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These are resources used for teaching
the Technology Applications Texas Essential Knowledge and Skills (TA TEKS). The TA CED
wants to share these resources but is not responsible for any changes to external sites.
Please note that the TEKS listed may not be the only TEKS that a particular activity could
address. In addition, many activities may be modified for a different grade level. |
| # |
Activity or Project |
TEKS |
| 1 |
State Research
5th grade research based ideas for finding and presenting information about the states. |
Listed on State Research. |
| 2 |
Survey Research
Survey research techniques and principles are discussed and students are shown examples of
surveys. Students develop surveys to be administered in various locations (within the
school or community depending on subject and grade level). Topics could include
environmental issues, trivia, favorites, etc. Data is tabulated and entered into a
spreadsheet for analysis. Students learn formulas and graph the results.
Extension(s):
Present the results at a school or community meeting. TA (3-5) 11B
Collect data in collaboration with a class in a different town. Combine and compare data. TA
(3-5) 8AC |
TA (3-5) 7B
MA 3.14A 15D 16A
MA 4.14ABD 15A
MA 5.13BC 14ABD 15.A
SS 3.16EF
SS 4.22CF
SS 5.25BCF
SC 3.2E
SC 4.2E
SC 5.2DE |
| 3 |
Texas Culture Jigsaw
4th grade research project about the cultural heritage of Texas. |
Listed on Texas Culture Jigsaw. |
| 4 |
School Tour
After listening to books about schools and teachers, students create a virtual tour of the
school with a multimedia program and a digital camera. Students record descriptions of the
pictures.
Carolyn McCollum and Debra Lunsford, Region
8 TLA
Extension(s)
Create a web page.
Create a tour of the community. |
TA (3-5) 1B 2AE 5A 7ABC 9B
11A
LA 3.1A 12H 16 18E
LA 4.1A 17 19F 21B 25B
LA 5.1A 17 19F 21E 25B
SS 3.17ABC
SS 4.23CE
SS 5.26CE |
| 5 |
Weather Forecasting
Collect local weather conditions and track trends to forecast the weather. |
Listed on Weather Forecasting. |
| 6 |
Paper Quilts
Quilts often have special meaning and may be used to tell a story. After reading
a story, students use a paint/draw program to illustrate a portion of the story or an
emotion brought out by the story. Designs are printed, cut into squares, and then colored
by the students. The squares are glued to a poster board with contrasting borders of
construction paper.
This activity can be completed with a book the class has read together or by creating a
patchwork quilt from different books. If the book is read as a class, students can work in
pairs to create a square. |
TA (3-5) 7B, 7C, 11A
LA 3.9E, 10AB
LA 4.11B
LA 5.11B |
| 7 |
Garbage
At the end of the day, students sort and catalog the garbage collected within the
classroom. The material is sorted into types and counted. Information is entered into a
spreadsheet and graphs are created.
Extension(s):
Compare garbage collected within your classroom to another classroom through e-mail. TA (3-5) 8C LA 4.22B
5.22B
Compare classroom garbage to cafeteria garbage or home garbage.
Implement a recycling program. Compare types of garbage discarded before and after. SC
3.1B 4.1B 5.1B
Additional resource(s):
Poem by Shel Silverstein: Sarah Synthia Sylvia Stout Would Not Take the Garbage Out
Graphing
Garbage  |
TA (3-5) 7B
MA 3.14A 16A
MA 4.14A
MA 5.15A
SC 3.2E
SC 4.2E
SC 5.2E
SS 3.17C
SS 4.23D
SS 5.26D |
| 8 |
Multimedia Non-Linear Project
Research papers can be published in a multimedia format using text, audio, graphics, and
video. Organizational outline includes:
a) Select a topic (Science topic page and Social Studies topic page), b) Do the research, c) Outline the
information (See bottom left of sample storyboard),
d) Create a storyboard (See sample storyboard)
and plan or sketch how project will look, e) Generate on the computer, and f) Present
material.
Fernando Rosa, San Benito CISD |
|
| 9 |
State the Facts
Divide students into groups of three. Each group is to create a slideshow about a
state. Each group will invent a "new state." Sample list of state
characteristics includes: a) Name of state, b) Map (5 major cities with unique names,
rivers and lakes, airports, forests, mountains, etc.), c) Flag with state colors, d) State
motto, e) Major industries/attractions, f) State emblem, g) State bird, h) State flower,
i) State song, and j) State tree.
