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Lesson Title: Exploring the World of Graphic Design & Intro to Photoshop

Grade Level: 10/20/30

Class/Subject: Digital Media
Unit: Graphic Tools
Lesson Duration: 80 minutes

OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies

Outcomes (a to j from M.O.):
(a) Know how to learn: to gain knowledge, understanding or skills through experience,
study, and interaction with others
(e) Innovate: create, generate and apply new ideas or concepts
(f) Create opportunities through play, imagination, reflection, negotiation, and competition,
with an entrepreneurial spirit
(g) Apply multiple literacies: reading, writing, technology, media
(j) Identify and apply career and life skills through personal growth and well-being

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
1. Investigate graphic programs
2. Select and use appropriate applications to create basic vector and raster graphic
images
4. Identify copyright restrictions and permissions and put them into practice
6. Apply consistent and appropriate work station routines
7. Demonstrate basic competencies
8. Make personal connections to the cluster content and processes to inform possible
pathway choices

Specific Learning Outcomes:

1.1 describe key features of graphic programs, considering:

1.1.1 purpose/use
1.1.2 resources required
1.1.3 cost
1.1.4 ease of use
1.1.5 industry standards
1.2 explain the advantages of using vector-based versus raster-based formats
2.1 understand and use the primary program interface, using correct terminology
2.2 understand the importance and purpose of various file formats, resolutions and file sizes
2.3 set up a new document, considering:
2.3.1 size and type of output
2.3.2 units of measure
2.3.4 use of colour in graphics
2.3.5 appropriate colour mode
2.3.6 pixel ratio
2.4 import images from various image-capture devices into a graphics program; e.g., stock images,
photographs, scanned images
2.5 use help functions and references as appropriate
2.6 demonstrate use of basic tools; e.g., selection, crop, slice, drawing, type, retouching, reshaping, symbol,
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graph, annotation, measuring, navigation

6.1 demonstrate good health and safety practices; e.g., posture, positioning of hardware and furniture
6.2 demonstrate security for hardware, software, supplies and personal work
7.1 demonstrate fundamental skills to:
7.1.1 communicate
7.2 demonstrate personal management skills to:
7.2.1 demonstrate positive attitudes and behaviours
7.2.2 be responsible
7.2.3 be adaptable
7.2.4 learn continuously
7.2.5 work safely
7.3 demonstrate teamwork skills to:
7.3.2 participate in projects and tasks
8.2 create a connection between a personal inventory and occupational choices

ASSESSMENTS
Pre-assessment (prior Formative: Summative (if applicable):
knowledge) (if applicable):  Q&A
 “How many students  Observation
have used Adobe  Exit slips
Photoshop before?”
 “Who knows what
the difference is
between raster-
based and vector-
based graphics?
 “What comes to
mind when you hear
‘graphic design’?”

LEARNING RESOURCES CONSULTED

Resource #1: Adobe Helpx (2020). Photoshop User Guide. Retrieved from
https://helpx.adobe.com/ca/photoshop/user-guide.html
Resource #2: Nix, A. (2019). Graphic Design 1 Curriculum Overview. Retrieved from
https://docs.google.com/document/d/1DlscDaenhROIBT3kJCa_wVm8gHsZFOF45_PHL1OaX
bY/edit
Resource #3: Sequeira, A. (2020). COM1035: Graphic Tools [Moodle].

MATERIALS AND EQUIPMENT

● Computer
● Adobe Photoshop
● PowerPoint slides
● Exit slips

LESSON PROCEDURE
Student Differentiation:
For the fourth learning
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activity “Play Time!” allow

students to choose how to
use their time. For
students new to the
program, direct them to
the program tutorials. For
students who have used
the program before, have
them complete specific
tutorials based on things
they wish to learn. For
Photoshop pros, have
them select a new image
from the Internet to edit
and create something
new. I will go around to
check in with students on
their comfortability and
familiarity with the program
and identify what they will
use this time for. If
students wish to use their
time in another way which
is still class related, they
can discuss it with myself.

Introduction (15 min.)

Hook/Attention Grabber: Begin class by welcoming the students and then formally
introducing myself (PowerPoint). After formally introducing myself to the class, talk a little bit
about the module, explain how the Moodle page is set up, and then run through some class
expectations. Once everyone is on the same page, have the students sign into a Mentimeter
(code provided) and have the class complete a word cloud answering the question, “what is
graphic design?” Each student will be allowed to submit up to three responses.

Transitioning from Hook to Body: After students have had a chance to submit their
responses, start a class discussion on the results of the word cloud. Prompting questions may
include:
“What does this mean?”
“Given the results, if we were to sum up graphic design in one word, what would we say?”
“What are some key characteristics we notice about graphic design?”
“What are some career opportunities that might be associated with graphic design?”
“Are there any surprises from the results? Why?”

Body (55 min.)

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Learning Activity #1: Introduction to the Adobe Photoshop Workspace

Begin the transition into Adobe Photoshop. Go over some of the basics of the program:
 Home page
 Opening a new document
o Different types of documents
o Compare different work documents (when to use which and why)
 The workspace:
o Menu bar
o Options bar
o Tool bar
o Image list
o Panels
Ensure that students know how to properly navigate the program before moving onto the next
activity.

Learning Activity #2: Finding Images from the Internet

Once students have learned how to navigate the program, have students move into Google
Images and search for an image of their choice. After searching up an image, direct students
to two areas: Tools  1. Size 2. Usage Rights.
Take some time to talk to students about image size, pixel ratios, and image resolution. Also
start a discussion around copyright restrictions and permissions and identify why it is
important to be aware of such policies when working with graphic design.
Students will select “Large” and “Labeled for reuse with modification” under the Tools tab and
then select a royalty free image to edit. Show students how to properly save images to their
computer so that they can be opened up and used to Photoshop for the next activity.

Learning Activity #3: Learning the Selection Tools

Have students open up their selected images in Adobe Photoshop. Students will then learn
how to edit images using the selection tools. Selection tools to be discussed and which
students will work with include:
 Marquee tools
 Lasso tools
 Quick selection tool
 Magic wand
Walk students through each tool and identify when to use each tool.

Learning Activity #4: Play Time!

Allow students time to play with the program, learning how the tools work and/or
refamiliarizing themselves with tools they may not have used in a while. For students new to
Photoshop, instruct them to work through the tutorials in the Learn panel. For students who
are not new to Photoshop, instruct them to either find a new image from the Internet to edit in
Photoshop to explore the possibilities available to them in the program, or have them work
through specific tutorials on things they do not know how to do (ex. layering, masks, etc.).

Closure (10 min.)

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Feedback From Students on Learning: Towards the end of class, have students close their
work and head to Moodle. There will be an exit slip available to them for the day’s class.
Before opening the document, pass around a roll of toilet paper and have students take some
toilet paper. Everyone must take at least one square of toilet paper but may take more if they
wish. Once everyone has acquired their toilet paper, have them open up the exit slip. Students
must answer three question:
 What is something I learned today?
 What are my goals for this module?
 Something about myself (however many squares of toilet paper the student took is how
many things they have to tell me)

Transition To Next Lesson(s): Next class we will continue to work through Adobe
Photoshop, working on adding colour emphasis to images and how to apply layers to images.

Reflections on lesson:
What went well:

What can be improved upon:

Describe how the students met the lesson objectives: