L1+Higgins,+Emily

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **

**__Lesson__** __#:__ 1 **__Facet:__** Explain **__Numbers of__ __Days:__** 5
 * __ Teacher’s Name __**** : ** Ms. Higgins
 * __ Grade Level __**** : ** 6-8
 * __ Topic: __** 1920's


 * __ PART I: __**

Student will understand that 1920's economics effected today's economics. Student will know what a stock market, industry, and economics are. Student will be able to do reflect on describe the basics of economics of the 1920's Product: Glogster
 * __ Objectives __**

Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1. Historical knowledge, concepts, themes and patterns Grade Level Span: Grade 6-8 "The 1920's: Prosperity and Problems" Students understand major eras and major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. Performance Indicators: a,b
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

 Historic influences, major themes and major eras are included to meet MLR standards in the lesson about the basics of 1920's economics.
 * Rationale: **


 * __ Assessments __**

I will use the KWL chart to collect information about what the students already know and what they want to know. Students will go back to their KWL on lesson 6 to fill out any questions they still have. Circle, Triangle, Square will be used to check students understanding so far. Circle means that students understand what they are doing for the unit, triangle means that students understand the big idea of the unit, but still have questions. Square means that students do not understand the big idea of the unit and have a lot of questions. Students will use a check list to self-assess their poster and presentation using glogster about 1920's economics, by themselves and with their group. I will use the same check list and give them feedback about their poster and presentation using glogster by the next class.
 * __ Pre-Assessment: (Lesson 1 only) __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**

**Glogster** -Students will make an interactive poster to show the class about 1920's economics. Students will present the poster about the basics of economics to peers. Poster should cover all basics of economics and connect those basics to the 1920's economic situation. Glogster should be creative and original. Students should use any visuals or text they think is needed to enhance their glogster experience. Presentations will be done in class. Students have the choice of how they want to present, and who they want to present their glogster to. Students can present their glogster to peers or just the teacher. Glogster and presentation will both be graded to make a total of 50 points. Checklist will be used to assess the glogster and presentation.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">50 points **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Glogster is an interactive poster maker that students can use to take a poster a step further then ever before. Students will use glogster to create an interactive poster explaining the basics of economy and how it connects to the economy of the 1920's. Glogster is a type II technology because it engages the students in a way that a regular posters can not do. Glogster provides students the oppertunity to be hands on with the technology and creating a product that can be shared with others outside the classroom.
 * __ Integration __**
 * Technology: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Art is used in creating a glogster. Students will use pictures to help explain the basics of economics. Pictures can be taken off the internet, as long as they are cited, or a drawing scanned into the computer to use in the glogster.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">English is used for the presentation and any text that is on the glogster. All text must be spelled correctly on the glogster, while the presentation must be clearly spoken. Public speaking will used in the presentation.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will use a ladder chart to connect details about economics. Jigsaw will be used after filling out their ladder chart so that each group member a expert in on area required for the glogster and presentation. However the expert can not present that part of the glogster during the presentation. Groups will be chosen randomly by counting off by 4's. Each student will count off by 4's to split up in group.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will work in teams to create a glogster which explains economics of the 1920's. Team members will be responsible for knowing the information that is on the glogster, but become an expert on one part of the presentation. Students will teach the others about their expertize for the presentation. Students must work together as a team to complete the glogster during class time. Product will be a glogster and presentation to peers or teacher.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Verbal**: Students will give a presentation on about their glogster poster to the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Logic:** Students will focus on the numerical side of economics. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Visual:** Students will create multiple glogster posters about economics. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Musical:** Students will make a song to explain the basics of economics. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Kinesthetic:** Students will act out a play that will explain the basics of economics to other classmates. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Interpersonal:** Students will work as a group to brainstorm potential ideas for their glogster project. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Intrapersonal**: Students will write about economics as if it were going into an educational magazine. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Naturalist:** Students will use the basic of economics and make correlations with nature.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students who miss class must communicate with their group members the next day after being absent. Group members must be able to explain what they achieved in the class that the student was absent for, along with what they need the student to get done for the glogster. The absent student also must come to the teacher to explain what they will do to get caught up with their team members.
 * Plan for accommodating absent students: **


 * __ Extensions __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Glogster is an interactive poster maker that students can use to take a poster a step further then ever before. Students will use glogster to create an interactive poster explaining the basics of economy and how it connects to the economy of the 1920's. Glogster is a type II technology because it engages the students in a way that a regular posters can not do. Glogster provides students the oppertunity to be hands on with the technology and creating a product that can be shared with others outside the classroom.
 * Type II technology: **


 * Gifted Students: **

Gifted students will become leaders of the group and have the role as an expert in all areas to help other group members. As leader they will find extras for the poster, like links to helpful websites or engaging videos that go along with the glogster.

// Laptops // // Ladder chart handout // // Checklist copies // // LCP Projector // Reflection sheet Terms list
 * __ Materials, Resources and Technology __**


 * __ Source for Lesson Plan and Research __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">http://www.1920-30.com/business/ - 1920's business outline and overview. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">http://www.historylearningsite.co.uk/America_economy_1920s.htm - Quick overview of America in the 1920's. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">http://www.gcsehistory.org.uk/modernworld/usa/causesoftheeconomicboom.htm - Site touches upon economics, pros and cons, social implications and government. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">http://www.schoolhistory.co.uk/lessons/usa192941/noboom1920s.html - Interactive Graphic organizer about the boom in economy. Gives students information, but let students type what they know or learned into the graphic organizer. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">PDF- 2D- 4.2 Notes- Economic Boom of the 1920's - PDF disccusses different inductries that strived during this time. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">PDF- 1920's social change- PDF talks about social change and connects it to economy. Inventions are dicussed along with other economic impacts. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">http://www.econedlink.org/lessons/index.php?lid=668&type=student - Webquest on Henry Ford and the Model T. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">http://media.ford.com/article_display.cfm?article_id=28558 - How the invention of the assembly line changed the economy for the future. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">http://www.dhahranbritish.com/history/A9_HenryFord.htm - About Henry Ford and mass production <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">http://www.investopedia.com - Economic dictionary <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">http://www.glogster.com/ - Program to make the vutrural poster. [|http://www.youtube.com/watch?v=PdDuiZwmAfo]-Youtube video about the basics of economics.
 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

**DAY 1:** **-Hook:** Students will watch video on the basics of economics.Video will be an introduction to economics and the 1920's. 5 minutes **-MI Survey:** ​Students will take a MI survey. This survey will be used to see what MI is strongest in the students. Modifications will be used if needed to suit different MIs. 15 minutes **- KWL:** Students will fill out their KWL. Students will state what they already know and any questions that they have. 10 minutes **-Content Review:** ​ Economics will be introduced along with terms. Terms will be filled out by students on a terms sheet. A prezi will be used. 20 minutes **- Explaition of the Task:** I will explain what their task is. Glogster will be explained and students will set up their glogster accounts. 10 minutes - **Show class student samples of task:** I will show students a sample of what I am looking for out of their product. Checklists will be explained. 10 minutes **-Work time for students to work on ladder chart:** Students will get into 4 groups to fill out ladder chart. Students can use resources such as the internet to help fill out their ladder chart. I will give them a list of websites to go to. 15 minutes **-Wrap up lesson:** In the lesson wrap up I will explain if any work needs to be done at home, or preped for next class. Students will have time to write down assignments and to pack up to go to their next class. Assignment is to read the syllabus and come to class with any questions. 5 minutes

