FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park Avenue Freehold, NJ Monmouth County. Office of Curriculum & Instruction

Transcription

1 FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park Avenue Freehold, NJ Monmouth County Office of Curriculum & Instruction Course Title: Technology Education Technology Education Curriculum Guide Grades 6-8 Course Codes: 6610, 7610, 8610 Grade: 7 Board of Education Adoption Date: June 22, 2015 i

2 Freehold Borough Board of Education Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President Mr. Paul Ceppi Mrs. Annette Jordan Mr. James Keelan Mrs. Maureen MacCutcheon Mr. Bruce Patrick Mrs. Margaret Rogers Mrs. Michele Tennant District Administration Rocco Tomazic, Ed. D., Superintendent Joseph Howe, School Business Administrator Cheryl Romano, Director of Curriculum & Instruction Jennifer O Shea, Director of Special Programs Jennifer Donnelly, Supervisor of Assessment & Technology Cecilia Zimmer, Supervisor of Instruction ESL, Bilingual & World Languages Ronnie Dougherty, Principal Freehold Intermediate School John Brovak, Assistant Principal Freehold Intermediate School Patrick Mulhern, Principal Park Avenue Elementary School William Smith, Principal Freehold Learning Center Curriculum Committee Joanna Papadopoulos, Technology Education Teacher - Freehold Intermediate School ii

3 Freehold Borough School District District Mission We will inspire the creativity and imagination of all students and empower them as knowledgeable, skillful, and confident learners who flourish and contribute willingly in a changing world. Core Beliefs We believe that: All people have inherent worth. Life-long learning is basic to the survival and advancement of society. The primary influence on the individual's development is the family in all its forms. Valuing diversity is essential to individual growth and the advancement of society. All individuals have strengths and human potential has no known limits. Democracy thrives when individuals accept responsibility for their choices. Being trustworthy builds trust. Creativity and imagination are essential for society to flourish. A safe environment is essential for the well-being of the individual and for society to flourish iii

4 Freehold Borough School District Philosophy The philosophy for our curriculum is developed with a democratic system of beliefs and values. Believing that our students deserve the best education, our curriculum is aligned to the most current New Jersey Core Curriculum Content Standards and current statewide assessments. Our scope and sequence is vertically and horizontally aligned. The progression of objectives embraces decades of rigorous research, conducted both independently and at the university level, and acknowledges that children develop differently and that learning experiences and strategies for performance are differentiated. Our borough is a diverse community, rich in tradition and spirit. Knowledge is a fusion balancing authentic experience and content, which language arts literacy skills are integrated with other content areas. Our curriculum contains common expectations that are rigorous and student centered, and teachers, who are most proximal to the children, will use this document as an instrument to ensure student success. To ensure that our children are successful and receive the best education, this curriculum document, our staff will continuously collaborate on this living document. We will develop purposeful and effective formative and summative assessments which measure growth of our curriculum and inform our instruction. Finally, we will continuously seek to grow professionally through professional development, which is aligned to statewide regulations, but specifically geared to benefit our curriculum, school, and children. General Curriculum & Instruction Objectives Teachers will employ lessons that are aligned to our curriculum and framed utilizing current research-based methods and techniques that focus on student achievement Our lessons will be structured according to statewide and district standards and our teachers will have flexibility to ensure that lessons meet the needs of all learners Units and lessons will be differentiated Curriculum is be student focused on success and balances developmental theory and psychometric standards Democratically developed benchmarks and assessments will be utilized to gauge student and curricular growth. Assessment will be multidimensional and developed according to student need. iv

5 Table of Contents Unit/Section Page Educational Outcomes 1 Core Materials 2 Pacing Guide New Jersey Core Curriculum Content 4 Standards - Technology Unit 1: Introduction to Technology Education 18 Unit 2: The Nature of Technology: Creativity 23 and Innovation Unit 3: Technology and Society 32 Unit 4: Design 42 Unit 5: Abilities of a Technological World 53 v

6 Educational Outcome Goals/Course Overview Course Description This course is designed to introduce the students to the foundation of technology education as it is aligned to the NJCCS and NGSS. The curriculum focuses on building fluency in digital literacy to prepare our students to compete in a global society. In addition, through the use of STEM concepts, students will use critical thinking skills, problem solving skills and design to create a motorized robot using a web based program called Lego Mindstorms. Curriculum Standards NJCCC Standard 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge. NJCCC Standard 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Next Generation Science Standards - Middle School - ETS1 Engineering Design All students will engage in each of the following Science / Engineering practices. 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information 1

7 Core Materials Textbooks / Materials Introduction to Technology (2010) Pierce and Karwatka, McGraw Hill: Glencoe (optional) Exploring Design, Technology and Engineering (2008) Wright and Brown, G-W Publisher (optional) Engineering Design: An Introduction, ISBN: (optional) Design and Problem Solving in Technology, ISBN: (optional) Educational Products: Project Based Design Challenge Materials Bridge building kit (glue, balsa wood, tooth picks,) Pitsco Education CO 2 powered cars kit (racing track, launcher, car outline) Pitsco Education Water rockets kit (launch pad, rocket supplies) Pitsco Education Steam powered put boats kit Pitsco Education Hot air balloons kit Pitsco Education Solar robots kit Pitsco Education Snap Circuits Kits Pitsco Education Mouse Trap Car Kits Pitsco Education Wind Turbine Kit Pitsco Education Disease prevention activity (food colored water, cups and pipettes) Pitsco Education Hydroponic System Kit Pitsco Education Rubber band plane kit Pitsco Education Wind turbine (Kid-Wind or Pico-Turbine) Web based resources: Computer Programs: Microsoft Office Suite, Pivot Animator, West Point Bridge Designer, Gimp 2.8, Google SketchUp Make, LanSchool Lite v.7.8, Google Drive/ Apps ipad Applications: Socrative. NearPod Assessments: Benchmark Assessments Technology Literacy Assessment 2

8 7th Grade - Pacing Guide Unit Anticipated Timeframe 1 Introduction to Technology Education 3 Days 2 The Nature of Technology: Creativity & 3 weeks (~15 days) Innovation 3 Technology & Society 2 weeks (~10 days) 4 Design 2 weeks (~10 days) 5 Abilities for a Technological World 2 weeks (~10 days) 3

9 2014 New Jersey Core Curriculum Content Standards - Technology Content Area Standard Strand Technology 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. Grade Level bands Content Statement Students will: Indicator Indicator 6-8 Understand and use technology systems A.1 Demonstrate knowledge of a real world problem using digital tools. Select and use applications effectively and productively A A A.4 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. Use and/or develop a simulation that provides an environment to solve a real world problem or theory. Graph and calculate data within a spreadsheet and present a summary of the results 4

10 8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results. Content Area Standard Strand Technology 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. Grade Level bands Content Statement Students will: Indicator Indicator 6-8 Apply existing knowledge to generate new ideas, products, or processes B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web). Create original works as a means of personal or group expression. Content Area Standard Strand Technology 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, 5

11 including at a distance, to support individual learning and contribute to the learning of others. Grade Level bands Content Statement Indicator Indicator 6-8 Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries. Communicate information and ideas to multiple audiences using a variety of media and formats. Develop cultural understanding and global awareness by engaging with learners of other cultures. Content Area Contribute to project teams to produce original works or solve problems. Technology Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. 6

12 Strand D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Grade Level bands Content Statement Advocate and practice Indicator Indicator safe, legal, and 6-8 responsible use of D.1 Understand and model appropriate information and online behaviors related to cyber technology. safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media. Demonstrate personal responsibility for lifelong learning. Exhibit leadership for digital citizenship D D D.4 Demonstrate the application of appropriate citations to digital content. Demonstrate an understanding of fair use and Creative Commons to intellectual property. Assess the credibility and accuracy of digital content D.5 Understand appropriate uses for social media and the negative consequences of misuse. 7

13 Content Area Standard Strand Technology 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Grade Level bands Content Statement Students will: Indicator Indicator 6-8 Plan strategies to guide inquiry. Content Area Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks. Process data and report results E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem. Technology Standard 8.1 Educational Technology: All students will use digital tools to 8

14 access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. Strand F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Grade Level bands Content Statement Students will: Indicator Indicator 6-8 Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision New Jersey Core Curriculum Content Standards - Technology 9

15 Content Area Standard Strand Technology 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. Grade Level bands Content Statement Students will be able to understand: Indic ator Indicator 6-8 The characteristi cs and scope of technology A.1 Research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e. telephone for communication - smart phone for mobility needs). The core concepts of technology A A.3 Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system. Investigate a malfunction in any part of a system and identify its impacts. The relationships among technologies A.4 Redesign an existing product that impacts the environment to lessen its impact(s) on the environment Describe how resources such as material, energy, 10

16 and the connections between technology and other fields of study. A.5 information, time, tools, people, and capital contribute to a technological product or system. Content Area Standard Strand Technology 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. Grade Level bands Content Statement Students will be able to understand: Indicator Indicator 6-8 The cultural, social, economic and political effects of technology B B.2 Evaluate the history and impact of sustainability on the development of a designed product or system over time and present results to peers. Identify the desired and undesired consequences from the use of a product or 11

17 system. The effects of technology on the environment B.3 Research and analyze the ethical issues of a product or system on the environment and report findings for review by peers and /or experts B.4 Research examples of how humans can devise technologies to reduce the negative consequences of other technologies and present your findings. The role of society in the development and use of technology. The influence of technology on history B B B.7 Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. Compare and contrast the different types of intellectual property including copyrights, patents and trademarks. Analyze the historical impact of waste and demonstrate how a product is upcycled, reused or remanufactured into a new product. Content Area Standard Technology 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, 12

18 and the environment. Strand C. Design: The design process is a systematic approach to solving problems. Grade Level bands Content Statement Students will be able to understand: Indicator Indicator 6-8 The attributes of design C.1 Explain how different teams/groups can contribute to the overall design of a product C.2 Explain the need for optimization in a design process. The application of engineering design. The role of troubleshootin C C C C.6 Evaluate the function, value, and aesthetics of a technological product or system, from the perspective of the user and the producer. Identify the steps in the design process that would be used to solve a designated problem. Explain the interdependence of a subsystem that operates as part of a system. Create a technical sketch of a product with materials and measurements labeled. Collaborate to examine a malfunctioning system and identify the step-by-step 13

19 g, research and development, invention and innovation and experimentati on in problem solving C C.8 process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution. Collaborate with peers and experts in the field to research and develop a product using the design process, data analysis and trends, and maintain a design log with annotated sketches to record the developmental cycle. Develop a proposal for a chosen solution that include models (physical, graphical or mathematical) to communicate the solution to peers. Content Area Standard Strand Technology 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. D. Abilities for a Technological World: The designed world is the product of a design process that provides the means to convert resources into products and systems. Grade Level bands Content Statement Students will understand how to: Indicator Indicator 6-8 Apply the D.1 Design and create a product that addresses 14

20 design process. a real world problem using a design process under specific constraints. Use and maintain technological products and systems D D D.4 Identify the design constraints and tradeoffs involved in designing a prototype (e.g., how the prototype might fail and how it might be improved) by completing a design problem and reporting results in a multimedia presentation, design portfolio or engineering notebook. Build a prototype that meets a STEMbased design challenge using science, engineering, and math principles that validate a solution. Research and publish the steps for using and maintaining a product or system and incorporate diagrams or images throughout to enhance user comprehension. Assess the impact of products and systems D.5 Explain the impact of resource selection and the production process in the development of a common or technological product or system D.6 Identify and explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact on the environment. 15

21 Content Area Standard Strand Technology 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. E. Computational Thinking: Programming: Computational thinking builds and enhances problem solving, allowing students to move beyond using knowledge to creating knowledge. Grade Level bands Content Statement Students will be able to understand: Indicator Indicator 6-8 Computationa l thinking and computer programming as tools used in design and engineering E E E E.4 Identify ways computers are used that have had an impact across the range of human activity and within different careers where they are used. Demonstrate an understanding of the relationship between hardware and software. Develop an algorithm to solve an assigned problem using a specified set of commands and use peer review to critique the solution. Use appropriate terms in conversation (e.g., programming, language, data, RAM, 16

22 ROM, Boolean logic terms). 17

23 Unit Plan Title Suggested Time Frame Introduction to Technology Education ~ 3 Days Overview / Rationale What is this unit about? What will students be able to independently use their learning to do? The students will understand the nature of technology and discuss its importance on society. The students will also be introduced to classroom routines and procedures. Stage 1 Desired Results Established Goals: Standards to be covered A.1- Demonstrate knowledge of a real world problem using digital tools. Enduring Understandings: Essential Questions: Technology is constantly changing and requires continuous learning of new skills. What are the classroom routines and procedures for this class? Selection of technology should be based on personal and / or career needs assessment. How can I transfer what I know to new technological situations or experiences? A tool is only as good as the person using it. 18

24 Knowledge: Students will know How to use digital tools to complete a task How to navigate the classroom, understand daily learning goals / objectives How to organize one s self for success Skills: Students will be able to Use digital tools to complete a task Use digital tools to complete a task Navigate the classroom, understand daily learning goals / objectives Organize one s self for success In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: E encouraged 21 st Century Themes T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy E CRP1. Act as a responsible and contributing citizen and employee. Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management E CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts of decisions. Becoming a Critical Consumer CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility CRP7. Employ valid and reliable research strategies. Insuring and Protecting CRP8. Utilize critical thinking to make sense of problems and 9.2 Career Awareness, Exploration, and Preparation E persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. 19

25 Career Awareness Career Exploration Career Preparation CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. Interdisciplinary Connections Other standards covered: National Educational Technology Standards for Students (NETS-S) 1. Basic Operations and Concepts Students: a. demonstrate a sound understanding of the nature and operation of technology systems. b. are proficient in the use of technology. Primary Source Readings Secondary Source Readings Supporting Text pages Not applicable Not applicable Not applicable Texts: Not applicable Supplemental Workbooks: Not applicable Websites: Google Classroom: classroom.google.com Worksheets: Technology Education Welcome Packet / Syllabus Student Interest Inventory Videos: Not applicable Student Resources Teacher Resources 20

26 Performance Task(s): Stage 2 Assessment Evidence Other Evidence: Student Interest Inventory Homework: Typing.com > Intermediate Course Lessons Student Interest Inventory Typing Test Instructional Strategies Suggested Learning Activities Stage 3 Learning Plan Descriptions Daily Sequence Standard Lesson Objective & Learning Activity Day A.1 Objective: Students will be introduced to technology education and the nature of technology. Activity: Students will model the classroom procedures and routines as well as be provided with a username and password for the schools computers, Google Classroom and the Typing.com website. Day A.1 Objective: Students will become familiar with the basics of using a computer interface. Activity: Students will practice using Google Classroom as well as login into a computer and the Typing.com website. Day C.4 Objective: The students will identify the steps in the design process that 21

27 would be used to solve a designated problem.. Activity: The students will be introduced to the engineering design process and conduct a brief activity to practice using it. *Teacher is not limited to these lessons/activities. Modifications Special Education Students: reduce / revise assignments as per IEP; use manipulative's; calculators; provide individual & small group help; notes, and study guides; provide background knowledge; flexible grouping; peer grouping; visual demonstration; text magnification; color coding; repetition; pre-teaching; chunking; differentiating content English Language Learners: use consistent, simplified language; provide bilingual partner; provide cooperative learning opportunities; use modeling; use visual aids & manipulative's; scaffolding; chunking the content; subtitles for videos Students at Risk of Failure: foster positive relationships; use mental models; provide help formulating specific questions; scaffolding; targeted support Gifted Students: provide additional enrichment activity involving demonstration of knowledge, or complementary assignments; independent practice; extension activities D indicates differentiation at the lesson level 22

28 Unit Plan Title Suggested Time Frame The Nature of Technology: Creativity & Innovation 3 Weeks (~15 days) Overview / Rationale What is this unit about? What will students be able to independently use their learning to do? Technology systems impact every aspect of the world in which we live. Students will be able to list the characteristics and scope of technology. Students will understand the core concepts of technology. They will also be able to identify the relationships among technologies and the connections between technology and other fields of study. Established Goals: Standards to be covered Stage 1 Desired Results A.1- Research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e. telephone for communication - smart phone for mobility needs) A.2-Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system A.3-Investigate a malfunction in any part of a system and identify its impacts A.4-Redesign an existing product that impacts the environment to lessen its impact(s) on the environment A.5-Describe how resources such as material, energy, information, time, tools, people, and capital contribute to a technological product or system. 23

29 Enduring Understandings: Essential Questions: Why are proper keyboarding skills essential and how will these skills improve your productivity? How many future tasks will benefit from your computer application skills? How does collaboration enable groups to achieve common goals more efficiently? Why are digital tools and their effective use so vital for success in the 21st Century? How do I choose which technological tools to use and when it is appropriate to use them? What are my responsibilities for using technology? What constitutes misuse and how can it best be prevented? How does technology influence society? Success in the 21st-century is dependent on the ability to utilize digital tools and new technologies for collecting, organizing and managing data in order to stay competitive in an ever-changing global business environment. Students must begin to explore their talents and interests during their primary years and continue throughout their lives. In order to effectively explore and prepare for a career in a world that is consistently evolving, students must understand that lifelong Learning and skill building is imperative to sustain employment in the 21st-century. Correct keyboarding technique will increase efficiency not only as a student but in future careers. Technology is constantly changing and requires continuous learning of new skills. Selection of technology should be based on personal and/or career needs assessment. A tool is only as good as the person using it. Technology use can have positive or negative impact on both users and those affected by their use. Knowledge: Students will know How to research a product that was designed for a specific Skills: Students will be able to Research a product that was designed for a specific 24

30 demand and identify how the product has changed to meet new demands (i.e.- telephone for communication- smart phone for mobility needs) How to examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system. How to investigate a malfunction in any part of a system and identify its impacts. How to redesign an existing product that impacts the environment to lessen its impact on the environment. How to describe how resources such as material, energy, information, time, tools, people, and capital contribute to a technological product or system. demand and identify how the product has changed to meet new demands (i.e.- telephone for communication- smart phone for mobility needs) Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system. Investigate a malfunction in any part of a system and identify its impacts. Redesign an existing product that impacts the environment to lessen its impact on the environment. Describe how resources such as material, energy, information, time, tools, people, and capital contribute to a technological product or system. In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: E encouraged 21 st Century Themes T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management ETA CRP3. Attend to personal health and financial well-being. 25

31 Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts of decisions. Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies. Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation ETA CRP9. Model integrity, ethical leadership and effective management. Career Awareness ETA CRP10. Plan education and career paths aligned to personal goals. X Career Exploration ETA CRP11. Use technology to enhance productivity. X Career Preparation CRP12. Work productively in teams while using cultural global competence. Interdisciplinary Connections Other standards covered: Standards for Technological Literacy Content Standards The Nature of Technology Standard 1. Students will develop an understanding of the characteristics and scope of technology. Standard 2. Students will develop an understanding of the core concepts of technology. Standard 3. Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. 26

32 Primary Source Readings Secondary Source Readings Supporting Text pages Texts: Not applicable Not applicable Not applicable Student Resources Teacher Resources Introduction to Technology (2010) Pierce and Karwatka, McGraw Hill: Glencoe Exploring Design, Technology and Engineering (2008) Wright and Brown, G-W Publisher Engineering Design: An Introduction, ISBN: Design and Problem Solving in Technology, ISBN: Supplemental Workbooks: Not applicable Websites: Worksheets: Teacher Created Videos: Tacoma Narrows Bridge Collapse: Train Collision: 11 Epic Technological Disasters: 27

33 Performance Task(s): Research Projects Stage 2 Assessment Evidence Other Evidence: Pre-Assessments Homework: Typing.com > Intermediate Course Lessons KWL Chart Do Now s Technology Literacy Pre-Assessment Formative Assessments Observations Student Progress Reports Electronic portfolio of completed assignments and projects. Rubrics will be used to assess projects. Exit Tickets Summative Assessment Unit Test / Unit Project Teacher created assessments on terminology and procedures. 28

34 Instructional Strategies Suggested Learning Activities Stage 3 Learning Plan Descriptions Daily Sequence Standard Lesson Objective & Learning Activity Day A.1 Objective: Students will explore the nature of technology and how it has advanced throughout history. Activity: Students will complete guided notes the history of technology. Day A.1 Objective: The students will research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e.- telephone for communication- smart phone for mobility needs) Activity: The students will choose a product to research and then complete the Technology Advancement worksheet about that product. Day A.2 Objective: The students will examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system. Activity: Using their engineering notebooks, the students will examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system. Day A.3 Objective: The students will investigate a malfunction in any part of a system and identify its impacts. Activity: The students will investigate the malfunction of the Tacoma Narrows Bridge Collapse and identify the impacts. Day A.4 Objective: The students will redesign an existing product that impacts the environment to lessen its impact(s) on the environment. 29

35 Activity: The students will choose an existing product that impacts the environment and redesign it to lessen its impact on the environment. Day A.4 Objective: The students will redesign an existing product that impacts the environment to lessen its impact(s) on the environment. Activity: The students will continue to work on researching and redesigning their product in order to lessen its impact on the environment. Day A.5 Objective: The students will describe how resources such as material, energy, information, time, tools, people and capital contribute to a technological product or system. Activity: The students will research about the above topics and create a multimedia presentation to discuss how they contribute to a technological product or system. Day A.5 Objective: The students will describe how resources such as material, energy, information, time, tools, people and capital contribute to a technological product or system. Activity: The students will continue to research about the above topics and create a multimedia presentation to discuss how they contribute to a technological product or system. Day A.5 Objective: The students will describe how resources such as material, energy, information, time, tools, people and capital contribute to a technological product or system. Activity: The students will continue to research about the above topics and create a multimedia presentation to discuss how they contribute to a technological product or system. 30

36 Day A.1-5 Objective: The students will demonstrate their knowledge through the use of a Unit Project. Modifications Activity: Students will complete a unit project and present it. Special Education Students: reduce / revise assignments as per IEP; use manipulative's; calculators; provide individual & small group help; notes, and study guides; provide background knowledge; flexible grouping; peer grouping; visual demonstration; text magnification; color coding; repetition; pre-teaching; chunking; differentiating content English Language Learners: use consistent, simplified language; provide bilingual partner; provide cooperative learning opportunities; use modeling; use visual aids & manipulative's; scaffolding; chunking the content; subtitles for videos Students at Risk of Failure: foster positive relationships; use mental models; provide help formulating specific questions; scaffolding; targeted support Gifted Students: provide additional enrichment activity involving demonstration of knowledge, or complementary assignments; independent practice; extension activities D indicates differentiation at the lesson level 31

37 Unit Plan Title Technology and Society Suggested Time Frame 2 weeks (~10 days) Overview / Rationale What is this unit about? What will students be able to independently use their learning to do? Knowledge and understanding of human, cultural, and society values are fundamental when designing technology systems and products in the global society. The students will understand the cultural, social, economic, and political effects of technology. They will investigate the effects of technology on the environment. They will identify the role of society in the development and use of technology. The students will also investigate the influence of technology on history. Established Goals: Standards to be covered Stage 1 Desired Results B.1- Evaluate the history and impact of sustainability on the development of a designed product or system over time and present results to peers B.2- Identify the desired and undesired consequences from the use of a product or system B.3- Research and analyze the ethical issues of a product or system on the environment and report findings for 32

38 review by peers and /or experts B.4-Research examples of how humans can devise technologies to reduce the negative consequences of other technologies and present your findings B.5-Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies B.6-Compare and contrast the different types of intellectual property including copyrights, patents and trademarks B.7-Analyze the historical impact of waste and demonstrate how a product is upcycled, reused or re-manufactured into a new product. Enduring Understandings: Essential Questions: Technology can be powerful tool however, when technological disasters occur, they can be catastrophic. What are the cultural,, social, economic, and political effects of technology? How has technology impacted humanity and the environment? Knowledge: Students will know How to evaluate the development of a designed product or system over time and present results to peers. How to identify the desired and undesired consequences from the use of a product or system. How to research and analyze the ethical issues of a product or system on the environment and report findings Skills: Students will be able to Evaluate the history and impact of sustainability on the development of a designed product or system over time and present results to peers. Identify the desired and undesired consequences from the use of a product or system. Research and analyze the ethical issues of a product 33

39 for review by peers and /or experts. How to research examples of how humans can devise technologies to reduce the negative consequences of other technologies and present your findings. How to identify new technologies resulting from the demands, values and interests of individuals, businesses, and industries and societies. How to compare and contrast the different types of intellectual property including copyrights, patents, and trademarks. How to analyze the historical impact of waste and demonstrate how a product is upcycled, reused or remanufactured into a new product. or system on the environment and report findings for review by peers and /or experts. Research examples of how humans can devise technologies to reduce the negative consequences of other technologies and present your findings. Identify new technologies resulting from the demands, values and interests of individuals, businesses, and industries and societies. Compare and contrast the different types of intellectual property including copyrights, patents, and trademarks. Analyze the historical impact of waste and demonstrate how a product is upcycled, reused or remanufactured into a new product. In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: 21 st Century Themes E encouraged T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. 34

40 Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts of decisions. Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. X Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies. Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation ETA CRP9. Model integrity, ethical leadership and effective management. X Career Awareness CRP10. Plan education and career paths aligned to personal goals. X Career Exploration ETA CRP11. Use technology to enhance productivity. X Career Preparation CRP12. Work productively in teams while using cultural global competence. Interdisciplinary Connections 35

