Culminating Activity - Technology
Tricia Weber - Junipero Serra School
Summary
The goal of this portfolio-based activity is to give students a chance to show their proficiency in the technology concepts and skills taught through 8th grade.
Grade/Level: 8
Time Frame: Approximately 8 – 10 class periods.
Subject(s): Technology, Research
Topic(s): eWaste
Standards and Key Concepts
Standards:
USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students)
•Grade:Grades 6-8
Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools
Performance Objective 2:Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. (2)
Performance Objective 4:Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)
Performance Objective 5:Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6)
Performance Objective 6:Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)
Performance Objective 8:Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)
•Grade :Grades 9-12
Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools
Performance Objective 3:Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. (2)
Performance Objective 4:Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. (2)
Learning Experiences and Resources
Sequence of Activities:
Students will use their technology skills to create an eportfolio with the following artifacts. Written reflections will be required for each artifact.
Word Processing (Microsoft Word)
Successful students will write a one paragraph summary and one paragraph review of at least three of the articles listed on the eWaste webquest.
Spreadsheets & Graphs (Microsoft Excel)
Successful students will create a spreadsheet and graph based on data from the eWaste Guide Website Data:
http://www.ewaste.ch/facts_and_figures/
Desktop Publishing (Microsoft Publisher)
Successful students will create a poster encouraging recycling of eWaste.
Digital Image Manipulation (Photoshop Elements)
Successful students will apply their skills to modify a digital image for use in their presentation or poster.
Concept Mapping (FreeMind)
Successful students will create a concept map comparing traditional waste to eWaste.
Multimedia Presentation (Microsoft PowerPoint)
Successful students will create an 8-15 slide multimedia presentation that includes the required artifacts and demonstrates their understanding of eWaste and its impact on the environment.
Webpage (HTML code created in Notepad)
Successful students will create a webpage for visitors to be able to view their PowerPoint Presentation and works cited list (including links for any websites used).
Differentiated Instruction:
Students with LEP will be provided assistance in reading through the websites.
Resources:
· Student/Computer Ratio - 1:1
· Technology Resources:
Software capable of the following:
Word Processing
Spreadsheet Creation/Graphing
Desktop Publishing
Multimedia Presentation
Webpage Creation
· Materials and Resources:
A page of website sources will be included in this section
· Students Familiarity with Software Tools:
This activity is meant to show students' level of proficiency with technology software. It is expected that students will be at a moderate to proficient level with all of the programs.
Tasks and Assessment
Assessment/Rubrics:
Rubrics for the individual activities (as well as an overall) will be included.
Reflection
I have not yet completed this activity with my students. I think, though, that it would provide an excellent opportunity for them to show off their skills.
Sample Overall Rubric:
Teacher Name: Tricia Weber
Student Name: ______
CATEGORY / 4 / 3 / 2 / 1
Requirements / All requirements are met and exceeded. / All requirements are met. / One requirement was not completely met. / More than one requirement was not completely met.
Organization / Content is well organized using headings or bulleted lists to group related material. / Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. / Content is logically organized for the most part. / There was no clear or logical organizational structure, just lots of facts.
Attractiveness / Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. / Makes good use of font, color, graphics, effects, etc. to enhance to presentation. / Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. / Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Content / Covers topic in-depth with details and examples. Subject knowledge is excellent. / Includes essential knowledge about the topic. Subject knowledge appears to be good. / Includes essential information about the topic but there are 1-2 factual errors. / Content is minimal OR there are several factual errors.
Sources / Source information collected for all graphics, facts and quotes. All documented in desired format. / Source information collected for all graphics, facts and quotes. Most documented in desired format. / Source information collected for graphics, facts and quotes, but not documented in desired format. / Very little or no source information was collected.
Mechanics / No misspellings or grammatical errors. / Three or fewer misspellings and/or mechanical errors. / Four misspellings and/or grammatical errors. / More than 4 errors in spelling or grammar.