Accomplishing Tasks: Past & Future



|Lesson Synopsis: |

In this lesson, students focus on specific tasks that have changed because of technology. They compare the task of writing and mailing a letter to the task of sending an e-mail.

TEKS:

|K.3 |History. The student understands the concept of chronology. The student is expected to: |

|K.3A |Place events in chronological order. |

|K.3B |Use vocabulary related to time and chronology, including before, after, next, first, last, yesterday, today, and tomorrow. |

Social Studies Skills TEKS:

|K.13 |Science, technology, and society. The student understands ways technology is used in the home and school and how technology affects |

| |people's lives. The student is expected to: |

|K.13A |Identify examples of technology used in the home and school. |

|K.13B |Describe how technology helps accomplish specific tasks and meet people's needs. |

|K.13C |Describe how his or her life might be different without modern technology. |

| | |

|K.14 |Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid |

| |sources including electronic technology. The student is expected to: |

|K.14A |Obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music. |

|K.14B |Obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, print material, |

| |and artifacts. |

|K.15 |Social studies skills. The student communicates in oral and visual forms. The student is expected to: |

|K.15A |Express ideas orally based on knowledge and experiences. |

|K.15B |Create and interpret visuals, including pictures and maps. |

|Getting Ready for Instruction |

|Performance Indicator(s): |

• Create a three-part picture showing a task being accomplished in the past and in the present and predicting how it might be accomplished in the future. Describe each picture in writing. (K.3A, K.3B; K.13A, K.13B, K.13C; K.14A, K.14B, K.15A, K.15B)

• 1C

Key Understandings and Guiding Questions:

• Las personas crean, usan y dependen de la tecnología para resolver problemas y mejorar nuestro mundo.

— ¿Cómo las personas crean, usan y dependen de la tecnología?

— ¿Cómo la tecnología ayuda a resolver problemas y a mejorar nuestro mundo?

|Vocabulary of Instruction: |

• tarea

• tecnología

• problemas

|Materials: |

• Refer to the Notes for Teacher section for materials.

Attachments:

• Teacher Resource: Sample Parent Letter

|Resources and References: |

• Use local resources and references as appropriate.

|Advance Preparation: |

1. Become familiar with content and procedures for the lesson.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Ask parents to send a postage stamp to be used on Day 1. Make this request at least a week in advance.

5. Have a computer with email access available.

6. Prepare materials and handouts as needed.

|Background Information: |

|Technology helps us to accomplish tasks and has changed the way many tasks are accomplished. Change is often prompted by the desire to solve a problem, and the |

|result is often an improvement in our world. Advances in technology enable us to accomplish a task faster, easier, and more efficiently. We have become dependent |

|on technology in many aspects of our lives. |

|Getting Ready for Instruction Supplemental Planning Document |

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

|Instructional Procedures |

|Instructional Procedures |Notes for Teacher |

|ENGAGE – How Tasks Have Changed. |NOTE: 1 Day = 30 minutes |

| |Suggested Day 1 – 5 minutes |

|Display concrete objects to illustrate how tasks and tools have changed. Place objects in |Materials: (suggested objects for display: |

|a box or behind a larger object and uncover them one at a time, beginning with the older |electric pencil sharpener, manual pencil sharpener |

|object. |electric can opener, manual can opener |

| |small hand-held vacuum, dust pan and broom |

|Ask students to predict the technology (tool) that improved the way a task is completed |pencil and paper, computer |

|before you reveal the newer tool. |record album, CD or ipod |

| |spoon in a bowl or whisk or hand-held egg beater, electric mixer |

|Conclude that even though some of the changes that have occurred are very minor changes, |mercury thermometer, digital thermometer |

|they can make a big difference in our lives. |analog clock; digital clock |

| | |

|Ask: |Purpose: |

|What would life be like without technology? How would it be different? Answers will vary, |The purpose of the section is for students to recognize how much change |

|but should include that technology makes our lives easier and in some ways better. |has occurred in simple tasks. |

| | |

| |TEKS: K.3A; K.3B; K.13A; K.13B; K.13C; K.14A; K.14B; K.15A; K.15B |

|EXPLORE – Steps in completing a task |Suggested Day 1 (continued) – 8 minutes |

|Display a letter, a school newsletter, and a bill. |Purpose: |

| |The purpose of this section is for students to use the task of writing a|

|Ask: |letter to illustrate how technology makes even simple tasks easier and |

|What are these? Answers may vary. They are all ways to communicate in writing. |less time consuming. |

| | |

|Explain that communication has come a long way in the past few hundred years. Show a |TEKS: K.3A; K.3B; K.14A; K.14B; K.15A; K.15B |

|picture of mail stagecoach, the pony express, and the telegraph. While each of these | |

|inventions helped communication get to the intended person quicker, the invention of |Instructional Note: |

|automobiles (mail trucks) and airplanes (air mail) have made mailing a letter much faster |Display the timeline for writing and mailing a letter using a visual, |

|than the pony express days. |such as the example below. |

| | |

|With students, create a timeline of the steps for writing and mailing a letter. Model |[pic] |

|using appropriate vocabulary for chronology and time. Timeline should include: | |

|Get paper and pencil and an envelope. | |

|Write the letter. | |

|Fold the letter. | |

|Address the envelope. | |

|Place a stamp on the envelope. | |

|Take the envelope to a mailbox and mail it. | |

|After the letter is mailed, it takes one or more days for it to arrive in the person’s | |

|mailbox. | |

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|Ask: | |

|Is there another way we could send a letter or written message to someone? Students | |

|brainstorm ideas. Responses may include e-mail, text message, etc. | |

| | |

|Ask: | |

|Which do you predict is faster, mailing a letter or an electronic message? Obvious answer | |

|is technology. | |

|EXPLAIN – Composing the letter |Suggested Day 1 (continued) – 15 minutes |

|As a group, students compose a sample letter explaining this unit of study and asking |Materials: |

|parents to share one task that has changed over time that has changed their lives. The |handwriting paper (1 sheet per student) |

|teacher scribes the letter as the students offer ideas. |envelope (1 per student) |

| |stamp (1 per student) |

|Students write/dictate their own letters to their parents, following the class example. | |

|(Teachers may also provide a copy of the letter with “fill in the blanks” for students who|Attachments: |

|have difficulty writing the entire letter.) |Teacher Resource: Sample Parent Letter |

| | |

|Students address envelopes and mail letters. Teacher Resource: Sample Parent Letter can be|Purpose: |

|used as a model letter or copied for students who cannot write their own. |The purpose of this section is for students to follow the process of |

| |writing and sending a letter. |

|Students follow the timeline developed earlier by placing the letter in the envelope, | |

|putting a stamp on the letter, and walking the letter to the school office (or mailbox) to|TEKS: K.13A; K.13B; K.13C; K.14A; K.14B; K.15A |

|mail letters. | |

| |Instructional Note: |

|Return to the classroom. Students turn and tell a partner the seven steps of writing and |Students report when the letters arrive at their homes. As they arrive, |

|mailing a letter. |the teacher will make a tally mark on the graph showing how long it took|

| |the letters to be delivered |

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| |Mailed letters |

| |Letters arrived |

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| |Monday |

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| |Tuesday |

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| |Wednesday |

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| |Thursday |

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| |Friday |

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| |Saturday |

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| |Sunday |

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|ENGAGE – Writing a letter vs. email |Suggested Day 2 – 10 minutes |

|Choose an electronic form of delivery – such as email - to send a message to parents. |Materials: |

| |computer with access to email |

|Projecting the email for the class to see, demonstrate the steps of writing and sending an| |

|e-mail. |Purpose: |

| |The purpose of this section is for students to compare the task of |

|In the email, tell parents that their child has hand-written a letter and mailed it to |writing a letter with sending an email. |

|their home address. Explain that the letters are on their way and students will send | |

|another email to share the results of the graph they create that reflects how long it |TEKS: K.3A; K.3B; K.13A; K.13B; K.13C; K.14A; K.14B; K.15A; K.15B |

|takes for the letters to arrive. Press the “Send” key and ask: | |

|How long did it take the e-mail to arrive in your parents’ “inbox”? Instantly |Instructional Note: |

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|Create a time line reflecting the steps in writing an email, just as you did for writing a|Emailed msg. |

|letter, using a similar sequencing graphic organizer. |Email arrived |

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|[pic] |Monday |

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|Ask students to compare the steps. Which is quicker? Which is more personal? What would | |

|they prefer to get… an email or a letter? |Tuesday |

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| |Wednesday |

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| |Thursday |

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| |Friday |

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| |Saturday |

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| |Sunday |

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|EXPLORE – Technology is created, used and depended upon |Suggested Day 2 (continued) – 10 minutes |

|Ask: |Purpose: |

|How did technology such as email or text messaging come to be? Students brainstorm ideas. |The purpose of this section is for students to compare the task of |

| |writing a letter with sending an email. |

|Although we might not know the exact process, it probably started with someone who had a | |

|problem – maybe someone needing to send written communication more quickly than mailing a |TEKS: K.13A; K.13B; K.13C; K.14B; K.15A |

|letter. That person probably shared his/her idea with others. The idea was most likely | |

|developed and created by several people. Now many people use email as a way to | |

|communicate in writing with others. It arrives more quickly and it takes less time to | |

|complete the task. A small problem was solved using technology. | |

| | |

|Another example of a use for email is to send classroom newsletters. Ask: | |

|Whose parents receive the newsletter by email? Many probably do. | |

|We depend on email. What would happen if the newsletter didn’t arrive? Parents would not | |

|receive important information about the activities of the class. Someone might not know to| |

|bring a permission slip for a field trip or money for lunch. | |

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|Conclude with these or similar statements/questions: | |

|Someone created email; now many people use it and we depend on it to communicate with | |

|other people every day. | |

|Would our lives be different without the convenience of email? Yes | |

| EXPLAIN – Making Predictions |Suggested Day 2 (continued) – 5 min |

|Students work in pairs to answer this question: |Purpose: |

|What might written communication look like in the future? |The purpose of the section is for students to predict how communication |

| |might be accomplished in the future. |

|Pairs share their predictions with the class. | |

| |TEKS: K.13A, K.13B, K.13.C; K.15A |

|ELABORATE – Key Understandings and Guiding Questions |Suggested Day 2 (continued) – 5 minutes |

|Facilitate a discussion focusing on Key Understandings and Guiding Questions: |Purpose: |

|People create, use, and depend on technology in order to solve problems and improve our |The purpose of this section is for students to demonstrate an |

|world. |understanding of how technology might help solve problems in our world. |

|How do people create, use, and depend on technology? | |

|How does technology help solve problems and improve our world? |TEKS: K.3A; K.3B; K.13A; K.13B; K.13C; K.14A; K.14B; K.15A; K.15B |

|ELABOARATE – How tasks have changed |Suggested Day 3 – 5 minutes |

|Some of the letters should have been returned to school with parents’ tasks written at the|Materials: |

|bottom. Read aloud the tasks to find out how parents lives have improved because of |letters returned from parents |

|technology changing one task. | |

| |Purpose: |

|Facilitate a discussion about the tasks and how our world has improved. Students |The purpose of this section is for students to explore other tasks that |

|brainstorm other tasks. |have improved lives. |

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| |TEKS: K.3B, K.13A, K.13B, K.13C; K.14A; K.14B; K.15A |

|EVALUATE – Demonstrate Mastery |Suggested Day 3 (continued) – 25 minutes |

|Create a three-part picture showing a task being accomplished in the past and in the |Materials: |

|present and predicting how it might be accomplished in the future. Describe each picture |12 X 18 piece of paper (1 sheet per student) |

|in writing. (K.3A, K.3B; K.13A, K.13B, K.13C; K.14A, K.14B, K.15A, K.15B) | |

|1C |Purpose: |

| |The purpose of this section is for students to demonstrate learning by |

|Distribute paper. |completing the Performance Indicator. |

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|Students choose a task to illustrate. |TEKS: K.3A; K.3B; K.13A; K.13B; K.13C; K.14A; K.14B; K.15A; K.15B |

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|The first picture should show how the task was accomplished in the past. The second |Instructional Note: |

|pictures should show how it is accomplished in the present. The third picture should show |Demonstrate how to fold paper into thirds or fold paper ahead of time: |

|a prediction of how it might be accomplished in the future. | |

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