LEARN NC

K–12 teaching and learning · from the UNC School of Education

"Do Spiders Live on the World Wide Web?"

Through use of a fun and informative online story, students will explore the parts of the computer, as well as discover that words have multiple meanings.

A lesson plan for grade K Computer/Technology Skills, English Language Arts, and Information Skills

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Learning outcomes

Students will:

  • identify the parts of a computer: mouse, screen, window, mouse, net, window, screen, keyboard verbally and by using labels
  • complete KWL chart regarding computer vocabulary
  • navigate a virtual storybook using a mouse
  • discuss multiple meanings of computer vocabulary

Teacher planning

Time required for lesson

30–45 minutes

Materials/resources

Technology resources

Computer with internet access, with above website brought up at beginning of lesson.

Pre-activities

  • Make a KWL chart and fill in the "know" section. Students can match pictures of computer vocabulary, or you can write down their responses to questions.
  • Discuss computer handling with students. Remind them to use gentle touch when operating the mouse, and to leave buttons alone unless asked to touch them.

Activities

  1. List computer vocabulary on "Want to Know" portion of KWL chart.
  2. Demonstrate use of the mouse in virtual story. (Another story can be used from the same website.) Have students practice moving pages back and forth. Point out other functions on the website that can be operated by clicking the mouse.
  3. Have students identify, verbally or by pointing which of the pictures on each page shows that particular vocabulary word. Point out that they both do, but the word has two different meanings. Ask students to find examples of the word in the classroom ("Where is the window?")
  4. When finished with the story, use the labels with words or Boardmaker pictures to label the different parts of the computer.
  5. To review concepts, fill in the "Learned" section of the KWL chart with student comments. Ask students to touch labeled parts of computer.

Assessment

  • Observe students correctly using computer during lesson, as well as when interacting with learning programs.
  • Use of computer vocabulary in speech, writing, or by touching corresponding pictures.
  • Change in knowledge of computer vocabulary as measured through responses recorded on KWL chart.
  • Identify computer vocabulary as evidenced by performance-based vocabulary checklist.
  • Verbalize or indicate through pictures appropriate use of computers.

Supplemental information

I used Boardmaker, a picture vocabulary program, to generate pictures from which my non-verbal students could choose when asked to identify a vocabulary word.

Comments

This lesson was designed for students with cognitive impairments. However, I think this lesson would be well-suited for a kindergarten or first grade class. The story is lots of fun, and can be a basis for wonderful discussion about the multiple meanings of words.

North Carolina curriculum alignment

Computer Technology Skills (2005)

Kindergarten

  • Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.
    • Objective 1.01: Identify the computer as a machine that helps people work and play. Strand - Societal/Ethical Issues
    • Objective 1.02: Identify, discuss, and use common hardware terms/concepts (e.g., CPU, monitor, keyboard, mouse). Strand - Societal/Ethical Issues

English Language Arts (2004)

Kindergarten

  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.03: Associate target words with prior knowledge and explore an author's choice of words.
    • Objective 3.04: Use speaking and listening skills and media to connect experiences and text
      • listening to and re-visiting stories
      • discussing, illustrating, and dramatizing stories
      • discovering relationships.

  • Common Core State Standards

    • English Language Arts (2010)

      • Language

        • Kindergarten
          • K.L.5 With guidance and support from adults, explore word relationships and nuances in word meanings. K.L.5.1 Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. K.L.5.2 Demonstrate understanding...

        • Speaking & Listening

          • K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

  • North Carolina Essential Standards

    • Information and Technology Skills (2010)

      • Kindergarten

        • K.TT.1 Use technology tools and skills to reinforce classroom concepts and activities. K.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). K.TT.1.2 Use a variety...