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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 4th grade TISS also. It will give you information about where your students traveled last year. Having this understanding can help when you are not sure what they should already know.

Fifth graders at Mountain View Elementary are sophisticated technology users. They are becoming touch typists; they format text, and choose different layouts and formats for documents. They are at home in projects that require the integration of the Internet, graphics and text. They can create multi-media presentations and web sites.

The activities and lessons that follow in this sequence stress those points. The early activities should revolve around getting everyone up to speed with their typing and general computer knowledge. They should be getting pretty good at text entry and they will need that if they are to accomplish the involved tasks as the year goes by. Their written activities should have a definite structure and the lessons give opportunities for different structures by providing different styles and presentation models. Having them present their computer work verbally to the group adds another dimension to the tasks.

Fifth graders should be integrating the various tools. For example, using a spreadsheet to chart data and bringing that work into a presentation or a web site. Whenever the opportunity arises for working with more than one program, window, or technology tool at a time, it should be taken. Learning to integrate these pieces puts them above their peers in the use of technology.

Their skills with the graphics tools should be well developed by this point, so using them in a more detailed and scientific way is to be expected. When the tasks call for them, you may want to help them explore the advanced options that many of the tools have. Using the graphics tools and functions to explore mathematical concepts like angle and dimensions is a great sponge for “extra time” and it is fun for them as well.

The Internet can be a huge motivational tool for the reading and research that you would like to see fifth graders participate in on a regular basis. We need to direct their use however as they will drift to the wrong page, fail to scroll down and generally get lost while online easily.

Some specific advice tidbits: Navigating and taking control of the windows on the computer screen is a lesson that should be taught in both labs. They will need those skills when we have them using more than one program at a time. We should not give them all the answers to technical questions. Many times they can find out how to do what they need if given the motivation to go looking for it themselves. And when they feel empowered to do this, they often stumble upon features in the software that they can share with students and adults. They can also be taught the basic trouble shooting key combinations and procedures. There will be at least one or two students in your class that probably know a lot more about computer use than we think! Enlist them to help rather than shutting them down. The vandals that write computer viruses were once (and not very long ago) those same students in someone’s fifth grade class.

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

Itinerary

 

Post Trip Reflections

The trip is over! How was it? Did you save any “photos”? If not you should have! They can be great models for the trip next year. If you put them into a slide show, they would be a great overview of some of your curriculum for the parents at the next Back to School Night. Are there lessons you would change or delete from the itinerary? Do you have ideas for something different next year? Are there new software programs that will be available then? Are there any that you would like to see replaced? How will you incorporate the new technologies that might be more available next year? What should you put into this notebook to remind you of what you are thinking now? Take some time and enter those thoughts worth keeping for the next trip.

Credits

Thanks to all the fifth grade teachers that helped me put these thoughts together over the last 10 years: C.J. Rhodes, Russ Skillings, Sandy Bennett, Amy Scholnick, Chris Trujillo, James Hill. 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