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Grade 4 Arizona Educational Technology Standards by Grade Level CB02 Alignment

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Strand 1: Creativity and Innovation This strand requires that students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Concept 1: Knowledge and Ideas Use technology to generate knowledge and new ideas.

Performance Objectives Curriculum Connections Explanations and Examples

Discrete Skill Competencies

CB02 Alignment

PO 1: Evaluate information to generate ideas and processes.

Science 04-S1C1-02 Differentiate inferences from observations. 4.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. 4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Explanation: Students investigate a topic (e.g. life cycles of plants, ecosystems, light, sound, rocks/minerals, global exploration, national symbols and monuments) and generate questions using a variety of online tools. They then share their ideas using concept mapping or digital creativity tools. Language Arts Examples: Students will share their ideas using concept mapping or digital creativity tools. Graphic Organizer Edmodo Math Examples: Geometry Activities: Students identify and create lines of symmetry and

Organizing research and presentations: - Utilize teacher-provide

digital resources for sorting information into major topics

- Utilize teacher-provided digital resources for brainstorming and note-taking

- Present research with a graphic organizer or presentation software

- Identify the best online resource based on topic or type of research (i.e. online dictionary, digital atlas, database)

Unit 1: Electronic Communication

http://www.eduplace.com/graphicorganizer/

http://www.edmodo.com/


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4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one. in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others_ ideas and expressing their own clearly.

a. Come to discussions prepared. having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

congruent figures. They explore these concepts with paper cutting and modeling on a Geoboard. Finding Lines of Symmetry Symmetry Games Fling The Teacher Fraction Activity: Fractions Measurement Activities: Measures Units Dragy Common Core Resource Site: Other Great Examples

http://illuminations.nctm.org/LessonDetail.aspx?ID=L556

http://www.free-training-tutorial.com/symmetry-games.html

http://www.firstschoolyears.com/numeracy/shape/interactive/shapes.htm

http://www.amblesideprimary.com/ambleweb/mentalmaths/fracto.html

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/measures/index.htm

http://www.bbc.co.uk/schools/ks3bitesize/maths/measures/use_of_measure/activity.shtml

http://www.teachingmeasures.co.uk/capacity/stopgames/dragy3.html

https://sites.google.com/a/bryantschools.org/math-common-core-resource-site/home-1/4th-grade/4-md-2


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4.SL.3 Identify the reasons and evidence a speaker provides to support particular points. 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 _ 70 = 10 by applying concepts of place value and division. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.) 4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n _


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a)/(n _ b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.) 4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel line. Identify these in two-dimensional figures. 4.G.2 Classify two-dimensional figures based on the


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presence or absence of parallel or perpendicular lines, or the presence or absence of angles of specified size. Recognize right triangles as a category, and identify right triangles. 4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of smaller unit. Record measurement equivalents in a two-column table. For example: Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), .... 4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and


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interpret the difference in length between the longest and shortest specimens in an insect collection. MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.7 Look for and make use of structure.

Concept 2: Models and Simulations Use digital models and simulations to examine real-world connections, explore complex systems and issues, and enhance understanding.



CB02 Alignment

PO 1: Recognize and explain relevant interdependent elements of a digital model or simulation.

Science 04-S5C3-05 Understand characteristics of weather conditions and climate.

Science 04-S6C2-05 Identify the Earth events that cause changes in atmospheric conditions (e.g., volcanic eruptions, forest fires). Social Studies 04-S2C1-01 Use the following to interpret historical data:

Explanation: Students identify and explain elements of a digital model or simulation. Social Studies Examples: Have students build a timeline in MS Word Timelines Math Examples: Students use visual models to understand and explain

Use models and simulations to model real-world actions or manipulate data sets Identify data and data sets in an online resource Identify characteristics of a model or simulation Create digital models and simulations using appropriate software tools and data sets

Unit 1: Electronic Communication Unit 3: Computing Fundamentals

http://www.microsoft.com/education/TimelinesWord.mspx


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a. timelines – B.C.E. and B.C.; C.E. and A.D.

b. graphs, tables, charts, and maps

4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 _ 70 = 10 by applying concepts of place value and division. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.)

4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.)

the given mathematical operation. Multiplication and Division Sentences Area National Library of Virtual Manipulatives Science Examples:

Science models and simulations e.g. tectonic plates, volcanoes, solar system, frog dissections, moon phases, circuits, magnets.

Using digital resources (National Geographic, Discovery Channel, BBC, etc.) students will create different types of volcanoes and identify different elements, components of a volcano. (Hint: Searching with the keyword, _virtual_ or _simulation_ will often yield more results.)

Language Arts Examples: Use the Letter Generator or Postcard Creator found in Read-Write-Think, to practice a friendly letter.

Demonstrate basic mouse usage:

- Place the cursor at a specific location on the screen

- Point and left-click - Double-click - Left-click and drag to

move - Left-click and move

within menus - Left-click and drag to

highlight - Use mouse wheel to

scroll - Right-click to access

secondary functions - Use mouse wheel as a

button drag scrolling and tabbed browsing

Virtual object manipulation:

- Mouse, touch, SmartBoard

- Document Camera - Augmented Reality

http://www.ixl.com/promo?partner=google&phrase=common%20core%20strands&redirect=%2Fmath%2Fstandards%2Fcommon-core%2Fgrade-3&gclid=CIuojZfBzLICFWdxQgodOSwAtQ

http://www.ixl.com/promo?partner=google&phrase=common%20core%20strands&redirect=%2Fmath%2Fstandards%2Fcommon-core%2Fgrade-3&gclid=CIuojZfBzLICFWdxQgodOSwAtQ

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/perimeter_and_area/index.html

http://nlvm.usu.edu/en/nav/grade_g_2.html

http://nlvm.usu.edu/en/nav/grade_g_2.html

http://www.readwritethink.org/classroom-resources/student-interactives/letter-generator-30005.html?tab=7

http://www.readwritethink.org/parent-afterschool-resources/games-tools/postcard-creator-a-30242.html


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4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.)

4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.)


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4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n _ a)/(n _ b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.)

4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

MP.1 Make sense of problems and persevere in solving them.

MP.2 Reason abstractly and quantitatively.


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MP.3 Construct viable arguments and critique the reasoning of others.

MP.4 Model with mathematics.

MP.5 Use appropriate tools strategically.

MP.6 Attend to precision.

MP.7 Look for and make use of structure.

4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

4.SL.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal


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English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)

PO 2: Explore and experiment with system variables using models or simulations.

Science 04-S5C3-05 Understand characteristics of weather conditions and climate. Science 04-S6C2-06 Understand the processes acting on the Earth and their interaction with the Earth systems. 4.OA.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication

Explanation: Using simulations or virtual models, students will explore variables dealing with a specific system. Science Examples: Students will participate in interactive games and weather simulations allowing them to understand certain systems and related variables: Earth and Space Science Resources Math Examples: With this activity, students visually explore the concept of factors by creating rectangular arrays. Factorize Students practice factoring and can play against other players from around the world. Interactive Factor Game Students learn concepts such as using basic linear

Use models and simulations to model real-world actions or manipulate data sets Identify data and data sets in an online resource Identify characteristics of a model or simulation Create digital models and simulations using appropriate software tools and data sets Demonstrate basic mouse usage:







secondary functions


http://nsdl.org/refreshers/science?grade=1&subj=Earth%20and%20space%20science:Weather

http://nsdl.org/refreshers/science?grade=1&subj=Earth%20and%20space%20science:Weather

http://illuminations.nctm.org/ActivityDetail.aspx?id=64

http://illuminations.nctm.org/ActivityDetail.aspx?ID=12


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equation with an unknown factor. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure. 4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

measurement, understanding and creating scale representations, and exploring perimeter and area measurement as they design clubhouses. Junior Architects

- Use mouse wheel as a button drag scrolling and tabbed browsing




PO 3: Transfer understanding of how one system operates by comparing it to another system.

Science 04-S6C2-06 Analyze evidence that indicates life and environmental conditions have changed (e.g., tree rings, fish fossils in desert regions, ice cores). Science 04-S6C3-06 Compare weather conditions in various locations (e.g., regions of Arizona, various U.S. cities, coastal vs. interior geographical regions). 4.RI.5 Describe the overall structure (e.g., chronology,

Explanation: Compare and contrast systems to identify similarities and differences. System examples include but are not limited to the following: Science Examples: Utilizing online website resources compare life cycles of various plants. Project Budburst Wisconsin Fast Plants Math Examples: Symmetry

Use models and simulations to model real-world actions or manipulate data sets Identify data and data sets in an online resource Identify characteristics of a model or simulation Create digital models and simulations using appropriate software tools and data sets Demonstrate basic mouse usage:


http://illuminations.nctm.org/LessonDetail.aspx?id=U172

http://neoninc.org/budburst/educators/activitydescriptions.php

http://www.fastplants.org/resources/digital_library/index.php?P=BrowseResources&ParentId=204


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comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 4.SL.3 Identify the reasons and evidence a speaker provides to support particular points. 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one. in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others_ ideas and expressing their own clearly.



c. Pose and respond to specific questions to clarify or follow up on information, and make comments that

Symmetry Games - lines of symmetry, rotational symmetry and more Interactive Symmetry Games 2-D and 3-D Shapes Fling The Teacher Symmetry - Students identify and create lines of symmetry and congruent figures. They explore these concepts with paper cutting and modeling on a Geoboard. Finding Lines of Symmetry Fractions Students explore converting fractions to decimals. Fractions Measurement Units of Measure Measures What is the Correct Unit of Measure? Units Matching Liquid Measurements Dragy Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and












http://www.free-training-tutorial.com/symmetry-games.html

http://www.firstschoolyears.com/numeracy/shape/interactive/shapes.htm


http://www.amblesideprimary.com/ambleweb/mentalmaths/fracto.html

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/measures/index.htm

http://www.bbc.co.uk/schools/ks3bitesize/maths/measures/use_of_measure/activity.shtml

http://www.teachingmeasures.co.uk/capacity/stopgames/dragy3.html


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contribute to the discussion and link to the remarks of others.


4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example: Given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. 4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of smaller unit. Record measurement

money. Other Great Examples

https://sites.google.com/a/bryantschools.org/math-common-core-resource-site/home-1/4th-grade/4-md-2


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equivalents in a two-column table. For example: Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), .... 4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of specified size. Recognize right triangles as a category, and identify right triangles. 4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 1 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.) 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when two decimals refer to the same whole.


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Record the results of comparisons with the symbols >, =, or 4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.

Concept 3: Trends and Possibilities Use technology to forecast trends and possibilities.



CB02 Alignment

PO 1: Identify patterns and trends to generate questions and draw conclusions.

Science 04-S1C1-03 Formulate predictions in the realm of science based on observed cause and effect relationships.

Explanation: Students identify patterns and develop questions and conclusions based on their explorations.

Use models and simulations to model real-world actions or manipulate data sets Identify data and data sets in an online resource



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Science 04-S1C3-01 Analyze data obtained in a scientific investigation to identify trends. Science 04-S1C3-02 Formulate conclusions based upon identified trends in data.

Science 04-S6C2-06 Understand the processes acting on the Earth and their interaction with the Earth systems.

4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example: Given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

MP.7 Look for and make use of structure.

Science Examples:

Over the course of one month, students will use a spreadsheet to record weather data (temperature, precipitation, wind speed, barometric pressure) and examine patterns and trends within the data.

Use digital resources to analyze Tree rings and fish fossils and have students create questions, inferences, and draw conclusions.

Track the growth of a plant using a spreadsheet and have students produce testable questions from the data.

Utilizing online website resources compare life cycles of various plants. Project Budburst Wisconsin Fast Plants

Math Example: Functions:

Students use a function machine to identify patterns and solutions. Function Machine

Identify characteristics of a model or simulation Create digital models and simulations using appropriate software tools and data sets Demonstrate basic mouse usage:












Unit 6: Spreadsheets

http://neoninc.org/budburst/educators/activitydescriptions.php

http://www.fastplants.org/resources/digital_library/index.php?P=BrowseResources&ParentId=204

http://teams.lacoe.edu/documentation/classrooms/amy/algebra/3-4/activities/functionmachine/functionmachine3_4.html#/


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MP.4 Model with mathematics.

MP.5 Use appropriate tools strategically.

MP.2 Reason abstractly and quantitatively.

4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.



Students learn how to find the rule for a function machine by using a vertical table. Find the Rule

Language Arts Examples: Use knowledge of organizational structures to (e.g., comparison and contrast, cause and effect relationships) to record and communicate results.

Answer questions using data in tables, graphs, charts, spreadsheets

Create graphs and charts from data in a spreadsheet

Analyze trends in data in a spreadsheet

http://learnzillion.com/lessons/790-find-the-rule-for-a-function-machine-using-a-vertical-table


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4.SL.3 Identify the reasons and evidence a speaker provides to support particular points.

Concept 4: Original Works Use technology to create original works in innovative ways.



CB02 Alignment

PO 1: Analyze information using digital creativity tools to create original works and express ideas.

4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Count, pronounce, blend, and segment syllables in spoken words.

b. Provide reasons that

are supported by facts and details.

c. Link opinion and reasons using words and phrases (e.g., for instance. in order to, in addition).

d. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

4.W.4 Produce clear and coherent writing in which the

Explanation: Students use a variety of digital tools, to analyze information and create original works. Digital creativity tools include, but are not limited to: drawing programs digital photography podcasts Edupodcasts audio clips Blabberize brochures Postcard Creator Wordle digital storytelling

Use the programs or websites that an adult has provided access to Interact and collaborate with peers, teachers and others responsibly using technology Use a microphone or webcam with teacher assistance to record audio and/or video on a computer or device Use a microphone or webcam independently to record audio and/or video on a computer or device Use editing software to manipulate and edit media with teacher assistance Use editing software to manipulate and edit media independently

Unit 2: Digital Citizenship and Digital Resources Unit 3: Computing Fundamentals

http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-podcasts-30109.html

http://edupodcast.wikispaces.com/home

http://blabberize.com/

http://www.readwritethink.org/classroom-resources/student-interactives/postcard-creator-30061.html

http://www.wordle.net/

http://web2012.discoveryeducation.com/blog/index.cfm/2011/4/27/Digital-Storytelling-20-Connect-create-and-collaborate


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development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1_3 above.) 4.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. 4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 4.SL.4 Report on a topic or text, tell a story, or recount an

Identify common media formats by file type Select appropriate media format for a task or application


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experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

PO 2: Use digital collaborative tools to analyze information to produce original works and express ideas.

