Lesson Plan

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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.
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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
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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
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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)
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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
.
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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
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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.
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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.
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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.
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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
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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:
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