Renton School District Middle School Computer Education Curriculum Guide Adopted by the Board of Directors June 28, 2000 ACKNOWLEDGMENTS Board of Directors Susan Guerrero Scott Kaseburg, President Stan Kawamoto David Merrill Joy Poff Superintendent Dr. Dolores Gibbons Department of Instruction Vera Risdon, Assistant Su erintendent for Curriculum & Instruction MIDDLE SCHOOL COMPUTER EDUCATION Page 1 of 17 Lou Pappas, Director of Secondary Education Dianna Coile, Curriculum Director, Instructional Technology Curriculum Writing Committee Lew Jones, Department of Instruction Rebecca Baldridge, Nelsen Middle School Rob Inkpen, Dimmitt Middle School Michael McCarron, McKnight Middle School If you have special needs which require this document to be provided in an alternative format, please contact the school principal (or program director) or Kay Hermann, ADA/504 Compliance Coordinator, 425-204-2421, 300 SW 7 St. Renton, Washington 98055.
th A PHILOSOPHY OF EDUCATION FOR THE RENTON PUBLIC SCHOOLS A basic function and duty of a free society is the education of its children, youth and adults. It is the responsibility of the schools to provide each student with the opportunities necessary to develop the scholarship, skills and attitudes which will enable the student to achieve mental, physical, emotional and social maturity. Further, each student should, as a result of ... more. less.
the school experience, be able to make decisions and to accept responsibility for those decisions.<br><br> RENTON SCHOOL DISTRICT NO. 403 GENERAL INSTRUCTIONAL GOALS Policy 6010 The Renton School District fosters an educational process which helps all students achieve at their highest potential. The Renton School District: LEARNING Offers a curriculum which prepares our students for the future.<br><br> Emphasizes that diversity contributes positively to the individual and to the community Provides learning experiences matched to the needs, interests, and abilities of our diverse student o ulation. MIDDLE SCHOOL COMPUTER EDUCATION Page 2 of 17 Extends learning opportunities beyond the school. INSTRUCTION Offers a variety of high quality instructional resources and services to students, staff, and community.<br><br> Supports multiple instructional strategies. Provides resources and opportunities for continuing professional development of our staff. Conducts ongoing evaluations of our instructional programs Maintains safe and inviting facilities that are conducive to learning.<br><br> COMMUNITY Creates partnerships which involve students, parents, staff and other community members and organizations. Promotes effective communication. Values and encourages development of a spirit of community service.<br><br> Respects the rights and responsibilities of all. As a result of the educational process in Renton, students will understand and apply: skills including reading, writing and communication, with opportunities to learn world languages. Language skills including concepts, procedures, problem solving, reasoning, and mathematical language.<br><br> Mathematics skills including concepts, principles, and the scientific process. Science skills, concepts, and processes--emphasizing history, geography, economics, international perspectives, multiculturalism, and participatory democracy. Social studies skills, concepts, and processes to create, perform, solve problems and respond effectively.<br><br> Arts and humanities skills, concepts, and processes to promote lifelong physical, mental and social well being. Health and physical education In order to strengthen the above curricular areas, Renton students will understand and apply: including the ability to gather and analyze information, think logically, critically and creatively, integrate experience and knowledge in making reasoned judgments, and solve problems. Thinking skills necessary for successful and responsible participation in family, work and community.<br><br> Career and life skills to support learning, problem solving, and communication. Technological skills MIDDLE SCHOOL COMPUTER EDUCATION Page 3 of 17 necessary to be a lifelong learner and a contributor to the general welfare and the quality of life for all. Skills EVALUATION: The Renton School District regularly reviews, evaluates and modifies these General Instructional Goals to meet the changing needs of students, staff and community.<br><br> HISTORY OF PROGRAM DEVELOPMENT In June 1985, a computer science course was introduced into the Middle School Program. This course was to be used with Apple IIe computers that were purchased as part of the Capital Projects levy. An initial curriculum guide, which focused on keyboarding skills and the writing process, was intended to complement the Language Arts Curriculum.<br><br> A pilot course had been implemented at one of the middle schools during the 1984-85 school year. This pilot supported the inclusion of some programming as an eighth grade elective in addition to the eighth grade keyboarding experience. In 1986, the course was updated to include the following units: Keyboarding, Word Processing, Logo and Programming.<br><br> District-developed materials were used as well as programs from the Minnesota Educational Computing Consortium (MECC). In 1993, the introduction of district technology funding offered an opportunity to develop a new lab that could take advantage of hardware advances. Recommendations for a lab of Macintosh computers at each middle school was presented and a new course guide was developed to take advantage of the Apple HyperCard program.<br><br> In 1994, Power Macintosh 6100s were purchased with Capital Bond funds to create a second Macintosh lab at each middle school. One lab was reserved for the Computer Education classes and the other lab was available on a sign- up basis for other teachers to bring their classes. Computers in both labs were networked to laser printers.<br><br> During the 1994-95 school year, Renton School District schools gradually became linked to a district wide-area network known as the Renton Network or RNet. The middle school labs became linked to their respective school local area networks as well as to the Internet. Internet usage by students and staff has grown as the Internet and its resources have grown.<br><br> In Fall, 1997, sixth grade classes were moved into three middle schools when Dimmitt re-opened. Each sixth and seventh grader took a quarter-long computer education course (which focused on keyboarding) each year. By Fall, 1999, iMac desktop computers will be purchased for each middle school 9s computer education lab where this course will be taught.<br><br> Students are expected to continue to have one quarter of computer education in both sixth and seventh grade. As more students develop computer skills in the elementary grades, less time will be allocated to computer basics and keyboarding and more time will be devoted to word processing, databases, spreadsheets, Internet research, and multimedia presentations. SEVEN ESSENTIAL LEARNINGS FOR TECHNOLOGY AND APPLICABLE UNITS Essential Learning Explanation Applicable Units (see MIDDLE SCHOOL COMPUTER EDUCATION Page 4 of 17 technology skills on next five pages) 1.0 Student as information navigator The student recognizes and values the breadth of information sources, browses those sources, differentiates and selectively choose sources, and retrieves appropriate information/data using all forms of media, technology and telecommunications.<br><br> 6.0 Research 2.0 Student as critical thinker and analyzer using technology. The student reviews data from a variety of sources, analyzing, synthesizing and evaluating data to transform it into useful information and knowledge to solve problems. 4.0 Database 5.0 Spreadsheet 3.0 Student as creator of knowledge using technology, media and telecommunications.<br><br> The student constructs new meaning and knowledge by combining and synthesizing different types of information through technology, telecommunications and computer modeling/simulations. 2.0 Keyboarding 7.0 Multimedia 4.0 Student as effective communicator through a variety of appropriate technologies/media. The student creates, produces and presents ideas, stories and unique representations of thoughts through a variety of media by analyzing the task before him/her, the technologies available, and appropriately selecting and using the most effective tools/media for the purpose and audience.<br><br> 2.0 Keyboarding 3.0 Writing/Publishing 7.0 Multimedia 5.0 Student as discriminating selector of appropriate technology for specific purposes. The student discriminates among a variety of technologies and media to extend and expand his/her capabilities. 6.0 Research 7.0 Multimedia 6.0 Student as technician The student develops sufficient technical skills to successfully install, setup and use the technology and telecommunications tools in his/her daily life, work situations and learning situations.<br><br> 1.0 Computer Basics 2.0 Keyboarding 7.0 Student as responsible citizen, worker, learner, The student understands the ethical, cultural, environmental and societal implications of technology and 6.9 Copyright, plagiarism, ethics MIDDLE SCHOOL COMPUTER EDUCATION Page 5 of 17 community member and family member in a technological age. telecommunications, and develops a sense of stewardship and individual responsibility regarding his/her use of technology, media and telecommunications networks, respecting historical context and enhancing cultural lineage with integrity and concern for truth. 7.7 Copyright law COMPUTER EDUCATION PROGRAM GOALS The goals of the middle school computer education program are to: Meet the needs of middle school students who enter at varying degrees of proficiency.<br><br> Help students progress in attainment of the seven essential learnings for technology. Expose students to a wide variety of technology tools. Help students become aware of practical application of technological tools and resources.<br><br> COURSE OVERVIEW During the last decade, computers have become more commonplace in the workplace, in schools, and in homes. Many middle school students use computers both at school and at home while some students have access to computers only at school. Students 9 computer skills vary more now than ever before.<br><br> Some can type 50 words per minute without errors while others are hunting and pecking one letter at a time. Some can create multimedia presentations with digital sound and video or create Internet WebPages while a few have trouble navigating with a mouse from one computer window to another. This revised Middle School Computer Education course tries first to provide all sixth and seventh graders computer basics and formal touch-typing instruction as the starting point.<br><br> Eventually, middle school students expand into word processing, databases, spreadsheets, Internet research, and multimedia presentations as the nine-week quarter allows. MIDDLE SCHOOL COMPUTER EDUCATION UNITS AND SKILLS 1.0 COMPUTER BASICS UNIT 6 7 8 In MS Computer Ed Course? In other MS curricula?<br><br> 1.1 Use grade appropriate terminology E E E REQ YES 1.2 Mouse: click, double click, click and drag M M M REQ YES 1.3 On/off, sleep, shut down computers M M M REQ YES MIDDLE SCHOOL COMPUTER EDUCATION Page 6 of 17 1.4 Launch/quit applications M M M REQ YES 1.5 Identification of computer hardware, basic components M M M REQ YES 1.6 Disk and CD-ROM: insert, eject, handle, initialize M M M REQ YES 1.7 Save/print to designated location M M M REQ YES 1.8 Select, cut, copy, paste M M M REQ YES 1.9 Proper care of workstation and equipment M M M REQ YES 1.10 Open, close, resize single and multiple windows M M M REQ YES 1.11 Menu systems: pull-down menus E M M REQ YES 1.12 Troubleshooting (grade level appropriate applications) E E E REQ YES 1.13 Security software (At Ease) E E E OPT YES 1.14 Peripheral devices: cameras, scanners, external drives E E E OPT YES 1.15 Keyboard commands/shortcuts E E E REQ YES 1.16 Maintenance, basic repair, software installation, upgrade I E E OPT YES MIDDLE SCHOOL COMPUTER EDUCATION Page 7 of 17 1.17 PC/Mac compatibility, file format issues I E E OPT NO 1.18 File management: organize and name files and folders I E E REQ NO 1.19 Back up data I E M REQ YES 1.20 Backup system I OPT OPT 1.21 Network file sharing I OPT OPT 1.22 Log in, log out of network server I E E REQ YES 2.0 KEYBOARDING UNIT 6 7 8 In MS Computer Ed Course? In other MS curricula? 2.1 Healthy, safe keyboarding posture E M M REQ YES 2.2 Location of letters, numbers and space bar M M M REQ YES 2.3 Using two hands and proper keyboard positioning E M M REQ YES 2.4 Home row, fingering patterns E M M REQ YES 2.5 Special keys: shift, options, function keys E M M REQ YES 2.6 Keying by touch, eyes on copy E M M REQ YES MIDDLE SCHOOL COMPUTER EDUCATION Page 8 of 17 2.7 Keyboarding technique proficiency E M M REQ YES 2.8 Appropriate speed and accuracy (by grade level) E E E REQ YES 2.9 Numeric keyboard by touch I E E REQ YES 3.0 WRITING/PUBLISHING UNIT 6 7 8 In MS Computer Ed Course?<br><br> In other MS curricula? 3.1 Undo command M M M REQ YES 3.2 Drawing tools M M M REQ YES 3.3 Capitalization M M M REQ YES 3.4 Copy from existing text E E E REQ YES 3.5 Toolbars E E M REQ YES 3.6 Access and launch a word processing program M M M REQ YES 3.7 Alpha Smart keyboards (if available) N/A N/A 3.8 Simple document layout: title, margins, tabbed paragraphs, fonts format, punctuation, word wrap, etc. E M M REQ YES 3.9 Spell check, thesaurus, proof reading, edit M M M REQ YES MIDDLE SCHOOL COMPUTER EDUCATION Page 9 of 17 3.10 Cursor and insertion point M M M REQ YES 3.11 Pre-write, draft, revise, edit and publish a document E E E REQ YES 3.12 Insert and delete text: cut, copy, paste E M M REQ YES 3.13 Import, export text, graphics, tables from various sources E E E REQ YES 3.14 Simple document formats: letters, reports E E E REQ YES 3.15 Advanced document layout: rulers, columns, tables, paragraphs, headers, footers, hanging indents, drop caps, sub/superscript, bullets, borders, page breaks, etc.<br><br> I E E REQ YES 3.16 Create simple tables OPT NO 3.17 Mail merge OPT NO 4.0 DATABASE UNIT 6 7 8 In MS Computer Ed Course? In other MS curricula? 4.1 Enter data into an existing template I E E REQ YES 4.2 Recognize parts of a database: records, fields, views, etc.<br><br> I E E REQ YES 4.3 Sort information I E E REQ YES MIDDLE SCHOOL COMPUTER EDUCATION Page 10 of 17 4.4 Switch between list, data, form and design views. I E E REQ YES 4.5 Move through records and fields I E E REQ YES 4.6 Modify existing database I E E REQ YES 4.7 Insert, delete records and fields I E OPT YES 4.8 Choose, apply and create filters I E OPT YES 4.9 Boolean sorts: "and" "or" "contains" I E OPT YES 4.10 Design and print database report I OPT YES 4.11 Design, build and edit a database I OPT YES 4.12 Merge data with word processing OPT NO 4.13 Use summaries OPT NO 5.0 SPREADSHEET UNIT 6 7 8 In MS Computer Ed Course? In other MS curricula?<br><br> 5.1 Enter data in an existing spreadsheet I E E REQ YES 5.2 Distinguish between cells, rows, columns, values, and labels I E E REQ YES MIDDLE SCHOOL COMPUTER EDUCATION Page 11 of 17 5.3 Edit data within cells I E E REQ YES 5.4 Copy and paste functions I E E OPT YES 5.5 Sort I E E OPT YES 5.6 Perform simple calculations (addition & subtraction) I E E REQ YES 5.7 Enter formulas I E E OPT YES 5.8 Copy formulas I E E OPT YES 5.9 Fill series functions I E E OPT YES 5.10 Design and build a spreadsheet I E E OPT YES 5.11 Create various charts and graphs using a range of data I E E OPT YES 5.12 Basic formatting tasks: changing fonts, aligning values and labels, changing column widths, changing margins, etc. I E E OPT YES 5.13 Export to document OPT OPT 5.14 Relative vs. absolute values OPT OPT 6.1 Use various reference resources appropriate E E E OPT YES MIDDLE SCHOOL COMPUTER EDUCATION Page 12 of 17 to grade level 6.2 Use library system, OPAC stations, and on- line resources M M M OPT YES 6.3 Conserve limited resources: paper, bandwidth, time, etc.