TitleIII Technology Literacy Challenge Grant

Learning Unit

Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use

OVERVIEW

  This cross-curricular unit plan has been created for the Business and Technology Departments to teach cooperatively. The specific classes that are involved with this activity are; Marketing, Advanced Keyboarding and Computer Aided Design and Drawing.

Throughout this unit, the students will work together to gain a better understanding of how products are inspired, invented or innovated. Using this information, they will then integrate it into developing a knowledge base related to the functions of marketing and promotion. Upon demonstration of understanding this information, the students will incorporate all of this knowledge into the creation of various technical drawings and computer generated forms of advertising.

This entire unit should take approximately three weeks. The first three days are used to discuss various terminology and foundation work. The next three days are spent creating a product out of a finite amount of resources. The remaining time is used for creation of CADD drawings and advertising materials.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

1.  What inspires the idea for inventions and innovations?
2. How are new inventions and innovations promoted?
3. How does technology affect the creation of a product and its advertisements?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

INITIATING ACTIVITY

  Students will be given a graphic organizer on the first day. The organizer consists of five to ten "unrelated" items. (Examples include; a Barbie doll, toilet paper, a catalog, a tee-shirt, a pencil, and airplane, etc.)

These items can be displayed around the classroom. The students have to come up with at least three ways that items are related. Lastly, the students will discuss their answers as the teacher guides them to understand that each item is an invention or innovation and that it is also a form of advertising. (The graphic organizer is a simple spoke set-up with a central box for the answers and arrows pointing to the various items. This can be similar to a Semantic Association or an Central Idea Graph type of graphic organizer.)

LEARNING EXPERIENCES

In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

DECLARATIVE KNOWLEDGE:The students will understand the ideas of inspiration, invention, and innovation.

1. This part of the unit should take approximately one day. The students will learn the basic ideas of inspiration, the decision process model, inventions and innovations. They will learn about government regulations regarding copyrights and patents.
2. This will be done through basic lecture and question and answers.

Students will recognize various forms of advertising and how each form relates to marketing.

1. This part of the unit should take approximately one day. The students will learn about different forms of advertising (print media, television, radio, flyers, business cards, etc.)
2. This will be done through basic lecture and question and answers. For this class, various examples of the different forms of advertising should be provided. This will allow the students the opportunity to compare the various forms of advertisements related to the specific target markets.
3. Students should be able to discuss what they like best and least about each form of advertisement. They need to understand that advertisements affect people in different ways.

 The students will be able to discuss the steps of a product’s life from inception to purchase.

1. This part of the unit should take approximately one day. This may be done through class discussion, a quiz, or through the creation of a time-line.
2. Through questions and answers, the students will be able to summarize the past two days worth of materials. They should be able to discuss list various inventions and product innovations.
3. Through questions and answers, the students will be able to summarize the past two days worth of materials. They should be able to discuss different forms of advertising.
4. Lastly they should be able to discuss the "time-line" that a product goes through from inception to purchase.

PROCEDURAL KNOWLEDGE

The students will be able to analyze items for relationships related to advertising.

1. This part of the unit should take approximately five to ten minutes.
2. The students will use a graphic organizer to write out similarities of what appears to be unrelated products or items.

The students will be able to take a finite amount of resources and create a product model.

1. This part of the unit should take approximately two or three days.

2. The students will simply be given a finite set of resources. (Samples include a sheet of paper, a rubber band, a balloon, a straw, a piece of foam, a paper clip and a plastic knife.) With these items, the students will have to determine various uses for each item outside of the ordinary use. They are then to use these items to create a product model. Something they would try and promote and sell.

The students will be able to utilize computer technology to create CADD designs and advertisement related items.

This part of the unit should take approximately two weeks.

1. Based on the product model the students have created, they will then have to create various computer generated items. These items include; a CADD drawing, a title page, announcement or brochure, letterhead and letter, business card, coupon, technical drawing and a power-point presentation.
2. Being that the students are to create these items, they will have to understand how to use various computer software programs. (Private tutorials and student group-members will assist those students unfamiliar with the various programs.)

CULMINATING PERFORMANCE
Include rubric(s)

There are two items that are used to serve as the culminating activities. The first is a basic quiz/test based on foundation materials. (Attached) The second is a sheet detailing the items that must be created for project completion. These items include; a title page, announcement or brochure, letterhead and letter, business card, coupon, technical drawing and a power-point presentation. (Rubrics attached)

PRE-REQUISITE SKILLS

 Being that there are different classes and different curriculums involved with the project, the various pre-requisite skills will be different among all students. The students however, will be working cooperatively in groups to create their final projects. This means that at least one member of each group has computer software (Microsoft publisher and word) knowledge, CADD computer software knowledge, and knowledge of promotion

MODIFICATIONS

 Because learning should be an active process, it is recommended that after the first two or three days of lecture that a hands-on activity is incorporated. A scavenger hunt to locate various forms of advertising could be done. This type of activity is hands-on and uses prior knowledge

UNIT SCHEDULE/TIME PLAN

  This entire unit should take approximately three weeks. The first three days are used to discuss various terminology and foundation work. The next three days are spent creating a product out of a finite amount of resources. The remaining time is used for creation of CADD drawings and advertising materials. (A sample schedule is attached.)

TECHNOLOGY USE

The use of computers is pivotal to the implementation and success of this unit plan. Students may use the computer to access the Internet for research or product information. They will also have to use the computer to complete their CADD drawing. Lastly, they will need to use the computer for the creation of advertising items. For this unit, they will be using Microsoft Publisher and Microsoft Word.

 DA Y ONE.

What do these items have in common: (All related to advertisements....)

A. Items

1. Barbie Doll

(Used in the early 16^th, 17^th, and 18th century to advertise fashions for woman.)

2. Toilet Paper (Sears catalog was used for toilet paper due to the quality of paper.)

3. Newspaper

(Form of Advertisement)

4. Airplane (First airplane sky write was in the 1920s.)

5. Brochure (Form of Advertisement)

6. T-Shirt (Form of Advertisement)

7. Internet Address (Form of Advertisement)

A Semantic Association or Central Idea Graph type of Graphic Organizer can be utilized or modified for this activity.

What do these items have in common: (Invention and innovation)

1. Invention (From various trivia type books.)

1. Calculator and Calculator Stand

B. Innovation (From the official Oreo Cookie cookbook.)

2.. Oreo Cookie

a. Product and Time Line

Process:

A. One needs to understand the decision making process

1. Input (the inspiration, the idea)

2. Processing

a. Thinking about the idea and/or inspiration

b. Coming up with an invention and/or modification

3. Output (the completed invention or modification)

4. Feedback (did it work, is it feasible, etc.)

DECISION MAKING PROCESS

Decision Making Process

1. Input the question, inspiration, or situation

2. Process the thinking about, choices, decision

3. Output the decision that is made

4. Feedback the response and reaction

HOMEWORK and GRADING RUBRIC

RUBRIC FOR GRADING

INPUT PROCESSING OUTPUT FEEDBACK

10 Points 30 Points 10 Points 50 Points

Part One: Come up with an item that you use on a daily basis that you might want to modify.Using the Process Model, draw out the model that you would use including steps or changes to create or modify the invention.

Sample:

INPUT: In the morning when I get dressed, my pants are laid out the night before. When I put them on, they are cold and stiff. This is a problem.

PROCESS: Do I not lay them out at night? Do I find a way of laying them out that will cause them not to be stiff? Do I find a way of warming them like a warming towel bar?

OUTPUT: Modify a pants and shirt valet with a heating element such as used in a warming towel bar.

FEEDBACK: It works When I get out of bed, I flick a switch, the clothes slowly heat as I shower and I change into nice toasty clothes.

Part Two: Answer the following two questions:

I . Why in the rubric are the points distributed as they are?

2. Why in real life situations is the feedback the most important part in the process?

DA Y TWO

Scenario to Keep in Mind:

You have come up with an incredible product or product innovation. You believe that it will revolutionize the market.

Questions to Consider:

What is the market that you are going to try to revolutionize?

(Define marketing, functions of marketing, and market segmentation.)

What government regulations are there to consider?

(Social responsibility, regulator, patents, licensing, trademarks copyrights, logos, etc.)

What are the methods of production that you will be involved with?

What parts of the Marketing Mix should we be concerned with?

(Product, Price, Place, Promotion)

Current forms of advertising.

(Television, Radio, Brochures, Flyers, T-shirts, Web-Sites)

(Teacher's Notes and/or Study Guide)

DAY TWO:

A. What is the market you are going to try to revolutionize?

1 . Define Marketing:

2. Functions of Marketing:

3 . Market Segmentation:

B. What government regulations are there to consider?

1. Social Responsibility

2. Regulator

3 . Patents

4. Licensing

5. Trademarks

6. Logos

7. Copy rights

8. Misc.

C What are various forms of Advertisements?

I Print media (Newspapers, magazines, flyers, bumper stickers, etc.)

2 . Media (Televison, radio)

3 . Computers

4 . Promotional Items (T-shirts, pens, business cards)

What are the methods of production that we will be involved with?

What parts of the Marketing Mix will we be involved with?

1. Product

2. Price

3. Place

4. Promotion

HOMEWORK AND GRADING RUBRIC

Each and everyday we are subjected to over 500 different forms of advertisements. Various forms of promotion were made available to the students. You are to

find any five advertisements and bring them to class tomorrow. Each of these different

advertisements must be labeled with the following items:

Each advertisement is worth a total of 20 points each.

Each needs to be labeled.

Total points 100.

Product and Its use in Society (4 points)

Target Market (4 points)

Need filled in society (4 points)

Logo, trademark or copyright (4 points)

Type of advertisement (4 points)

A Semantic Associations or a modified three word-five word type of graphic organizer can be used. 

DA Y THREE:

PART ONE:

Before promoting a product, a producer needs to determine the market that they are going to try and attract. After making this decision, it is important to look at the product to figure out the best form of promotion for the product.

Today we are going to have a quiz based on how you would evaluate a couple different forms of advertisements. Based on the notes that we have taken, please complete the attached quiz.

PART TWO:

Discussion of the invention that we will be creating an advertisement for.

PART THREE:

Discussion of the computer program that we will be using to create the various forms of advertising.

QUIZ

1. Define the term marketing.

2. In promoting a product, it'is important to understand various marketing concepts.

Explain how each of the following concepts need to be considered in deciding on a form of promotion.

3. Define the following terms"

A. Risk Management

B. Pricing

C. Market Information Management

D. Distribution

E. Selling

4. Give an example of each of the following:

A. A patented item

B. A copy-righted item

C. A trademark

D. A logo

E. A licence

5. Choose one of the displayed forms of advertising and answer the following questions:

A. What target market is the producer trying to reach?

B. What "Ps" from the Marketing Mix are demonstrated by this advertisement?

C. Why did you choose this advertisement and what makes it so appealing to you?

Students will be required to complete each task per group.

Be sure to use your software knowledge

- Assign each task to an individual who has had the training on the specific

software. (Names of Members; Date; Topic/Attractive)

Items to be produced and graded

1. Must have a title page before accepting project.

2. Create an announcement or brochure (or both) with:

-Price

-Name of Business or Product

-Hours

-Specials

-Location

-Telephone/Fax Numbers

-E-mail Address

(Creativity Counts)

1. Letterhead: Write a letter to a friend introducing your product or business signed by all group members. (Block style, Closed punctuation)
2. Develop a Business Cards: Needs all information used on announcement.

(Publisher or Word)

4. Coupons: Develop coupons for purchase of the product.

5. Technically draw and present your project.

6. Develop a PowerPoint presentation that describes and sells the product or business.

Grades will be determined as per the following method: 70% Graded Work (Average of assignments)

20% Group Participation

10% Problem Solving

GRADED WORK:

To grade each submission a simple rubric similar to the Rubric for Typing Daily Work and/or Simple Taxonomie Key (Biology or Life Science) was modified as per the specific teacher's desire.

GROUP PARTICIPATION:

To grade each group a modified version of the California Assessment Program 1990 History-Social Science Grade 11- Scoring Guide: Group Performance Task rubic was modified.

PROBLEM SOLVING:

To grade each group for their problem solving activity, the Prolblem Solving Task Rubic was modified.