Lesson Plan Course Title: Engineering Design and Presentation Session Title: Portfolio - Part 1 Performance Objective: Upon completion of this lesson the student will be able to apply all of the knowledge and skills they have learned about two types of portfolios (traditional print and ePortfolio) that meets the criteria given in the rubrics and/or examples given. Specific Objectives: Research two types of portfolios - traditional print and ePortfolio. Complete the Portfolio Scavenger Hunt handout. Explain and defend what a portfolio is and what it is used for during class discussion. Discuss the Portfolio – Part 1 PowerPoint presentation. Compare and contrast traditional print and ePortfolio. Gather artifacts needed for the portfolio as outlined in the Portfolio Planning Checklist and the Gather Artifacts for your Portfolio Rubric. Print artifacts and organize into a three ring binder or a “scrap book” binder. Preparation TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any to the changes/alterations activities may result in the elimination of any or all of the TEKS listed. Engineering Design and Presentation: 130.365(c)(1)(E) ...identify and use appropriate work habits. 130.365(c)(3)(A)(B) ...use time-management techniques to develop and maintain work schedules and meet deadlines. ...complete work according to established criteria. 130.365(c)(6)(F) ...use an engineering notebook to record the final design, construction, and manipulation of finished projects. 130.365(c)(7)(D) ...use multiple software applications for concept presentations. 130.365(c)(8)(D) ...produce engineering drawings to industry standards. Copyright © Texas Education Agency, 2012. All rights reserved. 1 Interdisciplinary Correlations: English Language Arts and Reading, English IV: 110.34(b)(1)(A)(E) ...determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; ...use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed. 110.34(b)(11)(A)(B) ...draw conclusions about how the patterns of organization and hierarchic structures support the understandability of text; and ...evaluate the structures of text (e.g., format, headers) for their clarity and organizational coherence and for the effectiveness of their graphic representations. 110.34(b)(12)(A)(B)(C)(D) ...evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; ...evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media; ...evaluate how one issue or event is represented across various media to understand the notions of bias, audience, and purpose; and ...evaluate changes in formality and tone across various media for different audiences and purposes. 110.34(b)(13)(C)(D)(E) ...revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; ...edit drafts for grammar, mechanics, and spelling; and ...revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. 110.34(b)(15)(B)(D) ...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); ...produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and Copyright © Texas Education Agency, 2012. All rights reserved. 2 sound that appeals to a specific audience and synthesizes information from multiple points of view. 110.34(b)(18) - Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. 110.34(b)(19) - Oral and Written Conventions/Spelling. Occupational Correlation: (reference: O*NET – http://www.onetonline.org ) Mechanical Engineer 17-2141.00 Similar Job Titles: Design Engineer, Product Engineer, Mechanical Design Engineer Tasks: Read and interpret blueprints, technical drawings, schematics, or computer-generated reports. Develop, coordinate, or monitor all aspects of production, including selection of manufacturing methods, fabrication, or operation of product designs. Specify system components or direct modification of products to ensure conformance with engineering design and performance specifications. Soft Skills: Judgment and Decision Making, Critical Thinking, and Problem Solving Teacher Preparation: Have a copy of the Portfolio Scavenger Hunt handout, Portfolio Planning Checklist handout, and the Gather Artifacts for your Portfolio Rubric for every student. Before the students start collecting their work, have them research and find portfolios they like. They need to explain what it is that they liked about them, what they would change. References: Refer to the Portfolio Scavenger Hunt handout and the Portfolio - Part 1 PowerPoint presentation given. Instructional Aids: 1. Internet 2. Portfolio – Part 1 PowerPoint presentation Materials Needed: 1. Portfolio Scavenger Hunt handout for each student 2. Portfolio Planning Checklist for each student 3. Gather Artifacts for your Rubric for each student 4. A manila folder for 3 ring binder for every student to store items for their portfolio 5. 1” 3 ring binders for each student (provide for those students who can’t get one) 6. Writing utensil for students who don’t have any Copyright © Texas Education Agency, 2012. All rights reserved. 3 Equipment Needed: 1. Computer with internet access and printer 2. Data projector Learner Preparation: None required since this is the introduction to the unit. Introduction Introduction (LSI Quadrant I): SAY: Today we are going to start a new lesson on two portfolios – a traditional print one and an ePortfolio. ASK: Does anyone know what is a portfolio? (Not the finance type) SAY: It is an organized presentation of an individual's education, work samples, skills, a sample of an artist's work or a case used to display artwork, photographs etc. SHOW: An example of a traditional print portfolio and an ePortfolio. SAY: Today you will complete the Portfolio Scavenger Hunt handout to begin to learn about the two types of portfolios and will be able to compare and contrast two that you have selected to research and learn about. SAY: Tomorrow we are going to have a class discussion that covers information you completed in the Portfolio Scavenger Hunt handout and you will be expected to explain and defend the choices you made. ASK: Everyone please take out your handout so you can use it today. SHOW: The Portfolio - Part 1 PowerPoint presentation provided. NOTE: From this point follow the questions as outlined in Portfolio-1 PPT. The questions are all Socratic in design. As long as the students participate and can explain WHY they feel that way, it is correct. Outline Outline (LSI Quadrant II): Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the following outline. MI Outline Notes to Instructor Timeline: 2 to 3 weeks – 5-15 days @ approximately 45 minutes/day. Week 1: (1-5 days) Day 1 = Complete the Portfolio Scavenger Hunt handout. Days 2-5 = Hand back the Portfolio Scavenger Hunt handout. Go over the Portfolio - Part 1 PowerPoint presentation. Begin to gather and select artifacts as outlined in checklist and rubric. Week 2: (3-5 days) Copyright © Texas Education Agency, 2012. All rights reserved. 4 Days 6-10 = Create, organize, and compile the traditional print portfolio (per rubric) and examples the teacher provides. Give everyone a copy of the checklist and rubric. Gather the artifacts to be used. Week 3: (3-5 days) Days 11-15 = Create, organize, and compile the ePortfolio (per rubric) and examples the teacher provides using one of the free web designers. Week 1: Week 1 = (1-5 days) I. Portfolio Scavenger Hunt handout A. Complete handout today B. Tomorrow there will be class discussion over what students learned from completing handout Day 1: Distribute to each student a copy of the Portfolio Scavenger Hunt handout and have them complete by the end of the day. They can bounce off ideas on one another and help each other. They have to complete it by the end of the day so they will be ready to explain/defend their choices on Day 2 of this lesson. II. Class discussion covering the Portfolio Scavenger Hunt handout. A. Students get the handout back to help them with the class discussion B. Explain/defend their choices Days 2-5: Hand back the Portfolio Scavenger Hunt handout. III. Show the Portfolio - Part 1 PowerPoint presentation and follow the discussion questions in it A. Elect a Time Keeper B. Elect a Secretary C. Randomly pull names and go over the 10 discussion questions D. Show the Portfolio Planning Checklist and ask if they think it needs changing. E. Show the Gather Artifacts for your Portfolio Days 2-5: Go over the Portfolio – Part 1 Power Point Presentation with the students. It has all of the questions you need to ask in it. Distribute the Portfolio Planning Checklist and Gather Artifacts for your Portfolio Rubric. Make . Copyright © Texas Education Agency, 2012. All rights reserved. 5 Rubric and ask if they think it needs changing. changes to the checklist or rubric if class agrees changes need to be made. Verbal Linguistic Logical Mathematical Visual Spatial Musical Rhythmic Bodily Kinesthetic Intrapersonal Interpersonal Naturalist Existentialist Application Guided Practice (LSI Quadrant III): The teacher guides the students through classroom discussion questions in the Portfolio – Part 1 PowerPoint presentation. Have the class secretary record the discussions. Make changes to the Portfolio Planning Checklist or Gather Artifacts for your Portfolio Rubric per discussion as needed. Independent Practice (LSI Quadrant III): Complete the Portfolio Scavenger Hunt and gather artifacts to use. Print the artifacts and store them in the folder/binder. Summary Review (LSI Quadrants I and IV): Question: What is a portfolio? (Not the finance type) Answer: It is an organized presentation of an individual's education, work samples, skills, a sample of an artist's work or a case used to display artwork, photographs, etc. Question: Are there different types? Answer: Yes, they are traditional print and ePortfolio. Evaluation Informal Assessment (LSI Quadrant III): Class discussion. Formal Assessment (LSI Quadrant III, IV): Portfolio Scavenger Hunt handout is a daily grade. Gathering the artifacts, printing them out, and storing them in the folder/notebook per the Portfolio Planning Checklist and the Gather Artifacts for your Portfolio Rubric are counted as a major grade. Extension Copyright © Texas Education Agency, 2012. All rights reserved. 6 Extension/Enrichment (LSI Quadrant IV): Ask how this can be adapted once they finish their post-secondary studies and are looking for employment using their portfolios? Start to make the traditional print portfolio during week 2 and the ePortfolio in week 3. Copyright © Texas Education Agency, 2012. All rights reserved. 7 Name: _______________________________________________Date: _______________________________ Teacher: ________________________________________________ Score: ___________/ 100 pts. Portfolio Scavenger Hunt: NOTE: You must cite where you get your information. 1. Define in your own words what a portfolio (not finance) is and what it is used for. 2. What is a traditional print portfolio? 3. Can you find an example of a traditional print portfolio online? List the URL. 4. Do you think organization is important and why? 5. What about this portfolio did you like or not like? 6. What would you change (add, delete, etc.) to it if you could? 7. What is a digital or ePortfolio? 8. Can you find an example of an ePortfolio online? List the URL. 9. Do you think organization is important and why? 10. What about this portfolio did you like or not like? 11. What would you change (add, delete, etc.) to it if you could? Copyright © Texas Education Agency, 2012. All rights reserved. 8 Compare and Contrast two portfolios you picked (traditional print and ePortfolio): * at least 5 to 10: # How are they similar? Did they have similar How are they different? items in it? 1 Both have résumés ePortfolio has more photographs 2 3 4 5 6 7 8 9 10 Conclusion: 1. So which type of portfolio do you prefer and why? 2. So what do you think needs to go into your own portfolio? Copyright © Texas Education Agency, 2012. All rights reserved. 9 Name: _____________________________________________Date: ________________________ Teacher: ___________________________________________ Score: ___________/ 100 pts. Portfolio Planning Checklist _____ Table of Contents *simply write down on paper what you think it will be _____ Letter of Intent and Interest *these can be rough draft hand written for now _____ College Essays *these can be rough draft hand written for now _____ Letters of Recommendation *you want 3-5, from employers, teachers, administrators, and/or your church leaders, etc. Someone who is reliable and will be trusted by the people viewing your portfolio _____ Résumé _____ Awards and/or certificates you have earned _____ Examples of your work; sort them by subject. *you want 3-5 examples for each section Example: Engineering Design, Art 3, Physics, TSA, etc. Subject/Sections will be: 1. 2. 3. 4. 5. Each section should have 3-10 examples in it. Below is what it should have, but you can always add more if you wish. _____ Hand drawings (advise you scan them in for digital records and in case you lose the original) _____ Print outs of your computer work _____ Photos of all work that can’t be printed (3D animations, sculpture, prototypes, etc.) _____ Work should show progression: start with your 1st to the last being your best work at the end _____ Submit ONLY your work! Do NOT use other people’s original work. ONLY include projects that you actually helped create or modify! As you are gathering documents to use in your portfolio, try to: _____ Plan out the organization and design of your portfolio _____ Try to keep the orientation all going in the same direction (nobody likes having to turn the pages so they can see them) _____ Be creative in your design and composition of your portfolio, it should be used to help spark dialogue between you and your interviewer _____ Be consistent with font style and size. Avoid fancy word art and color combinations _____ Adapt and modify it as you go Copyright © Texas Education Agency, 2012. All rights reserved. 10 Name: ________________________________________ Class: ___________________________ Teacher: ______________________________________ Date: ____________________________ Gather Artifacts for your Portfolio Rubric Points Required items Concepts Reflection/Critique Overall Presentation Exemplary (90-100) All required items are included, with a significant number of additions. Items clearly demonstrate that the desired learning outcomes for the term have been achieved. The student has gained a significant understanding of the concepts and applications. Reflections illustrate the ability to effectively critique work, and to suggest constructive practical alternatives. Items are clearly introduced, well organized, and creatively displayed, showing connection between items. Proficient (75-89) All required items are included, with a few additions. Items clearly demonstrate most of the desired learning outcomes for the term. The student has gained a general understanding of the concepts and applications. Reflections illustrate the ability to critique work, and to suggest constructive practical alternatives. Items are introduced and well organized, showing connection between items. Developing (60-74) All required items are included. Items demonstrate some of the desired learning outcomes for the term. The student has gained some understanding of the concepts and attempts to apply them. Reflections illustrate an attempt to critique work, and to suggest alternatives. Items are introduced and somewhat organized, showing some connection between items. A significant number of required items are missing. Items do not demonstrate basic learning outcomes for the term. The student has limited understanding of the concepts. Reflections illustrate a minimal ability to critique work. Items are not introduced and lack organization. Unsatisfactory (50-73) 0 Score No work submitted Comments: Copyright © Texas Education Agency, 2012. All rights reserved. 11