at&t stadium fieldtrip educator’s guideeach group, and from there, the following mathematic...

AT&T Stadium Fieldtrip Educator’s GuideGrade LeveL: 7

AT&T Stadium Fieldtrip Educator’s GuideGrade LeveL: 7

Table of Contents

SciEncE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

MATh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

SociAl STudiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

V iSuAl ArTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

lAnGuAGE ArTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

©2013 dallas cowboys and AT&T Stadium

developed by Big Thought .

With special appreciation to contributing writers: Sarah caughron, Toni Freeman, Amanda Goldstein, Jan holcomb, Krissi oden, Brea ratliff and Judy rose .

aT&T STadium fieLdTrip educaTor’S Guide | G r A d E 7 | S c i E n c E 3

AT&T Stadium Fieldtrip Educator’s GuideGrade LeveL: 7Subject Focus: Science

required materials:• notebook paper

• large poster board or paper (for group work)

• Writing utensil

• long, smooth board

• 5-6 stacked books

• rock (fist-sized)

• rubber band

• ruler

• clipboards (optional)

• camera (optional)

purpose: To align the Texas essential Knowledge and Skills (TeKS) with curriculum that entertains and escalates students to a higher level of thinking during an educational tour of aT&T Stadium.

focus: Work and effort

Lesson plan Subject matter: What is work?

TeKS: 7.7 force, moTion, and enerGy. The student knows that there is a relationship among force, motion, and energy. The student is expected to:

A. Contrast situations where work is done with different amounts of force to situations where no work is done, such as moving a box with a ramp and without a ramp, or standing still.

Pre-Tour TeachingIntroduce the topic by introducing and discussing the following vocabulary words:

• WorK: the amount of energy transferred by a force

• force: the push or pull of an object

4 S c i E n c E | G r A d E 7 | aT&T STadium fieLdTrip educaTor’S Guide

Today we are going to explore the different situations where work is done by exploring the use of force and energy applied to an object.

• enerGy: Energy is the ability to do work.

Energy causes things to happen. There are many different forms of energy that we will discuss, and you might already know some examples of energy. Energy is neither created nor destroyed. It is merely transferred.

When we pull our rock up our inclined plane, we are transferring the energy stored in our muscles to the string that is used to move the rock up the plane with less force than is required when we attempt to lift the rock vertically without the aid of a ramp.

The pLane TruTh: Divide students into small groups. The students will focus on learning about work and force. There is a mechanical advantage to using an inclined plane that will be observed in this experiment.

Lean one end of a smooth board on top of a stack of books (five to six books) and the other end of the board on the tabletop (or floor).

Tie string around a hand-sized rock. Using the string, lift the rock from the tabletop (or floor) to the top of the stack of books (vertically).

Now use the inclined plane. Using the string, pull the rock up the inclined plane from the tabletop (or floor) towards the top of the books. Ask students to observe and reflect on the difference of force applied using the inclined plane.

Experiment with different heights by adding or removing books under the inclined plane. Is it more difficult to move

aT&T STadium fieLdTrip educaTor’S Guide | G r A d E 7 | S c i E n c E 5

the rock over a steep incline a short horizontal distance or a gradual incline over a longer horizontal distance?

caLcuLaTe your reSuLTS: Tie the rock to a rubber band and measure the rubber band’s stretch as the rock is lifted up vertically and parallel to the inclined plane. The length the rubber band stretches is related to the amount of force applied. Using a ruler, measure the length of the rubber band in each case. In which situation does it stretch more?

What happens to the force, work, and effort required if more books are added, as the slope of the board increases?

refLecT: Where might students expect to observe pulleys and inclined planes in AT&T Stadium?

Tour TeachingEnergy Scavenger Hunt – “Science is Everywhere!”

Explain to the class that throughout the tour they will see multiple forms and examples of work and no work. They need to keep their eyes peeled for science, because science is everywhere.

Divide students into small groups before the tour (number of groups is at the teacher’s discretion). As you tour around the stadium, students will be using their powers of observation to look and listen for examples of work and non-work.

Students will observe and record examples of work/non-work as they find them throughout the tour. If a camera is available to the group, the students can take a photo of the examples they find, which will serve as their data. If a camera is not used, students may make a scientific sketch of what they observed to be turned into an illustration at a later time.

To motivate students, you can offer a prize incentive for the group with the most examples for each category.

Encourage students to get creative and think hard about what they observe around them.

At the stop to discuss the flying buttresses, ask students to stop and think. The arches are not moving. Are they doing work?

Answer – yes. The arches are transferring the load of the building evenly to support the structure. Energy is being transferred deep into the ground where the support pillars are located.

Examples of work might include: pulleys used to raise and lower the Jumbotron, escalators going up and down, structural glass throughout the building, and the cables that hold up the glass.

Non-work objects might include: chairs waiting to support the weight of Cowboys fans, a football waiting to be kicked perched on a football tee, etc.

Tour arT connecTion: Olafur Eliasson’s — “Moving Stars Takes Time” (2008) is an abstract example of the solar system. Take a moment to discuss the abstract representation of the solar system and compare that to what they know about the physical location and proximity of our star the Sun and the other planets and moons. Where is earth located in the sculpture? Where is Earth located in the solar system? Encourage students to contemplate the fact that we are the only planet in our solar system that has life and water.

We are perfectly positioned from the sun to sustain life. Other planets are too close or too far away. This sculpture encourages students to take a moment and reflect on our position in the universe and the wonders of science.

TeKS: 7.9 earTh and Space. The student knows components of our solar system. The student is expected to:

A. Analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere.

Post-Tour TeachingGenerate class discussion about the kinds of work observed on the tour. Have students provide examples of what they observed.

If they took photographs and are able to upload and/or print their photos, have them make a poster labeling each example by writing where they observed work and how they justify or support their claim.

If a camera was not used, have the students break into groups and make a poster in the fashion described above without the photographs. Students can create an illustration of what they observed.

Students will present their observations from the tour to the entire class. As they present, they need to say:

1. What they observed

2. What type of work is represented

3. Their argument to support their label of work or non-work.

Students must be able to support WHY they selected an example and explain the science behind the work. This will encourage group discussion.

6 S c i E n c E | G r A d E 7 | aT&T STadium fieLdTrip educaTor’S Guide

ExtensionsMath extensions can be made by creating a graph or

table representing the total number of work examples

from the class as a whole (i.e., how many groups

observed pulleys (work)? How many groups observed

empty seats (non-work)?). A graph can be recorded of

the number of each type of work observed on the tour by

each group, and from there, the following mathematic

TEKS can be addressed:

7.11 probabiLiTy and STaTiSTicS. The student under-stands that the way a set of data is displayed influences its interpretation. The student is expected to:

A. Select and use an appropriate representation for presenting and displaying relationships among collected data, including line plot, line graph, bar graph, stem and leaf plot, circle graph, and Venn diagrams and justify the selection; and

B. Make inferences and convincing arguments based on an analysis of given or collected data.

Alternate Lesson SuggestionJournaL proJecT: reflect on the many examples of work

in the stadium. Pick one example and write a journal

entry representing one day in the life of that object (i.e.,

What is it like to be a flying buttress? What type of work

do you experience?). Describe this day using as many

scientific concepts as possible.

Compare your day with the day of another type of an

object that is not experiencing work. How does the day

of the non-work object compare to the day of a work

object? How are the types of work and effort similar and

different?

career connectionSuggested jobs that use various types of work and energy discussed in this lesson include:

• Architect

• Artist

• Mechanical engineer

• Science teacher

AT&T Stadium Fieldtrip Educator’s GuideGrade LeveL: 7Subject Focus: Math

aT&T STadium fieLdTrip educaTor’S Guide | G r A d E 7 | M A T h 9

required materials:• Pencils

• chart paper or poster board

• colored pencils

• Markers

• rulers

• Teacher camera


focus: evaluating proportional relationships using Scale factor and Similarity

Lesson plan Subject matter: proportionality in the real World

TeKS: maThemaTicS

B. The student is expected to estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs and related measurement units.

Pre-Tour Teaching ScaLe facTor acTiviTy: Begin the activity by asking students to describe a scale drawing (teacher can record student ideas on an anchor chart). Students will study proportionality, scale factor and similarity by resizing a picture of their choice. Students will enlarge the picture so it remains the same shape, but is a different size.

Students should choose a picture with dimensions no larger than 4 x 6 inches. Draw a grid on the original picture

1 0 M A T h | G r A d E 7 | aT&T STadium fieLdTrip educaTor’S Guide

using either 1 cm x 1 cm squares or ½-inch x ½-inch squares. Allow students to choose a scale factor by which to enlarge the picture. An example of an enlarged cartoon is shown above.

