Third+Grade+2012

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= Third Grade Plans =

Apr. 8-12
DigiCit - Online Comm Increases Productivity Glogster Project(s)
 * 1) As a follow-up to the biography trading cards, students create Glogs about the subjects of their biography books.
 * 2) Ask students about the trading card project and discuss the potential reach of the cards - first to friends & family, then possibly beyond.
 * 3) Have students suggest ways to expand that audience and reach more people with information.
 * 4) Using a modified school-issued username and the same password, have students log in to []
 * 5) The usernames are the same but with only one digit following their first initial and last name (or part thereof)
 * 6) The passwords are the same as are used in school
 * 7) Once logged in, have students discuss a few basic "ground rules" for using the site and creating there pages - reminders about online commenting and the student code of conduct are appropriate here.
 * 8) Play the Edit Your Profile video at: []
 * 9) Since it is an embedded YouTube video, you may have to bypass the HCPSS content filter to play.
 * 10) Allow time for students to add their avatars from previous projects - should be saved in the Tech backpack - and to indicate some interests.
 * 11) Decide ahead of time how much info to share or post in this 'closed' classroom community in students' profiles - unless it's required for collaboration with another class, restrict personal info to the basics.
 * 12) Ask students to locate the biographical information used for the trading cards via paper organizer, PowerPoint slide, etc. for including in their first glog.
 * 13) Demonstrate the process of creating a glog or play the video from the page listed above.
 * 14) Allow time for students to upload text, images, and/or files about the subject of the biographies.

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

May 27-31
(No School Monday, Memorial Day) Project NOAH - Reworked Ask students what animals they know of or about and where those animals live Record their answers with and Inspiration diagram/web or simply write them on the board Encourage unusual or obscure animals Display the ProjectNOAH site - [] the Popular collection of animals and ask students to call out animal names when they recognize them - scroll slowly! Now direct students to a hyperlink in the Hand-Out folder to the site and allow the students 5-10 minuted of exploration Show how to expand the menu selection - look of the small arrow next to "Search All Wildlife Worldwide" to display continents and categories of animals - remind them that when we research animals, they may not choose animals in the Pets category Allow some students to share animals that they found - focus attention on the animal name, location, and type Have all students copy the template from your Hand-Out folder to their desktops and open it in Pixie Have them use the F3 key to switch between Web browser and Pixie and add their names to the document. Direct them back the the Web site and give them three minutes to select one animal they don't know much about to research. Remind them asthey search to find an Identified animal (not an Unkown Spotting) with a location and a map visible Once all have s chosen, demonstrate the process of copying and pasting the animal name and location to the text fields on the folders Use a screen shot (CMD+Shift+4) to place a map on the third folder - it's important to show the students how to Click Stickers, then the folder below the button, to browse for the Screen Shot file on their desktops - dragging yields poor results The same technique should be used for placing a photo from the Web site into the Pixie doc - use the Glue button to layer the image behind the speech and thought bubbles. If time allows, suggest they search the National Geographic site for the animal name or use Google Earth and search for the animal's location. The speech and thought bubbles are available for creative writing once the students have gleaned some information about the animal and/or its habitat. This often must be done in a different class and using additional sites since the animal names on Project NOAH are so specific. [|http://kids.nationalgeographic.com/kids/animals/creaturefeature/] []

Jun 17-19
(Half Days)

**__Quarter 3__**
(No School Monday/Tuesday) 1. Have students come in and sit down in their seats. 2. Talk with the students about a personal artifact (BrainPopJr. Video on MLK) Give each student a Post-It to write a comment about the artifact. Collect the comments in a common place (chart paper). Explain that these comments were collected within our "classroom community." Is there an easier way to collect comments from the class? What if we wanted to collect comments about my artifact from the whole 3rd grade or the whole school (expand our community)? This discussion should lead to an online community. In what ways could we communicate through our online community. You may want to lead the discussion towards the resources that are listed (Blogs, Wikis, Google Doc, Websites, Video Conferencing). 3. Have students get their computers out and login. 4. Have them go to CESInternetWeblinks and click the panel for 3rd Grade. Tell students we are going to take a look at another type of online communication that may occur between children. Have students click the link for CyberSense and NonSense. Give time to complete the Interactive. 5. Have an Informal Discussion with students about the types of communication that occurred in the interactive. What types of online communication were used in the video? Can online communities be used for good or bad purposes? What rules were followed and broken? 6. Show students How to write a Quality Comment Video and talk about discuss effective commenting. You will have to use bypass filter. Chart ideas for the class to refer back to either digitally or on board. 7. Have students login to GAFE and then have them open Online Commenting PPT. Discuss rules of proper use of Google Docs. Go over directions on the first slide and demonstrate Insert>Comment feature. Allow students time to comment. 8. Clean up and put laptops away when finished.
 * __Jan 21-25__**


