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Grove City Christian School Subject Consensus Map: 9-‐12 Technology

Grove City Christian School Mission Statement “It The mission of Grove City Christian School to cultivate quality Christian leaders in a

distinctively Christian atmosphere while providing a solid spiritual and academic foundation.”

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Vision: The Grove City Christian School Technology Department seeks to facilitate the development of students who will become committed and professionally competent Christian leaders and workers that will impact their chosen organizations, professions, and the society in which they live with their biblical example of work and purpose. Students will use technology to help them achieve success in their work, whatever that may be. Philosophy and Guiding Biblical Principles: Teachers, as active Biblical role models, who exhibit and teach the character traits of responsibility, honesty, integrity, diligence, and loyalty, (Proverbs 15:2 “the tongue of the wise commends knowledge.”) integrate these Biblical principles in each area of technology. (I Timothy 4:7 “train yourself to be Godly.”) We provide opportunities for student involvement with leading edge technology and instruction in information technology. Students receive instruction in developing excellent oral and written communication skills, using technology to enhance especially the area of written communication practice. (Colossians 4:6 “Let your speech always be with grace, seasoned with salt, that you may know how you ought to answer each one.”). Guidance in the ethical use of computer technology and information allows students to develop the understanding of the importance of discerning right from wrong in school life, at home, and when faced with challenges in the workplace. (Psalm 37:27 “Depart from evil, and do good; And dwell forevermore.”) K-‐12 Technology Standards The students are expected to follow the previous achievement standards, demonstrating higher levels of skills, dealing with more complex examples, and responding to works of art in increasingly more sophisticated ways.

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

• Apply existing knowledge to generate new ideas, products, or processes • Create original works as a means of personal or group expression • Use models and simulations to explore complex systems and issues • Identify trends and forecast possibilities

2. Communication and Collaboration

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

• Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

• Communicate information and ideas effectively to multiple audiences using a variety of media and formats • Develop cultural understanding and global awareness by engaging with learners of other cultures • Contribute to project teams to produce original works or solve problems

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.

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

4. Critical Thinking, Problem Solving, and Decision Making

Grove City Christian School K-‐12

Subject Consensus Map Technology

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Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

• Identify and define authentic problems and significant questions for investigation • Plan and manage activities to develop a solution or complete a project • Collect and analyze data to identify solutions and/or make informed decisions • Use multiple processes and diverse perspectives to explore alternative solutions

5. Digital Citizenship

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

• Advocate and practice safe, legal, and responsible use of information and technology • Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity • Demonstrate personal responsibility for lifelong learning • Exhibit leadership for digital citizenship

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

• Understand and use technology systems • Select and use applications effectively and productively • Troubleshoot systems and applications • Transfer current knowledge to learning of new technologies

NETS·S © 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.

K-‐8 To be completed 2013

Automated Accounting (10th-‐12th) Topic Statements: minimum of five students or independent study) Accounting I is designed to teach how to plan, record, analyze and interpret financial records for businesses or corporations. Service, merchandising, and manufacturing businesses will be studied. Automated Accounting Common Experiences: Accounting (General Ledger Accounting and Automated Accounting)


• Use business models and simulations to explore complex systems and issues: • Set up and record transactions for a real world business model for businesses. • Discuss accounting concepts using case studies included in online books • Students keep books for business simulations in class


• Set up a business model with peers • Communicate information and ideas using a variety of media and formats • Collaborate to decide ways in which data is presented to impact the viability of decision making

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• Engage with learners of other cultures to increase cultural understanding (Internet connections and Foreign exchange students for resource here)

• Compare businesses in other countries with those of the United States • Discuss how easy access to others in the world, makes global communication and cultural understanding a

necessity. • Research and discuss accounting concepts and practices related to internet and international sales.


• Use accounting software to set up, key, edit, and print Excel Spread sheets • Define accounting terms related to analyzing transactions into debit and credit parts


• Plan and manage activities to develop a solution or complete a project • Collect and analyze data to identify solutions • Test journals, ledgers, and accounts for accuracy.


• Maintain honesty in preparing and presenting accounts. Proverbs 11:1 The Lord abhors dishonest, scales but accurate weights are his delight.

• Students perform tasks with clarity and accuracy with the knowledge that it impacts the integrity of the accounts • Students have the power to decide what to share and what to keep private in their accounts


• The power of accounting technologies lies within the user and the tool used. Students work daily to improve skills in using the software to produce accurate journals, and ledgers

• As students use accounting software, the understanding of technologies may open unexpected avenues for exploration and insight

• Students’ application choices directly influence the productivity of the task at hand

Automated Accounting Common Assessments:

• Portfolios kept in hardcopy and/or digitals files of photographs and projects • Quizzes • Tests • Project completion • On-‐going observation of skill sets • Examination of non-‐ published and published work • Peer Feedback • Diagnostic tests of skills to identify needs of students

Automated Accounting Biblical Integration: (Listed below in each subject area under digital citizenship or innovation and creativity)

Computer Technology Topic Statements: Students will be able to identify the parts of a typical computer system, and the components that make up a computer, and use all components of a typical computer, and work with the applications of Microsoft Office including Word, Access, Excel and PowerPoint. Each student will also learn the basics of the Web and Networking.

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Computer Tech-‐Introduction to Computers and Technology Common Experiences:


• Research the history of the computer, students choose a person who contributed to the evolution of its invention, and make a case for why the person he chose, made the most important contribution

• The students identify the top 5 technology inventions in the world today (their opinions), Research the real top five on the internet, and write a report. Include in the report, what he would invent to make technology more advanced in the venue of his choice.

• Identify ways in which the student will use technology in the career path she is choosing


• In simulation, purchase, and build a computer • Take apart and reassemble a computer in groups • Key reports and tables from other classes using Microsoft Word


• Demonstrate the ability to operate a computer and use software • Demonstrate knowledge of computer terms as they relate to the operation of a desktop, laptop, or Ipad • Research the uses of computers in education, missions, sports, government, the arts, music, research engineering,

and medicine • Set up and use spreadsheets with Microsoft Excel • Set up and use the database program, Access


• Identify ways in which the student will use technology in the career path she is choosing • Analyze features needed most on a personal computer, and justify why those features were chosen. • Research the cost and prepare a spreadsheet for the results • Assess and choose which software to use for any application for projects to complete


• Use internet for educational purposes • Monitor and practice and advocate safe, legal, and responsible use of information technology • Emphasize that damage to oneself or others in cyberspace cannot be undone or brought back

Proverbs 16:28 A trouble maker plants seeds of strife, and gossip separates the best of friends.


• Input data into the computer or other technology instruments, manipulate it, and produce useful output • Share information to enhance the learning of fellow student • Use correct application choices to influence the productivity of the product at hand

Common Assessments

• Portfolios kept in hardcopy and/or digitals files of photographs and projects • Quizzes • Tests • Project completion • On-‐going observation of skill sets • Examination of non-‐ published and published work • Peer Feedback

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• Diagnostic tests of skills to identify needs of students

Computer Technology Biblical Integration: (Listed below in each subject area under digital citizenship or innovation and creativity)

Digital Imaging (9-‐12) Topic Statements: Students will be able to discuss and relate the history of photography, how any camera works, the basics of film photography, photographic composition, digital cameras and digital film storage option, how to acquire, edit and store digital images and careers related to photography. Students will also be able to correctly use a digital camera to take photographs. They will then learn how to store the digital photographs for different applications including PowerPoint and Yearbook files.

Digital Imaging Common Experiences:

1. Creativity and Innovation-‐Complete projects

• Day in the life-‐photo essay of the life of a student for one day • My town-‐photo essay about the town and area in which they live • Alphabet project-‐photo essay covering the alphabet using found objects • Use Adobe Photo Shop to make composite images, change color textures, and special effects to enhance images • Students take photographs at least one day each week in class


• Students collaborate to choose days of Creation for subjects of photographs (Eg; Day 1-‐ Darkness and Light, Day 2 Sky and Water) present final product and use in Digital Video Editing classes for a Visual and Sound production

• Work together to be the photographer of the subject of a photograph • Share knowledge of an application in Adobe Photoshop that will help others complete tasks • Students who excel in particular areas of photography or Photoshop systems may demonstrate for the class • Students and help each choose photographs, matte and collaborate to present photographs for the art show. • Take pictures at the Columbus Zoo and in collaboration with DVE students produce a video for animals from

regions of the world for elementary students


• Research the history of photography including the invention of the camera, digital, and film based • Discuss the parts of the camera and their analogous parts in the human eye, and diagram the functions of each • Define terms that are associate digital cameras and imaging and use correct terms when discussing or using

cameras • Sketch a camera and identify major components • Define terms associated with light and its effects on photography • Classify ISO settings according to speed, contrast and latitude • Discuss principles an techniques of scenic, architectural, and portrait photography


