NJ Department of Education Office of Educational Technology Digital Learning NJ (DLNJ)

Transcription

1 8.2 Technology Education, Engineering, Design, and Computational Thinking-Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. A. The Nature of Technology: Creativity and Innovation: Technology systems impact every aspect of the world in which we live. GRADES K-2 Introduction and definition of technology systems : teaching & encouraging young children to become AWARE and CONSCIOUS of the steps in various everyday processes and routines. Introduce students to the similarities in the routines and procedures they impose on their daily activities and the ways in all technologies work to make certain tasks easier. o Thus, there are strong connections between useful cognitive habits of mind and technology systems humans invent to make their work and play easier and more engaging Focus of instruction: Developing the analytical frameworks for young students to think about and articulate how things work and, in particular, to recognize the sequential and ordered steps in familiar processes and new processes and tools OET-DLNJ-S8AT-Standard 8.2 All strands all levels rubrics/checklists Page 1

2 Rubric Standard 8.2A K-2 STRONG MODERATE PARTIAL WITH CONSISTENT/FREQUENT/REPEATED ASSISTANCE, THE STUDENT CAN WITH OCCASIONAL ASSISTANCE, THE STUDENT CAN demonstrate ability to explain orally or in a written list how a tool or toy works (from a list provided by the teacher) demonstrate ability to explain orally or put in correct order from a written list the steps in a simple daily process (getting dressed for school, brushing teeth) recognize and accurately categorize (from a list, for example) products produced by nature and those produced by technology processes participate in a collaborative group to define a community problem and design a step by step solution [from a list of possible problems supplied by the teacher] compare and identify similarities in multiple process lists and explain and generalize across processes create a product and plan for tools and materials to produce that product demonstrate ability to explain orally or in a written list how a tool or toy works (from a list provided by the teacher) demonstrate ability to explain orally or put in correct order from a written list the steps in a simple daily process (getting dressed for school, brushing teeth) recognize and accurately categorize (from a list, for example) products produced by nature and those produced by technology processes participate in a collaborative group to define a community problem and design a step by step solution [from a list of possible problems supplied by the teacher] WITH SUBSTANTIAL AND SUSTAINED ASSISTANCE, THE STUDENT sometimes demonstrates ability to explain orally or in a written list how a tool or toy works (from a list provided by the teacher) sometimes demonstrates ability to explain orally or put in correct order from a written list the steps in a simple daily process (getting dressed for school, brushing teeth) struggles to recognize and accurately categorize (from a list, for example) products produced by nature and those produced by technology processes has difficulty participating in a collaborative group to define a community problem and design a step by step solution [from a list of possible problems supplied by the teacher] OET-DLNJ-S8AT-Standard 8.2 All strands all levels rubrics/checklists Page 2

3 OBSERVED BEHAVIOR/PERFORMANCE LEVEL Explain orally or in a written list how a tool or toy works Explain orally or put in correct order from a written list the steps in a simple daily process Recognize and accurately categorize (from a list, for example) products produced by nature and those produced by technology processes Standard 8.2 Strand A K-2 Independently Occasional Frequent Sustained CAN CAN CAN CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN CAN CAN CAN CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN CAN CAN CAN CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN NOT YET OBSERVED Participate in a collaborative group to define a community problem and design a step by step solution Compare and identify similarities in multiple process lists and explain and generalize across processes Create a product and plan for tools and materials to produce that product CAN CAN CAN CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN CAN CAN CAN CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN CAN CAN CAN CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN OET-DLNJ-S8AT-Standard 8.2 All strands all levels rubrics/checklists Page 3

4 8.2 Technology Education, Engineering, Design, and Computational Thinking-Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. A. The Nature of Technology: Creativity and Innovation: Technology systems impact every aspect of the world in which we live. GRADES 3-5 Comparison and Contrast of various technological systems and their functions: o How do such systems make something easier? o How do such systems make something faster or more accurate? o How do such systems make something possible that is NOT possible without technology assistance? Study and map the changes in technology systems over time and the connections between those changes and historical, social, political and economic events and forces Introduce students to the constraints that may affect technological system development and use: disconnects between available materials and necessary functions; cost to produce the functionality greater than available resources to manufacture or create; environmental cost of production; ethical, cultural and social costs of production and use Instructional Focus: This is the beginning of systems thinking the connection of parts of a larger whole, and the recognition of how pieces of familiar and new tools fit into larger sets of goals and aspirations for human achievement. Rubric Standard 8.2A 3-5 DISTINGUISHED STRONG MODERATE PARTIAL WITH COMPLETE INDEPENDENCE THE STUDENT CAN choose a group of technology systems all of which are designed for some common purpose: increased speed or accuracy; completely new functionality; eliminating the need for human work and the like. Create a presentation that explains how these systems are alike and how they are different in each of the following areas: development, impact, function, utility create a presentation for peers that WITH ONLY OCCASIONAL ASSISTANCE THE STUDENT CAN choose TWO technology systems and create a presentation that compares these systems in two of the following areas: development, impact, function, utility articulate for peers a detailed understanding of all four of these elements in one of the technology WITH CONSISTENT/FREQUENT/REPEATED ASSISTANCE, THE STUDENT CAN demonstrate understanding by comparing (orally,in writing or in some other observable format) such elements as development, impact, function and utility (elements chosen by the teacher) across at least TWO technology systems assigned by the teacher articulate for peers a basic understanding of each of those WITH SUBSTANTIAL AND SUSTAINED ASSISTANCE THE STUDENT demonstrates limited understanding of elements such as development, impact, function and utility in an explanation of a single technology system struggles to compare any one of the elements across TWO technology systems struggles to articulate a OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 4

5 traces changes in this particular area of technology (the one chosen above) over time, links those changes to the social, economic and political environment in which the technologies were developed, and explains the probable tradeoffs for each technology as social, environmental, production and use costs are considered. systems and explain what some of the necessary trade-offs were likely to have been in the design and development of this system elements in one of the chosen technology systems basic understanding of only one or two of the elements in a technology system OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 5

6 OBSERVED BEHAVIOR/PERFORMANCE LEVEL NJ Department of Education Standard 8.2 A 3-5 Criterion: Demonstrate understanding of elements of technology systems Independently Occasional Frequent Sustained Compare elements chosen by the teacher across TWO technology systems assigned by the teacher Choose TWO technology systems and create a presentation that compares two of the following elements: development, impact, function, utility Choose a group of technology systems all of which are designed for some common purpose (increased speed or accuracy; completely new functionality; eliminating the need for human work and the like), and creating a presentation that explains how these systems are alike and how they are different in each of the following areas: development, impact, function, utility Criterion: Articulate for peers an understanding of elements of technology systems OBSERVED BEHAVIOR/PERFORMANCE LEVEL A basic understanding of all chosen elements in ONE technology system A detailed understanding of all four of these elements in one of the technology systems, including an explanation of what some of the necessary trade-offs were likely to have been in the design and development of this system Create a presentation for peers that traces changes in the chosen area of technology over time, links those changes to the social, economic and political environment in which the technologies were developed, and explains the probable tradeoffs for each technology as social, environmental, production and use costs are considered Independently Occasional Frequent Sustained NOTES NOTES OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 6

7 8.2 Technology Education, Engineering, Design, and Computational Thinking-Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. A. The Nature of Technology: Creativity and Innovation: Technology systems impact every aspect of the world in which we live. GRADES 6-8 Have students choose a particular technology or technology system and investigate and report on all of the following: o How does this system make something easier, faster, more efficient, or even possible? I.e., how does it work? Remember to include some consideration of how the system may malfunction, and what the consequences of such malfunction[s] might be. o Why was this system developed in the first place? How has this technology system or type of system changed over time? Why? o What would be useful and attractive next versions of this technology system? Why? What resources affect both the current and the FUTURE development and use of the technological system you are investigating? Consider all of the following: o available materials and necessary functions; o cost to produce the functionality o environmental cost of production; o ethical, cultural and social costs of production and use Instructional Focus: In-depth understanding of design, function, constraints of any particular technology, and the generalizability of these discoveries to other technologies. OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 7

8 Rubric Standard 8.2A 6-8 DISTINGUISHED STRONG MODERATE PARTIAL WITH ONLY OCCASIONAL ASSISTANCE THE STUDENT CAN WITH COMPLETE INDEPENDENCE THE STUDENT CAN choose TWO technology systems and create a presentation for peers/community that compares these systems in two of the following areas: pros and cons, resource requirements and constraints, how the system solves some problem and how it can malfunction apply that same comparison and contrast structure (pros and cons, resource requirements and constraints, problem solving, malfunctions) to a third technology system of a different kind. Explain in a visual or oral presentation or other observable format with illustrations the common features of the design process for all three technology systems, beginning with the articulation of the problem the system was designed to solve. choose one of these systems and redesign it for future use, following an explicit articulation of the design process and creating a design log with technical drawings and models. choose TWO technology systems and create a presentation for peers/community that compares these systems in two of the following areas: pros and cons, resource requirements and constraints, how the system solves some problem and how it can malfunction articulate for peers a detailed understanding of comparisons and contrasts between the two systems in these areas: the current and future uses, resource requirements, and such other facts as financial/ethical/social costs, trade-offs in design and production create a presentation for peers that shows how some existing product could be redesigned for greater utility, functionality, reduced cost and/or environmental impact. Presentation should include explicit steps in the design process and technical sketches. WITH CONSISTENT/FREQUENT/R EPEATED ASSISTANCE, THE STUDENT CAN analyze the following elements of TWO technology systems from a list provided by the teacher or approved by the teacher: pros and cons, resource requirements and constraints, how the system solves some problem and how it can malfunction articulate, for these two systems, a basic comparison and contrast of the current and future uses, resource requirements, and such other facts as financial/ethical/social costs, trade-offs using a template or structure provided by the teacher WITH SUBSTANTIAL AND SUSTAINED ASSISTANCE THE STUDENT demonstrates limited understanding of elements pros and cons, resource requirements and constraints, how the system solves some problem and how it can malfunction in an explanation of a single technology system struggles to compare and contrast current and future uses, resource requirements, costs and tradeoffs, even using the template provided by the teacher OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 8

9 Standard 8.2 A 6-8 Criterion: Analyze elements of technology systems OBSERVED BEHAVIOR/PERFORMANCE LEVEL Independently Occasional Frequent Sustained From a list provided by the teacher, choose one system and analyze the pros and cons, resource requirements and constraints, how the system solves some problem and how it can malfunction Choose TWO technology systems and creating a presentation that compares two of the following elements: pros and cons, resource requirements and constraints, how the system solves some problem and how it can malfunction Criterion: Compare & contrast elements of technology systems NOTES OBSERVED BEHAVIOR/PERFORMANCE LEVEL Independently Occasional Frequent Sustained NOTES For the two technology systems, chosen for the initial analysis, articulate a basic comparison and contrast of the current and future uses, resource requirements, and such other facts as financial/ethical/social costs, trade-offs using a template or structure provided by the teacher Articulate for peers a detailed understanding of comparisons and contrasts between the two systems in these areas: the current and future uses, resource requirements, and such other facts as financial/ethical/social costs, trade-offs in design and production OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 9

10 Apply that same comparison and contrast structure (pros and cons, resource requirements and constraints, problem solving, malfunctions) to a third technology system of a different kind. Explain in a visual or oral presentation or other observable format with illustrations the common features of the design process for all three technology systems, beginning with the articulation of the problem the system was designed to solve. Criterion: Demonstrate understanding of the design process by analysis of possible redesign of existing products or systems OBSERVED BEHAVIOR/PERFORMANCE LEVEL Independently Occasional Frequent Sustained NOTES Create a presentation for peers that shows how some existing product could be redesigned for greater utility, functionality, reduced cost and/or environmental impact. Presentation should include explicit steps in the design process and technical sketches. Choose one of the systems already analyzed and redesign it for future use, following an explicit articulation of the design process and creating a design log with technical drawings and models. OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 10

11 8.2 Technology Education, Engineering, Design, and Computational Thinking-Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. A. The Nature of Technology: Creativity and Innovation: Technology systems impact every aspect of the world in which we live. GRADES 9-12 Have students choose a particular technology or technology system and research, analyze and present results that include: o What is the purpose of this technology and how does it actually work to accomplish that purpose? o What are potential malfunctions and their consequences? o What resources are required to support this technology? Identify the tradeoffs in this resource use in each of the following categories, and cite evidence to support your analysis: o Availability o Cost o Desirability o Waste Choose a technology or technological system that has been repurposed for a function different from its original function. The following are examples of repurposed items. Some examples were found at: spinoff.nasa.gov, o Radar to microwave o Ultrasound to break up kidney stones o LED technology to WARP 10 (medical device used to relieve muscle/joint pain) o Airbags from Mars Rover to bullet-proof vest o Crash protection padding to Memory foam o Instrument using infrared waves to measure temperature of stars/plants to Ear Thermometer o TPA (Translucent polycrystalline alumina) to invisible braces o Protection of astronaut s visors to scratch-resistant lenses Choose a technology or technological system and propose an innovation to it that would meet specific future demands. Present an analysis that details all of the following to support the utility of the proposed innovation: o Potential costs and benefits o Trade-offs and risks Instructional Focus: Students discovery of the full-range of considerations that govern the creation, manufacture, testing, and use of any technology. These include all the stages and considerations for initial development, the possible other uses of the same general functionalities, and innovations that would improve or broaden the functions and utility of the technology. OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 11

12 WITH COMPLETE INDEPENDENCE THE STUDENT CAN choose a technological product and present an analysis of its operation to accomplish its designed purpose, the resources (of all kinds: materials, processes, other systems, production and distribution, human attention and maintenance) required to support it, the tradeoffs and risks the use of these resources imposes. articulate for peers a detailed understanding of how a complex current product was built on the foundation of a product designed for another use, to solve another problem. Explain in detail how the design process led to the repurposed product. explain a possible future demand for this product that would require innovation in its design. Show how the product might be redesigned to meet this demand AND to reduce resource requirements. NJ Department of Education Rubric Standard 8.2A 9-12 DISTINGUISHED STRONG MODERATE PARTIAL WITH ONLY OCCASIONAL WITH ASSISTANCE THE CONSISTENT/FREQUENT/REPEATED STUDENT CAN ASSISTANCE, THE STUDENT CAN choose a technological product and present an analysis of its operation to accomplish its designed purpose, the resources (of all kinds: materials, processes, other systems, production and distribution, human attention and maintenance) required to support it, the tradeoffs and risks the use of these resources imposes. articulate for peers/community a detailed understanding of how a complex current product was built on the foundation of a product designed for another use, to solve another problem. Explain in detail how the design process led to the repurposed product. choose a current technology (approved by the teacher) and develop an analysis for presentation to peers/community that includes: o How it works to accomplish its purpose o What resources are required to o support it Tradeoffs and risks imposed by these resource requirements research and present information on an existing technological product that has been repurposed for a function different from its original function create a presentation for peers/community that defines a current problem and proposes a technology innovation to address that problem. All steps in the design process: problem identification, features and functions of the solution, and projected analyses of requirements and risks to move the product into production. WITH SUBSTANTIAL AND SUSTAINED ASSISTANCE THE STUDENT demonstrates limited understanding of how a technology system works, what resources are required to support it, the tradeoffs and risks imposed by resource requirements produces incomplete or inaccurate research and presentation on a repurposed technological product OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 12

13 OBSERVED BEHAVIOR/PERFORMANCE LEVEL Choose a technology system approved by the teacher, develop an analysis for presentation to peers/community that includes: o How it works to accomplish its purpose o What resources are required to support it o Tradeoffs and risks imposed by these resource requirements Choose a technological product and present an analysis of o its operation to accomplish its designed purpose, o the resources (of all kinds: materials, processes, other systems, production and distribution, human attention and maintenance) required to support it, o the tradeoffs and risks the use of these resources imposes. NJ Department of Education Standard 8.2 A 9-12 Criterion: Demonstrate understanding of how a technology system works Independently Occasional Frequent Sustained NOTES OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 13

14 Criterion: Demonstrate understanding of how technology products and systems are repurposed OBSERVED BEHAVIOR/PERFORMANCE LEVEL Independently Occasional Frequent Sustained NOTES Research and present information on an existing technological product that has been repurposed for a function different from its original function Articulate for peers/community a detailed understanding of how a complex current product was built on the foundation of a product designed for another use, to solve another problem. Explain in detail how the design process led to the repurposed product Criterion: Demonstrate understanding of the process of innovation in design and product development. OBSERVED BEHAVIOR/PERFORMANCE LEVEL Explain a possible future demand for the repurposed product that would require innovation in its design. Show how the product might be redesigned to meet this demand AND to reduce resource requirements. Independently Occasional Frequent Sustained NOTES OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 14

15 8.2 Technology Education, Engineering, Design, and Computational Thinking-Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. B. Technology and Society: Knowledge and understanding of human, cultural and society values are fundamental when designing technology systems and products in the global society. GRADES K-2 Introduce the idea of a global society: variety of countries, climates, languages, foods, daily schedules that children all over the world experience AND connect those various things to similarities and differences in the technologies in use in these places: o Cooking implements and methods o Transportation o School buildings and materials o Toys and play o Homes o Communication o Doctors and medicine Have students choose one particular place outside the US and research ONE category, from the list above or another category, and report on the ways technology is used in that place to accomplish the goals of that category Instructional Focus: The range of possible human environments, activities, constraints and behaviors and their impact on how people do very familiar kinds of everyday activities. OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 15

16 Rubric Standard 8.2 B K-2 STRONG MODERATE PARTIAL WITH CONSISTENT/FREQUENT/REPEATED ASSISTANCE, THE STUDENT CAN WITH OCCASIONAL ASSISTANCE, THE STUDENT CAN demonstrate basic understanding of the range of human environments and consequent uses of technologies of many kinds by explaining orally, or in words and pictures a contrast between two different societies and their different ways of accomplishing an everyday activity like cooking or washing clothes demonstrate basic understanding of the similarities and differences in the uses of technology by presenting a report about ONE aspect of daily life in another country, and the role any technologies play in that aspect. demonstrate understanding of advantages and disadvantages of use of a particular technology [faster, better function v garbage and environmental impact] demonstrate understanding of how products are designed to meet human needs [pencil vs ball point pen, for ex.] demonstrate basic understanding of the range of human environments and consequent uses of technologies of many kinds by explaining orally, or in words and pictures a contrast between two different societies and their different ways of accomplishing an everyday activity like cooking or washing clothes demonstrate basic understanding of the similarities and differences in the uses of technology by presenting a report about ONE aspect of daily life in another country, and the role any technologies play in that aspect. WITH SUBSTANTIAL AND SUSTAINED ASSISTANCE, THE STUDENT sometimes demonstrates basic understanding of the range of human environments and consequent uses of technologies of many kinds by explaining orally, or in words and pictures a contrast between two different societies and their different ways of accomplishing an everyday activity like cooking or washing clothes sometimes demonstrates basic understanding of the similarities and differences in the uses of technology by presenting a report about ONE aspect of daily life in another country, and the role any technologies play in that aspect. OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 16

17 OBSERVED BEHAVIOR/PERFORMANCE LEVEL Explain orally, or in words and pictures a contrast between two different societies and their different ways of accomplishing an everyday activity like cooking or washing clothes Present a report about ONE aspect of daily life in another country, and the role any technologies play in that aspect Demonstrate understanding of advantages and disadvantages of use of a particular technology Demonstrate understanding of how products are designed to meet human needs Standard 8.2 B K-2 Independently Occasional Frequent Sustained CAN CAN CAN CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN CAN CAN CAN CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN CAN CAN CAN CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN CAN CAN CAN CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN SOMETIMES CAN NOT YET OBSERVED OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 17

18 8.2 Technology Education, Engineering, Design, and Computational Thinking-Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. B. Technology and Society: Knowledge and understanding of human, cultural and society values are fundamental when designing technology systems and products in the global society. GRADES 3-5 Choose a technology and have students do each of the following activities with this technology as the focus: Investigate how the technology has changed because people s needs and desires have changed Study how the technology and the health of the environment are related to each other (include materials use and cost, recycling, and other possible environmental consequences). What might be changed in this technology (integration, simplification) to improve its functions, its impact on the environment, or the breadth of its use? Introduce students to the kinds of ethical considerations that affect technology design and use: o What are the consequences of building, using, and disposing of this technology? o How much privacy does any individual user have with this technology? How much should they have? o If this technology is part of the work someone does at a company for his or her job, who owns the work that results from the use of the technology? [intellectual property law] o Does the benefit[s] of new technology justify the costs of its development, production, and use? Instructional Focus: This set of activities should be repeated several times, using different technologies with different links to content areas like science, social studies, language arts, mathematics. Be sure to include technologies that have a long history, new technologies designed to reduce environmental impact. The goal is to help students learn to think about technology from the perspective of costs versus benefits for ALL members of society, not just the technology users. OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 18

19 Rubric Standard 8.2 B 3-5 DISTINGUISHED STRONG MODERATE PARTIAL WITH COMPLETE INDEPENDENCE, THE STUDENT CAN WITH ONLY OCCASIONAL ASSISTANCE, THE STUDENT CAN WITH CONSISTENT, REPEATED, FREQUENT ASSISTANCE, THE STUDENT CAN WITH SUBSTANTIAL AND SUSTAINED ASSISTANCE, THE STUDENT choose a product or choose a product or demonstrate understanding of sometimes demonstrates technology and demonstrate understanding of technology and demonstrate understanding of intellectual property law intellectual property law by recognizing and identifying violations understanding of intellectual property law by recognizing and intellectual property law by explaining how this law demonstrate basic identifying violations by explaining how this applies to this product or understanding of the sometimes demonstrates law applies to this product or technology to protect the developer, the manufacturer, the user. choose a new technology and analyze the benefits of the technology as well technology to protect the developer, the manufacturer, the user. [Note that this can be an extremely complex investigation and students should be encouraged to environmental impact of technology development by researching one technology product, its impact and reporting on that product and ways its environmental impact could be reduced basic understanding of the environmental impact of technology development by researching one technology product, its impact and reporting on as its costs materials, explore the investigate a specific recycling that product and ways its environmental impact, production... Create an interrelationships, even when there is not a clear system for a technology product and recommend ways environmental impact could be reduced argument for peers that answer to what the it could be improved in a struggles to investigate a either defends the protections are for each presentation to peers specific recycling system benefits against the costs stakeholder.] research one specific example for a technology product or the reverse. demonstrate in-depth of how a technology has and recommend ways it demonstrate understanding of the understanding of the environmental impact of influenced history; report to peers could be improved in a presentation to peers issue of differential technology development by struggles to research one impact on different locations or societies of technology development, by choosing a product that has striking advantages for one group of people and equally striking negative impact researching a group of technology products (at least 3 different products refrigerators, laptops, television sets) comparing their environmental impacts and reporting on the similarities and differences specific example of how a technology has influenced history; report to peers OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 19

20 on another group. Create a presentation for peers that shows this differential impact. choose a technology that has been used for a minimum of 25 years. Investigate and illustrate for peers the way this technology has changed in response to changes in human wants and needs. in these products tradeoffs in terms of environmental impact. investigate a specific recycling system for a product and recommend ways it could be improved in a presentation to peers; send feedback with recommendations to the product developers/ manufacturers research one specific example of how a technology has influenced history; report to peers OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 20

21 OBSERVED BEHAVIOR/PERFORMANCE LEVEL NJ Department of Education Standard 8.2 B 3-5 Criterion: Demonstrate understanding of intellectual property law Independently Occasional Frequent Sustained NOTES Demonstrate understanding of intellectual property law by recognizing and identifying violations Choose a product or technology and demonstrate understanding of intellectual property law by explaining how this law applies to this product or technology to protect the developer, the manufacturer, the user Criterion: Demonstrate understanding of environmental impact of technology OBSERVED BEHAVIOR/PERFORMANCE LEVEL Demonstrate basic understanding of the environmental impact of technology development by researching one technology product, its impact and reporting on that product and ways its environmental impact could be reduced Independently Occasional Frequent Sustained NOTES OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 21

22 Demonstrate in-depth understanding of the environmental impact of technology development by researching a group of technology products (at least 3 different products refrigerators, laptops, television sets) comparing their environmental impacts and reporting on the similarities and differences in these products tradeoffs in terms of environmental impact. Choose a new technology and analyze the benefits of the technology as well as its costs materials, environmental impact, production... Create an argument for peers that either defends the benefits against the costs or the reverse. Demonstrate understanding of the issue of differential impact on different locations or societies of technology development, by choosing a product that has striking advantages for one group of people and equally striking negative impact on another group. Create a presentation for peers that shows this differential impact. OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 22

23 Criterion: Demonstrate understanding of the challenges of technology product recycling. Investigate a specific recycling system for a technology product and recommend ways it could be improved in a presentation to peers Send feedback with recommendations to the product developers/ manufacturers Criterion: Demonstrate understanding of the impact of technology on history Research one specific example of how a technology has influenced history; report to peers Choose a technology that has been used for a minimum of 25 years. Investigate and illustrate for peers the way this technology has changed in response to changes in human wants and needs. OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 23

24 8.2 Technology Education, Engineering, Design, and Computational Thinking-Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. B. Technology and Society: Knowledge and understanding of human, cultural and society values are fundamental when designing technology systems and products in the global society. GRADES 6-8 Choose a product that has had widespread impact on the global population (for example, batteries, light bulbs, food product packaging, bubble wrap and foam peanuts for packing, clothing) and analyze all of the following: Desired and undesired consequences of use, including the historical impact of disposal upcycling, reuse, remanufacture or addition to waste in landfills Ethical issues (cost, environmental impact, ownership) Human/social impact How sustainable is this product? (development, use, refinement, disposal) Have students investigate the growth and multiplication of technologies in two specific categories: Technologies that have been developed to offset or compensate for the negative consequences of the use of earlier technologies [catalytic converter; LED light bulbs; hybrid automobile engines; water and air filters] New Technologies developed in response to the demands, values, and interests of individuals, businesses, industries, and societies [manually-powered laptops; contact lenses; ATM s; air-powered hand driers in restrooms; motion triggered devices faucets, lights, doors; telecommunication capabilities like video conferencing, VOIP, SKYPE; facial recognition, retinal scans] Introduce students throughout instruction to the differences among the following aspects of intellectual property, for technology, print works, and other products of human invention: Copyrights Patents Trademarks Instructional Focus Students apply an analytical framework that requires consideration of multiple factors simultaneously to a particular and concrete example. Students also think analytically about technologies devised to offset negative consequences of other technologies as well as technologies devised to meet new needs or wants. OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 24

25 Rubric Standard 8.2B 6-8 DISTINGUISHED STRONG MODERATE PARTIAL WITH COMPLETE INDEPENDENCE, THE STUDENT CAN WITH ONLY OCCASIONAL ASSISTANCE, THE STUDENT CAN WITH CONSISTENT, REPEATED, FREQUENT ASSISTANCE, THE STUDENT CAN demonstrate demonstrate understanding of the basic rules of intellectual property law by explaining the application understanding of the basic rules of intellectual property law by explaining the application of these demonstrate understanding of the different types of intellectual property: copyright, patent, trademarks and others of these rules to a rules to a particular with teacher approval, choose a particular technology or product. Include in the explanation an analysis of the relevance to intellectual property law of the terms and conditions included with this product or technology or product. Include in the explanation an analysis of the relevance to intellectual property law of the terms and conditions included with this product or technology. product that has had global impact and complete and present to peers an analysis that includes a basic exploration of each the following, using a teacher-made outline or guided questions: o Positive and negative technology. research a technology consequence of use research a technology specifically developed to offset the negative effects of another technology; provide a full explanation specifically developed to offset the negative effects of another technology; provide a full explanation for peers. Consider all of o Ethical issues of cost, environmental impact, ownership o Human and social impact o Sustainability for peers. Consider all of the following: analyze one specific example of the following: o Positive and negative the historical impact on the o Positive and negative consequence of use environment of discarding a consequence of use o Ethical issues of cost, particular product. Explain how o Ethical issues of cost, environmental impact, environmental impact, ownership that product might be upcycled, reused, or remanufactured into ownership o Human and social a new product. o o Human and social impact o Sustainability identify a new technology impact o Sustainability identify a new technology that has resulted from the WITH SUBSTANTIAL AND SUSTAINED ASSISTANCE, THE STUDENT sometimes demonstrates understanding of the different types of intellectual property: copyright, patent, trademarks and others struggles to choose a product that has had global impact and complete and present to peers an analysis that includes a basic exploration of each the following, using a teacher-made outline or guided questions: o Positive and negative consequence of use o Ethical issues of cost, environmental impact, ownership o Human and social impact o Sustainability o struggles to analyze one specific example of the historical impact on the environment of discarding a particular OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 25

26 that has resulted from the demands, values and/or interests of specific individuals, businesses, industries and societies, particularly concerns about the environmental impact of technology. demands, values and/or interests of specific individuals, businesses, industries and societies, particularly concerns about the environmental impact of technology. NJ Department of Education product. Explain how that product might be upcycled, reused, or remanufactured into a new product. OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 26

27 OBSERVED BEHAVIOR/PERFORMANCE LEVEL Demonstrate understanding of the different types of intellectual property: copyright, patent, trademarks and others Demonstrate understanding of the basic rules of intellectual property law by explaining the application of these rules to a particular technology or product. Include in the examination an exploration of the terms and conditions included with this product or technology. OBSERVED BEHAVIOR/PERFORMANCE LEVEL With teacher approval, choose a product that has had global impact and complete and present to peers an analysis that includes a basic exploration of each the following, using a teacher-made outline or guided questions: Positive and negative consequence of use Ethical issues of cost, environmental impact, ownership Human and social impact Sustainability NJ Department of Education Standard 8.2B 6-8 Criterion: Demonstrate understanding of intellectual property law Independently Occasional Frequent Sustained Criterion: Demonstrate ability to analyze a technology product Independently Occasional Frequent Sustained NOTES NOTES OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 27

