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E-Commerce 10th-12th grades by Brenda Martinez
OBJECTIVES: The students will be able to: •Discuss common business uses of the Internet •Describe stages businesses go thru in developing an E-Commerce business •Identify successful –commerce business and strategies •Outline steps for starting a new e-commerce business TEKS: §120.46. Business Management The student analyzes the changing nature of business. The student is expected to: 3(B) analyze the impact of technology on business; (4) The student explains the concepts of integrity as related to the business environment. (D) identify ethical considerations resulting from technological advances; TOOL: (Webspiration) http://mywebspiration.com/view/353749a1564a OVERVIEW: The lesson introducing E-Commerce will begin by discussing the students own experience of shopping on the Internet. Further discussion as to what are some advantages and disadvantages of shopping online, how it affects businesses and explanations of how businesses can use Internet to have a successful business. As the class covers terms and concepts, the students will create “nodes that are connected by links” (Jonassen, pg. 101) to show the connection to E-Commerce. In groups, the students will create a semantic map as Jonassen states on page 103 “when students build complex concept maps, they begin to comprehend the interconnectedness of ideas in a knowledge domain.” At certain points of creating our map, I would have the students elaborate the nodes by adding appropriate graphical representations and add more descriptive text to explain the node. In addition, to expand the concept map students will add links between nodes to “explain some of the existing concepts” (Jonessen pg. 108). Throughout the chapter, students will reflect upon the concepts they have learned. To assess the outcome, students will compare their maps to other groups and discuss their differences. Each group will create test questions of concepts they learned from the chapter, which include open-ended questions as well. Jonassen states on page 115 “semantic networking engages learners in an analysis of content domains that helps them organize their knowledge for better comprehension and retention.”
Wilson’s Fourteen Points High School History By Claire Stephan
Objectives: • The learner will be able to recognize Wilson’s Fourteen Points as well as the importance of each point. • The learner will be able to cite the key detail of each point. TEK and Grade Level: §113.32 (C) (3) (D) analyze major issues raised by U.S. involvement in World War I, Wilson's Fourteen Points, and the Treaty of Versailles. This activity would be used in a grade 10 US History class. Tool Used: I use Webspiration to create my document (www.mywebspiration.com). Webspiration was very easy to edit and the option to publish your document to a public URL makes sharing simple. To view my semantic network illustrating Wilson’s Fourteen Points please visit my map’s URL at http://www.mywebspiration.com/view/351718a16b2f or view the attached picture and outline. Narrative: When creating my map I drew inspiration from Jonassen’s evolution concept map (pg. 102). I firmly believe that sequencing lessons, in this case moving from simple to complex, builds higher order thinking skills. Understanding the complexity of a content area is a big step for students (Jonassen, pg. 113). My map visually presents content that is usually presented in list or speech forms. In a classroom setting I would have my students create this map independently or in small groups. Concept maps built over a school year or at least particular content units have much value as a skills check, connector, and study guide. For example, I would bridge WWI and WWII with this concept map. After learning about the causes of WWI I would have students return to their maps and expand upon each node. Most of Wilson’s Fourteen Points did not reach their full potential and in many instances created further, long-term issues. Students could add reasons
regarding the success or failure of each point and its impact on WWII. Jonassen’s evaluation techniques blend well with my educational philosophy of letting each student find out what works best for them to learn and develop opinions. While I place a great deal of emphasis on mastering writing skills, I believe that students can utilize semantic networks as a technique for getting their ideas on to paper and establishing relationships between ideas.
View map at: http://www.mywebspiration.com/view/351718a16b2f
Wilson's Fourteen Points 1918
I. Freedom of Navigation A. outside territorial waters B. in war times and peace times C. avoids sea battles, bolster international decision making II. Open Covenants of Peace A. openly B. private alliances between countries C. diplomacy is viewed and discussed within the international community III. Equality of Trade A. removal of economic barriers between nations B. improves equality among nations IV. Reduction of National Armaments A. reduction to the lowest reasonable point for that country's safety B. eliminates "arms races" between nations and overall military presence in the world V. Colonial Acquisitions A. current population of area should be considered B. takes into account colonial populations, reduces competition in international community VI. Russian Territory A. complete power over their policies B. Russia will be given the opportunity to cultivate their role in the international community VII. Belgium A. complete power over their policies B. it would restore confidence in international law and relationships
between countries VIII. France and Prussia A. territories occupied by Prussia back to France B. it would correct relationship between Prussia and France and settle decades of unrest between the two nations IX. Italy A. borders to show national identity B. it would give Italy a more defined national identity X. Austria-Hungary A. back a position in the international community B. would not punish Austria-Hungary and foster bitterness between nations XI. Romania, Serbia, and Montenegro A. the opportunity to develop as individual nations B. it would settle an issue of dispute between more powerful nations in that area XII. Turkey A. independence from Ottoman Empire B. it would open up the Dardanelles for passage by all nations XIII. Association of Nations for all nations to adhere to B. because it would protect smaller countries and establish international protocols XIV. Poland A. independence as a nation B. it would give Poland an opportunity to be an independent part in the international community A. nations would form an international organization to form policies
9th grade Dust Bowl Dennis Magee
The Dust Bowl Era is one of the topics that my Chapter 16 group selected for our hypermedia presentation. It is discussed in 11th grade U.S. History and 9th grade Geography. I will use the latter to demonstrate its potential use in the classroom in regards to concept mapping with DropMind. Although DropMind allowed me to copy the map to URL, I was unable to copy or attach the URL address for retrieval, and it is quite long. Webspiration was much more adaptible for this type of exercise but I chose to stick with DropMind since that is what was presented in the Chapter 10 presentation. The attachment below demonstrates how Concept maps can be used in classroom to reinforce the key concepts and build upon the construction of knowlege. In this scenario, 9th grade students could be asked to form into groups, discuss pages 150 & 151 (Disasters; The Dust Bowl, Teks 113.32(c) (9)). I would instruct them to select the most important words or concepts (see red circled words in the attachment) in the readings that a learner needs to know about that event. As we have learned from Jonessan, no map will look the same, ("there is no right structure" pg 113),but should reflect most of the same concepts. Using Concept diagrams in such a manner helps students reflect upon the information retrieved (from reading and collaborating), incorporates the process of critical thinking (identifying and organizing key concepts), and is fun to create. We have learned in other classes the importance of "repeat, repeat, repeat". This exercise fits that definition without becoming boring; reading the material, organizing it into concepts, presenting it to the class, then listening to other group's interpretation of the same ideas. Using concept mapping such as DropMind can be accomplished in a short amount of time, and time, for teachers, is precious. Mistakes are easy to correct; you just delete or move the box to the correct location and keep on trucking. DropMind automatically used different colors for each concept, and the related sub-topic box became a lighter hue of that color, making it easy to decipher the relationships. Other than the URL problem, I recommend DropMind in this example.
Source: World Geography TEKS: Social Studies 9-12; 113.32(c) Student are placed into groups to discuss key
concepts, that can then be transferred to a concept map. Concept Map:DropMind
Making a Career Plan
By Sharon Herrera I found a concept map that directly relates to what I do on a daily basis, so I thought I would use that one. It is a map to help a learner through the job search process. I think that someone who had been out of the job market for some time, or a student who is not familiar with the process could go through the steps in this map and in a very short time be ready to start looking for a job. What I liked about this map is that is goes into quite a bit of detail and gives students the opportunity to learn a great deal about the Career Exploration process. Exploration is one step that a lot of students don’t think about at all. When they start looking for a job, all they want is a pay check and some security, but they usually don’t stop to think about what jobs are really a good fit for them. It also touches on the search process that includes everything from cover letter to interview preparation. Jonassen discussed how “concept maps are representations of learner’s knowledge, the knowledge of the relationships between concepts. Structural knowledge is the basis of meaning making” pg114. Most students don’t understand the relationship between looking at your skills, researching an organization, and landing a job. I think this map helps to show how all those factors interrelate. Since I work in higher education, we really don’t have teaks that go with this. The tool that was used to create this map is mywebspiration. Again, I didn’t have to create it, it was one of the templates that is available to download or alter. Evan though I did not create this map, I have worked in mywebspiration quite a bit since Joseph mentioned it in class, and really recommend that you try it if you haven’t
Develop a Career Plan
I. Self Exploration
Complete a personality inventory, such as Meyers-Briggs, to find your personality type. Search the web or a career center for "career inventories" to help you identify the following: A. Values B. Skills C. Interests D. Personality Type
II. Career Exploration
Research careers that utilize your skills and appeal to your values, interests and personality. Use resources such as family, friends, teachers, counselors and the Internet to complete the following A-E for five careers. A. Education Type of degree and/or experience required B. Special Training Is there specialized training or certification required? C. Compensation
D. Work Conditions Will you be happy and productive working in this atmosphere? E. Advancement Is the career path appealing?
III.Decision IV.Action Planning
A. Search Begin with the Internet. Utilize your network. Use the Action Plan template to develop your search plan. B. Cover Letter Write a cover letter to introduce yourself and express your interest. Create a .pdf to send electronically. C. Resume Use the Resume Template to develop your resume. Create a .pdf version to send electronically. D. Interview Preparation Practice answering questions, research the company, determine dress