Chromebook Routes

Overview

In this lesson, students learn to navigate key parts of a Chromebook interface, open common applications (Chrome browser, Google Docs, and the Files app), and create a new document for research notes. This builds toward using digital tools to create and communicate information safely and effectively.

Learning intentions

• Students will explore and identify common digital system parts (desktop, taskbar, launcher) and describe their purpose.
• Students will open and use Chrome browser to find or access information.
• Students will create a new Google Doc and type factual notes about a marine animal.
• Students will locate and save their document using the Files app.

Success criteria

• I can explain what the desktop, taskbar, and launcher are used for.
• I can open Chrome and then open Google Docs to create a new document.
• I can type marine animal facts into my Google Doc and use basic formatting (e.g., title or new line).
• I can locate my document in the Files app and recognise where it is saved.

Curriculum links

• AC9TDI4K01 — explore and describe a range of digital systems and their peripherals for a variety of purposes (desktop, taskbar, launcher as system interfaces; storage/locating documents).
• AC9TDI4P06 — use the core features of common digital tools to create, locate and communicate content, following agreed conventions (create a Google Doc, save/location, begin safe/appropriate content creation).
• AC9TDI4P07 — use the core features of common digital tools to share content and collaborate, following agreed behaviours (class conventions for naming/saving and respectful classroom tool use).
• AC9TDI4P04 (supporting link) — use simple visual input/control thinking in tool use routines (following step-by-step procedures: open → create → type → save).

Lesson structure (45 minutes)

1. 0–5 min · Hook (interface detective). Teacher shows the introduction slides and asks students to notice where they usually find apps and how they open them. Students do a quick think-pair-share: “Where do you go first on a Chromebook?”

2. 5–12 min · Direct teach (desktop + taskbar + launcher). Teacher uses the introduction slides to model moving around: desktop, taskbar, and launcher, then briefly links each to a “job” (find, open, return). Students repeat a guided “point and name” routine: student volunteers point to the launcher, then the taskbar, then the desktop.

3. 12–18 min · Direct teach (open Chrome, then Docs). Teacher demonstrates using the introduction slides: open Chrome browser, then open Google Docs (including creating a new document). Students follow along step-by-step, keeping screens at the same stage as the teacher.

4. 18–28 min · Guided practice (type marine animal facts). Teacher displays on the introduction slides the task: open the new Google Doc and type 5–6 factual bullet points about a chosen marine animal (e.g., shark, dolphin, sea turtle, octopus). Students choose one marine animal and type facts; teacher circulates, checking for correct doc creation and keyboard use.

5. 28–35 min · Checkpoint mini-lesson (naming + saving). Teacher asks students to look for conventions shown on the introduction slides (e.g., include their name or group in the file name, and save so they can find it again). Students rename their document if needed and practise the save step when prompted.

6. 35–40 min · Independent navigation (Files app location). Teacher models opening the Files app using the introduction slides and locating the saved document. Students open Files and locate their document; they raise a hand when they can point to the file location.

7. 40–45 min · Plenary (success share + close). Teacher uses the introduction slides to ask two reflection prompts: “Which interface part helped you most?” and “How do you know your document is saved?” Students share one sentence with a partner, then one volunteer shares with the class.

Resources

• the introduction slides (covers hook, interface teaching, step-by-step app opening, activity instructions, and plenary prompts)
• the marine animal facts navigation worksheet (simple checklist: open launcher, open Chrome, open Docs, type facts, save, find in Files)
• Chromebooks for all students with student accounts ready
• Student headsets optional (only if your class uses audio for instructions)
• Teacher device for modelling (connected to projector display)
• Class poster or quick reference on file-naming conventions (printed or on the teacher screen)
• Whiteboard/marker for one “step order” diagram (optional)

Assessment

• Formative: Teacher observation during guided steps (open launcher → open Chrome → open Google Docs).
• Formative: Quick checklist marking on the marine animal facts navigation worksheet to confirm students created and typed in a document.
• Summative-informally: Students demonstrate they can locate the saved file in the Files app (teacher sight-check).
• Exit check (end of lesson): oral response to prompts in the plenary (saved? which part helped?).

Differentiation

• Support: Provide sentence stems on the marine animal facts navigation worksheet such as “My marine animal lives in…” and “It eats…” for students who need help generating facts.
• Support: Offer step cards (teacher-made) for students who need more structure: 1) Chrome 2) Docs 3) Title 4) Facts 5) Save 6) Files.
• Challenge: For early finishers, add a title and a short “Did you know?” fact, or reorganise facts as bullet points vs headings.
• EAL/SEN: Keep instructions short, model once slowly, and use the slide deck for repeated viewing; allow students to copy facts from a teacher-provided list if reading load is high.

Extension

Skip.