Fourth+Grade+2012

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= Fourth Grade Plans =

Apr. 8-12
1. Have students come in and login on their computers. 2. Demonstrate how to login to GAFE using HandOut > Clark the Cougar > GAFE 3. Have students locate their script from previous classes. Review expectations and go over Rubric provided so students know what they will be assessed on. 4. Give groups time to finish their script. When finished allow time for groups to practice. If other groups have started recording, consider allowing groups to practice in the hallway. 5. Allow up to 6 groups to record at a time. Position them around the room to eliminate background noise. Have students who are ready to record watch the ReadyToRecordScreencast (will be added on Monday) 6. Students will record on 1 machine and use their other machine to see their script. 7. Podcast track will be added last. The podcast track should be their podcast artwork > image of their person > podcast artwork. Students should create their own podcast artwork using Pixie and the following template. Famous Marylander Images -

Apr 15-19
Continue to allow groups to record. See directions from previous week.

When groups finish recording have them watch FinalizingYourPodcast Screencast (will be included Monday) This will show them how to save and turn in their completed podcast.

Consider finding a way to allow students to show your their status with the project using a GAFE doc. Click here for example

Apr 22-26
(No School Thursday PD Day, MSET Tues/Wed)

May 13-17
(No School Friday, PD Day)

May 27-31
(No School Monday, Memorial Day)

Jun 17-19
(Half Days)

__Quarter 3__
Show BrainPop video Human Body: http://www.brainpop.com/science/diversityoflife/humanbody/ - consider discussing medical procedures and gowns and more - Tim is in boxer shorts at the end because he's lying on an exam table at the doctor's! Discuss vocabulary and the different names for body systems - the BrainPop vocab is similar but not exactly the same as the HCPSS curriculum docs. Ask students to drag the Inspiration template - body systems 4.ist to their desktops and double-click to open. Direct the students to drag the labels to the appropriate arms and then carefully, add images or words to each system arm. The process is tricky so be sure to model this - click on an arm, then on the small plus sign at the end of the clicked arm to add images or words. Once students have labeled each diagram arm and added parts of each system, remind them to save their work - since it's a template, they'll have to add their names to the file name and change the save location to the desktop. Once all students have saved their work and quit Inspiration, direct them to the hand-out folder and the hyperlink to All Systems Go page: http://sciencenetlinks.com/interactives/systems.html Remind the students about the How to Play button and warn them that they must start over if they make a mistake - clicking on the Learn More button and reading helps here a lot! Consider using headphones for this activity if time allows since the site makes sounds as the kids build body systems. With 5 minutes remaining, ask all students to quit any applications and log out. Line 'em up and look for outstanding students for recognition and award the class letter, if earned.
 * Health - Body Systems **

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1. Have students come in. Share with students that we are going to be working on a collaborative project with their homerooms over the next few weeks. 2. Students will make a Disease Comic Strip and then turn it into a Multimedia movie with narrations. Ask students why we are using Pixie as our application if we are making a comic? Why not Comic Life? Comic Life has no sound option, or movie options. 3. Have students drag the Disease Comic Strip to their Network Folder from your hand out folder. 4. Go over the directions for the project. Students should record their progress throughout the process (see step 5) 5. Show students the Progress Tracker. Tell students that as they complete a step they should use the Fill Cell option to color the cell green. This lets you know that they are finished that step. Prior to class, copy the Google Spreadsheet to your account and input your students names in the first column. Then copy and paste them to the other columns. Student Progress Tracker 6. If there is still time, have students work in TTL4.
 * Jan 28-Feb1**
 * Open each slide in Pixie (they will open as tabs at the bottom)
 * Complete text on each slide.
 * Sign up to Record.
 * Complete illustrations on each slide while waiting to record.
 * Record narrations for each slide.
 * Click Share button and create a movie (web version) of their Comic Strip) Save to their desktop.
 * Turn their movie in to the teacher(you). Drag a copy of their movie to the tech backpack.


 * Feb 4-8**

Complete Diseases Comic Strip - See Previous Lesson

1/2 day Wednesday & Thursday/No School Friday
 * Feb 11-15**

Complete Diseases Comic Trip - See Previous Lesson

No School Monday Continue with Diseases Comic Strip Lesson. Try to finish up recordings and begin to share movie and turn in.
 * Feb 18-22**


 * Feb 25-Mar 1**


 * Mar 4-8**

Suknova/Miskimins
 * Mar 11-15**


 * Mar 18-22**


 * Mar 25-29**

1/2 day Thursday/No School Friday

**__Quarter 2__**
Nov 5-9 (No School Monday - PD; Tuesday - Election Day)

Nov 12-16 Internet Research in Action - Why we use WorldBookOnline Students & parents are likely to conduct a Google search when first investigating or researching a topic. The scenario is that the students are assigned a research report about zebras and must wallow through the results from searching Google for "zebra". 1. Have all students sit & log in to their computers 2. Ask all students to copy the folder, "zebrasearch" to their desktops 3. Hold a discussion about strategies the students could use if they were assigned a research report about the zebra. 4. Explain that a Google search is NOT acceptable at school but many people choose to search this way at home. Conduct a Google search for "zebra" in front of the class and discuss the value of looking for the green URL to identify the host - show the class the number of results - 219,000,000 results!?! 5. Explain that as students, they should try to find the good/reliable info quickly so they can finish sooner & have good facts about the zebra. 6. Form pairs of students to work together - they'll use two computers to complete one site eval sheet. 7. Have student pairs open the zebrasearch folder on their desktops and distribute the site eval worksheet with one pencil per pair. 8. Show students the process of following a hyperlink from the folder and scanning the page for important elements 9. Decide as a group the value of the first Web site (www.zebra.com) or lack thereof for animal research - it's a manufacturer of small printers and barcode readers! 10. Visit one of the reliable links that appeared in our Google search and discuss the evaluation process on the worksheet. The URL must be listed on the page, once the pairs find a good site, and then both students look for page elements & features & circle yes or no if found. 11. Have the pairs of students present their findings at the end of class as time permits and agree that one CAN find good sites when Google searching BUT it's faster & more reliable to use only reliable and reputable sites that provide good info about their animals. 12. Collect the site eval sheets and check for completion, accuracy of URL, etc.

Nov 19-20 (Conferences - 1/2 Days)

Nov 26-30

Dec 3-7 1. Have students come in and take a seat. 2. Call students to get their laptops. Have them login. Once they are logged in demonstrate how to drag the Animal Research Folder to their Network folder for use in their homerooms when they go to the lab. 3. Then have students go to the Hand Out Folder and click the Animal Notes Link to GAFE. 4. Demonstrate for students how to go to File > Make a Copy. Students should name the copy FirstNameLastNameAnimalNotes.docx 5. Once they have made a copy of their document and renamed it, have students Click Share and Share back with their Technology Teacher and their Homeroom Teacher. They should uncheck the email box when finished. 6. Close out of all windows. 7. Show students how to get into their Animal Research folder. Remind them that they may research with their homeroom teachers so they will need to remember how to get into it. 8. Show students the contents of the folder. The Webmix is where all ONLINE links can be found for this entire project. Blue are Research Websites, Red is Graphic Websites for Build a Book, Green are productivity tools. The Inspiration is their organizer that they will be completing once their done with notetaking. 9. Have students click and open the Webmix. Then have them click GAFE and login. Once they are logged in, have them click the Animal Notes document that they created earlier in the lesson. 10. Demonstrate for students how to take notes using the GAFE document. Make sure to demonstrate how to copy the URL for the website, how to copy and paste notes to the Notes Section, how to take a screenshot and color code it on their desktop BEFORE they move on to another source. 11. Allow students to take notes if time. 12. At the end of class remind students to put all screenshots into their Animal Research Folder that is on their Network Drive so that they can access from anywhere in the building. 13. Close all windows and log out when class is over.

Dec 10-14

Dec 17-21

Jan 2-4 (Wed-Fri) Happy New Year Around The World - 2 classes [] [] [] [] Jan 7-11 Continue Happy New Year Around The World - 2 classes Jan 14-18 (Friday - Half Day)
 * 1) Show BrainPop video: []
 * 2) Discuss traditions with students at their homes & others
 * 3) Form teams of neighbors of about 3-4 students
 * 4) Share link with students (via Hand Out folder) to shared Google Presentation in HCPSS GAfE: []
 * 5) Review the Mission slide and demonstrate the use of multiple tabs in the browser - three at least - shared Google presentation, CIA World Factbook Country/Language page, Google translate page - maybe more with CultureGrams pages and CIA WF country info pages
 * 6) Make sure to demonstrate what to do if a team chooses a language and finds that there isn't a "Read Phonetically" button since they cannot enter recognizable English characters - choose another language or copy & paste the text but be ready to speak the phrase out loud - it helps if the teacher can have the Listen button available with speakers as the groups present
 * 7) Assign a continent to each team - Australia/Oceania is rather challenging so assist or assign as appropriate
 * 8) Remind teams that they must edit THEIR OWN slide only and that they should agree who edits which rows in the tables therein
 * 9) Allow student teams time to find the countries and languages and to translate and enter the text
 * 10) Invite teams to present their findings - use the shared presentation and have team members navigate and speak themselves or navigate the slides for them and use the Listen button as a whole class when available/appropriate
 * 11) As an extension activity - have students insert the flags of their countries into their slides - drag & drop, copy & paste, or save & insert

__Quarter 1__
Aug 27-31 1. Invite students into the classroom. Allow students to self-select their seats. 2. Show students the CES Procedures Presentation. 3. Pass out login cards. Allow students time to login and logout of the computers. Make note of any logins that do not work. 4. Have students return their laptops to the cart. 5. Call students to line up and wait for their teacher.

Sept 3-7 (No School Monday - Labor Day) Students to seats - passes for areas Ask for knowledge of Coats of Arms and any examples or experience from students Define w/ Word Central @: [|__http://www.wordcentral.com/cgi-bin/student?book=Student&va=coat%20of%20arms__] Show gallery of nations and their seals/coats of arms @: [|__http://en.wikipedia.org/wiki/Gallery_of_country_coats_of_arms__] Allow students time to explore, search for countries, and share their findings with the class. Invite students to visit the Imaginon link to create each one's own coat of arms: [] Instruct students to enter their first names as the motto and to select the Print button when complete and WAIT. Demonstrate capturing a screen shot w/ CMD+Shift+4 and looking for the file opn the desktop. Ask students to launch MS Word and create a new blank document - Screen shot of Coat of Arms and URL of the site must be included in the document. Demonstrate saving the Word doc to the desktop - dragging the file into the Tech folder and then dragging the Tech folder into the students' network folder. As time permits, invite students to visit the Google form to enter their discoveries about the colors and symbols.

Sept 10-14 10. Have students work in pairs to help each other identify key words and cross out any others – prepositions, conjunctions, etc. 11.Ask students to use the important words to write their own – usually shorter – paragraphs about the animal. 12.Show them how to screen-shot their animal and then insert the picture from the desktop into the Pixie doc in place of the elephant picture. 13.Remind students to save their Pixie files using Save As, changing the name to “firstname paraphrase.pxi” to their Tech folders on the desktops. 14.Ask them to delete the original file by dragging to the trash AFTER quitting Pixie. 15.Log out, return laptops, collect cards, award the letter as appropriate, & line ‘em up.
 * 1) Before students log in, play the BrainPop video on paraphrasing: []
 * 2) Once finished, allow time for questions and discussion as students log in.
 * 3) Show the Fact Fragment Frenzy demo as a review of paraphrasing – a little basic for 4th graders but the demo is very clear.
 * 4) Review basics from the video and the Web page.
 * 5) Direct students to: [] and have them select a picture after a simple search.
 * 6) Ask student to open the Pixie file, “paraphrase.pxi” after dragging to their desktops.
 * 7) Allow for exploration time and ask them to select one animal and some related text – each animal has several images and slides of text.
 * 8) Demonstrate the process of copying the text into the Pixie document and then show them to the previously inserted Web address/URL.
 * 9) Explain that a formal bibliography requires more formal entries but this process avoids plagiarism and certainly complies with students’ and teachers’ rights under Fair Use guidelines.

Sept 17-21 Digital Citizenship - Online & Offline (No School Monday - Rosh Hashanah) 1. Invite students in and ask them to go to a seat of their choice. 2. Use Kidspiration to compare and contrast the words Online/Offline with students to activate prior knowledge. 3. Using the Faux Paw Guided Discussion document above complete the Warm UP Questions and then show [|Faux Paw Goes to the Games Video] to students. 4. Continue using the Guided Discussion document to discuss information from the video and what students learned about Balancing Screen time and Real Life Time. 5. Share with students their homework for next week. 6. Continue to next weeks lesson if time. 7. Type to Learn 4 if time available.

Sept 24-28 (No School Wednesday - Yom Kippur) DigiCit 4th Grade – Online & Offline 1. Invites students in and ask them to go to a seat of their choice. 2. Review with students concepts taught in earlier DC lessons. 3. Review weekly inventory of online/offline activities using a Google Doc and GAFE. 4. Look for patterns and make conclusions from the data. 5. Ask students "What is the difference between Internet friends and real-life, face to face friends? 6. Share with students the [|Online "Friends"] Video. 7. Use the [|Talking Safely Online Lesson Plan]to briefly go through the activities provided.



Amaya’s Story videomedia type="file" key="AmayasStory.mp4" width="300" height="300" []

Discuss online vs. offline devices & activities

Weekly inventory of activities review – assign for homework – Google Docs test – student logins - search for folder – add to My Drive – demo download

Comic to show some balance between online & offline activities & benefits – ComicLife or Read-Write-Think comic-maker []

Oct 1-5 Type to Learn Intro

Oct 8-12

Oct 15-19 Digital Citizenship - Netiquette

Define Etiquette Discuss manners and how they translate or don't to using the internet and being online Play BrainPop vid - Digital Etiquette Discuss and make a class web summarizing Netiquette rules from video Play 3 PSA's - Think Before You Send, Stop Bullying, and Phineas & Ferb's Rules of the Road Suggest that students can create their own PSA's in one of two forms - poster or video Direct students to the Netiquette page from BPL: http://www.bpl.org/kids/netiquette.htm Pair the students and ask each pair to select three guidelines for a video or two guidelines for a poster and write them down or type them out. Encourage paraphrasing here or if quotes are used, there must be a citation in the video or on the poster. Have each pair of students launch Photobooth or follow the hyperlinkto: http://marvelkids.marvel.com/games/play/75/create_your_own_comic and begin their work - headphones will be needed for groups making videos. media type="file" key="Cast of Good Luck Charlie - Think Before You Send (SD).mp4" width="108" height="108" media type="file" key="Stop bullying Common sense.mp4" width="108" height="108"

(No School Friday - MSEA Convention)

Oct 22-26
 * 1) Digital Citizenship - Cyberbullying
 * 2) Begin with a discussion about bullying and list somebehaviors that a bully may exhibit.
 * 3) Have stiudents suggest ways of dealing with bullying.
 * 4) Watch the free Cyberbullying vid @ Brainpop: http://www.brainpop.com/technology/computersandinternet/cyberbullying/
 * 5) Review the differences between bullying online vs. offline and ways that one can handle each
 * 6) In pairs, have students write down two forms of cyberbullying and ways to address it when/if it occurs - use Stickies or Post-it notes for this step
 * 7) Launch Comic Life and demonstrate the process of capturing one's image using the iSight camera - discuss expressions and postures for the given scenario
 * 8) Have students take turns capturing 2-4 images - depending on the layout - that apply to their bullying scenario
 * 9) Add speech/thought balloons and demonstrate copying & pasting if possible from Stickies to Comic Life...
 * 10) If time permits, have pairs act out or pose their shots and text - this could be done during the authoring process to share ideas/kick start a struggling group
 * 11) Ask pairs to print and hand-in their Comic Life files - an extension could include discussing and exporting their .comicdoc files top another file format such as .pdf or .jpg for easier sharing/emailing/printing
 * 12) Betty's Netiquette Quiz as needed for unit review: http://www.carnegiecyberacademy.com/funStuff/netiquette/netiquette.html

Oct 29-Nov 1 Quarter ends on Thursday Shark Webquest