Free Essay

Lesson Template

In: Other Topics

Submitted By laveena74
Words 3871
Pages 16
Develop an educational project that includes a specific outcome while teaching academic skills

Make Your Own Project-Based Lesson Plan

Gloria J. Edwards
Educator and Curriculum Development Specialist Unlimited Learning, Inc.

Copyright 2002 Mountain Plains Distance Learning Partnership Integrated Learning Special funding provided by the U.S. Department of Education, Star Schools.

Instructions based on the five-concept template created by Leecy Wise for Star School teachers, Cortez, CO, 2001-2002

Topic: Make Your Own Project-Based Lesson Plan
Develop an educational project that includes a specific outcome while teaching academic skills. Identify Grade level or Group Here An integrated lesson plan covering # sessions of approximately # hours each. Your Name as Lesson Author Here The following passage is included in all Integrated Learning lesson plans:

Lesson-Planning Approach Students do not learn from what you do, but from what you have them do.
This is a template for creating project-based lessons. Examples and important information are set in text boxes, while the rest of the text can be used as lesson template. Text and headings that are part of the “Integrated Learning” lesson format are printed in color bands or bold text. For other examples of our project-based lesson plans, refer to our website . Some learners perceive their “world” as a whole, where all things are interconnected and dependent upon each other. These “integrated” students face major challenges in coping with our dominant educational, social, and economic systems, which tend to present information in a linear fashion without the necessity of integration into meaningful context. Integrated students are at-risk of failing as they attempt to grasp information in ways that do not match their experience. Among large populations of atrisk students are many from Native American and similar cultures who do not regard their world as a sum of parts but as a blend of all that they experience. This lesson plan does include some traditional, linear approaches to delivering information (checklists, rules, analysis, problem solving and organization). In addition to the traditional, linear delivery of information, this lesson plan also includes some of the following strategies, designed to appeal to at-risk students as they learn academic/life skills:

Gloria J. Edwards -1Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Go through this list to insure that all or most of the skills are addressed in your lesson, and edit as necessary: v Integration of technology v Story telling/anecdotal information v Non-competitive group and team work v Performance-based assessment and rubrics v Visual presentations and practice through technology and other means v Project-based assignments that integrate family and community v Activities appealing to multiple intelligences (Gardner)

Lesson Overview v First, think of an educational project where students can design, build, create, or otherwise use hands-on or production-oriented skills to make or do “something”. Students learn in project-based instruction by doing, creating, thinking, and making something that has a meaningful outcome for them. Academic skills (reading, writing, math, science, etc.) are then incorporated into making “something”. (For example, a Native American student can learn to read, write, and perform math and science while building a traditional oven, or scrolling a wood piece for a plaque, or creating a nature walk.) v Created items can include anything made by hand: artwork, community service projects, publications, designs, games, science experiments and displays. Projects may also be developed out of relevant community or life events (the change of seasons, traditional ceremonies or rituals, building community playgrounds, rites of passage, working with animals). Projects that incorporate emotional connections for the student enhance the learning process and information retention. If projects related to traditional ceremonies or events native to a culture are developed, care must be taken to include native perspectives and sensitivities regarding the event. v Second, briefly describe your project here in the Lesson Overview. What will the students be doing/making? What will they use to do/make it? What additional educational activities are included? What is the outcome and who is it for (self, family, community, office, school, etc)? Remember to keep it simple while you develop your project ideas. Projects that can be started and finished within a reasonable amount of time, with a definite outcome will be the most successful and positive for the student and teacher.

Gloria J. Edwards -2Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Here are some examples of Lesson Overviews: “Students can create a travel game using a common road map of the state or area of their choice. The students will be able to interpret map symbols, calculate mileages and scales, use creative writing, and develop map interpretation skills using a fun and creative approach. The game may also be applied to other maps (country or world maps) once the basic game has been created.” OR “Students will make a poster describing how to activate 911 and give emergency directions from the local emergency response center to a community center or public place. Students calculate mileage, record distances, evaluate most effective and alternate routes, and describe notable landmarks. Students use a word processing program and graphics to design the poster. The lesson also includes reading instructions on handling emergency situations and making emergency calls.”

Lesson Objectives
Name of Project: State the Name of the Project here. (Examples: Make a Quilt, Make a School Newsletter, Design a Flower Garden for a Community Center, Design and Create flying objects, study and write poetry or other creative writing…) Project Objectives: When students complete this project, they will be able to… (Use action words here to itemize the skills and abilities that students will develop to complete their project. Again, you may use ideas from (and the other websites listed here) for inspiration on projects, activities, and outcomes). v v v v v v v v v v Identify project components and needs. Interview community members or people outside the school if necessary. Locate place where project is needed. Measure and Calculate all math and numbers needed for project. Assemble required materials. Design and Create the project itself. Apply scientific method where required. Write instructions, summaries, statements, findings, or creative writing. Read and Research relevant background materials. Use technology to research websites, make videos, tape recordings, or use computer programs.

Here is an example: Project: Create and play a travel game with common road maps. Project Objectives: When students complete this session, they will be able to… v v v v v v v Understand and Use a road map. Create travel games using a common road map. Work together as a group to accomplish game creation and completion. Research and Interpret general map symbols and meanings. Calculate map mileage and scale. Write creative playing cards depicting game rules and travel events. Use technology to research maps and map interpretation.

Gloria J. Edwards -3Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Include this next section to show the reader specifically how other academic skills will be incorporated into the project: Integration of Other Functional/Academic Skills : (Critical thinking is required throughout the lesson. Each one of these fundamental academic skills can be integrated with the other to produce a project-based outcome.) Students will be able to… Math: Use math to make necessary calculations for measurements, numbers, or equivalents as necessary for project completion. Read information on mate rials related to the project. Write statements, steps, summaries, outlines, scientific procedures, etc for project. Writing outcomes can include reports, presentations, posters, computer-generated brochures or publications. There are endless possibilities for project-based reading and writing! Use computers as part of project –based learning to give students hands-on opportunities with technology. Search the internet for relevant sites, use computers to write publications, brochures, design and make spreadsheets, or anything a computer can do to assist in a project outcome. Apply scientific method/observation to experiments, procedures, observation, deductions, and conclusions.

Reading: Writing:



State/National Standards
Colorado State Standards are available on: Take some time to go through your school or state standards and see which are met by your project. Many standards can be easily met with projects that are meaningful to the student, using academic and functional skills as part of project research and development. List those applicable standards here for use by teachers and administrators. Here are examples from Colorado State Standards: Reading and Writing 1. Students read and understand a variety of materials. 2. Students read, select, and make use of relevant information from a variety of media, reference, and technological sources. Gloria J. Edwards -4Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

3. Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling. 4. Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Mathematics 3. Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving these problems. 4. Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning used in solving these problems. Science 1. Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. 3. Life science: Students know and understand the characteristics and structure of living things, the processes of their life, and how living things interact with each other and their environment. 5. Students know and understand interrelationships among science, technology, and human activity and how they affect the world. 6. Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.

The purpose of this section is to provide internet resources for students and teachers to conduct research and acquire i nformation online, and to familiarize students with technological resources. Choose websites and computer activities that are at an appropriate reading level for your students, and offer enough background information and links for researching the project. A handout of useful and interesting websites that focus on project-based and multiple-intelligence based education is presented as an attachment to this lesson. Required: List required websites here. Support: List websites that offer further reading, activities and information on your project.

Pre-requisites (Skills required to process project)
Include skills required to process and complete the project Examples: Read at fifth grade level or above. Possess basic computer skills to conduct word processing and search the web. Gloria J. Edwards -5Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Required Materials
List all materials needed for your project here. You may include any materials needed to build, make, or otherwise complete your project, as well as places, catalogs, or websites to acquire your materials.

Refer to your handouts throughout your lesson plan. Handouts can include science experiments, detailed instructions, project designs and templates, references, and any additional material to complete the lesson. Handouts are intended to complement and provide supplemental material for the actual lesson plan covered here. Remember to include all handouts. Examples include: Handouts for this Lesson: Handout One: Website Resources for Innovative Teaching and Learning (end of this lesson) Handout Two: Lesson Rubric (each lesson must have a rubric to assess project accomplishment and understanding)

Required Equipment/Technology
List technological equipment here, such as network accessible computers, word processing, graphics, or spreadsheet programs and printer, additional programs, or video cameras, needed to complete the lesson.

Gloria J. Edwards -6Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Here is the nitty-gritty of the project development and instruction! The lesson format has been laid out in three major steps: Preparation, Practice, and Performance. This simple sequence provides learners with a way to approach, organize, and implement their project successfully. In this section, write out concise steps for both students and teachers to follow to develop their project. “Activity” refers to the specific activity for the students to perform, “Instructor Notes” are notes and references for teachers. “ET” stands for Estimated Time to complete each step of the project (not how many “aliens” it takes to complete each step

Note: As you plan your lesson, REMBER: Students do not learn from what you do as much as from what you have them do. (ET= Estimated Time)

Preparation (Prepare for project here.)
As you design your lesson plan, include all handouts and references to handouts or supporting materials clearly so that other instructors can navigate your plan easily. For example, if you present students with a model (good idea!) of what you expect them to produce, include the model or replica or photo of it in the lesson plan, referring to its use in the preparation section. Activity 1. Discuss the topic of your project. Think about what you already know about the subject and why it is important. How can this project be meaningful for you? Ask yourself “How can I do this?” “What do I need to do this?” Instructor Notes Introduce the project to your group. This is the time to introduce and discuss the main concepts behind your project (i.e. teamwork, health, community improvement). Establish prior knowledge of the subject with your group. The goal here is to make this project personally meaningful to the student. Point out ways that the outcome of the project will relate to them. A great way to capture interest is to include a joke, fable, or storytelling related to the topic. Many students begin to relate to the lesson ONLY when they are engaged in group discussion, story-telling or other conversational devices. Introduce the rubric at this point ET Take about 20 minutes to an hour.

2. Discuss lesson rubric.


Gloria J. Edwards -7Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

3. Prepare for your project. Choose your place, people, things, or methods to complete it. Outline or list the steps you or your group will need to take. Remember to include people as helpful resources if you need them!

to let the students know what is expected and important in the lesson. Use the rubric to explain specific assessments. (Rubrics are performance-based assessment devices that judge progress on performance, not isolated knowledge about the topic.) You may divide your class into groups at this point if necessary. Assist the students in thinking through their preparations. Remember, students learn by doing: when you find they are at an impasse, ask them “How can we accomplish this step? How can we get this done?” Allow the students to experience self direction and construct their place in community involvement.


20 minutes; may need to extend into another session

Practice and Process (Preliminary information is gathered, background research tfor project is conducted.)
Activity 1. Review handouts as needed. Instructor Notes Develop handouts to supplement the lesson plan. Handouts should include directions for activities such as laboratory work, steps to complete artwork, or other specific sequences for the students to follow. And remember, creativity and fun is a good ingredient to include for learning success! Incorporate website content into basic academic skills such as reading and writing assignments. You may have the students conduct brief activities that enhance understanding of the project such as a laboratory experiment, science activity, interviews, field trips, or other activities that allow the students ET As needed

2. Research websites

As needed As needed

3. Conduct additional activity to develop understanding and completion of project.

Gloria J. Edwards -8Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

to become familiar with the subject.

Performance (show end product)
Activity 1. Put together the pieces of the project (build, write, develop, interview…whatever steps are needed to complete the project). Do the computer work and/or hands-on work. 2. Submit final project for first review, edits, and changes. 3. Make changes to project as needed. 4. Present the completed project to class, school group, community or other involved group. Good job! 4. Review Lesson rubric. Do selfassessment. Instructor Notes Review the steps needed to complete the project. Have the students organize all their material into a final format. ET As needed

Review all project materials for changes and improvements.

As needed.

Review lesson rubric

As needed

Lesson Assessment Strategy These are general questions to use in assessment of your lesson. If your lesson is to be used by other teachers, Preparation, Presentation and Overall Implementation (Instructor)
1. 2. 3. 4. 5. 6. Are the instructions and expectations for the class clear from the beginning? Am I spending sufficient time on modeling the skills I want students to acquire? Is there enough variety in the lesson to appeal to most learning preferences? How many learning intelligences am I addressing? Are students “connecting” to lesson objectives? How? How is this lesson “integrated”?

Performance and Practice (Student)
1. Do all students have the skills to follow instructions? If not, what measures am I taking to address the challenge? 2. Are all students participating in the activities either by active observation or by voicing their thoughts? 3. Am I identifying the strengths of each student and pairing/grouping people accordingly? What results am I getting? Gloria J. Edwards -9Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

4. How are students performing? Are all of them able meeting 80% of the lesson objectives? If not, what am I doing to help them achieve more?

Technology 1. Is the technology working? 2. How are students reacting to the technology, and what do I need to remember when I teach this lesson again? 3. How are students applying or wanting to apply their technical skills in other areas?

Activity Checklist
a. b. c. d. e. f. g. h. i. j. k. Discuss the topic of your project. Discuss rubric, goals, and expectations. Outline steps needed to complete project. Get permission if needed. Review handouts. Read websites. Do activity if included. Build/do/make/project. Review/edit your project. Present project. Review lesson rubric. Perform assessments.

Congratulations! You have just reviewed your first project-based lesson plan. We hope this will help you in developing projects for the health, happiness, and learning for your own students! To contact us, make suggestions, and find out more about projectbased experiential learning, visit us at ! See you there!

Gloria J. Edwards - 10 Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Handout One: Related websites
Web Site URL -4rev.htm Description/Notes Webquest Geography US Government site including geology projects A must! Find out about great resources for teachers Post assignments and enhance teacher-parent-student communication Mind tools to help you think excellently Private lessons channel: learn computer technology and other courses online Bob Galloway’s site has a summary of one of Miller’s works Whole.Org is a good source of information Public Education, Alternative Schools and Democracy Freedom and Structure in Holistic Education Challenging the Giant The Community School This school is in Maine and appears to be very successful…school homepage Ask Eric Writ e a Lesson plan Lesson Plans Page: 10 steps to developing a quality lesson plan Pro Teacher lesson planning Teaching to academic standards The USGS has some interesting interdisciplinary lesson plans This U. of Chicago has an interesting rubric es/lessrubric.htm Chicago Public School system has developed a series of handbooks iculumtoc.html Sourcebook for Teaching Science Institute for Philosophy, Religion, and Life Science: integrated knowing

Gloria J. Edwards - 11 Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Handout Two: Lesson Rubric
Name: Teacher: Date: Course: Name of Your Project or Lesson Here
(Describe here the task or performance that this rubric is designed to evaluate.) Beginning 1 Description of Stated identifiable Objective or performance Performance characteristics reflecting a beginning level of performance. Developing 2 Accomplished 3 Exemplary 4 Description of identifiable performance characteristics reflecting the highest level of performance. Score

Description of identifiable performance Description of characteristics identifiable reflecting performance development characteristics reflecting and movement mastery of toward performance. mastery of performance. Description of identifiable performance Description of characteristics identifiable performance reflecting development characteristics and reflecting movement mastery of toward performance. mastery of performance. Description of identifiable performance Description of identifiable characteristics performance reflecting development characteristics and reflecting movement mastery of performance. toward mastery of performance.

Description of Stated identifiable Objective or performance Performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Description of Stated identifiable Objective or performance Performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Gloria J. Edwards - 12 Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Description of Stated identifiable Objective or performance Performance characteristics reflecting a beginning level of performance.

Description of identifiable performance Description of identifiable characteristics performance reflecting development characteristics and reflecting movement mastery of performance. toward mastery of performance. Description of identifiable performance Description of identifiable characteristics reflecting performance development characteristics and reflecting mastery of movement performance. toward mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Description of Stated identifiable Objective or performance Performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Other rubric styles are available at www.webquest.matrix,, and other sites listed in the above attachment.

Gloria J. Edwards - 13 Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Similar Documents

Free Essay

Wwwwwwwww do the following: ■ Use a drawing template ■ Display only the relevant tools specific for your drawing environment ■ Set the drawing units ■ Set the plot scale ■ Use model space and paper space Tutorial File Download the tutorial file as follows: 1 Download the from 1 2 Unzip to C:\My Documents\Tutorials. Lesson 1: Use a Drawing Template In this lesson, you learn how to start a drawing using a drawing template file. When you use a template file, new drawings created from the template automatically use the settings defined in the template. This saves you setup time and helps to make sure each drawing you create follows your company’s CAD standards. Drawing template files have a .dwt file extension Some of the settings stored in drawing template files include ■ Unit type and scale (precision) ■ Title blocks/borders, blocks, and logos ■ Layer names ■ Snap, grid, and ortho settings ■ Grid limits ■ Annotation styles ■ Linetypes To start a drawing with a template 1 Click Start menu (Windows) ➤ (All) Programs ➤ Autodesk ➤ AutoCAD 2011 ➤ AutoCAD 2011 - English. 2 NOTE Close the Welcome Screen, if displayed. The AutoCAD window opens with an empty drawing file Drawing1.dwg. 3 Click ➤ New. 2 | Tutorial 2: Drawing Setup in AutoCAD 2011 4 In the Select Template dialog box, select......

