St. Paul Lutheran School recognizes the importance of the computer plays in society, for communicating, for enjoyment, and for business. The computer curriculum at St. Paul Lutheran School introduces students to the multitude of ways to use the computer, and integrates the computer as part of daily instruction in the classroom.

Broad School Wide Goals:

A.  To develop an understanding that the computer is a valuable tool for storing and accessing volumes of information.
B.  To use the computer as a tool for manipulating words, numbers, and information.
C.  To help the students view the computer as an important communication tool all around the world.
D.  To raise the students confidence level and knowledge base in their ability to use computers.
E.  To experience computers as daily tools in the academic instructions in the classrooms.
F.  To develop a basic understanding of how to operate a computer.
G.  To understand that computer technologies present the capability to access, analyze, interpret, synthesize, apply and communicate information.

 
Grade Level
Pre-Kindergarten

By the end of Pre-Kindergarten the student will:

1. Have experiences that will enhance their computer awareness by being able to:
 

• learn the  rules of using the keyboard, and learn the proper care and use of the computer
• retell in their own words how a disk is inserted and removed
• learn how the computer is started
• recognize and point out the following parts of a computer: keyboard, monitor, disk drive, CD-ROM drive, and mouse
• demonstrate the use of a mouse
• contribute to a class discussion to create a list of class rules on computer care (such as finish eating before going to the computer, press computer keys gently, leave pencils and crayons at your desk or table)
• demonstrate the correct use of a computer by following the class list of  rules on computer care and use.
• demonstrate the use of the shift key to get upper case letters.

•  tell about hands-on experiences with various software programs i.e. Thinking Things, Sammy’s Science House

• create a picture using a paint and draw program

By the end of Kindergarten the student will:

1. Have experiences that will enhance their computer awareness by being able to:
 

• review orally the basic rules of using a computer
• recognize and point out the following parts of a computer:    printer, cables
• be familiar with the following computer terms: program, memory, cursor, mouse, screen, mouse pad
• name two ways the computer helps people work and play.
• state three places of business where computers are used.
• identify the computer monitor, keyboard, disk drive, printer, and mouse
• identify on the keyboard, letters, numbers, and other commonly used keys (i.e. RETURN/ENTER, space bar)
• type their first name using the computer keyboard.

3.  Print a picture that they have created on the computer.

4.  Explore a wide variety of instructional software, games, and simulations.
 

Grade Level
One

By the end of first grade the student will:
 
1.  Have experiences that will enhance their computer awareness by being able to:

• demonstrate computer rules regarding the care and operation of  computers
• show how to insert and remove a disk
• be able to select activities from a menu
• describe the proper handling of disks
• explain the correct way to use a printer
• use the mouse to open programs on the hard drive.
• execute one software program
• Match names of components of a computer system (monitor, keyboard, disk drive, mouse, and printer) with the components.
• Identify and describe the meaning of the fundamental computer terms (disk, software,   booting/starting, cursor).
• demonstrate the ability to power up a computer system
• show how to power down a computer system

 a.  define the function of the following keys: return, arrows, space bar, escape, caps   lock, and delete
 b.  demonstrate on a keyboard the use of letter keys, number keys and special keys (shift  key,  delete/backspace, space bar, arrow keys).
 c.  type words on the computer that are presented as sight words (i.e. cat, dog, red, blue, me,  two, Mom, Dad).
 d.  type their first, middle, and last name on the computer screen
 e.  demonstrate how to insert a word between two other words.
 f.  given a list of four color words on the computer screen, use the appropriate special keys to  erase each color word as it is called out.
 g.  type words that use the letters of the home row on the keyboard

3.  Show their understanding of the programming and operating systems by being able to:

 a.  use arrow keys and mouse to move through mazes on the monitor

4. Demonstrate their ability to use instructional software, games, and simulations by being able to:

 a.  operate software having programs in beginning sounds, reading, spelling, and directions
 b.  execute software that has programs in counting, basic number facts, and telling time
 c.  read stories off the computer
 d.  use accelerated reader program

