ISTE Standards (Technology Standards)

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
Students:
apply existing knowledge to generate new ideas, products, or
a.
processes.
b. create original works as a means of personal or group expression.

3. Research and Information Fluency

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.

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using
appropriate digital tools and resources. Students:
b. plan and manage activities to develop a solution or complete a
project.
c. collect and analyze data to identify solutions and/or make
informed decisions.

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.

6. Technology Operations and Concepts

 Students demonstrate a sound understanding of technology
concepts, systems, and operations. Students:
a. understand and use technology systems.

NYS Learning Standards

Standard 3 - Geography
Students will use a variety of intellectual skills to demonstrate their understanding
of the geography of the interdependent world in which we live-local, national, and
global-including the distribution of people, places, and environments over the
Earth's surface.

Geography can be divided into six essential elements which can be used
to analyze important historic, geographic, economic, and environmental
questions and issues. These six elements include: the world in spatial
terms, places and regions, physical settings (including natural resources)
and, human systems, environment and society, and the use of
geography

Performance Indicators:

• Describe the relationships between people and environments and the

connections between people and places.

Geography requires the development and application of the skills of

asking and answering geographic questions; analyzing theories of
geography; and acquiring, organizing, and analyzing geographic
information.

Performance Indicators:

• Present geographic information in a variety of formats, including maps,

tables, graphs, charts, diagrams, and computer-generated models.

Lesson Objective(s):
 • Students will locate and research the activities that make the Adirondacks an
attractive tourist destination. They will decide whether to look for summer
activities, or winter activities.

Introduce the Learning Activity:

A. I will ask the question, “What is your favorite season, and what is your
favorite recreational activity to do in that season?” After defining recreation,
and a few volunteers have given their input, we will discuss our proximity to
the Adirondacks. They will know that the Adirondack park is a place where
people travel to enjoy the outdoors. Together, we will read the Introduction
portion of the webquest and discuss why it’s important for tourists to visit the
Adirondacks.

B. The students will be motivated to learn because they will have their own
computers to use. Also, I hope to raise their interest in the topic by explaining
how close Plattsburgh is to the Adirondacks, and how that has a positive
impact on our local economy.

Provide Information:
A. I have created a webquest that offers information and resources for students to
use independently and as a group.

Provide Practice:
A. As a part of my webquest, I have provided websites for the students to
visit. Students will be able to navigate the main website to discover the
different recreation events that the Adirondack Park has to offer for both
summer and winter activities.

Provide Knowledge of Results:

A. I will be walking around the room to make sure students are looking in the
right places to find recreational activities that will help them to create their
brochure. I will also be providing clarity to any activities they may not be
familiar with.
B. I have attached a rubric to the webquest which will illustrate my expectations
of the students. The rubric will be used to grade the brochures the students
will make for tourists to get an idea of what the Adirondacks have to offer
them. Students can see the rubric at any time since it is accessible from the
webquest. I will provide comments on each rubric to give the students a very
clear understanding of the strengths and shortcomings (if any) of their
brochure.

Review the Activity:

A. After the students have done their research on recreational activities in the
Adirondacks, as a whole group, we will discuss the activities that students
believe are the most popular for tourists. We will discuss why it might be
important to know when it precipitates in the ADKS.
Method of Assessment:
A. Students will be assessed based on the brochure they create. As I stated earlier,
I will use a rubric to assess the brochures. Students will also be given a grade out of 5
based on the effort that I believe they devoted to research and creating the brochure.