Letter from the Editor

Well another summer has passed and we are back to school! This summer has been an unusually dry one for those of us in Mid-Michigan.

In this issue we have included a survey intended to better serve the needs of all LITE members. Please take a few minutes to give us your feedback and mail it in.

Our curriculum pieces in this issue promise to give all of us some fresh new ideas to spark up our year. Be sure to also read the professional article "Authenticity and Standards" on page 3 by Dr. Roberta Glasser. She will be a featured speaker at our Fallfest.

Share our ideas with fellow staff and administrators and bring them along on October 10th to Byron Center High School for this year's Fallfest. See this issue for details and registration. I hope to see all of you there!

We want to hear from you! We welcome your article, comments, and tips. Refer to the LITE Source editorial policy for submission information.

Sincerely,

Christine Bengston, Publications Editor

Let's begin with extending our deep appreciation to Laurie Schmitt (past president) and Sid Holodnick (past secretary) for their time and dedicated leadership to LITE. Laurie was our first president and took the position during the conception and developmental years of LITE. Sid took over as secretary when Harry PaDelford felt his position would fall into good hands. Both will continue to serve on the board and on selected activities and/or special events.

Filling the shoes of these two giants in the field are Jeff Bush, as our new president, and Joe Nuzzo, as our new secretary. Congratulations to you both! We're already pleased by your dedication and performance.

"Lastly, but not leastly" (tech-ed vocabulary word merging) we cannot forget the retirement of Dave Miller and Larry Rouse. They held board positions from LITE's beginning and now have exercised their retirement options.

Bless all of you for your time and efforts. Most important we salute you for the many ways you model excellence! Bravo!

The Technology Curriculum Framework was based on the Michigan Curriculum Framework, a standards-based document. The MEAP (Michigan Educational Assessment Program) assesses students in the academic core curriculum content standards and benchmarks. These standards establish high quality learning expectations, and the MEAP results provide parents with an accountability tool.

What fewer people in the State of Michigan know is that the Michigan Curriculum Framework has other standards, namely, in Teaching and Learning, Assessment and Professional Development. Much of the thinking the Michigan Curriculum Framework is taken from is the book by Newmann, Secada and Wehlage, A Guide to Authentic Instruction and Assessment: Vision, Standards and Scoring. Every Michigan educator should strive to have a profound understanding of the Michigan Curriculum Framework, and to do so, reading Newmann, Secada and Wehlage's book is imperative.

"Vision for Authentic Achievement, Pedagogy, and Authentic Student Performance" from A Guide to Authentic Instruction and Assessment: Vision, Standards and Scoring by Fred M. Newmann, Walter G. Secada, Gary G. Wehlage, Madison: Wisconsin Center for Education Research, 1995, p. 64.

Let's consider the Technology Curriculum Framework in this context. As with the academic content standards, the Technology Curriculum Framework has rigorous content standards and benchmarks, and all students demonstrating these are technologically literate learners, Michigan's technology vision.

The Teaching and Learning standards identified in the Michigan Curriculum Framework are higher order thinking; deep knowledge; substantive conversation; and connections to the world beyond the classroom. Newmann et al. list these under "Authentic Instruction" and have grouped "deep knowledge" and "substantive conversation" in a category they identify as "Disciplined Inquiry." Constructivism is the learning theory at the base of this model. Thus, "Construction of Knowledge" is critical. It is basic to authentic assessment tasks, authentic instruction and authentic student performance. Obviously, much importance is placed on "authentic." Why? The purpose of learning is application of knowledge, skills and behaviors. If what is learned can't be transferred to the world beyond the classroom, its authenticity is problematic.

The Technology Systems Model, requiring the learner to construct knowledge by "asking questions; planning outcomes; seeking information; organizing resources; applying processes; producing a product, service or process; and assessing both the processes used to achieve the outcome and the outcome itself" (Technology Curriculum Framework), demonstrates "Disciplined Inquiry" in the Newmann et al. model. The techfolio requires "Authentic Student Performance" and is an "Authentic Assessment Task."

"Value Beyond School" occurs in the Technology Education classroom when the problem has a real source. Moreover, we bring the community into the classroom when we have experts in the field critique solutions students have proposed. Likewise, we can take our students into the community to present their solutions and receive feedback. Either way, we are building a bridge between the school and the community, constructing networks and strengthening School-to-Work connections.

So what? If we want students to demonstrate authentic achievement, that is, success beyond school, we need to teach and assess, and students need to demonstrate their learning, authentically. This is the basis of the Michigan Curriculum Framework and the Technology Curriculum Framework. And it takes a whole village working together to construct this system. Technology education teachers are the keystone in this process.

Bibliographical notes:

Unit/Lesson Title: Transportation: Vehicles

Grade Level: Third Grade

Design Brief: This lesson was designed to help students begin to understand simple machines (wheels and axles), motion, and friction. Through research and discussion, this unit will help students learn the importance of the auto industry to the economic health of the state of Michigan. Each student will plan, design and construct a vehicle using a variety of systems.

Procedure:

Day 1: Discuss transportation. As a group, "web" ideas for obtaining information about transportation. (internet, media center, discussions with parents who work in the auto industry)

Day 2: Research and record information in the media center concerning transportation and what allows vehicles to move.

Day 3: Using the internet during group lab time, each student will use one of the search engines to explore simple machines, friction, motion, auto industry, Michigan economy. Record any ideas applicable to your project.

Day 4: Begin TechFolio for making a vehicle. A first concept drawing will be done showing structural members, such as the frame, and placement of all components such as wheels, axles, and power source. A materials list will be discussed and recorded.

Day 5: With parental support, students who choose to make a wooden frame will measure wood, cut and glue by using frame joiners. (Students have previously made frames for other projects). When dry, attach a precut material to the frame. Students who will use a "frozen dinner" container as the body and frame, will problem solve the best manner in which to attach the axles and wheels.

Day 6: Students revise design ideas in folios. Then proceed by attaching axles to the frame by using spring type clothespins, and attaching wheels that are commercially produced or by using film tube containers that have been covered with foam tubing. (The wheel that will be driven by the motor will have a stationery pulley attached.) Next, decide the placement of the motor and attach it to the "base" of the vehicle by using a motor "clip".

Day 7: Students refer to their folio to check progress and what needs to be done. Most will be ready to prepare the circuitry so that the motor and lights are connected to the battery pack. A commercial lypu rchased on/off switch or studentmade switch is ready to be wired into the circuit. (Students need to have previously done circuits.) The last step is to attach a rubber band between the motor pulley and the wheel assembly. The vehicle is ready for a trial run and refinements as required for optimal operation.

Day 8: Once the vehicle is operational, the students will design and construct the "external skin" for the vehicle. Each student now needs to complete his/her folio evaluation for the project. This will complete the handson/construction phase of the project.

This unit is designed for the fifth grade curriculum at University Hills Elementary School in Rochester Hills, Michigan. The study of American Colonialism and the Revolutionary War is one area of focus of the Social Studies curriculum. This unit is taught thematically. The components and some of the activities of our thematic unit are presented here.

What: This is a thematic unit, for the themes of American Colonialism and Revolutionary War.

Who: The fifth grade students

How: Students will use prior knowledge and build on new skills as they

1. Measure and compute

2. Plan, design, and construct

3. Use tools of construction properly

4. Research to broaden knowledge base

5. Write using correct grammatical skills and figurative and descriptive language.

Outcomes:

1. Students will research information about colonial villages.

2. Students will plan, design and build a model of a village.

3. Students will write informational articles about their village.

4. Students will write fictional stories using the information acquired.

Evaluation:

1. The students' techfolios will be evaluated on its completeness and on the quality of the evaluation report.

2. Students' projects will be evaluated on their aesthetic value.

3. Students' writings are evaluated on the information presented

4. Students' stories are evaluated on their writing style and grammatical presentation.

Colonial Studio for Fifth Grade — The Unit Plan

• Students will study the elements of colonial life and the events that lead to the American Revolution.

• Text book reading and discussion

• Related ditto activities

• Research activities about this era

• Students will investigate the life style of a colonial village studying the economic structure, the employment, the importance of religion.

Language /Arts:

• Students will read The Fighting Ground and do related activities for comprehension, vocabulary and skill development (fact vs. fiction, fact and opinion, character development)

• Students will write stories about this era using figurative language writing tools.

• Students will write research reports about the lifestyle of a colonial village.

• Students will present a video presentation in the video lab explaining life in a colonial village and the events that lead to Revolutionary War.

• Students will listen to the reading of Early Thunder by Jean Fritz and George Washington Socks by Elivia Woodruff.

Math:

• Students will practice measurement strategies as reviewed in the moth program as they build their village.

• Students will practice scale drawing to be used in village building.

• Students will do colonial fraction activities that extend the moth unit.

Science:

• Students will do a colonial weather vane activity that relates to the unit on weather.

• Students will complete ditto work on Benjamin Franklin as a scientist

• Students will build straw structures to practice the dynamics of structure building.

Technology Education:

• Students will plan and build a colonial village for the Massachusetts Bay Area.

Cultural:

• Music Students will present the pageant "Benjamin Franklin The Inventive Mind."

Art:

• Students will draw pictures with two point perspective so that they can make their techfolio pictures properly and be able to draw detailed pictures of colonial buildings.

Careers:

• Students will read and discuss the work of a architectural designer and layout designer.

• Students will listen to representatives of these occupations.

Foreign Language:

• Students will read and translate the German language found in their Fighting Ground text.

Instructional Technology:

• Students will use CD Rom Encyclopedia, Encarta and other computer programs to research colonial life.

• Students will investigate information an the Internet about colonial life.

• Students will use the word processing programs to prepare their essays and stories.

• Students will video tape presentations of colonial life stories and reports in the video lob or studio.

• Students will record the steps of their building visually using the camera, computer and printer.

Life Management:

• Students will practice organizational skills by working to complete all areas of the project in sequence.

• Students will practice time management skills by determining what is accomplished each day and completing the project by the deadline.

Objective

Purpose

Requirements

• 12 page report (typed, double space, 12 pt font Times New Roman) ( /3pts)

Information to include: when it was built

why it was built

what it is made of

who built it ( /35 pts)

where it is located

tourist information

other important facts

• list of materials needed to build replica ( /10pts)

• procedure sheet (a step by step plan) ( /10pts)

• revision page document any changes you made from you original report vs.

the production of your structure ( /10pts)

• sketch (colored if applicable) ( /10pts)

• reference page (three resources) ( /5pts)

• 35 minute presentation (both group members must participate) ( /10pts)

• 3D model of structure built to scale ( /50pts)

• This paper must be turned in with your project ( /3pts)

Reference

* The idea of the paper beam project originated from a college course (Technology 102) at Bowling Green State University instructed by Anthony Palumbo. Fall 1991.

The student activity sheet within has been alternated to meet the needs of the students to which it was taught (grades 9 and 10).

Check off all that apply:

1) What region of Michigan do you teach/live in?

__Upper Peninsula __Northern __Central __Southwest __Southeast __Out of state

2) What level(s) do you work with?

__Pre School __Early Elementary (K-3) __Later Elementary (4-6)

__Middle School (6-8) __High School (9-12) __Post Secondary

__Administrator __Curriculum Consultant __Other: ___________________

3) How many LITE conferences have you attended in the last two years? _________

4) How many Professional conferences (excluding LITE) have you attended in the last year? ____________

5) What brings you to LITE conferences?

__Timely topics __Professional Updates __Meeting/sharing with contemporaries

__Administrative/District suggestion __Recognized leadership __Other:____________________________________

6) Conflicts that have prevented you from attending LITE conferences:

__Funding problems __Extracurricular duties __Other conference

__Lack of timely information __Lack of information __Conference location __Other: __________________________

7) If we had a two day LITE Springfest when would you most likely attend:

__End of January __Beginning of February __End of February __Other:_______________________________

8) If we had a two day LITE Springfest when would you most likely attend: __Friday __Saturday __both Friday & Saturday

9) Would your district/area be interested in hosting a conference? __yes __no

If yes, location/contact person is: _____________________________________

10) What topics/focus would you like to see at the conferences?

__National Standards associated with curriculum __State Curriculum Framework __Other:_______________________

11) Rate the value of the LITE Source/Filament to you:

__Highly useful __Moderately useful __Never use

12) What do you think of the Format/Layout of the LITE Source?

__User friendly/appropriate __Fairly easy to use __Difficult to follow __Suggestions/comments: __________________

13) What articles/curriculum pieces do you find most useful:

__Professional articles/updates __Curriculum pieces __Comments: __________________________________________

14) What articles/curriculum pieces do you find least helpful:

__Professional articles/updates __Curriculum pieces

__Comments: _____________________________________________

15) Would you like to see Product information/Vendor update articles __yes __no

16) What do you think of the Format/Layout of the Filament?

__User friendly/appropriate__Fairly easy to use __Difficult to follow

__Suggestions/comments: ________________________________

17) Have you been a presenter at any LITE Conferences? __yes __no

If yes, how many times have you presented ___________________

18) Would you like to present at a LITE conference? __yes __no

If yes name/address/phone #:___________________________________