+ West Windsor- -Plainsboro Regional School District Information Literacy & Technology Grade 3
Content Area: Information Literacy & Technology Unit 1: Introduction to Your Digital World Course & Grade Level: Information Literacy & Technology, Grade 3 Summary & Rationale In our technology rich world, there are basic understandings that all students need to have to be able to navigate their digital lives. Students need to have an understanding of general technology vocabulary so that they may communicate effectively in their digital environment. A large part of their digital world is accessing online information. Though they search for information very quickly using search terms, they are missing the background knowledge on what they are actually accessing. This unit is designed to fill in some of the missing essential general understandings of the contents of their digital lives. Students will be introduced to the basics of cloud storage and will get to discover the benefits and uses of this type of storage. Because students are immersed in technology in their daily lives, they need to be able to use a computer in an effective and expedient manner. In this unit, students will be introduced to the keyboard, and then will be using a typing program on a weekly basis to improve on their speed and accuracy so that they may move through their digital world with ease. 6 Days Recommended Pacing State Standards 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts 8.1.4.A.1 8.1.4.A.2 8.1.4.A.5 Demonstrate effective input of text and data using an input device Create a document with text formatting and graphics using a word processing program. Determine the benefits of a wide range of digital tools by using them to solve problems. E. Research and Information Literacy 8.1.4.E.2 Evaluate the accuracy of, relevance to, and appropriateness of using print and non print electronic information sources to complete a variety of tasks. Unit Enduring Understandings Instructional Focus Digital media are 21st century tools used for storing data, accessing data, and local and global communication.
The use of digital tools requires students to have general understandings of the tools and how to use them appropriately. Technology products and systems impact our life and change over time. Unit Essential Questions What are the ways that we use digital technology in our daily lives? How does digital technology help us in our daily lives? What are the ways we can save our files and data? What is the cloud? What are the benefits of the cloud over previous technology for saving and accessing our data? What is a website URL? What are the following technology terms: computer parts: monitor, keyboard, mouse, printer, speakers/software terms menu, file, folder, application, save, and quit. How is the keyboard setup? How should hands be placed on the keyboard to gain benefits in typing accuracy and speed? Objectives Students will know and be able to: Explain how digital media are used in our daily lives, in a variety of formats, and for a variety of purposes. Explain how technology has strengthened our ability to save and access information anywhere we are, as part of a global society. Log into online authoring platforms and save work onto a cloud. Identify the different parts of the computer, and more specifically the keyboard ( power keys e.g., Enter, Spacebar). Place their hands correctly on the keyboard. Use the mouse to access menus. Use keyboard shortcuts. Understand basic technology terms. http://www.commoncraft.com/video/cloud computing www.brainpopjr.com http://www.wordle.net/create http://www.abcya.com/word_clouds.htm http://www.tagxedo.com/ Resources http://www.schooltube.com/video/72fea4567c54a813de3c/basic%20keyboarding http://www.youtube.com/watch?v=ein_nl507pu&list=plhrbkfgddv049_r2l2niubvoevtmtz12b http://www.bbc.co.uk/schools/typing/
Content Area: Information Literacy & Technology Unit 2: Digital Citizenship Course & Grade Level: Information literacy & Technology, Grade 3 Summary & Rationale Digital citizenship is an all inclusive term that comprises the norms of appropriate, responsible behavior with regard to technology use. Sometimes referred to as cyber ethics, it addresses a fundamental question: How should we behave when we are online? For educators dealing with the growth of educational initiatives involving digital resources, the question may be rephrased: What should be taught to the next generation about the responsible use of technology? In this unit, students will learn how to uphold basic standards of academic integrity while researching online, how to adopt standards of digital etiquette when engaging in electronic exchanges of information, and how to handle situations in which others do not demonstrate digital etiquette. They will learn how to properly conduct themselves while using digital tools, respecting others and assuming accountability for their own behavior when consuming, authoring, posting, and sharing online information. 4 Days Recommended Pacing State Standards Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts 8.1.4.A.1 8.1.4.A.5 C. Communication and Collaboration 8.1.4.C.1 D. Digital Citizenship 8.1.4.D.1 Demonstrate effective input of text and data using an input device Determine the benefits of a wide range of digital tools by using them to solve problems. Engage in online discussions with learners in the United States or from other countries to understand their perspectives on a global problem or issue. Explain the need for each individual, as a member of the global community, to practice cyber safety, cyber security, and cyber ethics when using existing and emerging technologies. 8.1.4.D.3 Explain the purpose of an acceptable use policy and the consequences of inappropriate use of technology.
