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One
Computer Classroom Everyone
needs to think of computers as just another tool that will help in
learning, just as pencils, paper and textbooks are tools that we already
use. The computers just open up a whole new way of learning and give us
different opportunities to practice what we learn. Make
a daily computer assignment for all students.
Post a class list near the computer. Start the first student on
the list and once he/she completes the task, they will go get the next
student on the list for them to do the task. This could go on while the
rest of the class and the teacher are doing other activities.
T5.5.2,
T5.5.3 This
can be used in a variety of ways. Some suggestions for tasks are: ·
DOL
The teacher types in the sentences, copies and pastes them onto
another Word document, then the teacher could ask each child to correct
the sentences (CAPS, Punctuation, grammar, etc.)
Be sure to write the direction at the top of the copied Word
document for the child to type their name and do a file - save as when
finished and name the document with the child’s name.
*The teacher could show the first child how to do this and then
that child can show the next one on the list, etc. ·
Math--The
teacher could write math problems on the board to solve.
Then have each child type them in a Word document and solve them.
Students could create math problems in a Word document and ask
another child to solve them. ·
Journals--The
teacher could ask each child to type in a journal entry for the day (I
had a good day because..., If I could be president for a day I would...,
My favorite subject is..., Top 5 reasons I like school, etc.) ·
Reading-The
students could draw a picture of their favorite character of the story
or their favorite part of the story. The teacher could type sentences
for the vocabulary and ask the students to type in the appropriate
vocabulary. ·
Spelling-The
students could type their spelling words in ABC order, type them 3 times
each (great for keyboarding practice, too), or type a sentence with each
word. ·
Writing-The
teacher could type a story starter in a Word document, then ask the
first child on the list to add/type a sentence to continue the story,
then get the next student on the list to add/type the next sentence.
*This is great because the students have to read the story that
has been typed so far, in order to add a sentence that makes sense.
**This could also be done with younger students-the first child
types an Aa, the next child types Bb, etc.
Or they could type a word that begins with each letter of the
alphabet. ·
Science-Students
could type an observation/conclusion about an experiment that was done
in class. They could each
type an experiment report. ·
Keyboarding
practice-Just
about anything you have students write on paper with a pencil, you can
have them type it in a Word document on the computer.
If you have them copy sentences from the board or a textbook,
they could type them on the computer, then they could underline the
nouns, verbs, etc. If they
are writing answers to questions, they could type the answers on
computer and print them out. ·
Internet-Allow
students extra time to explore an Internet site.
Introduce the site to the whole class, then have them use the
class list posted beside the computer to take turns.
You can have each student set a timer for 5 or 10 minutes and
when it goes off, they get the next person on the list.
Computer
Lab I
know it will seem overwhelming coming to the lab at first, but just try
to keep it simple and just do basics at first to get everyone's
"feet wet". The more that you can do to plan activities on the
computer that directly relate to what you're doing in the classroom, the
more positive results you'll see from your students. Basics/introduction
to lab ·
Lab
procedures-come in, sit down and place hands in lab to wait for first
instruction. Have students
model correct procedures to enter lab and model incorrect procedures.
Show them how to exit lab-put all equipment back where it belongs
(mouse on pad, hang up headphones, keyboard in place, all windows
closed, log off), stand up, push in chair and stand behind chair to wait
for dismissal. Practice
those procedures. T4.2,
T4.5.5 ·
Introduce
the parts of a computer system (monitor, CPU, mouse/pad, keyboard,
desktop). Have students
make a paper replica of a computer system-draw the monitor and CPU,
attach a piece of yarn to the paper computer and attach a paper mouse,
then have students write the name of each part.
Play Simon Says with the students to have them practice
identifying the parts. “Simon
Says put your hand on the CPU, touch the mouse, etc.)
Allow students to take turns calling out the commands.
T4.1 ·
Introduce
the way computers are changing our world, by showing/reading the book
from the Internet Public Library called “Do Spiders really live on the
world wide web?” http://www.ipl.org/youth/StoryHour/spiders/cover.html
This book shows the difference between words we use and how they
relate in computer terms. Use
this introduction to stress the importance of learning the correct way
to use computers because they will be a part of our everyday lives
(computer chips are in just about everything today); if you place an
order at McDonald’s, they type it into a computer, most new cars are
run by computer systems, I even believe that when the students get into
high school, the computer will be their desk and they’ll do all their
work on it at school and at home! T3.4.1,
T3.4.2 ·
Have
students make/keep a list for one week of all the ways they see
computers being used in their surroundings, both at school and at home.
Have them ask parents to help them by telling them how computers
are used in their work place. Invite
people in to discuss the various careers/jobs that are using technology.
