Technology Proficiencies- 3-5

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Technology Proficiencies- 3-5

  1. 1. Table of Contents Committee Members....................................................................................... 2 Abstract........................................................................................................... 3 FULL: National Educational Technology Standards (NETS *Student)............................................................................................ 4 Creativity and Innovation (new)................................................................. 6 Communication and Collaboration (4)...................................................... 11 Research and Information Fluency (5)...................................................... 32 Critical Thinking, Problem-Solving & Decision-Making (6, 3)............... 48 Digital Citizenship (2).................................................................................. 53 Technology Operations and Concepts (1, 3).............................................. 60 General Notes................................................................................................. 66 Appendices I. 21st Century Skills.................................................................................... 69 II. Team Member Bios................................................................................... 70
  2. 2. ~Committee Members~ Vincennes Community School Corporation Administrative Office Ande Warren, Director & Project Lead Thomas Nonte, Executive Director Department of Information Systems Department of Curriculum and Instruction Consultant David Barr International Society for Technology in Education Frona Carson, Secretary Department of Information Systems Data manipulation and Compiler Academic Year 2007-2008 Vincennes Community School Corporation Building Representatives Building Administrator Eric Goggins, Principal Washington Elementary School Kindergarten- Second Grade Third Grade- Fifth Grade Carolynn Stevenson, Teacher- 2nd Grade Molly Battles, Teacher- 3rd Grade Franklin Elementary School Franklin Elementary School Mollie Ravellette, Teacher- 2nd Grade Ann Donovan, Teacher- 5th Grade Vigo Elementary School Washington Elementary School Assist with Examples- Kayla Kiefer, Teacher- Kindergarten Academic Year 2006-2007 Vincennes Community School Corporation Building Representatives Building Administrator Tim Hutchison, Principal Riley Elementary School Kindergarten- Second Grade Third Grade- Fifth Grade Carolynn Stevenson, Teacher- 2nd Grade Molly Battles, Teacher- 3rd Grade Franklin Elementary School Franklin Elementary School Susan Marchino, Teacher- 3rd Grade Jerri Johanningsmeier, Teacher- 5th Grade Vigo Elementary School Washington Elementary School Vincennes Community School Corporation 2
  3. 3. Abstract “Today the next generation of Web sites gives power to the end-user, providing visitors with a new level of customization, interaction, and participation. These new technologies are changing our relationship to the Internet. What can Web 2.0 tools offer educators?” -Web 2.0: New Tools, New Schools, by Solomon and Schrum Effectiveness, like beauty, is in the eye of the beholder. Technology can be beautiful when you see the students interact and manipulate information digitally. The equalizer for all is... Technology; from tall to short, big to little, and poor or rich, technology can level the playing field. Web 2.0 is so important to schools because of the group projects and teaching the students can do. By using technology they learn to communicate with one another in different ways. There are too many attributes to these tools to dismiss as just social. Kids are discussing school projects online and creating these projects using sophisticated programs that enhance the final product. There are several resources to consider when planning for technology activities: 1. Are students proficient in the use of technology in the teaching/learning environment? 2. Is technology integrated into the teaching/learning environment? 3. Are technology proficiencies and measures incorporated into teaching and learning standards? 4. Are technology proficiencies and measures incorporated into student assessment? 5. Is equipment available for use by students? 6. Do the school or district’s instructional applications support teaching and learning standards across the curriculum? By using technology the users have the ability to have an openness to experiences- by seeking out new experiences and having global exploration…positive rewards to new experiences; observational power- being able to see the 'whole' without having to view each of the component parts in an operational system...a problem, an issue, a solution... technology supplies the tools to look at the whole while users are solving the problem. Many times things get lost in translation and it is extremely important to teach students with tools they live with. Video Games for example, students spend so much time playing games that it needs to be recognized by schools. Technology in society is changing rapidly and schools need to keep pace in preparing our children to be able to compete in the global market. The goal of the preparation of this document is to aid in the alignment of activities which focus on technology skills and preparation of students being comfortable with the technology of today. We have taken the National Educational Technology Standards (created by the International Society of Technology in Education), the Indiana Department of Education’s definition of Technology Proficient Literacy and the Academic Standards of Indiana and placed them into easy to find sections of “what academic standards are being hit and what technology proficiencies are being hit”. Vincennes Community School Corporation 3
