Computer Technician
Practicum
1
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Table of Contents
Introduction
3
Portfolio Information
3
Preparation for First Day of Class
4
Useful Websites
5
Practicum Schedule
5
General Housekeeping
6
Training Station Orientation
22
History
31
Leadership
55
Management and Interpersonal Skills
71
Goin’ Global
94
Math
118
Career Exploration
164
Program Forms
194
Additional Activities
210
Career Pathways
222
Personal Management
240
Portfolios
266
Project Management
277
Scholarships
294
2
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Computer Technician Practicum
Introduction
This Practicum is designed to be used by new and veteran teachers who would like to enhance
their students’ performance by utilizing computer generated projects. The purpose of these
lessons is to transform the classroom into a lab setting with the students becoming self-driven
learners and the teacher taking on the role of a facilitator.
With the exception of the General Housekeeping unit, the material is adaptable and may be
presented in any order the teacher chooses. Because there are so many detailed forms that are
necessary to the onset of the school year or semester, the General Housekeeping unit should
be covered first. Detailed lesson plans are provided which include handouts and activities.
Each unit contains at least one multimedia presentation; therefore, the teacher will need to use
a desktop or laptop computer attached to a projector in order to present the materials to the
class.
Customarily, students enrolled in a Practicum course are placed on jobs prior to the onset of
the school year. Of course, some students may need their teacher to place them in jobs once
school starts. Students must be employed and a training plan must be filed within 14 days of
the start of the school year. It is important that all Texas Education Agency rules be followed
and adequate records be kept, in the event of an audit by a TEA representative.
The teacher is required to visit each training sponsor regarding student progress at least once
per each six-week grading period, regardless of whether or not the school calendar adheres to a
six week or nine week grading period.
Portfolio Information
All students must keep a working digital portfolio which will be updated regularly during the
school year. The portfolio can be a useful tool when applying for employment, scholarships or
college. Reproducible guidelines may be found on page 266. Students should establish their
portfolios early during the first few weeks of school, so make sure to inform students of this
during the General Housekeeping unit of the Practicum.
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Preparation for The First Class Day
Classroom
 Are the students desks arranged the way you would like them to be for optimal class
instruction?
 Is your desk in an area where it will be easy to manage the class?
 Do you have all the things you will need already in place at your desk? (a calendar/unit
planner, grade book, pencils, pens, notepad, etc.)
 Is the furniture easy to walk around?
 Are bulletin boards prepared and attractive to students?
 Do you have a space prepared for students to turn in work?
 Is the lighting in the room appropriate?
 Are the materials organized and easy to access?
 Do you have an emergency exit plan posted in the room?
Students/Parents
 Have you prepared the letters to the students and parents within the General
Housekeeping portion of the Practicum?
 Have you prepared home folders for the students?
Instruction
 Have you prepared a script of what you are going to do the first day?
 Do you have a classroom management plan prepared?
 Do you know what procedures you will use in managing your class?
 Is there a sign-in paper or do you have a roll calling system ready to put in place?
 Do you have an activity/procedure for students who arrive before the bell rings?
 Do you have a grading system you would like to use ready?
 Do you have ice breakers/team builders ready to do on the first day?
4
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Useful Websites
Texas Education Agency
www.tea.state.tx.us/
Career and Technical Education
http://cte.unt.edu/
O*NET
http://www.onetonline.org/
All Club Information
The Insert Club Name is an extension of Computer Technician Practicum course instruction.
Dues and registration for most of the youth organizations is conducted on-line.
www.tea.state.tx.us/
Parliamentary Procedure (Robert’s Rules of Order):
http://www.ohio.edu/csen/upload/gen_info_roberts_rules_of_order.pdf
Research
https://www.tsl.state.tx.us/elibrary
http://www.si.edu/
http://logos.cs.uic.edu/recruit/csstatistics.htm
Practicum Schedule
Topic
Activity
General Housekeeping
Forms
Training Station Orientation
Project
History
Notes, Activities, and Projects
Leadership
Notes, Activities, and Projects
Management and
Notes, Activities, and Projects
Interpersonal Skills
Goin’ Global
Notes, Activities, and Projects
Math
Notes, Worksheets, and Tests
Career Exploration
Notes, Activities, and Tests
Additional Activities
*Each Class Period is 45 – 50 minutes in length
Time Frame
5 Class Periods
12 Class Periods
7 Class Periods
15 Class Periods
20 Class Periods
10 Class Periods
20 Class Periods
10 Class Periods
9 Class Periods
5
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General Housekeeping: Forms
Computer Technician Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate characteristics necessary to be a
successful student in the Computer Technician Practicum program.
Specific Objectives
 Students will identify the critical rules of program operation.
 Students will explain the procedures for reporting an absence from school or work.
 Students will learn the policies and procedures of the Computer Technician Practicum
program.
 Students will obtain the necessary signatures on required forms.
This lesson should take 5 class days to complete.
TEKS Correlations
Preparation
This lesson, as published, correlates to the TEKS listed immediately below. Any changes or
alterations to the activities may result in the elimination of any or all of the TEKS listed.
130.275. Computer Technician Practicum
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by
business and industry. The student is expected to:
(A) identify and demonstrate positive work behaviors that enhance employability and
job advancement such as regular attendance, promptness, attention to proper attire,
maintenance of a clean and safe work environment, appropriate voice, and pride in
work;
(B) identify and demonstrate positive personal qualities such as flexibility, openmindedness, initiative, listening attentively to speakers, and willingness to learn new
knowledge and skills;
(C) employ effective reading and writing skills;
(D) employ effective verbal and nonverbal communication skills;
(I) demonstrate planning and time-management skills such as project management and
storyboarding.
6
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(3) The student applies academic knowledge and skills to research and develop projects.
The student is expected to:
(A) demonstrate effective verbal and written communication skills with individuals from
varied cultures such as fellow workers, management, and customers;
(4) The student applies communication, mathematics, English, and science knowledge
and skills to research and develop projects. The student is expected to:
(A) demonstrate proper use of written, verbal, and visual communication techniques
consistent with information technology industry standards;
(13) The student creates a personal portfolio. The student is expected to:
(A) create a portfolio that documents all projects and accomplishments such as
academics, volunteer experience, employment experience, awards, and
certifications;
(B) organize and prioritize information within the portfolio; and
(C) use written, verbal, and visual communication techniques consistent with
information technology industry standards.
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected
to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups;
(5)(B) use language clearly and appropriately;
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Tasks
 Students will secure signatures on all forms, as specified by the teacher.
 Students will return all paperwork in a timely manner.
Accommodations for Learning Differences
Lessons should accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the
Special Populations page of this website (http://cte.unt.edu).
Preparation
 Display each form on projector screen if possible.
 Copy the handout sheets and rubric for the students.
 Have materials ready prior to the start of the lesson.
SUGGESTION: Make folder packets for each student ahead of time. Have students write their
names on the folder; the folder becomes part of the year’s permanent record files for the
school year.
Instructional Aids
 Student handouts
Materials Needed
 Copies of all forms
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students why rules are necessary.
 Ask why daily attendance is important.
 Explain that is an honor to be accepted into this program and that all students must
maintain high expectations to remain in the class.
Lesson Introduction
 Explain each form in detail and check for understanding.
 Tell the class that all forms must be returned with appropriate signatures by the end of
the first week of class.
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
Obviously, if a student has not secured employment by the first day of school, that
student will not be able to fill out the Training Plan form; however, make sure they fill in
everything except the employment information. (The student will need to do this once
they are employed.)
9
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Outline
MI
OUTLINE
The following forms are included in the students’
packets:
Training Plan Form
 Used by the teacher to complete a
student’s training plan
 Can also be used by the teacher when
visiting training stations, if kept in a
Visitation binder
Student Responsibilities
 Rules of the program should be strictly
adhered to in order to avoid problems.
 Key rule: if a student is absent from
school, that student is not to report to
work.
 Key rule: a student may not quit a job
without the teacher’s permission, or is in
jeopardy of failing the class for the
grading period.
 Key rule: theft is not condoned. If caught,
students will face immediate removal
from the program.
Syllabus
 Details what the students will learn
 Grading policy
Classroom Rules
 A must for every teacher
 Personalize to your methods
Unemployed Student Policy
Dependability Grade
NOTES TO TEACHER
Copy the instructions
and grading rubric
and make into a
packet.
Tell the class about
some of the things
you learned at
previous jobs.
Explain how those
skills helped you to
become a teacher.
Explain the necessity
of learning as much
as possible about a
job because some of
the skills learned will
help with future
employment.
Explain to the class
that customers see a
business much
differently than the
employees see it.
Ask the class if they
ever wanted to work
at a place where
they shopped. Have
them give reasons
why they wanted to
work there.
10
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Summary Verification Signatures Form
 Ensures the parent received all the
paperwork
Wage and Hour Report
 This is an auditable document and all
students must keep an accurate record of
the hours worked. Keep these in the
permanent record files.
 There are several samples included
“Mobile Me” Activity:
Students will create a mobile about
themselves and will share it with the class.
Assign this on the first or second day of class
(due by the end of the first week).
Go over all the
criteria in the
assignment and
check for
understanding.
Teacher will hand
out the instructions
go over them for this
assignment. If
possible, it would be
helpful if the teacher
were to make one to
show as an example.
Hang all of the
mobiles in the
classroom for the
first few weeks of
school.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
The teacher will go over each form individually and thoroughly. All students must understand
what is required of them in order to be in the program.
Set a deadline (usually the end of the first week of school) for all forms to be returned with
signatures.
Keep in mind that during the first few days of classes, students will leave or enter your
program. You will need to keep up with all paperwork and will need to see that the new
students receive all documents.
Independent Practice
 Students will complete all worksheets and forms.
 Students will obtain appropriate signatures as required by the deadline set by the
instructor.
Summary
Review
 Why is it important to follow all rules of the program?
 Why do students have to secure permission before they quit their job?
 What happens to a student who is fired from their job?
 What is the policy on theft?
Evaluation
Informal Assessment
 Incentive for turning in all forms before the deadline
Formal Assessment
 Daily grade or test grade on the deadline
12
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Computer Technician Practicum Syllabus
Welcome to the dynamic world of Computer Technician Practicum! You have been selected
from many applicants to experience a fun and rewarding year. It is my intent for you to learn a
great deal about the world of work as you learn about yourself.
This course consists of the following topics:
 Introduction
 Portfolio Information
 Preparation for First Day of Class
 Useful Websites
 Practicum Schedule
 General Housekeeping
 Training Station Orientation
 History







Leadership
Management and Interpersonal Skill
Goin’ Global
Math
Career Exploration
Program Forms
Additional Activities
Works Cited
As you can see, we will cover a lot of ground this year. Please take this suggestion seriously:
READ ALL COURSE MATERIALS!
A lot of information will be given and discussed in class that is not in the text; however, you are
still accountable for reading assigned chapters. Students entered in Computer Technician
Practicum competition are more successful due to reading the material in the text.
GRADING:
Your grade will consist of the following:
 weekly work reports,
 dependability grades (see Dependability sheet),
 individual and group assignments,
 daily work,
 tests, and
 your employer evaluation.
(Insert Club Name Here)
: Computer Technician Practicum
All co-op students are expected to join (enter professional competition organization here) and
to participate in competitive events. Dues are $______ for the school year.
_____________________________
___________________________
Parent Signature
Student Signature
13
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Student Responsibilities in Cooperative Training Program
Type Your School District Name Here
Career and Technical Education Department
In order to establish and maintain a responsible, high quality Cooperative Training Program for
(insert name of school or school district), it is essential that the student, the parents, the
training sponsor, the coordinator, and school administrators agree to these basic principles:
1. The coordinator must provide appropriate interview opportunities for student job
placement. The coordinator must grant final approval of all job placements.
2. The student must remain at the same training station throughout the training period. A
change may only be made when approved by the coordinator.
3. A student will be removed from the Cooperative Training Program and lose state credits
for any of the following reasons:
a. If the student is dismissed from the training station and the coordinator
determines that the dismissal was for sufficient reasons.
Example: theft or un-ethical conduct.
b. The second time a student has been fired and or quits without the permission of
the coordinator, the student is released from the program without credit.
c. If a student’s attendance drops below 90%, the student may be removed from
the Cooperative Education Program. Removal from the class would result in loss
of credit for the term.
4. The student is under school supervision at school, and during the work schedule at the
training station. School credit is given for four hours spent on the job, as well as in the
classroom. The student must work a minimum of 15 hours a week, 10 hours of which
must be Monday through Friday.
5. If the student is to be absent from school on any particular day for any reason, the
student is required to notify the teacher-coordinator no later than 12:00 (noon) on the
day of the absence. Students may not report to the training station without having first
received permission from the coordinator. Failure to observe this rule will result in
unexcused absences in all classes missed.
6. A student who is fired or quits a job shall receive a nine weeks grade no higher than 60
for the grading period during which the student was fired. The student is expected to
find their own employment within five days. Grades will be reduced from the sixth day
forward.
7. Students enrolled in Cooperative Education are expected to belong to the youth
organization, as activities are related.
14
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We enter into this agreement with the above understanding to provide the best training for the
individual student.
_________________________________
Parent or Guardian Signature
______________________________
Student Signature
_________________________________
Coordinator Signature
______________________________
Principal Signature
** If you wish to communicate via e-mail, please list your e-mail address below:
15
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Classroom Rules
1. You must be in class on time; failure to do so may result in an after class detention on the
day you are late! Class is from INSERT TIME
2. Bring your materials to class and be ready to work on assignments.
ALWAYS BRING YOUR TEXTBOOK.
3. Sleeping is NOT allowed in class. We will cut your work hours if you are too tired.
4. No work from other classes is to be done in our class. You are earning credit for this course,
so you must devote your attention to our subject material.
5. Do not comb hair, put on makeup, paint fingernails, etc. You don’t have to impress us—we
like you as you are.
6. Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.
7. Respect each other at all times. Refrain from talking to your neighbors when someone else
has the floor.
8. No food or drinks are allowed in our class.
9. You are responsible for your conduct in your other classes. If you are a behavior problem in
another class, it will be brought to my attention. You will be subject to removal from the
co-op program due to behavioral problems.
10. Park in the designated parking lot only. Do not park in the front of school or in the
teachers’ lot.
________________________________
Parent or Guardian’s Signature
_________________________________
Student Signature
16
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Dependability Grade
An important characteristic of a good employee is dependability. Students must realize the vital
importance of being dependable on the job and in the classroom. To reinforce this, a
“DEPENDABILITY GRADE” has been created. This is a MAJOR TEST GRADE and is averaged in
with the other major test scores.
When a student is absent from school for ANY REASON, the student must telephone their
Practicum (co-op) teacher before NOON that day. If the teacher’s phone rings to voice mail, the
student should leave the following information:
Name, date, time, reason for absence, and phone number
The student is responsible for phoning their employer to report their absence from work in a
timely manner. Practicum students are also required to sign in each day on the Practicum
Dependability Log, located in the classroom.
Practicum students are required to sign in each day on the Practicum Dependability Log!
Failure to phone the teacher in the event of an absence or to sign in when present will result in
the deduction of points from the “Dependability Grade” in the following manner:
ABSENT
0 DAYS = 100%
1 DAY
2 DAYS
3 DAYS***
4 DAYS
5 DAYS
CALLED IN
FAILED TO CALL or SIGN IN
97%
93%
90%
87%
83%
87%
78%
65%
37%
0
***If you are absent 3 or more continuous days, and you have a doctor’s note, you will be
exempt from this system for the period of time in which you were absent.
As you can see, it is critical that you become a dependable, responsible, young adult!
____________________________
______________________________
Parent or Guardian’s Signature
Student Signature
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
17
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Policies Governing Unemployed Students
1. If a student is released from a job because they have been found guilty of theft and
or unethical conduct, the student is released from the program with no credit.
2. Students fired from jobs for reasons other than theft and or unethical conduct, even
though they go to work at another job, may receive a NINE-WEEKS / SIX WEEKS
(circle one) grade of no higher than 60 for the grading period during which the
student was fired.
3. Students fired from jobs are expected to find their own employment within five
school days. Grades will be reduced from the sixth day forward.
4. Students who are laid off will have ten days to find a job and the coordinator will
assist them in finding a job. Grades will be reduced from the eleventh day forward.
5. If a student quits a job without permission from the coordinator, the student will
receive a NINE-WEEKS / SIX WEEKS (Circle one) grade of no higher than 60 for the
grading period during which the student quit the job.
6. The second time a student has been fired and or quits without permission from the
coordinator, the student will be released from the program with loss of credit.
I understand that any time the Practicum student is not employed in an APPROVED training
station, the student must be under the supervision of the Practicum instructor from the end of
the class period through the end of the school day, until a new training station is secured. The
student may be exempt from this restriction if the student has a scheduled appointment for a
job interview. (Documented proof of interview is required.)
__________________________
___________________________
Parent/Guardian Signature
Student Signature
18
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Summary Signature Verification Form
I have reviewed the following forms:





Computer Technician Practicum (Co-op) Syllabus
Student Responsibilities in Cooperative Training Program
Classroom Rules
Dependability Grade
Policies Governing Unemployed Students
My signature acknowledges I have read all documents listed above and agree to abide by the
stated policies.
___________________________
_________________________
Parent or Guardian’s Signature
Student Signature
Please return this form to the teacher.
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Wage and Hour Report
_________________________
Name/ID#
_________________________
Hourly Wage $
_________________________
Training Station
_________________________
Total Hours for 3 Weeks
_________________________
Student Signature
WEEK
Fill in by local
HOURS
From
WORKED
To
MONDAY
TOTAL
HOURS
CLASSES
MISSED
1 2 3
TUESDAY
1 2 3
WEDNESDAY
1 2 3
THURSDAY
1 2 3
FRIDAY
1 2 3
SATURDAY
SUNDAY
REASON FOR ABSENCE
1 2 3
1 2 3
TOTAL HOURS: MONDAY - FRIDAY
TOTAL HOURS FOR WEEK
20
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Mobile Me
Objective
The student will introduce themselves to the class by creating a mobile that reflects the
individual’s interests and personality.
Materials Needed
 Coat hanger
 String, ribbon or yarn
 A one-hole punch
 Family Pictures
 Pictures and words cut out from magazines
Directions
Make a mobile that depicts who you are and be prepared to share it with the class. You must
include a minimum of three pictures of yourself (or family) and at least six of the following
items:
 Achievements
 Favorite food
 Car you drive
 Favorite color
 Pets
 Favorite music
 Sports
 Quotation
 Favorite nursery rhyme
 The last book you read
 Pet peeve
 Your Choice
Have fun with this project! We will hang them in the classroom after everyone presents theirs to the
class.
21
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Training Station Orientation
Computer Technician Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate thorough knowledge of their work place.
Specific Objectives
 Students will learn about or reinforce a basic knowledge of their respective training stations.
 Students will demonstrate an understanding of what is expected from their training sponsors.
 Students will compile information and will create a multi-media presentation.
 Students will communicate their knowledge orally to their peers.
This lesson should take 12 class days to complete.
Lesson Plan
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes or alterations to
the activities may result in the elimination of any or all of the TEKS listed.
130.275. Computer Technician Practicum
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) identify and demonstrate positive work behaviors that enhance employability and job
advancement such as regular attendance, promptness, attention to proper attire, maintenance
of a clean and safe work environment, appropriate voice, and pride in work;
(B) identify and demonstrate positive personal qualities such as flexibility, open-mindedness,
initiative, listening attentively to speakers, and willingness to learn new knowledge and skills;
(C) employ effective reading and writing skills;
(D) employ effective verbal and nonverbal communication skills;
(G) identify and implement proper safety procedures;
(H) demonstrate an understanding of legal and ethical responsibilities in relation to the field of
information technology; and
(I) demonstrate planning and time-management skills such as project management and
storyboarding.
22
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(2) The student identifies various employment opportunities in the information technology field. The
student is expected to:
(A) improve on a personal career plan along with education, job skills, and experience necessary to
achieve career goals;
(B) develop a resumé and portfolio appropriate to chosen career plan, including letters of
recommendation; and
(C) illustrate interview skills for successful job placement.
(3) The student applies academic knowledge and skills to research and develop projects. The student
is expected to:
(A) demonstrate effective verbal and written communication skills with individuals from varied
cultures such as fellow workers, management, and customers;
(B) complete work orders and related paperwork for repair and installation;
(C) estimate supplies, materials, and labor costs for installation, maintenance, and repair work
orders; and
(D) read and interpret technical documentation such as schematics, drawings, charts, diagrams,
technical manuals, and bulletins.
(5) The student knows the concepts and skills that form the basis of computer technologies.
(6) The student knows the proper function and application of the tools, equipment, technologies,
and materials used in computer technologies. The student is expected to:
(A) demonstrate safe use of equipment in computer technologies such as hand and power tools;
(B) employ available reference tools, materials, and Internet sources to access information as
needed;
(C) demonstrate the proper handling and disposal of environmentally hazardous materials used in
computer technologies; and
(D) identify new and emerging technologies that may affect the field of computer technology such
as quantum computing, photonics, and nanotechnology.
(7) The student applies the essential knowledge and skills for computer technologies to career
preparation, job shadowing, mentoring, or apprenticeship training in simulated and actual work
situations.
(10) The student provides support to computer users to maintain service. The student is expected to:
(A) employ effective listening skills when working with clients to identify support needs;
(B) identify customer need and formulate a support plan;
(C) create queries and reports and assess critical system information;
(D) employ problem-solving skills in performing support, maintenance, and repair;
(E) use hardware and software diagnostics;
(F) report to the user the cause of and solution to the problem; and
(G) create written documentation indicating cause of and solution to the problem.
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Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of strategies to
read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative language,
idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The
student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively in
groups;
(5)(B) use language clearly and appropriately;
(E) interact with audiences appropriately;
Tasks
 Students will interview employer or owner to obtain necessary information.
 Students will obtain company information from employee handbooks, trade journals, or
employee handbooks.
Accommodations for Learning Differences
Lessons should accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Secure the computer lab if you do not have immediate access to one in your classroom.
 Copy the handout sheets and rubric for the students.
24
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Instructional Aids
 Student handouts
 Grading rubric
 Internet access
Materials Needed
 Paper for essay
 Camera or phone with camera
 Flash drive
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner to scan pictures or materials brought to class
25
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Outline
MI
OUTLINE
NOTES TO TEACHER
Copy the instructions and grading
rubric and make into a packet.
Assignment Outline:
I.
Directions:
a. The packet of information must be
completed by interview, website,
or handbook.
b. Minimum of 12 digital photos
c. Floor plan may be scanned
II. Grading:
a. Completion of packet
b. Multi-media presentation
c. Pictures
d. Professionalism during
presentation
III. Presentation must have:
a. Name and logo
b. Floor plan
c. Policies/procedures
d. Company history
e. Supervisor’s or owner’s previous
experience
f. Site of company
g. Organizational chart
h. Inclusion:
i. 3,2,1
IV. Layout format must be followed
***Handout the Portfolio Guidelines (p.
172)
Tell the class about some of the
things you learned at previous jobs.
Explain how those skills helped you
to become a teacher.
Explain the necessity of learning as
much as possible about a job
because some of the skills learned
will help with future employment.
Explain to the class that customers
see a business much differently
than the employees see it.
Ask the class if they ever wanted to
work at a place where they
shopped. Have them give reasons
why they wanted to work there.
Go over all the criteria in the
assignment and check for
understanding.
Explain the guidelines. Students can
set it up while working on the
Training Station Orientation project.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
26
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Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The student will
follow along and make notes on their hard copy. Students will be strongly encouraged to take the
assignment packet to their job sites so employers will know about the activity.
Ask students to “map” out their plan, using a Mapping Tool from the Appendix of this document.
Give some ideas to students during the brainstorming session before the end of the first class period.
Independent Practice
Employer Project
 Students will work at their own pace to complete the Employer Project activity.
 All work is done in class (other than interviews) so the teacher can check for understanding.
 Students are strongly encouraged to take ownership of this activity and to establish a workable
pace in order to complete the project on time.
 Students should be prepared to present their projects to the class.
Summary
Review
 Why do customers see a different perspective of a business operation that that of the
employees?
 Why is it important to learn as much as possible about the business establishment?
 Why are procedures established and expected to be followed?
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Individual Presentation Rubric to evaluate.
27
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Employer Project
Directions:
You are to complete this packet of information by conducting interviews with employers and or coworkers. It you have an employee training manual; you may use it as a source. You might even have to
get some information from your company’s website.
In addition to the packet, you will include a minimum of 12 digital photos in your presentation. You may
bring the pictures to class on a flash drive, a memory card or CD to import into your project.
All information will be compiled to prepare a multi-media presentation which will be shown to the class
when you present your project.
You will be graded on:
 Completion of the packet
 Multimedia presentation
 Use of pictures (as specified)
 Professionalism during presentation, including professional dress
**Bonus credit will be given if your employer attends your presentation!
Presentation must have:
 Name and logo of company
 Floor plan
 Policies and procedures
 History of the company
 Supervisor (or owner) previous experience
 Site of company (including number of employees)
 Organizational chart
 Miscellaneous supplemental information
 Photos (either interspersed within presentation or at the end of the presentation)
If you were in charge, explain:
 3 things you like about the training station
 2 things you would change
 1 thing you have learned that will help you in your career choice
This project is due on: ___________________________
28
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Layout Format:
1.
2.
3.
4.
Student’s name
Company’s name, address
Type of company
In a minimum of 75 words, (typed and turned in separately) state what your first day on the job
was like.
5. Procedures for reporting to work
6. Procedures for calling in sick or calling in late
7. Procedures for asking for time off
8. What types of benefits are available
9. Length of time the manager or owner has been with company
10. What prior training did the manager or owner have?
11. What type of education is needed for a managerial position with the company?
12. Procedure for handling cash or legal documents(beginning and ending shifts), OR
13. Procedure for accessing or handling clients files
14. Names of competitors and their locations
15. Organizational chart
16. Floor plan
17. Names of vendors and suppliers
18. Procedures for handling returns, issuing credit, keeping clientele happy
19. What types of jobs or careers will your current training station prepare you for?
20. What is the procedure for handling theft (by employees or clientele)?
21. What is the strangest thing that has happened to you on the job?
29
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Individual Presentation Rubric
Presentation Title:
Name
Teacher
ID#
Date of Presentation
Criteria
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
Points
0–5
6 – 10
11 – 15
16 - 20
Audience cannot
understand
presentation because
there is no sequence
of information.
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable with
information and is
able only to answer
rudimentary
questions.
Student occasionally
used visuals that
rarely support text
and presentation.
Student presents
information in
logical sequence
which audience
can follow.
Student presents
information in
logical, interesting
sequence which
audience can follow.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Student used visuals
to reinforce screen
text and
presentation.
Student does not have
grasp of information;
student cannot
answer questions
about subject.
Student used no
visuals.
Student is at
ease with
content, but fails
to elaborate.
Visuals related
to text and
presentation.
Student’s
presentation had four
or more spelling
errors and or
grammatical errors.
Presentation had
three misspellings
and or grammatical
errors.
Presentation had
no more than
two misspellings
and or
grammatical
errors.
Presentation had no
misspellings or
grammatical errors.
Student mumbles,
incorrectly
pronounces terms and
speaks too quietly for
students in the back of
the class to hear.
Student incorrectly
pronounces terms.
Audience members
have difficultly
hearing
presentation.
Student’s voice
is clear. Student
pronounces
most words
correctly.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Total
Teacher Comments:
30
Copyright © Texas Education Agency, 2015. All Rights Reserved.
History of Information Technology
Computer Technician Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will have an understanding of the evolution of technology
and how information technology impacts their lives today.
Specific Objectives
 Students will explain the history of computers and technology.
 Students will describe the evolution of the computer and technology.
 Students will list the elements of a computer.
 Students will compare and contrast the earliest iterations of the computer to modern computing.
This lesson should take three class days to complete; add at least 2 days for presentations.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the activities
may result in the elimination of any or all of the TEKS listed.
130.275. Computer Technician Practicum
(1) The student demonstrates professional standards/employability skills as required by business
and industry. The student is expected to:
(B) identify and demonstrate positive personal qualities such as flexibility, open-mindedness,
initiative, listening attentively to speakers, and willingness to learn new knowledge and skills;
(C) employ effective reading and writing skills;
(D) employ effective verbal and nonverbal communication skills;
(I) demonstrate planning and time-management skills such as project management and
storyboarding.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
31
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(6) Reading/word identification/vocabulary development. The student uses a variety of strategies to
read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative language,
idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The
student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively in
groups;
(5)(B) use language clearly and appropriately;
Tasks
 Students will research the major developments in information technology since 1993 to create a
timeline of events that have occurred (approximately) within their lifetime.
 Students will select, research, and give a formal presentation regarding information technology
events that have occurred within their lifetime (1993 – present).
Accommodations for Learning Differences
Lessons must accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Copy the handout sheets for the students.
 Have materials ready to go prior to the start of the lesson.
 Secure a computer lab if one is not readily accessible.
Instructional Aids
 Student outline and handouts
 Student activity handouts
32
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Materials Needed
 Butcher paper or poster board as an option for the “It’s About Time” activity
 Map pencils/markers
 Students can provide other materials as needed
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 No special preparation necessary for this lesson.
Lesson Introduction
 Ask students to describe what they believe technology ‘looked like’ in the years 500 AD and
earlier (they may not realize it but counting boards and abaci were the first forms of technology).
 Ask students if they have ever heard of the Digesting Duck.
Tell them it was the first example of an automated machine.
 Students should be made aware that various forms of ‘computers’ have been in existence and
used since ancient times.
 Ask students: why do they think it is important to see where technology was in the past?
 Use the multimedia presentation to present the concepts of technology from early days to
modern day.
33
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Outline
MI
OUTLINE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Counting boards and abaci
Jacques de Vaucanson 1709 – 1782
Charles Babbage 1791 – 1871
Countess of Lovelace (Augusta Ada
Byron King) 1815 – 1852
Konrad Zuse 1910 – 1995
Grace Hopper 1906 - 1992
John von Neumann 1903 – 1957
ENIAC 1946
Keyboards and RAMACs 1956
Jack Kilby 1923 - 2005
1960 – Development of Major
Languages
1301 Disk Storage Unit
ASCII 1963
1964
1. Networking
2. BASIC
1965
Space race
UNIX
1970
1. ATM
2. ARPANET
3. Shakey
1972
1. 8008 CPU
8800 Computer Kit
Steve Wozniak 1950 –
1977
1. PET (Personal Electronic
Transistor)
2. TRS-80
3. 2600 Game console
NOTES TO TEACHER
Notes are provided in the
multimedia presentation for
teacher extension.
Have the Student Notes Outline
ready to hand out at the
beginning of class. Have students
fill in the missing blanks during
your presentation,
1. Do “It’s About Time” which
involves students making and
presenting their own
timeline.
2. Have the students complete
the “Peer Review” that goes
with this assignment.
34
Copyright © Texas Education Agency, 2015. All Rights Reserved.
23.
24.
25.
26.
27.
28.
29.
Worms 1979
1981
1984
1.
First mouse and GUI
driven computer
introduced
C++ is introduced
1990
1.
World Wide Web
2.
Windows 3.0
1991
1993
1.
Pentium CPU
2.
Mosaic
3. Do “Then and Now” have
students complete both of
these assignments which will
take at least 4 days total for
all activities, including
student presentations.
4. Use the suggested rubrics for
grading.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
35
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Application
Guided Practice
The teacher will show the multimedia presentation and explain the changes made in information
technology throughout the ages and up to 1993. Point out that as new technology is developed the
lifecycle of technology shortens and advances more rapidly. This should be a reference tool for the
writing assignment in this unit.
Independent Practice
Students will perform independent research to complete the following activities.
 Create a personal timeline detailing specific IT events that have occurred within their lifetime.
 Develop a multi-media presentation based on their personal timeline.
 Write an essay comparing and contrasting two forms of technology.
Summary
Review
 What changes have taken place in information technology over the years?
 How has information technology become more complex?
 Which decade to you feel has experienced the biggest change? Why?
Application
Informal Assessment
 Daily work on assignments to monitor progress.
Formal Assessment
 Rubrics will be used to assess both activities.
36
Copyright © Texas Education Agency, 2015. All Rights Reserved.
History of Computers
Student Notes Outline
1.
Counting boards and abaci
1. Humans have needed to count as long as we have been alive
2. Until the invention of
humans used various objects to count for them such
as
3. In the times of
people created counting boards that allowed for the
usage of units (10’s, 100’s etc.) in business transactions
4. Counting boards are documented as being used as early as
by the Babylonians
1. The
as we know it today is considered to be the ‘modern’
abacus
1. Appearance first occurs circa 1200 A.D. in China
2. These were actually the
and allowed people to
utilize large numbers and
2.
1.
2.
3.
Son of a glove-maker who aspired to be a
Fascinated with automata
Best remembered for two machines; the Digesting Duck and the
1.
2.
3.
The Digesting Duck was made up of over
parts and was able to flap its wings,
quack, drink water, eat, and even simulate defecating
Between
Vaucanson built on the work of others and
built a fully automated weaving loom (called the Jacquard Loom)
Charles Babbage
1. English mathematician, engineer, philosopher and inventor
2. Believed that
and went on to design the first
two
computers; the Difference Engine and the Analytical Engine
1.
was developed to compute the values of
polynomial functions
1. By using finite differences it was possible to avoid the need of
multiplication and division
2.
marked the advancement of computers into
the programmable realm
1. Using loops of Jacquards
to control a mechanical
calculator it implemented
control,
, and
to perform full general-purpose
computations
37
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4.
Countess of Lovelace (Augusta Ada Byron King)
1. Daughter of Lord Byron (yes the poet) Ada had an unusual life as an aristocratic girl in the
2.
3.
4.
5.
6.
5.
Mother insisted Ada’s tutors educate her in
Met Charles Babbage at age of 17
1. Eventually became her
She was given the opportunity to see Babbage’s
and became
completely captivated by it
Was asked to translate one of Babbage’s articles from French into English
1. Adding her own
the ‘translated’ article was significantly
longer than the original
1. Included ideas such as
and how codes could
be used to translate
and
as well as
Considered to be the
Konrad Zuse
1. German born civil engineer, inventor and computer pioneer
2. Greatest invention, the
, came about in 1941
1. Z3 was the world’s first fully
computer based on a
floating-point number and switching
system
1. Most significant difference between the Z3 and modern computers is the
3.
Developed what is considered to be the first
programming
language in 1945
1. Called Plankalkül
1. First language to utilize
to solve
problems
2. Used his new language to write the world’s first computer
1.
2.
3.
4.
in the U.S. Navy
Helped program the
and
Developed the first computer
Working on the
in
she discovered that the program it
was running had a compiler error
1. Upon inspection she found a
stuck between a set of
and
logged it in the engineering book as having found a
in the computer
Later work led to the development of
6.
5.
38
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7.
John von Neumann (1903 – 1957)
1. Austrian-Hungarian mathematician
2. 1945 undertook a study of computation that demonstrated that a computer could have a
fixed structure and that
and
could be stored in the
same place
1. Revolutionary in terms of how we thought about computers and their usage
1. Proposed that computers should store
alongside the
they
2. In his
report of
he described the stored
program by drawing an analogy between digital computers and the
8.
ENIAC 1946
1.
1.
2.
9.
10.
announced the advent of a machine that could complete
mathematical equations
‘birth’ of
– the Electronic Numerical Integrator and Computer
Introduced to the public by the US Army
1.
vacuum tubes
2. 8 feet tall
3. 3 feet deep
4. 100 feet long
5. Weighed
tons
6. First set of calculations was to compute
for rocket
launches and in only days completed a job that would have taken three
months of effort by a dedicated mathematician
Keyboards and RAMACs 1956
1.
researchers begin developing a method for
input into the
computer system
1. Later became known as a
2. Introduction of the first
storage device
1. 305
shipped to Zellerbach Paper
1. The Random Access Method of Accounting and Control consisted of:
1.
50
coated metal platters with 5 million
bytes of data (do the math, that’s 5 whole megabytes)
2.
These platters were
on a common drive shaft
which rotated
3.
RAMACs were the first
drives
Jack Kilby (1923 – 2005)
1. July, employed as an engineer
2. Kilby studied the exorbitant costs of manufacturing individual components required to
build computers
1. Called the
39
Copyright © Texas Education Agency, 2015. All Rights Reserved.
3.
4.
5.
Realized that the individual transistors could be made of a single material and integrated
onto a
Encouraged by supervisor to provide a
In
publically announced the concept of the
1.
Possibly one of the most significant accomplishments in world history
11.
1960 – Development of Major Languages
1.
– Once again the military comes into play
1. Several manufacturers and the Pentagon developed
or COBOL
1. Aimed at making code more easily readable and machine
they hoped COBOL would run on most computers for which a
existed
2.
1. First language developed for writing
2.
Offered programmers
in organization
12.
1301
1. Announced on June 2,
for use with mainframe computers
2. Maximum storage capacity for this disk was
characters
3. Had
arms and heads which are still used in modern mechanical
hard drives
4. It was leased for
per month or purchased for
13.
1963
1. Introduction of
1. Allowed for a standardized
representation of each key on
the keyboard;
1.
(both upper and lower case letters)
2. Special characters
3. Certain functions such as return (what we now call ‘enter’)
2. Permitted the exchange of
between
of
computer systems
14.
1964
1. Networking
1. First
1.
2.
2.
transaction processing
reservation system
Allowed flight data to be retrieved in less than 3 seconds via a telephone
network system that connected
and
programming language
40
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1.
Developed and released by
and
needed an easy to learn programming language for their students at
who
15.
1965
1. Kristen Nygaard and Ole-John Dahl developed
the first
programming language
1. Object-oriented languages group data and instructions into
called objects
2. Each object represents one facet of a system intended for
16.
‘Space race’
1.
2.
1.
17.
race against Russia to land on the moon
space craft was guided into Earth’s orbit by the
in
Same computer would take
to the moon one year later
1969
1.
1.
2.
3.
(Defense Advanced Research Project Agency) created ARPANET
(Advanced Research Project Agency Network) as an
environment
for new
technologies
The first nodes that formed ARPANET were
and
Research Institute
First WAN to implement packet switching and
protocols
18.
1970
1. First
was installed in Valdosta, Ga.
2. ARPANET expanded by adding four more universities to its network
3. First mobile robot controlled by
1. Called Shakey
2. Equipped with
1.
camera
2. Range
3. Bump sensors
3. Shakey transmitted the
via sensors to a computer which then
radioed back commands
19.
1972
1.
2.
CPU introduced
1.
word (256 unique arrangements of binary digits)
2. Ability to work with the majority of the
system including upper and
lowercase letters, all numbers (0 – 9), punctuation, and many other symbols
First true
is released
1. Designed by Al Alcorn
41
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2.
20.
1975
1.
1.
Very popular and revolutionized the arcade industry while launching the modern
video game industry
computer kit appeared on the front cover of Popular Mechanics
Based on the
CPU became wildly popular within a short period of time
1.
Invented by
the 8800 sold for $300.00 - $400.00. Roberts
was the first person to use the term ‘
’
2. Paul Allen and Bill Gates licensed
as the software
language for the Altair
21.
Steve Wozniak
1. Designed a
in
2. A Mountainview, CA computer store ordered 50 machines leading Steve Wozniak and
to found their own computer firm
22.
1977
1.
1.
2.
3.
4.
2.
1.
2.
3.
4.
5.
6.
7.
Came
Easy to operate
Could order it with either
was released
Included a Z80 CPU
or
kilobytes of memory
4 kilobytes of memory
was primary language
storage
Manuals
Machine was considered a bargain at $600.00
1. In the first month of release more than 10,000 units were sold
3.
1.
2.
3.
23.
First personal Video Computer System
processor
Designed to be connected to a home
Shockwave Rider
1. John Brunner authored
1.
In the book a
program attacks and runs through a network of
computers.
2. John Shoch and Jon Hupp that same year discover the first computer
1. Initially
to provide a more efficient use of idle
in a
for
purposes
42
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2.
3.
24.
1981
1.
1.
2.
25.
26.
27.
28.
29.
Unfortunately worms tend to invade
computers on a given network which
ultimately creates a
Having read Mr. Brunner’s book Schoch adopted the term and thus the first ‘virus’
was named
PC
Ran on a
Utilized the
1984
1.
processor
operating system
and
driven computer introduced
Bjarne Stroustrup published
1. Developed the language due to a desire to write
language faster than Simula
2. C++ became dominant
in a
programming language
1990
1. Scientist at CERN developed
1. Allowed Internet to expand into the
such as
,
,
,
servers.
2. First OS that satisfied PC users and provided support for large
applications was released
implementing things
, and queries to
1991
1. Finnish student
was dissatisfied with the state of the
computer software industry as they became more secretive and
with their code
1. Subscribed to
2. Wanted to work with an operating system whose code was
to the
user
3. Wrote first widely available
OS
1993
1.
processors released
1.
2.
2.
1.
2.
th
5 generation of the
line
Was the basis for the
and its clones
web browser introduced
Average user finally gained
access to the Internet
Prior to this time all Internet access was through
line browsers
43
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History of Computers
Student Notes Outline Answer Key
1.
Counting boards and abaci
1. Humans have needed to count as long as we have been alive
2. Until the invention of numbers humans used various objects to count for them such as
stones and twigs
3. Eventually in the times of Plutarch people created counting boards that allowed for the
usage of units (10’s, 100’s etc.) in business transactions
4. These counting boards are documented as being used as early as 500 B.C. by the
Babylonians
1. The abacus as we know it today is considered to be the ‘modern’ abacus
1. Its appearance first occurs circa 1200 A.D. in China
2. These were actually the first calculators and allowed people to utilize large
numbers and numbering systems
2.
Jacques de Vaucanson
1. Son of a glove-maker who aspired to be a clock-maker
2. Fascinated with automata.
3. Best remembered for two machines; the Digesting Duck and the automated loom.
1. The Digesting Duck was made up of over 400 parts and was able to flap its wings,
quack, drink water, eat, and even simulate defecating
2. Between 1745 and 1750 Vaucanson built on the work of others and built a fully
automated weaving loom (called the Jacquard Loom)
3.
Charles Babbage
1. English mathematician, engineer, philosopher and inventor
2. Believed that ‘computers’ should be programmable and went on to design the first two
mechanical computers; the Difference Engine and the Analytical Engine
1. Difference Engine was developed to compute the values of polynomial functions
1. By using finite differences it was possible to avoid the need of
multiplication and division
2. Analytical Engine marked the advancement of computers into the programmable
realm
1. Using loops of Jacquards punch cards to control a mechanical calculator it
implemented sequential control, branching, and looping to perform full
general-purpose computations
44
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4.
5.
Countess of Lovelace (Augusta Ada Byron King)
1. Daughter of Lord Byron (yes the poet) Ada had an unusual life as an aristocratic girl in the
1800’s
2. Mother insisted Ada’s tutors educate her in science and math
3. Met Charles Babbage at age of 17
1. Eventually became her mentor
4. She was given the opportunity to see Babbage’s Difference Engine and became
completely captivated by it
5. Was asked to translate one of Babbage’s articles from French into English
1. Adding her own notes the ‘translated’ article was significantly longer than the
original
1. Included ideas such as looping and how codes could be used to translate
letters and symbols as well as numbers
6. Considered to be the first computer programmer
Konrad Zuse
1. German born civil engineer, inventor and computer pioneer
2. Greatest invention, the Z3, came about in 1941
1. Z3 was the world’s first fully programmable digital electronic computer based on a
binary floating-point number and switching system
1. Most significant difference between the Z3 and modern computers is the
ability to store data
3. Developed what is considered to be the first high-level programming language in 1945
1. Called Plankalkül
1. First language to utilize algorithms to solve problems
2. Used his new language to write the world’s first computer Chess game
6.
Grace Hopper
1. Rear admiral in the U.S. Navy
2. Helped program the Harvard Mark I and II
3. Developed the first computer compiler
4. Working on the Mark II in 1945 she discovered that the program it was running had a
compiler error
1. Upon inspection she found a moth stuck between a set of relays and logged it in
the engineering book as having found a ‘bug’ in the computer.
5. Later work led to the development COBOL
7.
John von Neumann
1. Austrian-Hungarian mathematician
2. 1945 undertook a study of computation that demonstrated that a computer could have a
fixed structure and that data and programs could be stored in the same place
1. Revolutionary in terms of how we thought about computers and their usage
1. Proposed that computers should store data alongside the programs they
executed
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2.
In his EDVAC report of 1945 he described the stored program by drawing
an analogy between digital computers and the human brain
8.
ENIAC 1946
1. New York Times announced the advent of a machine that could complete complex
mathematical equations
1. ‘birth’ of ENIAC – the Electronic Numerical Integrator and Computer
2. Introduced to the public by the US Army
1. 18,000 vacuum tubes
2. Eight feet tall
3. 3-feet deep
4. 100 feet long
5. Weighed 30 tons
6. First set of calculations was to compute trajectories for rocket launches and
in only ten days completed a job that would have taken three months of
effort by a dedicated mathematician
9.
Keyboards and RAMACs 1956
1. MIT researchers begin developing a method for direct input into the computer system
1. Later became known as a keyboard
2. Introduction of the first magnetic storage device
1. 305 RAMAC shipped to Zellerbach Paper
2. The Random Access Method of Accounting and Control consisted of:
1.
50 magnetically coated metal platters with 5 million bytes of data
(do the math, that’s 5 whole megabytes)
2.
These platters were ‘stacked’ on a common drive shaft which
rotated
3.
RAMACs were the first hard disk drives
10.
Jack Kilby (1923 – 2005)
1. July, 1958 employed as an engineer
2. Kilby studied the exorbitant costs of manufacturing individual components required to
build computers
1. Called the ‘tyranny of numbers’
3. Realized that the individual transistors could be made of a single material and integrated
onto a silicon wafer
4. Encouraged by supervisor to provide a proof of concept
5. In 1959 publically announced the concept of the integrated circuit
1. Possibly one of the most significant accomplishments in world history
2.
1960 – Development of Major Languages
1. COBOL - Once again the military comes into play
1. Several manufacturers and the Pentagon developed Common Business Oriented
Language or COBOL
11.
46
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1.
2.
LISP
1.
2.
Aimed at making code more easily readable and machine independence
they hoped COBOL would run on most computers for which a compiler
existed
First language developed for writing Artificial Intelligence
Offered programmers flexibility in organization
12.
1301 Disk Storage Unit
1. Announced on June 2, 1961 for use with mainframe computers
2. Maximum storage capacity for this disk was 28 million characters
3. Had read/write arms and heads which are still used in modern mechanical hard drives
4. It was leased for $2100 per month or purchased for $115,000
13.
1963
1. Introduction of American Standard Code for Information Interchange (ASCII)
1. Allowed for a standardized binary representation of each key on the keyboard;
1. Alphanumeric (both upper and lower case letters)
2. Special characters
3. Certain functions such as return (what we now call ‘enter’)
2. Permitted the exchange of data between manufacturers of different computer
systems
14.
1964
1. Networking
1. First online transaction processing
1. SABRE reservation system
2. Allowed flight data to be retrieved in less than 3 seconds via a telephone
network system that connected 65 cities and 2000 terminals
2. BASIC programming language
1. Developed and released by Thomas Kurtz and John Kemeny who needed an easy
to learn programming language for their students at Dartmouth
15.
1965
1. Kristen Nygaard and Ole-John Dahl developed Simula the first object-oriented
programming language
1. Object-oriented languages group data and instructions into blocks called objects
2. Each object represents one facet of a system intended for simulation
16.
‘Space race’
1. 1960’s race against Russia to land on the moon
2. Apollo 7 space craft was guided into Earth’s orbit by the Apollo Guidance Computer in
1968
1. Same computer would take Neil Armstrong to the moon one year later
47
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17.
1969
1. ARPANET
1. DARPA (Defense Advanced Research Project Agency) created ARPANET (Advanced
Research Project Agency Network) as an experimental environment for new
networking technologies
2. The first nodes that formed ARPANET were UCLA and Stanford Research Institute
3. First WAN to implement packet switching and TCP/IP protocols
18.
1970
1. First ATM was installed in Valdosta, Ga.
2. ARPANET expanded by adding four more universities to its network
3. First mobile robot controlled by artificial intelligence
1. Called Shakey
2. Equipped with
1. T.V. camera
2. Range finder
3. Bump sensors
3. Shakey transmitted the data via sensors to a computer which then radioed back
commands
19.
1972
1. 8008 CPU introduced
1. 8-bit word (256 unique arrangements of binary digits)
2. Ability to work with the majority of the ASCII system including upper and
lowercase letters, all numbers (0 – 9), punctuation, and many other symbols
2. First true video game is released
1. Designed by Al Alcorn
2. Very popular and revolutionized the arcade industry while launching the modern
video game industry
20.
1975
1. 8800 computer kit appeared on the front cover of Popular Mechanics
1. Based on the Intel 8080 CPU became wildly popular within a short period of time
1. Invented by Ed Roberts the 8800 sold for $300.00 - $400.00. Roberts was
the first person to use the term ‘personal computer’.
2. Paul Allen and Bill Gates licensed BASIC as the software language for the
Altair
21.
Steve Wozniak
1. Designed the a single-board computer in 1976
2. A Mountain View, CA computer store ordered 50 machines leading Steve Wozniak and
Steve Jobs to found their own computer firm
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22.
1977
1. Personal Electronic Transistor (PET)
1. Came fully assembled
2. Easy to operate
3. Built-in drive
4. Could order it with either 4 or 8 kilobytes of memory
2. TRS-80 was released
1. Included a Z80 CPU
2. Video display
3. 4 kilobytes of memory
4. BASIC was primary language
5. Cassette storage
6. Manuals
7. Machine was considered a bargain at $600.00
1. In the first month of release more than 10,000 units were sold
3. 2600 Video Computer System
1. First personal Video Computer System game console
2. 8-bit processor
3. Designed to be connected to a home T.V.
4. Last of the Atari line were sold in 1990
23.
Shockwave Rider
1. John Brunner authored
1. In the book a tapeworm program attacks and runs through a network of
computers
2. John Shoch and Jon Hupp that same year discover the first computer worm
1. Initially designed to provide a more efficient use of idle processors in a network
for testing purposes
2. Unfortunately worms tend to invade all computers on a given network which
ultimately creates a security threat
3. Having read Mr. Brunner’s book Schoch adopted the term and thus the first ‘virus’
was named
24.
1981
1. 5150 PC
1. Ran on a 4.77MHz 8088 processor
2. Utilized the MS-DOS operating system
25.
1984
1. First mouse and GUI-driven computer introduced
26.
Bjarne Stroustrup of published “The C++ Programming Language”
1. Developed the language due to a desire to write event-driven simulations in a language
faster than Simula
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27.
2. C++ became dominant object-oriented programming language
1990
1. Scientist at CERN developed HTML
1. Allowed Internet to expand into the World Wide Web implementing things such
as URL, HTTP, browsers, links, and queries to servers
2. First OS that satisfied PC users and provided support for large graphical applications
28.
1991
1. Finnish student Linus Torvalds was dissatisfied with the state of the computer software
industry as they became more secretive and proprietary with their code
1. Subscribed to Usenet
2. Wanted to work with an operating system whose code was open to the general
user
3. Wrote first widely available open source OS
29.
1993
1. Pentium processors released
th
2.
1. 5 generation of the x86 line
2. Was the basis for the 5051 PC and its clones
First GUI web browser introduced
1. Average user finally gained GUI access to the Internet
2. Prior to this time all Internet access was through command line browsers
50
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“It’s About Time”
OBJECTIVE
Students will organize and develop a personal timeline. The purpose of this activity is to classify and
explain key events related to technology in their lifetime.
PROCEDURE
You are to design a personal timeline that includes the following information:
 5 Historic events
 7 Information Technology events from 1993 to the current year
 10 personal milestones in your life
MATERIALS NEEDED:
 Poster boards or butcher paper,
 string or yarn,
 rope,
 pictures,
 computer,
 printer and
 paper.
Be as creative as possible! Use pictures to make your timeline more appealing! No markers or
handwritten information may be used. Everything must be typed, cut, and pasted. The string, yarn or
rope should be used to make the actual timeline and should be adhered to the poster board or butcher
paper.
TIME ALLOTTED:
Be ready to share your timeline with the rest of the class.
51
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Individual Presentation Rubric
Presentation Title:
Name
Teacher
ID#
Date of Presentation
Criteria
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
Points
0–5
6 – 10
11 – 15
16 - 20
Audience cannot
understand
presentation because
there is no sequence
of information.
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable with
information and is
able only to answer
rudimentary
questions.
Student occasionally
used visuals that
rarely support text
and presentation.
Student presents
information in
logical sequence
which audience
can follow.
Student presents
information in
logical, interesting
sequence which
audience can follow.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Student used visuals
to reinforce screen
text and
presentation.
Student does not have
grasp of information;
student cannot
answer questions
about subject.
Student used no
visuals.
Student is at
ease with
content, but fails
to elaborate.
Visuals related
to text and
presentation.
Student’s
presentation had four
or more spelling
errors and or
grammatical errors.
Presentation had
three misspellings
and or grammatical
errors.
Presentation had
no more than
two misspellings
and or
grammatical
errors.
Presentation had no
misspellings or
grammatical errors.
Student mumbles,
incorrectly
pronounces terms and
speaks too quietly for
students in the back of
the class to hear.
Student incorrectly
pronounces terms.
Audience members
have difficultly
hearing
presentation.
Student’s voice
is clear. Student
pronounces
most words
correctly.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Total
Teacher Comments:
52
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“Then and Now”
OBJECTIVE:
Students will conduct research and investigate similarities and differences between selected forms of
hardware technology by comparing past and present components.
PROCEDURE:
You are to research one or two forms of hardware technology from the past.
Compare and contrast your choice(s) with one or two current forms of hardware technology.
Answer these questions in your response:
1. How important are your selections to current computing processes?
2. Where would the state of technology be if advances had not been made in this component?
3. How would you compare the day to day activities using the past form of technology to that of the
current form?
Summarize your findings in a 450 – 500 word typed essay.
53
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Research Report Rubric
Research Report Title:
Name
Teacher
ID#
Criteria
1
Introduction/Topic
Questions or
problems are
teacher
generated.
Conclusions A conclusion is
made from the
Reached evidence offered.
Information
Gathering
Information is
gathered from
non-electronic or
electronic sources
only.
Summary Weakly
Paragraph organized.
Punctuation,
Capitalization, and
Spelling
There are four or
more errors in
punctuation and
or capitalization.
2
Points
3
Student(s) require
prompts to generate
questions and or
problems.
Student(s) generate
questions and or
problems.
Some detailed
conclusions are
reached from the
evidence offered.
Several detailed
conclusions are
reached from the
evidence offered.
Information is
gathered from
limited electronic
and non-electronic
sources.
Information is
gathered from
multiple electronic
and non-electronic
sources.
Well organized, but
demonstrates
illogical sequencing
and sentence
structure.
Well organized, but
demonstrates illogical
sequencing or
sentence structure.
There are two or
three errors in
punctuation and or
capitalization.
There is one error in
punctuation and or
capitalization.
4
Student(s)
properly
generate
questions and
or problems
around a topic.
Numerous
detailed
conclusions are
reached from
the evidence
offered.
Information is
gathered from
multiple
electronic and
non-electronic
sources and
cited properly.
Well organized,
demonstrates
logical
sequencing and
sentence
structure.
Punctuation
and
capitalization
are correct.
Total
Teacher Comments:
54
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Leadership
Computer Technician Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify with successful leadership traits, and will
determine the characteristics necessary for successful leaders.
Specific Objectives
 Students will explain what people look for in a leader.
 Students will evaluate leadership roles.
 Students will determine the type of leader they want to be or want to follow.
 Students will demonstrate skills necessary for leadership by working in groups to design a
computer for a given scenario.
This lesson should take six to seven class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the activities
may result in the elimination of any or all of the TEKS listed.
130.275. Computer Technician Practicum
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business
and industry. The student is expected to:
(A) identify and demonstrate positive work behaviors that enhance employability and job
advancement such as regular attendance, promptness, attention to proper attire, maintenance
of a clean and safe work environment, appropriate voice, and pride in work;
(B) identify and demonstrate positive personal qualities such as flexibility, open-mindedness,
initiative, listening attentively to speakers, and willingness to learn new knowledge and skills;
(C) employ effective reading and writing skills;
(D) employ effective verbal and nonverbal communication skills;
(E) solve problems and think critically;
(F) demonstrate leadership skills and function effectively as a team member;
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(I) demonstrate planning and time-management skills such as project management and
storyboarding.
(3) The student applies academic knowledge and skills to research and develop projects. The student
is expected to:
(A) demonstrate proper use of written, verbal, and visual communication techniques consistent
with information technology industry standards;
(5) The student creates a technological solution for a problem in the field of information technology.
The student is expected to:
(A) apply critical-thinking strategies to develop a solution using appropriate technologies and
resources, information technology concepts, and industry standards;
(B) apply decision-making techniques to the selection of technological solutions; and
(C) explain how the proposed technological solution will resolve the problem.
(6) The student designs, creates, and implements a product or service that addresses a problem in
the field of information technology and incorporates the solution. The student is expected to:
(B) develop a product or service that meets a specified need following a problem-solving strategy;
(C) identify areas where quality, reliability, and safety can be designed into a product or service;
(E) develop a sustainability plan for the product or service;
(F) develop an evaluation method for analyzing the effect of the product or service on client
satisfaction and problem resolution;
(G) develop a project portfolio that documents the research and development process;
(7) The student applies the essential knowledge and skills for computer technologies to career
preparation, job shadowing, mentoring, or apprenticeship training in simulated and actual work
situations. The student is expected to:
(A) identify a problem relating to information technology;
(B) develop a solution using appropriate technologies, information technology concepts, and
information technology industry standards;
(C) explain how the proposed technological solution will resolve the problem and the
methodologies involved;
(D) apply decision-making techniques to the selection of technological solutions;
(F) apply critical-thinking strategies to the analysis and evaluation of the proposed technological
solution;
(H) select and use the appropriate technological resources to conduct research, design, and
development activities;
(I) develop the documentation of the research and development process;
Interdisciplinary Correlations
English
56
Copyright © Texas Education Agency, 2015. All Rights Reserved.
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of strategies to
read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative language,
idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The
student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively in
groups;
(5)(B) use language clearly and appropriately;
Tasks
 Students will complete all note sheets per the multimedia presentations.
 Students will complete assigned activities.
 Students will participate in group discussions and class activities.
Accommodations for Learning Differences
Lessons must accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Secure computer lab if one is not readily available.
 Copy the handout sheets.
 Have materials ready to go prior to the start of the lesson.
 Have incentives ready, if specified in the activity.
 Have a list of leaders handy to refer to during lecture.
 Identify a personality test from the Internet, or another source, for students to take before
completing activities.
57
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Instructional Aids
 Student handouts
 Multi-media presentations
Materials Needed
 Copies of all activities in this unit
 Incentives (individually packaged candies)
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students what they look for in a leader.
 Ask what positive skills and negative skills attract or sway them from others.
 Ask students if they have held leadership positions and if so, which type?
 Hand out Student Notes sheets.
Lesson Introduction
 Have students write a leader’s name that comes to mind on the top of their handout sheet.
 Present multi-media, “How to be a Team Player “, and lead the class in discussion.
(Take about 15-20 min.)
 Present multi-media, “Leadership Play Book”, and have students take notes.
(About 15 min.)
 Show “Leaders in the World”.
 Go around the room and ask students to share the leader’s name they wrote down and tell why
they chose that person. How many students chose the same person?
58
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Outline
MI
OUTLINE
I. How to be a Team Player
II. Are you sensitive when your friend
has personal problems?
III. Are you on time when you are
supposed to meet friends?
IV. Do you offer support or offer to find
someone who can help?
V. Do you accept your friends as they
are?
VI. Are you excited for your friends when
something good happens to them?
VII. Do you eagerly lend a helping
hand?
VIII. If you answered, “Yes” to the
questions then you are on your way
to being a great teammate!
NOTES TO TEACHER
The purpose of this activity
is to demonstrate to
students that compassion
is a necessary quality of a
great leader. Often,
students choose their
school or team leaders by
how popular or smart they
are, without considering
that anyone with the
qualities in this
presentation would make a
good leader.
Leadership Play Book
1. Together Everyone Achieves More
a. What makes a good team?
i. Knowledge
59
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Every member within the group has
important information or skills to share
This lesson is to give
introspective thought to
each student, in order to
prepare them for the rest
of the activities in this unit.
Learning is a life-long process. We grow
as we learn
ii. Cooperation
1. All team members must work
together in harmony. Everyone
has a job to do to keep the
team operating smoothly,
iii. Flexibility
1. It is important for all team
members to be able to adjust
their ideas and to be able to
set their opinions aside in
order to achieve the goal the
team is pursuing.
This presentation explains
qualities of leaders.
Students should write
down the notes from the
slides to keep in their
folders for reference.
Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
60
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Application
Guided Practice
The teacher will present the multimedia presentations and lead a class discussion during each one.
Students will take the Personality test and will self-grade to get the results. The teacher will lead the
class in a debriefing to talk about what students discovered about themselves.
There are numerous activities in this unit. The order in which the activities are completed is up to the
discretion of the teacher. It is suggested that the activities be broken up so that they are all completed
within the recommended time frame.
Note: there are a couple of activities that may be used as sponge activities. It is suggested these forms
and the activities be kept in the students’ folders for later evaluation and to be used in the event a
student should decide to run for club office.
Independent Practice
 Students will research current computer hardware standards.
 Students will build a computer given a specific scenario and create a multi-media presentation
for the class.
 Students will research an influential leader and write a 500-word essay on this person.
Summary
Review
 There are different personality categories, and everyone fits into at least one of them.
 It is helpful to know what type personality a person has in order for them to work with others on
a team.
 Personality surveys are helpful for use in clubs and other organizations.
 Leaders play a dual role when faced with responsibility.
 Everyone possesses some element of leadership qualities.
Evaluation
Informal Assessment
 Teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grades on class participation, completed activities, presentation, and essay.
61
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Name_____________________
Date______________________
Class____________
Leadership Word Search
Directions
Find all 15 leadership words by circling words that are either horizontal or vertical.
L
V
I
X
M
C
O
N
T
R
O
L
L
E
A
D
E
R
L
I
V
T
M
M
O
N
X
E
N
B
X
I
B
O
N
A
G
U
R
U
T
I
V
Y
X
I
O
N
U
O
L
L
O
F
F
I
C
E
R
A
I
C
H
A
R
A
C
T
E
R
G
G
D
A
D
V
I
S
O
R
B
E
A
E
E
I
B
C
U
Q
C
C
H
O
N
R
O
N
W
S
L
C
H
I
E
F
I
O
M
D
I
R
E
C
T
U
A
B
Z
S
P
U
N
C
T
U
A
L
D
W
E
L
B
O
S
S
N
N
I
O
T
E
R
E
Leader
Character
Officer
Advisor
Organizer
Chief
Boss
Guide
Direct
Punctual
Manager
Mentor
Guru
Head
Control
62
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Name:
DIRECTIONS
Make as many words as you can from the word, “LEADERSHIP” below. You may use a letter more than
once ONLY IF it appears more than once.
LEADERSHIP
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
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IN-CLASS ACTIVITIES
To be used with the Leadership Unit
You may choose to do all or some of the suggested activities below. Since these are just suggestions, by
all means feel free to add your own “spin” to customize the activities for your students.
Leadership Activity #1
1. “Who Did It?”
a. Make a list of things teenagers may have had the opportunity to do from birth to their current
age. (Answers will vary, but here are a few to get you started: played a team sport; played an
individual sport; travelled to another country; planted a tree; rode an elephant; rode on a hot
air balloon; etc.) The number of opportunities should match the number of students in your
class. Give each student a copy of this list and have them go about the room, getting signatures
on each activity as it applies to members of the class. Allow about 10 minutes, and then see if
anyone was able to get all the blanks filled.
b. MATERIALS NEEDED
Pre-determined list designed by teacher, paper and pencil.
c. DISCUSSION: Explain that many people share similar likes and dislikes. This is how groups are
established. Ask if anyone found out something about a classmate they did not know before
taking part in this activity. Also ask the group if they had trouble getting their list filled out in
10 minutes. Discuss how this could be changed if a team effort were to be used when getting
signatures.
NOTES:
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2. “Marooned”
Intended to be used after the Multimedia presentations in the Leadership unit.
a. Divide the class into teams (by drawing numbers, colors, TV shows, etc.)
b. Students are marooned on a deserted island. Depending on how many students are on each
team, have each team member list an item they would bring with them if they knew there was
a chance they would be stranded. They must then discuss the items and select ONE ITEM per
team.
c. Team leaders then write their choices on the board.
d. Have each team leader explain the entire team’s suggestions and how they arrived at the ONE
ITEM.
e. EXTENSION: have students hypothesize how life would be different with only the items the
entire group brought with them to the island. Point out that the key to a successful operation
is COMMUNICATION! If all groups were allowed to communicate with each other, the items
could have been coordinated in a more efficient manner.
f. MATERIALS NEEDED: paper, pencil and whiteboard or poster board and markers.
NOTES:
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3. “Take Me to Your Leader”
This activity helps students to recall, brainstorm and identify various leaders in business and
industry.
a. DIRECTIONS:
i. Form teams.
ii. Instruct the leader of each team to estimate the number of candies their group will need. (DO
NOT disclose the objective of this lesson yet!) The leaders will need to get the amount they think
they will need and take the candies to their groups. DO NOT LET THEM EAT THE CANDY! When
all teams are ready, decide how much time you want to allow, and then give them the Student
directions.
b. MATERIALS NEEDED: Paper/pencil, Internet, assorted candy (miniature bars, individual packages,
etc.)
DIRECTIONS TO STUDENTS: The objective of this lesson is to identify as many leaders in business
and industry as possible. Your team will need to brainstorm and identify one leader in business
or industry for each piece of candy at your table. You will need to list the company and leader
associated with it. At the end of the allotted time, your team will have to forfeit any candy that
does not correspond to a name on your list!
c. After the time allotted has expired, (suggested: 15-20 min) have each team share their answers
with the class. Discuss. Eat the candy as a reward!
d. ALTERNATIVE INSTRUCTIONS:
i. The business leader MUST be the current leader and he or she must still be alive. (This makes it
a little tougher)
ii. Divide the requirements into categories, such as: Retail, Sports, Technology, Entertainment,
Food, and Transportation. (You may want to allow more time, but it is your option)
NOTES:
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4. “Building a Computer”
a. Divide the class into teams, using your chosen method.
b. Team members will work together to ‘build’ a computer for a given scenario. (This may take
the better part of a class period, but allow time to discuss the results.)
i. You may use the scenarios listed below or create your own.
c. Each team will create a presentation for the class justifying their choices.
d. MATERIALS NEEDED: Computer with internet access, printer, digital camera, craft supplies.
Possible scenario examples:
1. Holy Mackerel Fishing has contracted you to build them a new computer. They are
interested in using it to build a new web-site and host a database of sales transactions.
2. Totes Ma-Gotes Advertising has contracted you to build them a new computer. Timothy is
their graphic artist and frequently works with 3D modeling for the web-site as well as
developing logos for various customers.
3. Area 53 Industries is an internet sales firm. They need a new computer for Sydney. She is a
sales rep who works mostly in the field creating new business, uploading and downloading
files to and from the company server.
4. Full Throttle Racing has contacted you about training their new pit crew members. They
need a computer that will allow them to train people in a variety of locations as they can
never predict where they may conduct a class. The software is a combination of
presentation slides and multimedia animation.
DIRECTIONS TO STUDENTS: Your team will research and design a computer. You will each be given a
specific scenario. You are to design a custom computer to meet your customers’ needs. This project
challenges you to customize a computer to the specific needs of a customer and develop a
presentation for your class. In the presentation you should address the following:
1. What basic components do all computers share?
2. Why did you choose the specific components (setup) for your client (e.g. price, availability,
customer needs etc.)? Please be specific.
DISCUSSION: Each team will present their computer design, explain its purpose, and tell why they chose
their specific components. Ask students to relay the steps they took, problems encountered, etc.
NOTES:
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Influential Leaders Report
ASSIGNMENT
Research a leader in the IT industry that you admire.
Type a report with a minimum of 500 words, and include the following:
 Accomplishments this person has made
 Contributions he or she has made to society on the local, national or international level
 Background
 Personal triumphs
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Character Traits of a Good Leader
DIRECTIONS
Brainstorm with your partner and develop a list of traits, then be ready to share with the class.
Positive Traits
Negative Traits
What traits did others share that were not on your list?
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Suggested Club Activities
This list is compiled from various teachers across Texas
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Organize an alumni chapter
Show movies, films, videos, etc. during lunch
Present awards to students who deserve
recognition at an assembly on campus
Be responsible for an entire assembly at
school
Set up a student ethics committee
Work for improved school attendance
Hold an Achievement Day
Present a Teacher of the Month award
Recognize teachers on their birthdays
Build a student lounge our of unused space
Improve the school library
Paint the hall
Serve on principal’s advisory committee
Clean trophy cases and polish trophies
Conduct tours of the school for incoming
freshmen
Plan activities for Crime Prevention Week
Host an awards breakfast or luncheon each
quarter/semester during the year
Host a birthday breakfast for teachers once
a month
Plan an activity to welcome new teachers in
the fall
Plan a Yearbook Signing Party
Host a father and daughter or mother and
son lunch, tea, brunch, etc.
Senior breakfast
Pizza party
Chili cooking contest
Progressive dinner
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Scavenger hunt; include food for a local
pantry on the list and donate what is
collected
Sponsor a Career Day
Invite a guest speaker each month to talk
about careers during lunch
Sponsor tours of local college campuses
Arrange tours of major businesses in the
area
Plant a tree to honor a community leader,
veterans, or distinguished citizen
Participate in a toys for tots campaign
Spend time with children at a shelter or
orphanage
Entertain children while parents vote
Entertain children during open house at your
school
Maintain a community bulletin board
Visit senior citizens in their homes or nursing
homes
Clean up roadsides and parks
Collect books, magazines, etc. for a senior
citizens’ home
Set up a clothing drive for those less
fortunate
Plan a food drive at Thanksgiving, Christmas,
or Easter
Walk dogs for the animal shelter
Sponsor a baby picture contest at your
school. Great for football or basketball team.
Have students enter the contest to guess the
baby picture “match” up
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Management and Interpersonal Skills
Computer Technician Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, students will defend the purpose of management as it relates to efficient
operation of an information technology project. Students will discuss the relationship of interpersonal and
team-building skills and how these skills are used by effective managers.
Specific Objectives
 Students will identify the three levels of management.
 Students will theorize how a self-managing team functions.
 Students will evaluate the five functions of management.
 Students will discuss the difference between traditional and horizontal organizations.
 Students will explain how interpersonal and team-building skills are vital to employee, management,
and customer interaction.
 Students will demonstrate effective interpersonal and team building skills by working together to
complete various IT projects.
This unit should take 25 class days to complete, including presentation days.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the activities may
result in the elimination of any or all of the TEKS listed.
130.275. Computer Technician Practicum (c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(B) identify and demonstrate positive personal qualities such as flexibility, open-mindedness, initiative,
listening attentively to speakers, and willingness to learn new knowledge and skills;
(C) employ effective reading and writing skills;
(D) employ effective verbal and nonverbal communication skills;
(E) solve problems and think critically;
(F) demonstrate leadership skills and function effectively as a team member;
(I) demonstrate planning and time-management skills such as project management and storyboarding.
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(3) The student applies academic knowledge and skills to research and develop projects. The student is
expected to:
(A) demonstrate effective use of written, verbal, and visual communication techniques consistent with
information technology industry standards;
(B) complete work orders and related paperwork for repair and installation;
(C) estimate supplies, materials, and labor costs for installation, maintenance, and repair work orders;
and
(D) read and interpret technical documentation such as schematics, drawings, charts, diagrams,
technical manuals, and bulletins.
(4) The student applies communication, mathematics, English, and science knowledge and skills to
research and develop projects. The student is expected to:
(A) demonstrate proper use of written, verbal, and visual communication techniques consistent with
information technology industry standards;
(B) demonstrate proper use of mathematics concepts as they apply to the development of products or
services; and
(C) demonstrate proper use of science principles to the development of products or services.
(5) The student creates a technological solution for a problem in the field of information technology. The
student is expected to:
(F) describe the architecture of various computer systems;
(G) describe the function of central processing units, storage devices, peripheral devices, and
microprocessor units; and
(H) explain computer system environmental requirements and related control devices.
(6) The student designs, creates, and implements a product or service that addresses a problem in the field
of information technology and incorporates the solution. The student is expected to:
(B) employ available reference tools, materials, and Internet sources to access information as needed;
(7) The student applies the essential knowledge and skills for computer technologies to career
preparation, job shadowing, mentoring, or apprenticeship training in simulated and actual work
situations. The student is expected to:
(A) identify a problem relating to information technology;
(B) develop a solution using appropriate technologies, information technology concepts, and
information technology industry standards;
(C) explain how the proposed technological solution will resolve the problem and the methodologies
involved;
(D) apply decision-making techniques to the selection of technological solutions;
(E) identify areas where quality, reliability, and safety can be designed into a product or service;
(F) apply critical-thinking strategies to the analysis and evaluation of the proposed technological
solution;
(G) develop a sustainability plan for the product or service;
(H) select and use the appropriate technological resources to conduct research, design, and
development activities;
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(I) develop the documentation of the research and development process; and
(J) present the solution to a panel of professionals using formal presentation skills.
(8) The student employs project management knowledge to oversee information technology projects. The
student is expected to:
(A) implement project methodologies to manage information system projects;
(B) define the scope of work to achieve individual and group goals;
(C) develop time and activity plans to achieve objectives;
(D) implement or participate with cross-functional teams to achieve information technology project
goals;
(E) develop and implement quality assurance test plans; and
(F) create a contingency plan.
(9) The student recognizes and analyzes potential information technology security threats to develop and
maintain security requirements. The student is expected to:
(A) describe potential security threats to information systems;
(B) identify the range of security needs and the problems that can occur due to security lapses;
(C) develop and implement plans to address security threats;
(D) document security procedures; and
(E) describe the use of computer forensics in countering security threats such as information technology
crimes and security breaches.
(12) The student provides support to computer users to maintain service. The student is expected to:
(A) develop a written disaster recovery plan; and
(B) develop a written preventive maintenance plan.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of strategies to read
unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative language, idioms,
multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The student
is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
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(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively in groups;
(5)(B) use language clearly and appropriately;
Tasks
 Students will take notes, as directed by the teacher.
 Students will complete individual and group assignments.
 Students will present their projects to the class.
Accommodations for Learning Differences
Lessons must accommodate the needs of every learner. These lessons may be modified to accommodate your
students with learning differences by referring to the files found on the Special Populations page of this
website (cte.unt.edu).
Preparation
 Secure a computer lab, if none is readily available in the classroom.
 Copy the handouts and assignments.
Instructional Aids
 Student handouts and multi-media presentations
Materials Needed
 Copies of assignments, computer with lab access
Equipment Needed
 Teacher computer and printer
 Projector (for digital presentation)
 Computers for internet research
Introduction
Learner Preparation
 Ask what makes management effective.
 Ask what character traits are common in “good” managers.
 Explain how interpersonal skills are important in the work place.
Lesson Introduction
 Ask the class if anyone has ever had to “manage” other people.
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Explain how effective interpersonal skills are necessary for managers to function in business.
Tell students the information they will learn in this lesson will be important to them in their chosen
career fields.
Outline
MI
OUTLINE
Management
I.
Management: Another
piece of the puzzle
Terminology
Management Structures
Management Functions
Management Styles
An Effective Manager…
II.
III.
IV.
V.
VI.
I.
Interpersonal Skills
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
Interpersonal Skills
Personal Traits
Personal Ethics
Creativity, Initiative,
Responsibility
Attitude
Self-control or Orderliness
Self-awareness and
Willingness to Change
Self esteem
Empathy
Personal Skills
Goal Setting
NOTES TO TEACHER
Teacher will hand out student
notes sheets and go over the
material, using the multi-media
presentation.
Teacher will lead the discussion
of material, using multimedia
presentations for management
and interpersonal skills.
Students will complete all
activities, whether individually
or in pairs or groups at the
discretion of the teacher.
This unit will easily take 25 class
days due to the length of the
projects assigned.
Teacher will move about the
classroom and will monitor the
students’ progress while the
students assume the role of
self-director.
It is suggested that the students
present all projects to the class.
Option: The teacher may want
to set up a competition among
the students and offer a small
prize. Counselors or school
administrators could serve as
judges.
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Multiple Intelligence Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/
Rhythmic
Naturalist
Verbal/
Linguistic
Visual/
Spatial
Application
Guided Practice
Guided Practice
The teacher will present the multimedia presentations (one each for management and interpersonal skills)
and have students complete the included assignments. The teacher has discretion whether to assign some of
the larger projects to pairs or small groups instead of individual students.
Independent Practice
 Students will research and plan a Taste of Technology program within their community.
 Students will research and develop a bid for the purchase and installation of a computer network.
Summary
Review
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We all possess personal traits that make us unique.
Everyone has a set of personal ethics; however, the degree to which we use them is an individual
choice.
Developing and using effective interpersonal skills is necessary for successful managers.
Evaluation
Informal Evaluation
The teacher has discretion how to grade the daily work and desk assignments. The teacher will
monitor the students’ work to check for understanding.
Formal Evaluation
Students will complete extensive projects to demonstrate knowledge of material covered in this
unit. Rubrics have been provided.
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Management: Another Piece of the Puzzle
Student Notes
TERMINOLOGY:
VERTICAL INTEGRATION:
______ to __________ management structure of an organization (consists of ____________, ____________,
and __________________levels).
TOP MANAGEMENT:
Makes _______________ affecting ____________; decisions have _______________ effect on the company.
MIDDLE MANAGEMENT:
_________________ the _________________ of ________ management; plan ways to implement
___________; communicate with __________________ level management.
SUPERVISORY LEVEL MANAGEMENT:
_________________ the activities of employees; _________________the instructions of Middle and Top
management; _____________tasks and __________________ performance of employees.
HORIZONTAL ORGANIZATION:
_______________________teams set their own _________ and make their own ______________.
Organized by _____________ instead of ______________.
EMPOWERMENT:
__________________ team members’ _____________________ and willingness to take _________________.
MANAGING:
______________________ the___________ of an organization through its __________ and_______________.
ORGANIZING:
Bringing people, activities, and resources together for the _____________ of the company.
STAFFING:
______________ _______________ with the __________ to be done.
CONTROLLING:
__________________ performance; ___________________performance with company __________________
and goals for effective outcome.
LONG-RANGE PLANNING:
Information is ____________ and _________, serving goals ranging from one to five years; or five to ten years.
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SHORT-TERM PLANNING:
Specific objectives are identified for implementation of _______ year or _______.
Usually evaluated on ________________ or _________________ basis.
MANAGEMENT STRUCTURES:
A. Vertical Organization
1. ________________ performs ___________department function
2. _____ management
3. _______________ management
4. __________________-level
B. Horizontal Organization
1. Became ______________ due to _______________ in the _______ and __________.
2. __________ set own __________ and make own ________________.
3. ________________ oriented
4. Adopted by most _______ manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. __________________
2. __________________
B. Organizing
1. _________________________________
2. _________________________________
C. Controlling
1. Performance is __________________ and _________________ with goals
2. ________________ standards ,areas of improvement
D. Staffing
G. _____________ and________; _________; ______________ performance
E. Leading
1. _____________________ direction of business; ____________________;
_____________________________, drive
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MANAGEMENT STYLES
A. __________________:
Makes decisions with virtually no input
“_________________________________”
B. __________________:
Allows employees to make all decisions
Can be a “circus”
C. _________________:
Gets ____________________ and adjusts
when necessary
Can be slow; ___________ can be helpful
AN EFFECTIVE MANAGER
 Shows a __________ __________
o It’s ok to smile! It’s contagious!
 Cares about ___________
o Encourages and looks for the
_______ in others
o Says “________________”
 Is considerate
o Takes ___________
o Calls people by their __________
o ____________________
birthdays, anniversaries, etc.
 Listens
o _______ questions
o __________ information
 Encourages ________________
o Does not ____________
o Treats everyone ____________
o Is a _________ player
o Is __________________
 Handles ______________ quickly and
fairly
o Resolves ___________
D. ______________________:
Allows majority rule; sometimes slow
process,
but it’s easier to get employee’s approval
E. ______________________:
Manager acts as a mentor; allows employees
________ _________
Focus on results, not how work gets done
F. ______________________:
Makes decision, then takes time to convince
employees it was good
Spend time getting people to “_______”
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Communicates
o
o
Appreciates ___________ at appropriate
times
o _________ alleviates stress
o Timing must be _____________
Is ______________
o Walks in “_____________” easily
Isn’t ___________ and doesn’t
__________
o Sets a good ____________
o Isn’t a “________”
AN EFFECTIVE MANAGER also:
A. Is able to give _________ directions
B. Has skills to ___________ employees
adequately
C. Has ____________
D. Is consistent and _______, and
_________
E. Acts as a good _________________
F. Delegates __________________
G. Fosters ________________
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Management: Another Piece of the Puzzle
Student Notes
TERMINOLOGY:
VERTICAL INTEGRATION:
Top to bottom management structure of an organization (consists of Top, Middle, and Supervisory levels).
TOP MANAGEMENT:
Makes decisions affecting entire company; decisions have broadest effect on the company.
MIDDLE MANAGEMENT:
Implements the decisions of Top management; plan ways to implement goals; communicate with Supervisory
level management.
SUPERVISORY LEVEL MANAGEMENT:
Supervise the activities of employees; carry out the instructions of Middle and Top management; assign tasks
and evaluate performance of employees.
HORIZONTAL ORGANIZATION:
Self-managing teams set their own goals & make their own decisions. Organized by process instead of
function.
EMPOWERMENT:
Encourages team members’ contributions and willingness to take responsibility.
MANAGING:
Completing the work of an organization through its people and resources.
ORGANIZING:
Bringing people, activities, and resources together for the benefit of the company.
STAFFING:
Matching workers with the tasks to be done.
CONTROLLING:
Measuring performance; comparing performance with company objectives and goals for effective outcome.
LONG-RANGE PLANNING:
Information is gathered and analyzed, serving goals ranging from one to five years; or five to ten years.
SHORT-TERM PLANNING:
Specific objectives are identified for implementation of one year or less. Usually evaluated on quarterly or
semi-annual basis.
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MANAGEMENT STRUCTURES:
A. Vertical Organization
1. Manager performs particular department function well.
2. Top management
3. Middle management
4. Supervisory-level
B. Horizontal Organization
1. Became popular due to downsizing in the 1980’s and 1990’s.
Self-managing teams set own goals and make own decisions.
2. Customer oriented
3. Adopted by most car manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. Long range
2. Short range
B. Organizing
1. Arrange staff to accomplish goals
2. Organizational chart
C. Controlling
1. Performance is measured and compared with goals
2. Setting standards ,areas of improvement
D. Staffing
G. Recruit and hire; evaluate performance
E. Leading
G. Communicate direction of business; commitment; motivation; drive
MANAGEMENT STYLES
A. Autocratic:
Makes decisions with virtually no input
“My way or the highway”
B.
Chaotic:
Allows employees to make all decisions
Can be a “circus”
C. Consultative:
Gets feedback and adjusts when necessary
Can be slow; Advisory Board can be helpful
D. Democratic:
Allows majority rule; sometimes slow
process, but it’s easier to get employee’s
approval
E. Laissez-faire:
Manager acts as a mentor; allows employees
some control;
Focus on results, not how work gets done
F.
Persuasive:
Makes decision, then takes time to convince
employees it was good. Spend time getting
people to “buy in”
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AN EFFECTIVE MANAGER
 Shows a happy face
o It’s ok to smile! It’s contagious!
 Cares about others
o Encourages and looks for the good in others
o Says “thank you”
 Is considerate
o Takes interest
o Calls people by their names
o Recognizes birthdays, anniversaries, etc.
 Listens
o Asks questions
o Recalls information
 Encourages interaction
o Does not gossip
o Treats everyone equally
o Is a team player
o Is trustworthy
 Handles disagreements quickly and fairly
o Resolves conflict
 Communicates clearly
o Written
o Oral
 Appreciates humor at appropriate times
o Humor alleviates stress
o Timing must be appropriate
 Is empathetic
o Walks in “others shoes” easily
 Isn’t negative and doesn’t whine
o Sets a good example
o Isn’t a “cry baby”
AN EFFECTIVE MANAGER also
A. Is able to give clear directions
B. Has skills to train employees adequately
C. Has vision
D. Is consistent and fair and firm
E. Acts as a good example
F. Delegates responsibilities
G. Fosters initiative
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Interpersonal Skills
Student Notes
I.
Personal Traits
Personal ethics
Creativity, initiative and responsibility
Attitude
Self-control or orderliness
Self-awareness and willingness to change
Self esteem
Empathy
Personal ethics:
 _______________________
 _______________________
 _______________________
Creativity initiative and responsibility
 _______________________
 _______________________
 _______________________
Attitude
 _______________________
o _______________________
o _______________________
Self-control or orderliness
 _______________________
 _______________________
Self-awareness and willingness to change
 _______________________
 _______________________
 _______________________

Self-esteem
 _______________________
 _______________________
 _______________________
o
o
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Empathy
 _______________________
 _______________________
I.
Personal Skills
Assertiveness:



Time Management:



Goal Setting:




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Interpersonal Skills KEY
Student Notes
I.
Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self Esteem
Empathy
Personal ethics:
 Honesty
 Integrity
 Play Fair
Creativity Initiative and Responsibility
 Find new ways to do your job (cuts boredom)
 Doing what needs to be done without being told
 Be accountable for your actions
Attitude
 Develop a positive attitude
o View difficult assignments as a challenge
o Positive attitude flows over into other areas
Self-Control/Orderliness
 Tactfulness…what does it mean?
 A must when dealing with difficult customers
Self-Awareness & Willingness to Change
 Make a list of strengths & weaknesses
 You may think you know everything!
 The first 100 years are the hardest!
 Adaptable employees are valuable
Self-Esteem
 The way you see yourself---your value
 Demonstrate self-esteem on the job by showing confidence in your work
 Build Customers’ self-esteem too
o Call them by name
o Smile and greet them
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Empathy
 Understand another’s situation or frame of mind
 Putting oneself in another’s place
II.
Personal Skills
Assertiveness:
 Stand up for yourself, but don’t be pushy
 Don’t boss others
 Make sure you know what you’re talking about
Time Management:
 Budget your time
 Don’t over-commit yourself or you will regret it
 Sometimes “NO” is okay!
Goal Setting:
 What do you want out of:
o Life
o Career?
o Personal Relationships?
 Where do you plan to be in ______ years?
o Continue to ask yourself this question!
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“Taste of Technology in ________ County”
OBJECTIVE
Students will use management decision-making skills to complete all the necessary tasks of staging a
technology event.
MATERIALS NEEDED:
 Computers;
 projector;
 Internet access;
 paper and
 printer for print items
PROCEDURE:
You are the Chairperson of the “Taste of Technology in “Your County” (You supply the name of your
county) Committee. Your goal is to ensure 100% occupancy by IT solutions providers located within
YOUR County. You have space for 45 booths. The event will take place on PICK A DATE. Your duties are
as follows:
1.
2.
3.
4.
5.
6.
7.
8.
Determine your target market (Who you want to draw to your event).
Select the IT solutions providers who will participate (plan for variety).
Decide on admission charges.
Plan the arrangement, or the floor plan for the event.
Secure the site (must be in YOUR County). Look up the location on Internet.
Decide how you will promote the event to the public.
What type of entertainment will be provided? When? Variety?
Advertising:
a. 1 direct mail (postcard or flyer)
b. 1 press release (story that tells who, what, where, when, why) and you must include at least
2 quotes from someone who has participated in the past;
c. 1 TV commercial (use multimedia software or a video production software)
d. 1 Non-traditional promotion such as an airplane trailer, a 3-D printer demonstration, etc.
9. Design a layout, or floor plan, and list the participating IT solutions providers in their booth
locations. (Use word processing software.)
10. What considerations did you take in deciding where to locate the participating IT solutions
providers within your chosen site?
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Taste of Technology Presentation Rubric
Presentation Title
Name
Teacher
Date of Presentation
Title of Work
Criteria
Organization
Content
Knowledge
0–5
6 – 10
11 – 15
16 - 20
Audience cannot
understand
presentation because
there is no sequence
of information.
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable with
information and is
able only to answer
rudimentary
questions.
Student occasionally
used visuals that
rarely support text
and presentation.
Student presents
information in
logical sequence
which audience
can follow.
Student presents
information in
logical, interesting
sequence which
audience can follow.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Student used visuals
to reinforce screen
text and
presentation.
Student does not have
grasp of information;
student cannot
answer questions
about subject.
Student used no
Visuals visuals.
Mechanics
Delivery
Points
Student is at
ease with
content, but fails
to elaborate.
Visuals related
to text and
presentation.
Student’s
presentation had four
or more spelling
errors and or
grammatical errors.
Presentation had
three misspellings
and or grammatical
errors.
Presentation had
no more than
two misspellings
and or
grammatical
errors.
Presentation had no
misspellings or
grammatical errors.
Student mumbles,
incorrectly
pronounces terms and
speaks too quietly for
students in the back of
the class to hear.
Student incorrectly
pronounces terms.
Audience members
have difficultly
hearing
presentation.
Student’s voice
is clear. Student
pronounces
most words
correctly.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Total
Teacher Comments:
88
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Computer Firm Challenge Part I
You will build on this assignment in the next lesson, so please plan accordingly.
Objective
Students will use management and leadership skills learned in order to successfully complete all
assigned tasks in this computer network development project.
Materials Needed:
 Computers
 Internet access
 printer, and
 paper for proposal and brochure
First rule of thumb…Be sure to read the through the whole project before beginning.
Orulux Information:
Your team works for Forward Thinking Solutions. You have been asked to submit a contract bid by
Orulux industries. Your manager has tasked you with the project. You are to design a stable secure
network for Orulux.
Part I: Group Formation and Preparation
A. Decide on a team leader and divide all tasks.
B. Determine the responsibilities of each team member. Some suggestions include:
1. Project lead – responsible for entire project and maintaining timelines
2. Accounting – responsible for purchasing and finances of project
3. Lead Computer Technician – responsible for hardware and software selection and
installation
4. Network Technician – responsible for all network aspects of the project including network
mapping, server installation and network setup
5. Network Security Technician – responsible for all security aspects of the project including
hardware and software
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Part 2: Development, Research, and Implementation
Your team must create a final plan for the proposed network. Orulux is a mid-sized firm currently
consisting of 100 computers and 5 departments. Each department is currently running their own peerto-peer configuration. They need to upgrade their existing system according to the following
specifications.
 Each department must be set up with computers appropriate to their usage.
 Each department requires constant and reliable network communication.
 Because of the nature of their work, Orulux is requesting strong security measures.
 You are to add to the current inventory the following hardware:
o Research and Development – 130 computers that do intensive calculations and 3D CAD
work
o Accounting – 20 computers that primarily use inventory tracking, purchasing, and sales
o Maintenance – 15 computers that control environmental systems and equiment tracking
o Management – 20 computers used primarily for correspondance, reports, and
presentations
o IT – 8 computers and 2 servers used for IT inventory tracking, IT purchasing, network
control, and file sharing
 Switch from peer-to-peer network configuration to a client/server network.
 User names
 Strong password requirements
Things to consider:
1. What type of network are you going to implement?
2. Security is of utmost concern to Orulux, as they are designing highly classified components.
3. Disaster recovery must be implemented.
4. How will you handle staff training?
5. What is the timeline for implementation of your network proposal?
i. Did you build in time for unforseen problems?
Written Report
Type a summary on the following (1 page minimum)
 What types of computers did you choose and how many of each?
 What software did you recommend and why?
 What type of security did you choose to implement and why (hardware or software)?
 What is the total cost of your proposed network?
90
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Computer Firm Challenge Part II
Objective
Students will use the information they gathered in the previous assignment to create a formal bid
proposal for presentation to industry representatives.
Materials Needed:
 Computers,
 Internet access,
 projector for presentations,
 printer, and
 paper for proposal and brochure
Student Directions:
Using the information you researched and developed in Computer Firm Challenge Part I, you are to
create a formal bid and presentation for Orulux.
Address the following in your proposal and presentation:
 Current network operation
 Current inventory of computers
 Software requirements and recommendations
 Security implementation
 Disaster recovery
 Proposed network design
 Timeline of implementation
 Staff training
 Service plan
o Will you offer it and what does it cover?
 What is the total bid for your contract?
You must include the following:
 A typed proposal for the bid (limited to 7 pages)
 A storyboard describing the work breakdown structure
The project must be neat and look professional.
All written information must be typed, formatted, and documented using a word processing program.
Prepare a multimedia presentation or video to present your proposal to the Orulux Board of Directors.
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Computer Firm Challenge I Project Rubric
Presentation Title:
Name
Teacher
Below
Average
Satisfactory
Excellent
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Managed time wisely
1, 2, 3
1, 2, 3
1, 2, 3
Acquired needed knowledge base
1, 2, 3
1, 2, 3
1, 2, 3
Communicated efforts with teacher
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
Format (required # if slides present)
1, 2, 3
1, 2, 3
1, 2, 3
Mechanics of speaking and or writing
1, 2, 3
1, 2, 3
1, 2, 3
Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
Creativity
1, 2, 3
1, 2, 3
1, 2, 3
Demonstrated knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
Has clear vision of final product.
Directions were followed
Properly organized to complete project
Product (Project)
Total:
Total Score:
Teacher Comments:
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Computer Firm Challenge Part II Rubric
Presentation Title:
Name:
Date of Presentation:
Criteria
1
Organization
Audience cannot
understand
presentation
because there is
no sequence of
information.
Content
Knowledge
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Visuals
Mechanics
Delivery
Student used no
visuals.
Student's
presentation had
four or more
spelling errors and
or grammatical
errors.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for
students in the
back of class to
hear.
2
Teacher:
Title of Work:
Points
3
4
Student presents
information in
logical sequence
which audience
can follow.
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Student occasional
used visuals that
rarely support text
and presentation
Visuals related to
text and
presentation.
Student used
visuals to
reinforce screen
text and
presentation.
Presentation had
three misspellings
and or
grammatical
errors.
Presentation has
no more than two
misspellings and
or grammatical
errors.
Presentation has
no misspellings or
grammatical
errors.
Student
incorrectly
pronounces terms.
Audience
members have
difficulty hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Points
Earned
Total Points
Teacher Notes:
93
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Goin’ Global
Computer Technician Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will investigate and formulate a plan to create a global
mobile application.
Specific Objectives
 Students will learn about interdependence among nations.
 Students will assess the benefits of international trade.
 Students will determine the cultural, economic, and political factors that should be considered
when deciding whether to do business abroad.
 Students will interpret the standard business practices involved in conducting international
application development
This lesson should take 5 class days to complete.
Preparation
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the activities
may result in the elimination of any or all of the TEKS listed.
130.275. Computer Technician Practicum
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills required by business and
industry. The student is expected to:
(B) identify and demonstrate positive personal qualities such as flexibility, open-mindedness,
initiative, listening attentively to speakers, and willingness to learn new knowledge and skills;
(C) employ effective reading and writing skills;
(D) employ effective verbal and nonverbal communication skills;
(E) solve problems and think critically;
(F) demonstrate leadership skills and function effectively as a team member;
(H) demonstrate an understanding of legal and ethical responsibilities in relation to the field of
information technology; and
(I) demonstrate planning and time-management skills such as project management and
storyboarding.
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(3) The student relates core academic skills to the requirements of computer technologies. The
student is expected to:
(A) demonstrate effective verbal and written communication skills with individuals from varied
cultures such as fellow workers, management, and customers;
(B) complete work orders and related paperwork for repair and installation;
(C) estimate supplies, materials, and labor costs for installation, maintenance, and repair work
orders; and
(D) read and interpret technical documentation such as schematics, drawings, charts, diagrams,
technical manuals, and bulletins.
(6) The student knows the proper function and application of the tools, equipment, technologies,
and materials used in computer technologies. The student is expected to:
(B) employ available reference tools, materials, and Internet sources to access information as
needed;
(7) The student applies the essential knowledge and skills for computer technologies to career
preparation, job shadowing, mentoring, or apprenticeship training in simulated and actual work
situations. The student is expected to:
(A) identify a problem relating to information technology;
(B) develop a solution using appropriate technologies, information technology concepts, and
information technology industry standards;
(C) explain how the proposed technological solution will resolve the problem and the
methodologies involved;
(D) apply decision-making techniques to the selection of technological solutions;
(E) identify areas where quality, reliability, and safety can be designed into a product or service;
(F) apply critical-thinking strategies to the analysis and evaluation of the proposed technological
solution;
(G) develop a sustainability plan for the product or service;
(H) select and use the appropriate technological resources to conduct research, design, and
development activities;
(I) develop the documentation of the research and development process; and
(J) present the solution to a panel of professionals using formal presentation skills.
(8) The student employs project management knowledge to oversee information technology
projects. The student is expected to:
(A) implement project methodologies to manage information system projects;
(B) define the scope of work to achieve individual and group goals;
(C) develop time and activity plans to achieve objectives;
(D) implement or participate with cross-functional teams to achieve information technology
project goals;
(E) develop and implement quality assurance test plans; and
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(F) create a contingency plan.
(12) The student provides support to computer users to maintain service. The student is expected to:
(A) develop a written disaster recovery plan; and
(B) develop a written preventive maintenance plan.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of strategies to
read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative language,
idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The
student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively in
groups;
(5)(B) use language clearly and appropriately;
Tasks
 Students will take notes and keep them in their notebook.
 Students will complete all assignments in a timely manner.
Accommodations for Learning Differences
Lessons must accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Make copies of all handouts for this unit.
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 Secure a computer lab, if one is not readily available to your class.
Instructional Aids
 Student handouts
Materials Needed
 Copies of assigned activities
 Internet access
Equipment Needed
 Computer lab
 Teacher computer
 Projector (for digital presentation)
References and Helpful web-sites


SelectUSA - http://selectusa.commerce.gov/industry-snapshots/software-and-informationtechnology-services-industry-united-states
Search the internet for information on establishing international IT networks.
Introduction
Learner Preparation
 Ask why it is necessary to get goods from other countries.
 Ask why our government puts trade restrictions on imports.
 How do emerging nations become involved in international trade?
Lesson Introduction
 Show the multi-media presentation and lead class in a discussion.
 Explain how all leading nations are interdependent.
 Discuss the impact of cultural and social environments on global trade.
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Outline
MI
OUTLINE
Terminology
(Students will fill in blanks from the
multi-media presentation)
Business Cycle: (diagram in
presentation)
Prosperity
Inflation
Recession
Depression
U.S. and International Trade
”Approximately 1/3 of world-wide
production is sold outside of the
“home” country;
Raw materials
Manufactured goods
Services as popular exchanges
Data is transferred
Businesses are Going Global
Changing markets
Foreign markets draw attention
Competition
Demand
Government support
NOTES TO TEACHER
Each student should have a
Student Notes sheet to complete
during the multi-media
presentation. Explain to the class
that the vocab will be on an exam
so it is important they fill in all
blanks.
Have students take notes to keep
in notebook.
Notes Extension Activity: Hand
out the assignment sheet and
complete in class. You may want
the group to partner up or just
have each student complete it
individually. This is one reason
why students should have taken
notes! DISCUSS the questions.
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Importance of International Trade
Over 250,000 U.S. businesses export
products
11% of GNP
95% are small to med. Sized
Eight of top 100 SaaS vendors are
based in U.S.
Export over $500 billion in products
Wholesalers export over $100 billion
U.S.is 2nd largest exporter
U.S. is home to nine of the world’s
largest software companies
U.S. trade deficit in 1971
Assign “Cultural Differences”
project. This project will take
approximately 3 to 4 class periods
to complete and 1 to 2 class
periods to present to the class.
*Note: prior to the onset of this
activity, the teacher will need to
go to the website and pre-select
the countries to use. Try to get
countries that are not popular and
those that are not in the news as
much, in order for the students to
really learn something when
researching.
This activity allows for great class
discussion, especially when the
students present the final section.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
The teacher will present the multimedia presentation while students take notes using their handout.
Students will work in class to complete the Notes Completion Activity to ensure understanding of the
material.
Independent Practice
 Students will use research skills to investigate customs and culture of various countries.
 Students will utilize their newfound information to simulate establishing an international
business network.
Summary
Review
 Why do countries trade with each other?
 Why do governments put trade restrictions on businesses?
 Why is it important to an economy to maintain a balance of trade?
Evaluation
Informal Evaluation:
Project progress will be assessed daily. The teacher will become the facilitator, since the Cultural
Differences and Globalization activities are student-driven. As a suggestion, the teacher may want to
have students evaluate their peers as well. If so, copy extra rubrics ahead of time.
Formal Evaluation:
Rubrics will be used to assess completed projects.
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Global Economy
Student Notes
Fill in the blanks as we discuss the multi-media presentation. Keep this as a study guide.
TERMINOLOGY:
________:
North American Free Trade Agreement
______:
World Trade Organization
_____:
European Union
International Trade: The _____
of products/services to people in _______ countries
Imports:
Products/services _______________ from another _____________
Exports:
Products/services _______ to _____________ country
Indirect Exporting:
company;
Marketers with ______________ experience __________ the ____________
____________ for the _________ of products in other countries
Direct Exporting:
Company handles ____ responsibilities to market products in other ___________
Balance of Trade:
The ________________ between a country’s _________ and __________
Foreign Production: A company ______ and __________ production ___________ in another country
Joint Venture:
____ or_____ companies in ____________ countries with _____________
interests develop a ______________ to join in __________
______________activities
Multinational Companies:
conduct
Businesses that have_________________ all over the ___________ and
planning for _________________ markets
Pre-industrial Economy:
living
Based on __________ and ______ ______development; _____ standard of
Post-industrial Economy:
in
Based on____ of business & consumer __________ produced & marketed
the__________ marketplace
Gross Domestic Product:
in____ year
The ________ $ value of all ___________ produced within a country
Gross National Product:
_____________)
The total___________ of all goods/services (_____________
produced within a country in one year
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Quota:
____________
_________ on the numbers of ___________ _________ of products
_________________ can ______ in a country
Tariffs:
__________
_________ placed on imported products to increase the ____________
Subsidy:
products
__________ provided to a business to _______ in the development and sale of
Standard of Living:
A ______________ of the quality of life for the citizens of a country
Productivity:
The____________ output by workers for a ______________ period of time
Purchasing Power:
money
The ___________ of goods/services that can be bought with a _____$ amount of
Consumer Price Index: The _____________ in the ________ of a specified set of goods over _______
____________ _________: Consists of 4 stages: Prosperity, Recession, Depression and Inflation
U.S. and International Trade
”Approximately _____ of world-wide production is sold _________ of the _______ country
The bulk of products that Americans use daily are_______________
U.S. __________music, movies, cars, airplanes and food items
International Trade is Changing:
Raw materials once were an _____________ commodity; today makes up less than ____ of
exports
world’s
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__________________ goods/services are most popular
________(communications, travel, education, and financial) are most popular exchanges between
_________
_______ is transferred via phone, fiber optics, or satellite on a daily basis
Businesses are Going Global
_____________ are changing.
____________ markets are enticing to ________________ businesses who experience dropping sales &
profit
Foreign markets are another way to expand ________________and increase worldwide ___________for
products
Benefit of international marketing: __________________ support is available
Importance of International Trade
U.S. economy: over ___________ businesses _________ products
Accounts for over _____ of GNP
_____ of U.S. exporting businesses are small to medium sized
Manufactures ________ over $500 billion of products
Wholesalers export over $____ billion worth of products
U.S. is __________ largest exporter
_____________ is #1 exporter
U.S. is #1 ___________ of products
Germany is _____ importer
_____ had 1st_________ deficit of the 20th Century in ______
(imports exceeded exports by over $1 billion that year)
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Goin’ Global
Student Notes
UPDATE ACCORDING TO YOUR SUBJECT. EXAMPLE PROVIDED BELOW
Fill in the blanks as we discuss the multi-media presentation. Keep this as a study guide.
TERMINOLOGY:
NAFTA:
North American Free Trade Agreement
WTO:
World Trade Organization
EU:
European Union
International Trade: The sale of products/services to people in other countries
Imports:
Products/services purchased from another country
Exports:
Products/services sold to another country
Indirect Exporting:
for the
Marketers with exporting experience represent the exporting company; arranges
sale of products in other countries
Direct Exporting:
Company handles all responsibilities to market products in other countries
Balance of Trade:
The difference between a country’s imports and exports
Foreign Production: A company owns and operates production facilities in another country
Joint Venture:
Two or more companies in different countries with common interests develop a
relationship to join in common business activities
Multinational Companies:
Businesses that have operations all over the world and conduct planning
for world-wide markets
Pre-industrial Economy:
Based on agriculture and raw material development; low standard of living
Post-industrial Economy:
Based on mix of business & consumer products/services produced &
marketed in the global marketplace
Gross Domestic Product:
The total $ value of all goods/services produced within a country in one
year
Gross National Product:
The total $ value of all goods/services (including imports) produced within
a country in one year
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Quota:
Limits on the numbers of certain types of products foreign companies can sell in a
country
Tariffs:
Taxes placed on imported products to increase the selling price
Subsidy:
Money provided to a business to help in the development and sale of products
Standard of Living:
A measure of the quality of life for the citizens of a country
Productivity:
The average output by workers for a specified period of time
Purchasing Power:
money
The amount of goods/services that can be bought with a specific $ amount of
Consumer Price Index: The variance in the cost of a specified set of goods over time
Business Cycle:
Consists of 4 stages: Prosperity, Recession, Depression and Inflation
Prosperity
Prosperity
Recovery
Recession
Depression
U.S. and International Trade
The bulk of products that Americans use daily are imported
U.S. exports music, movies, cars, airplanes and food items
International Trade is changing:
Raw materials once were an abundant commodity; today make up less than 1/3 of
world’s exports
Manufactured good/services are most popular
Services (communications, travel, education, and financial) are most popular exchanges
between countries
Data is transferred via phone, fiber optics, or satellite on a daily basis
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Businesses are Going Global
Markets are changing.
Foreign markets are enticing to domestic businesses who experience dropping sales &
profit
Foreign markets are another way to expand competition and increase worldwide demand
for products
Benefit of international (INSERT YOUR PROGRAM HERE): Government support is available
Importance of International Trade
U.S. economy: over 250,000 businesses export products
Accounts for over 11% of GNP
95% of U.S. exporting businesses are small to medium sized
Manufacturers export over $500 billion of products
Wholesalers export over $100 billion worth of products
U.S. is second largest exporter
Germany is #1 exporter
U.S. is #1 importer of products
Germany is #2 importer
U.S. had 1st trade deficit of the 20th Century in 1971
(imports exceeded exports by over $1 billion that year)
106
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Cultural Differences Project Country Selection
Teacher Directions:
You will need two copies of this list (or add your own selections). One cut in strips so the students can
draw to see which country (and partner) they will get and the other is to be used to write the students’
names beside the country so you will have record of which students are assigned to which country.
India
India
Wales
Wales
Portugal
Portugal
Denmark
Denmark
Australia
Australia
Peru
Peru
China
China
Nigeria
Nigeria
Japan
Japan
Poland
Poland
United Arab Emirates
United Arab Emirates
Algeria
Algeria
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Austria
Austria
Norway
Norway
Russia
Russia
Columbia
Columbia
Iceland
Iceland
Korea
Korea
Switzerland
Switzerland
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CULTURAL DIFFERENCES
Globalization Part I
OBJECTIVE
Students will research an assigned country to obtain required information. This information will be used
to market your previously developed business network in your given country.
PROCEDURE
You have been assigned a country to research using the website below. You are to read over the
following categories and take notes. Compare your country’s information with the United States.
www.cia.gov/library/publications/the-world-factbook/
Country
Language
Religion
General Attitudes:
Personal Appearance:
CUSTOMS AND COURTESIES
1. Greetings
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2. Gestures
3. Visiting
4. Eating
LIFESTYLE
1. Family
2. Dating or Marriage
3. Diet
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4. Recreation
5. Commerce
SOCIETY
1. Government
2. Economy
3. Transportation/communication
4. Education
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Literacy Rate:______________________
5. Health
Life Expectancy:_______________
_____
112
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Globalization Part II and Computer Firm Challenge Part III:
Taking Your Network International
Country to which you are expanding your network
Now that you have concluded your investigation you will complete Part II.
Directions
Congratulations! Oculux is expanding their business and have tasked your firm with handling the
network expansion. Using the information you gathered in Part I of this assignment and Parts I and II of
your Computer Firm Challenge, create a plan to expand their network to the country to which you were
assigned. Design a multimedia presentation detailing how you will handle the expansion. As well as
including information from your research, you will need to address the following issues:








What design issues you will need to address?
o If so what changes will need to be made?
Are you going to have localized support?
Are there regional software issues?
What about security?
o How are you going to address security issues in data transfer, email, etc.?
Are there any regional colloquialisms or language issues you will need to address?
Are there any regional internet restriction issues that need to be taken into consideration?
What pricing issues will you face for internet and or network service in your assigned region?
How will you locate and obtain local support in your assigned region?
Project Pointers:
You will be graded on the following:
1. Participation with your partner
2. Daily progress on the computer
3. Appropriateness of your selections
4. Slide presentation to the class (oral)
5. Appearance of slide presentation (minimum of 14 slides)
6. Your appearance
7. Realistic nature of the project
8. Presentation: Audience will be from the “country” which has been assigned to you.
All people must present. Be as detailed as possible. Be as creative as possible.
Think outside the box.
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Detail Sheet
Record each person’s responsibilities for this project. Check off the tasks as they are completed. This
will be a graded portion of your project.
Assigned Task
Name
Task
Completed On
(MM/DD/Year)
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Cultural Differences Presentation Rubric
Name
Presentation Title
Date of Presentation
Criteria
Country
Teacher
Title of Work
Points
1
2
3
4
Organization
Audience cannot
understand
presentation
because there is
no sequence of
information.
Audience has
difficulty following
presentation
because student
jumps around.
Student presents
information in
logical sequence
which audience
can follow.
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Content
Knowledge
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student is at ease
with content, but
fails to elaborate.
Visuals
Mechanics
Delivery
Student used no
visuals.
Student's
presentation had
four or more
spelling errors and
or grammatical
errors.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for
students in the
back of class to
hear.
Points
Earned
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Student used
visuals to
reinforce screen
text and
presentation.
Student occasional
used visuals that
rarely support text
and presentation.
Visuals related to
text and
presentation
Presentation had
three misspellings
and or
grammatical
errors.
Presentation has
no more than two
misspellings and
or grammatical
errors.
Presentation has
no misspellings or
grammatical
errors.
Student
incorrectly
pronounces terms.
Audience
members have
difficulty hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total Points
Teacher Notes:
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Teacher-Facilitator Rubric
(To be used to grade daily work as part of a major group or partner project)
Name:
Teacher:
Date:
Title of Work:
Skills
Criteria
0
10
Points
15
20
Helping
The teacher observed the None of the Time Some of the Time Most of the Time All of the Time
students offering assistance to
each other.
Listening
The teacher observed students None of the Time Some of the Time Most of the Time All of the Time
working from each other's ideas.
Participating:
The teacher observed each None of the Time Some of the Time Most of the Time All of the Time
student contributing to the
project.
Persuading:
The teacher observed the None of the Time Some of the Time Most of the Time All of the Time
students exchanging, defending,
and rethinking ideas.
Sharing:
The teacher observed the
students offering ideas and None of the Time Some of the Time Most of the Time All of the Time
reporting their findings to each
other.
Total Points
____
____
____
____
____
____
Teacher Comments:
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Globalization II: International Network Expansion Project Rubric
Project Title:
Name:
Teacher:
Below
Average
Satisfactory
Excellent
Has clear vision of final product. Directions were followed
1, 2, 3
1, 2, 3
1, 2, 3
Properly organized to complete project
1, 2, 3
1, 2, 3
1, 2, 3
Managed time wisely
1, 2, 3
1, 2, 3
1, 2, 3
Acquired needed knowledge base
1, 2, 3
1, 2, 3
1, 2, 3
Communicated efforts with teacher
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
Format (required # if slides present)
1, 2, 3
1, 2, 3
1, 2, 3
Mechanics of speaking and or writing
1, 2, 3
1, 2, 3
1, 2, 3
Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
Creativity
1, 2, 3
1, 2, 3
1, 2, 3
Demonstrated knowledge
Total:
1, 2, 3
1, 2, 3
1, 2, 3
Process
Product (Project)
Total Score:
Teacher Comments:
117
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Math
Computer Technician Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will be able to convert between different numbering
systems and correctly write mathematical formulas for use in computer programs.
Specific Objectives
 Students will explain the concept of binary.
 Students will convert numbers between binary and decimal.
 Students will explain the concept of hexadecimal.
 Students will convert numbers between hexadecimal, binary, and decimal.
 Students will solve and write equations as utilized in computer programming.
This lesson should take 10-12 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may
result in the elimination of any or all of the TEKS listed.
130.275. Computer Technician Practicum
(c) Knowledge and skills.
(4) The student applies communication, mathematics, English, and science knowledge and skills to
research and develop projects. The student is expected to:
(B) demonstrate proper use of mathematics concepts as they apply to the development of
products or services; and
(C) demonstrate proper use of science principles to the development of products or services.
(5) The student knows the concepts and skills that form the basis of computer technologies. The
student is expected to:
(B) define the use of Boolean logic in computer technologies;
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Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of strategies to
read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative language,
idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The
student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively in
groups;
(5)(B) use language clearly and appropriately;
Tasks
 Students will utilize provided notes and slide presentation to complete notes pages.
 Students will complete worksheets.
Accommodations for Learning Differences
Lessons must accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (http://cte.unt.edu).
Preparation
 Copy the handouts.
 Have multimedia presentations ready to show the class.
Instructional Aids
 Student Notes sheet
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 Student worksheets
Materials Needed
 Copies
 pencils
Equipment Needed
 Teacher computer
 Projector (for slide presentation)
Introduction
Learner Preparation
 Review slides 1 - 6 of the multimedia presentation with the class (positional numbering systems specifically decimal).
Lesson Introduction
 Ask the class:
o How is data represented within a computer system?
o How would information be more readable or user friendly for programmers and
technicians?
 Tell the class that every character and command given to a computer by a user is translated into
binary before it can be “sent” to the CPU for processing.
 Explain that in-depth computer troubleshooting requires a firm understanding of numbering
systems and how to convert between the various systems.
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Outline
MII
III.
OUTLINE
NOTES TO TEACHER
Slides 1 – 6 Decimal Review
a. Natural numbers
b. Integers
c. Positional numbering
system
d. Number base
e. Review of exponent laws
regarding 0 and 1st power
f. Review positional
numbering system
a. Hundreds
b. Tens
c. Ones
Slides 8 – 11
Converting from binary to decimal
Extension notes are provided in the
multimedia presentation. Timeline of
delivery is at discretion of instructor.
Guidelines regarding division of
information are suggestions only.
Slides 9 – 16
Converting from decimal to binary
Upon completion of slide 16, give
students the decimal to binary
worksheet.
Slides 17 – 22
Introduction to hexadecimal
Conversion from hexadecimal to
binary
Slides 23 – 26
Conversion from decimal to
hexadecimal
Slides 27 – 37
IP Addressing and logical
operators
Upon completion of slide 11, give
students the binary to decimal
conversion worksheet.
Upon completion of slide 22, give
students the hexadecimal to binary
worksheet.
Upon completion of slide 26, give
students the decimal to hexadecimal
worksheet.
Upon completion of slide 37, give
students worksheets pertain to IP
addressing.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Students will use the provided slide presentation to complete the notes handouts pages.
Independent Practice
 Students will complete all provided worksheets
o Binary to decimal
o Decimal to binary
o Hexadecimal to binary
o Decimal to hexadecimal
o Rewriting math for computer programs
o Using math in computer programs
Summary
Review
 Why is it important to know how to utilize math properly?
 What is the fundamental language of computers?
 Why was binary chosen as machine language?
Evaluation
Informal Evaluation:
 The teacher will check frequently for understanding.
 Very small work group option (peer tutoring).
Formal Evaluation:
 Worksheets and test over the material.
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Binary, Hex, and Decimal, “Oh My”!
Student Notes Handout
1.
numbers
a. Zero and any number obtained by repeatedly adding one to it
i. Ex. 0, 1, 3, 100
2. Integers
a. Any
number
i. Includes negative numbers and zero
3.
Numbering System
a. The number depends on the position of the digits to represent the number
4. Number base
a. The
(or radix) is the number of
digits used to represent
numbers in a positional numerical system.
5. Any number to the
power is equal to 1.
0
a. Example: 2 =
6. Any number to the
power is equal to that
1
a. Example: 2 = 2
.
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Converting from Decimal to Binary



Base
o The base of a number is indicated by a
value at the ‘end’ of the number. If
there is no subscript the base is assumed to be 10 (or decimal).
Uses
and
o Binary uses two as its base so each
is equal to two to an exponent.
o Since we are using two single characters we use
and
as our two digits.
Consider the binary number 000011102
Binary Table
Do you see how each
in value? This makes binary one of the easiest
numbering systems to convert to decimal. Using basic addition we can take any binary number and
convert it to a decimal equivalent. As long as you memorize the pattern all you have to do is
the value of the placeholders where a 1 appears.
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Look at the table. In the top row you notice there are only zeros and ones. This one is a little easier for
you by adding the table and colors. This is the
number we are going to convert to decimal,
.
By looking down the chart you can see that we are going to use the following values;
,
, and
because there are 1s in those placeholders. Note that red indicates which numbers we will use
to convert to a decimal value.
Using the formal method we would transfer the digits to the blue box you see on the right of the slide. I
like to use the vertical alignment to make things easier to read. We start with
, determine
that there is a zero in that placeholder.
What is the answer when you multiply any number by zero?
Answer:
Moving down the line we have zeros until we get to the place holder
This place holder has a
instead of a zero.
which is equal to
right?
What is the product of any number multiplied by one?
Answer:
number
Once you have calculated the
we add the answers together.
What is the sum of 8+4+2?
Answer:
The decimal equivalent of
of all the placeholders where a one appears
is
which is shown in the green box.
Converting from Decimal to Binary

