WCS--Fifth+Grade

 = Internet Search--Website Evaluation = //**Week of Nov. 11th **// // [|Lesson 11 in Workbook] //

__**If you would like a 15-30 minute video on this lesson, [| click here] (there's a fee, but not much. You join for a month and can drop any time you want). **__

Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab. 
 * Have students had tech problems they need help with? Any evidence of learning to post on Evidence Board?
 * Remember keyboarding homework due at end of month.
 * Remind students what they discovered about Internet searches: 1) can be refined with keywords, and 2) extension matters.
 * Even so, there are often too many hits. How do students tell which is reliable?
 * Start the conversation with this BrainPop video [|Research—online sources] . Take quiz together.
 * Have a list of websites that tie into classroom discussion on a topic (say, space). Pick one to evaluate. Students can work in groups.
 * Start by watching [|this video] ( [] ) as a group. Discuss.
 * Most libraries suggest evaluating a website based on:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Purpose of site //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Trustworthiness of author //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Usefulness of information //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Up-to-date information //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Ease of use //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">There are a variety of checklists available that can be used:
 * [|//Common Sense Media//]
 * [|//University of Wisconsin//]
 * [|//Cornell University//]
 * [|//Kathy Schrock’s website evaluation//]
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Demonstrate on SmartScreen how you make decisions about checklist information.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Why is website reliability and credibility important? Consider:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">How can you use websites to locate an answer to a question quickly or to solve a problem efficiently if you don’t know website is reliable? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">How can you explain how an author uses reasons and evidence to support particular points in a text, and/or identify which reasons and evidence support which point(s) if you aren’t convinced the reasons and points are accurate? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">How can you integrate information from several texts in order to write or speak about the subject knowledgeably if you don’t know that the websites are knowledgeable? //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now have students work in groups to evaluate a website from list you provide.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Discuss how some websites are hoaxes, how students can identify a ‘spoof’ website. Show students a fake website ( [] or [] ). Do they think it’s real? Why? Don’t reveal truth until everyone has had their say.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Show students ‘ [|War of the Worlds’] — [] —one of the most famous hoaxes ever. Discuss how easily this story could be confused with reality.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocab. Check this line if you did that today!
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer knowledge to classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it.

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">**<span style="font-family: Verdana,Geneva,sans-serif;">More ** <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;"> <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//**<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. **// <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">
 * <span style="font-family: Verdana,Geneva,sans-serif;">I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:Collaboration? Use Discussion Button above.
 * keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * vocabulary (no more word lists. Use the right words; decode; make it natural)

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;"> = <span style="font-family: 'Arial Black',Gadget,sans-serif;">Internet Search--Tables = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Nov. 4th **// //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 10 in Workbook] //

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">__**<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you would like a 15-30 minute video on this lesson, [| click here] (there's a fee, but not much. You join for a month and can drop any time you want). **__ <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continue Problem Solving Board presentations.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Any problems students would like to share. Any evidence of learning to post?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss website address parts (see next page). What’s the //http//, //extension//, the part in between? Continue last week’s discussion on what extensions at end of website addresses mean and who can get them. Explain how extensions relate to reliability and believability of material on the site.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Why is this important? Consider:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">How can you use websites to locate an answer to a question quickly or to solve a problem efficiently if you don’t know the website is reliable? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">How can you explain how an author uses reasons and evidence to support particular points, and/or identify which reasons and evidence support which point(s) if you aren’t convinced the reasons and points are accurate? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">How can you integrate information from several texts in order to write or speak about the subject knowledgeably if you don’t know that the websites are knowledgeable? //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss internet security, safe surfing. What’s the difference between ‘http’ and ‘https’? How important is this level of security?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open Word. Add heading at top left (name, date, teacher). Why do we always add a heading?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review table skills, but expect students to transfer past knowledge.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Create a 4-column table with column headings ‘importance’, ‘extensions’, ‘sample’, ‘screen print’.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss what each extension means and what can be inferred about its reliability? Does it matter if you’re looking for a place to buy backpacks? How about if you’re writing a research paper?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Fill out rows in column two with extensions, starting at most reliable and discuss why they are ranked this way.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss foreign extensions.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Every time they use the computer, practice keyboarding skills.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Find a website with each extension, then copy address. Paste into cell.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Show students how to ‘activate’ link—by adding a space after words. Show how Ctrl+Click will access address.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Paste, resize, and crop images if needed (see sample on next pages).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save to network folder with Ctrl+S; save-as to flash drive for back-up. What’s the difference between ‘save’ and ‘save-as’?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before printing, check print preview to be sure table takes only one page. If necessary, resize images before printing.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Those who finish can create a holiday card using skills from prior lessons.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer knowledge to classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary. Check this line if you did that today!

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//**<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. **// <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">
 * <span style="font-family: Verdana,Geneva,sans-serif;">More **
 * <span style="font-family: Verdana,Geneva,sans-serif;">I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:
 * <span style="font-family: Verdana,Geneva,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * <span style="font-family: Verdana,Geneva,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * <span style="font-family: Verdana,Geneva,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural)
 * <span style="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above.

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Internet Research = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Oct. 28th **// //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 9 in Workbook] // = = <span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">__**<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you would like a 15-30 minute video on this lesson, [| click here] (there's a fee, but not much. You join for a month and can drop any time you want). **__ <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continue Problem Solving Board presentations.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Circle back to whether students used problem solutions discussed last week. Any problems they’d like solutions to? Any evidence of learning to post?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open Google.com. Discuss difference between search bar and address bar.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Watch BrainPop [|//Internet search//] <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> together. Answer questions at end together.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">What are three important search skills from video? Discuss. Model using a topic being discussed in class, say, ‘Black Holes’. To find out how many there are, what keywords would students use?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">If you use Common Sense’s Digital Passport, have students play Search Shark.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Watch BrainPop [|//Internet Sources//] <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> together. Have students take quiz independently and email to you.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Again using ‘Black Hole’ as search term, find the most reliable sources using the BrainPop hints (extension, credibility of author, other tips).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Practice keyboarding with installed software or online keyboarding program. This month: Practice QWERTY row only with a goal of having those keys memorized by the end of the month. Remember, good posture, hand position.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Close to desk top. Don’t forget homework—due monthly.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer knowledge to classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary. Check this line if you did that today!

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//**<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. **// <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">
 * <span style="font-family: Verdana,Geneva,sans-serif;">More **
 * <span style="font-family: Verdana,Geneva,sans-serif;">I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:
 * <span style="font-family: Verdana,Geneva,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * <span style="font-family: Verdana,Geneva,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * <span style="font-family: Verdana,Geneva,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural)
 * <span style="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above.

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Google Earth = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Oct. 21st **// //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 8 in Workbook] // = = <span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">__**<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you would like a 15-30 minute video on this lesson, [| click here] (there's a fee, but not much. You join for a month and can drop any time you want). **__ <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continue Problem Solving Board presentations. Homework due last day of month. I often add that it’s due ‘by midnight’ to remind students that the internet is open 24/7.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Any tech problems students need help with? Any evidence of learning to post on Evidence Board?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open Word (or other word processing program—Open Office, Google Docs); review layout if necessary. Type story written in classroom into Word. See sample in text.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Every time they use computer, practice good keyboarding.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When finished, discuss how to come up with a title. It must:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Be concise and pithy //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Draw the reader in //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Be exciting //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add title using Wordart.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use technology to spell- and grammar-check (red and green squiggly lines). Explain that grammar-check is often wrong so students must decide themselves whether to accept corrections.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use synonym finder (right click) to add descriptive detail and find interesting non-repetitive words to communicate story ideas.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students work with a partner to highlight story parts that include:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">effective technique //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">descriptive details //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">clear event sequences //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Change font, font color and font size for 5 words with minimal assistance.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Insert 5 pictures to go along with story. Picture goes where cursor blinks. Insert a festive border.Insert watermark, either text or picture.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use rubric on next pages to be sure all skills are included. Submit with finished story.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save to file folder with Ctrl+S; save-as to flash drive (if available). Why ‘save’ once and ‘save-as’ the second time? What’s the difference?
 * P <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">rint preview—does story fit on one page? Resize images as needed.Print (Ctrl+P); close to desktop (Alt+F4).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer knowledge to classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it.
 * <span style="font-family: Verdana,Geneva,sans-serif;">More **
 * <span style="font-family: Verdana,Geneva,sans-serif;">I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:
 * <span style="font-family: Verdana,Geneva,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * <span style="font-family: Verdana,Geneva,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * <span style="font-family: Verdana,Geneva,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural)
 * <span style="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above.

//** If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. **//

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Google Earth = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Oct. 14th **// //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 7 in Workbook] //

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.

__**<span style="color: #ff0000; font-family: Verdana,Geneva,sans-serif;">If you would like a 15-30 minute video on this lesson, [| click here] (there's a fee, but not much). **__ <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continue Problem Solving Board presentations.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students had any problems they’d like to ask about. Any evidence of learning to post on Evidence Board?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open Excel. Why use Excel? What can Excel do that a word processor (MS Word) or a desktop publisher (Publisher) or presentation program (PowerPoint) can’t (Hint: Turn data into information)?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remember what students learned in 2nd, 3rd and 4th grade Excel (Gingerbread House, Cheat Sheet, and graphs). Review basics—rows, columns, cells, naming protocol for cells, ribbons, tools, worksheets, workbooks.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Rename worksheet (tab) ‘speed quiz’; color to preference (remember doing this in 3rd and 4th grade). Expect students to do this independently. See text for step-by-steps.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Only numbers in cells—Excel can’t evaluate letters/symbols.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss meaning of mean, median, mode. Explain how to calculate (see text for steps).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Relate this to class inquiry into numerical expressions, operations, and algebraic thinking.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">What conclusions can you draw from spreadsheet information?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save to network; save-as to flash drive (if available); close (Alt+F4).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer knowledge to classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it.

//** If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. **//
 * <span style="font-family: Verdana,Geneva,sans-serif;">More **
 * <span style="font-family: Verdana,Geneva,sans-serif;">I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:
 * <span style="font-family: Verdana,Geneva,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * <span style="font-family: Verdana,Geneva,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * <span style="font-family: Verdana,Geneva,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural)
 * <span style="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above.

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Graphic Organizers = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Oct. 7th **// //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 6in Workbook] // = = = =
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continue Problem Solving Board presentations.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Circle back on whether students have used problems discussed last week. Or, have they had tech problems they’d like to get solutions to?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Any evidence of learning to post on Evidence Board?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Today, students will create a graphic organizer. Discuss visual learning. Show students examples. Do graphics help in developing and organizing research? What task might they be particularly appropriate to? How about what audience?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open MS Word on SmartScreen as students open on their computers. You may use a different word processing program that supports graphic organizers.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before beginning today’s project, review the seven MS Word tricks at end of this lesson. See if students can come up with problem solutions. Demonstrate.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Ask all students to add heading (name, teacher, date using Shift+Alt+D) to their document, then watch as you model the visual organizer.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Insert MS Word Organizational SmartArt—//Hierarchy//. Why use this one for this particular project? When have they used others (remember 2nd, 3rd, 4th grade projects)?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add ‘Animal Adaptations’ (or whatever ties into class inquiry) as first tier. Bold title so it stands out.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Turn page from ‘portrait’ to ‘landscape’. What does that mean?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add shapes on SmartScreen so there are six under main level //Animal Adaptations//.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students suggest adaptations that allow animals to survive. Record on SmartScreen as students add to their projects. See sample (inset). Show students how to add shapes and ask them to fill in adaptations. Transfer knowledge from class discussions. Jog their memory if necessary to unique characteristics certain animals have. Are claws useful in surviving? What about feathers? How would those make an animal suited to an environ?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Once adaptations are completed, add a shape under each and find an animal that has that characteristic. Use the internet; copy-paste animal picture into shape and resize to fit. Remind students of problems searching topics in the past (i.e., ‘chick’ returns the wrong results).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">If you haven’t already, discuss legalities of using internet images:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">See copyright law poster at end of Lesson. What does it mean? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use second poster at end of Lesson to explain what to do if student finds an image NOT covered by ‘scholarly research’ exception //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Take as much time as necessary to answer student questions about copyrights, public domain, fair use. These are important and authentic topics.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now students complete their graphic organizer. They can do this in groups.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to save early/save often.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Every time they use the computer, practice keyboarding skills
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use tools to color diagram to taste.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">If necessary, add citations to page.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Print preview to be sure everything fits on one page; Should they ‘save’ or ‘save-as’? When should they ‘save-as’?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer knowledge to classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it.
 * <span style="font-family: Verdana,Geneva,sans-serif;">More **
 * <span style="font-family: Verdana,Geneva,sans-serif;">I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:
 * <span style="font-family: Verdana,Geneva,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * <span style="font-family: Verdana,Geneva,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * <span style="font-family: Verdana,Geneva,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural)
 * <span style="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above.

//** If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. **//

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Google Earth = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Sept. 30th **// //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 5 in Workbook] //

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Practice home row using [|DanceMat Typing] or [|Nimble Fingers] (Google name for website). Observe student ability to maintain correct posture, keep elbows at side, use proper hand position and all fingers with no flying hands.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Start Problem Solving Board presentations. Review expectations and grading.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Any students have tech problems they’d like to share? the inset is a sample printer-selection problem lots of students may have.[[image:5thgradetechclass/printer_selection.png align="right" caption="printer_selection.png"]]
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Any evidence of learning to post on Evidence Board?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open Google Earth. Today, students (working in groups) will use Google Earth and the internet to find countries on similar latitudes, compare their average temperatures, and analyze and reflect on results.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Ask students what they know about Google Earth (maneuvering, layers, fly-to). Find ‘view’, ‘grid’ to activate lats and longs.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before beginning, review basics of internet safety and research strategies.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students locate two countries on each latitude and longitude. Use Placemark tool (yellow push pin) to secure location. Measure distance between two countries using Google Earth ruler. It doesn’t have to be exact.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use an internet weather site (i.e., [|International Weather] ) to research average temperature of a city/country located at placemark. Record results on sheet (at end of lesson or one you designed).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">What is the International Date Line (IDL)? Is there a difference between it and Prime Meridian?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open each Placemark and add information about the average temperature. Think about this location. Have you learned anything about this city in class, in personal research, in reading that is relevant to its geographic location? If so, add that also and share it during the end-of-project reflection.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">While teaching, incorporate domain-specific vocabulary. Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When students are done, reflect on results. Can they draw conclusions about the effect of similar latitudes on a city’s climate? How about longitudes?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer knowledge to classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it.

