COMPUTER ENRICHMENT GRADES 6-8 · COMPUTER ENRICHMENT GRADES 6-8 ... found to be in compliance with...

COMPUTER ENRICHMENT GRADES 6-8

THE EWING PUBLIC SCHOOLS 2099 Pennington Road

Ewing, NJ 08618 Board Approval: May 30, 2012 Michael Nitti Prepared by: David Hurley Superintendent In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

TABLE OF CONTENTS Page Grade 6: Unit 1: Cyberbullying (Number of Days: 2) 1 Unit 2: Spreadsheets (Number of Days: 6) 3 Unit 3: Online Learning (Number of Days: 7) 5 Unit 4: Word Processing (Number of Days: 10) 7 Unit 5: Presentation Software (Number of Days: 5) 9 Unit 6: Database (Number of Days: 2) 11 Grade 7: Unit 1: Cyberbullying (Number of Days: 2) 13 Unit 2: Spreadsheets (Number of Days: 6) 15 Unit 3: Scratch: Interactive Story Programming (Number of Days: 6) 17 Grade 8: Unit 1: Cyberbullying (Number of Days: 6) 19 Unit 2: Database (Number of Days: 6) 21 Unit 3: Online Learning (Number of Days: 4) 24 Unit 4: Presentation Software (Number of Days: 5) 26 Unit 5: Spreadsheets (Number of Days: 5) 28

1

GRADE 6 UNIT 1: CYBERBULLYING NUMBER OF DAYS: 2

Why Is This Unit Important? Cyberbullying is a pressing problem in our community today. Students need to know how to identify, report and prevent incidents of cyberbullying. Enduring Understandings

• Students will be able to define cyberbullying

• Students will be able to identify cyberbullying situations

• Students will be able to explain proper reporting methods when dealing with cyberbullying.

• Students will be able to explain ways to use prevention techniques of cyberbullying behavior

Essential Questions:

• In a world of technological threats, what skills do we need to protect ourselves and others?

Acquired Knowledge Student will understand the following:

• Cyberbullying definition

• Cyberbullying reporting

• Cyberbullying prevention techniques Acquired Skills Cyberbullying knowledge:

• definition

• reporting

• prevention tips Benchmark or Major Assessments Formative Assessments: Written/Verbal Activity:

• identify cyberbullying incidents using scenarios

• identify cyberbullying prevention techniques using scenarios Summative Assessments: Word Processing Activity:

• create a poster/newsletter/article displaying facts about cyberbullying

2

Interdisciplinary Connections

• Skills learned in this section can carry over into all content areas that are using or will be using technological communications

Accommodations and Modifications

• Rephrase written directions or provide verbal directions

• Preferential seating

• Using visual projections (on computer and overhead)

• Additional in school time to complete projects Extensions

• Advanced students will research current events in which cyberbullying has occurred and will create an informational poster/newsletter/brochure for others to access

List of Applicable NJCCS and Standards/CPIs: 8.1.8.A.1 8.1.8.A.5 8.1.8.D.1 Teacher Resources

• Cyberbullying Web Sites: http://www.cybersmartcurriculum.org/, http://www.netsmartz.org/, http://www.staysafeonline.org, http://isafe.org, http://nea.org/home/BullyFreeSchool.html, http://njbullying.org/resources.htm

3

GRADE 6 UNIT 2: SPREADSHEETS NUMBER OF DAYS: 6

Why Is This Unit Important? Technology helps us to track and analyze information. Understanding how to use the proper tools is fundamental for student progress. Enduring Understandings

• Technology is constantly changing and requires continuous learning of new skills

• A selection of technology should be based on personal and/or career needs assessment

• A tool is only as good as the person using it

• Information is spread worldwide within seconds due to technological advancements and has an immediate impact


• In a world of constant change, what skills should we learn?

• How do I choose which technological tools to use and when it is appropriate to use them?

• How can I transfer what I know to new technological situations/experiences?

• Why is the evaluation and appropriate use of accurate information more important than ever in the technological age?

