COURSE NAME: Instructional Technology K-2 Grade 2 Standard 1. Demonstrate proficiency in the use of and applications, as well as an understanding of the concepts underlying hardware, software, and connectivity. Unit 1: Basic Operations Essential Questions: Why is it important to know how to use a computer? What is software and why do we need it? Framework Standard Content / Skills Resources Instructional Strategies Assessments K-2: 1.1 Demonstrate beginning steps in using available hardware and applications (e.g., turn on a computer, launch a program, use a pointing device such as a mouse). K-2: 1.2 Explain that icons (e.g., recycle bin/trash, folder) are symbols used to signify a command, file, or application. Students will develop skills to turn on computer/monitor Students will demonstrate ability to manipulate a mouse(point / click) Students will develop skills to use technology terminology appropriate to the task Access to student software Access to student software Direct instruction, demonstration of each skill (modeling) Direct instruction, demonstration of each skill (modeling) using the demonstration computer, white board, and LCD projector showing the desktop of a computer with icons Informal observation of each student: Can the student turn on the computer? Can the student manipulate the mouse (point and click) to launch a program? Informal observation of each student Can the student identify the trash can? Can the student find a software program?
K-2: 1.3 Identify, locate, and use letters, numbers, and special keys (e.g., space bar, Shift, Delete) on the keyboard. Students will Locate the letters of the alphabet and numbers on the keyboard with increasing reliability as they divide the keyboard into left-hand or right-hand keys Use the shift key to type uppercase letters. Type short words and sentences. Master simple punctuation, the space bar, and the Return/Enter key. Type to Learn Junior software program LCD projector for demonstration Demonstrate how to open a piece of software by double clicking Have students log on to Type to Learn Junior using their name with a capital letter Follow the instructions given by the software and go to the Learning Center section of the program Completed by the software. A completion certificate can be printed when the student successfully completes the program. K-2: 1.4 Recognize the functions of basic file menu commands (e.g., New, Open, Close, Save, Print). Students will demonstrate (with support as necessary) the ability to start and exit programs as well as create, name, and save files. Students will demonstrate the ability (with support as necessary) to use the Open command in MS Word to open a word processing file. MS Word software program Demonstrate how to open the word processing program and create a new file MS Word. Students will then open a new WP document. Students insert text by typing their name. Students will have a word processing document with their name on it in their personal folder Demonstrate and then have students save their document in their personal folder. Students will close the MS Word program. Next have students open MS Word and choose open from the File
menu. Demonstrate in a step by step lesson how to find their recently saved file in their documents folder. COURSE NAME: Instructional Technology K-2 Unit 2: Word Processing and Desktop Publishing Essential Questions: What is word processing and how can we use word processing in our home and school? Framework Standard Content / Skills Resources Instructional Strategies Assessments K-2: 1.5 Use a word processing application to write, edit, print, and save simple assignments. Develop an understanding of what a word processing program is used for Click on an icon to open the word processing program. Open a file ( Sea Turtles ) Insert text Format font size and color Save document into their personal folder Print a document Understand that this document is their intellectual property MS Word software program Teacher created incomplete word processing file (Sea Turtles) Teacher created directions for word processing lesson.(sea Turtles) Demonstrate and then have students: Open MS Word Open the incomplete Sea Turtles report Insert text by typing their name Format the title text (font size 28, bold, italic, and center alignment) Format remaining text (size 14) Change font color of 2 specific words Save document Print document Completed and printed Sea Turtles report
K-2: 1.6 Insert and size a graphic in a word processing document. Insert a graphic using the clip art tool in MS Word Center the graphic Size the graphic MS Word software program Teacher created incomplete word processing file (Sea Turtles) Teacher created directions for word processing lesson.(sea Turtles) Demonstrate and then have students Open MS Word clip art tool by clicking on the Insert and the clipart icon Type Sea Turtles into the clip art window Choose a sea turtles picture and insert it into their report Center the picture and resize it. Completed and printed Sea Turtles report Unit 3: Database and Spreadsheet (Tables/Charts and Graphs) COURSE NAME: Instructional Technology K-2 Essential Questions: Why is it important to have databases such as our library database? Why would you use a graph to show information Framework Standard Content / Skills Resources Instructional Strategies Assessments
K-2: 1.7 Explain that can store and organize information so that it can be searched. (3 Separate Lessons) Identify what is a computer and what is its use? Identify the can store large amounts of information Classroom discussion with question and answer session. What is a computer? What is it used for? What can you do with a computer? How does information get into a computer? How does a computer give us information back? Informal observation of question and answer session in large group instruction. 2. Database Lesson Students will (with support): Identify what a database is Be introduced to what a field and record is in a database. Given a specific database, answer basic questions about that database Database Lesson Teacher created Sea Animals database worksheet (printed hard copy for each student) Database Lesson: Give each student a printed copy of the Sea Animals database and worksheet. Display a digital copy of the Sea Animals database and worksheet on the LCD projector. Have students open the digital database on their desktop Database Lesson: Completed hard copy of database and questions for each student. Explain the term record when looking at the database Explain the term field when looking at the database Answer questions 1-5 on