 * Jan 28-Feb1**


 * Feb 4-8**


 * Feb 11-15**

1/2 day Wednesday & Thursday/No School Friday


 * Feb 18-22**

No School Monday

1. Have students enter and select their seat. Once seated show students the Fake Book account for Clark the Cougar. Click Animation mode to show it like it might be in real time. Allow time for students to discuss in small groups their perceptions of what information is included in a persons digital footprint. Who is included. Consider different ways for students to share their thoughts. GAFE, Post Its, class discussion. 2. Show students the Digital Footprint Video from Common Sense. 3. Discuss with students how information that they share online makes up their digital footprint. Have a discussion about the types of information that they should share online. Review information that is not safe to share. 4. Have students create their own Schoolbook Profile page. Have students download Pixie file to their Tech Backpack. 5. The SchoolBook profile page includes several pieces of information that is unsafe to share. Try to get students to notice them and ask the question "Should I still share that information? Is there something I can share instead?" Make a list of other ideas for sharing on a profile page. 6. Save, print and turn in a copy so we can add them to the digital frame when finished.

Biographies - Trading Cards or BioCubes
 * Feb 25-Mar 1**




 * Mar 4-8**

1. Import Book Report facts onto Trading Card from planner page. Be sure to teach students how to add an image and a URL to their final trading card since those are skills on the upcoming technology assessment. 2. Have students copy and paste their information so that there are 4 copies on the page. 3. Have students SAVE and Print 1 copy of their page. 4. Run copies in the office using the OCE for students to pass out when they present their report.
 * 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 3B & 3R - EIE finish

Nov 19-20 (Conferences - 1/2 Days) Early Dismissal Sched. - Autumn activities

Nov 26-30 Digital Citizenship - Copyright & Respecting Work of Others 10. Remind students to save their Pixie files using Save As, changing the name to “firstname citing sources.pxi” to their Tech folders on the desktops. 11. Ask them to delete the original file by dragging to the trash AFTER quitting Pixie. 12. Log out, return laptops, collect cards, award the letter as appropriate, & line ‘em up.
 * 1) Before the activity gather projects authored by students like poems, pictures, etc. Claim it as your own as students enter the room – read the poem aloud with a “by Ms. Teacher!” at the end. Discuss how this is unfair to the author.
 * 2) Before students log in, play the BrainPop video on copyright: []
 * 3) Once finished, allow time for questions and discussion as students log in.
 * 4) Guide students to hand-out folder where they should click on link to Cyberbee page: []
 * 5) Review basics from the video and the Web page.
 * 6) Direct students to: [] and have them select a picture after a simple search for an animal or a place.
 * 7) Ask student to open the Pixie file, “Citing sources with Pixie.pxi” after dragging to their desktops.
 * 8) Demonstrate the process of copying the image and the address/URL into the document and then direct them to draw their own picture and give themselves credit.
 * 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.

Dec 3-7 Digital Citizenship - Citing Internet Sources

1. Invite students into the classroom and to take a seat. Have students get their laptops and login. 2. Show the Brain Pop Video on Citations to get background knowledge of citations, why we have them, what they are, etc. 3. Demonstrate how to download the Citations v2 folder from the Hand Out folder to their Tech Backpack. 4. Have students open the folder. 5. Ask students about what they have been studying in Social Studies (students have been learning more about different countries and cultures around the world.) Tell students that today we are going to pretend that we have been assigned a report on a country of their choice. We are going to be creating a citation for two different websites. 6. Have students open the Culture Grams Website and find a country. Open up to the Article about that country. 7. Then navigate back to the Citations Folder and Open World Book Kids. Using the Search Bar, search for the same country they did in Culture Grams. This way they will have two tabs open for the same country but on different research databases. 8. With both tabs open have students navigate back to the Citations Folder and Open Easy bib. 9. Demonstrate for students how to create a citation for both sources using Easy Bib. Copy and Paste the URL into Easy Bib. Enter in the country name for Article Data, 2012 as the Publication Date and the Publisher as Proquest (Culture Grams) or World Book Online. Remind students that capitalization is important. 10. Once students have created their citations, have them scroll down to the bibliography and download a copy. 11. This will open a copy in Text Edit. Have students add their name to the top and print their work. 12. Have students logout and clean up.

Dec 10-14

Dec 17-21

Jan 2-4 (Wed-Fri) Happy New Year Around The World - 2 classes [] [] [] []
 * 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

Alternative Activity for 3rd Graders Similar to above but using one Web site, Culturegrams, and one application, MS PowerPoint. Product is to produce slide with copied & pasted text and dragged & dropped images Additional imagery or info can be added as an extension. []



Jan 7-11 Continue Happy New Years Around The World Jan 14-18 (Friday - Half Day)

__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) 1. Invite students into the classroom. Allow students to self-select their seats. Select 2 Tech Genius'. 2. Pass out login cards. Allow students time to get laptops and login. 3. Demonstrate how to put the TECH BACKPACK folder into their Users Folder. Clean up the users folder if needed. Students should have a TECH Folder from 2011-2012 and their Tech Backpack. Any other files should be put in their TECH folder from last year. Delete copy on their desktops. 4. Demonstrate how to drag the iDevice Template to their TECH BACKPACK in their Users Folder. Encourage students to select the white copy to assist in saving ink. 5. Go over Directions of the iDevice All About Me Template. 6. Allow time for students to work. Allow students options to sit in another spot if they would like. 7. Print and Save Work when finished. 8. Have student logout and put their laptops away. 9. Award a letter towards SpecTECHular Students if earned.

Sept 10-14 Digital Citizenship - Copyright & Respecting Work of Others 10. Remind students to save their Pixie files using Save As, changing the name to “firstname citing sources.pxi” to their Tech folders on the desktops. 11. Ask them to delete the original file by dragging to the trash AFTER quitting Pixie. 12. Log out, return laptops, collect cards, award the letter as appropriate, & line ‘em up.
 * 1) Before the activity gather projects authored by students like poems, pictures, etc. Claim it as your own as students enter the room – read the poem aloud with a “by Ms. Teacher!” at the end. Discuss how this is unfair to the author.
 * 2) Before students log in, play the BrainPop video on copyright: []
 * 3) Once finished, allow time for questions and discussion as students log in.
 * 4) Guide students to hand-out folder where they should click on link to Cyberbee page: []
 * 5) Review basics from the video and the Web page.
 * 6) Direct students to: [] and have them select a picture after a simple search for an animal or a place.
 * 7) Ask student to open the Pixie file, “Citing sources with Pixie.pxi” after dragging to their desktops.
 * 8) Demonstrate the process of copying the image and the address/URL into the document and then direct them to draw their own picture and give themselves credit.
 * 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 (No School Monday - Rosh Hashanah) Digital Citizenship 3H and 3A - Citations

EiE 3B and 3R

Sept 24-28 (No School Wednesday - Yom Kippur) Oct 1-5
 * Online Communication**
 * 1) Direct all students to the Hand-Out folder and ask students if they are looking at an online community. Discuss that the network in the school is an online extension of the school community – for just our school
 * 2) Share a Google doc with students and have them all visit hcpss.me and login. Allow students to search for your shared folder or document and open it in the browser window. Discuss that the HCPSS GAfE page is a larger online community for all of HCPSS.
 * 3) Ask about what kinds of communication are appropriate for these communities.
 * 4) Direct students to the Media Awareness page – Cybersense & Nonsense:
 * 5) []
 * 6) Ask students to copy the Pixie file to their desktops and open it. Have students sort the stickers into online & offline categories – some of them belong in both boxes so kids can straddle the boxes or copy & paste to create two – car, camera, and television can be in either category.
 * 7) Discuss the document – how some footwear is coming with electronics like shoes with GPS. Athletes who train could have roller skates with GPS built in! Ebook readers are online devices too in many cases.
 * 8) Ask students to save as their documents and copy into Tech Folders. Rename the files and have them drag the original template from their desktops into the trash.

Oct 8-12

Oct 15-19


 * 1) Ask students what a digital footprint is and discuss
 * 2) Show the CommonSenseMedia vid: []
 * 3) Direct students to Launch Inspiration and start a new diagram document
 * 4) Students should enter their names in the Main Idea bubble that appears on every new Insp. document and add all the websites each student visits regularly. Depending on the degree of home computer users, consider having kids work in pairs to brainstorm sites – if they know addresses/URL’s then use them, otherwise they can simply write the name that they call the site.
 * 5) Do this for yourself as well, either as the demo or prepared – when students have at least five sites on their diagrams, stop & remind them to save their work now and then resave regularly while working.
 * 6) Now have a few students read someone else’s diagram aloud to the class and ask for a few others to respond with their impression of the kid from the Web sites he/she visits regularly.
 * 7) This can be related to getting an impression from someone’s listing of TV shows watched, foods eaten, places visited, etc.
 * 8) In groups of three, have students copy Kathy Schrock’s Web site evaluation page: evalelem.pdf to one computer’s desktop and dbl-click to open.
 * 9) Have links to a few informational Web sites for students to evaluate – if the class is capable, you could allow them to find their own Web sites using kid-friendly search engines like [|http://kids.yahoo.com]

10.Each team should complete the eval forms – monitor sharing and taking turns among groups.

11.Conduct a discussion about how the sites they choose reflect on them so using a tool to evaluate the sites helps save time looking for info AND creates a more positive Digital Footprint.



(No School Friday - MSEA Convention)

Oct 22-26

Oct 29-Nov 1

Quarter ends on Thursday