Science Lesson plan-KG 2 "The life Cycle of a Butterfly!

Grade level: KG2

Title: life cycle of the butterfly

Primary subject: science

Secondary subject (integrated into): art and mathematics

Background knowledge:

 Students are expected to know the butterfly. If not, the teacher is expected to show a true butterfly. Also, they should know what a pattern is, in order to understand what a cycle is.

Objectives:

·          Students will recognize the stages in a butterfly’s life cycle.

·          Students will be able to name the four stages of butterfly’s life cycle.

·          Students will place on a chart, beside each fruit the quantity of fruits that the caterpillar ate. ( story: The very hungry caterpillar)

·          Students will make caterpillars and butterflies

·          Students will name different fruit names 

 

Materials: 

·          bulletin board

·          story “The Very Hungry Caterpillar”

·          puzzle

·          chart

·          fruits, jelly bones

·          Art materials like papers, glues, crayons … to make creative work (caterpillars, butterflies).

Activities:

·          decorate the class with the crafts and introduce the topic

·          read the story and pin point the different stages of the life cycle

·          use the bulletin board to show the life cycle and name each stage

·          the students will now be able to call the stages as the teacher reads on the story

·          give students cards showing the different stages for them to sort  in the correct order (individual work)

·          as we read the story, teacher  will show to the students the chart showing the number of fruits listed which caterpillar ate in the story

·          students will work in groups of two to make the puzzle of the stages of  the life cycle and should put them in the correct order

·          preparing fruit salad using the fruits that the caterpillar ate in the story of “The Very Hungry Caterpillar”

Media used: text, manipulative…

Evaluation:

·         students will be given the different stages to number them from 1 to 4

·         teacher will pin point the stages and the students should be able to give its name

This Lesson Plan is designed as a group work for our EDU 232   Instructional Media and Technique class at  Haigazian University  Januaary 2012 By Dalia, Garine and silva

What i have Learned form a teacher...

I have learned from the head teacher of our KG to be punctual everyday, come early and welcome each student and parents with a big Smile on my face and greet them with sweet words. Also at the end of the school do not leave the school without checking that no one is in the campus… for emergencies wait the parent with them…!!!

Teaching and Learning Methods and Strategies

http://www.ic.arizona.edu/ic/edtech/strategy.htmlteaching methods

Mother Theresa...LOVE

"Do not think that love, in order to be genuine, has to be extraordinary. What we need is to love without getting tired." -- Mother Theresa

Bible Lesson Plans Presented at NEST

The Near East School of Theology

PR216 Teaching the Bible N.T

Facilitator: Shake' Geotcherian

Spring 2009-04-02

Lesson plan Age: 4-5 (Pre-KG)

Duration 20 min.

Presented by: Silva Chilingirain

Talk to God

Bible passage: Mark 1: 35, Matthew 14:22-23.

Main point: God hears us when we pray

Objectives: by the end of this unit the children will:

·         Know that God hears us when we pray.

·         The children will be willing and eager to talk to God.

·         Pray in many situations.

Materials: Radio Cd, Puppet, Picture cards of the story, crayons, Photocopied papers.

What does it mean?

Prayer is essential in the life of children. Children will learn that talking to God is very important because Jesus also talked to God i.e. his father often. Preschoolers can understand that this type of communication is called prayer. This lesson will be a good encouragement for some of them if they are not yet in the habit of prayer. And it will also give children confidence that they can pray to God.

Getting Started: ( 3 min)

Gather children on the floor; let them sit in a semi circle position so that everyone can see you. Tell them that today we have a guest with us; show them the puppet that you have already with you. Play the puppet by telling Jesus liked to pray he prayed to God a lot; let's find out when Jesus liked to pray.

Puppet:  I'm going to do some actions that describe when Jesus liked to pray.

The puppet will Yawn and stretch as if it is just getting out of bed in the morning.

Ask: what time of day do people usually yawn and stretch? (Let children respond – in the morning)

Next step- the puppet puts the palms of the hands together and place hands against cheek as if sleeping.

Ask: what time of day do people sleep? (Let children respond – in the night)

Now you know what time of day Jesus like to pray (talk to God), whenever you hear the word morning I want you to yawn and stretch, when you hear night pretend that you are sleeping.

Lesson: Bible story ( 5 min.)

Jesus liked the morning time it was a good time to pray to God. One day Jesus got up before the sun was up he walked from the house to find a very quiet place outside; he talked to god in the morning.

