preface - prince edward island. martha gabriel. ... of a more global strategy that will con-tribute...

The document, A Journey (1997), first introduced the general concept of integrating tech-nology into the curriculum at the elementary level in Prince Edward Island. As stated inthis earlier document, using information technology in the schools was considered new andlargely uncharted territory. We continue a journey into an interesting world of communica-tion and information tools for teaching and learning. Journey On Grades 1-3 (1999) pro-vided a framework and lesson plans for teachers at the primary level to integrate communi-cation and information technology in their classrooms. Journey On Grades 4-6 (September2000) and the document, Journey On Grades 7-9 (September 2000), continued with thesame framework and specific grade level lesson plans intended for teachers in elementaryand intermediate schools.

Journey On (2005), provides grade specific curriculum outcomes that have been assigned tocore curriculum subjects. This grade 1 document contains specific technology outcomes,instructional considerations, teaching suggestions - activities and assessment strategies,lesson plans, and links to other curriculum areas.

These documents will serve as a guide for teachers. Lesson plans suggest specific exercisesfor classroom use and will serve as a starting point from which teachers may develop andenhance their own ideas and competencies in the area of communication and informationtechnology (CIT).

Preface

Journey On - P.E.I. Department of Education, 2005i

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AcknowledgementsThe Department of Education, Technology In Learning, gratefully acknowledges thesuggestions, lesson plans, and other contributions made by Prince Edward Island studentsand educators. A special thank you is extended to the teachers who field tested the lessonplans and accompanying materials. This input was invaluable in making Journey On (2005)a useful teaching resource. The authors would also like to extend their appreciation tothose individuals who provided feedback and editorial comments during the developmentof this document.

The communication and information technology committees were instrumental in provid-ing input for the curriculum outcomes grades 1-12 framework on which Journey On(2005) is based. Past and present members of the committees are listed below:

Department of Education

Journey On - P.E.I. Department of Education, 2005

Tami Jo AuldAnne CampbellJason CampbellBethany DoironLianne GarlandRobert GaudetBob GrayMarg Gray

Laurie KingAnne IvesLori LaversDebbie MacLeanDr. Kevin MacLeodPam McIntosh-WhalenJoe MurphyTim Murphy

Linda Shaw-PackardMarg StewartJoanne StubbsSusan WestphalKevin WhitrowB. J. Willis

Eastern School District

Guy AlbertGordon BernardBruce BrineRobert BourgeoisGreg BungayPauline CoadyClayton Coe

Joan ConnellDon CraigJudy DavisPeter GrisebauerFrank HennesseyLinda LowtherDoug MacDougall

Percy MacGougan Kim McBurneyLana MacIsaacEdward MacLeanTed NabuursDanielle Plante-Bour-geoisJeanette ScottElizabeth Tumblin

Laura BrakeLaurie CallbeckRalph CarruthersNancy DesRosiersKent England

Mario FisetMarjorie HunterSally MacDonaldConnie McCabeDonald Mulligan

Sergine OuelletGordon RamsayMark RonahanKeith TompkinsKristin Trace

Western School Board

French School Board

Sylvain Gagné

University of Prince Edward Island

Dr. Martha Gabriel

IntroductionPurpose of Document..................................................................................................................Definitions: Technology, Technological Competence and Technological Literacy........

PhilosophyTechnology Integration ..................................................................................................................Advantages of Technology Integration.....................................................................................

ABC’s of CurriculumAn Outcome-based Curriculum: Essential Graduations Learnings, and Specific and General

Outcomes......................................................................Other Features of the Curriculum...............................................................................................Overview of APEF Outcomes in Core Curriculum Areas.................................................Effective Use of Communication and Information Technology within the

Curriculum.............................................................................................................................General Outcomes for Communication and Information Technology...........................Specific Outcomes for Communication and Information Technology...........................

How to Use this Document, Paper vs. On-line...................................................................................

Integration of Communication and Information Technology in Grades 1

Computer Systems ..........................................................................................................................Social, Ethical and Health ..............................................................................................................Internet ................................................................................................................................................Concept Maps ..................................................................................................................................Graphics .............................................................................................................................................Word Processing ..............................................................................................................................Multimedia ........................................................................................................................................Database ............................................................................................................................................Telecommunications .......................................................................................................................Web Authoring .................................................................................................................................

Lesson Plans ..................................................................................................................................................

Appendix ........................................................................................................................................................

Glossary ..........................................................................................................................................................

Contents

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Journey On - P.E.I. Department of Education, 2005iii

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VisionTechnology education for Atlantic Canada fosters the development of all learners astechnologically literate and capable citizens who can develop, implement, and communi-cate practical, innovative, and responsible technological solutions to problems.


Foundation for the Atlantic Canada Technology Education Curriulum, APEF, Pg. 5

1Journey On - P.E.I. Department of Education, 2005

IntroductionPurpose of Document

Journey On is a practical working guide whichwill provide educators and administratorsat all levels, including schools, schoolboards/districts, and provincial depart-ments, with a reference point for integrat-ing communication and information tech-nologies (CIT) into the Prince Edward Is-land school curriculum.

Journey On will be the basis for future deci-sions pertaining to human and physical CITresources. These decisions will focus onpersonnel, professional development, in-structional techniques, course development,student and teacher access to technology,and hardware and software purchases.

It is recognized that many disciplines havetheir own specialized technologies and tech-nological processes. Students will have theopportunity to develop skills required to usethese specialized technologies within thecontext of courses such as Computer Sci-ence, Science, Career Exploration, VisualCommunication, Industrial Arts, and Home

Economics. CIT differs from other tech-nologies because of its vast and far reach-ing applications in all disciplines.

The purpose of Journey On is to focus onhow CIT can be used from grade 1-12 andacross all areas of the curriculum as partof a more global strategy that will con-tribute to the development of technologi-cally competent and literate individualsgraduating from our school system.

Journey On:

• provides strategies and concretesuggestions for effective integrationof communication and informationtechnologies into the Prince EdwardIsland curriculum in a way that en-hances learning

• identifies the communication andinformation technologies that we wishour students to use

• identifies the knowledge and skillsthat students need to develop to beconsidered technologically competentin communication and informationtechnologies

2 Journey On - P.E.I. Department of Education, 2005

Terminology

Technology

The broad definition of technology includesthe tools and processes we use to alter oursurroundings, perform a task, discover moreabout ourselves, and communicate. For thepurpose of this document technology refersto the tools used to access, gather, proc-ess, and share information. These commu-nication and information technologies(CIT) pertain to computers and their pe-ripherals such as scanners, printers, digitalcameras, projection devices, and video-conferencing equipment.

Technological Competence

The Atlantic Provinces Educational Foun-dation (APEF) defines technological com-petence as “the ability to use a variety oftechnologies, demonstrate an understand-ing of technological applications and ap-ply appropriate technologies for solvingproblems independently.” Individuals com-petent in information and communicationtechnologies have specialized knowledgeand skills that enable them to use technol-ogy to access, gather, process, and shareinformation.

Technological Literacy

Technological literacy encompasses techno-logical competence but refers to a higherlevel of understanding of technology. Indi-viduals literate in the area of CIT think criti-cally about information gained through theuse of technology, the application of spe-cific technologies, and the impact of tech-nology on individuals and society when for-mulating decisions, opinions and courses ofaction. These individuals apply problemsolving strategies and creative thinkingskills to independently learn how to use newtechnologies, or circumvent problems as-sociated with older technologies. CIT liter-ate individuals demonstrate confidence anda positive attitude as they adapt and usetechnologies for a beneficial purpose.


The use of technology in our educational system is based upon a number of underlyingbeliefs:

• as educators in Prince Edward Island we are committed to provide for the develop-ment of children so that each may take a meaningful place in society

• literacy extends beyond the traditional concept of the ability to read and write printmaterials to encompass media and information literacy

• technological competence is a requirement for literacy and lifelong learning in today’sworld

• students today require knowledge, skills and attitudes for dealing with the rapid paceof change and growth of our knowledge base

• technology, when used appropriately, enhances student-centred learning and theteacher’s role as a facilitator

Philosophy


Technology Integration

Integrating communication and information technologies into the curriculum is a pre-ferred strategy for developing technologically literate learners. Integration occurs whenthe technology is used as a tool to achieve existing curricular learning outcomes withinthe context of a theme or subject. Technology skills are not acquired separately in anintegrated approach but in the context of learning activities intended to address variousoutcomes across the curriculum. Integration means that the use of technology as a teachingtool should not be limited to specialist teachers but applies to teachers in all curricularareas.


Integration of technology into the curriculum

• ensures that curriculum is the principle focus, rather than technology

• promotes the development of creative thinking, critical thinking, research, commu-nication, and problem solving skills

• provides access to rich resources and learning experiences that can extend far be-yond those offered in traditional classrooms

• motivates students to complete learning tasks and become more readily engaged intheir own learning

• supports current research which suggests that people learn in a holistic fashionrather than in a compartmentalized manner

• supports contemporary approaches to education such as cooperative learning,constructivism, resource-based learning and individualized learning

• provides teachers with an additional means to address multiple learning styles

• provides students with the opportunity throughout their school career to expand andreinforce their repertoire of technology skills

• enables the students to acquire a better understanding of how to use technology inmeaningful ways

• ensures that all students have the opportunity to develop technological competen-cies

• prepares students to select appropriate technologies to complete tasks

• provides teachers with an opportunity to model lifelong learning as students witnessteachers learning and using new skills for a purpose

Advantages of Technology Integration


An Outcome-basedCurriculum

An outcome-based curriculum is a student-centred design which focuses on expecta-tions of the student as a result of learning.It ensures that each student is provided withthe time and assistance to meet his/her po-tential.

Essential GraduationLearnings (EGLs)

“The essential graduation learnings arestatements that describe the knowledge,skills, and attitudes expected of all studentswho graduate from high school.” (APEF/CAMET) These statements are the frame-work upon which curriculum for all sub-ject areas is based. The six Essential Gradu-ation Learnings include:

• Aesthetic Expression• Citizenship• Communication• Personal Development• Problem Solving• Technological Competence

ABCs of curriculumGeneral and SpecificCurriculum Outcomes

General curriculum outcomes are state-ments that describe what students are ex-pected to know in a curriculum area upongraduation. Specific outcomes are state-ments describing steps along the way toachieving general outcomes. Specific out-comes are expectations of a student by theend of each grade level and are used toguide the teacher in planning day to dayactivities. Students demonstrate the essen-tial graduation learnings through accom-plishing the outcomes.

A learning outcome is the resultof learning for the student,something that the student willknow, be able to do, or be like.


Other Features of theCurricula

In addition to the six essential graduationlearnings, there are a number of underlyingconcepts and strategies which are interwo-ven into the 1-12 curricula of PrinceEdward Island, and which influence meth-ods of delivery and instruction.

Cooperative Learning and Group Work

Small and large group work provide studentswith the opportunity to develop language(communication skills) and social skills.

Creative Thinking

“Creative thinking deals with combining el-ements of reality in novel ways to formu-late new perceptions, enriched concepts andnew understandings”(Nature of Thinking)

Critical Thinking

Critical thinking involves the analysis ofstatements or arguments and an evaluationof their worth or validity. Critical thinkingskills include identifying and validatingsources; determining what is being said, rel-evancy, and point of view or perspective;detecting bias; recognizing persuasive tech-niques; and drawing logical, well-supportedconclusions.

Resource-based learning

Resource-based learning is an educationalapproach that actively engages the studentsin carefully structured learning activitiesthat use a wide range of resources, and em-phasizes skills and strategies needed toachieve information literacy.

Learning Styles

The Theory of Multiple Intelligences sug-gests that all people learn differently, witheight identfied intelligences. It is essentialthat educators make students aware of theirlearning styles and teach using a variety ofmethods to provide students the opportu-nity to learn in a number of ways.

Diversity/Equity Education

Diversity education encourages the under-standing of diversity within our society andpromotes a commitment to equity by fos-tering an awareness and critical analysis ofindividual and systemic discrimination.

Essential Grad uationAesthetic Expression Citizenship

Personal Development

General Curri culum Outcomes

Mathematics

Number Concepts/Number and Relation-ship Operations• Students will demonstrate number sense and apply

number theory concepts• Students will demonstrate operation sense and apply

operation principles and procedures in both numericand algebraic situations

Patterns and Relationships• Students will explore, recognize, represent and apply

patterns and relationships, both informally andformally

Shape and Space• Students will demonstrate an understanding of and

apply concepts and skills associated with measurement• Students will demonstrate spatial sense and apply

geometric concepts, properties, and relationships

Data Management and Probability• Students will solve problems involving the collection,

display and analysis of data

• Students will represent and solve problemsinvolving uncertainty

Language Arts

Speaking and Listening

Students will be expected to• speak and listen to explore, extend, clarify, and reflect on

their thoughts, ideas, feelings, and experiences• communicate information and ideas effectively and

clearly, and respond personally and critically• interact with sensitivity and respect, considering the

situation, audience, and purpose

Reading and Viewing

Students will be expected to• select, read, and view with understanding a range of

literature, information, media, and visual texts• interpret, select, and combine information using a

variety of strategies, resources, and technologies• respond personally to a range of texts• respond critically to a range of texts, applying their

understanding of language, form, and genre

Writing and Other Ways of Representing

Students will be expected to• use writing and other forms of representation to

explore, clarify, and reflect on their thoughts, feelings,experiences and learnings; and use their imaginations

• create texts collaboratively and independently, using avariety of forms for a range of audiences and purposes

• use a range of strategies to develop effective writing andmedia products and to enhance their clarity, precisionand effectiveness

Ot herHealth, Music, Physical Education and Visual Arts curriculum guides exist on Prince Edward Island.These guides contain general curriculum outcomes and specific curriculum outcomes.


Science

Science, technology, society, and the environ-ment (STSE)• Students will develop an understanding of the nature

of science and technology, the relationships betweenscience and technology, and the social and environmen-tal contexts of science and technology

Skills• Students will develop the skills required for scientific

and technological inquiry, for solving problems, forcommunicating scientific ideas and results, for workingcollaboratively, and for making informed decisions

Knowledge• Students will construct knowledge and understanding

of concepts in life science, physical science, and Earthand space science, and apply these understandings tointerpret, integrate, and extend their knowledge

Attitudes• Students will be encouraged to develop attitudes that

support the responsible acquisition and application ofscientific and technological knowledge to the mutualbenefit of self, society, and the environment

Social Studies

Citizenship, Power, and Governance• Students will be expected to demonstrate an under-

standing of the rights and responsibilities of citizen-ship; and the origins, functions, and sources of power,authority, and governance

Culture and Diversity• Students will be expected to demonstrate an under-

standing of culture, diversity, and world view, recog-nizing the similarities and differences reflected invarious personal, cultural, racial, and ethnic perspectives

Individuals, Societies, and Economic Deci-sions

• Students will be expected to demonstrate the ability tomake responsible economic decisions as individualsand as members of society

Interdependence• Students will be expected to demonstrate an under-

standing of the interdependent relationship amongindividuals, societies, and the environment - locally,nationally, and globally, and the implications for asustainable future

People, Place, and Environment• Students will be expected to demonstrate an under-

standing of the interactions among people, places, andthe environment

Time, Continuity, and Change• Students will be expected to demonstrate an under-

standing of the past and how it affects the present andthe future

Essential Grad uationLearningsTechnological Competence

Communication Problem Solving

General Curri culum Outcomes

Ot herHealth, Music, Physical Education and Visual Arts curriculum guides exist on Prince Edward Island.These guides contain general curriculum outcomes and specific curriculum outcomes.


Mathematics

The Foundation for the Atlantic Canada Mathemat-ics Curriculum guide (1996) supports the recommen-dations of National Council of Teachers of Math-ematics (NCTM) curriculum standards to use tech-nology i) to enhance the teaching and learning of math-ematics and ii) to relate school mathematics to theworld in which students live through developing andinterpreting mathematical models. APEF suggests thattechnology has altered the nature of what mathemat-ics is important to learn and has made possible thedevelopment of new problems and innovative waysof investigating these problems. Specifically, it is rec-ommended that technology should be used to

• explore situations with complicated numberswhich previously would have been beyond theircapabilities

• quickly and easily explore individual or groups ofrelated computations or functions

• create and explore numeric and geometric situa-tions for the purpose of developing conjectures

• perform simulations of situations which wouldotherwise be impossible to examine

• easily link different representations of the sameinformation

• model situations mathematically• observe the effects of simple changes in

parameters or coefficients• analyze, organize, and display data

Language Arts

The Foundation for the Atlantic Canada English Lan-guage Arts Curriculum (1996) identifies technologicaladvances in our society as a contributing factor to therevision of the concept of literacy. Literacy now en-compasses print literacy, visual literacy, media literacy,and other literacies required to use technology in ourculture. This APEF foundation guide suggests thatstudents use a range of information retrieval, and in-formation processing technologies to meet their owninformation needs. Specific examples of student ex-periences should include

• using a word processor to develop a piece ofwriting

• constructing simple databases andspreadsheets to organize information

• exploring the applications of interactiveCD-ROM software

• using graphic communication software• producing a variety of desk top publishing

texts• using multimedia• using e-mail• using listservs and web browsers• using appropriate technologies to organize and

create complex information with multiple textualand graphic sources

• distinguishing sources which are central,reliable and relevant among the vastnumber of choices offered by technologies

Effective Use of Technology with in the Core Curriculum Areas

10

Adapted from APEF Foundation Guide forEnglish Language Arts Curriculum (1996)page 40

Adapted from APEF Foundation Guide forMathematics Curriculum (1996) page 39


Social Studies

The Foundation for the Atlantic Canada Social Stud-ies (1998) recommends that technology have a majorrole in the teaching and learning of social studies but,that it enhance, not replace, essential social studies learn-ing. APEF recognizes that Communication and In-formation Technologies have become important toolsfor the acquisition, analysis, presentation, and com-munication of data in ways that allow students tobecome more active participants in research and learn-ing

• CD-ROMs and the Internet provide teachers andstudents with quicker and easier access to extensiveand current information. Students and teachersshould critically analyse such information to deter-mine its validity, accuracy, bias, and interpretation

• students are enabled to directly employ inquiry skillsby exposure to first hand information throughdirect e-mail conversations, student created Websites, and listservs. These modes of communica-tion provide connections to students and culturesfrom around the world.

• students can present their learnings to peers withintheir classroom and beyond in a wide variety offorms (graphics, maps, text, graphic organizers,Web sites, multimedia presentations, etc.) that fittheir learning styles.

• technology can provide opportunity for studentsto become more actively involved in their learningby allowing students control of information gath-ering, processing, and presentation.

Science

The Foundation for the Atlantic Canada Science Cur-riculum guide (1998) states that technology can be usedto facilitate the learning of science and recommendsthat technology should have a major role in the teach-ing and learning of science. APEF proposes the fol-lowing guidelines for the implementation of technolo-gies in the teaching and learning of science

• tutorial software should engage students in mean-ingful interactive dialogue and creatively employgraphs, sound, and simulations to promote ac-quisition of facts and skills, promote concept learn-ing and enhance understanding

• simulation software should provide opportuni-ties to explore concepts and models that are notreadily accessible in the laboratory ( e.g., those thatrequire hazardous materials, unavailable equipment,or more time than is possible in real-time class-room. )

• analog-digital interface technology should be usedto permit students to collect and analyse data asscientists do, and perform observations over longperiods of time, enabling experiments that other-wise would be impractical

• databases and spreadsheets should be used to fa-cilitate the analysis of data by organizing and visu-ally displaying information

• networking among students and teachers shouldbe encouraged to permit students to emulate theway scientists work and to reduce teacher isolation

• using tools such as the World Wide Web shouldbe encouraged as it provides instant access to anincredible wealth of information on any imagina-ble topic

11

Adapted from APEF Foundation Guide for Sci-ence Curriculum (1998) page 44

Adapted from APEF Foundation Guide forSocial Studies(1998) page 40


in the Core Curriculum Areas


Technology Curriculum OutcomesGENERAL TECHNOLOGY OUTCOMES(as per APEF Technology Foundation Document)

GTO A- Technology Problem SolvingStudents will be expected to design, develop, evaluate, and articulate technological solutions.

GTO B- Technology SystemsStudents will be expected to operate and manage technological systems.

GTO C- History and Evolution of TechnologyStudents will be expected to demonstrate an understanding of the history and evolution of technol-ogy and of its social and cultural implications.

GTO D- Technology and CareersStudents will be expected to demonstrate and understanding of current and evolving careers and ofthe influence of technology on the nature of work.

GTO E- Technological ResponsibilityStudents will be expected to demonstrate an understanding of the consequences of their techno-logical choices.


AreasComputer Systems - In general, a complete, working computer. The computer system in-cludes not only the computer, but also any software, networking, and peripheral devices thatare necessary to make the computer function. Every computer system, for example, requiresan operating system such as Windows.

Social, Ethical and Health - General user guidelines for the responsible use of technology .

Internet - A global network connecting millions of computers. This network carries variousinformation and services such as email, online chat, video, audio, web sites and other docu-ments of the World Wide Web.

Concept Maps - Visual representations of relationships between ideas. Methods for group-ing and organizing information. Visual learning allows new concepts to be more thoroughlyand easily understood.

Graphics - Refers to display and manipulation of images (text, pictures and drawings)

Spreadsheets - A table of values (text, numeric, dates) or information arranged in rows andcolumns. Spreadsheets allow the computation of data with formulas and the creation ofcharts and graphs.

Word Processing - Using a computer to create, edit, and print documents. A word processorenables you to create a document, store it electronically, display it on a screen, modify it byentering commands and characters from the keyboard, and print it.

Multimedia -The use of computers to create and present several different media such as text,graphics, video, animation, and sound in an integrated way.

Database - A collection of data organized in such a way that a computer program can quicklyselect desired pieces of information from a search request. You can think of a database as anelectronic filing system.

Telecommunications - Refers to all types of data transmission, from voice to video using avariety of media such as copper cable, fibre optics, satellites, wireless technology, etc.

Web Authoring - The act of developing a web site. Software is available that will generatethe required HTML coding for the layout of the particular Web page.

Each skill area of the outcome continuum is identified by grade level and progress as follows:

Awareness - the student is exposed to the technology as it is being used by others.Guided - the student begins to use the technology with the help of others.Independent - the student uses the technology without assistance.

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2w

ork

co-o

pera

tivel

y at

wor

k st

atio

n

E2.

3ad

here

to a

ccep

tabl

e us

e ag

reem

ent f

or w

ork

stat

ion/

netw

ork/

Inte

rnet

E2.

4us

e el

ectro

nic

com

mun

icat

ion

etiq

uette

E2.

5ad

here

to ru

les

of fr

eew

are,

sha

rew

are

and

com

mer

cial

war

e

E2.

6ad

here

to c

opyr

ight

and

priv

acy

law

s, g

ive

cred

it to

sou

rces

of i

nfor

mat

ion

(MLA

, AP

A)

E2.

7id

entif

y et

hica

l iss

ues

invo

lved

with

Inte

rnet

con

tent

, aw

aren

ess

of in

appr

opria

te u

se o

f tec

hnol

ogy

E2.

8de

mon

stra

te c

autio

n be

fore

sen

ding

per

sona

l inf

orm

atio

n ov

er th

e in

tern

et

E2.

9fo

llow

pub

lishi

ng e

tique

tte (s

uita

ble

lang

uage

, no

disc

rimin

atio

n, e

tc.).

Adh

ere

to th

e gu

idel

ines

for

scho

ol w

eb p

ages

as

outli

ned

by P

EI D

epar

tmen

t of E

duca

tion.

Jour

ney

On

- P.E

.I. D

epar

tmen

t of E

duca

tion,

200

515

Inte

rnet

Awar

enes

sG

uide

d In

stru

ctio

nIn

depe

nden

t

Stud

ents

will

be e

xpec

ted

to:

12

34

56

78

91 0

1 11 2

A3.

1de

mon

stra

te a

war

enes

s of

the

Inte

rnet

as

a so

urce

of i

nfor

mat

ion

A3.

2us

e va

rious

tool

s (s

earc

h en

gine

s an

d di

rect

orie

s) a

nd s

trate

gies

nec

essa

ry to

car

ry o

ut re

sear

ch

A3.

3ob

tain

/dow

nloa

d m

ater

ial (

text

, gra

phic

s, fi

les)

from

Inte

rnet

B3.

1U

se th

e va

rious

bro

wse

r nav

igat

ion

tool

s (b

ack,

forw

ard,

his

tory

)

B3.

2m

anag

e bo

okm

arks

/favo

rites

B3.

3di

stin

guis

h am

ong

vario

us fi

le fo

rmat

s (fi

le e

xten

sion

s), r

equi

red

plug

ins,

file

com

pres

sion

/dec

ompr

essi

on u

tiliti

es

C3.

1di

scus

s w

ays

in w

hich

the

Inte

rnet

is e

volv

ing

E3.

1cr

itica

lly e

valu

ate

info

rmat

ion

and

its s

ourc

e ba

sed

on p

re-d

eter

min

ed c

riter

ia

Jour

ney

On

- P.E

.I. D

epar

tmen

t of E

duca

tion,

200

516

Con

cept

Map

sAw

aren

ess

Gui

ded

Inst

ruct

ion

Inde

pend

ent

Stud

ents

will

be e

xpec

ted

to:

12

34

56

78

91 0

1 11 2

A4.

1us

e br

ains

torm

ing

tech

niqu

es to

gen

erat

e id

eas

A4.

2cr

eate

a w

eb(i.

e.: l

itera

ry, c

once

pt, c

hara

cter

, wor

d, V

enn

Dia

gram

s, a

nd ti

mel

ines

)

A4.

3ca

tego

rize

idea

s gr

aphi

cally

A4.

4cr

eate

link

s be

twee

n id

eas,

re-li

nk o

r de

lete

link

s be

twee

n id

eas

A4.

5el

abor

ate

on i

deas

(i.e

. add

ing

note

s, a

nnot

atio

ns, e

tc.)

B4.

1ad

d fo

nts,

gra

phic

s, s

ound

, and

col

ours

to e

nhan

ce id

eas

B4.

2cr

eate

hyp

erlin

ks to

file

s, w

eb s

ites,

or m

ultim

edia

con

tent

Jour

ney

On

- P.E

.I. D

epar

tmen

t of E

duca

tion,

200

517

Gra

phic

sA

war

enes

sG

uide

d In

stru

ctio

nIn

depe

nden

t

Stud

ents

will

be e

xpec

ted

to:

12

34

56

78

91 0

1 11 2

A5.

1cr

eate

illu

stra

tions

or g

raph

ics

by u

sing

the

vario

us d

raw

ing

tool

s

A5.

2ap

ply

prin

cipl

es o

f des

ign

B5.

1de

mon

stra

te v

ario

us o

bjec

t ed

iting

feat

ures

(ie.

sel

ect,

unse

lect

, res

ize,

cro

p, a

rea

fill,

add

colo

uran

d pa

ttern

, siz

e ad

just

men

t usi

ng th

e m

ouse

or s

cale

, var

ious

era

sing

tech

niqu

es, o

bjec

tor

ient

atio

n, c

hang

ing

font

and

text

siz

e, c

olou

r or a

ppea

ranc

e, c

reat

ing

text

blo

cks,

cha

nge

text

wra

p se

lect

ion

and

othe

r tex

t man

ipul

atio

n fu

nctio

ns)

B5.

2ca

rry

out v

ario

us o

bjec

t man

ipul

atio

ns (i

e. o

bjec

t alig

nmen

t, cr

eatio

n of

gra

phic

s in

laye

rs,

grou

ping

/un-

grou

ping

com

pone

nts

of a

n im

age)

B5.

3us

e ot

her g

raph

ic c

reat

ion

tool

s (i.

e. c

lone

bru

sh, c

olou

r rep

lace

men

ts, e

ffect

s an

d fil

ters

,he

xide

cim

al (R

GB

and

CM

YK

col

our v

alue

s)

B5.

4co

nver

t var

ious

gra

phic

form

ats

betw

een

vect

or (

ie: .

png,

.psp

, .cd

r) a

nd b

itmap

imag

es (i

e: .w

mf,

.tif,

.bm

p, .g

if, jp

eg, .

jpg)

, im

port

a gr

aphi

c fil

e fro

m a

noth

er s

ourc

e

Jour

ney

On

- P.E

.I. D

epar

tmen

t of E

duca

tion,

200

518

Spre

adsh

eets

Awar

enes

sG

uide

d In

stru

ctio

nIn

depe

nden

t

Stud

ents

will

be e

xpec

ted

to:

12

34

56

78

91 0

1 11 2

A6.

1pl

an /

desi

gn a

spr

eads

heet

to o

rgan

ize

and

tabu

late

dat

a fro

m v

ario

us s

ourc

es (t

o m

ake

asc

hedu

le, t

ally

/sco

re s

heet

, sol

ve a

mat

hem

atic

al w

ord

prob

lem

)

A6.

2co

rrec

t err

ors,

mod

ify o

r del

ete

data

in a

cel

l

A6.

3de

sign

ow

n fo

rmul

as in

corp

orat

ing

func

tions

{if S

UM

(B1.

.D1)

>0, @

SU

M(B

1..D

1), 0

} and

abs

olut

e /

rela

tive

cell

refe

renc

es

A6.

4us

e di

ffere

nt ty

pes

of g

raph

s / c

harts

(lin

e, p

ie, b

ar) t

o vi

sual

ly re

pres

ent d

ata;

labe

l gra

phco

mpo

nent

s (le

gend

, titl

e, x

-y a

xis,

col

our,

fill p

atte

rn)

B6.

1id

entif

y sp

read

shee

t com

pone

nts

and

term

inol

ogy

(row

s an

d co

lum

ns, c

ell a

ddre

sses

, dat

a en

tryba

r)

B6.

2id

entif

y di

ffere

nt ty

pes

of c

ell d

ata

(text

, num

eric

, fun

ctio

n, d

ate)

B6.

3en

ter d

ata

into

sim

ple

pree

xist

ing

spre

adsh

eets

, aut

o fil

l dat

a, d

ata

entry

bar

, sor

t dat

a

B6.

4ed

it sp

read

shee

t lay

out (

inse

rt an

d de

lete

row

s or

col

umns

, sel

ect a

rang

e of

cel

ls, a

lter c

olum

nw

idth

s an

d ro

w h

eigh

ts, l

ocki

ng ro

w a

nd c

olum

n he

adin

gs, l

ock

and

unlo

ck c

ell(s

), fix

ed ti

tles

)

B6.

5en

ter f

orm

ulas

to p

erfo

rm c

alcu

latio

ns a

cros

s co

lum

ns, r

ows,

cel

ls, m

ove/

copy

dat

a or

form

ulas

fro

m o

ne a

rea

of s

prea

dshe

et to

ano

ther

B6.

6fo

rmat

num

bers

(dec

imal

pla

ces,

cur

renc

y, e

tc.),

form

at te

xt (f

ont,

colo

ur, s

ize)

B6.

7cr

eate

link

s [b

etw

een

note

book

s (ta

bs o

r she

ets)

, ext

erna

l file

s, g

raph

s, c

harts

, web

site

]

Jour

ney

On

- P.E

.I. D

epar

tmen

t of E

duca

tion,

200

519

Wor

d Pr

oces

sing

Awar

enes

sG

uide

d In

stru

ctio

nIn

depe

nden

t

Stud

ents

will

be e

xpec

ted

to:

12

34

56

78

91 0

1 11 2

A7.

1cr

eate

and

edi

t dat

a fil

es a

nd fo

rm d

ocum

ents

to p

erfo

rm a

mer

ge

A7.

2id

entif

y ex

ampl

es o

f de

skto

p pu

blis

hing

(i.e

. new

spap

er, c

atal

ogue

, ads

, bro

chur

e)

B7.

1us

e a

grad

e le

vel a

ppro

pria

te w

ordp

roce

ssor

to c

reat

e an

d ed

it w

ritte

n w

ork

B7.

2lo

cate

cha

ract

ers

on a

key

boar

d an

d id

entif

y fu

nctio

ns o

f wor

d pr

oces

sing

(ie.

cur

sor,

inse

rtion

poin

t, en

ter k

ey, s

pace

bar

, upp

er c

ase,

bac

kspa

ce, s

hortc

ut k

ey)

B7.

3us

e ed

iting

tool

s to

revi

se w

ork

(i.e.

spe

ll ch

eck,

thes

auru

s, fi

nd a

nd re

plac

e)

B7.

4ch

ange

font

, siz

e, c

olou

r, st

yle

(ie. b

old,

ital

ics,

und

erlin

e, in

sert

spec

ial c

hara

cter

s, d

rop

capi

tals

)

B7.

5fo

rmat

text

(ie.

just

ifica

tion,

line

spa

cing

, out

lines

and

bul

lets

, tex

t wra

p)

B7.

6fo

rmat

doc

umen

ts (i

e. u

sing

mar

gins

, tab

rule

rs, i

nden

ts, p

age

cent

er, b

orde

r, w

ater

mar

k)

B7.

7in

sert

a gr

aphi

c an

d m

anip

ulat

e, (i

e. re

size

, add

bor

ders

and

fill,

cre

ate

text

art)

B7.

8in

sert

and

form

at ta

bles

and

text

box

es (i

e. li

nes,

fill,

col

umns

, row

s, b

orde

rs, a

lignm

ent)

B7.

9fo

rmat

mul

ti-pa

ge d

ocum

ents

with

hea

ders

, foo

ters

, pag

e nu

mbe

rs, p

age

brea

ks a

nd k

eep

text

toge

ther

func

tion,

cha

nge

page

orie

ntat

ion/

size

(ie

. tex

t pre

sent

atio

n fe

atur

es)

B7.

10in

sert

auto

mat

ed fe

atur

es (i

e. d

ate

and

file

stam

p)

Jour

ney

On

- P.E

.I. D

epar

tmen

t of E

duca

tion,

200

520

Mul

timed

iaAw

aren

ess

Gui

ded

Inst

ruct

ion

Inde

pend

ent

Stud

ents

are

exp

ecte

d to

:1

23

45

67

89

1 01 1

1 2

A8.

1ap

ply

plan

ning

stra

tegi

es, (

stor

yboa

rds,

scr

ipts

, gra

phic

org

aniz

ing,

bra

inst

orm

ing)

A8.

2cr

eate

an

age/

grad

e ap

prop

riate

slid

e sh

ow p

rese

ntat

ion

that

may

con

tain

one

or m

ore

of th

efo

llow

ing

obje

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(text

, gra

phic

s, im

ages

, ani

mat

ions

, aud

io a

nd v

ideo

)

A8.

3de

scrib

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tuat

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whe

re s

tream

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vide

o an

d au

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is a

ppro

pria

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A8.

4cr

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gra

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s, a

udio

and

vid

eo s

peci

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ffect

s (a

nim

atio

n, v

irtua

l rea

lity,

pan

oram

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A8.

5se

lect

app

ropr

iate

med

ium

to c

onve

y a

mes

sage

(be

cons

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file

siz

e, fo

rmat

s an

d st

orag

elo

catio

n)

B8.

1na

viga

te m

ultim

edia

reso

urce

s su

ch a

s sl

ide

show

s, o

nlin

e re

sour

ces

or C

D ro

m in

tera

ctiv

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ucat

iona

l act

iviti

es

B8.

2us

e m

ultim

edia

cre

atio

n an

d ed

iting

tool

s (s

cree

n ca

ptur

es, s

cann

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ound

reco

rdin

g, d

igita

l im

age

editi

ng s

oftw

are:

stil

l and

vid

eo)

B8.

3co

nver

t file

form

ats

for a

par

ticul

ar a

pplic

atio

n (.j

pg, g

if, .b

mp,

mp3

, wav

, avi

, mpe

g, m

ov, e

tc.)

B8.

4us

e pr

oper

tool

s an

d pr

oced

ures

to e

nhan

ce p

rodu

ct q

ualit

y. (M

icro

phon

es, l

ight

ing,

cam

era

mov

emen

t, in

stru

men

tatio

n, t

elep

rom

pter

s, a

ssig

n va

rious

resp

onsi

bilit

ies

to a

pro

duct

ion

team

.)

Jour

ney

On

- P.E

.I. D

epar

tmen

t of E

duca

tion,

200

521

Dat

abas

eA

war

enes

sG

uide

d In

stru

ctio

nIn

depe

nden

t

Stud

ents

will

be e

xpec

ted

to:

12

34

56

78

91 0

1 11 2

A9.

1us

e an

exi

stin

g da

taba

se (C

D R

OM

, Mic

roca

t, D

ynex

, Int

erne

t sea

rch

engi

ne) t

o fin

d in

form

atio

n(s

ign

up fo

r Pro

vinc

ial L

ibra

ry C

ard

- Abb

ycat

)

A9.

2pe

rform

sea

rche

s on

a d

atab

ase

file

usin

g lo

gica

l and

Boo

lean

ope

rato

rs (u

nder

stan

ds c

omm

ands

,sc

ope,

filte

rs, a

nd c

ondi

tions

)

A9.

3de

sign

/pla

n a

data

base

to u

se a

s a

met

hod

of o

rgan

izin

g in

form

atio

n

A9.

4cr

eate

and

mod

ify a

form

(add

gra

phic

s, a

nd e

rror c

heck

ing

rout

ines

)

A9.

5us

e da

taba

ses

to a

naly

ze d

ata

and

look

for t

rend

s

B9.

1en

ter d

ata

into

a p

re-e

xist

ing

data

base

, edi

t dat

a, a

nd u

se a

utom

ated

text

B9.

2cr

eate

fiel

ds a

nd w

ith v

aria

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field

type

s (n

umer

ic, t

ext,

date

) and

pro

perti

es (c

olor

, wid

th, f

ont,

etc.

)

B9.

3re

stru

ctur

e da

taba

se (a

dd /

dele

te fi

elds

, cha

nge

field

wid

th)

B9.

4so

rt re

cord

s al

phab

etic

ally

, num

eric

ally

and

by

mul

tiple

fiel

ds

B9.

5cr

eate

a re

port

from

the

entir

e da

taba

se o

r sel

ecte

d re

cord

s

B9.

6cr

eate

a re

port

with

aut

omat

ed s

umm

arie

s an

d ca

lcul

atio

ns (u

nder

stan

d lo

gic,

dat

e an

d su

mm

ary

field

type

s)

B9.

7br

ing

data

base

info

rmat

ion

into

a w

ord

proc

essi

ng e

nviro

nmen

t ie:

(Mai

l Mer

ges)

B9.

8di

stin

guis

h be

twee

n th

e tw

o ge

nera

l typ

es o

f dat

abas

e m

anag

emen

t sys

tem

s (fl

at a

nd re

latio

nal)

E9.

1ex

amin

e fu

nctio

ns a

nd im

plic

atio

ns o

f dat

abas

e dr

iven

web

site

s (ie

: onl

ine

purc

hasi

ng, s

earc

hing

,an

d pa

ssw

ord

secu

red

site

s)

Jour

ney

On

- P.E

.I. D

epar

tmen

t of E

duca

tion,

200

522

Tele

com

mun

icat

ions

Awar

enes

sG

uide

d In

stru

ctio

nIn

depe

nden

t

Stud

ents

will

be e

xpec

ted

to:

12

34

56

78

91 0

1 11 2

Emai

l:

B10

.1se

nd m

essa

ges

B10

.2op

en m

essa

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B10

.3m

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e m

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olde

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B10

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How to Use this DocumentPaper Document

The first section of the document includesbackground material, definitions, philoso-phy, advantages of technology integration,an overview of the APEF curriculum, andgrade 1-12 general outcomes for informa-tion and communication technologies.

The remainder of the document addressesthe level and defines specific knowledge andCIT skills expected of students as they worktoward technology competency. Practicalconsiderations are given for incorporatingCIT into the curriculum and accompanyinglesson plans. The information is presentedin a two-page layout as outlined on the fol-lowing pages.

On-line Document

An on-line version of this document willbe developed. Having a document on-linehas a number of advantages. It enablesteachers to easily cross-reference mate-rial in the document with on-line helpmanuals and curriculum documents. Itcan encourage a greater level of collabo-ration among all educational partners. Anon-line document can be easily revisedand updated without having to copy andredistribute. It is our intent to revise,modify, and add new materials in the fu-ture only to the on-line version of JourneyOn.


Four major sections are found on these pages as you go from left to right: 1) specificCIT outcomes, 2) instructional considerations, 3) teaching suggestions or names ofgrade specific lesson plans, and 4) links to curriculum outcomes. The applicabletechnology curriculum outcome area is found in a box at the top of each page alongwith the grade level.

TechnologyCurriculumOutcome Area

GradeLevel

SpecificCITOutcomes

InstructionalConsiderations

TeachingSuggestions,ActivitiesandAssessment

Links toCurriculumOutcomes

Two Page-Layout


A5.1letter designation ofgeneraltechnology outcome

refers to fifth area for this gradelevel under technology generaloutcome A

indicates first skill insubdivision

Specific Outcomes• are steps towards accomplishing

the general technology outcomesand lettered as subdivisions ofGTOs

Instructional Considerations• useful information for teachers

on terminology and/or purposeand background of specifictechnologies

Links to Curriculum Outcomes• letters and numbers representing

curriculum outcomes as defined inother APEF (CAMET) documents

Teaching Suggestions, Activitiesand Assessment• readiness considerations• may be suggestions for activities

or name of lesson plan

Two Page-Layoutin Detail

Students will be expected to:

28

Computer Systems

Instructional Considerations

Grade 1


B1.1 login, open and close a pro-gram, open, save and close a file withmouse (Awareness)

B1.1 Students must be able to recognize capital letters and numbers in orderto be able to login. There is a login and network password for grade 1students. Students need to recognize left and right to operate a mouseand must have opportunity to practice these fine motor skills.

The peer helping system encourages collaboration and cooperativelearning. This exposes the younger students to the concept of commu-nicating with technology and gives the older students an opportunity toreinforce their skills.

B1.13 identify computer viruses,how they are transmitted and howanti-virus software is used to protector clean a computer(Awareness)

B1.13 Programs designed to damage the data on a computer or disrupt itsuse fall into one of the following categories:

Virus: a program that spreads from computer to computer by attachingitself to an executable file. When this file is activated the virus suppliesinstructions to the computer. These instructions can range from a merenuisance (eg. a message on your monitor) to the very destructive (eg.erasing the hard drive).

Worm: a program that is written in segments and spawns copies ofitself in the computer’s memory until eventually it causes a crash.

Trojan horse: a program disguised as a game or useful application butwhen executed destroys information on the computer, or gives assess orcontrol of the computer to another.

Care must be exercised when installing files or opening e-mail. The bestmethods for prevention are: (a) to only accept programs from reliablesources and (b) to install a reputable virus checker on the system whichscans all imported data files, diskettes and CDs for possible viruses.

B1.14 identify spam, popup ads,spyware and other invasive softwarecoding ( Awareness)

B1.14 Spyware is coding that transmits information to external parties about ausers’ browsing habits. Spyware and popup screens may also takecontrol of the users browser and automatically redirect the user to anunwanted website.

29

Computer Systems

LanguageArts

Math Science Other

Links to Specific Curriculum OutcomesTeaching Suggestions, Activitiesand Assessment

Grade1


SocialStudies

100-12,100-13,102-2, 101-6,103-4, 202-2,202-4, 202-7

C4, E3 Visual Arts1.1.2, 1.6.2,1.7.2B1.1 With assistance students will be able

to enter their login and password toaccess the school network. Schools aremaking extensive use of peer helping.A student from a higher gradebecomes a mentor for a student in alower grade. Early on the mentorcould assist the grade 1 student withlogging in, opening files, saving filesand closing programs.

Technology Lesson Plans:

Tinkering with Technology

Patterning with Shapes

B1.13 Ensure that files transferred fromhome are virus checked. School emailattachments are automatically scannedfor viruses. Precautions must betaken at home when using privateemail services such as Yahoo orHotmail which may not scan attachedfiles. Private email services must notbe accessed in school.

B1.14 Preview web sites that will be visitedand avoid those that enable popupwindows and advertisements.

Discuss the topic of respect withregards to Internet material. Stu-dents must be made aware ofsituations when they should askadults for help. (i.e.: a student isautomatically redirected whenbrowsing or a popup windowappears)

(Emergent)1.1, 1.2, 1.3,2.1, 2.3, 8.2,9.1(Early)9.2

F1, F3


30

Computer Systems


Grade 1


C1.1 identify technologies that arefound in everyday life (Awareness)

C1.1 Technology is human innovation in action that involves the generation ofknowledge and process to develop systems that solve problems and ex-tend human capabilities - technology is how humans modify the worldaround them to meet their needs and wants or to solve practical problems(ITEA, 2000)

Technology is constantly evolving and will continue to impact upon thelives of our students as they continue through life. The speed at whichchange occurs, dictates the necessity for helping individuals to begin todevelop strategies for managing and utilizing technology appropriatelyand to suit their own purpose. During grade 1, teachers can begin todevelop an awareness in students of how technology impacts upon ourlives and how it can be used as a tool to solve many problems.

31

Computer Systems

LanguageArts

Math Science Other


Grade1


SocialStudies

C1.1 Students in the primary grades willbegin to develop an awareness oftechnologies that are used in theirhome, school, and community.When using a specific technology, thepurpose, appropriate use andetiquette surrounding technologymust be reviewed by the teacher.Safety issues relating to electric shock,use of power bars, tripping onwires, etc. must be discussed.Students should be given theopportunity to discuss and expresstheir opinions regarding these issues.

Technology issues can be discussedwithin the context of severalcurricular themes.


32

Social, Ethical and Health


Grade 1


A2.1 identify aspects of an ergonomicworkstation (Awareness)

B2.1 demonstrate proper touchkeyboading techniques (Awareness)

E2.1 respect equipment and otherstudent’s work (Awareness)

A2.1 Ergonomics or the relationship between people and their work is ascience with a growing body of evidence. Applying ergonomics byadjusting your chair, work surface, monitor, keyboard, mouse, lightingand modifying your work habits with lifting techniques all havereduced the risk of injury at our workplaces. Furthermore, it increasesproductivity. (Occupational Health and Safety Manual, Draft 2004)

Teaching young children to position themselves properly at thecomputer and using good posture is essential to prevent the futuredevelopment of serious injury.

To prevent eye strain, encourage students to look away from the screenevery few minutes to rest their eyes. Stretching and shaking their hands atregular intervals are also good habits.

B2.1 Emergent writers will become familiar with the keyboard through use ofthe keyboard and familiarity can be taught ... keyboarding skills forindependent writers should be sufficient for them to keep up with theirline of thought. (pg. 240 English Language Arts Curriculum, GradesEntry -3)

E2.1 Work together to maintain a safe learning environment. Attention tocomputer work station arrangement will decrease the likelihood ofelectrical or physical mishap.

33


LanguageArts

Math Science Other


Grade1


SocialStudies

Technology Lesson Plan: E-mail Buddies

In My Own Words (Emergent)7.1, 9.1,10.1, 10.4(Early)4.2, 10.1,10.4

B2.1 Use Ultimate Writing and CreativityCenter as an entry level word processor.See Instructions in the “In My OwnWords” lesson plan.

E2.1 Ensure that wires are properly con-nected and secured. Encouragestudents to report any workstationabnormalities. Discuss classroom rulesfor behavior.

Health

Refer topersonalsafety/abusepreventionsupplementto the FamilyLife Educa-tion curricu-lum guide,grade 1 and 2

(Emergent)2.1, 2.3, 5.1,8.1, 8.2,(Early)10.4

A2.1 Introduce aspects of an ergonomicworkstation (see appendix) Modelproper posture and position at thekeyboard. Many online resources existfor ergonomics. An example would bethe following from Cornell UniversityDepartment of Ergonomics (http://ergo.human.cornell.edu/CUEHinfo.html).

Assess posture and technique.


34



Grade 1


E2.2 work co-operatively at workstation (Awareness)

E2.3 adhere to acceptable useagreement for work station/network/ Internet (Awareness)

E2.8 demonstrate caution beforesending personal information overthe Internet (Awareness)

E2.2 Working cooperatively includes: listening to others, sharing ideas, takingturns keyboarding, asking questions, and participating in discussion.

E2.3 Ensure that parents have signed the Acceptable Use Agreement. Addi-tional permission must be obtained from parents to publish any studentwork, pictures or names on the Internet. See PEI Department ofEducation website guidelines (http://www.edu.pe.ca/journeyon/tech_support_pages/GuidelinesforSchoolWebPages.html)

E2.8 Never give out personal information (personal details, phone number,address, picture, etc.) Personal information may include details aboutyourself, family and friends. If a student happens to open an objection-able site, s/he should immediately click on the “back button” to takehim/her out of the site. S/he must immediately contact the adult incharge.

