Technology And Computer Curriculum 20101].pdf · Technology And Computer . Curriculum . 2010 ....

ALTON COMMUNITY UNIT SCHOOL DISTRICT NO. 11

Alton, Illinois

BOARD OF EDUCATION

Larry Thompson, President

Technology And

Computer

Curriculum

2010

Alton Community Unit School District #11

Edmond J. Gray, Vice President

Vivian Monckton, Secretary

Michael Harris

Barry Macias

Philip D. Robbins

George C. Terry

ADMINISTRATIVE STAFF

David C. Elson, Superintendent of Schools

Kenneth Spells, Assistant Superintendent for Educational Services

Shirley J. Eaves, Director of Financial Services - Treasurer

Mark Cappel, Director of Human Resources

Kristie Baumgartner, Director of Title 1 and Grants and Marketing

David McClintock, Director of Plant Facilities and Maintenance

Marc Lambert, Director of Special Education

Kathleen P.Bredenkoetter, Coordinator of Instructional Services and Special Programs

Rick Durbin, Director of Data and Technology services

Cathy Droste, Supervisor of Special Education

Karen Botterbush, Supervisor of Special Education

TECHNOLOGY CURRICULUM REVISION COMMITTEE

Ann Marie Bauer-Ross

Brian Bergin

Jason Chapman

Clare Clancy

Tom Clark

Bonna Downey

Ellen Ford

Paula Fritz

Angie Garrett

David Jacks

Amy Lombardi

Amy Miller

Rob Miller

Angela Peterson

Brenda S. Powers

Tammie Ramirez

Heather Strebel

Colleen Walter

Overview of Integrating Technology in the District’s Curriculum

Technology is a tool that teachers and students use to assist them in the classroom. In order to integrate technology, teachers are encouraged to use technology in the same manner in which they would use any classroom tool. Technology changes at a rapid pace and students will learn using technology. The teacher and the curriculum guide the integration of technology into the classroom. Integrating technology enhances the learning experience and should provide the student with a tool to gather information, analyze it and present what knowledge has been gained in a coherent, professional manner.

This curriculum is open ended for future developments.

Technology Terms and Defintions

Anti-virus software - A program that finds and removes viruses from a computer.

App - An abbreviation for application.

Audio Clip - A short segment of media either an audio clip or a video clip. Media clips may be promotional in nature, as with movie clips

AVI - Audio Video Interleave, known by its acronym AVI, is a multimedia container format introduced by Microsoft in November 1992 as part of its Video

Backup - A copy on removable media of files on a PC's hard disk. A backup is used in case the hard disk file(s) are erased or damaged.

Band Width

Bit, bytes - A bit is the smallest piece of information that computers use. For simplicity, a PC uses bits in groups of 8 called bytes (8 bits = 1 byte).

Blog

Bookmares/favorites

Boot, boot up, boot disk - You boot (or boot up) your computer when you switch it on and wait while it prepares itself. Instructions for startup are given to the computer from the boot disk, which is usually the hard disk

Browser, to browse - A browser is a program like Netscape or Internet Explorer. You use it to view or browse the Internet.

Bug - A (small) defect or fault in a program

CD-ROM - A disk for storing computer information. It looks like an audio CD.

Chat - Online conversation referring to any kind of communication over the Internet, but is primarily meant to refer to direct one-on-one chat or text-based.

Chip - Electronic equipment consisting of a small crystal of a silicon semiconductor fabricated to carry out a number of electronic functions in an integrated circuit

Click - Depression of a button on a computer mouse; "a click on the right button for example"

Computer - A machine for performing calculations automatically.

Crop – Resize or cut down a digital image or graphic.

Cursor - An indicator used to show the position on a computer monitor or other display device that will respond to input from a text input or pointing device.

Cut (As in cut and paste) - A method of moving data into another document or file, which could be for a different but compatible application. (Copy and paste)

Cache - RAM memory that is set aside as a specialized buffer storage that is continually updated; used to optimize data transfers between system elements with different characteristics.

CPU - Central Processing Unit. This is a PC's heart or 'brains'.

Data base - A structured collection of records or data that is stored in a computer system. The structure is achieved by organizing the data.

Delete - Erase: wipe out digitally or magnetically recorded information.

Default printer - The printer designated for each system as the destination for print requests when no printer name is used.

Digital - A digital system uses discrete (discontinuous) values, usually but not always symbolized numerically (hence called "digital") to represent information for input, processing, transmission, storage, etc.

Domain - A set of workstations and servers that share a security account manager database and can be administered as a group.

DOS - Disk Operating System. The original system used for PCs. You type in commands instead of pointing and clicking.

Double click - A double-click is the act of pressing a computer mouse button twice quickly without moving the mouse. Double-clicking allows two different actions to be associated with the same mouse button

Download - Transfer a file or program from a central computer to a smaller computer or to a computer at a remote location.

Driver - A small program that tells a PC how a peripheral works.

Encryption - Encoding: the activity of converting data or information into code.

Electronic mail (email, e-mail) - Messages sent from one computer to another. You can see email on the screen or print it out.

External storage device – An external memory device: a device that preserves information for retrieval. Examples: Flash drive, external hard drives, etc.

FAQ - Acronym for Frequently Asked Questions.

Field - A space allocated for a particular item of information.

Flash drive, jump drive, thumb drive – A portable storage device that plugs into a USB port.

Folder (directory) - A sub-division of a computer's hard disk into which you put files.

Font - A particular sort of lettering (on the screen or on paper). Arial is a font. Times New Roman is another.

Format - All hard disks and some other removable medias have to be electronically prepared for use by a process called formatting. Hard disks are pre-formatted by the computer manufacturer. If you buy a floppy disk

that is not pre-formatted, you format it yourself, using a program that comes with your PC.

Gigabyte – A unit of information equal to 1000 megabytes or 10^9 (1,000,000,000) bytes.

Gigahertz - One billion hertz, 10 Hz.

Graphics – (As in digital graphics)An image that is generated by a computer.

Hard disk - The main disk inside a computer used for storing programs and information. It is hard because it is metal.

Hacker - A programmer who breaks into computer systems in order to steal or change or destroy information.

Htm/html - Hypertext Markup Language. The most widely used set of conventions for creating hypertext documents. The evolving HTML standards are used for creation of World Wide Web documents and others.

Hyperlink - A link from a hypertext file to another location or file; typically activated by clicking on a highlighted word or icon at a particular location.

Icon - A small image or picture on a computer screen that is a symbol for folders, disks, peripherals, programs etc.

Internet - International network of computers that you connect to by telephone line. Two popular services of the Internet are the World Wide Web and electronic mail.

Kb, Mb, Gb, Tb - Kilobytes, megabytes, gigabytes, tetrabytes. Used to measure computer memory and storage.

Login/Log off

Memory - Memory is for the temporary storing of information while a computer is being used. See RAM, ROM and Cache.