4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 4.SL.4 Report on a topic or text, tell a story, or recount an

Explanation: Students work together and share ideas in a digital environment utilizing digital collaborative tools such as: wikis Wikispaces blogs Blogger email Epals audio recordings VoiceThread web postings Wallwisher online apps Google Apps

Use the programs or websites that an adult has provided access to Interact and collaborate with peers, teachers and others responsibly using technology Describe how communication changes online versus face-to-face Consider audience when communicating digitally: - Communicate and

collaborate with others in class using digital tools

- Communicate and collaborate with other classes using digital tools

- Communicate and collaborate with other

Unit 2: Digital Citizenship and Digital Resources

http://www.wikispaces.com/

http://www.blogger.com/

http://www.epals.com/

http://voicethread.com/

http://wallwisher.com/

http://www.google.com/enterprise/apps/education/


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experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

classes or experts remotely (i.e. Google Hangouts, chat)

- Collaborate or present digital works remotely or through online publishing

- Explain the importance of tone, grammar, and spelling for different audiences

- Identify examples or poor netiquette and the impact it has on others (trolling, flame wars, SHOUTING)

- Explains and demonstrates proper email netiquette


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Strand 2: Communication and Collaboration This strand requires students to use digital media and environments to communicate and collaborate with others.

Concept 1: Effective Communications and Digital Interactions Communicate and collaborate with others employing a variety of digital environments and media.



CB02 Alignment

PO 1: Communicate digitally with others by selecting and using a variety of appropriate communication tools.

Science 04-S1C4-03 Communicate results of investigations. 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one. in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others_ ideas and expressing their own clearly.



Explanation: Communicate with others using digital interactions such as: blogs Blogger wikis Wikispaces video conferencing Skype for Education webpage WebQuests Examples: Participate with online projects Collaborative Projects Interact with pen pals using email Epals




- Communicate and collaborate with other classes or experts remotely (i.e. Google Hangouts, chat)


http://www.blogger.com/

http://www.wikispaces.com/

https://education.skype.com/

http://webquest.org/index.php

http://www.ciese.org/collabprojs.html

http://www.epals.com/projects/info/aspx?


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4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1_3 above.) 4.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with

Solve a math problem and post online for feedback or comments. Students collaborate to conduct an investigation in science and share results with other teams. Share book reviews and make book recommendations on a classroom wiki, blog, or web page.






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others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

PO 2: Explain safety and etiquette guidelines of digital environments and demonstrate that knowledge while communicating with intended audiences.

Social Studies 04-S3C4-02 Identify traits of character (e.g., responsibility, respect, perseverance, loyalty, integrity, involvement, justice and tolerance) that are important to the preservation and improvement of democracy. 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 4.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4_5 text complexity band proficiently, with scaffolding as necessary at the high end of the range.

Explanation: Students learn about digital etiquette or Netiquette and follow those guidelines in digital environments. Resources: Cybersmart Network Netiquette Netiquette Netiquette Assignment






- Explain the importance of tone, grammar, and


http://www.cybersmart.org/

http://www.networketiquette.net/

http://www.kn.att.com/wired/fil/pages/listinternetne.html

http://teacherworld.com/netiquetteassignment.html


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spelling for different audiences




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Concept 2: Digital Solutions Contribute to project teams to produce original works or solve problems.



CB02 Alignment

PO 1: Contribute to a cooperative learning project and demonstrate effective group behaviors while using digital collaborative resources.

Science 04-S1C2-03 Conduct controlled investigations (e.g., related to erosion, plant life cycles, weather, magnetism) in life, physical, and Earth and space sciences. Science 04-S1C4-01 Communicate verbally or in writing the results of an inquiry. 4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. 4.SL.1 Engage effectively in a range

Explanation: Guidelines and roles need to be established to accomplish tasks to ensure active participation. Examples of team roles include but are not limited to the following: Leader Recorder Reporter Timekeeper Proofreader Science Examples: Students participate in an online collaborative project, i.e.Bucket Buddies, Square of Life Collaborative Projects



- Communicate and collaborate with other


http://www.ciese.org/collabprojs.html


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of collaborative discussions (one-on-one. in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others_ ideas and expressing their own clearly.





4.G.1 Draw points, lines, line

Language Arts Examples: Students interact online and share their thinking on a given topic or question. Edmodo Math Examples: Students will work in a group and use various digital tools to discuss and share reasoning for shapes and their properties.

classes using digital tools








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segments, rays, angles (right, acute, obtuse), and perpendicular and parallel line. Identify these in two-dimensional figures MP.5 Use appropriate tools strategically. MP.7 Look for and make use of structure. 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1_3 above.) 4.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. 4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources;


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take notes and categorize information, and provide a list of sources.

Concept 3: Global Connections Create cultural understanding and global awareness by interacting with learners of other cultures.



CB02 Alignment

PO 1: Identify challenges and digital strategies as a class to effectively communicate with other cultures.

Social Studies 04-S4C4-04 Describe the cultural characteristics (e.g., food, clothing, housing, sports, customs, beliefs) of Arizona’s diverse population. 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1_3 above.) 4.RL.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. 4.RI.6 Compare and contrast a

Explanation: Prior to digital interaction, students will brainstorm ways to overcome obstacles such as: Language Culture Norms Traditions Availability of technical resources Digital citizenship (See Strand 5) Language Arts Examples: Students will use digital tools such as graphic organizers, concept maps, or digital-rich resources to brainstorm the above challenges. During Writer's Workshop, students will use their writer's notebook to summarize the classroom discussion on communicating with other

Use the programs or websites that an adult has provided access to Interact and collaborate with peers, teachers and others responsibly using technology Describe how communication changes online versus face-to-face Analyze how cultures and groups value technology differently and how these values influence communication through technology Identify challenges and digital strategies as a class to effectively communicate with other cultures Consider audience when communicating digitally: - Communicate and

collaborate with others



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firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. 4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one. in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others_ ideas and expressing their own clearly.



c. Pose and respond to

specific questions to clarify or follow up on

cultures. Students should list obstacles as well as solutions to communicating to other cultures as well as write their own friendly letter to an imaginary pen pal from a foreign country. Students can publish their letter using a word processing device. Resources: Epals Minds in Bloom Edmodo Graphic Organizers

in class using digital tools







http://www.epals.com/

http://www.minds-in-bloom.com/2011/12/10-ways-to-compare-and-contrast.html




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information, and make comments that contribute to the discussion and link to the remarks of others.


4.SL.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.) 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.


4.W.2 Write


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informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.


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Strand 3: Research and Information Literacy This strand requires that students apply digital tools to gather, evaluate, and use information.

Concept 1: Planning Plan strategies to guide inquiry.



CB02 Alignment

PO 1: Determine key words for use in information searches.

4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and

Explanation: Students use advanced search techniques. Refer to the following websites for information on key word searching techniques: Search Internet Effectively Google Features Ivy's Search Engines for kids

Identify different classes of online services or websites: - Search Engines Understand the term “keyword” Generate keywords with teacher assistance for a search Generate keywords independently for a search Combine keywords to narrow a search Generate keywords from a posed question or topic Utilize a vertical search for specific media types Compare searches from multiple search engines to evaluate results


http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_teachers/tipsheets/search_internet_effectively.cfm

http://www.google.com/help/features.html#keyword

http://ivyjoy.com/rayne/kidssearch.html


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explain how the information contributes to an understanding of the text in which it appears. 4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 4.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4_5 text complexity band proficiently, with scaffolding as necessary at the high end of the range. 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Use advanced search tools to refine results Search the MPS online resources and databases by utilizing search strategies: keywords, concepts, subjects, headings


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PO 2: Predict which information sources will provide the desired data.

