Grade+4

=__**Grade 4**__= Week 1: 8/31/09 - 9/4/09 1. Excel document about about SpecTechular Students each week.

1. Share with the students a Teacher created Powerpoint about self. 2. Share with studens your expections to earn SpotLight for SpecTechular student each week. Have students generate their ideas on the excel document. Teacher will write down students thoughts. 2. Student will watch a powerpoint on the parts of their laptop and emac computers. Discuss the hand-in and hand-out folders. 3. Assign Seats. Hand out student log-in cards, so that they can write their computer number on the card in pencil. 4. The teacher will share with them the Kidspiration activity to label the laptop parts and visit the PBS website. 5. The students will put laptops away and a SpecTechular student will be selected.



Week 2: 9/8/09-9/11/09 1. Show the students the Powerpoint presentation they will be completing for "Getting to know the Learner. You will have to place a teacher picture into the Hand-out folder. 2. Demonstrate how to navigate and edit the Powerpoint. 3. Have students open PhotoBooth to take a picture for the Powerpoint cover slide. 4. Circulate and assist. 5. As a class, have to copy the Teacher Expectations into the last slide. 6. Closure- have students share some of their interests aloud.

Week 3: 09/14/09 - 9/18/09 1. Continue to work on PowerPoint and take Multiple Intelligence Quiz online.

Week 4: Sept. 21st-25th Motivation: Getting to Know the Computer & It's Parts by watching a movie from BrainPop. Activity: The students will identify parts of the computer and laptop as well as explore computer safety. The students will use Pixie and Inspiration to complete these activities. The students will print their work.

Week 5: Sept. 29th-Oct. 2nd Motivation: The students will watch a movie to explore the parts of the Solar System. 1. The students will visit a variety of solar website to explore the solar system. 2. The students will visit imove and create a movie organizing the different planets.

3. The students will use Inspiration to explore a planet in the solar system. 4. The students will save and print their work.

Week 8: Oct. 19th-23rd Motivation: The students will work together to determine what plants our inner and outer using an Inspiration document. 1. The students will create a powerpoint about their planet. The students will use the information from their Inspiration document as well as a few other websites from a Word Document. 2. The students will present their powerpoint to the class.

Week 10: November 2nd-6th Motivation: The students will watch a movie from Discovery Streaming about Woodland Indians. 1. The students will explore an interactive website on the Woodland Indians to discover their way of life. 2. The students will complete an Inspiration document answering reading questions about the Woodland Indians based on their reading from the websites. 3. The students will save and print their work.

Native American Interactive Websites: http://www.nativetech.org/games/index.php http://mrsdell.org/nativeamericans/interactive.html

Week 11: Nov. 9th-Nov. 13th The students will continue exploring Woodland Indians way of life.

Week 12 Nov 16th- November 20th

Objective: Students will be introduced to the biomes of the world and learn about adaptations for survival. Motivation: http://www.brainpop.com/science/theearthsystem/landbiomes/preview.weml

Assign tables or small student groups to a biome. Have them read to be informed about their assigned biome.

Web resources: http://www.enchantedlearning.com/biomes/ http://www.planetozkids.com/oban/animals/biomes.htm http://www.kidsgeo.com/geography-for-kids/0165-biomes.php http://ths.sps.lane.edu/biomes/index1.html http://idahoptv.org/dialogue4kids/season4/ecology/biomes.cfm http://www.geography4kids.com/files/land_biomeland.html http://www.mbgnet.net/ http://www.blueplanetbiomes.org/table_of_contents.htm http://www.worldbiomes.com/

Nov. 30th-Dec. 4th The students will continue exploring and learning about Biomes.

Jan. 5th-9th Students will finish their animal adaptions document using Pixie. Motivation: Students will define resolution. 1. Students will use Inspiration to define resolution and write the meaning into their document. 2. The students will draw a picture and describe their resolution for the New Year. 3. The students will save and print their work.

Week of 3.1.2010

Students have worked on food webs in science, so now they can use their knowledge to create an animated movie of a food web in action.

Student Example media type="file" key="food web example.MP4" width="300" height="300"

Have students create a folder and label it on their desktop..Food Web Movie.

Next, students should open Pixie and illustrate a biome with no animals present. It can be marine, desert, rainforest, etc.

Have them name this document Scene and save it to their desktop folder.

After it is saved, have them go to File, Duplicate Page. Students must now add the producers to this picture. They should name this Producers and save it to their desktop.

Have students continue this throughout the project duplicate, draw, rename, and save to their folders.

After each picture is done, students can record audio to their slide.

Finally, students must open all their documents in their project folder, click on the Share icon, organize their clips in order, eliminate all transitions, and export to the desktop as a .mp4 (MPEG4) file.

Motivation: Open the image of the rock on the Glacier. 1. Have student volunteers take turns ready the description of weathering and erosion. http://magma.nationalgeographic.com/ngexplorer/0610/articles/mainarticle.html 2. Have students view the video. See me. 3. Have table groups create a diagram illustrating chemical weathering, physical weathering, and erosion. Jigsaw activity. Here is an example of a completed diagram. At the end a gallery walk would be fantastic. I suggest printing out a few in color.
 * __Weathering and Erosion__**
 * [[image:rock_on_glacier.jpg width="236" height="353"]] || Discuss with students how this rock came to be in the middle of the frozen field. Elicit that the glacier slowly moves over millions of years ice can carry rocks to other places. ||

Earth Day Week of 4/19/2010 Motivation: Display EPA Earth Day website http://www.epa.gov/earthday/index.html This year is the 40th Earth Day. Discuss the history.

Gaming Sites http://www.ecokids.ca/pub/games_activities/topten.cfm http://resources.kaboose.com/games/earthday.html http://www.energyquest.ca.gov/ http://www.planetgreengame.com/game.php

I created a recording sheet to go along with the gaming experience. This way students are held more accountable for their gained or reviewed knowledge.

Closure: Students must share their tips with the group. They can also share some high scores and opinions of the games. Research Survey

__**Grade 4 Quarter 1 Tech Objectives**__

 * 1 |||| Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding ||
 * 2 |||| Identify and use functions represented by symbols and icons commonly found in applications ||
 * 3 |||| Identify strategies for managing everyday hardware and software problems ||
 * 4 |||| Explain the purpose of and follow the acceptable use policy ||
 * 5 |||| Work cooperatively and collaboratively with others when using technology ||
 * 6 |||| Practice responsible use of technology systems ||
 * 7 |||| Demonstrate proper care of equipment (such as following lab rules, handling equipment with care, appropriate printing of resources) ||
 * 8 |||| Recognize the potential harm of intrusive applications (such as worms, viruses, spyware, pop-up windows, etc.) ||
 * 9 |||| Use safe and correct security procedures (such as protecting password and user ID) ||
 * 10 |||| Create new documents to complete learning assignments ||

Grade 4 Quarter 2 Tech Objectives

 * 1 |||| Explain how technology (such as computers, calculators, television, cameras, CD-ROM, and DVD) influences societies ||
 * 2 |||| Identify examples of how technology has affected the environment, past and present ||
 * 3 |||| Explain how technology tools have or can be used to meet the needs of societies ||
 * 4 |||| Recommend ways technology can be used to meet the needs of societies ||
 * 5 |||| Demonstrate social and ethical behaviors when using technology (such as appropriate copying and pasting, legal downloading, intellectual property recognition, and obeying copyright laws) ||
 * 6 |||| Discuss the importance of having access to current, accurate information ||
 * 7 |||| Comply with copyright laws and fair use provisions ||
 * 8 |||| Practice strategies for avoiding plagiarism when using digital content ||
 * 9 |||| Cite electronic sources of text and digital information used properly ||
 * 10 |||| Explain safety and privacy issues related to use of the Internet ||
 * 11 |||| Use safe and correct security procedures when working online (such as not disclosing personal information and protecting passwords) ||
 * 12 |||| Describe procedures for exiting an inappropriate site (such as clicking the home, turning off monitor, notifying an adult) ||
 * 13 |||| Understand the purpose of technology protection measures including filtering systems ||
 * 14 |||| Explain how the selected technology tools are being used to accomplish tasks efficiently ||
 * 15 |||| Collect, analyze, and display data and information using tools, such as calculators, spreadsheets, graphing programs, and databases ||
 * 16 |||| Input and analyze information in a predefined spreadsheet or database ||
 * 17 |||| Use suitable electronic resources to edit final copies of texts for correctness in language usage and conventions, such as capitalization, punctuation, and spelling ||
 * 18 |||| Use various electronic retrieval sources to obtain information on a topic ||
 * 19 |||| Select relevant information from appropriate technology resources ||
 * 20 |||| Select and read to gain information from electronic personal interest materials, such as brochures, books, magazines, cookbooks, and web sites ||
 * 21 |||| Apply evaluation strategies when using electronic resources (such as publication/copyright date, fact vs. fiction, source credibility, ease of use) ||
 * 22 |||| Understand library catalog search strategies ||
 * 23 |||| Understand search strategies for age-appropriate Web search engines/directories ||
 * 24 |||| Understand that the Internet offers access to multiple digital communities with differing guidelines ||

Grade 4 Quarter 3 Tech Objectives

 * 1 |||| Use technology tools, including software and hardware, from a range of teacher-selected options to learn new content or reinforce skills ||
 * 2 |||| Explain how selected technology tools are being used to support learning ||
 * 3 |||| Reflect as an individual on appropriateness of selected technology for the given task ||
 * 4 |||| Describe how technology tools are used to collect information ||
 * 5 |||| Assess the use of the selected technology for individual learning for the specific task ||
 * 6 |||| Use technology tools to work collaboratively within the classroom ||
 * 7 |||| Present ideas and information in formats such as electronic presentations, web pages, or graphic organizers that are appropriate to a specific audience ||
 * 8 |||| Use multimedia and publishing tools to express original ideas with print, drawings, digital images, existing or original video, sounds, and/or personal recordings ||
 * 9 |||| Change, edit, and revise graphs, graphics, presentations, and word processing documents ||
 * 10 |||| Use technology tools independently to support note-taking ||
 * 11 |||| Use technology tools independently to support data collection ||
 * 12 |||| Describe how technology tools are used to organize information ||
 * 13 |||| Evaluate the effectiveness of technology tools for organizing information ||

Grade 4 Quarter 4 Tech Objectives

 * 1 |||| Use technology tools to exchange ideas with individuals or groups outside of the classroom ||
 * 2 |||| Articulate the advantages of collaboration supported by technology tools ||
 * 3 |||| Use communication tools identified by the teacher to help gather information, share ideas, and respond to questions when communicating with various audiences, including school, community, parents, and experts ||
 * 4 |||| Present information, independently or with assistance, to various audiences including school and community ||
 * 5 |||| Communicate independently with various audiences using different media formats ||
 * 6 |||| Explain the purpose for a chosen media format ||