Michigan Curriculum Framework Standards and Benchmarks for English Language Arts
Content Standard 2: All students will demonstrate the ability to write clear and grammatically
correct sentences, paragraphs, and compositions.
Benchmark 1:  Write fluently for multiple purposes to produce compositions, such as stories, reports, letters, plays, and explanations of processes.
Content Standard 3: All students will focus on meaning and communication as they listen, speak, view, read, and write in personal, social, occupational, and civic contexts.
Benchmark 1:   Integrate listening, speaking, viewing, reading, and writing skills for multiple purposes and in varied contexts. An example is using all the language arts to prepare and present a unit project on a selected state or country.
Content Standard 4: All students will use the English language effectively.
Benchmark 5:   Recognize and use language appropriate for varied contexts and purposes. Examples include community building, mathematics class, team sports, friendly and formal letters or invitations, requests for information, interviews with adults, and significant discussions.
Content Standard 11: All students will define and investigate important issues and problems using
a variety of resources, including technology, to explore and create texts.
Benchmark 2:  Identify and use the kinds of resources that are most useful and most readily available for the particular questions or topics they wish to investigate. Examples include knowledgeable people, field trips, tables of contents, indexes, glossaries, icons/headings, hypertext, storage addresses, CDROM/laser disks, electronic mail, and library catalogue databases.

National Education Standards for English Language Arts
NL-ENG.K-12.4 COMMUNICATION SKILLS
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
NL-ENG.K-12.7 EVALUATING DATA
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
NL-ENG.K-12.8 DEVELOPING RESEARCH SKILLS
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
NL-ENG.K-12.9 MULTICULTURAL UNDERSTANDING
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
NL-ENG.K-12.12 APPLYING LANGUAGE SKILLS
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

National Educational Technology Standards for Students Grades 3-5
Content Standard 1:  Basic operations and concepts
Benchmark 1:  Use keyboards and other common input and output devices efficiently and effectively.
Content Standard 2:  Social, ethical, and human issues
Benchmark 3:  Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use.
Content Standard 3:  Technology productivity tools
Benchmark 5:  Use technology tools for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
Content Standard 4:  Technology communications tools
Benchmark 5:  Use technology tools for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
Benchmark 6:  Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests.
Content Standard 5:  Technology research tools
Benchmark 7:  Use telecommunications and online resources to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.
Content Standard 6:  Technology problem-solving and decision-making tools
Benchmark 8:  Use technology resources for problem solving, self directed learning and extended learning activities.
Benchmark 9:  Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
Benchmark 10:  Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.

Objectives
Students will be able to:
         Use the internet properly
         Use an internet search engine
         Identify invention of assigned inventor
         Identify place of residence (City, State) of inventor
         Collect other personal information about the inventor
         Create a Power Point presentation, correctly noting references

Materials and Technology
Paper
Pencils
Teacher master list of inventors and inventions
Internet access
Power Point access
Overhead projector

Procedure
Before going to the computer lab
Begin by describing the Mitten Project to the students.  (This group will be familiar with it because they participated in the Mitten Project last semester.)
Assign each student an African American Inventor.  At this time, do not tell students what that person invented.  This is part of what they are supposed to figure out in the computer lab.  Using the overhead projector, list the items students must find in the computer lab.
                 1.  Where is he/she from?  (City, State)
                 2.  What did he/she invent?
                 3.  What year was the invention created or patented?
                 4.  Any other personal information.
Have students write the list down on a sheet of paper and take it with them to the computer lab.

At the computer lab
(Students already know how to use the internet and search engines)
List on the board search engines the students can use (google, yahoo, etc.)  Instruct students to use a search engine to look up their inventor's name.  Some students may have a problem finding their inventor.  If so, tell students the invention that person created/patented so that it can be searched instead.  Give students time to gather information.  Circulate while students search for their information.   Each student should leave the lab with at least one page of notes on their inventor/invention.

Ongoing Assignment
(Students already know how to use Power Point)
Students will create Power Point Presentations of their inventor and invention.  Students are responsible for noting what should be on each slide.  Each will have 7 slides.
Slide 1    Name of inventor/ When and where did they live?
Slide 2    Name of invention
Slide 3    When was it invented or patented? (Date and/or year)
Slide 4    What does the invention do?  How can it be used?
Slide 5    Importance of the invention.  Explain why the invention is important.  Has it saved lives, helped transportation, simplified communications, or made life easier.
Slide 6    References *web sites *books *encyclopedia
Slide 7    My name