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Computer Lesson Plans for Elementary Grades

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Diane Duncan

A. 21 Mini Lesson Plans

MATH

Number Sense and Numeration  Grade 3

Specific Expectation  mentally add and subtract 1-dgit and 2-digit numbers  add and subtract money amounts and represent the answer in decimal notation.

Software  Internet http://www.funbrain.com/cashreg/index.htm

Activity  Students are given a transaction e.g. cost is .15 and gave .25 what is the change? Several levels of difficulty s.t. students requiring more practice can get it and those needing a challenge can also get it. Also learn how to make change!

Measurement  Grade 6 ***Integrated with Heritage and Citizenship Grade 6 - Aboriginal Peoples and

European Explorers ***

Specific Expectation (Measurement)  sketch a rectangle, square, triangle or parallelogram given its area and/or perimeter

Software & Activity: see Social Studies

Geometry and Spatial Sense  Grade 4

Specific Expectation  Measure angles using a protractor.

Software  Internet  http://www.ambleside.schoolzone.co.uk/ambleweb/numeracy.html

Activity  "Whats my Angle?" and "Angle Activities" provide excellent guided practice with use of a protractor.

Patterning and Algebra  Grade 4

Specific Expectation  Describe patterns encountered in any context (e.g. quilt patterns, money) make models of the patterns and create charts to display the patterns.

Software Internet http://www.geocities.com/Heartland/Acres/6982/acalt.html

Activity - Students choose from about 75 quilt patterns and print out two copies of their chosen design. They colour in similar polygons with the same colour. The polygons are described on the back using a key. They are to create two distinct quilts by varying their choices for light/dark colour. The larger polygon patterns formed by the smaller designs are to be described by the students as well.

Data Management and Probability  Grade 6

Specific Expectation  show an understanding of probability in making relevant decisions (e.g. the probability of tossing a head with a coin is not dependent on the previous toss  make inferences and convincing arguments based on the analysis of tables, charts, and graphs.

Software  MS Word  Spreadsheet & Graphing

- Internet  http://www.cut-the-knot.com/hall.html

Activity  Work on math puzzle "Monty Hall Dilemma". Three doors with 1 prize behind. Pick a door (unopened). Shown a door with no prize behind. Have a better chance or same chance if switch guess or stay with original guess? (2/3: 1/3 or 50:50?) After reading preamble and trying it interactively students can do it alone or in pairs with film canisters with a paper piece inside one (try 3 canisters; then 4; then 8 if still not see solution. Track and graph solution. Write up answer with explanation.

LANGUAGE

Specific Expectation - produce pieces of writing using a variety of forms (e.g. stories), narrative techniques and materials from other media (e.g. illustrations)  revise and edit their work, seeking feedback from others and focusing on content, organization and appropriateness of vocabulary for audience.

Software  Internet  http://storytrain.kids~space.org/

Activity  Visit site. Pick an unfinished international story "train" (print it out in case not time to finish own contribution and add it) and write a 2 paragraph, 6-sentence contribution that makes sense. Rubric: a) Make sense? Tie up loose ends in the narrative or make previous plot twists work? b) Interesting language used? (-select and use words to create specific effects (e.g. to create a mood). c) Writing process completed and story and illustration (CorelDraw or create hardcopy and scan in picture with Scanman) added to website successfully? Bonus if added to school or class website.

Specific Expectation  read a variety of fiction and non-fiction for different purposes  read aloud, speaking clearly and with expression (3/4) or  read aloud, adjusting speed according to purpose and audience (5)  read aloud showing understanding of the material and awareness of the audience (6).

Software  Internet  http://www3.sympatico.ca/alanbrown/kids.html

Activity  "Just for Kids" directly links to 100s of Childrens Authors Websites. Have children choose a favorite author, read up on their life and present a mini-presentation to the class of information about their authors life. Students may copy information from websites and rearrange it and read it out.

Oral and Visual Communication  Grade 4

Specific Expectation  identify camera angles and distance from the subject in photographs and describe their effects on the viewers perceptions.

Software  MS Word and Clipart Photographs (available ancillary to many CD programs e.g. Greetings 2000).

