curriculum guidesaisdlead.pbworks.com/f/curriculum_guide.pdf · 2009-10-19 · - Create a Power Point Presentation describing the decisions they have made in this unit. Unit Description

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TA-TEKS Curriculum Course Overview

Published by: The Office of Instructional Technology Services San Antonio ISD 1702 North Alamo San Antonio, Texas 78215 Copyright © 2003 San Antonio ISD. May be reproduced for non-profit, educational use so long as credit is given. For general information on Instructional Technology products and services please contact: Miguel Guhlin, Director Instructional Technology Services Phone: (210) 527-1400 Fax: (210) 281-0257 Email: [email protected] Web site: http://itls.saisd.net Permissions (according to the Microsoft.com website):

Images, icons, and screenshots of the Microsoft Office XP programs have been reprinted with permission from Microsoft Corporation.

Direct any questions, comments or corrections to [email protected]. Your assistance will be greatly appreciated.

TA:TEKS Curriculum Writers Sasha Menard Curriculum Instructional Coordinator Harris Middle School, SAISD

Email: [email protected]

Tonya Mills, B.S., M.Ed., CST, CTT+ Facilitator Instructional Technology Services, SAISD

Email:[email protected]

Darin Parish, B.A, M.A Multilingual Coordinator S.J. Davis Middle School, SAISD

Email:[email protected]


Table of Contents Topic Page TA:TEKS Curriculum from ITS Welcome to TA:TEKS Curriculum.................................................................. 5 Course Highlights ..........................................................................................5 Unit 1—Our Spurs Franchise..........................................................6 Skills Developed Software Used Unit Overview Unit Description The “Essential Questions” of the Unit Unit 2– School Cafeteria....................................................7 Skills Developed Software Used Unit Overview Unit Description The “Essential Questions” of the Unit Unit 3 –Your Future Self ....................................................8 Skills Developed Software Used Unit Overview Unit Description The “Essential Questions” of the Unit Unit 4 –Our Student Magazine ..........................................9 Skills Developed Software Used Unit Overview Unit Description The “Essential Questions” of the Unit Unit 5 –Ice Cream You Scream .......................................10 Skills Developed Software Used Unit Overview Unit Description The “Essential Questions” of the Unit


Table of Contents Topic Page Unit 6 –That’s My Business .............................................11 Skills Developed Software Used Unit Overview Unit Description The “Essential Questions” of the Unit Appendix..........................................................................12 Comparing LOTI Levels...................................................................... 13 Comparing LOTI and TEKS.......................................................... 14-15 How to open the TA:TEKS CD-ROM.................................................. 16 Acknowledgements ............................................................................ 16


Welcome to TA-TEKS Curriculum We are pleased to announce the completion of the San Antonio ISD Grades 6-8 TA:TEKS curriculum writing effort. This 18 week curriculum is composed of problem-based thematic units, designed with middle school students’ interests in mind. Students will acquire computer skills within the framework of real-world problem solving. These units are appropriate for middle school students from sixth through eighth grade, and include topics such as the San Antonio Spurs, Food and Nutrition, and Ice Cream! The final unit is a student-centered culminating activity, in which students solve a problem using strategies and providing products of their own choosing, using the skills they have learned in the previous five units. The Middle School Technology Applications TEKS curriculum will provide support for the implementation of San Antonio ISD's Vision 2005 goals and state technology initiatives such as the Texas Long-Range Plan for Technology: 1996-2010, No Child Left Behind legislation, and the State Board for Educator Certification (SBEC). It will especially focus on the Technology Applications TEKS as embedded in content-area TEKS. This curriculum is responsible for the following activities:

- Supporting classroom teachers in their use of technology - Developing problem-based activities with guidance to both teacher and

students. - Fostering information literacy and problem-solving through “Real World”

activities - Providing online curriculum modules for use by district staff - Understanding the technology applications TEKS, and working with

teachers to implement them into the content and curriculum Course Highlights

• Aligned with Texas Essential Knowledge and Skills • Complete Scope and Sequence Alignment • Includes elements from Capturing Kids’ Hearts • Levels of Technology Implementation (LOTI) for each activity • Aligned with ©Big6 Information Problem-Solving Process • Problem-Based Learning using real world examples • Essential Questions clearly stated for each activity • Individual and Cooperative Group activities • All evaluations provided • Completely self contained resource with all necessary materials • Entire curriculum accessible online • Recursive Units building on previous knowledge • Step by step tutorials with colorful screenshots and easy to follow directions


Unit Overview Students will: - Imagine that they are members of the Spurs organization. - Examine this year’s roster and determine which players will be leaving. - Examine these areas of need and fill those needs with NBA players of their choosing using

rankings based on player statistics. Unit Description Students will: - Learn the responsibilities of each position in an athletic organization - Learn how to work in groups and assign duties to different people - Determine what team positions must be filled before the beginning of the season. - Research the stats of available players and rank them according to skill level and salary. - Produce a quality product, such as; public relations release, new design to team’s uniform, logo,

and advertisement. The “Essential Questions” Of This Unit - What is the district’s Acceptable Use Policy and how does it affect me? - How do we use the “Capturing Kids Hearts” social contract to make our classroom more

efficient? - How do we use the Big6 graphic organizer to clarify and organize our work? - How can we use a database to keep track of student information? - What is the history of the San Antonio Spurs franchise? - What players do the Spurs need next year? - How can we best advertise our new Spurs players? - What is the best design for a new Spurs t-shirt? - How can address social issues using our Spurs players as spokesmen?

Weeks 1 — 3 Strategies and Skills Developed How to: - Create, open, modify, and print a database in MS Access - Navigate, cut, copy, and paste images and text from the

Internet into MS Word. - Print information from an Internet browser - Create, save, modify, open, and print a word document in

MS Word - Organize information by using the © Big6 graphic organizer - Manipulate graphics by using Macromedia Fireworks MX

Software Used - MS Word. MS Access, and MS Excel - Macromedia’s Fireworks MX - Internet (for research)

Activities 1.1 through 1.7 Picture from:

http://www.nba.com/spurs/news


Unit Overview Students will: - Imagine that they are in charge of a school cafeteria and research the dietary needs of the typical

teenage middle school student. - Create a menu that meets the nutritional needs of the student body and will prepare a budget

according to the quantities of food necessary. Food and menu choices will be based on nutritional content, taste, and price.

Unit Description Students will: - Learn the roles and responsibilities of the cafeteria manager and the dietician. - Determine what the dietary requirements are for the average middle school student. - Research the nutritional content of various foods as well as the food pyramid. - Rank foods based on nutritional content and class preferences, and make appropriate choices

based on these variables. - Produce a quality product such as; menu, food poster, a survey or questionnaire, purchase

order, and a webpage.

Activities 2.1 through 2.5

The “Essential Questions” Of This Unit - What are the specific dietary needs for the average middle school student? - How do we classify foods according to nutritional content and which are the healthiest? - Which foods do our classmates like the best? - Which foods will we serve on our weekly menu? - How can we advertise our menu on the web and on a poster?

Weeks 4 — 6 Strategies and Skills Developed How to: - Create, save, modify, open, and print a word document - Write a short compare and contrast composition - Navigate to, and cut, copy, and paste from Internet sites into

MS Word - Open and import, modify and export graphics into Macromedia

Fireworks MX - Create, open, save, and edit, select and apply filters, and sort

data in a databases in MS Access - Create, open, modify, and save spreadsheets in MS Excel Software used - MS Word. MS Access, and MS Excel - Macromedia Dreamweaver and Fireworks MX - Internet (for research)


Unit Overview Students will: - Explore socio-economic levels, and develop a sense of direction in their lives, through a problem

solving approach. - Look at future opportunities by researching pre-selected cities on the Internet. - Create a Power Point Presentation describing the decisions they have made in this unit.

Unit Description Students will: - Research jobs and careers online - Compare and contrast the jobs and careers researched - Develop a flow chart together and individually to look at the structure of socioeconomic levels

and future opportunities. - Research locations around the country and gather information about the city of their choice - Compare and contrast cities and amenities - Create, edit, and present a presentation using MS Power Point called “My Life” based on their

research and information gathering

The “Essential Questions” Of This Unit - What are my future plans? - How do choices affect my future? - How can I develop a sense of direction? - How can I get where I want to go in my life?

