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

FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park Avenue Freehold, NJ 07728 Monmouth County Office of Curriculum & Instruction Course Title: Technology Education: STEM Robotics Course Codes: 8610 Grade: 8 Board of Education Adoption Date: June 22, 2015 i

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

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

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

Table of Contents Unit/Section Page Educational Outcomes 1 Core Materials 2 Pacing Guide 3 2014 New Jersey Core Curriculum Content 4 Standards - Technology Unit 1: Introduction to Technology Education 18 Unit 2: The Designed World 23 Unit 3: Design: EV3 Robotics 35 Unit 4: Computational Thinking: Robotics 47 Unit 5: Design: 3D Printing 54 Unit 6: Technology Operations and Concepts: 65 Review for 8.1 Technology Literacy Assessment (NJ-TAP-IN) v

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

Core Materials Textbooks / Materials Introduction to Technology (2010) Pierce and Karwatka, McGraw Hill: Glencoe (optional) Exploring Design, Technology and Engineering (2008) Wright and Brown, G-W Publisher (optional) Engineering Design: An Introduction, ISBN:1418062413 (optional) Design and Problem Solving in Technology, ISBN: 0827352468 (optional) Educational Products: Ev3 Core Set & Expansion Kits MakerBot Replicator Mini 3D Printer Filament Cartridge Spools for 3D Printer Web based resources: LEGO Education: LEGO MINDSTORMS EV3 Curriculum Pack EV3 Design Engineering Projects EV3 Space Activity Pack & Challenge Set Combo EV3 Middle School Science Activity Pack Computer Programs: LEGO MINDSTORMS EV3 Software, Pivot Animator, West Point Bridge Designer, Gimp 2.8, Google SketchUp Make, LanSchool Lite v.7.8, Google Drive/ Apps, Windows Movie Maker ipad Applications: LEGO MINDSTORMS 3D Builder, LEGO MINDSTORMS Robot Commander, Flipagram, EV3 Programming, Tinkerplay, Makers Empire, Zotebook, Makerware for Digitizer, Makerbot Desktop, and MakerBot PrintShop Assessments: Benchmark Assessments Technology Literacy Assessment (NJTAP-IN) (Learning.com Technology Assessment) 8th Grade - Pacing Guide 2

Unit Anticipated Timeframe 1 Introduction to Technology Education 3 Days 2 The Designed World 2 Weeks (~10 Days) 3 (8.2.C) Design: EV3 Robotics 2 weeks (~10 days) 4 (8.2.E) Computational Thinking: 1 week (~5 days) Programming 5 (8.2.C) Design: 3D Printing 2 weeks (~10 days) 6 Review of 8.1 for Technology Literacy Assessment NJ-TAP-IN 1 week (~ 5 days) 3

2014 New Jersey Core Curriculum Content Standards - Technology Content Area Standard Strand Technology 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. Grade Level bands Content Statement Students will: Indicator Indicator 6-8 Understand and use technology systems. 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools. Select and use applications effectively and productively. 8.1.8.A.2 8.1.8.A.3 8.1.8.A.4 8.1.8.A.5 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. Use and/or develop a simulation that provides an environment to solve a real world problem or theory. Graph and calculate data within a spreadsheet and present a summary of the results Create a database query, sort and create a report and describe the 4

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

Grade Level bands Content Statement Indicator Indicator 6-8 Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. 8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries. Communicate information and ideas to multiple audiences using a variety of media and formats. Develop cultural understanding and global awareness by engaging with learners of other cultures. Content Area Contribute to project teams to produce original works or solve problems. Technology Standard Strand 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical 6

behavior. Grade Level bands Content Statement Advocate and practice Indicator Indicator safe, legal, and 6-8 responsible use of 8.1.8.D.1 Understand and model appropriate information and online behaviors related to cyber technology. safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media. Demonstrate personal responsibility for lifelong learning. Exhibit leadership for digital citizenship. 8.1.8.D.2 8.1.8.D.3 8.1.8.D.4 Demonstrate the application of appropriate citations to digital content. Demonstrate an understanding of fair use and Creative Commons to intellectual property. Assess the credibility and accuracy of digital content. 8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse. 7

