Sharing Lesson Ideas to Support App Giveaway

Version 1

    In light of the Teacher Appreciation giveaway of the Learning in Context Applications and the Read With Me App we wanted to provide some guidelines for sharing your



    Unit and Lesson Plan Files

    To see sample Unit Plans, Lesson Plans and Lesson Ideas look thought the many examples on the Intel Education Idea Showcase, here you will event find a few suggestions supporting the Learning in Context Apps.


    The following descriptions were created to support a full Unit Plan.  Modify accordingly for sharing a Lesson Plan or Lesson Idea.

    1. Unit Summary: (Between 15-30 words) Expand on the title and appeal to the reader so they are encouraged to read further and find out more about the plan. This “sales pitch” for the plan appears in an index among other unit and project plans.
    2. At Glance
      • Grade Level: Note grade level and span of grades (K-2, 3-5, 6-8, 9-12) that would be appropriate.
      • Subject(s):  Choose one subject: mathematics, science, social studies, language arts and interdisciplinary. An additional subject can be listed if another subject is truly is addressed within the unit. If listing more than one, indicate the primary one first: Example: Physical Science, Algebra
      • Topics: List 1-3 major topics covered in the unit. Be brief. Example: Properties of matter
      • Higher-Order Thinking Skills: Choose higher-order thinking skills addressed throughout the unit.  Look to Project Design/Thinking Skills for ideas: Thinking Skills
      • Key Learnings: Describe fundamental concepts, processes, and skills you want students to learn. These should match curriculum standards. Example: In “Float That Boat” the key learnings are: density and buoyancy, experimental design, measurement, and persuasive speaking.
      • Time Needed: Provide total time for the unit in weeks, periods per week, length of periods, Example 4-5 weeks, 45-minute lessons, 3 times per week. (Note: you may describe time needed for different phases of the project in the procedures section below.)
      • Background: Provide the background information about where the unit came from- whose the author
    3. Things You Need
      • Standards: List the most relevant benchmarks or standards addressed by the unit. To make the description helpful to others, make sure to identify the state for which these standards were written, or the professional group responsible for them (example Utah standards, NCTM math standards
      • Student Objectives: Student will be able to explain core learning in terms of student outcomes that demonstrate that learning. Include two types of objectives: content learning, and process and technology skills.
      • Materials and Resources (include what is necessary):
        • Printed Materials: List text books, curriculum guides, trade books, and other reference materials
        • Supplies: List essential items that are to specific to the course of study. It is not necessary to include everyday items that are common to all classrooms.
        • Internet Resources: List name of site, URL, and brief description.
        • Other Resources: List kits, equipment, film, video, CD-ROM or DVD resources, field trip sites, experts
        • Technology – Hardware: List only technology devices needed to carry out the plan. These may include: cameras, computer(s), DVD player, handheld devices, printer, projection system, scanner, television, VCR, video camera, video conferencing equipment. If there are alternative devices, a description of these would be helpful to others. Describe how the technology is being used within the unit—how it is being integrated into the student learning.
        • Technology – Software: List only software programs and applications needed to carry out the plan. These may include: database/spreadsheet, desktop publishing, web page development, and word processing
    4. Curriculum-Framing Questions guide a unit of study and include Essential, Unit, and Content Questions. Write Curriculum-Framing Questions that are age-appropriate and kid-friendly. Curriculum-Framing Questions Example:
      • Essential Questions (Each unit has 1 EQ) Essential Questions are broad and cross disciplines, and they help students see how ideas interrelate. Essential questions often arise from real problems that students find interesting. You might address the same essential question from many different subject “angles”. Example: How does conflict produce change?
      • Unit Questions (Each unit has 2 sample UQs) Unit Questions are tied to a specific subject or unit of study, and support and continue investigation into the Essential Question. UQs connect to the learning objectives of the unit on a high level; students’ answers to unit questions would show how well they understand the core concepts of the unit. Example: How did economic differences in the North and South contribute to the outbreak of the Civil War?
      • Content Questions (Each unit has 2-4 “sample” CQs) Content Questions should align to the identified standards and objectives. They should address key concepts and facts taught in the unit. List a few important questions students should understand. Example: Why did Southerners think federal taxes and tariffs favored the North?
    5. Assessment Processes: These assessments help students and teachers set goals; monitor student progress; provide feedback; assess thinking, processes, performances, products; and reflect on learning throughout the learning cycle.
    6. Instructional Procedures:
      • Describe the instructional cycle from introduction of the project through final assessment. Write in the imperative voice, telling the reader what to do (Lead a discussion... Ask students to consider... Have students explore... Explain the most important features of ... Demonstrate... Provide an example that shows...).
      • Describe teaching and learning activities in enough detail that another teacher could follow them. Describe instructional procedures in phases, or activity-by-activity; either way, give the reader an idea of sequence and how much time is spent on different parts of the unit. You might want to use headers like “Introducing the unit” to divide the procedures into natural phases. As they occur in the unit, describe each associated resource (texts, worksheets, student samples, Web links).
      • Student Samples: if the samples show different content, include samples where appropriate. They should address some of the CFQs. Revise current samples and procedures as necessary to reflect CFQs, objectives, standards. .
      • Procedures should demonstrate how CFQs are being addressed. For example, the unit can open with an exploration of the essential question.
      • Provide examples of modeling or teaching to the higher-order thinking skills.
      • Embed assessment throughout the unit—peer review, self-assessment, observations, performance assessment... Demonstrate how rubrics can be used to inform students of what will be assessed, what consitutes quality of the final work, how it can be used as a self-assessment tool, how to work with the class to create a rubric…
    7. Prerequisite Skills: If appropriate, describe prerequisite experiences or courses of study students should have prior to beginning this unit. Put in bulleted form.
    8. Differential Instruction: Describe changes in content, process, products, or learning environment for different learners:
      • Resource Student Describe accommodations and support for these students, such as: extra time for study, adjusted learning objectives, modified assignments, grouping, assignment calendars, adaptive technologies and support from specialists. Also describe modifications in how students express their learning (example: oral interview instead of written test).
      • Gifted Student Describe the various ways students may explore curriculum content, including independent study, and various options through which students can demonstrate or exhibit what they have learned.
      • English Language Learner Describe language support such as ELL instruction, tutoring from more able bilingual students or community volunteers. Describe adaptive materials such as first-language texts, graphic organizers, illustrated texts, dual-language dictionaries, and translation tools. Describe modifications in how students express their learning, such as: first language versus English, or oral interview versus a written test.