Welcome to the Computer Lab.  Here you will find information about the many activities that occur in the lab with your child.  Spring project objectives and assignments are available online.  Click on your child's class for more information.

Computer Lab Schedule  

Third Grade

Third Grade attends Computer Lab class twice a week for thirty minutes.  We are presently learning the parts of a computer, proper treatment and use of a computer, and  touch typing on the keyboard.  Using the software Type to Learn 3  and  Typin's Cool by Christmas most of the class will be able to keyboard without looking at their fingers! 

Fourth  - Eighth grade attend computer classes twice a week for 45 minutes.  We keyboard, work with the Internet, learn MS PowerPoint, MS Word, Excel, and a variety of other programs.  Check with your child to see what activity they are currently working on.

Fourth Grade

Fourth Grade attends computer classes twice a week for thirty minutes.  Increased touch typing speed, saving work to a network folder, using the Internet for homework projects, and using the program Microsoft Power Point are just a few of the projects in the lab.  ALL KEYBOARDING MUST BE DONE AT SCHOOL.

Fifth Grade: 

  attends computer classes twice a week for forty minutes.  Increased touch typing speed, saving work to a network folder, using the Internet for homework projects, and using the program Microsoft Power Point are just a few of the projects in the lab.  ALL KEYBOARDING MUST BE DONE AT SCHOOL.ALL KEYBOARDING MUST BE DONE AT SCHOOL.

 Sixth Grade

attends computer classes twice a week for forty minutes.  Increased touch typing speed, saving work to a network folder, using the Internet for homework projects, and using the program Microsoft Power Point are just a few of the projects in the lab.  ALL KEYBOARDING MUST BE DONE AT SCHOOL.ALL KEYBOARDING MUST BE DONE AT SCHOOL.

Seventh Grade:

  attends computer classes twice a week for forty minutes.  Increased touch typing speed, saving work to a network folder, using the Internet for homework projects, and using the program Microsoft Power Point are just a few of the projects in the lab.  ALL KEYBOARDING MUST BE DONE AT SCHOOL.

Eighth Grade: 

Eighth Grade  is expected to be able to keyboard 30 wpm with a covered keyboard, use MS Excel and MS PowerPoint.  We will be using digital cameras and video cameras for projects throughout the year.  There is some work the students must complete at home (rough drafts, additional research, etc.)  ALL KEYBOARDING MUST BE DONE AT SCHOOL.

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Mrs. Brett   

Kids Safety on the Net

SAMPLE PROJECT INSTRUCTIONS

ABC Book Guidelines:

ABC All About ME!

You will be writing a book about your life – using the letters of the alphabet.  For each letter of the alphabet you will write a 125 - 150-word essay describing you. 

You will begin your project with Inspiration., working with each letter so that you will know where to begin.  This will be an “outline” to help you with your essay work. Then you will begin writing your “rough draft”.  This assignment will require homework – I expect you to come to class with a handwritten rough draft of your work. 

  The final copy will be typed in Times New Roman Font, 12 point.  Each letter will be on a separate page and illustrated.  You must bring photographs to scan and use in your work.  There must be a minimum of 15 scanned images, 5 digital pictures taken by you with the digital camera, and graphics on each page.  You may use graphics from the Internet, graphics you create with Image Composer, Kid Pix, or Flying colors for the remaining graphics.  You may also have all graphics scanned images and digital pictures if you wish.

Inspiration:  Due September    this is worth 100 points.  Due dates for MS Word project are as follows:

A - E
F - J
K - O
P - U
V - Z
Cover	Create a cover for your book.

After everything is typed and images scanned we will create a cover and bind our work into a book.

  Grading Rubric:

Format	40 points
Mechanics (grammar/spelling/typo’s)	20 points
Organization/Structure	20 points
Scanned Images	20 points
Total:	100 points

Medieval Cathedrals and Churches

Content. Produce a three-minute video that shows the design and structure of Medieval Cathedrals and Churches.  Be sure to include location and history of the Cathedral.  You will need to do extensive research on  Medieval Cathedrals and Churches.  Information to find should include:  priestly duties, tithing, uses of the church, the church market, monasteries, monks, architecture, features of the buildings, and location and history of the Cathedral

Product. The video should be submitted in two formats, one full-screen DV quality, and the other quarter-screen and compressed for distribution over the web. Along with the video should be a one-page written description of the specific contributions of each member to the group project.

Process. Each group will submit their work products along the way, which will count towards daily grades and final project grade.

I.  Planning

You should make a list of the shots you need for your video project, along with the purpose and setting for each one. You don't need a detailed script, but you should prepare an outline of the images and sounds and voices that you need. Share this outline with the people you are shooting in advance of the session.

II.  Lighting

Make sure the subject is well-lit, preferably from behind the camera. Light from the side that creates interesting shadows on the subject, will provide video that shows off facial expressions, color and texture better than light from directly above or straight on. Indoors, you may want to use an extra light - any light will do - that shines from the side onto your subject. Classroom fluorescent lights in the ceiling can provide some light, but their color and location is not the best for video. Supplement these with an incandescent lamp at the side and you'll get better video.

III.  Composition

Use a tripod if possible for all of your shooting. A tripod makes a bigger difference than you might think. Steady video is easier to watch, and compresses better for the Web. Carefully frame your shot in the viewfinder from the tripod before you start recording. Zoom in for as tight a shot as you can get. Don't be afraid to let the subject fill the viewfinder - if it's an interview, experiment with a shot that only shows the face. Keep the clips short and active. Avoid rapid pans and zooms. Unless you are trying to create a mood of activity and confusion, keep the background simple.

IV.  Audio

If you are recording an interview, use an external microphone placed near the speaker's mouth. Pin the mike to the subject's shirt, or have an assistant hold the mike for you just off-camera. You can get a small microphone from your local video or electronic store - a standard inexpensive microphone with a one-eighth inch phone plug will suffice. Connect the microphone to the microphone jack of the camcorder. If it's impossible to use a microphone, shoot from less than three feet away and tell the subject to speak loudly toward the built-in microphone in the camcorder. You can assure the quality of your audio by monitoring it, using standard headphones connected to the camcorder's headphone jack.

V.  Retakes

After you've shot the clip, and while the subjects are still available, rewind the tape to watch (also listen to) what you've just recorded. If it's not 100% what you need, shoot it again. It's OK to shoot the same scene several times and pick the best clip later. In fact, you might try shooting from a different angle, with different lighting, or with a new form of composition, so you have some choices when it comes time to edit the video. It's a lot easier to shoot the additional takes now than to try and recreate the shot another day. Always start the camera recording at least five seconds before you start the action, and let it run for five seconds after you're done.

VI.                 Shooting Video

Now, you are ready to shoot the video clips for your project. You don’t need long and involved clips for most educational projects. As you begin your movie-making career, it’s best to make a short video rather than an hour-long documentary. A movie of two to three minutes is long enough to tell your story and to practice all of the capabilities of the editing software. This means planning and shooting brief, well-defined clips. And make sure you have a fresh DV cartridge, cued to a blank place on the tape, before you press the record button. If your camera is not wired to the electricity, make sure the battery is charged. Then follow these steps:

1.       Look carefully at your storyboard or shot list to see exactly the clips you will need. Note how long the clips should be.

2.       Mount the camcorder on a tripod and connect the microphone.

3.       Set up the scene and instruct any actors on what will be happening.

4.       Set the camera to the Camera setting and remove the lens cover.

5.       Press the record button to start the recording.

6.       Wait five seconds and begin the action.

7.       While recording, keep quiet and don’t touch the camera or tripod.

8.       Press the record button to stop the recording.

9.       Switch the camera to the VTR setting, and rewind the tape.

10.    Press the play button and review what you shot.

11.    If you are happy with the results, stop the tape at the end of the clip and set up your next scene.

12.    If you are not 100% satisfied, set up the scene and shoot it again.

VII.                Photographs

You may include photographs in your video.  Be sure to record narration to explain each picture.  You may also include captions with these graphics.

Technology. We will be doing research using the Internet.  There are two video cameras in the computer lab for your use.  They will need to be plugged in to charge after each use.  Each group will have a blank tape for their movie.  Each group must get approval to use them.  For video editing we will be using the Sony computers and the software, MovieShaker.  The digital cameras are also available for student use.  

Expectations.  The video should include at least two diagrams, two photographs and at least one interview, and be understandable to the average fourth grader. Clarity of concept, accuracy of images, and conciseness of editing will be rewarded.

Producing Public Service Announcements for Video

How it works:
"This is your brain. This is your brain on drugs. Get the picture?"  Who could ever forget that commercial? Students are introduced to this and other Public Service Announcements ("PSA") on videotape in this program. Students brainstorm for other PSA topics that they will eventually be asked to write about and produce into a PSA on video. Students are encouraged to use the Internet, a valuable source of statistics and information they will need to complete the research on their PSA video.

Materials used:
Computers with Internet access, television, VCR, videos of PSAs, blank video tapes, video camera, teleprompter

Overall value:
This program begins with students turning a critical and non-passive eye on commercials that are taken for granted, Public Service Announcements ("PSAs"). Students learn how vital these PSAs are to the public and write their own guidelines for them as outlined in this program. Students must research their assigned topics using the Internet. Video cameras and computers (used as teleprompters) are used during final taping of the students' PSAs.

Day One

Instructional Objectives:  The students will learn about Public Service Announcements (“PSAs”) and what sets them apart from a regular commercial.  The students will work cooperatively to brainstorm a class list of PSAs.

Time Required:  60 minutes

Advance Preparation:  Get a videotape copy of “This is your brain on drugs …” commercial.  This is an old commercial so it may be difficult to get.  You may use any other PSA currently on television instead. 

Materials Required:  Television, VCR, videotape of PSA “This is your brain…,” chart paper, markers, magnets to post chart paper.

Aim: What are Public Service Announcements?

Motivation:  Show class the “This is your brain on drugs…” PSA television commercial (or any other PSA of your choice).  After viewing it, discuss the PSA.  What is the point of this commercial?  What is the commercial supposed to do?  (Give you a bad message about drugs.)  Are there any other commercials that you’ve seen on television or heard on the radio that have a message – a positive message?  These commercials are called Public Service Announcements (“PSAs”). They are exactly what they sound like - service announcements to the public.  How are these commercials different from other commercials?  (They don’t sell you anything – just offer you advice, bring something to your attention, offer assistance, teach you, etc.)

 Activity: 

1. Break up class into groups of 4 –6 students each.
2. Have students brainstorm to come up with a list of PSAs that they can recall. 
3. Then, make a class list of the PSAs they’ve listed.
4. After this is done, work as a class to identify PSA topics (e.g., the “This is your brain…” is an anti-drug PSA).  Post the PSA topics in your classroom.

 Your students list may include some of the following, or even some more of their own!

 Days Two and Three

Instructional Objectives:  The students will prepare a list of Guidelines for Writing Public Service Announcements and understand the importance of those guidelines for developing a PSA. 

Time Required:  60 minutes

Advance Preparation: :  Video tape at least 5 PSAs from a major Network channel or cable’s Lifetime Channel.  A lot of the PSAs are on during the afternoon (about 3 p.m.).

 Materials Required: Television, VCR, videotape of PSAs, PSA list developed by class during last meeting.

 Aim:  What are the qualities of an excellent Public Service Announcement (PSA)?

Do Now:  Review the class list of PSAs posted in class.  View teacher’s taped PSAs with class.  What is the tone used in these commercials (serious, humorous, etc.)?  Why is the tone of the commercial an important part of a PSA?  PSAs have a serious tone.  Seriousness lends to credibility/believability.

 Activity: 

1. Brainstorm with class about what are the qualities of an excellent PSA. 
2. Break up class into small groups (for about 2-4 minutes).  Have them complete the following sentence:

 “An excellent PSA should ________________________________________.”

   3.  Students may come up with the following, which will set up Guidelines for Writing a Public Service Announcement: 

            ·       be serious

·       have a clear message

·       be no longer than 15-20 seconds  (approximately 45 – 60 words)

·       have important information

·       have accurate information

·       use someone who looks believable

·       use someone famous (but does not have to be)

·       use someone who is likeable and respected

·       use someone who can act ( is credible)

·       use someone who is dressed appropriately for the part he is playing

·       give statistics (when appropriate, e.g. number of people that die because they were not wearing seatbelts)

The Assignment:

Explain to the students that they will each be writing their own Public Service Announcements and using the guidelines they brainstormed (see above).

 Randomly assign PSA topics.  You can have each topic written on a little piece of paper and have each student come up to pick one “out of the hat,” or if you have your PSAs listed on a piece of paper, number them and ask each student to select a number from 1 to 50 (or however many PSAs you have).  If the student selects 13, that student gets whatever PSA topic is listed next to 13 on your list.

 Days Four and Five

 Instructional Objectives:  Using the Guidelines for Writing a Public Service Announcement prepared in the previous meeting, each student will write his or her own PSA for eventual videotaping. 

 Time Required:  40 min.

 Advance Preparation:  Be ready to review list of PSAs with class.  A student may be assigned a topic he or she is not familiar with, like The Boys and Girls Club of America.  Give a quick explanation of what it is.

 Materials Required:  scrap paper for drafts, computers, yellow pages, Internet access.

Aim:  How can we write our own excellent PSAs?

Procedure:  Quickly review importance of PSAs.  Review the importance of each of the guidelines, especially the importance of providing accurate information (e.g. Suicide Hotline – you must give the right phone number!)  Discuss where the information is available. 

 Activity: 

1. Have students write their own PSAs. 
2. Students must research their assignments.  Encourage use of the Internet.  
3. Students can begin their search in aol.com, about.com, yahoo.com, etc., or can search online magazines and newspapers for statistics.    Students can also refer to online yellow pages or yellow pages book to search for hotline phone numbers. 
   
   

Some web links: 

4.  Have students begin preparing a draft of their PSAs in class.  Students must submit their drafts to teacher for review and approval and must identify the source of their statistics/information. 
5.  Drafts must be typed, double space, at 14pt.  Two copies must be printed (one for teacher, one for student).
6. Following approval of the students’ drafts, allow the students time in class to prepare cue cards for use during the videotaping of the PSAs.  Cue cards can be prepared in several ways:

 ·       on oak tag using thick markers*

·       on chart paper, provided by teacher, thick markers*

·       printed on computer paper in large print so that student can read from a distance.

Students should  also be save PSAs to their folder on the network so the computer could be used as a teleprompter!

Days Six and Seven

Lights, Camera, Action!

Time to videotape your students' PSAs!

Materials required:  One video camera, one blank videotape, screen or material for backdrop, one stool (or student may choose to stand during taping), necessary cue cards or teleprompter/computer.

Procedure:  Teacher videotapes first student, then first student should be allowed to videotape second student, second student videotapes third student, etc.  Additional students may hold cue cards or run teleprompter/computer.

Set up a taping schedule for the PSAs.  Post the taping schedule.  Remind students to dress appropriately for taping and have fun!!!!  Since PSA will only be 20 – 30 seconds long, several students can be taped in one 40 minute period. 

 Good Luck and Have Fun!!! 

Dino Digest Project

 
First, get to know your dinosaur. Read as much information about it as you can find. Try the Internet and the library. Get some information about the time when your dinosaur lived and the place(s) it lived  Remember that the Mesozoic Era was very different than the present in many ways, including the climate, geography, plant and animal life, etc. Then, think like a dinosaur.

For information on particular dinosaurs, try http://pubs.usgs.gov/gip/dinosaurs/ http://honolulu.hawaii.edu/dinos/dinos.1.html http://www.enchantedlearning.com/subjects/dinosaurs/ http://www.dinosaur.org/ http://www.dinodata.net/ http://www.nationalgeographic.com/dinorama/ and http://www.enchantedlearning.com/subjects/dinosaurs/. 

After we have typed our reports (you will want to write a rough draft at home) we will divide into groups and create newspapers and a news report about dinosaurs. 

When you write your report, try to answer as many of the following questions as you can (but unfortunately, not all of these things are known for all dinosaurs):

What did your dinosaur look like? For example, how big was it, what shape was its body, were its legs long or short, did it have horns, plates, crests or claws, describe the teeth, head, neck, tail, etc. Draw a picture if you can. Remember that dinosaur weights are very hard to estimate and can vary widely from one reference to another.

How did its anatomy affect its life? For example: a giant sauropod had to eat a lot but didn't have to worry much about protecting itself, a tiny dinosaur probably had to run fast to escape being eaten for dinner, an armored dinosaur didn't have to be fast, but did have to avoid being flipped over, and so on.

What did the dinosaur eat and how did it get its food? Where was this dinosaur in the food chain?

How did it walk (2 or 4 legs - slow or fast locomotion)?

Is there anything special about this dinosaur? This can often be the best part of the report, taking you off on interesting topics. For example, how did blood get to a Brachiosaurus' head, what were Stegosaurus' plates used for, what was Parasaurolophus' unusual crest probably used for, or how did Spinosaurus use its sailback?

What is known about your dinosaur's behavior, if anything? For example: Is there evidence of herding? Did it nurture its young? Have any nests or eggs been found? How did your dinosaur rate in terms of intelligence?

How did it defend itself (and/or attack other animals)?

What animals might have attacked it? Or what animals might it have preyed upon? (See the section on when your dinosaur lived during the Mesozoic Era to find some of its contemporaries - the animals with which it lived.)

What type of dinosaur was it (how is it classified and what dinosaurs is it closely related to)?

When did your dinosaur live? Say it both in terms of how many millions of years ago it was, and what the name of the geologic time period was. Was it an early dinosaur or one of the last before the K-T extinction.

What was the Earth like at that time? What was your dinosaur's environment like and what other dinosaurs (and other interesting animals) lived in that environment? What did the Earth's continents look like at that time? (This information is available in the section called "Mesozoic Era.") For example, when the early dinosaurs lived, the earliest mammals had also just appeared.

Where have fossils been found? When were they first found? Are there just a few fragments or are there almost complete specimens?

Who named the dinosaur? Is there anything interesting about that scientist who named it?

Use your own words. Check your spelling and grammar. Define any technical terms (look them up in the Dinosaur Dictionary). And remember to think like a dinosaur.

Final activity:  possible field trip to Norman, Oklahoma to the Stovall Museum to see the dinosaurs on exhibit.

Fourth Grade Idioms Project

Fourth Grade Idioms

Project for Computers

You will be creating a simple Power Point Presentation on three idioms.  You must include the idiom, what it means, and a graphic you create to describe the idiom.  If you do not understand what your assigned idiom means, please check with Mrs. Brett.  Have Fun!

Third Grade:
Poetry - Writing and illustrating poems.

Email to the computer class

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