1. Design and Development of Instruction Dr. Scott Fredrickson TE810 Suzan Priolo

2. Instructional Goals -to creating a computer-related product, focusing on New Jersey, that enhances the social studies curriculum

3. 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

4. Learner Analysis The Target Population are 23 4 th 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.

5. 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

6. Objective 1.0 Search the Internet for information on New Jersey 1.1 Complete a Google search for information about New Jersey 1.2 Read and select required information 1.3 Right click -copy then paste pictures and text to the desktop

7. 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 Procedure 1) Log onto the internet and type in the following URL – http://www.google.comhttp://www.google.com 2) Type in New Jersey in the search bar 3) Click on Google Search 4) Select one of the selections 5) Read to see if the site has information you think should be put into the brochure 6) 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. Assessment Teacher observation and reviewing the saved document will serve as the assessment on this part of the project.

8. Instructional Material Handout #1 Checklist for a Brochure about New Jersey These 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 ?

9. 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

10. Procedures & Assessments DAY 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

11. Template

12. Objective 3.0 Adding Graphics 3.1 To open graphics offerings or saved pictures on desktop 3.2 Right click copy the selected graphics 3.3 Right click paste the selected graphics into document

13. Procedures & Assessments DAY 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. Assessment Teacher observation

14. 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

15. Objective 4.0 Adding Text 4.1 read and select important information from saved file 4.2 Type information into designated areas

16. 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. Assessment Teacher observation

17. Handout #3 Change the font 1) Select the text you want to change. 2) On the Formatting toolbartoolbar 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 toolbartoolbar 3) type or click a point size in the Font Size box For example, type 10.5

18. Objective 5.0 Printing 5.1 Open the document 5.2 Select the printer and print

19. 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

20. Evaluation of Instruction Rubric 13 -15 points = A 10 -12 points = B 6 - 9 points = C 0 - 5 points = D No brochure = F

21. 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 were given a task to locate information from the internet about the state they live in. They were 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.