• Individually assess each student’s knowledge of a computer’s parts and function using the My Computer Activity Sheet (S-K2-18-3_My Computer Activity Sheet and KEY.doc).
• Assess students’ general knowledge of working on the computer and using the keyboard or mouse to perform the requested functions.
• Make observations while circulating around the room; see whether students are engaged with computer tasks. Make note of student responses throughout your observation.
• Individually assess each student’s participation in the word-processing activity. Students should be able to follow the instructional steps and print out a piece of paper with their name, along with some self-selected information.
• Students should be able to complete the National Geographic for Kids activity satisfactorily.

Say, “Why do you feel computers are so important?” Have students talk with their peers about this question. Select a few students to share their partner discussion. On the board or a piece of large paper, record what students do when they use computers. Say, “What is a computer used for?” Some answers might be writing, e-mailing, listening to music, and watching videos.

Say, “Today we will explore different uses of a computer. First let’s review the different parts of a computer.” Help students label a computer by placing labels on the classroom computer (S-K2-18-3_Computer Labels and Cards.doc). As students put the labels on the correct part, ask them to describe the function of that part.

Day 1: Exploring on the Computer

Activity 1: Uses of the Computer

If possible, have students access a computer through a school lab. Place students in pairs and tell students they will be working with their partner on the computer. Tell students they will take turns working in and saving a document on the computer. Have them turn on the computer if it isn’t already on.

Open a word-processing program and have students type their name. Tell them they will write one or two sentences to their principal. They may ask a question or tell the principal they are learning that the computer is a tool that helps people. Save the files to the appropriate place and print them. If students finish early, they can type more information about themselves for extra credit and have fun with different fonts and colors. Have instructional cards posted to help remind students of the steps to take when operating the computer (S-K2-18-3_Computer Labels and Cards.doc). The instructional steps may need to be altered for your school’s computers.

When you return to the classroom, tell students they are going to mail their printed work to the principal (printouts can be mailed in one large envelope) and an e-mail will be sent to the principal with the sentences they wrote. Note: Discuss the project with the principal and have him/her record and send back information detailing when the e-mail arrived and when the student samples arrived by mail.

Students should record the date the envelope and the e-mail were sent to the principal. Then they can compare when each was received by the principal. Discuss with students how computers help people and how computers have changed how we send information.

Day 2: Navigating the National Geographic for Kids Site

Note: This activity is best performed with access to a computer lab for more in-depth student involvement.

Begin this lesson by showing students a copy of National Geographic Magazine. Describe the magazine to students and briefly discuss it. After students have had the opportunity to view the magazine. Say, “Today we are going to go to a Web site called National Geographic for Kids at http://kids.nationalgeographic.com/kids/.” Post the Web site on the board or a piece of paper. Explain to students, “You are going to navigate through this Web site and do some tasks that are available on this site. You will have 30 minutes to learn about an animal, play a game, and explore this site. I will show you different options and then you will have a chance to explore.” Show students the different tabs and how to click on the boxes in each category.

“You will be given a piece of paper on which to write down what you did.” Give students copies of the Web Site worksheet (S-K2-18-3_Web Site Worksheet.doc). You may want students to work together or be available to help each other out. Monitor how students are doing. You may want to stop during the activity and explain or show how to do different tasks.

At this point students should understand that machines (specifically computers) and tools serve a function in helping humans do work. Ask partners to discuss, “How do computers help you?” Select a few students to share their partner discussions. Ask partners to discuss, “What do you think computers will be like in 20 years?” Select a few students to share their partner discussions.

Extension:

• Students who may be going beyond the standards can write a fictional story (possibly in the form of a diary) entitled The Day I Traveled Inside a Computer. Allow time for students to read their stories to the class.

Students who might need additional opportunities for learning can make a booklet with a separate page for each part of the computer and a description of the function of that part. Allow time for students to read their booklets to the class.