Ed Tech 501: Additional Artifact #1, Unit Plan using technology to allow students to create, collaborate & take responsibility for their learning

Here is the link to the Google Document of my unit plan on severe weather in Massachusetts / New England.  The goal of developing this unit plan is to use technology to allow students to create, collaborate, and ultimately take responsibility for their learning (w/ teacher guidance!).

In this lesson, students use the internet to learn about severe weather in Massachusetts/New England including: Hurricanes, Tornadoes, Thunderstorms, Nor’Easters, & Blizzards.  Students will research each type of weather phenomenon, learn about historical events that have affected our area, understand how to remain safe during severe weather events.

First, students explore Thunderstorms, create a recipe card for a thunderstorm, and upload to a “to be determined page” (most likely Wikispaces or Haiku).   The reason this has not been finalized, the current grading/class communication system that I use does not allow students to see each other’s posted work, and reviewing & commenting on classmate’s work is a key component to this unit.  Students will then “review each other’s recipes” & make constructive comments.

Next, students research the other types of severe weather, and create a “traditional poster” on one type of storm.  We will do a “museum walk” in class, and write reviews of the show.  The individual posters will be photographed, uploaded to the page, and reviews will be written on line.  This will blend traditional classroom assignments with technology.

Lastly, students in small groups will create a documentary on one type of storm, and one historical storm event.  The format of the video is up to the student, it can be a video, a narrated power point, or some other electronic medium.  Again, students will upload the documentary to our class page for review by classmates.

This is the final unit in the class, and hopefully students will use skills developed throughout the course to create these final projects.

As I explore, new and better ways to connect with my students, I anticipate this lesson will evolve, this is just the beginning.  I hope to add more video links, as well as examples of work.

picture courtesy of: www.ngdc.noaa.gov

Here is the Google Doc

I chose the following AECT standards:

1.1 Instructional Systems Design (ISD) because it required designing a unit plan for a variety of learners
“Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction”(Seels & Richey, 1994, p. 31). Within the application of this definition, ‘design’ is interpreted at both a macro- and micro-level in that it describes the systems approach and is a step within the systems approach. The importance of process, as opposed to product, is emphasized in ISD.
1.1.1 Analyzing: process of defining what is to be learned and the context in
which it is to be learned.

1.1.2 Designing: process of specifying how it is to be learned.

1.1.3 Developing: process of authoring and producing the instructional
1.1.4 Implementing: actually using the materials and strategies in context.
1.1.5 Evaluating: process of determining the adequacy of the instruction.
1.3 Instructional Strategies because, this lesson has a clear sequence for acquiring knowledge
“Instructional strategies are specifications for selecting and sequencing events and activities within a lesson” (Seels & Richey, 1994, p. 31). In practice, instructional strategies interact with learning situations. The results of these interactions are often described by instructional models. The appropriate selection of instructional strategies and instructional models depends upon the learning situation (including learner characteristics), the nature of the content, and the type of learner objective.

2.4 Integrated Technologies because in this unit plan, students will use a variety of medium to learn & create.
“Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer” (Seels & Richey, 1994, p. 40).  Integrated technologies are typically hypermedia environments which allow for: (a) various levels of learner control, (b) high levels of interactivity, and (c) the creation of integrated audio, video, and graphic environments. Examples include hypermedia authoring and telecommunications tools such as electronic mail and the World Wide


5 responses to “Ed Tech 501: Additional Artifact #1, Unit Plan using technology to allow students to create, collaborate & take responsibility for their learning

  1. This looks really comprehensive, Caroline! You have some great resources and I like that you included enrichment suggestions. You also have a lot of specific bullets on how students will demonstrate their understanding.

    • Thanks, originally I was going to do one lesson plan, but this project has been on my mind for a while, so I thought it would be a good artifact. We currently do bits & pieces of this, lots of web research, but our final projects were always very traditional, poster, safety brochure, children’s book or power point, I wanted to expand the the technology in terms of how they present their learning. Looking forward to using this next time I teach this unit (already completed the class for this year!).

  2. Yes, I was amazed at the completeness of this lesson plan and the attention to detail. Shows that a teacher did it! You might write a followup post to this if and when you actually teach this in your class. Looks great, Caroline.

  3. Looks like a great plan. I really like the idea of studying a particular historical storm and then creating a documentary about it. Looks like this is a fully planned out unit and ready to go. I’m looking forward to hearing how it turns out!

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