E. Research and Information Literacy 8.1.4.E.2 Evaluate the accuracy of, relevance to, and appropriateness of using print and non print electronic information sources to complete a variety of tasks. F. Critical Thinking, Problem Solving, and Decision Making 8.1.4.F.1 Select and apply digital tools to collect, organize, and analyze data that support a scientific finding. CCSS.ELA Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Instructional Focus Unit Enduring Understandings The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. Digital tools and environments support the learning process and foster collaboration in solving issues and problems. Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors. Effective use of digital tools assists in gathering and managing information. Information accessed through the use of digital tools assists in generating solutions and making decisions. The ability to recognize a problem and apply critical thinking and problem solving skills to solve that problem is a lifelong skill that develops over time. Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. Digital media are 21st century tools used for communication. There are ethical and unethical uses of communication and media. The nature of the 21st century learning environment has shifted, demanding greater individual accountability, productivity, and collaboration. Ethical behaviors support dignity in all aspects of life. The identification of key ideas and details is essential in the interpretation of text. The reading of informational text provides rich opportunities for the integration of knowledge and ideas. Research builds knowledge. Collaboration with peers fosters the development of one s own comprehension and development of ideas.
Unit Essential Questions What behaviors constitute cyber bullying? How does cyber bullying differ from real life bullying? Are the psychological and emotional outcomes of cyberbullying any worse than those of real life bullying? What role does anonymity play in one s inclination to bully another using the Internet or other technologies? Why would one engage in cyberbullying? What medium (e.g., emailing, texting, instant messaging, social networking) lends itself most to cyber bullying? What are the best ways to deal with cyberbullying? What are the best ways to prevent cyber bullying? Objectives Students will know and be able to: Demonstrate effective input of text and data using an input device. Determine the benefits of digital tools by using them to explain the concepts of digital citizenship. Explain the need for each individual, as a member of the global community, to practice cyber safety, cyber security, and cyber ethics when using existing and emerging technologies. Explain the consequences of inappropriate use of technology. Select and apply digital tools to collect, organize, and analyze data. Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. Use data accessed on the Web to inform solutions to problems and the decision making process. Apply critical thinking and problem solving skills in classroom settings. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). Use effective oral and written communication in face to face and online interactions and when presenting to an audience. Demonstrate an awareness of one s own culture and other cultures during interactions within and outside of the classroom. Explain how digital media are used in daily life in a variety of settings. Demonstrate effective communication using digital media during classroom activities. Explain why some uses of media are unethical. Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects. Explain the importance of understanding and following rules in family, classroom, and community settings. Engage effectively in a range of online collaborative exercises, building on others ideas and expressing their own clearly. Follow agreed upon rules for online discussions. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. Review the key ideas expressed and explain their own ideas and understanding in light of classroom discussions.
Resources http://www.brainpopjr.com (Digital Citizenship Videos & Quizzes) http://www.stopcyberbullying.org/ http://www.ikeepsafe.org/educators/ http://www.connectsafely.org/cyberbullying in grades 3 5 important study/ https://www.commonsensemedia.org/educators/lesson/privacy rules 3 5 http://www.proprofs.com/quiz school/story.php?title=online safetycyber bullying quiz http://kids.ikeepsafe.org/
Content Area: Information Literacy & Technology Unit 3: Interacting with Technology Course & Grade Level: Information Literacy & Technology, Grade 3 Summary & Rationale In this digital age, it is essential to prepare students for education in the 21st century. This means that they need a full skill set of collaborative digital tools, as well as knowledge of manipulating and navigating digital files. There are many online digital tools that allow students to create, share, and collaborate. In this unit students will be introduced to various input devices and how they interact with digital resources. At the conclusion of this unit, students will have an ample knowledge of digital tools and be comfortable exploring their digital world using these tools in their school lives, collaboratively with their peers and teachers, as well as, personally in their own lives. 8 Days Recommended Pacing State Standards 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts 8.1.4.A.1 8.1.4.A.2 8.1.4.A.3 8.1.4.A.5 Demonstrate effective input of text and data using an input device Create a document with text formatting and graphics using a word processing program. Create and present a multimedia presentation that includes graphics. Determine the benefits of a wide range of digital tools by using them to solve problems. D. Digital Citizenship 8.1.4.D.3 Explain the purpose of an acceptable use policy and the consequences of inappropriate use of technology. F. Critical Thinking, Problem Solving, and Decision Making 8.1.4.F.1 Select and apply digital tools to collect, organize, and analyze data that support a scientific finding. Unit Enduring Understandings Instructional Focus Online cloud services are a place where we can store our files in cloud storage and share them with others. Online services allow us many capabilities, such as adding pictures, videos, and URLs. By selecting and manipulating different features of text, we can format documents to fit particular design needs. By interacting with digital tools, we can explore and utilize various resources.
Unit Essential Questions What is a document? How do I format documents? How do I change the font? How do I change the font size? How do I change the text color and the text background color? How do I bold, italicize or underline text? How do I insert a link into a document? How do I add bullets? How do I align text? How do I share my document with others so that we may collaborate on it? How do I navigate in a digital environment? How do I scroll? How do I Cut, Copy, Paste? How do I drag an item? How do I use drop down boxes? Objectives Students will know and be able to : Input data and text into a document Use a digital resource to format text and add graphics. Explain how digital tools help us create multimedia projects. Insert text, pictures, stickers, backgrounds, and sounds into multimedia projects. Engage in online communication with peers and students. Evaluate digital resources that can assist us. Collaboratively complete a multimedia project with peers using a digital platform. Save and access files online and on the district servers. Communicate via digital tools Interpret visual online information and demonstrate understanding. Develop an understanding of computer science and coding. http://www.tech4learning.com/wixie Resources http://www.funbrain.com/brain/sweepsbrain/games/title.html?gamename=diggingforworms (good game for having them practice moving a mouse and clicking on an object) http://www.abcya.com/third_grade_computers.htmthere http://www.special needs software.co.uk https://sites.google.com/site/specialneedsgamesonline/on line games/switch games https://code.org/
Content Area: Information Literacy & Technology Unit 4: Computer Programming Course & Grade Level: Information Literacy & Technology, Grade 3 Summary & Rationale Computer programming is a distinct academic discipline that also serves to augment the study of other domains. It helps students further develop skills in the areas of logical thinking, problem solving, persistence, collaboration, and communication. In this unit, students will learn the fundamentals of coding, including the uniqueness and exactitude of programming language, the analytical flow of computational thinking, and the employment of computer programs in controlling devices, tools, websites, etc. Students will ask questions, define problems, interpret criteria, identify constraints, generate programming code to solve problems, test programs, compare results, and adjust variables to optimize design solutions. By learning how to code on a large scale, children will transition from their limited roles as technology consumers to much more expansive roles as technology producers. 4 Days Recommended Pacing State Standards Next Generation Science Standards: Engineering, Technology, and Applications of Science (Defining and Delimiting an Engineering Problem, Developing Possible Solutions, and Optimizing the Design Solution) 3 5 ETS1 1. 3 5 ETS1 2. 3 5 ETS1 3. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts 8.1.5.A.1 8.1.5.A.3 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Use a graphic organizer to organize information about problem or issue. F. Critical Thinking, Problem Solving, and Decision Making 8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.
Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. 8.2.5.A.1 8.2.5.A.2 8.2.5.A.3 8.2.5.A.4 8.2.5.B.3 8.2.5.B.4 A. The Nature of Technology: Creativity and Innovation Compare and contrast how products made in nature differ from products that are human made in how they are produced and used. Investigate and present factors that influence the development and function of a product and a system. Investigate and present factors that influence the development and function of products and systems, e.g., resources, criteria and constraints. Compare and contrast how technologies have changed over time due to human needs and economic, political and/or cultural influences. B.Technology and Society Investigate ways that various technologies are being developed and used to reduce improper use of resources. Research technologies that have changed due to society s changing needs and wants. C. Design 8.2.5.C.1 8.2.5.C.2 8.2.5.C.3 8.2.5.C.4 8.2.5.C.6 8.2.5.C.7 Collaborate with peers to illustrate components of a designed system. Explain how specifications and limitations can be used to direct a product s development. Research how design modifications have lead to new products. Collaborate and brainstorm with peers to solve a problem evaluating all solutions to provide the best results with supporting sketches or models. Examine a malfunctioning tool and identify the process to troubleshoot and present options to repair the tool. Work with peers to redesign an existing product for a different purpose. D. Abilities for a Technological World 8.2.5.D.1 8.2.5.D.2 8.2.5.D.3 Identify and collect information about a problem that can be solved by technology, generate ideas to solve the problem, and identify constraints and trade offs to be considered. Evaluate and test alternative solutions to a problem using the constraints and trade offs identified in the design process to evaluate potential solutions. Follow step by step directions to assemble a product or solve a problem.
