Microsoft Calendar Lesson developed by Scott Rossi
 
Purpose: The purpose of this lesson is to have students use the
Microsoft Calendar program for more practical purposes.

Objective: By the end of the lesson students will complete a
lunch menu for the month of May.

Assumptions: It is assumed that students are already familiar with
the "Calendar" program.

Materials:

     Access to the school's computer lab
     Large paper and markers to brainstorm daily lunch ideas for
     the menu
     Access to Microsoft Calendar

Procedure:

  1.Before going to the computer lab, the teacher and students
     should brainstorm about what types of meals they would like
     to include on their lunch menu.
  2.As students share ideas the teacher should be writing ideas
     down on a large sheet of paper attached to the blackboard.
  3.Once the class is satisfied with their lunch choices, the teacher
     should walk them to the school's computer lab.
  4.Once in the lab students will be asked to sit, start their
     computers, and access Microsoft Calendar. *The teacher
     should be monitoring the room looking for students who
     need assistance.
  5.Once everyone is on "Calendar" the teacher will attach the
     sheet with all of their lunch suggestions to a wall, or
     blackboard, so all of the students can see it.
  6.At this point students will begin entering data into the
     program. The end result should be a very well organized
     lunch menu!

Assessment: Students will be assessed by their successful
completion of a lunch menu.

Lesson:  Internet Information Hunt developed by Tricia Geiling

Grade:  4

Objective:  To use the Internet and Netscape browser as a resource for gathering additional information on a classroom learning activity.

Resources:  Classroom computers with Internet access and the Netscape browser (or arrange class computer lab time).

Time required:  One class period.

Procedures:  The teacher will review with students what they know about child labor and children mill workers during the Industrial Revolution.  The class will then break into groups of four (within each group, the teacher will assign students individual roles: navigator, recorder, timekeeper, and reporter).  Each group will work with one computer.  The teacher will direct the groups’ navigators to open Netscape browser and type in the address for the starting web page for the activity: http://www.easternct.edu/depts/edu/textbooks/ChildLabor.html

When all the groups have located the site, the teacher will facilitate a discussion in which students describe the page and the six links they will be using.  The teacher will then direct the groups to access the six links--spending approximately five minutes at each page—and to discuss interesting finds on the sites  (the groups’ recorders will write brief descriptions of what they find and discuss on each site; all groups will have a total of six descriptions at the end of this part of the activity).   Finally, the class will come together for a discussion in which the groups’ reporters share from their narratives.

Assessment:   Assessment will be based on students’ group participation and on the written narratives to be handed in by the groups at the end of the activity.
 

Lesson:  To use computer word processing and editing software to enhance class writing assignments

Grade:  4

Resources:   Classroom computers with Microsoft Word (or arrange class computer lab time).

Time required:  One class period.

Procedures:  The teacher will review with class some of the mechanics of writing (the discussion should be based on specific difficulties the teacher has noted and recorded from students’ previous writing assignments).  After the discussion, the teacher will provide a writing prompt (this should be based on a current classroom topic).  Students will use the prompt to handwrite a response (the teacher should direct students to write freely during this phase of the lesson, recording all their thoughts and ideas).  Next, each student should use a computer and Microsoft Word to type their first drafts.  When the students are done with this part of the lesson, the teacher will demonstrate how to use the software’s spelling and grammar checking program.  The students will then edit their own work and print the finished products.

Assessment:  Assessment will be based on the first and final drafts.  The teacher should look for content and understanding of the chosen topic in the first drafts and for clean, edited copies in the second drafts.

Jump to Spell: Learning the Keyboard developed by Crispin Fresco-Hawe

Objective: To spell words by jumping on a teacher-made computer keyboard to increase knowledge of a keyboard as well as cardiovascular strength.

Grade Levels: 2, 3, 4,

Materials:
? Teacher-made computer keyboard drawn on the gym floor or concrete area outside
? Laminated activity cards

Time Required:
Approximately 10 minutes per group.

Activities and Procedures:
? Have the students choose a partner and take turns completing the activity. Have each student take a card, read it and follow the directions on it. To complete the exercises on the activity cards, the students jump on the appropriate keys on the computer keyboard drawn on the floor or ground. For example:
1. Jump to spell these computer words: Disk, cursor, return, etc.
2. Spell your name, etc.
3. Jump to spell your favorite PE activity, etc.
4. Press Return/Enter to start this program over for the next person.
? Have the student partners check each other's work.
? The first student completes the selected activity, the student's partner completes the activity, then they choose another team and the process continues until the class is finished.

Follow-Up/Extension:
The same activities could be completed in the classroom with computer keyboards.

Lesson Plans for Learning PowerPoint – developed by Melissa Kagerer

Grade Level:  Grade 4

Objective:  Teach children how to use Power Point and how to use the general features of the program

Materials:  Computer Lab
  Power Point
  Guideline sheets for students to follow along with

Goals:  To have each student create a Power Point presentation consisting of 10 slides about a chosen topic.  Each student must incorporate each feature that was taught in the lessons.

Procedure:
1. Print out sheets describing the Power Point features so students may use them as a guide line.
2. Introduce Power Point to the students
3. Have them find Power Point on their computers
4. Show them different features and have them try it out on their own computers.
5. After teaching each feature, have the students complete their own Power Point Presentation.
6. Have students present their presentations to the class.

Lesson Plan 1
 Dates:  Tuesday, January 2, 2001 – January 5, 2001

1. Teach students about how to start a presentation
2. Talk about the different backgrounds
3. Show students the different slide setups they can chose from
4. Show students how to add, use, and manipulate text – Experiment with Word Art

Lesson Plan 2

Dates: Monday, January 08, 2001 – Friday, January 12, 2001

1. Introduce how to add different effects to each slide, such as sound, transitions, and timing
2. Show students how to add pictures from clip art, from the internet or from scanned pictures
3. Show students how pictures from a digital camera can also be inserted into their presentation.
4. Start students on making their own Power Point presentations.  Allow 3 days for students to complete their presentations and present them to the class the following week.

Closure: After all students are finished with their presentations, check each presentation for usage of each feature taught.  Look for understanding and quality of usage for each feature used.  Complete this by using a spreadsheet checklist created previously on Excel.

Lessons developed by Debby  Marocchini

Title: Endangered Animal Research
Lesson # 1
Grade 2

Lesson: Computer/Science-Endangered Species

Materials:
Mac Computers “Microsoft Word” Software

Objective:
-Students will become familiar with basic aspects of keyboarding
-Students will research an endangered animal

Prodedure:
-Review definition of endangered species and types of animals
-Go over word processing steps
-Have students keyboard and print information which they learned

Assessment:
-Final printed out document
-Teacher observation
 

Lesson # 2
Grade 2
Title: Computer/Social Studies-Countries

Objectives:
- Students will become familiar with Multimedia CD Player
-Students will describe culture and at least one fact about role music plays in that particular
culture
-Students will describe/present poster on area of world that music pertains to and identify
this area on map/globe

Materials:
Mac Computer, “Multimedia CD Player”

Procedure:
-Review term “culture”
-Have students create posters
-Have map/ globe available

Assessment:
Quality of presentation,  research
-Teacher observation
 

Lesson plans developed by Matt Devine

Grade Level:  1st to 3rd grade

Introduction:  Children will be introduced to Macintosh or IBM PC computers (depending on what the school has to offer).  They will be asked to name certain parts of the computer.

Objectives:  Children will be able to recognize letters on the keyboard.  They will also be able to recognize parts of the computer and then spell their names.

Materials:  Computers (either Macintosh or IBM PC)

Procedures:
1) Children will first be shown pictures of computers.  They will see pictures of a keyboard, mouse, CPU and monitor.

2) They will then be asked;  Where is the mouse?  Where is the
keyboard? Where is the CPU?  Can we see anything on the monitor?  What does it look like?

3) They will then be asked to go to the computer and find the keys that
contain their names.  After they have done this, they will be asked to
type their name on the computer screen (a Word Processing program
must be accessed first, such as Clarisworks or Microsoft Word).

Assessment:  It is important for the teacher to monitor the children on the keyboard.  It is the teacher’s responsibility to make sure that they have typed their names correctly.

Grade Level:  6th to 8th grade

Introduction:  This lesson will teach children how to create a free email account through www.hotmail.com.

Objectives:  Students will create their own email accounts through www.hotmail.com.  They will choose their own log in name and password.  They will learn how to send an email to a friend in the class.  They will also learn how to delete and edit email.

Materials:  Computers with Internet access

Procedure:

1) With the help of the teacher, students will sign on to www.hotmail.com.

2) They will then click on the “New User” feature at the top of the screen.  They will then undergo the new user sign in process where they will be asked a bunch of personal questions.

3) After this is completed, and they have finished the sign on process, they will then be asked to compose a new piece of email.  They will select the “Compose” feature at the top of the Hotmail menu.

4) They will then enter a username to send the message to.  This should be someone that is in the class.  When this is completed, they will tab down to the message box and begin writing the message.

5) When they have completed their message, they will then go back and proofread it.  If they run across any spelling or grammar mistakes, they can go back, by the use of the arrow keys and correct the errors.

6) When they are satisfied, they will click the SEND feature on the Hotmail menu.

7) This will send their message to the classmate’s user identification that they have specified.

8) Their classmate will then log on to www.hotmail.com and check their messages to read the message that the other student has sent.

Assessment:  Teachers will monitor their students to make sure that the sign in process has ran smoothly.  They will also monitor the editing and sending of the messages to make sure that the correct steps have been followed.
 

Lesson Plan developed by Patty Tedford

Title:  MS Office, Word Processing for Juniors, Name Plate

Grade:  Five, beginning of the year

Purpose:  The purpose of this lesson is to familiarize the students with some of the most used features of the word processing software that the students will be using for assignments.  Given the fact that the students have a wide variety of experience with computers, this lesson will put them on level ground for general word processing that they would be expected to do in fifth grade.

Objectives:

1. Students will be able to create a file, save, and open it.
2. Students will be able to change font size, color, and type by highlighting text.
3. Students will be able to center text on a line using the centering icon.
4. Students will use the print preview icon to check their document.
5. Students will be able to print their document.

Materials:  Computer lab with MS Office installed on the pcs, projector

Procedure:
1. Using the projector and screen, model for students how to open a new file.
2. Have students open a new file.
3. Have students type their name ten times on separate rows.
4. Demonstrate how to highlight text and how to change font size, color, and type.
5. Allow students time to change each of the lines of their name to a different font size, color, and type.
6. Demonstrate how to center the text on a line.
7. Model how to view a print preview.
8. Once students are pleased with their final product have them print out the sheet.
9. Display finished name sheets on a bulletin board.
 

Evaluation:  Students will be evaluated as they are working by observation and by their final product.  A rubric stating the skills to be acquired will be used to check off the skills that they were able to do.

Closing:  Students will discuss how the skills that they have learned will be used in the up coming school year.

Lesson Plan:  Using Claris Works for Kids
developed by Joy Helmold

Grade Level:  Second Grade, 30 minute period

Objective:  Students will create a data-base of weekly spelling words,
spell check their work, save their work, and print their finished
assignment.

Students have previously created a folder for their work and stored
their folder in the folder for their room.

1. Students will come to the library/computer lab
With their spelling words for the week.

2. When students are seated at their assigned computers, they will:
a. open Claris for Kids
b. select “lists”
c. select “weekly words”

3. Students will enter the date and their spelling words, changing entry
lines by using the tab key.

4. Students will enter their name and room number in the box at the page
bottom.

5. Students will spell check their work.

6. Students will save their work to their folder.

7. Students will print their work to submit to the classroom teacher.
 

Lesson Plan Using Power point
developed by Joy Helmold

Grade Level – Fifth Grade, 45 minute technology period.  This lesson
will extend over several weeks.

Objective:  Students will create an eight slide Power Point program
describing the first Pilgrim Thanksgiving.

Students have previously completed research on the first Thanksgiving
using the Big 6 technique.

1. Students will outline an eight slide presentation of  the Pilgrim
Thanksgiving.  Slides can include the  following:
a. Title slide
b. The Mayflower
c. Customs
1. dress
2. workday
3. religious worship
4. food
5. games
6. leaders
7. homes
d. Indians
1. how the Pilgrims and Indians met
2. dress
3. games
4. homes
e. the feast
1. why the Pilgrims and Indians had the feast
2. what they ate

2. With the outline complete students may find supporting pictures in
print media, on the Internet, or draw appropriate pictures.
a. Print media and student art work will be scanned, saved and imported
to the slides.
b. Internet pictures will be saved and imported to the slide.

3. Students will complete each slide and arrange in a slide show.
a. practice timing
b. set for automatic or self-advancement on the slide show

4. Students will save to their folder and a disk.

5. Students will present the Power Point slide show to the class.  The
disk will be included in the student’s portfolio.
 
 

Objective: The Students Will:

Practice typing

Utilize several formatting features of AppleWorks

Learn how to draw rounded rectangle

Change fonts, first line indent, and ;line spacing

Procedure:

Students will type in a document from the sample sheet (Little Red Riding Hood), Spell Check, Insert Header (school heading with name, date, etc.) and Save As "Hood1".
Prior to the students formatting their text, the teacher should demonstrate how to use the alignment buttons, tools, and formatting features needed.
 

