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Teacher-Facing Resources

Type:Lesson

Estimated Time:12 minutes

Grades:K-3

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: click and drag , clipart, diagram, file, focus, label, linking, mouse, symbol , text box, toolbar, visual mapping, workspace


Primary Objectives:

  • Student gains additional experience using the mouse to drag and drop.
  • Student identifies the basic components of visual mapping software.
  • Student understands the concept of focus and learns to identify it.
  • Student learns to change focus from object to object, and from object to workspace.
  • Student learns to add clipart objects to the workspace.
  • Student learns to use text to label clipart objects.
  • Student learns to use the link tool to link objects.
  • Student begins to understand visual mapping software as a way to group ideas.

Secondary Objectives:

  • Student organizes and groups information.
  • Student categorizes objects, such as by shape, color, and beginning letter.
  • Student recognizes shapes.
  • Student recognizes and writes rhyming words.
  • Student writes labels for pictures.
  • Student groups pictures that illustrate the concept of before and after.

Subjects:

Communication to Others 

Technology Education > Information Technology > Student Use > Communication to Others 

Formatting and Preparation

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

Graphic Applications (includes pictures, labels, diagrams, charts) 

Technology Education > Information Technology > Software Applications > Graphic Applications (includes pictures, labels, diagrams, charts) 

Graphic Organizers (Venn Diagrams,etc.) 

Technology Education > Information Technology > Software Applications > Graphic Organizers (Venn Diagrams,etc.) 

Input Devices: Mouse, Keyboard, Remote Control, etc 

Technology Education > Information Technology > Basic Operations and Concepts > Input Devices: Mouse, Keyboard, Remote Control, etc 

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

Look for and make use of structure

Mathematics > Process Standards > Common Core > Look for and make use of structure

Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Create End Product / Book Report > Nonfiction

Student Evaluation and Selection of Tools / Software for Task 

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

Vocabulary Development

Language Arts > Communication > Listening Strategies / Context > Vocabulary Development
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  • Instructional Notes:

    K-2nd grade implementation - If students have not previously been introduced to visual mapping software, complete this lesson in a whole group setting prior to students completing it in an independent setting.

S.4.c Students develop, test and refine prototypes as part of a cyclical design process.
S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
S.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.
S.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
1A-CS-01 Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use. (P1.1)
ELA-Literacy.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
ELA-Literacy.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
ELA-Literacy.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
ELA-Literacy.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
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.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
Math.Practice.MP7 Look for and make use of structure.