Design and Development of Instruction

Dr. Scott FredricksonTE810

Suzan Priolo

Instructional Goals

-to creating a

computer-related

product, focusing

on New Jersey, that

enhances the

social studies

curriculum

Needs Assessment

• The New Jersey Core Curriculum Technology Standard 8.1 states that all students will use computer applications to gather and organize

information and to solve problems. • The New Jersey Core Curriculum Social Study

Standard 6.4 and 6.6 states by the end of grade 4 the students will identify major documents and symbols in New Jersey. The students by the end of grade 4 will also describe the geography of New Jersey

Learner AnalysisThe Target Population are 23 4th grade students in a regular classroom. The students ages range from 9 to 10 years of age. The school district participates in the inclusion of special education students into most classrooms. In this class there are 6 students that are classified special ed. and have a assistant teacher with them during each day. This teacher will assist in areas of difficulty during the instruction.Entry Behaviors towards computers are favorable. These students have had basic instruction using the Microsoft Word Software and the proper use of the Internet. Their Prior Knowledge of the Topics ( New Jersey , Word or the Internet) have been introduced on a prior day . Their typing skills vary and the ease with the use of the computer depends on weather they have a computer at home. Most of the students can open a document , type a paragraph and save to a given area.The student’s Attitudes toward Content and Potential Delivery System are good. The students enjoy the explorations surfing the internet and creating a product. Academic Motivation is positive due to the fact the students enjoy working on the computer and they look forward to printing out the finished product.Education and Abilities Levels has been addressed above.The student’s General Learning Preferences are directed towards this project because it involves hands on activities.The Group Characteristics are encouraging interest in the project is due to the fact that the students like working with computers.

Goal Analysis

To make a New Jersey

State Brochure

2.0 -Microsoft Word Basic Skills

2.2 review basic word procedures

2.1 Open Microsoft Word

2.3 Open a saved Brochure Template

1.0- Search the Internet for information on New Jersey

3.0 Adding Graphics

4.0- Adding Text

1.1 Complete a Google search for information about New Jersey

1.3 Right click copy –paste pictures and text to the desktop

1.2 Read and select required information

3.3 Right click paste the selected Graphics into document

3.2 Right click copy the selected Graphics

3.1 To open Graphics offerings or saved pictures on desktop

5.0 Printing

4.1 read and select important information

4.2 Type information into designated areas

5.2 Select the printer and print

5.1 Open the document

Objective 1.0 Search the Internet for information on

New Jersey

1.1 Complete a Google search for information about New Jersey1.2 Read and select required information1.3 Right click -copy then paste pictures and text to the desktop

Procedures & Assessments DAY 1 – (35 minutes) Introduction Your have just been hired as the Director of Tourism for the State of New Jersey. It is

your job to create a brochure that informs the reader about the many great things about New Jersey. (Teacher will show examples of brochures and review Handout #1)

Materials –Network Computers , internet access, over head projector and printer

Procedure1) Log onto the internet and type in the following URL – http://www.google.com2) Type in New Jersey in the search bar3) Click on Google Search4) Select one of the selections 5) Read to see if the site has information you think should be put into the brochure6) Once you have found a picture or information you want save it to the Student Public (studpub)

drive under the teachers folder . ( Remember to rename it to something you will recognize.)7) Continue surfing for additional information and pictures. Remember to review handout # 1 for

your selections.8) Print found information so that you can make selections for your brochure. Keep all found

information in a folder.

AssessmentTeacher observation and reviewing the saved document will serve as the assessment on this part of the project.

Instructional MaterialHandout #1

•Checklist for a Brochure about New JerseyThese are a few things to look for specifically related to brochures about a place. Not all will apply to your brochure. •Does the brochure give enough information that the reader knows where to find this place? (Map, directions) •Does the brochure tell what is significant about this place (historical importance, tourist attractions, famous residents, significant industries, etc.)? •Are there interesting pictures? (Pictures with people are usually more effective but pictures of well-known landmarks or beautiful scenery can work with or without people in the photos) •Are the pictures or clip art useful? Do they help to tell the story or do they just seem to be filling up space? •Does the brochure make the reader want to visit this place ?

