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2014 Technological Education Course Profile: Communication Technology Grade 10 Destination: Workplace Course Code: TGJ2O Developed by: Lisa Macleod .

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Page 1: Technological Education€¦ · •Photography •Interactive new media animation Student projects may include computer based activities such as creating videos, editing photos, working

2014

Technological Education

Course Profile: Communication Technology

Grade 10

Destination: Workplace

Course Code: TGJ2O

Developed by: Lisa Macleod

.

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Course Overview

Communications Technology

Code: TGJ 2O

Grade: 10

Destination: workplace

Policy Document: The Ontario Curriculum, Grades 9 and 10, Technological Education, 2009. Prerequisite: None

Course Description: a

This course introduces students to communications technology from a media perspective. Students will have the opportunity to work ‘hands-on’ in the areas of:

•TV/video • movie production •Audio production •Print & graphics •Photography •Interactive new media animation

Student projects may include computer based activities such as creating videos, editing photos, working with audio, 3D modeling, developing short animations, and designing web pages. Students will also develop an awareness of environmental and societal issues related to communications technology, and will explore secondary and postsecondary education and training pathways and career opportunities in the various areas connected to communications technology.

Course Notes

During the semester, students will learn how to use different software and hardware applications common to communications technology. Some of the software programs students will learn to use include:

Audacity Adobe Photoshop

Wordpress

Google Sketch up

Gimp

Flash

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Animoto

Stykz animation

Blender

Log or Journal

Keeping a log or journal is a useful tool for students to practice their technical writing. It is a useful place to enclose sketches, brainstorm ideas and keep notes pertaining to project work in varying stages of completion. Additionally, students taking Communications technology will learn to problem solve through the use of the design process. A log book can be a valuable tool to help monitor progress, and to keep track of a project from its conception to its completion.

Career Pathways/Postsecondary Opportunities Each unit allows students to focus on specific career skills needed for a career in communications technology. Additionally, throughout the course students will have opportunities to learn more about: job shadowing, cooperative placements, field trips, and developing school partnership with local community organizations or businesses.

Fostering Inclusiveness One of the primary goals in technological education is to provide activities in which all students, including identified and multiple exceptionality students will be ale to participate in a meaningful way and meet education curriculum standards that ensure student success. Students are expected to act within the confines of safety and school guidelines while undertaking the TGJ 20 course. Students and teachers alike are expected to demonstrate respect for one another, regardless of race, ethnicity, gender, religion, age or ability. Students who require accommodations will be provided with the necessary accommodations to ensure their success.

Learning Skills In addition to the overall and specific expectations that are taught throughout the course, students will also learn other skills connected to technological education including:

problem solving and critical thinking skills

interpersonal skills

Health & safety skills (e.g., proper use of technological equipment and software)

How to work individually as well as part of a team

How to increase their success in school, the workplace, and daily life

How to meet project deadlines, and increase time management skills.

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Safe and Appropriate Use of Equipment and Facilities Health and safety is of utmost importance throughout the TDG 20 course. As result, all students must follow regular classroom rules and safe operating guidelines. Additionally, a list of rules will be posted on the classroom wall, and these rules will be highlighted on the first day of the semester. Before using any classroom equipment or tools, students must demonstrate knowledge of how the equipment or tool works, as well as the classroom procedures they must follow to ensure its safe use.

Equipment Requirements The units in this course profile require the ability to utilize a wide range of technological equipment and resources commonly used for work in communications technology. The following chart provides an overview of the equipment, resources and tools required for each unit covered in the course.

Equipment and Facilities Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Graphics/ Printing

Equipment

Printers X X X X X X

Paper Cutters X X X X X X

3D printer X

Photography Equipment

Still Cameras X x X X X

Video Cameras X

I pads X X X X X X

Go Pro X

Computers

Classroom computer lab X X X X X X

Computer station in video studio room

X

X

Teacher computer station X X X X X X

Safety Equipment

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Equipment and Facilities Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

First Aid Kit X X X X X X

Video Equipment

Video accessories (e.g., stop motion equipment, green screen, etc.).

X

X

Animation/ graphics equipment X

Video Lighting equipment X

Tripods X

LCD Projector X X X X X X

Miscellaneous

Equipment/Supplies

Paper cutter

Scanner X X X X X X

Plotter X X X X X

Drafting table X

Audio mixers X

Mic. Props X X

Claymation supplies X

Costumes X

Large Staging equipment/scene backdrops

Units: Titles and Times

Unit 1 Introduction to Communications Technology & Health

& Safety

15 hours

Unit 2 Webpage Development 10 hours

Unit 3 Digital Video Creation 25 hours

Unit 4 Photography 25 hours

Unit 5 Graphic Design & Photoshop 20 hours

Unit 6 Animation & 3D modeling 10 hours

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Unit Overviews

Unit 1: Introduction to Communications Technology, Health &

Safety

Time: 20 hours

Unit Description

This unit introduces students to different areas of communications technology including a basic introduction to some of the equipment, resources and tools commonly used for work in the communications technology (e.g., students will be shown safe operating procedures to follow while working with different communications equipment such as: print & graphics equipment, video equipment, audio equipment, etc.). This unit also addresses different safety considerations relevant to students in communications tech including: cyber safety, cyber bullying, appropriate mobile use, social networking considerations, etc. Additionally, students will also learn about different career pathways connected to communications, cooperative placement opportunities, collaborative community partnership opportunities, etc.

Unit 1 Overview Chart

Activity # Activity

Title/Name

Learning Expectations

- Overall - Specific

Assessment Categories Tasks

1.1 -Basic intro to Communications Technology.

Knowledge/Understanding Assignment # 1: Students create a mind map of different career pathways, and community partnership opportunities available to students taking communications tech classes.

1.2 -Classroom Health & Safety procedures/ Tech Equipment Use

Knowledge/Understanding The teacher will show a presentation to promote health & safety.

1.3 -A brief intro to the Design process

The Teacher will give students a short introduction to the

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design process.

1.4 -Poster Assignment

Thinking/Inquiry Application

Students create a poster to promote a health and safety message connected to communications technology.

1.5 Summative

Activity: -Photo Voice Assignment

Application Students complete an introductory photography assignment to help introduce themselves to their peers.

Unit 2: Webpage Development

Time: 15 hours

Unit Description

In this unit, students will create a personal webpage that will be used for blogging, submission of class assignments, and as a digitized portfolio of their overall course learning experiences.

Unit Overview Chart

Activity # Activity

Title/Name

Learning Expectations

- Overall - Specific

Assessment Categories Tasks

2.1 Creating your first webpage

Knowledge/Understanding The teacher will introduce the topic of webpages to the class. Activity: students will complete a group task where they are required to research a variety of different webpages

2.2 Organizing your website and formatting site pages

Thinking/ Inquiry The teacher will give a short presentation to discuss different techniques for formatting and organizing websites.

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2.3 Website design principals

Thinking/Inquiry Application

Activity: Students will complete a group assignment where they are required to learn and develop and understanding of website design principals.

2.4 Summative

Activity: Creating a website using Wordpress.com

Application After receiving a lesson from the teacher about using wordpress.com, students will be responsible for creating their own websites.

Unit 3: Digital Video Creation

Time: 25 hours

Unit Description

Students will develop a basic understanding of the fundamentals of video production through a series of ‘hands-on’ projects and assignments. Additionally, students have the opportunity to demonstrate their learning through the summative activity where they are asked to design and create a short video production relating to a current youth issue affecting students in schools.

Unit Overview Chart

Activity # Activity

Title/Name

Learning Expectations

- Overall - Specific

Assessment Categories Tasks

3.1 Introduction to different equipment options available for making video productions (e.g., I phones, small tablets, video cameras,

Knowledge/understanding Students will be given a quick introductory lesson regarding making video productions. They will also be shown samples of different video equipment (e.g., go pro cameras, I pads, etc.).

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Go pro cameras, etc.).

3.2 Identify basic parts and functions of a video camera

Knowledge/Understanding Assignment: Students will be given an assignment where they are required to identify the basic parts and functions of a video camera.

3.3 Video Skill Development

Knowledge/understanding Thinking/Inquiry

Assignment: Students will be required to complete a ‘hands-on’ activity where they will explore their video production skills (e.g., they will learn about taking different types of Shots, basic lighting techniques, tri pod use, the use of green screens, etc.).

3.4 Screen plays/ Story boards

Thinking/Inquiry Application

Assignment: In groups, students will create and plan a short video screen play or digital story board. They will present their ideas to their peers for review.

3.5 Video Editing Thinking/Inquiry Students will be required to complete a short video editing assignment using video software of their choice.

3.6 Summative

Activity: Design and create a short video production

Application Using video software (e.g., animoto, flash, etc.) students will design and create a short video production connected to a youth issue (e.g., video on cyber bullying, video

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on discrimination, video on drunk driving, etc.).

Unit 4: Photography Skills

Time: 25 hours

Unit Description

Through a series of ‘hands-on’ introductory assignments, students will develop a basic understanding of photography fundamentals. Students will also have the opportunity to demonstrate their learning through a variety of assignments and activities where they will try out different photography techniques (e.g., angle shots, still shots, framing techniques, different compositions, photo lighting techniques, etc.). Additionally, the basic parts and function of a camera will be identified by the student. Also, by the end of this unit, students will apply what they learned through their summative assignment where they put together a calendar displaying a series of different photographs highlighting different photography techniques acquired in class. Note: For this unit, students will work both collaboratively as well as independently. Also, as an extension to this unit, students will be connected with local non-profit organizations and community business people where they will have the opportunity to offer their no-cost communications services.

Unit Overview Chart

Activity # Activity

Title/Name

Learning Expectations

- Overall - Specific

Assessment Categories

Tasks

4.1 Identify the parts and functions of the camera

A1.4, 2.1,2.2 Knowledge/ Understanding

-Fill in the Blank Sheet -Demonstration by teacher

4.2 Types of Shots and different photography techniques (e.g., angle shots, still shots, compositions, rule of thirds, etc.).

A 1.2,1.3,2.1 B 3.1, C 2.1,2.5

Knowledge/ Understanding and Thinking / Inquiry

-Handout on the different types of shots - Students will identify these by reviewing different celebrity images online and saving 1 image per type

4.3 Assignment -Photo collage

A 1.3,1.5,2.1, 2.2,2.3

Application and Communication

- Working in groups, students will put

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B1.1,1.2,2.2, 2.5, C 1.1,1.2,2.1,2.4, 2.5 D 1.1,1.2,2.3-5

together a photo collage on an issue based topic (e.g., discrimination, violence in schools, the environment, etc.)

4.4 Editing Photos using Gimp and Photoshop

A 1.3,1.5,2.1, 2.2,2.3 B 1.1,1.2,2.2 C 2.1,2.4,2.5 D 1.1,1.2,2.3-5

Application - Students will photograph themselves and use basic Photoshop techniques to edit the photo

4.5 Summative

Assignment: Calendar project

A 1.3,1.5,2.1, 2.2,2.3 B 1.1,1.2,2.2 C 2.1,2.4,2.5 D 1.1,1.2,2.3-5

Application - Students will capture a variety of shots at school, as well as at home based on the set criteria specified by the teacher. They will then use the shots they take to produce and create a 2014 calendar.

Unit 5: Graphic Design, Photoshop & Gimp

Time: 20 hours

Unit Description Through a series of ‘hands-on’ assignments, students will develop an understanding of different software commonly used for graphic design purposes (e.g., Photoshop & Gimp). Students will have the opportunity to demonstrate their learning through a variety of both group and individual assignments and activities.

Unit Overview Chart

Activity # Activity

Title/Name

Learning Expectations

- Overall - Specific

Assessment Categories Tasks

5.1 Fundamentals of Design/ Basic Introduction to using Photoshop

Knowledge/understanding Students will be shown a presentation on the key elements of design. They will also be introduced to using Photoshop software.

5.2 Introduction to making photo

Knowledge/Understanding Thinking/Inquiry

Using Gimp software, students will learn how to turn their

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adjustments using Gimp software

photos into comics. They will also be given a task where they are expected to create a comic style flyer to highlight an upcoming school event.

5.3 Summative

Activity: Designing a Brochure

Application Students will apply their knowledge of graphic design to create a brochure for a global or community issue of concern (e.g., HIV, homelessness, poverty, cultural diversity, etc.).

Unit 6: Animation & 3D modeling

Time: 25 hours

Unit Description

Students will develop a basic understanding of both 3D modeling techniques, as well as creating animations by completing a series of ‘hands-on’ projects, activities and assignments. Students will eventually demonstrate their learning through the summative assignment where they will create and design a 3D model of a robot using Google Sketch up Software. A possible extension to this activity would be to later use the robot for a digital video animation using Blender or Alice software.

Unit Overview Chart

Activity # Activity

Title/Name

Learning Expectations

- Overall - Specific

Assessment Categories Tasks

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6.1 Basic introduction to animation (e.g., different types of animations, etc.).

Knowledge/Understanding The teacher will introduce the topic of animation by showing a presentation and several videos on some of the different types of animation styles (e.g., Claymation, Stop motion, stick figure, etc.).

6.2 Intro to Stykz animation software

Knowledge/understanding Thinking/Inquiry

Students will be asked to complete an activity where they create a short stick figure animation using Stykz animation software. They will later upload their animations to their individual communications tech websites.

6.3 Introduction to 3D modelling/

Knowledge/understanding Thinking/Inquiry

Students will be introduced to the concept of building 3D models using Google Sketch up.

6.4 Summative

Activity: Building a 3D robot using Google Sketch up software

Application Students will design and create their own 3D robots using Google Sketch up software

6.5 Possible Unit Extension Activity: Creating a short animation video using your 3D robot design

Application Students will apply both their understanding of animation, as well as 3D modeling when they create a short animation video using their previously created 3D robot.

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Teaching/Learning Strategies

The teacher will;

Provide structured, process oriented lessons

Project driven and student centred activities

Incorporate active and social activities

Promote group work

Allow appropriate time to complete tasks and respond to questions

Ensure that instructions are clear

Use a variety of teaching methods

Make sure that materials and expectations are within the students abilities

Build a positive teacher, parent, student relationship

Encourage independent studies and investigation

Challenge students through application and design concept work

Assessment & Evaluation of Student Achievement

The teacher will begin the course or unit by determining prior learning through diagnostic activities. Throughout the course assessment and evaluation will be both formative and summative, and include a variety of assessment instruments. This will insure that the teacher can clearly see the student’s abilities. Assessment and evaluation will be ongoing throughout the course with constant feedback, discussion and opportunities for improvement.

Assessment and evaluation Strategies…

Address both what students learn and how well they learn

Assessment based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart that appears in the curriculum policy document for each discipline.

Assessments are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning

Assessments are appropriate for the learning activities used, the purposes of instruction and the needs and experiences of the students

Assessment that is fair to all students

Accommodate the needs of exceptional students, consistent with the strategies outlined in their Individual Education Plan

Accommodate the needs of students who are learning the language of instruction – ensure that each student is given clear directions for improvement

Promote students ability to assess their own learning and set specific goals

Include the use of samples of students work that provide evidence of their achievement

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Assessment should be communicating clearly to students and parents at the beginning of the course and at other appropriate points throughout the course

Assessment/Evaluation Techniques cont…

Paper-and-Pencil Performance based Quizzes and tests Worksheets Project proposals Final written evaluation Peer assessments Self-assessments Portfolios Individual conferencing Student-teacher Student-group Daily log book Daily journal of activity

Assessment Tools Checklists Marking schemes Rubrics Anecdotal comments with suggestions for improvement Rating scales

Purposes of Assessment

Assessment for Learning – This is data assessment in both formative and summative. The idea is to provide feedback for your students on their next steps for Learning – to improve their learning.

Assessment as Learning – Assessment as learning is a reflective, metacognition process where the student engages in self-assessment, thinking about their achievement. Once students begin to think about the overall learning of skills, they begin to become independent thinkers.

Assessment of Learning – In assessment of learning, the teacher gathers evidence of the students’ achievement through summative activities. This is always based on the course expectations and forms

The basis for the students overall evaluation.

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Evaluation of Student Achievement Students are formally evaluated on their demonstration of curriculum expectations using the categories of skills and knowledge set out in the Achievement Chart. Checklists are used to provide information about the operational steps of the production process (such as the completion of planning documents) and an ongoing means of monitoring the level of achievement attained. Rating scales and rubrics describe the look and feel of completed products. All evaluation tools should be available to students at the beginning of an activity to provide information about task requirements and the features of exemplars. Teacher/student discussions during pre-production, production and post-production can clarify standards and expectations as well as provide a way of monitoring progress. The inclusion of informal opportunities for peer and self-assessment can promote in students a sense of responsibility, accountability, and growth. Written tests and question sheets are effective in the evaluation of required knowledge. The vocabulary used in test questions should reflect that used in the learning situation. The option for oral testing and student demonstrations of acquired skills should also be used. Although students are encouraged to write answers in proper sentence form, diagrammatic answers are effective assessment instruments in technological education. In their planning and implementation of projects, work assignments, and problem-solving activities, students demonstrate their ability to combine skills and knowledge successfully in practical tasks. Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other methods of evaluation.

Accommodations

The teacher consults individual student IEPs for specific direction on accommodations for individuals. The teacher uses a range of teaching/learning strategies to accommodate the needs of all students. Exceptional students benefit from accommodations in the overall activity criteria, as well as teacher and peer assistance when appropriate. Written tests are designed to suit students’ reading and writing levels. The teacher adapts teaching strategies to accommodate learning styles.

Resources

Resources for this course include textbooks, training manuals, magazines, websites, multimedia and presentation packages, videos, online tutorials, computer software tutorials, and community/tech industry sources.