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Important Notes - Read This First! Pre-Trip Plan Itinerary Post Trip Reflections Credits Contacts Resources Technology Skills Continuum 8 Traits

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This scope and sequence project was designed to give veteran and novice teachers alike a skeleton plan that they can use to shape their students' technology use during the school year in our computer labs. It covers Kindergarten through fifth grade. While comprehensive in nature it is not a step-by-step guide. It can be amended or adjusted as the need arises. The lessons comprise some important portions of each grade level's curriculum and some excellent ways to integrate the use of our technology resources into that curriculum. In addition, naturally, the technology skills for each grade level are addressed.

 

Standards are Addressed...

Each lesson has the appropriate curriculum and technology standards listed. By using this guide you will cover all the technology standards for your grade level. Since our technology is one of many tools we use to address our other curricular standards this scope and sequence helps but is, of course, not a complete solution. It should be noted that none of the lessons actually list the Adams 12 Technology Standard #1:

These skills are covered during the early computer lab sessions where rules, norms, and details are usually discussed.

 

Mountain View Elementary School...

Our school is blessed with two computer labs (the Sun Lab and the Mac Lab) and so this sequence has lessons that address using both. Generally our classes spend 8 sessions a month in one of the labs and then switch to the other for the next month. While many of the actual lessons and activities could be used in either lab, traditionally they have been normally pursued in one or the other.

 

The Journey...

The scope and sequence project is organized in the form of a journey. "A Year's Journey Through a Landscape Rich with Curriculum and Technology Integration." Besides the actual scope and sequence of the actual lessons, you will find that they have been annotated with sections called "Pre-Trip Planning" and "Post Trip Reflections". These sections, like the guides and conversations we might have on a real journey, are meant to help the teacher gain a full understanding of why these particular lessons were chosen and how they fit into the whole. Read them carefully and you might find that you don't need the specific lessons at all because others will occur to you. The actual details of the lessons are not nearly as important as the curriculum addressed and the technology skills used.

 

Our Students are Authors and Publishers...

Productivity projects are the heart of our technology use at Mountain View Elementary School. Our students are authors and publishers. They always have been. They published stories, reports, page layouts, presentations, lists, scientific diagrams, maps and much more when their only tools were pencils, newsprint and crayons. They use our technology tools to do the same jobs today and more. Now the Internet and our own local network have made collaboration and access to data an integral part of the publishing process. When using the plans included remember that the topics and themes of the projects can be adjusted to any of the content that is covered in your classroom.

 

Some Advice...

A novice teacher at Mountain View Elementary School might follow this guide strictly but an experienced one would add, delete and adjust along the way. The sequence is not as important as the scope. Many of our teachers rearrange their curriculum in a flexible manner and so the lessons in this journey can be rearranged as well. However, some lessons lay the ground work for later activities by having particular technology skills embedded in them.

 

How are These Materials Arranged?

The hard copy editions of TISS are arranged in 6 notebooks; K-5. The first section is comprised of instructions, contacts and notes. That is followed by a section for each lesson plan. The lesson plan resources follow each plan where appropriate.

The web based copy is arranged with navigation features that will take you to the grade level and then the lesson plan you choose to browse. Links to resources are embedded in the appropriate pages. The downloading page has links for the PDF files.

 

You Don't Teach at Mountain View?

Teachers from other schools that use this project may find a few references to Mountain View's specific technology and setup but for the most part this scope and sequence can be adapted to the hardware and/or software configuration at your school. References to resources are web based wherever possible. References to curriculum standards are localized for our state of Colorado and Adams 12 Five Star Schools, however these are based on and mirror nationally recognized standards.

 

Have a great trip!

Steve Gandy, April 2003

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Pre-Trip Planning

All great journeys begin with some planning. You may want to read the Pre-Trip Planning section of the 2nd grade TISS also. It will give you information about where your students traveled last year. The 4th grade section will show you where they go next year. Having this understanding can help when you are not sure “how far to go” or what they should already know.

Third grade is a transitional time for students using technology tools at Mountain View Elementary in much the same way they are changing in their other studies. They are leaving some of the primary tools and procedures behind and starting to use more complicated processes. They have a lot of experience with entering text but this year they begin to learn touch typing skills. It is a beginning not a goal. It is a 3 year process of introduction. They have experience with combining graphics and text in the same document; we will build on that and make that integration more sophisticated.

Students should begin to work on technology projects that span more than 2 sessions becoming fast at “saves and opens”. Their writing starts to have larger sections that become focused paragraphs and the lessons have opportunities for them to separate these sections into slides, pages, and graphic displays. It is very important to cover the basics of text entry and formatting, editing, saving, opening, and printing at the beginning. It will pave the way for the more complicated projects later in the year.

Many of the products should be multi-media ones. This means that we combine their text, artwork or clip art, with motion effects or interaction in a slide show presentation. Some of the tools allow for adding audio recording of their voices as annotations as well. These types of projects lend themselves to being shared by recording them onto video tapes.

They may have had some Internet experiences in 2nd grade but this is the grade where we want to take the time to give them a complete understanding of what the Internet is and how we use it here. Don’t skip the Internet Introduction lesson if you want to use it effectively. Many of your students will profess to know all about it but few at this age really do.

Some specific advice tidbits: Be prepared to push 3rd graders to producing more on their projects. Many try to revert to what was acceptable at the primary grades. Ask for some thinking about computer issues like glitches that show up or when answering in dialog boxes about saving or printing for example. They can begin to really understand what is going on behind the screen if they are asked to consider it. Push them to look into the menus or button bars if they are looking for something. They can find it if they look and read. Teach them that the most important commands are under the File Menu, always, on all computers.

Note: Each lesson plan also has Pre-Trip Planning information. It is listed under the Summary heading.

Itinerary

Post Trip Reflections

 

Credits

Thanks to all the third grade teachers that helped me put these thoughts together over the last 10 years: Vince Ardito, Elaine Gumma, Jeff Peck, Sandra Pederson, Stephanie Ruckman, Sue Houchens, Karen Laird, Katie Anderson, MaryAnn Pyle. My apologies if I forgot anyone.

The artwork for TISS was graciously provided by Cathy Johnson, art teacher at Mountain View Elementary.

The printing for TISS was "squeezed in" by Pam, our fantastic workroom para-professional.

Science and Social Studies advice was provided by Linda Block-Gandy, Science Teacher on Special Assignment.

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List of Resources

Software Web Sites:

StarOffice - www.sun.com/staroffice
Appleworks - www.apple.com/appleworks
Kid Pix - www.kidpix.com/edu.html
HyperStudio - www.hyperstudio.com

 

Sun Web Sites:

 

Mountain View Elementary School Web Sites:

Mountain View Elementary - mountain.adams12.org
Mountain View Student Home Page - mountain.adams12.org/StudentHome.html
Mountain View Primary Jump Off Page - mountain.adams12.org/21k.html
Mountain View 3rd Grade Jump Off Page - mountain.adams12.org/3rdSites.html
Mountain View 4th Grade Jump Off Page - mountain.adams12.org/4thSites.html
Mountain View 5th Grade Jump Off Page - mountain.adams12.org/5thSites.html
Mountain View Teacher Jump Off Page - mountain.adams12.org/TeacherSites.html

 

Other Web Sites:

6 Traits - www.nwrel.org/assessment
Adams12 iTec Center - www.ad12.k12.co.us/teacherweb/ad12learningcenter/elemclassroom.htm
TISS Home Page - mountain.adams12.org/TISS

Books:

Reference books for both of Mountain View’s labs and all the software used are available on the lab bookshelves.

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Technology Skills Continuum

K_1
2_3
4_5

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Adams 12 Five Star Schools
K - 1 Technology Skills Continuum
Standard #1 Computer Technology Basics: Students demonstrate knowledge and understanding of basic hardware and software components and operations.				TISS Lesson Alignment
1A	Identifies parts of computer system	1A.1	Keyboard, mouse, monitor, printer	It should be noted that none of the lessons in the TISS project actually list the Adams 12 Technology Standard 1. These skills are covered during the early computer lab session where rules, norms, and details are usually discussed.
1B	Demonstrates proper care for equipment and obeys rules of working around computers	1B.1	Understands the following rules:
			No food or drink
			Clean hands
			No rough treatment
			No magnets
1C	Uses input, output and storage devices	1C.1	Uses keyboard for input of letters and numbers
		1C.2	Uses mouse to point, click and drag, double-click and right-click (Windows)
		1C.3	Prints documents and files
1D	Demonstrates navigation skills	1D.1	Meets site-specific objectives such as:
			Logs in and out
			Launches and quits programs
			Uses icon-driven menus
			Uses toolbars and pull-down menus
1E	Exercises proper posture and position while sitting at a computer	1E.1	Uses correct posture by centering body in front of keyboard
		1E.2	Properly holds the mouse
1F	Recognizes that many activities in daily life depend on computers and other technologies	1F.1	Identifies computers that are encountered in daily life (i.e. at home, the grocery store, etc.)
1G	Demonstrates the ability to select the appropriate technological tool	1G.1	Recognizes that different tools can be used to accomplish a given task (i.e. paints and markers vs. paint programs, a book vs. the Internet)
Standard #2 Productivity Applications: Students use technology tools to enhance learning, increase productivity, and promote creativity.
2A	Word Processing			Keyboarding Unit (K, 1)
2A.1	Keyboarding	2A.1.1	Uses the keyboard to enter text	Letters, Words, and Spaces (K)
		2A.1.2	Uses special function keys such as: enter/return, spacebar, shift, delete,	Readable Document (1)
			backspace, numbers, letters, and punctuation	Conventions #1 - Single Sentences (1)
2A.2	Editing	2A.2.1	Uses the backspace/delete key to edit text	Conventions #2 - Multiple Sentences (1)
				Conventions #3 - Short Paragraph (1)
				Conventions #4 - My Own Writing (1)
				Fluency #1 - Sentence Combining (1)
				Fluency #2 - Changing Sentence Structure (1)
				Fluency #3 - Eliminating Run-on Sentences (1)
				Fluency #4 - Revising a Paragraph (1)
				Fluency #5 - Revising My Own Writing (1)
2B	Spreadsheets	2B.1	No Indicators at this level
2C	Databases	2C.1	No Indicators at this level
2D	Multimedia - Uses basic creativity or authoring tools such as KidPix,	2D.1	Creates a picture story	Graphics/Text Integration (K, 1)
	HyperStudio, and/or PowerPoint to create a multimedia product
2E	Uses drawing tools to create an original graphic	2E.1	Uses drawing tools such as eraser, fill, pencil, paintbrush, airbrush, etc.	Phases of the Moon (1)
Standard #3 Telecommunications: Students use telecommunications to retrieve and exchange information which supports and enhances District 12 curriculum frameworks.
3A	Understands and practices ethical and appropriate use of technology	3A.1	Demonstrates respect for the work of others
		3A.2	Discusses ownership of computer-created work
3B	Follows the District's Acceptable Use Regulations and copyright rules	3B.1	Has signed Acceptable Use Regulations document on file with the school
Standard #4 Instructional Software: Students use instructional software to enhance learning in content areas.
4A	Uses age appropriate software to help understand and/or practice concepts in	4A.1	Uses the following programs: (Some Suggestions)	Introduction to Educational Support Software (K, 1)
	various content areas		Zoo Zillions
			Bailey's Book House
			Sammy's Science House
			Trudy's Time and Place House
			Base Ten Blocks
			Logic Blocks
			Wiggleworks

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Adams 12 Five Star Schools
2 - 3 Technology Skills Continuum
Standard #1 Computer Technology Basics: Students demonstrate knowledge and understanding of basic hardware and software components and operations.				TISS Lesson Alignment
1A	Identifies parts of computer system	1A.1	CD-ROM, speakers, hard drive, CPU, scanner, floppy disks	It should be noted that none of the lessons in the TISS project actually list the Adams 12 Technology Standard 1. These skills are covered during the early computer lab session where rules, norms, and details are usually discussed.
1B	Demonstrates proper care for equipment and obeys rules of working around computers	1B.1	Understands proper handling of floppy and CD-ROM disks
		1B.2	Knows and practices site-based printer rules
1C	Uses input, output and storage devices	1C.1	Uses site-specific storage devices to save files (i.e. disks, hard drives, servers)
1D	Demonstrates navigation skills	1D.1	Meets site-specific objectives such as:
			Uses text-driven menus
			When directed, correctly restarts and/or shuts down a computer
1E	Exercises proper posture and position while sitting at a computer	1E.1	Practices correct posture by placing two feet on the floor
		1E.2	Assumes correct distance from monitor, keyboard and mouse
1F	Recognizes that many activities in daily life depend on computers and other technologies	1F.1	Identifies ways in which computers are used throughout the community (police, fire, etc.)
1G	Demonstrates the ability to select the appropriate technological tool	1G.1	Uses a variety of tools and evaluates their effectiveness for accomplishing tasks
Standard #2 Productivity Applications: Students use technology tools to enhance learning, increase productivity, and promote creativity.
2A	Word Processing			Keyboarding Unit (2, 3)
2A.1	Keyboarding	2A.1.1	Uses special function keys such as: tab, number pad keys, keyboard shortcuts, alt, control and symbols ($,#,%, etc.)	Poetry Experience (2)
2A.2	Editing	2A.2.1	Edits text by using select/deselect, cut/copy/paste, delete and undo	Digraph Mini-Book (2)
		2A.2.2	Places cursor at the specific location	How Many Ways to Make a Dollar (2)
		2A.2.3	Uses spell check and thesaurus	Sound Words - One Way to Start a Story (2)
2A.3	Formatting	2A.3.1	Changes character formatting such as: font, font size and font style (B, I, U)	The Writing Process - Word Processing Skills (3)
		2A.3.2	Uses different document layouts (i.e. letter, sign, banner, etc.)	Friendly Letter to E-mail (2)
2B	Spreadsheets	2B.1	Enters and edits data in a prepared spreadsheet or graphing program	Math Facts Mania (2)
2C	Databases	2C.1	No Indicators at this level
2D	Multimedia - Uses basic creativity or authoring tools such as KidPix,	2D.1	Recognizes characteristics of multimedia	Graphics/Text Integration (2, 3)
	HyperStudio, and/or PowerPoint to create a multimedia product	2D.2	Creates simple sequential (linear) multimedia presentation	Life Cycle Slide Show (2)
				Human Anatomy Publishing Project (3)
				Water Cycle Slide Show (3)
2E	Uses drawing tools to create an original graphic	2E.1	Uses drawing tools such as lines, shapes, text tool, magnifying glass, etc.	Author's Page (3)
				Graphing with Graphic Tools (3)
Standard #3 Telecommunications: Students use telecommunications to retrieve and exchange information which supports and enhances District 12 curriculum frameworks.
3A	Understands and practices ethical and appropriate use of technology	3A.1	Practices responsible use and adheres to all site-based rules governing the use of electronic sources of information
		3A.2	Recognizes individual's rights of ownership to computer-generated work
3B	Follows the District's Acceptable Use Regulations and copyright rules	3B.1	Has signed Acceptable Use Regulations document on file with the school
		3B.2	Recognizes that Copyright Law protects what a person, group or company
			creates
3C	Uses web-browsing software to access information sources using the Internet	3C.1	Identifies the Internet as a source of information	Animal Research (2)
		3C.2	Uses teacher-selected Internet sites to gather information for class assignments	Weather Internet Activity (3)
3D	Develops skills in analyzing the accuracy and credibility of information from	3D.1	Recognizes that all information available electronically is not necessarily true	Introduction to the Internet (3)
	electronic resources and cites those sources appropriately	3D.2	Evaluates the usefulness of information obtained using electronic resources
Standard #4 Instructional Software: Students use instructional software to enhance learning in content areas.
4A	Uses age appropriate software to help understand and/or practice concepts in	4A.1	Uses the following programs: (Some Suggestions)	Introduction to Educational Support Software (2, 3)
	various content areas		Scholastic Reading Counts
			Word Munchers
			Mac/PC USA
			Mac/PC Globe
			The Logical Journey of the Zoombinis

