Unit 1: Information Technology Basics Work… · Web viewAcquire a variety of software skills such as Microsoft Word, Excel ... After completing guided practice application

COURSE OF STUDY

for

INTRODUCTION TO TECHNOLOGY

Prepared by

Vicki Plute

ITWORKS14.0200

WEST SHORE CAREER AND TECHNICAL DISTRICTLAKEWOOD HIGH SCHOOL

14100 FRANKLIN BOULEVARDLAKEWOOD, OH 44107

216-529-4061

TABLE OF CONTENTSIntroduction to Technology

West Shore Career and Technical District

Table of Contents

Acknowledgement……………………………………………………………………………. 3

Resolution…………………………………………………………………………………….. 4

District Mission and Vision…………………………………………………………………… 5

Career and Technical Education Goals………………………………………………………... 6

Program Design……………………………………………………………………………..… 7

Scope and Sequence……………………………………………………………………………10

Curriculum Mapping…………………………………………………………………………..26

Student Assessment……………………………………………………………………………30

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ACKNOWLEDGEMENTS

Introduction to TechnologyWest Shore Career Technical Education District

Sincere appreciation goes to the following individuals for their assistance and cooperation in preparing this Network Systems program’s course of study.

Lakewood City School’s Board of EducationDr. David Estrop, SuperintendentDr. William Wagner, PrincipalMrs. Linda Thayer, Director, West Shore Career Technical Education

For her helpful suggestions and encouragement, we recognize Donna Richmond, Teacher Educator, Kent State University.

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RESOLUTIONIntroduction to Technology

West Shore Career and Technical District

LAKEWOOD CITY SCHOOLS

WHEREAS, the course of study was created with the input and advise of Therese Chevalier, who teaches the Networking Systems program, and Joan Pitchler, who teaches the Interactive Media program, and their respective advisory committees. Additional assistance was provided by Donna Richmond, Kent State University instructor, and Linda Thayer, Director, West Shore Career Technical.

NOW, THEREFORE, BE IT RESOLVED, in accordance with the superintendent’s recommendation, that the Lakewood City Schools adopt Introduction to Technology Course of Study.

Approval date: __________________

_____________________________ ______________________________ Superintendent Board President

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Mission of Lakewood City Schools

In partnership with our families and community, Lakewood City Schools will develop

responsible citizens, who are critical and creative thinkers, committed to life-long learning,

invested in a diverse society, and prepared for technological and global opportunities.

Lakewood City Schools Vision Statement

In recognition of the need of the community for Life Long Learning, the Lakewood City School

District will become the primary provider of academic services for all learners ranging in age

from Pre-Kindergarten Children through Adults. In addition, the school district will enhance

academic services through improved coordination of social and medical services in partnership

with our community and other educational institutions.

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CAREER AND TECHNICAL EDUCATION GOALS

INTRODUCTION TO TECHNOLOGY

WEST SHORE CAREER AND TECHNICAL EDUCATION DISTRICT

To continue to infuse technology into the curriculum and meet industry standards

Continue to upgrade and modernize career and technical labs and offer a variety of career training opportunities

To continue to partner with post-secondary education institutions to create pathways to foster life-long learning

To develop and maintain active advisory committee membership which offer overall direction and specific occupational knowledge of competencies required in business and industry

To continue to develop ties with parents and community to meet community education needs.

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PROGRAM DESIGNINTRODUCTION TO TECHNOLOGY

WESTSHORE CAREER-TECHNICAL DISTRICT

Program Philosophy The philosophy of the Introduction to Technology course is to provide 9th and 10th grade students with a pathway to more intense technology-oriented junior and senior programs. The pathway then leads them to college or additional post-high school training and ultimately to careers in today’s complex society.

Program Goals

1. Integrate mathematics, English, and technical instruction.

2. Learn in a lab setting that simulates a workplace technological environment3. Provide skills in organization, leadership, planning, and interpersonal communication.

4. Provide a foundation for students to further their technical knowledge in the 11th and 12 grades in programs such as Network Systems or Interactive Media

5. Develop occupational safety habits and understanding to recognize work hazards.

6. Acquire a variety of software skills such as Microsoft Word, Excel, Access, PowerPoint; Adobe Photoshop and Illustrator; and Macromedia Flash and Dreamweaver.

7. Educate students in the importance of internet safety.

8. Develop decision-making skills and apply problem-solving techniques in the workplace through practical application experience.

