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Teacher-Facing Resources

Type:Lesson

Estimated Time:15 minutes

Grades:6-8

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: aspect ratio, bitmap image, crop, digital image, drawing software, export file, file compression, file format, filter, graphics, graphics software, image resolution, layers, pixel, vector image


Primary Objectives:

  • Student learns how to apply filters and remove red-eye from digital images using software.
  • Student learns how to use graphics software to create documents that include both bitmap and vector images.
  • Student learns how to use graphics software to enhance and manipulate images that can be used in other programs and applications.
  • Student learns that image file sizes can be reduced by adjusting the image resolution and file format.
  • Student learns the basic tools in graphics software that allows for cropping and adjusting the aspect ratio of a digital image.
  • Student learns the difference between vector and bitmap images and how each are used.
  • Student learns to add and use layers to create documents with multiple graphic elements.
  • Student learns to apply and add color and adjust line color and thickness in vector graphics.
  • Student learns to edit digital images using tools found in graphics software.
  • Student learns to export digital images into file formats that compress digital image data to reduce the file size of the image.
  • Student learns to use the tools to resize images and the workspace in graphics software.
  • Student understands that vector images are moveable and scalable and how to adjust these images in graphics software.
  • Student will understand bitmap images and how the numbers of pixels in a digital image can affect the clarity of the image in editing and resizing.
  • Student will understand the concept of vector images and how vector image tools can be used to create graphics.

Secondary Objectives:

  • Student learns that graphics software and other digital imaging software can help express new ideas and promote creative thinking in school projects and in the real world.
  • Student understands that graphics software is a useful tool to create and publish documents and websites.

Subjects:

Bold Italicized Headings Layout

Language Arts > Writing > Visual Aids Expository > Bold Italicized Headings Layout

Desktop Publishing 

Technology Education > Information Technology > Software Applications > Desktop Publishing 

Draw Conclusions

Language Arts > Communication > Listening Strategies / Context > Interpret / Infer > Draw Conclusions

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

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

Graphics/images (insert/modify) 

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

Purpose

Language Arts > Communication > Media Literacy / Viewing > Purpose

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing
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  • Students have an inherent interest in digital images and the manipulation of those images. You may find that many students have experience in working with digital graphics and images. You may choose to team students with less experience with those that have more working knowledge, or you can group advanced students in teams to produce tutorials and other instructional materials for students in other classes or younger students.

  • If your students have access to a scanner, give students experience scanning and then uploading an image to a computer. You may choose to have pre-selected non-digital images for the students, or you can ask students to provide an image (perhaps provide them a theme to follow, such as a family holiday or a personal hero). Students can then practice new skills gained in this lesson. Ask students to adjust certain features of their image and to produce a final product to display for the class. You should decide how the students can present their image, either individually or in teams. If no scanner is available, have students find images online. Be sure to remind the students of fair use guidelines for any use outside of this school project.
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.d Students publish or present content that customizes the message and medium for their intended audiences.
ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
ELA-Literacy.W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.6.6 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 three pages in a single sitting.
ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
ELA-Literacy.W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.