35


LanguageArts

Math Science Other


Grade1


SocialStudies

E2.2 Suggestions for engaging students inthe classroom can be found in thesection “The One Computer Class-room” on the Journey On site (http://www.edu.pe.ca/journeyon/pro_d_pages/OneComputerClassroom.htm)

E2.3 Discuss the contents of the AcceptableUse Policy.

E2.8 Discuss the topic of personal privacy.Students must be made aware ofsituations when they should ask adultsfor help. Refer to Journey On web site“Recommended Guidelines for SchoolWebpages” (http://www.edu.pe.ca/journeyon/tech_support_pages/GuidelinesforSchoolWebPages.html)


36

Internet


Grade 1


A3.1 demonstrate awareness of theInternet as a source of information(Awareness)

A3.2 use various tools (searchengines and directories) and strategiesnecessary to carry out research(Awareness)

E3.1 discuss issues concerningcopyright material on the Internet(Awareness)

A3.1 During the entry-12 grades, students within the school system must notuse the Internet without teacher supervision. Most of the work bystudents at the grade 1 level will involve working with preselectedwebsites. Teachers should take the opportunity when using the Internetin class to begin to discuss appropriateness with their students.

There is a wealth of Web sites on the Internet that provide the opportu-nity to learn about the values, customs and beliefs of their own and othercultures.

A3.2 Students should be able to understand that the browser enables the userto send and receive information to and from the Internet. Students atGrade 1 level should practice using the following buttons in the browser:back/forward, home, refresh, and stop.

Use a search engine designed for children such as Yahooligans(www.yahooligans.com).

E3.1 Copyright laws now apply to software as well as print. When youpurchase a software program, you are purchasing a single licence. Thisentitles you to load that particular piece of software on one computer.Installing it on more than one computer is considered computer piracy. Itis possible to buy site licences which allow multiple computers to run thesame program at one time.

37

Internet

LanguageArts

Math Science Other

Links to Specific Curriculum OutcomesTeaching Suggestions, Activities andAssessment

Grade1


SocialStudies

Technology Lesson Plan:

Comparing Living Things (Emergent)1.1, 1.2, 10.3

100-8, 201-1,203-4

A3.1 Demonstrate various multimediaresources from the Internet regardinganimals i.e. animal sounds, pictures, atthe zoo, in their natural habitat,endangered species, etc.

A3.2 Use a search engine. Key searchableterms such as “north american bears”.Narrow the search by adding otherterms such as “brown”, “black”, or“grizzly”.

E3.1 Discuss the idea that graphics postedon the Internet might belong tosomeone. Laws exist to protectowners of this material called “copy-right”. Before acquiring a picture fromthe internet, check for permission touse it. (In many instances, terms ofuse are stated on the web site)


38

Concept Maps


Grade 1


A4.3 categorized ideas graphically(Awareness)

A4.4 create links between ideas,relink or delete links between ideas(Awareness)

A4.5 elaborate on ideas (Awareness)

A4.3 Concept mapping encourages students and teachers to be creative. Theyare able to work together to create concept maps, story boards, cause andeffect diagrams, and outlines.

A4.4 Graphical software allows easy manipulation of linked ideas. Simply clickon a link and drag it to a new location.

A4.5 Further explaination on an idea may be provided by adding notes. Thesemay be clues, activities or questions relating to clarification of ideas.

39

Concept Maps

LanguageArts

Math Science Other


Grade1


SocialStudies

A4.3 Inspiration 7.5 is available for use onevery school machine. The licensingagreement also allows teachers toinstall this software on their homecomputer. Copies of this programhave been provided to school librar-ians.

A4.4 Record ideas generated during brain-storming sessions without organizing.Later, ideas can be easily categorized ordeleted as required.

A4.5 Following the brainstorming sessionfurther information can be added tothe ideas by using the note feature.


Living Things (Emergent)1.1, 1.2, 10.3

100-8, 200-1, 203-4

Visual Arts1.4.3, 1.2.1


40

Graphics


Grade 1


A5.1 create illustrations or graphics byusing the various drawing tools(Awareness)

B5.1 demonstrate various objectediting features (Awareness)

A5.1 Graphics programs provide the user with onscreen tools and palettes thatcan be used to design and create illustrations or graphics. Graphicsprograms can be used as an alternative learning strategy to explore andexperiment with geometric shapes and relationships. The computerprovides a highly interactive environment for the learner in which precisegeometric shapes can be created.

B5.1 Geometric shapes can be altered with respect to their size, orientation,colour, and position. Graphics programs are useful for helping studentsdevelop eye-hand coordination and aspects of spatial sense such as visualdiscrimination, perceptual constancy, and recognition of reflectivesymmetry (slides and flips).

Object editing features may include select, unselect, resize, crop, area fill,add colour and pattern, size adjustment using the mouse or scale, variouserasing techniques, object orientation, changing font and text size, colouror appearance, creating text blocks, change text wrap selection and othertext manipulation functions.

41

Graphics

LanguageArts

Math Science Other


Grade1


SocialStudies

(Emergent)9.1, 10.4

E1, E3, E5,E7, E10


Puzzles 1

Patterning With Shapes

Illustrating Stories

Shapes Make Pictures

A5.1 Teachers may wish to create a collectionof activity files that may be openedand used at a learning station byindividual or small groups of stu-dents. Example files are available withthe “Puzzles” and “Patterning WithShapes” online lesson plans(http:www.edu.pe.ca/journeyon/).

B5.1 Shapes can be sorted and classifiedaccording to various attributes.Patterns with 2D and 3D shapes maybe created with varying attributes (size,colour, line thickness, etc.). Shaperecognition can be reinforced byselecting or creating shapes.

C4, E3

E3, E5, E10

Visual Arts1.1.2, 1.2.1,1.2.3, 1.3.2,1.6.2, 1.7.2(relates tolesson plansprovided)


42

Word Processing


Grade 1


A7.2 identify examples of desktoppublishing (Awareness)

B7.1 use a grade level appropriate wordprocessor to create and edit writtenwork (Awareness)

B7.2 locate characters on a keyboardand identify functions of wordprocessing (Awareness)

A7.2 Use concrete examples of computer generated media such as magazines,brochures, catalogues, newspapers to demonstrate how technology isused to create written and illustrated text.

B7.1 Students can be introduced to using word processing to develop effectivewriting. As students develop new skills in writing, they can be introducedto new keys and functions. Once students become familiar with thevarious components of the writing process, cut and paste functions canbe introduced.

B7.2 Emergent writers will become familiar with the keyboard through use. Itis simply necessary that writers be able to key their ideas at a pace similar tocomposing with pencil and paper. Keyboarding skills for independentwriters should be sufficient for them to keep up with their line ofthought. (APEF English Language Arts Curriculum Document forGrades Entry-3, page 240 ).

Encourage students to use proper posturing and healthy ergonomichabits (see Social, Ethical and Health section of this guide)

43

Word Processing

LanguageArts

Math Science Other


Grade1


SocialStudies

(Emergent)9.1, 10.1,10.4


In My Own Words

A7.2 Provide or create an examplar. Publishwritten work by printing a hard copy.

B7.1 Begin to use a simple word processorsuch as Appleworks or UltimateWriting Creativity Centre.

B7.2 Use the characters of the keyboard andthe simple function keys such as thespace bar and enter key. Change thestyle of the characters, words, lines,paragraphs, and pages of the writtenwork. These changes are termedformatting and enhance the presenta-tion of student writing.


44

Multimedia


Grade 1


B8.1 navigate multimedia resourcessuch as slide shows, online resourcesor CD-ROM interactive educational ac-tivities (Awareness)

B8.1 Multimedia components such as CD-ROM/DVD, slideshows, and onlineresources often motivate the young learner to explore and discover newinformation, and therefore encourages self-directed learning. Thesecomponents also address the issue of multiple intelligences by providinginformation as visual (static and moving images)and auditory. In terms oftechnology skills these programs are useful in encouraging the develop-ment of motor skills such as those required when using the mouse. Moreimportantly, these components can be used to enhance the developmentof many information processing skills required for retrieving computerizedinformation.

45

Multimedia

LanguageArts

Math Science Other


Grade1


SocialStudies


Comparing Living Things

B8.1 Electronic CD-ROM encylopedias maybe available resources in schools. Web-based slide shows and educationalwebsites are also available for use.

(Emergent)1.1, 1.2,10.3

100-8, 200-1, 203-4


46

Database


Grade 1


A9.1 use an existing database to findinformation (Awareness)

B9.1 enter data into a pre-existing da-tabase, edit data, use automated text(Awareness)

A9.1 Databases can help students to develop organizational and problemsolving skills by engaging them in tasks that involve organizing andsorting information from research to test hypotheses, retrieving informa-tion, discovering relationships and commonalities, and predicting trends.

B9.1 Compare non-computer databases to electronic databases. Convey tostudents that computers are advantageous because of the speed and easewith which information can be organized, stored, searched and retrieved.

47

Database

LanguageArts

Math Science Other


Grade1


SocialStudies

D3, F1, F4 100-9, 100-10, 100-13,202-4


Stuffed Toys

A9.1 Submit queries in a pre-existingdatabase such as a search engine orlibrary book database.

B9.1 Enter new information into a pre-existing database. This informationmay result from their own researchactivity.


48

Telecommunications


Grade 1


B10.1 open a message (Awareness)

B10.2 send a message (Awareness)

B10.1 Each student on Prince Edward Island is provided with an e-mailaccount. As with regular mail, e-mail requires an address. The addressbegins with a username followed by an @ symbol and the domainname. It is important to write the full e-mail address without any spaces.

An older student can help a younger student login to their accournt,access e-mail software and then read the message that was sent.

B10.2 The language skills of grade one students may not be sufficiently devel-oped to independently send an e-mail message, however, with assistance asimple message may be sent.

49

Telecommunications

LanguageArts

Math Science Other


Grade1


SocialStudies


E-mail Buddies

B10.1 Grade one students are sent andemail message by an older student.The older student assists the gradeone student to access, read, reply orcompose a message.

B10.2 Alternatively, send each student agreeting prior to class. Demonstratehow to open, reply, or compose amessage.

Ensure that all students send andreceive a message.

(Emergent)2.1, 2.3, 5.1,8.1, 8.2(Early)10.4

Health

Refer topersonalsafety/abusepreventionsupplementto the FamilyLife Educa-tion curricu-lum guide,grade 1 and 2


50

Web Authoring


Grade 1


A11.1 identify web page creation pos-sibilities (Awareness)

A11.1 Many opportunities exist within the grade one curriculum for publishingclass activities. This may be a method of celebrating the completion of atheme or unit. It provides a means for parents to see their child’s workor activities.

51

Web Authoring

LanguageArts

Math Science Other


Grade1


SocialStudies

(Emergent)9.1, 10.4

Visual Arts1.1.1, 1.1.2,1.1.3, 1.2.2,1.2.3



A11.1 Use a web page editor to create atemplate to display student creations.Content may include text, scanneddrawings or graphics.

Grade1


Lesson Plan:Outcomes Activity

Students can use computer graphics to illustrate stories, poems, journal entriesand reports. Any graphics program can be used for this exercise; Color Magic,AppleWorks, or Windows Paint Brush. Ultimate Writing Creativity Center isalso a very useful program which allows the students to add graphics to theirstories. Graphic programs are a great way to assist students in developing hand-eye co-ordination and enhance mouse skills. Young children quickly learn byexploration to use the different graphic tools and adapt very readily to expressingthemselves using this medium.

• art materials• graphics software• Ultimate Writing Creativity Center


Resources

Instructions1. There are several ways to approach this activity. Students can have the story

prepared first and then illustrate it, or they can create a drawing and then writea story based on the drawing (see sample at end of exercise). You may wish tofit the written work and illustration into a theme that you are currentlyexploring in your class.

2. Let students explore the medium. If using a program such as Color Magic,limit the amount of clip art (stamps) used and encourage as much freehanddrawing as possible. Students may need to be reminded that pictures arecreated with shapes and briefly (2- 5 minutes) shown how to create differentshapes, erase an object or page, and add color to an object. Having a volunteerin your classroom, pairing novices with more experienced users, or havingstudent computer mentors may help you with this aspect, especially if youhave a one-computer classroom.

3. Students can save their work if they haven’t completed it by the end of theirallotted time, and come back to it at a later date. When they have completedtheir work, have each student print out a hard copy.

