ࡱ>  JQbjbj I n n EEE4yyyhy$i'i'i'i'2VX3d34"hEB:j/2B:B:i'i',B,B,BB:"i'Ei',BB:,B,B1Pri'0[y;t0 ,@ ,,E3 5v,Br7,8333A^333B:B:B:B:,333333333n w: Allison Gaubatz IT 572-701 NTeQ Unit Plan Description of Unit Basic Description Students will research about inventions from the 20th Century. They will discuss what they have discovered and create their own invention for the 21st Century. They will use technology to create a commercial for their new product. Lesson 1- 1900s Inventions: Students will as a whole class discuss what inventions have been created in the 20th Century and how it has affected their lives. The will use  HYPERLINK "http://www.pollingreport.com/20th.htm" http://www.pollingreport.com/20th.htm to gather data. Each students will complete a K-W=L chart and a Think Sheet will be used to help organize their thoughts. At the end of the lesson, students will individually type, print, and hand-in a Reflection. A rubric will assess their progress. Lesson 2- Decades of Inventions: Students will individually present a new invention from the 20th Century to the class and meeting the expectations of the lesson by using the Rubric. They will be given a decade from the 20th Century to choose an invention and share it with the class. The following websites are available to help the students:  HYPERLINK "http://www.historylearningsite.co.uk/inventions_1900_to_1990.htm" http://www.historylearningsite.co.uk/inventions_1900_to_1990.htm,  HYPERLINK "http://www.enchantedlearning.com/inventors/1900a.shtml" http://www.enchantedlearning.com/inventors/1900a.shtml, and  HYPERLINK "http://inventors.about.com/od/timelines/a/twentieth.htm" http://inventors.about.com/od/timelines/a/twentieth.htm. The lesson will be completed with a written Exit Slip. A rubric will assess their progress. Lesson 3- Creative Inventions: As a whole class, students will brainstorm some new inventions they would like to create. They begin the lesson with two videos (Crazy 1920s Inventions  HYPERLINK "http://www.youtube.com/watch?v=wAGAeTC9fIo&feature=PlayList&p=889155810970C0AA&playnext=1&playnext_from=PL&index=5" http://www.youtube.com/watch?v=wAGAeTC9fIo&feature=PlayList&p=889155810970C0AA&playnext=1&playnext_from=PL&index=5 , Creative Inventions:  HYPERLINK "http://www.youtube.com/watch?v=4dBPXJMOF64" http://www.youtube.com/watch?v=4dBPXJMOF64). In pairs, they will use  HYPERLINK "http://www.noogenesis.com/inventing/kids/kids_page.html" http://www.noogenesis.com/inventing/kids/kids_page.html to help them brainstorm some new inventions for the 21st Century. They will complete a Brainstorming worksheet. The lesson will be completed with a discussion and a Reflection typed, printed, and turned in individually. A rubric will assess their progress. Lesson 4- The Bread Board: As a whole class, the students will begin this lesson by watching a video about the inventions in the 21st Century: Best Inventions of 2008:  HYPERLINK "http://www.youtube.com/watch?v=l53gGkvuyoE" http://www.youtube.com/watch?v=l53gGkvuyoE, and The Best Inventions of 2009  HYPERLINK "http://www.youtube.com/watch?v=k7uvcBvWqrE" http://www.youtube.com/watch?v=k7uvcBvWqrE. In pairs, they will use Microsoft Paint to draw their invention. They will create, draw, name, label, and color their new invention. The lesson will be completed with a class discussion. A rubric will assess their progress. Lesson 5- The Prototype: In pairs, students will use Microsoft Word to type about their invention. They will use the Transition Words document and the Prototype worksheet to help them. The lesson will be completed with a written Exit Slip. A rubric will assess their progress. Lesson 6- The Story Board and Skit: In pairs, students will complete the Story Board worksheet and the Skit worksheet. They will be working together to create the backbone of the commercial. The Examples document will help them. The lesson will be complete with a small meeting with their partner. They will discuss props and how to create them for the commercial. A small review of Movie Maker will take place after they have finished. A rubric will assess their progress. Lesson 7- Picture Time!: In pairs, the students will research how to take pictures, and complete the Still Images worksheet. They will use Kodak-  HYPERLINK "http://www.kodak.com/global/en/corp/top10tips/index.jhtml" http://www.kodak.com/global/en/corp/top10tips/index.jhtml,  HYPERLINK "http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=93&pq-locale=en_US&_requestid=64508" http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=93&pq-locale=en_US&_requestid=64508,  HYPERLINK "http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=490&pq-locale=en_US&_requestid=64538" http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=490&pq-locale=en_US&_requestid=64538,  HYPERLINK "http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=38/14993&pq-locale=en_US" http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=38/14993&pq-locale=en_US to complete the worksheet Then they will take the pictures. They will use the Story Board to help them take the appropriate pictures. They will also need the Directions for Downloading worksheet to help them download the pictures after they have taken them. The lesson will be completed with a written Exit Slip. A rubric will assess their progress. Lesson 8- Audacity: In pairs, students will use Audacity to record their voices. They will complete the lesson with a written Exit Slip. A rubric will assess their progress. Lesson 9- Movie Maker: In pairs, students will import audio and images to the Movie Maker program. They will use the Lesson 9 Notes to help them use the program. The lesson will conclude with a written Exit Slip. A rubric will assess their progress. Lesson 10- Commercial Time!: The students meet with the teacher to review the final commercial. Together they will save the file as a Movie File. The commercials will be presented to the class. The unit will conclude with an evaluation. Purpose- The NTeQ unit is necessary due to the technology additions to the lesson. The students can have the opportunity to build technology skills as well as gain knowledge about old and new inventions. The learning environment will be enhanced and meet the Illinois State Learning Standards. Developmentally Appropriate Throughout the lesson I have chosen websites and activities that are appropriate for 8th graders. I can help diverse learners by reading the information when needed. Notes have been provided to help to guide them in the appropriate steps to complete the task for each day. Some students may be paired to meet their individual education plan. Available Resources I will be using the school computer lab. It has 30 computers and will be sufficient for the number of students for individual and group work. I will use the projector to help guide students from Website to Website and demonstrate how to accomplish most tasks. The Promethean Board will be used to interact with the lessons. To create the Lesson notes the Promethean ActivInspire Software was used. Links on the Computer Lab website have been created for the students to visually see the information I am discussing. I will be using Microsoft Paint, Microsoft Word, Internet, Camera and Scanner Wizard, Audacity, and Movie Maker. Microsoft Paint will help them to draw their invention. Microsoft Word will help them to type about their invention and complete the Reflections. Internet will help them to have access to their links, worksheets, and rubrics. Camera and Scanner Wizard will help them to download their pictures to the server. Audacity will help them to record their narrations and save them as an MP3. Movie Maker will help them to create their commercials. Assessment I will have a rubric for most activities that I create. The rubrics are connected to each lesson. Evaluation An Exit Slip will be required at the end of most lessons. The Exit Slips are short and ask questions like: What was the easiest part of todays lesson? What was the most difficult part of todays lesson? If you could change one part of todays lesson what would it be and why? The Exit Slips help me to change and edit any parts of the lesson the students did not understand. They also help me to notice and review parts that students are struggling with. The unit will conclude with a final evaluation. Results The results or suggestions from the evaluations are as follows: Lesson 1- 1900s Inventions Reflection: Students had to use prior knowledge to complete the Reflection. It was the most difficult when they were not paying attention in class. Lesson 2- Decades of Inventions Exit Slip: The students felt like they were pressed for time. They felt like they needed more time. I disagree because they wanted to make the presentation harder than what was really being expected of them. Lesson 3- Creative Inventions Reflection: The students wanted more time with this as well. But, if they were working in pairs and both participating like expected, then the reflection should have been fairly easy to complete. Lesson 4- The Bread Board No Exit Slip or Reflection Lesson 5- The Prototype Exit Slip: The students did not use their resources very well and they mostly did not meet the expectations of the assignment. The grades were poor and the responses on the Exit Slip were poor. Some responses stated that the assignment was too hard, but the students who made that statement also did not want to the work in the first place. Lesson 6- The Story Board and Skit Hard copy that was to be turned in was difficult for the students to print to one page. When they printed the file it took up two pages, so I told them to open Microsoft Word and insert the image as a picture into the document. Lesson 7- Picture Time! Exit Slip: The students thought downloading the pictures to the correct location was the most difficult. The enjoyed learning about camera angles and lighting. Some students thought working with their partner was difficult, especially when that partner didnt want to work together. Lesson 8- Audacity Exit Slip: The students thought following the directions how to save was the hardest part. They forgot to export the file as an MP3 file so Movie Maker could read the file. Many students had to go back and fix their recordings. Some students realized they needed to be louder and clearer. They realized that the location of where they save the MP3 files is easy, since they practiced it in the lesson prior with the pictures. Lesson 9- Movie Maker Exit Slip: The students thought importing the audio was easier than importing the pictures. They thought putting the images in line with the audio was difficult. They enjoyed adding transitions and effects to the commercial. Lesson 10- The Presentations Evaluation: The students wanted less worksheets. They also stated that I expected too much from them. Some students said that reading directions was too difficult for them. Some students even said it was boring. I was shocked because as they watched their commercials they were smiling, laughing, and clapping for each group. Some students wanted me to practically do the work for them. I believe some students got so frustrated because when they would ask me questions I would tell them to look at the rubric or review the class notes. They are in 8uth grade. If they read the directions or the notes and still needed help, then I helped them. They struggled with me facilitating rather than teaching. What was successful? The students realized they could work independently (without the help of the teacher) when they used their resources correctly. As they took pictures with the digital camera and recorded their skits, they realized it was good to have the Story Board and Skit with them. The final commercials are very creative and I was proud of those who actually put forth the effort to create a new invention that we could use during the 21st Century. What was not successful? Effort. The students are at the end of the year and are in 8th grade. I spent a lot of time redirecting the same kids to work with their partner, read their notes, ask questions, and use the resources. They seemed to be really lazy, and would prefer to ask me questions instead of reading the rubric or the directions. Unfortunately, my response was most of the time, What does the rubric say? What do the directions say?. The goal was to make them be more independent with each other and their resources and less dependent on me as a teacher. The goal is to have me be the facilitator, not the teacher. It is not only hard for the students, but also for the teacher to change the role the teacher. It was very hard to not just answer their questions. After grading the assignments, I noticed that most of the class received As and Bs as a grade. The Prototype was a very hard assignment for the students because they had to incorporate their writing skills with technology. Most of them did not use their resources and chose to turn in work that had insufficient information. The writing skills in this lesson are the same skills the Language Arts teacher teaches and expects from them. Writing is difficult for students and this lesson demonstrates that lack of skill. Discussion The reason the kids didnt work as well as I anticipated was because first of all some of them dont want to be at school and work anymore. The feel that since they are in 8th grade and school is coming to the end they dont have to do anymore work. Some students worked very well and really enjoyed the unit, but it was the other students that ruined the fun. Some students really learned a lot about how to download pictures, use Audacity, and create a movie using Movie Maker. Most students wished they had the opportunity to pick their own partner, but I wanted to pair them with another student that would help to make their pair strong. This normally isnt their best friend. I believe the unit was successful. The students were actively engaged and interested in the topic. In the future, I will try to teach this lesson at the beginning of the year. Maybe more effort will be given for this unit. Other Criteria Research & Standards After reading The Media Versus Methods Issue from Educations Technology Research and Development, Clark states that learning is more influenced by the content and the instructional strategy rather than by the medium. The instructional strategy I have chosen is the use of technology which builds more interest on a particular topic, especially with the proper planning. I also read an article titled A Brief Analysis of Research on Problem-Based Learning. Based on Artoni, Jr.s (2008) articled he stated that PBL (Problem-Based Learning) represents the clearest application of constructivist theory in practice. Students construct knowledge in a meaningful way so it may be used at some later time. Collaborative learning is a built and student involvement increases. Illinois State Standards in Reading 1.A.3a Apply knowledge of word origins and derivations to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical). 1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading. 1.B.3d Read age-appropriate material with fluency and accuracy. 1.C.3a Use information to form, explain and support questions and predictions. 1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material. 1.C.3f Interpret tables that display textual information and data in visual formats. Illinois State Standards in Writing 3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conventions. National Educational Technology Standards 4.a. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students identify and define authentic problems and significant questions for investigation. 4.c. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students collect and analyze data to identify solutions and/or make informed decisions. 5.a. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students advocate and practice safe, legal, and responsible use of information and technology. 5.b. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 5.c. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students demonstrate personal responsibility for lifelong learning. 5.d. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students exhibit leadership for digital citizenship. 6.b. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students select and use applications effectively and productively. 6.c. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students troubleshoot systems and applications. 6.d. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students transfer current knowledge to learning of new technologies. Legal/Ethical Issues & Safety The lessons all have the websites needed to perform the tasks. Those are the websites that students will be searching for information. Therefore students are expected to stay on only those websites. In order for the students to be safe, they are expected to follow my directions or computer use will not be allowed. Anything that may be viewed as inappropriate, which should not be an issue, they are to let me know immediately so the issue can be resolved. Model Technology Integration Before the students go to the computer, I review the task at the computer they will be performing. I demonstrate how to use the Internet Computer Lab 8th Grade Inventions Webpage  HYPERLINK "http://smithton.il.schoolwebpages.com/education/components/scrapbook/default.php?sectiondetailid=676&" http://smithton.il.schoolwebpages.com/education/components/scrapbook/default.php?sectiondetailid=676&. I use the Lesson Notes to help teach the lesson. I use the Links section to use Internet websites. If the class struggles while at the computer, I review again the steps to complete the assignment while using the computer. I modeled at the end of lesson 6 how to use Movie Maker so as they finished a lesson they could get acquainted with the program. Alternate Plans If the server was down or the Internet did not work, which happened only once, we discussed what was working and what was not working. We discussed the programs and what they have learned and what they would like to learn. Mainly, a discussion to the place of a lesson, but that is just as important as using the technology. Software Evaluations I evaluated the Promethean ActivInspire software. The software enables the teacher to create lessons for the Promethean Board. The software was fairly easy, but could get complicated for the teacher. The other software I evaluated and thought was great for recording audio was Audacity. The students found this easy to use. The Scanner and Camera Wizard to help them to download their pictures. This was user friendly for the students. Microsoft Word and Microsoft Paint met the requirements for the lesson. Microsoft Word enabled the students to type and Microsoft Paint enabled the student to draw. Movie Maker was the last program that helped the students to create the movie. All programs were chosen to meet the needs of the lesson. ActivInspire was the newest software and was mainly used by the teacher for presentation purposes. NTeQ Lesson - iNtegrating Technology for inQuiry Inventions of the 21st Century Lesson 1 Lesson Title: 1900s Inventions Subject Area(s): Social Studies and Technology Grade Level: 8 Time Required: 45 minutes Author: Allison Gaubatz Lesson Summary: The lesson will begin with a K-W-L Chart. As a whole group we will use  HYPERLINK "http://www.pollingreport.com/20th.htm" http://www.pollingreport.com/20th.htm to look at the polls from the 20th century. We will discuss the different questions in small groups. The lesson closes with a reflection of what they anticipate to learn and what they think of what they have learned today. Materials: Promethean Board with ActivInspire Software One computer with Internet access for each student and one for the teacher Website:  HYPERLINK "http://www.pollingreport.com/20th.htm" http://www.pollingreport.com/20th.htm Think Sheet and Reflection Sheet for each student Word processing program Printer Paper Rubric for each student K-W-L chart (needed at the end of the unit) Pencil/Pen Objectives: Students will Complete a K-W-L chart (knowledge) Use the Internet (application) Analyze inventions of the 1900s (synthesis) Type a reflection in Microsoft Word (application and synthesis) Standards: Illinois Standards Language Art Reading 1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading. 1.B.3d Read age-appropriate material with fluency and accuracy. 1.C.3a Use information to form, explain and support questions and predictions. 1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material. 1.C.3f Interpret tables that display textual information and data in visual formats. 1.B.3d Read age-appropriate material with fluency and accuracy. Writing 3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conventions. NETS 4.a. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students identify and define authentic problems and significant questions for investigation. 4.c. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students collect and analyze data to identify solutions and/or make informed decisions. 5.a. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students advocate and practice safe, legal, and responsible use of information and technology. 5.b. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 5.c. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students demonstrate personal responsibility for lifelong learning. 5.d. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students exhibit leadership for digital citizenship. Identify Computer Functions: Learning TaskComputer Functions Use Internet to gather informationUse Internet Explorer to go to a website to gather data.Type a reflectionUse Microsoft Word to type a reflection of the data gathered and what inventions they would like to learn about and why.Use classroom Web Page on the InternetUse the Notes on the classroom website to follow along with the lesson  Problem Statement: Have you ever used a vacuum or paper towel? Have you ever wondered where they came from, how they were invented, and maybe who invented them? There are many tools in this world that have been invented. Some of those items include the radio, the computer, crayons, windshield wipers, the stoplight, and more. We will begin class today with a K-W-L chart about these inventions stating what we know about inventions of the 1900s and what we want to know about the 1900s inventions. Next, we will look at a website called pollingreport.com. We will look at data from the 20th century and discuss in small groups questions from a Think Sheet. At the end of class, each student will type a reflection about class using the Think Sheet. Data Manipulation: Computer FunctionComputer ApplicationData ManipulationUse Internet to gather information Internet ExplorerUse applications to go to a website to gather data.Type a reflection Microsoft WordType a reflection of the data gathered and what inventions they would like to learn about and why.Use Class NotesPromethean Board, ActivInspire, and Internet ExplorerUse the class notes to help guide the lesson for both students and teacher.Results Presentation: Students will print a hard copy their reflection. Multidimensional Activities: Activities Prior to Computer: Discuss inventions of the 1900s Complete the first two parts of the K-W-L chart (K=know, W=What you want to know) Activities While at Computer: Gather information from the website ( HYPERLINK "http://www.pollingreport.com/20th.htm" http://www.pollingreport.com/20th.htm) Discuss the data using a Think Sheet Type a reflection using a 4 point rubric Activities After Using Computer: Discuss the students thoughts about the lesson. Overview of tomorrows lesson: Decades of Inventions Assessment: Rubric Included K-W-L Chart will be Assessed at the end of the unit. Think Sheet During the 1900s, many inventions were created. Why do you think this happened? Was there information in class today that you think was interesting? Why was it interesting to you? What inferences can be made after looking at the information from class today? Do you notice a pattern from the information gathered? If, so what pattern do you notice? Looking into the future, do you think the 21st Century will have as many inventions as the 20th Century? Why or Why not? Have you ever thought about creating something that makes a task easier? If so, what have you thought of creating? Reflection Choose three of the questions from the Think Sheet to write about. Each question needs to be answered in a paragraph form. You will have a total of three paragraphs. Each paragraph needs to have at least 5 sentences. Each sentence needs to have at least 5 words. Be sure to use correct spelling and grammar. The rubric below will be used to grade your reflection. K-W-L K W L Rubric 1900s Inventions Lesson 1 Objective4321K-W-L chart completed (K=What you Know and W= What you Want to Learn) The K-W-L chart has first two columns completed with at least 5 different ideas in each column.The K-W-L chart has first two columns completed with at least 4-3 different ideas in each column.The K-W-L chart has first two columns completed with at least 2-1 different ideas in each column.The K-W-L chart does not have the first two columns completed.ReflectionAnswers three questions from the Think SheetThree questions are answered with exceptional answers in paragraph form.2-3 questions are answered with good answers in paragraph form. 1-3 questions are answered with fair answers.Zero questions are answered.Complete sentences are typed.All sentences are complete.Almost all sentences are complete.3-5 sentences are not complete sentences.6 or more sentences are not complete sentences.Correct spelling and grammar are used. All words are spelled correctly and all grammar is used properly.Most words are spelled correctly and most grammar is use properly.3-5 spelling mistakes and/or 3-5 grammar mistakes are present in the reflection.6 or more spelling mistakes and/or 6 or more grammar mistakes are present in the reflection. Total  16Final Percentage Grade NTeQ Lesson - iNtegrating Technology for inQuiry Inventions of the 21st Century Lesson 2 Lesson Title: Decades of Inventions Subject Area(s): Social Science and Technology Grade Level: 8 Time Required: 45 minutes Author: Allison Gaubatz Lesson Summary: The purpose of the lesson is to allow the students time the research some inventions from a particular decade of the 1900s. They are to become familiar with the inventions by briefly describing the inventions and their purposes. Materials: Promethean Board with ActivInspire software One computer with Internet access for each pair of students and one for the teacher Enchanted Learning websites:  HYPERLINK "http://www.historylearningsite.co.uk/inventions_1900_to_1990.htm" http://www.historylearningsite.co.uk/inventions_1900_to_1990.htm,  HYPERLINK "http://www.enchantedlearning.com/inventors/1900a.shtml" http://www.enchantedlearning.com/inventors/1900a.shtml, and  HYPERLINK "http://inventors.about.com/od/timelines/a/twentieth.htm" http://inventors.about.com/od/timelines/a/twentieth.htm Rubric for each pair of students Printer Paper Word Processing Program Pen/pencil Exit Slip Objectives: Students will Gather information about an invention in a specific decade using the Internet (application and synthesis) Describe inventions form the 1900s. (synthesis) Share the inventions with the class. (knowledge) Standards: Illinois Standards Reading 1.A.3a Apply knowledge of word origins and derivations to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical). 1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading. 1.B.3d Read age-appropriate material with fluency and accuracy. 1.C.3a Use information to form, explain and support questions and predictions. NETS 3.d. Students apply digital tools to gather, evaluate, and use information. Students process data and report results. Identify Computer Functions: Learning TaskComputer Functions Gather information to present to the classUse the Internet to gather informationUse classroom Web Page on the InternetUse the Notes on the classroom website to follow along with the lesson  Problem Statement: Yesterday we talked about inventions and thought about the purpose of some inventions. Today we will look at different inventions from different decades of the 1900s. You will print pictures of the inventions and briefly describe them to the class using a rubric. I will demonstrate how to access the website before you get with your partner. Data Manipulation: Computer FunctionComputer ApplicationData ManipulationUse the Internet to gather informationMicrosoft WordPrint a picture of the invention from a decade in the 1900sUse Class NotesPromethean Board, ActivInspire, and Internet ExplorerUse the class notes to help guide the lesson for both students and teacher.Print Exit SlipInternet ExplorerUse the Internet Explorer to print the Exit Slip Results Presentation: Students will present their information to the class and complete and Exit Slip. Multidimensional Activities: Activities Prior to Computer: Review the 1900s Inventions (Lesson 1) Distribute the Rubric and discuss. Demonstrate how to access the websites. Break into groups Activities While at Computer: Research the inventions from a decade of the 1900s. Print a picture of two inventions from a specific decade of the 1900s. Activities After Using Computer: Present the inventions to the class Complete an Exit Slip Assessment: Rubric Included Rubric Lesson 2 Decades of Inventions Names of Students: Objective4321Navigate to the website to gather information Students go straight to website and need no assistance.Students need some assistance to navigate to the website.Students need a lot of assistance to navigate to the website.Students did not navigate to the website.Print pictures (images) of two inventions.All pictures are clear and easy to see from a distance. Some pictures are clear and/or easy to see from a distanceMost pictures are unclear and/or difficult to see from a distanceNo pictures were printed.Presentation Both students spoke clearly in the presentation and described each picture.One student spoke clearly and described both pictures.Student(s) were difficult to understand and pictures were difficult to see.Students did not present the material.Presentation ContentThe students name the invention; tell what its purpose is, and when it was created.The students name the invention; tell what its purpose is, and when it was created. (missing one item from above)The students name the invention; tell what its purpose is, and when it was created. (missing two items from above)Students do not present the material. Total  16Final Percentage Grade NTeQ Lesson - iNtegrating Technology for inQuiry Inventions of the 21st Century Lesson 3 Lesson Title: Creative Inventions Subject Area(s): Social Science and Technology Grade Level: 8 Time Required: 90 minutes Author: Allison Gaubatz Lesson Summary: Students will watch a video about weird inventions in the 1920s. They will also watch a video about crazy inventions. Then, brainstorm some ideas of an invention they could create. In groups of two, discuss and choose an invention to create. At the end of class, the students will write a reflection based on their invention and its purpose. Materials: Computer with internet access for each student and the teacher Promethean Board and ActivInspire Software Word processing program Paper Brainstorming worksheet for each pair of students Websites: Crazy 1920s Inventions  HYPERLINK "http://www.youtube.com/watch?v=wAGAeTC9fIo&feature=PlayList&p=889155810970C0AA&playnext=1&playnext_from=PL&index=5" http://www.youtube.com/watch?v=wAGAeTC9fIo&feature=PlayList&p=889155810970C0AA&playnext=1&playnext_from=PL&index=5 , Creative Inventions:  HYPERLINK "http://www.youtube.com/watch?v=4dBPXJMOF64" http://www.youtube.com/watch?v=4dBPXJMOF64, and  HYPERLINK "http://www.noogenesis.com/inventing/kids/kids_page.html" http://www.noogenesis.com/inventing/kids/kids_page.html Printer Pen/Pencil for each student Reflection for each student Objectives: Students will Analyze inventions of the past (synthesis) Brainstorm new inventions (knowledge) Type a reflection in Microsoft Word (application and synthesis) Standards: Illinois Standards Writing 3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conventions. Reading 1.B.3d Read age-appropriate material with fluency and accuracy. NETS 5.a. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students advocate and practice safe, legal, and responsible use of information and technology. 5.b. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 5.c. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students demonstrate personal responsibility for lifelong learning. 5.d. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students exhibit leadership for digital citizenship. Identify Computer Functions: Learning TaskComputer Functions Watch videos of inventions from the 20th CenturyUse Internet Explorer to watch videosGather information from Internet websitesUse the Internet to gather information Use classroom Web Page on the InternetUse the Notes on the classroom website to follow along with the lesson Type responses to worksheetsUse Microsoft Word to type the responses to the worksheets Problem Statement: Yesterday we looked at different inventions in different decades of the 1900s. You presented two different inventions to your class. Who can name some of the inventions we discussed and the purpose of the invention? Lets watch this video to look at strange inventions of the 1900s. Now lets look at some Creative Inventions. Today we are going to brainstorm some inventions as a whole class. Lets look at how to create an invention ( HYPERLINK "http://www.noogenesis.com/inventing/kids/kids_page.html" http://www.noogenesis.com/inventing/kids/kids_page.html). We will brainstorm ideas on what to create and why you would like to create the invention. At the end of class, each of you will complete a Brainstorming worksheet ad type a reflection. We will close the lesson with a whole group discussion of what you think you would like to invent. Before you leave today you should have a good idea as to what you plan on inventing. Data Manipulation: Computer FunctionComputer ApplicationData ManipulationUse Internet to watch videosInternet ExplorerUse Internet Explorer to watch videosUse Internet to locate information Internet ExplorerUse Internet Explorer to locate informationUse Internet to locate lesson documentsInternet ExplorerUse Internet Explorer to locate documentsType answers on documentsMicrosoft WordUse Microsoft Word to type answers on the documents.Use Class NotesPromethean Board, ActivInspire, and Internet ExplorerUse the class notes to help guide the lesson for both students and teacher.Results Presentation: Complete the brainstorming worksheets and the reflection. Multidimensional Activities: Activities Prior to Computer: Review inventions of different decades of the 1900s (Lesson 2) Watch a video ( HYPERLINK "http://www.youtube.com/watch?v=wAGAeTC9fIo&feature=PlayList&p=889155810970C0AA&playnext=1&playnext_from=PL&index=5" http://www.youtube.com/watch?v=wAGAeTC9fIo&feature=PlayList&p=889155810970C0AA&playnext=1&playnext_from=PL&index=5) Watch Video ( HYPERLINK "http://www.youtube.com/watch?v=4dBPXJMOF64" http://www.youtube.com/watch?v=4dBPXJMOF64) Activities While at Computer: Go to brainstorming website ( HYPERLINK "http://www.noogenesis.com/inventing/kids/kids_page.html" http://www.noogenesis.com/inventing/kids/kids_page.html) Discuss ways to brainstorm and some ideas for new inventions Demonstrate how to access brainstorming worksheet Complete the Brainstorming worksheet Type answers on the Brainstorming Worksheet Type a reflection Activities After Using Computer: Discuss the new inventions Assessment: Rubric Included Name: Date: Brainstorming Worksheet What is an invention? Define in your own words what an invention is. How are inventions created? Think of some items that are annoying to you. What are they and why are they annoying? How could you improve this item? What invention are you thinking about creating? Why do you want to create this invention? Name: Date: Reflection What is the name of your invention? Why did you name you invention this? What is the purpose or goal of your invention? What will your invention help to improve? How would someone use this invention in the 21st Century? Rubric Lesson 3 Creative Inventions Objective4321Navigate through the websitesNo help is needed to navigate through the websites provided to help with class discussion.Some help is needed to navigate through the websites provided to help with class discussion.Much help is needed to navigate through the websites provided to help with class discussion.The students does not use the websites provided.Complete the Brainstorming WorksheetAll answers are reasonable answers. All words are spelled correctly.Most answers are reasonable answers. Most words are spelled correctly.Few answers are reasonable answers. Few words are spelled correctly.The Brainstorming Worksheet was not completed.Type answers to the Reflection All answers are reasonable answers. The sentences are complete with no grammar or spelling errors.Most answers are reasonable answers. Most sentences are complete with few grammar and/or spelling errors.Few answers are reasonable answers. Few sentences are complete with many grammar and/or spelling errors.The Reflection was not completed. Total  12Final Percentage GradeName NTeQ Lesson - iNtegrating Technology for inQuiry Inventions of the 21st Century Lesson 4 Lesson Title: The Bread Board Subject Area(s): Social Science and Technology Grade Level: 8 Time Required: 90 minutes Author: Allison Gaubatz Lesson Summary: Students will review their inventions and their purposes for their inventions. They will use the Microsoft Paint program to draw, label, and name their invention in pairs. The invention will be printed and graded using a rubric. A class discussion will close the lesson. Materials: Promethean Board and ActivInspire software Computer with internet access for each student and the teacher Brainstorming Worksheet from Lesson 3 for each pair of students Rubric for each pair of students Printer Pen/Pencil Paper Best Inventions of 2008:  HYPERLINK "http://www.youtube.com/watch?v=l53gGkvuyoE" http://www.youtube.com/watch?v=l53gGkvuyoE, The Best Inventions of 2009  HYPERLINK "http://www.youtube.com/watch?v=k7uvcBvWqrE" http://www.youtube.com/watch?v=k7uvcBvWqrE Objectives: Students will Use Microsoft Paint (application) Create an invention (synthesis) Draw the invention (synthesis) Label the invention (synthesis) Name the invention (synthesis) Standards: Illinois Standards Reading 1.B.3d Read age-appropriate material with fluency and accuracy. NETS 6.b. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students select and use applications effectively and productively. 6.c. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students troubleshoot systems and applications. 6.d. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students transfer current knowledge to learning of new technologies. Identify Computer Functions: Learning TaskComputer FunctionsCreate, draw, name, and label an inventionUse Microsoft Paint to create an inventionUse classroom Web Page on the InternetUse the Notes on the classroom website to follow along with the lesson  Problem Statement: Yesterday we brainstormed some inventions we could create for the 21st Century. Lets look one more time at a few more inventions: Best Inventions of 2008:  HYPERLINK "http://www.youtube.com/watch?v=l53gGkvuyoE" http://www.youtube.com/watch?v=l53gGkvuyoE and The Best Inventions of 2009  HYPERLINK "http://www.youtube.com/watch?v=k7uvcBvWqrE" http://www.youtube.com/watch?v=k7uvcBvWqrE. Today we will get with your partner. Together the students will draw the invention in Microsoft Paint. By the end of class today, each pair of students is responsible for drawing and printing a created invention with the name of the invention and the parts labeled. You will receive a grade based on the rubric provided. Before we begin working at the computer, we will have a review of how to use Microsoft Paint and how to save the file inside your folder on the server as a jpg file (picture file). Data Manipulation: Computer FunctionComputer ApplicationData ManipulationDraw an inventionMicrosoft PaintUse Microsoft Paint to draw an invention.Label an inventionMicrosoft PaintUse Microsoft Paint to insert text to label an invention.Name an inventionMicrosoft PaintUse Microsoft Paint to insert text to name an invention.Print the inventionMicrosoft Paint/Microsoft WordUse either Microsoft Paint or Microsoft Word to print the picture.Use Class NotesPromethean Board, ActivInspire, and Internet ExplorerUse the class notes to help guide the lesson for both students and teacher. Results Presentation: Students will use the rubric to create their model. Multidimensional Activities: Activities Prior to Computer: Discuss some creative inventions Watch videos: Best Inventions of 2008:  HYPERLINK "http://www.youtube.com/watch?v=l53gGkvuyoE" http://www.youtube.com/watch?v=l53gGkvuyoE and The Best Inventions of 2009  HYPERLINK "http://www.youtube.com/watch?v=k7uvcBvWqrE" http://www.youtube.com/watch?v=k7uvcBvWqrE Distribute Rubric Lesson 4 Review how to use Paint and save a document Sit with partner and discuss brainstorming worksheet Activities While at Computer: Draw the invention using Microsoft Paint Label each part of the invention Name the invention Save the file Print file Activities After Using Computer: Class discussion (groups or whole class) Assessment: Rubric Included Names: Date: Rubric Lesson 4: The Bread Board Objective4321Create an inventionStudent creates an invention that is original.Student creates an invention that already exists in some way, shape, or form.Student creates an invention that already exists.Student does not create an invention.Use Microsoft PaintStudent uses the Microsoft Paint program easily; asks questions appropriately when neededStudent uses the Microsoft Paint program fairly easily; mostly asks questions appropriately when neededStudent uses the Microsoft Paint program and struggles slightly; mostly asks questions appropriately when neededStudent does not use Microsoft Paint program and/or ask does not ask questions appropriatelyLabel the parts of the inventionEach part is labeled accurately. The labels are easily readable and lines point to each part of the invention.Each part is labeled accurately. Most labels are easily readable and some labels have lines that point to each part of the invention.Most parts are labeled accurately. Most labels are easily readable.No parts are labeled.Name the inventionThe name of the invention is creative and original and relates to the invention in some way. The name is typed on the picture.The name of the invention relates to the invention in some way. The name is typed on the picture, but it not easily readable.The name was used from another product. The name is typed on the picture but is not easily readable.The invention was not named.Print the inventionThe document is printed and the image covers the entire working area. The image is clear. The document is printed and the image covers the entire working area. The image is either too small or too big.The document is printed either too big or too small. The image is either clear and/or shows pixels.The document is not printed.  Letter Grade  Total Points  20 NTeQ Lesson - iNtegrating Technology for inQuiry Inventions of the 21st Century Lesson 5 Lesson Title: The Prototype Subject Area(s): Social Science and Technology Grade Level: 8 Time Required: 90 minutes Author: Allison Gaubatz Lesson Summary: The purpose of the lesson is for students to describe the invention they drew in Lesson 4: The Bread Board. Students will type a description of the invention and the directions on how to use the invention in Microsoft Word. Materials: Promethean Board with ActivInspire software Computer with internet access and word Processing program for each student and the teacher Transition Words document Pen/pencil Printer Rubric Paper Prototype Worksheet Exit Slip Website:  HYPERLINK "http://thesaurus.com" http://thesaurus.com Objectives: Students will Type paragraphs for a purpose (synthesis and application) Use transition words fluently (synthesis) Edit a document (application and synthesis) Print the document (application) Standards: Illinois Standards Writing 3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conventions. 3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. 3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication. 3.C.3a Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience. 3.C.3b Using available technology, produce compositions and multimedia works for specified audiences. Reading 1.B.3d Read age-appropriate material with fluency and accuracy. NETS 6.b. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students select and use applications effectively and productively. 6.c. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students troubleshoot systems and applications. 6.d. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students transfer current knowledge to learning of new technologies. Identify Computer Functions: Learning TaskComputer Functions Use resources provided Use Internet Explorer to access resources provided. Edit a documentUse Microsoft Word to make changes to a document.Use synonyms and transitional words and phrasesUse the PDF file to help find synonyms and transitional words and phrasesUse classroom Web Page on the InternetUse the Notes on the classroom website to follow along with the lesson  Problem Statement: Yesterday with a partner you drew the Bread Board of your invention. Today, you will create your prototype. A prototype is a description of an invention. It includes directions on how to use the invention. With your partner you will use Microsoft Word to type the description of your invention. This includes color, size, length, etc. Then you will write step-by-step directions on how to use your invention. This includes first, next, and last. I will provide you with a template and a rubric to help you. Use the Transition Words document and the Internet website provided to help you. By then end of class, you are responsible for typing and printing a prototype for your invention. Before you leave, you will complete an Exit Slip. Data Manipulation: Computer FunctionComputer ApplicationData ManipulationType paragraphs Microsoft WordUse Microsoft Word to type purposeful paragraphs for the prototypeSearch for synonymsInternet ExplorerUse Internet Explorer to search for synonyms Edit a documentMicrosoft WordUse Microsoft Word to edit a document.Print documentMicrosoft WordUse Microsoft Word to print a documentType paragraphsMicrosoft WordUse Microsoft Word to type purposeful paragraphs for the prototypeUse Class NotesPromethean Board, ActivInspire, and Internet ExplorereUse the class notes to help guide the lesson for both students and teacher.Print Exit SlipInternet ExplorerUse the Internet Explorer to print the Exit Slip  Results Presentation: Students will print their prototypes and a rubric will assess the work. Multidimensional Activities: Activities Prior to Computer: Review the breadboard Demonstrate access to template and documents Review Microsoft Word Review how to save a file Hand out Rubric Activities While at Computer: Type the prototype Edit the prototype Print prototype Activities After Using Computer: Complete Exit Slip Assessment: Rubric Included Name: Date: Prototype Worksheet Directions: Use the template below to type the prototype for your invention. Use the rubric for more help. Name of Invention Created by: Student 1 Name Students 2 Name Paragraph 1: Type about the purpose of the invention. Why should people use your invention? Intrigue the reader with good strong word choice. Paragraph 2: Type a description of the invention. What does it look like? How big is it? What color is it? Does the invention have buttons, circles, or squares? The reader should be able to imagine the invention without even seeing the model you drew. Paragraph 3: Type a step-by-step process on how to use the invention. Using transition words will help this paragraph to be strong. If I was to use the invention, would I be able to follow your directions to be able to use the inventions properly? Exit Slip Lesson 5: Prototype What worked well? What didnt work well? What seemed to be the most difficult? What seemed to be the easiest for you? Comments: Name: Date: Rubric Lesson 5: The Prototype Objective4321Use Microsoft WordStudent uses the Microsoft Word program easily; asks questions appropriately when needed Student uses the Microsoft Word program fairly easily; mostly asks questions appropriately when neededStudent uses the Microsoft Word program and struggles slightly; mostly asks questions appropriately when neededStudent does not use Microsoft Word program and/or ask does not ask questions appropriatelyType 3 ParagraphsType the purpose of the invention (Paragraph 1)Students type about what the invention does and why people should use the invention. The word choice is strong. Intrigues the reader. Students type about what the invention does and/or why people should use the invention. The word choice is strong.Students type about what the invention does and/or why people should use the invention. Students do not type a purpose to their invention.Type the description of the invention (Paragraph 2) Strong=5 or more descriptive words Fair=3 to 4 descriptive wordsStudents type a strong paragraph about the description of the invention. Word choice is strong. The descriptions include color, size, length, etc.Students type a paragraph about the description of the invention. Word choice is fair. The descriptions include color, size, length, etc.Students type a paragraph about the description of the invention. The students do not type a paragraph about the description of the invention.Type directions to the invention (Paragraph 3) Strong= 5 or more transitional words and/ or phrases Fair= 3 to 4 transitional words and/or phrasesStudents type a strong paragraph about the step-by-step directions for using the invention. Word choice is strong and the steps are easy to follow.Students type a paragraph about the step-by-step directions for using the invention. Word choice is fair and the steps are easy to follow.Students type a paragraph about the step-by-step directions for using the invention. Students did not type a paragraph about directions to use the invention.Follows directionsStudents follow the layout. The title of the project and the names of the students are located at the top of the page and the paragraphs are in order.Students follow most of the layout. One item is not placed in the correct location. Students follow most of the layout. Two items are not placed in the correct location.Students have 3 or more items placed in the wrong location or student did not use the layout provided.Correct spelling, grammar, and punctuation. Students use correct spelling, grammar, and punctuation through the prototypeStudents mostly use correct spelling, grammar, and punctuation through the prototype. No more than 2 errors.Students mostly use correct spelling, grammar, and punctuation through the prototype. No more than 5 errors.Students mostly use correct spelling, grammar, and punctuation through the prototype. 8 or more errors. Letter Grade  Total Points 24 NTeQ Lesson - iNtegrating Technology for inQuiry Inventions of the 21st Century Lesson 6 Lesson Title: The Story Board Subject Area(s): Social Science and Technology Grade Level: 8 Time Required: 90 minutes Author: Allison Gaubatz Lesson Summary: Create a Story Board and review how to use Movie Maker. Materials: Promethean Board and ActivInspire software Story Board Worksheet one for each pair of students Script Worksheet one for each pair of students Examples document one for each pair of students Rubric one for each pair of students Lesson 6 Notes Crayons Printer Computer for each pair of students Paper Pen/Pencil Windows Movie Maker Objectives: Students will Type Skit (application) Create a story board (synthesis) Use Movie Maker (application) Standards: Illinois Standards Writing 3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. 3.C.3b Using available technology, produce compositions and multimedia works for specified audiences. Reading 1.B.3d Read age-appropriate material with fluency and accuracy. NETS 6.b. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students select and use applications effectively and productively. 6.c. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students troubleshoot systems and applications. 6.d. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students transfer current knowledge to learning of new technologies. Identify Computer Functions: Learning TaskComputer Functions Use resources provided Use Internet Explorer to access resources provided. Type a skitUse Microsoft Word to type a skitUse classroom Web Page on the InternetUse the Notes on the classroom website to follow along with the lesson  Problem Statement: Yesterday with your partner, you created a prototype. What is a prototype? Today we are going to begin advertising the inventions. The first stage is planning. How could you advertise your invention so people would be interested in buying the invention? We would make a commercial! How could you portray your invention to the world? What would you say to encourage others to buy your new invention? By the end of the lesson, you and your partner will have created the story for your commercial. Data Manipulation: Computer FunctionComputer ApplicationData ManipulationUse Internet websitesInternet ExplorerUse Internet Explorer to use Internet websites Type Skit Microsoft Word Type skit in Microsoft WordPrint Skit Microsoft Word Use Microsoft Word to print the skit Use Class NotesPromethean Board, ActivInspire, and Internet ExplorereUse the class notes to help guide the lesson for both students and teacher. Results Presentation: Students will print their skits and turn in their completed Story Board. Multidimensional Activities: Activities Prior to Computer: Review Prototype Demonstrate how to access notes and documents Review rubric Activities While at Computer: Print Story Board Type skit Color Story Board Activities After Using Computer: Complete Exit Slip Practice Movie Maker Assessment: Rubric Included Description of the Clip Describe what is happening in the clip. Since you drew a picture on the Story Board, describe the picture. Who is doing what in the clip? Example: Mary: Stands behind a chair looking at Todd relaxing in his chair. Todd: Sits in the chair leaning back on the chair rest. Narration of the Clip Type the name of the person and exactly what that person should be saying on that particular clip. Example: Mary: Hey, whats up with your chair? Todd: I am just kickin it! Mary: How does that new chair rest work? Can I try? Skit Names: Date: Clip 1: Describe the clip: Narration of the clip: Clip 2: Describe the clip: Narration of the clip: Clip 3: Describe the clip: Narration of the clip: Clip 4: Describe the clip: Narration of the clip: Clip 5: Describe the clip: Narration of the clip: Clip 6: Describe the clip: Narration of the clip: Clip 7: Describe the clip: Narration of the clip: Clip 8: Describe the clip: Narration of the clip: Clip 9: Describe the clip: Narration of the clip:   Name: Date: Rubric Lesson 6: The Story Board Objective4321Use Microsoft WordStudent uses the Microsoft Word program easily; asks questions appropriately when needed Student uses the Microsoft Word program fairly easily; mostly asks questions appropriately when neededStudent uses the Microsoft Word program and struggles slightly; mostly asks questions appropriately when neededStudent does not use Microsoft Word program and/or ask does not ask questions appropriatelyComplete the Story BoardStudents complete the Story Board. The Story Board is colored and easily understandable for the reader. All clips are in order.Students complete the Story Board. The Story Board is colored and understandable for the reader. Most clips are in order.Students complete the Story Board. The Story Board is understandable for the reader and/or some clips are in order.Story Board was not completed.Type the ScriptThe students type each part of the script for each clip (describe and narrate). The students show great creativity.The students type each part of the script for most clips (describe and narrate). The students show some creativity.The students type each part of the script for some clips (describe and narrate). Students do not complete the Script.Use the Internet The students use the Internet links provided to help create the Script. The students use many of the ideas in the Script. The students use the Internet links provided to help create the Script. The students use some of the ideas in the Script.The students use the Internet links provided to help create the Script. The students do not use the Internet links provided.Follow directionsStudents follow the layout of the Script. The students use the Example document to help them.Students follow the layout of the Script. The students does not follow the layout of the Script.Students do not complete the Script.Correct spelling, grammar, and punctuation. Students use correct spelling, grammar, and punctuation through the Script.Students mostly use correct spelling, grammar, and punctuation through the Script. No more than 2 errors.Students mostly use correct spelling, grammar, and punctuation through the Script. No more than 5 errors.Students mostly use correct spelling, grammar, and punctuation through the Script. 8 or more errors. Letter Grade  Total Points 24 NTeQ Lesson - iNtegrating Technology for inQuiry Inventions of the 21st Century Lesson 7 Lesson Title: Picture Time! Subject Area(s): Social Science and Technology Grade Level: 8 Time Required: 45 minutes Author: Allison Gaubatz Lesson Summary: Students will research ways to take pictures. Take pictures with a digital camera for the commercial. Download and save the pictures to the correct folder on the server. Materials: Promethean Board and ActivInspire software Digital Camera (one for each pair of students Camera and Scanner Wizard Script Worksheet one for each pair of students Tripod USB cord one for each camera Directions for Downloading worksheet one for each pair of students Internet websites: Kodak-  HYPERLINK "http://www.kodak.com/global/en/corp/top10tips/index.jhtml" http://www.kodak.com/global/en/corp/top10tips/index.jhtml,  HYPERLINK "http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=93&pq-locale=en_US&_requestid=64508" http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=93&pq-locale=en_US&_requestid=64508,  HYPERLINK "http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=490&pq-locale=en_US&_requestid=64538" http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=490&pq-locale=en_US&_requestid=64538,  HYPERLINK "http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=38/14993&pq-locale=en_US" http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=38/14993&pq-locale=en_US Exit Slip one for each student Rubric one for each pair of students Props Still Images worksheet one for each pair of students Story Board one for each pair of students Objectives: Students will Research digital image taking with still images (synthesis) Use a digital camera to take pictures (application) Download and save the pictures to the correct folder on the server (application) Standards: Illinois Standards Reading 1.B.3d Read age-appropriate material with fluency and accuracy. NETS 6.b. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students select and use applications effectively and productively. 6.c. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students troubleshoot systems and applications. 6.d. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students transfer current knowledge to learning of new technologies. Identify Computer Functions: Learning TaskComputer Functions Research taking still images with a digital cameraUse Internet Explorer to read and researchTake pictures with a digital cameraUse digital camera to take pictures Download and save images to the computerUse the Camera and Scanner Wizard to download and save images to the correct folder on the serverUse classroom Web Page on the InternetUse the Notes on the classroom website to follow along with the lesson  Problem Statement: In the last lesson we created the Story Board for the commercial. First you will spend time researching techniques on taking still images using the Kodak website. Today we will take pictures using the digital camera. Then you will download and save the pictures to your folder on the server. You will use the pictures in Movie Maker. Before you leave you will complete an Exit Slip. Data Manipulation: Computer FunctionComputer ApplicationData ManipulationResearch digital imagesInternet ExplorerResearch digital images using Internet Explorer websitesType answers Microsoft WordType answers to worksheet using Microsoft WordTake picturesDigital CameraTake pictures using a digital cameraDownload imagesMicrosoft Scanner and Camera Wizard Use the USB cord to download images from a digital camera using the Microsoft Scanner and Camera WizardUse Class NotesPromethean Board, ActivInspire, and Internet ExplorerUse the class notes to help guide the lesson for both students and teacher.Print Exit SlipInternet ExplorerUse the Internet Explorer to print the Exit Slip  Results Presentation: Students will complete the Exit Slip and use the rubric provided. Multidimensional Activities: Activities Prior to Computer: Review Story Board Demonstrate how to access notes and documents Review rubric Activities While at Computer: Use Internet websites Take pictures Download pictures to the appropriate location on the server Activities After Using Computer: Complete Exit Slip Assessment: Rubric Included Directions for Downloading Make sure the camera is off. Plug in the USB cord in the USB port on the camera and the CPU. Turn the camera on. Wait and allow the computer to read the camera. Follow the directions in the Microsoft Scanner and Camera Wizard. The location will be on the server in the Inventions folder. Find your folder. When finished, turn off the camera. Right click on the green arrow in the notification area to safely remove the hardware. Name: Date: Still Images Lesson 7: Picture Time! Summarize the top ten tips for capturing still images. Name one new technique you learned about taking pictures of people. List five digital terms and type the definition for each term in your own words. Chose one professional photographer. Name the photographer and share one new tip or trick that you learned from this photographer. Name Date Exit Slip Lesson 7 Directions: Complete each sentence. Use the space provided to rewrite the beginning of the sentence, and then complete it with your thoughts. Today I learned .. Today I thought ________________ was easy. I thought this because .. Today I thought ________________ was difficult. I thought this because .. One tip or technique I found interesting was .. My partner and I worked well together when we .. My partner and I had difficulty working together when Name: Date: Rubric Lesson 7: Digital Images Objective4321Use Internet Explorer websites to research about using digital cameras and taking still images. Student uses Internet Explorer to learn about digital images. Students use the program asking questions when needed. Students type all four questions on the Still Images worksheet.Student uses Internet Explorer to learn about digital images. Students use the program asking questions when needed. Students type all 2-3 questions on the Still Images worksheet.Student uses Internet Explorer to learn about digital images. Students type all 1-2 questions on the Still Images worksheet.Student does not use the Internet websites provided. The student does not complete the Still Images worksheetTake PicturesStudents take the pictures using the Story Board. The pictures on the Story Board are the same still images that were captured. Students take the pictures using the Story Board. The pictures on the Story Board are mostly the same still images that were captured.Students take the pictures. Students do not take any pictures.Download Pictures using the Microsoft Scanner and Camera WizardStudents download pictures from the digital camera. They use the worksheet to properly download the images. They ask questions when needed. All images are located in his/her folder on the server.Students download pictures from the digital camera. They use the worksheet to properly download the images. Images are not located in his/her folder on the server.Students download pictures from the digital camera and/or images are not located in his/her folder on the server.The students do not download any pictures. Letter Grade  Total Points 12 NTeQ Lesson - iNtegrating Technology for inQuiry Inventions of the 21st Century Lesson 8 Lesson Title: Audacity Subject Area(s): Social Science and Technology Grade Level: 8 Time Required: 45 minutes Author: Allison Gaubatz Lesson Summary: Students will record their voices using Audacity. Then they will complete the Exit Slip. Materials: Promethean Board and ActivInspire software Skit one for each pair of students Microphone Speakers Audacity program Internet Explorer Exit Slip one for each student Objectives: Students will Record the narration from their Skit. Save the narration in their folder on the server Standards: Illinois Standards Reading 1.B.3d Read age-appropriate material with fluency and accuracy. NETS 6.b. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students select and use applications effectively and productively. 6.c. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students troubleshoot systems and applications. 6.d. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students transfer current knowledge to learning of new technologies. Identify Computer Functions: Learning TaskComputer Functions Record their voicesUse the Audacity program to record the voices for the commercial.Save recordings as MP3 filesUse the Audacity program to export the file to an MP3 fileRead the class notesUse Internet Explorer to read the class notes on the classroom website.Complete the Exit SlipUse Internet Explorer to print Exit SlipUse classroom Web Page on the InternetUse the Notes on the classroom website to follow along with the lesson  Problem Statement: In the last lesson we took pictures with the digital camera. In this lesson we are going to use the Audacity program to record the skits. Each recording will be saved in your folder on the server. The recordings need to be exported as MP3 files. Use the class notes to help you. Data Manipulation: Computer FunctionComputer ApplicationData ManipulationRecord narration Audacity Use Audacity to record narration for the commercial.Save recordingAudacity Use Audacity to save narrationsUse class notesInternet ExplorerUse Internet Explorer to read the notes from the classroom websitePrint Exit SlipInternet ExplorerUse Internet Explorer to print the Exit Slip from the classroom websiteUse Class NotesPromethean Board, ActivInspire, and Internet ExplorerUse the class notes to help guide the lesson for both students and teacher. Results Presentation: Students will complete the Exit Slip and use the rubric provided. Multidimensional Activities: Activities Prior to Computer: Review using the digital camera, story board, and skit. Review how to use Audacity Review how to save narrations Activities While at Computer: Record narrations Save narrations in the correct folder on the server Activities After Using Computer: Complete Exit Slip Assessment: Rubric Included Name Date Exit Slip Lesson 8 Directions: Answer each question. Recording the skit was the focus of this lesson. What was the most difficult part when recording the skit? Why do you think this? What was the least difficult part when recording the skit? Why do you think this? If you could redo this lesson, what part would you have differently? Why do you think this? Name: Date: Rubric Lesson 8: Audacity Objective4321Use AudacityStudents use Audacity well. They ask questions when needed. Both students work well together.Students use Audacity. They sometimes ask questions when needed. Students use Audacity. They do not ask questions when needed and struggle.Students do not use Audacity.Use the Skit to record narrationStudents use the Skit to record the narrations. The Skit matches what the students record for narration.Students use the Skit to record the narrations. Most parts of the narration match what is on the Skit.Students record a narration without using their Skit.Students do not record narration.Save the recording as an MP3Each recording is saved to the correct folder on the server with the appropriate clip name. The files are saved as MP3 files.Most recordings are saved to the correct folder on the server with the appropriate clip name. The files are saved as MP3 files.Few recordings are saved to the correct folder on the server with the appropriate clip name. The files are saved as MP3 files.The recordings are not saved to the correct folder on the server with the appropriate clip name. The files are not saved as MP3 files. Letter Grade Total Points  12 NTeQ Lesson - iNtegrating Technology for inQuiry Inventions of the 21st Century Lesson 9 Lesson Title: Movie Maker Subject Area(s): Social Science and Technology Grade Level: 8 Time Required: 45 minutes Author: Allison Gaubatz Lesson Summary: Import images to Movie Maker. Import audio to Movie Maker. Create a commercial using the images and adding text, transitions, and effects. Complete the Exit Slip. Materials: Promethean Board and ActivInspire software Windows Movie Maker Program Script Worksheet one for each pair of students Story Board one for each pair of students Exit Slip one for each student Rubric one for each pair of students Objectives: Students will Use Movie Maker to import images and sound (application) Create a commercial using images (application) Add text, transitions, and effects to the commercial (application) Standards: Illinois Standards Reading 1.B.3d Read age-appropriate material with fluency and accuracy. NETS 6.b. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students select and use applications effectively and productively. 6.c. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students troubleshoot systems and applications. 6.d. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students transfer current knowledge to learning of new technologies. Identify Computer Functions: Learning TaskComputer Functions Create a commercialUse the Movie Maker program to create a commercialImport images and audioUse Movie Maker to import images and audioRead the class notesUse Internet Explorer to read the class notes on the classroom website.Complete the Exit SlipUse Internet Explorer to print Exit SlipUse classroom Web Page on the InternetUse the Notes on the classroom website to follow along with the lesson  Problem Statement: In the last lessons we save the picture and audio into our folder on the server. Now, we need to import the pictures and audio to Movie Maker and begin creating the commercial. Data Manipulation: Computer FunctionComputer ApplicationData ManipulationImport images Windows Movie MakerImport pictures to Windows Movie Maker Import Audio Windows Movie Maker Use Movie Maker to import audioCreate a commercialWindows Movie MakerUse Windows Movie Maker to create a commercialType text Windows Movie MakerUse Windows Movie Maker to add text to the commercial.Add transitions and effectsWindows Movie MakerUse Windows Movie Maker to add transitions and effects to the commercial.Use Class NotesPromethean Board, ActivInspire, and Internet ExplorereUse the class notes to help guide the lesson for both students and teacher.Print Exit SlipInternet ExplorerUse Internet Explorer to print the Exit Slip from the classroom website Results Presentation: Students will complete the Exit Slip and use the rubric provided. Multidimensional Activities: Activities Prior to Computer: Review digital image taking Demonstrate how to access notes Review Movie Maker Review rubric Lessons 8-9 Activities While at Computer: Use Movie Maker to import images Add affects and transitions Add text Save project Activities After Using Computer: Complete Exit Slip Assessment: Rubric Included Name Date Exit Slip Lesson 9 Directions: Answer each question. This lesson focuses on using Movie Maker. What was the most difficult part when creating your commercial? Why do you think this? What was the least difficult part when creating your commercial? Why do you think this? If you could redo this lesson, what part would you have differently? Why do you think this? Name: Date: Rubric Lesson 9: The Commercial Objective4321Use Movie Maker Students use Movie Maker and ask questions when needed.Students use Movie Maker and ask some questions when needed.Students use Movie Maker and ask few questions. The students struggle.Students use Movie Maker, but do not ask questions and struggle with the program.Import imagesStudents import images to Movie Maker and ask questions when needed.Students import images to Movie Maker and ask some questions when needed.Students import images to Movie Maker and ask few questions. The students struggle.Students struggle importing pictures to Movie Maker, but do not ask questions.Import audioStudents import audio to Movie Maker and ask questions when needed.Students import audio to Movie Maker and ask some questions when needed.Students import audio to Movie Maker and ask few questions. The students struggle.Students struggle importing audio to Movie Maker, but do not ask questions.Add transitionsStudents add 4 or more transitions to their commercial.Students add 2-3 transitions to their commercial.Students add 1-2 transitions to their commercial.Students add 0-1 transitions to their commercial.Add effects Students add 4 or more effects to their images throughout the commercial.Students add 2-3 effects to their images throughout the commercial.Students add 1-2 effects to their images throughout the commercial.Students add 0-1 effects to their images throughout the commercial.Create a commercialStudents create a 30 second commercial about their invention. The commercial is creative. No spelling or grammar errors.Students create a 20-30 second commercial about their invention. There are few spelling or grammar errors.Students create a 10-20 second commercial about their invention. There are many spelling or grammar errors.Students did not complete the commercial. Letter Grade  Total Points 24 NTeQ Lesson - iNtegrating Technology for inQuiry Inventions of the 21st Century Lesson 10 Lesson Title: Presentation Subject Area(s): Social Science and Technology Grade Level: 8 Time Required: 45 minutes Author: Allison Gaubatz Lesson Summary: Share the commercials with the class Materials: K-W-L chart from Lesson 1 one for each student Promethean Board and ActivInspire software Evaluation Objectives: Students will Use the Promethean Board to share the commercials (application) Discuss the project as a class (knowledge) Complete the Evaluation (knowledge) Standards: Illinois Standards NETS 5.d. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students exhibit leadership for digital citizenship. Identify Computer Functions: Learning TaskComputer Functions Share CommercialsPromethean Board to view the commercials Problem Statement: We have finished creating out commercials. Today we will share the commercials, then discuss them. We will complete the K-W-L charts about what you have learned throughout the Inventions Unit. Lastly, you will complete an Evaluation. Data Manipulation: Computer FunctionComputer ApplicationData ManipulationShare commercials Promethean BoardWatch the videos on the Promethean Board Results Presentation: Students will complete watch the commercials and evaluate the Inventions Unit. Multidimensional Activities: Activities Prior to Computer: Discuss the unit Activities While at Computer: Watch the commercials Complete the K-W-L chart Activities After Using Computer: Complete the Evaluation Assessment: K-W-L chart will be the final grade for the unit. At least five items should be included on the section about what you learned (L) on the K-W-L chart.. The chart below will determine the grade for the lesson. 5 responses= 100% 4 responses= 90% 3 responses= 80% 2 responses= 70% 1 response= 60% 0 responses= 0% Inventions Unit Evaluation Directions: Circle the answer that best describes you. This unit helped me to better understand inventions and how to create an invention. AgreeSomewhat AgreeDisagree This unit helped me to learn how to use Microsoft Paint. AgreeSomewhat AgreeDisagree This unit helped me to learn how to use Microsoft Word. AgreeSomewhat AgreeDisagree This unit helped me to learn how to use a digital camera. AgreeSomewhat AgreeDisagree This unit helped me to learn how to use the Camera and Scanner Wizard. AgreeSomewhat AgreeDisagree This unit helped me to learn how to use Audacity. AgreeSomewhat AgreeDisagree This unit helped me to learn how to use Movie Maker. AgreeSomewhat AgreeDisagree This unit helped me to learn about inventions in the 20th Century as well as inventions for the 21st Century. AgreeSomewhat AgreeDisagree I enjoyed learning about technology and inventions in the 20th Century. AgreeSomewhat AgreeDisagree Please write you answer to the statement below: In the Prototype lesson, you were expected to write three paragraphs about your invention. The first paragraph was persuasive, the second paragraph was descriptive, and the third paragraph was how-to. Please describe why you think that lesson was so difficult. ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ Complete the sentence below: This unit helped me to learn the most about ___________________. I think I learned a lot because _________________________________ ________________________________________________________. 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