Title: Identifiying Destinations for A Class Trip
Description: In this lesson, students will use a geographic perspective in identifying and comparing features of physical and political maps of the world. They will use information from these map sources, as well as other National Geographic resources, to make decisions about the best place to go on a class trip. Once students identify this place, they will relay their findings in a presentation designed to convince the principal that it’s an ideal place for a class trip.
Standard(s):
[T1] PPR (3) 1: Locate the prime meridian, equator, tropic of Capricorn, tropic of Cancer, international date line, and lines of latitude and longitude on maps and globes.
[T1] PPR (3) 7: Describe the relationship between locations of resources and patterns of population distribution in the Western Hemisphere.
[TC2] (3-5) 2: Use various technology applications, including word processing and multimedia software.
[TC2] (3-5) 6: Describe social and ethical behaviors related to technology use.
[TC2] (3-5) 8: Collect information from a variety of digital sources.
[TC2] (3-5) 9: Use technology tools to organize, interpret, and display data.
[TC2] (3-5) 10: Use digital environments to collaborate and communicate.
[TC2] (3-5) 11: Use digital tools to analyze authentic problems.

Title: Organizing A Computer Folder
Description: Students will realize that computers can store and organize information and that this information can be easily retrieved whenever they want to access it.
Standard(s):
[TC2] (0-2) 1: Identify basic parts of various technology systems.
[TC2] (0-2) 2: Identify applications and operations of various technology systems.
[TC2] (3-5) 1: Use input and output devices of technology systems.
[TC2] (3-5) 8: Collect information from a variety of digital sources.
[TC2] (3-5) 9: Use technology tools to organize, interpret, and display data.

Title: What They Left Behind: Early Multi-National Influences in the United States
Description: The lessons in this unit are designed to help your students make connections between European voyages of discovery, colonial spheres of influence, and various aspects of American culture.
Standard(s):
[T1] ALS (4) 3: List reasons for European exploration and settlement in Alabama and the impact of Europeans on trade, health, land expansion, and tribal reorganization of Native American populations in Alabama.
[T1] US3 (5) 4: Explain effects of European exploration during the Age of Discovery upon European society and Native Americans, including the economic and cultural impact.
[TC2] (3-5) 7: Explain the influence of technology on society.
[TC2] (3-5) 9: Use technology tools to organize, interpret, and display data.
[TC2] (3-5) 10: Use digital environments to collaborate and communicate.

Title: Digital Tools/Concept Mapping/Lovely Charts
Description: Online diagramming allows you to create flowcharts, sitemaps, and organizational charts.
Standard(s):
[TC2] (3-5) 9: Use technology tools to organize, interpret, and display data.
[TC2] (3-5) 10: Use digital environments to collaborate and communicate.
[TC2] (3-5) 11: Use digital tools to analyze authentic problems.

Title: Rubric for Visual/Digital Literacy
Description: Using this rubric from a ReadWriteThink lesson, teachers assess student-created fan magazines, or "zines", about their favorite popular culture icons. Teachers can evaluate how students use the computer, interactive publishing tools, images and more. Click "Display Full Record" and see the Relation field for a link to the lesson this assessment tool supports.
Standard(s):
[TC2] (3-5) 8: Collect information from a variety of digital sources.
[TC2] (3-5) 9: Use technology tools to organize, interpret, and display data.
[TC2] (3-5) 10: Use digital environments to collaborate and communicate.
[TC2] (3-5) 12: Create a product using digital tools.

Title: Digital Tools/Concept Mapping/Lovely Charts
Description: Online diagramming allows you to create flowcharts, sitemaps, and organizational charts.
Standard(s):
[TC2] (3-5) 9: Use technology tools to organize, interpret, and display data.
[TC2] (3-5) 10: Use digital environments to collaborate and communicate.
[TC2] (3-5) 11: Use digital tools to analyze authentic problems.

Title: Word Processing Ideas
Description: This perhaps goes without saying, but one of the best uses of computers in a writing class is perhaps the most common activity that writers use computer for in the first place: writing. For many students, it will represent a "unique activity" to actually compose at the keyboard, no pen or paper in sight.
Standard(s):
[TC2] (0-2) 8: Use digital environments to exchange ideas with individuals or groups.
[TC2] (0-2) 9: Identify digital tools used for problem solving.
[TC2] (0-2) 10: Design original works using digital tools.
[TC2] (3-5) 2: Use various technology applications, including word processing and multimedia software.
[TC2] (3-5) 9: Use technology tools to organize, interpret, and display data.

Title: Digital Tools/Concept Mapping/Lovely Charts
Description: Online diagramming allows you to create flowcharts, sitemaps, and organizational charts.
Standard(s):
[TC2] (3-5) 9: Use technology tools to organize, interpret, and display data.
[TC2] (3-5) 10: Use digital environments to collaborate and communicate.
[TC2] (3-5) 11: Use digital tools to analyze authentic problems.

Title: The Electronic E.L.F
Description: Technology integration activities for grades K-12 that are aligned with the Alabama Course of Study.
Standard(s):
[TC2] (3-5) 8: Collect information from a variety of digital sources.
[TC2] (3-5) 9: Use technology tools to organize, interpret, and display data.
[TC2] (3-5) 10: Use digital environments to collaborate and communicate.