Center and Bold Title
Select the title "Little Red Riding Hood", and using the center alignment button, center the title
With the title still selected – use the bold button to bold the title
Format Text
Select the text then go to the Format Menu and select Paragraph
Set First Line to .25
Change the font to Times New Roman
Use the Line Spacing control and increase to 1.5 li
Rounded Rectangle
Show your tools (Window –show tools)
Select the Rounded Rectangle
Change the pen Width to 2 pt (Pen Width Control Box)
Change the fill to transparent (Fill Pattern Box)
Click and drag to draw a rounded rectangle around the title
Print your final document
Assessment

The Final Paper should include all of the formatted text.

This lesson should take approximately two classes – one for typing the text and one for formatting.

This is an initial lesson for Database. This lesson would be followed by others utilizing the Report Creator, sort and filter features of the program.

Objective: The Students Will:

Learn the terms – Field and Record as they pertain to database

Set up the Fields for a database

Make decisions regarding the nature of each Field – number, text etc.
 

Procedure:

On a 3 x 5 index card, each student lists their Last Name, First Name, Student ID#, Home Room #, Home Room Teacher, Gender, and Team.
Students open Microsoft Works, and as a class decide what the Field Names should be for each category listed on their card.
For each Field, students type in the field name and decide whether it is a number or text.
Students check the appropriate box. For numbers they need to decide how many decimals will be needed.
Students click the ADD button until all fields have been entered.
Students enter their data as the first Record.
The cards are then passed to the next person, and they enter that person’s data as Record #2.
This continues until each student ends up with their own card.
Corrections to the data (misspelled words etc.) are made after all of the Records are entered.
Students problem solve how to format the ID field so that the leading zeros in their student number appears.
Students save this database as "Class List"
Assessment:

All students should have a database that consists of approximately 20 Records and 7 Fields

The Fields are titled appropriately

The records appear as they should – Room # with no decimals, Student # that start with a zero.

EDU 360 Lesson Plan Number Two developed by Jessica Fleming

This lesson plan, designed for a class of 10-15 seventh graders, has four
objectives:

1.      To develop PC skills such as cutting and pasting, file manipulation, and
an   understanding of computer graphic formats.
2.      To develop design and compositional skills using PC software.
3.      To develop an awareness of current events.
4.      To develop interpersonal skills.

The lesson will require a lab with 5 to 10 internet-ready PCs, and will use
Microsoft Word and ACDSystems ACDSee image viewer ( shareware, 512kb
download, 2 minute install ). The lesson should take about an hour to
complete.

The first part of the lesson should take about ten minutes.

Students will work in teams of two, and will use recent editions of
newspapers to choose a story that interests them. The facilitator will
approve the choice of articles.

The next part of the lesson should take about twenty minutes.

Students will use the internet to conduct further research on the main
subject of the chosen articles. They must bookmark three additional sites
 other than any sites belonging to the news organization of the original
source ).

The next part of the lesson should take about twenty minutes.

Students will compile short, two to three page summaries of the articles
they chose using images and text copied, cut, and pasted from the additional
sites they have found. Each team will print their summaries and both
students will sign each summary.

Adobe Photoshop lesson developed by CHARLEY VANDERGRIFT

Purpose: This lesson plan involves teaching students to use Adobe
Photoshop to manipulate photos and create graphic artwork.

Level: Photoshop is a fairly complicated program to use, so it should be
taught in high level design and computer classes.

Preparation: The instructor would need a few months of self training to
get comfortable enough to teach the basics to young students.  Luckily,
it is not hard to get started, and the program includes an excellent
tutorial for first time users that takes you step by step through the
general workings of this productivity tool.  The professor should
prepare as many examples of completed work as possible, so that students
can get a sense of the program's versatility.

In class: Students should be encouraged to explore the many tools that
Photoshop has to offer.  In conjunction with a scanner, students can
learn how to store a photo digitally on the computer and manipulate by
changing any or all aspects of the original photo, such as hue,
brightness, sharpness and size.  After the class demonstrates basic
competency, they should be shown how to use Photoshop in conjunction
with other programs like Pagemaker and Word.  Photos can be manipulated
in Photoshop and exported to Pagemaker for layout purposes and Word text
can be imported to Photoshop and place on or around an image.  By the
end of the lesson, students should be able to create/manipulate images
and pictures and incorporate other programs into the process.

Adobe Pagemaker Lesson BY CHARLEY VANDERGRIFT

Idea: This lesson plan is intended to show students how to use Adobe
Pagemaker to create their own newletter.  Communications and Media
students would benefit by learning how various print media are designed and
the technology used in the process.

Level: Due to the moderate level of technical skill needed to utilize
Pagemaker, students should at least be in high school and have some level of
competency with a word porcessor.

Preparation: The instructor must learn the program ahead of time and be
reasonably competent with it.  He/she should also draft several examples of
page layouts and newsletters so that students could get some ideas tp work
off of.  Students should also be encouraged to read through newspapers and
magazines ahead of time, paying particular attention to the design and layout
of the publication.

The first hours of instruction should allow every student time to learn the
basics, such as lines and boxes.  They should be encouraged to incorporate the
program utilities to create a coherent design that could be used in some type
of publication.

End Result: Students should all be able to create a simple, yet professional
looking publication, complete with text boxes, pictures and headers.  The
students should be able to develop a better understanding of publication
design and just how important it is in media and advertising.
 
 
 

Course: Keyboarding
Grades: 9-12
Topic: Microsoft Works
Lesson Developed By: Tenille Klosterman

Assignment: Prepare a Block Style letter

Purpose: 1. To familiarize students with Microsoft Works

2. Learn the correct way to write a "block style" letter

Guidelines:

1. Present students with handout outlining the correct form of a "block style" letter.

2. Discuss with the students the procedure of producing a "block style" letter

3. After it is clear that the students understand the correct way to write a block style
letter, present them with another handout consisting of a letter with numerous
errors in it.

4. Inform the students that it is there job to make the necessary corrections in order
to produce a block style letter.

5. Students must then type the letter with corrections using the Microsoft Works
word processing program.

Course: Keyboarding
Grades: 9-12
Topic: Corel Word Perfect
Lesson Developed By: Tenille Klosterman

Assignment: Prepare a memo in correct form

Purpose: 1. To familiarize students with Corel Word Perfect

2. Give students an opportunity to learn how to create a proper memorandum

Guidelines:

1. Present students with handout outlining the correct form of a memorandum

2. Discuss with the students the procedure of producing a memo

3. After sufficient discussion, have the student produce a memo in correct form.

A) memo should be addressed to a member of the administration regarding a
concern or question they might have about an upcoming event or policy outlined
in the school handbook.

Course: Keyboarding
Grades: 9-12
Topic: UltraKey
Lesson Developed By: Tenille Klosteman

Assignment: Complete lessons 1 - 3 and corresponding Skill Checks

Purpose: To familiarize students with keys and their locations in order to increase
speed and accuracy of typing.

Guidelines:

1. Instruct students to complete the above assignment and to print results for
assessment purposes.

Course: Careers or similar subject (maybe available in high school counselors office)

Grades: Probably most useful for Juniors and Senior (11th and 12th grade)

Topic: College Explorer Plus

Lesson Developed By: Tenille Klosterman

Assignment: Familiarize yourself with College Explorer Plus Program

Purpose: 1. Familiarize students with program

                    2. Help students to make a educated decision about what college would
suit their needs.

Guidelines:

1. Introduce the program and its possibilities.

2. Encourage student to play with the program a little to become familiar with it

3. When students are more comfortable have them research a particular college
they are interested in and find out more about it.

Course: Math or English Tutoring
Grades: 9 - 12
Topic: Learning 2000
Lesson Developed By: Tenille Klosterman

Assignment: Complete Lesson #3 and corresponding Test (this may take a couple
days depending on students ability in the given subject.

Purpose: To help students gain an understanding of various concepts in Math or
English

Guidelines:

1. Students should already be familiar with program and have a file on the
computer that keeps track of their progress.

2. Instruct students to complete lesson (with audio).

3. Once students have an understanding of material presented in the lesson have
them complete a test to assess their understanding of concepts presented in the
lesson.
 
 

Lesson Plan  Developed by Pat Drew

Teacher                 Mrs. Drew

Subject:                Computerized Communications

Grade:                  11 and 12

Date:                   Friday, February 21, 2000

Unit Objectives:

Upon completion of this Unit, students will be able to

v Define and discuss common search engines.

v Refine a web search using multiple key indicators.

v Investigate the reliability of information found on the web.

v Explain the differences between Internet directories, search engines,
and meta search engines.

v Conduct a search, using a common search engine, on a career of the
student's choice.

Lesson Objectives:

Upon completion of today's lesson, students will be able to:

Compare and contrast search engines and directories by analyzing the
number of responses per inquiry.

Supplies and Materials:

· Handout - Comparing Search Engines and Directories

· Instructor's Computer with use of PowerPoint and Proxima Machine.

· Student computers with Internet hookups.
 

Lesson Introduction:
· Review with students some common uses of the Internet discussed in
class yesterday
· Research.
· Communication using E-Mail.
· Shopping online.

Instructional Input and Guided Practice:

· Using PowerPoint, instruct the students on the following information:
· Three types of searches - Internet Directoreis, Search Engines, and
Meta-Search Engines.
· Think of key words that you are trying to search - for instance if you
are looking for earrings, think about other words like jewelry,
diamonds, gold
· Review Internet Directories such as Yahoo, Infoseek, Lycos, and Excite
· Explain how meta-crawlers allow you to compose and ask questions.
· Handout the assignment on "Comparing Search Engines and Directories."
Have students begin in class.

Closure:

Explain to students that all work will be completed in class tomorrow.
Also tell them that tomorrow we will discuss trustworthiness of what you
find on the web.

Homework:

Begin researching the company they will be writing a reporting on.  They
can begin gathering and bookmarking web sites for class use.
 

Student Outcome:

At the end of this lesson, the student will demonstrate subject matter
in the following manner:

· The ability to complete successful searches through the use of various
search engines.
 

Lesson Plan #4  developed by Pat Drew

Teacher                 Mrs. Drew

Subject:                Computerized Communications

Grade:                  11 and 12

Date:                   Friday, February 21, 2000

Unit Objectives:

Upon completion of this Unit, students will be able to

v Define and discuss common search engines.

v Refine a web search using multiple key indicators.

v Investigate the reliability of information found on the web.

v Explain the differences between Internet directories, search engines,
and meta search engines.

v Conduct a search, using a common search engine, on a career of the
student's choice.

Lesson Objectives:

Upon completion of today's lesson, students will be able to:

Complete the exercise on conducting a search.
Review the responses and analyze the results
Discuss the validity of web sites.
Describe a boolean search.

Supplies and Materials:

· Handout - Comparing Search Engines and Directories - Students will
have from yesterday - have extra copies on hand for those absent.

· Instructor's Computer with use of PowerPoint and Proxima Machine.

· Student computers with Internet hookups.
 

Lesson Introduction:

Remind students that they are to complete the hand-out distributed in
yesterday's class.  Ask if they have any questions regarding that
hand-out.

Instructional Input and Guided Practice:

· Monitor students as they complete the hand-out from yesterday.
· When the majority of the class is finished, Review the number of
responses to the various searches.  Ask the following questions:
·  Did you experience difficulty with any of the searches?
· Which search caused you difficulty?
· How did you correct the difficulty to get the search to work?
· What search engine yielded the most results?
· Collect the "Search Engine" handout.
· Discuss how to evaluate web sites for trustworthiness
· Is the author a name that you are familiar with?
· Are the dates current or is it an obsolete site?
· Why is the site posted on the web?
· Explain boolean searches using and or + and how they can help in a
search.

Closure:

Ask the class how many students now feel able to begin the research for
their report?
Tell them that tomorrow you will do one more practice using search
engines.

Homework:

Begin researching the company they will be writing a reporting on.  They
can begin gathering and bookmarking web sites for class use.

Student Outcome:

At the end of this lesson, the student will demonstrate subject matter
in the following manner:

· Use boolean operators to conduct a search.
· Discriminate between web sites.
· Evaluate the differences between the various search engines.

Supplies and Materials:

· Handout - Comparing Search Engines and Directories
· Instructor's Computer with use of PowerPoint and Proxima Machine.
· Student computers with Internet hookups.

Lesson Plan developed by Pat Drew

Teacher                 Mrs. Drew

Subject:                Keyboarding - Period 2

Grade:                  9 and 10

Date:                   Friday, December 16, 1999

Objective:

Strengthen key control on the home row through the use of guided
classroom practice and computer practice using MicroType Pro
Keyboarding.

Initiation:

Students are to complete warmup that is on the board as soon as they
enter the classroom.  Page 7A Lines 5 - 11.

Instructional Input and Guided Practice:

§ Review the proper key strokes for asdfjkl; and the use of anchors.
Also remind students of proper keyboarding techniques.
§ Give an oral practice drill using lines 12-14 on page 7A.  Have
students keep their eyes closed while doing this exercise.
§ Have students compare their screen with lines 12 - 14 in their text.
Ask them how many achieved 100% accuracy.  Remind them that at this
point in time, speed is not as essential as accuracy.

Computer Practice:

§ Have students exit Word and Double Click on MicroType Pro.  Remind
them of their password and have them access Lesson 1 - Review Home Row.
§ Use the Proxima to demonstrate navigation through Lesson One.  Remind
students that the game at the end of the lesson cannot be played until
they have completed the five learning activities first.
§ Have the students work with the teacher to  complete the first
learning activity together. Check the first activity to be sure all
students are using the software correctly.
§ Have students complete the lesson independently.
§ Check for proper techniques and correct use of fingers as teacher
walks around the classroom.

