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Photo Story Project on the Internal Parts of a Personal Computer


Computers & Internet  



Title – Personal Computer Internals
By – Jesse Candanoza
Primary Subject – Computers / Internet
Grade Level – 2

Concept / Topic To Teach:

  • Students will learn to identify the different internal components that make up a personal computer.
  • After doing research on assigned parts and acquiring images of said components, students will develop a multimedia presentation using MS Photo Story to present details on assigned parts to the rest of the class.

Texas Essential Knowledge and Skills Addressed:

§126.2. Technology Applications, Kindergarten-Grade 2.

  1. Introduction.
    1. The technology applications curriculum has four strands: foundations, information acquisition, work in solving problems, and communication.
    2. Through the study of technology applications foundations, including technology-related terms, concepts, and data input strategies, students learn to make informed decisions about technologies and their applications. The efficient acquisition of information includes the identification of task requirements; the plan for using search strategies; and the use of technology to access, analyze, and evaluate the acquired information. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results.
  2. Knowledge and skills.
    1. Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
      1. use technology terminology appropriate to the task;
      2. start and exit programs as well as create, name, and save files; and
      3. use networking terminology such as on-line, network, or password and access remote equipment on a network such as a printer.
    2. Foundations. The student uses data input skills appropriate to the task. The student is expected to:
      1. use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;
      2. use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns as grade-level appropriate;
      3. demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate;
      4. produce documents at the keyboard, proofread, and correct errors; and
      5. use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate.
    3. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:
      1. follow acceptable use policies when using computers; and
      2. model respect of intellectual property by not illegally copying software or another individual’s electronic work.
    4. Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:
      1. apply keyword searches to acquire information; and
      2. select appropriate strategies to navigate and access information for research and resource sharing.
    5. Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:
      1. acquire information including text, audio, video, and graphics; and
      2. use on-line help.
    6. Information acquisition. The student evaluates the acquired electronic information. The student is expected to:
      1. determine the success of strategies used to acquire electronic information; and
      2. determine the usefulness and appropriateness of digital information.
    7. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:
      1. use software programs with audio, video, and graphics to enhance learning experiences; and
      2. use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems.
    8. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:
      1. use communication tools to participate in group projects; and
      2. use electronic tools and research skills to build a knowledge base regarding a topic, task, or assignment.
    9. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to:
      1. use software features, such as on-line help, to evaluate work progress; and
      2. use software features, such as slide show previews, to evaluate final product.
    10. Communication. The student formats digital information for appropriate and effective communication. The student is expected to:
      1. use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience; and
      2. use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays and printed materials.
    11. Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
      1. publish information in a variety of media including, but not limited to, printed copy or monitor display; and
      2. publish information in a variety of media including, but not limited to, stored files or video.

General Goal(s):

Students will learn how different components of a PC work and how to use software to present their findings to the rest of the class.

Specific Objectives:

Students will be assigned a particular component of a PC and will do research on what it does as well as finding an image of the part on the Internet. Students will learn to import their pictures into MS Photo Story and record a short description of the part for the rest of the class.

Required Materials:

  • used computer parts
  • Internet access
  • printer
  • microphone
  • MS Photo Story software

Anticipatory Set (Lead-In):

Different parts of PC will be presented to the class as well as a sample Photo Story presentation for them to get an idea of what is expected.

Step-By-Step Procedures:

  1. Instructor will present different components of a personal computer.
  2. Group of students will be given a used part to research.
  3. Students will be shown how to do simple searches on the part’s details.
  4. Students will be shown how to save pictures of parts from the Internet.
  5. Students will be given access to PC and introduced to the MS Photo Story software.
  6. Students will import photos they have collected to MS Photo Story.
  7. Students will narrate the details they have learned about the parts.
  8. Students will present their story to the rest of the class.

Plan For Independent Practice:

After viewing all of the class presentations, students will be able to update their own presentations with any changes they liked from the other presentations or from classmate suggestions.


Students will discuss any obstacles and/or difficulties they encountered while working on project.

Assessment Based On Objectives:

The teacher will evaluate the story and pictures used on how well they conveyed the intended information.

Adaptations (For Students With Learning Disabilities):

Students will be given extra help from peers and teachers in order to complete the project. Students will be given the option to present orally instead of using Photo Story.

Extensions (For Gifted Students):

Students that would like to expand on their project could add more detail or assist other students on story creation.


19 TAC Chapter 126, Subchapter A. Retrieved October 2, 2009, from

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