Megapixels - In digital imaging, a pixel (or picture element) is the smallest item of information in an image. One million pixels, used as a unit of resolution of digital cameras; Having a resolution of the specified number of megapixels.

MHz - Megahertz. This describes the speed of computer equipment. The higher the MHz the better the performance.

Monitor – A visual display unit, often called simply a monitor or display, is a piece of electrical equipment which displays images generated from the video output of devices such as computers, without producing a permanent record.

Multimedia - Integration of multiple forms of media, including text, graphics, audio, video, etc.

Network - Two or more computers that are connected together to share resources such as hardware, data, and software. Most common are the local area network (LAN) and the wide area network (WAN).

Num Lock - A key on the numeric keypad of most computer keyboards. It is a toggle key, like Caps Lock and Scroll Lock.

Operating System - The basic software that manages a computer.

OCR - Optical Character Recognition. OCR lets a PC read a fax or scanned image and convert it to actual lettering.

Online - Connected to a computer network or accessible by computer; "an on-line database".

Output - Information that has been manipulated by the central processing unit (CPU) of the computer, and displayed either on the video monitor or rendered on paper or film as hard copy, or saved on disk in a digital format.

Password - A secret word or string of characters that is used for authentication, to prove identity or gain access to a resource or a computer.

Peripheral - Any equipment that is connected externally to a computer. For example, printers, scanners and digital cameras are peripherals.

Pixel - The image that you see on the screen is made of thousands of tiny dots, points or pixels.

Podcast - A series of digital media files, usually either digital audio or video, that is made available for download via web syndication.

PPI - Stands for pixels per inch. PPI specifies the resolution of an input device, such as a scanner, digital camera, or monitor.

Printer – A peripheral device which produces a hard copy.

Program - Software that operates a PC and does various things, such as writing text (word-processing program), keeping accounts (accounts program) and drawing pictures (graphics program).

QWERTY - The first 6 letters on English-language keyboards are Q-W-E-R-T-Y. The first 6 letters on French-language keyboards are A-Z-E-R-T-Y.

RAM, ROM - Two types of memory. RAM (Random Access Memory) is the main memory used while the PC is working. RAM is temporary. ROM (Read Only Memory) is for information needed by the PC and cannot be changed.

Resolution - The number of dots or pixels per inch (sometimes per centimetre) used to create the screen image.

Scanner - Equipment for converting paper documents to electronic documents that can be used by a computer.

Skype - An IP telephony service provider that offers free calling between computers and low-cost calling to regular telephones that aren't connected to the Internet.

Social Networking - A broad class of web sites and services that allow you to connect with friends, family, and colleagues online, as well as meet people with similar interests. Examples: My Space, Facebook, Twitter, Blogs, etc.

Software - Encoded computer instructions, usually modifiable (unless stored in some form of unalterable memory such as ROM).

Spreadsheet - A type of application program which manipulates numerical and string data in rows and columns of cells. The value in a cell can be calculated from a formula which can involve other cells.

TFT - Thin Film Transistor, a type of high quality screen for notebook computers.

USB – Acronym for Universal Serial Bus. It is a serial bus standard to connect devices to a host computer.

User name - A user of a computer may have a user account that identifies the user by a username (also user name), screenname (also screen name).

URL – Acronym for Uniform Resource Locator which is an address of a web page, ftp site, audio stream or other Internet resource, for example, “http://en.wiktionary.org/”

Virus - A small, unauthorized program that can damage a PC.

Webquest - An inquiry-based, on-line learning activity. During this activity students work in groups, dividing assignments among each other, so that everyone participates in a group-assigned role. The objective of the activity is to promote "transformative" learning outcomes, accomplished through the reading, analysis, and synthesis of Web-based information World Wide Web.

Wifi – Acronym for Wireless Fidelity. It s a wireless technology brand owned by the Wi-Fi Alliance intended to improve the interoperability of wireless local area network products based on the IEEE 802.11 standards.

Wiki - A website that allows the easy creation and editing of any number of interlinked web pages via a web browser using a simplified markup language or a WYSIWYG text edito Wikis are typically powered by wiki software and are often used to create collaborative websites, to power community websites, for personal note taking, in corporate intranets, and in knowledge management systems.

Workd Wide Web, WWW, the Web - WWW are initials that stand for World Wide Web. The Web is one of the services available on the Internet. It lets you access millions of pages through a system of links. Because it is 'world-wide', it was originally called the World Wide Web or WWW.

WYSIWIG - 'What You See Is What

Integrating Technology Within the Curriculum

The ISTE

National Educational Technology Standard(NETS•S)

1. Creativity and Innovation

Performance Indicators:

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.

Suggested Activities For Grades PreK-2: • Using a digital camera, students may go on a shape hunt taking pictures of items around the school. Teachers may import pictures

into a PowerPoint presentation. Students may narrate during a class presentation. • Alternate Suggested Topics: Seasons, Plant Growth, Animal Life, Recycling, Community Helpers, Families, School Staff, School

Environment

Suggested Activities For Grades 3-5: Suggested programs to use with the below activities are Power Point, Windows Movie Maker, Publisher, and any other program with which the student and teacher are comfortable.

Students may participate in creating or utilizing innovative media-rich digital stories that connect to curriculums.

• Students may use digital media to collaborate in constructing technology enhanced materials through preparing publications and producing other creative works.

• Students may utilize charts and graphs through computer software and websites. • Students may create or utilize an existing web quest. • Students may create a web podcast.

Suggested Activities For Grades 6-8: • Students develop a content-based scavenger hunt by searching internet sites to create 2 questions per site

• Students design a graphic organizer based on a current book of study in Language Arts (using auto shapes in WORD)

• Students utilize virtual dissections to explore the 9 living systems of the body. (www.exploratorium.edu)

Suggested Activities For Grades 9-12: • Student may create a power point based on research obtained through suggested websites relating to any subject. Power point

will reflect internet simulations into present models or issues.

The ISTE


2. Communication and Collaboration


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.

Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.

Suggested Activities For Grades PreK-2:

• Teachers may create a classroom account on the website www.epals.com. Teachers may utilize the website to collaborate and share information with classrooms around the world.

• After viewing a short video clip, classrooms can collaboratively create a PowerPoint presentation to publish/share. Suggested topics may include current events, recycling, habitats or any curriculum connected topic.

• Teachers can problem solve a current issue with the class. In groups, students can create a poster, brochure, or newspaper using Microsoft Publisher to distribute.

Suggested Activities For Grades 3-5:

• Students may use digital media such as blogs, podcast, web quest, digital pen pals, Skype to communicate and work collaboratively with others.

• Students may have opportunities to have interactions with youth world-wide to improve global understanding and cultural awareness by using epals.com or other means.

• Students may work together to produce a digital project for Alton History, Springfield Tour etc. • Students may work in groups to create original projects that can be shared with others using a variety of media.