Weeks 7 — 9 Strategies and Skills Developed How to: - Create, save, modify, open, and print a word document - Navigate to, and cut, copy, and paste from Internet sites into

MS Word - Save, create a presentation, insert images and slides, and print

a document in MS Power Point Software used - MS Word and MS Power Point - Internet (for research)



Unit Overview Students will: - Conceive, plan, and produce their own magazine. - Work in groups for much of this unit, enabling them to organize and delegate tasks just like in the

real world. - Write resumes, submit job applications, and participate in an interview process in order to form

their teams. - Select a subject or theme of their magazine and create content with textual articles and graphics

and publish their magazine in html format by using Macromedia Dreamweaver MX.

Unit Description Students will: - Expand on computer skills learned in previous units, such as using MS Word, MS Excel, MS

Access, MS PowerPoint, Macromedia Fireworks MX, and Macromedia Dreamweaver MX. - Learn the responsibilities of the Editor, Reporter, and Graphic Designer. - Learn how to work in groups and delegate duties. - Create, edit, and publish content for a specific topic/theme (Sports, Fashion, Music, and Friends). - Organize content as a unified whole, using conventions of design introduced in previous units. - Publish final paper and web products using MS Word and Macromedia Dreamweaver MX. The “Essential Questions” Of This Unit - What is a magazine and how does a magazine differ from an “E-zine”? - How can you create an original resume? - What are some of the behaviors you should exhibit when apply for a job? - What is the topic/theme of your magazine and how will the content expand on that theme? - What are the individual tasks for team members? - How should the final product be presented to reflect the best work? - How can you create a web version of your magazine?


Weeks 10 — 12 Strategies and Skills Developed How to: - Navigate to, and cut, copy, and paste from Internet sites into

MS Word - Create, save, modify, open, and print a word document. - Use templates in MS Word - Open, save, import, modify and export graphics into

Macromedia Fireworks. - Create a simple web page using Macromedia Dreamweaver Software used - MS Word - Macromedia Dreamweaver and Fireworks MX - Internet (for research)


Unit Overview Students will: - Complete the process of creating a small business that “sells” ice cream to customers. - Learn three types of businesses associated with a free-market economy (manufacturing firms,

merchandisers, and service enterprises). - Create company merchandise to “sell” to potential customers - Create ice cream including ingredients based on market research Unit Description Students will: - Follow classroom procedures and basic computer skills - Learn the responsibilities of each position in a small organization - Create merchandise associated with their company (product labels, hats, t-shirts, etc.) - Research the history of ice cream and the companies that have made it a popular dessert - Conduct a market research to find out the most popular flavors and combinations among their

target audience - Create and “sell” a product (ice cream) to customers The “Essential Questions” Of This Unit - What factors are needed to run a successful business? - What are the best ways to market a product? - What is ice cream and how is it made?


Weeks 13 — 15 Strategies and Skills Developed How to: - Navigate to, and cut, copy, and paste from Internet sites into

MS Word - Create, save, modify, open, and print a word document. - Open, save, import, modify and export graphics into

Macromedia Fireworks. - Create a simple web page using Macromedia Dreamweaver - Create, open, modify, and save spreadsheets in MS Excel - Open, save, modify and a export movie created in Macromedia

Flash. Software used - MS Word, and MS Excel - Macromedia Flash, Dreamweaver and Fireworks MX - Internet (for research)


Unit Overview Students will: - Apply all of the skills they have acquired throughout the semester in order to promote a small

business of their own design Unit Description Students will: - Choose whether they wish to complete this Unit individually or in a group. - Decide which business they would like to have and promote from the following choices: T-Shirt

Company, Video Game Company, or Party Production company. The “Essential Questions” Of This Unit - How will you promote your new Business in your community? - What skills did you develop this semester (typing, graphic manipulation, Internet research, etc.) - Out of the skills you learned this semester, which ones are best suited to solve the problem?

Activity 6.1

Weeks 16 — 18 Strategies and Skills Developed How to: - Create, open, modify, and save documents using program

specific tools for MS Word, MS Excel, MS Access, MS Power Point, Macromedia Dreamweaver, Flash, and Fireworks MX.

Software used - MS Word, MS Excel, MS Access, and MS Power Point - Macromedia Dreamweaver, Flash and Fireworks MX. - Internet (for research)


Table of Contents Topic Page Comparing LOTI Levels ............................................. 13 Comparing LOTI and TEKS ..................................14-15 How to open the TA:TEKS CD-ROM ......................... 16 Acknowledgements.................................................... 16

* Examples of products from Unit 5 Ice Cream You Scream, Activity 5.4 Creating the Merchandise


Level Category/Description TA:TEKS Curriculum

0 Nonuse / A perceived lack of access to technology-based tools or a lack of time to pursue electronic technology implementation. Existing technology is predominately text-based (e.g., ditto sheets, chalkboard, overhead projector).

1.1 4.3

1 Awareness / The use of computers is generally one step removed from the classroom teacher (e.g., it occurs in integrated learning system labs (i.e. Jostens, CCC, IDEAL, Plato), special computer-based pull-out programs, computer literacy classes, and central word processing labs). Computer based applications have little or no relevance to the individual teacher's instructional program.

NA

2 Exploration / Technology-based tools serve as a supplement (e.g., tutorials, educational games, simulations) to the existing instructional program. The electronic technology is employed either for extension activities or for enrichment exercises to the instructional program.

3.2 4.1 5.1 5.7

3 Infusion / Technology-based tools including databases, spreadsheets, graphing packages, probes, calculators, multimedia applications, desktop publishing, and telecommunications augment selected instructional events (e.g., science kit experiments using spreadsheets or graphs to analyze results, telecommunications activities involving data sharing among schools).

1.2 1.3 1.5 1.7 2.1 2.2 3.1 3.3 3.4 3.5 4.2 4.4 4.5 4.6 5.2

4a Integration (mechanical) / Technology-based tools are mechanically integrated, providing a rich context for students' understanding of the pertinent concepts, themes, and processes. Heavy reliance is placed on prepackaged materials and sequential charts that aid the teacher in the daily operation of the instructional curriculum. Technology (e.g., multimedia, telecommunications, databases, spreadsheets, word processing) is perceived as a tool to identify and solve authentic problems relating to an overall theme or concept.

1.4 1.6 2.3 2.4 2.5 4.7 5.3 5.4 5.5 5.6

4b Integration (routine) / Teachers can readily create integrated units with little intervention from outside resources. Technology-based tools are easily and routinely integrated, providing a rich context for students' understanding of the pertinent concepts, themes, and processes. Technology (e.g., multimedia, telecommunications, databases, spreadsheets, word processing) is perceived as a tool to identify and solve authentic problems relating to an overall theme/concept.

6.1

5 Expansion / Technology access is extended beyond the classroom. Classroom teachers actively elicit technology applications and networking from business enterprises, governmental agencies (e.g., contacting NASA to establish a link to an orbiting space shuttle through the Internet), research institutions, and universities to expand student experiences directed at problem solving, issues resolution, and student activism surrounding a major theme or concept.

NA

6

NA

Refinement / Technology is perceived as a process, product (e.g. invention, patent, new software designed), and tool for students to use in solving authentic problems related to an identified real-world problem or issue. In this context, technology provides a seamless medium for information queries, problem-solving, and product development. Students have read access to and a complete understanding of a vast array of technology-based tools to accomplish any particular task.


Unit Activity - Week/Day(s) LOTI TEKS

1 1.1 - Laying the Foundations 1 / 2 days 0 126.12.c.7.C, 126.12.c.7.J, 126.12.c.10.B

1.2 - Student Database 1 / 2 days 3 126.12.c.7.C, 126.12.c.7.J, 126.12.c.10.B

1.3 - The 4 W's of the S.A. Spurs 1 & 2 / 2 days 3 126.12.c.1.E, 126.12.c.1.H, 126.12.c.3.A, 126.12.c.4.A, 126.12.c.4.B

1.4 - New Team Line-up 2 / 2 days 4a 126.12.c.1.F,126.12.c.1.H, 126.12.c.2.A, 126.12.c.2.B,126.12.c.2.C, 126.12.c.4.A, 126.12.c.7.B

1.5 - New Players' Press Release 2 / 1 day 3 126.12.c.4.A, 126.12.c.4.B, 126.12.c.7.A, 126.12.c.7.G, 126.12.c.7.J

1.6 - New Designs 3 / 3 days 4a 126.12.c.1.F, 126.12.c.7.D, 126.12.c.7.F, 126.12.c.7.J, 126.12.c.10.D

1.7 - Public Service Announcement 3 / 2 days 3 126.12.c.1.F, 126.12.c.4.A, 126.12.c.7.A, 126.12.c.7.F, 126.12.c.7.J

2 2.1 -Nutritional Requirements 4 / 3 days 3 126.12.c.1.F, 126.12.c.5.A, 126.12.c.7.D, 126.12.c.7.G,126.12.c.10.D, 126.12.c.12.B

2.2 - Food Values 4 / 2 days 3

126.12.c.1.A, 126.12.c.1.C, 126.12.c.1.E, 126.12.c.1.F, 126.12.c.2.A, 126.12.c.2.B, 126.12.c.4.A, 126.12.c.4.B, 126.12.c.7.A, 126.12.c.7.B, 126.12.c.7.C

2.3 - Food Preferences 5 / 4 days 4a 126.12.c.2.A, 126.12.c.2.B, 126.12.c.4.A, 126.12.c.4.B, 126.12.c.7.A, 126.12.c.7.B, 126.12.c.7.C

2.4 - Menu Planning 5 & 6 / 4 days 4a

126.12.c.1.A, 126.12.c.1.C, 126.12.c.1.E, 126.12.c.1.F, 126.12.c.2.A, 126.12.c.2.B, 126.12.c.2.D, 126.12.c.4.A, 126.12.c.4.B, 126.12.c.7.A, 126.12.c.7.B, 126.12.c.7.C, 126.12.c.10.A, 126.12.c.10.D

2.5 - Food Advertisement 6 / 2 days 4a 126.12.c.1.F, 126.12.c.5.A, 126.12.c.7.D, 126.12.c.7.G, 126.12.c.10.D, 126.12.c.12.B

3 3.1 - Your Personal Decisions.. 7 / 1 day 3 126.12.c.7.D, 126.12.c.9.B, 26.12.c.10.A, 126.12.c.11.B

3.2 - Deciding how to get there 7 / 3 days 2 126.12.c.1.B, 126.12.c.3.E, 126.12.c.4.A, 126.12.c.4.B

3.3 - Discover a city... 7 & 8 / 4 days 3 126.12.c.1.F, 126.12.c.1.H, 126.12.c.2.D, 126.12.c.3.B, 126.12.c.4.A, 126.12.c.4.B, 126.12.c.6.A

3.4 - The Future's so bright... 8 / 2 days 3

126.12.c.1.B, 126.12.c.1.E, 126.12.c.1.H, 126.12.c.2.D, 126.12.c.2.D, 126.12.c.3.B, 126.12.c.3.C, 126.12.c.3.E 126.12.c.4.A, 126.12.c.5.A, 126.12.c.6.B, 126.12.c.8.B, 126.12.c.8.C, 126.12.c.8.E


Unit Activity - Week / Day(s) LOTI TEKS

3.5 - My Life - MS Power Point 9 / 5 days 3

126.12.c.1.F, 126.12.c.5.A, 126.12.c.5.B, 126.12.c.7.D, 126.12.c.7.G,126.12.c.8.E, 126.12.c.10.A,126.12.c.10.D,126.12.c.11.B, 126.12.c.12.B, 126.12.c.12.D

4 4.1 - What is a Magazine? 10 / 1 day 2 126.12.c.1.E, 126.12.c.1.H, 126.12.c.4.B

4.2 - Applying for Team Roles - Resumes 10 / 1 day 3

126.12.c.1.E, 126.12.c.1.F, 126.12.c.2.A, 126.12.c.2.B, 126.12.c.3.E, 126.12.c.7.A, 126.12.c.10.A

4.3 - The Interview Process 10 / 1 day 0 126.12.c.3.E

4.4 - Planning your Publication 10 / 1 day 3 126.12.c.2.A, 126.12.c.7.F

4.5 - Research by Team Roles 10 & 11 / 2 days 3 126.12.c.1.C, 126.12.c.1.E, 126.12.c.1.F, 126.12.c.2.A, 126.12.c.2.B, 126.12.c.3.A, 126.12.c.4.A, 126.12.c.7.A, 126.12.c.7.F

4.6 - Putting it all together 11 / 2 days 3

126.12.c.1.A, 126.12.c.1.E, 126.12.c.1.F, 126.12.c.2.A, 126.12.c.2.B, 126.12.c.5.A, 126.12.c.6.A, 126.12.c.7.A, 126.12.c.7.D, 126.12.c.7.E, 126.12.c.7.F, 126.12.c.10.A, 126.12.c.10.D, 126.12.c.11.A

4.7 - Building your Magazine's Web Site 11 & 12 / 6 days 4a

126.12.c.1.C, 126.12.c.2.A,126.12.c.2.B, 126.12.c.5.A, 126.12.c.7.A, 126.12.c.7.D, 126.12.c.7.E, 126.12.c.7.F, 126.12.c.10.A, 126.12.c.11.A

5 5.1 - The History of Ice Cream 13 / 1 day 2 126.12.c.9.B, 126.12.c.12.B, 126.12.c.12.D

5.2 - Ice Cream Survey 13 / 2 days 3 126.12.c.6.A, 126.12.c.6.B, 126.12.c.7.A, 126.12.c.7.B, 126.12.c.7.G

5.3 - Creating a Company 13 / 2 days 4a 126.12.c.5.A, 126.12.c.7.A, 126.12.c.7.E, 126.12.c.7.F

5.4 - Creating the Merchandise 14 / 1 day 4a 126.12.c.5.A, 126.12.c.7.A, 126.12.c.7.E, 126.12.c.7.F

5.5 - Company Banners 14 / 4 days 4a 126.12.c.5.A, 126.12.c.7.A, 126.12.c.7.E, 126.12.c.7.F

5.6 - Designing the Company Web Site 15 / 3 days 4a 126.12.c.5.A, 126.12.c.7.A, 126.12.c.7.E,

126.12.c.7.F 5.7 - Creating the Ice Cream 15 / 2 days 2 126.12.c.11.A

6 6.1 - That's my Business N/A

126.12.c.1.A, 126.12.c.1.C, 126.12.c.1.E, 126.12.c.1.F, 126.12.c.2.A, 126.12.c.2.B, 126.12.c.4.A, 126.12.c.4.B, 126.12.c.5.A, 126.12.c.7.A, 126.12.c.7.B, 126.12.c.7.C, 126.12.c.7.D, 126.12.c.7.E, 126.12.c.7.F, 126.12.c.7.G, 126.12.c.8.D, 126.12.c.9.A, 126.12.c.9.B, 126.12.c.10.A, 126.12.c.10.D, 126.12.c.11.A, 126.12.c.11.B, 126.12.c.12.B, 126.12.c.12.D

16, 17, & 18 / 15 days


We would like to acknowledge the support of:

Mr. Robert Alfaro Sr. Assistant Superintendent

Accountability, Technology, and Management Information Systems

Miguel Guhlin Director of Instructional Technology Services

Lacey Gosch, Claude Ascolese, and Sylvia Martinez

ITLS, Editorial Staff

SAISD Board Members Julian H. Trevino, Ph.D..............................................President – District 1 James Howard...................................................Vice President – District 2 Thomas C. Lopez ......................................................Secretary – District 5 Connie Rocha............................................ Assistant Secretary – District 4 Mary Ester Bernal.........................................................Trustee – District 7 Harry Oliver ..................................................................Trustee – District 3 Alex Talamantez...........................................................Trustee – District 6 Dr. Rubén D. Olivárez ........................................................Superintendent

- To Load the CD-ROM Insert the CD-ROM into your computer’s CD-ROM drive.

Use the Explore option and click twice on the index.html icon located in the CD-ROMs root directory.

- If your CD does not AutoPlay

Check the TA:TEK CD-ROM for copies of our Technology Literacy Institute Manuals And the Unofficial Guide to Technology Applications and MTT Certification

Documents

curriculum guidesaisdlead.pbworks.com/f/curriculum_guide.pdf · 2009-10-19 · - Create a Power Point Presentation describing the decisions they have made in this unit. Unit Description