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ASSURE Model Instructional Plan

Mallory Buzun-Miller
Introduction to Architecture
Grades 9-12
3- 70 Minute Class Periods
Analyze Learners
 25 students
 Family Background: Middle Class
 Ethnicity: Caucasian, African American, English as a Second Language Students
 Little to none background knowledge on subject matter
Different learning styles in the classroom include:
 Linguistic
 Visual
 Audio
 Hands-on
State Objectives
Standard Course of Study Objective:
1. Use vocabulary, symbols, and formulas commonly used in design and construction.

AC 1.1: Match vocabulary and visual cues to workplace/jobsite situations.
AC 1.2: Utilize vocabulary and visual cues in context of design and construction situations.

Technology Standards of Study Objective:
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
c. Evaluate and select information sources and digital tools based on the appropriateness
to specific tasks
d. Process data and report results
The learner will be able to locate, recognize, and describe man-made structures all around the world.
Learners will be able to find and describe architectural themes and processes used in the creation of
man-made structures from various locations around the world.
Select Methods, Media, and Materials

Students will watch (Day 1) a video on different methods of building and architectural design

Students will create (Day 2) a list of 10 man-made structures that they know
Students will be provided with 5 individual less known structure locations to research
Computers with Google Earth downloaded and connected to the internet

Active Word Processor or PowerPoint Presentation software for research results (Day 3)
Document Camera/Computer Projector
Digital Drop Box (Blackboard Classroom Site)

Utilize Media, Materials, and Methods
The concepts from the video will provide for an introduction to the navigation hunt for mad-made
structures. From the list of 10 man-made structures, students will eliminate doubles and must have a
final list of 5 well know man-made structures. After completing their list, students will pair up with
another student. Once pairs have been made, students will receive an additional 5 locations to
research from the teacher.
After gathering all of the needed information, students will begin using Google Earth to visit the
locations they have collected. After researching each location individually, student will work together to
create a Word Document or PowerPoint presentation using proper design layout, on a vacation or
travel opportunity which includes all of the sites they visited, as well as, information and screen sips
from their virtual tour on Google Earth. Next, students will present their final design to the class for final
critique. Finally students will complete a worksheet/quiz connecting processes and themes to
researched locations.
Require Learner Participation
Students will be required to come up with 10 man-made structures, after they have their structures,
students must work with each other to remove repeats.
Once students have their final list students will pair up with another student where they will receive an
additional 5 locations from the teacher. *Student checkpoint on progress and completed list
Together student will collect information from Google Earth and compile a document of research in the
form of a brochure or PowerPoint of travel locations. *Checkpoint of needed information using rubric
for needed location information
To assess each individual student, I will hand out a worksheet that involves evaluating group members’
participation and areas of focus on the project. Each student will be expected to complete the
worksheet on their own to turn in for a grade.

Each student is responsible for presenting their specific portions of research gathered and explaining
how the information collected relates to the themes and processes discussed previously and seen in
the video.
Evaluate & Revise

Working in the cooperative groups will help students to learn the material by interacting with
other students. It will help students to recall themes and process used in developing and

building different types of structures.
I will explain to the students that individual participation and creation is needed to complete the
final assignment. This will help students to take responsibility for their section, as well as helping
students when face with a problem. Part of the students grade will be on a partner evaluation,
as well as my own observations as the student work together to complete their search and

Group reactions and critiques of final work will help to show where individual and group
improvements can be made, as well as, where assignment corrections can be made to help

students understand and improve content and assignment connection
Final worksheet/quiz connecting processes and themes to researched locations
I will also ask for the students input on the positive and negatives of the assignment for further
use and set up (either anonymously or verbally)