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Introduction 

Aim

Rationale

Goals and Objectives

Audience

Prerequisites

Subject-Matter

Instructional Plan

Materials

Assessment and Evaluation

Appendices

Resources

Glossary

2         PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES-Teachers plan and design effective learning environments and experiences supported by technology.
Ø  design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
Ø  apply current research on teaching and learning with technology when planning learning environments and experiences.
Ø   identify and locate technology resources and evaluate them for accuracy and suitability.
Ø   plan for the management of technology resources within the context of learning activities.
Ø   plan strategies to manage student learning in a technology-enhanced environment.

 3         TEACHING, LEARNING, AND THE CURRICULUM-Teachers implement curriculum plans that include methods and
       strategies for applying technology to maximize student learning.
       Ø  facilitate technology-enhanced experiences that address content standards and student technology standards.
  Ø  use technology to support learner-centered strategies that address the diverse needs of students.
  Ø   apply technology to develop students' higher order skills and creativity. 
       Ø   manage student learning activities in a technology-enhanced environment.

 4         ASSESSMENT AND EVALUATION-Teachers apply technology to facilitate a variety of effective assessment and
       evaluation strategies.  
  Ø  apply technology in assessing student learning of subject matter using a variety of assessment techniques.
  Ø  use technology resources to collect and analyze data, interpret results, and communicate findings to improve
          instructional practice and maximize student learning. 
      Ø apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning,
         communication, and productivity.

6         SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES-Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.
Ø model and teach legal and ethical practice related to technology use.
Ø apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
Ø identify and use technology resources that affirm diversity.
Ø promote safe and healthy use of technology resources.
Ø facilitate equitable access to technology resources for all students.
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Audience:  These lessons have been designed for 7th and 8th grade students, although any lesson and/or activity may be altered for younger and older students, even adults.  The project is designed to encourage life skills while learning Applications to Computers in the basic Microsoft software {Word, Publisher, Excel, PowerPoint}, plus how to navigate through the Internet.  Everyone will be more confident using the computer. 
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Prerequisites:  Presumably all students have used a computer in some way or fashion and purchased something from a grocery or clothing store. This is about all the prior knowledge that will be required. The students will be wage earners, which will help make the connection between students spending money handed to them and having to work for it. Also, some students will be familiar with people in the lower income bracket (i.e. stock clerks, McDonald’s clerks, and people that sell socks or incense at traffic intersections). The How-To-Do for all lessons and activities are further explained and demonstrated during class time. 
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Subject-Matter:  This is a Technology Unit, although content areas are included (i.e. math/budget, car, home - Social Science/occupations - English/research & PowerPoint - Reading/everything on monitor)  In order for the students to "...make it on their own..." The students will research on the World Wide Web to find a career, create a budget, purchase a car, purchase a home, and then present a PowerPoint slide show to their class.  These lessons and activities will enhance life skills plus; teach, practice, and review their lessons on the use of technology in their daily lives.  Students will learn how to calculate wages, figure taxes on purchases, balance a budget and live within their means. Most importantly, hopefully students will realize the necessity of getting a good education, which will translate, into a job that pays enough for a person to live comfortably in today’s economic situation. This unit incorporates hands-on-learning teaching methods that have been found to foster a high degree of student involvement and retention of educational objectives.  Students can assist each other finding ways to complete this project, particularly the one’s that wind up with minimum wage jobs. I have found that often students learn as well or better from other students as from the instructor. The nature of this unit (i.e. pretending to be adults and spending money) will insure a high degree of student involvement among seventh and eighth graders.
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Implementation Plan: This project will take approximately 14-16 lessons (in Dist 148-8th graders use the computer room twice a week/40 min. sessions). In this completed lesson, every student will have a PowerPoint slide show and a folder with completed hard copies of:  Occupation Survey, Occupation Research, Budget, Slides (handouts) x9 slides printed onto one page, and all the graded rubrics. Students that have their own computers at home will be supplied with the URL so they can work at home on pages that may require more time, such as the occupation research time.
Use this link as a learning module to: Implement Web Quests into your Classroom
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resources
 
Glossary: click here to view list