Multimedia Project Design
|
Project Title: What’s the word?
|
Grade Level: Grade five |
|
Subject/Topic Area(s) Reading to be informed, writing to inform, economics
|
|
|
Designed By: Diane Rymer |
Date: July 30, 2000 |
|
School District: Baltimore County |
School: Wellwood International |
|
Goal: To improve overall reading scores on MSPAP, specifically in the area of reading to be informed. To improve basic understanding and application of economic principles. |
|
Content Standards: Students will decode unknown words and identify meaning using vocabulary reference materials to develop strategic reading behaviors. Students will use a word processing program to type, edit, save, format, and print a document to communicate ideas. Students will use multimedia resources to interpret and evaluate information to support learning across the curriculum. |
|
Project Summary: Students will participate in vocabulary instruction in order to build background knowledge of economic and Chesapeake Bay terminology. Vocabulary will be presented by using a teacher generated PowerPoint presentation with interactive hyperlinks to Microsoft Word. Students will also use the teacher generated PowerPoint as a model for their own PowerPoint presentation to be designed at the end of the unit. |
|
Objectives/Desired Results (What will the learners understand as a result of this project?) Students will understand and be able to use new vocabulary in future discussions of the economics of the Chesapeake Bay and Baltimore. Students will be able to properly decode the new vocabulary as they read to be informed about the history and economics of the Chesapeake Bay and Baltimore. Students will be exposed to the ways in which a PowerPoint slide show can be used, manipulated and linked to other programs.
Plans for Facilitation: Students will view the slide show in small groups within the classroom or as individuals in the computer lab. Hyperlinks will be established throughout the presentation to writing prompts and vocabulary activities within Microsoft Word so that students can immediately apply the new vocabulary. Responses will also help the teacher to monitor progress and assess understanding. |
|
Instructional Resources: PowerPoint Microsoft Word High-end computers |
|
Type of Assessment Used (e.g. observations, work samples, electronic discussions, dialogues) Observations, student responses, accurate use of vocabulary during subsequent activities, student assessment of teacher PowerPoint using the same scoring tool according to which student work will be judged. |
|
Scoring tool (e.g. rubric) to be used for evaluation. Be as specific as possible. PowerPoint to be assessed using a scoring tool including the elements of writing, content and technology components. Vocabulary to be assessed according to accurate and complete answers to the response activities.
|