Lesson 1: Technology to the Rescue
|
|
- Preston Pearson
- 5 years ago
- Views:
Transcription
1 Unit 1: Meet Technology Lesson Snapshot Overview Big Idea: Technology addresses our current wants and needs. Through innovation, humans have changed natural resources into products. Teacher s Note: Big ideas should be made explicit to students by writing them on the board and/or reading them aloud. Teacher s Suggestion: For deeper understanding, have students write the Big Idea in their own Engineering Design Journal (EDJ), using their own words, if they choose. The Engineering Design Journal can be as simple as a composition notebook or a folder with brads, to help keep everything organized. Purpose of Lesson: This lesson demonstrates how technology s purpose is primarily to meet human needs and wants. As societies needs change, so does technology, through creative innovation. Lesson Duration: Eleven (11) hours. Activity Highlights Engagement Guided by the teacher presentation and other resources, students identify what technology is and how its primary purpose is to meet our needs and wants, working in their Engineering Design Journals (EDJs). Exploration Guided by the teacher presentation and other resources, students examine the seven different types of technology in the Designed World. Students work in teams, in assembly line fashion, to produce a product that provides examples of all seven types of technologies. Students add to their EDJs. Explanation The teacher explains how technology not only addresses the individual needs and wants of humans but, also societal and community concerns. Guided by a teacher presentation and other resources, students complete notes and engage in discussion, adding to their EDJs. Extension Students, working individually or in teams, develop and deliver a presentation or videography on different types of technologies and their various uses. Enrichment Students can develop a 500 word-processed report or a video timeline about a how a specific technology has developed over the past 60 years. Evaluation Students knowledge, skills, and attitudes are assessed using selected response items, true/false items, and rubrics for class participation, presentations, and EDJ Completion.
2 Lesson Duration Eleven (11) hours. Standards/Benchmarks Unit 1: Meet Technology Lesson Overview Technology: Standards for Technological Literacy (STL) (ITEA/ITEEA, 2000/2002/2007) STL 1 Understanding the characteristics and scope of technology F New products and systems can be developed to solve problems or to help do things that could not be done without the help of technology G The development of technology is a human activity and is the result of individual or collective needs and the ability to be creative. H Technology is closely linked to creativity, which has resulted in innovation STL 3 Understanding the relationships among technologies and connections with other fields of study F Knowledge gained from other fields of study has a direct effect on the development of technological products and systems. STL 6 Understanding the role of society in the development and use of technology D Throughout history, new technologies have resulted from the demands, values, and interests of individuals, businesses, industries, and societies. STL 7 Understanding the influence of technology on history C Many inventions and innovations have evolved by using slow and methodical processes of tests and refinements. Science: Benchmarks for Science Literacy (AAAS, 1993/2009)1 The Nature of Technology 3 A. Technology and Science Engineers, architects, and others who engage in design and technology use scientific knowledge to solve practical problems. They also usually have to take human values and limitations into account. 3A/M3 3 C. Issues in Technology The human ability to shape the future comes from a capacity for generating knowledge and developing new technologies and for communicating ideas to others. 3C/M1 Societies influence what aspects of technology are developed and how these are 1 Material reprinted from Benchmarks for Science Literacy (AAAS, 1993, 2009) with permission from Project 2061, on behalf of the American Association for the Advancement of Science, Washington, DC.
3 used. People control technology (as well as science) and are responsible for its effects. 3C/M7 Mathematics: Principles and Standards for School Mathematics (NCTM, 2000) 2 Algebra Standard (NCTM, All Grades) Understand patterns, relations, and functions. Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules. Learning Objectives Students learn to: 1. Identify why humans develop technology to meet individual needs and wants. 2. Examine how products are improved and invented based on current needs to solve problems that could not be solved without new and improved technology. 3. Utilize creativity to develop technology to meet a need or want in order to have a better understanding of its need in the design of technology. 4. Analyze and explain how science, mathematics, and history ensure that technology is developed with more precision and accuracy in meeting the needs of individuals. 5. Recognize how current technologies are often a result of improvements made over time based on current needs and wants using a methodical process studying the historical developments of the specific technology and other similar technology. 6. Develop presentations to demonstrate how technology has been modified to meet the demands of society, industry and/or individuals. Student Assessment Tools and/or Materials 1. Brief Constructed Responses (BCR) 2. Technology Presentation Rubric Resource Materials Audiovisual Materials Teacher Resource 1.1, Microsoft PowerPoint Presentation Print Materials Engineering Design Journal (EDJ) for each student. This may be an EbD Engineering Design Journal or another bound journal devoted exclusively to engineering design. Magazines and Newspapers that depict different types of technologies. Internet Search Terms and Suggested Sites how stuff is made, how stuff works, manufacturing technology, new construction technology, medical technology, energy technology, power technology, agricultural technology, biotechnologies, technology systems, transportation, information technology, communication technology, standards for technological literacy, popular science what s new, time magazine innovations, free clip art Required Knowledge and/or Skills Basic computer and Internet skills. 2 Standards are listed with the permission of the National Council of Teachers of Mathematics (NCTM). NCTM does not endorse the content nor the validity of these alignments.
4 Unit 1: Meet Technology 5-E Lesson Plan The teacher: Uses Presentation to guide students through the Engagement, Exploration, and Explanation activities. Teacher s Note: Presentation may be used to introduce activities prior to students engaging, or it may be used throughout the activity to guide student work and discussion. Engagement The students: Identify and sketch a picture of something in their EDJs that they need or want, that is not a living thing, and that they could not live without. Teacher s Note: Students who are physically challenged can cut or tear a picture from a magazine, with assistance if needed, of an object/device they need or want. The students: Respond to the following, individually, in their EDJs and discuss the questions, guided by the teacher: - Explain why you need the object in the picture. - Might others need the same object? - How would someone use the object in the same way you do to complete an everyday task? - How would someone use the object differently than you would to complete an everyday task? - How could this object be improved? Prepare to share with the class and make a valid argument for their improved object as being the most wanted. The teacher: Distributes Student Resource 1.1.1, Words to Know to the class. Shows students the Words to Know slides from Presentation May choose to provide pictures or photos from print sources or the Internet as examples to accompany the terms being presented and defined The students: Write their own examples of technology and science in their EDJs, when prompted by teacher/presentation. Share their examples with classmates in groups, pairs, or as a class with teacher facilitation. Fill out Student Resource 1.1.1, Words to Know Tape completed Student Resource 1.1.1, Words to Know into their EDJs (folded).
5 The teacher: Guides discussion about whether technology is a product/tangible artifact. (Answer: It can be, but it does not have to be. Reference the definition of technology as human action.) The students: Write the Big Idea for the Lesson in their Engineering Design Journals (EDJs). The teacher: Checks student responses, either individually by walking around the room or as a class discussion, focusing on those who chose to rewrite the Big Idea in their own words. Exploration The teacher: Distributes: - Student Resource 1.1.2, Different but Still a Family Technology Systems - Student Resource 1.1.3, Product Example - Assessment Resource 1.1.1, Exploration Activity Participation Rubric (Optional) Groups students into teams of three. Uses the Different But Still A Family- Technology Systems (slide 9) in Presentation to introduce the seven different types of technology in the Designed World: Medical Technologies Agricultural and Related Biotechnologies Energy and Power Technologies Information and Communication Technologies Transportation Technologies Manufacturing Technologies Construction Technologies Teacher s Note: Student Resource contains more detail than can be represented on the slide. Teacher s Suggestion: You may want to remind students that they do not need to memorize every detail on Student Resource 1.1.2, they just need to generally understand the content. The teacher: Directs and guide student exploration. Some examples strategies include: - Explain that technology is organized into systems. - These systems help humans make sense of the Designed World. - Ask students to brainstorm words that would match the descriptions on the slide and Student Resource Explain that systems rarely work by themselves and are dependent on each other. - Ask students to name a product and identify what other technology it depends upon (e.g., a cell phone depends on manufacturing). Explains to students that they will now be expected to manufacture seven products using Student Resource 1.3 as an example of a product.
6 The student teams: Take turns doing the following, modeling an assembly line: - Cut out or print pictures of things they think best represent the seven technologies represented on the Different but Still a Family Technology Systems slide and also in Student Resource They may use magazines, newspapers, or the Internet and a printer. Medical Technologies Agricultural and Related Biotechnologies Energy and Power Technologies Information and Communication Technologies Transportation Technologies Manufacturing Technologies Construction Technologies - Sort and organize the pictures into what they believe best represent each type of technology based on their prior experiences and definitions in Student Resource Tape or glue the pictures onto sheets of paper labeled at the top with the type of technology the pictures represent. (See Student Resource ) - Write an explanation under each picture of how the item is used, why it is important for society to have this technology, and what impact it may have. Swap completed sheets with another team and analyze the similarities and differences between the other team s selections and their own. Present their findings and reflections to the class. Tape at least one of the team products into their individual EDJs (folded). Teacher s Suggestion: You may wish to save extra products to share with any students who are absent so they can tape them into their EDJs. The teacher: Carefully monitors student teams to ensure that all students are participating equally and to the best of their abilities and that the teams stay on task. Facilitates student team presentations. Explanation The teacher: Distributes Student Resource 1.1.4, Unit 1 Notes, to the class. Shows students the Unit 1 Notes slide from Presentation 1.1. Students: Complete the Part I section of Student Resource 1.1.4, Unit 1 Notes. The teacher: Reinforces the Engagement and Exploration activities by reminding students that: Technology is the modification of natural resources and human-made materials to meet human needs or wants and to solve problems that could not be done without technology. Technology products/artifacts are not just electronics but also everything in society that helps humans to complete everyday tasks, such as combs, shoes, buildings, cars, lights, etc. Technology is not just products/artifacts but also the actions that humans take to create, invent, and innovate.
7 Technology exists because humans develop it out of a need or want that must be satisfied (e.g., fire, shelter). Humans improve technology when needs or wants change or need updating. Creativity is an asset to technology development When technology is able to meet the need or want of humans, that is what makes it creative. Creativity involves being able to find solutions to problems that ordinarily without any brainstorming would be possible to solve. Creativity also involves designing a product that positively impacts society with minimal to no amount of harm caused as of the result of its use (output), its development (processing), or contents used/selected (input). Technology is often produced in teams because collective ideas have more options and variety than just the one person s contribution. However, individual ideas alone have often resulted in new products and systems to help solve problems. Best teaming practices take place when members take turns talking, are considerate of others, and appreciative of others ideas. Technology is often a result to improvements on pre-existing designs. Leads student discussion about a product that would not exist without the use of a new technology and the impact(s) that may have resulted if it did not exist. Teacher Suggestion: Have examples ready to share (e.g., Refrigeration, Vaccines, can opener) Students: Complete the Part II section of Student Resource 1.4, Unit 1 Notes. The teacher: Shows students the Unit 1 Notes Continued (slide 10) from Teacher Resource 1.1, Microsoft PowerPoint Presentation Students: Complete the Part III section of Student Resource 1.4, Unit 1 Notes. The teacher: Leads student discussion about a product that could not have been developed without science, mathematics, and history and how those disciplines contributed to the product s development. Teacher Suggestion: Have examples ready to share (e.g, An example could be the computer, transportation etc).use examples that relate to what students are currently studying in science, mathematics, or history. The teacher: Reinforces the Engagement and Exploration activities by explaining that: Science is a huge contributor to the development of technology. The research and discoveries that take place enable humans to make better selections of materials used to develop new technologies. Engineers take the project ideas developed by technology and design and produce what was once an idea to be an actual product to be used. Fantasy becomes reality.
8 Science, mathematics, and history ensure that technology is developed with more precision and accuracy in meeting the needs of individuals. Extension The teacher: Distributes Assessment Resource 1.1.2, Extension Activity Presentation Rubric Students: Student Resource Handout for students Work either in teams or individually to produce a presentation about different types of technology that have improved over the last 20 years by developing either: a). A Microsoft Powerpoint presentation, or b). A video biography with themselves as the narrators. Follow specific criteria for the product: The seven types of technology in the Designed World are represented. No more than two examples from any one of the technology types are represented (e.g., no more than two communication technologies). Science and mathematics used to engage in, produce or operate the technologies are explained. Examples are labeled as Need or Want, and the reasoning for this label is explained. Any improvements based upon the changing needs of society, industry, and/or individuals are explained. Enrichment Students can develop a 500 word-processed report or a video timeline about a how a specific technology has developed over the past 60 years. Evaluation Students knowledge, skills, and attitudes are assessed using selected response items, true/false items, and rubrics for class participation, presentations, and EDJ Completion. The rubrics are presented in advance of the activities to familiarize students with the expectations and performance criteria. They will also be reviewed during the activities to guide students in the completion of assignments. The teacher may wish to develop a collection of annotated exemplars of student work based on the rubrics. The exemplars will serve as benchmarks for future assessments and may be used to familiarize students with the criteria for assessment. Rubrics are both below and included as separate resources, suitable for distribution to students. 1. Assessment Resource 1.1.1, Exploration Activity Participation Rubric (Optional) Below Target Moving to Target At Target Teamwork watches, off task, lets others do the work, does not share or does all the work involved most of the time, participates in both writing and technology finding offer suggestions, involved, helps even when finished, uses social skills, uses materials correct and safe Identifies Technology Cannot tell one Most of the time Correctly identifies
9 Explains How, Use, Impact technology from the other Does know the differences identifies technology Explains differences most of the time technology Explains the differences 2. Assessment Resource 1.1.2, Extension Activity Presentation Rubric Below Target Moving to Target At Target Identify technology Identifies technology Identifies technology in correct system Identifies technology in correct system and supports why Wants and needs Innovation States the want or need Identifies the innovation explains why the technology is a want or need Explains why it is an innovation 3. Assessment Resource 1.1.3, Checking for Understanding 4. Assessment Resource 1.1.4, EDJ Completion Rubric for Unit 1, Lesson 1 explains why the technology is a want or need in supported with examples Explains why the innovation was related to science, math or history
10 Unit 1: Meet Technology Laboratory-Classroom Preparation Teacher Preparation The laboratory should provide a flexible, resource-rich, learning environment that includes areas for lecture and demonstrations, small group meetings, and research activities. The teacher will adapt the learning environment based on the requirements of the unit or lesson. For this lesson, areas for lecture and demonstration, design, small group meetings, and fabrication activities should be readied. Tools/Materials/Equipment Internet Access Computers Print materials depicting technology products (magazines, newspaper ads) Glue, tape, scissors Laboratory-Classroom Safety and Conduct 1. Students should use all tools and equipment safely while maintaining appropriate levels of activity for themselves and others. 2. Students should demonstrate respect and courtesy for the ideas expressed by others in the class. 3. Students should show respect and appreciation for the efforts of others in the class. Teacher Resources Teacher Resource 1.1.1, Microsoft PowerPoint Presentation This presentation guides students in an interactive way to explore, analyze, discuss, and demonstrate the Big Idea and other concepts in the Lesson. Notes are provided in the presentation for teacher use. The teacher may choose to provide pictures or photos from print sources or the Internet as examples to accompany the terms being defined in Student Resource 1.1.1, Words to Know Student Resources Engineering Design Journal for each student. This may be an EbD Engineering Design Journal or another bound journal devoted exclusively to engineering design. Student Resource 1.1.1, Words to Know Student Resource 1.1.2, Different but Still a Family Technology Systems Student Resource 1.1.3, Product Example Student Resource 1.1.4, Unit 1 Notes Student Resource Extension Handout for Students (Link) Assessment Resources Assessment Resource 1.1.1, Exploration Activity Participation Rubric Assessment Resource 1.1.2, Extension Activity Presentation Evaluation Rubric Assessment Resource 1.1.3, Checking for Understanding Assessment Resource 1.1.4, EDJ Completion Rubric for Unit 1, Lesson 1
11 Unit 1: Meet Technology Teacher Resource 1.1.1: Microsoft PowerPoint Presentation Slide 1 Review the BIG IDEA of the Unit with students. MEETING TECHNOLOGY Unit 1 Big Idea: Technology impacts every individual and society as a whole International Technology and Engineering Educators Association, STEMCenter for Teaching and Learning Exploring Technology Slide 2 Engagement What I Need or Want In your Engineering Design Journal (EDJ): Draw a picture of something - that is not living - that you cannot live without. Be ready to explain why you need this International Technology and Engineering Educators Association, STEMCenter for Teaching and Learning Exploring Technology After drawing students respond to the following Students explain why they need the object in their picture. Students analyze how others may need the same object in their picture and how they may use it the same way or differently to complete everyday tasks. Students discuss ways these objects would improve the way they use them to meet their everyday needs. Students prepare to share with the class and make a valid argument for their improved object as being the most wanted.
12 Slide 3 Slide 4 Slide 5 Engagement Continued What I Need or Want In your Engineering Design Journal (EDJ), respond to the following: Explain why you need the object in the picture. Might others need the same object? How would someone use the object in the same way you do to complete an everyday task? How would someone use the object differently than you would to complete an everyday task? How could this object be improved? 2011 International Technology and Engineering Educators Association, STEMCenter for Teaching and Learning Exploring Technology 2011 International Technology and Engineering Educators Association, STEMCenter for Teaching and Learning Exploring Technology Be ready to share/discuss. Engagement Continued Words to Know Technology 1. Human innovation in action that involves the generation of knowledge and processes to develop systems that solve problems and extend human capabilities. 2. The innovation, change, or modification of the natural environment to satisfy perceived human needs and wants. Science The study of the natural world through observation, identification, description, experimental investigation, and theoretical explanations. Write an example of technology and an example of science in your EDJs. Engagement Continued Words to Know Discussion may commence now or after all slides have been shown, at the discretion of the teacher. In addition to allowing students to share their responses, the teacher should direct discussion toward: Students analyzing how others may need the same object in their picture and how they may use it the same way or differently to complete everyday tasks. Students discussing ways in which these objects could be improved to satisfy everyday needs. Students making valid arguments for their improved object as being the most wanted/necessary. The teacher may choose to provide pictures or photos from print sources or the Internet as examples of technology and science or simply describe examples. Include up to date examples as well as historic examples. Key words to use: greatest innovations of all times - top 100 innovations. Students write their own examples of technology and science in their EDJs and share them. If using one, the teacher can post the Words to Know on a Word Wall. Remind students to fill out Student Resource 1.1.1, Words to Know. If using one, the teacher can post the Words to Know on a Word Wall. Needs and Wants Need - Something you have to have to survive. Want - Something to make our things easier or entertaining. Examples? 2011 International Technology and Engineering Educators Association, STEMCenter for Teaching and Learning Exploring Technology Remind students to fill out Student Resource 1.1.1, Words to Know Students will write words and their definitions in their EDJ. Include examples and a sketch next to each word.
13 Slide 6 Engagement Continued Words to Know Impact The effect or influence of one thing on another. Some impacts are anticipated, and others are unanticipated. Examples? Society Relationships among groups of humans. Examples? If using one, the teacher can post the Words to Know on a Word Wall. Remind students to fill out Student Resource 1.1.1, Words to Know Students will write these words and their definitions in their EDJ International Technology and Engineering Educators Association, STEMCenter for Teaching and Learning Exploring Technology Slide 7 Slide 8 Engagement Continued Words to Know Product A tangible artifact produced by means of either human or mechanical work, or by biological or chemical processes. Examples? Innovation An improvement of an existing technological product, system, or method of doing something. Examples? Is technology a product/tangible artifact? International Technology and Engineering Educators Association, STEMCenter for Teaching and Learning Exploring Technology BIG IDEA... Technology to the Rescue Lesson 1 Technology impacts every individual and society as a whole. If using one, the teacher can post the Words to Know on a Word Wall. Remind students to fill out Student Resource 1.1.1, Words to Know Discussion about whether technology is a product/tangible artifact can be guided by teacher. (Answer: It can be, but it does not have to be. Reference the definition of technology as human action.) Check student responses, either individually by walking around the room or as a class discussion, focusing on those who chose to rewrite the Big Idea in their own words. Think about it... Now write the BIG IDEA of this lesson in your EDJ. You may use your own words International Technology and Engineering Educators Association, STEMCenter for Teaching and Learning Exploring Technology
14 Slide International Technology and Engineering Educators Association, STEMCenter for Teaching and Learning Exploring Technology Technology Systems Types of Technology Exploration Different But Still a Family - Technology Systems Technology Systems in the Designed World Medical Technologies Energy and Power Technologies Transportation Technologies Types of Technology Manufacturing Technologies Agricultural and Related Biotechnologies Information and Communication Technologies Construction Technologies To help introduce Technology Systems and the Designed World: Explain that technology is organized into systems. These systems help humans make sense of the Designed World. Ask students to brainstorm words that would match the descriptions. Explain that systems rarely work by themselves and are dependent on each other. Ask students to name a product and identify what other technology it depends upon (e.g., a cell phone depends on manufacturing). Further enhancement of this slide might be to show students pictures or photos from print sources or the Internet as examples of each of the different types of technology. Slide International Technology and Engineering Educators Association, STEMCenter for Teaching and Learning Exploring Technology Explanation Unit 1 Notes Technology solves problems that could not have been solved without it. Technology is: Not just electronics Developed out of a want or need Creative Constantly changing Often done in teams Often an improvement on pre-existing designs Impacts can be intended or unintended. Engineers take project ideas developed by technology and design and produce solutions to be used. Discuss a product that would not exist without the use of a new technology and the impact(s) that may have resulted if it did not exist. Remind students to complete Part I of Student Resource 1.1.4, Unit 1 Notes. Reinforce the Engagement and Exploration activities by reminding students that: Technology is the modification of natural resources and human-made materials to meet human needs or wants and to solve problems that could not be done without technology. Technology products/artifacts are not just electronics but also everything in society that helps humans to complete everyday tasks, such as combs, shoes, buildings, cars, lights, etc. Technology is not just products/artifacts but also the actions that humans take to create, invent, and innovate. Technology exists because humans develop it out of a need or want that must be satisfied (e.g., fire, shelter). Humans improve technology when needs or wants change or need updating. Creativity is an asset to technology development. When technology is able to meet the need or want of humans, that is what makes it creative. Creativity involves being able to find solutions to problems that ordinarily without any brainstorming would be possible to solve. Creativity also involves designing a product that positively impacts society with minimal to no amount of harm caused as of the result of its use (output), its development (processing), or
15 contents used/selected (input). Technology is often produced in teams because collective ideas have more options and variety than just the one person s contribution. However, individual ideas alone have often resulted in new products and systems to help solve problems. Best teaming practices take place when members take turns talking, are considerate of others, and appreciative of others ideas. Technology is often a result to improvements on pre-existing designs. Have examples ready to share for discussion Remind students to complete Part II of Student Resource 1.1.4, Unit 1 Notes.
16 Unit 1: Meet Technology Student Resource 1.1.1: Words to Know Definition Example(s) Technology Science Need Want Impact Society Product Innovation
17 Unit 1: Meet Technology Student Resource 1.1.2: Different but Still a Family Technology Systems Directions: Fill in each empty square. Technology Systems Types of Technology Developing and using devices and systems to plant, grow, and harvest crops. Developing and using devices and systems to gather, process, share information, and share ideas. Developing and using devices and systems to convert, transmit, or process energy. Developing and using devices and systems to promote health and cure illnesses. Using systems and processes to put structures on the sites where they will be used. Developing and using devices and systems to move people and cargo from an origin point to a destination. Developing and using devices and systems and processes to convert materials into products in a factory. Technology is organized into Systems. Systems rarely work by themselves; they depend on each
18 Technology Sorting It Out Unit 1: Meet Technology Student Resource 1.1.3: Product Example Directions: Your team is to find pictures of things that best represent technology. Sort the pictures into technology systems. Label paper(s) with the Systems Name. Under each picture explain how it is used and why it is important for society to have this technology and what impact it may have. Below is an example. Medical Technologies Picture Picture How... Picture How... Picture How... Picture How... Team Members: How...
19 Unit 1: Meet Technology Student Resource 1.1.4: Introducing Technology Notes Technology solves problems that could not have been solved without it. Directions: Fill in the Blanks Technology is: Not just. Developed out of a. changing. Often done in. Often an on pre-existing designs. Impacts can be intended or. Engineers take project ideas developed by and and produce solutions to be used Directions: Respond to the Following Name a product that would not exist without the use of a new technology and the impact it may have had. Think of a technology that could not have been developed without science mathematics, and history. How have science, mathematics, and history contributed to the development or improvement of this technology? Why do we need to think about the impacts technology might have? Directions: Fill in the Blanks Science contributes to the development of. Mathematics makes sure technology is developed with and. History lets us know what technologies have or have not worked as well as the they have had
20 Unit 1: Meet Technology Unit1 Extention Activity STUDENT RESOURCE Your team will develop either a Powerpoint Presentation OR A video biography (with you and your team members as the narrators). This will be about different types of technology that have been improved over the last 20 years. YOU MUST Show the seven types of technology in the Design World Give no more than 2 examples from any of the technologies Show how science and math are a part of this technology. Give examples and label them as Need or Want and give a reason for your decision. Explain how any improvements have been made. ******COMPLETE THE FOLLOWING INFORMATION;****** Date Due Team Members Video or PowerPoint (circle one) Technologies to be represented (List each technology and give a brief example) Where we found information about these technologies
21 Unit 1: Meet Technology Assessment Resource 1.1.1: Exploration Activity Participation Rubric (Optional) Teamwork Identifies Technology Explains How, Use, Impact Below Target Moving to Target At Target involved most of the time, participates in both writing and technology finding watches, off task, lets others do the work, does not share or does all the work Cannot tell one technology from the other Does know the differences Most of the time Explains differences most of the time offer suggestions, involved, helps even when finished, uses social skills, uses materials correct and safe Correctly identifies technology Explains the differences
22 Unit 1: Meet Technology Assessment Resource 1.1.2: Extension Activity Presentation Rubric Below Target Moving to Target At Target Identify technology Identifies technology Identifies technology in correct system Wants and needs Innovation States the want or need Identifies the innovation explains why the technology is a want or need Explains why it is an innovation Identifies technology in correct system and supports why explains why the technology is a want or need in supported with examples Explains why the innovation was related to science, math or history
23 Unit 1: Meet Technology Assessment Resource 1.1.3: Checking for Understanding Directions: Respond to the Following Why does the world need technology? What is the difference between science and technology? Why do we develop technology? What is it called when we change a product? Why would products change? Directions: Circle True or False T F Examples of technology are plants and animals. T F Technology does not need to be creative. T F Technology is designed by people.
24 Unit 1: Meet Technology Assessment Resource 1.1.4: EDJ Completion Rubric for Unit 1, Lesson 1
Unit 1: Technological Inventions and Innovations. Overview
Foundations of Technology, Third Edition/ Unit 1: Technological Inventions and Innovations Overview Big Idea Inventions and Innovations are a result of evolutionary technological development and systematic
More informationLesson 1: Technology to the Rescue. Why do you need it?
Engineering Design Notebook: Grade 6 Name: Hour Day Lesson 1: Technology to the Rescue Why do you need it? Sketch a picture of something that you need or want, that is not a living thing, and that you
More informationThe Standards for Technological Literacy
The Standards for Technological Literacy Intro Content for the Study of Technology (Technology Content Standards) has been funded by the National Aeronautics and Space Administration (NASA) and the National
More informationProject Lead The Way Curriculum Map Grade: 6. SKILL: What we want students to DO. It is expected that students will:
TIME FRAME [By Date/Week/ Month] CURRICULUM End Product of Learning, What You Teach STANDARD OR BENCHMARK 6 weeks Lesson 1 Investigating Energy Standard 4: understanding of the cultural, social, economic
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK May 2018 Authorized for Distribution by the New York State Education Department This test design and framework document is designed
More informationInventions & Innovations
Inventions & Innovations Course Description In this course, students learn all about invention and innovation. They will have opportunities to study the history of inventions and innovations, including
More informationStation Activities. for Mathematics Grade 6
Station Activities for Mathematics Grade 6 WALCH EDUCATION The classroom teacher may reproduce materials in this book for classroom use only. The reproduction of any part for an entire school or school
More informationFundamentals of Engineering Final Project 11/2/12 Leah Ritz. Tin Foil Circuit Board: Lie Detector. Teacher Background:
Fundamentals of Engineering Final Project 11/2/12 Leah Ritz Tin Foil Circuit Board: Lie Detector Teacher Background: The Tin Foil Circuit Board activity introduces students to the basic concepts of electrical
More informationTURNING IDEAS INTO REALITY: ENGINEERING A BETTER WORLD. Marble Ramp
Targeted Grades 4, 5, 6, 7, 8 STEM Career Connections Mechanical Engineering Civil Engineering Transportation, Distribution & Logistics Architecture & Construction STEM Disciplines Science Technology Engineering
More information02.03 Identify control systems having no feedback path and requiring human intervention, and control system using feedback.
Course Title: Introduction to Technology Course Number: 8600010 Course Length: Semester Course Description: The purpose of this course is to give students an introduction to the areas of technology and
More information01.04 Demonstrate how corporations can often create demand for a product by bringing it onto the market and advertising it.
Course Title: Exploring Technology and Career Planning Course Number: 8600220 Course Length: Semester CTE Standards and Benchmarks 01.0 Demonstrate an understanding of the characteristics and scope of
More informationHoboken Public Schools. Visual and Arts Curriculum Grades K-6
Hoboken Public Schools Visual and Arts Curriculum Grades K-6 Visual Arts K-6 HOBOKEN PUBLIC SCHOOLS Course Description Visual arts education teaches the students that there are certain constants in art,
More informationAppendix I Engineering Design, Technology, and the Applications of Science in the Next Generation Science Standards
Page 1 Appendix I Engineering Design, Technology, and the Applications of Science in the Next Generation Science Standards One of the most important messages of the Next Generation Science Standards for
More informationCLANCY CATHOLIC COLLEGE TAS Year 8 - Rotation 1: Mixed Materials (Gumball)
CLANCY CATHOLIC COLLEGE TAS- 2014 Year 8 - Rotation 1: Mixed Materials (Gumball) Handed Out: Term 1 Week 3 (Circle) 10/2/14 11/2/14 12/2/14 13/2/14 14/2/14 Period: Term 2 Week 2 (Circle) 5/5/14 6/5/14
More informationBONDING: HOW DOES IT AFFECT US?
CHEMISTRY 20 - Unit A: Chemical Bonding Students will find a recently published article (magazine, research, internet, newspaper, etc.) and discuss the science (specifically related to the bonding chemistry)
More informationPBL Challenge: DNA Microarray Fabrication Boston University Photonics Center
PBL Challenge: DNA Microarray Fabrication Boston University Photonics Center Boston University graduate students need to determine the best starting exposure time for a DNA microarray fabricator. Photonics
More informationPBL Challenge: Of Mice and Penn McKay Orthopaedic Research Laboratory University of Pennsylvania
PBL Challenge: Of Mice and Penn McKay Orthopaedic Research Laboratory University of Pennsylvania Can optics can provide a non-contact measurement method as part of a UPenn McKay Orthopedic Research Lab
More informationAstronomy Project Assignment #4: Journal Entry
Assignment #4 notes Students need to imagine that they are a member of the space colony and to write a journal entry about a typical day. Once again, the main purpose of this assignment is to keep students
More informationConveyor station. Ruggeveldlaan Deurne tel
Conveyor station Introduction and didactic background In the age of knowledge, automation technology is gaining increasing importance as a key division of engineering sciences. As a technical/scientific
More informationCLANCY CATHOLIC COLLEGE
CLANCY CATHOLIC COLLEGE Year 8 Technology Mandatory Rotation 3 GUMBALL Portfolio & Project Task 4 NAME: TEACHER: Term 4 Week 6 (Circle) 10/11/14 11/11/14 12/11/14 13/11/14 14/11/14 Period: KLA: TAS WEIGHTING:
More informationOregon Science Content Standards Grades K-6
A Correlation of to the Oregon Science Content Standards Grades K-6 M/S-113 Introduction This document demonstrates how meets the objectives of the. Correlation page references are to the Teacher s Edition
More information5 Day Unit Plan. Algebra/Grade 9. JenniferJohnston
5 Day Unit Plan Algebra/Grade 9 JenniferJohnston Geometer s Sketchpad Graph Explorer Algebra I TI-83 Plus Topics in Algebra Application Transform Application Overall Objectives Students will use a variety
More informationProblem Solving. Problem solving skills can be incorporated into all academic disciplines. The key to the problem solving process
Problem Solving in STEM Subjects Engineering Design Howard Kimmel Howard.kimmel@.njit.edu Levelle Burr-Alexander levelle.e.burr-alexander@njit.eduhoward Problem Solving The key to the problem solving process
More informationMackenzie Furman April 22, 2014 Harpine ISAT 495 Individual Design Project: Aluminum Foil Boats. Aluminum Foil Boats
Mackenzie Furman April 22, 2014 Harpine ISAT 495 Individual Design Project: Aluminum Foil Boats Aluminum Foil Boats Description: In this activity, students will be tasked with designing and creating a
More informationEXPLAINING THE PROJECT
EXPLAINING THE PROJECT CONCEPT OF PROJECT 08 BUILDING A SETTLEMENT: PROJECT 08 PROJECT GOAL The main goal for this project is for students to understand the human impact on the environment. Along the way
More informationCAEA Enduring Ideas: Artists tell stories, both real and imagined, through visual imagery.
CAEA 2015 Lesson/Unit Title: Comics in the Classroom Grade Level: 5 th HS (Proficient and Advanced) Lesson/Unit Overview: Create graphic narratives (aka comics) to visually tell a sequential story. Duration:
More informationUnit Plan Outline. Teacher Candidate: Katielynn O Toole. School: Brookland Cayce Grammar School #1. Grade Level for Unit: 3 rd
Unit Plan Outline Teacher Candidate: Katielynn O Toole School: Brookland Cayce Grammar School #1 Grade Level for Unit: 3 rd National Visual Arts Content Standards Addressed in this Unit X I. X II. X III.
More informationOFFICE OF CURRICULUM & INSTRUCTION DRAFTING I. Grades Credits: 5
OFFICE OF CURRICULUM & INSTRUCTION DRAFTING I Grades 9-12 Credits: 5 ABSTRACT Drafting I offers the student an excellant foundation in drafting with hands- on experience in the development of individual
More informationTECHNICAL EDUCATION SUBJECT BOOKLET
TECHNICAL EDUCATION 2017 18 6 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spells out the essential things students
More informationThe Language of Instruction in the Writing Workshop: Some possibilities organized by teaching methods
The Language of Instruction in the Writing Workshop: Some possibilities organized by teaching methods DEMONSTRATION Write in front of students, or refer to a piece already written Focus may be only on
More informationI've Seen That Shape Before Lesson Plan
I've Seen That Shape Before Lesson Plan I) Overview II) Conducting the Lesson III) Teacher to Teacher IV) Handouts I. OVERVIEW Lesson Summary Students learn the names and explore properties of solid geometric
More informationCherokee High School. Class Syllabus
Cherokee High School Class Syllabus 2017-2018 Teacher: Jeff Hobbs Course Title: Technological Design Course Description: In Technological Design, engineering scope, content, and professional practices
More informationPAPER SCIENTIFIC INQUIRY THROUGH CHINESE ART
PAPER SCIENTIFIC INQUIRY THROUGH CHINESE ART Introduction This lesson focuses on paper, a medium of historical importance to China and the rest of the world. Students will gain an appreciation of the advanced
More informationTeacher: Mark Alan Anderson, Duration: Five (5) 90 minutes meetings + out-of-class time
Lesson Plan Kansas Oak Park High School page 1 of 5 825 NE 79th Terrace City, Missouri 64118 Lesson: Handwritten Portraits Course: Visual Art Photography Teacher: Mark Alan Anderson, manderso@nkcsd.k12.mo.us
More informationARTS ENVIROCHALLENGER EnviroFriends Reuse and Recycle Teaching Environmental Sustainability, Visual Arts, and Science
ARTS ENVIROCHALLENGER EnviroFriends Reuse and Recycle Teaching Environmental Sustainability, Visual Arts, and Science Author: Meredith Essex Grade Level: Kindergarten Enduring Understanding Trash materials
More information21 st Century Skills. conceptualize and sketch a scaled drawing of an object that has some everyday use.
OVERVIEW Students will use geometric shapes to design a unique three-dimensional object that has an everyday use. Students will first sketch a scaled drawing of the object by hand. Then, they will design
More informationEnduring Understanding Shapes can be divided into equal fractions, recombined into new shapes, and arranged in balance within artistic compositions.
ARTS IMPACT LESSON PLAN Visual Arts and Math Infused Lesson Lesson Two: Balancing Shapes: Parts and Wholes Author: Meredith Essex Grade Level: First Enduring Understanding Shapes can be divided into equal
More informationKingsdale School Technology FACULTY Scheme of Work
Project Title: Monster s Year Group: 7&8 Length in weeks: 12-14 Kingsdale School Technology FACULTY Scheme of Work Lesson Objectives, Key Skills and Key Words Activity Notes and Resources 1 To be able
More informationLEsson Plan. Design an accordion book that incorporates printmaking, collage, and image transfer techniques. Student Work by Clarissa G.
accordion book LEsson Plan Student Work by Clarissa G. 2014 Design an accordion book that incorporates printmaking, collage, and image transfer techniques. www.theimaginar yshop.com Unit Plan Subject:
More informationTrenton Public Schools. Eighth Grade Technological Literacy 2013
Goals By the end of eighth grade students should be able to: Use a word processing program to create professional documents with advanced text-formatting and graphics. Plan and create a database from a
More informationMifflin County School District Planned Instruction
Mifflin County School District Planned Instruction Title of Planned Instruction: Science Subject Area: Science & Technology and Environment & Ecology Grade Level: K Prerequisites: none Course Description:
More informationSocial Studies Interactive Notebook. Native Americans. Upper Elementary (3-5)
Social Studies Interactive Notebook Native Americans Upper Elementary (3-5) Introduction I love an interactive notebook! It is a quick and easy resource students can take home each day. Parents love it!
More informationEngineering is Elementary
Engineering is Elementary Curriculum Units Mapped to the ITEEA Standards for Technological Literacy Key: Category 1: The Nature of Technology Standard 1: Students will develop an understanding of the characteristics
More informationHistorical Development of Biotech
Historical Development of Biotech Introduction The purpose of this activity is for your students to identify the important milestones in the development of. People generally think of as being a new phenomenon;
More informationTerm 4. Explanations of assignments
Term 4 Explanations of assignments (If you are in class, you would get more detailed explanation with powerpoints, demonstrations, examples and other methods of learning.) Categories: Assignments are in
More informationScience. Technology. Unit Title: How Fast Can You Go? Date Developed/Last Revised: 11/2/11, 8/29/12 Unit Author(s): L. Hamasaki, J. Nakakura, R.
Unit Title: How Fast Can You Go? Date Developed/Last Revised: 11/2/11, 8/29/12 Unit Author(s): L. Hamasaki, J. Nakakura, R. Saito Grade Level: 9-10 Time Frame: 6 1-hour classes Primary Content Area: math
More informationTeaching for Understanding 11th Grade Language Arts with an Emphasis on Creative Writing
ED200 AND ED109 Teaching for Understanding 11th Grade Language Arts with an Emphasis on Creative Writing Natasha Ence 12/5/2012 Tell me and I forget. Teach me and I remember. Involve me and I learn. -Benjamin
More informationEngineering, & Mathematics
8O260 Applied Mathematics for Technical Professionals (R) 1 credit Gr: 10-12 Prerequisite: Recommended prerequisites: Algebra I and Geometry Description: (SGHS only) Applied Mathematics for Technical Professionals
More information3rd Grade Science. Grade 3 : Inquiry
Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade Biology Chemistry Chemistry II Life Science Biology II Anatomy & Physiology Earth Science Geology Environmental
More informationNew Jersey Core Curriculum Content Standards for Science
A Correlation of to the New Jersey Core Curriculum Content Grades K -6 O/S-56 Introduction This document demonstrates how Scott Foresman Science meets the New Jersey Core Curriculum Content. Page references
More informationTest at a Glance. Updated June 2017
GACE Engineering and Technology Education Assessment Test at a Glance Updated June 2017 See the GACE Engineering and Technology Assessment Study Companion for practice questions and preparation resources.
More informationSimplifying Non-perfect Square Roots. Arlena Miller. Sullivan County. 9/Algebra 1
Simplifying Non-perfect Square Roots Arlena Miller Sullivan County 9/Algebra 1 Lesson Title: Simplifying Non-perfect Square Roots Grade: 9(Algebra I) Alignment with state standards: CLE 3102.2.1 Understand
More informationTeacher Sourcebook. Sample Unit. Authors Rosemary Reuille Irons M Sc Brian Tickle BA James Burnett M Ed
Teacher Sourcebook Sample Unit Authors Rosemary Reuille Irons M Sc Brian Tickle BA James Burnett M Ed Series Consultants Judith Anderson Ph D Jan Glazier MA Bruce Llewellyn B Sc Counting On Basic Facts
More informationELL CENTER SCIENCE A
ELL CENTER SCIENCE A Description An inquiry-based science survey course with an emphasis on developing English communication skills and vocabulary relevant to science content. Matter is the focus of ELL
More informationVersion 6.1. Instructional Days: 11-14
Instructional Days: 11-14 Topic Description: In this lesson, students learn how computers can be used as a tool for visualizing data, modeling and design, and art in the context of culturally situated
More informationIDS 403 Final Project Guidelines and Rubric
IDS 403 Final Project Guidelines and Rubric Overview In this course, you have explored the relationship between technology, society, and the individual. It is important to recognize the influence and impact
More informationWORKING WITH ADJUSTMENT LAYERS. Adjustment Layers are used to change the appearance of a layer without actually altering the layer
WORKING WITH ADJUSTMENT LAYERS Adjustment Layers are used to change the appearance of a layer without actually altering the layer WORKING WITH ADJUSTMENT LAYERS First, select the photograph thumbnail in
More information5 th Grade Career Unit Advertisement
5 th Grade Career Unit Advertisement 11:10 11:55am Duration: 2 2.5 days Attachments: PowerPoint Post-Assessment Class Time: 45 minutes 11:10 Start 11:47 Clean Up 11:52 Review 11:54 Line Up / Push in Chairs
More informationNES: Problem Solving: Transportation and Space Reuse and Recycle
LIVE INTERACTIVE LEARNING @ YOUR DESKTOP NES: Problem Solving: Transportation and Space Reuse and Recycle Presented by: Marti Phipps July 25, 2012 PROBLEM SOLVING: TRANSPORATION AND SPACE REUSE AND RECYCLE
More informationAIMS Education Foundation
TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and Science) began in 1981 with
More informationMrs. Polk s 4 th Grade Area and Perimeter Extension Unit
Mrs. Polk s 4 th Grade Area and Perimeter Extension Unit Common Core State Standards that are being met: Solve problems involving measurement and conversion of measurements. CCSS.MATH.CONTENT.4.MD.A.1
More informationEnglish3-4H Mrs. Bohannon. Goals. Classroom Expectations
English3-4H Mrs. Bohannon Welcome back BISON! We are going to cover many different aspects of communication arts such as writing, speaking, and reading of various types of literature. This class is going
More information2014 New Jersey Core Curriculum Content Standards - Technology
2014 New Jersey Core Curriculum Content Standards - Technology Content Area Standard Strand Grade Level bands Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:
More informationARTS IMPACT INSTITUTE LESSON PLAN Core Program Year 1 Arts Foundations VISUAL ARTS LESSON Depth through Overlapping Shapes
ARTS IMPACT INSTITUTE LESSON PLAN Core Program Year 1 Arts Foundations Artist-Mentor: Beverly Harding Buehler Grade Levels: Second Fifth Grade Examples: Enduring Understanding Spatial depth can be suggested
More informationYears 5 and 6 standard elaborations Australian Curriculum: Design and Technologies
Purpose The standard elaborations (SEs) provide additional clarity when using the Australian Curriculum achievement standard to make judgments on a five-point scale. They can be used as a tool for: making
More informationDivisibility Rules I: Base 10 Number System
Divisibility Rules I: Base 10 Number System Figure 9: HINT (for the joke): What is the number symbol for the amount of dots here in a base 4 number system. After you think about this, if you don t get
More informationMath Connections in Art Grades 6 10
This packet includes: Distance Learning at The Cleveland Museum of Art Math Connections in Art Grades 6 10 HOW TO PREPARE YOUR CLASS FOR THE DISTANCE LEARNING PRESENTATION... 2 TEACHER INFORMATION GUIDE:...
More informationVisual Arts What Every Child Should Know
3rd Grade The arts have always served as the distinctive vehicle for discovering who we are. Providing ways of thinking as disciplined as science or math and as disparate as philosophy or literature, the
More informationGeomARTry: Lesson One
GeomARTry: Lesson One Big idea: Use drawing and art to apply geometry knowledge from past lessons (using a protractor, types of angles, making angles and triangles) in order to solidify mathematical learning.
More informationDeveloped by the Maryland Council on Economic Education through partnership and funding from Consumer Credit Counseling Service of MD & DE
What is Technology? by Susan Ring. NY: Newbridge Educational Publishing, 1999. ISBN 1-58273-119-5 Literature Annotation: Technology is explained and explored in this book. Included are examples of ways
More informationBlack & White Photography Course Syllabus
Black & White Photography Course Syllabus Course Information ARTS 3371.001 Black & White Photography, FALL 2015 THURSDAY 1 3:45 ATC 2.908 (3.904) Professor Contact Information Dr. Diane Durant durant@utdallas.edu
More informationLesson 3: Fraction Buckets. Overview and Background Information
Lesson : Fraction Buckets Mathematical Goals Common Core State Standards Emphasized Standards for Mathematical Practice Prior Knowledge Needed Vocabulary Materials Resources Overview and Background Information
More informationThe Pythagorean Theorem and Right Triangles
The Pythagorean Theorem and Right Triangles Student Probe Triangle ABC is a right triangle, with right angle C. If the length of and the length of, find the length of. Answer: the length of, since and
More informationEnhanced Instructional Transition Guide
Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Unit 07: Measurement (15 days) Possible Lesson 01 (9 days) Possible Lesson 02 (3 days) Possible Lesson 03 (3 days) Possible
More informationKindergarten American Flag Collage
Kindergarten American Flag Collage Class Time: 45 minutes 12:25 Start Duration: 1.5-2 days 1:05 Clean Up 1:07 Review & Closure Attachments: PowerPoint 1:09 Line Up 1:10 End PWCS Art Objectives KP.12 Collage
More informationThinking Kids. First Grade. NCTM Strands Covered: Number and Operations. Algebra. Geometry. Measurement. Data Analysis and Probability.
