LE-+Grade+5

By fifth grade students are now reading information to learn. They are developing abstract thinking skills and information literacy skills that build on this ability. By the end of eighth grade they should be familiar with various internet search strategies and how to use them, and they begin to evaluate information that they find. In addition, they can evaluate their own research process and product, and explain the ethical use of information. If provided regularly with authentic learning experiences in a resource-based environment, eighth-graders become fluent in information literacy skills.
 * Grade 5 **

Students will be able to define problems competently and identify information needs. ||  || 1.11 Understand the criteria for the research assignment. 1.12 Explain what the final product will look like. 1.13 Select a topic from a range of possibilities. 1.14 Use the teacher provided essential question to develop a topic focus, or develop a self- selected essential question. 1.15 With assistance, develop a thesis statement. 1.16 Identify pre-existing knowledge, as well as additional information necessary to solve the problem. 1.17 Read, listen, and watch from all relevant and appropriate sources to gain an overview of the topic. ||  || Students will be able to develop strategies to find information relevant to their question or personal need. ||  || 2.15 Understand the library’s organization of resources. 2.16 With assistance, select and modify keywords and phrases for information seeking purposes. 2.17 Understand the difference between, and the uses of, primary and secondary sources. ||  || Students will be able to access and gather information efficiently and effectively. ||  || 3.10 Independently choose appropriate information from print and electronic sources. 3.11 Use cross-references to locate additional information. 3.12 Recognize inadequacies or gaps in information. ||  || Students will be able to evaluate resources for their appropriateness, select the best and extract the most relevant information. ||  || 4.4 Independently develop criteria for relevant information, including authority, accuracy, objectivity, relevancy, and currency of source. 4.5 Independently discriminate between primary and secondary sources. ||  || Students will organize new information from multiple sources to construct a product that communicates the results of their research. ||  || 5.7 Use appropriate medium to produce an original product to communicate research results. 5.8 Collaborate with peers in sharing information. 5.9 Understand that communicating information is a life long skill. ||  || Students will participate effectively in groups to pursue and generate information. ||  || 6.14 Use provided guidelines and the group’s work to improve content and delivery. ||  || Students will evaluate both the research process and the final product. This may include both self and peer evaluation. ||  || 7.5 Analyze the evaluation results to improve their communications through developing evaluation criteria and doing self and peer evaluations. 7.6 With assistance, describe the ethical use of information. 7.7 Use critical and creative thinking skills to analyze, synthesize and evaluate relevance,reliability, and authority of sources. 7.8 Using predetermined criteria, evaluate the effectiveness of the communication of research results. 7.9 Review and evaluate the process of transforming information into knowledge. 7.10 Summarize new knowledge gained through peer presentations. ||  || Students will gain an increased enjoyment of literature and grow in their abilities to locate and select appropriate reading materials independently. ||  || 8.15 Incorporate critical and creative thinking skills to evaluate literary elements and conventions. 8.16 Display knowledge of various types of print material, of genres, and of selection aids. 8.17 Identify and read from a variety of genres, e.g., historical, realistic, fantasy, fiction, folklore, poetry, biography, nonfiction. 8.18 Recognize reading as a lifelong pursuit. 8.19 Recognize characteristic styles of various authors and illustrators. ||  ||
 * **Standards** ||  || By the end of the eighth grade, students will continue to work on previous standards as necessary and will also be able to: ||   ||
 * **Standard 1. Define an Information Task**
 * **Standard 2. Develop Information Seeking Strategies**
 * **Standard 3. Locate and Access Information**
 * **Standard 4. Use Information**
 * **Standard 5. Synthesize Information**
 * **Standard 6. Participate in Collaborative Activities**
 * **Standard 7. Evaluate the Process and the Product**
 * **Standard 8. Appreciate Literature**
 * Grade 5**

By the end of fifth grade, all students should have the opportunity to become familiar with the tools they will be expected to use with proficiency. Through this exposure, they will have gained a positive view of technology as a tool for learning. For example, electronic sources such as multimedia encyclopedias and teacher-previewed Web sites can be used to gather information for a report. Additionally, there are many developmentally appropriate applications for children: interactive books, graphic organizers, and writing assistants, as well as mathematical and scientific tools. Such tools can enhance learning for all children, including those with disabilities; for example, multimedia reading software reinforces literacy skills by providing visual and auditory feedback to early readers. These tools can be integrated appropriately in an effective lesson plan. Demonstrate proficiency in the use of computers and applications, as well as an understanding of the concepts underlying hardware, software, and connectivity. ||  || G3-5: 1.1 Demonstrate basic steps in using available hardware and applications (e.g., log into a computer, connect/disconnect peripherals, upload files from peripherals).
 * Massachusetts Technology Literacy Standards** **Grades 3 through 5 – Technology Standards and Expectations**
 * ** Standards ** ||  || **// By the end of fifth grade, students will be able to: // ** ||
 * **Standard 1. **

G3-5: 1.2 Select a printer, use print preview, and print a document with the appropriate page setup and orientation.

G3-5: 1.3 Use various operating system features (e.g., open more than one application/program, work with menus, use the taskbar/dock).

G3-5: 1.4 Demonstrate intermediate4 keyboarding skills and proper5 keyboarding techniques.


 * Word Processing/Desktop Publishing**

G3-5: 1.5 Use menu/tool bar functions in a word processing program (i.e., font size/style, line spacing, margins) to format, edit, and print a document.

G3-5: 1.6 Copy and paste text and images within a document, as well as from one document to another.

G3-5: 1.7 Proofread and edit writing using appropriate resources (e.g., dictionary, spell-checker, grammar resources).


 * Database**

G3-5: 1.8 Define the term “database” and provide examples from everyday life (e.g., library catalogues, school records, telephone directories).

G3-5: 1.9 Define terms related to databases, such as “record,” “field,” and “search.”

G3-5: 1.10 Do simple searches of existing databases (e.g., online library catalog, electronic encyclopedia).


 * Spreadsheet**

G3-5: 1.11 Demonstrate an understanding of the spreadsheet as a tool to record, organize, and graph information.

G3-5: 1.12 Identify and explain terms and concepts related to spreadsheets (i.e., cell, column, row, values, labels, chart, graph).

G3-5: 1.13 Enter/edit data in spreadsheets and perform calculations using simple formulas (+, -, *, /), observing the changes that occur.

Internet, Networking, and Online Communication

G3-5: 1.14 Explain and use age-appropriate online tools and resources (e.g., tutorial, assessment, Web browser).

G3-5: 1.15 Save, retrieve, and delete electronic files on a hard drive or school network.

G3-5: 1.16 Explain terms related to the use of networks (e.g., username, password, network, file server).

G3-5: 1.17 Identify and use terms related to the Internet (e.g., Web browser, URL, keyword, World Wide Web, search engine, links).

G3-5: 1.18 Use age-appropriate Internet-based search engines to locate and extract information, selecting appropriate key words.


 * Multimedia and Presentation Tools**

G3-5: 1.19 Create, edit, and format text on a slide.

G3-5: 1.20 Create a series of slides and organize them to present research or convey an idea.

G3-5: 1.21 Copy and paste or import graphics; change their size and position on a slide.

G3-5: 1.22 Use painting and drawing applications to create and edit work. || Demonstrate the responsible use of technology and an understanding of ethics and safety issues in using electronic media at home, in school, and in society. ||  || **Ethics**
 * ** Standard 2. **

G3-5: 2.1 Explain and demonstrate compliance with school rules (Acceptable Use Policy) regarding responsible use of computers and networks.

G3-5: 2.2 Explain responsible uses of technology and digital information; describe possible consequences of inappropriate use.

G3-5: 2.3 Explain Fair Use Guidelines for the use of copyrighted materials (e.g., text, images, music, video) in student projects.


 * Society**

G3-5: 2.4 Identify ways in which technology is used in the workplace and in society.

G3-5: 2.5 Work collaboratively online with other students under teacher supervision.

G3-5: 2.6 Analyze media messages and determine if their purpose is to inform, persuade, or entertain.

G3-5: 2.7 Explain that some Web sites and search engines may include sponsored commercial links.

G3-5: 2.8 Explain how hardware and applications can enable people with disabilities to learn.


 * 8. Health and Safety**

G3-5: 2.9 Recognize and describe the potential risks and dangers associated with various forms of online communications.

G3-5: 2.10 Identify and explain the strategies used for the safe and efficient use of computers (e.g., passwords, virus protection software, spam filters, popup blockers).

G3-5: 2.11 Demonstrate safe e-mail practices, recognition of the potentially public exposure of e-mail and appropriate e-mail etiquette (if the district allows student e-mail use).

G3-5: 2.12 Identify cyber bullying and describe strategies to deal with such a situation.

G3-5: 2.13 Recognize and demonstrate ergonomically sound and safe use of equipment. || Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation. ||  || **Research**
 * ** Standard 3. **

G3-5: 3.1 Locate, download, and organize content from digital media collections for specific purposes, citing sources.

G3-5: 3.2 Perform basic searches on databases (e.g., library card catalogue, encyclopedia) to locate information, using two or more key words and techniques to refine and limit such searches.

G3-5: 3.3 Evaluate Internet resources in terms of their usefulness for research.

G3-5: 3.4 Use content-specific technology tools (e.g., environmental probes, sensors, measuring devices, simulations) to gather and analyze data.

G3-5: 3.5 Use online tools (e.g., e-mail, online discussion forums, blogs, and wikis) to gather and share information collaboratively with other students, if the district allows it.


 * Problem Solving**

G3-5: 3.6 With teacher direction, use appropriate technology tools (e.g., graphic organizer) to define problems and propose hypotheses.

G3-5: 3.7 Use spreadsheets and other applications to make predictions, solve problems, and draw conclusions.


 * Communication**

G3-5: 3.8 Create projects that use text and various forms of graphics, audio, and video (with proper citations) to communicate ideas.

G3-5: 3.9 Use teacher-developed guidelines to evaluate multimedia presentations for organization, content, design, presentation, and appropriate use of citations.

G3-5: 3.10 Communicate with other students and other classes using appropriate technology, including e-mail if the district allows it. ||