Word Processing and Internet Planet Report
Kathryn Pishl
4th/ Science/Language
Links to Files Associated with This Lesson
Planet Report Check List
Content Area Objectives Addressed:
SWBAT apply the writing process to write a 4-5 paragraph report.
SWBAT research information about a planet.
SWBAT demonstrate their knowledge of 1 planet.
Technology Objectives Addressed:
SWBAT use a word-processing program to edit, proofread and publish a report.
SWBAT change the font and size.
SWBAT capture a graphic from the Internet.
SWBAT save information to a disk and to the desktop.
What was the process that your students went through to complete this lesson?
Day 1 Language (30 min.): Student received a checklist and assignment activity sheet to be filled out as they wrote their reports. Students selected a planet to research. After a teacher-demonstrated review, students created a web for their report and wrote at least 4 questions they wanted to know the answers to about their selected planet.
Day 2 Science (30 min.): Students used a bookmarked web site, and a variety of classroom reference material to fine the information they needed to wrote the report. Students were to take notes from a variety of references.
Day 2 Language (30 min.): Students wrote a first draft of their report and began to edit and proofread.
Day 3 Computer time (15 min.): The teacher did a whole class demonstration about how to save to a disk using the Infocus projector. The teacher used a handout with screen captures to help students remember the process. Students also reviewed how to use spell check. During the students regularly scheduled class computer time students began to type their report then save it to a disk.
Day 4 Computer time (15 min.): Teacher directed a whole class demonstration using the Infocus projector to show students how to capture a graphic from the internet and save it to a disk. Students went to a bookmarked web site and selected 2 pictures to save to the disk for their report.
How did you monitor student progress?
Students were monitored by observation during computer times and by conferencing during the writing process. Students were required to keep up the checklist and I used that to help determine where they were in the process of writing this report.
Was there a template or an example that
students were expected to follow?
Students were given the attached checklist and grade sheet.
How much time did you dedicate to this project?
Daily (approximate) Students were given about 30 min per day and their daily 15 min computer time for about a week.
Total The total time was about 3 – 4 hours. Students worked on the report during free time if they couldn’t complete it during the allotted times.
How was the final product presented?
The final product was presented in the form of a 4 paragraph type written report with graphics.
Who was the audience for the final product?
The audience was the teacher and parents.
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)
Students needed to know the steps of the
writing process and needed prior experience using the steps.
Students also need to know basic keyboarding.
Resource Management
What was the student to computer ratio? There were 5 or 6 students per computer and I have 5 computers.
How did you schedule your students’ computer time? In my class I
have a regular 15 min. computer time every day for each student.
The schedule is designed so that the direct teaching is done before
students to the computers and during student work time the students are rotating
through the computers like a center. Sometimes
I go on with lessons while some students are on the computer.
When that happens, each small group on the computer gets the instruction
with me as a small group when they are finished on the computer.
What was the location of the computers and other technology equipment used by students?
The computers are located at
the front of the regular classroom.
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.)
Learn to use the computers you
have effectively. Don’t be
discouraged with equipment inadequacies. Be
willing to participate in district technology fundraisers, classes and
committees.
Rate the level of access for students to use computers/other
technologies as they needed --high,
medium, low High
Rate the level of supervision required for students during the project, specifically for computer and other technology use –high, medium, low Medium
What hardware was required for your project? 5 computers with access to the Internet
What software was required for your project? Microsoft Word or other word processing program.
Anything else? Some students found pictures that needed to be scanned. A scanner is good to have in the event the pictures needed are not available on the Internet or are not a good at the ones students brought in.
What kind of assessment did you use
for this project? (Include a copy if you can.)
Students were assessed with a
rubric and by observation during computer time.
What categories did you assess? (I.e.:
content, screen design, depth/breadth, etc.)
Students were assessed for their language skills, content and following directions on the assignment sheet. In our district there are only benchmarks for technology skills so they are not formally assessed.
Other
How does the product that you submitted
compare with other students’ products for this same project?
The product was neat and easy to read. The project was more appealing to look at and read.
I liked the neatness of the
project and the high motivation to do the work.
Even though the students didn’t use the computers until the end of the
project, they were looking forward to that part and it added to the motivation
to complete the rest of the project.
The students enjoyed looking for their pictures and finding information on the Internet. They were much more interested in the word processing to publish the report than they usually are to recopy something they have already written.
Student involvement was high.
Rank the level of student interest in
this project –high, medium, low
Student interest was high.
Would you teach this lesson again?
I would teach this lesson again. I would probably do this project during the first half of the year so they would be able to do more research and report writing on the computer. They enjoyed it and grading the published part of the project was much easier.
I am thinking about how to have students write a draft on the computer and haw to have them edit and proofread then correct the draft to reflect the changes they made. I think there are a lot of ways this project could be done to expand the computer time and the interest level of the students.
# _____ Name: ____________________________________ Date: ___________________
_____ 1. Choose a planet or other space topic to write a report on.
_____ 2. Prewriting: Make a web for the report
_____ 3. 1st Draft: Write a draft on the yellow pad, skipping lines.
_____4. Edit: Show evidence on your 1st draft of editing by reworking phrases, sentences or paragraphs
to make them more clear.
_____ 5. Proofread: Show evidence on your 1st draft and final copy of proofreading by correcting
misspellings, capital letters and punctuation.
_____6. Type your report on the computer using:
Font: Times New Roman
Size: 14
_____ 7. Add appropriate pictures on the report from the Internet.
_____8. Print your report.
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The topic for my report is ____________________________________________________________.