Objective

Students will be able to identify the different parts and functions of a computer mouse.

Pre-requisites

Here are some prerequisite skills we need to see if the child is ready: 1. Tolerance to sit  2. Basic reading and writing skills 3. Ability to follow instructions 4. Good hand-eye coordination 5. Fine motor skills 6. Gross motor skills 7. Identification of letters  8. Random tracking of letters 9. Identification of numbers 10. Random tracking of numbers 11. Concept – Up/Down, Right/Left

Worksheet: Colour letters by code

Worksheet: Left and Right Position

Video: Letter Recognition

Video: How to make a Dummy Keyboard

Video: Match on a Dummy Keyboard

Worksheet: Recognising Letters

Goal

Operational Definition

All – This gives the goal, which is the minimum that the teacher must achieve for all students in the classroom.
Some – This gives the goal that the teacher may try to achieve for some students in the classroom who can achieve the suggested goal over and above the goal stated for ‘All’.
Few – This gives the goal that the teacher may try to achieve for few students in the classroom who can achieve the suggested goal over and above the goal stated for ‘Some and ‘All’.

Materials required: 

Technology

• An audio-enabled computer with an internet connection, smartboard projector, and screen.
• All devices like laptops, tablets and desktop computers with accessibility features enabled.
• Screen readers like JAWS and NVDA.
• Large keyboards, built-in screen magnifiers, hearing aids, text-to-speech and speech-to-text software.
• Voice recognition software like Siri, Windows Speech Recognition, headsets, etc.
• Student writing or typing tools.

Teacher Materials

• Whiteboard and markers or blackboard and chalk.
• Pre-teach vocabulary cards, sight words, communication cards and worksheets.
• Lesson videos.

Student Handouts

• Handout 1: Communication Cards
• Handout 2: Vocabulary Cards
• Handout 4: Trace and Learn Card
• Handout 5: Yes or No Cards
• Handout 6: Thumbs Up and Down Card
• Handout 7: Worksheets

Print Preparation

The teacher will print, copy or laminate (wherever applicable):

• Communication Cards for students 
• Trace and Learn Cards for students 
• Vocabulary Cards for students
• Thumbs up and Thumbs down Card for students
• Yes or No Cards for students
• Pre-teach vocabulary cards, sight words cards, sight words
• Worksheets for students

Preparation of Activity:

1. All the learning and teaching materials needed for this lesson plan must be ready before the lesson begins.
2. Ensure that there are enough copies for all children. Multiple copies can be made by photocopying too.
3. Please have the assistive technologies and accessibility features ready for your inclusive classroom.

Setting for the lesson transacting:

This topic must be taught in the classroom or a computer lab.

Instructions to the teacher:

• Begin the topic with a Pre-assessment worksheet and Pre-teach the vocabulary. 
• Introduce the concept of a Computer mouse using a flashcard and show the real computer mouse.
• Explain what is meant by a Computer mouse, the buttons, and the types of clicks
• Teach them the difference between left and right clicks
• Tell them about the different types of computer mouses’ wired and wireless.
• Ask the students to identify the wired and the wireless mouse around them.
• Explain to the students how to hold a computer mouse, its operation and its uses.

1. Expected Prior Knowledge

Awareness of the extent of student’s prior knowledge of the topic will help the teacher plan and deliver the lesson appropriately.
This could be assessed through the provided Pre-assessment worksheet.

Worksheets, Vocabulary words 

Worksheet: Pre-assessment

Worksheet: Word to Word Matching

Worksheet: Word-to-Word Matching Large Font

Worksheet: Word-to-Picture Matching

LTM: Pre-teach Vocabulary

LTM: Sight Words

2. Warm-up

1. Write the word ‘mouse’ on the board.
2. Ask students to write down the first word that comes to mind when thinking of the word mouse.
Possible Answers:  Animal mouse, computer mouse, rat

2. The computer mouse is used to …
Possible Answers: scroll, drag-drop, colour pictures, draw, select an item, play games, make a page big or small, etc.

 DIFFERENTIATION

• Students can write down answers in their notebooks or on a slip of paper and stick it on the corkboard.
• Students can choose to write their answers or communicate their responses verbally with a friend/teacher.
• Students can draw the word or point to the picture on the Communication Card (a Communication Card handout should be provided).
• The teacher should immediately praise the student with his/her name and reward the child.

Worksheets, LTM and Communication Cards:

Worksheet: Vocabulary

Worksheet: Trace and Learn

LTM: Thumbs Up and Down

LTM: Communication Card

LTM: Yes or No Cards

3. My Five Fingers

The children should know the names of the five fingers before teaching computer mouse. The teacher could use her fingers and tell the names of each finger. The teacher could also use the printable and teach them the finger names.

Poster

Poster: Five Fingers Poster

Poster: Parts of a Computer Mouse

4. Computer Mouse

Guided watching
Bring the attention of the students to the screen and say, “Let’s watch this video.”
Ask students to give a ‘thumbs up’ whenever they hear and/or see the word ‘mouse’ in the video.
Play video

A mouse is an oval-shaped computer tool.
The Computer mouse has three parts. 2 buttons and one wheel.
1. Left button
2. Right button
3. Scroll wheel

The left button is pressed using the index finger.
The right button is pressed using the middle finger.
Clicking
-Pressing buttons on a mouse is called clicking.
Left-click and right-click
-Clicking the left button is left-click.
-Clicking the right button is right-click.
The scroll wheel is used to
-move up or down the page or the window.
Mouse pad
– A mouse pad is a soft pad to place the mouse.

Video: Computer Mouse (Animated)

Video: Computer Mouse with ISL (Animated)

Video: Computer Mouse (Real demo)

Video: Computer Mouse with ISL (Real demo)

INFORMAL ASSESSMENT (After playing videos)
1. Ask, “What is a computer mouse?”
If needed prompt the children to come up with a definition using language from the video.
EXAMPLE: A mouse is an oval-shaped computer tool.
Write the term and definition on the board after the student responses.
2. Ask, “Does the computer mouse look like the animal mouse?” (The answer is yes)
3. Ask, “Does the computer mouse have two buttons and a scroll wheel?”(yes)
4. Ask, “Can we press the left button with the middle finger?” (The answer is yes)
5. Ask, “Do we use the scroll wheel to move the page up and down?” (The answer is no)
6. Ask, “Do we keep the computer mouse on a mousepad?” (The answer is yes)

DIFFERENTIATION
Verbal response
Verbal response or hold up Yes or No card
Hold up or points to Yes or No card

Worksheet: Informal Assessment

5. Join the dots

Activity worksheet: Join the Dots

6. Computer Mouse Song

I have no whiskers.
I don’t have a tail.
I have no ears.
And I don’t have a face.

I have the right button.
I have a left button.
And I have a scroll wheel.
Which helps go up and down

Click, Click, Click
Is the sound I make
Yes, I’m a computer mouse
In every other house

Song: Computer Mouse Song

Song: Computer Mouse Song with ISL

7. Colour the Computer Mouse

Worksheet: Colour the Computer Mouse

8. Adaptations and Modifications

Adaptations and Modifications: Computer Mouse

9. Assessment

Adaptations for addressing learner variability:
The worksheets are of different types to cater to other learning variabilities.
1. Verbal and written directions have been given in the worksheet assignments.
2. Video with audio is provided so students can replay them when necessary.
3. Students can express their answers orally to their peer buddy if they face writing difficulties.
4. Students can also drill aloud to themselves or other students.
5. Screen Enlarger
6. Screen reader for the visually impaired.
7. Slant boards for students with motor challenges.
8. Pencil grips must also be provided to those who need it.
9. Avaz app or any other AAC app or AAC device could also be provided, or children who have communication difficulties can respond by gestures, eye pointing, or response cards.
10. Audio recorder.

Suggested Variation in Pace: 
Students could take a few extra minutes to complete the worksheets.
Suggested Variation in Perceived Challenge:
1. Children could also record their responses or answers or use response cards to convey the answers to their peers.
2. They may also be allowed to dictate their responses (especially students with visual disabilities)
3. Students may also be given additional time to complete the worksheet.
4. Students could take the assessments using the word wall.

Suggested Scaffolds for Assistance and Practice: 
– The teacher could help the students while reading the words.
– Teachers could activate the students’ prior background knowledge by showing the video again.
– Teachers could break the task into smaller, more manageable parts. Students could also express themselves using gestures or visual aids.
– Children who can draw a mouse could be allowed to draw, and the rest must colour the picture.

Worksheet: Label the parts of the Computer Mouse

Word Wall: Label the Parts of the Computer Mouse

Worksheet: Computer Mouse yes or no questions

Word Wall: Computer Mouse yes or no questions

8. Assistive Technologies

Video: Assistive Technologies

Teacher Resource Document

Source and Attribution of images: All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.