wcsu performance tasks

8/14/2019 WCSU Performance Tasks

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Windsor Central Supervisory UnionTechnology Performance Tasks

First Draft: December 2007

Adapted from VT DOE Technology Performance Assessments

Committee Members

K & Library: Sarah GasamisReading Elementary School1: Barbara McKeonWoodstock Elementary School

3-4: Jay MumfordWoodstock Elementary School

3: Jamie GidneyBarnard Central School

4: Jenny HewittThe Pomfret School

5: Amy LadaboucheSherburne Elementary School

6: Jeff SymanskiBridgewater Village School

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Grade Cluster 1-2

Grade Cluster 1-2

Grade Cluster 1-2 Page 2

Task # 1The Product/Performance: A Poster

The Components: Visual Organizer, Paint Program

The Task:

Students will create a poster that demonstrates their understanding of a concept that involves more than one

stage of development (e.g. caterpillar to butterfly).Once a topic is selected/assigned, students will use a teachcreated visual organizer template to organize what they have learned about the topic.

When the initial researching and organizing phases are complete, students will use a paint program to visually

illustrate the progression from one stage of development to the next. After the students finish their illustrationthey will add text of different font types, sizes and styles (bold face, italicize, and underline) to their poster.

The Rationale:

It is helpful for students to visualize existing and new concepts in a form that is personally meaningful.

Students will use a paint program to create the first visualization of the concept they are trying to demonstrate

Students will build on the initial visualization to create further stages of development. Changing font sizes,

bold facing, etc. can be effectively used in this poster to bring emphasis to different aspects of information.

IT1 - Basic Operations & Concepts

Not Assessed in this task

IT2 - Social, Ethical & Human Issues


IT3 - Productivity Tools

Entering, selecting, deleting text

Manipulating styles (e.g., bold face, italicize and underline).

Illustrating a simple concept using a paint application.

Note: It is suggested you look specifically at students ability to effectively use common paint tools suc

as the line, oval, rectangle, paintbrush, text, selection, spray can/air brush, and eraser.

Entering information into a teacher created template (e.g. concept map).

Note: Students should demonstrate their ability to add text, change symbols (block to oval, etc.), changcolor of symbol backgrounds, increase/decrease font sizes, add symbols, add connecting lines to

symbols, and manipulate connecting lines between symbols.

IT4 Communication

Not Assessed in this taskIT5 - Research, Problem Solving & Decision Making



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Grade Cluster 1-2

Task # 2The Product/Performance: Written sequence of steps

The Components: Word Processing, Basic Operations

The Task:Students will create a written sequence of steps using a word processing program. To complete this task

each student will individually launch a Word Processing application and list the steps of a simple procedu(4 or 5 steps). While entering these steps, students will demonstrate their ability to enter and edit text by

using the proper keys to format and punctuate the text, adding basic formatting (changing font size and te

style), and aligning the text. Once approved by their teacher, students will save and print the document.

Optional: Teachers scramble each students steps and have them use the cut/copy/paste tool to put the

procedure in the correct order without retyping. If needed, the students can use a printed copy of their

organized procedure to accomplish this task.

The Rationale:Ordering or sequencing information can be time consuming and tedious. The use of electronic toolsenables students to manipulate text in an efficient manner allowing them to concentrate more fully on the

literacy components.


Differentiating between right and left mouse click [Windows] or click, hold, and drag [Mac/Window

recognizing and using keys: letters, numbers, and space bar, shift, return/enter, punctuation,

delete/backspace keys)

Launching a program from the desktop using a shortcut or alias.

Creating, opening, saving, and printing a document.

Cutting, copying, and pasting within a document (Only if the optional task is completed).




Entering, selecting, deleting text

Manipulating styles (e.g., bold face, italicize and underline).

IT4 Communication


IT5 - Research, Problem Solving & Decision Making


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Grade Cluster 3-4

Task # 1The Product/Performance: A Research Presentation

The Components: Basic Operations, Online Research, Multimedia Presentation

The Task:

Students will create and present an original multimedia presentation to their class. To prepare for this

presentation each student will research a given or self-selected topic using the school librarys electronic card

catalog, as well as other online and electronic resources. In addition, students will conduct internet-based reseaby using the navigation functions of the web browser to gather information from various pre-selected web sites

Rationale:

Locating relevant information has always been an important skill for students. In the past, their access toinformation has been limited by local print and oral resources. Today, students can locate a greater wealth of

information in a much more timely fashion using electronic tools. Using World Wide Web links and addressesprovided by their teacher, students can locate pertinent, reliable and safe Internet sites. Finally, by usingmultimedia tools to present their information, students are provided with a dynamic and authentic tool to enhan

their oral presentation.


Launching a program from the desktop


Not assessed in this task



IT4 - Communication

Creating a slide presentation including title slide, graphics, text, voice, sound related to topic and

documentation of sources.


Using multiple resources including:

o Library catalog

o Electronic resources: World Book, CD-ROM, audio recoding, podcast

o Internet web pages

Navigating to various websites by typing a URL into a browser or using a list of links identified by the

teacher.

Navigating using forward, back, home, and refresh.

Using hyperlinks to navigate the World Wide Web.

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Glossary

URL Universal Resource Locator a web address

Multimedia Resources

http://www.youthlearn.org/learning/activities/multimedia/presentations.asphttp://www.ncsu.edu/midlink/rub.pres.html

http://www.actden.com/pp/

RubricGrade Expectation Performs

Skill

With

Assistance

Performs Skill

Independently

Basic Operations

Launched a program from the desktop

Communication

Created a slide presentation including title slide,

graphics, text, voice, sound related to topic and

documentation of sources.

Research, Problem Solving & Decision Making

Used multiple resources including library catalog,electronic resources and internet web pages

Navigated to various websites by typing a URL into

a browser or using a list of links identified by the

teacher.

Navigated using forward, back, home, and refresh.

Used hyperlinks to navigate the world wide web.

Possible Computer Software

Multimedia Presentation: Power Point, Key Note (Mac), Kids Pix (Mac: MacKiev or Encore/ PC:

Encore), Microworlds Jr. or Microworlds (LCSI: http://www.microworlds.com), GoogleDocs,Pixie (tech4learning), MediaBlender 2 (tech4learning: tech4learning.com), TuxPaint (open source:

http://www.tuxpaint.org/), Hyperstudio 5 (Mac: sunburst.com), Open Office (openoffice.org),

Corel Presentations (PC: corel.com)

Electronic Resources: iTunes (podcasts), World Book Encyclopedia (CD-ROM MacKiev),Encyclopdia Britannica Ultimate CD or DVD-ROM (Britannica.com), many topic based

CD/DVD-ROMsWeb Browsers: Fire Fox, Explorer (PC), Safari (Mac), Netscape Navigator, Bumper Car (Mac:www.freeverse.com)

WCSU Selected Software: Pixie 2 or Power Point

Page 7
http://www.youthlearn.org/learning/activities/multimedia/presentations.asphttp://www.ncsu.edu/midlink/rub.pres.htmlhttp://www.actden.com/pp/http://www.microworlds.com/http://www.tuxpaint.org/http://www.youthlearn.org/learning/activities/multimedia/presentations.asphttp://www.ncsu.edu/midlink/rub.pres.htmlhttp://www.actden.com/pp/http://www.microworlds.com/http://www.tuxpaint.org/


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Task # 2The Product/Performance: Graphic Organizer

The Components: Visual Organizer, Paint

The Task:Students will use a visual organizer or paint software to create a graphic organizer (flow chart, story map

Venn diagram, etc) that will illustrate, organize and communicate key concepts on a teacher generated orstudent selected topic.

Rationale:

The ability to visually organize ideas assists students in understanding conceptual material because many

times, an idea or concept can be best presented through a picture/painting. The computer acts as a mediator

between abstract and concrete concepts by allowing students the ability to create, organize, edit, and revise

self or teacher created graphic organizers.

IT1 - Basic Operations & ConceptsLaunching a program from the desktop




Illustrating a simple concept using a paint application showing evidence of the following:

o Paintbrush

o Line

o Rectangle

o Oval

o Flood fill

o Line thickness,

o Brush shapes

o Colors

Illustrating a simple concept (e.g., concept map, web, bubble, etc.)

Note: Students should demonstrate their ability to add text, change symbols (block to oval, etc.),

change color of symbol backgrounds, increase/decrease font sizes, add symbols, change symbols tographics, add connecting lines to symbols, and manipulate connecting lines between symbols, change

their map to outline format (if available), add noted to their symbols (if available).

IT4 - Communication


IT5 - Research, Problem Solving & Decision MakingNot assessed in this task

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Glossary:

Visual Organizer: A software program that is designed to allow students to create and manipulatetext (or graphics) to form a visual representation of a concept or relationships. They are often referred

to as mind-maps, cluster maps, etc.

Paint: A computer application that allows students to sketch directly onto a background palette. The

use of pens, brushes, and erasers are typical tools in a paint program.

Resources:

Visual Organizers

http://www.bucks.edu/~specpop/visual-org.htm

Rubric

Grade Expectation Performs

Skill WithAssistance

Performs Skill

Independently

Basic Operations

Launched a program from the desktop

Productivity Tools

Illustrated a simple concept using a paint

application showing evidence of the following:

o Paintbrush

o Line

o Rectangle

o Oval

o Flood fill

o Line thickness,

o Brush shapes

o Colors

Communicated a key concept (e.g., concept map,web, bubble, etc.)


Visual organizer: Kidspirations (Inspiration Software: kidspiration.com), SmartIdeas

(SmartTechnologies: smarttech.com/downloads), MS Word, Scholastic Keys (Tom Snyder: workswith MS WordPC), Pages (Mac)

Paint: KidPix (Mac: MacKiev or Encore/ PC: Encore), Pixie (tech4learning), TuxPaint (open source:

http://www.tuxpaint.org/), Microworlds Jr. or Microworlds (LCSI:

http://www.microworlds.com), Hyperstudio 5 (Mac: sunburst.com)

WCSU Selected Software: Kidspiration 3 and Pixie 2

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http://www.bucks.edu/~specpop/visual-org.htmhttp://www.tuxpaint.org/http://www.microworlds.com/http://www.bucks.edu/~specpop/visual-org.htmhttp://www.tuxpaint.org/http://www.microworlds.com/


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Glossary

Removable Media: Transportable drives or disks that can be moved easily from one computer toanother.

URL Universal Resource Locator a web address

LAN Local Area Network

Resources:

Search Strategieshttp://powerreporting.com/altavista.htmlhttp://www.lib.monash.edu.au/vl/sstrat/sstrcon.htm

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http://powerreporting.com/altavista.htmlhttp://www.lib.monash.edu.au/vl/sstrat/sstrcon.htmhttp://powerreporting.com/altavista.htmlhttp://www.lib.monash.edu.au/vl/sstrat/sstrcon.htm


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Skill With

Assistance

Performs Skill

Independently

Basic Operations

Used removable media (e.g., floppy disk, CD, DVD)

Launched a program from the desktop using a shortcut or alias.Used effective keyboarding:

Posture (i.e., back straight, body leaning slightly

forward, etc.

Techniques (e.g., eyes on monitor or copy-not the

keyboard, etc)

Attitudes (e.g., willingness to change habits, persistence

and diligence)

Used digital tools to capture images (e.g., scanner, digital camera)

Social, Ethical & Human Issues

Documented sources of information obtained through electronicresources (e.g., identifying author and URL).

Productivity Tools

Combined text with pictures on a single page (e.g., inserting clipart).

Communication

Sent an email message to another local user. (If available)

Sent an email message to a remote user (i.e., using address with @).


Accessed information from a workstation, LAN or Internet-based

electronic encyclopedia.

Prepared a search off-line using a teacher-prepared form/strategy.

Used a search engine predetermined by the teacher, implemented asearch strategy, and located pertinent information.

Identified the research and formatting decisions that he/she made

(e.g. representing data, formatting, criteria for search, visualorganizer)

Hardware: Scanner and any of the following; Digital Camera, Digital Microscope, DocumentCamera

Software:

Desktop Publishing Software: MS Word, Scholastic Keys (PC: Tom Snyderworks with MSWord), Pages (Mac), Publisher (PC), Print Shop (Mac: MacKiev/ PC: Encore), Corel WordPerfect

Office (PC: corel.com), Open Office (openoffice.org)Web browsers: Fire Fox, Explorer (PC), Safari (Mac), Netscape Navigator, Bumper Car (Mac:www.freeverse.com)

Electronic Resources: iTunes (podcasts), World Book Encyclopedia (CD-ROM MacKiev),

Encyclopdia Britannica Ultimate CD or DVD-ROM (Britannica.com), many topic basedCD/DVD-ROMs

*Keyboarding software will help prepare students for this task. Type To Learn(Sunburst.com)

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http://www.freeverse.com/http://www.freeverse.com/


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WCSU Selected Software: Microsoft Word

Task # 4 (This task was not edited by the WCSU Integration Committee)The Product/Performance: A Electronic Graph Made from Survey Results

The Components: Spreadsheet, Graphing, Databases

The Task:

Students will analyze self or teacher generated data that they entered into a teacher created database.During this process, each student will sort and search their data, select pertinent data and copy it to a

spreadsheet, graph the data in the spreadsheet, and explain the relationship between their graph and the

data they collected.

Rationale:

Information without organization is useless. Manual organization of large amount of information is time

consuming and/or unmanageable. Using a database, students may sort the data alphabetically ornumerically and locate specific data using defined criteria. Next, using a spreadsheet, numerical data can

easily be entered and turned into a graph. Once completed, the graph can be edited by changing thenumbers in the spreadsheet. This causes dynamic changes in the resulting graph and students can see therelationship between the numbers and the graphical representation.


Navigating between open windows

Locating files and folders using the Find command.




Entering data into and manipulating an existing data base by browsing, sorting and searching/finding/querying.

Entering data into a spreadsheet template.

Explaining the relationship between data and visual representation (graph).

Creating a graphical representation of numerical data (e.g., bar line, and pie).

IT4 Communication




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Glossary:

Spreadsheet- A spreadsheet is a grid that organizes data into columns and rows. Spreadsheets make

it easy to display information, and people can insert formulas to work with the data.

Database A collection of information organized in such a way that a computerprogram can quickly

selectdesired pieces ofdata. You can think of a database as an electronic filingsystem.

Resources:Database

http://www.webopedia.com/TERM/d/database.html

Database Tutorial

http://www.geekgirls.com/menu_databases.htm

Spreadsheet

http://www.mathsnet.net/spreadsheet/

Spreadsheet Tutorial

http://science.csustan.edu/tutorial/Excel/

http://www.quasar.ualberta.ca/edpy202/tutorial/spreadsheet/spreadsheet.htmhttp://www.thinkquest.org/library/site_sum.html?tname=J0110054&url=J0110054/definition.

html


Skill With

Assistance

Performs Skill

Independently

Basic Operations

Navigated between open windows

Located files and folders using the Find command.

Productivity Tools

Entered data into and manipulated an existing database by

browsing, sorting and searching/ finding/querying.

Entered data into a spreadsheet template.

Explained the relationship between data and visual representation(graph).

Created a graphical representation of numerical data (e.g., bar line,and pie).

Possible Computer Software:

Data Analysis Software: Thinker Plots (Key Curriculum Press), Inspire Data (inspiration.com),

Excel, Scholastic Keys (PC: Tom Snyderworks with Excel), Numbers (Mac), Corel Quotro Pro(PC: corel.com)

WCSU Selected Software: InspireData

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http://www.webopedia.com/TERM/d/computer.htmlhttp://www.webopedia.com/TERM/d/program.htmlhttp://www.webopedia.com/TERM/d/select.htmlhttp://www.webopedia.com/TERM/d/select.htmlhttp://www.webopedia.com/TERM/d/data.htmlhttp://www.webopedia.com/TERM/d/system.htmlhttp://www.webopedia.com/TERM/d/system.htmlhttp://www.webopedia.com/TERM/d/database.htmlhttp://www.geekgirls.com/menu_databases.htmhttp://www.mathsnet.net/spreadsheet/http://science.csustan.edu/tutorial/Excel/http://www.quasar.ualberta.ca/edpy202/tutorial/spreadsheet/spreadsheet.htmhttp://www.thinkquest.org/library/site_sum.html?tname=J0110054&url=J0110054/definition.htmlhttp://www.thinkquest.org/library/site_sum.html?tname=J0110054&url=J0110054/definition.htmlhttp://www.webopedia.com/TERM/d/computer.htmlhttp://www.webopedia.com/TERM/d/program.htmlhttp://www.webopedia.com/TERM/d/select.htmlhttp://www.webopedia.com/TERM/d/data.htmlhttp://www.webopedia.com/TERM/d/system.htmlhttp://www.webopedia.com/TERM/d/database.htmlhttp://www.geekgirls.com/menu_databases.htmhttp://www.mathsnet.net/spreadsheet/http://science.csustan.edu/tutorial/Excel/http://www.quasar.ualberta.ca/edpy202/tutorial/spreadsheet/spreadsheet.htmhttp://www.thinkquest.org/library/site_sum.html?tname=J0110054&url=J0110054/definition.htmlhttp://www.thinkquest.org/library/site_sum.html?tname=J0110054&url=J0110054/definition.html


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Task # 5 (This task was not edited by the WCSU Integration Committee)The Product/Performance: Students will write a brief essay on Social, Ethical & Human Issues

The Components: Operations, Productivity Tools

The Task:

After research and discussion, students will create a word processed document that describes theirconceptual understanding of a subject (i.e. dtente , density, exponential growth, circuitry etc.). To

enhance their document they will incorporate non-textual elements and manipulate styles. They willspell check the document.

In a shared network directory, students will create and name their own folder. Within that folder,they will create a subsequent (nested) folder and name it. They will save their work to this location.

Rationale:

Word processing applications provide students with many tools that go beyond typing andpublishing. By incorporating non-textual elements into their documents, students have the ability to

support their text with diagrams and illustrations that add clarity to their writing.


Creating, naming, and renaming folders.

Creating folders within folders (nested folders).

Cutting, copying, and pasting within a document and across documents


Describing basic issues related to the responsible and safe use of technology . (e.g., appropriate

use of email, respect for others electronic property, maintaining confidentiality)

Describing personal consequences of inappropriate use .

IT3 - Productivity Tools Adding non-textual elements (e.g., arrows, lines, shapes, etc.).

Manipulating styles (e.g., fonts, style, size, color of text, alignment).

Using spell check

IT4 Communication




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Rubric

Grade Expectation Performs

Skill With

Assistance

Performs Skill

Independently

Basic Operations

Created, named, and renamed folders.

Created folders within folders (nested folders).

Cut, copied, and pasted within a document and across documents

Productivity Tools

Added non-textual elements (e.g., arrows, lines, shapes, etc.).

Manipulated styles (e.g., fonts, style, size, color of text, alignment).

Used spell check


Word Processor: MS Word, Scholastic Keys (PC: Tom Snyder: works with MS Word), Pages (Mac),

Corel WordPerfect Office (PC: corel.com), Open Office (openoffice.org)

WCSU Selected Software: Microsoft Word

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Grade Cluster 5-6

Task # 1The Product/Performance: A Written Report with Graphics/Illustrations

The Components: Word Processing, Paint/Draw, Digital Imaging Tools

The Task:

Students will develop a report on a specific topic. Using proper keyboarding techniques, they willuse a word processor to write the first and subsequent drafts. The report will be properly formatted

and include a bibliography and non-textual elements. Additionally, they will edit using

spellchecker, grammar checker and thesaurus.

To enhance the reports layout, they will embed two pieces of art: one of which has been created in a

paint and/or draw application and another that has been imported from a scanner or digital camera.Both images will be resized and text wrap applied.

Rationale:

Written expression is a critical skill for students.Documenting information gathered from othersources is also an important skill. Writing is much easier on a word processor if the writer has

keyboarding skills. These skills allow students to concentrate more on content and thoughts rather

than the mechanics of text input. The use of digital imaging tools provides access to real worldcontent and allows it to be embedded throughout the document.


Using effective keyboarding:

o Posture (i.e., back straight, body leaning slightly forward, etc.)o Techniques (e.g., eyes on monitor or copy-not the keyboard, etc.)

o Attitudes (e.g., willingness to change habits, persistence and diligence).


Documenting sources of information obtained through electronic resources using acceptable

formats.


Embedding an original piece of art, applying text wrap and resizing.

Adding non-textual elements (e.g., arrows, lines, shapes, etc.).

Manipulating styles and formats (e.g. header, footer, borders, page breaks, lists).

Using spell check, and thesaurus. Modifying a digital image using flip; rotate, resize, crop

Saving graphic images in multiple formats (e.g. .jpg, .tif, .gif)

IT4 Communication




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Glossary:

Digital Imaging Tools: digital camera, scanner, graphics tablets, etc.

Text Wrap: A featuresupported by many word processors that enables you to surround apicture or diagram with text. The text wraps around the graphic. Text wrap is also called

text flow.

Paint: A computer application that allows students to sketch directly onto a backgroundpalette. The use of pens or brushes and erasers are typical tools in a Paint program.

Draw: A computer application that allows students to create objects (rectangles, ovals,

lines, etc.) that float over the background as opposed to being a part of the backgrounditself (as in Paint).

Resources:

Acceptable Use Formats

http://www.fcps.edu/DIS/LMS/reference_resources.htm


Skill With

Assistance

Performs Skill

Independently

Basic Operations

Used effective keyboarding:

Posture (i.e., back straight, body leaningslightly forward, etc.)

Techniques (e.g., eyes on monitor or copy-

not the keyboard, etc.)

Attitudes (e.g., willingness to change

habits, persistence and diligence).


Documented sources of information obtained through

electronic resources using acceptable formats.

Productivity Tools

Embedded an original piece of art, applyed text wrap and

resized.

Added non-textual elements (e.g., arrows, lines, shapes,

etc.).

Manipulated styles and formats (e.g. header, footer,borders, page breaks, lists).

Used spell check, grammar checker and thesaurus.

Modified a digital image using flip, rotate, resize, and

crop

Saved graphic images in multiple formats (e.g. .jpg, .tif,

.gif)

Page 18
http://www.webopedia.com/TERM/T/feature.htmlhttp://www.webopedia.com/TERM/T/support.htmlhttp://www.webopedia.com/TERM/T/word_processor.htmlhttp://www.webopedia.com/TERM/T/text.htmlhttp://www.webopedia.com/TERM/T/feature.htmlhttp://www.webopedia.com/TERM/T/support.htmlhttp://www.webopedia.com/TERM/T/word_processor.htmlhttp://www.webopedia.com/TERM/T/text.html


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Hardware

Scanner and any of the following; Digital Camera, Digital Microscope, DocumentCamera

Possible Computer SoftwareWord Processor: MS Word, Scholastic Keys (PC: Tom Snyder: works with MS Word),

Pages (Mac), Corel WordPerfect Office (PC: corel.com), Open Office (openoffice.org)

Paint Applications: Kids Pix (Mac: MacKiev or Encore/ PC: Encore), Microworlds Jr.

or Microworlds (LCSI: http://www.microworlds.com), Pixie (tech4learning),TuxPaint (open source:http://www.tuxpaint.org/), Hyperstudio 5 (Mac:sunburst.com)Draw: Eazydraw (Mac: Eazydraw.com), CorelDRAW Graphics Suite X4 (PC:corel.com), Photoshop (adobe.com), Twist (tech4learning: tech4learning.com)

*Keyboarding software will help prepare students for this task. Type To

Learn (Sunburst.com)

WCSU Selected Software: Microsoft Word, Pixie 2, Twist

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http://www.microworlds.com/http://www.tuxpaint.org/http://www.tuxpaint.org/http://www.microworlds.com/http://www.tuxpaint.org/


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Task # 2The Product/Performance: A Presentation based on an Individual Research Project

The Components: Multimedia, Online Research, Visual Organizer

The Task:

Students will create a multimedia presentation to communicate their findings of a research topic.

While researching, they will prepare, justify and implement their own offline search strategy using

Boolean logic. Using their search strategy, they will locate accurate, appropriate, reliable and relevantinformation using digital encyclopedias, specialized CDs and the Internet while observing proper

copyright and fair use guidelines. Finally, they will plan and create a storyboard using a visual

organizer, solicit teacher feedback, and create a multimedia presentation to communicate theirresearch findings

Rationale:On-line research makes available a wealth of information not otherwise readily available to students.

It also brings with it the potential to be overwhelmed by too much information. By carefully pre-

planning their Internet search, and using the more sophisticated search algorithms, students can

minimize the magnitude of information they have to deal with. Students must continually documenttheir sources.

Planning is an essential part of presenting. Digital tools like Visual Organizers make planning mucheasier and more flexible giving students a more concrete base to build their presentation on.




Demonstrating an understanding of copyright and fair use guidelines for educational purposes .

Articulating and providing examples of relevant, reliable and unreliable Internet resources .


Illustrating a concept with topic and sub-topics, selecting different shapes and colors to

differentiate various levels or processes ( e.g., concept map, web, bubble, flow chart).

IT4 Communication

Creating a linear or non-linear presentation including title slide, graphics, text, voice, sound

related to topic, scanned or digital photo, animation, bibliography and table of contents.


Locating information that is accurate, relevant and appropriate, using a variety of electronic

resources including digital encyclopedias, specialized CDs and the Internet.

Preparing a search off-line without using a teacher-prepared form/strategy.

Implementing a search strategy using Boolean logic (e.g., and, or, not).

Bookmarking sites relevant to their research and organizing sites into categories.

Identifying and justifying decisions made, (e.g. representing data, formatting, setting up formula,

selecting criteria for search, visual organizer)

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Glossary

Boolean Logic: An Internet search language that uses such operators as AND, OR, NOT to

control the search in a more finite way.

Fair Use Guidelines: Educators and students are allowed a wider latitude in using text, images,videos, etc. for educational purposes. But there are still limits. Visit the resource below to learn

more about Fair Use.

Story Board: A storyboard is a series of illustrations that represent a process, such as the

steps of interacting with a computer or website. Storyboards are useful for presentations,such as with focus groups, and for checking that the steps of a process make sense once

the details are sketched.Visual Organizer: a software program that is designed to allow students to create and manipulate

text (or graphics) through a visual representation. They are often referred to mind-maps, cluster

maps, flow charts, etc.


Skill With

Assistance

Performs Skill

Independently


Demonstrated an understanding of copyright and fair use guidelines foreducational purposes.

Articulated and provided examples of relevant, reliable and unreliableInternet resources.

Productivity Tools

Illustrated a concept with topic and sub-topics and selected different

shapes and colors to differentiate various levels or processes ( e.g., concept

map, web, bubble, flow chart).

Modified a digital image using flip, rotate, resize, crop

Communication

Created a linear or non-linear presentation including title slide, graphics,

text, voice, sound related to topic, scanned or digital photography,animation, bibliography and table of contents.


Located information that is accurate, relevant and appropriate, using a

variety of electronic resources including digital encyclopedias, specializedCDs and the Internet.

Prepared a search off-line without using a teacher-prepared form/strategy.

Implemented a search strategy using Boolean logic (e.g., and, or, not).

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Bookmarked sites relevant to their research and organizing sites into

categories.

Identified the research and formatting decisions that he/she made (e.g.

representing data, formatting, setting up formula, selecting criteria forsearch, visual organizer)

Possible Computer Software:

Web browsers: Fire Fox, Explorer (PC), Safari (Mac), Netscape Navigator, Bumper Car

(Mac: www.freeverse.com)

Electronic Resources: iTunes (podcasts), World Book Encyclopedia (CD-ROM

MacKiev), Encyclopdia Britannica Ultimate CD or DVD-ROM(Britannica.com), many topic based CD/DVD-ROMsVisual organizer: Kidspiration (Inspiration Software: kidspiration.com), Inspiration(Inspiration Software: kidspiration.com), SmartIdeas (SmartTechnologies:

smarttech.com/downloads), MS Word, Scholastic Keys (Tom Snyder: works with MS

WordPC), Pages (Mac)Multimedia Presentation: Power Point, Key Note (Mac), Kids Pix (Mac: MacKiev or

Encore/ PC: Encore), Microworlds (LCSI: http://www.microworlds.com),GoogleDocs,Pixie (tech4learning), MediaBlender 2 (tech4learning: tech4learning.com),TuxPaint (open source:http://www.tuxpaint.org/), Hyperstudio 5 (Mac:

sunburst.com), Open Office (openoffice.org), Corel Presentations (PC: corel.com)

WCSU Selected Software:Kidspiration, Power Point, Pixie 2

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Grade Cluster 5-6 Task # 3The Product/Performance: Class Published Research Findings

The Components: Online Research, Database, Web Publishing

The Task:

Students will create a class web site to publish their research findings (wiki sites, Google

docs, ect can be used). Each student will build one page for the site that will include text,graphics, tables, and hyperlinks. To begin this process, students will gather information

by using advanced internet search techniques and contacting relevant people via

email. Once a sufficient amount of data is collected, students will enter the data into anexisting class database. Students will use the database to analyze the information. To

conclude, the students will publish their individual findings on a class web site.

Rationale:

Sharing their work with others encourages students to do their best and produce

meaningful products. The Web allows students to publish their work to a world audience.

Collecting data from experts will be a challenge but students have a much wider reachusing the Internet and email. Analyzing data in a database will allow them to manipulate

and make sense of their data. It will allow them to query the information in a way not

possible in a non-electronic medium.






Identifying components of data base including field/category, record, file.

Identifying single and multiple record formats.

Entering data into an existing database

IT4 - Communication

Describing the components of a web address (e.g. ~, /, . edu, .com, .gov, etc.).

Creating a web page including text, graphics, tables and internal and external links.

Sending and receiving an email attachment.

Including the text of the original message in their reply (using quote).

Forwarding mail.

Using cc: to copy a message to another individual.

Using reply options (e.g., reply sender, reply group, reply conference)



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Glossary:

Database - A collection of information organized in such a way that acomputerprogram

can quickly select desired pieces ofdata. You can think of a database as an electronicfiling system.

Field/Category: a label for a single piece of information. For example. First Name, or

Last Name , or Phone Number. Each of these is a field/category.Record: A group of fields with some commonality. For example: the three fields from

above in one form would constitute a record.

Single format: A view that allows only a single record to be viewed.

Multiple format: A view that allows more than one record to be viewed. For example: A

list view or table view would show multiple records.

File: A collection of multiple records.

Resources:

Database -http://www.webopedia.com/TERM/d/database.html

Database Tutorial http://www.geekgirls.com/menu_databases.htm

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Skill With

Assistance

Performs Skill

Independently

Productivity ToolsIdentified components of database including

field/category, record, file.

Identified single and multiple record formats.

Entered data into an existing database

CommunicationDescribed the components of a web address (e.g. ~, /, . edu, .com,

.gov, etc.).

Created a web page including text, graphics, tables and internal and

external links.

Sent and received an email attachment.

Included the text of the original message in their reply (using

quote).

Forwarded email.

Used cc: to copy a message to another individual.

Used reply options (e.g., reply sender, reply group, replyconference)

Possible Computer SoftwareWeb browsers: Fire Fox, Explorer (PC), Safari (Mac), Netscape Navigator, Bumper Car

(Mac: www.freeverse.com)Email:

Data Analysis Software: Thinker Plots (Key Curriculum Press), Inspire Data

(inspiration.com), Excel, Scholastic Keys (PC: Tom Snyderworks with Excel),Numbers (Mac), Corel Quotro Pro (PC: corel.com)

Web Publishing: WebBlender 2 (tech4learning: tech4learning.com), iWeb (Mac: Best if

used with a .Mac account), Dreamweaver (Adobe.com), MSWord, GoogleDocs,WikiSpaces, PBWiki, Blogger, BlogSpot, Google Sites, Any number of online web

hosting sites.

WCSU Selected Software: Inspire Data, iWeb, any web 2.0 tools

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Task # 4The Product/Performance: A Report Containing Text and Visual Representations

The Components: Basic Operations,Spreadsheet, Graphing, Word Processing

The Task:

The students will create a report on a given or self-selected experimental question that contains visual as

well as textual representations of their findings. Subsequent to their initial research, students will create

hypotheses for their experimental question. Using digital tools, students will collect data to prove ordisprove their hypotheses. Collected data will be entered into a spreadsheet where it will be manipulated

and calculated. Graphs will be made within the spreadsheet and exported into a final report that will be

completed using a word processor. The final document will include text, table(s) and the exportedchart(s).

Rationale:

The scientific method is a proven procedure for students to successfully understand and solve problems.Analyzing numerical data can be a time consuming process. Using a spreadsheet to manipulate numerical

data is much more efficient than trying to do it manually. In addition, once the data is analyzed, it can

easily be entered into a graph or chart. Because of this, students can concentrate on the mathematicalconcepts rather than the mechanical construction of the graphs and charts.


Navigating between open windows and applications.

Using digital tools to capture images and other information (e.g. temperature, light, sound, etc.) and

import them into a computer.

IT2 - Social, Ethical & Human IssuesNot assessed in this task


Manipulating styles and formats (e.g. header, footer, borders, page breaks, lists).

Using spell check, and thesaurus.

Creating a table

Creating a spreadsheet from a blank page, including simple formulas and simple functions (SUM and

AVG ).

Creating a graphical representation of multiple series of numerical data.

Manipulating format (e.g., resizing rows and columns, font, colors, hiding grid)

IT4 - Communication




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Glossary:Multiple Series: More than one sequence of data points. Example: Take the inside

temperature and outside temperature everyday for a week. Graph the results.

Resources:

Spreadsheet Tutorial -http://science.csustan.edu/tutorial/Excel/

http://www.quasar.ualberta.ca/edpy202/tutorial/spreadsheet/spreadsheet.htm

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Skill With

Assistance

Performs Skill

Independently

Basic Operations

Navigated between open windows and applications.

Used digital tools to capture images and other data (e.g. temperature, light,

sound, etc.) and import them into a computer.

Productivity Tools

Manipulated styles and formats (e.g. header, footer, borders, page breaks,lists).

Used spell check, spell checker and thesaurus.

Created a table

Created a spreadsheet from a blank page, including simple formulas andsimple functions (SUM and AVG ).

Created a graphical representation of multiple series of numerical data.

Manipulated format (e.g., resizing rows and columns, font, colors, hiding

grid)

Hardware

Digital Probes: Vernier Probes with GoLink (www.vernier.comworks with LoggerLite

software), NXT/RCX sensors (legoeducation.com to use these sensors students willneed to have access to Lego Mindstorms Robotics Kits), GPS


Data Collection Software: LoggerLite (www.vernier.com), LegoMindstorms For

Schools (legoeducation.com), NXT-G version 2 (legoeducation.comto be released late

2008), GIS Software (?)

Data Analysis Software: Thinker Plots (Key Curriculum Press), Inspire Data(inspiration.com), Excel, Scholastic Keys (PC: Tom Snyderworks with Excel),

Numbers (Mac), Corel Quotro Pro (PC: corel.com), LoggerLite (www.vernier.com),

LegoMindstorms For Schools (legoeducation.com), NXT-G version 2(legoeducation.comto be released late 2008)

Word Processor: MS Word, Scholastic Keys (PC: Tom Snyder: works with MS Word),

Pages (Mac), Corel WordPerfect Office (PC: corel.com), Open Office (openoffice.org)

WCSU Selected Software: Inspire Data, Microsoft Word

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Task # 5The Product/Performance: Visual Representation of Data

The Components: Database, Paint/Draw, Calculator

The Task:

Students will publish visual representations and interpretations of data they have collected and

analyzed. During the first step in the process, students will collect information on a pertinent topic to

class studies and enter it into a database of their creation. They will then use calculators to determinethe mean and median of their data and look for possible trends. After analyzing the results, each

student will illustrate their interpretation of some aspect of the data using a paint and draw

application. They will save their images in multiple formats for compatibility with the web and localapplications and publish their illustrations in a format agreed upon by their teacher.

Rationale:Data can be presented in multiple formats. Visually illustrating data takes into account a variety of

learning styles. It allows students to represent complex abstract concepts in concrete ways. Using a

database to sort, search and compare information allows students to analyze this information in a very

efficient manner.


Identifying and saving documents in multiple formats (e.g.,.doc, .jpg, .pdf, .rtf).




Creating, entering and manipulating a data base using ascending and descending sorting, and

searching/finding/ querying, using single criterion. Creating original illustrations using paint and draw applications

Comparing and contrasting the uses of a paint and a draw application

Saving graphic images in multiple formats (e.g., .jpg, tif, gif)

Using grade appropriate calculator and applications/functions (e.g., basic operations, fraction-

decimal conversion, percentage).

IT4 - Communication




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Glossary

Paint: A computer application that allows students to sketch directly onto a background

palette. The use of pens or brushes and erasers are typical tools in a Paint program.

Draw: A computer application that allows students to create objects (rectangles, ovals,

lines, etc.) which float over the background as opposed to being a part of the

background itself (as in Paint).File Formats: Files have different ways of being saved depending upon how they will be

used. For example, a Microsoft Word document is typically saved as a Word file it has

an extension of .doc. The same document can also be saved as a web page with a .htmlextension. This document would then be viewable on the web. The same document can

also be saved as a text file (.txt) allowing other word processing programs to view it. In

the graphics world, file formats are also important and a variety are available. For

example, if you have a picture that you want to use on the web, you would typically use a.gif or .jpg format. These file formats are accessible by almost any computer. Other

graphic formats are also available such as .bmp, .tiff and .pic.

Resources:

File Formatshttp://www.matisse.net/files/formats.html

http://www.stack.com/file/extension/

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Skill With

Assistance

Performs Skil

Independently

Basic OperationsIdentified and saved documents in multiple formats (e.g., .doc, .jpg, .pdf, .rtf).

Productivity Tools

Created, entered and manipulated a database using ascending and descending

sorting

Searched the content of a database using a single criterion

Created original illustrations using paint and draw applications

Uses a paint and a draw application to illustrate a concept or idea

Saved graphic images in multiple formats (e.g., .jpg, tif, gif)

Used grade appropriate calculator and applications/functions (e.g., basic

operations, fraction-decimal conversion, percentage).

Hardware

Digital Probes: Vernier Probes with GoLink (www.vernier.comworks with LoggerLite

software), NXT/RCX sensors (legoeducation.comto use these sensors students will

need to have access to Lego Mindstorms Robotics Kits), GPS

Calculators

Possible Software

Data Collection Software: LoggerLite (www.vernier.com), LegoMindstorms ForSchools (legoeducation.com), NXT-G version 2 (legoeducation.comto be released late

2008), GIS Software (?)

Data Analysis Software: Thinker Plots (Key Curriculum Press), Inspire Data(inspiration.com), Excel, Scholastic Keys (PC: Tom Snyderworks with Excel),

Numbers (Mac), Corel Quotro Pro (PC: corel.com), LoggerLite (www.vernier.com),

LegoMindstorms For Schools (legoeducation.com), NXT-G version 2(legoeducation.comto be released late 2008)

Paint Applications: Kids Pix (Mac: MacKiev or Encore/ PC: Encore), Microworlds Jr.

or Microworlds (LCSI: http://www.microworlds.com), Pixie (tech4learning.com),TuxPaint (open source:http://www.tuxpaint.org/), Hyperstudio 5 (Mac:

sunburst.com)Draw: Eazydraw (Mac: Eazydraw.com), CorelDRAW Graphics Suite X4 (PC:

corel.com), Photoshop (adobe.com), Twist (tech4learning: tech4learning.com)

WCSU Selected Software: Inspire Data, Pixie, Twist
http://www.vernier.com/http://www.vernier.com/http://www.microworlds.com/http://www.tuxpaint.org/http://www.tuxpaint.org/http://www.vernier.com/http://www.vernier.com/http://www.microworlds.com/http://www.tuxpaint.org/

wcsu performance tasks

Documents