alliance tech curriculum

Alliance for Progress Charter School

Technology Curriculum

Grades K-6

Updated 8/10

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Introduction

This curriculum framework is meant to guide instruction based around technology standards as defined by the Pennsylvania Department of Education as well as the International Society for Technology in Education’s (ISTE) National Educational Technology Standards for Students (NETS*S).

The curriculum is paced in 7-week cycles, with standards, lesson ideas and grade-level benchmarks defined for each 7-week cycle. Each Performance Objective is rated as either:

Introductory Skill (I): Students are introduced to a skill with full teacher guidance.

Developing Skill (D): Students practice skills, developing competency with partial teacher support and peer guidance.

Applied Skill (A): Students can apply skills independently.

Most skills in grades K-2 are Introductory, and many Introductory skills become applied skills as students reach grades 4-6.

PA Standards for Technological Devices:

By grade 4, students will:

Use basic computer software including operating system skills, word processing skills, graphic and presentation skills

Apply specific instructional softwares

Identify basic computer communication systems such as web browsers, email functions and using online searches to answer age appropriate questions

Identify basic computer operations and concepts such as identifying input and output devices (keyboard, mouse, monitor, printer, etc…) and the use of external and internal storage devices (disk drive, CD drive, etc…)

Most of these standards can be found under “Technology Operations and Concepts” in the NETS for Students on the following page. As such, the curriculum framework will follow the NETS framework.

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The National Educational Technology Standards for Students (NETS*S)1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. Apply existing knowledge to generate new ideas, products, or processesb. Create original works as a means of personal or group expressionc. Use models and simulations to explore complex systems and issuesd. Identify trends and forecast possibilities

2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.b. Communicate information and ideas effectively to multiple audiences using a variety of media and formatsc. Develop cultural understanding and global awareness by engaging with learners of other culturesd. Contribute to project teams to produce original works or solve problems

3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:

a. Plan strategies to guide inquiryb. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and mediac. Evaluate and select information sources and digital tools based on the appropriateness to specific tasksd. Process data and report results

4. Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. Indentify and define authentic problems and significant questions for investigationb. Plan and manage activities to develop a solution or complete a projectc. Collect and analyze data to identify solutions and/or make informed decisionsd. Use multiple processes and diverse perspectives to explore alternative solutions

5. Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. Advocate and practice safe, legal, and responsible use of information and technologyb. Exhibit a positive attitude toward using technology that supports collaboration, learning and productivityc. Demonstrate personal responsibility for digital citizenship

6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems and operations. Students:

a. Understand and use technology systems

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b. Select and use applications effectively and productivelyc. Troubleshoot systems and applicationsd. Transfer current knowledge to learning of new technologies

Kindergarten

1. Creativity and Innovation: Demonstrate creative thinking, construct knowledge, and develop innovative products.

Kindergarten I=Introductory Skill D= Developing Skill A= Applied Skill N/A= not applicable

Mastery Level

Performance Objective Lessons, Ideas, Materials Assessment

I 1.1. Apply existing knowledge to generate new ideas, products or processes

Students will gain skills using the computer and knowledge of how to navigate the machine & its applications, applying these skills to new projects

Ongoing informal assessments based on observations.

I 1.2. Create original works as a means of personal Have students create projects to express who they are using various media formats such as:

Wordle (http://www.wordle.net) Voicethread,(http://

ed.voicethread.com) Tux Paint (http://www.tuxpaint.org)

Simple rubric assessment detailing assignment expectations based on grade-appropriate performance levels. (i.e. smiley/sad faces for various descriptors)

I 1.3 use models and simulations to explore complex systems and issues

Use Google Maps to show students maps of places hit by natural disasters, explore various biospheres or try to figure out where they think an animal lives based on a description of its habitat

Informal assessments based on student responses.

I 1.4. identify trends and forecast possibilities Have students track the weather for a week, recording temperatures and recording into a spreadsheet. At the end of the week, look at a graph of the data. You can also use this map

Informal assessments based on student responses.

