Request More Info

Business Applications

Not a Learning.com customer? Learn More

Teacher-Facing Resources

Type:Lesson

Estimated Time:10 minutes

Grades:3-5

Score Type:Automatically Graded

Work completed by a student will be automatically graded and the grade will be sent to the Learning Management System (LMS) gradebook

Available Languages: English, Spanish


Vocabulary: background, design, design element, graphics, image, layout, presentation, slide, slide show, template, text, white space


Primary Objectives:

  • Student learns to alter the background of a slide show.
  • Student learns to insert and alter text in a slide show.
  • Student learns to use white space effectively in placing components on a slide.
  • Student learns to use a layout template to create a slide.
  • Student learns to insert and re-order new slides.
  • Student learns the main components of a slide and the design elements that are involved in a presentation.
  • Student learns to add and place graphics to a slide.
  • Student learns to move and resize elements on a slide.
  • Student learns to use preview panes and other viewing options to help in the design of a slide show.

Secondary Objectives:

  • Student understands the importance of clearly presenting ideas and concepts.
  • Student learns to consider design elements when creating slides in presentation software.

Subjects:

Adjusts Accordingly / Identify

Language Arts > Communication > Speaking Strategies / Presentations > Audience > Adjusts Accordingly / Identify

Create Presentations 

Technology Education > Information Technology > Digital Communications > Create Presentations 

Formatting and Preparation

Library Media > Information Literacy > Student Use - Digital Media > Student Projects/Presentations > Formatting and Preparation

Formatting and Preparation

Technology Education > Digital Literacy > Student Use > Student Projects/Presentations > Formatting and Preparation

Graphics/images (insert/modify) 

Technology Education > Media Production > Multimedia / Video Production > Graphics/images (insert/modify) 

Internet

Science > Concepts and Processes > Tools / Instruments > Software Tools > Internet

Listening / Pay Attention

Language Arts > Communication > Media Literacy / Viewing > Comprehension > Listening / Pay Attention

Listening to Nonfiction

Language Arts > Communication > Listening Strategies / Context > Listening to Nonfiction

Power Point /Video

Language Arts > Communication > Multimedia Usage / Production > Create End Product > Power Point /Video

Presentation

Library Media > Information Literacy > ALA Information Literacy > Presentation

Presentation Software 

Technology Education > Information Technology > Software Applications > Presentation Software 

Student Evaluation and Selection of Tools / Software for Task 

Technology Education > Information Technology > Student Use > Student Evaluation and Selection of Tools / Software for Task 

Student Presentations

Technology Education > Media Literacy > Student Presentations

Student Presentations

Library Media > Media Literacy > Student Presentations

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing
Show More
  • As a warm up to this Lesson, students can look at a newsletter or magazine page and identify the background, text areas, pictures, white spaces, and overall page layout. Students can also look at online or printed text to examine various fonts, font formatting (such as bold, italic, and underlining), and font sizes.

  • The class can work together to create a slide show about a particular topic, such as the U.S. Presidents or famous people in music history. Each student or pair of students can create a single slide that uses a chosen template and add text and pictures to present information on a particular subject. Compile the slides into a single slideshow and present the slideshow to the class.
S.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
S.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
ELA-Literacy.W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
ELA-Literacy.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.