  4. 4. Curriculum and Content Area Standards NETS for Students I. Creativity and Innovation (new) Students demonstrate creative thinking, construct knowledge, and develop innovative products and process using technology. Students: • Apply existing knowledge to generate new ideas, products or processes • Create original works as a means of personal or group expression • Use models and stimulations to explore complex systems and issues • Identify trends and forecast possibilities II. Communication and Collaboration (4) 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: • Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media • Communicate information and ideas effectively to multiple audiences using a variety of media and formats • Develop cultural understanding and global awareness by engaging with learners of other cultures • Contribute to project teams to produce original works to solve problems III. Research and Information Fluency (5) Students apply digital tools to gather, evaluate, and use information. Students: • Plan strategies to guide inquiry • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. • Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. • Process data and report results. Vincennes Community School Corporation 4
  5. 5. IV. Critical Thinking, Problem-Solving & Decision-Making (6,3) 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: • Identify and define authentic problems and make significant questions for investigation. • Plan and manage activities to develop a solution or complete a project. • Collect and analyze data to identify solutions and/or make informed decisions. • Use multiple processes and diverse perspectives to explore alternative solutions. V. Digital Citizenship (2) Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: • Advocate and practice safe, legal, and responsible use of the information and technology. • Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. • Demonstrate personal responsibility for lifetime learning. • Exhibit leadership for digital citizenship. VI. Technology Operations and Concepts (1,3) Students demonstrate a sound understanding of technology concepts, systems and operations. Students: • Understand and use technology systems. • Select and use applications effectively and productively. • Troubleshoot systems and applications. • Transfer current knowledge to learning of new technologies. http://www.iste.org/ -The NETS Are Searchable Online and Available for Download- Vincennes Community School Corporation 5
  6. 6. NETS*S aligned to NCLB Student Technology Literacy Proficiency Checklist NETS- Curriculum and Content Area Standards I. Creativity and Innovation (new) Students demonstrate creative thinking, construct knowledge, and develop innovative products and process using technology. Students: • Apply existing knowledge to generate new ideas, products or processes • Create original works as a means of personal or group expression • Use models and stimulations to explore complex systems and issues • Identify trends and forecast possibilities The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 3–5 (ages 8–11): 1. Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4) -The Numbers in Parenthesis are the other NETS Standards that are met with the example- 2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1, 2, 6) Description of technologies to use: • Presentation software (i.e. PowerPoint), digital camera, internet resources, word processing software. Ways to Evaluate: • Performance Assessments such as: • Rubrics • Check lists • Teacher observation • Oral presentation o peer evaluation Vincennes Community School Corporation 6
  7. 7. Indiana Department of Education- NCLB Student Technology Literacy Proficiency Checklist Technology Conceptualization Skills: The student is able to demonstrate a comprehensive understanding of the interactivity and operation of technology systems. 1. Understands the organizational concept behind using files and folders for storing information and is able to organize files into folders. Students identify information storage devices and strategies used most efficiently and effectively for storing different types of data, for different purposes, for portability, and for very large files Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.5 3.1.3 3.1.4 3.1.7 Fourth Grade 4.1.13 4.4.1 4.3.1 4.2.3 4.4.2 4.4.1 4.2.4 4.4.3 4.4.5 4.4.1 4.7.4 4.7.13 Fifth Grade 5.1.18 5.2.2 5.1.19 5.3.1 5.1.20 5.3.9 5.1.22 5.4.1 5.4.4 5.4.5 5.5.1 5.7.7 5.7.8 5.7.10 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students save work to shared folder on the network and/or removable media • Browsing to a specific folder to access a stored file or save a document in a specific location/folder for late retrieval • • Vincennes Community School Corporation 7
  8. 8. 2. Understands the use of and the difference between temporary memory (RAM), permanent memory (ROM), and storage (such as digital storage on hard, floppy, and zip disks; magnetic tape; and CD/DVD optical storage). Students demonstrate an understanding of concepts underlying hardware, software, and connectivity; the variety of ways that Information and technology resources can be combined to develop and promote understanding; and the value of visual and auditory features to convey accurate and convincing information. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.2.7 Fourth Grade 4.1.13 4.4.1 4.3.1 4.2.3 4.4.2 4.4.1 4.2.4 4.4.3 4.4.5 4.4.1 4.7.4 4.4.9 4.7.13 Fifth Grade 5.1.18 5.2.2 5.1.19 5.3.1 5.1.20 5.3.9 5.1.22 5.4.1 5.4.4 5.4.5 5.5.1 5.7.7 5.7.8 5.7.10 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example • Students will use educational software directly from CD (i.e. Storybook Weaver) • Have access use of online storage space • Burning a CD • • Section Notes: Vincennes Community School Corporation 8
  9. 9. 3. Can identify technological advances in society. Students identify legal and ethical issues related to use of information and communication technology, recognize consequences of its misuse, and predict possible long-range effects of ethical and unethical use of technology on culture and society. Content Area Social Mathematics Language Science Studies Arts Third Grade Fourth Grade 4.4.2 4.5.5 Fifth Grade -Can we think of more standards to identify? 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Examples: • After watching video clip @ united streaming about net safety students can write a persuasive paragraph about the importance of following chat room do’s and don’ts. • • Section Notes: Vincennes Community School Corporation 9
  10. 10. Ideas for Lesson Development: Ideas for Lesson Development 1. 2. 3. Content Area Standard(s) Technology to Use: Resources: Rubric to Use/Evaluation Method: Hardware/Software Needs: Vincennes Community School Corporation 10
  11. 11. NETS- Curriculum and Content Area Standards II. Communication and Collaboration (4) 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: • Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media • Communicate information and ideas effectively to multiple audiences using a variety of media and formats • Develop cultural understanding and global awareness by engaging with learners of other cultures • Contribute to project teams to produce original works to solve problems The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 3–5 (ages 8–11): 1. Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4) -The Numbers in Parenthesis are the other NETS Standards that are met with the example- 2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1, 2, 6) Description of technologies to use: Student could use website such as wiki.com, edublogs, wiki spaces, pbwiki, wet paint to share and build an online class project and topic of choice Ways to Evaluate: • Students journal daily on information shared with other students in on line project • Software to navigate ideas for others • Audio capture software • ePals- Partner with another country, state, school Vincennes Community School Corporation 11
  12. 12. Indiana Department of Education- NCLB Student Technology Literacy Proficiency Checklist Technology as a Productivity Tool: The student is able to use technology as a tool to enhance learning and creativity. Students are able to use technology to increase productivity in developing models, publications, and other creative works. 1. Uses the graphical user interface of the operating system with application software to import images, text, and video/sound (i.e., databases, spreadsheets, word processors, or educational software). See specific Productivity Tools. Students know how to identify appropriate file formats for a variety of applications and apply utility programs to convert formats, as necessary, for effective use in Web, video, audio, graphic, presentation, word-processing, database, publication, and spreadsheet applications. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.2.7 3.4.1 3.4.5 3.5.1 3.5.2 3.5.3 3.5.4 3.5.5 3.6.2 Fourth Grade 4.1.11 4.4.1 4.2.2 4.1.2 4.1.13 4.4.2 4.2.7 4.1.4 4.2.3 4.4.3 4.3.2 4.1.7 4.2.4 4.4.9 4.2.5 4.2.8 4.3.9 4.3.4 4.4.7 4.3.5 4.5.3 4.3.8 4.3.9 4.4.1 4.5.2 4.5.4 Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14 5.1.3 5.4.4 5.4.3 5.2.1 5.2.1 5.4.9 5.4.5 5.2.5 5.3.1 5.4.6 5.3.9 5.4.7 5.5.4 5.4.9 5.4.10 5.5.1 5.5.2 Vincennes Community School Corporation 12
  13. 13. 5.5.4 5.5.5 5.7.7 5.7.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • While creating a presentation using a presentation software (PowerPoint, etc.) students will cut and paste images, video, and text to enrich their presentation document o Addition of transitions, inserting tables and hyperlinks • • Section Notes: Vincennes Community School Corporation 13
  14. 14. 2. Demonstrates telecommunications skills through the use of e-mail to contact peers, family, teachers, and experts. Students know how to use technology tools and resources for managing and communicating personal, professional, or educational information (e.g., managing finances, schedules, addresses, purchases, correspondence, uniform resource locators [URLs], e-mail addresses, online references, citations). Content Area Social Mathematics Language Science Studies Arts Third Grade 3.5.2 3.4.1 3.4.5 3.5.1 3.5.2 3.5.3 3.5.4 3.5.5 3.6.2 Fourth Grade 4.4.1 4.2.1 4.3.9 4.4.2 4.4.9 4.4.3 4.6.6 4.7.4 4.7.12 Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14 5.1.3 5.4.4 5.4.3 5.2.1 5.2.1 5.4.9 5.4.5 5.2.5 5.3.1 5.4.6 5.3.9 5.4.7 5.5.4 5.4.9 5.4.10 5.5.1 5.5.2 5.5.4 5.5.5 5.7.7 5.7.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students use email to communicate with/interview a source for a research document • Use spreadsheets to use a checkbook • ePals with others from various states, countries • Interview of contact specialists for information • • Vincennes Community School Corporation 14