<br><br> E E E REQ YES 6.4 Use research process E E E OPT YES 6.5 Access and retrieve electronic information using single word searches M M M OPT YES 6.6 Use electronic encyclopedias and catalogs M M M OPT YES 6.7 Cite sources correctly, including electronic sources E M M OPT YES 6.8 Locate visual images on laser discs E E E OPT YES 6.9 Consistently demonstrate a commitment to socially responsible use of information technology: copyright, plagiarism, ethics E M M REQ YES 6.10 Access and retrieve electronic information using advanced searches: broadening or narrowing research terms, Boolean searches E E E OPT YES 6.11 Use Internet as a research tool E E E REQ YES 6.12 Use cable/satellite-delivered services E E E OPT YES 6.13 Become familiar with major browsers I E E REQ YES MIDDLE SCHOOL COMPUTER EDUCATION Page 13 of 17 6.14 Use search engines and bookmarks efficiently I E E REQ YES 6.15 Use network information: on-line databases, electronic bulletin boards OPT OPT 6.16 Critically evaluate the data from electronic resources for validity OPT OPT 6.17 Select among various research sources for a particular task OPT OPT 6.18 Filter appropriate information from multiple sources OPT OPT 6.19 Use fax machines to send and receive information OPT OPT 7.0 MULTIMEDIA UNIT 6 7 8 In MS Computer Ed Course? In other MS curricula? 7.1 Access text, sound, video in existing products.<br><br> Examine a variety of multimedia creations. M M M REQ YES 7.2 Use CD-ROMs and/or laser discs to access information E E E REQ YES 7.3 Select and use special visual effects such as slide transitions M M M OPT YES 7.4 Create a simple, multimedia presentation (with programs such as PowerPoint, M M M REQ YES MIDDLE SCHOOL COMPUTER EDUCATION Page 14 of 17 Hyperstudio, or HyperCard) 7.5 Present on computer display, TV, or projector E E M OPT YES 7.6 Create hyperlinks within a document E E M OPT NO 7.7 Be aware of copyright law E E E REQ YES 7.8 Experience various multimedia authoring software E E E REQ YES 7.9 Become familiar with various imaging devices: scanners, digital cameras, video cameras E E E OPT YES 7.10 Publish to the web (intranet/internet) I E E OPT OPT 7.11 Create more sophisticated presentations: select most appropriate software, pre-plan (storyboard), organize, create slides/cards, create animation, import audio, video, graphics, text I E OPT YES 7.12 Incorporate principles of design into visual presentations: space, color, line, balance, pattern, clarity, etc. I E OPT YES INSTRUCTIONAL RESOURCES MIDDLE SCHOOL COMPUTER EDUCATION Page 15 of 17 SOFTWARE TYPE SOFTWARE TITLE SOFTWARE PUBLISHER 1 Keyboarding Typing Tutor 7 Knowledge Adventure 2 Word Processing Microsoft Word 98 Microsoft Works 4.0b Microsoft Microsoft 3 Databases Microsoft Works 4.0b Microsoft 4 Spreadsheets Microsoft Excel Microsoft Works 4.0b Microsoft Microsoft 5 Multimedia Presentations Microsoft PowerPoint HyperStudio 3.1 HyperCard Microsoft Roger Wagner Apple 6 Drawing SuperPaint Art Dabbler 2.1 Adobe MetaCreations 7 Internet Browser Netscape Navigator Internet Explorer Netscape Microsoft ASSESSMENT MIDDLE SCHOOL COMPUTER EDUCATION Page 16 of 17 The Middle School Computer Education student will be assessed in three general ways: Keyboarding skills demonstrated on typing exercises and tests found in the Typing Tutor software program and/or created by the teacher; Criteria-based performance on daily and long-term assignments; and Daily classroom participation based upon the teacher 9s observations.<br><br> skill is usually measured in terms of words typed per minute with no errors. The Typing Tutor software program includes typing tests to measure the students 9 typing rate. Proper posture and proper finger positions may also be included in this assessment.<br><br> Keyboarding means that the teacher provides the student a list of specific tasks to be completed for the daily assignment or multi-day project. For example, the teacher might specify that a completed document contain (1) text in two different fonts and font sizes, (2) a 2" margin on all sides, and (3) one clip art with a border around the clip art. The student demonstrates mastery by completing all those tasks in one document.<br><br> Criteria-based performance may be awarded points or letter grades periodically because the student is following the teacher 9s directions and is performing the computer tasks assigned by the teacher when the teacher wants them performed. The teacher might also include whether a student uses a computer or other equipment properly, whether a student pays attention during instruction, and how a student conducts him/herself in the participation assessment. Class participation MIDDLE SCHOOL COMPUTER EDUCATION Page 17 of 17<br><br>