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http://maps.google.com/

http://www.tuxpaint.org/

http://ed.voicethread.com/


http://www.wordle.net/

(http://labs.geo.me/climate_data) to show them weather patterns (click on the Weather tab)

2. Communication and Collaboration: Use digital media and environments to communicate and work collaboratively.


Mastery Level


I

2.1 use collaborative tools to publish with peers Give students opportunity to collaborate on a document or drawing using IWB or site like http://typewith.me.

N/A 2.2 create a media project to communicate ideas to multiple audiences

I 2.3 engage learners of other cultures using digital tools

Bring other classes and schools into the classroom using tools like Skype, collaborative wikis or VoiceThread

N/A 2.4 work collaboratively with a team to present a digital project

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http://www.skype.com/

http://typewith.me/

http://labs.geo.me/climate_data

3. Research and Information Fluency: Apply digital tools to gather, evaluate, and use information.


Mastery Level


N/A

3.1 create a research plan or strategy

I 3.2 locate information using online resources and databases

Have students use sites like KBears Dinosaurs or National Geographic Kids Videos to locate information.

N/A 3.3 Evaluate sources for accuracy, relevance and authorship

N/A 3.4 report research results using digital tools or media

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http://kids.nationalgeographic.com/kids/videos/


http://www.kbears.com/dinosaurs/index.html


4. Critical Thinking, Problem Solving, and Decision Making: Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.


Mastery Level


N/A

4.1 plan and complete projects, find solutions to problems, and/or create further questions to investigate

N/A 4.2 use data to find solutions and make decisions

I 4.3 collect and analyze data Have students create

I 4.4 look at problems from multiple viewpoints Present

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5. Digital Citizenship: Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior


Mastery Level


I

5.1 practice responsible and safe use of technology hardware and software.

Model appropriate use of computers and give students opportunities for deliberate practice.

Whole class discussion on private vs. personal info using a Venn Diagram

Have students watch videos and listen to songs on NetSmartzKids.org to reinforce safe and responsible practices when using technology.

I 5.2 practice good netiquette when collaborating, creating and learning online

Have students illustrate examples of using good netiquette using technology or explain verbally through a podcast.

Discuss how using manners face to face is the same as using manners online.

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http://www.netsmartzkids.org/indexFL.htm

I 5.3 be an advocate and model for digital citizenship Have students create posters or drawings using Tux Paint (http://www.tuxpaint.org) explaining the importance of digital citizenship.

6. Technology Operations and Concepts: Demonstrate a sound understanding of technology concepts, systems and operations.


Mastery Level


I

6.1 identify basic parts of the computer and various peripherals (printers, cameras, microphones, webcams)

Guide students through the parts of their computers. Ask them to identify parts at random.

Show students photos of various peripherals and ask them to identify them and what they do.

I 6.2 be able to log in and out of accounts, open and close applications, locate and save files, type projects, and navigate a web browser

Use sites like Starfall.com or ABCya (http://abcya.com/kindergarten_computers.htm) to give students the opportunity to practice opening a browser and navigating a site.

Use Tux Paint to allow students practice opening an application, opening a file and saving a file.

Have students use sites like Dance Mat Typing (http://www.bbc.co.uk/schools/typing/) to

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http://www.bbc.co.uk/schools/typing/

http://abcya.com/kindergarten_computers.htm



http://www.starfall.com/


let them practice finding letters on the keyboard

N/A 6.3 troubleshoot simple issues

N/A 6.4 select appropriate applications for projects and to solve problems

First Grade


First Grade I=Introductory Skill D= Developing Skill A= Applied Skill N/A= not applicable

Mastery Level


D 1.1. apply existing knowledge to generate new ideas, products or processes

Students will gain skills using the computer and knowledge of how to navigate the machine & its applications, applying these skills to new projects

D 1.2. create original works as a means of personal Have students create projects to express who they are using various media formats such as:


ed.voicethread.com)

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TuxPaint (http://www.tuxpaint.org)


Use Google Maps to show students maps of places hit by natural disasters, explore various biospheres or try to figure out where they think an animal lives based on a description of its habitat

I 1.4. identify trends and forecast possibilities Have students track the weather for a week, recording temperatures and recording into a spreadsheet. At the end of the week, look at a graph of the data. You can also use this map (http://labs.geo.me/climate_data) to show them weather patterns (click on the Weather tab)



Mastery Level


I


I 2.2 create a media project to communicate ideas to multiple audiences

Have students create a comic, poster, video, podcast, digital story or drawing .

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http://typewith.me/





Bring other classes and schools into the classroom using tools like Skype, collaborative wikis or VoiceThread

N/A 2.4 work collaboratively with a team to present a digital project



Mastery Level


N/A




I 3.3 Evaluate sources for accuracy, relevance and authorship

Using SweetSearch4Me (http://4me.sweetsearch.com/) search for

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http://4me.sweetsearch.com/







information on a topic of students’ choices. Then review sites with students, asking them to identify whether they think the site will help them find information on the topic. Have them identify ads and/or decide if they think the site is trying to sell them something.

N/A 3.4 report research results using digital tools or media



Mastery Level


N/A



I 4.3 collect and analyze data Have students create graphic organizers, drawings, comics, posters, stories or other

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media artifacts to show what they have learned about a topic.




Mastery Level


D





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D 5.2 practice good netiquette when collaborating, creating and learning online



D 5.3 be an advocate and model for digital citizenship Have students create posters or drawings using Tux Paint (http://www.tuxpaint.org) or podcasts using Audacity/GarageBand explaining the importance of digital citizenship.



Mastery Level


D


Give students a hypothetical situation and ask them what peripheral would best fit.

D 6.2 be able to log in and out of accounts, open and close applications, locate and save files, type projects, and navigate a web browser

Use sites like Starfall.com or ABCya (http://abcya.com/first_grade_computers.htm) to give students the opportunity to practice opening a browser and navigating a site.

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http://abcya.com/first_grade_computers.htm





Use Tux Paint to allow students practice opening an application, opening a file and saving a file.

Have students use sites like Dance Mat Typing (http://www.bbc.co.uk/schools/typing/) to let them practice finding letters on the keyboard

Have students log into a web-based account using sites like Shidonni (http://shidonni.com) that allows them to create and share with their friends and Storybird (http://www.storybird.com) where they can create and publish stories.

I 6.3 troubleshoot simple issues When students are using a site or application, and click something ‘wrong,’ ask them what they think they should do to solve the problem.

I 6.4 select appropriate applications for projects and to solve problems

Ask students what application they think they should use for an assignment/project.

Second Grade


Second Grade I=Introductory Skill D= Developing Skill A= Applied Skill N/A= not applicable

Mastery Level


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http://www.storybird.com/

http://shidonni.com/



Ask students to identify similarities and differences between applications and sites, focusing on aspects like toolbars, menus and basic functions.



ed.voicethread.com) TuxPaint (http://www.tuxpaint.org) Storybird

(http://www.storybird.com)


Use Google Maps (http://maps.google.com) to show students maps of places hit by natural disasters, explore various biospheres or try to figure out where they think an animal lives based on a description of its habitat

Have students create a tour using Google Earth (http://earth.google.com)

I 1.4. identify trends and forecast possibilities Have students track the weather for a week, recording temperatures and recording into a spreadsheet. At the end of the week, look at a graph of the data. You can also use this map (http://labs.geo.me/climate_data) to show them weather patterns (click on the Weather tab)

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Mastery Level


I


I 2.2 create a media project to communicate ideas to multiple audiences

Have students create a drawing or video and put into a VoiceThread (http://www.ed.voicethread.com), recording their narration w/the piece.


Bring other classes and schools into the classroom using tools like Skype, collaborative wikis or VoiceThread (http://www.ed.voicethread.com)

I 2.4 work collaboratively with a team to present a digital project

Have students work in pairs to create a podcast, video or comic.

