WCS--Fourth+Grade

=WCS Fourth Grade =

 = Holiday Greetings = //**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. It's for a month of videos. You can quit any time you want). **//  = = Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in Discussion And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab. 
 * Any questions students need help with that require tech? Any evidence of learning for Evidence Board?
 * Finish Problem Solving Board presentations.
 * Discuss ‘desktop publishing’. How does that apply to cards students will create today?
 * Remind students how they created cards in third grade. Expect them to finish this project as independently as possible.
 * Open Publisher (or other desktop publishing program); select ‘Greeting cards’.
 * Scroll to ‘holidays’ and select a greeting card template.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Select color and font schemes from right sidebar. Try a few and then click ‘create’.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Change and/or add pictures and text; edit at least one item on each page.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remember how cards were created in the past. Don’t be afraid to experiment.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Those new to cards: Don’t change text; add one picture.
 * <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;">Remind students: Every time they use the computer, practice good keyboarding.
 * <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;">Save (Ctrl+S); save-as to flash drive (if available). Discuss difference between ‘save’ and ‘save-as’.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Print (Ctrl+P).
 * <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="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,Geneva,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 Discussion Button above.//
 * //<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; text-align: left;">Three overarching topics 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;">Questions? Go to [|Ask a Tech Teacher] //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above. //

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Tables II = //**<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: '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. It's for a month of videos. You can quit any time you want). **//

<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 Discussion And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab. <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 evidence of learning to post on Evidence Board?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open table started last week. Finish entering data into first three columns.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Students now add pictures. They will search internet for an image of each Ecosystem (or whatever topic is) and copy-paste it into table.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before beginning, have a discussion about use of internet images. Can they use anything they find? Review guidelines on next pages. What is ‘public domain’? Why does Fair Use allow education to use images (a single use) but not the average citizen? Does that mean students can use images for a birthday card for dad?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss with students until you feel they understand differences.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Search Google for image of first ecosystem. Select one that communicates the environ. Copy.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss what that means—copy where? Explain ‘clipboard’, that clipboard items can be pasted into many programs. Once on clipboard, it stays until replaced. Explain how to open clipboard so student can keep multiple items active.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Throughout class, remind students to ‘save early save often’. What does this mean? Why should they (see poster on next pages)?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Every time they use computer, practice good keyboarding skills
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Paste image into correct cell; resize as needed to fit. Repeat for each ecosystem.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use crop tool to remove any unneeded part of picture.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Check print preview to be sure everything fits on one page. Save to network folder; save-as to flash—what’s the difference between ‘save’ and ‘save as’?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review table with neighbor:


 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Is related information grouped together? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Is appearance pleasing? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Is information accurate? //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Is spelling accurate? //
 * <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;">Print (Ctrl+P); submit. Mulligan Rule in effect.
 * <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 (Alt+F4). Tuck chairs under desk, headphones over tower; leave station as it was.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocab.


 * <span style="font-family: Verdana,Geneva,sans-serif;">More **

<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,Geneva,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 Discussion Button above.//
 * //<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; text-align: left;">Three overarching topics 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;">Questions? Go to [|Ask a Tech Teacher] //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above. //

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Tables = //**<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: '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. It's for a month of videos. You can quit any time you want). **//

<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 Discussion And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them 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;">And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them 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: 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;">
 * Each lesson lists **Materials** required and **Teacher Prep**. Any questions about those? Leave them in Discussion
 * <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 evidence of learning to post on Evidence Board?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open Word and put standard heading at top of page—name, teacher, date. Use keyboard shortcut for date (Shift+Alt+D).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Overview: In presenting information orally or written, it’s important to recount data in an organized manner using appropriate facts and relevant, descriptive details that support the theme. There is no better way to do that than a table.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss meaning of ‘table’. Why organize information this way? Show information arranged 1) in a table, and 2) out of a table. Which is easier to understand?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Where have students seen tables before (maybe a sports roster)?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Relate this to Excel graphs—were these easier to understand than data table?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Model on SmartScreen how to create a table. Use a topic discussed in class. Add column headings and row categories (see inset).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss meaning of ‘headings’ and ‘categories’.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Center title ‘Ecosystems’; use #22 font, caps lock, bold.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add a 4x4 table—we’ll add extra rows as needed.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Shade heading row so it stands out.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add column heading—‘ecosystem’, ‘example’, ‘definition’, ‘picture’ (or what works for your class). See sample on next pages of ‘Biomes’.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss each ecosystem. Fill cells based on class input. Notice how cell enlarges to accommodate more information.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">In last cell, push tab to add another row.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Basic table skills from 3rd grade:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tab moves right //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">shift+tab moves left //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">enter adds another line in cell //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">tab in last cell adds a new row //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now have students create their table. Check grammar and spelling with red and green squiggly lines.
 * <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;">Students will add pictures next week.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Find opportunities to incorporate lesson vocab.
 * <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;">Save to network folder. What’s the difference between ‘save’ and ‘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 the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.//
 * //<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; text-align: left;">Three overarching topics 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;">Questions? Go to [|Ask a Tech Teacher] //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above. //

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Halloween Greetings = //**<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: '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. It's for a month of videos. You can quit any time you want). **//

<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 Discussion And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab. <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 evidence of learning to post on Evidence Board?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Do students have a story written during core classroom time? If not, go get it.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open MS Word. If a program review is required, do that now (opening screen, ribbons, toolbars, cursor).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Put heading at top of page (name, date, teacher). Type story brought from class in Times New Roman 18 font.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use Word highlighter to note (see inset):
 * //<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;">Effective dialogue //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Conventions being emphasized in 4th grade writing //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now that the story is written, what is the title? Discuss titles. Read several to students. Mix up good/bad, exciting/boring, long/short. Which did students like? Why? Titles 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. Add a border. Do both with minimal assistance.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Change font, font color, font size for five words (click inside word, use appropriate tool)—with minimal assistance.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Insert pictures to support story. Remind students that picture goes where cursor is blinking. Resize as needed. If using online images, discuss copyright protections.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Every time they use the computer, practice good keyboarding.
 * <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;">Spell check and grammar check based on red/green squiggly lines.
 * P <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">rint preview—does story fit one page? Resize images and fonts as needed.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use rubric on next pages to be sure all skills are completed. Submit with finished story. This can be done with a partner.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Print (Ctrl+P). Mulligan Rule in effect. As you teach, incorporate lesson vocab.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save to network folder; save-as to flash drive (if available). Why ‘save’ once and ‘save-as’ the second time? What’s the difference?
 * <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 the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.//
 * //<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; text-align: left;">Three overarching topics 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;">Questions? Go to [|Ask a Tech Teacher] //
 * //<span style="font-family: Verdana,Geneva,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;">Internet Research I = //**<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="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: 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 Discussion And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab. = = <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: Verdana,sans-serif; font-size: 13.3333px;">Continue Problem Solving Board. Be encouraging—it’s difficult to be the ‘teacher’.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Any problems students would like solutions to? Any evidence of learning to post on Evidence Board?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remember: Homework due end of each month (see Appendix).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students how to safely maneuver the internet neighborhood:
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students about limitors that assist a search (see list in text)
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Once limitors are applied, evaluate websites based on content criteria (see list in text)
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students follow along as you evaluate a website on SmartScreen. Good online forms are available at [|Ten C’s] from University of Wisconsin ( [] ).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">After watching you, students work in groups to evaluate a website (that connects to topic being discussed in class).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Use 1) search skills, and 2) website evaluation skills to answer questions (also related to classroom inquiry). See sample at end of this 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;">As you teach, incorporate lesson vocab.
 * <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;">Save (Ctrl+S); save-as to flash drive (if available). What’s the difference between ‘save’ and ‘save-as’? Print (Ctrl+P) if necessary.
 * <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 the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.//
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above. //
 * //Th//ree overarching topics 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;">Questions? Go to [|Ask a Tech Teacher] //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above. //

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Internet Research I = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Oct. 7th **// //<span style="font-family: 'Arial Black',Gadget,sans-serif;"> [|Lesson 6 in Workbook] //

<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: Verdana,sans-serif; font-size: 13.3333px;">Any evidence of learning to post on Evidence Board? Anyone have tech problems they’d like help with?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continue Problem Solving Board. Be encouraging—this is difficult. Even when students know the answer, it’s difficult to be a ‘teacher’.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before beginning a discussion of internet search/research, review safety in digital neighborhood (see poster at end of lesson). Watch this video ( [] ). Take this [|online quiz] together ( [] ).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Why do we research? Encourage students to move beyond broad responses such as ‘for classwork’ or ‘to find out something I don’t know’. Overarching reasons include:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">To build knowledge //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">To present knowledge //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Watch two videos as a group and then take the ending quizzes together (if you don't have a subscription to BrainPop, find another video [|from this link)] <span style="font-family: Candara,sans-serif; font-size: 18.6667px;">:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">H // [|//ow to evaluate websites//] //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> (search BrainPop: Internet Search) //
 * [|//Online Sources//] //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> (search ////<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;"> BrainPop: Online Sources) //
 * <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;">Discuss how to evaluate website address (see poster at end of lesson), basic Google search tricks (see poster at end of lesson), safety rules (see poster at end of lesson).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Let’s practice with a topic students are discussing in class. Type //California Missions// (or one that fits your students)—no quotes—into search bar. Notice number of hits.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now type “California missions” (with quotes)—less hits.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now type “California missions” Indians—adding a word refines hits more.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now type “California missions” –‘Santa Barbara’—the ‘minus’ sign leaves out sites.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Notice hits’ extensions—.org, .gov, .edu, .net, .com. Discuss how this categorizes sites.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Try other search skills listed on next pages—find definitions, find names in phonebook, use calculator function, convert currencies, find area codes and specific file types, find similar sites, find time around the world, and use * as a general term. Students have fun with this.
 * <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 vocab. Check this line if you did that today!
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students to transfer this knowledge to the 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 the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.//
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above. //
 * //Th//ree overarching topics 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;">Questions? Go to [|Ask a Tech Teacher] //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above. //

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Email Basics = //**<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 Discussion And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab. = =
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Practice keyboarding homerow with [|DanceMat Typing] or [|Nimble Fingers] . Observe student posture, hand position, legs in front of body.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remember: Homework due end of each month.
 * <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;">Start Problem Solving Board. Review how it works. Be encouraging to students—even when they know the answer, it’s difficult to be ‘teacher’.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss how technology is used to communicate:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Blogs //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Comments //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Email //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Forums //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Texting //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Twitter //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Wikis //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss each with students. What’s the difference in how they communicate information? What level of security can students expect of each when using them?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">To use any of these effectively requires knowledge of what it means to be a digital citizen. It is a concept the class will return to over and over throughout the year.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Today we discuss email. What is email? Who has their own email account?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Email was originally intended as a concise, pithy method of communicating with a specific audience, for a specific purpose. It was the original group collaboration. Today, everyone has email accounts. They use them to:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">stay in touch with friends //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">share important information //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">ask questions //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">People want an email program that:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">alerts them when a message arrives //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">is intuitive to use //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">can be accessed from any computer, any location //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">is ‘up’ 99.99% of the time. (What does that mean?) //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Most adults are rarely out of touch with email. Accounts can be accessed from computers, iPads, phones. Does anything else command our attention in this manner?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss netiquette rules and email rules (both at end of this lesson). They are similar. Take as much time as required to answer questions.[[image:fourthgradetech/how to email2.png align="right" caption="how to email2.png"]]
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open email program. Review layout. Remind students there are many email programs. What they have at home may be different from school.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review fields (To:, From:, cc:, bcc:). Use tab to move between fields. Remind students how important correct spelling of address is.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Subject’ should be a few words that summarize message. Focused, pointed, and designed to enable reader to categorize and prioritize communication.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Body of email should be concise but thorough. Cover points without wasting words. Use correct grammar and spelling (not ‘texting’ language). Include pictures, links, text. Avoid attachments (recipients are afraid of viruses—what’s a ‘virus’?).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review how to attach and open a document. Only send attachments to people who know you. Only open attachments from the same. This is a good time to discuss email security, spam, etc.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students do a sample email addressed to you. Use this opportunity to see if they know your email (for homework and projects). Experiment with editing tools—they’re similar to MS Word.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Show students how to check ‘Sent’ file to be sure email went out.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Show how to ask for a receipt. Encourage them to do this with emails to you.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Show students how to email directly from programs, i.e., Word, Publisher,Excel, PowerPoint (see inset)
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Every time they use the computer, practice good keyboarding.
 * <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 students found it.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As you teach, incorporate lesson vocab.
 * <span style="font-family: Verdana,Geneva,sans-serif;">More **
 * <span style="font-family: Verdana,Geneva,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 Discussion Button above.//
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Assessment strategies--see textbook. Questions? Use Discussion Button above. //
 * //Th//ree overarching topics 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;">Questions? Go to [|Ask a Tech Teacher] //
 * //<span style="font-family: Verdana,Geneva,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="font-family: 'Arial Black',Gadget,sans-serif;">Week of Sept. 23rd **// //<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;">This is a great lesson for 4th graders. Outlining is easy in Word once students get the hang of it. Give them time. They'll get it.

