I.

Title and Developer

II.

Purpose of Google Presenter

III.

How does it work?

IV.

Setting up a Google presentation
IV.1 Creating a new presentation
IV.2 Other important features

V.

Benefits and Limits

VI.

Real World Example: Lesson Plans
VI.1 Elementary Education
VI.2 Secondary Education
VI.3 Business Application

VII.

How is it related to other applications?

VIII.

Examples of use right now

IX.

Uses in Foreign Countries

X.

References

Objectives

1. Students will recite the alphabet and identify the sounds each letter makes.
2. Students will understand that printed letters represent spoken language.
3. Students will identify the names of animals that begin with particular letter sounds and draw pictures to represent these living creatures.

Materials

• Animal Alphabet video available from Discovery Education
• Crayons
• Pencils & Erasers
• White construction paper (1 sheet per student)
• Dry erase board and marker OR butcher paper and marker (1 per student group)
• Print resources with pictures of different animals

Procedure

• Review the alphabet with the class, letter by letter. Discuss the sounds each letter makes.
• Watch Animal Alphabet.
• Tell the class they will make an alphabet book, similar to the one in the video. Divide the class into groups of 4.
• Assign each student a particular letter to work on for the book.
• Have them go over the sounds their letter makes.
• Have them discuss animal names that begin with their assigned letters. The teacher can show print resources with pictures and talk about the features of these animals and where they live. The teacher should refer to animals featured in Animal Alphabet.
• Each student should draw pictures of their animal on the construction paper.
• Bind the drawings in an alphabet book to share with the class.

Evaluation

The teacher will look through all of the drawings and decide which students did not successfully grasp the concept of the letter sounds. Those students will then work quietly with the teacher during group time and more time can be spent practicing letter sounds to help them better understand.

Overview

This lesson supports third- through fifth-grade students as they apply think-aloud strategies to reading, as well as to the composition of artwork and poetry. Activities include collaborative as well as individual work. Technology tools are integrated as students’ research symbols of peace and as they prewrite, compose, and publish their poetry.

Standards

NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS

5.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Resources and Preparation

1. Collaborate with other group members to organize instruction, gather resources, and review websites.

2. Plan for small and whole group lessons, Internet access, computer workstation access (for the writing process), and art materials.

3. Using a graphic organizer as a model, make one class-size chart on butcher paper (or two charts if you are working with another educator). This chart will be used to record questions, plot summary, and the main idea and personal responses.

Student Objectives

Students will

• Practice think-aloud strategies when reading literature
• Apply think-aloud strategies when listening to poetry and viewing art
• Compile questions and personal responses to literature using a graphic organizer
• Study the symbol of the dove via the Internet and re-envision Picasso's dove in their own artwork
• Brainstorm and compose a shared classroom poem about peace
• Use technology tools in the prewriting, composition, revision, and publication stages of the writing process
• Compose individual poems inspired by their own artwork using Google Presenter
  

Assessment



Time

Students will be graded on their use of Google Presenter and development of their own poem


75 min

Objectives

Students will use Google Presenter to showcase their knowledge about what colors can be created by mixing 2 primary colors together.  

Materials 

• Computers with internet access
• Information Databases or libraries

Procedure

How to Use Google Presenter

1. Briefly show the class an instructional slide show as an example for using Google Presenter.
2. Show the students how to use tools to enhance their presentation such as creating a new slide and how to add text and pictures.
3. Briefly review color theory and brainstorm which colors they would like to use in their presentation.
4. Students must include a picture depicting the color they chose to show how to make. 
5. Work Time (3 Days)
6. Give the students time over the next 3 days to develop and complete this project.

Evaluation

1. At least 4 slides long including title slide. 
2. Facts about primary colors and what colors can be produced when mixing them.
3. A picture illustrating the color of choice.
4. Slides must be colorful and decorated with different fonts, font sizes, and pictures.
   Grading Scale:* Overall presentation -50 Pts.

• At least 4 slides long -30 Pts.
• Shows ability to use Google Presenter -20 pts.
  

Objectives

1. Students will identify differing social groups within a culture.
2. Students will empathize with the challenges faced by specific social groups.
3. Students will comprehend complex concepts which impact particular social groups.

Materials

• Computers with internet access
• Overhead projector
• History book
• Knowledge of how to use Google Presenter in an effective manner

Procedure

• After students learn about the different minorities in America, they will be split into groups and given a particular group to analyze and present over in class.
• Students will be given the following minorities to analyze: African American, Latin American, Native American, and Asian American.
• Students will be expected to discuss the hardships that face these groups and give some insight into how they think these minorities are impacted by our "American" culture.
• The students will then use Google Presenter in an effective manner by compiling their information onto a Google Presenter slideshow and give a four minute presentation to the class.

Evaluation

• Teacher will grade groups based on use of Google Presenter and overall presentation in the following ways:
  • At least 10 Slides Total (Including Title Slide) - 10 points
  • Incorporate at least 3 graphics (pictures, charts, etc.) - 5 points
  • Presentation covers all topics given concerning their assigned minority - 10 points
  • Group shows obvious proof that presentation was practiced and learned how to use Google Presenter - 15 points
  • Total - 40 points
    

Materials:

• Computers with Internet
• Information Databases or Library

Procedures:

Google Presenter Overview (20 Minutes)

• Briefly show the class an example slide show made using Google Presenter. In the example slide show, make a slide containing the expectations of this project.
• Show them how to use basic tools such as creating a new slide and how to add text
• Encourage them to explore all tools that can be used
  Work Time (2 Days)
• Give the students plenty of time over the next two days to complete this project

Expectations:

1. At least 7 slides long, including title slide and works cited slide
2. Facts about the artist including birth date, childhood, career, and hobbies and interests
3. Slides must be colorful and decorated with different fonts and font sizes

Teacher Reflection:

Grade each students overall presentation to the class and their ability to use Google Presenter with the following grading scale

• Overall Presentation - 20 Points
• At Least 7 Slides Long - 10 Points
• Shows ability of successfully using Google Presenter - 30 Points

Objectives
                                  

Throughout this activity, students should become familiar with:

• Navigating the internet
• Create an account and log into Google Presenter
• Create a group project on Google Presenter

Teaching Standards

Students collect and organize data and compare information.

Materials

Materials needed include:

• Computer
• Internet connection
• Group cooperation in finding information

Procedures

Access Google Presenter through Google Docs by logging onto the internet and navigating through Google.com. Create a new project through Presenter, then choose an Ecosystem that interests you (students will be in groups of 4-5 and Ecosystems can only be chosen once). Collect information from online sources or through book in the library and create a project that helps other students learn about your project. Be as creative as you’d like and include interesting facts that you think your peers would enjoy. Include pictures and facts, but remember: cite your sources! MLA format guidelines are available through the teacher.

Evaluation

Students will be graded on how well they are able to:

• Collect information into Presenter
• Organizing the information on Presenter (clarity)
• Preparing an appealing project with correct information

Grading Scale

Information collected                     ___/10
Organization/Clarity                       ___/20
Appealing                                     ___/20

More information

Students should take notes on each Ecosystem to prepare for quizzes or test within the classroom.

Objectives

1. The student will be able to identify, dissect, display, and label the parts of the flower.

Materials

• A flower for each student (lilies are the easiest to decipher)
• Tweezers
• White sheets of paper
• Clear tape
• Pencil or Pen

Procedure

• Each student or pair of students should be given a flower bloom, tweezers, a white sheet of paper, and clear tape.
• Have the students locate the stamen, pistil, and petals of the flower.
• With tweezers or fingers, students should remove the three flower parts.
• The students should tape these to a white sheet of paper and label each part.

Evaulation

The teacher will go over all of the group's papers with the parts labeled and correct those that wrong.

Objectives

• Following the activity, students will be able to understand the role of the food chain in the animal kingdom

Materials

• Materials will include a brief overview of herbivores, carnivores, and vegetation, and how this is all necessary to sustain an ecosystem
• The Disney movie, The Lion King
• Google Presenter

Procedures

1. A brief explanation of the food chain and its role in supporting an ecosystem will be given by the teacher
2. The teacher will then play the movie The Lion King in class
3. After the movie, students will use Google Presenter to create a presentation on on animal in the movie and its role in the food chain

Teaching Standards

• At Grade 3 students learn about an increasing variety of organisms. They use appropriate tools and identify similarities and differences among them. Students explore how organisms satisfy their needs in typical environments. Students demonstrate that a variety of living things can be sorted into different groups in many ways using various features, such as how they look, where they live, and how they act, to decide which things belong to which group

Assessment

Following this lesson and exercise, the students will be able to explain the importance of the food chain in an ecosystem

Objectives

• Workers will address the issue of discrimination in the workplace.
• Workers will identify strategies for combating discrimination in the workplace.

Materials

• Paper
• Markers
• Masking Tape

Procedure

• Remind everyone that discrimination takes many forms. Ask participants to brainstorm examples of discrimination. List their answers on paper or a chalkboard. Include any of the following that participants neglect to mention: Teasing, name calling, or using derogatory terms for race/ethnicity, sexual orientation, or gender;
  Excluding someone from activities, or ignoring or denying requests based on the requester's race/ethnicity, gender, sexual orientation or gender identity;
  Sexually, physically or verbally attacking someone (especially with the 'authorities' ignoring, condoning, or even encouraging this behavior);
  Treating someone unfairly in the workplace, public spaces, or educational institutions (for example, denying someone a job or a raise on the basis of race/ethnicity, gender, sexual orientation, gender identity, or age)
• Ask participants to think of a time when they or someone they care about was treated unfairly or unequally because they were members of some specific group. Ask for volunteers to share these experiences; use the questions that you wrote up prior to the session.
• Record the main idea of each experience on a single sheet of paper. (You will use these ideas later.) If participants hesitate to volunteer, begin the discussion by describing an incident that you witnessed or that occurred to you or to someone you care about. Ask participants to identify what would have helped in the situation. Then encourage others to share their stories.
• Ask what strategies and techniques the students might use to confront and combat similar discrimination, if they saw it happening now. Help them identify effective techniques. List their ideas on the board or paper. Some ideas include: assertively asking the harasser to stop; standing up for the person who is being discriminated against; distracting everyone with humor; calling someone in authority, etc.
• Explain that you are going to give the group a few minutes to practice the new technique using the five steps. Divide participants into groups of four or five and assign each group one of the posted discriminatory situations that were listed earlier in the session. If necessary, add more situations to the list.
• Tell the participants that they will have 15 minutes for this next part. Go over the following instructions: Decide as a group if the five steps to stopping harassment would work in the situation presented to the group. If so, create a role play to demonstrate how to use the technique. If the group doesn't think the steps will work, create a role play for another technique that your group believes might work; Practice role playing the situation; Be prepared to perform your role play for the other groups; When the groups have finished, have them present their role plays. Invite other participants to make additional suggestions for confronting and combating discrimination.

Evaluation

Over the next few weeks, talk individually with many different workers and ask them if they think the business atmosphere has changed as far as discrimination goes since this exercise has taken place.