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">**<span style="font-family: Arial,Helvetica,sans-serif;">More **
 * I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//<span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above. //
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//<span style="font-family: Verdana,Geneva,sans-serif;">Three overarching topics you'll want to pay attention to every lesson: //
 * //<span style="font-family: Arial,Helvetica,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum] //
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link //
 * //<span style="font-family: Arial,Helvetica,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural) //
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Questions? Go to [|Ask a Tech Teacher] //
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Collaboration? Use Discussion Button above. //

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: justify;">**//<span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 13.3333px;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. //**

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Outlining = <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Sept. 23rd **// <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 4 in Workbook] //

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab. <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;"> <span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">**<span style="font-family: Arial,Helvetica,sans-serif;">More ** <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;"> <span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: justify;">**//<span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 13.3333px;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. //** <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review Hardware Quiz. Remind students of Mulligan Rule.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review homework (see end of text for complete list)—homerow practice only this month! Use [|DanceMat Typing] or [|Nimble Fingers].
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Sign up for Problem Solving Board—starts next week.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Any evidence of learning to post on Evidence Board?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open Word (or other word processing program). Put heading at top (name, teacher, date). Use shortkey for date. BTW, what’s the purpose of the heading?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Center title beneath heading. What’s the purpose of a ‘title’?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Why outline? Discuss with students. Help them consider:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">To encourage a better understanding of a topic //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">To promote reflection on a topic //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">To assist analysis of a topic //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use three ribbon tools: 1) bullet or numbered list, 2) increase indent to push text to right (subpoint), and 3) decrease indent to push text to left (more important point).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Or, use tab to indent and Shift+tab to exdent—I like this better.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Outline chapter headings, subheadings. Summarize and/or paraphrase relevant points in text.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Once completed, edit outline by adding information to bullets. Use data from print/digital sources, notes from class discussion, personal experience. Note source where relevant.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Every time they use computers, practice keyboarding skills.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Save early save often. Why? How often? (see poster at end of lesson).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Print outline. Print preview to be sure outline takes only one page. Save (or save-as? Which is right for this situation). Close with Alt+F4.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Why put student name in file name when saving? Demonstrate a search for student document. See how their files show up even if they didn’t save it to their network folder. Putting last name in file name makes it harder to lose work.
 * I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
 * <span style="font-family: Arial,Helvetica,sans-serif;">//Do You Make These 9 Mistakes//--Any thoughts?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:
 * <span style="font-family: Arial,Helvetica,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * <span style="font-family: Arial,Helvetica,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Questions? Go to [|Ask a Tech Teacher]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collaboration? Use Discussion Button above.

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Keyboarding = <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Sept. 16th **// <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 3 in Workbook] //

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in the Discussion Button. And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab. <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;"> = = = = <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: justify;">**//<span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 13.3333px;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. //** <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Start Hardware Assessment. Give students 5-10 minutes. Remind them spelling counts. Remind them if they are unhappy with their speed, they can retake for full credit (this is called the Mulligan Rule, taken from golf. It’s always interesting to see which students understand this ‘do over’. See poster in textbook at end of lesson).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Start Dance Mat Typing (or Nimble Fingers or another online site that focuses on one row at a time) while waiting on rest of class to finish.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">While keyboarding, sign up for Problem Solving Board—starts next week (see next pages). Remember 3rd and 4th grade? This is the first of three Presentation Boards this year:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Post sign-up sheets by entry door so they are convenient (if not using electronic sign-ups. These are possible via GAFE, SignUpGenius) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Sign up for a date to present //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Each student selects a problem they will teach classmates to solve //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Students get solution from family, friends, or even teacher as a last resort //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Students tell classmates problem, how to solve it, and take questions. //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Entire presentation takes about three minutes //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review grading (see textbook lesson) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Students can sign up before/after school, lunch, any time they’re free //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">If you have a class calendar, put the Problem Solving Board and each student presentation on it. This can be a student job that rotates monthly.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">A little background: Problem Solving Board covers tech issues faced during class, as they happen. As you move through the year, keep a list of problems for next year’s Board.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Problem solving includes shortkeys—and students love these. They’re easier than finding tools (see ideas at end of lesson in textbook).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">All Board presentations in this curriculum are independent investigation, risk-taking for cautious students who feel a Right Answer lives out there somewhere, and practice on presentation skills discussed in Common Core under ‘Speaking and Listening’. Answers are not taught as much as discovered.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When all students are signed up, review speed quiz results. Everyone got 100%. This is a benchmark. What were the most common problems you saw (flying hands, etc)
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Any evidence of learning to post on Evidence Board? Don't worry if not many share. They will as the weeks pass and they get excited about what you're teaching.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Introduce the concept of ‘blogging’—short articles published online, enhanced with images or videos, with the express purpose of sharing ideas and garnering feedback. Show students an example of your class or professional blog. Point out parts. In the case of 5th graders, you are particularly interested in their facility for 1) engaging effectively in collaborative discussions with diverse partners//,// 2) building on others’ ideas, and 3) expressing their own clearly. Blogging provides this opportunity.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">While blogging, students will:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Follow agreed-upon rules (see // [|//this list//] //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> from Scholastic ////<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">. //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Contribute to discussion and/or elaborate on others’ remarks //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Studies show blogs 1) attract a wider audience than traditional reading venues, 2) improve student writing skills by making it fun and hip, 3) incorporate discovery into education, and 4) draw learners into self-guided discussions. Blogs require critical thinking and give content ownership to students.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Here are a few other skills students learn from blogging:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">How to protect privacy //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">About their Digital Footprint //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">How to share/collaborate //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">How to embed information with widgets/embeds/sharing //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">How to improve writing conventions //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">See list at end of textbook lesson of what others get from blogging.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss blogging netiquette (see textbook). Like email etiquette, it includes:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">be polite //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">use good grammar and spelling //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">don’t write anything everyone shouldn’t read (school blogs are private, but get students used to the oxymoron of privacy and the internet). //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Students sign onto class blog account with [|Edublogs], [|Class Blogmeister] , [|Kidblog] —choose one that works for your student group.All accounts should be set up for class today.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Start by showing students your blog in Kidblog or other. Have several entries that tie into class inquiry. Ask students to select an entry and post a comment. Continue this over a period of several days. Encourage students to respond to comments.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now, students post a blog about themselves. Only provide information they are comfortable sharing. Include images, video, or music. Make this self-directed as you encourage students to explore widgets and tools available on blog.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to practice good keyboarding as they type entry.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Leave supportive and positive comments.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Once a month, have students post an article that discusses an inquiry topic. Additionally, students should visit and comment on five classmate blogs.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Bring science book next week for lesson on outlining. Add this to online calendar or have student assigned with this task do it.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary. Students, too. Expect the to use and understand the words listed at the start of the lesson.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer knowledge to classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as student found it.
 * <span style="font-family: Arial,Helvetica,sans-serif;">More **
 * <span style="font-family: Arial,Helvetica,sans-serif;">If you get to the Extensions for this lesson (inquiry websites), be sure to cover how students can safely use the internet.
 * <span style="font-family: Arial,Helvetica,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
 * <span style="font-family: Arial,Helvetica,sans-serif;">9 Things my Blog Taught Me--Any thoughts?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:
 * <span style="font-family: Arial,Helvetica,sans-serif;">keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * <span style="font-family: Arial,Helvetica,sans-serif;">vocabulary (no more word lists. Use the right words; decode; make it natural)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Questions? Go to [|Ask a Tech Teacher]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collaboration? Use Discussion Button above.

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Digital Tools = <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Sept. 9th **// <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 2 in Workbook] //

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in Discussion Button. <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Review parts of computer for quiz next week (see study guide in text). Use quiz as a study guide. Review spelling—sound out, roots, prefixes and suffixes. Spelling counts. These are domain-specific words. Students should know how to use them outside of class.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">If your school as GAFE, have students open study guide as a template and fill in parts as you discuss them. Use this opportunity to introduce Google Docs, how to use the word processing tool, how to save/share.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Speed quiz today. Use a page from a book being read in class. Reproduce it on the Smartscreen for students. Review technique students should employ at the keyboarding (see checklist at end of lesson). Encourage them to keep their eyes on the Smartscreen while they type.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remember keyboard quizzes in 3rd/4th grade? Students take one per grading period. As they take quiz, you anecdotally observe their posture. This will be graded also. Review what you will be looking for: fingers curled over home row, all fingers used, no flying hands or fingers, elbows at sides.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open the word processing program you use in the classroom.Take this opportunity to review the program if necessary.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Give students five minutes for quiz, one-minute for spell-check at end (using F7 or right-click). Type word count at quiz bottom. Use mental math to figure words per minute. Goal: 30 wpm with good habits by end of 5th grade (details in text).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review grading:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">First quiz: Benchmark //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Next quizzes: Grade based on improvement and evidence of learning (see detail in “Third-Fifth Grade Keyboarding Assessment” in text) //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: left;">Done? Spell-check (F7 or right click on red squiggly lines) and correct; type word count at bottom of quiz. Let them figure these two skills out with minimal assistance. Provide strategies, but not solutions. If they've been working in the SL curriculum for several years, they have the skills to problem solve independent of your assistance. <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save to network folder; print (use shortkey Ctrl+P) or not. They can be graded from folders.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review important keys students should know (see next pages).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review Homework (see complete list at end of this text). Due monthly via email (if possible). Review how to email if necessary: //To, cc, subject line, body, attachment//. Student responsibility to 1) spell address correctly, 2) notice when email ‘bounces back’, and 3) resend if necessary.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review email etiquette by going over list at end of lesson.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Provide a sheet for students to collect log-ins for programs and websites (see text). Keep station log-in sheets in a binder by CPU or in student their personal binders. Alternatives:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">make a page in their school binder //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">keep track of log-ins using GAFE //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss the following digital tools, including UN and PW, if your school has them:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">digital portfolios ////<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> (see article at end of lesson) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">email ////<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">/communication tools //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">teacher websites //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">dropbox //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">blogs //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">class website //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">class internet start page //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">class wiki //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">class Twitter ////<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> feed //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review access to digital lockers (aka ‘digital portfolios’); show students how to upload to theirs. Have them practice by uploading Hardware Study Guide for next week's quiz.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Briefly discuss digital citizenship. You’ll cover it in depth throughout the year.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Throughout class, check for understanding. Remind students to transfer knowledge to classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it.

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: justify;">**//<span style="color: #ff0000; font-family: Verdana,sans-serif; font-size: 13.3333px;">If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. //** <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">
 * <span style="font-family: Arial,Helvetica,sans-serif;">More **
 * <span style="font-family: Arial,Helvetica,sans-serif;">If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
 * <span style="font-family: Arial,Helvetica,sans-serif;">I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none this week). Questions about them--post to the Discussion Button above. None today!
 * <span style="font-family: Arial,Helvetica,sans-serif;">Three overarching topics you'll want to pay attention to every lesson:
 * keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow [|K-8 Keyboard Curriculum]
 * Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete [|digital citizenship curriculum] for K-8, click the link
 * vocabulary (no more word lists. Use the right words; decode; make it natural)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Questions? Go to [|Ask a Tech Teacher]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collaboration? Use Discussion Button above.

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Welcome Back! = <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Sept. 3rd **// <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 1 in Workbook]  //

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in Discussion Button.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Tour classroom (you can take a [|tour of my classroom here)] . Show students where everything is. Review important posters, i.e., difference between ‘save’ and ‘save-as’, difference between ‘backspace’ and ‘delete’, ‘save early save often’, ‘select-do’ (or whatever you consider most important items). Students should know most of this (except for any new posters you've put up. One year, I wrote messages in binary just to see who was motivated to figure it out!) Pay special attention to Evidence Boards. This is where you collect evidence that students have transferred skills learned in tech class to other classes, home. More on this later.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collect rules from students to guide activities and actions in classroom, including:
 * //<span style="font-family: Arial,Helvetica,sans-serif;">No excuses; don’t blame others; don’t blame computer //
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Save early, save often—about every ten minutes //
 * //<span style="font-family: Arial,Helvetica,sans-serif;">No food or drink around computer. Period //
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Respect the work of others and yourself //
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Keep hands to yourself. Feel free to help neighbors, but with words only //
 * <span style="font-family: Arial,Helvetica,sans-serif;">Make sure this list includes Common Core class discussion guidelines such as 1) listening to others, 2) taking turns while speaking, and 3) waiting to be called on before speaking.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review homework policy (homework in back of this text): due monthly via email, GAFE, or a method of your choice.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review Hardware and how to solve problems that occur in tech due to hardware malfunctions. Let students shout out the solutions--they should know by now (if you've been reviewing this every year since kindergarten):
 * <span style="font-family: Arial,Helvetica,sans-serif;">Mouse buttons—left and right, double click, scroll in center
 * <span style="font-family: Arial,Helvetica,sans-serif;">CPU—power button, CD drive, USB port
 * <span style="font-family: Arial,Helvetica,sans-serif;">Monitor—power button, screen, station number
 * <span style="font-family: Arial,Helvetica,sans-serif;">Headphones—volume, size adjustment, connection to CPU
 * <span style="font-family: Arial,Helvetica,sans-serif;">Keyboard—home row, F-row, enter, spacebar, Ctrl, alt, shift
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review how parts connect—behind CPU, under table, in front ports.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review ‘save’ and ‘save-as’ rules (see next pages); review how to delete with ‘delete’ key and backspace. Students should know these, but I was surprised one year by how many didn't. Now I go over it and then expect students to know.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review ‘Portrait’ and ‘Landscape’.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Review ‘Select-Do’. What does that mean (you must select something before you can do to it)?
 * <span style="font-family: Arial,Helvetica,sans-serif;">As you teach, incorporate lesson vocabulary found at the top of the lesson. Make this natural. Expect students to understand this domain-specific vocabulary. Teach it in context. See if students can figure out meanings based on clues--affixes, root, etc.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Continually throughout class, check for understanding.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Expect students to solve problems and make decisions.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Remind students to transfer knowledge to classroom or home.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Have you answered the Essential Question? Have you covered the Big Idea?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Tuck chairs under desk, headphones over tower; leave station as you found it.