Closure

Ask one student to demonstrate proper technique at the keyboard.  Remind
students not to be a "keyboard peeker" or they will not be able to
achieve speed and accuracy.  Inform students that tomorrow there will be
no class because of an assembly, but we will move on to Lesson  Two on
Monday.

Lesson Plan Developed by Pat Drew
 

Teacher         Mrs. Drew

Subject:                Keyboarding - Period 2

Grade:                  9 and 10

Date:                   Friday, January 30, 2000

Objective:

Refine Keyboarding skill.  Build speed.  Introduce 3 minute timings
using Internet Typing Challenge.

Initiation:

Students are to complete warmup that is on the board as soon as they
enter the classroom.  Page 86 Paragraphs 1 and 2.  Save and printout
warmup.  Hand in.

Instructional Input , Guided Practice, and Computer Practice:

§ Students are to give themselves one 3 - minute timing using
MicroTypePro.  They are to print out the timing if they have four or
fewers errors on it.
§ Exit MicroTypePro.  Students using the ten computers near the windows
are to log on to the Internet.  The other students in the class are to
get into Microsoft Word and continue on with their document processing.
(Letters 3 and 4 on page 87)
§ Those students on the Internet are to enter the password (Cuddles) for
Internet Typing Challenge and access their account. They have 15 minutes
to work on the Challenge.  Remind them when it is time to switch. After
their time is up, the class is to switch computers with their partners
and those on Challenge are to work on their document processing and
those on Word are to switch to Challenge.
 

Closure

Ask students if anyone would like to share the results of  their
Internet Typing Challenge today.  Remind them to check Monday when they
come to class for the postings located on the home page of Challenge.
Also remind them that Monday will be a production day (document
processing only).
 

Introduction To The Applications Of Web In Research By S.Abraham   #1

Intended Audience:      Tenth Graders to Adults

Course Description:     Students will be introduced to the web and its capabilities.
                                      Students Will be taught how to use the web in digging up
                                      information and they will also be introduced to the various
                                      search engines that help in digging up information on the
                                      web. There will be a project assigned to the students in which they
                                      will be required to retrieve info on a selected topic.
 

Course Plan:                This course will consist of five sessions
                                  1. In this section students will be introduced to the Internet.
                                  2. In this section students will be introduced to the various searchengines
                                      and their uses in digging up information.
                                  3. In this section students will be introduced to various databases
                                      with in the World Wide Web. Each student will be given a topic on which
                                      he/she shall retrieve information. This will be due the 5th session.
                                  4. In this section students will be taught the uses of various
                                      key words and the use of various Boolean expressions in search.

                                  5. Project Due and Evaluations
 

Grading:                       The project and the final evaluation will take up 100% of the grade.

Introduction To Presentation Software Packages By S.Abraham    #2

Intended Audience:  Tenth Grade to Adults

Software:                   Microsoft PowerPoint

Course Description:  Students will be introduced to the use of presentation packages in
                                    The business arena and other places. Students will learn to use the
                                    Package effectively and improve creativity. At the end of the course
                                    Students will be required to make an effective presentation using this
                                    Software and this will be the final evaluation for the course.

Requirements:           A computer with Microsoft PowerPoint installed in it and a 3.5”
                                    Diskette to store their work.

Course Plan:              This course will consist of eight sessions
                                    1. Introduction to PowerPoint and its use in various fields.
                                        Introduce students to its various features.
                                    2. Students will be taught to create simple slides.
                                    3. Incorporating Graphic design into these slides.
                                    4. Students will be taught to incorporate multimedia files
                                        (music files, sound files, and animations) into theirpresentations.
                                    5. This session will basically be an evaluation session.
                                        Evaluate students on their knowledge so far
                                    6. In this session students will be taught to incorporate
                                        spreadsheets, documents, and other forms of data into theirpresentation.
                                    7. This session would include a course overview and
                                        applications of PowerPoint in web designing will be covered in brief.
                                    8. This session will be devoted toward presentations
                                        that the students are going to make and final evaluation

Grading:                     Course Attendance: 10%
                                    Mid Term Evaluation: 40%
                                    Final Presentations: 50%
 

GETTING FAMILIAR WITH A WORD PROCESSOR
Lesson developed by Kevin Johnson

Objective: For students to familiarize themselves with a computer
                To learn functions of Microsoft Word

Materials: Microsoft Word
                Computers

Procedure:  1. Break the class into groups of 2-3 students
                  2. Talk about the components of the computer
                  3. Demonstrate how to use Microsoft Word focusing on
the simple functions
                      of spacing, capitalizing, spellcheck, and use of
fonts
                  4. Have small paragraphs arranged for students to
copy. The paragraphs
                      should have spacing differences and spelling
errors.
                  5. Have students spellcheck the paragraphs.

Follow Up: Give the students a topic to write a paragraph about using
Microsoft Word

WORD PROCESSING/KEYBOARDING

 OBJECTIVE: THE STUDENTS WILL FAMILIARIZE THEMSELVES WITH THE WORD PROCESSING PROGRAM: MICROSOFT WORD, WHILE ENHANCING THEIR WRITING AND KEYBOARD SKILLS.

 MATERIALS:
A COMPUTER WITH MICROSOFT WORD
A PRINTER
A SHORT STORY TO TYPE
A DISK
 

PROCEDURE:
1. THE STUDENTS WILL TYPE THE SHORT STORY USING MICROSOFT WORD.
2 THE STUDENTS WILL USE THE SPELL CHECK AND EDIT FEATURES.
3. THE STUDENTS WILL SAVE THEIR WORK CREATING THEIR OWN TITLE.
4. THE STUDENTS WILL PRINT THEIR TYPED STORIES.

 PERFORMANCE INDICATOR:
THE STUDENTS WILL DEMONSTRATE WHAT THEY HAVE LEARNED BY CREATING THEIR OWN STORY, WRITTEN DIRECTLY ON THE COMPUTER, THAT IS EDITED, SPELL CHECKED SAVED AND PRINTED.

 ASSESSMENT: THE STUDENTS WILL BE ASSESSED ON HOW WELL THEY WERE ABLE TO USE THE WORD PROCESSING PROGRAM. THEY WILL BE ASSESSED ON SPELLING AND EDITING ERRORS, SINCE THESE WERE PROCEDURES THEY WERE SUPPOSED TO HAVE COMPLETED USING THE COMPUTER.

HEADING: FUN WITH THE KEYBOARD
GRADE LEVEL: KINDERGARTEN
SUBJECT MATTER: COMPUTERS 
TOPIC: LEARNING THE KEYBOARD
VC

 MATERIALS: MAC COMPUTER, MUPPETS ON STAGE PROGRAM

 PROCEDURE:
1. THE STUDENTS WILL FIRST CLICK ONTO THE LETTERS PART OF THE PROGRAM
AND FOLLOW THE INSTRUCTIONS GIVEN.
2. WHEN FINISHED WITH THE FIRST PART, THE STUDENTS WILL CLICK ON THE
DISCOVERY SECTION OF THE PROGRAM AND FOLLOW THE DIRECTIONS GIVEN
THERE.

 ASSESSMENT: THE STUDENTS WILL BE ASSESSED ON HOW WELL THEY ARE ABLE TO FIND THE LETTERS ON THE KEYBOARD, USING THE MUPPETS ON STAGE PROGRAM.
 

Course Outline

Intuit Quicken for Windows

 Objective:
Students will be knowledgeable in the use of Quicken software to enter and reconcile their checking accounts.

 Procedure:
1. Present overview of personal finances (items I & II) (30 min.)
2. Introduce Quicken Tutorial, Help (30 min.)
3. Present activities to setup and use Quicken (2.5 hr.)
4. Present activities to reconcile and generate reports, graphs (2.5 hr.)
5. Questions and Summarize learning (30 min.)
 

Overview of Personal Finances
Income & Expenses
Bill Paying
Checkbook & Bank Reconciliation
Current Net Worth (Assets & Liabilities)
Taxes

 II. Overview of Quicken Features
Basic Screen & Menu tools
Mouse
Alt Keys
Icons
Quick Keys
Tracking Checking Accounts
Writing & Printing Checks
Balancing Your Checkbook
Memorizing Transactions
Creating Reports & Graphs

 III. Using Quicken
Bank Accounts
Checking
Savings
Money Market
Categories of Income & Expenses
Set up
Changing, Deleting & Merging
The Check Register - Basic Steps for Working With All Account Registers
Adding Transactions
Assigning Categories and/or Classes
Transferring Money Between Accounts
Splitting Transactions
Memorizing Transactions
Correcting, Voiding and Deleting Transactions
Writing & Printing Checks
Filling Out
Post Dating
Printing
Ordering Checks & Other Supplies
Reconciling Your Checkbook & Bank Statement
Marking Cleared Transactions
Correcting Differences
Completing Reconciliation
Reports & Graphs
Creating & Customizing Reports
Creating & Customizing Graphs

 IV. Summary & Evaluation

 Questions, Summarize, Class Evaluation
Mariella B. LuginbuhlEstimated Class Time: 8 hours

 Grade Level:Grade 9 to Adults
Subject Matter:

Personal Computer Hardware

 Objective:
Students will be comfortable and knowledgable with PC hardware, terminology

Procedure:
1. Present overview of PC hardware (30 min.)
2. Dismantle a PC for the class showing/explaining
components (2 hr.)
3. Review Handout & Discussion (30 min.)

Class Objectives: To understand basic PC
Vocabulary
Hardware components
Compatibility issues

 Student Objectives: List on board

 Week 1: Mind Tools
Computer Overview
Hardware - the tangible parts of a computer you can see or touch.
Software - all the instructions that make the computer function.
Multimedia - the combination of text, sound, video, graphics and animation for use in presentations. Most often stored on and played back using CD-ROM disks
Compatibility - although PCís or microcomputers are manufactured by hundreds of companies, the majority have the same design or architecture, thus they operate in essentially the same way.
Memory is used to store instructions in the electronic form computers read and process
PC Components - A Quick Tour
A PC is not a single, unified machine.
Systems Unit (CPU) contains everything necessary for computer to store and process data
Monitor - (Screen, CRT) allows you to see what is going on in the Systemís Unit
Ports - (on back of System Unit) allow for plugging in other devices including the keyboard, mouse, monitor, etc.
Printer - transforms data inside the System Unit into printed form
Mouse - allows the quick selection of commands and items on the Screen
Keyboard - allows the typing and entering of commands
Software - instructions that come on disk (CD-ROM) which tell the computer what to do and how to do it.
Operating System Software - provides fundamental instructions that tell the system unit how to save and process data, how to communicate with the printer, keyboard and other devices and how to run programs (applications). Examples: DOS (Disk Operating System)
Application Software - programs that perform specific tasks such as letter writing, checkbook balancing, & picture drawing. When a program is running, the operating system fades into the background
System Unit - Inside and Out
Central Processing Unit - CPU. Processes all of the data that flows through the System Unit.
Power Supply - regulates the flow of current to the motherboard and disk drives Expansion Slots - Allows for the connection of additional circuit boards to the Motherboard.
Reset-button - Clears the computerís memory if the computer ever refuses to respond to your commands.
Drive Activity Lights - Show when a disk drive is reading data off a disk or writing data to a disk.
Keyboard Lock - (on some systems) allows you to lock the keyboard so nobody can use your computer without permission.
Floppy Disk - a wafer encased in plastic that magnetically stores data (the facts, figures, documents, etc. entered and saved). 5 1/2î and 3 1/4î now becoming obsolete.
Floppy Disk Drives - allow the system unit to read data from floppy disks and write data onto disks.
Hard Disk - a disk, permanently sealed inside a hard disk drive. Hard disks store more information than can be stored on floppies.
Hard Disk Drive - (Usually inside the System Unit) acts like a giant floppy disk drive complete with non-removable disks.
CD-ROM - Compact Disk Read-Only Memory. Storage system that uses laser technology to read data from compact disks which often include text, graphics, short movie clips, music and voices.
Backup Device - Device used to copy one or more files. Typically uses tape or disks which are stored in case the original files are lost or damaged.
Fax-Modem - MOdulator/DEModulator. Device used along with a computer to transfer data/faxes over the phone lines.
RAM - Random Access Memory or Memory. Stores data and program instructions for the CPU. Whenever a program is run or something is typed, the instructions and the data are stored in memory or RAM. Because it depends on electricity to function, when the computer is turned off, RAM forgets everything.
ROM - Read Only Memory. It is used to store basic permanent startup instructions the computer needs to start and function. Typically, we cannot change instructions stored in ROM.
Motherboard - contains the ìthinkingî parts of the computer, including the memory and processing chips.
What Happens Inside the Computer?
Starting the Computer (Power On)
Electricity flows through the power supply to the ROM-BIOS chip which contains the permanent startup instructions for the computer.
The computer checks the parts of the computer to make sure everything is connected and working properly.
If everything is well, DOS is read into memory. It works behind the scenes to manage the computerís operations.
Once DOS is loaded, other programs or applications can be run. Applications or programs allow the computer to do something useful, such as write letters, balance checkbooks, or play games.
Hard Boot & Soft Boot
How do the keyboard, mouse and monitor interact?
When an application is running, the keyboard and mouse are used to enter or INPUT data and to tell the computer what to do.
The monitor echoes what is going on inside the system unit...so you can see what you (typing) or the computer are doing (completing tasks)
Saving Work
Memory requires a constant flow of energy, when shut off, the memory is cleared.
To have a permanent copy of anything you are working on, you must ìsaveî it.
Understanding Memory - Why Use Memory?
Memory is used to store instructions in the electronic form computers read and process
All computers come with some memory, but form and amount vary greatly.
Memory is measured in bytes (newer PCís typically start with 4M of RAM memory although 16+M RAM is recommended for state-of-the-art systems.)
Conventional Memory - memory that comes with all PCís and compatibles and is used for storing program instructions and data (typically 1M)
Upper Memory - memory reserved for system use; for example, part may be used to store the instructions for controlling a disk drive.
Extended Memory - additional memory that acts like conventional memory. Some computers come with this and others allow you to add it later. Required for Extended Memory: 80286 processor or better, HIMEM.SYS (DOS) or Windows.
Expanded Memory - Additional memory that swaps data into and out of conventional memory at high speeds, giving the user the impression that RAM is greater than what is. It allows for running larger DOS programs.
Virtual Memory - used by MS Windows. Disk drives are used to create additional memory. It is slower than other memory because the computer must read data from disk. It allows the computer to deal with larger files.
Where Does the Extra Memory Go?
RAM chips - installed directly on the motherboard or on a separate memory board that plugs into an expansion slot.
RAM chips installed directly to the motherboard are typically faster and cost less to install.
SIMM - (single inline memory module). When installing memory, SIMMs are installed into a memory slot on the mother board. Each SIMM contains one or more RAM chips.
When the computer is turned on, it tests the RAM chips to ensure they are working properly.
What does the CPU or System Unit do?
CPU - the brain of the computer, interprets program instructions and processes the data you enter. Contains the electronic circuitry that processes information and the devices that store information.
Chip - another name for integrated circuit. A chip is a silicon crystal or other material that performs like a transistor, resistor, etc.. A large chip may be the size of a fingernail.
Cache Memory - used to boost the CPUís performance by decreasing the amount of time the CPU spends getting data from RAM.
Built-in Cache Memory - superfast memory built into the CPU. The CPU stores commonly used instructions and data in the cache to cut down on # of times needed to swap data into and out of RAM.
External Cache Memory - additional memory, faster than RAM, but slower than internal cache.
CPUs are distinguished by 3 things:
Chip Number - each chip has a number (80286, 80386, 80486, etc.). In general, the higher the number, the more data the chip can process at one time. State of the art - Pentium processing chip or 80586.
Chip Speed - Chip speed is measured in megahertz. The higher the number, the faster data is processed. State of the art - 150 or 166 MHz.
Chip Type - Chip type is typically followed by an abbreviation that represents the type. SX indicates a step down from an original chip while DX represents a step up.
Math Coprocessors -
Math coprocessor chips specialize in performing complex mathematical calculations.
For programs that support math coprocessors, performance can be boosted by up to 500%.
What can I do with a Computer?
(Ask class and list on board.)
Also ask what software packages are they interested in running?
Whatís available in Software - Overview
Word Processing - for typing letters, contracts, memos, reports, etc.
Spreadsheet - for creating ledgers to automatically perform simple and/or complex calculations
Business & Personnel Management - calendars, financial and bookkeeping, etc.
Database - to organize and retrieve information and create reports