Jesus also liked the night time, Jesus talked to God. One night Jesus told his friends to get into their boat and go across the lake. He told other people to go home. He did this because it was time for him to pray and talk to God. Jesus climbed up a mountain and talked to God. Sometimes he prayed by himself, sometimes with his friends, Jesus prayed in the morning and at night.

(While you tell the story show them pictures of Jesus praying in different places, alone and with friends.)

Ask: What did Jesus talk to God about?  Let them discuss and share their opinions.

• He prayed for many things, he prayed for himself, asked God to help him
• He prayed for his friends, he asked God to take care of his friends and watch over them.
• He asked God to help everyone even you and me!

Jesus talked to God and God wants us to pray and talk to Him like Jesus.

We can talk to God about anything because we know that God hears us when we pray.

We can say "Thank you" God for the pretty flowers, for the food, for our friends,

Please help us, our friends…

Questions: ( 3 min)

• When did Jesus pray?
• Why did Jesus pray?
• How can you be like Jesus?
• What do you say when you pray?
• Does God hear you when you pray?

Activities: (7-10 min)

·         After the lesson let them sit their places. Distribute the photocopied paper (Jesus Talking to God) and let them color with crayons.

·         Put the Story pictures on the bulletin board; so that they can remember.

·         Play the Cd and let them to sing "Wisper a prayer in the morning..":or any other song about prayer like "Hayr yergnavor, park goudam vor ardoo me aghvor devir mez nor ov der hisous toun mezi louis ais aravod ellas mer mod, ellas mer mod Aaaamen.

What should I Do? ( 2 min)

After coloring and singing gather them and pray the following prayer.

Father I thank you for everything that you have given us. Thank you for caring us. Thank you for hearing us when we pray.

Also give their class works to take home, this will help them to share what they have learned and remember during the week that it is important to talk to God!

The Near East School of Theology

PR216 Teaching the Bible N.T

Facilitator: Shake' Geotcherian

Spring 2009-04-30

Lesson plan Age: 8-9

Duration 50 min. it may be divided into 2 sessions because the activities would take much time in this case.

Presented by: Silva Chilingirain

Walking with Jesus

Bible passage: Matthew 4:18-22.

Main point: walking with Jesus brings joy and peace.

Objectives: by the end of this unit the children will:

·         Know the names of the disciples and list at list 4 of them.

·         Learn about ways that they can be fishers of men by learning about God and telling others about Him.

Materials: Radio CD, markers, construction papers, scissors, glue, paints and paint brushes, flannel graphs of the lesson, clothes and material for the Acting.

What does it mean?

Following and walking with Jesus everyday is a challenging for us as adults and even for children because as humans it is easier to follow and obey someone we can see. This lesson will teach them to trust Jesus, and walk with him and follow him gives us joy and peace.

Getting Started: (2-5 min)

Ask the following question:  Have you ever experienced fishing? Let them share their experience if any. I think there will be some student who will say, yes sometimes I go fishing with my dad… once I went with my uncle, big brother…after this question directly tell the story using flannel graphs. This age still enjoys listening and watching to some pictures at the same time. Also they like acting!

Lesson: Bible story (10-12 min.) use flannel Graphs

One day Jesus was walking by the Sea of Galilee.  It was big beautiful lake and many men used to go and try to catch fish there. They were fishermen! 

There were lots of boats, and they were working hard emptying their nets to go back fishing, or gathering all their fish together so they could take them to the store to sell them.

Jesus walked by many boats but stopped and watched some men at a particular boat.  These men were Simon (whose nickname was Peter) and his brother Andrew.  They were working very hard and he said unto them, follow me and I will make you fishers of men. They immediately left their nets and followed him. When they were going on they saw other two brothers James the son of Zebedee and John in a ship with Zebedee their father, mending their nets, Jesus called them. And they immediately left the ship and their father, and followed him. And they became his disciples.

Well these men immediately left everything they were doing and went with Jesus.  They left their boat, their nets, and all the fish they caught.  They left without a worry in the world; they somehow knew they could trust Jesus.

All together Jesus asked twelve men to be His disciples to follow Him and all twelve men agreed.  All these men believed what Jesus said and followed His example.  They helped Jesus tell others about God - they were fishers of men.

These are the names of the twelve disciples: Simon (who Jesus liked to call Peter, which means rock), his brother Andrew; brothers James and John; Philip and Bartholomew; Thomas and Matthew the tax collector; James and Thaddeus; Simon and Judas Iscariot, who would later betray him.

