Andrew_Hickman

Hello everyone I will be adding great information and resources here to share and hopefully gain feedback on my projects. Thanks! Andrew

= Andrew Hickman Game Plan Lesson 3 Week 7 =
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Latest Invention |||| Related Lessons: Understanding Inventors, and Incredible Inventions ||
 * Grade Level: 6th Grade Middle School Physical Science. |||| Unit: Energy Machines and Motion ||
 * ==GOALS== ||
 * Content Standards:
 * __6-8 APPA__ People have always used // technology // to solve problems. Advances in human civilization are linked to advances in //technology//.
 * __6-8 APPC__ // Science // and //technology// are interdependent. //Science// drives //technology// by demanding better instruments and suggesting // idea s// for new designs. //Technology// drives //science// by providing instruments and research methods.
 * __6-8 APPD__ The process of //technological design// begins by defining a problem and identifying // criteria // for a successful //solution//, followed by research to better understand the problem and brainstorming to arrive at potential // solution s//.
 * __6-8 APPE__ Scientists and engineers often work together to // generate // creative //solutions// to problems and decide which ones are most promising.
 * __6-8 APPF__ //Solutions// must be tested to determine whether or not they will solve the problem. Results are used to modify the //design//, and the best //solution// must be communicated persuasively. ||
 * ISTE NETS-S:
 * 1.** **Creativity and Innovation**
 * 2.** **Communication and Collaboration**
 * 3.** **Research and Information Fluency**
 * 4.** **Critical Thinking, Problem Solving, and Decision Making**
 * 5.** **Digital Citizenship**
 * 6.** **Technology Operations and Concepts**

Instructional Objectives: Students will take what they have learned from the past two lessons and put it into effect in this lesson. Their goal will be to become an inventor and design, create, and visualize their invention that they create to help the world. They will then use different technology to show their digital stories of their invention to the class and we will pretend we are a company and buying the best new invention of the students. || I will go online and look at [|www.youtube.com] and find some videos that portray inventions that have been recently created, or technology that has been modified to serve the community better. For instance the youtube videos of Toyota technology for change how they used the Prius braking system to power lights of a roller coaster. I would then get the rubric ready for their digital presentations of their invention and story that aligns everything they have learned from these lessons. || 2-4 Days |||| Instructional Activities || Materials and Resources ||
 * ==ACTION== ||
 * Before-Class Preparation:
 * During Class ||
 * Time
 * 20 mins

10 mins

30 mins

15 mins

2 periods.

10 mins |||| Students will review why it is important that new things keep getting invented and how those inventions can change the world. I will then get them excited by showing them the youtune.com video of the Toyota Change project. I will then have them answer what us unique about these videos and how these new inventions were shown to us like on a video story. I will introduce the rubric and say that my teacher’s aide and I are presidents of a company looking to find the newest invention or technology to purchase to help the world for the better. I will divide the class up and they will become teams of scientists willing trying to develop the latest invention. Once finished they will present how it was built, the cost, what it does, a brief description of who they are as inventors, and what it will do to help society. They will present this information on a video or through a powerpoint. Both of which I will add to our class blog and teachertube.com Then we will view each presentation in class and have the class cast their vote. Once finished my other president and I will pick the best video story and invention and give out our prize. || Resources will be used through the class lesson. DVR cameras, Internet: Youtube.com, teachertube.com, classroom blog, and imagination on part of the students. || Students will be working in groups based on random assignment of groups. They will need to work with anyone they get drawn into. They will work in teams and use group roles to make sure the task is completed. The environment may change based on time and space issues. || Students will be monitored by extra help in the classroom making sure they stay on task using the observational checklist. Accommodations and Extensions: If students can’t use equipment they will be able to the project in other means like posters but will have to present in class. Back-Up Plan: Students present to the class and we don’t use the video cameras || At the end of the plan we will use the rubric to evaluate the lesson and the observational checklist to grade accordingly. Student feedback will also be taken into account. Group role evaluation will be graded as well. LESSON REFLECTIONS AND NOTES: Students will be working as groups and need to make sure they are making a contribution. Missing a day will affect their grades. || Observational Checklist Rubric Group Roles Student Feedback || =**Andrew Hickman Week 6 Game Plan 2** =
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:
 * Evaluation that will be used in this lesson is as follows:

__Research and Information Fluency__
 * Note: Since this is part of the same unit it will be fulfilling the same standards.*
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Understanding Inventors |||| Related Lessons: Incredible Inventions ||
 * Grade Level: 6th Grade Physical Science |||| Unit: Energy Machines and Motion ||
 * ==GOALS== ||
 * Content Standards:
 * __6-8 APPA__ People have always used // technology // to solve problems. Advances in human civilization are linked to advances in //technology//.
 * __6-8 APPC__ // Science // and //technology// are interdependent. //Science// drives //technology// by demanding better instruments and suggesting // idea s// for new designs. //Technology// drives //science// by providing instruments and research methods.
 * __6-8 APPD__ The process of //technological design// begins by defining a problem and identifying // criteria // for a successful //solution//, followed by research to better understand the problem and brainstorming to arrive at potential // solution s//.
 * __6-8 APPE__ Scientists and engineers often work together to // generate // creative //solutions// to problems and decide which ones are most promising.
 * __6-8 APPF__ //Solutions// must be tested to determine whether or not they will solve the problem. Results are used to modify the //design//, and the best //solution// must be communicated persuasively.
 * __6-8 PS1B__ //Friction// is a // force // that can help objects start moving, stop moving, slow down, or can change the direction of the object's // motion //. ||
 * ISTE NETS-S:

Students apply digital tools to gather, evaluate, and use information. Students:

a.

plan strategies to guide inquiry.

b.

locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c.

evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d.

process data and report results.

Instructional Objectives: I want students to not only research inventions but also research inventors. I want them to know who they are, why they invented and how they came up with their invention idea. I also want to see how others view their inventor that they chose. I also want them to defend their inventor and to do so they will use some form of social networking site. On the site they will actually have to become their inventor they researched and defend their invention and prove why it’s important to society using what they learned from their previous lesson. || 2 Day Min |||| Instructional Activities || Materials and Resources ||
 * ==ACTION== ||
 * Before-Class Preparation: I will need to set up an online blog where they can treat it like a social networking site. This will allow students access to their own pages and be allowed to manipulate their inventor’s page to their best defense choice. I will create procedures and rules for online debates that may occur to help defend and promote their current invention. I will also create a rubric of what their overall goal is, to learn about the inventor and why his invention was important to society and how my students can defend it today. Once this is established I will create a start blog to show my example page of what it needs to look like. ||
 * During Class ||
 * Time:
 * 5-10 mins

10 mins

15 mins

5 mins

10 mins

30 mins 45mins

20 mins

10 mins |||| We will review some of what we learned from the last lesson in the unit. I will then say well the inventions are great but what’s really important is why they were invented and by whom. Then I will hand out the assignment and rubric and I can show my model lesson. Students will then randomly draw from my bag what inventor they need to research and defend. I will show them how the blog site works and how they can modify it. I will then allow them work time to research their inventor. After they answered my questions above I will have them work on their pages with their groups of peers for assistance. After they think they are finished we will publish and have students go on and critique the inventor and their inventions. Then students will be given time to write their responses to the critiques based on their view of what the inventor would say. I would wrap it up by discussing the importance of knowing the history of inventions and discussing that next time maybe they will be creating a new invention. || All resources will be needed throughout the lesson: Computers with internet access, Blog set up, Inventors to be handed out, Rubric, Instructions, and time. || Students will mainly work on this alone because I want them to really connect with the inventor they chose. The environment will mainly be in the computer lab and they can have help with computer issues from classmates and teacher. If a student needs help or modifications they can see the teacher who will instruct them on ways that they can research and accomplish their goal. || I will use my rubric to grade their discussions; this will resemble grading the discussions in our online course. All posts and comments need to be meaningful and worth reading. Accommodations and Extensions: If students need one on one help I should be available. An extension of this lesson would be to have them become the inventor of a new invention. Which, is the next project. Back-Up Plan: If computer lab is taken I have a lot of books about inventors that are easy to read and understand. Or we can use things like a DVR that they can make like a wax museum presentation and dress up like their inventors. And present them. || At the end of this plan I will use their rubric and grade it according to their posts. During the lesson I will use my standard observational checklist and make sure they stay on point.
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:

LESSON REFLECTIONS AND NOTES: At the end of the lesson I want students to take away that the people who create things deserve credit and help their global view broaden a bit more. I want them to learn to respect the past so they can learn about the future. || Observational Checklist, And the Rubric for online blogging. ||
 * Evaluation that will be used in this lesson is as follows:

Andrew Hickman's GAME PLAN LESSON

__Research and Information Fluency__ Students apply digital tools to gather, evaluate, and use information. Students: || a. || plan strategies to guide inquiry. || **Instructional Objectives:** Students will be able to show knowledge of inventions they researched and be able to demonstrate understanding of why they have made an importance to society, why the inventor created the invention, what simple machines make it up or what source of energy it uses. ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Incredible Inventions |||| Related Lessons: Simple Machines1-6, Inventors, Compound Machines, Work, Efficiency, Mechanical Advantage, Energy Transfers, Forces, Friction: The Waist, and New Machines ||
 * Grade Level: Middle School Science Grade 6 |||| Unit: Energy, Machines, and Motion ||
 * ==GOALS== ||
 * **Content Standards:**
 * __6-8 APPA__ People have always used // technology // to solve problems. Advances in human civilization are linked to advances in //technology//.
 * __6-8 APPC__// Science // and //technology// are interdependent. //Science// drives //technology// by demanding better instruments and suggesting // idea s// for new designs. //Technology// drives //science// by providing instruments and research methods.
 * __6-8 APPD__ The process of //technological design// begins by defining a problem and identifying // criteria // for a successful //solution//, followed by research to better understand the problem and brainstorming to arrive at potential // solution s//.
 * __6-8 APPE__ Scientists and engineers often work together to // generate // creative //solutions// to problems and decide which ones are most promising.
 * __6-8 APPF__//Solutions// must be tested to determine whether or not they will solve the problem. Results are used to modify the //design//, and the best //solution// must be communicated persuasively.
 * __6-8 PS1B__//Friction// is a // force // that can help objects start moving, stop moving, slow down, or can change the direction of the object's // motion //. ||
 * **ISTE NETS-S:**
 * b. || locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ||
 * c. || evaluate and select information sources and digital tools based on the appropriateness to specific tasks. ||
 * d. || process data and report results. ||
 * ==ACTION== ||
 * Before-Class Preparation: I will set up my classroom with the learning instructional objectives on the mimio software so I can go through it and describe their objective for the lesson. Then I will place different inventions on index cards and place one per seat around the classroom. I will have the rubric on the desks and be prepared with it on the mimio software so I can easily present it. Finally I will have the instructions ready to go over when they come in. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10 mins

15 Mins

20 Mins

10 Mins

5 Mins |||| Go over Objective and fun activity to introduce the lesson.

Go over lesson and expectations; describe their goals and when the final project is due. Go to the computer lab and let them research their invention.

Have students save web sources in a document to use in the next lesson. Introduce new software and how we are going to use it to organize their information in getting prepared for the next day. || Mimio Pad, Projector, Science Notebooks and Objective

Computer with internet access.

Creating a Web software || I will be doing a observational check all the time. I will also do a project assessment at the end of the assignment by grading their rubric. They will also get graded based on a small quiz on forces, energy, and simple machines they need to know to complete the project. Accommodations and Extensions: Students will receive accommodations if needed. For instance instructions will be read and explained in many different ways. If they want to work at home I can check out a computer or be available before and after school Back-Up Plan: If this project doesn’t work we will do an inventors project with the same idea. || After the end of the entire lesson students will be graded based on their rubric they received at the beginning of the lesson. Students will also be showing this as a performance evaluation and it will be videotaped to try my time-line idea later in the other units. LESSON REFLECTIONS AND NOTES: I can see that there will be a few time restraints with this lesson. It will take about a week to finish. Above is just the first lesson for it. || Observational Checklist Performance Assessment Quiz Grading Rubric ||
 * Note student groupings, environmental modifications needed, etc: Students will be grouped in small groups of four that have similar inventions so they can have support if they need it. They will be grouped based on experience level with using a computer so that more experienced can help those less experienced if needed. In the computer lab and on the project they work on their own so they can learn the content on their own. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:
 * Evaluation that will be used in this lesson is as follows: