Fourth+Grade+2011

toc =Fourth Grade Plans=

**Apr 9-13**

 * 1) Show BrainPop, Jr. video – Reduce, Reuse, Recycle here: []
 * 2) Discuss the ways students can reduce the amount of trash produced in their homes.
 * 3) Show the example of the ComicLife document with concrete suggestions for readers to be environmentally conscious. Remind students that there should be mostly positive statements with only one or two “Don’t…” or negative statements.
 * 4) Have students navigate to the Hand-out folder and drag both the ComicLife file and the clip art folder to their desktops.
 * 5) Demonstrate the process of inserting clip art from the folder and text boxes or speech/thought bubbles into each frame. Remind them to rename and save to their desktops via “Save As”
 * 6) Allow time for completion and select one or two for color printing.
 * 7) Ask all students to launch MS Word from the dock and type six words that describe themselves – the words can form a phrase or stand alone.
 * 8) Suggest that there are six-word essays called flash fiction that are being written about many important topics. Ask students to share theirs aloud with the class. Show e few examples here: [] and here: []
 * 9) Ask students to create a new document in ComicLife and insert their six words for the planet – use the copied clip art library or built-in Comic Life images for illustrations – save the files to the desktops and drag to the network folder when finished.
 * 10) Log ‘em out, line ‘em up, and select two outstanding students for recognition.

**Apr 16-20**
Ecosystems & Organisms – Project NOAH

1. Show BrainPop vid on ecosystems: [] 2. Be sure to discuss mutual interdependence for all living things and allow students to give some examples of organisms relying on one another and consequences for disrupting a food chain or balanced ecosystem. 3. Have students navigate to the hand-out folder and drag the file: Project NOAH Scavenger Hunt.docx to their desktops and open. 4. Allow students to follow the hyperlink in the document to projectnoah.org and demonstrate the steps to follow for completing the scavenger hunt. 5. Here are a few examples for demonstration and wow factor: [] [] [] [] 6. Suggest that after finding the six specific organisms, students can select one of the six or locate a seventh that is their favorite of all and write a caption of their choice that must include the name of the organism and its location. Students must use the corners of the images as they resize to fit the frame. The frame does NOT match the aspect ratios of the images on purpose – students should resize so the the largest dimension of the image fits inside the page frame. 7. As an extension, create a wallwisher wall and have students post links to their favorite organisms that they included on the documents. []
 * Use the Organisms tab at the top of the page to locate organisms
 * Click on the small arrow below the logo and next to “Search all wildlife worldwide” to select type of organism and continent.
 * Copy & paste the URL/address into the Hyperlink field and hit Enter/Return to activate the link
 * Use your own words to describe the animal in funny but accurate ways
 * Allow for less than 5 minutes per organism and try to find examples that others will not.

**Apr 30-May 4**
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" width="300" height="50" media type="file" key="Scale of the Iridescent Dragon.m4a" width="300" height="50" 2. Either watch the GarageBand Tutorial and use to instruct students or put in your Hand In folder for the students to watch. [|Creating Your garageband project.mov] 3. Tell students that today they are going to create a piece of music for their Mom. Have students open a New music Project and name the project Mom4Sctrudden (Mom/gradelevel/teacherinitia/lfirstinitial/lastname) 4. Have students make a quick audio recording for their mom to start their song. Something like, I love you Mom! I made this song just for you! Hope you like it! Etc. Simple and to the point. 5. Then Give students time to create their music using the different loops available. 6. When students are working, remind them to save periodically. 7. When they finish they should export a copy to their desktop using the Share >Export Song to Disk option. 8. Then they should put their exported copy in your Hand In Folder to send to Mom's. 7. Log out and put the computers away.
 * Mother's Day - Musical Composition with Personal Message**

**May 7-11**

 * Mother's Day - Musical Composition with Personal Message cont.**
 * Start Technology Assessment Review - Connect 4 Mimio Software**

**May 14-18**
http://www.photovisi.com/
 * Multiple choice Assessment**
 * Start Father's Day Cards - Photo Collage - Photovisi**

**May 21-25**
Give Performance Assessment to 3rd Grade Students. Students should already have the Tech Assessment folder on their desktop from when they took the Multiple Choice Assessment. See Tech Assessment page for files to download if needed.

Jan 24-27
Famous Marylander Podcast - http://www.hcpsseduapps.org/LPG2.0Beta/LPG2.0Beta.php?action=build&Build=2&Retreive=1&Index=486&Department=Technology
 * 1) Have the website on display as the class enters ([]) and the video “Tour the Growing Colony” playing. An alternative intro is the .midi file, "MD state song.midi" playing (in Quicktime 7) - it sounds just like "Oh Tannenbaum" but it's not!
 * 2) Assemble the class and ask for any names of people who contributed significantly to Maryland’s history – they can range from Lord Baltimore to modern celebrities – using the rapidfire feature, add them or have a student assistant add the names to the Inspiration web (ImportantPeopleMD.isf). The symbols at the top are the state seal, bird, flower, fish, and an outline map.
 * 3) Suggest that time and historians determine which people have lasting influences and that there are many important people whose influence is significant, but fleeting. Discuss as needed.
 * 4) Explain that students will have about 10 minutes to explore the first two Web sites (“Famous MDers from SecState” and “MD Roots Library”) and should copy the names of two people from either site they would select for a biographical project.
 * 5) List the names of selections on the board and pair students with similar selections and suggest alternatives for others if there aren’t common selections.
 * 6) Next, students will copy MD Organizer.isf to their desktops and open. Allow the students time to conduct research using any of the included links and fill in their organizers. Remind them to save and save often, changing the file name to include the student’s name.
 * 7) Ask students to log out and line up. Select two outstanding students for recognition.

**Jan 30-Feb 3**

 * Famous Marylander Podcast cont.**

**Feb 6-10**

 * Famous Marylander Podcast cont.**

**Feb 20-24**

 * Famous Marylander Podcast Cont.**

**Feb 27-Mar 2**

 * Famous Marylander Podcast Cont.**

__Quarter 2 Lessons__

 * Nov 14-18**
 * Nov 21-22**
 * Nov 28-Dec 2**
 * Excel/Graphing Data**


 * Dec 5- 9**
 * 1. Have students come in, get their laptops and login.**
 * 2. Direct students to open their Users Folder. Leave the window open and then have them go to the Hand Out Folder.**
 * 3. Model how to drag the Animals Research folder from the Hand Out Folder to their users folder.**
 * 4. Then have students close the Hand Out Folder.**
 * 5. Students should open the Animal Notes Word document and read the background and directions with students.**
 * 6. Model for students how to copy and paste information from a website onto the template and save their work. Also model how to save an image to their desktop and color code the file. Students are not extracting details, they will be pulling details and paraphrasing in their homerooms. They can copy and paste whole paragraphs for this assignment. We want them to gather as much info as possible to pull from later.**
 * 7. Remind students to save their work periodically.**
 * 8. Have students quit and log out at the end of class**
 * 9. Select a SpecTECHular Student.**
 * 10. Award a letter if earned.**
 * Dec 12-16**
 * Dec 19-23**
 * Jan 2-6**
 * Jan 9-13**
 * Jan 16-20**

__Quarter 1 Lessons__
Aug 29-Sept. 2 1. Have students come in and find their assigned seats. 2. Go over today's objective for the class, found on the back board. Tell students that each week what they will be learning will be posted here along with application icons that they will be using during class. 3. Go over Procedures PPT - pause for any discussion with students. 4. Talk with students about new logins this year. They were created using the convention - first initial + last name (up to 5 letters) + 4 digits of their student ID number +1 number (if there is more than one person in HCPSS with exact same login). They will also have a Password that they will keep secret. Only their teachers, parents, and themselves should know their password. 5. Call tables to get laptops (if on cart) Review the new trackpad and how it works.

