Introduction+to+Powerpoint


 * Topic:** Introduction to PowerPoint

//Broad Objective:// This is the first lesson in the PowerPoint unit. As such, this lesson focuses primarily on the mechanical aspects of PowerPoint.
 * Objectives:**

//Specific Objectives:// By the end of this lesson, students will be able to with a minimum of 70% accuracy:
 * 1) Identify screen elements of the PowerPoint application.
 * 2) Insert a slide.
 * 3) Change slide layouts.
 * 4) Change slide design.
 * 5) Change the color scheme.
 * 6) Use pre-defined transitions.
 * 7) Insert a picture, chart, or other object.
 * 8) Change font attributes.

1. How do we insert and arrange PowerPoint slides? 2. What is a color scheme? 3. What is the reason for having different slide layouts? 4. How do we insert pictures or additional elements into a slide?
 * Essential Questions:**

The students have been exposed to Word and Excel, so they are familiar with many of the features that PowerPoint shares in common with these applications. The concept of a slide and transitions is new, as is the way we structure presentations.
 * Context:**

MS PowerPoint Computer Teacher workstation with projector Performing with Computer Applications (Blanc, 2005)
 * Materials:**

PowerPoint is used to make the modern-day equivalent of an old-fashioned slide show. When structured correctly, a PowerPoint presentation can effectively convey a great deal of information.
 * Procedure:**
 * 1) INTRODUCTION

I will demonstrate the following skills on the projector at the front of the room in this order:
 * 1) PRESENTATION
 * 1) How to open Microsoft PowerPoint
 * 2) Discuss the slide window, the task pane, the layout pane, the slide layout pane, and the transition pane. (The diagrams on page 526 of the computer applications text will be used as a visual aid.)
 * 3) Change the slide layout using the layout pane.
 * 4) Change the slide design.
 * 5) Change the color scheme.
 * 6) Insert a picture or other slide element.
 * 7) Reposition or resize a picture or other slide element.
 * 8) Add a slide transition.
 * 9) The students will mimic what I do after each new component is introduced. I will walk around and make observe to make sure they are “getting it.”

I will make sure to discuss the importance of conservatism when using slide designs, color schemes, and transitions! Good PowerPoint habits are just as important as the basic skills I will be covering.

To practice the skills from the demonstration, students will complete the following exercises found in the computer applications text:
 * 1) APPLICATION
 * Unit 6, Lesson 1, Exercise 1 (pg. 525)
 * Unit 6, Lesson 1, Exercise 2 (pg. 529)
 * Unit 6, Lesson 1, Exercise 3 (pg. 531)

As the students work, I will walk around and provide assistance as necessary. The assignments will be submitted via the course website for grading.

Informal formative assessment will take place while the students are completing the exercises. Formal formative assessment will happen while the work is being graded. Each exercise is worth 20 points, with 2 points being deducted for each mistake. A summative assessment of the skills practiced will happen when the students begin creating their own presentations from scratch.
 * 1) ASSESSMENT

//Higher order thinking:// Why is it **not** a good idea to put to much information on one slide?

//Open-ended Response:// Do you think a bright green background with pink writing is going to appeal to a lot of people? Who will it best appeal to? Who will it not appeal to? Explain your answers.

This is a great introductory lesson. I do show a great number of skills in PowerPoint in a short amount of time, but there are a few good reasons for this. One, the first time I taught PowerPoint, I tried to modularize and show only one skill at a time. What I found was that students of all ability levels would just start digging around until they found out how to do transitions, backgrounds, slide layouts, etc. It seems best to give them an overview of many PowerPoint features, let them play for awhile, and then assign formalized problems with a more structured approach.
 * Reflection/Refinement:**