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Creativity and Innovation

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Tom Rup - Network Technician
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Karen Hosmer - YMS Tech/MLTI
Nick Shuman - YMS Teacher/Coach
Annette Slone - ES Teacher/Coach

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Creativity and Innovation

Performance Indicator-A
a. Apply existing knowledge to generate new ideas, products, or processes.

 Grades K - 2 Grades 3 - 4 Grades 5 - 8 Grades 9 - 12
 As a class, with teacher guidance, students use digital representations of existing knowledge to extend their understanding and create new ideas, products, or processes. Students use digital representations of existing knowledge to extend their understanding and create new ideas, products, or processes. Students use digital representations of existing knowledge to extend their understanding, using a variety of digital resources to create new ideas, products, or processes. Students use digital representations of existing knowledge to reflect on and extend their understanding, using a variety of digital resources to create,share and connect new ideas, products, or processes.
 
Examples


1. Students create a variety of plots or endings for a story represented using a brainstorming tool.

2. On an interactive whiteboard, students match images of animals with images of various biomes and explain why they believe that particular animal lives in that biome.

Examples of digital tools above may include: interactive whiteboards, Inspiration or online mind mapping tools like Bubbl.Us or Mindomo
 
Examples


1. Students create a "poetry wiki" that stems from the elements of poetry in lyrics from songs found online, adding images that capture the essence of the poem from an online photo collection that grants permission for reuse.

2. Students create a radio commercial using sound editing software and/or recording device to advertise a product or invention that could be used by fictional inhabitants of a planet based on their understanding of the planet.

Examples of digital tools above may include: Creative Commons collections of photos with permission for reuse like Flickr, Audacity sound editing software, and wiki sites such as PBworks or Wikispaces
 
Examples


1. Students create a wiki that uses primary sources, online information and media to creatively express new ideas, product, or process that addresses an energy-related problem faced in today's world. Students will choose from a variety of digital voice, still image, animation, video editing and presentation tools to create compelling presentations of their projects and embed them into the wiki.
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2. Students use digital sound editing software to modify a famous piece of music's tempo, pitch and rhythm to demonstrate their understanding of how these elements contribute to creating a musical composition. Students then apply their understanding of those musical elements as they create an original piece of music and upload to an online community for mentoring and feedback on their compositions.

Examples of digital tools above may include: Audacity sound editing software, wiki sites such as PBworks, Google Docs, and Musopen free public domain classical music, music creation sites such as JamStudio or Noteflight, Voicethread, Blogger, or Class Blogmeister
 
Examples


1. Students create a wiki that aggregates primary sources, online information and media to demonstrates the differences and similarities between US Civil War reconstruction and reconstruction of Iraq.

2. Students publish a blog or website with multimedia
content that focuses on how the contributions of local citizens have the power to improve their community. The website will include a social forum so students can reflect on their observations.

Examples of digital tools above may include: Blogger, Google Sites, PBworks, Wikispaces, learning management software such as Moodle, Photo Story, Audacity sound editing software, iMovie, Windows Movie Maker, and a variety of web tools that host digital media such as Archive.org

Performance Indicator - B
b. Create original works as a means of personal or group expression.

 Grades K - 2 Grades 3 - 4 Grades 5 - 8 Grades 9 - 12
 With teacher guidance, students use digital tools to create original works. Students utilize a variety of digital tools to create original works for use in an individual or group product. Students select from a variety of digital tools to create original works for contribution to a group product or collection. Students select from a variety of digital tools to create original works for contribution to a group product or collection,integrating feedback and reflection into the creative process.
 
Examples


1. Students, with guidance, work together to create a class story with a variety of plot twists and possible endings using an interactive white board and a brainstorming tool.

2. Following a teacher's example students use a digital paint program to create an illustration or book-cover for their writing.

Examples of digital tools above may include: brainstorming tools like Kidspiration, digital drawing tools like Kidpix, TuxPaint, and MS Paint, interactive white board such as a SMART Board
 
Examples


1. Students use digital maps and sound recording software to create or contribute to a combined class interactive travel log that includes place marks, narration, and the students' illustrations of a trip they would like to take.

2. Students use a scanner and digital drawing tools to create a self-portrait for inclusion in a combined class photo collage.

Examples of digital tools above may include: Google Earth, Google Maps, Audacity, photo editor like GIMP & Photoshop, drawing tools like Sketchup & Paint, imagine tools such as Photobooth and online Avatar makers
 
Examples


1. Students choose online images for inclusion in a digital story about a decade in Vermont's history, created with a presentation tool that the student believes is the best choice for their specific topic.

2. Students design a futuristic home using one of several possible digital design tools and include it in a digital representation of a community.

Examples of digital tools above may include: Voicethread, PhotoStory, Google Docs, Sketchup, CAD programs, Google Maps and Google Earth
 
Examples


1. Students use video editing tools to combine video clips found online with original video footage to create short promotional spots linked to the school Web site to encourage attendance at school events. Students use feedback from the comment section of the Web page to make revisions to their videos. .
2. Students collaborate with peers in regional schools to create digital versions of important buildings in their state with 3-D modeling tools and add building models and historical profiles to a virtual globe or map. Feedback from other students involved in the project is used to refine the projects before the final version is made public.

Examples of digital tools above may include: Discovery Streaming, Movie Maker, Google Sketch-up, Google Earth

Performance Indicator - C
c. Use models and simulations to explore complex systems and issues.

 Grades K - 2 Grades 3 - 4 Grades 5 - 8 Grades 9 - 12
 With teacher guidance, students use digital simulations, models, or graphic representations to explore and depict various patterns and processes. Students use and manipulate variables in digital simulations, models, or graphic representations to explore and explain ideas or concepts. Students create, use, and manipulate digital simulations, models, or graphic representations to analyze complex ideas or concepts. Students create, use, and manipulate digital simulations, models, or graphic representations to design and analyze complex systems and experiments, justifying decisions about the tools that would best serve the tasks.
 
Examples


1. With guidance, students explore web sites that track butterfly migration and then uses digital maps and charts to explore patterns.

2. Students practice math skills by interacting with virtual manipulatives such as virtual pattern blocks and geoboards.
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Examples of digital tools above may include: National Library of Virtual Manipulatives, Google Earth, Google Maps, Scholastic Keys 


 
Examples


1. Students use interactive software or websites simulating the human body to explore and explain science concepts and solve problems from prompts such as, "Why do over 50% of the people who come to the ER after a bike accident have a broken collar bone?

2. Students use content-specific simulation software to engage in recreations of historical cross-country journeys or historical conflicts, etc.

Examples of digital tools above may include: "The Visible Man, History Globe, Oregon Trail, Cross Country Canada, virtual frog dissection.

Examples

1. Students create a 2D or 3D model using tools to design and illustrate a futuristic hand held device and illustrate in words and pictures why these devices will improve the quality of life.

2. Students participate in virtual games ore simulations acting as investigative reporters, environmental scientists, historians, etc., to solve a meaningful dilemma justifying decisions throughout game play.

Examples 
of digital tools above may include: Google Sketchup, Decisions, Decisions, Quest Atlantics or Games for Social Change
 
  • Examples

1. Students write computer programs to operate robotic devices they have built that will assist physically challenged individuals with everyday tasks, justifying the design elements (i.e. both the materials used to create devices and the 'logic' used in programming.

2. Students work together to propose a new business venture feasibility plan for their town, complete with business plan to be presented to a local bank for funding that includes models of impact to the community. Presentation would include justification of tools used.

Examples of digital tools above may include: TETRIX Robotics, Lynxmotion Robot Kits, Mindstorms, programming software like SCRATCH, presentation tools, spreadsheets, Google Maps


Performance Indicator - D
d. Identify trends and forecast possibilities.

 Grades K - 2 Grades 3 - 4 Grades 5 - 8 Grades 9 - 12
With teacher guidance, students use digital tools or resources to gather information, identify patterns and interpret data.Students use digital tools or resources to conduct research, identify patterns, interpret data and make predictions.Students use digital tools or resources to conduct research, identify patterns, interpret data, and make and defend predictions. Students use digital tools or resources to conduct research, identify patterns, interpret data, and make and defend predictions in order to present and publish innovative sustainable solutions that include perspectives from outside the classroom.
 
Examples


1. Students use digital cameras to find geometric shapes around their schools. Teacher displays pictures for students to sort into groups using interactive whiteboard.

2. Students use math tools and templates from interactive white boards to illustrate trends and patterns within their classroom.
 
Examples of digital tools above may include: interactive white boards, SMART Notebook software
 
Examples
1. Students create surveys to predict which items to purchase for sale in the student run school store (bake sale, fundraiser event, etc).. Students graph sales on spreadsheets over time to analyze their predictions..
2. Students analyze local weather maps and online tables of weather data during the school week, create graphs from that information and make predictions about the upcoming weekend weather, which is published in the weekly school newsletter .
 
Examples of digital tools above may include: Excel, Tinkerplots
 
Examples


1. Students demonstrate their understanding of government by making predictions about the upcoming political or legislative vote and use digital tools to find and represent trends that justify their predictions (i.e. word clouds of speeches, surveys, historical data)
 
2. Students use GIS software to analyze patterns of earthquake data and compare it to plate boundaries, fault lines, cities, and make suggestions for relocations and use this geographic evidence to defend their suggestions.
 
Examples of digital tools above may include: GIS, Google Earth, data tables, Wordle, Tagcrowd
 
Examples
1. Students use online spreadsheets to collect data on global warming from participants in different geographic locations and brainstorm solutions and local action steps towards implementing these solutions.

2. Students use a virtual globe and map with relevant overlays to determine the best place to build a new hospital and defend that choice predicting the long-term impact of the decision, posting solutions to a wiki. Students compare their solutions to others, ask questions of their peer's postings, and make revisions to their own solution before presenting a solution to a community expert for feedback.

Examples of digital tools above may include: Google Earth, Google Docs, Wikispaces

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.