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http://www.ed.voicethread.com/




http://typewith.me/



Mastery Level


N/A





Using SweetSearch4Me (http://4me.sweetsearch.com/) search for information on a topic of students’ choices. Then review sites with students, asking them to identify whether they think the site will help them find information on the topic. Have them identify ads and/or decide if they think the site is trying to sell them something.

I 3.4 report research results using digital tools or media

Have students show what they have learned about a topic using a graphic organizer.

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Mastery Level


N/A



I 4.3 collect and analyze data Have students create graphic organizers, drawings, comics, posters, stories or other media artifacts to show what they have learned about a topic.


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Mastery Level


D





D 5.2 practice good netiquette when collaborating, creating and learning online



D 5.3 be an advocate and model for digital citizenship Have students create posters or drawings using Tux Paint (http://www.tuxpaint.org) or podcasts using Audacity/GarageBand explaining the importance of digital citizenship.

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Mastery Level


D



D 6.2 be able to log in and out of accounts, open and close applications, locate and save files, type projects, and navigate a web browser

Use sites like Starfall.com or ABCya (http://abcya.com/second_grade_computers.htm) to give students the opportunity to practice opening a browser and navigating a site.

Let students use Desktop Publishing software, saving files and opening them.

Have students use sites like Dance Mat Typing (http://www.bbc.co.uk/schools/typing/) to let them practice finding letters on the keyboard


I 6.3 troubleshoot simple issues When students are using a site or application, and click something ‘wrong,’ ask them what they think they should do to solve the problem.

I 6.4 select appropriate applications for projects and to solve problems


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Third Grade


Third Grade I=Introductory Skill D= Developing Skill A= Applied Skill N/A= not applicable

Mastery Level






ed.voicethread.com) TuxPaint (http://www.tuxpaint.org) Storybird


D 1.3 use models and simulations to explore complex systems and issues

Use Google Maps (http://maps.google.com) to show students maps of places hit by natural disasters, explore various biospheres or try to figure out where they think an animal lives based on a description of its habitat


I 1.4. identify trends and forecast possibilities Have students track the weather for a week, recording temperatures and recording into a

23








spreadsheet. At the end of the week, look at a graph of the data. You can also use this map (http://labs.geo.me/climate_data) to show them weather patterns (click on the Weather tab)



Mastery Level


D

2.1 use collaborative tools to publish with peers Give students opportunity to collaborate on a document or drawing using IWB or site like http://typewith.me or Google Docs (http://docs.google.com)

D 2.2 create a media project to communicate ideas to multiple audiences


D 2.3 engage learners of other cultures using digital tools


I 2.4 work collaboratively with a team to present a digital project


24





http://docs.google.com/

http://typewith.me/




Mastery Level


N/A


D 3.2 locate information using online resources and databases

Have students use sites like KBears Dinosaurs or National Geographic Kids Videos to locate information. Have students use a kid-friendly search engine like SweetSearch4Me (http://4me.sweetsearch.com) to locate information on a topic of their choice.


Using SweetSearch4Me (http://4me.sweetsearch.com/) search for information on a topic of students’ choices. Then review sites with students, asking them to identify whether they think the site will help them find information on the

25







topic. Have them identify ads and/or decide if they think the site is trying to sell them something.

I 3.4 report research results using digital tools or media

Have students show what they have learned about a topic using a graphic organizer, comic, slideshow or other media.



Mastery Level


N/A



D 4.3 collect and analyze data Have students create graphic organizers, drawings, comics, posters, stories or other media artifacts to show what they have learned about a topic.

D 4.4 look at problems from multiple viewpoints Present

26



Mastery Level


A





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A 5.2 practice good netiquette when collaborating, creating and learning online



A 5.3 be an advocate and model for digital citizenship Have students create posters or drawings using Tux Paint (http://www.tuxpaint.org) or podcasts using Audacity/GarageBand explaining the importance of digital citizenship.



Mastery Level


A



A 6.2 be able to log in and out of accounts, open and close applications, locate and save files, type projects, and navigate a web browser

Let students use Desktop Publishing software or other publishing applications, saving files and opening them.

