Developing Computer Literacy Skills for ABE Students

Created by Sue Heindel, York County Vo-Tech School, York PA

A plan of action incorporating a list of skills to be acquired, activities for each lesson, an evaluation plan for each segment, and a timeline for implementation.

            This plan of action assumes that the ABE (5-8) students have no prior knowledge of computers. It also assumes that the Instructors have basic knowledge of word processors, databases, merging, and other related functions of their computers’ programs.

          Lesson #1 and Lesson #2 should be requirements for all beginning computer classes. If the students do not understand the principles of the computer, the functions of the various parts of the computer, and the user interface they will never fully comprehend the tool they have before them. Because some students will be afraid, and others will think they "know it all", these two lessons should allay the fear of some, and humble the attitude of others.

Lesson #2 is best taught actually using a computer to show and explain the interfaces. The instructors could copy a picture of a keyboard from a computer manual to use in identifying the keys on the keyboard. The Instructor should already have a document prepared in the word processor for the students to practice on.

Lesson #3 and Lesson #4 are self-explanatory. When each student is finished with the story and questions, the Instructor should have quite a collection of reading comprehension practice exercises. The instructor could ask each student to pick out the main idea of the story in addition to answering the questions. If time permits, the Instructor could cut and paste the stories into one document for future use.

Lesson #5 and Lesson #6 have a lesson plan included. If time permits, the Instructor could combine all of the databases into one master database of web addresses to be used at a later time when the Internet is introduced to the students.

Lesson # 7 and Lesson #8 are Desktop Publishing for the sake of the class. We all need to keep our enrollment numbers up and what better way to advertise than your present students!

I used the textbook Computer Concepts ITP Publications for some of the definitions in Lesson #1 & #2

If you have any questions about this plan of action, you can e-mail me at "skh2388@AOL.com"

 

 

Lesson #1 The Basic Computer and its Functions (1 to 1½ Hours)

I. Introduction to the computer’s functions

      1. A computer accepts input – words and symbols from a keyboard, graphics from software programs, and audio signals from microphones
      2. A computer processes data – it performs calculations, sorts lists of words or numbers, modifies documents or pictures according to the users instructions, and draws graphs
      3. A computer stores data – memory stores the data while it is waiting to be processed; storage is the area where data is kept on a permanent basis while not be processed (hard drive, disks, tapes)
      4. A computer produces output – the computer screen is an output device, and the printer produces reports, documents, graphics, pictures
    1. Introduction to the parts of a computer
      1. System Unit – the case that contains the main circuit board (main processor & memory)

of the system, the power supply, and the storage devices

      1. Hard disk drive – stores the characters on a non-removable drive; every software program loaded on the hard drive is made up of characters
      2. Monitor – primary output device (the screen), converts electrical signals into points of colored light to form the images
      3. Keyboard – primary input device, includes letters, numbers, and keys that control specific functions
      4. Mouse – pointing device that you use to move or point out objects on the screen, also an input device
      5. Floppy disk drive – storage device that writes data onto, or retrieves information from floppy disks
      6. Storage media – floppy disks ( 3½ or 5¼ inch size) that hold data for long term storage
      7. CD ROM disk - at present not for storage of created data, used for storage of purchased programs
      8. CD ROM Drive – uses laser technology to read data from a CD ROM disk
      9. Printer – Output device to transfer data to paper

Computer Skills - After this lesson, students will visually identify the parts of the computer, and define the key words for the functions and parts of the computer.

Literacy Skills – Students will have visual and memorization practice

Lesson #2 Using the Computer (1½ to 2 hours)

  1. The User Interface

A.       Prompts – message displayed by the computer that asks for input from the user

C:\>

"Enter your name"

"Do you want to save Document 1?"

B.        Commands – instructions you input to tell the computer what to do after you have been given a prompt

C.        Menus – displays a list of commands or options; in Windows you have a Menu Bar that allows you

to select which menu you want to use. Click on the title and a menu appears showing options, select the options by using the mouse or keyboard. Options with … indicate that the menu item leads to dialog box where you indicate how you want the command carried out

D.       Graphical Objects – small picture (icon, button, tool) on the screen that you choose using a mouse or other input device. Each object represents a computer task, command, or object

1.        Icon – picture that you choose (double click with left mouse button) to open a specific software program or part

2.        Window – specific piece of work or work area, think of one piece of paper out of a book

3.        Button / tools – click to activate: examples - "B" for bold type, "picture of printer" to print a window, "?" for help

4.        Tool bar – buttons and tools are located here using pictures or labels

A.       Mouse - pointer that you control by moving the mouse; select an object by "clicking or double

clicking" the left mouse button, You can also "drag" objects by holding down the left button while moving the pointer. When the object is in the new location, release the button. You can move the cursor or insertion point on the screen to a new location by pointing to the new location and left clicking

B.        Keyboard – the most used input device

1. Typing keys - input commands, respond to prompts, and type text

1.        Numeric keypad - used as a calculator input device only when the "NUM LOCK" key is

activated, you can type numbers using either set of number keys, if the NUM LOCK key is not

activated, the keypad will only move the cursor using the arrows on the keys

3. Toggle keys – switches back and forth between two modes, CAPS LOCK & NUM LOCK are two

1.        Function keys – are used to initiate commands depending on the software programs, these

keys can be used with the ALT, SHIFT & CTRL keys to gain more than 12 commands

5. Cursor keys(arrows)– move the position of the cursor on the screen

6. Page up, page down keys– displays the previous or next screen of information

1.        Home, End keys– takes you to the beginning or end of a line or document depending on

software

1.        Insert, Delete keys – used with software for various ways to insert and delete words, pages,

etc.

Using the software available on the computer, students will use commands, graphical objects, and/or menus to open a word processor program. They will use a mouse and keyboard to open and move around an existing document. They will practice highlighting selected text, cutting and pasting paragraphs, using buttons or menus to bold, change fonts, and print the document.

Computer skills – After this lesson, students will define the key words of the lesson and open and move around in a word processor document

Literacy skills – Students will have practice in memorization, following directions, and reading skills

                               

Lesson #3 Creating a Word Processor Document Part 1 (1½ hours)

Students will:

1. Make up a story, play, or poem (about 100 words) and write it on paper

  1. Open the Word Processor program
  2. Create a "new" document
  3. Assign the font to be used & the size
  4. Use 1" margins on sides, top and bottom
  5. Put title first, student’s name below that and then enter story
  6. Go back and CENTER the title & name
  7. BOLD & UNDERLINE the Title only
  8. Spell check, and if available grammar check the document
  9. Name and save the document to a disk.
  10. Print the document and give to the instructor

Computer Skills - After this lesson, students will be able to open, change fonts and margins, use tools to center, bold & underline a document, save to a disk, and print a new document.

Literacy Skills – Student will use critical thinking skills and writing skills

 

Lesson #4 Using a Word Processor Document Part 2 (1½ hours)

Students will:

1. Give their disk to a partner and note the name of the file as it was saved

  1. Open the Word Processor Program
  2. Open the file from the disk
  3. Read the story
  4. Think of 4 or 5 multiple choice questions you could ask relating only to what is in the document
  5. Page down to the next page and write your questions and multiple choice answers
  6. You may change fonts and size if you want
  7. Spell check, and if available grammar check your work
  8. Keep the same file name and save it to disk
  9. Print 1 copy of the entire document (it should be at least 2 pages)
  10. Pass the story and questions on to another student to proofread
  11. Make any corrections , save
  12. Print 2 copies and keep one for yourself
  13. Give the instructor one clean copy

 

Computer skills - After this lesson, students will know how to open an existing document on a disk, page down or insert page break, make corrections if necessary, save the document using the same file name, and print multiple copies.

Literacy skills – Students will practice reading, critical thinking, and writing skills

 

Lesson #5 Creating a Database Part 1 ( 1½ hours) <Lesson Plan Included>

NOTE: As a homework assignment before this lesson, have students browse through magazines and newspapers to locate as many "web addresses" as they can find, and document the information required

  1. Open the database program
  2. Create a new database, and name it "Web siteS"
  3. Name the fields in form view using the homework sheet as an example
  4. Enter the data collected into the fields
  5. Change the database to list view
  6. Sort the database by Web sites alphabetically
  7. Save the database to disk

8. Print a copy of the database in landscape and give to the instructor

Computer skills - After this lesson, students will know how to create a database, name fields, enter data, save a database to disk, note the difference in views, work with page layout to make the database fit on the paper, and print a database

Literacy skills – Students will practice reading, critical thinking, skimming & scanning

 

Lesson #6 Using a Database Part 2 ( 1½ hours )

  1. Instructor will return the database sheet with duplicates noted
  2. Student will delete the records of duplicated web addresses
  3. Save the database again.
  4. Sort the database by "types of sites"
  5. Document how many of each type was found and share with others
  6. Minimize the database and use the computer’s calculator to tally the totals
  7. Restore the database
  8. Sort the database by " location"
  9. Document how many of each location was found and share with others
  10. Minimize the database and use the computer’s calculator to tally the totals
  11. Restore the database and sort again by "Web sites" and save

Computer skills - After this lesson, students will know how to delete records, sort by field, minimize and restore windows, and use the computer’s calculator

Literacy skills – Students will practice whole number math operations, compare and contrast the figures, use critical thinking skills for discussion

 

                                                         

Lesson #7 Creating a Desktop Publishing Document Part 1 ( 1½ hours )

Have students come to class prepared with a sketch of a poster / brochure to be used to advertise your "class". Students can incorporate their own comments about why they attend, what they are learning, etc.

1.        Open a word processor document

2.        Decide layout (portrait, landscape, brochure etc.)

3.        If brochure is used, remember where each section is placed on paper

4.        Input text and graphics (save this document often)

5.        If graphics are not available, introduce the draw portion of the software, if desired

6.        Be creative…use different fonts, sizes, margins, bullets, etc.

7.        Spell check and grammar check if available

8.        Save the poster to disk

9.        Print 2 copies, 1 for Instructor, and 1 for class to critique

Computer skills – After this lesson, student will know haw to change layout of documents, insert graphics and bullets, use draw program (if needed)

Literacy skills – Student will use critical thinking skills, self expression, and also be able to accept criticism from peers

Lesson #8 Editing a Desktop Publishing Document Part 2     ( 1½ hours )

After praise /criticism about each document, have students change, combine, or redo their poster/brochure

To change:

1.        Open the document

2.        Make necessary changes

3.        Spell check and grammar check in available

4.        Save

5.        Print

To combine:

1.        Open 1st document (this will be the final copy )

2.        Delete any unwanted portions

3.        Make room for the new data and minimize

4.        Open 2nd document and highlight the part to be moved

5.        Cut from 2nd document and minimize

6.        Restore 1st document window and Paste

7.        Repeat as necessary

8.        Spell check and grammar check if available

9.        Save revised document

10.    Print

Computer skills – After this lesson, students will cut and paste text and/or graphics, manipulate data, and minimize windows

Literacy skills – Students will use critical thinking and creativity to finish the poster / brochure, and speaking skills to explain it

 

Lesson Plan for Creating a Database and Using a Database (Lesson #5 & #6)

Grade level: ABE 5-8

Goal:              Using a database, students will research, record, and analyze specific information

Objective:    Students will locate and document specific written information, transfer this information to a database, and analyze the results using math skills and critical thinking skills

Materials:    Computer with database software

                        Homework assignment completed

                        Paper & pencil

                        Disk for each student

Printer

Procedures: Lesson #5 - Assign the attached homework sheet one week before the class. Each student should come to class prepared. Before entering data into database, have a discussion about what "types of sites" were found. Divide them into categories. Some suggestions are: Food, Autos, Health, Computers, Household, etc. Make sure each student is using the same category names. Have the students follow the procedures to open and enter the information in the database. After class, look over each printout and delete duplicates and question any unsuitable Web sites.

            Lesson #6 – Have students delete the duplicates, and start the evaluation process by tallying totals as per plan. Have a group discussion on which Web sites would be most popular, sell the most products, etc. Use simple economics to lead the discussions.

Evaluation:   After the lesson, students will know how to create and edit a database, sort and query for statistics, and use a computer’s calculator. They will also practice reading, critical thinking, and math skills.

Instructor notes:

·         Remind the students that you will only accept Web sites that are not offensive to anyone. The final judgement is up to you.

·         Before the students enter the data into the database, check that the homework is filled in properly and completely

·         Make sure the students are inputting the data exactly as it is specified in the homework sheet. If the wording is changed, the databases will not sort correctly for the statistics.

·         At the end of Lesson 6, have a group discussion regarding which Web sites should be put into the master list for use at another time. Explain and have a democratic voting process.

 

Worksheet for Web sites

Name___________________________________________________Date_____________________

Browse through newspapers and magazines. Note as many Web sites as you can find (they will usually be

" www.somename.com") Most of the Web sites will be in advertisements. Use the following table and abbreviations to complete the assignment.

 

Web siteS

LOCATION

TYPE OF SITE*

POPULARITY

COMMENTS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

*Discuss with the group the actual types of sites and the abbreviations all of you will use for this column. Enter "Yes" or "No" under the "Popularity" column if you think this is a site that people would or would not visit. The "Comments" column is for your comments about why you chose your popularity answer. It will not be included in the database.

Use the following as LOCATION, the type of publication where the Web site was found

Auto – automotive, hot rod magazines

Celeb – US, People, Nat’l Enquirer, TV Guide

Comp – any computer magazine

Health – any health or fitness magazine

New/Bus – Time, Consumer Report, Life or other news or business magazine

News – newspapers only

Read – Readers Digest

Sport – sports, or outdoor magazines

Woman – Woman’s Day, Family Circle, and other magazines