Overview: This is an interdisciplinary activity, which can be used with Grades 3-5. It requires the use of various computers with internet access, Netscape Navigator, and PhotoShop software. This project also requires the use of digital cameras.  This part of the assignment can be eliminated or improvised. For example, if you have access to a scanner, pictures can be taken of the students and then scanned into the page.

Subject/Skill Area: Language Arts, Computer Technology, Information Skills

Basic Method: Exploratory Learning through Cooperative Groups (aided by Internet Links)

Grade: 3

Competency Goals: This activity meets several competency goals in the North Carolina Standard Course of Study for third grade in the following areas:  Language Arts, Information Skills Curriculum, and Computer Technology Skills Curriculum.  It also meets many competencies in grades 4 and 5.  you can see those by clicking here to link to the NC DPI.

Language Arts competencies:

• 4.02 Use oral and written language to:
•     present information in a sequenced, logical manner.
•     discuss.
•     sustain conversation on a topic.
•     share information and ideas.
•     recount or narrate.
•     answer open-ended questions.
•     report information on a topic.
•     explain own learning.
• 4.03 Share written and oral products in a variety of ways (e.g., author’s chair, book making, publications, discussions, presentations).
• 4.10 Explore technology as a tool to create a written product.
• 5.01 Use correct capitalization (e.g., geographical place names, holidays, special events, titles) and punctuation (e.g., commas in greetings, dates, city and state; underlining book titles; periods after initials and abbreviated titles; apostrophes in contractions).
• 5.02 Use correct subject/verb agreement.
• 5.03 Demonstrate understanding by using a variety of complete sentences (declarative, imperative, interrogative, and exclamatory) in writing and speaking.
• 5.04 Compose two or more paragraphs with:
•     topic sentences.
•     supporting details.
•     appropriate, logical sequence.
•     sufficient elaboration.
• 5.05 Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings).
• 5.06 Proofread own writing for spelling and correct most misspellings independently with reference to resources (e.g., dictionaries, glossaries, word walls).
• 5.07 Edit (with assistance) to use conventions of written language and format.

• 1.04. Acknowledge ownership of ideas.
• 1.07 Follow acceptable use policy (AUP/IUP) for electronic resources
• 1.09 Recognize that ideas are produced in a variety of formats (print, graphical, audio, video, multimedia, web-based).
• 4.07 Organize and use information.
• 4.08 Credit sources of information.
• 4.09 Present information in a variety of formats (print, graphical, audio, video, multimedia).
• 5.02 Produce media in various formats (print, graphical, audio, video, multimedia) appropriate to audience and purpose.
• 5.03 Collaborate with others, both in person and through technologies, to identify information problems and to design, develop and evaluate information products and solutions.
• 5.04 Credit sources in all print, non-print, and electronic

• 1.2 Recognize that the Copyright Law protects what a person, group, or company has created. (SI)
• 1.3 Recognize the benefits of word processing. (KU/WP/DTP)
• 2.3 Demonstrate proper keyboarding techniques for upper and lower case letters. (KU/WP/DTP)
• 2.4 Retrieve and edit a word processed document. (KU/WP/DTP)
• 2.10 Create a multimedia project as a group/class activity. (M/P)
• 3.1 Create, save, and print a word processed document. (KU/WP/DTP)

Review:
1) The teacher will review the writing process (pre-writing, draft, editing, final product).
2) A reminder of any special procedures dealing with the computers is also helpful.

Activity:
1) Begin class by presenting a demo of an item that you have invented, or use the example linked below.
2) Ask students to get into pairs.  (These pairs may be assigned for younger children.)  One student from each pair will go get one item from the pile of "inventions."  The students must come up with a use for this item other than the one it was designed for.  Encourage students to be open-minded and creative.
3) Allow the students 5-10 minutes to brainstorm about their "invention."
4) Once students have an idea, they can use the digital camera to take pictures of their inventions and how they are used. (See individual camera manuals for operating instructions.)
5) Have each group write out their news story.  Have them state what the object is and what it is used for.  They should also pretend to interview the inventor of the object.
6) After each group has a draft of their paper, they can word process it using Netscape Navigator or another word processing program as long as they can copy the information to Netscape Composer for the finishing touches.  Students MUST check their work for grammar and spelling errors.  If there are not enough computers for each group, you can have one group of students reading independently while another group works on the computers and rotate.
7) Students can also use PhotoShop to crop, resize, and adjust pictures taken with the digital camera.  There is a link below for assistance with PhotoShop.
8) Using Netscape Navigator, have each group create a web page that includes the picture that they took with the digital camera and the article that they wrote describing the invention.  There is a link below for help with Navigator.
 

Closure:
Be sure to email feedback for the web pages to each student.  If possible, students’ inventions web pages should be posted on the internet.  After all projects are finished, students can present their inventions to the class and they can visit one another's web pages. Have a discussion with the class in which you talk about things that they learned etc. from this project.

Note: A signed permission slip from a parent/guardian is required to post photos of a student.

Students with diverse needs:
This activity lends itself to working with hearing impaired students since they can read all of the instructions online. By pairing students, many problems can be overcome. For example, students with vision problems can have their partners read the assignment to them and can contribute orally. Students with physical disabilities that prevent them from entering data into the computer can make their contributions orally and have their partners to input the data. By pairing an accelerated student with a student who need extra help, both students may benefit. The accelerated student is less likely to get bored and will be able to impart some of his/her understanding to the needy student, thereby helping him/her. For students with ADHD, frequent shorts breaks may be appropriate so as to avoid overwhelming their attention span. The computer settings can also be adjusted to meet the needs of some students. You can change these by opening going to your start button, then choosing settings. From there double click on control panel and then double click on accessibility options and make the needed changes.

Assessment:
The final product, both the web page and the written portion of the project are tangible assessments. General observations made while students are working also give great assessment information. The following rubric may be used for assessment: