4th Grade Social Studies
I. PEOPLE,
PLACES, AND ENVIRONMENTS
(CULTURE/GEOGRAPHY)
B. Places (Oklahoma and the United States)
C. Environment
II. GOVERNANCE, CIVIC
IDEALS AND PRACTICES (CIVICS/GOVERNMENT)
III.
TIME, CONTINUITY, AND
CHANGE (HISTORY)
IV. NATURAL RESOURCES
C. Analyze the use of Oklahoma's natural
resources (e.g., salt, bison, oil, coal, timber, and sod)
by its earlier visitors and settlers.
4th Grade Language Arts
III. READING
Students read widely to acquire knowledge,
conduct research, and organize information.
A. Select a topic, formulate questions, and
select appropriate resources for research.
B. Identify key words to be used in
searching for resources and information.
C. Take notes to paraphrase or summarize
information.
D. Interpret information from charts,
maps, graphs, tables, and diagrams.
E. Follow multiple-step directions to
accomplish tasks.
F. Understand the organization of and
access information from electronic card catalogs and
databases, encyclopedias, atlases, almanacs, tables of
contents, glossaries, and indexes.
G. Increase use of text format as an aid
in constructing meaning from nonfiction( expository) text
(heading, subheading, bold, and italic print).
H. Compile researched information into a
written report or summary.
V. WRITING
A. Using the writing process to develop
and refine composition skills.
Instructional Technology
Intermediate Level
I. Demonstrate proper care of hardware
and software.
II. Follow verbal and computer-given directions
using instructional software.
IV. Identify and use computer terms appropriate
to grade level.
VI. Use the computer as a communication tool
(documents, electronic mail, the Internet,
telecommunications).
VIII. Discuss the legal and ethical use of
technology in society.
Information Literacy
I. The student who is information
literate accesses information efficiently and
effectively.
II. The student who is information
literate evaluates information critically and
competently.
III. The student who is information literate
uses information accurately and creatively.
IV. The student who is an independent learner is
information literate and pursues information related to
personal interest.
VI. The student who is an independent learner is
information literate and strives for excellence in
information seeking and knowledge generation.
VIII. The student who contributes positively to
the learning community and to society is information
literate and practices ethical behavior in regard to
information and information technology.
IX. The student who contributes positively to
the learning community and to society is information
literate and participates effectively in groups to pursue
and generate information.
NPS Technology
Scope & Sequence Objectives
(Numbers
correlate to the Scope and Sequence matrix.)
Introductory Objectives
48, 75, 76, 77, 78, 79, 80
Mastery Objectives
44, 45, 50, 51, 62, 72, 74
Review Objectives
49, 62, 69, 70, 71, 73
Step #1
- Establish the requirements to be completed, and
the time frame in which to complete the project.
- With students, discuss which resources would be
appropriate to use to gather information (e.g.,
atlas, almanac, electronic encyclopedia, website,
etc.). Have students use a variety of resources
to gather information.
- Brainstorm with students keywords and phrases on
their topic. Have students use a graphic
organizer to organize the types of information
they will need. Demonstrate how to find and use
the Help section of choosen search engines to do
a search on the Internet, narrowing their search
to gather appropriate information.
- Demonstrate how to open a word processing program
at the same time as a browser (Internet Explorer
or Navigator) in order to copy, paste and save
online information.
- As students gather information on the Internet have them evaluate the quality of information found on web sites. (You may wish to use the Critical Evaluation Survey http://school.discovery.com/schrockguide/evalelem.html .
Step #2
Students will organize and synthesize gathered
information.
- Create a rubric to determine project
expectations. Discuss plagarism and fair use.
- Using the the graphic organizer and information
gathered, have students open a word processor to
begin rough draft. (Start>Common
Programs>Word)
- Combine, rewrite, elaborate and reorganize
information in rough draft. (Teacher may need
to demonstrate how to select and move text.)
Remind students to Save often!
- Have students use a peer editing process to edit
their rough drafts.
- Student save and/or print final drafts.
Step #3
Students will create a multimedia project with scanned
graphics
- Preview/review a PowerPoint presentation,
demonstrating the process of making a new slide.
Discuss how a slide presentation is different
from a report (i.e., not too much text, use
keywords and short phrases, etc.). Below are some
online tutorials for PowerPoint:
Arcadia University: PowerPoint 97
http://aitt.acadiau.ca/tutorials/PowerPoint97/index.htm
Oregon State PowerPoint Tutorial http://www.orst.edu/instruction/ed596/ppoint/pphome.htm
- Student create slides, then share and edit slides
with an editing partner.
- Student edit the text, adding transitions between
slides.
- Have students gather appropriate pictures,
artwork, or maps that can be incorporated into
the project.
- Demonstrate how to use the scanner and save to a
folder on a network drive or a floppy disk. Allow
students to scan two pictures each.
- Demonstrate how to import scanned pictures into
PowerPoint. (Insert>Picture>From
File...)
- Students import, move and resize pictures.
- Share project with editing partner. Discuss
whether the pictures help explain the
information.
- Student do a final edit of project and present to classmates, other students, and/or parents.
Suggested Internet Resources:
