Branch. 529-530. - ERIC · 2014. 6. 2. · ISBN ISBN-0-7785-0317-8 PUB DATE 1998-09-00 NOTE 73p.; For the Interim Program of Studies, see ED 422 901. For illustrative examples for

DOCUMENT RESUME

ED 429 567 IR 019 528

TITLE Illustrative Examples To Accompany Information andCommunication Technology, Interim Program of Studies: Grade1 to Grade 6.

INSTITUTION Alberta Dept. of Education, Edmonton. Curriculum StandardsBranch.

ISBN ISBN-0-7785-0317-8PUB DATE 1998-09-00NOTE 73p.; For the Interim Program of Studies, see ED 422 901.

For illustrative examples for other grade levels, see IR 019529-530.

AVAILABLE FROM Learning Resources Distributing Centre, 12360-142 St.,Edmonton, Alberta, Canada T5L 4X9; Tel: 780-427-5775; Fax:780-422-0750; Web site:http://ednet.edc.gov.ab.ca/technology

PUB TYPE Guides Classroom Teacher (052)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Check Lists; Class Activities; *Computer Uses in Education;

Curriculum Guides; Educational Objectives; EducationalTechnology; Elementary Education; Foreign Countries;*Information Skills; *Information Technology; LearningActivities; Outcome Based Education

IDENTIFIERS Alberta; *Technology Integration

ABSTRACTThe Illustrative Examples are a companion resource to

Alberta Education's 1998 "Information and Communication Technology, InterimProgram of Studies." Purposes of the examples are to: clarify the intent ofthe general and specific outcomes of the program of studies; suggest ways tointegrate the general and specific outcomes with programs of study in thecore subject areas for grades 1-6; and suggest tasks and activities that mayhelp students achieve the outcomes within core subject areas. Eachillustrative example includes a background or context, the task or activity,a scoring guide or rubric, specific outcomes, and related curriculumoutcomes. Preceding the examples is an outline of information and technologygeneral outcomes in the following categories: foundational operations,knowledge, and concepts; processes for productivity; and communicating,inquiring, decision making, and problem solving. A checklist for selectedspecific outcomes related to file management and basic procedures, text-dataentry procedures, and computer workstation components for Divisions I (grades

1-3) and II (grades 4-6) is appended. (AEF)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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lILLUSTRATIVE EXAMPLES1 TO ACCOMPANY

INFORMATION AND COMMUNICATIONI TECHNOLOGY

INTERIM PROGRAM OF STUDIES

"PERMISSION TO REPRODUCE THIS

MATERIAL HAS BEEN GRANTED BY

C. Andrews

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)."

_ E 1 TO GRADE 6

SEPTEMBER '199,8,

U S DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

O This document has been reproduced asreceived from the person or organizationoriginating it

O Minor changes have been made toimprove reproduction quality

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy

Education

r 2 BESTMWAVAILlar-

ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA

Alberta. Alberta Education. Curriculum Standards Branch.Illustrative examples to accompany information and communication

technology : an interim program of studies : grade 1 to grade 6.

URL: http://ednet.edc.gov.ab.ca/technologyISBN 0-7785-0317-8

1. Educational technology - Alberta. I. Title.

LB1028.3.A333 1998 371.39445

Additional copies are available through:

Learning Resources Distributing Centre12360 - 142 StreetEdmonton, Alberta, Canada T5L 4X9Telephone: 403-427-5775Facsimile: 403-422-9750

For more information, contact:

Keith WagnerDirectorCurriculum Standards BranchAlberta Education11160 Jasper AvenueEdmonton, Alberta, Canada T5K 0L2Telephone: 403-427-2984Fax: 403-422-3745

Doug KnightProject ManagerSchool Technology Task GroupAlberta Education11160 Jasper AvenueEdmonton, Alberta, Canada T5K 0L2Telephone: 403-427-9001Fax: 403-415-1091

To be connected toll free outside Edmonton, dial 310-0000.

After January 25, 1999 the area code 403 becomes area code 780.

The primary intended audience for this interim program of studies is:

Administrators V

Counsellors

General Audience

Parents V

Students

Teachers V

Copyright © 1998, the Crown in Right of Alberta, as represented by the Minister of Education. Alberta Education,Curriculum Standards Branch, 11160 Jasper Avenue, Edmonton, Alberta, Canada, T5K 0L2.

Permission is given by the copyright owner to reproduce this document, or any part thereof, for educational purposes and on anon profit basis.

3 BEST WET AVAHABLE

ACKNOWLEDGEMENTS Alberta Education wishes to acknowledge the contribution ofthe following individuals:

Writing Team I Barry AllenJohn BaldassarePeggy BergmannGordon BoothBarbara BrownHugh BrownCarol CaulfieldWalter DiefenthalerRon EbertsSylvia EwanchukElizabeth FargeyJanet HancockPat KimuraSandra LevesqueJayson LovellWendy MathieuAlan NicholIan PhillipsJoanne TranterSandra UnrauMarion WatsonNancy WeberJerry Wowk

Project Assistance andTechnical Support Angela De Jong

Joe FriesenhanJoanne MediskyFran SchmidtJim WardDocumentProduction Unit

Project Manager I Doug Knight

Project Chair I John Travers

Chinook's Edge Regional Division No. 5Edmonton RCSSD No. 7St. Albert Protestant School District No. 6Grande Yellowhead Regional Division No. 35Edmonton RCSSD No. 7Edmonton RCSSD No. 7Parkland School Division No. 70St. Albert Protestant Separate School District No. 6Wolf Creek Regional Division No. 32Elk Island Public Schools Regional Division No. 14Red Deer Public School District No. 104Edmonton School District No. 7Elk Island Public Schools Regional Division No. 14Calgary School District No. 19Wolf Creek Regional Division No. 32Edmonton School District No. 7St. Albert Protestant Separate School District No. 6Edmonton School District No. 7Edmonton School District No. 7Calgary School District No. 19Elk Island Public Schools Regional Division No. 14Edmonton School District No. 7Edmonton RCSSD No. 7

School Technology Task Group, Alberta EducationSchool Technology Task Group, Alberta EducationSchool Technology Task Group, Alberta EducationSchool Technology Task Group, Alberta EducationSchool Technology Task Group, Alberta Education

Curriculum Standards Branch, Alberta Education

Knight Research and Consulting Services

School Technology Task Group, Alberta Education

Information and Communication Technology Acknowledgements / iii©Alberta Education, Alberta, Canada (Interim 1998)

4

TABLE OF CONTENTS

Acknowledgements iii

Introduction 1

Information and Communication Technology General Outcomes 5

Illustrative Examples Grade One 7

Illustrative Examples Grade Two 11

Illustrative Examples Grade Three 23

Illustrative Examples Grade Four 39

Illustrative Examples Grade Five 49

Illustrative Examples Grade Six 59

References 71

Appendix 1 73

Information and Communication Technology Table of Contents / v©Alberta Education, Alberta, Canada (Interim 1998)

INTRODUCTION

PURPOSE I

LOOKING AT TECHNOLOGYDIFFERENTLY

The Illustrative Examples are a companion resource to theInformation and Communication Technology, Interim Program ofStudies, 1998. The purpose of these examples is to:

clarify the intent of the general and specific outcomes of theprogram of studiessuggest ways to integrate the general and specific outcomes withprograms of study in the core areas across all grade levelssuggest tasks and activities that may help students achieve theoutcomes within core subject areas.

The illustrative examples provide sample tasks students can performto demonstrate what they know and can do in relation to thetechnology and core subject outcomes. These illustrative examplesalso provide ways in which to view the technology outcomes, asmany of them may be broadly interpreted. For example, students areexpected to communicate through multimedia. There are a variety ofways to accomplish this, from incorporating visuals, such as postersor a slide show with an oral presentation, to creating an electronicmultimedia presentation with a software program. The concept ofcommunicating through multimedia is the critical outcome; howstudents demonstrate their understanding and skill with this can vary.

The illustrative examples demonstrate how the technology outcomescan be integrated within the context of the core curricular areas.Each example is cross-referenced to one or more curricularoutcomes. There are also examples of cross-curricular integration(two or more curricula along with the technology outcomes). A listof the current programs of study that the curriculum outcomeswere drawn from can be found in the references section of thisdocument. As these programs of study change, the illustratedexamples will need to be reviewed for their currency.

The goal of the program of studies is to enable our students tobecome:

capable information and communication technology usersinformation seekers, analyzers and evaluatorsproblem solvers and decision makerscommunicators and collaboratorsinformed, responsible and contributing citizens.

Information and Communication TechnologyCAlberta Education, Alberta, Canada

Introduction / 1(Interim 1998)

FORMAT FOR ILLUSTRATIVEEXAMPLES

Technology has been defined as the processes, tools and techniquesthat alter human activity. While often much attention is paid to suchtools as computers, productivity software and peripheral devices,when we speak of technology, there is a need to focus on theprocesses that provide us with the conceptual tools with which to liveour lives and to do our work more efficiently and effectively. Oneapproach is to distinguish between hard and soft technologies. Hardtechnologies refer to such tools as computer hardware and software,calculators, fax machines, television and radio, VCRs and otherelectronic devices. Soft technologies refer to such processes asinformation management, needs assessment, task analysis, dataanalysis, mind mapping, instructional design, time management andcollaboration with others.

As well as knowing how to use and apply the hard technologiesthetoolsstudents also need to understand and apply the softtechnologiesthe processes. Many of the illustrative examplesrequire students to demonstrate their ability to apply tools andprocesses within a specific context or problem. Transferring theseskills to new contexts or problems is also a very critical outcome toachieve. The illustrative examples provide a starting place. Teacherswill want to create other tasks and activities that present differentproblems and contexts.

Each illustrative example has three parts to it:a background, or contextthe task or activitya scoring guide, or rubric.

Background The background provides important information tohelp students understand the nature of the problem to be solved or theconditions guiding the task. Sometimes the background or context iswritten for the student and sometimes it is written for the teacher.When the background is written for the teacher it provides anoverview of the general purpose for the task and/or the subjectsetting.

Task The task or activity may be as simple as answering a questionor following a single step process. It may be complex and involve aseries of steps or interrelated processes. It may be completed in asingle lesson, or it may require many class periods to complete. Thetask may incorporate several technology and subject outcomes, andsome tasks cross over several subjects. Most of the tasks requirestudents to have learned specific skills already. The task thenbecomes a demonstration of what the students can do on their own.

2 / Introduction(Interim 1998)

Information and Communication Technology@Alberta Education, Alberta, Canada

CHECKLISTS

ONLINE DATABASE I

Students should be provided with the opportunity and time to learnthe required skills prior to the introduction of the task, or the teachershould use the task to help students learn what is expected. Many ofthe tasks are group activities that require students to work andcollaborate with others.

Note: Task activities are suggestions only. Teachersare encouraged to modify the tasks to meet the needs andcircumstances of their students. The availability ofresources, such as software, computers and Internetconnections, will determine which tasks are mostappropriate. Student interest and readiness should alsobe taken into consideration.

Scoring guide The scoring guide or rubric further clarifies what isexpected of students by describing task assessment criteria. As tasksare designed to emphasize the technology learner outcomes, scoringguides generally provide only those criteria that match the specificoutcomes listed. This type of scoring guide is called an analyticrubric and is most useful for instructional purposes. Teachers maywant to develop scoring guides that also incorporate criteria matchingthe subject learner outcomes. This type of rubric is called holistic.

In Division 1 and Division 2 there are many outcomes that may bestbe assessed by teacher observation of a student performance.Checklists have been created for this purpose and can be found inAppendix 1.

The illustrative examples presented in this document also may befound in a searchable database on the Alberta Education web site at<http://ednet.edc.gov.ab.ca/technology>. Many of the illustrativeexamples include links to other web pages. As well, the 2LearnAlliance site provides a gateway to additional information and ideas.It can be found at <http://www.2Learn.ca>.

Information and Communication Technology©Alberta Education, Alberta, Canada

Introduction / 3(Interim 1998)

INFORMATION AND COMMUNICATION TECHNOLOGY

GENERAL OUTCOMESFOUNDATIONAL OPERATIONS,

KNOWLEDGE AND CONCEPTS

PROCESSES FOR PRODUCTIVITY

COMMUNICATING, INQUIRING,DECISION MAKING AND

PROBLEM SOLVING

,F1 Students will demonstrate an understanding of the nature oftechnology.

0 Students will understand the role of technology as it applies toself, work and society.

0 Students will demonstrate a moral and ethical approach to the useof technology.

F4 Students will become discerning consumers of mass media andelectronic information.

P5 Students will practice the concepts of ergonomics and safetywhen using technology.

vo: Students will demonstrate a basic understanding of the operatingskills required in a variety of technologies.

Pr Students will compose, revise and edit text.

p2, Students will organize and manipulate data.

Pj, Students will communicate through multimedia.

P4 Students will integrate various applications.

Students will navigate and create hyperlinked resources.

Students will use communication technology to interact withothers.

0 Students will access, use and communicate information from avariety of technologies.

Students will seek alternative viewpoints, using informationtechnologies.

c3 Students will critically assess information accessed through theuse of a variety of technologies.

't-4 Students will use organizational processes and tools to manageinquiry.

ri Students will use technology to aid collaboration during inquiry.

03 Students will use technology to investigate and/or solveproblems.

al Students will use electronic research techniques to constructpersonal knowledge and meaning.

Information and Communication Technology Information and Communication Technology General Outcomes / 5©Alberta Education, Alberta, Canada (Interim 1998)

ILLUSTRATIVE EXAMPLES

ENGLISH LANGUAGE ARTS, GRADE 1

SPECIFIC OUTCOMES

The student will be able to:

P1 1.1 create original text, using wordprocessing software, tocommunicate anddemonstrate understanding offorms and techniques

P3 1.2 create visual images by usingsuch tools as paint and drawprograms for particularaudiences and purposes

RELATED CURRICULUM OUTCOMES

English Language Arts, Grade 1G04.1, Bullets 1 and 3

contribute ideas from personal experiencesfor oral, written and visual textsorganize print and pictures to express ideasand tell stories

G04.4, Bullet 1share information and ideas in a briefpresentation to a familiar audience; useillustrations and other materials to aid thepresentation

Division 1

General Outcomes: PI, P3

STUDENT TASK

Background

The class should have discussed the signs of fall prior to thisactivity. Students brainstorm words about fall. The teacherhelps them choose a format to tell about fall. It could be astory, a poem, a letter to someone who does not know whathappens in fall or a list of what happens in fall. Whenfinished, students are to create an illustrated cover page forthe written work. The students should be familiar with adraw or paint program to create visual images.

Task

We have just talked about the signs of fall, written words thattell about fall and placed them around the room. You are towrite a story, a poem or a letter telling someone what it is likein fall, or write a list about what happens in fall. If you wish,you may write it first on paper and then use the wordprocessor.

Use a draw or paint program to draw a picture to go alongwith your writing. Print the picture and use it as a cover pagefor your writing.

SCORING GUIDE

The student:

4 uses a variety of available tools to create an elegantcover pagecommunicates ideas clearly and fluidly, using a wordprocessor to create the text

3 uses some of the available tools to create a cover pagethat enhances the storycommunicates ideas in an understandable manner,using a word processor to create the text

2 uses a few tools to create a cover pageexpresses a few ideas, using a word processor withassistance only

1 expresses a few ideas but is unable to use the wordprocessor even with assistanceis unable to make a picture, using a draw or paintprogram

Information and Communication Technology English Language Arts, Grade 1 / 7©Alberta Education, Alberta, Canada (Interim 1998)

1 0

Division 1


SCIENCE, GRADE 1

SPCIFIC:OUTCOMES

The student Will beable to:

135 1.1 navigate within a document,compact disc or other softwareprogram that cOntains links

C1 1.1 access and retrieve appropriateinformation from electronicsources for a specific inquiry


Science, Grade 1Topic E, SLE 1

classify some common local plants and animalsinto groups on the basis of visiblecharacteristics, e.g., adaptations of survival,such as claws, beaks, prickles

General Outcomes: PS, Cl

STUDENT TASK

Background

In Topic E: Needs of Animals and Plants, students describeand compare living things. In this task, students use pictureCD-ROMs to find pictures of different species of animals.Using a questionnaire or chart that the teacher provides, theyrecord information about animal characteristics and compareinformation. A prepared database could be used in place of achart.

Task

Use a CD-ROM to find information about animals.

Fill in a chart to record animal characteristics:

legs (number)coveringhabitatlocomotion.

SCORING GUIDE

The student:4 is able to navigate the CD-ROM and retrieve

information without assistance3 is able to navigate the CD-ROM and retrieve

information with little assistance2 is able to navigate the CD-ROM and retrieve

information with assistance1 is unable to navigate the CD-ROM and retrieve

information with assistance

8 / Science, Grade 1(Interim 1998)


ILLUSTRATIVE EXAMPLES WW1

SOCIAL STUDIES, GRADE 1

SPECIFIC OUTCOMES



1.3 use technology to support andpresent conclusions

1.1 develop questions that reflecta personal information need

1.3 draw conclusions fromorganized information

1.4 make predictions based onorganized information

C6

C7


Social Studies, Grade 1Topic A, Communication Skills, Bullet 1 SLE 1

express ideas orally and pictorially

Topic A, Process Skills, Analyzing/Synthesizing/Evaluating Bullet 2

draw conclusions about the roles andresponsibilities of people at the school

Topic A, Related Facts and Content, Bullet 7;Topic A, Process Skills, Bullet 3

describe people in the school and theirresponsibilitiesgather information by interviewing person(s)within the school, using questions generatedby the class

Division 1

General Outcomes: P3, C6, C7

STUDENT TASK

Background

As a group, students brainstorm questions to generateinformation about each job found in the school. Studentsmake predictions about the similarities and differences of thejobs in the school, and draw conclusions from the informationthey gather. Students choose which job they would preferand explain why.

Task

As a class, make a list of all the different jobs people whowork in the school have. Brainstorm questions to ask thepeople about their jobs. Invite someone from each type ofjob into the classroom. Each group will choose one questionto ask of each person. With the help of the teacher, makenotes from the information that is given.

Look over all the information that the class has gathered.

Are there things about the various jobs that are the same?What things are different?

Use a draw and paint programs to draw a picture of a persondoing the job that you would like, and talk about why youwould like that job.

SCORING GUIDE

The student:

4 is able to generate questions for the class discussionand make predictions about the similarities anddifferences of jobscreates a picture, without assistance, using a draw andpaint programs

3 is able to generate questions for the class discussionand make some predictions about the similarities anddifferences of jobscreates a picture, with little assistance, using a drawand paint programs

2 is able to generate some questions for the classdiscussionis able to use, with much assistance, a draw a paintprograms to create a picture

1 is unable to contribute to the discussion and makepredictionsis unable to use a draw and paint programs


1 2Social Studies, Grade 1 / 9

(Interim 1998)

Division 1

ILLUSTRATIVE EX.fkoMPL :S


General Outcomes: -F6, P5, Cl, C5

SPECIFIC OUTCOMES


F6 1.1 perform basic computeroperations (which may vary byenvironment), includingpowering up, inserting disks,moving the cursor, clicking onan icon, using pull-downmenus, executing programs,saving files, retrieving files,printing, ejecting disks andpowering down

navigate within a document,compact disc or othersoftware program thatcontains links

access and retrieveappropriate information fromelectronic sources for aspecific inquiry

share information collectedfrom electronic sources to addto a group task

P5 1.1

Cl 1.1

C5 1.1


Social Studies, Grade 1Topic C, Process Skills, Bullet 3

acquire and interpret information frompictures, books, filmstrips and/or films ontraditions held by Canadian families

STUDENT TASK

Background

This task should begin with a teacher-led discussion andbrainstorming session on what family traditions are and howthey differ. The teacher provides the students with a varietyof books, pictures and picture CD-ROMs. Students use theseresources to find illustrations of how families have differenttraditions, such as the way holidays are celebrated. Theteacher asks the students to draw two pictures one of theirown family.traditions, and one of the traditions of anotherfamily they found in their research. Students share the waysin which their family is the same and/or different from the onethey chose.

Task

Find information about traditions of Canadian families from aCD-ROM encyclopedia, books and pictures. Look for onetradition that is the same as your family's and one that isdifferent. Share the information with the class, by drawing apicture of your family's tradition and that of a differentfamily.

SCORING GUIDE

The student:

4 navigates a CD-ROM with no assistance and finds theinformation that is needed; uses a draw and paintprograms to create a picture easily

3 navigates a CD-ROM with minimal assistance andfinds the information that is needed; uses a draw andpaint programs, with some assistance, to create apicture

2 navigates a CD-ROM and uses a draw and paintprograms only with a great deal of assistance

1 is able to navigate a CD-ROM and use a draw andpaint programs only with direct assistance at all times

10 / Social Studies, Grade 1(Interim 1998)

Information and Communication Technology

1 3 ©Alberta Education, Alberta, Canada


ENGLISH LANGUAGE ARTS; GRADE 2

SPECIFIC OUTCOMES


Fl 1.2 apply terminology appropriateto the technologies being usedat this division level

P5 1.1 navigate within a document,compact disc or othersoftware program thatcontains links

Cl 1.1 access and retrieveappropriate information fromelectronic sources for aspecific inquiry


English Language Arts, Grade 2GO 3.2, Bullet 2

access information using a variety of sources[such as simple chapter books, multimediaresources, computers, elders]

Division 1

General Outcomes: FI, P5, CI

STUDENT TASK

Background

Most students who have experience using a computer,particularly using CD-ROM encyclopedias or otherinformation software, learn how to navigate through the useof hyperlinks. Electronic books also provide opportunities touse hyperlinks. This activity provides one way to observestudents using hyperlinks.

Task

Read an electronic book to a friend. Show the friend howthis book works.

SCORING GUIDE

The student:

4 navigates easily through the electronic book, by usingall relevant links, and is able to use the appropriateterms, such as cursor, mouse, menu and scroll

3 navigates through the electronic book, by using mostlinks, and is able to use most appropriate terminology

2 navigates through the electronic book, by using somelinks, and is able to use some terminology

1 is unable to navigate through the electronic book oruse appropriate terminology without a great deal ofassistance

Information and Communication Technology©Alberta Education, Alberta, Canada 1 4

English Language Arts, Grade 2 / 11(Interim 1998)

Division 1

ILLUSTRATIVE EXAMPLES___toje,, A v+111

ENGLISH LANGUAGE ARTS, GRADIE 2

SPECIFIC OUTCOMES


F3 1.5 use appropriatecommunication etiquette



P6 1.1 compose a message that canbe sent throughcommunication technology

1.2 communicate electronicallywith people outside theclassroom


English Language Arts, Grade 2GO 4.1, All Bullets

generate and contribute ideas on particulartopics for oral, written, and visual textsuse a variety of forms [such as simplereports, illustrations, role-plays of charactersand situations, string game] for particularaudiences and purposesorder ideas to create a beginning, middle andend in own oral, written and visual texts

General Outcomes: F3, F6, Pl, P6

STUDENT TASK

Background

Students use a word processor to communicate for a purpose.The example provided is a thank you note that the studentswrite after a field trip to a fire station. Other types of trips,activities or message types, such as a memorandum, poster orinvitation, could be substituted. A template that provides aframework could be provided for each student.

Task

You have just completed a really interesting field trip to thelocal fire station. Use the word processor to make a thankyou note that the teacher can send by mail, fax or e-mail tothe firefighters. Be polite and make sure the note shows whatyou learned.

SCORING GUIDE

The student:

4 uses a computer to produce a polite and clear thankyou note

3 uses a computer to produce a correctly worded thankyou note with few spelling errors

2 uses a computer to produce a thank you note thatcontains many spelling errors

1 is unable to use a computer to produce a thank younote

l2 / English Language Arts, Grade 2 Information and Communication Technology',Interim 1998) ©Alberta Education, Alberta,Canada

15



SPECIFIC OUTCOMES


F1 1.2 apply terminology appropriateto the technologies being usedat this division level

F3 1.2 work collaboratively to sharelimited resources

F6 1.1 perform basic computeroperations (which may vary byenvironment), includingpowering up, inserting disks,moving the cursor, clicking onan icon, using pulkdownmenus, executing programs,saving files, retrieving files,printing, ejecting disks andpowering down


1.2 edit complete sentences,using such features of a wordprocessor as cut, copy andpaste



access information using a variety of sources[such as simple chapter books, multimediaresources, computers, elders]

Division 1

General Outcomes: F 1, F3, F6, P1

STUDENT TASK

Background

Students write a fairy tale rebus story, using clip art orstudent-created pictures for the images. This would be agood cross-grade opportunity, so that older students couldwork with younger students to assist them with thetechnology. Students need to see examples of rebus storiesbefore doing this activity. Clip art is available on commercialCD-ROM collections.

Task

You have been reading fairy tales in your class. Your task isto write a rebus fairy tale story. You need to choose yourfavourite fairy tale and retell the story in your own words.

Write your story.

Circle or underline the words in the story that you want torepresent with a picture. These should be words that occurfrequently in the story and can be easily represented with apicture.

Work with your older partner to type your story on thecomputer, and copy and paste the clip art pictures into thestory.


16English Language Arts, Grade 2 / 13

(Interim 1998)

Division 1

SCORING GUIDE

The student:

4 creates original text independently, and uses andapplies appropriate terminology for such functions ascut, copy and pasteworks collaboratively with partners, sharing resourcesand performing basic computer operations with ease

3 creates original text, and uses and applies appropriateterminology for such functions as cut, copy and pasteworks collaboratively with partners, sharing resourcesand performing basic computer operations

2 has difficulty creating original text, and using andapplying appropriate terminology for such functionsas cut, copy and pastehas difficulty working collaboratively with partners,sharing resources and performing basic computeroperations

1 is unable to create original text, and to use and applyappropriate terminology for such functions as cut,copy and pasteis unable to work collaboratively with partners, shareresources and perform basic computer operations

14 / English Language Arts, Grade 2 Information and Communication Technology(Interim 1998)

1 7©Alberta Education, Alberta, Canada

'ST iUtiVt...

LEW; ARD-1 LANGUAGE ARTS. G D E 2

SPECIFIC OUTCOMES


Fl 1.3 demonstrate an understandingthat the user manages andcontrols the outcomes oftechnology


English Language Arts, Grade 2GO 1.1, Bullet 1; GO 1.2, Bullets 1, 2 and 3; GO2.1, Bullet 1; GO 3.1, Bullet 3; GO 3.2, Bullet 1;GO 4.4, Bullet 1; GO 5.1, Bullet 2; GO 5.2,Bullet 2

make and talk about personal observationsconnect new information, ideas, andexperiences with prior knowledge andexperiencesexplain new experiences and understandingarrange ideas and information to make sensemake connections between texts, priorknowledge and personal experiencescontribute relevant information and questionsto assist in group understanding of a topic ortaskparticipate in group talk to generateinformation on a topic and to identify sourcesof additional informationshare information and ideas on a topic with afamiliar audience; clarify information byresponding to questionscontribute related ideas and information inwhole-class and small-group activitiestalk about similarities among stories fromoral, print and other media texts from variouscommunities

Division 1

General Outcomes: Fl

STUDENT TASK

Background

The increasingly prominent role of technology in our societyhas created a need for Alberta students to be able tounderstand and work with a variety of technologies. Inaddition to having this knowledge and these skills, educatorsalso recognize that students need to be able to applytechnology in responsible, ethical ways.

The Lorax by Dr. Seuss, provides one example of howliterature can be used as a forum for discussion to support theethical use of technology.

Task

The Lorax can be enjoyed as a book or as a video. Listen toor watch this story, and think about these questions:

What is the "cutting machine"? Is it a good or a badmachine? Why? Who decides if it is used for good orbad work?Is the uncle trying to be mean when he cuts down all ofthe trees, or is he just not thinking? Why do you thinkso?If you could talk to the uncle before he cuts down more1Tees, what would you say? Why?

SCORING GUIDE

The student:

4 demonstrates insight into the concept that the usermanages and controls the outcomes of technology,and that technology in itself is generally neither"good" nor "bad" but that it is the ethical andresponsible use that is at issuedisplays a strong sense of ownership for own ideas asthey relate to the ethical and responsible use oftechnology

3 demonstrates the beginnings of insight into theconcept that the user manages and controls theoutcomes of technology, and that technology in itselfis generally neither "good" nor "bad", but that it is theethical and responsible use that is at issuedisplays a sense of ownership for own ideas as theyrelate to the ethical and responsible use of technology


1 8

Division 1

2 demonstrates limited insight into the concept that theuser manages and controls the outcomes oftechnology, and that technology in itself is generallyneither "good" nor "bad", but that it is the ethical andresponsible use that is at issuedisplays the beginnings of a sense of ownership forown ideas as they relate to the ethical and responsibleuse of technology

1 has difficulty in understanding that the user managesand controls the outcomes of technology, and thattechnology in itself is generally neither "good" nor"bad", but that it is the ethical and responsible use thatis at issuedisplays little or no ownership for own ideas as theyrelate to the ethical and responsible use of technology

16 / English Language Arts, Grade 2 Information and Communication Technology(Interim 1998) ©Alberta Education, Alberta, Canada

19


SCIENCE, GRADE 2

Division 1

SPECIFIC OUTCOMES


Fl 1.2 apply terminology appropriateto the technologies being usedat this division level

C4 1.2 formulate new questions asresearch progresses


Science, Grade 2Skills, Bullet 4; Topic A, SLE 1

identify new questions that arise from theinvestigationrecognize and describe characteristics ofliquids: recognize and describe liquid flow,describe the shape of drops, describe thesurface of calm water

STUDENT TASK

Background

In Topic A: Exploring Liquids, students recognize anddescribe characteristics of liquids. In this task, the teacherneeds to prepare a database that compares water with one ormore other liquids. The characteristics in the database arecolour, ease of flow, tendency of drops to form a ball shape,interactions with other liquids and interactions with solidmaterials. Materials needed include water and non-water-based liquids, such as oil, alcohol, molasses, syrup or honey.

Students use this database to make their comparisons.

Task

How do liquids flow? Do all liquid drops look the same?What does the surface of calm water look like? To answerthese questions conduct a series of tests using materials suchas eyedroppers, beakers and various liquids.

What other questions related to the characteristics of liquidswould you like answers to? Design an experiment that wouldhelp you find the answers.

After conducting your experiment, comparing water withother liquids, your teacher enters all of the results into acomputer database so everyone can examine the results fromthe class. A worksheet that be provided. Use this worksheetto fill out your observations.

SCORING GUIDE

The student:

4 reads, correctly, all of the information from thedatabaseformulates several new and relevant questions

3 reads, correctly, a majority of the data from thedatabaseformulates a few new questions

2 reads, correctly, most of the data from the databaseformulates a new question

1 does not demonstrate accurate reading from thedatabasedoes not formulate any new questions

Information and Communication Technology Science, Grade 2 / 17©Alberta Education, Alberta, Canada (Interim 1998)

2 0

Division 1

SPECIFIC OUTCOMES


F3 1.5

P6 1.1

1.2

use appropriatecommunication etiquette

compose a message that canbe sent throughcommunication technologycommunicate electronicallywith people outside theclassroom



identify ways in which animals areconsidered helpful or harmful to humans andto the environment

General, Outcothes: F3, P6

STUDENT TASK

Background

In Topic E: Small Crawling and Flying Animals, studentsidentify ways in which these animals are considered helpfulor harmful to humans. In this task, students brainstorm andthen compose a letter to be sent electronically to a local zooor museum.

Task

Marlene invited her brother, John, to school last week. Johnhas a large composter that uses worms to decompose waste.What other small animals are helpful to us? Are there anysmall animals or insects that are harmful?

In order to find out about different helpful and harmfulanimals, we can write a letter to the zoo or museum to requestinformation.

As a class, brainstorm a list of questions you could use in aletter to find the needed information. Use the list on theboard to write a short letter asking the zoo or museum for theinformation you would like. Use e-mail to send your letter.

SCORING GUIDE

The student:

4 communicates ideas clearly, using a polite tonesends a letter electronically without assistance

3 communicates ideas fairly clearly, using a polite tonesends a letter electronically with assistance

2 communicates ideas unclearlyproduces a letter that is not clear enough to send

1 produces a letter that is not completeis unable to produce a letter that can be sent


21


It.stkATIVE Ex-AMPTEs''ce11111.01.

CROSS-CURRICULAR, GRADE 2

SPECIFIC OUTCOMES


F3 1.1 demonstrate courtesy andfollow classroom procedureswhen making appropriate useof computer technologies


1.3 operate basic audio and videoequipment, including inserting,playing, recording and ejectingmedia

.P5 1.1 navigate within a document,compact disc or othersoftware program thatcontains links

1.2 access hyperlinked sites on anintranet or the Internet


C3 1.1 compare and contrastinformation from similar typesof electronic sources

C4 1.1 follow a plan to complete aninquiry

C5 1.1 share information collectedfrom electronic sources to addto a group task


English Language Arts, Grade 2GO 3.1, Bullet 4; GO 3.3, Bullet 2

recall and follow directions for accessing andgathering informationrecord key facts and ideas in own words;identify titles and writers of sources

Division 1

General Outcomes: F3, F6, PS, CI, C3, C4, CS

STUDENT TASK

Background

Working in small groups, students make books about smallcrawling and flying animals. Students use electronic and printresources to research their topic. Teachers may wish toprovide them with a chart to organize their information.

This activity is a cross-curricular activity that covers scienceand English Language Arts outcomes.

Task

You will be making a book about small crawling and flyinganimals. Your book is to include pictures and informationabout your topic.

Gather information and arrange it according to categories,such as appearance, food, habitat, habits and predators.

Use the information and pictures you have gathered fromelectronic sources, e.g., a CD-ROM and the Internet, as wellas from print materials from the library.

Divide up the work among your group, assigning one animalto each member of the group.

Make sure that all your group members are able to contributeto the project.

Decide how you will use the computer to gather information,making sure that each member has an opportunity to work onthe computer.

Put your information together into a book that you couldshare with other students.

SCORING GUIDE

The student:

4 works cooperatively with the group, sharing resourcesand using the computer appropriatelynavigates links and retrieves information about thetopic

3 works cooperatively with the group, sharing resourcesand using the computer appropriatelynavigates links and retrieves information about thetopic with some assistance

Information and Communication Technology©Alberta Education, Alberta, Canada 22

Cross-Curricular, Grade 2 / 19(Interim 1998)

Division 1

Science, Grade 2Topic E, SLE No. 1, 2, 3

recognize that there are many different kindsof small crawling and flying animals, andidentify a range of examples that are foundlocallycompare and contrast small animals that arefound in the local environment. Theseanimals should include at least threeinvertebratesthat is, animals such as insects,spiders, centipedes, slugs, wormsrecognize that small animals, like humans,have homes where they meet their basic needsof air, food, water, shelter and space; anddescribe any special characteristics that helpthe animal survive in its home

2 has some difficulty working cooperatively with thegroup, sharing resources and using the computerappropriatelynavigates links and retrieves information about thetopic with a great deal of assistance

1 is unable to work cooperatively in the group and toshare resourcesis unable to navigate links and retrieve informationabout the topic

20 / Cross-Curricular, Grade 2(Interim 1998)


23 ©Alberta Education, Alberta, Canada


TECHNOLOGY, GRACE 2

SPECIFIC OUTCOMES


F3 1.4. recognize and acknowledgethe ownership of electronicmaterial

C3 1.1 compare and contrastinformation from similar typesof electronic sources


Technology, Grade 2Any Subject Area

Division 1

General Outcomes: F3, C3

STUDENT TASK

Background

The Internet provides students with access to a virtuallyunlimited source of information. In addition to teachingchildren how to use this technology, Alberta educators alsoface the challenge of assisting students in developing an ethicgrounded on the responsible use of the Internet.

Note: This illustrative example may be linked to a variety ofsubject areas or may be taught as an introductory activitybefore the students begin to use the Internet.

Task

There is a very old nursery rhyme that tells us, "Finderskeepers, losers weepers". Do you think that this sayingshould apply to what we "find" on Me Internet?

With the help of your teacher, locate a web site that relates toa topic or theme that you are studying. Check out the website.

If you were to write a report on this topic, would it be allright for you to simply copy what you found on the web site?Why or why not? Would it be similar to or different fromcopying a library book? Why or why not?

In small groups or as a whole class, discuss the issues. Basedon the ideas, develop a chart that shows what the class thinks.

SCORING GUIDE

The student:

4 recognizes the need for and acknowledges theownership of electronic material; is able to make theconnection between responsible and ethical use ofcomputers and ownership of electronic material;approaches the issue of acknowledging sources ofinformation with maturity beyond grade levelexpectations

3 recognizes the need for and acknowledges theownership of electronic material; is beginning tomake the connection between responsible and ethicaluse of computers and ownership of electronicmaterial; approaches the issue of acknowledgingsources of information with maturity


2 4

Technology, Grade 2 / 21(Interim 1998)

Division 1

2 presents a basic recognition of the need foracknowledging the ownership of electronic material;requires assistance to make the connection betweenresponsible and ethical use of computers andownership of electronic material; approaches the issueof acknowledging sources of information with anadequate level of maturity

1 presents a narrow recognition of the need foracknowledging the ownership of electronic material;does not yet see the connection between responsibleand ethical use of computers and ownership ofelectronic material; approaches the issue ofacknowledging sources of information with a limitedlevel of maturity

22 / Technology, Grade 2 Information and Communication Technology(Interim 1998) ©Alberta Education, Alberta, Canada

2 5



SPECIFIC OUTCOMES


P1 1.2 edit complete sentences,using such features of a wordprocessor as cut, copy andpaste

'RELATED CURRICULUM OUTCOMES

English Language Arts, Grade 3GO 4.2, Bullet 2, GO 4.3, Bullet 2

revise to accommodate new ideas andinformationknow and apply conventional spellingpatterns using a variety of strategies andresources [such as phonics, structuralanalysis, junior dictionaries, electronic spell-check functions, visual memory] whenediting and proofreading

Division 1

General Outcomes: PI

STUDENT TASK

Background

Students choose one part of a piece of writing previouslycompleted for which they would like some feedback. Theyselect, copy and paste to make multiple copies of that part onone page. The student or teacher prints out the page, so it canbe shared with group members.

Task

Sometimes we write something and then, after we reread it,think that what we have written may not be as clear or as wellwritten as we want it to be. Share, with your peers, aparagraph that you have written. Choose a paragraph thatmay not be clear or that shows you are having difficultysaying what you want to say. Copy and paste it five times onthe bottom of your composition page. Your teacher will printyour page. You can then use your scissors to cut and handout your paragraph to your group members. Read it together,and discuss ways that it can be improved. Take turns sharingyour work and giving each other feedback. Edit your workfrom the feedback you receive.

SCORING GUIDE

The student:

4 is able to copy, paste and accurately edit a selectedparagraph

3 is able to copy, paste and edit a selected paragraph2 can copy and paste a selected paragraph1 is unable to copy and paste the paragraph

Information and Communication TechnologyCAlberta Education, Alberta, Canada 26


Division 1


ENGLOSH LANGUAGE ARTS, GRADE 3

SPECIFIC OUTCOMES


F3 1.5

P1 1.1

pa 1.1

use appropriatecommunication etiquette

create original text, using wordprocessing software, tocommunicate anddemonstrate understanding offorms and techniques

access images, such as clipart, to support communication



present information and ideas on a topic toengage a familiar audience using a pre-established plan; use print and non print aidsto enhance the presentation

General Outcomes: F3, PI., P3

STUDENT TASK

Background

After a guest speaker, students compose thank you notes andadd a picture from clip art or digital camera for enhancement.Students could also work in a draw and paint programs todraw a picture and write their thank you note.

Task

Compose a thank you note to a guest speaker who has justbeen in your classroom. Add a picture that you have drawnor clip art that is relevant to the topic of the speaker, to makethe note more interesting.

