CSI Rockville

Inside Teacher Page
[ National and Nets Standards ] [ History Standards ] [ Math Standards ] [ Science Standards ] [ Geography Standards ] [ Language Arts Standards ] [ Writing Standards ] [ Listening Speaking Standards ]

In math, students applied their learning of measurement, statistics and interpretation of data, geometric shapes, addition and subtraction to a real-life situation of analyzing our cemetery.

National Standards for school mathematics are: numbers and operation, algebra, geometry, data analysis, problem solving, reasoning and proof, communication, connections, and representation

Reading comprises of informational text (web sites, reference books, etc) reading comprehension using a variety of reading strategies and comparing information from different sources. Students use titles, tables of contents, chapter headings, glossaries and indexes to locate information within text. Writing strategies and application are emphasized throughout the activities. Students take notes using log sheets, organized data and information, and present their thoughts in writing. 

Visual and performing arts are addressed when  the students create digital pictures, illustrations, diagrams and digital movies created via authentic opportunities to apply listening and speaking skills in a meaningful format.

In science is also gives a realistic opportunity to apply the concepts of investigation, observation, the collect data in an investigation and analyzing those data to develop a logical conclusion.  The study of earth science by analyzing the “earth beneath your feet” and regional geological issues as they pertain the placement of the cemetery, type of soils, and weathering  of the stones keeps the focus solidly within the science standards. As does the study of animal habitats, food webs and chains, and the study of why certain a cemetery habitat is ideal for certain animals and plants.  The difference between evergreen and deciduous trees has a meaning once students realize that cemeteries want to have green plants year round, not just in the summer. Analyzing which plants create erosion and weathering of stones can be quite fascinating for advanced students as well.

Historical curriculum is also powerful as students fulfilled the California History standards of “describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.” We did that to a “t”. We also had students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land. It is a natural fit with the national curriculum standards in all curricular areas! Working with primary source materials such as headstones, old maps, birth and death records, old newspaper articles and journals tool the material to a constant use of higher order thinking skills.

National geographic standards were also addressed throughout the entire process.

NETS:

Technology Foundation Standards for Students

1        Basic operations and concepts

Ø       Students demonstrate a sound understanding of the nature and operation of technology systems 

2        Social, ethical, and human issues

Ø       Students understand the ethical, cultural, and societal issues related to technology.

Ø       Students practice responsible use of technology systems, information, and software.

Ø       Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

3        Technology productivity tools

Ø       Students use technology tools to enhance learning, increase productivity, and promote creativity.

Ø       Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

4        Technology communications tools

Ø       Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

Ø       Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5        Technology research tools

Ø       Students use technology to locate, evaluate, and collect information from a variety of sources.

Ø       Students use technology tools to process data and report results.

Ø       Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

6        Technology problem-solving and decision-making tools

Ø       Students use technology resources for solving problems and making informed decisions.

Ø       Students employ technology in the development of strategies for solving problems in the real world.

NETS for Teachers:

1        TECHNOLOGY OPERATIONS AND CONCEPTS.

Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

Ø       demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students)

Ø       demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

2        PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.

Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

Ø       design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

Ø       apply current research on teaching and learning with technology when planning learning environments and experiences.

Ø       identify and locate technology resources and evaluate them for accuracy and suitability.

Ø       plan for the management of technology resources within the context of learning activities.

Ø       plan strategies to manage student learning in a technology-enhanced environment.

3        TEACHING, LEARNING, AND THE CURRICULUM.

Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:

Ø       facilitate technology-enhanced experiences that address content standards and student technology standards.

Ø       use technology to support learner-centered strategies that address the diverse needs of students.

Ø       apply technology to develop students' higher order skills and creativity.

Ø       manage student learning activities in a technology-enhanced environment.

4        ASSESSMENT AND EVALUATION.

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

Ø       apply technology in assessing student learning of subject matter using a variety of assessment techniques.

Ø      use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

Ø      apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

5        PRODUCTIVITY AND PROFESSIONAL PRACTICE. 

6        SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.

Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:

Ø       model and teach legal and ethical practice related to technology use.

Ø       apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

Ø       identify and use technology resources that affirm diversity

Ø       promote safe and healthy use of technology resources.

Ø       facilitate equitable access to technology resources for all students.