Project Design Guide

As mentioned on the Project Introduction Page, your project has three components: the
scenario, the presentation page, and the student pages. The purpose of the Project Design
Guide is to give you a clear idea of what each component entails.

As you know, the focus of this course is to create an engaged learning (Plugging In)
experience for your students that best utilizes the Internet's unique capabilities. LInC
Online provides you with the information you need to create a Web project that is infused
with the elements of engaged learning and technology.

To fulfill the requirements of this course, you must include these three components in
your project.

Your scenario is a vision of your project in action! A narrative version of what someone
might see, hear and feel if they were visiting your classroom. It is an opportunity for
others to "see" what your project might look like in practice.

The project presentation page is basically an outline format that lists the project
description, subject and level, learner description, rationale, goals and objectives,
structure of the learning, assessment, and evaluation.

The student pages are the pages you have created or linked to in order facilitate the
students' investigations. One component of the student pages often forgotten is creating a
project rubric that you will use to assess students' work.

For additional information about the three components, click on the links shown below.

Things to keep in mind . . .

You may not violate copyright laws. Any resources retrieved from the Internet and used
in your project must be accompanied by a reference/citation telling where it was
obtained.
Make certain you are familiar with the guidelines for naming an HTML file. Following
these rules will make linking your pages and images easier.

Before you begin writing your pages think about the qualities of a good Web page. Visit
our page on Web page design for guidelines.

To save time in creating your pages, your facilitator can guide you to templates which
you should use for your project Web pages. Contact your facilitator for directions on how
to obtain these templates when you are ready to begin designing your Web pages.

Note: If you will be drafting in a word processor, be sure to keep all of your work in
plain text. Formatting text at this time may create problems when you paste your work
into an HTML editor.

Click below to see the format you should use when creating your project. These are
provided to help you get started writing your own page.

• Presentation Template
• Scenario Template
• Student Page Template
• Rubric Template
• Unit Implementation before Link

Project Presentation Framework

One of the components of your project is to create a project presentation page. This page
serves several purposes. It is a planning tool, an organizational tool, and a tool to present
your project. Some people enjoy starting this page before they begin the scenario. This
page is written in outline form for a quick reference of important project information.
Included on this page is a brief description of the rationale for the project and who the
audience will be.

Title of Project/Unit:

Subject:

Grade Level:

Abstract:

Three- or four-sentence description of your project and audience

Learner Description/Environment:

Characteristics of the learner and description of the class setting

Time Frame:

Learner Outcomes:

What do you want the students to know and be able to do when they complete the
project/unit?

Structure of the Learning:

Content:

The content is framed within a student scenario that contains an authentic student task,
a challenging problem and requires multidisciplinary inquiry and investigation. The task
will require collaboration with peers and possibly mentors. The hook you create
captivates the learner and creates an intrinsic need to know.

Process:

The process is the way you structure the learning to engage students in the project/unit
goals and objectives. How are they going to accomplish the task? What are the students
doing? What is the teacher doing? How are you assessing the process of learning? How is
the student directing the learning?

Product:

What is the end-product the students will produce? How is technology integrated within
this product? How will you assess the product?

Best Use of Technology:

How is technology integrated within this project? How is the technology supporting the
engaged learning? How are you using two way communication with mentors or experts?
How are you collaborating with other classrooms or students?

Assessment:

Assessment is not a test at the end of a unit. It is found in all three learning components:
the content, the process, and the product. It is performance-based, seamless, generative,
and ongoing. Students need multiple opportunities to demonstrate their learning.

Project/Unit Evaluation:
After facilitating and guiding your students through the project/unit, ask yourself the
following questions: What worked well? What wasn't as successful as I had hoped? What
would I modify or change before I use the project/unit again?

Alignment with Standards:

What local, state, and/or national standards have you addressed?

There are three templates available to use when creating your project. Click below to see
them. When you view them you will notice that the presentation and scenario pages have
buttons at the top that link to the other components of your project. It is not appropriate
for your student pages to link to the presentation page or scenario page. The pages
include a footer that identifies the tag lines describing the funding organizations for the
course, author of the document, and the date.

To save time in creating your pages, we have developed templates for you to use.
Contact your facilitator for instructions on how to obtain and begin using these
templates.

Click below to see the format you should use when creating your project.

• Presentation Template
• Scenario Template
• Student Page Template

Examples of some of the project presentation pages are listed below. Click on them to
view.

• We Never Promised you a Greenhouse

• All about Water
• Lead It Be
• Exploring our Past: the Revolutionary War

Click here to view the rubric we will use to assess your presentation page.

Presentation Rubric

Project Name:

Project Authors:
Evaluator:

Author E-mail Addresses (one per line):

Evaluator E-mail Addresses (one per line):

Purpose: The purpose of this rubric is to assess the participants' presentation pages
as well as to help guide them in the development of their presentation page.

First Section - each worth one point. "Yes" answers earn one point; "No"
answers earn zero points.

Criteria Yes No

Title of Project/Unit

Link to Scenario Page

Link to Student Pages

Subject and Grade Level

Time Frame

2 1 0
Criteria
Developed Attempted Not Present

Includes Abstract
Abstract Summarizes Project Clearly and
Concisely

Learner Description/Environment

Goals and Objectives

Alignment with Standards

Structure of the Learning:

Challenging Content

Engaged Learning Evident

Best Use of Technology Evident

Assessment/Rubric

Project/Unit Evaluation

Total Points: 25

Comments:

Submit Clear Form

 Your Project Title Here
Summary

Scenario Student Pages Rubric Index of Projects

Subject:

Grade Level:

Abstract:

Three- to six-sentence description of your project and audience. A good abstract is very
important because your abstract will be listed on the same page as a dozen or more other
project abstracts. Your abstract needs to be descriptive enough that an educator looking at
this page of abstracts will want to click on your project link to learn more about it.
Describe the overall investigation your students will be doing. An abstract that says "This
is an engaged learning multidisciplinary, authentic, challenging project that effectively
uses technology," contains lots of buzzwords, but does not tell the reader anything about
your project that will make him/her want to see more.

Learner Description/Environment:

Characteristics of the learner and description of the class setting

Time Frame:

Duration of your project, i.e., weeks of study, time needed per week

Learner Outcomes:

1. What do you want the students to know and be able to do when they complete the
project/unit?
2. These outcomes need to be consistent with the content/process of your project and
the assessment rubric for students.
3. Good learner outcomes are measureable. They will help you assess your
students.
4. A few good verbs for learner outcomes are: construct, draw, identify, perform,
collect, interpret, analyze, organize, apply, demonstrate understanding by, and
compare.
5. Some examples of verbs to avoid are: understand, cover, learn, and know.
6. Create more list items as needed.
Structure of the Learning:

Content:

Describe the authentic student task and hook. The content is framed within a student
scenario that contains an authentic student task, a challenging problem and requires
multidisciplinary inquiry and investigation. The task will require collaboration with peers
and possibly mentors. The hook you create captivates the learner and creates an intrinsic
need to know.

Process:

Include the opportunities for student direction. The process is the way you structure the
learning to engage students in the project/unit goals and objectives. How are they going
to accomplish the task? What are the students doing? How are groups used? What is the
teacher doing? How is the student directing the learning?

Product:

What is the end product(s) the students will produce? Why is the product(s) original,
useful, meaningful, and/or important to the students and to other people?

Best Use of Technology:

What does technology add to this project that would not be possible without the
technology? What equipment, software, and connection are required in order to do this
project? How is technology integrated within this project? How is the technology
supporting the engaged learning? How is technology used for intermediate and/or end
product(s)? How are you using technology to find recent or frequently changing
information? How and why are you collaborating with other classrooms or students?
How and why are you using two-way communication with mentors or experts? How are
you using technology to publish student work to a wider audience?

Assessment:

Assessment of your student's work is not a test at the end of a unit. It is found in all three
learning components: the content, the process, and the product. It is performance-based,
seamless, generative, and ongoing. Students need multiple opportunities to demonstrate
their learning. List the opportunities for assessment of student work. What strategies will
you use to assess students' prior understandings related to project content and their
previous skill development? How are you assessing the process of learning? What
discussions, intermediate products, or checkpoints will provide opportunities for students
to receive or request feedback during the project? How will students be encouraged to
reflect on their progress? How will you assess the end product? How will students be
graded? How will students have the opportunity to review or provide input on the rubric
or other grading procedures? Please provide a link to your rubric for students in this
section.

Project Evaluation:

How will you evaluate the effectiveness of your project? How will you determine what
worked well? How will you determine what modifications should be made in the project
before it is used again?

Alignment with Standards:

1. What local, state, and/or national standards have you addressed?

2. When possible, make links to the relevant standards on the Web.
3. Use the LInC Web page with resource links to standards to help you.
4. Create more list items as needed.

Your Project Title Here

Scenario

Summary Student Pages Rubric Index of Projects

Note on using this template: Past participants have found it easier to get
started on the scenario by thinking of it in terms of what
happens at the beginning, in the middle and at the culmination
of the project. So we have included these headings in this
example template. However, you are welcome to use different
headings, different number of sections, a different
organization/layout altogether, graphics, backgrounds, tables,
etc., as long as you describe your vision of what is taking place in
your classroom as students participate in the project. See the
"Writing a Project Scenario" page for examples of different
scenario formats. The only formatting they have in common is
the header and footer from this template.

Background/Context

You may wish to include a few introductory sentences to establish the context before
launching into the narrative. What subject and grade level is it? What curriculum area(s)
and specific topics are being addressed? What is the length of unit? What else would
another educator need to know to understand your scenario?

The next sections should be a narrative version of what someone might see, hear and
feel if they were visiting your classroom. Use third person, active voice. What would
the teacher(s) be seeing, doing and saying? And with what result? What would the
students be doing or saying? And with what result? Who else is involved besides the
teacher(s) and students?

Beginning/Getting Started

How is the project introduced and how does it get started? How is the project "hooked
into the task?" How are prior knowledge and skills assessed? How do students determine
the topic, aspect of the topic, problem or issue about the topic to be investigated? How do
students come up with questions, concerns, issues, hypotheses, or problem-solving
suggestions that guide their investigation and overall participation in the project? How do
you turn the problem over to the students so they begin their action plan? How are the
students grouped?

Middle/In Progress

Describe the typical activities students and teachers are doing. Describe the roles students
and teacher play during the project. Describe how the teacher is coaching,
troubleshooting, and providing feedback. What tools, materials and resources are students
using? How is technology being used? What twists or new challenges are introduced to
maintain the focus on your goals and continue to keep your students involved? What
intermediate products are being worked on and how are the students being assessed?

End/Culmination

What is happening at the end/culmination of the project? What are the students producing
to reflect their learning? What aspects of the projects are brought to closure? What
aspects are ongoing? How are the students being assessed? How are the products shared
with the class, local community, or the Internet community?

Your Project Title Here

Note on using this template: We encourage you to be creative with your
Web pages for students. They do not need to look just like this
template. Organize them as you like and add colors, graphics,
backgrounds, tables, etcetera that are inviting to your students
and relevant to the project. See the "student page" links on the
"LInC Project Examples" page for examples of many different
kinds of Web pages for students. The only things they have in
common are:

• The project title appears somewhere prominently on the page.

• The LInC footer is at the bottom of each Web page.

It is considered good design to organize pages with some structure so students can find
what they need and to include ample whitespace such as indenting blocks of text so the
pages do not seem too dense. Have fun with your pages as you try out your design ideas!

Your Heading Here

Your materials for students to view go here.

You may wish to design a page with the look you want and then use that page as a
template for other Web pages you create for your students.

Another Heading

Your Web pages for students need to provide enough information, guidance, and
resources so that a student who is not in your class could do the project by using these
Web pages. Your Web pages should also be sufficient for a teacher who is not in your
building to be able to use this project with his or her students. Web pages for students
should be directed at student readers of the selected grade level (as opposed to being
directed at a teacher reader). Take care to use good Web design principles when
designing your pages.
Subject: Physical Science, Construction Technology II and III

Grade Level: Grades 9, 11, and 12

Abstract:

The Greenhouse Project consists of the design and construction of a

working greenhouse for the Plymouth Regional High School science
department. The students will be taking charge of all facets of the
project, including needs assessment, greenhouse basics, building
design, funding proposal, project proposal presentation, and
construction. It will be a multi-disciplinary project joining freshman
physical science students and junior and senior vocational building
trades students.

Learner Description/Environment:

Plymouth Regional High School is located in central New Hampshire

and serves a student population of about 850 students from seven
towns. The attached regional vocational center accepts students from
two other high schools, in addition to our own students.

The students in this project will be guided by a physical science

teacher, a construction technology teacher, and a library media
specialist. Additional assistance, as needed, may be provided by the
computer coordinator, business technology teacher, grant coordinator,
library and audiovisual staff, and other students from various classes.

In addition to a small number of computers in their classrooms, the

students also have access to computers, internet, scanners, LCD
panels and video projection, and a variety of print and non-print
resources in the Library Media Center and in the Curriculum Lab across
the hall. The Curriculum Lab has 25 networked Internet accessible
computers and is accessible by individual students or may be
scheduled for use by a whole class.

Time Frame:

The stages from needs assessment through project presentation to the

school board will take approximately six to eight weeks in the spring.
Actual construction of the greenhouse will be accomplished by the
Construction Technology II and III students during the following school
year.
Learner Outcomes:

1. Students will conduct a needs assessment and apply knowledge

gained to the solution of a real world problem.
2. Students will apply scientific knowledge in a design and
manufacturing process.
3. Students will access, critically evaluate and utilize information
from a variety of sources (technical journals, curriculum
standards, professionals in the science and construction fields).
4. Students will communicate via e-mail, list serve, and chat.
5. Students will use CAD software, spreadsheets and scheduling
software to plan the design and construction of the greenhouse.
6. Students will draft a construction plan from concept to
completion.
7. Students will locate, pursue, and secure funding.
8. Students will create and present a proposal to an outside agency
(school board) for approval.
9. Students will utilize a blueprint to build a structure satisfying
architectural specifications.

