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Lesson Plan: Comparing and Contrasting Toolsets Across Software Programs

March 8, 2007 10:28 PM Posted by mac

This lesson begins with a foundational process that introduces students to the common toolsets used in three different software applications (Microsoft Word, Adobe Photoshop and Macromedia Flash). In the first part of this two-part lesson, students must open, analyze and use these three programs as they create their own reference worksheets.

The second segment of this lesson asks students to use their knowledge of each toolset to create an applicable file from each program (ex: they would write and format a paragraph of text in Word, crop/optimize a photo in Photoshop, and paint shapes in Macromedia Flash).

At the conclusion of this two-part assignment, students will be required to hand in the following:

• Three reference sheets describing at least five tools per program.

• A Microsoft Word document (.doc) with content that illustrates the use of at least three of the program's tools. An accompanying sheet of paper or file should explain which Word tools were used and why they were used.

• An Adobe Photoshop file (.psd) with content that illustrates the use of at least three of the program's tools. An accompanying sheet of paper or file should explain which Photoshop tools were used and why they were used.

• A Macromedia Flash file (.fla) with content that illustrates the use of at least three of the program's tools. An accompanying sheet of paper or file should explain which Flash tools were used and why they were used.

• A 500-word wrap-up essay that compares and contrasts each of the toolsets in the different programs.

Lesson Grade Level(s): 9-12

State Frameworks:

This lesson addresses the following Massachusetts Instructional Technology Standards:

• 1.17 Identify and use editing and formatting features of a word processing program.
• 1.29 Using e-mail, create and send a message.
• 1.33 Identify and use drawing and painting applications as appropriate for class projects.
• 1.34 Identify appropriate applications for a classroom project.
• 1.35 Demonstrate file management skills.
• 1.36 Run multiple applications simultaneously, alternating among them.
• 1.56 Share files as attachments in an e-mail message.
• 1.59 Identify capabilities of technology resources and understand how they can be used for lifelong learning.
• 1.60 Select the appropriate technology tool for a task.

Lesson Objectives:

• Provide students with the basic knowledge needed to use the toolsets included in common software applications.
• Allow students to develop reference points for the tools contained within these programs.
• Help students use established knowledge when confronting a new software application.

Length of the Lesson:

This is a two-class lesson, (90-120 minutes, total).

Notable Lesson Materials and Needs

This lesson requires a computer lab or an environment where each student can sit in front of a workstation. Workstations must have recent editions of Microsoft Word, Adobe Photoshop and Macromedia Flash installed.

Outline of Lesson Activities

1. The instructor begins with a brief introduction of the lesson and its goals. This introduction includes confirmation that each student can access and open the three programs on their workstation. The introduction should last no longer than 10 minutes.
2. Students begin the hands-on portion of the lesson by opening Microsoft Word and typing a paragraph of text (the text can cover any topic). For 10 minutes they must use the various tools in the primary Word toolbars to manipulate the text, then write down the name of the tool and its utility on a piece of paper. After 10 minutes, students should have a document that lists the name/utility for five (minimum) Microsoft Word tools.
3. Students close Microsoft Word and open a photo file in Adobe Photoshop (Note: the photo must be supplied by the instructor -- it can be made available through a Web page or via a school server). Students will take 10 minutes to manipulate the photo with Photoshop's toolbars. After 10 minutes, they should have a document that lists the name/utility for five (minimum) Adobe Photoshop tools.
4. Students close Adobe Photoshop and open Macromedia Flash. Students take 10 minutes to use Flash's toolbars to create shapes, text and other elements. After 10 minutes, students should have a document that lists the name/utility for five (minimum) Macromedia Flash tools.
5. At the conclusion of class 1, students hand in their three reference sheets. Before the next class, the instructor will read each sheet and make comments and corrections as necessary. Sheets will be handed back at the beginning of class 2.
6. Class 2 is hands-on. Upon arriving, students will access Microsoft Word and type a paragraph or two of text. Their text should tell a story or express an opinion/review. Using Microsoft Word's tools, students will format the text to their liking. The final .doc file will be saved on the desktop and then emailed to the instructor as an attachment. On a separate sheet of paper (or a separate Word document), students must explain which tools they used and why they used them.
7. Next, students will launch Adobe Photoshop. Using the photo supplied in class 1, students must manipulate the photo using Photoshop's tools. At the conclusion of this component, students must save a .psd file to their desktop and email it as an attachment to the instructor. On a sheet of paper or in a separate file, students must jot down the tools they used and why they used them.
8. Students will then launch Macromedia Flash. Using Flash's tools, they will paint, draw shapes, and add text within a Flash file. At the conclusion of this component, students must save their .fla file to their desktop and email a copy to the instructor. They must also jot down the tools they used and why they used them.
9. At the conclusion of class 2, students are given a culminating homework assignment: In a 500-word essay, they must compare and contrast the toolsets from each program. Questions for students to consider: Which tools are similar? Which tools are unique to their programs? Which tools are confusing? Which tools are most interesting?
10. Students turn in their final essays. Recommendation: If after reading the essays the instructor feels that certain tools or programs are misunderstood, the instructor should carve out time in the next class to address any issues or confusion.

Related Web Sites and Resources

• Official Microsoft Word Site
• Microsoft Word Tutorial: "Learn the Toolbar"
• Official Adobe Photoshop Site
• Adobe Photoshop Toolbar In-Depth
• Official Macromedia Flash Site
• Flash Design Tutorial

Lesson Rubric

• Did you create a resource/reference sheet for each program? Does each sheet contain names and descriptions for at least five tools?
• Did you create a Microsoft Word document (.doc) that illustrates the use of at least three of Microsoft Word's tools? Did you jot down the Word tools you used and your reasons for using them?
• Did you send your Word document to the instructor? Did you send the accompanying document outlining the Word tools you used and your reasons for using them?
• Did you create an Adobe Photoshop document (.psd) that illustrates the use of at least three of Photoshop's tools? Did you jot down the Photoshop tools you used and your reasons for using them?
• Did you send your Photoshop document to the instructor? Did you send the accompanying document outlining the Photoshop tools you used and your reasons for using them?
• Did you create a Macromedia Flash file (.fla) that illustrates the use of at least three of Flash's tools? Did you jot down the Flash tools you used and your reasons for using them?
• Did you send your Flash file to the instructor? Did you send the accompanying document outlining the Flash tools you used and your reasons for using them?
• Did you write a 500-word essay that compares and contrasts the tools in each program?
• Did you use proper spelling and grammar in all of your files and homework assignments?

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