Instructional Technology Curriculum Guide

NEWARK PUBLIC SCHOOLS

INSTRUCTIONAL TECHNOLOGY CURRICULUM GUIDE 2005

DEPARTMENT OF TEACHING AND LEARNING NEWARK PUBLIC SCHOOLS TABLE OF CONTENTS

Administration...... 2 District Mission Statement...... 3 District Goals and Guiding Principles...... 4 Philosophy...... 6 Curriculum Integration Overview...... 7 Curriculum Integration Matrix...... 8 Scope of NJ CCCS 8.1...... 9 Scope and Sequence – NJ CCCS 8.1...... 10 Skills Array...... 13 Technology Skills Articulation List - Grades K-4...... 14 Student Achievement Rubric – Grades 5-8...... 22 Student Achievement Rubric – Grades 9-12...... 27 Classroom Implementation Rubric...... 32 Curriculum Units...... 33 Appendices  A: NJ CCCS......  B: Bloom’s Taxonomy/Vocabulary......  C: Higher Order of Learning......  D: Definitions......  E: Technology Integrated Lessons…......

DEPARTMENT OF TEACHING AND LEARNING 1 NEWARK PUBLIC SCHOOLS A D M I N I S T R A T I O N 2004 - 2005

District Superintendent...... Ms. Marion A. Bolden

District Deputy Superintendent...... Ms. Anzella K. Nelms

Chief of Staff...... Ms. Bessie H. White

Chief Financial Officer ...... Mr. Ronald Lee Human Resource Services

Assistant Superintendent...... Ms. Joanne C. Bergamotto School Leadership Team I

Assistant Superintendent...... Dr. J. Russell Garris School Leadership Team II

Assistant Superintendent ...... Dr. Glenda Johnson-Green School Leadership Team III

Assistant Superintendent...... Ms. Lydia Silva School Leadership Team IV

Assistant Superintendent...... Dr. Don Marinaro School Leadership Team V

Assistant Superintendent...... Dr. Gayle W. Griffin Department of Teaching and Learning

Associate Superintendent...... Ms. Alyson Barillari Department of Special Education

Associate Superintendent...... Mr. Benjamin O’Neal Department of Special Projects

DEPARTMENT OF TEACHING AND LEARNING 2 NEWARK PUBLIC SCHOOLS

MISSION STATEMENT

The Newark Public Schools recognize that each child is a unique individual possessing talents, abilities, goals, and dreams. We further recognize that each child can only be successful when we acknowledge all aspects of that child’s life – addressing their needs, enhancing their intellect, developing character, and uplifting their spirit. Finally, we recognize that individuals learn, grow, and achieve differently; and it is therefore critical that as a district, we provide a diversity of programs based on student needs.

As a district, we recognize that education does not exist in a vacuum. In recognizing the rich diversity of our student population, we also acknowledge the richness of the diverse environment that surrounds us. The numerous cultural, educational and economic institutions that are part of the greater Newark community play a critical role in the lives of our children. It is equally essential that these institutions become an integral part of our educational program.

To this end, the Newark Public Schools is dedicated to providing a quality education, embodying a philosophy of critical and creative thinking and designed to equip each graduate with the knowledge and skills needed to be a productive citizen. Our educational program is informed by high academic standards, high expectations, and equal access to programs that provide and motivate a variety of interests and abilities for every student based on his or her needs. Accountability at every level is an integral part of our approach. As a result of the conscientious, committed, and coordinated efforts of teachers, administrators, parents, and the community, ALL CHILDREN WILL LEARN.

Marion A. Bolden, DISTRICT SUPERINTENDENT

DEPARTMENT OF TEACHING AND LEARNING 3 NEWARK PUBLIC SCHOOLS GOALS AND GUIDING PRINCIPLES Reaching for the Brass Ring

 Goal 1 IMPROVE STUDENT ACHIEVEMENT

Provide all students with equal access to opportunities that demonstrate high academic standards, high expectations, instructional rigor and alignment with the NJCCCS, and which embody a philosophy of critical and creative thinking.

 Goal 2 DEVELOP STUDENT MORAL AND SOCIAL RESPONSIBILITY

Equip students to be productive citizens by addressing needs, enhancing intellect, developing character, and instilling pride and hope.

 Goal 3 STRUCTURE THE ORGANIZATION TO BE EFFICIENT, EFFECTIVE AND ALIGNED WITH THE DISTRICT MISSION

Allocate and align resources on the basis of student needs with high achievement as the ultimate goal.

--Schools and district offices will have effective and efficient programs, processes, operations and services to assure that all students and other customers will have access to certificated, highly trained professionals.

--Budget and fiscal systems will support the focus on student achievement through timely and accurate processing of documents.

 Goal 4 ENFRANCHISE COMMUNITY / EMPOWER PARENTS

Engage community and family in meaningful decision-making and planning for Newark children.

DEPARTMENT OF TEACHING AND LEARNING 4 NEWARK PUBLIC SCHOOLS GOALS AND GUIDING PRINCIPLES Reaching for the Brass Ring

GUIDING PRINCIPLES

 FOCUS ON STUDENTS Every Newark Public Schools employee must be committed to high achievement for all students and assume responsibility for that success. Everyone clearly communicates the vision, focus, and goals of the district. All district policies, procedures and activities are aligned in support of student achievement.

 HIGH EXPECTATIONS / STANDARDS DRIVEN All district personnel are constantly analyzing data and feedback to ensure high standards and support to enable all students to be successful.

All school communities are constantly monitoring data and feedback to ensure that each student has the necessary personalized support and quality learning environment to meet high standards and expectations for learning.

 CARING AND SAFE ENVIRONMENT The district is committed to safe, clean, aesthetically pleasing educational work environments. Students’ and employees’ diverse backgrounds, abilities, interests, and needs are respected. Structures and practices that promote personalization and equity of access are provided.

 SHARED DECISION MAKING The district participates openly and honestly in productive, collaborative and reflective communication and systemically solicits feedback from multiple stakeholders. Systemic feedback loops are established to ensure that all stakeholders (including district offices, administrators, teachers, parents and students) are engaged in dialogue for the purpose of shared decision-making.

DEPARTMENT OF TEACHING AND LEARNING 5 NEWARK PUBLIC SCHOOLS

PHILOSOPHY

The Technology Curriculum in the Newark School District is designed to promote knowledge of and involvement in computer, information literacy, and in technology education. Technology is multi-disciplinary by nature. The knowledge and skills acquired in using technology is used across the curriculum. Technology is a tool that adds an active dimension to the educational process, from hands-on tools, various software and media resources, to the ever evolving world wide web.

Globally, technology is the conduit by which humans modify nature to meet their needs and wants. Educational technological literacy promotes the use of specific computer hardware and available educational software, but does not propose to teach discreet technology skills in isolation. Classroom teachers who employ technology as an essential set of tools, can enhance the learning process, enrich academic performance, and equip students with the skills necessary to achieve success in life. Technology provides educators with the means to teach students in new and exciting ways and to have the students become active participants in the learning process. It extends the walls of the classroom by offering links to information and providing tools to explore, research, organize, and synthesize information.

This philosophy is grounded in the belief that our students are immersed in an ever-changing world that requires equally dynamic learning environments to meet and exceed its challenges. The curriculum will provide learning tools to enhance the student’s conceptual understanding, procedural knowledge, and problem solving skills in technological skills and uses, its nature and impact, and its social, ethical, and human aspects.

The strength of technology is that it provides an excellent platform where students can receive and collect information in multiple formats and then organize, link, and discover relationships between facts and events. An array of tools for acquiring information allows students dynamic ways to enter the learning enterprise successfully and to live productive lives in the global, digital, and information-based future they all face.**

* Adapted from Long Range Technology Plan 2001-2004 Newark Public Schools and www.pvsd.net ** Statham, Dawn S., and Torell, Clark R. Computers in the Classroom: the Impact of Technology on Student Learning, Boise State University College of Education, p10. DEPARTMENT OF TEACHING AND LEARNING 6 NEWARK PUBLIC SCHOOLS CURRICULUM INTEGRATION OVERVIEW (The use of Technology as an Instructional Tool: not used in Isolation) The State of New Jersey developed the new technology standard to ensure the literacy needed by all students to succeed in a highly technological world. Business and industry has clearly stated the need for technological skills in the workplace in the 21st Century. The Newark Public Schools has chosen to establish this comprehensive curriculum guide to ensure the competency of all of our students in areas of design and technology skills so that they are well prepared to meet the challenges of the future.

According to Education World, integrating technology into the curriculum is a priority in today’s schools. Most educational technologists agree that technology should be integrated as a tool to promote and extend student learning on a daily basis in opposed to becoming a separate subject or provide as a means to once- in-a-while projects. Teachers continuously face the challenge of finding ways to successfully integrate and implement technology in student learning in a way that enhances and enriches the value of our core curriculum subject areas.

Studies from Kulik’s Meta-Analysis, Sivin-Kachala’s Review of the Research, and The Apple Classroom of Tomorrow* have shown that remarkable results in student achievement have come from students immersed in learning environments that are rich in higher order uses of technology. Additional benefits such as academic achievement; improved student attitude; increased student participation; overall positive class enthusiasm; and the conversion of the “sage on the stage” didactic teacher to the coach/collaborative facilitator, who supports the constructivist approach to authentic student learning, have also been found. Technology is not a “cure all”, but it can be a potent tool for enhancing the achievement of all students. It is only effective in the classroom, however, if the teacher has been adequately professionally developed and is continually updated on the latest technological innovations and their potential uses. Lack of personal experience with technology may present a challenge for many teachers.

In order to integrate technology-based lessons and projects into their curriculum, teachers first must find the time to learn to use technology tools and skills necessary for facilitating technology-integrated projects or activities. Technology Coordinators take on their roles as “flash light holders” providing resources, empowering and enabling teachers to become proficient in the use of technology (via staff development and modeling) and collaborative partners, working with teachers to plan and deliver innovative and compelling curriculum driven lessons and projects. In turn, teachers are able to evolve to meet their new roles that involve utilizing technological literacy, communication, research, productivity, and problem-solving tools to further enhance the educational program (via classroom and computer lab facilitation).

The Curriculum Integration Matrix provides an outline of appropriate hardware, software applications and other technology resources one can use in order to effectively utilize technology. Within the matrix are hyperlinks that demonstrate lesson plans and best practices in technology-curricular area integration.

ISTE (International Society for Technology in Education) clearly states that the term “curriculum integration” conveys the importance of integrating the use of technology throughout the curriculum. Its purpose is to focus the technology use on the curriculum-discipline-specific, content-area curriculum, using technology as a tool to foster higher-level outcomes. In turn, students will have a thorough understanding that technology is not used in isolation; they will know that it is an essential tool that can be used to improve efficiency and productivity in the areas of research, publishing, creating, data manipulation and interpretation, problem solving and much more.

Resources: National Education Technology Standards for Students-Connecting Curriculum and Technology, published by ISTE NETS Project, 2000 Sabastian, Judith; Educational Technology, the Teacher’s Role, http://www.altp.org/SSP/TeachersRoleWhitePaper.htm, 1996 * Schacter, John; The Impact of Education Technology on Student Achievement, http://www.mff.org/pubs/ME161.pdf, p.4-8. Star, Linda et al; The Changing Face of Classroom Technology, http://www.educationworld.com/a_tech/tech/tech192.shtml, 2004 Star, Linda; Technology Integration Made Easy, http://www.educationworld.com/a_tech/tech/tech146.shtml, 2002 NJ Department of Education; NJ Core Curriculum Content Standards Introduction to Technology Education DEPARTMENT OF TEACHING AND LEARNING 7 NEWARK PUBLIC SCHOOLS CURRICULUM INTEGRATION MATRIX* Representational Appropriate Applications of Technology in Specific Curricular Areas Arts (Visual & Performing) Comprehensive Health & Mathematical Language Arts Literacy Physical Education  Drawing Tools/Software Programs for  Internet database tools for research,  Spreadsheets for collecting and analyzing  Novel initiative eBoards creative expression. health topics and sports history. math related problems.  Word processing software.  Research information tools for art/ music  Telecommunication tools for  Database applications for hypothesis  Programmable word appreciation and history. research, health topics and sports testing. processing software (Microsoft  Media Resources for music/visual & history.  Software applications that provide Word). performing arts.  Spreadsheets for collecting/analyzing probability, geometric, and other  Database and  Telecommunication tools for exchange of health and sports related data. mathematical simulations. telecommunication tools for creative ideas with experts.  Computer interface for physical  Database/Telecommunication tools for research and communication.  Virtual Field Trips/ ITV Resources. wellness data collection. research, communications, virtual  Distance Learning.  Instructional resources (videos, DVDs,  Instructional resources (videos, DVDs, manipulative, and Distance Learning.  ITV Resources. interactive white board for instruction, and interactive white board for  Multimedia presentations for anticipatory  Telecommunication tools to instructional television). instruction, and instructional sets. improve etiquette  Programming Software (Java). television).  Software applications to discover graphing  Software applications for  Image enhancement software.  Multimedia Presentations for student concepts. creating, editing, and  Animation/Graphic Arts software. projects.  Graphing Calculators. publishing products  Music/Video/Photo editing software.  GIS (Geographical Information  Media resource collection  Digital video camcorder and digital Software)/GPS (Global Positioning (audio books/tapes, DVDs, cameras for student projects. Software). videos, and instructional  Software application for music  Instructional resources (videos, DVDs, television). composition. interactive white board for instruction, and  Internet tools for emergent  Instruments that interface w/computers. instructional television). readers.  Software applications that digitize/analyze  Programming Software (Visual Basic, C++,  Timelining software. voices. Java, XML).  Graphic Organizer software  ITV Resources applications.  Geometer’s Sketch Pad  Software applications to Science Social Studies World Languages promote story writing.

* Matrix concept adapted from www.muskegon.k12.mi.us DEPARTMENT OF TEACHING AND LEARNING 8 NEWARK PUBLIC SCHOOLS  Internet database tools for research.  Internet database for research and  Internet database for research and cultural  Multimedia Presentations for  Telecommunication tools for research. cultural exchange, Distance Learning, exchange (Distance Learning). student projects.  Electronic resources (CDs) DVDs, videos. Virtual Field Trips (museums, historic  Telecommunications for research and  Portable “hardware” (i.e. Alpha  Spreadsheets for collecting and analyzing sites, states), Web Quest, and Virtual cultural exchange (Distance Learning). Smart Keyboards, PDAs) for data. Quest  ITV Resources. story writing.  Research Tools via Internet (scientific  Telecommunications for research and  Electronic resources (bilingual dictionary,  Instructional resources simulations, real-time video, virtual cultural exchange, Distance Learning, translation). (videos, DVDs, interactive dissection, virtual field trips, ask an Virtual Field Trips, Web Quest, and  Software applications (comprehensive white board for instruction, expert). Virtual Quest. bilingual program) and instructional television).  ITV Resources.  Software applications for timelining,  Language software applications w/bilingual  Engineering Design software applications. cartography, community building, components.  Instructional resources (videos, DVDs, and problem solving.  Multimedia Presentations for student interactive white board for instruction, and  Graphic Organizer software projects. instructional television). applications.  Virtual World Tours.  Multimedia Presentations for student  Instructional resources (videos, DVDs,  Computer Assisted Instruction (CAI) projects. interactive white board for software.  Lab experiment templates available in instruction, and instructional  Digitized voice/speech to enhance world multiple software applications. television). language.  Lab instruments that interface with  Multimedia Presentations for student  Instructional resources (videos, DVDs, computers. projects. interactive white board for instruction, and  Portable instruments (PDAs/Probes/Optical  Streaming Video. instructional television). Technologies) for collecting, measuring,  Electronic Reference software analyzing and researching data (i.e. (encyclopedias, atlas). weather & atmospheric).  ITV Resources  GIS (Geographical Information  GIS (Geographical Information Software)/GPS (Global Positioning Software)/GPS (Global Positioning Software). Software).

* Matrix concept adapted from www.muskegon.k12.mi.us DEPARTMENT OF TEACHING AND LEARNING 9 NEWARK PUBLIC SCHOOLS SCOPE OF NJ CCCS 8.1 (NJ CCCS 8.1 - COMPUTER AND INFORMATION LITERACY) ) e

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DEPARTMENT OF TEACHING AND LEARNING 10 NEWARK PUBLIC SCHOOLS SCOPE AND SEQUENCE Standard 8.1 BASIC COMPUTER SKILLS AND TOOLS (Computer and Information Literacy) Basic Operations and Use basic technology vocabulary Use appropriate technology vocabulary. Concepts Use basic features of an operating system Use common features of an operating system (e.g., accessing programs, identifying and (e.g., creating and organizing files and folders). selecting a printer, finding help). Demonstrate effective input of text and data, using touch keyboarding with proper technique. Input and access text and data, using Input and access data and text efficiently and appropriate keyboarding techniques or other accurately through proficient use of other input input devices. devices, such as the mouse. Create and maintain files and folders. Use network resources for storing and retrieving data. Use basic computer icons. Create organize and manipulate shortcuts. Software Applications Produce a simple finished document using word Create documents with advanced text formatting Create a multi-page document with citations processing software. and graphics using word processing. using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print. Use a graphic organizer. Choose appropriate electronic graphic Create documents including a resume and a organizers to create, construct, or design a business letter using professional format. document. Plan and create a simple database, define fields, Construct a database (based on a hypothesis), input data, and produce a report using sort and define fields, input data from multiple records, query. produce a report using sort and query, and interpret the data. Produce and interpret a simple graph or chart by Construct a simple spreadsheet, enter data, and Construct a spreadsheet, enter data, use entering and editing on a prepared spreadsheet interpret the information. mathematical or logical functions to manipulate template. and process data, generate charts and graphs, and interpret the results. Create a file containing customized information Merge information from one file to another. by merging documents. Create and present a multimedia presentation Design and produce a basic multimedia project. Produce a multimedia project using text, using appropriate software. graphics, moving images, and sound Produce and edit page layouts in different formats using desktop publishing and graphics software. Develop a document or file for inclusion into a website or web page. Discuss and/or demonstrate the capability of emerging technologies and software in the creation of documents or files.

