Information Technology
Practicum
Copyright © Texas Education Agency, 2015. All Rights Reserved.
1
Table of Contents
Introduction
3
Preparation for First Day of Class
4
Useful Websites
5
Practicum Schedule
5
General Housekeeping
6
Training Station Orientation
22
History
31
Leadership
56
Management and Interpersonal Skills
73
Goin’ Global
97
Math
123
Career Exploration
166
Program Forms
196
Additional Activities
211
Career Pathways
222
Personal Management
239
Portfolio
266
Project Management
277
Scholarship
301
Copyright © Texas Education Agency, 2015. All Rights Reserved.
2
Practicum in Information Technology
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, there are often a few students who will need job placement by the
teacher 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 representative from TEA.
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.
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3
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 to establish?
• Do you know what procedures you are going to 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?
Copyright © Texas Education Agency, 2015. All Rights Reserved.
4
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 Practicum in Information Technology course
instruction. Dues and registration for most of the youth organizations is conducted online.
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
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5
General Housekeeping: Forms
Practicum in Information Technology
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate characteristics necessary to be a
successful student in the Practicum in Information Technology 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 Practicum in Information
Technology program.
• Students will obtain the necessary signatures on required forms.
This lesson should take five 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.
Practicum in Information Technology
130.280 (c)
(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; and
(I) demonstrate planning and time-management skills such as project management and
storyboarding.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
6
(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.
(7) 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)
(1) The student uses the following word recognition strategies. The student is expected
to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available
technology to determine pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic 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 text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
7
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
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
• If possible, display each form on projector screen.
• Copy the handout sheets and rubric for the students.
• Have materials ready to go 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.
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8
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.
• 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 complete the rest once
they are employed.)
Copyright © Texas Education Agency, 2015. All Rights Reserved.
9
Outline
MI
OUTLINE
NOTES TO TEACHER
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 they are
in jeopardy of failing the class for the
grading period.
• Key rule: theft is unacceptable and will result
in 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
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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
10
Outline
MI
OUTLINE
NOTES TO TEACHER
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 in the
“Mobile Me” Activity:
Students will create a mobile about
themselves and 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
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Visual/Spatial
11
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 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
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12
Practicum in Information Technology SYLLABUS
Welcome to the dynamic world of Practicum in Information Technology! 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 Skills
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 are generally 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)
: Practicum in Information Technology
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’s or Guardian’s Signature
___________________________
Student’s Signature
Copyright © Texas Education Agency, 2015. All Rights Reserved.
13
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 or
guardians, the training sponsor, the coordinator, and school administrators agree to these basic
principles:
1. It is the responsibility of the coordinator to provide appropriate interview opportunities
for student job placement. The coordinator must grant final approval of all job
placements.
2. It is the responsibility of the student to remain at the same training station throughout
the training period. A change may be made only 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 unethical 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 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 p.m. (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.
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14
7. 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 or Guardian’s Signature
______________________________
Student’s Signature
_________________________________
Coordinator’s Signature
______________________________
Principal’s Signature
** If you wish to communicate via email, please list your email address below:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
15
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 groom (do hair, put on make up, etc.) in class.
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’s Signature
Copyright © Texas Education Agency, 2015. All Rights Reserved.
16
Dependability Grade
An important characteristic of a good employee is dependability. It is vital that the student
realize the importance of being dependable on the job and in the classroom. To reinforce this, a
“DEPENDABILITY GRADE” has been created. It is treated as 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 voicemail, the
student should leave the following information:
Name, date, time, reason for absence, and phone number
It is the student’s responsibility to phone their employer to report the 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.
Failure to phone the teacher in the event of an absence or to sign in when present will result in
points being deducted 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 three 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.
____________________________
Parent or Guardian’s Signature
______________________________
Student’s Signature
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
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17
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 10 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’s Signature
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18
Summary Signature Verification Form
I have reviewed the following forms:
•
•
•
•
•
Practicum in Information Technology (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’s Signature
Please return this form to the teacher.
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19
Wage and Hour Report
_________________________
Name/ID#
_________________________
Hourly Wage $
_________________________
Training Station
_________________________
Total Hours for Three Weeks
_________________________
Student Signature
WEEK
Fill in by local
HOURS
From
WORKED
To
MONDAY
TOTAL
HOURS
CLASSES
MISSED
REASON FOR ABSENCE
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
TOTAL HOURS: MONDAY - FRIDAY
TOTAL HOURS FOR WEEK
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20
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
Car you drive
Pets
Sports
Favorite nursery rhyme
Pet peeve
Favorite food
Favorite color
Favorite music
Quotation
The last book you read
Etc. (Your Choice)
Have fun with this project! We will hang them in the classroom after everyone presents to the
class.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
21
Training Station Orientation
Practicum in Information Technology
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 multimedia 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.
Practicum in Information Technology
130.280 (c)
(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;
(G) identify and implement proper safety procedures;
Copyright © Texas Education Agency, 2015. All Rights Reserved.
22
(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.
(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 resume 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 proper use of written, verbal, and visual communication techniques
consistent with information technology industry standards.
(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:
(A) work closely with a mentor throughout the design, creation, and implementation
process; and
(H) present the portfolio to a panel of professionals using formal presentation skills.
(7) 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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
23
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected
to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available
technology to determine pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic 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 text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(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.
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
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.
24
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.
Instructional Aids
• Student handouts
• Grading rubric
• Internet
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
Copyright © Texas Education Agency, 2015. All Rights Reserved.
25
Outline
MI
NOTES TO TEACHER
OUTLINE
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. Multimedia 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
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.
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.
***Handout the Portfolio Guidelines
(p. 172)
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Verbal/Linguistic
Visual/Spatial
26
Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The
students 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 paces 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 than 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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
27
Employer Project
Directions
You are to complete this packet of information by conducting interviews with employers and/or
co-workers. 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 multimedia 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:
• Three things you like about the training station
• Two things you would change
• One thing you have learned that will help you in your career choice
This project is due on: ___________________________
Copyright © Texas Education Agency, 2015. All Rights Reserved.
28
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
Procedure for accessing or handling clients’ files
13. Names of competitors and their locations
14. Organizational chart
15. Floor plan
16. Names of vendors and suppliers
17. Procedures for handling returns, issuing credit, keeping clientele happy
18. What types of jobs or careers will your current training station prepare you for?
19. What is the procedure for handling theft (by employees or clientele)?
20. What is the strangest thing that has happened to you on the job?
Copyright © Texas Education Agency, 2015. All Rights Reserved.
29
Individual Presentation Rubric
Presentation Title: ___________________________________________________________
Name:___________________________
ID#:_____________________________
Organization
0–5
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
Student used no
visuals.
Mechanics
Delivery
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 the
class to hear.
Teacher:___________________________
Date of Presentation:_________________
Criteria
6 – 10
11 – 15
16 - 20
Audience has
difficulty following
presentation
because student
jumps around.
Points
Student presents
information in
logical sequence
that audience can
follow.
Student presents
information in
logical, interesting
sequence that
audience can follow.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
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 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.
Student is
uncomfortable
with information
and is able only to
answer
rudimentary
questions.
Student
occasionally used
visuals that rarely
support text and
presentation.
Teacher Comments:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Total
30
History of Information Technology
Practicum in Information Technology
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will have an understanding of the evolution of
technology and how it impacts their lives today.
Specific Objectives
• Students will explain the history of computers and computer programming.
• Students will describe the evolution of the computer and computer programming.
• 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 two 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.
130.280 Practicum in Information Technology
(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, 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; and
(I) demonstrate planning and time-management skills such as project management and
storyboarding.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
31
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected
to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available
technology to determine pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic 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 text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(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.
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
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.
32
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
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 is needed 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 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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
33
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
Development of Major Languages
1960
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
Altair 8800
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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
34
23.
24.
25.
26.
27.
28.
29.
Worms 1979
1981
1984
1. First mouse and GUIdriven 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 four 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
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Visual/Spatial
35
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 life cycle 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 multimedia 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 do you feel has experienced the biggest change? Why?
Evaluation
Informal Assessment
• Daily work on assignments to monitor progress.
Formal Assessment
• Rubrics will be used to assess both activities.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
36
History of Computers
Student Notes Outline
1.
2.
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 time 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
.
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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
37
4.
Countess of Lovelace (Augusta Ada Byron King)
1. Daughter of Lord Byron (the poet), Ada had an unusual life as an aristocratic girl
in the
.
2. Mother insisted Ada’s tutors educate her in
.
3. Met Charles Babbage at age of 17
1. Eventually became her
4. She was given the opportunity to see Babbage’s
and
became completely captivated by it.
5. 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
6. Considered to be the
5.
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
6.
1.
2.
3.
4.
5.
in the U.S. Navy
and
Helped program the
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
Copyright © Texas Education Agency, 2015. All Rights Reserved.
38
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.
announced the advent of a machine that could
complete
mathematical equations
1. “Birth” of
– the Electronic Numerical Integrator and
Computer
2. 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
9.
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 five whole
megabytes)
2. These platters were
on a common drive
shaft that rotated.
3. RAMACs were the first
drives.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
39
10.
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
3. Realized that the individual transistors could be made of a single material and
integrated onto a
4. Encouraged by supervisor to provide a
5.
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
Copyright © Texas Education Agency, 2015. All Rights Reserved.
40
14.
1964
1. Networking
1. First
1.
2.
2.
1.
transaction processing
reservation system
Allowed flight data to be retrieved in less than three seconds via a
telephone network system that connected
and
programming language
Developed and released by
and
, who needed an easy to learn programming language for their
students at
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.
1969
1.
1.
2.
3.
18.
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
(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
1970
1. First
was installed in Valdosta, Georgia.
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
Copyright © Texas Education Agency, 2015. All Rights Reserved.
41
3.
19.
1972
1.
2.
20.
1975
1.
Shakey transmitted the
radioed back commands.
via sensors to a computer that then
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
2. Very popular and revolutionized the arcade industry while launching the
modern video game industry
1.
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 Mountain View, California computer store ordered 50 machines, leading Steve
Wozniak and
to found their own computer firm.
22.
1977
1.
2.
1.
2.
3.
4.
1.
2.
3.
4.
5.
6.
7.
Came
Easy to operate
Could order it with either
was released
Included a Z80 CPU
Four kilobytes of memory
or
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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
42
3.
1.
2.
3.
First personal Video Computer System
processor
Designed to be connected to a home
23.
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 discover the first computer
that same
year.
1. Initially
to provide a more efficient use of idle
in a
for
purposes
2. Unfortunately worms tend to invade
computers on a given
network, which ultimately creates a
.
3. Having read Mr. Brunner’s book, Schoch adopted the term and thus the
first “virus” was named.
24.
1981
1.
1.
2.
PC
Ran on a
Utilized the
processor
operating system
25.
1984
1.
26.
Bjarne Stroustrup published
1. Developed the language due to a desire to write
in a language faster than Simula.
2. C++ became dominant
27.
and
-driven computer introduced
programming language.
1990
1. Scientist at CERN developed
.
1. Allowed Internet to expand into the
things such as
,
,
,
to servers
2. First OS that satisfied PC users and provided support for large
applications was released
Copyright © Texas Education Agency, 2015. All Rights Reserved.
implementing
, and queries
43
28.
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
29.
1993
1.
2.
1.
2.
1.
2.
th
processors released
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
browsers.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
line
44
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 numbers humans used various objects to count for them,
such as stones and twigs.
3. In the time 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.
4.
Countess of Lovelace (Augusta Ada Byron King)
1. Daughter of Lord Byron (the poet), Ada had an unusual life as an aristocratic girl
in the 1800s.
2. Mother insisted Ada’s tutors educate her in science and math
3. Met Charles Babbage at age of 17
Copyright © Texas Education Agency, 2015. All Rights Reserved.
45
4.
5.
6.
5.
6.
7.
1. Eventually became her mentor
She was given the opportunity to see Babbage’s Difference Engine and became
completely captivated by it.
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
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
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
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
Copyright © Texas Education Agency, 2015. All Rights Reserved.
46
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 10 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 five whole megabytes)
2. These platters were “stacked” on a common drive shaft
that rotated.
3. RAMACs were the first hard disk drives.
10.
11.
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
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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
47
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 three 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. 1960s race against Russia to land on the moon
Copyright © Texas Education Agency, 2015. All Rights Reserved.
48
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
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, Georgia.
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 that 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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
49
21.
22.
Steve Wozniak
1. Designed the a single-board computer in 1976
2. A Mountain View, California computer store ordered 50 machines, leading Steve
Wozniak and Steve Jobs to found their own computer firm.
1977
1. Personal Electronic Transistor (PET)
1. Came fully assembled
2. Easy to operate
3. Built-in drive
4. Could order it with either four or eight kilobytes of memory
2. TRS-80 was released
1. Included a Z80 CPU
2. Video display
3. Four 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 discover the first computer worm that same year.
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
Copyright © Texas Education Agency, 2015. All Rights Reserved.
50
26.
Bjarne Stroustrup published “The C++ Programming Language”
1. Developed the language due to a desire to write event-driven simulations in a
language faster than Simula.
2. C++ became dominant object-oriented programming language.
27.
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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
51
“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:
• Five Historic events
• Seven 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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
52
Individual Presentation Rubric
Presentation Title:____________________________________
Name:_____________________
Teacher:_____________________
ID#_______________________
Date of Presentation:___________
Organization
0–5
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
Student used no
visuals.
Mechanics
Delivery
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 the
class to hear.
Criteria
6 – 10
Points
11 – 15
16 - 20
Student presents
information in
logical sequence
that audience can
follow.
Student presents
information in
logical, interesting
sequence that
audience can follow.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
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 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.
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.
Teacher Comments:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Total
53
“Then and Now”
OBJECTIVE
Students will conduct research and investigate similarities and differences between selected
forms of technology (either hardware or software) by comparing past and present concepts.
PROCEDURE
You are to research one or two forms of technology (either hardware or software) from the
past. Compare and contrast your choice(s) with one or two current forms of technology (either
hardware or software). Answer these questions in your response:
• How would you rate your selections?
• What are your opinions of the two technology methods you selected?
• 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 to 500-word typed essay.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
54
Research Report Rubric
Research Report Title:____________________________________
Name:_____________________
Teacher:_____________________
ID#_______________________
1
Criteria
2
3
Introduction/
Topic
Questions or
problems are
teacher generated.
Student(s) require
prompts to
generate questions
and or problems.
Student(s)
generate questions
and or problems.
Conclusions
Reached
A conclusion is
made from the
evidence offered.
Some detailed
conclusions are
reached from the
evidence offered.
Several detailed
conclusions are
reached from the
evidence offered.
Information
Gathering
Information is
gathered from
non-electronic or
electronic sources
only.
Information is
gathered from
limited electronic
and non-electronic
sources.
Information is
gathered from
multiple electronic
and non-electronic
sources.
Summary
Paragraph
Weakly organized.
Well organized, but
demonstrates
illogical sequencing
and sentence
structure.
Well organized, but
demonstrates
illogical sequencing
or sentence
structure.
Punctuation,
Capitalization,
and Spelling
There are four or
more errors in
punctuation and
or capitalization.
There are two or
three errors in
punctuation and or
capitalization.
There is one error
in punctuation and
or capitalization.
Points
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.
Teacher Comments:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Total
55
Leadership
Practicum in Information Technology
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify with successful leadership traits and
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
develop a new programming language.
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.
Practicum in Information Technology
130.280 (c)
(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;
Copyright © Texas Education Agency, 2015. All Rights Reserved.
56
(E) solve problems and think critically;
(F) demonstrate leadership skills and function effectively as a team member; and
(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; and
(G) develop a project portfolio that documents the research and development process.
(7) 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
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected
to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
Copyright © Texas Education Agency, 2015. All Rights Reserved.
57
(B) Use reference guides such as dictionaries, glossaries, and available
technology to determine pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic 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 text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(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.
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
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
• 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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
58
Instructional Aids
• Student handouts
• Multimedia 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 multimedia: “How to be a Team Player,“ and lead the class in discussion. (Take
about 15-20 minutes).
• Present multimedia: “Leadership Play Book,” and have students take notes. (About 15
minutes).
• Show “Leaders in the World.”
• Go around the room and ask students to share the leader’s name they wrote down and
why they chose that person. How many students chose the same person?
Copyright © Texas Education Agency, 2015. All Rights Reserved.
59
Outline
MI
OUTLINE
NOTES TO TEACHER
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!
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
Copyright © Texas Education Agency, 2015. All Rights Reserved.
60
Outline
MI
OUTLINE
NOTES TO TEACHER
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
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Verbal/Linguistic
Visual/Spatial
61
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 that these forms and 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 programming languages.
• Students will develop their own programming languages and create a multimedia
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
Name____________________________ Date______________________ Class____________
Copyright © Texas Education Agency, 2015. All Rights Reserved.
62
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
Copyright © Texas Education Agency, 2015. All Rights Reserved.
63
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
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
Copyright © Texas Education Agency, 2015. All Rights Reserved.
64
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, 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. 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 activity could be different if a team effort were to be used when getting
signatures.
c. MATERIALS NEEDED: Pre-determined list designed by teacher, paper, and
pencil.
NOTES:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
65
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, whiteboard or poster board, and markers.
NOTES:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
66
3. “Take Me to Your Leader” This activity helps students to recall, brainstorm, and
identify various leaders in business and industry.
g. 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.
h. MATERIALS NEEDED: Paper, pencil, Internet, and 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!
i.
j.
After the time allotted has expired, (suggested time is 15-20 min.) have each
team share their answers with the class. Discuss. Eat the candy as a reward!
ALTERNATIVE INSTRUCTIONS:
i. The business leader MUST be the current leader and/or 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.)
NOTES:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
67
4. “Develop Your Own Programming Language”
k. Divide the class into teams, using your chosen method.
l. Team members will work together to create a new programming language. (This may
take the better part of a class period, but allow time to discuss the results.)
m. Each team will create a presentation for the class.
n. MATERIALS NEEDED: Computer with Internet access, printer, digital camera, craft
supplies, computer programming software
DIRECTIONS TO STUDENTS: Your team will research and design a new computer programming
language. A computer programming language is a synthetic language that gives instructions to
computers. This project challenges you to create your own language and develop a
presentation for your class. Within the presentation you should also address the following:
1. What basic qualities do all programming languages share?
2. What are the most common programming languages currently in use?
DISCUSSION: Have each team present their “language” and tell the class its purpose and name.
Ask students to relay what steps they took, problems encountered, etc.
NOTES:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
68
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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69
Character Traits of a Good Leader
DIRECTIONS: Brainstorm with your partner and develop a list of traits, and 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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70
Suggested Club Activities
This list is compiled from various teachers across Texas.
• 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 out 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
• 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
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71
•
•
•
•
•
•
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 teams.
Have students enter the contest to guess the baby picture “match” up.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
72
Management and Interpersonal Skills
Practicum in Information Technology
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 they 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.
Practicum in Information Technology
130.280 (c)
(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;
Copyright © Texas Education Agency, 2015. All Rights Reserved.
73
(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;
(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.
(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; and
(B) develop a resume and portfolio appropriate to chosen career plan, including letters of
recommendation.
(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.
(4) The student selects an approach for conducting research to discover a problem in the field
of information technology. The student is expected to:
(A) identify a problem relating to information technology; and
(B) describe and use an approach, such as top-down or bottom-up, for conducting a
research activity.
(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
© 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; and
Copyright © Texas Education Agency, 2015. All Rights Reserved.
74
(D) develop and implement a security management plan to address security
requirements.
(7) 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
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected
to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available
technology to determine pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic 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 text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(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.
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.
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75
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
• Secure a computer lab if none are readily available in the classroom.
• Copy the handouts and assignments.
Instructional Aids
• Student handouts and multimedia presentations
Materials Needed
• Copies of assignments
• Computer with lab access
Equipment Needed
• Teacher computer and printer
• Projector (for digital presentation)
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.
• 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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
76
Outline
MI
NOTES TO TEACHER
OUTLINE
Management
I.
II.
III.
IV.
V.
VI.
Management: Another
Piece of the Puzzle
Terminology
Management Structures
Management Functions
Management Styles
An Effective Manager
V.
VI.
VII.
VIII.
IX.
X.
XI.
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.
Interpersonal Skills
I.
II.
III.
IV.
Teacher will hand out student
notes sheets and go over the
material, using the multimedia
presentation.
Interpersonal Skills
Personal Traits
Personal Ethics
Creativity, Initiative,
Responsibility
Attitude
Self-control/ Orderliness
Self-awareness and
Willingness to Change
Self-esteem
Empathy
Personal Skills
Goal Setting
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.
Multiple Intelligence Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/
Rhythmic
Naturalist
Verbal/
Linguistic
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Visual/
Spatial
77
Application
Guided Practice
The teacher will present the multimedia presentations (one each for management and
interpersonal skills) and have students complete the included assignments. It is up to the
teacher’s 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 develop a personal brand, including additions to their portfolio or the
creation of a website.
• Students will research and develop a mobile application.
Review
•
•
•
Summary
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: it is up to the teacher’s discretion regarding 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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
78
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 ___________; communicates 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 10 years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of _______ year
or _______. Usually evaluated on ________________ or _________________ basis.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
79
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
1. _____________ and________; _________; ______________ performance
E. Leading
1. _____________________ direction of business; ____________________;
_____________________________, drive
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
Copyright © Texas Education Agency, 2015. All Rights Reserved.
80
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
Spends time getting people to “_______ _______”
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 __________________
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 ________________
Copyright © Texas Education Agency, 2015. All Rights Reserved.
81
Management: Another Piece of the Puzzle
Student Notes KEY
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; plans ways to
implement goals; communicates 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 and 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 10 years.
SHORT-TERM PLANNING: Specific objectives are identified for implementation of one year or
less. Usually evaluated on quarterly or semi-annual basis.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
82
MANAGEMENT STRUCTURES:
A. Vertical Organization
5. Manager performs particular department function well.
6. Top management
7. Middle management
8. Supervisory-level
B. Horizontal Organization
5. Became popular due to downsizing in the 1980s and 1990s. Self-managing teams set
own goals and make own decisions.
6. Customer oriented
7. Adopted by most car manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
3. Long-range
4. Short-range
B. Organizing
3. Arrange staff to accomplish goals
4. Organizational chart
C. Controlling
3. Performance is measured and compared with goals
4. Setting standards, areas of improvement
D. Staffing
1. Recruit and hire; evaluate performance
E. Leading
1. Communicate direction of business; commitment; motivation; drive
MANAGEMENT STYLES
A. Autocratic:
Makes decisions with virtually no input
aMy way or the highway”y
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
Copyright © Texas Education Agency, 2015. All Rights Reserved.
83
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;
spends time getting people to “buy in”
AN EFFECTIVE MANAGER…
• Shows a happy face
o Itppy faceVE MANAG Ito acontagious!
• Cares about others
o Encourages and looks for the good in others
o Says tthank you”hank yous and l
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
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
Copyright © Texas Education Agency, 2015. All Rights Reserved.
84
“Taste of Technology in ________ County”
OBJECTIVE: Students will use management and decision-making skills to complete all the
necessary tasks of staging a technology event.
MATERIALS NEEDED: Computers; projector; Internet; 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. One direct mail (postcard or flyer)
b. One press release (story that tells who, what, where, when, why) and you must
include at least two quotes from someone who has participated in the past
c. One TV commercial (use multimedia software or a video production software)
d. One non-traditional promotion such as an airplane trailer, a 3D 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?
Copyright © Texas Education Agency, 2015. All Rights Reserved.
85
Taste of Technology Presentation Rubric
Presentation Title:
Name:
Teacher:
Date of Presentation:
Title of Work:
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
1
Audience cannot
understand
presentation
because there is
no sequence of
information.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
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
Criteria
Audience has
difficulty following
presentation
because student
jumps around.
3
Student presents information
in logical sequence that
audience can follow.
4
Student presents
information in
logical, interesting
sequence that
audience can
follow.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Student is
uncomfortable with
information and is
able to answer only
rudimentary
questions.
Student is at ease with
content, but fails to elaborate.
Student
occasionally 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.
Teacher Comments:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Points
Total
86
Your Personal Brand
OBJECTIVE:
Now is the time to shine and create something all about you! Your job is to create and market
an IT Solutions firm that represents you as you look toward life after high school. You will build
either a portfolio or website for marketing purposes.
MATERIALS NEEDED:
• Computer, Internet access, personal pictures, quality glossy or matte paper, printer
• Select a firm name that represents the “real you.” (This is a “made-up” name, not a real
firm name.)
• Create a personal logo and include it on your portfolio cover or website.
• Select a title for your firm that represents how others see you.
• Choose a project manager (your most influential teacher).
• Choose a marketing manager (an influential teacher or employer).
• Design the front and back cover of the portfolio or homepage of your website.
• Decide what type of IT solutions you are going to promote: software, hardware, or
networking, etc. and include your skills in those areas in your portfolio.
Written Report
Type a summary on the following (one page minimum)
• How would you market your firm?
• Price: How much will you charge (per contract or service)?
• Place: Where can people contact you?
• Promotion: How will you promote your firm?
Extra credit – Design a full website for your firm including the following:
• About page – A page about your firm, when it was founded, and a mission statement
• Services offered: Services your firm offers
• Place: Contact information
• Promotion: Home page with links and photos and your personalized logo
Copyright © Texas Education Agency, 2015. All Rights Reserved.
87
Personal Brand Project Rubric
Project Title:
Name:
Teacher:
Below
Average
Satisfactory
Excellent
1. Has clear vision of final product; directions were followed
1, 2, 3
1, 2, 3
1, 2, 3
2. Properly organized to complete project
1, 2, 3
1, 2, 3
1, 2, 3
3. Managed time wisely
1, 2, 3
1, 2, 3
1, 2, 3
4. Acquired needed knowledge base
1, 2, 3
1, 2, 3
1, 2, 3
5. Communicated efforts with teacher
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
1. Format (required number of slides present)
1, 2, 3
1, 2, 3
1, 2, 3
2. Mechanics of speaking and/or writing
1, 2, 3
1, 2, 3
1, 2, 3
3. Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
4. Creativity
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrated knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
Product (Project)
Total:
Total Score:
Teacher Comments:
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88
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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89
Empathy
• _________________________________________
• _________________________________________
II. Personal skills
Assertiveness:
• _________________________________________
• _________________________________________
• _________________________________________
Time management:
• _________________________________________
• _________________________________________
• _________________________________________
Goal setting:
• _________________________________________
• _________________________________________
• __________________________________________
• __________________________________________
Copyright © Texas Education Agency, 2015. All Rights Reserved.
90
Interpersonal Skills KEY
Student Notes
I.
Personal Traits
• Personal Ethics
• Creativity, Initiative and Responsibility
• Attitude
• Self-Control/Orderliness
• Self-Awareness and 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 and Willingness to Change
• Make a list of strengths and weaknesses
• You may think you know everything!
• The first 100 years are the hardest!
• Adaptable employees are valuable
Copyright © Texas Education Agency, 2015. All Rights Reserved.
91
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
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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92
“Personal Bucket List”
50 Things You Want to Do Before Age 65
Think about this carefully before you begin. In your “50 Things,” you will need to use a word
processing program to devise a list of 50 things to do before you reach age 65, and include a
brief (one or two sentences) explanation about why you would do each task/activity. You may
not repeat or combine any! Your list must include:
•
•
•
•
•
•
•
•
One challenging sport (counts as one “item”)
One regular activity you never tried but would like to
Two sites in the world you would like to see (each counts as one “item”)
Two career options (each counts as one “item”)
Two personal goals (each counts as one “item”)
Three activities that include your family members
Two things you would do for someone else (each counts as one “item”)
Two activities you would do for your community
The rest are up to you!
Date Due:
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93
Mobile App Development
This assignment will be built upon in the next lesson
OBJECTIVE
Students will use management and leadership skills learned in order to successfully complete all
assigned tasks in this mobile app development project.
MATERIALS NEEDED
Computers, Internet access, projector for presentations, printer, and paper for proposal and
brochure
Mobile apps have become part of America’s pastime. In this project, your team, as part of the
Product Design and Development Department for AlphaGenX App Developers, is developing a
new app and vying to be the one chosen as THE new app to have.
First rule of thumb…be sure to read the through the whole project before beginning.
Part 1: Group Formation and Preparation
A. Decide on a team leader and divide up all tasks.
B. Create a survey to be given to students in your math or English classes. The survey is to
find out what your peers would like in a mobile app. The survey must include at least 10
QUALITY questions. Type the questions and turn them in and include the number of
copies you will need.
C. After the surveys have been examined, you are to write a final analysis of "A New
Mobile App for Your Generation," based on personal ideas and survey results.
Part 2: Research and Development
A. Research two different mobile apps that are similar to yours. They can be based on any
platform. For each of the two apps you will need to find the following information.
1. Name of the app
2. Type of app (native, web, or hybrid)
3. Functionality of app (utility or entertainment)
4. Name of app
5. Developer of app
6. EULA
7. Hardware and software requirements
8. Permissions required by app (location access, phone access, etc.)
9. Any other pertinent information you discover (be sure you have some pertinent
information)
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94
Part 3: Your Proposed Mobile App Outline
A. This is the section where YOUR design of YOUR mobile app comes to life.
You CANNOT have the same exact ideas, features, or themes as another app!
1. Principal platform (can be any platform)
2. Purpose of app (utility or entertainment)
3. Functionality of app (native, web, or hybrid)
4. How will the app work?
5. Will the app be upgradeable?
6. Will the app be cross-platform?
7. What language will you use to develop the app?
8. Will there be in-app purchases?
Considerations:
- Define your target market and demographic; be prepared to defend your reasoning.
- What is the name of your app?
- What type of app will it be?
- What is your app’s overall function/purpose?
- Include a logo design.
- Do you have a “backer”?
- What will be included in your EULA?
-Will your app include in-app purchases?
- If yes, how will you process the payments?
- What types of payment will you accept?
- How will you handle secure transfers?
- How will you address password and username protection?
- If your app is a game
- How many levels will it have?
- What types of rewards will it have?
- Will there be any special characters in the app?
- How will you market your app?
You must include the following:
- A typed proposal for the app (limited to seven pages)
- A storyboard describing app functionality
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 project to the Board of Directors.
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95
Mobile App 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
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student occasional
used visuals that
rarely support text
and presentation.
Student presents
information in
logical sequence
that audience can
follow.
4
Points Earned
Student presents
information in
logical, interesting
sequence that
audience can
follow.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
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.
Total Points
Teacher Notes:
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96
Goin’ Global
Information Technology 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 five 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.
Practicum in Information Technology
130.280 (c)
(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;
(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
97
Copyright © Texas Education Agency, 2015. All Rights Reserved.
(I) demonstrate planning and time-management skills such as project management and
storyboarding.
(4) The student selects an approach for conducting research to discover a problem in the field
of information technology with the appropriate supervision and guidance. The student is
expected to:
(A) identify a problem relating to information technology; and
(B) describe and use an approach, such as top-down or bottom-up, for conducting a
research activity.
(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:
(A) work closely with a mentor throughout the design, creation, and implementation
process;
(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;
(D) develop and implement a security management plan to address security
requirements;
(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;
and
(H) present the portfolio to a panel of professionals using formal presentation skills.
Interdisciplinary Correlations
English
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected
to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available
technology to determine pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word
study. The student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
Copyright © Texas Education Agency, 2015. All Rights Reserved.
98
(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 text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(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.
Tasks
• Students will take notes and keep them in their notebook.
• Students will complete all assignments in a timely manner.
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
• Make copies of all handouts for this unit.
• Secure a computer lab, if one is not readily available to your class.
Instructional Aids
• Student handouts
Materials Needed
• Copies of assigned activities
• Internet
Equipment Needed
• Computer lab
• Teacher computer
• Projector (for digital presentation)
Copyright © Texas Education Agency, 2015. All Rights Reserved.
99
References and Helpful web-sites
•
•
SelectUSA - http://selectusa.commerce.gov/industry-snapshots/software-andinformation-technology-services-industry-united-states
Search the Internet for information on software export revenue by company and by
country.
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 multimedia 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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100
Outline
MI
OUTLINE
Terminology
(Students will fill in blanks from the
multimedia presentation)
Business Cycle: (diagram in
presentation)
• Prosperity
• Inflation
• Recession
• Depression
U.S. and International Trade
”Approximately 1/3 of worldwide
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 multimedia
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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
101
Outline Continued
MI
OUTLINE
NOTE TO TEACHER
Importance of International Trade
• Over 250,000 U.S. businesses
export products
• 11% of GNP
• 95% are small to medium sized
• Eight of top 100 SaaS vendors
are based in U.S.
• Export over $500 billion in
products
• Wholesalers export over $100
billion
o U.S.is 2nd largest
exporter
o U.S. is home to nine of
the world’s largest
software companies
o U.S. trade deficit in 1971
Assign “Cultural Differences”
project. This project will take
approximately three to fiye class
periods to complete and one to
two 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
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Visual/Spatial
102
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 work with a partner to complete the “Cultural Differences” projects.
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?
• Which country is most influential according to Investopedia?
Evaluation
Informal Evaluation
Daily assessment on progress of projects: 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 are provided and may be used to assess completed projects.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
103
Global Economy
Student Notes
Fill in the blanks as we discuss the multimedia 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: Marketers with ______________ experience __________ the
____________ company; ____________ 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: Businesses that have_________________ all over the
___________ and conduct planning for _________________ markets
• Pre-industrial Economy: Based on _________________ and ______
_____________development; _____ standard of living
• Post-industrial Economy: Based on____ of business and consumer
_____________________ produced and marketed in the__________ marketplace
• Gross Domestic Product: The ________ dollar value of all ______________________
produced within a country in____ year
• Gross National Product: The total___________ of all goods/services (_____________
_____________) produced within a country in one year
• Quota: _________ on the numbers of ___________ _________ of products
____________ _________________ can ______ in a country
• Tariffs: _________ placed on imported products to increase the ____________
__________
Copyright © Texas Education Agency, 2015. All Rights Reserved.
104
•
•
•
•
•
•
Subsidy: ___________ provided to a business to _______ in the development and sale
of products
Standard of Living: A ______________ of the quality of life for the citizens of a country
Software as a Service (SaaS): Distribution model where users utilize
made available over a
, such as the
, instead of the traditional method of installing the software on their
machine. Users typically pay a
fee for using the software for
a period of time.
Productivity: The____________ output by workers for a ______________ period of time
Purchasing Power: The ___________ of goods/services that can be bought with a
______________ dollar amount of money
Consumer Price Index: The _____________ in the ________ of a specified set of goods
over _______
•
____________ _________: Consists of four stages: Prosperity, Recession, Depression,
and Inflation
•
: Describes the process for planning,
creating, testing, and deploying software systems
U.S. and International Trade
• World Interdependence
o Approximately _____ of worldwide production is sold _________ of the _______
country
o U.S. __________music, movies, software, and IT services among many other
things
•
International Trade is Changing
o
once were an abundant commodity; today
makes up less than of world’s exports
o
goods/services are most popular
Copyright © Texas Education Agency, 2015. All Rights Reserved.
105
o _____________ (communications, travel, education, and financial) are most
popular exchanges between _______________
o _______ is transferred via phone, fiber optics, or satellite on a daily basis
o New software services such as
and
are creating new
business models
 SaaS is
changing the face of international software
marketing due to this fact
Businesses are Going Global
• _____________ are changing.
o ____________ markets are enticing to ________________ businesses who
experience dropping sales and profit
o Foreign markets are another way to expand ________________and increase
worldwide ___________for products and

is replacing standard
due to
availability of
devices and low-cost apps
 World leader in software
is located in US and obtains
of its revenue from SaaS
• Benefits of international marketing
o Government support is
 Companies are
to developing software in the U.S. due to
strong enforcement of
o Software and IT Services Industry
annual
by an
average of 6% in 2011 with a projected growth of almost 17% over the next two
years

accounts for more than
of
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
• As of 2011
of the top 100
vendors are based in the
• Manufactures ________ over $500 billion of products
• Wholesalers export over $____ billion worth of products
• U.S. is __________ largest exporter
• U.S. is home to
of the world’s largest
companies
• _____________ is #1 exporter
• U.S. is #1 ___________ of products
Copyright © Texas Education Agency, 2015. All Rights Reserved.
106
•
•
Germany is _____ importer
_____ had 1st_________ deficit of the 20th Century in ______ (imports exceeded exports
by over $1 billion that year)
Copyright © Texas Education Agency, 2015. All Rights Reserved.
107
Goin’ Global
Student Notes
Fill in the blanks as we discuss the multimedia 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: Marketers with exporting experience represent the exporting
company; arranges for the 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 worldwide markets
Pre-industrial Economy: Based on agriculture and raw material development; low
standard of living
Post-industrial Economy: Based on mix of business and consumer products/services
produced and marketed in the global marketplace
Gross Domestic Product: The total dollar value of all goods/services produced within a
country in one year
Gross National Product: The total dollar value of all goods/services (including imports)
produced within a country in one year
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
Software as a Service (SaaS): Distribution model where users utilize software made
available over a network, such as the internet, instead of the traditional method of
Copyright © Texas Education Agency, 2015. All Rights Reserved.
108
•
•
•
•
installing the software on their local machine. Users typically pay a subscription fee for
using the software for a period of time.
Productivity: The average output by workers for a specified period of time
Purchasing Power: The amount of goods/services that can be bought with a specific
dollar amount of money
Consumer Price Index: The variance in the cost of a specified set of goods over time
Business Cycle: Consists of four stages: Prosperity, Recession, Depression, and Inflation
Prosperity
Recovery
Recession
Depression
•
Software Lifecycle: Describes the process for planning, creating, testing, and deploying
software systems
U.S. and International Trade
• World Interdependence
o Approximately 1/3 of worldwide production is sold outside of the “home”
country
o U.S. exports music, movies, software, and IT services among many other things
• International Trade is Changing
o Raw materials once were an abundant commodity; today makes up less than 1/3
of world’s exports
o Manufactured good/services are most popular
o Services (communications, travel, education, and financial) are most popular
exchanges between countries
o Data is transferred via phone, fiber optics, or satellite on a daily basis
o New software services such as cloud computing and SaaS are creating new
hybrid business models
 SaaS is dramatically changing the face of international software
marketing due to this fact
Businesses are Going Global
• Markets are changing
o Foreign markets are enticing to domestic businesses who experience dropping
sales and profit
Copyright © Texas Education Agency, 2015. All Rights Reserved.
109
•
o Foreign markets are another way to expand competition and increase worldwide
demand for products
o Increasing worldwide demand for products and software
 SaaS is replacing standard licensing due to availability of mobile devices
and low-cost apps
 World leader in software development is located in US and obtains 84%
of its revenue from SaaS
Benefits of international marketing
o Government support is available
o Companies are attracted to developing software in the U.S. due to strong
enforcement of copyright laws
o Software and IT Services Industry increased annual revenue by an average of 6%
in 2011 with a projected growth of almost 17% over the next two years
 U.S. accounts for more than 55% of global IT research
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
• As of 2011 eight of the top 100 SaaS vendors are based in the U.S.
• Manufacturers export over $500 billion of products
• Wholesalers export over $100 billion worth of products
• U.S. is second largest exporter
• U.S. is home to nine of the world’s largest software companies
• 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)
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110
Cultural Differences Project Country Selection
Teacher’s Directions:
You will need two copies of this list (or add your own selections). One is to be cut in strips so
the students can draw to see which country (and partner) they will get. 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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111
Austria
Austria
Norway
Norway
Russia
Russia
Columbia
Columbia
Iceland
Iceland
Korea
Korea
Switzerland
Switzerland
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112
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 mobile app 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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113
2. Gestures
3. Visiting
4. Eating
LIFESTYLE
1. Family
2. Dating or Marriage
3. Diet
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114
4. Recreation
5. Commerce
SOCIETY
1. Government
2. Economy
3. Transportation/communication
4. Education
Literacy Rate:______________________
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115
5. Health
Life Expectancy:____________________
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116
Globalization Part II:
Internationally Marketing Your Mobile App
Mobile app name (Developed in Management and Interpersonal Skills lesson):
Country in which you are marketing the app:
Now that you have concluded your investigation you will complete Part II.
Directions
Congratulations! You are taking your mobile app global. Using the information you gathered in
Part I of this assignment, create a plan to introduce your app to the country to which you were
assigned. Design a multimedia presentation detailing how you will introduce your app to that
country. As well as including information from your research, you will need to address the
following issues:
•
•
•
•
•
•
•
•
•
How will you translate your program to the native language of the country you were
assigned?
Are there any design issues you will need to address? If so, what changes will need to be
made?
Are you going to have localized support?
Are there regional copyright issues?
o Will the EULAs need to be rewritten?
o What about security?
How much do you plan on charging for your app?
o How will you handle the daily exchange rate for the monetary transfers?
Do you need to rename your app?
Are there any regional colloquialisms or language issues you will need to address?
Are there any laws regarding the display of money or political figures (rulers) and dates?
Are there any competing or cooperating businesses?
o Example: If you designed a travel app, how will you get local travel information and
updates?
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117
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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118
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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119
Cultural Differences Presentation Rubric
Name:
Presentation Title:
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
Country:
Teacher:
Title of Work:
Points
3
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student occasional
used visuals that
rarely support text
and presentation.
Student presents
information in
logical sequence
that audience can
follow.
4
Points Earned
Student presents
information in
logical, interesting
sequence that
audience can
follow.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
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.
Total Points
Teacher Notes:
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120
Teacher-Facilitator Rubric
(To be used to grade daily work as part of a major group or partner project)
Name:
Date:
Skills
Helping
The teacher observed the
students offering
assistance to each other.
Listening
The teacher observed
students working with
each other's ideas.
Participating:
The teacher observed
each student
contributing to the
project.
Persuading:
The teacher observed the
students exchanging,
defending, and
rethinking ideas.
Sharing:
The teacher observed the
students offering ideas
and reporting their
findings to each other.
0
Teacher:
Title of Work:
Criteria/Points
10
15
20
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
Points
Earned
Total Points
Teacher Notes:
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121
Globalization II: Internationally Marketing your Mobil App Project
Rubric
Project Title:
Name:
Teacher:
Below
Average
Satisfactory
Excellent
1. Has clear vision of final product; directions were followed
1, 2, 3
1, 2, 3
1, 2, 3
2. Properly organized to complete project
1, 2, 3
1, 2, 3
1, 2, 3
3. Managed time wisely
1, 2, 3
1, 2, 3
1, 2, 3
4. Acquired needed knowledge base
1, 2, 3
1, 2, 3
1, 2, 3
5. Communicated efforts with teacher
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
1. Format (required number of slides present)
1, 2, 3
1, 2, 3
1, 2, 3
2. Mechanics of speaking and or writing
1, 2, 3
1, 2, 3
1, 2, 3
3. Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
4. Creativity
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrated knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
Product (Project)
Total:
Total Score:
Teacher Comments:
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122
Math
Practicum in Information Technology
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.
Practicum in Information Technology
130.280 (c)
(3) The student applies academic knowledge and skills to research and develop projects. The
student is expected to:
(B) demonstrate proper use of mathematics concepts in the development of products or
services; and
(C) demonstrate proper use of science principles in the development of products or
services.
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123
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected
to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available
technology to determine pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic 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 text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(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.
Tasks
• Students will utilize provided notes and slide presentation to complete notes pages.
• Students will complete worksheets.
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
• Copy the handouts.
• Have multimedia presentations ready to show the class.
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124
Instructional Aids
• Student Notes sheet
• 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 and programming requires a firm
understanding of numbering systems and how to convert between them.
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125
Outline
MI
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
Slides 17 – 22
Introduction to hexadecimal
Conversion from hexadecimal to
binary
Slides 23 – 26
Conversion from decimal to
hexadecimal
Slides 27 – 31
Rewriting math in programming
Slides 32 – 36
Using math in programming
Upon completion of Slide 11, give
students the binary to decimal
conversion worksheet.
Upon completion of Slide 16, give
students the decimal to binary
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 31, give
students the evaluation of
expressions worksheet.
Upon completion of Slide 36, give
students the worksheet on using
programs to write and solve
mathematical formulas worksheet.
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126
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 use 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
Copyright
© Texas
Education
Agency, 2015. All Rights Reserved.
• Worksheets
and test
over the
material
127
Binary, Hex, and Decimal, “Oh My”!
Student Notes Handout
a.
numbers
a. Zero and any number obtained by repeatedly adding one to it
b. Ex. 0, 1, 3, 100
b. Integers
a. Any
number
b. Includes negative numbers and zero
c.
Numbering System
a. The number depends on the position of the digits to represent the number.
d. Number base
a. The
(or radix) is the number of
digits used to represent
numbers in a positional numerical system.
Any number to the
power is equal to 1.
0
Example: 2 =
Any number to the
power is equal to that
Example: 21 = 2
.
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128
Converting from Decimal to Binary
• Base
• 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
• Binary uses two as its base so each
is equal to two to an exponent.
• 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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129
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
right? This placeholder has a ________ instead of a zero.
, which is equal to
What is the product of any number multiplied by one?
Answer:
number
Once you have calculated the
appears, we add the answers together.
What is the sum of 8+4+2?
Answer:
The decimal equivalent of
of all the placeholders where a 1
is
, which is shown in the green box.
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130
Converting from Decimal to Binary
• Can be done two different ways
–
–
Long Division
Convert
from decimal to binary.
Sort 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 0 or 1 as the remainder you move to the next step.
Using the
we got in the first step (35 divided by 2), we move to the second
step, which is dividing
by 2. We
the process until we have
in the
,
, and
. Now
here comes the tricky part.
Example:
1
2 3
2
1
5
8
2 1
1
4
2 8
8
2
2 4
4
0
0
1
2 2 2 1 2 0
0
0
2
Binary
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.
=
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131
Subtraction
Convert 3710 to binary using subtraction
Looking at our binary table what is the
?
Answer:
number that is still less than
To indicate that 32 will be used, we put a
in the
from 37 we have
left, right? What is the
lower than 3?
Answer:
placeholder. Once we subtract 32
number in our table that is still
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
the binary representation of
=
have to “flip the bits” in this case, so
.
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132
Hexadecimal
Characters
–
–
–
–
You can convert directly from hex to decimal but not from decimal to hex.
In order to represent the numbers
–
A = 10, B = 11, C = 12, D = 13, E = 14, and F = 15.
(to give us our 16 characters) we use letters.
Each
is equal to
(combination of zeros and ones),
and like binary, can be combined to create even larger numbers.
Hexadecimal
(Hex)
Binary
Decimal
0001
1
2
3
2
0011
0100
5
6
5
0110
0111
8
9
1001
B
1100
E
As with binary and decimal,
system. Each placeholder uses
10
11
1101
F
7
8
1010
C
4
13
14
1111
is a
numbering
as its base and is equal to 16 to an exponent.
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133
Look at the table.
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
where a character appears, we
the answers together.
What is the sum of 240 + 15?
Answer:
The decimal equivalent of
is
the
of all the placeholders
,which is shown in the green box.
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134
Decimal to Hex Conversion
Convert 5410 to Hexadecimal
The easiest way to convert a decimal number to hex is to go to
at it using the subtraction method to go from decimal to binary.
first. Let’s look
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
of the four bits are then
the binary bits into
into a
Looking first at the left-hand group of four:
hex?
Answer:
Look at the second group of four:
Answer:
of
. Each
character.
. How would is that number represented in
. 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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.
135
Convert 12810 to Hexadecimal
Decimal to binary
Binary to
hex
Rewriting math in Programming
•
– Parentheses
–
– Multiplication and/or division in the order they appear
– Addition and/or subtraction in the
Writing Formulas for Computer Programs
What is the formula in the green box?
Answer: Area of a circle
Computer programs do not recognize the symbol for Pi and there are no options for
superscripts to indicate exponents in the majority of compilers. This very common formula must
be rewritten in a way a computer program can decipher it.
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136
In order to represent exponents, we use what’s called a “carrot top,” which you see in the red
box and you get by pressing
. To represent
you must use the
value
. For most applications 3.14 is adequate; however, for more
precise calculations, you can use as many decimal places as you require.
You can use virtually any variable to represent the A; however, you must remember that certain
words are “
“ and can vary from language to language, so be cautious and
document your code so that other programmers will be able to understand your code easily.
Looking at the blue box, we see how the same formula would be written in a computer
program. Notice we have used the “
top” to indicate the
and the number 3.14
to represent . r has been left alone with the assumption that the radius is either
in or
by the user at some earlier point in the program.
Rewrite the formula for the slope of a line
Using Math in Computer Programming
Math is universal. The
of programs that are written involve some type of
. The formulas can range from very simple to highly complex.
• Used to
– Solve
and or complex calculations
•
for a company
• Track
data sets in
calculations
– Create
files (programs)
– Create
systems
• Machine Language
Everything that happens within a computer all the way from the GUI we see to the files we save
is
into
language. Each
entered into
the machine; each
the user issues is translated into
codes.
Boolean Operators
Because of some of the programs you will write, we also need to discuss the
or
Boolean operators in computer programming. These operators have their own
, fit into
, and have a specific
of operation.
Boolean/Logic (or bool) Operators
Copyright © Texas Education Agency, 2015. All Rights Reserved.
137
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
if 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.
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138
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
Copyright © Texas Education Agency, 2015. All Rights Reserved.
is sound.
139
Binary, Hex, and Decimal Oh My
Student Notes Handout
a. Natural numbers
a. Zero and any number obtained by repeatedly adding one to it
b. Ex. 0, 1, 3, 100
b. Integers
a. Any whole number
b. 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
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140
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.
Consider the binary number 000011102.
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.
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141
Convert 00011102 from binary to decimal
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 you see on the right of
the slide. The vertical alignment makes things easier to read. I like to use the vertical alignment
to make 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 placeholder 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 1 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
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142
– 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 0 or 1 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.
Example:
1
2 3
2
1
5
1
8
2 1
1
4
2 8
8
2
2 4
4
1
0
0
0
0
1
2 2 2 1 2 0
0
0
2
0
1
Binary
0
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
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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
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.
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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 even larger numbers.
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
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.
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Look at the table. FF is the hexadecimal number we are going to convert to decimal.
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.
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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
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?
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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147
Convert 12810 to Hexadecimal
Rewriting math in Programming
• PEMDAS
– Parentheses
– Exponents
– Multiplication and/or division in the order they appear
– Addition and/or subtraction in the order they appear
Writing Formulas for Computer Programs
What is the formula in the green box?
Answer: Area of a circle
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Computer programs do not recognize the symbol for Pi and there are no options for
superscripts to indicate exponents in the majority of compilers. This very common formula must
be rewritten in a way a computer program can decipher it.
In order to represent exponents, we use what’s called a “carrot top,” which you see in the red
box and you get by pressing shift+6. To represent Pi you must use the numerical value 3.14. For
most applications 3.14 is adequate; however, for more precise calculations, you can use as many
decimal places as you require.
You can use virtually any variable to represent the A; however, you must remember that certain
words are “reserved words” and can vary from language to language, so be cautious and
document your code so that other programmers will be able to understand your code easily.
Looking at the blue box we see the way we would write the same formula in a computer
program. Notice we have used the “carrot top” for the exponent and the number 3.14 to
represent Pi. r has been left alone with the assumption that the radius is either read in or
entered by the user at some earlier point in the program.
Rewrite the formula for the slope of a line
Using Math in Computer Programming
Math is universal. The majority of programs that are written involve some type of calculation.
The formulas can range from very simple to highly complex.
• Used to
– Solve repetitive and or complex calculations
• Payroll for a company
• Track complex data sets in scientific calculations
– Create executable files (programs)
– Create automated systems
• Machine Language
Everything that happens within a computer all the way from the GUI we see to the files we save
is translated into machine language. Each character entered into the machine; each instruction
the user issues is translated into binary codes.
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Boolean Operators
Because of some of the programs you will write, we also 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.
Boolean/Logic (or bool) Operators
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. and = and - 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 and
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 (||)
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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.
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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
b. 00110010
c. 00111100
d. 11101100
e. 00001000
f. 00101000
g. 00011000
h. 10011001
i.
11111111
j.
01100000
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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
2. 00110010 - 50
3. 00100100 - 36
4. 11101100 - 236
5. 00001000 - 8
6. 01001000 - 72
7. 00011000 - 24
8. 10011001 - 153
9. 11111111 - 255
10. 01100000 - 69
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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
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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
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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
2. 3016
3. 1016
4. 0F16
5. F016
6. E116
7. 8016
8. AB16
9. C116
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 = 2
2. 3016 = 48
3. 1016 = 16
4. 0F16 = 15
5. F016 = 240
6. E116 = 225
7. 8016 = 128
8. AB16 = 171
9. C116 = 193
10. 0D16 = 13
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157
Binary to Hexadecimal Conversions
Convert the following numbers from binary to hexadecimal. Please show your work. Do not use
electronic devices.
1. 10101001
2. 00110010
3. 00111100
4. 11101100
5. 00001000
6. 00101000
7. 00011000
8. 10011001
9. 11111111
10. 01100000
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158
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
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159
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
2. 33
3. 26
4. 51
5. 169
6. 172
7. 89
8. 64
9. 22
10. 47
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160
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
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161
Evaluations of Expressions and Formulas
Evaluate the following expressions as the computer does. Show your work NEATLY and include all
calculations. Round your final answer to ONE decimal place.
1. 28 – 2 * 6 + 4 – 2 * 12 / 4 + 3^2
3. 8 * (4 – 6 / 3) – (5 – 6 * 4 / 3)
5. 9 * 6 / 5 * 2 + 4 – 4 ^2 + 9 / 4 – (-6) / 2
2. 7.3 – 4.2 + 1.2^ 2 / (-0.6)
4. (4.3 – 2.5) / (7 + 2.1 / 0.7 – 1) -2 * (4.5 / 2)
6. 35 / (6 / 3 + 2^3) / (6 – 2 – 5)
Write the following formulas in the correct form to be used in a BASIC expression. Alphabetic characters
represent variables. Special symbols should be written numerically.
7. V = πh (r2 + rA + A2)
3
8. V = P 1 – (1 + i) –n
i
9. A = P 1 + r
m
10. C = (x – h)2 + (y – k)2
3a2
4b
mt
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162
Evaluations of Expressions and Formulas KEY
Evaluate the following expressions as the computer does. Show your work NEATLY and include
all calculations. Round your final answer to ONE decimal place.
1. 28 – 2 * 6 + 4 – 2 * 12 / 4 + 3^2
2. 7.3 – 4.2 + 1.2^ 2 / (-0.6)
28 – 2 * 6 + 4 – 2 * 12 / 4 + 9
7.3 – 4.2 + 1.44 / (-0.6)
28 – 12 + 4 – 24 / 4 + 9
7.3 – 4.2 + (-2.4)
28 – 12 + 4 – 6 + 9
0.7
23
3. 8 * (4 – 6 / 3) – (5 – 6 * 4 / 3)
8 * (4 – 2) – (5 – 24 / 3)
8 * (4 – 2) – (5 – 8)
8 * 2 – (-3)
16 – (-3)
19
4. (4.3 – 2.5) / (7 + 2.1 / 0.7 – 1) -2 * (4.5 / 2)
(1.5) / (7 + 3 – 1) – 2 * 2.25
1.5 / 9 – 4.5
.166 – 4.5
-4.3
5. 9 * 6 / 5 * 2 + 4 – 4 ^2 + 9 / 4 – (-6) / 2
9 * 6 / 5 * 2 + 4 – 16 + 9 / 4 – (-6) / 2
54 / 5 * 2 + 4 – 16 + 9 / 4 – (-6) / 2
21.6 + 4 – 16 + 2.25 – (-3)
16.9
6. 35 / (6 / 3 + 2^3) / (6 – 2 – 5)
35 / (6 / 3 + 8) / (6 – 2 – 5)
35 / (2 + 8) / (-1)
35 / 10 / (-1)
-3.5
Write the following formulas in the correct form to be used in a BASIC expression. Alphabetic
characters represent variables. Special symbols should be written numerically.
7. V = πh (r2 + rA + A2)
8. V = P 1 – (1 + i) –n
3
i
V = (3.14 * h * (r^2 + r * A + A^2)) / 3
V = P * (1 – ((1 + i) ^ -n) / i)
9. A = P 1 + r mt
m
A = P * ((1 + r / m) ^ (m * t))
10. C = (x – h)2 + (y – k)2
3a2
4b
C = ((x – h)^2) / (3 * a^2) + ((y – k) ^2) / (4 * b)
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Numbering Conversions Test
Convert the following from binary to decimal:
1. 11000011
2. 11110010
3. 10010010
Convert the following from decimal to binary:
4. 254
5. 128
6. 33
Convert the following from hexadecimal to decimal:
7. F2
8. 1D
9. 50
Convert the following from decimal to hexadecimal:
10. 256
11. 89
12. 22
Convert the following from binary to hexadecimal:
13. 11001100
14. 11110000
15. 00111100
Evaluate the following equations:
16. 2 + 16 (33 + 22) / 6
17. 6 – 12 (2 + 12)
Rewrite the following equations as you would in a computer program:
18. 𝐴𝐴 = 𝜋𝜋𝑟𝑟 2
19.
20.
𝑥𝑥 =
2
−𝑏𝑏±√𝑏𝑏 2 −4𝑎𝑎𝑎𝑎
2
2𝑎𝑎
𝑎𝑎 + 𝑏𝑏 = 𝑐𝑐 2
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Numbering Conversions Test KEY
Convert the following from binary to decimal:
7. 110000112 = 19510
8. 111100102 = 24210
9. 100100102 = 14610
Convert the following from decimal to binary:
10. 25410 = 111111102
11. 12810 = 100000002
12. 3310 = 001000012
Convert the following from hexadecimal to decimal:
21. F216 = 24210
22. 1D16 = 2910
23. 5016 = 8010
Convert the following from decimal to hexadecimal:
24. 25610 = 10016
25. 8910 = 5916
26. 2210 = 1616
Convert the following from binary to hexadecimal:
27. 110011002 = CC16
28. 111100002 = F016
29. 001111002 = 3C16
Evaluate the following equations:
30. 2 + 16 (23 + 22) / 6 = 8210
31. 6 – 12 (2 + 12) = -3010
Rewrite the following equations as you would in a computer program:
32. 𝐴𝐴 = 𝜋𝜋𝑟𝑟 2
A = 3.14 * r^2
33.
34.
𝑥𝑥 =
−𝑏𝑏+𝐴𝐴𝐴𝐴
2𝑎𝑎
2
𝑎𝑎2 + 𝑏𝑏 = 𝑐𝑐 2
x = (-b + A *C) / (2 * a)
c^2 = a^2 + b^2
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165
O*NET
Career Exploration
Practicum in Information Technology
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 website.
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 seven to nine 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.
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Practicum in Information Technology
130.280 (c)
(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;
(E) solve problems and think critically; and
(H) demonstrate an understanding of legal and ethical responsibilities in relation to the
field of information technology.
(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 resume 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 proper use of written, verbal, and visual communication techniques
consistent with information technology industry standards.
(7) 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
English
110.42 (b)
(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:
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167
(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.
Communication Applications
110.58
(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 selfconfidence, and gain command of the information; and
(K) make individual presentations to inform, persuade, or motivate an audience.
Practical Writing Skills
110.54 (b)
(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;
(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
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., resumes, proposals, college
applications, operation manuals).
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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 workrelated skill, knowledge, or experience is required for these occupations.
Job Zone Four: Considerable Preparation Needed – most of these occupations require a fouryear 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
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 http://www.cte.unt.edu
Preparation
• Review and familiarize yourself with the terminology and website links and review
elements of a resume, cover letter writing, and 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.
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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
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.
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170
•
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 that will
lead to career options so
students can investigate
career options and evaluate
career expectations.
Have students write the
website on their 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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
172
III. QUESTIONS:
a. How many times does the
average person change jobs
in a lifetime?
ASK: ask these questions, one at a
time, and then tell the class this
lesson will uncover the answers. They
will need to record their answers on
their 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
webpage 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
get a job offer when you aren’t even
looking! Be sure any comments you
make, especially on professional
social media websites, are positive!
Copyright © Texas Education Agency, 2015. All Rights Reserved.
173
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, in-person, 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.
IV. PERSONAL WEBPAGE
a. Increasingly popular
b. Can be linked to your
resume, 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 webpage?
QUESTION: What sort of categories or
postings should you have on your
personal webpage? (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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
174
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: the 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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
175
•
Career Project
This is a very in-depth assignment. Students will use O*NET to research at least three
careers, and then write a paper reflecting their research and career choices. Upon
completion of Part I, students will type a resume, cover letter, and letter of resignation
using examples found on the Internet. Students will also prepare a multimedia
presentation that includes things like 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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
176
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 (two 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.
• A rubric is provided for this activity
• “What a Character!”
o Students will write their resume in a social media format, using only 140 characters.
Hint: they can do a word count, using the Review Tab in the word processing
software, and then select “word count.” Have the students send their resume to their
classmates using some form of social media.
• A rubric is provided for this activity.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
177
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
• Computer
• Scanner or cell phone with a scanner app (to add documents to portfolio)
• Paper
• Flash drive or cloud service (to save portfolio)
Time Allotted
This is an on-going activity, with deadlines established by the teacher.
Directions
As part of this class you will be responsible for the compilation of your personal portfolio.
Sometimes you will be expected to add documents to your portfolio that you will then use
when applying for employment or to college. 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/SAT scores
• Community service record
• Samples of student-created work
• Resume
• Generic cover letter
Pointers regarding recommendation requests
• Keep it 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. You may need to remind the recipient how you know each other,
especially if it has been a while since you were in that person’s class, or since you have
seen your family friend.
• 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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
178
•
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 deliver the
materials.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
179
Would YOU Hire YOU?
Student NOTES
I.
OBJECTIVES
1.
2.
3.
4.
5.
II. O*NET
6. O*NET is
and contains
specific
7. It helps to
of
-
.
or
career
.
8. The main website is:
9. The online 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 _____________________.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
180
18. Resumes may be ______ _______________, _______________, or sent via
_________.
19. Some sites allow for ___________________ _____________________.
20. Keep the resume to ______ page.
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 quality _________ _____________.
30. Do not include ____________________ on the resume.
31. ______% of companies research candidates via _______ ____________.
32. Delete ____________________ pictures.
33. Re-evaluate your _____________ on social media.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
181
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 website is: http://www.onetonline.org
9. The online 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 possibly 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 email.
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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
182
29. If printing, use 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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
183
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 $$$
Skills
Copyright © Texas Education Agency, 2015. All Rights Reserved.
184
5. How many “New and Emerging” fields are listed under “Bright Outlook” occupations?
6. How many STEM Disciplinary categories are there?
7. The _________ _______________will cause a change in____________________
employment demand.
8. Green Occupations are linked to ___________________ _____________________
________________________
9. List the NINE categories one could research using the Advanced Search feature:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
______________________
______________________
______________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section):
____________________________
____________________________
____________________________
___________________________
___________________________
___________________________
Copyright © Texas Education Agency, 2015. All Rights Reserved.
185
O*NET SCAVENGER HUNT
(Learn to Navigate O*NET)
Answer Key
DIRECTIONS: Using the Internet, go to www.onetonline.org to complete this activity. Be
prepared to discuss your answers!
1. What is the definition of O*NET? Answers will vary; however, it is a free website that
contains hundreds of occupation-specific careers. It helps to evaluate or investigate
career options.
2. List THREE occupations that fall into the “Rapid Growth” Sector: Answers will vary
a._________________________________________________
b._________________________________________________
c._________________________________________________
3. How many categories fall under the “Rapid Growth” Sector?
69
4. Looking back at the three occupations you listed in Question #1, list the median wages
and the skills that are necessary for each:
Occupation
Answers will vary based
Median $$$
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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
186
9. List the NINE categories one could research using the Advanced Search feature:
(Answers Will Vary)
_______________________ _______________________ ________________________
_______________________ _______________________ ________________________
_______________________ _______________________ ________________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section):
(Answers Will Vary)
______________________ ______________________ ________________________
______________________ ______________________ ________________________
Copyright © Texas Education Agency, 2015. All Rights Reserved.
187
Part II - O*NET Search
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; then click Go to Skills Search which is right under Skills Search.
Check the boxes that you think apply to you in each category, and 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.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
188
Career Project
Instruction Sheet
Part I – Compose Report
Use word processing software to compose a report, using the research material you gather
from the O*NET website. (www.onetonline.org)
Format for 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 Report
• 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.
• Definition or nature of work
• Requirements for employment
• Opportunities for experience and/or exploration
• Related occupations (at least four)
• Methods of entering the field
• Advancement
• Employment outlook
• Earnings (wages) and prospective pay increases
• Conditions of work
• 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 teacher. All work must be cited at the end of this project, so keep track of
your sources!
Part II – Select Career
Once you have completed the report/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
• Type a cover letter to introduce yourself to your prospective employer.
• Type a resume that reflects skills required of the career you selected.
• Assuming you are currently employed, you will type a letter of resignation to your
current employer.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
189
Part III - Slide Presentation
Prepare a slide presentation with illustrations and a minimum of five slides. (You will likely
have more than five slides.) If you prefer, you may make a video; however, you must address
the same requirements for the slide presentation.
Include the following:
• What to wear/not to wear (male and Female)
• How to prepare for the interview
• Five interview tips you have researched
• How to know when it is time to change jobs
• How to change jobs
• Compile a list of 15 questions that could be asked in an interview
• Compile a list of at least five questions that are considered illegal and cannot be asked in
an interview
• Compile a list of five questions one might ask the person conducting the interview
• Works cited slide (does not count toward the five slide minimum)
**If you prefer, you may make a video; however, you must address the same requirements for
the slide presentation.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
190
Career Project Checklist
Summary Checklist - Use the checklist below to make sure you have completed all the
requirements for this project.
_____All documents are typed in a word processer
_____Career essay typed in proper format (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)
_____Cover letter customized to the qualifications for the career
_____Sample letter of resignation (for your current job)
_____Media slide presentation or video
_____At least five slides
_____What to wear/not to wear (male and female)
_____How to prepare for the interview
_____Five interview tips
_____When to know to change jobs
_____How to change jobs
_____15 questions that could be asked in an interview
_____Five questions that are considered illegal
_____Five questions an applicant might ask
_____Works cited (include all research for this project.)
Copyright © Texas Education Agency, 2015. All Rights Reserved.
191
Career Project Rubric
Resume, Cover Letter, and Resignation Letter
Name:
Teacher:
Date Submitted:
Title of Work:
Criteria/Point Scale
Criteria
0-5
6-12
13-17
18-20
Information is
Student
Reader has
logical and
presents
Sequence of
difficulty
interesting;
information
information following work
spacing and
Organization
in logical
format
is difficult to
because
sequence
directions
follow.
student jumps
that reader
around.
were
can follow.
followed.
Student does
Student is
Student is at
Student
not have
uncomfortable
ease with
demonstrates
grasp of
with content
content, but
full
Content
information;
and is only
fails to
knowledge of
Knowledge
student work
able to
elaborate/
topic;
does not
demonstrate
one to two
required
demonstrate
basic
elements are
paragraphs
completion.
concepts.
missing.
were present.
Presentation
Work has
Presentation
Presentation
has no more
four or more
has three
has no
than two
Grammar
misspellings
misspellings
misspellings
misspellings
and Spelling errors and/or
and/or
or
and/or
grammatical
grammatical
grammatical
grammatical
errors.
errors.
errors.
errors.
Work has
Work has one
Work is
Work is
three or four
or two areas
neatly typed
Neatness
Illegible or
areas that are
that are
in Microsoft
incomplete.
sloppy.
sloppy.
Word.
Work does not
Required
have the
Required
Required
samples were
appropriate
samples were
samples were
not
number of
attached and
present, but
Attachments
submitted
entire packet
required
were
with
attachments
was
attached out
completed
included with
submitted in
of order.
work.
completed
proper order.
work.
Total Points
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Points
Earned
192
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
1. Format (Correct number of slides)
1, 2, 3
1, 2, 3
1, 2, 3
2. Mechanics of speaking and/or writing
1, 2, 3
1, 2, 3
1, 2, 3
3. Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
4. Creativity
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrates knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
1. Has clear vision of final product;
followed directions
2. Properly organized to complete;
presentation was easy to follow
3. Managed time wisely
4. Acquired needed knowledge base
**Works Cited was included
5. Communicated efforts with teacher
Product (Project)
Total:
Total Score:
Teacher Comments:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
193
WHAT A CHARACTER!
Enrichment Activity
By now you should be an expert in what it takes to pursue a career! Test your savvy resume
writing skills!
DIRECTIONS: Send an abbreviation of your resume in social media language, using 140
characters or less. It’s that simple…or is it?
Use either a word processor software or media presentation software to count your characters,
include your picture, and then type in your resume.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
194
Enhancement Rubric
Name:
Date:
Project Title
“What a Character!”
Below
Average
Satisfactory
Excellent
1. Has clear vision of final product; followed directions
2. Properly organized to complete; presentation was easy
to follow
3. Managed time wisely
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
4. Acquired needed knowledge base
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrated knowledge of lesson
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
1. Format: 140 characters or less
1, 2, 3
1, 2, 3
1, 2, 3
2. Mechanics of speaking and/or writing
1, 2, 3
1, 2, 3
1, 2, 3
3. Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
4. Creativity in presentation
1, 2, 3
1, 2, 3
1, 2, 3
5. Demonstrates knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
Product (Project)
Total:
Total Score:
Teacher Comments:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
195
PROGRAM FORMS
Copyright © Texas Education Agency, 2015. All Rights Reserved.
196
Dear Parent(s)/ Guardian(s):
(Date)
Your son/daughter is enrolled in the Practicum in Information Technology (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
(fill
in
this
blank)
graduation.
It is my job as Practicum in Information Technology Coordinator to determine that students are
working in jobs that are related to their interests, and that employers are training them
adequately and treating them fairly. There are specific rules and guidelines that must be met by
employers 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. By the same token, students are expected to behave ethically
and professionally while at work. Students MAY NOT quit a job arbitrarily without the risk of
failing Practicum in Information Technology 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____?___. (This
includes the $_____ fee for dues.) I urge you to encourage your child to participate in all (insert
professional organization here) activities—even encourage him or her 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’s going to 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 email me at: (email
address)
Regards,
(Your Name)
Practicum in Information Technology Coordinator and (insert professional organization here)
Sponsor
Practicum in Information Technology Practicum (Co-op) Application
Copyright © Texas Education Agency, 2015. All Rights Reserved.
197
NAME
SCHOOL I.D. #
Date of Birth
Grade Level
Present age
Address
Cell Phone #
Home Phone #
Father/Guardian Name
Work Phone#
Father/Guardian work
Mother/Guardian Name
Work Phone#
Mother/Guardian work
Will you have transportation to/from job?
What discipline problems have you had?
# of days absent this year ____ fall ____ spring (Practicum students: limit is three per nine
weeks)
List your school activities:
What promoted your interest?
Ask three teachers to sign below as a reference for you:
Name
1.
2.
3.
Course
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198
List your current schedule:
TEACHER
COURSE
RM. #
EMPLOYMENT HISTORY (Leave blank if you have never worked)
COMPANY
SUPERVISOR
REASON FOR LEAVING
Parent(s)/Guardian(s) signature:
(Required before application may be processed.)
Copyright © Texas Education Agency, 2015. All Rights Reserved.
199
EMPLOYMENT INFORMATION
(To be used to complete the student’s Training Plan)
GRADE:
AGE:
STUDENT NAME:
SCHOOL I.D. NUMBER:
CELL #:
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)
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200
Practicum in Information Technology SYLLABUS
Welcome to the dynamic world of Practicum in Information Technology! 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
• Practicum in Information Technology Mathematics
• Human Relations
• Management
• Promotion
• Sales
• Visual Merchandising/Advertising
• Business Etiquette
• Entrepreneurship
• Practicum in Information Technology Research
As you can see, we will cover a lot of ground this year. Please take this suggestion seriously:
READ ALL COURSE MATERIALS! There will be a lot of information given and discussed in class
that 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 Practicum in Information Technology coop students are expected to join (insert professional
organization here) and to participate in respective competitive events. Dues are $______ for
the school year.
Parent/Guardian Signature
Student Signature
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201
STUDENT RESPONSIBILITIES IN Practicum in Information Technology 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 or guardians, the training sponsor, the coordinator, and school administrators agree to
these basic principles:
•
It is the responsibility of the coordinator to provide appropriate interview opportunities for
student job placement. The coordinator must grant final approval of all job placements.
•
It is the responsibility of the student to 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 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 p.m. (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 is expected to find their
own employment within five days. Grades will be reduced from the sixth day forward.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
202
•
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.
STUDENT
PARENT OR GUARDIAN
COORDINATOR
PRINCIPAL
*** If you wish to communicate via email, please list your address:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
203
Classroom Rules
11. 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
12. Bring your materials to class and be ready to work on assignments. ALWAYS BRING YOUR
TEXTBOOK.
13. Sleeping is NOT allowed in class. We will cut your work hours if you are too tired.
14. 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.
15. Do not groom (do hair, put on make up, etc.) in class.
16. Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.
17. RESPECT each other at ALL TIMES. Refrain from talking to your neighbors when someone
else has the floor.
18. NO FOOD OR DRINKS ARE ALLOWED IN OUR CLASS.
19. 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.
20. 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’s Signature
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204
Dependability Grade
An important characteristic of a good employee is dependability. It is vital that the student
realize the importance of being dependable on the job and in the classroom. To reinforce this, a
“DEPENDABILITY GRADE” has been created. It is treated as 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 voicemail, the
student should leave the following information:
Name, date, time, reason for absence, and phone number
It is the student’s responsibility to phone their employer to report the 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.
Failure to phone the teacher in the event of an absence or to sign in when present will result in
points being deducted 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 three 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.
____________________________
Parent or Guardian’s Signature
______________________________
Student’s Signature
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
Copyright © Texas Education Agency, 2015. All Rights Reserved.
205
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 10 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’s Signature
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206
SUMMARY SIGNATURE VERIFICATION FORM
I have reviewed the following forms:
•
•
•
•
•
Practicum in Information Technology (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/ Guardian Signature
Student Signature
Please return this form to the teacher.
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207
(Fill in the Blank) INDEPENDENT SCHOOL DISTRICT
(Fill in the Blank) High School
Evaluation of Student’s Performance at the Training Station
Student Trainee:
Training Station:
FACTOR
WORK VOLUME
DEPENDABILITY
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
SUGGESTIONS
MADE BY
SUPERVISOR
RESULTS OF
SUGGESTIONS
Job Classification:
Return By:
10
Exceptionally fast;
output high
Always on time;
always present
9-8
Usually does more
than expected
Usually on time;
seldom absent
7-6
5
Adequate volume
Does less than required
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:
DAYS ABSENT AT JOBSITE _____________________
DAYS LATE TO JOBSITE___________
EMPLOYER/SUPERVISOR _______________________
DATE____________________________
Please return with student or fax to:
(YOUR NAME), Teacher/Coordinator
Fax #
Phone #
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208
_______________________________High School Practicum in Information Technology
I.
Student Disciplinary Action
Student Name:
ID#:
Grade:
1.
Infraction
Date
Time
Location
2.
Description
3.
Disciplinary Action Taken
Teacher
Date
Student
Date
Parent/Guardian
Date
Counselor
Date
Assistant Principal
Date
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209
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
9/25-9/29
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
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210
Additional Activities
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211
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
assignment
was
interesting
Repeat
assignment
next year
Copyright © Texas Education Agency, 2015. All rights reserved.
Total
Points
212
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 it is offered.
After completing your investigation, you will be responsible for the following activities:
1. In typed format, gather the following information that 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 are going to 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 a minimum of two 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 two or three different sports and include information on each)
• Clubs and activities
• Housing information (dormitories/apartments on campus)
• Financial Aid
• Three other areas of your choice not listed above
**DO NOT COPY AND PASTE! THAT IS CONSIDERED PLAGIARISM! You must use your own words!
MATERIALS NEEDED: Computer, paper, Internet, projector and screen (for presenting)
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213
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 minutes.)
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 three or four 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, etc.) as the leader of the group.
a. 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. The procurers 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 decisionmaking 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.
Copyright © Texas Education Agency, 2015. All rights reserved.
214
Suggestions:
• Group A: All members may provide input. Design and name a skyscraper that doubles as an aircraft.
• Group B: Group leader makes all decisions. Design and name a futuristic retail establishment.
• Group C: All members must vote on all decisions. Design and name a new tech product.
• Group D: No talking is allowed while building the product. Design and name a new educational
product.
• Group E: Each member will have tasks assigned by the group leader. Design and name a new means
of transportation.
** 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.
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215
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.
Copyright © Texas Education Agency, 2015. All rights reserved.
216
(Name of Assignment or Activity)
OBJECTIVE:
PROCEDURE:
MATERIALS REQIRED:
APPROXIMATE TIME REQUIRED:
Copyright © Texas Education Agency, 2015. All rights reserved.
217
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. Also
list where you would have them locate. What would this do to our current economic situation? What would
happen to the existing businesses?
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218
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:
o You will log into the computer to prepare for research.
o 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. (Ex. Age, income, gender, etc.)
2. After you have researched the three cities, you are to assume the role of a product development manager
of a major car company, and you are to decide what product would be a candidate for this specific area.
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
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219
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.
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220
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 rewrite 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 for reports to print to the screen or a file.
• Data will be entered by the user.
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.
Copyright © Texas Education Agency, 2015. All rights reserved.
221
Career Pathways
Practicum in Information Technology
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)
Copyright © Texas Education Agency, 2015. All rights reserved.
222
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 Information Technology
130.280 (c)
(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.
(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;
Interdisciplinary Correlations
English Language Arts and Reading, English I
110.31 (b)
(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)
(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.
Copyright © Texas Education Agency, 2015. All rights reserved.
223
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?
• 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
•
Copyright © Texas Education Agency, 2015. All rights reserved.
224
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
Copyright © Texas Education Agency, 2015. All rights reserved.
225
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.
Copyright © Texas Education Agency, 2015. All rights reserved.
226
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.
Copyright © Texas Education Agency, 2015. All rights reserved.
227
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?
Copyright © Texas Education Agency, 2015. All rights reserved.
228
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
Copyright © Texas Education Agency, 2015. All rights reserved.
229
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.?
Copyright © Texas Education Agency, 2015. All rights reserved.
230
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
Copyright © Texas Education Agency, 2015. All rights reserved.
231
Rubrics
Graded Elements
9-10 Responses
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
Total Points
Copyright © Texas Education Agency, 2015. All rights reserved.
232
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.
Copyright © Texas Education Agency, 2015. All rights reserved.
233
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?
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
Copyright © Texas Education Agency, 2015. All rights reserved.
234
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
Copyright © Texas Education Agency, 2015. All rights reserved.
235
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.
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
Copyright © Texas Education Agency, 2015. All rights reserved.
236
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
Copyright © Texas Education Agency, 2015. All rights reserved.
237
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.
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
Copyright © Texas Education Agency, 2015. All rights reserved.
100
238
Personal Management
Practicum in Information Technology
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)
Copyright © Texas Education Agency, 2015. All rights reserved.
239
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 Information Technology
130.280 (c)
(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;
(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.
Interdisciplinary Correlations
English Language Arts and Reading, English I
110.31 (b)
(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)
(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).
Copyright © Texas Education Agency, 2015. All rights reserved.
240
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
• 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.
241
Copyright © Texas Education Agency, 2015. All rights reserved.
•
Show
o Personal Management slide presentation
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
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
Day 5 - refer to slides 24-29
Each student will present his/her
Life Goals Collage to the class.
VI. Assessment = Daily Activities
Copyright © Texas Education Agency, 2015. All rights reserved.
242
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.
Copyright © Texas Education Agency, 2015. All rights reserved.
243
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.
Copyright © Texas Education Agency, 2015. All rights reserved.
244
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?
Copyright © Texas Education Agency, 2015. All rights reserved.
245
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
Copyright © Texas Education Agency, 2015. All rights reserved.
246
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
Copyright © Texas Education Agency, 2015. All rights reserved.
100
247
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
Copyright © Texas Education Agency, 2015. All rights reserved.
248
Actions to Take to Achieve My Short-Term Goals!
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.
Copyright © Texas Education Agency, 2015. All rights reserved.
249
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
Copyright © Texas Education Agency, 2015. All rights reserved.
100
250
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
Copyright © Texas Education Agency, 2015. All rights reserved.
251
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.
Copyright © Texas Education Agency, 2015. All rights reserved.
252
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.
Copyright © Texas Education Agency, 2015. All rights reserved.
253
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
Copyright © Texas Education Agency, 2015. All rights reserved.
254
Name _______________________________ Date ____________________
Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
MONTHLY Activities
Week
1
Monday
Tuesday
Wednesday
Thursday
Friday
2
3
4
5
6
SIX WEEKS PRIORITIES
Copyright © Texas Education Agency, 2015. All rights reserved.
255
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:
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256
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:
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257
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:
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258
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:
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259
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:
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260
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:
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261
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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262
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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263
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 feel better about his/her potential for professional growth since completing the mentoring
program.
_____ 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.
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_____ 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 Information Technology
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.
Practicum in Information Technology
130.280
(7) 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.
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(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).
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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.
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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
NOTES TO TEACHER
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.
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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
II. 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
III. 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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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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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:
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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:
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274
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:
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275
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:
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276
Project Management
Practicum in Information Technology
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)
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277
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 Information Technology
130.280 (c)
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(F) demonstrate leadership skills and function effectively as a team member;
(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:
(A) work closely with a mentor throughout the design, creation, and implementation process;
Interdisciplinary Correlations
English Language Arts and Reading, English I
110.31 (b)
(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
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278
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
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279
Outline
MI
OUTLINE
Day 1
9.
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
10.
Day 3
Activity 1 – Project Management
Team Project
A. Analyzing Career Job Ads
B. Group Discussion
11.
Activity 2 – Team Project Task List
and Schedule
12.
Assessment = Daily Activities
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280
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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281
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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282
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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283
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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284
Name ___________________________________Date ____________________ Class ____________________
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?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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285
4. From these examples, what do you think Project Managers do?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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286
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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287
Activity 1 - Task List and Schedule
Project Title_____________________________ Completion Date _______________
PROJECT MANAGEMENT
Project Team Members:
Tasks
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
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Actual Start
Date
Actual End
Date
288
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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289
Activity 2 - Team Project - Task List and Schedule
PROJECT
PROJECT MANAGEMENT
MANAGEMENT
Project Title_____________________________ Completion Date ______________
Project Team Members:
Task
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
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Actual Start
Date
Actual End
Date
290
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.
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2. Identified the tasks necessary to complete the project.
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6. Anticipated potential problems and developed contingency
plans.
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7. Reflected on the project outcomes and process to identify new
understanding.
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3. Developed the steps in an action plan for each distinct task
category.
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4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
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For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
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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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292
Project Management Organizational Tool
Gantt Chart
Scholarships for Post-Secondary Options
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Practicum in Information Technology
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
•
•
•
•
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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 Information Technology
130.280 (c)
(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 resume’ 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 proper use of written, verbal, and visual communication
techniques consistent with information technology industry standards;
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English Language Arts and Reading, English IV (One Credit), Beginning with School Year 20092010
110.34
(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.
(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.
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Tasks
Day 1: Scholarship & Funding Opportunities
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Teacher presentation on scholarships and demonstration of finding scholarships.
Students will identify two sources of scholarships.
Day 2: Getting Organized
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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
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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
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Teacher presentation on writing resumes.
Students will write resumes.
In partners, students will edit and review resumes.
Day 5: References
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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
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Teacher presentation on writing scholarship essays.
Students will write and edit one essay per day.
In pairs, students will review and revise edits.
Essays can be written in class or assigned as homework.
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Day 9: Collecting Transcripts
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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
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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
/ grades
NOTES TO TEACHER
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
time in the classroom
depending on your own
schedule and how much writing
they can do at home.
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VII.
VIII.
IX.
X.
XI.
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
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
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhyth
mic
Naturalist
Verbal/Linguistic
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.
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Visual/Spatial
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.
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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:
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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
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).
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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: ____________________________________________________________________
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?
Yes/No
Notes
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