Activity  (After a class lesson on camera angles, distances and their effects) Download 10 clipart photographs (of students choice) into MS Word and provide a description of camera angles, distance from the subject and the resulting effects on the viewers perceptions. Printout of students works (colour or black and white) makes professional classroom or hallway display.

HEALTH & PHYSICAL EDUCATION

Specific Expectation  analyze information that has an impact on healthy eating practices (e.g. food labels, food guides, care-of-teeth brochures)

Activity  Look up the various amounts of each food type in the Canadas Food Guide. Plot the data for each food group and create a graph.

Fundamental Movement Skills  Grade 4 - 6

Specific Expectation  1 of locomotion/traveling or manipulation or stability

Software  Internet http://pe.central.vt.edu/websites/fielddaysites.html

Activity  Enter several Field Day sites and choose 1 simple game that will allow development of 1 area of three Fundamental Movement skill areas. Submit it for safety and suitability preview to teacher. Prepare to instruct and lead the class in game or activity. Should last no more than 5  10 minutes.

Specific Expectation  participate on a regular basis in physical activities that maintain or improve physical fitness (e.g. 4 - tag games; e.g. 5  one-on-one or two-on-two)

Activity - For one week a daily diary spreadsheet entry is made by each student indicating minutes in am and minutes in pm they were active. Each student entry must be supported by actual written diary entry describing exactly what activity was, time started and ended to verify their computer entry. End of week graphs created and interpreted and shared.

SCIENCE AND TECHNOLOGY

Life Systems  Grade 4  Habitats and Communities

Specific Expectation  classify organisms according to their role in the food chain  identify through observation, various factor that affect plants and animals in a specific habitat (e.g. availability of water, food sources, light; ground features; weather conditions)  recognize that plants and animals live in specific habitats because they are dependent on those habitats and have adapted to them.

Software  Magic School Bus Explores the Oceans CD (available to LKDSB Medianet  borrow for two weeks and rotate students through classroom computer)

Activity  Explore 3 (their choice) of the 6 interactive habitats (e.g. Kelp Forest, Coral Reef, Deep Ocean). Students will pick 1 habitat, identify 6 organisms from the community and classify them according to their role in the food chain. Identify 4 key factors determining their specific habitat (e.g. light, hiding spots, food sources)  Identify a specific adaptation for each of chosen organisms that suits it to the native habitat.

Matter and Materials  Grade 4

Specific Expectation  investigate objects in the home and community that are designed to make and produce sound (ultrasonic scanner, sonar, radar, radio, piano, smoke detectors, telephones, etc). Also (not a government t expectation but interesting for comparison)  investigate objects that use light by transmission, reflection or absorption (x-ray machine, periscope, photograph, lamp, laser, light bulb, etc)

Software  The Way Things Work 2.0 - 1996 (available to LKDSB Medianet  borrow for two weeks and rotate students through classroom computer)

Activity  Students are instructed to identify 4 items that make and produce sound and 4 that use light. Some form of presentation of this material to the class would be appropriate. A bulletin board could be made from the information.

Energy and Control  Grade 3  Forces and Movement

Specific Expectation  investigate the ways in which different forces (e.g. magnetism, static electricity, muscular force, gravitational force) can change the speed or direction of a moving object

Software  Internet  http://sodaplay.com/constructor/index.htm

Activity  Animated lifelike moving creatures illustrate mass, force, friction, springs, muscles. Students can visit site, observe 12 readymade creatures, 30+ visitors creatures and create their own. Rubric includes a) written explanation of "f, g and k"(force, gravity and springiness), b) ability to navigate and operate site after self-exploration (instructor will ask them to go to a specific part and carry out a set of steps), c) ability to create and operate own creature (Most flop around Level 4 if it walks!).

Structures and Mechanisms  Grade 3 - Stability

Specific Expectation  identify a number of common levers (e.g., crowbars, scissors, etc) and describe how they make work easier.

Software - The Way Things Work 2.0 - 1996 (available to LKDSB Medianet  borrow for two weeks and rotate students through classroom computer)

Activity  Read about levers in Principals. Choose Related Machines and choose 3 and read about them. The Way Things Work 2.0 - 1996 (available to LKDSB Medianet  borrow for two weeks and rotate students through classroom computer)

Draw and describe. Present to the class.

Earth and Space Systems  Grade 5

Specific Expectation-compile data gathered through investigation in order to record and present results, using tally charts, tables, and labeled graphs produced by hand or with computer  explain how advances in technology and science have enabled humans to make predictions about the weather (e.g. microwave beams are used to reflect cloud cover; satellite images of earth allow us to track weather patterns on a scale larger than was previously possible)

Software  Internet http://www.theweathernetwork.com/wmaps/

Activity  Whilst 1 group takes own weather data directly for 9 school days other group studies current weather satellite images and broad regional data (do not read forecasts!). First group tracks data on a spreadsheet creating appropriate graphs. Both groups make a forecast for day 10 and explain why they came to their conclusions. Day 10 is analyzed and overall conclusions drawn.

SOCIAL STUDIES

Heritage and Citizenship  Grade 6 - Aboriginal Peoples and European Explorers

***Integrated with Measurement too***

Specific Expectation locate relevant information about the relationship between the environment and Aboriginal lifestyles, using primary sources (e.g. interviews, field trips) and secondary sources (maps, illustrations, print materials, videos, CD-ROMs)

Specific Expectation (Measurement)  sketch a rectangle, square, triangle or parallelogram given its area and/or perimeter

Software  Internet

Southwestern Pueblo http://indy4.fdl.cc.mn.us/~isk/maps/houses/pueblo.html

Plains Earth Lodge

http://indy4.fdl.cc.mn.us/~isk/maps/houses/hidatsa.html

Central Arctic Igloo

http://indy4.fdl.cc.mn.us/~isk/maps/houses/igloo.html

Activity  In teams, investigate the dimensions of various homes of Native Aborigines (Tipi circle 5 meters; Pueblo  large complex with rectangle 3 x 4 m2 per family; Hogan pentagon 4.5m across at widest point; Lodge circle 7 m diameter; Igloo 2 circles each 3.5 meters diameter plus rectangular entry 1 x 1.5 meters). Calculate and create a model using materials similar to represent the actual ones used. How would it have felt inside in June? October? February? Visit Longwoods Conservation Area (Highway 2) and measure Iroquois Longhouses and Pioneer Cabin dimensions.

Canada and World Connections  Grade 2  Features of Communities Around the World

Specific Expectation  locate their local community as well as Toronto, Ontario, Canada and the various countries studied on a globe or a map describe some everyday items and identify the countries of origin of these items.

Software - Where in the World is Carmen Sandiego? (available to LKDSB Medianet  borrow for two weeks and rotate students through classroom computer)

Activity  Using symbolic clues (e.g. grapes) hidden in a map of the world students move around the globe trying to solve a mystery within a given time period. Incidentally they learn about the products of the countries and their locations.

ARTS

Specific Expectation  identify the feelings that are evoked by a particular piece of music (e.g. Peter and the Wolf by Serge Prokofiev)  identify and explain the effects of different musicals choices (e.g. the effects of choosing specific instruments).

Software  Peter and the Wolf CD  IBM 1995

Activity- Listen to Peter and the Wolf music and watch the story unfold. Describe 3 different parts and the 3 different feelings evoked. How did Prokofiev achieve these feelings using bet, rhythm, melodic contour (shape), dynamics and tempo? Students can play interactively on CD after story to explore characteristics and feelings of different characters. Also can visit website to play symphony music, section by section to get a feeling for the moods that they could create.

Specific Expectation - Define the elements of design (colour, line, shape, form, space, texture), and use them in ways appropriate for this grade when producing and responding to works of art;

Software  Corel PrintHouse 4

Activity  Create a poster for the Design Elements (colour, line, shape, form, space, texture). Ensure that each element is clearly defined through the design of its name.

Drama and Dance  Grade 4

Specific Expectation  describe aspects of dances from a variety of cultures (e.g. styles, costumes, music, forms, steps, positions)

Software - 3 Videos of various dance styles (e.g. Riverdance, modern Irish; Scottish Highland; Aboriginal Canadian; etc)

Activity  Watch 3 videos and keep track of style, costume, music, dance forms, steps, and positions. Enter information in spreadsheet to create a chart comparing and contrasting different areas of world.

B. Formal Lesson Plan

Class Yearbook Pages - Grade 5

Overall Expectations

(Specific Expectations):

Oral and Visual Communication

-communicate information, explain a variety of ideas and procedures, and follow the teachers instructions;

-create a variety of media works;

(-recognize that media works are composed of a series of separate elements;)

Writing

-communicate ideas and information for a varity of purposes and to specific audiences;

-use writing for various purposes and in a range of contexts, including school work;

-produce pieces of writing using a variety of forms, narrative techniques, and materials from other media;

-produce media texts using writing and materials from other media;

(-accurately use graphs and captions;)

Visual Arts

-produce two- and three-dimensional works of art that communicate a range of ideas for specific purposes and to specific audiences;

(-produce two- and three-dimensional works of art that communicate a range of thoughts, feelings and ideas for specific purposes and to specific audiences;)

Note: New LKDSB Directive (Feb., 2001) with expectations more and earlier software use will occur by their students.

Software: Maxx Scanner, Paint Plus!, MS Publisher

Activities:

Each student will be required to create 1 (or more) yearbook page.

Strategy:

1. Whole Class Brainstorm (throw paper to next group) and Sharing/Discussion
2. -uses of computers?

-parts of computer?

-how they have changed in past 10 years? Or how we have changed before/after computers.

How can we use them to do yearbook? Analyse old yearbooks

Elements of a Yearbook? (pass around several versions from 3 schools)

3. Small Groups  introduce MS Publisher  experience it first, show them the cue cards, help index, and 4 main things (text box, picture box, import picture, border art)
4. Maxx Scanner  Scanner Software. Each student has an opportunity to scan in a photograph.
5. (In our case we used Photo Plus software to preview photo, set up choices for their photo (crop, contrast, lighting) and scan to a file.

6. Project Assignment:

A. 1 class picture (each) scanned in to their h drive

B. Required for each  border, caption and original artwork to enhance it.

-caption has all names and grade of students and month, year

-original artwork may be scanned in/drawn/created. Or clipart may be used. It

must enhance the photo.

C. Self-Evaluation  What I learned. What else I could use this software for? What else I

would like to learn about the computer

Modifications:

1.Work as a pair with a stronger student.

2.Scan photo containing fewer people (e.g. a candid shot) rather the formal class photo(less work typing in names).

Extensions:

1.Stronger students tutor other students in the class how to use it! Initially, during a language period in the lab (students were typing in a writing project) I took the two strongest students in the class and taught/guided them through a simple yearbook page.

2.Work on title page, Contributors page, Include own artwork or poetry

3. Students will be encouraged to go "off the beaten path"  by taking a self-tutorial (read cue cards) or search some bookmarked kid-friendly websites for yearbook information.

Evaluation Strategy

4 Parts: Oral Quiz, Yearbook Page(s), Self-Assessment, Observations

A) Oral Quiz

1. Name 3 types of yearbook pages.

2. Give an example of the Page Layout Software we used for our yearbook page. (MS Publisher)

3. Computer Vocabulary :

School Yearbook (An annual remembrance of the people and events of a school)

Image Editing Software (It allows you to improve your scanned photo, e.g. Paint Plus!)

TIF file.( This file type is used when you move files between Applications Software)

Version (MS Publisher 2.0  2.0 is the version of the software we are using)

Scanner (Software that allows you to copy things into a form useable inside a computer)

Crop(Trimming the edges. The area outside of a rectangular box is removed)

Brightness (The relative lightness or darkness of a photo. The amount of white a colour contains)

Contrast (The difference in tone between dark and light areas of an image. The more suddenly you go

from light areas to dark areas the crisper the image)

Menus (List of words across the top of the screen. Click on one and a pull-down menu appears)

Tool Bars (Buttons with pictures or icons. A faster route to the same as there is in the menus)

B) Yearbook Page Evaluation:

(Early finishers may go on to the more open-ended candid shots to create photo pages)

C) Written Self-Assessment:

1. Where/How else could I use the software that we used for the yearbook?

2.What I learned from this assignment

3. What else would I like to know?

D) Observations about Ability to Make the Technology Work.