Science 04-S1C1-04 Locate information (e.g., book, article, website) related to an investigation. Science 04-S1C3-02 Formulate conclusions based upon identified trends in data. 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Explanation: Students evaluate sources to determine relevance to their research. Language Arts Examples: The student can read from a variety of searched documents headings with accuracy and immediately recognize information viability. Compare search results to determine which information source provides desired information. Looking at various search results, deciding which website is valid to obtain information from. Finding factual information from multiple sites to ensure validity. Practice search queries to determine broad and narrow ranges of information. Science Examples: Use websites like "Save the Pacific Northwest Tree Octopus" or "Dihydrogen Monoxide" to show how the

Differentiate between a webpage and a website Articulate a definition of a computer network Articulate a definition of the Internet Articulate a definition of the World Wide Web Identify different classes of online services or websites: - Search Engines - Media Sharing Sites - Media Streaming Sites - Blogs - Social Networks - Wikis - Podcasts - Commercial Sites - Organization Sites - Webmail - Forums - Database Utilize the MPS Library Resource Center to access and read eBooks Utilize the MPS Library Resource Center to access and retrieve information from online resources: - Access resources via a

teacher provided shortcut or bookmark



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internet contains sites with claims that contain no evidence to back up statements. Save the Pacific Northwest Tree Octupus Dihydrogen Monoxide

- Log in and log out of research resources

- Locate information on a subject using electronic encyclopedias (Britannica)

- Locate relevant multimedia resources using an online resource (Learn360)

- Locate information on a subject using an online database (EBSCO)

- Access and retrieve information from a variety of sources

Differentiate between primary and secondary sources

Concept 2: Processing Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.



CB02 Alignment

PO 1: Use multiple search strategies to locate information.

4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.9 Integrate information from two texts on the same topic in order to write or speak

Explanation: Students apply a variety of advanced search techniques. Examples: Internet Search Strategies Common Sense Media Searching the Internet Conducting Internet Searches

Identify different classes of online services or websites: - Search Engines Understand the term “keyword” Generate keywords with teacher assistance for a search


http://zapatopi.net/treeoctopus/

http://zapatopi.net/treeoctopus/

http://www.netreach.net/~rjones/no_dhmo.html

http://www.commonsensemedia.org/search/Internet%20searches?filters=ss_csm_search_result_type:Educators

http://www.schooltube.com/video/26009439f9a5428dbac7/

http://www.schooltube.com/video/26009439f9a5428dbac7/


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about the subject knowledgeably. 4.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4_5 text complexity band proficiently, with scaffolding as necessary at the high end of the range. 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Google Tips on Internet Searches Google Features

Generate keywords independently for a search Combine keywords to narrow a search Generate keywords from a posed question or topic Utilize a vertical search for specific media types Compare searches from multiple search engines to evaluate results Use advanced search tools to refine results Search the MPS online resources and databases by utilizing search strategies: keywords, concepts, subjects, headings

PO 2: Select and use primary and/or secondary sources.

Social Studies 04-S1C1-03 Identify key individuals and groups (e.g., Charles Poston, Sharlot Hall, Buffalo Soldiers, Geronimo, George W.P. Hunt, Manuelito, Cochise) related to Arizona territorial days and early statehood.

Explanation: Students should understand the difference between primary sources and secondary sources and where to locate them. Examples:

Utilize the MPS Library Resource Center to access and retrieve information from online resources: - Access resources via a




http://www.google.com/help/features.html#keyword


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4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

U.S. Constitution, Declaration of Independence, Diary of Anne Frank, photographs, maps, and interviews. Library of Congress Examples of Secondary Sources: textbooks, magazine articles, encyclopedias, and biographies.





Differentiate between primary and secondary sources

PO 3: Differentiate between fact and opinion, bias, and inaccurate information.





Explanation: Students need to learn how to differentiate between fact and opinion as well as how to detect bias. They also need to know how to verify the authenticity and validity of information, particularly from websites. Steps for verifying website authenticity can include: 1. Check the domain. Education site domains

Evaluate content for real versus make-believe Evaluate content for fact versus opinion Identify information about the author of a web page Identify spelling, grammar errors, and accuracy of information on a webpage


http://memory.loc.gov/ammem/help/constRedir.html


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4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 4.RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one. in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others_ ideas and expressing their own clearly.

a. Come to discussions

prepared. having read

usually end in .edu. However, if it is an individual’s page, there is often a name or additional title following the edu. 2. Read the "About Us." Is there contact information, details of who creates and updates the site? 3. Check the last update. The date usually appears at the beginning or at the end of the home page. 4. Compare similar sites. 5. Use common sense. The site should contain information on the topic it promotes. Examples: While students are conducting online research have them follow a checklist to determine validity of websites they are searching. Fact or Opinion Use primary source documents from Thinkfinity, Library of Congress, or newspaper websites to decide if the information

Identify information about the publisher of a web page Identify information about the publication date of a webpage Determine the reliability of information found on a website Differentiate among fact, opinion, propaganda, point of view, and bias of a website Research and evaluate the accuracy and appropriateness of electronic information sources concerning real-world problems

http://www.studyzone.org/testprep/ela4/h/factp.cfm

http://www.thinkfinity.org/

http://www.loc.gov/


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or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.




presented is factual, opinions, and/or biased. Professor Garfield, Fact or Opinion Infinite Learning Lab

PO 4: Use appropriate digital tools to synthesize research information and to develop new ideas.

Science 04-S3C1-01 Describe how natural events and human activities have positive and negative impacts on environments

Explanation: The student acquires, analyzes and manages content from digital resources to create new ideas or knowledge.


digital resources for


http://learninglab.org/life_skills/fact_or_opinion/


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(e.g., fire, floods, pollution, dams). 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 4.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4_5 text complexity band proficiently, with scaffolding as necessary at the high end of the range. 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one. in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on

Language Arts Examples: Use technological skills required to understand a wide array of informational text and gather research and present new ideas. Examples: Use online organizers to collect data, facts, resources, etc. Graphic Organizers Categorize research questions - Elementary Research Writing Consult multiple sources to determine validity - Research papers, news sources, books, presentations Science Examples: Research a scientific concept and tie it to a need or problem in that area. For example, develop an idea to solve a human population, natural hazard, or environmental concern.

sorting information into major topics




Demonstrate information organization skills; use cut/copy/paste and downloading features to take notes from online resources


http://www.kn.att.com/wired/fil/pages/list4thgradcl.html


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others_ ideas and expressing their own clearly.


4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. 4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

b. Apply grade 4 Reading standards to informational texts (e.g., _Explain how an author uses reasons and evidence to


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support particular points in a text_).

PO 5: Follow copyright laws when using text, images, videos and/or other sources and obtain permission to use the work of others, and cite resources appropriately.



4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Explanation: Students learn about how to observe copyright laws. The following sites provide guidance as to fair use and copyright laws: Copyright Quiz Fair Use in the K-12 Classroom Copyright Bay Creative Commons Examples: When using video clips, pictures, and/or clip art from an internet site students should cite the source. Cite sources when using text obtained from online resources. The following site provides guidance as to fair use and copyright laws in the form of a pdf: Copyright Legislation Materials with copyright needs to be cited.

Discuss and comply with classroom and school rules for proper computer and device use Discuss and comply with Network Use & Internet Policy Seek out adult supervision when using a computer or device Use the programs or websites that an adult has provided access to Safe searching with an adult Identify personal use versus academic use of computing devices Identify and follow online safety guidelines Respect the network accounts and online accounts of others Explains the difference between appropriate and inappropriate actions when using the internet and being online


http://www.csus.edu/indiv/p/peachj/edte230/copyright/quiz.htm

http://teams.lacoe.edu/documentation/classrooms/gayle/fairuse/fairuse.html

http://teams.lacoe.edu/documentation/classrooms/gayle/fairuse/fairuse.html

http://www.stfrancis.edu/content/cid/copyrightbay/index.htm

http://creativecommons.org/

http://www.copyright.gov/legislation/dmca.pdf


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Do not post inappropriate or disrespectful language or media online Recognizes copyright law and plagiarism: - Describes why stealing

information and things others have created is the same as stealing tangible items

- Appropriately cites sources using prescribed formats

- Identifies consequences of plagiarism in school and beyond

- Define copyright - Credits author and

publication for direct quotations

Utilize online citation tools to accurately cite online resources


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Strand 4: Critical Thinking, Problem Solving, and Decision Making This strand requires students to use critical thinking, problem solving, and decision making to manage projects using digital tools and resources.

Concept 1: Investigation Identify and define authentic problems and significant questions for investigations.



CB02 Alignment

PO 1: Identify an authentic issue and collaborate as a class to define an essential question using digital tools and resources.

Science 04-S1C1-04 Locate information (e.g., book, article, website) related to an investigation. Science 04-S1C2-05 Participate in planning and conducting investigations, and recording data. Science 04-S3C2-03 Design and construct a technological solution to a common problem or need using common materials. 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one. in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others_ ideas and expressing their own clearly.

a. Come to discussions

prepared. having read or studied required

Explanation: Students identify a simple problem that could be solved using a suitable digital tool or resource. Current Events, Science and Social Studies all offer great sources for issues to research. Science Examples: Students explore solar energy as an alternative energy source to combat global warming. Cooking with the Sun Students explore the desert ecosystem and examine how environmental factors affect the ecosystem. Desert Ecosystem

Consider audience when communicating digitally: - Communicate and






- Identify examples or poor netiquette and the impact it has on others


http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_energy2/cub_energy2_lesson09_activity3.xml

http://www.scholastic.com/teachers/unit/desert-ecosystems-animals-and-cultures-everything-you-need


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material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.



(trolling, flame wars, SHOUTING)


Interact and collaborate with peers, teachers and others responsibly using technology


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Concept 2: Exploring Solutions Plan and manage activities to develop solutions to answer a question or complete a project.



CB02 Alignment

PO 1: Manage a learning project using digital planning tools to develop solutions.

Science 04-S4C3-04 Understand the relationships among various organisms and their environment. Social Studies 04-S4C1-01 Use different types of maps to solve problems (i.e., road maps –distance, resource maps-products, historical maps- boundaries, thematic map- climates). 4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.


b. Develop the topic

with facts, definitions, concrete details,

Explanation: Students use digital planning tools (example: Kidspiration) to brainstorm, organize ideas, create and modify solutions to problems. Social Studies Examples: Investigate a problem or issue found in the United States and/or another country from multiple perspectives, evaluate findings, and present possible solutions, using digital tools and online resources for all steps. Use a social bookmarking site such as Delicious or Diigo to organize websites that are being searched. A menu of graphic organizers to assist students in organizing information. Graphic Organizer Nettrekker helps teachers find high quality, standards-aligned learning resources and create engaging lesson

Utilize the MPS Library Resource Center to access and read eBooks Utilize the MPS Library Resource Center to access and retrieve information from online resources: - Access resources via a








digital resources for

Unit 1: Electronic Communication Unit 2: Digital Citizenship and Digital Resources

http://www.delicious.com/stacks/view/P1nmk8/

http://www.diigo.com/



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quotations, or other information and examples related to the topic.

c. Link ideas within categories of information using words and phrases (e.g., another, for example. also, because).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally 4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support

plans. Nettrekker

sorting information into major topics




Demonstrate information organization skills; use cut/copy/paste and downloading features to take notes from online resources Interact and collaborate with peers, teachers and others responsibly using technology

http://www.nettrekker.com/


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main ideas or themes; speak clearly at an understandable pace. 4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes..

PO 2: Generate alternative solutions using collected resources and data.

Science 04-S4C3-04 Understand the relationships among various organisms and their environment. Social Studies 04-S2C9-01 Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). 4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when

Explanation: Students uses appropriate computer-based productivity tools to create and modify solutions to problems. Science Examples: Students explore solar energy as an alternative energy source to combat global warming. Cooking with the Sun Social Studies Examples: Investigate a problem or issue found in the United States and/or another country from multiple perspectives, evaluate findings, and present possible solutions, using digital tools and online resources for all steps.

Use models and simulations to model real-world actions or manipulate data sets Identify data and data sets in an online resource Identify characteristics of a model or simulation Create digital models and simulations using appropriate software tools and data sets Interact and collaborate with peers, teachers and others responsibly using technology Answer questions using data in tables, graphs, charts, spreadsheets Create graphs and charts from data in a spreadsheet Analyze trends in data in a spreadsheet

Unit 1: Electronic Communication Unit 2: Digital Citizenship and Digital Resources Unit 6: Spreadsheets

http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_energy2/cub_energy2_lesson09_activity3.xml


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useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.




4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.


Page | 52



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Strand 5: Digital Citizenship This strand requires students to understand human, cultural, and societal issues related to technology practice and ethical behavior.

Concept 1: Safety and Ethics Advocate and practice safe, legal, and responsible use of information and technology.



CB02 Alignment

PO 1: Explain when and why it is appropriate to use a personal digital device.




Explanation: Students discuss the proper use of digital devices. Examples: Using a blog or multimedia site, students are presented with examples of when it is or is not appropriate to use personal digital devices. Examples of when it may be appropriate to limit use of personal digital device could include the following: During a movie At a concert At the library While in a museum or art gallery VoiceThread_

Differentiate between a PC and a mobile device Describe the differences between the desktop version and mobile version of a website Recognize academically and socially appropriate uses for mobile devices Analyze a use-case scenario to select the best device for the situation based on mobility, form factor, or software needs Discuss and comply with classroom and school rules for proper computer and device use Discuss and comply with Network Use & Internet Policy

Unit 1: Electronic Communication Unit 2: Digital Citizenship and Digital Resources

http://voicethread.com/


Page | 54

4.SL.3 Identify the reasons and evidence a speaker provides to support particular points. 4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Seek out adult supervision when using a computer or device Identify personal use versus academic use of computing devices Use technology responsibly to explore and pursue personal interests Explains the difference between appropriate and inappropriate actions when using the internet and being online Do not post inappropriate or disrespectful language or media online

PO 2: Describe cyber-bullying and describe strategies to deal with such a situation.

Social Studies 04-S3C4-02 Identify traits of character (e.g., responsibility, respect, perseverance, loyalty, integrity, involvement, justice and tolerance) that are important to the preservation and improvement of democracy 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one. in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on

Explanation: Students participate in a class discussion about cyberbullying, and brainstorm possible solutions. Examples: At the conclusion of an online activity, students can blog or utilize a wiki to demonstrate how they will stay safe when on the internet. Utilizing a web resource such as, students will create

Define cyberbullying Identify cyberbullying behaviors and how to avoid engaging in cyberbullying Identify appropriate responses to cyberbullying Discuss the consequences of cyberbullying (negative outcomes for the bullied, legal and social implications for the bully)



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others_ ideas and expressing their own clearly.





4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant,

an interactive poster that could include student-created drawings, photos, audio or video recordings, and/or data attachments (document, spreadsheet, multimedia presentation, etc.). Glogster A checklist to see if students are a Cyberbully. Are You A Cyberbully A School Program to Prevent Cyberbullying. Stop Cyberbullying Resources: Internet: A Guide for Students

http://www.glogster.com/

http://www.stopcyberbullying.org/teens/are_you_a_cyberbully.html

http://www.stopcyberbullying.org/

http://www.teachervision.fen.com/educational-technology/resource/6007.html

http://www.teachervision.fen.com/educational-technology/resource/6007.html


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descriptive details to support main ideas or themes; speak clearly at an understandable pace. 4.SL.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)

PO 3: Identify and articulate rules for the use of digital tools as defined by school board policy and procedures.

Social Studies 04-S3C4-02 Identify traits of character (e.g., responsibility, respect, perseverance, loyalty, integrity, involvement, justice and tolerance) that are important to the preservation and improvement of democracy 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one. in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others_ ideas and expressing their own clearly.

Explanation: Students should comply with the school district’s Acceptable Use Policy (AUP) as well as be able to understand and explain their classroom rules of safe technology use. In addition, occasions may arise where potential dangers in digital environments occur and students should know how to report potentially unsafe situations to their teacher.

Discuss and comply with classroom and school rules for proper computer and device use Discuss and comply with Network Use & Internet Policy Seek out adult supervision when using a computer or device Identify personal use versus academic use of computing devices Use technology responsibly to explore and pursue personal interests



Page | 57





4.SL.3 Identify the reasons and evidence a speaker provides to support particular points. 4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized

Explains the difference between appropriate and inappropriate actions when using the internet and being online Do not post inappropriate or disrespectful language or media online Recognize that school Internet content is filtered


Page | 58

manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 4.SL.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)

PO 4: Recognize and describe the potential risks and dangers associated with various forms of online communications.

Social Studies 04-S3C4-02 Identify traits of character (e.g., responsibility, respect, perseverance, loyalty, integrity, involvement, justice and tolerance) that are important to the preservation and improvement of democracy 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one. in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others_ ideas and expressing their own clearly.

Explanation: Students learn about risks in online communications and safe online communication practices. Resources: Common Sense Media - Internet Safety FBI Cyber Surf Island Safe Kids Quiz

Seek out adult supervision when using a computer or device Use the programs or websites that an adult has provided access to Safe searching with an adult Identify and follow online safety guidelines Recognize dangers of sharing personal information online (i.e. first and last name, phone number, address)


http://www.commonsensemedia.org/advice-for-parents/internet-safety%3cbr%3e

http://www.commonsensemedia.org/advice-for-parents/internet-safety%3cbr%3e

https://sos.fbi.gov/

http://www.safekids.com/quiz/index.html


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4.SL.3 Identify the reasons and evidence a speaker provides to support particular points. 4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate

Report inappropriate and discomforting online content to an adult Recognize that school Internet content is filtered Identify ways to tell if a stranger is using personal information to act like a friend online Never arrange a meeting with an online user Only be virtual friends with real friends Define the concept of an online reputation Define the concept of the digital footprint Describe consequences when people do not protect personal information online Describe consequences when people share inappropriate content or ideas online Identify account settings and profile settings that protect personal information


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facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 4.SL.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)

Identify methods of developing a positive digital footprint Identify online security hazards: - Recognize dangers of

visiting inappropriate websites and using the Internet without adult supervision

- Recognize dangers of sharing login and password information

- Recognize the harm/cost of viruses

- Recognize the harm/cost of downloading harmful programs from the Internet (spyware/adware/cookies)

- Identify appropriate procedures for sharing and transferring files

- Recognize common red flags of harmful websites

- Recognize common red flags of harmful email

PO 5: Recognize and describe the advantages and risks of making a personal spending choice online.

Social Studies 04-S3C4-02 Identify traits of character (e.g., responsibility, respect, perseverance, loyalty, integrity, involvement, justice and tolerance) that are important to the preservation and improvement of democracy

Explanation: Students discuss and learn to recognize and describe the advantages and risks of making a personal spending choice online. Resources: Online Cyber Security

Seek out adult supervision when using a computer or device Use the programs or websites that an adult has provided access to Safe searching with an adult


http://www.staysafeonline.org/teach-online-safety/grades-3-5/


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Engage effectively in a range of collaborative discussions (one-on-one. in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others_ ideas and expressing their own clearly.





Online Shopping Tips Benefits of Online Shopping

Identify and follow online safety guidelines Recognize dangers of sharing personal information online (i.e. first and last name, phone number, address) Define the concept of an online reputation Define the concept of the digital footprint Describe consequences when people do not protect personal information online Describe consequences when people share inappropriate content or ideas online Identify account settings and profile settings that protect personal information Identify methods of developing a positive digital footprint Identify online security hazards: - Recognize dangers of


http://www.safeshopping.org/tips.shtml

http://www.youtube.com/watch?v=u1RKW0N2EFM


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4.SL.3 Identify the reasons and evidence a speaker provides to support particular points. 4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 4.SL.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)







PO 6: Articulate how to respect the privacy of others' information and digital workspace.

Social Studies 04-S3C4-02 Identify traits of character (e.g., responsibility, respect, perseverance, loyalty, integrity, involvement, justice and tolerance) that are important to the preservation and improvement of democracy

Explanation: Teachers engage students in discussions and assignments addressing respecting others' digital privacy. Examples: Core Netiquette Rules Network Netiquette

Seek out adult supervision when using a computer or device Use the programs or websites that an adult has provided access to Safe searching with an adult


http://www.networketiquette.net/


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An internet hotlist on internet safety. Netiquette Netiquette Internet Safety Netiquette Assignment

Identify and follow online safety guidelines Recognize dangers of sharing personal information online (i.e. first and last name, phone number, address) Report inappropriate and discomforting online content to an adult Recognize that school Internet content is filtered Identify ways to tell if a stranger is using personal information to act like a friend online Never arrange a meeting with an online user Only be virtual friends with real friends Define the concept of an online reputation Define the concept of the digital footprint Describe consequences when people do not protect personal information online

http://www.kn.att.com/wired/fil/pages/listinternetne.html

http://teacherworld.com/netiquetteassignment.html


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4.SL.3 Identify the reasons and evidence a speaker provides to support particular points. 4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 4.SL.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)

Describe consequences when people share inappropriate content or ideas online Identify account settings and profile settings that protect personal information Identify methods of developing a positive digital footprint Identify online security hazards: - Recognize dangers of









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Respect the network accounts and online accounts of others

Concept 2: Leadership for Digital Citizenship Demonstrate leadership for digital citizenship.



CB02 Alignment

No Performance Objectives

Concept 3: Impact of Technology Develop an understanding of cultural, historical, economic and political impact of technology on individuals and society.



CB02 Alignment

PO 1: Provide examples of technologies that might be used to solve a specific economic, environmental, health, political, scientific, or social problem.

Science 04-S1C2-05 Participate in planning and conducting investigations, and recording data. Science 04-S6C3-06 Compare weather conditions in various locations (e.g., regions of Arizona, various U.S. cities, coastal vs. interior geographical regions). Science 04-S3C1-02 Evaluate the consequences of environmental occurrences that happen either rapidly (e.g., fire, flood, tornado) or over a long period of time (e.g., drought, melting ice caps, the greenhouse effect, erosion).

Explanation: Students research how technology has played a significant role in our society and how it has contributed to solving economic, health, social and environmental problems. Science Examples: Solar Home Projects GLOBE Project

Analyze how cultures and groups value technology differently and how these values influence communication through technology Identify challenges and digital strategies as a class to effectively communicate with other cultures Identify examples of hardware in real world applications Identify examples of software in real world applications


http://www.hometrainingtools.com/solar-energy-science-projects/a/1634/

http://www.globe.gov/


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4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one. in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.