41 Other standards covered: Standards for Technological Literacy Content Standards Technology and Society Standard 4. Students will develop an understanding of the cultural, social, economic, and political effects of technology. Standard 5. Students will develop an understanding of the effects of technology on the environment. Standard 6. Students will develop an understanding of the role of society in the development and use of technology. Standard 7. Students will develop an understanding of the influence of technology on history. Student Resources Primary Source Readings Secondary Source Readings Supporting Text pages Not applicable Not applicable Not applicable Teacher Resources Texts: Introduction to Technology (2010) Pierce and Karwatka, McGraw Hill: Glencoe 36

42 Exploring Design, Technology and Engineering (2008) Wright and Brown, G-W Publisher Engineering Design: An Introduction, ISBN: Design and Problem Solving in Technology, ISBN: Supplemental Workbooks: Not applicable Websites: Pros & Cons to Green Energy: Renewable Energy: NASA Energy Technologies: NASA Green Energy: NASA Climate Kids: Worksheets: Teacher Created Videos: NASA Green Energy Videos: Stage 2 Assessment Evidence Performance Task(s): Research Projects Other Evidence: Pre-Assessments 37

43 Homework: Typing.com > Intermediate Course Lessons KWL Chart Do Now s Technology Literacy Pre-Assessment Formative Assessments Observations Student Progress Reports Electronic portfolio of completed assignments and projects. Rubrics will be used to assess projects. Exit Tickets Summative Assessment Unit Test / Unit Project Teacher created assessments on terminology and procedures. Stage 3 Learning Plan Instructional Strategies Suggested Learning Activities Descriptions Daily Sequence Standard Lesson Objective & Learning Activity Day B.1 Objective: Students will evaluate the history and impact of sustainability on the development of a designed product or system over 38

44 time and present results to peers. Activity: Students will research information about their product or system and create a 2 slide presentation on Google Slides to present their results. (Teacher Tasks: create a topics list, provide resources, make slide template) Day B.2 Objective: Students will identify the desired and undesired consequences from the use of a product or system. Activity: Students will explain the desired and undesired consequences of using fossil fuels, wind power, or hydroelectricity. Students will engage in a brief discussion. (Poster sharing desired/undesired consequences) Day B.3 Objective: Students will research and analyze the ethical issues of a product or system on the environment and report findings for review by peers and / or experts. Activity: Students will research and analyze the ethical issues of using a product or system and use Google Slides to create a 2 slide presentation about their findings. Day B.4 Objective: Students will research examples of how humans can devise technologies to reduce the negative consequences of other technologies and present your findings. Activity: Students will learn about fail-safes and provide examples. Day B.5 Objective: The students will identify new technologies resulting from 39

45 the demands, values, and interests of individuals, businesses, industries, and societies. Activity: Students will explore the impacts of various technological advancements. Day B.6 Objective: The students will compare and contrast the different types of intellectual property including copyrights, patents, and trademarks. Activity: PowerPoint on Copyrights, Patents, & Trademarks with guided notes. Students will then use a Venn Diagram to compare the types of intellectual property. Day B.7 Objective: The students will analyze the historical impact of waste and demonstrate how a product is upcycled, reused or remanufactrued into a new product. Day B. Objective: Activity: PowerPoint Presentation on the Life of Aluminum Cans Video: Life Cycle of Plastic: Activity: Day B. Objective: WORK DAY Review for Exam/ Project Presentation 40

46 Activity: Day B. Objective: The students will demonstrate their knowledge through the use of a Unit Test / Project. Modifications Activity: Students will complete a unit test/project. Special Education Students: reduce / revise assignments as per IEP; use manipulative's; calculators; provide individual & small group help; notes, and study guides; provide background knowledge; flexible grouping; peer grouping; visual demonstration; text magnification; color coding; repetition; pre-teaching; chunking; differentiating content English Language Learners: use consistent, simplified language; provide bilingual partner; provide cooperative learning opportunities; use modeling; use visual aids & manipulative's; scaffolding; chunking the content; subtitles for videos Students at Risk of Failure: foster positive relationships; use mental models; provide help formulating specific questions; scaffolding; targeted support Gifted Students: provide additional enrichment activity involving demonstration of knowledge, or complementary assignments; independent practice; extension activities D indicates differentiation at the lesson level 41