SCORING GUIDE

The student:

4 accesses a picture from clip art or from a draw/paintprogram to enhance the visual quality of the notecomposes a thoughtful thank you note, using a wordprocessor

3 effectively adds a picture or clip art into the notecomposes a thoughtful thank you note, using a wordprocessor

2 adds a picture or clip art into the notecomposes a thank you note, using a word processor

1 adds a picture or clip art into the note, with assistancecomposes a thank you note but needs assistance to usea word processor or draw/paint program


27



SPECIFIC OUTCOMES



P6 1.1 compose a message that canbe sent throughcommunication technology

1.2 communicate electronicallywith people outside theclassroom



records ideas and experiences and share themwith othersorganize and explain information and ideasusing a variety of strategies [such asclustering, categorizing, sequencing]

Division 1

General Outcomes: Pl, P6

STUDENT TASK

Background

In language arts, students need to be able to record ideas andexperiences and share them with others. When a studentsends a message, the teacher observes proficiency incommunicating electronically. There are many ways in whichelectronic communications can be accomplished:

set up pen pals via e-mail with another class in yourschool systemcompose letters/e-mail to send to newspaper journalistswho publish their e-mail addressescompose letters/e-mail to respond to web sites thatrequest comments. You should, of course, check out thesite first to see that it is appropriatefind an author. Is there an author in your communitywho would help you with this task? who publishes his/here-mail and has indicated that he/she would welcomeletters?

The following activity is but one suggestion.

Task

You have some questions to ask the author of a book youhave just finished reading. Compose a letter to the authorwith questions that you want to ask. Send the letterelectronically. When the author responds, reply with a thankyou note.

SCORING GUIDE

The student:

4 composes the letter and stylizes for clearcommunicationsends the letter easily

3 composes the letter to send easilysends the letter without difficulty

2 composes the letter to sendsends the letter, with some difficultyis unable to compose the letter to sendcannot send the letter


28

Division 1



SPECIFIC OUTCOMES


P3 1.3 access sound clips orrecorded voice to supportcommunication



present information and ideas on a topic toengage a familiar audience using a pre-established plan; use print and non print aidsto enhance the presentation

General Outcomes: P3

STUDENT TASK

Background

Students require access to tape recorders and blank tapes.They need to choose some music to accompany a passagethat they read.

Task

You will be reading a passage from a favourite book or apoem to the class. Choose some music from a CD or tapethat fits the mood of the passage you are reading. Record itonto a tape. Use different music passages when you want tochange the mood according to what you are reading. Practicereading the passage with the music as background. Be readyto share this with the class.

SCORING GUIDE

The student:

4 records the music that enhances the meaning of thepassage; may choose more than one piece of music

3 records the music that supports the meaning of thepassage

2 records the music1 is unable to record the music

26 / English Language Arts, Grade 3(Interim 1998) 2 9




SPECIFIC OUTCOMES


P4 1.2 balance text and graphics forvisual effect



prepare neat and organized compositions,reports and charts that engage the audience


Division 1

STUDENT TASK

Background

This activity can be used for any type of visit or advertising,such as author visits, fund-raisers, fun lunches or specialpresentations.

Task

An author is visiting your school and your class has beenasked to make some school posters to advertise her/hispresentation. Create a poster on the computer. Use theediting features to change the font, style and size of text andgraphics to crege an attractive poster.

SCORING GUIDE

The student:

4 balances the use of text and graphics to create apleasing visual effect

3 is proficient in using text and graphics to create apleasing visual effect

2 uses text and graphics to create a visual effect

1 is unable to use text and graphics to create a visualeffect

Information and Communication Technology©Alberta Education, Alberta, Canada 3 0


Division 1


MATHEW TICS, GRADE 3

SPECIFICOUTCOMES

The studeht ifirill-be able to:

C4 1.3 organize information frommare than one source

C6 1.2 ,uSe technology to organizeand display data in a problem-solving context


Mathematics, Grade 3Data Analysis, SP 3.1 to 3.4

collect data, using measuring devices andprinted/technology resourcesdisplay data, using rank orderingdisplay the same data more than one waymake predictions and inferences whensolving similar problems

General Outcomes: C4, C6

STUDENT TASK

Background

Teachers need to be familiar with a spreadsheet program inorder to help students with this activity. Students complete asurvey about favourite television shows with their class.They use a spreadsheet to create a graph for their data.

Task

Part 1: What television shows do you suppose would be thefavourites in your class?

List them and make a prediction of what you think yourclassmates would say if you surveyed them for their list offive favourite television shows.

Carry out your survey.With the help of the teacher, put the data you collect in aspreadsheet on the computer.Create graphs with the spreadsheet to illustrate the data.Analyze the data with the graphs.

Part 2: Find the top ten television shows for this season.This information can be found in a newspaper, magazine oron the Internet. Compare the data you found from yourresearch with the data you collected from the survey. Explainwhy there might be differences in this information. Shareyour information with your class.

SCORING GUIDE

The student:

4 provides information from more than one source,displays data in a most effective way and hassupportive statements that make conclusions aboutfindingsuses more than one type of graph that is clearlylabelled

3 provides information from more than one source,displays data clearly and supports conclusions fairlywellcreates a graph that is clearly labelled

2 provides information from one source and gives abrief description of the data presentedcreates a graph that is not clearly labelled

1 creates a graph that is very unclear or incomplete

28 / Mathematics, Grade 3 Information and Communication Technology(Interim 1998) ©Alberta Education, Alberta, Canada

3 1

ILLUSTRATIVE EXAMPLESIlithatig22Allifill. *, ,VALSIEN2121iikM61112411,11

MATHEMATICS, GRAA E 3

SPECIFIC OUTCOMES




1.2 process information frommore than one source to retellwhat has been discovered



collect data, using measuring devices andprinted/technology resourcesdisplay data, using rank ordering

Division 1

General Outcomes: F6, CI

STUDENT TASK

Background

Students should have experience with CD-ROMs andknowledge of the research process before starting this task.Some activities that make measurements of size, e.g., length,weight real to the students are needed. Use examples fromtheir immediate environment. For example, a blue whale cangrow to be as long as 28 metres. Explain to students that 28metres is about the length of three houses side to side to side.Students could use a chart to record the information that theyhave gathered.

Task

Your task is to get an idea of the size of various whales.Choose six different types of whales, and estimate how longthey would be and/or how much.they would weigh. Using aCD-ROM and an electronic encyclopedia, collect informationon the whales of your choice. Record the data in anappropriate way, and be prepared to share the data with yourclassmates or another class.

SCORING GUIDE

The student:

4 researches efficiently from an electronic sourcerecords, accurately, the sizes of six different whales

3 researches from an electronic source, with littleassistancerecords the sizes of six different whales

2 researches from an electronic source, only withassistancerecords the sizes of some of the different whales

1 is unable to access electronic information withoutconstant assistancerecords information that is incomplete or inaccurate

Information and Communication Technology Mathematics, Grade 3 / 29©Alberta Education, Alberta, Canada (Interim 1998)

3 2

Division 1


SCIENCE, GRADE 3

SPECIFIC OUTCOMES


F6 1.1 perform basic computeroperations (which may vary byenvironment), includingpowering up, inserting disks,moving the cursor, clicking onan icon, using pull-downmenus, executing programs,saving files, retrieving files,printing, ejecting disks andpowering down .


P4 1.1 integrate text and graphics toform a meaningful message

1.2 balance text and graphics forvisual effect



identify examples of environmentalconditions that may threaten animal survival,and identify examples of extinct animals

General Outcomes: F6, P3, P4

STUDENT TASK

Background

In Topic E: Animal Life Cycles, students learn that ananimal's survival can be threatened by environmentalconditions. They also learn that environmental conditionswere the cause of the extinction of several animals. In thistask, students use a draw and paint programs to demonstrate,visually, an understanding of the conditions that threatenanimal survival.

Task

In the unit on Animal Life Cycles, you learned that ananimal's survival can be threatened by environmentalconditions. You have also learned that this has caused theextinction of several animals.

Using your draw and paint programs, create a poster thatincludes the following:

a natural habitata man-made or natural threat to this environmentan animal threatened or extinct.

On your poster, include information about the animal that isthreatened or extinct, describe the habitat and tell what isthreatening it. Create a catchy slogan for your poster, andinclude information that informs people about your topic.Print your final product.

SCORING GUIDE

The student:

4 uses technology tools expertlybalances visual images and text to create a dynamiceffectaims the product directly toward the intendedaudience

3 uses technology tools with little assistancebalances visual images and text to create a pleasingeffectaims the product toward the intended audience

30 / Science, Grade 3 Information and Communication Technology(Interim 1998) ©Alberta Education, Alberta, Canada

33

Division 1

2 uses technology tools with a great deal of assistancedoes not balance visual images and textaims the product generally toward the intendedaudience

1 needs a great deal of assistance to use technologytoolsdoes not complete the posteris unclear as to the intended audience

Information and Communication Technology Science, Grade 3 / 31CAlberta Education, Alberta, Canada (Interim 1998)

3 4

Division 1

SPECIFIC OUTCOMES


access hyperlinked sites on anintranet or the Internet

access and retrieveappropriate information fromelectronic sources for aspecific inquiryprocess information frommore than one source to retellwhat has been discovered

organize information frommore than one source

P5 1.2

Cl 1.1

1.2

04 1.3



demonstrate knowledge of the needs ofanimals studied, and demonstrate skills fortheir care

General Outcomes: 1)5, CI, C4

STUDENT TASK

Background

In Topic E: Animal Life Cycles, students are demonstratingknowledge of the needs of animals studied and demonstratingskills for their care. In this task, students access somepredetermined sites as well as discover other sites on theInternet to assist in achieving the above-mentionedexpectation.

Task

Mr. Brown's class is considering buying a leopard gecko for aclass pet. Before Mr. Brown allows the purchase to happen,he has to be sure that the pet will be cared for properly. Whatare some different places that Mr. Brown's class could search,in order to find information on this topic? Think of as manyplaces as you can, and list them.

Using the sites that your teacher has selected, conductresearch to solve Mr. Brown's problem. Complete a one-page report, addressing the topic question: "Should Mr.Brown's class purchase a leopard gecko?"

In your report, consider at least the following issues:

needs of the leopard geckocaring for the leopard geckoavailability of leopard geckosyour reasons and explanations for why Mr. Brown's classshould or should not buy the leopard gecko.

SCORING GUIDE

The student:

4 accesses several Internet sitesraises many new questions during the researchaccesses all appropriate information to the topicuses three or more pieces of information and is notedto address the issues

3 accesses at least one Internet siteraises some new questions during the researchaccesses most of the information appropriate to thetopicuses two pieces of information and is noted to addresseach of the issues

32 / Science, Grade 3 Information and Communication Technology(Interim 1998) CAlberta Education, Alberta, Canada

3 5

Division 1

2 accesses at least one Internet siteposts at least one new question as research progressesaccesses some of the information appropriate to thetopicassesses at least one piece of information and is notedto address each of the issues

1 accesses no sitesraises no new questions during the researchdoes not address all the issuesgains little information about the topic, or informationis not noted


36

Division 1

ILLUSTRATIVE EXAMPLES_

SCIENCE, GRADE 3

SPECIFIC OUTCOMES


F4 1.1 compare similar types ofinformation from two differentelectronic sources

P2 1.1 read information from aprepared database

C5 1.1 share information collectedfrom electronic sources to addto a group task

C7 1.2 summarize data by pickingkey words from gatheredinformation and by usingjottings, point form or retelling

1.3 draw conclusions fromorganized information



classify a variety of animals, based onobservable characteristics; e.g., limbs, teeth,body covering, overall shape, backbone

General Outcomes: F4, P2, CS, C7

STUDENT TASK

Background

In Topic E: Animal Life Cycles, students classify a variety ofanimals based on observable characteristics such as limbs,teeth, body covering, overall shape and backbone. In thistask, students use a cooperative learning approach toinvestigate features of a specific animal. This information isshared by drawing and retelling the characteristic theystudied. As a group, students draw conclusions based on thecharacteristics of the animals.

Task

You know that animals can be grouped in differentcategories. For example, you could use an animal's teeth as acategory and find many animals with similar or differenttypes of teeth. Using an electronic encyclopedia and theInternet sites bookmarked by your teacher, research a specificanimal characteristic.

You will be in a group of four to do this, and each groupmember will have a different characteristic to research. Somepossible characteristics that your group may study are teeth,limbs, body covering, overall shape, backbone or any othertrait that you could think of to categorize a part of an animal.

Each individual is to gather information about the assignedcharacteristic and then report to the group.

When you complete your research, add it to the classdatabase. In your group, you are to match the differentanimal characteristics and create a visual display, e.g., aposter, of your categories. On the visual display, your groupwill draw at least two conclusions about your categories. Usethe database to sort your information. For example, many ofthe animals that had the characteristic of large canine teethwere carnivores.

Each group presents its display to the class.

SCORING GUIDE

The student:

4 compares information from sources and drawsexcellent conclusionsadds information to a group databaseuses key words on the visual display and in retelling



3 7 CAlberta Education, Alberta, Canada

Division 1

3 compares information from sources and makes someconclusionsadds information to a group databaseuses key words on the visual display and in retelling

2 makes few comparisons or conclusions from the dataadds minimal information to a group databaseuses some key words on the visual display and inretelling

1 is unable to make conclusions from the datais unable to add information to a group databaseis unable to use key words on the visual display and inretelling


38

Division 1


SCIENCE, GRADE 3

SPECIFIC OUTCOMES


F6. 1.3 operate basic audio and videoequipment, including inserting,playing, recording and ejectingmedia


Science, Grade 3Topic D, SLE 5 and 6

demonstrate a variety of ways of producingsounds...use sound-producing devices that studentshave constructed to demonstrate methods forcontrolling the loudness, pitch and quality ofsound produced

STUDENT TASK

Background

In Topic D: Hearing and Sound, students are to demonstratea variety of ways to produce sound, as well as demonstratemethods for controlling the loudness, pitch and quality of thesound produced. In this task, students create their sound-making device and then record those sounds onto anaudiotape/computer, to be played back later.

Task

After creating your sound device, use the classroom taperecorder/computer to tape the different sounds you can makewith your device. Try to be as creative as you can. Forexample, can you play any songs? Can you change theloudness or pitch of the sound?

When you have recorded your "sound", play it back for theclass.

SCORING GUIDE

The student:

4 creates a recording that is of excellent quality,including much variety in pitch, volume and type ofsounds

3 creates a recording that is of good quality, includingsome variety in pitch, volume and type of sounds

2 creates a recording that is audible, including littlevariety in pitch, volume and type of sounds

1 creates a recording that is inaudible


3 9



SPECIFIC OUTCOMES


F2 1.1 identify technologies used ineveryday life

1.2 describe particulartechnologies being used forspecific purposes


Social Studies, Grade 3Topic A, Process Skills, Analyzing/Synthesizing/Evaluating, Bullet 2; Topic A, Process Skills,Bullet 3

draw conclusions about the roles andresponsibilities of people at the schoolcollect information through directobservation in the community and byinterviewing parents and/or communityresource people

Division 1

General Outcomes: F2

STUDENT TASK

Background

As a class, brainstorm technological tools used by businessesin the community. Students draw conclusions on howcommunities or businesses have changed in order to meettheir needs.

Task

You have returned from a field trip to businesses in thecommunity, in which the store or business owners usedtechnology in many ways. Identify the technologies used,and list the specific purpose of each. Discuss the advantagesand disadvantages of the use of technologies, in theseparticular cases and in general.

SCORING GUIDE

The student:

4 explains, clearly, the advantages and disadvantages ofuses of the technologyidentifies technology clearly, using the correctterminology

3 explains the advantages and disadvantages of uses ofthe technologyidentifies technology, using the correct terminology

2 explains, partially, the advantages and disadvantagesof uses of the technologyidentifies technology partially, using the correctterminology

1 is unable to explain the advantages and disadvantagesof uses of the technologyis unable to identify technology, using the correctterminology

Information and Communication Technology Social Studies, Grade 3 / 37©Alberta Education, Alberta, Canada (Interim 1998)

4 0


ENGLISH LANGUAGE ARTS, GR DE 4

SPECIFIC OUTCOMES


P1 2.1 create and revise original textto communicate anddemonstrate understanding offorms and techniques

RELA rED CURRICULUM OUTCOMES

English Language Arts, Grade 4GO 4.2, Bullets 2 and 3; GO 4.3, Bullet 3

revise to create an interesting impression andcheck for sequence of ideaswrite legibly, using a handwriting style that isconsistent in alignment, shape, slant andspacing, and experiment with the use oftemplates and familiar software whencomposing and revisingknow and use conventions of basiccapitalization and punctuation (includingcommas in series and quotation marks) whenediting and proofreading

Division 2

General Outcomes: I'l

STUDENT TASK

Background

Students use a word processor to create and revise a thankyou letter for a class visitor. The teacher would need to havestudents print a draft copy of the letter before the final draft isdone or observe the process to see if revisions are takingplace.

Task

After listening to a guest speaker, compose a thank you letteron the computer. Reread your letter to ensure you haveincluded something you especially enjoyed about thepresentation. Revise and edit your letter to ensure you haveincluded all of the components of a friendly letter.

SCORING GUIDE

The student:

4 composes a clear letter, using proper conventionsrevises the letter to enhance communication

3 produces a clearly composed letterrevises the letter to ensure all components arecompletecomposes a letterrevises the letter to ensure most components arecomplete

1 is unable to compose a letter on the computeris unable to revise the letter

Information and Communication Technology©Alberta Education, Alberta, Canada 41


Division 2



SPECIFIC OUTCOMES



2.2 edit and format text to clarifyand enhance meaning, usingsuch word processing featuresas the thesaurus, find/change,text alignment, font size andstyle.


English Language Arts, Grade 4GO 4.2, Bullets 2, 3 and 4

revise to create an interesting impression andcheck for sequence of ideaswrite legibly, using a handwriting style that isconsistent in alignment, shape, slant andspacing, and experiment with the use oftemplates and familiar software whencomposing and revisingchoose descriptive language and sentencepatterns to clarify and enhance ideas


STUDENT TASK

Background

Students use a word processor to clarify and enhance themeaning of a thank you letter, by using such edit features asthe thesaurus, find/change, text alignment, font size and style.The teacher would need to have students print a draft copy ofthe letter before the final draft is done or observe the processto see if revisions are taking place.

Task

You have composed a letter of thanks to a guest speaker.Use the editing features of the word processor to clarify andenhance your letter. Use such edit features as the thesaurus,find/change, text alignment, font size and style to enhance thevisual appearance of your work.

SCORING GUIDE

The student:

4 composes the letter and uses a variety of editingfeatures for clear communicationrevises the letter to significantly enhancecommunication

3 composes the letter and uses some editing features forclear communicationrevises the letter to improve communication

2 composes the letter and uses only one or two editingfeatures for communicationrevises the letter, which includes most components

1 composes an incomplete letterdoes not complete revisions to the letter


4 2


SPECIFIC OUTCOMES


C4 2.1 design and follow a plan,including a schedule, to beused during an inquiryprocess, and make revisionsto the plan as necessary



develop and follow a class plan for accessingand gathering ideas and information

Division 2

General Outcomes: C4

STUDENT TASK

Background

Students design a plan that illustrates the inquiry process usedin completing a research project. The plan is designed beforea project is started, and then followed to see if it will work. Itshould illustrate how the student will deal with dynamic,changing circumstances through a process of reflection andrevision.

Task

You have completed research projects in the past for science,social studies or language arts topics. Did you have a planthat you followed, or did you just make up the plan as youwent along? This task requires you to design or select a planto use for your next research project. What steps do youthink are logical to follow? How will you deal with problemsor unexpected events such as not having access to anyequipment that you might need when you need it, or findinginformation that starts to lead you on a different path? Afteryour plan is complete, follow it to determine if it works.Make revisions to your initial plan as you complete steps ofthe inquiry process and find that changes need to be made.

SCORING GUIDE

The student:

4 creates a specific and usable planrevises the plan, creatively, on an ongoing basisthroughout the project

3 creates a detailed and usable planrevises the plan throughout the project

2 creates a usable planrevises the plan inconsistently

1 is unable to create a usable planis unable to revise the plan


4 3


Division 2



SPECIFIC OUTCOMES



2.2 edit and format text to clarifyand enhance meaning, usingsuch word processingfeatures as the thesaurus,find/change, text alignment,font size and style

RELATE ii CURRICULUM OUTCOMES

English Language Arts, Grade 4GO 4.1, Bullet 2; GO 4.2; Bullet 4

choose from a variety of favourite forms andexperiment with modelled forms [such asnarrative and descriptive stories, plays,graphs] for various audiences and purposeschoose descriptive language and sentencepatterns to clarify and enhance ideas


STUDENT TASK

Background

Read the story Alexander, Who Used to be Rich LastSunday, by Judith Viorst, or a story of a similar nature wherea child works with mathematical operations. Discuss themathematics in the story with the students. Brainstorm somepossible topics where the students could weave calculationsinto a story. Have students compose a similar story on thecomputer and put it into a book format. Print off a draft copyof the book before the final draft is done or observe theprocess to see if revisions are taking place.

Task

Your story character has just won $50.00 in a poster drawingcontest. On your computer, write a story like Alexander,Who Used to be Rich Last Sunday, by Judith Viorst, wherethe main character spends money. Include drawings, clip artor sounds to enhance the story. Put the story into bookformat, and at the back of the book include the computationsfor how the money was spent.

Use such edit features as the thesaurus, find/change, textalignment, font size and style to make a visually appealingbook.

SCORING GUIDE

The student:

4 uses a word processor, easily and proficiency tocompose a bookuses effective revision strategies to enhance the book

3 uses a word processor with few difficulties, tocomposes a bookuses revision strategies to enhance the book

2 uses a word processor with some difficulty tocompose a bookuses some revision strategies to enhance the book

1 experiences great difficulty in using a word processorto compose a book,is unable to use revision strategies

42 / English Language Arts, Grade 4(Interim 1998)

Information and Communication TechnologyCAlberta Education, Alberta, Canada4 4


SCIENCE, GRADE 4

SPECIFIC OUTCOMES


C2 2.1 seek responses to inquiriesfrom various authoritiesthrough electronic media


2.3 reflect on and describe theprocesses involved incompleting a project

C5 2.3 extend the scope of a projectbeyond classroomcollaboration by usingcommunication technologies,such as the telephone and e-mail


Science, Grade 4Topic A, SLEs 4 and 12

distinguish between wastes that are readilybiodegradable and those that are notdevelop and implement a plan to reducewaste, and monitor what happens over aperiod of time

Division 2

General Outcomes: C2, C4, C5

STUDENT TASK

Background

In Topic A: Waste and Our World, students distinguishbetween wastes that are readily biodegradable and those thatare not. Also, students develop and implement a plan toreduce waste, and monitor what happens over a period oftime. In this task, the class brainstorms possible sources ofinformation about waste management. Also, studentsbrainstorm a list of questions to be asked. The students workin groups and have various electronic options to find theiranswers. Students should have access to at least the Internet,a fax machine and a telephone to contact the sourcesidentified. The results of this study are used to design a planto be implemented in the school.

Task

While Thérèse was on the playground, she noticed a greatdeal of garbage. She saw banana peels, juice boxes, plasticwrapping and other materials. She was disturbed by this sightand wondered what she could do to help solve this problem.

Where could Thérèse go to find information about wastemanagement?What can Thérèse do at her school to address thisproblem?

In a group of two or three, create a list of questions that willhelp your group address the issues involved in reducing wasteat the school. Use this list to gather information. Use at leasttwo electronic means, e.g., the Internet, a telephone, a faxmachine, to gather your information. If you know of othermeans, please use them as well. Use this data to come upwith a plan to reduce the waste in your school. Each groupwill present its plan to the class. This presentation willinclude a reflection that describes the steps taken to completethe project.

SCORING GUIDE

The student:

4 provides multiple perspectives on the issues in thepresentationcontacts, electronically, several authorities to gatherrelevant informationfollows a specific search path to gather predominantlyrelevant informationuses several electronic means to gather information


4 5

Division 2

3 provides at least two perspectives on the issues in thepresentationcontacts more than one authority, electronically, togather relevant informationfollows a specific search path to gather mostlyrelevant informationuses some electronic means to gather information

2 provides one perspective in the presentationcontacts at least one authority, electronically, to gatherrelevant informationfollows a specific search path to gather some relevantinformationuses two electronic means to gather information

1 does not provide any perspective in the presentationcontacts no authorities, electronically, to gatherrelevant informationfollows no specific search paths, or there was norelevant informationuses no electronic means to gather information


46


SCIENCE, GRADE 4

SPECIFIC OUTCOMES


C5 2.2 record group brainstorming,planning and sharing of ideasby using technology


Science, Grade 4Topic D, SLE 12

demonstrate the ability to use a variety ofoptical devices, describe how they are used,and describe their general structure.Suggested examples include hand lens,telescope, microscope, pinhole camera, light-sensitive paper, camera, kaleidoscope.Students meeting this expectation will be ableto provide practical descriptions of theoperation of such devices, but are notrequired to provide theoretical explanationsof how the devices work

Division 2

General Outcomes: CS

STUDENT TASK

Background

In Topic D: Light and Shadows, students demonstrate theability to use a variety of optical devices, and describe howthey are used and their general structure. One of the devicesstudents are asked to describe is a cameradigital, video orotherwise. In this task, students use the camera to recordimages of the other students conducting tests.

Task

Using the camera provided by your teacher, take severalpurposeful images of your classmates conductingexperiments. Your images must include, at least, an image ofa group making predictions and determining how to conducta test; an image of the actual experimentation; and an imageillustrating the conclusion in some way.

Afterward, arrange the images in such a way as to show theresults of the experiment. Be prepared to describe how wellthe camera helped in the completion of your recording.

SCORING GUIDE

The student:

4 retrieves images independently with accuracy andefficiencychecks images in a purposeful order, demonstratesattention to purposeful style, and creatively reports theexperimentation going on

3 retrieves images with accuracy and efficiencyputs the images in a purposeful order and clearlyreports the experimentation going on

2 retrieves images with a little assistanceputs the images in order and reports theexperimentation going on

1 retrieves images with a great deal of assistancedoes not place the images in order


4 7

Division 2



SPECEFIC OUTCOMES


Fl 2.1

2.2

2.3

2.4

F6 2.2

C5 2.2

apply terminology appropriateto the technologies being usedat this division levelidentify and apply techniquesand tools for communicating,storing, retrieving andselecting informationexplain the advantages andlimitations of using computersto store, organize, retrieve andselect informationrecognize the potential forhuman error when usingtechnology

use and organize files anddirectories

record group brainstorming,planning and sharing of ideasby using technology

RELATE CURRICULUM OUTCOMES

Social Studies, Grade 4Topic B, Participation Skills, Bullet 1; ProcessSkills, Bullets 2 and 3

participate cooperatively in group work byhelping to make the rules, divide up the tasks,assign jobs and evaluate the group'sperformancegather information by identifying thesequence of ideas or events, identifying timeand place relationships (setting), identifyingcause-effect relationships, using definite timeconcepts such as decade and century,calculating the length of time between twogiven datesacquire information by conducting aninterview and/or field study to make use ofcommunity resources, e.g., museum, seniorcitizens' home: use planned procedures,record and summarize information from theinterview/field study, assess the success ofthe planning and enactment of the field studyand/or interview

General Outcomes: Fl, F6, C5

STUDENT TASK

Background

Students should have previous knowledge of pioneer life inAlberta from the 1930s to the 1940s, in order to complete thisactivity. Students should also have knowledge of the researchprocess and be able to use technology to collect, store,retrieve and organize data in a shared folder.

Students brainstorm and write a group report about what lifewas like for a child living in rural Alberta in the 1930s to the1940s, and why it was like this. Students need to focus onsuch things as school, farm life, equipment and homes. Thefinished project should include a list of ideas and a completereport that are to be stored in an electronic group folder.

Task

At the completion of the project, students discuss theadvantages and disadvantages of using technology in a groupproject, recognizing the potential for human error, and thedifficulty involved with multiple users working in a sharedfolder.

Brainstorm your ideas and write a group report about a childliving in rural Alberta in the 1930s to the 1940s. In yourreport, you will need to explain what life was like and why itwas that way. Focus on school, farm life, equipment, homesand other such factors.

Store your list of ideas and completed report in an electronicgroup folder. Finally, discuss the advantages anddisadvantages of using technology for a project such as thisone. For example, what difficulties might there be whenmultiple users share a folder.

SCORING GUIDE

The student:

4 records, electronically, in a shared folder, an extensivelist of brainstormed ideas and the completed reporthas ideas that are well organized in summaryparagraphs and that are accuratedescribes, in a detailed manner, several advantagesand disadvantages of using technology for a projectsuch as this

46 / Social Studies, Grade 4(Interim 1998)


4 8 © Alberta Education, Alberta, Canada

Division 2

3 records, electronically, in a shared folder, a list ofbrainstormed ideas and a group reportorganizes ideas in a summary paragraphdescribes a few advantages and disadvantages of usingtechnology for a project such as this

2 records, electronically, with some assistance, a list ofbrainstormed ideas and a group report in a sharedfolderputs ideas in paragraphsdescribes one or two advantages and disadvantages ofusing technology for a project such as this

1 records, electronically, with a great deal of assistance,a list of brainstormed ideasdoes not clearly organize ideasdescribes one advantage or one disadvantage of usingtechnology for a project such as this

Information and Communication Technology Social Studies, Grade 4 / 47@Alberta Education, Alberta, Canada 4 9 (Interim 1998)

,

IVLIUSIRATINTE EXAMPLES,


SPECIFIC OUTCOMES


F3 2.2 work collaboratively to sharelimited resources

2.4 document sources obtainedelectronically such as web siteaddresses

2.5 respect the privacy andproducts of others

2.7 comply with copyrightlegislation



record information in own words; citeauthors and titles alphabetically and providepublication dates of sourcesdraw on oral, print and other media texts toexplain personal perspectives on culturalrepresentations

Division 2

General Outcomes: F3

STUDENT TASK

Background

Students cite electronic sources, such as web site addresses,used during research. This activity also allows students toemphasize respect for the intellectual property of others,which is one of the reasons that the work of others is citedwhen used.

Task

You are currently working on a group research project. Youknow that it is important to credit the people or places fromwhich you get the information. Write and print out abibliography for all the sources you have used during thisproject.

SCORING GUIDE

The student:

4 cites sources properly and uses standard formatcorrectly

3 cites sources properly and uses standard formatapproximately

2 cites sources but misses some essential dates, and usesa format that is inconsistent

1 is unable to cite sources properly


5 0


Division 2


MATHEMATICS, GRADE 5

SPECIFIC OUTCOMES


P2 2.1 enter and manipulate data by:using such tools as.aspreadSheet or database for aspecific purpose",

2.2 display data electronically..through graphs and charts


Mathematics, Grade 5Data Analysis, SP 5.1, 5.4; Data Analysis, SP 5.6

identify a question to generate appropriatedata and predict resultevaluate the graphic presentation of the datato ensure clear representation of the results

display data by hand or by computer in avariety of ways, including frequency diagrams,line plots, broken-line graphs


STUDENT TASK

Background

As a class, establish criteria for the selection of a classroompet. Collect information on a variety of pets that match thecriteria. Survey class members to determine which pet theythink is the best choice for the class. Use the data from theindividual surveys to choose a pet.

Task

Select six types of possible classroom pets. Survey yourclassmates to see which pet they think is the best choice.Decide on a way to record your data. Use such tools as adatabase or spreadsheet on the computer to create a graphand/or chart to display your data. Share your informationwith your class electronically.

SCORING GUIDE

The student:

4 chooses a type of graph that enhances understandingof informationenters data into a spreadsheet or database accuratelyand efficientlycreates charts and graphs that are accurate and fullylabelledcommunicates information effectively

3 chooses a type of graph that aids in the understandingof informationenters data into a spreadsheet or database accuratelywith some assistancecreates charts and graphs that are accurate andpartially labelledcommunicates information in a partially effectivemanner

50 / Mathematics, Grade 5 Information and Communication Technology(Interim 1998) ©Alberta Education, Alberta, Canada

51

Division 2

2 chooses a type of graph that impedes theunderstanding of informationenters data into a spreadsheet or database with a fewerrors, with assistancecreates charts and graphs that are mostly accurate butpoorly labelledcommunicates only a little information

1 chooses a type of graph that does not convey anyunderstanding of informationenters data into a spreadsheet or database with manyerrors and only with a great deal of assistancecreates charts and graphs that are inaccurate and notlabelledlacks communication of information

Information and Communication Technology Mathematics, Grade 5 / 51©Alberta Education, Alberta, Canada (Interim 1998)

5 2

Division 2


SPECIFIC OUTCOMES


P4 2.2 vary font style and size, andplacement of text andgraphics, in order to create acertain visual effect

C4 2.2 organize information, usingsuch tools as a database,spreadsheet or electronicwebbing


Mathematics, Grade 5Data Analysis, SP 5.3; Data Analysis, SP 5.4, 5.5and 5.6

use a variety of methods to collect and recorddata (PST)evaluate the graphic presentation of the datato ensure clear representation of the resultscreate classifications and ranges for groupingdatadisplay data by hand or computer in a varietyof ways, including frequency diagrams, lineplots, broken-line graphs

General Outcomes: P4, C4

STUDENT TASK

Background

As a class, students need to have brainstormed their favouritetelevision shows.

Task

Choose five favourite television shows. Predict which showwill be the class favourite. Develop and administer a surveyof the class members to gather data about which show fromyour list is their favourite. Create an appropriate graphshowing the class favourites. Import your graph into a textdocument. Write four questions about the graph that yourclassmates could answer. Place your text and graph on thepage, varying your font style and size to create an effectivevisual display. Share it with a classmate to answer thequestions created.

SCORING GUIDE

The student:

4 chooses a type of graph that furthers understanding ofthe informationcreates a graph that is accurate and fully labelled in atext documentposes questions that accurately reflect the datarecordedplaces text and graph in a visually pleasing way

3 chooses a type of graph that aids understanding of theinformationcreates a graph that is accurate and partially labelledin a text documentposes questions that reflect the data recordedplaces text and graph in a visually acceptable way

2 chooses a type of graph that impedes understanding ofthe informationcreates a graph that is mostly accurate but poorlylabelled in a text documentposes questions that partially reflect the data recordedplaces text and graph in a confusing way

1 chooses a type of graph that does not convey anyunderstanding of the informationcreates a graph that is inaccurate and not labelledposes questions that are missing or have norelationship to the data collectedplaces text and graph in a disorganized manner that isnot visually pleasing

52 / Mathematics, Grade 5 Information and Communication Technology

(Interim 1998) ©Alberta Education, Alberta, Canada5 3


SCIENCE, GRADE 5

SPECIFIC OUTCOMES


PI 2.1 create and revise original textto communicate anddemonstrate understanding offorms and techniques

P2 2.1 enter and manipulate data byusing such tools as aspreadsheet or database for aspecific purpose



Science, Grade 5Topic D, SLE 7

record weather over a period of time

Division 2

General Outcomes: PI, P2, C4

STUDENT TASK

Background

In Topic D: Weather Watch, students record weather over aperiod of time, as well as appreciate how important it is to beable to forecast weather. In this task, students use a databaseto enter daily weather information. After a period of time,this information is used to help students learn about theimportance of forecasting the weather.

Task

In Alberta, the weather is ever changing and sometimesunpredictable. Using an anemometer, wind vane, barometer,rain gauge and thermometer, record the weather over a periodof two weeks. Record the information each day, and enterthe data into a class database.

After the two-week period of recording the data, analyze theinformation to find any relationships that may exist. Prepare areport that contains the information that was collected andyour analysis. In a brief and concise manner, describe howusing a variety of technologies is important in the forecastingof weather.

SCORING GUIDE

The student:

4 completes a well-written, concise and clear reportwith thorough analysis of the datasorts the data in a variety of ways to indicaterelationships among existing conditions

3 completes a clear report with well-supported analysisfinds several relationships within the data

2 completes a report that demonstrates a basicunderstanding of the taskfinds a relationship between two sets of the data

1 prepares a report that is only partially completefinds a relationship within the data, with assistance


5 4

Division 2


SCIENCE, GRADE 5

SPECIFIC OUTCOMES


P3 2:2

C6 2.3

access available databasesfor images to supportcommunication

use graphic organizers, suchas mind mapping/webbing,flow charting and outlining, topresent connections amongideas and information in aprobiem-solving environment



draw diagrams of food chains and food webs,and interpret such diagrams

General Outcomes: P3, C6

STUDENT TASK

Background

In Topic E: Wetland Ecosystems, students are required todraw diagrams of food chains and food webs, and interpretthese diagrams. In this task, students access pictures fromelectronic sources, such as CD-ROMs, the Internet ornetwork resources, in order to create accurate diagrams.They include labels and titles for all the diagrams andpictures.

Task

Food chains and food webs show the connections betweenproducers and consumers. Using an electronic encyclopediaor other source, find, copy and paste pictures to create acomplete food chain. Once you have created the food chthn,write a well-written explanation of the relationship betweenthe links in the chain. Remember that the Sun is the first linkin each food chain.

SCORING GUIDE

The student:

4 completes the diagram accurately, so that theconnections between the links are extremely clear andorganizedaccesses the information with ease

3 completes the diagram, with only minor errors, so thatthe connections between the links are clear andorganizedaccesses the information with general proficiency

2 completes the diagram, with a few errors, so that theconnections between the links are mostly clearaccesses the information with assistance

1 completes the diagram, with major errors, so that theconnections between the links are not clearaccesses the information only with a great deal of help



LJ,§TRA:rfVE EXAMPLES

SCIENCE, GRADE 5

SPECIFIC OUTCOMES


F2 2.1 identify how technologicaldevelopments influence his orher life

Cl 2.1 access and retrieveappropriate information fromthe Internet by using a specificsearch path or from givenuniform resource locations(URLs)

C3 2.2 recognize that informationserves different purposes andthat data from electronicsources may need to beverified to determine accuracyor relevance for the purposeused

C5 2.2 record group brainstorming,planning and sharing of ideasby using technology

C6 2.2 use data gathered from avariety of electronic sources toaddress identified problems

2.6 solve issue-related problems,using such communicationtools as a word processor ore-mail to involve others in theprocess

2.7 generate alternative solutionsto problems by usingtechnology to facilitate theprocess

Division 2

General Outcomes: F2, C 1, C3, C5, C6

STUDENT TASK

Background

In Topic E: Wetland Ecosystems, students identifyindividual and group actions that can be taken to preserve andenhance wetland habitats. In this task, students participate inan inquiry in which they identify problems; seek help fromothers, by writing letters, using the Internet, sending a fax andusing the telephone; and generate some solutions to theproblems identified. The technology is used to generateinformation that may lead to a possible solution, as well asfoster communication between the students and other people.

Task

A developer in your community has decided to build a newsubdivision on the north side of the town's wetland area. Thisarea is used by waterfowl, deer and various other plants andanimals. What can a concerned citizen do to determine how asubdivision may affect the ecosystem?

In a group, brainstorm possible strategies that could befollowed to address this investigation. Choose one of thestrategies, write a plan and follow through with it.

Some possible ideas include using your word processor tocompose a letter to town council, checking different Internetsites for relevant information or videotaping the wetland toshow its value to a particular authority.

Determine if the development enhances or threatens theenvironment.Suggest actions that should be taken.Report back to the class on your chosen strategy, theplan you followed and the end result.


5 6

Science, Grade 5 / 55(Interim 1998)

Division 2


Science, Grade 5Skills, Bullets 4 and 5; Topic E, SLE 10

work individually or cooperatively inplanning and carrying out proceduresidentify sources of information and ideas andaccess information and ideas from thosesources. Sources may include library,classroom, community and computerresourcesidentify individual and group actions that canbe taken to preserve and enhance wetlandhabitats

SCORING GUIDE

The student:

4 gathers meaningful and specific information on theproblemuses information that is verified by at least one othersource and is relevant to the nature of the problemrecords the strategies identified from thebrainstorming on an overhead projector or through theuse of a presentation program tool and projector, inorder to have a visual record for all the group to see

3 gathers some relevant information on the problemuses information that is mostly relevant to the natureof the problem but that is not verifiedrecords the strategies identified from thebrainstorming on paper, and copies and shares themlater

2 gathers some information on the problemuses information that is somewhat relevant to thenature of the problem and that is not verifiedrecords some of the strategies gathered from thebrainstorming on paper but does not share them

1 gathers little information on the problemuses information that is not very relevant to the natureof the problem and that is not verifieddoes not record any of the strategies from thebrainstorming



5 7 ()Alberta Education, Alberta, Canada



SPECIFIC OUTCOMES


P3 2.1 create a multimediapresentation, incorporatingfeatures such as visualimages (clip art, video clips),sounds (live recordings, soundclips) and animated images,appropriate to a variety ofaudiences and purposes

P5 2.1 create and navigate amultiple-link document

P6 2.1 select and use the technologyappropriate to a givencommunication situation

C7 2.2 use selected presentationtools to demonstrateconnections among variouspieces of information


Social Studies, Grade 5Topic B, Related Facts and Content, Bullet 1

lifestyles of Native groups prior tosettlement, such as Algonquin, Huron,Iroquois and Cree

Division 2

General Outcomes: P3, P5, P6, C7

STUDENT TASK

Background

In Topic B: Early Canada: Exploration and Settlement,students learn about the early Eastern Canadian aboriginalgroups. In this task, students gather information on suchtopics as daily life, religion and transportation. Thisinformation is to be displayed as a multimedia presentation,using appropriate software.