9. Develop employment competencies to enable students to investigate, obtain, and keep jobs and to manage the multiple responsibilities of employment

10. Develop student competencies in the academic skill areas of math, communication, and writing to enable students to fulfill their future work responsibilities.

Overview of Program

The Introduction to Technology course at Lakewood High School is a one-year program designed for 9th and 10th grade students who are interested in pursuing additional technical training in their junior and senior years. The program curriculum is based on the Northwest Ohio Tech Prep Consortiums Technical Competency Profiles for (Network Systems and Interactive Media). This curriculum is the result of a comprehensive review and refinement of the State’s TCP (Network Systems and Interactive Media) document by a panel of representatives from secondary, post-secondary and business leaders.

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Students are encouraged to take the right classes so that they are prepared for their next step in life. The following pathway chart is a recommended sequence for students interested in this career field.

9th Grade 10th Grade 11th Grade 12th GradeEnglish 1 English 2 English 3 English 4Algebra 1 or Math Concepts

Geometry or Algebra 1

Algebra 2 or Geometry Algebra 2 or Pre Calculus

9th Grade Science Biology Chemistry or Sci. Elective ElectiveSocial Studies Social Studies Social Studies ElectiveForeign Language Foreign Language Network Systems (Cisco)

OrInteractive Media

Network Systems (Cisco)Or

Interactive MediaIntroduction to Technology

IT Essentials orIntroduction to Technology

Foreign Language Social Studies

In the 11th and 12th grade component of the Tech Prep program, all students are part of a seamless curriculum, which allows student to transition into post-secondary programs. Each competency and competency builder in the required curriculum is designated to be introduced, reinforced, or mastered at various levels.

Population Served

This course is open to all students in the 9th and 10th grades as long as they are not a saety hazard to themselves or others. There is not prerequisite to the class, but successful completion of a basic keyboarding class is strongly recommended.

Housing of the Program

The course will be taught in a computer lab classroom with internet access for all students.

Supervisor of the Program

The teacher of the Introduction to Technology course reports directly to the Director of Career Technical Education.

Occupations Addressed

This course is geared toward preparing students for further, intensive training in junior and senior high school programs. Upon completion of Introduction to Technology, students would be able to compete for entry-level jobs in the business field.

Basic Program Operation

Program delivery includes a variety of techniques such as class lecture, PowerPoint presentations, demonstrations, and hands-on learning.

Field experience and/or early placement

No field experience is available in Introduction to Technology. However, it would be available should the student elect to enroll in the Network Systems or Interactive Media programs.

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Articulation Agreements

Articulation agreement has been developed between West Shore Career and Technical District and Cuyahoga Community College for the Network Systems and Interactive Media programs.

Integrated Academics

Academics are taught outside the program; however, they are integrated as part of the program in order to raise standards. Math, Science, English and communication concepts are considered as essential and integral parts of the program competencies.

Technology

Technology is an integral part of the Introduction to Technology. Instructional delivery of curriculum through technology is the norm for this class.

Student Leadership

All students will be encouraged to develop leadership skills throughout the year course. They will receive opportunities to work in teams to complete projects.

Critical Thinking and Decision Making

Develops the use of critical thinking skills in and make wise decisions as an integral part of classroom instruction and laboratory learning activities. Students learn decision making techniques through problem solving approach. Problem solving includes the identification of options, the selection and testing of an option, and determination of a solution or conclusion.

Disclaimer Statement

This Course of Study conforms to all federal, state and local laws and regulations including Title IX and non discrimination against any student because of race, color, creed, sex, religion, citizenship, economic status, married status, pregnancy, handicap, other physical characteristics, age or national origin. This policy of nondiscrimination shall also apply to otherwise qualified handicapped individuals.

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Scope and SequenceIntroduction to Technology

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Unit 1: Information Technology Basics

BIL: Essential: ISS, NS, PSD, IM

EDU: 10 12 AD ISS P NS P PSD P IM P R R

Core Standards 1.1: Demonstrate basic knowledge of information technology historyTPO: Given materials, classroom instruction, and internet research assignments,

demonstrate knowledge of information technology history on a test with 85% accuracy

Clear Learning Target: I can…1.1.1 Identify significant advances in the development of computer hardware

and software 1.1.2 Identify major milestones in the development of information technology 1.1.4 Discuss the speed with which computer technology has evolved (i.e., evolution

time line)

Correlated Academic: English Language Arts, Social Studies



Core Standard 1.2: Demonstrate basic knowledge of the information technology impact on society TPO: Using case studies and written information, demonstrate the impact information technology has on society by writing a 2-page report according to a rubric.Clear Learning Target: I can…1.2.1 Discuss how information technology impacts people and is used in

business/ industry/government and other institutions 1.2.2 Discuss the impact of information technology on career pathways in

business/industry (e.g., how computers have both eliminated and created jobs)

1.2.7 Discuss the impact of computers on access to information and information exchange worldwide

1.2.9 Identify ethical issues that have surfaced in the information age

Correlated Academic: English Language Arts, Social Studies

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Core Standard 1.3: Demonstrate knowledge of information technology basics TPO: After receiving classroom instruction and guided notes, demonstrate knowledge of information technology basics on a test with 85% accuracyClear Learning Target: I can…1.3.1 Identify classifications of computing platforms 1.3.2 Identify the elements of the information processing cycle (i.e., input,

process, output, and storage) 1.3.3 Identify major hardware components and their functions 1.3.4 Identify types of computer storage devices

Academic Correlation: Mathematics, English Language Arts



Core Standard 1.4: Demonstrate knowledge of software associated with information technology TPO: Based on classroom instruction and online resources, demonstrate knowledge of software associated with information technology by writing a 2-page report describing software application according to a rubric.Clear Learning Target: I can…1.4.1 Describe the key functions of systems software 1.4.2 Classify widely used software applications (e.g., word processing,

database management, spreadsheet development) 1.4.5 Identify new and emerging classes of software

Academic Correlation: English Language Arts

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Core Standard 1.5: Evaluate career opportunities in information technology TPO: Following procedures presented in class, evaluate career opportunities in information technology by completing a career worksheet with 85 % accuracy.Clear Learning Target: I can…1.5.1 Identify entry-level positions 1.5.2 Identify possible career pathways within regions in Ohio, the United States

and globally 1.5.3 Compare the types of positions included in Information Support and Services,

Network Systems, Programming and Software Development, and Interactive Media (e.g., compensation, benefits, travel, quality of life)

1.5.4 Identify types of administration/management positions available and the nature of each

1.5.5 Research job opportunities 1.5.6 Compile occupational profile 1.5.7 Identify factors influencing employment opportunities (e.g., outsourcing,

offshore) 1.5.8 Identify education and training requirements for selected career pathway 1.5.9 Design a career path for a personal career in information technology (i.e.,

personal goal setting) 1.5.10 Design a time line for a personal career advancement in the information

technology field 1.5.11 Identify professional organizations in the area of information technology 1.5.12 Identify benefits derived from membership in specific professional organizations 1.5.13 Identify alternative resources related to career development (e.g., trade

journals, user groups, newsgroups) 1.5.14 Discuss the occupational trends historically and in the future.


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Core Standard 1.6: Explore the future of information technologies TPO: Using guidelines from classroom discussion and current technical publications,

explore the future of information technologies by completing a multimedia project according to criteria.

Clear Learning Target: I can...1.6.1 Identify new technologies relevant to information technology 1.6.2 Discuss the future impact of information technology on business operations

(i.e., productivity, global competitiveness) 1.6.3 Examine the importance of new technologies to future developments and to

the future knowledge of worker productivity

Academic Correlation: English Language Arts, Social Studies


EDU: 10 12 AD ISS P NS P PSD P IM P R

Core Standard 1.7: Create documents using word processing software TPO: After completing guided practice application problems, create documents using

word processing software by correctly planning and formatting a variety of assignments according to a class handout.

Clear Learning Target: I can…1.7.1 Create documents and tables 1.7.2 Format text using basic and advanced formatting functions 1.7.3 Locate/replace text using search and replace functions 1.7.4 Create new forms, style sheets, and templates 1.7.5 Employ word processing utility tools (e.g., spell checker, grammar checker, and

thesaurus) 1.7.6 Create tables, columns, outlines, footnotes and endnotes 1.7.7 Create and run macros 1.7.8 Assemble documents using merge functions (e.g., merge address files with letters

and envelopes) 1.7.9 Print materials using print functions 1.7.10 Edit documents (i.e., version control) 1.7.11 Access needed information using word processing help screens


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BIL: Essential: ISS, NS, PSD, IMEDU: 10 12 AD ISS P NS P PSD P IM P

Core Standard 1.8: Create relational databases TPO: After demonstration of practice application problems, create relational databases

by correctly planning and inputting data based on criteria specified in a handout.Clear Learning Target: I can…1.8.1 Create a database table 1.8.2 Edit fields and records 1.8.3 Modify the design of a database table 1.8.4 Sort and retrieve data 1.8.5 Perform single- and multiple-table queries (e.g., create, run, save) 1.8.6 Create calculated fields 1.8.7 Generate customized reports for database files 1.8.8 Process data using database functions (e.g., structure, format, attributes,

relationships, and keys) 1.8.9 Locate/replace data using search and replace functions 1.8.10 Sort data using multiple-field sorts 1.8.11 Add/remove filters 1.8.12 Create multiple criteria expressions 1.8.14 Create graphs and reports 1.8.15 Print forms, reports, and results of queries 1.8.16 Identify the relationship between database components 1.8.17 Design a database to meet the needs of an actual situation or business problem 1.8.18 Evaluate database design and functionality



EDU: 10 12 AD ISS P NS P PSD P IM P

Core Standard 1.9: Create spreadsheets TPO: Using guidelines presented in class, create spreadsheets by organizing values, labels,

and formulas according to a rubric.Clear Learning Target: I can…1.9.1 Design a spreadsheet in accordance with written and/or oral specifications 1.9.2 Retrieve existing spreadsheets 1.9.3 Format spreadsheets using basic formatting functions (e.g., page setup) 1.9.4 Perform calculations using simple formulas 1.9.5 Edit spreadsheets (i.e., delete, move, and copy within spreadsheets)

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1.9.6 Create charts and graphs from spreadsheets 1.9.7 Group worksheets 1.9.8 Input/process data using spreadsheet functions 1.9.9 Improve spreadsheet display using enhancement features 1.9.12 Troubleshoot spreadsheet problems 1.9.13 Resolve function errors as needed 1.9.14 Apply advanced spreadsheet formulas 1.9.15 Create spreadsheet solutions to business problems 1.9.16 Make "what if⎯" business decisions using spreadsheets as a tool 1.9.17 Save and print spreadsheets

Academic Correlation: Mathematics



Core Standard 1.10: Create presentations using presentation graphics TPO: After teacher demonstration and explanation, create presentations using

presentation graphics that effectively express a given topic according to a guideline.Clear Learning Target: I can…1.10.1 Identify hardware items that support presentation software 1.10.2 Compare/contrast various presentation software packages 1.10.3 Create computer presentation and handouts in accordance with basic principles of

graphics design and visual communication 1.10.4 Edit presentations 1.10.5 Copy from one presentation to another 1.10.6 Insert clip art in a slide 1.10.7 Create WordArt objects 1.10.8 Create/modify a graph on a slide 1.10.9 Add/delete a template to a presentation 1.10.10 Create graphics documents using drawing and painting software programs 1.10.11 Add transitions to slide shows 1.10.12 Run slide shows manually and automatically 1.10.13 Save slide show presentations


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Core Standard 1.11: Apply computer office tools TPO: Given a variety of scenarios, apply computer office tools necessary to complete tasks

according to a rubric.Clear Learning Target: I can…1.11.1 Analyze problems requiring solutions involving the integration of computer

applications 1.11.2 Select appropriate productivity tool for solving specific problem 1.11.3 Select source application and destination application 1.11.4 Move/copy information between integrated applications




Core Standard 1.16: Demonstrate basic knowledge of the Internet TPO: Given classroom lecture, demonstrate basic knowledge of the Internet by completing

assignments that relate to the Internet by completing a quiz with 80% accuracy.Clear Learning Target: I can…1.16.1 Identify the key characteristics of the Internet 1.16.2 Discuss the ownership/administration of the Internet 1.16.4 Identify current issues related to the Internet 1.16.5 Identify services and tools offered on the Internet 1.16.6 Identify the specific strengths, weaknesses, and special features of available

search engines 1.16.7 Explain bookmarks and their functions 1.16.8 Explain accepted Internet etiquette (i.e., netiquette) 1.16.9 Identify current uses and applications of the Internet


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Unit 38 – Graphic Design Fundamentals

BIL: Essential : IM Recommended: ISS, PSD EDU: 10 12 AD ISS I NS PSD I R IM P R

Core Standard 38.4: Demonstrate knowledge of available graphics software applications TPO: Using techniques learned in guided class projects, demonstrate knowledge of available graphics software applications by creating drawings and illustrations according to a guideline.Clear Learning Target: I can…38.4.1 Apply tones, hues, and values 38.4.2 Apply color for emotional impact 38.4.3 Contrast/compare vector and raster images 38.4.5 Compare/contrast different types of graphics applications (e.g., vector, raster,

image) 38.4.6 Identify graphic tools, menus, and functions, such as grouping, transformations

and blending 38.4.8 Identify simple and advanced techniques for manipulating object attributes and

types 38.4.9 Select the most effective graphics applications for the intended uses

Academic Correlation: English Language ArtsBIL: Essential : IM Recommended: ISS, PSD

EDU: 10 12 AD ISS I NS PSD I IM P R

Core Standard 38.5: Construct digital graphics TPO: Given various advertising scenarios, construct digital graphics according to guidelines with 80% accuracy.Clear Learning Target: I can…38.5.1 Identify audience and purpose of graphics 38.5.2 Select the appropriate style of graphics based on the intended purpose


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BIL: Essential : IM Recommended: ISS, PSD

EDU: 10 12 AD ISS I NS PSD I R IM P R

Core Standard 38.6: Manipulate digital graphics TPO: After teacher demonstration and explanation, manipulate digital graphics according to an instruction sheet with 80% accuracy.Clear Learning Target: I can…38.6.1 Manipulate color, shape, size, and textures of graphics 38.6.4 Rotate graphics 38.6.5 Rotate text 38.6.6 Paint/touch up images 38.6.7 Add/subtract image parts 38.6.9 Manipulate multiple image layers 38.6.10 Employ masking techniques 38.6.11 Crop images 38.6.13 Scale images 38.6.14 Employ various filtration methods 38.6.17 Save/retrieve graphics

Academic Correlation: English Language Arts, Math

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Unit 40: Visual Media Design

BIL: Essential: IM Recommended: ISS

EDU: 10 12 AD ISS I NS PSD IM P R

Core Standard 40.6: Utilize the basic principles of 2-D animation TPO: Using guided notes, practice projects, and demonstrations, utilize the basic principles of 2-D animation by creating animations according to a rubric.Clear Learning Target: I can…40.6.1 Explain the principles of continuity, key frames, motion paths, and motion (e.g.,

shape tweening, path tweening, motion tweening) 40.6.2 Create special effects and virtual navigation 40.6.3 Identify available animation software programs/tools 40.6.4 Create 2-D sprite animation 40.6.5 Discuss the principles of cell animation 40.6.6 Explain timelines, key frames, and objects in animation


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Unit 43: Web Page Design

BIL: Essential: PSD, IM Recommended: ISS

EDU: 10 12 AD ISS I NS PSD I P R IM P R

Core Standard 43.5: Create/maintain a static Web site TPO: Given guided notes, internet examples, demonstration, and guided practice projects, create/maintain a static web site according to standard guidelines.Clear Learning Target: I can…43.5.1 Open up a workspace to create a new Internet programming document 43.5.2 Create the basic Internet programming structure for a Web page using a text

editor or Web development software 43.5.3 Explain the advantages of creating short multiple Web pages rather than a

single, long Web page 43.5.4 Determine logical points to split information into multiple Web pages 43.5.5 Build basic navigation based on hyperlinks 43.5.8 Insert nondisplayed comments into Internet programming files 43.5.9 Display document within a Web browser 43.5.10 Make text modifications using a text editor 43.5.11 Place different level headings within document using appropriate Internet

programming tags 43.5.12 Insert paragraph breaks into the text of document using appropriate Internet

programming tag 43.5.13 Manipulate text cut and paste functions 43.5.14 Insert a stylized footer at the bottom of a page 43.5.15 Format text 43.5.16 Create lists 43.5.17 Add graphics/images 43.5.18 Add animation


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BIL: Essential: PSD, IM Recommended: ISS

EDU: 10 12 AD ISS I NS PSD I P R IM P R

Core Standard 43.6: Demonstrate how to format page layout TPO: Presented with different scenarios of company website needs, demonstrate how to format page layout based on company criteria guideline.Clear Learning Target: I can…43.6.2 Explain Internet programming codes for formatting page layout (e.g., table,

CSS) 43.6.3 Create a solid color background 43.6.4 Calculate the hexadecimal code for a color value 43.6.5 Change the color of text and hypertext link items 43.6.6 Create a textured background using a graphic file 43.6.7 Create various types of hard rule lines for page dividers (e.g., different

thicknesses and widths, with and without 3-D shading) 43.6.8 Create a table with rows and columns of text in a gridded display 43.6.9 Create a layout scheme integrating text and pictures 43.6.10 Create an invisible table with side-by-side columns 43.6.11 Create a table that has different colored cells


BIL: Essential: IM Recommended: ISS, NS, PSD

EDU: 10 12 AD ISS I NS I PSD I R IM I P

Core Standard 43.7: Demonstrate how to add audio and video to a Web page TPO: Given guided notes and examples, demonstrate how to add audio and video to a web page according to a rubric.Clear Learning Target: I can…43.7.4 Embed audio and video to a Web page (IM)


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BIL: Essential: PSD, IM Recommended: ISS, NS

EDU: 10 12 AD ISS I NS I PSD I P R IM P R

Core Standard 43.8: Demonstrate how to link documents TPO: After a guided practice project, demonstrate how to link documents according to a company guideline handout.Clear Learning Target: I can…43.8.1 Identify the function and structure of URLs (Uniform Resource Locators) 43.8.2 Identify the significance of a file called index.html on a Web server 43.8.3 Copy URLs from a Web browser to an Internet programming text document 43.8.4 Demonstrate the use of anchors in Web pages 43.8.5 Attach a hyperlink to graphics 43.8.6 Create a hypertext link that will send an e-mail message 43.8.8 Create images with linkable hot spots


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Unit 47: Professional Practices


EDU: 10 12 AD ISS I P NS P R

PSD I P R IM I P

Core Standard 47.1: Identify legal and ethical behavior TPO: Given classroom discussions and internet resources, identify legal and ethical behavior by completing a test with 85% accuracy.Clear Learning Target: I can…47.1.1 Differentiate between legal and ethical behavior (ISS, IM) 47.1.2 Explain terms, principles, and characteristics of legal and ethical behavior (e.g.,

loyalty, discretion, solicitation, competitor, supplier) [ISS, IM] 47.1.3 Explain legal ramifications of breaching rules and regulations (ISS, IM) 47.1.4 Explain the effects and consequences of unethical/unlawful behavior (ISS, IM)

Academic Correlation: Social Studies


EDU: 10 12 AD ISS P R NS P R PSD I P R IM I P R

Core Standard 47.2 Explain professional responsibilities TPO: Using examples presented in class, explain professional responsibilities on a test with 80% accuracy.Clear Learning Target: I can…47.2.1 Explain the need for professional and ethical standards 47.2.2 Explain responsibility of the individual to apply ethical standards 47.2.3 Identify responsibility to clients(s) and employer(s) 47.2.4 Explain importance of conflict resolution in the workplace

Academic Correlation: Social Studies

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Unit 48: Basic Business Concepts


EDU: 10 12 AD ISS I P NS P R PSD I R P IM I P

Core Standard 48.1: Explain business ownership TPO: After classroom discussions and accessing internet resources, explain business ownership on a worksheet with 90% accuracyClear Learning Target: I can…48.1.1 Define types of business ownership (e.g., sole proprietorship, partnership) [PSD,

ISS, IM] 48.1.2 Explain the advantages and disadvantages of the different forms of

business ownership (ISS, IM) 48.1.4 Explain how business organization ownership can evolve over time (ISS, IM)


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Curriculum MappingIntroduction to Technology

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Curriculum MappingIntroduction to Technology

Standard Academic Connection Integrated Strategy

1.1: Demonstrate basic knowledge of information technology history

English Language Arts—reading for informationSocial Studies—dealing with history

Explore the progression of technology over the last 75 years in history through classroom discussion. Students must complete a written test.

1.2: Demonstrate basic knowledge of the information technology impact on society

English Language Arts—writing processesSocial Studies—dealing with history

Complete a worksheet with students dealing with this topic and how it relates to society in U.S. and globally. Students will write a 2-page report

1.3: Demonstrate knowledge of information technology basics

Mathematics—Analyzing storage capacitiesEnglish Language Arts—Reading for information

Deliver a PowerPoint presentation on technology basics containing comparative spreadsheets. Students must read criteria from test.

1.4: Demonstrate knowledge of software associated with information technology

English Language Arts—reading for informationWriting processes

Students must read a set of industry scenarios and determine what software is necessary to solve problem. Students will write a 2-page report

1.5: Evaluate career opportunities in information technology

English Language Arts—reading for information

The class will use the Internet to read about job opportunities in information technology.

1.6: Explore the future of information technologies

English Language Arts—writing Social Studies—changes in societies

Read a variety of articles regarding information technologies and how they affect society. Compose a multimedia project.

1.7: Create documents using word processing software


Demonstrate to students how to format word processing documents. Students must read and apply criteria for projects

1.8: Create relational databases

English Language Arts—reading of information

Set up a database for Plute’s Chocolate Company. Students must read and apply criteria for projects

1.9: Create spreadsheets Mathematics—creating formulas

Set up a spreadsheet for Plute’s Chocolate Company

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1.10: Create presentations using presentation graphics

English Language Arts--writing

Compose a sales presentation for Plute’s Summer Camp

1.16: Demonstrate basic knowledge of the Internet


Give guided notes while using the Internet with the class. Students must read and apply notes information to complete a quiz

38.4: Demonstrate knowledge of available graphics software applications

English Language Arts—Following written and oral directions

Guide the class in creating vector and raster images giving oral instructions. Students must read the instructions for creating more images.

38.5: Construct digital graphics

English Language Arts—follow written directions

Guide the class in creating an image according to specifications. Students must read scenario information.

38.6: Manipulate digital graphics

English Language Arts—following written and verbal directionsMath—determine scaling and sizing dimensions

Guide the class in using verbal instructions in creating and manipulating vector and raster images. Calculate scaling percentages for images.

40.6: Utilize the basic principles of 2-D animation

English Language Arts—Reading directions

Create a series of moving objects with the class. Construct animation based on written directions.

43.5: Create/maintain a static Web site

English Language Arts—reading directions, composing

Construct the Tripsmart website with the class based on written directions. Compose web content

43.6: Demonstrate how to format page layout

English Language Arts—reading and listening

Continue to construct the Tripsmart website from verbal directions and start Blooms and Bulbs website from written directions.

43.7: Demonstrate how to add audio and video to a Web page


Verbally direct students on how to embed audio and video in the Tours page of the Tripsmart website. Students read and follow steps on their own.

43.8: Demonstrate how to link documents


Verbally direct the class in how to create text and button hyperlinks. Students follow written steps in setting up links the Tripsmart and Blooms and

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Bulbs websites.

47.1: Identify legal and ethical behavior

Social Studies—impacts on society

Present various legal and ethical situations and implications to society with the class

47.2 Explain professional responsibilities

Social Studies—impacts on society

Present scenarios of professional responsibility to class and discuss societal implications

48.1: Explain business ownership

English Language Arts—reading for information, listening skills

Present different known companies to the class and discuss their ownership status. Gather information using the Internet.

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STUDENT ASSESSMENT POLICYINTRODUCTION TO TECHNOLOGY

WEST SHORE CAREER AND TECHNICAL DISTRICT

In order to measure the progress of each student in the program and to measure the effectiveness of the total program, the following procedures will be used:

Pretests Post Tests Teacher observation and evaluation Notebooks Class discussions Skill testing Project development Daily grades Lab performance

Measurement of learning will be an ongoing activity with emphasis on laboratory activities and competency improvement. Evaluation will be accomplished through pre-assessment of students’ skills, frequent formative assessment, both visual and written, and summative evaluation to determine the mastery of competencies. Formative assessments that are conducted during instruction help the teacher make necessary instructional adjustments. The instructor may decide to alter instructional materials and methods if students are experiencing difficulties in learning what is being taught. All evaluations are in the form of points received out of points possible. A percentage is then calculated and a letter grade is assigned. Each semester, a midterm exam is given, which is worth 10 percent of the final grade. Progress reports on all students are mailed to parents on mid-term of each grading period

LAKEWOOD CITY SCHOOL DISTRICT’S GRADING SCALE

97-100% = A+93- 96% = A90- 92% = A-87- 89% = B+83- 86% = B80- 82% = B-77- 79% = C+73-76% = C70-72% = C-67-69% = D+63-66% = D60-62% = D-59% or less=F

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Documents

Unit 1: Information Technology Basics Work… · Web viewAcquire a variety of software skills such as Microsoft Word, Excel ... After completing guided practice application