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   abacus Definition: A manual computing device consisting of a frame holding parallel rods strung with movable counters. Context: This is an abacus. This counting machine was first used in China and the Middle East.    central processing unit Definition: The part of a computer that interprets and executes instructions. Context: The bits are sent to the computer's brain, the CPU, where they are translated back into words and pictures and symbols on the screen.    e-mail Definition: Messages sent and received electronically via telecommunications links. Context: You can send an e-mail message from the U.S. to almost anywhere in the world in just seconds.    modem Definition: A device that converts information from your computer into signals that can travel through telephone lines. Context: A modem takes information from your computer and turns it into a signal that can travel through the telephone lines.    Uniform Resource Locator (URL) Definition: The address of a Web page, which allows people to find the page on the Internet. Context: A Web page address is called a URL; that is an acronym that stands for uniform resource locator.    scanner Definition: A device that allows one to convert pictures into images on the computer. Context: You can also use a scanner to turn pictures into images on the computer that you can put on your Web site. Back to Top Standards This lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education: 2nd Edition and have been provided courtesy of theMid-continent Research for Education and Learningin Aurora, Colorado.   Grade level: K-2 Subject area: science Standard: Understands the nature of technological design. Benchmarks: Knows that some objects occur in nature, whereas others have been designed and made by people to solve human problems. Grade level: 3-5 Subject area: sc

PERSONAL NARRATIVE WRITING "Amen! By Christine Heim My knees were shaking, my heart was racing, and my breathing was rapid. Why was I so nervous!? I have received plenty of awards, why should this one be any different! I looked over to my mom, and gave her a nervous smile. She tried to comfort me by returning my smile. I returned my attention to my English teacher at the podium. How did I get here? I could only think of one reason. "For your semester project you will have to write a report and make a presentation. The presentations should be unique and original. Good luck" With that my English teacher finished class. Great, being creative wasn't one of my favorite things in the world. I had to think of a way to present my report on the end of the world in different cultures and I had to think of it quickly. After two days of nothing, I was about to give up. The research wasn't going anywhere either, reading site after site on the Apocalypse made me feel like I was constantly in church. Then it hit me! I could present my report like a gospel minister. The more I thought about it, the more excited I became. I prepared my skit, and borrowed a black robe that I could use for my costume. Before I knew it, the day had come and I had to present my project. I was one of the last ones up, so I had the opportunity to see the other student's presentations. Their presentations were all the same things! Go up, tell facts, and sit down. What was I thinking!? No one's project was creative, and I was going to make a fool of myself. "Christine, your turn!" NO! I can't do this! I looked around the classroom, noticing every last person's gaze. Then I saw my friend, with a huge grin on his face. He had known about my presentation since the beginning, and he was looking forward to seeing it. At that point I knew I could do it. I slipped on the black robe and left Christine behind. "The end of the world is coming, are you ready? Well, when I am done you will be ready

top   Bubble Map® Bubble Maps are used to describe qualities using adjectives ("sparkle words") and adjective phrases. As a writing tool it enriches students' abilities to identify qualities and use descriptive words. In the center circle, write the word or thing being described. Write the adjectives or adjective phrases in the outside circles. Home Tips:Describe a friend, a pet, favorite candy, a game, a stuffed animal. top Double Bubble Map® When comparing and contrasting, we use Double Bubble Maps. This is similar in concept to a Venn Diagram. Two items being compared are written in the two center circles. Outside bubbles show items that share qualities with only one object - these are contrasting qualities. Center bubbles (that connect to both circles) show similarities between the two items being compared. Home Hints:Compare and contrast you and your best friend or Mom/Dad, your favorite and least favorite food, characters in a book, two of your teachers, old school and new school. top Tree Map® For classifying and grouping, students learn to use a Tree Map. Things or ideas are sorted into categories or groups. Sometimes new categories are created. On the top line, write the category name. Below that begin writing sub-categories. Below each sub-category write specific members of the group. Some things can go in multiple groups. Tree Maps are good for studying for tests. Use this map to categorize spelling words according to the skill being taught. Try using a Tree Map when studying Social Studies or Science.       Home Tips:Categorize spelling words when studying for a test, write a shopping list for the grocery store organized by type of food (i.e. produce, dairy, canned goods, treats, etc.). top Brace Map® Brace Maps help learners understand the relationship between a whole physical object and its parts. They are used to analyze the structure of an item. It's like 'directing' on paper. On the line to the left, write the nam