Intro to PowerPoint

Jean Barber
Grade 5/Social Studies

Links to Files Associated with This Lesson

  1. Daily Work Log for 

  2. Final Assessment for 

  3. Learning Objectives for "Explorers"

  4. State Fair Slide Grading Rubric

  5. Tracking Sheet

Content Area Objectives Addressed: 

 The student will research for information about their assigned state.

  1. The students will identify the states which border their state.

  2. The students will identify the nickname(s) for their state.

  3. The students will identify their state capital.

  4. The students will identify the symbols (bird, tree, flower) for their state

  5. The students will identify 3 places to visit within their state.

  6. The students will identify an annual event that occurs in their state.

Technology Objectives Addressed:

  1. The students will use the Internet and bookmarked addresses to research their state.

  2. The students will use a digital camera to take pictures of their classmates.

  3. The students will complete a survey slide to be included in a presentation for parents during State Fair.

  4. The students will choose the layout, color,  font  for their slide.

  5. The students will assist other students in the completion of their slide.

  6. The students will be offered the opportunity to complete a PowerPoint in lieu of their hard-copy packet.

Activity Description

            What was the process that your students went through to complete this lesson? 

  1. I presented a short PowerPoint as a preview of the state Fair project. Using the projector and screen I modeled the use of the various screens in PowerPoint and the choices in formatting.  We explored slide layout, backgrounds, font (color and size) selection, inserting a text box, a picture, and a headline.  We discussed the use of color and how to change it.
  2. I took three students and coached them as they completed their slides.  We did troubleshooting at this stage.  My assistance decreased with each student’s slide.  These became our students “techies.”  Their job was to assist other students in the completion of their slides as one of the stations we worked in to prepare for state fair.

  How did you monitor student progress?

1.        I monitored student progress using a sign in process on my white board as the students entered the room.  They signed up under the column that described the work they planned to complete during that period.

2.       At the end of the period I asked them quickly what progress they had made during the period.  I used a roll sheet to keep track.  I had the same headings that were entered on the white board, so it was a check-off process.  This allowed me to keep close track of their progress and identify immediately those students who were not completing their work.

Was there a template or an example that students were expected to follow?

An example was given and a choice of slide layouts was presented but no actual template was used for this lesson.

            How much time did you dedicate to this project?

This was part of an ongoing project – I allotted two weeks to the completion of the class set of slides.

                        Total  2 weeks

                        Daily (approximate) 45 minutes per day

            How was the final product presented?

The final project was presented at the evening presentation of State Fair for the parents on the foyer wall using the school secretary’s computer.  It will also be used at our end of the year Celebration of Achievement BBQ.

Who was the audience for the final product?

Beyond the students themselves, the audience was their peers, the school administration and their parents.

 Learning Issues

What prior knowledge was required on the part of the students in order for them to be successful in this project? (include curriculum and technology knowledge)

o       The students needed to know the state they had been assigned to research for the State Fair project as a base for curriculum knowledge.

o       The technology the students needed in order to be successful are:

o       Basic navigation skills (Because my students come from a wide variety of backgrounds I assumed very little prior knowledge and was prepared to teach the skills they needed.)

o       Basic Internet skills – how to access book marked sites and navigate within the screens.

Resource Management

            What was the student to computer ratio?

         The ratio of students to computers was 5 to 1 in my classroom.  There is no lab available at our school.  (Less than a third of the students in both sections of Social Studies that I teach have computers at home.)

How did you schedule your students’ computer time?

When we are working on projects the students have full access to the computers, as they need to use them based on the sign in they do on the board as they enter the room.

 What was the location of the computers and other technology equipment used by students?

The computers and technology equipment the students use is located in the room.  There is no lab set-up available.

How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our pre-service teachers.)

 The most effective way to acquire computers is to use what you have in the classroom well and make their value clear to your administrators.  Next, apply for every grant that comes down the road.

Rate the level of access for students to use computers/other technologies as they needed  --high, medium, low

Medium  -- Sometimes a lab set-up would be useful; I am grateful for the computers Bridges has supplied me and we use them in almost everything we do.  When my class is out of the room other classes use those computers.

Rate the level of supervision required for students during the project, specifically for computer and other technology use –high, medium, low

Medium --Because I have worked with these students all year they know my expectations and meet them.  I don’t feel that technology supported lessons are “harder” or require more supervision.

Materials

What hardware was required for your project?

The computers, projector, (SMART board is still not up) supplied by Bridges.

            What software was required for your project?

We used Microsoft Office without difficulty.

