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Teachers Name_Chris Humphreys

ET 731__________________________________________
Technology-Supported Lesson Plan
Grade(s) K-2
Lesson Title (10 words or less):
Time Required: Three 50 minute science
classes.

Technology at Work
Materials:
-Research materials on the history of technology
-Computer/Laptop/iPad with Internet access
-Long strips of paper

Content Area Standards and


Performance Indicators:

Technology Skills Standards and Performance


Indicators:

Include at least one standard and one


indicator from:

-Understands the nature of technological design.


-ISTE - Students demonstrate creative thinking,
construct knowledge, and develop innovative
products and processes using technology.
-1-1 The student will demonstrate an
understanding of scientific inquiry, including the
processes, skills, and mathematical thinking
necessary to conduct a simple scientific
investigation.

http://ed.sc.gov/agency/se/teachereffectiveness/standards-and-curriculum/
(If your content area has state standards
I know some content areas use national
standards.).

Lesson Objective(s):
1. Students will understand that technology is defined as "any invention, including tools,
machines, materials, techniques, and sources of power, that makes people's work easier."
2. Students will create a time-line in small groups for the history of technology begining in
prehistoric times.
( ) Word processing
(* ) Organizing and brainstorming software
-Students will create a mind map using Inspiration software.
( ) Data collection and analysis tools
( ) Database and reference resources
( ) Communication and collaboration software

Technology Is Used to Support Student Learning in the Following Ways:


Utilize technology for Providing Feedback (see Chapter 1)
( ) Word processing
( * ) Data collection and analysis tools
-Student Response System "Smart Clickers"
( ) Database and reference resources
( ) Communication and collaboration software
OR
Utilize technology for Reinforcing Effort (see Chapter 2)
( ) Data collection and analysis tools
(You can do both, but maximum points for this section is one.)

How the Teacher Uses Technology:

How the Students Use Technology:

Utilize technology for Cues, Questions, and


Advance Organizers (see Chapter 4)

Utilize technology for Nonlinguistic


Representation (see Chapter 5)

( ) Word processing
( ) Data collection and analysis tools
( ) Organizing and brainstorming software

(
(
(
(

( * ) Instructional media
-Teacher will use Smartboard to demonstrate a
topic search.

)
)
)
)

word processing
data collection and analysis tools
organizing and brainstorming software
database and reference resources

( *) multimedia
-Students will use a voicethread to discuss
their timelines.

( ) Instructional interactives
( ) instructional interactives
( ) kinesthetic technology

OR
Utilize technology for Nonlinguistic
Representation (see Chapter 5)
(
(
(
(
(
(
(

)
)
)
)
)
)
)

Word processing
Data collections and analysis tools
Organizing and brainstorming software
Database and reference resources
Multimedia
Instructional interactives
Kinesthetic technology

OR
Utilize technology for Cooperative Learning (see
Chapter 3)
( ) multimedia
( ) communication and collaboration software
(You can do more than one, but maximum points
for this section is one.)

OR
Utilize technology for Summarizing and
Note Taking (see Chapter 6)
( ) word processing
( ) organizing and brainstorming software
( ) multimedia
( ) communication and collaboration
software
OR
Utilize technology for Identifying
Similarities and Differences (see Chapter
8)
( ) word processing
( ) communication and collaboration
software
( ) data collection and analysis tools
( ) organizing and brainstorming software
( ) database and reference tools
OR
Utilize technology for Assigning
Homework and Providing Practice (see
Chapter 7)
( ) word processing
( ) data collection and analysis tools
( ) multimedia
( ) instructional interactives
( ) communication and collaboration
software
OR
Utilize technology for Generating and
Testing Hypotheses (see Chapter 9)
( ) organizing and brainstorming software
( ) data collection and analysis tools

Classroom Management Techniques:


Explain accommodations made for technology use, student grouping, etc.
*Students will have access to 5 laptop computers or iPads in the classroom. Should the internet
connection fail during the lesson students will use books gathered prior to the lesson being
given. Students will be grouped based heterogenously.

Preparation Before Class:


Explain how you will address copyright and fair use in the lesson.
*The teacher will discuss research and the use of others work and what copyright infringement
means and how to avoid this.
Will you have a mini-lesson for students on citing sources? *Students will receive a mini lesson
on citing websites prior to lesson.
Did you cite your sources within your PowerPoint? Are you going to review the school's AUP
before students use a computer?) *Students will take a quick assessment on the AUP before the
lesson the day prior to the lesson beginning.

Introduction to the Lesson: Ask the students what they think of when they hear the word
technology . Ask them when they think technology began. Their answers are likely to center on
modern technology, especially computer-related technology.
Instruction: Let students know that technology is defined as "any invention, including tools,
machines, materials, and sources of power, that makes people's work easier." Then ask them to
reconsider their ideas about when technology began. They should realize that technology began
the first time a human, or even a pre-human, used a stick or a rock as a tool or a weapon. Such
advances as the ability to make fire, the development of agriculture, and the use of simple
machines such as the lever or the inclined plane count as technology, as do electricity, nuclear
power, and the computer.
Guided Activity: Divide the class into groups, and have each group meet with the teacher to
brainstorm a list of at least 10 technological advances they think should be included on a time
line of the most important technological advances in human history.
Independent Activity: Students will do research to find the dates for the technological
advances they plan to include on their time lines in small groups. (Prehistoric technology can be
dated simply by the word "prehistoric.")

Assessment: *When all groups have completed their time lines, they will display them around
the classroom. The teacher will invite students to compare the time lines to see which
technological advances were included on most of them.
*Students will take a short quiz using Smart Clicker Response System.
*Students will use rubric on their work.
Technology at Work Rubric

Timeline : Technology at Work


Teacher Name: Mr. Humphreys
Student Name:

CATEGORY

________________________________________

Resources

The timeline
contained at least 810 events related to
the topic being
studied.

The timeline
contained at least 6-7
events related to the
topic being studied.

The timeline
The timeline
contained at least 5 contained fewer than
events related to the 5 events.
topic being studied.

Content/Facts

Facts were accurate Facts were accurate


for all events reported for almost all events
on the timeline.
reported on the
timeline.

Readability

The overall
appearance of the
timeline is pleasing
and easy to read.

The overall
The timeline is
appearance of the
relatively readable.
timeline is somewhat
pleasing and easy to
read.

The timeline is
difficult to read.

Time Use

Classroom time was


used to work on the
project.
Conversations were
not disruptive and
focused on the work.

Classroom time was


used to work on the
project the majority of
the time.
Conversations were
not disruptive and
focused on the work.

Student did not use


classroom time to
work on the project
and/or was highly
disruptive.

Facts were accurate


for most (~75%) of
the events reported
on the timeline.

Classroom time was


used to work on the
project the majority of
the time, but
conversations often
were disruptive or did
not focus on the
work.

Facts were often


inaccurate for events
reported on the
timeline.

Lesson Extensions: Make a Model


Students will work together to make models of the technological advances they consider most
important. If a group of students chooses something too complex for a model (e.g., a computer),
the group members can produce a labeled diagram instead.