* Correlation between the NETS for Students Performance Indicators and the NJ CCCS Performance Indicators DEPARTMENT OF TEACHING AND LEARNING 11 NEWARK PUBLIC SCHOOLS SCOPE AND SEQUENCE Standard 8.1 APPLICATION AND PRODUCTIVITY TOOLS (Computer and Information Literacy) Social, Ethical, and Human Explain the purpose of an Acceptable Use Explain the purpose of an Acceptable Use Explain the purpose of an Acceptable Use Issues Policy and the consequences of Policy and the consequences of Policy and the consequences of inappropriate use of technology. inappropriate use of technology. inappropriate use of technology. Describe and practice safe Internet usage. Describe and practice safe Internet usage. Describe and practice safe Internet usage. Practice appropriate Internet etiquette. Describe and practice “etiquette” when using Use appropriate language when communicating the Internet and electronic mail. with diverse audiences using computer and information literacy. Discuss the common uses of computer Demonstrates an understanding of how Describe the potential and implications of applications and identify their advantages and changes in technology impact the workplace contemporary and emerging computer disadvantages. society. applications for personal, social, lifelong learning, and workplace needs. Recognize and practice responsibilities social Exhibit legal and ethical behaviors when Exhibit legal and ethical behaviors when using and ethical behaviors when using using information and technology, and discuss information and technology, and discuss technology, and understand the consequences consequences of misuse. consequences of misuse. of inappropriate use including: . Internet access . Copyrighted materials . On-line library resources . Personal security and safety issues Recognize the ethical and legal implications Recognize the ethical and legal implications Recognize the ethical and legal implications of plagiarism of copyrighted materials. of plagiarism of copyrighted materials. of plagiarism of copyrighted materials. Make informed choices among technology systems, resources, and services in a variety of contexts. Information Access Research Tools Recognize the need for accessing and using Choose appropriate tools and information Select and use specialized databases for information. resources to support research and solve real advanced research to solve real world world problems, including but not limited to: problems. . On-line resources and database . Search engines and subject directories Identify and use web browsers, search Evaluate the accuracy, relevance, and Identify new technologies and other engines, and directories to obtain information appropriateness of print and non-print organizational tools to use in personal, home, to solve real problems. electronic information sources. and/or work environments for information retrieval, entry, and presentation. Locate specific information by searching a Evaluate information sources for accuracy, database. relevance, and appropriateness. Recognize accuracy and/or bias information. Compose, send, and organize e-mail messages with and without attachments.

DEPARTMENT OF TEACHING AND LEARNING 12 NEWARK PUBLIC SCHOOLS SCOPE AND SEQUENCE

Standard 8.1 (Computer APPLICATION AND PRODUCTIVITY TOOLS and Information Literacy)

Problem Solving and Solve problems individually and/or Use computer applications to modify Create and manipulate information, Decision Making Tools collaboratively using computer applications. information independently and/or independently and/or collaboratively to solve collaboratively to solve problems. problems and design and develop products. Identify basic hardware problems and solve Identify basic hardware problems and solve Identify, diagnose, and suggest solutions for simple problems. common problems. non-functioning technology systems. Determine when technology tools are Identify a problem in a content area and appropriate to solve a problem and make a formulate a strategy to solve the problem decision using brainstorming, flowcharting, and appropriate resources. Integrate new information into an existing knowledge base and communicate the results in a project or presentation.

DEPARTMENT OF TEACHING AND LEARNING 13 NEWARK PUBLIC SCHOOLS SKILLS ARRAY NJ CCCS 8.1 - COMPUTER AND INFORMATION LITERACY

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z e y t p i e t n f s n i x n a o t i e o r g E t n o d g o a e I e c h t d e m C I n r R I o f n i K 1 - concept / skill is introduced and practiced in integration with the core curriculum subjects (i.e. 2Mathematics, Language Arts, Science, Social Studies, Health/Physical Education, Visual/Performing 3Arts, and World Language) 4 5 DEPARTMENT OF TEACHING AND LEARNING 14 NEWARK PUBLIC SCHOOLS 6 7 8 9 10 11 12 Basic Operations and Concepts Software Applications Social, Ethical, and Information Access Problem Solving and Human Issues Research Tools Decision Making Tools

DEPARTMENT OF TEACHING AND LEARNING 15 NEWARK PUBLIC SCHOOLS TECHNOLOGY SKILLS ARTICULATION LIST* Grades K- 4 Benchmark Skills Example Software/ Resources Basic Operations and Concepts

 Technology Vocabulary  Demonstrate correct use of  Windows Operating System

 Features of an Operating common technology terms (e.g.  Macintosh Operating System hardware, software, CD, hard System drive, stand alone, network, file  Text and Data Input server, LAN, network resources)  Data Storage and Retrieval  Identify the function of common  Use of Shortcuts peripheral devices (e.g., input- keyboard, scanner; output- headphones, speakers; processing- printer).  Demonstrate appropriate login and shutdown of computer.  Demonstrate correct finger placement on home row keys.  Locate and use letters, numbers and special keys (e.g. arrow keys, space bar, insert, enter/return, backspace, and delete) on the keyboard.  Open, scroll and close application windows.  Know how to open and save files in a program.  Locate and retrieve prior work, accesses files from external resource or network server.  Demonstrates ability to create shortcuts to files and applications on desktop.  Identify and articulate the benefits of networked and non-networked computers.  Recognize and demonstrate the features/functions of computing devices (e.g. creating, retrieving, saving, printing data) Resources: www.smaryschool.org/Technology/instruc_tech_standard.html http://edtech.sandi.net/tech/matrix/matrix17.html http://edtech.sandi.net/tech/matrix/matrix18.html http://www1.pvsd.net/Updated%20S&S%207-03.pdf http://www.ncpublicschools.org/curriculum/computer.skills/standard/ PLEASE NOTE, the State assessments for students in grades K-4 is via checklist. * Skills should not be taught in isolation. It is suggested that skills are integrated through rich technology-integrated lessons. DEPARTMENT OF TEACHING AND LEARNING 16 NEWARK PUBLIC SCHOOLS TECHNOLOGY SKILLS ARTICULATION LIST* Grades K- 4

 Select appropriate technology tools (e.g. probeware, digital cameras, handhelds) to collect, analyze and display data.  Select and use appropriate features and functions of hardware for class assignments.

Resources: www.smaryschool.org/Technology/instruc_tech_standard.html http://edtech.sandi.net/tech/matrix/matrix17.html http://edtech.sandi.net/tech/matrix/matrix18.html http://www1.pvsd.net/Updated%20S&S%207-03.pdf http://www.ncpublicschools.org/curriculum/computer.skills/standard/ PLEASE NOTE, the State assessments for students in grades K-4 is via checklist. * Skills should not be taught in isolation. It is suggested that skills are integrated through rich technology-integrated lessons. DEPARTMENT OF TEACHING AND LEARNING 17 NEWARK PUBLIC SCHOOLS TECHNOLOGY SKILLS ARTICULATION LIST* Grades K- 4

Benchmark Skills Example Software/ Resources Software Applications

 Word Processing  Use and demonstrate basic word  Word

processing terms/concepts (e.g.  Microsoft Works desktop, menu/toolbar, text,  Kid Works Deluxe document, print preview,  Alpha Smart WYSIWIG, page set-up,  Storybook Weaver thesaurus, spell check).  Kidspiration  Use word processing as a tool to enter words, numbers, and  Inspiration phrases.  KidPix  Identify and use basic word  Grade Appropriate Content processing terms (e.g. file, open, Software close, menu bar, save, print).  Recognize and use word- processing as a tool to enter/edit, print, and save assignments.  Use word processing as a tool for writing, editing, and publishing sentences, paragraphs, stories and assignments.  Identify and use menu/toolbar features/functions (e.g. print preview, spell check, thesaurus) to edit and make corrections to word processing documents.  Identify and use formatting terms and concepts (e.g. font size/style, line spacing, margins, italics) to format and change the appearance of word processing documents.  Use published documents (e.g. letter, memo, newspaper) to identify and discuss document design and layout as a class. Resources: www.smaryschool.org/Technology/instruc_tech_standard.html http://edtech.sandi.net/tech/matrix/matrix17.html http://edtech.sandi.net/tech/matrix/matrix18.html http://www1.pvsd.net/Updated%20S&S%207-03.pdf http://www.ncpublicschools.org/curriculum/computer.skills/standard/ PLEASE NOTE, the State assessments for students in grades K-4 is via checklist. * Skills should not be taught in isolation. It is suggested that skills are integrated through rich technology-integrated lessons. DEPARTMENT OF TEACHING AND LEARNING 18 NEWARK PUBLIC SCHOOLS

Resources: www.smaryschool.org/Technology/instruc_tech_standard.html http://edtech.sandi.net/tech/matrix/matrix17.html http://edtech.sandi.net/tech/matrix/matrix18.html http://www1.pvsd.net/Updated%20S&S%207-03.pdf http://www.ncpublicschools.org/curriculum/computer.skills/standard/ PLEASE NOTE, the State assessments for students in grades K-4 is via checklist. * Skills should not be taught in isolation. It is suggested that skills are integrated through rich technology-integrated lessons. DEPARTMENT OF TEACHING AND LEARNING 19 NEWARK PUBLIC SCHOOLS TECHNOLOGY SKILLS ARTICULATION LIST * Grades K- 4

Benchmark Skills Example Software/ Resources Software Applications (ctd.)

 Graphic Organizer  Identify and record information  Kidspiration

(pictorial or written) on given  Inspiration conceptual map or web to  TimeLiner demonstrate knowledge of topic  Grade Appropriate Content (e.g. sorting, classifying, Software comparing/contrasting, sequencing).  Complete a partially filled graphic organizer completed by the teacher.  Categorize information visually using graphic organizer templates.  Explore new ideas with thought webs and visual mapping.  Select and apply from a group of graphic organizers (e.g. Venn diagrams, concept maps, timelines) the appropriate one to complete a given task.  Use appropriate conceptual mapping tools to shape ideas prior to producing a published document (e.g. brainstorming, KWL, web, outline, Venn diagrams)  Use a graphic organizer to gather information, develop ideas, make decisions or organize thinking.  Save the graphic organizer in an appropriate format (e.g. .gif, .html, or .rtf) to be used in other applications. Resources: www.smaryschool.org/Technology/instruc_tech_standard.html http://edtech.sandi.net/tech/matrix/matrix17.html http://edtech.sandi.net/tech/matrix/matrix18.html http://www1.pvsd.net/Updated%20S&S%207-03.pdf http://www.ncpublicschools.org/curriculum/computer.skills/standard/ PLEASE NOTE, the State assessments for students in grades K-4 is via checklist. * Skills should not be taught in isolation. It is suggested that skills are integrated through rich technology-integrated lessons. DEPARTMENT OF TEACHING AND LEARNING 20 NEWARK PUBLIC SCHOOLS

Resources: www.smaryschool.org/Technology/instruc_tech_standard.html http://edtech.sandi.net/tech/matrix/matrix17.html http://edtech.sandi.net/tech/matrix/matrix18.html http://www1.pvsd.net/Updated%20S&S%207-03.pdf http://www.ncpublicschools.org/curriculum/computer.skills/standard/ PLEASE NOTE, the State assessments for students in grades K-4 is via checklist. * Skills should not be taught in isolation. It is suggested that skills are integrated through rich technology-integrated lessons. DEPARTMENT OF TEACHING AND LEARNING 21 NEWARK PUBLIC SCHOOLS TECHNOLOGY SKILLS ARTICULATION LIST * Grades K- 4 Benchmark Skills Example Software/ Resources Software Applications (ctd.)

 Spreadsheet  Use spreadsheet data and  Graph Club

graphs to make predictions,  Microsoft Works solve problems and make  Excel decisions in content areas.  Grade Appropriate Content  Observe and use software to Software enter, calculate display data and interpret results as a class/group.  Identify and demonstrate spreadsheet terms/concepts (e.g. sort, classify, line graphs, cell, column, row, values, labels, chart, graph, formula)  Use manipulatives and graphing software to display and organize data in a graph.  Recognize, demonstrate and use graphs to display and interpret data in prepared spreadsheets; identify and cite sources.  Utilize spreadsheets as a tool to organize, calculate and graph data to make predictions.  Enter/edit data in a prepared spreadsheet and observe changes that occur to make predictions.  Enter/edit data in prepared spreadsheets to perform calculations using simple formulas (+, -, *, /) and observe the changes that occur.  Use spreadsheets and graphs to organize, calculate and display data in content areas.  Identify and demonstrate how Resources: www.smaryschool.org/Technology/instruc_tech_standard.html http://edtech.sandi.net/tech/matrix/matrix17.html http://edtech.sandi.net/tech/matrix/matrix18.html http://www1.pvsd.net/Updated%20S&S%207-03.pdf http://www.ncpublicschools.org/curriculum/computer.skills/standard/ PLEASE NOTE, the State assessments for students in grades K-4 is via checklist. * Skills should not be taught in isolation. It is suggested that skills are integrated through rich technology-integrated lessons. DEPARTMENT OF TEACHING AND LEARNING 22 NEWARK PUBLIC SCHOOLS spreadsheets are used to calculate and graph data in various settings (schools, government, business, industry).  Use spreadsheet software in content areas to enter, display and identify sources of data.

Benchmark Skills Example Software/ Resources Software Applications (ctd.)

 Multimedia Presentation  Use multimedia software to identify  Kid Pix Deluxe and practice numbers, letters,  Hyperstudio shapes and colors.   Use multimedia software to illustrate PowerPoint words, phrases and concepts.  mPower  Identify and use multimedia terms/concepts (e.g. storyboard, linear/sequential, audio/video clips, images, navigation buttons, transitions, links/hyperlinks, animation)  Identify, demonstrate and use multimedia tools (e.g. capture, create, edit, publish).  Identify, demonstrate and use multimedia tools to present ideas, concepts, and information in a variety of ways.  Identify and demonstrate the use of multimedia tools to report content area information.  Recognize and demonstrate guideline for media (e.g. personal information, images, content, and languages) to consider and develop multimedia projects.  Modify multimedia projects and storyboard with menus, branching, and/or multiple outcomes for content areas; citing sources.  Recognize, demonstrate and use rubrics to evaluate elements (e.g. content, organization, appropriateness of materials, citation) of multimedia projects/products.  Identify and use multimedia tools to combine text and graphics as a collaborative or individual

Resources: www.smaryschool.org/Technology/instruc_tech_standard.html http://edtech.sandi.net/tech/matrix/matrix17.html http://edtech.sandi.net/tech/matrix/matrix18.html http://www1.pvsd.net/Updated%20S&S%207-03.pdf http://www.ncpublicschools.org/curriculum/computer.skills/standard/ PLEASE NOTE, the State assessments for students in grades K-4 is via checklist. * Skills should not be taught in isolation. It is suggested that skills are integrated through rich technology-integrated lessons. DEPARTMENT OF TEACHING AND LEARNING 24 NEWARK PUBLIC SCHOOLS assignment.  Identify, demonstrate and cite resources for a collaborative/individual multimedia project.  Modify/edit an existing linear/sequential multimedia story to include student narration as a collaborative or individual project.

Benchmark Skills Example Software/ Resources Social, Ethical, and Human Issues  Recognize and model responsible and  Acceptable Use Policy  AUP/AUA safe behavior using online resources.  Internet and Email Etiquette  Email User Policy  Identify and display responsible and  Current and Future Impact of safe online behavior and articulate its  Web-Based Email Client importance. Technology  Internet  Work cooperatively and collaboratively  Legal/Ethical Use of with peers and others when using Information and Technology technology.  Practice responsible use of technology  Informed Choices of Technology Resources systems and software.  Understand common uses of technology in daily life and the advantages/disadvantages their use provide.  Utilize personal technology responsibly and understand the consequences of inappropriate use.  Demonstrate knowledge of current changes in information technology and the effect those changes have on the workplace and society.  Use teacher-selected internet resource/ information to explore, identify and discuss responsible use.  Use teacher selected internet resources/ information to identify, discuss and chart elements that make an online resource useful, appropriate and safe.  Investigate teacher-selected internet resources for specific assignments; discuss and compare findings for usefulness as a class.  Explore internet resources and information using teacher-created bookmarks/favorites and discuss the variety and types of information found.  Recognize and demonstrate responsible ethical and safe behaviors when using technology resources (AUP/AUA). Resources: www.smaryschool.org/Technology/instruc_tech_standard.html http://edtech.sandi.net/tech/matrix/matrix17.html http://edtech.sandi.net/tech/matrix/matrix18.html http://www1.pvsd.net/Updated%20S&S%207-03.pdf http://www.ncpublicschools.org/curriculum/computer.skills/standard/ PLEASE NOTE, the State assessments for students in grades K-4 is via checklist. * Skills should not be taught in isolation. It is suggested that skills are integrated through rich technology-integrated lessons. DEPARTMENT OF TEACHING AND LEARNING 26 NEWARK PUBLIC SCHOOLS  Recognize that copyright laws protect creative work of individuals, groups and companies by citing sources.  Recognize, demonstrate and use copyright and fair use guidelines in multimedia projects, documents and other relevant products by explaining selection and use of resources.

Benchmark Skills Example Software/ Resources Information Access Research Tools

 Appropriate  Identify terms/concepts (e.g.  CD ROMS/ Digital Media online, browser, resources, Technology/Electronic  Internet navigation, web address, web Information Resource  Electronic Reference Software page, web links, URL, keyword, Selection to Support web browser, search engine)  Grade Specific Content Research and Real Problem  Use teacher-selected internet Software Solutions resources to locate, discuss and

 Email Messages compare information about the local community as a class/ group.  Accurate and Relevant  Identify and utilize Database Search telecommunications/ internet as a tool of communication and collaboration as a class.  Identify and discuss collaborative tools (e.g. email, messaging, videoconferencing)  Plan, discuss and use search strategies with two or more criteria to find information on line about a given research topic.  Identify, discuss and use online collaborative tools (e.g. email, surveys, video conference) to collect data for content area assignments/projects.  Select and use technology tools (e.g. probeware, digital cameras, scanners) to collect, analyze and display information for content assignments.  Select from a given set of search results for URL appropriate for the task.  Choose between search results to address an area of inquiry.  Use a rubric as a guide to select, evaluate digital resources and Resources: www.smaryschool.org/Technology/instruc_tech_standard.html http://edtech.sandi.net/tech/matrix/matrix17.html http://edtech.sandi.net/tech/matrix/matrix18.html http://www1.pvsd.net/Updated%20S&S%207-03.pdf http://www.ncpublicschools.org/curriculum/computer.skills/standard/ PLEASE NOTE, the State assessments for students in grades K-4 is via checklist. * Skills should not be taught in isolation. It is suggested that skills are integrated through rich technology-integrated lessons. DEPARTMENT OF TEACHING AND LEARNING 28 NEWARK PUBLIC SCHOOLS information for content and usefulness in content area assignments.  Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information resources concerning real world problems.

Benchmark Skills Example Software/ Resources Problem Solving and Decision Making Tools

 Computer Application  Preplans for a  Troubleshooting Guide

Manipulation for Problem report/presentation using  Inspiration graphic organizers and Solving  Kidspiration timeliners  Troubleshooting and  Grade Specific Content  Select appropriate Strategies for Problem Software troubleshooting method to solve Solving a simple computer problem (e.g.  Hardware Problem Solutions freezing, lost in an application,  Integration of Information etc.) into a Knowledge Base  Solve problems using required skills or knowledge through the use of rich media projects  Select appropriate formatting for project and audience  Select appropriate software tool for the task.

Resources: www.smaryschool.org/Technology/instruc_tech_standard.html http://edtech.sandi.net/tech/matrix/matrix17.html http://edtech.sandi.net/tech/matrix/matrix18.html http://www1.pvsd.net/Updated%20S&S%207-03.pdf http://www.ncpublicschools.org/curriculum/computer.skills/standard/ PLEASE NOTE, the State assessments for students in grades K-4 is via checklist. * Skills should not be taught in isolation. It is suggested that skills are integrated through rich technology-integrated lessons. DEPARTMENT OF TEACHING AND LEARNING 30 NEWARK PUBLIC SCHOOLS STUDENT ACHIEVEMENT RUBRIC*- Grades 5-8 NJ CCCS 8.1 Computer and Information Literacy

*Adapted from the NETS for Students Achievement Summary Rubric –DRAFT DEPARTMENT OF TEACHING AND LEARNING 31 NEWARK PUBLIC SCHOOLS STUDENT ACHIEVEMENT RUBRIC*- Grades 5-8

S Emergent Developing Proficient Advanced Proficient N Concept/skill is started and Concept/skill is continued and Concept/skill has been Students excel working O I used with teacher guidance practiced with or without mastered and is used within independently, incorporating T

A teacher guidance the class without teacher style and creativity to create C S I Emergent Developing Proficientassistance originalAdvanced work. Content Proficient is more T L important than skills. P P Concept/skill is started and Concept/skill is continued Concept/skill has been Students excel working E P WORD PROCESSING Students identify and use limited Students identify and use basic Students identify and use basic Students identify and apply common

C  Word basicused software with teacherfeatures to guidance create word softwareand features practiced to create with word or softwaremastered features and to isplan, used create within and softwareindependently, features (e.g. incorporating menus, A

N  Works processing documents. processingwithout documents. teacher guidance editthe word class processing without documents. teacher toolbars);style and and creativity identify procedures to create for E O  Inspiration importing and manipulating objects R assistance original work. Content is C  Word Perfect (e.g. pictures, tables and charts) to A plan,more create important and edit word than processing skills. D W

N documents. T TECHNOLOGY Students use limited Students use terminology to Students recognize and use Students recognize and use A F GRAPHIC ORGANIZERS Given a teacher prepared template, Students record information that Students identify and record Students identify, record and organize VOCABULARY terminology to describe describe hardware, software, terminology to describe accurate terminology to O S  Inspiration studentshardware, record software, information multimedia that addressesmultimedia appropriate services topics and in the informationhardware, thatsoftware, addresses multimedia appropriate informationdescribe hardware, that addresses software, assigned S N  Timeliner addresses topics in the curriculum by curriculum by using technology topics in the curriculum by using topics in the curriculum by using

O usingservices technology and storage resources media. (i.e. resourcesstorage media.(i.e. conceptual mapping technologyservices and resources storage (i.e. media. conceptual appropriatemultimedia technology services resources and storage (i.e. I

T conceptual mapping software) software) mapping software) conceptualmedia. mapping software,

A FEATURES OF AN Students use input (e.g. Students independently use Students use input (e.g. timelineStudents software) use appropriate input R DATABASE Students enter data in a given Students enter data and perform basic Students enter data, perform basic Students demonstrate method for

E keyboard, mouse) and output input (e.g. keyboard, mouse) keyboard, mouse) and output (e.g. keyboard, mouse) and OPERATING Access SYSTEM database. queries to process data. queries to process data and report entering data, performing basic P devices (e.g. monitor). and output devices (e.g. devices (e.g. monitor), access output devices (e.g. monitor),  Tabletop results that address given topics in the queries to process data and method for O

 Works monitor). curriculumlimited network resources, and reportingaccess network results that resources, address assigned and

C  Clarisworks use peripherals (e.g. scanners, topicsuse common in the curriculum peripherals (e.g. I

S SPREADSHEET Students apply basic software features Students apply basic software features Studentsdigital cameras) apply software via guidance.features of a Studentsscanners, identify digital and cameras). apply unique A  Excel of a spreadsheet to create tables that of a spreadsheet (e.g. table, graph spreadsheet (e.g. table, graph/ chart software features and components of a B DATA STORAGEWorks AND addressStudents given use learning limited objectives. procedures creation)Students to use create basic products procedures that creation)Students to demonstrate create products that spreadsheetStudents demonstrate (e.g. table, graph/ strategies chart for storing computer files on a addressfor storing appropriate computer learning files on a addressprocedures appropriate for management learning creation,and procedures formulas) forto plan, effective create and RETRIEVAL (FILE objectives. objectives. edit products that address appropriate MANAGEMENT/ hard drive and floppy disk. hard drive and floppy disk. and maintenance of computer learningmanagement objectives. and maintenance MAINTAINANCE)MERGING DATA FROM Students, through guided instruction, Students, through guided instruction, Studentsfiles on applya hard software drive featuresand floppy such Studentsof computer understand files andin a apply variety of MULTIPLE MEDIA apply software features such as apply software features such as asdisk. merging data from spreadsheet and softwaremedia and features formats such as(e.g. merging floppy  Word merging data from spreadsheet merging data from spreadsheet and database resources to improve the datadisc, from CD) spreadsheet on a hard and drive database and  Excel resources to improve the efficacy of database resources to improve the efficacy of documents resourcesnetwork. to improve the efficacy of  Access documents efficacy of documents documents.

MULTIMEDIA Students utilize limited procedures to Students utilize basic procedures to Students identify and utilize basic Students classify and employ unique PRESENTATION/ PROJECT create simple multimedia create simple multimedia procedures for importing and software features (e.g. animation,  PowerPoint presentations. presentations. manipulating objects (e.g. pictures, sound, video); identify and utilize  mPower images and charts) to plan, create and procedures for importing and edit multimedia presentations. manipulating objects (e.g. pictures, images and charts) to plan, create and edit multimedia presentations. DESKTOP PUBLISHING AND With guided instruction, students use Students use limited media to create Students use limited media and Students recognize a variety of media GRAPHICS SOFTWARE limited media to create basic products basic products (e.g. pamphlets) that formats to create and edit products and formats to create and edit  Publisher (e.g. pamphlets) that communicate communicate information and ideas (e.g. newsletters, pamphlets) that products (e.g. newsletters, pamphlets)  Photoshop Elements information and ideas from the from the curriculum. communicate information and ideas that communicate information and curriculum. from the curriculum. ideas from the curriculum. WEBSITE/WEBPAGE Students utilize limited formats to Students utilize basic formats to Students utilize basic formats to Students identify a variety of media INCLUSION create products (e.g. webpage create products (e.g. webpage create products (e.g. webpage and formats to create and edit  FrontPage development) that demonstrate simple development) that demonstrate simple development) that communicate products (e.g. webpage development)  Publisher ideas from the curriculum. ideas from the curriculum. information and ideas from the that communicate information and curriculum. ideas from the curriculum. *Adapted from the NETS for Students Achievement Summary Rubric –DRAFT DEPARTMENT OF TEACHING AND LEARNING 32 NEWARK PUBLIC SCHOOLS NJ CCCS 8.1 Computer and Information Literacy

STUDENT ACHIEVEMENT RUBRIC*- Grades 5-8 NJ CCCS 8.1 Computer and Information Literacy

*Adapted from the NETS for Students Achievement Summary Rubric –DRAFT DEPARTMENT OF TEACHING AND LEARNING 33 NEWARK PUBLIC SCHOOLS

S Emergent Developing Proficient Advanced Proficient E

U Concept/skill is started and Concept/skill is continued Concept/skill has been Students excel working S mastered and is used within S used with teacher guidance and practiced with or independently, incorporating I without teacher guidance the class without teacher style and creativity to create N assistance

A original work. Content is

M more important than skills. U ACCEPTABLE USE Students partially verbalize the Students verbalize the basic Students verbalize the contents Students articulate the purpose H POLICY basic contents of the district’s contents of the district’s of the district’s acceptable use of the district’s acceptable use D acceptable use policy and acceptable use policy and policy and understand the policy and understand the N

A understand some consequences understand the consequences of consequences of non- consequences/costs of non-

L of non-compliance. non-compliance. compliance. compliance.

A INTERNET AND EMAIL Students practice limited Students practice basic Students practice appropriate Students practice acceptable C I ETIQUETTE computer etiquette and work computer etiquette and work computer etiquette and work computer etiquette and work H cooperatively with others when cooperatively with others when cooperatively with others when cooperatively with others when T

E using technology. using technology. using technology. using technology.

, CURRENT AND FUTURE Students demonstrate limited Students demonstrate basic Students demonstrate some Students demonstrate broad L uses for information/ uses for information/ uses for information/ uses for information/ A TECHNOLOGY IMPACT I communication technology in communication technology in communication technology in communication technology in C ON SOCIETY.

O everyday life. everyday life. everyday life and understand everyday life and understand

S current ethical and unethical current ethical and unethical use of technology in society use of technology in society and its possible long-range impact. SOCIAL, LEGAL AND Students communicate a Students communicate a Students communicate issues Students communicate issues ETHICAL BEHAVIORS narrow range of issues related narrow range of issues related related to acceptable and related to acceptable and WHEN USING to acceptable and responsible to acceptable and responsible responsible use of information/ responsible use of information/ INFORMATION AND use of information/ use of information/ communication technology communication technology communication technology. communication technology (e.g. copyright, plagiarism, (e.g. copyright, plagiarism, TECHNOLOGY (e.g. plagiarism) and spamming) and understand the spamming) and analyze the understand some consequences consequences of unethical use consequences/costs of unethical of unethical use of technology. of technology. use of technology. INFORMED CHOICES Students select information/ Students select information/ Students know how to select Students know how to select AMONG TECHNOLOGY communication technology communication technology information/ communication and use appropriate RESOURCES. and resources, with guidance to and resources, with limited technology and resources to information/ communication collect information. guidance to collect information. collect information and report technology and resources to results. collect and analyze information and report results. STUDENT ACHIEVEMENT RUBRIC*- Grades 5-8 NJ CCCS 8.1 Computer and Information Literacy

S Emergent Developing Proficient Advanced Proficient L Concept/skill has been mastered O Concept/skill is started and Concept/skill is continued Students excel working O used with teacher guidance and practiced with or and is used within the class independently,

T without teacher assistance without teacher guidance incorporating style and H

C creativity to create original

R work. Content is more A

E important than skills. S

E ELECTRONIC AND Students use given technology Students use given technology Students select and use some Students locate, select and use

R TECHNOLOGY resources (e.g. internet) to resources (e.g. internet) to technology resources (e.g. technology resources (e.g.

S INFORMATION research pre-selected research pre-selected internet, real-world simulations, internet, real-world S curriculum topics. curriculum topics and solve real-time data) to enhance their simulations, real-time data) to E RESOURCES FOR

C real world problems. research of curriculum topics enhance their research of

C RESEARCH SUPPORT and solve real world problems. curriculum topics and solve

A AND REAL WORLD

real world problems.

N PROBLEM SOLUTIONS. O I EMAIL MESSAGE Students use limited assigned Students use basic assigned Students employ assigned Students employ various T

A ORGANIZATION telecommunication tools (e.g. telecommunication tools (e.g. telecommunication tools (e.g. telecommunication tools (e.g.

M online collaborative projects) to email, online collaborative email, chat rooms, forums, email, chat rooms, forums,

R exchange data collected by projects) to exchange data online collaborative projects) to online collaborative projects) O

F communicating with peers, collected and learn curricular exchange data collected and to exchange data collected and

N educators, and experts. concepts by communicating learn curricular concepts by learn curricular concepts by I with peers, educators, and communicating with peers, communicating with peers, experts. educators, and experts. educators, and experts. ACCURATE AND Students identify and use Students identify and use basic Students identify and use various Students identify and use RELEVANT DATABASE limited search techniques via search techniques via databases search techniques via databases various search techniques via SEARCH databases (e.g. internet). (e.g. internet) and are able to (e.g. internet) and are able to databases (e.g. internet) and evaluate the data for relevance. evaluate the data for relevance, are able to evaluate the data bias and appropriateness. for accuracy, relevance, comprehensiveness, bias and appropriateness.

S Emergent Developing Proficient Advanced Proficient L Concept/skill has been mastered O Concept/skill is started and Concept/skill is continued Students excel working O used with teacher guidance and practiced with or and is used within the class independently,

T without teacher assistance without teacher guidance incorporating style and G

N creativity to create original I work. Content is more K

A important than skills.

M PROBLEM Students apply pre-selected Students apply pre-selected Students apply appropriate Students select and apply

N IDENTIFICATION AND technology tools and resources technology tools and resources technology tools and resources appropriate technology tools

O to collect and organize to collect, organize and to collect, organize and evaluate and resources to collect, I STRATEGY S information relevant to real evaluate information relevant information relevant to real organize and evaluate I FORMULATION FOR C world problems. to real world problems. world problems. information relevant to real E PROBLEM SOLVING world problems. D HARDWARE PROBLEMS Students solve limited basic Students solve limited basic Students demonstrate how to Students demonstrate, analyze D common hardware problems common hardware and solve common hardware, and describe how to solve N AND SOLUTIONS

A that occur during everyday use. software problems that occur software, and network problems common hardware, software,

G during everyday use. that occur during everyday use. and network problems that

N occur during everyday use. I

V KNOWLEDGE BASE Students use limited media and Students use basic media and Students use some media and Students demonstrate how to L formats to publish and present formats to publish and present formats to design, develop, use a variety of media and

O INTEGRATION AND

S simple products (e.g. simple products (e.g. publish and present products formats to design, develop,

RESULTS presentations) from the presentations) from the (e.g. presentations, websites, publish and present products M COMMUNICATION

E curriculum. curriculum. newsletters) and incorporate (e.g. presentations, websites,

L information from the curriculum newsletters) and incorporate B

O and articulate ideas to limited information from the

R audiences. curriculum and articulate

P original ideas to multiple audiences.

S Emergent Developing Proficient Advanced Proficient N Concept/skill is started and Concept/skill is continued and Concept/skill has been Students excel working O I used with teacher guidance practiced with or without mastered and is used within independently, incorporating T

A teacher guidance the class without teacher style and creativity to create C

I assistance original work. Content is more L S important than skills.

P Emergent Developing Proficient Advanced Proficient T

P WORD PROCESSING Students identify and use limited Students identify and use basic Students identify and apply common Students independently use software P Concept/skill is started and Concept/skill is continued Concept/skill has been Students excel working

E basic software features to create word software features to plan, create and software features (e.g. menus, features and implement procedures for

A  Word

C  Works processingused with documents. teacher guidance edit wordand processingpracticed documents. with or toolbars);mastered and andidentify is proceduresused within for importingindependently, and manipulation incorporating object to E N importing and manipulating objects plan, create and edit original word

R  Inspiration without teacher guidance the class without teacher style and creativity to create O (e.g. pictures, tables and charts) to processing documents. A  Word Perfect assistance original work. Content is C plan, create and edit word processing

W  Virtual Basics documents. more important than skills. D T F N TECHNOLOGYGRAPHIC ORGANIZERS Students record use partialinformation that Students identify recognize and record and use Students identify, recognize record and and use organize Students appropriate independently technology O A  Inspiration addresses appropriate topics in the information that addresses appropriate information that addresses assigned resources (i.e. conceptual mapping, terminology to describe terminology to describe accurate terminology to incorporate accurate

S VOCABULARY S  TimeLiner hardware,curriculum by software, using technology multimedia hardware,topics in the software,curriculum bymultimedia using describetopics in the hardware, curriculum software, by using terminologytimeline software) to describeto addresses N resources (i.e. conceptual mapping technology resources (i.e. conceptual appropriate technology resources (i.e. assigned topics in the curriculum.

O software)services and storage media. mappingservices software) and storage media. conceptualmultimedia mapping services software, and technologies that include but I

T timelinestorage software)media. are not limited to hardware,

A DATABASE Students enter data and perform basic Students enter data, perform basic Students demonstrate method for software,Students independently multimedia enter services and R  Access queries to process data. queries to process data and report entering data, performing basic andmanipulate storage data, media formulating in daily basic E results that address given topics in the queries to process data and method queries for processing data and P  Works language.  ClarisWorks curriculum for reporting results that address methods for reporting results that O

FEATURES OF AN Students use input (e.g. Students use input (e.g. assignedStudents topics use inappropriate the curriculum input addressStudents assigned independently curriculum usetopics.

C Studentskeyboard, apply mouse) basic software and output features Studentskeyboard, apply mouse) software and features output of a Students(e.g. keyboard, identify and mouse) apply uniqueand Studentsappropriate autonomously input/output produce device, I OPERATINGSPREADSHEET SYSTEM

S  Excel devicesof a spreadsheet (e.g. monitor). (e.g. table, graph devicesspreadsheet (e.g. (e.g. monitor), table, graph/ access chart outputsoftware devices features and(e.g. components monitor), of accessproducts network that reflect resources given learning and A  Works creation) to create products that limitedcreation) networkto create products resources, that and accessa spreadsheet network (e.g. resources,table, graph/ andchart incorporateobjectives by usingperipherals advanced to software B address appropriate learning useaddress peripherals appropriate (e.g. learning scanners, usecreation, common formulas) peripherals to plan, create (e.g. and enhancefeatures and his/her components final ofproduct. a objectives. objectives. edit products that address appropriate spreadsheet. digital cameras) via guidance. learningscanners, objectives. digital cameras). MERGING DATA FROM Students, through guided instruction, Students apply software features such Students understand and apply Students implement features such as MULTIPLEDATA STORAGE MEDIA AND applyStudents software use featuresbasic procedures such as asStudents merging demonstratedata from spreadsheet softwareStudents features demonstrate such as merging strategies mergingStudents data integrate from spreadsheets strategies and RETRIEVAL Word (FILE formerging storing data computerfrom spreadsheet files on a proceduresresources to improve for management the efficacy of anddata fromprocedures spreadsheet for andeffective database anddatabase procedures resources forto create effective efficient resources to improve the efficacy of documents resources to improve the efficacy of independently produced products. MANAGEMENT/ Excel hard drive and floppy disk. and maintenance of computer management and maintenance management and maintenance  Access documents documents. MAINTAINANCE) files on a hard drive and floppy of computer files in a variety of of computer files in a variety of  Works disk. media and formats (e.g. floppy media and formats on a hard MULTIMEDIA PRESENTATION/ Students utilize basic procedures to Students identify and utilize basic disc,Students CD) classify on a andhard employ drive unique and driveStudents and compose network. compelling create simple multimedia procedures for importing and software features (e.g. animation, multimedia presentations that reflect PROJECT network.  PowerPoint presentations. manipulating objects (e.g. pictures, sound, video); identify and utilize curricular focus and integrate  mPower images and charts) to plan, create and procedures for importing and advanced software features. edit multimedia presentations. manipulating objects (e.g. pictures, images and charts) to plan, create and edit multimedia presentations. DESKTOP PUBLISHING AND Students use limited media to create Students use limited media and Students recognize a variety of media Students evaluate a plethora of media GRAPHICS SOFTWARE basic products (e.g. pamphlets) that formats to create and edit products and formats to create and edit and formats to design desktop  Publisher communicate information and ideas (e.g. newsletters, pamphlets) that products (e.g. newsletters, pamphlets) publishing products that communicate  Photoshop Elements from the curriculum. communicate information and ideas that communicate information and original information and authentic from the curriculum. ideas from the curriculum. ideas WEBSITE/WEBPAGE Students utilize limited formats to Students utilize limited formats to Students identify a variety of media Students evaluate a plethora of media INCLUSION create products (e.g. webpage create products (e.g. webpage and formats to create and edit and formats to design web-based  FrontPage development) that demonstrate simple development) that communicate products (e.g. webpage development) products that support original  Publisher ideas from the curriculum. information and ideas from the that communicate information and information and authentic ideas  Dreamweaver curriculum. ideas from the curriculum. STUDENT ACHIEVEMENT RUBRIC*- Grades 9-12 *Adapted from the NETS for Students Achievement Summary Rubric –DRAFT DEPARTMENT OF TEACHING AND LEARNING 38 NEWARK PUBLIC SCHOOLS NJ CCCS 8.1 Computer and Information Literacy

S Emergent Developing Proficient Advanced Proficient E

U Concept/skill is started and Concept/skill is continued and Concept/skill has been mastered Students excel working S and is used within the class S used with teacher guidance practiced with or without independently, incorporating I teacher guidance without teacher assistance style and creativity to create N

A original work. Content is more

M important than skills. U ACCEPTABLE USE POLICY Students partially verbalize the Students verbalize the contents of Students articulate the purpose of Student’s practices reflect the purpose of H the district’s acceptable use policy and are basic contents of the district’s the district’s acceptable use policy the district’s acceptable use policy D acceptable use policy and and understand the consequences and understand the totally compliant to all components. N

A understand the consequences of of non-compliance. consequences/costs of non-

L non-compliance. compliance.

A INTERNET AND EMAIL Students practice limited computer Students practice appropriate Students practice acceptable Students exemplify best practices C I ETIQUETTE etiquette and work cooperatively computer etiquette and work computer etiquette and work in acceptable computer etiquette H with others when using cooperatively with others when cooperatively with others when and collaborate with peers and T

E technology. using technology. using technology. experts when using technology.

, CURRENT AND FUTURE Students demonstrate limited uses Students demonstrate some uses Students demonstrate broad uses Students select best uses for L for information/communication for information/communication for information/communication information/communication A TECHNOLOGY IMPACT ON I technology in everyday life. technology in everyday life and technology in everyday life and technology in daily life and apply C SOCIETY.

O understand current ethical and understand current ethical and current ethical uses of technology

S unethical use of technology in unethical use of technology in in society to ensure a positive long society society and its possible long-range range impact. impact. SOCIAL, LEGAL AND Students communicate a narrow Students communicate issues Students communicate issues Students clearly articulate specific ETHICAL BEHAVIORS range of issues related to related to acceptable and related to acceptable and current and future issues related to WHEN USING acceptable and responsible use of responsible use of information/ responsible use of information/ acceptable and responsible use of INFORMATION AND information/communication communication technology (e.g. communication technology (e.g. information/communication technology (e.g. plagiarism) and copyright, plagiarism, spamming) copyright, plagiarism, spamming) technology (e.g. copyright, TECHNOLOGY understand some consequences of and understand the consequences and analyze the plagiarism, spamming) and analyze unethical use of technology. of unethical use of technology. consequences/costs of unethical the current and long range costs of use of technology. unethical uses of technology. INFORMED CHOICES Students select information/ Students know how to select Students know how to select and Students critically select relevant AMONG TECHNOLOGY communication technology and information/ communication use appropriate information/ and appropriate information/ RESOURCES. resources, with guidance to collect technology and resources to collect communication technology and communication technology and information. information and report results. resources to collect and analyze resources to collect and analyze information and report results. information to synthesize original reports.

S Emergent Developing Proficient Advanced Proficient L

O Concept/skill is started and Concept/skill is continued and Concept/skill has been mastered Students excel working O used with teacher guidance practiced with or without and is used within the class without independently, incorporating

T teacher assistance teacher guidance style and creativity to create H

C original work. Content is more

R important than skills. A

E ELECTRONIC AND Students use given technology Students select and use some Students locate, select and use Students competently locate, select S resources (e.g. internet) to research technology resources (e.g. internet, technology resources (e.g. internet, and use technology resources (e.g. E TECHNOLOGY pre-selected curriculum topics and real-world simulations, real-time real-world simulations, real-time internet, real-world simulations, R INFORMATION

S RESOURCES FOR solve real world problems. data) to enhance their research of data) to enhance their research of real-time data) to enhance their S curriculum topics and solve real curriculum topics and solve real research of curriculum topics and E RESEARCH SUPPORT AND

C world problems. world problems. solve real world problems.

C REAL WORLD PROBLEM

A SOLUTIONS.

N EMAIL MESSAGE Students use basic assigned Students employ assigned Students employ various Students implement various O I ORGANIZATION telecommunication tools (e.g. telecommunication tools (e.g. telecommunication tools (e.g. telecommunication tools (e.g. T

A email, online collaborative email, chat rooms, forums, online email, chat rooms, forums, online email, chat rooms, forums, online

M projects) to exchange data collaborative projects) to exchange collaborative projects) to exchange collaborative projects) to exchange

R collected and learn curricular data collected and learn curricular data collected and learn curricular collected data and contribute to O concepts by communicating with concepts by communicating with concepts by communicating with curricular concepts by F

N peers, educators, and experts. peers, educators, and experts. peers, educators, and experts. communicating with peers, I educators, and experts. ACCURATE AND Students identify and use limited Students identify and use various Students identify and use various Students evaluate and integrate RELEVANT DATABASE search techniques via databases search techniques via databases search techniques via databases various advanced search techniques SEARCH (e.g. internet) and are able to (e.g. internet) and are able to (e.g. internet) and are able to via databases (e.g. internet), evaluate the data for relevance. evaluate the data for relevance, evaluate the data for accuracy, disseminating data for relevance, bias and appropriateness. relevance, comprehensiveness, bias comprehensiveness bias and and appropriateness. appropriateness.

S Emergent Developing Proficient Advanced Proficient L

O Concept/skill is started and used Concept/skill is continued and Concept/skill has been mastered Students excel working O with teacher guidance practiced with or without teacher and is used within the class without independently, incorporating

T teacher assistance guidance style and creativity to create G

N original work. Content is more I

K important than skills.

A PROBLEM IDENTIFICATION Students apply pre-selected Students apply appropriate Students select and apply Students analytically select and

M AND STRATEGY technology tools and resources to technology tools and resources to appropriate technology tools and apply appropriate technology tools

N FORMULATION FOR collect, organize and evaluate collect, organize and evaluate resources to collect, organize and and resources to collect, organize

O information relevant to real world information relevant to real world evaluate information relevant to real and evaluate information relevant to I PROBLEM SOLVING S problems. problems. world problems. real world problems. I

C HARDWARE PROBLEMS Students solve limited basic Students demonstrate how to solve Students demonstrate, analyze and Students put best practices into place E AND SOLUTIONS common hardware and software common hardware, software, and describe how to solve common while troubleshooting and solving D

problems that occur during everyday network problems that occur during hardware, software, and network common and complex hardware, D use. everyday use. problems that occur during everyday software and network problems that N

A use. frequently occur. Students use limited media and Students use some media and Students demonstrate how to use a Students incorporate a variety of G KNOWLEDGE BASE

N formats to publish and present formats to design, develop, publish variety of media and formats to media and formats to design,

I INTEGRATION AND

V RESULTS COMMUNICATION simple products (e.g. presentations) and present products (e.g. design, develop, publish and present develop, publish and present L from the curriculum. presentations, websites, newsletters) products (e.g. presentations, products (e.g. presentations, O and incorporate information from websites, newsletters) and websites, newsletters) and S the curriculum and articulate ideas incorporate information from the incorporate information from the M

E to limited audiences. curriculum and articulate original curriculum and articulate original

L ideas to multiple audiences. compelling ideas to multiple B audiences. O R P

CLASSROOM IMPLEMENTATION RUBRIC

Developmental (1) Emergent (2) Mastery (3) Exemplary (4) Created by Pamela Morgan, Supervisor Office of Instructional Technology DEPARTMENT OF TEACHING AND LEARNING 42 NEWARK PUBLIC SCHOOLS Teacher Behavior Teacher is isolated. Teacher participates in grade Teacher shares information Teacher works as a part of a level meetings, but works with peers on occasion. collaborative teaching and learning independently team. Teacher Actions Teacher lectures (solely) - focusing Teacher is primary Teacher encourages students Teacher engages students in on the technical aspects of teaching information giver in class. to be independent learners, reflective discussions of shared and learning (little consideration for Allows students to frequently assigning group experiences from multiple content). occasionally work projects. Lectures minimally. perspectives; guiding student independently (only in highly interaction and learning. Focus is structured environments). goal driven. Curricular No evidence that CCCS indicators Teacher occasionally refers to Teacher has a broad view of Students complete interdisciplinary are being addressed. The focus is on CCCS indicators, generally the subject, integrating one of projects that include real world the narrow definition of the subject. using the teacher’s guide to the two CCCS indicators into analysis and application, and that guide the lesson. the lesson. effectively address at least five CCCS indicators. Student Technology Access Students are given unrelated tasks, Students use technology to Students use content Student use of the technology such as drill and practice worksheets. automate ordinary tasks, such appropriate software specifically reflects thoughtful as drill and practice software programs supplement consideration of the learning task, programs., and copying instruction . No creative use and creatively integrates it into the written draft onto the of the technology is evident. teaching/learning process. computer. Student Learning Activities Students work independently to Students occasionally speak Students share information at Students work cooperatively in complete assignments. to each other regarding formal sharing sessions. active learning centers. assignments. Student Information Students copy out of encyclopedias. Student writing requires only Students use the internet and Students use multiple resources, Gathering reiteration or description. No at least one other resource, including the Internet and other analysis of the topic is publishing in traditional, non- electronic media to gather employed. media mediums. information, and incorporate the information into their lessons. They publish their work using electronic formats. Student Assessment Students’ papers are graded Students’ work is assessed Students’ work is assessed Students prepare portfolios of their traditionally, by the teacher using a based on a teacher developed based on group projects and work for authentic assessment. colored pencil. contract. on their individual assignments, using predefined criteria.

Created by Pamela Morgan, Supervisor Office of Instructional Technology DEPARTMENT OF TEACHING AND LEARNING 43 NEWARK PUBLIC SCHOOLS APPENDIX A

New Jersey Core Curriculum Content Standards

At the threshold of the twenty-first century, New Jersey found itself struggling along with the rest of the nation to educate citizens who will be competitive in the international marketplace of the future. New Jersey also faced a particular constitutional challenge of implementing a state system of “Thorough and Efficient” public schools.

One of the goals of public education is to prepare students for the world of work. Mathematics skills are tools for problem solving in science and can be reinforced in vocational-technical areas. Technology education teachers can show the application of problem- solving techniques, which bring physics principles to life. The visual and performing arts provide an avenue for the understanding of science, social studies, language arts, world language, and design technology.

In one sense, the core curriculum standards mark with precision the results expected of all students. In another sense, they serve as a banner behind which all segments of the education community and the state at large can mobilize and reshape our approach to education. Collectively, they embody a vision of the skills and understandings of all New Jersey’s children need to step forward into the twenty-first century and to be successful in their careers and daily lives.

To compete in a global, information-based economy, the students we prepare must be able to solve real problems, reason effectively, and make logical connections. The world of work they enter will feature products and factories that are designed by mathematical models and computer simulations, computers that control production processes and plants, and robots. Our state and country need people with the skills to develop and manage these new technologies.

All students should be challenged to reach their maximum potential. For many students, the achievement of these standards will indeed be challenging. However, if we do not provide such a challenge, a blueprint for excellence, we will do our students a great disservice by leaving them unprepared for the future.

Resource: www.nj.gov/njded/cccs/s8_tech.htm DEPARTMENT OF TEACHING AND LEARNING 44 NEWARK PUBLIC SCHOOLS APPENDIX A

New Jersey Core Curriculum Content Standards for Technological Literacy INTRODUCTION The Vision Technology, any modification of the natural world designed by human beings to solve human problems, enhance human life, or extend human capability, was identified by the United States Department of Labor as an essential workplace competency in a 1992 report called the Secretary’s Commission on Achieving Necessary Skills (SCANS). SCANS stated that students should be able to select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment. The Department of Education recognized its importance by including technology in the original cross-content workplace readiness standards. In keeping with today’s technological society, technological literacy has been further emphasized by its inclusion as a separate standards area which focuses on both computer and information literacy and technology education. Technology is evolving at an amazing rate, with both frequent advancements of existing technology and the creation of new technologies. All students must understand and be comfortable with the concepts and application of technology, not only in order to function in today’s complex society, but also to become informed and productive adults of tomorrow. Computer and Information Literacy Computer and information literacy, which supports skills in information-gathering, information-organizing, and problem solving, has become critical for every student whether college- or workplace-bound. Colleges and employers are now demanding that students and employees possess a broad range of computer and information literacy proficiencies. More and more retail purchasing is being done on-line every year, and all but the most menial of positions now require a significant understanding of computer and information literacy. To ensure that students are computer literate, a separate standard that defines rigorous, in-depth learning has been included. The computer and information literacy standard is designed to be integrated and applied in all of the content areas of the Core Curriculum Content Standards. Technology Education The technology education standard was developed to ensure the literacy needed by all students to succeed in a highly technological world. Business and industry has clearly stated the need for technological skills in the workplace of the 21st Century.

Resource: www.nj.gov/njded/cccs/s8_tech.htm DEPARTMENT OF TEACHING AND LEARNING 45 NEWARK PUBLIC SCHOOLS APPENDIX A This standard is based on the Standards for Technological Literacy (STL): Content for the Study of Technology (ITEA, 2000), developed as part of the National Science Foundation (NSF)/National Aeronautics and Space Administration (NASA) funded by the Technology for All Americans (TfAA) project. A study by DeKlerk has found that students form negative attitudes about the technological world if there are no formal technological experiences during the early school years. This finding is a great concern to New Jersey business and industry. Other cognitive research suggests that "design-based learning" is important. Early studies with design and technology curriculum indicate that students who learn important technological concepts develop positive attitudes about technology, math, science and learning in general. For these reasons, an introduction to technology education, including engineering and technological design, is an essential component of a thorough and efficient K-12 education.

Standards and Strands There are two technological literacy standards, each of which has a number of lettered strands. The standards and strands include: 8.1 Computer and Information Literacy A. Basic Computer Tools and Skills

. Keyboarding

. Word processing

. Internet usage

. Spreadsheets

. Database concepts and usage

. Publications and presentations B. Application of Productivity Tools . Social Aspects

. Information Access and Research

Resource: www.nj.gov/njded/cccs/s8_tech.htm DEPARTMENT OF TEACHING AND LEARNING 46 NEWARK PUBLIC SCHOOLS APPENDIX A . Problem Solving

References American Library Association and Association for Educational Communications and Technology. (1998), Information literacy standards for student learning. Online: http://www.ala.org/aaslTemplate.cfm?Section=Information_Power&Template=/ ContentManagement/ContentDisplay.cfm&ContentID=19937. Arizona Department of Education. (2000). Technology education standards. Online: http://ade.state.az.us/standards/technology. International Society for Technology in Education. (1998). National educational technology standards for students. Eugene, OR: Author. International Society for Technology in Education. (2000). Standards for technological literacy (STL): Content for the Study of Technology. Online: www.iteawww.org. National Business Education Association. (2001). National standards for business education. Online: http://www.nbea.org/curriculum/bes.html.

STANDARD 8.1 (COMPUTER AND INFORMATION LITERACY ) ALL STUDENTS WILL USE COMPUTER APPLICATIONS TO

Resource: www.nj.gov/njded/cccs/s8_tech.htm DEPARTMENT OF TEACHING AND LEARNING 47 NEWARK PUBLIC SCHOOLS APPENDIX A GATHER AND ORGANIZE INFORMATION AND TO SOLVE PROBLEMS. Descriptive Statement: Using computer applications and technology tools students will conduct research, solve problems, improve learning, achieve goals, and produce products and presentations in conjunction with standards in all content areas, including career education and consumer family, and life skills. They will also develop, locate, summarize, organize, synthesize, and evaluate information for lifelong learning. Strands and Cumulative Progress Indicators

By the end of Grade 4, students will: A. Basic Computer Skills and Tools 1. Use basic technology vocabulary. 2. Use basic features of an operating system (e.g., accessing programs, identifying and selecting a printer, finding help). 3. Input and access text and data, using appropriate keyboarding techniques or other input devices. 4. Produce a simple finished document using word processing software. 5. Produce and interpret a simple graph or chart by entering and editing data on a prepared spreadsheet template. 6. Create and present a multimedia presentation using appropriate software. 7. Create and maintain files and folders. 8. Use a graphic organizer. 9. Use basic computer icons. B. Application of Productivity Tools Social Aspects

Resource: www.nj.gov/njded/cccs/s8_tech.htm DEPARTMENT OF TEACHING AND LEARNING 48 NEWARK PUBLIC SCHOOLS APPENDIX A 1. Discuss the common uses of computer applications and identify their advantages and disadvantages. 2. Recognize and practice responsible social and ethical behaviors when using technology, and understand the consequences of inappropriate use including:

. Internet access

. Copyrighted materials

. On-line library resources

. Personal security and safety issues 3. Practice appropriate Internet etiquette.

4. Recognize the ethical and legal implications of plagiarism of copyrighted materials.

Information Access and Research 5. Recognize the need for accessing and using information. 6. Identify and use web browsers, search engines, and directories to obtain information to solve real world problems. 7. Locate specific information by searching a database. 8. Recognize accuracy and/or bias of information. Problem Solving and Decision Making 9. Solve problems individually and/or collaboratively using computer applications. 10. Identify basic hardware problems and solve simple problems. Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

A. Basic Computer Skills and Tools

Resource: www.nj.gov/njded/cccs/s8_tech.htm DEPARTMENT OF TEACHING AND LEARNING 49 NEWARK PUBLIC SCHOOLS APPENDIX A 1. Use appropriate technology vocabulary. 2. Use common features of an operating system (e.g., creating and organizing files and folders). 3. Demonstrate effective input of text and data, using touch keyboarding with proper technique. 4. Input and access data and text efficiently and accurately through proficient use of other input devices, such as the mouse. 5. Create documents with advanced text-formatting and graphics using word processing. 6. Create a file containing customized information by merging documents. 7. Construct a simple spreadsheet, enter data, and interpret the information. 8. Design and produce a basic multimedia project. 9. Plan and create a simple database, define fields, input data, and produce a report using sort and query. 10. Use network resources for storing and retrieving data. 11. Choose appropriate electronic graphic organizers to create, construct, or design a document. 12. Create, organize and manipulate shortcuts. B. Application of Productivity Tools Social Aspects 1. Demonstrate an understanding of how changes in technology impact the workplace and society. 2. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. 3. Explain the purpose of an Acceptable Use Policy and the consequences of inappropriate use of technology. 4. Describe and practice safe Internet usage. 5. Describe and practice "etiquette" when using the Internet and electronic mail. Resource: www.nj.gov/njded/cccs/s8_tech.htm DEPARTMENT OF TEACHING AND LEARNING 50 NEWARK PUBLIC SCHOOLS APPENDIX A Information Access and Research 6. Choose appropriate tools and information resources to support research and solve real world problems, including but not limited to:

. On-line resources and databases

. Search engines and subject directories 7. Evaluate the accuracy, relevance, and appropriateness of print and non-print electronic information sources. Problem Solving and Decision Making 8. Use computer applications to modify information independently and/or collaboratively to solve problems. 9. Identify basic hardware problems and demonstrate the ability to solve common problems. 10. Determine when technology tools are appropriate to solve a problem and make a decision.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Basic Computer Skills and Tools 1. Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print. 2. Create documents including a resume and a business letter using professional format. 3. Construct a spreadsheet, enter data, use mathematical or logical functions to manipulate and process data, generate charts and graphs, and interpret the results. 4. Given a database, define fields, input data from multiple records, produce a report using sort and query, and interpret the data. 5. Produce a multimedia project using text, graphics, moving images, and sound. 6. Produce and edit page layouts in different formats using desktop publishing and graphics software.

Resource: www.nj.gov/njded/cccs/s8_tech.htm DEPARTMENT OF TEACHING AND LEARNING 51 NEWARK PUBLIC SCHOOLS APPENDIX A 7. Develop a document or file for inclusion into a website or web page. 8. Discuss and/or demonstrate the capability of emerging technologies and software in the creation of documents or files. 9. Merge information from one document to another.

B. Application of Productivity Tools

Social Aspects 1. Describe the potential and implications of contemporary and emerging computer applications for personal, social, lifelong learning, and workplace needs. 2. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. 3. Make informed choices among technology systems, resources, and services in a variety of contexts. 4. Use appropriate language when communicating with diverse audiences using computer and information literacy.

Information Access and Research 5. Select and use specialized databases for advanced research to solve real world problems. 6. Identify new technologies and other organizational tools to use in personal, home, and/or work environments for information retrieval, entry, and presentation. 7. Evaluate information sources for accuracy, relevance, and appropriateness. 8. Compose, send, and organize e-mail messages with and without attachments.

Problem-Solving and Decision Making 9. Create and manipulate information, independently and/or collaboratively, to solve problems and design

Resource: www.nj.gov/njded/cccs/s8_tech.htm DEPARTMENT OF TEACHING AND LEARNING 52 NEWARK PUBLIC SCHOOLS APPENDIX A and develop products. 10. Identify, diagnose, and suggest solutions for non-functioning technology systems. 11. Identify a problem in a content area and formulate a strategy to solve the problem using brainstorming, flowcharting, and appropriate resources. 12. Integrate new information into an existing knowledge base and communicate the results in a project or presentation.

Resource: www.nj.gov/njded/cccs/s8_tech.htm DEPARTMENT OF TEACHING AND LEARNING 53 NEWARK PUBLIC SCHOOLS APPENDIX B

BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN

In 1956, Benjamin Bloom outlined six (6) levels of cognitive function:

1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

Bloom’s Taxonomy has been a valuable tool to educators when developing curriculum and determining instruction.

We look at the six levels and think of them in terms of action verb. Educators use this taxonomy as a guide when developing tests, projects, and other assessment measures.

DEPARTMENT OF TEACHING AND LEARNING 54 NEWARK PUBLIC SCHOOLS APPENDIX B ASSESSMENT VOCABULARY BASED ON BLOOM’S TAXONOMY

COGNITIVE DESCRIPTIVE VERB ASSORTMENT WORDS / PHRASE DOMAIN Knowledge List, describe, catalog, itemize, Who, what, where, when, why, how, how much, define, classify, organize, which one, describe…, select… identify, name, show, explain, read Comprehension Change, infer, outline, propose, Which are the facts and/or opinions? replace, modify, summarize, alter, What does this mean? Outline the information vary, condense, explain in… Re-state in your own words… Summarize Application Solve, predict, explain, diagnose, What would happen if… Explain the effects of… estimate, plan, protect, judge What and how much would change? Analysis Examine, compare, contrast, What conclusions can be drawn from…? identify, equate, rank, deduce What is the theme or main idea? What is the relationship…? What are the most important ideas? What is the motive of…? Synthesis Create, brainstorm, predict, plan, Make up, choose, create, design, plan design, set up, imagine Evaluation Judge, rank, determine, critique, What is more important/ moral/logical/ defend, conclude appropriate/ valid?

DEPARTMENT OF TEACHING AND LEARNING 55 NEWARK PUBLIC SCHOOLS APPENDIX B Compare and contrast… Critique

DEPARTMENT OF TEACHING AND LEARNING 56 NEWARK PUBLIC SCHOOLS APPENDIX C HIGHER ORDER OF LEARNING

A child enters school with little if any attainment in written expression and leaves capable of learning much from human culture. It was thought originally that this progress was just a matter of learning, memorizing, associating, and practicing. The work of psychologists has revealed, however, that the growth of the student’s intellectual powers must include a large element of development through different phases. Learning begins with simple psychomotor coordination, which leads to the beginnings of symbolizing, helped by the growth of language and play. Logical thought follows, provided the material is concrete. Finally, in mid-adolescence, the students acquire the ability to examine problems comprehensively, grasp their formal structure, and evoke explanation.

Education must pace development, not follow it and / or ignore it. The components of a child’s overall educational growth are physical and mental maturation, experience, formal teaching through language, and an urge in the learner to resolve discrepancies, anomalies, and dissonance in his experience. In his emotional life, a child progresses from direct, immediate, uninhibited reactions to more complex, less direct, and more circumspect responses. Any attempt to educate a child intellectually and emotionally must take account of these characteristics.

A large part of the teacher’s role is as a group leader providing stimulating learning situations, and the group life of the school and the classroom must influence the teaching situation. The individual student conducts himself under the influence of the group (led by the teacher) to which he belongs. The student’s achievements and attitudes are subject to evaluation by the group, leading to support or ostracism, and he sets his standards according to these influences. What is required of a teacher is that he enjoy and be capable of sharing work programs with children, designed to modify their behavior and experience. This means making relevant experience available to the student at the right time. The teacher must be mature, have humor with a sense of status, be firm yet unruffled, and be sympathetic but not overly personal.

DEPARTMENT OF TEACHING AND LEARNING 57 NEWARK PUBLIC SCHOOLS APPENDIX C

The subject matter taught also has a marked influence on the total teaching situation. It may be conveniently divided into broad headings of languages, humanities, sciences, mathematics, and arts. Although each group of subjects has something in common with others in terms of the demands it makes on the thinker (student), each area also has something that is quite specific in its mode of development. Languages call for verbal learning and production based upon oral work, particularly during the early phases. The humanities call for an understanding of cause-effect relations of immediate and remote connections between persons and institutions and the learner’s environment. The sciences call for induction from experience, though deductive processes are required when the laws of science are formalized into mathematical terms. The humanities and sciences both depend on the ability of the learner to hypothesize. Mathematics calls for the ability to abstract, symbolize, and deduce. An interest in the formal and structural properties of the acts of counting and measuring is fundamental. Arts and literature call for a fairly free opportunity to explore and create.

The permeation of emotional learning throughout the whole educative process is not always obvious.

The Computer Applications program includes tasks and skills derived from the three domains of learning:  Psychomotor  Cognitive  Affective

PSYCHOMOTOR SKILLS, such as typing a business letter or keyboarding, are manipulative in nature. These skills can be grouped by duties and objectives, which are then elevated through the use of performance standards that measure student proficiency in the manipulative aspect of the designed task. In the development of psychomotor learning, the teacher is concerned with the promotion of coordinated skills and their creative use.

DEPARTMENT OF TEACHING AND LEARNING 58 NEWARK PUBLIC SCHOOLS APPENDIX C

Demonstrating higher order of learning, students will be able organize, itemize, examine, compare, deduce, create, set up, and produce business documents such as letters, memorandums, spreadsheets, tables, and reports.

COGNITIVE SKILLS refer to understanding the procedure(s) necessary to complete a specific task. To type a business letter, the student must know the format of a business letter. To keyboard a mailing list, the student must know how to use the various commands of the word processing program. Thus, cognition is what goes on in the mind of the learner about the specific task to be completed. Cognitive training produces a thinker-observer aware of the modes of thought and judgment making up human intellectual activity. In the final stages, the teacher aims at a thinker, critic, organizer, and creator. It is the process by which information is stored, retrieved, and used. The learner gains cognition through real and imaginary experiences such as reading, viewing instructional visual aides, or by memorizing a task or process until it is retained. Literature, art, and the humanities are all directly involved; and the teaching of science and mathematics can bring about a positive attitude toward cognitive and theoretical values. Evaluation of cognitive skills may require that a student decide upon the proper procedure, sequence, or method to perform a specific task. This is cognitive activity (decision-making) at its highest level. Good cognition (thinking) enhances an employee’s productivity at the work place.

AFFECTIVE SKILLS result from the development of emotions, attitudes, and values in response to learning. The permeation of emotional learning throughout the whole educational process is not always obvious, in part because very often it is brought about incidentally. Motivation from instructors and supervisors assists students in the acquisition of positive attitudes towards self, their school, fellow students, job, and co-workers. The acquisition and application of values and attitudes are marked by the time of adolescence and dominate the general life of the young individual. Affective attributes are demonstrated by the emotional behavioral patterns displayed when an

DEPARTMENT OF TEACHING AND LEARNING 59 NEWARK PUBLIC SCHOOLS APPENDIX C individual shows his/her ability to perform tasks, such as punctuality, following directions, getting along with others, and workplace housekeeping. Potential employers are interested in the student’s attitude, because a cheerful, confident student will often become an employee with good work ethics; whereas, an angry or uncertain student will often become an employee with poor work ethics.

DEPARTMENT OF TEACHING AND LEARNING 60 NEWARK PUBLIC SCHOOLS APPENDIX D

DEFINITIONS

CONCEPTUAL KNOWLEDGE is knowledge that must be learned by thoughtful, reflective style techniques. It utilizes relationship and understanding, a network in which linking relationships are as prominent as the discrete bits of information previously learned.

ISTE is the acronym for International Society for Technology Education.

NETS is the acronym for National Educational Technology Standards for Students; Connecting Curriculum and Technology.

NJCCCS is the acronym for New Jersey Core Curriculum Content Standards.

PDA is the acronym for Personal Digital Assistance, a pocket sized computer that is designed to do specific tasks.

PROCEDURAL KNOWLEDGE is the knowledge of how to perform some task. It emphasizes the knowing ‘how’ as opposed to knowing ‘that’ which is called declarative knowledge.

PROBLEM-BASED LEARNING is a curriculum development and instructional system which simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with a structured problem that mirrors real-world problems.

DEPARTMENT OF TEACHING AND LEARNING 61 NEWARK PUBLIC SCHOOLS APPENDIX E

Technology Integrated Lesson Plans

Grades 1-4

Healthy Me!

A Dinosaur Zoo for Me and You!

Attention: Community Helpers

The 50 States: It’s Nifty to Be Fifty

Grades 5-8

Breakfast Counts!

“What will I be when I grow up?” - Career Awareness

Great Explorations- Adventures with Lewis and Clark

Ideal Weather

Grades 9-12

My Worldwide Tour of Spanish Speaking Countries

Getting the Shape

Light of Eclipse

Winging It

DEPARTMENT OF TEACHING AND LEARNING 62

Technology Integrated Lesson Plans

Grades 1-4

Healthy Me!

A Dinosaur Zoo for Me and You!

Attention: Community Helpers

The 50 States: It’s Nifty to Be Fifty

Grades 5-8

Breakfast Counts!

“What will I be when I grow up?” - Career Awareness

Great Explorations- Adventures with Lewis and Clark

Ideal Weather

Grades 9-12

My Worldwide Tour of Spanish Speaking Countries

Getting the Shape

Light of Eclipse

Winging It

Title of Lesson: Healthy Me!

Appropriate for Students in Grades: 1-4

Objective:

We need a healthy balanced diet in order to live healthy balanced lives. What foods are healthy? Working cooperatively, students will investigate all of the food groups. Students will conduct electronic research (via the internet) and determine which foods are important to maintain healthy balanced diets. Students will create a menu that best reflect a balanced meal. As a class, students will create a healthy cookbook for kids.

NJ CCCS:

Language Arts (3.2) Writing: All Students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. (3.5) Viewing and Media Literacy: All students will access, view, view, evaluate, and respond to print, non-print, and electronic text and resources. Technological Literacy (8.1) Computer and Information Literacy: All students will use computer applications to gather and organize information and to solve problems.

Science (5.5) Characteristics of Life: All students will gain an understanding of the structure, characteristics and basic needs of organisms and will investigate the diversity of life.

Health/Physical Education (2.1) Wellness: All students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle.

Suggested Software: Concept Web (e.g. Kidspiration) Multimedia (e.g. StoryBook Weaver, Hyperstudio, PowerPoint) Drawing Tools (e.g. KidPix, Paint) Spreadsheet (e.g. Excel) Word Processing (e.g. Word)

Suggested Links/ Resources: http://kidshealth.org/kid/stay_healthy/food/pyramid.html This website has a description of each item on the food pyramid. http://kidshealth.org/kid/recipes/index.html A resource filled with healthy kid friendly recipes. http://www.thecaloriecounter.com/ This resource will allow students to find out the calories of different foods. http://exhibits.pacsci.org/nutrition/cafe/cafe.html Using this site, students will verify if he/she created a healthy meal. http://exhibits.pacsci.org/nutrition/noflash_nutrition.html This website is a series of interactive materials to help students learn more about nutrition. http://www.eatsmart.org/ This website has an interactive food pyramid. http://www.dole5aday.com/Teachers/ClassroomResources/Materials/ T_LessonPlans.jsp?topmenu=1 This website gives you lesson integration ideas for Language Arts, Math, Science, and Social Studies.

Suggested Activities/Templates: (If students are proficient in applicable software applications, do not use the templates)

1. Using one of the web resources listed above (or teacher choice), students will research and determine healthy/unhealthy foods and complete a healthy/unhealthy template (Kidspiration). (All Grades)

2. Using KidPix (or drawing software), students will create one descriptive illustration of his/her idea of a healthy meal and one description of an unhealthy meal. (Grades 1-2)

3. Using Microsoft Excel (or Spreadsheet), students will create a spreadsheet documenting his/her food intake for a week. Students will also include on the spreadsheet the caloric values of each item and find the sum of his/her daily diet. Upon completion, as a class, students will compare their weekly diet. (Grades 3-4)

4. Using Story Book Weaver Deluxe, PowerPoint, or Hyperstudio, students will create an interactive slide show, illustrating the importance of eating healthy. (Grades 1-4)

5. Using Word (or Word Processing software), students will find and create a balanced daily menu for a healthy diet. Students will also find one healthy kid-friendly recipe and publish it for the class recipe book. (Grades 3-4)

Extension Activities/ Suggestions:

1. Using ePals Schoolmail, have your students send a public service announcement to classmates expressing the benefits of healthy eating.

2. Have a “Healthy Food Day”. Each student can share his/her favorite healthy snack.

3. Create a tab on your Student eBoard and place the activities on-line for the students to complete.

4. As a class, create a “Food Pyramid” display. Invite students from the school to visit. Have your students act as tour guides.

5. http://www.dole5aday.com/Teachers/ClassroomResources/Materi als/LessonPlans/T_Stories.jsp Use this story starter website to have your students create stories to promote good nutrition.

Rubric t n Criteria Novice Apprentice Practitione Expert e t

n r o Understandin Using one of the Using one of the Using one of the Using more than C web resources, web resources, web resources, one of the web g Healthy we researched, we researched, we researched, resources, we analyzed 10 analyzed 10 analyzed 10 researched, Foods foods and foods and foods and analyzed more (Kidspiration) determined determined determined than 10 foods healthy and non- healthy and non- healthy and non- and determined healthy foods. healthy foods. healthy foods. healthy and non- We completed We completed We completed a healthy foods. 50% of the 75% of the healthy/unhealth We completed a healthy/unhealth healthy/unhealth y template. healthy/unhealth y template. y template. y template with vivid appropriate graphics. Creating a Using KidPix (or Using KidPix (or Using KidPix (or Using KidPix (or drawing drawing drawing drawing Healthy Meal software), we software), we software), we software), we created one created one created one created one (KidPix) illustration of a illustration of a complete complete healthy meal or healthy meal descriptive elaborate one description and one illustration of a descriptive of an unhealthy description of an healthy meal illustration of a meal unhealthy meal. and one pictorial healthy meal description of an and one pictorial unhealthy meal. description of an unhealthy meal with descriptions of each meal, explaining the attributes of each meal. Food Intake Using Microsoft Using Microsoft Using Microsoft Using Microsoft Excel (or Excel (or Excel (or Excel (or Journal Spreadsheet), Spreadsheet), Spreadsheet), Spreadsheet), we created a we created a we created a we created a (Excel) spreadsheet spreadsheet spreadsheet detailed documenting documenting documenting our spreadsheet less than 75% of 75% of our weekly diet with documenting our our weekly diet weekly diet with caloric values of weekly diet with with caloric caloric values of each item and caloric values of values of each each item and we found the each item and item and we we found the sum of our daily we found the found the sum of sum of our daily caloric intake. sum of our daily our daily caloric caloric intake. caloric intake. intake. We assisted to create a class- wide Food Intake Journal.

Healthy Diet Using Story Using Story Using Story Using Story Book Weaver Book Weaver Book Weaver Book Weaver Story Deluxe, Deluxe, Deluxe, Deluxe, PowerPoint, or PowerPoint, or PowerPoint, or PowerPoint, or (Story Book Hyperstudio, we Hyperstudio, we Hyperstudio, we Hyperstudio, we Weaver) created a slide created a slide created an created an show, illustrating show, illustrating interactive slide interactive slide some benefits of the benefits of show, clearly show, clearly eating healthy. eating healthy. illustrating the illustrating the importance and importance and benefits of benefits of eating healthy. eating healthy and the consequences of poor dining habits.. Healthy Menu Using Microsoft Using Microsoft Using Microsoft Using Microsoft Word, we Word, we Word, we Word, we (Word) created a created a created a created a balanced, balanced, balanced, balanced, healthy menu for healthy menu for healthy menu for healthy menu for breakfast, lunch, at least two of breakfast, lunch, at least two days or dinner. the three daily and dinner. for breakfast, meals: lunch, and breakfast, lunch, dinner. Our or dinner. formatted menu included relevant graphics.

Title of Lesson: A Dinosaur Zoo for Me and You!

Appropriate for Students in Grades: K- 3

Objective:

If dinosaurs were still alive, wouldn’t it be great to visit them at the zoo? Working cooperatively, students will create an interactive showcase displaying their very own dinosaur zoo. In this showcase, students will conduct electronic research (re: size; weight; habitat, food and shelter requirements; etc.) and determine which dinosaurs could live in their zoo. Students will write a story about their favorite dinosaur and present to the class why it should be showcased in the zoo. Students will take a tally to vote on the five best dinosaurs for their zoo.

NJ CCCS:

Science (5.5) Characteristics of Life: All students will gain an understanding of the structure, characteristics and basic needs of organisms and will investigate the diversity of life.

(4.4) Data Analysis, Probability, and Discrete Mathematics: All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data.

Suggested Software:

Concept Web (e.g. Kidspiration) Multimedia (e.g. StoryBook Weaver) Spreadsheet (e.g. Excel) Electronic Reference (e.g. DK Multimedia CD ROMS, Encarta)

Suggested Links/ Resources: http://www.childrensmuseum.org/dinosphere/teachers/activities.html# nonreader Activities on this site are appropriate for students in grades K-4 and are categorized based on ability. Recommended Activities: Level 1 Use this ABC Dinosaur book, Dinosaur Hunter, and Let’s Make a Movie activities for your non-reader students. Level 3 Strongly recommended on this website, is a web quest activity for students in grades 2-3. http://yahooligans.yahoo.com/content/science/dinosaurs/glossary/glo ssarya.html This is an extensive glossary of dinosaurs and dinosaur vocabulary. http://www.childrensmuseum.org/dinosphere/profiles/bucky.html Here you will find profiles on some familiar dinosaurs.

6. Using one of the web resources listed above (or teacher choice), students will research the dinosaur of their choice and complete a fact sheet template (Kidspiration).

7. Using Story Book Weaver Deluxe, students will create a persuasive writing piece with illustrations about his/her favorite dinosaur. This story should be 1-6 pages, depending on grade level. Grade 1 (1-2 pages), Grade 2 (2-4 pages), Grade 3 (4-6 pages).