• Create a chart to show which lenses and ISO combinations need to be used to make the best images • Prove the chart findings by taking photographs and labeling the setting used • Differentiate between the tools and techniques to use in Adobe Photoshop when editing the images taken • Compare the effects of settings for printing out images on a digital printer • Use concepts on photographic composition guidelines to choose an excellent photographic composition for an

image

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• Responsible use if the Internet and its assets in working with images • Students will respect the work of other photographer and give credit where credit is due • Students will not post images on the Web that are not up to proper standards in quality and decency


• After taking an image students will input them in the computer into folders, manipulate then in Adobe Photoshop and then output them to a folder or to the printer

• Students will learn to properly store and backup digital images • Students will learn to use computers as a tool in improving their digital images

Common Assessments


Digital Imaging Biblical Integration: (Listed below in each subject area under digital citizenship or innovation and creativity) Web Design (9-‐12) Topic Statements: Students will learn to develop useful Web Site, develop Technical Communication, and Collaboration Skills. Students will gain experience with Web Research, Netiquette, Copyright laws, Citing Internet Resources, Using Digital Imaging. Students will use HTML and Adobe Dreamweaver CS5 Development software to create web pages and web sites for personal, business, educational, and church use. Students will also learn to use Adobe Photoshop CS5 to create support files for their Web pages. Students will also learn how to upload and maintain a Web site with a hosting service. Web Design Common Experiences:


• Create five different Websites including gathering all of the assets for the site, setting up the design of the site and its pages and then using Dreamweaver to create the Websites

• Use Adobe Photoshop, iMovie, Dreamweaver in making the Website • Sites will include a restaurant, a company that sells a product, a personal Website, a United States state facts site

and a World country site • Create the type and graphics for their Websites • Learn about the history of the Internet and Web


• Students will work with others in the class to come up with ideas for their Websites • Work with others in the class to make movies for their Personal Website • Share knowledge of an application in Adobe Photoshop and Dreamweaver that will help others complete tasks • Students who excel in particular areas of Web Design or Photoshop systems may demonstrate for the class


• Research the history of the Internet and the Web and write a report on it

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• Discuss the parts of the computer and the other important technology required to make Websites-‐scanner, digital camera, video camera, iPad, etc.

• Define terms that are associated with Web Design, networking and the Internet • Sketch out Web pages and Web navigation schemes


• Differentiate between which computer applications to use in creating a website • which tools and techniques to use in Dreamweaver and Adobe Photoshop when editing the images they want to

use on their Web page • Create unique layouts and color schemes for Web pages • Research and choose appropriate navigation schemes and buttons for Web pages • Create a template for personal Web sites


• Responsible use if the Internet and its assets in working with Web Design • Students will respect the work of others on the Internet and will give credit where credit is due • Students will not post images on their Websites that are not up to proper standards in quality and decency • Students will learn to use the Web and the Internet as a tool for godly communication. Colossians 4:6 Let your

speech always be seasoned with grace, seasoned with sale, that you may know how to answer each one


• After gathering the assets they need to create a Web site they will use Dreamweaver and their computer to create the site

• Students will learn to properly store and backup digital creations • Students will learn to use computers as a tool in improving their digital workflow

Common Assessments


Web Design Biblical Integration: (Listed below in each subject area under digital citizenship or innovation and creativity)

Digital Video Editing (11-‐12) Topic Statements: This class will enable students to create high-‐impact videos using Final Cut Pro 7 on the Apple computers. Students will learn to use a digital video camera to create their video projects in the area of advertisements, how to, and short story projects. Students will also be able to use their skills in recording events at school and producing DVD quality videos of those events. Time will be spent recording, editing, and producing final DVD productions including the actual DVD as well as the packaging. Students in this class will be encouraged to help make videos for other classes that they are enrolled in during the year. Prerequisite: Computer Technology Digital Video Editing II (11-‐12) Topic Statements This designed to provide students with more in-‐depth instruction, time to work on larger video projects, and one-‐on-‐one critiques. In addition, the course will introduce students to advanced editing programs such as Motion and SoundTrack Pro, all parts of the Final Cut Pro 7 suite. Students will also learn more about video hardware, and will continue to be challenged to examine the relationship between technology and Christian faith.

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Prerequisite: Computer Technology and Video Editing I Digital Video Editing Common Experiences:


• Make several short advertisements-‐composing ad copy, filming and producing the advertisement • Make an “How to . . “ projects over a topic of their choice • Complete a video interviews • Make an highlights video of the school year • Produce a short story video including writing the script, acting the parts and filming the video, making the final

movie


• Students will work together to produce different video projects including writing scripts, planning scenes, working cameras, etc.

• Work together to be the videographer and the subject • Share knowledge of an application in Final Cut Pro and Adobe Photoshop that will help others complete tasks • Students who excel in particular areas of videography and Final Cut Pro will help others in the class • Students and help each choose photographs, matte and collaborate to present video for the art show. • Take pictures at the Columbus Zoo and in collaboration with Digital Imaging students produce a video for animals

from regions of the world for elementary students


• Research the history of video and the video camera and movies including the invention of the camera, digital, and film based and movie cameras

• Discuss the parts of the camera and their analogous parts in the human eye, and diagram the functions of each • Define terms that are associate digital cameras and imaging and use correct terms when discussing or using

cameras • Sketch a camera and identify major components • Define terms associated with light and its effects on video • Classify ISO settings according to speed, contrast and latitude • Discuss principles an techniques shooting video in different lighting conditions and areas


• Differentiate which lens and ISO combinations to use to make the best video • Draw conclusions as to which tools and techniques to use in Final Cut Pro and Adobe Photoshop when editing the

video they have taken • Apply concepts taught to develop skill in correctly producing a final DVD for video projects • Analyze composition techniques covered in class and choose the best composition for creating an excellent video.


• Responsible use if the Internet and its assets in working with video • Students will respect the work of other photographer in video and give credit where credit is due • Students will not post video on the Web that are not up to proper standards in quality and decency • Discern the importance of knowing the difference between right and wrong, and choose what is godly.

Psalm 37:27 Depart from evil, and do good.


• After shooting video students will input them in the computer into folders, manipulate then in Adobe Photoshop and Final Cut Pro and then output them to a folder as a final QuickTime movie file

• Students will learn to properly store and backup digital media • Students will learn to use computers as a tool in improving their digital videos

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Common Assessments


Digital Video Editing Biblical Integration: (Listed below in each subject area under digital citizenship or innovation and creativity)

Yearbook

Topic Statement: to be completed

Yearbook Common Experiences:

1. Creativity and Innovation-‐Complete the entire design and layout of the yearbook for printing

• Design the yearbook for the year including all of the topics for each page • Take images and layout the pages with type • Create the design of each page • Come up with a theme for the book • Prepare a dedication for the book • Prepare an index for the book


• Students will work with the yearbook editor in developing the layout for the yearbook • Students will work together to promote the book with printed and announced advertisement during the course of

the year • Students will proofread each others’ work and provide critical help when producing the pages


• Research past yearbooks and books from other schools to use in planning the book for this year • Get class lists for all students • Find out what needs to be covered in the area of photography • Gather all assets for the book and put those together with the yearbook publisher to produce the yearbook


• Create layouts for pages for each area to design a yearbook with clarity and distinction Develop systems to be certain that each page is proof read and correct before publishing

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• Collect and Display pictures so that each student is represented at least three times • Categorize events at the high school level and create a calendar and schedule for student and advisor coverage • Research to compile lists of local merchants and those who have advertized in the yearbook in the past • Strategize on how to approach merchants to ensure that we can sell the ads needed to decrease yearbook costs


• Responsible use if the Internet and its assets in working with yearbook layout and design • Proper use of the Internet and Web for the production of the yearbook • Students take ownership of work, but give God the glory as they recognize that their talents come from him.


• Proper use of the yearbook publishing software in producing a quality yearbook • Storage and care of images • Uploading images to Website for use on pages • Learning to use the yearbook production software, Yearbook Avenue, to produce the entire yearbook

Yearbook Common Assessments


Yearbook Biblical Integration: to be complted

Updated 6/8/12

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Suggested Mapping Goals 2012/13

Finish Yearbook topic statements and biblical integration

Resources – list textbooks and supplemental materials used

We will map K-‐12

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