| Standards |
Frames
Use |
| 1. Use
keyboards and other common input and output devices efficiently
and effectively. |
Students use the mouse and keyboard to import pictures,
videos, and sounds and a microphone to record their voice. They share their final
animations using a projection device or
television display. |
| 2. Discuss common
uses of technology in daily life and the advantages and
disadvantages those uses provide. |
Students
create an animation following the completion of a unit
to demonstrate their understanding of the concept. |
| 3. Discuss
basic issues related to responsible use of technology and
information and describe personal consequences of inappropriate
use. |
Students
create animations using original artwork, recorded sound effects, and
video they have captured based on original ideas. |
| 4. Use
general productivity tools and peripherals to support personal
productivity, remediate skill deficits, and facilitate learning
throughout the curriculum. |
Students
create animations to support current curriculum goals,
using microphones to record narration and share information about
the content of their movies. |
| 5. Use
technology tools for individual and collaborative writing,
communication, and publishing activities to create knowledge
products for audiences inside and outside the classroom. |
Students
create original animations, such as public service
announcements, and share them with online with peers,
parents, and the community. |
| 6. Use
telecommunications efficiently and effectively to access remote
information, communicate with others in support of direct and
independent learning, and pursue personal interests. |
Students
use the Internet to research information, gather pictures from
Pics4Learning.com, and email experts to develop and create a
animation
projects about a topic of personal interest. |
| 7. Use
telecommunications and online resources to participate in
collaborative problem-solving activities for the purpose of
developing solutions or products for audiences inside and outside
the classroom. |
Students
use the Internet to research information, gather pictures from
Pics4Learning.com, and email experts to develop public service announcements. |
| 8. Use
technology resources for problem-solving, self-directed learning,
and extended learning activities. |
Students
create an animation following a field trip or as closure
to a unit. |
| 9.
Determine when technology is useful and select the appropriate
tools and technology resources to address a variety of tasks and
problems. |
Students
choose to add text, sound, images, and animation to enhance the
effectiveness of their animation project. |
| 10.
Evaluate the accuracy, relevance, appropriateness,
comprehensiveness, and bias of electronic information sources. |
Before
creating an animation, students complete online
research and communicate with peers, teachers, and experts to
write an accurate script. |
