Graphics/Text Integration

Credits:
Steve Gandy
Mountain View Elementary School
Broomfield, Colorado
steve@stevegandy.com

VITAL INFORMATION

Subject Matter:

Art, Language Arts (English), Mathematics, Science, Social Studies, Technology

Grades:

Kindergarten-5

Software Application:

Kid Pix, AppleWorks, HyperStudio, Scholastic Placemaker Network, StarOffice

LESSON DESCRIPTION

Summary:

This lesson uses the motivational graphic arts tools and combines them with text based activities. Depending on the project, one area might be stressed more than the other. The basics of page layout are used to produce visually pleasing, information rich documents. The finished products vary depending upon the topic and directions but they all combine a written composition with original artwork that integrates with other curricula from the classroom.

The basic lesson plan is usable across the grade levels. We use this same lesson plan with different prompts and topics multiple times during the year. Individual descriptions of grade level specific topics, prompts etc. are included in the implementation steps.

State & National Standards:

CO- Colorado Academic Standards

• Subject : Reading and Writing

• Standard 2: Students write and speak for a variety of purposes and audiences

Writing and speaking are essential tools for learning, for success in the workplace, and for responsible citizenship. Developing a range of writing and speaking abilities requires extensive study, practice, and thinking. Students need frequent opportunities to write and speak for different audiences and purposes, and they need to be able to communicate expressively, informatively, and analytically. Growth in writing and speaking abilities occurs by applying skills to increasingly challenging communication tasks

• Grade/Level : Grades 5-8

 Performance Indicator : writing stories, letters, and reports with greater detail and supporting material

 Performance Indicator : choosing vocabulary and figures of speech that communicate clearly

 Performance Indicator : drafting, revising, editing, and proofreading for a legible final copy

 Performance Indicator : applying skills in analysis, synthesis, evaluation, and explanation to their writing and speaking

 Performance Indicator : incorporating source materials into their speaking and writing (for example, interviews, news articles, encyclopedia information);

 Performance Indicator : writing and speaking in the content areas (for example, science, geography, history, literature), using the technical vocabulary of the subject accurately

 Performance Indicator : recognizing stylistic elements such as voice, tone, and style

• Grade/Level : Grades K-4

 Performance Indicator : generating topics and developing ideas for a variety of writing and speaking purposes (for example, telling a story, publishing a class newsletter, writing a letter to an adult, writing or orally presenting a book report, creating and producing a play, introducing a speaker or an event, narrating a presentation);

 Performance Indicator : organizing their speaking and writing

 Performance Indicator : choosing vocabulary that communicates their messages clearly and precisely

 Performance Indicator : revising and editing speech and writing

 Performance Indicator : creating readable documents with legible handwriting or word processing at the appropriate time• Standard 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling

Students need to know and be able to use standard English. Proficiency in this standard plays an important role in how the writer or speaker is understood and perceived. All skills in this standard are reinforced and practiced at all grade levels and should be monitored by both the teacher and student to develop lifelong learning skills

• Grade/Level : General Requirements

 Performance Indicator : know and use correct grammar in speaking and writing

 Performance Indicator : apply correct usage in speaking and writing

 Performance Indicator : use correct sentence structure in writing

 Performance Indicator : demonstrate correct punctuation, capitalization, and spelling

Local Standards:

INSTRUCTIONAL TECHNOLOGY SKILLS CONTINUUM

K-1

Standard #2 Productivity Applications: Students use technology tools to enhance learning, increase productivity, and promote creativity.

2A Word Processing

2A.1 Keyboarding 2A.1.1 Uses the keyboard to enter text

2A.1.2 Uses special function keys such as: enter/return, spacebar, shift, delete, backspace, numbers, letters, and punctuation

2A.2 Editing 2A.2.1 Uses the backspace/delete key to edit text

2D Multimedia - Uses basic creativity or authoring tools such as KidPix, HyperStudio, and/or PowerPoint to create a multimedia product 2D.1 Creates a picture story

2E Uses drawing tools to create an original graphic 2E.1 Uses drawing tools such as eraser, fill, pencil, paintbrush, airbrush, etc.

2-3

Standard #2 Productivity Applications: Students use technology tools to enhance learning, increase productivity, and promote creativity.

2A Word Processing

2A.1 Keyboarding 2A.1.1 Uses special function keys such as: tab, number pad keys, keyboard shortcuts, alt, control and symbols ($,#,%, etc.)

2A.2 Editing 2A.2.1 Edits text by using select/deselect, cut/copy/paste, delete and undo

2A.2.2 Places cursor at the specific location

2A.2.3 Uses spell check and thesaurus

2A.3 Formatting 2A.3.1 Changes character formatting such as: font, font size and font style (B, I, U)

2A.3.2 Uses different document layouts (i.e. letter, sign, banner, etc.)

2E Uses drawing tools to create an original graphic 2E.1 Uses drawing tools such as lines, shapes, text tool, magnifying glass, etc.

4-5

Standard #2 Productivity Applications: Students use technology tools to enhance learning, increase productivity, and promote creativity.

2A Word Processing

2A.1 Keyboarding 2A.1.1 Uses touch typing with home row keys

2A.2 Editing 2A.2.1 Uses spell check and thesaurus

2A.3 Formatting 2A.3.1 Changes character formatting such as font and color

2A.3.2 Utilizes different document layouts (i.e. newsletter, etc.)

2A.3.3 Changes document formatting such as alignment, bulleted/numbered lists, borders, line spacing, margins, etc.

2A.3.4 Inserts a graphic into a word-processed document

2E Uses drawing tools to create an original graphic 2E.1 Uses drawing tools such as selection tools, eyedropper, etc.

Lesson Outcomes:

The outcomes for these activities will vary. It will depend upon the content used as the prompt, the emphasis given to the graphics vs. the written sections, and final product.

Generally, the students will extend, enhance, demonstrate or explore their knowledge of the content area through an artistic and linguistic project.

Assessment:

Assessment may be formal or informal on these activities depending upon what meets the teacher's need. For formal evaluations use your normal writing rubrics . For assessing the graphics integration, see the Computer Graphics rubric.

Assessment/Rubrics:

Rubrics:

Computer Graphics  

CLASSROOM & TIME MANAGEMENT

Student Prerequisites:

Students will need to be taught the appropriate page layout and graphic tools skills for their level. In fact these activities create a motivational opportunity to do so.

Lesson Preparation:

Teachers will need to prepare their prompts for the activity. What should be included? How many details are to be described? What will the final product look like? Should the text or the graphics be done first?

Time Frame:

2 class periods. 45 Min. per class.

Implementation Steps:

Descriptions of the individual grade level activities follow this overview of the activity sequence...

1. Introduce the project. Give the details about what should be included (textual and graphical). Give the time frame for completion. Show an example if desired but be careful as the younger students may copy the example too closely.

2. Instruct the students in the graphic tools that might be new for them in their grade level. Depending on the topic, certain tools may have options that really add to the project (using the spray can to draw clouds for example).

3. Have them complete the textual part.

4. Have them complete the graphic part.

5. Print.

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Kindergarten:

Fall Tree:

Kids are working on the sound/letter "f" and the season "fall".

Introduce the paintbrush tool and have them draw a fall tree and label it with an F.

Sentence Starters:

Use first sight words to type a sentence. Introduce the text tool. Learn to use spaces between words and begin to write a noun with invented

spelling. Work on beginning writing skills.

Example: "I see a _________".

Snowman:

Kids are working on sound/letter "S" and season "Winter". Introduce the fill tool to help make a winter scene. Label it with an S.

Christmas Gift:

Draw a gift with wrapping paper and a bow.

Valentine Card:

Create a Valentine greeting card with hearts and decorations.

Leprechaun:

Use the pre-created leprechaun writing prompt page to draw and write about them.

Personal Narrative Prompts:

Various prompts depending upon the season and topic.

Plant Parts Diagram:

Draw a plant and label the parts.

Groups of 10:

Introduce the use of clip art. Use it to make groups of 10 objects. skip counting to

50, then 100. also use stamps to make patterns.

Math Shapes:

Introduce the shape tools; rectangle and ellipse. Use the fill tool to change colors, etc. Make different sizes and kinds of ellipses for example.

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1:

Animal Riddle:

As we learn adjectives (describing words) in grammar lessons, we generate a list of describing words. Then a list of animals and words to describe them. After writing an animal riddle with the adjectives, draw the animal that answers your animal riddle. After your picture is drawn you need to copy the words on your paper. (It is a____________ or It is an _______.)

Pumpkin Life Cycle:

Pumpkin life cycle has been talked about extensively in the classroom and

an actual cycle is drawn for them using the different graphic tools on the large display. They can copy the example.

Teddy Bear Diagram:

During the Teddy Bear thematic unit, draw a picture of your Teddy Bear. Label 5 or more body parts. Using the line tool, draw a line from the label to the body part.

Turkey:

This is just a fun activity that ties into our holiday theme. I ask students to create a "real" looking turkey using various graphic tools. Sometimes, I've had students create a caption or speech balloon with the turkey.

Christmas Card:

Make a Christmas Card to someone special. The inside

pages need to include a personal message. You may not use clip art.

Invitation Card:

Make an invitation to __________ . The inside pages

need to include a personal message. You may not use clip art.

Valentine Card:

Create a Valentine card with hearts, decorations and message.

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2:

Super Sentences:

Take a boring sentence like “The dog ran.” Use it as an example to show how to create a Super Sentence that tells how, where, when, and describes the subject. Have them create their own boring sentence. Then they change it into a Super Sentence. Then they illustrate it.

Place Value:

Using the graphic tools have them create some groups of hundreds, tens, and ones. Teach them how to copy and paste. Then have them create number pictures for various amounts.

Lines of Symmetry;

Use the clip art to discover lines of symmetry. Have them import various pictures and use the straight line tool to draw the lines of symmetry.

Bats:

After the bat unit of study, have them draw a bat’s habitat. Then write a description of that habitat.

Famous Person:

Draw a famous person and write facts about the person.

Mealworm:

Draw the life cycle of the mealworm studied in science. Label all the stages.

Caption a Picture:

Using either clip art of downloaded photos from the Internet have the students add captions to describe the action. Encourage colorful language and completeness of thought.

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3:

Mapping:

Use the graphic tools to create a map. Some suggested ones are: the student’s room, the classroom, the school campus. They can add legends, labels, and compass roses. A variation is to download the aerial photographs of the neighborhood from the Internet and add street names, cardinal directions, legends, etc.

Play or Book Flyer:

Create an advertisement for the class play. Include time, place, title etc.

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4:

Colorado Landforms:

Use the rectangular shape of the document to mimic the state boundaries of Colorado. Draw in the areas of mountains, plains, plateaus, etc. Color them differently and add a legend explaining the colors.

Colorado Life Zones:

Create a cutaway drawing of the life zones of Colorado. Label and explain each.

Native Americans:

Illustrate and write about the food, shelter, and customs of the Colorado Native American groups.

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5:

Geometry Worksheets:

There is art in mathematics. Completing a mathematical

pattern will often create a picture that is pleasing to the eye. There is

harmony in mathematics, art and life. Introduce the draw tools in AppleWorks or StarOffice and demonstrate an example with the rotation feature to create the art.

Electrical Circuits:

An electrical circuit is a "circle of electricity". If that circle is broken or incomplete for any reason, the circuit is no longer a circuit and will not perform the function of a circuit. Using the graphic and text tools, create a clear diagram of a simple electrical circuit. Label everything.

Food Chains:

All living things are part of a food chain- more accurately

called a "food pyramid". It takes many smaller life forms to sustain a

larger life form. There is a bottom and a top to this food pyramid. The

bottom is composed of prolific life forms and the top is composed of fewer life forms. It is important for us to understand what the impact of our actions is on this food pyramid. Using the graphic and text tools, create a clear diagram of a food pyramid. Label everything.

Fraction Bars:

Using the draw tools create a rectangle that is defined as one whole. Using the tools for object adjustments create exact fractional parts and arrange clearly. Label each part. Include halves, quarters, eighths, thirds, and tenths, at least.

RESOURCES

Lesson Resources:

Reference books on all the graphics programs are available in both of Mountain View's computer labs.

STUDENT PRODUCT(S)

Product(s) Description:

This will vary (see the Implementation Steps for descriptions). Generally, the product will be an 8.5 by 11 inch printed, poster consisting of textual and related graphic information.

REFLECTION

Comments:

This lesson has been the heart of Mountain View's technology use for years. Some of our finest student examples have been variations of this lesson.

 

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