Task

After reading about the early Eastern Canadian aboriginalgroups, use a multimedia software program to create apresentation for the class. This presentation may include, butis not limited to, the following: religion, order, daily life,transportation, shelter. This presentation is to include visualimagesclip art or video clipssounds, animated imagesand well written information on each topic.

Be prepared to share this presentation with the class. Otherstudents are to take notes on your presentation.

SCORING GUIDE

The student:

4 creates a presentation, using graphics, sound and text,which is clear, thorough, accurate, visually appealingand convincingcreates a presentation that contains many linkshas many jot notes from other presentations

3 creates a presentation, using graphics, sound and text,that is clear, accurate and contains some visuallyattractive graphics or picturescreates a presentation that contains a few linkshas some jot notes from other presentations

2 creates a presentation, using gyaphics, sound and text,that is accurate and mostly completecreates a presentation that contains at least one linkhas a few jot notes from other presentations

1 does not create a presentation, or creates apresentation that contains no linksdoes not have any jot notes from other presentations


58

Social Studies, Grade 5 / 57(Interim 1998)

Division 2



C5

C6

SPECIFIC OUTCOMES


2.2 record group brainstorming,planning and sharing of ideasby using technology

2.2 use data gathered from avariety of electronic sources toaddress identified problems

2.6 solve issue-related problemsusing communication toolssuch as a word processor ore-mail to involve others in theprocess


Social Studies, Grade 5Topic A, Communication Skills, Bullets 1 and 2

summarize information from a variety ofsources by writing two or more well-organized paragraphs, supporting mainidea(s) with appropriate detailscollect and organize information on a clearlydefined topic, using a simple outline,webbing, etc.

General Outcomes: CS, C6

STUDENT TASK

Background

In Topic A: Canada: Its Geography and People, studentsexplore the issue, How should Canadians be altering theirenvironment? In this task, students use technology to solveissue-related problems. Students work with a partner orgroup to brthnstorm ideas and compose two paragraphs onthe changes in the environment and how Canadians areadapting to them. This collaborative project could involveother classes, towns/cities or provinces from across Canada.Possible adaptations that students could focus on include:

conserving resourcesreplanting treespreserving habitatrecycling.

Task

You have been studying Canada: Its Geography and People.The issue is, How should Canadians be altering theirenvironment? Brainstorm with your group possible answersto this question. Make a record of the ideas from your group,and share these in an efficient manner so that each groupmember can access the information and use it. Use a varietyof electronic sources to research changes in our localenvironment and how we are adapting to them. Be sure tolist the sources you use. Summarize information in two ormore paragraphs.

SCORING GUIDE

The student:

4 gathers in-depth information on issue-relatedproblemsaccesses many elecn.onic sources

3 gathers information on issue-related problemsaccesses some electronic sources

2 gathers partial information on issue-related problemsaccesses at least one electronic source

1 gathers little information on issue-related problemsaccesses no electronic sources

58 / Social Studies, Grade 5 Information and Communication Technology

(Interim 1998) CAlberta Education, Alberta, Canada

5 9



SPECIFIC OUTCOMES


. F4 2.1 recognize that graphics, videoand sound enhancecommunication

2.3 discuss how technology canbe used to create specialeffects and/or to manipulateintent through the use ofimages and sound



English Language Arts, Grade 6GO 4.2, Bullet 3; GO 4.4, Bullet 1 and 3

write legibly and at a pace appropriate tocontext and purpose when composing andrevising; select and use a variety of softwaredesign elements [such as spacing, graphics,titles and headings, variety of font sizes andstyles] when appropriateshare information on a topic vvith classmembers in a planned and focused sessionusing a variety of strategiesdemonstrate critical listening and viewingbehaviours [such as recognizing main ideasand details, identifying inference] and showrespect for the presenter [such as giving non-verbal encouragement, responding toemotional aspects of the presentation...]

Division 2

General Outcomes: F4, P4

STUDENT TASK

Background

This activity can be used for any type of visit or advertising,such as author visits, fund-raisers, fun lunches or specialpresentations. This specific task requires the creation of athree-part brochure.

Task

An author is visiting your school and your class has beenasked to create a brochure to advertise her/his presentation.Create the brochure on the computer, and use the editingfeatures to make it visually appealing. You should scan agraphic that would be appropriate for the author, by using thebook cover or a photograph of the person.

As you are creating this brochure, consider how the use oftext and graphics provides a visual and mental picture for thereader or viewer:

What kind of picture do you want the reader/viewer tohave?How do visual images affect what you think about theproduct or service being advertised?

SCORING GUIDE

The student:

4 creates an informative brochure with attention todetailmakes elegant use of font style and size, text andgraphics to create a pleasing visual effect

3 creates an informative brochuremakes very good use of font style and size, text andgraphics to create a pleasing visual effect

2 creates a brochureuses font style and size, text, and graphics to create avisual effect

1 is unable to create a brochureis unable to use font style and size, text and graphicsto create a visual effect

Information and Communication Technology English Language Arts, Grade 6 / 59C Alberta Education, Alberta, Canada (Interim 1998)

60

Division 2


SPECIFIC OUTCOMES


edit and format text to clarifyand enhance meaning, usingsuch word processing featuresas the thesaurus, find/change,text alignment, font size andstyle

design and follow a plan,including a'schedule, to beused during an inquiryprocess, and make revisionsto the plan as necessary

use graphic organizers, suchas mind mapping/webbing,flow charting and outlining, topresent connections amongideas and information in aproblem-solving environment

P1 2.2

C4 2.1

C6 2.3



create and follow a plan to collect and recordinformation within a pre-established timeframe


recall, record, and organize personal and peerknowledge of a topic for inquiry or research

General Outcomes: Pl, C4, C6

STUDENT TASK

Background

Students design and create a work plan to be used in theinquiry process during a research project. This plan is toinclude things like a timeline for drafts, resources to accessand deadlines to meet. Students also need to plan theconceptual ideas for the project, using such graphicorganizers as flow charting, webbing and outlining to connectinformation. This task could be applied to any currentresearch project in which the student is engaged.

Task

Choose a graphic organizer to collect and plan the ideas foryour current research project. Design and create a work planto complete this project by the due date. Make revisions toyour initial plan as you complete each step of the inquiryprocess. When your project is complete, reflect on how thisplanning process helped you complete the project. Write upa summary to include with your project.

SCORING GUIDE

The student:

4 creates a specific and usable work planuses a graphic organizer to facilitate multipleconnections among ideas and informationreflects to show a detailed analysis of how theplanning process helped or hindered the project

3 creates a detailed, usable work planuses a graphic organizer to facilitate connectionsamong ideas and informationreflects to show a satisfactory analysis of how theplanning helped or hindered the project

2 creates a usable work planuses a graphic organizer to connect ideasreflects to show how planning helped or hindered theproject

1 is unable to create a usable planis unable to use a graphic organizerreflects in a way that shows no analysis of the plan

60 / English Language Arts, Grade 6(Interim 1998) 61


''';LUSTRATIVE.:

SCIENCE, GRADE 6

SPECIFIC OUTCOMES


P2 2.2 display data electronicallythrouah graphs and charts

P4 2.1 integrate a spreadsheet, orgraphs generated by aspreadsheet, into a textdocument

2.2 vary font style and size, andplacement of text andgraphics, in order to create acertain visual effect

P5 2.3 navigate the Internet withappropriate software

Cl 2.2 organize information gatheredfrom the Internet or anelectronic source by selectingand recording the data inlogical files or categories

C6 2.5 solve problems requiring thesorting, organizing, classifyingand extending of data usingtools such as calculators,spreadsheets, databases orhypertext technology

RELATE I CURRICULUM OUTCOMES

Science, Grade 6Topic C, SLE 9

recognize that the other eight known planets,which revolve around the Sun, havecharacteristics and surface conditions that aredifferent from Earth; and identify examplesof those differences

Division 2

General Outcomes: P2, P4, P5, C 1 , C6

STUDENT TASK

Background

In Topic C: Sky Science, students recognize that the othereight known planets revolve around the Sun and havecharacteristics and surface conditions that are different fromEarth. In this task, students research, on the Internet orthrough an electronic encyclopedia, information about thecharacteristics of the eight other planets and compare them toEarth. Conclusions are drawn from the results.

Task

You know that it takes one day, or 24 hours, for Earth tomake a full revolution around its axis. You also know that ittakes 365 days, or one year, for Earth to make a full orbitaround the Sun. Compared to Earth, are the other planetssimilar or different in these characteristics?

Using the Internet or electronic sources as your mainresource, choose at least four of the following characteristicsto create charts and/or graphs, in which you can make somecomparisons:

length of one "day"length of one "year"size of the planetdistance from the sunaverage temperaturenumber of moonsother characteristics.

Once you have conducted your research in at least four ofthese areas, input the data into a spreadsheet and constructappropriate graphs/charts. Next, create a word processingdocument that incorporates the charts and/or graphs from thisdata, as well as a brief and concise explanation of theinformation.

Finally, for each of the charts and/or graphs make severalconclusions about the characteristics. For example, thefurther from the Sun a planet is, the cooler the averagetemperature seems to be.

Remember all titles and headings should be in a distinctivestyle with varying sizes as compared to the rest of your text.


62

Division 2

SCORING GUIDE

The student:

4 integrates the charts and/or graphs within the textdocument without difficultydraws many conclusions from the electronic datacreates an excellent visual style by formatting the textcreates many appropriate charts and/or graphs

3 integrates the charts and/or graphs within the textdocument with little difficultydraws two or three conclusions from the electronicdatacreates a very good visual style by formatting the textcreates two or three appropriate charts and/or graphs

2 integrates a chart and/or graph within the textdocument with minimal difficultydraws at least one conclusion from the electronic datacreates a satisfactory visual style by formatting thetextcreates at least one appropriate chart and/or graph

1 does not integrate a chart or graph within the textdocumentdraws no conclusions from the electronic datadoes not format textdoes not create any appropriate charts or graphs

62 / Science, Grade 6 Information and Communication Technology

(Interim 1998) ©Alberta Education, Alberta, Canada

6 3


SCIENCE, GRADE 6

SPECIFIC OUTCOMES


Cl 2.1 access and retrieveappropriate information fromthe Internet by using a specificsearch path or from givenuniform resource locations(URLs)


C6 2.1 select and use technology toassist in problem solving

2.4 solve problems usingnumerical operations and toolssuch as calculators andspreadsheets

2.5 solve problems requiring thesorting, organizing, classifyingand extending of data usingtools such as calculators,spreadsheets, databases orhypertext technology

C7 2.1 use a variety of technologiesto organize and synthesizeresearched information


Science, Grade 6Skills 6-1; Topic C, SLE 12

design and carry out an investigation inwhich variables are identified and controlled,and which provides a fair test of the questionbeing investigatedunderstand that Earth, the Sun and the Moonare part of a solar system that occupies only atiny part of the known universe

Division 2

General Outcomes: Cl, C4, C6, C7

STUDENT TASK

Background

In Topic C: Sky Science, students understand that Earth, theSun and the Moon are part of a solar system that occupiesonly a tiny part of the known universe. In this task, studentsexplore distances in the solar system, as well as the knownuniverse, and relate those distances to their own timereferences. To do so, they create formulas in a spreadsheetdocument in order to calculate distances and time.

Students may need instruction on the use of a spreadsheet, orteachers may wish to create a template.

Task

How long does it take to drive to your school from home?How long would it take to walk that distance? In 1969, theUnited States made the first successful lunar landing, whichtook approximately three days. Since the moon is 385 000kilometres from Earth, it would mean the rocket wastravelling at an average rate of 5 331 kilometres per hour.

If the Sun is 1.5 million kilometres away from Earth, howlong would it take the rocket to get there? If the rockettravelled twice as fast, how long would it take to get to theSun?

In order to solve these problems, you will be required tocreate a spreadsheet and formulas to calculate the varioustimes. Use the spreadsheet to investigate the relationshipsbetween the distance, speed and time. Choose to send arocket to Pluto rather than the Sun, use the two speedsoutlined above, and compare the times of travel with those tothe Sun.

Would you be able to travel to any other destinations in theuniverse within your lifetime? How?

You can find data for this task at the following URL:<http://www.uni-trier.de/infos/solar/homepage.html>.

Be sure to document the sources you use.


64

Division 2

SCORING GUIDE

The student:

4 solves problems accurately, using a spreadsheetorganizes the data effectively and demonstratesmultiple possibilities for the many relationshipsamong the datanavigates easily to information sites on the Internetand identifies appropriate information needed to solvethe problems

3 solves problems, with minor errors, using aspreadsheetorganizes the data and demonstrates severalpossibilities for the many relationships among the datanavigates with a little assistance to information siteson the Internet and identifies some of the informationneeded to solve the problems

2 begins to solve problems, but with major errors, usinga spreadsheetorganizes the data and demonstrates a fewpossibilities for the many relationships among the datanavigates only with assistance to information sites onthe Internet and requires assistance to identify theinformation needed to solve the problems

1 has difficulty understanding the problem and using aspreadsheetdoes not organize any datarequires extensive assistance to find sites on theInternet and can only identify the information that isneeded with major prompts

64 / Science, Grade 6 Information and Communication Technology(Interim 1998)

6 5©Alberta Education, Alberta, Canada

'ILLUSTRAtIVE EXAMPLES

SCIENCE, GRADE 6

SPECIFIC OUTCOMES






Science, Grade 6Topic E: SLEs 9 and 10

identify human actions that enhance orthreaten the existence of forestsidentify an issue regarding forest use,different perspectives on that issue, andactions that might be taken

Division 2

General Outcomes: P2, P6, C4

STUDENT TASK

Background

In Topic E: Trees and Forests, students identify actions thatcan enhance or threaten ecosystems. In this task, studentsparticipate in an inquiry in which they identify actions thatmay lead to a specific issue, examine perspectives on theissue and consider further actions that may resolve the issue.

Task

Suppose that a developer has decided to build a newsubdivision in a wooded area near where you live. Whatmammals, birds, and other animals and plants would youexpect to find in this area? What can a concerned citizen doto see how development may affect the ecosystem?

In a group, brainstorm possible strategies to investigate theeffects this action might have. Choose one of the strategies,write a plan and follow through with it.

Some possible ideas include using a word processingprogram to prepare a database on animals and plants found inthe area, checking different Internet sites for relevantinformation, or videotaping the forest to show its value to aparticular authority.

Determine if the development enhances, threatens orwould have minimal impact on the environment.Suggest actions that should be taken.Report back to the class on your chosen strategy, the planyou followed and the end result.

SCORING GUIDE

The student:

4 designs, follows and revises, as appropriate, acomprehensive and realistic plan that accomplishesthe taskcommunicates the message clearly and effectively

3 designs, follows and revises, as appropriate, a fairlythorough and reasonable plan that accomplishes muchof the taskcommunicates the message clearly


6 6

Division 2

2 designs and follows a plan that accomplishes some ofthe taskcommunicates the message, but more information isrequired

1 is unable to design and follow a plan thataccomplishes the taskis unable to communicate the message in a mannerthat is clear and comprehensive

66 / Science, Grade 6 Information and Communication Technology(Interim 1998) ©Alberta Education, Alberta, Canada

6 7



SPECIFIC OUTCOMES


F2 2.1 identify how technologicaldevelopments influence his orher life

2.3 examine the environmentalissues related to the use oftechnology

F3 2.4 document sources obtainedelectronically such as web siteaddresses

F4 2.2 describe how the use ofvarious texts and graphics canalter perception



C-I 2.1 access and retrieveappropriate information fromthe Internet by using a specificsearch path or from givenuniform resource locations(URLs)

2.2 organize information gatheredfrom the Internet or anelectronic source by selectingand recording the data inlogical files or categories

C3 2.1 identify and distinguish pointsof view expressed in electronicsources on a particular topic

2.2 recognize that informationserves different purposes andthat data from electronicsources may need to beverified to determine accuracyor relevance for the purposeused


Division 2

General Outcomes: F2, F3, F4, P4, P6, Cl, C3, C4, C6

STUDENT TASK

Background

In this task, students study how the physical environment andthe customs/traditions of a country affect the ways peoplemeet their basic needs. Students need to use the Internetand/or electronic sources to complete a research project andto organize the data into a word processing document.Pictures and related information are to be included, as well asstudents' personal opinions.

Task

China is a country of contrast. Many traditions from the pastare being challenged by the growth in the use of moderntechnology. Using the Internet and/or other electronicsources, find a series of pictures that illustrate how life inChina has changed over the last 50 years. Specifically,examine how the economy has changed in areas such asagriculture and manufacturing. Copy and paste the imagesinto a word processing document, and below each explain ina well-written paragraph how the picture shows the way theChinese people meet their basic needs and how technologyhas influenced the Chinese environment.

Your concluding paragraph should summarize howtechnology and traditions are balanced in an ever-changingsociety.

Information and Communication Technology Social Studies, Grade 6 / 67©Alberta Education, Alberta, Canada (Interim 1998)

68

Division 2

426 -2.2 use data gathered from avariety of electronic sources toaddress identified problems


Social Studies, Grade 6Topic C, Process Skills (Geo/Map), Bullet 6;Communication Skills, Bullet 4

infer relationships from data shown on mapscollect and organize information on a clearlydefined topic, using a simple outline,webbing, etc.

Topic C, Process Skills, Bullet 1, 2, 3 and 5acquire information by reading, listening andviewingidentify the point of view in oral, written orviewed presentationsselect pertinent information from a variety ofsources; e.g., newspapers, magazines,pamphlets, news media, filmsuse computer programs (where appropriatesoftware and hardware are available) to writea paragraph/report, to simulate situationsimpractical to reproduce in the classroom

Topic C, Related Facts and Content, Bullets 4and 6

how communication and technology affectedthe way needs were metconflict can develop between technologicaldevelopments and maintaining traditions

SCORING GUIDE

The student:

4 selects and uses appropriate technology for this taskwrites a response that effectively communicatesinformation and knowledge about the topicprovides information that is well organized,appropriately classified and presented in a very clearformat

3 selects and uses generally appropriate technology forthis taskwrites a response that mostly communicatesinformation and knowledge about the topicprovides information that is organized, classified andpresented in a clear format

2 selects and uses appropriate technology in a limitedway for this taskwrites a response that partially communiêatesinformation and knowledge about the topicprovides information that is somewhat organized andclassified, and is presented in a readable formatshows little evidence of ability to select and useappropriate technologywrites a response that does not communicateinformation and knowledge about the topicprovides information that is not well organized orclassified, and is not presented in a readable format

68 / Social Studies, Grade 6 Information and Communication Technology

(Interim 1998) ©Alberta Education, Alberta, Canada

69


CROSS-CURRICULAR, GRADE 6

SPECIFIC OUTCOMES



P4 2.1 integrate a spreadsheet, orgraphs generated by aspreadsheet, into a textdocument



display data by hand or computer in a varietyof ways

Social Studies, Grade 6Topic A, Local Government, Related Facts andConcepts, Bullets 12 and 15

democracy allows and needs people to takepart in government (voting, petitions,meetings, special interest [lobby] groups)lobby groups can exert power on electedofficials and influence decisions; e.g.,petition, write letters, attend meetings

Division 2

General Outcomes: P2, P4

STUDENT TASK

Background

Students collect and display data to help them betterunderstand the world in which they live. The teacher maywant to use an observational checklist to observe thestudents' proficiency with the spreadsheet and integration ofthe graph into the summary.

Task

Your job is to decide on an issue you would like toinvestigate. For example: Does the school ground need moretrees? Does the school need more space for lunchroomstudents? What can be done about the school vandalismoccurring at night? Decide on some questions related to yourissues, and decide how you will collect the data. Conductyour data collection, and set up a spreadsheet to organize theinformation. Generate a bar, line or pie graph that clearlyshows the relationships among the questions within yourissue. Write up some statements about your graph, linkingthe data to the questions. Use a word processing document towrite up a summary of the findings on your issue, andintegrate the graph to support your summary. Present yourdata to the appropriate audience.

SCORING GUIDE

The student:

4 communicates the issue and the findings effectivelythrough a clear and complete presentation of allinformationintegrates, proficiently, an appropriate gjaph into thesummary documentuses the spreadsheet proficiently to organize data

3 communicates the issue and the findings through apresentation that conveys most of the informationavailableintegrates, proficiently, a graph into the summarydocumentuses the spreadsheet proficiently to organize data

2 communicates the issue and some of the findingsthrough a presentation that is not all clearintegrates a graph into the summary documentuses the spreadsheet to organize datafails to communicate the issue and findings clearlyand comprehensivelydoes not integrate a graph into the summary documentdoes not use a spreadsheet to generate a graph


7 0

Cross-Curricular, Grade 6 / 69(Interim 1998)

REFERENCES

ELEMENTARY

MATHEMATICS K-9

ENGLISH LANGUAGE ARTS

SCIENCE (Elementary)

SOCIAL STUDIES (Elementary)

JUNIOR HIGH

MATHEMATICS K-9


SCIENCE (Junior High)

SOCIAL STUDIES (Junior High)

HIGH SCHOOL

PURE MATHEMATICS 10-20-30

MATHEMATICS 20-30


SCIENCE 10-20-30

BIOLOGY 20-30

CHEMISTRY 20-30

PHYSICS 20-30

SOCIAL STUDIES 10-20-30

Program of StudiesWestern Canadian Protocol

Program of Studies

Program of Studies

Program of Studies

Program of StudiesWestern Canadian Protocol

Program of Studies

Program of Studies

Program of Studies

Program of Studies

Program of Studies

Common Curriculum FrameworkWestern Canadian Protocol

Program of Studies

Program of Studies

Program of Studies

Program of Studies

Program of Studies

June, 1996

September, 1998

1996

Revised 1990

June, 1996

September, 1998

Revised 1990

Revised 1989

Interim 1998

Revised 1991

1998

June 30, 1995

June 30, 1995

June 30, 1995

June 30, 1995

Revised 1990


71

References / 71(Interim 1998)

APPENDIX 1: CHECKLIST FOR SELECTED SPECIFIC OUTCOMES

DIVISION I

A. FILE MANAGEMENT PROCEDURES

Observationof Student

The student can:

Y N 1. boot computer and/or log on to network(F6.1.1)

Y N 2. access programs/move betweenprograms (F6.1.1)

Y N 3. create files (F6.1.1)

Y N 4. save and retrieve files (F1.1.1, F6.1.1)

Y N 5. edit files, cut and paste (P1.1.2)

Y N 6. move between files (F6.1.1)

Y N 7. delete files (F6.1.1)

Y N 8. print files (F6.1.1)

Y N 9. insert, eject disks (F6.1.1)

Y N 10. describe particular technologies beingused for specific purposes (F2.1.2)

Y N 11. click on an icon to launch an application(F6.1.1)

Y N 12. use pull-down menus (F6.1.1)

B. TEXT-DATA ENTRY PROCEDURES


The student:Demonstrates "touch keyboarding"(correct fingering and eye focus) with:(F6.1.2)

Y N 1. home row keys and space bar

Y N 2. arrow keys

Y N 3. delete, insertion, backspace

Y N 4. shift keys, return/enter, tab

DIVISION II

A. BASIC PROCEDURES


The student can:

Y N 1. boot computer and/or log on and log offnetwork (F6.2.1)

Y N 2. create, use, save, copy, paste and deletefiles and directories or folders (F6.2.2)

Y N 3. peripherals, including printers and scanners(F6.2.3)

Y N 4. open a file and save as a different file type(P1.2.3)

Y N 5. select and use the technology appropriateto a given communication situation(P6.2.1)

yyyy

N

N

N

N

6. edit and format text within a wordprocessor (P1.2.2)

- use of thesaurus

- find/change function- text alignment

font size and style

B. TEXT-DATA ENTRY PROCEDURES


The student:Demonstrates "touch keyboarding" (correctfingering and eye focus) with: (F6.2.4)

Y N 1. alphabetic keys

Y N 2. basic punctuation keys (.,;:,?)

Y N 3. shift keys, return/enter, delete


7 2

Appendix 1: Checklists for Selected Specific Outcomes / 73(Interim 1998)

DIVISION I

C. COMPUTER WORKSTATIONCOMPONENTS

Observation ofStudent

The student identifies and explains useof:

Hardware Architecture,Configurations, Peripherals (F1.1.2)

Y N 1. input systems (e.g., keyboard, mouse)

Y N 2. output devices (e.g., monitor, printer)

Y N 3. storage mediums (floppy disk, harddrive, network, CD)

Observation ofStudent Work Station Routines

Y N 1. maintains good body position(F5.1.1)

Y N 2. observes ethical and legal measuresin handling software and hardware(copyright, privacy, confidentiality)(F3.1.4)

Y N 3. demonstrates appropriate care oftechnology equipment (F3.1.3)

DIVISION II

C. COMPUTER WORKSTATIONCOMPONENTS

Observation ofStudent

The student identifies and explains use of:

Hardware Architecture, Configurations,Peripherals (F1.2.1)

Y N 1. input systems (e.g., keyboard, mouse,voice)

Y N 2. operating platforms/systems (e.g., MAC,DOS, WINDOWS)

Y N 3. output devices (e.g., monitor, printer)

Y N 4. communication devices (e.g., modem)

Y N 5. storage mediums (floppy disk, harddrive,' network, CD)

Observation ofStudent Work Station Routines

Y N 1. appropriately adjusts monitor, keyboard,desk, chair and other equipment toensure workstation is ergonomicallyappropriate (comfortable, healthy, safeand efficient) (F5.2.1)

Y N 2. observes ethical, legal and securitymeasures in handling software andhardware (copyright, privacy,confidentiality) (F3.2.5, F3.2.6, F3.2.7)

Y N 4. complies with school acceptable usepolicy (F3.2.1)

74 / Appendix 1: Checklists for Selected Specific Outcomes Information and Communication Technology(Interim 1998) ©Alberta Education, Alberta, Canada

73

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REPRODUCTION BASIS

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This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Release form(either "Specific Document" or "Blanket").

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