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Teacher-Facing Resources

Type:Lesson

Estimated Time:8 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: animation, audio, color palette, data, design, design element, effect, graphics, layout, presentation, slide, slide show, video


Primary Objectives:

  • Student combines data types, such as text, audio, and graphics to create projects.
  • Student learns to add animation effects to a slide show.
  • Student learns to add audio and visual effects to a slide show.
  • Student learns to add effective audio components to a slide show.
  • Student learns to add simple drawn objects to a slide show, including shapes, lines, and arrows.
  • Student learns to duplicate a slide.
  • Student learns to modify text color in a slide show.
  • Student learns to modify the color of objects in a slide show.
  • Student learns to select an appropriate color palette for a slide show.
  • Student learns to use preview panes to help in the design of a slide show.

Secondary Objectives:

  • Student begins to analyze the writing process.
  • Student learns about consistency in creative works.
  • Student learns about the concept of voice.
  • Student learns to consider audience when creating documents and telling stories.
  • Student practices adding emphasis to text in an appropriate manner.
  • Student practices using color to enhance visual communication.
  • Student reviews the basic lifecycle of frogs.

Subjects:

Adjusts Accordingly / Identify

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

Color Identification, Use and Manipulation 

Technology Education > Media Production > Multimedia / Video Production > Color Identification, Use and Manipulation 

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

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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  • Students should be familiar with the concept of adding their voice to their writing. Point out to students that their voice in writing and presentations expresses their personality but that they must use standard conventions and consistency to ensure that their voice can be heard. Remind students that just as grammar rules apply to writing, standard design rules apply to slide show presentations and that they should always keep their audience in mind.

  • Consider creating a plain slide (or a group of slides) that contain some content (text or text and a picture) without formatting. Identify an audience for the slide to the class. Then have each student customize and add their voice to the slide by using colors, formatting, and page layout techniques. Remind students that they should keep their audience in mind when they are customizing and adding their voice to the generic slide.
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.