Thinking Kids First Grade NCTM Strands Covered: Number and Operations Algebra Geometry Measurement Data Analysis and Probability Posttest How to Use This Assessment This Posttest assesses your students
More informationElectrical Circuits Design Project Assessments/Teacher Masters: Table of Contents
Electrical Circuits Design Project Assessments/Teacher Masters: Table of Contents Assessments Circuits and Current Rubric 1............................................................... 1 Circuit Symbols
More informationHigh School PLTW Introduction to Engineering Design Curriculum
Grade 9th - 12th, 1 Credit Elective Course Prerequisites: Algebra 1A High School PLTW Introduction to Engineering Design Curriculum Course Description: Students use a problem-solving model to improve existing
More informationCity University of Hong Kong Course Syllabus. offered by Department of Architecture and Civil Engineering with effect from Semester A 2015 / 2016
City University of Hong Kong offered by Department of Architecture and Civil Engineering with effect from Semester A 2015 / 2016 Part I Course Overview Course Title: Architectural Design and Graphics I
More informationPlaying with Parachutes
Provided by TryEngineering - Lesson Focus This lesson focuses on parachute design. Teams of students construct parachutes from everyday materials. They then test their parachutes to determine whether they
More informationDuring What could you do to the angles to reliably compare their measures?
Measuring Angles LAUNCH (9 MIN) Before What does the measure of an angle tell you? Can you compare the angles just by looking at them? During What could you do to the angles to reliably compare their measures?
More informationLVPA Summer Studio Series:
LVPA Summer Studio Series: Name Introduction: Create a series of images based on personal interests at a 1-finished-image per week schedule = 8 total drawings (or 1 painting per two week schedule = 4 total
More informationArticulation of Certification for Manufacturing
Paper ID #15889 Articulation of Certification for Manufacturing Dr. Ali Ahmad, Northwestern State University Ali Ahmad is the Head of the Engineering Technology Department at Northwestern State University
More informationTrenton Public Schools. Fifth Grade Technological Literacy 2013
Goals By the end of fifth grade students will be able to: Select appropriate software to create a variety of documents Use database software define fields & input data Create a database, define fields,
More informationLESSON PLAN Sabbath Middle School Grade Level: 8 Title: Square Roots with Cubism Author: Kyle Linford Enduring
LESSON PLAN Sabbath Middle School Grade Level: 8 Title: Square Roots with Cubism Author: Kyle Linford Enduring The students will develop an understanding of finding the length of segments Understanding:
More informationDetermining the Role of Science and Technology in Agricultural Production
Lesson A7 6 Determining the Role of Science and Technology in Agricultural Production Unit A. Agricultural Literacy Problem Area 7. Recognizing the Impact of Technology on Agriculture Lesson 6. Determining
More informationTechnology. Chapter 3 Types of Technological Systems
Technology Chapter 3 Types of Technological Systems Tools: Printer (color optional) 4 sheets of 8.5 x 11 paper Scissors Directions: 1. Print 2. Fold paper in half vertically 3. Cut along dashed lines These
More informationPARCC Grade 4 Mathematics
PARCC Grade Mathematics Lesson : Performance-Based Assessment Number and Operations-Fractions Fraction Equivalents Rationale Goals Students develop understanding and utilize strategies for comparing and
More informationThe creation of this curriculum has been funded in part through a N.O.A.A. Outreach and Education Grant. Curriculum Summary
The creation of this curriculum has been funded in part through a N.O.A.A. Outreach and Education Grant Washed Ashore Marine Debris Prevention Through Outreach and Education WashedAshore.org 541-329-0317
More informationGreeley-Evans School District 6 High School Photography I Curriculum Guide
High School Unit 1:Introduction to photographic terms Enduring Concept: Understanding Photography technique terminology Timeline: 3 weeks Vocabulary: Academic: 1. Observe and Learn to Comprehend Photographic
More informationSTL Standards and Benchmarks
STL Standards and Standard 1. Students will develop an understanding of the characteristics and scope of technology. In order to comprehend the scope of technology, students should learn that: A. The natural
More informationVisual Journals STEELI lesson plan
1. Title: Visual Journals - binding 2. Grade level: 9-12 Visual Journals STEELI lesson plan 3. Content Standards: Artistic Perception 1.1 Develop perceptual skills and visual arts identify and use the
More informationBrain-on! A Trio of Puzzles
Hands Hands-on = Brain-on! A Trio of Puzzles "I hear and I forget, I see and I remember, I do and I understand." - Chinese proverb Manipulatives and hands-on activities can be the key to creating concrete
More informationMaking Middle School Math Come Alive with Games and Activities
Making Middle School Math Come Alive with Games and Activities For more information about the materials you find in this packet, contact: Sharon Rendon (605) 431-0216 sharonrendon@cpm.org 1 2-51. SPECIAL
More informationA Model for Unified Science and Technology
10 A Model for Unified Science and Technology By Roy Q. Beven and Robert A. Raudebaugh The Problem Scientific concepts and processes are best developed in the context of technological problem solving.
More informationARTS IMPACT ARTS-INFUSED INSTITUTE LESSON PLAN (YR2-AEMDD) LESSON TITLE: Polygons in Symmetry: Animal Inventions Visual Arts and Math Lesson
S IMPACT S-INFUSED INSTITUTE LESSON PLAN (YR2-AEMDD) LESSON TITLE: Polygons in Symmetry: Animal Inventions Visual Arts and Lesson Artist-Mentor Meredith Essex Grade Level: Third Grade Enduring Understanding
More informationInch by Inch NAME. Measure the distance from the left edge of the ruler to the arrow. The following example shows 1 2 inch. 1. inches. 2.
Inch by Inch NAME Measure the distance from the left edge of the ruler to the arrow. The following example shows 1 2 inch. 1. inches 2. inches 3. inches Resources for Teaching Math 2009 National Council
More information1554 Technology and Engineering. Dr. Laurence Anderson
1554 Technology and Engineering Dr. Laurence Anderson landerson@sandwich.k12.ma.us 1.1. What is Engineering? The Seven Engineering Wonders of the Ancient World The Great Pyramid of Giza The Temple of Artemis
More informationShapes. Practice. Family Note. Unit. show 3-sided, 4-sided, 5-sided, and 6-sided shapes. Ask an adult for permission first. Add.
Home Link 8-1 Shapes In this lesson children examined different shapes, such as triangles, quadrilaterals, pentagons, and hexagons. They also discussed these shapes attributes or characteristics such as
More informationMicroorganisms A Assignments
Microorganisms A Assignments Complete this set of assignments and, to move on to the next set of assignments, you must: Complete the assignment below. Assignment Completed Complete Microorganisms Scrapbook
More information