(problem solving ability; use of the tutorials/cue cards and help index to figure out how to do

things; fine motor skill with mouse)

SCHOOL YEARBOOK

Definition:

A years memories of our school. Remembrance of the people and events that added something to the year. A special type of mini-book (made of individual pages) creation and publishing that is computer-based.

Common Ingredients:

Front Cover/Title Page

Class Page -with names and photos. Some indicate an important theme that they want to be included on

their page. They may have a short message things important to them that year (for example: worst movie, funniest experience, biggest concern for next year, loudest, most likeable student, favorite teacher)

Graduating students  each have own captions.

Staff- a page (or two if have different groups. e.g. Education Assistants, Teachers, Custodians, Office)

Student "Creations"- selected poetry, short stories, art work to represent their class.

Other: Clubs/Sports/Special Events (Halloween, Christmas, Skiing, Fun Day)/ Autographs

Computer Software Vocabulary

We will use:

Maxx Scanner  Scanner Software. You will each have an opportunity to scan in a photograph.

Photo Plus!  Image Editing Software. It allows you to improve your scanned photo.

MS Publisher 2.0  Page Layout Software. You will assemble the "parts" and create your yearbook page.

Scanner- software that allows you to copy pictures or words into a form useable inside a computer.

Image Type  TIF file  TIFF= Tagged Image File. This file type is used when you move files between

Applications Software (e.g. Corels Photo Plus to Microsoft Publisher). There are many other types used, depending on what software you are moving files between.

(Newer software allows you to use compressed files such as JPG files that will fit on a diskette.

Version  e.g. MS Publisher 2.0  2.0 is the version of the software we are using. There is a more

current version out now: MS Publisher 2000.

Crop  trimming the edges of a picture. A rectangular box is formed. The area outside of the box is

Brightness  used in photos. The relative lightness or darkness of a photo. The amount of white a colour

contains.

Contrast  used in photos. The difference in tone between dark and light areas of an image. The fewer

gradations, or the more suddenly you go from light areas to dark areas, the higher the contrast

and the crisper the image.

Menus & Tool Bar  Menus are the list of words across the top of the screen. Click your cursor on one

Tool Bars are buttons with pictures or icons. They are a faster route to the same commands as there are

ASSIGNMENT: A Completed Yearbook Page

Includes:

1.Title  appropriate, enhanced (with clip art, border or word art)

2.Photo  cropped, enhanced contrast and brightness, enhanced (border)

3.Caption  accurate, complete

4.Design overall layout and layout of components

-borders appropriate (to themes or age of students)

-clipart (computer art) and/or original art-appropriate

Assessment:

The yearbook page will be assessed for its:

a)Completeness and Quality of Yearbook Page.

How effective is your page? (layout, suitability of artwork, neatness)

b)Computer Terminology Oral Quiz

(crop, file, scanner, caption, clipart, layout, edit, border, brightness, contrast, tool bar, etc.)

c)Self-Assessment-Where else could you use the skills you have learned? What have you learned from

this exercise? What else would you like to learn on MS Publisher?

d)Observations about Ability to Make the Technology Work. (problem solving ability; use of the tutorials/cue cards and help index to figure out how to do things; fine motor skill with mouse)

How to Start in MS Publisher:

(Start from Scratch. OK. I Want Help From the Cue Cards.)

There are 3 types of boxes- 1. photo or clip art 2. text (words) 3. word art (titles):

Open a Picture Box. Format. Border- Fancy. (Choose one)

File. Import Picture. Open H:\____. Fit photo to Border. Resize box to fit your page.

Add Title -Open a Word Art box. Create a title (type words, choose font size and text style).

Choose word art box style. Resize and move to where needed.

Add Caption  Open a Text box. Choose font size and text style. Type in information.

Add Clip Art  Open a Picture Box. File. Clip Art Gallery. Choose appropriate clip art.