Structure of the Learning:

Content:

A recently approved bond issue at the high school includes, among

other things, a major renovation of the science facilities. Early in the
process, the science staff recommended that a greenhouse be
included to address a variety of curriculum goals. However, the
greenhouse was eventually eliminated from the bond proposal. Now
the students from physical science and construction technology are
being given the opportunity to become consultants and contractors for
a greenhouse project. By combining their knowledge and skills in
science and construction fields, the students will carry the project from
needs assessment through to the actual construction of a new facility
on their school grounds.

Process:

The project starts with the science students conducting a needs

assessment, to identify why a green house is needed. The construction
technology students are simultaneously investigating the basic
designs, requirements and location issues of a typical greenhouse.
From that point, the successive stages involve a variety of
interdisciplinary groups, with each stage building on the information
gathered in the previous stage. Student "experts" from a previous
group reform into new group combinations to analyze and build upon
the previous research and reach a new set of conclusions for their
topic, to be presented orally (and in writing) to the next group. Each
group or series of groups includes a different mix of science and
construction technology students, with each student having the
experience of being a group leader. The process of "backward
planning" is also to be used within the groups.

Although the instructors have planned groups for each of the major
sections, the size and number of students in these groups are subject
to modification. For example, if, as a result of research into design
basics, a fourth style of greenhouse is discovered that students would
like to pursue, the project could easily be modified to utilize four teams
of six, instead of three teams of eight. By the same token, the Needs
Assessment, Greenhouse Basics and Funding groups could also be
modified per student request.

Product:

Each group is responsible for compiling the results of its research and
presenting the group's conclusions orally and in writing to the students
who will be members of the groups for the next step. Additionally, the
information and conclusions compiled by one group become the
foundation upon which the next group(s) builds. For example, the
Building Design groups use information from the Needs Assessment
and Greenhouse Basics groups to create a design and determine a site
for the greenhouse. The conclusions of all the groups become the
comprehensive proposal which is presented to the School Board. The
culminating, and very visible, product will be the greenhouse itself,
constructed by students on school grounds and used by students in
support of the curriculum.

Best Use of Technology:

Computers and the internet provide access to a great deal of

information for this project -- from researching state curriculum
standards, to contacting other schools with greenhouses, to contacting
greenhouse professionals and suppliers. It also provides the major
means of communication, such as e-mailing a school to determine how
they planned, built and used their greenhouse; or joining a listserv of
greenhouse professionals to elicit advice on greenhouse features; or
contacting suppliers for prices of materials. The construction
technology students also use CD-ROM programs to research
greenhouse designs and CAD software, spreadsheets and scheduling
software to plan the design and construction of the greenhouse.
Intermediate reports by the groups and the final presentation to the
School Board will involve a variety of technology, from word processing
and graphics design for written components, web page design for the
school website (with FrontPage), presentation software (such as
PowerPoint), LCD panel, overhead projector, and/or AverKey.

Assessment:

Assessment of the students' work will involve rubrics designed for each
group's set of tasks, i.e., Needs Assessment, Greenhouse Basics,
Building Design, Funding, Project Approval, and Leadership. The major
components within the rubrics address research, oral presentation and
written summary (including effectiveness as a resource for subsequent
components of the project). Students will become acquainted with the
rubrics in advance and can use them as checkpoints for themselves as
their work progresses. The majority of the rubrics will be scored by the
instructors. However, the oral presentation rubric will combine
assessment by the instructors and the students' peers.

Project Evaluation:

As this project has four sequential components, at the completion of

each component the three instructors will meet as a team to discuss
what worked well and any necessary modifications to the plan for the
remainder of the project. Data to be accessed for this meeting would
include student feedback as provided on the oral presentation
evaluation forms as well as student success/failure as indicated by
scores on the rubric for that particular component. Modifications in
terms of the amount of guidance to be provided could easily be made
at each juncture.

In the students' eyes, school board approval of the project and

completion of the construction of the greenhouse will probably be the
primary indicator of project sucess. The instructors' evaluation
however, will focus more on the students' development of skills in the
areas of research, presentation, and use of technology.

The opportunities to use this particular project at our school again are
slim. If we are successful in obtaining approval for and constructing a
greenhouse that will meet curriculum needs, there should be little
need for a second greenhouse in the near future. However, with minor
modifications, the project could be used to construct other facilities for
our school. One idea that comes immediately to mind is a "student
lounge" for earned time students as currently they have no area in
which to gather except the library.
Alignment with Standards:

Construction Technology Standards

Developed by Plymouth Regional High School Building Trades
Instructors and Craft Committee

Building Trades I

• Score 100% on Safety test

• Score 85% on Construction Vocabulary test
• Understand and exhibit good work attitudes and work ethic
• Identify parts of a house (interior and exterior)
• Identify different kinds of wood
• Understand lumber dimensions
• Identify hand tools, understand their use and develop skill in
using them
• Develop skill using shop machines
• Identify types of fasteners and their use
• Understand proper nailing patterns and techniques
• Measure accurately to 1/16"
• Lay out and build a wall section including both a window and
door opening
• Correctly make a leader for a 2 x 6 wall
• Be able to square to a wall using Pythagorean theorem
• Be able to square a deck using diagonals
• Set up and level staging on both level and sloped terrain
• Set up and use a transit
• Be able to solder pipes together
• Understand and be able to wire a basic switch and outlet
• Understand how to safely use ladders, pump jacks, etc.

Building Trades II

• Understand and use formulas for estimating materials

• Problem solving techniques as they relate to building
construction
• Develop experience in many of the following areas:
o site layout
o foundations
o framing
o masonry/chimneys
o roofing
o stair construction
o electrical (telephone, cable TV, thermostats)
o plumbing/heating
o insulation
 o sheet rock
o install exterior windows and doors
o siding
o cabinet installation
o interior trim and finish
o painting/staining
o landscaping

Building Trades III

• Gain further experience in Building Trades II areas

• Act as lead carpenter
• Understand role of general contractor
• Understand and be able to write basic construction specifications
• Basic blueprint reading
• Be able to develop a timeline for job completion

New Hampshire K-12 Science Curriculum Framework

1a. Students will demonstrate an increasing understanding of how the

scientific enterprise operates.

• Formulate questions and use appropriate concepts to guide

scientific investigations and to solve real world problems
• Use ratios as a means of comparing very large/very small
numbers, e.g., building scale models
• Explain how scientific knowledge is applied in the design and
manufacture of products or technological processes, e.g., water
purification systems, sewage treatment systems, microwave
ovens, resistors

2c. Students will demonstrate an increasing ability to analyze,

synthesize, and communicate scientific information using technology.

• Compile and display classroom data on a computer

• Use technology to share data with classmates or other groups of
students
• Store data in an appropriate technological device
• Manipulate data on a database, e.g., rearranging, sorting,
selecting, using a spreadsheet
• Analyze data graphically with technological assistance, e.g.,
graphing calculator
• Communicate data through an electronic medium, e.g., camera,
tape recorder, computer modem
2d. Students will demonstrate an increasing ability to understand how
technology is used to synthesize new products.

• Construct simple projects from readily available materials found

at home **
• choose appropriate common materials for mechanical
construction of simple models **
• Make safe electrical connections with various electrical
components **
• Assemble and/or take apart a device to identify how it works,
e.g., simple motor, door bell, telephone, ice cream maker **
• Create and/or reassemble technological models and identify how
they work **

5c. Students will demonstrate an increasing ability to understand the

relationships among different types and forms of energy.

• Recognize and give examples of the various forms of energy,

e.g., heat, light, sound, electrical, mechanical, magnetic,
chemical and nuclear **
• Show by examples how types of energy are used for specific
purposes **
• Observe and describe how one form of energy may be
transformed into another **
• Build or design a device to demonstrate energy transfer and
apply the knowledge gained to how energy transfer impacts on
the operation of devices found in the home, e.g., home heating
systems, refrigerators **
• Collect observations to show that transformations of energy
involve the production of heat **
• Experimentally perform the transformation of one energy form to
another, e.g., by building a simple electric motor

5d. Students will demonstrate an increasing understanding of how

electrical and magnetic systems interact with matter and energy.

• Plan, conduct, and explain an investigation which demonstrates

a complete simple circuit with wires, bulbs, switches, and a
power source **
• Describe and practice appropriate safety precautions,
particularly in regard to electricity **
• Construct a simple series, parallel or compound circuit
• Measure all circuit values in a compound circuit

5f. Students will demonstrate an increasing understanding that energy

can be transmitted by waves, using light and sound as examples.
 • Conduct investigations to demonstrate the properties of
reflection, refraction and diffraction of light

6a. Students will demonstrate an increasing ability to recognize parts

of any object or system, and understand how the parts interrelate in
the operation of that object or system.

• Identify and describe the essentials parts of any object or system

**
• Relate structure and function of parts of any object in a system
to the system as a whole **
• Describe the interrelationships among the parts of an object or
system **
• Demonstrate and describe how parts of a system influence each
other, including feedback
• Demonstrate how systems include processes as well as parts,
e.g. human body, telephone system, solar system
• Show how one system can be part of another system, and how
systems influence each other
• Predict how certain changes in the system will/will not affect the
operation of the system

6c. Students will understand the meaning of models, their appropriate

use and limitations, and how models can help them in understanding
the natural world

• Define and describe various physical models and their uses, e.g.,
cell model, model card **
• Use graphs, geometric figures, number and time lines, and other
devices to represent events and processes in the natural world **
• Construct one or more physical models representative of objects
or processes in the natural world, and explain how the elements
of the model are representative of the real object, e.g., solar
system, dinosaurs, telephone **
• Recognize that a model is a representation of an object or
process and is not identical to the object or process **
• Distinguish among physical (e.g., DNA), mathematical (e.g.,
D=RT), and conceptual (e.g., atom) models and give examples of
each
• Use different models to represent the same object or process
• Illustrate how models allow scientists to better understand the
natural world

6d. Students will increasingly quantify their interactions with

phenomena in the natural world, use these results to understand
differences of scale in objects and systems, and determine how
changes in scale affect various properties of those objects and
systems.

• Measure properties of objects, to a reasonable degree of

accuracy, using standard scientific instruments such as a ruler,
balance, clock, and thermometer **
• Calculate derived measurements of objects, such as area,
volume, and density from direct measurements made in the
laboratory **
• Determine that increases in linear dimensions (length) have a
large effect on area and volume **
• Calculate from direct measurements, many of the derived
measurements of objects such as density, velocity, inner and
surface areas, volumes, perimeters, and changes in heat content
• Calculate averages and ranges of measurement values for
certain properties or processes in a system
• Correlate the mathematical relationships among length, area,
volume, surface area, mass, etc.
• Convert data collected from measurements into graphs and
derive mathematical relationships from the data and graphs
• Determine the degree of error in any measurement given the
accuracy of the instruments used
• Express relationships among measurements in the form of a
ratio, proportion, or percentage when appropriate

** All specific proficiency standards apply to 10th grade except those marked with
the double asterisk. Those standards are actually proficiency standards at the 6th
grade level. They are included here as they will be addressed as part of this project
and are not currently taught within the elementary/middle school science
curriculums.

These standards are also closely associated with the National Science Education
Standards.

Information Power: The Nine Literacy Standards for Student

Learning (ALA/AASL)

Standard 1: The student who is information literate accesses

information efficiently and effectively.

Standard 2: The students who is information literate evaluates

information critically and competently.

Standard 3: The student who is information literate uses information

accurately and creatively.
Standard 6: The student who is an independent learner is information
literate and strives for excellence in information seeking and
knowledge generation.

Standard 8: The student who contributes positively to the learning

community and to society is information literate and practices ethical
behavior in regard to information and information technology.

Standard 9: The student who contributes positively to the learning

community and to society is information literate and participates
effectively in groups to pursue and generate information.

Substrate

The Greenhouse Project consists of the design and construction of a

greenhouse for Plymouth Regional High School. The students will be
taking charge of all facets of the project, including needs assessment,
building design, fund raising, project presentation and construction. It
will be a multi-disciplinary task joining freshmen physical science
students and junior and senior vocational building trades students. The
stages up through project presentation will take approximately six to
eight weeks in the spring. Actual construction of the greenhouse will be
accomplished by the Construction Technology II & III students during
the following school year. The primary teachers are Ina Ahern
(Science), Douglas Ross (Construction Technology) and Mardean
Badger (Library Media Specialist).

Planting the Seed

The project will be introduced to each class separately by the

respective instructors: "As you know, we've been working on getting
an addition to our building for the last few years. On Saturday, March
20, on our third attempt, the public approved the $6.3 million bond
issue at the school district meeting. One of the primary areas being
addressed in the building is the science facility — we will be renovating
the current classrooms and adding four new classrooms at the back of
the building. In the normal building design process from concept to
finished plan, many hard decisions and choices are made as to what to
include or exclude — and one that affected us was the elimination of a
greenhouse early in the process. But we have two groups of students
right in this building who can become the consultants and contractors
for this project — Ms. Ahern’s Physical Science class and Mr. Ross’s
Construction Technology III class."

Both classes gain an understanding of the overall project (needs

assessment, design considerations, selection of a design, funding
research, public presentation and actual construction) and understand
their specific role(s) in the project. During the course of the project,
students work on different teams that are responsible for different
facets of the program. Some of these teams include students from only
one class, while others have representatives from both classes. Each
team has a leader or, in the case of joint teams, co-leaders.

The physical science class is primarily responsible for conducting the

needs assessment. Mary asks "What is a needs assessment?" John
responds, "It's a kind of survey; we need to find out why we need a
greenhouse." "We could ask all the science teachers why they need it
for what they are teaching — and what should be in the greenhouse,
too." "Are there other schools in the state that have greenhouses?"
"Maybe we could get some information from businesses that have
greenhouses." As the discussion continues and ideas begin to gel, the
students realize that they may need three or four groups to gather all
the information needed — from science and other teachers; from state
curriculum standards; from other schools that have greenhouses; and
from greenhouse professionals.

Ms. Ahern schedules the Curriculum Lab upstairs for a few periods and,
after Mrs. Badger reviews some basic procedures, the students begin
their research. The teacher survey group starts looking for some tips
on how to write surveys (they find the librarian has put some tips for
survey writing on the project website). The students investigating
other schools discover that Webster, the state website, has a listing of
schools with links to their respective web sites — and they begin
composing some questions to e-mail to the science departments (or
vocational agricultural programs) in those schools. And after working
with different combinations of terms, one of the students finds some
references to school greenhouses in other states by using one of the
web search tools. Another student asks if there are standards for what
has to be taught in biology class, and Ms. Ahern shows them how to
find New Hampshire's science curriculum frameworks on-line. As each
group begins their work and accumulates information, they begin to
organize the information so they can present their findings to the
construction technology students for the next step — and they also
realize that this summary will be important later in the process,
because the administration and school board will want to know why a
greenhouse is needed before they approve the final project for
construction.

While the physical science class works on the needs assessment, the
Construction Technology II & III class has been informed that this
year's project, a greenhouse, will be constructed in cooperation with
science students and they will be designing, estimating materials,
pricing materials and, again, building the structure.

Mr. Ross opens up the floor for discussion. "What are your thoughts,
questions, or concerns?" Jason asks, "How can we design a greenhouse
without knowing what kind they want? How big do they want it? Where
is it going?" Steve wants to know what kind of material we will be
constructing the greenhouse out of. Mike asks, "Will we be installing
the heating and/or ventilation if it is needed?" At this point, Mr. Ross
stops them to bring up one of the students, Jim, to write down all of the
questions. The questions continue -- "How long of a project is this
going to be?" asks Dave. Mike wants to know where we can get the
information to design the greenhouse. Will there be electric and
plumbing considerations? Jessica wants to know if the kind of plants
they want to grow will have an effect. And Tim wants to know, "What
exactly is our role in this project with the science class?"

"These are all good questions," comments Mr. Ross. "What you first
need to know is that the science students are conducting a needs
assessment at this time, so their exact needs are not yet known. What
this means to us is that we will research a number of different designs
using a number of different resources. I would like to see all of you first
use the Internet. We also have a few designs on CD-ROM. While on the
internet, see if you can locate any architects, builders, listserves,
magazines, or businesses that may be of use to you in this project.
Copy down the URL and bring it and the rest of your notes back to
class with you. What exactly is our role, Tim? Well, we will be the
consumer with the science department, the architect drafting the print
using CADD, the general contractor putting the materials package and
prices together, the builder constructing the greenhouse to the
specifications in the print. Note, again, you will be doing this project in
cooperation with the science students, in mixed groups, so you may be
only responsible for a few of the phases of the whole project."

"You must know that each phase involves some form of presentation to
another group that will lead into the next phase, so keep all of your
information clear and concise and list all of your references. We would
like your presentations to be done using PowerPoint and an LCD
projector. After your research on design is complete, you will get into
groups with the science department, draft a plan using any of the
CADD packages available here at school, build a 3D model, and share
your designs telling us the advantages and disadvantages. After all of
the groups have made their presentations, the whole group at large
will discuss and choose a design that best meets the needs of the
science department. This may include future needs. Plan for the future!
What we have covered today is definitely enough to take us through a
couple of days. What I would like you to do for the rest of the class is to
break into groups and discuss the questions up on the board amongst
yourselves, choose a recorder and hand in your notes at the end of
class. Tomorrow we are scheduled for the Curriculum Lab, so bring
your Internet cards with you."

About half way through the work on these first two sections of the
project, students and teachers come to the realization that it would be
helpful to have a joint, "face-to-face" meeting between the groups and
with someone who is a professional in this area. Students prepare a list
of topics and questions they would like addressed, and these are e-
mailed to a professor at a local university who has agreed to come
speak to the group about this project. In the joint meeting students
have an opportunity to discuss questions and concerns with their
counterparts in the other class, as well as brainstorm ideas and seek
guidance from the professional.

Cultivating

Once the groups in both classes have organized the results of their
research, they present their findings to a joint session of the physical
science/construction technology classes. After these presentations,
three teams of eight are formed, with each team preparing a detailed
design and model for one of the basic styles of greenhouses. Each
group consists of students from both physical science and construction
technology, and have one representative (an "expert") from each of
the sub-groups which conducted the initial needs assessment and
design work. Part of the time, students work in their eight-person
teams, while at other times they work during class-time in four-person
groups. During this stage of the project, communication between the
physical science and construction technology members of the team is
critical. On each design team, a representative from each class is
selected as team leader and becomes responsible for facilitating the
work and communication.

Let's listen in on the design team working on the lean-to style plan.
During this time period, the eight students are working together to
begin looking at the design. Cory, physical science team leader, starts
the conversation. "Okay, since we're looking at the lean-to design, the
siting of the greenhouse in relation to the building is critical. What
factors do we need to consider?" "It should be near the science
facilities," comments Andrea. "We need to consider sunlight," suggests
Phil. "What direction should it face?" "Did we decide how wide it has to
be?" asks Harry. "The science teachers stated they wanted to be able
to control the amount and type of light. What if we located it on a
corner?" "Does someone have the blueprint of the school?" "How do
we tell which direction is north?" By the end of the period, the students
have come up with two possible sites for the greenhouse and figured
the dimensions necessary at each site to meet the size requirements
of the science department. Each member of the team has specific
tasks to research and complete prior to the next work session.

As the design and model work nears completion, a third set of teams is
formed to research and secure possible funding sources to enable
building the greenhouse. "Do we have any money in the school budget
for this?" Jennifer asks. "No," respond both Ms. Ahern and Mr. Ross.
"The budget was already developed for the school year before this
project was planned, so we need to get creative about funding."
Students from both classes begin brainstorming some possible funding
sources and partnerships. "Maybe some local businesses would be
willing to donate some money....," suggests Carolyn. "Or maybe donate
some of the materials that we need," Tim adds. "I could explain our
project to my boss at work -- maybe he would be interested in
helping." "Is there any grant money we could apply for? I heard Mrs.
Dreyer helps with our school's grants," says Jessica. "Can I go see her
secretary to set up an appointment to meet with her?" "What if we see
if some of the greenhouse suppliers have lower prices for schools -- or
might be willing to contribute something." "And maybe Mr. York, our
School-to-Work coordinator, would have some ideas or connections."
After the brainstorming, the students begin to organize their ideas and
divide them into three or four groups. And the research begins......And
the contacts are made.....by phone, by e-mail, by fax, and in person.
The local newspaper has even picked up the story, and the interest
grows. The financial package begins to come together, from several
sources, and including donations in money, materials, and time.

Reaping What We Have Sown

The students are now ready to pull all their team reports and data
together into a comprehensive proposal, including goals and
justification for the greenhouse, design options, site options, financial
package, materials lists, time line, etc. The students request some
extra advice and tips from other teachers and students. Some of the
Business Technology students share what they have learned about
personal manner and appearance in business situations. Some of the
Computer Skills students give assistance in putting part of the
presentation into PowerPoint. Handouts are prepared, transparencies
are made, the computer and LCD panel are set up, and parts are
practiced. Presentation day arrives and the students meet with the
Facilities Committee of the Pemi-Baker Regional School Board.
Approval for actual construction is finally obtained for the following
school year.

Memo to Students

As you know, we have been working on getting an addition to our

building for the last few years. On Saturday, March 20, on our third
attempt, the public approved the $6.3 million bond issue at the school
district meeting. One of the primary areas being addressed in the
building is the science facility — we will be renovating the current
classrooms and adding four new classrooms at the back of the
building.

In the normal process of taking a building from concept to finished

plan, many hard decisions and choices are made as to what to include
or exclude — and one that affected us was the elimination of a
greenhouse early in the process. Often, however, there are ways to
accomplish building projects (especially a smaller project) other than
through bond issues.

After a careful review of several options, the school has decided to

work with an in-house team. Therefore, Ms. Ahern's Physical Science
class and Mr. Ross's Construction Technology II & III class have been
appointed as the consultants and contractors for the Plymouth
Regional High School Greenhouse Project.

As consultants and contractors for the project, you have been assigned
the following tasks to complete.

Needs Assessment
Determine why a greenhouse is necessary to meet
1.
curriculum needs.
Determine what features are necessary in the greenhouse to
2.
meet curriculum needs.
Greenhouse Basics
 Understand the different styles and features common to a
3.
greenhouse.
4. Evaluate possible sites for the greenhouse.
Building Design
5. Determine the best site for the greenhouse.
6. Create a design for the greenhouse.
Funding
Research and secure funding for construction of the
7. greenhouse and
the implementation of the curriculum
Project Approval
8. Prepare a final project proposal.
Present the building proposal to the Facilities Committee of
9.
the Pemi-Baker Regional School Board for approval.
Construction
10. Construct the greenhouse.

At some point during the project, you will need to take a leadership
role on one of the committees. As a leader, you will be responsible for
communication with the instructors and between physical science and
construction technology students and for ensuring that the project
component is completedon schedule.

To assist you in this project, we have provided you with some General
Resources, along with guidelines and resources for each of the tasks
above. Also be sure to view the rubrics which will be used to evaluate
your work.

Your grade on this project will be based on a variety of tasks and

evaluation will take place at various points in the project. The major
sections of the project are:

Task Points
Needs Assessment (Physical Science) or Greenhouse Basics
50
(Building Trades)
Building Design 100
Funding 50
Approval 100
Leadership 50

Each of these sections has its own rubric that can be accessed through
the hyperlink. It is recommended that you reference these rubrics as
you work on each section of the overall project.

Winter 1999 Course Homework Projects

The following projects were created as homework during a Winter 1999 Leadership
Institute Integrating Internet, Curriculum, and Instruction pilot online course.

Elementary School Projects

LInC Online Home Page Middle School

Adopting an Endangered Species in Our Area

This project involves groups of students in an investigation of endangered species at the
Indiana Dunes National Lakeshore. Students are asked to take a field trip (either virutal
or actual) to discover what species are in jeopardy and what resources are in place to save
the population. Students use technology to communicate with experts and research the
most current statistics. The ultimate goal of the mission is to adopt an endangered species
and disseminate relevant information about the species to the neighboring community.
The project can be used as a model to investigate any community's endangered species
and provide the community with information.

Summary
Scenario Student Pages and Rubric
Pre-LInC Description

All about Water

This project encourages students to research the drinking water delivery system in the
local area, recognize the importance of political action regarding water conservation
issues, communicate with a variety of subject matter experts, and collaborate with ninth
grade science students in aggregating collected data and reporting findings. Third grade
students take water samples and analyze them using test kits. They develop a system to
catalog their samples and submit the results to project collaborators, ninth grade high
school science students. This science class is to determine if there are any trends in the
data. They graph the results of their testing and summarize their investigations in a report
to their third grade collaborators. The high school classes locate the source of
contaminants and the students identify sources of information that will help them
investigate the problem and devise methods to remove the pollutants from the water. The
filtration methods are tested, and appropriate officials are contacted if the situation
warrants.

Student Pages, 3rd Grade

Summary
Scenario Rubric and 9th Grade
Pre-LInC Description
Rubric
Middle School Projects
LInC Online Home Page Elementary School

Knowing the Western Hemisphere - A Student-Guided

Study of Countries in the Western Hemisphere
A class of 6th grade bilingual students will use the Internet and e-mail, as well as more
traditional methods, to research a selected group of countries from Central and South
America and the Caribbean. Students will contact real people to learn about the
geography, history, culture, current events and other interesting facts about particular
countries. They will prepare reports and share them orally and on a classroom Web site.
Information will be appropriate for middle school students including other LEP/Spanish
speaking students who are studying the Western Hemisphere.

Summary
Scenario Student Pages and Rubric
Pre-LInC Description

Video Game Hall of Fame

Students are asked to investigate what makes videogames popular by a videogame
conglomerate with poor sales. Students will produce a report for the company with data,
conclusions, and suggestions for designing a new videogame. The students will create
surveys and graphs to base their conclusions on. They will use the Internet to
communicate with students in other schools in the U.S. and to contact major
manufacturers and distributors of videogames.

Summary Student Pages and Rubric 1,

Scenario
Pre-LInC Description Rubric 2
High School Projects
LInC Online Home Page Teacher

A View with No Slant

Student will compare and contrast how historical events are taught in different cultures.
In the process students will communicate with experts and other students of the target
culture using high technology such as e-mail and Internet. The final result of what they
found will be displayed in the method of their choice such as play performance and Web
page. The display will be presented at the annual Foreign Language Festival in the spring.

Summary
Scenario Student Pages and Rubric
Pre-LInC Description

All about Water

This project encourages students to research the drinking water delivery system in the
local area, recognize the importance of political action regarding water conservation
issues, communicate with a variety of subject matter experts, and collaborate with ninth
grade science students in aggregating collected data and reporting findings. Third grade
students take water samples and analyze them using test kits. They develop a system to
catalog their samples and submit the results to project collaborators, ninth grade high
school science students. This science class is to determine if there are any trends in the
data. They graph the results of their testing and summarize their investigations in a report
to their third grade collaborators. The high school classes locate the source of
contaminants and the students identify sources of information that will help them
investigate the problem and devise methods to remove the pollutants from the water. The
filtration methods are tested, and appropriate officials are contacted if the situation
warrants.

Student Pages, 3rd Grade

Summary
Scenario Rubric and 9th Grade
Pre-LInC Description
Rubric

Budget Bonanza
Students will participate in a unit on financial planning that will feature the use of
electronic resources, as well as including traditional resources. They will investigate the
necessity of sound financial planning. Students will be randomly assigned 'families' and
accompanying 'fates' which they will then work with to plan their financial futures. This
project will teach the skills, vocabulary, and concepts of personal economics in a 'hands-
on' authentic manner that is not as intimidating to students as the traditional 'textbook'
approach. Supplemental information and prizes will be provided by professional
community experts. Guest speakers from the field of financial planning will also act as
judges of the final presentations.

Summary Student Pages and Rubric

Scenario
Pre-LInC Description Project Table of Contents

Community Heritage Project

Learning to be a contributing citizen in ones' community often means learning to make
connections. In this project students investigate the idea of connectiveness to their local
community. They look at the connections they will make to become contributing
members as well as looking at what connections cause people to remain in a community
or move "back home." The project takes the idea of connections one step further in
engaging students to create a video and/or promotional brochure about their community
to help connect it to others in the world. The ultimate goal is for students' contributions to
their community help their improve their community's economy.

Summary
Scenario Student Pages and Rubric
Pre-LInC Description

Exploring Our Past: The Revolutionary War

High school students are challenged to explore and research Revolutionary War soldiers
buried within our county. During the project, student groups will research and write fact-
based reports and multimedia presentations about the soldiers, the era in which they
lived, and the effects of war in general. Their challenge is to create Web sites with images
and fictionalized stories, letters, journals and accounts of these soldiers based on
collaboration with experts, interviews with local historians, research through on-line
museums and schools, and interviews with local veterans. These fictionalized stories of
war and its effects will be posted on the Internet along with photographs and art relating
to their report.

Summary
Scenario Student Pages and Rubric
Pre-LInC Description

Lead It Be
Urban students are seldom interested in anything that does not effect them directly. They
can avoid the water in lakes and streams, however, they cannot avoid water which they
consume. Water quality in Milwaukee is always an issue. Remember cryptosporidium?
This unit will be a collaboration between the Chemistry Department and the Technology
Department, as well as, incorporate collaboration between various schools to pool data
gathered. Students will be asked to help design and run tests dealing with the
concentration of lead that might be found in drinking water.

Summary
Scenario 1, Scenario 2 Student Pages and Rubric
Pre-LInC Description

Roller Coaster Design

This is an interdisciplinary project that involves industrial technology classes and physics
classes in designing, building and critiquing roller coasters and other amusement park
rides. The first semester physics class will research the safety standards and the
components of a ride that make it "fun" via Web sites and post these results on this Web
site. The CAD (computer-assisted drafting) classes will research ride designs on the
internet and then design their own based on the safety and "fun" criteria set up by the first
physics class. The material processing classes will build the design after researching
structural properties of materials on the Internet. The second semester physics class will
critique these models by comparing them to the standards determined by the first physics
class.
 Student Page 1, Student
Summary
Scenario Page 2, Student Page 3,
Pre-LInC Description
Student Page 4 and Rubric

We Never Promised You a Greenhouse . . . .

The Greenhouse Project consists of the design and construction of a working greenhouse
for the Plymouth Regional High School Science Department. The students will be taking
charge of all facets of the project, including needs assessment, greenhouse basics,
building design, funding proposal, project proposal presentation, and construction. It will
be a multi-disciplinary project joining freshman physical science students and junior and
senior vocational building trades students.

Summary
Scenario Student Pages and Rubric
Pre-LInC Description

What Happened to the Nuclear Promise?

This is a unit to last three weeks and intended to be implemented later in the school year.
Students will use the Internet and e-mail to communicate with many other scientist,
experts, educators, and instititutions around the world. Students will share information
with each other to help set and guide their projects.

Summary
Scenario Student Pages and Rubric
Pre-LInC Description
Teacher Projects
LInC Online Home Page High School

Educational MUVES
The Educational MUVE Project introduces educators to a critical yet often overlooked
area of the Internet: Educational Multi-User Virtual Environments (MUVEs). Although a
large number of "EdMUVEs" exist in a wide range of subject matters, many have never
heard of, let alone visited these important online communities. It is the hope of this
project to facilitate, educate and motivate K-12 educators to utilize this vital tool for
bringing education into the next millennium.

Summary
Scenario Student Pages and Rubric
Pre-LInC Description (NA)

G. R. I. D. (Guided Relevant Internet Discovery)

K-5 teachers will be active participants in creating lesson plans that interweave
technology objectives with the teaching of core curricular areas. The participants will
design, select, and construct technology-enriched lesson plans. The results will be an
interactive site that contains a grid featuring teacher-selected web sites organized by
grade level and subject. Engaged users will have the opportunity to publish critiques,
suggest classroom applications and recommend additional web sites for the grid.
Furthermore, learners will be given the opportunity to submit lesson plans to the
Michigan Department of Education for publication on the "Best Practices in
Technology:" CD.

Summary
Scenario Student Pages and Rubric
Pre-LInC Description

Multiple Intelligences and Technology

This is a workshop that provides professional development in instructional technology
and Multiple Intelligences. Teachers will meet both physically and virtually. The
participants will be challenged to work in teams to develop a lesson for their discipline
that reflects the Michigan Curriculum Framework, contains more than two multiple
intelligences and involves than two uses of technology including the Internet. Teachers
will make a home page as the final project that will be posted to a larger database and
shared with educators around the world. The projects will also be submitted to the "Best
Practice in Teaching" contest sponsored by the Michigan Association of Intermediate
School Administrators and the REMC Association of Michigan.

Summary
Scenario Student Pages and Rubric
Pre-LInC Description
Staff Development Plans
St. Ignace, MI - Budget Bonanza
Carrollton, IL - Exploring Our Past: The Revolutionary War
Green Bay, WI - A View with No Slant
Mahtomedi, MN - Roller Coaster Design
Milwaukee, WI - Lead It Be
Plymouth, NH - We Never Promised You a Greenhouse . . . .
Paterson, NJ - Knowing the Western Hemisphere - A Student-Guided Study of Countries in
the Western Hemisphere
El Cerrito, CA - Educational MUVES
Chicago, IL - Adopting an Endangered Species in Our Area
Detroit, MI - Multiple Intelligences and Technology
Fort Benton, MT - Community Heritage Project
Farmington, MI - G.R.I.D. (Guided Relevant Internet Discovery)

Project Design Guide

As mentioned on the Project Introduction Page, your project has three components: the
scenario, the presentation page, and the student pages. The purpose of the Project Design
Guide is to give you a clear idea of what each component entails.

As you know, the focus of this course is to create an engaged learning (Plugging In)
experience for your students that best utilizes the Internet's unique capabilities. LInC
Online provides you with the information you need to create a Web project that is infused
with the elements of engaged learning and technology.

To fulfill the requirements of this course, you must include these three components in
your project.

Your scenario is a vision of your project in action! A narrative version of what someone
might see, hear and feel if they were visiting your classroom. It is an opportunity for
others to "see" what your project might look like in practice.

The project presentation page is basically an outline format that lists the project
description, subject and level, learner description, rationale, goals and objectives,
structure of the learning, assessment, and evaluation.

The student pages are the pages you have created or linked to in order facilitate the
students' investigations. One component of the student pages often forgotten is creating a
project rubric that you will use to assess students' work.

For additional information about the three components, click on the links shown below.

Things to keep in mind . . .

You may not violate copyright laws. Any resources retrieved from the Internet and used
in your project must be accompanied by a reference/citation telling where it was
obtained.

Make certain you are familiar with the guidelines for naming an HTML file. Following
these rules will make linking your pages and images easier.
Before you begin writing your pages think about the qualities of a good Web page. Visit
our page on Web page design for guidelines.

To save time in creating your pages, your facilitator can guide you to templates which
you should use for your project Web pages. Contact your facilitator for directions on how
to obtain these templates when you are ready to begin designing your Web pages.

Note: If you will be drafting in a word processor, be sure to keep all of your work in
plain text. Formatting text at this time may create problems when you paste your work
into an HTML editor.

Click below to see the format you should use when creating your project. These are
provided to help you get started writing your own page.

• Presentation Template
• Scenario Template
• Student Page Template
• Rubric Template
• Unit Implementation before Link

Your Project Title Here

Rubric

The rubric for your project goes here.

Try using a table with your learner outcomes listed in the left column or top row and
descriptors for different levels of accomplishing each of those outcomes in the rest of the
table.

Your Project Title Here

Unit Description before LInC

Summary Scenario Student Pages Rubric Index of Projects

Please fill in this description of how your project was conducted before LInC. Please do
not describe your current LInC project. If your project was not used before, describe
activities used to accomplish the same learner outcomes and content as your LInC project
or describe a unit or activity used instead of your LInC project. This should be short: one-
half to one page in length.

Grade Level:

Subject:

Learner Outcomes:

1. Outcome 1
2. Outcome 2
3. ...

Assessment: Explain how you will assessment the learner outcomes.

Student Task: Briefly describe the activities/tasks the students were involved in.

Teacher Role: Describe the role/activities the teacher had.

Grouping: Describe whether students worked individually or in teams. If in teams, what

was each student responsible for?

Hook: Describe the method you used (if any) to create a need for your students to want
to learn this content and complete the project/task.

Student-Directed Learning: Describe opportunities (if any) students had to choose or

plan their learning in this project/task.

Use of Technology: Describe whether and how technology and the Internet were used.

Assessment: Describe how students were assessed/graded. (e.g., test, report, journaling,
rubric, presentation, . . .)

Example: Civil War (Delete this example when you are done.)

Grade Level: 6

Subject: Social Studies

Learner Outcomes:

1. Students will be able to list important events and causes of the U.S. Civil War.
 2. Students will be able to identify key people and their roles in the Civil War.
3. Students will understand how war affects people.

Student Task: Students read from their textbook, read short stories and saw a movie
about the Civil War. The short stories were written from opposing points of view. Then
the students participated in a large group discussion about the causes and effects of the
Civil War and slavery. After this, the students wrote a report about causes and effects of a
past or current civil war and compared it to the U.S. Civil War. The students were given a
research plan to follow, which included using specific types of research sources at the
library and instructions for creating a HyperStudio presentation for the class at the end of
the unit.

Teacher Role: The teacher gave lectures, made assignments, lead the group discussion,
and helped students who had questions getting started with their research.

Grouping: Students worked in pairs on their reports and individually otherwise. No

specific roles were assigned for the reports. Both students were responsible for the
content.

Hook: None.

Student-Directed Learning: Students chose which civil war to do their report on.

Use of Technology: A movie was used and students used CD-ROMs for their research.
The Internet was not used for this project. Students used HyperStudio for their
presentations and were provided computer lab time to do so.

Assessment: Students took a short-answer test on U.S. Civil War on the last day of the
project. They were graded based on their test, report, presentation, and classroom
participation.

Guidelines for Naming HTML Files and Folders

These tips are intended to save you time as you create and edit your Web pages.

1. HTML file names should end in the suffix ".html" or ".htm". Whichever suffix
you decide to use, please talk to your team members and use the same suffix on
all your project html pages. Otherwise it is hard to remember which is which and
your project will likely have more broken links in it. Example:

myhomepage.html
 In addition, use a consistent and standard suffix on other file formats indicating
the format (.jpg, .gif, .wav, . . .).

2. The file name should be no more than 32 characters, including the ".html" or
".htm" file suffix. Because your filename will become part of your Web page's
URL, it is better to use a slightly longer file name that will have an easier URL to
remember than a jumble of unpronounceable letters. For example: Which of these
would be easier to remember and give to a friend as a URL: hurricanes.html or
hrrcns.html ? More examples:

kennedy.html
shakespeare.htm

3. The first character of the file name should be a letter.

4. File names and folder names should contain only letters, digits, and
underscores—no spaces, punctuation, or funny characters. We want to really
emphasize this because people who do not follow these guidelines end up
spending much more time fixing broken links, which can be a source of
frustration. This is a "conservative" guideline with the goal that you should not
have to spend extra time redoing your links if you move your files from one type
of computer to another. This has been an issue for some past LInC participants
when moving or copying their LInC project Web pages from the LInC class Web
site to their school Web site.
5. Whenver possible, make relative links for links from your project Web pages to
other Web pages that are in that same project. This will make it possible to move
your LInC project Web site to your school Web server without having to fix
dozens of links. A relative link to a file in the same folder as the web page you are
editing looks like: "shakespeare.html". In contrast, an "absolute" link looks like:
"http://ed.fnal.gov/lincon/projects/essays/shakespeare.shtml". You can see that if
your project was copied onto a different web server, you would have to fix all
those absolute links. You will need to use absolute links when linking to Web
pages for external resources that are not inside your project folder.
6. We strongly suggest using all lower case letters because people make fewer
mistakes. Web authors (such as yourself) make fewer mistakes when creating
links to your pages. Web readers make fewer mistakes when typing in the
addresses to access your pages.
7. Use relatively short names that are indicative of the content of the page. Nothing
"cute" because you probably won't remember it six months from now when you
need to edit it.
8. Also name your files with images, sounds, etc., with names that will help you
remember what is in them. Participants who name their images something like
picture1.jpg through picture20.jpg are frequently frustrated later because they
have to open five or ten files later to find the image they want to edit. If you
instead name your images something more descriptive, they will be easier to find
later. Examples:
 lightbulb.gif
book.jpg
bluebullet.gif
redline.jpg
stopsign.gif

9. Be sure to create a graphics folder (directory) inside the folder (directory) you are
using for all your Web pages. It should be titled "graphics"--all lower case letters.
Past participants who did not do this have told us they wish they did because it
was harder to keep their files organized with so many pictures in with the Web
pages.
10. Name your anchors in your pages something descriptive. An anchor named
"#assessment" is easier to link to and tell others about than an anchor named
"#anchor82904872".

This means that in your file names, folder names, and anchor names there should be:

No SPACES or TABS

No COMMAS or APOSTROPHES

No SLASHES or QUOTES

No # & % + * = @ ~ ^ $

No < > ( ) [ ] { } : ; ? !

No Other Unusual Characters

Are these HTML file names OK? If not, why?

1. district123_home_page
2. my homepage.html
3. linc_home.html
4. 1_4_all.html
5. a:b.htm
6. Joe'sReview.html
7. earthquakes.HTML
8. socrates.html
9. buy/sell.html
10. "alpine"skiing.html
11. exercise#1.html
12. costs>10bucks.html
13. editor.htm
14. rnfrst.htm
15. image6.JPEG
16. why_problem_based?.html