            Anything else? No.

 Assessment

            What kind of assessment did you use for this project? (Include a copy if you can.)

See the attached rubric.

            What categories did you assess? (I.e.:  content, screen design, depth/breadth, etc.)

See the attached rubric.

Other

How does the product that you submitted compare with other students’ products for this same project?

 I don’t know.  I honestly did not want my project to reflect what others were doing.  In that sense, the project you see is valid.  It was designed to meet a need not to showcase technology.  It represents a truly integrated technology lesson.

What did you like best about this project?

 I like the opportunities it gives my students to be successful in a different format.  Many children will be willing to work on a PowerPoint where a hand written hard copy packet would be beyond them.  Both require the same research and information.

            What did the students like best about this project?

Ownership --The students enjoyed being able to choose the background, font, color, etc. that slide production offers them.

           Rank the level of student involvement in this project –high, medium, low   HIGH

           Rank the level of student interest in this project –high, medium, low     HIGH

            Would you teach this lesson again? Absolutely!

 

 

 

 

 

 

 

Daily Work Log for ____________

Day ___:  On _______ I worked on the computer/ packet.  This

 

shows how well I worked:

 

 

Day ___:  On _______ I worked on the computer/ packet.  This

 

shows how well I worked:

 

 

Day ___:  On _______ I worked on the computer/ packet.  This

 

shows how well I worked:

 

 

Day ___:  On _______ I worked on the computer/ packet.  This

 

shows how well I worked:

 

 

Day____:  On _______ I worked on the computer/ packet.  This

 

shows how well I worked:

 

 

Day ____:  On _______ I worked on the computer/ packet.  This

 

shows how well I worked:

 

 

 

 

 

 

 

 

 

Final Assessment for “Explorers”

 

Directions:  On a separate sheet of paper, using complete sentences, answer the following questions.  You may use any of the notes and assignments that you have taken during this unit to assist you.

      1.             List three reasons for exploration.

      2.             Name three countries that sent explorers.

      3.             Describe (illustrate) hazards or obstacles explorers encountered.

4.             Name 3 explorers, what they were looking for, what they found, and the significance of their discovery.

 Compare/contrast the English, the French, and the Spanish in terms of exploration.

 

 

 

 

 

 

 

 

 

Learning Objectives for “Explorers”

1.             List three reasons for exploration.

      2.             Name three countries that sent explorers.

      3.             Describe (illustrate) hazards or obstacles explorers encountered.

      4.             Name 3 explorers, what they were looking for, what they found, and

                      the significance of their discovery.

Compare/contrast the English, the French, and the Spanish in terms of exploration.

 

 

 

 

 

 

 

 

 

State Fair Slide Grading Rubric

Item

4

3

2

1

0

Completed

completed

 

 

 

Not completed

Color

Advanced skill used

Good contrast with font color

Adequate contrast with font color

Color changed; poor contrast with font color

Color not changed

Font

Font color, size, and style add to slide

Font changed: color, size, and style are adequate

Font changed: color contrast poor

Font changed;

Font not changed

Format

Followed directions

 

 

 

Did not follow directions

Information

All of the information

 

Most of the information

 

Incomplete information

Picture

Resized and centered the picture

Inserted the picture into the slide

 

Used the Digital camera to take a picture

Did not take a picture

Headline

Inserted a headline

 

 

 

Did not insert a headline

Textbox

Inserted a text box

 

 

 

Did not insert a headline

 

Total Points

 

 

 

 

 

 

 

 

 

 

_________’s Tracking Sheet for ______________

 

_____1.  Use the computer to do research to produce a hand-written rough draft.

 

_____2.  Edit your paper with your partner.  (Help your partner edit his/her paper.)

 

_____3.  Teacher edits your rough draft.

 

_____4.  Write your final copy.

 

_____5.  Present your explorer. 

________________________________________________________

 

_________’s Tracking Sheet for ______________

 

_____1.  Use the computer to produce a rough draft.

 

_____2.  Edit your paper with your partner.  (Help your partner edit his/her paper.)

 

_____3.  Teacher edits your rough draft.

 

_____4.  Write your final copy.

 

_____5.  Present your explorer.

----------------------------------------------------------

 

_________’s Tracking Sheet for ______________

 

_____1.  Use the computer to produce a rough draft.

 

_____2.  Edit your paper with your partner.  (Help your partner edit his/her paper.)

 

_____3.  Teacher edits your rough draft.

 

_____4.  Write your final copy.

 

_____5.  Present your explorer.