You are on page 1of 8

Classroom Instruction Plan Agricultural Communications I.

Interest Approach: How are you going to gain the attention of the students? Access the National FFA Website (ffa.org) for the stu ents to see. As! the stu ents "hat the# li!e about the "ebsite. Is it attracti$e% Is it simple% Are the graphics meaningful% Is the te&t eas# to rea % Is it eas# to na$igate% 'al! "ith the class about "h# this "ebsite e&hibits goo esign. After loo!ing at the "ebsite( inform the stu ents that to a# the# "ill be learning about the esign principles of the "eb( an ho" those principles can ma!e them better communicators. II. )b*ecti$es to be Achie$e : What are your goals for student learning in this lesson? That is, what do you intend students to learn? Have you checked for bac!groun !no"le ge? Where will you clearly state your ob*ecti$e to your class? Will you show a logical connection with previous and future learning at the beginning and end of your lesson? Why have you chosen these goals? )b*ecti$es+ 'he stu ents "ill gain competenc# in "ebsite esign elements an terminolog# "ith ,--. participation. 'he stu ents "ill un erstan cop#right an implications associate "ith publishing on the "eb "ith ,--. participation. 'he stu ents "ill be able to correctl# use /'01 co e to e$elop a "ebsite "ith 2-. accurac#. 'he instructor "ill chec! for bac!groun !no"le ge b# as!ing the stu ents( "hat attracts them an !eeps them loo!ing at a "ebsite. Is it attracti$e% Is it simple% Are the graphics meaningful% Is the te&t eas# to rea % Is it eas# to na$igate% In the ne&t unit( stu ents "ill learn about the histor# of agricultural communications. Unit: Web Design

III.

3uestions to be Ans"ere What questions will the students answer so they can achieve the objectives that have been established? ,. 4. 5. 6. 7. :. What is "eb esign% What shoul #ou consi er "hen creating a "eb page% What are the names for the co e use to e$elop "eb pages% What is the purpose of a tag on a "eb st#le sheet% What oes 8fair use9 mean% What is the purpose of a "eb hosting ser$ice%

I;.

Problem <olution a. <tu ent =rouping: How will you group students for instruction? <tu ents "ill be groupe as a "hole for the lecture portion of instruction. <tu ents "ill then "or! in small groups an in i$i uall# to complete the acti$ities. b. 0aterials: What instructional materials will you use, if any? Why have you chosen these materials? 1ecture > Web design pre-test, white board, dry erase marker, projector, computer, web design PowerPoint, web design student note packet Acti$it# )ne > good vs. bad website worksheet, computer, projector, URLs o e!amp"e websites Acti$it# '"o > #$%L code "ist, website coding worksheet, samp"e &&' Website Acti$it# 'hree > website p"anning worksheet, #$%L code "ist Acti$it# Four > 'dobe (reative ("oud, computer, website p"anning worksheet, #$%L code "ist, )reamweaver rubric, 'dobe )reamweaver PowerPoint

Note )nce #ou ha$e chosen the final acti$it# for this unit please follo" "ith the "eb esign post+test. 'hese materials reinforce the ob*ecti$es inten e to be co$ere in this lesson. c. 'eaching 0etho s: What methods have you planned? !ssentially, what are the students learning and how will they learn it? 1esson Preparation > (Clic! on each ocument to open the actual file.) (omp"ete and submit Perkins 'ctivity *+ to your district coordinator or a one month subscription to the 'dobe (reative ("oud be ore the state dead"ine. Print out the web design note packet key and website code worksheet key. %ake copies o , web design pre-test web design post-test web design student note packet -ood vs. bad website worksheet #$%L code "ist website code worksheet website p"anning worksheet )reamweaver rubric ./ reserving the computer "ab0 1isit the websites o the URLs provided or activity one and choose one good website and one bad website or the students to compare. / you need urther e!p"anation o #$%L code w2schoo"s.com is an e!ce""ent resource. Locate the website o"der within 'ctivity two and test the samp"e website in your browser. / app"icab"e, become ami"iar 'dobe )reamweaver program. / app"icab"e, subscribe to 'dobe (reative ("oud http,33www.adobe.com3products3creativec"oud3buying-guideeducation.htm" on the computer that is set up with the projector in the c"assroom. / app"icab"e, down"oad a ree tria" o the 'dobe )reamweaver program https,33creative.adobe.com3products3dreamweaver. $his tria" wi"" be avai"ab"e or 24 day, p"an according"y. $he 'dobe Website wi"" a""ow you to down"oad one sing"e program and one master co""ection. / you p"an to down"oad a ree tria"

to teach this "esson again on"y down"oad the sing"e )reamweaver program. When you teach this "esson the second time down"oad the master co""ection. / app"icab"e, review the 'dobe )reamweaver PowerPoint. Review the web design PowerPoint and teacher notes inc"uded in the PowerPoint. Write the web design unit objectives on the white board. / you have access to a c"ass set o computers with 'dobe )reamweaver insta""ed on them, reserve the computer "ab or activity our. When opening the PowerPoint, make sure the macros are enab"ed. $he PowerPoint has numerous "ayers and animations, editing may cause those animations to stop working.

1ecture + 5egin the "ecture with the web design pre-test. 6nce the students have comp"eted the pre-test, direct their attention to the PowerPoint presentation. 'ccess the 7ationa" &&' Website . a.org0 or the students to see. 'sk the students what they "ike about the website. /s it attractive8 /s it simp"e8 're the graphics meaning u"8 /s the te!t easy to read8 /s it easy to navigate8 $a"k with the c"ass about why this website e!hibits good design. ' ter "ooking at the website, in orm the students that today they wi"" be "earning about the design princip"es o the web, and how those princip"es can make them better communicators. #and out a web design note packet to each student. 's you present the PowerPoint a""ow the students to active"y participate in the discussion and i"" in the notes packet. 't the conc"usion o the PowerPoint presentation have the students answer the review 9uestions. Acti$it# )ne > Review with the students the aspects o a worthy website. #and out the good vs. bad website worksheet. 'ccess one o the websites you chose or this activity. )o not te"" the students i it is the good one or the bad one and have the students comp"ete part one o the worksheet. 6nce they comp"ete part one, access the other website you se"ected rom the "ist o URLs have the students comp"ete part two o the worksheet. 6nce a"" o the students have comp"eted the activity "et the students discuss what was di erent between the two websites and see i the majority cou"d determine which one was good and which one was bad. #ave the students turn in their worksheets or a grade. Acti$it# '"o > Review with the students the di erence between #$%L and (::. '"so remind the students that every time they open a tag, they must c"ose that tag .;htm"< ;3htm"<0. Pass out the #$%L code "ist and the website code worksheet. 6pen the samp"e website in your browser or the students to re erence whi"e comp"eting the worksheet. #ave the students work individua""y to comp"ete the activity and turn it in or a grade. W2schoo"s.com is an e!ce""ent resource when "earning #$%L code. Acti$it# 'hree > Review with the students what they shou"d consider when p"anning a website. #ave the student break into groups o three to our and pass out the website p"anning worksheet. #ave the students get out their #$%L code "ist

rom activity two. =!p"ain that the students need to deve"op a website or their &&' chapter or agricu"tura" program. $his website can inc"ude, artic"es written rom the journa"istic writing unit, photographs captured during the photography unit, videos produced during the videography unit, podcasts recorded during the digita" audio broadcast unit, R:: eeds rom socia" media sites they create in the socia" media unit, as we"" as chapter and program news, in ormation and events. Let the students use their web design notes packet and #$%L code "ist to comp"ete the activity and turn it in or a grade. Acti$it# Four > )ption one: Review with the students the ru"es concerning copyright "aws and the process o pub"ishing a website to the internet. #ave each student group present their website design. #ave the students vote on the most unctiona" and appea"ing website design. Present the 'dobe )reamweaver PowerPoint to the students. Let the students active"y participate in the discussion. 6pen 'dobe )reamweaver on the computer, have the students provide input and guide you as you create the website using the p"anning worksheet rom the chosen group. :ave the inished website. -rade this activity as group participation. (onc"ude the web design unit with a short review and the web design post-test. Web design is a "ot o tria" and error. $he good thing about )reamweaver is you can sp"it the screen and see what your code wi"" "ook "ike on the web as your type it. w2schoo"s.com is an e!ce""ent resource when coding. =ncourage your students to visit this website when they are coding or website creation.

