ED200

Technology Integrated Lesson Plan Template

http://ycped200.wikispaces.com/Lesson+Plans+%28Tech+Integrated%29 Lesson Title:

Tunnels: Underground Marvels

Technology

Grade Level: Grade(s):6-8 Time Frame: Two or three class periods

Subject Area:

Teachers Name: Summary:

Claudia Patricia Brenda Liseth This is a lesson that is designed to help students with their reading and vocabulary. Each student will read article about Tunnels: Underground Marvels. Students will observe through of the reading the different uses of technology make for build huge marvels. Also students will have the opportunity to use the computers with Internet access in class so them can to find information about the use of technology. Beside the class will be divide into four teams of six or seven students. Tell students that their assignment is to create a class quiz game that focuses on tunnels. Give each group one of the following categories :History of tunnels, Tools and techniques used to build tunnels, Notable tunnels New tunnel technology. 1.2.5 A. Read and understand essential contentof informational texts and documents in all academic areas. Differentiate fact from opinionacross texts. Distinguish between essential and nonessential information across a variety of texts, identifyingstereotypes and exaggerationwhere present. Make inferences about similar concepts in multiple texts and draw conclusions. Evaluate text organization andcontent to determine the authors purpose and effectiveness 1.2.5 B. Use and understand a variety of media and evaluate the quality of material produced.

Connection to PA Core Curriculum Standards:

encyclopedias) for research. information. script, play, audiotape) for a targeted audience. 1.2.5 C. Produce work in at least one literary genre that follows the conventions of the genre.

1.4.5 B. Write multi-paragraph informational pieces (e.g., essays, descriptions, letters, reports, instructions).

photographs). 1.4.5 C. Write persuasive pieces with a clearly stated position or opinion and supporting detail, citing sources when needed. 1.5.5 A. Write with a sharp, distinct focus identifying topic, task and audience. 1.5.5 B. Write using well-developed content appropriate for the topic. information appropriate for the topic, task and audience.

1.5.5D. Write with an understanding of the stylistic aspects of composition. specific details that convey the writers meaning.

1.6.5 A. Listen to others. deas and opinions from thosethat are irrelevant.

1.6.5 C. Speak using skills appropriate to formal speech situations.

understandable.

1.6.5 F. Use media for learning purposes. radio or in newspapers.

versions of the same event.

on a topic. 1.8.5 A. Select and refine a topic for research. 1.8.5 B. Locate information using appropriate sources and strategies.

reference materials, interviews, observations, computer databases). -references and appendices. search tools. 1.8.5 C. Organize and present the main ideas from research. ructured format. Technology Standards 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.

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. Advocate and practice safe, legal, and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. Demonstrate personal responsibility for lifelong learning. d. Exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. Understand and use technology systems. b. Select and use productively. applications effectively and

c. Troubleshoot systems and applications. d. Transfer current knowledge to learning of new technologies.

Essential Questions: (Objectives)

Where are tunnels usually constructed? Think of different types of tunnels, such 1. as those under water, under land, or

through a mountain. Why are such tunnels constructed? What benefits do they serve? Why do major tunnel projects take so 2. many years to complete? What are some of the challenges involved in trying to dig through a mountain using 3. a tunnel boring machine (TBM)? Research a tunnel located in your area. Try to find out the estimated number of cars and trucks that pass through it each 4. day. What health hazards do tunnel 5. construction workers face? What precautions can tunnel builders take to prevent injury or death as they 6. work underground?

Assessment:

Students should be able to work cooperatively in teams; conduct thorough research on their topic; compose clear, well-written answers and questions; and play competitively but fairly with their classmates. Use the following threepoint rubric to evaluate students' work during this lesson: Three points: Students worked effectively in their groups; researched their topic thoroughly; wrote clear, thoughtful, and interesting Jeopardy answers; and competed fairly with their classmates. Two points: Students worked somewhat effectively in their groups, researched their topic somewhat thoroughly, wrote some clear and interesting answers toJeopardy questions, and competed somewhat fairly

with their classmates. One point: Students had difficulty working in their groups, researched their topic but had many gaps in their knowledge, wrote a few interesting questions, and had trouble competing fairly with their classmates.

Prerequisite Knowledge:

Basic research skills- how to use the internet and computer Be familiar to the PowerPoint Program Know how to find and comprehend sources Construct a paragraph

Materials and Resources:

The class will need the following: Computers with Internet access (optional but very helpful) Each group will need the following: Approximately 50 blank index cards Pens and pencils Scrap paper Each student will need the following: Pens and pencils One copy of Take-Home Activity Sheet: Design a Tunnel of the Future (see printable version) One copy of Tunnels Fact Sheet (see printable version) Begin the activity by asking students what they know about tunnels. For example, ask them if they know where tunnels are usually built and how they are constructed. Then ask students if 1. they can name any tunnels.

Procedures:

Divide the class into four teams of six or seven students. Tell students that their assignment is to create a class quiz game that focuses on tunnels. Give each group one of the following categories: History of tunnels Tools and techniques used to build tunnels Notable tunnels 2. New tunnel technology Each group should develop 10 questions in its category. Each game will consist of five questions in each category, worth 100, 200, 300, 400, and 500 points. Have students develop a range of answers, based on easy to difficult questions, and assign a number value to each. (Of their 10 questions, 2 should be worth 100 points, 2 worth 200 points, and so on.) Answers can be prepared in response to a multiple-choice format, true/false questions, or simple questions requiring 3. a short answer. For your information, the Fact Sheet includes some interesting points about each category that you can use to help students start their research. To supplement this information, students can use encyclopedias, books, and other reference materials, as well as the 4. suggested Web sites. After students have completed their answers, play two rounds of the quiz game. One student can be the moderator, another can be the scorekeeper, and three students can be contestants. As the contestants pick categories, the moderator should call on a student from the appropriate team to give the answer. Give each group of three students a chance to respond to five answers. Then select new contestants and a new moderator and scorekeeper. If possible, play the game until everyone has had a chance to be a 5. contestant. Students with the three

highest scores win the game. Assign the Take-Home Sheet: The Future of Tunnel Construction for homework. Have students bring their sheets to class and share their ideas. General Web Sites about Tunnels This Web site provides general information about tunnels. Students should probably begin their research here. All About Tunnels These Web sites provide information about specific tunnels. These Web sites would be useful for students' research on notable tunnels. Some Notable Tunnels Central Artery/Tunnel Project (Big Dig) Boston Channel Tunnel (Chunnel)England and France Chesapeake Bay Bridge-TunnelVirginia Seikan TunnelJapan Hoosac TunnelMassachusetts 6. Holland TunnelNew York-New Jersey