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OUTCOME CHART 



Nova Scotia Outcome Chart: Information Technology 4-6

In the Nova Scotia Vision for the Integration of Information Technologies, media literacy is considered to be an essential part of information technology.

Grade 4-6

By the end of Grade 6, in addition to Grade 3 outcomes, students will be expected to:

Basic Operations and Concepts (BOC)

BOC 6.1 (related to 3.1)

Students will be able to use calculators; media and computer equipment; and relevant peripheral devices, such as scanners, cameras and printers.

BOC 3.3

Students will understand and, with increasing facility, use a wide range of terminology related to the technologies they employ during their studies.

Classroom Activities and handouts

Internet checklist for kids (9-12) (PDF)

Internet: Cyberhistory 101

Protecting Your Privacy on Commercial Web sites

Five Ws of Cyberspace

Research Relay

Internet Glossary

Teaching Backgrounders

Acceptable Use Policies

Evaluating Internet-based Information: A Goals-based Approach

Evaluating Internet Research Sources

How To Discourage Plagiarism

MNet Special Initiatives

Background information for teachers about the Internet and Internet issues can be found in the following Web Awareness Canada sections:

Safe Passage

Kids for Sale

Fact or Folly

 

Productivity Tools and Software (PTS)

PTS 6.5 (relate to 3.3)

Students will collaborate with others to conduct simple research, then plan and create a representation of their learning, such as a storyboard, a multimedia presentation, an audio cassette, a web page or a print publication.

PTS 6.6 (relate to 3.3)

Students will work independently to conduct simple research, then plan and create a representation of their learning, such as a storyboard, a multimedia presentation, an audio cassette, a web page or a print publication.

Lessons

Deconstructing Web Pages

Jo Cool or Jo Fool


Classroom Activities and handouts

Internet checklist for kids (9-12) (PDF)

Five Ws of Cyberspace

Research Relay

Teaching Backgrounders

Acceptable Use Policies

Evaluating Internet-based Information: A Goals-based Approach

Evaluating Internet Research Sources

How To Discourage Plagiarism

How to Search the Internet Effectively

Reducing the Risk in the Classroom

MNet Special Initiatives

Web Awareness Canada section:

Fact or Folly

Communications Technology (CT)

CT 6.1 (relate to 3.1, 3.2)

With the assistance of their teachers when required, students will use the Internet to send and receive e-mail for curriculum purposes; to exchange files of curriculum-related information; and to search and access curriculum materials located on the world wide web.

CT 6.2 (relate to 3.1-3.3)

With teacher assistance and direction as required, students will use curriculum information resources available within the school, district, community and Internet.

CT 6.4 (relate to 3.2)

With the direct supervision and assistance of their teachers, students may participate in curriculum-based, monitored, closed, electronic e-mail chat groups; and may participate in audio-video conferencing.

CT 6.5 (relate to 3.2)

Students will begin to describe how processing and transmitting information have evolved; how they continue to change; and what impacts such changes have on individuals, communities and cultures.

CT 6.6 (relate to 3.2, 3.3)

Students will use local mass media, such as newspaper, radio, television, and the Internet to convey to the general public their ideas, questions and insights on issues of concern to students.

CT 6.7 (relate to 3.2, 3.3)

Students will demonstrate their understanding of how form, standards, conventions, and methods of information transmission affect students their age.

CT 6.9 (related to 3.4)

Independently, students will create, on a topic of study, using web authoring software, a series of lined, branched, web pages which incorporate text, still and moving images, and links to external web addresses.

Lessons

Deconstructing Web Pages

Jo Cool or Jo Fool

Create a Youth Consumer Magazine

Online Marketing to Kids: Protecting Your Privacy

Online Marketing to Kids: Strategies and Techniques

Protecting Your Privacy on the Internet

Classroom Activities and handouts

Internet checklist for kids (9-12) (PDF)

Five Ws of Cyberspace

Research Relay

Teaching Backgrounders

Acceptable Use Policies

Evaluating Internet-based Information: A Goals-based Approach

Evaluating Internet Research Sources

How To Discourage Plagiarism

How to Search the Internet Effectively

Reducing the Risk in the Classroom

MNet Special Initiatives

Web Awareness Canada section:

Fact or Folly

Research, Problem Solving, and Decision Making (RPSD)

RPSD 6.3 (relate to 3.2)

Using full-text and encyclopaedic electronic resources and teacher-recommended Internet web addresses, designed for use at the elementary level, students will independently search, evaluate and select relevant information on topics under study.

RPSD 6.5 (relate to 3.7)

Students will record and cite sources of information used in their research.

Lessons

Deconstructing Web Pages

Classroom Activities and handouts

Internet checklist for kids (9-12) (PDF)

Five Ws of Cyberspace

Research Relay

A Tale of Two Cities

Teaching Backgrounders

Evaluating Internet-based Information: A Goal's-based Approach

Evaluating Internet Research Sources

How To Discourage Plagiarism

How to Search the Internet Effectively

MNet Special Initiatives

Web Awareness Canada section:

Fact or Folly

Social, Ethical, and Human Issues

SEHI 6.2 (relate to 3.3)

With the assistance of their teachers as required, students will begin to identify social and ethical issues concerning

  • the accuracy of information and its representation
  • personal privacy and safety when in electronic environments such as Internet global access to information and its manner of distribution

SEHI 6.3 (relate to 3.4)

With the assistance of their teachers as required, students will begin to evaluate how information networks and media productions -- such as Internet, audio and video recordings, multimedia presentations, and print publications -- influence the form and structure of information and its impact on themselves, on communities, and on virtual and natural environments.

SEHI 6.4 (relate to 3.5)

Students will explain and demonstrate how form and structure in information products and processes are influenced by particular cultural values and experiences.

SEHI 6.5

Students will demonstrate an understanding of the social conventions of on-line communication and observe these conventions during their own communications on the Internet

 

Lessons

Deconstructing Web Pages

Jo Cool or Jo Fool

Online Marketing to Kids: Protecting Your Privacy

Online Marketing to Kids: Strategies and Techniques

Protecting Your Privacy on the Internet

A Day in the Life

What Students Need to Know about Freedom of Information and Protection of Privacy

Advertising All Around Us

Analyzing the News: Introduction

The Anatomy of Cool

Do You Believe This Camel?

Kids, Alcohol and Advertising: Messages About Drinking

Kids, Alcohol and Advertising: Young Drinkers

Kids, Alcohol and Advertising: Understanding Brands

Kids, Alcohol and Advertising: Interpreting Media Messages

”He Shoots, He Scores”: Alcohol Advertising and Sports

Who’s On First: Alcohol Advertising and Sports

Images of Learning

Junk Food Jungle

Looks Good Enough to Eat!

Media Kids

Packaging Tricks

Put Downs

Thinking About Television and Movies

What's in a Word?

 



 
Nova Scotia - Information Technology 4-6 - Outcome Chart  

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