Virtual Lesson
VIRTUAL TOUR LESSON PLAN
Anna Kennedy
Grade Level: 9-12
Subject: Computers
Topic: Advertising Icons
Materials: Computer and Internet access
(Look under Advertising Icon)
Objectives: SWBT
- Successfully navigate through an Internet site.
- Understand the meaning of Advertising Icons.
Set: Today class, we will take a virtual tour to a museum on the Internet. In the past class meetings, we have been discussing about adverting ads and different things that represent the product. On this field trip we will see different advertising icons.
TTO:
Steps: 1. Go and click on museum
Scroll the screen down and click on Advertising Icons.
Look around the site
Answer the following questions on the handout and write a one-page report about your findings and your opinion on the web site that will be turned in at the next class meeting.
Closure:
Now that we have toured the Advertising Icon museum, does any one have any questions about Advertising Icons? Next class time, you will report your findings to the class navigating them through the site while you report. Make sure you write down which hall you found your icons.
Evaluation:
Students will be graded on the handout they completed and how well they navigate the class through the site pertaining to their report.
Lesson Plan
Grade level: 9th
Subject: Civics
Topic: Chapter 10 - The Presidency
Section 1 - The President and Vice President
Objectives: Students will be able to:
Describe the qualifications and term of office for the President
Describe the qualifications and term of office for the Vice president
Describe the constitutional provisions for presidential succession.
Arkansas Curriculum Frameworks:
Strand 4: Power, Authority, and Governance
Content Standard 1: Students will demonstrate an inderstanding of the ideals, rights, and responsibilities of participating in a democratic society.
PAG.1.1. Explain the purpose of government and analyze how its powers are acquired, used, and justified.
Strand 5: Social Sciences Processes and Skills
Content Standard 2: Students will demonstrate the ability to use the tools of the social sciences.
SSPS.2.6. Use appropriate tools, such as globes, maps, statistical data, primary historical sources, relevant media resources, interactive technologies, and field studies.
Key terms: George W. Bush, First Lady Laura Bush, The White House, Richard “Dick” Cheney, and the 25th Amendment.
Set: The Presidency is the nation's highest elected office. To carry out the many responsibilities that come with this office, Presidents rely on the offices and departments of the executive branch. As head of the executive branch of government, the President must make decisions that affect the lives of all Americans.
Materials: Overhead, transparency notes, and computers with Internet access.
Teaching to the objective:
Guided Activity 1: The teacher will introduce the chapter to the students with a brief lecture and discussion. Lecture notes will be placed on the overhead with information regarding the qualifications for the offices of president and vice president as well as information about salary and benefits, election and term of office and presidential succession.
Guided Activity 2: The teacher will distribute a handout with biographical information on President George W. Bush, First Lady Laura Bush, and Vice President Richard Cheney. The students will then discuss the handout and interesting facts learned about each of them.
Independent Activity - Students will be asked to go to the media center and sit two to a computer. Then the students will be instructed to go to the following website: www.virtualfreesites.com/us-gov.html. Once the students are at this site they will click on the Historical Tour of The White House and begin the virtual tour.
Assessment: Students will be asked to complete a worksheet on section 1 of Chapter 10 - The Presidency. This will be a simple activity in which the studts will be asked to recall facts from today's lesson.
Closure: Students will reflect back on the important responsibilities of the President and Vice president.
Modifications: The teacher will follow the modifications specified in each resource student's IEP. Examples of modifications used might include - giving students a typed copy of the notes taken in class and making sure that the students are knowledgeable enough about the computer to complete the assignment.
Virtual Field Trip for Black History Month
English, Social Studies, and Communications 9th - 12th Grades
Objectives: Students will be able to
gather information from the Internet,
utilize what they learn to write an essay,
and present their findings to the class.
Materials: handout with questions, computer with internet access
Set: I want everyone to close your eyes. Now, imagine a place where your only transportation is a horse-drawn carriage and your home is a wooden shack. Imagine that your clothes are rags and that your only source of food is scraps from someone else's table. Imagine being treated like an animal. In this place, you are property. In this place, you are a slave. Open your eyes. We have seen movies about slavery, but we have never actually experienced it. We will be taking a virtual field trip to two cities, Boston and New Bedford. While you are there you will learn many things about that particular time period. I want you to think about what it must have been like to live back then. As you look at the buildings, imagine what the people inside those buildings might have looked like, or what they may have been thinking or doing. Imagine that you are really there.
Teach to the Objectives: (Pass out the assignment.)
I want everyone to look at the Instruction on the handout I just gave you. Let me read them aloud to make sure everyone understands what is expected of them.
Your sheet has a number on it, either a #1 or a #2. That is the number of your group. You will find out who is in your group, very quietly, and go to a computer with your group.
Assign one person to handle the mouse and keyboard.
The assigned person will pull up the website Teachervision.com, type in “virtual field trips” and hit enter, scroll down to “all Grades Language Arts” and click on it, go over to “Black History in Boston: A Virtual Field Trip” and click on it, scroll down to “Participate in Virtual Field Trips” and click on it.
One says “Black History in Boston” and the other says “Black History in New Bedford, MA”. Look at your sheet to see which one you have and choose the correct one.
Begin the trip and answer the questions on your sheet while reading the information and viewing the pictures.
When you “get back” from Massachusetts, go back to your seats and begin writing a 1-page essay (without your group) about your trip. Make it very colorful. Tell us what buildings you saw and what you thought about while on the trip.
Closure: You will work on this assignment today and Wednesday. You will present your essay to the class on Friday. Have a good day.
Assessment: They will be graded as a group on their worksheet. They will be graded individually on their essay and on their presentations.
Mrs. Callaway-Frazier
English, Social Studies, Communications
March 19, 2001
Virtual Field Trip (Group #1)
Instructions:
The assigned person will pull up the website Teachervision.com.
Type in “virtual field trips” and hit enter.
Scroll down to “All Grades Language Arts” and click on it.
Go over to “Black History in Boston: A Virtual Field Trip” and click on it.
Scroll down to “Participate in Virtual Field Trips” and click on it.
Boston Field Trip:
Who was the first African-American poetess?
Who was the first to die in the American Revolution?
Harriet Tubman, who led many slaves to freedom on the Underground Railroad, lived from 1820 until what year?
When did the Fugitive Slave Act pass?
John J. Smith was a member of which of the two: The House of Representatives or the Senate?
Prior to the opening of the African Meeting House, blacks could only sit in the balconies. At the dedication of the meeting house, they were finally allowed to sit in the pews. True or False?
A white businessman donated $2,000 to the city of Boston for the purpose of educating African-American children. What was his name?
After the 1855 Anti-segregation bill was passed in Boston, Blacks and whites went to class together. True or False?
Mrs. Callaway-Frazier
English, Social Studies, Communications
March 19, 2001
Virtual Field Trip (Group #2)
Instructions:
The assigned person will pull up the website Teachervision.com.
Type in “virtual field trips” and hit enter.
Scroll down to “All Grades Language Arts” and click on it.
Go over to “Black History in Boston: A Virtual Field Trip” and click on it.
Scroll down to “Participate in Virtual Field Trips” and click on it.
New Bedford Field Trip:
The Underground Railroad is actually a:
Name 4 reasons why New Bedford was attractive to fugitive slaves?
Who was known as “one of the most powerful and persuasive advocates of equal rights in the 19th century”?
This city is known as the First Home of Frederick Douglass. True or False?
What was The New Bedford Union Society?
Who was the first African American to receive the Congressional Medal of Honor?
Who was the first chaplain of color in the U.S. Army?
Who gave what may have been New Bedford's first antislavery lecture in 1828?
Assignment
You are to develop a virtual tour/field trip science lesson and lead the class through the activities.
Evaluation
Lesson provides clear instructions 5 points
Site is easy to navigate 5 points
Lesson is aligned to Arkansas Science Frameworks 5 points
Lesson demonstrates one or all of the following NSTA Standards 5 points
1.0 Content, 2.0 Nature of Science, 3.0 Inquiry,
4.0 Context of Science, 6.0 Curriculum
Site Culturally relevant for student age group and population 5 points
Professional Presentation 5 points
Total Possible 30 points