Content Area Standard Strand Technology 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Grade Level bands Content Statement Students will: Indicator Indicator 6-8 Plan strategies to guide inquiry. Content Area Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks. Process data and report results. 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem. Technology Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and 8

communicate knowledge. Strand F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Grade Level bands Content Statement Students will: Indicator Indicator 6-8 Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions. 8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision. 9

2014 New Jersey Core Curriculum Content Standards - Technology Content Area Standard Strand Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. A. The Nature of Technology: Creativity and Innovation Technology systems impact every aspect of the world in which we live. Grade Level bands Content Statement Students will be able to understand: Indic ator Indicator 6-8 The characteristi cs and scope of technology. 8.2.8. A.1 Research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e. telephone for communication - smart phone for mobility needs). The core concepts of technology. The relationships among 8.2.8. A.2 8.2.8. A.3 8.2.8. A.4 Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system. Investigate a malfunction in any part of a system and identify its impacts. Redesign an existing product that impacts the environment to lessen its impact(s) on the environment. 10

technologies and the connections between technology and other fields of study. 8.2.8. A.5 Describe how resources such as material, energy, information, time, tools, people, and capital contribute to a technological product or system. Content Area Standard Strand Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. B. Technology and Society: Knowledge and understanding of human, cultural and society values are fundamental when designing technology systems and products in the global society. Grade Level bands Content Statement Students will be able to understand: Indicator Indicator 6-8 The cultural, social, economic and political effects of technology. 8.2.8.B.1 8.2.8.B.2 Evaluate the history and impact of sustainability on the development of a designed product or system over time and present results to peers. Identify the desired and undesired consequences from the use of a product or 11

system. The effects of technology on the environment. 8.2.8.B.3 Research and analyze the ethical issues of a product or system on the environment and report findings for review by peers and /or experts. 8.2.8.B.4 Research examples of how humans can devise technologies to reduce the negative consequences of other technologies and present your findings. The role of society in the development and use of technology. The influence of technology on history. 8.2.8.B.5 8.2.8.B.6 8.2.8.B.7 Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. Compare and contrast the different types of intellectual property including copyrights, patents and trademarks. Analyze the historical impact of waste and demonstrate how a product is upcycled, reused or remanufactured into a new product. Content Area Standard Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, 12

and the environment. Strand C. Design: The design process is a systematic approach to solving problems. Grade Level bands Content Statement Students will be able to understand: Indicator Indicator 6-8 The attributes of design. 8.2.8.C.1 Explain how different teams/groups can contribute to the overall design of a product. 8.2.8.C.2 Explain the need for optimization in a design process. The application of engineering design. The role of troubleshootin 8.2.8.C.3 8.2.8.C.4 8.2.8.C.5 8.2.8.C.6 Evaluate the function, value, and aesthetics of a technological product or system, from the perspective of the user and the producer. Identify the steps in the design process that would be used to solve a designated problem. Explain the interdependence of a subsystem that operates as part of a system. Create a technical sketch of a product with materials and measurements labeled. Collaborate to examine a malfunctioning system and identify the step-by-step 13

g, research and development, invention and innovation and experimentati on in problem solving. 8.2.8.C.7 8.2.8.C.8 process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution. Collaborate with peers and experts in the field to research and develop a product using the design process, data analysis and trends, and maintain a design log with annotated sketches to record the developmental cycle. Develop a proposal for a chosen solution that include models (physical, graphical or mathematical) to communicate the solution to peers. Content Area Standard Strand Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. D. Abilities for a Technological World: The designed world is the product of a design process that provides the means to convert resources into products and systems. Grade Level bands Content Statement Students will understand how to: Indicator Indicator 6-8 Apply the 8.2.8.D.1 Design and create a product that addresses 14