  15. 15. 3. Demonstrates multimedia production through the use of paint, draw, or graphics packages to create simple visual aids (e.g., signs, posters, banners, and charts). Students know how to work in teams to use hardware and software tools (e.g., concept- mapping software, word processor, database, spreadsheet, publishing software, Web publishing software, drawing software, puzzle development software, timeline development software, digital still and video cameras, probes, motion detectors, light detectors, digital microscopes) to support learning, research, productivity, and creativity. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.3.7 3.4.1 3.2.4 3.4.5 3.5.1 3.5.2 3.5.3 3.5.4 3.5.5 3.6.2 3.7.5 3.7.8 Fourth Grade 4.4.1 4.2.1 4.3.9 4.4.2 4.4.9 4.4.3 4.6.6 4.7.4 4.7.12 Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14 5.1.3 5.4.4 5.4.3 5.2.1 5.2.1 5.4.9 5.4.5 5.2.5 5.3.1 5.4.6 5.3.9 5.4.7 5.5.4 5.4.9 5.4.10 5.5.1 5.5.2 5.5.4 5.5.5 5.7.7 5.7.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Vincennes Community School Corporation 15
  16. 16. Example: • Use Kidspiration to create a story map based on a story read in class and other graphic organizers • Publisher (desktop publishing) classroom newsletter monthly • Use paint (drawing) to design an amusement park, playground, or mall ?? • • Section Notes: Vincennes Community School Corporation 16
  17. 17. 4. Demonstrates spreadsheet and database skills by accessing and retrieving data. Students describe and apply common software features (e.g., spellchecker and thesaurus to ensure accuracy of word-processing documents; formulas and chart generation in spreadsheets, and insertion of pictures, movies, sound, and charts in presentation software) to enhance communication to an audience, promote productivity, and support creativity. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.1.3 3.4.5 3.1.6 3.5.1 3.1.7 3.5.2 3.2.1 3.5.3 3.2.4 3.5.4 3.5.5 3.6.2 Fourth Grade 4.4.1 4.2.1 4.3.9 4.4.2 4.4.9 4.4.3 4.6.6 4.7.4 4.7.12 Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14 5.1.3 5.4.4 5.4.3 5.2.1 5.2.1 5.4.9 5.4.5 5.2.5 5.3.1 5.4.6 5.3.9 5.4.7 5.5.4 5.4.9 5.4.10 5.5.1 5.5.2 5.5.4 5.5.5 5.7.7 5.7.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Vincennes Community School Corporation 17
  18. 18. Example: • Make a database of pertinent names & addresses and import into spreadsheet. Then take this information and mail merge into word processing document to make labels. • Watch television for a week, chart most watched shows @ what times • Internet ? Chart this too – what sites, for how long?) • • Section Notes: Vincennes Community School Corporation 18
  19. 19. 5. Demonstrates word-processing skills by creating documents and opening previously and apply common software features (e.g., spellchecker and thesaurus to ensure accuracy o and chart generation in spreadsheets, and insertion of pictures, movies, sound, and charts in communication to an audience, promote productivity, and support creativity. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.4.5 3.5.1 3.5.2 3.5.3 3.5.4 3.5.5 3.6.2 Fourth Grade 4.4.1 4.2.1 4.3.9 4.4.2 4.4.9 4.4.3 4.6.6 4.7.4 4.7.12 Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14 5.1.3 5.4.4 5.4.3 5.2.1 5.2.1 5.4.9 5.4.5 5.2.5 5.3.1 5.4.6 5.3.9 5.4.7 5.5.4 5.4.9 5.4.10 5.5.1 5.5.2 5.5.4 5.5.5 5.7.7 5.7.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Creating a document, saving it to a file/folder, then reopening it to edit it and enrich o Add a form field o Add a water mark o Use a template from the internet • • Vincennes Community School Corporation 19
  20. 20. 8. Demonstrates word-processing skills by using editing functions effectively (e.g., delete, cut and paste, and insert). Students describe how to use online environments or other collaborative tools to facilitate design and development of materials, models, publications, and presentations; they know how to apply utilities for editing pictures, images, and charts. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.4.5 3.5.1 3.5.2 3.5.3 3.5.4 3.5.5 3.6.2 3.7.8 Fourth Grade 4.4.1 4.2.1 4.3.9 4.4.2 4.4.9 4.4.3 4.6.6 4.7.4 4.7.12 Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14 5.1.3 5.4.4 5.4.3 5.2.1 5.2.1 5.4.9 5.4.5 5.2.5 5.3.1 5.4.6 5.3.9 5.4.7 5.5.4 5.4.9 5.4.10 5.5.1 5.5.2 5.5.4 5.5.5 5.7.7 5.7.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Vincennes Community School Corporation 20
  21. 21. Example: • Using an existing document, students will edit it by delete, cut/paste and insert graphics, text etc. • Different ways to perform these tasks: o Ctrl > C o Edit > copy o Right click > copy • • Section Notes: Vincennes Community School Corporation 21
  22. 22. 7. Demonstrates word-processing skills by printing and saving document. Students describe how to use online environments or other collaborative tools to facilitate design and development of materials, models, publications, and presentations; they know how to apply utilities for editing pictures, images, and charts. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.4.5 3.5.1 3.5.2 3.5.3 3.5.4 3.5.5 3.6.2 Fourth Grade 4.4.1 4.2.1 4.3.9 4.4.2 4.4.9 4.4.3 4.6.6 4.7.4 4.7.12 Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14 5.1.3 5.4.4 5.4.3 5.2.1 5.2.1 5.4.9 5.4.5 5.2.5 5.3.1 5.4.6 5.3.9 5.4.7 5.5.4 5.4.9 5.4.10 5.5.1 5.5.2 5.5.4 5.5.5 5.7.7 5.7.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Using an existing document student will print to local or networked printer then resave document • Use properties of printer to make grayscale, color, print specific page numbers • Make sure printers are online and power is on • • Vincennes Community School Corporation 22
  23. 23. 8. Demonstrates word-processing skills by using spell check at an appropriate level and demonstrating word-processing skills by typing with the correct keyboarding skills. Students describe how to use online environments or other collaborative tools to facilitate design and development of materials, models, publications, and presentations; they know how to apply utilities for editing pictures, images, and charts. Students describe how specific productivity tools support personal productivity, remediation of skill deficits, and their capacities for learning in different subjects. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.2.4 3.4.5 3.5.1 3.5.2 3.5.3 3.5.4 3.5.5 3.6.2 Fourth Grade 4.4.1 4.2.1 4.3.9 4.4.2 4.4.9 4.4.3 4.6.6 4.7.4 4.7.12 Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14 5.1.3 5.4.4 5.4.3 5.2.1 5.2.1 5.4.9 5.4.5 5.2.5 5.3.1 5.4.6 5.3.9 5.4.7 5.5.4 5.4.9 5.4.10 5.5.1 5.5.2 5.5.4 5.5.5 5.7.7 5.7.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students will use keyboarding program to develop improved typing skills and decrease errors o Words per minute will be tracked and recorded to show improvements • Vincennes Community School Corporation 23
  24. 24. 9. Demonstrates spreadsheet and database skills by organizing and analyzing data. Students describe how specific productivity tools support personal productivity, remediation of skill deficits, and their capacities for learning in different subjects. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.1.6 3.4.5 3.1.7 3.5.1 3.2.1 3.5.2 3.2.4 3.5.3 3.3.9 3.5.4 3.5.5 3.6.2 Fourth Grade 4.1.13 4.4.1 4.3.1 4.2.3 4.4.2 4.4.1 4.2.4 4.4.3 4.4.5 4.4.1 4.7.4 4.7.13 Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14 5.1.3 5.4.4 5.4.3 5.2.1 5.2.1 5.4.9 5.4.5 5.2.5 5.3.1 5.4.6 5.3.9 5.4.7 5.5.4 5.4.9 5.4.10 5.5.1 5.5.2 5.5.4 5.5.5 5.7.7 5.7.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Develop a project: • Build a playground, skate park, mall, athletic arena, etc. o Estimate cost of materials o Kind of materials needed o Who will perform work • • Vincennes Community School Corporation 24
  25. 25. 10. Demonstrates presentation skills through the use of presentations package to create well-organized, informative oral presentations with highlighted key concepts, and through the use of basic design skills to enhance visual presentation. Students know how to use technology tools and resources for managing and communicating personal, professional, or educational information (e.g., managing finances, schedules, addresses, purchases, correspondence, uniform resource locators [URLs], e-mail addresses, online references, citations). Students describe how to use online environments or other collaborative tools to facilitate design and development of materials, models, publications, and presentations; they know how to apply utilities for editing pictures, images, and charts. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.4.5 3.5.1 3.5.2 3.5.3 3.5.4 3.5.5 3.6.2 Fourth Grade 4.1.13 4.4.1 4.3.1 4.2.3 4.4.2 4.4.1 4.2.4 4.4.3 4.4.5 4.4.1 4.7.4 4.7.13 Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14 5.1.3 5.4.4 5.4.3 5.2.1 5.2.1 5.4.9 5.4.5 5.2.5 5.3.1 5.4.6 5.3.9 5.4.7 5.5.4 5.4.9 5.4.10 5.5.1 5.5.2 5.5.4 5.5.5 5.7.7 5.7.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Vincennes Community School Corporation 25
  26. 26. Example: • Students will use presentation software to develop an organized visual presentation to accompany an oral report • Using desktop publisher software, create a calendar of activities for the month • Create a weekly menu with grocery needs and needs • • Section Notes: Vincennes Community School Corporation 26
  27. 27. 11. Demonstrates ability to use Internet search engines to access information by utilizing Web browser functions to locate and bookmark Internet Web sites. Students know how to use content-specific hardware and software (e.g., environmental probes, graphing calculators, exploratory environments, simulations, Web tools) to support learning, research, productivity, and creative thinking. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.4.5 3.5.1 3.5.2 3.5.3 3.5.4 3.5.5 3.6.2 3.5.8 3.7.10 Fourth Grade 4.4.1 4.4.7 4.5.3 4.7.12 Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14 5.1.3 5.4.4 5.4.3 5.2.1 5.2.1 5.4.9 5.4.5 5.2.5 5.3.1 5.4.6 5.3.9 5.4.7 5.5.4 5.4.9 5.4.10 5.5.1 5.5.2 5.5.4 5.5.5 5.7.7 5.7.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students use a provided list of search engines to research topic in specified content area and practice saving site addresses in “favorites” or bookmarks. • Global positioning to new national historic landmarks • Estimate distances back to local school • Vincennes Community School Corporation 27
  28. 28. 12. Uses packaged or online help features of software program to support product use. Students know how to use content-specific hardware and software (e.g., environmental probes, graphing calculators, exploratory environments, simulations, Web tools) to support learning, research, productivity, and creative thinking. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.4.5 3.5.1 3.5.2 3.5.3 3.5.4 3.5.5 3.6.2 Fourth Grade Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14 5.1.3 5.4.4 5.4.3 5.2.1 5.2.1 5.4.9 5.4.5 5.2.5 5.3.1 5.4.6 5.3.9 5.4.7 5.5.4 5.4.9 5.4.10 5.5.1 5.5.2 5.5.4 5.5.5 5.7.7 5.7.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Demonstrate to students the correct usage of software help features in various CD programs such as “Oregon Trail” or online programs such as “Cool Math” • Using the help section from main toolbar to use inbox & search to solve problems individually • • Section Notes: Vincennes Community School Corporation 28