Have students use sites like Dance Mat Typing (http://www.bbc.co.uk/schools/typing/) to let them practice finding letters on the keyboard.

28




D 6.3 troubleshoot simple issues When students are using a site or application, and click something ‘wrong,’ ask them what they think they should do to solve the problem. Have students help each other fix problems or find solutions rather than ask the teacher.

D 6.4 select appropriate applications for projects and to solve problems


Fourth Grade


Fourth Grade I=Introductory Skill D= Developing Skill A= Applied Skill N/A= not applicable

Mastery Level




A 1.2. create original works as a means of personal Have students create projects to express who they are using various media formats such as:

Wordle (http://www.wordle.net)

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Voicethread,(http://ed.voicethread.com)

TuxPaint (http://www.tuxpaint.org) Storybird



Have students create a scene using Scratch (http://scratch.mit.edu) that explains an idea or explores a question.


D 1.4. identify trends and forecast possibilities Have students track a stock using a tool like Morningstar.com (http://www.morningstar.com). Have them input the stock’s price daily or bi-weekly into a spreadsheet. Have them analyze the graphs of the data and make predictions for the stock value.



Mastery Level


D


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http://typewith.me/

http://www.morningstar.com/

http://earth.google.com/

http://scratch.mit.edu/







Have students keep a blog using Kidblog (http://kidblog.org) or Edublogs (http://edublogs.org).




D 2.4 work collaboratively with a team to present a digital project


Have students use Diigo (http://diigo.com) to organize and share information w/peers.



Mastery Level


I

3.1 create a research plan or strategy Give students a timeline or checklist for completing a research project.

31

http://diigo.com/

http://edublogs.org/

http://kidblog.org/





http://kidblog.org/


Have students brainstorm what they need to do to complete a project and have them put the steps in order.

A 3.2 locate information using online resources and databases

Have students use a kid-friendly search engine like SweetSearch (http://sweetsearch.com) or Boolify (http://www.boolify.org) to locate information on a topic of their choice.

Have students use YoLink (http://www.yolink.com) to help refine their search.

Have students use Diigo (http://diigo.com) to organize their links and share information.

D 3.3 Evaluate sources for accuracy, relevance and authorship

Give students a checklist to evaluate a series of sites. Compare results.

D 3.4 report research results using digital tools or media


Make sure they attribute any images, music or videos.



Mastery Level


32

http://diigo.com/

http://www.yolink.com/

http://www.boolify.org/

http://sweetsearch.com/

I


When questions arise in class that cannot be answered, put the job of finding the answer into the students’ hands.

Have students create a report on statistics and/or real world facts that they find, analyzing them and presenting further questions.

I 4.2 use data to find solutions and make decisions Give students a real-world problem and have them find statistics to help solve the problem or make a decision about the problem.


D 4.4 look at problems from multiple viewpoints Present an issue and have students discuss the issue from different viewpoints by assigning students to a role.



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Mastery Level


A




Have students watch videos, read articles and hold class discussions about ethical, safety and legal issues that arise when using computers and the Internet.




A 5.3 be an advocate and model for digital citizenship Have students create posters or drawings using Tux Paint (http://www.tuxpaint.org) or podcasts using Audacity/GarageBand explaining the importance of digital citizenship.



34


Mastery Level


A



Have students connect various peripherals to the computer as part of a project (i.e. digital video, podcast)



Since these skills are applied skills they should be applied regularly and should only need reinforcement through practice.




Fifth Grade

35


Fifth Grade I=Introductory Skill D= Developing Skill A= Applied Skill N/A= not applicable

Mastery Level



Have students choose an application to complete a project using prior knowledge of the application and what it can do to complete something new.



ed.voicethread.com) Animoto (http://www.animoto.com) GarageBand, Audacity, iMovie




D 1.4. identify trends and forecast possibilities Have students track a stock using a tool like Morningstar.com (http://www.morningstar.com). Have them input the stock’s price daily or bi-weekly into a spreadsheet. Have them analyze the graphs of the data and make predictions for the stock value.

36

http://www.morningstar.com/



http://www.animoto.com/






Mastery Level


D



Have students explain a concept in images or video and put into a VoiceThread (http://www.ed.voicethread.com), recording their narration w/the piece.





D 2.4 work collaboratively with a team to present a digital project



37

http://diigo.com/


http://kidblog.org/





http://kidblog.org/



http://typewith.me/



Mastery Level


D






Have students use Diigo (http://diigo.com) to organize their links and share information.



Have students prepare a site review using Jing (http://jingproject.com)

D 3.4 report research results using digital tools or media


Make sure they attribute any images, music

38

http://jingproject.com/

http://diigo.com/




or videos.



Mastery Level


D




D 4.2 use data to find solutions and make decisions Give students a real-world problem and have them find statistics to help solve the problem or make a decision about the problem.


D 4.4 look at problems from multiple viewpoints Present an issue and have students discuss the issue from different viewpoints by assigning students to a role.

39



Mastery Level


A








A 5.3 be an advocate and model for digital citizenship Have students create posters or drawings using Tux Paint (http://www.tuxpaint.org), podcasts using Audacity/GarageBand, videos using iMovie or Animoto (http://animoto.com) explaining the importance of digital citizenship.

40

http://animoto.com/


Have students host a Digital Citizenship night where they share their knowledge of Digital Citizenship with family members and friends.



Mastery Level


A






Since these skills are applied skills they should be applied regularly and should only need reinforcement through practice.

A 6.3 troubleshoot simple issues When students are using a site or application, and click something ‘wrong,’ ask them what they think they should do to solve the problem. Have students help each other fix problems or find solutions rather than ask the teacher.



41

Sixth Grade


Sixth Grade I=Introductory Skill D= Developing Skill A= Applied Skill N/A= not applicable

Mastery Level


A 1.1. apply existing knowledge to generate new ideas, products or processes

Have students choose an application to complete a project using prior knowledge of the application and what it can do to complete something new.



ed.voicethread.com) Animoto (http://www.animoto.com) GarageBand, Audacity, iMovie

A 1.3 use models and simulations to explore complex systems and issues


Have students create a tour using Google

42


http://www.animoto.com/




Earth (http://earth.google.com)

A 1.4. identify trends and forecast possibilities Have students research the rainfall or other data of a country and analyze it for patterns, reporting on their findings.



Mastery Level


A



Have students explain a concept in images or video and put into a VoiceThread (http://www.ed.voicethread.com), recording their narration w/the piece.



Bring other classes and schools into the classroom using tools like Skype,

43



http://kidblog.org/



http://typewith.me/


collaborative wikis or VoiceThread (http://www.ed.voicethread.com)


A 2.4 work collaboratively with a team to present a digital project





Mastery Level


D






Have students use Diigo (http://diigo.com)

44

http://diigo.com/




http://diigo.com/


http://kidblog.org/



to organize their links and share information.



Have students prepare a site review using Jing (http://jingproject.com)

A 3.4 report research results using digital tools or media


Make sure they attribute any images, music or videos.



Mastery Level


D




D 4.2 use data to find solutions and make decisions Give students a real-world problem and have them find statistics to help solve the problem or make a decision about the problem.

45

http://jingproject.com/


A 4.4 look at problems from multiple viewpoints Present an issue and have students discuss the issue from different viewpoints by assigning students to a role.



Mastery Level


A







46


A 5.3 be an advocate and model for digital citizenship Have students create posters or drawings using Tux Paint (http://www.tuxpaint.org), podcasts using Audacity/GarageBand, videos using iMovie or Animoto (http://animoto.com) explaining the importance of digital citizenship.

Have students host a Digital Citizenship night where they share their knowledge of Digital Citizenship with family members and friends.



Mastery Level


A






Since these skills are applied skills they 47

http://animoto.com/


should be applied regularly and should only need reinforcement through practice.


A 6.4 select appropriate applications for projects and to solve problems


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alliance tech curriculum

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