6. Pass out login cards to students and allow them time to login to the computer. 7. Have students login and out. Then have students login again a second time and wait for directions. 8. Download the Tech 2011-2012 folder to their network folder. Review procedures for adding files to their network folder and how to get to their teacher's handout folder. 9. Tell students that this year they will be participating in a Typing program. They will be using Type to Learn. Ask students what they know about typing/keyboarding. [|Show them the Keyboarding Prezi.] 10. Then go over the Type to Learn PPT to show them how Type to Learn is set up. 11. Have students login to Type to Learn. They should use their same login and password as they used to login. Do not have them start their pre-test as they will not have enough time to finish today. 12. IF TIME: Set Firefox as default browser. Login to Safari, click preferences, set default to firefox and then quit out of Safari. 13. Have students logout, and call tables to put their computers away. (if on cart). 14. Choose a SpecTECHular Student. Take photo. 15. Award a letter on chart toward SpecTECHular Students.

Sept. 6-9 1. Have students enter and sit in their assigned seats form the previous week. 2. Go over today's objective for the class and the vocabulary word of the week - icon. Reinforce the word ICON throughout the lesson. 3. Show students the [|Keyboarding Prezi] to review keyboarding basics. 4. Go over Type to Learn Overview PPT with students. 5. Allow the students time to login to the computer using their personal account. Demonstrate how to load Type to Learn. (in the Lab use the TTL4 icon in the Spotlight or Applications Folder. 6. Give students time to work on the first assessment and lesson in Type to Learn. 7. Have students logout and call tables to put their computers away. (if using laptops) 8. Choose a SpecTECHular Student. Take photo. 9. Award a letter on chart towards SpecTECHular Students.

**Sept 12-16**
Warm-up: Show the DES video and discuss briefly – this may not be necessary if the classroom teacher has covered nutritional concepts thoroughly. Consider showing some parts of the video in double-speed – the total time is 17:23. The clip is audible at that speed and it can be the challenge you present to the students if their attention drifts. [] Allow time for questions and ask what foods are among the students’ favorites and lead the discussion, if needed, to restaurants and going out to eat.

Students log in and locate links below in the appropriate hand-out folder.

Briefly refer to the USFDA for nutrition and project the MyPlate/Food Pyramid page: [] Click on Dietary guidelines or visit: [] Highlight or read aloud the paragraphs relating to “What is a Healthy Diet” for general guidelines in simple language.

Assemble groups of 2-3

Students locate & copy Inspiration file Nutritional or Not to their desktops.

Students open the file and review as teacher demonstrates, changing the color of the ovals to indicate selection of the group.

Students choose a restaurant as a group and each changes the color of the selected oval & saves the changes as “nutritional or not firstname1 firstname2”. Teacher records the groups’ choices on Word doc as they complete this.

Students follow hyperlinks and select menu items for a complete meal on both computers, discussing as needed.

Students, on ONE computer now, type the selections into the appropriate box for type of meal (breakfast, lunch, supper) but they must guess in which column their meal belongs, nutritional or not – and keep the font black for now.

Encourage students to try real, unusual, especially ‘good’ or ‘bad’ items.

Remind them to get the nutritional values of each menu item in calories, protein, fat, sodium, and carbohydrates. Price of the item is irrelevant for this project, if asked.

Students save their documents to their network folder-Technology 2011-2012 folder as “nutritional or not firstname1 firstname2”.

Students calculate their meal’s totals and record them. There are current US RDI – recommended daily intake figures on the bottom of the Inspiration document.

Discuss the US RDI and, if necessary, remind them that daily numbers must be divided, perhaps by three, to determine each meal’s allowance. Discussion here is good Students calculate as the class or group decides and compares the numbers of the meal’s allowance, according to the US Food & Drug Administration in conjunction with the National Academy of Science, to their meal’s calculated values. Some low numbers, sodium and fat, are good and some high numbers, protein and carbohydrates, are better.

If the meal is in the correct column, nutritional or not, the group simply changes the font color to match. If the meal should be in the other column, have students copy their entire original text of meal items and values and paste it into the other column and change the color to match, leaving the original guess black.

Save their final document into their network folder and then drag to the appropriate hand-in folder.

Blank Template:

Sample:

[|4thNutritionGroups.docx]

Comic Life Template:

Sept 19-23 Continue Nutritional or Not Lesson

Sept 26-30 Continue Nutritional or Not Lesson

Oct 3-7

Oct 10-14