Grade_7

=Grade 7 Technology Curriculum= 1. Demonstrate optimal posture position at the computer workstation.
 * =Standard 1: Basic Operations and Concepts= ||
 * State Objectives:**
 * Required Topic/Skill**
 * Required Topic/Skill**
 * Required Topic/Skill**

§ Use correct posture and technique while at the keyboard o Feet flat on floor, knees straight ahead o Sit up straight with rear and back at the back of chair (shoulders down) o Elbows resting at side o Fingers curved so that fingertips tap keys o Eyes level with monitor o Eyes on text o Wrist up and even, not resting on keyboard or table § Use correct fingers to key alphabetic and common punctuation, enter, backspace, caps lock, shift, and space bar (emphasis on accuracy not speed)
 * Keyboarding**
 * Keyboarding**

2. Demonstrate keyboarding proficiency in technique and posture while building speed.

o 6-8th grade classroom teachers o Using handouts, discuss keyboarding posture and technique, ethical terms, software-specific terms and basic operations before using computers. o Reinforce the above during the use of computer applications in the specific curriculum areas. 3. Communicate about technology using developmentally appropriate and accurate terminology.

§ Use correct terminology: login, cursor, icon, desktop, scroll bar, hour glass, minimize, maximize, network, directory, edit, hardware, software, electronic mail, copyright, software piracy, license agreement, word processing, desktop publishing, database, query, field, record spreadsheet, cell, column, row, formula, Boolean search 4. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
 * Terminology**
 * Terminology**

§ Demonstrate knowledge of: o Log on/log off o Start and exit programs o Multi-task using taskbar o Proper shut down o Correct printer choice o Basic troubleshooting (hardware and software) § Care and appropriate use of keyboard, mouse, diskettes, CD-Rom, printer § Checking cables to be sure they are plugged in
 * Operating System**
 * Operating System**

5. Utilize an operating system efficiently. § Demonstrate the ability to: o Open files from multiple directories o Save/Save As files to diskette and home directory o Format a diskette o Delete files
 * File Management**
 * File Management**

Posture and Technique Guide · Keyboarding software · Terminology handout/quiz · Handout for basic operations
 * 4 1/2 week keyboarding course:**
 * 4 1/2 week keyboarding course:**
 * 4 1/2 week keyboarding course:**

Typing Pal [|http://typingpal.com] Learn 2 Type [|http://learn2type.com] · A User-Friendly Workstation http://www.uhs.berkeley.edu/Facstaff/Ergonomics/erguser.htm This web page provides an image, checklists, and tips for providing a user-friendly workstation.
 * Websites:**
 * Websites:**
 * Websites:**

· Computers Can Be a Real Pain http://kidshealth.org/kid/watch/house/k_ergonomics.html If you're like a lot of kids, you're probably spending a lot of time sitting at the computer, doing schoolwork or playing games. But whether you're writing a report about aardvarks or zapping alien beings, using a computer can affect different parts of your body, like your hands, wrists, back, and eyes. You'll want to keep these parts as healthy as possible now so you can be in good shape for the cyberspace century.

· Computer Ergonomics for Elementary School Students http://orosha.org/cergos/ Computer Ergonomics is about things that you can do to make working on a computer more comfortable and better for your body, for example, wearing a bike helmet when riding a bike and a seatbelt when riding in a car are two simple things that you do to be safe. The Computer Ergonomics for Elementary School Students (CergoS) Web site will show you some simple and affordable ways to make sure that your body is safe and comfortable while using a computer.




 * Activities**
 * Activities**

http://ergo.human.cornell.edu/MBergo/intro.html With the number of computers in classrooms increasing every day, many schools are beginning to institute ergonomics programs to show students, teachers, and parents how to reduce the risks of computer-related injuries. What follows is part of such an ergonomics program, in the form of guidelines that have been developed for the parents of school children, from the needs identified by a project with Blackwell Elementary School in Redmond, Washington. The guidelines have been included in the "Get Techfit" program developed by Diane Tien and her class at this school.
 * School Ergonomics Programs: Guidelines for Parents**

http://yahooligans.yahoo.com/docs/info/glossary1.html Yahooligan's Computer Glossary
 * Computer Glossary**

http://www.intel.com/education/journey/ The Journey Inside is a series of online lessons for learning about technology, computers, and society. This interactive resource uses Web-delivered video, audio, and other activities to guide students to an increased understanding of the world of technology.
 * The Journey Inside**

7th grade classroom teachers Using handouts, discuss keyboarding posture and technique, ethical terms, software-specific terms and basic operations before using computers. Reinforce the above during the use of computer applications in the specific curriculum areas.


 * Other Resources:**


 * Subject:** Social Studies (7), or Technology Education (6 - 8)
 * Title:** [|Our World is Like a Rainbow]
 * Overview:** Americans continue to adapt to different ethnic and cultural groups who move into their communities. It is vital that children become aware of and appreciate cultural diversities in people. People move to different areas for reasons such as religion, climate, employment, economics, and for a better way of life.


 * Subject:** Social Studies (7), or Technology Education (6 - 8)
 * Title:** [|Personal Economics]
 * Overview:** Students will be able to explain the various services available to protect consumer rights. They will develop a PowerPoint presentation in their student achievement teams which contains the required information along with a question section. This presentation will then be used in class for a review activity prior to testing.


 * Standard 2: Social, Ethical, and Human Issues**
 * State Objectives:**
 * Skills:**
 * # Describe current changes in information technologies and the effect those changes have in the workplace and society.
 * 1) Analyze ways in which technology has influenced the course of history.
 * Skills:**
 * # Describe current changes in information technologies and the effect those changes have in the workplace and society.
 * 1) Analyze ways in which technology has influenced the course of history.
 * # Describe current changes in information technologies and the effect those changes have in the workplace and society.
 * 1) Analyze ways in which technology has influenced the course of history.

§ Recognize changes, effects and influences technology has had on society
 * Technology in Society**
 * Technology in Society**


 * # Identify examples of copyright violations, computer fraud, and possible penalties.
 * # Identify examples of copyright violations, computer fraud, and possible penalties.

· Understand copyright/piracy/netiquette/works cited: MLA
 * 1) Cite electronic sources properly. ||
 * Ethics**
 * Activities**
 * Other Resources:**
 * Activities**
 * Other Resources:**
 * Other Resources:**
 * Other Resources:**

· Current events and careers in technology as pertaining to curriculum areas · Electronic revolution in each specific content area · Acceptable Use Policy · Character education curriculum · Ethics do's and don'ts handout · Cite sources properly in every content area Check the school media center catalog for books; AVL for current events; Internet for the most up to date copy of The Occupational Outlook Handbook. Weather Resources for Students http://www.wxdude.com/kidres.html Nick's favorite resource materials for students to learn more about weather and other sciences:
 * 7th classroom teachers**

FREE http://www.ed.gov/free/index.html More than 30 Federal agencies formed a working group in 1997 to make hundreds of federally-supported teaching and learning resources easier to find. The result of that work is the FREE web site.

The Library of Congress http://www.loc.gov/families/index.html Library resources
 * Activities**
 * Other Resources:**
 * Other Resources:**
 * Other Resources:**
 * Other Resources:**

KidSpace on the Internet Public Library http://www.ipl.org/div/kidspace/ KidSpace Features: Ask a Question Culture Quest Learning HTML Orca Search Poison Prevention POTUS Say Hello Science Fair Stately Knowledge Story Hour

Reference: Dictionaries, Encyclopedias, and Thesauri http://www.kidsolr.com/reference/ Numerous links to references in specific content areas.

Ivy's Search Engine Resources http://www.ivyjoy.com/rayne/kidssearch.html Here you will find search forms for the major Internet search engines for kids. Below these are Internet search engine links, links to web guides for kids, some specialized search engine forms and specialized search engine links of interest to kids. At the bottom there are links to family friendly or general WWW filtered search engines and links to more pages like this.

Kid's Search Tools http://www.rcls.org/ksearch.htm Search topics on some of the most commonly used search engines for kids and teachers.

Great Web Sites for Kids http://www.ala.org/gwstemplate.cfm?section=greatwebsites&template=/cfapps/gws/default.cfm American Library Association offers links to educational resources for teachers and students on all topics.



10. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, communication, and learning throughout the curriculum. 11. Follow procedures to design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
 * Standard 3: Technology Productivity Tools ||
 * State Objectives:**
 * Required Topic/Skill**
 * Required Topic/Skill**
 * Required Topic/Skill**

12. Integrate word processing skills across the curriculum. § Identify intended uses and basic terminology § Open, save, print, close documents § Change margins § Use print preview § Change page orientation § Change line spacing § Use hanging indent § Format font, font size, font alignement, font color, font style (bold, underline, italics) § Use headers and footers § Use bullets and numbering § Insert Clip Art § Insert WordArt § Cut/copy/paste/undo/select all (toolbar, menu bar, or key commands) § Format clipart (float, crop, lighten) § Insert table § Format a table (merging, shading, sorting) § Set tabs § Use spell check § Set number of columns § Create a personal business letter—in block format · Use MLA or APA style 13. Identify examples of spreadsheets and databases. 14. Identify uses of spreadsheets and databases.
 * Word Processing**
 * Word Processing**

§ Identify intended uses and basic terminology § Open, save, print, close workbooks § Enter data § Format font (size, alignment, color, style) § Format data (currency, date, decimal) § Format cells (fill color, line color, borders) § Insert, delete, and resize columns and rows § Use fill color feature § Sort § Create an appropriate chart (column, line, pie) § Use functions and formulas § Change page orientation
 * Spreadsheet**
 * Spreadsheet**





§ Fit to one page § Center vertically and horizontally § Include or omit gridlines and row and column headings when printing

§ Identify intended uses and basic terminology § Create, save, close a database § Create a table § Set field names and attributes § Move between design and data view § Add a header in form view § Filter and sort data § Create a query § Create a form § Use the design view to format the form § Add and delete records in table and form view
 * Database**
 * Database**
 * Database**

§ Recognize and query databases in the everyday world § Presentation § Identify intended uses and basic terminology § Create a slide presentation § Format slide background or use template § Format font



§ Add transitions § Add builds § Use the different views (slide, outline, slide sorter, slide show) § Insert Clip Art § Arrange objects on slide § Use the automatic timer § Use custom animation § Use the Slide Master § Set up show § Print options (slides, handouts, outline, notes)

§ Create a product to communicate content § Use a digital camera, scanner and/or video camera to enhance a presentation
 * Desktop Publishing**
 * Desktop Publishing**
 * Desktop Publishing**
 * MultiMedia**
 * MultiMedia**
 * MultiMedia**

[|Reading Log and Newsletter] · Text box · Clip Art · Copy/paste · Table borders · Page border · WordArt · Columns · Inserting a table · Formatting a table · Sorting a table · Format Painter
 * Activities**
 * 7th grade**
 * Language Arts**
 * Project**:
 * 7th grade**
 * Language Arts**
 * Project**:
 * Project**:
 * New Skills**:


 * Activities**
 * Other Resources:**
 * Other Resources:**
 * Other Resources:**
 * Other Resources:**

[|Tree Database] New Skills: · Forms · Formatting form in design view · Simple Query setting criteria · Header and footer in form view
 * 7th grade**
 * Science**
 * Project:**

In all curriculum areas appropriately search for information (articles, books) using on-line databases (Athena, AVL).
 * Suggested Activity:**

Choose a topic that you are currently studying in science class. Use the Internet or magazines to find at least five articles on this topic. Create a database to record the information you find. Which magazine has the most useful information you find. Which magazine has the most useful information? Is the information up to date? Write a short summary about something you learn from the articles.
 * Curriculum Connection**
 * Science**

3. Save the file
 * Internet Research**
 * 1) Use a search engine to research current computer viruses. You may also want to try the following URLs:http://csrc.ncsl.nist.gov/virus/, [|www.tju.edu/tju/dis/virus/], [|www.mcafee.com] (click **Free Virus News** at the bottom of the page), [|www.zdnet.com/zdhelp/filters/splash/0,9700,6008986,00.html], and [|www.norton.com] (click **Security Updates**).
 * 2) Use your word processor to record the following information. You will use this information in the flyer you’ll create in Section 27-2.
 * 3) Definition of a computer virus
 * 4) Current viruses
 * 5) Common warning signs
 * 6) Cures for common viruses
 * 7) Virus myths and hoaxes
 * 8) Where to go for help

15. Use telecommunications and other media to collaborate and interact with peers and other audiences following appropriate laws and regulations. § Use broadcast, presentation software, e-mail, web pages, and the Internet to collaborate and interact with other audiences observing safe protocol (i.e. protecting student identity)
 * Standard 4: Technology Communication Tools**
 * State Objectives:**
 * Required Topic/Skill**
 * State Objectives:**
 * Required Topic/Skill**
 * Required Topic/Skill**
 * Required Topic/Skill**
 * Internet/Broadcast/Presentation Software**
 * Internet/Broadcast/Presentation Software**


 * Activities**
 * Activities**
 * Activities**

On-line projects, web pages, e-mail an expert, web pals, WebQuests and presentations posted on web pages Students may participate in the broadcast by making announcements, creating commercials, and taping interviews. Students create and view presentations in various curriculum areas.
 * Internet**:
 * One teacher on each team will document one of the following Internet suggestions:**
 * Broadcast:**
 * During homeroom allow all students watch the daily broadcast of announcements.**
 * Presentations:**
 * All students will create a presentation in social studies.**
 * Suggested Websites:**


 * Center for History and New Media** [|www.chnm.gmu.edu]
 * Cyberschoolbus: United Nations** [|www.cyberschoolbus.un.org]
 * Digital History** [|www.digitalhistory.uh.edu]
 * Famous Trials** [|www.law.umkc.edu/faculty/projects/ftrials/ftrials.htm]
 * History/Social Studies for K-12 Teachers** [|www.home.comcast.net/~dboals1/boals.html]
 * Humanities – Interactive** [|www.humanities-interactive.org/a_base_UD.html]
 * HyperHistory Online** [|www.hyperhistory.com/online_n2/History_n2/a.html]
 * iEARN** [|www.iearn.org]
 * Internet History Sourcebooks Project** [|www.fordham.edu/halsall/]
 * The Learning Page … Especially for Teachers** [|www.lcweb2.loc.gov/learn/]



Create the Spreadsheet 1. Make a list of your classes. 2. Next to each class, write your last test or project grade (use numbers). 3. Use your spreadsheet software, and enter the information as shown in Figure 5-1. ANA’S GRADEBOOK, SEMESTER ONE
 * Activities**
 * Other Resources:**
 * Other Resources:**
 * Other Resources:**
 * Other Resources:**



CLASS/COURSE TEST 1 English 89 Pre-Algebra 90 Science 95 Social Studies 80 Math 90

4. Format the spreadsheet and insert clip art to make it more attractive. 5. Save the spreadsheet.

Create a Travel Brochure 1. Design a travel brochure for your vacation destination. Include the data listed in the table below, along with any other information you’d like. 2. Use landscape orientation and a three-column format. 3. Include graphics to illustrate your brochure. 4. Save the brochure.

Weather/climate Currency (if different from ours) Location Population Lodging Sights Entertainment Airports

16. Apply content-specific tools, software, and simulations to support learning and research.
 * Standard 5: Technology Research Tools**
 * State Objectives:**
 * Required Topic/Skill**
 * State Objectives:**
 * Required Topic/Skill**
 * Required Topic/Skill**
 * Required Topic/Skill**

17. Evaluate the accuracy, comprehensiveness, and bias of electronic information sources concerning real-world problems.

18. Use Boolean operators to execute complex searches.

§ Analyze data and functions § Gather data § Solve problems
 * Content Specific Skills**
 * Content Specific Skills**

§ Discern reliability of resources § Discern value of resources § Search for specific topic using Boolean operators (AND, OR, NOT, +, -) § Search using keyword, natural language, and subject 19. Use appropriate tools and technology resources to resolve information conflicts by validating information through research and comparison of data. § Locate, access, analyze, organize, and apply information about selected public issues--recognizing and explaining multiple points of view § Select the appropriate software/hardware for a given task or problem § Select the appropriate tool to organize data § Compare and contrast data from more than one source
 * Evaluation of Sources**
 * Evaluation of Sources**
 * Evaluation of Sources**
 * Complex Searches**
 * Complex Searches**
 * Complex Searches**

Examples of other tools: probes, online databases, simulation software Evaluating sources, presentation, [|evaluation rubrics] · Check one of the many online rubrics for evaluating web sites. Searching techniques and citing sources from the Internet and databases during the research process
 * Activities**
 * Suggested Curriculum/Activity**
 * Content Specific Tools:** (Graphing) Calculators--math, heart rate monitors--physical education
 * Suggested Curriculum/Activity**
 * Content Specific Tools:** (Graphing) Calculators--math, heart rate monitors--physical education
 * Suggested Curriculum/Activity**
 * Content Specific Tools:** (Graphing) Calculators--math, heart rate monitors--physical education
 * Library/Media**
 * Library/Media**

Have your students try the Funbrain.com – Fresh Baked Fractions game. In order to play, students are shown four fractions. They have to find the one fraction that is not equivalent. If students answer 24 problems correctly, they become Master Pie Bakers! (Students can choose from easy, medium, hard, and super-brain levels for play.) http://www.funbrain.com/fract/index.html
 * Activities**
 * Other Resources:**
 * Creating Fraction Games**
 * Other Resources:**
 * Creating Fraction Games**
 * Creating Fraction Games**

The Life of a Famous Person Timeline Help students brainstorm a list of famous people about whom they can create life timelines. Include the presidents, explorers, historical figures, or other groups of people closely related to your curriculum.

Share with students a sample famous-person timeline. Students can learn about the life of our sixteenth president at the Abe Lincoln Timeline and view how this timeline was designed. View this timeline at: http://www.chenowith.k12or.us/tech/cgcc/projects/bright/lincoln01.htm

Finding a Valid Web Site Questions to Ask About a Web Page 1. Who is the author? Have you heard of the writer? Is he or she an acknowledged expert in the field? Have you heard of the organization that sponsors the site? Is it a reputable organization? 2. Is there a way to verify the legitimacy of the site (e.g., phone number, address to contact for more information)? 3. Is the article well written and grammatically correct? 4. Is there a non-Web version of this material? 5. What is the point of view? Most sites are not neutral. Consider the source of the information. 6. Are there references to other sources? Are they reputable sources? 7. Is there an indication of when the page was last updated? Newer information may be available.