28 Research a technology specifically developed to offset the negative effects of another technology; provide a full explanation for peers Positive and negative consequence of use Ethical issues of cost, environmental impact, ownership Human and social impact Sustainability. Criterion: Demonstrate understanding of the challenges of interactions between technology development and the health of the environment Analyze one specific example of the historical impact of the inclusion of a particular product in garbage; explain how that product might be upcycled, reused, or remanufactured into a new product. Identify a new technology that has resulted from the demands, values and/or interests of specific individuals, businesses, industries and societies, particularly concerns about the environmental impact of technology OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 28

29 8.2 Technology Education, Engineering, Design, and Computational Thinking-Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. B. Technology and Society: Knowledge and understanding of human, cultural and society values are fundamental when designing technology systems and products in the global society. GRADES 9-12 Have students choose a familiar product or technology and do the following analysis, using that product or technology as a focus: Identify and explain the design constraints and consequent trade-offs that apparently led to the current version of the product Articulate and evaluate the ethical concerns involved in the sustainability of this product as it currently appears consider its design, manufacture, and maintenance Analyze the implications of the intellectual ownership of this product s design and function what is a fair use of the product and what would be a violation of those intellectual property rights? o For example, if someone hacked the code that drives a particular piece of software, and learned from that code how to write a new software program that does something quite different from the original, is that fair use? Why or why not? [There are no right answers here just research-based speculation and some case law] Instructional Focus: Engaging students in the analytical and evaluative consideration of what lies behind the physical and functional manifestation of a technology product. This requires careful consideration of the evidence, research into materials and manufacture costs and constraints, information about pricing and demand, speculation about what mattered most and why, and the like. This particular analysis also demands that students begin to formulate an understanding of the nuances of such concepts as ownership, plagiarism, fair use, and design integrity. OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 29

30 Rubric Standard 8.2B 9-12 DISTINGUISHED STRONG MODERATE PARTIAL WITH COMPLETE INDEPENDENCE, THE STUDENT CAN WITH ONLY OCCASIONAL ASSISTANCE, THE STUDENT CAN WITH CONSISTENT, REPEATED, FREQUENT ASSISTANCE, THE STUDENT CAN WITH SUBSTANTIAL AND SUSTAINED ASSISTANCE, THE choose a product or choose a product or STUDENT technology and present an technology and present an choose a product or technology and analysis that includes a analysis that includes a present an analysis that includes a struggles to choose a detailed exploration of detailed exploration of basic exploration of each the product or technology each of the following: each of the following: following, using a teacher-made and present an o Design constraints o Design constraints outline or guided questions: analysis that includes (specifications and (specifications and Design constraints a basic exploration of limits) limits) (specifications and limits) each the following, o Cultural, social, o Cultural, social, Cultural, social, economic, using a teacher-made economic, political economic, political political need[s] that led to the outline or guided need[s] that led to the need[s] that led to the product questions: product product Evaluation of ethical Design constraints o Evaluation of ethical o Evaluation of ethical considerations: sustainability of (specifications and considerations: considerations: environmental resources used limits) sustainability of sustainability of for design, creation and Cultural, social, environmental environmental maintenance of the economic, political resources used for resources used for product/technology need[s] that led to design, creation and design, creation and choose a technology first developed the product maintenance of the maintenance of the in a particular historical period and Evaluation of product/technology product/technology then trace ONE MAJOR CHANGE ethical choose a technology first choose a technology first to that technology over time in considerations: developed in a particular developed in a particular response to human needs or wants; sustainability of historical period and then historical period and then report findings environmental trace TWO OR MORE trace TWO OR MORE resources used for changes to that technology over time in response to human needs or wants; report findings changes to that technology over time in response to human needs or wants; report findings design, creation and maintenance of the product/technology research competing research competing struggles to choose a claims of positive and negative effects on the claims of positive and negative effects on the technology first developed in a OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 30

31 physical environment and the economy (as driven by human needs and wants) in development of a technological product; present competing viewpoints to peers for review. physical environment and the economy (as driven by human needs and wants) in development of a technological product; present competing viewpoints to peers for review. NJ Department of Education particular historical period and then trace ONE MAJOR CHANGE to that technology over time in response to human needs or wants; report findings OET-DLNJ-S8AT-Standard 8.2 All strands, all levels, with checklists Page 31