| Grade Level | Standards | Software Used | Instructional Skill Level | Title of Lesson | Objective | Activities | Method of Evaluation |
|---|---|---|---|---|---|---|---|
| 2 | 8.1.4.A.1, 8.1.4.A.2, 8.1.4.A.3, 8.1.4.A.4 | Ultimate Writing and Creativity Center | A | Introduction to Font | Students will become aware of word processing terminology. Students will be able to distinguish the difference between text and graphics. Students will use word processing software to learn to change font, size, and color in a document. Students will be able to print a document. | --Class discussion: Ask the question—if everyone in this class wrote the word CAT on a piece of paper, would it look identical? Explain that people have different handwriting, so the word would look different. --Show two or three story books with different size, color and font styles of writing. Point out the “text” and the “graphics” in the books. Show examples of the “font” being different in the books. Show a correlation between font and different handwriting. --Using projector, model how to change font, size and color. --At computers, students will complete a guided activity practicing modifying text. Students will type their names in at least three different sizes, three different colors, and three different fonts. --Students will print documents. --Recap word processing terminology. |
Final Product |
| 6 | 8.1.8.B.2, 8.1.8.B.3 | A | Acceptable Use Policy | To understand and communicate Midland School’s AUP and the consequences of misuse. | --Distribute Midland School’s AUP. Read as a class. Discuss. --Distribute Computer Lab’s AUP. Read as a class. Discuss. --Collect signed Computer Lab AUP’s. |
Final Product | |
| 5 | 3.1.A.2, 3.1.G.8, 3.1.G.10, 8.1.8.A.1, 8.1.8.A.2, 8.1.8.A.3, 8.1.8.A.4, 8.1.8.A.11 | Inspiration | B | Introduction to Graphic Organizers | To will use a graphic organizer to identify key concepts in Social Studies. | --Class discussion on the benefits of using a graphic organizer. --Using projector as a guide, students will create a visual chart of a chapter in their book. |
Final Product |
| 5 | 8.1.8.A.1, 8.1.8.A.2, 8.1.8.A.3, 8.1.8.A.4, 8.1.8.A.5, 8.1.8.A.10 | Word | B | Inserting Clipart into a Word Document | To will insert clipart into a Word document. To manipulate clipart within a Word document. |
--Using projector, model steps to insert clipart into a document. --Have students search the clipart directory for a picture of their choosing. Insert into document. --Using projector, model clipart manipulation using Text Wrapping feature. --Students will add two more clipart pictures to document and use text wrapping to move their pictures throughout their document. |
Final Product |
| 7 | 8.1.8.A.1, 8.1.8.A.2, 8.1.8.A.3, 8.1.8.A.4, 8.1.8.A.9, 8.1.8.A.10 | TableTop | B | Introduction to Databases | To become aware of database terminology. Students will recognize different situations in which databases are useful. Students will be able to create a simple database. Students will be able to perform a query using a database. |
--Class discussion: Introduce database terminology (database, table, record, field, data value, data type, sort, filter, query) Give examples of different types of information that is commonly stored as databases (telephone numbers, mailing lists, recipes) --Using projector, create a sample database using information from students. (name, age, gender, favorite sport) Show how to create Venn diagrams to sort data based upon criteria. --At computers, students will create a simple database from worksheet data and experiment with sorting. |
Final Product |
| 2 | 8.1.4.A.1, 8.1.4.A.2, 8.1.4.A.3, 8.1.4.A.4 | Ultimate Writing and Creativity Center | B | Introduction to Graphics | Students will recognize the difference between text and graphics. Students will be able to insert a graphic object into a word processing document. Students will be able to manipulate graphics within a document. Students will be able print a document. | --Review word processing terminology (text, graphics, font) --Using projector, model steps for inserting a graphic object into a document. Show how to resize and move graphic. --At computers, have students key in the following words: cat, bird, penguin, and tree. Insert graphics for each of the words. Practice moving the graphics to each of the words. --Students will key in their names in whatever font, size or color of their choosing. --Students will print. |
Final Product |
| 6 | 8.1.8.B.2, 8.1.8.B.3 8.1.8.B.4, 8.1.8.B.7 | Internet | B | Evaluating Web Sites | To recognize the need to rate informational web sites. To interpret criteria for evaluating web sites. To apply criteria to evaluate web sites. |
--Class discussion on the need to evaluate educational web sites. --Discuss the criteria that will be used to rate web sites. --Using teacher provided links, 3 web sites will be evaluated. --Class discussion on findings. --Collect one evaluation form for portfolio. |
Final Product |
| 5 | 3.2.5.A.12, 3.2.5.A.13, 3.2.5.C.1, 3.2.5.C.8, 3.2.5.D.1, 8.1.8.A.1, 8.1.8.A.2, 8.1.8.A.3, 8.1.8.A.4, 8.1.8.B.2, 8.1.8.B.4, 8.1.8.B.5 | Internet | B | Using the Internet Safely | To understand and communicate the importance of Internet safety. | --Class discussion. --Have students compile a list of Internet safety rules on white board. --Each student can pick an safety rule of their choosing; create an attractive poster in Print Shop. |
Final Product |
| 8 | 3.1.A.1, 3.1.H.1, 3.2.A.6, 3.2.B.3, 8.1.8.A.1, 8.1.8.A.2, 8.1.8.A.3, 8.1.8.A.4, 8.1.8.A.10,8.1.8.B.28.1.8.B.3, 8.1.8.B.4 | Site Central Software | C | Web Page Design | Students will create an educational website. | Using provided links, students will answer questions on worksheet about a dinosaur of their choosing. Using Site Central software, students will create a dinosaur website appropriate for 2nd graders. Facts and graphics will be included in website. | Final Product |
| 8 | 8.1.8.A.1 8.1.8.A.2 8.1.8.A.3 8.1.8.A.4, 8.1.8.A.10, 8.1.8.B.2, 8.1.8.B.3, 8.1.8.B.4 | Site Central Software | C | Web Page Design | To recall the difference between personal information and private identity information. To create a simple personal web page. |
Class discussion on private identity information and personal information. --Using Site Central software students are to create a visually appealing website about themselves without divulging private identity information. |
Final Product |
| 4 | 8.1.4.A.1, 8.1.4.B.4, 8.1.4.A.9, 8.1.4.B.7 | Internet | C | Rating Web Sites | To recognize the need to rate informational web sites. To interpret criteria for evaluating web sites. To apply criteria to evaluate web sites. |
--Discuss the need to quickly evaluate educational web sites to see if they are useful for research. --Discuss the criteria that will be used to evaluate web sites for this class. This is found on worksheets 32 and 33. --Using the projector visit AKC-Cocker Spaniel web site and apply criteria. --At computers, have students visit the following web sites and apply criteria. The Dog Owner’s Guide—Cocker Spaniel, Encylcopedia.com—Cocker Spaniel, American Cocker Spaniel, Samantha’s Cocker Spaniel Page, Discuss class findings and individual differences when completed. |
Teacher Observation |
| 4 | 8.1.4.B.1, 8.1.4.B.2, 8.1.4.B.3, 8.1.4.B.4, 8.1.4.B.5, 8.1.4.B.6 | Internet | C | Safe Talking on the Internet | To be able to state benefits of Internet chatting and messaging. To be able to explain that people are not always who they seem to be on the Internet. To explain rules for safe chatting and messaging. |
--Class discussion: ~~You meet someone new and think that you would like to be friends with this person. ~~Later, you overhear this person speaking unkindly about other classmates and you change your mind about becoming friends with that person. ~~In face to face interactions with other people, it is easier to know what kind of person you are meeting. Over the Internet, you must remember safety rules. --Distribute worksheets 8, 9. Have students read and answer the question. --Discuss worksheets. --Distribute worksheet 10. Discuss safe chatting rules. --Group students in groups of 3. Sit with backs to each other to simulate a chat room. Give students a topic to chat about. Students will practice using safe chatting rules. |
Teacher Observation |
| 7 | 3.3, 3.4, 8.1.8.A.1, 8.1.8.A.2, 8.1.8.A.3, 8.1.8.A.4, 8.1.8.A.9, 8.1.8.A.10 | TableTop | C | Using a Database to Analyze Data | To will create a database. To manipulate data into a Venn diagram. To write an analytical statement based upon Venn diagram. To be able print database, Venn diagram, and analysis. |
--Using work sheet, students will create a new database. --Students will manipulate data into a Venn diagram to begin their analysis. --They will then interpret their data in complete sentences. --Students will print database and Venn diagram with analysis. |
Final Product |
| 6 | 3.2.6.A.9, 3.2.6.C.1, 3.2.6.C.3, 3.2.6.C.4, 3.2.6.C.8, 3.2.6.D.1, 8.1.8.A.1, 8.1.8.A.3, 8.1.8.A.4, 8.1.8.A.8, 8.1.8.A.10 | PowerPoint, KidPix | C | I Spy Book | To create a multimedia project | --Show samples of I Spy books. Review basic format (picture with a rhyming list of things to find) --Review procedure: Create and save 6 pictures in KidPix—One will be the cover of the “book” and the other 5 will be the I Spy pages. --When all 6 pages are completed, pages must be exported as .jpg files. They can be inserted into PowerPoint. Resize picture and add rhyming text. --Slide transition may be added. --Project is to be printed (6 slides to a page) and stapled in book format. --Project is also to be saved on network for future viewing. |
Final Product |
| 8 | 3.2.8.A.6, 3.2.8.C.1, 3.2.8.C.2, 3.2.8.C.6, 3.2.8.C.7, 8.1.8.A.1, 8.1.8.A.2, 8.1.8.A.3, 8.1.8.A.4, 8.1.8.A.6 | Word, Excel | C | Mail Merge | To recognize and use proper mail merge vocabulary To create a database of names and address To create a properly formatted letter To successfully complete a mail merge |
--Class discussion on the use of mail merge. --Using projector, show a simple database in Excel and a letter in Word. Show steps to complete Mail Merge. --Students to complete mail merge following handout. |
Final Product |
| 6 | 3.2.8.A.1, 3.2.8.A.2, 3.2.8.A.4, 3.2.8.A.6, 3.2.8.C.1, 3.2.8.C.6, 3.2.8.C.7, 3.2.8.D.1, 3.2.8.D.11, 2.1.8.A.2, 2.1.8.C.1, 2.2.8.A.1, 2.2.8.A.2, 4.5.8.F.1, 4.5.8.F.2 8.1.8.A.1, 8.1.8.A.3, 8.1.8.A.4, 8.1.8.A.5, 8.1.8.A.7, 8.1.8.A.10, 8.1.8.B.2, 8.1.8.B.6, 8.1.8.B.8, 8.1.8.B.10 | Word, Excel, Internet | C | What's for Dinner? | To complete a Web Quest | --Using projector, review Web Quest http://euphrates.wpunj.edu/students/carneys1/CIEE%20611/webquest/Fast%20Food%20Home.htm --Discuss time frame for project, procedure for completion and assessment |
Final Product |
| 7 | 3.2.7.C.7, 8.1.8.A.1, 8.1.8.A.2, 8.1.8.A.3, 8.1.8.A.4, 8.1.8.A.10, 8.1.8.B.2, 8.1.8.B.6 | Word, Internet | C | Citing Sources | To understand the importance of legal and ethical behavior when using the Internet. To correctly cite a variety of sources. |
--Class discussion on legal and ethical behavior on the Internet and the need to site sources used in research. --Using handouts, students will go to http://www.citationmachine.net to insert information to get information for a bibliography in MLA format. --Print bibliography |
Final Product |
| 8 | 3.2.6.A.1, 3.2.6.A.9, 3.2.6..A.11, 3.2.6.A.12, 3.2.6.C.1, 3.2.6.C.3, 3.2.6.C.4, 3.2.6..C.8, 3.2.6.D., 8.1.8.A.1, 8.1.8.A.2, 8.1.8.A.3, 8.1.8.A.4, 8.1.8.A.5, 8.1.8.A.10, 8.1.8.B.1 | Word, Paint | C | Society and Technology | To use Paint or Word to draw a picture of a future technology. To use Word to compose an essay in proper format. To insert graphic into Word if made in Paint. |
--Class discussion on past, present, and future technology. --Have students think of an invention that they would like to see in their lifetime. Draw invention in Paint or Word. --Compose an essay about technology in the future. Be sure to include information about your invention (what it would do, how it would work, what impact it would have on society.) |
Final Product |