  29. 29. 13. Demonstrates ability to use Internet search engines to access information by identifying and conducting searches using Internet/intranet search engines and directories. Students know how to work collaboratively to design, develop content for, and construct a Web-based publication. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.4.4 3.4.5 3.5.1 3.5.2 3.5.3 3.5.4 3.5.5 3.6.2 3.5.8 Fourth Grade 4.4.1 4.4.7 4.4.9 4.5.3 4.7.12 Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14 5.1.3 5.4.4 5.4.3 5.2.1 5.2.1 5.4.9 5.4.5 5.2.5 5.3.1 5.4.6 5.3.9 5.4.7 5.5.4 5.4.9 5.4.10 5.5.1 5.5.2 5.5.4 5.5.5 5.7.7 5.7.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Conduct an internet scavenger hunt using images from specific sites o Present findings of an archeology dig by using locations (maps), artifacts, and similarities to civilized society we are a part of. • Vincennes Community School Corporation 29
  30. 30. 14. Demonstrates word-processing skills by using the word processor to create outlines for papers and tables of contents for reports. Students describe and apply common software features (e.g., spellchecker and thesaurus to ensure accuracy of word- processing documents; formulas and chart generation in spreadsheets, and insertion of pictures, movies, sound, and charts in presentation software) to enhance communication to an audience, promote productivity, and support creativity. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.3.7 3.4.1 3.3.9 3.5.2 3.4.5 3.5.1 3.5.2 3.5.3 3.5.4 3.5.5 3.6.2 3.7.8 Fourth Grade Fifth Grade 5.1.1 5.2.5 5.2.1 5.1.14 5.1.3 5.4.4 5.4.3 5.2.1 5.2.1 5.4.9 5.4.5 5.2.5 5.3.1 5.4.6 5.3.9 5.4.7 5.5.4 5.4.9 5.4.10 5.5.1 5.5.2 5.5.4 5.5.5 5.7.7 5.7.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students will use graphic organizer software (i.e. Kidspiration) to create an outline for a research report ( i.e. King Tut) • Using presentation software to compile the of a paper with supporting evidence • Use outline feature to print outline form • • Vincennes Community School Corporation 30
  31. 31. Ideas for Lesson Development: Ideas for Lesson Development 1. 2. 3. Content Area Standard(s) Technology to Use: Resources: Rubric to Use/Evaluation Method: Hardware/Software Needs: Vincennes Community School Corporation 31
  32. 32. NETS- Curriculum and Content Area Standards III. Research and Information Fluency (5) Students apply digital tools to gather, evaluate, and use information. Students: • Plan strategies to guide inquiry • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. • Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. • Process data and report results. The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 3–5 (ages 8–11): 1. Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4) -The Numbers in Parenthesis are the other NETS Standards that are met with the example- 2. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3, 4) 3. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4) 4. Identify and investigate a global issue and generate possible solutions using digital tools and resources. (3, 4) Description of technologies to use: • Excel and other databases, online search engines, online biographies ( 9.com, biogrqaphies.com) Ways to Evaluate: • Rubric • Performance assessments • Teacher observation • Peer evaluation Vincennes Community School Corporation 32
  33. 33. Indiana Department of Education- NCLB Student Technology Literacy Proficiency Checklist Technology as an Information Research Tool: The student uses technology to access, review, evaluate, and select information from multiple resources for reporting purposes. 1. Uses technology to conduct research by identifying a problem or question to be researched or resolved. Students know how to search, collect, and evaluate resources from a variety of locations online, and construct a linked list of resources (e.g., information, research, data, photos, video clips, illustrations, and graphics) to support content learning and project development. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.2.7 3.1.7 3.2.4 3.3.7 3.4.1 3.4.4 3.5.4 3.5.5 3.7.10 Fourth Grade 4.1.12 4.1.5 4.1.2 4.1.14 4.4.1 4.1.15 4.4.7 4.2.8 4.5.3 4.4.7 4.7.12 4.5.4 Fifth Grade 5.1.11 5.1.7 5.1.12 5.7.8 5.1.13 5.1.14 5.3.9 5.5.4 5.2.1 5.7.2 5.7.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Vincennes Community School Corporation 33
  34. 34. Example: • Use different search engines such as Google, Yahoo, Yahooligans to find information, photos and data to support content • Create a document that is a list of compiled sites as hyperlinks • • Section Notes: Vincennes Community School Corporation 34
  35. 35. 2. Evaluates and selects several resources from a variety of information sources by determining known and unknown information about research problem or question. Students know how to conduct an advanced search using Boolean logic and other sophisticated search functions; they know how to evaluate information from a variety of sources for accuracy, bias, appropriateness, and comprehensiveness. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.2.4 3.4.4 3.5.8 Fourth Grade 4.1.12 4.1.5 4.1.2 4.1.14 4.4.1 4.1.15 4.4.7 4.2.8 4.5.3 4.4.7 4.7.12 4.5.4 Fifth Grade 5.1.11 5.4.8 5.1.7 5.1.12 5.5.3 5.1.13 5.5.7 5.1.14 5.5.8 5.3.9 5.7.9 5.5.4 5.7.10 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Using multiple search engines; create a timeline showing the different eras of history and the characteristics of each. • • Section Notes: Vincennes Community School Corporation 35
