Title III 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

LU Title:  Decorating	Author(s):   Rosanne Rushton
Grade Level:  Middle School	School :  New York School for the Deaf
Topic/Subject Area:  Home and Careers	Address: 401 Turin Street, Rome, NY
Email: rrushton@nyssd.moric.org	Phone/Fax: 315-337-8400

OVERVIEW

 The Home and Career students will be using their time management, money, interview, decorating and space designing skills they learned in class.  The students will give the library a “fresh new look” within the restrictions of space, budget and accessibility for multi-handicapped students. Under the guidance of the teacher, they will design, search and shop for new items for the library.  Students and teacher will be using Home and Career text Creative Living Basic Concepts in Home Economics. 

 

CONTENT KNOWLEDGE

Declarative	Procedural
Students will know vocabulary for managing time.	Students will use Home Architecture computer design program.
Students will know vocabulary for managing space.	Students will use a spreadsheet for budgeting.
Students will know vocabulary for money management	Students will make a time line.
Students will know the advantage of sale shopping.
Students will describe the elements of design and how to work with them.
Students will apply the ADA law as it applies to the requirements of  furniture for multiple handicapped students in a educational setting

ESSENTIAL QUESTIONS

 How does space and design affect a persons access.

How can the knowledge of time planning affect the completion of projects?

How can  knowledge of budgeting affect the amount and quality of items purchases?

How does helping to “fix up” your space, affect how you feel about that space?

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

SS 5—Civics, Citizenship, Government—Understand how citizenship includes the exercise of certain personal responsibilities.

SS 4—Economics—Define and apply basic economic concepts such as money and banking.

CDOS 2—Integrated Learning—Demonstrate the integration and application of academic and occupational skills in their school learning, work and personal lives.

CDOS 3A—Universal Foundation Skills—

• Listen to read the ideas of others and express themselves orally and in writing
• Use ideas and information to write
• Use ideas and information to make decisions and solve problems
• Demonstrate the personal qualities that lead to responsible behavior
• Apply their knowledge technology to identify and solve problems
• Use technology to acquire, organize and communicate information
• Allocate resources to complete task

MST 1—Analysis, inquiry and design:

• Apply mathematical knowledge to solve real world problems that arise from the investigation of mathematical ideas
• Identify needs and opportunities for technical solutions from an investigation of situations of general or social interest
• Locate and utilize a range of printed, electronic and human information resources to solve a problem.

MST 2—Information systems—Students will access, generate, process and transfer information using appropriate technologies.

MST 3—Mathematics—Add, subtract, multiply and divide fractions, decimals and integers.

MST 5—Technology—Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs.

ELA 1—Reading-:

• Read and follow written complex directions and procedures to solve problems and accomplish tasks.
• Recognize the defining features and structures of informational texts
• Identify the purpose of reading
• Determine the meaning of unfamiliar words by using classroom and other resources
• Use strategies to assist in comprehension
• Integrate data, facts and ideas to communicate information

ELA 1—Writing for information and understanding:

• Take notes and organize information from written and lectures
• Apply new information in different contexts and situations
• Use and organizational format that provides direction, coherence and unity
• Use computer technology to create, manipulate and edit text

ELA 1—Listening for information and understanding:

• Listen to small and large group discussion to interpret information and ideas
• Listen to and follow complex directions or instructions
• Identify speaker’s purpose and motive for communication information
• Listen respectfully
• Recognize the use and impact of effective language

ELA 1—Speaking for information and understanding:

• Speak to share information and ideas
• Ask and respond to probing and challenging questions to acquire information
• Respond respectfully
• Initiate communication with peers and adults in school and local community

ELA 3—Reading for critical analysis and evaluation:

• Form opinions and make judgements about the validity and accuracy of informational, interpretive, imaginative and persuasive texts
• Select, reject and reconcile ideas and information in light of prior knowledge, experiences, beliefs and biases

ELA 3—Listening for critical analysis—Recognize content specific vocabulary, terminology or jargon unique to particular groups of people

HPED AND HE 3—Resource management:

Understand resources available to them, make informed decisions about the use of those resources

• Able to budget time
• Able to budget money

 

INITIATING ACTIVITY

The Librarian wants to “spruce up” the library and we are gong to help.

Teacher:

The librarian would like to rearrange the library.  She has a budget and wants to acquire a few new pieces of furniture and plants.  We are going to do this project.

• Brainstorm with students—using their imagination for the library
• Teacher records answers
• Provide tools paper, chalkboard
• Arrange for interview with librarian

Students:

• Brainstorm ideas
• Record ideas

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

Activity One:  Preparing Interview Sheet (see examples of questions)

Teacher:  --Brainstorm with students questions they should ask Librarian

                 --Record questions and add information students may miss

Students:  --Students make a list of questions to ask librarian in class.

  HW:         --Students read and take notes on material emphasizing:

• Use of floor plans to improve the use of space in rooms
• Organize specific areas in a room
• Follow examples of ways to organize and store possessions

                  --Answer vocabulary list (in work sheets)

Activity Two: Interview

Teacher:  --Arrange time

                 --Review interview skills

                 --Review with students appropriate behavior such as:

• Eye contact
• Dress
• Language
• Waiting till someone is finished speaking before asking another question
• How to sit

               --Using rubric students will be evaluated by teacher after interview

Students:--Interview librarian and record answers

Activity Three:  What to think about when making plans

Teacher: --Lead students discussion of results of interview

                 --Review with students results of their evaluation

Students: --List and record results of interview questions with librarian

                 --Review their evaluation rubrics

HW:        -- Students read and take notes on material emphasizing:

• Planning your time
• Making time work for you
• Planning for the unexpected
• Hints for good time management

                --Answer vocabulary list (list with worksheets)

Teacher:  Check homework for completion and notes taken on main ideas—words following key for vocabulary words.

Activity Four:  What do we need to think about

Teachers: --With students input make list of considerations for library

Students: ---Students will give items that need to considered

• Space
• Space need for movement of wheelchairs
• Space need for movement of students
• Money to spend
• What can and can not be replaced

Activity Five: --Making the time line

Teacher:  --Review concepts from reading material

                 --Review Vocabulary from worksheet

                 --What time we have

                  --How are we going to organize

                 --How will the time line help us accomplish our task

Students: -- Set up a list of jobs to be completed

                 --Set up a tentative time line

                 --Set up responsibilities for each student

Activity Six: --Measuring Room and Furniture

Teacher:  --Using Worksheets

• Review how to measure room and furniture
• How to find area
• How to use graph paper
• How set up models using graph paper

Students:  --Will complete worksheet and practice with classroom and items in the class

                  --Will measure library and furniture

                  --Will measure area needed for wheelchair movement

HW:         --Students will draw a scale of the library with furniture.

                 --Will be evaluated by teacher using GRAPH Rubic 

Activity Seven: --Searching the internet

Teacher: -- Review with students how to use various search engines

                --List of suggested web site for furniture products and list of requirements of American Disabilities Act for furniture requirements for students with disabilities:

www.synapsadaptive.com--furniture

www.istal.com---furniture

www.amazon.com--books and New York State Regulations

www.ada.com--information on the ADA compliance law

Students:  --Search the internet for ADA requirements

                  --Compare shop on the internet for furniture and copy prices and names of different companies.

HW:          --Students will read and take notes on material focusing on:

• Your goals and money management
• Making a budget
• Using your budget

               --Complete vocabulary list (vocabulary words with worksheets

Teacher:  --Will be evaluate for completion by contents of main ideas of notes and vocabulary word key.     

Activity Eight: How to set up a budget

Teacher:  Using readings and notes review what is a budget and benefits.

•                   How to use comparison shopping metrix (with worksheets)
•                   What to look for when comparison shopping?
•                    Review Math when working with Sale items.
•                    Have a spreadsheet up for students to enter budget.

Students: --As a class, set up budget on computer.

                    Set up metrix for comparison shopping. (enclosed)

HW:  --Complete Sale shopping worksheet. (enclosed)

Activity Nine:  Layout on Computer Program

Teacher:   --Show how to use program and guide students through set up of floor plan.

Students: --Using drawing completed by students, layout design on computer.

                 --Show Librarian for approval.

Activity Ten: --Go Shopping

Teacher:--  Review travel training rules.

• Crossing street
• Using public transport
• Manners on the bus
• Manners in the store
• Review how to read bus schedule

Students:  --Using schedule, set time for shopping.

                   --Write and send order for furniture.

                   --With teacher go shopping

 

CULMINATING PERFORMANCE
Include rubric(s)

 Activity Eleven:  Setting up

Teacher:  --Make an appointment with librarian for time to rearrange the library.

                  --Evaluate work using Team Work Rubric

Students:  --Rearranged library furniture

                 --Set up new items bought

                 --Add new furniture and other items as they come in

Activity Twelve:  What did we just do?

Teacher:  Using outline (enclosed) students will write about their experience.

                   Teacher will review Rubric that will be used to evaluate students (enclosed)

                  Review with students how to use Word processor

Students:  Write report using outline as a guide.

REPORT RUBRIC

Rubric for writing

4-- great work keep it up

3—good work fine tune a little

2—Ok work review requirements

1—need to redo work

Meaning: The extent to which the response exhibits understanding and interpretation of the task

Addressed each area of the assignment asked for Showed insight and made connections

Addressed 75% of the assignment asked for Made 75% of the connections

Address less the 50% of the assignment asked for Made 50% connections

Addressed 25% or less of the assignment asked for Made 25% or less of the connections

Development: The extent to which the ideas are elaborated using specific and relevant details

Used accurate materials to support work Developed ideas fully

Need 25% more elaboration work was developed sufficiently 75% of the ideas were developed fully

Need 50% more elaboration work with not developed sufficiently 50% of the ideas were developed need more details

Need 75% or more elaboration was not developed 75% of the ideas wee not developed

Organization:The extent to which the response exhibits direction, shape and coherence

Established and maintained a clear focus Show a logical, coherent sequence of ideas

75% focus with some irrelevant details Show a clear attempt at organization

50% focus work with many irrelevant details 50% organization of details

25% or less of the work maintain focus on details 25% or less organization of details

Language Use: The extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety

Are fluent and easy to read with descriptive language Use varied sentence structure and challenging vocabulary

Are readable with some sense of engagement Primarily use of simple sentence with some challenging vocabulary

Are often repetitive with little sense of engagement Use minimal challenging vocabulary

Very repetitive not sense of engagement Minimal vocabulary Fragmented thoughts

Grade:  16---14—Great Work—100%---90%, 13---12—Good work –89%--80%,

            11—8—Ok work -----79% ---70%,  7---4---Redo work ---69%--60%

Interview Rubric

Rubric for interview	4—Great work ready for T.V. news	3—You are doing good—not ready for T.V.	2—Ok work need to review interviewing techniques	1—Not ready for interviewing—need practice
Preparation: made the appointment, had questions ready	Made appointment well in advance Practiced questions before interview	Made appointment in time Had 75% working knowledge of questions	Made appointment just before we arrive Had 50% working knowledge of questions	Did not make an appointment Had no questions ready
Questions: Knew what you were going to ask, questions appropriate for subject matter	Questions address information needed Questions directed at subject matter	Questions address 75% of information needed Questions directed at 75% of subject matter	Questions address 50% of information needed Questions directed at 50% of subject matter	Questions did not address information needed Questions were not directed at subject matter
Interview: Dressed appropriately, asked questions appropriately, recorded answers, behavior appropriate	Dressed neatly Good eye contact Asked questions clearly and directly Behavior very appropriate	Dressed neatly Eye contact 75% of the time Asked questions clearly and directly 75% of the time Behavior appropriate	Dressed ok Eye contact 50% of the time Asked questions clearly and directly 50% of the time Behavior ok	Dress not acceptable Eye contact lett then 50% of the time Asked questions clearly and directly less then 50% of the time Behavior not acceptable
Summary: Wrote summary of requirements of librarian	Complete summary written On time	Good Summary written Ok time	50% of information included in summary Late	Less then 50% of information needed included in summary Late

Grades : 16—14—100—90%--Real Reporter, 13—11—89—80%--Ready for School Newspaper

                   10—8-----79—70%--Not Ready, 7---4  69%--60%--Think about another Career

            

TEAM WORK

4—real team player proud to have on team

3—a good team play

2—an ok team player

1-not ready to be an active team member

Attendance-Team could count on you

Never missed or only 1 session

Missed 2 or 3  sessions

Missed 4-5 session

Missed many sessions

Responsibility team could count on you

Always completed your jobs

Needed a reminder one time to complete jobs

Needed to be reminded more then once to complete jobs

Needed many reminders to complete jobs

Quality team count on your work being to best of you ability

Work completed to best of your ability

Needed to be asked to redo work once

Needed to be ask to redo work 2-3 times

Needed to be ask to redo work most of the time

Cooperation worked together with team

No problems

Remind once that we are a team

Remind more then once that we are a team

Did not work well with other classmates

Sharing—give and receive ideas with an open mind

No problems

1-2 times needed reminder that we are a team

3-5 times not accepting to other ideas or try to compromise

Not open to other ideas

  Grades:  20—18---100%-90%------Go Team, 17---15-------89%-80%---Good Team

                     14---19—79%-70%-------Ok Team,  9—5---------69%-60%----No Team

GRAPH RUBRIC

4real architect           3show potential           2 need more   1do again                                                                                                                                             practice

Neatness lines are             clean, solid lines,            2-3 erasers,95% lines    3-4 erasers           5eras Clear, erasers are clean                                                         solid,                                 75% lines solid   50% Paper us free if smudges                                                                                                                            lines

Solid

LABEL area is identified          all items clearly                  95% items               75%items          50% Clearly showing length and        marked                             marked                  marked               marked With other items Math—numerical                  all math correct                     95% correct        75%correct       50%correct Computation is correct Of full area and items

Other items—furniture,    all items marked                    95%marked           75%marked         50%marked Shelves, stands and Other items clearly marked And measured

Grades:     16-14---great work 100%--90%, 13—12—goodwork—89%--80%                  11—8---ok work 79%--70%, 7—4 redo work 69%--60%

HOW TO MEASURE A ROOM

• SUPPLIES:
• TAPE MEASURE
• SCRAPE PAPER
• PENCIL
• GRAPH PAPER SAMPLE PROLBEMS
• ROOM
• FURNITURE
• MULTI-HANDICAP ACCESSORIES

PROCEDURE:

1. Measure Length of Room = L
2. Measure width of Room = w
3. Square area equal = LxW

SAMPLE PROBLEMS

• Find the area of a room that is 8ft long and 10ft wide.
• Find the area of a living room that is 14’6” by 11’3”

MEASUREING FURNITURE

1. Measure height and width of furniture
2. Measure height and width of wheelchair
3. Measure are needed to move a wheelchair

HOW TO SET UP SCALE OF TOOM ON GRAPH

USING GRAPH PAPER AND LENGTH AND WIDTH OF ROOM:

• Have each square of the graph paper represent ½-1ft
• Using the measurements from sample problems, layout the rooms on the graph paper
• Add scale of furniture, shelves, stands and other items in the library

SAMPLES INTERVIEW QUESTIONS FOR LIBRARIAN

• WHAT WOULD YOU LIKE CHANGED?
• WHAT HAS TO STAY?
• WHAT CAN GO?
• WHAT MUST GO?
• WHAT IDEAS DO YOU HAVE?
• WHAT RESTRICTIONS DO WE NEED TO THINK ABOUT WHEN CONSIDERING THE CHANGED IN THE LIBRARY?
• WHAT IS OUR BUDGET?

COMPARISON SHOPPING WORKSHEET

1. A clock is normally $18.99—Today only 10% off.  How much will I pay for the clock?
2. Going on a trip.  Take along a new suitcase set—Normally $150.00—Today 25% off.  How much will you pay?
3. Radio normally $50.00—on sale for 15% off  the original price.  How much will I pay.
4. Your family would love a new computer that normally sell for 25% --$150.00—of the original price.  How much is the original price?

SETTING UP A BUDGET

AMOUNT TO SPEND:_____________________________________

ITEM	ESTIMATED EXPENDITURES	ACTUAL EXPENDITURES	OVER= + OR UNDER =  -

TOTAL AMOUNT OF EXPENDITURES

VOCABULARY—HOW TO ORGANIZE YOUR WORK SPACE

FLOOR PLAN

LAYOUT

MULTIPLE USE

SCALE DRAWING

TRAFFIC PATTERN

STORAGE METHODS

COMPARTMENTALIZE

VOCABULARY –MANAGING YOUR TIME

CALENDAR

DEADLINE

PROCRASTINATE

SCHEDULE

TIME LINE

PRIORITIES

VOCABULARY –MANAGING MONEY

BUDGET

EXPENSES

ESTIMATE

EXPENDITURES

REPORT  GUIDELINES

Managing Spaces and Interiors Essay

Name__________________

During the past several weeks, you were asked to participate in a learning unit on how to make the library more useable and accessible to everyone.  Using a word processor, you will write a two-page report about what you did during the past few weeks.

• Explain about interviewing the librarian and the concerns expressed.
• Explain how you measured and graphed the library space.
• Explain how you measured furniture and rearranged the library on the graph paper.
• (Draw a quick outline of the library before the changes and after the changes)
• Explain how your plan on the paper changed from what we really did.

After you have explained everything you did for this project, answer the following questions.

• How do you feel when you go into the Library and see the changes.
• Ask the other students what changes they like and which they do not.
• Ask the Librarian what changes she likes and does not like.
• What kind of changes did you make for students with disabilities?
• What part of this project did you enjoy doing the most?
• What part of this project did you enjoy the least?
• If you could be a teacher, what part of this project would you change?

PRE-REQUISITE SKILLS

 The students will be able:

• Work with linear measurement
• Multiple/divide/add/subtract—with percentage
• Count money
• Use internet
• Interview skills
• Report writing skills

 

MODIFICATIONS

Time modification can be used depending on number and ability of students and the room to be decorated. 

 

UNIT SCHEDULE/TIME PLAN

 Activity 1—5, 9 ====  40 minutes

Activity 6,7,12   =====80 minutes

Activity 8,10,11, ====120 minutes

 

TECHNOLOGY USE

 Technology used:

• Internet
• Architecture program
• Calculators
• Word processors
• Spreadsheets
• Graph paper