Words: 1835 - Pages: 8

Free Essay

Eed 435 Students Guide / Tutorialrank.Com

...EED 435 Entire Course (UOP) For more course tutorials visit EED 435 Week 1 Co-Planning Arts Integration Scenario EED 435 Week 1 Arts Standards Scavenger Hunt EED 435 Week 2 Co-Planning Arts Integration Scenario Paper EED 435 Week 2 Visual Art Lesson Plan Template EED 435 Week 2 Visual Arts Integration Strategies Template EED 435 Week 3 Drama Lesson Plan Template EED 435 Week 4 Classroom Observation Reflection Paper EED 435 Week 4 Assignment Dance, Movement, and Music Integration Strategies Template EED 435 Week 5 Arts Personal Philosophy Paper EED 435 Week 5 Multicultural Unit EED 435 Week 5 Arts Integration Strategies Presentation ------------------------------------------------------------------------------------------ EED 435 Week 1 Arts Standards Scavenger Hunt (UOP) For more course tutorials visit Complete the University of Phoenix Material: Arts Standards Scavenger Hunt located on your student website ------------------------------------------------------------------------------------------ EED 435 Week 2 Co-Planning Arts Integration Scenario Paper (UOP) For more course tutorials visit Write a 700- to 1,050-word paper based on the scenario you chose from the Co-Planning Arts Integration Scenario in Week One. Include the following in your paper: A description of the development stage and critical thinking skills of the children in the scenario you chose An......

Words: 474 - Pages: 2

Premium Essay

Eed 420 Learning Consultant / Tutorialrank.Com

...EED 420 Entire Course (UOP) For more course tutorials visit EED 420 Week 1 Social and Cultural Influences EED 420 Week 1 DQs EED 420 Week 2 Curriculum Map EED 420 Week 2 Assignment Case Study Linda EED 420 Week 2 DQs EED 420 Week 3 Curriculum Map EED 420 Week 3 Assignment Case Study Erien EED 420 Week 3 DQs EED 420 Week 3 Individual Assignment Inquiry-Based Science Lesson EED 420 Week 4 DQs EED 420 Week 4 Assignment Concept Mapping of Tom EED 420 Week 4 Curriculum Map EED 420 Week 5 DQs EED 420 Week 5 Science Lesson Observation Paper EED 420 Week 5 Assignment Integrated Lesson Plan EED 420 Week 5 Assignment One School Year Science Pacing Guide ------------------------------------------------------------ EED 420 Week 1 DQs (UOP) For more course tutorials visit EED 420 Week 1 DQs --------------------------------------------------------------- EED 420 Week 1 Social and Cultural Influences (UOP) For more course tutorials visit Description Reviews (1) Week 1 Individual Assignment Social and Cultural Influences Resource: University of Phoenix Material: Appendix A Review the three assignment options provided in Appendix A. Select and complete one of the options. Include the Certificate of Originality with your submission ---------------------------------------------------------- EED 420 Week 2 Assignment Case Study Linda (UOP) For more course tutorials......

Words: 498 - Pages: 2

Premium Essay

Project Management

...experience, and contacts with school-age children, parents, and school administrators. He currently gives some private lessons and knows other people who do as well, so he has potential clients and instructors that he could bring into the business. The main goals of the New Business Venture Project are to prepare a business plan, get financial backing, handle legal issues, develop marketing materials, find a rental space for the music academy, purchase/develop curriculum, hire staff, and open for business by one year from now, September 1, to coincide with the school year. Your team has already analyzed the market, and you know you can make this business succeed. Your goal would be to cover your investment costs after two years in business. Work with your teammates to perform all or just some of the following initiating tasks for this project. Tasks 1. To become more familiar with the children’s music instruction market, do some preliminary research to find out how big this market is, who the main companies are in the market, what the best-selling services are, pricing and marketing strategies, etc. If you do not want to focus on your own geographic area, pick one to focus on for this and future tasks. Write a two- to three-page paper (double-spaced) with your findings, citing at least two references. For example, the author’s son took lessons and performed in rock bands from Virtuosos Music Academy in Plymouth, Minnesota ( You can also...