 Graphics - to draw or paint pictures
Desktop Publishing - to combine text and graphics to create illustrated pamphlets, newsletters, brochures, books, etc.
Communication - to exchange information, files, between computers
Games - fun, fun and more fun.
Review - Week 1
What is hardware?
tangible components of a computer system
What is software?
intangible instructions to operate a computer
What constitutes a multimedia system?
the combination of text, sound, video, graphics and animation for use in presentations. Most often stored on and played back using CD-ROM disks
Using the following, fill in the blanks on the attached form:
printer
processing chip
compact discs
monitor
notebook computer
HARDWARE
external modem
CD-ROM drive
5.25î diskette
Ultra-light computer
system unit
3.5î diskette
backup tape
mouse
keyboard
Most computers are equipped with a keyboard & mouse as the primary input devices and with a printer as the primary output device.
An IBM computer is compatible with a Compaq or a DELL computer because they operate in essentially the same way.
The arrow that marks your place on the screen is called the cursor.
To hard boot a computer means turning on the computer.
To soft boot the computer means rebooting, pressing Ctrl+Alt, Del, the computer rereads the disk operating system without turning the power off and on.
What is memory and what is the minimum amount recommended in a state-of-the-art system?
Memory is used to store instructions in the electronic form computers read and process
Whatís the difference between RAM (Random Access Memory) and ROM (Read Only Memory)?
RAM - Stores data & program instructions for the CPU. Whenever a program is run or something is typed, the instructions and the data are stored in memory or RAM. Because it depends on electricity to function, when the computer is turned off, RAM forgets everything.
ROM - is used to store basic permanent startup instructions the computer needs to start and function. Typically, we cannot change instructions stored in ROM.
What 3 things associated with memory chips identify a PC and what are the state-of-the-art values for each?
Speed (166M), Type (DX, SX), Size (80586)
Identify 5 types of software packages and what they are used for? Operating System, Word-processing, Spreadsheet, Graphics, Financial, Desktop Publishing, Games, Database, Utilities, Educational, etc.

 Grade Level:Grade 9 to Adults
Subject Matter:

LAN, Internet Overviews

 Objective:
Students will be knowledgable conceptually with topics

 Procedure:
1. LAN presentation (tie to concept of Internet)
2. Commercial Information Services
3. Internet
4. Demonstration (if possible)
5. Summarize

Week 11 - Whatís a LAN
EMBED MS_ClipArt_Gallery
LAN - A collection of computers and peripheral devices that use communications channels to share data, hardware and software

 Components
One or more workstations or PCís connected to the fileserver and other network devices via cable system (coaxial telephone cable)
Fileserver or computer that distributes or ìservesî application programs and data files to the workstation. The file server hard disk is shared by the workstation on the network
Printers (usually attached to the fileserver) to which all the workstation can print.
Communications Channel - Typically a cable system which connects all of the devices on the network
NOTE: To be on a network, each PC must have a NETWORK or NIC card in one of its expansion slots which connects to the communications channel to a HUB or CONCENTRATOR (like an old fashion phone operators patch panel) to a similar board in the file server.
Purpose of a LAN - to share software and hardware
What is electronic mail or e-mail?
a letter or memo sent electronically from one user to anotherís electronic ìmail boxî.
requires a networked system and/or modem and phone lines.
an e-mail system is the hardware and software that collects and delivers e-mail.
e-mail is a more efficient means of communication than ground or air mail (donít have to wait for a piece of paper to be physically transported across the country)
Bulletin Boards or BBS
computer system connected to a modem and phone line that allows users to post electronic messages and transfer files between the bulletin board and the userís PC.
Often run by volunteers who do not charge for access
to access a bulletin board requires a computer, modem and communication program
BBS file areas contain hundreds or thousands of files that can be download or transferred to you computer
BBSís also have Message Areas where public and private messages can be posted
Thread - a series of dialogues left on a BBS message board on a related subject, left by a variety of users
Controversies over the ethical and legal use of BBSs have raised issues about what is appropriate material to post. Police and FBI have closed BBS systems which help people commit crimes (published telephone company codes that allow used for free long distance calls, procedures for making bombs, etc.)
Commercial Information Services
CompuuServe, Prodigy & America Online (AOL) provide access to a wide range of financial, informational and recreational services for a small monthly or per-minute charge
Requires a modem and phone line & a starter kit
Activities available include:
downloading shareware, software, magazine & newspaper articles,
make travel reservations
view current weather
educational references
ask for help using a computer program
contribute to a continuing discussion on a special topic
play games with other subscribers
send electronic mail to users around the world
To subscribe
purchase starter kit with inst. manual, list of phone #s, communications software and initial user id and password
typically for about $10 mo. you can connect to the basic services for a predetermined number of hours
additional services are generally billed directly to your credit card.
generally call through local phone number, but if none available, toll charges are also billed to your phone bill through an intermediate network
ImagiNation Network - (Sierra On-Line) forerunner of cyberspace
recreational network designed to encourage social interaction
on subscribing, you choose facial features, clothes, accessories, etc. to create an ìonline imageî or persona
you then move to different parts of the network in pictorial representation such as malls, towns, shops, libraries, etc.
as you travel the network, you meet other personas where you can stop and chat, invite them to play games, arrange meetings, etc.
forerunner of cyberspace, images provide a way to visually navigate through the computer network, recognizing services, databases and other users by their on-screen appearance
Internet - history of the worldís largest computer network
1969, originally called ARPAnet, established by the US Dept. of Defense for military personnel and civilian researchers to communicate about defense projects
ARPAnet network connected several mainframe host computers throughout the US, accessed by terminals connected to these hosts
1983, split into two interconnected networks; ARPAnet and MILNET, the Internet (meaning 2 interconnected networks) was formed
Initial access to the Internet was to military personnel and defense contractors.
1986 - the National Science Foundation network (NSFnet) (founded to provide access to 5 supercomputer centers available to civilians for scholarly research) connected and more than doubled the size of the network and general access
Access to the supercomputers presented a problem because researchers of colleges, universities, corporations, etc. because they physically had to go to a supercomputer site
These researchers encouraged the development of a more cost-effective way to connect hundreds of organizations to the network somewhere nearby, forming a chain of networks that ended at a supercomputer center
The Internet provides access to the NSFnet supercomputer centers throughout the world, as well as a connection between computer systems operated by the government and military, educational institutions, business and other organizations world-wide.
Estimates are over 10 million people in 50+ countries use the Internet with over a billion packets of data traveling across the network each month
Internet: Information & Services
Electronic mail - one of the most heavily used services
works like microcomputer e-mail
reaches the far corners of the world
simply type message, address it and send it
every user has their own mailbox at unique addresses for example:
president@whitehouse.gov
president = user ID
@ sign separates the user ID from the machine name (whitehouse, a computer in Washington DC that handles the WhiteHouse Internet connection)
Period separates the machine name from the ìdomainî or category name:
com = commercial
edu = educational
gov = nonmilitary government
mil = military
org = other organizations
net = network resources
Internet mail sends the message to another Internet host to the next closest Internet host until it reaches its destination...perhaps going through 2 or 3 other hosts before reaching its final destination
Computational Resources
Researchers requiring complex computer-generated model to ìnumber crunchî may need to access one of the supercomputers (like the John von Neuman National Supercomputer Center, the Air Force Supercomputer Center or the North Carolina Supercomputing Center) to use its capabilities
Prospective researcher on these systems must apply for accounts, schedule appointments for computer time and make arrangements to pay for the time used
News Groups
Similar to microcomputer bulletin boards and discussion groups on information services (CompuServe, etc.)
Organized into 7 major news categories:
comp - discussions about computers and computer science
news - disc. about Internet news and is a good source of information for new Internet users
rec - disc. about a wide range of hobbies, antiques to beer brewing
sci - disc. about scientific research
soc - social and political
talk - fosters debate and discussion on current issues, like a town forum
misc - everything else
Library Catalogs
access to library and card catalogs in the Library of Congress and many research universities
access to Environmental Protection Agency
Some are available to any user others require user ID on the local system
Data Archives
Collections of data not necessarily in a uniform record format
might contain reports, correspondence, lists, books in machine-readable format, software, etc.
Two ways to access Internet information
Telnet - computer program that lets you connect to a host computer anywhere on the Internet and use your computer as a terminal directly attached to that host computer
Use Telnet to run a program on the remote computer
To search through a library catalog or
stroll through the Cleveland Free-net
FTP - a program that moves files from one computer to another (like MS-DOS COPY)
moves files from an Internet host computer to you PC
for effective use - generally need to know where to find the information, discussion groups and programs needed
4,000 hosts to choose from and new services appear daily...
Tools & Reference Guides
National Science Foundation Monthly Newsletter & list of Internet hosts
Books at the local book store
Once logged on - electronic guides to Internet services & special programs
Cheney Technical School Adult EducationMariella Luginbuhl
Basic Computer Concepts
Course Outline
 

John Nason

Uses of the Word Processor

 Entry Level Characteristics
Middle School: 7th-8th (advanced students).
High School: 9th -12th (all)
Basic proficiency in computer use; general.

 Role of Teacher
Initial demonstration of Word Processing features.
Supervision of student use of computers.

 Objectives
1. To become familiar with forms of word processing equip-
ment and techniques.
2. To develop basic facility is use of W.P. resuorces in final
preparation of report begun in Lesson Plan #1.

 Classroom Arrangement
Initial lecture/demonstration configuration.
Subsequent dispersal into groups (previously determined) of
2-3 students for practice and completion of task.

 Resources & Materials
Mac Keyboard, RGB, CPU
Word processing package (with printed guidesheet).
Rough draft of report: "Current Plight of Wolves."

 Initiation
Teacher demonstrates W.P. capabilities & techniques on com-
puter. Frequent use of individual students in guided
practice of sequential steps.

 Procedure
Class to be dispersed into groups for continued guided prac-
tice and completion of assignment.

 Closure
Brief review of W.P. guide sheet with emphasis upon practi-
cal use of computer's W.P. features.

Follow-up Activities
Submission of final draft of report (by each student). Class
discussion of other potential applications of word-
processing and EdTech resources to future assignments.