MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW … · Monroe Township Public Schools Williamstown, New Jersey Philosophy of Education The administration, faculty, and staff of Monroe

MONROE TOWNSHIP PUBLIC SCHOOLS

WILLIAMSTOWN, NEW JERSEY

Williamstown Middle School

Information Technology Literacy

Eighth Grade

September 2015

Revised by: Denise Milam

Stan Krzyminski, Director of Curriculum

Dean Insana, Supervisor of Special Areas

Monroe Township Public Schools

Williamstown, New Jersey

Philosophy of Education

The administration, faculty, and staff of Monroe Township Public Schools, in cooperation with parent and the community, and with

active participation of the students, are committed to viewing each other as individuals, respecting each person’s uniqueness, and setting

high expectations for all students. The school system will assist each student to become a contributing member of our society by

providing a learning environment that is responsive to the needs of the individual student, community, and changing society by providing

a learning environment that nurtures values and morals. This environment will be conducive to acquisition of knowledge, as well as to

the development of problem solving, critical thinking, and organizational skills. We will provide a learning environment that is

responsive to the needs of the individual student, community, and changing society. We will aid our students in developing responsible

behavior, a positive attitude toward themselves and others, the necessary life skills to become productive citizens and lifetime learners.

We accept the challenge and responsibility of accomplishing these goals.

Revised: August, 1996



Mission Statement

Williamstown Middle School provides an atmosphere where our students become responsible,

productive citizens, and life-long learners.

The administration, faculty, and staff of Williamstown Middle School, in cooperation with parents and the community, and with the

active participation of the students, are committed to viewing each other as individuals, respecting each person’s uniqueness, and setting

high expectations for all students. Through an interdisciplinary approach we will aid our students in developing responsible behavior, a

positive attitude toward themselves and others, and the necessary life skills to become productive citizens in our changing society. We

accept the challenge and responsibility of accomplishing these goals.

Williamstown Middle School Education

Life’s Preparation

Monroe Township Public Schools


Curriculum Philosophy

Monroe Township Public Schools offer all students access to curricula that addresses the New Jersey Core Curriculum Content

Standards to provide for differentiation in meeting the needs of a variety of learners. All students identified as Special Needs and

English language Learners are provided with instruction that will meet the needs as identified in their individual educational plan or as

established through the utilization of content area benchmark assessments. Our goal, as a district, is to provide students with the skills

necessary to meet the rigor of a selected career in the 21st century.

August 2008

MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN

STANDARD 8.1 (COMPUTER AND INFORMATION LITERACY)

ALL STUDENTS WILL USE COMPUTER APPLICATIONS TO GATHER AND ORGANIZE INFORMATION AND TO SOLVE PROBLEMS

National Educational

Technology Standards

(NETS)

Standard 8.1 for

end of Grade 8

Computer Applications

Objective

Computer Applications Tasks

Grade 2 Standard #3: Communicate about

technology using

developmentally appropriate

and accurate terminology

A.1: Use

appropriate

technology

vocabulary.

8.1.8.A.2

Students will identify

vocabulary terms and

meanings through the

use of a word list,

Internet and word

document, with 80%

proficiency.

Students will take an interactive vocabulary quiz:

http://www.quia.com/pop/12066.html as a pre-test to determine their base

knowledge of technology vocabulary. Students will locate and open their local

folder on the hard drive, and then open the teacher prepared handout & word

document template for vocabulary matching and save it to their network folder.

They will match the definitions to the vocabulary word list and type them in. For

the missing vocabulary, they will use an Internet dictionary for the definitions.

Students will format the document according to the directions on the grading

checklist. Students will save and print one copy of their work to a network printer.

Students will take the same interactive quiz at the completion of the task, and write

the score of the post-test on the grading checklist.

Grade 2 Standard #1: Use

input devices (e.g., mouse,

keyboard, remote control)

and output devices (e.g.,

monitor, printer) to

successfully operate

computers, VCRs,

audiotapes, and other

technologies.

A.2: Use

common

features of an

operating system

(e.g., creating

and organizing

files and

folders).

8.1.8.A.5

Students will use the

common features of the

WMS operating system

platform to open

applications & existing

files, make

modifications to the

files and save to a

network folder, with

100% proficiency.

Students will receive their login numbers and passwords, and log into their network

folder using the procedure discussed by the teacher. Students will cooperatively

identify common features of the Mac OS/X operating system (see checklist)

methods of opening applications, opening and saving files, locating files (both

network and local) and shortcuts to commands.

Grade 5 Standard #1: Use

keyboards and other

common input and output

devices (including adaptive

devices when necessary)

efficiently and effectively.

A.3: Demonstrate

effective input of

text and data,

using touch

keyboarding

with proper

technique.

8.1.8.A.1, 2

Using a keyboarding

skills development

software application,

students will

demonstrate their

existing keyboarding

knowledge, record their

wpm and improve their

speed and accuracy to

15 wpm.

Students will open MacMavis software and take the initial keyboarding assessment,

record the results and begin keyboard drill practice using the challenge exercises.

Students will record the wpm results on a weekly basis.

http://www.quia.com/pop/12066.html




Grade 5 Standard #1:

Use keyboards and other

common input and output

devices (including

adaptive devices when

necessary) efficiently and

effectively.


Select and use

appropriate tools and

technology resources to

accomplish a variety of

tasks and solve problems.

A.4: Input and

access data and

text efficiently

and accurately

through

proficient use of

input devices,

such as the

mouse.

8.1.8.A.2

Students will select an

appropriate software

tool and create an

original document

describing the computer

lab rules in their

network folder.

Using the computer lab rules handout for information, students will open an Inspiration

document and illustrate at least one of the rules for computer lab use by students.

Students will then use the “round robin” method of adding/modifying their peers

concept map by linking another rule to the existing concept map and adding

appropriate graphic.


Apply

productivity/multimedia

tools and peripherals to

support personal

productivity, group

collaboration, and

learning throughout the

curriculum.

A.5: Create

documents with

advanced text

formatting and

graphics using

word processing.

8.1.8.A.1, 2

Students will

demonstrate advanced

word processing skills

through the creation of a

multi-page document.

Using a handout for the product description and a teacher demonstration, students will

be able to create a newsletter using at least 15/19 word processing & graphics

tasks/skills to demonstrate their level of proficiency.


Apply



support personal

productivity, group

collaboration, and


curriculum.


Select and use





A.6: Create a

file containing

customized

information by

merging

documents.

8.1.8.A.2, 4, 5

Students will be able to

create a spreadsheet

document and merge it

into a document created

with word processing

software.

Students will use a handout for the product description and brief teacher demonstration

to develop a merged document using both a spreadsheet graph/chart and a word

processing document. This document is part of the bedroom design lesson.





Use technology resources

(e.g., calculators, data

collection probes, videos,

educational software) for

problem solving, self-

directed learning, and

extended learning

activities.


Use content-specific

tools, software, and

simulations (e.g.,

environmental probes,

graphing calculators,

exploratory

environments, Web tools)

to support learning and

research.


Select and use





A.7: Construct a

simple

spreadsheet,

enter data, and

interpret the

information.

8.1.8.A.4,5


create a budget

spreadsheet and graph,

and present their

findings to their peers.

Students will use a product description handout as their guideline/checklist to create a

spreadsheet and a graph of their research for a new bedroom design. The spreadsheet

and graph will be formatted according to the guidelines.





Apply



support personal

productivity, group

collaboration, and


curriculum.


Design, develop, publish,

and present products

(e.g., Web pages,

videotapes) using

technology resources that

demonstrate and

communicate curriculum

concepts to audiences

inside and outside the

classroom.


Select and use





A.8: Design and

produce a basic

multimedia

project.

8.1.8.A.1,2

8.1.8.E.1

Students will create a

presentation

demonstrating effective

use of multi-media

software and

presentation devices.

Students will create a 10-slide presentation after brainstorming together for topic ideas.

Students will use the following criteria (in addition to a grading rubric): animation on

each slide, appropriate graphics, sound on 4/10 slides, transitions on each slide, a title

and ending page with credits.





Use technology resources

(e.g., calculators, data

collection probes, videos,

educational software) for

problem solving, self-

directed learning, and

extended learning

activities.


Use content-specific


simulations (e.g.,



exploratory



research.


Select and use





A.9: Plan and

create a simple

database, define

fields, input

data, and

produce a report

using sort and

query.

8.1.8.A.2,4, 5

Using Appleworks

Database as the tool,

students will create a

simple database

organizing a collection

of their choice (music

cds, video games, toys,

cards, etc.) and produce

a report.

Students will participate in a discussion about databases and current popular Internet

databases. They will construct a 6 –8 field database using a personal choice of topic

(music, video, hobbies). The fields will include text, drop down menu and radio

buttons. The database will be populated by with a minimum of 15 fields and a standard

report created after a one-field sort.


Demonstrate an

understanding of

concepts underlying

hardware, software, and

connectivity, and of

practical applications to

learning and problem

solving.

A.10: Use

network

resources for

storing and

retrieving data.

8.1.8.A.2,4, 5




platform to open


files, make


files and save to a


100% proficiency.

Students will log into their home folder using the proper procedure, identify the Mac

OS/X methods of opening applications, opening and saving files, locating files (both

network and local) and shortcuts to commands. Students will open the vocabulary

document to be used in the vocabulary/basic formatting exercise.




Grade 8 Standard #4: Use content-specific


simulations (e.g.,



exploratory



research.


Select and use





A.11: Choose

appropriate

electronic

graphic

organizers to

create, construct,

or design a

document.

8.1.8.A.2,4, 5

Using Inspiration

software as a graphic

organizer tool, students

will create a concept

map and links

demonstrating their

understanding of the

tool.



Students will then use the “round robin” method of adding/modifying their peers

concept map by linking another rule to the existing concept map and adding appropriate

graphic.


Select and use






Demonstrate an

understanding of

concepts underlying

hardware, software, and

connectivity, and of

practical applications to

learning and problem

solving.

A.12: Create,

organize and

manipulate

shortcuts.

8.1.8.A.2,4, 5

Students will create a

desktop folder to store

media downloads.

Students will participate in a discussion about short cuts and folder organization, and

then create folders to store research for their bedroom design project.

Grade 8 Standard #2: Demonstrate knowledge

of current changes in

information technologies

and the effect those

changes have on the

workplace and society.

B.1: Demonstrate an

understanding of

how changes in

technology

impact the

workplace and

society.

8.1.8.D.5

Using word processing

or special software –

Timeliner), students will

demonstrate their

understanding of

changes in technology

and the impact

technology has had in

their life

Students will create a top-ten list (or time-line using Timeliner software) of changes in

technology since the year they were born, and describe the impact one change has made

in the students’ lifestyle.




Grade 8 Standard #3: Exhibit legal and ethical

behaviors when using

information and

technology, and discuss

consequences of misuse.

B.2: Exhibit

legal and ethical

behaviors when

using

information and

technology, and

discuss

consequences of

misuse.

8.1.8.D.2

Students will properly

cite resources used

during the creation of a

word processing

document.

Students will create a poster using appropriate software demonstrating their

understanding of ethical computer behavior, after a teacher presentation of citation

format and using Internet research for the use of at least one graphic, cite the source in

the poster.



information and



B.3: Explain the

purpose of an

Acceptable Use

Policy and the

consequences of

inappropriate

use of

technology.


demonstrate their

understanding of the

district aup and the

consequences of

inappropriate use of

technology.

Students will demonstrate their understanding of the district aup through participation in

a teacher led discussion of the aup and consequences and their daily adherence to the

aup without incurring consequences.



information and



B.4: Describe

and practice safe

Internet usage.

8.1.8.D.1, 5

Students will participate

in an interactive Internet

activity designed to

develop their netiquette

sense and will record

their reflections on safe

Internet use in a word

document.

Students will use an interactive web activity designed to lead them effectively through

safe internet access and media literacy issues.

http://www.media-

awareness.ca/english/special_initiatives/games/joecool_joefool/jo_cool_kids.cfm



information and



B.5: Describe

and practice

“etiquette” when

using the

Internet and

electronic mail.

8.1.8.D.1, 5








document.



http://www.media-


http://www.media-awareness.ca/english/special_initiatives/games/joecool_joefool/jo_cool_kids.cfm








Select and use





B.6: Choose

appropriate tools

and information

resources to

support research

and solve real

world problems,

including but not

limited to:

• On-line

resources and

databases

• Search engines

and subject

directories.

8.1.8.A.2

8.1.8.E.1

Using the Internet,

students will research

the cost of furnishing a

custom-designed

bedroom, working

within a fixed budget

amount.

Students will create a spreadsheet using basic formatting skills & formula creation.

Students will research purchases using the Internet as a resource, properly cite the

sources in a word document, and create a graph using the data.


Research and evaluate

the accuracy, relevance,

appropriateness,

comprehensiveness, and

bias of electronic

information sources

concerning real-world

problems.

B.7: Evaluate

the accuracy,

relevance, and

appropriateness

of print and non-

print electronic

information

sources.

8.1.8.E.1








document.



http://www.media-








Collaborate with peers,

experts, and others using

telecommunications and

collaborative tools to

investigate curriculum-

related problems, issues,

and information, and to

develop solutions or

products for audiences

inside and outside the

classroom.

B.8: Use

computer

applications to

modify

information

independently

and/or

collaboratively

to solve

problems.

8.1.8.A.3

Using peer-created

work, students will add

a concept to the poster

(the computer rules

poster) to solve

commonly occurring

problems in a computer

lab environment.



Students will then use the “round robin” method of adding/modifying their peers concept

map by linking another rule to the existing concept map and adding appropriate graphic.


Apply strategies for

identifying and solving

routine hardware and

software problems that

occur during everyday

use.

B.9: Identify

basic hardware

problems and

demonstrate the

ability to solve

common

problems.




platform to open


files, make


files and save to a


100% proficiency.

Students will log into their home folder using the proper procedure, identify the Mac

OS/X methods of opening applications, opening and saving files, locating files (both

network and local) and shortcuts to commands.


Select and use





B.10: Determine

when technology

tools are

appropriate to

solve a problem

and make a

decision.

Using an Inspiration

concept map, students

will demonstrate their

understanding of

technology tools and the

decision making process

for use.

Using an Inspiration concept map, students will create the links from computer

applications and tasks to determine the best way to solve a problem, and describe the

reason for the linking decision (using Inspiration)

APPENDIX


Student Performance Portfolio

Assessment

Grade 8

Included are core units of instruction with identified skills that will be used to create student projects. Included are project rubrics and

student/teacher checklists. Students must demonstrate mastery of the identified skills, in addition to successful completion of the project.

Database Vocabulary

Your instructions:

Open a MS Word Document.

Save it as Vocab Notes.

Type a header:

Your name, period & date

(make sure it is right aligned)

Vocabulary Instructions:

Use the handout to find the definitions for these terms, and type the term and definition as follows:

Term (make the term bold) italicize the definition.

Press return (2 times) at the end of the definition.

Database

Browsing

Field

Find

Layout

Record

Question & Answer Instructions:

Use the handout to find the answers to the following questions: (Type the questions in bold and the answers in italics)

What is the purpose of a database?

List four uses for a database:

List four advantages to use a database:

Short answer instructions:

Use the handout to create a music database. Think of five fields that you would use to make a database of your music collection. Type the

fivefield name in bold and one example of the data inside the field (using italics). Press return after each example.

Example:

Name of CD: History of Rock & Roll

Be sure to save your document when you are finished. Do not print!

Eighth Grade

Database Curriculum

Objective: Students will be able to demonstrate their mastery of computer technology literacy basic skills through the planning and creation of a

simple database. They will be able to define fields, input data, and produce a report using sort and query. (NJCC 8.1.A.9)

Task: Students will construct a 6 –8 field database, and design an appropriate user interface for data entry. Students will select one of the

following choices for their database topic:

Music

Video

Hobbies

Students will use the following criteria for their database creation:

Text data type

Drop-down menu data type

Radio buttons data type

The database will be populated by with a minimum of 15 records.

Students will create an on-screen report using a one-field sort.

Students will identify the following items & terms in database software:

Menu bar (R)

Open files using the dock/finder (R)

Saving files using the menu commands & buttons (R)

Database terminology (N)

o Field

o Record

o Sort

o Query

o Browse

Assessment: Artifact review against grading checklist.

Database Vocabulary

Basic instructions:

Open a MS Word Document.

Save it as Vocab Notes.

Insert a header:

Your name, period & date

Database Vocabulary Notes

(make sure it is right aligned!)

Vocabulary Instructions 25 points

Use the database handout to find the definitions for these terms. Type the terms in bold, press the tab key and then type the definition

using italics. At the end of the definition, press return twice. Each definition is worth 3 points.

1. Database (3pts)

2. Browsing (3pts)

3. Field (3pts)

4. Find(3pts)

5. Layout(3pts)

6. Record(3pts)

Question & Answer Instructions: (25 pts)

Use the handout to find the answers to the following questions: (Type the questions in bold and the answers in italics)(5 pts)

1. What is the purpose of a database? (4 pts)

2. List four uses for a database: (8 pts)

3. List four advantages to use a database: (8 pts)

Short answer instructions: (50 pts)

Use the handout to create a music database. Think of five fields that you would use to make a database of your music collection. Type the five

field names in bold and one example of the data inside the field (using italics). Press return after each example.

Example:

Name of CD: History of Rock & Roll

Be sure to save your document when you are finished. Get permission from your instructor to print!

Eighth Grade

Presentation Curriculum

Objective: Students will be able to demonstrate their mastery of computer technology literacy basic skills. (NJCC 8.1.A.8)

Task: Students will create a 10-slide presentation after brainstorming together for topic ideas, and creating an Inspiration chart of their

brainstorming session. Students will demonstrate effective use of presentation design theory using the following elements:

Text

Titles

Graphics

Transitions

Sources Cited

Sound

Animation

Students will identify the following items in presentation software:

Menu bar (R)



Standard, formatting & drawing toolbar (R)

Formatting palette (R)

Short-cuts (N)

Slide views

Slide presentations/setups

Text box editing & alignment

Students will create a basic 10-slide presentation using the following criteria:

Open a new presentation file. (N)

Set the background design/color. (N)

Create a blank title slide. (N)

Create 9 blank slides. (N)

Add text to the slides. (N)

Insert clip art into the slides. (N)

Use spell check. (R)

Save file using a network server. (R)

Print slide handouts using a network printer. (N)


Eighth Grade

Word Processing Curriculum

Objective: Students will be able to demonstrate their mastery of computer technology literacy basic skills. (NJCC 8.1.A.3 & NJCC 8.1.A.5)

Task: Students will participate in a teacher-led review of word processing terminology & tasks.

Students will identify the following items in word processing:

Menu bar (R )

Open files using the dock/finder (R )

Saving files using the menu commands & buttons (R )

Standard, formatting & drawing toolbar (R )

Formatting palette (R )

Short-cuts (N) Students will take a word processing terminology pretest using an on-line tool and record the results in the grading checklist.

http://www.quia.com/pop/12066.html Students will type a document using the following basic word processing skills:

Open an existing file. (R )

Insert a header. (R )

Change the font color, size & type style using bold, italicized and underlined tools. (R )

Type the definitions for the words.(N)

Insert clip art into the document. (R )

Use spell check. (R )

Copy and paste text into a document. (R )

Save file using a network server. (R )

Printing using a network printer. (R )


Objective: Students will be able to create documents with advanced text –formatting and graphics using word processing. (NJCC 8.1.A.3 &

NJCC 8.1.A.5)

Task: Students will type a multi-page document of text and utilize the following formatting tools:

Fonts

Size (R)

Color (R)

Type style (bold, italic & underlined) (R)

Text Alignment

Changing margins (N)

Create bulleted & numbered lists (N)

http://www.quia.com/pop/12066.html

Line Spacing (N)

Indenting (R)

Page numbering (N)

Header & Footer (R)

Columns (N)

Word count (N)

Drawing Tools

Text boxes (N)

Borders & shading (N)

Tables (N)

Word Art (N)

Lines (N)

Images & Clip Art (R & N)

Editing

Spell check & Proof-reading (R)

Use the tab key to indent a paragraph(R ).


PowerPoint Presentation Grading Rubric ---- The basics

Name: _______________________ Date: ___________

Activity Exemplary Proficient Partially Proficient Incomplete Points Title Page 10 points

The title page presents the overall topic and

clearly identifies the author & class information.

Has appropriate graphic image, which enhances

the topic introduction.

8 points

The title page identifies the

topic and author, and has an

appropriate graphic image.

6 points

The title page identifies either

the topic or author. The graphic

image may be missing or

inappropriate.

0 points

No title page.

Organization 10 points

Information is organized in a clear, logical way. It

is easy to anticipate the type of material that might

be on the next card.

8 points

Most information is organized

in a clear, logical way. One card

or item seems out of place.

6 points

Some information is logically

sequenced. An occasional card

or item of information seems

out of place.

0 points

There is no clear plan for the

organization of information.

Content 20 points

The content is written clearly and concisely with a

logical progression of ideas and supporting

information.

The project includes motivating questions and

advanced organizers that provide the audience

with sense of the project’s main idea.

Information is accurate, current and comes mainly

from * primary sources.

16 points

The content is written with a

logical progression of ideas and

supporting information.

Includes persuasive information

from primary sources.

12 points

The content is vague in

conveying a point of view and

does not create a strong sense of

purpose.

Includes some persuasive

information with few facts.

Some of the information may

not seem to fit.

*Primary source use is not

always clear.

0 points

The content lacks a clear point

of view and logical sequence of

information.

Includes little persuasive

information and only one or two

facts about the topic.

Information is incomplete, out

of date and/or incorrect.

Sequencing of ideas is unclear.

Background 10 points

Background does not detract from text or other

graphics. Choice of background is consistent from

card to card and is appropriate for the topic.

8 points

Background does not detract

from text or other graphics.

Choice of background is

consistent from card to card.

6 points

Background does not detract

from text or other graphics.

0 points

Background makes it difficult to

see text or competes with other

graphics on the page.

Text

Elements

10 points

The fonts are easy-to-read and point size varies

appropriately for headings and text.

Use of italics, bold, and indentations enhances

readability.

Text is appropriate in length for the target

audience and to the point.

The background and colors enhance the

readability of text.

8 points

Sometimes the fonts are easy-

to-read, but in a few places the

use of fonts, italics, bold, long

paragraphs, color or busy

background detracts and does

not enhance readability.

6 points

Overall readability is difficult

with lengthy paragraphs, too

many different fonts, dark or

busy background, overuse of

bold or lack of appropriate

indentations of text.

0 points

The text is extremely difficult to

read with long blocks of text

and small point size of fonts,

inappropriate contrasting colors,

and poor use of headings,

subheadings, indentations, or

bold formatting.

Activity Exemplary Proficient Partially Proficient Incomplete Points Layout 10 points

The layout is aesthetically pleasing and

contributes to the overall message with

appropriate use of headings and subheadings, has

more than minimum slides.

8 points

The layout uses horizontal and

vertical white space

appropriately, and has exactly

the required number of slides.

6 points

The layout shows some

structure, but appears cluttered

and busy or distracting with

large gaps of white space or

uses a distracting background,

and has 75% of the required

number of slides.

0 points

The layout is cluttered, confusing,

and does not use spacing, headings

and subheadings to enhance the

readability, and has less than 50%

of the required number of slides.

Graphics,

Sound,

Animation

10 points

The graphics, sound and/or animation assist in

presenting an overall theme and make visual

connections that enhance understanding of

concept, ideas and relationships.

Original images are created using proper size

and resolution, and all images enhance the

content.

There is a consistent visual theme.

8 points

The graphics, sound/and or

animation visually depict

material and assist the

audience in understanding the

flow of information or

content.

Original images are used.

Images are proper size,

resolution.

6 points

Some of the graphics, sounds,

and/or animations seem

unrelated to the topic/theme

and do not enhance the overall

concepts.

Most images are clipart or

recycled from the WWW.

Images are too large/small in

size. Images are poorly

cropped or the

color/resolution is fuzzy.

0 points

The graphics, sounds, and/or

animations are unrelated to the

content.

Graphics do not enhance

understanding of the content, or are

distracting decorations that create a

busy feeling and detract from the

content.

Writing

Mechanics

10 points

The text is written with no errors in grammar,

capitalization, punctuation, and spelling. (no

errors)

8 points

The text is clearly written with

little or no editing required for

grammar, punctuation, and

spelling. (1-2 errors)

6 points

Spelling, punctuation, and

grammar errors distract or

impair readability.

(3 or more errors)

0 points

Errors in spelling, capitalization,

punctuation, usage and grammar

repeatedly distract the reader and

major editing and revision is

required.

(more than 5 errors)

Credits or

Citations

10 points

Sources of information are properly cited so that

the audience can determine the credibility and

authority of the information presented.

8 points

Most sources of information

use proper MLA citation and

sources are documented to

make it possible to check on

the accuracy of information.

6 points

Sometimes copyright

guidelines are followed and

some information, photos and

graphics do not use proper

MLA citations.

0 points

No way to check validity of

information.

Eighth Grade

Spreadsheet Curriculum

Objective: Students will be able to demonstrate their mastery of computer technology literacy basic skills through the construction of a simple

spreadsheet. They will then enter data, and interpret the information. (NJCC 8.1.A.7)

Task: Students will design a bedroom, using the Internet as the primary research tool, and compile their purchases in a spreadsheet.

Students will create a budget document using a spreadsheet application. Students will create a graph summarizing their data.

Students will demonstrate effective use of spreadsheet data entry & formula use using the following elements:

Average cost formulas

Currency formatting

Graph design using Chart Wizard

Summation formulas

Students will identify the following items in spreadsheet software:

Menu bar (R)



Standard, formatting & drawing toolbar (R)

Formatting palette (R)

Short-cuts (N)

Formatting cells, rows & columns

Formula bar

Editing cell entries using the formula bar

Cell address

Students will create a basic spreadsheet using the following criteria:

Open a new spreadsheet file. (N)

Add header data to the worksheet. (N)

Add data in the appropriate columns (N)

Format the cells for the data using currency & general numeric formatting.

Add the formulas for total cost of the following categories:

Furniture

A/V equipment

Paint/Paper

Miscellaneous cost

Create a pie chart showing the percentages of each of the above categories.


Background: Your school does not have a school newsletter. You have been selected to design and create the first newsletter for WMS. You will

need to follow these directions in order to publish you newsletter:

Directions

1. Set all margins at 0.7”. Use the menu bar to format the document margins. (Format → Document)

2. Insert a header: (View → Header). Inside the header type: your name and the date (on the left) and add an appropriate graphic (on the right)

3. Create a name for your newsletter. Use WordArt. Place the word art in between your name and graphic. Draw a line under the header using

the Line Tool (in the drawing toolbar). (Some examples are: Times, Journal, Eagle, Chronicle, Constitution, Post, Herald, News, Press,

Tribune, etc.)

4. Write seven different articles using the following content choices, length requirements and article guidelines. Use each content choice only

one time. Put a check in the content choice and word count box for each article.

Article Guidelines:

Each article must have the following:

A title:

Article title must be larger than both article and author name

Article title must be in bold

The name of the author:

Author name must be italicized

Author name must be smaller than article itself

Content must be your original work (not copy and paste)

Use tab key to indent the first line of each paragraph

Word count must be at the end of the article in parentheses

“List Article” Guidelines:

Items in the list must be numbered

At least 5 items are included in the list

Examples for the content choice: Animals – pets; Friends – biographical or autobiographical; Music – music artists or songs; Entertainment –

movies, video games, television; Hobbies – sports.

General Newsletter Criteria:

Four graphics (images or clip art) will be inserted into the newsletter

One of the graphics will have a caption underneath using a text box

One article must be double-spaced (NOT the 250 word article!)

Borders must separate each article

Newsletter must have page numbers at the bottom of each page (use Insert → Page Numbers)

On the first page of the newsletter, create a table of contents (use Table → Insert Table). List each article & page number in the

table (see example below).

Spell Check

Page 1 Hobbies

Page 2 My Pets

Page 3 School News

Page 4 Food

Example table of contents

Content Choices Checklist

1) Content Choice (select one)

250 word article


100 word article

Sports Friends Sports Friends

Animals Opinions Animals Opinions

Family Vacations Family Vacations

Music School Music School

Hobbies Current Events Hobbies Current Events

Entertainment Food Entertainment Food


100 word article


50 - 100 word article


















List with five items


Extra Credit







Word Processing Terms, Instructions, & Grading Checklist

Name: ____________________________________ Date: ______________________ Per: ________________________

Write in your results from the on-line pretest here:

Task: Points Attempted: Points Earned: Open File wpterm from the local folder on the dock. Insert header. Type

you name and period on separate line. Click on the date icon to add the

date on the third line. Insert clip art into the header and close.

15

For the words term and definition, do the following:

Change the font size to 18 5

Change the type style to bold 5

Center the words 5

To finish the assignment, do the following:

Change the color of the terms in the table to red 10

Click inside the definition box next to each term and type the correct

definition for the term in black 10

For the last three terms, you will need to look up the definition on-line.

Open the Internet and type this address in the address box:

http://www.maran.com/dictionary/.

You may copy and paste the definitions into the table.

15

Change the font of all the text to Comic Sans. 10

Spell-check the document when finished, fix any spelling or typing

errors. 15

Save your document as word terms. Print the document and turn it in to

your teacher for grading. 10

Final Grade: 100

http://www.maran.com/dictionary/

Creating a Newsletter

Using Word Processing

Presentation

Term: Definition:

Double space

Page break

Bullets

Table column

Landscape

Portrait

Font

Clip art

Column

Page Border

Alignment

Header

Font style

Indent

Footer

Word art

Table row

Margin

Text wrapping

Tab

Text

Image

Cursor

Word Processing Terms Instructions & Grading Checklist

Name: _______________ Date: _________ Per.________________


Task: Points

Attempted:

Points

Earned: Open File wpterm from the local folder on the dock. Insert

header. Type your name and period on separate lines. Click on

the date icon to add the date on the third line. Insert clip art into

the header and close.

15

For the words term and

definition, do the following: Change the font size to 18. 5

Change the type style to bold. 5

Center the words. 5

To finish the assignment, do

the following: Change the color of the terms in the table to red. 10

Click inside the definition box next to each term and type the

correct definition for the term in black. 10

For the last three terms, you will need to look up the definition

on-line. Open the Internet and type this address in the address

box: http://www.maran.com/dictionary/. You may copy and

paste the definitions into the table.

15


Spell-check the document when finished, fix any spelling or

typing errors. 15

Save your document as wordterms.

Print the document and turn it in to your teacher for grading. 10

Final Grade: 100


Word Processing Terms, Instructions, & Grading Checklist

Name: _____________________________________________ Date: ______________ Per: __________________________


Task: Points

Attempted:

Points

Earned: Open File wpterm from the local folder on the dock. Insert header. Type your name and

period on a separate line. Click on the date icon to add the date on the third line. Insert

clip art into the header and close.

15

For the words term and definition, do the following: Change the font size to 18 5

Change the type style to bold 5

Center the words 5

To finish the assignment, do the following: Change the color of the terms in the table to red 10

Click inside the definition box next to each term and type the correct definition for the

term in black

10

For the last three terms, you will need to look up the definition on-line. Open the Internet

and type this address in the address box: http://www.maran.com/dictionary/. You may

copy and paste the definitions into the table.

15


Spell-check the document when finished, fix any spelling or typing errors. 15

Save your document as wordterms. Print the document and turn it in to our teacher for

grading.

10

Final Grade: 100



Technology Literacy Exit Exam

This assessment was designed to determine levels of technology literacy for students in Williamstown Middle School to meet NJCCS 8.1 in

the area of computer technology literacy, in conjunction with evaluation of the students; electronic portfolio.

Evaluation of student portfolio and exit exam will be used to determine student’s final level of technology literacy.

Developed 2006


8th Grade

Technology Exit Exam

# 1


8th Grade

Technology Exit Exam

# 2

Documents

MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW … · Monroe Township Public Schools Williamstown, New Jersey Philosophy of Education The administration, faculty, and staff of Monroe