Get the red out.

Use this template to assist in the creation of a unit plan which provides very significant integration with the information age elements that we currently call educational technology, computer literacy, multimedia, hypermedia, information technology,  computer integration and cyberspace. The links below lead to further explanation and resources for the completion of its components. Do not delete the links from this page as they provide further support and explanation for others who might use your work as a model. Do click on the links themselves to better help you complete different sections. Delete this paragraph when you have completed your unit plan.]

I. Title & Overview (determining title assigned in Chapter One and Two)

[Tasks:
• - indicates the content area of study, the scope of the unit and grade level range for which it is appropriate.
• - says generally what the unit involves in a sentence or two.]
• [Extra credit for adding relevant background and foreground images to this web page.]

II. Unit Objectives (determining these objectives assigned in Chapter three)

N.C. Standard Course of Study (NCSCS) Tasks:
1. - State overall objectives or goals, not more than three content goals, and they are to be taken from a grade level and a subject area activity of N.C. Standard Course of Study (NCSCS) in which your unit plan best fits, including both content area and computer literacy goals for your grade level. Use the labeling and numbering system of NCSCS, such as Math 2.0 or Math 2.3.
2. - Answer the question: "what are the main skills the student will learn?"

[but you want to find the links within the NCSCS to the sections that you are using

Content Area Goals (link below to the specific page of objectives for your grade level  in the NCSCS)

• I. Unit Objective -
• II. Unit Objective -
• III. Unit Objective -

Computer Literacy Goals (pick one of the two and link below to the specific page of objectives for your grade level  in the NCSCS)

• III. The learner will demonstrate knowledge and skills in the use of computer and other technologies.
• IV. The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.

III. Specific Objectives (determining these objectives assigned in Chapter four)

Tasks:
• - Restate the overall unit objectives from II. and under each one list not more than three enabling objectives for each unit objective. For each of these enabling objectives: make part of its text link back to the appropriate page for that objective in the NCSCS; use the NCSCS labeling and numbering system.
• - should be stated in behavioral or competency terms
• - concerned with such things as skills and understandings
• Example of Specific Objectives
• I. Unit Objective (repeating the unit objective given in section II. above so that each of the unit objectives below matches those in section II.)
• specific objective
• specific objective
• specific objective
• II. Unit Objective for Computer Literacy
• enabling objective (web link some words in your text to the page of specific sub-objectives in the NCSCS)
• specific objective
• specific objective
• IV. The learner will demonstrate knowledge and skills in the use of computer and other technologies.
  • specific objective - Computer objectives support content area objectives. One does not just say the students will learn to a word processor. Instead one says that word processing skills will be used to record research on causes of the civil war. The actual enabling objectives must be checked for the requirements of each grade level.
  • specific objective
  • specific objective
• V. The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
  • specific objective - Computer objectives support content area objectives. One does not just say the students will learn to a word processor. Instead one says that the spreadsheet information will be used to analyze which type of bird food attracted the most birds and the slideshow software will be used to communicate the students review of the bird study.  The actual enabling objectives must be checked for the requirements of each grade level.
  • specific objective
  • specific objective

IV. Lesson Plans

[Make sure that all the specific objectives mentioned in III. are listed in some way in specific lessons of this section. That is, if a computer objective is given in section III., there must be an indication of which lesson or lessons will address it and some explanation of how it will be taught. Take care to indicate in your lesson plans when the computer related activity take place in the classroom and when it takes place in computer labs.

Titles and descriptions of 10 lesson plans go in this section. Two of these ten must be linked to the text in this lesson plan list and be fully detailed lessons that emphasize the use of technology to support instructional goals. using the lesson model specified by your instructor. Use the lesson model specified by your instructor. A link below provides a wide variety of lesson plan models.

Full lesson plan models

Lessons must be written by course participants, not be rewrites of those written by others. [Note: If you modify (add, delete, change) someone else's lesson plan with your own ideas and then wish to put this updated lesson plan on some future web site, that is called a derivative work in U.S. Copyright Law and still requires specific written permission from the original composer.]

V. Introductory Resources

• Introductory parent/child newsletter (info): type just the newsletter filename; this could go out to parents and children a few days before you are to begin.
• Introductory electronic slideshow (info): type just the Powerpoint filename.
• Web cover page (info): Multimedia cover page which includes link to introductory videoclip. To expand on the introductory video, keep a camcorder with this videoclip close at hand during the teaching of this unit plan. Add additional short segments of the learning of class in action during its teaching. Digital video editors such as iMovie could then later be used to refine this into a final and more finished video composition.

VI. Higher Order Thinking Skills

• Example Starter Questions:
• Recall:leave link but add question relevant to your unit
• Analysis:leave link but add question relevant to your unit
• Comparison:leave link but add question relevant to your unit
• Inference:leave link but add question relevant to your unit
• Evaluation: leave link but add question relevant to your unit

VII. Materials/Resources Available/Needed

These information resources include references to people, items on shelves and items in computer storage (diskettes, hard drives, and networks).

Brains

• Expert from the United States: - name, position or specialty, email address
• Expert from another country (optional extra credit): - name, position or specialty, email address
• [Extra credit if you link to a web page of copies of email question(s) and responses that you traded with one or more of your experts. Please do not ask trivial questions and waste their time just to trade some email.]
• Email Conferences
• LISTSERVs (info): - insert one title or more. There is no requirement that you read and participate in the email of such conferences, just that you know how.
• Newsgroups (info): - insert one title or more.  There is no requirement that you read and participate in the email of such conferences, just that you know how.
• [Extra credit if you link to a web page that you create which contains copies of your email contributions and the responses of other participants from a newsgroup or LISTSERV in which you participated.]

Shelves

• Curriculum Library & Reading Center Resources (info): A list useful relevant curriculum library resources.
• The blue info link for this heading teaches you how to "Limit" your search to the CMC (Curriculum Materials Center) or CMC Media to focus on K-12 resources. If you do not know how to limit your search, click the info button for this topic. List relevant resources including instructional materials and curriculum kits from your online search. If you searches turn up empty, insert the phrase None Available and list the search terms you used and bring a note from the Educational Resources Librarian of the Curriculum Materials Center or have her send me email that she consulted with you by phone or in-person and that she confirms that there are no curriculum materials available for your topic at in the curriculum reserves at Western, UNCA or App.State.
• Reading Center Visit this center which is located on the first floor of the Killian Bldg.
• If resources for your needs are not kept at the Killian Reading Center or the Curriculum Center, search online public libraries or online BK-12 Libraries (at specific elementary, middle or high schools) on the Internet.
• If no resources are found insert the phrase "None Available" here and list the search terms you used and the Internet locations you searched.
• Video Resources (optional extra credit) (info) (TV/Cable, videotape, videodisc, online digital video): A list selected relevant video resources. A variety of resources for finding video are found at the "info" link.

Drives

• Web sites

This is a list of useful web site addresses for this unit plan found using the web search engines from each of these headings. Using each kind expands your knowledge of the types of search systems available.
• Expert database (info): (Encylopedia Britannica Online). If none available list search terms you used.
• General Catalog database (info): (e.g., Yahoo.com). If none available list search terms you used.
• Web site Robot database (info): - (e.g., hotbot.com) If none available list search terms you used.

 
• Web sites from Child Safe search engines (info): List relevant resources from your online search or insert the phrase None Available but list search terms you used.
• MetaLibrary catalogs (info): web sites pre-sorted by educational topics. (optional extra credit) If none available list search terms you used.

 
• Instructional Software (info)
• School Building Available software (optional extra credit): Create a list of software titles that are available in the school where you are teaching
  
• Shareware (info): - insert titles and locations here; list relevant resources from your online search or insert the phrase None Available but list search terms you used.
• [Extra credit if you can successfully download a functioning relevant and useful application and place it on your ZIP disk in folder titled software. Provide file name here if you do this.]
• Commercial (info): - insert titles with links to company web sites here; list relevant resources from your online search or insert the phrase None Available but list search terms you used.
• [Extra credit if you can successfully download a functioning useful demo of a commerical application and place it on a CD or  ZIP disk in folder titled software. Provide file name here if you do this.]

 
• Unit Plan Topic Database: This database file will not display on a web page. To see and use the database, you must download it to your computer and open it running the same application as was used to create it.
• Indicate the name of the database application (e.g., Access, Filemaker Pro, Appleworks, Clarisworks) that created it. Upload the file to your web site and make a link to file using its file name here, properly indicating the name of the application that created it and the operating system that it runs on (Mac, Linux, Windows).

 
• Comparison Spreadsheet:  -
• Application file. This spreadsheet file will not display on a web page. To see and use the spreadsheet, you must download it to your computer and open it running the same application as was used to create it.
• Indicate the name of the spreadsheet application (e.g., Excel, Appleworks, Microsoft Works) that created it. Upload the file to your web site and make a link to file using its file name here, properly indicating the name of the application that created it and the operating system that it runs on (Mac, Linux, Windows).
• Web page view. Click this file name to see a web view of this spreadsheet. Use the web page making command in your spreadsheet program to automatically make a web page of the same spreadsheet. The extension on this file will end in .htm or .html. Upload this file to your web account, insert disk name and file name in this location and link the file name to the HTML version of this file.

VIII. Equipment Needed

• This is a list specific equipment needed and where equipment will be secured in the room or returned after its checkout.
• List non-computer technology that will be needed. This might include manipulatives, tape recorders, containers, writing tools, etc.
• Classroom layout for the teaching of this unit.
• >See two and three dimensional view of teaching setting.
• Write here about any special features of the room layout that you would like to have or things about your room you would like to change to support your unit plan teaching.
• Wish-list Shopping Spreadsheet
  • Unit resource needs, Excel spreadsheet. Every unit is just a piece that fits into the longer stream of the academic year, that builds on prior activities and resources. This spreadsheets shows the full set of digital and other resources preferred for this classroom that this unit plan could draw on.  Use this Excel spreadsheet that will be explained in chapter 13 to create a table of technology items relevant not only to this unit plan and their costs, but of unit plans throughout the year. This should be your dream computer or dream classroom equipment list with totaled costs using the SUM function. Use Excel to save your work in Web page (HTML) format. Link this file to this section of the unit plan.
  • [Extra credit if this spreadsheet includes the prices of software that is listed in section VII. under Commercial Instructional Software and also includes the cost of this software.]
• It is easy for Technology Shopping Lists to go beyond your classroom or even your school budget. To find that additional funding, one can consult the Grant Development Process site.

IX. Evaluation

Give this some serious thinking. Write commentary on the following tasks:
• - how will you determine if the unit was of value and make a decision if it will be used again
• - how will you provide measurement of student mastery of the key objectives noted in section II and III of your unit plan so have evidence that students have met the competencies.
• - Remember to provide notes here on how to improve the unit's lesson plans after it has been taught.
• To assist in this evaluation, one can also use the video composition begun and continued from section IV. above. Use an easy to use video editor such as iMovie which uses your added footage from this experience to create a video composition that tells the story of the teaching of this unit. From time to time in your editing add your own narration to the videotape reflecting on things that went well and deserve repeating and those things that need modification or deletion from the plan. Keep this video on file for the following year to review before you teach the unit again or "burn" the digital video version of the file to a CD or DVD disc. Keep the disc in your teaching and technology portfolios and reuse the videotape.
 
• Further technology integration:

 
• Grading Spreadsheet:
• Actual student names should not have to be present in the spreadsheet, but the labels for the columns for the assessments that you plan should be. Think carefully about how many evaluations you will need and the nature of those assessments. All evaluations do not have to be simple scores or numeric or letter grades. Spreadsheet cells can hold comments as well.
• Application file. This spreadsheet file will not display on a web page. To see and use the spreadsheet, you must download it to your computer and open it running the same application as was used to create it.
• Indicate the name of the spreadsheet application (e.g., Excel, Appleworks, Clarisworks) that created it. Upload the file to your web site and make a link to file using its file name here, properly indicating the name of the application that created it and the operating system that it runs on (Mac, Linux, Windows).
• Web page view. Click this file name to see a web view of this spreadsheet    . Use the web page making command in your spreadsheet program to automatically make a web page of the same spreadsheet. The extension on this file will end in .htm or .html. Upload this file to your web account, insert disk name and file name in this location and link the file name to the HTML version of this file.
• Student information Database: (used for grades, comments on assignments and general student information such as emergency phone numbers and health issues)  This database file will not display on a web page. To see and use the database, you must download it to your computer and open it running the same application as was used to create it.
• Indicate the name of the database application (e.g., Access, Filemaker Pro, Appleworks, Clarisworks) that created it. Upload the file to your web site and make a link to file using its file name here, properly indicating the name of the application that created it and the operating system that it runs on (Mac, Linux, Windows).
• extra credit: link a sample of the mail merge document here. Insert disk name and file name of sample mail merge word processing document, which is sent home at the conclusion of the unit with grade and comments.

X. Time Period

Write commentary on the following tasks:
• - how many class days/periods are needed for the unit
• - will the time alloted for this activity fit the time provided to teach the full course

Unit Plan Grading Template.