Curriculum Connections

Back to 8th Grade Activities

Barbara LaRochelle
Tantasqua Junior High School

8th Grade Computer Curriculum - 2004-2005

(Classes meet five days per week for one term.)

With this set of computer projects, students acquire an understanding of productivity-software applications. The activities support the performance indicators of the National Educational Technology Standards, the Massachusetts Instructional Technology Standards, and the Tantasqua/Union 61 K-12 Educational Technology Milestones.

The Editor
Students use a word processor to compose documents. They revise and edit their work, add and format graphics, and prepare their work for publication.
Technology Skills: word processing, graphics
Curriculum Integration: language arts
Software Applications: Microsoft Word
NETS Performance Indicators: 5, 6, 7, 8
MIT Standards: 1, 3

The Researcher
Students use the Internet to search for information and pictures on a topic of interest to them. They write a short research paper, including footnotes and bibliography citing electronic sources.
Tecnology Skills: word processing, electronic research
Curriculum Integration: language arts
Software Applications: Microsoft Word, Microsoft Internet Explorer
NETS Performance Indicators: 3, 4, 7, 10
MIT Standards: 1, 2, 3

The Time Traveler
Using data available online, students create timelines about historical events. The time period for the timeline is determined by the material being taught in the social studies classes (ie: the American Revolution, the Gold Rush, the Civil War, etc.). Students edit the timelines, add pictures from the Internet, and print in a variety of styles.
Technology Skills: electronic research, use of timeline software for organizing data
Curriculum Integration: social studies, language arts, visual arts
Software Applications: Tom Snyder's TimeLiner, Microsoft Internet Explorer
NETS Performance Indicators: 3, 5, 6, 8
MIT Standards: 1, 2, 3

The Detective
Using teacher-generated Web Quests, students assume the roles of newspaper reporter, travel agent, trading card designer, etc. and navigate the Internet searching for data and pictures to incorporate into student-designed publications.
Technology Skills: electronic research
Curriculum Integration: social studies, language arts
Software Applications: Microsoft Internet Explorer
NETS Performance Indicators: 2, 3, 4, 7, 10
MIT Standards: 1, 2, 3

The Publisher
Students design newspapers, brochures, booklets, trading cards using desktop publishing software. They collect information and pictures about specific historical events and create publications for display.
Technology Skills: desktop publishing, electronic research
Curriculum Integration: social studies, language arts, visual arts
Software Applications: Microsoft Publisher, Microsoft Internet Explorer
NETS Performance Indicators: 3, 4, 5, 6, 8
MIT Standards: 1, 2, 3

The Mathematician
Students create spreadsheets to analyze and manipulate data. They design formulas and charts to display percentages, averages, and collections of various other statistical information.
Technology Skills: spreadsheets, graphs
Curriculum Integration: mathematics
Software Applications: Microsoft Excel or Microsoft Works Spreadsheet
NETS Performance Indicators: 5, 6, 7, 8
MIT Standards: 1, 3

The Architect
Students use "construction" software to learn about architecture of the colonial period in America. They then design a colonial house, print the "blueprint" and construct a 3D building. The buildings become part of a colonial village display.
Technology Skills: desktop publishing, multimedia research
Curriculum Integration: social studies, visual arts
Software Applications: Tom Snyder's Community Construction Kit
NETS Performance Indicators: 4, 5, 6, 7
MIT Standards: 3

The Genealogist
Students use family-tree design software to create a family tree and a coat of arms. They access the Internet to look up the meanings of the symbols and colors they used on the shields, and go to genealogy Websites to find information on the history of their surnames. They print the coat of arms they have created and write a brief essay using the information found online.
Technology Skills: word processing, art, electronic research
Curriculum Integration: social studies, language arts, visual arts
Software Applications: Swift Family Ancestry, Microsoft Word, Microsoft Internet Explorer
NETS Performance Indicators: 2, 5, 6, 8, 10
MIT Standards: 1, 2, 3

The Organizer
Students play Where in the USA is Carmen Sandiego? and use the two databases which the game offers to manage information. They then use a word processor to write descriptions of Carmen characters which they create themselves. They collect data about these characters from each other and design individual ten-record databases. Finally, all of the students' characters are entered into a large class database, which the students search for specific entries.
Technology Skills: databases, word processing
Curriculum Integration: language arts, social studies, visual arts
Software Applications: Where in the USA is Carmen Sandiego?, Microsoft Word, Microsoft Works Database or Access
NETS Performance Indicators: 2, 5, 6, 7, 8
MIT Standards: 1, 3

The Presenter
Students create two presentations using Microsoft Power Point. In the first, students design a five or six slide show using the information from the Carmen database. They add special visual and sound effects to the slides and time the shows to run automatically. In the second presentation, students research either a band or a TV show or movie. They get pictures and information from the Internet and use them to create a ten to fifteen-slide show. They also collect either a theme song from the TV show/movie or a song played by the band, and time the music file to play throughout the presentation.
Technology Skills: multimedia presentation, word processing, electronic research
Curriculum Integration: language arts, visual arts, music
Software Applications: Microsoft Power Point, Microsoft Internet Explorer
NETS Performance Indicators: 2, 5, 6, 8
MIT Standards: 1, 2, 3

The Webmaster
In this project, students review a number of Websites and evaluate them for content and design. They then use Web editing software to create personal Websites.
Technology Skills: electronic research, telecommunications, desktop publishing
Curriculum Integration: language arts, visual arts, music
Software Applications: AOLPress, Front Page, or other Web editor
NETS Performance Indicators: 2, 3, 4, 6, 8
MIT Standards: 2, 3

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National Educational Technology Standards

1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.

2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.

3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.

4. Use content-specific tools, software, and simulations (e.g. environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.

5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.

6. Design, develop, publish, and present products (e.g. Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.

7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.

8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.

9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.

10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

Massachusetts K-12 Instructional Technology Standards

1. Demonstrate proficiency in the use of computers and applications as well as an understanding of concepts underlying hardware, software, and connectivity.

2. Demonstrate responsible use of technology and an understanding of ethics and safety issues in using electronic media.

3. Demonstrate ability to use technology for research, problem-solving, and communication. Students locate, evaluate, collect, and process information fro a variety of electronic sources. Students use telecommunications and other media to interact or collaborate with peers, experts, and other audiences.

1.	Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
2.	Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.
3.	Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
4.	Use content-specific tools, software, and simulations (e.g. environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
5.	Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
6.	Design, develop, publish, and present products (e.g. Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
7.	Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
8.	Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
9.	Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.
10.	Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

1.	Demonstrate proficiency in the use of computers and applications as well as an understanding of concepts underlying hardware, software, and connectivity.
2.	Demonstrate responsible use of technology and an understanding of ethics and safety issues in using electronic media.
3.	Demonstrate ability to use technology for research, problem-solving, and communication. Students locate, evaluate, collect, and process information fro a variety of electronic sources. Students use telecommunications and other media to interact or collaborate with peers, experts, and other audiences.