<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 Discussion And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them 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: 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.What were the biggest mistakes?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review homework (first of the year, so take your time, making sure students understand)— keyboarding homerow practice. Use [|DanceMat Typing] or [|Nimble Fingers].
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Have students practice websites so they know how to get there and where ‘homerow’ exercises are. Use correct posture, hand position.
 * <span style="font-family: Verdana,Geneva,sans-serif;">While keyboarding, students sign up for Problem Solving Board—starts next week (see more info in textbook). This is first of three Board presentations students will participate in during school year:
 * 1) //<span style="font-family: Verdana,Geneva,sans-serif;">Problem solving board //
 * 2) //<span style="font-family: Verdana,Geneva,sans-serif;">Speak Like a Geek //
 * 3) //<span style="font-family: Verdana,Geneva,sans-serif;">Google Earth Board //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Students can get solution from family, friends, neighbors or even teacher as a last resort. Point out class problem solving bulletin board with common problems and solutions (see top inset and ideas at end of lesson). Students will teach classmates how to solve the problem. It takes about three minutes.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review grading. Review problems students should know how to solve as intro to Board. Include shortkeys—students love these.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Any evidence of learning for Evidence Board?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Time to outline. Open Word (or other word processing program). Put heading at top (name, teacher, date). BTW, what’s the purpose of 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;">What is the purpose of outlining? How does it benefit a student’s understanding of a topic? How does it assist in organizing information? What must you understand about a subject to know where it fits in an outline?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use three ribbon tools: 1) bullet or numbered list, 2) indent to push text right (subpoint), and 3) exdent to push text left (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;">Bring outline up on SmartScreen. As a group, suggest information on this topic learned from other resources (library books, videos, personal experience) and integrate it into the right spot by adding points and subpoints, even images. How does this contribute to overall understanding of topic? How does this enable student to more knowledgeably discuss subject?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Every time they use computer, practice keyboarding skills.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Print with Ctrl+P; close using Alt+F4.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Why is it important to put student name in file name? Demonstrate a search of student name. See how a file shows up even if they didn’t save it right—as long as they saved it 1) with their last name in file name, and 2) to network.
 * <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 the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Three overarching topics 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;">Questions? Go to [|Ask a Tech Teacher] //
 * //<span style="font-family: Verdana,Geneva,sans-serif;">Collaboration? Use Discussion Button above. //

= <span style="font-family: 'Arial Black',Gadget,sans-serif;">Keyboarding = //**<span style="font-family: 'Arial Black',Gadget,sans-serif;">Week of Sept. 16th **// //<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: Verdana,sans-serif; font-size: 13.3333px; text-align: justify;">**<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">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;">
 * [[image:fourthgradetech/lat.png align="right" caption="lat.png"]]<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Hardware Quiz today (see sample under Lesson 2). Any questions before beginning?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Give students only ten minutes to finish. Students know this information.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review Mulligan Rule (see poster at end of lesson): As with any quiz, if student didn’t do as well as they hoped, they can retake for full credit. Few will and those that do will work extra-hard to do better.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review speed quiz results. What common problems did you as teacher notice (flying fingers/hands, hunt-and-peck).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Any evidence of learning to post on Evidence Board? Review what this is to get students started. Don't worry if none participate today. They will as they get more excited about what you teach them.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open Google Earth; review how to use program. What do students remember from 3rd grade? Give them about ten minutes to reacquaint themselves. Students love this program. Let them explore and enjoy before putting them to work on their task.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Discuss latitudes and longitudes—nicknamed ‘lats’ and ‘longs’. What have students discussed about these in class? What are they (//Hint: a way to identify anything on planet//)?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Show students how to activate lats and longs on Google Earth (using toolbar). Point out prominent yellow grid lines—equator, Tropic of Cancer/Capricorn, Arctic/Antarctic Circle, Prime Meridian. Ask students to identify.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Work in groups to find two countries on each major lat/long and fill out worksheet (see text for reproducible). This can be done electronically or hard copy. Do it via Google Docs if you have this available so it can be submitted via 'share'. No GAFE? Fill out electronically, save to a class folder you have set up for this purpose. To encourage honesty, do this:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">show students where the file folder is //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">have a sample worksheet in there. Show how you can see when it was accessed. This gives you clues. No one should access the sheet outside of the class time. If they do, let you know! //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Worried about honesty? Have students save to their network folders, where you can access. //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">encourage students to take time to explore locations. Walk around and help when needed.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Bring science book next week. Put that on the class calendar--Google Calendar if you have GAFE. Good idea: Assign a student to be in charge of the calendar. Rotate monthly.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Throughout class, check for understanding. Expect students to solve problems, fix hardware, use strategies used in the past, 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 vocab. Expect students to use the correct words, too. You might even share the list with them at the start of the lesson so they are reminded.
 * <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: 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. Questions about them--post to the Discussion Button above.
 * <span style="font-family: Arial,Helvetica,sans-serif;">//Should Tech Teachers be in the Classroom or Lab//--any thoughts on this?
 * <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: 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="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. 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: 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. <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="font-family: Verdana,sans-serif; font-size: 13.3333px;">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 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;">If your school as GAFE, have students open the study guide as a template and fill in the parts as you discuss them in class. Use this opportunity to introduce Google Docs to students, how to use the word processing tool, how to save/share.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Our keyboarding goal this year:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Sufficient command of keyboarding skills to type one page in a single sitting. //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Speed of 25 wpm—about as fast as students handwrite. //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open Word or Google Docs for today’s speed quiz (see sample quizzes in text) with keyboarding software your school uses or online typing website. Review:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">proper posture (see next pages for hints and checklist) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">critical keys students should pay attention to as they type (see next pages) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">keyboarding hints (see next pages) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">keyboarding quiz grading and expectations (see next pages) //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">I like to use the word processing program students will be using during school. This gets them comfortable with it while I'm there to help.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Type heading at top of page (name, date, teacher). Why a heading? Test for five minutes.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">While students type, walk around and observe their posture, hand position, use of fingers. Anecdotally grade them on these factors as part of speed quiz grade.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">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;">Let students know your expectations and rewards. I give Free Dress Passes (we wear uniforms) to students who meet grade level standard of 25 wpm. Prizes are optional. I find students who want them will practice harder and retake the quiz (I allow them to retake quizzes as often as they want without penalty).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save (Ctrl+S) to network folder or share from Google Docs. Don't print. You can access it through their network folders or by them sharing from Google Docs.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review Homework Policy—due last day of month, at midnight, via email (see list of full year in back of text). Homework is almost always keyboard practice, one row at a time from [|Dancemat Typing] or [|Nimble Fingers] :
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">1st month: homerow //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">2nd month: QWERTY row //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">3rd month: lower row //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review access to school digital tools—websites, drop box, Google Apps (if available), digital lockers, online grades.
 * <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. These will be recorded on Evidence Wall. You'll review that later.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Tuck chairs under desk, headphones over tower; leave station as you found it.
 * <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. 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:
 * <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: 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="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: 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. <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;"> **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">More **
 * [[image:k-3tech/evidence board.JPG align="right" caption="evidence board.JPG"]] ||
 * evidence board.JPG ||
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Tour classroom. Show students where everything is. Review important posters on walls, i.e., the difference between ‘save’ and ‘save-as’, difference between ‘backspace’ and ‘delete’, ‘save early save often’, ‘select-do’, or whatever you consider most important wall posters (see samples at end of lesson). Pay special attention to Evidence Boards (see inset picture). This is where you collect evidence that students have transferred skills learned in tech class to other classes, home. More on that later.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Collect rules from students to guide activities in classroom, including (see suggestions at end of lesson):
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">No excuses; don’t blame people; don’t blame the computer //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Save early, save often—about every ten minutes //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">No food or drink around computers. Period. //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">No internet without permission. //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Respect work of others and yourself //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Keep hands to yourself—help neighbors, but with words //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Make sure to include 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: Verdana,sans-serif; font-size: 13.3333px;">Review homework policy—due last day of month via email (you may opt for drop box, Google Docs, or some other method). See year-long list at end of textbook. It's almost all keyboarding practice.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review Hardware (adapt these to your set-up) and how to solve hardware problems. Expect students to know these (of course they should--this is domain-specific vocab):
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Mouse buttons ////<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">—left and right, double click, wheel in center //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">CPU ////<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">—power button, CD drive, USB port //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Monitor—power button, screen, station number //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Headphones—volume, size adjustment, connection to CPU //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Keyboard ////<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">—home row, F-row ////<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">, enter, spacebar, ctrl, alt, shift //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review how parts connect—behind CPU, under table, in front ports.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review ‘save’ and ‘save-as’ rule; review how to delete (‘delete’ key and backspace). 4th graders should know both of these, but I have sure been surprised more than once when they didn't. Now, I review it so no one's embarrassed.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review ‘Portrait’ and ‘Landscape’ page layout.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Review ‘Select-Do’ (see poster on next pages). What does that mean? (Hint: You must select something before you can do to it).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Practice logging into school networks—website, class pages, other. Have students explore the sites with a goal of finding their class picture (or other goal that suits your school). Have them use skills learned last year to save image to their school digital portfolio. Prior to accessing the internet, briefly review how to safely visit the neighborhood. You'll go into detail on this later.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Provide a sheet for students to collect log-ins (see end of lesson for example). Keep in a binder by CPU (or where it works best for your set-up). If students have GAFE access, have them email the log-in information to themselves and save in a secure location. Or, save in a safe spot in their all-school binder.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">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: Verdana,sans-serif; font-size: 13.3333px;">Continually throughout class, check for understanding.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Expect students to solve problems and make decisions.
 * <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;">Have you answered the Essential Question? Have you covered the Big Idea?
 * <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 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. 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: #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="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 =

= <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;">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 = Continued: Students will be working on their state report information while honing research skills using Nettrekker. Research skills include learning how to drill down for information; finding and collecting photographs and other information; organizational skills. In tandem with library class,students are idenitifying geography, climate, transportation, daily activities and clothing style. Students will be asked to prepare a brochure that and add images and relevant information pertaining to their state. This “travel” brochure will emphasize tourism within the state.

Discovery Education Project: The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map. Students will identify favorite places in Delaware and favorite things about our school = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 29-May 3, 2013 = Continued: Students will be working on their state report information while honing research skills using Nettrekker. Research skills include learning how to drill down for information; finding and collecting photographs and other information; organizational skills. In tandem with library class,students are idenitifying geography, climate, transportation, daily activities and clothing style. Students will be asked to prepare a brochure that and add images and relevant information pertaining to their state. This “travel” brochure will emphasize tourism within the state.

Discovery Education Project: The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map. Students will identify favorite places in Delaware and favorite things about our school **<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 22-26, 2013 ** Students will be working on their state report information while honing research skills using Nettrekker. Research skills include learning how to drill down for information; finding and collecting photographs and other information; organizational skills. Students will be asked to complete a template from **Keynote** to showcase their individual states. This lesson integrates with the class packet that has been assigned to the class. A minimum of 8 slides is required. Students will learn how to add slides, use a bullet format, integrate transitions and add images and relevant information pertaining to their state. When students have time - they will continue using keynote to create worship song keynote presentations. Students will practice using keynote to create slides for chapel using various worship songs. Skilss include adjusting for font styles and size; importing backgrounds; shade tool. Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation. Discovery Education Project: The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map. = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 15-19, 2013 = Students will be working on their state report information while honing research skills using Nettrekker. Research skills include learning how to drill down for information; finding and collecting photographs and other information; organizational skills. Students will be asked to complete a template from **Keynote** to showcase their individual states. This lesson integrates with the class packet that has been assigned to the class. A minimum of 8 slides is required. Students will learn how to add slides, use a bullet format, integrate transitions and add images and relevant information pertaining to their state. = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 25px;">Week of April 8-12, 2013 = Students will be working on their state report information while honing research skills using Nettrekker. Research skills include learning how to drill down for information; finding and collecting photographs and other information; organizational skills. Students will be asked to complete a template from **Keynote** to showcase their individual states. This lesson integrates with the class packet that has been assigned to the class. A minimum of 8 slides is required. Students will learn how to add slides, use a bullet format, integrate transitions and add images and relevant information pertaining to their state. = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of April 1-5, 2013 = Easter Break

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of March 25-29, 2013 = Google Earth Tour - Completed: Students will explore the state they chose for their state report. Students will locate the capital and learn how to identify natural and man-made boundaries. Students will continue to work on their state reports - finding information for their packets.

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of March 18-22, 2013 = Google Earth Tour - students will explore the state they chose for their state report. Students will locate the capital and learn how to identify natural and man-made boundaries.

= <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 1.4em;">Week of March 11-15, 2013 = Continued The following lessonplan activity will take several weeks to complete. Lesson Activity Part 1: “Animal Report” – Students will create a brief animal report. They will write about the animal and present data in a table. Students will also import a photo or drawing of the animal. Students will learn to create tables; align text; insert pictures. Information will be used from Nettrekker. Students will be required to practice logging in to Nettrekker, researching information and completing a report. Lesson Activity Part 2: Create your own QR Code. Students will create a QR code that tells about the animal they are studying in 4th grade science. This may be a short summary or a small video of the animal. Students will use Nettrekker or National Geographic Kids to get their video. Students will save the QR code in JPEG format and then import the QR code into the body of the above table.

= <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. Students will learn to identify web site’s credibility and usefulness. The following lessonplan activity will take several weeks to complete. Lesson Activity Part 1: “Animal Report” – Students will create a brief animal report. They will write about the animal and present data in a table. Students will also import a photo or drawing of the animal. Students will learn to create tables; align text; insert pictures. Information will be used from Nettrekker. Students will be required to practice logging in to Nettrekker, researching information and completing a report. Lesson Activity Part 2: Create your own QR Code. Students will create a QR code that tells about the animal they are studying in 4th grade science. This may be a short summary or a small video of the animal. Students will use Nettrekker or National Geographic Kids to get their video. Students will save the QR code in JPEG format and then import the QR code into the body of the above table. =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of February 25-March 1, 2013 = Introduction to Numbers - Continued Introduce various formulas and how they work in Numbers. Lesson #18 in workbook - students are re-creating a spreadsheet and preparing formulas for addition, subtraction, multiplication and division. = = =<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">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: 15px;">Week of February 11-15, 2013 = Introduction to Numbers Students will review 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 February 4-8, 2013 = Introduction to Numbers Students will review 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 = If time permits - students will be able to work with Nanoogo
 * Students may continue with Type to Learn 4 for typing practice.**
 * Pages -** Students will learn to use the graphics tool in Pages and create shadows. They will learn to insert shapes and then manipulate those shapes using the inspector tool and the graphics menu for shadows. Students will play with angles, offsets, blur, opacity and reflection.

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 22px;">**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.**

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. = =
 * Students are reviewing Glaciers. Students are using Brainpop and other sites to explore this unit on Glaciers.**

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Week of January 7-11, 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://**
 * RE-Introduction to NetTrekker**
 * Review log in and passwords. Beginning the Research process.**

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: #041eaa; font-family: 'Comic Sans MS',cursive; font-size: 18px; line-height: 27px;">**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 reviewing Glaciers. Students are using Brainpop and other sites to explore this unit on Glaciers.**
 * //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; line-height: 22px;">Week of November 19-23, 2012 = <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Volcano Project should be continued throughout December <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;">Week of November 12-16, 2012 - December 2012 = Please sign your name below on the grading rubric. This will be given to your teacher for a letter grade.

Using the internet, identify three types of volcanoes and provide examples and pictures of each type. You may use the WCS Computer Lab webpage to begin or you may use Nettrekker.

Your Name 4th Grade - Mrs. Pitman Today’s Date Insert Table Choose 4 rows and 4 columns (From the Inspector tool choose the table options to choose the body rows and body columns) Label the Top Row as follows: Volcano Type; Description; Example and Picture These labels should be Bold Font - Size 12
 * 1) Open Pages
 * 2) Choose a Blank Template: Landscape
 * 3) At the top of the page, please type:
 * 1) Title your Page - VOLCANOES (this should be centered and in bold oblique, size 14 font)
 * 2) From the Menu Bar:

From your research, you should identify three main types of volcanoes, and provide a short description of each. Note actual examples and provide locations. Finally, provide a picture of one of the volcanoes described in each line item. Your information should be size 10 font.

You may need to adjust your row height so that your information can be contained on ONE PAGE.

Grading Rubric:__ValueEarned__

Name 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__ _

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 22px;">**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.

Privacy Rules
Students will:
 * <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.

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

You've won a Prize!
Students will: =**__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of October 22-26, 2012 __**= 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="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="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.

__[]__

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

Book Fair week - students will practice keyboarding skills with a substitute teacher.

__<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 __**
 * 1) Open [|Wordle].
 * 2) Let students explore Word Clouds using this program.
 * 1) Have students add their name.
 * 2) Save and Print.

Lesson #3 from workbook - Intro to 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 identify the latitude and longitude of Wilmington Christian School..
 * 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, vacation spots, Delaware Landmarks. Explore Continents and Oceans and complete worksheet.
 * 2) Have students open the Google Earth icon and practice locating Delaware Landmarks.

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

Lesson #2 from workbook - 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) Review Mouse buttons - left click, right click, double click;
 * 2) Review keyboard and home row; anchor keys (F and J); Enter; Spacebar; Alt; Shift
 * 3) Go to Internet start page—introduce various widgets and bookmarks
 * 4) Discuss FILE MANAGEMENT - Folders, Grades, Teacher File, Student File
 * Explain difference between 'Save' and 'Save As"
 * Backspace; Delete; EDIT UNDO

=__<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Week of August 27-31, 2012 __=

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


 * 1) Review Rules
 * 2) Introduce WORD WALL
 * 3) Headphones; Workstation assignments (by cubby number)
 * 4) Go to Internet start page—introduce various widgets and bookmarks

= End-of-year Challenge = //**Week of June 1st**//
 * //Lesson 32 of [|workbook] //**


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">End of Year Challenge—students play a Jeopardy-style game to see who knows the most about different categories of technology (see textbook for details and examples).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Ask students to go into their teams. If there is an uneven number of students, assign a Timekeeper. This student always wins.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Teams go to different ‘corners’ of classroom. One member on each Team is Speaker—and the only one who can answer questions. S/he will confer with colleagues before answering.
 * Speaker selects a category (Word Skills, Keyboard Shortcuts, Vocabulary—see study guide on next pages for complete list). Teacher then asks a question from that group. Team has ten seconds to confer and answer. If they are wrong or pass, next team gets a chance. Do not repeat questions. Teams must listen to your question and other Team answers.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Repeat with new Team and new question, but they must select a different category. No category can be repeated.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">When time out, count points (one per correct answer), announce winner, and award prize.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Students love this game. If I had time, I’d play it at mid-year also.
 * <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.

= PowerPoint Presentations = //**Week of April 15th-22nd**//
 * //Lesson 30-31 of [|workbook] //**


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Finish Google Earth Board presentations today. Anyone who hasn’t presented will.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Practice keyboarding on installed software or online program. Remind students of correct posture—body centered in front of keyboard, hands curved over home row.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Go to [|TypingTest.com] ( [] ) to check speed and accuracy:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">This site counts mistakes and adjusts final wpm to reflect errors. //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Select a test; select ‘3 minutes’ and start. //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Don’t stop to make corrections. //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Type through until time runs out. //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">At the end, test gives a gross and net speed. ‘Gross’ shows how fast you type if you made no mistakes (see grey number on inset below). ‘Net’ shows deductions for mistakes (see blue number on inset below). //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Students love this site, often choosing it over traditional typing sites. //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Did students have any technology problems they’d like to share with class? Any evidence of learning?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Begin PowerPoint presentations. Discuss pros and cons of a PowerPoint presentation. What do students remember from last year? Consider:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Lots of information conveyed at once with words, color, layout, movement //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Screen summarizes what speaker conveys, not the reverse. Speaker should be prepared to share more than what is written //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Audience should receive information many ways, not just audio or textual //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Speaker should face audience—not the screen. Bring notes if necessary //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Speaker should talk to audience, and loud enough all can hear //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Explain grading (according to rubric on prior pages). Students should come prepared, having practiced required material. Keep eyes on audience, glancing at screen only when necessary. Summarize information where necessary and expand where the bullet item is used to remember additional information. Speak loudly so whole room can hear. Be prepared to respond to specific questions to clarify or follow up on information.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Presenter always should sound interested and knowledgeable about topic.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Audience should:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">pay attention, not fidget //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">be polite //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">make comments that contribute to discussion and link to both presentation and remarks of others. Presenter // //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">grade is based in part on how good s/he is as an audience //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Be prepared to push spacebar to move slideshow forward if it gets ‘stuck’.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Students can have parents or classroom teacher present.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">During audience questions, if it centers on why presenter made a mistake, remind audience that feedback is positive, upbeat—everyone makes mistakes so not to focus on those, rather on what sparked listener curiosity.
 * <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.

//** 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. **//

= PowerPoint = //**Week of March 11th-April 8th**//
 * //Lesson 25-29 of [|workbook] //**

//<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Design is important to content // //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Layout communicates // //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Few words, lots of images // || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Text-based // //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Design is secondary to content // //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Layout may detract from words // //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Primarily words communicate // ||
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continue with Google Earth presentations
 * <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;">Did students have any technology problems they’d like to share with class?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Continue PowerPoint presentations on Inventors (or topic which collaborates with class discussion)
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open PowerPoint. Add 9 slides. Have storyboard by student computer
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before filling in slides, discuss the difference in writing with PowerPoint and with Word:
 * **<span style="font-family: Verdana,sans-serif;">Element ** || **<span style="font-family: Verdana,sans-serif;">PowerPoint ** || **<span style="font-family: Verdana,sans-serif;">Word ** ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Purpose ** || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Presentation // || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Word processing // ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Basics ** || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Graphics-based //
 * **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Sentences ** || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Bulleted, phrases // || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Full sentences with proper conventions // ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Content ** || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Slides cover basics, to remind presenter what to say // || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Thorough discussion of a topic. Meant to be complete document // ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use ** || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As a back-up to presentation // || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As complete resource // ||
 * **<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Presentation ** || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Speaker presents with their back to the slideshow // || //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Speaker reads from document // ||
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add your own thoughts and those of students to table. Now start creating slideshows
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Slide #1—add slideshow title and student name to slide (see inset)
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Slide #2—Title is ‘Table of Contents’. Beneath it, in a bullet list, add topics from worksheet. Go over this with students. Display on SmartScreen as reference. Show students how to decide what goes where on Table of Contents. See inset for example.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Slide #3-6—Add title from storyboard and list the bullet points researched last week. For three inventors, title is inventor’s name.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Slide #7, 9—Follow directions for topics from worksheet and what was uncovered in research
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Slide #8: Title is student’s invention; bullet three steps on how to create it.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">As students write, have them consider the following requirements:
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Do they introduce a topic with the title //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Do they group related information together (as bullets) //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Do they develop the topic with facts, definitions, and details. //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Do they include images/pictures useful to aiding comprehension. //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Watch grammar and spelling, punctuation and capitals. Keep fonts, sizes, colors consistent throughout slides
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use ‘Design’ to add backgrounds—click to add to all and right-click to add to one. Remember lessons learned last year
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Remind students: Every time they use the computer, practice good keyboarding skills


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Ctrl+S every ten minutes to save; save early, save often
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use internet to search for facts and/or information learned in class to support the topic—don’t guess. Remember search skills covered earlier in the year.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Slide #9: Spend time thinking about what an invention is. Discuss with students how inventions come about. They highlighted areas of need—once a need is identified, what’s the next step? Funding? Get education required to create the invention? Talk to people who are experts on the subject? Have students think this through; assist in these cerebral processes as needed.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Go to Slide #10: Ask students to share where they live, their family, goals, current interests, and favorite book. Beyond that, they can share whatever we should know about them.


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add Transition to slides by selecting ‘transition’ from menu bar. Discuss what ‘transition’ means with students. What’s the prefix ‘trans-‘ mean? What are other trans- words? Have students select a transition they like for each slide. Once it’s selected, it is on the slide until changed. Push Shift+F5 to watch slide.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Ctrl+S every ten minutes; save early, save often
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Go back to Slide #1; click title. Go to ‘Animation’. Select an animation that is appealing under ‘entrance’ or ‘excite’. Only animate title. Push Shift+F5 to play slide and see animation; ‘escape’ gets out of slideshow
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add animation to each slide. Once added, it’s there until changed.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Go to Slide #1; select ‘transition’ from menu bar. Discuss what ‘transition’ means. What’s the prefix ‘trans-‘ indicate? What are other trans- words? Select a transition you like.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before leaving slide, go to right end of ribbon and check box ‘after’; make it 5 seconds. This will auto-advance the slideshow without clicking mouse
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">To have slideshow automatically move forward, select ‘auto-advance’ in Transition screen and bump time to eight seconds. Now slideshow should advance with no hands.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Repeat for each slide, with a different transition
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Push F5 to test. Does it auto-advance? If not, go into the slide where it stopped; check that you have transition auto-advanced.


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Before proceeding, discuss where students see PowerPoint as an effective presentation? Could they use it to share a book report with classmates? At a school function? What sort of audiences would benefit most from this? What audiences wouldn’t?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Slides 4-6: Add picture of inventor to background (see insert). Adjust image so it isn’t cut off at top
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Slide 9: Add student picture to background (see insert).
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add a customized background to remaining slides using ‘Design’. Make each background different and relevant to the slide’s topic.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add one image to each slide that enhances the slide’s message
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add one GIF (movie, moving picture) to each slide that enhances the slide’s message.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Play slideshow from beginning. Does it stall? Confirm that all slides show auto-advance for eight seconds. If that’s not the problem, go into ‘animation’. Select the title that is animated. Change its activation from ‘on click’ to ‘with previous’. Play slideshow again. Does it work now?


 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Now add one movie to each slide—sometimes called ‘animated GIFs’ or ‘videos’. Be sure it goes with slide topic
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Last: Add a picture to each slide from clip art, Google images or another image file on computer. Again, make sure it goes along with slide’s content. Is it OK to copy images from the internet for this project?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Practice presentation to see if each slide fits within allotted time
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Done? Use check list (page 87) to be sure everything is included. Double check spelling and grammar
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Swap slideshows with a classmate who is done and complete a checklist on his/her slideshow

<span style="font-family: Verdana,sans-serif; font-size: 10pt;">Any problems with any of these skills? Start a Discussion. I'll help you through the answers.

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

//** 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 Research = //**Week of March 4th**//
 * //Lesson 24 of [|workbook] //**

<span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: justify;">Students will start a PowerPoint presentation project that supports a classroom topic. First, though, they'll need to research the topic
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">To get them excited about this project, introduce PowerPoint—purpose, basics, layout; do students remember this from 2nd and 3rd grade?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Show samples of slideshows from last year’s fourth graders
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Go over storyboard with students. What is a storyboard? Explain Slides 1 and 2; do Slide 3 as a group—why do people invent? What has been discussed in class on this topic?
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Find answers for Slides 4-8. Discuss what is meant by ‘why was it needed’ and ‘difficulties’. What might those be? Use an example so students understand.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Every blank should be filled in (see pages 83-84 in text) by next week
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open internet and start researching
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use “ “ and + to focus research on specific terms
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Check extensions for credibility—.org, .gov, .edu

<span style="font-family: Verdana,sans-serif; font-size: 10pt;">Any problems with any of these skills? Start a Discussion. I'll help you through the answers.

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: Data Analysis = //**Week of February 25th**//
 * //Lesson 23 of [|workbook] //**

<span style="display: block; font-family: Verdana,sans-serif; font-size: 10pt; text-align: justify;">Start with a review of Excel: What is Excel used for? When would you use a spreadsheet program instead of Word or PowerPoint or Publisher?

<span style="display: block; font-family: Verdana,sans-serif; font-size: 10pt; text-align: justify;">Demonstrate on Smartscreen as students follow along how Excel can be used to model a problem and organize data that will lead to a solution. It is a technological tool that enables a deeper understanding of their Invention Convention project (if you are using it for an upcoming project).

<span style="display: block; font-family: Verdana,sans-serif; font-size: 10pt; text-align: justify;">Remind students how cells are identified, purpose of tabs in organizing a workbook, and how to move around a worksheet (all skills learned in 2/3rd grade). <span style="display: block; font-family: Verdana,sans-serif; font-size: 10pt; text-align: justify;">Add a tab at bottom for ‘Skills’; recolor it. In cell A1, add student name (also skills learned in 3rd grade)

<span style="display: block; font-family: Verdana,sans-serif; font-size: 10pt; text-align: justify;">Display the list of skills students will learn:
 * //<span style="font-family: Verdana,sans-serif; font-size: 10pt;">add WordArt title //
 * //<span style="font-family: Verdana,sans-serif; font-size: 10pt;">make two-line heading //
 * //<span style="font-family: Verdana,sans-serif; font-size: 10pt;">add date and time //
 * //<span style="font-family: Verdana,sans-serif; font-size: 10pt;">shade several cells //
 * //<span style="font-family: Verdana,sans-serif; font-size: 10pt;">sort names alphabetically //
 * //<span style="font-family: Verdana,sans-serif; font-size: 10pt;">format numbers as money //
 * //<span style="font-family: Verdana,sans-serif; font-size: 10pt;">add a hyperlink //
 * //<span style="font-family: Verdana,sans-serif; font-size: 10pt;">add a call-out //
 * //<span style="font-family: Verdana,sans-serif; font-size: 10pt;">add an image //

<span style="font-family: Verdana,sans-serif; font-size: 10pt;">On the SmartScreen, work through each skill with students. All require only 2-3 steps to complete. Some, students already know. Have students practice as you show your work. Have them add a bubble to their worksheet with directions for the skill (see page 81 in text) to serve as a resource

<span style="font-family: Verdana,sans-serif; font-size: 10pt;">Early finishers? Create a St. Pat's card in KidPix or Publisher without teacher assistance.

<span style="font-family: Verdana,sans-serif; font-size: 10pt;">Any problems with any of these skills? Start a Discussion. I'll help you through the answers.

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. **//

= Storybook in Publisher = //**Week of January 28th-February 18th**//
 * //Lesson 19-22 of [|workbook] //**

> Pages 2-11: Add a picture to each page from clip art, Google images, or drawn in KidPix that supports what is written. Resize pictures to fit space on page—about 2/3s of page at the top; stay inside blue print border > If using Google images, discuss the legality of using online images. Why is it OK to use them for this project? > Go through rubric checklist (see text for example); print Preview before printing
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Warm up with keyboard practice on installed software or online site (see appendix for suggestions)
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Finish Speak Like a Geek presentations
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Did students have any problems with technology they’d like to share with the class, get solutions to, ask about.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Any evidence of learning to post on the Evidence Board? Do this every few weeks.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Students write a tale in classroom to use for this technology class project that incorporates elements of a story—plot, characterization, setting, action, climax, and whatever else the classroom teacher highlights. Students will use desktop publishing (in this case, Publisher) to create a storybook that enhances the story with pictures drawn in an art program, added with Clipart, or copy-pasted from Google image. See sample in text.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Be sure to include the following in the written text (from Common Core):
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">establish a situation //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">introduce characters //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">organize an event sequence that unfolds naturally //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use dialogue and description to develop experiences and events or show the responses of characters to situations //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use transitional words and phrases to manage the sequence of events //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Use concrete words and phrases and sensory details to convey events //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">conclusion follows from narrated events. //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Why Publisher (or other desktop publishing program)?
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">ease of laying out storybook pieces //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">story is equally told with pictures and text. Desktop publishing does that better than word processing //
 * //<span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">layout is important—design elements. Desktop publishing does this, also, better than word processor. //
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open Publisher; select a blank page as the cover.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Add twelve pages—10 for sentences, one for ‘the end’; one for ‘About the Author’
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Insert footer with student name and page number (recall how this was done in 3rd grade); remember to close footer when done
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Page 1: Add text box at top for book title—font size 48, any font, any color; add second text box at bottom with student name/teacher in font 18. Add picture (insert-picture); resize with corner handles to fit space available; layer so it is under titles
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Page 2: Insert a border; size to fit around footer. Insert a text box at bottom third of page. Leave top 2/3s for picture. Copy border to pages 3-13. Copy text box to pages 3-11 also.
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Page 2-11: Add one or more sentences to each page. Adjust font to 14, any font, any color—but keep it the same throughout
 * <span style="font-family: Verdana,sans-serif; font-size: 13.3333px;">Open drawing program (like KidPix or Tuxpaint); draw a picture for cover. Use at least five colors—no backgrounds (see sample insets). Export to network (it will be saved as a jpg picture file); close KidPix. Insert on cover page of storybook
 * <span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: justify;">Page 12: Insert KidPix picture (same one as front cover); format as washout (or watermark); send picture to back so it layers under WordArt. Add ‘The End’ in WordArt, layered over watermark
 * <span style="display: block; font-family: Verdana,sans-serif; font-size: 13.3333px; text-align: justify;">Page 13: Add a text box for ‘About the Author’. Tell readers what they should know about the author.
 * <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;">Idea: Print as PDF; import into iBooks on iPads. Read during Sustained Silent Reading or DEAR time, or anytime. Share with K,1st graders during their circle time.

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. **//

= = = Cover Pages = //**Week of January 21st**//
 * //Lesson 18 of [|workbook] //**

Continue with presentations.

There are lots of reasons why students require cover pages. Here we'll create a quick, simple one that they can always refer back to
 * Use Word or Google Docs or other word processing program
 * Show students how to change font size, color, font, and center
 * Cover includes
 * title
 * student name
 * teacher name
 * date
 * picture of topic
 * expect students to be able to insert an image that addresses their topic. If they find one on the internet, have a discussion about why it's OK to use images from the internet. Discuss
 * copyrights
 * fair use
 * exceptions for 'scholarly research'
 * Rather than Word, you can use [|Big Huge Labs]

= Web 2.0 Vocabulary Study = //**Week of January 14th**//
 * //Lesson 17 of [|workbook] //**
 * Know what spelling words will be studied today.
 * You can use [|Wordle], [|Tagxedo] , or any other word cloud tool you like.
 * Have students access the word cloud tool and add their words
 * Now format the cloud as they like (different tools have different options
 * Take a screen shot or an embed of the cloud and place it on class wiki, website, or student blog (this is a great project to teach how to take screen shots. Use Snippet (comes with Windows), [|Jing] or another screen shot tool)
 * See sample on pg. 64 of text

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 II = //**Week of January 7th**//
 * //Lesson 16 of [|workbook] //**


 * Continue with Speak Like a Geek (unless you are waiting for after the holidays)
 * Remind students to continue working on/submitting homework
 * Discuss the concept of 'graphic organizers'. Circle back on skills learned in Lesson 7, this time applied to another class Unit of Inquiry
 * Students will create a graphic organizer sharing their knowledge of a topic discussed in class. This will be done as independently as possible. Remind students they have done this before.
 * Those who finish, practice keyboarding on installed software or internet sites
 * Finished? Go to class internet start page for websites that tie into class conversations

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. **//

= Trifolds and Timelines = //**Week of Dec. 17-January 1st**//
 * //Lesson 14-15 of [|workbook] //**


 * Continue with Speak Like a Geek (unless you are waiting for after the holidays)
 * Remind students to continue working on/submitting homework
 * Students should have their homework 4-9 with them. If not: they must bring next week
 * Discuss the concept of 'trifold'. Show samples. Why are they effective? Show samples from last year (or see pg. 60). The trifold students will create will have two covers
 * Open Publisher or other desktop publishing program. Select a trifold template. Any template and then delete everything on it.
 * Add borders to Panel 1 and 3 of front and all of back
 * Add text box to bottom of panel 1 and 3; add text as appropriate for trifold (see sample). Our theme for this sample: comparing what happened each year of a student's life to that year in history, to provide perspective on their world
 * add a collage of pictures that have to do with the theme to Panel 2
 * Add a picture to the top of Panel 1 and 3 that have to do with the theme
 * Most classes will finish Side 1 one week and Side 2 the next week
 * Add a timeline to Page two (see pg. 60) with one mark for each year
 * Add a watermark of the student's face
 * Using call outs, add events at the top that have to do with student life and events at the bottom that have to do with world events. Make the points of the call out meet on the timeline (to reinforce that they happened at the same time)
 * Be aware of spelling and grammar
 * Use Checklist rubric on pg. 59 to verify all steps completed
 * Save to network folder; print
 * Done? Have websites that tie into class discussion (on internet start page) for those who finish early

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 Greetings = //**Week of Dec. 10th**//
 * //Lesson 13 of [|workbook] //**


 * Begin Speak Like a Geek (or start after the holidays if this is your last week). Review details with students
 * warm up keyboarding with installed typing software or an online program
 * Discuss editing in Word
 * backspace-delete
 * undo
 * cursor placement
 * type the poem on pg. 57
 * discuss editing problems with students--grammar and spelling
 * remind them this is why they shouldn't trust the spell-check and grammar-check to be the only solution
 * Have a list of holiday-themed websites students can go to
 * First: discuss how to play in the internet neighborhood
 * remind students of discussion on internet safety, stranger danger, ignoring bling
 * Remind students how to use the tabbed browser
 * Let them explore holiday themed websites like these:
 * [|2 Days of Christmas]
 * [|NORAD Santa]
 * [|Penguin Show]
 * [|Reindeer Orchestra]
 * [|Christmas Price Index]

Remind students to have Homework 4-9 completed for next week's project.

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 Dec. 3rd**//
 * //Lesson 12 of [|workbook] //**


 * Discuss what Speak Like a Geek is. Review presentations, preparation, and grading. See pages. 53-55
 * Discuss homework
 * QWERTY row in Dance Mat Typing
 * Due last day of the month at midnight
 * Create holiday fliers in Publisher. This can tie in with a class holiday party, concert, ???.
 * discuss the meaning of templates, as students select the template they'd like to use
 * This project is a reminder of skills learned in 2/3. Students should do this as independently as possible.
 * Once completed, these fliers can be taken home or pasted around school to announce the upcoming event
 * Done? Practice keyboarding with installed software or online program like DanceMat Typing.
 * When all students are done with the flier, have them turn off monitors and discuss internet safety (in preparation for visiting online websites)
 * If there's time, watch one of the Digital Citizenship videos [|from here]
 * Or, discuss how to safely use internet websites
 * stay in the assigned neighborhood
 * don't talk to strangers
 * don't answer ads
 * What else can students think of that will keep them safe?
 * After discussion, visit either websites that tie in with class discussion or holiday websites like the ones under Lesson 11

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 Greetings = //**Week of Nov. 19th-26th**// = =
 * //Lesson 11 of [|workbook] //**
 * Problem-solving Board presentations
 * Create a holiday greeting card in Publisher, as students have done in 2nd/34d grade. This is done as independently as possible
 * Only change three parts of card template:
 * greeting on pg. 3
 * signature on pg. 4
 * add a holiday picture to pg. 2
 * Print
 * Done? Try these holiday websites:
 * [|12 Days of Xmas]
 * [|NORAD Santa]
 * [|Penguin Show]
 * [|Reindeer Orchestra]

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. **//

= Tables = //**Week of Nov. 5th-12th**//
 * //Lesson 9-10 of [|workbook] //**
 * Continue with Problem solving board presentations
 * Discuss what are tables and why are they used. Share common ways people use tables. Why might tables assist in organizing information? Relate tables to purposes students might be familiar with, i.e., sports rosters
 * Open Word--add heading. Why a heading
 * Add title--centered. This should be a topic that ties in with classroom conversation. I'm using 'Ecusystems'.
 * Model adding a table, then add column headings and row categories. Discuss why headings and categories
 * Have students add table (see pg. 48 for details)
 * Fill table in together with info learned in class. Fill in 'Ecosystem', 'Examples' and 'Definition' columns first week, 'Pictures' second week. Fill this in together as students come up with examples and definition.
 * Done? practice keyboarding using installed software or online website

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 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
 * title
 * pictures
 * These are all skills students have done in 2/3 grade. If necessary, model for them, or do step-by-step. See sample on pg. 43
 * Use rubric on pg. 44 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 watermark and/or footer
 * If your school requires assessments, use this story as part of that on pg. 45/46
 * 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. **//

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


 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Continue with Problem Solving Board
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Remember: Homework due soon. Show how to do keyboard homework on Dancemat if necessary
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Finger exercises to remind students that they have more than one finger for typing (skip this if you think you're pressed for thime)
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Today students will use Word SmartArt to organize animal traits (this is easy, fun, and students love it). Discuss why we use graphic organizers to relay info. Why is it stronger than words sometimes?
 * Create a SmartArt diagram in MS Word of animal traits
 * discuss animal classifications with class
 * each row selects a different group--mammals, fish, birds, reptiles, amphibians
 * add heading to top of Word doc
 * Add title, centered
 * Insert SmartArt diagram
 * Your animal in the center
 * Add traits around it
 * save an image from Google images to your picture file and add it as the background of your animal
 * Save and print. Do you save or save-as?
 * Finished? Visit a [|nimal adaptations], [|make an animal] , [|animal matching game]

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 Research I =
 * Week of Oct. 15th**
 * //Lesson 6 of [|workbook] //**

> || websites_1.jpeg || > || websites_2.jpeg ||
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Use keyboarding program like TTL, DanceMat Typing, or another f [|rom this list.]
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Problem Solving Board presentations. If you have a mobile station in your classroom that accesses the SmartBoard, let students use that to communicate their ideas (if they'd like to--my students love it)
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Circle back on discussion of Digital Citizens before accessing the internet
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">What are Digital Citizens?
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Why is this so important to students?
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Today: Review how to research on the internet
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">You can follow directions on pg 36 of text, or let this video do it for you
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Watch [|How to search the internet] together. 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
 * Open browser. Discuss the fading difference between the search bar and the address bar
 * Have students work in pairs and duplicate the exercises in the video using a topic being discussed in class
 * search a term. Notice there are too many hits
 * Use "" to fine tune
 * use delimitors - and +
 * discuss difference between hits' extensions.
 * Have students try Google search tools listed on pg. 38. If you're running out of time, these are favorites with my students:
 * definitions
 * calculator
 * time finder
 * Fill in the blank
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Extra:
 * Watch this video on [|Online Sources]
 * Do the following site evaluation in groups of two
 * || [[image:smaatech/websites_1.jpeg caption="websites_1.jpeg"]] ||
 * [[image:smaatech/websites_2.jpeg caption="websites_2.jpeg"]] ||
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">This can be done under Lesson 16 also

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.

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.

//** 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 II =
 * Week of Oct. 8th**
 * //Lesson 5 of [|workbook] //**


 * Start with keyboard practice using your favorite program. Remind students of good posture, hand position, etc.
 * Review homework. Who can share what it is?
 * Start Question Board. Review process, grading policy
 * Continue with Word outlining
 * Open outline started last week
 * Be prepared with notes from the teacher that students will add to their outline
 * teach students how to edit an outline
 * make sure there is an opportunity to indent and exdent some items
 * add some pictures
 * save and print
 * have websites on the internet start page that support classroom discussion

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.

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.

//** 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.
 * Sign up for Question Board while practicing keyboarding--starts next week. Review process. See pg. 28-29 for sign-up templates you can use. See pg. 30 for grading rubric. Review that with students
 * Review hardware quiz. Discuss results. Review hardware-based problems. Explain 'mulligan' policy (retaking quiz)
 * Outlining in MS Word--this is simpler than it sounds
 * 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.
 * save and print
 * Alternative: If your school has Google Apps accounts for students, use this instead
 * Extra: have a list of websites that tie into classroom discussion on the class internet start page

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.

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.

//** 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 = = Email = = Hardware quiz =
 * Week of Sept. 24th**
 * //Lesson 3 of [|workbook] //**


 * Hardware quiz today--any questions? Give students ten minutes--they should know this.
 * Didn't do well? Retake after school for better grade (if this sounds like you as teacher will get too many redos--don't worry. I get very few. It ends up a great way to reinforce the concept of 'effort'. If you get too many, then you can rethink the policy.)
 * Review speed quiz from last week. Which class did the best? Which students? How to scores compare to 4th grade goal of 25 wpm?
 * Remind students to sign up for Question Board--it starts in two weeks
 * Review email--required to submit homework. They should remember this from last year.
 * review layout
 * review attachments
 * Introduce Google Earth--again, they met Google Earth last year so should remember the concepts of how to use it.
 * Let students work in groups to complete a latitude-longitude project (see pg. 26). If time is tight, just fill in 2 continents that cross each of the major lats and longs. If there's extra time, have them find animals/landforms/habitats (whatever ties into your classroom discussion) and record them.
 * Make sure grid is on
 * Teacher prep: Find a kmz file (a file that opens in Google Earth as an overlay) in the Google Earth Community that students can use to find the feature you are tying into
 * Students will need their science book next week (or one of your choice) to learn how to outline

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.

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.

//** 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. **//

= Speed quiz = = Question Board = As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems. Extra time? Visit websites that support class room discussion on a topic. In my case:
 * Week of Sept. 17th**
 * //Lesson 2 of [|workbook] //**
 * Review parts of computer for hardware quiz next week (see guide on pg. 18)
 * fill out quiz together and students take home as study guide
 * also review how computer parts connect and how hardware problems cause computer problems (see 'Problem solving' at top of page)
 * Review whichever keyboarding program you use at your school (<span class="wiki_link_ext"> [|Dancemat Typing] or [|Nimble Fingers or other)]
 * have students warm up on it
 * October homework will be home row in one of those programs
 * Bored/too easy? cover hands
 * Take speed assessment (see pg. 17 for detail, pg. 19 for sample)
 * review posture--see notes in textbook pg 22
 * review doc heading--name, date, topic, etc
 * this is a benchmark (what's a 'benchmark'?)'
 * lose one point for poor posture/hand position/etc
 * Spell-check with F7 or right-click (make sure they understand how to use both)
 * 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]
 * Review Homework, homework policy
 * Sign up for Question Board--starts 1st wk of Oct.--while practicing typing
 * 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
 * [|Animal games >]
 * [|Animal adaptations]
 * [|Animal habitats]
 * [|Caribou Jump]
 * [|Design a habitat]
 * [|Endangered marine animals]
 * [|Game of Life]
 * [|Lion hunt]
 * [|Video Safari]
 * [|Virtual cockroach]

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

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

//** 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] //**

//**Note: See Pages. 28-31 for samples**//
 * 1) Assign seats
 * 2) Tour classroom--what changed
 * collect lab rules from students.
 * sign up for QB
 * Lab hours
 * discuss homework (in back of book)--changes (if you're following the [|K-8 Keyboard curriculum] )
 * 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--review these whit students
 * save-save as
 * backspace-delete
 * 1) Provide each student with a sheet to collect log-in info. I keep all of these in a binder by the student's station.
 * 2) Log onto computer with username (first.last) and unique id
 * 3) Open internet. Go to Class [|Internet Start Page]
 * 4) tour internet start page
 * 5) go to school webpage (if available--Schoology, Veracross, etc)
 * 6) log in with UN: firstname.lastname PW ***
 * 7) change PW
 * 8) Explore 'classes'. Go through tech class page
 * 9) find discussions and comment
 * 10) Have students copy their picture from the school directory and place in their file folder (or bring one from home--we'll use this for projects). Or take them as you discuss digital delivery of information
 * 11) 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.
 * 12) Review hardware for upcoming quiz
 * 13) discuss problem solving common hardware problems
 * 14) discuss how parts are connected

//**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



= Inventors--PowerPoint = //**Week of March 26-May 28th**//

Homework due this week Review Speak Like a Geek quizzes--and errors Complete PP slideshow according to this rubric:


 * Use these websites to research
 * [|Inventors Hall of Fame]
 * [|Famous Inventors]
 * [|Inventions and Discoveries]
 * [|Famous Inventors--by Kids]
 * [|Famous Inventors--List of]
 * [|Inventors and Inventions]
 * [|Inventors and Inventions--Info]
 * [|A Guide to Inventions]
 * [|Famous Inventions]
 * [|Invention at Play]
 * [|Inventor's Toolbox]
 * [|Inventions: Railroads]
 * [|How Stuff Works--Accidental Inventions]

= QR Codes = = PowerPoint Storyboards = //**Lesson 23 in [|workbook (academic topic or inventors)] **//
 * //Week of March 19th, 2012//**

Remember the QR People we created in October? Let's scan them! Done? Finish storyboard for Inventor PowerPoint
 * 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

= = = Excel Graphs = //**or Lesson 18 in [|workbook (cover pages)] **//
 * //Week of March 5th-12th//**


 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">SLAG quiz today
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">blank KB next week--top group gets a FREE if high enough
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">all redo-makup work past due--come see me if you think you have a special circumstance
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">speed quiz next week--ttl4--hands covered
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">gold rush websites/Transcontinental RRs
 * [|Gold in CA--history]
 * [|Gold Rush]
 * [|Gold Rush II]
 * [|Gold Rush--Untold Stories]
 * [|Gold in CA--Discovery]
 * [|Journey of 49ers]
 * [|Transcontinental RR--video]
 * [|Inventions: Transportation]
 * [|Freight Trains]
 * [|Transcontinental RR]
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Invention websites
 * [|Inventors Hall of Fame]
 * [|Famous Inventors]
 * [|Inventions and Discoveries]
 * [|Famous Inventors--by Kids]
 * [|Famous Inventors--List of]
 * [|Inventors and Inventions]
 * [|Inventors and Inventions--Info]
 * [|A Guide to Inventions]
 * [|Famous Inventions]
 * [|Invention at Play]
 * [|Inventor's Toolbox]
 * [|Inventions: Railroads]


 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">End of T2 3/12

= = = Excel Graphs = //**or Lesson 17 in [|workbook (finish up Publisher Mission magazine/storybook)] **//
 * //Week of Feb. 27th//**

**File Not Found** > > || websites_1.jpeg || > || websites_2.jpeg ||
 * <span style="background-color: initial; font-family: Arial,sans-serif; font-size: 13.3333px;">[|test yr typing speed]
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">speed quiz in a few weeks. It will be with hands covered. Be sure you're prepared!
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Speak like a Geek--finish
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">remind students to enter their SLAG words into Discussion board for quiz next week
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">all redo-makup work due Friday
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">review websites for quality--use PDF under Courses--internet [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="external image pdf.png" link="file:smaatech/Identifying_High_Quality_Sites2.pdf"]]
 * 1) work in groups of two
 * [[image:smaatech/websites_1.jpeg caption="websites_1.jpeg"]] ||
 * [[image:smaatech/websites_2.jpeg caption="websites_2.jpeg"]] ||

