Grade+3

toc =Grade 3=

April 4-8
Peer Edit, Review, and Revise of Chocolate Poems Technology Incentive Time

April 11-15
Type Poems? Earth day?

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

May 9-12
Science: Plants/Garden Motivation: Please share this movie with the students, so they can explore plant parts and learn about scientist that study plants. http://player.discoveryeducation.com/index.cfm?guidAssetId=2FE67CFF-3368-4D1A-96EF-E5B7059952DB&blnFromSearch=1&productcode=DSCE 1. The students will review with the teacher the plant vocabulary. http://www.mbgnet.net/bioplants/parts.html 2. The student will label the parts of a plant. [|Reproduction_Flowering_Plants_Virt.jpg] [|flower.gif] 3. The students will save and print their work. 4. The students will watch a movie to learn about the **Steps to Planning a Garden**. http://player.discoveryeducation.com/index.cfm?guidAssetId=8BF587E5-447F-404F-A730-A2BB7293953A&blnFromSearch=1&productcode=US 5. The students will create their first garden using Pixie. The students will use these 2 website to help them understand what is good to grow in a garden http://urbanext.illinois.edu/firstgarden/ and http://www.redwoodbarn.com/DE_seedseasy.html. 6. The students will open a blank Pixie document and create a list of (Plants) and a list of (Tools) that they will need to create their garden. [|PlantList3.pxi] 7. The students will open a (New) document and create their own garden. The students will need to label it (My Garden). They will need to identify 10-12 different plants in their garden. They will use the shape tool to create their garden.These are two examples of how the students' can set-up their garden. Encourage the students to get creative. Also, remind them to label their plants. [|FLOWER GARDEN3.pxi] [|GardenExample.pxi] 8. Please have the students print their work using the special print option, so that the plant list and the garden can be on the same page. Have the students save their work to their desktop and save the list as (plantlist3studentname) and the garden as (garden3studentname). 9. Students that finish early will be able to play some plant games: "Growing Plants"[] Plants and habitats. []
 * This website will help the students plan and create their garden. http://urbanext.illinois.edu/firstgarden/planning/index.cfm

May 23-27
1. Do a brief review of key concepts that have been taught in Microsoft Word and using the Internet to collect photos. 2. Have students get computers and login. Pass out the student directions sheet. (Copies already run) 3. Have students drag the assessment folder to their desktop. 4. Have students open the Template and open the Formatting Toolbar (View > Toolbars > Formatting) and Tool Box. Then instruct students to open the Culture Grams Website using the link provided. 5. Review how to toggle between windows. 6. Allow students time to complete the assessment. Tell them to use File>Print when they print their work. After they print they should wait for instruction from the teacher that their work has been printed correctly. They should NOT close their assessment until they get word from the teacher.
 * Technology Performance Assessment**

Assistance: To keep it consistent students may not ask other students for help. The teacher can assist with reading any item on the student directions sheet. If the student gets stuck and the student does have to give assistance so as to help the students complete a step, make a note of that so that student does not receive credit for that item when the assessment is graded.

7. While students are waiting they can go to a website of the teachers choice quietly. 8. When all students are finished begin the review for the question/answer portion of the assessment that Derek created. 9. Have students log out and put their laptops away at the end of the class period.

May 31- June 3
1. Have students get their laptops out and log on. 2. Open the technology assessment folder on their desktop and click on the briefcase which is the [|link to the assessment.] 3. Read the assessment questions to students. They can click the F11 button to hide their window in between questions. 4. When the assessment is finished, they can do an activity of the teachers choice. 5. Log out and put the computers away at the end of the period.
 * Technology Assessment**

June 6-10
Father's Day Cards 1. Have students log on to their computer. 2. Ask students drag the Father's Day Folder to their Desktops. 3. Open the Father's Day Comic Life Template. 4. Show students how to use the Capture tool and take 3 photos of themselves for their comic. 5. Show students how to add speech bubbles. Tell them to add at least 2 speech bubbles to their images. 6. Show students how to change the style on the title Happy Father's Day. 7. Show students how to change the background on their comic. 8. Have students save their work. 9. Have students export their work as an image. 10. Have students save it as a JPEG in the highest quality. 11. Tell students to put their image in your Hand In folder and save to email to Dad's. 12. Have students log out and put their computers away.