their worksheet either digitally or on the hard copy. 3. Spreadsheet Lesson: Develop a basic understanding that a spreadsheet is similar to a chart. Be introduced to the terminology cell, spreadsheet, and chart. Identify how to find a cell address Input data into a cell on their spreadsheet and observe how the spreadsheet changes. Spreadsheet Lesson: Digital copy of spreadsheet Visitors at the Show for each student. Paper copy of spreadsheet directions, Come to the Show for each student. Model adding another sea animal to the database. Spreadsheet Lesson: Using the LCD projector, open a copy of the spreadsheet Visitors at the Show and explain that this chart is keeping track of how many people went to each show at a marine park. Have students open their copy of the spreadsheet and save to their document folder. Explain and demonstrate what a spreadsheet, chart, and cell are. In large group instruction mode, follow the directions and answer the questions 1-15 on the Come to the Show worksheet. Spreadsheet Lesson: Saved copy of the completed spreadsheet in each student s document folder. Printed copy of the spreadsheet attached to the completed worksheet, come to the Show"
K-2: 1.8 Use a simple computer graphing application to display data. (This is also part of Unit 8 Problem Solving) Open the graphing application, The Graph Club Collect data through a survey Sort data and create table Construct a picture graph Describe graphs and results orally Print graphs Save graphs Understand that this document is their intellectual property Access to student software The Graph Club 2.0 Have students open the software program, The Graph Club 2.0 and complete the tutorial. Students will then click on Activities and the open Favorite Flavors survey. Collect data through classroom survey of favorite ice crème flavors. After data is collected, students will insert data into the table and note how the picture graph is created to match. Informal observation during classroom discussion Printed graphs Looking at the picture graph the students have created will discuss the graph results; 1. What flavor do the most students like? 2. How many students like strawberry the best? 3. What flavor is the least favorite? Students will then print graphs
COURSE NAME: Instructional Technology K-2 Unit 4: Internet and Multimedia Essential Questions: How can we use the Internet in our lives? Framework Standard Content / Skills Resources Instructional Strategies Assessments K-2: 1.9 Explain that the Internet links around the world, allowing people to access information and communicate. K-2: 1.10 Demonstrate the ability to use tools in painting and/or drawing programs. Introduction to Paint Lesson Students will identify what the Internet is. Students will recognize that the Internet connects around the world. Students will comprehend that computer users can communicate with other users around the world. Open a paint program (kid Pix Create simple shapes using the shape tool with assistance when needed. Use the flood fill tool to fill the shapes with assistance as needed Use the text tool to Teacher station with Internet/ Network/ LCD 25 network connected Access to student software Teacher station with Internet/ Network/ LCD 25 network connected Access to paint software Kid Pix Demonstrate with the LCD projector and computer that can communicate with other around the world by accessing web cams in Antarctica and San Diego. http://seaworldparks.com/en/seaworldsandiego/animals/webcams/shamu-cam http://www.antarctica.gov.au/webcams/macquarieisland Have each student open the paint program, Kid Pix. Demonstrate the shape tools and have the students create a circle, square, triangle, rectangle, and oval. Demonstrate the flood fill tool and have students fill each of their shapes with a different color or pattern. Question and answer session in large group instruction. Are we really seeing Antactica? Are we really seeing the San Diego Zoo in CA? Does anyone use or their parents use: Email, Facetime, Facebook to communicate with friends and family? Printed copy of Shapes poster for each student
label shapes with assistance as needed Save the document Print the document Understand that this document is their intellectual property LCD Projector for large group modeling Demonstrate the text tool and have the students label their shapes. Have students save their document to their document folder Have students print their Shapes poster COURSE NAME: Instructional Technology K-2 Standard 2. Demonstrate the responsible use of technology and an understanding of ethics and safety issues in using electronic media at home, in school, and in society. Unit 5: Ethics Essential Questions: Would copying someone s work and putting our name on it be wrong? Framework Standard Content / Skills Resources Instructional Strategies Assessments K-2: 2.1 Follow classroom rules for the responsible use of, peripheral devices, and resources. (Gr. 2 Intro to Computer lab lesson) Students will be able to identify the classroom rules and explain the reasoning behind each one. Posted list of classroom rules Classroom discussion of each rule and why it is important. (This should be an ongoing discussion as needed whenever the children are in the computer lab) Informal observation and discussion with individual students who are having difficulty following the rules.
K-2: 2.2 Explain the importance of giving credit to media creators when using their work in student projects. Students will become aware that their work is their intellectual property as they created their work. At this point, we discuss that each student s work is his/hers alone and is their intellectual property This will be formally addressed in third, fourth, and fifth grade as we do not use Internet research in second grade. None Classroom discussion of intellectual property as the save each of their work in their folder Informal observation during discussion question and answer session Unit 6: Classroom/Society COURSE NAME: Instructional Technology K-2 Essential Questions: Why do we have rules and laws in school, at home, and in our community? How do make our life easier? Framework Standard Content / Skills Resources Instructional Strategies Assessments K-2: 2.3 Explain why there are rules for using technology at home and at school. Students will Be able to state why a specific rule is necessary in the computer lab. Develop an understanding of community and begin apply it to the knowledge of the Internet Develop an understanding of what the Internet is PowerPoint presentation of computer Lab rules / or poster displaying the Computer Lab rules. Cybersmart Internet Safety Program http://cybersmartcurriculum.org/challenges/lessons/2-3/my_cyberspace_neighborhood/ Grades 2 3 Lesson: My Cyberspace Neighborhood Introduction Show the PowerPoint presentation of the rules in the Computer Lab/ or poster of Computer Lab rules Discuss each rule with the class and explain why it is important. Large group discussion of the Internet and how much fun it can be, but just like in a real community it can be unsafe if Informal observation of students and their answers during classroom discussion. Completed Netsmartz Kid Booklet
Develop an understanding of appropriate and inappropriate websites and what the school rules are. Demonstrate what they should do if anyone online asks to meet them in person Teach 1 Teach 2 Optional: My Cyberspace Neighborhood worksheet Netsmartz Kid Activity Booklet for each student. we don t use it correctly. Discuss Netsmartz Kid Booklet and Netsmartz Pledge rules. Watch Netsmartz video Be Safer Online http://www.netsmartzkids.org/ Learn With Clicky / Be Safer Online K-2: 2.4 Identify the purpose of a media message (to inform, persuade, or entertain). Students will be able to identify that some messages they see on the Internet are trying to persuade them to buy something Using the LCD projector to display a website that has advertisements on the sidebar. Question students about why they think these pieces of information are on this website. Informal observation during a question and answer session. Help students come to the conclusion that these ads are trying to get them to buy something or get them to give out their personal information. K-2: 2.5 Describe how people use many types of technologies in their daily lives. (Gr. 2 Intro to Computer lab lesson) Students will be able to state at least 3 different ways are used in daily life None Classroom discussion.- questions and answer session 1. How do you use? 2. How do your parents use? 3. Have you ever seen someone using a computer outside of Informal observation of students answers during a classroom discussion.
your home? Create a list of how can be used while brainstorming with the class. Unit 6 : Health and Safety COURSE NAME: Instructional Technology K-2 Essential Questions: What could happen if we do not use safely? Framework Standard Content / Skills Resources Instructional Strategies Assessments K-2: 2.6 Follow the school rules for safe and ethical Internet use. (Use of Internet in this grade span is determined by district policy.) Student will: Discover that they should never give out private information. Identify the general key attributes of what is private information Identify the possible consequences of giving out private information Demonstrate what to do if they see anything online that makes them feel scared, uncomfortable, or confused. Projector/ IWB Netsmartz Kids Internet Safety Pledge for each student Cybersmart Internet Safety Program Lesson http://cybersmartcurriculum.org/safetysecurity/lessons/2-3/whats_private/ What s Private worksheet for each child Large group discussion of the Internet and how much fun it can be, but just like in a real community it can be unsafe if we don t use it correctly. Discuss Netsmartz Pledge rules. Discussion of What s Private worksheet. Have students turn the paper over and write three things that are private information Watch Netsmartz video Be Safer Online http://www.netsmartzkids.org/ Learn With Clicky/ Be Safer Online Informal observation of students and their answers during classroom discussion. Worksheet on What s Private
Demonstrate what they should do if anyone online asks to meet them in person K-2: 2.7 Demonstrate knowledge of ergonomics and electrical safety when using. K-2: 2.8 Explain that a password helps protect the privacy of information. (Intro to the Computer Lab Lesson) Students will be able to demonstrate proper sitting position. Students will be able to explain that a computer is powered by electricity and that electricity must be handled with care. Students will be able to explain why we have passwords Projector/ IWB Chairs Keyboard Projector/ IWB The Password Rap on the Netsmatzkids. Org website http://www.netsmartzkids.org/ LearnWithClicky/ThePasswordRap Demonstrate proper sitting position while working at the computer. Demonstrate the electrical connections on the computer and explain why we do not play with them. Demonstrate the log on process Whole group discussion of what is a password and why do we have them. View the Password Rap on www.netsmartzkids.org Informal observation with each lesson taught. Informal observation of large group discussion Do you have a password at home? Do your parents have a password? What is our school password?