Objective 2.0 Microsoft Word Basic Skills

2.1 Open Microsoft Word

2.2 review basic word procedures

2.3 Open a saved Brochure Template

Procedures & AssessmentsDAY 2 (35 minutes)

Introduction - A brief review of the Microsoft Word Software will remind them of basic procedures. The teacher will provide an overview of the project. The teacher will remind the students about Handout #1.

Materials – network computers, Microsoft Word Software, and overhead projector

Procedure

1) The students will open the Microsoft Word Program.

2) The teacher will model how to get to the template saved on the studpub drive.

3) The students will identify the page layout and begin to plan the look of their brochure. (Scrap

paper will be give out for clarification out layout. Students will then review their plan )

4) The students will save the template on his/her own folder on the studpub drive.

Assessment

Teacher observation

Template

PAGE 4

PAGE 2

PAGE 3

TITLE

PAGE 5

PAGE 6

Objective 3.0 Adding Graphics

3.1 To open graphics offerings or saved pictures on desktop3.2 Right click copy the selected graphics3.3 Right click paste the selected graphics into document

Procedures & AssessmentsDAY 3 ( 35 minutes)Introduction The students will be instructed to review the paper copies of the saved text and pictures. Handout #2 will assist them in coping and pasting pictures into the document.

Materials – Network Computers , Microsoft Word Software, over head projector and printer

Procedure 1) The students will open the Microsoft Word Program. 2) The teacher will model how to get to the template saved on the studpub drive-student folder. 3) The students will retrieve the saved New Jersey Clip Art on the studpub drive noting the layout. 4) The teacher will model how to cut and paste the clip art into the their individual work. 5) When clip art is placed the students will save the brochures on his/her own folder on the studpub drive.

AssessmentTeacher observation

Handout #2

Coping and Pasting

1) Select the picture you want to copy.

2) To copy the item, click Copy on the

Standard toolbar.

3) Click where you want the item to appear.

4) Click Paste on the Standard toolbar.

(You can change the size of the picture by selecting the picture and dragging on the small

boxes at the edge of the picture. Note that the pointer changes to a double sided arrow.)

Students do not have the ability to right click in our district

Objective 4.0 Adding Text

4.1 read and select important information from saved file4.2 Type information into designated areas

Procedures & Assessments DAY 4 ( 35 minutes)Introduction The students will be instructed to review the saved brochure , identifying where text need to be type in to complete the information provided..

Materials – Network Computers , Microsoft Word Software, over head projector and printer Procedure 1) The students will open the Microsoft Word Program. 2) The teacher will model how to get to the brochure saved on the studpub drive-student folder. The students will open the saved document. 3) They will add text to describe the pictures. The students will be instructed to add text to go with the clip art 4) Other important text should be added to the brochure. The teacher will model how to change the text size and color. Handout #3 will assist them in inserting text to a selected area. The brochure will be saved again.

AssessmentTeacher observation

Handout #3

Change the font

1) Select the text you want to change.

2) On the Formatting toolbar

3) Click a font name in the Font box .

Change the size of text

1) Select the text you want to change.

2) On the Formatting toolbar

3) type or click a point size in the Font Size box

For example, type 10.5

Objective 5.0 Printing

5.1 Open the document 5.2 Select the printer and print

Procedures & Assessments

DAY 5 ( 35 minutes)

Materials – Network Computers , Microsoft Word Software, over head projector and printer

Procedure 1) The students will open the saved document. 2) Each brochure will have peer to peer review. The students will use the provided rubric to document their opinions of the brochure.3) Revisions will be made one last time and then the students will print out the completed brochure. These brochures will be shared with the school popular on a display board.

Assessment - Teacher observation and Peer Review

Evaluation of InstructionRubric

13 -15 points = A

10 -12 points = B

6 - 9 points = C

0 - 5 points = D

No brochure = F

Summative Evaluation

The focus of this unit was to create a computer-related product, focusing on New Jersey, that enhances the social studies curriculum. The students weregiven a task to locate information from the internet about the state they live in. Theywere to identify the symbols and important places around their state to be displayed in brochure. The students completed the assignment in the scheduled time in spite of the difficulties understand in the complex layout. While completing the brochure they learned important basic skills using the Microsoft Word Software that they will be able to expand upon during future project.This project was a good project to infuse the technology while enhancing the social studies curriculum. This was especially important because the district is currently between curriculums and this fulfilled the state requirement.