4. Once printed, students can write the final version of their stories below thedrawing if there is sufficient room or on an attached page.

5. Students may wish to add color to their illustration using crayons and mark-ers.

6. Post the students combined electronic/paper efforts for all to see!

7. Teachers may also wish to publish the students work on their school webpage. Using a WYSIWYG editing program, or by scanning the work, studentsare able to publish to the Web.

Language Arts: (Emergent) 9.4,10.4

Visual Arts 1.1.1, 1.1.2, 1.1.3, 1.2.2,1.2.3

Technology: A5.1, B5.1


Grade1

Lesson Plan:Instructions

Sample of a grade 1 student’s work:

Suggestions:

• if students are already familiarwith basic graphic computerskills, encourage them to tryflipping, rotating and rearrangingobjects to give the best finaleffect

• you may wish to have eachstudent print their work uponcompletion. However, this canbe time consuming withgraphics, especially if you runinto printer difficulties. It may beeasier to have a printing sessionat a later date when everyone hascompleted their illustrations, orsimply print out the filesyourself.


Grade1



Tinkering With Technology

Within the Language Arts Reflexions’ theme, Tinkering with Technology,students learn about how things work and are made; past and present inven-tions; and inventors. After reading the expository texts that accompany thistheme, students brainstorm about the nature of technology, inventions andinventors. Students consider technologies that we use at home and in the schooland use their imagination to create a technology that would help them toaccomplish a task of their choosing. The new inventions can be shared withothers in the form of artwork created with a graphics program or by traditionalmeans.

• Samuel Todd’s Book of Great Inventions• Who Uses this?• How a House is Built?• How is a Crayon Made?• Mighty Dump Trucks• art materials• graphics software such as AppleWorks

Resources

Background

Technology is constantly evolving and will continue to impact upon the lives ofour students as they continue through life. The speed at which change occursdictates the necessity for helping individuals to begin to develop strategies formanaging and utilizing technology appropriately and to suit their own purpose.During grade 1, teachers can begin to develop an awareness in students of howtechnology impacts upon our lives and how it can be used as a tool to solve manyproblems.

The Reflexions theme looks at technology in a broad way rather than focus oncommunication and information technologies. Technology can be defined as allof the tools and processes we develop to solve “problems arising from humanadaptation to the environment (Common Framework of Science LearningOutcomes - Pan Canadian, 1997)”. This broad definition allows for the inclusionof a wide range of tools such as thermometers, X-ray machines, microwaves,electric tools, trucks, and velcro. It also allows for the inclusion of communicationand information technologies such as the computer and its peripheral devices(digital cameras, printers, scanners), FAXs, photocopy machines, telephones,answering machines, televisions, and VCRs. While working on this theme,teachers should look for opportunities to include these technologies.

Technology: B1.1

Science: 100-12, 100-13, 101-6,102-2, 103-4, 202-4, 202-7

Language Arts: (Emergent)1.1, 1.2, 1.3, 2.1, 2.3, 8.2, 9.1(Early) 9.2

Math: F1, F3


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Lesson Plan:

Throughout the grade I section of the APEF Science Curriculum document it isexpected that students work towards developing “an understanding of thenature of science and technology, of the relationship between science andtechnology, and of the social and environmental contexts of science andtechnology”. The technologies considered within the grade 1 curriculum areassociated with the three areas of study for this grade level, Materials, Objectsand our Senses, Needs and Characteristics of Living Things and Daily andSeasonal Changes. The science outcomes provided with the lesson plan are takenfrom each of these three areas.

Background (continued)

Instructions1. After students have read the books that accompany Tinkering with Technol-

ogy, brainstorm with the class to determine some of the technologies that arein our everyday lives. You may wish to have students bring in simple technol-ogy items from home or collect an assortment of items that can be found inthe school. Have the students identify the purpose, and compare and contrastas many aspects of the suggested technologies as possible. For example, howmany technologies help us communicate, keep clean, prepare our food, etc.?Which of the items have buttons, motors, digital screens, plugs, plastic parts,fasteners? With the items that you have in the classroom encourage studentsto use their senses to examine the different parts of the techno- logicaldevice/object.

Inspiration 7.5 can be used to assist the class in displaying the gatheredinformation (see example below). Students can also create pictographs andcharts to show common features of types of technologies (many items aremade of plastic, have buttons, switches, digital displays, etc.).


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Lesson Plan:Instructions (continued)

Engage the class in a discussion that will lead students to conclude that alltechnologies have a purpose: technology should make a task easier or moreefficient. Students may suggest that these tools do somethings.

2. In the next part of the discussion ask the students about some of the tasksthat they are expected to do. Do they use any technologies themselves? Manystudents of this age would have had the opportunity to use telephones,VCRs, televisions, vacuum cleaners, computers, and possibly microwaves andphotocopy machines as well as many of the technologies covered in thereading material. Ask the class to give the steps on how to use some of theseitems. Write these on a chart for all to see. For example, the directions for avacuum cleaner might be:

i. Plug cord into wall. (Discuss that electrical wires are in thewall and discuss safety around electrical outlets. Also refer toHow a House is Built)

ii. Turn switch on.iii. Move hose back and forth over floor/dirt.

3. Have the students create artwork showing an imaginative technology that theywould invent to help them to do any task (including communicating). Theyshould name their invention. Once the artwork is complete, have each studentexplain their invention and its purpose to the class or write a set of verysimple directions on how it is to be used.

• Have a students write a descrip-tion of their invention insteadof creating artwork

• Students can create a tool out ofrecycled materials taking intoconsideration the type ofmaterial and the purpose of theobject being developed

• Make a class visit to the photo-copier or FAX machine. Arrangeto send and receive a FAX froman outside individual. Make aclass visit to the photocopier orFAX machine. Arrange to sendand receive a FAX from anoutside individual.

• Practice using email and send amessage to other classmates.


Suggestions


Grade1

Lesson Plan:

Schools are making extensive use of the buddy system where a student from ahigher grade becomes a mentor for a student in a lower grade. In this activity, astudent from one of the higher grades sends a message or story to a student ingrade 1. Once the message has been sent by e-mail, the older buddy assists theyounger student with retrieving the e-mail and reading the message. A goodactivity that encourages collaboration and co-operative learning, this exerciseexposes the younger students to the concept of communicating with technologyand gives the older students time to reinforce their skills.

E-mail Buddies

Activity

Resources• E-mail access

Instructions

1. The message sent by the older buddy could take many forms. It can be amessage about a personal experience, a short story which the older studenthas written, or discussion about a book that they have read together.

2. The older student can help the younger student login to their account, accessthe e-mail software and then read the message that was sent to youngerstudent.

3. If desired, the younger student, with the help of the buddy, could formulateand send a reply.

Outcomes

Technology: A2.1, B2.1, E2.1,E2.2, E2.3, E2.8

Language Arts: (Emergent) 2.1,2.3, 5.1, 8.1, 8.2 (Early) 10.4

Health: Refer to personal safety/abuse prevention supplement tothe Family Life Educationcurriculum guide, grade 1 and 2

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Students are challenged to construct a picture or shape using the set of on-screengeometric shapes that are contained in a graphics file. On screen puzzles such asthese provide the learner with the opportunity to explore geometric shapes andrelationships. They also encourage the development of problem solving skillsand spatial reasoning.

• AppleWorks Drawing software• Appleworks files:

Puzzles 1

Resources

G1draw1.cwkG1draw2.cwkG1puzz1.cwkG1puzz2.cwkG1puzzle3.cwk

Graphics programs provide an ideal environment for exploring and experiment-ing with geometric shapes and relationships. They can be used to help studentsdevelop eye- hand coordination (mouse skills) and aspects of spatial sense.Graphics programs are particularly well suited for activities that involve:

• problem solving (puzzles) and the concept of multiple solutions• reinforcement of shape recognition• investigating and predicting the results of combining and subdividing shapes

Instructions

1. Open the activity of choice and use the SAVE AS command (under FILE) tosave the file with a different name. This is to prevent over-writing the templatefile. (Teachers can have students download these files from the online site orteachers can download the files and then send all the files to students.)

2. Some of these files require that the student creates his/her own shapes.However, most of these files involve the student moving the geometric shapeinto place. In some activities the shape must first be duplicated. To do this,click on the shape to select it. You will see little handles on the corner of theshape when it is selected. Next hold down the CTRL key and, while holding itdown, tap the D key once. This will make a duplicate of the shape. Tapping theD more than once will make extra copies. As an alternative to using theCTRL/D combination, select the shape, click on EDIT and then click onDuplicate.


Math: E1, E3, E5, E7, E10


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Lesson Plan:3. Once the puzzle is completed the student can save it or print it to include it in

his/ her math folder.Suggestions

• Have students create their ownpuzzles for another individualto solve. Helpful Hints

• The most important thing to remember is to make an extra copy of anyactivity file AND have students use the SAVE AS command as soon as theyopen the file.

• If a puzzle piece becomes distorted as a result of resizing, close the file andrestart. If you have been saving every few minutes you will not have lost toomuch work, and the puzzle piece will be back to the correct size for you tocontinue.

• Have students work in pairs to encourage collaborative learning.

Puzzles 1

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Lesson Plan:

1. Brainstorm as a class responses to the question “What is a living thing?” (Youmay find using Inspiration software and an LCD helpful, or more traditionalmeans such as chart paper, word cards, or pictures from picture files.)

2. Sort and categorize with the students their responses.

3. Create graphic representations of students understandings of what a livingthing is, such as through the following activity options:

a) Living Things QuiltUse Ultimate Writing and Creativity Center or AppleWorks to create graphicsof living things in coloring book format (black and white). Print off the pagesand have students colour their pictures. Display in a quilt format.

b) Class BookUse Ultimate Writing and Creativity Center or AppleWorks to create text andgraphics in response to the statement ‘If I could be an animal(plant), I wouldbe _____________ because ... “. Prepare a class book of the printed creationsto share with parents/other classes.

• Use picture cards of a varietyof objects to have studentscreate two piles - one for livingand one for non-living. Makeanecdotal notes of yourobservations.

Living Things

Resources

Basic steps for Ultimate Writing and Creativity Center:http://www.edu.pe.ca/journeyon/pro_d_pages/UWCC_basics/index.htmAppleWorks Information:http://www.edu.pe.ca/journeyon/pro_d_pages/appleworks.htmInspiration 7.5 Information:http://www.edu.pe.ca/journeyon/pro_d_pages/Using_Inspiration/inspiration7.htm

ActivityOutcomes

Suggestions

Technology: A4.3, A4.4, A4.5

Science: 100-8, 200-1, 203-4

Language Arts: (Emergent) 1.1,1.2, 10.3

Visual Arts: 1.2.1, 1.4.3

Lesson plan created by: MicheleCarragher, Heather Cudmore,Shelley Lamphier-Flood, SarahGrace Schurman and ElizabethTumblin.


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Lesson Plan:

Comparison Chart

1. Discuss how living things are the same and how they are different.

2. Explore specific websites in small groups to find out information aboutspecific plants/animals.

3. Record the information found in a comparison chart using words andpictures. [Columns could include how the chosen living thing is the same as,or different from the student, using categories to compare the looks, size,movement, and means of breathing.]

4. Have students share what they learned with the class.

Comparing Living Things

ActivityOutcomes

Resources• Sample learning log• Island School Website Themes found at:

http://www.edu.pe.ca/journeyon/resources_pages/websites/WebSitesbyTheme.htm

• Internet Search Engines

Technology: B8.1

Science: 100-8, 200-1, 203-4


ReflectionHave students draw a picture of one thing they learned from their research, andone thing they learned from someone else’s research. They may wish to usewords as well.

Sample learning log:

Living ThingsLearning Log Name : __________ Something I learned myself... Something I learned from someone else ...

Lesson plan created by: MicheleCarragher, Heather Cudmore,Shelley Lamphier-Flood, SarahGrace Schurman and ElizabethTumblin.

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Graphics programs provide an ideal environment for exploring and experiment-ing with geometric patterns and relationships. In Shapes ‘n Patterns, studentswork alone or in pairs to create and extend pattern sequences with geometricshapes. Different activities which are based on the same concepts are suggestedfor grades 1-3. A number of math and art outcomes are addressed for thesegrade levels. This type of activity involves collaborative learning, problemsolving, creative thinking and encourages the development of hand-eye coordi-nation.

• AppleWorks Drawing• Appleworks Files:


Math: C4, E3

Visual Arts: 1.1.2, 1.6.2, 1.7.2

Patterning With Shapes

InstructionsPreparation - Involve the class in a discussion about patterns. Have the stu-dents look about the class and point out patterns that they see on books,clothing, wallpaper, curtains, etc. Discuss with the class the fact that patterns canbe created by repeated elements such as lines, colours, shapes, etc. Even numberscan be used to create patterns.

In the computer lab - Any graphics program can be used for this exercise.However, AppleWorks Drawing allows the beginning user the greatest easewhen editing, moving and deleting objects that they have created. AppleWorks isrequired if you wish to use the files listed in the Materials section.

Duplicating objects - In most cases, students will be creating patterns usingshapes that they have drawn. Once a shape is created it can be duplicated asfollows: Select the shape by clicking on it. If the shape is composed of morethan one object hold the SHIFT key down to select all the components. You willsee little handles on the corners of the objects when they are selected. In thefollowing example, 3 objects are selected to make one component of the repeatpattern used (see bottom of this page).

Resources

G1patt1.cwkG1patt2.cwk


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Lesson Plan: Patterning With Shapes

Instructions (continued)

Next hold down the CTRL key, and, while holding the key down, tap the D keyonce. This will make a duplicate of the shape in a similar fashion to using arubber stamp. Tapping the D more than once will make extra copies. As analternative to using the CTRL/ D combination, select the shape, click on EDITand then click on Duplicate.

There are a number of ways to approach the next activity.

Students should first work with completing simple patterns such as those thatare started in the files G1patt1.cwk and G1patt2.cwk. Students should use theSAVE AS command as soon as they open the file, and save the file under adifferent name. Use the DUPLICATE command to continue the pattern.

Students can also create their own patterns by focusing on any attributes:number of sides, orientation, shape, colour, size, etc. Encourage students tomake patterns that are not always linear and some that fill the page. Students can work in pairs with one partner completing a pattern that the otherpartner started. For this level, encourage students to look at the characteristics ofthe pattern. How are two patterns similar and how do they differ? Patterns maybe classified as repeating patterns:

Suggestions• SAVE frequently.

• If you were unhappy with thelast step you made, immediatelybefore doing ANYTHING else,click on EDIT and UNDO.

• You can use the ZOOM featureto enlarge your view on thescreen if you are working withfine detail.

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A graphics program is both a tool and a medium for the developing artist.Within the graphics environment, students can explore and experiment withrelationships and properties of geometric shapes. As students engage in usinggraphics programs they are learning how to think creatively and problem solve.In this introductory lesson, students use the on-screen tools to create artworkwith basic geometric shapes.

• Graphics program such as AppleWorks Drawing• Adventures in Art 1


Math: E3, E5, E10

Visual Arts: 1.1.4, 1.2.1, 1.2.2


Resources

BackgroundThe Mouse - While the mouse can vary, the basic variety has a left and rightbutton, and a little movable ball on the underside. The mouse is used foropening, closing, moving and resizing windows. In graphics programs it is alsoused to manipulate objects about the screen. In word processing applications it isused to select text and move the cursor about the document. The mouse hasthree operations:

1) Clicking - to move the cursor or select an object, the left mouse button isclicked once. The right button is only used in some programs for special func-tions. However, the settings for these two buttons can be switched to makeclicking easier for the left-handed user.

2) Double-clicking - clicking the left mouse button quickly twice in successionwithout moving the mouse in between clicks.

3) Dragging - click the left mouse button and hold it down while moving themouse pointer across the screen. This allows for text to be selected and selectedobjects to be moved.

InstructionsPreparation - Ask students to name some of the shapes that they know. Ask thestudents to look around the class and identify shapes in objects in their class-room. What shape is the most common? Have them look at artworks such asthat by Takeo Yamaguchi on page 15 of Adventures in Art and identify theshapes that they see.

In the computer lab - Any graphics program can be used for this exercise,however AppleWorks Drawing allows the beginning user the greatest ease whenediting, moving and deleting objects that they have drawn. For simplicity sake,only brief reminders of features that students need to know to complete thisexercise are mentioned here.


Grade1

Lesson Plan:

Introduce students to the tool bar. Clicking on the tools enables you to makeshapes.

Instructions (continued)

If the mouse pointer looks like an arrow you can delete or move the shape thatyou have drawn. Put the pointer on your object and click to select it. An object isselected if the little square handles can be seen around the object.

Once the object is selected, tap the DELETE key to remove the object from thescreen. Point to the object and click and hold the left mouse button. Whileholding the button down, move the mouse. The object will also move on thescreen. If you place the tip of the mouse pointer exactly on the handles, andthen click and hold, you can stretch or shrink your object as you move themouse.

The fill tools are located below the tool panel. They allow you to add colourinside your object. The object must be selected in order to colour it. Once anobject is selected click the colour palette and then the colour of your choice.

Young children quickly learn the necessary skills to create a picture. The introduc-tion of the program tools can be brief with more time given for creation andexploration.

Have students create an artwork using the shapes they discussed earlier. Houses,rocket ships, trees, faces, cars, etc. are easiest for beginners.

• First time users may havedifficulty co-ordinating thepointer movement on the screenwith moving the mouse. Toassist them, have them keep theirwrist straight and use theshoulder more when moving themouse until they get the feel ofit.

Suggestion


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Activities which encourage collecting, organizing and sorting data, as well as therecognition of trends, help develop the fundamental skills that will be used withdatabases. For primary students, off-line activities (i.e. those which do notinvolve using a computer) are used to introduce database concepts. In thisactivity, students collect and record information about their stuffed animals. Theclass then works to organize the information in various ways to answer bothstudent and teacher directed questions.

• Index cards containing fields names• AppleWorks: Database• Stuffed toys

Technology: B9.1

Math: D3, F1, F4

Science: 100-9, 100-10, 100-13, 202-4

Stuffed Toys

Resources

BackgroundDatabases can help students to develop organizational and problem solving skillsby engaging them in tasks that involve:

• organizing and sorting information to test hypotheses and retrieve information• discovering relationships and commonalities• predicting trends

Terminology - All of the information stored in a database is stored as a file suchas a card catalogue. Information within a database is grouped into records. Theinformation for each book represents one record. Within a record the specific datais divided into fields. The fields in our analogy of a card catalogue are Title ofBook, Author, and Date. Every record in a database has the same fields. The datawithin a field, differs from record to record. For example, in one record the datemay be 1998, while in another it could be 2005.


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Lesson Plan: Stuffed Toys

Sugggestions1. Collecting and recording information - Each student brings his/her

favourite stuffed toy to class and is provided with an index card or photocop-ied sheet containing the field names (e.g. Type, Colour, Length and Name).

Adapt the type of information to be collected to match the students™ skills(If the students are not familiar with how to measure length for example,choose other characteristics such as weight (heavy vs. light) and texture (soft,fuzzy, smooth). If you include the type of material that the toy is made outof, this activity will fit into the unit Objects are Made from Materials in theAPEF Science curriculum.

2. The students fill in the information on their cards as the teacher fills in asample on the overhead projector or on the blackboard.

3. Once completed, the teacher can collect the cards to make the databasecomplete. At this point the teacher could use the collected cards to explain thatthe field name is a place to store one bit of data (colour, length, type etc.) andseveral different field names make a record. A collection of records with thesame field names is a database file. A database file can be stored on paper oron a computer. Students, with teacher assistance, can add their information toa teacher-created database.

4. Sorting data - Students sort their cards on the floor in rows according tocommon characteristics. For example all the teddy bears go in one row, whileall the rabbits go in another. Try sorting in a variety of different ways.

5. Analysing data and looking for trends - Have the students analyse the data byprompting the students with questions and having the students sort thecards appropriately to find out the answer. “How many are made withsmooth material, fuzzy material?” “How many stuffed toys are brown?”“What is the longest stuffed toy?” “How many stuffed toy names start withthe letter M?” More complex questions can also be asked. For example, “Howmany stuffed toys are pink and are rabbits?”

Ask the students what are some other patterns or trends that they notice. Forexample, what is the most common stuffed toy? What is the most popularcolour of Teddy bear?

Instructions• If the reading level of your

students is below that requiredto read very much writteninformation, have the studentsuse pictures (or stickers) in placesome of the written text infields. They can also use markersto fill in information in theColour field.

• Instead of sorting on the floor,the teacher can use a bulletinboard and have differentstudents play the role of helperwhen moving informationabout.

• Instead of sorting stuffed toyssort students according the haircolour, sex, birth month, pets,what they are wearing, etc.Students can even wear two orthree appropriate labels.

Grade1



This exercise is designed for teachers to use at the beginning of the first schoolyear. Emergent writers can create sentences using a word processor instead of apencil and paper. In this exercise students write 1-2 sentences using the corewords of the week. As with paper media, students use inventive or temporaryspelling to complete the writing exercise. Initially a 20 minute session on thecomputer is usually ample time for this age group.

A word processor:• Appleworks• Word Perfect• Ultimate Writing Creativity CenterEnglish Language Arts, Entry - 3, Curriculum Guide

Technology: B7.1, B7.2


In My Own Words

Resources

InstructionsAs the first exposure to word processing, the amount of material that thestudents types in is unimportant. Depending on the writing level of the stu-dents, they can:

• create a part of an alphabet typing upper and lower case letters• enter core words or groups of words focused on a topic such as colours• type in phrases or attempt short sentences

1. Students may wish to make use of the Ultimate Writing Creativity Center.

2. Have students type in the first core word.

3. Use the ENTER key to move to the next line.

4. Type a sentence using the core word.

The BACKSPACE, SPACE BAR and ARROW keys should also be demon-strated to students. Remind them that only one space is placed between words.

Depending on the speed of the students, have them complete a second coreword or insert a picture.

5. To save, Click on FILE and then SAVE AS.This should default to the students“G” Drive.Type in a file name.

6. Click on FILE and select EXIT THE PROGRAM when finished. Select YES atthe prompt “Are you sure you wish to leave the program?”.

7. If so desired, students can print work out and illustrate it.


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Lesson Plan: In My Own Words

Examplar

• Introduce the keys used in this exercise to the students before the students goto the computer. This may be accomplished by using an LCD projector. Ifthis device is unavailable, display a diagram of the keyboard on paper, or onthe blackboard to show the position of the keys.

• Have the students work in pairs. A good combination is a novice computeruser with a student that has had some experience with computers. Assignone student the responsibility of “Key Master” the student who uses themouse and keyboard. The Key Master’s partner can help find the keys andpoint to them but should not touch them until it is their turn.

• After a set amount of time (5-10 minutes), or after the typing of thesentence(s) is complete, have partners switch places at keyboard. You maywish to use a timer.

• Some teachers find that volunteers or student mentors are a great help whenintroducing younger children to the computer.

• Show students the ESC key soon after entering the program to save yourselffrom being repeatedly called to the computer. Dialogue boxes stating thatThe cursor can not move beyond the end of the text occur frequently if thearrow keys are held down too long.

• In a one-computer classroom, if you wish to prevent constant interruptions,use a visual symbol such as a red plastic cup that students can place on thetop of the computer to signal that help is needed. When the teacher or a peeris free, they can help the student out.

Helpful Hints

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Appendix

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Glossary

Abbycat: PEI Public library database system

Absolute: a cell reference that remains constant in a formula. Dollar signs are used to force the spreadsheet to keepthe cell reference in a formula the same when it is copied. (i.e. when the formula =A6/$B$6 is copied thenumerator A6 will change to A7, A8, etc. while the denominator $B$6 will stay the same)

APA: abbreviation of American Psychological Association. The APA standard is used for quoting references for thesciences.

Applet: An application, written in Java, that can run inside a web page but is not limited by the functionality ofHTML. Java applet and Java script differ that a Java applet needs to be downloaded. Java script is incorporatedin a web page with HTML tags.

Application sharing: a program that is installed on the server computer which allow all computers on thenetwork to have access to that software.

Assignment drop box: a mechanism for uploading electronic assignment files for an instructor using an onlinecontent management system such as WebCT or ATutor.

Attachment: file that is attached to an email

Auto fill data: spreadsheet feature that will complete a series of entries such as the “days of the week” or “monthsof the year”. (i.e. enter January, February and select the corresponding cells with the mouse and select “auto fill”.The remaining 10 months will be automatically entered)

Automated text: database input form feature that will automatically fill a field with a predetermined value (i.e.current year, telephone area code, etc.)