4.SL.3 Identify the reasons and evidence a speaker provides to support particular points.


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Strand 6: Technology Operations and Concepts This strand requires students to demonstrate a sound understanding of technology concepts, systems, and operations.

Concept 1: Understanding Recognize, define and use technology processes, systems, and applications.



CB02 Alignment

PO 1: Describe the various technical system terms.

4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one. in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others_ ideas and expressing their own clearly.


Explanation: Students define and label key technology terms. Note: Teachers can refer to the Educational Technology Glossary found on the Standards page of ADE website, to select key terms.

Identify the basic hardware components of a computer:

- Mouse, Keyboard, Monitor, Headphones, Speaker, Computer

- Disc Drive, Hard Drive - CPU, GPU, RAM, flash

and solid state memory - Classify components as

Input, Output, Processing, and Storage

Identify file and folder icons Identify the basic components of software interfaces:

- Cursor, icon, text input box, scroll bar

- Identify and manipulate the basic functions of a media player or slideshow

- Sidebar, menus, general navigation elements (i.e. swipe arrows, back and



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forward arrows, dropdown indicators)

- Identify common interface icons (i.e. “floppy disk” to save, “folder” to open, “hot dogs” for settings)

Differentiate between a webpage and a website

Articulate a definition of a computer network

Articulate a definition of the Internet

Articulate a definition of the World Wide Web

Differentiate between a wireless and wired network

Differentiate between a LAN and a WAN

PO 2: Define and apply knowledge of various technical process terms.

4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when

Explanation: Teachers and students use technology terms on a daily basis, in the appropriate context to develop student understanding and vocabulary. Examples: Make the Window smaller. Instead state Minimize the Window. Double-Click the Blue E. Instead state, Open your web browser.

Recognize that a computer or device runs an operating system Recognize that different operating systems run different applications Use terminology related to software being used Open and save files from folders independently

Unit 3: Computing Fundamentals


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useful to aiding comprehension.





4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Create, name, save, retrieve folders in various locations Create, name, save, retrieve files in various locations Use good naming conventions for files and folders Rename files and folders Copy and transfer files and folders to other locations Use fundamental computer storage and networking vocabulary Differentiate between local, network, and cloud storage Use upload and download conventions for cloud storage Demonstrate version control Open, use and exit a variety of software programs Manipulate file windows (minimize, maximize, restore, resize multiple windows)


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Recognize that a computer or device runs an operating system Recognize that different operating systems run different applications Use terminology related to software being used

PO 3: Choose technology applications for a given activity/project.

4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. MP.1 Make sense of problems and persevere in solving them. MP.4 Model with mathematics.

Explanation: In order to enhance learning, increase productivity and creativity students should choose the appropriate program that best matches the given activity. Examples: Word Processing Program: personal narratives, stories, poetry songs, lists, letters, reports, journal Publishing Program: invitations, newspaper article, postcards, posters, greeting cards, certificate Spreadsheet Program: data collection, comparisons, charts, graphs Presentation Program:

Select appropriate application for a task



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multimedia presentation, public speaking, slide shows Painting Program: produce creative works, illustrating and drawing Math Examples: Students use Excel to input data and create charts. The ABC_s to EXCEL Creating Pictographs

PO 4: Demonstrate knowledge of ergonomics and electrical safety when using computers.

Explanation: Students learn to maintain correct posture, position of hands and feet, proper height of keyboard, proper lifting and moving of equipment. Examples: Properly powering on/off a computer, printer, and projector

Identify electrical cords on a desktop PC Identify USB connectors and cords Identify audio connectors and cords Plug and unplug USB devices and low-voltage charging cords with teacher assistance Demonstrate knowledge of ergonomics and safe use of technology: - Properly power

computer on and off


http://www.forsythcountyschools.org/its/kadkins/abc.htm

http://www.forsythcountyschools.org/its/kadkins/picgraph.htm


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- Recognize electrical hazards of computers and charging devices

- Demonstrate proper posture and ergonomics when using a keyboard and mouse

- Knowledge of inspecting, replacing and properly recharging or disposing of batteries

- Identify the causes and long-term consequences of repetitive motion injuries and strategies to minimize the risk of such injuries

PO 5: Identify physical risks of using digital technology.



4.SL.3 Identify the reasons and

Explanation: Students discuss and research positive and negative influences and risks of digital technology. Examples: Carpal tunnel in the wrists can be a hazard of prolonged, improper keyboard use. Applications & Web Resources: The Ultimate Guide to Ergonomics: 50 Tips & Tricks for Serious Students Computer Ergonomics for Teachers and Students

Demonstrate knowledge of ergonomics and safe use of technology: - Properly power

computer on and off - Recognize electrical

hazards of computers and charging devices

- Demonstrate proper posture and ergonomics when using a keyboard and mouse

- Knowledge of inspecting, replacing and properly recharging or disposing of batteries

- Identify the causes and long-term consequences of repetitive motion injuries and strategies to


http://oedb.org/library/beginning-online-learning/ultimate_guide_to_ergonomics



http://ergo.human.cornell.edu/IEA2000/iea2000imw.pdf

http://ergo.human.cornell.edu/IEA2000/iea2000imw.pdf


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evidence a speaker provides to support particular points.

minimize the risk of such injuries

Concept 2: Applications Select and use applications effectively and productively.



CB02 Alignment

PO 1: Demonstrate speed and accuracy in use of keyboard and data entry tools with at least 10 wpm and 80% accuracy.







4.W.2 Write informative/explanatory texts to examine a topic and

Explanation: Students learn to use the keyboard effectively (e.g., know location and function of keys, home row). Examples: Students place their left hand fingers on letters a, s, d, f, and their right hand fingers on letters j, k, l, ;. Both thumbs will use the space bar when needed. The left hand stays on the left side of the keyboard while the right hand stays on the right side of the keyboard. Language Arts Examples: Students can practice correct keyboard positions through typing practice or short writing assignments. Typing Web Power Typing

Posture (sit up straight, feet on floor, wrists up, eyes on screen) Left - right hand placement (Homerow) Differentiate between letters and numbers on a keyboard Identify Spacebar, Enter, Backspace, Arrow Keys, Esc Can type first name and simple words Types right side keys with right hand and left side keys with left hand Identify Delete, Shift, Caps Lock, Windows key Demonstrate appropriate use of Delete and Backspace

Unit 4: Functions of Word Processing

http://www.typingweb.com/

http://www.powertyping.com/


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convey ideas and information clearly.





e. Provide a concluding statement or section related to the information or

Identify Tab, Home, End, Num Lock, Control, Function keys Use Tab key to indent the first line of a paragraph Can type a multi-paragraph essay with proper format and grammar Demonstrate proficiency with common keyboard shortcuts (i.e. CTRL-C, CTRL-Z, Shift-Tab) Copy, cut, paste text (edit menu, right-click, shortcut keys) Use undo and redo (edit menu, shortcut keys) Can touch type with correct fingerings at 10+ wpm and 80% accuracy


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explanation presented.

4.W.3 Write narratives to develop real or imagined experiences or events using effective technique. descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words and phrases to manage the sequence of events.

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

e. Provide a conclusion

that follows from the


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narrated experiences or events.

4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.(Editing for conventions should demonstrate command of Language standards 1_3up to and including grade 4 on page 29.)

