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The technological process

Curso: 3º

Nivel: ESO

Materia: tecnología

Introduction

Technology, workshop, technological process, plans, tools, quotation… All these terms sound familiar to us. To help you organise your work from the beginning of the new course, we have prepared this summary unit which will allow you to review the principal concepts related to the development and organisation of the subject. It will also show you some new elements of the relationship between technology and everyday life. We hope that you enjoy your studies and that you learn lots of new and interesting things!

Objectives

1 To understand the function of technology and its importance in the development of civilisation.

2 To solve simple problems applying the stages of a technology project, starting from the identification of needs in the students’ environment.

3 To understand the relationship between the technological process carried out in theclassroom and the realities of business and production.

4 To conduct a methodical analysis of a technological object, considering its form, function,technology and socioeconomic aspects.

Contents

_ Definition of technology.

_ The factors involved in technology. Technology as the integration of science and technique.

_ The technological process and its stages.

_ Organisation: management of activities in the classroom workshop.

_ Business and its functions.

_ Consumption and advertising.

_ The environmental impact of human activity.

_ Analysis of objects: form, function, technology and socioeconomic aspects.

_ Safety in the classroom workshop.

_ Study and practice of the stages in the technological process.

_ Analysis of an everyday technological object following the guidelines for the analysis of objects.

_ Execution of group projects. Allocation of responsibilities.

_ Willingness to propose solutions to group needs.

_ A tidy, organised approach to work spaces.

_ Interest in the environmental impact of human activity.

_ Aptitude for and positive attitude towards team work.

L2 Contents

1. Technology solves problems

        Nouns : assembly, buying power, demand, information technology, procedure, process, production,  property, skill, solution, supply

        Verbs: invent, launch, produce, rely on, satisfy, solve

        Adjectives : complex, coordinated, scientific, technical, technological

2. Stages in the technological process

        Nouns: analysis, decision, impact, incident sheet, need, process sheet, quality control, quotation, working plan

        Verbs:  analyse, assemble, brainstorm, calculate, carry out, construct, decide, evaluate, plan, process, reject, test

        Adjectives: available, similar, simple, single

3. Essential tools for technology

        Nouns: compass, database, marker, plan, protractor, ruler, set squares, spreadsheet, stylograph, word processor

        Verbs: cut, draw, fasten, join, mark, measure, nail, perforate, saw, screw

        Adjectives: large, physical, practical

4. Organisation and management of the workshop

       Nouns: coordinator, documentation,layout, role, secretary, storeroom, toolbox, workbench, work group

       Verbs: assume, clean, keep, maintain, rotate

       Adjectives:  Specialist

5. The company, the market and the environment

       Nouns: advertising campaign, distribution, finance, logistics, management, market research, profit, quality

control, sales

       Verbs: achieve, carry out, coordinate, damage, develop, exhaust, involve, manufacture, sell

       Adjectives: aggressive, critical, inflated, stable

Language structures

_ Present perfect: Throughout history, we have invented increasingly complex objects to satisfy our needs.

_ Prepositional phrase in relation to: Buying power measures how much people are able to buy in

relation to their economic situation.

_ Phrasal verb rely on: To produce these objects, we rely on a number of elements.

_ Simple present: The technological process consists of several stages.

_ Phrasal verb fasten down: Hang the bridge between trees and fasten it down.

_ Modal verb can: We can carry out self-evaluations of our own projects.

_ Expression be so + adjective + that: Advertising campaigns for some products can be so aggressive

that consumers often buy products that they don’t need.

_ Prepositional phrase in terms of: We can also analyse obsolete objects in terms of their recycling and

reuse potential.

_ Expression both … and …: This can refer both to the manufacturing of an object and to the way it works.

_ Future tense: He or she will also supervise tasks that contain an element of risk.

Session 1:

Introductory song:  World hold on- Bob Sinclaire

https://www.youtube.com/watch?v=YDBbEG-0pfQ

Power Point explanation

Activity  1

In your exercise book, draw a table, containing all the important dates in the history of toothbrushes and toothpaste.

How it is made? Toothbrushes:

https://www.youtube.com/watch?v=2mgWtHepKMw

Activity 2

List the machines required to make and package toothbrushes.

Session 2:
 PPT explanation

Online activity

http://www2.cslaval.qc.ca/cdp/UserFiles/File/previews/langtech/

Session 3:
PPT explanation

Tools:

http://www.languageguide.org/english/vocabulary/tools/

Session 4:

Workshop safety tips

https://www.youtube.com/v/_MTufgxzIYQ%26

Session 5:

PPT explanation
Work area

https://www.youtube.com/v/wxTy8IolmVc%26

Health and Safety signs: Classify and match

http://www.focalimage.co.uk/userimages/hs.gif

Assessment Criteria:
1 To understand the basic advances which have been made and principal technological revolutions which have taken place throughout history.
2 To research the historical evolution of a technological object.
3 To assess the requirements of a technological process using a technical problem-solving approach, analysing context, proposing alternative solutions and implementing the best solution.
4 To prepare technical documents employing verbal and graphic resources.
5 To understand and observe rules concerning activities carried out in the classroom workshop.
6 To participate in team work methodically and responsibly, in order to solve technological problems.
7 To carry out the techniques envisaged in a work plan, applying the criteria of economy, safety and respect for the environment to the use of materials and organisational resources, and assessing working conditions.
8 To conduct an analysis of technological objects, considering their form, function, technology and socioeconomic aspects.

Planificación y utilización

Subject: Technologies
Title of the Unit Electrical Energy Course / Level 3rd of ESO
1. Learning outcomes
/ Evaluation criteria
To differentiate the electrical magnitudes of a circuit
To solve basic electrical circuit, obtaining its magnitudes.
To know the processes of producing electricity.
To adopt energy saving techniques at home and at high school
To appreciate the importance of energy saving.
To respect the health and safety rules and to know the risks of electricity.
To demonstrate an active attitude and respect in the development of the tasks.
2. Subject Content
The electrical circuit: components.
Electrical magnitudes: tension, intensity, resistance, power and energy.
The electrical energy: historical importance and its current relevance in society.
Electricity production: conventional and no conventional power stations.
Risks of the electricity. Health and safety rules.
Energy saving techniques.
3. Language Content / Communication
Vocabulary
Nouns: electrical circuit, resistance, electrical power, electrical energy, turbine, dump, solar energy, eolical energy, battery, wires, power supply, switch, bulb, engine, appliances.
Verbs: generate, transform, obtain, save, flow, switch on/off, spin, push, consume, measure
Adjectives: intense, negative, positive, old.
Coordinación bilingüe Isabel Pérez Torres
Prepositions: along, across, between,
Structures
Passive voice, comparatives, present simple.
Discourse type
Description, definitions, deductions.
Language skills
Reading, listening, writing and speaking
4. Contextual (cultural) element
To know and learn how electrical energy is used nowadays in normal life, at home, at high school, knowing the elements of an electrical circuit, and learning how to use it in a responsible and efficiently manner, taking into account all the health and safety rules which are related with electrical circuit.
5. Cognitive (thinking) processes
Analyzing, giving and explaining reasons, evaluating situations, connecting ideas, making math operations, making a model of a project.
6. (a) Task(s)
TASK 1: The electrical circuit :see and take notes about keyword on the next video about electrical circuits:
http://www.youtube.com/watch?v=D2monVkCkX4
TASK 2: Electrical magnitudes: see and take notes about keyword on the next video about electrical magnitudes:
http://www.youtube.com/watch?v=J4Vq-xHqUo8
TASK 3: Health and safety rules.
TASK 4: How to reduce the electrical bill.
TASK 5: Building a real circuit: download the Circuit Construction Kit from website:
http://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
and simulate different electrical circuits. Then after, build them in the workshop.
6. (b) Activities
Introducing the topic with a video and a slide presentation.
Reading the text
Answer questions with simple sentences
Solving electrical magnitudes in a circuit.
Building a real circuit with lamps and an engine.
Coordinación bilingüe Isabel Pérez Torres
7. Methodology
Organization and class distribution / timing
The methodology will be active and participatory; in addition, it must facilitate both individual and group learning. The methodology will be applied through the establishment of work habits, including completing activities in the student's book.
All the students will participate.
· Introductory activity: 15 minutes, in pairs.
· Explanations and activities from the student worksheets: 6 sessions. Individual and group learning and working.
· Solving electrical circuits and their magnitudes: 2 session. Individual.
· Project of real circuit: 3 sessions. Groups of three/four students.
Each session: 55 minutes.
Resources / Materials
TASK 1: video about electrical circuits:
http://www.youtube.com/watch?v=D2monVkCkX4
Materials: Digital blackboard, pupil's notebook.
TASK 2: video about electrical magnitudes:
http://www.youtube.com/watch?v=J4Vq-xHqUo8
Materials: Digital blackboard, pupil's notebook.
TASK 3: Book and PPT presentations.
Activity from link:http://www.educaplay.com/es/recursoseducativos/1141954/health_and_safety_rules.htm
TASK 4: Book and PPT presentations. A electrical bill.
TASK 5: Construction Kit from website:
http://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
Coordinación bilingüe Isabel Pérez Torres
Materials: PC, pupil's notebook.
Key Competences
Competences that will be practiced: linguistic, mathematical, social, digital, cultural, learn to learn, autonomy.
8. Evaluation (criteria and instruments) Evaluation criteria:
· To differentiate the electrical magnitudes of a circuit
· To solve basic electrical circuit, obtaining its magnitudes.
· To know the processes of producing electricity.
· To adopt energy saving techniques at home and at high school
· To appreciate the importance of energy saving.
· To respect the health and safety rules and to know the risks of electricity.
· To demonstrate an active attitude and respect in the development of the tasks.
Evaluation instruments:
· Revision of the students work.
· Continuous assessment: oral and written test.
· Project presentation: slide presentation and oral presentation.
· Project functionality: real circuit
Utilización:

Introduciremos el tema con el vídeo https://www.youtube.com/watch?v=D2monVkCkX4

En esta página http://www.educaplay.com/es/recursoseducativos/1141954/health_and_safety_rules.htm se profundizará sobre las normas de seguridad

Para repasar el contenido y el vocabulario utilizaremos las siguientes páginas http://www.youtube.com/watch?v=J4Vq-xHqUo8

http://quizlet.com/14926319/electricity-vocabulary-flash-cards/

Se va a profundizar los contenidos y realizar ejercicios virtuales en http://phet.colorado.edu/en/simulation/circuit-construction-kit-dc

Diseño de material: Presentación

Entrada para la fase 3

Después de unas semanas intensas, exámenes, evaluaciones, etc. he tenido abandonado el blog.
Escribo de nuevo para actualizar el blog y tener una nueva entrada, dónde voy a hablar sobre las nuevas tareas que he ido realizando.
En esta fase tres, comenzamos participando en un taller, en el que teníamos que subir una planificación sobre una unidad didáctica y teníamos que autoevaluarnos y también evaluar a tres compañeros más (quienes también te evaluaban).
También hemos realizado un cuestionario sobre nuestros conocimientos relacionados con las Tics y también sobre los materiales y aplicación en el aula de recursos AICLE.
Por último he realizado un material para clase, que de hecho utilicé en clase y gustó a los alumnos, pues incluía algún ejercicio de listening y también de vocabulario.

Webmix

He creado el siguiente
http://www.symbaloo.com/mix/recursosaicle23

En él podremos encontrar los siguientes enlaces:

1- El curso de moodle que utilizo, aunque está con una clave para invitados.

2- Página de recursos AICLE de la Junta de Andalucía

3- Página de un Instituto extremeño con recursos para la enseñanza en inglés.

4 y 5- Vídeos de youtube sobre los métodos de fabricación de plásticos

6- Blog de un profesor de tecnología bilingüe

7- Wiki colaborativa sobre tecnología en inglés

8- Enlace en el cual podemos trabajar con las herramientas que se utilizan en el taller en inglés

9-  Recurso digital de la editorial Anaya

10- Presentación en slideshare sobre el proceso tecnológico

11- Blog sobre el tema de las energías

12- Blog sobre cómo trabajar AICLE

13- Flash del gobierno de Canadá

Identificación de aspectos metodológicos AICLE

Unidad elegida: 

http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/pdf/119.pdf

1. ¿Cómo se ve reflejado el trabajo con la lengua y el contenido a la vez? ¿Qué actividades lo evidencian?

En esta unidad se puede apreciar una tabla muy completa donde podemos ver la identificación del material AICLE y su programación. Comienza con el listening de una canción relacionada con el tema de plásticos que puede servir para introducir el tema de una manera más informal a los alumnos, y llamarles la atención. En las primeras actividades ya es necesario el vocabulario que se va a dar primero tienen que buscar nombres y luego utilizarlos en frases. Se practica el listening con varios ejercicios, también se potencia el uso de las tic pues deben de construir un Power Point.

2. ¿Que características de la metodología AICLE se ven reflejadas y de qué modo? ¿uso de andamiaje, flexibilidad, cercano al alumno, variedad de recursos, trabajo por tareas, etc.?

El nivel de dificultad de la unidad va incrementándose progresivamente y de manera gradual, tanto de los conceptos propios de la unidad, como del idioma.  Considero que es una unidad didáctica muy muy buena por su andamiaje, variedad de recursos y los trabajos propuestos para realizar.

3. ¿De qué manera se refleja en las actividades de la unidad?

 Todas las actividades se reflejan de manera gradual en dificultad.

Un saludo.