= = = Excel Graphs =
 * //Week of Feb. 13th//**
 * //In [|Technology Tookit V.II] //**


 * 1) continue Speak like a Geek
 * 2) Gather data from the class and turn it into an Excel Chart. Discuss 'data'
 * 3) Format chart with labels, backgrounds, colors,
 * 4) show how to print on one page, landscap


 * 1) sav[[image:smaatech-fourthgrade/excel_charts_2.jpeg caption="excel_charts_2.jpeg"]]e


 * 1) Done? Math websites
 * [|Everyday Math Online]
 * [|Subtraction]
 * [|Math Facts]
 * [|Math minutes]
 * [|Multiplication Games]
 * [|Math Nook Math Games]
 * [|FreeRice.com]

= = = Excel Formulas =
 * //Week of Feb. 6th//**
 * //In [|Technology Tookit V.II] //**

> || excel_f.png || >> Here's a sample worksheet we worked from:
 * 1) continue Speak like a Geek. Be sure to be ready!
 * 2) start formulas in Excel. As an example, lets create a formula in cell C1 that will multiply the contents of cell B1 from cell A1.
 * **Our formula: = D1 * D2**
 * **Our data:**
 * type the number 20 in cell D1
 * type the number 10 in cell D2
 * the formula looks like this:
 * || [[image:smaatechk-3/excel_f.png caption="excel_f.png"]] ||
 * excel_f.png ||  ||
 * **Formula Steps**
 * To multiply 10 to 20 and have the answer appear in cell E1:
 * Type an equal sign in cell E1.
 * Click on cell D1 with the mouse pointer.
 * Type an asterisk sign ( * ) in cell E1.
 * Click on cell D2 with the mouse pointer.
 * Press the **ENTER** key on the keyboard.
 * The answer 200 should be present in cell E1.
 * Even though you see the answer in cell E1, if you click on that cell you will see our formula in the [|formula bar] above the work area.
 * || [[image:smaatechk-3/excel.png caption="excel.png"]] ||
 * excel.png ||  ||
 * Finish worksheet
 * Rename tab to Auto Math
 * Recolor
 * Save as lastname Excel
 * Done? Go to math websites on [|internet start page]
 * [|Everyday Math Online]
 * [|Subtraction]
 * [|Math Facts]
 * [|Math minutes]
 * [|Multiplication Games]
 * [|Math Nook Math Games]
 * [|FreeRice.com]
 * [|FreeRice.com]

= Oregon Trail = //**or Lesson 19-22 in [|workbook (finish up Publisher Mission magazine/storybook)] **//
 * //Week of Jan. 16th-30th//**
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Speak like a geek
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">review Mission newsletter--grading this week
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">review TTL4 so they see how it works; do pretest
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">show students how to add media to MF albums--disaster logos, Mission Newsletters
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">websites on Gold Rush and Transcontinental RR
 * [|Gold in CA--history]
 * [|Gold Rush]
 * [|Gold Rush II]
 * [|Gold Rush--Untold Stories]
 * [|Gold in CA--Discovery]
 * [|Journey of 49ers]
 * [|Transcontinental RR--video]
 * [|Inventions: Transportation]
 * [|Freight Trains]
 * [|Transcontinental RR]
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Oregon Trail [|virtual tour]
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Use Oregon Trail app on iPad
 * Start Oregon Trail
 * Work with a partner to complete the checklist while playing the Oregon Trail simulation
 * Complete the checklist on the computer (open from the class file folder and fill in while playing)
 * [[image:smaatech-fourthgrade/ot.jpeg caption="ot.jpeg"]]
 * Learn problem solving skills with this unit because Oregon Trail is quirky on Win 7
 * Alt+F4
 * Escape
 * Ctrl+Alt+Del--task manager--end task
 * check taskbar for program

= = = Speak Like a Geek = = CA Mission Newspaper = //**or Lesson 19-22 in [|workbook (Publisher Mission magazine/storybook)] **//
 * //Week of Jan. 2nd-9th//**


 * Start Speak Like a Geek presentations next week 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
 * Create a newspaper on your California Mission
 * fill out this brief storyboard:
 * [[image:smaatech-fourthgrade/newspaper1.png caption="newspaper1.png"]]
 * select a template for a newsletter from Publisher
 * fill in the above info into the right spots on the newspaper template
 * delete all but one page for the newspaper--your project will only be one page long
 * replace Inside this Issue with a quote from the era
 * Special facts should be interesting information about your mission
 * Here's a sample:
 * [[image:smaatech-fourthgrade/np2.png caption="np2.png"]]
 * Here's a grading rubric:
 * [[image:smaatech-fourthgrade/np3.png caption="np3.png"]]
 * 4 Fascinating Facts about student mission can be found on the websites under Dec. 12th

= = = Holiday Websites = = Google Earth Mission Tour = //**Week of Dec. 12th**//
 * //or Lesson 3 in [|workbook (on GE lats and longs)] //**

Done? Try these holiday websites:
 * Follow Google Earth [| Google Earth Mission Tour]
 * More CA Mission websites? Try these:
 * ** [|CA missions]
 * [|CA Missions--general]
 * [|CA Missions--general II]
 * [|CA Missions--general III]
 * [|Mission Websites for Kids]
 * [|CA mission history]
 * [|CA Mission life]
 * [|CA Missions 1780 to present]
 * [|CA Missions--more]
 * [|CA Missions--each]
 * [|CA Missions--list of sites]
 * [|CA Mission websites--list of]
 * [|CA Missions--info on each]
 * [|CA Missions--info on each II]
 * [|CA Missions--info on each III]
 * [|CA Missions--Santa Barbara]
 * [|CA Missions today]
 * [|CA Missions--Christianity]
 * [|Father Serra]
 * [|Father Serra II]
 * [|Father Serra III]
 * [|12 Days of Xmas]
 * [|NORAD Santa]
 * [|Penguin Show]
 * [|Reindeer Orchestra]

= = = Speed Quiz = = Hardware Quiz = = Question Board Quiz = = Keyboard Quiz =
 * //Week of Nov. 28th-Dec. 5th//**
 * //Or Lesson 6 in [|workbook] //**

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 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">speed quiz (week of Nov. 28th)
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">QB problem solving quiz next week (week of Dec. 5th)--list of questions is on My Falcon <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/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="Question Board Quiz--4th-5th grade 2011.docx" link="file:smaatech-fourthgrade/Question Board Quiz--4th-5th grade 2011.docx"]]
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 24 KB

> || || || > || || > Here's the grading rubric: > > || || ||
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 32 KB
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">[[image:smaatech-fourthgrade/qb_study_guide.gif caption="qb_study_guide.gif"]]
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">[[image:smaatech-fourthgrade/qb_quiz.gif caption="qb_quiz.gif"]]
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">homework due--review December homework
 * Sign up at the front of the classroom for the Question Board before week of 12/12 (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 ||  ||
 * ||  || [[image:smaatechk-3/question_board_rubric.png caption="question_board_rubric.png"]] ||
 * question_board_rubric.png ||  ||
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">review hardware--hardware quiz next week (week of Dec. 5th)
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">[[image:smaatech-fourthgrade/hw.gif caption="hw.gif"]]
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">blank KB quiz today (week of Nov. 28th)
 * Done? Visit holiday websites:
 * [|12 Days of Xmas]
 * [|NORAD Santa]
 * [|Penguin Show]
 * [|Reindeer Orchestra]

= DTP Brochures = //**Lesson 14-15 in [|workbook] **//
 * Week of Nov. 7th-14th**

= =
 * Question board
 * Create a trifold about natural disasters in Publisher. Create a template in tech class, to be edited in the classroom. Here's a sample:
 * Tech grades the project using the provided rubric
 * Done? Create a card in Publisher. You've done this since second grade. See if you can remember how it goes.

= Drop Box = = Question Board = //**Week of Oct. 31st**// //**or Lesson 5** **in [|workbook] **//


 * Question Board--remember quiz at end of all presentations. Plz post your question and answer to MF Discussion board
 * Posted October homework to class Drop Box. 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
 * Done? Visit websites on Natural Disasters (see below)
 * Or, create a Thanksgiving card in Publisher

= Mix Multiple Programs = //**QR Codes**// //**Week of Oct. 17th-24th**// //**or Lesson 9-10** **in [|workbook] **//

(QR code purposely damaged)
 * Question Board--remember quiz at end of all presentations. Plz post your question and answer to MF Discussion board
 * Tech programs/software can be used in tandem to create a project. Today, we'll go from an online program to KidPix to Word to create a QR Person.
 * [|QR code] created her with student name and a fun fact about themselves
 * QR person drawn in KidPix, being careful not to smudge edges of QR code
 * QR person inserted into a Word doc where students add three hints about who this is
 * Done? Watch natural disaster videos and visit websites to correlate with classroom discussion on this subject
 * [|Avalanches]
 * [|Earthquakes]
 * [|Earthquake simulations]
 * [|Earthquakes--USGS]
 * [|Earthquakes for Kids]
 * [|Hurricanes]
 * [|Storm Chasing]
 * [|Tornadoes]
 * [|Tornadoes II]
 * [|Tsunamis]
 * [|Volcanoes]
 * [|Volcano Adventure]
 * [|Volcano Underwater]

= Excel--Mean, median, mode = //**or Lesson 9-10 in [|workbook] **//
 * //Week of Oct. 10th//**
 * //In [|Technology Tookit V.II] //**
 * Question Board--remember quiz at end of all presentations. Plz post your question and answer to MF Discussion board
 * reviewed HW
 * Taught formulas for mean, median, mode, using keyboard speed quiz data as sample
 * Done? Animal websites:
 * [|Animal Games]
 * [|Animal Adaptations][|Animal Habitats]
 * [|Endangered Marine Animals]
 * [|Virtual cockroach]

= = = Excel--Mean, median, mode = //**or Lesson 8 in [|workbook] **//
 * //Week of Oct. 3rd//**
 * //In [|Technology Tookit V.II] //**

**File Not Found** )
 * Question Board starts today--remind students there's a test on all questions at the end
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">blank kb quiz--in group of three--T2 you'll have to retake until all letter keys are perfect ( <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="blankkeyboard.pub" link="file:smaatech-fourthgrade/blankkeyboard.pub"]]
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 162 KB
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Wk 1 of 2--Excel
 * started Excel with a discussion on mean/median/mode
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Use class KB speed numbers

= DMT = = Animal Traits Diagram in Word = //**Week of Sept. 26th**// //**Lesson 7 in [|workbook] **//
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Falcon Discussion Board--on topic only
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">review last week speed quiz
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">show how to do kb hw on Dancemat while signing up for QB
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">finger exercises; DanceMat homerow--don't worry about covering keyboard yet; blank kb quiz each trimester--next week
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">review requirements for QB--starts next week--quiz at end in groups so listen well
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">blank kb quiz next week
 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Word diagram of animal traits
 * Create a SmartArt diagram in MS Word of animal traits
 * discuss animal classifications with class
 * each row selects a different group--mammals, fish, birds, reptiles, amphibians
 * add heading to top of Word doc
 * Add title, centered
 * Insert SmartArt diagram
 * Your animal in the center
 * Add traits around it
 * save an image from Google images to your picture file and add it as the background of your animal
 * Save and print
 * Finished? Visit a [|nimal adaptations], [|make an animal] , [|animal matching game]


 * <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">If you don't know how to upload docs to MyFalcon, come see me at lunch/recess

= Speed quiz = = EMO = = Question Board =
 * Week of Sept. 19th**
 * //Lesson 2 of [|workbook] //**
 * took 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
 * Done? animal websites
 * [|Animals]
 * [|Animal games]
 * [|Animal Habitats]
 * [|Cockroach—virtual]

= = = Class 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 ||  ||
 * Question_board_questions.png ||

Here's the grading rubric:

= = = Poetry Book in Word = //**Week of May 16th-30th**//
 * ||  || [[image:smaatechk-3/question_board_rubric.png caption="question_board_rubric.png"]] ||
 * question_board_rubric.png ||  ||
 * question_board_rubric.png ||  ||
 * question_board_rubric.png ||
 * //Either follow lesson below or go to Lesson 12-13 (Publisher Trifold) in [|workbook] //**

· **Reset printers (start button, 'devices and printers', select our printer) to lab 105** · **Type poems for poetry anthology**
 * o **Four poems for poetry**
 * o **Save with your last name, type of poem**
 * o **Print**
 * Go to poetry sites to support poetry unit inquiry. They include:
 * [|Fourth Grade Poems]
 * [|Funny Poetry]
 * [|Glossary of Poetry Terms]
 * [|Parts of Speech Poetry]
 * [|Poetry forms]
 * [|Poetry with a Porpoise]
 * [|Shel Silverstein]
 * [|Shaped Poems--fun]
 * [|Magnetic Haiku poetry]
 * [|Robo Poem]
 * [|Musical poem—you write poem, web adds music]

