1. MCOM 510 Materials 1/29/2015
Created by Beth Rajan Sockman
Adapted from ASSURE) 1
Project Plan & Requirements – Susan Scheurer
(Complete Lesson-Plan, Technology Sample and Self Assessment)
1. Create the technology project & fill out the project plan.
2. Bring both project plan, technology sample, and assess yourself
3. Make sure to submit your assignment as per the instructor’s requests.
Analyze Learners
Age, Grade Level, Learning Styles, Different-learning abilities
(This section may be the mostly same for each project). Include the following about
learners:
 What is the age of learners, grade/learning level, learning styles and different
learning abilities – including a learning disability that you can accommodate with
your technology?
 What are the common student misconceptions about the content and/or process?
 What are things that the students generally do understand about the content or
process?
 Cite a resource that supports your thinking - if appropriate.
 First Grade Students (6-7 years), 10 girls, 6 boys, 12 Caucasian, 1
African American, 3 Hispanic. Mixed levels (Below, On, and Above
Level), 6 receive math intervention, 1 ESOL learner, 2 gifted
learners and 1 student in a wheelchair.
 Students already learned about cloud types in previous lessons. They
are now expanding that knowledge to other content areas, such as
art, writing and singing.
 The students have never used the Web quest before and may
struggle for a little bit. Plus, they have never written a song or have
been asked to create something and explain what their creation
means.
Justification – Answer the following questions:
 Why bother using this technology?
 How does it support how we know students learn (learning theories and/or
learning styles)?
 What is one way that you are accommodating a learning disability with your
technology?
 How does it NOT support how students learn? (Because one-way of teaching
very rarely supports all kinds of learning!)
 Cite a resource that supports your thinking.
o The Web quest will enable students to make connections from
what they learned previously to what they can do with the
knowledge that they have. Students will be engaged and
actively learning about clouds. This Web quest reaches

2. MCOM 510 Materials 1/29/2015
Created by Beth Rajan Sockman
Adapted from ASSURE) 2
kinesthetic, auditory and visual learners, allowing them to
flourish in this activity.
o The ESOL learner is being stimulated with auditory reading
from the website and songs. He cannot read well himself, so
seeing the words and having it read to him will enable him to
better understand about clouds and what he has to do. The
teacher will also be in the classroom floating around and will
devote more time to helping this learner succeed.
o The Webquest is visually stimulating for some students,
while others need more concrete learning with actual hands-
on manipulatives, such as books, actual pictures of clouds,
etc. Another weakness is that students have to follow
directions, which is hard for first graders. With teacher help,
all students should succeed.

State Objectives
Academic Standard or Goal (Broad)
Teacher NETS 2A – Design and Develop Digital-Age Learning Experiences
and Assessments: develop technology-rich learning environment so student can
pursue their own individual curiosities.
Student NETS 1A – Creativity and Innovation: students will apply exisiting
knowledge to generate new ideas and products.
Objectives (specific) – Audience (individual or group), behavior, condition and degree.
 Students will be able to create a song, story or work of art that describes
three characteristics about a cloud.
Time needed to complete:
2 1/2 hours
Select Methods, Media, and Materials
 URL resources used and website name
Too many resources to list – please see citation page in Web quest.
Computers, flash drive, headsets, paper, art supplies (paint, crayons, etc.) Little
Cloud book by Eric Carle and web quest.
 Teacher resources/ student resources
Computers, flash drive, headsets, paper, art supplies (paint, crayons, etc.) Little
Cloud book by Eric Carle, Web quest and internet.

3. MCOM 510 Materials 1/29/2015
Created by Beth Rajan Sockman
Adapted from ASSURE) 3
Utilize Media and Materials
 How will it be used (Individual viewing or for the class)
Each student will complete the Web quest individually.
Required Learner Participation
 Overview of the Lesson - Describe the lesson in detail. Include a description of
the following:
o How the lesson will be introduced?
o What students will do?
o What the teacher will do?
o What are the final outcome is – i.e., do the students create a project, report
on something, etc.?
 Students will be asked what three main types of clouds they learned – what
are the differences and similarities.
 What are other things that have clouds in them? Well, today we are going to
learn about clouds in songs, art and stories.
 Take students to computer lab and explain how to navigate the webquest. Also
explain the process and task that students will complete on their own. Give a
thorough demonstration for each task students can choose. Break it down into
manageable parts. First, click on the four clouds and click on the links. This is
class one.
 Class two, students pick the task and complete it. The teacher is constantly
helping students, reminding them to stay on task and prompting them to think
about what project they want to make and to explain what they made.
 Finally, when all projects are done, have students present project to class. This
will probably take half an hour.
Evaluation
 Note you should have a student evaluation on the excel project, webquest, and
vodcast. The student evaluation may be a formal test or rubric for projects. It
could also be an informal “check for understanding” – a formative evaluation, but
even if it is an informal check, please list or describe what you expect the students
to understand, question, and not understand.
o Students have a rubric to assess the task they chose. This rubric is kid
friendly and showed the good things they did in the project. This is
the formal assessment. Another way I will be assessing is
informally/observation, when the student presents to the class, does it
make sense to the student and can they student answer a question
about his/her project?

4. MCOM 510 Materials 1/29/2015
Created by Beth Rajan Sockman
Adapted from ASSURE) 4
Reflection & Transfer: If this is in the self assessment – on the rubric- that is OK.
1.) Explain what you learned that might not be in the rubric. This may include
specific tools as well as processes, concepts, or reflections about what you have
learned. You may discuss how you might change what you've done, given the
chance to evaluate and revise your project.
I’m not sure that the rubric will give room for low, average and high learners to be
accommodated. I feel they should somehow each be expected to do their best, but
also challenged. The high learners could, for example, write 10 sentences for the
book, instead of the required three. I have to think of a way to be fair, but also help
each student reach their full potential.
2.) Transfer: How could your idea be used in other settings? What else could you
do with it if you played, or were creative about it? OR, how could the student use
the knowledge gained in other settings?
I love the web quest idea and I would really like to use in other content areas. I would
also like to use the web quest idea in other science units – it makes science found in
ordinary places that the kids may not have thought about before. I also like how the
kids can be independent and inquiry learners with the web quest. It has been a
challenge to make it appropriate for first graders, but definitely something I would
use in the future.