Grade5_2007

__September 4-September 10__ Students were introduced to the computer lab. They created and discussed rules for working with the computers and when going online. Students also completed a KWL chart, which assessed their prior knowledge of computers and created goals for their learning during the coming year. Students then either received an introduction to blogs and wikis, or received an introduction to how computers work (students' choice by vote). Students also discussed what it means to be "digitally fluent" and what technology integration means. During English class time, students also used the computer lab to type up and add appropriate images to poetry they had written.



__September 11-September 17__ Students were given an introduction/refresher to the animation program [|Scratch]. They created an animation that told the rest of the students something about themselves. Some students who do not have computers at home were allowed to check out AlphaSmarts. These AlphaSmarts MUST be turned in to the school by May 12.

__September 18-September 28__ Students are currently working on Ecosystems in their regular classrooms. In Digital Fluency, students began an introduction to [|Inspiration]. They then created concept maps detailing food chains in the ecosystems they are studying. Students then expanded their concept maps by adding facts they have learned about the particular ecosystem they are concentrating on.

__October 1-October 26__ Students used the concept maps to create a PowerPoint presentation explaining the different aspects of their particular ecosystem to the class. To accomplish this, students were given an introduction/refresher on PowerPoint and worked with image editing software ([|Paint.NET]). These presentations will serve as the summative assessment of the Ecosystems unit. Students presented their projects during Digital Fluency time during the week of October 22.

__October 29-November 2__ Students explored two websites discussing the physics behind how rollercoasters work and then constructed their own rollercoasters. This broadened their ideas about potential and kinetic energy, which enhances what they are doing in the classroom during the Energy unit.

__November 5-November 9__ Students went on an Energy WebQuest, exploring three different websites to learn about the different forms of energy: the [|Energy Kids Page], [|E-On UK Energy Experience], and [|Energy Hogs]. Once students finished their preliminary questions, they were invited to explore the Energyville game at [|Chevron] where students can explore the challenges of powering a city economically and safely.

__November 12-November 30__ Students used their time during Digital Fluency to do research for their Energy Conservation Question. They then used their time to work on their project write-ups.

__December 3-December 14__ All students were given an introduction to RSS and effectively searching the Google News database, as well as taught strategies that will enable students to get the most out of their Google searches. During these two weeks, all students signed up for a Google account, which they will use to explore the capabilities of RSS. Students will also use the account to receive an introduction to Google Documents and collaboration via the Internet later on.

__January 7-January 25__ Students were given an introduction to the sound recording/editing program Audacity. Students used this program to record themselves reading selections in French, Spanish and Dutch. This recording process will hopefully enhance reading fluency in the non-English languages.

__January 28-February 1__ Students in the Spanish classes received an introduction to the program paint.NET. They took pictures of themselves and learned how to manipulate the images using different effects and layers. They will use these skills at the end of their Ancient Civilizations unit when they create their own civilization. Students in the French classes learned how to upload their recordings from Audacity to the fifth grade wiki, so that all students and teachers will be able to hear their work from any computer.

__February 4-February 8__ Students explored the program Microsoft Publisher by creating business cards and Valentine cards. This program will be revisited in a later unit.

__February 11-March 7__ Students received an introduction to the vector drawing program Inkscape. This program may be used for the culminating project of their Ancient Civilizations unit. Students also received an introduction to Google Documents, which could be used for collaboration during their Exhibition unit. Students then used their time in Digital Fluency to complete their English projects, including creating a cover page and a works cited page.

__March 10-March 21__ Students reflected on what they have done in Digital Fluency during the year, including their strengths and weaknesses with the technology as well as what they would like to continue working on.

__April 1-May 9__ Students used their time during Digital Fluency to either research their Exhibition topic or to work on their final product for Exhibition. During the week following Exhibition, students reflected on the process and what went well in their groups, and were able to have some free time to explore their own topics of interest.

__May 12-June 10__ Students completed several WebQuests which encouraged them to answer detailed questions about the body; in particular the skeletal, muscular and nervous systems. Students then completed an art project for an important member of the WIS community.