| Index | K | 1 | 2 | 4 | 5 | 6 | 7 | 8 | AUP | Foreword | Glossary | Outline | School | Scope & Sequence |

Grade 3 Units

This year will be the last review of the five major parts of a computer. The students will review care of software and hardware as well as using the proper terminology. The students will continue to use drill and practice and simulation programs to extend other curriculum areas. The students will be introduced to the affect of computers on their lives and the many occupations that use computers. They will also be introduced to keyboarding. They will use their knowledge of numbers and letters on the keyboard to begin word processing. In conjunction with the word processing program, the students will begin using graphics with their work. The students will continue to use the web for class extension under the direct guidance of the teacher. The students will also be introduced to E-mail and will be given the opportunity to send and receive E-mail. Continue to emphasize the correct terminology for all areas of the computer curriculum.

Unit 1 - Reinforcement of Computer Skills

Proficiency Goals
  • Students will continue using the menus of the Finder. (III.A)
  • Students will demonstrate the ability to power up a system. (II.F)
  • Students will demonstrate the ability to power down a system. (II.F)
  • Students will demonstrate a mastery of the terms that describe a computer system. (I.A)
  • Students will continue to work with prepared software. (III.B,C)
  • Students will review proper techniques in handling software and hardware. (II.D)

Comments

Use a written test to make sure all students have a mastery of the terms. You do not need a lot of computer on-time to reinforce these terms.

Unit 2 - Using Commercial Software Applications

Proficiency Goals
  • Students will use the drill and practice and simulation programs to extend skills from other curriculum areas. (III.B,C)

Comments

This unit is designed to review the use of prepared software periodically throughout the year. Teachers are advised to use it no more than 3 weeks in a row.

Unit 3 - Computers in Society

Proficiency Goals
  • Students will recognize the computers in the world around them. (I.F)
  • Students will be able to determine how those computers are being used. (I.G)

Comments

Teachers should not give examples of computer usage. Have the students give all the examples of computer usage. This unit is designed to promote student inquisitiveness. This is a good group activity when not on the computer. This unit may be taught at the same time that the students are doing drill and practice on the computer.

Unit 4 - Introduction to Keyboarding

Proficiency Goals
  • Students will begin to learn correct keyboarding techniques. (II.B)

Comments

It is critical that correct fingering be stressed over speed. It is at this level that the students begin to formulate their typing techniques. Always remember to be positive, and give the students lots of computer on-time. (Typing Tutor IV or Mavis Beacon Teaches Typing)

Unit 5 - Introduction to Word Processing (III.D)

Proficiency Goals
  • Students will demonstrate the ability to create basic word processing documents.
  • Students will demonstrate the ability to print their documents.
  • Students will demonstrate the ability to add clip art to their writing using the graphics available. (III.G)

Comments

Look to create one small document for this unit (poem, letter, etc.). Make sure that each student is able to print their document at the end of the word processing unit. Require the student to enter only text at this grade level, don't worry about formatting.

Unit 6 - Using the Internet

Proficiency Goals
  • Students will extend their skills in other curriculum areas by using the web to browse related subjects. (III.I)
  • Students will be introduced to E-mail and will send and receive E-mail. (III.J)

Comments

Teacher should create structured list of curriculum related web sites for the students to browse. A suggestion for introducing E-mail is to have the students E-mail one another first before sending E-mail to outside sources. If only one account is available, have the students compose a group message and send it to another class or involve a parent with an E-mail address to respond to the students E-mail.

| Index | K | 1 | 2 | 4 | 5 | 6 | 7 | 8 | AUP | Foreword | Glossary | Outline | School | Scope & Sequence |

Privacy Notice • Effective February 2008