Grade4_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.



__September 11-September 17__ Students checked out an AlphaSmarts to use for the year. These AlphaSmarts can go home, but MUST come back to school by May 12 or earlier as requested by their teacher. Students were given an overview of the AlphaSmarts and an introduction to correct typing skills.

__September 18-September 24__ Students are working on the unit Picture This! in their regular classroom. In Digital Fluency for classes 4A and 4C, they will use the reviewing skills they have developed in the classroom to create a [|classroom book blog]. On this blog, students will post book reviews of the books they are currently reading, and other students will have the opportunity to make comments and suggest other books that the reviewer might be interested in. In classes 4B and 4D, students were given an introduction the program [|Scratch] and used that to make animations about what they are reading.

__September 25-October 17__ Students were given an introduction to Audacity. They used this program to record themselves reading material that they have written or read in French or Spanish. Students then received an introduction to the program Art Rage. In their regular language classrooms, they wrote short, descriptive paragraphs or sentences detailing a scene. In the computer lab, they illustrated these stories in Art Rage, and imported their pictures into a Word document that contained their writing. These completed books will be read to the younger grades during their next unit. This was a formative assessment for the Picture This! Unit.

__October 22-October 26__ Students will be using their time in Digital Fluency to use technology to increase their mathematical ability. By exploring educational games found at [|Math Playground], they will receive additional practice with algebraic expressions and multiplication tables.

__October 29-November 2__ Students continued their work in Audacity, in their languages, by recording short stories or poetry. Students in the french classes recorded themselves repeating parts of a poem after the teacher reads it aloud.

__November 5-November 20__ Each 4th grade class will make their own labels for their portfolios by using Microsoft Word. Each class will select a font style to represent that class, and each label will have the child's name and class section in that font. Students will also work on self portraits in Art Rage and will insert these pictures onto the labels. The advantage of teaching the children how to create labels is it will allow them to produce more professional finished projects in the future. They will learn how to select the correct size, how to design, and how to print, as well as how to import images.

__November 26-December 7__ All 4th grade students were given an introduction to RSS and effectively searching the Google News database. Students then signed up for a Google account, which they use towards the end of their unit to create a map showcasing different world changes. Students will also use the account to receive an introduction to Google Documents and collaboration via the Internet.

__December 10-December 14__ Students continued their research into their Earth inquiry topic by using the Google News database.

__January 7-January 11__ Students ended their unit on Earth by placing a marker on the class Google Map detailing the Earth change that they researched and why it was important. Students also received a basic introduction to Google Maps, including directions and satellite imagery.

__January 14-February 1__ Students used the Discovery Channel's [|Puzzlemaker] website to create crossword puzzles using the vocabulary they are currently studying in the French, Spanish and Dutch classrooms.

__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-February 27__ Students created PowerPoint slides that showcased the work they did in their non-English classroom. On these slides, students wrote down the name of the plant that they are working with, including the scientific classification if known, the conditions their plant needs to grow, and an image of their plant. These slides were shown at the Celebration of Learning on February 27th.

__March 3-April 7__ 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. Students also used a variety of online activities and games relating to history to jumpstart their ideas for the Peek into the Past unit and then to continue developing their family trees and personal histories.

__April 8-April 25__ Students received an introduction to image manipulation. Students practiced using the laptop to take pictures of themselves and then used the program Paint.NET to edit their images. Students learned how to crop, add layers, combine images, and use special effects. Students then applied these skills to a new, vector-based graphic program called Inkscape. Students used Inkscape to learn how to create their own backgrounds and manipulate different points on their image.

__April 28-June 10__ Students used their skills with Paint.NET to take pictures of themselves alone and then with a cherished family object. Students then used the VoiceThread website to create an interactive exhibition of their object and then a separate VoiceThread about their personal history. The VoiceThread project included audio elements as well as written work and their edited images. These projects were completed entirely in their non-English language.