in 10.00 Business fee
Tuesday, April 5, 2011
Social Studies & Science Brochure and Internet Research: April 26 through May 30
After the April benchmarking for language arts and math the next unit will be:
Brochure/Tech Vocabulary Integrated with Social Studies and Science SCOS
Students will learn how to create a brochure using Social Studies and Science SCOS and learn tech vocabulary.
NCSCOS Objectives:
Technology 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).
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 the selection, organization, and presentation of content area information from the Internet for a specific purpose.
Technology Proficiency 8: Student selects technology tools that enhance the efficiency and output of curriculum projects
• The student demonstrates proficiency in accomplishing multiple tasks and problems with the appropriate tools and technology resources..
Social Studies SCOS: SS 1.3
Use tools such as maps, charts, graphs, 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.
Science SCOS:
3.02 Describe properties that can be observed and measured to predict air quality:
• Particulate matter.
• Ozone.
3.03 Conclude that the good health of environments and organisms requires:
• The monitoring of air quality.
• Taking steps to maintain healthy air quality.
• Stewardship.
3.04 Evaluate how humans impact air quality including:
• Air quality standards.
• Point and non-point sources of air pollution in North Carolina.
• Financial and economic trade-offs.
• Local air quality issues.
4.07 Explain the effects of environmental influences on human embryo development and human health.
Dates/Duration of Unit:
• April and May / Three to Four lessons
Teacher/Student Technology:
• Smartboard- to view presentation
• Netrekker- for research
• MS Word- for brochure
Resources:
MS Office Word
Methods:
A. Bell Ringer- Web site Evaluation Awareness - After students sign in, they will work in small groups and complete questions about how to evaluate a web site. The purpose of the exercise is to make students aware of the accuracy of the information that they find on the Internet.
B. Scaffolding Previous Knowledge- Will show how creating a brochure, is in some ways similar to a word documents then will show differences.
C. Guided Practice and then Independent Practice – will create one panel (cover page) of the six panel brochure together, then students will independently work on the rest of the brochure. Students will also be working on a vocabulary exercise as they demonstrate the words in the creation of their brochure.
D. Enrichment Activities- for students who finish early, they will be able to add additional features to their brochures.
E.
Assessments:
Formative: Using the Smartboard students are asked questions about brochures
Bellringer questions
Vocabulary book questions
Summative: Brochure matches rubric
At the end of this unit students will be able to say “I can…”
• I can create a brochure.
• I can cite sources correctly.
• I understand technology terms.
Unit Reflection:
Brochure/Tech Vocabulary Integrated with Social Studies and Science SCOS
Students will learn how to create a brochure using Social Studies and Science SCOS and learn tech vocabulary.
NCSCOS Objectives:
Technology 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).
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 the selection, organization, and presentation of content area information from the Internet for a specific purpose.
Technology Proficiency 8: Student selects technology tools that enhance the efficiency and output of curriculum projects
• The student demonstrates proficiency in accomplishing multiple tasks and problems with the appropriate tools and technology resources..
Social Studies SCOS: SS 1.3
Use tools such as maps, charts, graphs, 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.
Science SCOS:
3.02 Describe properties that can be observed and measured to predict air quality:
• Particulate matter.
• Ozone.
3.03 Conclude that the good health of environments and organisms requires:
• The monitoring of air quality.
• Taking steps to maintain healthy air quality.
• Stewardship.
3.04 Evaluate how humans impact air quality including:
• Air quality standards.
• Point and non-point sources of air pollution in North Carolina.
• Financial and economic trade-offs.
• Local air quality issues.
4.07 Explain the effects of environmental influences on human embryo development and human health.
Dates/Duration of Unit:
• April and May / Three to Four lessons
Teacher/Student Technology:
• Smartboard- to view presentation
• Netrekker- for research
• MS Word- for brochure
Resources:
MS Office Word
Methods:
A. Bell Ringer- Web site Evaluation Awareness - After students sign in, they will work in small groups and complete questions about how to evaluate a web site. The purpose of the exercise is to make students aware of the accuracy of the information that they find on the Internet.
B. Scaffolding Previous Knowledge- Will show how creating a brochure, is in some ways similar to a word documents then will show differences.
C. Guided Practice and then Independent Practice – will create one panel (cover page) of the six panel brochure together, then students will independently work on the rest of the brochure. Students will also be working on a vocabulary exercise as they demonstrate the words in the creation of their brochure.
D. Enrichment Activities- for students who finish early, they will be able to add additional features to their brochures.
E.
Assessments:
Formative: Using the Smartboard students are asked questions about brochures
Bellringer questions
Vocabulary book questions
Summative: Brochure matches rubric
At the end of this unit students will be able to say “I can…”
• I can create a brochure.
• I can cite sources correctly.
• I understand technology terms.
Unit Reflection:
Tuesday, February 8, 2011
Scientist Database Review & Understanding Email: Feb 7 through Mar 10
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:
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:
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.
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