ࡱ>  Kbjbjߍ 7qC% 8<f"ccc;;;;;;;,>FA%<ccccc%<s:<ssscF;sc;ss67897;P<0< 8AsA88s8879ccc%<%<sccc<Accccccccc :    ASSURE Model Lesson Plan by Stephen Hinson EDD 7914 CRN 30586 Curriculum Teaching and Technology Nova Southeastern University April 14, 2013 Abstract Technology use in the classroom from the writers experience varies from teacher to teacher based on several factors. These factors generally hinge around the comfort level of the teacher using technology and the availability of technology in the school. Taking out the factor of the availability of technology, students continued to receive varying experiences and opportunities to be exposed to technology. One way to increase the teachers effectiveness at using technology is to provide specific expectations. The ASSURE model is a very systematic approach to developing lesson plans that integrate technology effectively, and ensures that the teacher and student are considered when developing the lesson plan. Smaldino, Lowther, and Russell (2012) stated well-designed lessons begin with the arousal of students interest and then move on to present new material, involve students in practice with feedback, and assess their understanding, and provide relevant follow-up activities (p. 38). This assignment will provide students the opportunity to apply the various technology skills learned from previous activities, to create a digital presentation. Emerging Technologies Lesson Plan: Integrating Technology into a Science Lesson This lesson plan is designed to support the efforts of the classroom teacher to integrate technology into the science instruction at a higher proficiency level. The writer wrote this lesson plan to accomplish a higher level on the Technology Integration Matrix (TIM) developed by the University of South Florida ( HYPERLINK "http://fcit.usf.edu/matrix/" http://fcit.usf.edu/matrix/, 2012). The goal of the writers lesson plan is to transcend from the B3 cell (collaborative, adaptation) to the D4 cell (authentic, infusion). This particular cell expects students to select appropriate technology tools to complete activities, while the teacher encourages students to use the technology to make connections to the world outside of the instructional setting, utilizing a variety of technology tools (University of South Florida, 2013). Harris (2005) attested that meaningful integration of technology is achieved when students are provided the opportunities to decide which tools to use to help them complete tasks at a higher level and present it at a level of proficiency. Analyze Learners This lesson plan is developed for a 6th-grade class. There are 22 students in the class, grouped heterogeneously with a few English as a Second Language (ESL) and Exceptional Student Education (ESE) students. The ESL students are Hispanic. The 3 ESE students disabilities are characterized as specific learning disabilities (SLD) and attention deficit disorder (ADD). The 2 ADD students have a 504 plan. The students in the class are 11 and 12 years old, from various socioeconomic backgrounds. To prepare for this activity the teacher has been working on several small activities with the students to complete this final project. The teacher taught the students how to use an interactive whiteboard, a digital camera, iPads, create video using a green screen, and how to do research. Students will be provided the various Internet links and resources to create an e-pub. The teacher will group the students into 4-5 groups. Students will be provided the instructions needed at each station to keep them on track and able to problem solve as a team. Students will have the autonomy to choose their own job at each station. However, students will not be able to repeat a previous job completed. Jobs are numbered 1-5. 1. Recorder- Writes and then types the information to complete project 2. Researcher- Gathers the facts to complete the task 3. Illustrator- Looks for videos and pictures to include in project 4. Material- this student gets the necessary technology to complete the task 5. Task master- keeps everyone focused and maintains time The primary learning style of the students are visual, and this is really beneficial for the 2 ESL students. However the ESE student benefits from kinesthetic activities. Students are able to take a free learning style inventory at  HYPERLINK "http://www.learning-styles-online.com/inventory/questions.php" http://www.learning-styles-online.com/inventory/questions.phpState Standards and Objectives (Florida)The initial lesson description is how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. This particular activity will be about temperature with the integration of technology. Students must learn to use technology effectively to be prepared to live and work in our complex, information-rich world. Technology skills for students are woven throughout Floridas Sunshine State Standards are indicated below. Language Arts: LA.A.2.3.5 - locates, organizes, and interprets written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real-world task. LA.A.2.3.6 - uses a variety of reference materials, including indexes, magazines, newspapers, and journals, and tools, including card catalogs and computer catalogs, to gather information for research topics. LA.A.2.3.7 - synthesizes and separates collected information into useful components using a variety of techniques, such as source cards, note cards, spreadsheets, and outlines. LA.B.2.3.1 - writes text, notes, outlines, comments, and observations that demonstrate comprehension of content and experiences from a variety of media. LA.B.2.3.4 - uses electronic technology including databases and software to gather information and communicate new knowledge. LA.C.2.3.1 - determines main concept, supporting details, stereotypes, bias, and persuasion techniques in a non-print message. LA.D.2.3.4 - understands how the multiple media tools of graphics, pictures, color, motion, and music can enhance communication in television, film, radio, and advertising. LA.D.2.3.5 - incorporates audiovisual aids in presentations. LA.D.2.3.6 - understands specific ways that mass media can potentially enhance or manipulate information. LA.D.2.3.7 - understands that laws exist to govern what can and cannot be done with mass media. Math: MA.A.3.3.3 - adds, subtracts, multiplies, and divides whole numbers, decimals, and fractions, including mixed numbers, to solve real-world problems, using appropriate method of computing, such as mental mathematics, paper and pencil, and calculator. MA.B.4.3.2 - selects and uses appropriate instruments, technology, and techniques to measure quantities in order to achieve specified degrees of accuracy in a problem situation. MA.D.1.3.1 - describes a wide variety of patterns, relationships, and functions through models, such as manipulatives, tables, graphs, expressions, equations, and inequalities. MA.D.1.3.2 - creates and interprets tables, graphs, equations, and verbal descriptions to explain cause and-effect relationships. MA.E.1.3.1 - collects, organizes, and displays data in a variety of forms, including tables, line graphs, charts, bar graphs, to determine how different ways of presenting data can lead to different interpretations. MA.E.1.3.3 - analyzes real-world data by applying appropriate formulas for measures of central tendency and organizing data in a quality display, using appropriate technology, including calculators and computers. MA.E.3.3.1 - formulates hypotheses, designs experiments, collects and interprets data, and evaluates hypotheses by making inferences and drawing conclusions based on statistics (range, mean, median, and mode) and tables, graphs, and charts. Science: SC.H.3.3.4 - knows that technological design should require taking into account constraints such as natural laws, the properties of the materials used, and economic, political, social, ethical, and aesthetic values. SC.H.3.3.5 - understands that contributions to the advancement of science, mathematics, and technology have been made by different kinds of people, in different cultures, at different times and are an intrinsic part of the development of human culture. SC.H.3.3.6 - knows that no matter who does science and mathematics or invents things, or when or where they do it, the knowledge and technology that result can eventually become available to everyone. SC.H.3.3.7 - knows that computers speed up and extend people's ability to collect, sort, and analyze data; prepare research reports; and share data and ideas with others. SC.6.E.7.3 - Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. NETS-S (National Educational Technology Standards- Students) 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisionsSelect Strategies, Technology, Media, and MaterialsAn interactive whiteboard (IWB) Laptops Web cameras IPads in the classroom Large green screen Digital cameras Classroom/ lab furniture to supports flexible groupingsUtilize Technology, Media, and Materials The IWB provides students the opportunity to present information without being tied to a laptop or mouse. As the individual prepares to present, the IWB gives users the opportunity to maneuver between various media, such as the Internet, software, podcasts, audio files, and DVDs. Laptops will be utilized to conduct research Web camera in the classroom will be used to take video clips or still pictures, as determined by students. IPads in the classroom can pretty much replace a computer, with its various functions. In this situation it can be used as a Video Camera with the back-facing camera. As a video camera not only does the iPad allow you take video with it, but it can edit video. Students can also take notes. Students have the option to create E-pubs on the iPad, or other digital presentations. The iPad is also a great tool to surf the Internet for research. The green screen allows students to get very creative in their presentations. The following link provides them background on how to use a green screen.  HYPERLINK "http://ssclc.wordpress.com/2010/10/27/greenscreen/" http://ssclc.wordpress.com/2010/10/27/greenscreen/ Green screen directions using a Mac Using a Mac, iMoviehas a Green Screen function: Click on iMovie > Preferences in the top menu bar, and tick the box next toShow Advanced Tools. Drag your background image or video onto the project area first. Now drag your green screen clip on top of the background image. In the menu that appears, chooseGreen Screen. The software does all the tricky stuff (like choosing the color to remove) and gives a surprisingly good result. Digital cameras can help students to be very creative during presentations. Classroom furniture will be organized to support students collaboration in small groups. Helpful links  HYPERLINK "http://www.accuweather.com/" http://www.accuweather.com/  HYPERLINK "http://www.floridatravelusa.com/wcharts.htm" http://www.floridatravelusa.com/wcharts.htm  HYPERLINK "http://www.weatherwizkids.com/" http://www.weatherwizkids.com/  HYPERLINK "http://photography.nationalgeographic.com/photography/photogalleries/nature-weather/" http://photography.nationalgeographic.com/photography/photogalleries/nature-weather/  HYPERLINK "http://www.photolib.noaa.gov/" http://www.photolib.noaa.gov/Require Learner Participation Teacher will activate background knowledge by asking students to discuss with a partner, what they know about temperature. The teacher will now ask students to develop a definition that they can agree on for temperature. The teacher will require students to research the temperature of a city of their choice. It must be different than the current city in which they live. Students will gather the daily high, low, and average temperature for an entire month and graph the information using excel The instructor will provide the students with a brief review of the various technologies available. Teacher will instruct students to create a presentation, which will include the: Type of clothing needed to be comfortable The type of outside recreation appropriate for the weather The type of transportation used to arrive at the destination The distance the city is from their school Students will have the autonomy to choose how they will present new information to their teacher. For example a digital postcard, E-pub, a keynote presentation, a weather report, or travel brochure. The students will be required to utilize each of the technologies introduced in previous activities, such as the green screen, digital cameras, the iPad, the web cameras, laptops, and the interactive whiteboard, and describe how they infused it into their presentation. Students will be given four 50-minute sessions to complete the project, and 15 minutes to present.Evaluate & Revise The teacher will evaluate student performance on the following rubric. The intent of the rubric is to allow the students the opportunity to understand the importance of writing accurate information, the organization of details, creativity, presentation, and teamwork.Assignment Rubric  Area of Assessment1 POINT2 POINTS3 POINTSPOINT VALUE1. ContentContains several inaccuracies or incorrect informationMostly accurate, and demonstrates a surface understanding of conceptsAccurate, informative and thorough explanation of content ____/ 32. OrganizationDemonstrates minimal understanding of real-world applications of conceptUses a clear example to illustrate real world connections and applications of concept Uses several examples to illustrate real world connections and applications of concept ____/ 33. CreativityMajority of the information is cut and paste and shows little or no originalityVideo concept is original and shows clear effort of creativity in designVideo concept is original, engaging and shows clear effort of creativity in design and presentation ____/ 34. PresentationSerious technical, content or delivery issues hinder the objective of the presentationContains minor technical, content or delivery issues and satisfies the given objectiveFree from technical, content or delivery issues and meets objective effectively ____/ 35. TeamworkLittle evidence of group collaboration and much over-dominance. Preparation appears to be minimal.Some evidence of group collaboration, but several members contributed minimally. Some preparation is evident.Clear attempt at group collaboration, but still some overdominance. Preparation is evident and class time is used productively. ____/ 3TOTAL ____/ 15  References Harris, J. (2005). Our agenda for technology integration: Its time to choose. Contemporary Issues in Technology and Teacher Education, 5(2). Retrieved from: http://www.citejournal.org/vol5/iss2/editorial/article1.cfm Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2012). Instructional technology and media for learning (10th ed.). Boston, MA: Pearson. University of South Florida. (2013). The Technology Integration Matrix. Retrieved from Center for Instructional Technology:  HYPERLINK "http://fcit.usf.edu/matrix/" http://fcit.usf.edu/matrix/     PAGE  PAGE 2 !"S Y  G V q [ ^ z Ż{uu hRyPJhRyhRyPJhu5IhCs}PJ h*PJ hpkPJ h$qgPJ hPJ h SPJ h-V3PJh$h i5PJh$h05PJ h0PJh_YPJaJnH tH hx h0QhE h0Qh*h* hyhEh0hEh~+ !"#$%&'()*+.=Pstuvwx$a$gdExyz{|}~G H I J xgd_Y$a$gd8pf$a$gd8pf$a$gdE 1 E F G H U V X [ !FĻ~~x~rl_Vh,h*aJjh,h*UaJ h*aJ h TaJ h9U7aJ hDaJ hohaJ hreaJh5'h05aJh5'hre5aJ h*5aJ hD5aJhreh*aJhreh_YaJhrehCs}aJ htPJ h9hPJ h_YPJ hS1PJ hRyPJ h iPJhu5IhCs}PJ hCs}PJJ K L M N O P Q R S T U V W X Y Z [  D$Ifgd( dxgd* $dxa$gd* $xa$gd5'xgd*x,-/F^a zǻseYRKRR hthu[t hthw:hXzB*OJQJphh(5B*OJQJphhXz5B*OJQJph#hthhXz5>*B*OJQJphhQhreaJh? hth6 h_@hF hFaJ h9U7aJ hEaJ htaJ h6aJ h TaJ h*aJh,h*aJjh,h*UaJjh,h*UaJ8|{qqqqdddddq  $Ifgd0  $Ifkd$$Ifl!6$$   t I}0$2+2 s44 lap I}yt i zkz=Qnor/0a5I78;Ⱥֺֺֺȶȯ hth hth ih i hth0h9 hth}ih6 hthl hth9h hthLk hthW hthdS hth@ hthg& hthZ hthw: hth:?9;F{|9o89vwxyz/ǾǷsgc_c_Y h%PJh%h0ThXzB*OJQJphhD5B*OJQJphh'5<5B*OJQJphh5B*OJQJph#hthh5>*B*OJQJphhXzOJQJ hthXzhthW0JjhthWU hthZ hthg& hthW hthth i hth hth0 xyr  $Ifgd(tkdU$$IflA6$$ t0$2+2 s44 layt i  $Ifv)Dt !{riiiiiiiiii $Ifgd? $Ifgd \&kd$$Ifl!6$$   t I}0$2+2 s44 lap I}yt i /GPpx  _`()vw, - b c !!J!L!S!T!!!!''}'~''''')(*(R(S((((((((޷h~h}#:h ih}#:>*aJh9 h?h?h ih?>*aJh?h%h \&h%0JPJ h%PJh%h%PJ h%h%D!!!"7##n$H%&'''()l*K+++$,n,,,,- .u.. $Ifgd{ $Ifgd}#: $Ifgd \&()!)S)T)))))))%*&*9*Y*l*{*|**+/+7+I+J+K+Q+R+S+}++++++,,,,,,Ѿ岩|r|n|j|rh*h6h!Sh{5>*h{h|^h}#:>*CJ aJ h0J6PJhh0J6PJh0JPJh>*CJ aJ h!Sh|^5>*aJ h0aJh0hrj0JPJaJh0hrjPJaJh0hrjaJh0h<-aJhrjh~aJhrjh}#:aJ',,$/'/G/000@2A2B2C2H2I2U2a2h2l2u2v2w222223333ungn`nYIhTFhXz5>*B*aJph h,h& h,hJ= h,hE h,hthhXzB*OJQJphh,hXzB*phh,h&5B*phh,h'5<5B*phh,h:E5B*phh,hXz5B*phh,hXz5>*B*phhXzOJQJ hn\hXzh!Sh|^5h!Sh|^5>*h|^h{h!Sh{5.#/$/I///*0000011A2 $Ifgdn\ $Ifgd|^ $Ifgd{ A2B2v2~  $Ifgdthtkd$$Ifl6$$ t0$2+2 s44 layt iv2w22222223{nnnnnnn  & F$Ifgdthkd$$Ifl!6$$   t I}0$2+2 s44 lap I}yt i33I3|  $Ifgd(tkd$$Ifl6$$ t0$2+2 s44 layt i3&3F3G3H3I3J3334 4/4B4Y4b4c4d4}44444 5l5w5y5ɽxofo]h+hm-aJhTFhiCuaJhTFhm-aJhTFh aJhTFh;iaJhTFhH]aJ hlaJhTFhPaJhTFh'5<aJhTFht<aJhTFhEaJhXzB*OJQJphhTFhXzB*aJphh(5B*aJphhTFh&5B*aJphhTFhXz5B*aJphI3J3d4446778{jjjjjYH & F $IfgdJ= & F $IfgdJ= & F $IfgdJ=kdT$$Ifl!6$$   t I}0$2+2 s44 lap I}yt iy55555555556(6:6T6t6u66666ƪuuY@Y7hTFhm-aJ0h>B*PJaJfHnH ph333q tH 6hTFh.vB*PJaJfHnH ph333q tH 0h p|B*PJaJfHnH ph333q tH 6hTFhm-B*PJaJfHnH ph333q tH 6hTFhiCuB*PJaJfHnH ph333q tH 6h+hiCuB*PJaJfHnH ph333q tH 9h+hm-B*PJ\aJfHnH ph333q tH 6666&707O7P7777777777777788g8z8{8|8889+9,9K9߾߾߾t_ttt_t(h>hJ=B*PJ]aJnH ph333tH %h>hJ=B*PJaJnH ph333tH h>hJ=aJh>hJ=PJ\aJnH tH h>hJ=PJaJnH tH h>hPJaJnH tH hTFhJ=aJh4'h0JaJjhTFhUaJhTFhaJ h!SaJhTFhvaJhTFh.vaJ 8|88,999C:Q::;O; <U< & F $Ifgdr & F $Ifgd/~5 & F $Ifgd, & F $IfgdJ= & F $Ifgd & F $IfgdJ= K9j999999999999":#:B:C:Q:R:^:y:{:|:::::::::Ǿ~u~j~`ZQZ`h^h^aJ h^aJjh^UaJh]!vh/~50JaJh/~5h/~5aJjh/~5UaJ h/~5aJ hH]aJhTFhraJhTFhVVaJhTFhvaJ h!SaJhTFhJPaJhTFh[aJhTFhaJh>hJ=aJ%h>hJ=B*PJaJnH ph333tH %h>h B*PJaJnH ph333tH ::;;;;,;.;/;M;N;O;P;\;;;;<< < <<3<5<6<S<T<U<V<W<t<u<w<<<<<==F=T=ۻ۲sokgkgogohsQh p|h /JhXzB*OJQJphh(5B*OJQJphhXz5B*OJQJphhXz5>*B*OJQJphhXzOJQJh9U7hXzaJ h^aJh]!vhu0JaJhuhuaJ huaJjhuUaJ h/~5aJjh^UaJh]!vh^0JaJ(U<V<v<|  $Ifgd(tkd$$Ifl6$$ t0$2+2 s44 layt iv<w<<T==h>>?G?{nnnaTnG & F $Ifgd/g & F $Ifgd n & F $Ifgd/g & F $Ifgdx>kd$$Ifl!6$$   t I}0$2+2 s44 lap I}yt iT=_======>>>2>T>g>h>>>>>>? ???????????X@@@.AKAAAAAA B!B"B#B$B5B6B8BɾhXzB*OJQJphh(5B*OJQJphhXz5B*OJQJphhXz5>*B*OJQJphhXzOJQJ hzNh0h)thzNhsQhvhQ>hkjh n hGRh nh p|h/gh /Jhwhx>h80G????@A"B#B7BdW $Ifgd(tkd9$$Ifl6$$ t0$2+2 s44 layt i & F $Ifgd0 & F $Ifgd n & F $Ifgd/g7B8BDC{r $Ifgdmckd$$Ifl!6$$   t I}0$2+2 s44 lap I}yt i8BeBfB}B~BBBCCDCECWCXCYCZClCmCtCuC}C~CCCCCCCCCCCCDDDDD$DUDVDʻvpvvgvvh,h"CJ hsRCJh,hTCCJh,h4CJh,hYCJh,hCJh+h+CJaJh,h_ CJh,h_ B*CJphh,h_ 5B*CJphh,hXzCJh+hFaJ hM`caJ haJh,hQaJ hQaJh,h,aJ&DCECXC} $Ifgd_ ukdr$$Ifl46$$ t0$2+2 s44 laf4yt iXCYCZCmCuC~CCCzuiiiii $$Ifa$gd4'gdYkd$$Ifl46$$   t I}0$2+2 s44 laf4p I}yt iCCCC."" $$Ifa$gd4'kd$$Iflr6${{ t0$644 lap2yt iCCDVDWD_D $$Ifa$gd" $$Ifa$gd4'VDWD\D^D`DoDpDDDDDDDEEEEE_E`EfEgEpErEEEE}FFFFFF$G1GKGOGPGYGGGG}HHHHI IIIIIIIII Iͺ h0aJh,h3iCJh,h4CJmHnHuh,h46CJh,hTC6CJh,h"CJh,hTCCJ hsRCJh,hCJh,hYCJh,h4CJh,hYGnCJ8_D`DpDD."" $$Ifa$gd4'kd $$Iflr6${{ t0$644 lap2yt iDDEE_EgEhEiEqE $$Ifa$gd" $$Ifa$gd4'qErEEE."" $$Ifa$gd4'kda $$Iflr6${{ t0$644 lap2yt iEEF}F~FFF $$Ifa$gd4'FFFF."" $$Ifa$gd4'kd: $$Iflr6${{ t0$644 lap2yt iFFGGGG $$Ifa$gd4'GGGH."" $$Ifa$gd4'kd $$Iflr6${{ t0$644 lap2yt iH}HHHII $$Ifa$gd4'I III."" $$Ifa$gd4'kd $$Iflr6${{ t0$644 lap2yt iIIIIII $$Ifa$gd4'III I.)!$a$gd1fgdukd $$Iflr6${{ t0$644 lap2yt i I!I"I#I$I%I&I'I(I)I*I+I,I-I.I/I0I1I2I3I4I5I6I7I8I9I:IEIFIgd i$a$gd1f I'I(I*I-I.I:IEIFIII J!JJJJ)K*KSKTKoKpKqKrKtKuKwKxKzK{K}K~KKKKKKKKKKøòΩ|v|vr|v|g|hx0JmHnHuh!S h!S0Jjh!S0JUh~4jh~4Ujh,h3iUaJh,h3i6aJh,h3iaJ hFaJh_@hF0JPJh_@hF0JPJh,h1faJh ih1f5aJ h*5aJ h!SaJ h+aJ h iaJ hmcaJ(FI J!JJJqKsKtKvKwKyKzK|K}KKKKKKKKKh]hgd_Y &`#$gd_Y 0^`0gdv 0^`0gd1f 0^`0gdFKKKKKh,h3iaJh~4h!S h!S0J5 01h:p_Y/ =!"#$% DyK yK 8http://fcit.usf.edu/matrix/$$If!vh#v$:V l!   t I}0$5$2+2 sp I}yt i$$If!vh#v$:V lA t0$5$2+2 syt i$$If!vh#v$:V l!   t I}0$5$2+2 sp I}yt i$$If!vh#v$:V l t0$5$2+2 syt i$$If!vh#v$:V l!   t I}0$5$2+2 sp I}yt i$$If!vh#v$:V l t0$5$2+2 syt i$$If!vh#v$:V l!   t I}0$5$2+2 sp I}yt i$$If!vh#v$:V l t0$5$2+2 syt i$$If!vh#v$:V l!   t I}0$5$2+2 sp I}yt i$$If!vh#v$:V l t0$5$2+2 syt i$$If!vh#v$:V l!   t I}0$5$2+2 sp I}yt i$$If!vh#v$:V l4 t0$5$2+2 sf4yt i$$If!vh#v$:V l4   t I}0$5$2+2 sf4p I}yt i$$If!vh#v{#v#v#v:V l t0$65{555p2yt i$$If!vh#v{#v#v#v:V l t0$65{555p2yt i$$If!vh#v{#v#v#v:V l t0$65{555p2yt i$$If!vh#v{#v#v#v:V l t0$65{555p2yt i$$If!vh#v{#v#v#v:V l t0$65{555p2yt i$$If!vh#v{#v#v#v:V l t0$65{555p2yt i$$If!vh#v{#v#v#v:V l t0$65{555p2yt iH6866666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p(8HX`~8XV~PJ_HmH nH sH tH @`@ NormalCJ_HmH nHsH tHH@H  Heading 1$@&5B* OJQJphDA D Default Paragraph FontVi@V  Table Normal :V 44 la (k (No List 6U`6 W Hyperlink >*B*ph4@4 Header  !4 4 Footer  !R`"R th Medium Grid 2CJPJ_HaJmH sH tH j3j Y Table Grid7:V0.)`A. _Y Page Number(oQ( %glossary&oa& Fauthors.X`q. F@Emphasis6]B'`B 6Comment ReferenceCJaJ8@8 6 Comment TextCJBoB 6Comment Text CharnHtH@j@@ 6Comment Subject5\NoN 6Comment Subject Char5\nHtHH@H 6 Balloon TextCJOJQJ^JaJVoV 6Balloon Text CharCJOJQJ^JaJnHtHPK!pO[Content_Types].xmlj0Eжr(΢]yl#!MB;.n̨̽\A1&ҫ QWKvUbOX#&1`RT9<l#$>r `С-;c=1g~'}xPiB$IO1Êk9IcLHY<;*v7'aE\h>=^,*8q;^*4?Wq{nԉogAߤ>8f2*<")QHxK |]Zz)ӁMSm@\&>!7;wP3[EBU`1OC5VD Xa?p S4[NS28;Y[꫙,T1|n;+/ʕj\\,E:! t4.T̡ e1 }; [z^pl@ok0e g@GGHPXNT,مde|*YdT\Y䀰+(T7$ow2缂#G֛ʥ?q NK-/M,WgxFV/FQⷶO&ecx\QLW@H!