Grade+5

toc =Grade 5=

April 4-8
Technology Incentive Time

April 11-15
Earth Day 1. Have students download the Earth Day Folder from the Hand Out Folder to their Desktops. 2. Open the Earth Day Scavenger Hunt. 3. Review the vocabulary word Hyperlinks. Discuss what they are and how they are helpful. Review how to navigate with them to webpages. 4. Allow students time to complete the scavenger hunt. 5. Tell students when they are finished they should save and print their work. 6. If time remains students can play [|Michael, Michael, Go Recycle]!

Show The Lorax DVD. Discuss conservation and protecting our environment. Have students complete the New Lorax template.
 * Alternate Activity:**

April 26-29
1. Have students download the Mother's Day Card and Student Directions Documents to their Desktops. 2. Demo the Glue and Selector Tool in Pixie. 3. Have students open the Student Directions File review the set up for the directions. With it having just been Earth Day this project is a Green project and we will not be printing student directions. Show students how to check off the boxes on the Word Template. 4. Have students open the Mother's Day Card Template. Demonstrate how to navigate between the two windows when working. 5. Give students time to work on their card following the directions. Feel free to show them the sample card if you would like. Mom4Sctrudden.jpg 6. When students are finished have an online activity for them to work on while others finished. 7. Assist students in turning in their Digital Mother's Day Card. Keep for emailing to Mom's.
 * Mother's Day**

May 2-6
Mother's Day

**Social Studies:**
1. Motivation: The students will watch a Discovery Streaming video on US Constitution. http://player.discoveryeducation.com/index.cfm?guidAssetId=73B67A58-A292-4FF4-B593-FA660800E97C&blnFromSearch=1&productcode=US 2. The students will explore these 2 interactive website to learn about each amendment. The students will use sticky notes on their laptop to write down a fact for 10 Amendments of their choice. http://ratify.constitutioncenter.org/constitution/index_no_flash.php http://www.whitehouse.gov/our-government/the-constitution/ 3. The students will be given an Amendment and create an illustration and a video description of the Amendment in their own words. Please show the students the example. The students will need to copy and paste the Amendment from this website and well as copy and paste the URL to give proper credit. http://www.usconstitution.net/xconst.html ExAmendment27Miskimins.pxi 4. The teacher will assign each student an Amendment and walk them through how to copy and paste. Each student will be given lined paper to write down their Amendment in their own words and them the students will record their writing onto Pixie. The teacher will model for the students how to take their recording and turn it into a video. 5. The students will save and print their work.

May 23-27
GarageBand - Composition of Music 1. Have students get out their laptops and open Garageband. They should stop at the menu screen. Discuss music creation with students. How different songs evoke different emotions - Happy, Sad, etc. The point of music is to give the audience an outlet to express what they are feeling. Sometimes a song can say how you feel far better than you can express it verbally. Songs tell stories. Play the two samples below. media type="file" key="Moosic.m4a"media type="file" key="Scale of the Iridescent Dragon.m4a" 2. Either watch the GarageBand Tutorial and use to instruct students or put in your Hand In folder for the students to watch. (I'm going to email you the tutorial in Gmail) 3. Give students time to create their music. 4. If they finish they should put their exported copy in your Hand In Folder to save to create the CD's. 5. Log out and put the computers away.

May 31- June 3
Father's Day Cards 1. Have students get their computers and log on. 2. Tell students to download the Father's Day folder from the Hand Out folder to their desktop. 3. Have students open the Comic Life Template. 4. Show students how to use the Capture tool to take photos and the Finder Tool to open additional clip art for their comic. They should fill each panel with an image of them or a clip art. 5. Show students how to add speech bubbles to their comic. Tell students they should add at least 3 speech bubbles. 6. Have students use the Styles feature to make their comic personalized for their dad. 7. Have students SAVE their work. 8. Have students export their work as a JPEG in the highest quality. 9. Have students turn in their work to the Hand In folder and save to email to Dad's. 10. Have students log out and put their laptops away.

__Quarter 3 Lessons__
January 24-28

January 31-February 4

February 7-February 11

February 14-February 18

February 21-February 25

February 28-March 4

March 7-March 11

March 14-March 18 MSA Science Practice - Computer Lab 1. Students will login on their computer using the testnav login. They should write their name on the authorization ticket. 2. Students should make the required change on the URL bar to access the practice test. 3. Students should use the information on the authorization ticket to login in. 4. Go over with students the directions on the main page. Demonstrate each of the tools available to them and the help feature for when they aren't sure how a tool works. Go over behavior expectations for using the computer and electronic tools. Discuss the REVIEW button. 5. Go through the first few sample problems together. Make sure you do a multiple choice, short answer and split screen. 6. Allow students additional time to practice sample items independently.

March 21-March 25

MSA Science Practice - Computer Lab Cont. 1. Students will login on their computer using the testnav login. They should write their name on the authorization ticket. 2. Students should make the required change on the URL bar to access the practice test. 3. Students should use the information on the authorization ticket to login in. 4. Review tools, and expectations for taking the MSA Science test. Allow students additional time to complete the practice items.

March 28-April 1

Congressional Hearing Badge 1. Have students open Photo Booth and take a respectable photograph of themselves that will appear on their badge. Remind them that this badge will be worn and special guests and other staff and students will see this badge so their photo must be an appropriate one. 2. Model for students how to drag the photo of themselves to their desktop. Close Photo Booth. 3. Have students drag the Simulated Congressional Hearing Folder from the Hand Out Folder to their desktop. 4. Tell students to open the SCH Badge Template in PowerPoint. 5. Model for students how to Type their name and School Name. Check for Spelling Errors using Spell Check. 6. Student Picture: Model for students how to input their photograph. Have students Double click on the Blue Rectangle on the template. This will open up the Format Object Box. Click Fill in the left side navigation. Then click picture. Then click Choose a Picture. Select the student picture previously placed on their desktop. Then click OK. This will add the student picture to the box. Then double click on the box again and change the line. Click line on the left side navigation. Then in Solid under Color change the color to a Red. Then click on Weights and Arrows. Change the Style to 6pt. Then click OK. There should now be a RED line around their picture. 7. Slide Background: Model for students how to add the background to the slide. Go to the Format Menu and click Slide Background. Under Fill - click Picture and then click Choose a Picture. Select the picture labeled SCHBackground from the SCH Folder that they put on their desktop from the Hand Out Folder. Once you see the preview of the background, change the transparency using the slider to 50%. Then click Apply. The background should now be a Stars and Stripes Background. 8. Images: Model for students how to add the HCPSS Logo and the We the People Logo to their slide. After they insert them they may have to resize them somewhat. They need to use the snap guides to make sure that they are centered on the right side of the page. To add the images go to the Insert Menu and Click Picture. Then select the images one at a time from the SCH Folder placed on their desktop. 9. Saving: Have students save their work as SCHBadgefirstinitiallastname - ex. SCHBadgectrudden. Once their work is saved have them drag it to your Hand In Folder. 10. Compile all the PowerPoint slides into 1 PowerPoint File and Print on the Color Printer 6 to a page. 11. Type to Learn if time allows.

__Quarter 2 Lessons__
November 8-12 __Social Studies: Colonial Times Webquest/Powerpoint__

__Objectives:__ __**Vocabulary:**__ TBD 1. Students will visit the Colonial Times website to tour a Colonial Community. http://www.history.org/kids/ The students will explore a different website to explore the life of a Colonists. http://www.pbs.org/wnet/colonialhouse/history/index.html As students are exploring the two websites, they will have **two post-it notes** (one for Colonial Community and anther for Colonist's way of life). After the students, have written 2-3 facts per post-it have the students put their information on the chart paper hanging on the board. Have the class discuss the Colonial Community and their way of life. 4. Introduce the students to their webquest. [|5th Colonial Children Webquest.doc] 5. Break the students up into groups of two for this project.The students will be divided into groups: games/toys, clothing, chores, education, and food. 6. Explain to the student the rubric for this webquest.[| 5th Colonial Webquest Rubric.xls] Explain to the students that when creating their powerpoint they will each be responsible for researching information, deciding on images to use, and proper citations. The rubric is a guide. 7. Show the students the powerpoint that they will be using. the cover page of the paper point was done for each student and cited on the Biography page. [|Colonial Children template.ppt] 8. The teacher will review how to add to slides to a powerpoint and display proper citation as well as sound audio and picture cropping. 9. The students will present their powerpoints to the class after they are finished. 10. The students will save and print their work. //* Class will end 15 minutes for students to do TTL4.// November 15-19 Social Studies: Colonial Times continued //* Class will end 15 minutes for students to do TTL4.// November 22-23 Social Studies: Colonial Times continued Classes will be 30 minutes this week and not all 5th grade classes will have Technology. The students will do TTL4 for the entire 30 minutes.
 * Work cooperatively and collaboratively with others when using technology
 * Comply with copyright laws and fair use provisions when using digital content
 * Create new documents to complete learning assignments and demonstrate new understanding

November 29-December 3 Social Studies: Colonial Times continued //* Class will end 15 minutes for students to do TTL4.// December 6-10

December 13-17

December 20-23

January 3-7 Social Studies: Colonial Times continued //* Class will end 15 minutes for students to do TTL4.//

January 10-14

January 17-21 __Dr. Martin Luther King Jr. "I have Dream!"__ Introduction: Share with the students Brain Pop Jr. on Martin Luther King Jr (it is a free video, so you don't have to log-in unless you want too). Ask the children why was Dr. King so successful in his movement. Why did people listen and respect him? [] 1. Have the student go to the World Book Online. Give the students a short tour of the website and how to use it. Have the students search Dr. King name for 5 minutes and have them share with their table 2 facts about Dr. King's life. [] 2. Have the students open Dr. Martin Luther King Jr. Timeline.pxi and have them finish the Timeline on Dr. King's life. Share with the students how to use the "Shape Tools" and how to make the text size small to size 21. Depending on the amount of class time students should be able to use the weblink World Book and Pixie to write about 5-10 events from Dr. Kings' life. If time permits students may add clip art of Dr. King. 3. Students will save and print their work. //If there is extra time students may also finish the weblink below.// [] 4. Students may visit TTL4.

__Quarter 3 Lessons:__ Jan. 24th-Jan. 28th //__Science: Bayville BayQuest:__// 1. The teacher will begin the lesson by showing the students a movie of the Bay. [|Maryland_and_the_Chesapeake_Bay.mov] [|The_Chesapeake_Bay_Ecosystem__Pollution_and_Protection__Settlement_of_Colonial_Maryland.mov] 2. The teacher will briefly discuss with the student what they know about the bay using the white board or Inspiration to write down student ideas. 3. The students will use headphones to explore the Bayville Webquest. The students will follow the directions on the website to answer the questions to complete the Bayville Webquest. [] 4. The students will complete TTL4 if time permits. Jan. 31st-Feb. 4th //__Science: Bayville BayQuest continued:__// 1. The students will use the post-it note on their computer to write down 3 facts about the bay! The students will share with their table. The teacher will review with the student how to open, use, and save a post-it. 2. The students will be given numbers 1-8 and each number card a student is given will represent the part of the bay that the students will be learning about. The students will be using Excel to complete this assignment. The activity could take 2 class periods. The students will be working together in small groups to complete this assignment. All students can research the information from the website and students can take turns typing on one laptop. [] [|Bayville.xls] 3. The students will save and print their work when finished.

__Quarter 1 Lessons__
Week 1: August 30 - September 3 __**Rules and Procedures**__ 1. Invite students in and direct them to find their assigned seat. 2. Using the CESProcedures.ppt show students the first two slides. Ask them to make predictions about their technology teacher for the year. What will she be like? Read the story __The Computer Teacher from the Black Lagoon__ by Mike Thaler. 3. Continue with the .ppt - the teacher will share information about themselves on Slide 3. 4. Play the Share Game: Who likes: pizza, hotdogs, tacos, and etc. Stand up from chair if you like that food. Use three examples that correlate with teacher shared items so that students can see similarities and differences. 5. Continue with the .ppt and go through rules and procedures for class. You may use the notes that are provided to assist in providing additional details for students. 6. Share with students your expectations to earn SpotLight for SpecTechular student each week. Have students generate their ideas on the excel document. Teacher will write down students thoughts. 7. Take student photos in PhotoBooth to use on the SpotLight for SpecTECHular student bulletin Board. 8. Select a SpecTechular Student. 9. Have students clean up by flipping their name tag to the next index card. Call tables to line up.

Week 2: September 6 - 10 __**Reviewing Computer Icons/Keyboarding Introduction**__ __**Objectives:**__ __**Vocabulary:**__
 * Identify types of files by their icons and extensions
 * Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding
 * icon - A small picture that represents an object or program
 * extension - When a file is named, it has a 3 letter extension that comes after a "dot" and tells the computer what program it came from. For example: all Microsoft Word documents end in .doc extension, while all Pixie documents end in .pxi extension.

