Technologyin time

2009 Institute for Staff Development

Students Today, Leaders Tomorrow

Technology in Time Project

Who We AreJohanna Mitchell

Eric Rivera

Jhonny Cespedes

Academy of Engineering and Green Technology

Hartford, CT

2009 Academy Leadership SummitStudents Today, Leaders Tomorrow

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.


Session Aim

Opening Activity

Introduction to the Presenters and the Project

Project Overview: Eric Rivera

Picture Slideshow

Sample Presentation: Jhonny Cespedes

Reflection

Q&A Session

Session Agenda


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?


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.


Our Solution: English

Antigone by Sophocles

Historical Context:

• Ancient Greece

• 500 B.C.

• The beginning of modern technology


Curriculum AlignmentStandard 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.


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.


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.



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.



Technology In Time Project

By: Eric Rivera


Phase 1: Select

• Lever

• Crane

• Catapult

• Chariot

• Doric Temples (Parthenon)

• Aqueducts

• Water Screw

• Ships

• Wind Vane


• 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

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.


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. A research paper outline.2. A labeled sketch and plan for their

creative visual project.3. A list of materials they will need to

complete the visual project.4. A PowerPoint outline.


Phase 4: CreateThere are three components to this project:

- Research Paper

- Creative Visual Project

- PowerPoint Presentation


Paper

The paper will fit the following requirements:

• 2 page (s) long• Double-spaced• 12-pt. font• 1 inch margins

Papers are graded using the NWREL 6+1 Writing Traits 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!


PowerPoint PresentationThe 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!


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!)


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%


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


Business

Technologyin time