= <span style="font-family: 'Comic Sans MS',cursive;"> = = = = = = = = = = = = = =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of June 3-7, 2013 = = = =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of May 27-31, 2013 =
 * More**
 * //If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.//
 * //I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none this week). Questions about them--post to the Discussion Button above. None today!//
 * //Three overarching topics you'll want to pay attention to every lesson://
 * //keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> [|K-8 Keyboard Curriculum] //
 * //Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> [|digital citizenship curriculum] for K-8, click the link //
 * //vocabulary (no more word lists. Use the right words; decode; make it natural)//
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Questions? Go to // [|Ask a Tech Teacher]
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Collaboration? Use Discussion Button above. //

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of May 20-24, 2013 =

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 25px; line-height: 38px;">Week of May 13-17, 2013 =

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of May 6-10, 2013 = Introduction to Biomes. Students will create a Keynote presentation on a particular Biome. This lesson includes research skills as well as using Keynote to present facts and findings. Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation. =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 29-May 3, 2013 = Students have been assigned a Civil War character to research. We will introduce “BioCube” as an avenue for students to create a fun way to research and present their “person” to the class. Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation. <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 25px; line-height: 38px;">**Week of April 22-26, 2013** Students have been assigned a Civil War character to research. We will introduce “BioCube” as an avenue for students to create a fun way to research and present their “person” to the class. Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation. =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 15-19, 2013 = Students will continue with last weeks research project on inventors and inventions. Students are following a rubric and are required to compose a five paragraph essay on the inventor and the invention. As part of the research project - we are also re-introducing citation machine; easybib; etc. =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 25px; line-height: 38px;">Week of April 8-12, 2013 =

Mrs. Spangler has assigned a Social Studies project regarding the Civil War. Students will be studying people who lived during the war. They are required to prepare a first person narrative, dress as that person and prepare a podcast using iMovie. We will also introduce Cube Creator. The activity helps children learn how to identify and summarize key ideas. This application can be used to summarize Biographies, Mysteries, Story lines and plots, and allows students to succinctly identify key elements. Students can create their first story cube using themselves (autobiography) or a mystery book they’ve read. <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 25px; line-height: 38px;">**Week of April 1-5, 2013**

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of March 25-29, 2013 =

Introduce Cube Creator. The activity helps children learn how to identify and summarize key ideas. This application can be used to summarize Biographies, Mysteries, Story lines and plots, and allows students to succinctly identify key elements. Students can create their first story cube using themselves (autobiography) or a mystery book they’ve read.

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of March 18-22, 2013 =

Explain differences between Pages and Keynote and the uses of both. Begin intro to Keynote for Amrican Revolution project. =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of March 11-15, 2013 =

Continued Lesson from the Library: Plagiarism and Copyright Law Talk about Citation Machine. Students will continue to practice keyboarding skills with Type to Learn 4

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of March 4-8, 2013 = How to Evaluate a Website. Using the Kathy Schrock guide for Educatorʼs worksheet - students will learn to identify web siteʼs credibility and usefulness. Research has begun on Inventions and Inventors Students are introduced to “Kerpoof” a web 2.0 tool that allows students to creatively demonstrate knowledge of their project. Students will use the “Tell a Story” tool to describe their inventor. Research elements include: Describe the inventor; Why dis he/ she invent?; How does the invention work?; What was the impact of the invention?; Any other question the student may wish to research. =<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of February 25-March 1, 2013 =

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">

__[|www.Voki.com]__ This is a two-three week assignment. Students are creating avatars. Their avatar will read a book tickler in conjunction with their mystery book reports in class. =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 22px;">Week of February 18-22, 2013 = Introduction to Numbers Introduce various formulas and how they work in Numbers. Lesson #18 in workbook

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 18px; line-height: 27px;">**Week of February 11-15, 2013** = Review of **Numbers** = Students will revisit vocabulary words: Spreadsheets, Cells, Rows, Columns, Labels, Values Students will enter data and create a chart using M&Ms <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 22px;">**Week of February 4-8, 2013** = **Students are introduced to Nanoogo - given usernames and passwords.** = Students will create a document that assesses their understanding of an American Revolutionay War Event. If time permits: Review of **Numbers** Students will revisit vocabulary words: Spreadsheets, Cells, Rows, Columns, Labels, Values Students will enter data and create a chart using M&Ms

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of January 28-February 1, 2013 = Students will create a document that assesses their understanding of an American Revolutionay War Event.
 * Students are introduced to Nanoogo - given usernames and passwords.**

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of January 21-25, 2013 (No school due to inservice and mid-terms) = Students will learn how to use Nettrekker and InstaGrok for research skills as well as the helpfulness of Google. Search techniques are identified to help narrow the scope.
 * //Research Process: (Continued)//**
 * RE-Introduction to NetTrekker**
 * Review log in and passwords. Beginning the Research process.**


 * Students will explore NANOOGO - a site that teaches**

Cybersmart – Internet Safety: **Research: Search Engines and Directories; Evaluating Websites, Homework Help and the Library** Students will learn how to choose effective search sites, evaluate websites and learn how to get homework help in a hurry. Also discuss the advantages of the library. Various homework websites will be reviewed.

= = =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of January 14-18, 2013 = Students will learn how to use Nettrekker and InstaGrok for research skills as well as the helpfulness of Google. Search techniques are identified to help narrow the scope.
 * //Research Process: (Continued)//**
 * RE-Introduction to NetTrekker**
 * Review log in and passwords. Beginning the Research process.**


 * Students will explore NANOOGO - a site that teaches**

Cybersmart – Internet Safety: **Research: Search Engines and Directories; Evaluating Websites, Homework Help and the Library** Students will learn how to choose effective search sites, evaluate websites and learn how to get homework help in a hurry. Also discuss the advantages of the library. Various homework websites will be reviewed. =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of January 1-5, 2013 = Students will learn how to use Nettrekker and InstaGrok for research skills as well as the helpfulness of Google. Search techniques are identified to help narrow the scope.
 * Students are researching various artisans and trades of the Colonial times. Each student is required to identify and prepare five clues that will be used in a game show. The students will have to guess each other's trade and occupation.**
 * //Research Process://**
 * RE-Introduction to NetTrekker**
 * Review log in and passwords. Beginning the Research process.**

= = =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of January 1-5, 2013 (Didn't do this) = Students will create a trifold brochure using PAGES. The topic will be on natural disasters: Hurricanes; Tornadoes; Tsunamis, Earthquakes, etc. They will choose two or three disasters and research each one using the internet and library books. Students may use Brainpop for additional information. Brochures will include pictures as well as safety information.
 * Students are researching various artisans and trades of the Colonial times. Each student is required to identify and prepare five clues that will be used in a game show. The students will have to guess each other's trade and occupation.**
 * //Trifold brochure://**

Students will practice research skills as well as learning publishing skills using Pages.

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of November 26-30, 2012 through December 2012 = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">This lesson incorporates using the table and research on the 13 Colonies. > > As part of your assignment in creating this table that outlines your research, you should also include pictures: i.e.: Include a portrait of the founder of the colony. > > Your Name > 5th Grade - Mrs. Spangler > Today’s Date > Insert Table > Choose 14 rows and 6 columns (From the Inspector tool, choose the table options to choose the body rows and body columns) > Label the Top Row as follows: **13 Colonies; Founder; Year Founded; Economic Why?; Geographical Characteristics; Role of Religious Development.** > These labels should be Bold Font - Size 12 > > Your font size for the project will most likely need to be size nine because there is so much information that needs to be included. You may divide your research among the three regions: Northern, Middle and Southern. This means that you can identify the economy, geography and religion by region rather than by colony. > > > Please sign your name below on the grading rubric. This will be given to your teacher for a letter grade. > > > > Grading Rubric - 13 Colonies > > > Student Name__ValueEarned__ > > > Title and heading___10 points__ _ > > Use of correct Table format, Labeling and Font sizes 25 points _ > > __Information and description__ __25 points__ _ > > Examples __25 points__ _ > > Pictures15 points _ > > __Total Points Earned_____100 points__ _
 * The purpose of this lesson is to identify and make discoveries of the 13 original colonies. You will uncover this information through research on the internet. You may use the WCS Computer Lab webpage to begin or you may use Nettrekker. Your final report will include:
 * Identification of the 13 original colonies
 * The founders of each colony
 * The year the colony was founded
 * Descriptions of economic reasons why the the colonies were founded
 * Geographical characteristics of each colony
 * The role of religious development in the formation of the colony
 * 1) Open Pages
 * 2) Choose a Blank Template: Portrait
 * 3) At the top of the page, please type:
 * 1) Title your Page - 13 Colonies (this should be centered and in bold oblique, size 14 font)
 * 2) From the Menu Bar:

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of November 19-23, 2012 = <span style="font-family: 'Comic Sans MS',cursive;">Review how to research on the internet
 * <span style="font-family: 'Comic Sans MS',cursive;">You can follow directions on pg 36 of text, or let this video do it for you Open browser. Discuss the fading difference between the search bar and the address bar
 * Watch [|How to search the internet] together (Brainpop). Take quiz as a class (I go around the room and have each stable take a question). Show students how to email results to teacher rather than printing
 * <span style="font-family: 'Comic Sans MS',cursive;">Have students work in pairs and duplicate the exercises in the video using a topic being discussed in class and discuss difference between hits' extensions.
 * search a term. Notice there are too many hits
 * Use "" to fine tune
 * use delimitors - and +
 * Have students complete the Thanksgiving Computer Scavenger Hunt - using the internet to find their answers.
 * <span style="font-family: 'Comic Sans MS',cursive;">Have students try Google search tools listed on pg. 38.
 * <span style="font-family: 'Comic Sans MS',cursive;">Have students try Google search tools listed on pg. 38.

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 22px;">**Week of November 12-16, 2012** <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Lesson 1 (Beginning) <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Powerful Passwords <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Students will <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Understand the functions of passwords <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Identify Strategies for creating and protecting passwords <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Create their own secure passwords using the lesson guidelines <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Do's and Don't of Powerful Passwords handout
 * __<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Common Sense Media: Digital Citizenship __**

<span style="color: #000000; font-family: 'Comic Sans MS',cursive;">PAGES document <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">Translation of "Thank you, Lord" in another language
 * Go to [|__www.translate.reference.com__]
 * Choose a language that you would like to translate to from English
 * Type “Thank you, Lord” - or whatever phrase your teacher would like you to translate: i.e.: Bible verse, etc.
 * Copy and Paste the translation to Pages.
 * Insert a Text Box to Pages. Copy and Paste the translation INTO the text box.
 * Format the phrase to be __centered__ on an 8x11 LANDSCAPE in PAGES.
 * Format the font to fill up the document
 * Add a frame and/or clipart to your project. (See below)
 * SAVE YOUR WORK - Title your work and save it to your file folder.
 * Print to the Color Printer.

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of November 5-9, 2012 = Security Students learn to create secure passwords for their accounts, learn about spam and how to deal with it, and decode website privacy policies, understanding the implications for the information that they share online. Students will
 * __<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Common Sense Media: Digital Citizenship __**
 * Identify strategies for creating and protecting secure passwords.
 * Demonstrate that they know how to spot and handle spam.
 * Learn which information they should avoid sharing online because it is private.

You've won a Prize!
Students will: ** Privacy Rules ** Students will:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; vertical-align: baseline;">Learn what spam is and what forms it takes.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; vertical-align: baseline;">Identify strategies for safely managing unwanted messages
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; vertical-align: baseline;">Demonstrate that they know how to spot spam
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; vertical-align: baseline;">Learn which information they should avoid sharing online because it is private.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; vertical-align: baseline;">Understand which kinds of websites have privacy policies and why
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; vertical-align: baseline;">Practice checking websites they visit for privacy policies and privacy seals of approval

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of October 29-November 2, 2012 = Security Students learn to create secure passwords for their accounts, learn about spam and how to deal with it, and decode website privacy policies, understanding the implications for the information that they share online. Students will
 * __<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Common Sense Media: Digital Citizenship __**
 * Identify strategies for creating and protecting secure passwords.
 * Demonstrate that they know how to spot and handle spam.
 * Learn which information they should avoid sharing online because it is private.

Safety and Security Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission. Students will
 * __<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Common Sense Media: Digital Citizenship __**
 * Compare and contrast online friends with real-life friends, face to face pals.
 * Understand that Private Information should not be given to anyone online without the permission of a trusted adult.
 * Learn how to respond if an online friend asks them personal questions.

__ [|**Talking Safely Online (4-5)**] __ Unit: Safety What's the difference between Internet friends and real-life pals? Students learn that while they can make friends on the Internet, they should never reveal private information. Unit 2: Security

Powerful Passwords
Students will:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; vertical-align: baseline;">Understand the functions of passwords.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; vertical-align: baseline;">Identify strategies for creating and protecting secure passwords
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; vertical-align: baseline;">Create their own secure passwords using the lesson guidelines

=**__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of October 22-26, 2012 __**=

Review File Management for each student. File; Save As; Student; Grade; Teacher; Student Name. Give your document a name and save.

Review saving JPEGS and other information. Right click; Save Image As; Student; Grade; Teacher; Student Name. Give your document a name and save.

Begin Internet Safety - Review Online Safety with Brainpop.

__ [] __ = = = **__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of October 15-19, 2012 __** =

Book Fair Week - Students conducted research for their Native American Indian Project

__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of October 8-12, 2012 __ Lesson #4 from workbook - Outlining in Pages = = = **__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of October 1-5, 2012 __** = Lesson - Introduction to Word Clouds >>> - Students will have an opportunity to create a Word Cloud for the Book Fair using the Scholastic Book Fair flyer. >>> - Students may create a Word Cloud for their favorite book. = = =__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of September 24-28, 2012 __=
 * Review with students how to outline using iWorks Pages. Students may use any class textbook or notes (We'll use Social Studies today).
 * Review Pages menu bar, etc.
 * Use Template for Howard Outline
 * Put heading - left aligned- at top of page: Student Name, Teacher, Date
 * Put Title on page: centered, underlined.
 * Enter text; push enter to go to the next number; Pages automatically adds the next number; decide if text indent must increase or decrease.
 * If you get out of outline, backspace to last entry, and "enter".
 * 1) Open [|Wordle]
 * 2) Let students explore Word Clouds using this program.
 * 1) Have students add their name.
 * 2) Save and Print.