8. Upon completing interactive persuasive piece from Story Book Weaver, students will share their stories about their favorite dinosaur, convincing their classmates that their dinosaur is a great choice for the dinosaur zoo.

9. Students will vote for their favorite dinosaur zoo candidate. Using Excel as a class, the teacher will model how to create a spreadsheet about each respective dinosaurs and the number of votes. Teachers will also model how to create a graph with the generated data.

6. Using ePals Schoolmail, have your students contact students from other places to get their opinion about creating a dinosaur zoo. Share your stories with ePals. Perhaps a story exchange can take place.

8. As a class, create a 3-D diorama of the dinosaur zoo.

n r o Information Using one Using one Using one Using more than C appropriate web appropriate web appropriate web one appropriate Gathering resource, we resource, we resource, we web resources, we researched the researched the researched the researched the (Kidspiration) dinosaur of our dinosaur of our dinosaur of our dinosaur of our choice and choice and choice and choice and completed less completed 75% - complete a given generated a than 75% of a 80% of a given fact sheet concept web using given fact sheet fact sheet template Kidspiration. template template (Kidspiration). (Kidspiration). (Kidspiration). Creating a Using Story Using Story Using Story Using Story Book Weaver Book Weaver Book Weaver Book Weaver Persuasive Deluxe, we Deluxe, we Deluxe, we Deluxe, we created a writing created a created a created a Writing Piece piece with few convincing convincing compelling (Story Book appropriate persuasive persuasive convincing illustrations writing piece writing piece persuasive Weaver) regarding our with appropriate with appropriate writing piece favorite illustrations illustrations with vivid dinosaur. regarding our regarding our illustrations favorite favorite regarding our dinosaur, with dinosaur, with favorite few spelling or no spelling or dinosaur, with no grammatical grammatical spelling or errors. errors. grammatical errors. Sharing My We shared our We shared our We shared our We shared our stories about our stories about our stories about our stories Story favorite favorite favorite dinosaur, expressively dinosaur. dinosaur, convincing most about our (Story Book convincing some of our classmates favorite Weaver) of our that our dinosaur dinosaur, classmates that is a great choice convincing the our dinosaur is a for the dinosaur majority of our great choice for zoo. classmates that the dinosaur our dinosaur is zoo. the best choice for the dinosaur zoo.

Taking a Poll We voted for our We voted for our We voted for our We voted for our dinosaur choice. dinosaur choice dinosaur choice dinosaur choice, Which and paid and paid close paid close attention as our attention as our attention as our dinosaurs teacher modeled teacher modeled teacher modeled made it into how to create a how to create a how to create a spreadsheet to spreadsheet to spreadsheet to our zoo? tally our votes tally our votes tally our votes (Excel) and create a and create a and create a graph. graph. We used graph, and an Excel created our own template to tally and graph create a tally using Excel. and graph to reflect our voting results.

Title of Lesson: Attention: Future Community Helpers!

Appropriate for Students in Grades: K- 2

Objective:

Many people work hard every day to make our communities a happy, healthy, and wonderful place to live. Who are these people? Working cooperatively, students will investigate the careers of many of these individuals. Students will conduct electronic research (via the internet) and determine which career they envision for themselves in the future. Students will create a multimedia project about their career of choice. Students will also showcase themselves via role-play in the form of their future career choice.

NJ CCCS:

Career Education and Consumer, Family and Life Skills (9.1) Career and Technical Education: All students will develop career awareness and planning, employability skills, and educational knowledge necessary for success in the workplace.

Social Studies

(6.5) Economics: All students will acquire an understanding of key economic principles.

Suggested Software:

Concept Web (e.g. Kidspiration) Multimedia (e.g. StoryBook Weaver, Hyperstudio, PowerPoint) Drawing Tools (e.g. KidPix, Paint) Word Processing (e.g. Word)

Suggested Links/ Resources: http://teacher.scholastic.com/commclub/ Click on the job of your choice and learn about each community helper. (Great resource for Grades K-1) http://bensguide.gpo.gov/k-2/neighborhood/index.html Learn about the community helpers in your neighborhood on this government sponsored website. http://www.hud.gov/kids/whatsjob.html Take an interactive quiz to see if you know the roles of your community helper.

10. ALL ABOUT MY COMMUNITY HELPER: Using one of the web resources listed above (or teacher choice), students will research the career of their choice and complete a fact sheet template (Kidspiration).

11. AN ILLUSTRATIVE DESCRIPTION OF MY COMMUNITY HELPER: Using KidPix (or drawing software), students will

create a descriptive illustration of his/her favorite community helper.

12. WHAT DOES MY COMMUNITY HELPER DO? Using Story Book Weaver Deluxe, PowerPoint, or Hyperstudio, students will create an interactive slide show, illustrating important aspects about his/her favorite career.

13. WE’RE IN BUSINESS! Using Microsoft Word (or Word Processing software), students will create their own future business cards.

14. ACT IT OUT! Upon completing the interactive slide show, students will share their favorite careers via role-play, dressed up as their favorite community helper.

9. Using ePals Schoolmail, have your students contact professional community helpers to address additional questions they may have.

10. Have a career fair. Invite community helpers that are of particular interest to your students.

12. As a class, create a “Career Hall of Fame” display. Invite students from the school to visit. Have your students act as tour guides.

Rubric Criteria Novice Apprentice Practitioner Expert About My Using one web Using one web Using one web Using more than Community Helper resource, we resource, we resource, we one web (Kidspiration) researched the researched the researched the resource, we community community community researched the helper of our helper of our helper of our community choice and choice and choice and helper of our completed 50% completed 75% completed the choice and the fact sheet the fact sheet fact sheet completed the template template template fact sheet template. We added appropriate graphics to our template. An Illustrative Using KidPix (or Using KidPix (or Using KidPix (or Using KidPix (or Description of My drawing drawing drawing drawing Community Helper software), we software), we software), we software), we (KidPix) created an created an created a created a illustration of our appropriate descriptive descriptive favorite illustration of our illustration of our illustration of our community favorite favorite favorite helper. community community community helper in action helper in action helper in action with appropriate backgrounds t and community n

e helper relevant t

n tools o What does my Using Story Using Story Using Story Using Story C Community Helper Book Weaver Book Weaver Book Weaver Book Weaver Do? Deluxe, Deluxe, Deluxe, Deluxe, (StoryBook PowerPoint, or PowerPoint, or PowerPoint, or PowerPoint, or Hyperstudio, we Hyperstudio, we Hyperstudio, we Hyperstudio, we Weaver) created a slide created an created an created an show, illustrating interactive slide interactive slide interactive few relevant show, illustrating show, illustrating imaginative slide aspects about some aspects important show, illustrating our favorite about our aspects about several key community favorite our favorite important helper community community aspects about helper helper our favorite community helper We’re In Business! Using Word Using Word Using Word Using Word (Word) (Word (Word (Word (Word Processing Processing Processing Processing Software). We Software). We Software). We Software). We created created created created vivid business cards. business cards business cards business cards (with some (with appropriate (with several graphics) graphics) appropriate demonstrating demonstrating graphics) our future our future demonstrating vocational vocational our future choices. choices. vocational choices.

Act it Out! I pretended to Dressed up like Dressed up like Dressed up like (Role Play) be a community my community my community my community helper of my helper, I helper, I helper, I choice with my pretended to be successfully successfully classmates a community pretended to be pretended to be helper of my a community a community choice with my helper of my helper of my classmates choice with my choice with my classmates. I classmates. I spoke on what I dramatically and do as a confidently community spoke on what I helper. do as a community helper.

Title of Lesson: The USA: It’s Nifty to Be Fifty!

Objective:

Working cooperatively, ten teams of students will create a webpage about 5 of the fifty states. On this webpage, students will conduct internet-based research and determine the state’s regional location, capital, population, size, insect, bird, flower, song, tree, and nickname. Students will place this information in an Excel Spreadsheet and sort the data (in ascending order) about the States by size, population, and alphabetical order. Students will also create an interactive quiz about their assigned states using multimedia and word processing software. The final product will be published on-line.

NJ CCCS:

Social Studies (6.6) Geography: All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment.

Language Arts

(3.2) Writing: All Students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. (3.5) Viewing and Media Literacy: All students will access, view, view, evaluate, and respond to print, non-print, and electronic text and resources. Technological Literacy (8.1) Computer and Information Literacy: All students will use computer applications to gather and organize information and to solve problems.

Math (4.4) Data Analysis, Probability, and Discrete Mathematics: All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data.

Suggested Software:

Word Processing (e.g. Word) Multimedia (e.g. PowerPoint) Web Page Builder (e.g. FrontPage) Productivity (e.g. Inspiration) Spreadsheet (e.g. Excel)

Suggested Links/ Resources: http://www.ipl.org/youth/stateknow/popchart.html Great resource to determine the state’s size and population! http://www.henry.k12.ga.us/pges/kid-pages/nifty-fifty/quiz-index.html A web-page created by children for children! http://bensguide.gpo.gov/3-5/state/index.html Acquire information about each of the 50 States.

1. 50 States Information Gathering Template Students will use the web resources listed above to answer questions and complete the template.

2. Interactive Quiz Template (once you open this, select edit and edit slides) Students will create an interactive quiz using the PowerPoint slide template provided.

3. Collecting and Sorting Data about the Nifty Fifty States Students will take the information they collected from the Information Gathering Template (population and size) and incorporate it into an Excel Spreadsheet. Students will also manipulate the data using the data sort tools in Excel.

4. 50 States WebPage Template (Once you open this, click on file, save as, and save it onto the appropriate drive; then open this page via frontpage to edit it.) Students will take the information they collected from the Information Gathering Template and incorporate it into a webpage.

13. Using ePals Schoolmail, have your students contact students from other states to learn more about each state.

n r o Information Using at least Using at least Using at least Using at least C 1 web 2 web 2 web 3 web Gathering resources, we resources, we resources, we resources, we (Word) answered 50% answered 75% answered all answered all of the of the questions and questions questions and questions and completed the correctly and completed the completed the template with completed our template with template with no spelling student some spelling few spelling errors. generated errors. errors. document with no spelling errors.

Interactive We created an We created an We created an We created an interactive quiz interactive quiz interactive quiz interactive quiz Quiz with two with three with five with five or (PowerPoint) questions, questions, questions, more related to the related to the related to the questions, information we information we information we related to the gathered using gathered using gathered using information we the PowerPoint the PowerPoint the PowerPoint gathered using slide template slide template slide template the our own provided. provided. provided. student generated quiz using PowerPoint.

Sorting and We researched We researched We researched We researched the population the population the population the population Manipulating and size of and size of and size of all and size of all Data 50% of the 75% of the assigned assigned assigned assigned states and states and (Excel) states and states and completed the created our completed the completed the given Excel own Excel given Excel given Excel Spreadsheet. Spreadsheet. Spreadsheet. Spreadsheet. We We We manipulated manipulated manipulated the data using the data using the data using the data sort the data sort the data sort tools in Excel. tools in Excel. tools in Excel.

Webpage We used 50% We used 75% We used the We used the of the of the information information (FrontPage) information information from the from the from the from the Information Information Information Information Gathering Gathering Gathering Gathering Template and Template and Template and Template and incorporate it created our incorporate it incorporate it into the own webpage. into the into the webpage webpage webpage template. template. template.

Title of Lesson: Breakfast Counts!

Objective: Breakfast is considered one of the most important meals of the day. It provides you with an instant power boost to start off your day. However, some breakfast choices are better than other choices. Dr. Merrill Lenox Keats School provides their entire Elementary School (K-8) with free breakfast. The question is how nutritious is the school’s breakfast? Students will keep a daily record of the foods served for breakfast, and conduct electronic research (via the internet) to find the nutritional value in the ingredients of the foods that are eaten for breakfast. Students will also research foods that are not highly recommended breakfast foods. All collected data will be entered in an Excel spreadsheet. Students will write a report about their findings. They will create a student e-Board to inform other students of the nutritional value found in the school breakfast, and the impact it has on the human body systems.

NJ CCCS:

Language Arts (3.2) Writing: All Students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

(3.5) Viewing and Media Literacy: All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.

Technological Literacy (8.1) Computer and Information Literacy: All students will use computer applications to gather and organize information and to solve problems.

Mathematics

Science (5.5) Characteristics of Life: All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. Comprehensive Health & Physical Education (2.1) Wellness: All students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle.

Suggested Software:

Word Processing (e.g. Word) School eBoard Productivity (e.g. Inspiration, Internet) Spreadsheet (e.g. Excel)

Suggested Links/ Resources:

KidsHealth http://kidshealth.org/kid/stay_healthy/food/breakfast.html This website has information about the importance of breakfast and what you should eat for breakfast.

Food & Nutrition http://www.fcs.okstate.edu/food/nutrition/issues/eating_habits/breakfa st-cont.htm This website provides information on Food and Nutrition.

Dole 5 A Day http://www.dole5aday.com/Kids/K_Home.jsp

This is an interactive website that provides students with facts and resources about fruits and vegetables.

The Grain Nutrition Information Center http://www.wheatfoods.org/index.html This website is all about wheat.

American Dietetic Association http://www.eatright.org/Public/NutritionInformation/92_9390.cfm Kids Breakfast Pyramid: Featuring Kid’s 25 Top Breakfast Picks

Suggested Activities/Templates: (If students are not proficient in applicable software applications, reintroduce software applications before beginning activities.)

1. Using Excel, students will create a table to keep a record of the foods served for breakfast for an entire month.

2. Using Inspiration, students will create a web listing the ingredients found in the foods served for breakfast.

3. Using one or more of the web resources listed above, students will research the nutritional value in the ingredients of the foods eaten for breakfast.

4. Using the web resources, students will research foods that are not highly recommended as breakfast foods.

5. Using Excel, students will create tables and graphs using all collected data.

6. Using Word, students will write a comprehensive report documenting their research concerning the nutritional value of their school breakfast.

7. Using the student eBoard, students will use one of the tabs to create a Breakfast Counts! Nutritional Information Center.

1. Using ePals Schoolmail, students will send a public service announcement to classmates expressing the benefits of a nutritious breakfast.

2. Using Publisher, students will create posters publicizing nutritional foods that should be eaten for breakfast.

3. Using one of the game templates, students will create a “Breakfast Food Facts” Game.

Rubric t n Criteria Novice Apprentice Practitioner Expert e t Using Excel, we Using Excel, we Using Excel, we Using Excel, we n Food Served

o created tables created tables created tables created tables Daily Record C documenting a documenting a documenting a documenting a Keeping weekly record of weekly record of weekly record of weekly record of the food served for the food served for the food served for the food served for (Excel) breakfast for two breakfast for three breakfast for the breakfast for the weeks. weeks. entire month. entire month. We used collected data to graph how often the same food was served for breakfast. Ingredients in Using Inspiration, Using Inspiration, Using Inspiration, Using Inspiration, we created webs to we created webs to we created webs to we created webs to Foods show all the show all the show all the show all the (Inspiration) ingredients found in ingredients found in ingredients found in ingredients found in each of the foods each of the foods each of the foods each of the foods served for served for three served for served for breakfast breakfast for two weeks breakfast. breakfast for the for the entire weeks. entire month. month. We created webs to show recommended foods that should be served for breakfast.

Nutritional Using one of the Using one of the Using one of the Using more than web resources, we web resources, we web resources, we one of the web Value in researched and researched and researched and resources. We Foods analyzed the analyzed the analyzed the researched and nutritional value in nutritional value in nutritional value in analyzed the (Excel) the ingredients of the ingredients of the ingredients of nutritional value in the foods eaten for the foods eaten for the foods eaten for the ingredients breakfast for two breakfast for three breakfast for the found in the foods weeks. weeks. entire month. served for breakfast for the entire month. Informational Using Word, we Using Word, we Using Word, we Using Word, we created a one page created a three created a five page created a seven Writing report about the page report about report about the page report about (Word) nutritional value in the nutritional value nutritional value in the nutritional value the foods served in the foods served the foods served in the foods served for breakfast at Dr. for breakfast at Dr. for breakfast at Dr. for breakfast at Dr. Merrill Lenox Keats Merrill Lenox Keats Merrill Lenox Keats Merrill Lenox Keats School. School. School. School. We included tables, graphs, and daily recorded facts. Student We used We used We used We used researched data researched data researched data researched data eBoard and the weekly and the weekly and the weekly and the weekly record keeping logs record keeping logs record keeping logs record keeping logs to create a to create a to create a to create a “Nutritional “Nutritional “Nutritional “Nutritional Information Center” Information Center” Information Center” Information Center” tab on the Student tab on the Student tab on the Student tab on the Student eBoard eBoard. We added eBoard. We add at eBoard. We added at least 1 graphic to least 1 graphic and at least 2 or more our student eBoard. web resource to graphics and web our student eBoard. resources to our student eBoard.

Title of Lesson: “What Will I Be When I Grow Up?” - Career Awareness

http://www.bls.gov/k12/ Objective:

Students will gain awareness of possible careers for their future. Throughout their research students will be exposed to many different components of technology (e.g., scanner, digital camera, Internet, distance learning, virtual tours, Excel, Inspiration, etc.). Students will also gather information about how people in their community make a living through surveys and interviews. After completing their research, students will create a web page based on their gathered information and career choice.

NJ CCCS:

Social Studies (6.5) Economics: All students will acquire an understanding of key economics principles.

Math (4.4) Data Analysis, Probability, and Discrete Mathematics: All students will develop an understanding of the concepts and techniques of data analysis,

probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data.

Careers Education and Consumer, Family, and Life Skills (9.1) Careers and Technical Educational: All students will develop career awareness and planning, employability skills, and foundational knowledge necessary for success in the workplace.

Suggested Software:

Word Processing (e.g. Word) Web Page Builder (e.g. FrontPage) Productivity (e.g. Inspiration, Internet) Spreadsheet (e.g. Excel)

The Career Key http://www.careerkey.org This site will help you in choosing a career.

What Interest You? http://www.bls.gov/k12/ Career Information from the Bureau of Labor Statistics

CollegeBoard.com http://www.collegeboard.com/apps/careers/index Career Browser

U. S. Department of Labor http://www.dol.gov Department of Labor

U. S. Department of Labor http://www.bls.gov/oco/home.htm U.S. Department of Labor Occupational Outlook Handbook

Job Guide 2004 http://jobguide.thegoodguides.com.au/search.cfm Career companions job guide.

Monthly Themes http://www.eduplace.com/monthlytheme/september/laborday_activitie s.html Labor Day

Career Exploration Grade (5-8) http://lvillage.malden.mec.edu/lt/beebe/hp.nsf/HomePages/career+ex ploration Teacher resources.

Suggested Activities/Templates: (If students are not proficient in applicable software applications, reintroduce software applications before beginning activities.)

1. Using the career key web site, students can take an online test to see what careers best suit them?

2. Using the Bureau of Labor Statistics web site, students will click on the dialogue bubble to research careers located in each category. Students will choose one career under their area of interest.

3. Using the web resources listed above, students will research their future career choices.

4. Using Inspiration, students will create a web that shows their career choice (sample web and questions).

5. Using Word, students will need to develop a questionnaire to interview workers in their school and family.

6. Using Excel, students will create and conduct a jobs survey to learn how people in their community make a living (sample survey).

7. Using FrontPage, students will create a web page based on their career choice (sample web page).

1. Using Word, students will create interview their parents, grandparents, and other adults about changes in the world of work that they have seen in their lifetimes.

2. Using web resources, students will research labor movements and laws that govern the workforce in other countries.

3. Using web resources, students will learn about how national holidays like Labor Day are created and instituted on a national level.

Rubric t n Criteria Novice Apprentice Practitioner Expert e t Using one web Using one web Using one or more Using two or more n Future

o resource, students resource, students web resources, web resources, Careers C researched career researched career students students (Inspiration) choices and listed choices and listed researched career researched career facts (trends, facts (trends, choices and listed choices and listed wages, general and wages, general and facts (trends, facts (trends, local outlook of local outlook of wages, general and wages, general and career choices) career choices) local outlook of local outlook of about their selected about their selected career choices) career choices) careers. careers by creating about their selected about their selected a career web in careers by creating careers by creating Inspiration. a career web in a career web in Inspiration. Inspiration. Interview Students will make Students will make Students will make Students will make use of at least 8 of use of at least 12 of use of all 15 use of all 15 Questionnaire the 15 questions the 15 questions questions when questions when (Word) when interviewing when interviewing a interviewing a interviewing a a teacher, parent, teacher, parent, teacher, parent, teacher, parent, friend, or any family friend, or any family friend, or any family friend, or any family member who work member who work member who work member who work in career fields that in career fields that in career fields that in career fields that interest them. interest them. . interest them. interest them. Students will write a summary of what they learned.

Survey Using an online Using an online Using an online Using an online survey, students survey, students survey, students survey, students (surveymonkey.c will create a survey will create a survey will create a survey will create a survey om that can be used in that can be used in that can be used in that can be used in conjunction with conjunction with conjunction with conjunction with and Excel) their paper survey. their paper survey. their paper survey. their paper survey. This survey will This survey will automatically tally automatically tally and graph all data. and graph all data. The data will be placed on the web page to document student research. Web Page Using FrontPage, Using FrontPage, Using FrontPage, Using FrontPage, students create a students create a students create a students create a (FrontPage) web page utilizing web page utilizing web page utilizing a web page utilizing a no technology at least 2 or more variety of variety of components to technology technology technology present findings to components to components to components to classmates about present findings to present findings to dynamically present their career choice. classmates about classmates about findings to their career choice. their career choice. classmates about their career choice.

Interviewing Questions

Use the following interview questions to practice interviewing someone; and learn about a career in which you are 1. How are basic skills (like reading, writing, math, listening, speaking,) used on this job? 2. How do thinking skills (decision making, problem solving, reasoning,) apply to this job? 3. What personal qualities (self discipline, reliability, friendliness, timeliness,) are important for this job? 4. What interpersonal skills or people skills (working with others, teaching others, and working on a team,) are used in this job? 5. How does this job use information skills (getting things organized, explaining information, using computers)? 6. Describe a typical day at your job. 7. What do you like the best about your job? 8. What do you like least about your job? 9. What subjects should I study in school to help prepare for this type of career? 10. How do you think this career will change in the next five years? 11. What training after High School will I need for this career? 12. What licenses, certificates, or union memberships are required for this career? 13. What is the job market like in this field? 14. What is the salary range for this career? 15. Is there anything else I should know about this career field? interested.

CLEAR Network – Questions came from Christine Ermold’s lesson - The Art of Interviewing http://www.dmtcalaska.org/cpath/lessons/6-8%20Units/Unit%205/Lesson %203/celesson7/004tSur7ce.html

Community Profile Survey Use the following questions to help you create your survey.

1. Describe what you do in a normal day.

2. What led you to your current career?

3. What school subjects were most valuable to you in your current career?

4. When did you understand the importance of those school subjects to your future?

5. What skills are required on your job?

6. What are some pros and cons of your job that you think kids should know when contemplating a career?

7. What could young people do to ready themselves for this career?

8. Please provide additional information you feel would be important to tell students about yourself or your career.

Question came from CLEAR Career Profile Survey,

http://www.dmtcalaska.org/cpath/cpath.data/Components/career_form.html

Career Questions Use the Bureau of Labor Statistics web resources to complete this activity.

1. Which Career did you choose?

2. Describe what this worker does.

3. What is this job like?

4. Where are the jobs?

5. What preparation is needed for you job?

6. What’s the future for your chosen job?

7. What pay could you expect?

Physical Education Teacher

Works with people, teach physical ed. $40,000 starting Skills. salary

4 years of College

CLEAR-Career Learning Exploration and Research Network Questions came from Anne Toth’s lesson on Jobs for kids who like… http://www.dmtcalaska.org/cpath/lessonk-8.html

Simple Web Page

Career Choice BY: your full name WEB SOURCES: http://

Include any significant points of interest about your career.

Also include graphics, scanned images or photo/video images.

Nature of the Work Select text you would like to replace and type over it. Use styles such as Heading 1-3 and Normal in the Style control on the Formatting toolbar. Working Conditions Select text you would like to replace and type over it. Use styles such as Heading 1-3 and Normal in the Style control on the Formatting toolbar.

Training Select text you would like to replace and type over it. Use styles such as Heading 1-3 and Normal in the Style control on the Formatting toolbar.

Earnings Select text you would like to replace and type over it. Use styles such as Heading 1-3 and Normal in the Style control on the Formatting toolbar.

This is a good career for me because . . .

Web Resources: Toms River School District Sub-Headings came from Bob Sweetman’s lesson Career Awareness, Choosing a Career http://www.trschools.com/resources/careerplanning.asp

Title of Lesson: Great Explorations- Adventures with Lewis and Clark

Appropriate for Students in Grades: 5

Objective:

Students will explore the adventures of Lewis and Clark. Students will begin by answering the following questions: Why do people explore? What are the skills/materials needed to succeed in exploration? How have Lewis and Clark impacted history? Students will create a PowerPoint presentation identifying the major events of the Lewis and Clark Expedition and the importance of this expedition to modern society.

NJ CCCS:

Social Studies (6.3) World History: All students will demonstrate knowledge of world history in order to understand life and events in the past and how they relate to the present and the future.

Mathematics

Science (5.8) Earth Science: All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth.

Suggested Software: On-line Game Templates Word Processing (e.g. Word) Productivity (e.g. Inspiration, Internet) Spreadsheet (e.g. Excel) Timeliner

Lewis & Clark http://www.pbs.org/lewisandclark/ This website provides information and resources that explain the importance of the onset of the expedition of Lewis and Clark.

Go West Across America with Lewis & Clark http://www.nationalgeographic.com/west/ Virtual tour: Travel west with Lewis & Clark

Lewis & Clark http://www.nationalgeographic.com/lewisandclark/ Interactive Journey Log: Lewis and Clark

Lewis & Clark Mapping the West http://www.edgate.com/lewisandclark/ Take another virtual tour with Lewis and Clark

The Teacher’s Guide http://www.theteachersguide.com/LewisandClark.htm

Lewis & Clark teachers resources .

LewisandClark200.Gov http://www.lewisandclark200.gov/index.cfm Teacher Resources

Suggested Activities/Templates:

(If students are not proficient in applicable software application, reintroduce software applications before beginning activities.)

1. Using Word, students will discuss and write their answers to the three questions concerning the explorers and explorations.

2. Using one or more of the web resources, students will research the Lewis and Clark expedition.

3. Using the virtual tour, students will record important facts and information that Lewis and Clark discovered on their expedition.

4. Using the virtual journey log, students will identify any and all major events.

5. Using the web resources, students will collect data that signifies the importance of this expedition.

6. Using PowerPoint, students will create a presentation that includes all research findings and the importance of this exploration.

1. Exploring your personal history through timelines, students will investigate their personal history. They will choose a number of events to write about and illustrate in a multimedia presentation format.

2. Using an online game simulation, students will create “What’s My Line” based on explorers biographies, students initiate the game show and the class tries to discover their identity.

Rubric

Criteria Novice Apprentice Practitioner Expert Information Using at least 1 web Using at least 2 web Using at least 2 web Using at least 3 web resources, we resources, we resources, we resources, we Gathering answered 50% of answered 75% of answered all answered all (Word) the questions. the questions our questions and questions correctly, student generated completed our completed our document with student generated student generated spelling errors. document. document and extended our research on the importance explorers and explorations.

Interactive Using the Internet, we Using the Internet, we Using the Internet, we Using the Internet, we viewed the interactive viewed the interactive viewed the interactive viewed the interactive Journey Log journey log and journey log and journey log and journey log and created a timeline created a timeline created a timeline created a timeline with (Internet) showing at least 10 or showing at least 15 or showing 20 or more graphics showing 20 + more or more more discoveries that discoveries that were discoveries that were discoveries that were were made during this made during this made during this made during this expedition. expedition. expedition. t

n expedition. e t Using at least 1 web Using at least 2 web Using at least 2 or Using at least 3 or n Sorting and o resource, we resources, we more web more web

C Manipulating researched and researched and resources, we resources, we Data created a created a researched and researched and spreadsheet spreadsheet created a created a (Excel) showing the showing the spreadsheet spreadsheet importance of the importance of the showing the showing the Lewis and Clark Lewis and Clark importance of the importance of the expedition and how expedition and how Lewis and Clark Lewis and Clark it impacts today’s it impacts today’s expedition and how expedition and how society. society. it impacts today’s it impacts today’s society. society. Multimedia We used We used We used We used researched researched researched researched information from (PowerPoint) information from information from information from Excel (including Excel to create a Excel (including Excel (including tables and graphs) three slide tables) to create a tables and graphs) to create a seven or PowerPoint five slide to create a seven more slide presentation that PowerPoint slide PowerPoint PowerPoint communicates the presentation that presentation that presentation that conclusions of our communicates the communicates the communicates the Lewis and Clark conclusions of our conclusions of our conclusions of our Expedition. Lewis and Clark Lewis and Clark Lewis and Clark Expedition. Expedition. Expedition.

Title of Lesson: Ideal Weather

Objective: Many retirees prefer to relocate to a city with “ideal weather” conditions. The question is what determines “ideal weather?” Working cooperatively, students will come up with their definition of “ideal weather.” Students will select five cities to research (via the internet) and collect data about their weather. Students will use Excel to display collected data in tables and graphs. Students will create a “Retirement Brochure” to advertise which city has the “ideal weather” for retirees. Students will also communicate their conclusions in a PowerPoint presentation.

NJ CCCS:

Mathematics (4.4) Data Analysis, Probability, and Discrete Mathematics: All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data.

Social Studies

(6.6) Geography: All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment.

Science (5.8) Earth Science: All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth.

Suggested Software: Multimedia (e.g. PowerPoint) Word Processing (e.g. Word) Productivity (e.g. Publisher, Inspiration) Spreadsheet (e.g. Excel) Internet Usage (ePals)

Weather http://www.weather.com This site allows you to access local weather in any city/state.

USA Today Weather http://www.usatoday.com/weather/climate/usa/wusaclim.htm This is an online weather almanac with detailed climate data.

Compu-Weather http://www.compu-weather.com/cwi This website is used when you need to know what the weather was.

MRCC http://mcc.sws.uiuc.edu This is the mid-western regional climate center. Click on the state to go to the State Climate Office web site.

USA Today Weather http://asp.usatoday.com/weather/weatherfront.aspx Weather by USA Today news

The “WEATHER DUDE”

http://www.wxdude.com This website is a weather educational site for students, teachers, and parents.

Weather Wiz Kids http://www.weatherwizkids.com This weather website was designed especially for kids to learn more about weather.

CNN Weather http://www.cnn.com/WEATHER This is just another weather website. Suggested Activities/Templates: (If students are not proficient in applicable software applications, reintroduce software applications before beginning activities.)

1. Using Inspiration, students will work cooperatively to define “ideal weather.”

2. Using a map of the United States, students will select five possible cities that might have “ideal weather”

3. Using the web resources listed above, students will research weather conditions in the five cities of their choice.

4. Using Excel, students will construct tables and graphs from the researched information (e.g. monthly high and low temperatures, the rainfall, and other weather conditions).

5. Deciding as a group, based on all researched and collected data, students will determine what is the “ideal weather” city.

6. Using Publisher, students will create a “retirees brochure” advertising the “ideal weather” city for retirees.

7. Using PowerPoint, students will create a presentation communicating their conclusions.

1. Using ePals Schoolmail, have your students contact students from other places to get information about their weather conditions in the city/state they live in.

2. As a class, create an “Ideal Weather” game using PowerPoint, and place it on the School’s student eBoard.

3. Working cooperatively, students will create posters to advertise “ideal weather” cities for retirees.

Rubric t n Criteria Novice Apprentice Practitioner Expert e t Working Working Working Working n Information

o cooperatively, we cooperatively, we cooperatively, we cooperatively, we Gathering C used the dictionary used Inspiration to used Inspiration to used Inspiration to (Inspiration) to define “ideal define “ideal brainstorm and brainstorm and weather.” weather.” organize our organize our thoughts before we thoughts before we defined “ideal defined “ideal weather.” weather.” We used Word to create a sign displaying our definition. Sorting Using at least 1 web Using at least 2 web Using at least 2 web Using at least 3 web resource, we resources, we resources, we resources, we & researched the researched the researched the researched the high Manipulating monthly high and monthly high and monthly high and and low low temperatures low temperatures low temperatures, temperatures, Data and rainfall of two of and rainfall of three and rainfall of our rainfall, and other (Excel) the five selected of the five selected five selected cities, weather conditions cities. We cities. We We constructed of our five selected constructed a table constructed a table tables and graphs in cities. We used in Excel to show in Excel to show Excel to show the Excel to construct collected data. We collected data. We collected data. We tables and graphs to determined which determined which determined which show collected data. city has the “ideal city has the “ideal city has the “ideal We determined weather.” weather.” weather” which city has the “ideal weather.”

Productivity We used the some We used the We used the all of We used the used of the information majority of the the information we all of the information (Publisher) we gathered to information we gathered to we gathered to determine what gathered to determine what determine what city/cities have determine what city/cities have city/cities have “ideal weather.” city/cities have “ideal weather.” “ideal weather.” We Then we created a “ideal weather.” Then we created a created a “retirees “retirees brochure” Then we created a “retirees brochure” brochure” to to advertise the “retirees brochure” to advertise the advertise the city/cities with “ideal to advertise the city/cities with “ideal city/cities with “ideal weather.” city/cities with “ideal weather.” weather.” We weather.” imported our tables and graphs in our brochure to support our findings. Multimedia We used We used We used We used researched researched researched researched (PowerPoint) information from information from information from information from Excel to create a Excel (including Excel (including Excel (including three slide tables) to create a tables and graphs) tables and graphs) PowerPoint five slide to create a seven to create a seven or presentation that PowerPoint slide PowerPoint more slide communicates the presentation that presentation that PowerPoint conclusions of our communicates the communicates the presentation that research which conclusions of our conclusions of our communicates the identifies the research which research which conclusions of our city/cities with the identifies the identifies the research which “ideal weather” city/cities with the city/cities with the identifies the conditions “ideal weather” “ideal weather” city/cities with the conditions. conditions. “ideal weather” conditions.

Title of Lesson: My World Wide Tour of Spanish- Speaking Countries

Appropriate for Students in Grades: 9th –12th

Objective: This project enables students to use their research skills in creating a personalized tour that will include experiences from three Spanish- speaking countries of their choice. Students will organize a two-week tour of three Spanish-speaking countries throughout the world. Each student will have a budget of $3,000. Students will need to use the Internet and various websites to find and book flights, hotels, meals, tours, and cultural excursion while converting prices from US dollars into the various countries’ monetary units using present day exchange rate conversion tables. The tour must include a minimum of three countries. A minimum of one mini-tour and one cultural activity must be attended in each country. Students will present their worldwide tour on PowerPoint and provide a created itinerary illustrating experience from country to country and from place to place. The itinerary must provide a mapping of the student’s journey, the total price for each country’s visit, and a breakdown of each expense. The students at the end of this project will master various objectives. Students will be able to gain experience in planning and organizing travel plans within a limited budget; make decisions concerning both monetary and time constraints; conduct internet-based research; learn more detailed geography and cultural information about other countries; learn the value of the dollar and how it will stretch in other countries; create a multi-media presentation of their worldwide tour; create an interactive quiz about their tour using multimedia and word processing software; and develop a creative publication about their tour.

NJ CCCS:

Visual and Performing Arts (1.2) (Creation and Performance) All students will utilize those skills, media, methods, and technologies appropriate to each art form in creation, performance, and presentation of dance, music, theater, and visual art.

Language Arts (3.2) Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. (3.5) Viewing and Media Literacy: All students will access, view, evaluate, and respond to print, non-print, and electronic text and resources.

(4.5) (Mathematical Processes) All students will use mathematical processes of problem solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas.

Science (5.1) (Scientific Processes) All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypothesis, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusion, and communication results. (5.8) (Earth Science) All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth.

Social Studies (6.1) All students will utilize thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics. (6.5) (Economics) All students will acquire an understanding of key economics principles.

World Language (7.2) (Culture) All students will demonstrate an understanding of the perspectives of a culture(s) through experiences with its products and practices.

Suggested Hardware/Software/Materials: Internet Library Computer Printer Multimedia Presentation Projector Microphone PC Encyclopedias PC Almanacs Spreadsheet Excel Multimedia PowerPoint Word Processing Calculator Publisher Processing Software Fact Finding Sheet (included)

Suggested Links/ Resources: Disclaimer: These links here have been scrutinized for their grade and age appropriateness; however, contents of links on the World Wide Web change continuously. It is advisable that teachers review all links before introducing to students. http://www.expedia.com/ http://americanexpress.com/travel/ http://travelocity.com/ http://thetrip.com/travel/ http://hotelstravel.com/homepage.html

Prerequisite Skills 1. Know basic computer skills i. Open files ii. Save files iii. Keyboarding skills 2. Know how to use the internet 3. Know how to create multi-media presentation 4. Know how to develop creative publications 5. Have a basic understanding of the use of technology.

Suggested Activities/Procedures: (Students are to list information for each country on a separate Fact Finding Sheet. The sum of the three countries tour should not exceed the budget of $3000.) 1. Choose at least 3 countries you are going to visit.

2. Choose and list the price of the airline(s) to use, time of departures and arrivals. 3. Choose and list price of the hotel and meal accommodations. 4. Choose and list prices of transportation expenses. 5. Choose and list prices of other meal expenses. 6. Choose and list price of the mini-tour and cultural event in each country. 7. List any additional expenses. 8. Create an interactive quiz about their worldwide tour. 9. Create a multi-media presentation of their worldwide tour. 10. Develop a creative publication, advertising the countries visited, the itinerary for each and detailing the costs. 11. List all internet sites and references used.

Assessments (Please provide students a list of the Assessment criteria’s.) Active Listening Skills Higher Order Thinking Deep Knowledge Substantive Conversation Connection to the World beyond the Classroom Originality and Creativity of Interactive Quiz Accuracy of Conversion Factors Accuracy of Calculations Originality and Creativity of Multi-Media Presentation Originality and Creativity of Published Document

Follow-up Activities/Suggestions: 1. Using ePals Schoolmail, have your students contact students from the countries in their tour and learn more about any current cultural events.

2. Create a tab on your Student eBoard and place the student’s created interactive quiz of their worldwide tour on-line for the school body to enjoy and complete.

