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SMARTeKIDS / Kindergarten - 30th Visit to the Computer Lab
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Kindergarten - 30th Visit to the Computer Lab

Front Page | Lesson Plans By Grade Level |  Kindergarten Lesson Plans 

 

Workstations should be on the Novell Client Screen. The routine for logging in should be established by now. The next step is for the students to type their username without support from their card and then the six digits of their password. The teacher will continue to type the "$j" at the end of the password as that is very difficult for a child this age.

 

Have the students open Tux Paint and proceed to put their name on their project as in previous lessons.  Directions are below if needed.

 

Demonstrate the lesson using a projector to help the students follow along.

 

Name on Project 

Ask the students to put their name on their paper.  Remind them of the steps (if needed), click on Lines, draw your line by the gray box, click on ABC Text, click below the line, Caps Lock on for your first letter, Caps Lock off, then type the rest of your name.  Then press the Enter key to set your name. (If there is a mistake and the student has already pressed “Enter”, just click on the Undo button and start the name again.)

 

Remember to add the circles at each end of the line.

 

Demonstrate the lesson using a projector to help the students follow along.

 

Counting Book - Cover

DIRECTIONS FOR ALL THE LESSONS WILL BE WRITTEN IN THE ORDER TO ACCOMPLISH THE TASKS. THEY ARE DIRECTED TO THE STUDENT BY USING “SIMON SAYS” BEFORE EACH DIRECTION.

 

Last week we made ten balls.  Today we need to make a cover for your book.  Ask what they think they should call the book?  Lead them to calling the book, "My Counting Book".  Tell them that we are going to use special letters to make the cover.

 

Words for Cover:  Click on Stamps (under Tools).

               Using the white arrows under the Stamps, arrow over to the sign language category.

               Using the pink arrows, hold the mouse down and go down quickly to the white capital letters of the alphabet. 

Note: For each letter direct the student to use the pink arrow and go "up" to find the letter needed or "down" to find the letter needed.  Also when directing the students to the size of the letter, use language that works for the group.  Examples: Take one blue bar away OR count down two blue bars and click OR you need 5 gray bars so click down until you count 5 gray bars.

               Click on the "M".  Take two blue bars away.  Click the "M" in the top left center.

               Click on the lower case "y". Take away two blue bars. Talk about how the "y" has a tail that hangs down.  Show the students the correct placement for the letter next to the "M".  Ask the students what word it is. (My)

               Continue to demonstrate each letter to spell "Counting" and "Book".  Place "Counting" on the space below "My" (second line) and "Book" on the third line.

               C - 6 gray 7 blue; take two blue bars away

               o - 6 gray 7 blue; take two blue bars away 

               u - 6 gray 7 blue; take two blue bars away

Note: The students start to see a relationship with the size of the new letter and the letters already placed.  One may have them start to use their judgement in saying is this the correct size.  Take one more away or add one more bar.

               n - 6 gray 7 blue; take two blue bars away

               t - 6 gray 7 blue; take two blue bars away

               i - 6 gray 7 blue; take two blue bars away

               n- size already changed - just place

               g - 6 gray 7 blue; take two blue bars away; place for tail of letter

               B - 6 gray 7 blue; take two blue bars away

               o - size already changed - just place

               o - size already changed - just place

               k - 6 gray 7 blue; take two blue bars away

 

Once the letters are placed, direct the students to click on "Magic" (under Tools) and "Fill" (under Magic).  Demonstrate how they can use the rainbow color and fill the letters with different colors.  Remind them not to use dark colors.  Also demonstrate how not to fill in the center of the "o", "g" and "B" (especially for black and white printing purposes).

 

 

 

Saving a Document in Tux Paint

Remind the students where the “Save” button is under Tools. Click on “Save”.

 

Printing

If time, go to each station and send the document to print. The students can then open a “New” sheet and have free drawing until the end of class. Save the printed page to be assembled into a book at the end.

 

Quit and Log Off

Once again have the students get a "New" white sheet before quitting the program and logging off.

 

 

Lesson 31

 

Workstations should be on the Novell Client Screen. The routine for logging in should be established by now. The next step is for the students to type their username without support from their card and then the six digits of their password. The teacher will continue to type the "$j" at the end of the password as that is very difficult for a child this age.

 

Have the students open Tux Paint and proceed to put their name on their project as in previous lessons. Directions are below if needed.

 

Demonstrate the lesson using a projector to help the students follow along.

 

Name on Project

Ask the students to put their name on their paper. Remind them of the steps (if needed), click on Lines, draw your line by the gray box, click on ABC Text, click below the line, Caps Lock on for your first letter, Caps Lock off, then type the rest of your name. Then press the Enter key to set your name. (If there is a mistake and the student has already pressed “Enter”, just click on the Undo button and start the name again.)

 

Remember to add the circles at each end of the line.

 

Demonstrate the lesson using a projector to help the students follow along.

 

Counting Book - Number 11

DIRECTIONS FOR ALL THE LESSONS WILL BE WRITTEN IN THE ORDER TO ACCOMPLISH THE TASKS. THEY ARE DIRECTED TO THE STUDENT BY USING “SIMON SAYS” BEFORE EACH DIRECTION.

 

A couple of weeks ago we made ten balls.  Last week we did the cover for our book.  Today let's add another page.  What number comes after ten?  If needed start counting at Seven. . . Eight. . . Nine. . .Ten. . . Eleven.  Today we are going to draw eleven things.

 

Eleven Flowers

 

Brick Wall 

Tell the students to click on "Magic" (under Tools). Click on the "Small Bricks" (second row on the right under Magic).  Click on "Red" (under Colors).  Explain to the students that this is a little tricky.  Starting above the color white and above the line we drew for our name, click and drag OR click one at a time over to the dark purple color.  It is OK if they accidentally go up (demonstate) a line because we will fill it in later.  Check the students work.

 

Now demonstrate how to draw a line of bricks at one end vertically so they have six rows high.  Now fill in across to the other end.  Demonstrate how they are to click and drag, which will make some longer bricks, to fill in the area.  Then they go back and click individually to fill in the spaces.  Watch the students work so their brick wall doesn't accidentally get too tall.

 

Flowers (Bunch of Five)

Now click on "Flower" in same category.  Color should still be red.  Starting in the middle at the top of the wall, demonstrate how to grow a tall red flower by clicking and dragging up to the top.

 

Next click on "Orange" (under Colors).  Starting at the bottom of the red flower, click and drag a shorter flower to one side of the red flower and then the other.

 

Next click on "Dark Purple" (under Colors).  Starting at the bottom of the red flower, click and drag a shorter flower than the orange flower to the left and the right of the center.  Ask the students how many flowers they now have. (5)

 

Flowers (Bunches of Three)

Next demonstrate with the students how to make bunches of three flowers to the left and right of the center bunch for a total of eleven flowers.

 

Click on "Pink" (under Colors).  Grow a pink flower on the left side of top of the wall.  Do not make it as tall as the red flower.

 

Then click on the "Rainbow" (under Colors).  Have the students choose a light shade of blue.  Starting at the bottom of the pink flower, grow a shorter blue flower to the left and to the right of the pink flower.

 

Click on "Light Purple" (under Colors).  Grow a light purple flower on the right side of the wall.  Do not make it as tall as the red flower.

 

Again click on the "Rainbow" (under Colors).  Have the students choose another shade of light blue and starting at the bottom of the light purple flower grow shorter flowers on each side of the light purple flower.

 

Ask students to count how many flowers they now have (11) as the teacher glances at all their screens.

 

Border Bricks

Have the students click on "Large Bricks" (second row left side) in same category.  Click on "Dark Gray" (under Colors).  Starting just over to the left of the top edge of the brick wall, click and put a large brick on top of the top line of small bricks. Continue with the top edge of bricks until it hangs over the right edge.  The picture should look like a brick flower pot now.

 

Ivy

Click on "Paint" (under Tools).  Click on "Dark Green" (under Colors).  Using the pink arrow down under Brushes, click to the bottom of the category.  Click on the picture of the ivy.  By individually clicking, DO NOT DRAG, sprinkle some ivy along the big bricks in the picture.

 

Sun

If time permits a sun could be added to this picture.

 

    

 

Number 11: Click on “ABC Text” (under Tools).

Click on a blank space.

Click on the Colors black.

Type 11.

Click on the “Bold A” on the bottom of the sample fonts on the right side of the screen.

Click the up arrow two times to make the #11 bigger.

Check students' work and have them press Enter to place the number.

 

Saving a Document in Tux Paint

Remind the students where the “Save” button is under Tools. Click on “Save”.

 

Printing

If time, go to each station and send the document to print. The students can then open a “New” sheet and have free drawing until the end of class. Save the printed page to be assembled into a book at the end.

 

Quit and Log Off

Once again have the students get a "New" white sheet before quitting the program and logging off.