design process. a real world problem using a design process under specific constraints. Use and maintain technological products and systems. 8.2.8.D.2 8.2.8.D.3 8.2.8.D.4 Identify the design constraints and tradeoffs involved in designing a prototype (e.g., how the prototype might fail and how it might be improved) by completing a design problem and reporting results in a multimedia presentation, design portfolio or engineering notebook. Build a prototype that meets a STEMbased design challenge using science, engineering, and math principles that validate a solution. Research and publish the steps for using and maintaining a product or system and incorporate diagrams or images throughout to enhance user comprehension. Assess the impact of products and systems. 8.2.8.D.5 Explain the impact of resource selection and the production process in the development of a common or technological product or system. 8.2.8.D.6 Identify and explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact on the environment. 15

Content Area Standard Strand Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. E. Computational Thinking: Programming: Computational thinking builds and enhances problem solving, allowing students to move beyond using knowledge to creating knowledge. Grade Level bands Content Statement Students will be able to understand: Indicator Indicator 6-8 Computationa l thinking and computer programming as tools used in design and engineering. 8.2.8.E.1 8.2.8.E.2 8.2.8.E.3 8.2.8.E.4 Identify ways computers are used that have had an impact across the range of human activity and within different careers where they are used. Demonstrate an understanding of the relationship between hardware and software. Develop an algorithm to solve an assigned problem using a specified set of commands and use peer review to critique the solution. Use appropriate terms in conversation (e.g., programming, language, data, RAM, 16

ROM, Boolean logic terms). 17

Unit Plan Title Suggested Time Frame Introduction to Technology Education ~ 3 Days Overview / Rationale What is this unit about? What will students be able to independently use their learning to do? The students will understand the nature of technology and discuss its importance on society. The students will also be introduced to classroom routines and procedures. Stage 1 Desired Results Established Goals: Standards to be covered 8.1.8.A.1- Demonstrate knowledge of a real world problem using digital tools. Enduring Understandings: Essential Questions: Technology is constantly changing and requires continuous learning of new skills. What are the classroom routines and procedures for this class? Selection of technology should be based on personal and / or career needs assessment. How can I transfer what I know to new technological situations or experiences? A tool is only as good as the person using it. 18

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

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

Performance Task(s): Stage 2 Assessment Evidence Other Evidence: Student Interest Inventory Homework: Typing.com > Beginner Course Lessons Student Interest Inventory Typing Test Instructional Strategies Suggested Learning Activities Stage 3 Learning Plan Descriptions Daily Sequence Standard Lesson Objective & Learning Activity Day 1 8.1.8.A.1 Objective: Students will be introduced to technology education and the nature of technology. Activity: Students will model the classroom procedures and routines as well as be provided with a username and password for the schools computers, Google Classroom and the Typing.com website. Day 2 8.1.8.A.1 Objective: Students will become familiar with the basics of using a computer interface. Activity: Students will practice using Google Classroom as well as login into a computer and the Typing.com website. 21

Day 3 8.1.8.A.1 Objective: Students will explore the nature of technology and how it has advanced throughout history. Activity: Students will complete guided notes for the History of Robotics, 3D Printing, Computers, etc. *Teacher is not limited to these lessons/activities. Modifications Special Education Students: reduce / revise assignments as per IEP; use manipulative's; calculators; provide individual & small group help; notes, and study guides; provide background knowledge; flexible grouping; peer grouping; visual demonstration; text magnification; color coding; repetition; pre-teaching; chunking; differentiating content English Language Learners: use consistent, simplified language; provide bilingual partner; provide cooperative learning opportunities; use modeling; use visual aids & manipulative's; scaffolding; chunking the content; subtitles for videos Students at Risk of Failure: foster positive relationships; use mental models; provide help formulating specific questions; scaffolding; targeted support Gifted Students: provide additional enrichment activity involving demonstration of knowledge, or complementary assignments; independent practice; extension activities D indicates differentiation at the lesson level 22