Suggested Activities For Grades 6-8: • Students use kidspace connection to compare and contrast different communities • Students read the same short story or book and compare thoughts using E-blogger • Class develops clues and emails them to a younger class so that they may unveil a “mystery from history”


• Students may produce video presentations for class, produce a podcast, and publish a variety of digital media.

The ISTE


3. Research and Information Fluency


Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.

Suggested Activities For Grades PreK-2: Students can complete an online webquest. For ideas go to http://www.literacy.uconn.edu. Suggested Activities For Grades 3-5:

• Students may do a grade appropriate webquest and complete all requirements of that webquest. • Students may use Google or another search engine to locate information on any given topic and decided what is useful and what

isn’t. • Students may collect information on a topic and then present that information. They may choose from the following presentation

formats: power point, publisher, or word. • Students may use Word to organize their planning process and list the steps they need to take to complete their project.

Suggested Activities For Grades 6-8: • Students will be divided into groups and assigned a specific topic about a Country and be responsible for research and the

development of 3 PowerPoint Slides. • Students will look at a decade in history input the cost of living data onto a spreadsheet and analyze their results


• Students may conduct efficient internet searches. • Students may find/download appropriate multimedia information. (i.e. you tube). • Students may be able to enter and process data into a spreadsheet based on information from internet searches or research from

recommended sites.

http://www.literacy.uconn.edu/


Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.

The ISTE


4. Critical Thinking, Problem Solving, and Decision Making

Suggested Activities For Grades PreK-2: Students will use different search engines such as google, ask and yahoo to answer questions provided by their teacher. (Example: Virtual Scavenger Hunt...What color were George Washington’s eyes?) For more ideas go to http://www.ischool.utexas.edu/~gathread/scavengerhunt.html Suggested Activities For Grades 3-5:

• Students may use classroom technology to complete a science fair project. • Students may use a digital video camera to conduct a mock interview with people involved in current events. • Students may use excel to organize data and to identify solutions to a given problem. • Students may use excel to graph data. • Students may use current events to create graphs and tables.

Suggested Activities For Grades 6-8: • Students are given a problem in science and need to use the internet to complete the steps to the scientific method • Students research an animals population decline ; develop a webpage or PowerPoint slides with their findings and give ways to

increase the population Suggested Activities For Grades 9-12:

• Students may choose a topic and gather information from various internet sources. Then create a database spreadsheet to draw conclusions and analyze.

http://www.ischool.utexas.edu/~gathread/scavengerhunt.html

The ISTE


5. Digital Citizenship


Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.

Suggested Activities For Grades PreK-2:

This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of October each year.




This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of October in the first semester and taught in February March in the second semester



http://sharepoint.altonschools.org:8080/training/Web%20Resources/Internet%20Safety2009-10.pdf




The ISTE


6. Technology Operation and Concepts


Students demonstrate a sound understanding of technology concepts, systems, and operations.

Students: a. understand and use technology systems. b. select and use applications effectively and productively.

Suggested Activities For Grades PreK-2: • PreK-2—Students should be able to use a mouse to click and drag, and use the enter key. • Grades 1-2—Students should be able to log in and out, login to AR and complete a test, and be able to access a program form the

Start menu. • All PreK-2 students should know basic computer care.

Suggested Activities For Grades 3-5: • Resources page and complete project (3rd grade) • A student may use a word processor to type a piece of writing (3-5th grade) • A student may use Powerpoint to create a presentation including graphics and/or animations (4th/5th grade) • A student may collect data and use excel to create a graph and display data (4th/5th grade) • A student may use a recommended typing program on District Resources page to increase knowledge of general typing skills (3rd

grade) • A student may use Publisher to create a brochure/flyer (5th grade)

Suggested Activities For Grades 6-8: • Students will use the internet and the auto summarize tool to create a summary based on a specific content area chosen by the

teacher • Students will set-up their page and format a document using the Menu toolbar • Students will use the auto shapes to create word problems in math for a younger class


• Students may type word documents to include copy and pasted documentation and art work. • Students will use spell/grammar check, and gain an understanding of network drives; saving, retrieving, and using templates.

Assessments The following rubric will be used to score assessments in grades Pre-K through 5.

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

Creativity & Innovation

Description reflecting beginning level of performance

Description reflecting movement toward mastery level of performance

Description reflecting achievement of mastery level of performance

Description reflecting highest level of performance

Communication & Collaboration





Research & Information Fluency





Critical Thinking, Problem Solving, & Decision Making





Digital Citizenship





Technology Operations & Concepts





Assessments for Grades Pre K -5th

Pre-K

Performance based observation for Standard 1:






Kindergarten







1st Grade







2nd Grade







3rd Grade







4th Grade







5th Grade







Assessments for the High School are in the form of final exams at the end of each of the computer courses that follow. Assessments at the Middle School will be in the form of tests and projects. Due to the confidential nature of these exams they are not published with this document.

Middle School Computer Curriculum Course Name:

6th Grade Computers



A. Apply existing knowledge to generate new ideas, products, or processes. 1. Students will illustrate how a word document can be saved using one file name, editing that file and saving it with a new file name.

(Week 6-7) 2. Students will use the mouse to apply changes to an existing document to make it look more appealing and professional. (Week 8-9)

B. Create original works as a means of personal or group expression. 1. Word Processing

• Students will select a sport and generate a trading card for an athlete from that sport (Week 8) • Students will type a one - two paragraph essay about their summer or winter vacation and include clip art images

(Week 2-4) 2. Graphics

• Students will use the various tools in the paint program to create a seasonal drawing. (Week 3-4) • Students will replicate their workstation using the paint tools and include labels for the parts. (Week 4-6)

3. Multimedia • Students will research an animal and develop a “just the facts” 8 slide PowerPoint to present to the class. (Week 14-18) • Students will copy and save images off the internet and insert into appropriate slides in their Animal Presentation. (Week

16-18)

C. Use models and simulations to explore complex systems and issues.

1. Students will take a virtual field trip of their choice and answer questions based on their location (Questions generated by teacher) (Week 10-12)

D. Identify trends and forecast possibilities.

1. Students identify technology trends and future technologies.



A. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 1. Students will collaboratively research and create PowerPoint slides on a specific area within a given topic. One Final PowerPoint

will then be created using all groups’ slides. (Week 17-18)

B. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. 1. Using an LCD projector and a computer, students will present one project to their peers; explaining content and technology

components. (Week 18)

C. Develop cultural understanding and global awareness by engaging with learners of other cultures.

1. Teachers may create a classroom account on the website www.epals.com. Teachers may utilize the website to collaborate and share information with classrooms around the world. (Week 10-11)

D. Contribute to project teams to produce original works or solve problems. 1. Students will collaboratively research and create PowerPoint slides on a specific area within a given topic. One Final PowerPoint



Students apply digital tools to gather, evaluate, and use information.

A. Plan strategies to guide inquiry. (various times through out semester) 1. Use the internet as a research tool 2. Become familiar with major browsers 3. Use search engines and bookmarks/favorites efficiently

B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 1. Access and retrieve electronic information using a single word search. 2. Use electronic encyclopedias to gather information 3. Use internet search engines to gather website list for a specific topic

C. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 1. Evaluate internet sites for validity

D. Process data and report results. 1. Students will use their favorite’s activity; to create a chart. Teacher will input data into spreadsheet and show how to change data

into graphs

4. Critical Thinking and Problem Solving

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

A. Identify and define authentic problems and significant questions for investigation. 1. Students will investigate predator prey relationship and create a slide for Animal PowerPoint presentation. (Week 14-18) 2. Students determine if animal is endangered and create a slide to show their findings. (Week 14 – 18)

B. Plan and manage activities to develop a solution or complete a project. 1. Students will use the Techno Animal Project to plan, research and develop their animal slide show presentation. (Week 14- 18) 2. Students will plan and research their person of interest to create a trading card (week 8)

C. Collect and analyze data to identify solutions and/or make informed decisions. (Week 14-18) 1. After collecting information about endangered animal; students determine solutions to protect their animal. Students will create

slides for their PowerPoint presentation. 2. After researching, students will list reasons for habitat destruction and ways to prevent it. Students will create a slide with their

results. D. Use multiple processes and diverse perspectives to explore alternative solutions. (Week 14-18)

1. After collecting information about endangered animal; students determine solutions to protect their animal. Students will create slides for their PowerPoint presentation.

2. After researching, students will list reasons for habitat destruction and ways to prevent it. Students will create a slide with their results.



Students:

A. Plan strategies to guide inquiry. This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of October each year.

B. Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity. This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of October each year.

C. Demonstrate personal responsibility for lifelong learning. This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of October each year.

D. Exhibit leadership for digital citizenship. This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of October each year.





6. Technology Operations and Concepts


Students:

A. Understand and use technology systems. 1. Introduce proper care of workstation and equipment using teacher created PowerPoint. (Week 1) 2. Introduce Network Drives “y” and “G’ for saving and retrieving documents (Week 2) 3. Students will learn basic grade level terminology to complete Computer Parts A and B worksheets. ( Week 2-3)

B. Select and use applications effectively and productively. 1. Students are introduced to proper keyboarding posture and hand placement using a District approved typing software. (Introduced week 1 and

ongoing) 2. Keyboarding technique proficiency as well as appropriate speed and accuracy by grade level. (Ongoing Tested at end of Semester) 3. Locate, Launch and quit grade level appropriate software applications (Week 2 and ongoing)

• Word Processing • Graphics • Multimedia • Keyboard Commands and Shortcuts

4. Word Processing (Week 3-9) • Open, Create and Save Document • Retrieve, Edit and Send existing Document • Introduce Standard toolbars and Drop down Menus • Select, cut, copy and paste to another location • Inserting images into document

5. Graphics • Introduce Paint toolbar (Week 4) • Design and Draw pictures using a paint program (Week 5)

6. Multimedia (Week 10-18) • Create a simple multimedia presentation • Select and use special visual effects such as transitions and animation schemes

C. Troubleshoot systems and applications.

1. Troubleshoot grade-level appropriate applications/ Edit menu. (As needed throughout semester) 2. Limited activities due to restricted access.

D. Transfer current knowledge to learning of new technologies. 1. Enhance document by changing font type and styles (Week 8 -18) 2. Import, export text, graphics, tables from various sources (Week 9-18)


7th Grade Computers



Students:

A. Apply existing knowledge to generate new ideas, products, or processes. 1. Students will review common word processing functions to create; edit and save a document. 2. Students will use common keyboard functions to apply changes to an existing document to make it more appealing.

B. Create original works as a means of personal or group expression. 1. Word Processing

• Given a topic, students will research and design an appealing poster with text and images (Week 8) • Students will type three paragraphs essay about their summer or winter vacation and include clip art/ internet images

(Week 2-4) 2. Graphics

• After watching a review tutorial on paint tools; students will create a mosaic design. (Week 3-4) • Students will design their most extreme room using common paint tools. (Week 4-6)

3. Multimedia • Students will expand basic knowledge of multimedia software to create a 8 – 10 slide show presentation about a state.

(Week 14-18) • Students will edit images off the internet and insert into appropriate slides in their State Presentation. (Week 16-18)

C. Use models and simulations to explore complex systems and issues. • Students will take an age appropriate virtual field trip of their choice and answer questions based on their location (Questions

generated by teacher) (Week 10-12 D. Identify trends and forecast possibilities.

• Students identify technology trends and future technologies.



A. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. • Students will collaboratively research and create PowerPoint slides on a specific area within a given topic. One Final

PowerPoint will then be created using all groups’ slides. (Week 17-18)

B. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. • Using an LCD projector and a computer, students will present one project to their peers; explaining content and technology

components. (Week 18)


• Teachers may create a classroom account on the website www.epals.com. Teachers may utilize the website to collaborate and share information with classrooms around the world. (Week 10-11)

D. Contribute to project teams to produce original works or solve problems. • Students will collaboratively research and create PowerPoint slides on a specific area within a given topic. One Final

PowerPoint will then be created using all groups’ slides. (Week 17-18)



Students:

A. Plan strategies to guide inquiry. (ongoing throughout semester) 1. Introduce search hints and tips to better utilize research techniques on the internet. 2. Able to use major browsers to create custom searches in the advanced menu. 3. Use search engines and bookmarks/favorites efficiently

B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 1. Selectively choose sources and retrieve appropriate information using all forms of media 2. Use encyclopedias to gather pertinent information for research 3. Students create credible website lists for a variety of topics using various search engines

C. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 1. Students develop their own evaluation criteria for the validity of websites

D. Process data and report results. 1. Students will enter data into an existing template and create a chart/graph



Students:

A. Identify and define authentic problems and significant questions for investigation. (weeks 9-14) 1. Students will learn how to create a newsletter to investigate a topic of choice 2. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems

B. Plan and manage activities to develop a solution or complete a project. 1. Students will collaborate with peers to investigate curriculum-related problems and develop solutions using a variety

of multimedia software C. Collect and analyze data to identify solutions and/or make informed decisions.

1. Students will create, produce and present ideas, and thoughts through a variety of media D. Use multiple processes and diverse perspectives to explore alternative solutions.

1. The students will review data from a variety of sources, analyze and evaluate data to transform it into useful information and knowledge to solve problems.



Students:











Students:

A. Understand and use technology systems. a. Review proper care of workstation and equipment using teacher created PowerPoint. (Week 1) b. Review Network Drives “y” and “G’ for saving and retrieving documents (Week 2) c. Students will review 6th grade computer terminology and add basic grade level terminology to complete Computer Parts A and B worksheets. (

Week 2-3) B. Select and use applications effectively and productively.

