Tech & en lesson plan 3rd 09 12 to 10 09

0 STEAM MAGNET TEACHER – FERNANDO MARTÍN VIDAL

“TECH & EN” MAIN GOAL In this unit, our younger Stallion Students will: Review computer lab rules and Internet safety rules.

Use a mouse and a keyboard as an input device and learn the basic parts of a computer.

Create their first products in order to express their earning.

Besides, in this unit, our veteran Stallion Students will: Use advanced search strategies for finding information online and in databases.

Review how to find and use online help for minor technical problems.

Evaluate the usefulness and validity of information they find online.

Review the copyright and fair use laws and explain how those laws apply to their work when they use the Internet for research.

Express their learning using a variety of digital tools.

“TECH & EN” TEKS / SEs Tech.6A Demonstrate an understanding of technology concepts, including terminology for the use of operating systems, network systems, virtual systems, and learning systems appropriate for Grade learning. Use terminology such as network, icon, document, file, and folder. Login to the school network, web subscriptions, and network programs.

TECHNICAL WORD STUDY Login to the Tech & Eng Lab Computers and Shared Dropbox account.

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Tech.1A Create original products of complexity on par with grade level, using a variety of resources such as software (drawing, word processing, visual mapping, and presentation), file types (text, graphics, audio, and video), and Internet resources (information, graphics, audio, and video). Some products should include use of at least two data types.

Evernote

Mindomo

Microsoft Word

Powtoon

Tech.3A Use various search strategies such as keyword(s); the Boolean identifiers and, or, and not; and other strategies appropriate to specific search engines. Use different search engines and different filtering strategies. Compare results of the searches.

“TECH & EN” TIP STUDY

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Tech.3B Collect and organize information from a variety of formats, including text, audio, video, and graphics. For example, use the Internet to find data and graphics on a science topic and use a spreadsheet to organize and the data and graphics.

Tech.3C Validate and evaluate the relevance and appropriateness of information. Identify the publisher (person or organization) and tell what information is provided. Identify when the web page was last updated, if possible. Validate information by asking questions such as, "Is the information accurate?" and "How do I know?" Also, determine the usefulness and appropriateness of the digital information by asking questions such as, "Does the information meet the standards for my grade level?”

Tech.3D Acquire information appropriate to specific tasks, such as researching information about an historical event.

Tech.6D Troubleshoot minor technical problems with hardware and software using available re- sources such as online help and knowledge bases, for example, by correcting issues involving video.

Tech.4.5B Respect the intellectual property of others, for example, by following copyright laws and adhering to the guidelines for downloading.

Tech.5C Abide by copyright law and the Fair Use Guidelines for Educational Multimedia.

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Be aware of the copyright and Fair Use Guidelines and understand how those laws apply to students.

Tech.5F Practice safe, legal, and responsible use of information and technology by following all laws and school rules involving technology.

Tech.5G Comply with fair use guidelines and digital safety rules. Know and follow all online safety guidelines at home and school. Know how the Fair Use laws allow and do not allow students to use materials found on the Internet.

STEAM Magnet Tech & Eng Lab Rules

TECHNICAL WORD STUDY Browser, Computer, Desktop, Document, Google, Internet, Keyboard, Laptop, Mouse, Network, Printer, Shortcuts, Screenshot, Url, Website.

Key words

Educational Values

Respect, Tolerance, Cooperation and Class Group.

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“TECH & EN” TIP STUDY

As Searching for Information is always necessary, we will be working on these tips with our Stallions Students during the School Year: Web history: o Web History offers you a log of websites you've visited, a timeline of your actions and the ability to search your own online history. Try it out at www.google.com/history.

Start simple: o No matter what you're looking for, our motto is "keep it simple." Start by entering a basic name or word. If you're looking for a place or product in a specific location, enter the name along with the town or zip code.

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Use web friendly words: o A search engine works by matching the words you enter to pages on the web. So using words that are most likely to appear on pages will yield the best results. For example, instead of saying my head hurts, say headache, because that's the term a medical website would use.

Less is more: o Simple, one or two word search terms will usually give you the broadest results. Start with short search terms, then refine your results by adding more words.

Search with an exact phrase: o Put quotation marks around words "[any word]" to search for an exact phrase in an exact order. Keep in mind that searching with quotes might exclude relevant results. For instance, a search for "Alexander Bell" will miss pages that refer to Alexander G. Bell.

Use descriptive words: o The more unique the word, the more likely you are to get relevant results. So [celebrity ringtones] is probably better than [celebrity sounds]. Keep in mind though, that even if the word has the correct meaning, if it's not the one most people use, it may not match the pages you need.

Don't worry about cases: o Search isn't case sensitive. A search for new york times is the same as a search for New York Times.

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Search within a specific site: o Precede your query with site: if you know you want your answer from within a specific site or type of site (.org, .edu). For example: site:edu or site:nytimes.com.

Search by file type: o Search for specific types of files, such as PDFs, PPTs, or XLS, by adding filetype: and the 3-letter file abbreviation.

Include or ignore words and characters in your search: o Highlight common words and characters such as the and & if they are essential to your search (as in a movie or book title) by putting quotation marks "the" around them. You can also use the minus - sign to specify particular items you don't want in your results, like ingredients in a recipe.

Find related pages: o Use the related: operator to find pages that have similar content by typing related: followed by the website address. For instance, if you find a website you like, try using related:[insert URL] to locate similar websites.

Find recipes: o After searching for a specific recipe or ingredients, select "Recipes" in the left panel to see recipe results.

Search numbers in a range: o Stay within your budget by searching only for items within a number range by putting a string between amounts.

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Get number conversions: o Convert any measurement -- like miles to kilometers or ounces to liters -- by typing in the number and unit of measurement.

Get the time: o To see what time it is anywhere in the world, search time and the city or country.

Search the web in all languages: o When you're searching, click "More search tools" on the left panel of your results page, then select "Translated foreign pages." The feature will choose the best language in which to search and deliver results translated back in English.

Search with Goggles: o Want to search the web using your mobile phone's camera instead of words? On an Android, open your Google Goggles app (on an iPhone, open the Google Search app and select Goggles), snap a picture of the item you want to search for, and wait for your results. No typing necessary.

Get definitions: o Put define: in front of any word to get its definition.

Search by advanced image search: o Use Advanced Image Search to find an exact size, color or type of photo or drawing. With the tools in the left panel, you can filter your search to include only photos with faces, clip art, high-res images or only images that are available for commercial use.

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Calculate anything: o Enter any math equation into the search box and we'll calculate your answer.

Search by location: o Add a zip code to the end of any place search like barbecue ribs and get results showing the nearest rib joints, along with phone numbers, a map, and even reviews. If you don't include your zip code, we may suggest places near you.

Search by voice: o To search the web by speaking, tap the microphone button on the Google search box on your home screen, or press down for a few seconds on the physical search button on your phone to activate the "Speak Now" screen. Voice Search for Android supports Voice Actions on Android 2.2 (Froyo) and abo

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MINI LESSON Pre-K to First Grade

I can turn on the computer and use the mouse and Keyboard (1st Graders) with Gcompris.

Procedure

Move the mouse to erase the area and discover the background:

Click the mouse to erase the area and discover the background:

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Draw the picture by clicking on the blue points:

Left-click with the mouse on all the swimming fish before they leave the fishtank:

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Press the two shift keys at the same time, to make the ball go in a straight line:

Type the falling letters before they reach the ground:

Count the number of dots on dice before they reach the ground:

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Second to Fifth Grade

I can design my Civil Engineering and Bridges Digital Presentation by using basic skills of Chrome, Evernote, Mindomo, Word and Powtoon.

Procedure

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1. TO DEVELOP A COMPELLING TOPIC:

covers State Standards (2016-2017 Scope and Sequence 

Our

http://www.houstonisd.org/Page/93864) .

Texas Essential Knowledge and Skills (TEKS) define what students should know and be able to do.

It targets the content and skills that students need to know at their grade levels.