Words: 3591 - Pages: 15

Free Essay

Six Facets of Understanding

...Activity 1: Students will work in partners to review previous course materials. They will use each other to fill out the study guide. Activity 2: Students will create their own lesson to teach a certain topic to help study for the final. The student should use their personal challenges to create an affective lesson. Activity 3: Students will create a list for the up coming class to help them to be successful in class. Facet 6: Self-Knowledge is the sixth facet. “Self Knowledge is the wisdom to know one’s ignorance and how one’s patterns of thought and action inform as well as prejudice understanding” (Wiggins & McTighe, 2005). Blind Spots- can cause prejudice and oversights in thinking. It is important to understand blind spots and be open minded to make a non-prejudice decision (Wiggins & McTighe, 2005). Activity 1: Do now: five questions on the upcoming unit to see what students already know. Activity 2: Math jeopardy on the first day of school to see what students know about the upcoming year Activity 3: Basket ball game: Students will answer questions on an upcoming unit and will get a chance to shoot one basket. If they make the basket they will receive a point the team that has the most points wins a prize. EEI Lesson Plan Template Email Address: Date: 7/24/2103VITAL INFORMATION | Author : AJ Maio | *Subject(s) math | Topic or Unit of Study: Rationale and irrational......

Words: 1699 - Pages: 7

Premium Essay


...EngineeringCynthia Tuggle Thomas | Lecture Outline & Assignments | Essential Questions: | Recommended Time | Lesson 1.1: Mechanisms * Course Objectives, Classroom Policy, Engineering Journals & portfolios * Engineering Notebook.ppt. * Careers in Engineering and Engineering Technology.ppt. * Professional Interview and Professional Interview Rubric.Simple Machine – Lever, Wheel and Axle, and Pulley.ppt. * Lesson 1.1 Key Terms Crossword Fischertechnik Platform: * Activity 1.1.1 Simple Machine Investigation (FT). * Simple Machines – Inclined Plane, Wedge, and Screw.ppt. * Activity 1.1.2 Simple Machines Practice Problems * Understanding Thread Notes * Gears, Pulley Drives, and Sprockets.ppt. | 1.    Why is it important to begin considering career paths during high school?2.    What career opportunities are available to match your specific interests?3.    What are some current applications of simple machines, gears, pulleys, and sprockets?4.    What are some strategies that can be used to make everyday mechanisms more efficient?5.    What are the trade-offs of mechanical advantage related to design?6.    Why must efficiency be calculated and understood during the design process? | | Lesson 1.2: Energy Sources * Energy Sources.ppt. * Activity 1.2.1 Energy Sources * Activity 1.2.2 Energy Distribution i * Lesson 1.2 Key Terms Crossword * Introduction to Electricity.ppt. * Breadboarding and Electronics.ppt. *......

Words: 1608 - Pages: 7

Premium Essay

Microsoft Excel for Teachers

...Instructions as Applied to Microsoft® Excel for Teachers Project summary Goal Given access to a personal computer with Internet Explorer, instructor led, web-based lessons, and the Microsoft® Excel program, the learners will be able to create an Excel grade book. The teachers at Roosevelt Elementary School are urged to use technology daily. And while all teachers have access to the Microsoft® Office professional software suite, in addition to a schoolmaster program, staff surveys (January 2004, Technology staff survey and march technology committee meetings) single out Microsoft excel as the program in which they most need training. Using a spreadsheet program to maintain a grade book will allow the learners (teachers at Roosevelt Elementary School) to follow through with their technology goal of learning to use the software programs they have. It is also a potential time saver for the very busy teachers. Most teachers realize that Microsoft® Excel is a powerful Program. Once a teacher learns Microsoft® Excel to create their own grade book, a small first step; they will then be able to utilize other aspects of Excel relating to the grade book. For example, they can customize their grade book by adding comments, charts or graphs or might possible use the charts and graphs feature on their own for other classroom applications. This would provide a visual representation of their students’ classroom performance. Other well-utilized options for using Excel include......

Words: 11547 - Pages: 47

Free Essay

Child Development

...CDA Professional Resource File. You will complete the first paragraph of your statement within the following guidelines and rubric requirements: CSI Competency Statement I (To establish and maintain a safe, healthy learning environment): Begin your Reflective Statement about this Competency Standard with a paragraph describing how your teaching practices meet this Standard. Once you have completed this paragraph, you will put it in your CDA Professional Resource File with paragraphs a, b, and c following. (these will be assigned separately) (SLO 1) 2. Choose and complete a lesson plan for an activity that can be implemented with children and families to promote knowledge of nutrition. May include, but not limited to the following: * Eating Healthy Foods * Identifying nutritious foods * Meal Planning * Healthy Meal practices (Use the given Activity Template) (SLO 2) 3. RC I-2: A copy of one weekly menu. In order to complete your related Reflective Competency Statement on the topic, the menu would ideally be one that you have participated in serving to and/or designing for children. If this is not possible, or if you work in a program that does not serve meals, you may substitute a group care menu found on the internet. (More important that the source of the menu will be Reflective Competency Statement I, in which you will discuss your opinions about the menu – what you think are its strengths and/or what you might serve that......

Words: 1305 - Pages: 6

Free Essay

Reading & Literacy

...LESSON PLAN TEMPLATE – 2015 GENERAL INFORMATION | Lesson Title & Subject(s): Topic or Unit of Study: Grade/Level: Instructional Setting: Describe the learning context and location (e.g., setting, group size, seating arrangement, displays). STANDARDS AND OBJECTIVES | Your State Core Curriculum/Student Achievement Standard(s): Identify the state standard(s) to be addressed in this lesson. Click here to find your state standards, or visit your state office of education website. Lesson Objective(s): All learning objectives must include a specific BEHAVIOR (i.e., identifies an action; what the students will do - use a verb when writing the behavior), CONDITION (i.e., identifies the context or environment the students will prove they learned the skill in; e.g., given a list, given a text, given an opportunity to observe or listen) and measurable CRITERION (i.e., a statement explaining to what degree of accuracy or range on a rubric must be achieved in order to demonstrate an acceptable level of performance). Lesson objectives should also be ATTAINABLE (reasonable, realistic outcome for this individual lesson) and RELEVANT (aligned with the state standard and assessment listed for this lesson). MATERIALS AND RESOURCES | Instructional Materials: Identify materials needed for the lesson (e.g., manipulatives, tools, reading material, lab equipment, construction paper, scissors, PowerPoint, guided note templates). Resources: List any......

Words: 698 - Pages: 3

Free Essay

Lesson Plan in Clothing

...LESSON PLAN I. OBJECTIVES At the end of the lesson, the students should be able to: 1. Identify why the baby collar is named as such. 2. Perform how to draft its pattern. 3. Appreciate the knowledge of making a baby collar. II. SUBJECT MATTER Topic: Drafting and designing a baby collar Materials Needed: a. Pattern paper b. Front and back bodice pattern c. Tape measure d. Pencil e. Shears f. Tracing wheel g. Carbon paper Reference/s: 1. Drafting and Designing, Merceditas, Mercedes III. PROCEDURE A. Preparation 1. Daily routine a. Class prayer b. Greetings c. Checking of Attendance 2. Review of the past lesson B. Presentation 1. Motivation Analyze pictures. 2. Raised-up questions * What is collar? * What are the procedures in making a baby collar? * What are the other terms for baby collar? 3. Definition of Technical Terms * Collar – A band of material around the neck of a garment. * Slopers – A custom-fitted basic pattern from which patterns for many different styles can be created is called a sloper or basic block. * Notches - a slit or mark made to serve as a record. 4. Lesson Proper Baby collars – have neckline curves that are the same as the neckline of the garment. Other terms for baby collar: Flat collar - lies......

Words: 593 - Pages: 3

Premium Essay

Eed 420 Week 2 Case Study

...experiment? Do you think all students in this class now understand the concept? Explain your response. What do students do during the mealworm experiment that indicates this inquiry lesson is effective? What student answers indicate that they understand what constitutes a fair test? Why is the process students use more important to Linda than the results students get from their experiments? What does the teaching mentor identify as reasons some inquiry lessons may result in confusion for students? What can teachers do to help avoid confusion during process-oriented lessons? What are some techniques used in questioning? Each team member must have a different response. Write a different level of questioning according to Bloom Business - General Business Resource: Annenberg website video case study for Linda found on the student website and University of Phoenix Material: Case Study Linda Click on the View Programs link and scroll down and click on Case Studies in Science Education. Scroll down and click on Linda—Grades 2-4 and view the video. Discuss and reviewthe reflection questions for the University of Phoenix Material: Case Study – Linda. Each team member must provide his or her perspective to answer the questions and complete the template.  Submit the completed template with answers to all responses t To get this material Click this link - There is no denying that parties are a big part of college life,......