  36. 36. 3. Uses technology to conduct research by using common electronic reference resources to access information, such as almanacs, encyclopedias, indexes, online specialized databases, and online catalogs. Students know how to research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.2.7 3.1.7 3.2.4 3.3.7 3.4.1 3.4.4 3.5.4 3.5.8 3.7.10 Fourth Grade 4.1.12 4.1.5 4.1.2 4.1.14 4.4.1 4.1.15 4.4.7 4.2.8 4.5.3 4.4.7 4.7.12 4.5.4 Fifth Grade 5.1.10 5.1.7 5.5.3 5.5.7 5.5.8 5.7.9 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Use online resources such as Britannica.com, encyclopedia.com, wikipedia.org to research real world problems • Using local newspaper (online) • Document & track current events fro the month and identify what are the pressing issues of the community • • Section Notes: Vincennes Community School Corporation 36
  37. 37. 4. Evaluates and selects several resources from a variety of information sources by reviewing print, non print, video, electronic, and human resources for supporting and differing perspectives. Students know how to select information and technological resources based on the appropriateness and efficiency for completing tasks, providing the desired information, or addressing the identified objectives. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.4.4 3.5.8 3.7.10 Fourth Grade 4.1.12 4.1.5 4.1.2 4.1.14 4.4.1 4.1.15 4.4.7 4.2.8 4.5.3 4.4.7 4.7.12 4.5.4 Fifth Grade 5.2.1 5.4.8 5.1.7 5.7.2 5.5.3 5.5.7 5.5.8 5.7.7 5.7.8 5.7.9 5.7.10 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students will become proficient at accessing information from online resources such as Britannica .com, Wikipedia, dictionary.com and public library online card catalog • Students will be able to identify ??? • Podcasts?? • • Section Notes: Vincennes Community School Corporation 37
  38. 38. 5. Evaluates and selects several resources from a variety of information sources by reviewing each author’s credentials and validates the accuracy of information. Students know how to identify and implement procedures for designing, creating, and populating a database; and, in performing queries, to process data and report results relevant to an assigned hypothesis or research question. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.5.8 Fourth Grade 4.1.12 4.1.5 4.1.2 4.1.14 4.4.1 4.1.15 4.4.7 4.2.8 4.5.3 4.4.7 4.7.12 4.5.4 Fifth Grade 5.2.1 5.4.8 5.1.7 5.7.2 5.5.3 5.5.7 5.5.8 5.7.7 5.7.8 5.7.9 5.7.10 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Can you think of your own example? • • Section Notes: Vincennes Community School Corporation 38
  39. 39. 6. Evaluates and selects several resources from a variety of information sources by gathering information and applying it to solve the problem or question. Students know how to select and use information and communication technology tools and resources to collect and analyze information and report results on an assigned hypothesis or research question. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.2.4 3.4.4 3.5.8 Fourth Grade 4.1.12 4.1.5 4.1.2 4.1.14 4.4.1 4.1.15 4.4.7 4.2.8 4.5.3 4.4.7 4.7.12 4.5.4 Fifth Grade 5.2.1 5.2.1 5.1.7 5.5.3 5.2.1 5.5.7 5.2.5 5.5.8 5.7.7 5.7.8 5.7.9 5.7.10 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Use video conferencing to interview a credited authority on a designed topic • Accumulate data • Using spreadsheets, chat data • Identify your conclusion based on the data you have gathered • • Section Notes: Vincennes Community School Corporation 39
  40. 40. 7. Evaluates and selects several resources from a variety of information sources by adapting information for presentation to audience. Students know how to research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.4.4 3.5.8 Fourth Grade 4.1.12 4.4.1 4.1.5 4.1.2 4.1.14 4.4.2 4.4.1 4.1.15 4.4.3 4.4.7 4.2.8 4.7.4 4.5.3 4.4.7 4.7.12 4.5.4 Fifth Grade 5.5.3 5.1.7 5.5.7 5.5.8 5.7.7 5.7.8 5.7.9 5.7.10 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students will use presentation software to compare/contrast written information with expert testimony (i.e. interviews/websites) • Compile a list as a class: o Research issues that are affecting the lives of students your age o Research solutions to your problems o Present your findings to the class • • Section Notes: Vincennes Community School Corporation 40
  41. 41. 8. Uses technology to conduct searches by using Boolean operators independently or with guidance to locate information. Students know how to conduct an advanced search using Boolean logic and other sophisticated search functions; they know how to evaluate information from a variety of sources for accuracy, bias, appropriateness, and comprehensiveness. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.2.4 3.5.8 Fourth Grade 4.1.12 4.1.5 4.1.2 4.1.14 4.4.1 4.1.15 4.4.7 4.2.8 4.5.3 4.4.7 4.7.12 4.5.4 Fifth Grade 5.5.3 5.1.7 5.5.7 5.5.8 5.7.7 5.7.8 5.7.9 5.7.10 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students will use “and, not, or” when typing in a search request (i.e. planets=kids) or (i.e. planets and Venus) • • Section Notes: Vincennes Community School Corporation 41