COURSE NAME: Instructional Technology K-2 Standard 3. Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation. Unit 7: Research (Gathering and Using Information) Essential Questions: How do we find the answers to questions we have using a computer? Framework Standard Content / Skills Resources Instructional Strategies Assessments K-2: 3.1 Use various age-appropriate technologies to locate, collect, and organize information. Open a teacher selected website Collaborate with other students to research the four parts of the life cycle of a butterfly Internet/ Network/ LCD Website: http://www.thebutterflysite.com/lifecycle.shtml Working in groups of 3, the students will access the website http://www.thebutterflysite.com/lifecycle.shtml and record the four parts of the life cycle of a butterfly. Student record of the four parts of the life cycle of a butterfly. K-2: 3.2 Review teacher-selected Internet resources and explain why each resource is or is not useful. Observe the teacher using Google to find information on the life cycle of a butterfly Analyze with support selected websites to see if they are appropriate for their age level and have the information they need Pencil and paper for recording research Internet/ Network/ LCD The teacher will demonstrate a search of Life Cycle of a butterfly on Google. Select different websites and discuss with students whether they are age appropriate (read ability, pictures) and have the information they need. Teacher will guide students to http://www.thebutterflysite.com/lifecycle.shtml Informal observation of students in whole group discussion
COURSE NAME: Instructional Technology K-2 Unit 8: Problem Solving Essential Questions: Why would people use a graph to display data? Framework Standard Content / Skills Resources Instructional Strategies Assessments K-2: 3.3 Use age-appropriate technologies (e.g., a simple graphing application) to gather and analyze data. Students will (with assistance as necessary) Open the graphing software Collect data for their graph Choose an appropriate graph to display their data Input their data Print their graph Use their graph to problem solve specific questions Graph Club Software The teacher will demonstrate how to open the Graph Club 2.0 software on the LCD. Collect data on each student s favorite type of ice crème. Guide students toward a bar graph or pictograph to display their data. Demonstrate how to input data on the graph. Demonstrate how to print a graph. Completed accurate graph for each student saved in their document folder and or printed. Questions: 1. What flavor do the most students like? 2. How many students like strawberry the best? 3. What flavor is the least favorite? Demonstrate how to read their graph to problem solve.
Unit 9: Communication & Collaboration COURSE NAME: Instructional Technology K-2 Essential Questions: How have changed the way people talk to each other? How would you do this project if you did not have a computer? Framework Standard Content / Skills Resources Instructional Strategies Assessments K-2: 3.4 Use a variety of age-appropriate technologies (e.g., drawing program, presentation software) to communicate and exchange ideas. Observe the teacher using a search engine to access information and discuss whether the websites found are useful or not Open a teacher selected website Collaborate with other students to research the four parts of the life cycle of a butterfly Open a graphic organizer program Insert graphics and size them Insert text Insert directional arrows Save document Print document Share document with classmates Internet/ Network/ LCD Website: http://www.thebutterflysite.com/lifecycle.shtml Software program: Kidspiration Pencil and paper for recording research The teacher will demonstrate using Google to find information on the life cycle of a butterfly. Clicking on different websites, have a classroom discussion on whether the site is appropriate. Teacher will guide students to http://www.thebutterflysite.com/lifecycle.shtml Working in groups of 3, the students will access the website http://www.thebutterflysite.com/lifecycle.shtml and record the four parts of the life cycle of a butterfly. Demonstrate and have students open a new Kidspiration document create the title Life Cycle of a Butterfly insert a graphic for each stage label each stage connect each stage with directional arrows Printed Kidspiration document Life Cycle of a Butterfly illustrating the correct life cycle of a butterfly.
save and print document Have students share their document with their classmates