Exploring Technology Part 5: Promoting Our Technology Prototype

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Integrated Technology Studies

  Course Title:

  Exploring Technology

  Course Number:

  8600020

  Career Cluster:

  Engineering & Technology Education

  CIP Number:

  08210122EX

  Course Type:

  Orientation/Exploratory

  Standard(s) or benchmarks

  Focus

  01.01

  Develop new products and systems to solve problems or to help do things that could not be done without the help of technology.

  Supporting

  04.01

  Identify the ways that use of technology affects humans, including their safety, comfort, choices, and attitudes about technology’s development and use.

• Unit Outline

  
  

  The focus of this unit is for students to explore technology and develop their own technology prototype to address a school or community need. This lesson is the culminating lesson of the series. Students will decide how to present and promote their technology to the school or community. Students designed a prototype for their technology in the fourth lesson. In prior lessons, students conducted research on inventions and innovations, identified a school/community need, brainstormed ways to address the need with technology, and engaged in the planning process to create a sketch of their prototype.

• Career Connection

  
  

  Critical thinking and problem-solving skills are essential for the twenty-first century workplace. Students will be able to apply these skills in these lessons to creatively address needs in their school and community by finding technological solutions. Asking students to innovate will encourage and empower them to be independent thinkers.

• Learning Objectives

  
  

  Students will be able to:

  • Collaborate with peers on a 2-minute presentation about their original prototype to address a need in the school or community.
  • Apply digital tools to create their presentation about their original technology prototype.
  • Revise their previously written letter to the principal or mayor as part of their presentation.

• Prior Knowledge

  
  

  Students should be familiar with

  • Definitions for the terms: technology, prototype, pitch.
  • Norms for small group collaboration.
  • Identified community need and technological solution from Part 2.
  • A variety of digital tools, including presentation and video software.

• Guiding Questions

  
  
  • How can technology address society’s needs and improve people’s lives?
  • What information is important to share when promoting our technology?
  • What makes a presentation engaging and effective?

• Procedure

  
  

  1. To introduce the lesson, display Slide 1 (see Teacher Slides attachment) and ask students to reflect on the steps in the process before the last phase.

  • Review the steps students have taken to develop their technology.
    • Identify a school/community need.
    • Brainstorm a technological solution.
    • Plan/sketch a prototype.
    • Receive feedback and refine ideas.
    • Design the prototype.
    • Promote the prototype.

  2. Set the purpose of the lesson and display Slide 2 (see Teacher Slides attachment). Introduce students to the unexpected opportunity to present their technology prototype to the principal and mayor today.

  • Students’ tasks are to:
    • Create a 2-minute presentation (see Slide 3 of the Teacher Slides attachment for options: commercial, pitch, social media video).
    • Revise the letter they drafted in Part 2 to give to the principal/mayor during their presentation. The letter should be on letterhead (see letterhead attachment).

  3. Display slide 3 for students and review the requirements of the presentations (listed below). Ask students to share what makes an effective presentation and how presenters engage their audiences.

  • Requirements:
    • 2 minutes maximum
    • Engages the audience to persuade them of the value of the technology (e.g., music, effects)
    • Highlights your prototype
    • Includes information about your technology
      • What need it addresses
      • What it does
      • How it benefits people

  4. Allow students to work on their presentations and letter revisions (see letterhead attachment). Students can divide the tasks among group members.

  5. Students will deliver their presentations (see Optional section for oral presentation rubric).

  • If recorded, presentations can be published on online file sharing platform, classroom management system, or class website.
  • Before students begin presentations, distribute CPALMS bucks (see investment bucks attachment). During presentations, the students are actively listening to decide how much of their CPALMS bucks they will invest in the other groups’ technology (see Teacher Notes).

  6. To bring the lesson to a close, distribute the exit ticket.

  • Students may respond individually or as a group to identify which technology they invested in, how much, and state two reasons for their investment (see exit ticket attachment).

• Teacher Notes

  
  
  • This lesson is the fifth in a unit. Refer to CPALMS Resources ID# 206487 and 206631 for the first two steps in the process, and CPALMS Resources ID# 207285 and ID#207352 for the planning and design process.
  • Prior to the lesson, prepare the CPALMS bucks and set up envelopes (or containers) for students to deposit their CPALMS bucks for the closing activity.
  • The bulk of the instructional time should be for students to prepare their presentations and revise their letters. The teacher may decide to extend the lesson to two days if students need additional time to complete and deliver their presentations. Suggested pacing for 60-minute class period:
    • 5 minutes opening
    • 40 minutes prepare presentation/revise letter
    • 10 minutes presentations
    • 5 minutes closing

• Optional

  
  

  Formative Assessment Ideas:

  • The teacher can observe students’ discussions to monitor small group collaboration and decisions taken by students for their presentations.
  • The teacher can compare the two versions of the letter to assess improvements made to the writing during the revision process. Students wrote the first draft in Part 2.

  Summative Assessment Ideas

  • The teacher can use the B.E.S.T. ELA Standards Secondary Oral Rubric (Appendix C: Communication) to evaluate students’ presentations available at https://www.fldoe.org/core/fileparse.php/7539/urlt/elabeststandardsfinal.pdf. However, the teacher can consider adapting the rubric since students are giving an impromptu presentation.

  Extension Ideas:

  • Students can present to the principal/mayor if either is available to visit the school.
  • Students can create prepared presentations based on their impromptu presentations with additional digital media and time for editing.
  • Students can enter a local or national competition for different organizations such as CTE student organizations (CTSOs). A list of organizations is available at https://www.fldoe.org/core/fileparse.php/7515/urlt/CareerTechStudentOrg.pdf.