Recommended time for project – two to three class periods (45 minutes to an hour each). Listen for students’ ability to describe proportional relationships and justify the similarity between the original photograph and the enlarged drawing.

Tour TeachingBefore beginning the tour, the teacher should review proportional relationships and scale factor activity with students.

Students should be organized into small groups or pairs

for the tour and post-tour project.

Before beginning the tour, explain to students they

will be developing a scale model of an object within

AT&T Stadium. This object could be a piece of artwork,

architecture, or technology, such as the video board.

While participating in the tour, students will need to pay

close attention to the physical attributes and details of

the object, as well as the actual dimensions and other

data shared by the tour guide.

Let the students know a camera is available if they want

to photograph specific objects for later use in their projects.

Post-Tour TeachingHave preset groups reform to discuss how they will create a scale model of their object, and the materials they will need to construct it.

The final product should include a written report explain- ing the calculations involved with resizing the object, a blueprint/sketch of the model, information about the object learned from the AT&T Stadium tour, and why understanding how to apply proportionality to problem solving situations is important.

Recommended time for project – four to five class periods (45 minutes to an hour each). The project may be divided into smaller units at teacher discretion, with certain pieces of the project assigned as out-of class work.

Original cartoon (below); marked with a square quarter-centimeter grid

Enlarged drawing (at right); marked with a square quarter-inch grid

Scale factor used in this drawing = 2.54

(1 inch equals 2.54 centimeters)

aT&T STadium fieLdTrip educaTor’S Guide | G r A d E 7 | M A T h 1 1

ExtensionsHave students create word problems using the numerical

data about their models for other students to solve.

TeKS: 7.2 number, operaTion, and quanTiTaTive reaSoninG.

The student adds, subtracts, multiplies, or divides to

solve problems and justify solutions.

Students could create a AT&T Stadium Art Gallery within

the classroom or school using their models as exhibits.

Alternate Lesson SuggestionsSounds Like a “Suite” Recipe: Have students select their

favorite recipe and have them use proportions and ratios

to convert the recipe so they will be able to feed a suite of

60 people in AT&T Stadium.

career connectionSome suggested jobs within this field which can be discussed through this lesson are:

• Architect

• construction worker

• chef

• Engineer

AT&T Stadium Fieldtrip Educator’s GuideGrade LeveL: 7Subject Focus: Social Studies

aT&T STadium fieLdTrip educaTor’S Guide | G r A d E 7 | S o c i A l S T u d i E S 1 3

required materials:• Paper, pencils, markers, colored pencils,

chart paper, paper suitable for brochures

• Texas history textbook (may have good photographs of landmarks)

• Brochures of Texas landmarks or points of interest (available through AAA, local hotels, convention and visitors bureaus, chambers of commerce or tourism office)

• computer access

• regional maps of Texas - as outlined in TEK 4 .9 (A)

• different colored sticky notes (for alternate lesson)


focus: Social Studies

Lesson plan Subject matter: Landmarks

TeKS: 4.9 GeoGraphy The student understands the location and characteristics of places and regions in Texas. The student is expected to:

A. Locate the Mountains and Basins, Great Plains, North Central Plains, Coastal Plains, and regions of importance during the 19th, 20th and 21st centuries, such as major cities, rivers, natural and historic landmarks, political and cultural regions, and local points of interest.

Pre-Tour TeachingTeacher will introduce the lesson with a discussion of natural and historic landmarks. Allow students to tell what they already know about these two terms. Record their responses on chart paper. Confirm their ideas and correct any misconceptions they may have.

1 4 S o c i A l S T u d i E S | G r A d E 7 | aT&T STadium fieLdTrip educaTor’S Guide

Next, the teacher can show a video or slide show (use resources available in your school’s library) depicting landmarks in Texas, such as The Alamo, Big Ben National Park, The State Capitol, etc. Students will be asked to decide if each location is a natural or historic landmark or both. Students may be able to think of other examples of each that they have previously learned.

Students may name a location during this part of the lesson that is not a natural or a historical landmark, but instead is a local point of interest, such as Reunion Tower. At this point, review the qualities which make something historical or natural and discuss how

Reunion Tower (or other example) doesn’t fit into either

category. Explain that a point of interest is a well-known

place which is unique in some way and attracts visitors

(museums, parks, buildings, etc.).

Show a picture of AT&T Stadium or use the website

video. Students will do a “quick write” to tell if AT&T

Stadium is a landmark or a point of interest and why

they think so. They will also describe what they hope to

see on the tour and why the stadium is a place people

want to visit. Allow students to share their thoughts with

the class.

Tour TeachingStudents will tour the stadium in small groups. During the tour students will keep a list of the things they find the most interesting or unique. If they have cameras they can take pictures of them.

Let them know that each group will be asked to design a brochure about AT&T Stadium that highlights its most interesting features and facts.

Encourage them to ask questions along the tour when they need clarification or if they want some additional information.

Post-Tour TeachingPlay the video of the stadium found on the official website (stadium.dallascowboys.com) again and allow students to discuss the tour.

Show several brochures of famous Texas landmarks or points of interest. Ask the students to tell how the video and the brochures are alike:

• Pictures

• Descriptions

• Best features highlighted

• Maps and contact information

Divide the students into their tour groups. Give each group one of the landmark brochures to use as an example. Each group will design a tri-fold brochure highlighting the parts of AT&T Stadium they think would be the most interesting to visitors. They will use their notes, any pictures they took while touring,

aT&T STadium fieLdTrip educaTor’S Guide | G r A d E 7 | S o c i A l S T u d i E S 1 5

their own illustrations, and the official website for the stadium to create the brochure.

Each group will present their brochure to the class. They will tell about the features they included in their brochure and why they thought each one should be included. If feasible, copies of each brochure could be made for all students.

ExtensionsWriTinG: Students will write a persuasive composition giving the reasons someone should take a tour of AT&T Stadium or why AT&T Stadium should be considered a Texas landmark.

TeKS: 7.18 WriTinG/perSuaSive TexTS. Students write persua-sive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that:

A. Establishes a clear thesis or position; and

C. Includes evidence that is logically organized to support the author’s viewpoint and that differentiates between fact and opinion.

GeoGraphy: Students will pick a geographic region of Texas (Great Plains, Basins, North Central Plains, Coastal Plains, and Mountains) and create a landmark/point of interest map for it.

7.9 GeoGraphy. The student understands the location and characteristics of places and regions of Texas. The student is expected to:

A. Locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains, regions and places of importance in Texas during the 19th, 20th and 21st centuries, such as major cities, rivers, natural and historic landmarks, political and cultural regions, and local points of interest.

7.8 (a) Create and interpret thematic maps, graphs, charts, models, and data bases representing various aspects of Texas during the 19th, 20th and 21st centuries.

Alternate Lesson SuggestionsAfter an introduction to the terms “historic landmark,” “natural landmark” and “point of interest,” the teacher will display three charts with the three terms as headings. Working in small groups, students will look at brochures, or their textbooks and write the name of each landmark or point of interest on sticky notes. Each group should decide on which chart each sticky note should be placed.

After all groups have placed their notes on the charts, check to see if the class is in agreement. If there are disagreements, use the definitions established at the beginning of the lesson and move the labels to the correct charts. There could be an instance in which a landmark qualifies in more than one category, so it could be placed on two charts.

career connectionAfter visiting AT&T Stadium, students will become familiar with several jobs related to landmarks and tourism .

• Graphic designer

• historian

• Photographer

• Public relations professional

• Travel agent

• Tour guide

AT&T Stadium Fieldtrip Educator’s GuideGrade LeveL: 7Subject Focus: Visual Arts

aT&T STadium fieLdTrip educaTor’S Guide | G r A d E 7 | V i S u A l A r T S 1 7

required materials:• Art reflection journal (one per student)

• AT&T Stadium Art Tour book (one per teacher) – can be downloaded at http://stadium .dallascowboys .com/art/ArtBrochure .pdf

• Pencils

• clipboard (optional)


focus: visual art & Writing

The student(s) will gain experience in analyzing artists intent by evaluating works of art based on its use of the building blocks of art (the elements and principles of design), function and artist meaning. The student will also use key vocabulary accurately to make judgments about a variety of artworks.

Lesson plan Subject matter: interpreting contemporary art

TeKS: 7.1 percepTion. The student develops and organizes ideas from the environment. The student will:

B. Compare and contrast the use of art elements and principles, using vocabulary accurately.

7.2 creaTive expreSSion/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student will: Create artworks based on direct observations, personal experience and imagination; and

C. Produce designs, drawings, paintings, prints, sculpture, ceramics, fiber art, photographic imagery and electronic media-generated art using a variety of art materials in traditional and experimental ways.

1 8 V i S u A l A r T S | G r A d E 7 | aT&T STadium fieLdTrip educaTor’S Guide

7.3 hiSToricaL/cuLTuraL heriTaGe. The student dem-onstrates an understanding of art history and culture as records of human achievement. The student will:

B. Analyze selected artworks to determine cultural contexts.

7.4 reSponSe/evaLuaTion. The student makes informed judgments about personal artworks and the artworks of others. The student will:

A. Analyze and compare relationships, such as function and meaning in personal artworks; and

B. Analyze original artworks, portfolios and exhibitions of peers to form conclusions about formal properties and historical and cultural contexts and intent.

Pre-Tour TeachingReview elements/principles of design.

Teacher relays the purpose of formal/informal critique. What is it? What is it not?

Teacher models various techniques and questioning strategies used to evaluate artwork based on the elements and principles of design, function, themes and artist intent. (Refer to the Feldman Method of Art Criticism: http://itismath.com/wp-content/uploads/2011/09/Feldmans-method.pdf)

Class participates in group discussion to practice eval-uating various art pieces (instructor can also use PDFs of a few of art pieces that will be viewed on the field trip) based on the before mentioned criteria.

Class discussion (using teacher selected artwork examples) analyzing art pieces for meaning, formal properties, function, themes, etc.

http://itismath.com/wp-content/uploads/2011/09/Feldmans-method.pdf

http://itismath.com/wp-content/uploads/2011/09/Feldmans-method.pdf

aT&T STadium fieLdTrip educaTor’S Guide | G r A d E 7 | V i S u A l A r T S 1 9

Students work independently or in small groups to analyze assigned art piece for artist meaning, intent, functions, principles and elements usage, themes, etc.

Tour TeachingStudents take notes in their journals filling out some of the questions (teacher determines level of completion) for each piece viewed.

During the tour, instructor can lead reflective discussions to assist students in applying understanding of analyzing and critiquing artwork as well as the arts’ effective or ineffective usage of the elements and principles of design.

At the end of the tour offer time for students to sit, reflect and add to their art journals.

Post-Tour Teaching cLaSSroom diScuSSion: Talk about the art pieces viewed during the AT&T Stadium art tour (include any favorites or WOW moments).

Students use their Reflective Art Journal for a basic oral presentation of their favorite art piece viewed during the AT&T Stadium tour. They are to include in their presentation the reason why they chose the piece, a slide of the artwork, which elements and or principles of design were most evident in the piece as well as their interpretation of artist intent and meaning in the piece.

ExtensionsStudents create their own work of art (using selected medium) that expresses a meaningful theme (important

to them). The theme can be social, political or environ-mental. The effective usage of the principles and ele-ments of design must be evident. Evaluation will be based on teacher created rubric.

cLaSSroom GaLLery WaLK of The above proJecT: Students provide peer feedback and analysis based on critique sample questions or teacher created criteria.

Assign each student one of the artists whose work is displayed in AT&T Stadium. Students are to research the artist to find other examples of their work, artists’ inspiration for artwork, location of other exhibits, etc.

career connection discuss/research careers and vocational opportunities necessary to create/support the AT&T Stadium Art Tour (Gallery)

• Artist

• Buyer

• curator

• installer

• Marketing professional

• researcher

• Tour guide

aT&T STadium fieLdTrip educaTor’S Guide | G r A d E 7 | E n G l i S h l A n G u A G E A r T S A n d r E A d i n G 2 1

AT&T Stadium Fieldtrip Educator’s GuideGrade LeveL: 7Subject Focus: English Language Arts and Reading


focus: Writing/persuasive Texts – Students will learn to choose and support a position on a specific subject – Students will practice descriptive language skills in their writing – Students will be required to differentiate between fact and opinion

Lesson plan Subject matter: “persuading the public”

TeKS: 7.18 WriTinG/perSuaSive TexTS. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that:

A. Establishes a clear thesis or position;

B. Considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments; and

C. Includes evidence that is logically organized to support the author’s viewpoint and that differentiates between fact and opinion.

required materials:• Paper

• Pencils/pens

• computers

• notepads

• Personal student cameras

• Teacher camera

2 2 E n G l i S h l A n G u A G E A r T S A n d r E A d i n G | G r A d E 7 | aT&T STadium fieLdTrip educaTor’S Guide

Pre-Tour TeachingEstablish that everyone in the class knows what the word “persuade” means

• perSuade

– To prevail on (a person) to do something, as by advising or urging: We could not persuade him to wait.

– To induce to believe by appealing to reason or understanding; to persuade the judge of the prisoner’s innocence.

Allow students to volunteer ideas of when persuasion takes place (i.e., persuading someone to share their snack, persuading someone to go see a specific movie at the theatre, persuading someone to vote for a specific candidate).

Discuss how persuasion is based on facts more so than opinions.

Allow students exposure to persuasive texts by dividing the class into small groups and giving them each a text to view:

• Should We Have Pets?: A Persuasive Text by Sylvia Lollis (ISBN 1590340442)

• I Wanna Iguana by Karen Kaufman Orloff (ISBN 0399237178)

• I Wanna New Room by Karen Kaufmann Orloff (ISBN 0399254056)

• Earrings! By Judith Viorst (ISBN 0689716699)

After reading, have the groups brainstorm how this book differed from a normal fiction book.

In whole group discussion have groups share their thoughts as the teacher keeps notes on an anchor chart of all input from student groups.

Tour TeachingTell students that after the tour they will be writing an

article for an imaginary advertising magazine to persuade

families to come to the new AT&T Stadium to see a football

game.

Suggest to them that they take note of things that will

help “sell” the idea to individuals:

• Available concessions

• Comfortable seating

• Facts that make this stadium better than others

• What to expect when going to a game

Welcome students to take pictures throughout the tour, they can use these to add a visual aspect to their assign-ment. (You will also see a reference to these pictures in the lesson extension portion of this lesson plan.)

Encourage the students to ask the tour guides any questions they think will help them on this assignment during, or directly after, the tour.

Post-Tour TeachingRe-introduce the concept for the assignment upon return- ing to class (this lesson can be done upon return to the class after the trip or the following day).

aT&T STadium fieLdTrip educaTor’S Guide | G r A d E 7 | E n G l i S h l A n G u A G E A r T S A n d r E A d i n G 2 3

Re-iterate the anchor chart that is on the wall that points out features of persuasive texts.

Remind students that facts, descriptive language, and appropriate and factual information all play a part in helping to persuade an audience.

This lesson can be done by each student independently, in pairs, or in small groups. (This decision is at teacher’s discretion and should be based on the current classroom needs.)

Allow students class time to write a complete article following the guidelines above.

Project can be completed in the time span the teacher chooses:

• One long block of time, 45 minutes to an hour

• Or small portions of time throughout the week

ExtensionsA Technology extension can be made by having students create a visual that persuades individuals to attend a sporting event at the new Cowboy’s stadium. This can be a self-directed assignment in which students can choose what format they want to do this in: PowerPoint presen-tation, brochure or advertising poster. Grading should be based on how many different ways technology is incorporated into their final project.

Technology7.7 SoLvinG probLemS. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

D. Demonstrate proficiency in the use of multimedia

authoring programs by creating linear or non-

linear projects incorporating text, audio, video, and

graphics.

7.10 communicaTion. The student formats digital infor-

mation for appropriate and effective communication.

The student is expected to:

A. Use productivity tools to create effective document

files for defined audiences such as slide shows,

posters, multimedia presentations, newsletters, bro-

chures, or reports.

Alternate Lesson SuggestionsreSearch proJecT. Each student can choose a different

player to research and write about. (Names of all-star

retirees are listed, along with their playing years, around

the upper bowl of the stadium.)

deScripTive WordS LeSSon in which the students must

play the part of a sports caster and describe an imaginary

football-play using rich, descriptive language.

JournaL proJecT: Reflect on the many jobs that are

performed within the stadium, choose one that would

interest you and write in your journal about a day in

the life of that position. Talk about the tasks you are

expected to perform, the people that you work with, the

customers you come into contact with, and your feelings

on how the day went as a whole.

career connectionThis lesson focuses on language arts, but it also allows the students to think in the context of events and the event staff required to make them happen:

• Accountant

• concession vendor

• cosmetologist

• culinary specialists

• customer service specialist

• Event booker

• Event coordinator

• Fashion designer

• Guest relations specialist

• interior designer

• Photographer

• Security guard

• Special events coordinator

developed in partnership with

at&t stadium fieldtrip educator’s guideeach group, and from there, the following mathematic...

Documents