TECHNOLOGY

WEEK FIVE DAY ONE  

Lesson Title: Review of Week Four and Overview of Week Five  

Subject Matter/Life Skill Area: Technology Strand  

Learning Level/Prerequisite Skills: 9^th grade reading/math level, working knowledge of the Internet  

Lesson Length: Ten minutes  

Instruction Type: Whole group discussion with individual reflection.  

Overview and Rationale:  

Students will have the opportunity to review the previous week's lessons and decide what skills are necessary in Tomorrow's Workforce.

Learning Objectives/ Skills:  

At the completion of this lesson, students will be able to determine which computer and other skills are necessary in tomorrow's workforce. Students will review the skills learned last week and in previous weeks and decide what skills are applicable to future job opportunities.  

Skills: Listening, speaking, creative thinking, decision making, reasoning, self-management, understands systems  

Materials/ Equipment Needed:  

Pencil and paper

Chalkboard and chalk

Handout: SCANS / EFF Chart  

How to Prepare:  

Have an idea of what skills were learned in the previous week and how they apply to tomorrow's workforce. Be ready to facilitate a discussion on tomorrow's skills. Some of these skills will be tangible such as; typing, answering the phone, etc. Others will be soft skills that are related to interacting with people such as: negotiating, leadership, self-management, etc.  

Introduction / Warm up / Review:

Let students know that we are going to have a discussion on skills that have been learned in the previous week, as well as in the weeks before.

Presentation of Lesson:  

Give students a few minutes to write down on a piece of paper, as many skills that they can recall. Have students give responses to the skills they have listed. As they begin to elicit answers, write their answers in two columns, those skills that are tangible and those that are intangible.

Practice / Activity:

After students have sufficiently listed skills and they have been recorded on the board, have students decide which skills they will need for the future. Distribute the handout and briefly discuss the skills listed. Ask students if there are any from the list that should be added to the board. Write responses on the board.

Application / Transfer:  

Have students make a new list on their paper entitled " Tomorrow's Workforce: Skills for the Future. Encourage them to include any new skills not listed on the board.

After students have had a few minutes to list skills, have students share their lists with the entire class. Provide feedback when necessary.  

Ask students to keep in mind what skills they have learned in the last few weeks and what jobs they may be able to utilize these skills in. Encourage students to do independent studies to further enhance their knowledge of what skills are needed for the future.  

Reflection by Teacher:  

Students should begin to understand how having a repertoire of skills will enhance job seeking. Encourage students to think about what other skills they still need to learn in the next few weeks.  

Planning for Next Lesson:

Let students know that you think that learning is a lifelong activity. Think about how to encourage students to seek out learning activities that enhance personal growth and continue to build their skills for job readiness.  

SCANS	EFF
A THREE-PART FOUNDATION:   BASIC SKILLS: v       Reading v       Writing v       Arithmetic/Mathematics v       Listening v       Speaking   THINKING SKILLS: v       Creative Thinking v       Decision Making v       Problem Solving v       Knowing How to Learn v       Reasoning   PERSONAL QUALITIES: v       Responsibility v       Self-esteem v       Sociability v       Self-management v       Integrity/Honesty	ACCOMPLISH THESE COMMON ACTIVITIES:   v       Gather, analyze and use information v       Manage resources v       Work within the Big Picture v       Work Together v       Provide Leadership v       Guide and Support Others v       Seek Guidance and Support from Others v       Develop and Express Sense of Self v       Respect Others and Value Diversity v       Exercise Rights and Responsibilities v       Create and Pursue a Vision and Goals v       Keep Pace with Change
FIVE COMPETENCIES:   RESOURCES: v       Time v       Money v       Material and Facilities v       Human Resources   INTERPERSONAL: v       Participates as Member of a Team v       Teaches Others New Skills v       Serves Clients/Customers v       Exercises Leadership v       Negotiates v       Works with Diversity   SYSTEMS: v       Understands Systems v       Monitors and Corrects Performance v       Improves or Designs Systems   TECHNOLOGY: v       Selects Technology v       Applies Technology to Task v       Maintains and Troubleshoots Equipment	DEMONSTRATE THESE GENERATIVE SKILLS:   COMMUNICATIONS: v       Read Critically v       Convey Ideas in Writing v       Speak so Others Can Understand v       Listen Actively v       View Critically   INTERPERSONAL SKILLS: v       Cooperate with Others v       Advocate and Influence v       Resolve Conflict and Negotiate v       Guide v       Lead   DECISION-MAKING SKILLS v       Plan v       Research v       Solve Problems v       Use Mathematical Concepts and Techniques to solve problems v       Use Technology   LIFELONG LEARNING SKILLS: v       Reflect and Evaluate v       Learn in New Ways
In 1991, The Secretary's Commission on Achieving Necessary Skills (SCANS) was appointed by the Secretary of Labor to determine the skills our young people need to succeed in the world of work. SCANS has focused on one important aspect of schooling: what they call "learning a living" system.	The National Institute for Literacy's (NIFL) Equipped for the Future Initiative aims to focus on what adults need to know and be able to do in order to be ready for the future. The process began in 1993 when NIFL responded to the National Education Goal Six, an Adult and Lifelong Learning Goal.

Lesson Title: Introduction to Windows Applications  

Subject Matter/Life Skill Area: Technology Strand  

Learning Level/Prerequisite Skills: 9^th grade reading/math level, working knowledge of the Internet  

Lesson Length: Fifty minutes  

Instruction Type: Whole group discussion with individuals working separately at their computers.  

Overview and Rationale:  

Students will have the opportunity to gain an understanding of the Windows operating system and how accessing Windows will increase overall understanding of operating systems and computer applications.  

Learning Objectives/ Skills:  

At the completion of this lesson, students will be able to utilize the Start button and understand what functions are available there and how to use them.  

Skills: Listening, speaking, creative thinking, decision making, reasoning, self-management, understands systems  

Materials/ Equipment Needed:  

Pencil and paper

Chalkboard and chalk

A program that can be used for a demonstration on loading a program

Computers, Diskette  

How to Prepare:  

This session will incorporate some whole class instruction but will mainly allow students opportunity to explore on their own. The instructor should be familiar with the Windows operating system that is currently being used in the computer lab.

Introduction / Warm up / Review:  

Let students know that we are going to have a discussion on skills that have been learned so far during time in the computer lab.  

Presentation of Lesson:  

Give students a few minutes to write down on a piece of paper, as many skills that they can recall. Have students give responses to the skills they have listed. As they begin to elicit answers, write their answers in two columns, those skills that are Windows based and those that are program based. There may be other categories such as navigating with hardware or terminology. Make new categories as needed but end the discussion by focusing on the Windows based skills.  

Practice / Activity:  

Have students turn on their computers and click on the Start button located on the task bar. Ask students to name what is there and what functions they have used so far. They should say the Shut Down menu, Programs, and possibly documents menu.  

RUN MENU

Demonstrate the Run menu by loading a program. Loading the program is a demonstration, but students can actively become involved by allowing students time to load the program at their terminals. (Make sure to follow copyright regulations).  

HELP MENU

Demonstrate opening the help menu and selecting the Contents, Index, or Search tabs. Ask students to name a search subject and demonstrate the search process.  

FIND MENU

Demonstrate how to use the Find Menu by accessing the Name and Location, Date, and Advanced Tabs on the Files or Folders Menu. Ask students to name a search subject and demonstrate the search process. There are many other menus and students can explore during exploration time.  

SETTINGS

Demonstrate the Settings Menu by having students access the Taskbar and Start Menu. Have students choose the Taskbar tab and look at the on-off features. Students can click features on or off and make note of differences while they are utilizing Windows.

FAVORITES

Ask students to click on Favorites and indicate what applications they might access with Favorites. They should recognize that these are Internet files and are shortcuts to favorite Internet locations.  

PROGRAMS

Students should already be familiar with the Programs Menu, but encourage further exploration of Programs when they have individual exploration time.  

Application / Transfer:  

Allow students the opportunity to explore all of the Start Menu features. As students ask questions, focus the class to the discussion of the question and answer. Students should be given about forty-five minutes to explore individually.  

Reflection by Teacher:  

Students should begin to understand how to use the Start Menu and how it relates to the Windows operating system. Students should see that information contained in Windows can be accessed from several different sources.

Planning for Next Lesson:

Become familiar with the Task Bar function, My Computer, and clicking on the right mouse button.    

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TECHNOLOGY

WEEK FIVE DAY TWO  

Lesson Title: The Internet: Interview Sites  

Subject Matter/Life Skill Area: Technology Strand  

Learning Level/Prerequisite Skills: 9^th grade reading/math level, working knowledge of the Internet  

Lesson Length: One hour and a half  

Instruction Type: Whole group discussion with individuals working separately at their computers.  

Overview and Rationale:  

This lesson is designed to give students the opportunity to research interview sites using the Internet. The information found will be applied to improving awareness of what skills are necessary during the job interview process.  

Learning Objectives/ Skills:  

At the completion of this lesson, students will be able to use the Internet to locate articles on interviewing. Students will type their interviews and lessons learned from the Job Readiness class.  

Skills: Creative thinking, decision making, reasoning, self-management, understands systems, proof-reading, computer research  

Materials/ Equipment Needed:  

Pencil and paper

Chalkboard and chalk

Computers and printers

Diskette

Printer paper,

Internet access, Four sites:

            www.careermosiac.com

            www.careerpath.com

            www.jobjunt.com

            www.careers.org

How to Prepare:  

The Instructor should be familiar with the Internet web sites.  

Introduction / Warm up / Review:  

Introduce the lesson by having students write down the Internet web site addresses in their notebooks. Have students use the handout from Week Three, Day Five: Downloading from the Internet. Review the steps with the students.  

Presentation of Lesson:  

Facilitate a discussion of interviewing skills and write responses on board. Clarify any questions that students have.  

Facilitate a discussion on locating information on the Internet. The discussion should include how to use the web browser, how to search, how to save locations, and how to download from the Internet.  

Practice / Activity:  

Have students work in pairs to search for articles related to the job interview. Allow students forty-five minutes to locate information on interviewing from the addresses listed on the board or written in their notebooks. They may use search engines that they are familiar with to locate additional material.  

Each pair group should prepare a brief presentation to the group on information that they found. Groups should not be too concerned if they located the same information. Duplication will reinforce the skills necessary for interviewing.    

Application / Transfer:  

Allow students the opportunity to work individually typing the information they found on the Internet. The paper should be a note-taking format and students can use Outline from the View menu in Microsoft Word. Students should save the file to a diskette and print a hard copy for Job Readiness. Allow forty-five minutes for this activity.  

Reflection by Teacher:  

Students should feel comfortable with the Internet search process, as well as downloading articles from the Internet. They should also have a greater understanding of interviewing skills.

Planning for Next Lesson:  

Become familiar with My Computer in the Windows operating system.  

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TECHNOLOGY

WEEK FIVE DAY THREE

Lesson Title: Introduction to Windows Applications (My Computer, Taskbar, Right Mouse Click)

Subject Matter/Life Skill Area: Technology Strand

Learning Level/Prerequisite Skills: 9^th grade reading/math level, working knowledge of the Internet

Lesson Length: Fifty minutes

Instruction Type: Whole group discussion with individuals working separately at their computers.  

Overview and Rationale:  

Students will have the opportunity to gain an understanding of the Windows operating system and how accessing Windows will increase overall understanding of operating systems and computer applications. Students will increase their understanding of how the Windows task bar can facilitate the use of multiple applications. Students will also use the right mouse for Windows applications.  

Learning Objectives/ Skills:  

At the completion of this lesson, students will be able to utilize the Task Bar to switch between applications, use the right mouse click for Windows applications, and understand what functions are available with My Computer.

Skills: Listening, speaking, creative thinking, decision making, reasoning, self-management, understands systems  

Materials/ Equipment Needed:

Pencil and paper

Chalkboard and chalk

Computers with Internet access

Diskette

How to Prepare:

This session will incorporate some whole class instruction but will mainly allow students opportunity to explore on their own. The instructor should be familiar with the Windows operating system that is currently being used in the computer lab.

Introduction / Warm up / Review:

Let students know that we are going to have a discussion on skills that were learned on Monday that pertain to the Windows Operating System.

Presentation of Lesson:

Facilitate a discussion of skills that were learned on Monday. Ask students to recall features that they explored and any observations that they noted during their exploration time. Write any responses on the board and answer any questions students have about Windows.

Practice / Activity:  

TASKBAR

Have students turn on their computers and click on the Start button located on the task bar. Have student go the Programs Menu and click on a program. Then have students minimize the program. Ask students to locate the program that has been minimized. It should be located on the Taskbar.  

Do the same for another program, but try to find something that is compatible; for instance, Microsoft Word and a Dictionary. Minimize that program as well.  

RIGHT MOUSE CLICK

Demonstrate the right mouse click. Ask students to name what is there and give a brief explanation of the functions available. Have students practice by arranging icons. They can also change the display properties during exploration time.

MY COMPUTER

Demonstrate opening the My Computer Icon by double-clicking. Ask students to name the icons that are located their. Have students insert a diskette into the A drive and then double click on the A drive icon. They should see the their files listed. Have them click on a file to open. They can then close the file. Allow students time to explore and answer any questions they have. Be sure to include the entire class for questions and answers.

Application / Transfer:  

Allow students the opportunity to explore My Computer, the right mouse, and the taskbar functions. As students ask questions, focus the class to the discussion of the question and answer. Students should be given about forty-five minutes to explore individually.  

Reflection by Teacher:

Students should begin to understand how to use the right mouse, the taskbar, and My Computer, and how it relates to the Windows operating system. Students should see that information contained in Windows could be accessed from several different sources.

Planning for Next Lesson:

Become familiar with Windows Explorer and File Management.  

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  TECHNOLOGY

WEEK FIVE DAY FOUR  

Lesson Title: Introduction to Windows Applications (Windows Explorer)  

Subject Matter/Life Skill Area: Technology Strand  

Learning Level/Prerequisite Skills: 9^th grade reading/math level, working knowledge of the Internet  

Lesson Length: One Hour  

Instruction Type: Whole group discussion with individuals working separately at their computers.

Overview and Rationale:

Students will have the opportunity to gain an understanding of the Windows operating system and how accessing Windows Explorer will increase overall understanding of  operating systems and computer applications. Students will increase their understanding of how Windows Explorer can increase understanding of file management.  

Learning Objectives/ Skills:  

At the completion of this lesson, students will be able to utilize the Windows Explorer to understand the structure of how files are organized, how files are grouped and inside other folders, and how the two panes of windows are organized.  

Skills: Listening, speaking, creative thinking, decision making, reasoning, self-management, understands systems  

Materials/ Equipment Needed:

Pencil and paper

Chalkboard and chalk

Computers

Diskette

How to Prepare:  

This session will incorporate some whole class instruction but will mainly allow students opportunity to explore on their own. The instructor should be familiar with the Windows operating system that is currently being used in the computer lab. The instructor should be familiar with the Windows Explorer applications.  

Introduction / Warm up / Review:  

Let students know that we are going to have a discussion on skills that were learned on Monday and Wednesday that pertained to the Windows Operating System.

Presentation of Lesson:  

Facilitate a discussion of skills that were learned on Monday and Wednesday. Ask students to recall features that they explored and any observations that they noted during their exploration time. Write any responses on the board and answer any questions students have about Windows.  

Practice / Activity:  

Have students turn on their computers and click on the Start button located on the task bar. Have student go the Programs Menu and click on Windows Explorer. Ask students to describe the window that comes up. They should notice the menu bar at the top the two panes of files that are also shown.

Have students click on each of the menu choices located on the menu bar. Ask them to describe the features that they see. Do the same for the toolbar the back/forward browser buttons, the up, cut and copy.

Ask them to take a look at the Folders window pane. Have them describe what they see. Ask if they are programs or files that are shown. Have them click on a program such as Microsoft Word and watch what happens to the right window pane. Get them to describe the process.

Ask students to tell you what color icon is used for programs, how you open a program (double click). Warn students not to cut, copy, or delete any program information.

Application / Transfer:  

Allow students the opportunity to explore the Windows Explorer functions. As students ask questions, focus the class to the discussion of the question and answer. Students should be given about forty-five minutes to explore individually.  

Reflection by Teacher:  

Students should begin to understand how to use Windows Explorer and how it relates to the Windows operating system. Students should see that information contained in Windows could be accessed from several different sources.  

Planning for Next Lesson:  

Become familiar with tomorrow's lesson utilizing the Internet.  

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TECHNOLOGY

WEEK FIVE DAY FIVE

Lesson Title: The Internet: Shopping for a Car

Subject Matter/Life Skill Area: Technology Strand

Learning Level/Prerequisite Skills: 9^th grade reading/math level, working knowledge of the Internet  

Lesson Length: One hour  

Instruction Type: Whole group discussion with individuals working separately at their computers.  

Overview and Rationale:  

This lesson is designed to give students the opportunity to research topics related to purchasing a car. Students will locate information that will give them information and skill necessary for purchasing a car. Students will look for sites on the Internet that provide information on pricing, insurance rates, loan calculations, and dealer cost information.  

Learning Objectives/ Skills:  

At the completion of this lesson, students will be able to use the Internet to locate articles and information necessary for purchasing a car, locating prices, insurance rates, loan calculations, and dealer costs.  

Skills: Creative thinking, decision making, reasoning, self-management, understands systems, computer research