June 20-22
__Quarter 3 Lessons__ January 24-28 Light, Heat, & Sound Podcast January 31-February 4 Light, Heat, & Sound Podcast February 7-February 11 Light, Heat, & Sounds Podcast

February 14-February 18 100th Day of School & Valentine's Day February 21-February 25 Podcast Science February 28-March 4 Podcast Science March 7-March 11 Podcast Science March 14-March 18 Podcast Science and students who visit early can visit these websites

1. If students are finished have them Share their file to their desktop by going to the Share menu in GarageBand. Click Ok then Save to their Desktop. Once their completed music file is on their desktop they can hand in to the hand-in folder.

The students will explore the Rowdy Racers games! Below are two articles to explore what Rowdy Racers are and how they effect car/create movement. http://www.pbs.org/wgbh/nova/hotscience/fastcars/fastcars6.html http://www.redorbit.com/news/science/1683479/chocolatefueled_race_car_unveiled/ Race Car Games: http://www.chevroncars.com/games/car/index.php

March 21-March 25 Chocolate Poetry Please visit this link for the lesson plan from the DR: http://www.hcpsseduapps.org/LPG2.0Beta/LPG2.0Beta.php?action=build&Build=2&Retreive=1&Index=526&Department=Technology Materials for Lesson: Discovery Streaming Movie: Motivation http://player.discoveryeducation.com/index.cfm?guidAssetId=6BD9FF8A-34DF-41AE-8880-FD0E663F0C95&blnFromSearch=1&productcode=US [|Chocolate_Rubric.xls] [|Chocolatedraft.doc] [|ChocolateWEB.isf] [|Wrapper.doc]

March 28-April 1

__Quarter 2 Lessons__

November 8-12

Students will assemble their tall tales using glue sticks and scissors. Then they will have their incentive free time using Applications or [|CES Internet Links].

November 15-19

__**Objectives:**__
 * __English: Grammar "Prefixes & Suffixes"__**
 * Use safe and correct security procedures (such as protecting password and user ID)

[|prefixes and suffixes.ppt] 1. The students will use PowerPoint to play Jeopardy "Prefixes and Suffixes." The teacher can use the Smartboard and play the game with the whole class or break students up into groups to play on their laptops. [|Jeopardy-BaseWords.ppt] 2. The students can interact with a variety of web based prefixes and suffixes to reinforce their learning. http://smarttutor.com/home/lessons/Vocab_PrefixSuffix_L3_V1_T3a.swf http://teacher.scholastic.com/activities/adventure/grammar3.htm# http://teacher.scholastic.com/activities/adventure/grammar4.htm# http://www.sadlier-oxford.com/phonics/crstcast/crstcastle.htm http://www.sadlier-oxford.com/phonics/5_6/fishtanks1/fishtanks1.htm http://www.oswego.org/ocsd-web/match/dragflip.asp?filename=jwildesuffix November 22-23
 * Motivation:** The teacher will share with the students a PowerPoint on what prefixes and suffixes are and how they are used.
 * Closing:** Students will share with their neighbor 2 prefixes and 2 suffixes.

1. Students will download the Thanksgiving MythBusters Inspiration File to their TECH folder. 2. Have students open the Thanksgiving Myth Busters Inspiration and go over the directions with students. 3. Allow students time to complete the activity. 4. Have students print their work when they finish. Save their Inspiration Template. 5. Share findings as a class. 6. If time they can explore the Thanksgiving Websites 7. Select the SpecTechular Student.

November 29-December 3

1. Discuss the word Podcast with students. Ask them what they think it means. [|Wikipedia Definition]. 2. Have students open GarageBand. Open a New Podcast episode. Have them save their work to their TECH folder. 3. Once in GarageBand discuss with students the organization of the application. 4. Media Browser - on the right side. Holds all images and video as well as iTunes music that you may want to include in your podcast. Have student hide the media browser as they will not need it. 5.Show students how to pick a track to record in. They should click on the boy or girl with the microphone on the top left side. They should avoid clicking on any of the buttons in that area. 6. Show students the record and playback options. Tell students to avoid the last button which is a loop button. Press record to start and stop recording. Press Play to start and stop playback. Show student how to drag the line around the screen to play back certain portions. Show students how to delete something they recorded that they want to delete. 7. Demonstrate how add stingers and sound effects by clicking on the loop browswer (The eyeball) 8. Give students the opportunity to play and practice recording and adding sound effects. Have students save their work at the end of class. When asked about saving with an iLife preview students should press Yes.

December 6-10 1. Go over with students how to complete the Winter Holiday Podcast Script sheet. They should complete the Introduction and Conclusion as a class then give students time to tell three interesting facts about that holiday celebration. 2. When students finish writing their script they should open GarageBand and begin to look through the Sound Effects and stingers and record sound effects that they want to add in the boxes.

December 13-17

December 20-23

January 3-7 __Technology Assessment Review:__ Students will play Jeopardy to review for the assessment.

January 10-14 Technology Assessment: Students will take the Technology assessment. Students will visit and explore Dance Mat Typing for Review (quiet work for students who are still taking the assessment)

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? http://www.brainpopjr.com/socialstudies/biographies/martinlutherkingjr/ 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. http://worldbookonline.com/wb/products?ed=all&gr=Welcome+Howard+High+School 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.// http://funschool.kaboose.com/time-warp/interactive/martin-luther-king.html

__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. If Time - Take a field trip to show students where the nearest girls and boys restrooms are to our classroom. 9. Select a SpecTechular Student. 10. 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 Hardware**__ __**Objectives:**__ __**Vocabulary:**__
 * Recognize and identify the functions of the major hardware components in a computer system
 * Use templates or create new documents to complete learning assignments
 * hardware - The physical parts of a computer

1. Motivation: Play hangman with laptop parts. Use the words - keyboard, screen, trackpad, microphone, camera, monitor, speakers, & printer [|Hangman Activity in Quia] 2. Brain Pop Video on computer parts - Natalie? 3. Review with students SpecTECHular student behaviors created during the previous lesson. 4. 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. 5. Tell students to turn the computers on by pressing the power button and then practice logging on. 6. 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. 7. 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. 8. Model the creation of a TECH folder in their Documents Folder. 9. Model dragging today's template from the Hand-Out Folder to the TECH folder. 10. Check work together as a class. Model Saving work and Quitting out of Pixie. 11. Model how to Back Up their Tech Folder (if Time), Log Out, and then Shut down the computer for the next class. 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 __**Getting to Know the Learner - Pixie**__ __**Objectives:**__
 * Identify and use functions represented by symbols and icons commonly found in applications
 * Use templates or create new documents to complete learning assignments

__**Vocabulary:**__
 * template - a file partially created by the teacher for students to complete

1. Motivation: Ask students what they remember about you the teacher from the PowerPoint shared on the first day of technology. Ask them if they have learned anything new about you over the last two class periods. Tell them that today we are going to learn more about each other. Show students the IceBreaker PowerPoint and have students raise their hands to answer the questions. 2. Have students get laptops off the cart and return to their seat. 3. Students should login and open their Documents folder as well as the Teacher folder and be prepared to drag today's template to their Documents folder. 4. Discuss vocabulary word for the day - template. 5. Have students drag the Pixie Tools and Student Bio to their Documents folder. 6. Students should open the Pixie Tools activity and review the different tools available to them in Pixie. 7. Have them save their work and close Pixie. Then open the Student Bio. 8. Since students will be turning in their work to the teacher's hand in folder they will need to rename the file. Model how to go to File>Save As. They should name their work Bio3firstinitiallastname ex: Bio3ctrudden Their work should be saved to their tech folder. 9. Review with students the directions for the Student Bio and expectations for working independently. 10. Allow time for students to complete the template. Remind them to save their work. If students finish early they can create their own illustration in Pixie independently while their classmates finish their work. 11. Quit Pixie. 12. Model moving their completed Bio to the Teacher's HandIn Folder. 13. Model how to Back Up their Tech Folder (if Time), and Log Out. 14. Select a SpecTechular Student. 15. 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. For complete Lesson plan see [|eGuide Lesson]

Week 4: September 20 - 24 Getting to Know the Learner - Pixie - cont.

