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Teacher-Facing Resources

Type:Lesson

Estimated Time:9 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: effect, presentation, slide, slide show, slide sorter, toolbar, transition, transition effects


Primary Objectives:

  • Student learns to present slide shows to an audience.
  • Student learns to use preview panes to help in the design of a slide show.
  • Student learns to use the Outline pane, slide show previews, and other views to evaluate work progress and final product.
  • Student learns to use the Slide Sorter view to change the order of slides.
  • Student learns about transitions and transition effects in a slide show presentation.
  • Student learns to create a slide transition effect and choose appropriate and consistent transition effects.
  • Student learns to modify and adjust transition effects.
  • Student learns how to print out a slide show.

Secondary Objectives:

  • Student learns about consistency in creative works.
  • Student learns to consider audience when creating documents and telling stories.
  • Student reviews good speaking habits and understands the value of practicing a speech before delivering it to a group.
  • Student reviews the basic water cycle in nature.
  • Student understands how to organize ideas into logical order.
  • Student learns the importance of proofreading and editing a slideshow before presenting to an audience.

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

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 

Purpose / Organization / Topic Development

Language Arts > Communication > Multimedia Usage / Production > Purpose / Organization / Topic Development

Student Presentations

Library Media > Media Literacy > Student Presentations

Student Presentations

Technology Education > Media Literacy > Student Presentations

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing
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  • As an introduction to this lesson, you may choose to find some examples of slideshows that are focused on a cycle in nature. Find examples that display both good and poor organization. Ask students to evaluate these presentations and share with a partner or a small group their ideas about the example slideshows. Also, you may choose to find slideshows that use transitions effectively and examples in which the transitions are distracting.

  • Create (or have advanced students create) a short slide show that contains obvious errors, such as misspellings, disorganized slide order, inconsistent and distracting transition effects, and other errors. You can choose to show this slide show to the whole group or have students access the slide show on a computer. Students can then record ways in which they would improve the slideshow. If students view the slide show on their own computers, you might have them make changes directly to the slide show. You can choose how students will share their ideas and improvements.
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.