DAY 1



technology education up001 Publication Vocabulary

Day 1

Title: Publication Vocabulary

Grade Level: 9 - 12

Subject Area: Technology Education

Course Connection: Pre-reading / Technology Education

SPS: 06.01

Florida SSS Standards: LA.A.1.4.3

Description/Abstract of Lesson: Students will create concept webs for each of the vocabulary terms related to graphic arts..

Objectives:

1. Students will be able to use textbooks and dictionaries to define the vocabulary terms.

2. Students will be able to use the Internet to define the vocabulary terms.

3. Students will be able to work cooperative in groups.

4. Students will be able to complete a concept web for each vocabulary word.

5. Students will be able to explain each of the Vocabulary words.

Teacher Materials/Technology Connections: Chalkboard for Vocabulary words and Concept Web. Handouts for Concept Web. Textbooks, Dictionaries and Internet Access recommended.

sTUDENT mATERIALS/TECHNOLOGY CONNECTIONS: Pre- Reading selection.

Duration: 1 hour

ESSENTIAL QUESTION/KEY VOCABULARY: Vocabulary Words

GROUPINGS FOR INSTRUCTION: Student groups of 2 to 3 members.

LESSON LEAD IN/OPENING: What essential terms must you know to create a properly formatted newsletter.

STEPS TO DELIVER LESSON: Display vocabulary words and concept web template for the class to see.

Allow the class about an hour to complete concept webs for each vocabulary term. Students may

use textbooks, dictionaries and the Internet to define the vocabulary terms.

GUIDED PRACTICE: Before handing out the Concept Webs, conduct a class discussion on the vocabulary words and how they might impact a good newsletter. Ask students what are possible advantages and disadvantages of mastering a good layout. Distribute the handouts to the class. Read the vocabulary words to the class have students read independently.

INDEPENDENT PRACTICE: After completing Concept Webs, ask students to share in their groups what other concepts make up a good newsletter. Ask each student to identify three concepts.

DIFFERENTIATED INSTRUCTION: Students with a reading deficiency can be paired with a partner at the beginning to complete this activity.

LESSON CLOSURE: Conduct a class discussion on each of the vocabulary words.

OTHER STANDARD:

Essential Skills: e09

ASSESSMENT: Completion of Task

Jurying Profile:

Creator: Ted Coons (Volusia County), career-

Adapted by: Stephen M.Moscovic

File Attachments: Vocabulary Words, Concept Web

LESSON OUTLINE

Add: Activities

1. Students will be engaged in opening class discussion about Newsletters.

2. Students will use a Concept Web gain Vocabulary comprehension.

3. Students will share Concept Webs with class.

4. Teacher provides assistance as needed.

[pic]

[pic]

technology education up002-up003 Newsletters

Title: Newsletters

Grade Level: 9 - 12

Subject Area: Technology Education

Course Connection: Reading / Technology Education

SPS: 06.01; 08.01

Florida SSS Standards: LA.A.1.4.2; LA.A.1.4.4; LA.A.2.4.1; LA.B.2.4.1; LA.D.2.4.5

Description/Abstract of Lesson: Students will learn about newsletters and examine a school newsletter or other publication.

Objectives:

6. Students will be able to better understand what a newsletter is.

7. Students will be able to better understand what a newsletter is used for.

8. Students will be able to answer two FCAT short response questions on newsletters.

9. Students will be able to answer two FCAT extended response questions on newsletters.

Teacher Materials/Technology Connections: Copies of newsletter article. Copies of schools newsletter to class.

sTUDENT mATERIALS/TECHNOLOGY CONNECTIONS: Reading selection.

Duration: 2 hours

ESSENTIAL QUESTION/KEY VOCABULARY: Newsletter Audience. Newsletter Goals. Content of Newsletter.

GROUPINGS FOR INSTRUCTION: Independently

LESSON LEAD IN/OPENING: What does it take to create a good newsletter.

STEPS TO DELIVER LESSON: Distribute copies of the article about newsletters and copies of the school’s newsletter to the class or other publication. Instruct students to read the article and the newsletter and answer the FCAT formatted questions.

GUIDED PRACTICE: Before handing out the newsletters, conduct a class discussion on the past vocabulary words and how they might impact a good newsletter. Ask students what are possible advantages and disadvantages of mastering a good newsletter. Display both rubrics to students prior to answering questions.

INDEPENDENT PRACTICE: After completing FCAT questions, ask students to share in their thoughts as to what other concepts would make up a good newsletter. Ask each student to identify three concepts.

DIFFERENTIATED INSTRUCTION: Students with a reading deficiency can be paired with a partner at the beginning to complete this activity.

LESSON CLOSURE: Conduct a class discussion on each of the schools newsletter or other publication.

OTHER STANDARD:

Essential Skills: e11; e15; e23; e30; e72

ASSESSMENT: RUBRIC - FCAT Reading/Short Response; RUBRIC – FCAT Reading/Extended Response

Jurying Profile:

Creator: Ted Coons (Volusia County), career-

Adapted by: Stephen M.Moscovic

File Attachments: Article Newsletters; FORM - FCAT Reading/Short Response; FORM - FCAT

Reading/Extended Response; RUBRIC - FCAT Reading/Short Response; RUBRIC - FCAT

Reading/Extended Response

.

LESSON OUTLINE

Add: Activities

1. Students will be engaged in opening class discussion about Newsletters.

2. Students will read article on Newsletters.

3. Students will answer short and extended response FCAT questions.

4. Teacher provides assistance as needed.

Newsletters

Renee’ Scarborough

Newsletters are a great way for people and organizations to keep in touch and share news and information about topics that mutually interest them.

They’re like magazines, but shorter, and cover one specific topic, such as how your Aunt Carol’s kids are, or the new products or services offered by the ACME Company.

Newsletters can either be free or paid for by subscription, depending on the audience. For instance, the semi-annual family newsletter published by Aunt Carol is free and goes out to your relatives. Also, the ACME Company sends your household a seasonal newsletter touting their new products and services for free as a way of advertising. Meanwhile, you might receive a newsletter as part of a paid service through a club or other organization.

The audience and goal of the newsletter drive the way it looks. A family newsletter may

only be a page or two long, or published on the Web and sent vie e-mail. Business newsletters vary in size and are usually mailed, especially if they are used in advertising. Small groups usually send free newsletters to their members to update them on current events while larger groups may use paid subscriptions to get large newsletters to their audiences.

What makes a good newsletter? That depends on who you ask. Younger audiences like bright colors and bold graphics, teens and adults prefer sleek layout with some graphics, while more mature readers want an easy-to-read layout. Photographs are important to audiences of family, school, and club newsletters, and should feature its members. The audience also dictates how stories are presented. The printed family newsletter may benefit from featuring only one or two main stories on its first page so that the readers do not get lost following stories from page to page. Online newsletters may feature all of its main stories on the first page if they are linked properly, and depending again on the audience. The key here is know who is in your audience and what they expect out of your newsletter, and then tailor your publication to the audience.

The next time you look at a newsletter, ask yourself…

􀁸 Who is this newsletter’s audience?

􀁸 What are the goals of this newsletter?

􀁸 How does this newsletter address its goals and audience?

[pic]

[pic]

[pic]

[pic]

[pic]

[pic]

technology education up004-up005 Creating my newsletter

Title: Creating My Newsletter

Grade Level: 9 - 12

Subject Area: Technology Education

Course Connection: Student Engagement / Technology Education

SPS: 06.01; 06.03; 06.04

Florida SSS Standards: LA.A.1.4.2; LA.A.1.4.3; LA.A.1.4.4; LA.B.1.4.1; LA.B.2.4.1; LA.B.2.4.2

Description/Abstract of Lesson: Students will learn about the design process and create an objective sheet for their own newsletter.

Objectives:

10. Students will be able to better understand the design process.

11. Students will be able to create a objective sheet for their own newsletter.

12. Students will be able to complete a Publication Organization handout.

13. Students will be able to work independently

14. Students will be able to work in pairs or small groups.

Teacher Materials/Technology Connections: Copies of Design Publication Article. Copies of Publication Organization Handouts. Copies of past schools newsletter.

sTUDENT mATERIALS/TECHNOLOGY CONNECTIONS: Reading selection. Pens, Pencils and blank Paper. Copies of past school newsletters.

Duration: 2 hours

ESSENTIAL QUESTION/KEY VOCABULARY: Topics of interest for newsletter. Layout design. Vocabulary Words

GROUPINGS FOR INSTRUCTION: Students can complete the tasks in pairs or small groups with assistance from the instructor.

LESSON LEAD IN/OPENING: From past lessons, what do we know about designing and layout of a good newsletter.

STEPS TO DELIVER LESSON: Distribute copies of the Design Publications for any Situation article to the class. Allow them to read silently or in turn to the class and discuss any areas that may require

clarification. Afterwards, distribute the Publication Organization Handout and allow students to work on

it individually.

GUIDED PRACTICE: Before handing out the Copies of the Design Publications for any Situation article, conduct a class discussion on the some key words within the article. Ask students how these words relate to past articles covered. Distribute the handouts to the class. Read the Publication Organization handout to class, ask questions and look for key words.

INDEPENDENT PRACTICE: After completing Publication Organization Handout, ask students to share in their groups their ideas and sketches. Ask each student to Share these with the class.

DIFFERENTIATED INSTRUCTION: Students with a reading deficiency can be paired with a partner at the beginning to complete this activity.

LESSON CLOSURE: Conduct a class discussion on Layout design, Logos and publications.

OTHER STANDARD:

Essential Skills: e30; e22

ASSESSMENT: Check the students’ work for completion

Jurying Profile:

Creator: Ted Coons (Volusia County), career-

Adapted by: Stephen M.Moscovic

File Attachments: Article Design Publications for any Situation; Publication Organization Handout

LESSON OUTLINE

Add: Activities

1. Students will be read and understand design publication.

2. Students will be able to outline, sketch and layout their own publication.

3. Students will share their publication sketches with class.

[pic]

Design Publications for any Situation (continued)

[pic]

[pic]

[pic]

[pic]

[pic]

technology education up006 points, picas and other parameters

Title: Points, Picas and Other Parameters

Grade Level: 9 - 12

Subject Area: Technology Education

Course Connection: Math / Technology Education

SPS: 06.04

Florida SSS Standards: MA.A.3.4.1; MA.A.3.4.2; MA.A.3.4.3; MA.B.1.4.1; MA.B.1.4.3; MA.B.3.4.1; MA.B.4.4.2; MA.E.1.4.1

Description/Abstract of Lesson: Students will measure each other’s page layouts and create their own page layout as directed.

Objectives:

15. Students will be able measure in Points.

16. Students will be able measure in Picas.

17. Students will be able to complete page layout with supplied information..

18. Students will be able to complete page layout with their own information.

Teacher Materials/Technology Connections: Pencils; Pica/Point Rulers

sTUDENT mATERIALS/TECHNOLOGY CONNECTIONS: Reading selection.

Duration: 1 hour

ESSENTIAL QUESTION/KEY VOCABULARY: Math/Short Response

GROUPINGS FOR INSTRUCTION: Teacher provides assistance as needed, or students may work together in small groups or pairs.

LESSON LEAD IN/OPENING: You will use a classmate’s page layout to test your skills of determining various page measurements. Then, create a page layout on a separate sheet of paper as directed.

STEPS TO DELIVER LESSON: Distribute copies of the students’ page layouts so that everyone has someone else’s, as well as the Points, Picas, and Other Parameters handout. Instruct students to complete the handout and attach the layout to it for grading.

GUIDED PRACTICE: Review math concepts of measuring. Explain points and picas. Review page layout. Go over Columns, Masterhead and article dominance. Conduct a class discussion on the vocabulary words used in page layout. Ask students about the number of columns per page, placement of articles. Distribute the handouts to the class. Read the pertinent vocabulary words to the class and have students read independently.

INDEPENDENT PRACTICE: After completing layouts, ask students to share in their groups what other designs would make up a good newsletter. Ask each student to share ideas with class.

DIFFERENTIATED INSTRUCTION: Students with a reading deficiency can be paired with a partner at the beginning to complete this activity.

LESSON CLOSURE: Conduct a class discussion on Points, Picas and parameters and the importance of measuring.

OTHER STANDARD:

Essential Skills: m01; m05; m13; m33; m48

ASSESSMENT: RUBRIC - FCAT Math/Short Response

Jurying Profile:

Creator: Ted Coons (Volusia County), career-

Adapted by: Stephen M.Moscovic

File Attachments: Points, Picas and Other Parameters Handout; RUBRIC - FCAT Math/Short Response

LESSON OUTLINE

Add: Activities

1. Students will be engaged in opening class discussion about Points, Picas and

Parameters.

2. Students will learn the concept of measuring with point / picas ruler.

3. Students will share Layouts with groups and class.

4. Teacher provides assistance as needed.

[pic]

[pic]

[pic]

technology education up007 since the dawn of…me!

Title: Since the Dawn of…Me!

Grade Level: 9 - 12

Subject Area: Technology Education

Course Connection: Science / Technology Education

SPS: 06.04

Florida SSS Standards: SC.H.1.4.1; SC.H.1.4.2; SC.H.3.4.2; SC.H.3.4.5

Description/Abstract of Lesson: Students will research a scientific or technological breakthrough from the year of their birth and describe how it is used (or not used) today.

Objectives:

19. Students will be able to better understand Betamax, Laserdisc and Atari.

20. Students will be able to better understand what wireless remotes, word processing, global warming and the space shuttle have in common.

21. Students will be able to gain knowledge in research.

22. Students will be able to explain what a breakthrough is.

Teacher Materials/Technology Connections: Media Center; Internet Access

sTUDENT mATERIALS/TECHNOLOGY CONNECTIONS: Pens/Pencils

Duration: 1 hour

ESSENTIAL QUESTION/KEY VOCABULARY: What do you know about Betamax, the Laserdisc, and Atari? Probably not much, or at least not much you can remember – they’re all entertainment breakthroughs of the 1980’s

GROUPINGS FOR INSTRUCTION: Students may work together

LESSON LEAD IN/OPENING: How has Technology changed since you were younger? What advances have you seen ?

STEPS TO DELIVER LESSON: Ask students if they know about the following: Betamax, the Laserdisc, and Atari. They’re all pieces of entertainment technology that debuted in the 1980’s that have since fallen by the wayside. Alternatively, ask students if they’re familiar with the following: the wireless remote control, word processing programs, global warming, and the space shuttle – they’re all discoveries of the 1980’s that are still being used or researched today. In the span of a lifetime, people see the birth, life and death of new technologies and discoveries that shape the world we live in – even if it is for a moment. Instruct students to research a technological breakthrough that happened in the year of their birth and compare it with similar technology or thought that is used today. The students should include this information in their newsletter.

GUIDED PRACTICE: What do you know about Betamax, the Laserdisc, and Atari? Probably not

much, or at least not much you can remember – they’re all entertainment breakthroughs of the 1980’s that have fallen by the wayside to make room for better things. Now think of the following: the remote control, cd’s, personal computers, and stem cell research and genetically modified foods. These are all discoveries of the 1980’s and 1990’s that are still used today, although some have undergone major advances.

INDEPENDENT PRACTICE: Choose a scientific or technological breakthrough that debuted the year you were born, then research it and include it in your newsletter. Explain what the breakthrough is, who developed it, and how it is used today, or how it fell by the wayside.

DIFFERENTIATED INSTRUCTION: Students with a reading deficiency can be paired with a partner at the beginning to complete this activity.

LESSON CLOSURE: Conduct a class discussion on recent technology breakthroughs.

OTHER STANDARD:

Essential Skills: s114; s115; s116

ASSESSMENT: RUBRIC - FCAT Science/Extended Response

Jurying Profile:

Creator: Ted Coons (Volusia County), career-

Adapted by: Stephen M.Moscovic

File Attachments: FORM - FCAT Science/Extended Response; RUBRIC - FCAT Science/Extended

Response

LESSON OUTLINE

Add: Activities

1. Students will be engaged in opening class discussion about Breakthroughs.

2. Students will have an understanding of scientific breakthroughs.

3. Students will have an understanding of technological breakthroughs.

3. Students will have an understanding of were to locate resources.

4.Teacher provides assistance as needed.

[pic]

[pic]

[pic]

[pic]

[pic]

technology education up008-up009- up010 my day in history

Title: My Day in History

Grade Level: 9 - 12

Subject Area: Technology Education

Course Connection: Writing / Technology Education

SPS: 06.01; 06.02; 06.03; 06.04

Florida SSS Standards: LA.D.1.4.1; LA.D.1.4.2; LA.A.2.4.6; LA.A.2.4.8

Description/Abstract of Lesson: Students will research, design, and print a newsletter based on important events that occurred around their birthdays.

Objectives:

1. Recognize the design process; including defining a problem, brainstorming, researching and

generating ideas, identifying criteria

2. Restate design problems that are seldom presented in a clearly defined form.

3. Check and critique a design continually and improve and revise the idea of the design as needed.

4. List competing requirements of a design, such as criteria, constraints and efficiency.

Teacher Materials/Technology Connections: Computers with Internet Access; Corel Draw, InDesign, Quark Xpress, Microsoft Publisher or PageMaker Software; Digital Camera; Clipart; Printer with11"X17" Tabloid Paper. If these are not accessible than use any available software, tools and equipment. Students may also perform layout by hand.

Internet sites that will assist students with this project include:

, timecap,

.

sTUDENT mATERIALS/TECHNOLOGY CONNECTIONS: Reading / Writing selection.

Duration: 3 hours

ESSENTIAL QUESTION/KEY VOCABULARY: What events have happened in your life?

GROUPINGS FOR INSTRUCTION: Student groups of 2 to 3 members.

LESSON LEAD IN/OPENING: This is your life. Tell us about it.

STEPS TO DELIVER LESSON: This project can be done using graphics software, Corel Draw, InDesign,Quark Xpress, Microsoft Publisher, or PageMaker. Internet access is also required. A printer and 11"X17" tabloid paper are also needed. Your newsletter must include the following sections (you may change the order of these sections):

1. Introduction: Biographical background. Who you are, where you came from, what type of family do you have?

2. Events in History: What events in history took place on your birthday? Reach back as far in time as you can. List three to four events that happened. Use one of these events to write a column in your newsletter showing the importance of the event.

3. Events in History After the Year you were Born: Find events (3-4) which took place after the year you were born. Use one of these events to fill another column in your newsletter.

4. Important People Born on your Birthday: List several important people who were born on your birthday. Research one of these and write a brief description of their life and what was interesting about them.

5. Your favorite sport: Write about your favorite sport, famous people, events, teams, etc. Include any special events that might have taken place on your birthday.

6. Your Favorite Activity: What is your favorite activity other than sports? Tell about the books you like to read, music you like.

7. During the year you were born list: Academy award winners, president and vice president, prices of: houses, automobiles, gasoline, milk, bread, stamps, and the minimum wage.

GUIDED PRACTICE: You are to research and design a newsletter of 4 to 8 pages using Tabloid size paper in landscape folded to letter size in portrait. The topic of this newsletter is My Day in History. This is NOT the TITLE of your newsletter. You are to research all the important events that happened around your birthday, things that occurred before and after the day you were born. You will write, using your own composition, the information you researched for this newsletter. Grammar and spelling will be graded as a major portion of this project. You are to design your own Masthead for the newsletter.

INDEPENDENT PRACTICE: Tell us what you believe you will be doing 10, 15, and 20 years into the future.

DIFFERENTIATED INSTRUCTION: Students with a reading deficiency can be paired with a partner at the beginning to complete this activity.

LESSON CLOSURE: Conduct a class discussion on each of the vocabulary words.

OTHER STANDARD:

Essential Skills: e50, e49, e60, e15, e03

ASSESSMENT: RUBRIC - FCAT Reading/Extended Response

Jurying Profile:

Creator: Ted Coons (Volusia County), career-

Adapted by: Stephen M.Moscovic

File Attachments: My Day in History Handout; RUBRIC - FCAT Reading/Extended Response

LESSON OUTLINE

Add: Activities

1. Students will be engaged in Research.

2. Students will have an understanding of designing a newsletter.

3. Students will have an understanding of layout.

4. Students will share work with class.

5. Teacher will assist as needed.

[pic]

[pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download