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Adams 12 Five Star Schools
4 - 5 Technology Skills Continuum
Standard #1 Computer Technology Basics: Students demonstrate knowledge and understanding of basic hardware and software components and operations.				TISS Lesson Alignment
1A	Identifies parts of computer system	1A.1	Joystick, modem, headphone, digital camera, microphone	It should be noted that none of the lessons in the TISS project actually list the Adams 12 Technology Standard 1. These skills are covered during the early computer lab session where rules, norms, and details are usually discussed.
		1A.2	Understands the differences between stand-alone and networked computer systems
1B	Demonstrates proper care for equipment and obeys rules of working around computers	1B.1	Follows site-specific rules in care of all computer and peripheral devices
1C	Uses input, output and storage devices	1C.1	Loads, accesses, quits and ejects CD-ROM disks
		1C.2	Uses site-specific devices for input/output (i.e. scanner, multiple printers, digital camera, microphone, video camera)
1D	Demonstrates navigation skills	1D.1	Meets site-specific objectives such as:
			Uses text-driven menus
			When directed, correctly restarts and/or shuts down a computer
1E	Exercises proper posture and position while sitting at a computer	1E.1	Properly places two hands-on the home row
		1E.2	Demonstrates all aspects of proper ergonomics
1F	Recognizes that many activities in daily life depend on computers and other technologies	1F.1	Identifies some positive and negative aspects of technology on daily life
1G	Demonstrates the ability to select the appropriate technological tool	1G.1	Uses a variety of tools and evaluates their effectiveness for accomplishing tasks
Standard #2 Productivity Applications: Students use technology tools to enhance learning, increase productivity, and promote creativity.
2A	Word Processing			Keyboarding Unit (4, 5)
2A.1	Keyboarding	2A.1.1	Uses touch typing with home row keys	The Writing Process - Word Processing Skills (4, 5)
2A.2	Editing	2A.2.1	Uses spell check and thesaurus	Planet Poems (4)
2A.3	Formatting	2A.3.1	Changes character formatting such as font and color	Writing a Personal Narrative (4)
		2A.3.2	Utilizes different document layouts (i.e. newsletter, etc.)	Colorado Explorer's Diary (4)
		2A.3.3	Changes document formatting such as alignment, bulleted/numbered lists, borders, line spacing, margins, etc.	Biography Acrostic Poem (5)
		2A.3.4	Inserts a graphic into a word-processed document
2B	Spreadsheets	2B.1	Identifies and defines parts of a spreadsheet (i.e. cell, formula, column, and row)	US History Timelines (5)
		2B.2	Collects, organizes (sorts), displays and interprets data using spreadsheets	Graphing Science Experiment Results (5)
		2B.3	Uses graphing capabilities of programs to graph results of entered data
		2B.4	Performs calculations (i.e. AutoSum, function wizard, and/or paste function)
2C	Databases	2C.1	Identifies and defines parts of a database (i.e. record, field, query, sort)	Similes-Metaphors Database (5)
		2C.2	Enters and edits information in a simple database (i.e. add and delete records)
		2C.3	Identifies and uses electronic databases to locate, collect, sort and display data
2D	Multimedia - Uses basic creativity or authoring tools such as KidPix,	2D.1	Uses import/export and copy/paste features to create a single document	Graphics/Text Integration (4, 5)
	HyperStudio, and/or PowerPoint to create a multimedia product		using more than one program	Force and Motion Diagrams/Slide Shows (4)
		2D.2	Creates an interactive multimedia presentation	Explorer's Report and Presentation (5)
				Story Problems Presentations (5)
2E	Uses drawing tools to create an original graphic	2E.1	Uses drawing tools such as selection tools, eyedropper, etc.	Postcards/Brochures from Space (4)
				GeoDraw USA State Maps (5)
Standard #3 Telecommunications: Students use telecommunications to retrieve and exchange information which supports and enhances District 12 curriculum frameworks.
3A	Understands and practices ethical and appropriate use of technology	3A.1	Recognizes the need for protection of software and hardware from computer
			viruses and vandalism
3B	Follows the District's Acceptable Use Regulations and copyright rules	3B.1	Has signed Acceptable Use Regulations document on file with the school
		3B.2	Identifies violations of the Copyright Law
		3B.3	Demonstrates the correct use of copyrighted materials in multimedia products
3C	Uses web-browsing software to access information sources using the Internet	3C.1	Uses teacher-selected Internet sites and/or links to retrieve information for	Colorado Animals (4)
			classroom assignments	Solar System Internet Activity (4)
		3C.2	Uses search strategies to locate information	USA Internet Activity (5)
		3C.3	Saves and/or prints information from the Internet
3D	Develops skills in analyzing the accuracy and credibility of information from	3D.1	Distinguishes among sources of information (i.e. university, commercial and	Introduction to the Internet (4, 5)
	electronic resources and cites those sources appropriately		government sites)
		3D.2	Recognizes the difference between content and advertisements on web pages
		3D.3	Cites electronic sources correctly
		3D.4	Evaluates the usefulness of information obtained using electronic resources
Standard #4 Instructional Software: Students use instructional software to enhance learning in content areas.
4A	Uses age appropriate software to help understand and/or practice concepts in	4A.1	Uses the following programs: (Some Suggestions)	Introduction to Educational Support Software (4, 5)
	various content areas		Oregon Trail	Using the Calendar for Math (4)
			Number Munchers
			Math Blaster
			Peg Board
			TurboMathFacts

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Developed under a grant from Sun Microsystems, Inc. Open Gateways at Mountain View
Elementary School by Steve Gandy, Technology Coordinator - mountain.adams12.org/TISS © 2003