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SCS |
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Ideas
Incorporating Information Technology |
Idea Group 4
The following are activities or thematic units that include information technology in the process of learning. Click on an idea in the table below or scroll down the screen. Each idea includes the following information:
Idea Title includes the title name; suggested grade levels; name of individual or organization who created the idea, and expected length to complete as either Short term activity (expected completion time could be done in a day or spread out over several days with short exposures) vs. Unit based project (taking weeks to complete vs. a day or days); and teachers name who generated the idea if known. PT = a performance task created by local area teachers through a VITA-Learn NW project in the spring of 2004 specifically for the Information Technology Vermont Grade Expectations (GE).
Description outlines a basic concept and possible resources.
Content Areas are suggested.
Standards include references to the Vermont Grade Expectations (GE) for Information Technology; the ISTE NETS "Foundation Standards for Students"; and the Vermont Frameworks of Standards (possible selections related to Information Technology and Content standards). For more information regarded the GE, NETS, or Frameworks (including a description of information technology related standards) click HERE.
Please e-mail with comments or suggestions. Thank you.
| Idea Title | Brief Description/Content Areas/Standards |
|
Monthly
Math Scores |
Description:
After parent volunteers
correct monthly math scores, students compile monthly math scores on paper.
Simple data tables for addition, subtraction, multiplication, and division
results on a monthly basis were created by the students and then converted
into graphical formats with
Graph Club ®
in the computer lab. Printed versions were shared with the student’s
parents. The data is maintained on a monthly basis by the students in their
respective classrooms or in the computer lab. Note, 4th and 5th grade
students can also use Microsoft Excel as the program to manage the data. Content Areas: Math To view a more detailed explanation, click HERE. Standards: |
|
Create a Business Card |
Description:
Students were asked to create a business card
that related to their own lives. Information included their name, a
personal slogan, their address and a picture representing themselves.
Students were shown how to create a simple picture with a paint program in
addition to using clipart as their one graphic to be included with the
business card. Content Areas: Language Arts, Art To view a more detailed explanation, click HERE. Standards: |
|
“Making
a Zoo Exhibit” Subject: Seven Habitats |
Description:
Students were asked to create a
HyperStudio® presentation illustrating facts they learned during
a research project on the wetlands, arctic, tundra, rainforest, ocean,
woodlands or grasslands. Each stack consisted of 6 cards: title card,
climate, plant life, 1-2 animals, shelter, resources. Students were
required to create text boxes where they could insert their researched
information, draw their own picture illustrating their topic using the
drawing/paint tools in
HyperStudio®, copy relevant
photos and images off of the Internet, include photo/image credits, and
insert button(s) on each slide enabling clear navigation for the viewer.
Students then shared their presentations with their teacher and peers. Content Areas: Science, Art To view a more detailed explanation, click HERE. Standards: (Productivity
Tools) paint (Social,
Ethical, Human) intellectual property, working with
content/information (Communications) multimedia (Research,
Problem Solving, Decision Making) digital resources, Internet |
|
Digital Story Map |
Description: In this
series of lessons, students will use Powerpoint to create a multimedia Story
Map using their independent reading books for content. They will create a
slide with a brief summary following each chapter of their book. These
summaries will help them synthesize their thinking and understanding of the
characters and events in the stories. Students must include an additional
slide that either “sells” the book to readers or summarizes their
connections and experiences with the story. The students will also include
at least one hotlink within their presentation to a website related to a
topic in their book (i.e. a website about the location of the book, time
period, social issues). Finally, students will include at least one piece
of clipart, artwork, or a photograph to represent a portion of the book.
The culminating event will be showing their completed presentations to their
peers. Content Areas: Language Arts Download Lesson Plan and Detailed Description Word or Acrobat Standards: |
|
Using Guided Web Sheets and Online
Sources for Early European Explorers’ Research |
Description:
As part of a unit on Early European Explorers (EEE), students will be
instructed how to access teacher-designed Guided Web page and specific
links, to gather information – Whole class demonstration using an LCD
Projector. Students also will be instructed how to access Encarta, an
online encyclopedia, to gather information – Whole class demonstration using
an LCD Projector. Lessons dovetail with previous (as well as ongoing)
instruction in the use of informational text (non- fiction). Students
will use a teacher-designed web (page) guide with custom links for student
research on their chosen explorer. This lesson’s demonstration and
instruction in computer access will also aid concurrent instruction and
practice using Encarta, an online encyclopedia, as well as non-fiction
texts, reference books & etc. sources, to gather information.
Students will select and read different web links to find information and to take notes to answer an essential question. At the completion of this unit of study, students will combine research notes from many sources (non-fiction texts, traditional encyclopedias, online encyclopedias, video, magazines, and trade books) to write a report in Language Arts class. For the main project, students will be working in pairs to gather information and will need to take equal responsibility for note taking and using computer skills. They will be writing individual reports, each addressing one of the two essential questions. The Explorers are grouped by country with more explorers than the number of student pairs. This is designed to provide everyone with a choice. Content Areas: Social Studies, Language Arts Download Lesson Plan, Detailed Description and Rubric Word or Acrobat Standards: |
|
Creating An Insect: Did You Know? |
Description:
Students will conduct
research about an insect based on information that they would like to learn
about their insect. Students will use this information to create a
HyperStudio that will display their discoveries. Content Areas: Science Download Lesson Plan, Detailed Description and Work Sheets Word or Acrobat Standards: |
|
Web Page Scavenger Hunt |
Description: Students
were given a list of questions that could be answered via the SCS school web
page. Both an Internet browser and Microsoft Word were open concurrently.
When an answer was determined, the student switched to their Word file and
typed in their response. The searching was limited to the SCS web page only. Content Areas: Language Arts, Research To view a more detailed explanation, click HERE.
Standards: |
|
Vermont
Agriculture and Products(Grades 3-5) |
Description:
Students were asked to
create a “Vermont Brochure” using Microsoft Publisher® illustrating facts
they learned while researching for a Vermont unit. Students were required
to create 6 columns in which they could insert their information, clipart,
and wordart. They then printed out a double-sided page (3 columns on each
side) and folded it in three’s, resembling a brochure.
The students shared their brochures with their families and peers at
their culminating event. Content Areas: Language Arts, Social Studies To view a more detailed explanation, click HERE. Standards: |
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maintained by Greg Thweatt
gthweatt@cssu.org
Last updated: December 21, 2004