Technology in Time Project
2009 Institute for Staff Development
Students Today, Leaders Tomorrow
Who We Are
Johanna Mitchell
Eric Rivera
Jhonny Cespedes
Academy of Engineering and Green Technology
Hartford, CT
2009 Academy Leadership Summit
Students Today, Leaders Tomorrow
Session Aim
Participants will be able to…
• Understand and articulate the purpose and
format of the Technology in Time Project.
• Experience and enjoy sample student work!
• Leave with ideas for how the project (or
pieces of the project) can be applied in their
classrooms.
2009 Academy Leadership Summit
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Session Agenda
Opening Activity
Introduction to the Presenters and the Project
Project Overview: Eric Rivera
Picture Slideshow
Sample Presentation: Jhonny Cespedes
Reflection
Q&A Session
2009 Academy Leadership Summit
Students Today, Leaders Tomorrow
Our Challenge: Curriculum
How can we find ways to integrate engineering
and technology into our curriculum in a way
that will enrich student understanding of our
content area?
How are we supplementing the engineering
knowledge students are gaining in POE?
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Our Solution: English
Studying the technology that was
developed during the time period of a
piece of literature helps students
discover the historical, social, and
cultural context of the literature.
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Antigone by Sophocles
Historical Context:
• Ancient Greece
• 500 B.C.
• The beginning of modern technology
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Curriculum Alignment
Standard 2: Exploring and Responding to Literature
Overarching Idea: Students read and respond to classical and
contemporary texts from many cultures and literary periods.
Guiding Question: How does literature enrich our lives?
2.1 Students recognize how literary devices and conventions engage
the reader.
• Identify the various conventions within a genre and apply this
understanding to the evaluation of the text.
• Analyze literary conventions and devices an author uses and how
they contribute meaning and appeal.
2009 Academy Leadership Summit
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Curriculum Alignment
2.4 Students recognize that readers and authors are influenced by
individual, social, cultural and historical contexts.
O
Analyze and evaluate the basic beliefs, perspectives and
assumptions underlying an author’s work.
O
Discuss how the experiences of a reader influence the
interpretation of a text.
O
Analyze and evaluate themes and connections that cross
cultures.
O
Interpret, analyze and evaluate the influence of culture,
history and ethnicity on themes and issues in literature.
2009 Academy Leadership Summit
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Curriculum Alignment
Standard 3: Communicating with Others
Overarching Idea: Students produce written, oral and visual texts to
express, develop and substantiate ideas and experiences.
Guiding Question: How do we write, speak and present effectively?
3.1
Students use descriptive, narrative, expository, persuasive and
poetic modes.
o Use oral language with clarity, voice and fluency to communicate
a message.
O Use the appropriate features of persuasive, narrative, expository
or poetic writing.
2009 Academy Leadership Summit
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Curriculum Alignment
3.2
Students prepare, publish and/or present work appropriate to
audience, purpose and task.
o
Determine purpose, point of view and audience, and choose
an appropriate written, oral or visual format.
o
Apply the most effective processes to create and present a
written, oral or visual piece.
o
Revise texts for organization, elaboration, fluency and clarity.
o
Research information from multiple sources for a specific
purpose.
o
Evaluate the validity of primary and secondary sources of
information to authenticate research.
o
Publish and/or present final products in a myriad of ways,
including the use of the arts and technology.
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Technology In Time Project
By: Eric Rivera
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Phase 1: Select
• In this phase, the students
will receive a partner and
choose a topic.
• Topics must be feats of
engineering, technology, or
architecture that were
invented or innovated by
the ancient Greeks
Sample Topics
• Lever
• Aqueducts
• Crane
• Water Screw
• Catapult
• Ships
• Chariot
• Wind Vane
• Doric Temples
(Parthenon)
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Phase 2: Research
• Now that the students
have their topic, this
phase is where they
collect information.
• Students are required to
use both print and online
sources.
• They have also been given
a research-gathering form
that will help them with
this phase.
2009 Academy Leadership Summit
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Phase 3: Plan
• In this phase, the
students will organize
their information for
their final project.
• Why? All engineers
make a plan before
they are cleared to
work on a project.
The plan will include:
1.
2.
3.
4.
A research paper outline.
A labeled sketch and plan for their
creative visual project.
A list of materials they will need to
complete the visual project.
A PowerPoint outline.
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Phase 4: Create
There are three components to this project:
- Research Paper
- Creative Visual Project
- PowerPoint Presentation
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Paper
The paper will fit the following requirements:
•
•
•
•
2 page (s) long
Double-spaced
12-pt. font
1 inch margins
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Today,
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Papers are graded using
the NWREL
6+1 Writing
TraitsTomorrow
Rubric
Creative Visual Project (Model)
The project must meet the following
requirements:
• Small-scale model of the invention
• Made completely of recycled or
reused materials
• Must reflect their best work;
completed projects will be put on
display!
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PowerPoint Presentation
The PowerPoint must meet the
following requirements:
• Must be between 10 and 15
slides in length
• Must contain all information from
the planning form
• Must be usable; all PowerPoints
will be presented to the class,
other teachers, and other guests!
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Grading
• In total, this project is worth 100 points.
– 1 of the project components will be worth 40
points.
– 2 of the components will be worth 30 points each.
– Students choose which part they want to be
worth 40 points, and which parts they want to be
worth 30 points each.
(Choice in grading leads to increased ownership!)
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Grading Example
• If they think they did better on
their model then they would give
themselves a 40 on their model.
• So they choose which part of the
project deserves the higher
amount of points. And which part
deserves the least amount.
40%+30%+30%=100%
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What’s the Point?
• Students end this unit
with an understanding of
the historical, social, and
cultural context behind
Antigone.
• Students have an
increased understanding
of the history behind the
technology we use today.
• But most importantly…
students use real-world,
career-based skills to
engage in project-based
learning!
–
–
–
–
–
Collaboration
Research
Planning
Construction
Presentation
2009 Academy Leadership Summit
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