ADDIE model Lesson

Analyze:
Design of course This lesson is intended to last over two class periods. The students will remain in a
classroom setting starting with a group discussion lead by the teacher. The classes will then divide into
small groups and complete the lesson.
Audience
o Elementary Students grade(s): 3-5
o Subject area: science
Objectives
o Students will understand the following:
Technology is defined as "any invention, including tools, machines, materials,
techniques, and sources of power, that makes people's work easier."
The history of technology really begins in prehistoric times.
Identify Environment and Delivery The environment is the classroom, where computers with internet
access are available for research. In addition, research materials on the history of technology are
needed.
Design:
Procedures
o Ask the students what they think of when they hear the word technology.
o Divide your class into groups, and have each group meet to brainstorm a list of at
least 10 technological advances they think should be included on a time line of
the most important technological advances in human history.
o Next, have students do research to find the dates for the technological advances
they plan to include on their time lines.
o Students can make their time lines on long strips of paper
o When all groups have completed their time lines, display them around the
classroom.
o Invite students to compare the time lines to see which technological advances
were included on most of them.
Develop:
Vocabulary: Before the lesson begins review some of the words that will be used in the lesson. This
might even spark a different discussion.
o Abacus:
Definition: A manual computing device consisting of a frame holding parallel rods
strung with movable counters.
Context: This is an abacus. This counting machine was first used in China and the
Middle East.
o Central Processing Unit
Definition: The part of a computer that interprets and executes instructions.
Context: The bits are sent to the computer's brain, the CPU, where they are
translated back into words and pictures and symbols on the screen.
o E-mail
Definition: Messages sent and received electronically via telecommunications links.
Context: You can send an e-mail message from the U.S. to almost anywhere in the
world in just seconds.
o Modem
Definition: A device that converts information from your computer into signals that
can travel through telephone lines.
Context: A modem takes information from your computer and turns it into a signal
that can travel through the telephone lines.
o Uniform Resource Locator (URL)
Definition: The address of a Web page, which allows people to find the page on the
Internet.
Context: A Web page address is called a URL; that is an acronym that stands for
uniform resource locator.
o Scanner
Definition: A device that allows one to convert pictures into images on the computer.
Context: You can also use a scanner to turn pictures into images on the computer
that you can put on your Web site.

Materials needed for lesson:
o Research materials on the history of technology
o Computer with Internet access
o Long strips of paper
Suggested Reading
o "Principles of Science: Computers"
David Macaulay's The Way Things Work CD-ROM, Dorling Kindersley, 1995.
Read the section of this CD-ROM about computers and click on all the links to learn about
connected topics.
o The Online Classroom
Eileen Cotton, ERIC/EDINFO Press.
This book is designed to save teachers many hours of wandering in virtual space and offers a
vast array of sample lessons of varying levels of sophistication. Each lesson provides goals,
rationales, objectives, procedures, and evaluation guidelines.
Links
o Blacksburg Visitor's Center
Visit Blacksburg, Virginia the virtual wayon a computer! Check out the weather,
transportation, maps, village mall, libraries, museums, and townspeople using the Internet.
Implement:
Procedures
o Ask the students what they think of when they hear the word technology. Ask them when they
think technology began.
o Let students know that technology is defined as "any invention, including tools, machines,
materials, and sources of power, that makes people's work easier." Then ask them to
reconsider their ideas about when technology began. They should realize that technology
began the first time a human, or even a pre-human, used a stick or a rock as a tool or a
weapon. Such advances as the ability to make fire, the development of agriculture, and the use
of simple machines such as the lever or the inclined plane count as technology, as do
electricity, nuclear power, and the computer.
o Divide your class into groups, and have each group meet to brainstorm a list of at least 10
technological advances they think should be included on a time line of the most important
technological advances in human history.
o Next, have students do research to find the dates for the technological advances they plan to
include on their time lines. (Prehistoric technology can be dated simply by the word
"prehistoric.")
o Students can make their time lines on long strips of paper they cut out of tape together or
on brown paper that comes in rolls. Time lines should include illustrations of the
technological advaces students with to highlight.
o When all groups have completed their time lines, display them around the classroom. Invite
students to compare the time lines to see which technological advances were included on
most of them.
Discussion Questions
o Debate the issue of computers that think on their own. What would be the advantages of
this level of computer intelligence? What would be the disadvantages?
o How would your school be different if there were no computers? Survey the different parts
of your school (office, cafeteria, etc.) to find out where computers are used. Discuss how
work would be done without computers to help us.
o Describe how your class might use e-mail.
o what information might your class want to share on a Web site? Remember this information
could be text, photographs, drawings, sound, or video. Explain you design for a Web site.
Evaluate:
Did the students achieve expected learning outcomes?
o You can evaluate groups on their time lines using the following three-point rubric:
Three points: includes more than 10 items; dates accurate; illustrations included;
time line carefully prepared
Two points: includes at least 10 items; most dates accurate; illustrations included;
time line satisfactorily prepared
One point: includes less than 10 items; several inaccurate dates; few or no
illustrations; time line carelessly prepared
Adaptations
o Have students choose one of the six simple machinesinclined plane, lever, pulley, wedge,
wheel and axle, or screwand make a model or draw a picture of it.
Extensions
o Technology Election
Have the class hold a "nominating convention" for the single most important technological
advance in human history. For each advance nominated, have students who would vote for it
meet to prepare a "campaign speech" that will persuade classmates to agree with them. After
speeches have been given, hold an "election" to see which technological advance the majority
of students in the class think is most important.
o Make a Model
Have interested students work together to make models of the technological advances they
consider most important. If a group of students chooses something too complex for a model
(e.g., a computer), the group members can produce a labeled diagram instead.


Grade level: K-2
Subject area: science
Standard:
Understands the nature of technological design.
Benchmarks:
Knows that some objects occur in nature, whereas others have been designed and made by people
to solve human problems.

Grade level: 3-5
Subject area: science
Standard:
Understands the nature of technological design.
Benchmarks:
Categorizes items into groups of natural objects and designed objects.

Grade level: 3-5
Subject area: science
Standard:
Understands the nature of technological design.
Benchmarks:
Knows that designing a solution to a simple problem may have constraints, such as cost, materials,
time, space and safety.

Grade level: 3-5
Subject area: science
Standard:
Understands the interactions of science, technology and society.
Benchmarks:
Knows that tools help scientists make better observations, measurements and equipment for
investigations.

Grade level: 3-5
Subject area: science
Standard:
Understands the interactions of science, technology and society.
Benchmarks:
Knows that people have always had problems and invented tools and techniques (ways of doing
something) to solve problems; trying to determine the effects of various solutions helps people avoid
some new problems.

Grade level: 3-5
Subject area: science
Standard:
Understands the interactions of science, technology and society.
Benchmarks:
Knows that people continue inventing new ways of doing things, solving problems and getting work
done; these new ideas and inventions often affect other people; sometimes the effects are good and
sometimes they are bad.