It is engaging to students.

It addresses community issues or is meaningful to the community.

It provides opportunities for in-depth investigations by all students.

It provides opportunities for students to identify with or consider multiple perspectives.

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It has a

that synthesize the big ideas and require students to engage in

complex thinking.

It will launch the Project-Based Learning Lesson.

Should require students to learn skills and content in order to answer an interesting question.

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It has have the following characteristics: 

The question is appealing to students.



The question taps into students’ interests and passions.



The question leads to more questions.



There is more than one answer to the question.



Students can relate to the question in their daily lives.



The question is concise.

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Students will have choices for end products.



The question requires serious investigation.

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The question has no easy answer.

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The project will somehow make a difference in the world!

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2. THE TEACHER-COACH SETS THE STAGE FOR STUDENTS WITH REAL-LIFE SAMPLES OF THE PROJECTS THEY WILL BE DOING.

We will take into consideration some ways to bring the real world into our

STEAM

Magnet Classroom: To practice “Real World Research”, using

New Technologies

to look for the

information that we need on the Internet.

Search Engines.

Subject Directories.

Searchable Databases.

Social Networking.

Social Bookmarking.

Real-Time Search.

As a result, we will look for information using GOOGLE CHROME, and we will keep it with EVERNOTE. To observe the World around us.

To simulate a Real-World Experience.

Simulations require planning and preparation, but they can be extremely effective.

3. TO DESIGN A COMPREHENSIVE FINAL PRODUCT.

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W

That requires each student to create representations of the targeted knowledge and skills.

That addresses the guiding questions.

That includes accommodations for differentiation.

That has an exemplar model and product descriptors.

That is adapted from a current professional product.

That includes high quality technological work from each student.

That includes a plan for students to archive their finished pieces and reflections digitally for portfolio.

As a result, the Final Product of our

will be a Multimedia Presentation:

4. THE TEACHER-COACH AND STUDENTS NEGOTIATE THE CRITERIA FOR EVALUATING THE PROJECTS.

R Rubrics are a Teaching Evaluation Instrument characterized by the following aspects: Rubrics help students and teachers define "quality."

When students use rubrics regularly to judge their own work, they begin to accept more responsibility for the end product. It cuts down on the "am I done yet?"

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questions.

Rubrics reduce the time teachers spend grading student work and makes it easier for teachers to explain to students why they got the grade they did and what they can do to improve.

Parents usually like the rubrics concept once they understand it, and they find rubrics useful when helping with homework, because "They know exactly what their child needs to do to be successful."

We can distinguish the following elements of a scoring rubric: One or more traits or dimensions that serve as the basis for judging the student response.

Definitions and examples to clarify the meaning of each trait or dimension.

A scale of values on which to rate each dimension.

Standards of excellence for specified performance levels accompanied by models or examples of each level.

Scoring rubrics help students become thoughtful evaluators of their own (self-assessment) and others’ work (co-assessment) and may reduce the amount of time teachers spend evaluating student work.

Here is a seven-step method to creating and using a scoring rubric for writing assignments: Have students look at models of good versus "not-so-good" work. A teacher should provide sample assignments of variable quality for students to review.

List the criteria to be used in the scoring rubric and allow for discussion of what counts as quality work. Asking for student feedback during the creation of the list also allows the teacher to assess the students’ overall writing experiences.

Articulate gradations of quality. These hierarchical categories should concisely describe the levels of quality (ranging from bad to good) or development (ranging from beginning to mastery). They can be based on the discussion of the good versus not-so-good work samples or immature versus developed samples. Using a conservative number of gradations keeps the scoring rubric user-friendly while allowing for fluctuations that exist within the average range ("Creating Rubrics").

Practice on models. Students can test the scoring rubrics on sample assignments

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provided by the instructor. This practice can build students' confidence by teaching them how the instructor would use the scoring rubric on their papers. It can also aid student/teacher agreement on the reliability of the scoring rubric.

Ask for self and peer-assessment.

Revise the work on the basis of that feedback. As students are working on their assignment, they can be stopped occasionally to do a self-assessment and then give and receive evaluations from their peers. Revisions should be based on the feedback they receive.

Use teacher assessment, which means using the same scoring rubric the students used to assess their work.

As a result, As a result, the

for our

will be the following one:

Multimedia Project : Stevens Elementary STEAM Magnet

Teacher Name: Dr. Fernando Martín Vidal

Student Name:

________________________________________

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CATEGORY

4 Well-rehearsed with smooth delivery that holds audience attention.

Presentation

Source information collected for all graphics, facts and quotes. All documented in desired format.

Sources

Permissions

Attractiveness

Rough Draft

All permissions to use graphics \"borrowed\" from web pages or scanned from books have been requested, received, printed and saved for future reference.

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Rough draft brought on due date. Student shares with peer and extensively edits based on

3

2

Rehearsed with fairly smooth delivery that holds audience attention most of the time.

Source information collected for all graphics, facts and quotes.

Most documented in desired format.

All permissions to use graphics \"borrowed\" from web pages or scanned from books have been requested and received.

Delivery not smooth, but able to maintain interest of the audience most of the time.

Source information collected for graphics, facts and quotes, but not documented in desired format.

Most permissions to use graphics \"borrowed\" from web pages or scanned from books have been requested and received.

Delivery not smooth and audience attention often lost.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Provides feedback and/or edits for peer, but own rough draft was not ready for

Use of font, color, graphics, effects etc. but these often distract from the presentaion content.

Rough draft brought on due date. Student shares with peer and peer makes edits.

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1

Very little or no source information was collected.

Permissions were not requested for several graphics \"borrowed\" from web pages or scanned from books.

Rough draft not ready for editing and did not participate in reviewing draft of peer.

peer feedback.

Requirements

Mechanics

Content

Organization

Oral Presentation

editing.

All requirements are met and exceeded.

All requirements are met.

One requirement was not completely met.

More than one requirement was not completely met.

No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Covers topic indepth with details and examples.

Subject knowledge is excellent.

Includes essential knowledge about the topic.

Subject knowledge appears to be good.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.

Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.

Includes essential information about the topic but there are 12 factual errors.

Content is minimal OR there are several factual errors.

Content is logically organized for the most part.

There was no clear or logical organizational structure, just lots of facts.

Delivery not smooth, but able to hold audience attention most of the time.

Delivery not smooth and audience attention lost.

Content is well organized using headings or bulleted lists to group related material.

Interesting, wellrehearsed with smooth delivery that holds audience attention.

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Originality

Workload

Product shows a large amount of original thought.

Ideas are creative and inventive.

Product shows some original thought. Work shows new ideas and insights.

The workload is divided and shared equally by all team members.

The workload is divided and shared fairly by all team members, though workloads may vary from person to person.

Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking.

The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.

Uses other people\'s ideas, but does not give them credit.

The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

5. IDENTIFY AND ORGANIZE THE MAJOR LEARNING RESOURCES FOR THE PROJECT.

That are developmentally appropriate for all learners.

That provide opportunities for all students to pursue independent research.

That are made available in an on-line index, in the classroom, and/or in the library.

6. CHOOSE THE PROFESSIONAL ROLE(S) THAT STUDENTS WILL ASSUME DURING THE PROJECT.

So that students can develop the skill set(s) associated with the profession(s) and expedition; So that students can present their final product to the appropriate audience.

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7. STUDENTS DISCUSS AND ACCUMULATE THE INFORMATION NEEDED FOR THEIR DESIGNS.

7.3.8. STUDENTS CREATE AND PREPARE TO PRESENT THEIR PROJECTS.

That includes the exhibition or evidence of high quality work and writing from each student.

That provides opportunities for every student to talk about his or her learning with a significant adult or audience.

That includes a narrative of the expedition produced by students.

7.3.9. STUDENTS PRESENT THEIR PROJECTS.

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7.3.10. STUDENTS EVALUATE THEIR PROJECTS.

“TECH & EN” SYMBALOO (SYMBALOO)

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ATTACHMENTS

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