2. Topic:  Utilizing technology in a classroom setting in order to teach the usage of a slideshow presentation for the purpose of learning phyla.

3. Rationale:  The preparation of materials before an audience for the benefit of presentation will always be a skill that is important throughout the duration of one’s professional and educational life/career.

4. Rationale: (continued)  The ability to gather together data and present it into an eye-pleasing format that will captivate an audience will always be a sought after commodity in the real world.  In order to complete the above mentioned, one must be fully capable of performing common applications using the computer.

5. Audience Selection:  The characteristics of the audience can range in differences from 4th grade students to freshman college students.  The ages for the 4th graders will be from 8-9, and the freshmen students would be around 18-20.

6. Audience Selection: (continued)  These two groups were chosen for the influence of the TEKS science knowledge on 4th grade students, and freshman Biology knowledge of extended phyla in classes such as Bio 101 or Intro to Biology.

7. Modified plan for Adults  As before mentioned, this lesson could easily be reformatted for use in a college classroom. In this case, the pilot testing will be conducted in a 4 th grade classroom.

8. Modified plan for Adults (continued)  However, simple modifications could be established such as: Extending the number of phyla the students are responsible for.Extending the number of phyla the students are responsible for. Limiting the number of Internet resources (This would allow for more traditional research methods.)Limiting the number of Internet resources (This would allow for more traditional research methods.) Stating the number of slides that must be included. (A reflections slide, etc.)Stating the number of slides that must be included. (A reflections slide, etc.)

9. Audience’s Characteristics:  Since the learners here vary from each other in their intelligences and in their learning styles, Gardner’s Multiple Intelligences were considered.  The 4th graders will be in a classroom of 19 students with two GT students and one special education student.

10. Relevance of Gardner’s Multiple Intelligences  In this lesson, students of different intelligences will be able to conduct their own research according to their specific interests. (Again, this is a constructivist lesson.)  While all students will need to exhibit skills in the verbal/linguistic section of their evaluation, other variables in this project may be altered.

11. Modifying for M.I.  Examples of Multiple Intelligence differences are as follows:  Students with the logical/mathematical intelligence should be encouraged to research number data to report whenever possible.  Students with the bodily/kinesthetic intelligence or even musical intelligence could research different songs or dances about wildlife (For example, there is a dance that mimics the movements of a star fish along the sea floor.)  Students with the interpersonal/intrapersonal intelligence could pair with someone else and share data.  Of course, this lesson would be “just what the doctor order” for someone of a naturalist intelligence.

12. Reasons for Choosing this Audience  I knew that this group would be capable of the task at hand.  They have all the necessary computer skills in order to complete their slide shows with sufficient research. (This would be the main reason of choice of method and materials.)

13. Reasons for Choosing this Audience (continued)  More and more emphasis is being placed by the State on Students becoming more scientifically oriented.  Both the science and technology skills included in this lesson are relevant (if not exceeding expectations) at this grade level.

14. Lesson & Training Model:  For my lesson, I will be using a constructivist approach and the A.S.S.U.R.E. model to deliver my lesson.  I chose this model, because it is one that I am comfortable with and currently utilize in my classroom.  This model also encompasses the planning for using media and technology.

15. Lesson & Training Model: (continued)  This model has all the components that will allow students to fully explore the required curriculum for both areas.  The lesson for teaching phylum characteristics to the 4th grade students will use PowerPoint or KidPix, and the freshmen will use PowerPoint only.

16. Lesson & Training Model: (continued)  Evaluation will be based upon a rubric set to calculate the accuracy of the objectives involved.  Completed works will be placed into student portfolios for future reference.

17. Lesson Overview  Step 1. Students are analyzed just as previously mentioned for all intelligences and relevant factors  Step 2. The Objective will be stated to the group about what expectations you will have for them in this project. (This would be where you would show the sample presentation.)  Step 3. Selection of the materials will have already taken place soon after the analyzing of the learners, but you may inform the class of methods to be undertaken.

18. Lesson Overview  Step 4. Utilizing the media and materials will be much the focus of this lesson, so Step 4 of the Assure model in this case may seem redundant.  Step 5. In requiring learner participation, the instructor will give a guided tour of appropriate research based internet sites for the students to peruse.  Step 6. Evaluate the students work and revise the lesson plan for future classes.

19. Method  Students will view a sample presentation.  After the presentation, the instructor will demonstration how to achieve the desired product.

20. Method (continued)  During this time, a discussion about the entailed information will begin accompanied by instructor guided Internet research on the topic.  Constructively, and based upon their Internet research and classroom discussion, students will choose 5 phyla on which to report.

21. Media and Materials  Students will be using:  The Internet  Their Science Book  PowerPoint  Clip Art  Graphics  Text  Slide Show Preview  As well as word processing software

22. Evaluation Evaluation  Students should have 1 completed phylum project produced using PowerPoint.  Students will be graded upon their presentation of their respective phylum.  A rubric to be created by the instructor will be used to grade the above mentioned items.

23. Pilot Testing  Report is separate.

24. References  Heinich, R. (2002)., Instructional Media and technologies for Learning: Upper Saddle River, New Jersey; Pearson Education Inc.