Can be done two different ways
–
–
Long Division
Convert
from decimal to binary
Sart by
the original number by our base which is . Notice that we do not
directly divide 35 by 2 and get 16. You must divide the numbers
so that you have a
of
or
at the end of the process. Once you reach a zero or
one as the remainder you move to the next step.
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Using the
is dividing
we got in the first step (35 divided by 2) we move to the second step which
by 2. We
the process until we have
in the
,
, and
. Now here comes the tricky part.
Example:
1
2 37
52
1
5
1
4
8
2 1
17
6
4
2 8
8
2
2 4
4
0
0
1
2 2 2 1 2 0
0
0
2
Binary
bits
Each of the zeros and ones in the remainders represent individual
. These bits are in
order so we have to do what we call ‘
’ meaning we rewrite them
putting the
bit in the
position when we write the number in
binary format.
is flipped to
Once we rewrite the number we see that 35 in binary is 01000112 . You can always check your answer by
using the binary to decimal conversion method. Go ahead, check our math.
=
Subtraction
Convert 3710 to binary using subtraction
Looking at our binary table what is the
Answer:
number that is still less than
?
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To indicate that 32 will be used we put a
we have
left right? What is the
Answer:
in the
placeholder. Once we subtract 32 from 37
number in our table that is still lower than 3?
Skip down to the
placeholder and put in a 1. What is the only number left that we can use that is
lower than or equal to 1?
Answer:
Now we put a
in the
placeholder.
Continue the subtraction process until we get zero as an answer.
What do you think we do with all those blank spaces in the table?
Answer:
Unlike using the division method you
representation of
=
have to flip the bits in this case so the binary
.
Hexadecimal
Characters
–
–
Hexadecimal
(Hex)
–
–
You can convert directly from hex to decimal but not from
decimal to hex.
In order to represent the numbers
–
(to give
us our 16 characters) we use letters. A = 10, B = 11, C = 12, D
= 13, E = 14, and F = 15.
Each
is equal to
(combination of zeros and ones) and like binary can be
combined to create ever larger numbers.
Binary
Decimal
0001
1
2
3
2
0011
0100
5
6
5
0110
0111
8
9
1001
B
10
11
1100
1101
E
F
7
8
1010
C
4
13
14
1111
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As with binary and decimal,
is a
Each placeholder uses
as its base and is equal to 16 to an exponent.
Look at the table.
numbering system.
is the hexadecimal number we are going to convert to decimal.
By looking at the chart I can see that we are going to use the following values;
, and
because there are characters in those placeholders. Note that the color red indicates which numbers we
will use to convert to a
value.
Using the formal method again and for easier reading we will
we use to the blue box on the right of the slide.
Just like converting binary once you have calculated the
character appears we the answers together.
the
of all the placeholders where a
What is the sum of 240 + 15?
Answer:
128
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The decimal equivalent of
Decimal to Hex Conversion
Convert 5410 to Hexadecimal
is
which is shown in the green box.
The easiest way to convert a decimal number to hex is to go to
using the subtraction method to go from decimal to binary.
first. Let’s look at it
Convert from
to binary
Convert from
binary to
Now we know that
is equal to
in binary. Here is where we take the
next step. Remember that when we first discussed hexadecimal and looked at the hex/binary/decimal
table you learned that each hex character represents
binary bits.
Note that we have
four bits are then
the binary bits into
into a
character.
Looking first at the left-hand group of four;
Answer:
Look at the second group of four;
Answer:
of
. Each of the
, how would is that number represented in hex?
, how would you represent that number in hex?
While it looks like 5410 in hex is thirty-six it is actually read as
.
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Convert 12810 to Hexadecimal
Decimal to binary
Binary to
hex
IP Addressing
• Every node on a network
have a unique IP address
•
Protocol version
• Unique -bit number
– Divided into
divided by decimal points
» EX: 192.168.0.3
• Separated into
Commonly Used IPv4 Classes
Class
First Octet
Shared
Octets
1 – 126
1
16,777,214
2
65,534
B
C
192 – 223
Number of
Networks
Maximum
Addressable Hosts
> 2,000,000
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•
•
Highest decimal number an octet may be is
– Each octet is equal to
• 111111112 =
10
• Running out of IPv4 addresses due to 32-bit limitation
Combined with a ‘
’ to increase number of addressable nodes on a
network
Subnet Mask
Class
First Octet
Default Subnet Mask
1 – 126
255.0.0.0
B
C
Ipv6
•
255.255.0.0
192 – 223
Composed of
bits
– Eight
fields
• Represented by hexadecimal numbers
– Divided into groups of
characters
» EX: FEE3:00FF:003D:0000:0000:0000:3015:AABC
– Multiple fields with zero values can be abbreviated
» EX:
» EX:
Maximum number of IPv4 addresses is: 232 or roughly
provides us with 3.4 x 1038 or 340 decillion addresses
addresses whereas
Assigning IP Addresses
• Can be done manually or by DHCP (Dynamic Host Configuration Protocol)
–
IP address
•
assigned
• Does not change
• Human error in duplicating addresses can cause
issues
–
IP addressing
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•
•
Assigned
by a
Most common and simplest method
server
Boolean Operators
Because of some of the programs you write we also need to discuss the
in computer programming. These operators have their own
, and have a specific
of operation.
or Boolean operators
, fit into
Boolean/Logic (or bool) Operators
a. Also called
Operators or just
b. Logical operators that
or
a.
= false
b.
= true
c. Three basic bool operators
a.
=
–
arguments must be true for the statement to return True
b.
=
–
argument may be
for the statement to return True
c.
=
–
the statement to
if it returns
and
it returns
d. Order of operations – as with PEMDAS
groups are evaluated
and
operators are evaluated in the following order
a.
b.
c.
d.
e.
f.
g.
if
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Truth Tables
These are truth tables.
tables help us to visualize all possible results of
or
comparisons. The results of AND and NOTAND are in the blue tables while the results of
OR and NOTOR are in the green tables.
Truth tables help us step through our program code and determine if our
ANDING
 Every IP address has a default
o Class A –
o Class B –
o Class C –
 In order to locate a specific node on the network a computer must
appropriate
in
 Based on our truth tables we should know the following
o 1 AND 1 =
o 1 AND 0 =
o 0 AND 1 =
o 0 AND 0 =
is sound.
the IP address with the
133
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EXAMPLE:
IP address: 192.168.0.10
Subnet mask: 255.255.255.0
First we convert both to
IP address:
Subnet Mask:
AND:
The result of ANDing is the
:
(192.168.0.10)
(255.255.255.0)
(192.168.0.0)
address.
134
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Binary, Hex, and Decimal Oh My
Student Notes Handout
a. Natural numbers
a. Zero and any number obtained by repeatedly adding one to it
a. Ex. 0, 1, 3, 100
b. Integers
a. Any whole number
a. Includes negative numbers and zero
c. Positional Numbering System
a. The number depends on the position of the digits to represent the number.
d. Number base
a. The base (or radix) is the number of single digits used to represent numbers in a positional
numerical system.
Any number to the 0 power is equal to 1.
Example: 20 = 1
Any number to the 1st power is equal to that number.
Example: 21 = 2
2
7 * 10 = 7 * 100 = 700
1
2 * 10 = 4 * 10 = + 20
0
5 * 10 = 5 * 1 = + 5
725
135
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Converting from Decimal to Binary
•
•
•
•
•
Base 2
The base of a number is indicated by a subscript value at the ‘end’ of the number. If there is no
subscript the base is assumed to be 10 (or decimal).
Uses 0 and 1
Binary uses two as its base so each placeholder is equal to two to an exponent.
Since we are using two single characters we use zero and one as our two digits.
This is where binary digits (0s and 1s) go
Do you see how each placeholder doubles in value? This makes binary one of the easiest numbering
systems to convert to decimal. Using basic addition we can take any binary number and convert it to a
decimal equivalent. As long as you memorize the pattern all you have to do is add the value of the
placeholders where a 1 appears.
Convert 00011102 from binary to decimal
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Look at the table. In the top row you notice there are only have zeros and ones. This one is a little easier
for you by adding the table and colors. This is the binary number we are going to convert to decimal,
00001110.
By looking down the chart you can see that we are going to use the following values; 23, 22, and 21
because there are 1s in those placeholders. Note that red indicates which numbers we will use to
convert to a decimal value.
Using the formal method we would transfer the digits to the blue box on the right. The vertical
alignment makes things easier to read. We start with 128, determine that there is a zero in that
placeholder.
What is the answer when you multiply any number by zero?
Answer: zero
3
Moving down the line we have zeros until we get to the place holder 2 which is equal to 8 right? This
place holder has a one instead of a zero. What is the product of any number multiplied by one?
Answer: That number
Once you have calculated the products of all the placeholders where a one appears we add the answers
together. What is the sum of 8+4+2?
Answer: 14
The decimal equivalent of 000011102 is 14 which is shown in the green box.
Converting from Decimal to Binary
• Can be done two different ways
– Long division
– Subtraction
Long Division
Convert 3510 from decimal to binary
Start by dividing the original number by our base which is 2. Notice that we do not directly divide 25 by 2
and get 16. You must divide the numbers individually so that you have a remainder of zero or one at the
end of the process. Once you reach a zero or one as the remainder you move to the next step.
Using the quotient we got in the first step (35 divided by 2) we move to the second step which is dividing
17 by 2. We repeat the process until we have zero in the quotient, dividend, and remainder. Now here
comes the tricky part.
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Example:
1
2 37
52
1
5
11
4
8
2 1
17
6
1
4
2 8
8
2
2 4
4
0
0
0
0
1
2 2 2 1 2 0
0
0
2
0
1
0
Binary
bits
Each of the zeros and ones in the remainders represent individual bits. These bits are in reverse order so
we have to do what we call ‘flipping the bits’ meaning we rewrite them putting the rightmost bit in the
leftmost position when we write the number in binary format.
1100010 is flipped to 0100011
Once we rewrite the number we see that 35 in binary is 01000112 . You can always check your answer by
using the binary to decimal conversion method. Go ahead, check our math.
0100011 = 35
2
10
Subtraction
Convert 3710 to binary using subtraction
Looking at our binary table what is the highest number that is still less than 37?
Answer: 32
To indicate that 32 will be used we put a 1 in the 25 placeholder. Once we subtract 32 from 37 we have 3
left right? What is the highest number in our table that is still lower than 3?
Answer: 2
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1
Skip down to the 2 placeholder and put in a 1. What is the only number left that we can use that is
lower than or equal to 1?
Answer: 1
0
Now we put a 1 in the 2 placeholder.
Continue the subtraction process until we get zero as an answer.
What do you think we do with all those blank spaces in the table?
Answer: Fill them with zeros because they are not used.
Unlike using the division method you do not have to flip the bits in this case so the binary representation
of 3710 = 001000112.
139
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Hexadecimal
Characters
– 0–9
– A–F
You can convert directly from hex to decimal but not from
decimal to hex.
In order to represent the numbers 10 – 15 (to give us our 16
characters) we use letters. A = 10, B = 11, C = 12, D = 13, E =
14, and F = 15.
Each character is equal to four bits (combination of zeros
and ones) and like binary can be combined to create ever
larger numbers.
As with binary and decimal, hexadecimal is a positional
numbering system. Each placeholder uses 16 as its base and
is
equal to 16 to an exponent.
Hexadecimal
(Hex)
Binary
Decimal
1
0001
1
2
0010
2
3
0011
3
4
0100
4
5
0101
5
6
0110
6
7
0111
7
8
1000
8
9
1001
9
A
1010
10
B
1011
11
C
1100
12
D
1101
13
E
1110
14
F
1111
15
Look at the table. FF is the hexadecimal number we are going to convert to decimal.
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1
0
By looking down the chart, I can see that we are going to use the following values; 16 , and 16 because
there are characters in those placeholders. Note that I have used the color red to indicate which
numbers we will use to convert to a decimal value.
Using the formal method again and for easier reading, we will transfer the digits we use to the blue box
on the right of the slide.
Just like converting binary once you have calculated the products of all the placeholders where a
character appears we add the answers together.
What is the sum of 240 + 15?
Answer: 255
The decimal equivalent of FF16 is 255 which is shown in the green box.
Decimal to Hex Conversion
Convert 5410 to Hexadecimal
The easiest way to convert a decimal number to hex is to go to binary first. Let’s look at it using the
subtraction method to go from decimal to binary.
Convert from decimal to
binary
Convert from
binary to hex
Now we know that 5410 is equal to 00110110 in binary. Here is where we take the next step. Remember
that when we first discussed hexadecimal and when we looked at the hex - binary - decimal table you
learned that each hex character represents four binary bits.
Note that we have divided the binary bits into groups of four. Each of the four bits are then translated
into a hex character.
Looking first at the left-hand group of four; 0011, how would you represent that number in hex?
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Answer: 3
Look at the second group of four; 0110, how would you represent that number in hex?
Answer: 6
While it looks like 5410 in hex is thirty-six it is actually read as three six.
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Convert 12810 to Hexadecimal
IP Addressing
• Every node on a network must have a unique IP address
• Internet Protocol version 4
• Unique 32-bit number
– Divided into four octets divided by decimal points
» EX: 192.168.0.3
• Separated into classes
Commonly Used IPv4 Classes
Class
First Octet
Shared
Octets
Number of
Networks
Maximum
Addressable Hosts
A
1 – 126
1
126
16,777,214
B
128 – 191
2
> 16,000
65,534
C
192 – 223
3
> 2,000,000
254
143
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•
•
Highest decimal number an octet may be is 255
– Each octet is equal to eight binary bits
• 111111112 = 25510
• Running out of IPv4 addresses due to 32-bit limitation
Combined with a ‘subnet mask’ to increase number of addressable nodes on a network
Subnet Mask
Ipv6
•
Class
First Octet
Default Subnet Mask
A
1 – 126
255.0.0.0
B
128 - 191
255.255.0.0
C
192 – 223
255.255.255.0
Composed of 128 bits
– Eight 16-bit fields
• Represented by hexadecimal numbers
– Divided into groups of four hexadecimal characters
» EX: FEE3:00FF:003D:0000:0000:0000:3015:AABC
– Multiple fields with zero values can be abbreviated
» EX: 00EE = EE
» EX: 0000 = 0
Maximum number of IPv4 addresses is: 232 or roughly 4 billion addresses whereas Ipv6 provides us with
3.4 x 1038 or 340 decillion addresses
Assigning IP Addresses
• Can be done manually or by DHCP (Dynamic Host Configuration Protocol)
– Static IP address
• Manually assigned
• Does not change
• Human error in duplicating addresses can cause connection issues
– Dynamic IP addressing
• Assigned automatically by a DHCP server
• Most common and simplest method
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Boolean Operators
Because of some of the programs you will write we need to discuss the logical or Boolean operators in
computer programming. These operators have their own symbols, fit into PEMDAS, and have a specific
order of operations.
a. Also called Logical Operators or just bool
b. Logical operators that return true or false
a. 0 = false
b. 1 = true
c. Three basic bool operators
a. andand - AND: both arguments must be true for the statement to return True.
b. || - OR: either argument may be true for the statement to return True.
c. ! – NOT: toggles the statement to False if it returns True and True if it returns False.
d. Order of operations – As with PEMDAS parenthetical groups are evaluated first operators are
evaluated in the following order.
a. NOT (!)
b. Multiplication/division (*, /)
c. Addition/subtraction (+, -)
d. Relational operators (<, <=, >, >=)
e. NOT Equal (!=)
f. AND (andand)
g. OR (||)
145
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Truth Tables
These are truth tables. Truth tables help us to visualize all possible results of Boolean or logical
comparisons. The results of AND and NOTAND are in the blue tables while the results of OR and NOTOR
are in the green tables.
Truth tables help us step through our program code and determine if our logic is sound and rational.
ANDING
 Every IP address has a default subnet mask
o Class A – 255.0.0.0
o Class B – 255.255.0.0
o Class C – 255.255.255.0
 In order to locate a specific node on the network a computer must AND the IP address with the
appropriate subnet mask in binary
 Based on our truth tables we should know the following
o 1 AND 1 = 1
o 1 AND 0 = 0
o 0 AND 1 = 0
o 0 AND 0 = 0
EXAMPLE:
IP address: 192.168.0.10
Subnet mask: 255.255.255.0
First we convert both to binary:
IP address: 11000000.10101000.00000000.00001010 (192.168.0.10)
Subnet Mask: 11111111.11111111.11111111.00000000 (255.255.255.0)
AND: 11000000.10101000.00000000.00000000 (192.168.0.0)
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The result of ANDing is the network address.
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Binary to Decimal Worksheet
Convert the following numbers from binary to decimal.
Please show your work. Do not use electronic devices.
a. 10101001
f. 00101000
b. 00110010
g. 00011000
c. 00111100
h. 10011001
d. 11101100
i.
11111111
e. 00001000
j.
01100000
148
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Binary to Decimal Worksheet KEY
Convert the following numbers from binary to decimal.
Please show your work. Do not use electronic devices.
1. 10101001 - 169
6. 01001000 - 72
2. 00110010 - 50
7. 00011000 - 24
3. 00100100 - 36
8. 10011001 - 153
4. 11101100 - 236
9. 11111111 - 255
5. 00001000 - 8
10. 01100000 - 69
149
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Decimal to Binary Worksheet
Convert the following decimal numbers to binary. For the first five you may use the subtraction method.
For the second five you must use the long division method. You must show all work. No electronic
devices are allowed.
Please use a separate sheet of paper.
1. 192
2. 168
3. 253
4. 169
5. 17
6. 25
7. 173
8. 127
9. 5
10. 39
150
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Decimal to Binary Worksheet KEY
Convert the following decimal numbers to binary. For the first five you may use the subtraction method.
For the second five you must use the long division method. You must show all work. No electronic
devices are allowed.
Please use a separate sheet of paper.
1. 192
= 11000000
2. 168
= 10100100
3. 253
= 11111101
4. 169
= 10101001
5. 17
= 00010001
6. 25
= 00011001
7. 173
= 10101101
8. 127
= 01111111
9. 5
= 00001001
10. 39
= 00100111
151
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Hexadecimal to Decimal Conversion
You will need to convert the numbers below from hexadecimal to decimal format.
Please do not use a calculator (or any other electronic device) and show all work.
1. 0216
6. E116
2. 3016
7. 8016
3. 1016
8. AB16
4. 0F16
9. C116
5. F016
10.0D16
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Hexadecimal to Decimal Conversion KEY
You will need to convert the numbers below from hexadecimal to decimal format.
Please do not use a calculator (or any other electronic device) and show all work.
1.
0216 = 210
2.
3016 = 4810
3.
1016 = 1610
4.
0F16 = 1510
5.
F016 = 24010
6.
E116 = 22510
7.
8016 = 12810
8.
AB16 = 17110
9.
C116 = 19310
10.
0D16 = 1310
153
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Binary to Hexadecimal Conversions
Convert the following numbers from binary to hexadecimal.
Please show your work.
Do not use electronic devices.
1. 10101001
6. 00101000
2. 00110010
7. 00011000
3. 00111100
8. 10011001
4. 11101100
9. 11111111
5. 00001000
10. 01100000
154
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Binary to Hexadecimal Conversions KEY
Convert the following numbers from binary to hexadecimal.
Please show your work.
Do not use electronic devices.
1.
10101001 = A916
2.
00110010 = 3216
3.
00111100 = 3C16
4.
11101100 = EC16
5.
00001000 = 0816
6.
00101000 = 2916
7.
00011000 = 1816
8.
10011001 = 9916
9.
11111111 = FF16
10.
01100000 = 6016
155
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Decimal to Hexadecimal Conversions
Convert the numbers below from decimal to hexadecimal.
Please show all your work and do not use electronic devices.
1. 255
6. 172
2. 33
7. 89
3. 26
8. 64
4. 51
9. 22
5. 169
10. 47
156
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Decimal to Hexadecimal Conversions KEY
Convert the numbers below from decimal to hexadecimal.
Please show all your work and do not use electronic devices.
1.
255
= FF16
2.
33
= 2116
3.
26
= 1A16
4.
51
= 3316
5.
169
= A916
6.
172
= AC16
7.
89
= 5916
8.
64
= 4016
9.
22
= 1616
10.
47
= 2F16
157
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Converting IP Addresses
Convert the IP addresses below from decimal to binary or binary to decimal as appropriate.
Each octet in an IP address is considered its own eight-bit number.
1.
10.250.1.1
6.
11111111.00000111.11110000.11110000
2.
150.10.15.0
7.
00001111.11001010.10100000.00001010
3.
220.200.23.1
8.
00111111.01100110.00010001.00000000
4.
177.100.18.4
9.
01110111.11101110.10000001.00110001
5.
117.89.56.45
10.
11110110.10010010.00010001.00100000
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Converting IP Addresses KEY
Convert the IP addresses below from decimal to binary or binary to decimal as appropriate. Each octet in
an IP address is considered its own eight-bit number.
1.
10.250.1.1
00001010.11111010.00000001.00000001
2.
150.10.15.0
10010110.00001010.00001111.00000000
3.
220.200.23.1
11011100.11001000.00010111.00000001
4.
177.100.18.4
10110001.01100100.00010010.00000100
5.
117.89.56.45
01110101.01011001.00111000.00101101
6.
11111111.00000111.11110000.11110000
255.7.240.240
7.
00001111.11001010.10100000.00001010
15.202.160.10
8.
00111111.01100110.00010001.00000000
63.102.17.0
9.
01110111.11101110.10000001.00110001
119.238.129.49
10.
11110110.10010010.00010001.00100000
246.146.17.32
159
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Address Class Identification
Identify the address class for each IP address.
Address
1.
10.250.1.0
2.
148.15.2.0
3.
162.0.10.5
4.
192.0.15.2
5.
220.220.3.1
6.
119.18.42.0
7.
33.1.250.6
8.
110.5.128.200
9.
219.50.119.62
10.
95.100.168.255
11.
123.103.46.255
12.
11.250.10.1
13.
199.155.77.56
14.
215.45.49.128
15.
100.25.1.16
16.
125.148.17.9
17.
55.255.0.19
18.
188.10.18.2
19.
28.10.10.10
20.
200.116.132.15
Class
160
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Address Class Identification KEY
Identify the address class for each IP address.
Address
Class
1.
10.250.1.0
A
2.
148.15.2.0
B
3.
162.0.10.5
B
4.
192.0.15.2
C
5.
220.220.3.1
C
6.
119.18.42.0
A
7.
33.1.250.6
A
8.
110.5.128.200
A
9.
219.50.119.62
C
10.
95.100.168.255
A
11.
123.103.46.255
A
12.
11.250.10.1
A
13.
199.155.77.56
C
14.
215.45.49.128
C
15.
100.25.1.16
A
16.
125.148.17.9
A
17.
55.255.0.19
A
18.
188.10.18.2
C
19.
28.10.10.10
A
20.
200.116.132.15
C
161
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Numbering Conversions Test
1.
Convert the following from binary to decimal:
a. 110000112 =
b. 111100102 =
c. 100100102 =
2.
Convert the following from decimal to binary:
a. 25410 =
b. 12810 =
c. 3310 =
3.
Convert the following from hexadecimal to decimal:
a. F216 =
b. 1D16 =
c. 5016 =
4.
Convert the following from decimal to hexadecimal:
a. 25610 =
b. 8910 =
c. 2210 =
5.
Convert the following from binary to hexadecimal:
a. 110011002 =
b. 111100002 =
c. 001111002 =
6.
Convert the following IP addresses as indicated:
a. 168.5.22.3 =
b. 11000000.0110100.00001010 =
7.
AND the IP addresses below with their default subnet mask to determine the network address:
a. 192.168.15.20
b. 255.255.255.0
c. AND
d. Network address
162
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Numbering Conversions Test KEY
1.
Convert the following from binary to decimal:
a. 110000112 = 19510
b. 111100102 = 24210
c. 100100102 = 14610
2.
Convert the following from decimal to binary:
a. 25410 = 111111102
b. 12810 = 100000002
c. 3310 = 001000012
3.
Convert the following from hexadecimal to decimal:
a. F216 = 24210
b. 1D16 = 2910
c. 5016 = 8010
4.
Convert the following from decimal to hexadecimal:
a. 25610 = 10016
b. 8910 = 5916
c. 2210 = 1616
5.
Convert the following from binary to hexadecimal:
a. 110011002 = CC16
b. 111100002 = F016
c. 001111002 = 3C16
6.
Convert the following IP addresses as indicated:
a. 168.5.22.3 = 10101000.00000101.00010110.00000011
b. 11000000.0110100.00001010 = 192.100.10.33
7.
AND the IP addresses below with their default subnet mask to determine the network address:
a. 192.168.15.20 – 11000000.10101000.00001111.00010100
b. 255.255.255.0 – 11111111.11111111.11111111.00000000
c. AND - 11000000.10101000.00001111.00000000
d. Network address: 192.168.15.0
163
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O*NET
Career Exploration
Computer Technician Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, the student will investigate O*NET to prepare for a future career.
Specific Objectives
 Students will identify the criteria necessary for a resume.
 Students will prepare a cover letter, resume, and letter of resignation.
 Students will evaluate their career readiness by using the O*NET web site.
Terms
 O*NET: a free website that contains hundreds of occupation-specific careers. It helps to evaluate
or investigate career options.
 Resume: a document that is used to “sell” applicant’s abilities to prospective employers.
 Cover Letter: serves as an “introduction” of the applicant and gives an overview of qualifications.
 Letter of Resignation: formal advance notice of intent to leave current position.
 Basic Skills: entry level; basic math and writing knowledge; little or no experience.
 Advanced Skills: more direct knowledge; complex math and writing abilities; experience handling
complex situations; analytical skills; a track record of successes; leadership skills; may have
advanced computer knowledge of software applications.
Time
This lesson should take 7 to 9 days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes and or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.275. Computer Technician Practicum
(c) Knowledge and skills.
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(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(C) employ effective reading and writing skills;
(D) employ effective verbal and nonverbal communication skills;
(E) solve problems and think critically;
(H) demonstrate an understanding of legal and ethical responsibilities in relation to the field of
information technology; and
(2) The student identifies various employment opportunities in the information technology field. The
student is expected to:
(A) improve on a personal career plan along with education, job skills, and experience necessary to
achieve career goals;
(B) develop a resumé and portfolio appropriate to chosen career plan, including letters of
recommendation; and
(3) The student relates core academic skills to the requirements of computer technologies. The
student is expected to:
(A) demonstrate effective verbal and written communication skills with individuals from varied
cultures such as fellow workers, management, and customers;
(B) complete work orders and related paperwork for repair and installation;
(C) estimate supplies, materials, and labor costs for installation, maintenance, and repair work
orders; and
(5) The student knows the concepts and skills that form the basis of computer technologies. The
student is expected to:
(D) identify proper troubleshooting techniques;
(6) The student knows the proper function and application of the tools, equipment, technologies,
and materials used in computer technologies. The student is expected to:
(A) demonstrate safe use of equipment in computer technologies such as hand and power tools;
(B) employ available reference tools, materials, and Internet sources to access information as
needed;
(10) The student provides support to computer users to maintain service. The student is expected to:
(A) employ effective listening skills when working with clients to identify support needs;
(B) identify customer need and formulate a support plan;
(C) create queries and reports and assess critical system information;
(D) employ problem-solving skills in performing support, maintenance, and repair;
(E) use hardware and software diagnostics;
(F) report to the user the cause of and solution to the problem; and
(G) create written documentation indicating cause of and solution to the problem.
(11) The student demonstrates and applies knowledge of security risks and safeguards. The student
is expected to:
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(A) install security software;
(B) update security software; and
(C) use security software to clean an infected machine.
(13) The student creates a personal portfolio. The student is expected to:
(A) create a portfolio that documents all projects and accomplishments such as academics,
volunteer experience, employment experience, awards, and certifications;
(B) organize and prioritize information within the portfolio; and
(C) use written, verbal, and visual communication techniques consistent with information
technology industry standards.
Interdisciplinary Correlations
§110.42 English
(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of strategies to
read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The
student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
§110.58. Communication Applications
(4) Presentations. The student makes and evaluates formal and informal professional presentations.
The student is expected to:
(C) research topics using primary and secondary sources, including electronic technology;
(G) prepare and use visual or auditory aids, including technology, to enhance presentations;
(H) use appropriate techniques to manage communication apprehension, build self-confidence,
and gain command of the information;
(K) make individual presentations to inform, persuade, or motivate an audience;
§110.54. Practical Writing Skills
(b) Knowledge and skills.
(1) The student uses the conventions and mechanics of written English to communicate clearly. The
student is expected to:
(A) employ written conventions appropriately such as capitalizing and punctuating for various
forms;
(B) use correct spelling;
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(C) produce error-free writing by demonstrating control over grammatical elements such as
subject-verb agreement, pronoun-antecedent agreement, and appropriate verb forms;
(D) use varied sentence structures to express meanings and achieve desired effect; and
(E) use appropriate vocabulary.
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
(B) write procedural and work-related documents (e.g., résumés, proposals, college applications,
operation manuals)
Occupational Correlation (O*Net – www.onetonline.org/)
Job Zone Three: Medium Preparation Needed; most occupations require training in vocational school,
related on-the-job experience, or an associate’s degree. Previous work-related skill, knowledge, or
experience is required for these occupations.
Job Zone Four: Considerable Preparation Needed; most of these occupations require a four-year
bachelor’s degree, but some do not. A considerable amount of work-related skill, knowledge, or
experience is needed.
Job Zone Five: Extensive Preparation Needed; most occupations require graduate school. For example,
they may require a master’s degree, and some require a Ph.D., M.D., or J.D. (law degree)
O*Net Number Varies, according to each student’s career choice.
Reported Job Titles Varies, according to each student’s career choice.
Soft Skills:
 Time management
 Flexibility
 Active learning
 Personal effectiveness
 Decision making
 Honesty
Accommodations for Learning Differences
Lessons must accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website: http://www.cte.unt.edu
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Preparation
 Review and familiarize yourself with the terminology, website links, and review elements of a
resume, cover letter, and uses of social media.
 Review and familiarize yourself with the functions of O*NET and the links listed in the
presentation.
 Have materials and websites ready to go prior to the start of the lesson.
References
 O*NET (http://www.onetonline.org)
 Social Media sites
 Job search sites
Instructional Aids
 Portfolio
 “Would YOU Hire YOU?” Digital Presentation
 “Would YOU Hire YOU?” Student Outline Fill-in Notes
 O*NET Scavenger Hunt
 O*NET Scavenger Hunt Answer Key
 O*NET, Part II Activity
 Career Project
 Rubric for Career Project (Resume, Cover Letter, Letter of Resignation)
 Rubric for Career Project (overall project)
 140 Words! Activity
 Internet
Materials Needed
 Printer paper
 Notebook paper
 Flash drive (optional for students to save their work)
Equipment Needed
 Computers (for students to complete projects)
 Projector (for digital presentation)
 Internet Access
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Instruction
Learner Preparation
 Ask students to raise their hand if they currently have a job. Ask them if they intend to keep that
job until they retire.
o What was the process when they were hired?
o Did they fill out an application or were they also required to submit a resume?


Explain that high school students are often required to submit a resume when seeking
employment.
Ask students what they think should be on a resume. List their answers on the board.

Ask students what qualifies as Social Media. Ask for a show of hands if they have any social
media accounts.

