| Goals |
Sub-Goals |
Type of Learning |
Assessment Strategies |
Feedback Strategy |
| Use pictures of animals at the zoo by using the digital camera.
|
Small groups of students will take pictures of birds, cats,
primates, and other mammals. |
Psychomotor Cognitive |
Checking digital pictures to ensure that the correct type and
number of pictures have been acquired. |
Did you take pictures of birds? Did you take pictures of cats?
Did you take pictures of primates? Did you take pictures of
mammals? Did you take enough pictures? |
| Create a storyboard and a dialog for the pictures in the
Slideshow. |
Organize pictures and create a dialog for the Slideshow. |
Cognitive: Executing Actions, Knowledge, Comprehension.
|
Observe students as the computers as they organize their ideas. |
Do they have pictures in the right group and order? |
|
Create a Slideshow presentation containing all relevant
information about birds, cats, primates, and other mammals. |
Insert pictures, dialog, and transitions. |
Psychomotor: Executing Actions. |
Observe students as they create their slideshow. |
Does the project have enough section? Does it have enough
information about each animal group? |
| Produce & Save slideshow. |
Produce slideshow |
Cognitive: Application & Synthesis Psychomotor: |
Observe students as they produce their slideshow. |
Does their project conform to the rubric standards? |
| Present their slide show to the students and teachers |
Present their project to the class that meets the rubrics
requirements. |
Affective
Cognitive
|
Observe students project and assess it using the rubric. |
Reassure students work with positive comments. Make comments
using rubric that are both positive and constructive. |
|
Address the needs to learning experiences for diverse learners |
Check Individual Education Program on all applicable students to
ensure that the needs of diverse learners are being met. |
Cognitive Affective |
Check Modifications (IEP).
Provide easy access to equipment that will foster the maximum
instructional performance for all students.
|
Check with Special Ed teacher if strategies and appropriate
materials are ready for use. |
| Reason about integrating technologies in foundation and
enrichment curricular to develop a technology integrated lesson
with effective classroom management |
Create handouts to demonstrate what is expected from the
project. Participation in the creation and presentation of student
projects. Develop and create a rubric for assessment.
|
Psychomotor
Cognitive: Application
|
Develop handout will all pertinent information.
Observe and assist students as needed in the creation of their
project.
Determine if the rubric will yield reliable and valid
results.
|
Is the rubric understandable?
Will the rubric assess student outcomes?
Will the rubric allow extra credit?
|