5.  Show their understanding of the various graphics and operating tools by being able to:
 a.  demonstrate the use of the CD-ROM
 

Grade Level
Two

By the end of second grade the student will:

1.  Have experiences that will enhance their computer awareness by being able to:

• Restate the rules for proper care and use of the computer
• Define computer terms, software, hardware, and network
• Identify computer related occupations
• Demonstrate using the printer correctly
• Identify uses of technology in the community
• Present examples of computerized information (i.e. grocery tape, bar code, bill receipt) from community sources, to be placed on the classroom bulletin board.
• Tell how community helpers can use computers to help them do their jobs (policeman, grocer, school principal)
• Describe the right of an individual to ownership of his created computer work.
• Identify the function of physical components of a computer system. (monitor, keyboard, CPU, disk drive, printer, CD ROM, hard disk, font, menu, network)
• Explain how sand, dirt, or liquids can damage the computer.

• do simple word-processing
• demonstrate the use of the home row keys and the correct corresponding fingering.
• locate and use the period and question mark keys
• type in dictated phrases
• pantomime correct keyboarding posture
• identify word processing terms ( word processing, load, save, print, font, menu)
• with a word processing program loaded on the computer, type the following home row words:  sad,  dad,  had, glad,  fad,  fall,  hall
• demonstrate beginning word processing techniques of entering selected home row   words, saving, printing, and retrieving text.
• locate and use the word processing functions of Bold, Italic, and Underline of text  j.  change the fonts and size of text in a word document.

• show how to use an encyclopedia CD

• describe how to use two simulations and/or games applicable to the grade level
• demonstrate how to use accelerated reader

By the end of third grade the student will:

1. Have experiences that will enhance their computer awareness by being able to:

• review the rules for use and proper care of computer equipment
• define computer terms: input, output, hard copy, files, desktop, menu, window,  folder,  diskette, highlight
• save his work on a student diskette.
• discuss to show understanding of copyright laws and how the laws protect what a person or  company has created and placed on a diskette.
• tell why it is against the law to make a copy of a copyrighted software program to give to a  friend.
• discuss why copying or receiving illegal software is wrong.
• identify the physical components of a computer system as either input, output, or processing  devices.

• demonstrate the use of spell check in word processing
• use the printer to print out a word processing assignment.
• load a story starter file into the student computer and complete the story.  Save and print the  story.
• demonstrate proper keyboarding techniques for keying all letters. (home row, top row,  bottom row.
• use a word processing program to load, enter, save, and print text.
• use highlighting while selecting text
• Use the functions Center, Justify, and Full in the word processing program
• Use the functions of Bold, Italic, and Underline in a word processing program.

• answer two questions based on obtaining information via a CD-ROM disk.

• demonstrate how to insert clip art into a work of prose.

By the end of fourth grade the student will:

1.  Have experiences that will enhance their computer awareness by being able to:

• identify the ways technology has changed the lives of people in Florida by writing a  paragraph describing what life in Florida would be like with computer technology (i.e. microcomputers, microwaves, VCRs, cable TV, weather forecasting devices)
• write a paragraph or make a poster encouraging students to obey copyright rules.
• describe examples of people using computers to access information for travel (i.e. travel  agents, reserving airline tickets)
• make a collage showing examples of technology in the United States.
• describe the need for protection of software and hardware from vandalism.

• add clip art to written documents
• write a paragraph or make a poster encouraging students to obey the school’s copyright  rules.
• show how to edit a paragraph and save the changes.
• given a paragraph on a Florida historical site, use editing techniques (i.e. arrow keys and  delete, search and replace) to change every "FL" to "Florida" and then save the edited  paragraph.

