Information Literacy Lesson Plan
Power Point as an Enhancement in Research Presentations
Paula Hunt
FRIT 7136- Reference and Information Sources
Dr. Judith Repman
Fall 2009
Pathfinder URL
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Power Point as Enhancement in Research Presentations
Grade Level: 5th Grade
Teacher: Ms Jennifer Kuszmaul
Standards
Standards for the 21st-Century Goals:
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and
create new knowledge.
Skills Indicator 2.1.2: Organize knowledge so that it is useful.
Benchmark: Organize the information in a way that it is appropriate for the assignment or question.
Disposition 2.2.4: Demonstrate personal productivity by completing products to express learning
Responsibilities 2.3.3: Connect understanding to the real world.
Self-Assessment Strategies 2.4.1: Determine how to act on information.
Standard 3: Share knowledge and participate ethically and productively as members of our
democratic society.
Skills Indicator 3.1.1: Conclude an inquiry-based research process by sharing new understandings and
reflecting on the learning.
Benchmarks: Present information clearly so that main points are evident.
Use information appropriate to task and audience.
Skills Indicator 3.1.2: Participate and collaborate as members of a social and intellectual network of
learners.
Benchmarks: Show respect for and respond to ideas of others.
Acknowledge personal and group achievements
Develop a product with peers and share with others
Develop projects with peers that can be shared electronically and can challenge other
students to answer questions or give opinions adding to the content.
Skills Indicator 3.1.4: Use technology and other information tools to organize and display knowledge
and understanding in ways that others can view, use and access.
Benchmark: Use a variety of media and formats to create and edit products that communicate
syntheses of information and ideas.
Disposition 3.2.3: Demonstrate teamwork by working productively with others
Responsibilities 3.3.2: Create products that apply to authentic, real-world contexts.
Self-Assessment Strategies 3.4.2: Assess the quality and effectiveness of the learning product
5th Grade GPS Standards for Unit:
SS5H3: The student will describe how life changed in America at the turn of the century.
(b). Describe the impact on American life of the Wright brothers (flight), George Washington
Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity).
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Desired Results and Understandings
Goals:
1. To collaborate as members of a social and intellectual group.
2. Organize knowledge so that it is useful.
3. To conclude a research process by sharing new understandings with the class.
4. Use technology and other information tools to organize and display knowledge.
Expectations:
1. Students will work as a group to successfully research and present a project based on their given
subject while gaining respect for others and their ideas, using feedback for improvement and
acknowledging personal and group achievements.
2. Students will be able to find, select and organize information from multiple sources in a way that will
allow for a full research paper as well as a shortened overall view for the power point.
3. Students will gain proficiency in the creation of a power point project and understand how to use this
as an enhancement in the display and presentation of information.
OVERVIEW
This lesson will be in conjunction with a social studies unit dealing with changes in American life at the turn
of the 19th to 20th century in particular the impact of five important American scientist/inventors: Alexander
Graham Bell, George Washington Carver, Thomas Edison, and the Wright Brothers. Each student will be
assigned one of the men (or two in the case of the Wright Brothers) and create a research projects that will
include a short biography, a description and history of the major contributions and a discussion on the impact
of the invention including how the invention itself has changed over the past century and how it may change
and be used in the future. The research will be presented to the class using a power point to enhance the
presentation.
After meeting with the teacher, it was decided that the responsibility of the media specialist would be to aid
in the collection of reference materials and conduct a class on how to create an appropriate power point.
The main instruction will be done over 3-4 30 minute classes. The first class will be held in the media
center. During this time, I will use the promethean board to give a video presentation and do a short class on
creating a power point as well as point out the different areas for research sources. I will also use this time to
assess each student’s starting knowledge of power points using questions and allowing students to offer
suggestions and try some steps in creating a power point. The remaining classes will be held once a week in
the schools computer room or home classroom where students will work on their own computer to create a
power point. I will be there to help the students with their power points and answer any questions they may
have concerning the power point or reference sources. In between classes, I will be available in the media
center to assist small groups or individuals with research.
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ESSENTIAL QUESTIONS and LIBRARY LESSONS
Overarching Question:
How can a visual presentation add information and interest to an oral presentation?
Topical Questions:
How can I use different resources such as websites and traditional resources to add information?
How can I use different resources such as graphs, art, and personal point-of-view to add interest?
How can organization and content affect the overall value of the presentation?
Library Lessons:
Students will gain proficiency in using different sources for research including websites, traditional
reference sources and books.
Students will gain proficiency in creating a technology based presentation.
FINAL PRODUCT AND ASSESSMENT
At the conclusion of the classes, students will have created a 5-7 slide power point presentation to enhance a
presentation on a scientist/inventor and how his contributions changed life in America a century ago and how
they may continue to change life in the next century.
Assessments will be performed in several ways:
 Questions and visual assessments during to first lesson to establish prior knowledge
 Questions and visual assessments during the following lessons to note improvement
 Final product will be assessed by media and teacher to note proper use of resources as well as
organization, originality and artistic value of power point.
Questions asked will include:
 If you use a template, can you change the layout?
 How do you insert text or artwork?
 Which tab will take you to background color and style?
 Why would you use the “animation” tab?
 How many ways can you add a slide? Name/perform at least 1.
 Do you feel confident to create a power point presentation on your own now?
NECESSARY RESOURCES
Necessary Equipment and Resources:
 Promethean Board and connected computer
 Individual computers equipped with Microsoft Power Point
 Internet resources: Nettracker, GALILEO Kids and Kids.gov
 Other resources: Traditional reference sources & books (primarily biographies) of varying AR levels.
One student is not allowed to access the internet due to restrictions from parents. A file containing
appropriate internet information needed will be created and given to that student as a download on a class
computer.
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INSTRUCTIONAL ACTIVITIES
Class One: Media Center
Presentation on how to create a simple power point will include:
 Creating a title page and subsequent new pages
 Inserting a design template
 Inserting clip art
 Inserting text
 Working with word art
 Using transitions and animations
Overview on finding information resources will include:
 Finding the appropriate pages in nettracker using icons keywords
 Use of GALLILEO
 How to use the on-line catalogue to find specific information by subject or keyword
 How to recognize and locate specific locations in the media center: biography, Dewey numbers, etc.
Class Two: Computer Classroom
Students will have access to individual computers. We will review the basics of power point while each
student practices creating his or her own templates.
Class Three (and Four if necessary): Homeroom
Students will be divided into their groups and will be working on their group’s presentation. I will be
there to answer any questions, assess improvement and help with any research.
In between these classes I will be available in the media center to help small groups or individuals with their
research.
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November 2009
This pathfinder will be useful in finding information about Georgia Standard SS5H:
The student will describe how life changed in America at the turn of the century.
(b) Describe the impact on American life of the Wright brothers (flight), George
Washington Carver (science), Alexander Graham Bell (communication), and
Thomas Edison (electricity).
Key Internet Resources at a Glance:
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Nettracker (icon on all school computers)
Kids.gov: www.kids.gov/
GALILEO for Kids: www.galileo.usg.edu/kids/links/
SIRS Discovery:
http://discoverer.prod.sirs.com/discoweb/disco/do/frontpage
Reference Background


World Book Encyclopedia
Raintree Illustrated Science Encyclopedia
Search Aids
Search Terms
Inventors
Inventions
Bell, Carver, Edison, Wright
Telephone, peanuts, light
Bulb, flight, airplane
Call Number
92Bel, 92Car, 92Edi, 92Wri
Resources
Books
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Alexander Graham Bell, Fisher (1999)
Alexander Graham Bell, An inventive life, MacLeod (1999)
Alexander Graham Bell, Ross (2001)
George Washington Carver, Bolden (2008)
George Washington Carver, Scientist and inventor, Kramer (2002)
Read about George Washington Carver, Feinstein (2006)
Perseverance! The story of Thomas Alva Edison, Murray (1998)
Thomas A. Edison, Mason (2002)
Airborne, A Photobiography of Wilbur and Orville Wright, Collins (2003)
First to Fly, How Wilbur & Orville Wright invented the airplane, Busby (2002)
Multimedia
 Alexander Graham Bell, (Nest Entertainment, 1995) [Video]
 George Washington Carver, (Wynnewood, 2001) [Video]
 Thomas Edison and the electric light, (Nest Entertainment,1993) [Video]
 The Wright Brothers, (Nest Entertainment, 1996) [Video]
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Web Pages:
Alexander G. Bell:
A.G. Bell: Scottish-born American Scientist and Inventor…
discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3
BART%3B0000261419
The First Telephone Call
discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3
BART%3B0000290981
Bell: usasearch.gov/search?v%3aproject=firstgovkids&v%3afile=viv_1133%4027%3auUy05q&v%3aframe=list&v%3astate=root%7cN751&id=
N751&action=list&
Inventors at Play, Inventor’s stories: (includes Bell’s first sketch for the phone)
http://inventionatplay.org/inventors_main.html
National Inventor’s Hall of Fame, Bell: http://www.invent.org/hall_of_fame/11.html
G. W. Carver:
George Washington Carver: Inventor, Farmer, Educator and Food Scientist
discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3
BART%3B0000179731
George Washington Carver: Seeds of Success
discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3
BART%3B0000031391
The History of peanut butter
discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3
BART%3B0000155135
National Inventor’s Hall of Fame, Carver: http://www.invent.org/hall_of_fame/30.html
Thomas Edison
Thomas Edison: American Inventor…
discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3
BART%3B0000261483
When I was a kid: Thomas Edison
discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3
BART%3B0000100764
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Making a switch
discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3
BART%3B0000259553
National Inventor’s Hall of Fame, Edison: http://www.invent.org/hall_of_fame/50.html
Wight Brothers:
Wilber Wright and Orville Wright: Inventors of the First Aircraft Capable of Powered, Sustained
and Controlled Flight
discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3
BART%3B0000261681
A Century in the Sky: The Wright flights in 103 changed the world
discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3
BART%3B0000179737
The Wright Boys
discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3
BART%3B0000193277
The Power of Flight
discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3
BART%3B0000179731
National Inventor’s Hall of Fame, Wright: http://www.invent.org/hall_of_fame/156.html
http://www.invent.org/hall_of_fame/157.html
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Instructions for a simple PowerPoint
When you open the power point, you will see an empty slide with 2 boxes. This is the most
common template, but that does not mean you have to use it.
To remove the boxes: click on the to reveal a thick outline, place the arrow on the edge of
the box, right click and “cut” any box you do not want.
To insert text: click on the “insert” tab, select text and double click. A box similar to the
one you saw on the original slide will appear. Type your text in the box. You may change
the size of the box in two ways:
1. Click on side or top of the box and a single arrow will appear. Drag this arrow to
enlarge or shrink box in one direction.
2. Click near the corner of the box and a crossed arrow will appear. Dragging this
arrow will change height and width of box.
To insert a picture: click on “insert” tab and picture. You will have a choice of a photo
from either your files or clip art. If you click on “clip art” a side bar will come up. Type in
the name of the picture you are looking for (ie: airplane, Wright brothers, etc) and pictures
will appear. You can copy and paste the desired photo or simply drag it onto your slide.
To add a slide: You have two choices.
1. Click on the “new slide” tab to the far right.
2. Place the mouse arrow on your slide, right click and choice “new slide”.
To change the order of your slides: Hold your mouse arrow on your slide and drag it to
the new position.
Up to this point, you are still looking at a plain white background on your slides, but this
also is easy to change.
To change the design of the slide: click on the “Design” tab. There will be Three
Choices:
1. Design: Double clicking on this will open a side bar that gives you background
designs for your slide. Choose wisely, on our version of power point this design will
appear on all of your slides; anything too busy may interfere with your photos and
text. But don’t stress – if you find you do not like the design, it can be changed at
any time by simply repeating the process above.
2. Word Art: This allows you to do simple special effects with your text such as
shadowing. You can also change the color and size here.
3. Automation: This allows you to select a special effect such as fade in or flash. The
only way to see what this does is to try it, but do not spend too much time here. It
is cool, but will not make or break your slide at this point.
At the very bottom of this sidebar you will see “slide show”. This will allow you to view your
presentation and alter any effects that you do not like.
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A few notes on Power Points:
1. Keep it simple: This is a visual addition, not the research paper. Too much text is a
drawback. Hit the main points on your slides and fill in with your oral presentation.
2. Your text and pictures should be large enough for your audience to see and read
them.
3. Your first slide should be a Title page with information such as the title of your
report, your name, the class or teacher you are doing the power point for and a
representative picture. Your last page should list your sources: websites and books
used.
Special Note:
**This written explanation is specifically for the older version of PowerPoint found on most
of the computers in the classrooms.
I created a Screencast tutorial for the 2007 version which is available in the computer lab.
This tutorial can be found at: http://www.screencast.com/t/xTDnoe5HwQk
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Rubric for Peer Evaluation (15 points possible)
Performance
Criteria
Preparation
3 Points
Presentation was
"ready to go" when it
was this student's
turn.
Organization
2 Points
1 Point
0 points
Presentation was
The student ran the
"almost ready to go". presentation off
We had to wait for
her/his disk
this student to copy
the presentation on to
the desktop.
The student did not
have the presentation
completely ready
Information was
presented in a logical,
interesting sequence
that was easy to
follow
Information was
somewhat difficult to
follow as student
tended to "jump
around" from topic to
topic
There did not appear
to be any sequence or
order to the
information
presented.
Show contained
between 5-10 slides
Show contained <5 or
>10 slides
Slides were
interesting and easy to
read with appropriate
amount of text
Slides were
unorganized or had
inappropriate amount
of text
Technical
Specifications
Slides showed
imagination and good
design, easy to read
with appropriate text
Every slide contained Slide transitions were Slide transitions were
a slide transition
not used for 1-2 slides not used for more
than 2 slides
Mechanics
Demonstrated an
outstanding effort
presenting the
information through
creative use of
graphics and text
Showed good effort in
the presentation,
however graphics and
text reflect only an
"average" effort
Showed little effort in
the presentation.
Graphics and text
appear to be "thrown
together at the last
minute"
Overall Presentation An outstanding
presentation. The
presentation kept my
interest and was
among the very best
in class.
A good presentation.
The presenter
demonstrated the
ability to utilize the
various features of the
program, however,
the presentation did
not always keep my
interest
The presenter did not
seem comfortable
with the program and
needed a lot of
outside assistance in
getting through the
presentation.
The presenter
displayed little
knowledge and
understanding of the
components of
assignment, software,
computers, etc.
Rubrics were designed using a rubric found at:
C:\Users\owner\Documents\Graduate School GSU\FRIT 7136-REFERENCE AND INFO
SOURCES\INFORMATION LESSON\MY LESSON MATERIAL\Peer and Ppt Rubric.mht
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Rubric for Instructor Evaluation (25 points possible)
Performance
Criteria
3 Points
2 Points
1 Point
0 Points
Preparation
Presented work on the Requested extension
day you signed up for and presented on a
different day
Was not prepared and
did not ask for
extension. Had to
present at a latter
date.
Organization
Information was
presented in a logical,
interesting sequence
that was easy to
follow
Information was
difficult to follow student tended to
"jump around" from
topic to topic
Appeared to be no
sequence or order to
the information
presented.
Each slide had at
least one picture or
graphic.
Some but not all
slides contained
pictures or graphics.
No pictures or
graphics were
included
Text amount was
appropriate,
interesting fonts and
styles were used
Text amount was
appropriate for
presentation
Too little or too much
text.
Technical
Specifications
Use of pictures was
imaginative and
appropriate.
Appropriate slide
Used some slide
Overused slide
animations were used animations, however, animations to the
more were needed
point that they were
distracting
Mechanics
Use of technology
Demonstrated a total
understanding of how
technology is used for
this project
Overall Presentation An outstanding
presentation. The
presentation kept my
interest and was
among the very best
in class.
No slide animations
were used during the
presentation
Presentation had no
misspellings or
grammatical errors
Presentation
Presentation
contained 1-2 spelling contained >3 spelling
or grammatical errors or grammatical errors
Presentation
contained an
Biography, history,
effect of invention
Presentation
contained at least 2 of
the following:
Biography, history,
effect of invention
Presentation
contained only 1 of
the following:
Biography, history,
effect of invention
Demonstrated some
understanding of how
the technology is used
for this project.
Showed little
understanding of how
the technology is used
for this project
Showed no
understanding of how
the technology is used
for this project
Displayed proper
respect and behavior
when using the
computer
Displayed
inappropriate
behavior when using
the computer.
The presenter did not
seem comfortable
with the program
and/or needed a lot of
outside assistance in
getting through the
presentation.
The presenter
displayed little
knowledge and/or
understanding of the
components of
assignment, software,
computers, etc.
A good presentation.
Demonstrated the
ability to utilize
various features of the
program, however,
did not always keep
my interest
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Reflection
The teachers at my school are not used to collaborating with the media specialist other than
asking for books or videos pertaining to a class. I believe they will enjoy collaboration once it
becomes more common and is allowed for on a more normal basis, but for me it was difficult
and sometimes frustrating. The teachers are so busy that time is a real problem, both mine and
theirs. I was working with a teacher at the school where I am the part-time media clerk. Believe
it or not, this complicated things. Because I am part-time, there is a lot I am responsible for
during my 4 hours and it was difficult to find free time that corresponded with the teachers. But
because I work at the school, it is strongly frowned on if I am on campus after my normal hours
(I am even told I should not stay for some after school events). However; when we did find the
time, the results were promising.
Only one student in this class of 20 had ever done a power point and most seemed to enjoy
the original lesson held in the media center. I had a lot of volunteers who wanted to answer
questions and try their hand at inserting pictures and text. They were excited about the design
aspects and one in particular was especially interested in the slide animation.
I was very pleased at the second meeting when most remembered the basics with very little
prompting. There was some confusion. Originally this was to be a group project, but it was
changed to individual work. Also some of the computers in the computer lab were equipped
with the newer version and some had an older version, but most students were amazingly apt at
adapting to their version.
I returned to the lab with the students about a week later (after they had completed their
research) and found that about half of the students were well on their way to creating very
acceptable presentations. I had to review a few things with some and helped others tweak things
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such as font size or placement. I think the thing that pleased me most was the excitement in
creating something. I was especially pleased with one student’s effort. This is a student that
occasionally has some behavior problems and yet he had almost finished his power point and had
used good choices. He was the first to raise his hand for help and feedback; he even dropped by
the media center a couple of times. His excitement was contagious and students on either side of
him were using his work as an example. It was rewarding to see the theory that “different
venues result in different attitudes to the work” as a reality.
I returned to the computer lab with the students one last time a few days later. Well over half
completed their PowerPoint’s by the end of that session. The remaining students were to finish
in class over the next few days. In the end, only two students produced disappointing
presentations, three had very good projects and the rest were very acceptable.
One disappointment was in the amount of time the teacher and I consulted and the amount of
time the students actually researched. I don’t believe very many of the suggested resources were
used. Part of the reason may be that these students are fairly young (5th grade) and have had
limited access to computers. They are not used to expanded research. Also the time allotted for
working on the project was short. I believe I would have seen amazing results if these students
had access to computers outside of class. Hopefully they will take what they learned during this
introduction and run with it at some later date.
What did I take from this? I hope that when I am the Media Specialist I can work to ease the
fear of research – on the part of the teacher as well as the student. I know I will suggest that
teachers allow me to work with alternative presentation styles.
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