Unit Plan Title Suggested Time Frame The Designed World 2 Weeks (~10 days) Overview / Rationale What is this unit about? What will students be able to independently use their learning to do? The designed world consists of seven unique areas of technology. Information gathering and synthesis is crucial in the development of technology. Technology has social, economical, and environmental impacts on our lives. Technology has strong connections to all subject areas, especially science and math. Technological development utilizes system to produce either a product or a more advanced system. There are four possible impacts that a technological product or system has on our lives. Established Goals: Standards to be covered Stage 1 Desired Results 8.2.8.A.5 - Describe how resources such as material, energy, information, time, tools, people, and capital contribute to a technological product or system. Enduring Understandings: Technology is the study of the human designed world. The design process is a series of steps taken in order to create a product or solve a problem. Technology has social, economical and environmental impacts on our lives. Information gathering and Essential Questions: L1- What makes one media message more effective than another? What are some methods used to share design ideas? What is the importance of technical research in the development of new technological products and systems? 23

synthesis is crucial in the development of technology. What are the legal and ethical consequences of claiming someone ideas or designs? L2- How do humans rely on technology in today s society? How has technology evolved throughout human history? How do science and math play a role in the various fields of technology? What impact does technology have on other subject areas? Why is it important to take these impacts into account before designing a technological product or system? L3- What are the safety concerns to be considered when working in a lab setting in school or on the job? Why is feedback so important in a technological system? What are the crucial technological systems that help society function on a daily basis? What areas of technology are closely related to one another? How can technological products or systems reside within multiple areas? How has material science impacted construction techniques and material selection? How do the various manufacturing methods differ from one another? What is the importance of technical research in the development of new technological products and systems? How do activities such as reverse engineering, aid in the development of new technological products and systems? How has original technologies developed into alternative products spin-offs? How has society tried to fix the environmental impacts technology has had on the planet? How does capital influence the final 24

design of a product or system? L4- How do science and math play a role in the various fields of technology? What impact does technology have on other subject areas? What areas of technology are closely related to one another? How can technological products or systems reside within multiple areas? What are the basic components of a technological system? Why is feedback so important in a technological system? What are the crucial technological systems that help society function on a daily basis? L5- How has transportation made our world seem smaller? How do humans rely on technology in today s society? How has technology evolved throughout human history? How has technology helped to extent human capabilities throughout history? What are the four possible impacts that a technological system of product can have on society? Why is it important to take these impacts into account before designing a technological product or system? What are some examples of historical unexpected outcomes in technology? L6- How do science and math play a role in the various fields of technology? What impact does technology have on other subject areas? How has the field of biology been combined with traditional agricultural methods to create new technologies? What are the basic components of a technological system? Why is feedback so important in a 25

technological system? What are the crucial technological systems that help society function on a daily basis? How do humans rely on technology in today s society? How has technology helped to extent human capabilities throughout history? L7- How do science and math play a role in the various fields of technology? What impact does technology have on other subject areas? What is the importance of medical technology on the lives of humans? How do humans rely on technology in today s society? How has technology helped to extent human capabilities throughout history? L8 &9 - What are the safety concerns to be considered when working in a lab setting in school or on the job? What protection can be used in a laboratory environment? What characteristics are essential to a functional team? What are the benefits of working in a team environment as opposed to individually? Why is personal responsibility a crucial element of a team member? What is the importance of technical research in the development of new technological products and systems? How do activities such as reverse engineering, aid in the development of new technological products and systems? What are the legal and ethical consequences of claiming someone ideas or designs? L10- What are the major steps of the design process? How does the design process help to produce more successful technologies? What is the importance of technical research 26

in the development of new technological products and systems? How do activities such as reverse engineering, aid in the development of new technological products and systems? What are the legal and ethical consequences of claiming someone ideas or designs? Knowledge: Students will know Skills: Students will be able to How to identify the basic elements of design and how they are used in areas such as: graphic design, product design and architecture. How to identify and describe the resources that are specific to construction technology. How to identify the various methods in the manufacturing of a product or system. How to describe the importance of renewable resources and clean energy. How to list and explain the various modes of transportation throughout history. How to explain the various methods of food production and describe the advancements in agricultural technologies throughout history. How to explain the various methods of medicine Identify the basic elements of design and how they are used in areas such as: graphic design, product design and architecture. Identify and describe the resources that are specific to construction technology. Identify the various methods in the manufacturing of a product or system. Describe the importance of renewable resources and clean energy. List and explain the various modes of transportation throughout history. Explain the various methods of food production and describe the advancements in agricultural technologies throughout history. Explain the various methods of medicine production throughout history. List and explain the various technological career fields, research programs of study and gather information about a career. 27

production throughout history. How to list and explain the various technological career fields, research programs of study and gather information about a career. How to explain the various steps of the engineering design process. Explain the various steps of the engineering design process. The students will be able to list and explain the various steps of the engineering design process. Explain and demonstrate the various sketching techniques that can be used in the engineering design process. (optional) Reverse engineer a real world product and analyze it for design elements and flaws. (optional) Describe the impact of the design engineering process on a product or system. In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: 21 st Century Themes E encouraged T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. X Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management ET CRP4. Communicate clearly and effectively and with reason. 28

Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts of decisions. X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility E CRP7. Employ valid and reliable research strategies. Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation ETA CRP9. Model integrity, ethical leadership and effective management. X Career Awareness ETA CRP10. Plan education and career paths aligned to personal goals. X Career Exploration ETA CRP11. Use technology to enhance productivity. X Career Preparation E CRP12. Work productively in teams while using cultural global competence. Other standards covered: Standards for Technological Literacy Content Standards The Designed World Interdisciplinary Connections Standard 14. Students will develop an understanding of and be able to select and use medical technologies. Standard 15. Students will develop an understanding of and be able to select and use agricultural and related biotechnologies. Standard 16. Students will develop an understanding of and be able to select and use energy and power technologies. 29

Standard 17. Students will develop an understanding of and be able to select and use information and communication technologies. Standard 18. Students will develop an understanding of and be able to select and use transportation technologies. Standard 19. Students will develop an understanding of and be able to select and use manufacturing technologies. Standard 20. Students will develop an understanding of and be able to select and use construction technologies. Student Resources Primary Source Readings Secondary Source Readings Introduction to Technology (2010) Pierce and Karwatka, McGraw Hill: Glencoe Exploring Design, Technology and Engineering (2008) Wright and Brown, G-W Publisher Supporting Text pages Exploring Design, Technology and Engineering (2008) Wright and Brown, G-W Publisher - Student Workbook Texts: Teacher Resources Introduction to Technology (2010) Pierce and Karwatka, McGraw Hill: Glencoe Exploring Design, Technology and Engineering (2008) Wright and Brown, G-W Publisher Engineering Design: An Introduction, ISBN:1418062413 Design and Problem Solving in Technology, ISBN: 0827352468 Supplemental Workbooks: Exploring Design, Technology and Engineering (2008) Wright and Brown, G-W Publisher - 30

Student Workbook Websites: www.tsaweb.org Elements and Principles of Design - http://www.digital-web.com/articles/principles_of_design http://www.wiu.edu/art/courses/design/elements.htm http://ficml.org/jemimap/style/color/wheel.html http://www.greatbuildings.com/types.html Worksheets: Teacher Created* Design Loop http://www.technologystudent.com/pdf4/despro_concise1.pdf Videos: Food Inc. http://www.youtube.com/watch?v=acmysuokg0q Stage 2 Assessment Evidence Performance Task(s): Research Projects Lesson Activities / Projects/ Design Briefs Other Evidence: Pre-Assessments, Formative Assessments, Summative Assessments Quizzes and Tests Worksheets Project Assessment Article Summaries Engineering Notebook Assessments 31

Responses to Discussion Questions TSA Rubrics- optional Unit Test Stage 3 Learning Plan Instructional Strategies Suggested Learning Activities Descriptions Daily Sequence Standard Lesson Objective & Learning Activity Day 1 Information & Communication Technologies 8.2.8.A.5 STL-17 Objective: To identify the basic elements of design and how they are used in areas such as: graphic design, product design and architecture. Activity: Students will research a famous landmark/monument and describe the elements of design used in its fabrication. Day 2 Construction Technology Day 3 Manufacturing Technology 8.2.8.A.5 STL-20 8.2.8.A.5 STL-19 Objective: identify and describe the resources that are specific to construction technology. Activity: Students will design and construct a model house, bridge or other structure (using paper). Objective: To identify the various methods in the manufacturing of a product or system. Activity: Car assembly line drawing activity (5 students per row) Get a car outline and each students needs to draw an essential element of the 32

Day 4 Energy & Power Technologies Day 5 Transportation Technology Day 6 Biotechnology and Agriculture Day 7 Medical Technology Day 8 Careers in Technology 8.2.8.A.5 STL-16 8.2.8.A.5 STL-18 8.2.8.A.5 STL-15 8.2.8.A.5 STL-14 8.2.8.A.5 9.2 vehicle and time their assembly line. Objective: To describe the importance of renewable resources and clean energy. Activity: Build a circuit or design a reusable flashlight. Objective: To list and explain the various modes of transportation throughout history. Activity: Construct a solar powered, mouse trap car, rubber band plane, wind powered, water powered vehicle. Objective: To explain the various methods of food production and describe the advancements in agricultural technologies throughout history. Activity: Make a hydroponic system using a water bottle. Objective: To explain the various methods of medicine production throughout history. Activity: Disease prevention activity (food colored water, cups and pipettes) Objective: To list and explain the various technological career fields, research programs of study and gather information about a career. Activity: Research various careers in STEM or Technology fields and make a poster related to your career. 33

Day 9 Careers in Technology Day 10 Engineering Design Process 8.2.8.A.5 9.2 8.2.8.A.5 Objective: To list and explain the various technological career fields, research programs of study and gather information about a career. Activity: Museum walk and present their career option. Objective: To explain the various steps of the engineering design process. The students will be able to list and explain the various steps of the engineering design process. Activity: Design a disposable / portable homeless shelter (depending on the location of choice). * Teacher is not limited to these suggested activities. Modifications Special Education Students: reduce / revise assignments as per IEP; use manipulative's; calculators; provide individual & small group help; notes, and study guides; provide background knowledge; flexible grouping; peer grouping; visual demonstration; text magnification; color coding; repetition; pre-teaching; chunking; differentiating content English Language Learners: use consistent, simplified language; provide bilingual partner; provide cooperative learning opportunities; use modeling; use visual aids & manipulative's; scaffolding; chunking the content; subtitles for videos Students at Risk of Failure: foster positive relationships; use mental models; provide help formulating specific questions; scaffolding; targeted support Gifted Students: provide additional enrichment activity involving demonstration of knowledge, or complementary assignments; independent practice; extension activities D indicates differentiation at the lesson level 34

Unit Plan Title Suggested Time Frame Design: EV3 Robotics 2 weeks (~10 days) Overview / Rationale What is this unit about? What will students be able to independently use their learning to do? The design process is a systematic approach to solving problems. The students will be able to understand the attributes of design. The students will be able to understand the application of engineering design. The students will also be able to understand the role of troubleshooting, research and development, invention and innovation and experimentation in problem solving. The students will use the Lego Mindstorms EV3 s to construct a robot using the design process. Established Goals: Standards to be covered Stage 1 Desired Results 8.2.8.C.1- Explain how different teams/groups can contribute to the overall design of a product. 8.2.8.C.2- Explain the need for optimization in a design process. 8.2.8.C.3- Evaluate the function, value, and aesthetics of a technological product or system, from the perspective of the user and the producer. 8.2.8.C.4- Identify the steps in the design process that would be used to solve a designated problem.. 8.2.8.C.5- Explain the interdependence of a subsystem that operates as part of a system. 35