1. Students will review proper keyboarding posture and hand placement using a District approved typing software. (Introduced week 1 and ongoing) 2. Keyboarding technique proficiency as well as appropriate speed and accuracy by grade level. (Ongoing Tested at end of Semester) 3. Locate, Launch and quit grade level appropriate software applications (Week 2 and ongoing)


4. Word Processing (Week 3-9) • Open, Create and Save Document • Retrieve, Edit and Send existing Document • Review Standard toolbars and Drop down Menus • Select, cut, copy and paste to another location • Inserting images into document • Introduce simple document layout: title, margins, tabbed paragraphs, punctuation, word wrap, etc…

5. Graphics • Review basic Paint tools and introduce advanced tools (Week 4) • Design and Draw pictures using a paint program (Week 5)

6. Multimedia (Week 10-18) • Create more sophisticated multimedia presentations • Select and use special visual effects such as transitions and custom animation, and timing



D. Transfer current knowledge to learning of new technologies.

1. Enhance document by changing font type and styles 2. Students will take an existing document and add borders; background and images


8th Grade Computers



Students:

A. Apply existing knowledge to generate new ideas, products, or processes. 1) Students will review common word processing functions to create simple document formats: Letters and reports. 2) Students will use common keyboard functions to apply changes to an existing document to make it more appealing.

B. Create original works as a means of personal or group expression.

1) Word Processing • Given a topic, students will research and design an appealing poster with text and images (Week 8) • Students will pre-write, draft, revise, edit and publish a document (Week 2-4) • Import, export text, graphics, tables from various sources to create a document to be published

2) Graphics • After watching a review tutorial on paint tools; students will create a mosaic design. (Week 3-4) • Students will design their most extreme room using the draw toolbar~ auto shapes; 3-D; and shading. (Week 4-6)

3) Multimedia • Students will expand basic knowledge of multimedia software to create a 8 – 10 slide show presentation (Week 14-18) • Students will edit images off the internet and insert into appropriate slides in their Presentation. (Week 16-18) • Incorporate the principles of design (space, color, line, balance, pattern) into their presentation

C. Use models and simulations to explore complex systems and issues. • Students will take an age appropriate virtual field trip of their choice and answer questions based on their location (Questions

generated by teacher) (Week 10-12)


• Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society



Students:

A. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 1. Students will collaboratively research and create PowerPoint slides on a specific area within a given topic. One Final PowerPoint

will then be created using all groups’ slides. (Week 17-18) B. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

1. Using an LCD projector and a computer, students will present one project to their peers; explaining content and technology components. (Week 18)


1. Teachers may create a classroom account on the website www.epals.com. Teachers may utilize the website to collaborate and share information with classrooms around the world. (Week 10-11)

D. Contribute to project teams to produce original works or solve problems.

1. Students will collaboratively research and create PowerPoint slides on a specific area within a given topic. One Final PowerPoint




Students:

A. Plan strategies to guide inquiry. 1. Review search hints and tips to do an advanced search on the internet. 2. Able to use major browsers to create custom searches in the advanced menu. 3. Use search engines and bookmarks/favorites efficiently

B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

1. Consistently demonstrates the use of search engines to gather website lists for specific topics 2. Selectively choose sources and retrieve appropriate information using all forms of media 3. Use encyclopedias to gather pertinent information for research 4. Students create credible website lists for a variety of topics using various search engines

C. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 1. Students develop their own evaluation criteria for the validity of websites 2. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources

D. Process data and report results.

1. Students will create a budget based on a job salary and input their monthly bills into a spread sheet and convert into a variety of charts and graphs



Students:

A. Identify and define authentic problems and significant questions for investigation. 1. Students will learn how to create a newsletter to investigate a topic of choice 2. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems

B. Plan and manage activities to develop a solution or complete a project.

1. Use technology for problem solving, self-directed learning, and extended learning activities. C. Collect and analyze data to identify solutions and/or make informed decisions.

1. Students will create, produce and present ideas, and thoughts through a variety of media D. Use multiple processes and diverse perspectives to explore alternative solutions.




Students:











Students:

A. Understand and use technology systems. 1. Review proper care of workstation and equipment using teacher created PowerPoint. (Week 1) 5. Review Network Drives “y” and “G’ for saving and retrieving documents (Week 2) 6. Students will review 7th grade computer terminology and add basic grade level terminology to complete Computer Parts A and B worksheets.

(Week 2-3) B. Select and use applications effectively and productively.

1. Students will review proper keyboarding posture and hand placement using a District approved typing software. (Introduced week 1 and ongoing)

2. Keyboarding technique proficiency as well as appropriate speed and accuracy by grade level. (Ongoing Tested at end of Semester) 3. Locate, Launch and quit grade level appropriate software applications (Week 2 and ongoing)


4. Word Processing (Week 3-9) • Open, Create and Save Document • Retrieve, Edit and Send existing Document • Review Standard toolbars and Drop down Menus • Select, cut, copy and paste to another location • Inserting images into document • Introduce simple document layout: title, margins, tabbed paragraphs, punctuation, word wrap, etc…

5. Graphics • Review basic Paint tools and introduce advanced tools (Week 4) • Design and Draw pictures using a paint program (Week 5)

6. Multimedia (Week 10-18) • Create more sophisticated multimedia presentations • Select and use special visual effects such as transitions and custom animation, and timing




1. Enhance document by changing font type and styles 2. Students will take an existing document and add borders; background and images


DEPCO CLASS



Students:

A. Apply existing knowledge to generate new ideas, products, or processes. 1. Students will brainstorm and illustrate at least five new t-shirt graphic designs. (Week 3) 2. Students will brainstorm and illustrate at least five model car designs. (Week 6)

B. Create original works as a means of personal or group expression.

1. Using graphic design software, students will create an original t- shirt design. (Week 4) 2. Using a digital camera, apply the principles of portrait photography to create a several photographs of yourself and / or another

student. (Week 11)

C. Use models and simulations to explore complex systems and issues. 1. Applying the principles of aerodynamics, create a styrofoam prototype model of a four wheeled vehicle. (Week 6) 2. Students will use a wind generating machine to study the effects of aerodynamics on their prototype vehicle. (Week 6) 3. Applying the principles of aerodynamics, create a working wooden model of a 4 wheeled vehicle. (Week 7) 4. Students will use a flight simulator to explorer the physics of powered flight. (Week 15)


1. After performing several gravity track test runs of wooden model vehicle, predict it’s performance on two subsequent test runs. (Week 9)

2. Identify factors affecting the aerodynamic performance of an aircraft, and using a flight simulator demonstrate the corrective measures necessary to ensure the airworthiness of the craft. (Week 15)



Students:

A. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 1. Working in pairs, students will use desktop publishing software to create and design a party invitation. (Week 3)

B. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. 1. Students will use the computer and graphic design software to create an informational flyer. (Week 2) 2. Students will use the computer and graphic design software to create an informational graphic, designed for application on a t-shirt.

(Week 4)

C. Contribute to project teams to produce original works or solve problems. 1. Working in pairs, students will use graphic editing software to create original portraits of themselves and others. (Week 12)



Students:

A. Plan strategies to guide inquiry.

1. Study the factors that affect the speed of a vehicle

2. Develop drawings using orthographic projection and exact measurements to minimize or capitalize on those factors.

3. Create a full scale mockup model of their car


C. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

1. Analyze and evaluate the model for aerodynamics

2. Apply all the information they have gathered to build, finish, and race a final race car made of wood.

D. Process data and report results.

1. Students will aggregate performance data gathered from CO2 car races. Data will include elapsed time, weight of the car, and

finishing position. Results will be reported in the form of an electronic spreadsheet. (Week 9)



Students:

A. Identify and define authentic problems and significant questions for investigation. 1. Students will identify problems associated with developing a fuel efficient automobile. (Week 5)

B. Plan and manage activities to develop a solution or complete a project. 1. Students will investigate the problems associated with designing a fuel efficient automobile. Students will develop solutions to these

problems, and then produce a prototype and final car design. (Week 6)

C. Collect and analyze data to identify solutions and/or make informed decisions. 1. Students will test a prototype vehicle, analyze the data, and identify and implement corrective solutions before building a final

vehicle design. (Week 7)

D. Use multiple processes and diverse perspectives to explore alternative solutions. 1. With a partner, students will create at least five preliminary design sketches for a fuel efficient vehicle that may be modeled for

further testing and analysis. Students will compare design sketches. (Week 5)



Students:











Students:

A. Understand and use technology systems. 1. Students will use computers and handheld Global Positioning System (GPS) handheld receivers to find a specific location on

planet Earth. (Week 17)

B. Select and use applications effectively and productively. 1. Students will select the best technology system to locate points nearby and international. (Week 17)

C. Troubleshoot systems and applications. 1. Students will identify and correct common errors for logging onto a network. (Week 2) 2. Students will identify and correct input errors associated with handheld GPS receivers. (Week 17)

D. Transfer current knowledge to learning of new technologies. 1. Students will use current knowledge of mathematics to operate and read a digital scale. (Week 8) 2. Students will use current knowledge of mathematics to operate measuring equipment in metric form. (Week 7)

High School Computer Curriculum Course Name:


Students demonstrate proper keyboarding technique and proper formatting.

Students:

Apply existing knowledge to generate new ideas, products, or processes. Students will utilize proper keyboarding technique to format letters, memos and resumes. Students will utilize proper keyboarding technique to prepare tables and formatted lists.

Identify trends and forecast possibilities.

Research the importance of keyboarding skills with regards to a digital society.

Keyboarding


Students use proper keyboarding technique to produce letters and memos.

A. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

1. Through formatted documents be able to communicate with others.


Students will apply keyboarding fluency to develop more efficient research skills.

Students:

A. Plan strategies to guide inquiry. 1. Various projects will require research both for techniques, information, and data. 2. Use Internet search techniques to conduct research.


1. Conduct research identifying only relevant material.



Students will use skills to format original documents.

Students:

A. Identify and define authentic problems and significant questions for investigation. 1. Students will individually prepare a personal résumé to demonstrate proficiency. 2. Students will individually prepare a business letter to demonstrate proficiency. 3. Students will individually prepare a memo to demonstrate proficiency.



Students:











Students:

A. Understand and use technology systems. 1. Students will be familiar with the computer system and basic operations

B. Select and use applications effectively and productively.

1. Students will use the proper application with regards to the task.

C. Troubleshoot systems and applications. 1. Be able to diagnose minor equipment issues. 2. Be able to troubleshoot software issues.


1. Transfer knowledge of digital tools to more complex equipment.



Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using Microsoft Office Software..

Students:

A. Apply existing knowledge to generate new ideas, products, or processes. 1. Students will be introduced to MS ’07 Word procedures and applications 2. Students will be introduced to MS ’07 Excel procedures and applications 3. Students will be introduced to MS ’07 PowerPoint procedures and applications 4. Students will be introduced to MS ’07 Access procedures and applications

B. Students will be introduced to MS ’07 Publisher procedures and applications

C. Create original works as a means of personal expression. D. Word Processing

1. Students will reproduce documents in preparation to producing their own. (Week 1-4) 2. Students will produce documents when given the information. (1-4) 3. Students will produce original documents. (5) 4. Excel 5. Students will reproduce documents in preparation to producing their own. (Week 6-7) 6. Students will produce documents when given the information. (6-7) 7. Students will produce original documents. (8) 8. PowerPoint 9. Students will reproduce documents in preparation to producing their own. (Week 9-10) 10. Students will produce documents when given the information. (9-10) 11. Students will produce original documents. (10-11) 12. Access 13. Students will reproduce documents in preparation to producing their own. (Week 11-13) 14. Students will produce documents when given the information. (11-13) 15. Students will produce original documents. (14) 16. Publisher 17. Students will reproduce documents in preparation to producing their own. (Week 15-17) 18. Students will produce documents when given the information. (15-17) 19. Students will produce original documents. (18)

Computer Software Applications


Students use MS ’07 applications to produce documents and presentations.

Students:

A. Interact, collaborate, and publish with peers, experts or others employing a variety of MS Office applications.

1. Students will collaboratively research and create a PowerPoint slideshow on a foreign country, city or culture. (Week 10-11) 2. Students will collaboratively research and create a Publisher brochure on a foreign country, city or culture. (Week 18)

B. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

1. Through formatted documents be able to communicate with others. 2. Present various slideshow presentations to their peers. (Week 10-11)

C. Contribute to project teams to produce original works or solve problems.

1. Time permitting, students will work together to produce original materials with MS PowerPoint and Publisher.


Students will apply research skills to acquire information for use in various projects.

Students:



1. Conduct research identifying only relevant material. 2. Understand copyright law and the use of graphics. 3. Be able to import video into projects.



Students will use skills to format original documents.

Students:

A. Identify and define authentic problems and significant questions for investigation. 1. Students will individually prepare Word documents with original content. 2. Students will individually prepare Excel documents with original content, including an Excel calendar. 3. Students will individually prepare Access documents with original content., including a personal inventory. 4. Students will individually prepare Publisher documents with original content. 5. Students will individually prepare PowerPoint slideshows with original content.


1. Use MS Office for problem solving, self-directed learning, and extended activities.

C. Collect and analyze data to identify solutions and/or make informed decisions. 1. Students will create, produce and present ideas and thoughts through a variety of media.

D. Use multiple processes and diverse perspectives to explore alternative solutions.




Students:

A. Plan strategies to guide inquiry. 1. This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of October

each year. B. Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.

1. This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of October each year.

C. Demonstrate personal responsibility for lifelong learning. 1. This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of October

each year. D. Exhibit leadership for digital citizenship.








Students:

A. Understand and use technology systems. 1. Students will be familiar with the computer system and basic operations 2. Each MS Office Application will be taught as a standalone unit.

a. MS Word-Weeks 1-4 b. MS Excel Weeks 5-9 c. MS Access Weeks 10-12 d. MS PowerPoint Weeks 13-16 e. MS Publisher Weeks 16-18


1. Word a. Document Navigation b. Basic Editing c. Word Features d. Formatting Text e. Formatting paragraphs and documents f. Working with graphics g. Working with documents h. Increasing efficiency

2. Excel a. Working with spreadsheets b. Changing worksheet appearance c. Worksheet organization d. Entering worksheet formulas e. Using Functions f. Utilizing graphics

3. Access a. Database Basics b. Creating a Database c. Creating Queries d. Modifying Forms

4. PowerPoint a. Review of PowerPoint Basics b. Creating and Enhancing presentations c. Working with graphics, tables and other data formats d. Integrating audio and video

5. Publisher a. Publisher Basics b. Enhancing Publisher documents

C. Students will use the proper application with regards to the task.

1. MS Word D. Troubleshoot systems and applications.

1. Be able to diagnose minor equipment issues. 2. Be able to troubleshoot software issues.

E. Transfer current knowledge to learning of new technologies. F. Transfer knowledge of digital tools to more complex equipment.



Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using multimedia technology.

Students:

A. Apply existing knowledge to generate new ideas, products, or processes. 1. Students will review vocabulary and history of multimedia. 2. Students will discuss how multimedia affects our lives. 3. Students will research current trends in multimedia

B. Create original works as a means of personal or group expression. C. PowerPoint

1. Review the basics of PowerPoint (Week 1) 2. Create a 10-20 slide show presentation using animation, transitions, music, and video (Weeks 2-3)

D. Photoshop 1. Learn basics of digital photography through classroom discussion and hands on activities. (Weeks 3-5) 2. Edit pictures by creating collages and other manipulations (Weeks 6-7)

E. Flash8 1. Learn Flash8 through step by step tutorials (Week 8) 2. Animate several objects (Week 9)

F. Movie Maker 1. Introduction to camcorder operation (Week 10) 2. Filming techniques (Week 10) 3. Storyboarding (Week 11) 4. Filming your video (Week 12-13) 5. Editing your film (Week 14-15)

G. Use models and simulations to explore complex systems and issues.

1. Students will produce a portfolio of their work on a CD. H. Identify trends and forecast possibilities.

1. Demonstrate knowledge of basic multimedia software, trends, and career possibilities.

Multimedia



Students:

A. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 1. Students will individually prepare a PowerPoint slideshow to demonstrate proficiency. 2. Students will individually prepare a Photoshop project to demonstrate proficiency. 3. Students will individually prepare a Flash8 animation slideshow to demonstrate proficiency. 4. Students will produce in collaboration with others a 5-8 minute video.


1. Using printed materials and projectors, students will share work with their peers. 2. Projects will be shown and critiqued by the class.

C. Develop cultural understanding and global awareness by engaging with learners of other cultures. 1. One Photoshop project will involve research on a foreign country/culture.



Students:



1. Conduct research identifying only relevant material.

C. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 1. Be able to select proper media tool based on projects desired output.


Students will use skills acquired to create projects and synthesize information.

Students:

A. Identify and define authentic problems and significant questions for investigation. 1. Students will individually prepare a PowerPoint slideshow to demonstrate proficiency. 2. Students will individually prepare a Photoshop project to demonstrate proficiency. 3. Students will individually prepare a Flash8 animation slideshow to demonstrate proficiency. 4. Students will collaboratively create a MovieMaker video to demonstrate proficiency.



Students:

A. Plan strategies to guide inquiry. 1. This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of

October each year. B. Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.


C. Demonstrate personal responsibility for lifelong learning. 1. This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of

October each year. D. Exhibit leadership for digital citizenship.








Students:

A. Understand and use technology systems. 1. Students will be familiar with the computer system and basic operations. Students will be proficient in the use of digital tools and

software. PowerPoint

a. Review of PowerPoint Basics b. Creating and Enhancing presentations c. Working with graphics, tables and other data formats d. Integrating audio and video

PhotoShop a. Use image editing palettes, commands, and tools b. Demonstrate multiple techniques of selecting elements of a digital image c. Paint and fill an image d. Work with layers e. Edit images f. Correct and modify color in an image g. Convert and manipulate an image h. Use filters

Flash8 a. Create graphics, work with layers, and add motion, sound, and text to a movie. b. Use the Timeline to lay out the sequence of your movie. c. Create your movie by setting the Frame Rate, Dimensions, Background Color.

MovieMaker d. Camcorder operation e. Connecting and uploading video f. Import music and other audio g. Editing your video h. Saving, burning, and sharing your project

B. Select and use applications effectively and productively. 1. Students will use the proper application with regards to the task.

C. Troubleshoot systems and applications. 1. Be able to diagnose minor equipment issues. 2. Be able to troubleshoot software issues.


1. Transfer knowledge of digital tools to more complex equipment.




Students:

A. Apply existing knowledge to generate new ideas, products, or processes. 1. Students will explore the functions of both hardware and software. 2. Students will demonstrate the ability to troubleshoot hardware problems. 3. Students will be able to construct their own PC. 4. Understand the basics of networking.

B. Demonstrate the ability to troubleshoot, connect and repair computers. 1. Internet and computer history (Week 1) 2. Application Software(Week 2) 3. Components of the System Unit(Week 3) 4. Inputs and output(Week 4) 5. Storage(Week 5) 6. Operating System and Utility Programs(Week 5) 7. Communications and Networks (Week 6) 8. Database Management (Week 7) 9. Computer Ethics (Week 8) 10. Information System Development (Week 9) 11. Programming Languages and Program Development (Week 10) 12. Enterprise Computing (Week 11) 13. Computer Careers and Certifications (Week 12) 14. CCNA Hardware (Week 13) 15. Integration of hardware and software (Week 14) 16. Boot process and command line (Week 15) 17. Electricity and power supplies (Week 16) 18. The motherboard (Week 17) 19. Managing memory (Week 19) 20. Floppy Drives (Week 20) 21. Hard drive installation/optimization (Week 20) 22. Supporting I/O devices (Week 21) 23. Installation/Troubleshooting Windows (Weeks 22-24) 24. Networking Basics/Subnetting (Weeks 25-28)

C. Students will demonstrate proficiency in all area through hands on activities.


Networking/PC Repair





Students:

A. Plan strategies to guide inquiry. 1. Students will use all research tools available to research solutions to PC issues.







Students:











Students:

A. Understand and use computer systems. 1. Computer Concepts

a. Internet and computer history (Week 1) b. Application Software(Week 2) c. Components of the System Unit(Week 3) d. Inputs and output(Week 4) e. Storage(Week 5) f. Operating System and Utility Programs(Week 5) g. Communications and Networks (Week 6) h. Database Management (Week 7) i. Computer Ethics (Week 8) j. Information System Development (Week 9) k. Programming Languages and Program Development (Week 10) l. Enterprise Computing (Week 11) m. Computer Careers and Certifications (Week 12)

2. Computer Repair/Networking

a. CCNA Hardware (Week 13) b. Integration of hardware and software (Week 14) c. Boot process and command line (Week 15) d. Electricity and power supplies (Week 16) e. The motherboard (Week 17) f. Managing memory (Week 19) g. Floppy Drives (Week 20) h. Hard drive installation/optimization (Week 20) i. Supporting I/O devices (Week 21) j. Installation/Troubleshooting Windows (Weeks 22-24) k. Networking Basics/Subnetting (Weeks 25-28)






Using programming languages, Visual Basic and Alice students will perform programming manipulations

Students:

A. Apply existing knowledge to generate new ideas, products, or processes. 1. The language of Visual Basic will be taught with an emphasis on problem solving. . 2. Basic fundamentals of programming which can be applied to other more advanced languages.

B. Create original works as a means of personal or group expression. 1. Visual Basic

a. Students will learn how to use the programming environment b. Open/Run Visual programs c. Change a property setting d. Use online help e. Create the User Interface for a new Program f. Set the properties for each object g. Write program code h. Build an executable File i. Use Text Box and Command Button Objects to create a 'Hello World' program j. Use an OLE object launch Microsoft Windows-based application on your system k. Use variables to Store Data in your Programs l. Use Mathematical Operatores and Functions in Formulas

2. Alice a. Students will go through the Alice tutorial b. Students will write their own Alice program

C. Students will write and execute their own programs using both languages.

D. Students will use their knowledge of programming to explore solutions to complex problems.

E. Students will identify trends and career options in programming.

Programming


Students will be able to explain and present their rationale with regards to the programming sequence used.

Students:

A. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. 1. Students will demonstrate their program codes to their peers.

B. Contribute to project teams to produce original works or solve problems. 1. Students will collaborate to produce original programs.


Students will use research techniques to further their programming knowledge.



Students:

A. Identify and define authentic problems and significant questions for investigation. 1. Understand the design process of the program. 2. Demonstrate the ability to take program design and put it into the appropriate language.


C. Collect and analyze data to identify solutions and/or make informed decisions.

D. Use multiple processes and diverse perspectives to explore alternative solutions.



Students:

A. Plan strategies to guide inquiry. This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of October each year. B. Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.

This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of October each year. C. Demonstrate personal responsibility for lifelong learning.

This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of October each year. D. Exhibit leadership for digital citizenship.







Students will be able to demonstrate proficiency with objects, events, numbers, strings, sub procedures, if blocks, case blocks and do loops. Other topics may include arrays, graphical displays, controls, and objects.

Students:

A. Understand and use technology systems. Acquire thorough knowledge of both Visual Basic and Alice programming languages.

1. Week 1 & 2 - Opening and Running a Visual Basic Program

• Start Visual Basic • Use the Visual Basic Programming Environment • Open and Run a Visual Basic Program • Change a Property Setting • Use Online Help and Exit Visual Basic

2. Week 3 & 4 & 5 - Writing Your First Program

• Create the User Interface for a New Program • Set the Properties for Each Object in your User Interface • Write Program Code • Save and Run the Program • Build an Executable File

3. Week 6 & 7 & 8 - Working with Controls

• Use Text Box and Command Button Objects to create a 'Hello World' program. • Use File System Objects and an Image Object to browse artwork on disk. • Use an OLE object launch Microsoft Windows-based application on your system. • Use a Data Object to view records in a Microsoft Access database. • Install ActiveX controls.

4. Week 9 &10 & 11 - Working with Menus and Dialog Boxes

• Use Text Box and Command Button Objects to create a 'Hello World' program. • Use File System Objects and an Image Object to browse artwork on disk. • Use an OLE object launch Microsoft Windows-based application on your system. • Use a Data Object to view records in a Microsoft Access database. • Install ActiveX controls.

5. Week 12 & 13 & 14 - Visual Basic Variables and Operators

• Use Variables to Store Data in your Programs. • Get Input by using the InputBox Function. • Display Messages by using the MsgBox Function. • Use Mathematical Operators and Functions in Formulas.

A. Understand when and why to use either application.

B. Troubleshoot systems and applications.

C. Transfer current knowledge to learning of new technologies.




Students:

A. Apply existing knowledge to generate new ideas, products, or processes. 1. Students will review basic word processing skills... 2. Students will study basic web design techniques.

a. Website Interface (Week 1) b. Site Control (Week 3 c. Web Design Basics (Week 3) d. Linking (Week 4) e. Cascading Style Sheets (Weeks 5-6) f. Typography (Week 7) g. Layout (Week 8) h. Designing for Devices (Week 9) i. Rollovers (Week 10) j. XHTML (Week 11) k. Forms (Week 12) l. Behaviors (Week 13) m. Firework Integration (Week 14) n. Templates and Library items (Week 15) o. Inserting Media Objects (Week 16)

B. Create original works as a means of personal or group expression. 1. Students will replicate websites from text. 2. Students will develop websites of their own choosing.

C. Identify trends and forecast possibilities.

1. Demonstrate knowledge of basic multimedia software, trends, and career possibilities.

Web Design



Students:

A. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 1. Students will work together to develop unique websites.


1. Students will publish websites for peer critique

C. Contribute to project teams to produce original works or solve problems. 1. Working in teams to develop unique websites.



Students:

A. Plan strategies to guide inquiry. 1. Be able to critique other website for content. 2. Be able to critique other website for design.





Students:

A. Identify and define authentic problems and significant questions for investigation. 1. Students will design their own unique website.. 2. Students will be able to troubleshoot issues within the site.

.



Students:

E. Plan strategies to guide inquiry. This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of October each year. F. Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.

This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of October each year. G. Demonstrate personal responsibility for lifelong learning.

This performance indicator is addressed by our district’s Internet Safety Curriculum which is taught during the month of October each year. H. Exhibit leadership for digital citizenship.








Students:

A. Understand and use technology systems. 1. Understand proper website design. 2. Be able to critique current websites for design and content.

B. Select and use applications effectively and productively. 1. Students will become proficient in website design. 2. Website Interface (Week 1) 3. Site Control (Week 3 4. Web Design Basics (Week 3) 5. Linking (Week 4) 6. Cascading Style Sheets (Weeks 5-6) 7. Typography (Week 7) 8. Layout (Week 8) 9. Designing for Devices (Week 9) 10. Rollovers (Week 10) 11. XHTML (Week 11) 12. Forms (Week 12) 13. Behaviors (Week 13) 14. Firework Integration (Week 14) 15. Templates and Library items (Week 15) 16. Inserting Media Objects (Week 16)



1. Look at trends in web design. 2. Research future uses of websites.

Date post:	05-Jul-2018
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