These men were not all fishermen before they became disciples.  They all did many different things and came from different types of families.  They were not perfect either, they just wanted to try to be like Jesus and spread the good news about who Jesus was.

Ask: What do you think you would do if Jesus said that to you? Maybe instead of fishing- you're playing with a friend.  Jesus comes to you and says, "Come, follow me."  Maybe you would say, "Just a minute, we're not quite done playing yet."  Or maybe you would walk your friend home, tell your parents you're leaving, clean up your toys...

Jesus would like us to be His disciples too.  Some people do leave their families when they're older and become missionaries or they help in church or tell their friends about Jesus. And there is a way you can be a disciple right now, right where you are. You can tell your friends how Jesus loves us all and wants us to follow him or walk with him.

Questions and discussion: (7-10 min)

·         List the names of the first four fishermen whom followed Jesus.

·         What does it means to be fishers of men?

·         What do you think a disciple is?  Can they be a disciple? 

·         What are some ways that help us to be fishers of men by learning about God and telling others about Him? (Reading the Bible, memorize the Bible, be a good example, don't be afraid to tell.)

Activities: ( 20 min)

·         Let them act out the story, and this will help them to remember and at the same time sing together the song "I will make you fishers of men".

·         Prepare together a bulletin board as below. This will help them to remember that they will follow Jesus wherever they are. At home at the school at the church at the playground. This activity will be fun because each student will trace his /her footstep by a pencil on the construction paper and cut at the end they will some pictures. It may be even fun during a summer camp because may print their footsteps with colorful paints.

What should I Do? (5 min)

Tell them that they have mission to do, they are called fishers of men too! Let them think about someone they will tell about Jesus the following week.

My Philosophy of Christian Education

I believe that each child is a unique individual who needs a secure, caring, and motivating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as a  bible teacher  to help students meet their fullest potential in these areas by providing an environment that is safe also I believe that I have to become a good model in front of them  to love , listen and take good care of them. Also I believe that I have to guide them and let their natural curiosity direct their learning.

I believe that the children are the future they are unique and special I will help them to express their own ideas and value them.
As Christian educator I will plant in their hearts the seed of love, believing that one day the seed of love will grow in them and they in their turn show the love of God through their behaviors and actions and become transformed humans.

My KG Students

Effective Storytelling tips

http://www.eldrbarry.net/roos/eest.htm



Effective Storytelling
A manual for beginners

by Barry McWilliams

Effective storytelling is a fine and beautiful art. A well-developed and presented story can cut across age barriers and will hold the interest and reach its listeners. Stories will be remembered long after other orations. Knowing and applying the basics of storytelling will strengthen your stories.
You are most welcome to copy and use this document! It is about 6 printed pages long. You might read some of the good books available on how to tell stories as well.
Finding stories: 
There are many kinds of stories you can work with. It is recommended you start with simple folktales, with simple elements.
While traditionally stories were learned by listening, the best source today is the children’s department of the Public Library - particularly in the section (J)398. There you will find all sorts of folk and fairy tales, tall tales, trickster stories, etc. Many stories are on the internet as well. As you browse, look for stories that "touch" you. Start with simple stories, then as your experience grows, be sure to explore and branch out.
With time you will probably find many kinds of tales that will interest you personally. All sorts to choose from including: folktales from many countries and cultures, accumulative stories, droll and humorous tales, traditional fairytales in numerous versions, wish (magic) tales, trickster tales, tall tales, myths, legends and hero tales from the sagas and national epics, animal fables, scary stories, urban legends, Bible and religious stories, literary stories, pourquoi (why?) stories. With time and experience you will want to try a variety of stories and perhaps even branch out into telling your own personal stories or giving Improvisational storytelling a try.
And be aware of copyrights, it is best to work with traditional folklore or tales in public domain, than to plagiarize a living author or storyteller without their permission. Remember to give credit to sources.

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Characteristics of a good story:

A single theme, clearly defined

A well developed plot

Style: vivid word pictures, pleasing sounds and rhythm

Characterization

Faithful to source

Dramatic appeal

Appropriateness to listeners Baker and Greene, Storytelling: Art and Technique, pp. 28

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Adapting to our audiences: 
The audience has a very important role in storytelling - for their minds are the canvas on which the teller paints his tale. Oral storytelling involves much interaction between teller and hearer. I have observed that our audiences have lost some of the skills to follow a narrated story and see things in their minds. Storytelling has become more difficult. Attention spans are shorter and more demanding, more sophisticated, yet less able to independently imagine or visualize. People seem to need more visual stimulation.

