Category: 3rd Grade

Understanding how to use the internet has become a cornerstone issue for students. No longer do they complete their research on projects solely in the library. Now, there is a vast landscape of resources available on the internet.

But with wealth comes responsibility. As soon as children begin to visit the online world, they need the knowledge to do that safely, securely, responsibly. There are several great programs available to guide students through this process (Common Sense’s Digital Passport, Carnegie CyberAcademy, Netsmart Kids). I’ve collected them as resources and developed a path to follow that includes the best of everything.

Here’s Third Grade:

Overview/Big Ideas

Why is it important to be a good digital citizen? How can students do this?

Essential Questions

• What is a ‘digital citizen’?
• What are my rights and responsibilities as Digital Citizens?
• How is being a citizen of the internet the same/different than my home town?
• What are the implications of digital citizenship in today’s world?

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Every Friday, I share a website (or app) that I’ve heard about, checked into, been excited to use. This one is a math app. Since ‘math’ is by far the most popular search term of readers who seek out my blog, I know you’re going to enjoy this review.

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Dear Otto is an occasional column where I answer questions I get from readers about teaching tech. If you have a question, please complete the form below and I’ll answer it here. For your privacy, I use only first names.

I received this question from Mary.

I teach Media Production, where my year 9 students get creative with Adobe Photoshop, Audition, Premier Pro and Stop Motion Pro. They have a wonderful time, but I would love to be able to provide them with a way of keeping a digital portfolio of their work. Our school runs Blackboard, but the digital portfolio add-in is very expensive, too much for our small school.

Are there any free web-based options I should know about, or less expensive ones?

Thanks!

Hi Mary

Have you considered getting students signed up for wikispaces? You can create a free wiki, add each student as a member and let them create their own page, then they can embed each project right onto their wiki page. I did this with 5th graders last year and got some beautiful results (albeit mixed because of the age. Some got it; some glazed over).

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I have searched long and hard for the type of virtual tour that immerses you in the environment. They’re harder to find than you’d think. Lots of sites promise ‘virtual tours’ and deliver pictures. Somehow, that doesn’t cut it.

Finally, I have a list I can recommend. Some covers acres of land, some a single bone, but all are amazing. See what you think (check here for updates):

• 360 Panorama of the world
• 3D Toads and more–animals, skeletons, etc (some for fee)
• Google World of Wonders
• Pompeii—via Google Earth
• Sistine Chapel
• Virtual Body
• Virtual Capitol
• Virtual Cockroach
• Virtual Farm
• Virtual tours
• Virtual tour (with pictures) of a zoo
• Virtual tours
• Virtual tour–undersea
• Virtual Zoo
• Walk through the Forest (works better in Chrome)
• The White House (go to the White House on Google Earth, then zoom in until you’ve exploded through the walls to the interior. There, you’ll find a virtual tour of the White House.

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Most elementary-age students struggle with typing. This doesn’t surprise me. They’ve been handwriting since kindergarten. They’re proud of their new cursive skills. It’s easy to grab and pencil and write. Typing, though requires setting up their posture, hand position, trying to remember where all those pesky keys are (why aren’t they just alphabetized? It’s a good point. Discuss that with students).

In third grade, I gather the students and we chat about it. Why do they have to learn to keyboard? It’s more than a skill they trot out for the keyboarding software and then forget. Discuss the idea of sharing ideas–the Gutenberg Press, when writing began with scrolls and rocks, why was it important to save ideas in perpetuity? Why is it important to students?

The discussion should come around to the idea that putting ideas in some sort of permanent fashion is important to the history of mankind. The question is how, and the ‘how’ that’s relevant to the students is a comparison of handwriting and keyboarding. Here’s where we go from there:

• Discuss whether students handwrite faster/slower than they type. Ask students to share thoughts on why their opinion is true. You are likely to get opinions on both sides of this discussion. If not, prod students with logic for both.
• When it’s clear the class is divided on this subject (or not–that’s fine too), suggest running an experiment to see which is faster—handwriting or typing.
• Circle back to science class and engage in a discussion on the Scientific Method. Develop a hypothesis for this class research, something like: Third grade students in Mr. X’s class can handwrite faster than they type (this is the most common opinion in my classes).
• Have students hand-copy the typing quiz they took earlier in the trimester for 3 minutes.
• Analyze the results: Compare their handwriting speed to their typing speed. I encourage an individual comparison as well as a class average comparison to help with understanding the conclusion.
• Discuss results: Why do students think some students typed faster and others typed slower? (In my classes, third graders typed approx. 10 wpm and handwrote approx. 15 wpm. Discussion was heated and enthusiastic on reasons. Especially valuable were the thoughts of those rare students who typed faster).
• Students will offer lots of reasons for slower typing (they’re new to typing, don’t do it much in class, their hands got off on the keyboard). In truth, the logistics of typing make it the hands-down winner once key placement is secured. Fingers on a keyboard are significantly faster than the moving pencil.
• One reason students suggest is that they don’t usually type from copy. Key in on this reason (quite valid, I think—don’t you?) and revise the experiment to have students type and handwrite from a prompt.
• What is the final conclusion?
• If possible, share results from 4-8^th. What grade level do students consistently type faster than they handwrite? Why? Are students surprised by the answer?
• Post a list on the wall of students who type faster than they handwrite. This surprises everyone.

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When I started as a tech teacher, I pushed my administration for lots of software. I wanted a different one for each theme–human body, space, math. Now, they’re all on the internet–for FREE–which means we can use our tech budget for iPads, microphones, splitters… Wait–we have no budget. Good thing I’m addicted to FREE. (more…)

There are 25 problems that stump students most often when they use the computer. They’re questions like, ‘My audio doesn’t work’ and ‘My screen is frozen’. How about ‘I deleted *** and didn’t mean to’? Does that sound familiar? These 25 problems account for 70% of the issues that make students unable to use the computer for whatever they’re trying to accomplish. If they can solve these, they are much more independent and the tech experience much more authentic.

I’ve updated this from my last year’s list. Did I miss any?

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K-8 Keyboard Curriculum:

The Essential Guide to Teaching Keyboarding in 45 Minutes a Week

You may think it impossible to find an effective keyboarding curriculum for the skimpy forty-five minutes a week you can devote to keyboarding. You teach what you can, but it always seems to be the same lessons—hands on home row, good posture, eyes on the copy. You wonder if it’s making a difference, or if it matters.

Yes, it does and there is a way. It requires a plan, faithfully executed, with your eye relentlessly on the goal, but if you commit, it works. In this book, The Essential Guide to Teaching Keyboarding in 45 Minutes a Week: a K-8 Curriculum, I’ll share a unique keyboarding curriculum for K-8 that I’ve seen work on thousands of students. The book includes:

• A summary of the literature
• Answers to the most-asked questions like ‘Can youngers learn to keyboard—and should they?’
• The importance of the teacher to early keyboarders

The K-8 curriculum includes a lot more variety than keyboard exercises on installed software. Here’s a rundown of the pieces used:

• Keyboarding software (yes, you do need repetition)
• Online keyboarding websites
• Age-appropriate use of hand covers
• Quarterly speed/accuracy quizzes
• Quarterly blank keyboarding quizzes
• Monthly homework
• Wall charts to support learning and display evidence of success
• Grading based on student improvement, not conformity to class norms

You’ll learn practical strategies on how to blend these pieces, each added at the right time, to teach the keyboarding skills required for today’s classroom.

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Every Friday, I’ll send you a wonderful website (or more) that my classes and my parents love. I think you’ll find they’ll be a favorite of your students as they are of mine.

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Dear Otto is an occasional column where I answer questions I get from readers about teaching tech. If you have a question, please complete the form below and I’ll answer it here. For your privacy, I use only first names.

Here’s a great question I got from a reader:

I am a computer lab teacher and teach grades 1-5.  I can really use some advice from others. Do you have a good place for students to go and get images that are appropriate – I teach grades 1-5  and Google even with strict settings as well as MS Office clipart have some inappropriate images  that come up from searches

I wrote a post about this almost a year ago. I appreciate that you’ve reminded me it’s time to revisit. This is harder than it should be. I use Google as a default because it is the safest of all the majors, not to say it’s 100% kid-safe. I spent quite a few hours one weekend checking out all of the kid-friendly child search engines (Sweet Search, KidSafe, QuinturaKids, Kigose, KidsClick, Ask Kids, KidRex, and more), but none did a good job filtering images. Content–yes, but images dried up to worthless for the needs of visual children.

So I went back to Google and tried their Safe Search settings. Normal Google search is set to moderate. For school-age children, they can easily be set to Strict (check out this video on how to do it).

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