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Course : Grade 12 Course Code : TEJ 4MO Level : University/College

Unit : 3 x 2 Memory Circuit

Time : 5 x 75min Periods (375 minutes)

Lesson 3 : Circuit Build and Make Screencast Video

Prior Student Knowledge:

Students knowledge & skills as taught throughout the unit. The Design Process Collaborating in Office 365 with Office software (Word, Excel, PowerPoint) Working and navigating through D2L Building circuits on a breadboard using tools and a schematic

Minds On: 15 minutes

Day 1

Day 2

Using the SMART Board software, have a student come to the front of the class to demonstrate the circuit while talking. Use the screencast feature while the student is demonstrating it. Replay it for the class. Pose another question: Why is it important to understand how and why the circuit works the way it does? Answer: You cant troubleshoot a circuit you dont understand. Play the following video about Screencasting in Jing: Take Your First Capture. How is this software different from the SMART Board? How could it be used?

In groups of 3 or 4, brainstorm a list of Screencasting or Videotaping Tips. Each group presents. Assign one student to compile a list of Screencasting and Videotaping Tips and upload it Office 365. This can be directed by the teacher and include the following: holding the camera steady, speaking clearly, keeping your points brief, combining screencasts and video, adding text.

Day 3

Review the expectations on the rubric. Reinforce the 2 main areas they are being evaluated on: the content and how well they communicate the content. Keep it simple and straightforward. Review the use of a logic probe and how helpful of a tool ita can be when youre building a circuit. Do a live demonsration with the document camera.

Day 4, 5 Minimize time spent at the beginning of class. Give students as much time as you can. Remind them that the circuit and video are due. The video link needs to be uploaded to the DropBox and fresh batteries are needed with the circuit.

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Action/Work On:
Day 1: Screencasting Review the list of possible software choices for screencasting and editing videos (TEJ4M_Screencasting Apps & Links.pdf). Encourage students to explore other options: Camtasia can be used on a trial basis, Jing is free, etc. Another useful way to use Jing is to narrate a PowerPoint. The PowerPoint could have video and pictures embedded into it and would give some structure to the screencast. Many of my screencasts are done this way, so students are already accustomed to this style. Play the following video for the class about screencasting from Camtasia: Make a great recording: Prepare, Script, Rehearse. Discuss the various stages from planning to rehearsing. Students will use the screencast script template (TEJ4M_Screencast Script Template.docx) to map out their screencasts. Stress the need to have a plan, and not to worry if it changes later. Encourage and assist students throughout this exercise to think about the steps required to plan out the various stages of their script, and to make a list of the resources they will need to complete it (camera, microphone headset, quiet space) Days 2-5: Work Period Each day is a work period for students to complete tasks needed in order to complete the circuit and the video. The circuit should take no more than 2 days, which leaves 2 days for the video. Additional time can be added on if required. Ensuring students are on-track is essential to the success of the project. Check in daily with each student and have them show you where they are at any given point on the GANTT Chart they created. Those students who are falling behind may require additional support and various strategies: additional time durin their lunch hour, or at home, clarification of expectations, assistance with various stages of the project. Group students according to which software they are using. You can then assign a software expert who can assist their peers with the development of the video. Have additional cameras on hand for students who dont have their own, and encourage the use of headsets to minimize any background noise when making the screencasts. Daily teacher observations are made and recorded on each students rubric.

Consolidation and Connections / Debrief:

Day 1

Have students volunteer to show their screencast scripts to the rest of the class. What resources are required to complete these screencasts?

Days 2-5 Students will be at different stages on different days. Its beneficial to end the class by highlighting 3 or 4 students work. Use the four different days to say at least one positive thing about each students work. Positive re-inforcement is a powerful tool and one that can make a real difference for students who may be struggling.

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Modifications and Accommodations

Identified Students Computer options (most of it is done on computer) Graphic organizers (e.g. GANTT chart) One-on-one assistance with explaining/rewording information Close proximity to instructor Organization coaching Working in groups with, and on computers next to, strong students Extended time, if required Quiet space to screencast ELL Students Partnering with a strong student during group activities Peer tutoring Repetition of information with one-on-one assistance from instructor Rewording/rephrasing of information Chunking of new skills and concepts Organization coaching Oral responses Extra time, if required Quiet space to screencast

Differentiation
Content

The project is fairly streamlined for a reason. Students are constructing a specific circuit that is capable of storing data. This circuit is the same one for all students. HOW students complete it, WHEN they complete and end certain tasks, and WHAT tools they use to complete it is entirely differentiated, and will yield different results

Process The process by which students build their circuits and complete the video is entirely open-ended, and full of choice and options. Product

The final end product for the circuits and the video will be different for each student.

Environment Students have many options: they can work on their own with music, use the computers in the class, bring their own computers, work in close proximity to their peers or on their own in a quiet space or even an alternative workspace outside the class. There are multiple labs where we can record these screencasts, and headsets reduce background noise.

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Materials/Equipment Needed:

SMART Board, LCD Projector, Speakers, Computer D2L setup with files, links, Dropboxes and Discussions Office 365 (access to Word, Excel, PowerPoint) Electronics Kits and Tools for each student, which they have already purchased Computers for students, and software (Croc Clips, Jing) Cameras that can take video Headsets with mics Whiteboard and markers

Overall and Specific Curriculum Expectations:

A1. demonstrate an understanding of internal buses and storage devices, and of advances in computer technology; A1.1 describe the function of internal buses within computer systems (e.g., data bus; memory bus; address bus; buses in CPUs, RAM, and chipsets); A1.2 identify appropriate storage devices for various computing requirements (e.g., optical drives, flash drives, single and arrayed hard drives); B3. design, build, test, and troubleshoot interfaces and other circuits that meet specific design requirements; B3.1 use a design process (see pp. 2223) and appropriate software (e.g., circuit simulation software, CAD [computer-aided design] software) to design circuits; B3.2 construct circuits made from both discrete components and integrated circuits to perform specific functions (e.g., regulated power supply, electronic dice, audio amplifier, microcontrollerbased alarm circuit); B3.3 safely construct electronic circuits for interfacing or robotic applications using appropriate materials, tools, and techniques, including soldering (e.g., materials: breadboard, printed circuit board, etchant, solder; tools: soldering iron, etch bath, third hand with magnifier); B3.4 test and troubleshoot electronic circuits, using appropriate methods (e.g., isolating and substituting components) and test equipment (e.g., multimeter, oscilloscope, logic probe), and modify the circuits to meet design requirements if necessary.

Assessment & Evaluation:

Assessment : Teacher observation Oral descriptive feedback Evaluation: Completed Circuit Screencast Video

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