8.2.5.D.5 8.2.5.D.6 Describe how resources such as material, energy, information, time, tools, people and capital are used in products or systems. Explain the positive and negative effect of products and systems on humans, other species and the environment, and when the product or system should be used. E. Computational Thinking: Programming 8.2.5.E.1 8.2.5.E.2 8.2.5.E.3 8.2.5.E.4 Identify how computer programming impacts our everyday lives. Demonstrate an understanding of how a computer takes input of data, processes and stores the data through a series of commands, and outputs information. Using a simple, visual programming language, create a program using loops, events and procedures to generate specific output. Use appropriate terms in conversation (e.g., algorithm, program, debug, loop, events, procedures, memory, storage, processing, software, coding, procedure, and data). Unit Enduring Understandings Instructional Focus Special machines called robots can be programmed to do different things. Bee Bots are programmable floor robots that have been build with the purpose to help students learn. You can estimate the distance between different objects. Engineer work together using shared norms and practices to accomplish goals. Procedural Programming is the basic mechanism that computer programs use to execute a program Selection Statements allow a program to make decisions while the program is executing Structures allow a program to repeat a set of actions for a constant or variable number of times Unit Essential Questions How can make your Bee Bot move in different ways? How far can Bee Bot go in one step? Can you make a Bee Bot count? Can you make your Bee Bot complete mathematical functions? Can you make your Bee Bot follow a path? Can you estimate (or guess) how far apart 2 objects are? Why do software engineers develop computer programs to control technology systems? How has system control technology and robotics systems change the way we manufacture products? How can system control be used in school, work, and home applications?
Objectives Students will know and be able to: Estimate and then investigate how many paperclips are needed to represent how far a Bee Bot moves with each step Program a Bee Bot to move forward and backward and turn right or left. Measure a Bee Bot trail and convert it into Bee Bot specific units of measure then programming it to follow the trail. Model the process of designing a Bee Bot trail, emphasising the importance of measuring the trail to ensure the Bee Bot can reach and turn at particular points. Design a Bee Bot obstacle course using concrete materials such as blocks, boxes and manipulatives and ask students to safely move their robot through the course. Create a code for their Bee Bot to follow through the obstacle course. Create a city map with a starting point and different locations for you Bee Bot to go to. Create a code for your Bee Bot to safely reach each destination on the map from the starting position. Design code to reach multiple destinations on the map on the same sequence. Resources http://elresources.skola.edu.mt/wp content/uploads/2010/06/doc_669_2468_beebotguidea4v2.pdf https://www.pinterest.com/lyndacutting/beebots 4 learning/ http://www.scoop.it/t/bee bots and pro bots http://www.slideshare.net/sandracosta0/bee bot presentation 022013 http://www.communication4all.co.uk/http/beebot.htm http://www.communication4all.co.uk/http/beebot.htm
Unit 5: Digital Assessment Integration Content Area: Information Literacy & Technology Course & Grade Level: Information Literacy & Technology, Grade 3 Summary & Rationale As testing moves toward an digital presence, we need to assist our students with the "How to's" of taking online assessments. In order to achieve this, it behooves us to help students understand fundamental computer terms (e.g. copy, cut, paste, select, drop down, etc.) and methods for navigating the digital assessment landscape. For example, students will be faced with the unfamiliar challenges posed by mouse manipulation within various sections, interactive engagement with text, and competent use of digital tools. Recommended Pacing 8 Days State Standards Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts 8.1.4.A.1 8.1.4.A.5 Demonstrate effective input of text and data using an input device Determine the benefits of a wide range of digital tools by using them to solve problems. F. Critical Thinking, Problem Solving, and Decision Making 8.1.4.F.1 Select and apply digital tools to collect, organize, and analyze data that support a scientific finding Instructional Focus Unit Enduring Understandings Digital environments are specialized to meet certain needs (e.g., to inform, to persuade, to entertain, to assess, etc.). In order for one to interact appropriately within a digital environment, one must be adept at manipulating digital tools particular to that environment. Standardized testing is one form of assessment that assists teachers with refining their programs and improving student learning. Unit Essential Questions How does our knowledge of digital tools impact our performance on various forms of assessment? What do I need to know in order to effectively and efficiently respond to questions posed in an online assessment environment? What are the advantages and disadvantages of an online assessment environment? How can I best prepare myself to perform well on an online assessment? How do I transition between sections, focus on discrete instructions, employ the proper tools, and successfully respond to various types of assessment items?
