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This Concept Map, created with IHMC CmapTools, has information related to: ADDIE, EVALUATE Determine if students achieved expected learning outcomes with a 3-point rubric. 3 points: Includes more than 10 items; dates accurate; illustrations included; time line carefully prepared. 2 points: Includes at least 10 items; most dates accurate; illustrations included; time line satisfactorily prepared. 1 point: Includes less than 10 items; several inaccurate dates; few or no illustrations; time line carelessly prepared. DEVELOP Gather needed materials (appropriate web sites for research; long strips of paper) and prepare a vocabulary list with likely words that will come up during research (abacus, printing press, CPU, email, etc.), DESIGN In class discussion, ask the students what they think of when they hear the word technology. Divide class into brainstorming groups to name at least 10 technological advances to include in a timeline of the most important ones in human history. Timelines are drawn on long strips of paper and group's timelines are compared. DEVELOP Gather needed materials (appropriate web sites for research; long strips of paper) and prepare a vocabulary list with likely words that will come up during research (abacus, printing press, CPU, email, etc.), IMPLEMENT Ask the students what they think of when they hear the word technology and when it began. Let students know that technology is defined as "any invention, including tools, machines, materials, and sources of power, that makes people's work easier." Let them know technology began the first time a human used a stick or a rock as a tool or a weapon; the ability to make fire; the invention of simple machines such as the lever or inclined plane. Divide class into groups for brainstorming, timeline development, and comparison. ANALYSIS Lesson will last two class periods. Students begin with class discussion led by teacher. Classes will then divide into small groups to complete the lesson. Audience is elementary students in grades 3-5., IMPLEMENT Ask the students what they think of when they hear the word technology and when it began. Let students know that technology is defined as "any invention, including tools, machines, materials, and sources of power, that makes people's work easier." Let them know technology began the first time a human used a stick or a rock as a tool or a weapon; the ability to make fire; the invention of simple machines such as the lever or inclined plane. Divide class into groups for brainstorming, timeline development, and comparison. EVALUATE Determine if students achieved expected learning outcomes with a 3-point rubric. 3 points: Includes more than 10 items; dates accurate; illustrations included; time line carefully prepared. 2 points: Includes at least 10 items; most dates accurate; illustrations included; time line satisfactorily prepared. 1 point: Includes less than 10 items; several inaccurate dates; few or no illustrations; time line carelessly prepared., ANALYSIS Lesson will last two class periods. Students begin with class discussion led by teacher. Classes will then divide into small groups to complete the lesson. Audience is elementary students in grades 3-5. DESIGN In class discussion, ask the students what they think of when they hear the word technology. Divide class into brainstorming groups to name at least 10 technological advances to include in a timeline of the most important ones in human history. Timelines are drawn on long strips of paper and group's timelines are compared., ANALYSIS Lesson will last two class periods. Students begin with class discussion led by teacher. Classes will then divide into small groups to complete the lesson. Audience is elementary students in grades 3-5. EVALUATE Determine if students achieved expected learning outcomes with a 3-point rubric. 3 points: Includes more than 10 items; dates accurate; illustrations included; time line carefully prepared. 2 points: Includes at least 10 items; most dates accurate; illustrations included; time line satisfactorily prepared. 1 point: Includes less than 10 items; several inaccurate dates; few or no illustrations; time line carelessly prepared., EVALUATE Determine if students achieved expected learning outcomes with a 3-point rubric. 3 points: Includes more than 10 items; dates accurate; illustrations included; time line carefully prepared. 2 points: Includes at least 10 items; most dates accurate; illustrations included; time line satisfactorily prepared. 1 point: Includes less than 10 items; several inaccurate dates; few or no illustrations; time line carelessly prepared. DESIGN In class discussion, ask the students what they think of when they hear the word technology. Divide class into brainstorming groups to name at least 10 technological advances to include in a timeline of the most important ones in human history. Timelines are drawn on long strips of paper and group's timelines are compared., DEVELOP Gather needed materials (appropriate web sites for research; long strips of paper) and prepare a vocabulary list with likely words that will come up during research (abacus, printing press, CPU, email, etc.) IMPLEMENT Ask the students what they think of when they hear the word technology and when it began. Let students know that technology is defined as "any invention, including tools, machines, materials, and sources of power, that makes people's work easier." Let them know technology began the first time a human used a stick or a rock as a tool or a weapon; the ability to make fire; the invention of simple machines such as the lever or inclined plane. Divide class into groups for brainstorming, timeline development, and comparison.