Fernando Rosa, San Benito CISD |
|
| 10 |
How-To
Students tell the reader "How to" do something. Organizational outline
includes: a) Select topics (Sample How-To Topics), b) Write steps on a practice sheet (See
How-To Practice Sheet), c) Create storyboard (See sample storyboard), d) Create one slide
per step, e) Include title page, materials, and credits, and f) Present products.
Fernando Rosa, San Benito CISD |
|
| |
These are resources for teaching the
Technology Applications Texas Essential Knowledge and Skills (TA TEKS). The TA CED wants
to share these resources, but is not responsible for any changes to external sites. Please
note that the TEKS listed may not be the only TEKS that a particular activity could
address. In addition, many activities may be modified for a different grade level. |
| 11 |
Picture This
Students search for 10 stamps (e.g., house, tree, boat, bird, etc.). Next to each
stamp, using the test tool, write the name of that picture. Students write a short story
on the same page. Students are to incorporate as many of the stamps in the story as
possible.
Example(s):
i= sun
Extension(s):
Secret Code - Students create an alphabet code to use as a secret code.
Hieroglyphics - Students use stamps to represent letters and have them write their name in
hieroglyphics.
Concentration- Students create phrases using stamps and text. Print out and have
classmates attempt to guess the phrase.
Fernando Rosa, San Benito CISD |
|
| 12 |
Fire Escape
Students draw a floor plan of their house on a sheet of paper. Draw the escape
route used in case of fire. Using a Draw program, draw the layout of the house. Include in
the diagram: a) Escape route, b) 911 or fire department number, c) Meeting place for
family, and d) Appropriate graphics. Save the diagram and print out. Students review
diagram with family and post at home.
Fernando Rosa, San Benito CISD |
|
| 13 |
Conversion Tables
Students use spreadsheet or draw programs to diagram conversion tables. Laminate
finished products and use in class.
Example(s):
Units of Length
Inch =
in. or "
Foot =
ft. or '
12 Inches = 1 foot ( ft. or ')
3 feet = 1 yard (yd.)
161/2 feet = 1 rod (rd.)
5280 feet = 1 mile
Extension(s):
Unit of weight
Liquid
Time
Area
Volume Fernando Rosa, San Benito CISD |
|
| 14 |
Spelling Word Reinforcement 
Jigsaw - Students print spelling words in large font on a teacher-designed
template (a lightly colored jigsaw puzzle). Students paste the sheet on construction paper
and cut out the jigsaw shapes. Other students put the pieces together.
Pointillism - Pointillism uses small dots of color to represent color
blends (i.e. red + yellow = orange). Students write spelling words in a font that
allows the letters to be in outline form. Student use a paint program to fill in the
outlines using small dots of color.
Stamps - Students print each word using stamps from a paint program. |
|
| 15 |
Computer Tangrams
Tangrams are composed of one square, one parallelogram, and five right triangles. Students
create their tans on the computer using a paint/draw program. Students move and rotate
shapes to make images of people, animals, and objects. |
|
| 16 |
School Maps
Students measure the distance between places on campus. Students create a map using a draw
or paint program. Using a word processor, students create a list of measurements for other
students to use to locate a place on campus. |
|
| 17 |
Inch Worm Scavenger Hunt
Students receive a list of objects around campus. Students locate objects, measure
them, and then return with measurements. All measurements are compiled on a
spreadsheet and averages are calculated. |
|
| 18 |
History on the Internet
Students read historical fiction that aligns with selected course of study. Students
select geographic place names, historical events, and biographic entries throughout the
story. Selected information is researched on the Internet to locate maps, graphs,
diagrams, and graphics to provide additional data. Students share findings with class
within the context of the story. |
|
| 19 |
Keypals
Post a request at a project site for keypals from other countries. Students work in pairs
to generate a list of questions about local customs and traditions. The finalized
survey is sent to the participating keypals. Students communicate via email to get
additional information. The information gained through the survey and individual
correspondence is summarized and electronically presented.
Additional resource(s):
http://www.keypals.com/
http://www.epals.com/ |
|
| 20 |
Texas Campground
Use a spreadsheet to record unique physical and weather characteristics that pertain to a
specific region of Texas. Contrast information to draw conclusions. Use the
information to write a letter to the Governor to convince him/her about the best area for
a new campground. Use a word processor to complete the letter, insert appropriate
social studies information, and use a graphics program to submit a design for the
campground. |
|
| 21 |
Class Book
Brainstorm categories of personal information to be included in the class book. Students
conduct interviews with classmates and enter the information into a database. The
information is sorted, generating additional categories. Each student is provided the
information for one or more categories and are responsible for reformatting the data to
make a page including a graph, interesting quotes, a title, and appropriate artwork. All
students submit computer generated covers with the winning design featured on the cover. |
|
| 22 |
Electronic Introduction
Using a multimedia program, students prepare an introduction to themselves containing a
digital photograph, a self-portrait drawn using paint/draw program, a text personal
profile, and a verbal introduction. Students photograph and tape one another using
digital equipment and transfer recordings to the computer. |
|
| 23 |
My Community
Create an inquiry-based unit researching the community. Culmination of the activity
is through slide presentations, pictorial essays, and video presentations.
Information can be compiled into a community homepage.
Extension(s):
Include oral histories from community members.
Digitize old photographs from personal collections. |
|
| 24 |
Time in a bottle
Collect information about the amount of time class members spend on various activities
during a typical week (i.e., amount of sleep, studying, TV, etc.). Compare time spent
of different activities among class members. Results can be graphed using a
spreadsheet program.
Extension(s):
Enter formulas to calculate time involvement for a year.
Develop surveys for the rest of the school or other schools.
Use tabulations from other schools to design posters with a draw/paint program to indicate
average hours spent of various activities. |
|
| 25 |
Sister Cities
Students research online and CD-ROM sources to locate cities throughout the U.S. with the
same name as their city. Students enter city population, average temperature, size in
square miles, and other numerical data into a spreadsheet. Students use the the chart
and graph functions to graph data to compare and contrast cities. |
|
| 26 |
Outlines
Students learn to develop an outline. Research online or by CD-ROM is conducted
on each point of the outline. Students create a report with media using a word
processor. The document is also saved as HTML for web publishing. |
|
| 27 |
Dental Care
Students listen to a story about dental care. Students deliver a survey to their home
asking for brand of toothpaste. Students collect all results and graph data using
appropriate software. Results are displayed in a variety of graph types. |
|
| 28 |
Civil War Battles
Students use the Internet to research and locate materials (pictures, photographs,
diagrams, and illustrations) about Civil War battles. Using the collected materials,
students make a fact sheet about the battle including setting, weather, time, weapons,
etc. Students recreate the battle from the fact sheets by laying out the setting on the
floor with poster paper and using toy soldiers to represent the soldiers. |
|
| 29 |
Paper Manufacturing
Students are introduced to the process of paper manufacturing. Teacher posts a call
for collaboration with a classroom from a community with a paper mill on the Internet
while students research paper making. Students use research to compile a list of
questions to ask the other classroom. Students make paper at the end of the unit and
send to collaborating classroom. |
|
| 30 |
Venn Diagrams
Students learn to use draw/paint programs to create Venn diagrams. Students are read
a story and collaboratively complete the Venn diagram. Students are encouraged to use
Venn diagrams on the computer as graphic organizers for other purposes. |
|
| 31 |
Acrostics
Students create 4 acrostics based on their first name on the word processor. The
first acrostic uses nouns; the second verbs, the third adjectives. The words of the
fourth acrostic make a complete sentence. |
|
| 32 |
State Letters
Students create large (8.5X11) letters to spell state names on a word processor. Within
each letter are words that identify important topics that begin with that letter. Students
use the Internet to research each topic briefly. Holes are punched in the large
letters to make mobiles. |
|
| 33 |
Tour Bus
Students research a National Park on the Internet. Students create a brochure about
the park using desktop publishing techniques. Students design a tour guide script
detailing important features of the park. Line chairs in long rows (like a tour bus),
distribute brochures and student delivers tour guide presentation.
Resource(s):
National Park Service |
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