Objectives Students will know and be able to : Familiarize themselves with online assessment environments. Respond to various types of online assessment items. Recognize the disadvantages while capitalizing on the advantages provided by an online assessment environment. Experience, sample, and practice with authentic online assessment items. Transition between sections, focus on discrete instructions, employ the proper tools, and successfully respond to various types of assessment items. Employ such specific skills as mouse clicking, dragging and dropping, selecting/highlighting, scrolling, inputting text, switching modes, manipulating digital tools, connecting headphones, interacting with videos, forwarding slideshows and test items, filling in boxes, maneuvering through a website without distraction, working on a computer for extended periods of time, and troubleshooting basic tech problems (e.g., caps lock not working, volume not loud enough, monitor suddenly malfunctioning, etc.). Seek assistance for technical difficulties. Create sample problems and item types that reflect their learning throughout the unit. Resources http://www.parcconline.org/practice tests http://www.teachhub.com/how prepare students parcc tests
Content Area: Information Literacy & Technology Unit 6: Search Literacy Course & Grade Level: Information literacy & Technology, Grade 3 Summary & Rationale More than ever, information is literally at the fingertips of students through smartphones, ipads, tablet computers, and other digital devices. With the exponential growth of readily available digital content, an academic challenge presents itself: How do we help students navigate the vast landscape of online information? In order for students to effectively search for information about a topic, they must understand and apply specific skills in the area of search literacy. In this unit, students will learn and explore methods for finding information on the web suitable for their particular needs (e.g., interest, reading level, appropriateness, educational relevance, etc.). 6 Days Recommended Pacing State Standards Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts 8.1.4.A.1 8.1.4.A.5 Demonstrate effective input of text and data using an input device Determine the benefits of a wide range of digital tools by using them to solve problems. E. Research and Information Literacy 8.1.4.E.2 Evaluate the accuracy of, relevance to, and appropriateness of using print and non print electronic information sources to complete a variety of tasks. F. Critical Thinking, Problem Solving, and Decision Making 8.1.4.F.1 Select and apply digital tools to collect, organize, and analyze data that support a scientific finding. Unit Enduring Understandings Instructional Focus The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. Effective use of digital tools assists in gathering and managing information. Information accessed through the use of digital tools assists in generating solutions and making decisions. The ability to recognize a problem and apply critical thinking and problem solving skills to solve the problem is a lifelong skill that develops over time. Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving. Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. Digital media are 21st century tools used for communication.
The identification of key ideas and details is essential in both the search for information and interpretation of text. The reading of informational text provides rich opportunities for the integration of knowledge and ideas. The use of precise language and appropriate search operators improves the relevance and accuracy of search results. Research builds knowledge. Strong comprehension and collaboration skills benefit search literacy. Unit Essential Questions What does it mean to search on the web? With so much information now available at our fingertips (via digital devices such as smartphones, ipads, tablet computers, etc.), is it easier or more difficult to find information? Are multimedia based resources more or less informative than text based resources? How does one perform a basic search? Under what circumstances are search adjustments necessary? What does it mean to adjust a search, and when should one make those adjustments? How does search efficiency assist one s informational needs? What search engines are most suitable for our search purposes? Objectives Students will know and be able to: Demonstrate effective input of text and data using an input device. Determine the benefits of a wide variety of digital tools by using them to solve problems. Evaluate the accuracy of, relevance to, and appropriateness of using print and non print electronic information sources to complete a variety of tasks. Select and apply digital tools to collect, organize, and analyze data that support a scientific finding. Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. Evaluate available resources that can assist in solving problems. Determine when the use of technology is appropriate to solve problems. Use data accessed on the Web to inform solutions to problems and the decision making process. Apply critical thinking and problem solving skills in classroom and family settings. Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). Explain how digital media are used in daily life in a variety of settings. Distinguish how digital media are used by individuals, groups, and organizations for varying purposes. Determine the main idea of a text and explain how it is supported by key details; summarize the text. Interpret information presented visually, orally, or quantitatively. Explain how an author uses reasons and evidence to support particular points in a text. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Read and comprehend appropriate grade level informational text embedded in digital resources. Use precise language and domain specific vocabulary to describe a topic. Use concrete words, phrases, and sensory details to convey ideas precisely. Search different kid friendly search engines to support your research. Draw evidence from literary or informational texts to support research. Draw on information known about a topic to explore related ideas about that topic. Pose and respond to specific questions to clarify or follow up on information.
Resources http://www.kidtopia.info/ http://www.kidrex.org/ http://www.kidsclick.org/ http://www.nettrekker.com/us/ EBSCO'S Searchasaurus (contact company to register school's IP address) http://search.ebscohost.com/ http://www.ipl.org/div/kidspace/ http://www.sweetsearch.com/ http://www.ask.com/ http://cybersleuth kids.com/ http://www.gogooligans.com/ http://novemberlearning.com/educational resources for educators/information literacy resources/