Children's Literature

On page 18 of Build Your Own Website by Asha Kabag, an icon is defined as "a small picture that represents the page to which it connects." Have students look at the icons on the title page that stand for "design" and for "additional help." Have them tell how these pictures represent their meanings. Then have them look at the icons on pages 6, 7, and 8 and tell what they stand for, that is, what happens when one clicks on each of them and tell also how well they think they represent their meanings. On page 9, have the students explain the icons Maria chose to use on her homepage. Finally, ask them to look at the icons on page 19, "Obtaining Pictures," and decide, independently, what they might have each of them stand for. Have them compare their answers and then, as a group, list the qualities that make a "good" icon. They might also search "Icons, Digital" to find Web sites with icons that can be downloaded.

Mathematics

Students can search out the symbols and icons that represent the digital age. They can classify the symbols and icons according to the number and types of symmetry they represent.

Social Studies

Discuss with someone over 50 what the following terms meant to them when they were your age and explain what the words mean to you as they relate to a computer: memory, program, keyboard, web, virus and CD. Make a chart on your computer showing the various responses you get for each word.

Wellness

Prepare index cards for the symbols and icons on the tool bars of the classroom or lab computers. Place the picture of the symbol/icon on an index card and the written word representing the symbol/icon on another index card (e.g., a picture of the printer symbol on one card, and another card with "printer"). There can be duplicates and/or a wide variety of cards (as long as the cards are in pairs). Also prepare a code chart with the picture of the symbol/icon as well as the word that represents the symbol/icon for reference during the game.

Students can play this game individually or in small teams (2-3 per team). The game can be played outdoors or in the classroom as long as there is room to move. Place the index cards with the picture of the symbol/icon in a pile at a central spot within the boundaries. (You may want to give each student a symbol/icon card to start.) Randomly scatter cones with 4-5 different written word cards under each cone throughout the play area. Designate a "home" spot for each student or team to keep the matching sets. If the game is played in teams, have one person leave the "home" area at a time -- each player may select one cone to go to then come back and tag the next person on the team to select another cone if the word does not match the symbol/icon picture.

When the music starts students will use a locomotor movement to a cone and pick the top card that is under the cone, if the student thinks it is the written name of the symbol/icon, the student brings it to the code chart to check and if correct, takes both cards to his/her starting area. The student then goes to get a new card with the picture/icon. If the student knows the word does not represent the symbol/icon, he/she places the word card back under the cone at the bottom of the pile (if unsure go to the reference chart first, and if incorrect, bring it back) then tries a new cone to match his/her card. This process repeats until the music stops (5-10 minute rounds). Review matches at the end.

Technology Education

The Personal Digital and Information Technology Timeline

The purpose of this activity is to allow the students to develop a perspective of the digital and information technologies that have been created during their lifetime. This assignment will help students recognize the contribution that various digital and information technologies have made to improve life. The timeline will consist of the years a student has been alive. Each year of your students' lives should be represented by two technologies on the line.

Students should be encouraged to use the Internet to research information that is related to digital and information technologies. Remember that search engines such as Google, Ask and Yahoo!, are also good examples of tools that have become part of everyone's life if they have access to digital and information technologies. New inventions, like the iPod, ThinkPad, and PDA are all examples of hardware innovations. It is important to have at least two different technologies represented for each year the students have been alive.

Glue all collected elements onto poster board or large sheets. Two photographs of your student will be pasted on the display

1. Near or at birth – used to denote the beginning of the time line (top, left side)
2. Present day – used to denote the present day (top, right side)

Draw a straight black line across the length of the poster. Equally space the years of a student's life under the line. These may be hand written or produced by a word processing program.

When the posters are completed, display them and have each student review the various digital and information technologies that they have selected.