Category: 5th Grade

Every Friday I’ll send you a wonderful website 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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It’s all in the sophistication. Second graders do less and not quite as well. Fifth graders do a lot, much better. This uses MS Word, takes about thirty minutes:

• If this is the first time your child is seeing MS Word, review the parts–toolbars, menu bar, canvas, most common keyboard shortcuts (Ctrl+P for print, Ctrl+S for save, Ctrl+Z for undo).
• Add a heading (name and date–use Shift+Alt+D for the date). Default is left-aligned, Times New Roman, size 12. Leave those as they are. We’ll play with them later.
• Push enter twice and write a story, a letter–whatever is a good topic for summer. A couple of sentences for second grade is fine, but 5-10 for fifth grade.
• Check spelling with the little red squiggly lines. Right click and clear them by selecting the correct spelling.
• Check grammar with the green squiggles. These require adjudication. I find them wrong about 50% of the time
• Pick five words (less for second grade) and change the font size from 12. Pick words that would benefit by a larger appearance–like the words Christmas or Bump in the samples–you get the idea. (more…)

As a working technology teacher, I get hundreds of questions from parents about their home computers, how to do stuff, how to solve problems. Each Tuesday, I’ll share one of those with you. They’re always brief and always focused. Enjoy!

Q: My fifth graders are learning outlining in the classroom. Is there an easy way to tie that into technology?

A: Outlining can’t be easier than doing it in Word. Here’s what you do:

• Select the Numbered List or the Bullet List in MS Word. MS Word 2010 even lets you select the style up front. MS Word 2003–it’s a bit more complicated
• Your first bullet or number appears on the screen. Type your item
• Push enter to add another number or bullet
• To create a subpoint, push tab after you’ve pushed enter to start the next bullet/number
• To push a subpoint up a level, push Shift+tab after you’ve pushed enter for the next bullet/number

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Every Friday I’ll send you a wonderful website 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.

(more…)

Students select from a list of Wonders of the World (or locations put together in conjunction with the classroom teacher). They do brief research on it, locate it using Google Earth and make a short presentation to the class about it.

Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an Amazon Vine Voice, CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to NEA Today, and author of the tech thrillers, To Hunt a Sub and Twenty-four Days. You can find her resources at Structured Learning.

This is a question I get from parents all the time. Most parents want to get what their child needs as affordably as possible, but they don’t want to save a few bucks at the expense of their child. If that sounds like you, here are my suggestions:

1. Start by talking to the classroom teacher. What are their expectations of the child? If they’re like the ones in my school, they will want him/her to have access to basic software and the internet for research, maybe email. That’s it.
2. You’re wondering whether a desktop is good for your child, or do they need a laptop? There are lots of reasons why a laptop might be a good decision for your particular family dynamics, but in general terms, a desktop is fine for a younger child (K-5). They don’t need to take it to friend’s house for group projects much until they reach middle school, and I would not suggest gearing a more-expensive laptop decision around an occasional project. I guarantee, the teacher won’t.
3. There are other reasons why a desktop is a good decision. It is more durable (it isn’t carried around, so can’t be dropped). If the monitor breaks, you don’t have to replace the entire computer–just the monitor. Because it’s cheaper, it can be replaced if your child somehow destroys it or part of it (this should be expected of new users). And, a desktop has a larger hard drive, more memory and more drives/ports for input devices. That makes it more adaptable to unexpected needs.
4. Now you need to select which level of desktop your child requires. Does s/he need the basic $350 on sale version or the everything-in-it upgrade? My suggestion is to start simple. Basic. See what the child uses, what else he needs before making an expensive decision. Most kids are fine with the lower end of productivity. Some, though, want the works. You’ll know by the time you’re ready for an upgrade.

Once you’ve selected laptop vs. desktop computer, here’s what you’ll want to be sure it includes:

1. MS Office or compatible (i.e., Google docs, Open Office). This will provide a word processor, a spreadsheet application, and presentation software.
2. If your child must have MS Office and you are trying to fit the price into a budget, start with Office Web Apps, the free online version of Office. It’s compatible with MS Office, much like it but more limited. A good starter.
3. MS Publisher is a great extra (though pricey). It enables students to create magazines, newsletters, trifolds, cover pages and more.
4. Download FREE software such as Google Earth to enhance learning. (more…)

This project is part of a triptych that collaborates with a classroom unit on animals. The first was another diagram, that one to teach animal characteristics.

This one is a great project that mixes the visual with the written. Students loved collaborating to come up with the animal adaptations. Allow them to take ample time surveying the plethora of amazing animal pictures that represent the adaptations they selected. Overall a popular project that teaches a lot. Easily completed in 30 minutes. (more…)

In my school, 2nd grade and 5th grade have units on the human body. To satisfy their different maturities, I’ve developed two lists of websites to complement this inquiry. I put them on the class internet start page so when students have free time, they can visit (check here for updates):

2nd -3rd Grade

1. Blood Flow
2. Body Systems
3. Build a Skeleton
4. Can you place these parts in the correct place?
5. Choose the systems you want to see.
6. Find My Body Parts
7. How the Body Works
8. Human Body Games
9. Human Body websites
10. Human Body—by a 2^nd grade class—video
11. Human Body—videos on how body parts work
12. Inside the Human Body: Grades 1-3
13. Kids’ Health-My Body
14. Matching Senses
15. Muscles Game
16. Nutrition Music and Games from Dole (more…)

Schools and kids love field trips, but they take a lot of time, money and extra adult supervision that may or may not be available. Thanks to the internet, there are now alternatives that are only as far away as your technology lab.

Here are some of the best available across the wild web of the internet:

• Smithsonian Museum
• Forest Life
• The Moon via Google Earth
• Mars via Google Earth
• Planet in Action via Google Earth
• Ellis Island
• Eternal Egypt
• A Collection of Virtual Field Trips

To:

• science museums
• farms
• Blackwell’s Best Virtual Field Trips
• strife-torn countries
• factories
• more

Want a quick tour right now, via YouTube. This is Mars, complements of Google Earth:

Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an Amazon Vine Voice, CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to NEA Today, and author of the tech thrillers, To Hunt a Sub and Twenty-four Days. You can find her resources at Structured Learning.

I’ve been teaching technology to kindergarten through eighth graders for almost fifteen years. Parents and colleagues are constantly amazed that I can get the

littlest learners to pay attention, remember, and have fun with the skills that are required to grow into competent, enthusiastic examples of the Web 2.0 generation.

I have a confession to make: It’s not as hard as it looks. Sure, those first few kindergarten months, when they don’t know what the words enter and backspace mean, nor the difference between the keyboard and headphones, and don’t understand why they can’t grab their neighbor’s headphones or bang on their keyboard, I do rethink my chosen field. But that passes. By January, every parent tour that passes through my classroom thinks I’m a magician.

What’s my secret? I teach every child to be a problem solver. If their computer doesn’t work, I have them fix it (what’s wrong with it? What did you do last time? Have you tried…?) If they can’t remember how to do something, I prod them (Think back to the instructions. What did you do last week? See that tool—does that look like it would help?) I insist they learn those geek words that are tech terminology (There’s no such thing as earphones. Do you mean headphones? I don’t understand when you point. Do you mean the cursor?) No matter how many hands are waving in my face, I do not take a student’s mouse in my hand and do for them, nor will I allow parent helpers to do this (that is a bigger challenge than the students. Parents are used to doing-for. They think I’m mean when I won’t—until they’ve spent a class period walking my floorboards.). I guide students to an answer. I am patient even when I don’t feel it inside. My goal is process, not product. (more…)