Acquired Knowledge Student will understand and apply the following:

• Spreadsheet software types

• Generating a spreadsheet

• Creating a graph based on spreadsheet data Acquired Skills Database Use:


• Entering data onto a spreadsheet

• Creating a graph based on spreadsheet data

4

Benchmark or Major Assessments Written/Formative Assessments:

• Explain what a spreadsheet is and what some practical applications are for spreadsheet software

Summative Assessments:

• Provide students with data

• Complete a simple spreadsheet by entering data

• Create a chart that displays all of the information included on the spreadsheet Interdisciplinary Connections

• Skills learned in this section can carry over into all content areas that are using or will be using technological comparisons and organizational strategies





• Additional in-school time to complete projects

• Provide extra instructional handouts Extensions

• Advanced students will collect data for a personal interest (sports scores/movie ratings) and create a simple spreadsheet and chart

List of Applicable NJCCS and Standards/CPIs: 8.1.8.A.4 8.1.8.A.5 8.1.8.E.1 Teacher Resources

• Database Resources: http://www.internet4classrooms.com/, www.state.nj.us/education/ccs/cad/8, http://www.studygs.net/spreadsheet/, http://www.officetutorials.com/exceltutorials.htm

5

GRADE 6 UNIT 3: ONLINE LEARNING NUMBER OF DAYS: 7

Why Is This Unit Important? The Internet is a constant in today’s society. Students need to learn to navigate and evaluate useful Internet sources. Enduring Understandings

• Students will be able to access Internet sites

• Students will be able to navigate Internet sites

• Students will be able to identify and explain useful Internet sites Essential Questions:

• How do we properly use the Internet in a world of technological advancements and an increasingly large world wide web?

Acquired Knowledge

• Student will understand the following;Internet access

• Web searching

• Web evaluation Acquired Skills Online knowledge:

• Online safety

• Basic WWW concepts

• Website Navigation

• Browsers

• Internet Short Cuts

• Online Searching

• Printing Online Resources

• Copyright Laws Benchmark or Major Assessments Formative Assessments: Written/Online Activity:

• Identify skills listed above through completing online worksheets provided by the teacher

6

Summative Assessments: Online Activity:

• Complete Web Challenge using all learned skills; teacher will provide the students with the web challenge








• Advanced students will create a web hunt that can later be used as an additional challenge for other students

List of Applicable NJCCS and Standards/CPIs: 8.1.8.A.1 8.1.8.D.1 8.1.8.E.1 Teacher Resources

• Online Web Learning: http://www.cybersmartcurriculum.org/, http://www.internet4classrooms.com, www.teachingideas.co.uk\ict\welcome.htm

7

GRADE 6 UNIT 4: WORD-PROCESSING NUMBER OF DAYS: 10

Why Is This Unit Important? Technology helps us display and disseminate information. Understanding how to use the proper tools is fundamental for student progress. The use of technology and digital tools requires knowledge and appropriate use of operations related applications. Enduring Understandings






• In a world of constant change what skills should we learn?

• How do I choose which technological tolls to use and when it is appropriate to use them?




• Word processing software

• Generating professional document

• Formatting a professional document Acquired Skills Word Processing Use:

• Word Processing Tools/Toolbars/Help Menu/Research

• Word Processing Formatting/Alignment

• Word Processing Visual Display

8

Benchmark or Major Assessments Formative Assessments:

• Complete professional documents with the teacher (newsletters, personal business letter, poster, table and report/outline)

• Students will create multiple professional documents Summative Assessments:

• Students will complete multiple professional document

• Students will design and execute a professional document using criteria provided by the teacher

• Newsletters, personal business letter, poster, table, report/outline

• Students will complete self assessment of completed professional document Interdisciplinary Connections






• Additional in school time to complete projects


• Advanced students will investigate how to merge the created word processing document into another program

List of Applicable NJCCS and Standards/CPIs: 8.1.8.A.1 8.1.8.A.5 Teacher Resources

• Word Processing Resources: http://www.internet4classrooms.com/, www.keyconnect.glencoe.com [Username—gkc and Password—goals], http://office.microsoft.com/en-us/word-help/word-help-and-how-to, www.state.nj.us/education/ccs/cad/8

9

GRADE 6 UNIT 5: PRESENTATION SOFTWARE NUMBER OF DAYS: 5

Why Is This Unit Important? All students will use digital tools to access, manage, evaluate and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Enduring Understandings

• Students will be able to use digital tools to express their ideas

• Students will be able to use digital tools to present academic work Essential Questions:

• How can digital tools be used for creating original innovative works, ideas and solutions?


• Proper presentation format

• Proper use of presentation software Acquired Skills Presentation format:

• Writing in point

• Use of color

• Use of graphics

• Use of font type

• Use of animations/transitions Presentation software:

• Utilize software tools and settings

• Proper execution of chosen presentation software Benchmark or Major Assessments Formative Assessments: Sample Presentation:

• Teacher-created presentation completed with students.

10

Summative Assessments: Completed Presentation Displaying Researched Topic:

• Create a media-rich presentation about researched topic following guidelines provided by teacher


• Skills learned in this section can carry over into all content areas that are using or will be using multi-media presentations





• Sample presentations provided


• Advanced students will use additional presentation software and will investigate how to operate the software independently without teacher assistance

• They can choose an additional topic of interest to them and create a new presentation

• Students can also choose to mentor peers that are in need of additional assistance


• Windows Photo Story Software

• Presentation Software

• PowerPoint Software

• Movie Make Software

• Program Web Sites: www.windowsphotostory.com, www.jakesonline.org/photostory.htm

11

GRADE 6 UNIT 6: DATABASE NUMBER OF DAYS: 2

Why Is This Unit Important? Databases are used on an every day basis by most people. They help us to store, locate and organize electronic data. Enduring Understandings



• A tool is only as good as the person using it. Essential Questions:

• In a world of constant change what skills should we learn?


• How can I transfer what I know to new technological situations/experiences? Acquired Knowledge Student will understand and apply the following:

• Database definition

• Utilizing a database

• Produce simple database queries Acquired Skills Database Use:


• Utilizing a database to locate specific information

• Using a database to query information Benchmark or Major Assessments Formative Assessments:

• Written/Computer Activity - explain what a database is and what it can be used for

• Database Investigation - investigate how database queries can be used to access specific information; use media center database sources/Google/internet searches

12


• Complete a simple database web search: Use the following resources or a similar project:

• Welcome to the Web Internet Search Activity: http://www.teachingideas.co.uk/welcome/start.htm

• Teacher-created web hunt using specific online databases

• Teacher-created web hunt using media center specific databases Interdisciplinary Connections








• Advanced students will complete an additional Internet search activity List of Applicable NJCCS and Standards/CPIs: 8.1.8.A.2 8.1.8.A.5 8.1.8.B.1 8.1.8.E.1 Teacher Resources

• Database Resources: http://www.internet4classrooms.com/, www.state.nj.us/education/ccs/cad/8, http://www.teachingideas.co.uk/welcome/start.htm

13



• Explain that new ways of communicating necessitate consideration of how people may react

• Describe good manners common to all messages in cyberspace

• Give examples of good manners specific to E-mail, chat and instant messaging Essential Questions:

• In a world of technological threats, what skills do we need to present ourselves as productive digital citizens?

• Explain how to advocate and practice safe, legal and responsible use of information and technology

• Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.

• Exhibit leadership for digital citizenship. Acquired Knowledge Student will understand the following:

• Digital citizenship

• Netiquette

• Cultural differences and perception Acquired Skills Proper Communications:

• e-mail

• chat rooms

• message boards

• texting

• instant messages Legal Consequences:

• Improper/Inappropriate digital communication

14

Benchmark or Major Assessments Formative Assessments: Written/Activity:

• Scenarios in which students must identify proper and improper digital communications

Summative Assessments: Multimedia Presentations

• Create a presentation, photo story, movie or interactive story/animations exemplifying the meaning of digital citizenship








• Have students review the good manners tips taught in this lesson, share experiences of good or bad manners encountered in cyberspace, and then add tips of their own to those already listed

List of Applicable NJCCS and Standards/CPIs: 8.1.8.A.1 8.1.8.A.3 8.1.8.A.5 8.1.8.B.1 8.1.8.D.1 Teacher Resources

• Scratch Programming Software





• Program Web Sites: http://sratch.mit.edu, www.windowsphotostory.com, www.jakesonline.org/photostory.htm

15




• Students will be able to use digital tools to present academic work Essential Questions:

• How digital tools are used for creating original innovative works, ideas and solutions?





• Use of color

• Use of graphics


• Use of animations/transitions Presentation software:


• Proper execution of chosen presentation software. Benchmark or Major Assessments Formative Assessments: Sample Presentation:

• Teacher-created presentation completed with students

16

Summative Assessments: Completed Presentation Displaying Researched Topic:

• Create a media-rich presentation exemplifying the meaning of digital citizenship following guidelines provided by teacher









• Advanced students will add to the already-created presentation by researching and incorporating real life accounts and current events on cyber bullying








• Program Web Sites: www.windowsphotostory.com, www.jakesonline.org/photostory.htm, http://sratch.mit.edu, http://office.microsoft.com/en-us/word-help/word-help-and-how-to

17

GRADE 7 UNIT 3: SCRATCH: INTERACTIVE STORY PROGRAMMING NUMBER OF DAYS: 6

Why Is This Unit Important? All students will use digital tools to create access, manage, evaluate and synthesize information in order to individually and collaboratively create and communicate knowledge. Enduring Understandings:

• Explain that new ways of communicating necessitate consideration of how people may react

• Use interactive programming to communicate an idea

• Use interactive programming to involve an audience Essential Questions:

• In a world of technological advancements, what skills do we need to develop to set ourselves apart from others?

• How are computer programs created?

• How do computer programs share ideas with others? Acquired Knowledge Student will understand the following:

• Computer programming concepts

• Creation of an interactive story programming Acquired Skills Scratch program skills:

• Creating sprites (characters)

• Adjusting Costumes

• Animating Sprites

• Sound

• Managing the stage

• Sensing

• Broadcasting

• Variables

18

Benchmark or Major Assessments Formative Assessments: Activity:

• Students will complete Scratch tutorial/teacher prepared directions to demonstrate each new skill

Summative Assessments: Interactive Story Program:

• Create an interactive story program based on the topic provided by the teacher and following the guidelines given by rubric








• Students can make themselves a sprite in their story

• Students can make an interactive video game

• Have the students open pre-created scratch program and make adjustments to make the program a completely different concept



• Program Web Sites: http://sratch.mit.edu, www.shallwelearn.com, www.Learnscratch.org

19



• Analyze online behaviors that could be considered cyberbullying

• Generate multiple solutions for dealing with a cyberbullying situation

• Identify abbreviations and other textual clues to reduce cyberbullyin Essential Questions:

• In a world of technological threats, what skills do we need to present ourselves as productive digital citizens?

• Explain how to advocate and practice safe, legal and responsible use of information and technology.

• Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.

• Exhibit leadership for digital citizenship. Acquired Knowledge Student will understand the following:

• Digital citizenship

• Prevention techniques

• Cultural differences and perception Acquired Skills Proper Communications:

• e-mail

• chat rooms

• message boards

• texting

• instant messages Legal Consequences:

• Improper/Inappropriate digital communication

20

Benchmark or Major Assessments Formative Assessments: Written/Activity:

• Define and explain the personal and emotional ramifications of cyberbullying

• Create a glossary of electronic communication abbreviations to prevent cyberbullying

Summative Assessments: Interactive/animation activity:

• Create a digital interactive/animation (story/game) that will encourage others to practice appropriate anti-bullying preventions








• Provide samples of completed projects Extensions

• View cyberbullying videos/and or play cyberbullying games on websites provided by the teacher

List of Applicable NJCCS and Standards/CPIs: 8.1.8.A.1 8.1.8.A.3 8.1.8.A.5 8.1.8.B.1 8.1.8.D.1 Teacher Resources



• Program Web Sites: http://sratch.mit.edu

21

GRADE 8 UNIT 2: DATABASE NUMBER OF DAYS: 6

Why Is This Unit Important? Databases are used on an every day basis by most people. They help us to store, locate and organize electronic data. Enduring Understandings



• A tool is only as good as the person using it Essential Questions:



• How can I transfer what I know to new technological situations/experiences? Acquired Knowledge Student will understand and apply the following:


• Creating a simple database

• Defining fields

• Inputting data

• Producing a report

• Producing a query Acquired Skills Database Use:


• Creating a simple database

• Defining fields

• Inputting data

• Producing a report

• Producing a query

22


• Written/Computer Activity: Explain what a database is and what is can be used for

• Database Investigation: investigate how database queries can be used to access specific information

• Use media center database sources/Google/internet searches Summative Assessments: Database Creation Activity: Create a simple database:

• Use the following resources or a similar project: www.pjnicholson.com/mjcomapp/accessign.htm to allow students to create a database, sort, query and create a report on the created database

• Create a collaborative database with classmates that will become the class play list for an iPod or media player on a laptop

• Collect data on music preferences

• Fields will include genre of music, song titles and names of recording artists

• Sort the database by the songs that occur most frequently on the list

• Develop a query of every song by the recording artist of the top three songs to include on the class play list

• Have class choose the songs to include on the class play-list report.

• Post results online (use teacher web page or another on line posting source)

• At the end of the project, compare the results with the results of another class (teacher web pages or another online sources can be used to display data)









• Advanced students will create an additional database list of their own preference

23

List of Applicable NJCCS and Standards/CPIs: 8.1.8.A.2 8.1.8.A.5 8.1.8.B.1 8.1.8.E.1 Teacher Resources

• Database Resources: http://pjnicholson.com/mjcomapp/accessassign.htm, www.state.nj.us/education/ccs/cad/8, http://office.microsoft.com/en-us/access/

24

GRADE 8 UNIT 3: ONLINE LEARNING NUMBER OF DAYS: 4

Why Is This Unit Important? The Internet is a constant in today’s society. Students need to learn to navigate and evaluate useful Internet sources. Enduring Understandings

• Students will be able to access Internet sites

• Students will be able to navigate Internet sites

• Students will be able to identify and explain which digital tools/online sites are best for making decisions and distributing information


• How has the use of digital tools improved opportunities for collaboration? Acquired Knowledge Student will understand the following:

• Wikis

• Blogs

• Online Learning

• Web 2.0 tools Acquired Skills Online knowledge:

• Updating blogs

• Updating wikis

• Using Online Education Sites Benchmark or Major Assessments Formative Assessments: Online Activity:

• Students will visit and utilize multiple Web 2.0 tools (prezi, slide share, animoto, voki, glogster, google docs, wikis, blogs, etc.) with assistance from the teacher

Summative Assessments: Online Activity:

• Using a given scenario, students will decide the best Web 2.0 tool to use and will explain why they have made this decision

25








• Students will create a wiki or blog and describe their classroom experiences with technology

List of Applicable NJCCS and Standards/CPIs: 8.1.8.A.1 8.A.8.5 8.1.8.B.1 8.1.8.D.1 Teacher Resources

• Web 2.0 Tools: www.Slideshare.net, www.internet4classrooms.com, www.epals.com, www.blogspots.com, www.wikispaces.com, www.pbwiki.com, www.apple.com/education/itunes-u

26




• Students will be able to use digital tools to present academic work

• Students will be able to use create digital interactive presentations Essential Questions:

• How are digital tools used for creating original innovative works, ideas and solutions?

Acquired Knowledge Students will understand the following:




• Use of color

• Use of graphics


• Use of transitions

• Use of advanced animation techniques Presentation software:


• Proper execution of chosen presentation software Benchmark or Major Assessments Formative Assessments: Sample Presentation:

• Teacher-created presentation completed with students

27

Summative Assessments: Completed Presentation Displaying Information:

• Create interactive/animated presentation encouraging others to practice appropriate anti-bullying preventions









• Advanced students will create a digital video to portray their feelings on cyber bullying








• Web 2.0 Tools

• Program Web Sites: www.windowsphotostory.com, http://sratch.mit.edu, www.jakesonline.org/photostory.htm, http://office.microsoft.com/en-us/word-help/word-help-and-how-to

28

GRADE 8 UNIT 5: SPREADSHEETS NUMBER OF DAYS: 5

Why Is This Unit Important? Technology helps us to track and analyze information. Understanding how to use the proper tools is fundamental for student progress. Enduring Understandings












• Generating a spreadsheet

• Calculating data in a spreadsheet


• Presenting spreadsheet information Acquired Skills Database Use:


• Entering data onto a spreadsheet

• Calculating data in a spreadsheet by using formulas and functions


• Presenting spreadsheet information

29


• Create a simple spreadsheet, use simple formulas and create a chart using data provided by the teacher


• Provide students with a means to collect data or provide students with pre-collected data

• Complete a simple spreadsheet by entering collected data

• Use formulas/function to calculate data within the spreadsheet

• Create a chart that displays all of the information included on the spreadsheet Interdisciplinary Connections

• Skills learned in this section can carry over into all content areas that are using or will be using technological comparisons, organizational strategies and calculating data







• Advanced students will create an interactive practice sheet using conditional formatting in utilizing spreadsheet software

List of Applicable NJCCS and Standards/CPIs: 8.1.8.A.4 8.1.8.A.5 8.1.8.E.1 Teacher Resources

• Database Resources: http://www.internet4classrooms.com/, www.state.nj.us/education/ccs/cad/8, http://www.studygs.net/spreadsheet/, http://www.officetutorials.com/exceltutorials.htm

COMPUTER ENRICHMENT GRADES 6-8 · COMPUTER ENRICHMENT GRADES 6-8 ... found to be in compliance with...

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