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Lesson Plan Introducing The Keyboard

This lesson plan introduces kindergarten students to computer keyboards. It accommodates a student with visual impairments. The plan explains that keyboards are used for inputting information into computers and gives examples. Students will find and mark the letters in their names on a paper keyboard. The teacher demonstrates this before having students work independently to identify letters with a classmate's help if needed.

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80 views3 pages

Lesson Plan Introducing The Keyboard

This lesson plan introduces kindergarten students to computer keyboards. It accommodates a student with visual impairments. The plan explains that keyboards are used for inputting information into computers and gives examples. Students will find and mark the letters in their names on a paper keyboard. The teacher demonstrates this before having students work independently to identify letters with a classmate's help if needed.

Uploaded by

api-550368270
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Wendy Cooper

Lesson Plan
EDU214 1005

Introducing the Keyboard


Age group: Kindergarten
Special needs accommodation: Wade has trouble seeing. He uses glasses, but small print gives
him trouble. All handouts for Wade will be in large, bold type. When he is in the computer lab,
he will have a special keyboard that has bright keys with large, bold letters. His computer will
also be set up with a large, bold font that can be adjusted as needed.

Topic: In this lesson, first introduce the computer, and then focus on the keyboard. The keyboard
has letters, numbers, punctuation, and symbols. We will be focusing on the letters. This is an
introduction with a paper keyboard.

General Objective: Explain that the keyboard is used for inputting information into the computer.
Sometimes we use it to put in our login and password information. Sometimes we will use it to
answer a question on a test. We can use it to type a question into Google. We can also use the
keyboard to type up a report in a word processing program. We will use our keyboards in the
computer lab when we log into our Alexia and IXL accounts.

Specific Objective: The children will look for and find the letters of their name on the keyboard.

Required Materials: Computer, PowerPoint, laminated paper keyboards, markers, and


wipes/erasers. Markers can be water-based markers with wet wipes to erase, or Expo type
markers and erasing items such as eraser, cloth, or tissue.

Lead-In: “Today, we are going to look at a computer. There are computers, that have separate
components, or separate pieces, and there are also tablets that normally don’t have any extra
components, though there are components available. We are going to be looking at a computer.
We are going to look at the different parts, or components, of a computer. Does anyone have a
computer at home?”

Step 1: Turn on PowerPoint and show the slides 2-8, the parts of a computer. “Let’s look at the
parts of a computer. (Name the parts represented, the monitor, hard drive, mouse, headphones,
and keyboard. On slide 8, give the children time to review the components, asking which part is
which.)

Step 2: Turn PowerPoint back to slide 7, the image of a keyboard. “And what component is this?
The keyboard. We are going to talk about the keyboard. What does a keyboard do? It is the part
of the computer we use to type information into the computer. We will use it to type in our login
and passwords when we go to the computer lab.”

Step 3: “Look at the laminated paper keyboard that is on your desk. What do you see? (Letters,
numbers) There are 26 letters in the alphabet. There are 26 letters on a keyboard. There are also
numbers, punctuation, and symbols.”
Step 4: Point out numbers “Look at the very top of the keyboard. What do you see? Numbers.
The marks above the numbers are punctuation and symbols. See the exclamation mark above the
one? You put that on the end of a sentence to show excitement. Right next to it, above the two is
the AT symbol. We use that symbol in emails. We will use those keys later.”

Step 5: Point to the letters again. “Today, we are going to talk about the letters. Let’s look for the
letter A. Did you find it? You may talk to your buddy and help each other if you would like.
Now, look for the letter B. It will not be right next to the A, so look very carefully.” (Why aren’t
the letters in alphabetical order? Because back in the old, old, days, there were no computers, but
there were typewriters. They were slow and clunky. If you went too fast, the keys and levers
would jam up. The QWERTY keyboard was invented to make a typist slow down, and the keys
wouldn’t jam up so bad. Now-a-days, we don’t have to worry about our keys getting jammed.
But we still use the QWERTY keyboard, because, evidently, it’s still quicker when you are
typing. Why is called a QWERTY? Let’s look at the keyboard again. Do you see the first row of
letters? What are the letters? Q-W-E-R-T-Y are the first six letters. Slide 12)

Step 6: When everyone has found the letter B, continue. “We are going to match the letters of
our name with the letters on the keyboard. Let me show you first, and then you will do it. My
name is Mrs. Cooper, so the first letter in my name is C-Cooper. Let’s all look for the C on the
keyboard. Did you find it? I am going to mark the letter C. Now look for the letter O. I have two
O’s. I am going to mark the letter O. Now look for the P. I will mark the letter P. See the E
(mark)? And the R (mark)?”

Step 7: “Now it’s your turn. Get out one of your markers. Keep the cap on until it’s time to write.
You will be marking your own name on your own keyboard. You may talk to your buddy or
raise your hand for help. You are just marking the letters of your name. When you are finished,
put the cap back on your marker and raise your hand. Are you ready? Look for the first letter in
your name. Did you find it? If you did, take the cap off your marker and color in the letter. Look
for the rest of the letters in your name and color in those letters.”

Independent Practice: Allow the children to color in the letters of their name. They can do first
only or first and last, depending on ability. If there are learners ready for an extended practice,
they can look for the letters and numbers in their login information. “If you look at the bottom of
the page, you will also see your login information. You can look for those letters and numbers on
the keyboard as well.”

Assessment will be based on the child’s ability to listen to instruction, follow direction, and
willingness to attempt, with or without aid.

Possible Connections To Other Subjects: Letter recognition, including the difference between
upper and lower case letters.

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