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Learning Interchange
Units of Practice

Rollercoasters in the Classroom

Unit Details


Subjects: Literature, Career/Technology
Learning Level: High School
Author(s): Annie Stopplebein
Submitted by:

Invitation/Fundamental Understandings:
Essential Questions:
Knowledge and skills:

The objective of this assignment is to give students an insight into the interest they share as teenagers. Students will learn not only research skills but mix technology with learning. Researching using the Internet connections allow students to explore interesting knowledge to remember in the future.
Students will type URL address and create a progress in work

Standards

National Standards

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Tech Standards
Technology productivity tools

Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence).

Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.

Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.
Research tools

Evaluate technology-based options, including distance and distributed education, for lifelong learning.

Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.

Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.

Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.

Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Literacy Standards
Standard 1 Accesses information efficiently and effectively, as described by the following indicators:

recognizes the need for information:
recognizes that accurate and comprehensive information is the basis for intelligent decision making;
formulates questions based on information needs;
identifies a variety of potential sources of information;
develops and uses successful strategies for locating information.
Standard 3: Uses information effectively and creatively, as described by the following indicators:

organizes information for practical application;
integrates new information into one's own knowledge;
applies information in critical thinking and problem solving;
produces and communication information and ideas in appropriate formats.

State Standards

Workforce Competencies:

Standard Title: EFFECTIVE COMMUNICATORS (3.2) Students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs. Standard Title: CREATIVE AND CRITICAL THINKERS (3.4) Students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning. Standard Title: SYSTEMS MANAGERS (3.7) Students integrate their knowledge and understanding of how social, organizational, informational, and technological systems work with their abilities to analyze trends, design and improve systems, and use and maintain appropriate technology. Standard Title: COOPERATIVE WORKERS (3.8) Students work cooperatively to successfully complete a project or activity.


Unit of Practice

Relevance:

Students enjoy making real life connections to employment and life. Using the history of this business gives the student the time and information building the business. Studeants use the different departments to discover the whys and why nots.

Context

Assessment

Reading their dissiminations and reflections will uncover their own understanding of rollercoasters.

Components:


Additional Resources

Main URL:

Related Resources

Related Lessons




Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.

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