Ask them if they have ever deleted questionable material from their accounts.
o Explain the importance of maintaining a professional image on all social media when
applying for a job (and college too!)
Lesson Introduction
 Ask students to list their strengths and weaknesses on a sheet of notebook paper. Tell them to
be honest!
 Now break the class into pairs. Have them examine the Strengths and Weaknesses of each other.
Tell them to look at their lists, compare it to the list their partners made and put a check mark
beside the trait if they agree. Are the lists similar or different? Tell them to save these papers for
future use (Take about 10 minutes for this activity).
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Outline
MI
OUTLINE
I. OBJECTIVES
Upon completing this unit, the
student-learner will be able to:
a. Investigate the O*NET website
b. Assess necessary skills for
employment
c. Select a prospective career
d. Compare one’s skills with job
requirements
e. Probe techniques that
prospective employers use in the
hiring process
f. Scrutinize possible questions
interviewers may ask on an
interview
II. O*NET
a. What is O*NET and how can I use
it?
1. Free; contains hundreds of
occupation-specific careers
2. Helps to evaluate or investigate
career options
NOTES TO TEACHER
DO: Read these objectives
out loud and have students
copy then onto their
Student Notes Handout.
O*NET is the nation’s
primary FREE source of
occupational information
which contains hundreds of
occupation-specific career
descriptions. This site may
be used throughout your
life in the event you decide
to change jobs later on.
There are surveys which will
lead to career options so
students can investigate
career options and evaluate
career expectations.
Have students write the
web site on their student
note sheet under the
proper section.
Click on the links so the
students can see what you
are referring to. Explain that
there will be an opportunity
later during this unit to
further investigate O*NET.
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III. QUESTIONS:
a. How many times does the
average person change jobs in a
lifetime?
ASK: these questions, one at a time, then
tell the class this lesson will uncover the
answers. They will need to record their
answers on their Student Notes sheet.
b. What is the difference
between entry-level and
advanced-level skills?
c. What purpose does the
Resume serve?
d. Why is a Cover Letter
important?
e. How is Social Media used in
the job search process?
1. Network with others and join
their networks to enhance
opportunities
2. Has an “apply now” button
for immediate resume upload;
sends it directly!
3. Some recruiters use online
process because it is brief
4. Link your social media accounts
to your personal web page so
recruiters can see more details of
your skills
You may want to check out videos that
help with job searches. There are several
titles posted. Be careful about watching
independent videos because some of
them are satires and give erroneous tips.
There are professional forms of social
media that allow people to form
connections for networking purposes to
aid in the job search. Also those in your
network can “recommend” as their
comments stay in your profile. People in
your network can also send your resume
and profile information to others which
enhances your chance to land that
interview. Always keep your professional
social media accounts updated. You never
know who is reviewing your information!
You may even get a job offer when you
aren’t even looking! Be sure any
comments you make, especially on
professional social media web-sites, are
positive!
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IV. PERSONAL WEB PAGE
SAY: It costs an average of $3,400 to hire
a new employee. For that reason, many
companies are using “Screening Systems”
to extract names of likely candidates.
Once an applicant makes it past the
screen system, a recruiter reviews the
applicant’s data and then has him or her
complete a questionnaire about their
skills. If the applicant’s skills are
compatible with the job, then the
recruiter schedules either a live, inperson, or automated phone interview.
BIG TIP: Make sure you use key words
from the job description in your resume
when you can. Post the dates of
employment or education on the right
margin of your resume because most
screen systems cannot read numbers on
the left margin.
a. Increasingly popular
b. Can be linked to your resume,
professional networking media
site, etc.
c. Display qualifications in detail,
including video, pictures,
samples of your work, etc.
V. SUMMARY
a. What is O*NET?
b. What is the difference
between entry-level and
advanced level skills?
QUESTION: Does anyone have their own
personal web page?
QUESTION: What sort of categories or
postings should you have on your
personal web page? (List on the board, if
possible)
Possible answers may include:
interests, hobbies, videos,
pictures, personal philosophy,
samples of work,
recommendations, etc.
SAY: O*NET is the nation’s primary FREE
source of occupational information which
contains hundreds of occupation-specific
career descriptions.
Say: Entry-level skills are very basic, such
as simply math, basic reading and writing
skills; possibly basic computer skills.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Using the digital presentation, the teacher will explain the procedure for career exploration and resume
preparation using O*NET. The teacher will give students the Student Notes Outline to fill in while the
teacher presents the material.
Introductory sponge activity
Teacher will divide the class into partners and instruct them to develop a list of strengths and
weaknesses of each other. Then students will draw up a list of what they consider to be their own
strengths and weaknesses. Then they will compare findings and discuss (approximately 10-15 min.)
Independent Practice
 “Would You Hire YOU?” Students’ Notes Handout
This is to be used in conjunction with the Digital presentation. Students will be given
opportunities to fill in the blanks as the instructor presents the material. The instructor has the
discretion to use this as a daily grade or a completion grade.

O*NET Scavenger Hunt
Students will be given a worksheet to complete while searching for required information using
the O*NET website. The purpose of this activity is to help students to familiarize themselves with
O*NET. An answer key is provided; the teacher should go over the answers and discuss the
material. The teacher is encouraged to refer to O*NET often, during the digital presentation.

O*NET Part II
Students will answer questions pertaining to personal interests. No key or rubric is required. This
is intended as a completion grade.
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
Career Project
This is a very in-depth assignment. Students will use O*NET to research at least 3 careers; then
write a paper reflecting their research and career choices. Upon completion of part 1, students
will type a resume, cover letter, and letter of resignation using examples found on the Internet.
Students will also prepare a multi-media presentation which includes things such as, what to
wear on a job interview. Rubrics are provided for this activity. A summary sheet is provided as a
checklist to make sure students have met all requirements for the activity. This sheet may be
turned in to the instructor for grading purposes, if desired.
Summary
Review
Q. What is O*NET?
A. O*NET is the nation’s primary FREE source of occupational information which contains hundreds
of occupation-specific career descriptions.
Q. What is the difference between entry-level and advanced level skills?
A. Entry-level skills are very basic skills, such as basic math, reading and writing skills and basic
computer skills. Advanced skills require more training. Examples would be more difficult math
calculations, interpersonal skills, specific software applications; leadership skills; managerial
experience, etc.
Q. What purpose does the Resume serve?
A. The resume is basically your life on paper, or, when submitted on computer, it is your
professional profile.
Q. Why is a Cover Letter important?
A. The cover letter is used to “introduce you and give an overview of your skills”.
Q. How is Social Media used in the job search process?
A. Social media is becoming a valuable tool for both recruiters and job seekers. It’s more
economical and direct than using classified ads or personnel agencies.
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Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
Answer Keys have been provided for the following Independent Practice Assignments:
 Would You Hire YOU? Student Notes Handout
 O*NET Scavenger Hunt
**O*NET Search, Part II is a completion grade; therefore, no rubric or key is provided.
**Use the rubrics included to evaluate the following Independent Practice Assignment:
 Career Project (2 rubrics; one for resume, cover letter, and letter of resignation and one for
project presentation)
Enrichment
Extension
 Students will present their Career Projects to the class.
o A rubric is provided for this activity
 Computer Troubleshooting
o Students will be assigned a computer that has been sabotaged by the instructor. Students
will then diagnose the issues the computer is experiencing and return the computer to a
fully functional state.
o A rubric is provided for this activity.
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Student Portfolio
TASK
Compile a working electronic portfolio and keep it up to date.
OBJECTIVE
To prepare and collect documents necessary for college and employment applications.
MATERIALS NEEDED:
 Computer
 Scanner or cell phone with a scanner app (to add documents to portfolio)
 Paper
 Flash drive or Cloud service (to save portfolio)
TIME ALLOCATED
This is an on-going activity, with deadlines established by the instructor.
DIRECTIONS
As part of this class you will be responsible for the compilation of your personal portfolio. From time to
time you will be expected to add documents to your portfolio, which you will then use when applying for
employment for college. Note: Some documents may need to be scanned into your electronic file.
REQUIRED DOCUMENTS:
 Teacher recommendations (at least five)
 Recommendations from clergy, counselors, family friends
 Employer recommendations
 Documented awards and honors (including academic, sports, and extracurricular activities)
 Transcripts (unofficial)
 ACT or SAT scores
 Community Service Record
 Samples of student-created work
 Resume
 Generic cover letter
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Pointers regarding recommendation requests:
1. Keep your request simple and put it in writing (typed).
State why you are requesting the person’s assistance.
In this case, it is for your professional portfolio.
2. You may need to remind the recipient how you know each other, especially if it has been awhile
since you were in that teacher’s class, or since you have seen this person.
3. State the date you need it by. DO NOT wait until the last minute. Make your request at least one
week prior to the due date. Be sure to return to the teacher on that date (or the day before) to
pick it up.
4. Provide a self-addressed, stamped envelope for those outside of school. For teachers, provide an
envelope with your name on the front. You may want to include the room number of your
Practicum teacher in the event the recipient chooses to hand deliver the material.
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Would YOU Hire YOU?
Student Notes
I. OBJECTIVES
1.
2.
3.
4.
5.
II. O*NET:
6. O*NET is
and contains
of
-specific
.
7. It helps to
or
career
.
8. The Main Web site is:
9. The on-line survey link is: ________________________________________
10. If you already have a career in mind, use this link: _______________________________
11. The average person changes jobs _____ times in a lifetime.
12. The average _________________ age is _______ years.
13. _______________________ doesn’t end with ________ ____________ or ___________
________________________.
14. ___________ -level skills: __________ skills.
15. ________________ skills: require ___________ knowledge pertaining to the job or could be
previous ________ experience.
16. A ____________ is used to “________” abilities to ______________ _______________.
17. A ____________ Letter is used to “_________________” the applicant and give an overview of
one’s _____________________.
18. Resumes may be ______ _______________, _______________, or sent via _________.
19. Some sites allow for ___________________ _____________________.
20. Keep the resume to ______ page.
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21. Use ________ phrases; no complete _________________.
22. No more than _____ to ______ words per statement.
23. Make sure to have a professional ___________ address.
24. Use _________ __________ where applicable.
25. _______________ or use ______ font on section headings.
26. __________ space within sections; ___________ space between sections.
27. Be ______________.
28. Stress your ______________________.
29. If printing, use good, quality _________ _____________.
30. Do not include ____________________ on the resume.
31. ______% of companies research candidates via _______ ____________.
32. Delete ____________________ pictures.
33. Re-evaluate your _____________ on Social Media.
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Would YOU Hire YOU?
Student Notes
ANSWER KEY
NOTE: It is the instructor’s option to use this activity as a daily grade or a completion grade.
I.
OBJECTIVES:
1. Investigate the O*NET Website
2. Assess necessary skills for employment
3. Select a prospective career
4. Compare one’s skills with job requirements
5. Probe techniques prospective employers use in the hiring process
II.
O*NET:
6. O*NET is free and contains hundreds of
occupation-specific careers.
7. It helps to evaluate or investigate career
options.
8. The Main Web site is:
http://www.onetonline.org
9. The on-line survey link is:
http://www.mynextmove.org/explore/ip
10. If you already have a career in mind, use
this link: http://www.mynextmove.org/
11. The average person changes jobs 11 times
in a lifetime.
12. The average retirement age is 67 years.
13. Education doesn’t end with high school or
college graduation!
14. Entry-level skills: basic skills.
15. Advanced skills: require direct knowledge
pertaining to the job or could be possible work
experience.
16. A resume is used to “sell” abilities to
prospective employers.
17. A Cover Letter is used to “introduce” the
applicant and give an overview of one’s
qualifications.
18. Resumes may be hand delivered, mailed, or
sent via e-mail .
19. Some sites allow for immediate uploading.
20. Keep the resume to one page.
21. Use brief phrases; no complete sentences.
22. No more than 10 to 12 words per
statement.
23. Make sure to have a professional email
address.
24. Use bullet points where applicable.
25. Capitalize or use bold font on section
headings.
26. Single space within sections; Double space
between sections.
27. Be honest.
28. Stress your achievements.
29. If printing, use good, quality bond paper.
30. Do not include references on the resume.
31. 37% of companies research candidates via
social media.
32. Delete questionable pictures.
33. Re-evaluate your “friends” on Social Media.
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O*NET SCAVENGER HUNT
(Learn to Navigate O*NET)
DIRECTIONS
Using the Internet, go to www.onetonline.org to complete this activity.
Be prepared to discuss your answers!
1. What is the definition of O*NET?
2. List THREE occupations that fall into the “Rapid Growth” Sector:
a._________________________________________________
b._________________________________________________
c._________________________________________________
3. How many categories fall under the “Rapid Growth” Sector?
4. Looking back at the three occupations you listed in Question #1, list the median wages and the
skills that are necessary for each:
Occupation
Median $$$
Skills
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5. How many “New and Emerging” fields are listed under “Bright Outlook” occupations?
6. How many STEM Disciplinary categories are there?
7. The _________ _______________will cause a change in____________________ employment
demand.
8. Green Occupations are linked to ___________________ _____________________
________________________
9. List the NINE categories one could research using the Advance Search feature:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
______________________
______________________
______________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section)
____________________________
____________________________
____________________________
___________________________
___________________________
___________________________
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O*NET SCAVENGER HUNT
(Learn to Navigate O*NET)
Answer Key
DIRECTIONS
Using the Internet, go to www.onetonline.org to complete this activity.
Be prepared to discuss your answers!
1. What is the definition of O*NET? Answers will vary; however, it is a free website that contains
hundreds of occupation-specific careers. It helps to evaluate or investigate career options.
2. List THREE occupations that fall into the “Rapid Growth” Sector: Answers will vary
a._________________________________________________
b._________________________________________________
c._________________________________________________
3. How many categories fall under the “Rapid Growth” Sector?
69
4. Looking back at the three occupations you listed in Question #1, list the median wages and the
skills that are necessary for each:
Occupation
Answers will vary based
Median $$$
on answers in question 1
Skills
Answers will vary
5. How many “New and Emerging” fields are listed under “Bright Outlook” occupations? 147
6. How many STEM Disciplinary categories are there? 8
7. The GREEN ECONOMY will cause a change in OCCUPATION’S employment demand.
8. Green Occupations are linked to GREEN ECONOMY SECTORS.
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9. List the NINE categories one could research using the Advance Search feature:
(Answers Will Vary)
_______________________ _______________________ ________________________
_______________________ _______________________ ________________________
_______________________ _______________________ ________________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section)
(Answers Will Vary)
______________________ ______________________ ________________________
______________________ ______________________ ________________________
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O*NET Search, Part II
Congratulations! You are now ready to refine your employment search on O*NET.
1. Go to the O*NET website (www.onetonline.org)
2. Click on “Advanced Search”; next click “Go to Skills Search” which is right under “Skills Search”.
Check the boxes that you think apply to you in each category, then click, “GO”.
Note the assortment of occupation titles that represent your skills interests. Are any titles tagged
“Bright Outlook” or “Green”? _______ Yes _______No
This is one way to use O*NET to direct you toward a prospective career.
Another way to search is to browse under “Find Occupations”. If you select this method, you will
notice a wide variety of choices, which will assist you in your career search.
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Career Project
Instruction Sheet
PART I
Use word processing to compose a report, using the research material you gather from the O*NET
website. (www.onetonline.org)
FORMAT FOR PAPER
Use word processing to prepare the report. Begin the report, with the main title centered, on the first
line, Double Space, and then type your name. Triple space after your name. Double space the entire
report and indent paragraphs.
OUTLINE OF PAPER:
 Paragraph 1- Introduce the three careers you researched.
 Paragraph 2- Career 1 (with explanation)
 Paragraph 3- Career 2 (with explanation)
 Paragraph 4- Career 3 (with explanation)
 Paragraph 5- Conclusion (summary and the career you will most likely pursue and why)
The following information MUST be included in each of the three career paragraphs:
o Definition or nature of work
o Requirements for employment
o Opportunities for experience and or exploration
o Related occupations (at least four)
o Methods of entering the field
o Advancement
o Employment outlook
o Earnings (wages) and prospective pay increases
o Conditions of work
o Whether or not this is designated as a “Bright Outlook” or “Green” occupation
All of your research will be done using the Internet, but you may also use other sources, if approved by
your instructor. Remember: all work must be cited at the end of this project, so keep track of your
sources!
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PART II
Once you have completed the essay, you will select one of the careers you explored to complete the
next assignments. You may assume you are a college graduate in order to meet the qualifications. Use
the Internet to find samples of a resume, cover letter, and letter of resignation. Make sure you print the
samples!
Follow these next directions:
1. Type a Cover Letter to introduce yourself to your prospective employer.
2. Type a Resume that reflects skills required of the career you selected.
3. Assuming you are currently gainfully employed, you will type a Letter of Resignation to your
current employer.
PART III
Mulit-Media Presentation:
Prepare a presentation with illustrations and a minimum of FIVE slides.
(You will probably have more than 5 slides.)
Include the following:
1. What to wear or what not to wear (Male and Female).
2. How to prepare for the interview?
3. Five Interview tips you have researched
4. How to know when it is time to change jobs?
5. How to change jobs?
6. Compile a list of 15 questions that one could be asked on a job interview.
7. Compile a list of at least five questions that are considered illegal and cannot be asked on an
interview.
8. Compile a list of 5 questions one might ask the person conducting the interview.
9. Works cited slide (does not count toward the 5 slide minimum).
If you prefer, you may make a video; however, you must address the same requirements for the slide
presentation.
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Career Project Checklist
Use the checklist below to make sure you have completed all the requirements for this project.
SUMMARY CHECKLIST:
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
All documents typed in a word processer
Career Essay typed in proper format (did you check your spacing?)
Resume completed for career selected
Cover letter completed for career selected (goes on top of resume)
Letter of Resignation completed
Sample of resume from your research (print it and include it)
Sample of cover letter from your research (print it and include it)
Was the cover letter customized to the qualifications for the career?
Sample Letter of Resignation (for your “current job”)
Media Presentation (or Video)
Minimum 5 slides
What to wear or not to wear (male or female)
How to prepare for the interview
5 Interview tips
When to know to change jobs
How to change jobs
15 questions that could be asked on an interview
5 questions that are considered illegal
5 questions an applicant might ask
Works Cited (include all research for this project.)
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Career Project Rubric
Resume, Cover Letter, and Resignation Letter
Name:
Date Submitted:
Criteria
0-5
Teacher:
Title of Work:
Criteria/Point Scale
6-12
13-17
Organization
Sequence of
information is
difficult to
follow.
Reader has
difficulty
following work
because student
jumps around.
Content
Knowledge
Student does
not have grasp
of information;
student work
does not
demonstrate
completion.
Student is
uncomfortable
with content
and is able to
demonstrate
basic concepts.
Grammar
and Spelling
Work has four
or more spelling
errors and or
grammatical
errors.
Presentation
has three
misspellings and
or grammatical
errors.
Neatness
Work is Illegible
or incomplete.
Attachments
Required
samples were
not submitted
with completed
work.
Work has three
or four areas
that are sloppy.
Work does not
have the
appropriate
number of
required
attachments
included with
completed
work.
Student
presents
information in
logical
sequence which
reader can
follow.
Student is at
ease with
content, but
fails to
elaborate/ 1-2
elements are
missing.
Presentation
has no more
than two
misspellings and
or grammatical
errors.
Work has one
or two areas
that are sloppy.
Required
samples were
present, but
were attached
out of order.
18-20
Points
Earned
Information is
logical,
interesting;
spacing and
format
directions were
followed.
Student
demonstrates
full knowledge
of topic;
required
paragraphs were
present.
Presentation has
no misspellings
or grammatical
errors.
Work is neatly
typed in
Microsoft Word.
Required
samples were
attached and
entire packet
was submitted
in proper order.
Total Points
Teacher Notes:
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Career Project Rubric
Name:
Date:
Presentation
Below
Average
Satisfactory
Excellent
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
Format (Correct # of slides)
1, 2, 3
1, 2, 3
1, 2, 3
Mechanics of speaking and or writing
1, 2, 3
1, 2, 3
1, 2, 3
Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
Creativity
1, 2, 3
1, 2, 3
1, 2, 3
Demonstrates knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
Has clear vision of final product;
Followed directions
Properly organized to complete;
Presentation was easy to follow
Managed time wisely
Acquired needed knowledge base
Works Cited was included
Communicated efforts with teacher
Product (Project)
Total:
Total Score:
Teacher Comments:
190
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Computer Troubleshooting and Repair
Enrichment Activity
Instructor directions:
For this project, you will need one computer per student. Sabotage each computer in a slightly different
manner. You may sabotage the either computer hardware, software, or both. Use your discretion as to
the level of sabotage and the ability of the student. The goal is to allow students to apply their
knowledge of troubleshooting techniques and customer service.
Student directions:
By now you should be an expert in what it takes to repair a computer! You will test your ability through
completion of the following exercise!
Mr. Johstonian has brought his computer to your computer repair shop. He fills out the attached work
order.
Your job is to:
 Diagnose the problem
 Determine a solution to the problem
 Report the problem and solution to the customer for verification of approval
 Implement the solution to the problem
o Including installation of possible software solutions
 Test that the solution resolved the issue
 Install any necessary updates
 Return the computer to the customer
191
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Computer Troubleshooting and Repair
Enrichment Activity
Work Order
Customer Name:
Customer Phone:
Model:
Date:
Address:
Serial Number:
Customer Issue:
Technician’s Work and Repair Notes:
Total Labor Hours Logged:
Parts and Cost:
1.
2.
3.
4.
5.
6.
x $75.00
=
=
=
=
=
=
=
Total Parts
Total Cost of Repair
Technician Signature
=
=
Customer Signature
192
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Enhancement Rubric
Name:
Date:
Computer Troubleshooting and Repair
Below
Average
Satisfactory
Excellent
Followed directions
1, 2, 3
1, 2, 3
1, 2, 3
Managed time wisely
1, 2, 3
1, 2, 3
1, 2, 3
Acquired needed knowledge base
1, 2, 3
1, 2, 3
1, 2, 3
Quickly diagnosed issue and implemented resolution
1, 2, 3
1, 2, 3
1, 2, 3
Demonstrated appropriate customer service techniques
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
Correctly diagnosed problem
1, 2, 3
1, 2, 3
1, 2, 3
Demonstrated knowledge of troubleshooting techniques
1, 2, 3
1, 2, 3
1, 2, 3
Implemented appropriate problem solution
1, 2, 3
1, 2, 3
1, 2, 3
Installed and updated security software
1, 2, 3
1, 2, 3
1, 2, 3
Installed and updated all required OS updates and patches
1, 2, 3
1, 2, 3
1, 2, 3
Properly completed work order
1, 2, 3
1, 2, 3
1, 2, 3
Process
Product (Project)
Total:
Total Score:
Teacher Comments:
193
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PROGRAM FORMS
194
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Dear Parent(s):
(Date)
Your son/daughter is enrolled in the Computer Technician Practicum (co-op) program for this school
year. This unique course, which runs the entire 36 weeks, enables students to take core courses and
work within the community for
credits toward graduation.
(fill in this blank)
My job as Computer Technician Practicum Coordinator is to determine that students are working in jobs
that relate to their interests and that employers are training them adequately and treating them fairly.
Employers must meet specific rules and guidelines when hiring a co-op student. I serve as the liaison
between students and employers. If problems arise on the job, students are to inform me immediately
so we can determine the best way to handle the situation. Likewise, students are expected to behave
ethically and professionally while at work. Students MAY NOT quit a job arbitrarily without the risk of
failing the Computer Technician Practicum and losing credit for the course.
Because your child is enrolled in this program, they have the opportunity to join (insert professional
organization here). As members of (insert professional organization here), students will be given
various opportunities to participate in co-curricular activities such as leadership training, community
service, and local, state, and international competition. These activities make the co-op experience
unique and add fun to learning.
Membership in (insert professional organization here) is $____, which is due by date . (This includes
the $_____ fee for dues). I urge you to encourage your child to participate in all (insert professional
organization here) activities—even encourage your student to run for office! The benefits and
opportunities are invaluable.
The goal of this course is simple: to guide and direct students toward becoming responsible, productive
young adults who can succeed in the “real world”.
It will be a great year! If you should have any questions or concerns, please feel free to call me anytime
at school at (phone number). If you prefer, you may e-mail me at: (email address)
Regards,
(Your Name)
Computer Technician Practicum Coordinator and (insert professional organization here) Sponsor
195
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Computer Technician Practicum (Co-op) Application
Name
School ID#
Date of Birth
Grade Level
Present age
Address
Cell Phone #
Home Phone #
Father/Guardian Name
Father/Guardian work
Work Phone#
Mother/Guardian Name
Mother/Guardian work
Work Phone#
Will you have transportation to/from job?
What discipline problems have you had?
# of days absent this year ____ fall ____ spring (Practicum students: limit is 3 per nine weeks)
List your school activities
What promoted your interest?
Ask three teachers to sign below as a reference for you:
Name
1.
Course
2.
3.
196
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List your current schedule:
TEACHER
COURSE
RM. #
Employment History (Leave blank if you have never worked)
COMPANY
SUPERVISOR
REASON FOR LEAVING
Parent(s) signature:
(Required before application may be processed)
197
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EMPLOYMENT INFORMATION
(Used for student’s Training Plan)
GRADE
AGE
STUDENT NAME
SCHOOL I.D. NUMBER
CELL PHONE NUMBER
COMPANY NAME
DESCRIBE YOUR DUTIES
SUPERVISOR’S NAME
WORK PHONE NUMBER
WAGE PER HOUR
DAYS AND HOURS YOU WORK (if you work various hours/days, then specify as such):
Day
Typical Clock-in Time
Typical Clock-out Time
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
DIRECTIONS TO YOUR TRAINING STATION (YOU MAY DRAW A MAP)
198
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Computer Technician Practicum Syllabus
Welcome to the dynamic world of Computer Technician Practicum! You have been selected from many
applicants to experience a fun and rewarding year. It is my intent for you to learn a great deal about the
world of work as you learn about yourself.
This course consists of the following topics:
 Economics
 International Business
 Computer Technician Practicum Mathematics
 Human Relations
 Management
 Promotion
 Sales
 Visual Merchandising/Advertising
 Business Etiquette
 Entrepreneurship
 Computer Technician Practicum Research
As you can see, we will cover a lot of ground this year. Please take this suggestion seriously:
READ ALL COURSE MATERIALS!
While a lot of information given and discussed in class is not in the text; however, you are still
accountable for reading assigned chapters. Students entered in (insert professional organization here)
competitions are more successful due to reading the material in the text.
GRADING:
Your grade will consist of the following:
 weekly work reports;
 dependability grades (see Dependability sheet);
 individual and group assignments;
 daily work;
 tests; and
 your employer evaluation.
Insert Club Name Here:
All Computer Technician Practicum coop students are expected to join (insert professional organization
here) and to participate in respective competitive events. Dues are $______ for the school year.
Parent Signature
Student Signature
199
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Student Responsibilities in:
The Computer Technician Practicum Training Program
Type Your School District Name Here
Career and Technical Education Department
In order to establish and maintain a responsible, high quality type of Cooperative Training Program for
(insert name of school or school district), it is essential that the student, the parents, the training
sponsor, the coordinator, and school administrators agree to these basic principles:

The coordinator will provide appropriate interview opportunities for student job placement.
The coordinator must grant final approval of all job placements

The student must remain at the same training station throughout the training period.
A change may be made only when approved by the coordinator

A student will be removed from the Cooperative Training Program and lose state credits for any
of the following reasons:
o If the student is dismissed from the training station and the coordinator determines that
the dismissal was for sufficient reasons.
Example: theft and or unethical conduct.
o The second time a student has been fired and or quits without the permission of the
coordinator, the student will be released from the program without credit.
o If a student’s attendance drops below 90%, the student may be removed from the
Cooperative Education Program. Removal from the class would result in loss of credit for
the term.

The student is under school supervision at school, and during the work schedule at the training
station. School credit is given for four hours spent on the job, as well as in the classroom.
The student must work a minimum of 15 hours a week, 10 hours of which must be Monday
through Friday

If the student is to be absent from school on any particular day for any reason, the student is
required to notify the teacher-coordinator no later than 12:00 (noon) on the day of the absence

The student may not report to the training station without having first received permission from
the coordinator. Failure to observe this rule will result in unexcused absences in all classes
missed

A student who is fired or quits a job shall receive a nine weeks grade no higher than 60 for the
grading period during which the student was fired. The student must then find their own
employment within five days. Grades will be reduced from the sixth day forward
200
Copyright © Texas Education Agency, 2015. All Rights Reserved.

Students enrolled in Cooperative Education are expected to belong to the youth organization, as
activities are related.
It is with the above understanding that we enter into this agreement to provide the best training for the
individual student.
Parent Signature
Student Signature
Coordinator
Principal
If you wish to communicate via e-mail, please list your address:
201
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CLASSROOM RULES
 You must be in class on time; failure to do so may result in an after class detention on the day
you are late! Class is from INSERT TIME
 Bring your materials to class and be ready to work on assignments.
ALWAYS BRING YOUR TEXTBOOK.
 Sleeping is NOT allowed in class. We will cut your work hours if you are too tired.
 No work from other classes is to be done in our class. You are earning credit for this course, so
you must devote your attention to our subject material.
 Do not comb hair, put on makeup, paint fingernails, etc.
You don’t have to impress us—we like you as you are.
 Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.
 RESPECT each other at ALL TIMES. Refrain from talking to your neighbors when someone else
has the floor.
 NO FOOD OR DRINKS ARE ALLOWED IN OUR CLASS.
 You are responsible for your conduct in your other classes. If you are a behavior problem in
another class, it will be brought to my attention. You will be subject to removal from the co-op
program due to behavioral problems.
 Park in the designated parking lot only. DO NOT park in the front of school or in the teachers’ lot.
Parent Signature
Student Signature
202
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Dependability Grade
An important characteristic of a good employee is dependability. Student s must realize the importance
of being dependable on the job and in the classroom. To reinforce this, a “DEPENDABILITY GRADE” has
been created. This is MAJOR TEST GRADE and is averaged in with the other major test scores.
When a student is absent from school for ANY REASON, the student must telephone their Practicum
(co-op) teacher before NOON that day. If the teacher’s phone rings to voice mail, the student should
leave the following information:
Name, date, time, reason for absence, and phone number
The student must phone their employer to report the absence in a timely manner from work. Practicum
students are also required to sign in each day on the Practicum Dependability Log, located in the
classroom.
Practicum students are required to sign in each day on the Practicum Dependability Log!
Failure to phone the teacher in the event of an absence or to sign in when present will result in points
will be deducted from the “Dependability Grade” in the following manner:
PRESENT EVERY DAY
ABSENT
1 DAY
2 DAYS
3 DAYS***
4 DAYS
5 DAYS
***
100%
CALLED IN
FAILED TO CALL or SIGN IN
97%
93%
90%
87%
83%
87%
78%
65%
37%
0
If you are absent 3 or more continuous days, and you have a doctor’s note, you will be exempt
from this system for the period of time in which you were absent.
As you can see, it is critical that you become a dependable, responsible, young adult!
Parent Signature
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
Student Signature
203
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POLICIES GOVERNING UNEMPLOYED STUDENTS
1. If a student is released from a job because they have been found guilty of theft and or unethical
conduct, the student is released from the program with no credit.
2. Students fired from jobs for reasons other than theft and or unethical conduct, even though they
go to work at another job, may receive a NINE WEEKS/ SIX WEEKS (circle one) grade of no higher
than 60 for the grading period during which the student was fired.
3. Students fired from jobs are expected to find their own employment within five school days.
Grades will be reduced from the sixth day forward.
4. Students who are laid off will have ten days to find a job and the coordinator will assist them in
finding a job. Grades will be reduced from the eleventh day forward.
5. If a student quits a job without permission from the coordinator, they will receive a NINEWEEKS/SIX WEEKS (circle one) grade of no higher than 60 for the grading period during which the
student quit the job.
6. The second time a student has been fired and or quits without permission from the coordinator,
the student will be released from the program with loss of credit.
I understand that any time the Practicum student is not employed in an APPROVED training station; the
student must be under the supervision of the Practicum instructor from the end of the class period
through the end of the school day, until a new training station is secured. The student may be exempt
from this restriction if they have a scheduled appointment for a job interview. (Documented proof of
interview is required.)
Parent Signature
Student Signature
204
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SUMMARY SIGNATURE VERIFICATION FORM
I have reviewed the following forms:





Computer Technician Practicum (Co-op) Syllabus
Student Responsibilities in Cooperative Training Program
Classroom Rules
Dependability Grade
Policies Governing Unemployed Students
My signature acknowledges I have read all documents listed above and agree to abide by the stated
policies.
Parent Signature
Student Signature
Please return this form to the teacher
205
Copyright © Texas Education Agency, 2015. All Rights Reserved.
(Fill in the Blank) INDEPENDENT SCHOOL DISTRICT
(Fill in the Blank) High School
Evaluation of Student’s Performance at the Training Station
Student Trainee:
Job Classification:
Training Station:
RETURN BY:
FACTOR
10
9-8
7-6
5
WORK
VOLUME
DEPENDABIL
ITY
QUALITY OF
WORK DONE
ON ROUTINE
TASKS
ATTITUDE
and
ENTHUSIASM
FOR JOB
SUPERVISION
REQUIRED
ON ROUTINE
TASKS
JUDGMENT
SHOWN ON
THE JOB
USE OF
HUMAN
RELATIONS
SKILLS
APPEARANCE
AND
GROOMING
RESPONSE
TO
SUGGESTION
S MADE BY
SUPERVISOR
RESULTS OF
SUGGESTION
S
Exceptionally fast;
output high
Usually does more
than expected
Adequate volume
Does less than
required
Always on time;
always present
Usually on time;
seldom absent
Usually on time;
frequently absent
Seldom on time;
excessively absent
Always neat and
accurate
Usually neat and
accurate
Sometimes neat and or
accurate
Never neat and or
accurate
Very enthusiastic;
very cooperative
Interested in job;
cooperative
Indifferent to job; some
cooperation
Dislikes job; poor
cooperation
Finishes
assignments and
takes initiative
Finishes
assignments with
little supervision
Needs some
supervision
Needs constant
supervision
Clearly outstanding
for level of training
Usually correct and
with confidence
Usually correct but
lacks confidence
Poor
Above average;
always tactful,
poised
Average; often
tactful, poised
Needs improvement;
tries to be tactful
Poor; seldom tactful
or poised
Professional for
jobsite
Appropriate for
jobsite
Usually appropriate for
jobsite
Needs improvement
Welcomes
suggestions
Accepts suggestions
Indifferent to
suggestions
Rejects suggestions
Steady
improvement with
minimum
supervision
Steady
improvement with
supervision
Slow improvement with
supervision
No improvement
RATING
TOTAL POINTS
COMMENTS:
206
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DAYS ABSENT AT JOBSITE
DAYS LATE TO JOBSITE
EMPLOYER/SUPERVISOR
DATE
Please return with student or fax to:
(YOUR NAME), Teacher/Coordinator
Fax #
Phone #
207
Copyright © Texas Education Agency, 2015. All Rights Reserved.
_______________________________High School Computer Technician Practicum
Student Disciplinary Action
Student Name
ID#
Grade
1.
Infraction
Date
Time
Location
2.
Description
3.
Disciplinary Action Taken
Teacher
Date
Student
Date
Parent
Date
Counselor
Date
Assistant Principal
Date
208
Copyright © Texas Education Agency, 2015. All Rights Reserved.
WAGE AND HOUR REPORT
Name/ID #
Hourly Wage $
Training Station:
Total Hours for 3 Weeks
Student Signature
Your signature verifies the information on this report is accurate and honest
WEEK
HOURS
From
WORKED
To
TOTAL
HOURS
CLASSES
MISSED
MONDAY
1 2 3
TUESDAY
1 2 3
WEDNESDAY
1 2 3
THURSDAY
1 2 3
FRIDAY
1 2 3
SATURDAY
1 2 3
SUNDAY
1 2 3
REASON FOR ABSENCE
TOTAL HOURS: MONDAY - FRIDAY
TOTAL HOURS FOR WEEK
209
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Additional Activities
210
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Activity Evaluation
Using the table below, please rate each activity on a scale of 1 to 10 (with 1 being considered the lowest score
and 10 the highest). List the name of the activity in the space allocated. Total your responses in the last
column.
Activity Name
Assignment
was
intellectually/
academically
challenging
Adequate
time was
allowed
Assignment
instructions
were clear
The
assignmen
t was
interesting
Repeat
assignment
next year
Total
Points
211
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College Investigation Project
OBJECTIVE:
The student will research a prospective college/university and prepare informative documents. The purpose
of this activity is to introduce students to various college websites, which will serve as tools for use when
making application.
PROCEDURE:
Pick any college or university that interests you, but consider your planned major to be certain the program is
offered. After completing your investigation, complete the following activities:
1. In typed format, gather the following information which MUST include:
a. Date school was founded and its location
b. Size of Campus
c. Student population (only include your chosen campus)
d. Where college is located
e. Tuition per semester, including room, board and fees
f. Entrance requirements (SAT, ACT, etc.)
g. Majors offered
h. Campus map
2. You will prepare a newsletter of information regarding your chosen college/university. Use your
own creativity; therefore, delete any preloaded artwork in the newsletter and insert your own
pictures, etc.
Your newsletter will be minimum of 2 pages in length. When you print, only print the two pages. (Print
Current Page Only for each one)
You must include information from the following categories:
 Admission information, including deadlines
 Student Life
 New Student Orientation
 Sports (limit to 2 or 3 different sports and include information on each)
 Clubs and Activities
 Housing information (dormitories/apartments on campus)
 Financial Aid
 3 other areas of your choice not listed above
DO NOT COPY AND PASTE! THAT IS PLAGIARISM! You must use your own words!
MATERIALS NEEDED
Computer, paper, Internet, projector and screen (for presenting)
212
Copyright © Texas Education Agency, 2015. All rights reserved.
EMERGING LEADERS
OBJECTIVE:
Student groups will work cooperatively to invent a product, using directions provided. The purpose of this
lesson is to determine the leaders in the classroom. Discussion about types of political societies may also take
place.
MATERIALS NEEDED:
LEGOS, Tinker Toys, or building blocks (enough for an entire class). These items should be secured well in
advance of the activity to be certain you have enough materials.
Prepared slips of paper with group information for each group. (See Group A-E below)
TIME ALLOTED:
One class period.
(Make sure time is allowed for discussion and take away. Suggested discussion time: 20 mins)
DIRECTIONS:
Each group will invent a product using the materials provided. Groups must follow directions, interpreting and
determining how to execute the instructions as they are given by the teacher. (See Group A-E below)
Teacher’s Directions:
1. Divide the class into groups of 3 or 4 by handing out numbers, colors, etc.
2. Secure the materials in the front of the room, near your desk.
3. Designate the youngest (or oldest or whatever category you choose) as the leader of the group.
The oldest (youngest, or the one with the most brothers/sisters, etc.) is in charge of procuring materials for
the group. The procurers are the only ones who may approach the materials area. They are to take back to
their groups only what they can carry in two hands. (It is up to the teacher to decide when to call the
procurers back to the materials area to secure more materials.)
4. Make sure each member has a responsibility. Depending on the size of the group, someone may have
more than one job.
5. The spokesperson in each group will have the largest (or smallest hand or foot).
You decide.
6. Once the groups have been established and re-located within the classroom, give each group their
instructions for completing the task. Due to variations in class size, some products or decision making
processes may be repeated
7. After about 10 minutes, instruct the groups they must barter at least one of their materials with
another group. This is the job of the procurer
8. Walk around the room, listen and observe. You will see leaders emerge
213
Copyright © Texas Education Agency, 2015. All rights reserved.
Suggestions:
Group A:
Design and name a skyscraper that doubles as an aircraft.
All members may provide input.
Group B:
Design and name a futuristic retail establishment. Group leader makes all decisions.
Group C:
Design and name a new tech product. All members must vote on all decisions.
Group D:
Design and name a new educational product.
No talking is allowed while building the product.
Group E:
Design and name a new means of transportation.
Each member will have tasks assigned by the group leader.
Number of groups will vary according to the size of the class. Improvise if needed.
SUMMARY/DISCUSSION/TAKE AWAY:
Each group’s spokesperson will present their group’s product to the class, stating their directions as well as
explaining their invention. Have the members discuss the decision making process and how they felt during
the process.
Explain the role of managers and employees and the differences in companies’ operational procedures. Ask
the class what type of leader or manager they work better with. Discuss.
214
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CURRENT EVENT SUMMARY
Title of Article:
Source of Article:
State the key point of the article:
Summarize the supporting facts of the article:
What information did you learn?
Definitions to NEW WORDS: (You cannot leave this blank)
Attach a copy (or the original) article to this sheet.
215
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(Name of Assignment or Activity)
OBJECTIVE
PROCEDURE
MATERIALS REQIRED
APPROXIMATE TIME REQUIRED
216
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Product Development Strategy
1. People are drinking all types of cold beverages today: soft drinks, bottled waters, fruit juices, and
sports drinks, to name a few. Evaluate the positioning of three brands on the market. For example,
compare the positioning of different iced tea products on the market. You may have to look on the
Internet to help you determine the product development strategies.
2. The challenge for yogurt makers is how to increase that percentage. Some yogurt makers are catering
to children as well as adults. Develop a yogurt of your own (complete with name) and devise your
appeal to the age bracket of your customers.
What would make them want to eat your product over the competitors?
3. List an assortment of business establishments (by name) you would like to have in your city or town.
List where you would have them locate. What would this do to our current economic situation? What
would happen to the existing businesses?
217
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THINKING DEMOGRAPHICALLY
OBJECTIVES
Learn the importance of demographics used in business decisions.
MATERIALS NEEDED
 Library for research
 Internet for research
TIME ALLOCATED
One class period
DIRECTIONS
 You will log into the computer to prepare for research.
 You will research three different cities or towns in one state:
1. Write down the name of the city you choose and write down ALL of the demographic information for
each town or city. (E.g. age, income, gender…)
2. After you have researched the three cities you are to assume the role of a product development
manager of a major car company you are to decide what product would be a candidate for this specific
area.
218
Copyright © Texas Education Agency, 2015. All rights reserved.
City
Demographic Information
You work for a major corporation and want to corner the market for computers used by college students.
Based on research you conducted, where would you spend you advertising dollars and why?
GRADING CRITERIA:
The report will be evaluated on thoroughness, spelling, and grammar. This report must be typed. This entire
complete report is due at the end of class
219
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Should You Become an Entrepreneur?
1.
How are entrepreneurs different from employees?
2.
Describe different types of entrepreneurial businesses.
3.
Name one historical entrepreneur and describe what he or she did.
4.
Why are small businesses so important to our economy?
5.
What are the reasons for wanting to become an entrepreneur?
6.
Do you think the reasons are common to all entrepreneurs, or are some of your reasons unique?
7.
What other entrepreneurs in the 19th or 20th century have changed the American economy? How?
8.
Clarence Birdseye developed the first packaged frozen foods. He greatly influenced eating habits in
the United States and throughout the world. What do you think a typical family’s daily eating habits
were like at the end of the nineteenth century? Write a short scenario describing them.
220
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Gradebook Project
Instructions
Read the case problem below and execute your plan. When you are finished, you will print your responses and
SUBMIT your work.
Performance Indicators
 Determine customer wants and needs.
 Explain the nature of your program.
 Explain the difficulties faced in coding a program of this nature.
 Explain how to address and resolve security concerns when working with confidential information.
The Problem
You are to assume the role of project manager for Myromar Programming. Your manager, Brian Miller, has
asked you to lead a project to re-write the gradebook program for Qualitative University.
Qualitative University employs two full-time professors with each professor teaching one class. Enrollment in
each class is limited to 10 students. The following features are required:
 Professor wants to select grade category.
o Daily grades count 25% of the final grade.
o Lab grades count 25% of the final grade.
o Test grades count 50% of the final grade.
 Information should be searchable by student name or ID number.
 Information sorted by name, ID number, or grade.
 Professor can select reports and print to either the screen or a file.
 Users will enter data
You will deliver a complete and operational program coded in the language of your choice.
All documentation must be included with the program including:
 Flowcharts
 Storyboards
 Design structure
 Detailed end user instructions
 EULA
Be prepared to present your program to instructors and IT professionals.
221
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Career Pathways
Practicum in Computer Technician
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate they have learned about the various Career
Pathways adopted by the federal government, explore a career of interest, research a college of choice,
choose companies of interest to work for after graduating from college, and match the criteria in the three
presentation rubrics.
Specific Objectives
 Define what Career Pathways are.
 Identify the 16 Career Pathways – Programs of Study.
 Research Income and Job Growth Projections 2011 – 2020.
 Determine individual Career Pathway.
 Determine Career Pathways Resources.
 Develop Career Pathway Research Presentation.
 Determine College or University of Choice.
 Develop College or University of Choice Research Presentation.
 Determine Companies of Interest.
 Develop Companies of Interest Research Presentation.
Terms
 Career Pathways - a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
 Programs of Study - an academic and career plan developed by your school to help move you towards
a college and career path.
 Bureau of Labor Statistics (BLS) - a United States government agency that produces economic data
that reflects the state of the United States’ economy. This data includes the Consumer Price Index
(CPI), the unemployment rate, and the Producer Price Index (PPI).
 Department of Labor (DOL) - a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, reemployment services, and a portion of the country's economic statistics.
 O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that
contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce
development professionals to understand today's world of work in the United States.
Time
This lesson should take six days (270 minutes) to complete.
 Days one through two - What are the Career Pathways? Career Pathway Research (90 minutes)
 Days three through four- Career Pathways Resources and Career Pathway Presentation (90 minutes)
 Days five through six - College or University of Choice Presentation and Companies of Interest Research
Presentation (90 minutes)
222
Copyright © Texas Education Agency, 2015. All rights reserved.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Computer Technician

130.275 (c)
o (2) The student identifies various employment opportunities in the information technology
field. The student is expected to:
(A) improve on a personal career plan along with education, job skills, and experience
necessary to achieve career goals.
o (4) The student applies communication, mathematics, English, and science knowledge and
skills to research and develop projects. The student is expected to:
(A) demonstrate proper use of written, verbal, and communication techniques
consistent with information technology industry standards;
(B) demonstrate proper use of mathematics concepts as they apply to the development
of products or services, and;
(C) demonstrate proper use of science principles to the development of products or
services.
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
223
Copyright © Texas Education Agency, 2015. All rights reserved.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
 Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
 Career Pathways slide presentation and notes
 Note Taking Form handout
Materials Needed
 Handouts for each student
o Career Pathways Terms and Definitions
o Note Taking Form
o Activity 1 – My Career Pathway
o Activity 2 – Career Pathway Presentation
o Activity 3 – College or University of Choice Presentation
o Activity 4 – Companies of Interest Research Presentation
 Supplies listed in each activity
 Pencils and pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
•
Say
o During this lesson you will learn about Career Pathways. You will explore the various Career
Pathways adopted by the federal government, choose a Career Pathway of interest, research a
college of choice, and choose companies of interest to work for after graduating from college.
•

Say
o To achieve your Career Pathway success, you must choose the best career, college, and
company paths and make a commitment to them, while remaining flexible enough to deal with
changes and new opportunities.
Ask
o Why do you think it is necessary to understand what Career Pathways are?
224
Copyright © Texas Education Agency, 2015. All rights reserved.

•
Say
o You will research and create presentations for your Career Pathway, College or University of
Choice, and Companies of Interest, which will guide you into establishing a solid career
foundation.
Show
o Career Pathways slide presentation
225
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
Days 1-2
2.
3.
Introduce Career Pathways
a. Objectives
b. What are Career Pathways?
c. Programs of Study
d. Career Pathway Research
Activity 1 - My Career Pathway
Day 3-4
4.
5.
Career Pathways Resources
a. Bureau of Labor Statistics
b. Department of Labor
c. O*NET Online
NOTES TO TEACHER
Begin the Career Pathways slide
presentation. Students will use
Note Taking Form handout to take
notes.
Distribute handouts and have
students read and discuss them.
Days 1-2 refer to slides 1-9.
Students will participate in group
discussions and complete class
activities.
Days 3-4 refer to slides 10-11.
Activity 2 - Career Pathway Research
Presentation
Day 5-6
Days 5-6 refer to slides 12-15.
IV. College or University of Choice
A. Research a college or university
B. Create and deliver presentation
V. Activity 3 - College or University of Choice
Research Presentation
VI. Companies of Interest
A. Research 10 companies of interest
B. Create and deliver presentation
VII. Activity 4 – Companies of Interest
Research Presentation
VIII. Assessment = Daily Activities
226
Copyright © Texas Education Agency, 2015. All rights reserved.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Career Pathway slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Career Pathway they will begin to work on the activities.
Independent Practice
 Students will determine their Career Pathways.
 Students will design a Career Pathway Research Presentation.
 Students will determine their college or university of choice.
 Students will design a College or University of Choice Research Presentation.
 Students will determine their companies of interest.
 Students will design a Companies of Interest Research Presentation.
Summary
Review
There are several Career Pathways, college or university choices, and companies of interest, which students
are able to determine in high school. It is important for students to begin researching their Career Pathways
and other methods to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
Daily grade on activities based on rubrics.
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Career Pathways, college or university choices, and companies of interest in high school.
227
Copyright © Texas Education Agency, 2015. All rights reserved.
Career Pathways Terms and Definitions
1. Career Pathways - is a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
2. Programs of Study - is an academic and career plan developed by your school to help move you
towards a college and career path.
3. Bureau of Labor Statistics (BLS) - is a United States government agency that produces economic data
that reflects the state of the United States’ economy. This data includes the Consumer Price Index
(CPI), the unemployment rate, and the Producer Price Index (PPI).
4. Department of Labor (DOL) - is a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, reemployment services, and a portion of the country's economic statistics.
5. O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that
contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce
development professionals to understand today's world of work in the United States.
228
Copyright © Texas Education Agency, 2015. All rights reserved.
NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
229
Copyright © Texas Education Agency, 2015. All rights reserved.
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
230
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 1 – My Career Pathway
Name ______________________________________________________________
Class Period ________________ Date ____________________________________
Directions
Earn 10 points for each circle completed with responses.
Make a list of longterm goals.
Where do you want to
live? List the city and
state where you would
like to live.
List your interests.
Fill in your name in
this circle.
List your
preferred
working
conditions. For
example, would
you like to work
weekends or
evenings?
List your preferred
salary. How much
money do you
realistically expect to
earn?
List your preferred
environment. Would
you like to work with
people in a medical
industry, education,
industry, or etc.?
231
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 1 – My Career Pathway
1. Which is the most important, salary or working environment? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Visit the websites below to learn more about the 16 Career Clusters.
 http://cte.unt.edu/other-clusters/
 http://www.texascaresonline.com/clusters/clusters.asp
3. Now that you have thought about career choices, select a Career Pathway – Program of Study
that matches your interests and preferred salary from the list below.
___ 1. Agriculture, Food & Natural Resources
___ 2. Architecture & Construction
___ 3. Arts, A/V Technology & Communications
___ 4. Business Management & Administration
___ 5. Education & Training
___ 6. Finance
___ 7. Government & Public Administration
___ 8. Health Science
___ 9. Hospitality & Tourism
___ 10. Human Services
___ 11. Information Technology
___ 12. Law, Public Safety, Corrections & Security
___ 13. Manufacturing
___ 14. Marketing
___ 15. Science, Technology, Engineering & Mathematics
___ 16. Transportation, Distribution & Logistics
232
Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics
Graded Elements
9-10 Responses
Total Points
90-100
7-8 Responses
70-80
5-6 Responses
50-60
3-4 Responses
30-40
1-2 Responses
10-20
0 Responses
0
233
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 2 - Career Pathway Research Presentation
Project
Research and create a presentation about a career that you are interested in pursuing after
graduation.
Activity
Research the career on the Internet and find the following information:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
Career
Nature of the Work
Working Conditions
Educational Requirements
Training and Other Qualifications
Experience/Required Skills
Salary/Income
Job Market Outlook – Is this a career field with good future job prospects?
Upside – What are the benefits of working in this career field?
Downside – What are the detriments to this career?
Related Occupation(s)
Conclusion
Prepare a presentation to share this information with the class. Please cite the sources of
your information in the footnote section of your presentation.
Use graphics, animation, and slide transitions to make your presentation engaging and
interesting. Include at least one website hyperlink to use during the presentation for
demonstration.
Supplies
Computer, Internet access, presentation software
Deliverables Completed career research presentation and reflection response
Reflection
How important do you think it is to research career choices? What are some of the
benefits that you can obtain from this research?
234
Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
100
235
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 3 - College or University of Choice Research Presentation
Project
Research and create a presentation about a college or university of interests that will
assist you with pursuing your Career Pathway.
Activity
You will research the college or university of your choice and produce a presentation.
1. Select a college or university that interests you.
2. Locate the website (URL) for that college or university.
3. Include the following in your presentation (you will find all of this information on the
website):
A. Name of the College or University
B. Location (City and State)
C. School banner, logo, or mascot
D. School colors
E. Map of the campus if available
F. Photos of campus
G. Estimated cost of attending one full year (this should include tuition, fees,
housing, and meals)
H. Number of students currently enrolled (can be an estimate)
I. Degree of the most interest to you and why
J. Important dates such as application deadlines and scholarship deadlines
K. Cite all of your sources in the footnote of each slide
Supplies
Computer, Internet, presentation software
Deliverables You will prepare a presentation of your college or university research that includes all of
the information listed above, along with anything else that you find interesting, and respond to the
reflection question.
Reflection
Why did you choose this college or university? How will this college or university assist
you in pursuing your Career Pathway? Please be prepared to answer this question during
your presentation.
236
Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and
capitalization
15
Presentation Skills
15
Original and creative presentation
10
Reflection
10
Total
100
237
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 4 - Companies of Interest Research Presentation
Project
Research 10 companies of interest that will assist you in pursuing your Career
Pathway.
Activity
Using an Internet browser, use the search terms “find career jobs” to assist you in
researching and locating 10 companies of interest.
Create a presentation and share your research with the class.
Slide 1:
Introduce yourself and your Career Pathway
Slide 2:
Rank the 10 companies in order from most desirable to least.
Slides 3-12: Write a brief description about each company you would choose to
work for and explain the Career Pathway you wish to pursue.
Slide 13:
Reflection
Slide 14:
Resources
Present your research to the class!
Supplies
Computer, Internet access, presentation software
Deliverables
Presentation of 14 slides based on research and reflection
Reflection
Please provide five reasons that are important to you when choosing a
company/employer.
238
Copyright © Texas Education Agency, 2015. All rights reserved.
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
100
239
Copyright © Texas Education Agency, 2015. All rights reserved.
Personal Management
Practicum in Computer Technician
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will apply concepts of personal development using the goalsetting concept to create short-term goals and long-terms goals for the current school academic year.
Specific Objectives
 Understand what goal-setting is and its importance in Personal Management.
 Identify the benefits of goal-setting.
 Determine short-term goals and long-term goals.
 Develop S.M.A.R.T. Goals Planner.
 Sign a Personal Development Mentor/Mentee Partnership Agreement.
Terms
 Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
 Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
 Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
 Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
 Mentee - a person who is guided by a mentor.
 Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
 Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
 S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
Time
This lesson should take five days (225 minutes) to complete in its entirety. The last two days (90 minutes) are
recommended if time permits within the entire year-long curriculum.
 Days one through three: What is Personal Management? (135 minutes)
 Day four: Six Weeks S.M.A.R.T. Goals Planner (45 minutes)
 Day five: Mentor and Mentee Partnership (45 minutes)
Preparation
TEKS Correlations
240
Copyright © Texas Education Agency, 2015. All rights reserved.
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Computer Technician
 130.275 (c)
o (2) The student identifies various employment opportunities in the information technology
field. The student is expected to:
(A) improve on a personal career plan along with education, job skills, and experience
necessary to achieve career goals.

130.275 (c)
o (4) The student applies communication, mathematics, English, and science knowledge and
skills to research and develop projects. The student is expected to:
(A) demonstrate proper use of written, verbal, and communication techniques
consistent with information technology industry standards;
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
241
Copyright © Texas Education Agency, 2015. All rights reserved.
Reference
 Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
 Personal Management slide presentation and notes
 Note Taking Form handout
Materials Needed
 Handouts for each student
o Personal Management Terms and Definitions
o Note Taking Form
o Activity 1 - Short-Term Goals
o Activity 2 - Long-Term Goals
o Activity 3 - Life Goals Collage
o Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
o Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
 Supplies listed in each activity
 Pencils and Pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Personal
Management using goal-setting techniques.
• Say
o During this lesson you will learn about Personal Management. You will focus on what goalsetting is, understanding the benefits of goal-setting, determining your short-term goals and
long-term goals, developing a Six Weeks S.M.A.R.T. Goals Planner, and establishing a mentor
and mentee partnership agreement.
• Say
o To achieve your goals, you must choose the best path and make a commitment to it, while
remaining flexible enough to deal with changes and new opportunities.
 Ask
o Why do you think it is necessary to establish short-term goals and long-term goals?
 Say
o You will create your short-term goals and long-term goals for the current academic school year.
• Show
o Personal Management slide presentation
242
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
Days 1-3
6.
Introduce Personal Management
a. What is Personal Management?
b. What is Goal Setting?
c. Benefits of Goals
d. S.M.A.R.T. Goals
e. Short-Term Goals
f. Long-Term Goals
g. Activities
i. Activity 1 - Short-Term
Goals
ii. Activity 2 - Long-Term
Goals
iii. Activity 3 - Life Goals
Collage
NOTES TO TEACHER
Begin the Personal Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Days 1-3 - refer to slides 1-15
Day 4
7.
Weekly S.M.A.R.T. Goals Planner
a. How do you use your planner?
b. Planner Expectations
8.
Activity 4 – Six Weeks S.M.A.R.T.
Goals Planner
Day 4 - refer to slides 16-23
Day 5
Day 5 - refer to slides 24-29
VIII.
Mentor and Mentee Partnership
C. What is a mentor?
D. What is a mentee?
IX. Activities
A. Activity 5 – Personal Development
Mentor and Mentee Partnership
Agreement
B. Activity 3 – Life Goals Collage
Presentation
VI.
Each student will present his/her
Life Goals Collage to the class.
Assessment = Daily Activities
243
Copyright © Texas Education Agency, 2015. All rights reserved.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Personal Management slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Personal Management they will begin to work on the activities.
Independent Practice
 Students will determine their short-term goals and long-term goals.
 Students will design their Life Goals Collage.
 Students will establish their Six Weeks S.M.A.R.T. Goals Planner.
 Students will sign their Personal Development Mentor/Mentee Partnership Agreement.
 Students will present their Life Goals Collage to the class.
Summary
Review
There are several short-term goals and long-term goals that students are able to determine in high school. It is
important for students to establish their life goals to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Personal Management and goal-setting in high school.
244
Copyright © Texas Education Agency, 2015. All rights reserved.
Personal Management Terms and Definitions
2. Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
3. Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
4. Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
5. Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
6. Mentee - a person who is guided by a mentor.
7. Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
8. Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
9. S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
245
Copyright © Texas Education Agency, 2015. All rights reserved.
NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
246
Copyright © Texas Education Agency, 2015. All rights reserved.
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
247
Copyright © Texas Education Agency, 2015. All rights reserved.
Name _______________________________ Date ____________________
Activity 1 - Short-Term Goals
Project
Determine your short-term goals for the current academic school year.
Activity
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your short-term goals for the current academic school year. Keep a
copy of your Activity 1 - Short-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 1 - Short-Term Goals handout, pen or pencil
Deliverable
Activity 1 - Short-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your short-term goals and why it is important to
set short-term goals.
How Your Grade will be Calculated
Graded Elements
Total Points
Activity 1 - Short-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
100
248
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Part 1
Practice identifying short-term goals. NOTE: Sometimes accomplishing short-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are short-term goals.
Checkmark
Short-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
Part 2
Directions
Determine your five short-term goals and list in the space provided below.
My SHORT-TERM Goals
Something Achievable in the Next Month!
1.
2.
3.
4.
5.
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
Actions to Take to Achieve My Short-Term Goals!
249
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1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your short-term goals and why it is important to set short-term goals.
250
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Name _______________________________ Date ____________________
Activity 2 - Long-Term Goals
Project
Determine your long-term goals for the current academic school year.
Activity
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your long-term goals for the current academic school year. Keep a
copy of your Activity 2 - Long-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 2 - Long-Term Goals handout, pen or pencil
Deliverable
Activity 2 - Long-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your Long-Term Goals and why it is important to
set Long-Term Goals.
How Your Grade will be Calculated
Graded Elements
Total Points
Activity 2 - Long-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
100
251
Copyright © Texas Education Agency, 2015. All rights reserved.
Part 1
Practice identifying long-term goals. NOTE: Sometimes accomplishing long-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are long-term goals.
Checkmark
Long-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home in within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
Part 2
Determine your five long-term goals and list in the space provided below.
My LONG-TERM Goals
Something that will take longer than a month to achieve!
1.
2.
3.
4.
5.
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
252
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Actions to Take to Achieve My Long-Term Goals!
1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your long-term goals and why it is important to set long-term goals.
253
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Name _______________________________ Date ____________________
S.M.A.R.T. Questions to Ask Yourself
Directions
Answer YES or NO to the following questions.
1. Is the goal achievable? _____
A. Can I accomplish my goal in the time-span I have set? _____
B. Does achieving this goal depend only on me and not on conditions outside of me? _____
2. Do I believe I can achieve this goal? _____
A. Are my skills and abilities equal to this goal? _____
3. Will I know when I have reached my goal? _____
A. Have I set my goal in specific terms? _____
4. Do I want to do what it takes to reach my goal? _____
A. Is the goal one that interests me? _____
5. Is the goal presented with an alternative? _____
A. Have I made a firm decision? _____
B. Am I focused on what I need to be doing? _____
C. Do I have an alternative if I cannot reach my goal? _____
6. Am I motivated to pursue my goal? _____
A. Do I have a support system? _____
B. Have I set up a timeline towards my goal? _____
C. Do I have a reward system in place? _____
7. Is the goal of value to me? _____
A. Is the goal compatible with my values? _____
B. Does my goal have longevity? Do I need to consider more education? _____
NOTE: If you have answered “YES” to the questions listed above, you have selected valid goals.
254
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Name _______________________________ Date ____________________
Activity 3 - Life Goals Collage
Project
Create a collage depicting 10-12 Life Goals
Activity
It is important to set goals and develop an action plan to achieve those goals. In this activity,
think about 10 goals that you want to achieve in the next 10 years. Find photos that represent
those goals. For example, if one of your goals is to graduate from college, find a photo of a
person in cap and gown to represent that goal. Use a photo of something from the college of
your choice, such as a banner or mascot, to identify the college. If one of your goals is to have a
new car, find a photo of the car. Create a new 8.5”x11” document when you have all of your
photos that represent your life goals. You can create this document in any photo editing
software program for this project. Create the best arrangement and resize the photos as
needed. Finally, add text to the collage. The text can be as simple as, “Elizabeth’s Life Goals.”
Choose something meaningful.
Print your collage and keep it to remind you to stay focused on your goals.
Remember the action plan. If graduating from college is one of your life goals, take action in
high school to prepare for college by taking more than the required classes and plan ahead.
Good luck with the project and with achieving your goals.
Supplies
Internet access, photo editing software, printer
Deliverable
An 8.5”x 11” collage representing 10 life goals with text (including reflection)
Reflection
Write a short paragraph listing your life goals and why it is important to set goals and develop
an action plan.
How Your Grade will be Calculated
Graded Elements
Total Points
8.5”x 11” collage with 10 life goals
50
Descriptive text
10
Shows depth of thought
15
Creativity in design
15
Reflection
10
Total
100
255
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Name _______________________________ Date ____________________
Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
MONTHLY Activities
Monday
Tuesday
Wednesday
Thursday
Friday
Week
1
2
3
4
5
6
SIX WEEKS PRIORITIES
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Six Weeks S.M.A.R.T. Goals Planner
My #1 Weekly S.M.A.R.T. Goal is
Signature
______________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
257
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Six Weeks S.M.A.R.T. Goals Planner
My #2 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
258
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #3 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
259
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #4 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
260
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #5 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
261
Copyright © Texas Education Agency, 2015. All rights reserved.
Six Weeks S.M.A.R.T. Goals Planner
My #6 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
262
Copyright © Texas Education Agency, 2015. All rights reserved.
Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
A successful mentee and mentor relationship requires a commitment on the part of both partners. The
following agreement is intended to provide a starting framework for the partnership. Either party should
understand that they may withdraw from the relationship at any time by contacting each other. Each partner
should keep a copy of this agreement and make every effort to fulfill the terms of the agreement.
Mentor ___________________________ Room Number _________________________
Subject Taught _____________________ Email Address _________________________
Mentee ___________________________ Email Address _________________________
Mentor and mentee are encouraged to share additional contact information as needed.
MENTEE GOALS
The mentee should establish with the mentor at least four personal development short-term goals and longterms goals. Goals should be Specific, Measurable, Achievable, Relevant, and Timely (S.M.A.R.T.).
GOAL # 1 ______________________________________________________________
GOAL # 2 ______________________________________________________________
GOAL # 3 ______________________________________________________________
GOAL # 4 ______________________________________________________________
CONTACT AGREEMENT
The duration of the formal mentoring program is 10 months during the school session. Mentors are
encouraged to continue the relationship on a voluntary basis. Contacts with mentee must be in person each
Wednesday.
Mentee and Mentor agree to meet at least once each week for 10 months.
Mentee and Mentor to provide a final evaluation of the relationship at the end of the formal program.
_________________________________
Mentee Signature and Date
___________________________
Mentor Signature and Date
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MENTEE FINAL EVALUATION
Mentee _______________________________________ Mentor _____________________________________
Mentor Title _____________________________ Email Address _____________________________________
Number of Mentee Contacts with Mentor _____ Type of Contacts ___________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments _________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 - Don’t Know
_____ I feel that I have reached all or some of my short-term goals for personal growth.
_____ I feel that I have reached all or some of my long-term goals for personal growth.
_____ I feel more self-confident since completing the Mentor/Mentee program.
_____ My Mentor played an important part in my growth and development.
_____ I plan to continue my training and education.
_____ I plan to continue to work on reaching current and future career goals.
_____ I feel the training I received had a positive effect on my academic success.
My Mentor and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
I would like to serve as Mentor in the future. Yes _____ No _____ Don’t Know _____
_______________________________________________________
Mentee’s Signature and Date
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MENTOR FINAL EVALUATION
Mentor ______________________________ Email Address ___________________________________
School _______________________________ Subject Taught __________________________________
Number of Mentor Contacts with Mentee ____ Type of Contacts _______________________________
Mentee____________________________ Email Address _____________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments
_________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 – Don’t Know
_____ I feel that the Mentee reached all or some of his/her goals for personal short-term goals and longterm goals growth.
_____ I see in the Mentee a greater self-confidence since we began the mentoring relationship.
_____ I feel I played an important part in the academic and personal development of the Mentee.
_____ I think the Mentee will become a long-term productive student.
_____ I feel that I have gained from the mentoring relationship.
_____ I would encourage others to serve as mentors.
_____ I would like to mentor others in the future.
_____ I found the mentor role to be too demanding.
My Mentee and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
________________________________________________________
Mentor’s Signature and Date
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265
Portfolios
Practicum in Computer Technician
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate how to create a portfolio and their
benefit.
Specific Objectives




Define a career portfolio
Identify the types of information employers want to see in a candidate’s career portfolio
Prepare for post-secondary education, and/or a career, by developing a career portfolio
Learn how to use a portfolio to their benefit, how to maintain a portfolio, and what
important components should be included in a portfolio
This lesson should take three class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
130.275 Practicum in Computer Technician
o (13) The student creates a personal portfolio. The student is expected to:
(A) create a portfolio that documents all projects and accomplishments such as
academics, volunteer experience, employment experience, awards, and
certifications;
(B) organize and prioritize information within the portfolio; and
(C) use written, verbal, and visual communication techniques consistent with
information technology industry standards.
Reading I, II, III
§110.47(b) Knowledge and skills.
(1) The student uses a variety of word recognition strategies. The student is expected to:
(A) apply knowledge of letter-sound correspondences, language structure, and context to
recognize words; and
(B) use reference guides such as dictionaries, glossaries, and available technology to
determine pronunciations of unfamiliar words.
Copyright © Texas Education Agency, 2015. All rights reserved.
266
(2) The student acquires an extensive vocabulary through reading and systematic word study.
The student is expected to:
(A) expand vocabulary by reading, viewing, listening, and discussing;
(B) determine word meanings through the study of their relationships to other words and
concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends texts using effective strategies. The student is expected to:
(A) use prior knowledge and experience to comprehend;
(B) determine and adjust purpose for reading;
(C) self-monitor reading and adjust when confusion occurs by using appropriate
strategies;
(D) summarize texts by identifying main ideas and relevant details;
Public Speaking I, II, III
§110.57 (b) Knowledge and skills.
(4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and occasions;
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches.
The student is expected to:
(C) develop verbal, vocal, and physical skills to enhance presentations;
College and Career Readiness Standards
Cross-Disciplinary Standards
I. Key Cognitive Skills
D. Academic behaviors
1. Self-monitor learning needs and seek assistance when needed.
2. Use study habits necessary to manage academic pursuits and requirements.
3. Strive for accuracy and precision.
4. Persevere to complete and master tasks.
Tasks
 Students will create a career portfolio.
Activities
Have students create a portfolio using the Portfolio Guidelines. They will choose a sample of their
current work to add to the portfolio and evaluate each entry by completing the Student Reflection Sheet
before adding the document to the folder. Inform the students that it is expected they keep the
portfolio for the following year.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Copyright © Texas Education Agency, 2015. All rights reserved.
267
Preparation
 If possible, display each form on projector screen
 Copy the handout sheets and rubric for the students
 Have materials ready prior to the start of the lesson.
Instructional Aids
 Student handouts
Materials Needed
 Portfolio computer-based presentation
 Portfolio Guidelines
 Student Reflection Sheet
 Three-Ring Notebook Paper protectors
 Dividers
Resources
Office of Research, Office of Educational Research and Improvement
(OERI) of the U.S. Department
of Education, http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html
Do an Internet search for “Kimeldorf, Martin, Portfolio Library and Selected Works”
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation


Ask students what the benefits of using portfolios are.
Ask students what employers are looking for in job applicants.
Lesson Introduction

Explain each form in detail and check for understanding.
Copyright © Texas Education Agency, 2015. All rights reserved.
268
Outline
MI
Outline
I. Portfolio definition
A. Reflects a student's interests and
achievements
B. Exhibits a sample of a student’s work
that purposefully represents his or her
efforts, progress, and achievements in
one or more areas
C. Includes a student’s participation in
selecting the contents, the criteria for
selection, the criteria for judging merit,
and evidence of the student’s selfreflection
II. Student portfolio components
A. Cover sheet – identifies the student
B. Table of contents – listing of entries
C. Letter of Introduction – introduces the
student
D. Application – practical exercise that
displays "real world skills"
E. Résumé – student qualifications
F. Academic skills – an entry from areas
showcasing growth in content and real
world skills, with a reflection sheet for
every item
G. Transcript – provides the official record
of a student's coursework and testing
H. Letters of recommendation – show how
others view a student
I. Special interests and awards – special
interests and awards achieved in or
outside of school; a vital part of a
student's total package
Instructor Notes
Have students brainstorm and
list attributes they think
employers look at or look for
in prospective employees.
Discuss how the images they
post to social networking
websites and the email
address names they choose
can affect their ability to get a
job. Show examples, real or
created, of social networking
websites and/or email
addresses that might cause a
potential employer to
disregard an application. Use
the Discussion Rubric for
assessment.
Copyright © Texas Education Agency, 2015. All rights reserved.
269
III. Benefits of the portfolio process
A. Students will benefit from tangible proof
of their abilities and achievements
B. Intangible benefits come from closer selfassessment
C. Students develop a sense of pride and
ownership from collecting their best
work
D. A portfolio provides future employers,
scholarship committees, or entrance
committees additional evaluation tools
IV. Maintaining the portfolio
A. Appearance – neat and clean
B. Update – insert best work
C. Evaluate – reflect on work collected in
the portfolio
D. Replacement – insert new work,
displaying a greater mastery of skills
V. Teachers are encouraged to be a mentor or
wise advisor to the student during the
preparation of the portfolio
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270
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will go over each form individually and thoroughly. It is extremely important that all
students understand what is required of them in order to complete the assignment.
Summary
Review
 Why is it important to develop a career portfolio?
 What important components should be included in a career portfolio?
Evaluation
Informal Assessment
 Discussion rubric
 Individual work rubric
Formal Assessment
 Portfolio rubric
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271
Student Portfolio Guidelines
Student portfolios should include:
A.
B.
C.
D.
E.
F.
Cover sheet – identifies the student
Table of contents – listing of entries
Letter of Introduction – introduces the student
Application – practical exercise that displays "real-world skills"
Résumé – student qualifications
Academic skills – an entry from areas showcasing growth in content and real-world skills,
with a reflection sheet for every item
G. Transcript – provides the official record of a student's coursework and testing
H. Letters of recommendation – show how others view a student
I. Special interests and awards – special interests and awards achieved in or outside of school;
a vital part of a student's total package
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272
Portfolio Reflection Sheet
Name_____________
_____
Date_____________
_______
Describe the portfolio item:
Explain the purpose for including the item:
Discuss what you learned, its importance to you, and what improvement you can make:
Copyright © Texas Education Agency, 2015. All rights reserved.
273
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing to
achieve goals
Shares thoughts actively while offering
helpful recommendations to others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions or
requesting input
Expresses thoughts and ideas clearly
and effectively
Total Points (32 pts.)
Comments:
274
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
275
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Portfolio Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Visual Appeal
Cover Page
Table of Contents
Letter of Introduction
Application
Letters of Recommendation
Résumé
Work Sample 1 + Reflection
Work Sample 2 + Reflection
Work Sample 3 + Reflection
Work Sample 4 + Reflection
Certificates & Awards
Total Points (48 pts.)
Comments:
276
Copyright © Texas Education Agency, 2015. All rights reserved.
Project Management
Practicum in Computer Technician
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate the importance of using Project Management
in the school environment by completing Activity 1 - Project Management Team Project and Project
Management Assessment Tool matching the criteria in the rubrics.
Specific Objectives
 Define what Project Management is.
 Apply the seven Project Management Techniques.
 Describe the Project Management Planning Process.
 Use the most common Project Management Organizational Tools.
 Complete Project Management Team Projects.
Terms
 Project Management – involves the planning, monitoring, and coordinating of all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
 Project Management Techniques
1. Understand the project
2. Research and summarize
3. Cite the source
4. Working on the project
5. Group work
6. Time
7. Time management
 Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
 Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
be started. They allow the project team to determine the several factors in project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
Time
This lesson should take three days (135 minutes) to complete.
 Day one – Project Management slide presentation (45 minutes)
 Day two – Activity 1 - Project Management Team Project (45 minutes)
 Day three – Activity 2 - Team Project Task List and Schedule (45 minutes)
277
Copyright © Texas Education Agency, 2015. All rights reserved.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Computer Technician
 130.275 (c)
o (8) The student employs project management knowledge to oversee information technology
projects. The student is expected to:
(A) implement project methodologies to manage information system projects;
(B) define the scope of work to achieve individual and group goals;
(C) develop time and activity plans to achieve objectives;
(G) implement or participate with cross-functional teams to achieve information
technology project goals;
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Review and become familiar with the terminology, website links, and the slide presentation.
 Have materials, slide presentation, and websites ready prior to the start of the lesson.
 Print handouts for each student.
Reference
Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing Co.
Instructional Aids
 Project Management slide presentation
 Note Taking Form
278
Copyright © Texas Education Agency, 2015. All rights reserved.
Materials Needed
 Handouts for each student
o Project Management Terms and Definitions
o Note Taking Form
o Activity 1 - Project Management Team Project
o Activity 1 - Project Management Team Project Task List and Schedule
o Activity 2 - Team Project Task List and Schedule
o Project Management Assessment Tool
 Pencils and Pens
Equipment Needed
 Computer and Internet access for teacher and students
 Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Project
Management using seven Project Management Techniques.
 Say
o During this lesson you will learn about Project Management in school and the workplace. You
will explore the various Project Management Techniques and will apply them to two separate
team activities.
 Say
o To learn about Project Management you will need to explore the various techniques used and
organizational tools.
 Ask
o Why do you think it is necessary to understand how to use Project Management in the school
environment?
 Say
o Project Management involves planning, monitoring, and coordinating all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
 Show
o Project Management slide presentation
279
Copyright © Texas Education Agency, 2015. All rights reserved.
Outline
MI
OUTLINE
Day 1
1.
Introduce Project Management
a. Objectives
b. What is Project Management?
c. Project Management Techniques
i. Understand the Project
ii. Research and Summarize
iii. Cite the Source
iv. Working on the Project
v. Group Work
vi. Time
vii. Time Management
d. Summary
e. Project Management Planning
Process
i. Planning
ii. Monitoring
iii. Coordination
f. Project Management
Organizational Tools
i. Task List and Schedule
ii. Gantt Chart
NOTES TO TEACHER
Begin the Project Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Day 2
2.
Activity 1 – Project Management
Team Project
A. Analyzing Career Job Ads
B. Group Discussion
Day 3
3.
Activity 2 – Team Project Task List
and Schedule
4.
Assessment = Daily Activities
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will present the Project Management slide presentation and lead the class discussion.
 The teacher will distribute all handouts and the class will discuss them.
 After the students have learned about Project Management they will begin to work on the activities.
Independent Practice
 Student teams will analyze and identify Project Management careers.
 Student teams will complete a specific Project Management Task List and Schedule.
Summary
Review
Project Management requires skills that are highly desirable in the workplace. School projects provide
excellent opportunities for students to refine their planning and Time Management skills and to acquire
“executive” thinking skills as they analyze and synthesize tasks using Project Management Tools.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grade on activities
Enrichment
Classroom guest speaker presentation from a professional Project Manager may be used as enrichment to
discuss the importance of Project Management in high school and the workplace.
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Project Management Terms and Definitions
1. Project Management – involves planning, monitoring, and coordinating all aspects of a project, and
the motivation of all those involved, in order to achieve desired results.
2. Project Management Techniques
o Understand the Project
o Research and Summarize
o Cite the Source
o Working on the Project
o Group Work
o Time
o Time Management
3. Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
4. Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
start. It allows the project team to determine the several factors in a project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
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NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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TOPIC:
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
ESSENTIAL QUESTION?
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
Name ___________________________________Date ____________________ Class ____________________
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Activity 1 - Project Management Team Project
Part 1 - Analyzing Career Job Ads
1. Students will work with a partner.
2. Visit the school library.
3. Use copies of the career job ads pages from newspapers in the school library.
4. Underline references to any of the essential skills and circle specific references to Project Management in
the ads.
5. Identify a job website and refer to Project Management positions advertised on the Internet.
Part 2 - Analyzing Career Job Ads
Group Discussion
1. What are some of the jobs/careers that specifically identified Project Management Skills as a required skill
or an asset for employment?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What are the salary ranges for these jobs?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What additional skills are identified in these ads?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. From these examples, what do you think Project Managers do?
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__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Rubrics
Graded Elements
Total Points
Quality of Research
50
Correct use of Spelling, Grammar, and
Capitalization
25
Presentation Skills
25
Total
100
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Activity 1 - Task List and Schedule
Project Title_____________________________ Completion Date _______________
PROJECT MANAGEMENT
Project Team Members:
Tasks
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Actual Start
Date
Actual End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
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Project Management Assessment Tool
Directions
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
PROJECT MANAGEMENT
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
6. Anticipated potential problems and developed contingency
plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
3. Developed the steps in an action plan for each distinct task
category.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
12. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
13. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
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Activity 2 - Team Project - Task List and Schedule
PROJECT
MANAGEMENT
PROJECT MANAGEMENT
Project Title_____________________________ Completion Date ______________
Project Team Members:
Task
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Actual Start
Date
Actual End
Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
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Project Management Assessment Tool
Directions
PROJECT MANAGEMENT
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
3. Developed the steps in an action plan for each distinct task category.
12345
6. Anticipated potential problems and developed contingency plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
11. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
12. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
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Rubrics:
Graded Elements
Total Points
Task List and Schedule
40
Project Management Assessment Tool
40
Correct use of Spelling, Grammar, and
Capitalization
20
Total
100
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Project Management Organizational Tool
Gantt Chart
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Scholarships for Post-Secondary Options
Practicum in Computer Technician
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will create an organized structure and the files
needed to apply to multiple scholarships.
Specific Objectives






Students will locate five scholarships that they meet the requirements for.
Students will create an organized file system for the documents required by the
scholarship.
Students will write three essays appropriate to submit with scholarship applications.
Students will request and collect at least three references to be submitted with
scholarship applications.
Students will write thank you letters to anyone who writes references.
Students will create a calendar to track the due dates of the scholarships.
This lesson should take eight to 10 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Practicum in Computer Technician
 130.275 (c)
o (2) The student identifies various employment opportunities in the information
technology field. The student is expected to:
(A) improve on a personal career plan along with education, job skills,
and experience necessary to achieve career goals.
 130.275 (c)
o (4) The student applies communication, mathematics, English, and science
knowledge and skills to research and develop projects. The student is expected
to:
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(A) demonstrate proper use of written, verbal, and communication
techniques consistent with information technology industry standards;
110.34. English Language Arts and Reading, English IV (One Credit), Beginning with School
Year 2009- 2010
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or
work- related texts to communicate ideas and information to specific audiences for specific
purposes. Students are expected to:
(B) write procedural and work-related documents (e.g., résumés, proposals, college
applications, operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on the
topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white space);
(iii) relevant questions that engage readers and address their potential problems
and misunderstandings;
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details
(documented if appropriate).
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or
actions of a specific audience on specific issues. Students are expected to write an
argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that
includes:
(A) a clear thesis or position based on logical reasons with various forms of support
(e.g., hard evidence, reason, common sense, cultural assumptions);
(B) accurate and honest representation of divergent views (i.e., in the author's own
words and not out of context);
(C) an organizing structure appropriate to the purpose, audience, and context;
(D) information on the complete range of relevant perspectives;
(E) demonstrated consideration of the validity and reliability of all primary and
secondary sources used;
(F) language attentively crafted to move a disinterested or opposed audience, using
specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical
beliefs); and
(G) an awareness and anticipation of audience response that is reflected in different
levels of formality, style, and tone.
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students
write legibly and use appropriate capitalization and punctuation conventions in their
compositions. Students are expected to correctly and consistently use conventions of
punctuation and capitalization.
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(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to
spell correctly, including using various resources to determine and check correct spellings.
Tasks
Day 1: Scholarship & Funding Opportunities


Teacher presentation on scholarships and demonstration of finding scholarships.
Students will identify two sources of scholarships.
Day 2: Getting Organized




Teacher presentation on scholarship process and organizations.
Students will identify two additional sources of scholarships.
Students will create a digital system to organize and track scholarship applications.
Students will identify the common elements of scholarship applications, including but
not limited to, transcripts, resumes, essays, photographs, and letters of
recommendation.
Day 3: Keeping Track of Time



Teacher presentation on time keeping and calendaring.
Students will identify one additional source of scholarships.
Students will create a plan for five scholarships with a calendar timeline to complete and
submit the materials.
Day 4: Resumes



Teacher presentation on writing resumes.
Students will write resumes.
In partners, students will edit and review resumes.
Day 5: References



Teacher presentation on getting personalized references.
Student will write an email that can be used to solicit references.
Students will contact at least three individuals for reference letters for each scholarship.
Day 6- 8: Writing essays



Teacher presentation on writing scholarship essays.
Students will write and edit one essay per day.
In pairs, students will review and revise edits.
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
Essays can be written in class or assigned as homework.
Day 9: Collecting Transcripts






Students will collect necessary transcripts from high school or college programs.
Students will work on documentation in folder system.
Students will be editors for each other’s work for proof and review.
Students will contact/follow-up with individuals for reference letters.
Students will scan and organize reference letters.
Students will write thank you letters to references.
Day 10: Finalize Project



Students will finalize project.
Students will complete a self-evaluation of the project using the rubric.
Students will submit final USB flash drive or link to collaborative drive.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Find scholarships that would be appropriate for your cluster area.
 Find scholarship listings for your local community.
 Pull example resumes.
 Each year, ask students for samples to share with other students.
Instructional Aids
 Scholarship websites
 Grading rubric
 Internet
Materials Needed
 USB flash drives or collaborative drives
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner to scan recommendation letters
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Outline
MI
I.
II.
III.
IV.
V.
VI.
OUTLINE
Explain different types of funding
a. Apply for Financial Aid
b. Scholarships
c. National Grants
d. Pell Grants
e. Service Commitment:
AmeriCorps, PeaceCorps,
ROTC, Military
f. Local schools / living at home
What Kinds of Scholarships
a. University / College
b. National
c. State
d. Organizational
e. Local
Scholarship Searches & Strategies
a. Search sites & aggregators
b. Professional organizations
c. Local organizations
d. School counselors
e. Lists
f. Emails
Scholarship Process
a. Key components
b. Personal information
c. Resume
d. Academic information
e. Community information
f. Essay
g. References
h. Transcripts
i. Due dates
Organization
a. File types
b. USB flash drives or
collaboration drives
Keeping Track of Time
a. Start early
b. December due dates
c. Documentation of enrollment
NOTES TO INSTRUCTOR
Talk through the different types
of funding for post-secondary
education. Open the discussion
to see what the students have
thought about using.
Give examples of the different
types of scholarships someone
may find at each level. Add
appropriate examples from your
own industry.
Help students find scholarships
that would be beneficial to
them.
By looking at the scholarships
that they found, have a
discussion about the common
elements that students have
found.
Based on your school’s security,
find out what collaborative
drives are available.
Show different types of calendar
templates. Allow students to
use what they will actually
follow – even their smart
phones.
Provide examples of student
resumes.
Help students brainstorm whom
they could ask to be a reference.
Essays may take more or less
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VII.
VIII.
IX.
X.
XI.
/ grades
Resume
a. Content types
b. Writing tips
c. Example
d. Content Ideas
Reference letters
a. Reference process
b. Get more letters than you
need
c. Write thank you notes
Scholarship Essays
a. Good writing
b. Flow / structure
c. Memorable
d. Tell your story
e. Share your heart
f. Stand out from other students
g. Essay ideas
Transcripts
a. Ordering and organizing
Finalize Project
a. Self-review
b. Finalize project pieces
c. Submit
time in the classroom
depending on your own
schedule and how much writing
they can do at home.
Check with your own school
about the transcript request
process.
Give a copy of a rubric to each
student for a self-evaluation.
Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhyth
mic
Naturalist
Verbal/Linguistic
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Visual/Spatial
Application
The application for this lesson is outlined in the Scholarship Planning Project and Rubric at the
end of this lesson.
Extension
Create a bulletin board to share the successes of each scholarship received. One idea is to
have fake checks that can be put up on the board. You can also track how much total funding
each class receives.
Summary
Review


What do you think scholarship committees are looking for when they review resumes,
essays, and letters of recommendations?
Where are the best places to find scholarships?
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Scholarship Planning Rubric to evaluate.
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Scholarship Resources Handout
You can search for scholarship listings and find many sites that include listings of scholarships.
Here are a few to get you started.


Every Chance Every Texan
o http://www.everychanceeverytexan.org/funding/aid/faidalpha.php
My College Options (Texas)
o https://www.mycollegeoptions.org/TX/0/Texas/search-results-scholarship-search-bylocation.aspx




College Scholarships (Texas)
o http://www.collegescholarships.org/states/texas.htm
College Scholarships (Subjects)
o http://www.collegescholarships.org/scholarships/subject-specific.htm
Big Future by the College Board
o https://bigfuture.collegeboard.org/scholarship-search
Student Scholarships
o http://www.studentscholarships.org/
Some school districts have great scholarship listings too:




Austin ISD
o https://www.austinisd.org/scholarships
Arlington ISD
o http://www.aisd.net/AISD/Default.aspx?alias=www.aisd.net/aisd/scholarships
Mesquite ISD
o http://www.mesquiteisd.org/college-scholarships/
Fort Worth ISD
o http://www.fwisd.org/files/_FFAsx_/a22733bd372513063745a49013852ec4/scholarshi
p_senior.pdf


Houston ISD
o http://www.houstonisd.org/site/default.aspx?PageID=110473
Waxahachie ISD
o http://schools.wisd.org/default.aspx?name=whs.scholarships
Scholarship Aggregators
There are many sites that help you find scholarships. You can use them to help find the
scholarships, but we recommend that you use it only as a directory and submit directly to the
organization instead of through the aggregator site. There are many scams where you have to
pay to get scholarships. You should never have to pay anything to receive a scholarship.
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Scholarship Project
For this project, you will be setting up your own plan to apply for scholarships that you meet
the requirements for. You will collect files and documents to do this.
There are two options for completing this task.
A) Collaborative Drives – This option is valuable if you want to be able to work with your
teachers and parents. You can share documents and get help with reviewing
documents very easily.
B) A USB flash drive – If your school limits the access to a collaborative drive or file sharing,
then a USB flash drive is a good way to bring the documents back and forth to school
and home.
Requirements
1. Identify at least five scholarships for which you meet the requirements.
2. For each scholarship, create a folder in either a USB flash drive or virtual drive. Name
that folder to correspond to the name of the scholarship.
a. In each folder, create a document named REQUIREMENTS that lists with each of
those requirements.
3. Create a folder called ESSAYS.
a. In this folder, you will put any essay that you have written as a scholarship essay
or for a class that could be used as content in a scholarship essay.
b. Review the current essays in “Apply Texas” if you are planning on attending
school in Texas.
c. Include at least three different essays in your folder.
4. Create a folder called RECOMMENDATIONS.
a. In this folder, you will file any letters of recommendations that you have been
able to collect. These are best if they have been signed, scanned, and can be
reprinted or sent digitally if needed.
b. Include at least three letters of recommendation.
i. A teacher
ii. An administrator
iii. A member of the community
5. Create a folder called RESUMES.
a. In this folder, you will file a copy of your resume. Some scholarships will require
different lengths. Therefore, if you create a new version, keep any copies in this
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folder and save with the name of the file relevant to the type of resume that it is
(For example, “One-Paged Resume” or “Two-Paged Resume).
b. Include at least one resume in this folder.
6. Create a CALENDAR to document the due date of each scholarship.
a. If you are using a collaborative drive with a calendar app, you can make this in a
shared Calendar that you can share with your family.
b. If you are using digital file share site or a USB flash drive, you can make a
calendar in a table in a document, spreadsheet, or a calendar template for a
slide.
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Scholarship Planning Rubric
0
Poor/Not Evident
Scholarships were
identified, however,
they were not an
appropriate match for
the qualifications of
the student.
The drive is not
organized.
1
Needs Improvement
Four scholarships were
identified that match the
qualifications of the
student.
2
Exemplary
Five scholarships were identified
that match the qualifications of
the student.
The drive includes a folder
for each scholarship.
Requirements
The requirement
listing is not included.
Essay 1
The first essay is
missing or is too short
to be considered for a
scholarship.
Essay 2
The second essay is
missing or is too short
to be considered for a
scholarship.
Essay 3
The third essay is
missing or is too short
to be considered for a
scholarship.
Recommendations
Zero to one
recommendation
letters are included.
A resume is not
included in a folder.
Some requirements for
scholarships are missing in
the folder structure.
The first essay does not
align well to the prompt or
may not be appropriate
yet without revision for
scholarship consideration.
The second essay does not
align well to the prompt or
may not be appropriate
yet without revision for
scholarship consideration.
The third essay does not
align well to the prompt or
may not be appropriate
yet without revision for
scholarship consideration.
Two recommendation
letters are included.
The drive includes a wellorganized structure with a folder
for each scholarship.
Requirements for each
scholarship are listed in each
folder.
The first essay aligns well with the
prompt and would be an
appropriate essay to submit for
scholarship consideration.
Scholarship
Identification
Folders Created
Resumes
Calendar
A calendar is not
included.
Writing
The writing needs
significant revisions
with many errors in
grammar or
mechanics.
A resume is included in a
folder that needs revisions
to be able to appropriately
highlight the student’s
academic career for
scholarship consideration.
A calendar is created to
document due dates for
each of the scholarships
identified, but the
formatting is not clean and
professional.
The writing needs revisions
with some errors in
grammar or mechanics.
The second essay aligns well to
the prompt and would be an
appropriate essay to submit for
scholarship consideration.
The third essay aligns well to the
prompt and would be an
appropriate essay to submit for
scholarship consideration.
Three recommendation letters are
included.
A resume is included in a folder
that appropriately highlights the
student’s academic career for
scholarship consideration.
A professional, well-formatted
calendar is created to document
due dates for each of the
scholarships identified.
The writing is exemplary with no
errors in grammar or mechanics.
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Peer Review for Essay
Writer: ________________________________________________________________________________________________________________
Peer Reviewer: ______________________________________________________________________________________________________
Essay Prompt: ________________________________________________________________________________________________________
Scholarship Organization: _________________________________________________________________________________________
Yes/No
Notes
Does the essay meet the
prompt?
Does the essay meet the goals
of the scholarship
organization?
Does the essay convey a
personal tone and voice?
Does the essay maintain good
organization, structure, and
flow?
Does the essay maintain
correct writing grammar and
mechanics?
Is the essay unique and
memorable?
305
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