Words: 358 - Pages: 2

Premium Essay


...STRUCTURE (WBS) Remote Control Rotary Mower YVONNE MILES 06-166 PROJECT MANAGEMENT 627-6 NOVEMBER 15, 2015 INTRODUCTION The WBS is a view into the project which shows what work the project encompasses. It is a tool which helps to easily communicate the work and processes involved to execute the project. The Project Manager and project team use the WBS to develop the project schedule, resource requirements and costs. There are many ways you can present the WBS for your project; this template provides many of the most popular layouts from which you can choose. Depending on where in the Project Plan you're putting the WBS a different layout may be more suitable for you. For instance many Project Managers include a high level WBS within the project plan, then a detailed version as an appendix to the plan. You may find that you prefer one layout for a high level WBS and a different one for a detailed WBS. In order to save space in this template we only developed the WBS examples down to the third level. In your project you will want to develop them down to a much more detailed level using the 8 to 80 rule (where the WBS is broken down to where a work package contains between 8 and 80 hours of work to complete). The Work Breakdown Structure presented here represents all the work required to complete this project. OUTLINE VIEW The outline view presents an easy to view and understand layout for the WBS. It is also a good layout to use when......

Words: 2124 - Pages: 9

Premium Essay

Intergrating Instructional Technology

...and to conduct summer computer technology academies for teachers.” (Royer, R, 2002) I must learn how to “align lessons with content standards, familiarize myself with the technology before using it in the classroom, prepare learning assessment tools in advance, prepare a back- up lesson in case of technical malfunctions, and share assessment methods with my students.” ( Melville, E., 2000-2005) There is a lot of instruction that goes into training teachers so the money that used is well spent. I would like to Integrate technology in my classroom because it motivates the student to want to learn more, to become problem solvers, use their creative thinking and to experience diversity at their fingertips. “Technology today allows classrooms to communicate with other classrooms from around the world. Teachers can enhance learning by assigning students to pen pals from another country, thus helping the students to explore other cultures while at the same time honoring their writing skills.” (Kelly, T, 2008) There are so many activities that we can do with the help of technology. We could create a class web site to keep the lines of communication clear or we could go on a virtual field trip when school funds are low and we cannot travel, there are a plethora of avenues we could go down to enhance our learning experience with the right technology matched with the right lesson, the sky is the limit to what we can do. With every great idea there are some hiccups that need to be......

Words: 1929 - Pages: 8

Free Essay


...done Title – Thanksgiving Cinquain Primary Subject – Language Arts Secondary Subjects – Social Studies Grade Level – 1-3 Goal: The students will be able to describe Thanksgiving through their senses. Objective: At the end of the lesson, the students will be able to: describe the sounds, smells, tastes, feelings and activities associated with Thanksgiving. write a cinquain poem about Thanksgiving. Materials: Thanks for Thanksgiving by Julie Markes Cinquain template Thanksgiving word web Teaching the Lesson: Read Thanks for Thanksgiving by Julie Markes to set the tone for the students. They should start thinking about things we associate with Thanksgiving as well as things we can be thankful for. Write students’ responses on the board. Show a Thanksgiving word web on the overhead. Each bubble will contain words that pertain to what students see, hear, smell, taste and do at Thanksgiving. Tell students that they will write a special poem about Thanksgiving using the words they generated on their word web. Hand out the cinquain template, write the title and use words from word web to write the cinquain. To close the activity, pair up students and have them read their cinquain poetry to each other. Cinquain Template One word (title) Two words (describe title) Three words (action) Four words (feeling) One word (refer back to title) Note from LessonPlansPage: This looked like fun, so we tried it. These are bad examples because we didn’t......

Words: 620 - Pages: 3

Premium Essay

Raft Cards Topic: A trip through the solar system Directions: 1. Explore websites listed; a. b. c. 2. Complete the template about the solar system provided 3. Create a multimedia presentation using and the information on the template 4. Make sure presentation is creative and engaging 5. Present to the class using the smartboard in the class Resources: * * * * Assessment: Write a five to seven minute segment about the role of the planets and the sun in our solar system for a documentary on the kid’s science network. You will present your final product to the class and points will be awarded for the following. 100 Total points: * Facts are correct – 25 points * Multimedia presentation is creative – 25 points * Presenter shows knowledge of the material – 25 points * Template is complete – 25 points Raft Card 2: | ROLE (student) | AUDIENCE | FORMAT | TOPIC | Row 2 | Personal Trainer | Our class and parents | Exercise training session | Exercise for a healthy lifestyle | Objective: Families will acquire the necessary skills needed to lead a healthy......

Words: 1512 - Pages: 7