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| Unit Lesson Plans • Student Work • Other Support Materials & Resources Materials I Developed In order to create an effective unit with technology-based lessons, many additional materials may need to be developed in order to supplement the lessons. Cathy and I used technology in order to create each of these materials that were developed.
Both the Student Technology Survey and Permission Slip were created during the production phase of this unit. Mrs. Auler and I felt that it was important to gather as much information about our students' technological background as possible, as well as inform their parents about our plans of incorporating technology. The survey was critical in developing lessons that were centered around the students and deciding what technology to use. Both of these documents are part of Standard I in that Mrs. Auler and I had to have a general background in technology in order to create the documents, especially the questions regarding technology in the student survey. These also show our dedication to planning and organizing technology lessons, which is covered in Standard II.
Mrs. Auler and I created this web quest because we wanted to center our lesson around websites we had chosen for our students to view. There are many web quests about rocks and minerals already on the internet, but we felt those were not tailored to our curriculum and students' needs. I used Microsoft FrontPage to create the format of the website, and then Mrs. Auler and I searched for viable websites that fit our plan. It is divided into two parts, and includes an introduction, the task, resources, evaluation, and conclusion. We also created worksheets based on the task of this web quest, and the questions are formatted to fit the level of our students. I believe this exhibit embodies the first two standards (Standard I and Standard II) entirely. My background knowledge on creating a webpage was the foundation on which this web quest was built, and I continued to learn throughout the process of creating it. It also took a lot of detail planning, fitting the information to the skills and need of my students. Standards III and IV were also covered in this exhibit, as it was actually a lesson implemented that enhanced the learning of the students and it had its own means of evaluation.
Exhibit C
While the packet is less technology-based then the other lessons, it was only a portion of the assignment. It was created with Microsoft Word, and in order to create it we had to have an understanding of technology as stated in Standard I. This packet also required a great deal of planning, as it is the main part of the lesson; therefore, Standard II is also part of this packet. For each lesson we created guidelines and rubrics for the students to follow. This was to ensure that they had every portion of their project complete and allowed them to be able to understand how their grade was computed for each portion of the project. The following are the rubrics and checklists created: These rubrics and checklist exemplify Standard IV as they served as means for evaluation. They allowed students to know what was expected of them, and served as guidelines for grading their projects. These rubrics were also a great portion of planning the lessons, and therefore fit in to Standard II as well.
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Cassandra Golembiewski University of
Michigan- Dearborn Exhibits
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