Lessons+&+Standards

= =

**NETS K-1**
 * ||  || Standards Covered ||   ||
 * || [|TechLiteracy Lab 1 - Internet Safety/Ethics] || [|NETS.5.PK-2] ||
 * || [|TechLiteracy Lab 2 - Computer Basics] || [|NETS.6.PK-2] ||
 * || [|TechLiteracy Lab 3 - Keyboarding] || [|NETS.6.PK-2] ||
 * || [|TechLiteracy Lab 4 - Word Processing] || [|NETS.1.PK-2], [|NETS.2.PK-2], [|NETS.6.PK-2] ||
 * || [|TechLiteracy Lab 5 - Graphic Organizers] || [|NETS.1.3-5], [|NETS.4.3-5], [|NETS.6.3-5] ||
 * || [|TechLiteracy Lab 6 - Paint/Draw] || [|NETS.1.PK-2], [|NETS.3.PK-2], [|NETS.6.PK-2] ||  ||

Standards Covered in this Curricular Unit

 * [|NETS.1.PK-2:] [|Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.]
 * [|NETS.1.3-5:] [|Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.]
 * [|NETS.2.PK-2:] [|Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.]
 * [|NETS.3.PK-2:] [|Students apply digital tools to gather, evaluate, and use information.]
 * [|NETS.4.3-5:] [|Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.]
 * [|NETS.5.PK-2:] [|Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.]
 * [|NETS.6.PK-2:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]
 * [|NETS.6.3-5:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]

= NETS 2-3 =
 * Lab ||
 * [|TechLiteracy Lab 1 - Internet Safety/Ethics] || [|NETS.5.3-5] ||
 * [|TechLiteracy Lab 2 - Computer Basics] || [|NETS.6.3-5] ||
 * [|TechLiteracy Lab 3 - Keyboarding] || [|NETS.6.PK-2] ||
 * [|TechLiteracy Lab 4 - Word Processing] || [|NETS.1.3-5], [|NETS.2.3-5], [|NETS.6.3-5] ||
 * [|TechLiteracy Lab 5 - Graphic Organizers] || [|NETS.1.3-5], [|NETS.4.3-5], [|NETS.6.3-5] ||
 * [|TechLiteracy Lab 6 - Paint/Draw] || [|NETS.1.3-5], [|NETS.2.3-5], [|NETS.6.3-5] ||
 * [|TechLiteracy Lab 7 - Databases] || [|NETS.1.3-5], [|NETS.3.3-5], [|NETS.5.3-5], [|NETS.6.3-5] ||
 * [|TechLiteracy Lab 8 - Spreadsheets/Charts] || [|NETS.1.3-5], [|NETS.2.3-5], [|NETS.3.3-5], [|NETS.6.3-5] ||
 * [|TechLiteracy Lab 9 - Presentations] || [|NETS.1.3-5], [|NETS.2.3-5], [|NETS.3.3-5], [|NETS.4.3-5], [|NETS.5.3-5], [|NETS.6.3-5] ||

Standards Covered in this Curricular Unit

 * [|NETS.1.3-5:] [|Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.]
 * [|NETS.2.3-5:] [|Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.]
 * [|NETS.3.3-5:] [|Students apply digital tools to gather, evaluate, and use information.]
 * [|NETS.4.3-5:] [|Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.]
 * [|NETS.5.3-5:] [|Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.]
 * [|NETS.6.PK-2:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]
 * [|NETS.6.3-5:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]

= NETS 4-5 =
 * || Instructional Unit || Standards Covered ||
 * || [|TechLiteracy Lab 1 - Internet Safety/Ethics] || [|NETS.1.3-5], [|NETS.2.3-5], [|NETS.3.3-5], [|NETS.4.3-5], [|NETS.5.3-5], [|NETS.6.3-5] ||
 * || [|TechLiteracy Lab 2 - Computer Basics] || [|NETS.6.3-5] ||
 * || [|TechLiteracy Lab 3 - Keyboarding] || [|NETS.6.3-5] ||
 * || [|TechLiteracy Lab 4 - Word Processing] || [|NETS.1.3-5], [|NETS.2.3-5], [|NETS.6.3-5] ||
 * || [|TechLiteracy Lab 5 - Graphic Organizers] || [|NETS.1.3-5], [|NETS.4.3-5], [|NETS.6.3-5] ||
 * || [|TechLiteracy Lab 6 - Paint/Draw] || [|NETS.1.3-5], [|NETS.2.3-5], [|NETS.6.3-5] ||
 * || [|TechLiteracy Lab 7 - Databases] || [|NETS.1.3-5], [|NETS.3.3-5], [|NETS.5.3-5], [|NETS.6.3-5] ||
 * || [|TechLiteracy Lab 8 - Spreadsheets/Charts] || [|NETS.1.3-5], [|NETS.2.3-5], [|NETS.3.3-5], [|NETS.6.3-5] ||
 * || [|TechLiteracy Lab 9 - Presentations] || [|NETS.1.6-8], [|NETS.1.6-9], [|NETS.2.6-8], [|NETS.3.6-8], [|NETS.6.6-8] ||

Standards Covered in this Curricular Unit
= = NETS 6-8
 * [|NETS.1.3-5:] [|Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.]
 * [|NETS.1.6-8:] [|Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.]
 * [|NETS.1.6-9:] [|Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.]
 * [|NETS.2.3-5:] [|Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.]
 * [|NETS.2.6-8:] [|Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.]
 * [|NETS.3.3-5:] [|Students apply digital tools to gather, evaluate, and use information.]
 * [|NETS.3.6-8:] [|Students apply digital tools to gather, evaluate, and use information.]
 * [|NETS.4.3-5:] [|Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.]
 * [|NETS.5.3-5:] [|Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.]
 * [|NETS.6.3-5:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]
 * [|NETS.6.6-8:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]
 * Duration ||
 * [|TechLiteracy Lab 1 - Internet Safety/Ethics] || [|NETS.5.6-8] ||
 * [|TechLiteracy Lab 2 - Computer Basics] || [|NETS.6.6-8] ||
 * [|TechLiteracy Lab 3 - Keyboarding] || [|NETS.6.6-8] ||
 * [|TechLiteracy Lab 4 - Word Processing] || [|NETS.1.6-8], [|NETS.2.6-8], [|NETS.6.6-8] ||
 * [|TechLiteracy Lab 5 - Graphic Organizers] || [|NETS.1.6-9], [|NETS.4.6-8], [|NETS.6.6-8] ||
 * [|TechLiteracy Lab 6 - Paint/Draw] || [|NETS.1.6-8], [|NETS.2.6-8], [|NETS.6.6-8] ||
 * [|TechLiteracy Lab 7 - Databases] || [|NETS.1.6-8], [|NETS.1.6-9], [|NETS.3.6-8], [|NETS.5.6-8], [|NETS.6.6-8] ||
 * [|TechLiteracy Lab 8 - Spreadsheets/Charts] || [|NETS.1.6-8], [|NETS.2.6-8], [|NETS.3.6-8], [|NETS.6.6-8] ||
 * [|TechLiteracy Lab 9 - Presentations] || [|NETS.4.3-5], [|NETS.5.3-5], [|NETS.1.6-8], [|NETS.1.6-9], [|NETS.2.6-8], [|NETS.3.6-8], [|NETS.6.6-8] ||

Standards Covered in this Curricular Unit
= = = = =Lessons= toc = Cyber safety/Internet Safety/Ethics- Tech Literacy Lab 1 = There are some very important safety issues that students need to keep in mind when they are on a computer at home or at school. Acceptable behavior on the Internet is very much the same as acceptable behavior in everyday life. Internet Safety websites with lesson plans and activities: > > > > > > > > - Surf the Web for fascinating facts to conquer these quiz and puzzle challenges. toc
 * [|NETS.1.6-8:] [|Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.]
 * [|NETS.1.6-9:] [|Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.]
 * [|NETS.2.6-8:] [|Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.]
 * [|NETS.3.6-8:] [|Students apply digital tools to gather, evaluate, and use information.]
 * [|NETS.4.3-5:] [|Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.]
 * [|NETS.4.6-8:] [|Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.]
 * [|NETS.5.3-5:] [|Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.]
 * [|NETS.5.6-8:] [|Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.]
 * [|NETS.6.6-8:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]
 * [|Brain POP's Internet Safety]
 * [|Carnegie Cyber Academy]
 * [|Cyberethics for Kids]
 * [|Cyberhunt Kids' Library]toc
 * Cyber Safety - Live Binders
 * [|iKeepSafe]
 * [|NetSmartz]
 * [|Privacy Playground]
 * [|WiredKids]

** Kindergarten **
Lesson: Children learn that computers, like other objects, are property and should be respected. Introduce Teach 1 Teach 2 Assess The following items assess student mastery of the lesson objectives.
 * Objectives**
 * Recognize that objects, including computer equipment, have owners
 * Identify the school as the owner of its computers and related equipment
 * Demonstrate respect for the property of other people and the school
 * Before class, have five children each remove one shoe. Place the shoes in a large bag or box. Have children sit in a circle. Reach into the bag and pull out one shoe. **Ask:** //Whose shoe is this?// Allow children to guess before the owner raises his or her hand.
 * As you return each shoe, **ask:** //Does this shoe belong to you?// (Yes, that shoe belongs to me.) Have children put their shoes back on.
 * Walk around the room, pointing to objects (for example: backpacks, lunch boxes, items on the teacher's desk, furniture, toys, and computer equipment). Have children identify each object and its owner.
 * Explain that everyone must show respect for the belongings of others, including things that belong to the school. Discuss ways to show respect, including asking permission to use them and being gentle when handling them.
 * Distribute the activity sheet.
 * Discuss the situation pictured. Have children guess the objects to which the boy is referring (desk, chair, computer, backpack, scarf, toy, book, ball, or crayon). For each object, have children suggest the girl's reply.
 * Read the text to the children and invite them to give examples of how they wish people to respect the things they own and how they respect those that others own.
 * **Ask:** //Name some things that belong to people.//
 * **Ask:** //Whose computer is that (point to one in the room)?//
 * **Ask:** //How do you show respect for things that belong to other people?//

** First Grade **
toc Lesson - A virtual field trip helps children experience the power and excitement of the Internet by taking them places in cyberspace that might be impractical for a class to visit. They also learn that, just as when traveling in the face-to-face world, they should always take an adult with them when traveling in cyberspace.
 * Objectives**
 * Communicate that computers can be used to visit far-off places and learn new things
 * Recall that cyberspace travel should include adult supervision

Second Grade
Lesson - Children learn about the power of the Internet to facilitate collaboration among students worldwide. While co-writing a story online, students learn an important safety rule: Before sharing private information in cyberspace, they must get permission from a parent or teacher.
 * Objectivestoc**
 * Analyze face-to-face behaviors that could be considered bullying.
 * Generate multiple solutions for dealing with a face-to-face bullying situation.
 * Devise and communicate a set of “No Bullying” rules for the classroom or school.
 * Analyze online behaviors that could be considered cyberbullying.
 * Generate multiple solutions for dealing with a cyberbullying situation.
 * Identify the work of others as "property"
 * Describe rules for respecting computer-related property
 * Give examples of good manners in social situations toc

Third Grade DONE

 * Objectives**


 * Identify information that is private
 * Recall that private information should not be given out in cyberspace without permission of a parent or teacher
 * Recognize Web forms requesting private information
 * Recall never to submit private information to a site—even one with a favorite character—without a parent's permission

Students examine face-to-face bullying behaviors and identify why these behaviors create problems. They role-play to find ways to resolve the problem and create a poster of "No Bullying" rules.

Fourth Grade DONE

 * NETS.3.3-5: Students apply digital tools to gather, evaluate, and use information.
 * NETS.5.3-5: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior


 * Objectives:**


 * Identify private information
 * What should not be given out in cyberspace without permission of a parent or teacher
 * Compare and contrast cyber pals and face-to-face friends.
 * Describe the functions of passwords.
 * Identify strategies for creating and protecting secure passwords.
 * Describe ways to enjoy e-mail and instant messaging.
 * Define spam.
 * Identify strategies for responsibly and safely managing unsolicited messages.

Safe Talking in Cyberspace Students learn that they can develop rewarding online relationships, but they should never reveal private information to a person they know only in cyberspace without asking their parent or guardian for permission.

Handling E-mail and IM Students consider the positive uses of e-mail and instant messaging and identify strategies for responsibly managing spam and other messages that make them uncomfortable.

M** anners, Cyberbullying, & Ethics Objectives ** - Lesson -


 * Be Comfortable Students consider some online scenarios and examine their personal comfort levels. They learn to recognize such feelings and responsibly manage their actions in cyberspace.
 * Whose Is It, Anyway? Students learn that, although the Internet makes it very easy, copying others' work and presenting it as one's own is unethical. They also learn about circumstances in which it is permissible to copy others' work.

Video - BrainPop

toc

Fifth Grade DONE
Lessons - plus video on 5th grade page
 * Objectives:**
 * Identify private information
 * Recall that private information should not be given out in cyberspace without permission of a parent or teacher
 * Give examples of how Web sites request private information
 * Compare and contrast cyber pals and face-to-face friends.
 * Recall that private information should not be given to anyone in cyberspace without the permission of a parent or guardian.
 * Describe the functions of passwords.
 * Identify strategies for creating and protecting secure passwords.
 * Describe ways to enjoy e-mail and instant messaging.
 * Define spam.
 * Identify strategies for responsibly and safely managing unsolicited messages.
 * Explain that children's sites must, by law, protect the private information of children 13 and younger.
 * Determine whether a site has a privacy policy and privacy seals of approval
 * Powerful Passwords Students learn the benefits of using passwords and then play a board game to discover some strategies for creating and keeping secure passwords.
 * Privacy Rules! Students learn that children's Web sites must protect their private information, and look for privacy policies and privacy seals of approval.

Sixth Grade DONE

 * 1) **A Thin Line
 * 2) **Garfield Safety
 * 3) Power of Google
 * 4) [|Smart searches >]


 * Research and Information Fluency Objectives**


 * Compare search engines, directories, and meta-search engines
 * Describe the features of one or more specific search sites
 * Explain why smart searching includes trying more than one search site
 * Use more than one word and synonyms to refine a search
 * Make inferences to explain search results
 * Interpret search tips that promote efficient Internet research
 * Apply search tips to typical school research scenarios
 * Explain that most sites offer advanced search strategies
 * Explain how the ease of publishing on the World Wide Web may affect the usefulness of some sites' content
 * Interpret the criteria on a site evaluation checklist
 * Apply the checklist to a site, evaluating its usefulness
 * Interpret bibliography citations for professional sites, online newspaper and magazine articles, online reference databases, and home pages
 * Recall that citations should be recorded as each site is used
 * Identify four possible advantages of using the Internet at a library
 * Investigate the specific Internet opportunities, and related restrictions, at their own library
 * Define commercial sites
 * Explain what online advertisers mean by "stickiness"
 * Explain that sticky features are intended to ensure that visitors are exposed to advertising messages frequently and for long periods of time
 * Analyze commercial sites, identifying features that increase "stickiness"

[|Smart Keyword Searching] When you know the specific information you need, keyword searching is the most effective method of searching on the World Wide Web. Students learn strategies to increase the accuracy of their search. They compare the number and kinds of sites obtained and make inferences about the effectiveness of the strategies.

[|How to Cite a Site] Students learn how to write bibliographic citations for online sources following the style recommended by the Modern Language Association.

Seventh Grade DONE

 * 1) **A Thin Line
 * 2) **Garfield Safety
 * 3) Websafety wikispace

Savvy Online Talk and Messaging Students explore the benefits of online talk and messaging and consider scenarios in which they might feel uncomfortable or be asked to give away private identity information. They identify situations in which flirting and sexual talk is risky and discuss safety rules to apply online. Privacy—What's the Big Deal? Students explore the concept of privacy in their everyday lives and as it relates to visiting Web sites.
 * Safety and Security Objectives**
 * Give examples of the kinds of information Web sites request before allowing visitors to participate in an online activity.
 * Define identity theft.
 * Distinguish between private identity information and personal information.
 * Recall that private identity information should not be communicated in cyberspace without permission of a teacher, parent, or guardian.
 * Describe positive aspects of online talking and messaging.
 * Identify situations in which flirting and sexual talk is risky.
 * Recall rules for safe online talking and messaging.
 * Describe security challenges related to e-mail, instant messaging, and free downloads.
 * Explain how to handle spam, attachments from unknown sources, and free download offers.
 * Use creativity to communicate security messages to families.
 * Identify the characteristics of strong passwords.
 * Apply characteristics of strong passwords to create new passwords.
 * Communicate secure password practices to family members.
 * Determine whether a site is required to post a children's privacy policy
 * Analyze privacy notices for compliance with FTC rules
 * Explore the concept of privacy in a real-world setting and in cyberspace
 * Explain why companies collect information about visitors on their Web sites
 * Learn and use online privacy terms

Eighth Grade DONE

 * 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 cyberbullying.
 * Analyze online behaviors that could be considered cyberbullying.
 * Generate multiple solutions and actions that bystanders can take to improve a cyberbullying situation.
 * Practice peer mentoring for cyberbullying prevention.
 * Analyze online bullying behaviors that could be considered threatening.
 * Generate multiple solutions for dealing with a cyberbullying situation that includes threats.
 * Use creative thinking to propose ways to report cyberbullying and threats anonymously.
 * Discuss the uncomfortable feelings that can result from some online experiences.
 * Recognize cyberbullying as bullying that takes place online.
 * Identify strategies for responsibly dealing with cyberbullying.
 * Explain how the Internet is a powerful tool for disseminating both positive and negative ideas
 * Explain that it is difficult to tell if a Web site represents the opinion of one person or thousands of people
 * Relate the privileges of cyber citizenship to the responsibility of adhering to an acceptable use policy
 * Give examples of copying original works that involve the Internet
 * Explain that the right to earn a living is protected by copyright laws but that fair uses are allowed for students
 * Describe basic rules for avoiding plagiarism
 * Define hacking and identify as illegal
 * Identify computers and electronic files as property
 * Recognize unauthorized entering of computer systems as unethical and illegal


 * 1) Cyber bullying Not a pretty picture**
 * 2) [|Dealing with Cyber Bullies**]
 * 3) A Thin Line
 * 4) Garfield Safety
 * 5) Web safety wikispace
 * 6) Digital Citizenship i web
 * 7) [|How to Cite a Site] Students learn how to write bibliographic citations for online sources following the style recommended by the Modern Language Association.

= Computer Basics - Tech Literacy Lab 2 = Knowing computer basics will you understand how to use the computer more effectively and safely. Goal - Students will learn basic computer skills including basic file management, common features and functions of computer software.

Kindergarten DONE

 * Know the basic parts of the computer, vocabulary and symbols of technology ||
 * Identify, discuss, and represent visually uses of technology (e.g., computers, cell phones, digital cameras) at school and home. ||
 * Identify and discuss physical components of a computing device (e.g., CPU, monitor, keyboard, disk drive, printer, mouse). ||
 * Use common computing devices and resources in class activities. ||


 * Websites //(Interactive Whiteboard)//**


 * [|Kindergarten Computer Literacy Lessons] unit 1 computer parts

**Web Activities - all checked by me :)**


 *  Moving the mouse Double Clicking Drag and Drop
 * [|New User Tutorial]
 * [|Take a Trip - driving the car/mouse through the tow]
 * [|ABC Match]
 * Story Bear's [|The Wishing Tree]*

First Grade
[|NETS.6.PK-2:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.] Websites //(Use Interactive Whiteboard where possible.)//
 * Know the basic parts of the computer, vocabulary and symbols of technology ||
 * Identify, discuss, and represent visually uses of technology (e.g., computers, cell phones, digital cameras) at school and home. ||
 * Identify and discuss physical components of a computing device (e.g., CPU, monitor, keyboard, disk drive, printer, mouse). ||
 * Use common computing devices and resources in class activities. ||


 * [|Kindergarten Computer Literacy Lessons] (review from K)
 * [|1st Grade Technology Literacy Lessons] (with keyboarding - http://activities.macmillanmh.com/Techknowledge/data/_shell/_global/files/_swf/tk.php?level=0K&unit=01&lesson=05)

**Web Activities - all checked by me :)**
 *  Moving the mouse Double Clicking Drag and Drop
 * [|New User Tutorial]
 * [|Take a Trip - driving the car/mouse through the tow]
 * [|ABC Match]
 * Story Bear's [|The Wishing Tree]*

Second Grade DONE
[|NETS.6.3-5:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]


 * **Basic Computer Skills (Grades 2-3)** ||
 * Know the basic parts of the computer, vocabulary and symbols of technology ||
 * Identify, discuss, and represent visually uses of technology (e.g., computers, cell phones, digital cameras) at school and home. ||
 * Identify and discuss physical components of a computing device (e.g., CPU, monitor, keyboard, disk drive, printer, mouse). ||

Skittles Cumputing


 * PDFs**

[|Computer Diagram]

Computer Glyph

computer tutor

Third Grade DONE
[|NETS.6.3-5:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]


 * **Basic Computer Skills (Grades 2-3)** ||
 * Know the basic parts of the computer, vocabulary and symbols of technology ||
 * Identify and discuss physical components of a computing device (e.g., CPU, monitor, keyboard, disk drive, printer, mouse). ||
 * Select and use appropriate features and functions of hardware and software for class assignments ||


 * Websites (Use Interactive Whiteboard where possible)**


 * [|ACBya! Learning Computers] (input output devices)
 * [|Lesson 1: Outer Hardware (work sheets)]


 * PDFs**

[|Computer Diagram]

Fourth Grade DONE
ETS.6.3-5: Students demonstrate a sound understanding of technology concepts, systems and operations.

naming documents - importance and how to.
 * **Basic Computer Skills (Grades 4-5)** ||
 * Identify, discuss, and represent visually uses of technology (e.g., computers, cell phones, digital cameras) at school and home. ||
 * Identify and discuss physical components of a computing device (e.g., CPU, monitor, keyboard, disk drive, printer, mouse). (1) ||
 * Use common computing devices and resources in class activities. ||
 * Select and use appropriate features and functions of hardware and software for class assignments. ||
 * Discuss and select appropriate technology tools (e.g., probeware, digital cameras, handhelds) to collect, analyze, and display data. ||

Fifth Grade DONE
NETS.6.3-5: Students demonstrate a sound understanding of technology concepts, systems and operations.


 * **Basic Computer Skills** ||
 * Identify, discuss, and represent visually uses of technology (e.g., computers, cell phones, digital cameras) at school and home. ||
 * Identify and discuss physical components of a computing device (e.g., CPU, monitor, keyboard, disk drive, printer, mouse). (1) ||
 * Use common computing devices and resources in class activities. ||
 * Select and use appropriate features and functions of hardware and software for class assignments. ||
 * Discuss and select appropriate technology tools (e.g., probeware, digital cameras, handhelds) to collect, analyze, and display data. ||

Computers Inside and Out

[|Lesson 10: Computer Care & Safety]

Sixth Grade DONE
[|NETS.6.6-8:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]


