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This Concept Map, created with IHMC CmapTools, has information related to: DICK & CAREY, DEVELOP INSTRUCTIONAL STRATEGY The teacher will conduct a class discussion on what technology means and when it began. 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. DEVELOP AND SELECT INSTRUCTIONAL MATERIAL Needed materials are appropriate web sites for research and long strips of paper. Prepare a vocabulary list with likely words that will come up during research (abacus, printing press, CPU, email, etc.), REVISE INSTRUCTION DEVELOP CRITERION REFERENCED TESTS Grade individual groups and determine if students achieved expected learning outcomes by using a rubric to determine accuracy, creativity, and detail of the timelines., CONDUCT INSTRUCTIONAL ANALYSIS Brainstorm technological developments: Have students get into small groups and instruct them to come up with a list of 10 important technological developments. Research technological developments through history: Have students use the Internet to research technological developments through history and find examples of technology. Construct timeline of technological developments: Have students use their research to construct a timeline on paper and have students share and compare their timelines. WRITE PERFORMANCE OBJECTIVES Within their groups, students will discuss their ideas of major technological developments through history. Using provided research materials and the internet, the students will create a list of major technological developments and examples. Then using provided materials, the groups will create a timeline of major technological developments throughout history., REVISE INSTRUCTION WRITE PERFORMANCE OBJECTIVES Within their groups, students will discuss their ideas of major technological developments through history. Using provided research materials and the internet, the students will create a list of major technological developments and examples. Then using provided materials, the groups will create a timeline of major technological developments throughout history., REVISE INSTRUCTION CONDUCT INSTRUCTIONAL ANALYSIS Brainstorm technological developments: Have students get into small groups and instruct them to come up with a list of 10 important technological developments. Research technological developments through history: Have students use the Internet to research technological developments through history and find examples of technology. Construct timeline of technological developments: Have students use their research to construct a timeline on paper and have students share and compare their timelines., REVISE INSTRUCTION DEVELOP INSTRUCTIONAL STRATEGY The teacher will conduct a class discussion on what technology means and when it began. 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., DEVELOP AND SELECT INSTRUCTIONAL MATERIAL Needed materials are appropriate web sites for research and long strips of paper. Prepare a vocabulary list with likely words that will come up during research (abacus, printing press, CPU, email, etc.) DEVELOP AND CONDUCT INFORMATIVE EVALUATION Have a colleague or principal sit in through the lesson and make any noted revisions. At the end of the lesson, make revisions for next time., IDENTIFY INSTRUCTIONAL GOALS Design a course for grades 3-5 that will teach the definition of technology and how its history began in prehistoric times. IDENTIFY ENTRY BEHAVIORS The learners range in age from 8-10. It can be difficult to keep students engaged at this age, except when the lesson involves computers. Students work well in groups., IDENTIFY INSTRUCTIONAL GOALS Design a course for grades 3-5 that will teach the definition of technology and how its history began in prehistoric times. CONDUCT INSTRUCTIONAL ANALYSIS Brainstorm technological developments: Have students get into small groups and instruct them to come up with a list of 10 important technological developments. Research technological developments through history: Have students use the Internet to research technological developments through history and find examples of technology. Construct timeline of technological developments: Have students use their research to construct a timeline on paper and have students share and compare their timelines., DEVELOP AND CONDUCT SUMMATIVE EVALUATION Evaluate group timelines with 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. IDENTIFY ENTRY BEHAVIORS The learners range in age from 8-10. It can be difficult to keep students engaged at this age, except when the lesson involves computers. Students work well in groups., REVISE INSTRUCTION DEVELOP AND CONDUCT INFORMATIVE EVALUATION Have a colleague or principal sit in through the lesson and make any noted revisions. At the end of the lesson, make revisions for next time., IDENTIFY ENTRY BEHAVIORS The learners range in age from 8-10. It can be difficult to keep students engaged at this age, except when the lesson involves computers. Students work well in groups. WRITE PERFORMANCE OBJECTIVES Within their groups, students will discuss their ideas of major technological developments through history. Using provided research materials and the internet, the students will create a list of major technological developments and examples. Then using provided materials, the groups will create a timeline of major technological developments throughout history., WRITE PERFORMANCE OBJECTIVES Within their groups, students will discuss their ideas of major technological developments through history. Using provided research materials and the internet, the students will create a list of major technological developments and examples. Then using provided materials, the groups will create a timeline of major technological developments throughout history. DEVELOP CRITERION REFERENCED TESTS Grade individual groups and determine if students achieved expected learning outcomes by using a rubric to determine accuracy, creativity, and detail of the timelines., DEVELOP CRITERION REFERENCED TESTS Grade individual groups and determine if students achieved expected learning outcomes by using a rubric to determine accuracy, creativity, and detail of the timelines. DEVELOP INSTRUCTIONAL STRATEGY The teacher will conduct a class discussion on what technology means and when it began. 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., DEVELOP AND CONDUCT INFORMATIVE EVALUATION Have a colleague or principal sit in through the lesson and make any noted revisions. At the end of the lesson, make revisions for next time. DEVELOP AND CONDUCT SUMMATIVE EVALUATION Evaluate group timelines with 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., REVISE INSTRUCTION DEVELOP AND SELECT INSTRUCTIONAL MATERIAL Needed materials are appropriate web sites for research and long strips of paper. Prepare a vocabulary list with likely words that will come up during research (abacus, printing press, CPU, email, etc.)