Background: display behind graphics and text on a web page. A background can be a colour or a tiled graphic.

Bitmap: pixel (picture element) representation of a graphic. The image is made by small dots (pixels) of differentcolors.

Bookmark (Favorite): a saved link to a specific place on the Internet.

Boolean operators: logic system that returns “true or false”, “yes or no”, “AND”, “OR”, “NOT”. These termsare used to set parameters for searching.

Browser: a program that accesses and displays files and other data available on the Internet and other networks.(i.e. Internet Explorer, Netscape)

Bullets: a symbol appearing before items in a list.

Button bar: a bar of graphical buttons found in a program that contain “short cuts” for commonly used tasks.

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Cascading style sheet (CSS): a feature of HTML that allows users to create style templates (sheets) that specifieshow different text elements (paragraphs, headings, hyperlinks, etc.) appear throughout a website.

Cell address: coordinate of a cell. It is represented by a letter and a number such as A2

Cell: the area in a spreadsheet where rows and columns intersect. Data and formulas are placed in cells. Cells areidentified by the alphabetical column and numeric row i.e. A1

Clone brush: a graphics tool used to copy all or part of an image.

CMYK: a subtractive color model used in color printing. This color model is based on mixing pigments of cyan,magenta, yellow and black in order to make other colors.

CODEC: abbreviation for COmpression/DECompression. Software or hardware that compresses and decom-presses audio and video data streams into smaller sizes while maintaining the quality. (.wmv, .ra, SVCD, MPEG,mp3, etc.)

Cold boot: powering off the computer completely and restarting it.

Column: vertical section of a spreadsheet, identified by a letter

Commercial ware: commercial software which requires purchase and registration.

Compatibility: whether or not hardware or software will work on a computer.

Compression: process of encoding data, video, or audio in order to reduce its size (.zip, .jpg).

Connection line type: how a computer is linked to a network (i.e. T3, modem, DSL, etc.)

Connection speed: the speed of information transfer among networked devices.

Cursor (Pointer): the symbol used to represent the movement of the mouse. (i.e. arrow)

Data entry bar: space in the spreadsheet to enter the cell data or formulas.

Database report: data from fields specified in a search query sorted into a particular order. Calculations and format-ting may be applied to the reports generated.

Database: collection of structured, searchable electronic data (i.e. search engines are data bases)

Decompression: process of decoding or reading encoded data.

Desktop publishing: combination of text, images and graphics to produce publications such as newsletters, postersand brochures

Display format: the way the files and folders are being displayed in the windows (i.e. thumbnails, icons, details, etc.)

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Distribution list: a list of email addresses that are grouped together so that one email message may be sent to allmembers of the group. (i.e. all students in a class, all teachers on a particular committee)

Download / Upload: refers to the transfer of information between computers. The person/computer sending theinformation refers to the transfer as an upload, while the person/computer receiving the information refers to it asa download.

Drive: name that refer to a storage location such as C:, G:, or A:

Dynex: PEI (French) school library database system

Effect: graphical manipulation that applies special effects to objects (i.e. chrome, neon ).

Embed object: objects (audio, video, animation, etc.) that load with the HTML tags when the page is visited. Thoseitems will be downloaded and run automatically

Ergonomic: workplace designed for maximum comfort, efficiency, safety, and ease of use.

Error checking routine: features in a database input form that checks to see that entered data corresponds to somepre-defined criteria (i.e. ticket number must fall within the range of 1-500, and no two records may have the sameticket number)

Export: to transfer information to another format for use in a different program.

Field types: identifies the type of information that is to be entered into a field in a database (i.e. date, numeric, text)

Fields: different categories in a database (i.e. first name, middle initial, last name, street)

File extension: alphanumeric characters located after the period at the end of a filename. This identifies the type ofsoftware than can open the file. (i.e. .mp3, .wpd, .gif, .html, etc.)

File management: process of organizing files into folders and sub-folders and selecting storage medium (i.e. harddisk, floppy disk, CD)

File properties: detailed information on the file. (i.e. size, date, extension)

File size: storage space taken by a file in the computer system (i.e. kilobytes - kb, megabytes - mb, gigabytes - gb)

Filter (graphic): graphical manipulation that applies special effects to images (i.e. blur, sharpen).

Filters: search criteria that allow particular emails to be located. Filters may be set with “rules” that provide directionson tasks to perform with selected emails.

Fixed/locked titles: feature in spreadsheet program to keep certain cells showing (i.e. headings) while scrolling

Flash: developed by Macromedia, Flash is a software used to create web content that interacts with the users byproviding animations, audio, games, etc.

Flat database: is a single database table structure (i.e. Appleworks, MS-Works) Searches can be performed within thistable but it is not capable of organizing complex applications.

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Folder (Directory): an electronic storage area that can contain a group of files and/or other directories.

Font: the style of text characters. (Times New Roman, Arial, Garamond, etc.)

Footer: text placed automatically at the bottom of each page in a document

Frame: a webpage that has separate divisions (windows) within the web browser. The content for each frame areacomes from a different .html file.

Freeware: software distributed by the creator free of charge under certain conditions.

Functions: pre-defined mathematical rules that are available in spreadsheet programs i.e. mean, round, standarddeviation, exponents, payment amount, etc.

Graphics in layers: objects placed over other objects to create one image. This allows for easier editing and manipula-tion.

Group file sharing: a specific network folder that a workgroup member can share

Grouping: creating one single object made up of several other objects. This allows for resizing the object as a whole.

Hardware: all physical parts of a computer (i.e. monitor, mouse, keyboard, etc.).

Header: text placed automatically at the top of each page in a document

Hexadecimal: a numbering system with base of 16 includes only the digits 0 through 9 and the letters A, B, C, D, E,and F. Used to identify large numbers accurately i.e. identify colors, network addresses.

Hosting service: service that companies provide to store data on their server

HTML tags: Hypertext Markup Language tags are instructions within brackets < > that tell the web browser how todisplay the page information.

Image map: an alternative navigational structure whereby an image on a webpage has “programmed coordinates”that allow the user to navigate the site intuitively, using the mouse.

Import: to bring in external information

Insertion point: the insertion point is where the next character typed from the keyboard will appear. (i.e. “I beam”)

Interactive syllabus: an electronic course outline

Java Script: a scripting language developed by Netscape to enhance the capability of HTML language

Justification: adjustment of text to ensure that margins will align throughout the document (i.e. left, center, right)

Layer: visualized as electronic “transparencies” which allow users to display and manipulate information separately.

Link (Hyperlink): a clickable link to another file (i.e. web page).

Lock cell: locking a cell will prevent any changes on its content. It doesn’t hide the content of the cell.

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Logical operators: used to compare variables such as greater (>) greater or equal (>=), equal (==), less or equal(<=) and less (<).

Macro: a group of repeated commands that are recorded and saved for later use.

Mail merge: a word processing feature that allows a user to create a “data records” database to record informationabout a number of people, and a form letter template. Based upon a search criteria, names, addresses and otherrecorded data are combined with fields found in the form letter. Completed forms may be displayed on the screenor sent directly to a printer.

Menu bar: a horizontal bar at the top of a window, below the title bar, that contains drop-down menus.

Microcat: PEI (English) school library database system

MLA: abbreviation of Modern Language Association. The MLA standard is used for quoting references for thehumanities.

Multimedia: the use of several media to convey information (text, audio, graphics, animation, video).

Multiple logins: simultaneously logging into multiple computers on the same network using the same username.

Network: a communication system connecting two or more computers.

Notebook: another name for an individual spreadsheet.

Object alignment: positioning of an object with respect to other objects.

Panorama: a series of picture “stitched” together using software to create a picture wider than what the camera isnormally capable of capturing. Some panorama can offer user a 360 degree view.

Plug-in: an auxiliary program that works within a browser to enhance its capability. The plug-in can be a third partyproduct. (adobe reader for .pdf, Real Audio, Shockwave, etc.)

Pop-up ads: a form of online advertising that open a new window automatically to display advertisements.

Principles of design: five universally recognized principles are contrast, unity, pattern, movement, and rhythm.Used in combination these principles create a esthetically pleasing product.

Print queues: set of printing tasks waiting to be processed.

Publishing etiquette: acceptable guidelines for publishing. (i.e. non-biased, inclusive language).

Record: all fields relating to one “object” in a database (i.e. all information regarding one student)

Relational database: is the creation of multiple tables linked to each other through a common “key” such as acustomer number. (i.e. a travel agency may have customer contact information in one table, airline reservations in asecond, hotel and car reservations in a third. If any piece of information changes only one table needs to beupdated.)

Relative: a cell reference that will automatically update itself in a formula when it is copied. (i.e. a formula =A6/B6will update itself to =A7/B7, =A8/B8, etc. as it is copied downward in a column)

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Rename: change the name of the file or folder to another name.

RGB: a color model that utilizes the additive model in which red, green, and blue light are combined in various waysto create other colors (i.e. pixels on a computer monitor). Colours created on the computer monitor sometimesmay not be able to be reproduced when printed.

Rollover (mouse over): a “change of state” when the mouse is positioned above an object.(i.e. colour changes,cursor changes, image changes)

Row: horizontal section of a spreadsheet, identified by a number

Rule: a task to perform on emails that meet a particular criteria. (i.e. send a return message for all incoming emails,such as “on vacation until ..”, delete message from particular sources, or automatically place mail in a particularfolder)

Save as: same as “Save” but allows user to save a copy of current file under a new name or location.

Save: permanently record data to a storage medium such as a floppy disk or hard disk.

Screen capture: saving a portion of the current screen as an image file to be inserted into a document. PaintshopPro includes a screen capture utility.

Search engine: a program designed to help find information on the Internet. (i.e. Google, Ask Jeeves,Yahooligans)

Server: the central computer in a network. (i.e. contains shared data, programs, etc.)

Shareware: trial version of any commercial software.( i.e 30 days) Shareware is also known as demoware, trialwareand many other names.

Signature: text added automatically at the end of an email (i.e. name, position, return address, phone/fax number,email address)

Software: program or application that runs on a computer.

SPAM: acronym of the words: Stupid Pointless Annoying Messages. These messages are often advertising emailssent out massively on the internet.

Spreadsheet: a grid which helps you organize data in rows and columns. Calculations may be performed by insert-ing formulas. Charts or graphs may be generated from the data.

Spyware: computer software that gathers and reports information about the computer usage without the user’sknowledge or consent.

Streaming video and audio: refers to a technique of transferring media over the Internet to the user’s computer sothat it is available without having to download the whole file. The media will begin to play once a predeterminedamount of data is transferred to the computer “buffer”

Tab rulers: guides found in word processors allowing the user to graphically set and delete tab indents

Template (Master page): a model page that provides a basic structure for adding content

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Text art: tool found in Word Perfect that allows the user to create text in 2D and 3D formats in a variety of shapes

Text wrap: word processing feature that automatically places the text on the next line

Touch keyboarding: the ability to type without looking at the keyboard.

Un-grouping: separating objects that were previously grouped.

Unlock cell: this allows modification be to performed on cells that were previously “locked”

Vector: mathematical representation of a graphic. The image is made from mathematical equations that represent thecurves, lines, area, color, etc. This form of representation allows for small file sizes while maintaining detail whenincreasing picture size.

Virtual reality: an artificial environment created with computer technology

Virus: a virus is a program or piece of code that causes an unexpected, usually negative, event.

W3C accessibility guidelines: World Wide Web Consortium organization that provides standards for web pagecreation. These include accessibility issues (challenged users, slow line speeds, older processing equipment) andequipment compatibility.

Warm boot: restarting the computer using reset button, Ctrl+Alt+Del, etc.

Watermark: a graphic or text appearing in the background of a page (i.e. the word “Draft” or a graphic of a soldierin a Remembrance Day poem)

Web Server: a computer that stores data (i.e.: web sites) for the world wide web

Whiteboard: a whiteboard is a shared electronic workspace. Each participant can add text, make drawings or pastepictures on the whiteboard. Other participants can immediately see the result on their workstation.

Wireless connection: connection to another device without physically connecting a wire.

WYSIWYG: Acronym for“What You See Is What You Get”. WYSIWYG is used to describe applications that letyou see what documents will look like

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