PO 2: Compose a document that applies intermediate formatting.






d. Add or substitute

individual sounds (phonemes) in simple,

Explanation: Students are given a writing assignment that includes "intermediate formatting". This may include: Paragraph settings Borders Paragraph shading Tab stops Forced page break Paragraph alignment Language Arts Examples: During unit on Civil War and Reconstruction, students will write an acrostic poem and utilize a word processing program to publish their writing piece. Students will insert a picture /graphic to illustrate the poem, as well

Can type one sentence with proper punctuation and capitalization. Edit text by placing the cursor in an appropriate position with a mouse and with a keyboard Can type a paragraph with proper punctuation, capitalization, and consistent spacing Select and deselect text Edit text by selecting text and deleting or replacing text Use spell check

Unit 4: Functions of Word Processing


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one-syllable words to make new words.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.




d. Use precise language

and domain-specific

as adjust the font’s type, size, and color.

Insert graphics using internal tools Perform basic formatting tasks including font, style, color, bold, italic, underline, alignment Use grammar check appropriately Insert graphics from an outside source Select font size, style and color appropriate to a topic and document format Change page orientation from portrait to landscape Insert a page break Remove blank pages Change line spacing and paragraph settings and alignment Use print preview Use styles to define formatting Set and adjust tab stops Insert a section break


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vocabulary to inform about or explain the topic.


4.W.3 Write narratives to develop real or imagined experiences or events using effective technique. descriptive details, and clear event sequences.



c. Use a variety of

transitional words and phrases to manage

Add columns to a document Set and adjust page margins Set and adjust paper size Create bulleted or numbered lists Indent a list or text Center text horizontally and vertically on a page Create and format text boxes Format images, backgrounds, text wrap Adjust order and group text, images, etc. Insert special characters


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the sequence of events.


e. Provide a conclusion that follows from the narrated experiences or events.

4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.(Editing for conventions should demonstrate command of Language standards 1_3up to and including grade 4 on page 29.)

PO 3: Use a spreadsheet to record, organize, and graph information.

Science 04-S3C1-02 Evaluate the consequences of environmental occurrences that happen either rapidly (e.g., fire, flood, tornado) or over a long period of time (e.g., drought, melting ice caps, the greenhouse effect, erosion). 4.MD.4 Make a line plot to display a

Explanation: Students design a spreadsheet to organize and graph information. Examples: Students plan and conduct an investigation related to environmental factors that affect how a plant grows within an ecosystem. Students make predictions prior to changing variables and organize their data using

Create a worksheet Identify cells, columns, and rows Identify the position of a cell, column, and row Enter text and numbers into a cell Print a worksheet

Unit 6: Spreadsheets


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data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.7 Look for and make use of structure.

a spreadsheet tool. Students then communicate their results using a bar graph and compare the final results to their initial predictions. Math Examples: Students gather and graph information about their use of aluminum cans and then interpret the data, including figuring and displaying the mean. Aluminum Cans Students collect numerical data, generate graphs, and compare two data sets. They also find the mean, mode, median, and range of the data sets. Let's Compare

Understand the relationship between worksheets and workbooks Select data/range of cells Edit cell data Copy data and paste it into another document Copy, cut, paste a range of cells Insert and delete cells, columns, rows Adjust column width, row height Create column headings Identify if a cell contains a formula, number or labels Format numbers. data and text Format cells, rows, columns using fill or shading or borders Center, align, indent, and rotate data in a cell Add a simple formula (Addition, Subtraction. Autosum)




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Create a chart

PO 4: Perform simple searches of existing databases.





d. Use precise language

and domain-specific vocabulary to inform

Explanation: Students will demonstrate simple searches using databases provided by the teacher. Math Examples: Data Management Activities

Utilize the MPS Library Resource Center to access and retrieve information from online resources: - Access resources via a








http://mathcentral.uregina.ca/RR/database/RR.09.99/sawatzky1/strand-data.html


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about or explain the topic.


4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text. 4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. MP.1 Make sense of problems and persevere in solving them.


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MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure.

PO 5: Create multimedia presentations with multiple pages, audio, and transitions for individual assignments.

Science 04-S1C4-01 Communicate verbally or in writing the results of an inquiry. 4.W.3 Write narratives to develop real or imagined experiences or events using effective technique. descriptive details, and clear event sequences.



c. Use a variety of

transitional words and phrases to manage

Explanation: Students create a simple presentation with multiple slides incorporating features such as slide transition, importing images, attaching audio clips. (Example: PowerPoint, Prezi, Movie Maker or iMovie). Language Arts Examples: Interpret details from text for the purpose of recreating a presentation including those details. Integrate two or more current and emerging technology tools such as productivity tools, multimedia files, web technologies, and portable files. Science Examples: Students create slide shows, web pages or wikis to convey knowledge about scientific concepts.



- Document Camera

Use a keyboard or mouse to control a presentation

Open a saved slide or presentation Use storyboard to plan presentation Create a blank presentation Combine text and images to create a presentation using placeholders Create a title slide Create a new presentation from a template Choose a slide layout Change order of slides Add text and images with and without placeholders

Unit 3: Computing Fundamentals Unit 5: Presentation Software


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the sequence of events.


e. Provide a conclusion that follows from the narrated experiences or events.

4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. 4.SL.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when

Students can create a presentation about inventors, state reports or scientific reports that include all of the above features.

Cut, copy, paste within a presentation Insert or delete slides Arrange objects on the slide Organize slides using slide sorter view Create and format a title and subtitle Create bulleted text Use text special effects such as Word Art Add slide transitions to the slide show Add appropriate animation to text and graphics Apply color or background appropriate to topic; apply it to one or all slides Create a credits slide/card Insert movie clips and recorded sound Using editing tools to format media appropriately for slide layout and transitions or animations


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appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)

Create and format an action button Insert hyperlinks as text and as action buttons Discuss the purpose and audience of the presentation Discuss environmental considerations of presentation (lighting, space, devices) Identify appropriate circumstances to select Reading View or Slideshow view

PO 6: Download, store, and accurately cite web resources.

Explanation: Students will use correct formatting of citations for web resources There are plenty of sites that offer assistance on citing web related resources. Search _how to cite web resources_

Utilize online citation tools to accurately cite online resources


PO 7: Explain the uses of and the means by which computers are networked.


a. Introduce a topic

clearly and group related information in

Explanation: Computers are generally connected through a wireless router or a local area network (LAN). A wireless router or LAN allows computers to talk to each other. There are several uses of networked computers:

Articulate a definition of a computer network Articulate a definition of the Internet Articulate a definition of the World Wide Web



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paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.





4.SL.1 Engage effectively in a range of collaborative discussions

Share files (documents, music, video, etc.) Printers Internet connections Scanners

Differentiate between a wireless and wired network Use fundamental computer storage and networking vocabulary Use fundamental computer storage and networking vocabulary Use fundamental computer storage and networking vocabulary


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(one-on-one. in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others_ ideas and expressing their own clearly.


4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 4.SL.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4


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Language standards 1 and 3 on page 28 for specific expectations.)

Concept 3: Troubleshoot Systems and Processes Define problems and investigate solutions in systems and processes.



CB02 Alignment

PO 1: Use the help function within software and hardware to troubleshoot issues and problems.

Explanation: Within a software program, locate the _help_ function and use the tool to solve a problem that has occurred.

Apply strategies for identifying and solving routine software and network problems that occur during everyday use

Concept 4: Transfer of Knowledge Transfer current knowledge to learning of new technologies.



CB02 Alignment

PO 1: Transfer understanding of current input/output devices and symbols and icons to learning new technologies.

4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the

Explanation: Input/output devices are commonly referred to as I/O devices. Usually pertaining to things such as a keyboard or a mouse.

Identify the basic components of software interfaces



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development of main ideas or themes.

Strand 1: Creativity and Innovation This strand...

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