1. Motivation: Review with students SpecTECHular student behaviors created during the previous lesson. 2. Call tables one at a time to practice getting laptops off the cart and to their seat. Students should not open or turn on their laptop. 3. Tell students to turn the computers on by pressing the power button and then practice logging on. 4. Practice exploring places that students will use during technology. Documents Folder, Teachers Folder (Hand-In & Hand-Out), Network Home Folder, Applications Folder, Dock, Spotlight, Black Apple, and Log Out. 5. Have students click on the Documents Folder. It should open directly up. If it stacks, they should click the White Arrow at the top of the stack. 6. Model the creation of a TECH folder in their Documents Folder. 7. Open NameThatIcon2010.ppt and show to students. Read through slides 1 - 4 with students. 8. Model for students how to open a Weblink in the teacher handout folder for the Quiz that will complete as you show the icon images to the class. Students should type their first and last name and then go through the quiz together with you. At the end it will tell them their score. [|Name that Icon Quiz] 9. Using the Fruit Picker assign 2 students an application to explore independently at their seat. Choose students who are sitting next to one another. Give students 5 minutes to explore and then share back with the class what they found. For example - What can they do with the application, what purpose does it serve, was it easy to use or difficult, have they used it before, how? [|Application Fruit Picker] 10. For the time remaining in class, go through how to use Type to Learn and have students begin keyboarding practice. Review proper keyboarding techniques. 11. Model how to quit out of Type to Learn 12. Select a SpecTechular Student. 13. Have students clean up by flipping their name tag to the next index card and then calling tables to put their computers away and line up.

Week 3: September 13 - 17 __**Learner Profile - PowerPoint**__ __**Objectives:**__ __**Vocabulary:**__
 * Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding
 * Practice responsible use of technology systems
 * template - a file partially created by the teacher for students to complete

1. Students should get laptops as they enter the classroom. 2. Have students login and then begin practicing keyboarding using Type to Learn. Give students approximately 15 minutes. 3. Tell students to quit Type to Learn. 4. Continue with Learner Profile Lesson from the DR.[| Lesson on the eGuides] __**Files Needed:**__ [|Multiple Intelligences Quiz] 5. Select a SpecTechular Student. 6. Have students clean up by flipping their name tag to the next index card and then calling tables to put their computers away and line up.

Week 4: September 20 - 24 __**Learner Profile - PowerPoint - Cont.**__ __**Objectives:**__ __**Vocabulary:**__
 * Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding
 * Practice responsible use of technology systems
 * template - a file partially created by the teacher for students to complete

1. Students should get laptops as they enter the classroom. 2. Have students login and then begin practicing keyboarding using Type to Learn. Give students approximately 15 minutes. 3. Tell students to quit Type to Learn. 4. Continue where you left off the previous class period with Learner Profile Lesson from the DR.[| Lesson on the eGuides] __**Files Needed:**__ [|Multiple Intelligences Quiz] 5. Select a SpecTechular Student. 6. Have students clean up by flipping their name tag to the next index card and then calling tables to put their computers away and line up. __**Action Verbs - Inspiration**__ (this lesson has not been taught yet due to field trips) __**Objectives:**__ __**Vocabulary:**__
 * Week 5: September 27 - October 1**
 * Work cooperatively and collaboratively with others when using technology
 * Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding
 * Organize - To place files or information in a neat,tidy manner.

1. Students should get laptops as they enter the classroom. 2. Have students login and then begin practicing keyboarding using Type to Learn. Give students approximately 15 minutes. 3. Tell students to quit Type to Learn. 4. Begin Action Verbs Lesson from the DR. [|Lesson on the eGuides] __**Files Needed:**__ [|Online Timer] [|Lesson 2 Action Verbs] Video Segment from Discovery Education. 5. Once students have created their checklist, play charades. Students will volunteer to come up and demonstrate an action verb that they had listed. The rest of the class then will try to guess their action verb. If students have the same action verb on their own list they should check it off by clicking the checkbox. This will eliminate duplicate verbs being demonstrated. 6. Model how to save their updated checklist. Quit out of Inspiration 7. Model how to back up students TECH folder to their documents folder. Students should logout. 8. Select a SpecTechular Student. 9. Have students clean up by flipping their name tag to the next index card and then calling tables to put their computers away and line up.

Week 6: October 4 - 8 Multiple Intelligences PowerPoint

Week 7: October 11 - 15 __**Science: Solar System - Outer Space**__ __**Objectives:**__ __**Vocabulary:**__
 * Work cooperatively and collaboratively with others when using technology
 * Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding
 * Organize - To place files or information in a neat,tidy manner.

1. Students should get laptops as they enter the classroom. 2. The teacher will watch a short movie about the Solar System to engage the learner about Outer Space. [|Other_Heavenly_Bodies__Asteroids__Meteors__and_Comets.mov] 3. The students will complete an Inspiration document on Outer Space. The students will use websites to help them determine the correct.They will need to save and print their work.[|AMComets5.isf]

__**Websites:**__http://curious.astro.cornell.edu/comets.php http://stardate.org/nightsky/meteors http://www.astronomycafe.net/qadir/ametcom.html http://www.kidsastronomy.com/solar_system.htm 4.Select a SpecTechular Student. 5. Have students clean up by flipping their name tag to the next index card and then calling tables to put their computers away and line up.

__**Science: Water Cycle**__ __**Objectives:**__ __**Vocabulary:**__
 * Work cooperatively and collaboratively with others when using technology
 * Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding
 * Organize - To place files or information in a neat,tidy manner.

1. The students will walk into the room and each table will be called to get their laptops. 2. The students will visit two websites to explore the Water Cycle. http://www.epa.gov/ogwdw/kids/flash/flash_watercycle.html http://www.kidzone.ws/WATER/ 3. The students will use Inspiration to complete a web on the Water Cycle.[| G5watercycle.isf]The answer key for the water cycle: [|G5Q1L9techBKEY.isf] 4. The student will print and save their work. 5. Closing: The students will share with their neighbor the phase of the water cycle that they found most interesting. 6. The teacher will select a SpecTechular Student.

Week 8: October 18 - 22 __**Objectives:**__ __**Vocabulary:**__
 * Work cooperatively and collaboratively with others when using technology
 * Evaluate the appropriateness of media formats for various purposes
 * Hyperlink - A link or connection to a web page or other document. Example: http://www.google.com

Motivation: Ask students: Can you always believe what you read on the web? How do you go about determining the accuracy and credibility of the information you read online? Today we are going to take a deeper look at how to evaluate websites.

1. Show students the Kathy Schrock 5 W's website. Discuss as a group. http://kathyschrock.net/abceval/5ws.htm 2. Leave the 5 W's displayed on the projector. Have students open the two Martin Luther King Jr. Website and explore them. They should be looking to see which website is reliable based on the 5W's. http://www.martinlutherking.org/ http://www.thekingcenter.org/ 3. Show the How to Evaluate Video. http://muse.widener.edu/~tltr/How_to_Evaluate_9.htm 4. Ask students which of the two MLK websites were reliable. The King Center one is reliable. The other is not. 5. Have students open Bayville. Give a short tour highlighting navigation of the website. Pass out worksheet. Give students time to explore the Bayville website, answer the questions and determine if it is reliable and credible and whether they would want to use it for a project on the Chesapeake Bay. http://bayville.thinkport.org/default_flash.aspx



Week 9: October 25 - 29 __Halloween Safety Week:__ __**Objectives:**__ 1. The teacher will show the students a website about Halloween Safety. The class will brainstorm ideas and the teacher will write on the dry erase board. [|McGruff.org -- A Ghoulishly Good Halloween.webloc] 2. The students will watch a movie about Halloween Safety. [|Halloween_Fun.mov] 3. The students will create a Halloween poster on Halloween Safety to spread awareness about October's Crime Prevention Month. The students will use the information from McGruff's website. [|Halloween safety.px] [|Picture_2.png] 4. The students will save and print their work.
 * Work cooperatively and collaboratively with others when using technology
 * Evaluate the appropriateness of media various purposes

November 1 - 5

__Quarter 1 Objectives__

 * G1a1 || Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding ||
 * G1a2 || Identify types of files by their icons and extensions ||
 * G1a3 || Identify strategies for managing everyday hardware and software problems. ||
 * G2a1 || Explain the purpose of and follow the acceptable use policy ||
 * G2a2 || Work cooperatively and collaboratively with others when using technology ||
 * G2a3 || Practice responsible use of technology systems ||
 * G2a4 || Demonstrate proper care of equipment (such as following lab rules, handling equipment with care, appropriate printing of resources) ||
 * G2a5 || Recognize the potential harm of intrusive applications (such as worms, viruses, spyware, pop-up windows, etc.) ||
 * G2a6 || Use safe and correct security procedures (such as protecting password and user ID) ||
 * G2b1 || Comply with copyright laws and fair use provisions when using digital content ||
 * G3a2 || Create new documents to complete learning assignments and demonstrate new understanding ||
 * G3a5 || Use word processing technology when appropriate ||
 * G4a3 || Evaluate the appropriateness of media formats for various purposes * ||
 * G4a1 || Select and use the appropriate multimedia and publishing tools to express original ideas with print, drawings, digital images, existing or original video, sounds, and/or personal recording ||