My World Wide Tour of Spanish-Speaking Countries Rubric (Please provide students with copy of rubric.) t Criteria Novice Apprentice Practitione Expert r Multi-Media There was no Content is Uses Content is well clear or logical logically headings or organized Presentation organizational organized for bulleted lists to using n structure, just the most part. organize, but headings or lots of facts. the overall bulleted lists to organization of group related topics appears material. flawed. Content is Includes Includes Covers topic

e Itinerary minimal OR essential essential in-depth with there are information knowledge details and several factual about the topic about the pictures. errors. but there are 1- topic. Subject Subject 2 factual errors. knowledge knowledge is

t appears to be excellent. good. Internet Sites Some sources All sources All sources All sources are not (information (information (information & References accurately and graphics) and graphics) and graphics) documented. are accurately are accurately are accurately

n documented, documented, documented in but many are but a few are the desired not in the not in the format. desired format. desired format. Mathematical More than Most (75-84%) Almost all (85- 90-100% of the 75% of the of the steps 89%) of the steps and o Calculations steps and and solutions steps and solutions have solutions have have no solutions have no mathematical mathematical no mathematical errors. errors. mathematical errors. errors. Active Does not Usually listens Usually listens Always listens C listen to other attentively to attentively to Listening attentively. presenter, but other other Skills Tries to sometimes presenter. presenter. Is distract the appears bored. Rarely polite and does presenter, Might once or appears bored not appear makes fun, or twice and never bored or make does other accidentally makes distracting things instead make a gesture distracting gestures or of listening. or sound that is gestures or sounds. distracting. sounds.

Interactive Little thought Tried to make Shows signs of Shows signs of was put into the quiz some thought a lot of thought Quiz making the interesting and into making into making the quiz interesting fun, but some the quiz quiz interesting or fun. of the things interesting and and fun as made it harder fun by using shown by to understand textures, fancy creative or enjoy. writing, and/or questions, interesting interesting characters. characters, and background. My World Wide Tour of Spanish-Speaking Countries

Fact Finding Sheet

Student Name:

Name of Spanish-Speaking Country: FLIGHT INFORMATION: Name of Airline: Departure Arrival Time (Country (US Dollars) Monetary Time Units)

Price of Flight: Cost of Transportation to Hotel: Name of Hotel: Daily Rate of Accommodation: Accommodation Includes: Cost of Meals not Included: Name of Mini-Tour: Cost of Mini-Tour: Mini-Tour Includes: Cost of Meals not Included: Cost of Transportation not Included: Name of Cultural Excursion: Cost of Cultural Excursion: Cultural Excursion Includes:

Cost of Meals not Included: Cost of Transportation not Included: Cost of Transportation to Airport: Total Expenses: Expenses Country Monetary Conversion Rate US Dollars Units

Title of Lesson: Getting the Shape

Objective: Rising out of the sands near the desert town in Giza, Egypt, the Great Pyramids soar into the sky. One, the Great Pyramid of Cheops (Khufu), is the largest pyramid ever built and is one of the “Seven Wonders of the Ancient World.” Ancient Egyptian architects used only a few simple tools and measurements to build this huge stone structure. The Great Pyramid of Cheops is as tall as a 48-floor skyscraper (482 feet) and its sides are each a little over 750 feet long.

The students at the end of this project will master various objectives. Students will be able to gain experience in analyzing the geometry of the Great Pyramid of Cheops and other pyramids; conduct internet- based research; learn more detailed geography and cultural information about other countries; develop a scale and use the scale to build a model pyramid; create a multi-media presentation of their pyramid; and develop a creative publication about their pyramid and detailing the steps performed to create their model.

NJ CCCS:

Language Arts (3.2) Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

(3.5) Viewing and Media Literacy: All students will access, view, evaluate, and respond to print, non-print, and electronic text and resources.

Math (4.2) (Geometry and Measurement) All students will develop spatial and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena.

Suggested Hardware/Software/Materials:

Internet Library Computer Printer Multimedia Presentation Projector Microphone PC Encyclopedias PC Almanacs Spreadsheet Excel Multimedia PowerPoint Word Processing Publisher Processing Software Digital Camera Ruler Grid Paper Poster Board Tape

Suggested Links/ Resources: Disclaimer: These links here have been scrutinized for their grade and age appropriateness; however, contents of links on the World Wide Web change continuously. It is advisable that teachers review all links before introducing to students. http://cml.rice.edu/~lanius/fractals/selfpr.html http://interoz.com/egypt/cheops.htm http://interoz.com/egypt/construction http://cml.rice.edu/~lanius/fractals/selfpr.html

Prerequisite Skills 1. Know basic computer skills i. Open files ii. Save files iii. Keyboarding skills 2. Know how to use the internet 3. Know how to use a digital camera 4. Know how to create multi-media presentation 5. Know how to develop creative publications 6. Have a basic understanding of the use of technology.

Suggested Activities/Procedures:

1. Define the concept of similar figures.

2. Retrieve pictures from the internet of the Great Pyramid of Cheops and other pyramids. 3. Choose a pyramid and develop a scale to use to build a model of it. 4. Create a blueprint to use to create the model. 5. Create a three-dimensional model of a pyramid. 6. Create a multi-media presentation about pyramids and the model pyramid built. 7. Develop a creative publication, about pyramids and detailing the steps taken in creating the model. 8. List all internet sites and references used.

Assessments (Please provide students a list of the Assessment criteria’s.)

Active Listening Skills Higher Order Thinking Deep Knowledge Substantive Conversation Connection to the World beyond the Classroom Accuracy of Dimension on Blue-Print according to Scale Accuracy of Dimensions of Actual Model according to Scale Originality and Creativity of Multi-Media Presentation Originality and Creativity of Published Document

Follow-up Activities/Suggestions: 1. Students will compare and contrast the blueprints and scales used in building their pyramids. 2. Students will assess the accuracy of the dimensions of the created pyramids.

Getting the Shape Rubric (Please provide students with copy of rubric.) t Criteria Novice Apprentice Practitione Expert r Multi-Media There was no Content is Uses Content is well clear or logical logically headings or organized using Presentation organizational organized for bulleted lists to headings or bulleted n structure, just the most part. organize, but lists to group related lots of facts. the overall material, contains organization of creative characters topics appears and backgrounds. flawed.

e Advertisemen Content is Includes Includes Covers topic in- minimal OR essential essential depth with details t Publication there are information knowledge and pictures. several factual about the topic about the Subject knowledge errors. but there are 1- topic. Subject is excellent. 2 factual errors. knowledge t appears to be good. Internet Sites Some sources All sources All sources All sources are not (information (information (information and & References accurately and graphics) and graphics) graphics) are

n documented. are accurately are accurately accurately documented, documented, documented in the but many are but a few are desired format. not in the not in the desired format. desired format. Mathematical More than Most (75-84%) Almost all (85- 90-100% of the o 75% of the of the steps 89%) of the steps and solutions Calculations steps and and solutions steps and have no solutions have have no solutions have mathematical mathematical mathematical no errors. errors. errors. mathematical errors. C Active Does not Usually listens Usually listens Always listens listen to other attentively to attentively to other Listening attentively. presenter, but other presenter. Is polite Skills Tries to sometimes presenter. and does not distract the appears bored. Rarely appear bored or presenter, Might once or appears bored make distracting makes fun, or twice and never gestures or sounds. does other accidentally makes things instead make a gesture distracting of listening. or sound that is gestures or distracting. sounds.

Model of The model The design and The model The model shows looks thrown construction shows that the that the creator took Pyramid together at the were planned. creator took great pride in last minute. It The item has pride in his/her his/her work. The appears that several flaws work. The design and little design or (unwanted design and construction look planning was bumps, marks, construction carefully planned. done. tears), that look planned. The item is neat Craftmanship detract from the The item has a (free of unwanted is poor. overall look. few flaws bumps, marks, and (unwanted tears). bumps, marks, tears), but these do not detract from the overall look.

Title of Lesson: Light of Eclipse

Objective:

Throughout history, people have been fascinated and oftentimes frightened by the phenomenon we now call a solar eclipse. The abrupt disappearance of the sun created feelings of terror and awe. Suddenly, the earth was plunged into darkness. Flowers closed up and birds went to rest while animals in the fields became restless and frightened. For a period of time lasting up to 7 minutes, people observed the stars flash out in the darkness, rose-colored prominences appear around the moon, and streams of pearly light appear in the sky.

Early humans throughout the world created myths to explain these fantastic events. For example, the Chinese believed that during a solar eclipse, a great dragon was attempting to swallow the sun. The Norse people believed that two huge wolves chased after the sun and moon. And that sometimes these ferocious animals came close to capturing these major sources of light. A solar eclipse ended a 5-year war between the ancient Medes and Lydians. As recorded by Greek historian Herodotus on May 28, 585 B.C., these armies laid down their arms because they took the eclipse as a heavenly sign. But eventually people began to understand and even predict the occurrence of an eclipse.

The students at the end of this project will master various objectives. Students will be able to explore the dynamics of a solar as well as a lunar eclipse; conduct internet-based research; learn more detailed geography and cultural information; use a scale to build a model; use problem solving skills, skills in manipulation, observation, and cooperative learning to create a simulation of an eclipse; create a multi-media presentation on eclipse; and develop a creative publication about eclipse, including their eclipse, detailing the steps performed conduct the simulation.

NJ CCCS:

Math (4.2) (Geometry and Measurement) All students will develop spatial and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena.

Suggested Hardware/Software/Materials: Internet Library Computer Printer Multimedia Presentation Projector Microphone PC Encyclopedias PC Almanacs Spreadsheet Excel Multimedia PowerPoint Word Processing Publisher Processing Software Digital Camera Ruler Grid Paper Modeling Clay Flashlight String

Suggested Links/ Resources: Disclaimer: These links here have been scrutinized for their grade and age appropriateness; however, contents of links on the World Wide Web change continuously. It is advisable that teachers review all links before introducing to students. http://cml.rice.edu/~lanius/fractals/selfpr.html http://interoz.com/egypt/cheops.htm http://interoz.com/egypt/construction http://cml.rice.edu/~lanius/fractals/selfpr.html

Prerequisite Skills 1. Know basic computer skills i. Open files ii. Save files

iii. Keyboarding skills 2. Know how to use the internet 3. Know how to use a digital camera 4. Know how to create multi-media presentation 5. Know how to develop creative publications 6. Have a basic understanding of the use of technology.

Suggested Activities/Procedures:

1. Define the concept of a solar and lunar eclipse. 2. Retrieve pictures and information about eclipse from the internet. 3. Use problem-solving skills to conduct a simulation of an eclipse. 4. Record steps in simulation 5. Record dimensional layouts to reproduce simulation. 6. Create a multi-media presentation about eclipse and the simulation they conducted. 7. Develop a creative publication, about eclipse and detailing the steps taken to create and perform their simulation. 8. List all internet sites and references used.

Assessments (Please provide students a list of the Assessment criteria’s.) Active Listening Skills Higher Order Thinking Deep Knowledge Substantive Conversation Connection to the World beyond the Classroom Accuracy of Dimension for Simulation Originality and Creativity of Multi-Media Presentation

Originality and Creativity of Published Document Reproducing Capability of Simulation

Follow-up Activities/Suggestions: 1. Students will compare and contrast models created. 2. Students will determine the reproducibility of created simulation. 3. Students will assess the accuracy of the dimensions of the layout for the simulation.

Light of Eclipse Rubric (Please provide students with copy of rubric.) t Criteria Novice Apprentice Practitione Expert r Multi-Media There was no Content is Uses Content is well clear or logical logically headings or organized using Presentation organizational organized for bulleted lists to headings or bulleted n structure, just the most part. organize, but lists to group related lots of facts. the overall material, contains organization of creative characters topics appears and backgrounds. flawed.

e Advertisemen Content is Includes Includes Covers topic in-depth minimal OR essential essential with details and t Publication there are information knowledge pictures. Subject several factual about the topic about the knowledge is errors. but there are 1- topic. Subject excellent. 2 factual errors. knowledge t appears to be good. Internet Sites Some sources All sources All sources All sources are not (information (information (information and & References accurately and graphics) and graphics) graphics) are

n documented. are accurately are accurately accurately documented, documented, documented in the but many are but a few are desired format. not in the not in the desired format. desired format. Mathematical More than Most (75-84%) Almost all (85- 90-100% of the steps o 75% of the of the steps 89%) of the and solutions have no Calculations steps and and solutions steps and mathematical errors. solutions have have no solutions have mathematical mathematical no errors. errors. mathematical errors. C Active Does not Usually listens Usually listens Always listens listen to other attentively to attentively to other Listening attentively. presenter, but other presenter. Is polite Skills Tries to sometimes presenter. and does not appear distract the appears bored. Rarely bored or make presenter, Might once or appears bored distracting gestures or makes fun, or twice and never sounds. does other accidentally makes things instead make a gesture distracting of listening. or sound that is gestures or distracting. sounds.

Three- The model The design and The model The model shows that looks thrown construction shows that the the creator took great Dimensional together at the were planned. creator took pride in his/her work. Model last minute. It The item has pride in his/her The design and appears that several flaws work. The construction look Simulation little design or (unwanted design and carefully planned. The planning was bumps, marks, construction item is neat (free of done. tears), that look planned. unwanted bumps, Craftmanship detract from the The item has a marks, and tears). is poor. overall look. few flaws (unwanted bumps, marks, tears), but these do not detract from the overall look.

Title of Lesson: Winging It

Objective: A huge amount of goods are shipped constantly across the country. A large percentage of these goods shipped throughout the United States travel by air. Cargo-jets crisscross the country, making both short and long hops between cities every day. The routes and stops each jet makes have to be carefully planned so that costs are kept to a minimum. In this assignment, students will map and generate a cost data to determine the most economical flight plan for a cargo jet that must stop at 9 cities in the United States. Students will present their creative multi-media presentation of their flight plan from city to city. Students will develop a creative publication of the expenses and efficiency of their company.

NJ CCCS: Visual and Performing Arts (1.2) (Creation and Performance) All students will utilize those skills, media, methods, and technologies appropriate to each art form in creation, performance, and presentation of dance, music, theater, and visual art.

Science (5.1) (Scientific Processes) All students will develop problem-solving, decision- making and inquiry skills, reflected by formulating usable questions and hypothesis, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusion, and communication results. (5.8) (Earth Science) All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth.

Suggested Hardware/Software/Materials: Internet Library Computer Printer Multimedia Presentation Projector Microphone PC Encyclopedias PC Almanacs Spreadsheet Excel Multimedia PowerPoint Word Processing Calculator Publisher Processing Software Flight Plan Sheet (included)

Suggested Links/ Resources: Disclaimer: These links here have been scrutinized for their grade and age appropriateness; however, contents of links on the World Wide Web change continuously. It is advisable that teachers review all links before introducing to students. http://www.planemath.com/activities/flightpath/flightpathhome.html http://www.planemath.com/flightpathhome.html

Prerequisite Skills 1. Know basic computer skills i. Open files ii. Save files iii. Keyboarding skills

2. Know how to use the internet 3. Know how to create multi-media presentation 4. Know how to develop creative publications 5. Have a basic understanding of the use of technology.

Suggested Activities/Procedures: (Students are to document the information for their flight plan on the Flight Plan Sheet. The total expense of the project must be included.) 1. Create a cost effective Flight Plan that starts from New York City. 2. The Flight Plan must stop at 9 cities. 3. The quantities must be shipped to each city as follows: a. Atlanta - 800 units Pittsburgh b. Chicago - 800 units c. Dallas - 800 units d. Memphis - 500 units e. Miami - 900 f. Minneapolis - 600 units g. Phoenix - 700 units h. San Francisco - 1000 units 4. Each unit to be shipped weighs 5 kg. 5. The cost for flights less than 800 miles is: a. $0.10 for each kilogram of goods shipped, b. multiplied by the distance in miles. 6. The cost for flights greater than 800 miles is: a. $0.20 for each kilogram of goods shipped, b. multiplied by the distance in miles. 7. Based on the given information, students will complete the Flight Plan Sheet. 8. The cost of each flight will be calculated. 9. Using problem-solving skills, the most efficient flight plan is to be identified and documented.

10. Create a multi-media presentation of their flight plan from city to city. 11. Develop a creative publication, advertising the efficiency of their shipping company and detailing cost of the assignment.

Assessments (Please provide students a list of the Assessment criteria’s.) Active Listening Skills Higher Order Thinking Deep Knowledge Substantive Conversation Connection to the World beyond the Classroom Accuracy of Calculations Originality and Creativity of Multi-Media Presentation Originality and Creativity of Published Document

Follow-up Activities/Suggestions: 1. Students will compare and contrast their individual flight plans and their costs. 2. Students will assess the accuracy of the flight plans and their costs.

Winging It Rubric (Please provide students with copy of rubric.)

t Criteria Novice Apprentice Practitione Expert r Multi-Media There was no Content is Uses Content is well clear or logical logically headings or organized Presentation organizational organized for bulleted lists to using n structure, just the most part. organize, but headings or lots of facts. the overall bulleted lists to organization of group related topics appears material, flawed. contains creative e characters and backgrounds. Advertisemen Content is Includes Includes Covers topic minimal OR essential essential in-depth with t Publication there are information knowledge details and

t several factual about the topic about the pictures. errors. but there are 1- topic. Subject Subject 2 factual errors. knowledge knowledge is appears to be excellent. good. Internet Sites Some sources All sources All sources All sources n are not (information (information (information & References accurately and graphics) and graphics) and graphics) documented. are accurately are accurately are accurately documented, documented, documented in but many are but a few are the desired not in the not in the format.

o desired format. desired format. Mathematical More than Most (75-84%) Almost all (85- 90-100% of the 75% of the of the steps 89%) of the steps and Calculations steps and and solutions steps and solutions have solutions have have no solutions have no mathematical mathematical no mathematical

C errors. errors. mathematical errors. errors. Active Does not Usually listens Usually listens Always listens listen to other attentively to attentively to Listening attentively. presenter, but other other Skills Tries to sometimes presenter. presenter. Is distract the appears bored. Rarely polite and does presenter, Might once or appears bored not appear makes fun, or twice and never bored or make does other accidentally makes distracting things instead make a gesture distracting gestures or of listening. or sound that is gestures or sounds. distracting. sounds.

Oral Delivery not Delivery not Relatively Interesting, smooth and smooth, but interesting, well-rehearsed Presentation audience able to hold rehearsed with with smooth attention lost. audience a fairly smooth delivery that attention most delivery that holds audience of the time. usually holds attention. audience attention.

Winging It

Flight Plan Sheet

Student Name:

Name of Shipping Company: START: NEW YORK City for 1st Miles Stop: Traveled: Total Units on Cost of Flight $ Plane:

City for 2nd Stop: Miles Traveled: Total Units on Cost of Flight $ Plane:

City for 3rd Stop: Miles Traveled: Total Units on Cost of Flight $ Plane:

City for 4th Stop: Miles Traveled: Total Units on Cost of Flight $ Plane:

City for 5th Stop: Miles Traveled: Total Units on Cost of Flight $ Plane:

City for 6th Miles Stop: Traveled: Total Units on Cost of Flight $ Plane:

City for 7th Miles Stop: Traveled:

Total Units on Cost of Flight $ Plane:

Total Flight Expense: