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.
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.
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.
Unit 1: Meet Technology 5-E Lesson Plan The teacher: Uses Presentation 1.1.1 to guide students through the Engagement, Exploration, and Explanation activities. Teacher s Note: Presentation 1.1.1 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 1.1.1. 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).
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 1.1.1 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 1.1.2 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 1.1.2 - 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.
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 1.1.2. 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 1.1.2. - Tape or glue the pictures onto sheets of paper labeled at the top with the type of technology the pictures represent. (See Student Resource 1.1.3.) - 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.
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.
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 1.1.5 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
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
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 1.1.5 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
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. 2011 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. 2011 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.
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.
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. 2011 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?. 2011 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. 2011 International Technology and Engineering Educators Association, STEMCenter for Teaching and Learning Exploring Technology
Slide 9 2011 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 10 2011 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
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.
Unit 1: Meet Technology Student Resource 1.1.1: Words to Know Definition Example(s) Technology Science Need Want Impact Society Product Innovation
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
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...
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
Unit 1: Meet Technology Unit1 Extention Activity STUDENT RESOURCE 1.1.5 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
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
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
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.
Unit 1: Meet Technology Assessment Resource 1.1.4: EDJ Completion Rubric for Unit 1, Lesson 1