= Inventors--PowerPoint = //**Week of March 28-May 9th**//

Complete PP slideshow according to this rubric: =

= = Inventors--PowerPoint = //**(or Lesson 23 to research any academic topic in**// //** [|workbook] **//
 * //Week of March 14th-21st//**


 * Practice typing on [|Test your typing] for next week's speed quiz
 * Show samples of PowerPoint slideshows on inventors (or any academic topic) from last lear
 * Have student fill out the attached storyboard to lay out their slideshow:

1. [|A Guide to Inventions] 2. [|Famous Inventors] 3. [|Famous Inventors—by Kids] 4. [|Famous Inventors—List of] 5. [|Great Inventions] 6. [|Inventing a New Pencil] 7. [|Invention at Play] 8. [|Inventions: Transportation] 9. [|Inventor’s Toolbox] 10. [|Inventors and Inventions]
 * Use these websites to reseasrch:
 * [|Inventors Hall of Fame]

= Oregon Trail = //**Week of Feb. 28th--March 7th**// //**(or Lesson 19-22 in**// //** [|workbook] **//


 * 1) Work with a partner to complete the checklist while playing the Oregon Trail simulation
 * 2) Complete the checklist on the computer (open from the class file folder and fill in while playing)

= Typing Practice = = **Keyboard Keys** = = **Websites** = //**Week of Feb. 16th**//
 * //or Lesson 23//** //** [|workbook] **//

> > · [|Gold Rush] > · [|Gold Rush 2] > · [|Gold Rush: 49ers] > · [|Gold Rush: Fun] > · [|Gold Rush: Untold Stories] > · [|Gold Rush—PBS movie] > =
 * 1) Continue Speak like a Geek
 * 2) Practice keyboardin on TTL4
 * 3) Test your speed and accuracy on [|Test your typing speed]
 * 4) Divide into groups of three to see which keys you remember on the keyboard
 * pass out the blank keyboard template
 * students will have 15 minutes to fill in as many of the keys as they know
 * the student team with the most right answers will get a FREE pass
 * 1) Finished? Go to gold rush websites to support classroom discussion on this unit
 * 2) · [|Gold Rush History]

= = Excel Formulas =
 * Week of Jan. 24th-Feb. 9th**
 * //In [|Technology Tookit V.II] //**

> || excel_f.png || >> Here's a sample worksheet we worked from:
 * 1) took our hardware quiz
 * 2) started Speak like a Geek. Be sure to be ready!
 * 3) started formulas in Excel. As an example, lets create a formula in cell C1 that will multiply the contents of cell B1 from cell A1.
 * **Our formula: = D1 * D2**
 * **Our data:**
 * type the number 20 in cell D1
 * type the number 10 in cell D2
 * the formula looks like this:
 * [[image:smaatechk-3/excel_f.png caption="excel_f.png"]] ||
 * **Formula Steps**
 * To multiply 10 to 20 and have the answer appear in cell E1:
 * Type an equal sign in cell E1.
 * Click on cell D1 with the mouse pointer.
 * Type an asterisk sign ( * ) in cell E1.
 * Click on cell D2 with the mouse pointer.
 * Press the **ENTER** key on the keyboard.
 * The answer 200 should be present in cell E1.
 * Even though you see the answer in cell E1, if you click on that cell you will see our formula in the [|formula bar] above the work area.
 * [[image:smaatechk-3/excel.png caption="excel.png"]] ||
 * excel.png ||

=

= = CA Gold Rush Websites = //**or Lesson 16 in [|workbook (Smart Art on colonies in Word)] **//
 * //Week of Jan. 17th//**


 * Reviewed the speed quiz results
 * Showed how to find the definition of their word for Speak like a Geek (go to google.com, type //define:their word// in the search bar)
 * Reviewed the difference between Save and Save-as. I think this is why some of the students in Lydia’s class had difficulties. Instead of saving back to the network where they opened their doc, they save-as and saved it to Documents on the local computer—which would mean it would only open on that classroom computer. They should understand it better now.
 * Visited several websites on the Gold Rush to support classroom inquiry into this topic:

· [|Gold Rush History] · [|Gold Rush] · [|Gold Rush 2] · [|Gold Rush: 49ers] · [|Gold Rush: Fun] · [|Gold Rush: Untold Stories] · [|Gold Rush—PBS movie]

= = = Speak Like a Geek = = CA Mission Newspaper = //**or Lesson 14-15 in [|workbook (trifold on history)] **//
 * //Week of Jan. 3rd-Jan. 10th//**


 * 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
 * Create a newspaper on your California Mission
 * fill out this brief storyboard:
 * [[image:smaatech-fourthgrade/newspaper1.png caption="newspaper1.png"]]
 * select a template for a newsletter from Publisher
 * fill in the above info into the right spots on the newspaper template
 * delete all but one page for the newspaper--your project will only be one page long
 * replace Inside this Issue with a quote from the era
 * Special facts should be interesting information about your mission
 * Here's a sample:
 * [[image:smaatech-fourthgrade/np2.png caption="np2.png"]]
 * Here's a grading rubric:
 * [[image:smaatech-fourthgrade/np3.png caption="np3.png"]]

= = = Speed Quiz = = Google Earth Mission Tour = = DTP Holiday Cards = //**or Lesson 6 in [|workbook] **//
 * //Week of Dec. 13th//**

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 * Take keyboard speed quiz
 * grade depends upon your improvement from quiz taken at the beginning ot T1
 * Open Google Earth. Take the Google Earth CA Mission Tour (from GE Community)--<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/zip.png width="32" height="32" caption="MG_California_Missions.kmz" link="file:smaatech-fourthgrade/MG_California_Missions.kmz"]]
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 22 KB

=
 * Zoom in on missions
 * turn on 3D buildings and Street View
 * take a mission tour where they are available
 * Done? Go to Publisher and make a holiday card

= = DTP Brochures = //**Lesson 14-15 in [|workbook] **//
 * Week of Nov. 29th-Dec. 6th**

(credit: [| Elementary Tech Teachers] )
 * Use the trifold created the last few weeks as a template. Students edit it to meet classroom requirements on a similar topic
 * Tech grades the project using the following rubric:
 * Done? Create a card in Publisher. You've done this since second grade. See if you can remember how it goes.
 * Done? Follow directions to reveal a hidden picture in Excel by filling cells with color:
 * I don't show students the picture.
 * Add a clip art gingerbread man or a copy-paste image from internet. Be sure to make the background transparent in Excel
 * Save and print

= DTP Brochures =
 * Week of Nov. 1-15th**

//**Lesson 14-15 in [|workbook] **//

Sample: =
 * Question Board
 * Continue on Publisher trifold on Natural Disasters:

= = MS Word Holiday Story = //**Lesson 8 in [|workbook] **//
 * Week of Oct. 18th-25th**

= =
 * Question Board
 * Visit Google Earth tour of endangered animals (under 'layers', 'global awareness', 'arkive')
 * write a Halloween story using 6+1 traits discussed in class
 * fluency
 * word choice
 * voice
 * idea development
 * organization
 * conventions
 * Format with
 * border
 * fonts
 * font sizes
 * font colors
 * title
 * pictures
 * save and print

= MS Smart Art Diagram on Animals = //**Week of Oct. 11th**// //**Lesson 7 in [|workbook] **//
 * Question Board (see below)
 * Create a SmartArt diagram in MS Word of animal traits
 * Visual diagram
 * Insert diagram
 * Your animal in the center
 * Add traits you are using in the library around it
 * Add background of your animal
 * Save and print
 * Finished? Visit a [|nimal adaptations], [|make an animal] , [|animal matching game]

=

= = Excel--Averages //**Week of Oct. 4th**// = //**Lesson 14-15 in [|workbook] **//
 * //In [|Technology Tookit V.II] //**
 * Question Board
 * started Excel with a discussion on mean/median/mode
 * Those who finished went to [| Animal habitats games]

=

= = Google Earth--lats and longs = //**Week of Sept. 20th-27th**// //**or Lesson 3 in [|workbook] **// =
 * Practice TTL4 for assessment next week (UN and PW in your binders)
 * Sign up for Question Board and started presentations
 * KB assessment next week
 * Latitudes and Longitudes and animals
 * find continents that are on each of the major latitudes and longitudes (see sheet)
 * take Google Earth tour to find animals on each continent. Add to sheet

Question Board--Tech Problem Solving= //**Week of September 13th**// //**or Lesson 1 in [|workbook] **// = = =
 * 1) Sign up for Question Board. Here's the assessment rubric and the questions you'll get to answer:

= = PowerPoint Slideshow = = WPP = //**Week of May 17th**//
 * //or Lesson 23-31 (PowerPoint slideshow on Inventors) in [|workbook] //**

WPP submittal Grammar lessons for your weak areas

= PowerPoint Slideshow--Inventions =
 * //Week of May 10th//**
 * //Lesson 23-31 (PowerPoint slideshow on Inventors) in [|workbook] //**

o **Find a partner** o **Research answers to Inventor questions** (see links on start page or below) 1. [|A Guide to Inventions] 2. [|Build it Yourself] 3. [|Famous Inventors] 4. [|Famous Inventors—by Kids] 5. [|Famous Inventors—List of] 6. [|Inventing a New Pencil] 7. [|Invention at Play] 8. [|Inventor’s Toolbox] 9. [|Inventors and Inventions] [|10. Inventors Hall of Fame] o **Fill out guide sheet**

o **Start your PowerPoint**
 * **Cover slide**
 * **add new slides**
 * **fill in info from your guide sheet**
 * **save**

=

= = Poetry Book in Word = //**Week of May 3rd**//
 * //Either follow lesson below or go to Lesson 12-13 (Publisher Trifold) in [|workbook] //**

· **Reset printers (start button, 'devices and printers', select our printer) to lab 105** · **Housekeeping** · **4K and 4S:** · **4R**
 * o **Drop down menus to full (under tools-customize-options)**
 * o **Show buttons on two rows (same place)**
 * o **8x11 poem for anthology book**
 * o **See sample under 4th grade**
 * o **Save as your last name, poem, in your network folder**
 * o **Four poems for poetry--use template to set them up for 5x7**

· **Poetry websites when done (see below)**
 * o **Save with your last name, type of poem**
 * o **Print**

= More Online Stuff = = Publisher Trifold = = =
 * //Week of April 26th//**
 * //Either follow lesson below or go to Lesson 12-13 (Publisher Trifold) in [|workbook] //**

· ** [|WPP Online] writing study** o **What if I was the Size of an Ant** · **Poetry websites from [|internet start page] (see list below)—when done** · [|Spelling city] **if you have word study**

= Online Websites =
 * //Week of April 19th//**
 * //Either follow lesson below or go to Lesson 12-13 (Publisher Trifold) in [|workbook] //**

· **TTL4, or [|Dance Mat Typing] ** · **Fastest keyboard class** · **Fastest keyboard 4th grader** · **How to find Mad Minutes on classroom internet page** · **Visit pics of [|Icelandic erupting volcano] ** · **Poetry websites (see below)** · **WPP Online—if they have one**

= Poetry Online = = Keyboarding Online =
 * //Week of April 12th//**
 * //Either follow directions below or go to Lesson 19-22 (Publisher Storybook) in [|workbook] //**

· **WPP Online—if they have one** · **If no WPP Online, do TTL4 for 15 minutes** or · **If there are word study lists, have them go to [|Spelling City.com] to study them** · **Go to [|acrostic poetry site] on internet start page** · **Go to other poetry sites on [|internet start page (see below)] **
 * [|Dance Mat Typing]
 * [|Typing Web]

= Poems Online =
 * //Week of March 22nd-March 29th//**
 * //Either follow directions below or go to Lesson 19-22 (Publisher Storybook) in [|workbook] //**
 * Take the Trimester 3 speed quiz. I’ll have data on improvement the end of this week or early next week. So far, it looks good
 * Practiced keyboarding on TTL4
 * Go to poetry sites to support poetry unit inquiry. They include:
 * [|Fourth Grade Poems]
 * [|Funny Poetry]
 * [|Glossary of Poetry Terms]
 * [|Parts of Speech Poetry]
 * [|Poetry forms]
 * [|Poetry with a Porpoise]
 * [|Shel Silverstein]
 * [|Shaped Poems--fun]
 * [|Magnetic Haiku poetry]
 * [|Robo Poem]
 * [|Musical poem—you write poem, web adds music]

= Publisher Storybook =
 * //Week of March 15th//**
 * //Either follow directions below or go to Lesson 19-22//** **//(Publisher Storybook)//** **//in [|workbook] //**