Create a technical sketch of a product with materials and measurements labeled. 8.2.8.C.6-Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution. 8.2.8.C.7- Collaborate with peers and experts in the field to research and develop a product using the design process, data analysis and trends, and maintain a design log with annotated sketches to record the developmental cycle. 8.2.8.C.8- Develop a proposal for a chosen solution that include models (physical, graphical or mathematical) to communicate the solution to peers. Enduring Understandings: Identify roles robotics has in manufacturing. Explain the type of energy transfer in their robot. Explain how robots have changed how products are manufactured. Apply an understanding of modern manufacturing to design and build a product. Knowledge: Students will know How to write descriptions of their group discussions, working procedures, observations, results, and reflections; How to record their data in table or graph form; How to post audio recordings of their work in progress, discussions, and robot behavior; How to insert their own pages; How to add images and videos of their robot in action; Essential Questions: What steps do manufacturers take to design and build a product? What role does robotics have in manufacturing? How have robotics changed how products are manufactured? How is energy transferred between objects or systems? Skills: Students will be able to Explain how different teams/groups can contribute to the overall design of a product. Explain the need for optimization in a design process. Evaluate the function, value, and aesthetics of a technological product or system, from the perspective of the user and the producer. 36

How to share their unique project with other students. Identify the steps in the design process that would be used to solve a designated problem.. Explain the interdependence of a subsystem that operates as part of a system. Create a technical sketch of a product with materials and measurements labeled. Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution. Collaborate with peers and experts in the field to research and develop a product using the design process, data analysis and trends, and maintain a design log with annotated sketches to record the developmental cycle. Develop a proposal for a chosen solution that include models (physical, graphical or mathematical) to communicate the solution to peers. In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply 21 st Century Themes Indicate whether these skills are: E encouraged T taught A assessed 37

Career Ready Practices 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. X Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management ET CRP4. Communicate clearly and effectively and with reason. X Planning, Saving, and Investing ETA CRP5. Consider the environmental, social and economic impacts of decisions. Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility E CRP7. Employ valid and reliable research strategies. Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation E CRP9. Model integrity, ethical leadership and effective management. X Career Awareness CRP10. Plan education and career paths aligned to personal goals. X Career Exploration ETA CRP11. Use technology to enhance productivity. X Career Preparation E CRP12. Work productively in teams while using cultural global competence. 38

Interdisciplinary Connections Other standards covered: Next Generation Science Standards: Engineering Design MS-ETS1-1.- Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2.- Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3.- Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4.- Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Student Resources Primary Source Readings Secondary Source Readings Supporting Text pages Lego Mindstorms EV3 Robot Educator Carnegie Mellon University Robotics Academy Lessons Not applicable Teacher Resources Texts: Beginning LEGO MINDSTORMS EV3 Mark Rollins 39

The LEGO MINDSTORMS EV3 Laboratory Daniele Benedettelli The LEGO MINDSTORMS EV3 Discovery Book Laurens Valk LEGO Mindstorms EV3: Build and Program Your Own LEGO Mindstorms EV3 Robots Marziah Karch Exploring LEGO Mindstorms EV3 Eun Jung Park Maximum LEGO EV3: Bringing Robots with JAVA Brains Brian Bagnall The Art of LEGO Mindstorms EV3 Programming Terry Griffin Classroom Activities for the Busy Teacher : EV3 Damien Kee Supplemental Workbooks:Not applicable Websites: http://www.manufactureyourfuture.com/sites/manufactureyourfuture.com/files/assets/manufacture%20your%20futur e%20lesson%202_0.pdf Lego Mindstorms EV3 Teacher Resources/ Curriculum: http://www.ri.cmu.edu/ https://www.cs2n.org/blog/the-ev3-curriculum-is-available http://www.education.rec.ri.cmu.edu/content/lego/ev3/curriculum/preview/ http://stemrobotics.cs.pdx.edu/node/291 Software: LEGO EV3 Core Kits / Extension Kits/ EV3 Software EV3 Curriculum - Design Engineering Projects EV3 - Commander, 3D Builder, Programming, Fix the Factory Applications STEMROBOTICS Website: http://stemrobotics.cs.pdx.edu/node/2643 Worksheets: Teacher Created* Videos: Walch.com / Everest Trek / Litemind.com/scamper 40