Lesson+Plan

=Project Plan & Requirements – Milagros Casillas= =(Complete Lesson-Plan, Technology Sample and Self Assessment)= = =

q **Age, Grade Level, Learning Styles, Different-learning abilities** (//This section may be the mostly same for each project).// Include the following about learners: · Age of learners, Grade/learning level, learning styles and/or different learning abilities. · Common student misconceptions about the content and/or process? · Things that the students generally //do// understand about the content or process.
 * 3 class period. of 45 minutes. Grade Level 9-12. Subject Area Technology. The following technology will enable students to manipulate and interact with varies forms of technology and integrate their prior knowledge with the internet. The webquest will be used as a tool for implementing technology in education. Students will take information from a number of sources. This will be accomplished through hyper links.

Students cognitive learning and motivation is being addressed by using this instructional tool. The WebQuest will provide a goal and focus for students to follow.The activity will allow students to be more engaged in the activity. Using a webquest allows the student to take more responsibility in their learning process. Students engaging in activities that allow them to combine real world task, promotes a higher level of thinking. Retrieved from http://webquest.sdsu.edu/taskonomy.html

Students generally use the internet for personal enjoyment. They use the internet to chat with their friends or for recreational purposes. Students tend to neglect that the internet is a very powerful tool in learning. (Davis, M. (2010, January 26). Students tap mobile tech. for increased media use. Retrieved from []) ||

o Why bother using this technology? O How does it support how we know students learn (learning theories and/or learning styles)? O How does it **NOT** support how students learn? (Because one-way of teaching does not support different learning styles!)
 * Using a Web quest will motivate the students to solve a problem, think about the issue on hand and search for relevant information and summarize the findings. The web quest will keep students on track in a structured manner. As instructor we know how easily students can get lost, when information is not presented a well organized manner. This will avoid the student from getting side tracked. Retrieve from [|http://docs.google.com/fileview?id=0B4zm6Q8IGQ67YmM0MmIzMDgtYmM1OC00NzdmLWI0NmQtNWFlZDk0OWUzZTMw&hl=en]). Students have different learning styles. This method will allow a variety of their learning styles to come to life. This learning tool will maximize instructional time by providing the students with appropriate and necessary information. I believe that this tool supports all kinds of learning and can enhance their learning experience. ||

q **Academic Standard or Goal (Broad)** Students will learn that inventions are refined later by subsequent inventors and designers Students will learn how to navigate the Web quest and use the resources given to them. ||
 * Students will learn that Inventions can change the way we live and start out with design flaws.

q **Objectives (specific) –** Audience (individual or group), behavior, condition and degree.
 * Using the webquest will allow students to engage in activities that promote critical understanding, analyze information and self assess. Students will gain information and then demonstrate that they have understood it.Students will navigate the webquest. Students will clink on the links to gather information on the evolution of the computer and learn about other inventions and their inventors. They will research inventions to make comparisons of how inventions have been developed and improved. Students will report on what they've learned. They will brainstorm a list of ideas/problems that they would like to see solved or things that could be done more effectively. Students will get their ideas from looking around the classroom, their house or outside. They will select one main idea for the invention. Write a detailed description of the invention and create or redesign an invention. ||

q **Time needed to complete:** 3 class periods of 45 minutes each q **URL resources used and website name**
 * S****elect Methods, Media, and Materials**

See webquest

q **Teacher resources/ student resource** http://en.wikipedia.org/wiki/Thomas_J._Watson ||
 * http://en.wikipedia.org/wiki/Ken_Olsen

q **How will it be used (Individual viewing or for the class)**
 * U****tilize Media and Materials**
 * The webquest will be viewed individually. Each Student will have the opportunity to view and navigate the webquest. Students will research the evolution of the computer, create a timeline, learn about inventors and their inventions. The links will be used to gather information on past inventions and inventors. Students will use a computer, the internet and the webquest to complete their assignment. ||


 * Materials:**
 * Computer
 * Internet
 * Webquest

q **Overview of the Lesson** -
 * R****equired Learner Participation**

The instructor will introduce the evolution of the computer. Students will begin to navigate the webquest. Students will read about inventors and their invention. Students will learn who invented the computer. They will have a homework assignment. Students will learn how other inventions have evolved. Students will brainstorm a list of ideas/problems that they would like to see solved or things that could be done more effectively. Student may get their ideas from looking around the classroom, in their home or outside. Student can interview family and friend for ideas. Students will have a partner. Each group will select one main idea for the invention. The groups will plan and design their invention. When planning they will think about each step and/or problems that might occur and how they would solve the problem. Each group will have a detailed description about the invention and the processes of making/creating the invention. The group will draw a detailed picture/diagram of the final project. o **E****valuation** q Students will draw a detailed picture/diagram of the final project. A rubric will be used for assessment purposes.


 * R****eflection & Transfer:** //If this is in the self assessment – on the rubric- that is OK**.**//
 * 1.) Explain what you learned that //might not// be in the rubric**. This may include specific tools as well as processes, concepts, reflections about what you have learned, discuss how you might change what you've done, given the chance to evaluate and revise your project.

Given the chance to evaluate and revise this project, I would have students create a wikispaces showing all their work they have created.Students could write a research paper on the evolution of the computer. I had not realized how many different activities you can integrate into a webquest.


 * 2.)** **Transfer**: How could your idea is used in other settings? What else could you do with it if you played, or were creative about it? OR, how could the student use the knowledge gained in other settings?
 * The idea of using a Web quest as a tool can be used in many subject content areas. Instructors can have the ability and opportunity to modify a webquest according to their students needs. Students take an active role in learning as a result of using a Web quest. ||