Rotation Schedule / Lesson Plans for the Week

Gardner's Educational Teaching Network's Daily News Broadcast:

News Crew Reports daily
at 7:45

Daily Broadcast
8:00-8:10

Gardner's Classercise Daily Exercise Program at 8:10

Rotation Schedule for Third, Fourth, and Fifth Grades:

Monday -     
8:15-9:00        Ms. Sexton / Orange Group
 

9:00-9:45        Ms. King / Blue Group
 

10:30-11:15    Mr. Achor / Owls Group
 

Tuesday -    
Work Orders, Web Page Design, Network Issues

Wednesday -
8:15-9:00        Ms. L. White / Blue Group
 

9:00-9:45        Ms. Counts / Purple Group / Ms. Bell's 5th Grade Group
 

10:30-11:00    Ms. Baird / Falcons Group

 Thursday -  
8:15-9:00        Ms. Luten / Yellow Group
 

9:00-9:45        Ms. Deleon / Green Group
 

10:30-11:15    Ms. Masopust / Eagles Group

 Friday -      
8:15-9:00        Ms. Young / Purple Group
 

Work Orders, Web Page Design, Network Issues

Gardner's Classercise Daily Exercise Program at 2:30-2:50

3rd Grade Enrichment Group 2:30-3:00

Third, Fourth, and Fifth Grade Lesson Plans:

Students will continue working with Learning.com at their own pace working through the curriculum designed for their grade level.  Students are only able to continue to the next lesson once they have mastered the current lesson assigned to them.

  The students must score an 80% or higher on each interactive lesson in order to progress to the next lesson of study in each unit.  The students target this week is to complete two lessons with a score of 80% or higher.

Students will be working through unit lessons on the following topics:

• Computer Basics
• Word Processing Basics
• Database Basics
• Keyboarding
• Visual Mapping
• Computer Navigation
• Spreadsheet Basics
• Word Processing
• Graphing in Spreadsheets
• E-mail Basics
• Presentation Basics
• Web Browsing Basics
• Database Searches
   

 Tech Objectives

►[9] Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6) - Grades: 3 - 5

►[3] Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2) - Grades: 3 - 5

►[2] Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2) - Grades: 3 - 5

►[10] Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6) - Grades: 3 - 5

►[4] Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3) - Grades: 3 - 5

►[1] Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1) - Grades: 3 - 5

►[8] Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6) - Grades: 3 - 5

►[5] Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4) - Grades: 3 - 5

►[7] Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5) - Grades: 3 - 5

►[6] Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4) - Grades: 3 - 5

Core Objectives

►Student uses technology in a real-world scenario.

 Standards Covered This Week:

Technology Foundation Standards for Students

1       Basic operations and concepts

• Students demonstrate a sound understanding of the nature and operation of technology systems.
• Students are proficient in the use of technology.

2       Social, ethical, and human issues

• Students understand the ethical, cultural, and societal issues related to technology.
• Students practice responsible use of technology systems, information, and software.
• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

3       Technology productivity tools

• Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

4       Technology communications tools

• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5       Technology research tools

• Students use technology to locate, evaluate, and collect information from a variety of sources.
• Students use technology tools to process data and report results.
• Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

6       Technology problem-solving and decision-making tools

• Students use technology resources for solving problems and making informed decisions.
• Students employ technology in the development of strategies for solving problems in the real world.

Performance Indicators

A major component of the NETS Project is the development of a general set of profiles describing technology-literate students at key developmental points in their pre-college education. These profiles reflect the underlying assumption that all students should have the opportunity to develop technology skills that support learning, personal productivity, decision making, and daily life. These profiles and associated standards provide a framework for preparing students to be lifelong learners who make informed decisions about the role of technology in their lives.

Prior to completion of Grade 5, students will:

1.      Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)

2.      Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2)

3.      Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2)

4.      Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)

5.      Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)

6.      Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4)

7.      Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5)

8.      Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)

9.      Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)

10.   Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)