**DAY 2:** **-Checking for Understanding:** I will check students understanding from the pervious day by using circle, triangle, square. 5 minutes **- Additional Questions about Task:** After checking for understanding I will address any questions that the students have about the task or what they learned yesterday. 5 minutes - **Content Review:** I will go over more material and address any information that the students are foggy on. 20 minutes - **Work time for Students as jigsaw:** Students will work in groups to become an expert on a topic that needs to addressed in the glogster.20 minutes **-Work time for students on glogster:** Students will be put into groups by counting off in 4's from each jigsaw group. ​20 minutes. **- Wrap up class:** Students will use this time to wrap up working with their group. During this time I will review any assignments and have students pack up to get to their next class.10 minutes

**DAY 3:** **- Questions:** I will address any questions students have about the task. 5 minutes **-Content Review:** I will address any content questions students have and give more content information that they will need to complete their glogster. 25 minutes **- Work time for students:** Students will work with their group on their glogster. 25 minutes - **Student Self-Assessment for work inprogress:** Students will use their check list to assess their work with their group. Then students will decide how to improve their glogster to fit the checklist. 15 minutes -**Wrap up Class:** Students will finish up their assessment and group work before I explain any assignments and I give them time to pack up their stuff. 10 minutes

**DAY 4:** **-Checking for Understanding:** I will check for students' understanding by using circle, triangle, square. 5 minutes **- Additional questions:** I will address any questions that students have about the task. 5 minutes - **Content Review:** I will address any content questions that students have. 15 minutes **- Work time for students:** Students will use this time to try and finish up their glogster. 30 minutes - **Teacher check in with Students:** I will check in with each group and give them feedback on their glogster before it is assessed for a grade. 25 minutes -**Wrap up class:** I will explain any assignments that I would like students to do. Students will have to do any finishing touches on their glogster before their presentation. 5 minutes

**DAY 5:** **- Last minute finish of task:** Students will use this time for any last minute fixes to their glogster before their presentation. 20 minutes - **Presentations:** 50 minutes - **Wrap up class:** ​10 mintues

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will sit in clusters of 4 or 6 for this lesson for easy of group work. Students will understand that 1920's economics effected today's economics. //Students understand major eras and major enduring themes, and historic influences in history of Maine, the United States and various other regions of the world.//Without the economy of the '20's being as it was, it would have never had the effect on future economies. I will use a video about economics to hook students into a class discussion about what we already know about economics. [|http://www.youtube.com/watch?v=PdDuiZwmAfo .]Students will watch the video and have a quick discussion after about how they think economics effects their life now as a class. Students will also think about their life if there was no economics. Students will reflect on what if the economy was booming like it was in the 1920's.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Where, Why, What, Hook Tailors: Interpersonal, Visual, logic and verbal. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know what a stock market, industry, and economics are. (See content notes) Students will use a ladder chart to connect details about economics. I will present a prezi to the students about the basics of economics. It will just be a quick overview of terms that students have to use to fill out their term list. After students fill out the term list, they will explore websites in a group to fill out their ladder chart. Groups will be picked by counting off by 4's. To check for understanding I will use circle, triangle, square. Circle means that students have an understanding of the task and content. Triangle means that students have a few questions about the task or the content. Square means that the student is lost and does not understand much of the task or the content. Students will draw either a circle, triangle or square on a spare piece of paper and hold it up for me to see. The content that will be covered will be the basics of economics. Basics terms will be described for students and how economy works. Websites what will be used range from an economic dictionary, http://www.investopedia.com, social implications of economy, http://www.gcsehistory.org.uk/modernworld/usa/causesoftheeconomicboom.htm, 1920's economy, http://www.1920-30.com/business/, and the industries that strived during the 1920's economy,. Students will also have time to set up a glogster account. They can have time to explore glogster before I show a students sample of what I expect out of their glogster.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Equip, Explore, Rethink, Revise, Tailors: Visual, interpersonal, verbal, logic, and kinestheic. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to reflect on describe the basics of economics of the 1920's. Glogster will be used to create a virtual poster that will presented to the class. If a group is not comfortable presenting to a class as a whole, then the group can present just to me. Students will work in groups. to create a glogster which explains economics of the 1920's.Each group will use different websites to fill in their ladder chart. Each group's websites will be provided about a certain part of economics that will need to be presented in their glogster. Each group will have a member that is an expert in each area. However this expert must teach their group members about their area, but expert can not be the one to present that area during the presentation. Students will use a check list to self-assess their poster and presentation about 1920's economics, by themselves and with their group. I will use the same check list and give them feedback about their poster and presentation by the next class. The checklist will state the 4 areas that will be included in the glogster. Areas include, terms, social implications, 1920's economy and choose one booming industry to focus on their growth in the 1920's. Each area needs to be explained in way that is easy to understand, Pictures and videos can be incorporated in the glogster to be shown in the presentation. Glogster must have at least one picture for each area and atleast one video focusing on any one area or incorporates all areas. Students will assess their group work during the process of creating their glogster. The checklist will be used by students to make sure they have everything that is required to have in the glogster and presentation. I will assess the glogster twice. The first will be a check in with each group to make sure they understand about the task and clear up any questions they have about what I am looking for. The second time will be the assessment for a grade during the presentation. The presentations can be as creative as they want. They can preform a play to present their glogster, write a song that will be performed during presentation, etc.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Explore, Experience, Revise, Refine, Tailors: Visual, interpersonal, logic, verbal, kinesthetic, intrapersonal, musical and naturalist. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will present the final product to be graded by me. The grade will be out of a total of 50 points. The individuals will get a grade based on their work with the group. Students will write a reflection about their group members and themselves to be handed into me. Students have to do equal parts of their project and will be graded according to their work on their glogster and presentation. Each student must talk during the presentation to show that they understand the content that is in the glogster. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will know what a stock market, industry, and economics are.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Evaluate, Tailors: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Verbal, interpersonal, kinesthetic, and visual **.**
 * __ Content Notes __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Stock Market**- A place where shared are traded and aquired. The market is an over the counter one that provides ownership to companies when stocks are owned. The amount of stocks that ate bought raised the potential gains that a company and its share holders reicieve. (http://www.investopedia.com/terms/s/stockmarket.asp#axzz28BSVs3Uk) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Stock**- A secuirty that shows ownership in a company. It claims a part of the company's assets and earning. This is also known as a share. People who own these shares are called Shareholders. (http://www.investopedia.com/terms/s/stock.asp) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Assets**- Something with economic values that is controlled by an individual or company. Those who by stocks hope for the assets to be benefital to them. (http://www.investopedia.com/terms/a/asset.asp#axzz28BSVs3Uk) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Earning-** The amount of profit a company makes during a period of time, usually a finacial quarter (Three months). Earning drive the price of the price of the stock and if the company is profitable. (http://www.investopedia.com/terms/e/earnings.asp#axzz28BSVs3Uk) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Selling Shares-** Stocks are bought and sold each day. When a stock is bought the person in enquiring a piece of the company. When the stock is sold they are sold on the stock exchange floor by use of stock brokers. (http://stocks.about.com/od/tradingbasics/a/Basictrading.htm) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Stock Broker-** A person who makes a living by charging commission fees to buy and sell stocks on the market for an investor. (http://www.investopedia.com/terms/s/stockbroker.asp#axzz28BSVs3Uk) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Investor-** A person who puts money in the stock market by buying share and hoping to make a profit. (http://www.investopedia.com/terms/i/investing.asp#axzz28BSVs3Uk) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Profit**- A finical gain in revune from business activities, including buying and selling stocks. (http://www.investopedia.com/terms/p/profit.asp#axzz28BSVs3Uk)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Industry**- Classification of a group of companies that are related in terms of the products they produce. Classifications are based on the largest source of revenue. (http://www.investopedia.com/terms/i/industry.asp#axzz28BSVs3Uk)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Economy-** "The large set of inter-related economic production and consumption activities which aid in determining how scarce resources are allocated." (http://www.investopedia.com/terms/e/economy.asp#axzz28BSVs3Uk)

[|http://www.youtube.com/watch?v=PdDuiZwmAfo .] WRITE ABOUT THE VIDEO // Ladder Chart // // Checklist // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Reflection sheet for group reflection. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Terms sheet. //
 * __ Handouts __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**
 * //__ Learning Styles __//**
 * // Clipboard: //** // This lesson has clear expectations, organization, structure, and consistent routines for those students who learn this way. //
 * // Microscope: //** // This lesson has analyzing concepts, discussion, focus on details, and ownership for those students who learn this way. //
 * // Puppy: //** // This lesson has a comfortable environment and supporting grouping for students who learn in this way. //
 * // Beach Ball: //**// This lesson has a verity of resources and adapted environments for students who learn this way. //
 * // Rationale: //** // This lesson has a verity of options for those who learn in different ways, whether it be a multiple intelligences or learning styles. //


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**
 * // Formative: //**// Assessment for learning- //// There will be ongoing assessments to check for understanding. Circle, Triangle, Square will be used throughout the lesson to give me a chance to see who is having trouble understanding the task or content. Then I will answer any clarifying questions that students will have. There will also be a pre-assessment. This pre-assessment will be a KWL. K stands for what students already know about economics in the 1920's. W is what the students want to learn about economics in the 1920's. L will be filled out at the end of the unit to show what the students have learned. Feedback will be given through the lesson. Students will give feedback to their groups and I will give feedback to each group about their product. //
 * // Summative: //**// Assessment of learning - The final product of a vutrial poster using glogster that will be assessed. Students should be able to show that they understand the content. The performance task is what will be assessed for a grade. Students will act as if they are a stock broker and presenting to a group investor that is new to investing in the stock market. The glogster will be presented to the group of investors. Investors will then decide if they would like to buy stocks from these stock brokers. The lesson gives a real life experience of using stock brokers to buy stocks on the stock market. //
 * // Rationale: //**// This lesson gives student a real life experience while giving them the chance to grow and make their own decisions. //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Student will know what a stock market, industry, and economics are. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Student will be able to do reflect on describe the basics of economics of the 1920's <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Students understand major eras and major enduring themes, and historic influences in history of Maine, the United States and various other regions of the world.// //​Explain//
 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**
 * // Content Knowledge: //**
 * // MLR or CCSS: //**
 * // Facet: //**


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**
 * // MI Strategies: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Verbal**: Students will give a presentation on about their glogster poster to the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Logic:** Students will focus on the numerical side of economics. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Visual:** Students will create multiple glogster posters about economics. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Musical:** Students will make a song to explain the basics of economics. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Kinesthetic:** Students will act out a play that will explain the basics of economics to other classmates. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Interpersonal:** Students will work as a group to brainstorm potential ideas for their glogster project. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Intrapersonal**: Students will write about economics as if it were going into an educational magazine. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Naturalist:** Students will use the basic of economics and make correlations with nature. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Glogster is an interactive poster maker that students can use to take a poster a step further then ever before. Students will use glogster to create an interactive poster explaining the basics of economy and how it connects to the economy of the 1920's. Glogster is a type II technology because it engages the students in a way that a regular posters can not do. Glogster provides students the oppertunity to be hands on with the technology and creating a product that can be shared with others outside the classroom.
 * // Type II Technology: //**
 * Rationale: ** // This lesson show a verity of activities that students can do to develop a deeper understanding of the content. //

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

Rationale: This lesson fits standards a,b, and d because students will use technology to be creative, while exploring real world issues and collaborate with other members of the class.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

Rationale: This lesson fits standards a,c, and d because students will use technology in ways that fit their individual learning styles and different forms of assessments are used in the learning. ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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