Grade 5 Units

Unit 1 - Computers in Society

• Students will be able to list specific occupations that use computers. (I.G)
• Students will be able to list specific areas that computers directly affect them. (I.F)

Comments

This unit is to show students the variety of computer uses in the world today. Allow video games, calculators, etc. to be brought in. Expand on these by having students make suggestions for alternate uses of these computers.

Unit 2 - Wide, Wide World of Computers

• Students will be able to differentiate between computers. (I.D)
• Students will be able to name seven major uses for computers. (I.E)

Comments

Teachers should discuss different computer platforms with students and how people use the computers in similar ways to accomplish tasks. These tasks will include the seven major uses.

Unit 3 - Macintosh Finder (III.A)

• Students will review the use of the Finder menu items.
• Students will use the application menu when running more than one application.
• Students will review the terms for the finder.

Comments

This folder that the students create may be on a floppy disk to prevent damage or invasion of privacy. This disk would be passed along from teacher to teacher.

Unit 4 - Copyright Laws

• The students will develop a fundamental understanding of copyright laws. (I.H)

Comments

It is important for students to understand and respect the copyright laws, not only as they apply to software but also to other material as well (music, videos, written material, etc.). It is even more crucial for teachers to set a good example by obeying copyright laws. Never use or allow children to bring pirated software into school.

Unit 5 - Keyboarding

• Students will continue to develop correct keyboarding techniques. (II.B)

Comments

By this stage, students will need to be encouraged to practice keyboarding. Set some requirements for the students. Most typing programs allow a pretest. Use the pretest to help each student set a reachable goal for the end of the unit.

Unit 6 - Word Processing (III.D)

• Students will review the spelling checker.
• Students will select and make changes to text.
• Students will use correct terms when formatting text.
• Students will insert headers or footers into documents.
• Students will format their text into multiple columns.
• Students will format their text by changing the fonts, sizes, and styles.
• Students will format their text by using tabs.
• Students will add clip art to their word processing document. (III.G,H)
• Students will be introduced to outlining in the word processor.

Comments

Students should be working on some document that they have created to learn these skills. The students should be allowed to explore the different possibilities in text formatting. Encourage the students to be creative with the fonts and styles to see the variety. These skills are crucial for later projects that the students will be handing in.

Unit 7 - Database Concepts

• Students will understand that a database is similar to a rolodex.
• Students will begin to use correct terms regarding a database.

Comments

This unit is designed solely as an introduction to database. A suggested activity would be to allow the student to work on a commercial database (president facts, geography facts, etc.). This would show the differences between fields and records.

Unit 8 - Using the Internet

• Students will begin to use searches to research information. (III.I)
• Students will learn to create their own list of bookmarks. (III.I)
• 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)
• The students will be encouraged to use E-mail to correspond with another person outside of school (teacher guided). (III.J)
• The students will exchange E-mail with fellow classmates. (III.J)
• Students will use E-mail as another means of gathering or requesting information. (III.J)

Comments

This will be the first year where the children will be allowed to do their own searches. The teacher must emphasize the parameters for the searches and the use of the students Christian judgement. The list of bookmarks they create can be helpful for more than just themselves. They may be very comfortable using E-mail, but emphasize prewriting when they are using their letters to gather information.