Take the story as close to them as you can.

Keep it brief and simple- especially for younger children - pare down to the heart of the story.

Stimulate their senses so they feel, smell, touch and listen and see vivid pictures.

Describe the characters and settings, and help them sympathize with the character's feelings.

Aim your story at the younger ones when telling to a audience of mixed ages!

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Storytelling is a task shared by storyteller and story listeners,-
it is the interaction of the two that makes a story come to life!

---

Preparation:
Once you settle on a story, you will want to spend plenty of time with it. It will take a considerable period of time and a number of tellings before a new story becomes your own.

Read the story several times, first for pleasure, then with concentration.

Analyze its appeal, the word pictures you want your listeners to see, and the mood you wish to create.

Research its background and cultural meanings.

Live with your story until the characters and setting become as real to you as people and places you know.

Visualize it! Imagine sounds, tastes, scents, colors. Only when you see the story vividly yourself can you make your audience see it!

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Stories paint word pictures and use the sound and rhythm and repetition of words.
In developing and learning a story concentrate on its visual and audio aspects: 
either assemble it into a series of visual pictures like a filmstrip, 
or consciously absorb the rhythm and arrangement of the sounds of the words.

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Learn the story as a whole rather than in fragments. Master, and then simplify, its structure to a simple outline of scenes. Don't try to memorize it, though you should always know your first and last lines by heart!.

• Map out the story line: The Beginning, which sets the stage and introduces the characters and conflict; the Body, in which the conflict builds up to the Climax; and theResolution of the conflict. Observe how the action starts, how it accelerates, repetitions in actions and how and where the transitions occur. If simplifying or adapting a story, do not alter the essential story line.
• Absorb the style of the story: To retain the original flavor and vigor, learn the characteristic phrases which recur throughout the story. Observe the sentence structure, phrases, unusual words and expressions.

Practice the story often - to the mirror, your cat, driving in the car, with friends, or anyone who will listen. Even when telling an old and familiar story, you must use imagination and all the storyteller's skills to make it come alive. Use your imagination to make the story come alive as you prepare.

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Give your characters personalities...live the story with them...know and feel their emotions...
breathe the breathe of life into them, until they become so real to you
that you feel like they are people you know.
If you are convinced - your listeners will be too.

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Delivery elements:

Sincerity and whole heartedness (Be earnest!),

Enthusiasm (This does not mean artificial or noisy excitement),

Animation (in your gestures, voice, facial expressions) Stories are more interesting when there is animation and variety in the voice of the teller.

Particular Oral Storytelling Skills:
A Storyteller’s skills include: emphasis, repetition, transition, pause and proportion.

Dialog should make use of different voices for different characters and using the Storytelling "V" - where you will shift your facing (or posture) as the dialog switches from character to character.

Use your voice to create the atmosphere or tension as the story progresses.

Use gestures and facial expressions add much to the visualization of the story. Be sure they are appropriate and natural. Practice them!

Pacing involves both the volume and rate at which you speak, and the progression of the action in the story. Dialog slows a story's pace down, while narrating action speeds it up.

Repetition and Exaggeration have always been basic elements of story telling. Experience will hone these skills, and when - and how - to use them most effectively.

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Most importantly --- relax and be yourself. Develop your own style - one you are comfortable with.

---

Beginning a story: 
Storytelling is best done in a relaxed atmosphere free of distractions. The audience ought to be comfortable and close. Candle light and campfires are ideal situations for telling stories, but often impractical. The teller needs to give careful attention to the setting before hand - and be prepared to rearrange a room to bring his hearers closer, or use a backdrop or hangings to create atmosphere - especially in classroom settings. Props, costumes, or some getting acquainted patter may also help in getting and keeping attention and creating a mood.
Storytelling traditionally begins with a "Once upon a time..." opening. and then a storyteller’s silent pause to gather his thoughts. The traditional openings, of which there are many (often with responses from the audience), were "rituals" that served as a signal that the teller was suspending "time and space" as we know it and transporting the audience to a world of imagination and play. They identified the teller and established the audience’s commitment to accept for the moment that imaginary world and its "rules". Similar "rituals" also signal the end of the story and their return to reality. Many adults today have forgotten these "rules of the game." There are online lists of Beginnings and Endings.
Some attention keepers:
Many factors affect the attention of your listeners. A storyteller always needs to be sensitive to his audience and may need to regain their attention before continuing.

Involvement or participation. Use volunteer(s) from the audience in your story. Or have the audience participate in hand motions or making sound effects. Or responding with "chants" or refrains

A distinct change in your pace, voice, or mood.

An unusual or unexpected twist in the narration.

Throw-away lines or asides work well as does comic relief.

Be especially prepared to deal with disruptions with groups of children. There is always one or two children that want the attention. Sometimes you can just ignore it; sometimes it make take a stare, or a pause till the disruptive behavior ends, sometimes maybe involving a child in your story - whatever you do - do not speak harshly or in anger, or you will lose the audience.

Concluding:
Once you finish the story - stop! Don't ramble on. Leave their thoughts lingering over it. Don't feel you have to explain everything, or tie together all loose ends. Let them go away thinking about what has been said, and drawing their own meaning from it!

Applause is no measure of the effectiveness of a story presentation. Sometimes it will be exuberant, but other times the audience is quietly savoring and treasuring the story. An attentive audience and the feeling you "told it well" are the best reward you can have.

Finally...and most importantly: The more you practice- the more skilled you will become. Don't be afraid to try different methods. Be creative. As you do learn from your experiences. Expect to flop, the best of us do. Don't be overly self- conscious. Have fun and share the joy of story.

In the end, it is most important that you should tell your story in your own words with sincerity and enthusiasm and....

Tell stories!, Tell stories!! Tell stories!!!

How to create Powerpoints!

http://www.online.tusc.k12.al.us/tutorials/pptbasics/pptbasics.htm

Starting PowerPoint

To Start PowerPoint:

1. Click on the Start button on the left side of the taskbar; then clickPrograms; then click Microsoft PowerPoint.

Creating a Presentation Using the Blank Presentation Option

To Create a Blank Presentation Using the Blank Presentation Option:

1. Select Blank Presentation from the PowerPoint dialog box.

2. Accept the Title Slide layout that has been selected for you by clicking OK. A Title Slide is then created for you to enter information.

3. Click inside the "Click to add title" placeholder and type the title of your presentation.

4. Click inside the "Click to add sub-title" placeholder and type your sub-title.

Adding New Slides

To Add a New Side to a Presentation:

1. Click the New Slide button located at the top left of screen on the Common Tasks Toolbar or click Insert on the Menu Bar; then New Slide.

2. Accept the Bulleted List layout that has been selected for you by clicking OK.

3. Click inside the "Click to add title" placeholder and type the title for this slide.

4. Click inside the "Click to add text" placeholder and type the content for the slide.

Notes:

Return to Slide one of using one of the following methods:

·         Use the Page Up key.

·         Click the Previous Slide button on the vertical slide scroll bar.

·         Drag the vertical slide scroll box up until the desired slide number is displayed.

Using Spell Check

To Spell Check Your Presentation:

1. Use one of the following methods:

·         Click the spelling icon on the Standard Toolbar.

·         Select Spelling from the Tools main menu.

Saving a Presentation

To Save a Presentation:

1. Go to the Menu Bar and click File.

2. Click Save. The Save As dialog box will then appear. Change the directory, if needed, to find the directory you want to save the file. In the Filename box type the name of the file, then click OK.

Previewing Your Presentation on the Screen

To Preview Your Presentation on the Screen:

1. Click the Slide Show icon (bottom left of screen).

2. Click mouse to advance through the presentation slide by slide.

3. Change back to Slide View to make changes. Edit any changes by clicking in the appropriate placeholder.

4. SAVE any changes made by clicking the Save icon on the standard toolbar.

Exiting PowerPoint

To exit PowerPoint:

1. Click File.

2. Click Exit.

Opening an Existing File

To Open an Existing File:

1. Click File.

2. Click Open, or from PowerPoint dialog box, select Open an Existing Presentation.

3. Select the file name (change Directory to Desktop if necessary).

4. Click OK.

Inserting Clip Art

To Insert Clip Art:

1. Go to slide where you want to insert clip art.

2. Click the Layout button at top right of screen in Toolbar.

3. From Row 3, click to select layout 2, Clip Art & Text.

4. Click Apply.

5. Double-click in the graphic placeholder to add Clip Art.

6. Examine the categories of clip art. Select one of the choices.

7. Click OK.

8. Click Save.

Moving and Resizing Objects

Text, clip, and object placeholders can be moved, copied, sized, and deleted. To do this, you must first display handles to put the placeholder into an edit mode. Click on the text to display the placeholder, then click on the placeholder border to display the handles.

When handles appear, you can size the placeholder or graphic by dragging a corner handle to resize proportionally. When you size a text placeholder, the text within it will adjust to the new borders.

You can move a placeholder and its contents by displaying the handles, then placing the pointer on the border (not a handle), clicking and holding the left mouse button while dragging the placeholder to a desired location.

Using Graphic Images from the Internet

If you don't find the image you want in the MS Clip Art Gallery, one good option is to take images off the World Wide Web. You can save these files and insert them into your documents and presentations. Make sure your PowerPoint presentation is saved before you begin.

1. Open an Internet browser, such as Internet Explorer or Netscape and connect to the Internet.

2. Locate an image you want to download.

3. Using your mouse, right-click on the image. A pop up menu with then appear.

4. Select the Save Picture As... menu item.

5. Save the image in a drive and folder where you can find it.

6. Close the browser.

7. Return to PowerPoint and go to the slide where you want to use the image.

8. Insert the image by going to Insert, then Picture, then From File. Find the image you downloaded and insert it into your slide.

9. Adjust the size. (See Moving and Resizing Objects.)

Moving, Copying, and Deleting Slides

To Move, Copy, or Delete Slides:

1. Switch to Slide Sorter view.

2.Click to select the slide you want to move.

3. Drag the slide to the position where you want it to be and let go of the mouse button.

4, Save.

5. Copy a slide by holding down the Ctrl key and dragging the slide to the right.

6. Delete a slide by selecting it and then pressing Delete.

Note: Since you cannot edit slide contents in Slide Sorter view, you will need to return to Slide view to make changes and adjust text.

Adding Transitions

Transitions control the way slides move on and off the screen. They may be added to slides in all views, but Slide Sorter view offers the quickest and easiest way. However, other views provide a Transitions dialog box which will preview the Transition you select.

1. Switch to Slide view.

2. Click on Slide Show in the Main Menu.

3. Click Slide Transition.

4. Select a transition type and note its effect in the window on the bottom right of the dialog box. A description of transition types and their effect appears below.

5. Also in the Transitions dialog box, you can select the speed of the transition and whether you want to change the slides manually (by a mouse click) or automatically (after a specified number of seconds).

Adding Animations

An animation (build) is the style in which each bulleted item and/or image appears on a slide. PowerPoint allows you to specify whether you want a slide to contain builds and the build effect. A slide that does not contain an animation will reveal all bulleted items at once during a slide show. A slide that does contain an animation will reveal no bulleted items until you activate each one when you are ready to discuss that point.

1. If necessary switch to Slide View.

2. Select Custom Animation from the Slide Show menu.

3. Click the Timing tab.

4. Click on the text you want to animate.

5. Click the Effects tab.

6. In the Animation dialog box which follows, you have several options for the way a bulleted item will display on a slide. Make a choice. For example, you may select Text in the Animation order box; then select an effect under Entry Animation and Sound.

7. To have previous text dim as new text appears, click the down arrow and select your color for the dimmed items.

8. Save and close the file.

Note: In Slide Sorter view, slides containing builds and transitions are marked by respective icons below and to the left of the miniature slide image.

Applying a Template

The template option allows you to create slides with a pre-designed format. PowerPoint provides over 100 professionally designed formats with colorful backgrounds and text from which you can choose.

1. Click the Apply Design button on the Common Tasks toolbar.

2. An Apply Design dialog box then appears which lists the available templates. As you click on each template name, a sample of it appears in the right side of the window.

3. After selecting the template design you desire and clicking Apply, the template design is applied to all the slides in the presentation.

4. Save.

Printing a Presentation

Printing PowerPoint slides is similar to printing other documents.

To print:

1. Select Print from the File main menu or press Ctrl + P.

2. Select the desired file settings and Click OK.

Notes:

§  In the Print dialog box which follows, you may print the active slide, a selected slide range, or all slides in a presentation.

§  When you print all slides of a presentation, each slide prints on a separate page.

The Print What feature allows you to indicate whether you want your presentation printed as slides, notes pages, handouts with 2, 3 or 6 slides per page, or as an outline.