Secondary Examples

8/9/2019 Secondary Examples

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E-Commerce

10th-12th gradesby Brenda Martinez

OBJECTIVES: The students will be able to:

Discuss common business uses of the InternetDescribe stages businesses go thru in developing an E-Commerce businessIdentify successful commerce business and strategies

Outline steps for starting a new e-commerce business

TEKS: 120.46. Business ManagementThe student analyzes the changing nature of business. The student isexpected 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 fromtechnological advances;

TOOL: (Webspiration) http://mywebspiration.com/view/353749a1564a

OVERVIEW: The lesson introducing E-Commerce will begin by discussingthe students own experience of shopping on the Internet. Further discussionas to what are some advantages and disadvantages of shopping online, how

it affects businesses and explanations of how businesses can use Internet tohave 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 tocomprehend the interconnectedness of ideas in a knowledge domain. At

certain points of creating our map, I would have the students elaborate thenodes by adding appropriate graphical representations and add more

descriptive text to explain the node. In addition, to expand the concept mapstudents 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 havelearned. To assess the outcome, students will compare their maps to other

groups and discuss their differences. Each group will create test questions ofconcepts they learned from the chapter, which include open-ended questions

as well. Jonassen states on page 115 semanticnetworking engages learners in an analysis of content domains that helps

them organize their knowledge for better comprehension and retention.
http://mywebspiration.com/view/353749a1564ahttp://mywebspiration.com/view/353749a1564a


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Wilsons Fourteen PointsHigh School HistoryBy Claire Stephan

Objectives:

The learner will be able to recognize Wilsons Fourteen Points as wellas 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 activitywould 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 sharingsimple. To view my semantic network illustrating Wilsons Fourteen

Points please visit my maps URL athttp://www.mywebspiration.com/view/351718a16b2for view the

attached picture and outline.

Narrative:

When creating my map I drew inspiration from Jonassens evolutionconcept map (pg.

102). I firmly believe that sequencing lessons, in this case movingfrom 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 isusually presented in list or speech forms. In a classroom setting I

would have my students create this map independently or in smallgroups. 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 conceptmap. After learning about the causes of WWI I would have students

return to their maps and expand upon each node. Most of WilsonsFourteen Points did not reach their full potential and in many instances

created further, long-term issues. Students could add reasons
http://www.mywebspiration.com/view/351718a16b2fhttp://www.mywebspiration.com/view/351718a16b2f


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regarding the success or failure of each point and its impact on WWII.Jonassens evaluation techniques blend well with my educational

philosophy of letting each student find out what works best for them tolearn 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 andestablishing relationships between ideas.

View map at: http://www.mywebspiration.com/view/351718a16b2f
http://www.mywebspiration.com/view/351718a16b2fhttp://www.mywebspiration.com/view/351718a16b2f


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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 militarypresence 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


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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 nationsXIII. Association of Nations

A. nations would form an international organization to form policies

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


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9th grade Dust Bowl

Dennis Magee

The Dust Bowl Era is one of the topics that my Chapter 16 groupselected for our hypermedia presentation. It is discussed in 11th grade

U.S. History and 9th grade Geography. I will use the latter todemonstrate its potential use in the classroom in regards to conceptmapping with DropMind. Although DropMind allowed me to copy the

map to URL, I was unable to copy or attach the URL address forretrieval, 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 inclassroom to reinforce the key concepts and build upon the

construction of knowlege. In this scenario, 9th grade students could beasked 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 theattachment) 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 thatdefinition without becoming boring; reading the material, organizing it

into concepts, presenting it to the class, then listening to other group'sinterpretation of the same ideas.

Using concept mapping such as DropMind can be accomplished in ashort 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 foreach concept, and the related sub-topic box became a lighter hue ofthat color, making it easy to decipher the relationships. Other than the

URL problem, I recommend DropMind in this example.


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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


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Making a Career PlanBy Sharon Herrera

I found a concept map that directly relates to what I do on a dailybasis, 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 notfamiliar 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 likedabout 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 studentsdont think about at all. When they start looking for a job, all they

want is a pay check and some security, but they usually dont stop tothink 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 arerepresentations of learners knowledge, the knowledge of the

relationships between concepts. Structural knowledge is the basis ofmeaning making pg114. Most students dont understand the

relationship between looking at your skills, researching anorganization, and landing a job. I think this map helps to show how all

those factors interrelate. Since I work in higher education, we really

dont have teaks that go with this.

The tool that was used to create this map is mywebspiration. Again, Ididnt 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 inclass, and really recommend that you try it if you havent


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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


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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

Documents

Secondary Examples