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students will learn how to create a Business License for their Mini Society project. A business license is a document which normally resembles a certificate. A business license usually states the name and type of business, a license number, and shows the date and geographic entity (county) where it was issued. A business license is needed by anyone who is opening up their own business or organization. It is required by law in every state, whether you are running the business out of your home or in another facility. Use Pages for the template

Google Earth - Continued

=__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of September 17-21, 2012 __=

Lesson #3 from workbook - Intro to Google Earth

> Take the tour to learn how Google Earth works: > <span class="wiki_link_ext">[|Google Earth Tour] > Extra Credit: Students can complete a worksheet identifying the latitude and longitude of Delaware Landmarks.
 * 1) Students will complete the Computer Hardware Assessment page (from lesson #2) and hand in to teacher. Review in class with students.
 * 2) As a class, Students will explore Google Earth.
 * 1) Explore places like home, Lewis and Clark travel.
 * 2) Have students open the Google Earth icon and practice locating Delaware Landmarks.
 * 1) Remind students to practice keyboarding skills from online sites listed on their internet start page.

=__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of September 10-14, 2012 __=

Lesson #2 from workbook - Computer Hardware and Keyboarding


 * 1) Review Parts of the Computer (Prepare for quiz the following week).
 * 2) Students may spend 10 minutes with a site based typing program for warm up before they take a keyboarding quiz.
 * 3) Students will open up PAGES (from the dock). Review the layout - template; blank page; portrait; Red squiggly lines indicate misspelling.
 * 4) Have students type their name at the top of the page. Students will be given a handout to use for a timed keyboarding quiz. The quiz is for 5 minutes. Students will not correct grammar/spelling mistakes during this time. They will get one minute after the timed test to correct their work. They will then print their paper for grading. Students should also save their work to THIER file folder.

=__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of September 3-7, 2012 __=

Lesson #1 from workbook - Introduction, Using an Internet Start Page (Protopage - Formerly known as Weblinkers) and Keyboarding


 * 1) Review Rules
 * **SAVE EARLY SAVE OFTEN**
 * 1) Introduce Word Wall
 * 2) Headphones; Workstation assignments (by cubby number)
 * 3) Review Mouse buttons - left click, right click, double click;
 * 4) Review keyboard and home row; anchor keys (F and J); Enter; Spacebar; Alt; Shift
 * 5) Go to Internet start page—introduce various widgets and bookmarks
 * 6) Discuss FILE MANAGEMENT - Folders, Grades, Teacher File, Student File
 * Explain difference between 'Save' and 'Save As"
 * Backspace; Delete; EDIT UNDO

___

= What Have I Learned I and II = //**Week of April 29th-May 13th**//
 * //Lesson 30-31 of [|workbook] //**


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remember to turn in final homework.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Speak Like a Geek—finish presentations today. Anyone who hasn’t gone, will today.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Today, students will transfer knowledge learned this year to new situations.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open a program students haven’t used on class SmartScreen. How does one start? Have students help you, offer suggestions. Prod gently to come up with:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Is there a tutorial or a demo? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Is there a Help button? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">How did we initiate other programs we used this year? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Are tools familiar? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">How about menus? //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">With student input, create a new project using new program. Might it be like creating a Word doc? A new Photoshop canvas?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Provide three other programs students haven’t used and have them work in groups to create a project using one. More web-based tools (like those used in Lesson 29) are good, or other installed software that you never got to this year (i.e., Visio) or a tool like Evernote.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Publish/share completed projects.
 * Remind students to transfer knowledge to classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tuck chairs under desk, headphones over tower; leave station as you found it.
 * As you teach, incorporate lesson vocabulary. Check this line if you did that today!

= Hello Next Year's Students = //Week of April 15th-22nd//
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">//<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Lesson 29 of // // [|workbook] //**


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Speak Like a Geek presentations continue.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">School year is almost over (I know--I'm ahead of you. There's actually another 6-8 weeks. Take your time if you're up with me here!). Let’s share what has been learned with next year’s fifth graders. What was hard? Easy? Challenging? What tips do this year’s students have for those following in their footsteps?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Students can pick from a variety of online tools:
 * [|//Animoto//] //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> video //
 * [|//Big Huge Labs//]
 * [|//Class Tools//]
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Comic creator (i.e., // [|//Zimmer Twins//] //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">) //
 * [|//Glogster//]
 * [|//Photostory//]
 * [|//PollDaddy//]
 * [|//QR Code//]
 * [|//Tagxedo//] //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> (or Wordle) //
 * [|//Voki//]
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have all websites available on [|class internet start page] (click for an example).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Take one minute to review each tool on SmartScreen. Then, students select a tool and work in groups to finish project.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Give rest of class to create ‘Hello, Fifth Graders!’ project. See inset for Tagxedo example.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Publish projects to class website and student blogs (if available). Use embed code or a screen shot if no embed is available.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocabulary. Check this line if you did that today!
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer knowledge to classroom or home.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Close to desktop. Tuck chairs under desk, headphones over tower; leave station as it was.

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Photoshop = //Week of March 11th-April 8th//
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">//<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Lesson 24-28 of // // [|workbook] //**

<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">This is four lessons of Photoshop projects. Get the ones done you can. Take your time. See samples in the text, pages 90-94 <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">#2: <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">#3:
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open a picture. Use auto correction tools under image-adjustments (auto levels/contrast/color). Point out ‘History’ (on right). Compare the original picture to the corrected version to see the difference. It’s impressive.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Point out the crop tool with the dark arrow in corner (opens to two tools), the lasso and the magic wand. Explain what cropping is and how each of these tools does it differently.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Try the crosshatch crop tool and the lasso on a new picture. Notice the difference—one is structured, one freehand. Compare the three approaches to cropping in MS Word.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now use magic wand to crop out a background (i.e., the lizard below). Open a background (i.e., the coliseum below). Drag-drop the cropped-out figure into the new background
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use edit-transform-scale to resize picture into background
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save; save-as to flash drive.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open Photoshop (or Gimp). Discuss cloning and the clone tool.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open a field of flowers (see inset below). Show students how to clone within a picture. Add flowers or get rid of flowers by cloning the flowers or the green verdure.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Show how to watch the anchor point to see where you’re cloning from, to make colors match as closely as possible.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">You can also clone between two pictures. Open Sub and Polar Bear picture (or similar—see sample on next page) and a second picture (like the sea cave). Create anchor point with Alt+click in one picture (the Arctic ice flow) and paint with mouse to clone a polar bear to a Caribbean sea cave. Notice the cross shows where you’re cloning from.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Make sure edges are matched as closely as possible to look as natural as possible. Be patient.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use the camera on the history button to keep a copy of a stage in the picture you like. Explain to students how this works.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save to file folder as both a .psd (Photoshop’s default file. It will keep all the layers for later editing) and a .jpg (a file that will be usable in many programs and the internet)
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open school picture (or other). Use Photoshop’s magic wand to delete background (or adapt to use Gimp).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Change background and foreground colors. I’ve selected pink and maroon
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Filter-render-clouds to replace background with clouds shaded to these two colors
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Select inverse (now ants are moving around the person). Filter.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use text tool to add a holiday greeting—change font, size, color, and warp
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use paint brush to spray stars or other touches
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save as jpg. Print with preview—check box to fit picture to medium.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open giraffe picture or other of your choice (see left inset below) or use the free Gimp with some adaptations.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use blur tool on tool bar to blur trees in background. This is a common effect used to make a focal point stand out in a picture. Show samples from magazines that students will recognize.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Return to original picture in history and try the same thing with the smudge tool
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Return to original picture using history. Go to ‘Actions’ (next to ‘History’). Walk students through the many different ‘Actions’ Photoshop has available. Explain that these are popular but complicated multi-step formatting effects that Photoshop has automated to make simple to use.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Select ‘Image Effects, Quadrant Colors’; push ‘go’ at bottom to create a four-color picture (see middle example below).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Go to ‘Frames, Brushed Aluminum’ under ‘Actions’; push ‘go’ button and watch a frame appear around the picture. Recolor the frame with the Styles tab
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Return to original picture; select ‘fresco’ under ‘Filter-Artistic’ to filter the image
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Select ‘History brush tool’ from left toolbar. Anchor ‘history’ to the original picture. This sets what the brush ‘paints back’ to. Paint over giraffe to bring back the original giraffe while background retains ‘Fresco’ look (see right inset below)
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">These four tools are simple to learn and stunning in the effect on a picture.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save to file folder and flash drive
 * 4:
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open new canvas in Photoshop (or Gimp).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Try different backgrounds using 1) background/foreground color, 2) styles, 3) gradient, 4) pattern
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Create a new layer. Double click its name and rename it ‘background’. Change foreground and background colors on the left tool bar to new colors. Select Paint Bucket. Make sure ‘fill’ on top tool bar says ‘foreground’. Use paint bucket to pour a layer. It will be the color of the foreground that was selected.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Create a second layer. Name it Patterns. Select the paint bucket; this time, make sure ‘fill’ says ‘pattern’ and select a pattern from the drop down box. Pour it onto the new layer.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open a third layer. Rename it ‘styles’. Select the paint bucket, and then select a style (on right). Pour the style onto the new layer. Don’t like it? Pour a new one. Don’t want a style anymore? Click the paint bucket and pour. It’ll be the foreground color.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Create a fourth layer and name it ‘Gradient’. Select gradient tool under paint bucket. Drag mouse across screen to create a variegated background.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students drag their favorite background layer to the top of the stack.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add a new layer. Use paint brush to draw on it; use Custom shapes to add pizzazz. Use text to tell classmates what’s going on.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save as a .psd and a .jpg

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Photoshop Intro = //Week of March 4th//
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">//<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Pre-Lesson 24 of // // [|workbook] //**

If you have time, do this fun intro to Photoshop. Treat it as KidPix for grown-ups. > > Students can create a project for some presentation coming up or just have fun learning Photoshop's drawing tools. Today, students drew a picture of themselves with five brushes, five colors and added text using the Style tool. Here are examples:
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Introduce Photoshop (or the free version called [|Gimp] )—review layout, basics, toolbars, zoom in on pixels, history, layers, navigator. Option: Use the free download Gimp ( [] ) . It’s similar to Photoshop. Let students know Adobe has wonderful discounts on its software for students
 * [[image:smaatech/paint2.png caption="paint2.png"]] ||
 * paint2.png ||


 * [[image:smaatech/Paint.jpg caption="Paint.jpg"]] ||
 * Paint.jpg ||

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Word Graphics = //**Week of February 18-25th**//
 * //Lesson 22-23 of [|workbook] //**

Graphics—MS Word unit. This is preparation for a very fun unit learning Photoshop. Surprisingly, Word has many great photo editing tools most students know nothing about.
 * Select a row picture. Have a variety available for students to select from. You can make them fun or tied into classroom conversations. See pg. 87-88 for more examples.
 * [[image:smaatech/row-of-bears.jpg caption="row-of-bears.jpg"]] ||
 * row-of-bears.jpg ||


 * [[image:smaatech/row-of-dogs.jpg caption="row-of-dogs.jpg"]] ||
 * row-of-dogs.jpg ||


 * Crop each image from the others (you’ll end up with 5 images
 * [[image:smaatech/cropped_images.png caption="cropped_images.png"]] ||
 * cropped_images.png ||

2. TTL4—for those who finish or As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
 * Add a border to each
 * Add a background—this might require making the existing background transparent
 * Cant each
 * Save and print
 * [|Dance Mat Typing]
 * [|Typing Web]

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= = = Google Earth Tour =
 * //Week of February 11th//**
 * //Lesson 21 in [| workbook] //**


 * Start Speak Like a Geek presentations to familiarize students with tech vocabulary
 * 1) sign up for a week
 * 2) sign up for a word
 * 3) be ready to present on correct day
 * 4) here are detail sheets (see text for clean copies)

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
 * Google Earth tour will take a few weeks so it's a good one to stretch beyond our one assigned week.
 * you can use a Google Earth tour to follow a literary book you're reading in class, a historic progression, a geographic tour of the world (that's what we do in the text) or whatever works.
 * Open Google Earth. Review tools, toolbars if necessary.
 * This year, I tried a different tour (rather than the Google Wonders of the World in the text) with my students and wanted to share with you. We created a tour that shows an English immigrant's path from England to the colonies. Follow these directions:
 * The numbered points are placemarks on Google Earth. The subpoints are detail covered in placemark dialogue box.
 * create unique placemarks with school picture (add custom when you go into placemark selection and save final to group)
 * save .kmz file to your file folder. When left on the lab station, they disappear over a week!
 * Here's a picture of one of the Google Earth tours with a student's unique placemarks:

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//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Excel Basics III =
 * //Week of February 4th//**
 * //Lesson 20 in [| (workbook)] //**


 * **//Sign up for Speak Like a Geek Vocab Board presentations. Need help with this--drop me a message. There are a lot of details on pages 78-80 in text, but sometimes, it's complicated!//**
 * **//This lesson reviews Excel Basics. There's an assessment on pg. 81. Go through this with students on the SmartScreen. Have them follow along on their computers. Then, give them the same spreadsheet as an assessment. Any questions on how to do the skills--drop me a line. I'll walk you through it.//**

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Excel Graphs =
 * //Week of January 28th//**
 * //Lesson 19 in [| (workbook)] //**


 * Take a class survey (here, it's about student favorite classes) and create a graph (using F11). Then format the chart:
 * || [[image:smaatechk-3/excel_graph.jpg caption="excel_graph.jpg"]] ||
 * excel_graph.jpg ||  ||

This data became this graph:
 * || [[image:smaatechk-3/excel_graph2.jpg caption="excel_graph2.jpg"]] ||
 * excel_graph2.jpg ||

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//


 * If possible, tie into a class conversation. For example, if students collected data on a science experiment, a paper airplane experiment, an egg drop, use this for the table and chart.

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= = = Excel Formulas = //**Week of Jan. 21st**//
 * //Lesson 18 in [| (workbook)] //**

> || excel_f.png ||
 * 1) Warm up with keyboarding on installed software or online website
 * 2) Continue with Google Earth Board (if you're doing this)
 * 3) start formulas in Excel. As an example, create a formula that will add two numbers.
 * **Our formula: = c4+c5**
 * **Our data:**
 * type the number 99 in c4
 * type the number 33 in c5
 * the formula looks like this:
 * || [[image:smaatechk-3/excel_f.png caption="excel_f.png"]] ||
 * excel_f.png ||  ||
 * **Formula Steps**
 * To add 99 and 33 and have the answer appear in cell c6:
 * Type an equal sign in cell c6.
 * Click on cell c4 with the mouse pointer.
 * Type a plus sign in cell c6.
 * Click on cell c5 with the mouse pointer.
 * Press the **ENTER** key on the keyboard.
 * The answer should be present in cell c6.
 * Even though you see the answer as a number, if you click on that cell you will see our formula in the formula bar above the work area.
 * Here's a sample worksheet (pg. 74 of text):
 * || [[image:smaatechk-3/excel.png caption="excel.png"]] ||
 * excel.png ||  ||
 * excel.png ||


 * Experiment by replacing numbers, see how Excel recalculates the answer.
 * Use decimal numbers to tie in with class investigation of this skill
 * Try other formulas that interest students--this is a popular activity
 * Use math problems students are currently working on
 * This is a good tie-in for pre-programming, robotics, Scratch, logical thinking, critical thinking

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= = = Word = //**Week of January 14th**//
 * //Lesson 17 of [|workbook] //**


 * Remind students of homework
 * Use MS Word or other word processing program (i.e., Google Docs)
 * Add heading--use macro if you've taught that to students
 * have them take MS Word assessment (or have it revised for your word processing program). These are skills they've covered in the past. You want to see what they need help with.
 * Those who finish can practice keyboarding skills or go to websites that tie into class unit of inquiry

= Trifold in Publisher = //**Week of December 17th-January7th**//
 * //Lesson 14-16 of [|workbook] //**
 * remind students of homework
 * Take speed quiz second week of this trio. Review grading (student is graded against themselves)
 * Continue with desktop publishing unit
 * calendar
 * flier
 * Open Publisher (or similar trifold creator). Why use Publisher instead of Word? What are advantages/disadvantages (now that they have several weeks' experience with it).
 * Discuss the meaning/purpose of 'trifold'
 * Select a template that works for student theme. Do not change fonts, sizes, colors
 * Review how to add information to Publisher (text boxes, add images, building blocks)
 * Each panel has a heading, text, and an image
 * Take time to discuss which images are legal to use online
 * Use good grammar/spelling. Clear all red/green squiggles
 * No white space in trifold. Re-size images and/or add more information. Set line spacing to 1.5 or 1.15
 * Save, save-as to flash drive, print
 * Save, save-as to flash drive, print

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Holiday Calendar in Publisher = //**Week of December 10th**//
 * //Lesson 13 of [|workbook] //**


 * Start Google Earth Board presentations
 * review guidelines and grading rubric with students
 * help this first presenter--it's hard to go first
 * What is Desktop Publishing? Discuss this with students.
 * remember last week's newsletter?
 * remember the trifold from 4th grade?
 * and the story/magazine from 3rd grade
 * Open Publisher
 * pick a calendar template
 * explain how each date is a cell with only so much room for typing
 * discuss events happening at school during holidays. Have students add them to their calendar
 * take one even per student and add it to the calendar (birthday, visit, party, etc)
 * If time, add an image to empty date cells
 * decorate/format; save and print
 * If you use Google Apps:
 * great opportunity to get students into this program by creating a class calendar
 * review Google Apps and the calendar
 * review netiquette rules for communicating online
 * review rules of internet safety
 * have each student add one event
 * embed into class wiki or student individual blogs

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Holiday Newsletter in Publisher = //**Week of December 3rd**//
 * //Lesson 12 of [|workbook] //**


 * Problem-solving Board presentations--finish
 * Practice keyboarding while students sign up for Google Earth Board presentations (this is the second of three Presentation Boards this year)--see info on pg. 53-57
 * Remind students of research skills learned Lesson 9-10 when researching for this topic
 * Students should all have two digital stories with them themed around a classroom topic to add to the newsletter they will create today. Students can work in groups of 2-3
 * Open Publisher; select a newsletter template; change color/font scheme as desired
 * Fill in name, slogan
 * Copy-paste articles in newsletter. This will take 1-2 pages, depending upon how many students are in the group. Remind students to pay attention to layout so its pleasing and enticing. Each story requires one picture--no more
 * Newsletter has a sidebar--Points of Interest. Use to highlight something special about the stories--something the authors want the reader to notice
 * If there are two pages, make the cover page sidebar a Table of Contents and the second page for hightlights
 * Print preview and print

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Holiday Flier = //**Week of Nov. 19th-26th**//
 * //Lesson 11 of [|workbook] //**

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
 * Problem-solving Board presentations
 * Discuss the concept of a flier. What information does it contain (the basics)? What are its characteristics (splashy, brief text, colorful)
 * Open Publisher and go to Quick Publications. Select a template. This nicely lays out the important parts of a flier
 * We will edit the image, heading and sub-heading.
 * Remind students how to resize images
 * Note: This flier can be adapted to a report cover page easily.
 * Those who finish: Visit holiday websites like these:
 * [|12 Days of Christmas]
 * [|Holiday collection]
 * [|NORAD Santa]
 * [|Penguin Show]
 * [|Reindeer Orchestra]
 * [|Holiday—North Pole Academy]
 * [|Holiday—match game]
 * [|Holiday hangman]
 * [|Holiday—Math Facts]
 * [|Holiday Crossword]
 * [|Holiday Hangman II]
 * [|Holiday—find the word]
 * [|Holiday—Design a Gingerbread House]
 * [|Holiday Elf Games]

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Internet Search II =
 * Week of Nov. 12th**
 * //Lesson 10 of [|workbook] //**


 * Continue problem-solving board presentations
 * Practice keyboarding skills using installed software or online programs. [|Click here] for ideas.
 * Discuss website addresses--which are most reliable? How do you determine that?
 * Show students an example. See example on page 47
 * Discuss extensions. What do they mean
 * What's the difference between 'http' and 'https'?
 * Every time you visit the internet, review internet safety, safe surfing.
 * Use Word table skills from 3rd/4th grade to create a table differentiating extensions. Copy-paste addresses and a screen shot of each website. This is several different skills:
 * Remind students how to copy-paste an internet address. Push space bar to activate the address.
 * show them how the internet address is active--all it needs is a Ctrl+click.
 * Use Windows Snippit, Jing or another screen shot program to take an image of the correct website and paste it into the correct cell ( see sample on pg. 48). If students don't know how to do this, review
 * Review how to manipulate images in a document--resize with handles, move from one cell to the next
 * Save and print. Should they save or 'save-as'?
 * Those done early: Have them visit safe surfing websites you've collected to the class internet start page. [|Here are] some to pick from

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Internet Search =
 * Week of Nov. 5th**
 * //Lesson 9 of [|workbook] //**


 * Problem-solving board presentations
 * Homework for November: QWERTY row on Dancemat Typing. Only QWERTY row--have it memorized by the end of the month
 * Open an internet search bar. I use Google.com. Where's the address bar and where's the search bar? They've merged.
 * Pick a topic students are studying in classroom and use it to show how to search using:
 * keywords
 * website extensions
 * try out the search techniques listed on pg. 44, especially definitions, phonebook, calculator, and others relevant to your class.
 * Students can work in groups for these skills
 * If there's time, here are two good BrainPops on search/research:
 * [|Research--how to]
 * [|Research--online sources]
 * Extra time: Go to websites that tie in with classroom discussion on a topic. Have them posted on the class internet start page.
 * Extra time: Go to websites that tie in with classroom discussion on a topic. Have them posted on the class internet start page.

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Word Story =
 * Week of Oct. 29th**
 * //Lesson 8 of [|workbook] //**


 * Continue with Problem-solving Board
 * Have students bring a story they wrote in the classroom this year and type it into Word. Remind them of correct writing skills, good typing habits (all hands/fingers, elbows at sides, etc)
 * Think about the story. Discuss how to come up with a title--pithy, short, draws readers in. Format title in WordArt
 * Format with
 * border
 * fonts
 * font sizes
 * font colors
 * pictures
 * watermark
 * These are skills students have done in 2/3/4 grade. If necessary, model for them, or do step-by-step. See sample on pg. 42
 * Use rubric on pg. 43 to be sure all skills are completed. You as teacher will use this for grading
 * Save and print. Why save? Why not save-as? What's the difference?
 * Extra time? Add a footer
 * If your school requires assessments, you can use this story as an assessment. See pg. 70/71
 * Those who finish: go to class internet start page and visit websites that correlate with classroom discussion

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Excel =
 * Week of Oct. 22nd**
 * //Lesson 7 of [|workbook] //**


 * Start with Problem Solving board
 * Review Excel
 * They have done projects in 2/3/4--Gingerbread House, Cheat Sheet, Graphs. Ask what they remember of them
 * Review Excel basics--see pg. 39 for a list
 * Students will extend learning to:
 * mean-median-mode
 * count
 * max
 * min
 * what other skills work well for your student group?
 * Idea: Use [|Lemonade Stand] and track progress with Excel. Have students set up a spreadsheet and fill in data
 * Those who finish early: practice keyboarding homerow on DanceMat Typing

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Graphic Organizers = As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
 * Week of Oct. 15th**
 * //Lesson 6 of [|workbook] //**
 * Start with keyboard practice using your favorite program. Remind students of good posture, hand position, etc.
 * Three presentations for Problem Solving Board
 * Start MS Word Graphic Organizers (SmartArt)
 * students do graphic organizers every year. I always choose a different one so they get used to making those choices
 * remind students what they did last year. Why are you selecting this particular graphic organizer for this particular project? Help students understand the decision making so they can reproduce it when necessary
 * tie this graphic organizer in to a topic being discussed in the classroom
 * See complete directions on pg. 36

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Google Earth = As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
 * Week of Oct. 8th**
 * //Lesson 5 of [|workbook] //**
 * Start with keyboard practice using your favorite program. Remind students of good posture, hand position, etc.
 * Three presentations for Problem Solving Board
 * Open Google Earth
 * review program, opening screen, and mouse skills for zooming in/out/etc
 * activate latitudes and longitude grid lines
 * have a worksheet that has major lats and longs (see pg. 35)
 * students can work in groups to complete the worksheet
 * students locate two countries on each grid, measure distance between them, and record data

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Outlining =
 * Week of Oct. 1st**
 * //Lesson 4 of [|workbook] //**


 * Start with keyboard practice using your favorite program. Remind students of good posture, hand position, etc.
 * Review hardware quiz (in textbook). Discuss results. Review hardware-based problems. Explain 'mulligan' policy (retaking quiz)
 * Question Board starts today (details in text).
 * Review process.
 * Complete grading rubric for each presenter
 * make sure questions aren't 'What do you do if that doesn't work?' That never ends!
 * Outlining in MS Word--this is simpler than it sounds. Remember how it was done in 4th grade
 * What is an outline?
 * Why outline? Discuss with students
 * show how easy it is in Word--3 keys
 * Demo so students see how it works
 * Open MS Word
 * Review MS Word--remember last year--ribbons, tools, page layout
 * add heading as usual (name, date, teacher)
 * using textbook from class, outline chapters, headings, subheadings, etc.
 * show students how to format numbering or change to bullets
 * save and print
 * Alternative: If your school has Google Apps accounts for students, use this instead
 * Extra:
 * Have notes from teacher on this same topic. Have students edit the outline and add notes.
 * have a list of websites that tie into classroom discussion on the class internet start page

As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= Celestia =
 * Week of Sept. 24th**
 * //Lesson 3//** **//of [|workbook] //**


 * Hardware quiz, based on study guide (see pg. 18).
 * As with all quizzes, students can retake for full credit if they had a difficult day, didn't do as well as they know they can, or any other reason. Teachers: This sounds like you'll be buried in mulligans, but in 15 years, it has never happened. Few take advantage of this opportunity. Those who do are truly modelling their effort to excel.
 * Have students practice typing on Type to Learn or your school typing program. While they practice, have those who haven't yet sign up for the Question Board which starts next week.
 * Review details of Question Board with students. Take questions until all are satisfied. Starts next week.
 * Review email so students can submit homework (which starts October 1st)
 * Review layout
 * Review most common problems (bounce back, improper address)
 * Visit [|Celestia (free download). Encourage students to explore]
 * run deomo
 * go to 'navigation-tour guide'
 * go to 'navigation-solar system browser
 * go to 'navigation-star browser'
 * Extra time: Visit [|Google Moon], [|Google Mars]

As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.

If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, **// [|How to Jumpstart the Inquiry-based Classroom.] //** This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= School Technology = = Speed quiz = = Question Board = >> review grading policy (pg 20) >> make sure students successfully save to network (or wherever you save docs)
 * Week of Sept. 17th**
 * //Lesson 2 of [|workbook] //**
 * Take speed assessment (see pg. 17 for detail, pg. 19 for sample)
 * review posture--see notes in textbook
 * this is a benchmark (what's a 'benchmark'?)'
 * lose one point for poor posture/hand position/etc
 * Remind them how to spell-check (with F7 or right-click)
 * notice word count at bottom of page--mental math: what's your speed?
 * Discuss the importance of keyboard speed and accuracy
 * Extra: follow keyboard lessons in [|K-8 Keyboard Curriculum]
 * <span class="wiki_link_ext">review [|Dancemat Typing] or [|Nimble Fingers]
 * practice only homerow
 * this is what October homework will be
 * Bored/too easy? cover hands
 * this is homework--review homework policy
 * Review access to school digital tools
 * digital lockers
 * practice uploading the Hardware Study Guide on pg. 18 (which you have placed on your class website)
 * digital portfolios
 * email/communication tools
 * teacher websites
 * dropbox for homework submittal (if available)
 * etc
 * Done? Use websites on class internet start page until class ends or go back to what wasn't finished in earlier lessons

As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.

Close down to desktop, headphones over tower, chairs tucked under.

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned. **//

= = = Class Intro = = Question Board =
 * Week of Sept. 10th**
 * //Lesson 1 of [|workbook] //**


 * 1) Assign seats
 * 2) Tour classroom--what changed
 * Lab hours
 * discuss homework--changes
 * notes on wall with major skills
 * review Scope and Sequence
 * Review new units (i.e., Digital Citizens)
 * 1) Log onto computer with username (first.last) and unique id
 * 2) Open internet. Set start page to [] by going to tools-internet
 * 3) tour internet start page
 * 4) go to school portal (if available--Schoology, Veracross, etc)
 * 5) log in with UN: firstname.lastname PW
 * 6) change PW
 * 7) Explore 'classes'. Go through tech class page
 * 8) find discussions and comment
 * 9) Set each student up with a binder (or each station) that includes a sheet with their log ins for all programs that require that
 * 10) student page
 * 11) school page
 * 12) Everyday Math
 * 13) etc.
 * 14) Take pictures or copy pictures from online directory to student folders
 * 15) Review hardware--names, how to connect, how to problem solve issues
 * 16) Review save, save-as
 * 17) Review backspace-delete
 * 18) Sign up at the front of the classroom for the Question Board before 9/24 (There's a sheet there for your grade level). You must select a date and a question. The first presentation starts week of 10/1. See below for samples:
 * //Note: PS Board sign-up, list of problems, and grading criteria are on pg. 24-27//**

//** Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of this lesson--helping students find a comfort level with technology--clarifying questions take more time than I'd expect at times. I'm fine with that. There'll be lessons later that move faster than I planned. **//

<span style="background-color: #86858a; color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; text-align: left;"> The week of Sept. 10th, I'll be teaching... <span style="color: #ffffff; font-family: Helvetica,Arial,sans-serif; font-size: 12px;"> Lesson #1 in the curriculumLesson #2 in the curriculumLesson #3 in the curriculumHaven't started yetOther: Vote <span style="color: #ffffff; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-decoration: none;">View ResultsPolldaddy.com



= Web2.0 Tools = = Crown or Colony = //**March 26th-May 21st, 2012**//
 * //or follow Lesson 22-23 (Word graphics) of [|workbook] //**


 * Homework due end of this week
 * Presentations
 * Give time for other groups to work on presentations
 * Done? Crown or Colony
 * Done? Work on state capitals for class:
 * [|State Capital Flashcards]
 * [|State Capitals]
 * [|State Capitals II]
 * [|State Capitals III]

= iPads = = Wikis = = Web 2.0 Tools = //**March 19th**//
 * //or follow Lesson 21 (Google Earth tour) of [|workbook] //**


 * Join Wiki with UN your first name.lastinitial PW falcon
 * Create your wiki page--name: your first name; tag: 5th
 * Remember the QR People that showed up on the walls in October? Let's scan them!
 * Overview of the iPads
 * remove carefully from cart
 * correct treatment of iPads--handle carefully, don't drop, don't touch screen with anything other than your finger
 * open, home, tap apps to make them open
 * explore iPad. Open a few apps
 * Find 'scan' app
 * Can't find it? Use search
 * show how to use Scan app
 * See if you can guess who the person is on the wall
 * Use the iPad Scan app to see if you guessed correctly

= Crown or Colony = //**Feb. 27th-March 12th**//
 * //or follow Lesson 14-16 (Colonization trifold) of [|workbook] //**


 * Speak like a Geek--finish up
 * remind students to enter their SLAG words into My Falcon Discussion board for quiz
 * SLAG quiz after American Revolution simulation
 * all redo-makup work due Friday
 * speed quiz after AR simulation. It will be with hands covered. Be sure you're prepared!
 * Web 2.0 tools --(bubbl.us, timeline, electrocity, minyanland, etc) teach the class in groups--how to use, why, examples of projects, trouble-shooting, connections to classroom projects
 * get into groups of three
 * I'll review each site with you.
 * Discuss with your group--which do you want to do. Sign-ups by next week.
 * __ [|http://www.mission-us.org/ -- sign up today, get started--watch trailor first, then play game] __
 * Students play the online game, [|Crown or Colony.] For a summary of it, [|visit this post.]
 * Students set up accounts using their Falcon UN and PW
 * Here's a screen shot and directions:

= Websites = //**Feb. 13th**// //**or follow Lesson 17**// **// [|workbook (advanced Word)] //** **File Not Found**
 * 1) Speak Like a Geek--remember to put your words/definitions on Discussion Board.
 * 2) review websites for quality<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="Identifying_High_Quality_Sites2.pdf" link="file:smaatech/Identifying_High_Quality_Sites2.pdf"]]
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 66 KB


 * 1) work in groups of two
 * 2) do two evaluations

Done? Play [|Jamestown game] if you haven't Done? Visit the [|Sistine Chapel--virtual tour] Done? Math websites
 * [|Everyday Math Online]
 * [|Math grid game--cars]
 * [|Math division]
 * [|Math Facts]
 * [|Math--adding decimals]
 * [|Multiplication games]

= = = Scratch = //**Jan. 9th-Feb. 10th**// //**or follow Lesson 18-20**// **// [|workbook (advanced Excel)] //**

Create a Sprite Move a Sprite Add text bubbles Add background >
 * Meet Scratch
 * ** Pre-programming
 * Drawing program
 * Presentation tool
 * ** Introduction to Sprite **


 * **Create a Sprite**


 * **Create a Sprite using your picture**
 * Save your picture from the class pictures to your file folder on the network
 * In Scratch, go to //**Paint a new Sprite**//
 * Import your picture from your file folder (it's in the K drive)
 * Remove the background using the eraser (be careful not to erase yourself
 * [[image:smaatech/sample_sprite.jpg caption="sample_sprite.jpg"]]
 * [[image:smaatech/scratch_student_pic_how-to.gif caption="scratch_student_pic_how-to.gif"]]
 * Use yourself in some of the lessons
 * **Move your Sprite**

>>>> || application/pdf icon || <span style="background-color: initial; color: inherit; font-family: Helvetica,Arial; font-size: 12px; text-decoration: none;">[|TASK CARDS 2.pdf] > > Still struggling? Go here []. Do each of these lessons.
 * ** Taskcard 1: "Movement, Looping <span style="background-color: #ffffff; font-family: Helvetica,Arial; font-size: 12px;"> (repeat/forever) and Bouncing on Edge" **<span style="background-color: #ffffff; font-family: Helvetica,Arial; font-size: x-small;"> Making Your Sprite Move
 * [|TASK CARDS 1.pdf]
 * Student Taskcard 2 Video
 * and see how you program different movements in Scratch
 * [[image:smaatech/scratch2.gif caption="scratch2.gif" link="http://info.scratch.mit.edu/Video_Tutorials"]]
 * Scroll down and go to //**Rainbow Fish**//
 * Scroll down and go to //**Whirling Butterflies**//
 * Scroll down and go to //**Beat it**//
 * ** Taskcard 2: "Change effects <span style="background-color: #ffffff; font-family: Helvetica,Arial; font-size: 12px;"> (colour, etc), Press key and Wait ? sec." **<span style="background-color: #ffffff; font-family: Helvetica,Arial; font-size: x-small;">Adding Effects to your Sprite
 * || [[image:http://scratched.media.mit.edu/sites/all/modules/contrib/filefield/icons/application-pdf.png caption="application/pdf icon"]] ||
 * Student Taskcard 2 Video
 * ** Recolor and move your sprint-- ** [|click here] and try all of these skills
 * **Make your Sprite talk**
 * **Animate your Sprite using Costumes**
 * T<span style="background-color: initial; color: inherit; font-family: Helvetica,Arial; font-size: 12px; text-decoration: none;">[|ASK CARDS 4.pdf]
 * Student Taskcard 4 Video
 * **Broadcast your sprite**
 * [|Click here]
 * [|Click here for more]
 * [|Click here for a Scratch video on broadcasting] and [|here]
 * Change backgrounds using Broadcast
 * **Edit your sprite**
 * <span style="background-color: initial; color: inherit; font-family: Helvetica,Arial; font-size: 12px; text-decoration: none;">[|TASK CARDS 10.pdf]
 * Student Taskcard 10 Video
 * ** Go through all 12 Taskcards [|on this link] with your partner. Be sure you know how to do all of them. Next week: We'll use them to create a game/video **
 * H ere are videos not get covered
 * Student Taskcard 1 Video
 * Student Taskcard 2 Video
 * Student Taskcard 5 Video
 * Student Taskcard 6 Video
 * Student Taskcard 7 Video
 * Student Taskcard 8 Video
 * Student Taskcard 9 Video
 * Create a Scratch account **
 * UN your first name PW falcon EMAIL: firstname.lastname@falcon.smaa.org
 * Account created? Go to My Stuff
 * Change your picture to the sprite you created last week
 * Add a Gallery to collect your work
 * Don't change anything else!
 * [|Click here and visit projects done] **by 5th graders (organized by topic**
 * [[image:smaatech/scratch3.gif caption="scratch3.gif" link="http://scratch.mit.edu/pages/results?cx=010101365770046705949%3Agg_q9cry0mq&cof=FORID%3A11&q=5th+grade&safe=active&sa=search"]] )
 * Add a Gallery to collect your work
 * Don't change anything else!
 * [|Click here and visit projects done] **by 5th graders (organized by topic**
 * [[image:smaatech/scratch3.gif caption="scratch3.gif" link="http://scratch.mit.edu/pages/results?cx=010101365770046705949%3Agg_q9cry0mq&cof=FORID%3A11&q=5th+grade&safe=active&sa=search"]] )
 * View several Scratch projects and observe the code that makes them work--with a partner
 * change the code
 * change the sprite
 * make the sprite talk
 * change the costume
 * change the background
 * change the motions
 * [|Learn more about this project]
 * Save your remix to your Gallery

= Scratch = //**Jan. 2nd-Feb. 2nd**// //**or follow Lessons 14-16**// **//of [|workbook] //**//**(a trifold in Publisher)**//


 * Watch two videos below


 * [|Click this link] and take a tour of Scratch

Open this Word doc. Fill it out with your comments about the Scratch codes <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> **File Not Found**
 * [|Click here for step-by-step written directions]
 * Try Scratch Cards with a partner


 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 11 KB

> []
 * [[image:smaatech/scratch3.png caption="scratch3.png"]]
 * Try this image effect
 * Step-by-step? Try Scratch websites for learning
 * Step-by-step? Try Scratch websites for learning
 * Done? Now [|follow the directions for each step in this how-to guide] and create your project
 * Done [|complete each of these exercises]

= = = Personal Inquiry = 2. Done? Create a holiday calendar in Publisher = Internet Research =
 * Nov. 28-Dec. 12th**
 * //or follow Lesson 11, 12-13 (Holiday Flier, Newsletter and Calendar in Publisher) of [|workbook] //**
 * 1.** **MS Word—Personal Line of Inquiry** [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="external image msword.png"]] PERSONAL INQUIRY--2009.doc
 * **Heading**
 * **Title—Personal Inquiry**
 * **Like a page from a book**
 * **Text**
 * **Tables**
 * **Graphs**
 * **Diagrams**
 * **Bullet lists**
 * **Data**
 * **Pictures with captions**
 * **references**


 * //Week of Nov. 7th-14th//**
 * //or Lesson 10 of [|workbook] //**


 * 1.** **Question Board**
 * 2.** Tips for r**esearch in Google**
 * **Review www address**
 * **Review reliability of website extensions**
 * Discuss the importance of reliable websites, the author and the copyright date (should be current)
 * **Review tips on following sheet**
 * **Go to [|Google Search Tips] for practice**

= Drop Box = = Space Activities =
 * //Week of Oct. 31st//**
 * //or follow Lesson 3, 5 in [|workbook] //**


 * Continued with Question Board presentations to support student independence, critical thinking and problem solving skills in the use of classroom computers
 * submitted homework as a class to My Falcon Dropbox. This included:
 * a verification that homework had been completed--10 min. / week, 40 minutes for the month
 * a reflection on the typing--homerow, covering hands, DanceMat Typing
 * thoughts on how this month of practice will affect the future homework
 * Participated in Discussion Board by posting the Question Board question and solution
 * Went to websites about space:
 * [|Solar system--3D]
 * [|Spacesuits--clickable]
 * [|Space sounds]
 * [|Space station game]
 * [|Solar system]
 * [|Space--explore it]

= = = Astro Camp II =
 * Week of Oct. 24th**
 * //or follow Lesson 3, 5 in [|workbook] //**
 * Continued with Question Board presentations to support student independence, critical thinking and problem solving skills in the use of classroom computers
 * Discussed homework due next week. We’ll submit October’s homework together during tech class so students can see how to use the drop box and reflect on their homework, then they’ll do homework submittal themselves for all subsequent months.
 * Students explored the universe with Celestia, a wonderful free download on the computers.
 * Those who finished went to Google Mars, Google Moon (both under Google Earth)
 * Those who finished with that went to angles websites and/or We Choose the Moon
 * [|We Choose the Moon]
 * [|Angles]
 * [|Angles--measuring]
 * Next week and the week after, we’ll visit some wonderful websites on the Universe to support your classroom fieldtrip to Astro Camp
 * [|Space station game]
 * [|Space sounds]
 * [|Solar system--3D]
 * [|Spacesuits--clickable]
 * [|Solar system]
 * [|Space--explore it]

= = = Keyboard Test = = Astro Camp =
 * Week of Oct. 17th**
 * //or Lesson 6 in [|workbook on Graphic Organizers in Word] //**

**File Not Found**
 * Continue with Question Board
 * Remember: quiz at end of QB--post your question and answer to Discussion on MF
 * take blank keyboard test<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="blankkeyboardmine.pub" link="file:smaatech/blankkeyboardmine.pub"]]
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 162 KB


 * When finished, students went to [|We Choose the Moon,] a simulation of America's trip to the moon in preparation for Astro Camp
 * Those who finished that, went to math websites to support class discussion on angles:
 * [|Angles]
 * [|Angles--measuring]

= Internet safety =
 * Week of Oct. 10th**
 * //or follow Lesson 9 in [|workbook] //**


 * continued Question Board
 * Remember: quiz at end of QB--post your question and answer to Discussion on MF
 * How's HW? Reviewed this
 * created avatars after a discussion on their purpose, internet safety, internet privacy
 * [|Avatar 2]
 * [|Avatar 3]
 * Done? Visit [|BrainPop] for videos on Internet plagiarism and copyrights
 * [|Internet plagiarism]
 * [|Internet copyrights]

= MLA Template = **File Not Found**
 * Week of Oct. 3rd**
 * //or follow Lesson 8 in [|workbook] //**
 * Started Question Board. See week of 9-19 for more information
 * Reviewed MLA heading. Here's a sample:
 * Here's the<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="MLA STYLE GUIDELINES-3.pdf" link="file:smaatech/MLA STYLE GUIDELINES-3.pdf"]]
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 14 KB


 * Done? go to internet safety websites
 * [|Internet plagiarism]
 * [|Internet copyrights]

= = = Excel--Arrays =
 * Week of Sept. 26th**
 * //or follow Lesson 7 (Intro to Excel) in [|workbook] //**


 * ** [|Review homework on Dancemat Typing] **
 * practice finger exercises--do before starting homework
 * Review Question Board--starts next week
 * Open Excel
 * Review Excel conventions--columns, rows, etc.
 * See notes
 * Set column width so sheet looks like graph paper
 * add heading; widen A column to accommodate data
 * Rename tab ‘Arrays etc
 * add column titles 'problem' and 'array
 * do the three I've listed and five of your own
 * color arrays and add borders as shown
 * save; this workbook will be the one you use for all Excel work
 * print one page (not a simple print--select the page)


 * **Done? Go to [|Dancemat Typing] and practice homework**

= = = Speed quiz = = EMO = = Question Board =
 * Week of Sept. 19th**
 * //Lesson 2 of [|workbook] //**
 * took our speed assessment
 * benchmark
 * lost one point for poor posture/hand position/etc
 * [|Dancemat Typing]
 * practice only homerow
 * this is what October homework will be
 * Bored/too easy? cover your hands
 * Signed up for Question Board--starts 1st wk of Oct.--while practicing DanceMat
 * MyFalcon--log in; practice
 * uploading documents--resources, inbox, send an email,
 * putting homework in dropbox
 * Done? Sign onto EMO; see if it works

= = = Intro = = Question Board =
 * Week of Sept. 12th**
 * //Lesson 1 of [|workbook] //**


 * 1) Assign seats
 * 2) Tour classroom--what changed
 * QR codes--extra credit for QR codes you see out and about this week
 * sign up for QB
 * Lab hours
 * discuss homework--changes
 * 1) every trimester, you'll be graded on key placement
 * 2) every month, I watch you type with cloth over your hands
 * 3) due end of month
 * notes on wall with major skills
 * Vocabulary Wall--prepare for Speak like a Geek
 * 1) Log onto computer with username (first.last) and unique id
 * 2) Open internet. Set start page to| SMAA Internet Start Page ( [] ) by going to tools-internet
 * 3) tour internet start page
 * 4) go to [|SMAA webpage]
 * 5) log in with UN: firstname.lastname PW Falcon2011
 * 6) change PW
 * 7) go to MyFalcon on left sidebar
 * 8) explain
 * 9) Explore 'classes'. Go through tech class page
 * 10) find discussions and comment
 * 11) Take pictures
 * 12) When picture done, take a binder.
 * 13) Decorate cover in KidPix
 * 14) add page with PWs
 * 15) Sign up at the front of the classroom for the Question Board before 9/23 (There's a sheet there for your grade level). You must select a date and a question. The first presentation starts week of 10/3. See below for samples:


 * || [[image:smaatechk-3/Question_board_questions.png caption="Question_board_questions.png"]] ||
 * Question_board_questions.png ||  ||
 * Question_board_questions.png ||

Here's the grading rubric:


 * || [[image:smaatechk-3/question_board_rubric.png caption="question_board_rubric.png"]] ||
 * question_board_rubric.png ||  ||
 * question_board_rubric.png ||

= = = IB Expo = //**Week of May 23rd**// //**or**//**<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">//<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Lesson 28 of __<span style="background-color: initial; color: inherit; font-family: serif; font-size: 16px; vertical-align: baseline;">[|workbook] __ // ** Work on presentation materials for IB Expo

= Photoshop Filters =
 * //Week of May 9th-16th//**
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">//<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Lesson 27 of __<span style="background-color: initial; color: inherit; font-family: serif; font-size: 16px; vertical-align: baseline;">[|workbook] __ // **

> || 3A5C4BAA.jpg || > || 3A5C4BAA.jpg || Use Filters to change its look: > || filter.jpg || > || filter.jpg || > || quads.jpg || > || quads.jpg || > || filter_images.jpg || > || paint_daubs.jpg ||
 * Open one of the pictures from K-4 Students, Windows Wallpaper
 * [[image:8thgradephotoshop/3A5C4BAA.jpg caption="3A5C4BAA.jpg"]] ||
 * [[image:8thgradephotoshop/3A5C4BAA.jpg caption="3A5C4BAA.jpg"]] ||
 * [[image:8thgradephotoshop/filter.jpg caption="filter.jpg"]] ||
 * [[image:8thgradephotoshop/filter.jpg caption="filter.jpg"]] ||
 * Now, select quadrants with the marquee tool and filter each quadrant differently
 * [[image:8thgradephotoshop/quads.jpg caption="quads.jpg"]] ||
 * [[image:8thgradephotoshop/quads.jpg caption="quads.jpg"]] ||
 * Now select a new picture from Network-Zeus-K-4 students--Windows Wallpaper. Select detail from this picture and filter just the detail. I've selected just two of the elephants and filtered them. Then, I selected the background and blurred it. Do you like it?
 * || [[image:8thgradephotoshop/filter_images.jpg caption="filter_images.jpg"]] ||
 * filter_images.jpg ||  ||
 * filter_images.jpg ||  ||
 * Now select the main image in your picture; select inverse (so everything is selected except your main image) and filter the picture
 * || [[image:8thgradephotoshop/paint_daubs.jpg caption="paint_daubs.jpg"]] ||
 * paint_daubs.jpg ||  ||
 * paint_daubs.jpg ||  ||

= We the People = //**or**// **<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">//<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Lesson 26 of __<span style="background-color: initial; color: inherit; font-family: serif; font-size: 16px; vertical-align: baseline;">[|workbook] __ // **
 * //Week of April 25th-May 2//**

Write a persuasive business letter. Here are the details that make a letter businesslike rather than informal:

Done? Go to state capital websites for practice: 1. [|States capitals] 2. [|State capitals II] 3. [|State capitals III] 4. [|State Capitals IV]

= Photoshop Intro = //Week of April 18th//
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">//<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Lesson 25 of __<span style="background-color: initial; color: inherit; font-family: serif; font-size: 16px; vertical-align: baseline;">[|workbook] __ // **

A brief introduction to Photoshop. Students will use this to create a project for their Exhibition coming up at the end of the year. Today, students drew a picture of themselves with five brushes, five colors and added text using the Style tool. Here are examples:

= PP/Publisher = //Week of March 28th-April 11th// or**<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">//<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Lesson 24 of __<span style="background-color: initial; color: inherit; font-family: serif; font-size: 16px; vertical-align: baseline;">[|workbook] __ // ** Just a review to prepare them for an upcoming classroom project. They'll select from: ...to create a report.
 * PowerPoint slideshow
 * MS Word document
 * Publisher trifold

= Word Graphics = //**Week of March 14-21**//
 * //Lesson 22-23 of [|workbook] //**

1. Graphics—MS Word unit
 * o Select a row picture
 * [[image:smaatech/row-of-bears.jpg caption="row-of-bears.jpg"]] ||
 * row-of-bears.jpg ||


 * [[image:smaatech/row-of-dogs.jpg caption="row-of-dogs.jpg"]] ||
 * row-of-dogs.jpg ||


 * o Crop each image from the others (you’ll end up with 5 images
 * [[image:smaatech/cropped_images.png caption="cropped_images.png"]] ||
 * cropped_images.png ||

2. TTL4—for those who finish or
 * o Add a border to each
 * o Add a background—this might require making the existing background transparent
 * o Cant each
 * o Save and print
 * [|Dance Mat Typing]
 * [|Typing Web]

= Crown or Colony = //**Feb. 14th-March 7th**//
 * //or follow Lesson 14-16 (Colonization trifold) of [|workbook] //**

Students play the online game, [|Crown or Colony.] For a summary of it, [|visit this post.] Here's a screen shot: =
 * Students set up accounts using their Falcon UN and PW
 * Students enroll in the class
 * Teacher monitors progress

= = Google Earth Tour =
 * Jan. 10th-Feb. 7th**
 * //or follow Lesson 21 (Google Earth Board Tour) of [|workbook] //**
 * Started Speak Like a Geek presentations to familiarize students with tech vocabulary
 * 1) sign up for a week
 * 2) sign up for a word
 * 3) be ready to present on your day

=
 * Google Earth immigrant tour will take 3-4 weeks
 * Open Google Earth
 * create a tour that shows an English immigrants path from England to the colonies. Follow these directions:
 * create your own unique placemark with your school picture (add custom when you go into the placemark selection and save yours to the group)
 * save your .kmz file to your file folder. These disappear over a week!
 * Here's a picture of Google Earth with one of the tours:

= = Speed Quiz = = Hardware =
 * Jan. 3rd**
 * //or follow Lesson 12-13 (Holiday Newsletter and Calendar in Publisher) of [|workbook] //**

Quiz will be like this. =
 * take trimesterly speed quiz
 * review parts of the computer for upcoming hardware quiz. Use this © study guide:
 * to collaborate with the classroom inquiry into the Colonies, students played a game [| online about decisions Jamestown colonist] s had to make

= Personal Inquiry = = = <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> **File Not Found**
 * Nov. 29-Dec. 13th**
 * //or follow Lesson 12-13 (Holiday Newsletter and Calendar in Publisher) of [|workbook] //**
 * 1.** **MS Word—Personal Line of Inquiry**


 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 235 KB

2. Done? Create a holiday calendar in Publisher 3. Done? Create a holiday newsletter in Publisher
 * **Heading**
 * **Title—Personal Inquiry**
 * **Like a page from a book**
 * **Text**
 * **Tables**
 * **Graphs**
 * **Diagrams**
 * **Bullet lists**
 * **Data**
 * **Pictures with captions**
 * **references**

= Internet Research = = Question Board =
 * Week of Oct. 25th-Nov. 8th**
 * //Lesson 9 of [|workbook] //**


 * 1.** **Question Board**
 * 2.** Tips for r**esearch in Google**
 * **Review www address**
 * **Review reliability of website extensions**
 * **Review tips on following sheet:**
 * **Go to [|Google Search Tips] for practice**
 * Discuss the importance of reliable websites, the author and the copyright date (should be current)
 * **Create a table as follows website extensions in order of importance, a sample, copyright date, author:**
 * You may work with a neighbor
 * Save and print
 * Those who finish--go to Google Sky; visit the 'layers' tab--lots of fun stuff there

= Celestia = = Google Moon = = Google Mars =
 * Week of Oct. 18th**
 * //Lesson 3 (Celestia) of [|workbook] //**

= = =
 * Question Board
 * Visit angles websites (see below)
 * Visit [|Celestia]
 * Visit [|Google Moon], [|Google Mars]

= = MS Word =
 * Week of Oct. 11th**
 * //Lesson 4 of [|workbook] //**

= =
 * Question Board
 * Announce top class and top students in keyboarding speed quiz
 * Create a numbered list. Use a chapter in a book, class notes, or this sample:

= = > Internet SecurityWeek of Oct. 4th**//or Lesson 5 of [|workbook] //**
 * **Done? Visit [|angles], [|adding decimals,] [|math division] websites on [|internet start] page**


 * Discussed doing keyboarding as homework ( click here).
 * Question Board (see below for questions)
 * Discussed internet security--safe use of the internet. Discussed the use of an avatar to hide student identity. Students then created avatars using one of three sites [|here]


 * Those who finished went to [|Breathing Earth]

MLA HeadingKeyboard QuizWeek of Sept. 27th


 * //or Lesson 2 of [|workbook] //**

**File Not Found**
 * Took speed quiz--benchmark only
 * Started Question Board. See week of 9-20 for more information
 * Reviewed MLA heading. Here's a sample:
 * Here's the<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="MLA STYLE GUIDELINES-3.pdf" link="file:smaatech/MLA STYLE GUIDELINES-3.pdf"]]
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 14 KB

= = = Class Intro = = Question Board =
 * Reviewed Falcon for Fifth graders
 * visiting classes
 * visiting exploratory classes
 * uploading to digital locker
 * editing profile (didn't finish)
 * adding bookmarks
 * sending email
 * Week of Sept. 20th**
 * //Lesson 1 of [|workbook] //**


 * 1) Assign seats
 * 2) Tour classroom--what changed
 * 3) Take pictures
 * 4) When picture done, take a binder and two labels. Put one on front and one inside
 * 5) Pass out unique ID's--put on label inside binder
 * 6) Log onto computer with username (first.last) and unique id
 * 7) Open internet. Set start page to| SMAA Internet Start Page ( [] ) by going to tools-internet
 * 8) Go to 'bookmarks' in upper left. Open [|Falcon.net]
 * 9) Discuss sites that require secure passwords
 * 10) Log onto Falcon.net with user name (first.last) and password/ Use password 'falcon', then change it.
 * 11) Explore. Complete 'profile' for homework. Add 5 websites for homework (must be some you'd use in school)
 * 12) Explore 'classes'. Go through tech class page
 * 13) Sign up at the front of the classroom for the Question Board before 9/20 (There's a sheet there for your grade level). You must select a date and a question. The first presentation starts 9/27. See below for samples:


 * [[image:smaatechk-3/Question_board_questions.png caption="Question_board_questions.png"]] ||
 * Question_board_questions.png ||

Here's the grading rubric:


 * [[image:smaatechk-3/question_board_rubric.png caption="question_board_rubric.png"]] ||
 * question_board_rubric.png ||

= Excel--Arrays =
 * Week of Sept. 13th**
 * //or follow Lesson 7 (Intro to Excel) in [|workbook] //**


 * 1.** **TT**L**4—or**
 * ** [|Dance Mat Typing] **
 * ** [|Typing Web] **
 * 2.** **sign up for Question Board during TTL3**
 * 3.** **plug flash drives in—N if none**
 * 4.** **visit Breathing Earth on start page**
 * 5.** **Open Excel**
 * o **See notes**
 * o **Set column width**
 * o **Rename tab ‘Arrays etc’**
 * o *** problem**
 * o **Array**
 * [[image:smaatech/arrays.gif caption="arrays.gif"]] ||
 * arrays.gif ||


 * 6. Follow instructions for Excel Basics in workbook**

= Human Body = //**Week of May 17th**// //as below or// **//Lesson 26 of//** **// [|workbook] //**


 * Work on Human body projects**

=

= PS tools = //**Week of May 10th**//
 * //Lesson 25 of//** **// [|workbook] //**

1. Photoshop
 * o Crop background out of your picture
 * o Open a background picture you like
 * o Drag your picture into background
 * o Add text if time
 * o Save and print

2. TTL4 for those who finished (or [|DanceMat Typing] )

= Word Graphics II =
 * //Week of May 3rd//**
 * //or Lesson 23 of//** **// [|workbook] //****//<span class="wiki_link_ext">on formatting graphics in Word //**

1. reset printers to our lab (start button--devices and printers--check default printer) 2. Housekeeping--reset drop-down menu for 3. Finish Revolution essay 4. finish Excel graphs and charts for survey (see directions in Lesson 19 of [|workbook] <span class="wiki_link_ext">on creating graphs in Excel) 5. visit [| Icelandic volcanoes] pics on start page 6. visit Human Body websites on [|start page (see list below)]
 * o full **(under tools-customize-options)**
 * o show buttons on two rows (same place)
 * o Submit to [|WPP]
 * o Print original from Word

= Excel Tables = //**Week of April 19th-26th**//
 * //or Lesson 10 of//** **// [|workbook] //****//<span class="wiki_link_ext">on Tables in Word //**


 * Typed the American Revolution essay in MS Word. We paid attention to:
 * MLA format
 * Tab indents
 * Headers
 * Those few who finished worked on Paragraph 4
 * Ms. F’s class: Before we started typing, we reviewed how to create a graph of their question data. I handed out cheat sheets to help them this Friday.


