Characteristic of Learning: Active

Level of Technology Infusion Into the Curriculum: Transformation

Lesson Title: What if?!......

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Grade Level: 7

Classroom Configuration

Whole group instruction, using a projector and / or interactive white board; and One to one, with individual student laptops

Arizona State Content Standards

  • Science
    • Strand 2: History and Nature of Science
      • Concept 1: History of Science as a Human Endeavor: Identify individual, cultural, and technological contributions to scientific knowledge.
        • PO 1: Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Rachel Carson [scientist], supports Strand 4; Luis Alvarez [scientist] and Walter Alvarez [scientist], support Strand 6; Percival Lowell [scientist], supports Strand 6; Copernicus [scientist], supports Strand 6).
        • PO 2: Describe how a major milestone in science or technology has revolutionized the thinking of the time (e.g., global positioning system, telescopes, seismographs, photography).
        • PO 3: Analyze the impact of a major scientific development occurring within the past decade.
      • Concept 2: Nature of Scientific Knowledge: Understand how science is a process for generating knowledge.
        • PO 1: Describe how science is an ongoing process that changes in response to new information and discoveries.
        • PO 2: Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories.
    • Strand 3: Science in Personal and Social Perspectives
      • Concept 2: Science and Technology in Society: Develop viable solutions to a need or problem.
        • PO 1: Propose viable methods of responding to an identified need or problem.
        • PO 2: Compare solutions to best address an identified need or problem.

Common Core State Standards ELA & Literacy in History/Social Studies, Science, and Technical Subjects

Text Types and Purposes*


Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Research to Build and Present Knowledge


Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.


Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.


Draw evidence from literary or informational texts to support analysis, reflection, and research.

b. Apply grade 7 Reading standards to literary nonfiction

Range of Writing


Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Arizona Educational Technology Standards (2009)

  • Strand 1: Creativity and Innovation
    • Concept 4: Original Works: Use technology to create original works in innovative ways.
      • PO 1: Create innovative products or projects using digital tools to express original ideas.
      • PO 2: Use digital tools to collaborate with a group to communicate original ideas, products, or projects effectively in a creative or innovative style.
  • Strand 3: Research and Information Literacy
    • Concept 2: Processing: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
      • PO 1: Locate and synthesize information utilizing advanced search strategies.
      • PO 3: Evaluate between fact and opinion, bias, inaccurate and misleading information by consulting multiple sources.
      • PO 4: Synthesize research information to create new understanding.
  • Strand 4: Critical Thinking, Problem Solving, Decision Making
    • Concept 1: Investigation: Identify and define authentic problems and significant questions for investigations
      • PO 1: Write essential questions to investigate a topic or issue using digital tools and resources.
    • Concept 2: Exploring Solutions: Plan and manage a activities to develop solutions to answer a set or complete a project
      • PO 1: Plan, conduct and manage research using appropriate digital resources to develop solutions for a question.
  • Strand 6: Technology Operations and concepts
    • Concept 2: Applications: Select and use applications effectively and productively
      • PO 5: Create and edit visual and audio material to generate a stand-alone multimedia product.


  • The students will research the famous scientists or inventions, and then create an online presentation in honor of that person/invention
  • The students will successfully insert 1 video clip, 2 audio clips, 5 text boxes, and 3 hyperlinks to other sites in their presentation.
  • The students will organize and synthesize information, deciding relevance and purpose.


  • Teacher begins with brainstorm of inventions & scientists of interest to students and important to history.
  • Together, class creates a list of essential questions to investigate.
  • Students choose one invention or scientist to research.
  • Students begin researching using student friendly search engines such as:
    • Sweet Search, Yahoo Kids, Google (Advanced Search)
  • Students synthesize the information found in the research about the scientist or invention, and prepare an outline of information for the presentation.
  • Students begin working on the presentation.
  • Presentation must include: 1 video clip, 2 audio clips, 5 text boxes sharing relevant information, and 3 hyper links to other interesting and relevant sites; and some additional information of student's choice.
  • Students presentation must be creative and pleasing to the eye in design
    • Possible options for online tolls to create the final presentation: Edu, Glogster, Wiki Spaces, Prezi, or other tool of student's choice
  • Students share their presentations with their peers in a strolling carousel format, where they have their presentation up on the computer, and everyone moves around the room, stopping from computer to computer viewing the presentations and providing constructive and specific feedback for each other, using a sharing method of their choice (such as Google Forms or Docs).


  • Computers or Mobile Learning devices (iPads, tablets, etc) with internet access, for student use
  • Web tools or software applications for student choice, such as:
  • Presentation software, Powerpoint, Keynote, Google Presentations, SlideRocket, Lino It, Prezi or other
  • for rubric
  • Search sites, options:,,
  • Sharing tool for feedback: Google Docs or Formas
  • Assessment

    Teacher and students create a multi-media rubric tool such as Ongoing assessment throughout the project in the form of anecdotal observation and students conferencing.

    Peer evaluation of projects is encouraged.

    Optional: Create a class timeline of all inventions and scientists researched. Post this around the room, and have students post their information around the room on the timeline.

Technology Integration Matrix





Goal Directed