Blooms Taxonomy
Technology Integrated Lesson Plan
MEDT 3401
|Name: |Thomas L. Thornton |
|Lesson Plan # |1 |
| | |
|Classroom Configuration |
|1 Computer |3-5 Computers |6-10 Computers |1 - 1 |
| |x | | |
|Design for Learning |
|Whole Group |Small Group |Small Group |Individual |
|X | | | |
|Bloom’s Taxonomy - Levels Addressed |
|Knowledge |Comprehension |Application |Analysis |Synthesis |Evaluation |
|x |x |x |x | | |
|Lesson Title |Reaching Our Resources: Renewable and Non-renewable resources and the technology use along side them. |
|Subject (s) |Earth Science / Geology |
|Duration |2 periods/blocks (approx 60 minutes per day) |
|Learners |
|Grade Level(s) |High School Sophomores/Juniors |
|Prerequisite Skills |Reading on a level of 6th grade or higher |
| |Locate Important details in content reading |
| |Capable of shifting through information for relevant information |
| |Make judgments about the value of technology |
| |Basic Keyboarding Skills |
| |Know basics of Microsoft Word |
| |Know basics of using a search engine |
|Objectives |
|Goals/Objectives |In this lesion students will research renewable and non-renewable resources; as well as the technology for accessing these resources and improving |
| |their efficiency. They will compose a document with two columns, one for renewable resources and the second for non-renewable resources; in each |
| |respective column they will put what characterizes/defines a resource as renewable/non-renewable and five examples. They will then pick one of those|
| |resources and research a piece of technology related to improving the efficiency of the utilization and accessibility of said resource, and create |
| |an informational card about it. |
|GPS and Elements |SEV4. Students will understand and describe availability, allocation and conservation of energy and other resources |
| |a. Differentiate between renewable and nonrenewable resources including how different resources are produced, rates of use, renewal rates, and |
| |limitations of sources. Distinguish between natural and produced resources. |
| |b. Describe how technology is increasing the efficiency of utilization and accessibility of resources. |
|Teacher NETS |1. TECHNOLOGY OPERATIONS AND CONCEPTS. |
| |2. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES |
| |3. TEACHING, LEARNING, AND THE CURRICULUM |
| |6. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES |
|Student NETS |1. Basic operations and concepts |
| |2. Social, ethical, and human issues |
| |5. Technology research tools |
| |6. Technology problem-solving and decision-making tools |
|Assessment Evidence |
|Student Processing/Products |Each group will create a document with two columns, one with renewable resources and their definition and one with non-renewable resources and their|
| |definition; they will then research a technology associated with one of those resources and create a Environmental Technology card based off of |
| |their research. |
|Assessment Instrument |Completed Document with both columns and completed card. |
|Evaluation Evidence |Rubric |
|Instructional Technology |
|Teacher |Computer w/ Internet Access |
| |Microsoft Word |
| |Campus File Sharing Program |
|Student |Computer w/ Internet Access |
| |Microsoft Word |
|Teacher URLs | - Fossil Fuel Consumption and its Implications |
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|Student URLs | |
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|*All handouts and media used should be available with this lesson plan via your online portfolio. |
|Learning Plan |
|Hook/Motivation |In groups ask students to define renewable and non-renewable resources as well as to list different examples of each. |
| | |
| |Then have students discuss how technology plays a role as they research and create a card on a form of technology that helps with the accessibility |
| |or utilization of one of the resources they cited. |
|Activities |Teacher will begin by sharing an article entitled “Fossil Fuel Consumption and its Implications” |
| | |
| |The teacher will then briefly introduce renewable/non-renewable resources |
| |Students will broken into groups and told to further research these resources, to find what defines/characterizes them into the two groups and five |
| |examples of each; which is to be put into a word document using the file provided in their folder via the file share system. |
| |They will also then be responsible for finding a form of technology which increases the efficiency of accessibility or utilization of one of the |
| |resources they cited as an example; creating an informational card on it. |
|Extensions/Enrichments |Students will discuss the impact of humans on the environment. |
| |Students will create their own ‘alternative energy’ organization and flyers. |
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