 * We reviewed keyboard speed progress for this trimester

Those who finished went to human body websites:
 * 1. [|Blood Flow]
 * 2 [|Body Systems]
 * 3. [|Build a Skeleton]
 * 4. [|Enchanted Learning—the body]
 * 5. [|Find My Body Parts]
 * 6. [|How the Body Works]
 * 7. [|Human Anatomy Online]
 * 8. [|Human body game]
 * 9. [|Human Body]
 * 10. [|Human Body websites]
 * 11. [|Human Body—video by 2nd grade class]
 * 12. [|Human body—the brain]
 * 13. [|Human Body—videos on body parts]
 * 14. T [|he Human Body: Respiratory System]
 * 15. [|Kid’s Biology]
 * 16. [|Kid’s Library page]
 * 17. [|Kids Konnect]
 * 18. [|Lots of Human Body sites to play]
 * 19. [|Matching Senses]
 * 20. [|More Human Body sites]
 * 21. [|Virtual Body]
 * 22. [|Virtual surgery]
 * 23. [|Weird stuff your body does]

= Word Graphics I = //**Week of April 12th**//
 * //Lesson 22 of [|workbook] //**

1. Graphics—MS Word unit
 * o Select a row picture




 * o Crop each image from the others (you’ll end up with 5 images

2. TTL4—for those who finish or
 * o Add a border to each
 * o Add a background—this might require making the existing background transparent
 * o Cant each
 * o Save and print
 * [|Dance Mat Typing]
 * [|Typing Web]

= Keyboarding =
 * //Week of March 22nd-29th//**
 * //or Lesson 21 (Google Earth Tour) of [|workbook] //**

Typed the Fall writing prompt in [|WPP Online] Those who finished went on TTL4 to prepare for the speed quiz next week. TTL4—for those who finish or
 * [|Dance Mat Typing]
 * [|Typing Web]

= Keyboarding =
 * //Week of March 15th//**
 * //or Lesson 18-20 (Excel) of [|workbook] //**


 * 1.** **TTL4—for those who finish or**
 * ** [|Dance Mat Typing] **
 * ** [|Typing Web] **

4. Done? Visit math websites
 * 2.** ** [|test your typing speed] **
 * 3.** ** [|3rd grade grammar sites] **
 * o [|Grammar Blast]
 * o [|Grammar Practice]
 * o [|Pickit Adjectives]
 * o [|Adjective-Noun Matching]
 * · [|A Plus Math]
 * · [|Adding Decimals]
 * · [|Alien Addition]
 * · [|Arithmattack]
 * · [|Count us in—variety of math practice]

= WPP Online =
 * //Week of March 1-8//**
 * //Lesson 18-20 (Excel) of [|workbook] //**


 * 1.** **WPP Online—week 1 of 2**
 * o **Journal entry pretending they are one of their pets. Rough it out in Word. We'll paste it into [|WPP Online] on week 2.**
 * o **Use sensory detail**
 * 2.** **TTL4--for those who finished** **or**
 * ** [|Dance Mat Typing] **
 * ** [|Typing Web] **
 * 3. Or, follow directions for Excel training in Workbook (22 basic skills)**

= Research = = =
 * //Week of Feb. 22nd//**
 * //or Lesson 18-20 (Excel) of [|workbook] //**
 * 1.** **TTL4—for those who finish or**
 * [|Dance Mat Typing]
 * [|Typing Web]
 * 2.** [|Test your typing speed]
 * 3.** **Explore research sites—Revolution/Colonial topics. Visit [|5th Grade Internet start page], or here:**
 * 1. [|Dictionary.com]
 * 2. [|Edutainment site—requires subscription]
 * 3. [|General info research]
 * 4. [|Great Research sites]
 * 5. [|Internet research sites for kids]
 * 6. [|Kids search engine for the internet]
 * 7. [|libraryspot.com]
 * 8. [|Math, reading, arcade edutainment]
 * 9. [|National Geographic for kids]
 * 10. [|Nova video programs]
 * 11. [|Research for kids]
 * 12. [|World Almanac for Kids]
 * 13. [|School Tube—learning videos from YouTube. Organized by] topics
 * 14. [|Science headlines—audio]
 * 15. [|Thesaurus.com]
 * 16. [|World Book Online]
 * 4. Or, follow directions for Excel training in Workbook (22 basic skills)**

= Excel =
 * //Week of Feb. 1st-8th//**
 * //Lesson 18-20 (Excel) of [|workbook] //**


 * 1.** [|WPP Online]
 * o **Type in your Winter Writing Prompt essays or other prompt assigned by your teacher**
 * o **Review suggested lessons**
 * 2.** ** [|Test your typing speed] **
 * 3.** **TTL4**—for those who finish or
 * [|Dance Mat Typing]
 * [|Typing Web]
 * 4. Or, follow directions for Excel training in Workbook (22 basic skills)**

= WPP =
 * //Week of January 25th//**
 * //or Lesson 17 (Adv. Word) of [|workbook] //**

3. **MLA Macro**
 * 1.** **Speed quiz results**
 * · **Ms. F: Hannah and Jordyn**
 * · **Ms. J: None**
 * · **Ms. S: Jenna, Carolyn, Lauren, Mary, Makenzie**
 * · **Fastest student: Hannah**
 * · **Fastest average class: Ms. F**
 * · **Most improved: Ms. S**
 * 2.** ** [|WPP Online] **
 * o **Copy-paste your AstroCamp essays**
 * o **Review suggested lessons**
 * o **Redo template (see below)—save**
 * 4.** **TTL4**—for those who finish or
 * [|Dance Mat Typing]
 * [|Typing Web]
 * 5. Or, follow directions for Word: Basically Advanced I in Workbook**

= Speed Quiz =
 * //Week of January 18th//**
 * //or Lesson 14-16 (Publisher Trifold) of [|workbook] //**

Your name/number Teacher name Subject International date
 * 1.** **TTL4—introduction to new program**
 * 2.** **Go to [|Test your typing] **
 * 3.** **Speed quiz results**
 * · **Ms. F: Hannah and Jordyn**
 * · **Ms. J: None**
 * · **Ms. S: Jenna, Carolyn, Lauren, Mary, Makenzie**
 * · **Fastest average class: Ms. F**
 * · **Most improved: Ms. S**
 * 4.** **MLA Macro**
 * **Redo template—save**
 * **Here's what it should look like:**

Title not underlined, TNR font, 12 pt. = =
 * 5. [|EMO] **
 * 6. Follow directions for trifold in Week of Jan. 4th**

= Astro Camp =
 * //Week of Jan. 11//**
 * //or Lesson 14-16//** **//(Publisher Trifold)//** **//of [|workbook] //**


 * 1.** **MS Word—wk 2 of 2 multi-paragraph essay**
 * o **On Astro Camp**
 * o **Heading**
 * o **Title**
 * o **MLA format**
 * o **Save and save-as** to your flash drive
 * 2.** **Done?**
 * [|o Computer lab favorites]
 * o ** [|Everyday Math Online] **
 * o **Celestia**
 * o **Google Moon/Mars/Sky**
 * 3. See trifold in last lesson**

= Trifold =
 * //Week of Jan. 4th//**
 * //Lesson 14-16//** **//(Publisher Trifold)//** **//of [|workbook] //**


 * 1.** ** [|Dance Mat Typing] or [|Typing Web] **
 * 2.** **MS Word—wk 1 of 2 multi-paragraph essay**
 * o **On Astro Camp**
 * o **Heading**
 * o **Title**
 * o **MLA format**
 * o **Save and save-as**
 * 3.** **Done?**
 * o ** [|Computer lab favorites] **
 * o ** [|Everyday Math Online] **
 * o **Celestia**
 * o **Google Moon/Mars/Sky**
 * 4. Create a trifold in Publisher**

= Word Essay = = =
 * //Week of Dec. 7-14//**
 * //or follow Lesson 12-13 (Holiday Newsletter and Calendar in Publisher) of [|workbook] //**

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> **File Not Found**
 * 1.** **test your typing—hard copy**
 * o **take test**
 * o **save and print**
 * 2.** **MS Word—Personal Line of Inquiry**


 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 235 KB

3. Create a holiday calendar in Publisher 4. Create a holiday newsletter in Publisher
 * o **Heading**
 * o **Title—Personal Inquiry**
 * o **Like a page from a book**
 * § **Text**
 * § **Tables**
 * § **Graphs**
 * § **Diagrams**
 * § **Bullet lists**
 * § **Data**
 * § **Pictures with captions**
 * § **references**

= Holiday Flier = = Outer Space = //**or follow Lesson 11 (Holiday Flier in Publisher) of [|workbook] **//
 * //Week of Nov. 30th//**


 * 1.** ** [|Dance Mat] or [|Typing Web] **
 * o **Save to favorites if you haven’t yet**
 * 2.** **Question Board -->**
 * 3. Visit [|Google Mars] **


 * o **Also visit Mars in Google Earth**
 * 4. Visit [|Google Moon] **


 * o **Also visit Moon in Google Earth**
 * 5. Visit Celestia—demo first ( [|download from here)] **
 * 6. Done? [|Angles websites] (3 from 5th gr Internet Start Page)**
 * 7. Or, create a holiday flier in Publisher**

= Celestia =
 * //Week of Nov. 16th//**
 * //Lesson 3 (Celestia) of [|workbook] //**

= =
 * 1. [|Dance Mat] or [|Typing Web] **


 * o **Save to favorites if you haven’t yet**
 * 2. Question Board**
 * 3. Visit Celestia—demo first**
 * 4. macro for MLA heading—see email under FalconNet**


 * o **if you didn’t finish last week, create the template**
 * o **have me check it**
 * 5. Those done with macro:**


 * o **Make a Thanksgiving card in Publisher**
 * 6. Those done: [|Angles websites] (3 of them)**

= Holiday Story =
 * //Week of Nov. 9th//**
 * //or follow Lesson 8 of [|workbook] //**


 * 1. Dance Mat or Typing Web**

= =

= =
 * 2. check your speed and accuracy on [|typing test] **
 * 3. Question Board**
 * 4. macro for MLA heading**
 * 5. template for MLA doc**
 * 6. Visit math websites on internet start page**


 * o ** [|Angles websites] (3 of them)**
 * 7. Follow Lesson 8 in workbook on creating a holiday story in MS Word**

= Wordles =
 * //Week of Nov. 2nd//**
 * //or Lesson 6 (Graphic organizers in Word) of [|workbook] //**


 * 1. [|Dance Mat] or [|Typing Web] **

= =

= =
 * 2. Question Board**
 * 3. Create a [|Wordle] **


 * o **Demo**
 * o **Create one on ‘favorite subjects’**
 * o **Take survey in class**
 * o **Make Wordle**
 * o **Print?**
 * 4. Visit math websites on internet start page**


 * o **Angles websites ( [|here], [|here] , [|here] )**
 * 5. Follow Lesson 6 on creating a graphic organizer in MS Word**

= =

= Search w/ Google =
 * //Week of Oct. 19th//**
 * //Lesson 9 of [|workbook] //**


 * 1. Question Board**
 * 2. Research in Google**

**File Not Found**
 * o **Review www address**
 * o **Review reliability of website extensions**
 * o Go to page 2—<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" caption="INTERNET SITES 10-8-09.doc" link="file:smaatech/INTERNET SITES 10-8-09.doc"]]
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 836 KB


 * o **Go to [|Google Search Tips] for practice**
 * o **Table of extensions next week**
 * 3. Visit math websites on internet start page**


 * o [|Angles websites] **, [|measuring angles,] and [|angles and triangles] **
 * o [|Math division]
 * o ** [|Math facts] **

= Outlining =

= Question Board =
 * //Week of Oct. 12th//**
 * //Lesson 4 of [|workbook] //**


 * 1. Pass out binders. (Simoes)**
 * 2. Question Board**
 * 3. Outlining in Word—explain and demo**


 * o **Use chapter 2 in Humanities book**
 * o **Try it yourself**
 * o **Use my example if you get stuck**
 * 4. visit [|Breathing Earth] on start page**
 * 5. Visit [|angles], [|adding decimals,] [|math division] websites on [|internet start] page**
 * 6. [|Typing Web] if done**

= =

All classes out--no technology this week
 * Week of October 5th**

= Google Earth Tour =
 * //Week of Sept. 28th//**
 * //Lesson 5 of [|workbook] //**


 * 1. Dance Mat Typing**
 * 2. Pass out binders. Put your name and seat on them**
 * 3. Top keyboarding class: Ms. Fowler**
 * 4. Top keyboarder: Hannah**
 * 5. Question Board**
 * 6. Google Earth**

**File Not Found**
 * o Take Mr. Bland’s Excellent Adventure<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="Mr. Bland's Excellent Adventure.kmz" link="file:smaatech/Mr. Bland's Excellent Adventure.kmz"]]
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 3 KB


 * o **Check out pictures along the way**
 * o **Fill in worksheet with partner**
 * [[image:smaatech/ll5th.gif caption="ll5th.gif"]]
 * **Lats and longs—demo**
 * **Distances—rounded to ten miles--demo**
 * 7. visit [|Breathing Earth] **
 * 8. Celestia?**

= =

= Intro to Tech =
 * //Week of Sept. 14th//**
 * //Lesson 2 of [|workbook] //**


 * 1. TTL3—sign in; practice or**


 * ** [|Dance Mat Typing] **
 * ** [|Typing Web] **
 * 2. Speed quiz—Word**


 * o **Fix toolbars on two rows**
 * o **Drop down full menus**
 * o **Take quiz**
 * o **Tools-word count**
 * o **Spell check**
 * o **Save—lastname grade Q1**
 * o **Print**
 * 3. Put your question on Discussion Board on [| FalconNet] **
 * 4. Join wiki by end of month**
 * 5. Review homework on wiki**
 * 6. flash drives next week**
 * 7. Review parts of the computer, keyboard**
 * 8. Create an avatar for homework**