• copy text. while using a word processing program
• demonstrate use of the regular calculator feature of a computer.
• show how to open and close the access to the Internet.
• discuss the steps involved for using the Internet safely at home and school
• use the Internet for information gathering on a simple research task.
• describe the difference between a print database and a computer database.
• list examples of both print and computer databases (i.e. dictionary, on-line catalog, print  encyclopedia, CD-ROM encyclopedia)
• identify the advantage of printed and computer databases.
• define the terms URL, search engine
• use the page layout function in word processing to modify an existing word document-i.e. change page size, the font size, and the type of font used in the document.
• demonstrate the use of an Internet browser

• use educational software suitable for their grade level that corresponds to lesson(s) being  studied in other subject areas.

• design and print a cover page for their work

By the end of fifth grade the student will:

1. Have experiences that will enhance their computer awareness by being able to:

• demonstrate the use of the mouse to pull down menus and select feature desired
• make a timeline showing technological inventions and discuss how these events have changed like in the United States.
• describe the advantages of obtaining news by telecomputing from a computer accessible news service versus from a daily newspaper.
• research and write a paragraph on how accessing current database information with a  computer improves the work of a pharmacist, home supply clerk, motel manager, or  agricultural extension agent.
• write a brief story or essay about possible consequences of hardware or software vandalism.
• will be able to differentiate between computers- i.e. 386, 486, Pentium
• be able to name seven major uses of computers

• assist in creating a newsletter for the classroom using the word processor
• create a five page report, include a title page, body, and bibliography page
• use a word processing program to copy and move text.
• use move commands or techniques to correctly arrange the story when given a word  processed story with paragraphs out of sequence.
• use the copy or move function to place a name with each quote to personalize the story when  given a story using dialog and a list of student names
• use a word processing program to publish a report that contains centering, tabs, and more  than one paragraph.
• open a word processing program, minimize the program, open Internet access, search for  information on the Internet, and be able to go back and forth from Internet access to Word  document without closing down either program, only minimizing them off and on.

• define database management terms (i.e.  database, file record, field/category, sort/arrange,  select/search, report, minimize, maximize, field, record)
• use animation
• use and create graphics
• use a spreadsheet to create graphics
• identify telecomputing terms (i.e. modem, upload, download, bulletin board)

• use the Internet to retrieve information from databases

• design and print a greeting card
• operate desktop publishing
• draw and paint a picture of own design

By the end of sixth grade the student will:

1. Have experiences that will enhance their computer awareness by being able to:

• students will establish a set of ethical principles to follow using software.
• compare the process of sending and receiving messages:  electronically vs. non-electronically  (i.e., E-mail vs. U.S. mail,  electronic bulletin board vs. classroom bulletin board).
• discuss ways that telecomputing promotes a global community

• prepare a news report with at least three paragraphs on a recent school event to be  telecomputed or mailed to a school in another state.
• identify the function of word processing utilities (i.e., spell checker, electronic thesaurus,  grammar checker)
• identify which word processing utilities (i.e., spell checker, electronic thesaurus, grammar  checker) would be appropriate to use for correcting improper word usage or punctuation errors

• use Hyper-studio or a similar software program
• create a table of buttons for use in graphics
• use HyperStudio to create graphics
• create stacks that can be viewed by other grades
• learn to import movies and videos into stacks
• use the CD-ROM and word processing programs to write a term paper
• use animation with buttons
• create an illustrated story book
• identify the difference between paper spreadsheets (i.e., gradebook, budget, sports statistics)  and computer spreadsheets
• identify and define the correct spreadsheet terms (i.e., spreadsheet, column, row, cell,  formula) on a given diagram of a computer spreadsheet
• insert headers or footers into selected documents
• use a presentation software to present information about a topic via the computer

• use the calculator scientific level feature
• use email to communicate with students from other Lutheran schools
• role play the process of sending one message electronically and another through the U.S. mail.
• conduct a class survey and share the results with a class in another state via an electronic  bulletin board.
• use the World Almanac, or an on-line search, to compare the number of number of some  electrical product (i.e., telephones, computers, dishwashers, televisions) as to the per capita of  various countries
• list ways that telecomputing could affect life in different countries
• identify telecomputer terms:  email, POP, HTTP, FTP, Gopher, Telnet
• use the Internet to search for desired information: given one criterion and given two criteria  (using "and" or "or" connectors where necessary)
• create their own list of bookmarks for Internet sites to revisit

• use the Internet to copy a picture and incorporate the picture into a text document
• use graphing software to create bar and line graphs illustrating the number of each color of  M&M’s in one bag.
• request and compare environmental information from other sites using the Internet

By the end of seventh grade the student will:

1. Have experiences that will enhance their computer awareness by being able to:

• use printers to publish word processing files, database reports, some spreadsheets, and  graphics
• explain how to problem-solve typical printer difficulties
• discriminate between ethical and unethical access to information stored on a computer system
• identify terms related to computer-generated productions (i.e., desktop publishing,  WYSIWYG, clip art, hypertext, multi-media, laserdisc, CD-ROM, VCR, scanners, camcorders)
• define the following computer-generated production terms:  text, video, audio, graphics

• summarize how to use a thesaurus
• create a simple database
• create a simple spreadsheet
• describe the advantages of using computers to generate various types of productions, such as  a newspaper, newsletter, reports, etc.
• use a prepared spreadsheet to enter and edit data and explain the results of the changes
• enter the temperatures taken from various parts of the classroom and/or school, enter the data  into a spreadsheet, and discuss the resulting data
• use a prepared spreadsheet to calculate batting averages, change the number of  times at bat  or the number of hits, and describe how the batting average changed.
• change one or more grades on a given spreadsheet of student grades and describe how the  average changes

• describe how to publish a class newspaper
• take part in publishing a class newspaper
• use graphing software to create a circle graph and a 3-D graph illustrating the number of each color of M&M’s in one bag.
• use a word processing program to write a paper on a given topic and use the computer to  create and present the report
• explain how sorting and searching techniques can be used to solve a specific problem
• read and interpret a given database
• enter and edit data into a prepared spreadsheet to test simple "What if" statements
• when given a spreadsheet of a student grades, enter different numbers for the last test score  to determine what scores would earn a final  grade average higher than 90
• format their text into multiple columns on a select word document.
• construct an outline of information using a word processor

By the end of eighth grade the student will:

1.  Have experiences that will enhance their computer awareness by being able to:

• work in a group to make a skit or a video illustrating the consequences of violating copyright  law.  dramatize interviews with both violators and authors of created work, including  discussion of possible penalties for violation (i.e., destruction of the illegal copy, award of  money to the author, large fines, jail sentences)
• distinguish between different types of data as to which are public and which are private
• define computer virus
• state the need for protection of software and hardware from computer viruses
• find articles about computer viruses in newspapers or in a print/electronic magazine index.
• discuss ways of protecting against computer viruses.
• chart and report the possible effects of computer viruses on at least two of the following:   schools, businesses, health services, scientific research, or national defense.

• create a word processed report on how telecomputing can affect any of the following topics  (i.e., news, research, disaster relief, sports, banking, education),
• change titles and selected text to bold style in a word processed file
• rearrange the text to "paste" the clip art selections, either by computer or by paper and  tape/glue when given a word processed file and a collection of clip art

• use a FTP client to upload and download web page files
• use FTP sites to download software
• create presentations using videoediting
• create formulas or use calculation functions to do computations with the data

• use a database to sort records
• sort European countries in ascending order by elevation and identify the five countries with  the highest elevations based upon a prepared database on Europe and mountain heights
• sort a prepared database of the planets of the solar system to identify the planet with the  greatest gravitational pull
• create and use a database for the tracking of grades
• categorize which should/should not be readily available to others in a database when given a  list of several types of information. (i.e., name, age, height, weight, favorite color, number of  siblings, favorite music group, preferred pizza toppings)
• use sorting and searching techniques to solve a specific problem when given a prepared  database.
• enter and edit data into a prepared spreadsheet to test "What If" statements.
• determine the weight of five objects on each planet when given a prepared spreadsheet with  the relative gravity of each planet listed

• create clip art by scanning images
• use the data given in a table form to create a simple chart