 * **Basic Computer Skills (Grades 6-8)** ||
 * Select and use appropriate features and functions of hardware and software for class assignments. ||
 * Discuss and select appropriate technology tools (e.g., probeware, digital cameras, handhelds) to collect, analyze, and display data. ||
 * Identify and discuss appropriate technology tools (virus software) to protect computers, networks, and information from vandalism and intrusion. ||
 * Recognize and describe strategies for identifying, solving, and preventing minor hardware and software problems. ||
 * Select and use a variety of technology tools to collect, analyze, and present information. ||

[|Teaching Computer Literacy]


 * PDFs**

[|Computer Basics]

Seventh Grade DONE
toc [|NETS.6.6-8:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]
 * **Basic Computer Skills (Grades 6-8)** ||
 * Identify, discuss, and represent visually uses of technology (e.g., computers, cell phones, digital cameras) at school and home. ||
 * Identify and discuss physical components of a computing device (e.g., CPU, monitor, keyboard, disk drive, printer, mouse). (1) ||
 * Use common computing devices and resources in class activities. ||
 * Select and use appropriate features and functions of hardware and software for class assignments. ||
 * Discuss and select appropriate technology tools (e.g., probeware, digital cameras, handhelds) to collect, analyze, and display data. ||
 * Identify and discuss appropriate technology tools (virus software) to protect computers, networks, and information from vandalism and intrusion. ||
 * Recognize and describe strategies for identifying, solving, and preventing minor hardware and software problems. ||
 * Select and use a variety of technology tools to collect, analyze, and present information. ||

About Computer Parts

 * [|Computers Connections]
 * [|**Jan's Illustrated Computer Literacy]

Eighth Grade DONE
[|NETS.6.6-8:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]
 * **Basic Computer Skills (Grades 6-8)** ||
 * Identify, discuss, and represent visually uses of technology (e.g., computers, cell phones, digital cameras) at school and home. ||
 * Identify and discuss physical components of a computing device (e.g., CPU, monitor, keyboard, disk drive, printer, mouse). (1) ||
 * Use common computing devices and resources in class activities. ||
 * Select and use appropriate features and functions of hardware and software for class assignments. ||
 * Discuss and select appropriate technology tools (e.g., probeware, digital cameras, handhelds) to collect, analyze, and display data. ||
 * Identify and discuss appropriate technology tools (virus software) to protect computers, networks, and information from vandalism and intrusion. ||
 * Recognize and describe strategies for identifying, solving, and preventing minor hardware and software problems. ||
 * Select and use a variety of technology tools to collect, analyze, and present information. ||
 * History of Computers
 * [|Brief History of Computers]
 * [|Computer Chronicles]
 * [|Computer History Museum]
 * [|The Museum of Modern Technology]

= Keyboarding - Tech Literacy Lab 3 = Goal Use proper keyboarding techniques to improve accuracy, speed, and general efficiency in computer operations.

Kindergarten
[|NETS.6.PK-2:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]

Websites - Mouse Practice
 * Locate and use letters, numbers, and special keys (e.g., arrow keys, space bar, insert Enter/Return, Backspace, Delete) on the keyboard.
 * Compose words and short sentences.
 * [|How To Use a Mouse]
 * [|Mouse Practice]
 * [|Mouse Skill Resources]
 * Websites - Keyboarding**
 * [|Alphabet]
 * [|Computer Literacy Lessons For Grade 1]
 * Cup Stacking - PrimaryGames.com - Free Games for Kids
 * Dragon University - PrimaryGames.com - Free Games for Kids
 * [|Easy Typing Games]
 * Fowl Words 2- PrimaryGames.com - Free Games for Kids
 * Game Index - PrimaryGames.com - Free Games for Kids
 * [| Growing With Technology, K-5]
 * [|Keyboarding]
 * [|Keyboarding - Elementary]
 * [|Keyboarding Games for Kids]
 * [|Keyboarding - Kindergarten]
 * [|Keyboarding Stress Reduction Exercises]
 * [|Literacy Center Education Network]
 * [|The Missing Letter]
 * Typing Monster - PrimaryGames.com - Free Games for Kids
 * The Typing of the Ghosts - PrimaryGames.com - Free Games for Kids
 * Typing Tidepool - PrimaryGames.com - Free Games for Kids
 * Language Arts - PrimaryGames.com - Free Games for Kids
 * Writer's Block - PrimaryGames.com - Free Games for Kids


 * Computer Lesson SMART Notebook File
 * [|Download] SMART Board Lesson for kindergarten students on the parts of the computer.
 * Lesson One Color Page.pdf
 * [|Download] Color page to practice parts of the computer.
 * Lesson Two Keyboard Kindergarten.pdf
 * [|Download] This is an example of a paper keyboard that I've used with kindergarten students to practice typing their username, password, and name.