T3.3.1,
T3.3.2 ·
Model/practice
the correct and incorrect way to sit at a computer (back straight, lean
forward slightly, feet flat on the floor, centered in front of keyboard,
wrists not resting on keyboard, two hands on keyboard, elbows close to
sides, holding mouse correctly, monitor screen adjusted to level
eyesight) T4.3,
T5.1.1, T5.1.2, T5.1.3 Computer
Lab
·
Discuss
with the students the importance of understanding that what they do on
the computer and network affects other users.
Stress the importance of not changing things such as wall paper,
screen savers, icons because it will make it harder for others to use
the computer. Tell them the
importance of privacy of others’ files.
Remind them that computer use at school is very different from
computer use at home—some of what they do at home will not be
appropriate for computer use at school.
T2.2 ·
Introduce
and practice using keys on keyboard (spacebar, shift, enter, arrow keys,
caps lock, escape, tab, delete, & backspace)
T5.1.4 ·
Discuss/show
the different pointers used on a computer (arrow, hand, I-beam) and what
each one means/does. T4.5.1 ·
Practice
opening, closing, minimizing, maximizing windows, double clicking on
icons to start an application. Practice
using scroll bars. T4.5.2,
T4.5.3
·
Keyboarding-use
UltraKey (grades 3-up) and show students how to use it for proper
keyboarding. For younger
students (grade 2 and below), you will not be able to use UltraKey, but
you can still stress the importance of typing with BOTH hands on the
keyboard at all times. Second
graders could start UltraKey in second semester.
If you have the sound part of UltraKey working, younger students
would be able to do the lessons because they could click on the speech
button and have the screens read to them.
T5.1.6,
T5.1.7, T5.1.8 ·
Before
having students use any software program, always introduce the program
in the lab prior to assigning the students a task to do in the program.
Make sure to help them become familiar with the basic operation
of buttons and menus within the program.
Encourage them to notice the components of each application that
are the same/different from other programs they have already used.
T5.4.2,
T5.6.1.1, T5.6.1.2, T5.6.1.3, T5.6.1.4, T5.6.1.5, T5.6.1.6, T5.6.1.7
Word
Processing ·
MS
Word-teach the basics of using the program and have students practice
using each feature (pull down menus and buttons-File, View, Edit,
Insert, Format, Tools, Table)
Create Brochures, Parent/friendly letters, newsletters, book
reports, stories, etc. T5.6.1,
T5.6.1.2, T5.6.1.3, T5.6.1.4, T5.6.1.5, T5.6.1.6, T5.6.1.7, T5.6.2,
T5.5.1 ·
Use
word to do just about anything the students already do with pencil and
paper. If they are studying
spelling words, have them type the words 3 times each in a Word document
or type them in ABC order or type a sentence with each word.
If they have questions to answer from a textbook lesson, they
could type their answers in a Word document.
They enjoy creating math problems on the computer in a Word
document, then switching computers and solving each other’s problems,
then switching back and checking them, then typing on a grade and
comments for the student that solved the problems.
T6.4.2 ·
Read
a book to students from the library (or the Internet library) and then
have the students type their favorite part of the story, the problem in
the story and how it was solved. You
can create a template for them to use that will have them identify the
parts of a story: title of
book, author, main characters, setting, plot, conflict, solution, etc.
Then have the students open up the template and type in their
answers. Have them do a
file-save as and save it in a class folder with their name on it so it
can be evaluated later. ·
Try
to save trees by not having students print out their documents—just
have them save them in a class/teacher folder on the server so that they
can be evaluated electronically and not have to be printed. ·
Have
students create a survey and then switch computers and each child types
in answers to the survey where they sit now.
Switch computers again and have students answer the survey in a
different font or color to distinguish their answers from others.
Keep switching computers until time runs out for the lab session.
Have students save the survey they created and on the next lab
session, have them open their survey and tally the results.
Then they could create a table or graph showing the results.
These could be printed and posted for all to see. ·
To
review or study for an upcoming test, have students type 5 questions
about the subject/chapter studied.
Switch computers and answer the questions.
Switch back and check answers.
Power
Point ·
Create
a Power Point presentation for a book report, reports on assigned
topics, etc. T6.5.1 ·
ABC
presentation -- Younger students love to create an ABC presentation.
Let students draw out a letter from “the hat” and they each
create a slide for that letter, then you can put all the slides together
for an ABC presentation. You
could also have students use the digital camera to take a picture of
something that begins with their letter and insert it into their slide.
T6.3,
T6.1.1, T6.1.2, T6.1.3, T6.6 ·
Create
a presentation showing the class/lab/lunchroom rules.
Then show the presentation to different classes. ·
Have
students create a 5 slide presentation.
The first slide is the title.
The next 4 slides are steps showing how to do something (make a
ham sandwich, brush your teeth, take out trash, do a yo-yo trick, etc.).
Then the students move the slides (scramble them up) using the
slide sorter view to put them into the wrong sequence.
Students switch computers and try to put the slides in that
presentation in the correct sequence by looking at the title slide and
using the slide sorter view. ·
Create
a class presentation for parent night/open house.
Assign students or groups of students to create a slide showing
and telling about school/classroom activities.
They can take digital pictures of the activities and insert them
into the slides. Put them
all together in one presentation and have the presentation set to loop
and show continuously on a TV hooked to a computer in the classroom or
on the LCD projector in the lab. ·
Create
an end of the year presentation to be shown at the closing assembly or
awards banquet for the school. Take
digital pictures of activities throughout the school year and create
slides for each one. Set
the presentation to music or just play appropriate songs as the slides
are shown on a wall in the auditorium.
This is a real tear jerker, but the parents and students love to
be able to reminisce about the past school year. ·
Create
presentations to show change over time by taking digital pictures of
things that change during the year (trees, pets, babies, construction
projects, shadows).
Internet ·
Make
sure to have an Acceptable Use Policy signed for each student (AUP).
If you are having some parents reluctant to sign one, invite the
parents in to see what things students will be doing on the Internet and
show them CyberPatrol that Fayette County uses to filter the Internet
for student use. T1.1.1 ·
Use
Internet “game” sites to help children develop skills of using the
mouse for clicking, pointing, dragging, etc.
Some good sites are: http://www.chevroncars.com/sitemap/index.html
http://www.randomhouse.com/seussville/
http://www.mattwolf.com/zoolobby.htm ·
Teach
students the basics of navigating an site:
scrolling down, address bar, URL’s, favorites/bookmarks,
hyperlinks, back and forward buttons, home button, full screen.
T4.4.2.1,
T4.4.2.2, T4.4.2.3 Do
searches for information needed for a project.
Some search engines that are great for students are:
http://www.yahooligans.com/ http://www.ajkids.com/ These
two sites are created especially for kids to do Internet searches.
T4.4.3 ·
Internet
Scavenger Hunts - Create questions for the students to locate on
Internet sites; for example: What
color is the splat around the title on the yahooligans’ site? (http://www.yahooligans.com/).
Another great site to use for scavenger hunts is Little Explorers
(http://www.enchantedlearning.com/Dictionary.html).
If you scroll down their page and click where it shows classroom
activities, you can print out those activities and give them to
individual or pairs of students to answer.
They use the Little Explorers site to find the answers.
T4.4.2 ·
Contact
me, Lisa Spaulding at lisa.spaulding@fayette.kyschools.us and I will send you a
listing of sites that I have collected.
I also have a lot of these sites saved on disk and will be happy
to send you a copy of the disk so that you can copy it onto the desktop
of all your computers. Then
students could access the Internet sites by clicking on the sites folder
from the computer’s desktop.
Paint ·
Use
MS Paint with the students. Begin
by introducing the various tools they can use with the program and
allowing them to practice each one.
*Be sure to show them how to use edit/undo and clear image.
T5.5.1
Once they are familiar with the tools, they can create self
portraits, draw a picture of their house, family or pets, draw a picture
of their favorite things, etc. T5.7.2 ·
“Masterpiece
theater” - Tell the students that the lab has been changed to an art
gallery. Have them create a
“masterpiece” using the paint program and add their name using the
text tool. Then have them
all get up and walk around the art gallery to see all the other
masterpieces that were created. T5.7.2 ·
Guessing
games- Show the pictures created by a 1st grade class on the
Internet (http://www2.lhric.org/pocantico/nutrition/nutrition.html).
Have the students choose a food item and paint a picture of it.
Then have students get up and go around the room to see if they
can guess what food item was drawn.
You could also have them draw a plant, animal, etc. and play the
guessing game, too. T5.7.2 ·
Students
can paint a picture, then insert it into a word document and then type a
sentence/story/description about the picture.
They could also paint a picture and insert it into a story they
have already created in Word. T5.7.2,
T6.3 ·
Create
a book by setting up a page in landscape, then type the text in a Word
document and inserting a picture that was drawn in Paint. T5.7.2,
T6.3 Highlighted
numbers throughout this document are codes for Fayette County Public
Schools’ Technology Standards. For
descriptions of the standards and to see a complete listing, go to
Fayette County’s Internet site: http://www.fcps.net/central/edtech/standards/default.htm For
more information about any of the suggested activities listed in this
document, contact: Lisa
Spaulding
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