)ption t"o: /n the computer "ab, review with the students the ru"es concerning copyright "aws and the process o pub"ishing a website to the internet. Present the 'dobe )reamweaver PowerPoint to the students. Let the students active"y participate in the discussion. #ave the students open 'dobe )reamweaver on their individua" computers and create their website using the p"anning worksheet rom the previous activity. #ave the students save their inished websites to a "ash drive. Provide the students with the grading rubric prior to the beginning o the activity. Remind the students that their grade on this activity wi"" re "ect the rubric. #ave them turn in the rubric with their name on it or grading purposes. 6nce a"" o the groups have created their websites "et them show their ina" products to the c"ass. (onc"ude the web design unit with a short review and the web design post-test. Web design is a "ot o tria" and error. $he good thing about )reamweaver is you can sp"it the screen and see what your code wi"" "ook "ike on the web as your type it. w2schoo"s.com is an e!ce""ent resource when coding. =ncourage your students to visit this website when they are coding or their website. )ptional: #ave students turn in their web design note packets. Use the web design note packet key to assign grades.

?A itional acti$it#? > #ave the students se"ect a website design and use a ree web hosting service to pub"ish the website. #ave the students update the website on a week"y basis. >ou can even embed a view counter on the web page to track how many peop"e are accessing the site. ?A itional acti$it#? > #ave the students use the ski""s they "earned during this unit to deve"op web pages or products they create in other c"asses such as a product in agricu"tura" business. 'eaching 0etho Da# one: Pre+test 1ecture Da# t"o: 1ecture Da# three: 1ecture Da# four: Acti$it# one Da# fi$e: Acti$it# t"o Da# si&: Acti$it# three Da# se$en: Acti$it# three Da# eight: 'ime Allotte 67 minutes total 7 minutes 6- minutes 67 minutes total 67 minutes total 67 minutes total 67 minutes total 67 minutes total 67 minutes total 67 minutes total

Acti$it# three Da# nine: Acti$it# three Da# ten: Acti$it# four Da# ,,: Acti$it# four Da# ,4: Acti$it# four Da# ,5: Acti$it# four Da# ,6: Acti$it# four Da# ,7: Acti$it# four Post+test Note The time table is an estimate" The actual time to complete the unit may vary" ;. 'esting <olutions through Application How will the students apply what they have learned in the classroom? 'he stu 'he stu 'he stu 'he stu ents "ill appl# "hat the# learne ents "ill appl# "hat the# learne ents "ill appl# "hat the# learne ents "ill appl# "hat the# learne b# completing the goo $s. ba "ebsite "or!sheet b# completing the "ebsite /'01 co ing "or!sheet. b# planning a "ebsite for their FFA chapter or agricultural program. b# t#ping /'01 co e for their "ebsite into A obe Dream"ea$er. 67 minutes total 67 minutes total 67 minutes total 67 minutes total 67 minutes total 67 minutes total 67 minutes total 6- minutes 7 minutes

;I.

Closure #id you review and restate major points of today$s lesson? How will future learning connect to today$s learning? @efore each acti$it# the concepts relate to acti$it# "ill be re$ie"e . All concepts "ill be re$ie"e once more before the "eb esign post+test. All aspects of agricultural communications "or! together to create Aualit# informational pieces that e ucate the public. In future lessons stu ents "ill learn aspects of other career opportunities in agricultural communication that incorporate elements of "eb esign.

;II.

B$aluation of <olutions How and when do you plan to evaluate student learning on the content of this lesson? Why have you chosen this approach? 'he stu ents "ill be e$aluate uring the lecture an acti$ities through acti$e iscussion. 'he stu ents "ill be e$aluate b# comparing their "eb esign pre+ an post+test scores. Furthermore( the stu ents "ill be e$aluate on their "eb esign s!ills b# assessing "ebsites accor ing to a rubric.