First Grade
[|NETS.6.PK-2:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]

Websites - Mouse Practice
 * Locate and use letters, numbers, and special keys (e.g., arrow keys, space bar, insert Enter/Return, Backspace, Delete) on the keyboard.
 * Compose words and short sentences.
 * [|How To Use a Mouse]
 * [|Mouse Practice]
 * [|Mouse Skill Resources]
 * Websites - Keyboarding**
 * [|Alphabet]
 * [|Computer Literacy Lessons For Grade 1]
 * Cup Stacking - PrimaryGames.com - Free Games for Kids
 * Dragon University - PrimaryGames.com - Free Games for Kids
 * [|Easy Typing Games]
 * Fowl Words 2- PrimaryGames.com - Free Games for Kids
 * Game Index - PrimaryGames.com - Free Games for Kids
 * [| Growing With Technology, K-5]
 * [|Keyboarding]
 * [|Keyboarding - Elementary]
 * [|Keyboarding Games for Kids]
 * [|Keyboarding - Kindergarten]
 * [|Keyboarding Stress Reduction Exercises]
 * [|Literacy Center Education Network]
 * [|The Missing Letter]
 * Typing Monster - PrimaryGames.com - Free Games for Kids
 * The Typing of the Ghosts - PrimaryGames.com - Free Games for Kids
 * Typing Tidepool - PrimaryGames.com - Free Games for Kids
 * Language Arts - PrimaryGames.com - Free Games for Kids
 * Writer's Block - PrimaryGames.com - Free Games for Kids


 * Computer Lesson SMART Notebook File
 * [|Download] SMART Board Lesson for kindergarten students on the parts of the computer.
 * Lesson One Color Page.pdf
 * [|Download] Color page to practice parts of the computer.
 * Lesson Two Keyboard Kindergarten.pdf
 * [|Download] This is an example of a paper keyboard that I've used with kindergarten students to practice typing their username, password, and name

Second Grade
[|NETS.6.PK-2:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.] [|Dance Mat Typing] [|Flipchart: Keyboarding Looking Glass] ( Looking_Glass_Keyboard_Game.flp  )
 * Locate and use letters, numbers, and special keys (e.g., arrow keys, space bar, insert Enter/Return, Backspace, Delete) on the keyboard.
 * Use correct finger placement for home row keys
 * Compose sentences, short paragraphs, and stories.

Third Grade
[|NETS.6.PK-2:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.] [|Tux4Kids - Tuxtype for PC and Mac] [|Quia Online Keyboarding Quiz - Grade 3]
 * Locate and use letters, numbers, and special keys (e.g., arrow keys, space bar, insert Enter/Return, Backspace, Delete) on the keyboard.
 * Use correct finger placement for home row keys
 * Compose sentences, short paragraphs, and stories.

Fourth Grade
[|NETS.6.3-5:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]

Use proper keyboarding techniques to improve accuracy, speed, and general efficiency in computer operation. Compose sentences, short paragraphs, and stories. Use appropriate spacing rules for number and punctuation. Complete a program of customized drills, exercises, and timings to reinforce touch operation of the keyboard and to increase speed and accuracy.


 * Websites**
 * [|Aunt Lee.Com Typing Activities]
 * [|Free Typing Games]
 * Keyboarding - [|(5th Grade)]
 * [|Keyboarding]
 * [|�2377�Growing With Technology�2378�, �2831�K-5�2832�]
 * [|Krazy Keyboarding for Kids]
 * [|Keyboarding Practice]
 * [|NimbleFingers]
 * [|Peter's Online Typing Course]
 * [|Keyboarding Portal]
 * [|Tux4Kids - Tuxtype for PC and Mac]


 * Typing Tests**
 * [|Online Typing Test]

Fifth Grade
[|NETS.6.3-5:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.] Use proper keyboarding techniques to improve accuracy, speed, and general efficiency in computer operation. Compose sentences, short paragraphs, and stories. Use appropriate spacing rules for number and punctuation. Complete a program of customized drills, exercises, and timings to reinforce touch operation of the keyboard and to increase speed and accuracy.


 * Websites**
 * [|Aunt Lee.Com Typing Activities]
 * [|Free Typing Games]
 * Keyboarding - [|(5th Grade)]
 * [|Keyboarding]
 * [|�2381�Growing With Technology�2382�, �2835�K-5�2836�]
 * [|Krazy Keyboarding for Kids]
 * [|Keyboarding Practice]
 * [|NimbleFingers]
 * [|Peter's Online Typing Course]
 * [|Keyboarding Portal]
 * [|Tux4Kids - Tuxtype for PC and Mac]


 * Typing Tests**
 * [|Online Typing Test]

Sixth Grade
[|Ten-Key Test] Students can practice their Ten Key skills with this online test. http://techlabs.wikispaces.com/
 * [|NETS.6.6-8:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]
 * **Keyboarding Skills (Grades 6-8)** ||
 * Use proper keyboarding techniques to improve accuracy, speed, and general efficiency in computer operation. ||
 * Key composition exercises from dictation. ||
 * Composing sentences, short paragraphs, and stories. ||
 * Using 95% high frequency words (hfw) straight-copy material and 2 minute timed writings, key by touch at 35 wpm with 8 or fewer errors ||
 * Key numbers by touch using the 10-key pad. ||
 * Use the fourth row to key numbers and symbols by touch. ||
 * Use appropriate spacing rules for numbers, symbols and punctuation. ||
 * Complete a program of customized drills, exercises, and timings to reinforce touch operation of the keyboard and to increase speed and accuracy. ||

Seventh Grade
[|Ten-Key Test] Students can practice their Ten Key skills with this online test. http://techlabs.wikispaces.com/
 * [|NETS.6.6-8:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]
 * **Keyboarding Skills (Grades 6-8)** ||
 * Use proper keyboarding techniques to improve accuracy, speed, and general efficiency in computer operation. ||
 * Key composition exercises from dictation. ||
 * Composing sentences, short paragraphs, and stories. ||
 * Using 95% high frequency words (hfw) straight-copy material and 2 minute timed writings, key by touch at 35 wpm with 8 or fewer errors ||
 * Key numbers by touch using the 10-key pad. ||
 * Use the fourth row to key numbers and symbols by touch. ||
 * Use appropriate spacing rules for numbers, symbols and punctuation. ||
 * Complete a program of customized drills, exercises, and timings to reinforce touch operation of the keyboard and to increase speed and accuracy. ||

Eighth Grade
[|Ten-Key Test] Students can practice their Ten Key skills with this online test. http://techlabs.wikispaces.com/
 * [|NETS.6.6-8:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]
 * **Keyboarding Skills (Grades 6-8)** ||
 * Use proper keyboarding techniques to improve accuracy, speed, and general efficiency in computer operation. ||
 * Key composition exercises from dictation. ||
 * Composing sentences, short paragraphs, and stories. ||
 * Using 95% high frequency words (hfw) straight-copy material and 2 minute timed writings, key by touch at 35 wpm with 8 or fewer errors ||
 * Key numbers by touch using the 10-key pad. ||
 * Use the fourth row to key numbers and symbols by touch. ||
 * Use appropriate spacing rules for numbers, symbols and punctuation. ||
 * Complete a program of customized drills, exercises, and timings to reinforce touch operation of the keyboard and to increase speed and accuracy. ||

= Word Processing - Tech Literacy Lab 4 =

Eighth Grade
= Graphic Organizers - Tech Literacy Lab 5 =

Kindergarten and 1st grade DONE
Goal Students will use ready-to-use graphic organizers to organize ideas and communicate more effectively.
 * [|NETS.1.3-5:] [|Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.]
 * [|NETS.4.3-5:] [|Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.]
 * [|NETS.6.3-5:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]

Content / Performance Descriptors
 * 1) Illustrate and communicate original ideas and stories using digital tools and media-rich resources.
 * 2) Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution.
 * 3) Engage in learning activities with learners from multiple cultures through e-mail and other electronic means.
 * 4) In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area.
 * 5) Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals.
 * 6) Independently apply digital tools and resources to address a variety of tasks and problems.
 * 7) Communicate about technology using developmentally appropriate and accurate terminology.
 * 8) Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites.

Eighth Grade
= Paint & Draw - Tech Literacy Lab 6 =

Kindergarten
Goal

Students learn to draw, paint, and color with graphics. Students use creativity tools for image creation, animation, and image distortion.


 * [|NETS.1.PK-2:] [|Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.]
 * [|NETS.3.PK-2:] [|Students apply digital tools to gather, evaluate, and use information.]
 * [|NETS.6.PK-2:] [|Students demonstrate a sound understanding of technology concepts, systems and operations.]

Content / Performance Descriptors
 * Illustrate and communicate original ideas and stories using digital tools and media-rich resources.
 * Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution.
 * Engage in learning activities with learners from multiple cultures through e-mail and other electronic means.
 * In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area.
 * Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals.
 * Independently apply digital tools and resources to address a variety of tasks and problems.
 * Communicate about technology using developmentally appropriate and accurate terminology.
 * Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites.
 * Using the Line tool
 * Changing line attributes
 * Line constraints
 * Rectangle tool
 * Using the Fill palette
 * Opaque and transparent modes
 * Using the Round Rectangle tool
 * Using the Arc tool
 * Using the Polygon tool
 * Using the Squiggle tool
 * Using the Regular Polygon tool
 * Using the Bezigon tool

Eighth Grade
= DataBases - Tech Literacy Lab 7 =

Eighth Grade
= Spreadsheets - Tech Literacy Lab 8 =

Eighth Grade
= Presentation - Tech Literacy Lab 9 =

Eighth Grade
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