Week 5: September 27 - October 1

Week 6: October 4 - 8

Week 7: October 11 - 15 __**Tall Tales**__ __**Objectives:**__
 * Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding
 * Work cooperatively and collaboratively with others when using technology

__**Vocabulary:**__ __**Files:**__ __**Lesson:**__
 * word processor application - Allows the user to create a document, store it electronically, display it on a screen, modify it, and print it. For example: Microsoft Word
 * [[file:TallTaleOrganizer.kid]]
 * [[file:TallTaleFinal.doc]]
 * [[file:TallTaleMainCharacterwGuide.pxi]]
 * [[file:TallTaleMainCharacter.pxi]]
 * 1) Motivation: Read the story A Million Fish....more or less to students. Display the word "exaggeration" using Inspiration. Ask students to tell what it means. Exaggeration means to represent (something) as being larger, greater, better, or worse than it really is. If students don't know tell them the definition by adding it on the Inspiration. Ask students if the author of the story used Exaggeration. Have them work collaboratively at their tables with a partner to discuss the different ways exaggeration was used. Call on pairs to share and use Rapid Fire to add examples to the Inspiration. Ask students if Exaggeration made the story sound better.
 * 2) Have students get laptops off carts.
 * 3) Have students drag Kidspiration, Microsoft Word, and Pixie documents from the Hand Out folder to their TECH folder.
 * 4) Begin with the Kidspiration Organizer. Tell students that they will be writing their own tall tale. Using the Kispiration Organizer to gather their thoughts and ideas for their story using symbols, symbol maker, and writing view.
 * 5) Have students save their work.
 * 6) Export the Kidspiration file to Microsoft Word using the Export feature in the File memory. Then save and print the Microsoft Word file. This will serve as their rough draft.
 * 7) Collect rough drafts.
 * 8) Select SpecTECHular student.
 * 9) Have students log out and put away their laptops.

Week 8: October 18 - 22
 * __Continuation from previous lesson.__**
 * 1) Have students get laptops off carts.
 * 2) Discuss the vocabulary term. Tell students that they will be using a Word Processor to write their tall tale.
 * 3) Open the TallTaleFinal.doc in their TECH folder.
 * 4) Pass out students rough drafts from the previous class period. Allow students time to compose complete thoughts and sentences from their ideas on their rough draft. They should practice correct posture for keyboarding.
 * 5) Remind students to save periodically as they work. When they are finished model how to use the spelling and grammar check. Save and turn in their final work to the Hand In Folder.
 * 6) Select the SpecTechular student
 * 7) Have students log out and put away their laptops.

Week 9: October 25 - 29 __**Continuation from previous lesson**__
 * 1) Have students get their laptops off carts.
 * 2) Tell students that today we are going to create a digital image of our main character. Have students open the Pixie file and review directions.
 * 3) Allow students time to use the guide to create their main character.
 * 4) Save and print work when finished.
 * 5) Using scissors, paper cutter, and glue sticks have students assemble their tall tale.
 * 6) Collect and select one from each class to print and submit to the Computer Learning Month contest.
 * 7) Select the SpecTECHular student
 * 8) Have students log out and put away their laptops.

November 1 - 5

Quarter 1 Objectives

 * G1a1 || Recognize and identify the functions of the major hardware components in a computer system ||
 * G1a2 || Identify characteristics that describe input devices and output devices and name some devices that can provide input and output ||
 * G1a3 || Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding ||
 * G1a4 || Identify and use functions represented by symbols and icons commonly found in applications ||
 * 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 and software ||
 * 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) ||
 * G3a2 || Use templates or create new documents to complete learning assignments ||