 * 1.** [|WPP]
 * **enter Iron Dragon—4R**
 * **Enter Three Wishes—4K and 4S**
 * 2.** **TTL4**
 * 3.** [|EMO]

= Publisher Storybook =
 * //Week of March 8th//**
 * //Either follow directions below or go to Lesson 19-22//** **//(Publisher Storybook)//** **//in [|workbook] //**

= = = =
 * 1.** **WPP—submit this week's writing**
 * 2.** **TTL4--practice typing skills. Or go to:**
 * [|Dance Mat Typing]
 * [|Typing Web]
 * 3.** [|EMO] **--Practice your math skills**
 * 4. Workbook--Storybook in Publisher for four weeks**

= WPP Online =
 * //Week of March 1st//**
 * //Either follow directions below or go to Lesson 18 (cover page in Publisher) in [|workbook] //**


 * 1.** ** [|WPP Online] --submit this weeks' writing**
 * 2.** **Those who are finished, go to TTL4 for keyboard practice**

=

= = Oregon Trail = **__Links__** [] [] [|http://www.isu.edu/~trinmich/Sites.html] [|Landmarks] [] [|A map of the Oregon Trail] [|Many links for more information] [|Westward to Home: Joshua's Oregon Trail Diary]
 * //Week of Feb. 22nd//**
 * //In [|Technology Tookit V.II] //**
 * **TTL4**
 * [|WPP]
 * Oregon Trail--complete student guide while playing program
 * What was the weather like
 * What diseases they faced
 * What hardships they faced
 * Mistakes they made along the Trail
 * Why did settlers head out this way
 * What were the covered wagons like
 * Life along the Trail
 * Map of the trail
 * Historic sites
 * Hardships
 * Why settlers headed out this way
 * Why settlers headed out this way
 * What the wagons were like
 * Hardships
 * Diseases

MS Word--Report CoverWeek of Feb. 8th = **//Lesson 18 in [|workbook] //** =

= 1. TTL4 =

= 2. [|Test your typing] =

= 3. Word =

= =
 * a. Mission Title Page--add collage of pictures--see example

= = 4. [|WPP]
 * b. Save and print

= = 5. Oregon Trail—when title page completed and WPP Birthday Party Prompt finished
 * a. 4-K: Prompt: Birthday Party—finish
 * b. 4S: Birthday Prompt
 * c. 4R--skip

=

= = =

Publisher--Greeting CardWeek of Feb. 1st = =
 * //or follow Lesson 12-13 (Greeting cards) in [|workbook] //**

1. Results of speed quiz 2. WWP 3. MS Word—type title page for Mission report—4S and 4K 4. Done? [|EMO] or Math websites on i [|nternet start page] 5. For Mission graphic organizers, go to Lesson 16 in [|workbook]
 * a. Go see [|my blog on FalconNet]
 * b. Hint: Ms. R--fastest average grade: 15
 * c. Ms. S--Most improved: 9.4
 * d. Fastest fourth grader: Kylie S: 34
 * a. Prompt: Birthday Party—S do Title page instead
 * b. K--Neal—submit first benchmark—Travel in Time; several others who aren’t done, just type as far as you have written and then close without submitting
 * a. Same as cover page, except
 * b. No watermark
 * c. No border
 * d. Add pictures of your mission
 * e. Save, save as, and print

Speed QuizMS Word Cover pageWeek of Jan. 25th
 * //or follow Lesson 12-13 (greeting cards) in [|workbook] //**

1. Results of speed quiz 2. [|WWP] 3. MS Word—type title page for Mission report 4. [|Spelling City] word study 5. TTL4 6. Done? [|EMO] or Math websites on [|internet start page] 7. For fourth grade trifold, go to Lesson 14-15 in [|workbook]
 * a. Go see [|my blog on FalconNet]
 * b. Hint: Ms. R--fastest average grade: 15
 * c. Ms. S--Most improved: 9.4
 * d. Fastest fourth grader: Kylie: 34
 * a. Travel in Time
 * b. A Letter to Someone
 * c. Your Vacation
 * a. Same as cover page, except
 * b. No watermark
 * c. No border
 * d. Add pictures of your mission
 * e. Save, save as, and print

=

MS Word--Report Cover= Week of Jan. 18th
 * //Lesson 18 in [|workbook] //**

1. TTL4 2. MS Word—type title page for Mission report 3. For enrichments, see Lesson 16 in workbook 4. Done? [|EMO] or Math websites on i [|nternet start page]
 * a. Same as cover page, except
 * b. No watermark
 * c. No border
 * d. Add pictures of your mission
 * e. Save, save as, and print

= MS Word--typing = //**or follow Lesson 11 (holiday greeting) in [|workbook] **//
 * //Week of Jan. 11th//**
 * //In [|Technology Tookit V.II] //**

1. TTL4—introduce 2. MS Word—type your paragraph for [|WPP Online]
 * User name
 * Password
 * Code: Get from teacher
 * a. Save and print
 * 3. Done? [|EMO] or [|Math websites] on internet start page

= Publisher--Mission Cover =
 * //Week of Jan. 4th//**
 * //Lesson 9-10 in [|workbook] //**

1. MS Word 2. Done? TTL3—or [|Dance Mat Typing] or [|Typing Web] 3. Done? Math websites on [|internet start page]
 * a. Follow template passed out
 * [[image:smaatech-fourthgrade/mission_cover2.gif caption="mission_cover2.gif"]]
 * b. Google ‘California missions’; go to images; find a map of the missions
 * c. Save and copy the map
 * d. Paste the map onto the cover page
 * e. Insert it as a watermark
 * f. Save and print

= Internet Practice = //**or follow Lesson 6 (Internet Research) in [|workbook] **//
 * //Week of Dec. 7th-14th//**
 * //In [|Technology Tookit V.II] //**

1. speed quiz—test your typing [|2. Spellingcity.com] 3. [|EMO] —Ms. K and Ms. S 4. type letter to Jesus—Ms. R class 5. [|Multiplication.com]
 * a. take print screen
 * b. save to your file folder with print screen-save
 * c. don’t close until an adult writes your score down

= Google Earth--Mission Tour = //**or follow Lesson 5 (Outlining in Word) in [|workbook] **//
 * //Week of Nov. 30th//**
 * //In [|Technology Tookit V.II] //**

1. TTL3, [|TW] or [|DMT] 2. Question Board--finish 3. Google Earth Mission Tour <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> **File Not Found**

4. [|Spellingcity.com] —site words from class when you’re done
 * [|Details]
 * [[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]**File Not Found**
 * 22 KB

= Spelling City = = Publisher--Holiday Card =
 * //Week of Nov. 16th//**
 * //Lesson 11 in [|workbook] //**

1. TTL3 2. Question Board 3. Publisher—Thanksgiving card 4. [|Spellingcity.com] —site words from class

Site Words 1. leaf 2. leaves 3. wolf 4. wolves 5. potato 6. potatoes 7. roof 8. roofs 9. family 10. families 11. library 12. libraries 13. journey 14. journeys 15. hero 16. heroes 17. ditch 18. ditches 19. consumer 20. producer

= = = MS Word--Diagram--Animals =
 * //Week of Nov. 9th//**
 * //Lesson 7 in [|workbook] //**

1. Question Board 2. Word—Visual diagram 3. when done, go to [|Test Your Typing Speed] 4. when done, visit i [|nternet start page], [|‘animal adaptations’] site
 * a. Insert diagram
 * b. Your animal in the center
 * c. Add traits you are using in the library around it
 * d. Add background of your animal
 * e. Save and print

= Week of Nov. 2nd = //**Lesson 9-10 in [|workbook] **//

Make table of Chapter 1 topics on Animal Adaptations

= MS Word Diagram--Animals =
 * //Week of Oct. 26th//**
 * //Lesson 7 in [|workbook] //**

1. Pass out binders. (Ms. Rucktenwald) 2. Hardware quiz 3. retake if you didn’t like your grade 4. Question Board 5. Word—week 2: Organize Animal adaptations 6. websites on [|subtraction], [|mean/median/mode]
 * a. Finish adaptations
 * b. Add a Google image picture to each
 * c. Save and print

= MS Word Diagram--Animals =
 * //Week of Oct. 19th//**
 * //Lesson 7 in [|workbook] //**


 * 1) [|Typing Web]
 * 2) **Question Board**
 * 3) **Review Hardware for quiz next week**
 * 4) **Word****—****Organize Animal adaptations (see sample)**
 * 1) **Websites on [|subtraction], [|mean/median/mode] **

= MS Word Story =
 * //Week of Oct. 12th//**
 * //Lesson 8 in [|workbook] //**

= =
 * 1.** **Pass out binders. (Ms. R)**
 * 2.** **Question Board**
 * 3.** **Word****—****format story**
 * **a.** **Beginning-middle-end**
 * **b.** **Character (describe them)**
 * **c.** **Setting (describe where it is)**
 * **d.** **Plot (problem, trauma, resolution)**
 * **e.** **Climax**
 * **f.** **Makes sense**
 * **g.** **Good grammar**
 * **h.** **Good spelling**
 * **i.** **border**
 * **j.** **5 different fonts**
 * **k.** **5 different size fonts**
 * **l.** **5 different colors**
 * **m.** **5 pictures**
 * **n.** **Story fills page but no more—check print preview**
 * **o.** **Fill in rubric**
 * 4.** **Done? [|Typing Web] or [|Dance Mat Typing] **
 * 5.** [|Everyday Math] **on [|Start Page] **

= MS Word Story =
 * //Week of October 5th//**
 * //Lesson 8 in [|workbook] //**

1. [|Typing Web] (find link on [|start page] ) 2. Pass out binders. (Ms. R) 3. Review homework--due October 31st. 4. Question Board 5. Word--Several lines of story 6. Done? [|Everyday Math] on [|Start Page]
 * a. Demo adding wiki page
 * b. Demo adding journal entries
 * a. Beginning-middle-end
 * b. Character (describe them)
 * c. Setting (describe where it is)
 * d. Plot (problem, trauma, resolution)
 * e. Climax
 * f. Makes sense
 * g. Good grammar
 * h. Good spelling
 * i. 5 different fonts
 * j. 5 different size fonts
 * k. 5 different colors
 * l. Spell-check

= Google Earth Tours =
 * //Week of Sept. 28th//**
 * //Lesson 3-4 in [|workbook] //**

1. [|Dance Mat Typing] 2. Pass out binders. Put your names on sticker 3. Homework due This Wednesday at midnight. 4. Top keyboarding class: Ms. K 5. Top keyboarder: Kylie (22wpm) 6. Question Board 7. Google Earth **File Not Found**
 * a. Mr. B’s Excellent Adventure (open with Google Earth)<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-fourthgrade/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

8. Go to internet start page
 * b. Take tour, check out pictures
 * c. Measure distances between locations with partner
 * [[image:smaatech-fourthgrade/ll4th.gif caption="ll4th.gif"]]
 * a. Visit [|continental drift] sites
 * b. Visit [|Breathing Earth] if time

= = =

Excel--Shapes=
 * //Week of September 21st//**
 * //In [|Technology Tookit V.II] //**

1. TTL3 2. Sign up for question Board during TTL3 3. Excel—shapes—demo ( [|from Technology Toolkit V. II)] 4. when done: [|www.breathingearth.net]

= Tech Problem Solving = = Speed Quiz = = Wikis =
 * //Week of September 14th//**
 * //Lesson 2 in [|workbook] //**

1. TTL3—sign in; practice 2. Sign up for question Board by end of this week (see appendix in [|workbook)] 3. Speed quiz—Word 4. Join wiki by end of month 5. Review homework on wiki 6. flash drives next week
 * a. Fix toolbars on two rows
 * b. Drop down full menus
 * c. Take quiz
 * d. Tools-word count
 * e. Spell check
 * f. Save—lastname grade Q1
 * g. Print

= Tech Intro =
 * //Week of September 7th//**
 * //Lesson 1 in [|workbook] //**
 * Assign seats
 * Tour the room. What changed?
 * Parent Orientation 9/17
 * Pictures
 * When done, take a binder and a label. Put your name and seat number on the label
 * Review changes in Win 7
 * Pin the calculator to the start button (all programs--accessories)
 * Bring up internet. Notice the start page . Go to 4th grad tab. Review
 * Go to wiki for class. Must join, add a page for yourself. Review pages.This is where homework is.
 * Go back to start page and bookmarks. Create an avatar at Face Your Manga and a seal at Says-it . Put both on your wiki page. Please note that Says-it is often slow and sometimes **doesn't** give you a seal because they're too busy. If it doesn't say "Cannot connect to server", then wait a while. It will show up. If it does say that, keep pressing "Go"
 * Sign up for Question Board by 9/25
 * Find TTL3 and 'pin' to start menu. Practice for quiz next week