Modeling the Planning Process and Questioning Strategies to Begin Designing a Technology-infused Unit.

Lets design a unit on the Water Cycle (this topic may expand and change as we design).

First- you would get the textbook from which your students will be learning. Examine the content, activities, objectives, standards, etc. This is the existing curriculum from which you will teach. Your goal is to integrate technology into this curriculum as you modify it. Research has shown that student motivation and learning are enhanced through use of technology!

1. What do we want students to know or be able to do at the end of the unit on the water cycle?
See Bloom's Taxonomy page 74. Try to use verbs from a variety of thinking levels.

The students will label the water cycle in a drawing.
The students will describe how we get our drinking water.
TSW analyze how weather affects the water cycle in different parts of the world. (Could be on different ecosystems.)
TSW invent a device to develop drinking water- from sea water, from rainfall, creative sources....
Add more as needed........

Next week you will be adding Essential and Unit Questions:
Intel CD> Curriculum Framing Questions > Big Idea Words
Curriculum Framing Questions: Essential Questions, Unit and Content Questions

Lets design together:

Title: Water: Life's Blood

Essential Questions:

What would your life be like if there was a scarcity of drinking water?
How might people in other parts of the world be affected?

Unit and Content Questions: Unit questions are more specific than essential question. Content questions are very specific and developed from the objectives.

What makes water suitable for drinking?
How do we get our drinking water? Where does it come from? (sources from around the world)
How does weather affect our drinking water?
What is the water cycle?
How can we get more drinking water?

Make the connection from the Objectives listed above to the Unit and Content Questions. Check the objectives to make sure you have questions for each one.

2. Look at the Objectives: determine which objectives would work well for assessment through use of a student PowerPoint presentation, a student publication (brochure or newsletter), internet research, a blog, digital storytelling, additional technology project?
See page 70 for ideas. Write the assesssment projects next to your objectives. In coming weeks, we will look at more assessment strategies.

The students will label the water cycle in a drawing. (Inspiration or Paint drawing project)
The students will be able to describe how we get our drinking water. (Weather Station project- video student productions)
TSW analyze how weather affects the water cycle. (Web Research- spreadsheet project)
TSW invent a device to develop drinking water- from sea water, from rainfall, creative sources.... (Publication-- brochure)
Add more........ (Blog Contributions with Ideas from invention)

3. With your class, the first introduction might look like this.

KWL Chart to assess prior knowledge or KWHL (How will you learn...?) If you don't know about a KWL chart, do a web search.

What do you Know about the water cycle?
What do you want to know or Wonder about?
How will you learn about the water cycle?
What have you Learned?