Activity 1: Keyboard Camp: Watch the video! Get Stars!
Keyboarding is an integral part of technology classes. Starting in 3rd Grade Students begin TypingClub. By 7th and 8th a majority of our students have completed 60 of 100 lessons. This gives them an average typing speed of 30 words per minute. Each Class begins with 15 minutes of keyboarding or coding. Students that have completed keyboarding are switched over to www.sololearn.com the 15 minutes of coding which reinforces 10 Key skills and common core standards of math.
Activity 2: Log in and use Tinkercad.com, it's wicked fun!
Take the six youtube lessons. Make something interesting in Tinkercad.
Activity 3: Clean that Nasty Phone! Your keyboard as well!
Let's be honest. Your phones are gross. We hold them all the time, set them on counters, even take them to the bathrooms with us. Here is a great video about how to clean your phone. If you don’t have a phone, clean someone else’s! Here is a really good video on how to clean your phone. https://www.youtube.com/watch?v=oymYRRLBE2E Peace!
Activity 4: Code an online "Dance Party"
Let's be honest, not all projects are both fun and interesting. This particular project shows you how to use code to create an animation. Super interesting and lots of fun! Click on the image!
Activity 5 : Online Coding Games! Lots of fun!
Fifth and Sixth Grade Activities.
Daily Keyboarding: Try to pass at least 1-2 lessons per day .
4 to 5 stars on every lesson.
Basic Use of Hardware: Using effective keyboarding:
Word Processing and Presentation Activities:
Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1, 2, 6)
Create 3-D Designs in Virtual Settings: Tinkercad, Tiltbrush
Additional Topics Covered in Technology Classes
Electronics: Basic Circuit Design using breadboards and microcomputers.
Create and Edit MP3's
Create and Edit WMV and AVI Video Files
Create Animations: Use: Pivot, Powerpoint, Goanimate.com
Learn about Internet Safety/Exhibiting safe, legal and ethical behaviors when using technology: Vtisp.org Common Sense Media
Presentation Software: Powerpoint, Moovley, Powtoon
Graphing Software: MS Excel, Google Sheets
Create and Edit Websites: Google Sites, Wix, Weebly
Learning Code to create online games and apps. w3schools.com, code.org, www.codecademy.com
ISTE Nets Fifth Grade
1. Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4)
2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1, 2, 6)
3. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3, 4)
4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4, 6)
5. Identify and investigate a global issue and generate possible solutions using digital tools and resources. (3, 4)
6. Conduct science experiments using digital instruments and measurement devices. (4, 6)
7. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (4, 6)
8. Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5)
9. Debate the effect of existing and emerging technologies on individuals, society, and the global community. (5, 6)
10. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. (4, 6)
ISTE Nets 6th Grade
1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (1, 2)
2. Create original animations or videos documenting school, community, or local events. (1, 2, 6)
3. Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4)
4. Participate in a cooperative learning project in an online learning community. (2)
5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. (3)
6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. (3, 4, 6)
7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3, 4, 6)
8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5)
9. Integrate a variety of file types to create and illustrate a document or presentation. (1, 6)
10. . Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4, 6)
Common Core Standards 5th Grade
1. Integration of Knowledge and Ideas, Text Types and Purposes, Production and Distribution of Writing,
2. Research to Build and Present Knowledge, Presentation of Knowledge and Ideas, Vocabulary Acquisition and Use
3. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) explain how the information contributes to an understanding of the text in which it appears.
4. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically: include formatting (e.g., headings), illustrations, and multimedia when useful in aiding comprehension.
5. With some guidance and support from adults, use technology, including the Internet to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single setting.
6. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Include multimedia components (e.g., graphics, sound) and visual display in presentations when appropriate to enhance the development of main ideas or themes.
7. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Common Core Standards 6th Grade
1. Integration of Knowledge and Ideas, Text Types and Purposes, Production and Distribution of Writing, Research to Build and Present Knowledge, Comprehension and Collaboration, Presentation of Knowledge and Ideas, Vocabulary Acquisition and Use
Integrate information presented in different media or formats (e.g. visually, quantitatively ) as well as in words to develop a coherent understanding of a topic or issue.
2. Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
3. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
4. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
5. Use technology including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently
6. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings) graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
7. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
8. Include multimedia components (e.g. graphics, images, music, sound) and visual displays in presentations to clarify information.
Consult reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Vermont Grade Expectations 5th and 6th Grades
Opening documents from and saving documents to nested folders.
Cutting, copying, and pasting within a document, across documents, and across applications.
Right clicking [Windows] or clicking, holding, and dragging [Mac/Windows] presents a contextual menu. (e.g., right clicking on an image offers a menu of choices about what you want to do with the image)
Launching a program by locating it on the internal, external, or network drive.
Navigating between open windows and applications.
Recognizing and using keys: control/command, escape keys
Using effective keyboarding:
Using digital tools to capture images and other information (e.g., temperature, light, sound, etc.) and import them into a computer.
Locating files and folders using the Find command.
Identifying and saving documents in multiple formats (e.g.,.doc, .jpg, .pdf, .rtf).
Creating, naming, and renaming folders.
Creating folders within folders (nested folders).
Copying and moving files and folders.
Documenting sources of information obtained through electronic resources using acceptable formats.
Demonstrating an understanding of copyright and fair use guidelines for educational purposes.
Exhibiting safe, legal and ethical behaviors when using technology.
Describing personal and interpersonal consequences of inappropriate use.
Articulating and providing examples of relevant, reliable and unreliable Internet resources.
Embedding an original piece of art, applying text wrap, and resizing.
Adding non-textual elements (e.g., arrows, lines, shapes, etc.).
Manipulating styles and formats (e.g. header, footer, borders, page breaks, lists).
Using spell check and thesaurus.
Creating a table
Entering data into an existing database
Identifying components of databases including fields, records, tables
Identifying single and multiple record formats.
Creating, entering and manipulating a data base using ascending and descending sorting, and searching/finding/querying, using single criterion.
Creating a spreadsheet from a blank page, including simple formulas and simple functions (SUM and AVG ).
Creating a graphical representation of multiple series of numerical data.
Manipulating format (e.g., resizing rows and columns, font, colors, hiding grid)
Creating original illustrations using paint and draw applications
Comparing and contrasting the uses of a paint and a draw application
Modifying a digital image using flip; rotate, resize, crop
Saving graphic images in multiple formats (e.g., .jpg, tif, gif)
Illustrating a concept with topic and sub-topics, selecting different shapes and colors to differentiate various levels or processes ( e.g., concept map, web, bubble, flow chart).
Using grade appropriate calculator and applications/functions (e.g., basic operations, fraction-decimal conversion, percentage).
Creating a linear or non-linear presentation including title slide, graphics, text, voice, sound related to topic, scanned or digital photo, animation, bibliography and table of contents.
Describing the components of a web address (e.g. ~, /, .edu, .com, .gov, etc.)
Creating a web page including text, graphics, tables and internal and external links
Sending an email message to another local user, - attach, send, receive email attachment.
Sending an email message to a remote user (i.e., using address with @).
Differentiating between an email and web address.
Including the text of the original message in their reply (using quote).
Using cc: to copy a message to another individual.
Locating information that is accurate, relevant and appropriate, using a variety of electronic resources including digital encyclopedias, specialized CDs and the Internet.
Preparing a search off-line without using a teacher-prepared form/strategy.
Implementing a search strategy using Boolean logic (e.g., and, or, not).
Bookmarking sites relevant to their research and organizing sites into categories.
Identifying and justifying decisions made, (e.g. representing data, formatting, setting up formula, selecting criteria for search, visual organizer)Example: What key words did you make and why? Are there other words that might have worked better?
Selecting the appropriate tools and technology resources to address a variety of tasks and problems (e.g., spread sheet vs. data base, word processing vs. presentation program.)
Applying technology skills to learning unfamiliar technologies (e.g., digital cameras, scanners, probes)Example: What are the first steps you would take to figure out how to use a new technology?
Using electronic Help to solve a problem.