+{[|{!KAi `cm2iU|Y+ ި [[vxrNE3pmR =Y04,!&0+WC܃@oOS2'Sٮ05$ɤ]pm3Ft GɄ-!y"ӉV . `עv,O.%вKasSƭvMz`3{9+e@eՔLy7W_XtlPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-!pO[Content_Types].xmlPK-!֧6 -_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!!Z!theme/theme/theme1.xmlPK-! ѐ'( theme/theme/_rels/themeManager.xml.relsPK]# C1. $$$$$' z;/(,3y56K9:T=8BVD IKK&)+-.1349;<>?BEJWYxJ !.A2v23I38U<v<G?7BDCXCCC_DDqEEFFGHIII IFIK'(*,/025678:=@ACDFGHIKLMNOPQRSTUVX,8vO///Q2{222223.3M3O334 454S4)CSCoCCXXXXXXXXX  '!!8@0( P,Fv B S  ?qCsCtCvCwCyCzC|C}CCC+-VZ ;;<<_=f===AA[BBBBBBqCsCtCvCwCyCzC|C}CCC::::::::::: Ȕ>f67F*>&pL oVk +z|E8$$ܬWh(0loz1)TsR0Uuxׄxع ^`OJQJo( 8^8`OJQJo(^`OJQJ^Jo(o  p^ `OJQJo(  @ ^ `OJQJo( x^x`OJQJo(H^H`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(h ^`hH.h ^`hH.h pL^p`LhH.h @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PL^P`LhH.h ^`o(hH.h^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHh ^`hH.h ^`hH.h pL^p`LhH.h @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PL^P`LhH.h^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hHhh^h`o(.  ^` hH0  ^` hH.  ^` hH. `  ` ^` ` hH0 @  @ ^@ ` hH.    ^ ` hH.  ^` hH0  ^` hH.h^h`OJPJQJ^J. 8^8`hH. L^`LhH.  ^ `hH.  ^ `hH. xL^x`LhH. H^H`hH. ^`hH. L^`LhH.h^h`o(. 8^8`hH. L^`LhH.  ^ `hH.  ^ `hH. xL^x`LhH. H^H`hH. ^`hH. L^`LhH.^`.^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`.h ^`hH.h ^`hH.h pL^p`LhH.h @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PL^P`LhH.h ^`o(hH.h^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hH z|>&x8$$oz1)oVk uxfR0UWh(                   f)        ze                          :;EjEoPFt6sR0Lk_ Z&VV+Mx>? sQ$% \&(,m-<-S1-V3r\3mm3~4/~5-6J69U7w:}#:'5<J=Q>x>?:?D:EFGtYH /JQ-.Q S!SdS Tn\x_ `bM`cmc=ere8pf/glSg$qgnhoh9hth i;in\i}ikjrjpkmYGn)tu[tatiCuhsu.v.wRyly/az p|Cs}*^Z4':E!<Wvwvo%0TC"fv ar ~-E1f0T4k?3iak[|^5'{0~9Y~SBDH]uGR_Y8g&6 n`yt<JPzNo@XzEt*ltDTFqCsC@Ⓚ%6$C@Unknown G*Ax Times New Roman5Symbol3 *Cx Arial7@Cambria1Q(e0}fԚ5 *[`)Tahoma? *Cx Courier New;WingdingsA$BCambria Math"h x' x' a9 "z a9 "z24OCOC 3qHP?:E!xx , ASSURE Model Instructional Plan Stephen HinsonHinson, Stephen8          Oh+'0 ,8 \ h t'$ASSURE Model Instructional Plan Stephen Hinson Normal.dotmHinson, Stephen3Microsoft Macintosh Word@G@9@\9  a9 ՜.+,D՜.+,t0x  'z"OC !ASSURE Model Instructional Plan TitleX(V^j_PID_LINKBASE _PID_HLINKS'AA6Bwhttp://fcit.usf.edu/matrix/#http://www.photolib.noaa.gov/ Uhttp://photography.nationalgeographic.com/photography/photogalleries/nature-weather/=/http://www.weatherwizkids.com/[s ,http://www.floridatravelusa.com/wcharts.htm\+ http://www.accuweather.com/qh3http://ssclc.wordpress.com/2010/10/27/greenscreen/|>http://www.learning-styles-online.com/inventory/questions.phpBwhttp://fcit.usf.edu/matrix/  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ\]^_`abdefghijklmnopqrstuvwxyz{|}~Root Entry F9Data [1Tablec"BWordDocument 7SummaryInformation(DocumentSummaryInformation8MsoDataStore19V9G5K0MCFSH0KCXX5Q==219zV9Item  PropertiesUCompObj `  F Microsoft Word 97-2004 DocumentNB6WWord.Document.8