  42. 42. 9. Uses technology to conduct searches by using sophisticated reference tools, such as biographical dictionaries and thesauruses in print and electronic formats. Students know how to select and use information and communication technology tools and resources to collect and analyze information and report results on an assigned hypothesis or research question. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.5.8 3.2.4 Fourth Grade 4.1.12 4.1.5 4.1.2 4.1.14 4.4.1 4.1.15 4.4.7 4.2.8 4.5.3 4.4.7 4.7.12 4.5.4 Fifth Grade 5.5.3 5.1.7 5.5.7 5.5.8 5.7.7 5.7.8 5.7.9 5.7.10 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students will access information from online biographical dictionary’s such as S9.com to create a report on a favorite author, presidents or explorers • • Section Notes: Vincennes Community School Corporation 42
  43. 43. 10. Evaluates and selects several resources from a variety of information sources by determining each author’s bias or point of view. Students know how to conduct an advanced search using Boolean logic and other sophisticated search functions; they know how to evaluate information from a variety of sources for accuracy, bias, appropriateness, and comprehensiveness. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.4.4 3.5.8 3.7.10 Fourth Grade 4.1.12 4.1.5 4.1.2 4.1.14 4.4.1 4.1.15 4.4.7 4.2.8 4.5.3 4.4.7 4.7.12 4.5.4 Fifth Grade 5.5.3 5.1.7 5.5.7 5.5.8 5.7.7 5.7.8 5.7.9 5.7.10 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Research presidential candidates pets • Print pictures • Students will survey classmates and create a chart showing results of survey • Students use persuasive techniques to decide which pet should reside in the “White House” • • Section Notes: Vincennes Community School Corporation 43
  44. 44. 11. Evaluates and selects several resources from a variety of information sources by using new information, and integrates it with prior knowledge. Students know how to research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.4.1 3.4.4 3.5.8 Fourth Grade 4.1.12 4.1.5 4.1.2 4.1.14 4.4.1 4.4.7 4.1.15 4.4.7 4.2.8 4.5.3 4.4.7 4.7.12 4.5.4 Fifth Grade 5.5.3 5.1.7 5.5.7 5.5.8 5.7.7 5.7.8 5.7.9 5.7.10 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Use graphic organizing software to develop a KNL chart based on given topic • Concept mapping: o Problems in community/schools o Who it affects o Ways to solve problems • Write a letter to the principal with information that supports your issue/solution • • Section Notes: Vincennes Community School Corporation 44
  45. 45. 12. Accesses and analyzes data for use in reporting results by using databases to locate entries, edit data, and enter data. Students know how to create, edit, and modify a database report and identify trends reflecting analysis of the data. Content Area Social Mathematics Language Science Studies Arts Third Grade Fourth Grade 4.1.12 4.1.5 4.1.2 4.1.14 4.4.1 4.1.15 4.4.7 4.2.8 4.5.3 4.4.7 4.7.12 4.5.4 Fifth Grade 5.5.3 5.1.7 5.5.7 5.5.8 5.7.7 5.7.8 5.7.9 5.7.10 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Using Excel or any other spreadsheet student will collect and record data from a multi-day experiment in science or any other content area • • Section Notes: Vincennes Community School Corporation 45
  46. 46. 13. Accesses and analyzes data for use in reporting results by creating reports using database information. Students know how to select and use technology tools to efficiently analyze and display data. Content Area Social Mathematics Language Science Studies Arts Third Grade 3.5.8 Fourth Grade 4.1.12 4.4.1 4.5.3 4.1.2 4.1.14 4.4.2 4.7.10 4.1.15 4.4.3 4.7.12 4.2.8 4.7.4 4.7.13 4.4.7 4.5.4 Fifth Grade 5.5.3 5.1.7 5.5.7 5.5.8 5.7.7 5.7.8 5.7.9 5.7.10 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Using previously collected data from a multiple day science experiment, students will use a database (i.e. Excel) to graph information using the database’s bar line chart, pie chart and scatter plot • As a class: log results & discuss the data and what it says • • Section Notes: Vincennes Community School Corporation 46
  47. 47. Ideas for Lesson Development: Ideas for Lesson Development 1. 2. 3. Content Area Standard(s) Technology to Use: Resources: Rubric to Use/Evaluation Method: Hardware/Software Needs: Vincennes Community School Corporation 47
  48. 48. NETS- Curriculum and Content Area Standards IV. Critical Thinking, Problem-Solving & Decision-Making (6,3) 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: • Identify and define authentic problems and make significant questions for investigation. • Plan and manage activities to develop a solution or complete a project. • Collect and analyze data to identify solutions and/or make informed decisions. • Use multiple processes and diverse perspectives to explore alternative solutions. The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 3–5 (ages 8–11): 1. Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4) -The Numbers in Parenthesis are the other NETS Standards that are met with the example- 2. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3, 4) 3. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4) 4. Identify and investigate a global issue and generate possible solutions using digital tools and resources. (3, 4) 5. Conduct science experiments using digital instruments and measurement devices. (4, 6) 6. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (4, 6) Description of technologies to use: • Communication tools (email, video conferencing, blog, etc) Search engines, graphic organizing software Ways to Evaluate: • Performance assessment • Rubric • Peer evaluation • Teacher observation Vincennes Community School Corporation 48

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